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Introduction
Dolors Masats currently works at the Departament de Didàctica de la Llengua i la Literatura, i de les Ciències Socials, Autonomous University of Barcelona. Dolors does research in Language Education, Educational Technology and Didactics. Her most recent publication is "Conversation analysis at the service
of research in the field of second language acquisition (CA-for-SLA) also published in Catalan as 'L’anàlisi de la conversa al servei de la recerca en el camp de l’adquisició de segones llengües (CA-for-SLA)'.
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Publications
Publications (32)
Aquest manual ofereix eines teòriques al professorat de llengua per ajudar-lo a donar resposta, des d’un marc inclusiu, a les necessitats formatives de tot l’alumnat en aules multilingües. D’una banda, es reflexiona sobre els fenòmens sociolingüístics que es desprenen de les relacions entre les llengües i les comunitats que les parlen, i de la inci...
Aquest llibre proporciona eines teòriques als professors d'idiomes per ajudar-los a abordar les necessitats educatives de tots els estudiants en aules multilingües inclusives. D'una banda, els autors introdueixen fenòmens sociolingüístics que ajuden a entendre com interactuen les llengües i els seus parlants. També reflexionen sobre l'impacte d'aqu...
Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teachi...
Las políticas educativas actuales, con el objetivo de dar respuesta a la necesidad de gestionar aulas lingüística y culturalmente diversas, promueven un modelo de educación inclusiva que requiere docentes que sean lingüísticamente sensibles en sus creencias, actitudes y acciones en las aulas ordinarias. Por ello, es preciso que la formación inicial...
To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler,2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by...
This chapter analyses how social media – Instagram chats – is employed by a group of youth in Catalonia and in Greece for communicating in English as a lingua franca, as an extension of a translocal project initiated in their schools. We set out from the
premise that learners’ participation and willingness to use the language to communicate in this...
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process th...
Initiatives for teachers’ professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teachi...
The goal of this chapter is to provide teachers who are about to embark on the adventure of carrying out telecollaborative projects that involve young, beginner language learners with tips for guaranteeing success. As advocates and experienced teachers in the development of telecollaborative projects in the foreign language classrooms, we will prov...
How can you use the latest digital technology to create an environment in which people can learn European languages while performing a meaningful real-world task and experiencing the cultural aspect of learning to cook European dishes? This book explains how to do this from A to Z, covering how a real-world digital environment for language learning...
This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have b...
Resum
Recull d’orientacions per al professorat que ha d’introduir una llengua estrangera a la seva assignatura. Aquestes orientacions parteixen de l’experiència i de la reflexió del grup de docents implicats en el projecte MQD 2010: “Desenvolupament de material didàctic en anglès per a la integració de les competències
lingüístiques i científiques...
Every year there are more and more languages on the UAB (Universitat Autònoma de Barcelona) campus. It is becoming more common to hear different languages on public transport, in open spaces, faculty corridors, services for the educational community, etc. This enormous linguistic capital is used to maintain social relations and gain access to the s...
This article will discuss the development of a teaching unit designed for initial secondary teacher training (specializing
in foreign languages). The unit not only exemplified the theory of project-based learning (PBL) for the student-teachers but
also involved them in a hands-on experience, thus fully engaging them in the development of the necess...
Interactionists interested in second language acquisition postulate that learners' competences are sensitive to the context in which they are put into play. Here we explore the language practices displayed, in a bilingual socio-educational milieu, by three dyads of English learners while carrying out oral communicative pair-work. In particular, we...
Over the last decade, the field of foreign language teaching in Europe has been influenced by approaches that argue for the integration of language and content. The use of foreign languages as media of instruction for the teaching of non-language subjects (CLIL) has been thought to enhance students' language proficiency levels, cognitive and metaco...
Els avantatges de les propostes didàctiques basades en l’aprenentatge integrat de continguts i llengua (AICLE) són nombrosos i entre ells destaca el fet que en la selecció dels continguts es tenen en compte les capacitats cognitives, lingüístiques i comunicatives dels estudiants (Caballero i Masats, 1999) i que l’aprenentatge de la llengua s’emmarc...
Traditionally, repairs have been defined as the traces of metalinguistic activities present in oral exchanges that reveal that the speaker(s) are trying to solve language problems which might affect the normal flow of communication (Duranti 1977, Griggs 1997, Levelt 1983, van Lier 1988). However, while most of these studies have highlighted the imp...
En: Aula de innovación educativa Barcelona 2004, n. 129, Febrero; p. 29-32 La autora plantea la necesidad de organizar el contenido de las asignaturas del currículo en torno a la multiculturalidad y el multilingüísmo, como nuevo reto social que se plantea en las escuelas, p. 32
