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Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle: Volume 1, Normes et variations géographiques et sociales. Espaces discursifs, 1. Paris: L'Harmattan.

Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle : Volume 2, Normes et variations dans les discours et en interaction. Espaces discursifs, 2. Paris: L'Harmattan.

Baumann, Uwe and Duensing, Annette eds. (2006). Developing writing skills in German. London: Routledge.

Baumgardt, Ursula and Ugochukwu, Francoise eds. (2005). Approches littéraires de l'oralité africaine. Paris, France: Karthala.

Beaven, Tita ed. (2011). Mañana (libro del alumno). Sandy: Advanced Materials.

Coleman, James A.; Ferney, Derrik; Head, David and Rix, Rob eds. (2001). Language-learning futures: issues and strategies for modern languages provision in higher education. London, UK: CiLT in association with the SCHML.

Coleman, James A.; Grotjahn, Rüdiger and Raatz, Ulrich eds. (2002). University language learning and the C-Test. Bochum, Germany: AKS-Verlag.

Coleman, James A. and Klapper, John eds. (2005). Effective learning and teaching in Modern Languages. Effective Learning and Teaching in Higher Education. Routledge/Falmer.

Develotte, Christine; Kern, Richard and Lamy, Marie-Noelle eds. (2011). Décrire la conversation en ligne: le face-à-face distanciel. Lyon, France: ENS Editions.

Goodfellow, Robin and Lamy, Marie-Noelle eds. (2009). Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books.

Hurd, Stella and Lewis, Tim eds. (2008). Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol, UK: Multilingual Matters.

Hurd, Stella and Murphy, Linda eds. (2005). Success with languages. Routledge Study Guides. London, UK: Routledge.

Kühn, Bärbel and Perez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio: Learner autonomy and self-assessment. Oxford, UK: Routledge.

Kühn , Bärbel and Perez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio. Learner Autonomy and Self-assessment. Oxford: Routledge.

Lewis, Tim and Walker, Lesley eds. (2003). Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Press.

NicNeacail, Mairead and MacIver, Matthew eds. (2007). Foghlam Tro Mheadhan na Gàidhlig. Policy and Practice in Education. Edinburgh: Dunedin Academic Press.

Nicolson, Margaret and MacIver, Matthew eds. (2003). Gaelic medium education. Policy and Practice in Education, 10. Edinburgh, Scotland: Dunedin Academic Press.

Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. (2011). Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press.

Perez Cavana, M.; Puleo, A. H. and Segura, C. eds. (2004). Mujeres y Ecologica: Historia, Pensamiento, Sociedad (Women and Ecology: History, Theory, Society). Madrid: Al-Mudayna.

Ugochukwu, Francoise ed. (2011). African Diasporas. African Renaissance, 8 (2). London: Adonis & Abbey.

Adams, H. L. and Nicolson, M. A. (2010). Biting the bullet: getting the best out of speaking practice in languages tutorials. Classroom Discourse, 1(2) pp. 104–120.

Adams, Anne; Astruc, Lluisa; Garrido, Cecilia and Sweeney, Breen (2011). Situated learning in virtual worlds and identity reformation. In: Peachey, Anna and Childs, Mark eds. Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. Immersive Environments. London: Springer-Verlag, pp. 275–299.

Adams, H. and Nicolson, M. (2008). The Languages Classroom: comfort zone or obstacle course. In: BAAL, 2008, Greenwich University.

Adams, Helga and Nicolson, Margaret (2010). Getting the best out of speaking practice in language tutorials. In: BAAL Language Learning & Teaching Special Interest Group, 8-9 July 2010, King's College London.

Adams, Helga and Nicolson, Margaret (2012). Feeling the difference in the languages classroom: explorations of teacher understanding of diversity. Language Learning Journal (In press).

Adams , Helga and Nicolson, Margaret (2011). Learner diversity. In: Nicolson, Margaret; Murphy , Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 29–42.

