Melinda Dooly, PhD

Chapters

 

Accepted for publication

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• Buitrago, J. & Dooly, M. (accepted). 'I'm just one person': Perspectives on teaching and learning languaculture through the ENACT App. In P. Seedhouse & M. Satar (Eds.). Cultural tasks for digital language learning. Bloomsbury.

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

• Dooly, M. & Comas-Quinn, A. (accepted). Access to technology and social justice. In J. Muñoz-Basols, M. Fuertes Gutiérrez & L. Cerezo (Eds.) Technology-mediated language teaching: From social justice to artificial intelligence. Multilingual Matters.

• Masats, D., Dooly, M., Juanhuix, M., Moore, E., Vallejo, C. (accepted). 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. (accepted). 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.

• Thrasher, T., Sadler, R. & Dooly, M. (accepted). Collecting ‘real’ data in Virtual Reality (VR) settings: Best practices. In K. Sadeghi (Ed.) Handbook of technological advances in researching language learning (pp. 27-39). Routledge.

• Von Lieres und Wilkau, G., Morgado, M., Dooly, M., Massler, U., Yu, X., Schönberg, C. & Rogaten, J. (accepted). “I felt the warmness of being in the support community” - Virtual Exchange Module und ihr Einfluss auf die berufliche Isolation von Lehramtsstudierenden. Conference proceedings for the 30th Conference of the German Society for Foreign Language Research in Ludwigsburg. University of Education Ludwigsburg, March 30-31, 2023.

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2024

• Dooly, M. & Comas-Quinn, A. (2024). Accesibilidad a la tecnología y justicia social/Access to technology and social justice. In J. Muñoz-Basols, M. Fuertes Gutiérrez & L. Cerezo (Eds.) La enseñanza del español mediada por tecnología. De la justicia social a la Inteligencia Artificial (IA) (pp. 23-47). Routledge.

• ​Von Lieres und Wilkau, G., Morgado, M., Dooly, M., Massler, U., Yu, X., Schönberg, C. & Rogaten, J. (2004). Impact of VALIANT’s virtual exchange modules on in-service teachers’ and student teachers’ sense of isolation. In R. O'Dowd & M. Vinagre (Eds.) Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education (pp. 87-112). Peter Lang.

2023

• Cots, J.M., Dooly, M., & González-Davies, M. (2023). Plurilingual education in Catalonia. In J.M. Cots (ed.) Profiling plurilingual education. A pilot study of four Spanish autonomous communities (pp. 55-74). Edicions de la Universitat de Lleida.

• Dooly, M. (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 (pp. 213-227). Bloomsbury.

• Dooly, M. (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 (pp. 249-268). Palgrave Macmillan.

• Translated to Chinese (2023): 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). Routledge. Chinese translation by Sue Wang, Ruihan Zhang, and Zhenghua Huang published in 2023. Routledge (Taylor and Francis Group). Chinese Translation Publishing Company, China Publishing Company Organization.

• López Vera, M., & Dooly, M. (2023). Languages: (in)visibility matters. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education (pp. 21-37). Springer.

• Kruszynska, K., & Dooly. M. (2023). Thinking allowed: Analyzing students' critical thinking and language awareness through linguistic landscapes. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education (pp. 75-90). Springer.

 

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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