{"id":4164937307,"date":"2025-06-30T20:17:19","date_gmt":"2025-06-30T20:17:19","guid":{"rendered":"https:\/\/webs.uab.cat\/greip\/?page_id=4164937307"},"modified":"2026-02-13T18:27:37","modified_gmt":"2026-02-13T18:27:37","slug":"publicaciones-de-2025-a-2023","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/greip\/es\/publicaciones-de-2025-a-2023\/","title":{"rendered":"2023 a 2025"},"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\">Publicacions dels membres del 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\">Imatges creades per Intel\u00b7lig\u00e8ncia 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=ca\" target=\"_blank\" rel=\"noreferrer noopener\">Acc\u00e9s al repositori 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>2025<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Articles<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda. (2025). Plurilingual and intercultural education as educational activism for social transformation: perspectives, pathways, and possibilities, <em>Language and Intercultural Communication, 25<\/em>(5),&nbsp;547-553.&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/14708477.2025.2561403\">https:\/\/doi.org\/10.1080\/14708477.2025.2561403<\/a><\/li>\n\n\n\n<li>Dooly, Melinda i J\u00falia Llompart (2025). &#8216;I have felt happiness&#8217;. A detailed look at co-teacher development for plurilingual and inclusive teaching and learning. <em>International Journal of Bilingual Education and Bilingualism,&nbsp;1\u201321. <\/em><a href=\"https:\/\/doi.org\/10.1080\/13670050.2025.2529549\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/13670050.2025.2529549<\/a><\/li>\n\n\n\n<li><strong>Llompart Esbert, J\u00falia<\/strong> i Saba Mohamed-Bibi (2025). Co-creating plurilingual and intercultural community-based learning projects for migrant women. <em>Language and Intercultural Communication, 25<\/em>(5), 622-638. <a href=\"https:\/\/doi.org\/10.1080\/14708477.2025.2567541\">https:\/\/doi.org\/10.1080\/14708477.2025.2567541<\/a><\/li>\n\n\n\n<li>Planas, N\u00faria, Jim McKinley, Kyla Smith, Jenni Ingram, Anthony A. Essien i <strong>Emilee<\/strong> <strong>Moore<\/strong> (2025) Linguistic challenges that students encounter when learning mathematics: Voices of teachers from seven countries. <em>African Journal of Research in Mathematics, Science and Technology Education<\/em>, 1-13. DOI: <a href=\"https:\/\/doi.org\/10.1080\/18117295.2025.2494292\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/18117295.2025.2494292<\/a><\/li>\n\n\n\n<li>Satar, M\u00fcge; Paul Seedhouse, Ahmed Kharrufa, Sara Ganassin, <strong>Melinda<\/strong> <strong>Dooly, <strong>Johanna<\/strong><\/strong> <strong>Buitrago Pe\u00f1a,<\/strong> Elifkan Oztekin, Sumru Akcan i Belma Haznedar (2025; first view). Migrants\u2019 digital skills development: Engaging with and creating digital cultural activities on the ENACT webapp. <em>ReCALL.<\/em> <a href=\"https:\/\/doi.org\/10.1017\/S0958344024000351\">https:\/\/doi.org\/10.1017\/S0958344024000351<\/a><\/li>\n\n\n\n<li>Uwomowah, Ese Emmanuel i <strong>Melinda<\/strong> <strong>Dooly<\/strong> (2025). It is not the huge enemy: Preservice teachers&#8217; evolving perspectives on AI. In SI: Technology and Teacher Education (Fiona Farr i Elaine Riordan; dirs.).