Browse by Academic Unit/Department

Authored Book

Cameron, Lynne (2003). Metaphor in educational discourse. Advances in Applied Linguistics. London, UK: Continuum.

Cameron, Lynne (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.

Cameron, Lynne (2011). Metaphor and Reconciliation: The Discourse Dynamics of Empathy in Post-Conflict Conversations. Routledge Studies in Linguistics. New York, USA: Routledge.

Coffin, Caroline (2006). Historical discourse: the language of time, cause and evaluation. Continuum Discourse. UK: Continuum.

Coffin, Caroline (1996). Exploring Literacy in School History. Erskineville, NSW, Australia: Metropolitan East Disadvantaged Schools Program, NSW Dept. of School Education.

Coffin, Caroline; Brook, Rosemary and Humphrey, Sally (1996). The Australian Identity: A Unit of Work for Junior Secondary History. Write it right: resources for literacy and learning. Erskineville, NSW, Australia: Disadvantaged Schools Program, Metropolitan East Region, NSW Dept. of School Education.

Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan (2003). Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge.

Coffin, Caroline; Donohue, James and North, Sarah (2009). Exploring Grammar: From Formal to Functional. Routledge.

Cook, Guy (2004). Genetically Modified Language: the discourse of arguments for GM crops and food. London, UK: Routledge.

Cook, Guy (2001). The discourse of advertising. 2nd edition. Interface. London, UK: Routledge.

Cook, Guy (2003). Applied Linguistics. Oxford Introductions to Language. Oxford, UK: Oxford University Press.

Cook, Guy (2000). Language Play, Language Learning. Oxford, UK: Oxford University Press.

Cook, Guy (2010). Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.

Dawes, Lyn and Sams, Claire (2004). Talk box: speaking and listening activities for learning at Key Stage 1. UK: David Fulton Publishers Ltd.

Dawes, Lyn and Wegerif, Rupert (2004). Thinking and learning with ICT: raising achievement in primary classrooms. UK: Routledge.

Gillen, Julia (2003). The Language of children. Intertext. London, UK: Routledge.

Goodman, Sharon; Lillis, Theresa; Maybin, Janet and Mercer, Neil (2003). Language, literacy and education: A reader. Stoke on Trent, UK: Trentham Books in association with The Open University.

Hewings, Ann and Hewings, Martin (2005). Grammar and Context. London, UK: Routledge.

Larsen-Freeman, Diane and Cameron, Lynne (2008). Complex Systems and Applied Linguistics. Oxford Applied Linguistics. Oxford, UK: Oxford University Press.

Lillis, Theresa (2003). Analysing language in context: A student workbook. Stoke on Trent: Trentham Books/Open University Press.

Lillis, Theresa and Curry, Mary Jane (2010). Academic Writing in a Global Context: The politics and practices of publishing in English. Abingdon: Routledge.

Lillis, Theresa M. (2001). Student writing: access, regulation, desire. Literacies. UK: Routledge.

Lillis, Theresa (2013). The Sociolinguistics of Writing. Edinburgh Sociolinguistics. Edinburgh: EUP (In Press).

Maybin, Janet (2006). Children's voices: talk, knowledge and identity. Basingstoke, UK: Palgrave Macmillan.

Mesthrie, Rajend; Swann, Joan; Deumert, Ana and Leap, William (2009). Introducing Sociolinguistics (2nd Edition). Edinburgh, Scotland: Edinburgh University Press.

O'Halloran, Kieran (2003). Critical discourse analysis and language cognition. Edinburgh, UK: Edinburgh University Press.

Seargeant, Philip (2009). The idea of English in Japan: ideology and the evolution of a global language. Bristol: Multilingual Matters.

Seargeant, Philip (2012). Exploring World Englishes: Language in a Global Context. Routledge Introductions to Applied Linguistics. Abingdon: Routledge.

Sinka, Indra; Jarvis, J. and Lanataffi, A. (2002). Inclusion: what deaf pupils think. London, UK: RNID.

Sinka, Indra and Kane, Stephen (2011). Good practice in undergraduate peer support: a guide for those interested in the establishment and development of undergraduate mathematics peer support in higher education institutions. Birmingham: The Maths, Stats & OR Network.

Swann, Joan; Deumert, Ana; Lillis, Theresa and Mesthrie, Rajend (2004). A dictionary of sociolinguistics. Endinburgh, UK: Edinburgh University Press.

Wegerif, Rupert (2002). Literature review in thinking skills, technology and learning literature review in thinking skills, technology and learning: a report for futurelab. Futurelab Series. Bristol, UK: Futurelab.

Edited Book

Allington, Daniel and Mayor, Barbara eds. (2012). Communicating in English: Talk, Text, Technology. Worlds of English. London: Routledge.

Burns, A. and Coffin, C. eds. (2000). Analysing English in a Global Context. Teaching English Language Worldwide. London: Routledge.

Cameron, Lynne and Maslen, Robert eds. (2010). Metaphor Analysis: Research Practice in applied Linguistics, Social Sciences and the Humanities. Studies in Applied Linguistics. London: Equinox.

Candlin, Chris ed. (2002). Research and practice in professional discourse. Hong Kong: City University of Hong Kong Press.

Carter, Awena; Lillis, Theresa and Parker, Sue eds. (2009). Why Writing Matters: Issues of access and identity in writing research and pedagogy. Studies in Written Language and Literacy, 12. Amsterdam, Netherlands: John Benjamins Publishing Company.

Cheetham, J.; Mayor, B.; Walter, J. and Loney, M. eds. (1982). Social and Community Work in a Multiracial Society. London, UK: Harper and Row.

Claire, Hilary; Maybin, Janet and Swann, Joan eds. (1993). Equality matters: Case studies from the primary school. Clevedon: Multilingual Matters.

Coffin, C.; Hewings, A. and O'Halloran, K. eds. (2004). Applying English Grammar: Corpus and Functional Approaches. London, UK: Hodder Arnold.

Coffin, C.; Lillis, T. and O'Halloran, K. eds. (2009). Applied linguistics methods: A reader. London, UK: Routledge.

Coffin, C. ed. (2005). Getting Practical: Evaluating Everyday Texts (2nd ed). Milton Keynes, U.K.: The Open University.

Cook, Guy ed. (2008). The Language of Advertising. Major Themes in English Studies. London, UK: Routledge.

Cook, Guy and North, Sarah eds. (2009). Applied Linguistics in Action: A reader. London: Routledge.

Erling, Elizabeth J. and Seargeant, Philip eds. (2013). English and Development: Policy, Pedagogy and Globalization. Critical Language and Litearcy Studies. Bristol: Multilingual Matters.

Gill, Dawn; Mayor, Barbara and Blair, Maud eds. (1992). Racism and Education: Structures and Strategies. London, UK: Sage.

Goodman, Sharon; Graddol, David and Lillis, Theresa eds. (2007). Re-designing English. London, UK: Routledge.

Goodman, Sharon and O'Halloran, Kieran eds. (2006). The Art of English: Literary Creativity. Basingstoke, UK: Palgrave Macmillan.

Graddol, David; Leith, Dick; Swann, Joan; Rhys, Martin and Gillen, Julia eds. (2007). Changing English. London, UK: Routledge.

Graddol, David; Maybin, Janet and Stierer, Barry eds. (1994). Researching language and literacy in social context. Clevedon: Multilingual Matters.

Gray, K.; Ansell, M.; Cardew, S. and Leedham, M. eds. (2001). The Japanese Learner: Context, Culture and Classroom Practice. Oxford: Oxford University Department for Continuing Education.

Hewings, Ann and Tagg, Caroline eds. (2012). The Politics of English Conflict, Competition, Co-existence. Worlds of English. Abingdon: Routledge in association with the Open University.

Kehily, Mary Jane and Swann, Joan eds. (2003). Children's Cultural Worlds. Childhood, 3. Chichester, UK: John Wiley in association with the Open University.

Low, Graham; Todd, Zazie; Deignan, Alice and Cameron, Lynne eds. (2010). Researching and Applying Metaphor in the Real World. Human Cognitive Processing (26). Amsterdam, Holland: John Benjamin.

Maybin, J. and Swann, J. eds. (2009). The Routledge Companion to English Language Studies. London, UK: Routledge.

Maybin, Janet ed. (1994). Language and Literacy in Social Practice. Clevedon: Multilingual Matters.

Maybin, Janet; Mercer, Neil and Hewings, Ann eds. (2007). Using English. London, UK: Routledge.

Maybin, Janet and Stierer, Barry eds. (1994). Language, literacy and learning in educational practice. Clevedon: Multilingual Matters.

Maybin, Janet and Swann, Joan eds. (2006). The Art of English: Everyday creativity. Basingstoke, UK: Palgrave Macmillan.

Maybin, Janet and Woodhead, Martin eds. (2003). Childhoods in Context. Chichester, UK: Wiley.

Mayor, Barbara and Pugh, A. K. eds. (1987). Language, Communication and Education. London, UK: Routledge.

Mercer, Neil; Swann, Joan and Mayor, Barbara eds. (2007). Learning English. London, UK: Routledge.

