{"id":4164936969,"date":"2025-06-09T10:44:52","date_gmt":"2025-06-09T10:44:52","guid":{"rendered":"https:\/\/webs.uab.cat\/greip\/?page_id=4164936969"},"modified":"2026-02-02T17:48:28","modified_gmt":"2026-02-02T17:48:28","slug":"publicaciones-y-ayudas-relacionadas","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/greip\/es\/publicaciones-y-ayudas-relacionadas\/","title":{"rendered":"Publicaciones y ayudas relacionadas"},"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<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Screenshot-2022-12-25-at-10.04.43-e1671960416450.png\" alt=\"\" class=\"wp-image-2532\" \/><figcaption class=\"wp-element-caption\">Uso autorizado de im\u00e1genes<\/figcaption><\/figure>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\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\">Publicaciones  y ayudas relacionadas<\/h2>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary><strong>Publicaciones realizadas por alumnado doctoral y de master<\/strong><\/summary><div class=\"wp-block-toggles__content\">\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>Aceptadas<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Mont, Maria<\/strong> y Melinda Dooly. (aceptado) Young activists embark on a telecollaborative journey to raise water conservation awareness. En Louise Mortimore, Pilar Gerns y Ruth Breeze (coords.) <em>Integrating language and content in CLIL science and technology<\/em>. DeGruyter Mouton.<\/li>\n\n\n\n<li><strong>Mont, Maria<\/strong>, Melinda Dooly y Onyemowo Angela Ejeme (aceptado). Empowering youth through language, AI, and sustainable advocacy: A telecollaborative approach. En Carol A. Chapelle, Gulbahar Beckett, y Bethany Gray (coords.) <em>Researching generative AI in applied linguistics. <\/em>Iowa State University Digital Press.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2026<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Mont, Maria<\/strong>, Melinda Dooly y Dolors Masats. (2026). Enhancing foreign language learning through AI-driven telecollaboration.<strong>\u200b\u00a0<\/strong><em>Journal of Responsible Technology,\u00a0<\/em>100153. <a href=\"https:\/\/doi.org\/10.1016\/j.jrt.2026.100153. (Read online)\">https:\/\/doi.org\/10.1016\/j.jrt.2026.100153<\/a><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2025<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Mont, Maria<\/strong>, Melinda Dooly y Onyemowo Ejeme. (2025). Empowering youth through language, AI and sustainable advocacy: A telecollaborative approach. En: Carol A. Chapelle, Gulbahar H. Beckett y Bethany E. Gray (Coords.)\u00a0<em>Researching generative AI in applied linguistics <\/em>(pp. 103-121). Iowa State University Digital Press. <a href=\"https:\/\/www.iastatedigitalpress.com\/plugins\/books\/211\/chapter\/1261\" target=\"_blank\" rel=\"noreferrer noopener\">DOI:10.31274\/isudp.2025.211.06<\/a><\/li>\n\n\n\n<li><strong>Uwomowah, Ese Emmanuel<\/strong> y Melinda Dooly. (2025). It is not the huge enemy: Preservice teachers&#8217; evolving perspectives on AI. In SI: Technology and Teacher Education (Fiona Farr y Elaine Riordan; Coords.).<em> Education Sciences, 15(2), <\/em>152<em>; <\/em> https:\/\/doi.org\/10.3390\/educsci15020152<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2024<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Fontich Vicens, X., Casas-Deseures, M., Costa, A. L., y <strong>Troncoso, M. <\/strong>(2024). La formaci\u00f3n ling\u00fc\u00edstica en los Grados de Maestro: las nociones de \u2018competencia comunicativa\u2019, \u2018razonamiento cr\u00edtico\u2019 y \u2018g\u00e9nero discursivo\u2019. Tejuelo, 39, 165-196.. Doi: <a href=\"https:\/\/doi.org\/10.17398\/1988-8430.39.165\">https:\/\/doi.org\/10.17398\/1988-8430.39.165<\/a><\/li>\n\n\n\n<li>Kruszynska, Klaudia. (2024). \u2018I have learned a lot of things about other neighborhoods\u2019: Secondary school students as linguistic landscape ethnographers. <em>Bellaterra Journal of Teaching and Learning Language and Literature, 17<\/em>(1), e1342. 1-20. <a href=\"https:\/\/doi.org\/10.5565\/rev\/jtl3.1265\">https:\/\/doi.org\/10.5565\/rev\/jtl3.1265<\/a><\/li>\n\n\n\n<li>Kruszynska, Klaudia. (2024). Unveiling the pedagogical advantages of Linguistic Landscapes: Insights from secondary school students, teachers and field experts. <em>Bellaterra Journal of Teaching and Learning Language and Literature, 17<\/em>(1), e1342. 1-21. <a href=\"https:\/\/doi.org\/10.5565\/rev\/jtl3.1342\">https:\/\/doi.org\/10.5565\/rev\/jtl3.1342<\/a><\/li>\n\n\n\n<li>Kruszynska, Klaudia. (2024). Plurilingual literary writings as tools to develop students\u2019 creativity. <em>Neofilolog, 63<\/em>(1), 210-227. <a href=\"https:\/\/doi.org\/10.14746\/n.2024.63.1.13\">https:\/\/doi.org\/10.14746\/n.2024.63.1.13<\/a><\/li>\n\n\n\n<li>Li, Changchun. (2024). Book Review. Life in a New Language by Ingrid Piller, Donna Butorac, Emily Farrell, Loy Lising, Shiva Motaghi-Tabari &amp; Vera Williams. <em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, <em>17<\/em>(4), e1441. https:\/\/doi.org\/10.5565\/rev\/jtl3.1441<\/li>\n\n\n\n<li>Llompart Esbert, J\u00falia, y <strong>Pratginest\u00f3s, C\u00e8lia<\/strong> (2024). Reflexi\u00f3 metaling\u00fc\u00edstica i pluriling\u00fcisme a l\u2019aula.&nbsp;<em>Articles de Did\u00e0ctica de la Llengua i la Literatura, 101,<\/em>46-51.<\/li>\n\n\n\n<li>Llompart, J\u00falia, y <strong>Pratginest\u00f3s, C\u00e8lia<\/strong> (2024). Reflexi\u00f3n metaling\u00fc\u00edstica y pluriling\u00fcismo.&nbsp;<em>Textos Did\u00e1ctica de la Lengua y la Literatura, 104,&nbsp;<\/em>46-51.<\/li>\n\n\n\n<li><strong>Minyu Xie<\/strong> y Melinda Dooly (2024). <em>El andamiaje a los ni\u00f1os para el aprendizaje telecolaborativo \u00bfC\u00f3mo el profesorado proporciona el andamiaje a los ni\u00f1os para que se desarrolle el aprendizaje telecolaborativo?&nbsp; <\/em>Editorial Acad\u00e9mica Espa\u00f1ola.<\/li>\n\n\n\n<li><strong>Pratginest\u00f3s, C\u00e8lia <\/strong>y Masats, Dolors (2024). Exploring language alternation and participation in an \u2018in-between learning scenario\u2019: a case study of a WhatsApp chat with secondary students of English, <em>Classroom Discourse<\/em> (early view). <a href=\"https:\/\/doi.org\/10.1080\/19463014.2024.2315022\">https:\/\/doi.org\/10.1080\/19463014.2024.2315022<\/a><\/li>\n\n\n\n<li>Von Lieres und Wilkau, Gabriella, Morgado, Margarida,&nbsp;Dooly, Melinda, Massler, Ute, <strong>Yu, Xiaoting, <\/strong>Sch\u00f6nberg, Carina y Rogaten, Jekaterina. (2024). Impact of VALIANT\u2019s virtual exchange modules on in-service teachers\u2019 and student teachers\u2019 sense of isolation. En Robert O\u2019Dowd y Margarita Vinagre (Coords.)