Melinda Dooly, PhD

Publications derived from supervised research (student-driven):

 

Accepted for publication

• Kruszynska, Klaudia (accepted). Linguistic landscapes ethnographers. Secondary school students exploring their neighbourhoods. In Linguistic landscapes: A powerful language teaching and learning resource. (Special Issue), Bellaterra Journal of Teaching & Learning Language & Literature.

• Kruszynska, Klaudia (Ed.) (accepted). Linguistic landscapes: A powerful language teaching and learning resource. (Special Issue), Bellaterra Journal of Teaching & Learning Language & Literature.

• Li, Peichen (Ed.) (accepted). Estudios sobre la enseñanza y el aprendizaje de la lengua china (Special Issue), Bellaterra Journal of Teaching & Learning Language & Literature.

• Li, Peichen, Casas-Tost, Helena & Dooly, Melinda (accepted) Enfoques principales sobre la enseñanza del chino en España. Una revisión bibliográfica desde 2013 hasta 2021. In Estudios sobre la enseñanza y el aprendizaje de la lengua china (Special Issue), Bellaterra Journal of Teaching & Learning Language & Literature.

• Von Lieres und Wilkau, Gabrielle, Morgado, Margarida, Dooly, Melinda, Massler, Ute, Yu, Xiaoting, Schönberg, Carina & Rogaten, Jekaterina (accepted). Impact of VALIANT’s virtual exchange modules on in-service teachers’ and student teachers’ sense of isolation In Robert O'Dowd & M. Vinagre (Eds.) Virtual innovation and support networks: Exploring the impact of virtual exchange in teacher education. Peter Lang.

• Yu, Xiaoting (accepted), The impact of Valiant on Chinese language teachers’ professional isolation. In Estudios sobre la enseñanza y el aprendizaje de la lengua china (Special Issue), Bellaterra Journal of Teaching & Learning Language & Literature.

 

2023

• Kruszynska, Klaudia & Dooly, Melinda. (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

​

• Vallejo, Claudia (2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. In Dolors Masats & Luci Nussbaum (Eds.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.​

​

2021

• Knight, Janine, Dooly, Melinda & Barberà, Elena (2021). But the computer say me the time is up: the shaping of oral turns mediated with and through the screen. Computer Assisted Language Learning. DOI: 10.1080/09588221.2020.1868529

• Marjanovic, Jelena, Dooly, Melinda & Sadler, Randall (2021). 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 (pp. 113-133). Amsterdam: Springer.

• Moore, Emilee & Vallejo, Claudia (Eds.) (2021). Learning English out of school: An inclusive approach to research and action. Peter Lang.

​

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 (Eds.) (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 (2020 early view). Getting smart: towards critical digital literacy pedagogies, Social Semiotics. DOI: 10.1080/10350330.2020.1836815

• Knight, Janine; Dooly, Melinda, & 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. In Emilee Moore, Jessica Bradley & James Simpson (Eds.), 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, & 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

• Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology,19(2): 197-217. Available at http://llt.msu.edu/issues/june2015/helm.pdf

 

2014

• Cañete Outeiral, A.M. (2014). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. Bellaterra Journal of Teaching & Learning Language & Literature, 7(1), 52-77.

2013

• Anguera Cerarols, C. (2013). L'ensenyament de l'espai geogràfic en una aula d'anglès de primària. Bellaterra Journal of Teaching & Learning Language & Literature, 6(4), 33-53.

• Antoniadou, V. (2013). Special Editor. May/June 2013 (Monograph: Technology in Language Education). Bellaterra Journal of Teaching & Learning Language & Literature, 6(2).

• Bastidas Arteaga, J.A. (2013). La preparación inicial en didáctica para la enseñanza del inglés en la escuela primaria. Bellaterra Journal of Teaching & Learning Language & Literature, 6(1): 1-17.

• Bastidas Arteaga, J.A. (2013). La preparación inicial en didáctica para la enseñanza del inglés en la escuela primaria. Bellaterra Journal of Teaching & Learning Language & Literature, 6(1): 1-17.

• Cuestas, A. (2013). Using Skype in a primary class: A case study. Bellaterra Journal of Teaching & Learning Literaturre, 6(2): 49-68.

• Helm, F. (2013). A dialogic model for telecollaboration. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 22-48.

• Jiménez Díaz, J.J. (2013). Ayudas en línea para lectura multimodal en lengua extranjera, Bellaterra Journal of Teaching & Learning Language & Literature, 6(2): 69-72.

 

2011

• Antoniadou, V. (2011). Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective, Bellaterra Journal of Teaching & Learning Language & Literature, 4(3): 53-70.Antoniadou, V. (2011). Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. ReCALL, 23(3): 233-251.

• Bastidas Arteaga, J.A, (2011). Educating Foreign Language Primary School Teachers: A Review of Models of Teacher Education and New Proposal, Bellaterra Journal of Teaching & Learning Language & Literature, 4(1): 1-16.

 

2009

• Goldsmith, J. (2009). Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it and what it implies for individual lesson planning. Bellaterra Journal of Teaching & Learning Language & Literature, 1(1), 30-48.

​

​

​​