Teaching

• Luz Dary Cruz Forero: Educación territorial en una comunidad emberá-chamí: Un estudio de investigación acción en colabor, supervised by Dr. Dolors Masats.
  • Examining board: Artur Noguerol, Universitat Autònoma de Barcelona (president); Jackie Robins, Universitat Oberta de Catalunya (secretary); Virginia Unamuno, CONICET, Universidad Nacional de San Martín, Argentina (spokesperson).
• Claudia Vallejo Rubinstein. Plurilingual practices and pluriliteracies in an after-school reading program, supervised by Dr. Melinda Dooly & Dr. Emilee Moore.
  • Examining board: Artur Noguerol, Universitat Autònoma de Barcelona (president); Maria González-Davies, Universitat Ramon Llull (secretary); Adriana Patiño Santos, University of Southampton (spokesperson).
• Jelena Marjanovic. Investigating beliefs and perceptions of autonomous learning during transition from pre-service to novice teachers: A longitudinal case study, supervised by Dr. Melinda Dooly.
  • Examining board: Laia Canals, Universitat Oberta de Catalunya (president); Dolors Masats, Universitat Autònoma de Barcelona (secretary); Joan-Tomàs Pujolà, Universitat de Barcelona (spokesperson).

• Robbins, Jacqueline: Language learner engagement in asynchronous discussion forums: an exploratory study, supervised by Dr. Dolors Masats & Dr. Eulàlia Canals. 
  • Examining board: Melinda Dooly, U. Autònoma de Barcelona (president); Anna Comas-Quinn,  Open University, UK (secretary);  Mar Gutiérrez-Colon Plana, Universitat Rovira i Virgili (spokesperson). 
• González Acevedo, Nathaly: Making Visible Potentially Transformative Engagements: Preschoolers ‘Peer Interacció en Autonomous and Collaborative Tasks Supported by iPads and Beebots, supervised by Dr. Melinda Dooly. 
  • Examining board: Randall Sadler, U. of Illinois Urbana Champaign (president); Anna Czura, Marie Curie Fellow, U. Autònoma de Barcelona (secretary); Kristiina Kumpulainen, U. of Helsinki (spokesperson). 

• Ploettner, Joan: Professional development for English-Medium Instruction and the Interactional Accomplishment of EMI Expertise, supervised by Dr. Emilee Moore & Dr. Mandy Deal Examining Board: Immaculada Fortanet Gómez, Universitat Jaume I (president); Luci Nussbaum, Universitat Autònoma de Barcelona (secretary); Josep Maria Cots Caimons, Universitat de Lleida (spokesperson)

• Knight, Janine: Learner agency in online task-based language learning for spoken interaction, supervised by Dr. Elena Barberà (Universitat Oberta de Catalunya) & Dr. Melinda Dooly
  • Examining Board: Marta González- Lloret, University of Hawaii (president); Margarita Vinagre, Universidad Autónoma de Madrid (secretary); Ana Gimeno, Universidad Politécnica de Valencia (spokesperson)
• Montesinos Parrinello, Raúl: La construcción discursiva del «Otro» y la re-creación de los hechos: un análisis de la cobertura del «paro antiminero aimara» en las ediciones digitales de El Comercio y Los Andes, supervised by Dr. Amparo Tusón

• Virgínia Rosselló Lozano: El desarrollo de la competencia plurilingüe en contextos escolares multilingües, supervised by Dr. Artur Noguerol Rodrigo and Dr. Pedro Guijarro Fuentes. Examining Board: Maria Juan Garau, Universitat de les Illes Balears (president), Manuel Antonio Tost Planet, Universitat Autònoma de Barcelona (secretary), Dolors Masats Viladoms, Universitat Autònoma de Barcelona (spokesperson)
• Francesca Helm: ‘I’m not disagreeing, I’m just curious’: Exploring identities through multimodal interaction in virtual exchange, supervised by Dr. Melinda Dooly. Examining Board: Nicholas Guichon, Université Lumière Lyon 2, ICAR (president), Eulàlia Canals Fornons, Universitat Autònoma de Barcelona/Universitat Oberta de Catalunya (secretary), Shannon Sauro, Malmö University (spokesperson)
• Luyan Teng: English as a Foreign Language (EFL) learning and capital in rural China: A case study of a group of secondary students, supervised by Dra. Melinda Dooly & Dra. Emilee Moore. Examining Board: David Block, Universitat de Lleida (president), Xavier Fontich, Universitat Autònoma de Barcelona (secretary), John O’Regan, UCL Institute of Education, University College London (spokesperson).