<em> Education Sciences, 15(2), <\/em>152<em>; <\/em> https:\/\/doi.org\/10.3390\/educsci15020152<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Cap\u00edtols de llibres<\/strong> <\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Dooly, Melinda<\/strong> i Anna Comas-Quinn (2025). Access to technology and social justice. A:\u00a0Javier Mu\u00f1oz-Basols, Mara Fuertes Guti\u00e9rrez i Luis Cerezo (Dirs.) <em>Technology-mediated language teaching: From social justice to artificial intelligence<\/em> (pp. 21-42). Multilingual Matters.\u00a0https:\/\/doi.org\/10.21832\/MUNOZ9872 <a href=\"https:\/\/www.multilingual-matters.com\/page\/detail\/technology-mediated-language-teaching\/?SF1=work_id&amp;ST1=CVIEW-66a0cb9d3fa49\"><strong>Acceso abierto<\/strong><\/a>.<\/li>\n\n\n\n<li>Kratzer, Andrea, Alexandra Delgado, Anita Cvetkovic Kienle, <strong>Melinda<\/strong> <strong>Dooly<\/strong> i Euline Cutrim Schmid (2025). Bridging cultures between rural areas: Plurilingual virtual exchange and intercultural communicative competence in primary school language education. A: S\u00edlvia Melo-Pfeifer i Vander Tavares (Dirs.) <em>The Palgrave handbook of internationalization of language education<\/em> (255-284). Palgrave Macmillan.<\/li>\n\n\n\n<li>Mont, Maria, <strong>Dooly, Melinda<\/strong> i Ejeme, Onyemowo. (2025). Empowering youth through language, AI and sustainable advocacy: A telecollaborative approach. A: C.A. Chapelle, G.H. Beckett i B.E. Gray (Dirs.)\u00a0<em>Researching generative AI in applied linguistics <\/em>(pp. 103-121). Iowa State University Digital Press. <strong><a href=\"https:\/\/www.iastatedigitalpress.com\/plugins\/books\/211\/chapter\/1261\">Acceso abierto<\/a><\/strong><\/li>\n\n\n\n<li>R\u00e4tty\u00e4, Kaisu, <strong>Xavier Fontich<\/strong>, Stanislav \u0160tep\u00e1n\u00edk, Ana Lu\u00edsa Costa i Elzbieta Awramiuk (2025). Teaching L1 in five European countries: Goals and challenges. A: Anna Wileczek, Marzena Marczewska (Eds.) <em>Native Language in the 21st Century<\/em> (pp. 135-154). V&amp;R Unipress\/Brill.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Volums Tem\u00e0tics<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Dooly, Melinda<\/strong>, Rahat Zaidi i <strong>Denise Holguin<\/strong> (Dirs.) (2025).&nbsp;Special issue on activism and plurilingual pedagogies: Challenging discourses and practices. <em>Language and Intercultural Communication<\/em>, 25(5). <a href=\"https:\/\/www.tandfonline.com\/toc\/rmli20\/25\/5\">https:\/\/www.tandfonline.com\/toc\/rmli20\/25\/5<\/a><\/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<p style=\"font-size:14px\"><strong>Articles<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Dooly, Melinda<\/strong> i Ola Bakri ( 2024). Code-switching in a legal English class for Egyptian learners: A Conversation Analysis case study. <em>Arab World English Journal, 15(<\/em>3), 297-320. https:\/\/dx.doi.org\/10.24093\/awej\/vol15no3.18<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> i M\u00f3nica L\u00f3pez Vera (2024). La realidad virtual (RV) en el aula de la lengua inglesa: un estudio etnogr\u00e1fico. <em>Did\u00e1ctica. Lengua y Literatura. Revistas Cient\u00edficas Complutenses<\/em>, 201 &#8211; 213. https:\/\/doi.org\/10.5209\/dill.88767<\/li>\n\n\n\n<li>Fontich, Xavier. (2024)&nbsp;El Pr\u00e0cticum PIV-PV del Grau d&#8217;Educaci\u00f3 Prim\u00e0ria de la UAB: Una mirada a la complexitat i la gesti\u00f3. DDD-UAB. <a