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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).

Alvarez, Inma., Fuertes Gutiérrez, Mara. and Bárkányi, Zsuzsanna. (2020) Supporting the teaching of pronunciation in the language curriculum. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (4th Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.12-14.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Introducción. Revista de Didáctica Español Lengua Extranjera, 31 III-V.

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).

Hubscher-Davidson, Severine (2020). Ethical Stress in the Translation and Interpreting Professions. In: Koskinen, Kaisa and Pokorn, Nike eds. The Routledge Handbook of Translation and Ethics. Routledge Handbooks. Abingdon: Routledge.

Kan, Qian and Tang, Jinlan (2020). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China. In: Information Resources Management Association ed. Mobile Devices in Education: Breakthroughs in Research and Practice. IGI Global, pp. 180–209.

Lewis, Tim (2020). From tandem learning to e-tandem learning: how languages are learnt in tandem exchanges. In: Gola, Sabina; Pierrard, Michel; Tops, Evie and Van Raemdonck, Dan eds. Enseigner et apprendre les langues au XXIe siècle. Méthodes alternatives et nouveaux dispositifs d’accompagnement. GRAMM-R. Brussels: P.I.E. PETER LANG.

Marquez Reiter, Rosina and Frohlich, David M. (2020). A Pragmatics of Intimacy. Internet Pragmatics (Early Access).

Márquez Reiter, Rosina and Hidalgo Dowing, Raquel (2020). Intercultural Communication in a globalised world: the case of Spanish. In: Koike, Dale A. and Félix-Brásdefer, J. Cesar eds. The Routledge Handbook of Spanish Pragmatics. Routledge Spanish Language Handbooks. Routledge, (In Press).

Marquez Reiter, Rosina and Kadar, D. (2020). Sociality and Moral Conflicts. Pragmatics and Society (In Press).

Morgana, Valentina and Shrestha, Prithvi N. (2020). Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom. In: Information Resources Management Association ed. Mobile Devices in Education: Breakthroughs in Research and Practice. IGI Global, pp. 881–902.

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). 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).

Szabo, Csaba Z.; Stickler, Ursula and Adinolfi, Lina (2020). Predicting the academic achievement of multilingual students of English through vocabulary testing. International Journal of Bilingual Education and Bilingualism (Early Access).

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.

von Lindeiner-Strasky, Karina; Stickler, Ursula and Winchester, Susanne (2020). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-learning (Early Access).

2019To Top

Briz, Antonio; Martínez Alcalde, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. (2019). Estudios lingüísticos en homenaje a Emilio Ridruejo. Valencia: Universitat de València.

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. (2019). New case studies of openness in and beyond the language classroom. research-publishing.net.

Angermuller, Johannes (2019). Análisis del discurso después del estructuralismo. Los enunciados polifónicos en el espacio social. In: Herzog, Benno and Ruiz, Jorge eds. Análisis sociológico del discurso. Enfoques, métodos y procedimientos. Universitat de Valencia, pp. 100–123.

Angermuller, Johannes (2019). Bedeutung festlegen. Die vielen Stimmen der postliberalen Hegemonie in Russland. In: Wiedemann, Thomas and Lohmeier, Christine eds. Diskursanalyse für die Kommunikationswissenschaft: Theorie, Vorgehen, Erweiterungen. Berlin: Springer Fachmedien Wiesbaden, pp. 147–171.

Angermuller, Johannes and Kollmorgen, Raj (2019). Discourse Approaches. In: Merkel, Wolfgang; Kollmorgen, Raj and Wagener, Hans-Jürgen eds. The Handbook of Political, Social, and Economic Transformation. Oxford: Oxford University Press, pp. 212–220.

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.

Baroni, Alice; Dooly, Melinda; Garcés García, Pilar; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart and Rogaten, Jekaterina (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

Beaven, Tita (2019). 'Your language development': harnessing openness to integrate independent language learning into the curriculum. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New case studies of openness in and beyond the language classroom. Research-publishing.net, pp. 145–156.

Clifford, Elisabeth; Pleines, Christine; Thomas, Hilary and Winchester, Susanne (2019). Learners as teachers? An evaluation of peer interaction and correction in a German language MOOC. In: CALL and complexity – short papers from EUROCALL 2019 (Meunier, F.; Van de Vyver, J.; Bradley, L. and Thouesny, S. eds.), Research-publishing.net, pp. 88–93.

Comas-Quinn, Anna (2019). Using online volunteer translation communities for language learning in formal education. In: Plutino, Alessia; Borthwick, Kate and Corradini, Erika eds. New educational landscapes: innovative perspectives in language learning and technology. research-publishing.net, pp. 41–46.

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara (2019). Introduction to new case studies of openness in and beyond the language classroom. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New case studies of openness in and beyond the language classroom. Research-publishing.net, pp. 1–8.

Comas-Quinn, Anna and Fuertes Gutierrez, Mara (2019). Working with online communities: translating TED Talks. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New Case Studies of Openness in and beyond the Classroom. research-publishing.net, pp. 101–113.

Ernest, Pauline; Hopkins, Joseph; Emke, Martina; Germain-Rutherford, Aline; Heiser, Sarah; Robbins, Jackie and Stickler, Ursula (2019). New Media in Language Education. In: Newby, David; Cavalli, Marisa and Heyworth, Frank eds. Changing contexts, evolving competences: 25 years of inspiring innovation in language education. Strasbourg: Council of Europe Publishing, pp. 89–99.

Fuertes Gutierrez, Mara (2019). La enseñanza del subjuntivo en el aula de ELE: 1987-2017. In: III International Conference on Teaching Grammar, 22-25 Jan 2019, Valencia (Spain).

Fuertes Gutierrez, Mara (2019). Pedagogical Grammar and Spanish Subjunctive: Findings, Attainments and Challenges. In: Briz, Antonio; Martínez Alcande, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. Estudios lingüísticos en homenaje a Emilio Ridruejo. València: Universitat de València, pp. 477–491.

Fuertes Gutierrez, Mara (2019). Español como segunda lengua y como lengua extranjera. In: Ridruejo, Emilio ed. Manual de lingüística española. Manuals of Romance Linguistics (14). Mouton-De Gruyter, pp. 657–684.

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).

Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Hubbard, Phil; Pegrum, Mark and Ohashi, Louise (2019). CALL for help: Critical CALL for diversity, inclusion and sustainability. In: WorldCALL 2018 Conference Proceedings (Barr, David; Bañados, Emerita and Gimeno, Ana eds.), WorldCALL, pp. 76–81.

Hauck, Mirjam (2019). Virtual exchange for (critical) digital literacy skills development. European Journal of Language Policy, 11(2) pp. 187–210.

Hubscher-Davidson, Severine (2019). Emotional Intelligence. Chartered Institute of Linguists.

Hubscher-Davidson, Severine (2019). Keynote Speaker: Language and Emotion Workshop. In: AHRC Language Acts and Worldmaking Project, 1 Mar 2019, Oxford Brookes University.

Hubscher-Davidson, Severine (2019). Invited expert panel member: ‘Educating the Educators’. In: UK Chapter of Women in Localization, May 2019, London Metropolitan University.

Hubscher-Davidson, Severine (2019). Invited research seminar: ‘Translating Emotions and Emotional Translations’. In: Research Seminar Series, May 2019, ZHAW Zurich University of Applied Sciences, Switzerland.

Hubscher-Davidson, Severine (2019). Keynote Speaker: ‘Translation, Emotion, and Performance’. In: Performing Translation Conference, 21-22 Jun 2019, University College Cork.

Hubscher-Davidson, Severine (2019). Emotional Intelligence and Professional Translation. In: CIOL AGM & Members' Day 2019, 16 Mar 2019, London, CIoL.

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.

Lewis, Tim and Peters, Heidrun (2019). Sprachen lernen im Tandem: Prinzipien & Kompetenzerwerb. In: Spänkuch, Enke; Dittmann, Tim; Seeliger-Mächler, Bianca; Peters, Heidrun and Buschmann-Göbels, Astrid eds. Lernprozesse im Tandem –ermöglichen, begleiten, erforschen. GiF:on: Giessener Fremdsprachendidaktik (13). Giessen: University of Giessen, pp. 11–32.

Marquez Reiter, R. (2019). Navigating commercial constraints in a Spanish service call. In: Conejos Biltvich, Garcés and Hernández López, P. eds. Mediated Service Encounters. Amsterdam: John Benjamins Publishing Company.

Marquez Reiter, R. and Martín Rojo, L. (2019). Introduction: Language and speakerhood in migratory contexts. International Journal of the Sociology of Language(257) pp. 1–16.

Martín Rojo, L. and Marquez Reiter, R. (2019). Language surveillance: pressure to follow local models of speakerhood among Latinx students in Madrid. International Journal of the Sociology of Language(257) pp. 17–48.

Pérez Cavana, Maria Luisa (2019). Using OneNote as an ePortfolio: Promoting Experiential Learning and Self-regulation. In: ECEL 2019 - Proceedings of the 18th European Conference on e-Learning, Academic Conferences & Publishing International, Reading UK, (In Press).

Pérez Cavana, Maria Luisa and Lowe, Sue (2019). Personal Development Planning (PDP) and ePortfolios: Arranged marriage or true love? In: Ballweg, Sandra and Kühn, Bärbel eds. Portfolioarbeit im Kontext von Sprachenunterricht. Neue internationale Entwicklungen. Materialien Deutsch als Fremd- und Zweitsprache (MatDaF) (102). Göttingen: Göttingen: Universitätsverlag, pp. 147–170.

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 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).

Shi, Lijing and Stickler, Ursula (2019). Using technology to learn to speak Chinese. In: Shei, Chris; McLellan Zikpi, Monica E and Chao, Der-Lin eds. Routledge Handbook of Chinese Language Teaching. London: Routledge, pp. 509–525.