• Deal, Mandy: Student Interaction during Group Work in a Multilingual University Setting: Suggestions, Epistemic Orientations and Scaffolding Behaviours, supervised by Dr. Emilee Moore. Examining Board: Lorenza Mondada, Universität Basel (president), Luci Nussbaum Capdevila, Universitat Autònoma de Barcelona (secretary), Carles Roca Cuberes, Universitat Pompeu Fabra (spokesperson)
• Llompart Esbert, Júlia: Pràctiques plurilíngües d’escolars d’un institut superdivers: de la recerca a l’acció educativa co-supervised by Dr. Luci Nussbaum & Dr. Lorenza Mondada. Awarded International Research Component. Examining Board: Amparo Tusón, Universitat Autònoma de Barcelona (president), Luisa Martín Rojo, Universidad Autónoma de Madrid (secretary), Patricia Lambert, ICAR, Université Lyon 2 (spokesperson)
• Zhang, Jingya: L’adquisició de la competència interactiva per part d’aprenents xinesos d’espanyol com a llengua estrangera: anàlisi de tasques desenvolupades en un xat, co-supervised byDr. M. Dolors Masats Viladoms & Dr. Emilee Moore. Examining Board: Montserrat Casanovas Catala, Universitat de Lleida (president), Eulàlia Canals Fornons, Universitat Autònoma de Barcelona/Universitat Oberta de Catalunya (secretary), M. Vicenta González Argüello, Universitat de Barcelona (spokesperson)

• Borràs, Eulàlia: La gestió del plurilingüisme a l’aula en l’educació superior. Estudi de cas: introducció de classes en anglès a l’Escola d’Enginyeria B, directed by Dr Luci Nussbaum. Examining Board: Georges Lüdi, Universität Basel (president), Melinda Dooly Owenby, Universitat Autònoma de Barcelona (secretary), David Allen Block, Universitat de Lleida (spokesperson)
• Antoniadou, Victoria: Expanding the socio-material spaces of teacher education programmes: A qualitative trace of teacher professionalization through blended pedagogy in Catalonia, directed by Dr Melinda Dooly. Examining Board: Anne Edwards, University of Oxford (president), Emilee Moore, Universitat Autònoma de Barcelona (secretary), Teresa Guasch Pascual, Universitat Oberta de Catalunya (spokesperson)
• Rojas, Dora Elia: La lectura de textos multimodales en el contexto de proyectos de aprendizaje en la Escuela Primaria, directed by Dr Artur Noguerol. Examining board: Cristina Escobar Urmeneta, Universitat Autònoma de Barcelona (president), Dolors de Ribot i Mundet, Universitat de Girona (secretary), Montserrat Fons Esteve, Universitat de Barcelona (spokesperson)
• Schmidt, Sara: Proxémica y comunicación intercultural: la comunicación no verbal en la enseñanza de E/LE, directed by Dr Amparo Tusón. Examining Board: Lluís Payrató Giménez, Universitat de Barcelona (president), Dolors Poch Olivé, Universitat Autònoma de Barcelona (secretary), Josep María Cots Caimons, Universitat de Lleida (spokesperson)

• Corona Villavicencio, Víctor: Globalización, identidades y escuela: lo latino en Barcelona, directed by Dr Virginia Unamuno and Dr Joan Pujolar. Examining Board: Ignasi Vila Mendiburu, Universitat de Girona, (president), Artur Noguerol Rodrigo, Universitat Autònoma de Barcelona (secretary), Christine Deprez, Université Paris Descartes (spokesperson)
• Lara Millapan, María Isabel: Aprender a leer y escribir en lengua mapudungun, como elemento de recuperación y promoción de la cultura mapuche en la sociedad del siglo XXI, directed by Dr Artur Noguerol. Examining Board: Luci Nussbaum Capdevila, Universitat Autònoma de Barcelona (president), Juli Palou Sangrá, Universitat de Barcelona (secretary), Dolors de Ribot i Mundet, Universitat de Girona (spokesperson)

