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2020To Top

Tagg, Caroline and Evans, Mel eds. (2020). Message and medium: English language practices across old and new media. Topics in English Linguistics. Berlin: De Gruyter Mouton (In Press).

Coleman, Lynn and Tuck, Jackie (2020). Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context. Studies in Higher Education (Early Access).

Giaxoglou, Korina (2020). Mobilizing grief and remembrance with and for networked publics: towards a typology of hyper-mourning. European Journal of Life Writing (In press).

Giaxoglou, Korina (2020). A Narrative Approach to Social Media Mourning: Small Stories and Affective Positioning. Narrative, Interaction and Discourse. Abingdon: Routledge.

Giaxoglou, Korina and Georgakopoulou, Alexandra (2020). A narrative practice approach to identities: small stories and positioning analysis in digital contexts. In: Bamberg, Michael; Demuth, Carolin and Watzlawik, Meike eds. Cambridge Handbook of Identity. Cambridge: Cambridge University Press, (In press).

Giaxoglou, Korina and Johansson, Marjut (2020). Introduction: Networked practices of emotion and stancetaking in reactions to mediatized events and crises. Pragmatics, 30(2) pp. 169–178.

Giaxoglou, Korina and Spilioti, Tereza (2020). The Shared Story of #JeSuisAylan on Twitter: Story Participation and Stancetaking in Visual Small Stories. Pragmatics, 30(2) pp. 277–302.

Leedham, Maria (2020). ‘Social workers dismissed concerns’: A corpus-assisted discourse study of the portrayal of a profession in UK newspapers. In: Corpus Assisted Discourse Studies (CADS) International Conference 2020, 17-19 Jun 2020, Sussex University (online).

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2020). Exploring the core ‘preoccupation’ of social work writing: A corpus-assisted discourse study. Journal of Corpora and Discourse Studies, 3 pp. 1–26.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2020). Time, the Written Record, and Professional Practice: The Case of Contemporary Social Work. Written Communication, 37(4) pp. 431–486.

Paterson, Laura L. (2020). Non-sexist Language Policy and the Rise (and Fall?) of Combined Pronouns in British and American Written English. Journal of English Linguistics (Early access).

Paterson, Laura L. (2020). Mapping Austerity: Geographical Text Analysis of UK Place-Names in The Guardian and The Daily Telegraph. In: Greibel, T.; Evert, S. and Heinrich, P. eds. Texts and Images of Austerity in Britain. Corpus-Assisted Analyses. Abingdon: Routledge, (In Press).

Paterson, Laura L. and Turner, Georgina (2020). Approaches to discourses of marriage. Critical Discourse Studies, 17(2) pp. 133–137.

Seargeant, Philip (2020). The Art of Political Storytelling: Why Stories Win Votes in Post-truth Politics. London: Bloomsbury.

Seargeant, Philip (2020). Social media and self-fashioning: the construction of a political persona from Elizabeth I to Donald J. Trump. In: Tagg, C. and Evans, M. eds. Historicising the Digital: English Language Practices in New and Old Media. Topics in English Linguistics [TiEL] Series. Berlin: de Gruyter Mouton, (In Press).

Seargeant, Philip and Edwards, Alison (2020). Beyond English as a second or foreign language: Local uses and the cultural politics of identification. In: Schreier, D; Hundt, M and Schneider, Edgar eds. The Cambridge Handbook of World Englishes. Cambridge University Press, pp. 311–359.

Spilioti, Tereza and Giaxoglou, Korina (2020). Translation and Trans-scripting: Languaging Practices in the City of Aθens. In: Lee, Tong King ed. The Routledge Handbook of Translation and the City. Abingdon: Routledge, (In press).

Tagg, Caroline (2020). [Book review] The Pragmatics of Text Messaging: Making Meaning in Messages, Michelle A. McSweeney, Routledge, New York (2018). Journal of Pragmatics, 155 pp. 346–348.

Tagg, Caroline and Evans, Mel eds. (2020). Messaging and Medium: English Language Practices Across Old and New Media. Topics in English linguistics, 105. Berlin: De Gruyter Mouton.

van der Bom, Isabelle and Paterson, Laura L (2020). Revisiting the Welfare State Through the Decades: An Examination of the Welfare State in The Times newspaper from 1940-2009. In: Gomez-Jimenez, Eva M. and Toolan, Michael eds. The Discursive Construction of Inequality in the British Media: CADS Approaches. Bloomsbury, pp. 49–68.

2019To Top

Ashery, Oreet and Giaxoglou, Korina (2019). Digital Death and the Digital Afterlife: Oreet Ashery in Conversation with Korina Giaxoglou. In: Zielińska, Joanna ed. Performance Works. Milan: Mousse Publishing for Ujazdowski Castle Center for Contemporary Art in Warsaw.

Asprey, Esther and Tagg, Caroline (2019). The pragmatic use of vocatives in private one-to-one digital communication. Internet Pragmatics, 2(1) pp. 83–111.

Coleman, Lynn and Tuck, Jackie (2019). ’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university. Journal of Vocational Education & Training (Early Access).

Curry, Mary Jane and Lillis, Theresa (2019). Unpacking the lore on multilingual scholars publishing in English: A discussion paper. Publications, 7(2), article no. 27.

Erling, Elizabeth J.; Hasan Chowdhury, Qumrul; Solly, Mike and Seargeant, Philip (2019). “Successful” migration, (English) language skills and global inequality: The case of Bangladeshi migrants to the Middle East. Multilingua, 38(3) pp. 253–281.

Ernesto, Macaro; Hultgren, Anna Kristina; Andy, Kirkpatrick and David, Lasagabaster (2019). English medium instruction: Global views and countries in focus: Introduction to the symposium held at the Department of Education, University of Oxford on Wednesday 4 November 2015. In: Language Teaching, 52(2) pp. 231–248.

Georgakopoulou, Alexandra and Giaxoglou, Korina (2019). Emplotment in the social mediatization of the economy: the poly-storying of economist Yanis Varoufakis. Language@Internet, 16, article no. 6.

Giaxoglou, Korina (2019). Sharing Small Stories of Life and Death Online: Death-writing of the Moment. European Journal of Life Writing pp. 118–142.

Giaxoglou, Korina (2019). Visual small stories of #jesuisaylan: sharing cosmopolitan emotions on Instagram. Cahiers de l'ILSL, 59 pp. 59–75.

Giaxoglou, Korina (2019). Trajectories of treasured texts: laments as narratives. In: Falconi, Elizabeth and Graber, Kate eds. Storytelling as Narrative Practice: Ethnographic Approaches to the Tales We Tell. Studies in Pragmatics (19). Brill, pp. 136–162.

Giaxoglou, Korina (2019). From Rest in Peace to #R.I.P.: tracing shifts in the language of mourning. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: historicising English language practices. Mouton de Gruyter (In Press).

Gregory, Ian N and Paterson, Laura L (2019). English Language and History: Geographical Representations of Poverty in Historical Newspapers. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. Routledge Handbook in English Language Studies. London: Routledge, (In press).

Hann, David (2019). Spontaneous Play in the Language Classroom: Creating a Community. Cham, Switzerland: Palgrave Macmillan.

Hultgren, Anna Kristina (2019). [Book review] Reconceptualising authenticity for English as a global language by R. S. Pinner. BAAL News(114) pp. 22–23.

Hultgren, Anna Kristina (2019). English as the Language for Academic Publication: on Equity, Disadvantage and ‘Non-Nativeness’ as a Red Herring. Publications, 7(2), article no. 31.