Shrestha, Prithvi and Parry, John (2019). The effect of embedded academic literacy activities on student writing in a distance learning module. In: BALEAP Conference: Innovation, Exploration and Transformation, 12-14 Apr 2019, University of Leeds, BALEAP.

Stickler, Ursula (2019). Silence as a challenge: How online language teachers deal with the void. In: Proceedings WorldCALL 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile pp. 125–128.

Stickler, Ursula and Hampel, Regine (2019). Qualitative Research In Online Language Learning - What Can It Do? International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(3), article no. 2.

Turula, Anna; Kurek, Malgorzata and Lewis, Timothy (2019). Introduction. In: Turula, Anna; Kurek, Malgorzata and Lewis, Timothy eds. Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship. Research-publishing.net, pp. 1–6.

Wilton-Godberfforde, Emilia (2019). Memories, Fantasies, and Realities of Death in Racine’s Andromaque. In: Hammond, Nicholas and Harris, Joseph eds. Racine's Andromaque: Absences and Displacements. Faux Titre, 436. Leiden: Brill, Rodopi, 61-78 (In Press).

2018To Top

Barkanyi, Zsuzsanna and Blastik, Santosné eds. (2018). Palabras enlazadas: estudios en homenaje al profesor László Scholz. Szeged: Jate Press.

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

Angermuller, Johannes (2018). Analiza dyskursu „po strukturalizmie”. In: Ostrowicka, Helena ed. Analiza dyskursu w badaniach szkolnictwa wyszego. Warszawa: Sedno, pp. 29–58.

Angermuller, Johannes and van Leeuwen, Thed (2018). On the Social Uses of Scientometrics: The Quantification of Academic Evaluation and the Rise of Numerocracy in Higher Education. In: Scholz, Ronny ed. Quantifying Approaches to Discourse for Social Scientists. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan, pp. 88–119.

Bárkányi, Zsuzsanna (2018). The acquisition of voicing assimilation by advanced Hungarian learners of Spanish. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31(1) pp. 1–31.

Bárkányi, Zsuzsanna (2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 9–16.

Beaven, Tita and Simcott, Richard (2018). The polyglot community: an interview with Richard Simcott, by Tita Beaven. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. UK: Research-publishing.net, pp. 109–118.

Cheshire, Jenny and Secova, Maria (2018). The origins of new quotative expressions: the case of Paris French. Journal of French Language Studies, 28(2) pp. 209–234.

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.

Comas-Quinn, Anna (2018). Learning in the wild: a phenomenological investigation of online volunteer translation. In: didTRAD PACTE 2018: Fourth International Conference on Research into Didactics of Translation, 20-22 Jun 2018, Universitat Autònoma de Barcelona.

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.

Gardner-Chloros, Penelope and Secova, Maria (2018). Grammatical change in Paris French: In-situ question words in embedded contexts. Journal of French Language Studies, 28(2) pp. 181–207.

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.

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.

Hamann, Julian; Maesse, Jens; Scholz, Ronny and Angermuller, Johannes (2018). The Academic Dispositif: Towards a Context-Centred Discourse Analysis. In: Scholz, Ronny ed. Quantifying Approaches to Discourse for Social Scientists. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan, pp. 51–87.

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.

Hauck, Mirjam and Satar, H. Müge (2018). Learning and Teaching Languages in Technology-Mediated Contexts - The Relevance of Social Presence, Co-Presence, Participatory Literacy, and Multimodal Competence. In: Kern, Richard and Develotte, Christine eds. Screens and Scenes: Multimodal communication in online intercultural encounters. Routledge Studies in Language and Intercultural Communication. Oxon: Routledge, pp. 133–157.

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.

Hubscher-Davidson, Severine (2018). Invited research seminar: Translating as an intellectual and emotional pursuit. In: Research Seminar Series, Mar 2018, University of Essex.

Hubscher-Davidson, Severine (2018). Keynote: Cognition, Emotion and Creativity in Translating and Interpreting. In: Talking to the World Conference, 17-18 Sep 2018, University of Newcastle.

Hubscher-Davidson, Severine (2018). Literary translation and imaginative resistance. In: TransLit2018 Staging the Literary Translator Conference, 17-19 May 2018, University of Vienna, Austria.

Hubscher-Davidson, Severine (2018). Translation and Cognition. In: Translation and Cognition, Invited Research Seminar, Dec 2018, University of Amsterdam.

Hubscher-Davidson, Severine (2018). Do Translation Professionals Need to Tolerate Ambiguity to be Successful? A Study of the Links between Tolerance of Ambiguity, Emotional Intelligence and Job Satisfaction. In: Lacruz, Isabel and Jääskeläinen, Riitta eds. Innovation and Expansion in Translation Process Research. American Translators Association Scholarly Monograph Series (XVIII). Amsterdam/Philadelphia: John Benjamins, pp. 77–103.

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

Karamifar, Banafsheh; Stickler, Ursula; Hampel, Regine; Germain-Rutherford, Aline; Hopkins, Joseph; Heiser, Sarah; Ernest, Pauline; Emke, Martina and Pellerin, Martine (2018). Perspectives and trajectories of the language teacher in the 21st century. In: Proceedings WorldCALL 2018 Concepción, 13-16 November, 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile, pp. 51–54.

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

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

Li, Chenxi (Cecilia) and Lewis, Tim (2018). Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework. International Journal of Computer-Assisted Language Learning and Teaching, 8(3) pp. 50–72.

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.

Marquez Reiter, Rosina (2018). Navigating commercial constraints in a service call. In: ed. Technology mediated service encounters. John Benjamins Publishing.

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.

Owen, Nathaniel (2018). Test Specifications. In: Liontas, John I. (Editor-in-Chief) ed. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc., pp. 1–6.

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.

Patiño-Santos, A. and Marquez Reiter, R. (2018). Banal interculturalism. Latin Americans in Elephant & Castle. Language and Intercultural Communication, 19(3) pp. 227–241.

Pérez Cavana, Maria Luisa and Lowe, Sue (2018). More than a tool: integrating the ‘teacher voice’ into an ePortfolio using the Three-layered PDP model. The International Journal for Recording, Achievement, Planning and Portfolios (RAPPORT), 3(1) pp. 24–40.

Rosell-Aguilar, Fernando (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 99–106.

Rossade, Klaus-Dieter (2018). Benno von Wiese. In: Kraus, Hans-Christof ed. Neue Deutsche Biographie. 27 Auftrag der Historischen Kommission bei der Bayerischen Akademie der Wissenschaften von Hans-Christof Kraus. Berlin: Duncker & Humblot.

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.

Secova, Maria (2018). Direct speech, subjectivity and speaker positioning in London English and Paris French. In: Beeching, Kate; Ghezzi, Chiara and Molinelli, Piera eds. Positioning the Self and Others: Linguistic perspectives. Pragmatics & Beyond New Series (292). John Benjamins, pp. 155–175.

Secova, Maria; Gardner-Chloros, Penelope and Atangana, Frédérique (2018). "Il parle normal, il parle comme nous”: self-reported usage and attitudes in a banlieue. Journal of French Language Studies, 28(2) pp. 235–263.

Shi, Lijing and Stickler, Ursula (2018). Interaction patterns in synchronous Chinese tutorials. Innovation in Language Learning and Teaching, 12(1) pp. 6–23.

Shrestha, Prithvi (2018). Assessing with an attitude: tutor assessment feedback on business students’ academic writing. In: 28th European Systemic Functional Linguistics Conference: Systemic Functional Linguistics on Language, Specialised Knowledge and Literacy, 5-7 Jul 2018, University of Pavia, Italy, European Systemic Functional Linguistics Association.

Shrestha, Prithvi (2018). English language examination reform: International trends and a framework for Nepal. In: Hayes, David ed. English Language Teaching in Nepal: Research, Reflection and Practice. Kathmandu: British Council, pp. 37–57.

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.

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.

2017To Top

Cappellini, Marco; Lewis, Tim and Rivens Mompean, Annick eds. (2017). Learner Autonomy and Web 2.0. Advances in CALL Research and Practice. Sheffield: Equinox.

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

Adinolfi, Lina and Astruc, Lluïsa (2017). An exploratory study of translanguaging practices in an online beginners' foreign language classroom. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 185–204.

Angermuller, Johannes (2017). La grande course des universités. Comparative Education, 53(4) pp. 603–605.

Angermuller, Johannes and Glady, Marc (2017). La sociologie du langage. Perspectives d’un champ émergent. Langage et société, 2(160-161) pp. 163–178.

Barkanyi, Zsuzsanna and Melchor-Couto, Sabela (2017). Foreign language anxiety on a massive open online language course. In: Borthwick,, Kate; Bradley, Linda and Thouësny, Sylvie eds. CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017. Research-publishing.net, pp. 24–29.

Baumann, Uwe and Vialleton, Elodie (2017). Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK. In: Intercultural Communicative Competence: A Competitive Advantage for Global Employability (Císlerová, Eva and Štefl, Martin eds.), Czech Technical University, Prague, pp. 35–45.

Beaven, Tita; Fuertes Gutierrez, Mara and Motzo, Anna (2017). The Language Exchange Programme: plugging the gap in formal learning. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCS and other innovations. Research-publishing.net, pp. 127–140.

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.

Devaux, Jerome (2017). Virtual presence, ethics, and videoconference interpreting: insights from court settings. In: Valero-Garcés, Carmen and Tipton, Rebecca eds. Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.

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.

Hauck, Mirjam and Kurek, Malgorzata (2017). Digital Literacies in Teacher Preparation. In: Thorne, Steven and May, Stephen eds. Language, Education and Technology (3rd edition). Encyclopedia of Language and Education. Springer International Publishing, pp. 1–13.

Hubscher-Davidson, Severine (2017). Invited webinar: The Art of Translation - Advanced Translation Techniques. In: eCPD Webinar for translation professionals, Oct 2017.

Hubscher-Davidson, Séverine (2017). Translation and Emotion - A Psychological Perspective. Routledge Advances in Translation and Interpreting Studies. Routledge.