&nbsp;<em>Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education <\/em>(pp. 87-112). Peter Lang. <a href=\"https:\/\/www.peterlang.com\/document\/1487254\">https:\/\/www.peterlang.com\/document\/1487254<\/a><\/li>\n\n\n\n<li>Zhang, Miaomiao. (2024). An exploration of linguistic mediation activities in repair sequences: The case of a plurilingual youth participant in an after-school digital storytelling project. <em>Bellaterra Journal of Teaching &amp; Learning Languages &amp; Literature<\/em>, 16 (4), e1306. <a href=\"https:\/\/doi.org\/10.5565\/rev\/jtl3.1306\">https:\/\/doi.org\/10.5565\/rev\/jtl3.1306<\/a><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2023<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Albuquerque, Diego<\/strong> y Moore, Emilee. (2023). <a href=\"https:\/\/doi.org\/10.3389\/feduc.2023.1296658\">Foregrounding co-artistry in an aesthetic and plurilingual\/pluriliteracies approach to additional language teaching and learning<\/a>. In P.-O. Wickman, P. Anderhag, C. Caiman &amp; S. Ainsworth (eds.), Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects. <em>Frontiers in Education, 8. <\/em>DOI: <a href=\"https:\/\/doi.org\/10.3389\/feduc.2023.1296658\">https:\/\/doi.org\/10.3389\/feduc.2023.1296658<\/a><\/li>\n\n\n\n<li><strong>P\u00e9rez Badenes, Jordi. <\/strong>(2023). La evidencia en la pr\u00e1ctica: Escritura acad\u00e9mica en el trabajo de investigaci\u00f3n de bachillerato.&nbsp;<em>Aula de secundaria<\/em>,&nbsp;<em>52<\/em>, 47.&nbsp;<a rel=\"noreferrer noopener\" href=\"http:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=9088345\" target=\"_blank\">http:\/\/dialnet.unirioja.es\/servlet\/articulo?codigo=9088345<\/a>\u200b<\/li>\n\n\n\n<li><strong>Kruszynska, Klaudia<\/strong> y Dooly, Melinda<strong>. <\/strong>(2023). Thinking allowed: Analyzing students\u2019 critical thinking and language awareness through linguistic landscapes. En S. Melo-Pfeifer (Ed.) <em>Linguistic landscapes and teacher education<\/em> (pp. 75-90). Springer.<\/li>\n\n\n\n<li><strong>Zhang, Miamomiao. <\/strong>(2023). Developing cosmopolitanism through intercultural mediation activities: An after-school digital storytelling project in Catalonia. <em>\u00cdkala, Revista de Lenguaje y Cultura, 28<\/em>(3), 1\u201319. https:\/\/doi.org\/10.17533\/udea.ikala.352092<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2022<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>P\u00e9rez-Badenes, Jordi. <\/strong>(2022). Rese\u00f1a. Proyecto ling\u00fc\u00edstico de centro. C\u00f3mo abordar la mejora de las habilidades comunicativas desde la instituci\u00f3n escolar, por Santiago Fabrigat Barrios.&nbsp;<em>Bellaterra Journal of Teaching &amp;amp\\mathsemicolon Learning Language &amp;amp\\mathsemicolon Literature<\/em>,&nbsp;<em>15<\/em>(4), e1201.&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.5565\/rev\/jtl3.1201\" target=\"_blank\">https:\/\/doi.org\/10.5565\/rev\/jtl3.1201<\/a><\/li>\n\n\n\n<li>Fontich, Xavier, Troncoso, <strong>Marcos, &amp; P\u00e9rez-Badenes, Jordi.<\/strong> (2022). Actividad metaling\u00fc\u00edstica en clase de lengua: Consideraciones sobre el lugar de la interacci\u00f3n en el aprendizaje de la gram\u00e1tica.&nbsp;<em>Tavira<\/em>,&nbsp;<em>27<\/em>.&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.25267\/tavira.2022.i27.1105\" target=\"_blank\">https:\/\/doi.org\/10.25267\/tavira.2022.i27.1105<\/a><\/li>\n\n\n\n<li><strong>Pratginest\u00f3s, C\u00e8lia<\/strong>&nbsp;(2022).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v15-n2-pratginestos\" target=\"_blank\">Review: Border Thinking: Latinx Youth Decolonizing Citizenship<\/a>, By Andrea Dyrness and Enrique Sep\u00falveda III. Monogr\u00e0fic Pluriling\u00fcisme (Coords. J. Llompart y C. Vallejo), <em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>.<\/li>\n\n\n\n<li><strong>Pratginest\u00f3s, C\u00e8lia<\/strong>&nbsp;(2022).&nbsp;Interactional competence in transnational plurilingual peer interactions. En Dolors Masats y 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><strong>Vallejo, Claudia<\/strong> (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 y 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<\/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<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Corona, V\u00edctor,<strong> Vallejo, Claudia, <\/strong>Moore, Emilee y Solans, Jorge&nbsp;(2021).&nbsp;Is English important in your life? A collaborative experience in a secondary school. En Moore, Emilee y <strong>Vallejo, Claudia<\/strong> (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>Knight, Janine<\/strong>, Dooly, Melinda y Barber\u00e0, Elena&nbsp;(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>Marjanovic,&nbsp;Jelena<\/strong>,&nbsp;Dooly, Melinda&nbsp;y Sadler, Randall (2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. En Carolin Fuchs, Mirjam Hauck y Melinda Dooly (Coords.)&nbsp;<em>Language education in digital spaces: Perspectives on autonomy and interaction<\/em> (pp. 113-133). Springer.<\/li>\n\n\n\n<li>Moore, Emilee, <strong>Vallejo, Claudia<\/strong>, Dooly, Melinda y Borr\u00e0s, Eul\u00e0lia&nbsp;(2021).&nbsp;Out-of-school language learning and educational equity. En Moore, Emilee &amp; <strong>Vallejo, Claudia<\/strong> (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>Moore, Emilee, <strong>Vallejo, Claudia, <\/strong>Llompart, J\u00falia y <strong>Zhang, Miaomiao<\/strong>&nbsp;(2021). Building scalar frames of understandability in \u2018trans\u2019 practices within a Catalan Global StoryBridges site. En Margaret Hawkins (Coord.),&nbsp;<em>Transmodal Communications: Transpositioning Semiotics and Relations<\/em> (pp. 22-42). Multilingual Matters.<\/li>\n\n\n\n<li><strong>Pratginest\u00f3s, C\u00e8lia<\/strong>&nbsp;(2022).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v15-n2-pratginestos\" target=\"_blank\">R<em>eview: Border Thinking: Latinx Youth Decolonizing Citizenship<\/em><\/a><em>, By Andrea Dyrness and Enrique Sep\u00falveda III<\/em>. Monogr\u00e0fic Pluriling\u00fcisme (Eds. J. Llompart; i C. Valleho) a Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature.<\/li>\n\n\n\n<li><strong>Pratginest\u00f3s, C\u00e8lia<\/strong> y Masats, Dolors (2021).&nbsp;<em>Learning English in translocal exchanges in Instagram chat.<\/em>&nbsp; En Moore, Emilee y Vallejo, Claudia (Coords.)&nbsp;<em>Learning English out of school: An inclusive approach to research and action&nbsp;<\/em>(pp. 69-97).Peter Lang.