Grup de Recerca en Educació, Interacció i Plurilingüisme
Grupo de Investigación en Educación, Interacción y Plurilingüismo
Research Group for Education, Interaction and Plurilingualism

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Related publications & grants

Publications by PhD & MA students
Accepted for publication
  • Mont, Maria & Melinda Dooly. (accepted). Young activists embark on a telecollaborative journey to raise water conservation awareness. In Louise Mortimore, Pilar Gerns & Ruth Breeze (Eds.) Integrating language and content in CLIL science and technology. DeGruyter Mouton.
  • Mont Algamasilla, Maria, Melinda Dooly & Dolors Masats. (accepted). Enhancing Foreign Language Learning Through Ai-Driven Telecollaboration. SSRN.
  • Mont, Maria, Melinda Dooly & Onyemowo Angela Ejeme (accepted). Empowering youth through language, AI, and sustainable advocacy: A telecollaborative approach. In Carol A. Chapelle, Gulbahar Beckett & Bethany Gray (eds.) Researching generative AI in applied linguistics. Iowa State University Digital Press.
2025
  • Uwomowah, Ese Emmanuel & Dooly, Melinda. (2025). It is not the huge enemy: Preservice teachers’ evolving perspectives on AI. In SI: Technology and Teacher Education (Fiona Farr & Elaine Riordan; eds.). Education Sciences, 15(2), 152; https://doi.org/10.3390/educsci15020152
2024
  • Fontich Vicens, X., Casas-Deseures, M., Costa, A. L., & Troncoso, M. (2024). La formación lingüística en los Grados de Maestro: las nociones de ‘competencia comunicativa’, ‘razonamiento crítico’ y ‘género discursivo’. Tejuelo, 39, 165-196.. Doi: https://doi.org/10.17398/1988-8430.39.165
  • Kruszynska, Klaudia. (2024). ‘I have learned a lot of things about other neighborhoods’: Secondary school students as linguistic landscape ethnographers. Bellaterra Journal of Teaching and Learning Language and Literature, 17(1), e1342. 1-20. https://doi.org/10.5565/rev/jtl3.1265
  • Kruszynska, Klaudia. (2024). Unveiling the pedagogical advantages of Linguistic Landscapes: Insights from secondary school students, teachers and field experts. Bellaterra Journal of Teaching and Learning Language and Literature, 17(1), e1342. 1-21. https://doi.org/10.5565/rev/jtl3.1342
  • Kruszynska, Klaudia. (2024). Plurilingual literary writings as tools to develop students’ creativity. Neofilolog, 63(1), 210-227. https://doi.org/10.14746/n.2024.63.1.13
  • Llompart Esbert, Júlia, & Pratginestós, Cèlia (2024). Reflexió metalingüística i plurilingüisme a l’aula. Articles de Didàctica de la Llengua i la Literatura, 101,46-51.
  • Llompart, Júlia, & Pratginestós, Cèlia (2024). Reflexión metalingüística y plurilingüismo. Textos Didáctica de la Lengua y la Literatura, 104, 46-51.
  • Minyu Xie & Melinda Dooly (2024). El andamiaje a los niños para el aprendizaje telecolaborativo ¿Cómo el profesorado proporciona el andamiaje a los niños para que se desarrolle el aprendizaje telecolaborativo?  Editorial Académica Española.
  • Pratginestós, Cèlia & Masats, Dolors (2024). Exploring language alternation and participation in an ‘in-between learning scenario’: a case study of a WhatsApp chat with secondary students of English, Classroom Discourse (early view). https://doi.org/10.1080/19463014.2024.2315022
  • Von Lieres und Wilkau, Gabriella, Morgado, Margarida, Dooly, Melinda, Massler, Ute, Yu, Xiaoting, Schönberg, Carina & Rogaten, Jekaterina. (2024). Impact of VALIANT’s virtual exchange modules on in-service teachers’ and student teachers’ sense of isolation. In Robert O’Dowd & Margarita Vinagre (Eds.) Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education (pp. 87-112). Peter Lang. https://www.peterlang.com/document/1487254
  • Zhang, Miaomiao. (2024). An exploration of linguistic mediation activities in repair sequences: The case of a plurilingual youth participant in an after-school digital storytelling project. Bellaterra Journal of Teaching & Learning Languages & Literature, 16 (4), e1306. https://doi.org/10.5565/rev/jtl3.1306
2023
  • Albuquerque, Diego & Moore, Emilee. (2023). Foregrounding co-artistry in an aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning. In P.-O. Wickman, P. Anderhag, C. Caiman & S. Ainsworth (Eds.), Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects. Frontiers in Education, 8. DOI: https://doi.org/10.3389/
  • Pérez Badenes, Jordi. (2023). La evidencia en la práctica: Escritura académica en el trabajo de investigación de bachillerato. Aula de secundaria, 52, 47. http://dialnet.unirioja.es/servlet/articulo?codigo=9088345​
  • Kruszynska, Klaudia & Dooly, Melinda. (2023). Thinking allowed: Analyzing students’ critical thinking and language awareness through linguistic landscapes. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education (pp. 75-90). Springer.
  • Zhang, Miamomiao. (2023). Developing cosmopolitanism through intercultural mediation activities: An after-school digital storytelling project in Catalonia. Íkala, Revista de Lenguaje y Cultura, 28(3), 1–19. https://doi.org/10.17533/udea.ikala.352092
2022
  • Pérez-Badenes, Jordi. (2022). Reseña. Proyecto lingüístico de centro. Cómo abordar la mejora de las habilidades comunicativas desde la institución escolar, por Santiago Fabrigat Barrios. Bellaterra Journal of Teaching &amp\mathsemicolon Learning Language &amp\mathsemicolon Literature, 15(4), e1201. https://doi.org/10.5565/rev/jtl3.1201
  • Fontich, Xavier, Troncoso, Marcos, & Pérez-Badenes, Jordi. (2022). Actividad metalingüística en clase de lengua: Consideraciones sobre el lugar de la interacción en el aprendizaje de la gramática. Tavira, 27. https://doi.org/10.25267/tavira.2022.i27.1105
  • Pratginestós, Cèlia (2022). Review: Border Thinking: Latinx Youth Decolonizing Citizenship, By Andrea Dyrness and Enrique Sepúlveda III. Monogràfic Plurilingüisme (Eds. J. Llompart & C. Vallejo), Bellaterra Journal of Teaching & Learning Language & Literature.
  • Pratginestós, Cèlia (2022). Interactional competence in transnational plurilingual peer interactions. In Dolors Masats & Luci Nussbaum (Eds.) ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge. 
  • Vallejo, Claudia (2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. In Dolors Masats & Luci Nussbaum (Eds.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.​
2021
  • Corona, Víctor, Vallejo, Claudia, Moore, Emilee & Solans, Jorge (2021). Is English important in your life? A collaborative experience in a secondary school. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action(pp. 43-67). Peter Lang.
