{"id":4164936889,"date":"2025-06-06T08:40:49","date_gmt":"2025-06-06T08:40:49","guid":{"rendered":"https:\/\/webs.uab.cat\/greip\/?page_id=4164936889"},"modified":"2026-01-29T11:17:07","modified_gmt":"2026-01-29T11:17:07","slug":"publicaciones-de-2020-a-2022","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/greip\/es\/publicaciones-de-2020-a-2022\/","title":{"rendered":"2020 a 2022"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><strong><em>Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcisme<br>Grupo de Investigaci\u00f3n en Educaci\u00f3n, Interacci\u00f3n y Pluriling\u00fcismo<br>Research Group for Education, Interaction and Plurilingualism<\/em><\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading has-background\" style=\"background-color:#f5f4f4;font-size:14px\"><\/h2>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading has-text-align-center\">Publicaciones de miembros de GREIP<\/h2>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"585\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Publications-1024x585.png\" alt=\"\" class=\"wp-image-2960\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Publications-1024x585.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Publications-300x171.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Publications-768x438.png 768w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Publications.png 1184w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"wp-element-caption\">Im\u00e1genes creadas por Inteligencia Artificial<\/figcaption><\/figure>\n<\/div>\n\n\n<div class=\"wp-block-buttons is-content-justification-center is-layout-flex wp-container-core-buttons-is-layout-16018d1d wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/ddd.uab.cat\/collection\/greip?ln=es\" target=\"_blank\" rel=\"noreferrer noopener\">Acceso al repositorio digital<\/a><\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2022<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Art\u00edculos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Moustaoui, Adil y <strong>Llompart, J\u00falia<\/strong>&nbsp;(2022). Family, school, and crossroads. <em>Sociolinguistic Studies, 16<\/em>(2\/3). <a href=\"https:\/\/doi.org\/10.1558\/sols.22477\">https:\/\/doi.org\/10.1558\/sols.22477<\/a><\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Darvin, Ron. (2022) Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy, <em>Language and Intercultural Communication<\/em>, <strong>22<\/strong>(3), 354-366. <a href=\"https:\/\/doi.org\/10.1080\/14708477.2022.2063304\" target=\"_blank\" rel=\"noreferrer noopener\">DOI: 10.1080\/14708477.2022.2063304<\/a><\/li>\n\n\n\n<li><strong>Dooly, Melinda &amp; Tudini,<\/strong> Vincenza (2022). \u2018We should google that\u2019: The dynamics of knowledge-in-interaction in an online student meeting.<em> Classroom Discourse<\/em>, <em>13<\/em>(2), 188-211. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1080\/19463014.2021.2023596.\" target=\"_blank\">https:\/\/doi.org\/10.1080\/19463014.2021.2023596<\/a><\/li>\n\n\n\n<li><strong>Fontich, X.,<\/strong> Troncoso,J., y P\u00e9rez-Badenes, J. (2022). Actividad metaling\u00fc\u00edstica en clase de lengua: consideraciones sobre el lugar de la interacci\u00f3n en el aprendizaje de la gram\u00e1tica. Tavira. Revista Electr\u00f3nica de Formaci\u00f3n de Profesorado en Comunicaci\u00f3n Ling\u00fc\u00edstica y Literaria, (27), 1- 18. <a href=\"https:\/\/doi.org\/10.25267\/Tavira.2022.i27.1105\">https:\/\/doi.org\/10.25267\/Tavira.2022.i27.1105<\/a><\/li>\n\n\n\n<li><strong>Fontich, X<\/strong>., Garc\u00eda Folgado, M.-J., Rodr\u00edguez Gonzalo, C. (2022). Introducci\u00f3 al monogr\u00e0fic \u00abEl rol de l\u2019ensenyament gramatical en l\u2019aprenentatge de lleng\u00fces pr\u00e0ctiques reflexives, tasques comunicatives i material d\u2019intervenci\u00f3. Caplletra: revista internacional de filolog\u00eda, 73, 149-158.<\/li>\n\n\n\n<li>Garc\u00eda Folgado, Mar\u00eda Jos\u00e9, <strong>Fontich Vives, Xavier<\/strong> &amp; Rodr\u00edguez Gonzalo, Carmen (2022). \u00bfY si la gram\u00e1tica fuera \u00fatil? Aportaciones a la investigaci\u00f3n sobre la ense\u00f1anza de la gram\u00e1tica y las pr\u00e1cticas reflexivas. <em>TEJUELO. Did\u00e1ctica de la Lengua y la Literatura, 35<\/em>(2), 1-13. <a href=\"https:\/\/tejuelo.unex.es\/article\/view\/4319\">https:\/\/tejuelo.unex.es\/article\/view\/4319<\/a><\/li>\n\n\n\n<li>Jakonen, Teppo, <strong>Dooly, Melinda<\/strong> &amp; Balaman, Ufuk. (2022). Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom. <em>Classroom Discourse<\/em>, <em>13<\/em>(2), 111-118. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1080\/19463014.2022.2063547\" target=\"_blank\">https:\/\/doi.org\/10.1080\/19463014.2022.2063547<\/a><\/li>\n\n\n\n<li><strong>Masats, Dolors<\/strong>, &amp; Nussbaum, Luci (2022). Plurilingual classroom practices and participation. In<strong>&nbsp;D.<\/strong>&nbsp;<strong>Masats,&nbsp;<\/strong>&amp; Luci Nussbaum (Eds.),&nbsp;<em>Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings<\/em>&nbsp;(pp. xiii-xxvi). Abingdon: Routledge. DOI:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.4324\/9781003169123\" target=\"_blank\">https:\/\/doi.org\/10.4324\/9781003169123<\/a>&nbsp;Open access:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.routledge.com\/Plurilingual-Classroom-Practices-and-Participation-Analysing-Interaction\/Masats-Nussbaum\/p\/book\/9780367769581\" target=\"_blank\">here<\/a>.