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  • E-mailRaees.Calafato@uib.no
  • Phone+47 55 58 26 02+47 920 18 681
  • Visitor Address
    HF-bygget, Sydnesplassen 7
  • Postal Address
    Postboks 7805
    5020 Bergen
Selected publications
  • Calafato, Raees; Paran, Amos. 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. 79: 28-37. doi: 10.1016/j.tate.2018.12.002
  • Calafato, Raees; Tang, Fei. 2019. The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua. 219: 24-38. doi: 10.1016/j.lingua.2018.11.003
  • Calafato, Raees. 2018. Художественная литература в обучении английскому языку в России. Educational Studies Moscow. 2. 91-116. doi: 10.17323/1814-9545-2018-2-91-116
  • Show author(s) (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).
  • Show author(s) (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. 579-606.
  • Show author(s) (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.
  • Show author(s) (2021). Organizing a digital conference in times of the Corona pandemic: An interview with MoMM.
  • Show author(s) (2021). Multilingualism in foreign language learning and teaching.
  • Show author(s) (2021). Multilingualism as a resource in the English, French, and Arabic classrooms: Implications for language education and policy in the Emirates.
  • Show author(s) (2021). Multilingualism as a resource in the English, French, and Arabic classrooms: Implications for language education and policy in the Emirates.
  • Show author(s) (2021). Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates. Foreign language annals. 233-254.
  • Show author(s) (2021). Multilingual teacher identity in the Gulf States in EMI settings.
  • Show author(s) (2021). Learning multiple foreign languages in Central Asia: International posture, integrativeness, nationalism, and multiculturalism.
  • Show author(s) (2021). English, Arabic and French teachers’ implementation of a multilingual pedagogy in UAE secondary schools: Opportunities and challenges.
  • Show author(s) (2021). Comics as a multimodal resource and students’ willingness to communicate in Russian . Journal of Graphic Novels and Comics. 1-17.
  • Show author(s) (2020). Teaching multiple foreign languages: Classroom practices of multilingual teachers in Norway and Russia.
  • Show author(s) (2020). Multilingualism in foreign language learning and teaching.
  • Show author(s) (2020). Multilingual, bilingual and monolingual Arabic teachers’ promotion of metacognitive strategies and autonomy among learners in the Emirates.
  • Show author(s) (2020). Multilingual pedagogy in Norway and Russia: A look at teachers of English, French, German, Spanish, and Chinese.
  • Show author(s) (2020). Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability. Language Teaching Research. 1-21.
  • Show author(s) (2020). Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy. Lingua.
  • Show author(s) (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education. 602-617.
  • Show author(s) (2020). Implementing a multilingual pedagogy in increasingly multicultural classrooms.
  • Show author(s) (2020). Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights. Heliyon.
  • Show author(s) (2019). The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua. 24-38.
  • Show author(s) (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018 . Lingua. 1-25.
  • Show author(s) (2019). Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia. Pedagogika. 178-196.
  • Show author(s) (2019). Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System (Linköping). 133-144.
  • Show author(s) (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.
  • Show author(s) (2018). Иностранности.
  • Show author(s) (2018). Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia. Educational Studies Moscow. 91-116.
  • Show author(s) (2015). Günü Yaşa.
  • Show author(s) (2013). Bonjour: Mon premier livre de français. WIS Publishing.
  • Show author(s) (2006). Hoşçakal Microsoft merhaba dünya: bir girişimcinin dünya çocukalrını eğitmek üzere çıktığı büyük yolculuk.

More information in national current research information system (CRIStin)

Calafato, R., & Courmaceul, W. (2017). Away we go 1: Teacher’s guide. Moscow, Russia: CREF Publishing. ISBN: 978-5904287603 (for Activity book)

Calafato, R., & Courmaceul, W. (2017). Away we go 2: Teacher’s guide. Moscow, Russia: CREF Publishing. ISBN: 978-5904287610 (for Activity book)

Calafato, R., Courmaceul, W., & Valvis, N. (2017). Away we go 3: Teacher’s guide. Moscow, Russia: CREF Publishing. ISBN: 978-5904287627 (for Activity book)

Language teacher multilingualism

Literature and multimodality in language education

Language learning motivation

Transnational multilingual family language policy