{"id":4164936921,"date":"2025-06-09T11:18:46","date_gmt":"2025-06-09T11:18:46","guid":{"rendered":"https:\/\/webs.uab.cat\/greip\/?page_id=4164936921"},"modified":"2025-07-15T13:45:38","modified_gmt":"2025-07-15T13:45:38","slug":"programes-de-grau-i-de-master","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/greip\/programes-de-grau-i-de-master\/","title":{"rendered":"Programes de grau i de m\u00e0ster"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><strong><em>Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcisme<br>Grupo de Investigaci\u00f3n en Educaci\u00f3n, Interacci\u00f3n y Pluriling\u00fcismo<br>Research Group for Education, Interaction and Plurilingualism<\/em><\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading has-background\" style=\"background-color:#f5f4f4;font-size:14px\"><\/h2>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/Screenshot-2022-12-25-at-10.04.43-e1671960416450.png\" alt=\"\" class=\"wp-image-2531\" \/><figcaption class=\"wp-element-caption\">\u00das autoritzat d&#8217;imatges<\/figcaption><\/figure>\n<\/div>\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Programes de grau<\/h2>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary><strong>Treballs finals del grau<\/strong><\/summary><div class=\"wp-block-toggles__content\">\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2024<\/summary><div class=\"wp-block-toggles__content\">\n<h5 class=\"wp-block-heading\"><strong>Grau d&#8217;Educaci\u00f3 <\/strong>Prim\u00e0ria<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Dan Borr\u00e0s. <\/strong>(2023-2024) Estrat\u00e8gies per a una educaci\u00f3 intercultural. TFG ApS. Direcci\u00f3: <strong>Denise Holgu\u00edn<\/strong><\/sub><\/li>\n\n\n\n<li><sub><strong>\u00cdker Garc\u00eda. <\/strong>(2023-2024) La interculturalitat en l\u2019educaci\u00f3 f\u00edsica a trav\u00e9s de l\u2019aprenentatge cooperatiu. Direcci\u00f3: <strong>Denise Holgu\u00edn<\/strong><\/sub><\/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<h5 class=\"wp-block-heading\"><strong>Grau d&#8217;Educaci\u00f3 Infantil<\/strong><\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Corral Margodt, Anna<\/strong> (2022-2023). Teacher strategies to help immigrant preschoolers learn the main language of schooling. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Hernando Hern\u00e1ndez, Jennifer<\/strong> (2022-2023). La literatura com a eina per fomentar la interculturalitat a l&#8217;Educaci\u00f3 Infantil. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Llano Gonz\u00e1lez, Montserrat<\/strong> (2022-2023). Els contes i les can\u00e7ons com a recursos educatius per fomentar l&#8217;aprenentatge de la llengua anglesa a infantil. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Pol Salas, Sonia <\/strong>(2022-2023). L&#8217;ensenyament i aprenentatge de la llengua anglesa a l&#8217;Educaci\u00f3 Infantil. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Rodr\u00edguez Salvador, J\u00falia<\/strong> (2022-2023). El llenguatge als programes infantils de l\u2019actualitat. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Rubia Arias, Paula<\/strong> (2022-2023). El conte, un recurs per introduir la diversitat a l\u2019aula I5 d\u2019Educaci\u00f3 Infantil. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Sanchez Joaquin, Marina<\/strong> (2022-2023). La import\u00e0ncia de l&#8217;ensenyament de la llengua de signes a les escoles. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Teuler Molero, Cristina<\/strong> (2022-2023). La can\u00e7\u00f3 com a recurs per incloure la pluriculturalitat i el pluriling\u00fcisme a l&#8217;aula d&#8217;Educaci\u00f3 Infantil. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2022<\/summary><div class=\"wp-block-toggles__content\">\n<h5 class=\"wp-block-heading\"><strong>Aprenentatge Servei<\/strong> <strong>en el Grau d&#8217;Educaci\u00f3 Prim\u00e0ria<\/strong><\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Calderer Garc\u00eda, Irene<\/strong> (2021-2022). M\u00fasica, dansa i emoci\u00f3: Creaci\u00f3 de materials d\u2019alfabetitzaci\u00f3 pel programa AFEX. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Carulla Cordal, Noa<\/strong> (2021-2022). Creaci\u00f3 de materials per a l&#8217;alfabetitzaci\u00f3 de dones immigrants en llengua castellana i catalana. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Grau d&#8217;Educaci\u00f3 Prim\u00e0ria<\/strong><\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Brau Serran, Carla<\/strong> (2021-2022). Reading beyond the lines: A multimodal analysis of young learners of English as a foreign language\u2019s reading comprehension skills through peer-interaction and technological resources. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Castells<\/strong> <strong>de Paz, Anna<\/strong> (2021-2022). How deaf and hard-of-hearing students learn English. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>de Paz Tax\u00e9, Cinta<\/strong> (2021-2022). Comunicaci\u00f3 i interacci\u00f3 multimodal i aprenentatge de lleng\u00fces.&nbsp;L\u2019an\u00e0lisi de la conversa: infants en contextos socials diferents. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>F\u00e0bregas Franco, Laia<\/strong> (2021-2022). Students interaction while playing games in an English as a foreign language class. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Granero Romero, Eva<\/strong> (2021-2022). Teachers\u2019 resources to enhance 11-year-olds\u2019 participation in the target Language. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Lluch Bellatriu, \u00cdngrid<\/strong> (2021-2022). La literatura com a eina intercultural: An\u00e0lisi de contes amazics per a la descoberta de la comunitat dins l&#8217;aula de prim\u00e0ria. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>L\u00f3pez Cuesta, Marta<\/strong> (2021-2022). 11-year-olds\u2019 English understanding through the use of an English learning box. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Ribas Turner, Julia<\/strong> (2021-2022). Chromebook use in an EFL classroom: How 11-12 year-olds interact with technological devices used for foreign language teaching and learning. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Ruiz Oller, Maria<\/strong> (2021-2022). Multiculturalitat: creaci\u00f3 de la identitat en infants a partir de la llengua. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Serrano Abrodos, Noemi<\/strong> (2021-2022). Repertoris ling\u00fc\u00edstics d\u2019infants de diferents contextos. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\"><strong>Grau d&#8217;Educaci\u00f3 Infantil<\/strong><\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Palmarola Messeguer, Paula<\/strong> (2021-2022). Com el joc simb\u00f2lic pot promoure l&#8217;\u00fas de la llengua a l&#8217;educaci\u00f3 infantil. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Ramos Gonz\u00e1lez, Olivia<\/strong> (2021-2022). L\u2019aprenentatge de l\u2019angl\u00e8s com a llengua estrangera en edats primerenques: estat de la q\u00fcesti\u00f3. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2021<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Castro Soriano, Maria<\/strong>&nbsp;(2020-2021). Creating a picturebook to illustrate linguistic diversity: the narrative of a creative and training&nbsp; process. Direcci\u00f3:&nbsp;<strong>Dolors Masats<\/strong>. <em>Matr\u00edcula d&#8217;Honor.<\/em>\n<ul class=\"wp-block-list\">\n<li><strong>Poster:<\/strong>&nbsp;6-9 julio&nbsp;de 2021.&nbsp;<strong>Creating a picturebook to open learners to linguistic diversity: the narrative of a creative and training process.<\/strong>&nbsp;9\u00e8me&nbsp;Congr\u00e8s International de l\u2019Association EDILIC. Approches plurielles, comp\u00e9tences plurilingues, appropriations langagi\u00e8res: l\u2019apprenante e au centre des r\u00e9alit\u00e9s \u00e9ducatives. Universit\u00e9 Aristote de Thessalonique (Gr\u00e8cia). Maria Castro, David Torras et&nbsp;Dolors Masats.