<\/li>\n\n\n\n<li><strong>Zhang, Miaomiao<\/strong> y Llompart, J\u00falia&nbsp;(2021). Participant roles in linguistic mediation activities in a digital storytelling project. En Moore, Emilee y 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<\/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<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly,&nbsp;Melinda y <strong>Claudia Vallejo<\/strong>&nbsp;(2020).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/13670050.2019.1598933\" target=\"_blank\">Bringing plurilingualism into teaching practice: a quixotic quest?<\/a>&nbsp;<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>Knight, Janine<\/strong>;&nbsp;Dooly, Melinda, y Barber\u00e0, Elena. (2020).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/Knight,%20Janine;%20Dooly,%20Melinda,%20i%20Barber%C3%A0,%20Elena.%20(2019early%20view).%20Navigating%20a%20multimodal%20ensemble:%20Learners%20mediating%20verbal%20and%20non-verbal%20turns%20in%20online%20interaction%20tasks.%20ReCALL,%201-22.%20doi:10.1017\/S0958344019000132\" target=\"_blank\">Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks<\/a>.&nbsp;<em>ReCALL, 32<\/em>(1), 25-46. doi:10.1017\/S0958344019000132<\/li>\n\n\n\n<li><strong>Knight, Janine<\/strong>, Dooly,&nbsp;Melinda y 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>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>. <em>Conference Proceedings EDUNOVATIC 202<\/em>0 (pp.1425-1426). Madrid, Spain: Redine.<\/li>\n\n\n\n<li>Robbins, Jackie. (2020). Effective moderation in asynchronous discussion forums in online language classrooms. <em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature, 18<\/em>(4), 1-22. DOI: <a href=\"https:\/\/doi.org\/10.5565\/rev\/jtl3.898\">https:\/\/doi.org\/10.5565\/rev\/jtl3.898<\/a><\/li>\n\n\n\n<li>Vallejo, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. En Emilee Moore, Jessica Bradley y James Simpson (Coords.),&nbsp;<em>Translanguaging as transformation: The collaborative construction of new linguistic realities<\/em>&nbsp;(p. 234-250)<em>.<\/em>&nbsp;Bristol: Multilingual Matters.<\/li>\n\n\n\n<li>Vallejo, Claudia&nbsp;(online 2020)&nbsp;<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>.&nbsp;<em>Language and Intercultural Communication<\/em>, DOI: 10.1080\/14708477.2020.1763378.&nbsp;<\/li>\n\n\n\n<li><strong>Vallejo, Claudia<\/strong> y Dooly, Melinda&nbsp;(2020).&nbsp;<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>.&nbsp;<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, <\/strong>Moore, Emilee, Llompart, J\u00falia, y Hawkins, Maggie (2020).&nbsp;<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>.&nbsp;<em>Profesorado. Revista de Curr\u00edculum y Formaci\u00f3n de Profesorado<\/em>, 24(1), 304-325. DOI: 10.30827\/profesorado.v24i1.9130<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2019<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda; Mont, Maria y <strong>Vallejo, Claudia<\/strong>. (2019). Coordinating between classes: Tasks and tools. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 29-35). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI:&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.5281\/zenodo.3064130\" target=\"_blank\">https:\/\/doi.org\/10.5281\/zenodo.3064130<\/a><\/li>\n\n\n\n<li>Dooly, Melinda&nbsp;y<strong> Vallejo, Claudia.<\/strong> (Coords.) (online 2019). Special Issue:&nbsp;The evolution of language teaching: Towards plurilingualism and translanguaging. Journal of Bilingual Education and Bilingualism.<\/li>\n\n\n\n<li>Dooly,&nbsp;Melinda y&nbsp;<strong>Claudia Vallejo<\/strong>&nbsp;(online 2019).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/13670050.2019.1598933\" target=\"_blank\">Bringing plurilingualism into teaching practice: a quixotic quest?<\/a>. In Melinda Dooly &amp; Claudia Vallejo&nbsp;(Eds.),&nbsp;The evolution of language teaching: Towards plurilingualism and translanguaging.&nbsp;<em>Special Issue: International Journal of Bilingual Education and Bilingualism<\/em>,&nbsp;DOI:&nbsp;10.1080\/13670050.2019.1598933.<\/li>\n\n\n\n<li>Dooly, Melinda y <strong>Claudia Vallejo<\/strong>. (2019).&nbsp;Making Literacy Meaningful: <a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_pronunciation_0.pdf\" target=\"_blank\">Teaching pronunciation across languages<\/a>.<\/li>\n\n\n\n<li>Dooly, Melinda y <strong>Claudia Vallejo<\/strong>. (2019).&nbsp;Making Literacy Meaningful: <a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo_2019_mlm_inclusive.pdf\" target=\"_blank\">Creating an inclusive supportive language environment.<\/a><\/li>\n\n\n\n<li>Dooly, Melinda y <strong>Claudia Vallejo<\/strong>. (2019).&nbsp;Making Literacy Meaningful: <a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo_mlm2019_inclusiu.pdf\" target=\"_blank\">Crear un ambient inclusiu per donar suport a l\u2019aprenentatge de la llengua.<\/a><\/li>\n\n\n\n<li>Dooly, Melinda y <strong>Claudia Vallejo<\/strong>. (2019).<a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_lang_acq.pdf\" target=\"_blank\"><\/a>Making Literacy Meaningful: <a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_lang_acq.pdf\" target=\"_blank\">First and other language acquisition: Activities for promotion of language learning across all levels.<\/a><\/li>\n\n\n\n<li>Dooly, Melinda y <strong>Claudia Vallejo<\/strong>. (2019).Making Literacy Meaningful: <a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_levels.pdf\" target=\"_blank\">Identifying and working with the different levels of linguistic competence of the newcomer<\/a><strong><a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_levels.pdf\" target=\"_blank\">.<\/a><\/strong><\/li>\n\n\n\n<li>Dooly, Melinda, Dolors Masats, Xavier Pascual y <strong>Claudia Vallejo<\/strong>. (2019).&nbsp;Making Literacy Meaningful: <a rel=\"noreferrer noopener\" href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/faqs_mlm_2019.pdf\" target=\"_blank\">FAQs about plurilingual Education: Key issues and some informed answers<\/a>.Gonzalez-Acevedo, Nathaly (2019). Research in the classroom for teachers by teachers. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 215-222). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281\/zenodo.3064130<\/li>\n\n\n\n<li>Gonzalez-Acevedo, Nathaly (2019). Some research methods for teacher researchers. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 223-233). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281\/zenodo.3064130<\/li>\n\n\n\n<li><strong>Knight, Janine<\/strong>; Dooly, Melinda, y Barber\u00e0, 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<\/li>\n\n\n\n<li>Llanes, Maria (2019). Digital teaching competences of preservice teachers. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), <em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em> (pp. 47-52). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281\/zenodo.3064130<\/li>\n\n\n\n<li>Masats, Dolors; Mont, Maria y <strong>Gonzalez-Acevedo, Nathaly<\/strong> (2019).