Hubscher-Davidson, Severine (2017). Keynote Speaker: Translation and Emotions: A new Perspective on Integration. In: Translating for Europe Workshop, organised by the European Commission’s Directorate-General for Translation, Oct 2017, University of Malta.

Hubscher-Davidson, Severine (2017). Going through emotions. The Linguist, 56(5) pp. 20–21.

Hubscher-Davidson, Severine (2017). Once more with feeling. ITI Bulletin, 2017(Sept-Oct) pp. 8–9.

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.

Kan, Qian and Bax, Stephen (2017). Introduction to Beyond the language classroom: researching MOOCs and other innovations. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net, pp. 1–4.

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.

Marquez Reiter, Rosina and Bou-Franch, Patricia (2017). (Im)politeness in Service Encounters. In: Culpeper, Jonathan; Haugh, Michael and Kádár, Dániel Z. eds. The Palgrave Handbook of Linguistic (Im)politeness. Palgrave Macmillan UK, pp. 661–687.

Motzo, Anna and Proudfoot, Anna (2017). MOOCs for language learning – opportunities and challenges: the case of the Open University Italian Beginners’ MOOCs. In: Beyond the Language Classroom: Researching MOOCs and Other Innovations (Kan, Qian and Bax, Stephen eds.), Research Publishing, pp. 85–98.

O'Rourke, Breffni and Stickler, Ursula (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 1–20.

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.

Patterson, Jonathan and Wilton-Godberfforde, Emilia (2017). Variations of Vileness: An Introduction. Early Modern French Studies, 39(2) pp. 90–98.

Pérez Cavana, Maria Luisa and Edwards, Chris (2017). Fostering student-centred pedagogy through the language learning support dimensions (LLSD). In: Krings, Hans P and Kühn, Bärbel eds. Inhalt und Vielfalt - Neue Herausforderungen für das Sprachenlernen und -lehren an Hochschulen. Fremdsprachen in Lehre und Forschung. Bochum, Gernabt: AKS Verlag, pp. 149–161.

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.

Semino, Elena; Demjen, Zsofia; Demmen, Jane; Koller, Veronika; Payne, Sheila; Hardie, Andrew and Rayson, Paul (2017). The online use of Violence and Journey metaphors by patients with cancer, as compared with health professionals: a mixed methods study. BMJ Supportive & Palliative Care, 7(1) pp. 60–66.

Shi, Lijing; Stickler, Ursula and Lloyd, Mair E. (2017). The Interplay between attention, experience and skills in online language teaching. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 205–238.

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.

Stickler, Ursula (2017). Qualitative and mixed methodology for online language teaching research. In: Applied Linguistic Research and Methodology. Proceedings from the CALS Conference 2015 (Cergol Kovačević, Kristina and Udier, Sanda Lucija eds.), Peter Lang Verlag, Frankfurt am Main, pp. 37–54.

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.

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.

Wilton-Godberfforde, Emilia (2017). Mendacity and the Figure of the Liar in Seventeenth-Century French Comedy. Routledge Studies in Renaissance Literature and Culture (37). Abingdon: Routledge.

2016To Top

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.

O'Dowd, Robert and Lewis, Tim eds. (2016). Online Intercultural Exchange: policy, pedagogy, practice. Routledge Studies in Language and Intercultural Communication. London: Routledge.

Semino, Elena and Demjén, Zsófia eds. (2016). The Routledge Handbook of Metaphor and Language. Routledge Handbooks in Linguistics. London: Routledge.

Adinolfi, Lina (2016). Utilising tablets and one-to-one coaching to create classroom videos for teacher development in India. In: Pickering, George and Gunashekar, Paul eds. Ensuring quality in English language teacher education. British Council, pp. 197–202.

Astruc, Lluisa; Vanrell, Maria del Mar and Prieto, Pilar (2016). Cost of the action and social distance affect the selection of question intonation in Catalan. In: Armstrong, Meghan E.; Henriksen, Nicholas and Vanrell, Maria del Mar eds. Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields. John Benjamins Publishing Company, pp. 91–114.

Attar, Dena and Maybin, Janet (2016). The contribution of children's literature studies. In: Hewings, Ann; Prescott, Lynda and Seargeant, Philip eds. Futures for English Studies : Teaching Language, Literature and Creative Writing in Higher Education. Houndmills: Palgrave Macmillan, pp. 179–196.

Beaven, Tita (2016). Is developing employability skills relevant to adult language students? In: Corradini, Erika; Borthwick, Kate and Gallagher-Brett, Angela eds. Employability for languages: a handbook. Research-publishing.net, pp. 133–138.

Cámara de la Fuente, Lidia and Comas-Quinn, Anna (2016). Situated Learning in Open Communities: The TED Open Translation Project. In: Blessinger, Patrick and Bliss, T. J. eds. Open Education: International Perspectives in Higher Education. Cambridge: OpenBook Publishers, pp. 93–114.

Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher professional development. In: Marsh, Deborah and McCarthy, Michael eds. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge: Cambridge University Press, pp. 68–82.

Cremin, Teresa and Flewitt, Rosie (2016). Laying the foundations: Narrative and early learning. 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; 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.

Demjen, Zsofia (2016). Laughing at Cancer Online: a corpus-based investigation of irreverent humour as coping. In: Language and Health Online: Typing yourself healthy, 15-16 Apr 2016, Basel, Switzerland.

Demjén, Zsófia and Hardaker, Claire (2016). Metaphor, impoliteness, and offence in online communication. In: Semino, Elena and Demjén, Zsófia eds. The Routledge Handbook of Metaphor and Language. Abingdon: Routledge, pp. 353–368.

Demjén, Zsófia and Semino, Elena (2016). Using metaphor in healthcare: physical health. In: Semino, Elena and Demjén, Zsófia eds. The Routledge Handbook of Metaphor and Language. Abingdon: Routledge, (In Press).

Demjén, Zsófia and Semino, Elena (2016). Introduction: Metaphor and Language. In: Semino, Elena and Demjén, Zsófia eds. The Routledge Handbook of Metaphor and Language. Abingdon: Routledge, pp. 1–10.

Demjen, Zsofia; Semino, Elena and Koller, Veronika (2016). Metaphors for ‘good’ and ‘bad’ deaths: A health professional view. Metaphor and the Social World, 6(1) pp. 1–19.

Devaux, Jérôme (2016). When the role of the court interpreter intersects and interacts with new technologies. In: Henry-Tierney, P and Karunanayake, D eds. Intersect, Innovate, Interact. CTIS Occasional Papers, 7. Manchester: Centre for Translation and Intercultural Studies, pp. 4–21.

Flewitt, Rosie; Cremin, Teresa and Mardell, Ben (2016). Paley’s approach to storytelling and story acting: Research and practice. 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.

Fulcher, Norman Glenn and Owen, Nathaniel (2016). Dealing with the Demands of Language Testing and Assessment. In: Hall, Graham ed. The Routledge Handbook of English Language Teaching. Routledge Handbooks in Applied Linguistics. Oxford: Routledge, pp. 109–120.

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.

Hauck, Mirjam; Galley, Rebecca and Warnecke, Sylvia (2016). Researching participatory literacy and positioning in online learning communities. In: Farr, Fiona and Murray, Liam eds. The Routledge Handbook of Language Learning and Technology. Routledge Handbooks in Applied Linguistics. London: Routledge, pp. 71–87.

Hauck, Mirjam and MacKinnon, Teresa (2016). A New Approach to Assessing Online Intercultural Exchanges: Soft Certification of Participant Engagement. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultual Exchange: Policy, Pedagogy, Practice. Routledge Studies in Language and Intercultural Communication (4). New York: Routledge, pp. 209–234.

Hauck, Mirjam and O'Dowd, Robert (2016). Telecollaboration and Virtual Exchange in University Foreign Language Education. IIE NEtworker, Fall pp. 22–23.

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.

Hubscher-Davidson, Severine (2016). Keynote Speaker: Personality Traits and Translation Specialization: Different Strokes for Different Folks. In: Annual Meeting of The Norwegian Non-fiction Writers and Translators Association, Nov 2016, Oslo, Norway.

Hubscher-Davidson, Severine (2016). Invited discussant. In: 5th International Research Workshop on Methodology in Translation Process Research (TPRW5), 1-3 Dec 2016, University of Graz, Austria.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees. In: HEA Arts & Humanities Conference, 03 Mar 2016, Brighton.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees: a tale of 2 case-studies. International Journal of Sustainability in Higher Education, 17(3) pp. 404–416.

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). 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.

Lewis, Tim and O'Dowd, Robert (2016). Introduction to Online Intercultural Exchange and This Volume. In: Lewis, Tim and O'Dowd, Robert eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. London: Routledge, pp. 3–20.

Lewis, Tim and O'Dowd, Robert (2016). Online Intercultural Exchange and Foreign Language Learning: a Systematic Review. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. Routledge, pp. 21–66.

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 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.

Motzo, Anna (2016). Evaluating the effects of a ‘student buddy’ initiative on student engagement and motivation. In: Goria, Cecilia; Speicher, Oranna and Stollhans, Sascha eds. Innovative language teaching and learning at university: enhancing participation and collaboration. Dublin, Ireland, Voillans, France: Research-publishing.net, pp. 19–28.

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.

Rosell-Aguilar, Fernando (2016). User evaluation of language learning mobile applications: a case study with learners of Spanish. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 545–581.

Rosell-Aguilar, Fernando and Kan, Qian (2016). Design and user evaluation of a mobile app to teach Chinese characters. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 399–434.

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.

Shrestha, Prithvi (2016). Formative feedback and writing assessment: any evidence of learning? In: Assessment for learning and assessment of learning: Incommensurate paradigms or complementary perspectives? BAAL TEA SIG Conference, 11 Mar 2016, University of Reading, UK.

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.

