{"id":4164936803,"date":"2025-06-06T08:39:19","date_gmt":"2025-06-06T08:39:19","guid":{"rendered":"https:\/\/webs.uab.cat\/greip\/?page_id=4164936803"},"modified":"2026-01-29T11:11:17","modified_gmt":"2026-01-29T11:11:17","slug":"publicacions-del-2017-al-2019","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/greip\/publicacions-del-2017-al-2019\/","title":{"rendered":"2017 a 2019"},"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<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>2019<\/summary><div class=\"wp-block-toggles__content\">\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<p style=\"font-size:14px\"><strong><strong>Articles<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Borr\u00e0s, Eul\u00e0lia &amp; Emilee Moore. (2019). The plurilingual and multimodal management of participation and subject complexity in university CLIL teamwork.&nbsp;English Language Teaching, 12 (2), 100-112.<\/li>\n\n\n\n<li>Cod\u00f3, Eva &amp; <strong>Emilee Moore<\/strong>. (2019).&nbsp;<a href=\"https:\/\/forodeeducacion.com\/ojs\/index.php\/fde\/article\/view\/699\/432\" target=\"_blank\" rel=\"noreferrer noopener\">Working through asymmetries of knowledge and expertise in a \u2018giving back to the field\u2019 session<\/a>. <em>Foro de Educaci\u00f3n<\/em>, 17 (27), 147-165.<\/li>\n\n\n\n<li>Czura, Anna (2019). Adolescent learners\u2019 perceptions of assessing speaking and writing skills \u2013 critical incident analysis. <em>Neofilolog<\/em> 53(2), 281-297.<\/li>\n\n\n\n<li>Llompart, J\u00falia (2019). Una metodolog\u00eda para ense\u00f1ar lengua en contextos multiling\u00fces.&nbsp;<em>Textos de Did\u00e1ctica de la Lengua y la Literatura, 85,&nbsp;<\/em>pp. 68-73. Barcelona: Gra\u00f3&nbsp;<\/li>\n\n\n\n<li>Llompart, J\u00falia (2019). Una metodologia per ensenyar llengua en contextos multiling\u00fces.&nbsp;<em>Articles de Did\u00e0ctica de la Llengua i la Literatura, 82,&nbsp;<\/em>pp. 68-73. Barcelona: Gra\u00f3&nbsp;<\/li>\n\n\n\n<li><strong>Llompart, J\u00falia<\/strong> &amp; Vidal, J. (2019). De \u2018Ch\u00e2taignier\u2019 a \u2018Casta\u00f1azo\u2019: de la intercomprensi\u00f3n a la traducci\u00f3n de c\u00f3mic.&nbsp;<em>Textos. Did\u00e1ctica de la Lengua y la Literatura, 83,&nbsp;<\/em>pp. 66-71.Barcelona: Gra\u00f3&nbsp;<\/li>\n\n\n\n<li><strong>Llompart, J\u00falia<\/strong> &amp; Vidal, J. (2019). De&nbsp;<em>ch\u00e2taignier<\/em>&nbsp;a&nbsp;<em>castanya<\/em>: De la intercomprensi\u00f3 a la traducci\u00f3 de c\u00f2mic.&nbsp;<em>Articles de Did\u00e0ctica de la Llengua i la Literatura, 80,&nbsp;<\/em>pp. 66-71. Barcelona: Gra\u00f3&nbsp;<\/li>\n\n\n\n<li>Mont, Maria, &amp; Dolors Masats. (2019). Training teachers for a new era. In EUSER (Ed.), <a href=\"https:\/\/books.euser.org\/files\/books\/edu\/New_Studies_and_Research_on_Education.pdf\">New studies and research in education<\/a> (pp. 115-123). Rome: EUSER &amp; MCSER.<\/li>\n\n\n\n<li>Moore, Emilee &amp; Llompart, Julia&nbsp;(2019). <a href=\"https:\/\/revistes.uab.cat\/clil\/article\/view\/v2-n2-moore-llompart\">De la did\u00e0ctica de les lleng\u00fces a la did\u00e0ctica del pluriling\u00fcisme<\/a>. <em>CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 2(2): 57-65. DOI: <a href=\"https:\/\/doi.org\/10.5565\/rev\/clil.27\">https:\/\/doi.org\/10.5565\/rev\/clil.27<\/a><\/li>\n\n\n\n<li>Pfingsthorn, J., Kramer, C., <strong>Czura, A. <\/strong>&amp; Stefl, M. (2019). The formation of professional identity and motivation to engage in telecollaboration in foreign language education. <em>European Journal of Language Policy<\/em>, 11(2), 143\u2013165. DOI:10.3828\/ejlp.2019.10<\/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. <em>Journal of Immersion and Content-Based Language Education, 7<\/em>(1): 115-141.<\/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>Bradley, Jessica &amp; <strong>Moore, Emilee<\/strong>. (2019). Resemiotization and creative production: extending the translanguaging lens. En A. Sherris &amp; E. Adami (Coords.) Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces (pp. 81-101). Clevedon: Multilingual Matters.<\/li>\n\n\n\n<li>Cortada, Josep &amp; <strong>Masats, Dolors <\/strong>(2019). Introduction: Inspiring classroom projects. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.), <em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em> (pp. 153-156). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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; Mont, Maria &amp; Vallejo, Claudia. (2019). Coordinating between classes: Tasks and tools. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&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: <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 &amp;&nbsp;Sadler, Randall (2019). Preparing English student-teachers with digital and collaborative knowledge: An illustrative synopsis. En Dolors Masats, Maria Mont &amp;&nbsp;Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 21-28). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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>Masats, Dolors (2019). Analysing classroom discourse. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 235-243). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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><strong>Masats, Dolors; Mont, Maria&nbsp;<\/strong>&amp; Barba, Javier (2019). Hands on! Introducing EdTech in the seminars for tutoring pre-service teachers. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 37-45). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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>Masats, Dolors; Mont, Maria &amp; Gonzalez-Acevedo, Nathaly (2019).