href=\"https:\/\/ddd.uab.cat\/record\/288482\">https:\/\/ddd.uab.cat\/record\/288482<\/a><\/li>\n\n\n\n<li><strong>Fontich Vicens, Xavier<\/strong>, Mariona Casas-Deseures, Ana Luisa Costa i Marcos Troncoso (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>Holgu\u00edn Vaca, Denise Paola, J\u00falia Llompart Esbert, Melinda Dooly i Claudia Vallejo Rubinstein (2024). &nbsp;Caminar cap a una educaci\u00f3 pluriling\u00fce i intercultural. El treball per reptes i la col\u00b7laboraci\u00f3. Volum Tem\u00e0tic: Estrat\u00e8gies per a una educaci\u00f3 pluriling\u00fce i intercultural. <em>Guix<\/em> Elements d\u2019acci\u00f3 Educativa 509 &#8211; Especial edici\u00f3 Web (pp. 1-5).<\/li>\n\n\n\n<li>Holgu\u00edn Vaca, Denise Paola, J\u00falia Llompart Esbert, Melinda Dooly i Claudia Vallejo Rubinstein (2024). Caminar hacia una educaci\u00f3n pluriling\u00fce e intercultural. El trabajo por retos y la colaboraci\u00f3n. Volumen Tem\u00e1tico: Estrat\u00e9gies para a una educaci\u00f3n pluriling\u00fce y intercultural. Gra\u00f3 Elementos de acci\u00f3n Educativa 336 &#8211; Especial edici\u00f3n Web (pp. 1-5).<\/li>\n\n\n\n<li>Kousar, Kayanait Malik i <strong><strong>Denise <\/strong>Paola<\/strong> <strong><strong>Holgu\u00edn <\/strong>Vaca<\/strong> (2024).&nbsp;Di\u00e0leg intercultural i cohesi\u00f3 social a l\u2019aula: el repte pedag\u00f2gic com a eina. Volum Tem\u00e0tic: Estrat\u00e8gies per a una educaci\u00f3 pluriling\u00fce i intercultural. Guix Elements d\u2019acci\u00f3 Educativa 509 &#8211; Especial edici\u00f3n Web (pp. 6 &#8211; 10).<\/li>\n\n\n\n<li>Kousar, Kayanait Malik i <strong><strong>Denise <\/strong>Paola<\/strong> <strong><strong>Holgu\u00edn <\/strong>Vaca<\/strong> (2024). &nbsp;Di\u00e1logo intercultural y cohesi\u00f3n social en el aula: el reto pedag\u00f3gico como herramienta. Volumen Tem\u00e1tico: Estrat\u00e9gies para a una educaci\u00f3n pluriling\u00fce y intercultural. Gra\u00f3 Elementos de acci\u00f3n Educativa 336 &#8211; Especial edici\u00f3n Web (pp. 6 &#8211; 10).<\/li>\n\n\n\n<li><strong>Llompart Esbert, J\u00falia<\/strong>, i C\u00e8lia Pratginest\u00f3s (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, i C\u00e8lia Pratginest\u00f3s (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>Masats, Dolors,&nbsp;J\u00falia Llompart i Emilee Moore (2024). Interacci\u00f3 i pluriling\u00fcisme a l&#8217;aula.&nbsp;<em>Articles de Did\u00e0ctica de la Llengua i la Literatura, 101,&nbsp;<\/em>40-45.<\/li>\n\n\n\n<li>Masats, Dolors<strong>,&nbsp;<\/strong>J\u00falia Llompart i Emilee Moore (2024). Interacci\u00f3n y pluriling\u00fcismo en el aula.&nbsp;<em>Textos Did\u00e1ctica de la Lengua y la Literatura, 104,&nbsp;<\/em>40-45.<\/li>\n\n\n\n<li><strong>Masats, Dolors&nbsp;<\/strong>i Artur Noguerol  (2024). \u00bfEl pluriling\u00fcismo mejora la competencia lectora?&nbsp;<em>Dosier Gra\u00f3<\/em>, 9, 111.<\/li>\n\n\n\n<li>Pratginest\u00f3s, C\u00e8lia i <strong>Dolors<\/strong> <strong>Masats<\/strong> (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>Ravent\u00f3s, Anna i <strong>J\u00falia<\/strong> <strong>Llompart<\/strong> (2024). &nbsp;La gesti\u00f3 de les lleng\u00fces en aules multiling\u00fces. Volum Tem\u00e0tic: Estrat\u00e8gies per a una educaci\u00f3 pluriling\u00fce i intercultural. Guix Elements d\u2019acci\u00f3 Educativa 509 &#8211; Especial edici\u00f3n Web (pp. 16 &#8211; 19).