Hultgren, Anna Kristina (2019). Globalizing politeness?: Towards a globalization-sensitive framework of mediated service encounters. In: Garcés-Conejos Blitvich, Pilar; Fernández-Amaya, Lucía and de la O Hernández-López, María eds. Technology Mediated Service Encounters. Pragmatics & Beyond New Series (300). John Benjamins, pp. 97–120.

Lanvers, Ursula; Hultgren, Anna Kristina and Gayton, Angela Mary (2019). 'People can be smarter with two languages': changing anglophone students' attitudes to language learning through teaching linguistics. The Language Learning Journal, 47(1) pp. 88–104.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2019). Exploring the core ‘preoccupation’ of professional social work writing: A corpus-assisted discourse study. In: International Corpus Linguistics Conference 2019, 26-29 Jul 2019, Cardiff University, UK.

Lillis, Theresa (2019). Book Review of 'On Writtenness: The Cultural Politics of Academic Writing' by Joan Turner. Journal of Second Language Writing, 44 pp. 91–93.

Lyons, Agnieszka and Tagg, Caroline (2019). The discursive construction of mobile chronotopes in mobile-phone messaging. Language in Society, 48(5) pp. 657–683.

Lyons, Agnieszka; Tagg, Caroline and Hu, Rachel (2019). Chronotopic (non)modernity in translocal mobile messaging among Chinese migrants in the UK. Internet Pragmatics (Early Access).

Paterson, Laura L (2019). [Book Review] Feeling Academic in the Neoliberal University: Feminist Flights, Fights, and Failures edited by Yvette Taylor and Kinneret Lahad (2018) Basingstoke: Palgrave Macmillan, 368pp. Gender and Language, 13(3) pp. 1–6.

Paterson, Laura L. (2019). Electronic supplement analysis of multiple texts: Exploring discourses of UK poverty in Below the Line comments. International Journal of Corpus Linguistics (In Press).

Seargeant, Philip (2019). The emoji revolution: how technology is shaping the future of communication. Cambridge University Press.

Seargeant, Philip (2019). English in Japan in an era of global uncertainty. In: Reinders, Hayo; Ryan, Stephen and Nakamura, Sachiko eds. Innovation in Language Learning & Teaching: The Case of Japan. New Language Learning and Teaching Environments. Palgrave Macmillan, pp. 9–22.

Seargeant, Philip and Chapman, Catherine (2019). Using Shakespeare to teach English in the digital age. ELT Journal, 73(1) pp. 21–30.

Seargeant, Philip and Giaxoglou, Korina (2019). Discourse and the Linguistic Landscape. In: De Fina, Anna and Georgakopoulou, Alexandra eds. The Handbook of Discourse Studies. Cambridge: Cambridge University Press, (In Press).

Seargeant, Philip and Tagg, Caroline (2019). Social media and the future of open debate: a user-oriented approach to Facebook's filter bubble conundrum. Discourse, Context & Media, 27 pp. 41–48.

Spilioti, Tereza and Giaxoglou, Korina (2019). I’m an Aθenian too: διαγραφηματικές πρακτικές στο αστικό γλωσσικό τοπίο της Αθήνας. In: Proceedings of the 14th International Conference on Greek Linguistics.

Tagg, Caroline and Seargeant, Philip (2019). Context design and critical language/media awareness: implications for a social digital literacies education. Linguistics and Education (Early Access).

Tuck, Jackie (2019). Book Review of 'On Writtenness: the cultural politics of academic writing' by Joan Turner. Journal of English for Academic Purposes, 41, article no. 100765.

2018To Top

Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. (2018). The Routledge Handbook of English Language Studies. Routledge Handbooks in English Language Studies. London: Routledge.

Coleman, Jim; Hultgren, Kristina; Li, Wei; Tsui, Cheng-Fang Cynthia and Shaw, Philip (2018). Forum on English-medium Instruction. TESOL Quarterly, 52(3) pp. 701–720.

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2018). Storytelling and story-acting: co-construction in action. Journal of Early Childhood Research, 16(1) pp. 3–17.

Erling, E. J.; Adinolfi, L.; Hultgren, A. K.; Buckler, A. and Mukorera, M. (2018). Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. In: Milligan, L. O. and Tikly, L. eds. English as a medium of instruction in postcolonial contexts: issues of quality, equity and social justice. Oxford: Routledge.

Giaxoglou, K. and Spilioti, T. (2018). Mediatizing death and suffering: rescripting visual stories of the refugee crisis as distant witnessing and mourning. In: Burger, M.; Thornborrow, J. and Fitzerald, R. eds. Discours des réseaux sociaux: enjeux publics, politiques et médiatiques. De Boeck, pp. 65–92.

Giaxoglou, Korina (2018). #JeSuisCharlie? Hashtags as narrative resources in contexts of ecstatic sharing. Discourse, Context, and Media, 22 pp. 13–20.

Giaxoglou, Korina and Döveling, Katrin (2018). Mediatization of Emotion on Social Media: Forms and Norms in Digital Mourning Practices. Social Media + Society, 4(1) pp. 1–4.

Goodson, Lisa and Tagg, Caroline (2018). Using research vignettes to explore co-production in a large diverse team: implications for research in superdiverse contexts. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Routledge Handbooks. Routledge, pp. 103–117.

Hann, David (2018). Persuasive language. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Abingdon, Oxfordshire: Routledge, pp. 252–264.

Hewings, Ann (2018). The relevance of English language studies in higher education. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Routledge Handbooks in English Language Studies. Abingdon: Routledge, pp. 153–167.

Hewings, Ann and Prescott, Lynda (2018). Digital Futures. In: Eaglestone, Robert and Marshall, Gail eds. English: Shared Futures. The English Association: Essays and Studies. Cambridge: Boydell & Brewer Ltd, pp. 100–108.

Hultgren, Anna Kristina (2018). New perspectives on language and gender: From 'indexicality' to 'materiality' in call centres. In: Sociolinguistics Symposium 22, 27-30 Jun.

Hultgren, Anna Kristina (2018). The Englishization of Nordic universities: What do scientists think? European Journal of Language Policy, 10(1) pp. 77–95.

Lanvers, Ursula and Hultgren, Anna Kristina (2018). The Englishization of European education: Concluding remarks. European Journal of Language Policy, 10(1) pp. 147–152.

Lanvers, Ursula and Hultgren, Anna Kristina (2018). The Englishization of European education: Foreword. European Journal of Language Policy, 10(1) pp. 1–11.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2018). Creating a corpus of social workers’ writing: Methodological challenges, representational issues and analytical concerns. In: 4th Corpora and Discourse International Conference, 22-24 Jun 2018, Lancaster University.

Lillis, Theresa and Curry, Mary Jane (2018). Trajectories of knowledge and desire: Multilingual women scholars researching and writing in academia. Journal of English for Academic Purposes, 32 pp. 53–66.

Lillis, Theresa; McMullan, Jenny and Tuck, Jackie (2018). Gender and academic writing. Journal of English for Academic Purposes, 32 pp. 1–8.

Littlemore, Jeannette and Tagg, Caroline (2018). Metonymy and Text Messaging: A Framework for Understanding Creative Uses of Metonymy. Applied Linguistics, 39(4) pp. 481–507.

Monaghan, Frank (2018). Unforgetting Hillsborough: researching memorialisation. In: X-Scapes: 10th Linguistic Landscapes Workshop, 02-04 May 2018, University of Bern, Switzerland, p. 1.

Monaghan, Frank (2018). EAL and Mathematics. In: Bilingualism in Education Induction Day, 21 Sep 2018, Birmingham University, School of Education.