&nbsp;Preface. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.), <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: <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>Masats, Dolors &amp; Moore, Emilee (2019). Introduction: Classroom research &amp; teachers as researchers. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 211-213). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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>Moore, E. &amp; Santello, M. (2019). Pragmatics. En J. Darquennes, J. Salmons &amp; W. Vandenbussche (Coords.), <em>Language contact: An international handbook, vol. 1<\/em> (pp. 136-147). Berlin: De Gruyter Mouton. DOI: <a href=\"https:\/\/doi.org\/10.1515\/9783110435351-012\">https:\/\/doi.org\/10.1515\/9783110435351-012<\/a><\/li>\n\n\n\n<li>Mont, Maria &amp; Gonzalez-Acevedo, Nathaly (2019). Coding toys while learning English: Programming with very young learners. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&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: <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>Mont, Maria, &amp; Masats, Dolors (2019). <a href=\"https:\/\/dolorsmasats.cat\/wp-content\/uploads\/2020\/04\/2019-EUSER-Mont-Masats-Teachers-New-Era.pdf\">Training teachers for a new era<\/a>. A EUSER (Ed.), <em>New studies and research in education<\/em> (pp. 115-123). Rome: EUSER &amp; MCSER.<\/li>\n\n\n\n<li>Orihuela, Antonio &amp;&nbsp;<strong>Masats, Dolors<\/strong>&nbsp;(2019) Introduction: Innovative approaches and pioneering resources for the foreign language classroom. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 55-57). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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>Pascual, Xavier &amp;&nbsp;Juanhuix, Marta (2019). Introduction: Educational technology in teacher training programmes. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 17-19). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <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>Tolosa, Constanza &amp;&nbsp;<strong>Dooly, Melinda<\/strong>&nbsp;(2019). Introduction: Reflections from the classroom: Teacher internship from different perspectives. En Dolors Masats, Maria Mont &amp; Nathaly Gonzalez-Acevedo (Coords.),&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>&nbsp;(pp. 119-112). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.5281\/zenodo.3064130\" target=\"_blank\">https:\/\/doi.org\/10.5281\/zenodo.3064130<\/a><\/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>Masats, Dolors; Mont, Maria &amp; Gonzalez-Acevedo, Nathaly (Coords). (2019).&nbsp;<em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century<\/em>. Rothersthorpe: Paragon Publishing. DOI: <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.5281\/zenodo.3064130\" target=\"_blank\">https:\/\/doi.org\/10.5281\/zenodo.3064130<\/a><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Edici\u00f3 de volums tem\u00e0tics<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda, &amp;&nbsp;Vallejo, Claudia. (online, april 2019). (Eds.)&nbsp;<a href=\"https:\/\/www.tandfonline.com\/toc\/rbeb20\/23\/1\">The evolution of language teaching: Towards plurilingualism and translanguaging<\/a>.&nbsp;<em>Special Issue:&nbsp;Journal of Bilingual Education and Bilingualism,&nbsp;<\/em>23(1)<em>.<\/em><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Actes de congressos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Pratginest\u00f3s, C\u00e8lia<\/strong>; Solans, Jorge &amp;&nbsp;<strong>Masats, Dolors<\/strong>&nbsp;(2019).Exchanging glances on the development of a joint education and research programme carried out at a secondary school in a socioeconomically underprivileged milieu. En Lu\u00eds G\u00f3mez Chova, Agust\u00edn L\u00f3pez Mart\u00ednez i Ignacio Candel Torres (Coords.), Proceedings of ICERI2019 Conference (1407-1412). Valencia: IATED Academy. ISBN: 978-84-09-14755-7<\/li>\n\n\n\n<li>Masats, Dolors (2019) Proyecto ling\u00fc\u00edstico de centro y la formaci\u00f3n hol\u00edstica de los aprendices de lengua(s). Memorias II Congreso Internacional en Did\u00e1ctica de la Lengua Castellana. Manizales: Universidad de Manizales.&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.congresointernacionalendidacticas.com\/public\/archivos\/memoria_lengua_castellana.pdf\" target=\"_blank\">https:\/\/www.congresointernacionalendidacticas.com\/public\/archivos\/memoria_lengua_castellana.pdf<\/a><\/li>\n\n\n\n<li>Masats, Dolors (2019) Planificar proyectos globales significativos. Memorial II Congreso Internacional en Did\u00e1ctica de la Lengua Castellana. Manizales: Universidad de Manizales.&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.congresointernacionalendidacticas.com\/public\/archivos\/memoria_lengua_castellana.pdf\" target=\"_blank\">https:\/\/www.congresointernacionalendidacticas.com\/public\/archivos\/memoria_lengua_castellana.pdf<\/a><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong><strong>Llibres blancs, informes i materials docents (OER)<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>The EVALUATE Group (Alice Baroni, <strong>Melinda Dooly<\/strong>, Pilar Garc\u00e9s Garc\u00eda, Sarah Guth, Mirjam Hauck, Francesca Helm, Tim Lewis, Andreas Mueller-Hartmann, Robert O\u2019Dowd, Bart Rienties, &amp; Jekaterina Rogaten). (2019). <a href=\"https:\/\/www.evaluateproject.eu\/evlt-data\/uploads\/2019\/03\/EVALUATE_EPE_2019.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment<\/a>. Research-publishing.net.