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Raees Calafato

Foreign Language Didactics
  • E-mailRaees.Calafato@uib.no
  • Phone+47 55 58 26 02+47 920 18 681
  • Visitor Address
    Sydnesplassen 7
    HF-bygget
    5007 Bergen
  • Postal Address
    Postboks 7805
    5020 Bergen
Textbook
  • Show author(s) (2017). Away we go 3: Teacher’s guide. CREF Publishing.
  • Show author(s) (2017). Away we go 2: Teacher’s guide. CREF Publishing.
  • Show author(s) (2017). Away we go 1: Teacher’s guide. CREF Publishing.
  • Show author(s) (2013). Bonjour: Mon premier livre de français. WIS Publishing.
Academic article
  • Show author(s) (2022). “You have to repeat Chinese to mother!”: Multilingual identity, emotions, and family language policy in transnational multilingual families. Applied Linguistics Review.
  • Show author(s) (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.
  • Show author(s) (2022). Transnational multilingual families in China: Multilingualism as commodity, conflict, and in-betweenness. Sage Open. 14 pages.
  • Show author(s) (2022). Multilingual pedagogies in first versus foreign language contexts: A cross-country study of language teachers. International Review of Applied Linguistics in Language Teaching.
  • Show author(s) (2022). Fidelity to participants when researching multilingual language teachers: A systematic review. Review of Education. 34 pages.
  • 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. 576-606.
  • 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). 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). Comics as a multimodal resource and students’ willingness to communicate in Russian . Journal of Graphic Novels and Comics. 1-17.
  • 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). 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). Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia. Educational Studies Moscow. 91-116.
Academic lecture
  • Show author(s) (2022). Multilingual teacher identity in the Emirates: Implications for language policy and education.
  • Show author(s) (2022). Multilingual dispositions, multilingual and multicultural competence, and identity-related dynamics among multiethnic university students in China.
  • Show author(s) (2022). Mindsets, achievement, learning styles, and multilingualism: A survey of French university students across English and other disciplines .
  • Show author(s) (2022). Literature in language education: Exploring the dynamics between teachers’ beliefs, practices, creativity, and literary competence.
  • 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 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) (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). Implementing a multilingual pedagogy in increasingly multicultural classrooms.
Interview
  • Show author(s) (2021). Organizing a digital conference in times of the Corona pandemic: An interview with MoMM.
  • Show author(s) (2018). Иностранности.
Academic chapter/article/Conference paper
  • Show author(s) (2022). Multilingual teacher identity in the Emirates: Implications for language policy and education. 17 pages.
Book Translation
  • Show author(s) (2015). Günü Yaşa.
  • 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)

Language teacher multilingualism

Literature and multimodality in language education

Language learning motivation

Transnational multilingual family language policy