Editors' Notes

Authors

  • Melinda Dooly Universitat Autònoma de Barcelona
  • Emilee Moore Universitat Autònoma de Barcelona

Author Biographies

Melinda Dooly, Universitat Autònoma de Barcelona

Melinda Dooly holds a Serra Húnter fellowship as researcher and senior lecturer in the Department of Language, Literature and Social Science Education at the Universitat Autònoma de Barcelona. She teaches English as a Foreign Language Methodology (TEFL) and research methods courses, focusing on telecollaboration in education at both undergraduate and graduate levels. She is the head of the research centre GREIP. Dr. Dooly has taught on short-term stays in different countries worldwide, including an honorary lectureship at the Institute of Education University College London. Her principal research addresses technology-enhanced project-based language learning and 21st century competences in teacher education. She has published widely in international journals and authored chapters and books in this area of study. She is co-editor of the book series Telecollaboration in Education (Peter Lang). Her current research interest is in project-based telecollaborative language learning and very young learners. 

Emilee Moore, Universitat Autònoma de Barcelona

Emilee Moore holds a Serra Húnter fellowship as researcher and lecturer in the Department of Language, Literature and Social Science Education at the Universitat Autònoma de Barcelona. She is also an external teacher in the Master in Applied Languages the Universitat de Lleida. She was visiting postdoctoral researcher in the School of Education as part of the Beatriu Pinós program (Generalitat de Catalunya) and tutor in the School of Languages, Cultures and Societies at the University of Leeds from 2015-2017. Before this, she was head of the Languages Department the Universitat Internacional de Catalunya and a part-time lecturer at the UAB. Most of her teaching has contributed to the development of teachers for plurilingual preschool, primary, secondary and tertiary education. She studies meaning-making practices in multilingual and multicultural, formal and non-formal educational contexts, integrating approaches from linguistic ethnography, the study of interaction and sociocultural learning theories. She has participated in several large Spanish, UK and European research projects, and a number of smaller teaching innovation and socio-educational projects and published widely in international journals and books.

Published

31-12-2016

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