Bibliografía

Bibliografía recomendada (no todas las lecturas de esta lista se utilizarán específicamente durante las actividades dirigidas, pero son útiles para el trabajo de grupo y individual). Al principio del curso y durante el desarrollo del módulo se dará bibliografía específica ppoder realizar las actividades que la alumnado llevará a cabo. Los enlaces que constan en este documento se actualizarán a principios de curso, si es necesario.

• Alam, F., Stein, A. y Rosemberg, C.R. (2011).  “Te explicó qué quiere decir”, “te digo cómo se llama”. Interacciones niño-niño en torno a vocabulario no familiar, Bellaterra Journal of Teaching & Learning Language & Literature, 4(4), 56-71. https://doi.org/10.5565/rev/jtl3.442
• Andreani , H.A. (2014). Wawqes Pukllas. Prácticas juveniles de escritura quichua (Argentina), Bellaterra Journal of Teaching & Learning Language & Literature, 7(4), 38-56. https://doi.org/10.5565/rev/jtl3.537
• 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. https://doi.org/10.5565/rev/jtl3.549
• 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. https://doi.org/10.5565/rev/jtl3.424
• Antoniadou, V. y Dooly, M. (2017). Educational ethnography in blended learning environments. En E. Moore y M. Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 237-263). Dublin, Ireland/Voillans, France: Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.626 (también disponible en Català)
• Ballena, C., Masats, D. y Unamuno, V. (2020). The transformation of language practices: Notes from the Wichi community of Los Lotes (Chaco, Argentina). En E. Moore, J. Bradley y J. Simpson (eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (pp.76-92). Multilingual Matters.
• Beacco, J.-C., Coste, D., van de Ven, P.-H. y Vollmer, H. (2010). Langues et matières scolaires – dimensions linguistiques de la construction des connaissances dans les curriculums. Conseil de l’Europe. Veure: Plateforme de ressources et de références pour une éducation plurilingue et interculturelle.
• Beacco, J.-C., Coste, D., van de Ven, P.-H. y Vollmer, H. (2010). Language and school subjects - Linguistic dimensions of knowledge building in schoolcurricula. Conseil de l’Europe.
• Blommaert, J. i Backus, A. (2011). Repertoires revisited: ‘Knowing language’ in superdiversity. Working papers in urban language & literacies, no. 67. Tilburg University.
• Birello, M., Llompart, J. y Moore, E. (2021). Being a plurilingual speaker versus becoming a linguistically sensitive teacher: contradictions in the discourses of initial teacher education students. International Journal of Multilingualism (early view). https://www.tandfonline.com/doi/full/10.1080/14790718.2021.1900195
• Borràs, E. (2022). Plurilingual teamwork practices in an internationalised setting at a Catalan university. En D. Masats y L. Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 109-122). Taylor & Francis/Routledge.
• Borràs, E. y Moore, E. (2019). The plurilingual and multimodal management of participation and subject complexity in university CLIL teamwork. English Language Teaching, 12(2), 100-112.https://doi.org/10.5539/elt.v12n2p100
• Borràs, E. y  Nussbaum, L. (2022). Plurilingual modes of interaction in English-medium university classes. En D. Masats y L. Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 15-26). Taylor & Francis/Routledge.
• Corona, V. (2017). Un acercamiento etnográfico al estudio de las variedades lingüísticas de jóvenes latinoamericanos en Barcelona. En E. Moore yMelinda Dooly (eds.), Qualitative approaches to research on plurilingual education / Enfocaments qualitatius per a la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe (pp. 151-169). Research-publishing.net. DOI: https://doi.org/10.14705/rpnet.2017.emmd2016.626 (también disponible en inglés)
• Corona, V., Nussbaum, L. y Unamuno, V. (2013). The emergence of new linguistic repertoires among Barcelona's youth of Latin American Origin, International Journal of Bilingual Education and Bilingualism, 16(2), 182-194. https://doi.org/10.1080/13670050.2012.720668
• Coste, D.; Moore, D., y Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Council of Europe.