&nbsp;Preface. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 9-13). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281\/zenodo.3064130<\/li>\n\n\n\n<li>Mont, Maria y<strong> Gonzalez-Acevedo, Nathaly<\/strong> (2019). Coding toys while learning English: Programming with very young learners. EIn Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 59-65). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281\/zenodo.3064130<\/li>\n\n\n\n<li>Masats, Dolors; Mont, Maria y <strong>Gonzalez-Acevedo, Nathaly<\/strong> (Eds). (2019).&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>. Rothersthorpe: Paragon Publishing. DOI: 10.5281\/zenodo.3064130<\/li>\n\n\n\n<li>Ploettner, Joan Catherine (2019). A critical look at teacher development for English-Medium Instruction. <em>Language Learning in Higher Education, <\/em>9(2), 263-287.<\/li>\n\n\n\n<li>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.<\/li>\n\n\n\n<li>Pratginest\u00f3s, C\u00e8lia (2019). Compet\u00e8ncies digitals i comunicatives docents: una entrevista amb la Dra. Dolors Masats. <em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, <em>12<\/em>(1), 97-107. DOI: <a href=\"http:\/\/doi.org\/10.5565\/rev\/jtl3.797\">http:\/\/doi.org\/10.5565\/rev\/jtl3.797<\/a><\/li>\n\n\n\n<li><strong>Pratginest\u00f3s, C\u00e8lia<\/strong>; Solans, Jorgey Masats, Dolors (2019).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/560b6fde-8e24-4a1d-b268-6b1ed042b616.filesusr.com\/ugd\/62077a_213e16ff80014d7aa2f9c1d8065af550.pdf\" target=\"_blank\">Exchanging glances on the development of a joint education and research programme carried out at a secondary school in a socioeconomically underprivileged milieu<\/a>. ICERI2019 Proceedings, pp. 1407-1412.<\/li>\n\n\n\n<li>Vallejo, Claudia y Melinda Dooly&nbsp;(online 2019).&nbsp;<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>. In Melinda Dooly &amp; Claudia Vallejo&nbsp;(Eds.),&nbsp;The evolution of language teaching: Towards plurilingualism and translanguaging.&nbsp;<em>Special Issue: International Journal of Bilingual Education and Bilingualism<\/em>,&nbsp;DOI:&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/13670050.2019.1600469\">10.1080\/13670050.2019.1600469<\/a>&nbsp;<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2018<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda y <strong>Nuriya Davitova<\/strong>. (2018).&nbsp;<a href=\"https:\/\/www.efdergi.hacettepe.edu.tr\/yonetim\/icerik\/makaleler\/2916-published.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">\u2018What can we do to talk more?\u2019 Analysing language Learners\u2019 online interaction<\/a>. En Paul Seedhouse, Olcay&nbsp;Sert &amp; Ufuk&nbsp;Balaman (Eds.)&nbsp;<em>Hacettepe University Journal of Education,&nbsp;<a href=\"https:\/\/www.efdergi.hacettepe.edu.tr\/son-sayi.html\" target=\"_blank\" rel=\"noreferrer noopener\">Special Issue:&nbsp;Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives,<\/a><\/em>&nbsp;<em>33<\/em>, 215-237.<\/li>\n\n\n\n<li>Dooly, Melinda y <strong>Claudia Vallejo<\/strong>. (Eds.) (2018).&nbsp;<a href=\"https:\/\/www.tandfonline.com\/toc\/rmli20\/current?nav=tocList&amp;nbsp\" target=\"_blank\" rel=\"noreferrer noopener\">Special Issue: Bridging across languages and cultures in everyday lives: New roles for changing scenarios<\/a>. Language &amp; Intercultural Communication, 18(1).&nbsp;DOI: 10.1080\/14708477.2017.1400508.<\/li>\n\n\n\n<li>Dooly, Melinda&nbsp;y <strong>Claudia Vallejo<\/strong>. (2018).&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/14708477.2017.1400508\">Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication.<\/a>&nbsp;En Melinda Dooly&nbsp;&amp; Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue:Language &amp; Intercultural Communication, 18(1), 1-8.<\/li>\n\n\n\n<li>Helm, Francesca. (2018). <em><a href=\"https:\/\/research-publishing.net\/book?10.14705\/rpnet.2018.25.9782490057191\" target=\"_blank\" rel=\"noreferrer noopener\">Emerging identities in virtual exchange<\/a>. <\/em>Dublin: Research-publishing.net<\/li>\n\n\n\n<li><strong>Knight, Janine<\/strong>, Melinda Dooly y Elena Barber\u00e0. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. <em>System, 78<\/em>, 65-78.<\/li>\n\n\n\n<li><strong>Knight, Janine, <\/strong>y Barbera, Elena (2018). Navigational Acts and Discourse: Fostering Learner Agency in Computer-Assisted Language Learning. <em>Electronic Journal of e-Learning<\/em>, 16(1), 67-76.<\/li>\n\n\n\n<li>Marjanovic, Jelena (2018). How well do they self-regulate? A case study of two undergraduate students\u2019 self-regulated learning in a telecollaborative flipped classroom.&nbsp; <em>International Journal of Information and Education Technology, 8 (9), <\/em>DOI: 10.18178\/ijiet.2018.8.9.1117.\u200b<\/li>\n\n\n\n<li>Moore, Emilee y <strong>Claudia Vallejo<\/strong>. (2018). Practices of conformity and transgression in an out-of-school reading programme for \u2018at risk\u2019 children. <em>Linguistics and Education<\/em>, 43, 25-38. DOI:&nbsp;<a href=\"https:\/\/doi.org\/10.1016\/j.linged.2017.09.003\">https:\/\/doi.org\/10.1016\/j.linged.2017.09.003<\/a>.<\/li>\n\n\n\n<li>Vallejo, Claudia (2018) Book review: Translanguaging: Language, Bilingualism, and Education. O. Garc\u00eda &amp; Li Wei (2014). New York: Palgrave McMillan. <em>Bellaterra Journal of Teaching and Learning Language and Literature<\/em>, 11(1), pp. 85-95. Disponible en:&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v11-n1-vallejo\/764-pdf-en\">https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v11-n1-vallejo\/764-pdf-en<\/a><\/li>\n\n\n\n<li><strong>Vallejo, Claudia<\/strong> y Artur Noguerol. (2018). La multiculturalitat en els projectes de treball: les catifes viatgeres. En Silvia Melo-Pfeifer y Christian Helmchen (Coords.),&nbsp;<em>Plurilingual Literacy Practices<\/em>. Peter Lang.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2017<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Barba, Javier (2017).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v9-n4-barba\" target=\"_blank\" rel=\"noreferrer noopener\">EXPRESSART: A project-based language learning experience<\/a>.&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>,&nbsp;<em>9<\/em>(4), 59-81.<\/li>\n\n\n\n<li>Helm, Francesca&nbsp;(2017). Critical approaches to online intercultural language education. En Steven Thorne &amp; Stephen May (Eds.)&nbsp;<em>Language, Education and Technology. Encyclopedia of Language and Education<\/em>&nbsp;(3rd ed.) (pp. 1-13).