\u200b<\/li>\n\n\n\n<li>The EVALUATE Group (Alice Baroni, <strong>Melinda Dooly<\/strong>, Pilar Garc\u00e9s Garc\u00eda, Sarah Guth, Mirjam Hauck, Francesca Helm, Tim Lewis, Andreas Mueller-Hartmann, Robert O\u2019Dowd, Bart Rienties, &amp; Jekaterina Rogaten). (2019). <a href=\"https:\/\/www.evaluateproject.eu\/evlt-data\/uploads\/2019\/03\/EVALUATE_EPE_EXEC_2019.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Executive summary \u2013 the key findings from the EVALUATE European policy experiment project on the impact of virtual exchange on initial teacher education<\/a>. Research-publishing.net.<\/li>\n\n\n\n<li>Making Literacy Meaningful: Dooly, Melinda, Dolors Masats, Xavier Pascual &amp; Claudia Vallejo. (2019). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/faqs_mlm_2019.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">FAQs about plurilingual Education: Key issues and some informed answers<\/a>.<\/li>\n\n\n\n<li>Making Literacy Meaningful: Dooly, Melinda &amp; Claudia Vallejo. (2019). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_pronunciation_0.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Teaching pronunciation across languages<\/a>.<\/li>\n\n\n\n<li>Making Literacy Meaningful: Dooly, Melinda &amp; Claudia Vallejo. (2019). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo_2019_mlm_inclusive.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Creating an inclusive supportive language environment.<\/a><\/li>\n\n\n\n<li>Making Literacy Meaningful: Dooly, Melinda &amp; Claudia Vallejo. (2019). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo_mlm2019_inclusiu.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Crear un ambient inclusiu per donar suport a l\u2019aprenentatge de la llengua.<\/a><\/li>\n\n\n\n<li>Making Literacy Meaningful: Dooly, Melinda &amp; Claudia Vallejo. (2019).<a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_lang_acq.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">First and other language acquisition: Activities for promotion of language learning across all levels.<\/a><\/li>\n\n\n\n<li>Making Literacy Meaningful: Dooly, Melinda &amp; Claudia Vallejo. (2019).<a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_levels.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> Identifying and working with the different levels of linguistic competence of the newcomer<\/a><strong><a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/dooly_vallejo2019_mlm_levels.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">.<\/a><\/strong><\/li>\n\n\n\n<li>Making Literacy Meaningful: Pascual Calvo, Xavier. (2019).&nbsp;<a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/pascual2019_mlm_diversitat.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">La gesti\u00f3 de la diversitat ling\u00fc\u00edstica a l\u2019aula: un repte per al professorat.<\/a><\/li>\n\n\n\n<li>Making Literacy Meaningful: Pascual Calvo, Xavier. (2019). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/pascual_mlm2019_entrevista.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Els primers passos vers l\u2019escriptura: Entrevista a Maria Montes Valls.<\/a><\/li>\n<\/ul>\n<\/div><\/div>\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<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<p style=\"font-size:14px\"><strong><strong>Articles<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Bradley, Jessica, <strong>Emilee Moore, <\/strong>Louise Atkinson &amp; James Simpson. (2018). <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/14708477.2017.1401120\" target=\"_blank\" rel=\"noreferrer noopener\">Translanguaging creativity: creating spaces for the visual and the audible<\/a>. In Melinda Dooly&nbsp;&amp; Claudia Vallejo&nbsp;(Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue:&nbsp;<em>Language and Intercultural Communication, 18<\/em> (1), 54-73.<\/li>\n\n\n\n<li>Callaghan, John,&nbsp;<strong>Emilee Moore<\/strong> &amp; James Simpson. (2018). <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/14708477.2017.1401694\" target=\"_blank\" rel=\"noreferrer noopener\">Coordinated action, communication and creativity in basketball in superdiversity<\/a>. In Melinda Dooly&nbsp;&amp; Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue:&nbsp;<em>Language and Intercultural Communication, 18<\/em> (1), 28-53.<\/li>\n\n\n\n<li>Czura, Anna (2018). Developing student teachers\u2019 professional skills abroad: PluriMobil resources. <em>The Teacher Trainer<\/em>, 52(3), 13-17.<\/li>\n\n\n\n<li><strong>Czura, A.<\/strong>&nbsp;&amp; Anklewicz, A. (2018). Pupils\u2019 and teachers\u2019 perceptions of CLIL in primary school: A case study, <em>Linguodidactica<\/em>, 22, 47-63.<a href=\"https:\/\/doi.org\/10.15290\/lingdid\"> DOI: https:\/\/doi.org\/10.15290\/lingdid<\/a>.&nbsp;<\/li>\n\n\n\n<li>Dooly, Melinda (2018).&nbsp;<a href=\"https:\/\/www.lltjournal.org\/item\/3024\" target=\"_blank\" rel=\"noreferrer noopener\">\u201cI do which the question\u201d: Students\u2019 innovative use of technology resources in the language classroom<\/a>.&nbsp;<em>Language Learning &amp; Technology, 22&nbsp;<\/em>(1), 184-217. DOI&nbsp;10125\/44587.<\/li>\n\n\n\n<li><strong>Dooly, <\/strong>Melinda&nbsp;&amp; Nuriya Davitova. (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>.&nbsp;Paul Seedhouse, Olcay Sert &amp; Ufuk&nbsp;Balaman (Eds.)&nbsp;<em>Hacettepe University Journal of Education, <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&nbsp;&amp; Claudia Vallejo. (2018).