PUBLICATIONS

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. 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.

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.Patiño-Santos (accepted, 2018) CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy. DOI: 10.1007/s10993-017-9451-5.

Codó, E. (in press, 2018) Language awareness in multilingual and multicultural organisations. For Garret, P. & J.M. Cots (Eds.) The Routledge Handbook of Language Awareness.

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

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. (under review).  “In our hood we listen Arabic and French”: Language biography raps for the empowerment of plurilingualism. To appear in Aliagas, C., M. R. Garrido & E. Moore (Eds.), Hip Hop, language and identity: Bridging organic learning and institutional learning spaces, Special Issue for Linguistics and Education.

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, 35, Special issue.

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, 35. http://dx.doi.org/10.1016/j.linged.2016.07.006

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., Evnitskaya, N. and Ramos, S. L. (printing). Teaching and learning science in linguistically diverse classrooms. Cultural Studies of Science Education.

Moore, E. (forthcoming, 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.

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.

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.

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

Pladevall-Ballester, E. and Vraciu, A. (printing) 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.

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

Sunyol, A. and Codó, E. (forthcoming) “The IB is to develop as a person”: Educating the self-governing individual through the IB Diploma Programme. For L. Martín Rojo and A. Del Percio (eds.) Language, Governmentality and Neoliberalism. London: Routledge.

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