Grupo de Investigación en Educación, Interacción y Plurilingüismo (GREIP)

GREIP (Grupo de Investigación en Educación, Interacción y Plurilingüismo) tiene un núcleo de investigadoras e investigadores expertos en el área de las interacciones plurilingües en contextos educativos formales y no formales. Trabajamos con personas expertas de todo el mundo con la intención de avanzar en los conocimientos sobre la educación en el siglo 21. Colaboramos estrechamente con los agentes más implicados, como profesorado de educación primaria y secundaria, equipos directivos de centros y responsables de políticas educativas. El grupo GREIP ha sido reconocido como grupo de investigación consolidado y de calidad por la Generalitat de Cataluña desde 2005.

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2024-07-23
07:33

22 p, 1.2 MB

Performing identities in social media : A proposal for studying identity construction in language learning online / Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)
This article starts with an introduction into common public discourse regarding the impact social media has on identity construction (in particular children and youth) and why this is of concern to educational stakeholders. [...]
Cet article étudie d'abord le discours lié à l'impact des médias sociaux dans la construction de l'identité (en se centrant sur les enfants et les jeunes en particulier) et montre en quoi les éducateurs doivent lui prêter attention. [...]
Association pour le Développement de l'Apprentissage des Langues par les Systèmes d'Information et de Communication, 2017
ALSIC (Apprentissage des langues et systèmes d'information et de communication), Vol. 20, Num. 1 (2017) , 1-22

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2024-07-23
07:33

23 p, 12.0 MB

'What Can We Do to Talk More?' : Analysing language learners' online interaction / Dooly Owenby, Melinda (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials) ; Davitova, Nuriya (Kazan Federal University. Institute of Philology and Intercultural Communication)
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 potential communicative situations they may face outside the classroom. [...]
2018 - DOI (Digital Object Identifier)

10.16986/HUJE.2018038804
Hacettepe Egitim Dergisi, Vol. 33, Núm. Special Issue (2018) , p. 215-237

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2024-07-18
05:37

17 p, 1.7 MB

Plurilingualism and translanguaging : emergent approaches and shared concerns. Introduction to the special issue / Vallejo Rubinstein, Claudia (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials) ; Dooly Owenby, Melinda (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials)
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 learning. [...]
Taylor and Francis Ltd., 2020 - DOI (Digital Object Identifier)

10.1080/13670050.2019.1600469
International Journal of Bilingual Education and Bilingualism, Vol. 23, Num. 1 (2020) , p. 1-16

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2024-07-17
05:33

31 p, 538.1 KB

A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003-2012) / Dooly Owenby, Melinda (Universitat Autònoma de Barcelona) ; Masats, Dolors (Universitat Autònoma de Barcelona)
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). [...]
El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). [...]
2015 - DOI (Digital Object Identifier)

10.1017/S0261444815000117
Language Teaching, Vol. 48, Núm. 3 (2015) , p. 343-372

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2024-07-17
05:33

15 p, 8.3 MB

"I don't know" : Results of a small-scale survey on teachers' perspectives of the European language portfolio / Dooly Owenby, Melinda (Universitat Autònoma de Barcelona) ; Calatrava, Javier Barba (Universitat Autònoma de Barcelona) ; Borràs González, Anabel (Universitat Autònoma de Barcelona) ; Creus Pedrol, Montserrat (Universitat Autònoma de Barcelona) ; González Andreu, Carolina (Universitat Autònoma de Barcelona)
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). [...]
Como parte del proyecto europeo VOICES of the European Teachers Network (financiado con el apoyo de la Comisión Europea), miembros de un grupo de trabajo llevaron a cabo una encuesta 'en línea', enfocada a profesores de enseñanza primaria, secundaria y universitaria, sobre sus experiencias, conocimientos y perspectivas del Portafolio Europeo de Lenguas (PEL). [...]
2017
Porta Linguarum, Vol. 2017, Núm. 27 (2017) , p. 63-77

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2024-07-17
05:33

20 p, 697.8 KB

Challenges in transcribing multimodal data : A case study / Helm, Francesca (Università degli Studi di Padova) ; Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)
Computer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. [...]
2017
Language Learning and Technology, Vol. 21, Núm. 1 (2017) , p. 166-185

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2024-07-17
05:33

13 p, 1.7 MB

Rethinking the use of video in teacher education : A holistic approach / Masats, Dolors (Universitat Autònoma de Barcelona) ; Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)
Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. [...]
2011 - DOI (Digital Object Identifier)

10.1016/j.tate.2011.04.004
Teaching and Teacher Education, Vol. 27, Núm. 7 (2011) , p. 1151-1162

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2024-07-17
05:33

27 p, 984.8 KB

Filling in the gaps : Linking theory and practice through telecollaboration in teacher education / Sadler, Randall (The University of Illinois at Urbana-Champaign) ; Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)
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). [...]
2013 - DOI (Digital Object Identifier)

10.1017/S0958344012000237
ReCALL Journal, Vol. 25 (2013) , p. 4-29

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2024-07-17
05:33

25 p, 1.3 MB

Becoming little scientists : Technologically-enhanced project-based language learning / Dooly Owenby, Melinda (Universitat Autònoma de Barcelona) ; Sadler, Randall (University of Illinois at Urbana-Champaign)
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. [...]
2016
Language Learning and Technology, Vol. 20, Núm. 1 (2016) , p. 54-78

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2024-07-17
05:33

34 p, 1.5 MB

"I do which the question" : Students' innovative use of technology resources in the language classroom / Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)
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. [...]
2018
Language Learning and Technology, Vol. 22, Núm. 1 (2018) , p. 184-217

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