<a href=\"https:\/\/doi.org\/10.1080\/14708477.2017.1400508\">&nbsp;<\/a><a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/14708477.2017.1400508\" target=\"_blank\" rel=\"noreferrer noopener\">Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication<\/a><a href=\"https:\/\/doi.org\/10.1080\/14708477.2017.1400508\">.<\/a>&nbsp;In Melinda Dooly&nbsp;&amp; Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue: <em>Language &amp; Intercultural Communication, 18<\/em>(1), 1-8.<\/li>\n\n\n\n<li>Knight, Janine, <strong>Melinda Dooly<\/strong> &amp; 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>Llompart, J\u00falia<\/strong> &amp; Gonz\u00e1lez, A. (2018). Jugar a ling\u00fcistas: una propuesta did\u00e1ctica para el alumnado pluriling\u00fce.&nbsp;<em>Cuadernos de Pedagog\u00eda, 488,&nbsp;<\/em>pp. 40-45&nbsp;<\/li>\n\n\n\n<li><strong>Masats, Dolors<\/strong> &amp; Paula Guerrero. (2018). <a href=\"https:\/\/journals.euser.org\/index.php\/ejser\/article\/view\/3889\" rel=\"noreferrer noopener\" target=\"_blank\">The ins and outs of teamworking: When university teachers, in-service secondary teachers and pre-service teachers collaborate to transform learning<\/a>. <em>European Journal Of Social Science Education And Research, 5<\/em>(3), 188-196.<\/li>\n\n\n\n<li>Moore, Emilee &amp; Claudia Vallejo. (2018). Practices of conformity and transgression in an out-of-school reading programme for \u2018at risk\u2019 children. <em>Linguistics and Education, 43<\/em>, 25-38. DOI: <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><strong>Moore, Emilee, <\/strong>Evnitskaya, Natalia &amp; Ramos, Lisette (2018). <a href=\"https:\/\/link.springer.com\/content\/pdf\/10.1007%2Fs11422-016-9783-z.pdf\">Teaching and learning science in linguistically diverse classrooms<\/a>. <em>Cultural Studies of Science Education<\/em>, 13 (2), 341-352. DOI: <a href=\"https:\/\/doi.org\/10.1007\/s11422-016-9783-z\">https:\/\/doi.org\/10.1007\/s11422-016-9783-z<\/a>.<\/li>\n\n\n\n<li>Noguerol, Artur (2018).&nbsp;Parlant de Jes\u00fas Tus\u00f3n. Didacticae, 3,1.&nbsp;<a href=\"https:\/\/revistes.ub.edu\/index.php\/didacticae\/article\/view\/21762\/23442\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/revistes.ub.edu\/index.php\/didacticae\/article\/view\/21762\/23442<\/a><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong><strong>Cap\u00edtols&nbsp;de llibres<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Bradley, Jessica &amp; <strong>Emilee Moore&nbsp;<\/strong>(2018). Resemiotization and creative production: extending the translanguaging lens. En A. Sherris &amp; E. Adami (Coords.) <em>Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces (pp. 91-111). Clevedon: Multilingual Matters<\/em>. DOI: <a href=\"https:\/\/doi.org\/10.21832\/9781788921923-009\">https:\/\/doi.org\/10.21832\/9781788921923-009<\/a><\/li>\n\n\n\n<li>Czura Anna (2018). Students teachers\u2019 international experience and their beliefs about developing intercultural communicative competence. En M. Pawlak &amp; A. Mystkowska-Wiertelak (Coords.), <em>Challenges of second and foreign language education in a globalized world<\/em> (p\u00e1g. 327-344). Cham: Springer.<\/li>\n\n\n\n<li>Dooly, Melinda (2018). &#8216;\u00a1Flipo con tus clases!\u2019: La formaci\u00f3n de profesorado en la did\u00e1ctica de lenguas a trav\u00e9s de clases invertidas y telecolaboraci\u00f3n [\u2018Your Classes Flip Me Out!&#8217;: The Training of Language Teachers Through Flipped Classes and Telecollaboration]. En&nbsp;M.&nbsp;Gonz\u00e1lez-Lloret y M. Vinagre (Coords.)&nbsp;<em>Comunicaci\u00f3n Mediada por Tecnolog\u00edas &#8211; Aprendizaje y Ense\u00f1anza de la Lengua Extranjera<\/em>&nbsp;(pp.&nbsp;167-182). UK: Equinox.<\/li>\n\n\n\n<li>Dooly, Melinda (2018). \u201cI h8 txt msgs\u201d. How social media has had an impact on language awareness. En Peter&nbsp;Garrett &amp; Josep Maria&nbsp;Cots (Coords.) <em>The Routledge handbook of language awareness <\/em>(pp. 306-322). London\/New York: Routledge.<\/li>\n\n\n\n<li>Dooly, Melinda (2018). Collaborative learning. En John I. Liontas &amp; Margo&nbsp;DelliCarpini (Coords.) <em>The TESOL encyclopedia of English language teaching<\/em> (online). Hoboken, NJ: John Wiley &amp; Sons. doi:<a href=\"https:\/\/doi.org\/10.1002\/9781118784235.eelt0394\">10.1002\/9781118784235.eelt0394<\/a><\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Robert O&#8217;Dowd. (2018).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.peterlang.com\/view\/9783034335331\/9783034335331.00005.xml\" target=\"_blank\">Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practices<\/a>. En Melinda Dooly &amp; Robert O&#8217;Dowd (Coords.)&nbsp;<em>In&nbsp;this together: Teachers\u2019 experiences with transnational, telecollaborative language learning projects<\/em> (pp. 11-34). New York\/Bern: Peter Lang. Gold open access<\/li>\n\n\n\n<li>Llompart-Esbert, J\u00falia &amp; Luci Nussbaum. (2018). Doing plurilingualism at school: keys concepts and perspectives. En Silvia Melo-Pfeifer &amp; Christian Helmchen (Eds.), <em>Plurilingual Literacy Practices<\/em> (pp. 19-39). Peter Lang<\/li>\n\n\n\n<li>Mont, Maria &amp; Dolors Masats. (2018). <a href=\"https:\/\/www.peterlang.com\/view\/9783034335331\/9783034335331.00008.xml\">Tips and suggestions to implement&nbsp;telecollaborative projects with young learners<\/a>. En Melinda Dooly &amp; Robert O&#8217;Dowd (Coords.)&nbsp;<em>In&nbsp;this together: Teachers\u2019 experiences with transnational, telecollaborative language learning projects<\/em> (pp. 92-122).&nbsp;New York\/Bern: Peter Lang. Gold open access<\/li>\n\n\n\n<li><strong>Moore, Emilee<\/strong> &amp; Juli Palou. (2018). &nbsp;Reading in multilingual environments. &nbsp;En Silvia Melo-Pfeifer &amp; Christian Helmchen (Coords.), <em>Plurilingual Literacy Practices<\/em> (pp.79-102). Peter Lang.