Stickler, Ursula; Smith, Bryan and Shi, Lijing (2016). Using eye-tracking technology to explore online learner interactions. In: Caws, Catherine and Hamel, Marie-Josée eds. Language-Learner Computer Interactions: Theory, methodology and CALL applications. Language Studies, Science and Engineering (2). John Benjamins, pp. 163–186.

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.

von Lindeiner-Strasky, Karina (2016). „Ode to the Transformative Power of Art“? Kunst und Politik in Florian Henckel von Donnersmarcks Das Leben der Anderen (2006). In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Königshausen und Neumann.

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.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta; Hubscher-Davidson, Séverine and Norberg, Ulf eds. (2015). Describing Cognitive Processes in Translation. John Benjamins.

Everhard, Carol J. and Murphy, Linda eds. (2015). Assessment and Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan.

Hampel, Regine and Stickler, Ursula eds. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan.

Álvarez, Inma and Pérez Cavana, Maria (2015). Multilingual and multicultural task-based learning scenarios: a pilot study from the MAGICC project. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 5(1) pp. 59–82.

Angermuller, Johannes (2015). Why there is no poststructuralism in France. The making of an intellectual generation. Bloomsbury Studies in Continental Philosophy. London: Bloomsbury.

Angermuller, Johannes (2015). Le discours comme pratique langagière. Construire la place des chercheurs dans le discours académique. In: Canut, Cécile and von Münchow, Patricia eds. Le langage en sciences humaines et sociales. Limoges: Lambert Lucas, pp. 145–154.

Angermuller, Johannes (2015). Lire le 'déconstructivisme derridien'. De la subjectivité dans le discours philosophique. In: Maingueneau, Maingueneau and Vallespir, Mathilde eds. Lire Derrida ? Autour d’“Éperons. Les styles de Nietzsche”. Le Discours Philosophique.. Limoges: Lambert-Lucas, pp. 93–101.

Angermuller, Johannes (2015). Discourse Studies. In: Wright, James D. ed. International Encyclopedia of the Social & Behavioral Sciences, Second Edition. Amsterdam: Elsevier, pp. 510–515.

Angermuller, Johannes and Maeße, Jens (2015). Regieren durch Leistung. Zur Verschulung des Sozialen in der Numerokratie. In: Schäfer, Alfred and Thompson, Christiane eds. Leistung. Paderborn: Schoeningh, pp. 61–108.

Bárkányi, Zsuzsanna and G. Kiss, Zoltán (2015). Why do sonorants not voice in Hungarian?: And why do they voice in Slovak? In: É. Kiss, Katalin; Surányi, Balázs and Dékány, Éva eds. Approaches to Hungarian, Volume 14. Amsterdam, Holland: John Benjamins Publishing Company, pp. 65–94.

Barkanyi, Zsuzsanna and Štefan, Beňuš (2015). Prosodic conditioning of pre-sonorant voicing. In: Proceedings of the 18th International Congress of Phonetic Sciences Glasgow (Michaux, M; Caspers, J; van Heuven, VJJP and Hiligsmann, Ph eds.), University of Glasgow, Glasgow, article no. 0336.

Beaven, Tita (2015). OER (re)use and language teachers’ tacit professional knowledge: three vignettes. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Researchpublishing.net, pp. 77–88.

Comas-Quinn, Anna and Borthwick, Kate (2015). Sharing: Open Educational Resources for Language Teachers. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. Palgrave Macmillan, pp. 96–112.

Demmen, Jane; Semino, Elena; Demjen, Zsofia; Koller, Veronika; Hardie, Andrew; Rayson, Paul and Payne, Sheila (2015). A computer-assisted study of the use of Violence metaphors for cancer and end of life by patients, family carers and health professionals. International Journal of Corpus Linguistics, 20(2) pp. 205–231.

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.

Flewitt, Rosie; Messer, David and Kucirkova, Natalia (2015). New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy, 15(3) pp. 289–310.

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.

Hampel, Regine and Stickler, Ursula (2015). Introduction: From teacher training to self-reflective practice. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 1–11.

Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf (2015). Introduction. In: Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf eds. Describing Cognitive Processes in Translation. John Benjamins, pp. 1–5.

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). 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 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). 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.

Lewis, Timothy; Comas-Quinn, Anna and Hauck, Mirjam (2015). Clustering, Collaboration and Community: Sociality at Work in a cMOOC. In: Dixon, Edward and Thomas, Michael eds. Researching Language Learner Interactions Online: From Social Media to MOOCs. CALICO Monograph Series, 13. Texas, USA: Computer Assisted Language Instruction Consortium (CALICO), pp. 45–61.

Mády, Katalin and Barkanyi, Zsuzsanna (2015). Voicing assimilation at accentual phrase boundaries in Hungarian. In: Proceedings of the 18th International Congress of Phonetic Sciences (Wolters, Maria; Livingstone, Judy; Beattie, Bernie; Smith, Rachel; MacMahon, Mike; Stuart-Smith, Jane and Scobbie, Jim eds.), The Scottish Consortium for ICPhS 2015, Glasgow, UK.

Mansur, Saba Bahareen and Shrestha, Prithvi N. (2015). The EAP course design Quagmire – juggling the stakeholders’ perceived needs. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 93–113.

Marquez Reiter, R (2015). DISATTENDING CUSTOMER DISSATISFACTION ON FACEBOOK: A CASE STUDY OF A SLOVENIAN PUBLIC TRANSPORT COMPANY. In: ed. INTERNATIONAL MANAGEMENT AND INTERCULTURAL COMMUNICATION; A COLLECTION OF CASE STUDIES. Palgrave MacMillan.

Marquez Reiter, R (2015). IMPOLITENESS IN SERVICE CALLS. In: ed. Exploring (im)politeness in specialized and generalized corpora. Not Set.

Marquez Reiter, R (2015). Cortesia y descortesia. In: Gutierrez-Rexach, J. ed. Enciclopedia de Linguistica Hispanica. Routledge.

Marquez Reiter, R and Kadar, DZ (2015). (Im)politeness and (im)morality: Insights from intervention. Journal of Politeness Research: language, behavior, culture, 11(2) pp. 239–260.

Márquez-Reiter, Rosina; Orthaber, Sara and Kádár, Dániel Z. (2015). Disattending Customer Dissatisfaction on Facebook: A Case Study of a Slovenian Public Transport Company. In: Christopher, Elizabeth ed. International Management and Intercultural Communication. Palgrave Macmillan UK, pp. 108–126.

Motzo, Anna and Quattrocchi, Debora (2015). Dyslexia in modern language learning: a case study on collaborative task-design for inclusive teaching and learning in an online context. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Dublin: Research-publishing.net, pp. 89–102.

Murphy, Linda (2015). Autonomy in assessment: Bridging the gap between rhetoric and reality in a distance language learning context. In: Everhard, Carol J. and Murphy, Linda eds. Assessment and Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan, pp. 143–166.

Murphy, Linda (2015). Online language teaching: The learner’s perspective. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Basingstoke, UK: Palgrave Macmillan, pp. 45–62.

O'Rourke, Breffni; Prendergast, Claire; Shi, Lijing; Smith, Bryan and Stickler, Ursula (2015). Eyetracking in CALL - present and future. In: Gimeno Sanz, Ana Maria; Levy, Mike; Blin, Francoise and Barr, David eds. WorldCALL - Sustainability and Computer-Assisted Language Learning. Advances in Digital Language and Teaching. Bloomsbury, pp. 285–298.

Orthaber, Sara and Márquez Reiter, Rosina (2015). 'Thanks for nothing': Impoliteness in service calls. In: Ruhi, Şükriye and Aksan, Yeşim eds. Exploring (Im)politeness in Specialized and General Corpora: Converging Methodologies and Analytic Procedures. Cambridge Scholars Publishing.

Rahman, Mizanoor; Shrestha, Prithvi and Khalid, Iftekhar (2015). An investigation of students’ attitudes to the ICT-based ELT classroom. In: Proceedings of the 1th D4|Learning international Conference Innovations in Digital Learning for Inclusion (D4Learning, 2015) (Sorensen, Elsebeth Korsgaard; Szucs, Andras and Khalid, Md. Saifuddin eds.), Aalborg University Press, Aalborg, Denmark, pp. 160–165.

Rosell-Aguilar, Fernando (2015). Podcasting as a language teaching and learning tool. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 Years of the LLAS elearning Symposium: Case Studies in Good Practice. Dublin, Ireland; Voillans, France: Research-publishing.net, pp. 31–39.

Shrestha, Prithvi (2015). Introduction. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education, pp. 6–8.

Shrestha, Prithvi; Fayram, Joanna and Demouy, Valérie (2015). Innovative use of mobile technologies in EAP oral assessment: a pilot study from The Open University. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 157–177.

Stickler, Ursula and Emke, Martina (2015). Part-time and freelance language teachers and their ICT training needs. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 28–44.

Stickler, Ursula; Emke, Martina and MoreDOTS Project, Team (2015). Teaching and learning online – Developing your skills to develop others. In: Krings, Hans P. and Kühn, Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen. Fremdsprachen in Lehre und Forschung (FLF), 48. Arbeitskreis der Sprachenzentren e.V., pp. 199–209.

Stickler, Ursula and Hampel, Regine (2015). Transforming teaching: new skills for online language learning spaces. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 63–77.

Stickler, Ursula; Hampel, Regine and Murphy, Linda (2015). Editorial. Innovation in Language Learning and Teaching, 9(1) pp. 1–3.

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.

Angermuller, Johannes (2014). Poststructuralist Discourse Analysis: Subjectivity in Enunciative Pragmatics. Postdisciplinary Studies in Discourse. Basingstoke: Palgrave Macmillan.

Angermuller, Johannes; Nonhoff, Martin; Herschinger, Eva; Macgilchrist, Felicitas; Reisigl, Martin; Wedl, Juliette; Wrana, Daniel and Ziem, Ziem eds. (2014). Diskursforschung. Ein interdisziplinäres Handbuch. Band 2: Methoden und Analysepraxis. Perspektiven auf Hochschulreformdiskurse. DiskursNetz, Band 2. Bielefeld: transcript.