O'Halloran, K. A. and Coffin, C. eds. (2005). Getting Started. Describing the grammar of speech and writing. Milton Keynes, U.K.: The Open University.

Oakley, Ben and Rhys, Martin eds. (2008). The Sport and Fitness Sector: an Introduction. Abingdon: Open University/Routledge..

Seargeant, Philip ed. (2011). English in Japan in the Era of Globalization. Basingstoke: Palgrave Macmillan.

Seargeant, Philip and Swann, Joan eds. (2011). English in the World: History, Diversity, Change. Worlds of English. Abingdon: Routledge.

Swann, Joan; Pope, Rob and Carter, Ronald eds. (2011). Creativity in Language and Literature: the state of the art. Basingstoke: Palgrave Macmillan.

Watson, Nicola J. and Maybin, Janet eds. (2009). Children's Literature: Approaches and Territories. Basingstoke, England: Palgrave Macmillan in association with The Open University.

Zanotto, Mara Sophia; Cameron, Lynne and Cavalcanti, Marilda C. eds. (2008). Confronting Metaphor in Use: An applied linguistic approach. Pragmatics & Beyond. Amsterdam: John Benjamins.

Book Chapter

Allington, Daniel (2012). Theorising postcolonial reception: writing, reading and moral agency in the Satanic Verses affair. In: Benwell, Bethan; Procter, James and Robinson, Gemma eds. Postcolonial audiences: readers, viewers and reception. Routledge Research in Postcolonial Literatures. London: Routledge, pp. 199–210.

Allington, Daniel (2010). On the use of anecdotal evidence in reception study and the history of reading. In: Gunzenhauser, Bonnie ed. Reading in History: New Methodologies from the Anglo-American Tradition. The History of the Book (6). London: Pickering and Chatto, pp. 11–28.

Allington, Daniel (2011). The production of ‘creativity’. In: Swann, Joan; Pope, Rob and Carter, Ronald eds. Creativity in language & literature: the state of the art. Basingstoke: Palgrave Macmillan, pp. 277–289.

Allington, Daniel and Benwell, Bethan (2012). Reading the reading experience: an ethnomethodological approach to 'booktalk'. In: Lang, Anouk ed. From Codex to Hypertext: Reading at the Turn of the Twenty-First Century. Studies in Print Culture and the History of the Book. Amherst: University of Massachusetts Press, (In Press).

Allington, Daniel and Hewings, Ann (2012). Reading and writing in English. In: Allington , Daniel and Mayor, Barbara eds. Communicating in English:Talk, Text, Technology. Worlds of English. Abingdon: Routledge in association with the Open University, pp. 47–90.

Allington, Daniel and Swann, Joan (2011). The mediation of response: a critical approach to individual and group reading practices. In: Crone, Rosalind and Towheed, Shafquat eds. The History of Reading, Vol. 3: Methods, Strategies, Tactics. Basingstoke: Palgrave Macmillan, pp. 80–96.

Barnes, Peter and Kehily, Mary (2003). Play and the cultures of childhood. In: Kehily, Mary and Swann, Joan eds. Children’s Cultural Worlds. Chichester: Wiley/Open University.

Brereton, John; Donahue, Christiane; Gannett, Cinthia; Lillis, Theresa and Scott, Mary (2009). La circulation de perspectives socioculturelles états-uniennes et britanniques : traitments de l'écrit dans le supérieur. In: Daunay, Bertrand; Delcambre, Isabelle and Reuter, Yves eds. Didatique du Français, le Socioculturel en Question. Éducation et Didactiques. Villeneuve d'Ascq: Presses Universitaires du Septentrion, pp. 51–68.

Burr, Rachel and Montgomery, Heather (2003). Family, kinship and beyond. In: Maybin, Janet and Woodhead, Martin eds. Childhoods in Context. Chichester: Wiley.

Cameron, Lynne (2008). Metaphor shifting in the dynamics of talk. In: Zanotto, Mara Sophia; Cameron, Lynne and Cavalcanti, Marilda C. eds. Confronting metaphor in use: An applied linguistic approach. Pragmatics & Beyond. Amsterdam: John Benjamins, pp. 45–62.

Cameron, Lynne (2008). Metaphor in the construction of a learning environment. In: Berendt, Eric ed. Metaphors for Learning. Human Cognitive Processing (22). Amsterdam: John Benjamin, pp. 159–176.

Cameron, Lynne (2011). Metaphor in spoken discourse. In: Gee, James Paul and Handford, Michael eds. The Routledge Handbook of Discourse Analysis. London: Routledge, pp. 342–355.

Cameron, Lynne (2008). Metaphor and talk. In: Gibbs, Raymond ed. The Cambridge Handbook of Metaphor and Thought. Cambridge Handbooks in Psychology. Cambridge: Cambridge University Press, pp. 197–211.

Cameron, Lynne (2010). Metaphor in physical-and-speech action expressions. In: Low, Graham; Todd, Zazie; Deignan, Alice and Cameron, Lynne eds. Researching and Applying Metaphor in the Real World. Human Cognitive Processing (26). Amsterdam, Netherlands: John Benjamin, pp. 333–356.

Cameron, Lynne (2011). Metaphor in prosaic and poetic creativity. In: Swann, Joan; Pope, Robert and Carter, Ronald eds. Creativity in Language and Literature: The State of the Art. London, UK: Palgrave Macmillan, pp. 68–82.

Cameron, Lynne (2008). A discourse approach to metaphor: explaining systematic metaphors for literacy processes in a school discourse community. In: Tyler, Andrea; Yiyoung, Kim and Takada, Mari eds. Language in the Context of Use: Usage-based Approaches to Language and Language Learning. Cognitive Linguistics Research (37). New York, USA: De Gruyter Mouton, pp. 321–339.

Candlin, C (2002). The Cardiff Lecture: 2000: New discourses of the clinic rediscovering the patient in healthcare, Cardiff University (March). In: Not Set ed. ? Cardiff, UK: University of Wales Press, pp. 1–23.

Candlin, C and Pilmer, D (2002). State policy and institutional practices: access by immigrant women in Australia to translation and interpreting services. In: Benson, P.; Grundy, P. and Hakura, H. eds. Access to Language Rights. Amsterdam: John Benjamins.

Candlin, C and Plum, G (2002). Becoming a psychologist: contested orders of discourse in academic writing. In: Barron, C and Bruce, N eds. Discourse, practice and social change. London, UK: Addison Wesley Longman.

Candlin, C and Sarangi, S. (2001). Motivational relevancies: some methodological reflections on sociolinguistic practice. In: Coupland, Nikolas; Sirangi, Shrikant and Candlin, C. eds. Sociolinguistics and social theory. Language in social life. Pearson.

Candlin, C. and Sarangi, S. (2001). Foreword. In: Kress, Gunther; Jewitt, Carey; Ogborn, Jon and Charalampos, Tsatsarelis eds. Multimodal teaching and learning: the rhetoric of the science classroom. Advances in applied linguistics. Continuum.

Candlin, C. N. (2002). Communicative competence revisited. In: Legutke, M. ed. Verstehen and verstaendigung revisited. Festschrift for C. Edelhoff. Giessen, Germany: University of Giessen Press, pp. 20–35.

Candlin, Christopher; Bhatia, Vijay and Jensen, Christian (2002). Must the worlds collide? Professional and academic discourses in the study and practice of law. In: Cortese, Giuseppina and Riley, Philip eds. Domain-specific English: textual practices across communities and classrooms. Linguistic insights (2). Oxford: Peter Lang.

Candlin, Christopher N. (2001). Taking the curriculum to task. In: Bygate, Martin; Skehan, Peter and Swain, Merril eds. Researching pedagogic tasks: Second language learning, teaching, and testing. Applied linguistics and language study. Harlow, UK: Longman.

Catt, Robert (2002). What’s the Worth? thinking about writing at Key Stages 2 and 3. In: Not Set ed. ? David Fulton.

Coffin, Caroline (2001). Theoretical approaches to written language: A TESOL perspective. In: Burns, Anne and Coffin, Caroline eds. Analysing English in a Global Context: A Reader. Teaching English Language Worldwide. London: Routledge, pp. 93–122.

Coffin, Caroline (1997). Constructing and giving value to the past: An investigation into secondary school education. In: Christie, Frances and Martin, J. R. eds. Genres and Institutions: Social Processes in the Workplace and School. Open Linguistics Series. London: Cassell, pp. 196–230.

Coffin, Caroline (2003). Reconstruals of the past - settlement or invasion?: the role of JUDGEMENT analysis. In: Martin, J.R. and Wodak, Ruth eds. Re/reading the past: critical and functional perspectives on time and value. Discourse approaches to politics, society and culture (8). Amsterdam, Netherlands: John Benjamins Publishing Company, pp. 219–246.

Coffin, Caroline and Goodman, Sharon (2003). Academic writing in an electronic environment. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 130–157.

Coffin, Caroline and Hewings, Ann (2003). Writing for different disciplines. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 45–72.