<\/li>\n\n\n\n<li>Ravent\u00f3s, Anna i <strong>J\u00falia<\/strong> <strong>Llompart<\/strong> (2024). &nbsp;La gesti\u00f3n de las lenguas en aulas multiling\u00fces. Volumen Tem\u00e1tico: Estrat\u00e9gies para a una educaci\u00f3n pluriling\u00fce y intercultural. Gra\u00f3 Elementos de acci\u00f3n Educativa 336 &#8211; Especial edici\u00f3n Web (pp. 16 &#8211; 19)<\/li>\n\n\n\n<li>Roman, Clau i <strong>Melinda<\/strong> <strong>Dooly<\/strong> (2024).&nbsp;Coensenyament i estrat\u00e8gies pluriling\u00fces per un aprenentatge inclusiu. Volum Tem\u00e0tic: Estrat\u00e8gies per a una educaci\u00f3 pluriling\u00fce i intercultural. Guix Elements d\u2019acci\u00f3 Educativa 509 &#8211; Especial edici\u00f3 Web (pp. 11 &#8211; 15).<\/li>\n\n\n\n<li>Roman, Clau i <strong>Melinda<\/strong> <strong>Dooly<\/strong> (2024).&nbsp;Codocencia y estrategias pluriling\u00fces para un aprendizaje inclusivo. Volumen Tem\u00e1tico: Estrat\u00e9gies para a una educaci\u00f3n pluriling\u00fce y intercultural. Gra\u00f3 Elementos de acci\u00f3n Educativa 336- Especial edici\u00f3n Web (pp. 11 &#8211; 15)<\/li>\n\n\n\n<li>Tom\u00e0s Riudor, Rut i <strong>Claudia<\/strong> <strong>Vallejo Rubinstein<\/strong> (2024).&nbsp;Fomentar la participaci\u00f3 a l\u2019aula des d\u2019un enfocament multinivell. Volum Tem\u00e0tic: Estrat\u00e8gies per a una educaci\u00f3 pluriling\u00fce i intercultural. Guix Elements d\u2019acci\u00f3 Educativa 509 &#8211; Especial edici\u00f3 Web (pp. 20 &#8211; 24).<\/li>\n\n\n\n<li>Tom\u00e0s Riudor, Rut i <strong><strong>Claudia<\/strong> <strong>Vallejo Rubinstein<\/strong> <\/strong>(2024).&nbsp;Fomentar la participaci\u00f3n en el aula desde un enfoque multinivel. Volumen Tem\u00e1tico: Estrat\u00e9gies para a una educaci\u00f3n pluriling\u00fce y intercultural. Gra\u00f3 Elementos de acci\u00f3n Educativa 336 &#8211; Especial edici\u00f3n Web (pp. 20 &#8211; 24)<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Cap\u00edtols de llibres<\/strong> <\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Dooly, Melinda<\/strong> i Anna Comas-Quinn (2024). Accesibilidad a la tecnolog\u00eda y justicia social\/Access to technology and social justice. A: J. Mu\u00f1oz-Basols, M. Fuertes Guti\u00e9rrez i Luis Cerezo (Dirs.) <em>La ense\u00f1anza del espa\u00f1ol mediada por tecnolog\u00eda. De la justicia social a la Inteligencia Artificial (IA) <\/em>(p\u00e1gs. 23-47). Routledge.<\/li>\n\n\n\n<li>Llompart, J\u00falia (2024). Doing sociolinguistic research&nbsp;using a digital poster: empowering youth through a collaborative project. A: David Poveda &amp; Cristina Aliagas (Dirs.),&nbsp;<em>Artefacts for collaborative research with children and youth.<\/em>&nbsp;Universidad Aut\u00f3noma de Madrid.&nbsp;<a href=\"https:\/\/repositorio.uam.es\/bitstream\/handle\/10486\/712332\/10142723.pdf?sequence=1\">10142723.pdf<\/a><\/li>\n\n\n\n<li><strong>Masats, Dolors<\/strong>, <strong>Emilee<\/strong> <strong>Moore<\/strong> i Almudena Herrera (2024). Mediation-in-interaction in computer-enhanced non-formal contexts for learning English. A: Bessie Dendrinos (Dir.),&nbsp;<em>Mediation as Negotiation of Meanings, Plurilingualism and Language Education<\/em>&nbsp;(pp. 131-152). Routledge.&nbsp;<a href=\"https:\/\/doi.org\/10.4324\/9781003032069\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.4324\/9781003032069<\/a><\/li>\n\n\n\n<li>Thrasher, Tricia, Randall Sadler i <strong>Melinda<\/strong> <strong>Dooly <\/strong>(2024). Collecting \u2018real\u2019 data in Virtual Reality (VR) settings: Best practices. In Karim Sadeghi (Ed.)