Permission for use of images granted

PhD Supervision

Current
  • Aburquerque, Diego: Use of translanguaging pedagogy to improve writing skills of Latin American students in Ireland (provisional title), co-supervised by Dr. Emilee Moore & Júlia Llompart.
  • Bakri, Ola Nagi Ramadan: Learner autonomy of Arabic speakers in EFL online courses (provisional title), co-supervised by Dr. Melinda Dooly & Dr. Dolors Masats.
  • Changchun Li: An analysis of the ecology of Chinese heritage language education in Spain (título provisional), bajo la codirección de la Dra. Claudia Vallejo y Dra. Melinda Dooly.
  • Gómez-Delgado, Oscar Mauricio: English as an International Language in Colombia: Experiences of teacher education in the expanding circle (provisional title), supervised by Dr. Emilee Moore.
  • Jones, Louise: Leadership and Content Language Integrated Learning (CLIL). (provisional title), supervised by Dr. Emilee Moore.
  • Kruszynska, Klaudia: Upscaling linguistic landscaping for 21st century competencies (provisional title), supervised by Dr. Melinda Dooly.
  • Llanes Velasco, Mª del Socorro: Innovación y competencias digitales docentes en la formación inicial del profesorado (provisional title), supervised by Dr. Dolors Masats.
  • Li, Peichen: Análisis del discurso en el aula de chino como lengua extranjera: estudio de caso sobre interacciones profesor-alumno durante la ejecución de actividades didácticas (provisional title), co-supervised by Dr. Melinda Dooly & Dr. Helena Casas-Tost.
  • Mont, Maria: Necessitats formatives digitals docents i docència virtual (provisional title), co-supervised by Dr. Dolors Masats & Dr. Melinda Dooly (on maternity leave).
  • Olid, Isabel: La inclusió del llenguatge no binari i el neomorfema -i a les classes de català com a llengua addicional: una aproximació des de la pedagogia queer (títol provisional), sota la direcció de la Dra. Dolors Masats.
  • Pérez, Jordi: Análisis del discurso en el aula de chino como lengua extranjera: estudio de caso sobre interacciones profesor-alumno durante la ejecución de actividades didácticas (provisional title), supervised by Dr. Xavier Fontich.
  • Pratginestós, Cèlia: Desplegament de la competència interactiva dels aprenents d’un institut de secundària a partir de la participació en propostes didàctiques basades en l’enfocament per projectes (provisional title), supervised by Dr. Dolors Masats.
  • Quiceno Rodríguez, Natalia: La habilidad argumentativa: una propuesta para su aprendizaje mediante la escritura de columnas de opinión (provisional title), supervised by Dr. Xavier Fontich.
  • Sala, Mireia: Anàlisi i millora de les pràctiques lectores en una aula de Secundària: un cas de recerca-acció (provisional title), co-supervised by Dr. Emilee Moore & Dr. Cristina Aliagas.
  • Salinas López, Jorge: Análisis de la educación bilingüe en Paraguay. Métodos y técnicas utilizadas en el contexto escolar de primaria (provisional title), co-supervised by Dr. Dolors Masats & Dr. Virginia Unamuno.
  • Torres, Juddy: La falta de representación del estudiante universitario como autor y su indicendia en la producción escrita de textos argumentativos en la educación superior (provisional title), supervised by Dr. Xavier Fontich.
  • Troncoso, Marcos:  La relación entre la enseñanza y aprendizaje de la gramática y la composición escrita (provisional title), supervised by Dr. Xavier Fontich.
  • Wang, Nora (Nuo-Yin): Effective CLIL course design based on students’ performance and perspective: Comparative analysis of CLIL performance in Taiwan and Spain (provisional title), supervised by Dr. Dolors Masats.
  • Yu, Xiaoting. Building a Virtual Learning Community for Teacher Education by Observing and Assessing the “VALIANT” Project (provisional title), supervised by Dr. Melinda Dooly.
  • Zhang, Miaomiao: Les narratives digitals en l’ensenyament i aprenentatge de llengües estrangeres (provisional title), co-supervised by Dr. Emilee Moore & Dr. Júlia Llompart.
Defended
2022
  • 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).
2020
2019
2018
2017
2016
2013
2012
2011
  • 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)
2009
2008
  • 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)
2006
2005
  • 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)

Related publications & grants

Publications by PhD & MA students
Accepted for publication
  • 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.
2022
  • 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 (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.
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

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

  • 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

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

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

III.- Scholarship for researchers in training PIF UAB

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

IV.- Other competitive grants & international scholarships

  • Denise Paola Holguín Vaca. Margarita Salas training grant for young researchers. CfP 2022. Funding agency: Ministerio de Universidades. (2023-2025).
  • 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).
  • 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).
  • ​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