Coffin, Caroline and Hewings, Ann (2004). Grammar in the construction of on-line discussion messages. In: Coffin, Caroline; Hewings, Ann and O’Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. London, UK: Hodder-Arnold.

Coffin, Caroline and Hewings, Ann (2004). IELTS as preparation for tertiary writing: distinctive interpersonal and textual strategies. In: Ravelli, Louise J. and Ellis, Robert A. eds. Analysing academic writing. Open linguistics series. London, UK: Continuum Publishing Group.

Coffin, Caroline and Mayor, Barbara (2004). Texturing writer and reader reference in novice academic writing. In: Banks, David ed. Text and texture. Paris, France: l'Harmattan.

Coffin, Caroline and O'Halloran, Kieran (2009). Finding the global groove: Theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. In: Coffin, Caroline; Lillis, Theresa and O'Halloran, Kieran eds. Applied Linguistics Methods: A Reader- Systemic Functional Linguistics, Critical Discourse Analysis, Ethnography. Abingdon, UK: Routledge / The Open University.

Coffin, Caroline and O'Halloran, Kieran (2009). Describing English. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. Routledge Companions. London: Routledge, pp. 11–41.

Coffin, C. (2006). Reconstruing 'personal time' as 'collective time': learning the discourse of history. In: Whittaker, Rachel; O'Donnell, Mick and McCabe, Anne eds. Language and literacy: functional approaches. Language and Education and Linguistics. UK: Continuum.

Coffin, Caroline (2003). Spoken English and the question of grammar: the role of the functional model. In: Not Set ed. New perspectives on English in the Classroom. London, UK: Qualifications and Curriculum Authority, pp. 14–18.

Coffin, Caroline (2005). Organising messages. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 105–148.

Coffin, Caroline (2005). Making a text hang together: The role of lexical cohesion. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 149–196.

Coffin, Caroline (2005). Making a text hang together: the role of grammatical devices. In: Coffin, C. ed. Getting Practical: Evaluating Everyday Texts. Milton Keynes, U.K.: The Open University, pp. 197–254.

Coffin, Caroline (2013). Systemic functional linguistics and discourse analysis. In: Hyland, Ken ed. Discourse Studies Reader: Essential Excerpts. London: Bloomsbury Academic.

Coffin, Caroline (2013). Interview with M.A.K. Halliday. In: Martin, J. R. ed. Interviews with M.A.K. Halliday: Language turned back on itself. London: Bloomsbury Academic.

Coffin, Caroline and Derewianka, Beverley (2008). Multimodal layout in school history books: The texturing of historical interpretation. In: Thompson, Geoff and Forey, Gail eds. Text type and Texture. Functional Linguistics. UK: Equinox.

Coffin, Caroline and Derewianka, Beverly (2008). Time visuals in history text books: some pedagogic issues. In: Unsworth, Len ed. Multimodal semiotics: Functional analysis in contexts of education. UK: Continuum.

Coffin, Caroline and O'Halloran, Kieran (2005). Packaging and Staging information. In: O'Halloran, K. A. ed. Getting Inside English: Interpreting Texts. Milton Keynes, U.K.: The Open University, pp. 49–100.

Cook, Guy (2001). Translation and language teaching. In: Baker, Mona ed. Routledge Encyclopedia of Translation Studies. London, UK: Routledge, pp. 117–121.

Cook, Guy (2007). ‘This we have done’. The different vagueness of poetry and Public realtions. In: Cutting, Joan ed. Vague Language Explored. London: Palgrave, pp. 21–39.

Cook, Guy (2008). Hocus Pocus or God’s Truth: the dual identity of Michael Stubbs. In: Gerbig, Andrea and Mason, Oliver eds. Language, People, Numbers: Corpus Linguistics and Society. Language and Computers : Studies in Practical Linguisiics. Amsterdam: Rodopi, pp. 350–327.

Cook, Guy (2008). Advertising and Public Relations. In: Koller, Veronika and Wodak, Ruth eds. Language and Communication in the Public Sphere. Handbook of Applied Linguistics, 4. New York: Mouton de Gruyter, pp. 113–138.

Cook, Guy (2006). Why play with language? In: Maybin, Janet and Swann, Joan eds. The Art of English: Everyday Creativity. Basingstoke: Palgrave Macmillan, pp. 37–45.

Cook, Guy (2002). Imposed unity, denied diversity: changing attitudes to artifice in language and learning. In: Spelman-Miller, Kristyan and Thompson, Paul eds. Unity and Diversity in Language Use. British Studies in Applied Linguistics. London: BAAL in association with Continuum, pp. 183–197.

Cook, Guy (2009). The best teacher. In: Bhanot , Rakesh and Illes, Eva eds. Best of Language Issues. London, UK: London South Bank University , pp. 245–253.

Cook, Guy (2010). Language and advertising. In: Malmkjaer, Kirsten ed. Routledge Linguistic Encyclopaedia. Abingdon, UK: Routledge, pp. 297–300.

Cook, Guy (2010). 'Hearts and minds.' Persuasive language in ancient and modern public debate. In: Swann, Joan and Maybin, Janet eds. The Routledge Companion to English Language Studies. Abingdon, UK: Routledge, pp. 134–135.

Cremin, Teresa and Maybin, Janet (2013). Children and teachers' creativity in and through language. In: Hall, Kathy; Cremin, Teresa; Comber, Barbara and Moll, Luis eds. The Wiley Blackwell International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley Blackwell, p. 275.

Curry, Mary Jane and Lillis, Theresa (2010). Making professional academic writing practices visible: Designing research-based heuristics to support English-medium text production. In: Harwood, Nigel ed. English Language Teaching Materials: Theory and Practice. Cambridge: Cambridge University Press, pp. 321–345.

Curry, Mary Jane and Hewings, Ann (2003). Approaches to teaching writing. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa M. and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 19–44.

Erling, Elizabeth J.; Hamid, M. Obaidul and Seargeant, Philip (2013). Grassroots attitudes to English as a language for international development in Bangladesh. In: Erling, Elizabeth J. and Seargeant, Philip eds. English and Development: Policy, Pedagogy and Globalization. Critical Language and Literacy Studies. Bristol: Multilingual Matters, pp. 88–110.

Flewitt, R. (2009). Reading transformations. In: Maybin, Janet and Watson, Nicola J. eds. Children’s Literature: Approaches and Territories. Basingstoke: Palgrave Macmillan, pp. 352–366.

Flewitt, Rosie (2008). Multimodal literacies. In: Marsh, Jackie and Hallet, Elaine eds. Desirable Literacies: Approaches to Language and Literacy in the Early Years. London, UK: Sage, pp. 122–366.

Flewitt, R. S.; Hampel, R.; Hauck, M. and Lancaster, L. (2009). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis. London: Routledge, pp. 40–53.

Flewitt, Rosie (2012). Multimodal perspectives on early childhood literacies. In: Larson , Joanne and Marsh, Jackie eds. The SAGE Handbook of Early Childhood Literacy (2nd ed.). London: SAGE, pp. 295–309.

Gillen, Julia (2001). 'Is that the little pig?' - using toy telephones in the early years classroom. In: Goodwin, Prue ed. The articulate classroom: talking and learning in the primary school. London, UK: David Fulton Publishers Ltd.

Gillen, Julia (2003). Engaged from birth: children under two talking on telephones. In: Schorr, A; Campbell, W and Schenk, M eds. Communication research and media science in Europe: perspectives for research and academic training in Europe's changing media reality. Berlin: Walter de Gruyter, pp. 479–496.

Gillen, Julia; Accorti-Gamannossi, B. and Cameron, C. A. (2004). Pronto, chi parla? (Hello, who is it?): telephone as artefacts and communication media in children’s discourses. In: Marsh, Jackie ed. Popular Culture, Media and Digital Literacies in Early Childhood. Routledge Falmer, p. 146.

Gillen, Julia and Hall, Nigel (2003). The emergence of early childhood literacy. In: Hall, Nigel; Larson, Joanne and Marsh, Jackie eds. Handbook of Early Childhood Literacy. UK: Sage Publications.

Gillen, Julia and Hancock, Roger (2010). Eating. In: Gillen, Julia and Cameron, Catherine Ann eds. International Perspectives on early childhood research: A Day in the Life. London: Palgrave Macmillan, pp. 100–113.

Gillen, Julia and Petersen, A (2004). Discourse Analysis. In: Somekh, Bridget and Lewin, Cathy eds. Research Methods in the Social Sciences. Sage Publications.

Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Seeking planning permission to build a Gothic cathedral on a virtual island. In: Merchant, Guy; Gillen, Julia; Marsh, Jackie and Davies, Julia eds. Virtual Literacies: Interactive Spaces for Children and Young People. Routledge Research in Education (84). New York, Abingdon: Routledge, pp. 190–207.

Goodman, Sharon (2006). Literature and Technology. In: Goodman, Sharon ed. The Art of English: Literary Creativity. Basingstoke, UK: Palgrave Macmillan, pp. 299–363.

Goodman, Sharon (2006). Word and Image. In: Goodman, Sharon ed. The Art of English: Literary Creativity. Basingstoke, UK: Palgrave Macmillan, pp. 244–298.

