Dolors Masats
Biographic Data
| ID | 3548472 |
|---|---|
| NAME | Dolors Masats |
| GIVEN NAMES | Dolors |
| FAMILY NAME | Masats |
| SIGNATURE | MASATS D |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-2335-6670 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
La formación del profesorado para la educación lingüística y culturalmente inclusiva: Relato de una experiencia de Aprendizaje-servicio en un Trabajo de Fin de Grado
Current educational policies, with the aim of responding to the need to manage linguistically and culturally diverse classrooms, promote an inclusive education model that requires teachers who are linguistically sensitive in their beliefs, attitudes, and actions in ordinary classrooms. For this reason, initial teacher training programmes must offer pre-service teachers the possibility of acquiring the background knowledge, the skills and the atti…
‘Mézclalo un poquito’: Plurilingual practices in multilingual educational milieus
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process that is reflected in how students’ participation is achieved and modified in classroom interaction ove…
The Transformation of Language Practices: Notes from the Wichi Community of Los Lotes (Chaco, Argentina)
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)
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). These three domains have been selected for their relevance to current education policies and practices in Spain. This review a…
Rethinking the use of video in teacher education: A holistic approach
Rethinking the use of video in teacher education: A holistic approach
La formación del profesorado para la educación lingüística y culturalmente inclusiva: Relato de una experiencia de Aprendizaje-servicio en un Trabajo de Fin de Grado
Current educational policies, with the aim of responding to the need to manage linguistically and culturally diverse classrooms, promote an inclusive education model that requires teachers who are linguistically sensitive in their beliefs, attitudes, and actions in ordinary classrooms. For this reason, initial teacher training programmes must offer pre-service teachers the possibility of acquiring the background knowledge, the skills and the atti…
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)
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). These three domains have been selected for their relevance to current education policies and practices in Spain. This review a…
Rethinking the use of video in teacher education: A holistic approach
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)
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). These three domains have been selected for their relevance to current education policies and practices in Spain. This review a…
‘Mézclalo un poquito’: Plurilingual practices in multilingual educational milieus
We analyse data collected at multilingual schools in Catalonia, taking a plurilingual and socio-cultural Conversation Analysis approach to the interactions studied. The analytical sections of the article show how plurilingual practices are resources for students’ participation in classroom activities; we argue that language learning is a process that is reflected in how students’ participation is achieved and modified in classroom interaction ove…
The Transformation of Language Practices: Notes from the Wichi Community of Los Lotes (Chaco, Argentina)
La formación del profesorado para la educación lingüística y culturalmente inclusiva: Relato de una experiencia de Aprendizaje-servicio en un Trabajo de Fin de Grado
Current educational policies, with the aim of responding to the need to manage linguistically and culturally diverse classrooms, promote an inclusive education model that requires teachers who are linguistically sensitive in their beliefs, attitudes, and actions in ordinary classrooms. For this reason, initial teacher training programmes must offer pre-service teachers the possibility of acquiring the background knowledge, the skills and the atti…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Art (3 works) · Mathematics education (3 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Geography (2 works) · Humanities (2 works) · Teacher education (2 works)