<\/li>\n\n\n\n<li>O&#8217;Dowd, Robert, &amp; <strong>Dooly, Melinda<\/strong>. (2022). Exploring teachers\u2019 professional development through participation in virtual exchange. <em>ReCALL<\/em>, <em>34<\/em>(1), 21-36. DOI: <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1017\/S0958344021000215\" target=\"_blank\">https:\/\/doi.org\/10.1017\/S0958344021000215<\/a><\/li>\n\n\n\n<li>Pratginest\u00f3s, C\u00e8lia. (2022). Book Review. Border Thinking: Latinx Youth Decolonizing Citizenship, by Andrea Dyrness and Enrique Sep\u00falveda III. <em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature <\/em>15(2): 31120. DOI: <a rel=\"noreferrer noopener\" href=\"http:\/\/dx.doi.org\/10.5565\/rev\/jtl3.1120\" target=\"_blank\">10.5565\/rev\/jtl3.1120<\/a><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Cap\u00edtulos<\/strong> <strong>de libros<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Borr\u00e0s, Eul\u00e0lia (2022). Plurilingual teamwork practices in an internationalised setting at a Catalan university. En Dolors Masats &amp; Luci Nussbaum (Coords.) <em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 109-122). Taylor &amp; Francis\/Routledge.<\/li>\n\n\n\n<li>Borr\u00e0s, Eul\u00e0lia &amp; Nussbaum, Luci (2022). Plurilingual modes of interaction in English-medium university classes. En Dolors Masats &amp; Luci Nussbaum (Coords.) <em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 15-26). Taylor &amp; Francis\/Routledge.<\/li>\n\n\n\n<li>Czura, Anna (2022). Virtual exchange: Issues in assessment design. En Anna Czura &amp; Melinda Dooly (Coords.) <em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a><\/em> (29-45). Research-Publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li>Czura, Anna, &amp; Dooly, Melinda. (2022). Assessment in virtual exchange: a summary of the ASSESSnet project. En Anna Czura &amp; Melinda Dooly (Coords.) <a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a>(pp. 13-27). Research-publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li><strong>Czura, Anna<\/strong> &amp; Sendur,&nbsp;Agnieszka M.&nbsp;(2022).&nbsp; Peer assessment of process writing in a virtual exchange project. En Anna Czura &amp; Melinda Dooly (Coords.) <em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a><\/em> (93-106). Research-Publishing.net <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li>Dooly, Melinda&nbsp;(2022). \u2018We will have to remember this as teachers\u2019: A micro-analytical approach to student-teacher online interaction and teacher identity. En H. Kayi-Aydar &amp; J. Reinhardt (Coords.) C<em>ontemporary perspectives on language teacher development in digital contexts<\/em> (pp. 67-90). John Benjamins.<\/li>\n\n\n\n<li>Dooly, Melinda&nbsp;(2022). \u2018Can you repeat please?\u2019 Young learners\u2019 emergent awareness and use of interactional repertoires in a telecollaborative exchange. En Dolors Masats &amp; Luci Nussbaum (Coords.) <em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em>&nbsp;(pp. 67-90). Taylor &amp; Francis\/Routledge.<\/li>\n\n\n\n<li>Dooly, Melinda. (2022). TEAMMATES in virtual exchange: Tool and tips for peer assessment. In Anna Czura &amp; Melinda Dooly (Coords.) <em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a> <\/em>(pp. 107-120). Research-publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li>Dooly, Melinda (forthcoming, 2022).The evolution of virtual exchange and assessment practices. In Anna Czura &amp; Melinda Dooly (Coords.) <em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a> <\/em>(pp. 13-27). Research-Publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li>Dooly, Melinda &amp; Czura, Anna&nbsp;(2022). Let&#8217;s talk about el catalan&#8217;s\ud83d\ude09\u201d: Student teachers\u2019 use of plurilingual and plurimodal resources in WhatsApp interaction. In Dolors Masats &amp; Luci Nussbaum (Coords.) <em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 200-211). Taylor &amp; Francis\/Routledge.<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Tudini, Vincenza (2022). \u201cI remember when I was in Spain\u201d: Student-teacher storytelling in online collaborative task accomplishment. En Anna Filipi, Binh Thanh Ta &amp; Maryanne Theobald (Coords.) <em>Storytelling practices in educational contexts through the lens of Conversation Analysis<\/em> (pp. 283-309). Springer.<\/li>\n\n\n\n<li>Llompart, J\u00falia (2022). Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction. En Dolors Masats &amp; Luci Nussbaum (Coords.) <em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings <\/em>(pp. 54-65)<em>.&nbsp;<\/em>Routledge.<\/li>\n\n\n\n<li><strong>Masats, Dolors<\/strong>, &amp; Nussbaum, Luci (2022). Plurilingual classroom practices and participation. In<strong>&nbsp;D.