&nbsp;<em>Handbook of technological advances in researching language learning<\/em>&nbsp;(pp. 27-39). Routledge.<\/li>\n\n\n\n<li>Von Lieres und Wilkau, Gabriella, Margarida Morgado,&nbsp;<strong>Melinda<\/strong> <strong>Dooly,<\/strong> Ute Massler, Xiaoting Yu, Carina Sch\u00f6nberg i Jekaterina Rogaten (2024). Impact of VALIANT\u2019s virtual exchange modules on in-service teachers\u2019 and student teachers\u2019 sense of isolation. A: Robert O\u2019Dowd i Margarita Vinagre (Dirs.)&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<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Volums Tem\u00e0tics<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Llompart, J\u00falia; Denise Paoloa Holguin, Melinda Dooly i Claudia Vallejo Rubinstein(Dirs.). Estrat\u00e8gies per a una educaci\u00f3 pluriling\u00fce i intercultural. Guix Elements d&#8217;acci\u00f3 Educativa &#8211; 509. Edic\u00ed\u00f3 especial Web (pp. 1 &#8211; 24)<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Llibres<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Minyu Xie i <strong>Melinda Dooly<\/strong> (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<em>.<\/em><\/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<p style=\"font-size:14px\"><strong>Articles<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Albuquerque, Diego i <strong>Emilee<\/strong> <strong>Moore<\/strong> (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>, <em>Frontiers in Education, 8<\/em>, 1296658. <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>Dooly, Melinda. (2023). <a rel=\"noreferrer noopener\" href=\"https:\/\/www.igi-global.com\/article\/language-teaching-language-learning-and-virtual-exchange-in-an-age-of-complexity\/316459\" data-type=\"URL\" data-id=\"https:\/\/www.igi-global.com\/article\/language-teaching-language-learning-and-virtual-exchange-in-an-age-of-complexity\/316459\" target=\"_blank\">Language teaching, language learning and virtual exchange in an age of complexity<\/a>. <em>International Journal of Computer-Assisted Language Learning and Teaching<\/em>, <em>12<\/em>(3), 1-18. DOI: 10.4018\/IJCALLT.316459<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong>, Tricia Thrasher i Randall Sadler. (2023). <a href=\"https:\/\/doi.org\/10.1177\/00336882231167610\" target=\"_blank\" rel=\"noreferrer noopener\">&#8216;Whoa! Incredible!&#8217;: Language learning experiences in Virtual Reality<\/a>, <em>RELC Journal, SI: Teaching with Technology in the Post-Pandemic Digital Age, 54<\/em>(2), 1-19. DOI: 10.1177\/00336882231167610<\/li>\n\n\n\n<li>Fabregat-Barrios, Santiago, <strong>Xavier<\/strong> <strong>Fontich<\/strong> i Carmen Gonz\u00e1lez Gonz\u00e1lez-de-Mesa (2023). The eclectic landscape: examining Spanish secondary school teachers\u2019 beliefs on literary education. <em>Frontiers in Education,  8<\/em>, 1257976. doi: <a href=\"https:\/\/doi.org\/10.3389\/feduc.2023.1257976\">https:\/\/doi.org\/10.3389\/feduc.2023.1257976<\/a><\/li>\n\n\n\n<li>Llompart-Esbert, J\u00falia i Dolors Masats&nbsp;(2023). La formaci\u00f3n del profesorado para la educaci\u00f3n ling\u00fc\u00edstica y culturalmente inclusiva: Relato de una experiencia de Aprendizaje-servicio en un Trabajo de Fin de Grado.