• Peix, Rita: Bi-plurilingüisme amb el català a l’escola de la Catalunya del Nord. Universitat Autònoma de Barcelona, directed by Dr Luci Nussbaum (co-directed with Joan Peytaví, Universitat de Perpinyà). Examining board: Mercè Pujol, Université Paris VIII (president), Joan Peytaví, Universitat de Perpinyà (secretary & codirector), Luci Nussbaum, Universitat Autònoma de Barcelona  (spokesperson & codirector), Joan Bécat, Universitat de Perpinyà (spokesperson), Juli Palou, Universitat de Barcelona (spokesperson)
• Moore, Emilee: Plurilingual practices at a Catalan university doing internationalisation: Context and learning, directed by Dr Luci Nussbaum. Universitat Autònoma de Barcelona. Examining Board: Lorenza Mondada, Université Lumière Lyon 2, ICAR (president), Melinda Dooly Owenby, Universitat Autònoma de Barcelona (secretary), Josep María Cots Caimons, Universitat de Lleida (spokesperson)

• Carmona García, Juan Pablo: Análisis de las prácticas discursivas de un centro de atención primaria: las interacciones de atención al usuario extranjero, directed by Dr Amparo Tusón. Departamento de Filología Española, Universidad Autónoma de Barcelona. Examining Board: Teun Van Dijk, Universitat Pompeu Fabra (president), Dolors Poch Olivé, Universitat Autònoma de Barcelona (secretary), Luis Cortés Rodríguez, Universidad de Almería (spokesperson)

• Masats, Dolors: El discurs dels aprenents d’anglès com a llengua estrangera: Una aproximació interactivista al procés de construcció de tasques comunicatives, directed by Dr Luci Nussbaum. Examining Board: Artur Noguerol Rodrigo, Universitat Autònoma de Barcelona (president), Melinda Dooly Owenby, Universitat Autònoma de Barcelona (secretary), Gabriela Prego, Universidad de Santiago de Compostela (spokesperson), Paul Seedhouse, Newcastle University (spokesperson), Josep María Cots Caimons, Universitat de Lleida (spokesperson)

• Contín, Silvia Andrea: La Formación Continua de los docentes alfabetizadores: la evolución de sus planteamientos didácticos de atención a la diversidad en el aula. Análisis de un colectivo docente de la Escuela Municipal 3 de Puerto Madryn, Patagonia Argentina, directed by Dr Artur Noguerol. Examination board: Gentil Puig Moreno, Institut Català de Recerques en Ciències Socials – U. de Perpinyà (president), Luci Nussbaum, Universitat Autònoma de Barcelona  (secretary), José Ignacio Aguaded, Universidad de Huelva (spokesperson), Xavier Luna Batlle, Universitat Autònoma de Barcelona  (spokesperson), Joan Pagés Blanch, Universitat Autònoma de Barcelona  (spokesperson).

• Dooly, Melinda: Linguistic Diversity: A Qualitative Analysis of Foreign Language Teachers’ Category Assembly, directed by Dr Luci Nussbaum. Examining Board: Artur Noguerol Rodrigo, Universitat Autònoma de Barcelona (president), Virginia Unamuno Kaschapava Universitat Autònoma de Barcelona (secretary), David Lasagabaster Herrarte, Universidad del País Vasco (spokesperson), Maria Luisa Martín Rojo, Universidad Autónoma de Madrid (spokesperson), Eva Codó i Olsina, Universitat Autònoma de Barcelona (spokesperson)

• Kruszynska, Klaudia (submitted). Linguistic landscapes ethnographers – secondary school students exploring their neighbourhoods. Bellaterra Journal of Teaching & Learning Language & Literature.
• Kruszynska, Klaudia & Dooly, Melinda. (in press 2023). Thinking allowed: Analyzing students’ critical thinking and language awareness through linguistic landscapes. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.

• 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.​

• 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 (2021). 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.
• 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.

• Dooly, Melinda & Claudia Vallejo (2020). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 81-97. DOI: 10.1080/13670050.2019.1598933.
• Knight, Janine; Dooly, Melinda, & Barberà, Elena. (2020). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 32(1), 25-46. doi:10.1017/S0958344019000132
• Knight, Janine, Dooly, Melinda & Barberà, Elena (2020 early view). Getting smart: towards critical digital literacy pedagogies, Social Semiotics. DOI: 10.1080/10350330.2020.1836815
• Pratginestós, Cèlia (2020) Social Media as a Tool for Using and Learning English in Translocal Exchanges. Conference Proceedings EDUNOVATIC 2020 (pp.1425-1426). Madrid, Spain: Redine.
• Robbins, Jackie. (2020). Effective moderation in asynchronous discussion forums in online language classrooms. Bellaterra Journal of Teaching & Learning Language & Literature, 18(4), 1-22. DOI: https://doi.org/10.5565/rev/jtl3.898
• Vallejo, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. In Emilee Moore, Jessica Bradley & James Simpson (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p. 234-250). Bristol: Multilingual Matters.
• Vallejo, Claudia (online 2020) Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation. Language and Intercultural Communication, DOI: 10.1080/14708477.2020.1763378. 
• Vallejo, Claudia & Melinda Dooly (2020). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 1-16.  DOI: ​10.1080/13670050.2019.1600469
• Vallejo, Claudia, Moore, Emilee, Llompart, Júlia, & Hawkins, Maggie (2020). Semiosis y cosmopolitismo crítico: Un análisis transmodal de un dilema ético en comunicación transnacional entre jóvenes. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 304-325. DOI: 10.30827/profesorado.v24i1.9130