Goodman, Sharon (2007). Market forces speak English. In: Maybin, Janet; Mercer, Neil and Hewings, Ann eds. Using English. London, UK: Routledge, pp. 141–180.

Goodman, Sharon and Swann, Joan (2003). Planning the assessment of student writing. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 73–100.

Hammersley, Martyn (1993). Introducing ethnography. In: Graddol, David; Maybin, Janet and Stierer, Barry eds. Researching Language and Literacy in Social Context. Clevedon: Multilingual Matters, pp. 1–17.

Hancock, Roger; Gillen, Julia and Pinto, Giuliana (2010). Using video technology. In: Gillen, Julia and Cameron, Catherine Ann eds. International perspectives on early childhood research; A Day in the Life. London: Palgrave Macmillan, pp. 35–58.

Hewings, Ann (2002). Shifting Rhetorical Focus in Student and Professional Geography Writing. In: Candlin, C.N. ed. Research and practice in professional discourse. Hong Kong: City University of Hong Kong Press, pp. 441–462.

Hewings, Ann (2004). Impersonalising stance: a study of anticipatory ‘it’ in student and published academic writing. In: Coffin, Caroline; Hewings, Ann and O'Halloran, Kieran eds. Applying English Grammar: Corpus and Functional Approaches. London, UK: Hodder Arnold, pp. 101–116.

Hewings, Ann (2002). Investigating writing in the disciplines: a case study of geography. In: Graal, Maria ed. Writing Development in Higher Education : Changing Contexts for Teaching and Learning,. Proceedings of Annual Writing Development in Higher Education Conference, University of Leicester, April 2001 (8th). Leicester: University of Leicester, pp. 137–152.

Hewings, Ann (2004). Developing discipline-specific writing: an analysis of undergraduate geography essays. In: Ravelli, Louise and Ellis, Robert eds. Analysing academic writing: contextualised frameworks. Open linguistics. London, UK: Continuum, pp. 131–152.

Hewings, Ann and Coffin, Caroline (2006). Formative interaction in online writing: making disciplinary expectations explicit. In: Hyland, Ken and Hyland, Fiona eds. Feedback in Second Language Writing: contexts and issues. Cambridge Applied Linguistics. Cambridge, UK: Cambridge University Press.

Hewings, Ann and Hewings, Martin (2001). Anticipator ‘it’ in academic writing: an indicator of disciplinary difference and developing disciplinary knowledge. In: Hewings, Martin ed. Academic writing in context: implications and applications: papers in honour of Tony Dudley-Evans. Birmingham, UK: University of Birmingham Press, pp. 199–214.

Hewings, Ann; Lillis, Theresa and Mayor, Barbara (2007). Academic writing in English. In: Mercer, Neil; Swann, Joan and Mayor, Barbara eds. Learning English. London, UK: Routledge, pp. 227–252.

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Hewings, Ann (2009). English - one discipline or many? An introductory discussion. In: Gupta, Suman and Katsarska, Milena eds. English Studies On This Side. Plovdiv, Bulgaria: Plovdiv University Press, pp. 109–122.

Hewings, Ann (2012). Learning English, learning through English. In: Hewings, Ann and Tagg, Caroline eds. The Politics of English: Conflict, Competition, Co-existence. Worlds of English. Abingdon: Routledge in association with the Open University, pp. 93–136.

Hewings, Ann (2012). Stance and voice in academic discourse across channels. In: Hyland , Ken and Sancho Guinda, Carmen eds. Stance and Voice in Written Academic Genres. Basingstoke: Palgrave Macmillan, pp. 187–201.

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Hultgren, Anna Kristina and Cameron, Deborah (2010). “Communication skills”: a critical view. In: Forey, Gail and Lockwood, Jane eds. Globalisation, Communication and the Workplace. London: Continuum International Publishing Group, pp. 41–57.

Hultgren, Anna Kristina and Cameron, Deborah (2010). “How may I help you?” Questions, control and customer care in call centre telephone talk. In: Freed, Alice and Ehrlich, Susan eds. “Why Do You Ask?” The Function of Questions in Institutional Settings. New York: Oxford University Press, pp. 322–342.

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Kehily, Mary Jane (2003). Youth cultures. In: Kehily, Mary Jane and Swann, Joan eds. Children’s Cultural Worlds. Wiley.

Lamy, Marie-Noëlle and Flewitt, Rosie (2011). Describing online conversations : insights from a multimodal approach. In: Develotte, Christine; Kern, Richard and Lamy, Marie-Noëlle eds. Décrire la Conversation en Ligne : Le Face à Face Distanciel. Lyon, France: ENS Éditions, pp. 71–94.

Leedham, Maria (2012). Writing in tables and lists: a study of Chinese students’ undergraduate assignments in UK universities. In: Tang, Ramona ed. Academic Writing in a Second or Foreign Language: Issues and Challenges Facing ESL / EFL Academic Writers in Higher Education Contexts. London: Continuum, pp. 146–166.

Leedham, Maria (2005). Exam-orientated tasks: transcripts, turn-taking and backchannelling. In: Willis, Jane and Edwards, Corony eds. Teachers Exploring Tasks. London: Palgrave Macmillan, pp. 93–102.

Leith, Dick and Seargeant, Philip (2012). A colonial language. In: Seargeant, Philip and Swann, Joan eds. English in the world: history, diversity, change. Abingdon: Routledge, pp. 101–135.

Lillis, T. (2006). Readers and Writers. In: Goodman, Sharon and O'Halloran, Kieran eds. The Art of English: literary creativity. London: Palgrave Macmillan, pp. 414–462.

Lillis, T. and Ramsey, M. (2005). Student status and the question of choice in academic writing. In: Herrington, Margaret and Kendall, Alex eds. Insights from Research and Practice: A Handbook for Adult Literacy, Numeracy and ESOL Practitioners. Leicester, UK: NIACE.

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Lillis, Theresa and North, Sarah (2006). Academic writing. In: Potter, Stephen ed. Doing postgraduate research (2nd ed). Open University series. London: Sage, pp. 114–151.

Lillis, Theresa (2009). Bringing writers' voices to writing research: Talk around texts. In: Carter, Awena; Lillis, Theresa and Parkin, Sue eds. Why Writing Matters: Issues of Acess and Identity in Writing Research and Pedagogy. Studies in Written Language and Literacy (12). Amsterdam: Benjamins, pp. 169–187.

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Maybin, Janet (2006). Language and education. In: Llamas, Carmen; Mullany, Louise and Stockwell, Peter eds. The Routledge Companion to Sociolinguistics. Routledge Companions. London: Routledge, pp. 157–163.

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Maybin, Janet (2009). Airhostess legs and jealous husbands: explorations of gender and heterosexuality in 10-11 year-olds’ conversations. In: Pichler, Pia and Eppler, Eva M. eds. Gender and Spoken Interaction. Basingstoke: Palgrave Macmillan, pp. 42–62.

Maybin, Janet (2002). Voices, morals and identity in 10-12 year olds’ conversational narratives. In: Sanchez, M. and Blayer, I. eds. Storytelling: interdisciplinary and intercultural perspectives. New York, USA: Peter Lang Publishing.

Maybin, Janet (2004). Reported speech and intertextual referencing in 10- to 12-year-old students' informal talk. In: Shuart-Faris, Nora and Bloome, David eds. Uses of intertextuality in classroom and educational research. Connecticut, USA: Information Age Publishing Inc, pp. 147–169.

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Maybin, Janet (2000). Death row penfriends: some effects of letter writing on identity and relationships. In: Barton, David and Hall, Nigel eds. Letter Writing as a Social Practice. Amsterdam: John Benjamins, pp. 151–177.

Maybin, Janet (2013). Evaluation in pre-teenagers’ informal language practices around texts from popular culture. In: Cekaite , A.; Blum-Kulka, S.; Aukrust , V. and Teuba, E. eds. Children’s peer talk and peer learning in first and second language. Cambridge, UK: Cambridge University Press.

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Maybin, Janet and Tusting, Karin (2011). Linguistic ethnography. In: Simpson, James ed. Routledge Handbook of Applied Linguistics. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 515–528.

Mayor, Barbara (1987). What does it mean to be bilingual? In: Mercer, Neil ed. Language and Literacy from an Educational Perspective: Language Studies. Milton Keynes, UK: Open University Press, pp. 113–125.

Mayor, Barbara (1996). English in the repertoire. In: Mercer, Neil and Swann, Joan eds. Learning English: Development and Diversity. London, UK: Routledge, pp. 41–71.

Mayor, Barbara (2007). English in the repertoire. In: Mercer, Neil; Swann, Joan and Mayor, Barbara eds. Learning English. London, UK: Routledge, pp. 43–72.

Mayor, Barbara (1993). What does it mean to be bilingual? In: Stierer, Barry and Maybin, Janet eds. Language, Literacy and Learning in Educational Practice. Language & Literacy in Social Context. Clevedon, Avon: Multilingual Matters Ltd, pp. 74–91.

