Publicacions i ajuts relacionats

• Mont, Maria i Melinda Dooly. (acceptat) Young activists embark on a telecollaborative journey to raise water conservation awareness. A: Louise Mortimore, Pilar Gerns i Ruth Breeze (dirs.) Integrating language and content in CLIL science and technology. DeGruyter Mouton.
• Mont Algamasilla, Maria, Melinda Dooly i Dolors Masats. (acceptat). Enhancing Foreign Language Learning Through Ai-Driven Telecollaboration. SSRN.
• Mont, Maria, Melinda Dooly i Onyemowo Angela Ejeme (acceptat). Empowering youth through language, AI, and sustainable advocacy: A telecollaborative approach. A: Carol A. Chapelle, Gulbahar Beckett i Bethany Gray (dirs.) Researching generative AI in applied linguistics. Iowa State University Digital Press.

• Uwomowah, Ese Emmanuel i Dooly, Melinda. (2025). It is not the huge enemy: Preservice teachers’ evolving perspectives on AI. In SI: Technology and Teacher Education (Fiona Farr i Elaine Riordan; dirs.). Education Sciences, 15(2), 152; https://doi.org/10.3390/educsci15020152

• Fontich Vicens, Xavier, Casas-Deseures, Mariona, Costa, Ana Luisa., i Troncoso, Marcos. (2024). La formación lingüística en los Grados de Maestro: las nociones de ‘competencia comunicativa’, ‘razonamiento crítico’ y ‘género discursivo’. Tejuelo, 39, 165-196.. Doi: https://doi.org/10.17398/1988-8430.39.165
• Kruszynska, Klaudia. (2024). ‘I have learned a lot of things about other neighborhoods’: Secondary school students as linguistic landscape ethnographers. Bellaterra Journal of Teaching and Learning Language and Literature, 17(1), e1342. 1-20. https://doi.org/10.5565/rev/jtl3.1265
• Kruszynska, Klaudia (2024). Unveiling the pedagogical advantages of Linguistic Landscapes: Insights from secondary school students, teachers and field experts. Bellaterra Journal of Teaching and Learning Language and Literature, 17(1), e1342. 1-21. https://doi.org/10.5565/rev/jtl3.1342
• Kruszynska, Klaudia. (2024). ‘I have learned a lot of things about other neighborhoods’: Secondary school students as linguistic landscape ethnographers. Bellaterra Journal of Teaching and Learning Language and Literature, 17(1), e1342. 1-20. https://doi.org/10.5565/rev/jtl3.1265
• Kruszynska, Klaudia. (2024). Plurilingual literary writings as tools to develop students’ creativity. Neofilolog, 63(1), 210-227. https://doi.org/10.14746/n.2024.63.1.13
• Li, Changchun. (2024). Book Review. Life in a New Language by Ingrid Piller, Donna Butorac, Emily Farrell, Loy Lising, Shiva Motaghi-Tabari & Vera Williams. Bellaterra Journal of Teaching & Learning Language & Literature, 17(4), e1441. https://doi.org/10.5565/rev/jtl3.1441
• Llompart Esbert, Júlia, i Pratginestós, Cèlia (2024). Reflexió metalingüística i plurilingüisme a l’aula. Articles de Didàctica de la Llengua i la Literatura, 101,46-51.
• Llompart, Júlia, i Pratginestós, Cèlia (2024). Reflexión metalingüística y plurilingüismo. Textos Didáctica de la Lengua y la Literatura, 104, 46-51.
• Minyu Xie i Melinda Dooly (2024). El andamiaje a los niños para el aprendizaje telecolaborativo ¿Cómo el profesorado proporciona el andamiaje a los niños para que se desarrolle el aprendizaje telecolaborativo?  Editorial Académica Española.
• Pratginestós, Cèlia i Masats, Dolors (2024). Exploring language alternation and participation in an ‘in-between learning scenario’: a case study of a WhatsApp chat with secondary students of English, Classroom Discourse (early view). https://doi.org/10.1080/19463014.2024.2315022
• Von Lieres und Wilkau, Gabriella, Morgado, Margarida, Dooly, Melinda, Massler, Ute, Yu, Xiaoting, Schönberg, Carina i Rogaten, Jekaterina. (2024). Impact of VALIANT’s virtual exchange modules on in-service teachers’ and student teachers’ sense of isolation. A: Robert O’Dowd i Margarita Vinagre (Coords.) Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education (pp. 87-112). Peter Lang. https://www.peterlang.com/document/1487254
• 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. Bellaterra Journal of Teaching & Learning Languages & Literature, 16 (4), e1306. https://doi.org/10.5565/rev/jtl3.1306