• 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 

• Dooly, Melinda & Nuriya Davitova. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. In Paul Seedhouse, Olcay Sert & Ufuk Balaman (Eds.) Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237.
• Dooly, Melinda & Claudia Vallejo. (Eds.) (2018). Special Issue: Bridging across languages and cultures in everyday lives: New roles for changing scenarios. Language & Intercultural Communication, 18(1). DOI: 10.1080/14708477.2017.1400508.
• Dooly, Melinda & Claudia Vallejo. (2018). Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. In Melinda Dooly & Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue:Language & Intercultural Communication, 18(1), 1-8.
• Helm, Francesca (2018). Emerging identities in virtual exchange. Dublin: Research-publishing.net
• Knight, Janine, Melinda Dooly & Elena Barberà. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. System, 78, 65-78.
• Knight, Janine, & Barbera, Elena (2018). Navigational Acts and Discourse: Fostering Learner Agency in Computer-Assisted Language Learning. Electronic Journal of e-Learning, 16(1), 67-76.
• Marjanovic, Jelena (2018). How well do they self-regulate? A case study of two undergraduate students’ self-regulated learning in a telecollaborative flipped classroom.  International Journal of Information and Education Technology, 8 (9), DOI: 10.18178/ijiet.2018.8.9.1117.
• Moore, Emilee & Claudia Vallejo. (2018). Practices of conformity and transgression in an out-of-school reading programme for ‘at risk’ children. Linguistics and Education, 43, 25-38. DOI: https://doi.org/10.1016/j.linged.2017.09.003.
• Vallejo, Claudia (2018) Book review: Translanguaging: Language, Bilingualism, and Education. O. García & Li Wei (2014). New York: Palgrave McMillan. Bellaterra Journal of Teaching and Learning Language and Literature, 11(1), pp. 85-95. Available at: https://revistes.uab.cat/jtl3/article/view/v11-n1-vallejo/764-pdf-en
• Vallejo, Claudia & Artur Noguerol. (2018). La multiculturalitat en els projectes de treball: les catifes viatgeres. In Silvia Melo-Pfeifer & Christian Helmchen (Coords.), Plurilingual Literacy Practices. Peter Lang.

• Barba, Javier (2017). EXPRESSART: A project-based language learning experience. Bellaterra Journal of Teaching & Learning Language & Literature, 9(4), 59-81.
• Helm, Francesca (2017). Critical approaches to online intercultural language education. In Steven Thorne & Stephen May (Eds.) Language, Education and Technology. Encyclopedia of Language and Education (3rd ed.) (pp. 1-13). London: SpringerOpen. DOI: https://doi.org/10.1007/978-3-319-02328-1_18-1
• Knight, Janine, & Barberà, Elena (2017). Learner agency and its effect on spoken interaction time in the target language. JALT CALL Journal, 13(3), 167-186.
• night, Janine, Elena Barbera & Christine Appel. (2017). A framework for learner agency in online spoken interaction tasks, ReCALL, 29(3), 276-293.
• Llompart Esbert, Júlia (2017). La transmissió lingüística intergeneracional inversa: quan fills i filles ensenyen llengua als progenitors. Treballs de Sociolingüística Catalana, 27, 63-76. DOI: 10.2436/20.2504.01.125
• Moore, Emilee & Claudia Vallejo. (2017) Practices of conformity and transgression in an out-of-school reading programme for ‘at risk’ children. Linguistics and Education. DOI: 10.1016/j.linged.2017.09.003.
• Ploettner, Joan & Eva Tresseras. (2017). An interview with Yrjö Engeström and Annalisa Sannino on activity theory. Bellaterra Journal of Teaching & Learning Language & Literature, 9(4), 87-98.