Mayor, Barbara; Hewings, Ann; North, Sarah; Swann, Joan and Coffin, Caroline (2007). A Linguistic analysis of Chinese and Greek L1 scripts for IELTS Academic Writing Task 2. In: Taylor, Linda and Falvey, Peter eds. IELTS Collected Papers: Research in speaking and writing assessment. Studies in language testing (19). Cambridge, UK: Cambridge University Press, pp. 250–315.

Mayor, Barbara and Swann, Joan (2001). English language and global teaching. In: Lea, Mary R. and Nicoll, Kathy eds. Distributed learning: social and cultural approaches to practice. UK: Routledge.

Mayor, Barbara (2012). Growing up with English. In: Allington, Daniel and Mayor, Barbara eds. Communicating in English: Talk, Text, Technology. Worlds of English. London: Routledge, pp. 91–119.

Mayor, Barbara (2010). Perspectives on children learning English: from structures to practices. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. The Routledge Companion series. Abingdon, Oxford, United Kingdom: Routledge, pp. 218–231.

Mayor, Barbara and Allington, Daniel (2012). Talking in English. In: Allington, Daniel and Mayor, Barbara eds. Communicating in English: Talk, Text, Technology. Worlds of English. London: Routledge, pp. 5–33.

McRae, S. and Swann, J. (2006). Putting on the style. In: Maybin, J. and Swann, J. eds. The Art of English: Everyday Creativity. Basingstoke, UK: Palgrave Macmillan.

Mercer, Neil; Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen and Twiner, Alison (2011). Interactive whiteboards: does new technology transform teaching? In: Ludvigsen, Sten R.; Lund, Andreas; Rasmussen, Ingvill and Säljö, Roger eds. Learning across sites: new tools, infrastructures and practices. London: Routledge, pp. 346–363.

Mesthrie, R. and Swann, J. (2009). From variation to hybridity. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. London, UK: Routledge.

Miller, Linda; Soler, Janet and Woodhead, Martin (2003). Shaping early childhood education. In: Woodhead, Martin and Maybin, Janet eds. Childhoods in Context. Chichester: Wiley/Open University.

Monaghan, Frank (2009). Mapping the mathematical langscape. In: Barwell, Richard ed. Multilingualism in Mathematics Classrooms: Global Perspectives. Bilingual Education and Bilingualism. Clevedon: Multilingual matters, pp. 14–31.

Monaghan, Frank (2001). IT’s all talk? In: Goodwin, Prue ed. The articulate classroom: talking and learning in the primary school. David Fulton, pp. 77–82.

Monaghan, Frank and Mayor, Barbara (2007). English in the curriculum. In: Mercer, Neil; Swann, Joan and Mayor, Barbara eds. Learning English. London, UK: Routledge, pp. 151–176.

Monaghan, Frank (2010). Mainstream participatory approaches: from slipstream to mainstream. In: Leung, Constant and Creese, Angela eds. English as an Additional Language: Approaches to teaching linguistic minority students. London: Sage, pp. 15–32.

Monaghan, Frank (2010). Thinking aloud means talking allowed: group work in the primary school mathematics classroom. In: Thompson, Ian ed. Issues in Teaching Numeracy in Primary Schools, 2nd edition. Maidenhead: The Open University Press / McGraw Hill Education, pp. 58–71.

O'Halloran, Kieran and Coffin, Caroline (2004). Checking over-interpretation and under-interpretation: help from corpora in critical linguistics. In: Coffin, Caroline; Hewings, Ann and O'Halloran, Kieran eds. Applying English grammar: functional and corpus approaches. Hodder & Stoughton Educational, pp. 275–297.

O'Halloran, Kieran (2010). Investigating metaphor and ideology in hard news stories. In: Hunston, Susan and Oakey, David eds. Introducing Applied Linguistics: Concepts and Skills. Abingdon: Routledge, pp. 100–107.

O'Halloran, Kieran (2010). Critical discourse analysis. In: Malmkjaer, Kirsten ed. The Routledge Linguistics Encyclopedia (3rd ed.). Abingdon: Routledge.

O'Halloran, Kieran (2010). How to use corpus linguistics in the study of media discourse. In: O'Keeffe, Anne and McCarthy, Michael eds. The Routledge Handbook of Corpus Linguistics. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 563–576.

O'Halloran, Kieran (2011). Critical discourse analysis. In: Simpson, James ed. The Routledge Handbook of Applied Linguistics. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge.

Pope, Rob and Swann, Joan (2011). Introduction: creativity, language, literature. In: Swann, Joan; Pope, Rob and Carter, Ronald eds. Creativity in Language and Literature: the state of the art. Basingstoke: Palgrave Macmillan, pp. 217–230.

Robbins, Peter T.; Pieri, Elisa and Cook, Guy (2004). GM scientists and the politics of the risk society. In: Haugestad, Anne K. and Wulfhorst, J.D. eds. Future as fairness: ecological justice and global citizenship. At the interface/Probing the boundaries (10). Amsterdam, Netherlands: Rodopi, pp. 85–104.

Sams, Claire and Dawes, Lynn (2004). Developing the capacity to collaborate. In: Littleton, Karen; Miell, Dorothy and Faulkner, Dorothy eds. Learning to Collaborate: Collaborating to Learn. U.S: Nova Science.

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Seargeant, Philip (2011). Introduction: English in Japan in the era of globalization. In: Seargeant, Philip ed. English in Japan in the era of globalization. Hounslow, UK: Palgrave Macmillan, pp. 1–12.

Seargeant, Philip (2011). The symbolic meaning of visual English in the social landscape of Japan. In: Seargeant, Philip ed. English in Japan in the era of globalization. Hounslow, UK: Palgrave Macmillan, pp. 187–204.

Seargeant, Philip (2011). English in the world today. In: Seargeant, Philip and Swann, Joan eds. English in the World: History, Diversity, Change. Worlds of English. Abingdon: Routledge, pp. 5–35.

Seargeant, Philip (2012). English and linguistic globalisation. In: Seargeant, Philip and Swann, Joan eds. English in the World: History, Diversity, Change. Worlds of English. Abingdon: Routledge, pp. 178–187.

Seargeant, Philip and Erling, Elizabeth (2011). The discourse of ‘English as a language for international development’: policy assumptions and practical challenges. In: Coleman, Hywel ed. Dreams and Realities: Developing Countries and the English Language. London: British Council, pp. 248–267.

Seargeant, Philip and Erling, Elizabeth J. (2013). Introduction: English and development. In: Erling, Elizabeth J. and Seargeant, Philip eds. English and Development: Policy, Pedagogy and Globalization. Critical Language and Literacy Studies. Bristol: Multilingual Matters, pp. 1–20.

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Journal Article

Allington, Daniel (2008). How to do things with literature: blasphemous speech acts, satanic intentions, and the uncommunicativeness of verses. Poetics Today, 29(3) pp. 473–523.

Allington, Daniel (2007). ‘How come most people don't see it?’: Slashing the Lord of the Rings. Social Semiotics, 17(1) pp. 43–62.

Allington, Daniel (2006). First steps towards a rhetorical psychology of literary interpretation. Journal of Literary Semantics, 35(2) pp. 123–144.

Allington, Daniel (2005). Re-reading the script: a discursive appraisal of the use of the 'schema' in cognitive poetics. Working With English: Medieval and Modern Language, Literature and Drama, 2 pp. 1–9.

Allington, Daniel (2011). Distinction, intentions, and the consumption of fiction: negotiating cultural legitimacy in a gay reading group. European Journal of Cultural Studies, 14(2) pp. 129–145.

Allington, Daniel (2011). ‘It actually painted a picture of the village and the sea and the bottom of the sea’: Reading groups, cultural legitimacy, and description in narrative (with particular reference to John Steinbeck’s The Pearl). Language and Literature, 20(4) pp. 317–332.

Allington, Daniel (2012). Private experience, textual analysis, and institutional authority: the discursive practice of critical interpretation and its enactment in literary training. Language and Literature, 21(2) pp. 211–225.

Allington, Daniel and Swann, Joan (2009). Researching literary reading as social practice. Language and Literature, 18(3) pp. 219–230.

Attar, Dena (2005). Dismay and disappointment: perspectives of inexperienced adult learners on becoming webpage readers. International Journal of Educational Research, 43(7-8) pp. 495–508.

Attar, Dena (2006). Public space and private confusions: the problems of handling email petitions. Auto/Biography Studies, 21(1) pp. 32–43.

Bhatia, Vijay K. and Candlin, Christopher N. (2004). Analysing arbitration laws across legal systems. Hermes Journal of Language and Communication Studies, 32 pp. 13–44.

Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4) pp. 561–565.

Butcher, John; Sinka, Indra and Troman, Geoff (2007). Exploring diversity: teacher education policy and bilingualism. Research Papers in Education, 22(4) pp. 483–501.

Cameron, Lynne (2002). Metaphors in the learning of science: A discourse focus. British Educational Research Journal, 28(5) pp. 673–688.

Cameron, Lynne (2002). Measuring vocabulary size in English as an additional language. Language Teaching Research, 6(2) pp. 145–173.