• Albuquerque, Diego i Moore, Emilee. (2023). Foregrounding co-artistry in an aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning. A: P.-O. Wickman, P. Anderhag, C. Caiman & S. Ainsworth (Dirs.), Disciplinary aesthetics: the role of taste and affect for teaching and learning specific school subjects. Frontiers in Education, 8. DOI: https://doi.org/10.3389/feduc.2023.1296658
• Pérez Badenes, J. (2023). La evidencia en la práctica: Escritura académica en el trabajo de investigación de bachillerato. Aula de secundaria, 52, 47. http://dialnet.unirioja.es/servlet/articulo?codigo=9088345
• Kruszynska, Klaudia i Dooly, Melinda. (2023). Thinking allowed: Analyzing students’ critical thinking and language awareness through linguistic landscapes. En S. Melo-Pfeifer (Dir.) Linguistic landscapes and teacher education (pp. 75-90). Springer.
• Zhang, Miamomiao. (2023). Developing cosmopolitanism through intercultural mediation activities: An after-school digital storytelling project in Catalonia. Íkala, Revista de Lenguaje y Cultura, 28(3), 1–19. https://doi.org/10.17533/udea.ikala.352092

• Pérez-Badenes, Jordi (2022). Reseña. Proyecto lingüístico de centro. Cómo abordar la mejora de las habilidades comunicativas desde la institución escolar, por Santiago Fabrigat Barrios. Bellaterra Journal of Teaching &amp\mathsemicolon Learning Language &amp\mathsemicolon Literature, 15(4), e1201. https://doi.org/10.5565/rev/jtl3.1201
• Fontich, Xavier, Troncoso, Marco, & Pérez-Badenes, Jordi. (2022). Actividad metalingüística en clase de lengua: Consideraciones sobre el lugar de la interacción en el aprendizaje de la gramática. Tavira, 27. https://doi.org/10.25267/tavira.2022.i27.1105
• Pratginestós, Cèlia (2022). Review: Border Thinking: Latinx Youth Decolonizing Citizenship, By Andrea Dyrness and Enrique Sepúlveda III. Monogràfic Plurilingüisme (Coords. J. Llompart; i C. Vallejo). Bellaterra Journal of Teaching & Learning Language & Literature.
• Pratginestós, Cèlia (2022). Interactional competence in transnational plurilingual peer interactions. A Dolors Masats i Luci Nussbaum (Coords.) ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge. 
• Vallejo, Claudia (2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. A Dolors Masats i Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.​

• Corona, Víctor, Vallejo, Claudia, Moore, Emilee i Solans, Jorge (2021). Is English important in your life? A collaborative experience in a secondary school. A Moore, Emilee i Vallejo, Claudia (Coords.) Learning English out of school: An inclusive approach to research and action(pp. 43-67). Peter Lang.
• Knight, Janine, Dooly, Melinda i Barberà, Elena (2021). But the computer say me the time is up: the shaping of oral turns mediated with and through the screen. (early view). Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1868529
• Marjanovic, Jelena, Dooly, Melinda i Sadler, Randall (2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. A Carolin Fuchs, Mirjam Hauck i Melinda Dooly (Coords.) Language education in digital spaces: Perspectives on autonomy and interaction (pp. 113-133). Springer.
• Moore, Emilee, Vallejo, Claudia, Dooly, Melinda i Borràs, Eulàlia (2021). Out-of-school language learning and educational equity. A Moore, Emilee i Vallejo, Claudia (Coords.) Learning English out of school: An inclusive approach to research and action (pp. 27-42). Peter Lang.
• Moore, Emilee, Vallejo, Claudia, Llompart, Júlia i Zhang, Miaomiao (2021). Building scalar frames of understandability in ‘trans’ practices within a Catalan Global StoryBridges site. A Margaret Hawkins (Coord.), Transmodal Communications: Transpositioning Semiotics and Relations (pp. 22-42). Multilingual Matters.
• Pratginestós, Cèlia i Masats, Dolors (2021). Learning English in translocal exchanges in Instagram chat.  A Moore, Emilee i Vallejo, Claudia (Coords.) Learning English out of school: An inclusive approach to research and action (pp. 69-97).Peter Lang.
• Zhang, Miaomiao i Llompart, Júlia (2021). Participant roles in linguistic mediation activities in a digital storytelling project. A Moore, Emilee i Vallejo, Claudia (Coords.) Learning English out of school: An inclusive approach to research and action (pp. 119-141). Peter Lang.

