Dr Mario Moya


NameDr Mario Moya
Job titleSenior Lecturer
Email addressm.moya@uel.ac.uk
Research instituteUEL

Research outputs

Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities

Moya, M. 2020. Empowering Multilingual Learners through Critical Liberating Literacy Practices in English-dominated Speech Communities. in: Neokleous, G., Krulatz, A. and Farrelly, R. (ed.) Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms IGI Global. pp. 210-233

Bilingualism and Multilingualism in Secondary Education (England)

Moya, M. 2019. Bilingualism and Multilingualism in Secondary Education (England). Bloomsbury Education and Childhood Studies (BECS). https://doi.org/10.5040/9781350996274.0005

Un modelo de aprendizaje estratégico para el aprendizaje de idiomas

Moya, M. 2019. Un modelo de aprendizaje estratégico para el aprendizaje de idiomas. RELEN: Revista Estudios de Lenguas. 2 (1), pp. 19-41.

Positive Psychology in the Language Classroom: What is all the hype?

Moya, M. 2019. Positive Psychology in the Language Classroom: What is all the hype? European Conference on Educational Research. Hamburg, DE 03 - 06 Sep 2019 European Educational Research Association.

“Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom

Moya, M. 2019. “Englishing” the L1: Reconsidering the use of the mother tongue EFL classroom. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 160-174

An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar

Chaudary, Farah and Moya, M. 2019. An Examination and Analysis of a Learner’s Errors from the Perspective of a Pedagogical Grammar. in: Zoghbor, Wafa, Al Alami, Suhair and Alexiou, Thomaï (ed.) Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalized World Zayed University Press. pp. 255-267

Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional

Moya, M. 2017. Hacia el diseño de un modelo estratégico de aprendizaje de idiomas. Un estudio de caso basado en un grupo de discentes mayores en el marco de una comunidad de práctica profesional. Masters Thesis National University of Cordoba, Argentina Faculty of Languages

Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training

Moya, M. 2015. Cognitive Apprenticeship and Structured Debriefing as Tools to develop Reflective Practice in Initial Teacher Training. Argentinian Journal of Applied Linguistics. 03 (01), pp. 05-13.

El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial

Moya, M. 2015. El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial. Diálogos Pedagógicos. 13 (25), pp. 76-85.

Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees

Moya, M. 2014. Developing a strategy-based instruction approach to teaching and learning modern languages to train ab-initio primary PGCE trainees. Journal of Pedagogic Development. 4 (1), pp. 3-12.

Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework

Moya, M. 2014. Reconsidering a strategy-based instruction (SBI) to teaching and learning another language using transferrable language learning strategies within a sociocultural framework. Revista Electrónica Matices en Lenguas Extranjeras. 8, pp. 49-79.
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