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Cameron, Lynne; Maslen, Robert and Todd, Zazie (2013). The dialogic construction of self and other in response to terrorism. Peace and Conflict, 19(1) pp. 3–22.

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Candlin, Christopher N. and Gotti, M. (2004). Special Issue: Intercultural discourse in domain-specific English. Textus: English studies in Italy, XVII(1) pp. 5–16.

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Coffin, C. and O'Halloran, K. (2005). Finding the global groove: theorising and analysing dynamic reader positioning using APPRAISAL, corpus and a concordancer. Critical Discourse Studies, 2(2) pp. 143–163.

Coffin, Caroline (2004). Arguing about how the world is or how the world should be: the role of argument in IELTS Test. Journal of English for Academic Purposes, 3(3) pp. 229–246.

Coffin, Caroline (2006). Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4) pp. 413–429.

Coffin, Caroline (2006). Mapping subject-specific literacies. NALDIC Quarterly, 3(3) pp. 13–26.

Coffin, Caroline (2013). Using Systemic Functional Linguistics to explore new educational technologies. Text and Talk (In Press).

Coffin, Caroline and Donohue, James P. (2012). Academic literacies and systemic functional linguistics: how do they relate? Journal of English for Academic Purposes, 11(1) pp. 64–75.

Coffin, Caroline and Donohue, James P. (2012). Guest Editorial: Coffin, C. and Donohue, J.P. English for Academic Purposes: contributions from Systemic Functional Linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1) pp. 1–3.

Coffin, Caroline; Hewings, Ann and North, Sarah (2012). Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university. Journal of English for Academic Purposes, 11(1) pp. 38–51.

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Coffin, Caroline and O'Halloran, Kieran A. (2009). Argument reconceived? Educational Review, 61(3) pp. 301–313.

Coffin, Caroline Jane (2009). Incorporating and evaluating voices in a Film Studies thesis. Writing and Pedagogy, 1(2) pp. 163–193.

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Cook, Guy (2005). Calm Seas or Troubled Waters? Transitions, definitions and disagreements in applied linguistics. International Journal of Applied Linguistics, 15(3) pp. 282–301.

Cook, Guy (2007). A Thing of the Future: translation in language learning. International Journal of Applied Linguistics, 17(3) pp. 396–401.

Cook, Guy (2003). The functions of example sentences: a reply to Vivian Cook. Applied Linguistics, 24(2) pp. 249–255.

Cook, Guy; Reed, Matt and Twiner, Alison (2009). "But it's all true!": commercialism and commitment in the discourse of organic food promotion. Text and Talk, 29(2) pp. 151–173.

Cook, Guy; Robbins, Peter and Pieri, Elisa (2004). 'The scientists think and the public feels': expert perceptions of the discourse of GM food. Discourse and Society, 15(4) pp. 433–449.

Cook, Guy; Robbins, Peter T. and Pieri, Elisa (2006). 'Words of Mass Destruction': British coverage of the Genetically Modified food debate, expert and non-expert reactions. Public Understanding of Science, 15(1) pp. 5–29.

Cook, Guy and Walter, Tony (2005). Rewritten rites: language and social relations in traditional and contemporary funerals. Discourse and Society, 16(3) pp. 365–391.

Cook, Guy (2010). Sweet talking: Food, language, and democracy. Language Teaching, 43(2) pp. 168–181.

Crisp, Peter; Gibbs, Raymond; Deignan, Alice; Low, Graham; Steen, Gerard; Cameron, Lynne; Semino, Elena; Grady, Joe; Cienki, Alan; Kövecses, Zoltan and The Pragglejaz Group, (2007). MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol, 22(1) pp. 1–39.

Curry, Mary Jane and Lillis, Theresa (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards. TESOL Quarterly, 38(4) pp. 663–688.

Curry, Mary Jane and Lillis, Theresa M. (2010). Academic research networks: Accessing resources for English-medium publishing. English for Specific Purposes, 29(4) pp. 281–295.

Demjen, Zsofia (2011). Motion and conflicted self metaphors in Sylvia Plath’s ‘Smith Journal’. Metaphor and the Social World, 1(1) pp. 7–25.

Demjen, Zsofia (2011). The role of second person narration in representing mental states in Sylvia Plath’s Smith Journal. Journal of Literary Semantics, 40(1) pp. 1–21.

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Donohue, James and Coffin, Caroline (2013). Health and social care professionals in the academy: A systemic functional linguistics perspective. Journal of Applied Linguistics and Professional Practice (Forthcoming).

Edwards, Viv; Pemberton, Lyn; Knight, John and Monaghan, Frank (2002). Fabula: A Bilingual Multimedia Authoring Environment for Children Exploring Minority Languages. Language Learning and Technology, 6(2) pp. 56–69.

Edwards, Susan; Letts, Carolyn and Sinka, Indra (2012). Regarding “Syrnyk, C. and Meints, K., 2012, Fishy fishes: the typicality of object stimuli used to assess children's language in the Reynell Development Language Scales - III”. International Journal of Language and Communication Disorders, 47(6) p. 752.

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Edwards, Viv; Monaghan, Frank and Knight, John (2000). Books, pictures and conversations: using bilingual multimedia storybooks to develop language awareness. Language Awareness, 9(3) pp. 135–146.

Flewitt, Rosie (2005). Is every child’s voice heard?: Researching the different ways 3-year-old children communicate and make meaning at home and in a preschool playgroup. Early Years: An International Journal of Research and Development, 25(3) pp. 207–222.

Flewitt, Rosie and Nind, Melanie (2007). Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, 22(4) pp. 425–441.

Flewitt, Rosie; Nind, Melanie and Payler, Jane (2009). “If she’s left with books she’ll just eat them”: considering inclusive multimodal literacy practices. Journal of Early Childhood Literacy, 9(2) pp. 211–233.

Flewitt, Rosie (2006). Using video to investigate preschool classroom interaction: education research assumptions and methodological practices. Visual Communication, 5(1) pp. 25–50.

Flewitt, Rosie (2005). Conducting research with young children: some ethical considerations. Early Child Development and Care, 175(6) pp. 553–565.

Flewitt, Rosie (2005). Using multimodal analysis to unravel a silent child’s learning. Early Childhood Practice: The Journal for Multi-Professional Partnerships, 7(2) pp. 5–16.

Flewitt, Rosie (2011). Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative Research, 11(3) pp. 293–310.

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Gillen, Julia (2002). Moves in the territory of literacy? – the telephone discourse of three- and four-year olds. Journal of Early Childhood Literacy, 2(1) pp. 21–43.

Gillen, Julia; Cameron, Catherine Ann; Tapanya, Sombat; Pinto, Giuliana; Hancock, Roger; Young, Susan and Accorti Gamannossi, Beatrice (2007). ‘A day in the life’: advancing a methodology for the cultural study of development and learning in early childhood. Early Child Development and Care, 177(2) pp. 207–218.

Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2007). A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms. Learning, Media and Technology, 32(3) pp. 243–256.

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Gillen, Julia; Ferguson, Rebecca; Peachey, Anna and Twining, Peter (2012). Distributed cognition in a virtual world. Language and Education, 26(2) pp. 151–167.

Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2007). A “learning revolution”? Investigating pedagogic practices around interactive whiteboards in British Primary classrooms. Learning, Media and Technology, 32(3) pp. 243–256.

Gillen, Julia; Twining, Peter; Ferguson, Rebecca; Butters, Oliver; Clough, Gill; Gaved, Mark; Peachey, Anna; Seamans, Dan and Sheehy, Kieron (2009). A learning community for teens on a virtual island - The Schome Park Teen Second Life Pilot project. eLearning Papers, 2009(15) www.elearningpapers.eu.

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Hancock, Roger and Gillen, Julia (2007). Safe places in domestic spaces: Two-year-olds at play in their homes. Children's Geographies, 5(4) pp. 337–351.

Hewings, Ann; Lillis, Theresa and Vladimirou, Dimitra (2010). Who's citing whose writings? A corpus based study of citations as interpersonal resource in English medium national and English medium international journals. Journal of English for Academic Purposes, 9(2) pp. 102–115.

Hewings, Martin and Hewings, Ann (2002). 'It is interesting to note that …': a comparative study of anticipatory ‘it’ in student and published writing. English for Specific Purposes, 21(4) pp. 367–383.

Hewings, A. and Coffin, C. (2007). Writing in multi-party computer conferences and single authored assignments: Exploring the role of writer as thinker. Journal of English for Academic Purposes, 6(2) pp. 126–142.

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Hultgren, Anna Kristina (2012). Domænetab i Danmark: en undersøgelse af sammenhængen mellem 'engelsk i stedet for dansk' og 'engelsk i dansk' [Domain loss in Denmark: an investigation of the relationship between 'English instead of Danish' and 'English in Danish']. Nordand: nordisk tidsskrift for andrespraaksforskning , 2012(2)

Hultgren, Anna Kristina (2011). ‘Building rapport’ with customers across the world: the global diffusion of a call centre speech style. Journal of Sociolinguistics, 15(1) pp. 36–64.

