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2021To Top

Blaj-Ward, Lia; Hultgren, Anna Kristina; Arnold, Ruth and Reichard, Bella eds. (2021). Narratives of innovation and resilience: Supporting student learning experiences in challenging times. Renfrew: BALEAP.

Austen, Samantha and Jarvis, Scott (2021). Conceptual meaning in Italian speaking learners’ expression of temporality in L2 English. Journal of Second Language Studies, 4(1) pp. 121–153.

Barkanyi, Zsuzsanna (2021). Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs. ReCALL - Researching Massive Open Online Courses for language teaching and learning, 33(2) pp. 143–160.

Bárkányi, Zsuzsanna and Kiss, Zoltán G. (2021). The perception of voicing contrast in assimilation contexts in minimal pairs: evidence from Hungarian. Acta Linguistica Academica (Early Access).

Chua, Shi Min (2021). The Dialogic Nature Of Online Discourse: A Corpus Analysis Of Online Discussions. PhD thesis The Open University.

Coleman, Lynn and Tuck, Jackie (2021). Understanding student writing from lecturers’ perspectives: acknowledging pedagogic complexity to support transformative practices in context. Studies in Higher Education (Early Access).

Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

Fernández-Toro, Maria and Duensing, Annette (2021). Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education (Early Access).

Fuertes Gutiérrez, Mara (2021). Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms. In: Beaven, Tita and Rosell-Aguilar, Fernando eds. Innovative language pedagogy report. Research-publishing.net, pp. 29–33.

Giaxoglou, Korina and Georgakopoulou, Alexandra (2021). 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).

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2021). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction, 37(9) pp. 867–883.

Hernaiz, Rodrigo (2021). A Variationist Approach to Orthographic and Phonological Peculiarities of the Language in the Laws of Hammurabi. In: De Graef, Katrien and Goddeeris, Anne eds. Law and (Dis)Order in the Ancient Near East. Rencontre Assyriologique Internationale, 59. Penn State University Press, pp. 117–135.

Hernáiz, Rodrigo (2021). Morphological variation in the Old Babylonian stative paradigm. In: Feliu, Lluís; Millet, Adelina and Vidal, Jordi eds. Fs del Olmo Lete. «Sentido de un empeño». Homenatge a Gregorio del Olmo Lete. Barcelona: Edicions de la Universitat de Barcelona, pp. 235–248.

Hultgren, Anna Kristina (2021). Tracing the causes of the rise of English as an international language. British Association for Applied Linguistics.

Hultgren, Anna Kristina (2021). Applied linguistics as a smorgasbord of ontologies: A rejoinder to Lanvers’ ‘Spare a thought for the language learner!’. Nordic Journal of English Studies, 20(1) pp. 284–291.

Hunt, Sally (2021). The South African news media and representations of sexuality. In: Angouri, Jo and Baxter, Judith eds. The Routledge Handbook of Language, Gender, and Sexuality. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge, pp. 587–601.

Kádár, Dániel Z.; Parvaresh, Vahid and Marquez Reiter, Rosina (2021). Alternative Approaches to Politeness and Impoliteness: An Introduction. Journal of Politeness Research: language, behavior, culture, 17(1) pp. 1–7.

Leedham, Maria (2021). ‘Social Workers Failed to Heed Warnings’: A Text-Based Study of How a Profession is Portrayed in UK Newspapers. The British Journal of Social Work (Early access).

Leedham, Maria (2021). ‘[She] stated [they] would ‘kick off’: Using quotations to make service users visible in social workers’ writing. In: ‘Creativity and Collaboration’ symposium. British Association of Applied Linguistics SIG (Professional, Academic, and Work-Based Literacies PAWBL), 29 Jan 2021, Virtual Event.

Lillis, Theresa (2021). Professional written voice ‘in flux’: the case of social work. Applied Linguistics Review (Early Access).

Lillis, Theresa (2021). Writing as a critical moment in professional discourse. Journal of Applied Linguistics and Professional Practice, 15(3) (In press).

Luelmo del Castillo, Maria Jose and Pérez Cavana, Maria Luisa (2021). Is a self-regulatory eELP the way forward? A reflection on two decades of achievements and failures of the ELP. CEFR Journal – Research and Practice, 3 pp. 6–20.

Marquez Reiter, Rosina (2021). How can ethnography contribute to understanding (im)politeness? Journal of Politeness Research: Language, Behavior, Culture, 17(1) pp. 35–59.

Márquez Reiter, Rosina (2021). Confessions of lockdown breaches. Problematising morality during the Covid-19 pandemic. Journal of Pragmatics, 179 pp. 61–69.

Marquez Reiter, Rosina (2021). The Politics of Conviviality: on the ground experiences from Spanish-speaking Latin Americans in Elephant & Castle, London. Journal of Sociolinguistics (In press).

Marquez Reiter, Rosina and Cantarutti, Marina (2021). The value of vale: negotiating the progressivity of service in a market restaurant. Contrastive Pragmatics (In Press).