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Ferrer Rodr\u00edguez, Laura<\/strong>&nbsp;(2020-2021). Students\u2019 reactions towards language diversity in the classroom: An analysis of a pedagogical intervention. Direcci\u00f3:&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Forn\u00f3s Fern\u00e1ndez, Alba<\/strong>&nbsp;(2020-2021). Analysing gamification tools to learn English as a foreign Language in primary education. Direcci\u00f3:&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Vallellano Vall\u00e9s, Teresa<\/strong>&nbsp;(2020-2021). Designing a classroom library to promote plurilingualism: a selection of picture books. Direcci\u00f3:&nbsp;<strong>Dolors Masats<\/strong>. <\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2020<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Khyat, Amina<\/strong>&nbsp;(2019-2020). Tell us a story!&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/dolorsmasats.cat\/wp-content\/uploads\/2020\/12\/AminaKhyatElAchlam_TFE.pdf\" target=\"_blank\">A shared learning experience: Creating materials for Year 1 EFL learners at a secondary school<\/a>. Direcci\u00f3:&nbsp;<strong>Dolors Masats<\/strong>. <em>Qualificaci\u00f3: Matr\u00edcula d&#8217;Honor.<\/em><\/li>\n\n\n\n<li><strong>Pint\u00f3 Calderer, Ivet<\/strong>&nbsp;(2019-2020).&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/dolorsmasats.cat\/wp-content\/uploads\/2020\/12\/IvetPinto-Calderer_TFE.pdf\" target=\"_blank\">Music for our ears. A shared learning experience: Creating materials for Year 2 EFL learners at a secondary school<\/a>. Direcci\u00f3:&nbsp;<strong>Dolors Masats.<\/strong> <em>Qualificaci\u00f3: Matr\u00edcula d&#8217;Honor.<\/em><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2019<\/summary><div class=\"wp-block-toggles__content\">\n<ul class=\"wp-block-list\">\n<li><sub><strong>Chica Hern\u00e1ndez, Sonia<\/strong> (2018-2019). Breakouts assessment tools for foreign language acquisition. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Diaz Santos, Irene<\/strong> (2018-2019). Depicting multiculturalism in the English class throuh picture books. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Fabregat Cardona, Annia<\/strong> (2018-2019). Guidelines to identify gender stereotypes in children\u2019s books. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Garcia Balletb\u00f3, J\u00falia<\/strong> (2018-2019). Gender library in English for UPPER grade of primary education. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Veron Atienza, Anna<\/strong> (2018-2019) The acquisition of a new language in the school: Teaching and learning languages through gaming. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2017<\/summary><div class=\"wp-block-toggles__content\">\n<ul class=\"wp-block-list\">\n<li><sub><strong>Faure Cartlidge, N\u00faria<\/strong> (2016-2017). Learning ESL by using vocabulary language games: A critical review os some ESL websites.Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Ma\u00f1as Fuentes, Ana<\/strong> (2016-2017). Traditional methodologies against language awareness; a trip from traditional to innovation and reflection at the English subject. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Mart\u00edn Font, Aina<\/strong> (2016-2017). Learning science through authentic Picture books. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Mart\u00ednez D\u00edaz, M\u00edriam<\/strong> (2016-2017). Reading comprehension strategies in second language acquisition. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub>\n<ul class=\"wp-block-list\">\n<li><sub><strong>Publicaci\u00f3:<\/strong> Mart\u00ednez, M\u00edriam. (2019) Analysing children\u2019s talk to understand how they solve a problema-solving reading tasks. A Dolors Masats, Maria Mont i Nathaly Gonzalez-Acevedo (Eds.), <em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century <\/em>(pp. 255-267). 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><\/sub><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><sub><strong>Pag\u00e8s Fortuny, Alb<\/strong>a (2016-2017). Strategies used by pairs when writing in a foregin language. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Palomo Olivares, Eli<\/strong>a (2016-2017). Teacher\u2019s Classroom Interactional Competence as an indicator of teaching-learning quality. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2015<\/summary><div class=\"wp-block-toggles__content\">\n<ul class=\"wp-block-list\">\n<li><sub><strong>Shepherd Moreno, Kelly<\/strong> (2014-2015). Storytelling. Once upon a time\u2026 A magical way to teach in a classroom. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Verd\u00fa Garrido, Gemma<\/strong> (2014-2015). Boosting oral language skills through drama techniques. An investigation on the effects of storytelling, improvisation and role-playing in oral activities among pupils aged 6 to 8. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2014<\/summary><div class=\"wp-block-toggles__content\">\n<ul class=\"wp-block-list\">\n<li><sub><strong>Sibila Duro, Sara<\/strong> (2013-2014). Analysing talk-in-interaction: Learner\u2019s roles and language functions. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2013<\/summary><div class=\"wp-block-toggles__content\">\n<ul class=\"wp-block-list\">\n<li><sub><strong>Bou Rueda, Marta<\/strong> (2012-2013). Asking for volunteers: teacher\u2019s strategies to enhance learning while organising participation. Direcci\u00f3: <strong>Dolors Masats<\/strong>.<\/sub>\n<ul class=\"wp-block-list\">\n<li><sub><strong>Publicaci\u00f3:<\/strong> Bou, Marta. (2019) Asking for volunteers: Strategies used by a teacher to enhance learning while organising participation. A Dolors Masats, Maria Mont i Nathaly Gonzalez-Acevedo (Eds.), <em>Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century <\/em>(pp. 271-286). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI:<a href=\"https:\/\/doi.org\/10.5281\/zenodo.3064130\">https:\/\/doi.org\/10.5281\/zenodo.3064130<\/a><\/sub><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/details>\n<\/div><\/details>\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\">Programes de m\u00e0ster<\/h2>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary><strong>Treballs finals de m\u00e0ster<\/strong><\/summary><div class=\"wp-block-toggles__content\">\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>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d&#8217;Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d&#8217;Idiomes<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Laura Aranda Borrell (06\/2025): <\/strong>Secondary students\u2019 peer scaffolding in a L2 classroom: How collaborative learning contributes to students\u2019 speaking skills, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Carla Ballb\u00e9 Gonzalez (06\/2025): <\/strong>When we learn matters: The influence of time-of-day on student engagement in secondary EFL classrooms, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Roger Camp Sancho (06\/2025):<\/strong> Investigating Catalan secondary students\u2019 ability to summarize in English. A case study of a mystery-based task, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Natalia Feliu Santana (06\/2025): <\/strong>Engagement, investment, and language use: A classroom-based study in secondary English education, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Marta Gisbert Lluch (06\/2025): <\/strong>EFL and the flow experience: How different teaching approaches shape student engagement, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Martina Her\u00e1ndez Ramajo  (06\/2025): <\/strong>Beyond the silhouette: The use of language portraits as a resource for identity work in EFL contexts, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Rosa Hern\u00e1ndez Ortega (06\/2025): <\/strong>PBL through the students\u2019 eyes: Analysing the perception of present-day learners regarding project based learning, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Maria Monfort Castillo (06\/2025): <\/strong>Tentative words, shared worlds: Moral intercultural dilemmas as dialogic practice in the EFL classroom, sota de direcci\u00f3 de la <strong>Dra. Claudia Vallejo. <\/strong><\/li>\n\n\n\n<li><strong>Yraya Oliva L\u00f3pez (06\/2025):<\/strong> Bridging languages and minds: Exploring students\u2019 voices in spontaneous plurilingual practices, sota de direcci\u00f3 de la <strong>Dra. Claudia Vallejo. <\/strong><\/li>\n\n\n\n<li><strong>Sandra P\u00e9rez Marmelo (06\/2025): <\/strong>The perception of 4th-year ESO students regarding the use of technology in the EFL classroom: A case study, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Diana Rancu (06\/2025):<\/strong> Integrating the visual arts into the English classroom: challenges and opportunities, sota de direcci\u00f3 de la <strong>Dra. Claudia Vallejo. <\/strong><\/li>\n\n\n\n<li><strong>Marta Ruiz Llamas (06\/2025):<\/strong> Metalinguistic talk in proficiency grouping: An analysis of LREs in group work, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Judit Ruiz Alcolea (06\/2025):<\/strong> Secondary English teachers\u2019 attitudes and dispositions to implement plurilingual EFL didactics, sota de direcci\u00f3 de la <strong>Dra. Claudia Vallejo. <\/strong><\/li>\n\n\n\n<li><strong>Mar\u00eda S\u00e1nchez Mart\u00ednez (06\/2025):<\/strong> The impact of role-playing activities on language fluency and vocabulary acquisition among EFL students, sota de direcci\u00f3 de la <strong>Dra. Claudia Vallejo. <\/strong><\/li>\n\n\n\n<li><strong>J\u00falia Alice Simpson Domene (06\/2025):<\/strong> Implementing vocal health training to prevent voice disorders among English teachers. An action-based research study, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Maria Meng Vilanova Beraza (06\/2025):<\/strong> Exploring pluriliteracy in L2 English classrooms, sota de direcci\u00f3 de la <strong>Dra. Claudia Vallejo. <\/strong><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Recerca en Educaci\u00f3<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Jinrong Chen (07\/2025): <\/strong>Experiencias y percepciones de interculturalidad en estudiantes chinos de espa\u00f1ol: \u00bfc\u00f3mo influyen en la motivaci\u00f3n y actitudes del aprendizaje de la lengua meta? sota la direcci\u00f3 de la <strong>Dra. Claudia Vallejo.<\/strong><\/li>\n\n\n\n<li><strong>Yujie Zhou (07\/2025): <\/strong>El aprendizaje aut\u00f3nomo del vocabulario a trav\u00e9s del uso de HelloTalk, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Oficial en Did\u00e0ctica del Xin\u00e8s per a Hispanoparlants <\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Fan Lining (07\/2025):<\/strong> Investigaci\u00f3n sobre las estrategias de ense\u00f1anza del chino basadas en las caracter\u00edsticas de edad: Un estudio de caso con ni\u00f1os de 3 a 9 a\u00f1os en Catalu\u00f1a, sota la direcci\u00f3 de la <strong>Dra. Claudia Vallejo.<\/strong><\/li>\n\n\n\n<li><strong>Xu Lingyu (07\/2025):<\/strong> La incorporaci\u00f3n del cine en el aula de ense\u00f1anza del chino, sota la direcci\u00f3 de la <strong>Dra. Dolors Masats.<\/strong><\/li>\n\n\n\n<li><strong>Shao Wenxu (07\/2025): <\/strong>Estrategias interaccionales adoptadas por el profesorado para maximizar su uso de la lengua china en el aula, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Hu Wanting (07\/2025): <\/strong>Estrategias pluriling\u00fces adoptadas por el alumnado para facilitar su aprendizaje de la lengua china, sota la direcci\u00f3 de la <strong>Dra. Emilee Moore.<\/strong> <\/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>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d&#8217;Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d&#8217;Idiomes<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Estudis del Discurs: Comunicaci\u00f3, Societat i Aprenentatge<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Recerca en Educaci\u00f3<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Oficial en Did\u00e0ctica del Xin\u00e8s per a Hispanoparlants <\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Chen Dantong (07\/2024):<\/strong> An\u00e1lisis comparativo del material did\u00e1ctico y los ex\u00e1menes en HSK 3: la ense\u00f1anza y evaluaci\u00f3n de la cultura china, sota la direcci\u00f3 de la <strong>Dra. Dolors Masats.<\/strong><\/li>\n\n\n\n<li><strong>Han Zhang (07\/2024):<\/strong> El uso de la lengua meta por parte de docentes de chino en el aula. \u5bf9\u5916\u6c49\u8bed\u6559\u5e08\u5728\u5916\u8bed\u8bfe\u5802\u4e2d\u76ee\u6807\u8bed\u8a00\u7684\u4f7f\u7528, sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Liang Jieyu (07\/2024): <\/strong>Perspectiva de la interculturalidad en la ense\u00f1anza del chino como lengua extranjera: an\u00e1lisis de manuales y propuesta did\u00e1ctica, sota la direcci\u00f3 de la <strong>Dra. Claudia Vallejo.<\/strong><\/li>\n\n\n\n<li><strong>Song Ruoxue (07\/2024): <\/strong>Estudio sobre el uso de Goosechase para promover la interacci\u00f3n en el aprendizaje de la lengua china&#8211;Basado en las reacciones y percepciones de los estudiantes de FICB \u4f7f\u7528 Goosechase \u6765\u4fc3\u8fdb\u6c49\u8bed\u5b66\u4e60\u4e2d\u7684\u4e92\u52a8\u7684\u7814\u7a76\u2014\u57fa\u4e8e\u5df4\u585e\u7f57\u90a3 \u5b54\u5b50\u5b66\u9662\u57fa\u91d1\u4f1a\u5b66\u751f\u7684\u53cd\u5e94\u4ee5\u53ca\u770b\u6cd5, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong> <\/li>\n\n\n\n<li><strong>Song Yuanhang (09\/2024):<\/strong> El uso de la inteligencia artificial (Chatgpt) para mejorar las habilidades de los estudiantes en el aprendizaje del chino, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong> <\/li>\n\n\n\n<li><strong>Wu Yue (09\/2024):<\/strong> La relevancia pedag\u00f3gica de utilizar canciones chinas de finales del siglo XX en la ense\u00f1anza de chino como lengua extranjera, sota la direcci\u00f3 de la <strong>Dra. Dolors Masats.<\/strong><\/li>\n\n\n\n<li><strong>Xiyue Zhang (09\/2024):<\/strong> Una revisi\u00f3n de la investigaci\u00f3n sobre la influencia del enfoque por proyectos en el desarrollo de la habilidad del pensamiento cr\u00edtico en la ense\u00f1anza y aprendizaje de idiomas como lengua extranjera (2013 \u2014 2023), sota la direcci\u00f3 de la <strong>Dra. Dolors Masats.<\/strong><\/li>\n\n\n\n<li><strong>You Li-wen (09\/2024): <\/strong>An\u00e1lisis de las actividades de interacci\u00f3n oral en manuales de CLE como reflejo de la competencia pragm\u00e1tica y sociopragm\u00e1tica, sota la direcci\u00f3 de la<strong> Dra. Claudia Vallejo.<\/strong><\/li>\n\n\n\n<li><strong>Yu Yunbo (07\/2024):<\/strong> Estudio sobre la aplicaci\u00f3n de YouTube en la identificaci\u00f3n del Pinyin para estudiantes espa\u00f1oles del nivel A1 YouTube \u5728 A1 \u6c34\u5e73\u897f\u73ed\u7259\u5b66\u751f\u62fc\u97f3\u8bc6\u522b\u4e2d\u7684 \u5e94\u7528\u7814\u7a76, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong> <\/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>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d&#8217;Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d&#8217;Idiomes<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Estudis del Discurs: Comunicaci\u00f3, Societat i Aprenentatge<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Mar\u00eda Fernanda Garc\u00eda Soto<\/strong> (09\/2023): Cocinando las palabras: Promoci\u00f3n de la competencia pluriling\u00fce a partir de la mediaci\u00f3n y el libro \u00e1lbum en un contexto intercultural, sota la direcci\u00f3 de la <strong>Dra. J\u00falia Llompart.<\/strong> <\/li>\n\n\n\n<li><strong>Consuelo Recondo Said<\/strong> (09\/2023): Educaci\u00f3n literaria en Chile: creencias del profesorado de ense\u00f1anza b\u00e1sica sobre el texto escolar entregado por el MINEDUC, sota la direcci\u00f3 del<strong> Dr. Xavier Fontich Vicens<\/strong>.<\/li>\n\n\n\n<li><strong>Jingwen Zhang<\/strong> (09\/2023): La aplicaci\u00f3n de la did\u00e1ctica multisensorial en la clase de lengua para estudiantes adultas de origen migrante, sota la direcci\u00f3 de la <strong>Dra. J\u00falia Llompart.