Paterson, Laura (2018). “You can just give those documents to myself’: Untriggered reflexive pronouns in 21st century spoken British English. In: Brezina, Vaclav; Love, Robbie and Aijmer, Karin eds. Corpus Approaches to Contemporary British Speech. Sociolinguistic Studies of the Spoken (BNC2014). Abingdon: Routledge.

Paterson, Laura L. and Coffey-Glover, Laura (2018). Discourses of marriage in same-sex marriage debates in the UK press 2011-2014. Journal of Language and Sexuality, 7(2) pp. 175–204.

Paterson, Laura L. and Gregory, Ian N. (2018). Representations of Poverty and Place: Using Geographical Text Analysis to Understand Discourse. Basingstoke: Palgrave.

Seargeant, Philip (2018). The idea of English. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Routledge.

Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen (2018). An introduction to English language studies. In: Seargeant, Philip; Hewings, Ann and Pihlaja, Stephen eds. The Routledge Handbook of English Language Studies. Routledge Handbooks in English Language Studies. London: Routledge, pp. 1–12.

Seargeant, Philip and Tagg, Caroline (2018). Critical digital literacy education in the ‘fake news’ era. In: Reedy, Katharine and Parker, Jo eds. Digital literacy unpacked. Facet.

Seargeant, Philip and Tagg, Caroline (2018). Critical digital literacy education in the ‘fake news’ era. In: Reedy, Katharine and Parker, Jo eds. Digital literacy unpacked. Facet.

Tagg, Caroline and Lyons, Agnieszka (2018). Mobile messaging by migrant micro-entrepreneurs in contexts of superdiversity. In: Creese, Angela and Blackledge, Adrian eds. The Routledge Handbook of Language and Superdiversity. Routledge Handbooks. Routledge, pp. 312–328.

Tuck, Jackie (2018). "I'm nobody's Mum in this university": The gendering of work around student writing in UK higher education. Journal of English for Academic Purposes, 32 pp. 32–41.

Turner, Georgina; Mills, Sara; van der Bom, Isabelle; Coffey-Glover, Laura; Paterson, Laura L and Jones, Lucy (2018). Opposition as victimhood in newspaper debates about same-sex marriage. Discourse and Society, 29(2) pp. 180–197.

van der Bom, Isabelle; Paterson, Laura L; Peplow, David and Grainger, Karen (2018). ‘It’s not the fact they claim benefits but their useless, lazy, drug taking lifestyles we despise’: Analysing audience responses to Benefits Street using live tweets. Discourse, Context & Media, 21 pp. 36–45.

2017To Top

Curry, Mary Jane and Lillis, Theresa eds. (2017). Global academic publishing: policies, perspectives and pedagogies. Studies in knowledge production and participation. Clevedon: Multilingual Matters.

Austen, Samantha (2017). Native Language (L1) Transfer in Second Language Learning: From Form to Concept, the Implications. Xjenza Online - Journal of the Malta Chamber of Scientists, 5(1) pp. 77–80.

Chua, Shi-Min; Tagg, Caroline; Sharples, Mike and Rienties, Bart (2017). Discussion Analytics: Identifying Conversations and Social Learners in FutureLearn MOOCs. In: MOOC analytics: live dashboards, post-hoc analytics and the long-term effects (Vigentini, Lorenzo; Wang, Yuan; Paquette, Luc and Urrutia, Manuel León eds.), CEUR-WS.org pp. 36–62.

Curry, Mary Jane and Lillis, Theresa (2017). Problematizing English as the Privileged Language of Global Academic Publishing. In: Curry, Mary Jane and Lillis, Theresa eds. Global Academic Publishing: Policies, Perspectives and Pedagogies. Clevedon: Multilingual Matters, pp. 1–20.

Erling, Elizabeth J.; Adinolfi, Lina and Hultgren, Anna Kristina (2017). Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts. Reading: Education Development Trust/British Council.

Giaxoglou, Korina (2017). Reflections on internet research ethics from language-focused research on web-based mourning: revisiting the private/public distinction as a language ideology of differentiation. Applied Linguistics Review, 8(2-3) pp. 229–250.

Giaxoglou, Korina (2017). Storying leaks for sharing: The case of leaking the “Moscovici draft” on Twitter. Discourse, Context & Media (Special Issue: The Digital Agora of Social Media edited by M.Johansson, S. Kleinke, and L. Lehti), 19 pp. 22–30.

Giaxoglou, Korina; Döveling, Katrin and Pitsillides, Stacey (2017). Networked Emotions: Interdisciplinary Perspectives on Sharing Loss Online. Journal of Broadcasting & Electronic Media, 61(1) pp. 1–10.

Gregoriou, Christiana and Paterson, Laura L. (2017). “Reservoir of rage swamps Wall St” The linguistic construction and evaluation of Occupy in international print media. Journal of Language, Aggression and Conflict, 5(1) pp. 57–80.

Handforth, Rachel; Paterson, Laura L.; Coffey-Glover, Laura and Mills, Sara (2017). Reading between Blurred Lines: The complexity of interpretation. Discourse, Context & Media, 20 pp. 103–115.

Hultgren, Anna Kristina (2017). Vocatives as rationalized politeness: Theoretical insights from emerging norms in call centre service encounters. Journal of Sociolinguistics, 21(1) pp. 90–111.

Hultgren, Anna Kristina (2017). New perspectives on language and gender: Linguistic prescription and compliance in call centres. Language in Society (First View).

Jones, Lucy; Mills, Sara; Paterson, Laura L.; Turner, Georgina and Coffey-Glover, Laura (2017). Identity and naming practices in British marriage and civil partnerships. Gender and Language, 11(3) pp. 309–335.

Leedham, Maria and Fernandez-Parra, Maria (2017). Recounting and reflecting: The use of first person pronouns in Chinese, Greek and British students' assignments in engineering. Journal of English for Academic Purposes, 26 pp. 66–77.

Lillis, Theresa (2017). Writing in professional social work practice in a changing communicative landscape (WISP). Impact 2017(9) pp.61-63, Science Impact Ltd.

Lillis, Theresa (2017). Imagined, prescribed and actual text trajectories: the ‘problem’ with case notes in contemporary social work. Text and Talk, 37(4) pp. 485–508.

Lillis, Theresa (2017). Resistir regímenes de evaluación en el estudio del escribir: hacia un imaginario enriquecido. Signo y pensamiento, 36(71) pp. 66–81.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). Writing in contemporary social work: texts, technologies and trajectories. In: BAAL2017: British Association for Applied Linguistics Conference, 31 Aug - 02 Sep 2017, University of Leeds, UK.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). ‘If it’s not written down it didn’t happen’: Contemporary social work as a writing intensive profession. Journal of Applied Linguistics and Professional Practice, 14(1)

Paterson, Laura L.; Peplow, David and Grainger, Karen (2017). Does Money Talk Equate to Class Talk? Audience Responses to Poverty Porn in Relation to Money and Debt. In: Mooney, Annabelle and Sifaki, Evi eds. The Language of Money and Debt: A Multidisciplinary Approach. Palgrave, pp. 205–231.

Seargeant, Philip (2017). [Comment] The symbolism of English on the Brexit battleground. World Englishes, 36(3) pp. 356–359.

Seargeant, Philip (2017). Teaching the history of English online: open education and student engagement. In: Hayes, Mary and Burkette, Allison eds. Approaches to Teaching the History of the English Language: Pedagogy in Practice. Oxford University Press, pp. 357–364.

Seargeant, Philip; Erling, Elizabeth J.; Solly, Mike and Chowdhury, Qumrul Hasan (2017). The communicative needs of Bangladeshi economic migrants: The functional values of host country languages versus English as a lingua franca. Journal of English as a Lingua Franca, 6(1) pp. 141–165.