<\/li>\n\n\n\n<li>Vallejo, Claudia &amp; Artur Noguerol. (2018)&nbsp;La multiculturalitat en els projectes de treball: les catifes viatgeres.&nbsp;En Silvia Melo-Pfeifer &amp; Christian Helmchen (Coords.), <em>Plurilingual Literacy Practices<\/em> (pp.103-118). Peter Lang.<\/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><strong>Dooly, Melinda<\/strong> &amp; Robert O&#8217;Dowd. (Coords.) (2018).<em>&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/www.peterlang.com\/view\/9783034335331\/9783034335331.00001.xml\" target=\"_blank\">In This Together: Teachers\u2019 Experiences with Transnational, Telecollaborative Language Learning Projects<\/a><\/em>. New York\/Bern: Peter Lang. Gold open access.<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Robert O&#8217;Dowd. (series editors) (2018) Claudia Gr\u00fcmpel &amp; Anal\u00eda Cuadrado Rey&nbsp;(Coords.) <em>A plurilingual corpus on telecollaboration in third languages. Telecollaboration in Education<\/em>, vol. 5. Bern: Peter Lang.<\/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>Dooly, Melinda&nbsp;&amp; Claudia Vallejo. (Coords.) (2018). <em><a rel=\"noreferrer noopener\" href=\"https:\/\/www.tandfonline.com\/toc\/rmli20\/current?nav=tocList&amp;nbsp\" target=\"_blank\">Special Issue: Bridging across languages and cultures in everyday lives: New roles for changing scenarios. Language &amp; Intercultural Communication<\/a><\/em>, 18(1).&nbsp;DOI: 10.1080\/14708477.2017.1400508.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Llibres blancs i informes<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Baynhan, Michael, James Callaghan, Jolana Hanusova, <strong>Emilee Moore<\/strong> &amp; James Simpson. (2018). <em><a href=\"https:\/\/www.birmingham.ac.uk\/generic\/tlang\/documents\/translanguaging-immigration-law.pdf\" rel=\"noreferrer noopener\" target=\"_blank\">Translanguaging immigration law: A legal advice drop-in service<\/a><\/em>. Working Papers in Translanguaging and Translation, 33.<\/li>\n\n\n\n<li><strong>Dooly, Melinda<\/strong> &amp; Steven L. Thorne. (2018). <em><a href=\"https:\/\/docs.wixstatic.com\/ugd\/d3edd2_ffeeb724e9924e3db17736d385ef517d.pdf\">Knowledge for network-based education, cognition &amp; teaching: Competences for the 21st century<\/a><\/em>. KONECT white paper. KONECT: Barcelona.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Actes de congressos<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda (2018). <a rel=\"noreferrer noopener\" href=\"https:\/\/docs.wixstatic.com\/ugd\/d3edd2_3d003867dd614283a8fc0a65b02a2fca.pdf\" target=\"_blank\">Foreword<\/a>. En Ruth Breeze &amp; Pilar Gerns (Coords.) <em>Developing creativity in content and language learning<\/em> (pp. 3-6). Pamplona: Servicio de Publicaciones de la Universidad de Navarra<\/li>\n\n\n\n<li>Mont, Maria, &amp; Dolors Masats. (2018). <a href=\"https:\/\/books.euser.org\/files\/proceedings\/16th_ICSS_2018_Full_Text_Proceedings_ISBN_9788890970054.pdf\">Training teachers for a new era<\/a>. En Ahmet Ecirli (Coord.),&nbsp;<em>16th International Conference on Social Sciences Proceedings Book<\/em>&nbsp;(pp. 219-227). France: EUSER.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Ressenyes de llibres<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\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. Available at:&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<\/ul>\n<\/div><\/div>\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<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<p style=\"font-size:14px\"><strong><strong>Articles<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Dooly, Melinda&nbsp;(2017). <a href=\"https:\/\/alsic.revues.org\/3005\" target=\"_blank\" rel=\"noreferrer noopener\">Performing identities in social media: A proposal for studying identity construction in language learning online<\/a>.&nbsp;<em>ALSIC<\/em>&nbsp;[Special Issue, Heike Baldauf-Quilliatre, Magali Ollagnier-Beldame&nbsp;&amp; Christine Develotte (Eds.)], 20.<\/li>\n\n\n\n<li>Dooly, Melinda, Barba, Javier, Borr\u00e0s, Anabel, Creus, Montserrat&nbsp;&amp;&nbsp;Gonz\u00e1lez, Carolina&nbsp;(2017).&nbsp; <a href=\"https:\/\/www.ugr.es\/~portalin\/articulos\/PL_numero27\/5_Melinda.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>\u201cI don\u2019t know\u201d: Results of a small-scale survey on teachers\u2019 perspectives of the European Language Portfolio<\/em><\/a>. Porta Linguarum, 27, 63-77.<\/li>\n\n\n\n<li>Helm, Francesca&nbsp;&amp; Dooly, Melinda&nbsp;(2017). <a href=\"https:\/\/llt.msu.edu\/issues\/february2017\/helmdooly.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Challenges in transcribing multimodal data: A case study<\/a>, <em>Language Learning &amp; Technology, <a href=\"https:\/\/llt.msu.edu\/issues\/february2017\/index.html\" target=\"_blank\" rel=\"noreferrer noopener\">Special Issue<\/a> on Methodological Innovation in CALL Research<\/em>, 21(1), 166-185.<\/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;(2017). Doing understanding in transient, multilingual communities in higher education. Journal of Linguistic Anthropology,&nbsp;289-307.&nbsp;<a href=\"https:\/\/doi.org\/10.1111\/jola.12171\">https:\/\/doi.org\/10.1111\/jola.12171<\/a><\/li>\n\n\n\n<li>Moore, Emilee, Evnitskaya, Natalia&nbsp;&amp; Ramos, Lizette&nbsp;(2017). Teaching and learning science in linguistically diverse classrooms. <em>Cultural Studies of Science Education<\/em>. doi:10.1007\/s11422-016-9783-z<\/li>\n\n\n\n<li>Moore, Emilee&nbsp;&amp; Garrido, Maria&nbsp;Rosa&nbsp;(2017). El rap en la did\u00e0ctica del pluriling\u00fcisme. <em>Perspectiva Escolar<\/em>, 391, 44-48.