1. Androulakis, G., Malliarou, Μ., Ntasiou, Ι., Pantelouka, Ι.-Μ. & Tsioli, S. (2017). For diversity against adversity: Second language teachers develop intercultural and research skills during an intensive course with immigrants in Greece. In D.-M. Kakana & P. Manoli (Eds.), Proceedings of 3rd International Symposium ISNITE 2015: New issues on teacher education (pp. 257–264). University of Thessaly Press.
2. Aronin, L. (2020). Dominant language constellations as an approach for studying multilingual practices. In J. Lo Bianco & L. Aronin (Eds.), Dominant language constellations: A new perspective on multilingualism (pp. 19–34). Springer.
3. Aronin, L., & Singleton, D. (2012). Multilingualism. John Benjamins Publishing Company. https://doi.org/10.1075/impact.30
4. Bernaus, M., Andrade, A. I., Kervran, M., Murkowska, A., & Trujillo Sáez, F. (Eds.). (2007). Plurilingual and pluricultural awareness in language teacher education: A training kit. European Centre for Modern Languages. Council of Europe Publishing.
5. Björklund, M., & Björklund, S. (2021). Embracing multilingualism in teaching practicum in Finland? DLC as a tool for uncovering individual and institutional multilingualism. In L. Aronin & E. Vetter (Eds.), Dominant language constellations approach in education and language acquisition (pp. 131–150). Springer. https://doi.org/10.1007/978-3-030-70769-9_7