Seargeant, Philip; Erling, Elizabeth J.; Solly, Mike; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2017). Analysing perceptions of English in rural Bangladesh. World Englishes, 36(4) pp. 631–644.

Solly, Mike; Hasan Chowdhury, Qumrul; Erling, Elizabeth J. and Seargeant, Philip (2017). The role of English in the safety, stability and resilience of Bangladeshi economic migrants working in the Middle East. In: Erling, Elizabeth J. ed. English Across the Fracture Lines: the contribution and relevance of English to security, stability and peace. British Council, pp. 109–114.

Tagg, Caroline; Lyons, Agnieszka; Hu, Rachel and Rock, Frances (2017). The ethics of digital ethnography in a team project. Applied Linguistics Review, 8(2-3) pp. 271–292.

Tagg, Caroline; Seargeant, Philip and Brown, Amy Aisha (2017). Taking Offence on Social Media: Conviviality and Communication on Facebook. Pivot. Palgrave Macmillan.

Tuck, Jackie (2017). Academics Engaging with Student Writing: Working at the Higher Education Textface. Routledge Research in Higher Education. London: Routledge.

Tuck, Jackie (2017). What do EAP Practitioners need to know? In: BALEAP ResTES Symposium, 28 Jan 2017, University of Leeds.

2016To Top

Hann, David and Lillis, Theresa eds. (2016). The Politics of Language and Creativity in a Globalised World. Milton Keynes: The Open University.

Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. (2016). Futures for English Studies: Teaching language, literature and creative writing in Higher Education. Basingstoke: Palgrave Macmillan.

Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. (2016). Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse/Parlor Press.

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan (2016). Introduction. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Cremin, Teresa; Lillis, Theresa; Myhill, Debra and Eyres, Ian (2016). Professional writers’ identities: the perceived influence of formal education and early learning. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, pp. 19–36.

Cremin, Teresa and Swann, Joan (2016). Literature in Common: Reading for Pleasure in School Reading Groups. In: Rothbauer, Paulette M; Skjerdingstad, Kjell Ivar; McKechnie, Lynne (E.F.) and Oterholm, Knut eds. Plotting the Reading Experience: Theory/Practice/ Politics. Wilfrid Laurier University Press, pp. 279–300.

Erling, Elizabeth J.; Adinolfi, Lina; Hultgren, Anna Kristina; Buckler, Alison and Mukorera, Mark (2016). Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. Comparative Education, 52(3) pp. 294–310.

Hann, David (2016). Building rapport and a sense of communal identity through play in a second language classroom. In: Bell, Nancy ed. Multiple Perspectives on Language Play. Language Play and Creativity. Berlin: De Gruyter Mouton, pp. 219–244.

Hewings, Ann and Seargeant, Philip (2016). English language studies: A critical appraisal. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies: Teaching language, literature and creative writing. Basingstoke: Palgrave Macmillan, pp. 61–77.

Hultgren, Anna Kristina (2016). The Englishization of non-English-dominant universities: An unforeseen consequence of university rankings? In: Sociolinguistics Symposium 21, 15-18 Jun 2016, Murcia.

Hultgren, Anna Kristina (2016). EMI in higher education: Implications for EAP. In: BALEAP PIM: EMI in Higher Education: the challenges and the opportunities, 11 Jun 2016, Southampton.

Hultgren, Anna Kristina (2016). Rationalizing politeness: Naming as a shortcut to customer care in call centre telephone talk. In: Sociolinguistics Symposium 21, 15-18 Jun 2016, Murcia.

Hultgren, Anna Kristina (2016). English as a medium of instruction in international higher education: Your questions answered. In: 20th UK NARIC Annual Conference, 21 Nov 2016, London.

Hultgren, Anna Kristina (2016). EMI and multilingualism in non-English-dominant universities: reflecting on symptoms and root causes. In: The Multilingual University: The Linguistic Landscape in HE in ED and EMI Settings: Future Directions, 8-9 Jul 2016.

Hultgren, Anna Kristina (2016). The Role of Policy in Shaping English as a University Subject in Denmark. In: Hewings, A.; Prescott, L. and Seargeant, P. eds. Futures for English Studies: Teaching Language, Literature and Creative Writing in Higher Education. Palgrave Macmillan, pp. 120–138.

Hultgren, Anna Kristina (2016). Domain Loss: the rise and demise of a concept. In: Linn, Andrew ed. Investigating English in Europe: Contexts and Agendas. English in Europe, 6. Mouton de Gruyter, pp. 153–158.

Hultgren, Anna Kristina (2016). Parallel Language Use. In: Linn, Andrew ed. Investigating English in Europe: Contexts and Agendas. English in Europe, 6. Mouton de Gruyter, pp. 158–163.

Hultgren, Anna Kristina; Erling, Elizabeth J. and Chowdhury, Qumrul Hasan (2016). Ethics in language and identity research. In: Preece, Sian ed. Routledge Handbook of Language and Identity. Routledge Handbooks in Applied Linguistics. Routledge.

Lillis, T.; Leedham, M.; Twiner, A.; Moore, J. and Whitehead, M. (2016). ‘If it’s not written down it didn’t happen’: Social worker perspectives on contemporary writing and recording demands. In: Joint Social Work Education and Research Conference (JSWEC) 2016, 15 Jul 2016, Milton Keynes.

Lillis, Theresa (2016). Creativity in political discourse. In: Hann, David and Lillis, Theresa eds. The politics of langauge and creativity in a globalised world. Milton Keynes: The Open University, pp. 65–113.

Lillis, Theresa and Curry, Mary Jane (2016). Academic writing for publication in a multilingual world. In: Manchón, Rosa M. and Matsuda, Paul Kei eds. Handbook of Second and Foreign Language Writing. Communication Competence Language and Communication Problems Practical Solutions, 11. Boston/Berlin: De Gruyter, pp. 201–222.

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2016). Combining ethnography and corpus to research writing practices in social work: challenges and opportunities in methodology, epistemology and application. In: ALAPP 2016 (Applied Linguistics and Professional Practice Conference), 3-5 Nov 2016, Copenhagen, Denmark.

Lillis, Theresa and Tuck, Jackie (2016). Academic Literacies: a critical lens on writing and reading in the academy. In: Hyland, Ken and Shaw, Philip eds. The Routledge Handbook of English for Academic Purposes. Routledge Handbooks. Routledge, pp. 30–43.

Paterson, Laura L.; Coffey-Glover, Laura and Peplow, David (2016). Negotiating stance within discourses of class: Reactions to Benefits Street. Discourse & Society, 27(2) pp. 195–214.

Prescott, Lynda; Hewings, Ann and Seargeant, Philip (2016). Introduction: Futures for English Studies. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies: Teaching Language, Literature and Creative Writing. Basingstoke: Palgrave Macmilan, pp. 1–8.

Seargeant, Philip (2016). World Englishes and English as a Lingua Franca: a changing context for ELT. In: Hall, Graham ed. The Routledge handbook of English language teaching. Routledge, pp. 13–25.

Spilioti, Tereza and Giaxoglou, Korina (2016). Scaling the field of intercultural communication: reflections on trajectories of culture. In: Singh, Jaspal Naveel; Kantara, Argyro and Cserzo, Dorottya eds. Downscaling Culture: Revisiting Intercultural Communication. Newcastle: Cambridge Scholars, pp. 366–373.

Tagg, Caroline (2016). Heteroglossia in text-messaging: performing identity and negotiating relationships in a digital space. Journal of Sociolinguistics, 20(1) pp. 59–85.