<\/strong><\/li>\n\n\n\n<li><strong>Jitong Zhou<\/strong> (09\/2023): Investigaci\u00f3n sobre el libro Matilda: comprender la LIJ con elementos discriminatorios y estereotipados y el debate sobre la censura pertinente desde la perspectiva de representaci\u00f3n, sota la direcci\u00f3 del<strong> Dr. Xavier Fontich Vicens<\/strong>.<\/li>\n\n\n\n<li><strong>Yu Shunqi<\/strong> (09\/2023): La ense\u00f1anza de la frase b\u01ce\u628aen chino a los hispanohablantes: microclase como eje central, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly<\/strong>.<\/li>\n\n\n\n<li><strong>Xie<\/strong> <strong>Minyu<\/strong> (07\/2023): \u00bfC\u00f3mo el profesorado proporciona el andamiaje a los ni\u00f1os para que se desarrolle el aprendizaje telecolaborativo? sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Tang, Xiyu&nbsp;<\/strong>(07\/2023). El uso de YouTube en la ense\u00f1anza del espa\u00f1ol como lengua extranjera, sota la direcci\u00f3 de la <strong>Dra. Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Zhong <strong>Wenli<\/strong> <\/strong>(07\/2023): An\u00e1lisis del uso de Duolingo para el aprendizaje de espa\u00f1ol entre dos universitarias chinas: un estudio de caso, sota la direcci\u00f3 de la <strong>Dra. Melinda Dooly.<\/strong><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Recerca en Educaci\u00f3<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Zang, Qing&nbsp;<\/strong>(07\/2023). La adquisici\u00f3n de la competencia interactiva por parte de aprendices chinos de espa\u00f1ol como lengua extranjera: Un estudio de caso, sota la direcci\u00f3 de la <strong>Dra. Dolors Masats<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Oficial en Did\u00e0ctica del Xin\u00e8s per a Hispanoparlants <\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Guo Sipeng (09\/2023):<\/strong>&nbsp;Estudio sobre las estrategias de aplicaci\u00f3n de los recursos multimedia en la ense\u00f1anza del chino como lengua extranjera,&nbsp;sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Claudia Vallejo<\/strong>.<\/li>\n\n\n\n<li><strong>Lei Jiayu (09\/2023):<\/strong>&nbsp;Pr\u00e1cticas pluriling\u00fces del chino en Contextos de Educaci\u00f3n No Formal,&nbsp;sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Melinda Dooly<\/strong>.<\/li>\n\n\n\n<li><strong>Liu Yitan (09\/2023):<\/strong>&nbsp;El impacto del enfoque basado en tareas de ense\u00f1anza de idiomas con asistencia de tecnolog\u00eda de la informaci\u00f3n con estudiantes_ tomando el EDPuzzle como ejemplo,&nbsp;sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Melinda Dooly<\/strong>.<\/li>\n\n\n\n<li><strong>Song Ziyu (09\/2023):<\/strong>&nbsp;La competencia interactiva en el aula de chino: un estudio sobre la reparaci\u00f3n y el cambio de c\u00f3digo en una tarea espec\u00edfica,&nbsp;sota la direcci\u00f3 de la&nbsp;<strong>Dra. Dolors Masats.<\/strong><\/li>\n\n\n\n<li><strong>Zhou Yan (09\/2023):<\/strong>&nbsp;La apropiaci\u00f3n cultural de la pel\u00edcula Mul\u00e1n y su aplicaci\u00f3n a la educaci\u00f3n intercultural,&nbsp;sota la direcci\u00f3 de la&nbsp;<strong>Dra. Dolors Masats.<\/strong><\/li>\n\n\n\n<li><strong>Julia Lude\u00f1a Zumbach<\/strong>&nbsp;(07\/2023): Reglas mnemot\u00e9cnicas con un enfoque pluriling\u00fce: el uso de la mnemotecnia de la palabra clave para aprender vocabulario en el aprendizaje del chino como lengua extranjera&nbsp;\u4ee5\u591a\u8bed\u8a00\u4e3a\u91cd\u70b9\u7684\u8bb0\u5fc6\u6cd5\uff1a\u5728\u5bf9\u5916\u6c49\u8bed\u5b66\u4e60\u4e2d\u4f7f\u7528\u5173\u952e\u8bcd \u6cd5\u6765\u5b66\u4e60\u8bcd\u6c47,&nbsp;sota la direcci\u00f3 de la &nbsp;<strong>Dra. Emilee Moore<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster en Lleng\u00fces Aplicades (Universitat de Lleida)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2022<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong><strong>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d&#8217;Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d&#8217;Idiomes<\/strong><\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Estudis del Discurs: Comunicaci\u00f3, Societat i Aprenentatge<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Faura Colom, Cl\u00e0udia<\/strong>&nbsp;(07\/2022). Les representacions de la maternitat en els contes infantils: una an\u00e0lisi de la mare com a protagonista de l&#8217;\u00e0lbum il\u00b7lustrat, sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Recerca en Educaci\u00f3<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Dieng, Moustapha<\/strong>&nbsp;(09\/2022). An\u00e1lisis de interacciones en aula de ELE en una clase de Primero de secundaria en Senegal, sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Jiang, Yao<\/strong>&nbsp;(09\/2022). Una revisi\u00f3n del uso de inteligencia artificial en la ense\u00f1anza de lenguas extranjeras (1980-2022), sota la direcci\u00f3 de la <strong>Dra.<\/strong>&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Yiwei<\/strong> <strong>Hua<\/strong> (09\/2022): Cambio curricular: El espa\u00f1ol entra en las clases de bachillerato chino. Sota la direcci\u00f3 de la Dra. <strong>Emilee Moore.<\/strong><\/li>\n\n\n\n<li><strong>Zifan<\/strong> <strong>Wang<\/strong> (09\/2022): An\u00e1lisis de los obst\u00e1culos identificados sobre las categor\u00edas gramaticales por alumnos chinos durante el aprendizaje inicial de la lengua espa\u00f1ola \u4ee5\u6c49\u8bed\u4e3a\u6bcd\u8bed\u7684\u897f\u73ed\u7259\u8bed\u521d\u5b66\u8005\u5728\u8bcd\u6027\u5b66\u4e60\u65b9\u9762\u7684\u969c\u788d\u5206\u6790.<strong> <\/strong>Masters Dissertation. Universitat Aut\u00f2noma de Barcelona, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Oficial en Did\u00e0ctica del Xin\u00e8s per a Hispanoparlants <\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Ramada, Lucas <\/strong>(06\/09\/2022). La importancia y el uso de la m\u00fasica en los materiales m\u00e1s usados para el aprendizaje del chino est\u00e1ndar como lengua extranjera, sota la direcci\u00f3 de la <strong>Dra.&nbsp;Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Xuemei Sun<\/strong> (09\/2022): Actividades para la ense\u00f1anza de caracteres chinos de YCT1 con el uso de recursos digitales &#8211; tomando el <em>Wordwall<\/em> como ejemplo \u5229\u7528\u79d1\u6280\u8d44\u6e90\u8fdb\u884c YCT1 \u6c49\u5b57\u6559\u5b66\u7684\u6d3b\u52a8 &#8211; \u4ee5 <em>Wordwall<\/em> \u4e3a\u4f8b, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly<\/strong>.<\/li>\n\n\n\n<li><strong>Jia Lingling<\/strong> (07\/2022): La competencia interactiva en el aula: Una mirada ampliada y multimodal, sota la direcci\u00f3 de la Dra. <strong>Emilee Moore.<\/strong> <\/li>\n\n\n\n<li><strong>Chen Sizhu<\/strong> (07\/2022): Nuevos medios y estrategias para la ense\u00f1anza del chino: Las WebQuests, sota la direcci\u00f3 de la Dra. <strong>Emilee Moore<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster en Lleng\u00fces Aplicades (Universitat de Lleida)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Clara Bellido<\/strong> (10\/2022) Desarrollo de la competencia comunicativa intercultural. Propuesta de intervenci\u00f3n para el aula de ingl\u00e9s como lengua extranjera, sota la direcci\u00f3 de la <strong>Dra. Eul\u00e0lia Borr\u00e1s.<\/strong> <\/li>\n\n\n\n<li><strong>Mireia Abert<\/strong> (10\/2022). Translation strategies in the EFL classroom: Translating an episode of The Good Doctor, sota la direcci\u00f3 de la <strong>Dra. Eul\u00e0lia Borr\u00e1s.<\/strong> <\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2021<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d&#8217;Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d&#8217;Idiomes<\/strong> <\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Delgado Serra, Ainoa<\/strong>&nbsp;(17\/02\/2021). La Bande Dessin\u00e9e pour l\u2019apprentissage des langues, sota la direcci\u00f3 de la Dra.