• Cots, J., Dooly, M., & González-Davies, M. (2023). Plurilingual education in Catalonia. In J. Cots (ed.) Profiling plurilingual education. A pilot study of four Spanish autonomous communities(pp. 55-74). Edicions de la Universitat de Lleida. https://repositori.udl.cat/handle/10459.1/463394
• Dooly, M. (2011).Divergent perceptions of telecollaborative language learning tasks: Tasks-as-workplan vs. task-as-process, Language Learning & Technology, 15(2), 69-91.https://doi.org/10125/44252
• Dooly, M. (2017). A mediated discourse analysis (MDA) approach to multimodal data. En E. Moore y M. Dooly(eds.) Qualitative approaches to research in plurilingual language learning environments / Enfocaments qualitatius per a la recerca en educació plurilingüe (pp. 189-211). Dublin: Research-publishing.net. (también disponible en catalan)
• Dooly, M. (2022). ‘We will have to remember this as teachers’: A micro-analytical approach to student-teacher online interaction and teacher identity. En H. Kayi-Aydar y J. Reinhardt (Coords.) Contemporary perspectives on language teacher development in digital contexts (pp. 67-90). John Benjamins.
• Dooly, M. (2022). ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange. En D. Masats y L. Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 149-161). Taylor & Francis/Routledge.
• Dooly, M. y Czura, A. (2022). Let's talk about el catalan's😉”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction. En D. Masats y L. Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 200-211). Taylor & Francis/Routledge.
• Dooly, M. & Darvin, R. (2022). Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy, Language and Intercultural Communication, 22(3), 354-366. https://doi.org/10.1080/14708477.2022.2063304
• Dooly, M. y Davitova, N. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237.
• Dooly, M. y Masats, D. (2011). Closing the loop between theory and praxis: New models in EFL teaching, ELT Journal, 65(1), 42-51. https://doi.org/10.1093/elt/ccq017
• Dooly, M. y Masats, D. (2020). 'What do you zinc about the project?': Examples of technology-enhanced project-based language learning. En G. Beckett y T. Slater (eds.), Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology tools, and frameworks (pp. 126–145). NY/Milton Park, Routledge.
• Dooly, M., Moore, E. y Vallejo, C. (2017). Research ethics. En E. Moore y M. Dooly (eds.), Qualitative approaches to research in plurilingual language learning environments / Enfocaments qualitatius per a la recerca en educació plurilingüe (pp. 351-362). Research-publishing.net. (També disponible en castellà)
• Dooly, M. y Vallejo, C. (2018). Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. Language & Intercultural Communication (Special Issue), 18(1), 1-8. https://doi.org/10.1080/14708477.2017.1400508
• Dooly, M. y Vallejo, C. (2020). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 81-97. https://doi.org/10.1080/13670050.2019.1598933
• Erling, E. y Moore, E. (2021). Introduction: Socially just plurilingual education in Europe: Shifting subjectivities through researchandaction, International Journal of Multilingualism, 1-11.https://doi.org/10.1080/14790718.2021.1913171
• Gajo, L. (2011). Trabajar en otra lengua para elaborar saberes en una disciplina. En C. Escobar Urmeneta i L. Nussbaum (eds.) Aprendre en una altra llengua. Learning through another language. Aprender en otra lengua (pp. 53-70). Servei de Publicacions UAB.
• Gandulfo, C. y Nussbaum, L. (2016). Hablantes bi/plurilingües y prácticas educativas: Perspectivas etnográficas e interaccionistas, Signo y Seña, 29, 5-10.
• Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st century. En O. Garcia (ed.) Bilingual education in the 21st century: A global perspective (pp. 140-158). Oxford.
• Hall, J.K., Cheng, A., y Carlson, M. T. (2006). Reconceptualizing multicompetence as a theory of language knowledge, Applied Linguistics, 27(2), 220–240.https://doi.org/10.1093/applin/aml013
• 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.
• Llompart Esbert , J. (2014). Ressources en transformation: multimodalitat, plurilingüismo, acquisizione – seen from an interactional perspective. Una entrevista amb Lorenza Mondada, Bellaterra Journal of Teaching & Learning Language & Literature, 7(4), 79-87. https://doi.org/10.5565/rev/jtl3.607
• Llompart, J. (2022). Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction. En D. Masats y L. Nussbaum (Coords.), Plurilingual classroom practices andparticipation in Catalonia: Analysing interaction in local and translocal settings (pp. 54-65). Routledge.
• Llompart, J., Masats, D., Moore, E. y Nussbaum, L. (2020). 'Mézclalo un poquito': plurilingual practices in multilingual educational milieus. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1),98-112. https://doi.org/10.1080/13670050.2019.1598934
• Llompart, J. y Moore, E. (2020). La reflexión para la didáctica lingüísticamente inclusiva, Textos de Didáctica de la Lengua y la Literatura, 88, 55-60.