Tagg, Caroline and Seargeant, Philip (2016). Negotiating social roles in semi-public online contexts. In: Leppänen, Sirpa; Westinen, Elina and Kytölä, Samu eds. Social Media Discourse, (Dis)identifications and Diversities. Routledge Studies in Sociolinguistics (13). London: Routledge, pp. 211–234.

Tuck, Jackie (2016). 'That ain't going to get you a professorship': discourses of writing and the positioning of academics' work with student writers in UK higher education. Studies in Higher Education, 41(9) pp. 1612–1626.

2015To Top

Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian eds. (2015). English-Medium Instruction in European Higher Education. Language and Social Life, 4. Berlin: De Gruyter Mouton.

Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian (2015). English-medium instruction in European higher education: review and future research. In: Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian eds. English-Medium Instruction in European Higher Education. Language and Social Life (4). Berlin: De Gruyter Mouton, pp. 317–324.

Drasovean, Anda and Tagg, Caroline (2015). Evaluative Language and Its Solidarity-Building Role on TED.com: An Appraisal and Corpus Analysis. Language@Internet, 12, article no. 1.

Erling, Elizabeth J.; Seargeant, Philip; Solly, Michael; Chowdhury, Qumrul Hasan and Rahman, Sayeedur (2015). English for economic development: a case study of migrant workers from Bangladesh. British Council.

Giaxoglou, Korina (2015). 'Everywhere I go, you're going with me': Time and space deixis as affective positioning resources in shared moments of digital mourning. Discourse, Context & Media, 9 pp. 55–63.

Giaxoglou, Korina (2015). Entextualising mourning on Facebook: stories of grief as acts of sharing. New Review of Hypermedia and Multimedia, 21(1-2) pp. 87–105.

Hultgren, Anna Kristina (2015). English Medium Instruction in Scandinavian Higher education: issues and controversies. In: English Medium Instruction: Global Views and Countries in Focus, 15 Nov 2015, University of Oxford, Department of Education.

Hultgren, Anna Kristina (2015). English-Medium Instruction in European Higher Education: lessons from the Nordic countries. In: Going Global 2015: The Conference for Leaders in International Education, 1-2 Jun 2015, London, UK.

Hultgren, Anna Kristina (2015). Landerapport Danmark: Parallelsproglighed på danske universiteter: en statusrapport 2013 [Parallellingualism at Danish universities: a status report 2013]. In: Gregersen, Frans ed. Hvor parallelt: Om parallellspråkighet på Nordens universitet. Copenhagen: Nordic Council, pp. 117–196.

Hultgren, Anna Kristina (2015). English as an international language of science and its effect on Nordic terminology: the view of scientists. In: Linn, Andrew; Bermel, Neil and Ferguson, Gibson eds. Attitudes towards English in Europe. Language and Social Life (2). Berlin: De Gruyter Mouton, pp. 139–164.

Hultgren, Anna Kristina; Jensen, Christian and Dimova, Slobodanka (2015). Introduction: English-medium instruction in European higher education: from the North to the South. In: Dimova, Slobodanka; Hultgren, Anna Kristina and Jensen, Christian eds. English-Medium Instruction in European Higher Education. Language and Social Life (4). Berlin: De Gruyter Mouton, pp. 1–16.

Leedham, Maria (2015). Chinese Students’ Writing in English: Using visuals and lists. English Teaching in China (ETiC), 6 pp. 16–20.

Leedham, Maria (2015). Learning from lecturers: What disciplinary practice can teach us about ‘good’ student writing. In: Lillis, Theresa; Harrington, Kathy; Lea, Mary and Mitchell, Sally eds. Working with Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press, pp. 163–174.

Lillis, Theresa and Curry, Mary Jane (2015). The politics of English, language and uptake: the case of international academic journal article reviews. AILA Review, 28 pp. 127–150.

Tagg, Caroline (2015). Exploring Digital Communication: language in action. Abingdon: Routledge.

Tagg, Caroline and Seargeant, Philip (2015). Facebook and the discursive construction of the social network. In: Georgakopoulou, Alexandra and Spilioti, Tereza eds. The Routledge Handbook of Language and Digital Communication. Abingdon: Routledge, pp. 339–353.

Tuck, Jackie (2015). “Doing something that’s really important”: meaningful engagement for teachers as a resource for transformative work with student writers in the disciplines. In: Lillis, Theresa; Harrington, Kathy; Lea, Mary R. and Mitchell, Sally eds. Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on Writing. Fort Collins, Colorado: WAC Clearinghouse/Parlor Press, pp. 195–204.

van der Bom, Isabelle; Coffey-Glover, Laura; Jones, Lucy; Mills, Sara and Paterson, Laura L. (2015). Implicit homophobic argument structure: Equal-marriage discourse in The Moral Maze. Journal of Language and Sexuality, 4(1) pp. 102–137.

2014To Top

Hultgren, Anna Kristina; Gregersen, Frans and Thøgersen, Jacob eds. (2014). English in Nordic Universities: Ideologies and Practices. Studies in World Language Problems, 5. Amsterdam: John Benjamins.

Seargeant, Philip and Tagg, Caroline eds. (2014). The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan.

Cameron, Lynne; Pelosi, Ana and Moraes Felta, Heloisa Pedroso de (2014). Metaphorizing violence in the UK and Brazil: a contrastive discourse dynamics study. Metaphor and Symbol, 29(1) pp. 23–43.

Curry, Mary Jane and Lillis, Theresa (2014). Strategies and tactics in academic knowledge production by multilingual scholars. Education Policy Analysis Archives, 22, article no. 32.

Erling, Elizabeth; Seargeant, Philip and Solly, Michael (2014). English in rural Bangladesh: how is language education perceived as a resource for development in rural communities? English Today, 30(4) pp. 15–21.

Giaxoglou, Korina (2014). 'R.I.P. man...u are missed and loved by many': entextualising moments of mourning on a Facebook Rest in Peace group site. Thanatos, 3(1) pp. 10–28.

Giaxoglou, Korina (2014). Language and affect in digital media: articulations of grief in online spaces for mourning. In: Opening New Lines of Communication in Applied Linguistics: Proceedings of the 46th Annual Meeting of the British Association for Applied Linguistics (O'Rourke, Bernadette; Bermingham, Nicola and Brennan, Sara eds.), Scitsiugnil Press, London, pp. 161–171.

Giaxoglou, Korina and Spilioti, Tereza (2014). [Book review] Narrative Revisited: Telling a Story in the Age of New Media. Discourse and Communication, 8(3) pp. 318–320.

Hewings, Ann and Seargeant, Philip (2014). Constructing a discipline: pedagogically focused knowledge production in open and distance education. Open Learning: The Journal of Open, Distance and e-learning, 29(2) pp. 131–144.

Hultgren, Anna Kristina (2014). English language use at universities of non-Anglophone European countries: is there a correlation between Englishization and world rank? In: Sociolinguistics Symposium 20, 15-18 Jun 2014, Jyväskylä.

Hultgren, Anna Kristina (2014). English language use at the internationalised universities of Northern Europe: Is there a correlation between Englishisation and world rank? Multilingua, 2014(3–4) pp. 391–414.

Hultgren, Anna Kristina (2014). Whose parallellingualism? Overt and covert ideologies in Danish university language policies. Multilingua, 1-2(33) pp. 61–87.

Hultgren, Anna Kristina (2014). [Book review] Internationalization of Higher Education in East Asia - Trends of student mobility and impact on education governance, Edited by Ka Ho Mok & Kar Ming Yu. Journal of Interactive Media in Education 2014(2), p.Art. 2.