<\/strong>&nbsp;<strong>Masats,&nbsp;<\/strong>&amp; Luci Nussbaum (Eds.),&nbsp;<em>Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings<\/em>&nbsp;(pp. xiii-xxvi). Abingdon: Routledge. DOI:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.4324\/9781003169123\" target=\"_blank\">https:\/\/doi.org\/10.4324\/9781003169123<\/a>&nbsp;Open access:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.routledge.com\/Plurilingual-Classroom-Practices-and-Participation-Analysing-Interaction\/Masats-Nussbaum\/p\/book\/9780367769581\" target=\"_blank\">here<\/a>.<\/li>\n\n\n\n<li>Masats, Dolors (2022). Doing &#8216;being sociolinguists&#8217;: Students&#8217; envisagement of languages, varieties and uses. En Dolors Masats &amp; Luci Nussbaum&nbsp;(Coords.),&nbsp;<em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 95-106).&nbsp;Routledge.\u200b<\/li>\n\n\n\n<li>Masats, Dolors &amp; Noguerol, Artur. (2022). Creating a plurilingual space through talk-in-interaction. En Dolors Masats &amp; Luci Nussbaum&nbsp;(Coords.),&nbsp;<em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 27-39).&nbsp;Routledge.\u200b<\/li>\n\n\n\n<li>Moore, Emilee (2022). \u201cHow do the apples reproduce?\u201d: Mediation-in-interaction in a university CLIL course. In Dolors Masats &amp; Luci Nussbaum&nbsp;(Eds.),&nbsp;<em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 134-146).&nbsp;Routledge.\u200b<\/li>\n\n\n\n<li>Moore, Emilee &amp; Vallejo, Claudia&nbsp;(2022). \u201cWhat do you like about Spain?\u201d: Building understandings of people and places in interaction mediated by plurilingual and digital resources. En Dolors Masats &amp; Luci Nussbaum&nbsp;(Coords.),&nbsp;<em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 162-174).&nbsp;Routledge.\u200b<\/li>\n\n\n\n<li>Ploettner, Joan (2022). Multimodality in English medium higher education. En Dolors Masats &amp; Luci Nussbaum (Coords.) <em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 123-133). Taylor &amp; Francis\/Routledge.<\/li>\n\n\n\n<li>Pratginest\u00f3s, C\u00e8lia&nbsp;(2022).&nbsp;Interactional competence in transnational plurilingual peer interactions. En Dolors Masats &amp; Luci Nussbaum&nbsp;(Coords.)&nbsp;<em>\u200bPlurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 188-199). Routledge.&nbsp;<\/li>\n\n\n\n<li>Roli\u0144ska,&nbsp;Ania &amp; <strong>Czura, Anna<\/strong> (2022). Assessment in the English for academic study telecollaboration (EAST) project \u2013 a case study. En Anna Czura &amp; Melinda Dooly (Coords.) <em><em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a><\/em><\/em> (163-175). Research-Publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li>Sadler, Randall &amp; <strong>Dooly, Melinda<\/strong> (2022). Telecollaboration. En Marta Gonz\u00e1lez-Lloret &amp; Nicole Ziegler (Coords.) <em>Routledge handbook of SLA &amp; technology<\/em> (246-257). Taylor &amp; Francis\/Routledge.<\/li>\n\n\n\n<li>Vallejo, Claudia (2022).&nbsp;Plurilingual practices and pluriliteracies in an after-school program: Encouraging children\u2019s use of their entire repertoire for meaning making. En Dolors Masats &amp; Luci Nussbaum&nbsp;(Coords.),&nbsp;<em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings<\/em> (pp. 43-53).&nbsp;Routledge.\u200b<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Libros<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Bergroth, Mari; Dra\u017enik, Tja\u0161a;<strong> Llompart Esbert, J\u00falia; <\/strong>Pepiot, Nathalie; van der Worp, Karin; Sierens, Sven (2022). <em>Linguistically sensitive teacher education: Toolkit for reflection tasks and action research<\/em>. \u00c5bo Akademi University.<\/li>\n<\/ul>\n\n\n\n<p><strong><sup>Libros blancos, informes y materiales docentes (OER)<\/sup><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sup>Satar, M., Seedhouse, P., Kharrufa, A., Dodds, C. B., Ganassin, S., Whelan, A., Sidorova, A., Spazheva, I.,&nbsp;<strong>Dooly, M., Buitrago Pe\u00f1a, J.<\/strong>, Akcan, S., Er\u00e7etin, G., Haznedar, B., \u00d6ztekin, E., Kotilainen, L., &amp; Kurhila, S. (2022).&nbsp;<em>Developing certification, recognition, and evaluation systems for the ENACT project.<\/em>&nbsp;<a href=\"https:\/\/doi.org\/10.13140\/RG.2.2.16829.33761\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.13140\/RG.2.2.16829.33761<\/a><\/sup><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Edici\u00f3n de libros<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Czura,&nbsp;Anna &amp; Dooly, Melinda (Coords.) (2022). <em><em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2022.59.9782383720102\" target=\"_blank\"><em>Assessing virtual exchange in foreign language courses at tertiary level<\/em><\/a> <\/em><\/em>. Research-Publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413\" target=\"_blank\">https:\/\/doi.org\/10.14705\/rpnet.2022.59.1413<\/a><\/li>\n\n\n\n<li>Masats, Dolors &amp; Nussbaum, Luci (Coords.)&nbsp;(2022). \u200b<em>Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings.&nbsp;<\/em>Routledge.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Edici\u00f3n de vol\u00famenes tem\u00e1ticos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Jakonen, Teppo, Balaman, Ufuk &amp; <strong>Dooly, Melinda<\/strong>&nbsp; (2022). Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom. <em>Classroom Discourse, Special Issue, 13(2), 111-118. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1080\/19463014.2022.2063547\" target=\"_blank\">https:\/\/doi.org\/10.1080\/19463014.2022.2063547<\/a><\/em><\/li>\n<\/ul>\n\n\n\n<p><sub><strong>Documentarios<\/strong><\/sub><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub>Astorgano, Rober (Director and film-maker),&nbsp;<strong>Moore, Emilee<\/strong>&nbsp;(Coordinator),&nbsp;<strong>Llompart-Esbert, J\u00falia,&nbsp;Masats, Dolors&nbsp;<\/strong>&amp;&nbsp;<strong>Vallejo Rubinstein, Cl\u00e0udia<\/strong>&nbsp;(Researchers). (2022).&nbsp;<em>Veus&nbsp;<\/em>[Documentary]. The Listiac Project; Universitat Aut\u00f2noma de Barcelona.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2021<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong><strong>Art\u00edculos<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Batll\u00e9, Jaume &amp; <strong>Deal, Mandy&nbsp;<\/strong>(2021). Teacher epistemic stance as a trouble in foreign language classroom interaction. <em>Journal of Pragmatics<\/em>, 176, 15-25.<\/li>\n\n\n\n<li>Bergroth, Mari, <strong>Llompart-Esbert, J\u00falia<\/strong>, Pepiot, Nathalie, Sierens, Sven, Dra\u017enik,&nbsp;Tja\u0161a &amp; Van Der Worp, Karin (2021). Whose action research is it?: Promoting linguistically sensitive teacher education in Europe, <em>Educational Action Research<\/em>, 1-20. DOI: <a href=\"https:\/\/doi.org\/10.1080\/09650792.2021.1925570\">10.1080\/09650792.2021.1925570<\/a><\/li>\n\n\n\n<li>Bergroth, Mari; <strong>Llompart, J\u00falia; <\/strong>Pepiot, Nathalie; van der Worp, Karin; Dra\u017enik,&nbsp;Tja\u0161a &amp; Sierens, Sven (2021). Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. <em>European Educational Research Journal<\/em>, 1-21 (first view online). <a href=\"https:\/\/doi.org\/10.1177\/14749041211012500\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/doi.org\/10.1177\/14749041211012500<\/a><\/li>\n\n\n\n<li>Birello, Marilisa, <strong>Llompart, J\u00falia &amp;&nbsp;Moore, Emilee<\/strong>&nbsp;(2021).&nbsp;Being a plurilingual speaker versus becoming a linguistically sensitive teacher: contradictions in the discourses of initial teacher education students. <em>International&nbsp;Journal of Multilingualism<\/em>. DOI:&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/14790718.2021.1900195&nbsp;\">https:\/\/doi.org\/10.1080\/14790718.2021.1900195&nbsp;<\/a><\/li>\n\n\n\n<li><strong>Czura Anna <\/strong>&amp; Baran-\u0141ucarz Ma\u0142gorzata (2021).&nbsp;\u201cA stressful unknown\u201d or \u201can oasis\u201d?: Students\u2019 perceptions of assessment in an in-class and online course of practical phonetics.&nbsp;<em>Ikala Revista de Lenguaje y Cultura, 26<\/em>(3), 623-641. DOI: <a href=\"https:\/\/doi.org\/https:\/\/doi.org\/10.17533\/udea.ikala.v26n3a09\">https:\/\/doi.org\/10.17533\/udea.ikala.v26n3a09<\/a><\/li>\n\n\n\n<li>Dooly, Melinda, Masats, Dolors &amp; Mont, Maria (2021). Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness.&nbsp;<em>Journal of Technology and Science Education, 11<\/em>(2), 260-269.&nbsp; &nbsp;DOI:&nbsp;<a href=\"https:\/\/dx.doi.org\/10.3926\/jotse.1224\">https:\/\/dx.doi.org\/10.3926\/jotse.1224<\/a><\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Vinagre, Margarita. (2021). Research into practice: Virtual exchange in language teaching and learning. <em>Language Teaching,<\/em> 1-15. <a href=\"https:\/\/www.cambridge.org\/core\/journals\/language-teaching\/article\/research-into-practice-virtual-exchange-in-language-teaching-and-learning\/022539C1A95D665F8792D92D1E63E091\" target=\"_blank\" rel=\"noreferrer noopener\">doi:10.1017\/S0261444821000069.<\/a><\/li>\n\n\n\n<li>Erling, Elisabeth &amp;&nbsp;<strong>Moore, Emilee<\/strong> (2021).&nbsp;Introduction: Socially just plurilingual education in Europe: Shifting subjectivities through research and action. <em>International&nbsp;Journal of Multilingualism<\/em>. DOI:&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/14790718.2021.1913171&nbsp;\">https:\/\/doi.org\/10.1080\/14790718.2021.1913171&nbsp;<\/a><\/li>\n\n\n\n<li>Fontich, Xavier (2021). Consideraciones sobre la ense\u00f1anza y el aprendizaje de la gram\u00e1tica de la primera lengua en la escuela. <em>RILCE Revista de Filolog\u00eda Hisp\u00e1nica, 37<\/em>(2). 567-89. <a href=\"https:\/\/doi.org\/10.15581\/008.37.2.567-89\">https:\/\/doi.org\/10.15581\/008.37.2.567-89<\/a><\/li>\n\n\n\n<li><strong>Fontich, X.,<\/strong> Fabregat, S. (2021). Escuela e interacci\u00f3n social: Hablar para pensar, para aprender, para ser. In L.F. Pesantez Aviles, L.A. \u00c1lvarez Rodas, \u00c1.L.Torres Toukoumidis (eds.), <em>&nbsp;Covida-20: una coalici\u00f3n educativa para enfrentar la pandemia<\/em> (pp.58-65). Pearson.<\/li>\n\n\n\n<li>Knight, Janine,&nbsp;<strong>Dooly, Melinda<\/strong>, &amp; Barber\u00e0, Elena (2021).&nbsp;But the computer say me the time is up: the shaping of oral turns mediated&nbsp;<em>with<\/em>&nbsp;and&nbsp;<em>through<\/em>&nbsp;the screen.&nbsp;(early view).&nbsp;<em>Computer Assisted Language Learning<\/em>, DOI: 10.1080\/09588221.2020.1868529<\/li>\n\n\n\n<li><strong>Llompart, J\u00falia <\/strong>(2021). Lenguas, migraci\u00f3n y escuela. <em>Textos de Did\u00e1ctica de la Lengua y la Literatura, 94<\/em>. 30-35.<\/li>\n\n\n\n<li>Llompart, J\u00falia (2021). Lleng\u00fces, migraci\u00f3 i escola. <em>Articles de Did\u00e0ctica de la Llengua i la Literatura, 91, <\/em>41-50.