Publications derived from supervised research (student-driven):

 

Accepted

  • Marjanovic, Jelena, Dooly, Melinda & Sadler, Randall (tbp 2019). From autonomous learners to self-directed teachers: Myth or reality? In Carolin Fuchs, Mirjam Hauck & Melinda Dooly (Eds.) Language education in digital spaces: Perspectives on autonomy and interaction. Amsterdam: Springer.

  • Vallejo, Claudia. (forthcoming) Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. In E. Moore, J. Bradley & J. Simpson (Eds.) Translanguaging as transformation: The collaborative construction of new linguistic realities. London: Multilingual Matters.

2020

  • Dooly, Melinda & Claudia Vallejo (2020). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 81-97. DOI: 10.1080/13670050.2019.1598933.

  • Dooly, Melinda & Vallejo, Claudia (Coords.) (2020). The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: ​Journal of Bilingual Education and Bilingualism, 23(1).

  • Knight, Janine, Dooly, Melinda & Barberà, Elena (accepted). But the computer say me the time is up: the shaping of oral turns mediated with and through the screen. Computer Assisted Language Learning.

  • Knight, Janine, Dooly, Melinda & Barberà,Elena (accepted). Navigating a multimodal ensemble: mediating turns verbally and non-verbally in online interaction. ReCALL.

  • Knight, Janine; Dooly, Melinda, i Barberà, Elena. (2020). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 32(1), 25-46. doi:10.1017/S0958344019000132

  • Vallejo, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. A Emilee Moore, Jessica Bradley i James Simpson (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p. 234-250). Bristol: Multilingual Matters.

  • Vallejo, Claudia (online 2020) Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation. Language and Intercultural Communication, DOI: 10.1080/14708477.2020.1763378. 

  • Vallejo, Claudia & Melinda Dooly (2020). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 1-16.  DOI: ​10.1080/13670050.2019.1600469

  • Vallejo, Claudia, Moore, Emilee, Llompart, Júlia, i Hawkins, Maggie (2020). Semiosis y cosmopolitismo crítico: Un análisis transmodal de un dilema ético en comunicación transnacional entre jóvenes. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 304-325. DOI: 10.30827/profesorado.v24i1.9130

2019

  • Dooly, Melinda; Mont, Maria & Vallejo, Claudia. (2019). Coordinating between classes: Tasks and tools. A Dolors Masats, Maria Mont i Nathaly 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. DOI: https://doi.org/10.5281/zenodo.3064130

  • Gonzalez-Acevedo, Nathaly (2019). Research in the classroom for teachers by teachers. A Dolors Masats, Maria Mont i Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 215-222). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130

  • Gonzalez-Acevedo, Nathaly (2019). Some research methods for teacher researchers. A Dolors Masats, Maria Mont i Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 223-233). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130

  • Knight, Janine; Dooly, Melinda, & Barberà, Elena. (2019 early view). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 1-22. doi:10.1017/S0958344019000132

  • Mont, Maria y Gonzalez-Acevedo, Nathaly (2019). Coding toys while learning English: Programming with very young learners. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 59-65). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130

  • Masats, Dolors; Mont, Maria & Gonzalez-Acevedo, Nathaly (Eds). (2019). Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century. Rothersthorpe: Paragon Publishing. DOI: 10.5281/zenodo.3064130

2018

  • Dooly, M., & Davitova, N. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. P. Seedhouse, O. Sert & U. Balaman (Eds.) Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237.

  • Knight, Janine & Barberà, Elena (2018). Navigational acts and discourse: fostering learner agency in computer-assisted language learning, The Electronic Journal of e-Learning (EJEL).

2017

  • Helm, Francesca. (2017). Critical approaches to online intercultural language education. In S. Thorne & S. May (eds) Language, Education and Technology. Encyclopedia of Language and Education(3rd ed.) (pp. 1-13). London: SpringerOpen. DOI: https://doi.org/10.1007/978-3-319-02328-1_18-1

  • Helm, F., & Dooly, M. (2017). Challenges in transcribing multimodal data: A case study. Language Learning & Technology. Special Issue on Methodological Innovation in CALL Research, 21(1), 166-185.

  • Knight, Janine & Barberà, Elena. (2017). Learner agency and its effect on spoken interaction time in the target language. JALT CALL Journal, 13(3), 167-186.

​​2016

  • Barba, J. (2016). EXPRESSART: A project-based language learning experience. Bellaterra Journal of Teaching & Learning Language & Literature, 9(4), 59-81.

  • González Acevedo, N. (2016). Technology-enhanced-gadgets in the teaching of English as a foreign language to very young learners. Ideas on implementation. Procedia - Social and Behavioral Sciences, 232, 507-513.

  • Helm, F. (2016). Facilitated dialogue  in online intercultural Exchange. In T. Lewis & R. O’Dowd (eds.). Online intercultural exchange: Policy,pedagogy, practice (pp. 150-172). NY/London: Routledge.

  • Helm, F., & Guth, S. (2016). Telecollaboration and language learning. In F. Farr & L.Murray (eds.) The Routledge handbook of language learning and technology (pp. 241-254). Abingdon/NY: Routledge.

  • Knight, Janine, & Barberà, Elena. (2016). The negotiation of shared and personal meaning making in spoken interaction tasks. In Pixel (Ed.), Conference proceedings of the 9th International conference of ICT for language learning (p. 248-252). Padova, Italy: libreriauniversitaria. it edizioni.

  • Vallejo, C. & Moore, E. (2016). Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lectura. Signo y Seña, 29, 33-61. Disponible en: http://revistas.filo.uba.ar/index.php/sys/article/view/543

2015

2014

2013

2011

2009

 

 

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