Hultgren, Anna Kristina (2014). Linguistic competences: Do they really need improving? In: Cancino, Rita and Dam, Lotte eds. Multidisciplinary Perspectives on Language Competence. Aalborg University Press, pp. 189–213.

Hultgren, Anna Kristina (2014). Lexical variation at the internationalized university: are “indexicality” and “authenticity” always relevant? In: Lacoste, Véronique; Leimgruber, Jakob and Breyer, Thiemo eds. Indexing Authenticity: Sociolinguistic Perspectives. linguae & litterae (39). Berlin/Boston: De Gruyter Mouton, pp. 304–323.

Hultgren, Anna Kristina; Gregersen, Frans and Thøgersen, Jacob (2014). English in Nordic universities: ideologies and practices. In: Hultgren, Anna Kristina; Gregersen, Frans and Thøgersen, Jacob eds. English in Nordic Universities: Ideologies and Practices. Studies in World Language Problems (5). Amsterdam: John Benjamins, pp. 1–26.

Hultgren, Anna Kristina and Thøgersen, Jacob (2014). Englishization of Nordic universities: policy and practice — a disconnect. Language Problems and Language Planning, 38(3) pp. 247–264.

Lanvers, Ursula and Hultgren, Anna Kristina (2014). SPEAKGLOBAL. Routes into Languages: free downloadable teacher pack.

Leedham, M. (2014). Chinese Students’ Writing in English: Implications from a Corpus-Driven Study. Abingdon: Routledge.

Leedham, Maria (2014). ‘Enjoyable’, ‘okay’, or ‘like drawing teeth’? Chinese and British students’ views on writing assignments in UK Universities. In: Writing Development in Higher Education: Future Directions in Academic Writing (WDHE 2014), 9-11 Jul 2014, Coventry.

Leedham, Maria (2014). ‘Enjoyable’, ‘okay’, or ‘like drawing teeth’? Chinese and British students’ views on writing Assignments in UK Universities. Journal of Academic Writing, 4(1) pp. 1–11.

Leedham, Maria (2014). Tutor and student perspectives on multimodal features of undergraduate assignments. In: Writing Research Across Borders (WRAB), 19-22 Feb 2014, Université Paris Ouest Nanterre La Défense.

Leedham, Maria (2014). Book review: Literacy in the digital university. System, 45 pp. 261–262.

Letts, Carolyn; Edwards, Susan; Schaefer, Blanca and Sinka, Indra (2014). The New Reynell Developmental Language Scales: Descriptive account and illustrative case study. Child Language Teaching and Therapy, 30(1) pp. 103–116.

Monaghan, Frank (2014). Seeing Red: social media and football fan activism. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. London: Palgrave, pp. 228–254.

Paterson, Laura L (2014). British Pronoun Use, Prescription, and Processing: Linguistic and Social Influences Affecting 'They' and 'He'. Palgrave Macmillan.

Ritchie, L. David and Cameron, Lynne (2014). Open hearts or smoke and mirrors: metaphorical framing and frame conflicts in a public meeting. Metaphor and Symbol, 29(3) pp. 204–223.

Seargeant, Philip and Tagg, Caroline (2014). Introduction: The language of social media. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 1–19.

Tagg, Caroline and Seargeant, Philip (2014). Audience design and language choice in the construction and maintenance of translocal communities on social network sites. In: Seargeant, Philip and Tagg, Caroline eds. The Language of Social Media: Identity and Community on the Internet. Basingstoke: Palgrave Macmillan, pp. 161–185.

2013To Top

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

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.

Cremin, Teresa; Swann, Joan; Flewitt, Rosie; Faulkner, Dorothy and Kucirkova, Natalia (2013). Evaluation Report of MakeBelieve Arts Helicopter Technique of Storytelling and Storyacting. MakeBelieveArts/The Open University.

Curry, Mary Jane and Lillis, Theresa (2013). A scholars’ guide to getting published in English: critical choices and practical strategies. Clevedon: Multilingual Matters.

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.

Fernandez-Parra, Maria and Leedham, Maria (2013). Writing in engineering: pronoun usage in written assignments by Chinese, British and Greek students. In: 46th Annual Meeting of BAAL: Opening New Lines of Communication in Applied Linguistics, 5-7 Sep 2013, Edinburgh.

Harder, Peter and Hultgren, Anna Kristina (2013). Engelsk som universitetssprog i Danmark? Norm og praksis i sprogforskningen [English as a university language in Denmark? Norm and practice in linguistic research]. In: Forskningens Døgn, 13 May 2013, Copenhagen.

Hultgren, Anna Kristina (2013). Lexical borrowing from English into Danish in the sciences: an empirical investigation of 'domain loss'. International Journal of Applied Linguistics, 23(2) pp. 166–182.

Hultgren, Anna Kristina (2013). Parallelsproglighed på danske universiteter: en status rapport 2013. [Parallellingualism at Danish Universities: a status report 2013]. University of Copenhagen: Centre for Internationalisation and Parallel Language Use, Copenhagen.

Hultgren, Anna Kristina (2013). English language use at Denmark’s internationalized universities: is there a correlation between volume of English use and world rank? In: English Language in teaching in European Higher Education, 19-21 Apr 2013, Copenhagen.

Hultgren, Anna Kristina (2013). English in Nordic universities: Ideologies and practices. In: Languages and Internationalization in Higher Education: Ideologies, Practices, Alternatives, 18-20 Jul 2013, Reykjavik, Iceland.

Hultgren, Anna Kristina (2013). Parallelsproglighed på danske universiteter: En statusrapport 2013 [Parallel language use at Danish universities: A status report 2013]. Copenhagen: Copenhagen Studies of Bilingualism.

Hultgren, Anna Kristina (2013). Sproglig normering i callcentre og på universiteter - hvordan og hvorfor? [Linguistic normation in call centres and universities – how and why?]. Nydanske Sprogstudier [Studies in Modern Danish], 44 pp. 31–55.

Hultgren, Anna Kristina (2013). English language use at the internationalized universities of Northern Europe: Is there a correlation between Englishization and world rank? In: Parallelsproglighed og internationalisering på nordiske universiteter - dyrt men dejligt!, 3 May 2013, Copenhagen.

Leedham, Maria (2013). Tutor perspectives on the use of visuals in undergraduate assignments. In: 46th Annual Meeting of BAAL: Opening New Lines of Communication in Applied Linguistics, 5-7 Sep 2013, Edinburgh.

Leedham, Maria and Cai, Guozhi (2013). Besides … on the other hand: using a corpus approach to explore the influence of teaching materials on Chinese students’ use of linking adverbials. Journal of Second Language Writing, 22(4) pp. 374–389.

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, Theresa (2013). The Sociolinguistics of Writing. Edinburgh Sociolinguistics. Edinburgh: Edinburgh University Press.

Rai, Lucy and Lillis, Theresa (2013). ‘Getting it Write’ in social work: exploring the value of writing in academia to writing for professional practice. Teaching in Higher Education, 18(4) pp. 352–364.

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.

Seu, Irene Bruna and Cameron, Lynne (2013). Empathic mutual positioning in conflict transformation and reconciliation. Peace and Conflict: Journal of Peace Psychology, 19(3) pp. 266–280.

Tagg, Caroline (2013). Scraping the barrel with a shower of social misfits': everyday creativity in text messaging. Applied Linguistics, 34(4) pp. 480–500.

2012To Top

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.

Adinolfi, Lina (2012). The teaching and learning of lexical chunks in an online language classroom: a corpus-based study. PhD thesis University of Southampton, School of Education.

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.