• González Acevedo, Nathaly (2016). Technology-enhanced-gadgets in the teaching of English as a foreign language to very young learners. Ideas on implementation. Procedia – Social and Behavioral Sciences, 232, 507-513.
• Gonzalez-Acevedo Nathaly (2016) Book Review: Being a Teacher | Researcher. A Primer on Doing Authentic Inquiry Research on Teaching and Learning, by Konstantinos Alexakos (2015). Bellaterra Journal of Teaching & Learning Language & Literature 9(2), 115-119.  DOI: https://dx.doi.org/10.5565/rev/jtl3.681
• Helm, Francesca (2016). Facilitated dialogue  in online intercultural Exchange. In Tim Lewis & Robert O’Dowd (Eds.) Online intercultural exchange: Policy,pedagogy, practice (pp. 150-172). NY/London: Routledge.
• Helm, Francesca & Sarah Guth. (2016). Telecollaboration and language learning. In Fiona Farr & Liam Murray (Eds.) The Routledge handbook of language learning and technology (pp. 241-254). Abingdon/NY: Routledge.
• Llompart Esbert, Júlia (2016). Enseñar lengua en la superdiversidad: de la realidad sociolingüística a las prácticas de aula. Signo y Seña, 29, 11-32.
• Vallejo, Claudia & Emilee Moore. (2016). Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lectura. Signo y Seña, 29, 33-61. Available at: https://revistas.filo.uba.ar/index.php/sys/article/view/543

• Helm, Francesca (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology,19(2): 197-217. Available at https://llt.msu.edu/issues/june2015/helm.pdf
• Moore, Emilee,  Joan Ploettner &  Mandy Deal. (2015). Exploring Professional Collaboration at the boundary between content and Language Teaching from a CHAT Approach.  Ibérica, 30: 85-104. 
• Ploettner, Joan (2015). Learning opportunities through a student generated assessment tool. Bellaterra Journal of Teaching & Learning Language & Literature, 8(4), 62-81.

• Cañete Outeiral, Anna Maria (2014). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. Bellaterra Journal of Teaching & Learning Language & Literature, 7(1), 52-77.

• Anguera Cerarols, Carles (2013). L’ensenyament de l’espai geogràfic en una aula d’anglès de primària. Bellaterra Journal of Teaching & Learning Language & Literature, 6(4), 33-53.
• Cuestas, Aida (2013). Using Skype in a primary class: A case study. Bellaterra Journal of Teaching & Learning Literaturre, 6(2): 49-68.
• Helm, Francesca (2013). A dialogic model for telecollaboration. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 22-48.
• Llompart Esbert, Júlia (2013). De madres a hijas, de hijas a madres: El cambio en la transmisión intergeneracional de lenguas, Bellaterra Journal of Teaching & Learning Language & Literature, 6(3), 47-65.

• Antoniadou, Victoria (2011). Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective, Bellaterra Journal of Teaching & Learning Language & Literature, 4(3): 53-70.
• Antoniadou, Victoria (2011). Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. ReCALL, 23(3): 233-251.
• Antoniadou, Victoria (2013). Special Editor. May/June 2013 (Monograph: Technology in Language Education). Bellaterra Journal of Teaching & Learning Language & Literature, 6(2).
• Nussbaum, Luci, Emilee Moore & Eulàlia Borràs. (2011). Accomplishing multilingualism through plurilingual activities. DYLAN Working Papers, 6b.

• 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.

• Goldsmith, Joshua (2009). Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it and what it implies for individual lesson planning. Bellaterra Journal of Teaching & Learning Language & Literature, 1(1), 30-48.

Official Master’s Degree in Teaching in Secondary Schools and Vocational Training

Master in Discourse Studies: Communication, Society and Learning

Official Master in Research in Education

• Zifan Wang (09/2022): Análisis de los obstáculos identificados sobre las categorías gramaticales por alumnos chinos durante el aprendizaje inicial de la lengua española 以汉语为母语的西班牙语初学者在词性学习方面的障碍分析. Masters Dissertation. Universitat Autònoma de Barcelona, supervised by Dr. Melinda Dooly.

Official Master in Teaching Chinese to Spanish Speakers

• Xuemei Sun (09/2022): Actividades para la enseñanza de caracteres chinos de YCT1 con el uso de recursos digitales – tomando el Wordwall como ejemplo 利用科技资源进行 YCT1 汉字教学的活动 – 以 Wordwall 为例, supervised by Dr. Melinda Dooly.

Màster in Applied Linguistics (University of Lleida)

• Clara Bellido (10/2022) Desarrollo de la competencia comunicativa intercultural. Propuesta de intervención para el aula de inglés como lengua extranjera, supervised by Dr. Eulàlia Borrás.
• Mireia Abert (10/2022). Translation strategies in the EFL classroom: Translating an episode of The Good Doctor, supervised by Dr. Eulàlia Borrás.

