Upcoming publications (in press)

Costa, F. and Pladevall-Ballester, E. (under review) Language teachers’ perspectives on the CLIL experience in Catalan and Lombard secondary schools. Linguistics and Education.

Codó, E. and  A.M. Relaño-Pastor (under review) Researching Multilingual Education: Ethnographic Perspectives. For Siry, C. & R. Fernández (Eds.). Methodologies for Research on Teaching and Learning. Luxembourg: Sense Publishers (Bold Visions in Education Research Series).

Codó, E. and A. Sunyol (forthcoming) “A plus for our students”: The construction of Mandarin Chinese as an elite language in international schools in Barcelona. For E. Barakos and C. Selleck (Eds.) Special issue “Elite Multilingualism: Discourses, Practices and Debate”. International Journal of Multilingual and Multicultural Development.

Sunyol, A. and E. Codó (under review) Taking a step beyond”: Fabricating corporate subjectitivities in the International Baccalaureate Diploma Programme. For L. Martín Rojo and A. Del Percio (Eds.) Language, Governmentality and Neoliberalism. London: Routledge.

Sunyol, A. (under review) “Massa esforç pel que val”: el català en les tries educatives de la classe mitjana global. Treballs de Sociolingüística Catalana.



Codó, E. (2018) Language awareness in multilingual and multicultural organisations. For Garret, P. & J.M. Cots (Eds.) The Routledge Handbook of Language Awareness. pp. 467–481. (Chapter 29). ISBN: 978-1-138-93704-8 (hbk).

Garrido, M. R.  (2018).  Circulation and localization of a transnational founding story in a social movement.In Adriana Patiño-Santos & Ana María Relaño-Pastor (Eds.)  “Storytelling in globalized spaces: A linguistic ethnographic perspective”. International Journal of the Sociology of Language, 250, p. 113–135. 



Codó, E. (2017) Language policy and planning, institutions and neoliberalization. For Tollefson, J. & M. Pérez-Milans (Eds.) The Oxford Handbook of Language Policy and Planning. pp. 467–484. (Chapter 23).

Codó, E. and A.Patiño-Santos (2017) CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy. DOI: 10.1007/s10993-017-9451-5.

Garrido, M. R. (2017). Multilingualism and cosmopolitanism in the construction of a humanitarian elite. In A. Jaworski and C. Thurlow (Eds.), Elite discourse: The rhetorics of status and privilege, Special Issue of Social Semiotics 27 (3), 359–369.

Garrido, M. R. & E. Codó (2017). Deskilling and delanguaging African migrants in Barcelona: Pathways of labour market incorporation and the value of “global” English. Globalisation, Societies and Education, 15 (1): 29–49.

Moore, E., Evnitskaya, N. and Ramos, S. L. (2017). Teaching and learning science in linguistically diverse classrooms. Cultural Studies of Science Education. DOI: 10.1007/s11422-016-9783-z

Moore, E. and M. R. Garrido,  (2017). El rap en la didàctica del plurilingüisme. Perspectiva Escolar, 391, 44–48.

Pladevall-Ballester, E. and Vraciu, A. (2017) Scaffolding early EFL – L1 use in oral narratives by CLIL and non-CLIL young learners. For García-Mayo, M.P. (Ed.) Learning Foreign Languages in Primary School: Research Insights. Bristol: Multilingual Matters.

Sabaté Dalmau, Maria; M. R. Garrido & E. Codó (2017). Language-mediated Services for Migrants: Monolingualist Institutional Regimes and Translinguistic User Practices. In Suresh Canagarajah (Ed.) The Routledge Handbook of Migration and Language, 558–576. London: Routledge.

Sunyol, A. (2017) Educació multilingüe per a l’era global: el valor de les llengües en una escola internacional. Treballs de Sociolingüística Catalana 27, 269–283.



Aliagas, C., Garrido, M. R. and Moore, E. (2016). Introduction: Hip Hop, language and identity: Bridging organic learning and institutional learning spaces. Linguistics and Education, 36, 1–4.

Cioè Peña, M., Moore, E., Martín Rojo, L. (2016).  The burden of ‘nativeness’: Four plurilingual student-teachers’ stories. Bellaterra Journal of Teaching and Learning Languages and Literature, 9(2), 32–52.

Eppler, E. and Codó, E. (2016) Challenges for language and identity researchers in the collection and transcription of spoken interaction. For Preece, S. (Ed.) The Routledge Handbook of Language and Identity. Routledge Handbooks in Applied Linguistics. London: Routledge. pp. 304-319. ISBN: 978-1-138-77472-8.

Garrido, M. R. and Moore, E. (2016).  “In our hood we listen Arabic and French”: Language biography raps for the empowerment of plurilingualism. In Aliagas, C., M. R. Garrido & E. Moore (Eds.), Hip Hop, language and identity: Bridging organic learning and institutional learning spaces, Linguistics and Education, 36, 1–4. 

Garrido, M. R. and Moore, E. (2016). ‘We can speak we do it our way”: Language biography raps for the empowerment of plurilingualism. Linguistics and Education, 36, 35–44.

Garrido, M. R. and Oliva, X. (2015) A multilingual, collaborative and functional literacy approach to Catalan language learning in a voluntary settlement project. In Simpson J., & A. Whiteside (Eds.), Adult language education and migration: Challenging agendas in policy and practice (pp.94-106). London: Routledge.

Moore, E. (2016). Conceptualising ‘multilingual’ higher education in policies and classroom practice. In Soler-Carbonell, J., L. Gallego-Balsà & V. Corona (Eds.), Language and Education Issues in Global Catalonia. Questions and Debates across Scales of Time and Space, Special Issue for Language, Culture and Curriculum.

Moore, E.  (2016). Aprendizaje de lenguas e interacción social. In Nussbaum, L. & Masats, D. (Eds), Manual de Didàctica de las Lenguas Extranjeras para ESO. Madrid: Síntesis.

Moore, E. and Nussbaum, L. (2016) El plurilingüismo en la formación del alumnado de ESO. In Nussbaum, L. & Masats, D. (Eds.), Manual de Didàctica de las Lenguas Extranjeras para ESO. Madrid: Síntesis.

Pladevall-Ballester, E. and Vallbona, A. (2016) CLIL in minimal input contexts: development of receptive skills in early L2 learning. System, 58: 37–48.

Pladevall-Ballester, E. (2016) CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics, 26 (1): 52–74

Vallejo, C. and Moore, E.  (2016) Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lecturaSigno y Seña, 29, 33–61.