• Llompart-Esbert, J. i Nussbaum, L. (2020). Collaborative and participatory research for plurilinguallanguage learning. A: E. Moore, J.Bradley i J. Simpson (eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (pp. 216-249). Multilingual Matters.
• López Vera, M., & Dooly, M. (2023). Languages: (in)visibility matters. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education(pp. 21-37). Springer.
• Markee, N. (2008). Towards a learning behavior tracking methodology for CA-for SLA, Applied Linguistics, (29)3, 404–427. https://doi.org/10.1093/applin/amm052
• Masats, D. (2017). L'anàlisi de la conversa al servei de la recerca en el camp de l'acquisició de segones llengües (CA-for-SLA). En E. Moore y M. Dooly (eds.), Qualitative approaches to research in plurilingual language learning environments / Enfocaments qualitatius per a la recerca en educació plurilingüe (pp. 293-320). Dublin: Research-publishing.net.(también disponible en inglés)
• Masats, D. (2022). Doing 'being sociolinguists': Students' envisagement of languages, varieties and uses. En D. Masats i L. Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 95-106). Routledge.
• Masats, D. y Noguerol, A. (2022). Creating a plurilingual space through talk-in-interaction. En D. Masats y L. Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 27-39). Routledge.
• Masats, D., Nussbaum, L. y Unamuno, V. (2007). When the activity shapes therepertoire of second language learners. En L. Roberts, A. Gürel, S. Tatar y L. Martí (eds.) EUROSLA Yearbook (selected papers of EUROSLA 16 and 15 conferences): Volume 7 (pp. 121-147). John Benjamins.
• Masats, D. y Unamuno, V. (2001). Constructing social identities and discourse through repair activities. En S.H. Foster-Cohen y A. Nizegorodcew (eds.) EUROSLA Yearbook: Volume 1 (pp. 239–254). Amsterdam: John Benjamins.
• Menti, A.B. y Alam, F. (2014). Los gestos yla enseñanza de palabras poco familiares: ¿Cuándo emplean las maestras información gestual?, Bellaterra Journal of Teaching &Learning Language & Literature, 7(1), 17-32. https://doi.org/10.5565/rev/jtl3.510
• Moore, E. (2014). Constructing content and language knowledge in plurilingual student teamwork: Situated and longitudinal perspectives, International Journal of Bilingual Education and Bilingualism, 17(5), 586-609. https://doi.org/10.1080/13670050.2013.860947 Migdalek, M.J. y Rosemberg, C.R.(2012). La función de los gestos durante la planificación del juego en el jardín de infantes, Bellaterra Journal of Teaching & Learning Language & Literature, 5(3), 25-43. https://doi.org/10.5565/rev/jtl3.457
• Moore, E. (2022). “How do the apples reproduce?”: Mediation-in-interaction in a university CLIL course. En D. Masats y L. Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 134-146). Routledge.
• Moore, E., Borràs, E. y Nussbaum, L. (2013). Plurilingual resources in lingua franca talk: An interactionist perspective. En H. Haberland, D. Lønsmann y B. Preisler (eds.) Language alternation, language choice and language encounter in international tertiary education (pp. 53-84). Springer.
• Moore, E. y Llompart, J. (2019). De la didàctica de les llengües a la didàctica del plurilingüisme. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2), 57-65. https://doi.org/10.5565/rev/clil.27
• Moore, E. y Nussbaum, L. (2011). Què aporta l'anàlisi conversacional a la comprensióde les situacions d'AICLE. En C. Escobar Urmeneta i L. Nussbaum (eds.) Aprendre en una altra llengua. Learning through another language. Aprender en otra lengua (pp. 93-117). Servei de Publicacions UAB.
• Moore, E. y Nussbaum, L. (2014). Building a multilingual university in institutional policies and everyday practices. En J.W. Unger, M. Krzyżanowski y R. Wodak (eds.) Multilingual encounters in Europe’s institutional spaces(pp. 243-269). Continuum.
• Moore, E. y Nussbaum, L. (2013). La lingüística interaccional y la comunicación en las aulas, Textos de Didáctica de la Lengua y de la Literatura, 63, 43–50.