&nbsp;<em>Revista Electr\u00f3nica Interuniversitaria de Formaci\u00f3n del Profesorado, 26<\/em>(2), 103-114. DOI:&nbsp;<a href=\"https:\/\/doi.org\/10.6018\/reifop.559471\">https:\/\/doi.org\/10.6018\/reifop.559471<\/a><\/li>\n\n\n\n<li><strong>Masats, Dolors<\/strong>&nbsp;i Artur Noguerol (2023). Qu\u00e8 en diu la investigaci\u00f3 cient\u00edfica: Ensenyar a llegir i escriure \u00e9s responsabilitat de tot el professorat. Publicat a:\n<ul class=\"wp-block-list\">\n<li>&nbsp;<em>Guix d\u2019Infantil<\/em>,&nbsp;<em>120<\/em>, 44.<\/li>\n\n\n\n<li>Guix:&nbsp;<em>Elements d\u2019Acci\u00f3 Educativa<\/em>,&nbsp;<em>501-502<\/em>, 63.<\/li>\n\n\n\n<li><em>Articles de Did\u00e0ctica de la Llengua i la Literatura, 98<\/em>, 71 (online).<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Masats, Dolors<\/strong> i Artur&nbsp;Noguerol&nbsp;(2023). Qu\u00e9 nos dice la investigaci\u00f3n cient\u00edfica: Ense\u00f1ar a leer y escribir es responsabilidad de todo el profesorado. Publicat a:\n<ul class=\"wp-block-list\">\n<li>&nbsp;<em>Uno: Revista de Did\u00e0ctica de las Matem\u00e1ticas, 101<\/em>, 1001.<\/li>\n\n\n\n<li><em>Textos de Did\u00e0ctica de la Lengua y la Literatura, 101<\/em>, 69.<\/li>\n\n\n\n<li><em>Iber: Did\u00e1ctica de las ciencias sociales, geograf\u00eda e historia<\/em>,<em>&nbsp;112<\/em>, 69.<\/li>\n\n\n\n<li><em>T\u00e1ndem: Did\u00e1ctica de la Educaci\u00f3n F\u00edsica, 81,&nbsp;<\/em>1001 (online).<\/li>\n\n\n\n<li><em>Eufon\u00eda: Did\u00e1ctica de la M\u00fasica, 96,&nbsp;<\/em>1000 (online).<\/li>\n\n\n\n<li><em>Aula de Secundaria, 52<\/em>, 46.<\/li>\n\n\n\n<li><em>Aula de Innovaci\u00f3n Educativa, 328-329,<\/em>&nbsp;63.<\/li>\n\n\n\n<li><em>Aula de Infantil, 120<\/em>, 44.<\/li>\n\n\n\n<li><em>Alambique: Did\u00e1ctica de las Ciencias Experimentales, 113,&nbsp;<\/em>1000 (online).<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>P\u00e9rez-Badenes, Jordi i<strong> Xavier Fontich.<\/strong> (2023). Escriptura acad\u00e8mica i Treball de Recerca de batxillerat: proposta organitzativa basada en la retroacci\u00f3 correctiva.&nbsp;<em>Revista del Congr\u00e9s Internacional de Doc\u00e8ncia Universit\u00e0ria i Innovaci\u00f3 (CIDUI)<\/em>, 2023, N\u00fam. 6, <a href=\"https:\/\/raco.cat\/index.php\/RevistaCIDUI\/article\/view\/417284\">https:\/\/raco.cat\/index.php\/RevistaCIDUI\/article\/view\/417284<\/a><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Cap\u00edtols de llibres<\/strong> <\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Cots, Josep Maria, <strong>Dooly, Melinda<\/strong>, i Gonz\u00e1lez-Davies, Maria. (2023). Plurilingual education in Catalonia. A: Josep Maria Cots (dir.) <a href=\"https:\/\/eduplusnetwork.wixsite.com\/eduplus\/matricularse-2\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Profiling plurilingual education. A pilot study of four Spanish autonomous communities<\/em> <\/a>(pp. 55-74). Edicions de la Universitat de Lleida.<\/li>\n\n\n\n<li>Dooly, Melinda (2023). Moving back into the classroom while moving beyond current paradigms. Lessons for post-Covid language education. A: Karim Sadeghi, Michael Thomas &amp; Farah Ghaderi (dirs.). <em>T<a rel=\"noreferrer noopener\" href=\"https:\/\/www.bloomsbury.com\/uk\/technologyenhanced-language-teaching-and-learning-9781350271012\/\" target=\"_blank\">echnology-enhanced language teaching and learning: Lessons from the Covid-19 pandemic<\/a><\/em> (pp. 213-227). Bloomsbury.