- E-mailRaees.Calafato@uib.no
- Phone+47 55 58 26 02+47 920 18 681
- Visitor AddressSydnesplassen 7HF-bygget5007 Bergen
- Postal AddressPostboks 78055020 Bergen
Textbook
- (2017). Away we go 3: Teacher’s guide. CREF Publishing.
- (2017). Away we go 2: Teacher’s guide. CREF Publishing.
- (2017). Away we go 1: Teacher’s guide. CREF Publishing.
- (2013). Bonjour: Mon premier livre de français. WIS Publishing.
Academic article
- (2022). “You have to repeat Chinese to mother!”: Multilingual identity, emotions, and family language policy in transnational multilingual families. Applied Linguistics Review.
- (2022). ‘The culture of China is broad and profound, with all rivers flowing into the sea’: Plurilingual and pluricultural competence and identity among university students in China. Journal of Multilingual and Multicultural Development (JMMD). 17 pages.
- (2022). Transnational multilingual families in China: Multilingualism as commodity, conflict, and in-betweenness. Sage Open. 14 pages.
- (2022). Multilingual pedagogies in first versus foreign language contexts: A cross-country study of language teachers . International Review of Applied Linguistics in Language Teaching.
- (2022). Fidelity to participants when researching multilingual language teachers: A systematic review. Review of Education. 34 pages.
- (2021). “I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan . System (Linköping).
- (2021). “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages. Studies in Second Language Learning and Teaching. 576-606.
- (2021). Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia. Teaching and Teacher Education : An International Journal of Research and Studies.
- (2021). Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates. Foreign language annals. 233-254.
- (2021). Comics as a multimodal resource and students’ willingness to communicate in Russian . Journal of Graphic Novels and Comics. 1-17.
- (2020). Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability. Language Teaching Research. 1-21.
- (2020). Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy. Lingua.
- (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education. 602-617.
- (2020). Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights. Heliyon.
- (2019). The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua. 24-38.
- (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018 . Lingua. 1-25.
- (2019). Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia. Pedagogika. 178-196.
- (2019). Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System (Linköping). 133-144.
- (2019). Age as a factor in Russian EFL teacher attitudes towards literature in language education. Teaching and Teacher Education : An International Journal of Research and Studies. 28-37.
- (2018). Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia. Educational Studies Moscow. 91-116.
Academic lecture
- (2022). Multilingual teacher identity in the Emirates: Implications for language policy and education.
- (2022). Multilingual dispositions, multilingual and multicultural competence, and identity-related dynamics among multiethnic university students in China.
- (2022). Mindsets, achievement, learning styles, and multilingualism: A survey of French university students across English and other disciplines .
- (2022). Literature in language education: Exploring the dynamics between teachers’ beliefs, practices, creativity, and literary competence.
- (2021). Multilingualism in foreign language learning and teaching.
- (2021). Multilingualism as a resource in the English, French, and Arabic classrooms: Implications for language education and policy in the Emirates.
- (2021). Multilingualism as a resource in the English, French, and Arabic classrooms: Implications for language education and policy in the Emirates.
- (2021). Multilingual teacher identity in the Gulf States in EMI settings.
- (2021). Learning multiple foreign languages in Central Asia: International posture, integrativeness, nationalism, and multiculturalism.
- (2021). English, Arabic and French teachers’ implementation of a multilingual pedagogy in UAE secondary schools: Opportunities and challenges.
- (2020). Teaching multiple foreign languages: Classroom practices of multilingual teachers in Norway and Russia.
- (2020). Multilingualism in foreign language learning and teaching.
- (2020). Multilingual, bilingual and monolingual Arabic teachers’ promotion of metacognitive strategies and autonomy among learners in the Emirates.
- (2020). Multilingual pedagogy in Norway and Russia: A look at teachers of English, French, German, Spanish, and Chinese.
- (2020). Implementing a multilingual pedagogy in increasingly multicultural classrooms.
Interview
- (2021). Organizing a digital conference in times of the Corona pandemic: An interview with MoMM.
- (2018). Иностранности.
Academic chapter/article/Conference paper
- (2022). Multilingual teacher identity in the Emirates: Implications for language policy and education. 17 pages.
Book Translation
- (2015). Günü Yaşa.
- (2006). Hoşçakal Microsoft merhaba dünya: bir girişimcinin dünya çocukalrını eğitmek üzere çıktığı büyük yolculuk.
More information in national current research information system (CRIStin)
Language teacher multilingualism
Literature and multimodality in language education
Language learning motivation
Transnational multilingual family language policy