&nbsp;London: SpringerOpen. DOI:&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/978-3-319-02328-1_18-1\">https:\/\/doi.org\/10.1007\/978-3-319-02328-1_18-1<\/a><\/li>\n\n\n\n<li><strong>Knight, Janine<\/strong>, y Barber\u00e0, Elena (2017). Learner agency and its effect on spoken interaction time in the target language. <em>JALT CALL Journal<\/em>, 13(3), 167-186.<\/li>\n\n\n\n<li><strong>Knight, Janine<\/strong>, Elena Barbera y Christine Appel. (2017).&nbsp;<a href=\"https:\/\/www.cambridge.org\/core\/journals\/recall\/article\/framework-for-learner-agency-in-online-spoken-interaction-tasks\/3C45912F08363AC8F43FB757DB4AA3F3\" target=\"_blank\" rel=\"noreferrer noopener\">A framework for learner agency in online spoken interaction tasks<\/a>,&nbsp;<em>ReCALL, 29<\/em>(3),&nbsp;276-293.<\/li>\n\n\n\n<li>Llompart Esbert, J\u00falia&nbsp;(2017).&nbsp;<a href=\"https:\/\/revistes.iec.cat\/index.php\/TSC\/article\/view\/140450\" target=\"_blank\" rel=\"noreferrer noopener\">La transmissi\u00f3 ling\u00fc\u00edstica intergeneracional inversa: quan fills i filles ensenyen llengua als progenitors<\/a>.&nbsp;<em>Treballs de Socioling\u00fc\u00edstica Catalana<\/em>,&nbsp;27, 63-76. DOI: 10.2436\/20.2504.01.125<\/li>\n\n\n\n<li>Moore, Emilee&nbsp;y <strong>Claudia Vallejo<\/strong>. (2017)&nbsp;<a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0898589816301528\" target=\"_blank\" rel=\"noreferrer noopener\">Practices of conformity and transgression in an out-of-school reading programme for \u2018at risk\u2019 children<\/a>. <em>Linguistics and Education<\/em>. DOI: 10.1016\/j.linged.2017.09.003.<\/li>\n\n\n\n<li><strong>Ploettner, Joan<\/strong> y Eva Tresseras. (2017).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v9-n4-ploettner-tresseras\" target=\"_blank\" rel=\"noreferrer noopener\">An interview with Yrj\u00f6 Engestr\u00f6m and Annalisa Sannino on activity theory<\/a>.&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>,&nbsp;<em>9<\/em>(4), 87-98.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2016<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Gonz\u00e1lez Acevedo,&nbsp;Nathaly (2016).&nbsp;<a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S1877042816313039?_rdoc=1&amp;_fmt=high&amp;_origin=gateway&amp;_docanchor=&amp;md5=b8429449ccfc9c30159a5f9aeaa92ffb\" target=\"_blank\" rel=\"noreferrer noopener\">Technology-enhanced-gadgets in the teaching of English as a foreign language to very young learners. Ideas on implementation<\/a><em>.&nbsp;Procedia &#8211; Social and Behavioral Sciences<\/em>,&nbsp;232, 507-513.<\/li>\n\n\n\n<li>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). <em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>&nbsp;9(2), 115-119.&nbsp; DOI: <a href=\"https:\/\/dx.doi.org\/10.5565\/rev\/jtl3.681\">https:\/\/dx.doi.org\/10.5565\/rev\/jtl3.681<\/a><\/li>\n\n\n\n<li>Helm, Francesca (2016). Facilitated dialogue &nbsp;in online intercultural Exchange. En Tim Lewis &amp; Robert O\u2019Dowd (Eds.)&nbsp;<em>Online intercultural exchange: Policy,pedagogy, practice<\/em>&nbsp;(pp. 150-172). NY\/London: Routledge.<\/li>\n\n\n\n<li><strong>Helm, Francesca<\/strong>&nbsp;y Sarah Guth. (2016). Telecollaboration and language learning. En Fiona Farr &amp; Liam Murray (Eds.)&nbsp;<em>The Routledge handbook of language learning and technology<\/em>&nbsp;(pp. 241-254). Abingdon\/NY: Routledge.<\/li>\n\n\n\n<li>Llompart Esbert, J\u00falia (2016).&nbsp;<a href=\"https:\/\/revistas.filo.uba.ar\/index.php\/sys\/article\/view\/545\" target=\"_blank\" rel=\"noreferrer noopener\">Ense\u00f1ar lengua en la superdiversidad: de la realidad socioling\u00fc\u00edstica a las pr\u00e1cticas de aula<\/a>.&nbsp;<em>Signo y Se\u00f1a, 29,&nbsp;<\/em>11-32.<\/li>\n\n\n\n<li><strong>Vallejo, Claudia&nbsp;<\/strong>y Emilee Moore. (2016). Pr\u00e1cticas pluriling\u00fces \u2018transgresoras\u2019 en un programa extraescolar de refuerzo de la lectura.&nbsp;<em>Signo y Se\u00f1a<\/em>, 29, 33-61. Disponible en:&nbsp;<a href=\"https:\/\/revistas.filo.uba.ar\/index.php\/sys\/article\/view\/543\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/revistas.filo.uba.ar\/index.php\/sys\/article\/view\/543<\/a><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2015<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Helm, Francesca (2015). The practices and challenges of telecollaboration in higher education in Europe.<em>&nbsp;Language Learning &amp; Technology<\/em>,19(2): 197-217. Disponible en:&nbsp;<a href=\"https:\/\/llt.msu.edu\/issues\/june2015\/helm.pdf\">https:\/\/llt.msu.edu\/issues\/june2015\/helm.pdf<\/a><\/li>\n\n\n\n<li>Moore, Emilee,&nbsp; <strong>Joan Ploettner &amp; Mandy Deal<\/strong>. (2015). Exploring Professional Collaboration at the boundary between content and Language Teaching from a CHAT Approach. &nbsp;<em>Ib\u00e9rica<\/em>, 30: 85-104.&nbsp;<\/li>\n\n\n\n<li>Ploettner, Joan (2015).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v8-n4-ploettner\" target=\"_blank\" rel=\"noreferrer noopener\">Learning opportunities through a student generated assessment tool. Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature, 8(4), 62-81.<\/a><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2014<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\">Ca\u00f1ete Outeiral, Anna Maria (2014).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/556\" target=\"_blank\">Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum.&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, 7(1), 52-77.<\/a><\/p>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2013<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Anguera Cerarols, Carles&nbsp;(2013).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/549\" target=\"_blank\" rel=\"noreferrer noopener\">L&#8217;ensenyament de l&#8217;espai geogr\u00e0fic en una aula d&#8217;angl\u00e8s de prim\u00e0ria.&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, 6(4), 33-53.<\/a><\/li>\n\n\n\n<li>Cuestas, Aida&nbsp;(2013).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/issue\/view\/69\" target=\"_blank\" rel=\"noreferrer noopener\">Using Skype in a primary class: A case study.&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Literaturre<\/em>, 6(2): 49-68.<\/a><\/li>\n\n\n\n<li>Helm, Francesca&nbsp;(2013).<a href=\"https:\/\/revistes.uab.cat\/jtl3\/issue\/view\/69\" target=\"_blank\" rel=\"noreferrer noopener\">&nbsp;A dialogic model for telecollaboration. Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature, 6(2), 22-48<\/a>.<\/li>\n\n\n\n<li>Llompart Esbert, J\u00falia (2013).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/533\" target=\"_blank\" rel=\"noreferrer noopener\">De madres a hijas, de hijas a madres: El cambio en la transmisi\u00f3n intergeneracional de lenguas,&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, 6(3), 47-65.