Chapters

 

Accepted for publication

  • Dooly, M. (forthcoming, 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.) Contemporary perspectives on language teacher development in digital contexts. London/Amsterdam: John Benjamins.

  • Dooly, M. (forthcoming, 2023). Distributed knowledge of novice teachers in Virtual Exchange: A case study. In K. Sadeghi & M. Thomas (Eds.). Second language teacher professional development:  Technological innovations for post-emergency teacher education. Bloomsbury.

  • 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. Palgrave.

  • Dooly, M. (forthcoming, 2021). Project-based language learning. In D. Masats & C. Pratginestós (Eds.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.

  • Dooly, M., & Tudini, V. (forthcoming 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. Cham: Springer.

  • 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 2021). 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.

  • Moore, E., Vallejo, C., Dooly, M., Borràs, E. (forthcoming). 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. Bern: Peter Lang.

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

2021

  • Dooly, M. (2021). ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange. In D. Masats & L. Nussbaum (Eds.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 149-161). London: Taylor & Francis/Routledge.

  • Dooly, M., & Czura, A. (2021). 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 classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 200-211). London: Taylor & Francis/Routledge.

  • 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.

2020

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)

2018