Melinda Dooly, PhD

Chapters

 

Accepted for publication

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• Dooly, M. (forthcoming, 2023). Learning to collaborate through telecollaboration: Key knowledge for novice teachers in today's world. In K. Sadeghi & M. Thomas (Eds.). Second language teacher professional development:  Technological innovations for post-emergency teacher education. Palgrave Macmillan.

• Dooly, M. (forthcoming, 2023). Moving back into the classroom while moving beyond current paradigms. Lessons for post-Covid language education. In K. Sadeghi, M. Thomas & F. Ghaderi (Eds.). Technology-enhanced language teaching and learning: Lessons from the Covid-19 pandemic. Bloomsbury.

• Dooly, M. (forthcoming, 2022). Project-based language learning. In D. Masats & C. Pratginestós (Eds.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.

• Kruszynska, K., & Dooly. M. (forthcoming, 2022). Thinking allowed: Analyzing students' critical thinking and language awareness through linguistic landscapes. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.

• López, M., & Dooly, M. (forthcoming, 2022). Languages: (in)visibility matters. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.

• Masats, D., Dooly, M., Juanhuix, M., Moore, E., Vallejo, C. (forthcoming, 2021). Treballem junt(e)s per innovar: col·laboració entre professorat i investigador(e)s en entorns plurilingües. In D. Masats & C. Pratginestós (eds.), L’aula com a àmbit d’investigació sobre l’ensenyament i l’aprenentatge de la llengua / El aula como ámbito de investigación sobre la enseñanza y el aprendizaje de la lengua / A aula como contexto de investigação sobre o ensino e a aprendizagem de língua / The classroom as a site for research on language teaching and learning. Bern: Peter Lang.

• Mont, M., Masats, D., & Dooly, M. (forthcoming 2022). Launching a solidarity campaign to support four Syrian kids stranded in Greece. In D. Masats & C. Pratginestós (Eds.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.

 

2022

• Czura, A., & Dooly, M. (2022). Assessment in virtual exchange: a summary of the ASSESSnet project. In A. Czura & M. Dooly (Eds.) Assessing virtual exchange in foreign language courses at tertiary level (pp. 13-27). Research-publishing.net.

• Dooly, M. (2022). TEAMMATES in virtual exchange: Tool and tips for peer assessment. In A. Czura & M. Dooly (Eds.) Assessing virtual exchange in foreign language courses at tertiary level (pp. 107-120). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413

• Dooly, M. (2022). The evolution of virtual exchange and assessment practices. In A. Czura & M. Dooly (Eds.) Assessing virtual exchange in foreign language courses at tertiary level (pp. 47-61). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.59.1409

• Dooly, M. (2022). ‘We will have to remember this as teachers’: A micro-analytical approach to student-teacher online interaction and teacher identity. In H. Kayi-Aydar & J. Reinhardt (Eds.) Language teacher development in digital contexts (pp. 67-90). John Benjamins.

• Dooly, M. (2022). ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange. In D. Masats & L. Nussbaum (Eds.) Plurilingual practices and participation: Analysing interaction in local and translocal settings (pp. 149-161). London: Taylor & Francis/Routledge.

• Dooly, M., & Czura, A. (2022). Let's talk about el catalan's😉”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction. In D. Masats & L. Nussbaum (Eds.) Plurilingual practices and participation: Analysing interaction in local and translocal settings (pp. 200-211). Taylor & Francis.

• Dooly, M., & Tudini, V. (2022). “I remember when I was in Spain”: Student-teacher storytelling in online collaborative task accomplishment. In A. Filipi, B. Ta & M. Theobald (Eds.) Storytelling practices in educational contexts through the lens of Conversation Analysis (pp. 283-309). Cham: Springer.

• Moore, E., Vallejo, C., Dooly, M., Borràs, E. (2022). Out-of-school language learning and educational equity. In E. Moore & C. Vallejo (eds.), Learning English out of school: An inclusive approach to research and action (pp. 27-42) Bern: Peter Lang.

• Sadler, R., & Dooly, M. (2022). Telecollaboration. In Marta González-Lloret & Nicole Ziegler (Eds.). Routledge Handbook of SLA & Technology (246-257). London: Taylor & Francis/Routledge.

 

2021

• Dooly, M., Fuchs, C. & Hauck, M. (2021). Afterword. In C. Fuchs, M. Hauck & M. Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction (pp. 225-229). Cham: Springer.

• Fuchs, C., Dooly, M. & Hauck, M. (2021). Autonomy and technology: Potential game-changers in language education. An introduction. In C. Fuchs, M. Hauck & M. Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction (pp. 1-15) Cham: Springer.

• Marjanovic, J., Dooly, M., & Sadler, R. (2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. In C. Fuchs, M. Hauck & M. Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction (pp. 113-133). Cham: Springer.

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2020

• Dooly, M. (2020). Virtual exchange in teacher education: is there an impact in teacher practice?. In M. Hauck & A. Müller-Hartmann (Eds), Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference (pp. 1-13). Research-publishing.net. https://doi.org/10.14705 (Read online)

• O'Dowd, R., & Dooly, M. (2020). Intercultural communicative competence through telecollaboration and virtual exchange. In J. Jackson (ed.) The Routledge handbook of language and intercultural communication, 2nd ed. (pp. 361-375). Milton Park: Routledge. (Request author proofs)

• Dooly, M. & Masats, D. (2020). 'What do you zinc about the project?': Examples of technology-enhanced project-based language learning. In G. Beckett & T. Slater (Eds.), Global perspectives on project-based language learning, teaching, and assessment: Key approaches, Technology Tools, and Frameworks (pp. 126–145). NY/Milton Park, Abingdon: Routledge. (Request author proofs)

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2019

• Dooly, M.; Mont, M. & Vallejo, C. (2019). Coordinating between classes: Tasks and tools. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 29-35). Rothersthorpe: Paragon Publishing. Paragon Publishing. (Read online)

• Dooly, M. & Sadler, R. (2019). Preparing English student-teachers with digital and collaborative knowledge: An illustrative synopsis. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 21-28). Rothersthorpe: Paragon Publishing. Paragon Publishing. (Read online)

• Tolosa, C. & Dooly, M. (2019). Introduction: Reflections from the classroom: Teacher internship from different perspectives. In D. Masats, M. Mont & N. Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 119-112). Rothersthorpe: Paragon Publishing. Paragon Publishing. (Read online)

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