<\/li>\n\n\n\n<li>Noguerol, Artur (2017). Vers un curr\u00edculum per una educaci\u00f3 pluriling\u00fce i intercultural. Langue(s) &amp; Parole: Revista de Filolog\u00eda Francesa y Rom\u00e1nica, 3, 67-88.&nbsp;<a href=\"https:\/\/www.raco.cat\/index.php\/Langue\/article\/view\/367224\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/www.raco.cat\/index.php\/Langue\/article\/view\/367224<\/a>.<\/li>\n\n\n\n<li>Unamuno, Virginia&nbsp;&amp; Nussbaum, Luci&nbsp;(2017).&nbsp;Participation and language learning in bilingual classrooms in Chaco (Argentina) \/ Participaci\u00f3n y aprendizaje de lenguas en las aulas biling\u00fces del Chaco (Argentina), <em>Infancia y Aprendizaje<\/em>, DOI: 10.1080\/02103702.2016.1263452. Article available at:&nbsp;<a href=\"https:\/\/dx.doi.org\/10.1080\/02103702.2016.1263452\">https:\/\/dx.doi.org\/10.1080\/02103702.2016.1263452<\/a><\/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>Jurado, Fabio, Lomas, Carlos &amp;&nbsp;Tus\u00f3n, Amparo&nbsp;(2017).&nbsp;<em>Las m\u00e1scaras de la educaci\u00f3n y el poder del lenguaje<\/em>. M\u00e9xico: Castellanos Editores \/ Red de Lenguajes para la Transformaci\u00f3n de la Escuela y la Comunidad. Bogot\u00e1: Aula de Humanidades \/ Red Colombiana para la Transformaci\u00f3n de la Formaci\u00f3n Docente en Lenguaje.<\/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>Antoniadou, Victoria (2017). Collecting, organizing and analyzing multimodal data sets: the contributions of CAQDAS. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 435-450). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.640\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.640<\/a><\/li>\n\n\n\n<li>Antoniadou, Victoria (2017). Recoger, organizar y analizar corpus de datos multimodales: las contribuciones de los CAQDAS. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 451-467). Dublin, Irlanda\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.641\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.641<\/a><\/li>\n\n\n\n<li>Antoniadou, Victoria &amp;&nbsp;Dooly, Melinda (2017). Educational ethnography in blended learning environments. En&nbsp;Emilee Moore &amp; Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 237-263). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.630\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.630<\/a><\/li>\n\n\n\n<li>Antoniadou, Victoria &amp;&nbsp;Dooly, Melinda (2017). Etnografia educativa en contextos d\u2019aprenentatge mixt. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 264-292). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.631\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.631<\/a><\/li>\n\n\n\n<li>Borr\u00e0s, Eul\u00e0lia (2017). Com s\u2019escriu un text de recerca?. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 469-482). Dubliin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.642\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.642<\/a><\/li>\n\n\n\n<li>Borr\u00e0s, Eul\u00e0lia (2017). How to write a research paper. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 483-496). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.643\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.643<\/a><\/li>\n\n\n\n<li>\u200bCanals, Laia (2017). Instruments per a la recollida de dades. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 377-389). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.636\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.636<\/a><\/li>\n\n\n\n<li>Canals, Laia (2017). Instruments for gathering data. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 390-401). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.637\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.637<\/a><\/li>\n\n\n\n<li>Corona, V\u00edctor (2017). Un acercamiento etnogr\u00e1fico al estudio de las variedades ling\u00fc\u00edsticas de j\u00f3venes latinoamericanos en Barcelona. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 151-169). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.626\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.626<\/a><\/li>\n\n\n\n<li>Corona, V\u00edctor (2017). An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Eds), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 170-188). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.627\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.627<\/a><\/li>\n\n\n\n<li>Dooly, Melinda&nbsp;(2017). Telecollaboration. En&nbsp;Carol&nbsp;Chapelle &amp; Shannon Sauro (Coords.) The handbook of technology in second language teaching and learning (pp. 169-183). Hoboken, NJ: Wiley-Blackwell.<\/li>\n\n\n\n<li>Dooly, Melinda (2017). A Mediated Discourse Analysis (MDA) approach to multimodal data. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 189-211). Dublin, Irlanda\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.628\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.628<\/a><\/li>\n\n\n\n<li>Dooly, Melinda (2017). Una aproximaci\u00f3 a dades multimodals amb l\u2019an\u00e0lisi del discurs mediat. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 212-235). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.629\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.629<\/a><\/li>\n\n\n\n<li>Dooly, Melinda &amp;&nbsp;Moore, Emilee (2017). Introduction: qualitative approaches to research on plurilingual education. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 1-10). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.618\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.618<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.618\">\u200b<\/a>Dooly, Melinda &amp;&nbsp;Moore, Emilee (2017). Introducci\u00f3: enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Eds), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 11-20). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.619\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.619<\/a><\/li>\n\n\n\n<li>Dooly, Melinda,&nbsp;Moore, Emilee&nbsp;&amp; Vallejo, Claudia (2017). Research ethics. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 351-362). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.634\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.634<\/a><\/li>\n\n\n\n<li>Dooly, Melinda, Moore, Emilee &amp;&nbsp;Vallejo, Claudia (2017). \u00c9tica de la investigaci\u00f3n. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 363-375). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.635\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.635<\/a><\/li>\n\n\n\n<li>Masats, Dolors (2017). L\u2019an\u00e0lisi de la conversa al servei de la recerca en el camp de l\u2019adquisici\u00f3 de segones lleng\u00fces (CA-for-SLA). En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 293-320). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.632\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.632<\/a><\/li>\n\n\n\n<li>Masats, Dolors (2017). Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA). En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 321-347). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.633\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.633<\/a><\/li>\n\n\n\n<li>Masats, Dolors, &nbsp;Juanhuix, Marta&nbsp;&amp; Albines, Javier&nbsp;(2017). The more I cook, the more I learn: Tracing Claire\u2019s learning itinerary through her participation in four cooking sessions. En&nbsp;Paul&nbsp;Seedhouse (Coord.) <em>Task-based language learning in an immersive digital environment: The European digital kitchen&nbsp;<\/em>(pp. 181-205). Londres: Bloomsbury.<\/li>\n\n\n\n<li>Moore, Emilee &amp;&nbsp;Llompart, J\u00falia (2017). Collecting, transcribing, analyzing and presenting plurilingual interactional data. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 403-417). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.638\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.638<\/a><\/li>\n\n\n\n<li>Moore, Emilee &amp;&nbsp;Llompart, J\u00falia (2017). Recoger, transcribir, analizar y presentar datos interaccionales pluriling\u00fces. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (pp. 418-433). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.639\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.639<\/a><\/li>\n\n\n\n<li>Noguerol, Artur (2017). Ep\u00edleg. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 497-500). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.644\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.644<\/a><\/li>\n\n\n\n<li>Noguerol, Artur (2017). Epilogue. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 501-504). Dublin, Ireland\/Voillans, France: Research-publishing.net. <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.645\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.645<\/a><\/li>\n\n\n\n<li>Nussbaum, Luci (2017). Investigar con docentes. In&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 23-45). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.620\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.620<\/a><\/li>\n\n\n\n<li>Nussbaum, Luci (2017). Doing research with teachers. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 46-67). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.621\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.621<\/a><\/li>\n\n\n\n<li>Pascual, Xavier (2017). Investigar las propias pr\u00e1cticas docentes a trav\u00e9s de la investigaci\u00f3n-acci\u00f3n. EnIn&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 69-87). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.622\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.622<\/a><\/li>\n\n\n\n<li>Pascual, Xavier (2017). Investigating one\u2019s own teaching practices using action research. Enn&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 88-105). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.623\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.623<\/a><\/li>\n\n\n\n<li>Tus\u00f3n, Amparo (2017). Pr\u00f3logo. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. xiv-xvii). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.616\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.616<\/a><\/li>\n\n\n\n<li>Tus\u00f3n, Amparo (2017). Prologue. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. xviii-xx). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.617\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.617<\/a><\/li>\n\n\n\n<li>Tus\u00f3n, Amparo (2017). \u201cLa fuerza de las palabras\u201d. En Fabio Jurado, Carlos&nbsp;Lomas &amp;&nbsp;Amparo&nbsp;Tus\u00f3n (Coords), <em>Las m\u00e1scaras de la educaci\u00f3n y el poder del lenguaje<\/em>: 121-146.&nbsp;M\u00e9xico: Castellanos Editores \/ Red de Lenguajes para la Transformaci\u00f3n de la Escuela y la Comunidad. Bogot\u00e1: Aula de Humanidades \/ Red Colombiana para la Transformaci\u00f3n de la Formaci\u00f3n Docente en Lenguaje.<\/li>\n\n\n\n<li>Unamuno, Virginia &amp;&nbsp;Pati\u00f1o, Adriana (2017). Producir conocimiento sobre el pluriling\u00fcismo junto a j\u00f3venes estudiantes: un reto para la etnograf\u00eda en colaboraci\u00f3n. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Eds), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 107-128). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.624\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.624<\/a><\/li>\n\n\n\n<li>Unamuno, Virginia &amp;&nbsp;Pati\u00f1o, Adriana (2017). Producing knowledge about plurilingualism with young students: a challenge for collaborative ethnography. En&nbsp;Emilee Moore &amp;&nbsp;Melinda Dooly (Coords), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce (p. 129-149). Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.625\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.625<\/a><\/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>Moore, Emilee &amp;&nbsp;Dooly, Melinda (Coords.) (2017), Qualitative approaches to research on plurilingual education \/ Enfocaments qualitatius per a la recerca en educaci\u00f3 pluriling\u00fce \/ Enfoques cualitativos para la investigaci\u00f3n en educaci\u00f3n pluriling\u00fce- Dublin, Ireland\/Voillans, France: Research-publishing.net. DOI: <a href=\"https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.9781908416476\">https:\/\/doi.org\/10.14705\/rpnet.2017.emmd2016.9781908416476<\/a><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Llibres blancs, informes i materials docents (OER)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Baynham, Mike, Jessica Bradley, John Callaghan, Jolana Hanusova, <strong>Emilee Moore<\/strong>, &amp; James Simpson. (2017). <a href=\"https:\/\/www.birmingham.ac.uk\/generic\/tlang\/documents\/transformations-through-sport.pdf\" rel=\"noreferrer noopener\" target=\"_blank\">Transformations through sport: The case of capoeira and basketball<\/a>. Working Papers in Translanguaging and Translation, 22.<\/li>\n\n\n\n<li>Bradley, Jessica, <strong>Emilee Moore<\/strong>, James Simpson &amp; Louise Atkinson. (2017). <a href=\"https:\/\/www.birmingham.ac.uk\/generic\/tlang\/documents\/translanguaging-space-and-creative-activity.pdf\" rel=\"noreferrer noopener\" target=\"_blank\">Translanguaging space and creative activity: Collaborative ethnography and arts-based learning<\/a>.&nbsp;Working Papers in Translanguaging and Translation, 27.<\/li>\n\n\n\n<li>Callaghan, John, <strong>Emilee Moore <\/strong>&amp; James Simpson. (2017). <a href=\"https:\/\/www.birmingham.ac.uk\/generic\/tlang\/documents\/coordinated-action-communication-and-creativity-in-basketball-in-superdiversity.pdf\" rel=\"noreferrer noopener\" target=\"_blank\">Coordinated action, communication and creativity in basketball in superdiversity<\/a>.&nbsp;Working Papers in Translanguaging and Translation, 30.<\/li>\n\n\n\n<li>Making Literacy Meaningful: Masats, Dolors. (2017). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/masats_mlm2017_plurilingualism.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Key concepts in describing plurilingualism: A brief glossary.<\/a><\/li>\n\n\n\n<li>Making Literacy Meaningful: Masats, Dolors. (2017). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/masats_2017mlm_conceptes.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Conceptes claus per descriure el pluriling\u00fcisme: un breu glossari.<\/a><\/li>\n\n\n\n<li>Making Literacy Meaningful: Pascual Calvo, Xavier. (2017). <a href=\"https:\/\/grupsderecerca.uab.cat\/greip\/sites\/grupsderecerca.uab.cat.greip\/files\/pascual_mlm2017_diversity.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Dealing with linguistic diversity in the classroom: a challenge for teachers<\/a>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>Altres&nbsp;publicacions<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li>Calsamiglia, Helena, Juanhuix, Marta, Llompart, J\u00falia,&nbsp;Moore, Emilee &amp; Tus\u00f3n, Amparo (2017). Converses amb John Gumperz.&nbsp;<a href=\"https:\/\/gumperz.wordpress.com\/\" rel=\"noreferrer noopener\" target=\"_blank\">https:\/\/gumperz.wordpress.com\/<\/a><\/li>\n<\/ul>\n<\/div><\/div>\n<\/div><\/details>\n\n\n\n<div style=\"height:38px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-cover alignwide\" style=\"min-height:161px;aspect-ratio:unset;\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#6a5c4c\"><\/span><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-block-cover__image-background wp-image-2662\" alt=\"\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk.png\" style=\"object-position:41% 50%\" data-object-fit=\"cover\" data-object-position=\"41% 50%\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-15.20.51-oil-painting-female-writing-doctoral-thesis-with-lots-of-books-paper-and-a-computer-sitting-at-a-desk-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center has-large-font-size\"><\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcismeGrupo de Investigaci\u00f3n en Educaci\u00f3n, Interacci\u00f3n y Pluriling\u00fcismoResearch Group for Education, Interaction and Plurilingualism 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-4164936803","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages\/4164936803","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/users\/2718"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/comments?post=4164936803"}],"version-history":[{"count":6,"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages\/4164936803\/revisions"}],"predecessor-version":[{"id":4164937740,"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages\/4164936803\/revisions\/4164937740"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/media?parent=4164936803"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}