V.- Research assistants & technical support, SGR-AGAUR funds

  • 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

Master degrees

Defended dissertations
2022

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.
2021

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.
2020
  • 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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  • 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
2019
  • 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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  • 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.
2018

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2017
  • Monica Clua: A comparative study of a lecturer’s gesturing in L1 and L2 medium university classes, supervised by Dr. Emilee Moore.
  • Nuriya Davitova: The use of semiotic resources as means of mediation in a telecollaborative classroom interaction, supervised by Dr. Melinda Dooly.
2015
2014
  • Belotti, Marcello (2013-2014). Plurilinguismo e intercompresione: Un’analisi dei materiali didattici di EuRom5, directed by Dr Artur Noguerol & Dr Dolors Masats.
  • Beltrán, Omaira  (2013-2014). Las representaciones sociales de los latinoamericanos sobre el catalán y Cataluña, directed by Dr Emilee Moore.
  • Blanca, Irene (2013-2014).  Estudi per millorar la comprensió lectora i afavorir el gust per la lectura, directed by Dr Emilee Moore.
  • Ciruelo Llorente, Julia (2013-2014) La construcción de la identidad a través del discurso. Análisis del discurso Ti Muxe, directed by Dr Amparo Tuson Valls (presented in september 2014).
  • Ploettner, Joan (2013-2014). Student generation for a content and language specific assessment intrument, directed by Dr Emilee Moore.
  • Soto Rivera, Sandra (2013-2014). La interacció en una tasca oral, directed by Dr Dolors Masats.
2013
  • Carles Anguera Cerarols. L’aprenentatge de l’espai geogràfic en un projecte telecol·laboratiu, directed by Dr Melinda Dooly.
  • Ana Maria Cañete Outeiral. Assessment of oral skills in Foreign Language Teaching. Bridging the gap between classroom practices and curriculum requirements, directed by Dr Melinda Dooly.
  • Sala, Mireia: La relació holística entre llengües, directed by Dr Emilee Moore.
2012
  • Glòria Boldú (2011-2012). Anàlisi d’estratègies participatives a l’aula de llengua anglesa, sota la directed by Dr Emilee Moore.
  • Cuestas Verjano,Aida (2011-2012). Aprenentatge de llengües estrangeres a través d’eines TIC/TAC, directed by Dr Melinda Dooly.
  • Fernández del Viso Román,Vanesa (2011-2012). Project Based Language Learning and Shakespeare. To Teach or Not to Teach? directed by Dr Melinda Dooly.
  • Jingya Zhang (2011-2012). La enseñanza del idioma chino a través de tareas. Una reflexión desde la perspectiva de la investigación-acción, directed by Dr Emilee Moore.
  • Pierpaolo Spagnolo (2011-2012, date of defense: 17/09/2012). A detailed view of how Italian Proficiency as a Second Language is “Officially tested”, directed by Dr Dolors Masats. 
  • Gisela Watson  (2011-2012, date of defense: 14/09/2012). ¿Cómo enseñamos la oralidad? Análisis de las creencias y representaciones asociadas a la enseñanza de la oralidad a partir de una experiencia de reflexión sobre la acción, directed by Dr Dolors Masats.
2011
  • Rodrigúez, Jésica (2010-2011). Estratègies comunicatives per a la millora de l‘expressió oral en l‘àrea de llengua inglesa, directed by Dr. Melinda Dooly.
  • Valls Anguera, Carme (2011). “Ay, perdona, no quería molestarte”. Enseñar y aprender a disculparse en español. Máster en Enseñanza de Español como Lengua Extranjera, directed by Dr. Amparo Tusón. Universidad Internacional Menéndez Pelayo – Instituto Cervantes.
2009
  • 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.
2008
  • Goldsmith, Joshua (2007-2008). Pacing and sequencing within the class hour: A case study of micro- and meso-level timing traits in the foreign language classroom, directed by Dr Melinda Dooly.
  • Leite, Camila (2007-2008). El code-switching y language choice en el foro virtual: un estudio de caso, directed by Dr Melinda Dooly.
2006
  • Llobet, Laura: Tasques de lectura en aules AICLE: expectatives docents i activitats dels aprenents. Universitat Autònoma de Barcelona, directed by Dr Luci Nussbaum (co-directed with Cristina Escobar).
2005
  • Molina, Mónica (2005). L’entorn social i educatiu en l’aprenentatge i l’ús del català per part d’alumant d’origen familiar immigrant, directed by Dr Luci Nussbaum. 

Undergraduate degrees

Defended capstone projects
2021
  • 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.
2020

Service Learning in the Primary Education Degree

Other research programmes

UAB Argos Programme
2019-2020
  • 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.
Paid research leaves (Generalitat)
2008
2007
2006
Teaching ethos

We feel very strongly about our role as educators in an every-changing society. We feel that teaching praxis must be based on sound theoretical foundations, accompanied by continous striving 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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