Melinda Dooly

• Autonomous University of Barcelona

Migrants encounter multiple challenges, such as learning new languages and adapting to a new life. While digital technologies help them learn, limited research has been conducted on their digital skills development. In this article, we report on migrants’ digital skills development while learning language through culture using a web app developed b...

Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for “authentic-like” interactions (with other learners, bots and avatars). However, the majority of research thus far ha...

This chapter presents videorecorded data from two student-teacher groups involved in a network-based exchange between two universities, one in Spain and the other in the USA. The student-teachers are in online meetings, discussing and planning a telecollaborative teaching sequence aimed at primary and secondary language students. The pedagogical ai...

The Covid-19 pandemic has directly impacted the way teachers and learners worldwide teach and learn languages, forcing numerous educational activities in technologically-deprived contexts to stop altogether and those in technologically-rich environments to go online on an emergency basis. This volume provides a collection of theoretical and practic...

This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chap...

This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chap...

This volume is an important output of the ASSESSnet, an EU-funded project that aimed at investigating assessment practices in Virtual Exchange (VE) projects in Foreign Language (FL) courses at tertiary level. It starts with the discussion of selected aspects of VE and assessment design, and a summary of ASSESSnet project results. The following chap...

Discourses surrounding digital technologies have often foregrounded their capacity to connect people however, in reality, online communication can also result in fragmentation, polarization and modes of exclusion. To address these issues, this paper highlights the need for learners to develop a critical digital literacy (CDL) that contributes to a...

This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or und...

The current special issue is dedicated to studies exploring social interaction in second language educational environments that feature technology. In this introduction article, we contextualize the empirical studies included here with respect to the changing role of technology in education and situate them in the research tradition of multimodal a...

This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher...

As the introduction to this special issue on virtual exchange (VE), this paper presents a glimpse back at the development of VE through the lens of the central definitions that have been historically associated with VE and how these have had an impact on the evolution of VE practice and research. Next, the role of intercultural competence (IC) is d...

This chapter presents data stemming from surveys and interviews of students who have taken part in a teacher education course that consists of project-based collaboration between geographically distant classes (one in the USA, the other in Spain; often known as telecollaboration) as part of the course program. This study has been produced in part u...

Virtual exchange (VE) is an umbrella term used to refer to the engagement of groups of students in sustained online intercultural interaction and collaboration with international partners under the guidance of their teachers. In the computer-assisted language learning literature, telecollaboration and eTandem approaches to VE have been researched e...

In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text firs...

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...

Research on mode in computer-mediated communication and language learning has primarily focused on mode-as-channel of communication such as audio- or videoconferencing. However, increasingly sophisticated technological tools now facilitate communication in multiple ways so that learners can convey and respond to peers and screen-based resources, bo...

This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions i...

Many researchers agree that awareness of agency and how it is enacted through different participants holds a key role in developing digital literacy. Recognition of the ways in which digital tools can appropriate and shape humans’ semiotic work and even act out roles in communication is part of critical digital literacy. In digital environments, hu...

Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlig...

This article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept wa...

This special issue includes texts by some of the most currently prominent scholars in the fields of plurilingualism and translanguaging. Coming from diverse geographical and cultural contexts, the authors were invited to share their perspectives on the evolution of plurilingualism, translanguaging and their relation to language teaching and learnin...

In this article, we focus on the ‘transformative’ aspects that can be derived from a plurilingual pedagogy and how teachers might be provided with conceptual tools to leverage the various communicative resources brought to the learning environment by their students in the design and implementation of different teaching activities. Exploring the mai...

Intentionally clicking screen-based navigational resources can be one way in which learners exercise agency in online tasks by making choices and acting on them. Because such navigational acts require learners to be initiators and responders of navigational resources, possibilities may exist for meaning making beyond the lingual. However, the meani...

Previous studies have pointed out the need to consider carefully how digital tools are presented in schools to ensure their use meets authentic needs for today’s knowledge society. This implies that learning tasks should be planned so students’ practice with technological and digital resources such as videoconferencing and text chats resembles pote...

Many reports suggest that the use of education technology can have a positive effect on language education. However, most of the research indicates that there is need for more detailed understanding of the pedagogical processes that support technology-enhanced language learning. This text takes a social semiotic perspective to examine multimodal in...

This entry outlines the principal parameters of collaborative learning (CL). CL is understood as orientation, framework, and setting for a specific type of language teaching that involves interdependent activities, facilitated through social interactions that support shared knowledge building and problem solving. Main research results concerning th...

Como siempre es un placer anunciar la publicación de otro volumen de BJTLLL. En un momento en que el mundo de la publicación académica se enfrenta a bastantes polémicas, entre las cuales está la inequidad que surge del uso creciente de las métricas como medida de la calidad de la investigación, seguimos manteniendo nuestro compromiso de publicar nu...