<\/li>\n\n\n\n<li>Tudini, Vincenza &amp; <strong>Dooly, Melinda.<\/strong> (2021). Complaining for rapport building: Troubles talk in a preservice language teacher online video exchange. <em>Linguistics and Education, 64<\/em>, 100941,<br><a href=\"https:\/\/doi.org\/10.1016\/j.linged.2021.100941\">https:\/\/doi.org\/10.1016\/j.linged.2021.100941<\/a>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong><strong>Cap\u00edtulos de libros<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Corona, V\u00edctor,<strong> Vallejo, Claudia, Moore, Emilee<\/strong> &amp; Solans, Jorge&nbsp;(2021).&nbsp;Is English important in your life? A collaborative experience in a secondary school. En Moore, Emilee &amp; Vallejo, Claudia (Coords.)&nbsp;<em>Learning English out of school: An inclusive approach to research and action<\/em>(pp. 43-67).&nbsp;Peter Lang.<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong>, Fuchs, Carolin &amp; Hauck, Mirjam&nbsp;(2021). Afterword. En Carolin Fuchs, Mirjam Hauck &amp; Melinda Dooly (Coords.). <em>Language education in digital spaces: Perspectives on autonomy and interaction<\/em> (225-230). Springer.<\/li>\n\n\n\n<li>Fuchs, Carolin, <strong>Dooly, Melinda<\/strong> &amp; Hauck, Mirjam&nbsp;(2021). Introduction. Autonomy and technology: Potential game-changers in language education.&nbsp; En Carolin Fuchs, Mirjam Hauck &amp; Melinda Dooly (Coords.). <em>Language education in digital spaces: Perspectives on autonomy and interaction <\/em>(pp. 1-15). Springer.<\/li>\n\n\n\n<li>Marjanovic,&nbsp;Jelena,&nbsp;<strong>Dooly, Melinda<\/strong> &amp; Sadler, Randall (2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. En Carolin Fuchs, Mirjam Hauck &amp; Melinda Dooly (Eds.)&nbsp;<em>Language education in digital spaces: Perspectives on autonomy and interaction<\/em> (pp. 113-133). Springer<\/li>\n\n\n\n<li><strong>Moore, Emilee<\/strong>&nbsp;(2021).&nbsp;Introduction: Inclusive epistemologies and practices of out-of-school English learning. En Moore, Emilee &amp; Vallejo, Claudia (Eds.)&nbsp;<em>Learning English out of school: An inclusive approach to research and action&nbsp;<\/em>(pp. 7-25).Peter Lang.<\/li>\n\n\n\n<li><strong>Moore, Emilee<\/strong> &amp; Bernaus, Merc\u00e8. (2021). A multi-perspective tour of best practices. Perspective 1: Plurilingual education in Europe: contexts, initiatives and ongoing challenges. In Enrica Piccardo, Aline Germain-Rutherford &amp; Geoff Lawrence (Eds.) <em>Routledge handbook of plurilingual language education<\/em> (pp. 378-384). Abingdon, Oxon\/New York: Routledge.<\/li>\n\n\n\n<li><strong>Moore, Emilee, Deal, Mandy<\/strong> &amp; Herrera, Almudena&nbsp;(2021).&nbsp;Making Colin the poet real: English language learning as embodied action, aesthetics and emotion.&nbsp;En Moore, Emilee &amp; Vallejo, Claudia (Coords.)&nbsp;<em>Learning English out of school: An inclusive approach to research and action <\/em>(pp. 143-160). Peter Lang.<\/li>\n\n\n\n<li><strong>Moore, Emilee <\/strong>&amp; Hawkins, Margaret R. (2021).&nbsp;The affordances of an arts-based approach for building opportunities for young people\u2019s learning.&nbsp;En Moore, Emilee &amp; Vallejo, Claudia (Coords.)<em>Learning English out of school: An inclusive approach to research and action <\/em>(pp. 99-117). Peter Lang.<\/li>\n\n\n\n<li><strong>Moore, Emilee <\/strong>&amp; Morodo, Andy&nbsp;(2021).&nbsp;Final reflections.&nbsp;In Moore, Emilee &amp; Vallejo, Claudia (Coords.)<em>Learning English out of school: An inclusive approach to research and action <\/em>(pp. 161-164). Peter Lang.<\/li>\n\n\n\n<li>Moore, Emilee, Vallejo, Claudia, Dooly, Melinda &amp; Borr\u00e0s, Eul\u00e0lia&nbsp;(2021).&nbsp;Out-of-school language learning and educational equity.&nbsp;In Moore, Emilee &amp; Vallejo, Claudia (Coords.)&nbsp;<em>Learning English out of school: An inclusive approach to research and action <\/em>(pp. 27-42). Peter Lang.<\/li>\n\n\n\n<li><strong>Moore, Emilee, Vallejo, Claudia, Llompart, J\u00falia <\/strong>&amp; Zhang, Miaomiao&nbsp;(2021). Building scalar frames of understandability in \u2018trans\u2019 practices within a Catalan Global StoryBridges site. In Margaret Hawkins (Ed.),&nbsp;<em>Transmodal Communications: Transpositioning Semiotics and Relations<\/em> (pp. 22-42). Multilingual Matters.<\/li>\n\n\n\n<li>Pfingsthorn, Joanna,&nbsp;<strong>Czura, Anna<\/strong>,&nbsp;Kramer, Christian &amp; Stefl, Martin (2021). Interculturality and professional identity: Exploring the potential of telecollaboration in foreign language teacher education. En Victoria,&nbsp;Mabel &amp; Sangiamchit,&nbsp;Chittima&nbsp;(Coords.)&nbsp;<em>Interculturality and the English Language Classroom<\/em> (pp. 83-116).&nbsp;Springer.<\/li>\n\n\n\n<li>Pratginest\u00f3s, C\u00e8lia, &amp;&nbsp;<strong>Masats, Dolors<\/strong>&nbsp;(2021). Learning English in translocal exchanges in Instagram chat. In E. Moore &amp; C. Vallejo (Eds.),&nbsp;<em>Learning English out of school: An inclusive approach to research and action<\/em>&nbsp;(pp. 69-97). Amsterdam: Peter Lang. Open access:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.peterlang.com\/document\/1159549\" target=\"_blank\">here<\/a><\/li>\n\n\n\n<li>Zhang, Miaomiao &amp; <strong>Llompart, J\u00falia<\/strong>&nbsp;(2021). Participant roles in linguistic mediation activities in a digital storytelling project. En Moore, Emilee &amp; Vallejo, Claudia (Coords.)