&nbsp;<strong>Dolors Masats<\/strong>. (Especialitat Franc\u00e8s)<\/li>\n\n\n\n<li><strong>De la Rosa Rodado, Alejandro<\/strong>&nbsp;(09\/09\/2021). Que fait-on de la litt\u00e9rature? Un \u00e9tat de la question, sota la direcci\u00f3 de la Dra.&nbsp;<strong>Dolors Masats<\/strong>. (Especialitat Franc\u00e8s)<\/li>\n\n\n\n<li><strong>Rosalia Caparr\u00f3s Rodr\u00edguez<\/strong> (16\/06\/2021). Co-learning: The effect of group size on the effectiveness and benefits of group work, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Cristina Castro Pineda<\/strong>&nbsp;(16\/06\/2021). Secondary school students\u2019 perspectives on self-assessment in the EFL classroom: \u2018Learning to learn\u2019 Competence in Context, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Miquel Cuf\u00ed Pericot&nbsp;<\/strong>(16\/06\/2021). The effectiveness of providing EFL students with language support as a scaffolding resource when writing a text, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Maria Furriols Vilardell&nbsp;<\/strong>(16\/06\/2021). Analysing students\u2019 perspectives on a collaborative class diary: A universal design for learning approach, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Nuria Gallardo Ferrer<\/strong>&nbsp;(16\/06\/2021). Students\u2019 perspective on the use of a jigsaw reading activity, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly.<\/strong><\/li>\n\n\n\n<li><strong>Adeline Horga<\/strong>&nbsp;(16\/06\/2021). Effectivity of Kahoot! in EFL classes: A Quantitative study, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly.<\/strong><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e1ster en Estudios del&nbsp;<\/strong><strong>Discurso: Comunicaci\u00f3n, Sociedad y Aprendizaje<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Xin, Lei<\/strong>&nbsp;(09\/07\/2021). Social Media Sites as Resources for Learning Spanish, sota la direcci\u00f3 de la Dra.&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster Universitari en Recerca en Educaci\u00f3<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Feng, Qi<\/strong>&nbsp;(09\/2021). La risa en la interacci\u00f3n entre iguales, sota la direcci\u00f3 de la <strong>Dra.&nbsp;Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Zhao, Yong<\/strong> (09\/2021) Research on online English language teaching in China, sota la direcci\u00f3 de la Dra. <strong>Melinda Dooly<\/strong><\/li>\n\n\n\n<li><strong>Li, Tengfei<\/strong>&nbsp;(07\/2021). An\u00e1lisis de la competencia interaccional de alumnos de primaria, secundaria y bachillerato en la China rural mientras realizan tareas en parejas en ingl\u00e9s, sota la direcci\u00f3 de la <strong>Dra<\/strong>.&nbsp;<strong>Dolors Masats<\/strong>.<\/li>\n\n\n\n<li><strong>Li, Peichen <\/strong>(06\/21) An\u00e1lisis de las referencias bibliogr\u00e1ficas publicadas sobre la ense\u00f1anza de chino desde el a\u00f1o 2013 hasta el a\u00f1o 2020 en AEEAO y en Dialnet, sota la direcci\u00f3 de la Dra.  <strong>Melinda Dooly<\/strong><\/li>\n<\/ul>\n\n\n\n<p style=\"font-size:14px\"><strong>M\u00e0ster en Lleng\u00fces Aplicades (Universitat de Lleida)<\/strong><\/p>\n\n\n\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Rosa M. Porta<\/strong> (10\/2021) El rol del pas per l&#8217;Escola d&#8217;Adults de sis alumnes immigrants com a mitj\u00e0 per a la seva integraci\u00f3 al m\u00f3n laboral i socialitzaci\u00f3, sota la direcci\u00f3 de la <strong>Dra. Eul\u00e0lia Borr\u00e1s.<\/strong> <\/li>\n\n\n\n<li><strong>Silvia Ortega<\/strong> (10\/2021). El sistema comunicativo muse\u00edstico: estudio de un caso a trav\u00e9s de sus recursos multimodales, sota la direcci\u00f3 de la <strong>Dra. Eul\u00e0lia Borr\u00e1s.<\/strong> <\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2020<\/summary><div class=\"wp-block-toggles__content\">\n<p><strong><sub>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d&#8217;Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d&#8217;Idiomes<\/sub><\/strong>&nbsp;<sub>&nbsp;<\/sub><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Altarriba Ben\u00edtez, Rita:<\/strong>&nbsp;The treatment of linguistic mediation in the basic levels of English in the Escoles Oficials d\u2019Idiomes. A didactic proposal for its development in the classroom, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Bermejo Cruz, Claudia:<\/strong>&nbsp;L1 use in group interaction in EFL classes,&nbsp;sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub>&nbsp;<\/li>\n\n\n\n<li><sub><strong>Diez Alonso, Alejandra:&nbsp;<\/strong>Epistemics in students\u2019 interactions in a collaborative context. A case study, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Mediavilla V\u00e9lez, Frank:&nbsp;<\/strong>Inquiry about the learning of the English language outside of school: A case study How do students learn EFL in an extracurricular environment? sota la direcci\u00f2 de la Dra. Emilee Moore.<\/sub><\/li>\n\n\n\n<li><sub><strong>Miras Lima, Alba:&nbsp;<\/strong>Time for change: Technological and soft skills in the EFL class, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>N\u00fa\u00f1ez Marsal, Clara:&nbsp;<\/strong>Roles and patterns of interaction in EFL group work, bajo la direcci\u00f3n&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>S\u00e0nchez Leiva, Juli:&nbsp;<\/strong>Speaking assessment and technology: How can digital tools improve teachers resources in relation to speaking assessment and technology? bajo la direcci\u00f3n&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Segura Agre, Judith:&nbsp;<\/strong>Age effects in second language acquisition. A literature review, bajo la direcci\u00f3n&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Soitan, Georgiana Catalina:<\/strong>&nbsp;Building meaning bridges: improving L2 learners\u2019 reading comprehension through literature, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Wimmer, Stefanie Cornelia:&nbsp;<\/strong>The use of translation in L2 language learning in secondary school, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n<\/ul>\n\n\n\n<p><strong><sub><strong>M\u00e0ster Universitari en Recerca en Educaci\u00f3<\/strong><\/sub><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Jinqi Liang:<\/strong>&nbsp;Investigaci\u00f3n Basada en Dise\u00f1o para la mejora de pr\u00e1ctica docente en la ense\u00f1anza de Espa\u00f1ol como lengua extranjera online, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.&nbsp;&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Jinghong Peng:<\/strong>&nbsp;Estudio sobre la situaci\u00f3n del uso de las TIC como herramienta en la ense\u00f1anza\/aprendizaje de ELE en China entre los estudiantes y docentes universitarios de la facultad de ELE \/ \u5bf9\u4fe1\u606f\u548c\u901a\u4fe1\u6280\u672f\u5de5\u5177\u5728\u4e2d\u56fd\u9ad8\u6821\u897f\u73ed\u7259\u8bed\u6559\u5b66\u4e2d\u4f7f\u7528\u73b0\u72b6\u7684\u7814\u7a76, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.&nbsp;&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Wu, Bowen<\/strong>&nbsp;(27\/11\/2020). A review of research on the role of the teacher in online language learning from a Chinese perspective (2020-2020), sota la direcci\u00f3 de la Dra. Dolors Masats.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Zhang, Mengyun<\/strong>&nbsp;(08\/09\/2020). Evaluaci\u00f3n comparativa multidimensional de tres manuales de ELE enfocada en la ense\u00f1anza de alumnos sinohablantes de nivel b\u00e1sico, sota la direcci\u00f3 de la Dra.&nbsp;Dolors Masats.&nbsp;<\/sub><\/li>\n<\/ul>\n\n\n\n<p><strong><sub>M\u00e0ster Oficial en Did\u00e0ctica del Xin\u00e8s per a Hispanoparlants<\/sub><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Jia Chen:&nbsp;<\/strong>Estudios sobre el aprendizaje con tecnolog\u00eda entre los principiantes de la Facultad de Traducci\u00f3n e Interpretaci\u00f3n de la Universidad Aut\u00f3noma de Barcelona para aprender chino, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Li, Siyuan:&nbsp;<\/strong>Incentivar la expresi\u00f3n escrita a trav\u00e9s del uso de im\u00e1genes, sota la direcci\u00f3&nbsp;del Dr. Xavier Pascual.