Related Publications

Research articles
  • Hellermann, John, Thorne, Steven. L., & Fodor, Peter. (2017). Mobile reading as social and embodied practice. Classroom Discourse, 8(2), 99-121.

  • Helm, Francesca & Dabre, Tejane (2018). Engineering a ‘contact zone’ through translanguaging, Language and Intercultural Communication, 18(1), 144-156. 

  • Helm, Francesca. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology,19(2): 197-217. (available online)

  • Thorne, Steven. L. (2016). Epilogue: Open education, social practices, and ecologies of hope. Apprentissage des langues et systèmes d'information et de communication (Alsic), Vol. 16, n° 1. (available online)

  • Thorne, Steven. L. (2015). Mediated life activity, double stimulation, and the question of agency. Learning, Culture and Social Interaction, 4, 62-66. (green open access, 12-month embargo)

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  • Dooly, Melinda. (tbp 2018). ‘¡Flipo con tus clases!’: La formación de profesorado en la didáctica de lenguas a través de clases invertidas y telecolaboración. In Marta González-Lloret i Margarita Vinagre Laranjeira (Eds.) Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera [Technology mediated communication: Learning and teaching foreign languages]. Sheffield: Equinox.

  • Dooly, Melinda. (2018). “I h8 txt msgs”. How social media has had an impact on language awareness. In Peter Garrett & Josep Maria Cots (Eds.) The Routledge Handbook of Language Awareness (pp. 306-322). London/New York: Routledge.

  • Dooly, Melinda. (2017). Telecollaboration. In C. Chapelle & S. Sauro (Eds.) The handbook of technology in second language teaching and learning (pp. 169-183). Hoboken, NJ: Wiley-Blackwell.

  • Dooly, Melinda. (2016). ‘Please remove your avatar from my personal space’: Competences of the telecollaboratively efficient person. In T. Lewis & R. O’Dowd (Eds.) Online intercultural exchange: Policy, pedagogy, practice (pp. 192-208). NY/London: Routledge.

  • Dooly, Melinda. (2015). Networked classrooms and networked minds: Language teaching in a brave new world. In C. J. Jenks & P. Seedhouse (Eds.) International perspectives on the ELT classroom (pp. 84-109). Houndsmills, Basingstoke/New York: Palgrave MacMillan.

  • Dooly, Melinda. (2015).  Learning to e-function in a brave new world:Language teachers’ roles in educating for the future. A A. Turula, B. Mikolajewska, & D. Stanulewicz (Eds.) Insights into technology enhanced language pedagogy (pp. 11-25). Warsaw Studies in English Language and Literature. Vol. 18, J. Fisiak (Ed.). Bern/Vienna: Peter Lang.

  • Helm Francesca (2017). Critical approaches to online intercultural language education. In S. Thorne & S. May (Eds.), Language and technology, Encyclopedia of Language and Education (pp. 1-13). London: Springer Online, Idoi: 10.1007/978-3-319-02328-1_18-1

  • Helm Francesca (2016). Facilitated dialogue in online intercultural exchange. In T. Lewis & R. O’Dowd (Eds.) Online intercultural exchange: Policy, pedagogy, practice (pp. 150-172). NY/London: Routledge.

  • Thorne, S. L. (2017). Editor's Introduction to Language, Education, and Technology. In S. L. Thorne & S. May (Eds.), Volume 9: Language, Education, and Technology. Encyclopedia of Language and Education, 3rd Edition (pp. ix-xxi). New York: Springer.

  • Thorne, S. L., & Ivković, D. (2015). Multilingual Eurovision Meets Plurilingual YouTube: Linguascaping Discursive Ontologies. In D. Koike & C. Blyth (Eds.), Dialogue in Multilingual and Multimodal Communities (pp. 167-192). Amsterdam: John Benjamins.

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