&nbsp;<em>Learning English out of school: An inclusive approach to research and action <\/em>(pp. 119-141). Peter Lang.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Libros<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Fuchs, Carolin, Hauck, Mirjam &amp; <strong>Dooly, Melinda&nbsp;<\/strong>(Coords.) (2021).&nbsp;<em>Language education in digital spaces: Perspectives on autonomy and interaction. <\/em>Springer.<\/li>\n\n\n\n<li>Moore, Emilee &amp; Vallejo, Claudia&nbsp;(Coords.)&nbsp;(2021).&nbsp;<em>Learning English out of school: An inclusive approach to research and action<\/em>. Peter Lang.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong><strong>Edici\u00f3n de vol\u00famenes tem\u00e1ticos<\/strong>&nbsp;<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Erling, Elisabeth &amp;&nbsp;<strong>Moore, Emilee<\/strong>&nbsp;(Coords.) (2021). Socially just plurilingual education in Europe: Shifting subjectivities through research and action.&nbsp;<em>International Journal of Multilingualism<\/em>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Actas de congresos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Czura, Anna &amp; Dooly Melinda (2021). Foreign language assessment in virtual exchange \u2013 The ASSESSnet project.&nbsp;<em>Collated Papers for the ALTE 7th International Conference<\/em>. ALTE: Madrid.<\/li>\n\n\n\n<li>Czura, Anna (2021). Virtual exchange in foreign language for specific purposes courses: Assessment strategies and tools.&nbsp;<em>AELFE-TAPP 2021&nbsp;Conference Proceedings<\/em>.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2020<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Art\u00edculos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>A<sup>+<\/sup>&nbsp;Project (2020). StandAPP and Speak up: the game is about to start.&nbsp;<a href=\"http:\/\/dolorsmasats.cat\/wp-content\/uploads\/2020\/07\/APAC-ELT-Journal-n.92-1.pdf\"><em>APAC ELT Journal,<\/em><\/a>92, 20-32. A<sup>+<\/sup>&nbsp;Project members in alphabetical order: Yolanda \u00c1lvarez, Romina Arg\u00fcello, Carol Barriuso (co-leader), Maribel Gom\u00e1riz, Elisabet Guitart, David L\u00f3pez,&nbsp;<strong>Dolors Masats<\/strong>&nbsp;(co-leader), Ingrid Picola, Cristina Rodr\u00edguez, Esther Serrami\u00e0 and Berta Sol\u00e9.<\/li>\n\n\n\n<li>\u00c1lvarez, Yolanda; Arg\u00fcello, Romina, Barriuso; Carol, Gom\u00e1riz; Maribel, Elisabet; Guitart L\u00f3pez, David; <strong>Masats,&nbsp;Dolors;<\/strong> Picola, Ingrid; Rodr\u00edguez, Cristina; Serrami\u00e0,&nbsp;Esther &amp; Sol\u00e9, Berta. (2020). A+ Project (2020). StandAPP and Speak up: the game is about to start. <em>APAC ELT Journal<\/em>, 92, 20-32.<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Randall Sadler. (2020). <a href=\"https:\/\/www.cambridge.org\/core\/journals\/recall\/article\/if-you-dont-improve-whats-the-point-investigating-the-impact-of-a-flipped-online-exchange-in-teacher-education\/249D10EE9526CABE8996E7A00ED69DAA\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cIf you don\u2019t improve, what\u2019s the point?\u201d Investigating the impact of a \u201cflipped\u201d online exchange in teacher education<\/a>. <em>ReCALL,<\/em> 32(1), 4-24. doi:10.1017\/S0958344019000107<\/li>\n\n\n\n<li>Dooly,&nbsp;Melinda &amp; Claudia Vallejo&nbsp;(2020). <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/13670050.2019.1598933\" target=\"_blank\" rel=\"noreferrer noopener\">Bringing plurilingualism into teaching practice: a quixotic quest?<\/a> <em>Special Issue: International Journal of Bilingual Education and Bilingualism<\/em>, 23(1), 81-97. DOI:&nbsp;10.1080\/13670050.2019.1598933.<\/li>\n\n\n\n<li><strong>Fontich, Xavier<\/strong>, Van Rijt, Jimmy &amp; Gauvin, Isabelle. (2020). Intro to the Special Issue Research on L1 grammar in schooling: Mediation at the heart of learning grammar. <em>L1-Educational Studies in Language and Literature, 20<\/em>, 1-13. <a href=\"https:\/\/doi.org\/10.17239\/L1ESLL-2020.20.03.01\">https:\/\/doi.org\/10.17239\/L1ESLL-2020.20.03.01<\/a><\/li>\n\n\n\n<li>Herrera, Almudena &amp; <strong>Moore, Emilee&nbsp;<\/strong>(2020). \u2018The butterfly circus\u2019: Targeting social inequalities through English teaching. <em>APAC ELT Journal<\/em> 92, 7-14.<\/li>\n\n\n\n<li>Knight, Janine; <strong>Dooly, Melinda<\/strong>, &amp; Barber\u00e0, Elena. (2020). <a href=\"https:\/\/Knight, Janine; Dooly, Melinda, i Barber\u00e0, Elena. (2019early view). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 1-22. doi:10.1017\/S0958344019000132\" target=\"_blank\" rel=\"noreferrer noopener\">Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks<\/a>. <em>ReCALL, 32<\/em>(1), 25-46. doi:10.1017\/S0958344019000132<\/li>\n\n\n\n<li>Knight, Janine, <strong>Dooly,&nbsp;Melinda<\/strong> &amp; Barber\u00e0,&nbsp;Elena (2020 early view). Getting smart: towards critical digital literacy pedagogies, Social Semiotics. DOI: <a href=\"https:\/\/doi.org\/10.1080\/10350330.2020.1836815\">10.1080\/10350330.2020.1836815<\/a><\/li>\n\n\n\n<li>Llompart, J\u00falia &amp;&nbsp;Moore, Emilee&nbsp;(2020). La reflexi\u00f3n para la did\u00e1ctica ling\u00fc\u00edsticamente inclusiva. <em>Textos de Did\u00e1ctica de la Lengua y la Literatura<\/em> 88, 55-60.