  • Knight, Janine, Dooly, Melinda & Barberà, Elena (2021). But the computer say me the time is up: the shaping of oral turns mediated with and through the screen. (early view). Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1868529
  • Marjanovic, Jelena, Dooly, Melinda & Sadler, Randall (2021). From autonomous learners to self-directed teachers: Myth or reality? InCarolin Fuchs, Mirjam Hauck & Melinda Dooly (Eds.) Language education in digital spaces: Perspectives on autonomy and interaction (pp. 113-133). Springer.
  • Moore, Emilee, Vallejo, Claudia, Dooly, Melinda & Borràs, Eulàlia (2021). Out-of-school language learning and educational equity. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 27-42). Peter Lang.
  • Moore, Emilee, Vallejo, Claudia, Llompart, Júlia & Zhang, Miaomiao (2021). Building scalar frames of understandability in ‘trans’ practices within a Catalan Global StoryBridges site. In Margaret Hawkins (Ed.), Transmodal Communications: Transpositioning Semiotics and Relations (pp. 22-42). Multilingual Matters.
  • Pratginestós, Cèlia & Masats, Dolors (2021). Learning English in translocal exchanges in Instagram chat.  In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 69-97). Peter Lang.
  • Zhang, Miaomiao & Llompart, Júlia (2021). Participant roles in linguistic mediation activities in a digital storytelling project. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 119-141). Peter Lang.
2020
2019
  • Dooly, Melinda; Mont, Maria & Vallejo, Claudia. (2019). Coordinating between classes: Tasks and tools. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 29-35). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: https://doi.org/10.5281/zenodo.3064130
  • Dooly, Melinda & Vallejo, Claudia. (Coords.) (online 2019). Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging. Journal of Bilingual Education and Bilingualism.
  • Dooly, Melinda & Claudia Vallejo (online 2019). Bringing plurilingualism into teaching practice: a quixotic quest?. In Melinda Dooly & Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1598933.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Teaching pronunciation across languages.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Creating an inclusive supportive language environment.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua.
  • Dooly, Melinda & Claudia Vallejo. (2019).Making Literacy Meaningful: First and other language acquisition: Activities for promotion of language learning across all levels.
  • Dooly, Melinda & Claudia Vallejo. (2019).Making Literacy Meaningful: Identifying and working with the different levels of linguistic competence of the newcomer.
  • Dooly, Melinda, Dolors Masats, Xavier Pascual & Claudia Vallejo. (2019). Making Literacy Meaningful: FAQs about plurilingual Education: Key issues and some informed answers.Gonzalez-Acevedo, Nathaly (2019). Research in the classroom for teachers by teachers. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 215-222). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Gonzalez-Acevedo, Nathaly (2019). Some research methods for teacher researchers. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 223-233). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Knight, Janine; Dooly, Melinda, & Barberà, Elena. (2019 early view). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 1-22. doi:10.1017/S0958344019000132
  • Llanes, Maria (2019). Digital teaching competences of preservice teachers. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 47-52). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Masats, Dolors; Mont, Maria & Gonzalez-Acevedo, Nathaly (2019). Preface. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 9-13). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Mont, Maria y Gonzalez-Acevedo, Nathaly (2019). Coding toys while learning English: Programming with very young learners. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 59-65). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Masats, Dolors; Mont, Maria & Gonzalez-Acevedo, Nathaly (Eds). (2019). Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century. Rothersthorpe: Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Ploettner, Joan Catherine (2019). A critical look at teacher development for English-Medium Instruction. Language Learning in Higher Education, 9(2), 263-287.
  • Ploettner, Joan Catherine. (2019). EMI teacher and student identities and linguistic practices. Tracing classroom tensions in a teacher development process. Journal of Immersion and Content-Based Language Education, 7(1): 115-141.
  • Pratginestós, Cèlia (2019). Competències digitals i comunicatives docents: una entrevista amb la Dra. Dolors Masats. Bellaterra Journal of Teaching & Learning Language & Literature, 12(1), 97-107. DOI: http://doi.org/10.5565/rev/jtl3.797
  • Pratginestós, Cèlia; Solans, Jorge & Masats, Dolors (2019). Exchanging glances on the development of a joint education and research programme carried out at a secondary school in a socioeconomically underprivileged milieu. ICERI2019 Proceedings, pp. 1407-1412.
  • Vallejo, Claudia & Melinda Dooly (online 2019). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. In Melinda Dooly & Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1600469 
2018
2017
2016
2015
2014
2013
2011
2010
  • Corona, Víctor (2010) Globalización, Identidades y escuela: “lo latino” en Barcelona. In Oriol Guash & Marta Milian (Eds.) L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp. 315-330.
  • Corona, Víctor (2010) Educación lingüística de jóvenes latinoamericanos: un relato etnográfico en familias, niños, niñas y jóvenes inmigrantes. Grupo Interdisciplinario de Investigador@s Migrantes (coord). Madrid: La casa encendida, pp. 151-158.
  • Moore, Emilee (2010) Exploring plurilingualism as a teaching/learning resource in higher education English-medium classrooms. In Oriol Guash & Marta Milian (Eds.) L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos. Servei de Publicacions de la UAB: Bellaterra.  
  • Moore, Emilee & Melinda Dooly. (2010) ‘How Do the Apples Reproduce (Themselves)?” How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University. Journal of Language, Identity & Education, 9 (1), 58 – 79. 
  • Moore, Emilee & Adriana Patiño-Santos. (2010). Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5. DYLAN Project.
2009
Pre and post-doctoral grants