Angermuller, Johannes; Maingueneau, Dominique and Wodak, Ruth (2014). The discourse studies reader. An introduction. In: Angermuller, Johannes; Maingueneau, Dominique and Wodak, Ruth eds. The Discourse Studies Reader. Main Currents in Theory and Analysis. Amsterdam, Philadelphia: John Benjamins Publishing Company, pp. 1–13.

Angermuller, Johannes; Nonhoff, Martin; Herschinger, Eva; Macgilchrist, Felicitas; Reisigl, Martin; Wedl, Juliette; Wrana, Daniel and Ziem, Alexander (2014). Diskursforschung. Ein interdisziplinäres Handbuch. Band 1: Theorien, Methodologien und Kontroversen. DiskursNetz, Band 1. Bielefeld: transcript.

Bárkányi, Zsuzsanna (2014). Reflexiones sobre la asimilación de sonoridad de la /s/. In: Fábián, Zsuzsanna; Szijj, Ildikó; Szilágyi, Imre and Déri, Balázs eds. GPS 60°: Köszöntő kötet Giampaolo Salvi 60. születésnapjára. Studi di linguistica neolatina per i 60 anni di Giampaolo Salvi. Budapest, Hungary: ELTE, BTK, pp. 25–36.

Bárkányi, Zsuzsanna (2014). Is there final devoicing in Spanish? In: Szigetvári, Péter ed. VLlxx: Papers in Linguistics. Presented to László Varga on his 70th Birthday. Tinta Könyvkiadó, pp. 279–288.

Beaven, Tita; Codreanu, Tatiana and Creuzé, Alix (2014). Motivation in a language MOOC: issues for course designers. In: Martín-Monje, Elena and Bárcena, Elena eds. Language MOOCs: Providing Learning, Transcending Boundaries. Berlin: De Gruyter Open, pp. 48–66.

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.

Coffin, Caroline and Donohue, James (2014). A Language as Social Semiotic Based Approach to Teaching and Learning in Higher Education. Language Learning Monograph Series. Malden, MA: John Wiley & Sons Inc..

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.

Das, Sharmistha; Shaheen, Robina; Shrestha, Prithvi; Rahman, Arifa and Khan, Rubina (2014). Policy versus ground reality: secondary English language assessment system in Bangladesh. Curriculum Journal, 25(3) pp. 326–343.

Demjen, Zsofia (2014). Dynamic meaning construction in metaphor clusters: attraction, framing and scenarios? In: 10th Conference of the Association for Researching and Applying Metaphor (RaAM10): Metaphor in Communication Science and Education, 20-23 Jun 2014, Cagliari, Sardinia, Italy.

Demjen, Zsofia and Semino, Elena (2014). Hallucinations and mind style in 'Henry’s Demons'. In: Poetics and Linguistics Association (PALA) conference, 16-20 Jul 2014, Maribor, Slovenia.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Introduction to the Special Issue: The Development of Professional Competence. Translation and Interpreting Studies, 9(1) pp. 1–4.

Fayram, Joanna and Adams, Helga (2014). Effective Communication and Support in Asynchronous Online Forums and Synchronous Online Tutorials. In: Matters of the Mind: Psychology and Language Learning, 29-31 May 2014, University of Graz, Austria.

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.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotion Perception and the Translation Process. In: Research Seminar Series, Nov 2014, University of Manchester.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotions in Translation. In: Research Seminar Series, Apr 2014, University of Amsterdam.

Hubscher-Davidson, Severine (2014). Invited research seminar: Can Emotional Traits Predict Translation Success? In: Research Seminar Series, Feb 2014, Leicester University.

Hubscher-Davidson, Severine (2014). Invited speaker. In: 4th International PhD course in Translation Process Research (TPR), Jul 2014, Centre for Research and Innovation in Translation and Translation Technology (CRITT), Copenhagen Business School.

Hubscher-Davidson, Severine (2014). Emotional intelligence, job satisfaction and career success in a sample of professional translators. In: Annual Conference of the British Psychological Society (BPS), 7-9 May 2014, Birmingham, UK.

Hubscher-Davidson, Séverine and Leatherbarrow, Jill (2014). Sofia’s Story in Translation: Leaving Shanghai. The AALITRA Review: a journal of literary translation, 9 pp. 64–72.

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.

Koller, Veronika; Demjen, Zsofia; Demmen, Jane; Hardie, Andrew; Payne, Sheila; Rayson, Paul and Semino, Elena (2014). Revisiting the Violence Metaphor in End-of-Life Care. In: 5th International Conference on Critical Approaches to Discourse Analysis Across Disciplines (CADAAD 2014), 1-3 Sep 2014, Budapest, Hungary.

Kühn, Barbel; Lang, Michael and Perez Cavana, Maria (2014). Zur bildungspolitischen und pädagogischen Aktualität von Lernberatung mit EPOS, der Online-Plattform des Europäischen Sprachenportfolios. In: Berndt, Annette and Deutschmann, Ruth-Ulrike eds. Sprachlernberatung –Sprachlerncoaching. Fremdsprachen lebenslang lernen (2). Frankfurt: Peter Lang, pp. 213–234.

Kurek, Malgorzata and Hauck, Mirjam (2014). Closing the “digital divide” – a framework for multiliteracy training. In: Pettes Guikema, Janel and Williams, Lawrence eds. Digital Literacies in Foreign and Second Language Education: Research, perspectives, and best practice. CALICO Monograph Series (12). San Marcos, TX: CALICO.

Lane, Andrew; Comas-Quinn, Anna and Thomson, Simon (2014). Inclusion in, and exclusion from, open education communities. Journal of Interactive Media in Education, 2014(2), article no. 1.

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.

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.

Lewis, Tim (2014). Learner autonomy and the theory of sociality. In: Murray, Garold ed. Social Dimensions of Autonomy in Language Learning. Basingstoke: Palgrave MacMillan, pp. 37–59.

Marquez Reiter, R. and Martín Rojo, L. (2014). The dynamics of (im)mobility: (in)transient capitals and linguistic ideologies among Latin American migrants in London and Madrid. In: Marquez Reiter, R. and Martín Rojo, L. eds. A Sociolinguistics of Diaspora: Latino Practices, Identities and Ideologies. Routledge, pp. 83–101.

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.

Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, Research-publishing.net, pp. 237–240.

Murphy, Linda (2014). Autonomy, social interaction and community: a distant language learning perspective. In: Murray, Garold ed. Social Dimensions of Autonomy in Language Learning. Basingstoke, UK: Palgrave Macmillan, pp. 119–134.

Nicolson, Margaret and Harper, Felicity (2014). Online Peer Observation: An Exploration of a Cross-Discipline Observation Project. International Journal of Teaching and Learning in Higher Education, 26(2) pp. 251–259.

Nind, Melanie; Flewitt, Rosie and Theodorou, Fani (2014). Play and inclusion. In: Cologon, Kathy ed. Inclusive Education in the Early Years: Right from the Start. Oxford University Press Australia & New Zealand.

Orthaber, S and Marquez Reiter, R (2014). THANKS FOR NOTHING’ – IMPOLITENESS IN SERVICE CALLS. In: ed. Exploring impoliteness in specialized and generalized corpora: converging methodologies and analytic procedures. Cambridge Scholars Publishing..

Pérez Cavana, Maria and Edwards, Chris (2014). Developing the Language Learning Support Dimensions (LLSD) from research into second language acquisition and informed by the Effective Lifelong Learning Inventory (ELLI). In: Krings, Hans P. and Kühn, B. eds. Fremdsprachliche Lernprozesse beobachten: - initiieren - steuern - begleiten. Bochum ( Germany): AKS-Verlag Bochum.

Pulker, Helene and Vialleton, Elodie (2014). Online revision and assessment on a beginners’ French course: using learning analytics to understand language learners’ behaviors. In: CALICO conference 2014: Open, Online, Massive: The Future of Language Learning?, 6-10 May 2014, Ohio University.

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.

Shrestha, Prithvi and Azim, Farhan (2014). International trends in English language assessment: implications for Bangladesh. In: English Language Skills Assessment in the Primary and Secondary Education Sectors in Bangladesh, 16 Mar 2014, Dhaka, Bangladesh.

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.

Vialleton, Élodie and Lewis, Tim (2014). Reconsidering the authenticity of speech in French language teaching: theory, data, methodology, and practice. In: Tyne, Henry; André, Virginie; Boulton, Alex and Benzitoun, Christophe eds. French through Corpora: Ecological and Data-Driven Perspectives in French Language Studies. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 293–316.

Vialleton, Elodie (2014). The spoken language in beginners’ French language textbooks: 1573-2014. In: Connecting Cultures?: An International Conference on the History of Teaching and Learning Second/Foreign Languages, 1500-2000, 2-5 Jul 2014, University of Nottingham.

Walsh, Christopher; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2014). The potential of mobile phones to transform teacher professional development. In: 28th Annual Conference Asian Association of Open Universities: Advancing open and distance learning: research and practices, The Open University of Hong Kong, pp. 641–651.

Wrana, Daniel; Ziem, Alexander; Reisigl, Martin; Nonhoff, Martin and Angermuller, Johannes (2014). DiskursNetz: Wörterbuch der interdisziplinären Diskursforschung. Suhrkamp Taschenbücher Wissenschaft. Berlin: Suhrkamp.

2013To Top

Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. (2013). Case Studies of Openness in the Language Classroom. Dublin; Voillans: Research-Publishing.net.

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

Shrestha, Prithvi; Dhakal, Khagendra Raj; Ojha, Laxmi Prasad; Rana, Lal Bahadur and Rawal, Hima eds. (2013). NELTA Conference Proceedings 2013. Kathmandu: NELTA & Routledge.