<\/a><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2011<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Antoniadou, Victoria (2011).&nbsp;<a href=\"https:\/\/ojs.uab.cat\/index.php\/jtl3\/issue\/current\">Virtual collaboration, \u2018perezhivanie\u2019 and teacher learning: A socio-cultural-historical perspective,&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, 4(3): 53-70<\/a>.<\/li>\n\n\n\n<li>Antoniadou, Victoria (2011).&nbsp;<a href=\"https:\/\/journals.cambridge.org\/action\/displayAbstract?fromPage=online&amp;aid=8364903&amp;fileId=S0958344011000164\" target=\"_blank\" rel=\"noreferrer noopener\">Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language<\/a><em><a href=\"https:\/\/journals.cambridge.org\/action\/displayAbstract?fromPage=online&amp;aid=8364903&amp;fileId=S0958344011000164\" target=\"_blank\" rel=\"noreferrer noopener\">.&nbsp;ReCALL,&nbsp;<\/a><\/em><a href=\"https:\/\/journals.cambridge.org\/action\/displayAbstract?fromPage=online&amp;aid=8364903&amp;fileId=S0958344011000164\" target=\"_blank\" rel=\"noreferrer noopener\">23(3): 233-251<\/a><em><a href=\"https:\/\/journals.cambridge.org\/action\/displayAbstract?fromPage=online&amp;aid=8364903&amp;fileId=S0958344011000164\" target=\"_blank\" rel=\"noreferrer noopener\">.<\/a><\/em><\/li>\n\n\n\n<li>Antoniadou, Victoria (2013).&nbsp;<a href=\"https:\/\/revistes.uab.cat\/jtl3\/issue\/view\/69\" target=\"_blank\" rel=\"noreferrer noopener\">Special Editor. May\/June 2013 (Monograph: Technology in Language Education).&nbsp;Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature,&nbsp;<em>6(2).<\/em><\/a><\/li>\n\n\n\n<li>Nussbaum, Luci, <strong>Emilee Moore y Eul\u00e0lia Borr\u00e0s<\/strong>. (2011).&nbsp;<em>Accomplishing multilingualism through plurilingual activities. DYLAN Working Papers, 6b<\/em>.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2010<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Corona, V\u00edctor (2010) Globalizaci\u00f3n, Identidades y escuela: \u201clo latino\u201d en Barcelona. En Oriol&nbsp;Guash &amp; Marta&nbsp;Milian (Eds.)&nbsp;<em>L\u2019educaci\u00f3 ling\u00fc\u00edstica i liter\u00e0ria en entorns multiling\u00fces. Recerca per a nous contextos<\/em>. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona, pp. 315-330.<\/li>\n\n\n\n<li>Corona, V\u00edctor (2010)&nbsp;<em>Educaci\u00f3n ling\u00fc\u00edstica de j\u00f3venes latinoamericanos: un relato etnogr\u00e1fico en familias, ni\u00f1os, ni\u00f1as y j\u00f3venes inmigrantes<\/em>. Grupo Interdisciplinario de Investigador@s Migrantes (coord). Madrid: La casa encendida, pp. 151-158.<\/li>\n\n\n\n<li>Moore, Emilee (2010) Exploring plurilingualism as a teaching\/learning resource in higher education English-medium classrooms. En Oriol&nbsp;Guash &amp; Marta&nbsp;Milian&nbsp;(Eds.)&nbsp;<em>L\u2019educaci\u00f3 ling\u00fc\u00edstica i liter\u00e0ria en entorns multiling\u00fces. Recerca per a nous contextos<\/em>.&nbsp;Servei de Publicacions de la UAB: Bellaterra.&nbsp;&nbsp;<\/li>\n\n\n\n<li><strong>Moore, Emilee<\/strong> y Melinda Dooly. (2010) &#8216;How Do the Apples Reproduce (Themselves)?\u201d How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University.&nbsp;<em>Journal of Language, Identity &amp; Education<\/em>, 9 (1), 58 \u2013 79.&nbsp;<\/li>\n\n\n\n<li><strong>Moore, Emilee <\/strong>y Adriana Pati\u00f1o-Santos. (2010).&nbsp;<em>Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5.<\/em>&nbsp;DYLAN Project.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2009<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\">Goldsmith, Joshua&nbsp;(2009).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/34\" target=\"_blank\">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.&nbsp;<em>Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature<\/em>, 1(1), 30-48.<\/a><\/p>\n<\/div><\/details>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary><strong>Becas obtenidas por miembros y estudiantes GREIP<\/strong><\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Becarios\/as Formaci\u00f3n de Personal Investigador EU (Consejo Europeo de Investigaci\u00f3n)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Anna Czura<\/strong>. ASSESSnet: Language assessment in virtual mobility initiatives at tertiary level \u2013 teachers\u2019 beliefs, practices and perceptions. Marie Sk\u0142odowska-Curie Actions &#8211; Individual Fellowship. Funding agency: European Commission, Horizon 2020 H2020-MSCA-IF-2018 845783 (1.10.2019-30.09.2021).<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Becarios\/as Formaci\u00f3n de Personal Investigador AEI (Agencia Estatal de Investigaci\u00f3n)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Denise Paola Holgu\u00edn Vaca.<\/strong> Margarita Salas beca de formaci\u00f3n para j\u00f3venes investigadores. (2022UPF-MS-6). T\u00edtulo del projecto: <em>Formaci\u00f3n docente pluriling\u00fce e intercultural en contextos de migraci\u00f3n.<\/em> Funding agency: Ministerio de Universidades. (2023-2025).<\/li>\n\n\n\n<li><strong>Liudmila Shapirova:<\/strong> 2020-2022. Beca postdoctoral Juan de la Cierva, c\u00f3digoFJC2020-045599-I; Estancia Universitat Aut\u00f2noma de Barcelona (renunciada)<\/li>\n\n\n\n<li><strong>Emilee Moore:<\/strong> 2016-2017: Beca postdoctoral &#8216;Juan de la Cierva&#8217; Estancia: Universitat de Lleida (2015; renunciada)<\/li>\n\n\n\n<li><strong>Laura Llobet Garc\u00e9s:<\/strong> Beca de Formaci\u00f3n Profesional de Investigador. 2005-2007<\/li>\n\n\n\n<li><strong>Virg\u00ednia Unamuno<\/strong>: Beca postdoctoral Ram\u00f3n y Cajal investigadores seniors (Ministerio de Ci\u00e8ncia y Tecnologia). 2003-2007<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Becarios\/as Formaci\u00f3n Inicial FI-DGR (AGAUR-GenCat)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Helga Mart\u00ednez:&nbsp;2014-2017<\/strong><\/li>\n\n\n\n<li><strong>V\u00edctor Corona<\/strong>: 2006-2009<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Becarios\/as Personal Investigador en Formaci\u00f3n PIF UAB<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>J\u00falia Llompart:&nbsp;<\/strong>2013-2016<\/li>\n\n\n\n<li><strong>Natalia Evnitskaya:<\/strong> 2008-2011<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Otros tipos de beca o ayudas<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Changchun Li<\/strong>:  2024 CSC (China Scholarship Council) scholarship. <\/li>\n\n\n\n<li><strong>Klaudia Kruszynska.<\/strong> ERASMUS+ beca de mobilidad estudios doctorals. Convocat\u00f3ria 2022 Ayudas Erasmus+ Pr\u00e1ctiques UAB Exchange programme traineeships. (2022).<\/li>\n\n\n\n<li><strong>Marcos Troncoso.