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Ianataffi, Alessandra; Jarvis, Joy and Sinka, Indra (2003). Deaf pupils' views of inclusion in mainstream schools. Deafness and Education International, 5(3) pp. 144–156.

Jones, Rodney H. and Candlin, Christopher N. (2003). Constructing risk across timescales and trajectories: gay men’s stories of sexual encounters. Health, Risk and Society, 5(2) pp. 199–213.

Kane, Stephen and Sinka, Indra (2009). Good practice in undergraduate peer support. MSOR Connections, 9(4) pp. 11–14.

Kehily, Mary Jane and Maybin, Janet (2011). A window on children's lives? The process and problematics of representing children in audio visual case study. Journal of Children and Media , 5(3) pp. 267–283.

Knight, Paul (2005). Learner interaction using email: the effects of task modification. ReCALL, 17(1) pp. 101–121.

Kucirkova, Natalia; Messer, David; Sheehy, Kieron and Flewitt, Rosie (2013). Sharing personalized stories on iPads: a close look at one parent-child interaction. Literacy (In press).

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Leedham, Maria (2006). “Do I speak better?” A longitudinal study of lexical chunking in the spoken language of two Japanese students. The East Asian Learner, 2(2)

Leedham, Maria (2009). From traditional essay to 'Ready Steady Cook' presentation: Reasons for innovative changes in assignments. Active Learning in Higher Education, 10(3) pp. 191–206.

Leedham, Maria (2012). Combining intuition with corpus linguistic analysis: a study of marked lexical chunks in four Chinese students' undergraduate assignments. Nordic Journal of English Studies, 11(3) pp. 155–187.

Letts, Carolyn; Edwards, Susan; Sinka, Indra; Schaefer, Blanca and Gibbons, Wendy (2013). Socio-economic status and language acquisition: children’s performance on the New Reynell Developmental Language Scales. International Journal of Language & Communication Disorders, 48(2) pp. 121–143.

Letts, Carolyn and Sinka, Indra (2013). Research and practice in working with children who are bilingual or have English as an additional language and who have language and communication needs. Child Language Teaching and Therapy, 29(1) pp. 7–9.

Lillis, T. (2009). Étudiants déficitaires? Le dialogisme de Bakhtine dans l’exploration des pratiques d’écriture des étudiants 'non traditionnels' à l’université’. Cahiers Théodile, 10 pp. 117–132.

Lillis, T.; Hewings, A.; Vladimirou, D. and Curry, M. J. (2010). The geolinguistics of English as an academic lingua franca: Citation practices across English-medium national and English-medium international journals. International Journal of Applied Linguistics, 20(1) pp. 111–135.

Lillis, Theresa (2003). Student Writing as 'Academic Literacies': Drawing on Bakhtin to Move from Critique to Design. Language and Education, 17(3) 192 -207.

Lillis, Theresa (2008). Ethnography as method, methodology, and "Deep Theorizing": Closing the gap between text and context in academic writing research. Written Communication, 25(3) pp. 353–388.

Lillis, Theresa and Curry, Mary Jane (2006). Professional academic writing by multilingual scholars: interactions with literacy brokers in the production of English-medium texts. Written Communication, 23(1) pp. 3–35.

Lillis, Theresa and Curry, Mary Jane (2006). Reframing notions of competence in scholarly writing: From individual to networked activity. Revista Canaria de Estudios Ingleses, 53(Special Issue: Writing in a global context) pp. 63–78.

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Lillis, Theresa (2011). Legitimising dialogue as textual and ideological goal in academic writing for assessment and publication. Arts and Humanities in Higher Education, 10(4) pp. 403–434.

Lillis, Theresa (2012). Economies of signs in writing for academic publication: the case of English Medium “National” Journals. Journal of Advanced Composition. 32.3-4 : 695-722, 32(3/4) pp. 695–722.

Lillis, Theresa; Magyar , Anna and Robinson-Pant, Anna (2010). An international journal’s attempts to address inequalities in academic publishing: developing a writing for publication programme. Compare: A Journal of Comparative and International Education, 40(6) pp. 781–800.

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Seargeant, Philip (2012). Disciplinarity and the study of world Englishes. World Englishes, 31(1) pp. 113–129.

Seargeant, Philip and Pan, Lin (2012). Is English a threat to Chinese language and culture? English Today, 28(3) pp. 60–66.

Seargeant, Philip and Tagg, Caroline (2011). English on the internet and a ‘post-varieties’ approach to language. World Englishes, 30(4) pp. 496–514.

Seargeant, Philip; Tagg, Caroline and Ngampramuan, Wipapan (2012). Language choice and addressivity strategies in Thai-English social network interactions. Journal of Sociolinguistics, 16(4) pp. 510–531.

Shrestha, Prithvi and Coffin, Caroline (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1) pp. 55–70.

Stelma, Juurd H. and Cameron, Lynne J. (2007). Intonation units in spoken interaction: Developing transcription skills. Text and Talk, 27(3) pp. 361–393.

Swann, Joan (2007). Designing 'educationally effective' discussion. Language and Education, 21(4) pp. 342–359.

Swann, Joan and Allington, Daniel (2009). Reading groups and the language of literary texts: a case study in social reading. Language and Literature, 18(3) pp. 247–264.

Tagg, Caroline and Seargeant, Philip (2012). Writing systems at play in Thai-English online interactions. Writing Systems Research, 4(2) pp. 195–213.

Tusting, Karin and Maybin, Janet (2007). Linguistic ethnography and interdisciplinarity: Opening the discussion. Journal of Sociolinguistics, 11(5) pp. 575–583.

Twiner, Alison; Coffin, Caroline; Littleton, Karen and Whitelock, Denise (2010). Multimodality, orchestration and participation in the context of classroom use of the interactive whiteboard: a discussion. Technology, Pedagogy and Education, 19(2) pp. 211–223.

Twiner, Alison; Cook, Guy and Gillen, Julia (2009). Overlooked issues of religious identity in the school dinners debate. Cambridge Journal of Education, 39(4) pp. 473–488.

Twiner, Alison; Littleton, Karen; Coffin, Caroline and Whitelock, Denise (2013). Meaning making as an interactional accomplishment: a temporal analysis of intentionality and improvisation in classroom dialogue. International Journal of Educational Research (In press).

Van der Meij, Hans; de Vries, Bregje; Boersma, Kerst; Pieters, Jules and Wegerif, Rupert (2005). An examination of interactional coherence in email use in elementary school. Computers in Human Behaviour, 21(3) pp. 417–439.

Wegerif, Rupert (2004). The role of educational software as a support for teaching and learning conversations. Computers and Education, 43(1-2) pp. 179–191.

Wegerif, Rupert; Littleton, Karen; Dawes, Lyn; Mercer, Neil and Rowe, Denise (2004). Widening access to educational opportunities through teaching children how to reason together. Westminster Studies in Education, 27(2) pp. 143–156.

Wegerif, Rupert; Littleton, Karen and Jones, Ann (2003). Stand-alone computers supporting learning dialogues in primary classrooms. International Journal of Educational Research, 39(8) pp. 851–860.

Wolfe, Sylvia and Flewitt, Rosie (2010). New technologies, new multimodal literacy practices and young children's metacognitive development. Cambridge Journal of Education, 40(4) pp. 387–399.

Conference Item

Cable, C.; Goodliff, G. and Attar, D. (2007). Work-based learning and transitions in professional identity: women in the early years workforce. In: Women in Lifelong Learning Network, 18 May 2007, Birkbeck College, University of London.

Cook, Guy (2007). An unmarked improvement: using translation in ELT. In: 41st IATEFL Annual Conference and Exhibition, 18-22 April 2007, Aberdeen.

Cook, Guy (2009). Rebuilding broken bridges: translation, literature, and English Language Teaching. In: International Translation Conference, 2009, Sultan Qaboos University, Oman.

Cooper, T.; LeVoi, M.; Littleton, K.; Miell, D.; Vass, E. and Wegerif, R. (2004). Developing a sociocultural framework for understanding asynchronous teaching and learning dialogues. In: British Educational Research Association Annual Conference, September 2004, Manchester, UK.

Ebeling, Signe and Leedham, Maria (2006). What can the BAWE Corpus tell us about student development? In: Writing Development in Higher Education (WDHE) Conference, 11-12 May 2006, The Open University, Milton Keynes.

Erling, Elizabeth; Leedham, Maria and Adinolfi, Lina (2010). Combining methods to analyse the relationship between language and attainment among Open University students. In: Ethnographies of Academic Writing in a Global Context: the Politics of Style, 16 July 2010, The Open University, Milton Keynes, UK.

Erling, Elizabeth J. and Seargeant, Philip (2009). Discourses of international development: an analysis of the role of English in language education policies in South Asia. In: 8th International Language and Development Conference, 23-25 June 2009, Dhaka, Bangladesh.

Erling, Elizabeth. J.; Hamid, M. Obaidul and Seargeant, Philip (2010). Grassroots attitudes to the positioning of English as a language for international development. In: Sociolinguistics Symposium 18: Negotiating Transnational Space and Multilingual Encounters, 1-4 Sep 2010, Southampton, UK.