<\/li>\n\n\n\n<li>Llompart, J\u00falia &amp; Moore, Emilee (2020). La reflexi\u00f3 per a la did\u00e0ctica ling\u00fc\u00edsticamente inclusiva. <em>Articles de Did\u00e0ctica de la Llengua i la Literatura<\/em>, 85, 55\u201359.<\/li>\n\n\n\n<li><strong>Llompart, J\u00falia<\/strong> &amp; Birello, Marilisa (2020). Migrant and non-migrant origin pre-service teachers\u2019 beliefs about multilingualism and teaching in multilingual classrooms: convergences and divergences.&nbsp;<em>Sustainable Multilingualism 17,&nbsp;<\/em>pp. 102-123.&nbsp;<\/li>\n\n\n\n<li>Llompart, J\u00falia; Masats, Dolors;&nbsp;Moore, Emilee, &amp; Nussbaum, Luci. (2020). <a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/13670050.2019.1598934?journalCode=rbeb20\" target=\"_blank\" rel=\"noreferrer noopener\">&#8216;M\u00e9zclalo un poquito&#8217;:&nbsp;plurilingual practices in multilingual educational milieus<\/a>. <em>Special Issue: International Journal of Bilingual Education and Bilingualism<\/em>, 23(1), 98-112. 10.1080\/13670050.2019.1598934<\/li>\n\n\n\n<li><strong>Moore, Emilee<\/strong> &amp; Jessica Bradley (2020).&nbsp;Resemiotisation from page to stage: translanguaging and the trajectory of a musilingual youth\u2019s poem.&nbsp;<em>Special Issue: International Journal of Bilingual Education and Bilingualism<\/em>, 23(1), 49-64.&nbsp;DOI:&nbsp;\u200b\u200b10.1080\/13670050.2019.1600470<\/li>\n\n\n\n<li>Vallejo, Claudia&nbsp;(online 2020) <a href=\"https:\/\/www.tandfonline.com\/eprint\/FPU6KFNM7X3BD2AWICUJ\/full?target=10.1080\/14708477.2020.1763378\">Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation<\/a>. <em>Language and Intercultural Communication<\/em>, DOI: 10.1080\/14708477.2020.1763378.&nbsp;<\/li>\n\n\n\n<li>Vallejo, Claudia &amp; Melinda Dooly&nbsp;(2020). <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/13670050.2019.1600469\">Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue<\/a>. <em>Special Issue: International Journal of Bilingual Education and Bilingualism<\/em>, 23(1), 1-16. &nbsp;DOI:&nbsp;\u200b10.1080\/13670050.2019.1600469<\/li>\n\n\n\n<li><strong>Vallejo, Claudia, Moore, Emilee, Llompart, J\u00falia<\/strong>, &amp; Hawkins, Maggie (2020). <a href=\"https:\/\/recyt.fecyt.es\/index.php\/profesorado\/article\/view\/78349\/48379\">Semiosis y cosmopolitismo cr\u00edtico: Un an\u00e1lisis transmodal de un dilema \u00e9tico en comunicaci\u00f3n transnacional entre j\u00f3venes<\/a>. <em>Profesorado. Revista de Curr\u00edculum y Formaci\u00f3n de Profesorado<\/em>, 24(1), 304-325. DOI: 10.30827\/profesorado.v24i1.9130<\/li>\n\n\n\n<li>Vidal, Josep &amp; <strong>Llompart, J\u00falia<\/strong> (2020).&nbsp;De \u00ab&nbsp;ch\u00e2taignier&nbsp;\u00bb \u00e0 \u00ab&nbsp;<em>castanya<\/em>&nbsp;\u00bb. De l\u2019intercompr\u00e9hension \u00e0 la traduction de la bande dessin\u00e9e.&nbsp;<em>La main de Th\u00f4t: Th\u00e9ories, enjeux et pratiques de la traduction [En ligne], n\u00b0 8 &#8211; Traduire la chanson, Varia, mis \u00e0 jour le : 15\/12\/2020, URL :&nbsp;<a href=\"https:\/\/revues.univ-tlse2.fr\/lamaindethot\/index.php?id=871\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/revues.univ-tlse2.fr\/lamaindethot\/index.php?id=871<\/a>.<\/em><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong><strong>Cap\u00edtulos de libros<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Ballena, Camilo, <strong>Masats, Dolors<\/strong>, &amp; Unamuno, Virg\u00ednia (2020). The transformation of language practices: Notes from the Wichi community of Los Lotes (Chaco, Argentina). En E. Moore, J. Bradley &amp; J. Simpson (Coords.), <em>Translanguaging as transformation: The collaborative construction of new linguistic realities<\/em> (p.76-92). Bristol: Multilingual Matters. Bristol: Multilingual Matters.<\/li>\n\n\n\n<li>Dooly, Melinda &amp; Dolors Masats. (2020). &#8216;What do you zinc about the project?&#8217;: Examples of technology-enhanced project-based language learning. En G. Beckett &amp; T. Slater (Coords.),&nbsp;<em>Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology tools, and frameworks<\/em>&nbsp;(pp. 126\u2013145). NY\/Milton Park, Abingdon: Routledge.<\/li>\n\n\n\n<li>Llompart-Esbert, J\u00falia&nbsp;&amp; Nussbaum, Luci (2020). Collaborative and participatory research for plurilingual language learning<strong>. <\/strong>En Emilee Moore,&nbsp;Jessica Bradley, &amp; James Simpson&nbsp;(Coords.), <em>Translanguaging as transformation: The collaborative construction of new linguistic realities<\/em> (p.216-249). Clevedon: Multilingual Matters.<\/li>\n\n\n\n<li>Moore, Emilee (2020). Competence, communicative and linguistic. En J. Slanlaw (Coord.),&nbsp;<em>The International Encyclopedia of Linguistic Anthropology<\/em>. Wiley. DOI:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1002\/9781118786093.iela0070%C2%A0\" target=\"_blank\">https:\/\/doi.org\/10.1002\/9781118786093.iela0070&nbsp;<\/a><\/li>\n\n\n\n<li><strong>Moore, Emilee&nbsp;<\/strong>&amp; Tavares, Gina (2020). Telling the stories of youth: co-producing knowledge across social worlds. En E. Moore, J. Bradley, &amp; J. Simpson, J. (Coords.), <a href=\"https:\/\/www.multilingual-matters.com\/display.asp?K=9781788928038\">Translanguaging as transformation: The collaborative construction of new linguistic realities<\/a>. Bristol: Multilingual Matters.