Telecollaboration in education is the use of computer and/or digital communication tools to promote learning through social interaction and collaboration, thus moving the learning process beyond the physical boundaries of classrooms. Definitions of telecollaboration are explored in this chapter, in particular in the areas of language and intercultu...

Nous initions ce premier volume de l’année avec un article du Dr Anna Camps. Cet article se fonde sur le discours prononcé par cette dernière pour l’inauguration du Master Officiel en Recherche en Éducation en 2016/17. En tant qu’éditeurs, nous sommes heureux d’offrir un soutien, aussi petit soit-il, à nos collègues universitaires assiégés en Syrie...

As one of the working groups belonging to the VOICES of the European Teachers Network (funded with support from the European Commission), Spanish members carried out an online survey of teachers’ experiences, knowledge and perspectives on the European Language Portfolio (ELP). With over 250 respondents in the Barcelona metropolitan area, the answer...

While a number of investigations of online language learning behaviours are available, there are currently few ‘micro’ analytic studies that explore the role of different types of small talk to complete institutional tasks online. This study focuses in particular on an institutionally-initiated, out-of-class telecollaborative Skype video exchange b...

This article describes the evolution, over a 12-year period, of a telecollaborative project between two universities. The project focused on two teacher training courses that integrate in-class dialogic learning and flipped classroom materials. The authors begin by outlining the first years of the project, including an overview of the initial resul...

This article outlines research into innovative language teaching practices that make optimal use of technology and Computer-Mediated Communication (CMC) for an integrated approach to Project-Based Learning. It is based on data compiled during a 10-week language project that employed videoconferencing and machinima (short video clips featuring virtu...

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...

There is ample evidence that a shift towards more integration of web 2.0 in education is taking place. Surveys indicate that a growing number of schools in primary, secondary and higher education have access to web 2.0 tools, although how they are used to technologically-enhance the language learning process is a question that needs to be addressed...

There are daily reminders of how our lives are interconnected through globalisation. One is continuously reminded that we are citizens of a ‘global society’, ‘a global village’, or ‘global communities’; terms which, despite their seeming paradox, are widely accepted as the status quo of much of humanity today. Even in geographical regions with the...

This article provides an argument for closer multilateral alliances between the emergent and loosely-bound international community of educational researchers who are working in areas related to Digitally Supported Communicative Language Teaching and learning (herein DSCLT). By taking advantage of the communications revolution that is currently resh...

Empezamos el año académico en otoño con un tema muy interesante y provocativo. Nuestra autora invitada, Luci Nussbaum, reflexiona sobre la importancia de interrogar nuestra manera de entender las prácticas plurilingües del alumnado fuera del aula con el fin de abordar mejor la enseñanza de las lenguas dentro de ella.

Amb aquest número del Bellaterra Journal of Teaching and Learning Language and Literature, presentem un monogràfic sobre ensenyament i aprenentatge de la composició escrita.

This chapter provides a rationale for how project-based language learning (PBLL) can play a key role in language teaching and what this implies for teachers and learners. PBLL not only allows for a practical and meaningful approach to teaching and assessing language learning; it also promotes effective learning strategies and critical thinking skil...

Los volúmenes que la nuestra revista publica al inicio de cada curso académico tienen por costumbre presentar el trabajo de un investigador del departamento que la edita. En este caso, el autor invitado es el doctor Xavier Fontich Vicens. Su artículo trata un tema que siempre presenta retos al profesorado: ¿Cómo ha de enseñarse la gramática? ...

It can be argued that in Spain there is a relationship between the high rates of early school leaving (ESL) and inactive or unemployed young people, as is evidenced by the current situation in which over half the working population aged 25 or younger is unemployed, many having completed compulsory education only. ESL and its social and economic con...

This article discusses a two-year telecollaborative project in teacher education that took an integrated approach to teaching about and through technological resources in order to introduce student-teachers to innovative methods for communicative-based language learning through computer-mediated communication (CMC). Via ‘technological immersion’, s...

CiCe DEED allows you to explore how different languages in Europe conceptualise ideas about citizenship and identity, particularly as they are used in educational settings. The words and ideas that we explore in these pages do not always translate directly, and each language uses the vocabulary of these ideas in different ways. Because the idea of...

En grande partie, ce volume 5.3 aborde des questions de multiculturalisme et de mondialisation en éducation. (...)

https://www.jyu.fi/en/congress/applied- summerschool/insights2012/programme/abstractbook

This book is about inequities in education in Europe. The authors have worked together on an analysis of educational inequalities in Europe, which they draw on through the book: they suggest that the countries of Europe, through the European Union, are beginning to address issues of educational disadvantage on a systematic, continent-wide basis. Be...