<\/strong> Beca de mag\u00edster en el extranjero para profesionales de la educaci\u00f3n. Programa de formaci\u00f3n de capital humano avanzando. CONICYT, Ministerio de Educaci\u00f3n, Gobierno de Chile. (2018-2020).<\/li>\n\n\n\n<li>\u200b<strong>Nathaly Gonz\u00e1lez Acevedo:<\/strong>&nbsp;Selected for a Short-Term Scientific Mission Grant, 7th call: COST Action (DigilitEY)- Research on: \u201cDigital Literacies skills ans practices in the early years\u201d (10 day research stay) Researching: Preschoolers&#8217; Agency in Technology Supported Language Learning Activities. Hosted by Dr. Kristiina Kumpulainen- University of Helsinky- Helsinki-Finland&nbsp;(2018)<\/li>\n\n\n\n<li>&nbsp;<strong>Nathaly Gonz\u00e1lez Acevedo:<\/strong>&nbsp;Selected to present data session and for mobility grant:&nbsp; EMCA Doctoral Network. (2 day workshop). London-UK&nbsp;(2018) Hosted by Dr. Jon Hindmarsh- Kings College London.<\/li>\n\n\n\n<li>&nbsp;<strong>Nathaly Gonz\u00e1lez Acevedo:&nbsp;<\/strong>Researching&nbsp; Multimodal Childhood: Methodological Challenges and Innovations RMCs: Rethinking Dynamic Preschoolers\u2019 Learning: A view into Autonomous and Collaborative Technology Supported Tasks\/Working Spaces&nbsp; (Competitive presentation- 9 PhD students) Odense-Denmark&nbsp;(2018)<\/li>\n\n\n\n<li><strong>Nathaly Gonz\u00e1lez Acevedo:<\/strong> Carlsberg Foundation Grant: Research on Multimodal Childhood: Research and Innovation workshop. Odense-Denmark. Julio 2018.<\/li>\n\n\n\n<li><strong>Nathaly Gonz\u00e1lez Acevedo:<\/strong> eTwinning Training Event Grant: Creative Use of ICT in Kindergarten. 31 Mayo- 03 Junio Oslo Norway.<\/li>\n\n\n\n<li><strong>Nathaly Gonz\u00e1lez Acevedo: <\/strong>First Yerun Research Mobility Award: Essex University. Abril 2018.<\/li>\n\n\n\n<li><strong>Emilee Moore:<\/strong>&nbsp;Beca postdoctoral Beatriu de Pin\u00f3s para realizar un proyecto de investigaci\u00f3n a la&nbsp;Universitad de Leeds (Gran Bretanya) 2015-2017<\/li>\n\n\n\n<li><strong>Emilee Moore:<\/strong>&nbsp;Beca postdoctoral Juan de la Cierva para la Universitat de Lleida (2015)<\/li>\n\n\n\n<li><strong>Luyan Teng:&nbsp;<\/strong>Beca predoctoral China Scholarship Council (CSC).2013-2016<\/li>\n\n\n\n<li><strong>Natalia Evnitskaya:&nbsp;<\/strong>Beca postdoctoral Alian\u00e7a 4 Universitats. 2012-2014<\/li>\n\n\n\n<li><strong>Emilee Moore:&nbsp;<\/strong>Beca predoctoral del Ministeri d&#8217;Afers Exteriors d&#8217;Espanya, Ag\u00e8ncia Espanyola de Cooperaci\u00f3 Internacional.&nbsp;2007-2010<\/li>\n\n\n\n<li><strong>Virg\u00ednia Unamuno<\/strong>: Beca postdoctoral Ram\u00f3n y Cajal de investigadors seniors (Ministerio de Ciencia y Tecnolog\u00eda). 2003-2007<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>T\u00e9cnicos de apoyo a la investigaci\u00f3n SGR-AGAUR<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Johanna Buitrago Pe\u00f1a:&nbsp;<\/strong>2022-2024 (2021 SGR 00084)<\/li>\n\n\n\n<li><strong>Claudia Vallejo: <\/strong>2009-2021 (1273 SGR 2009 y 595 SGR 2014 y 774 SGR 2017)<\/li>\n\n\n\n<li><strong>Adriana<\/strong> <strong>Pati\u00f1o: <\/strong>2006-2009 (00330 SGR 2005)<\/li>\n\n\n\n<li><strong>Paula Gonz\u00e1lez: <\/strong>2005-2006 (00330 SGR 2005<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary><strong>Investigadores invitad@s<\/strong><\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong><strong>Alessandro D\u2019Alto\u00e8:<\/strong>&nbsp;<\/strong>Phd visiting student under the Marco Polo research mobility incentive programme of the Department of Interpretation and Translation in Forl\u00ec (Universit\u00e0 di Bologna.) 2023 \u2013 2024\n<ul class=\"wp-block-list\">\n<li>T\u00edtulo del proyecto: \u201cLearning side by side. A study of language socialization practices as a pathway to the citizenship in a networked setting: afterschool-community-city\u201d<\/li>\n\n\n\n<li>Supervisor: Claudia Vallejo<\/li>\n\n\n\n<li>Su universidad: &nbsp;University of Bologna \u2013 Alma Mater Studiorum<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Leonardo Parisi<\/strong>: Fundaci\u00f3n Coordinaci\u00f3n de Perfeccionamiento de Personas de Nivel Superior (CAPES) 2023 &#8211; 2024\n<ul class=\"wp-block-list\">\n<li>T\u00edtulo del proyecto: The impacts of language policies in the English language teaching\/learning process in a bilingual public school in Jo\u00e3o Pessoa.&nbsp;<\/li>\n\n\n\n<li>Supervisor: Emilee Moore<\/li>\n\n\n\n<li>Su universidad: Universidade Federal da Para\u00edba (UFPB)<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Fernanda Seidel Bortolotti<\/strong>: Programa de Doutorado Sandu\u00edche no Exterior (PDSE) &#8211; Coordena\u00e7\u00e3o de Aperfei\u00e7oamento de Pessoal de N\u00edvel Superior (CAPES). 2023 &#8211; 2024\n<ul class=\"wp-block-list\">\n<li>T\u00edtulo del proyecto: \u00bfPor qu\u00e9 estudiar ingl\u00e9s? La relaci\u00f3n entre los significados atribuidos por los estudiantes en las redes de educaci\u00f3n p\u00fablica y privada, las pr\u00e1cticas pedag\u00f3gicas y la Base Nacional Curricular Com\u00fan en Brasil<\/li>\n\n\n\n<li>Supervisor: Dolors Masats<\/li>\n\n\n\n<li>Su universidad: Universidade Estadual do Centro-Oeste (Brasil)<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Jes\u00fas Alirio Bastidas Arteaga:&nbsp;<\/strong>Postdoctoral grant E2NHANCE (Erasmus Mundus).&nbsp;2010-2011.<\/li>\n\n\n\n<li>T\u00edtulo del Proyecto: La Preparacion Metodol\u00f3gica de los Futuros Profesores de Ingl\u00e9s de Primaria en las Universidades Aut\u00f3noma de Barcelona (Espa\u00f1a) y Universidad de Nari\u00f1o (Colombia).\n<ul class=\"wp-block-list\">\n<li>Supervisoras: Melinda Dooly &amp; Dolors Masats<\/li>\n\n\n\n<li>Su universidad: Universidad de Nari\u00f1o, Colombia\n<ul class=\"wp-block-list\">\n<li><strong>Publicaciones relacionadas:<\/strong><\/li>\n\n\n\n<li><a href=\"https:\/\/ojs.uab.cat\/index.php\/jtl3\/issue\/view\/41\" rel=\"noreferrer noopener\" target=\"_blank\">Bastidas Arteaga, J.A, (2011). Educating Foreign Language Primary School Teachers: A Review of Models of Teacher Education and New Proposal,&nbsp;Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature, 4(1): 1-16.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/494\" rel=\"noreferrer noopener\" target=\"_blank\">Bastidas Arteaga, J.A. (2013). La preparaci\u00f3n inicial en did\u00e1ctica para la ense\u00f1anza del ingl\u00e9s en la escuela primaria.&nbsp;Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature, 6(1): 1-17<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>John Jaime Jim\u00e9nez D\u00edaz:<\/strong> Predoctoral CONICET. 2012-2013.