Angermuller, Johannes (2013). Interview with Johannes Angermüller. In: Pinto-Coelho, Zara and Carvalho, Anabela eds. Academics Responding to Discourses of Crisis in Higher Education and Research. Braga: CECS- Communication and Society Research Centre University of Minho, pp. 28–36.

Angermuller, Johannes and Scholz, Ronny (2013). Semantische und kommunikative Dimensionen diskursiven Wandels. Ein integrativer Ansatz zur Analyse der Makro- und Mikrostrukturen am Beispiel des Bologna-Diskurses. In: Busse, Dietrich and Teubert, Wolfgang eds. Linguistische Diskursanalyse: neue Perspektiven. Interdisziplinäre Diskursforschung. Wiesbaden: Springer VS, pp. 287–318.

Bax, Stephen (2013). Researching Intertextual Reading. Contemporary Studies in Descriptive Linguistics, 25. Oxford: Peter Lang.

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

Calvi, Anna; Motzo, Anna and Silipo, Sandra (2013). Designing OERs to teach Italian pronunciation in an open educational environment: a case study. In: Beaven, Ana; Comas-Quinn, Anna and Barbara, Sawhill eds. Case Studies of Openness in the Language Classroom. Dublin: Research-Publishing.net, pp. 70–82.

Comas-Quinn, Anna; Wild, Joanna and Carter, Jackie (2013). Leveraging passion for open practice. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK.

Duensing, Annette; Gallardo, Matilde and Heiser, Sarah (2013). Learning to share and sharing to learn – professionaldevelopment of language teachers in HE to foster open educational practices. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Dublin/Voillans: Research-publishing.net., pp. 121–133.

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.

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda and Stickler, Ursula (2013). Online teacher development: collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4) pp. 311–333.

Ferguson, Rebecca; Gillen, Julia; Peachey, Anna and Twining, Peter (2013). The strength of cohesive ties: discursive construction of an online learning community. In: Childs, Mark and Peachey, Anna eds. Understanding Learning in Virtual Worlds. Human-Computer Interaction Series. London: Springer, pp. 83–100.

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.

Flewitt, Rosie; Hampel, Regine; Hauck, Mirjam and Lancaster, Lesley (2013). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (2nd edition). London: Routledge, pp. 44–59.

Hubscher-Davidson, Severine (2013). The role of intuition in the translation process. Translation and Interpreting Studies, 8(2) pp. 211–232.

Hubscher-Davidson, Severine (2013). Keynote Speaker: ‘Translators’ Personalities’. In: 4th International Anniversary Conference on Translation and Interpretation, Oct 2013, The University of Baia Mare, Romania.

Hubscher-Davidson, Severine (2013). Invited research seminar: Translators’ Individual Differences: A Personal Journey. In: Research Seminar Series, Jun 2013, University of Graz, Austria.

Hubscher-Davidson, Severine (2013). Invited research workshop. In: Research workshop on Empirical and Experimental Research in Translation, Jul 2013, Universitat Autònoma de Barcelona.

Hubscher-Davidson, Severine (2013). Invited discussant. In: 3rd International Research Workshop on Methodology in Translation Process Research (TPRW3), University of Las Palmas de Gran Canaria., Jan 2013, University of Las Palmas de Gran Canaria.

Hubscher-Davidson, Severine (2013). Intuition in translation. In: 54th Annual Conference of the American Translators Association (ATA), 6-9 Nov 2013, San Antonio, Texas.

Hubscher-Davidson, Severine (2013). Non-cognitive methods for translation process research. In: AIETI 6th International Conference, 23-25 Jan 2013, Universidad de Las Palmas de Gran Canaria, Spain.

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). 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.

Hurd, Stella and Murphy, Linda (2013). Learner contributions in open and distance language setting. In: Mynard, Jo and Carson, Luke eds. Advising in Language Learning: Dialgue, Tools and Context. Abingdon, UK: Routledge, pp. 213–230.

Kan, Qian and Yuan, Boping (2013). Developing Writing Skills in Chinese (2nd Edition). Abington: Routledge.

Lanvers, Ursula (2013). Dynamic systems theory, second language acquisition and English as lingua franca: how do they relate? In: Newcastle-Northumbria Joint Research Away-Day in Linguistics and Language Sciences, 18 Jan 2013, Newcastle, UK.

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.

Lewis, Tim (2013). Between the social and the selfish: learner autonomy in online environments. Innovation in Language Learning and Teaching, 7(3) pp. 198–212.

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

Motzo, Anna (2013). The Linkedup Project: an online repository for language teachers. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Dublin: Research-Publishing.net, pp. 45–56.

Pantò, Eleonora and Comas-Quinn, Anna (2013). The challenge of Open Education. Journal of e-Learning and Knowledge Society, 9(1) pp. 11–22.

Rosell-Aguilar, Fernando (2013). iTunes y podcasting como herramientas para el aprendizaje de segundas lenguas. In: II Encuentro para profesores de centros universitarios y centros de formadores ELE de Londres, 26 Jun 2012, University of Westminster, London, pp. 88–103.

Rossade, Klaus-Dieter (2013). Transnational online discussions to foster open practices. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Research-publishing.net, pp. 137–148.

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.

Semino, Elena; Demjén, Zsófia; Hardie, Andrew; Koller, Veronika; Payne, Sheila and Rayson, Paul (2013). What is a ‘good death’? Narratives, metaphors and professional identities in interviews with hospice managers. In: A Narrative Future for Healthcare, 19-21 Jun, London, UK.

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.

Shield, Lesley and Gardner, Christine (2013). Simulating inclusivity, broadening perspectives. In: EDEN 2013 Annual Conference 'The joy of learning', 12-15 Jun 2013, Oslo.

Shrestha, Prithvi (2013). English Language for Teachers (EL4T): a course for EFL teachers. In: TESOL 2013 International Convention: Harmonising ESP practice in EFL contexts through curricular innovation, 20-23 Mar 2013, Dallas, Texas.

Shrestha, Prithvi (2013). Dynamic assessment and academic writing: evidence of learning transfer? In: Janus moment in EAP: Revisiting the past and building the future, BALEAP Biennial Conference, 19-21 Apr 2013, University of Nottingham.

Son, Jeong-Bae and Rossade, Klaus-Dieter (2013). Finding gems in computer-assisted language learning: clues from GLoCALL 2011 and 2012 papers. International Journal of Computer-Assisted Language Learning and Teaching, 3(4) pp. 1–8.

Stickler, Ursula and Shi, Lijing (2013). Supporting Chinese speaking skills online. System, 41(1) pp. 50–69.

Temmar, Malika; Angermuller, Johannes and Lebaron, Frédéric (2013). Les discours de l'économie. Paris: Presses Universitaires de France.

Vialleton, Elodie (2013). Apprendre le français oral en autonomie à l’ère de l’internet et du CECR: outils technologiques et approches pédagogiques. In: Journée du Français : de la Genèse de la Langue à Internet, 3 May 2013, Oxford, UK.

Vialleton, Elodie (2013). Compréhension du français oral spontané par les débutants en FLE : contributions croisées de la linguistique et de la didactique des langues aux méthodologies d’enseignement et de recherche. In: Cultures de recherche en linguistique appliquée / Research cultures in applied linguistics, 14-16 Nov 2013, Université de Lorraine, Nancy, France.

Walsh, Christopher; Shrestha, Prithvi and Hedges, Claire (2013). Mobile phones for professional development and English teaching in Bangladesh. International Journal of Innovation and Learning, 13(2) pp. 183–200.

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.

Hubscher-Davidson, Séverine and Borodo, Michał eds. (2012). Global Trends in Translator and Interpreter Training: Mediation and Culture. Bloomsbury Advances in Translation. Bloomsbury.

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.

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.

Angermuller, Johannes (2012). Fixing meaning: the many voices of the post-liberal hegemony in Russia. Journal of Language and Politics, 11(1) pp. 115–134.

Angermuller, Johannes (2012). Wissenschaft als Wissen/Macht. Für eine Wissenschaftssoziologie nach dem Strukturalismus. In: Soeffner, Hans-Georg ed. Transnationale Vergesellschaftungen. Wiesbaden: Springer VS, pp. 707–718.

Angermuller, Johannes; Buckel, Sonja and Rodrian-Pfennig, Margit (2012). Solidarische Bildung. Crossover: Experimente selbstorganisierter Wissensproduktion. Münster: VSA-Verlag.

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

Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula (2012). Collaboration and interaction: the keys to distance and computer-supported language learning. In: Levine, Glenn.S.; Phipps, Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Learning, pp. 161–180.

Comas-Quinn, Anna; Fitzgerald, Alannah and Fairweather, Ian (2012). Editorial - Cambridge OER 2012. Journal of Interactive Media in Education, 2012, article no. 09.

Comas-Quinn, Anna and Mardomingo, Raquel (2012). Language learning on the move: a review of mobile blogging tasks and their potential. In: Díaz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile-Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6 (6). Emerald Group Publishing Ltd, pp. 47–65.

Dooly, Melinda and Hauck, Mirjam (2012). Researching multimodal communicative competence in video and audio telecollaborative encounters. In: Dooly, Melinda and O'Dowd, Robert eds. Researching Online Interaction and Exchange in Foreign Language Education. Telecollaboration in Education (3). Bern: Peter Lang Publishing Group, pp. 135–162.

Edwards, Chris and Perez Cavana, Maria Luisa (2012). Developing approaches to enhancing the orientation and success of language learning in higher education. In: 17th Annual Conference of the Education, Learning, Styles, Individuals Differences Network, 26-28 Jun 2012, Cardiff, Wales.

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

Fuchs, Carolin; Hauck, Mirjam and Müller-Hartmann, Andreas (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3) pp. 82–102.

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

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

Harper, Felicity; Green, Hannelore and Fernandez-Toro, Maria (2012). Evaluating the integration of Jing® screencasts in feedback on written assignments. In: 15th International Conference on Interactive Collaborative Learning, 26-28 Sep 2012, Villach, Austria.