Adinolfi, Lina; Pleines, Christine; Harper, Felicity; Beaven, Tita; Smith, Pete; Hassan, Xaviere; Adams, Helga and Nicolson, Margaret (2005). Developing competence in the language (2): Writing and speaking skills. In: Not Set ed. Success wtih Languages. Routledge Study Guides. Abingdon, UK: Routledge, pp. 110–139.

Aguerre, Sandrine; Alder, Bill and Beaven, Tita (2013). ’4 profs, 4 pays’: lessons from a four-way tele-collaborative writing project. Francophonie(47) (In press).

Alvarez, I.; Beaven, T. and Perez Cavana, M. (2009). Enhancing the ELP for the 21st Century. In: CercleS, 'The role of the CEF and the ELP', 2009, Padua University.

Álvarez, Inma (2007). Foreign Language Education at the Crossroads: Whose Model of Competence? Language, Culture and Curriculum, 20(2) pp. 126–139.

Álvarez, Inma; Beaven, Tita and Garrido, Cecilia (2008). Strategies for acquiring intercultural communication. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Bristol, UK: Multilingual Matters, pp. 179–195.

Álvarez, I (2003). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. Vida Hispánica, 28 pp. 19–23.

Álvarez, I. (2010). Consideraciones éticas en la investigación de la danza. In: VV, AA ed. La investigación en danza en España 2010. Valencia, Spain: Ediciones Mahalia, pp. 175–185.

Álvarez, Inma (2009). Time as a strand of the dance medium. In: Proceedings of the IV Mediterranean Congress of Aesthetics, Art and Time, 22-25 Jun 2008, Yarmouk University, Irbid, Jordan.

Álvarez, Inma (2010). The CEFcult project: assessing oral proficiency in an intercultural professional context. In: Languages in Higher Education 2010: Raising the Standard for Languages, 1-2 Jul 2010, London, UK.

Álvarez, Inma (2010). Natural and artistic bodies in dance. In: Proceedings for the European Society of Aesthetics, 27-29 May 2010, Udine, Italy.

Álvarez, Inma (2009). The expressive condition of the dancing body. In: 67th Annual Meeting of the American Society of Aesthetics, 22-24 Oct 2009, Denver, USA.

Álvarez, Inma (2007). Cultural frontiers of expressive strands in dance performances. In: XVIIth International Congress of Aesthetics, Aesthetics Bridging Cultures, 9-13 Jul 2007, Ankara, Turkey.

Álvarez, Inma (2005). Disciplined minds: fitting an intercultural dimension in language teaching. In: International Association for Languages and Intercultural Communication (IALIC) 6th Annual Conference, Europe Inside Out, 9-11 Dec 2005, Brussels, Belgium.

Álvarez, Inma (2012). Artistic value and spectators’ emotions in dance performances. In: Art, Emotion and value, 4-8 July 2011, Universidad Politécnica de Cartagena, Spain.

Álvarez, Inma (2011). Learning about Chinese-speaking cultures at a distance. In: Fenoulhet, Jane and Ros i Solé, Cristina eds. Mobility and Localisation in Language Learning: a View from Languages of the Wider World. Intercultural Studies and Foreign Language Learning (5). Oxford: Peter Lang, pp. 145–172.

Alvarez, Inma (2012). El arte de recrear: el concepto de autenticidad en la danza. In: Giménez Morte, Carmen ed. La investigación de danza en España. 2012. Valencia: Ediciones Mahali, pp. 243–253.

Alvarez, Inma (2012). From paper to the web: the ELP in the digital era. In: Kühn, Bärbel and Perez Cavana, Maria Luisa eds. Perspectives from the European Language Portfolio: Learner autonomy and self-assessment. Abingdon: Routledge, pp. 125–142.

Álvarez, Inma and Beaven, Tita (2001). Destrezas interculturales en una comunidad virtual. El sitio A buen puerto de la Open University. In: Gimeno Sanz, A. M. ed. Tecnologías de la información y de las comunicaciones en la enseñanza de E/LE, 5-8 de septiembre de 2001. Universidad de Valencia, pp. 239–249.

