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Raees Calafatos bilde

Raees Calafato

Engelsk- og fremmedspråksdidaktikk
  • E-postRaees.Calafato@uib.no
  • Telefon+47 55 58 26 02+47 920 18 681
  • Besøksadresse
    Sydnesplassen 7
    HF-bygget
    5007 Bergen
  • Postadresse
    Postboks 7805
    5020 Bergen
Lærebok
  • Vis forfatter(e) (2017). Away we go 3: Teacher’s guide. CREF Publishing.
  • Vis forfatter(e) (2017). Away we go 2: Teacher’s guide. CREF Publishing.
  • Vis forfatter(e) (2017). Away we go 1: Teacher’s guide. CREF Publishing.
  • Vis forfatter(e) (2013). Bonjour: Mon premier livre de français. WIS Publishing.
Vitenskapelig artikkel
  • Vis forfatter(e) (2022). “You have to repeat Chinese to mother!”: Multilingual identity, emotions, and family language policy in transnational multilingual families. Applied Linguistics Review.
  • Vis forfatter(e) (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 sider.
  • Vis forfatter(e) (2022). Transnational multilingual families in China: Multilingualism as commodity, conflict, and in-betweenness. Sage Open. 14 sider.
  • Vis forfatter(e) (2022). Multilingual pedagogies in first versus foreign language contexts: A cross-country study of language teachers . International Review of Applied Linguistics in Language Teaching.
  • Vis forfatter(e) (2022). Fidelity to participants when researching multilingual language teachers: A systematic review. Review of Education. 34 sider.
  • Vis forfatter(e) (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).
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (2021). Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates. Foreign language annals. 233-254.
  • Vis forfatter(e) (2021). Comics as a multimodal resource and students’ willingness to communicate in Russian . Journal of Graphic Novels and Comics. 1-17.
  • Vis forfatter(e) (2020). Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability. Language Teaching Research. 1-21.
  • Vis forfatter(e) (2020). Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy. Lingua.
  • Vis forfatter(e) (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education. 602-617.
  • Vis forfatter(e) (2020). Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights. Heliyon.
  • Vis forfatter(e) (2019). The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua. 24-38.
  • Vis forfatter(e) (2019). The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018 . Lingua. 1-25.
  • Vis forfatter(e) (2019). Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia. Pedagogika. 178-196.
  • Vis forfatter(e) (2019). Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System (Linköping). 133-144.
  • Vis forfatter(e) (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.
  • Vis forfatter(e) (2018). Literature in language education: Evolving language pedagogies and text preferences in contemporary Russia. Educational Studies Moscow. 91-116.
Vitenskapelig foredrag
  • Vis forfatter(e) (2022). Multilingual teacher identity in the Emirates: Implications for language policy and education.
  • Vis forfatter(e) (2022). Multilingual dispositions, multilingual and multicultural competence, and identity-related dynamics among multiethnic university students in China.
  • Vis forfatter(e) (2022). Mindsets, achievement, learning styles, and multilingualism: A survey of French university students across English and other disciplines .
  • Vis forfatter(e) (2022). Literature in language education: Exploring the dynamics between teachers’ beliefs, practices, creativity, and literary competence.
  • Vis forfatter(e) (2021). Multilingualism in foreign language learning and teaching.
  • Vis forfatter(e) (2021). Multilingualism as a resource in the English, French, and Arabic classrooms: Implications for language education and policy in the Emirates.
  • Vis forfatter(e) (2021). Multilingualism as a resource in the English, French, and Arabic classrooms: Implications for language education and policy in the Emirates.
  • Vis forfatter(e) (2021). Multilingual teacher identity in the Gulf States in EMI settings.
  • Vis forfatter(e) (2021). Learning multiple foreign languages in Central Asia: International posture, integrativeness, nationalism, and multiculturalism.
  • Vis forfatter(e) (2021). English, Arabic and French teachers’ implementation of a multilingual pedagogy in UAE secondary schools: Opportunities and challenges.
  • Vis forfatter(e) (2020). Teaching multiple foreign languages: Classroom practices of multilingual teachers in Norway and Russia.
  • Vis forfatter(e) (2020). Multilingualism in foreign language learning and teaching.
  • Vis forfatter(e) (2020). Multilingual, bilingual and monolingual Arabic teachers’ promotion of metacognitive strategies and autonomy among learners in the Emirates.
  • Vis forfatter(e) (2020). Multilingual pedagogy in Norway and Russia: A look at teachers of English, French, German, Spanish, and Chinese.
  • Vis forfatter(e) (2020). Implementing a multilingual pedagogy in increasingly multicultural classrooms.
Intervju
  • Vis forfatter(e) (2021). Organizing a digital conference in times of the Corona pandemic: An interview with MoMM.
  • Vis forfatter(e) (2018). Иностранности.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
  • Vis forfatter(e) (2022). Multilingual teacher identity in the Emirates: Implications for language policy and education. 17 sider.
Oversatt bok
  • Vis forfatter(e) (2015). Günü Yaşa.
  • Vis forfatter(e) (2006). Hoşçakal Microsoft merhaba dünya: bir girişimcinin dünya çocukalrını eğitmek üzere çıktığı büyük yolculuk.

Se fullstendig oversikt over publikasjoner i CRIStin.

Teachers’ multilinguality, language awareness and metalinguistic practices in the classroom

Literature in language education

Multilingual motivation in super-diverse contexts