Master in Teaching in Secondary Schools, Vocational Training & Language Centres (French & English)

• Delgado Serra, Ainoa (17/02/2021). La Bande Dessinée pour l’apprentissage des langues. Supervised by: Dolors Masats.
• Rosalia Caparrós Rodríguez (16/06/2021). Co-learning: The effect of group size on the effectiveness and benefits of group work. Supervised by Melinda Dooly.
• Cristina Castro Pineda (16/06/2021). Secondary school students’ perspectives on self-assessment in the EFL classroom: ‘Learning to learn’ Competence in Context. Supervised by Melinda Dooly.
• Miquel Cufí Pericot (16/06/2021). The effectiveness of providing EFL students with language support as a scaffolding resource when writing a text. Supervised by Melinda Dooly.
• Maria Furriols Vilardell (16/06/2021). Analysing students’ perspectives on a collaborative class diary: A universal design for learning approach. Supervised by Melinda Dooly.
• Nuria Gallardo Ferrer (16/06/2021). Students’ perspective on the use of a jigsaw reading activity. Supervised by Melinda Dooly.
• Adeline Horga (16/06/2021). Effectivity of Kahoot! in EFL classes: A Quantitative study. Supervised by Melinda Dooly.

Master in Studies in Discourse: Communication, Society & Learning

• Xin, Lei (09/07/2021). Social Media Sites as Resources for Learning Spanish. Supervised by: Dolors Masats.

Official Master in Research in Education

• Zhao, Yong (09/2021) Research on online English language teaching in China. Supervised by: Melinda Dooly
• Li, Peichen (06/21) Análisis de las referencias bibliográficas publicadas sobre la enseñanza de chino desde el año 2013 hasta el año 2020 en AEEAO y en Dialnet. Supervised by: Melinda Dooly

Master in Applied Linguistics (Universitat de Lleida)

• Rosa M. Porta (10/2021) El rol del pas per l’Escola d’Adults de sis alumnes immigrants com a mitjà per a la seva integració al món laboral i socialització. Supervised by:Eulàlia Borrás.
• Silvia Ortega (10/2021). El sistema comunicativo museístico: estudio de un caso a través de sus recursos multimodales. Supervised by: Eulàlia Borrás.

• Jinqi Liang: Investigación Basada en Diseño para la mejora de práctica docente en la enseñanza de Español como lengua extranjera online / Design-Based Research for the improvement of the practices in teaching Spanish as a Foreign Language online, supervised by Dr Melinda Dooly. Official Master’s Degree in Research in Education.
• Jinghong Peng: Estudio sobre la situación del uso de las TIC como herramienta en la enseñanza/aprendizaje de ELE en China entre los estudiantes y docentes universitarios de la facultad de ELE / 对信息和通信技术工具在中国高校西班牙语教学中使用现状的研究, supervised by Dr Melinda Dooly. Official Master’s Degree in Research in Education.
• Wu, Bowen (27/11/2020). A review of research on the role of the teacher in online language learning from a Chinese perspective (2020-2020), supervised by Dr Dolors Masats. Official Master’s Degree in Research in Education.
• Zhang, Mengyun (08/09/2020). Evaluación comparativa multidimensional de tres manuales de ELE enfocada en la enseñanza de alumnos sinohablantes de nivel básico, supervised by Dr Dolors Masats. Official Master’s Degree in Research in Education.

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• Altarriba Benítez, Rita: The treatment of linguistic mediation in the basic levels of English in the Escoles Oficials d’Idiomes. A didactic proposal for its development in the classroom, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Bermejo Cruz, Claudia: L1 use in group interaction in EFL classes, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Diez Alonso, Alejandra: Epistemics in students’ interactions in a collaborative context. A case study, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Miras Lima, Alba: Time for change: Technological and soft skills in the EFL class, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Núñez Marsal, Clara: Roles and patterns of interaction in EFL group work, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Sànchez Leiva, Juli: Speaking assessment and technology: How can digital tools improve teachers resources in relation to speaking assessment and technology? supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Segura Agre, Judith: Age effects in second language acquisition. A literature review, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Soitan, Georgiana Catalina: Building meaning bridges: improving L2 learners’ reading comprehension through literature, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Wimmer, Stefanie Cornelia: The use of translation in L2 language learning in secondary school, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres

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• Jia Chen: Estudios sobre el aprendizaje con tecnología entre los principiantes de la Facultad de Traducción e Interpretación de la Universidad Autónoma de Barcelona para aprender chino, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Li, Siyuan: Incentivar la expresión escrita a través del uso de imágenes, supervised by Dr. Xavier Pascual. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Lin, Weina: Análisis comparativo de dos aplicaciones para ayudar a niños de 6 a 8 años en su proceso de alfabetización en chino como lengua extranjera, supervised by Dr. Dolors Masats.  Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Lu, Tianling: Comunicación no verbal en la enseñanza de chino en la educación infantil no formal, supervised by Claudia Vallejo. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• 钟馨, Lucía: El tratamiento de los estereotipos culturales en la clase de chino como lengua extranjera: una propuesta didáctica para nivel básico, supervised by Dr. Xavier Pascual. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Peng, Xin: La relación entre la preferencia por la retroalimentación correctiva oral de los alumnos y la orientación cultural, supervised by Dr. Dolors Masats.  Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Qin, Xinyue: Actitudes y creencias de los profesores sobre las prácticas plurilingües en la enseñanza de chino como LE, supervised by Claudia Vallejo. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Yan, Ni: Análisis comparativo de dos aplicaciones para ayudar a niños de 6 a 8 años en su proceso de alfabetización en chino como lengua extranjera, supervised by Dr. Dolors Masats.  Official Master’s Degree in Teaching Chinese to Spanish Speakers

• Zhang, Kena: Un estudio de caso sobre trabajar individualmente o trabajar en grupo en la producción oral en clase del chino como lengua extranjera, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Li, Peichen: Análisis del discurso del profesor en el aula de Chino como lengua extranjera: Estudio de caso sobre las estrategias comunicativas en los niveles básicos, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Ng, Tung: La Enseñanza de Chino para Hispanohablantes desde la perspectiva plurilingüe e intercultural – un estudio de caso en la UAB, supervised by Claudia Vallejo . Official Master’s Degree in Teaching Chinese to Spanish Speakers
• Chen, Jiadi: Recursos que usan los estudiantes plurilingües en el proceso de aprendizaje del chino. Un estudio del caso de la Escuela Oficial de Idiomas de Barcelona-Drassanes, supervised by Claudia Vallejo. Official Master’s Degree in Teaching Chinese to Spanish Speakers

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• Aragón Bracero, Gerard: How can collaboration impact writings in the L2 in a high-complexity school? supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Bernal de Almeida, Alvaro: Errors and slip-ups of a trainee-teacher: The difficult task of self-observation and the development of a plan for improvement, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Chacon Flores, Noémi: Raising awareness of errors in EFL classes to improve written accuracy. An error correction study, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Currubí Armengol, Gemma: The role L1 has in student-student interaction in EFL classes, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Domínguez Llorente, Cristina: Fostering peer assessment through guided feedback, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Espinosa Kuhl, Rafael: How does the PPP technique foster reading fluency in a reading in pairs context? supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Pérez Rosselló, Ariadna: Peer and self assessment: The eyes of secondary school students, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Trabado Fernández, Gerard: Rubrics for learning. How rubrics contribute to the formative assessment, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres

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• Verónica Santos-Olmos (10/2019): El tractament integrat de llengües i la millora educativa. Estudi de cas: la implementació del TIL en un institut plurilingüe de Barcelona, supervised by Dr. Eulàlia Borras. Master in Applied Linguistics.

• Pratginestós, Cèlia: Pràctiques plurilingües en la confluència de contingut i llengua en el marc de l’Educació Superior: estudi d’un cas a l’aula de Dret Digital en anglès, supervised by Dr. Dolors Masats. Official Master’s Degree in Discourse Studies: Communication, Society and Learning

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• Garmendia, Nora: Males and females in group discussions. Does gender have an impact on participation in EFL classroom? supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Graham, Adam: The use of L1 in student-student interactions in a collaborative learning context, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• López Gutiérrez, Mirtza Helena: The importance of strategies for giving instructions: A case study, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Moskwa-Kreft, Klaudia: Classroom Collaboration and Interaction by means of Quizlet Live, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Pascual Muñoz, Gisela: Impact of peer-assessment in students’ involvement in writing, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Olivella Rodríguez, Maria: Let’s pull together. Collaborative writing as a means to improve writing accuracy, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres
• Velasco Martínez, Pau: Kahoot! as an ELT tool to foster engagement towards self-learning within a high complexity secondary school, supervised by Dr. Melinda Dooly. Official Master’s Degree in Teaching in Secondary Schools, Vocational Training and Language Centres

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• Ramon Casa Luque: Dos en un: aprenem a escriure i a parlar mentre reflexionem sobre els perfils lingüístics: Anàlisi d’una intervenció en una aula d’adults de català com a L2, supervised by Dr.Dolors Masats.  Official Master’s Degree in Teaching of Catalan as first and second language.