Cameron, Lynne and Seu, Irene Bruna (2012). Landscapes of empathy: spatial scenarios, metaphors and metonymies in responses to distant suffering. Text & Talk, 32(3) pp. 281–305.

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.

Cremin, Teresa and Swann, Joan (2012). Report to Carnegie UK Trust and CILIP on a two-stage study of the Carnegie and Kate Greenaway Shadowing Scheme. CILIP.

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 (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.

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 [Nordic Journal of Second Language Research], 2012(2)

Hultgren, Anna Kristina (2012). Publishing internationally: what are the consequences for Nordic scientific terminology? In: 19th Sociolinguistics Symposium, 21-24 Aug 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 Dec 2012, University of Aalborg.

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 Apr 2012, Sheffield.

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

Hultgren, Anna Kristina (2012). English in Scandinavian Academia: Ideologies and Practices. In: Higher education across borders: Transcultural interaction and linguistic diversity, 2-4 Apr 2012, Roskilde, Denmark.

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

Leedham, Maria (2012). Review of: 'New Trends in Corpora and Language Learning' and 'Keyness in Texts'. System, 40(1) pp. 162–165.

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.

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

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.

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, Theresa (2012). The sociolinguistics of writing in a global context. ESRC End of Award Report.

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) pp. 695–722.

Lillis, Theresa (2012). English medium writing for academic purposes: foundational categories, certainty and contingency. 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. 235–247.

Lillis, Theresa and Rai, Lucy (2012). Quelle relation entre l’écrit académique et l’écrit professionnel? Une étude de cas dans le domaine du travail social [What is the relationship between academic writing and professional writing? A case study in the field of social work]. Pratiques(153/4) pp. 51–70.

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

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

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

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 Narayan (2012). Dynamic Assessment of Academic Writing for Business Studies. EdD thesis The Open University.

Tagg, Caroline (2012). The Discourse of Text Messaging: Analysis of SMS communication. London: Continuum.

Tagg, Caroline (2012). Texting and corpora. In: Hyland, Ken; Huat, Chau Meng and Handford, Michael eds. Corpus Applications in Applied Linguistics. London: Continuum, pp. 150–165.

Tagg, Caroline; Baron, Alistair and Rayson, Paul (2012). "I didn’t spel that wrong did i. Oops": analysis and standardisation of SMS spelling variation. Lingvisticae Investigationes, 35(2) pp. 367–388.

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

Tuck, Jackie (2012). Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education, 17(2) pp. 209–221.

Tuck, Jackie (2012). Academic literacies: débats et développements actuels. Recherches en Didactiques. Les Cahiers Théodile(14) pp. 159–173.

2011To Top

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.

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.

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

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

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 Nov 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 Aug 2011, Beijing Foreign Studies University.

Hultgren, Anna Kristina (2011). English and Danish in contact in the natural sciences at the University of Copenhagen: assessing the risk of ‘domain loss’. In: 2nd I-Mean Conference, 13-15 Apr 2011, University of the West of England.

Hultgren, Anna Kristina (2011). Fup og fakta i debatten om domænetab [Truisms and fallacies in the debate about domain loss]. Nyt fra Sprognævnet [News from the Language Council], 2011(1) pp. 5–8.

Hultgren, Anna Kristina (2011). Parallellspråkiga mål för Nordens internationaliserade universitet: En empirisk undersökning av ‘domänförlust’ [Parallellingual goals for the internationalized universities of the Nordic countries: An empirical study of ‘domain Loss’. In: Network for Parallellingual Goals at the Internationalized Universities of the Nordic Countries, Marienlyst, Elsinore, Denmark, 30 May 2011, Helsingør, Denmark.

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.

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 Jun 2011, Oslo, Norway.

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.

Rai, Lucy and Lillis, Theresa (2011). A case study of a research-based collaboration around writing in social work. Across the disciplines, 8(3)

Seargeant, Philip (2011). Lexicography as a philosophy of language. Language Sciences, 33(1) pp. 1–10.

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

Tagg, Caroline (2011). Wot did he say or could u not c him 4 dust? Written and spoken creativity in text messaging. In: Ho, Caroline M. L.; Anderson, Kate T. and Leong, Alvin P. eds. Transforming Literacies and Language: Multimodality and Literacy in the New Media Age. London: Continuum, pp. 223–236.

2010To Top

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

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 Jul 2010, The Open University, Milton Keynes, UK.

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.

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, Ann and North, Sarah (2010). Texts and practices. In: Maybin, Janet and Swann, Joan eds. Routledge Companion to English Language Studies. Routledge Companions. London: Routledge, pp. 42–75.

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

Hultgren, Anna Kristina and Cameron, Deborah (2010). Communication skills in contemporary service workplaces: some problems. In: Forey, Gail and Lockwood, Jane eds. Globalisation, Communication and the Workplace: Talking Across the World. 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.

Leedham, Maria (2010). Review of: Academic Writing: At the Interface of Corpus and Discourse. System, 38(3) pp. 510–511.

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 Mar 2010, Paderborn, Germany.

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 Jun 2010, London.

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

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.

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.

Seargeant, Philip (2010). Naming and defining in world Englishes. World Englishes, 29(1) pp. 97–113.

Seargeant, Philip (2010). The historical ontology of language. Language Sciences, 32(1) pp. 1–13.

Seargeant, Philip (2010). Time, tense and perception in the narrative voice of Bret Easton Ellis’s Lunar Park. In: Cook, Guy and North, Sarah eds. Applied Linguistics in Action: A Reader. Oxford: Routledge, pp. 246–256.

2009To Top

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.

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

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

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.

Cameron, Lynne; Maslen, Robert; Todd, Zazie; Maule, John; Stratton, Peter and Stanley, Neil (2009). The discourse dynamics approach to metaphor and metaphor-led discourse analysis. Metaphor and Symbol, 24(2) pp. 63–89.

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 Jun 2009, Dhaka, Bangladesh.

Giaxoglou, Korina (2009). Entextualizing vernacular forms in a Maniat village: Features of orthopraxy in local folklore practice. Pragmatics, 19(3) pp. 419–434.

Giaxoglou, Korina (2009). [Book Review] Chryssoula Lascaratou. The Language of Pain. Expression or description? Journal of Greek Linguistics, 9(1) pp. 215–218.

Hewings, A.; Coffin, C. and North, S.P. (2009). E-conferencing: Corpus and Discourse Insights. In: Charles, M.; Pecorari, D. and Hunston, S. eds. Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 129–151.

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.

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 (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 Jul 2009, Liverpool.

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.

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, 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.

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.

Seargeant, Philip (2009). Metaphors of possession in the conceptualisation of language. Language and Communication, 29(4) pp. 383–393.

Seargeant, Philip (2009). Language ideology, language theory, and the regulation of linguistic behaviour. Language Sciences, 31(4) pp. 345–349.

Seargeant, Philip (2009). Ideologies of English in Shakespeare’s Henry V. Language and Literature, 18(1) pp. 25–44.

Seargeant, Philip (2009). Philosophies of language in the fictions of Jorge Luis Borges. Philosophy and Literature, 33(2) pp. 386–401.

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

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.

2008To Top

Giaxoglou, (Kyriaki) Korina (2008). Maniat Laments as Narratives: Forms and Norms of Entextualization. PhD thesis King's College London.

Hultgren, Anna Kristina (2008). Reconstructing the sex dichotomy in language and gender research: some advantages of using correlational sociolinguistics. In: Harrington, Kate; Litosseliti, Lia; Sauntson, Helen and Sunderland, Jane eds. Gender and Language Research Methodologies. Basingstoke: Palgrave Macmillan, pp. 29–42.

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 Jul 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 Apr 2008, Beijing University, China.

