2021

Tassinari, M.G. & Martos Ramos, J.J. (2021). Self-access language centres: Practices and research perspectives. In M. Jiménez Raya & F. Vieira (Eds.), Autonomy in language education. Theory, research and practice (pp. 175–190). Routledge.

2019

Carette, E., & Tassinari, M. G. (Eds.) (2019). Enhancing autonomy in self-access language centres: Experiences, reflections, new directions. Développer l’autonomie dans les centres de langues en libre accès : expériences, réflexions, nouvelles orientations. Mélanges CRAPEL, 40(1). http://www.atilf.fr/spip.php?rubrique660

2018

Tassinari, M. G. (2018). Autonomy and reflection on practice in a self-access language centre: Comparing the manager and the student assistant perspectives. Studies in Self-Access Learning Journal, 9(3), 387–412.http://sisaljournal.org/archives/sep18/tassinari

2017

Tassinari, M. G. (2017). Encouraging autonomy through a community of practice: The role of a self-access centre. Studies in Self-Access Learning Journal, 8(2), 157-168. https://doi.org/10.37237/080208

Tassinari, M. G. (2017). A self-access centre for learners and teachers: Promoting autonomy in higher education. In M. Jiménez Raya, J. J. Martos Ramos & M. G. Tassinari (Eds.), Learner and teacher autonomy in higher education: Perspectives from modern language teaching (pp. 183–208). Peter Lang.

2016

Tassinari, M. G. (2016). Language learning beyond the classroom: Lernerräume (er)öffnen. In A. Hettiger (Ed.), Vorsprung durch Sprachen. Fremdsprachenausbildung an den Hochschulen. Dokumentation der 28. Arbeitstagung 2014 an der Technischen Universität Braunschweig (pp. 225–243). AKS Verlag.

2013

Thornton, K., Nurjanova, U. & Tassinari, M. G. (2013). Reflections on experience: The role of advisors, teachers and self-access facilities in higher education contexts. In A. Barfield & N. Delgado Alvarado (Eds.), Autonomy in language learning: Stories of practices (pp. 105–116). IATEFL.

2011

Ortiz, I. & Tassinari, M. G. (2011). Eine integrierte Lernumgebung zur Förderung von Lernerautonomie. In R. Arrntz, H. P. Krings & B. Kühn (Eds.), Autonomie und Motivation. Erträge des 2. Bremer Symposions zum autonomen Fremdsprachenlernen (pp. 143–153). AKS-Verlag.

2021

Chateau, A. & Tassinari, M. G. (2021). Autonomy in language centres: Myth or reality ? Language Learning in Higher Education, 11(1), 51-66. https://doi.org/10.1515/cercles-2021-2002

Ludwig. C. & Tassinari. M. G. (2021). Foreign language learner autonomy in online learning environments: the teachers’ perspectives, Innovation in Language Learning and Teaching, https://doi.org/10.1080/17501229.2021.2012476

Tassinari, M. G. & Raaf, B. (2021). Lernerautonomie fördern: Leitfaden und Umsetzung. In S. Kirchmeyer (Ed.), Klassisch - modern - digital. Fremdsprachenunterricht an Hochschulen zwischen Tradition und Moderne. Dokumentation der 30. Arbeitstagung an der Bauhaus-Universität Weimar (pp. 161-167). AKS-Verlag.

2020

Ludwig, C., Tassinari, M. G. & Mynard, J. (Eds.) (2020). Navigating foreign language learner autonomy. Candlin & Mynard.

2017

Jiménez Raya, M., Martos Ramos, J. J. & Tassinari, M. G. (Eds.) (2017). Learner and teacher autonomy: Perspectives from modern language teaching. Peter Lang.

2015

Tassinari, M. G. (2015). Assessing learner autonomy: A dynamic model. In: C. J. Everhard & L. Murphy (Eds.), Assessment and autonomy in language learning (pp. 64–88). Palgrave Macmillan.

2010

Tassinari, M. G. (2010). Autonomes Fremdsprachenlernen: Komponenten, Kompetenzen, Strategien. Peter Lang.

2022

Shelton-Strong, S.J, & Tassinari, M. G. (2022).Facilitating an autonomy-supportive learning climate: Advising in language learning and basic psychological needs. In J. Mynard, & S.J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom. A self-determination theory perspective (pp. 185-205). Multilingual Matters.

Tassinari, M. G. (2022). Complexity in advising for language learning: From theory to practice. Studies in Self-Access Learning Journal, 13(2), 182–198. https://doi.org/10.37237/130202

Tassinari, M. G. (2022). Autonomie und Sprachlernberatung. In A. Feldmeier Garcia, M. Haddara, M. David, S. Wind, & J. Böddeker (Eds.), Alphalernberatung. In der Grundbildungsarbeit beraten. Grundlagen und Praxisbeispiele (pp. 33-45). Waxmann.

2020

Mozzon-McPherson, M. & Tassinari, M. G. (2020). From language teachers to language learning advisors. A journey map, Philologia Hispalensis, 34(1), 121-139. https://dx.doi.org/10.12795/PH.2020.v34.i01.07

2019

Bennett, Ph., & Tassinari, M. G. (Eds.) (2019). Teacher and advisor education for learner autonomy. Relay Journal. Research and Practice in Autonomy, 2(2). https://drive.google.com/file/d/1vqzNC-80Jb4bje0u1keS6EtuQrkzR8ql/view

2017

Tassinari, M. G. (2017). How language advisors perceive themselves: Exploring a role through narratives. In C. Nicolaides & W. Magno E Silva (Eds.), Innovations and challenges in applied linguistics and learner autonomy (pp. 305–336). Pontes.

2016

Tassinari, M. G. (2016). Emotions and feelings in language advising discourse. In C. Gkonou, D. Tatzl & S. Mercer (Eds.), New directions in language learning psychology (pp. 71–96). Springer.

2022

Cerchiglia Aquino, M., Mechtenberg, F., & Tassinari, M. G. (2022). Fremdsprachenlernen im Teletandem: Ein deutsch-brasilianisches Kollaborationsprojekt aus der Sicht teilnehmender Studierender. Pandaemonium Germanicum, 25(47), 122-147. https://doi.org/10.11606/1982-883724547122

2022

Koch Rumpf, R. (2022). Peer-geleitete Konversationskreise an der Freien Universität Berlin. Eine empirisch-qualitative Studie zu Motivation, Erwartungen und subjektiven Wahrnehmungen der Teilnehmenden. Masterarbeit Master of Education für das Lehramt ISS/Gymnasien Fachdidaktik Englisch In Kollaboration mit dem Sprachenzentrum - Selbstlernzentrum. Freie Universität Berlin. https://refubium.fu-berlin.de/handle/fub188/35379