Hauck, Mirjam and Warnecke, Sylvia (2012). Materials design in CALL: social presence in online environments. In: Thomas, Michael; Reinders, Hayo and Warschauer, Mark eds. Contemporary Computer-Assisted Language Learning. London: Bloomsbury, pp. 95–115.

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

Hurd, Stella and Murphy, Linda (2012). Learner contributions in an open and distance language setting. In: Mynard, Jo and Carson, Luke eds. Advising in Language Learning: Dialogue, Tools and Context. Applied Linguistics. Harlow: Pearson Education Limited, pp. 213–230.

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). 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). 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.

Murphy, Linda (2012). Supporting self-evaluation: helping language learners take control of the assessment process. In: Autonomie und Assessment: Erträge des 3. Bremer Symposions zum autonomen Fremdsprachenlernen (Arntz, Reiner; Krings, Hans P. and Kühn, Bärbel eds.), Fremdsprachen in Lehre und Forschung, AKS-Verlag Bochum, pp. 150–161.

Peréz Cavana, Maria Luisa (2012). Autonomy and self-assessment of individual learning styles using the European Language Portfolio (ELP). Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 1(1) pp. 211–228.

Perez Cavana, Maria-Luisa (2012). Fostering strategic, self-regulated learning: the case for a “soft” ELP. In: Kűhn, Bärbel and Perez-Cavana, Maria eds. Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Oxford, UK: Routledge.

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 (2012). Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh. In: 1st International Conference of ICT in Education: Opportunities, Challenges and Practical Solutions for the Integration of ICT in Education, 8-11 Feb 2012, Marrakech, Morocco.

Shrestha, Prithvi (2012). Approaches to teaching ESP and EAP in open and distance learning. In: IATEFL ESP SIG Pre-Conference Event: Cutting-edge developments in teacher education, materials design, and assessment and testing in ESP and EAP, 19 Mar 2012, Glasgow.

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.

Vialleton, Elodie and Lewis, Timothy (2012). A century of spoken French in language learning: have representations and practices changed? In: Annual Conference of the Association for French Language Studies, 1-3 Jun 2012, Newcastle University.

2011To Top

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

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

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.

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, 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.

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.

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.

Angermuller, Johannes; Maesse, Jens and Standke, Jan (2011). Moving (Con)Texts: Produktion und Verbreitung von Ideen in der globalen Wissensökonomie. Culture, discourse, history (2). Berlin: Logos.

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.

Coleman, James A. and Vialleton, Elodie (2011). French Studies at the Open University: pointers to the future. In: Lane, Philippe and Worton, Michael eds. French Studies in and for the 21st Century. Liverpool: Liverpool University Press, pp. 235–246.

Comas-Quinn, Anna (2011). Recursos educativos abiertos para la enseñanza de lenguas. In: I Encuentro para Profesores de Centros Universitarios y de Centros Formadores de ELE, 21 Jun 2011, London.

Das, Sharmistha; Zaman, Shahamin S.; Shrestha, Prithvi; Paul, Ashok Kumar; Rahman, Arifa; Khan, Rubina; Islam, Md. Saiful and Islam, Md. Monirul (2011). Alignment between the English language curriculum and assessment system. In: 5th BELTA INTERNATIONAL CONFERENCE 2011:Learning English in a Changing World: Global Perspectives & Local Contexts, 20-22 May 2011, Dhaka, Bangladesh.

Dicks, Bella; Flewitt, Rosie; Lancaster, Lesley and Pahl, Kate (2011). Multimodality and ethnography: working at the intersection. Qualitative Research, 11(3) pp. 227–237.

Donnarumma, David and Peters, Helen (2011). Developing EAP courses for distance delivery in the global context. In: The 45th Annual Conference of the International Association of Teachers of English as a Foreign Language, 15-19 Apr 2011, Brighton Centre, Brighton, UK.

Donnarumma, David and Shrestha, Prithvi (2011). Joint construction in academic writing: an exploration of collaborative learning in an open and distance university. In: European Association for Teachers of Academic Writing Conference, 29 Jun - 1 Jul 2011, University of Limerick.

Duensing, Annette and Harper, Felicity (2011). The role and nature of assessment in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press Ltd, pp. 59–74.

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

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

Gallardo, Matilde; Heiser, Sarah and Nicolson, Margaret (2011). Teacher development for blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language TEaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 219–231.

Gallardo, Matilde; Heiser, Sarah and Nicolson, Margaret (2011). Practical approaches for teacher development. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 232–245.

Gallardo Barbarroja, Matilde (2011). “La lengua como expresión de la identidad nacional en los emigrados constitucionales. Algunas consideraciones sobre Blanco White y Alcalá Galiano”. In: Muñoz Sempere, Daniel and Alonso García, Gregorio eds. Londres y el liberalismo hispánico. La Cuestión Palpitante. Los siglos XVIII y XIX en España (17). Madrid: Iberoamericana Editorial Verbauert, pp. 257–274.

Green, Hannelore and Harper, Felicity (2011). Using Jing to enhance student understanding through video recorded assignment commentary. In: 16th Annual SEDA Conference 2011: Using Technology to Enhance Learning, 17-18 Nov 2011, Birmingham, UK.

Green, Hannelore; St. John, Elke; Warnecke, Sylvia and Atkinson, Vikki (2011). Asynchronous online teaching. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, UK: Dunedin Academic Press, pp. 169–184.

Hubscher-Davidson, Severine (2011). Invited discussant. In: 2nd International Research Workshop on Methodology in Translation Process Research (TPRW2), Jul 2011, University of Gießen, Germany.

Hubscher-Davidson, Severine (2011). Emotionally Intelligent Translators. In: Research Seminar Series, Jan 2011, University of Ulster.

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

Hurd, Stella (2011). Research methods to investigate emotions in independent language learning: a focus on think-aloud verbal protocols. In: Morrison, Bruce ed. Independent Language Learning: Building on Experience, Seeking New Perspectives. Hong Kong: Hong Kong University Press, pp. 87–100.

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

Leedham, Maria (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.

Lewis, Timothy; Chanier, Thierry and Youngs, Bonnie (2011). Multilateral Online Exchanges for Language and Culture Learning. Language Learning and Technology, Vol. 15 (1).

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

Murphy, Linda (2011). When the going gets tough: motivational thinking in autonomous language learning. In: Arntz, Reiner; Krings, Hans Peter and Kühn, Bärbel eds. Autonomie und Motivation: Erträge des 2. Bremer Symposions zum autonomen Fremdsprachenlernen. Bochum: AKS-Verlag Bochum.

Murphy, Linda (2011). Autonomy and context: a tale of two learners. In: Gardner, David ed. Fostering Autonomy in Language Learning. Gaziantep, Turkey: Faculty of Education, Zirve University, pp. 17–26.

Murphy, Linda (2011). Why am I doing this? Maintaining motivation in distance language learning. In: Lamb, Terrry; Murray, Garold and Gao, Xuesong eds. Identity, Motivation and Autonomy In Language Learning. Bristol, U.K., Tonawanda, NY, U.S.A. and North York, Ontatio, Canada: Multilingual Matters, pp. 107–124.

Murphy, Linda (2011). I’m not giving up! Maintaining motivation in independent language learning. In: Morrison, Bruce ed. Independent language learning: building on experience, seeking new perspectives. Hong Kong University Press, pp. 73–85.

Murphy, Linda and Hurd, Stella (2011). Fostering learner autonomy and motivation in blended teaching. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press Ltd, pp. 43–56.

Newcombe, Lynda and Southgate, Margaret (2011). Teaching Celtic languages in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 203–216.

Nicolson, Margaret; Murphy, Linda and Southgate, Margaret (2011). Language teaching in a changing world: introduction and overview. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 3–12.

Nicolson, Margaret; Murphy, Linda and Southgate, Margaret (2011). Present and future contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 245–252.

Nicolson, Margaret; Southgate, Margaret and Murphy, Linda (2011). Teaching in synchronous and asynchronous modes. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 95–111.

Nicolson, Margaret and Warnecke, Sylvia (2011). Face-to-Face teaching in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 154–168.

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

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

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

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

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

Southgate, Margaret and Murphy, Linda (2011). The nature of the 'blend': interaction of teaching modes, tools and resources. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, Scotland: Dunedin Academic Press Ltd, pp. 13–27.

Stickler, Ursula (2011). The DOTS project: Developing Online Teaching Skills. Language Teaching, 44(3) pp. 403–404.

Stickler, Ursula and Emke, Martina (2011). Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults. In: Benson, Phil and Reinders, Hayo eds. Beyond the Language Classroom. NY: Palgrave Macmillan, pp. 146–160.

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.

Vialleton, Elodie and Lewis, Tim (2011). Reconsidering authenticity: using spontaneous speech to develop listening skills in adult beginner distance learners of French. In: Annual Conference of the Association for French Language Studies, 8-10 Sep 2011, Nancy, France.

Walsh, Christopher S.; Shrestha, Prithvi and Hedges, Claire (2011). Leveraging low-Cost mobile technologies in Bangladesh: a case study of innovative practices for teacher professional development and communicative English language teaching. In: Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee and Li, Kam Cheong eds. Enhancing Learning Through Technology. Education Unplugged: Mobile Technologies and Web 2.0. Communications in Computer and Information Science, 177. London, U.K. and New York, NY, U.S.: Springer, pp. 152–166.

2010To Top

Peachey, Anna; Gillen, Julia; Livingstone, Daniel and Smith-Robbins, Sarah eds. (2010). Researching Learning in Virtual Worlds. Human–Computer Interaction Series. London: Springer-Verlag London.

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 Jul 2010, King's College London.

Angermuller, Johannes (2010). Widerspenstiger Sinn. Skizze eines diskursanalytischen Forschungsprogramms nach dem Strukturalismus. In: Angermuller, Johannes and van Dyk, Silke eds. Diskursanalyse meets Gouvernementalitätsforschung. Frankfurt am Main: Campus, pp. 71–100.