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

• Dooly, Melinda; Mont, Maria y Vallejo, Claudia. (2019). Coordinating between classes: Tasks and tools. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 29-35). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: https://doi.org/10.5281/zenodo.3064130
• Dooly, Melinda y Vallejo, Claudia. (Coords.) (online 2019). Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging. Journal of Bilingual Education and Bilingualism.
• Dooly, Melinda y Claudia Vallejo (online 2019). Bringing plurilingualism into teaching practice: a quixotic quest?. In Melinda Dooly & Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1598933.
• Dooly, Melinda y Claudia Vallejo. (2019). Making Literacy Meaningful: Teaching pronunciation across languages.
• Dooly, Melinda y Claudia Vallejo. (2019). Making Literacy Meaningful: Creating an inclusive supportive language environment.
• Dooly, Melinda y Claudia Vallejo. (2019). Making Literacy Meaningful: Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua.
• Dooly, Melinda y Claudia Vallejo. (2019).Making Literacy Meaningful: First and other language acquisition: Activities for promotion of language learning across all levels.
• Dooly, Melinda y Claudia Vallejo. (2019).Making Literacy Meaningful: Identifying and working with the different levels of linguistic competence of the newcomer.
• Dooly, Melinda, Dolors Masats, Xavier Pascual y Claudia Vallejo. (2019). Making Literacy Meaningful: FAQs about plurilingual Education: Key issues and some informed answers.Gonzalez-Acevedo, Nathaly (2019). Research in the classroom for teachers by teachers. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 215-222). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
• Gonzalez-Acevedo, Nathaly (2019). Some research methods for teacher researchers. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 223-233). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
• Knight, Janine; Dooly, Melinda, y Barberà, Elena. (2019 early view). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 1-22. doi:10.1017/S0958344019000132
• Llanes, Maria (2019). Digital teaching competences of preservice teachers. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 47-52). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
• Masats, Dolors; Mont, Maria y Gonzalez-Acevedo, Nathaly (2019). Preface. En Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 9-13). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
• Mont, Maria y Gonzalez-Acevedo, Nathaly (2019). Coding toys while learning English: Programming with very young learners. EIn Dolors Masats, Maria Mont y Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 59-65). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
• Masats, Dolors; Mont, Maria y Gonzalez-Acevedo, Nathaly (Eds). (2019). Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century. Rothersthorpe: Paragon Publishing. DOI: 10.5281/zenodo.3064130
• Ploettner, Joan Catherine (2019). A critical look at teacher development for English-Medium Instruction. Language Learning in Higher Education, 9(2), 263-287.
• Ploettner, Joan Catherine. (2019). EMI teacher and student identities and linguistic practices. Tracing classroom tensions in a teacher development process. Journal of Immersion and Content-Based Language Education, 7(1): 115-141.
• Pratginestós, Cèlia (2019). Competències digitals i comunicatives docents: una entrevista amb la Dra. Dolors Masats. Bellaterra Journal of Teaching & Learning Language & Literature, 12(1), 97-107. DOI: http://doi.org/10.5565/rev/jtl3.797
• Pratginestós, Cèlia; Solans, Jorge i Masats, Dolors (2019). Exchanging glances on the development of a joint education and research programme carried out at a secondary school in a socioeconomically underprivileged milieu. ICERI2019 Proceedings, pp. 1407-1412.
• Vallejo, Claudia y Melinda Dooly (online 2019). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. In Melinda Dooly & Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1600469 

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

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

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

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

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

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

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

• Corona, Víctor (2010) Globalización, Identidades y escuela: “lo latino” en Barcelona. En Oriol Guash & Marta Milian (Eds.) L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp. 315-330.
• Corona, Víctor (2010) Educación lingüística de jóvenes latinoamericanos: un relato etnográfico en familias, niños, niñas y jóvenes inmigrantes. Grupo Interdisciplinario de Investigador@s Migrantes (coord). Madrid: La casa encendida, pp. 151-158.
• Moore, Emilee (2010) Exploring plurilingualism as a teaching/learning resource in higher education English-medium classrooms. En Oriol Guash & Marta Milian (Eds.) L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos. Servei de Publicacions de la UAB: Bellaterra.  
• Moore, Emilee y Melinda Dooly. (2010) ‘How Do the Apples Reproduce (Themselves)?” How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University. Journal of Language, Identity & Education, 9 (1), 58 – 79. 
• Moore, Emilee y Adriana Patiño-Santos. (2010). Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5. DYLAN Project.

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