Scholarship for training research personnel EU (European Commission)

  • Anna Czura. ASSESSnet: Language assessment in virtual mobility initiatives at tertiary level – teachers’ beliefs, practices and perceptions. Marie Skłodowska-Curie Actions – Individual Fellowship. Funding agency: European Commission, Horizon 2020 H2020-MSCA-IF-2018 845783 (1.10.2019-30.09.2021).

Scholarship for training research personnel AEI (State Agency for Research)

  • Denise Paola Holguín Vaca. Margarita Salas training grant for young researchers. (2022UPF-MS-6). Project titol: Formación docente plurilingüe e intercultural en contextos de migración. Funding agency: Ministerio de Universidades. (2023-2025).
  • Liudmila Shapirova: 2020-2022. Postdoctoral research grant ‘Juan de la Cierva’, grant numberFJC2020-045599-I; Host Universitat Autònoma de Barcelona (declined by recipient)
  • Emilee Moore: 2014-2016: Postdoctoral research grant ‘Juan de la Cierva’ Host: Universitat de Lleida (declined by recipient)
  • Laura Llobet Garcés: 2005-2007 FPI
  • Virgínia Unamuno: Beca postdoctoral Ramón y Cajal d’investigadors seniors (Ministeri de Ciència i Tecnologia). 2003-2007

Scholarship for initial training FI-DGR (AGAUR-GenCat)