Alvarez, Inma; Beaven, Tita and Comas-Quinn, Anna (2013). Performing languages: an example of integrating open practices in staff development for language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 85–92.

Álvarez, Inma and Garrido, Cecilia (2004). Teachers roles and training in intercultural education. In: CiLT Conference, Navigating the new landscape for languages, 30 June-1 July 2004 , London.

Álvarez, Inma and Garrido, Cecilia (2001). Strategies for the development of multicultural competence in language learning. In: Coleman, James A.; Ferney, Derrik; Head, David and Rix, Rob eds. Language-learning futures : issues and strategies for modern language provision in Higher Education. London: CiLT Publications, pp. 150–163.

Álvarez, Inma and Kan, Qian (2012). Supporting intercultural learning For beginners’ Chinese language learners at the Open University, UK. In: Jin, Lixian and Cortazzi, Martin eds. Researching Intercultural Learning: Investigations in Language and Education. Palgrave Macmillan, pp. 209–234.

Álvarez, Inma; Pérez, Hector, J. and Pérez-Carreño, Francisca eds. (2010). Expression in the Performing Arts. Newcastle upon Tyne: Cambridge Scholars Publishing.

Álvarez, Inma; Tita, Beaven and Pérez Cavana, María Luisa (2009). Enhancing the ELP for the 21st Century. In: European Confederation of Language Centres in Higher Education (CercleS) Seminar, The Role of the Common European Framework of Reference for Languages and the European Language Portfolio in Higher Education, 17-19 Sep 2009, Padua, Italy.

Amoraga-Piqueras, Maria-Rosa; Comas-Quinn, Anna and Southgate, Margaret (2011). Teaching through assessment. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 75–92.

Arthur, Lore (2001). Tutors as lifelong learners. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning. London: CILT in association with the Open University, pp. 7–15.

Arthur, Lore (2001). Language and cultural awareness. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning. London: CILT in association with the Open University, pp. 16–25.

Arthur, Lore (2001). Understanding language learners. In: Arthur, Lore and Hurd, Stella eds. Supporting lifelong language learning. London: CILT in association with the Open University, pp. 36–45.

Astruc, Lluïsa (2008). Cortesia y entonacion: las interrogativas absolutas en catalan. Revista de Letras, 7 pp. 41–53.

Astruc, Lluisa (2004). Right-dislocations: Influence of information structure on prosodic phrasing and intonation. Cambridge Occasional Papers in Linguistics, 1 pp. 1–14.

Astruc, Lluisa and Nolan, Francis (2007). Variation in the intonation of sentential adverbs in English and Catalan. In: Riad, Tomas and Gussenhoven, Carlos eds. Tones and Tunes, Volume 1: Typological Studies in Word and Sentence Prosody. Berlin: Mouton de Gruyter, pp. 233–262.

Astruc, Lluisa; Payne, Elinor; Post, Brechtje; Prieto, Pilar and Vanrell, Maria del Mar (2010). Word prosody in early child Cataln, Spanish and English. In: Speech Prosody 2010, 11-14 May 2010, Chicago.

Astruc, Lluisa; Payne, Elinor; Post, Brechtje; Vanrell, Maria del Mar and Prieto, Pilar (2013). Tonal targets in early child English, Spanish, and Catalan. Language and Speech, 56(3) (In press).

Astruc, Lluisa and Prieto, Pilar (2006). Stress and accent: Acoustic correlates of metrical prominence in Catalan. In: ITRW on Experimental Linguistics, 28-30 Aug 2006, Athens, Greece.

Astruc, Lluisa and Prieto, Pilar (2006). Acoustic cues of stress and accent in Catalan. In: Speech Prosody 2006, 2-5 May 2006, Dresden, Germany.

Astruc, Lstruc; Mora, Elsa and Rew, Simon (2010). Venezuelan Andean Spanish intonation. In: Prieto, Pilar and Roseano, Paolo eds. Transcription of Intonation of the Spanish Language. Lincom Europa, pp. 191–226.