<\/sub><\/li>\n\n\n\n<li><sub><strong>Lu, Tianling:<\/strong>&nbsp;Comunicaci\u00f3n no verbal en la ense\u00f1anza de chino en la educaci\u00f3n infantil no formal, sota la direcci\u00f3&nbsp;de la profesora Claudia Vallejo.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>\u949f\u99a8, Luc\u00eda:<\/strong>&nbsp;El tratamiento de los estereotipos culturales en la clase de chino como lengua extranjera: una propuesta did\u00e1ctica para nivel b\u00e1sico, sota la direcci\u00f3&nbsp;del Dr. Xavier Pascual.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Peng, Xin:<\/strong>&nbsp;La relaci\u00f3n entre la preferencia por la retroalimentaci\u00f3n correctiva oral de los alumnos y la orientaci\u00f3n cultural, sota la direcci\u00f3&nbsp;de la Dra. Dolors Masats.<\/sub><\/li>\n\n\n\n<li><sub><strong>Qin, Xinyue:<\/strong>&nbsp;Actitudes y creencias de los profesores sobre las pr\u00e1cticas pluriling\u00fces en la ense\u00f1anza de chino como LE,&nbsp;bajo la direcci\u00f3n&nbsp;de la profesora Claudia Vallejo.<\/sub><\/li>\n\n\n\n<li><sub><strong>Weina, <strong>Lin<\/strong>:<\/strong>&nbsp;C\u00f3mo fomentar la participaci\u00f3n en adolescentes que cursan chino mandar\u00edn a trav\u00e9s de diferentes estrategias de ense\u00f1anza, sota la direcci\u00f3 de la Dra.&nbsp;Dolors Masats.<\/sub><\/li>\n\n\n\n<li><sub><strong>Yan, Ni:<\/strong>&nbsp;An\u00e1lisis comparativo de dos aplicaciones para ayudar a ni\u00f1os de 6 a 8 a\u00f1os en su proceso de alfabetizaci\u00f3n en chino como lengua extranjera,&nbsp;sota la direcci\u00f3&nbsp;de la Dra. Dolors Masats.<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2019<\/summary><div class=\"wp-block-toggles__content\">\n<p><sub><strong>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d\u2019Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d\u2019Idiomes<\/strong><\/sub><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sup><strong>Arag\u00f3n Bracero, Gerard:<\/strong>&nbsp;How can collaboration impact writings in the L2 in a high-complexity school? sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sup><\/li>\n\n\n\n<li><sub><strong>Bernal de Almeida, Alvaro:<\/strong>&nbsp;Errors and slip-ups of a trainee-teacher: The difficult task of self-observation and the development of a plan for improvement, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Camps Portet, Marta:<\/strong>&nbsp;Peer assistance in EFL mixed level groups: strategies and perceptions, sota la direcci\u00f3 de la Dra. Emilee Moore<\/sub>.<\/li>\n\n\n\n<li><sub><strong>Casanovas Borrell, Anna:&nbsp;<\/strong>Learning tasks in the English classroom: Students\u2019 interactional resources, sota la direcci\u00f3 de la Dra. Emilee Moore.<\/sub><\/li>\n\n\n\n<li><sub><strong>Chacon Flores, No\u00e9mi:<\/strong>&nbsp;Raising awareness of errors in EFL classes to improve written accuracy. An error correction study, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Currub\u00ed Armengol, Gemma:<\/strong>&nbsp;The role L1 has in student-student interaction in EFL classes, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Dom\u00ednguez Llorente, Cristina:<\/strong>&nbsp;Fostering peer assessment through guided feedback, bajo la direcci\u00f3n&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Espinosa Kuhl,&nbsp;Rafael:<\/strong>&nbsp;How does the PPP technique foster reading fluency in a reading in pairs context? sota la direcci\u00f3n de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Gonz\u00e1lez, Sara:<\/strong>&nbsp;On-task and off-task behaviour during small-group work: A study with Compulsory Secondary Education students, sota la direcci\u00f3 de la Dra. Emilee Moore.<\/sub><\/li>\n\n\n\n<li><sub><strong>Nicol\u00e1s Flores, Paola:<\/strong>&nbsp;Teacher interactional competence in EFL contexts, sota la direcci\u00f3 de la Dra. Emilee Moore.<\/sub><\/li>\n\n\n\n<li><sub><strong>P\u00e9rez Rossell\u00f3, Ariadna:<\/strong>&nbsp;Peer and self assessment: The eyes of secondary school students, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Roviralta, Marta:&nbsp;<\/strong>Students with special educational needs in group work interaction: One step forward to inclusive learning, sota la direcci\u00f3 de la Dra. Emilee Moore.<\/sub><\/li>\n\n\n\n<li><sub><strong>Ruiz, \u00c0ngel:<\/strong>&nbsp;Group work in the English classroom: Cooperative and collaborative learning, sota la direcci\u00f3 de la Dra. Emilee Moore.<\/sub><\/li>\n\n\n\n<li><sub><strong>Trabado Fern\u00e1ndez, Gerard:<\/strong>&nbsp;Rubrics for learning. How rubrics contribute to the formative assessment, sota la direcci\u00f3 de la Dra. Melinda Dooly.<\/sub><\/li>\n\n\n\n<li><sub><strong>Villalmanzo i Basart, Alba:<\/strong>&nbsp;Differentiated instruction in mixed-level groups as a way to increase Students\u2019 comprehension and participation, sota la direcci\u00f3 de la Dra. Emilee Moore. <\/sub><a rel=\"noreferrer noopener\" href=\"https:\/\/www.uab.cat\/web\/estudiar\/la-oferta-de-masteres-oficiales\/informacion-general-1096480309770.html?param1=1236065658068\" target=\"_blank\"><\/a><\/li>\n<\/ul>\n\n\n\n<p><sup><strong>M\u00e0ster Oficial en Did\u00e0ctica del Xin\u00e8s per a Hispanoparlants<\/strong><\/sup><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Chen, Jiadi:&nbsp;<\/strong>Recursos que usan los estudiantes pluriling\u00fces en el proceso de aprendizaje del chino. Un estudio del caso de la Escuela Oficial de Idiomas de Barcelona-Drassanes,&nbsp;sota la direcci\u00f3&nbsp;de la profesora Claudia Vallejo<\/sub>.<\/li>\n\n\n\n<li><sub><strong>Li, Peichen:<\/strong>&nbsp;An\u00e1lisis del discurso del profesor en el aula de Chino como lengua extranjera: Estudio de caso sobre las estrategias comunicativas en los niveles b\u00e1sicos, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Lu,&nbsp;Tianling:<\/strong>&nbsp;La ense\u00f1anza-aprendizaje intercultural en el aula: reflexiones y recursos para la preparaci\u00f3n del profesorado, sota la direcci\u00f3 de la Dra. Emilee Moore.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Ng, Tung:&nbsp;<\/strong>La Ense\u00f1anza de Chino para Hispanohablantes desde la perspectiva pluriling\u00fce e intercultural \u2013 un estudio de caso en la UAB,&nbsp;sota la direcci\u00f3&nbsp;de la profesora Claudia Vallejo<\/sub>.<\/li>\n\n\n\n<li><sub><strong>Wu,&nbsp;Xuanxi:<\/strong>&nbsp;Fen\u00f3menos socioculturales en el aprendizaje del chino, sota la direcci\u00f3 de la Dra. Emilee Moore.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Xiaofang, Zhang<\/strong>&nbsp;. La adaptaci\u00f3n de textos reales en los manuales para aprender chino como segunda llengua: El caso del manual \u00abNew practical Chinese reader 5\u00bb, sota la direcci\u00f3 de la <strong>Dra.&nbsp;Dolors Masats<\/strong>.<\/sub><\/li>\n\n\n\n<li><sub><strong>Zhang, Kena:<\/strong>&nbsp;Un estudio de caso sobre trabajar individualmente o trabajar en grupo en la producci\u00f3n oral en clase del chino como lengua extranjera, sota la direcci\u00f3&nbsp;de la Dra. Melinda Dooly.&nbsp;<\/sub><a rel=\"noreferrer noopener\" href=\"https:\/\/www.uab.cat\/web\/estudiar\/la-oferta-de-masteres-oficiales\/informacion-general-1096480309770.html?param1=1345740337473\" target=\"_blank\"><\/a><\/li>\n<\/ul>\n\n\n\n<p><sub><strong>M\u00e0ster en Lleng\u00fces Aplicades (Universitat de Lleida)<\/strong><\/sub><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Ver\u00f3nica Santos-Olmos (10\/2019):<\/strong>&nbsp;El tractament integrat de lleng\u00fces i la millora educativa. Estudi de cas: la implementaci\u00f3 del TIL en un institut pluriling\u00fce de Barcelona, sota la direcci\u00f3 de la Dra. Eul\u00e0lia Borr\u00e1s.