<\/li>\n\n\n\n<li>O&#8217;Dowd, Robert &amp; <strong>Melinda Dooly<\/strong>. (2020). Intercultural communicative competence through telecollaboration and virtual exchange. En J. Jackson (Coord.) <em>The Routledge handbook of language and intercultural communication, 2nd ed.<\/em> (pp. 361-375). Milton Park: Routledge.<\/li>\n\n\n\n<li>Vallejo Rubinstein, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. En Emilee Moore, Jessica Bradley &amp; James Simpson (Coords.), <em>Translanguaging as transformation: The collaborative construction of new linguistic realities<\/em> (p. 234-250)<em>.<\/em> Bristol: Multilingual Matters.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Libros<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Moore, Emilee,<\/strong> Bradley, Jessica &amp; Simpson, James (Coords.) (2020). <em>Translanguaging as transformation: The collaborative construction of new linguistic realities<\/em>. Bristol: Multilingual Matters. DOI: <a href=\"https:\/\/doi.org\/10.21832\/MOORE8045\">https:\/\/doi.org\/10.21832\/MOORE8045<\/a><\/li>\n<\/ul>\n\n\n\n<p><strong><sub>Libros blancos, informes y materiales docentes (OER)<\/sub><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub>Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I.,&nbsp;<strong>Buitrago Pe\u00f1a, J., Dooly, M.,<\/strong>&nbsp;\u00d6ztekin, E.,Akcan, S., Kotilainen, L., &amp; Kurhila, S. (2020).&nbsp;<em>Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning<\/em>.&nbsp;<a href=\"https:\/\/doi.org\/10.13140\/RG.2.2.15729.51042\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.13140\/RG.2.2.15729.51042<\/a><\/sub><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Edici\u00f3n de vol\u00famenes tem\u00e1ticos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda&nbsp;&amp;&nbsp;Vallejo, Claudia. (2020). (Coords.)&nbsp;<a href=\"https:\/\/www.tandfonline.com\/toc\/rbeb20\/23\/1\">The evolution of language teaching: Towards plurilingualism and translanguaging<\/a>.&nbsp;<em>Special Issue:&nbsp;Journal of Bilingual Education and Bilingualism,&nbsp;<\/em>23(1)<em>.<\/em><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Actas de congresos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda. (2020). Virtual exchange in teacher education: is there an impact in teacher practice?. In Mirjam Hauck &amp; Andreas M\u00fcller-Hartmann (Coords.), <em><a rel=\"noreferrer noopener\" href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2020.46.9782490057801\" target=\"_blank\">Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference<\/a><\/em> (pp.&nbsp;1-13). Research-publishing.net. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.14705\" target=\"_blank\">https:\/\/doi.org\/10.14705<\/a><\/li>\n\n\n\n<li>Masats, Dolors i Pratginest\u00f3s, C\u00e8lia (2020).&nbsp;<a rel=\"noreferrer noopener\" href=\"http:\/\/www.edunovatic.org\/wp-content\/uploads\/2021\/02\/EDUNOVATIC20.pdf\" target=\"_blank\">The Adoption of Technology-Enhanced Project-Based Language Learning to Develop Learner\u2019s Interactional Competence in Secondary Education<\/a>. REDINE (Ed.). (2020). Conference Proceedings EDUNOVATIC 2020 (p.1427). Madrid, Spain: Redine.<\/li>\n\n\n\n<li>Pratginest\u00f3s, C\u00e8lia (2020).&nbsp;<a rel=\"noreferrer noopener\" href=\"http:\/\/www.edunovatic.org\/wp-content\/uploads\/2021\/02\/EDUNOVATIC20.pdf\" target=\"_blank\">Social Media as a Tool for Using and Learning English in Translocal Exchanges<\/a>. REDINE (Ed.). (2020). Conference Proceedings EDUNOVATIC 2020 (pp.1425-1426). Madrid, Spain: Redine.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<div style=\"height:38px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-cover alignwide\" style=\"min-height:161px;aspect-ratio:unset;\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#6a5c4c\"><\/span><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-block-cover__image-background wp-image-2662\" alt=\"\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk.png\" style=\"object-position:41% 50%\" data-object-fit=\"cover\" data-object-position=\"41% 50%\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center has-large-font-size\"><\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcismeGrupo de Investigaci\u00f3n en Educaci\u00f3n, Interacci\u00f3n y Pluriling\u00fcismoResearch Group for Education, Interaction and Plurilingualism Publicaciones de miembros de GREIP<\/p>\n","protected":false},"author":2718,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4164936889","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164936889","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/users\/2718"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/comments?post=4164936889"}],"version-history":[{"count":6,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164936889\/revisions"}],"predecessor-version":[{"id":4164937750,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164936889\/revisions\/4164937750"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/media?parent=4164936889"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}