Chapters

Under revision

Mont, M. & Dooly, M. Global classrooms: Bridging cultures and advocating for a sustainable future. CICEA 2024 conference proceedings.
M. Dooly. Reframing plurilingualism for the digital era: Lessons for empowered language teaching. In A. Galante & E. Cutrim Schmid (Eds.) Empowered language teaching: Digital technologies and plurilingual pedagogies in teacher education. Routledge.

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). Integrating technology and project-based learning for 21st-century teaching. In G.H. Beckett & H.K. Pae (eds). Project-based learning in language and content teacher education: Interdisciplinary and multimodal perspectives. Routledge.
Dooly, M. (accepted). Task-based language learning in virtual reality: Integrating immersive environments in primary EFL classrooms. In I. Ramos-Trasar, R. García-Murias, R. Jarazo-Álvarez & B. Vazquez-Calvo (eds.) Education in the digital age: Innovations in language learning. Peter Lang.
Dooly, M. & Vinagre, M. (accepted). Is it NBD or are language awareness and social media crucial for language education? In P. Garrett & J.M. Cots (eds.) The Routledge handbook of language awareness (2nd ed.). Routledge.
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.

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.
Kratzer, A., Delgado, A., Cvetkovic Kienle, A., Dooly, M. & Cutrim Schmid, E. (2025). 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 (pp. 255-284). Palgrave.
Mont, M., Dooly, M., & Ejeme, O. (2025). Empowering youth through language, AI and sustainable advocacy: A telecollaborative approach. In C.A. Chapelle, G.H. Beckett & B.E. Gray (Eds.) Researching generative AI in applied linguistics (pp. 103-121). Iowa State University Digital Press. 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. Open Access
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.
Dooly, M. & Masats, D. (2023). (Chinese translation from 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 [ 全球视域下的项目式语言教学与评价：重要理论、技术与指导框架目式语言教学研究领] (pp. 143–166). 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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