&nbsp;<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2018<\/summary><div class=\"wp-block-toggles__content\">\n<p><strong><sub>M\u00e0ster Universitari en Formaci\u00f3 de Professorat d\u2019Educaci\u00f3 Secund\u00e0ria Obligat\u00f2ria i Batxillerat, Formaci\u00f3 Professional i Ensenyament d\u2019Idiomes<\/sub><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Garmendia, Nora:<\/strong>&nbsp;Males and females in group discussions. Does gender have an impact on participation in EFL classroom? sota la direcci\u00f3&nbsp;de la Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Graham, Adam:&nbsp;<\/strong>The use of L1 in student-student interactions in a collaborative learning context, sota la direcci\u00f3&nbsp;de la Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>L\u00f3pez Guti\u00e9rrez, Mirtza Helena:&nbsp;<\/strong>The importance of strategies for giving instructions: A case study, sota la direcci\u00f3&nbsp;de la Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Moskwa-Kreft, Klaudia:<\/strong>&nbsp;Classroom Collaboration and Interaction by means of Quizlet Live, sota la direcci\u00f3&nbsp;de la Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Pascual Mu\u00f1oz, Gisela:<\/strong>&nbsp;Impact of peer-assessment in students\u2019 involvement in writing, sota la direcci\u00f3&nbsp;de la Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Olivella Rodr\u00edguez, Maria:<\/strong>&nbsp;Let\u2019s pull together. Collaborative writing as a means to improve writing accuracy, sota la direcci\u00f3&nbsp;de la Melinda Dooly.&nbsp;<\/sub><\/li>\n\n\n\n<li><sub><strong>Velasco Mart\u00ednez, Pau:<\/strong>&nbsp;Kahoot! as an ELT tool to foster engagement towards self-learning within a high complexity secondary school, sota la direcci\u00f3&nbsp;de la Melinda Dooly.<\/sub>&nbsp;<\/li>\n<\/ul>\n\n\n\n<p><strong><sub>M\u00e0ster Universitari en Estudis del Discurs: Comunicaci\u00f3, Societat i Aprenentatge<\/sub><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Pratginest\u00f3s, C\u00e8lia:&nbsp;<\/strong><a rel=\"noreferrer noopener\" href=\"https:\/\/repositori.upf.edu\/bitstream\/handle\/10230\/35634\/Pratginest%C3%B3s_2018.pdf?sequence=1&amp;isAllowed=y\" target=\"_blank\">Pr\u00e0ctiques pluriling\u00fces en la conflu\u00e8ncia de contingut i llengua en el marc de l\u2019Educaci\u00f3 Superior: estudi d\u2019un cas a l\u2019aula de Dret Digital en angl\u00e8s<\/a>, sota la direcci\u00f3&nbsp;de la Dra. Dolors Masats.&nbsp;<\/sub><\/li>\n<\/ul>\n\n\n\n<p><strong><sub>M\u00e0ster Oficial d&#8217;Ensenyament del Catal\u00e0 com a primera i segona llengua.<\/sub><\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><sub><strong>Ramon Casa Luque:<\/strong>&nbsp;Dos en un: aprenem a escriure i a parlar mentre reflexionem sobre els perfils ling\u00fc\u00edstics: An\u00e0lisi d\u2019una intervenci\u00f3 en una aula d\u2019adults de catal\u00e0 com a L2, sota la direcci\u00f3 de la Dra.&nbsp;Dolors Masats.&nbsp;&nbsp;<\/sub><\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2017<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Monica Clua:<\/strong>&nbsp;A comparative study of a lecturer\u2019s gesturing in L1 and L2 medium university classes,&nbsp;sota la direcci\u00f3 de la Dra. Emilee Moore.<\/li>\n\n\n\n<li><strong>Nuriya Davitova:<\/strong>&nbsp;The use of semiotic resources as means of mediation in a&nbsp;telecollaborative classroom interaction, sota la direcci\u00f3 de la&nbsp;Dra. Melinda Dooly.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2015<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Javier Barba: <\/strong>(2014-2015).&nbsp;Expressart: A project-based language learning experience, sota la direcci\u00f3 de Dra. Melinda Dooly. <a rel=\"noreferrer noopener\" href=\"https:\/\/www.uab.cat\/web\/estudiar\/la-oferta-de-masteres-oficiales\/informacion-general-1096480309770.html?param1=1345648391191\" target=\"_blank\">M\u00e1ster Oficial en Investigaci\u00f3n en Educaci\u00f3n<\/a>.<\/p>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2013<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Anguera Cerarols, Carles:<\/strong>&nbsp;L\u2019aprenentatge de l\u2019espai geogr\u00e0fic en un projecte telecol\u00b7laboratiu, sota la direcci\u00f3 de la Dra. Melinda Dooly.<\/li>\n\n\n\n<li><strong>Ca\u00f1ete Outeiral,&nbsp;Ana Mar\u00eda:&nbsp;<\/strong>&nbsp;Assessment of oral skills in Foreign Language Teaching. Bridging the gap between classroom practices and curriculum requirements, sota la direcci\u00f3 de la Dra. Melinda Dooly.<\/li>\n\n\n\n<li><strong>Sala, Mireia:<\/strong>&nbsp;La relaci\u00f3 hol\u00edstica entre lleng\u00fces, sota la direcci\u00f3 de la Dra. Emilee Moore.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2012<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Gl\u00f2ria Bold\u00fa&nbsp;<\/strong>(2011-2012).&nbsp;An\u00e0lisi d\u2019estrat\u00e8gies participatives a l\u2019aula de llengua anglesa,&nbsp;sota la direcci\u00f3 de la Dra. Emilee Moore.<\/li>\n\n\n\n<li><strong>Cuestas Verjano,<\/strong><strong>Aida<\/strong>&nbsp;(2011-2012). Aprenentatge de lleng\u00fces estrangeres a trav\u00e9s d\u2019eines TIC\/TAC, sota la direcci\u00f3 de la Dra.&nbsp;Melinda Dooly.<\/li>\n\n\n\n<li><strong>Fern\u00e1ndez del Viso Rom\u00e1n,<\/strong><strong>Vanesa<\/strong>&nbsp;(2011-2012). Project Based Language Learning and Shakespeare. To Teach or Not to Teach?&nbsp;sota la direcci\u00f3 de la Dra.&nbsp;Melinda Dooly.<\/li>\n\n\n\n<li><strong>Jingya Zhang&nbsp;<\/strong>(2011-2012). La ense\u00f1anza del idioma chino a trav\u00e9s de tareas. Una reflexi\u00f3n desde la perspectiva de la investigaci\u00f3n-acci\u00f3n,&nbsp;sota la direcci\u00f3 de la Dra. Emilee Moore.<\/li>\n\n\n\n<li><strong>Pierpaolo Spagnolo<\/strong> (2011-2012, fecha de lectura:&nbsp;17\/09\/2012). A detailed view of how Italian Proficiency as a Second Language is \u201cOfficially tested\u201d, sota la direcci\u00f3 de la Dra. Dolors Masats.&nbsp;<\/li>\n\n\n\n<li><strong>Gisela Watson&nbsp;<\/strong> (2011-2012, fecha de lectura:&nbsp;14\/09\/2012).&nbsp;\u00bfC\u00f3mo ense\u00f1amos la oralidad? An\u00e1lisis de las creencias y representaciones asociadas a la ense\u00f1anza de la oralidad a partir de una experiencia de reflexi\u00f3n sobre la acci\u00f3n,&nbsp;sota la direcci\u00f3 de la Dra. Dolors Masats.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2011<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Rodrig\u00faez, <\/strong><strong>J\u00e9sica<\/strong>&nbsp;(2010-2011). Estrat\u00e8gies comunicatives per a la millora de l\u2018expressi\u00f3 oral en l\u2018\u00e0rea de llengua inglesa, sota la direcci\u00f3 de la Dra.&nbsp;Melinda Dooly.<\/li>\n\n\n\n<li><strong>Valls Anguera, Carme<\/strong>&nbsp;(2011). \u201cAy, perdona, no quer\u00eda molestarte\u201d. Ense\u00f1ar y aprender a disculparse en espa\u00f1ol. M\u00e1ster en Ense\u00f1anza de Espa\u00f1ol como Lengua Extranjera, sota la direcci\u00f3 de la Dra.&nbsp;Amparo Tus\u00f3n. Universidad Internacional Men\u00e9ndez Pelayo \u2013 Instituto Cervantes.<\/li>\n\n\n\n<li><strong>Valls Bergad\u00e0<\/strong>, <strong>Goretti<\/strong>:&nbsp;Teachers\u2019s feedback moves in teacher-centred classroom discourse: A case study, sota&nbsp;la direcci\u00f3&nbsp;de la Dra. Dolors Masats.&nbsp;Universitat Aut\u00f2noma de Barcelona. Departament de Did\u00e0ctica de la Llengua i la Literatura, i de les Ci\u00e8ncies Socials.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2009<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Garc\u00eda Barroso, Lorena<\/strong>: Medios de comunicaci\u00f3n de habla espa\u00f1ola como recursos did\u00e1cticos para el aprendizaje de ELE en Estados Unidos, sota la direcci\u00f3 de la Dra.&nbsp;Amparo Tus\u00f3n. M\u00e1ster en Ense\u00f1anza de Espa\u00f1ol como Lengua Extranjera, Universidad Internacional Men\u00e9ndez Pelayo \u2013 Instituto Cervantes.<\/li>\n\n\n\n<li><strong>Fern\u00e1ndez Pe\u00f1a, Rafael Francisco<\/strong>: Selecci\u00f3n, an\u00e1lisis y tratamiento did\u00e1ctico de eventos comunicativos en soporte audiovisual para el aula de ELE: taller de formaci\u00f3n para profesores marroqu\u00edes, sota la direcci\u00f3 de la Dra.&nbsp;Amparo Tus\u00f3n. M\u00e1ster en Ense\u00f1anza de Espa\u00f1ol como Lengua Extranjera, Universidad Internacional Men\u00e9ndez Pelayo \u2013 Instituto Cervantes.