  • Helga Martínez: 2014-2017
  • Víctor Corona: 2006-2009

Scholarship for researchers in training PIF UAB

  • Júlia Llompart: 2013-2016
  • Natalia Evnitskaya: 2008-2011

Other competitive grants & international scholarships

  • Changchun Li: 2024 CSC (China Scholarship Council) scholarship.
  • Klaudia Kruszynska. ERASMUS+ PhD mobility grant. CfP 2022 Ajuts Erasmus+ Pràctiques UAB Exchange programme traineeships. (2022).
  • Marcos Troncoso. Beca de magíster en el extranjero para profesionales de la educación. Programa de formación de capital humano avanzando. Funding agency: CONICYT, Ministerio de Educación, Gobierno de Chile. (2018-2020).
  • ​Nathaly González Acevedo: Selected for a Short-Term Scientific Mission Grant, 7th call: COST Action (DigilitEY)- Research on: “Digital Literacies skills ans practices in the early years” (10 day research stay) Researching: Preschoolers’ Agency in Technology Supported Language Learning Activities. Hosted by Dr. Kristiina Kumpulainen- University of Helsinky- Helsinki-Finland (2018)
  • Nathaly González Acevedo: Selected to present data session and for mobility grant:  EMCA Doctoral Network. (2 day workshop). London-UK (2018) Hosted by Dr. Jon Hindmarsh- Kings College London.
  • Nathaly González Acevedo: Researching  Multimodal Childhood: Methodological Challenges and Innovations RMCs: Rethinking Dynamic Preschoolers’ Learning: A view into Autonomous and Collaborative Technology Supported Tasks/Working Spaces  (Competitive presentation- 9 PhD students) Odense-Denmark (2018)
  • Nathaly González Acevedo: Carlsberg Foundation Grant: Research on Multimodal Childhood: Research and Innovation workshop. Odense-Denmark. July 2018.
  • Nathaly González Acevedo: eTwinning Training Event Grant: Creative Use of ICT in Kindergarten. Oslo Norway. May-June 2018.
  • Nathaly González Acevedo: First Yerun Research Mobility Award: Essex University. April 2018.
  • Emilee Moore: Postdoctoral research grant ‘Beatriu de Pinós’. Host: Leeds University (UK) 2015-2017
  • Luyan Teng: Predoctoral grant China Scholarship Council (CSC). 2013-2016
  • Natalia Evnitskaya: Postdoctoral grant Aliança 4 Universitats. 2012-2014
  • Emilee Moore: Predoctoral grant from the Spanish External Affairs Ministry , Agència Espanyola de Cooperació Internacional.2007-2010

Research assistants & technical support, SGR-AGAUR funds

  • Johanna Buitrago Peña: 2022-2024 (2021 SGR 00084)
  • Claudia Vallejo: 2009-2021 (1273 SGR 2009, 595 SGR 2014 & 774 SGR 2017)
  • Adriana Patiño: 2006-2009(00330 SGR 2005)
  • Paula González: 2005-2006 (00330 SGR 2005)
Hosted scholar visits
Stays abroad (GREIP members)
  • Mandy Deal: Research leave. January-June 2016.
    • Host institution: Centre de linguistique appliquée, Université de Neuchatel.
    • Supervisor: Dr. Simona Pekarek Doehler
  • Melinda Dooly: José de Castillejo (Research grant from Spanish ministry). January-July 2016
    • Host institution: Institute of Education, University College London, UK.
    • Supervisor: Dr. John O’Regan
  • Joan Ploettner: Research leave. August-December 2016.
    • Host institution: CRADLE, University of Helsinki, Finland.
    • Supervisor: Dr. Yrjö Engeström
  • Júlia Llompart: Short-term research stay related to PIF UAB scholarship.  October 2014-January 2015
    • Host institution: University of Basel, Switzerland
    • Supervisor: Dr. Lorenza Mondada
  • Emilee Moore: Research grant from: la Societat Econòmica Barcelonesa d’Amics del País. September-December 2015.
    • Host institution: ‘New York State Initiative on Emergent Bilinguals’ (City University New York, USA)
    • Supervisor: Dr. Ofelia Garcia.
  • Emilee Moore:  Erasmus teaching mobility.  May-June 2012
    • Host institution: Department of Culture and Identity, Roskilde Universitet, Denmark.
  • Víctor Corona: Short-term research stay (AGAUR). January-June 2009
    • Host institution: King’s College, London, UK.
    • Supervisor: Dr. Ben Rampton

Teaching ethos

We feel very strongly about our role as educators in an ever-changing society. We feel that teaching practice must be based on sound theoretical foundations, accompanied by a continuous strive for more innovation, reflection and critical understanding of the optimal conditions for learning.

For us, both teaching research provide input to each other in a critical, cyclical process.

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