Chapters

Under revision

Dooly, M. Integrating technology and project-based learning for 21st-century teaching. In G.H. Beckett & H.K. Pae (eds). Innovative project-based language and content teacher education: Standards, assessment, and implementation (working title).
Mont, M. & Dooly, M. Global Classrooms: Bridging cultures and advocating for a sustainable future. CICEA 2024 conference proceedings.
Mont, M., Dooly, M. & Onemowo, A. Empowering youth through language, AI, and sustainable advocacy: A telecollaborative approach. In G.H. Beckett (ed.) Technology for second language learning 2025 conference proceedings.

Accepted for publication

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). Virtual communities of practice (VCoPs) and/within virtual exchange. In M. Satar & M. Hauck (eds.) The Routledge handbook of virtual exchange in global education. Routledge.
Dooly, M. (accepted). Project-based language learning. In D. Masats & C. Pratginestós (Eds.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
Kratzer, A., Delgado, A., Cvetkovic Kienle, A., Dooly, M. & Cutrim Schmid, E. (accepted). Bridging cultures between rural areas: Plurilingual virtual exchange and intercultural communicative competence in primary school language education. In Sílvia Melo-Pfeifer & Vander Tavares (Eds.) The Palgrave handbook of internationalization of language education. Palgrave.
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., & Dooly, M. (accepted) Young activists embark on a telecollaborative journey to raise water conservation awareness. In L. Mortimore, P. Gerns & R. Breeze (Eds.) Integrating language and content in CLIL science and technology. DeGruyter Mouton.
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.

2025

Dooly, M. & Comas-Quinn, A. (2025). 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 (pp. 21-42). Multilingual Matters. https://doi.org/10.21832/MUNOZ9872 Open Access.

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.
Thrasher, T., Sadler, R. & Dooly, M. (2024). 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. (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.

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