This article looks at a year-long network-based exchange between two groups of student-teachers in Spain and the USA, who were involved in various network-based collaborative activities as part of their teaching education. Their online interaction was facilitated through diverse communicative modes such as Skype, Moodle, Voicethread and Second Life...

The use of computer-supported collaborative learning is more and more commonplace in language learning classrooms; this has given rise to the need for more research on roles and processes of telecollaboration in language teaching and learning and how online interactions are integrated with face-to-face classroom activities. Using a data-driven, qua...

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...

We discuss some implications for citizenship education, based on a survey of young people in four European countries in which they were asked how they think they will act politically when they are adult. The empirical sections of the article are based on a survey of 2,400 students aged between 11–17 in 2008–2009 in Poland, Spain, Turkey and England...

To meet the demands for teachers with intercultural competence and increasing opportunities for study abroad, a consortium of nine partners are developing a joint teacher training graduate degree with key axes: teaching practice abroad (TPA) and intercultural communicative competences (ICC). After preliminary analysis of policy documents related to...

This article discusses findings from ongoing research into plurilingual group work interaction in a Content and Language Integrated Learning (CLIL) teacher training classroom at a university in Catalonia, Spain. We explore how participants make use of available verbal and non-verbal resources—for example, their multilingual verbal repertoires, post...

This article describes follow-up research aimed at exploring the long-term impact on participants of a teacher training course that integrated a variety of projects focusing on ICT use in language teaching. Internet in education is often promoted for its features that allow for new opportunities for constructivist approaches in the classroom. Never...

This article examines the way in which socially constructed notions of ‘language’, ‘social cohesion’ and ‘diversity’ create tensions within different educational arenas, particularly concerning educational policies developed at administrative levels and the subsequent interpretation of these policies in the classroom. Specifically, the article look...

New technologies are increasingly becoming a component of education, as computers are integrated into both students' lives and as a teacher's tool of management and teaching. At the same time, constructivist learning theories have had extensive effects at the level of learning paradigms and in prescribed education goals. Yet there are worrying gaps...

How teachers and students work together through discourse to construct their understanding of the context they live and work in will influence, in many different ways, the interaction within their classrooms.This article will describe a qualitatitive discourse analysis-involving three different groups of teachers—which focused on the way in which t...

This paper describes a collaborative Internet-based project involving foreign language students and teacher trainees in three different countries. The project involved both online collaboration with international partners and face-to-face classroom activities and was designed not only to facilitate purposeful, authentic language use, but also to pr...

This paper was outside the main symposium, but it describes the next stage of this study. It outlines preliminary findings of work with teachers and teacher trainees in Northern Spain (Catalonia), on conceptualization of Educación para la ciudadania (Citizenship Education). This study will be part of a larger-scale ECRP research project (Poland, Tu...

Interactional analysis can be used to explore transcripts and to provide access to embedded, intertextual information in the discussion participants’ talk. In this article, the analysis provides “portraits” of preservice and inservice teachers’ orientation towards linguistic diversity in Catalan schools —orientations which can help reveal the disco...

The European Union has recognized the need for promoting social and political change through education. Special emphasis has been placed on the role of schools in personal and human development, along with the need for greater understanding of the diversity which makes up the European Union and throughout the world. This means that teachers are now...

This paper reports research designed to highlight how three groups of teachers make sense of linguistic, ethnic and cultural diversity in the classroom. The collecting of the data concentrated on the way in which the participants in the study worked together to construct socially negotiated meanings of linguistic diversity within the context of lan...

The project described here was actually part of a larger European Union funded project, called MICaLL (Moderating Intercultural Communication and Language Learning) 1 . The two schools, Ecole elémentaire publique de L'Huisserie (Laval, France) and Grund-und Hauptschule mit Werkrealschule (Neckargemünd, Germany), were partnered within the wider MICa...

This book is based on the results of a research project supported by the European Research Foundation and conducted in four different European countries: Poland 1 , UK 2 , Turkey 3 and Spain 4 . The research forms part of The European Collaborative Research Projects (ECRPs) in the Social Sciences and is entitled "Citizens of the future: the concern...

Telecollaboration is becoming more commonplace in the language learning classroom. Subsequently, researchers and practitioners call for more investigation into efficient praxis in telecollaborative projects for language teaching. Considering the difficulties of changing teachers' established practices -which are often based on their own learning ex...

En: Articles de Didáctica de la Llengua i de la Literatura arcelona 2006, n. 39, abril-mayo-junio ; p. 100-110 Incorporación de técnicas de información y comunicación por medio de un portal de Internet en una clase de lenguas extranjeras de la carrera de maestro. El objetivo es incorporar una enseñanza innovadora para mejorar la docencia, así como...