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
  • Von Lieres und Wilkau, Gabriella, Morgado, Margarida, Dooly, Melinda, Massler, Ute, Yu, Xiaoting, Schönberg, Carina & Rogaten, Jekaterina. (accepted). “I felt the warmness of being in the support community” – Virtual Exchange Module und ihr Einfluss auf die berufliche Isolation von Lehramtsstudierenden. Conference proceedings for the 30th Conference of the German Society for Foreign Language Research in Ludwigsburg. University of Education Ludwigsburg, March 30-31, 2023.
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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