• García Barroso, Lorena: Medios de comunicación de habla española como recursos didácticos para el aprendizaje de ELE en Estados Unidos, supervised by Dr. Amparo Tusón. Máster en Enseñanza de Español como Lengua Extranjera, Universidad Internacional Menéndez Pelayo – Instituto Cervantes.
• Fernández Peña, Rafael Francisco: Selección, análisis y tratamiento didáctico de eventos comunicativos en soporte audiovisual para el aula de ELE: taller de formación para profesores marroquíes, supervised by Dr. Amparo Tusón. Máster en Enseñanza de Español como Lengua Extranjera, Universidad Internacional Menéndez Pelayo – Instituto Cervantes.
• Fernández Ríos, Vanessa: La cortesía: el uso de halagos, cumplidos y piropos en español e inglés, supervised by Dr. Amparo Tusón. Máster en Enseñanza de Español como Lengua Extranjera, Universidad Internacional Menéndez Pelayo – Instituto Cervantes.
• Freijomil Seoane, Mariana: Formación para el voluntariado de enseñanza de ELE a inmigrantes, supervised by Dr. Amparo Tusón. Máster en Enseñanza de Español como Lengua Extranjera, Universidad Internacional Menéndez Pelayo – Instituto Cervantes.
• Pons  Alorda, Jaume: Fake nativeness as a positive resource for teaching English: A case study, supervised by Dr. Dolors Masats. Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials.
•  Ramos Antonietti, Núria: Group work interaction: how groups internalize teachers’ instructions. A case study at IES Barcelona, supervised by Dr. Dolors Masats. Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials.
• Rojo García de Lara, Raquel: El judeoespañol como variedad del español: Estudio sociolingüístico en Israel. Implicaciones para la enseñanza de ELE, supervised by Dr. Amparo Tusón. Máster en Enseñanza de Español como Lengua Extranjera, Universidad Internacional Menéndez Pelayo – Instituto Cervantes.
• Socoliuc, Roxana: Who constructs knowledge? Analysis of participation in a CLIL activity, supervised by Dr. Dolors Masats. Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials.
• Valls Bergadà, Goretti: Teachers’s feedback moves in teacher-centred classroom discourse: A case study, supervised by Dr. Dolors Masats. Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials.

• Castro Soriano, Maria (2020-2021). Creating a picturebook to illustrate linguistic diversity: the narrative of a creative and training  process. Supervised by: Dolors Masats. (with honors)
  • Poster: 6-9 juliol de 2021. Creating a picturebook to open learners to linguistic diversity: the narrative of a creative and training process. 9ème Congrès International de l’Association EDILIC. Approches plurielles, compétences plurilingues, appropriations langagières: l’apprenant e au centre des réalités éducatives. Université Aristote de Thessalonique (Grècia). Maria Castro, David Torras & Dolors Masats.
• Ferrer Rodríguez, Laura (2020-2021). Students’ reactions towards language diversity in the classroom: An analysis of a pedagogical intervention. Supervised by: Dolors Masats.
• Fornós Fernández, Alba (2020-2021). Analysing gamification tools to learn English as a foreign Language in primary education. Supervised by: Dolors Masats.
• Vallellano Vallés, Teresa (2020-2021). Designing a classroom library to promote plurilingualism: a selection of picture books. Supervised by: Dolors Masats.

Service Learning in the Primary Education Degree

• Khyat, Amina (2019-2020). Tell us a story! A shared learning experience: Creating materials for Year 1 EFL learners at a secondary school. Supervised by: Dolors Masats. (with honors)
• Pintó Calderer, Ivet (2019-2020). Music for our ears. A shared learning experience: Creating materials for Year 2 EFL learners at a secondary school. Supervised by: Dolors Masats.

• Leila Villanueva Gómez: Final Research Project: Què feu amb l’anglès quan els i les ‘profes’ no hi són? Ins Sant Pol de Mar (St. Pol de Mar). Institut de Ciències de l’Educació – Universitat Autònoma de Barcelona.
• Nerea Barba Garcia: Final Research Project: Què feu amb l’anglès quan els i les ‘profes’ no hi són? Ins Rovira-Forns (Santa Perpètua de Mogoda). Institut de Ciències de l’Educació – Universitat Autònoma de Barcelona.