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2011). The strength of cohesive ties: discursive construction of an online learning community. In: Researching Learning in Immersive Virtual Environments (ReLIVE 2011), 21-22 September 2011, The Open University, Milton Keynes, UK.

Gillen, Julia and Hancock, Roger (2007). Children at play in safe domestic spaces. In: Developmental Social Cognitive Neuroscience: 37th Annual Meeting of the Jean Piaget Society, 31 May-2 June 2007, Amsterdam, The Netherlands.

Gillen, Julia; Hancock, Roger; Cameron, C. A. and Pinto, Giuliana (2007). How versatile is video data?: Connecting methodology to theory in an international study of two year old girls. In: Developmental Social Cognitive Neuroscience: 37th Annual Meeting of the Jean Piaget Society, 31 May-2 June 2007, Amsterdam, The Netherlands.

Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen; Mercer, Neil and Twiner, Alison (2006). A “Learning Revolution”? Investigating Pedagogic Practices around Interactive Whiteboards in British Primary Classrooms. In: Paper presented at the American Educational Research Association conference, 2006, 7-11 April 2006, San Francisco, USA.

Hultgren, Anna Kristina (2012). Publishing internationally: what are the consequences for Nordic scientific terminology? In: 19th Sociolinguistics Symposium, 21–24 August 2012, Berlin.

Hultgren, Anna Kristina (2012). Sproglige kompetencer på den globaliserede arbejdsplads: Hvad er det og hvorfor anses det for vigtigt? [Language competences in the globalized workplace: what is it and why is it considered important?]. In: Symposium on 'Language Competences', 12 December 2012, University of Aalborg.

Hultgren, Anna Kristina (2012). English as a language of science and the consequences for Nordic terminology. In: 11th Nordic Conference on Bilingualism, 14–16 June 2012, Danish School of Education, Copenhagen.

Hultgren, Anna Kristina (2012). Bilingual practices in higher education in northern Europe: a case for terminology planning? In: The English Language in Europe: Debates and Discourses, 20–22 April 2012, Sheffield.

Hultgren, Anna Kristina (2011). Code-switching in the internationalized academe: are indexicality and authenticity always relevant? In: Indexing authenticity: perspectives from linguistics and anthropology, 25–27 November 2011, University of Freiburg.

Hultgren, Anna Kristina (2011). ‘Building rapport’ with customers across the world: the global diffusion of a call centre speech style. In: 16th World Congress of Applied Linguistics, 23–28 August 2011, Beijing Foreign Studies University.

Hultgren, Anna Kristina (2011). What is language and what have people got to do with it? In: Third CIP Symposium, 11 November 2011, University of Copenhagen.

Hultgren, Anna Kristina (2010). Sociolinguistic theory and public representations of language: a marriage made in hell? In: 18th Sociolinguistic Symposium, 1–4 September 2010, University of Southampton.

Leedham, Maria (2009). 'According to the equation...': key words and clusters in Chinese and British Students' undergraduate assignments from UK universities. In: Corpus Linguistics Conference, 21-23 July 2009, Liverpool.

Leedham, Maria (2009). 'In light of this...' Comparing n-grams in Chinese and British students' undergraduate assignments from UK universities. In: ICAME Conference, 27-31 May 2009, Lancaster.

Leedham, Maria (2008). From traditional essay to "Ready Steady Cook" presentation: Reasons for innovative changes in Higher Education assignments. In: WDHE (Writing Development in Higher Education) Conference, 25-27 June 2008, Strathclyde University.

Leedham, Maria (2008). “Enjoyable”, “okay” or “rather pointless”? An exploration of Chinese and British students' views on innovative and traditional assignment types in UK universities. In: Promoting Partnership: Responding to the Needs of the East Asian Learner in Higher Education, 12-13 July 2008, Portsmouth.

Leedham, Maria (2008). Searching corpora of Chinese and British writers for lexicalised language. In: Crossculturality: English Studies and World Literature in China, 24-25 April 2008, Beijing University, China.

Leedham, Maria (2008). Searching corpora of Chinese and British writers for lexicalised language. In: Chinese Postgraduate Network, 15 - 16 March 2008, Oxford.

Leedham, Maria (2010). Combining intuition with corpus linguistic analysis: a longitudinal study of lexical chunks in four students’ writing. In: Formulaic Language Research Network (FLaRN), 23-26 March 2010, Paderborn, Germany.

Leedham, Maria (2011). Writing in tables and lists: exploring multimodal undergraduate writing through keyword searches. In: ICAME 32 Oslo 2011: Trends and Traditions in English Corpus Linguistics: In Honour of Stig Johansson , 1-5 June 2011, Oslo, Norway.

Leedham, Maria (2012). Embracing different semiotic modes in undergraduate assignments. In: British Association of Applied Linguists (BAAL), 6-8 September 2012, Southampton University.

Leedham, Maria (2012). Embracing different semiotic modes in undergraduate assignments. In: Writing Development in Higher Education (WDHE), 2-4 July 2012, Liverpool University.

Leedham, Maria; Adinolfi, Lina and Erling, Elizabeth (2010). Layering methods to analyse the relationship between language use and attainment among Open University undergraduate students. In: WDHE (Writing Development in Higher Education), 28-30 June 2010, London.

Lillis, Theresa; Hewings, Ann and Curry, Mary Jane (2008). The impact of global English on local knowledge production psychology in four national contexts. In: GlobEng: International Conference on Global English, 14-16 Feb 2008, Polo Zanotto, University of Verona, Verona, Italy.

Littleton, Karen; Twiner, Alison; Gillen, Julia; Kleine Staarman, Judith and Mercer, Neil (2007). Orchestration with the Interactive Whiteboard. In: Developing Potentials for Learning 12th Biennial Conference for Research on Learning and Instruction, 28 August - 1 September 2007, University of Szeged, Budapest.

O'Halloran, Kieran (2009). Reading group discourse: a corpus-based analysis of argumentation and collaboration. In: Argument Cultures: Ontario Society for the Study of Argumentation. Eds Hans V. Hansen et al. CD-ROM, 03-06 Jun 2009, University of Windsor, ON, Canada.

Swann, Joan (2009). How reading groups talk about books. In: The Readers Voice Convention, 4th April 2009, Jesus College, Oxford.

Twiner, Alison; Gillen, Julia; Kleine Staarman, Judith; Littleton, Karen and Mercer, Neil (2007). Orchestration with the interactive whiteboard: provisionality and permanence. In: ALT-C 2007: Beyond Control: Association of Learning Technologies Conference, 4-6 September 2007, Nottingham, UK.

Whitelock, D.; Littleton, K.; Miell, D.; LeVoi, M. and Wegerif, R. (2005). Exploring the social dimension of teaching and learning in online courses: issues and methods. In: CAL'05 Virtual Learning?, Apr 2005, University of Bristol, UK.

Thesis

Leedham, Maria (2011). A corpus-driven study of features of Chinese students' undergraduate writing in UK universities. PhD thesis The Open University.

Pihlaja, Stephen (2012). The development of ‘drama’ in YouTube discourse. PhD thesis The Open University.

Rai, Lucy (2008). Student writing in social work education. PhD thesis The Open University.

Smith, Kevin Grant (1999). The role of story telling in a police probationer training classroom. PhD thesis The Open University.

Other

Allington, Daniel and Swann, Joan (2009). Special issue of Language and Literature: Literary reading as social practice. Sage, UK.

Blair, Maud; Bourne, Jill; Coffin, Caroline; Creese, Angela and Kenner, Charmian (1998). Making the difference: Teaching and learning strategies in successful multi-ethnic schools. DfEE, London.

Cameron, Lynne (2003). Writing in English as an Additional Language at Key Stage 4 and post-16. Ofsted, London.

Cameron, Lynne and Besser, Sharon (2004). Writing in English as an Additional Language at Key Stage 2. DfES Publications, Nottingham, UK.

Coffin, C. (2007). The language and discourse of argumentation in computer conferencing and essays. Economic and Social Research Council, Swindon, UK.

Coffin, Caroline (2010). Language support in EAL contexts. Why systemic functional linguistics? (Special Issue of NALDIC Quarterly). NALDIC, Reading, UK.

Edwards, Susan; Letts, Carolyn and Sinka, Indra (2011). The New Reynell Developmental Language Scales. GL Assessment Limited, London, UK.

Erling, Elizabeth; Seargeant, Philip; Solly, Michael; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2012). Attitudes to English as a language for international development in rural Bangladesh. British Council, London.

Hewings, Ann; Coffin, Caroline and North, Sarah (2007). Supporting undergraduate students’ acquisition of academic argumentation strategies through computer conferencing. Higher Education Academy, UK.

Lillis, Theresa and Hewings, Ann (2008). Trajectories of knowledge production: English medium academic writing for national, transnational and international journals. ESRC, Swindon, UK.

Maybin, J.; Rampton, B. and Tusting, K. (2007). Linguistic ethnography: Links, problems and possibilities. Blackwell.