Astruc-Aguilera, L.; Payne, E.; Post, B.; Prieto, P. and Vanrell, M. M. (2009). Acquisition of tonal targets in Catalan, Spanish and English. Cambridge Occasional Papers in Linguistics, 5 pp. 1–14.

Astruc-Aguilera, Lluisa (2005). The form and function of extra-sentential elements. Cambridge Occasional Papers in Linguistics, 2 pp. 1–25.

Astruc-Aguilera, Lluisa (2003). Intonation of right-dislocations in Catalan. In: 15th International Congress of Phonetic Sciences (ICPhS), 3-9 Aug 2003, Barcelona, Spain.

Astruc-Aguilera, Lluisa (2003). Sentence external elements in Catalan. Catalan Journal of Linguistics, 2 pp. 15–31.

Astruc-Aguilera, Lluisa and Nolan, Francis (2007). Variation in the intonation of extra-sentential elements. In: Prieto, Pilar; Mascaro, Joan and Sole, Maria-Josep eds. Segmental and Prosodic Issues in Romance Phonology. Current Issues in Linguistic Theory (282). John Benjamins, pp. 85–107.

Bartlett, Tom and Erling, Elizabeth J. (2007). Local voices in global English: the authenticity and legitimation of non-standard ways of speaking. In: 33rd International Systemic Functional Congress (ISFC), 10-15 July 2006, Sao Paulo, Brazil.

Baumann, U.; Shelley, M. A.; Murphy, L. and Whit, C. (2005). Teaching languages at a distance: Towards an understanding of the tutor’s role. In: EADTU Conference, 10-11 November 2005, Rome.

Baumann, Uwe (1999). Ab initio vs. A level students of German: how does their performance compare? Language Learning Journal, 20(1) pp. 8–14.

Baumann, Uwe (2006). Erlebte Geschichte. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 144–162.

Baumann, Uwe (1999). Learning German at a distance - the Open University experience. Interface : Bradford studies in language, culture & society., Ab Initio German: trends and perspectives(4) pp. 149–161.

Baumann, Uwe (2007). Developing autonomy and intercultural competence in a distance learning environment. In: Gardner, David ed. Learner autonomy: integration and support. Learner autonomy, 10. Dublin: Authentik Language Learning Resources Ltd, pp. 93–112.

Baumann, Uwe (1999). Deutsch im Fernstudium an der Open University. In: Wege zur Mehrsprachigkeit im Fernstudium, 13-14 November 1998, Hagen, Germany.

Baumann, Uwe and Hampel, Regine (2006). Medien - von der Zeitung zum Internet. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 60–84.

Baumann, Uwe and Shelley, Monica (2006). Distance learners of German and intercultural competence. Open Learning, 21(3) pp. 191–204.

Baumann, Uwe and Shelley, Monica (2003). Adult learners of German at the Open University: their knowledge of, and attitudes towards Germany. Open Learning, 18(1) pp. 61–74.

Baumann, Uwe and Shelley, Monica (2005). Assessing intercultural competence gain in a German distance learning course for adults. In: Holmberg, Borje; Shelley, Monica and White, Cynthia eds. Distance education and languages: evolution and change. New perspectives on language and education. Clevedon, UK: Multilingual Matters, pp. 119–139.

Baumann, Uwe; Shelley, Monica; Murphy, Linda and White, C. (2008). New challenges: the role of the tutor in the teaching of languages at a distance. Distances et savoirs, 6(3) pp. 364–392.

Baumann, Uwe (2005). Managing change in an academic environment: the German programme at the OUUK. In: Evans, T.D.; Smith, P. and Stacey, E. eds. Research in Distance Education (RIDE). Geelong: Deakin University, pp. 98–107.

Baumann, Uwe; Shelley, Monica; Murphy, Linda and White, Cynthia (2006). Language tutors at the OUUK – their (e)-competencies in Open and Distance Learning. In: EDEN 2006 Annual Conference, 14-17 June 2006, Vienna, Austria.