<\/li>\n\n\n\n<li>Dooly, Melinda (2023). Learning to collaborate through telecollaboration: Key knowledge for novice teachers in today&#8217;s world. A: Karim Sadeghi &amp; Michael Thomas (dirs.). <a rel=\"noreferrer noopener\" href=\"https:\/\/link.springer.com\/book\/10.1007\/978-3-031-12070-1?sap-outbound-id=8A5AEB8276EEF54243902343809273DC49376E38\" target=\"_blank\"><em>Second language teacher professional development: &nbsp;Technological innovations for post-emergency teacher education<\/em><\/a> (pp. 249-268). Palgrave Macmillan.<\/li>\n\n\n\n<li>Dooly, Melinda i Dolors Masats (2020; <em>traducida al chino 2023<\/em>). &#8216;What do you zinc about the project?&#8217;: Examples of technology-enhanced project-based language learning. A: Gulbahar Beckett &amp; Tammy Slater (dirs.),&nbsp;<a href=\"https:\/\/www.routledge.com\/Global-Perspectives-on-Project-Based-Language-Learning-Teaching-and-Assessment\/Beckett-Slater\/p\/book\/9781138351752\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Global perspectives on project-based language learning, teaching, and assessment: Key approaches, Technology Tools, and Frameworks<\/em><\/a>&nbsp;(pp. 126\u2013145). Routledge. Chinese translation by Sue Wang, Ruihan Zhang, and Zhenghua Huang published in 2023. Routledge (Taylor and Francis Group). Chinese Translation Publishing Company, China Publishing Company Organization.<\/li>\n\n\n\n<li>Fontich, Xavier. (2023). La ense\u00f1anza de la gram\u00e1tica: 17 propuestas para el aula. A: Santiago Fabregat Barrios, Carmen S\u00e1nchez Morillas i Roc\u00edo Jodar Jurado (dirs.), <em>Did\u00e1ctica de la lengua y la literatura: Diez temas actuales<\/em> (pp. 117-149). Barcelona: Gra\u00f3.<\/li>\n\n\n\n<li>Kruszynska, Klaudia i <strong>Melinda<\/strong> <strong>Dooly<\/strong> (2023). Thinking allowed: Analyzing students&#8217; critical thinking and language awareness through linguistic landscapes. A: Silvia Melo-Pfeifer (dir.) <a href=\"https:\/\/smc-link.s4hana.ondemand.com\/eu\/data-buffer\/sap\/public\/cuan\/link\/100\/3C32D8FCE8A599844CE705370DC0024ECBEEBAB0?_V_=2&amp;_K11_=479C66BD0913DCE27AF3E69E5DBD64412D7E8C60&amp;_L54AD1F204_=c2NlbmFyaW89TUxDUEcmdGVuYW50PW15MzA0NDI0LnM0aGFuYS5vbmRlbWFuZC5jb20mdGFyZ2V0PWh0dHBzOi8vbGluay5zcHJpbmdlci5jb20vYm9vay8xMC4xMDA3Lzk3OC0zLTAzMS0yMjg2Ny00P3NhcC1vdXRib3VuZC1pZD0zQzMyRDhGQ0U4QTU5OTg0NENFNzA1MzcwREMwMDI0RUNCRUVCQUIwJnV0bV9zb3VyY2U9YXV0b21hdGlvbiZ1dG1fbWVkaXVtPWVtYWlsJnV0bV9jYW1wYWlnbj0wMDBfTEFOMzZfMDAwMDAxOTI5MF9Cb29rJTIwYXV0aG9yJTIwY29uZ3JhdHMlMjBmYWxsYmFjayZ1dG1fY29udGVudD1FTl8zNDE1NV8yMDIzMDQyOCZta3Qta2V5PTBCMkY4MUYzNkMwRDFFRERCOThFMjYyRkE5QjkxNUUz&amp;_K13_=353&amp;_K14_=3f5ea7e7b80124785bbca044cec9ef934a51eb95031ced69df248952ae0b1dbf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Linguistic landscapes and teacher education<\/em><\/a><em> <\/em>(pp. 75-90). Springer.<\/li>\n\n\n\n<li>L\u00f3pez Vera, M\u00f3nica i <strong>Melinda<\/strong> <strong>Dooly<\/strong> (2023). Languages: (in)visibility matters. A: Silvia Melo-Pfeifer (Ed.) <a href=\"https:\/\/smc-link.s4hana.ondemand.com\/eu\/data-buffer\/sap\/public\/cuan\/link\/100\/3C32D8FCE8A599844CE705370DC0024ECBEEBAB0?