Bax, Stephen (2010). Discourse and Genre: Using Language in Context. Perspectives on the English Language. Palgrave Macmillan.

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.

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.

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

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

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.

Demjen, Zsofia (2010). Metaphors of mental states in the journals of Sylvia Plath. In: 8th International Conference on Researching and Applying Metaphor (RaAM8), 30 Jun - 3 Jul 2010, Amsterdam, Netherlands.

Demjén, Zsófia (2010). Metaphors of a conflicted self in the journals of Sylvia Plath. In: Annual Conference of the Poetics and Linguistics Association (PALA), 20-25 Jul 2010, Genoa, Italy.

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.

Furnborough, Concha (2010). The motivational challenge facing beginner learners of Spanish at a distance. In: Torreblanca López, María del Mar; Abello Contesse, Christián; Chacón Beltrán, Rubén and López Jiménez, María Dolores eds. The Impact of Affective Variables in L2 Teaching and Learning. Lingüística (37). Sevilla, Spain: Secretariado de Publicaciones de la Universidad de Sevilla, pp. 79–96.

Gallardo, M. (2010). El Proyecto Aimhigher, un ejemplo de iniciativa para promover el desarrollo de la competencia intercultural y lingüística en alumnos de Formación Profesional en Inglaterra. In: 1er Congreso Internacional en la Red sobre Interculturalidad y Educación. Estrategias de Intervención Socioeducativas, 1-21 Mar 2010, internet.

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

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

Hauck, M. (2010). Telecollaboration: At the interface between Multimodal and Intercultural Communicative Competence. In: Guth, S. and Helm, F. eds. Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Bern: Peter Lang, pp. 219–244.

Hauck, Mirjam (2010). The enactment of task design in Tellecollaboration 2.0. In: Thomas, Michael and Reinders, Hayo eds. Task-based language learning and teaching with technology. London: Continuum, pp. 197–217.

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.

Hubscher-Davidson, Severine (2010). Bilingualism, Translation and Interpretation. In: 4th AHRC workshop on “One brain, two languages: bridging neuroscience and linguistics”, Apr 2010, Bangor University, Wales.

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.

Kukulska-Hulme, Agnes; Shield, Lesley and Hassan, Xavière (2010). Mobile technologies for language learning and teaching: an exploratory investigation. In: Gimeno Sanz, Ana ed. New Trends in Computer-Assisted Language Learning: Working Together. Gandia, Spain: Macmillan ELT, pp. 167–174.

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Márquez Reiter, Rosina and Luke, Kang-Kwong (2010). Telephone conversation openings across languages, cultures and settings. In: ed. Pragmatics across languages and cultures. Handbooks of Pragmatics [HOPS] (7). De Gruyter Mouton, pp. 103–138.

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.

Murphy, Linda; Shelley, Monica and Baumann, Uwe (2010). Qualities of effective tutors in distance language teaching: student perceptions. Innovation in Language Learning and Teaching, 4(2) pp. 119–136.

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Proudfoot, Anna (2010). Essential Italian Grammar. Hodder Education.

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

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

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.

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Stickler, Ursula; Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojevic, Mateusz Milan (2010). From the editors: stepping stones to teaching lnguages with technology. Journal of Teaching English with Technology (10) 2.

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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.

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

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

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.

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.

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

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

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

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

Demjen, Zsofia (2009). The role of second-person narration in Sylvia Plath’s Smith Journal. In: International Conference on Narrative, 4-6 Jun 2009, Birmingham, UK.

Demouy, Valérie; Eardley, Annie; Kukulska-Hulme, Agnes and Thomas, Rhodri (2009). The L120 Mobile Project. In: Mobile Learning and autonomy in second language acquisition (MLASLA), 17-19 Sep 2009, Toledo, Spain.

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.

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

Gallardo, M. (2009). Heréticos, liberales y filólogos: la labor lingüística de los heterodoxos decimonónicos en Inglaterra. In: García Martín, J. M. and Gaviño Rodríguez, V. eds. Las ideas y realidades lingüísticas en los siglos XVIII y XIX. Universidad de Cadiz, pp. 189–204.

Gallardo, Matilde (2009). Promoting the study of languages in the South East through school-university partnerships: the Aimhigher Kent and Medway Languages Project. In: Languages in Higher Education Conference 2008: transitions and connections, 8-9 Jul 2008, University of York.

Gallardo, Matilde and Eulry, Emeline (2009). Changing Attitudes towards Language and Cultural Learning in the South East. Aimhigher Kent and Medway, The Open University in the South East, UK.

Goodfellow, Robin and Lamy, Marie-Noelle (2009). Introduction: a Frame for the Discussion of Learning Cultures. In: Goodfellow, Robin and Lamy, Marie-Noelle eds. Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books, pp. 1–14.

Goodfellow, Robin and Lamy, Marie-Noelle (2009). Conclusion: Directions for Research in Online Learning Cultures. In: Goodfellow, Robin and Lamy, Marie-Noelle eds. Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books, pp. 170–183.

Hampel, Regine and Hauck, Mirjam (2009). Towards an effective use of audioconferencing in distance learning courses. In: Hubbard, Philip ed. Computer Assisted Language Learning. Critical Concepts in Linguistics, IV. Presen. London: Routledge, pp. 74–96.

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

Hubscher-Davidson, Severine (2009). Verbalising Strategies: an Ethnographic Study of Translator Behaviour. In: Research Seminar Series, University of Toruń, Poland, Apr 2009.

Hubscher-Davidson, Severine (2009). An Ethnographic Analysis of Translator Behaviour. In: Research Seminar Series, Mar 2009, University of Durham.

Hubscher-Davidson, Severine (2009). Keynote Speaker. In: ‘Writing for Translation’ Conference, Sep 2009, University of Málaga.

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Kerr, Ron and Fox, Steve (2009). Discourse and policy in the learning and skills sector. In: Cox, Julie Wolfram; LeTrent-Jones, Tony; Voronov, Maxim and Weir, David eds. Critical Management Studies at Work. Cheltenham UK: Edward Elgar, pp. 94–112.

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.

Lockett, Nigel; Cave, Frank; Kerr, Ron and Robinson, Sarah (2009). The influence of co-location in higher education institutions on small firms' perspectives of knowledge transfer. Entrepreneurship & Regional Development, 21(3) pp. 265–283.

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Marquez Reiter, R (2009). How to get rid of a telemarking agent? Facework strategies in an intercultural service call. In: Bargiela-Chiappini, F; Haugh, M and Matsumoto, YFRW eds. Face, Communication and Social Interaction. Equinox.

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

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

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

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

Woodthorpe, John; Shaw, Jill; Hauck, Mirjam and Beaven, Tita (2009). What’s in it for me? The stick and the carrot as tools for developing academic communities. In: 7th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2009, 10-13 Jul 2009, Orlando, Florida, USA.

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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.

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

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

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.

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

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

Dickens, Alison; Donnarumma, David and MacDiarmid, Carole (2008). Introducing Learning Object Creator: a tool for creating your own e-learning materials. In: E-Learning Symposium, 25 Jan 2008, Southampton, U.K..

Donnarumma, David (2008). Using the Learning Object Creator Tool and Course Genie to develop academic skills' materials. In: 5th LDHEN Symposium. Learning Development: Who Needs It?, 17-18 Mar 2008, University of Bradford.

Donnarumma, David and Rose, Allan (2008). From description to analysis, developing an embedded approach to learning advice for social work students. In: 10th UK Joint Social Work Education Conference with the 2nd UK Social Work Research Conference, 9-11 Jul 2008, Cambridge University.

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

Hauck, Mirjam and Hampel, Regine (2008). Strategies for online environments. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Clevedon, UK: Multilingual Matters, pp. 283–302.

Hubscher-Davidson, Séverine (2008). Meeting Students’ Expectations on Undergraduate Translation Programmes. In: Pellatt, Valerie and Minelli, Elena eds. Proceedings of the Bath Symposium. Cambridge Scholars Publishing, pp. 26–35.

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.

Hurd, Stella (2008). Affect and strategy use in independent language learning. In: Hurd, Stella and Lewis, Tim eds. Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol, UK: Multilingual Matters, pp. 218–236.

Kerr, Ron (2008). International development and the new public management: Projects and logframes as discursive technologies of governance. In: Dar, Sadhvi and Cooke, Bill eds. The New Development Management. London & New York: Zed Books, pp. 91–110.

Lamy, Marie-Noëlle (2008). Ce que cyber-parler veut dire: quels cadres théoriques pour l'analyse des conversations multimodales en réseau? In: Gerbault, Jeannine ed. La Langue du Cyberespace: de la diversité aux normes. Paris, France: L'Harmattan, pp. 91–104.

Leal, Joanne and Rossade, Klaus-Dieter (2008). Negotiating gender, sexuality and ethnicity in Fatih Akin's and Thomas Arslan's Urban Spaces. German as a Foreign Language, 2008(3) pp. 59–87.

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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.

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.

Marquez Reiter, R and Stewart, M (2008). Interactions en site commercial à Montevideo et à Edimbourg (Royaume Uni): “engagement” et « considération enver autri. In: Kerbrat-Orecchioni, C and Traverso, V eds. Les Interactions en site Commercial. Invariants et variants. Lyon: ENS Editions, 277 - 302.

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Stickler, Ursula (2008). Chatting, Chatten or Chattare: Using a Multilingual Workspace for Language and Culture Learning. International Journal of Emerging Technologies in Learning (iJET), 3 pp. 69–76.

Stickler, Ursula (2008). Chatting, chatten or chattare: Using a multilingual workspace for language and culture learning. In: Interactive Computer Aided Learning (ICL) International Conference, 24-26 Sep 2008, Villach, Austria.

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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.

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

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

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

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2005To Top

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