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

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 Jun 2008, Strathclyde University.

Leedham, Maria (2008). Book review of: English Language Teaching in China: New approaches, Perspectives and Standards. East Asian Learner, 4(1) pp. 51–52.

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

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.

North, Sarah; Coffin, Caroline and Hewings, Ann (2008). Using exchange structure analysis to explore argument in text-based computer conferences. International Journal of Research and Method in Education, 31(3) 257 -276.

Seargeant, Philip (2008). Ideologies of English in Japan: the perspective of policy and pedagogy. Language Policy, 7(2) pp. 121–142.

Seargeant, Philip (2008). Language, ideology and 'English within a globalized context'. World Englishes, 27(2) pp. 217–232.

2007To Top

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

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

Cameron, Lynne and Larsen-Freeman, Diane (2007). Complex systems and applied linguistics. International Journal of Applied Linguistics, 17(2) pp. 226–239.

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

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.

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

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.

Lillis, Theresa and Scott, Mary (2007). Defining academic literacies research: issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1) pp. 5–32.

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.

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.

Seargeant, Philip (2007). Discursive diversity in the textual articulation of epidemic disease in Early Modern England. Language and Literature, 16(4) pp. 339–360.

Swann, J. and Sinka, I. (2007). Style shifting, code switching. In: Graddol, David; Leith, Dick; Swann, Joan; Rhys, Martin and Gillen, Julia eds. Changing English. London, UK: Routledge.

Tagg, Caroline (2007). Corpus-based analysis of SMS text messaging. In: Teo, Peter and Ho, Caroline Mei Lin eds. Discourse in the Modern World: perspectives and challenges. Singapore: McGraw-Hill Education, pp. 267–284.

2006To Top

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

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.

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

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 North, Sarah (2006). Emergent disciplinary: a comparative study of theme in undergraduate essays in geography and history of science. In: Whittaker, Rachel; McCabe, Anne and O'Donnell, Mick eds. Language and Literacy: Functional Approaches. London, UK: Continuum, pp. 266–281.

Hewings, Ann and North, Sarah (2006). The use of theme as a textual organiser in undergraduate essays. In: Whittaker, Rachel; O'Donnell, Mick and McCabe, Anne eds. Language and Literacy: Functional Approaches. London, UK: Continuum International Publishing Group, pp. 257–274.

Hultgren, Anna Kristina (2006). ‘Thanks for your call, Kevin’: Terms of address in call centre service transactions. In: Sociolinguistics Symposium 16, University of Limerick, 6-8 Jul 2006, Limerick, Ireland.

Hultgren, Anna Kristina and Cameron, Deborah (2006). 'Communication skills’: The downside. In: Talking across the world, 24-25 Feb 2006, Manila, Philippines.

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

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)

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.M. (2006). 'Academic Literacies' Research as Pedagogy: Dialogues of Participation. In: Ganobscik-Williams, Lisa ed. Teaching academic writing in UK Higher Education : Theories, practices and models. Universities into the 21st Century. Basingstoke, Hampshire: Palgrave.

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 Is) pp. 63–78.

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.

2005To Top

Coffin, C. and Hewings, A. (2005). Engaging electronically: using CMC to develop students' argumentation skills in Higher Education. Language and Education, 19(1) pp. 32–49.

Coffin, Caroline and Hewings, Ann (2005). Language, learning and electronic communications media. International Journal of Educational Research, 43(7-8) pp. 427–431.

Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Argumentation in a multi party asynchronous computer mediated conference: a generic analysis. Australian Review of Applied Linguistics, S19 pp. 41–63.

Coffin, Caroline; Painter, Clare and Hewings, Ann (2005). Patterns of debate in tertiary level asynchronous text-based conferencing. International Journal of Educational Research, 43(7-8) pp. 464–480.

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

Hultgren, Anna Kristina (2005). The regulation of language in call centre service transactions. In: University of Oxford Postgraduate Conference in Linguistics, 23-24 Sep 2005, Oxford, UK.

Hultgren, Anna Kristina (2005). Reconstructing the sex dichotomy in language and gender research: Call centres and ‘women’s language’. In: Theoretcial and Methodological Approcahes to Gender and Language Study: British Association for Applied Linguistics and Cambridge University Press Seminar, 18-19 Nov 2005, Birmingham, UK.

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.

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.

Lillis, T. M. (2005). Communicative competence. In: Brown, Keith ed. Encyclopedia of language and linguistics (2nd ed), Volume 1-14. Oxford: Elsevier, pp. 666–673.

Monaghan, Frank (2005). 'Don't think in your head, think aloud': ICT and exploratory talk in the primary school mathematics classroom. Research in Mathematics Education, 7(1) pp. 83–100.

Nesi, H.; Gardner, S.; Forsyth, R.; Hindle, D.; Wickens, P.; Ebeling, S.; Leedham, M.; Thompson, P. and Heuboeck, A. (2005). Towards the compilation of a corpus of assessed student writing: An account of work in process. Proceedings from the Corpus Linguistics Conference Series, 1(1)

Seargeant, Philip (2005). Globalisation and reconfigured English in Japan. World Englishes, 24(3) pp. 309–319.

Seargeant, Philip (2005). ‘More English than England itself’: the simulation of authenticity in foreign language practice in Japan. International Journal of Applied Linguistics, 15(3) pp. 326–345.

2004To Top

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

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.

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.

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 Hewings, Martin (2004). Impersonalizing 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: Functional and Corpus Approaches. London, UK: Hodder Arnold, pp. 101–116.

Hultgren, Anna Kristina (2004). Talking like a man in a service job: Language, gender and stereotypes. In: 2nd Postgraduate Conference in Language Research, 19 Mar 2004, Cambridge, UK.

Monaghan, Frank (2004). Practical Ways to Support New Arrivals. Reading: National Centre for Language and Literacy.

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

2003To Top

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 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.

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.

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.

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.

Hultgren, Anna Kristina (2003). [Book review] Men Talk by Jennifer Coates. Linguistlist, 14.1739.

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.

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

Lillis, Theresa (2003). Introduction: mapping the traditions of a social perspective on language and literacy. In: Goodman, Sharon; Lillis, Theresa; Maybin, Janet and Mercer, Neil eds. Language, literacy and education: a reader. Stoke On Trent, UK: Trentham Books, xiii-xxii.

Monaghan, Frank (2003). Entering the list: campaigning for bilingual education on the NET. Language and Education, 17(4) pp. 281–302.

Painter, Clare; Coffin, Caroline and Hewings, Ann (2003). Impacts of directed tutorial activities in computer conferencing: a case study. Distance Education, 24(2) pp. 159–173.

2002To Top

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

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 (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, 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.

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

2001To Top

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 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.

Lillis, Theresa and Turner, Joan (2001). Student writing in higher education: contemporary confusion, traditional concerns. Teaching in Higher Education, 6(1) pp. 57–68.

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

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.

2000To Top

Edwards, Viv; Monaghan, Frank and Hartley, Tony (2000). Bilingual multimedia: some challenges for teachers. Language, Culture and Curriculum, 13(3) pp. 264–278.

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.

Monaghan, Frank (2000). What difference does it make? Children's views of the differences between some quadrilaterals. Educational Studies in Mathematics, 42(2) pp. 179–196.

1999To Top

Hultgren, Anna Kristina (1999). Women’s Linguistic Dilemma in the Public Workforce. Angles on the English-Speaking World, 11 pp. 27–41.

Monaghan, Frank (1999). Judging a word by the company it keeps: the use of concordancing software to explore aspects of the mathematics register. Language and Education, 13(1) pp. 59–70.

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