_V_=2&amp;_K11_=479C66BD0913DCE27AF3E69E5DBD64412D7E8C60&amp;_L54AD1F204_=c2NlbmFyaW89TUxDUEcmdGVuYW50PW15MzA0NDI0LnM0aGFuYS5vbmRlbWFuZC5jb20mdGFyZ2V0PWh0dHBzOi8vbGluay5zcHJpbmdlci5jb20vYm9vay8xMC4xMDA3Lzk3OC0zLTAzMS0yMjg2Ny00P3NhcC1vdXRib3VuZC1pZD0zQzMyRDhGQ0U4QTU5OTg0NENFNzA1MzcwREMwMDI0RUNCRUVCQUIwJnV0bV9zb3VyY2U9YXV0b21hdGlvbiZ1dG1fbWVkaXVtPWVtYWlsJnV0bV9jYW1wYWlnbj0wMDBfTEFOMzZfMDAwMDAxOTI5MF9Cb29rJTIwYXV0aG9yJTIwY29uZ3JhdHMlMjBmYWxsYmFjayZ1dG1fY29udGVudD1FTl8zNDE1NV8yMDIzMDQyOCZta3Qta2V5PTBCMkY4MUYzNkMwRDFFRERCOThFMjYyRkE5QjkxNUUz&amp;_K13_=353&amp;_K14_=3f5ea7e7b80124785bbca044cec9ef934a51eb95031ced69df248952ae0b1dbf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Linguistic landscapes and teacher education<\/em><\/a> (pp. 21-37). Springer.<\/li>\n\n\n\n<li>Llompart, J\u00falia&nbsp;(2023). El an\u00e1lisis conversacional y la investigaci\u00f3n acci\u00f3n colaborativa y etnogr\u00e1fica para el estudio de las pr\u00e1cticas pluriling\u00fces en las aulas. A: Gabriela&nbsp;Prego V\u00e1zquez i Luz Zas Varela (dirs.),&nbsp;<em>Super-diversidad ling\u00fc\u00edstica en el aula: una mirada etnogr\u00e1fica y &nbsp;multidisciplinar<\/em>. Colecci\u00f3n&nbsp;<em>Lengua y Sociedad en el Mundo Hisp\u00e1nico<\/em>. Madrid: Iberoamericana, Frankfurt: Vervuert.&nbsp;<\/li>\n\n\n\n<li><strong>Masats, Dolors&nbsp;<\/strong> i Artur Noguerol (2023). Desarrollando el pluriling\u00fcismo para aprender el espa\u00f1ol L2. A: H\u00e9ctor Mu\u00f1oz Cruz (coord).&nbsp;<em><a href=\"https:\/\/libroscecsh.izt.uam.mx\/index.php\/libros\/catalog\/view\/552\/38\/94\" target=\"_blank\" rel=\"noreferrer noopener\">Usar, ense\u00f1ar, aprender lenguas en la diversidad, globalizaci\u00f3n y movilidad: Perspectivas conceptuales y metodol\u00f3gicas<\/a><\/em>&nbsp;(Vol. 1) (pp. 18-65). Universidad Aut\u00f3noma Metropolitana (UAM-Iztapalapa).<\/li>\n\n\n\n<li><strong>Llompart, J\u00falia<\/strong>, Tja\u0161a Dra\u017enik i Mari Bergroth (2023). \u2018I am a plurilingual speaker, but can I teach plurilingual speakers?\u2019: Contradictions in student teacher discourses on plurilingualism in Spain, Slovenia and Finland. A: Siv Bj\u00f6rklund i Mikaela Bj\u00f6rklund (dirs.). <em>Policy and Practice for Multilingual Educational Settings: Comparisons across Contexts<\/em> (pp. 95-120). Multilingual Matters.<\/li>\n\n\n\n<li><strong>Moore, Emilee, <\/strong>Margaret R. Hawkins,  <strong>J\u00falia<\/strong> <strong>Llompart i Claudia Vallejo<\/strong> (2023). Semiosis and ethicality in youth transnational digital storytelling. A: Irike Schr\u00f6der, Elisabetta Adami, i Jennifer Dailey-O\u2019Cain (dirs.) <em>Multimodal communication in intercultural interaction <\/em>(pp. 189-212). Multilingual Matters.<\/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;\"><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\" \/><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#6a5c4c\"><\/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-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 Publicacions dels membres del 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-4164937307","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164937307","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=4164937307"}],"version-history":[{"count":23,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164937307\/revisions"}],"predecessor-version":[{"id":4164937787,"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/pages\/4164937307\/revisions\/4164937787"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/greip\/es\/wp-json\/wp\/v2\/media?parent=4164937307"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}