\n<ul class=\"wp-block-list\">\n<li>T\u00edtulo del Proyecto: The use of semiotic resources as means of mediation in a&nbsp;telecollaborative classroom interaction. Desarrollo de la Comprensi\u00f3n Lectora de Textos Multimediales en una Lengua Extranjera Mediante la Ense\u00f1anza de Estrategias de Lectura.<\/li>\n\n\n\n<li>Supervisora: Melinda Dooly<\/li>\n\n\n\n<li>Su universidad: Universidad de Antioquia (Colombia).\n<ul class=\"wp-block-list\">\n<li><strong>Publicaciones relacionadas:<\/strong><\/li>\n\n\n\n<li><a href=\"https:\/\/revistes.uab.cat\/jtl3\/issue\/view\/69\" rel=\"noreferrer noopener\" target=\"_blank\">Jim\u00e9nez D\u00edaz, J.J. (2013).&nbsp;<\/a><a href=\"https:\/\/revistes.uab.cat\/jtl3\/article\/view\/v6-n2-jimenez\" rel=\"noreferrer noopener\" target=\"_blank\">Ayudas en l\u00ednea para lectura multimodal en lengua extranjera, <\/a><a href=\"https:\/\/revistes.uab.cat\/jtl3\/issue\/view\/69\" rel=\"noreferrer noopener\" target=\"_blank\">Bellaterra Journal of Teaching &amp; Learning Language &amp; Literature, 6(2): 69-72.<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary><strong>Estancias en el extranjero: Integrantes del grupo de investigaci\u00f3n GREIP<\/strong><\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Mandy Deal:<\/strong> Permiso. enero-junio 2016.\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: Centre de linguistique appliqu\u00e9e, Universit\u00e9 de Neuchatel.<\/li>\n\n\n\n<li>Supervisora: Dra. Simona Pekarek Doehler<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Melinda Dooly:<\/strong> Jos\u00e9 de Castillejo (Ayuda del Ministerio de Innovaci\u00f3n e Investigaci\u00f3n). enero-julio 2016\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: Institute of Education, University College London, UK.<\/li>\n\n\n\n<li>Supervisor: Dr. John O&#8217;Regan<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Joan Ploettner:<\/strong> Research leave. agosto-diciembre 2016.\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: CRADLE, University of Helsinki, Finland.<\/li>\n\n\n\n<li>Supervisor: Dr. Yrj\u00f6 Engestr\u00f6m<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>J\u00falia Llompart:&nbsp;<\/strong>Estancia de investigaci\u00f3n relacionada a la ayuda PIF UAB.&nbsp; octubre 2014-enero 2015\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: University of Basel, Switzerland<\/li>\n\n\n\n<li>Supervisora: Dra. Lorenza Mondada<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Emilee Moore:&nbsp;<\/strong>Estancia de investigaci\u00f3n: la&nbsp;Societat Econ\u00f2mica Barcelonesa d\u2019Amics del Pa\u00eds. septiembre-diciembre 2015.\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: &#8216;New York State Initiative on Emergent Bilinguals&#8217; (City University New York, USA)<\/li>\n\n\n\n<li>Supervisora: Dra. Ofelia Garcia.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Emilee Moore: <\/strong>&nbsp;Erasmus teaching mobility.&nbsp; Mayo-junio 2012\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: Department of Culture and Identity, Roskilde Universitet, Denmark.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>V\u00edctor Corona: <\/strong>Estancia de investigaci\u00f3m (AGAUR). enero-junio 2009\n<ul class=\"wp-block-list\">\n<li>Instituci\u00f3n de acogida: King\u2019s College, London, UK.<\/li>\n\n\n\n<li>Supervisor: Dr. Ben Rampton<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<div class=\"wp-block-cover alignwide is-light\" style=\"min-height:160px;aspect-ratio:unset;\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-block-cover__image-background wp-image-2516\" alt=\"\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png\" style=\"object-position:27% 63%\" data-object-fit=\"cover\" data-object-position=\"27% 63%\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#b89477\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center has-blanc-coco-color has-text-color has-link-color has-larger-font-size wp-elements-7fe01e6a90d94d9b0caedea5ee35e5d4\"><strong>Nuestro esp\u00edritu docente<\/strong><\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group alignwide\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image alignwide size-large is-style-rounded\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-1024x1024.png\" alt=\"\" class=\"wp-image-2512\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p style=\"font-size:14px\">Creemos que la praxis docente debe basarse en fundamentos te\u00f3ricos s\u00f3lidos, acompa\u00f1ados siempre de un esfuerzo continuo de innovaci\u00f3n, reflexi\u00f3n y comprensi\u00f3n cr\u00edtica de las condiciones \u00f3ptimas para el aprendizaje.<br><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div style=\"height:100px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style=\"font-size:14px\">Para nosotros, tanto la ense\u00f1anza como la investigaci\u00f3n se alimentan mutuamente en un proceso cr\u00edtico y c\u00edclico.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-style-rounded\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-1024x1024.png\" alt=\"\" class=\"wp-image-2516\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n<\/div>\n\n\n\n<p class=\"has-text-align-center\" style=\"font-size:14px\">Im\u00e1genes creadas por Inteligencia Artificial<\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-cover alignwide is-light\" style=\"min-height:81px;aspect-ratio:unset;\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-block-cover__image-background wp-image-2516\" alt=\"\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png\" style=\"object-position:41% 64%\" data-object-fit=\"cover\" data-object-position=\"41% 64%\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#b89477\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center has-blanc-coco-color has-text-color has-link-color has-larger-font-size wp-elements-9aece04e870c84c16c0c1f1fa1774f79\"><\/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 y ayudas relacionadas Creemos que la praxis docente debe basarse en fundamentos te\u00f3ricos s\u00f3lidos, acompa\u00f1ados siempre de un esfuerzo continuo de innovaci\u00f3n, reflexi\u00f3n y comprensi\u00f3n cr\u00edtica de las condiciones \u00f3ptimas para el aprendizaje. [&hellip;]<\/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-4164936969","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164936969","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=4164936969"}],"version-history":[{"count":14,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164936969\/revisions"}],"predecessor-version":[{"id":4164937772,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164936969\/revisions\/4164937772"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/media?parent=4164936969"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}