Beaven, Tita (2004). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica, 29

Beaven, Tita (2007). A life in the sun: Accounts of new lives abroad as intercultural narratives. Language and Intercultural Communication, 7(3) pp. 188–202.

Beaven, Tita (1999). ”¡Pero si no se dice así!": Un estudio de las actitudes de los profesores de ELE hacia la enseñanza del español como "lengua mundial". In: Figueroa, M. F. ed. Nuevas perspectivas en la enseñanza del español como lengua extranjera: actas del X Congreso Internacional de ASELE, Cádiz, 22-25 de septiembre de 1999. Universidad de Cádiz, pp. 115–122.

Beaven, Tita (2002). The transitory, the fugitive, the contingent: Cristina Terzaghi’s mural in La Boca, Buenos Aires. In: Godsland, Shelley and White, Anne M. eds. Cultura Popular: Studies in Spanish and Latin American Popular Culture. Oxford, UK: Peter Lang.

Beaven, Tita (2002). La enseñanza de ELE a personas adultas inmigrantes no alfabetizadas. In: Perez Gutierrez, M. and Coloma Maestre, J. eds. El Español, Lengua del Mestizaje y la Interculturalidad. Universidad de Murcia, pp. 180–190.

Beaven, Tita and Álvarez, Inma (2002). Developing intercultural competence for the knowledge society: The Open University, A buen puerto website. In: Setting the Agenda in Higher Education, CiLT, 24-26 June 2002, Manchester, UK.

Beaven, Tita and Garrido, Cecilia (2000). El español tuyo, el mío, el de aquél… ¿Cuál para nuestros estudiantes? In: Martín Zorraquino, M. A.; Pelegrín, C. D. and Ballesteros, M. P. eds. Qué español enseñar?: norma y variación lingüísticas en la enseñanza del español a extranjeros. Universidad de Zaragoza.

Beaven, Ana and Comas-Quinn, Anna (2013). Editorial: Focus on Open Educational Resources (OER) and Open Educational Practices (OEP). Journal of e-Learning and Knowledge Society, 9(1) pp. 7–9.

Beaven, Tita (2012). Vivre en Aquitaine: pedagogy, audience, design. The EuroCALL Review , 20(2) pp. 23–32.

Beaven, Tita (2013). Use and Reuse of OER: professional conversations with language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 59–71.

Beaven, Tita (2013). Qualitative methods for researching teachers’ (re)use of OER. In: OER13: Creating a Virtuous Circle, 26 - 27 March 2013, University of Nottingham.

Beaven, Tita and Álvarez, Inma (2004). Translation skills for intercultural purposes: An on-line course for non-specialist learners of Spanish. Language, Culture and Curriculum, 17(2) pp. 97–108.

Beaven, Tita; Comas-Quinn, Anna; de los Arcos, Bea; Hauck, Mirjam and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. In: OER 13 Creating a virtuous circle, 26-27 March 2013, Nottingham.

Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula (2010). Needs and challenges for online language teachers - the ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2) pp. 5–20.

Bishop, Graham (2001). Using quality and accuracy ratings to quantify the value added of a dictionary skills training course. Language Learning Journal(24)

Bishop, Graham (2004). First steps towards electronic marking of language assignments. Language Learning Journal(29)

Bohn, Beatrix; Dammer, Karl-Heinz; de Hair, Frauke; Kofferschläger, Günter; Lanvers, Ursula and Laurenz, Helga (1987). Mein richtiges Leben im falschen. Bemerkungen zu Adornus 'Tabus über den Lehrerberuf'. Padagogische Korrespondenz, 1 pp. 34–37.

Brash, Barbel and Warnecke, Sylvia (2009). Shedding the ego: Drama-based role-play and identity in distance language tuition. Language Learning Journal, 37(1) pp. 99–109.

Brash, Barbel and Nicolson, Margaret (2011). Teaching by telephone. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 112–125.

Burden, Robert; Williams, Marion and Lanvers, Ursula (2002). 'French is the Language of Love and Stuff': student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4) pp. 503–528.