• Moore, E., Nussbaum, L. y Borràs, E. (2013). Plurilingual teaching and learning practices in ‘internationalised’ university lectures. International Journal of Bilingual Education and Bilingualism, 16(4), 471–493. https://doi.org/10.1080/13670050.2012.702724
• Moore, E. y Patiño-Santos, A. (2014). Plurilingual resources for ‘welcoming’ at a university service for international students, Journal of Multilingual and Multicultural Development, 35(4), 406-425. https://doi.org/10.1080/01434632.2013.874437
• Moore, E. y Vallejo, C. (2022). “What do you like about Spain?”: Building understandings of people and places in interaction mediated by plurilingual and digital resources. En D. Masats y L. Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 162-174). Routledge.
• Nussbaum, L., Moore, E. yBorràs, E. (2013). Accomplishing multilingualim through plurilingual activities. En A-C. Berthoud, F. Grin y G. Lüdi (eds.), Exploring the dynamics of multilingualism: The DYLAN project (pp. 229-252). John Benjamins.
• Nussbaum, L. (2013). Socialisation langagière et construction des identités. EnB.Falaize, Ch. Heimberg y O. Louves (eds.) L’école et la nation (pp. 195-206). ENS Éditions.
• Nussbaum, L. (2013). De las lenguas en contacto al habla plurilingüe. En V.Unamuno y A. Maldonado (eds.) Prácticas y repertorios plurilingües en Argentina (pp. 273-283). GREIP-UAB.
• Nussbaum, L. (2013). Interrogations didactiques sur l’éducation plurilingue. En V. Bigot, A. Bretegnier y M. Vasseur (eds.) Vers le plurilinguisme? 20 ans après (pp. 85-93). Albin Michel.
• Nussbaum, L. (2014). Una didàctica ‘sociolingüística’ de les llengües? Bellaterra Journal of Teaching & Learning Language & Literature, 7(3), 1-13. https://doi.org/10.5565/rev/jtl3.590
• Nussbaum, L. y Unamuno, V. (2014). Luces y sombras de la educación plurilingüe en España y América Latina. A: C.Lomas (ed.) La educación lingüística, entre el deseo y la realidad. Competencias comunicativas y enseñanza del lenguaje (pp. 203-215). Octaedro.
• Nussbaum, L. y Unamuno, V. (Coords.) (2006). Usos i competènciesmultilingües entreescolars d’origen immigrant. Servei de Publicacions de la UAB.
• Thorne, S.L. (2013). Language learning, ecological validity, and innovation under conditions of superdiversity, Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 1-27. https://doi.org/10.5565/rev/jtl3.526
• Unamuno, V. (2010). Plurilingüismo y formación de maestros indígenas en la Argentina, Bellaterra Journal of Teaching & LearningLanguage & Literature, 3(2), 88-97. https://doi.org/10.5565/rev/jtl3.211
• Unamuno, V. y Maldonado, A. (Coords.) (2013). Prácticas y repertorios plurilingües en Argentina. GREIP-UAB.  
• Vallejo, C. (2020). Child-volunteer socialisation in an after-school programme: a case study abouttranscaring and transformation, Language and Intercultural Communication, 10(6), 513-530. https://doi.org/10.1080/14708477.2020.1763378
• Vallejo, C.(2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. En D. Masats y L. Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.
• Vallejo, C. y Dooly, M. (2020). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the specialissue, Special Issue: International Journal ofBilingual Education and Bilingualism, 23(1), 1-16.  https://doi.org/10.1080/13670050.2019.1600469

Recursos educativos abiertos / OpenEducational Resources (OER):

• Making Literacy Meaningful: Dooly, M, Masats, M., Pascual Calvo, X. y Vallejo, C. (2019). FAQs about plurilingual Education: Key issues and some informed answers.
• Making Literacy Meaningful: Dooly, M. y Vallejo, C. (2019). Teaching pronunciation across languages.
• Making Literacy Meaningful: Dooly, M. y Vallejo, C. (2019). Creatingan inclusive supportive language environment.
• Making Literacy Meaningful: Dooly, M. y Vallejo, C.(2019). Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua.
• Making LiteracyMeaningful:  Dooly,M. y Vallejo, C. (2019).First and other language acquisition: Activities for promotion of language learning across all levels.
• Making Literacy Meaningful: Dooly, M. y Vallejo, C. (2019).Identifying and working with the different levels of linguistic competence of the newcomer.
• Making Literacy Meaningful: Pascual Calvo, X. (2019). La gestió de la diversitat lingüística a l’aula: un repte per al professorat.
• Making Literacy Meaningful: Pascual Calvo, X. (2019). Els primers passos vers l’escriptura: Entrevista a Maria Montes Valls.