<\/li>\n\n\n\n<li><strong>Fern\u00e1ndez R\u00edos, Vanessa<\/strong>: La cortes\u00eda: el uso de halagos, cumplidos y piropos en espa\u00f1ol e ingl\u00e9s, sota la direcci\u00f3 de la Dra.&nbsp;Amparo Tus\u00f3n. M\u00e1ster en Ense\u00f1anza de Espa\u00f1ol como Lengua Extranjera, Universidad Internacional Men\u00e9ndez Pelayo \u2013 Instituto Cervantes.<\/li>\n\n\n\n<li><strong>Freijomil Seoane, Mariana<\/strong>: Formaci\u00f3n para el voluntariado de ense\u00f1anza de ELE a inmigrantes, sota la direcci\u00f3 de la Dra.&nbsp;Amparo Tus\u00f3n. M\u00e1ster en Ense\u00f1anza de Espa\u00f1ol como Lengua Extranjera, Universidad Internacional Men\u00e9ndez Pelayo \u2013 Instituto Cervantes.<\/li>\n\n\n\n<li><strong>Pons&nbsp;&nbsp;Alorda, Jaume<\/strong>:&nbsp;Fake nativeness as a positive resource for teaching English: A case study, sota&nbsp;la direcci\u00f3 de la Dra. Dolors Masats.&nbsp;Universitat Aut\u00f2noma de Barcelona. Departament de Did\u00e0ctica de la Llengua i la Literatura, i de les Ci\u00e8ncies Socials.<\/li>\n\n\n\n<li><strong>Ramos Antonietti<\/strong>, <strong>N\u00faria<\/strong>:&nbsp;Group work interaction: how groups internalize teachers\u2019 instructions. A case study at IES Barcelona, sota&nbsp;la direcci\u00f3 de la Dra. Dolors Masats.&nbsp;Universitat Aut\u00f2noma de Barcelona. Departament de Did\u00e0ctica de la Llengua i la Literatura, i de les Ci\u00e8ncies Socials.<\/li>\n\n\n\n<li><strong>Rojo Garc\u00eda de Lara, Raquel<\/strong>: El judeoespa\u00f1ol como variedad del espa\u00f1ol: Estudio socioling\u00fc\u00edstico en Israel. Implicaciones para la ense\u00f1anza de ELE, sota la direcci\u00f3 de la Dra.&nbsp;Amparo Tus\u00f3n. M\u00e1ster en Ense\u00f1anza de Espa\u00f1ol como Lengua Extranjera, Universidad Internacional Men\u00e9ndez Pelayo \u2013 Instituto Cervantes.<\/li>\n\n\n\n<li><strong>Socoliuc<\/strong>,<strong> Roxana<\/strong>:&nbsp;Who constructs knowledge? Analysis of participation in a CLIL activity, sota&nbsp;la direcci\u00f3 de la Dra. Dolors Masats.&nbsp;Universitat Aut\u00f2noma de Barcelona. Departament de Did\u00e0ctica de la Llengua i la Literatura, i de les Ci\u00e8ncies Socials.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2008<\/summary><div class=\"wp-block-toggles__content\">\n<ul style=\"font-size:14px\" class=\"wp-block-list\">\n<li><strong>Goldsmith, <\/strong><strong>Joshua<\/strong> (2007-2008). Pacing and sequencing within the class hour: A case study of micro- and meso-level timing traits in the foreign language classroom, sota la direcci\u00f3 de la Dra.&nbsp;Melinda Dooly.<\/li>\n\n\n\n<li><strong>Leite, <\/strong><strong>Camila<\/strong>&nbsp;(2007-2008). El code-switching y language choice en el foro virtual: un estudio de caso, sota la direcci\u00f3 de la Dra.&nbsp;Melinda Dooly.<\/li>\n<\/ul>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2006<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Llobet, Laura<\/strong>:&nbsp;Tasques de lectura en aules AICLE: expectatives docents i activitats dels aprenents.&nbsp;Universitat Aut\u00f2noma de Barcelona, sota la direcci\u00f3 de la Dra.&nbsp;Luci Nussbaum (co-direcci\u00f3 amb Cristina Escobar).<\/p>\n<\/div><\/details>\n\n\n\n<details class=\"wp-block-mamaduka-toggles wp-block-toggles\"><summary>2005<\/summary><div class=\"wp-block-toggles__content\">\n<p style=\"font-size:14px\"><strong>Molina,&nbsp;M\u00f3nica<\/strong>&nbsp;(2005). L\u2019entorn social i educatiu en l\u2019aprenentatge i l\u2019\u00fas del catal\u00e0 per part d\u2019alumant d\u2019origen familiar immigrant, sota la direcci\u00f3 de la Dra.&nbsp;Luci Nussbaum.&nbsp;<\/p>\n<\/div><\/details>\n<\/div><\/details>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n\n\n<div class=\"wp-block-cover alignwide is-light\" style=\"min-height:160px;aspect-ratio:unset;\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#b89477\"><\/span><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-block-cover__image-background wp-image-2516\" alt=\"\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png\" style=\"object-position:27% 63%\" data-object-fit=\"cover\" data-object-position=\"27% 63%\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center has-blanc-coco-color has-text-color has-link-color has-larger-font-size wp-elements-6f32151a8c8bee331297a5231d03db47\"><strong>El nostre esperit docent<\/strong><\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-group alignwide\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image alignwide size-large is-style-rounded\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-1024x1024.png\" alt=\"\" class=\"wp-image-2512\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.28.28-an-impressionist-painting-multicultural-children-learning-with-advanced-technology-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p style=\"font-size:14px\">Creiem que la praxi docent s\u2019ha de basar en fonaments te\u00f2rics s\u00f2lids, sempre acompanyats per l\u2019esfor\u00e7 continu per innovar, reflexionar i assolir una comprensi\u00f3 cr\u00edtica m\u00e9s gran de les condicions \u00f2ptimes per a l\u2019aprenentatge.<br><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<div style=\"height:100px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p style=\"font-size:14px\">Per a nosaltres, tant l\u2019ensenyament com la investigaci\u00f3 s\u2019alimenten m\u00fatuament en un proc\u00e9s cr\u00edtic i c\u00edclic.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-style-rounded\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-1024x1024.png\" alt=\"\" class=\"wp-image-2516\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n<\/div>\n\n\n\n<p class=\"has-text-align-center\" style=\"font-size:14px\">Imatges creades per Intel\u00b7lig\u00e8ncia Artificial<\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-cover alignwide is-light\" style=\"min-height:81px;aspect-ratio:unset;\"><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#b89477\"><\/span><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"1024\" class=\"wp-block-cover__image-background wp-image-2516\" alt=\"\" src=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png\" style=\"object-position:41% 64%\" data-object-fit=\"cover\" data-object-position=\"41% 64%\" srcset=\"https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom.png 1024w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-300x300.png 300w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-150x150.png 150w, https:\/\/webs.uab.cat\/greip\/wp-content\/uploads\/sites\/213\/2022\/12\/DALL\u00b7E-2022-12-25-09.34.04-an-impressionist-painting-multicultural-children-playing-in-a-classroom-768x768.png 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center has-blanc-coco-color has-text-color has-link-color has-larger-font-size wp-elements-9aece04e870c84c16c0c1f1fa1774f79\"><\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Grup de Recerca en Educaci\u00f3, Interacci\u00f3 i Pluriling\u00fcismeGrupo de Investigaci\u00f3n en Educaci\u00f3n, Interacci\u00f3n y Pluriling\u00fcismoResearch Group for Education, Interaction and Plurilingualism Programes de grau Programes de m\u00e0ster Creiem que la praxi docent s\u2019ha de basar en fonaments te\u00f2rics s\u00f2lids, sempre acompanyats per l\u2019esfor\u00e7 continu per innovar, reflexionar i assolir una comprensi\u00f3 cr\u00edtica m\u00e9s gran de [&hellip;]<\/p>\n","protected":false},"author":2718,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4164936921","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages\/4164936921","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=4164936921"}],"version-history":[{"count":26,"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages\/4164936921\/revisions"}],"predecessor-version":[{"id":4164937515,"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/pages\/4164936921\/revisions\/4164937515"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/greip\/wp-json\/wp\/v2\/media?parent=4164936921"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}