Cable, C.; Driscoll, P.; Mitchell, R.; Sing, S.; Cremin, T.; Earl, J.; Eyres, I.; Holmes, B.; Martin, C. and Heins, B. (2010). Languages and Learning at Key Stage 2: A Longitudinal Study Final Report. Department for Children, Schools and Families, UK.

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

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 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.

Coleman, James A and Klapper, John (2005). Introduction. In: Coleman, James A and Klapper, John eds. Effective learning and teaching in modern languages. Effective learning and teaching in higher education. Routledge/Falmer, xii-xiv.

Coleman, James A. (2003). A Bolognai Folyamat és az európai nyelvtanárképzés jövöje. Modern Nyelvoktatás, 9(4) pp. 3–12.

Coleman, James A. (2001). Lessons for the future: evaluating FDTL languages. In: Coleman, James; Ferney, Derrik; Head, David and Rix, Rob eds. Language-learning futures: issues and strategies for modern languages provision in Higher Education. London, UK: CILT Publications, pp. 7–21.

Coleman, James A. (2005). Modern Languages as a university discipline. In: Coleman, James A and Klapper, John eds. Effective learning and teaching in Modern Languages. Effective Learning and Teaching in Higher Education. Routledge/Falmer, pp. 3–9.

Coleman, James A. (2005). Residence abroad. In: Coleman, James A and Klapper, John eds. Effective learning and teaching in Modern Languages. Effective learning and teaching in higher education. Routledge/Falmer, pp. 126–132.

Coleman, James A. (2002). The European Language Proficiency Survey: an overview of findings. In: Coleman, James A.; Grotjahn, Rudiger and Raatz, Ulrich eds. University language learning and the C-Test. Bochum, Germany: AKS-Verlag, pp. 201–206.

Coleman, James A. (2005). Where do our graduates go? Languages and careers. In: Coleman, James A. and Klapper, John eds. Effective learning and teaching in Modern Languages. Effective Learning and Teaching in Higher Education. Routledge/Falmer, pp. 17–22.

Coleman, James A. (2001). What is 'Residence Abroad' for?: Intercultural competence and the linguistic, cultural, academic, personal and professional objectives of student residence abroad. In: Di Napoli, Roberto; Polezzi, Loredana and King, Anny eds. Fuzzy boundaries?: Reflecting on modern languages and the Humanities. London: CiLT, pp. 121–140.

Coleman, James A. (2001). Language learner attitudes and student residence abroad: new quantitative and qualitative insights. In: Killick, D.; Parry, M. and Phipps, A. eds. Mapping the territory: the poetics and praxis of languages and intercultural communication. Glasgow, UK: Glasgow University Publications in French and German, pp. 75–97.

Coleman, James A. (2002). Translating research into disseminated good practice: the case of student residence abroad. In: Macdonald, R. and Wisdom, J. eds. Academic and educational development : research, evaluation and changing practice in higher education. London, UK: Kogan Page, pp. 87–98.

Coleman, James A. (2001). Residence abroad and university language learning. In: Pürschel, Heiner; Raatz, Ulrich and Klein-Braley, Christine eds. Tests and translation and language testing: papers in memory of Christine Klein-Braley. Fremdsprachen in Lehre und Forschung (27). Bochum, Germany: AKS-Verlag, pp. 137–168.

Coleman, James A. (2003). Research into practice. Quality assurance and the future of university language teaching. In: Voss, B. and Stahlheber, E. eds. Fremdsprachenunterricht auf dem Prüfstand. Beiträge zur Fremdsprachenforschung, 7. Berlin: Pädagogischer Zeitschriftenverlag, pp. 17–30.

Coleman, James A. (2001). Representations de l’autre: impact d’un sejour prolonge a l’etranger. In: Zarate, Geneviève ed. Langues, xénophobie, xénophilie dans une Europe multiculturelle. Rouen, France: Collection nationale du reseau de documentation pedagogique, pp. 127–149.

Coleman, James A. and Baumann, Uwe (2005). The World as a classroom. In: Hurd, Stella and Murphy, L. eds. Success with languages. Routledge Study Guides. Routledge, pp. 140–160.

Coleman, James A.; Grotjahn, Rudiger and Raatz, Ulrich (2002). Language learning and language testing at university level. In: Coleman, James A.; Grotjahn, Rudiger and Raatz, Ulrich eds. University language learning and the C-Test. Bochum, Germany: AKS-Verlag, pp. 7–14.

Coleman, James A. and Hauge, E. (2005). Curriculum design. In: Coleman, James A. and Klapper, John eds. Effective learning and teaching in modern languages. Effective learning and teaching in Higher Education. Routledge/Falmer, pp. 44–51.

Coleman, James A. and Head, David (2001). Introduction: university language teaching and learning in the twentieth and twenty-first centuries. In: Coleman, James A.; Ferney, Derrick; Head, David and Rix, Rob eds. Language-learning futures: issues and strategies for modern languages provision in higher education. London, UK: CILT, pp. 1–6.

Coleman, James A. and Klapper, John (2005). Research into language learning. In: Coleman, James A. and Klapper, John eds. Effective learning and teaching in Modern Languages. Effective learning and teaching in higher education. Routledge/Falmer, pp. 31–43.

Coleman, James A. and Parker, Linda (2001). Preparing for residence abroad: staff development implications. In: Klapper, John ed. Teaching languages in higher education: issues in training and continuing professional development. London: CILT, pp. 134–162.

Coleman, James A. and Perez, I. (2005). Translating and interpreting. In: Coleman, James A. and Klapper, John eds. Effective learning and teaching in Modern Languages. Effective Learning and Teaching in Higher Education. Routledge/Falmer, pp. 108–113.

Coleman, James A. (2005). CALL from the margins: towards effective dissemination of CALL research and good practices. ReCALL, 17(1) pp. 18–31.

Coleman, James A. (2004). Modern Languages in British universities: past and present. Arts and Humanities in Higher Education, 3(2) pp. 147–162.

Coleman, James A. (2006). English-medium teaching in European Higher Education. Language Teaching, 39(1) pp. 1–14.

Coleman, James A. (2008). L’Evolution du métier d’enseignant de langue de spécialité – une perspective internationale. Cahiers de l'APLIUT, XXVII(2) pp. 22–39.

Coleman, James A. (2009). Why the British do not learn languages: myths and motivations in the United Kingdom. Language Learning Journal, 37(1) pp. 111–127.

Coleman, James A. (2011). Modern languages in the United Kingdom. Arts and Humanities in Higher Education, 10(2) pp. 127–129.

Coleman, James A. (2013). Dymplexity: new theories, new contexts and new labels for mobile students. Journal of Multicultural Discourses, 8(1) pp. 20–28.

Coleman, James A. (2012). Non-specialist linguists in the United Kingdom in the context of the Englishisation of European higher education. Fremdsprachen Lehren und Lernen, 41(2) pp. 9–24.

Coleman, James A. (2009). Study abroad and SLA: defining goals and variables. In: Berndt, Annette and Kleppin, Karin eds. Sprachlehrforschung: Theorie und Empire, Festschrift fur Rudiger Grotjahn. Frankfurt am Main: Peter Lang, pp. 181–196.

Coleman, James A. (2006). Fremdsprachen aus der Ferne: die britische Open University. In: Jung, Udo O.H. ed. Praktische Handreichung für Fremdsprachenlehrer. Bayreuther Beiträge zur Glottodidaktik, 2 (2). Frankfurt am Main: Peter Lang, pp. 516–521.

Coleman, James A. (2013). Researching whole people and whole lives. In: Kinginger, Celeste ed. Social and Cultural Dimensions of Language Learning in Study Abroad. Amsterdam & Philadelphia: John Benjamins, (in press).

Coleman, James A. (2007). A new framework for study abroad research. In: Way, C.; Soriano, G.; Limon, D. and Amador, C. eds. Enhancing the Erasmus Experience: Papers on Student Mobility. Granada: Atrio, pp. 37–46.

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