Marquez Reiter, Rosina and Felix-Brasdefer, J. Cesar (2021). Service Encounter Discourse. In: Haugh, M.; Kadar, D. and Terkourafi, M. eds. The Handbook of Sociopragmatics. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press, pp. 496–519.

Marquez Reiter, Rosina and Kadar, D. (2021). Sociality and Moral Conflicts. Pragmatics and Society (In Press).

Nguyen, An (2021). ‘From targets to tools: A major overhaul on researching English Language Teaching in Vietnam’. British Association of Applied Linguistics.

Owen, Nathaniel; Shrestha, Prithvi and Bax, Stephen (2021). Researching lexical thresholds and lexical profiles across the common European framework of reference for languages (CEFR) levels assessed in the Aptis test. ARAGs Research Reports Online, AR-G/2021(1)

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in Two Contrasting English as a Medium of Instruction Contexts at a University Level. (TOEFL Research Report No. RR-91). Educational Testing Service.

Paterson, Laura L (2021). [Book review] Dennis Baron, What's your pronoun? Beyond he & she. Language in Society, 50(2) pp. 314–317.

Pulker, Helene; Stickler, Ursula and Vialleton, Elodie (2021). Well-rounded graduates – what languages can do. In: Plutino, Alessia and Polisca, Elena eds. Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net, pp. 23–35.

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2021). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning (Early Access).

Schneider, Stefanie (2021). A critical analysis of the role of intercultural communication in the Common European Framework of Reference for Languages (CEFR) Companion Volume (2020). Journal of Spanish Language Teaching (Early Access).

Seargeant, Philip (2021). Obituary: Jan Blommaert (1961–2021). Applied Linguistics Review (Early Access).

Shrestha, Prithvi (2021). Designing an online business communication course in English by responding to student needs through an evidence-based approach. Journal of China Computer-Assisted Language Learning (Early Access).

Singh, Jaspal (2021). Migration, hip hop and translation zones in Delhi. In: Lee, Tong King ed. The Routledge Handbook of Translation and the City. London: Routledge, pp. 308–325.

Singh, Jaspal Naveel (2021). Transcultural Voices: Narrating Hip Hop Culture in Complex Delhi. Encounters, 22. Bristol: Multilingual Matters (In Press).

Singh, Jaspal Naveel (2021). Language, gender and sexuality in 2020: forward Global South. Gender and Language, 15(2) pp. 207–230.

Singh, Jaspal Naveel (2021). Overstandin: Upscaling reading positions and rescaling texts/signs. Applied Linguistics Review (Early Access).

Smirnova, Natalia V.; Lillis, Theresa and Hultgren, Anna Kristina (2021). English and/or Russian medium publications? A case study exploring academic research writing in contemporary Russian academia. Journal of English for Academic Purposes, 53, article no. 101015.

Spilioti, Tereza and Giaxoglou, Korina (2021). 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, pp. 278–293.

Stickler, Ursula (2021). Investigating language teachers’ ideals in images and interviews. System, 97, article no. 102424.

Tagg, Caroline; Lee, Carmen; Vásquez, Camilla; Eriksson, Göran; Anderson, Clare and Fitzgerald, Richard (2021). [Editorial] Discourse, context & media: Relevance in a changing world. Discourse, Context & Media, 39, article no. 100468.

Tagg, Caroline and Lyons, Agnieszka (2021). Repertoires on the move: exploiting technological affordances and contexts in mobile messaging interactions. International Journal of Multilingualism (Early Access).

Tagg, Caroline and Seargeant, Philip (2021). Context design and critical language/media awareness: implications for a social digital literacies education. Linguistics and Education, 62, article no. 100776.

Tang, Jinlan; Kan, Qian; Wang, Na and Hu, Xiaona (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning (Early access).

Twiner, Alison; Major, Louis and Wegerif, Rupert (2021). ‘Collaborating2Create’: A conceptual tool to develop learners’ capacity for collaborative creativity through Virtual Internships in schools. Online repository of the American Educational Research Association.

van der Bom, Isabelle and Paterson, Laura L. (2021). Postscript: Reflections on establishing the Journal of Language and Discrimination. Journal of Language and Discrimination, 5(1) pp. 78–86.

Viana, Vander; Stickler, Ursula and Michael, Maureen (2021). Giving voice to Applied Linguistics from the Global South. System, 96, article no. 102423.

Wilton-Godberfforde, Emilia (2021). Parisian surgeons of the seventeenth century and the disciplinary emergence of modern medicine. In: Chardin, Jean-Jacques; Corneanu, Sorana and Somerset, Richard eds. Ordering Knowledge: Disciplinarity and the Shaping of European Modernity. Manchester University Press.

2020To Top

Barnden, John and Gargett, Andrew eds. (2020). Producing Figurative Expression: Theoretical, experimental and practical perspectives. Figurative Thought and Language, 10. John Benjamins.

(2020). Enseñanza de la gramática en ELE: resultados de investigación y nuevas propuestas. MarcoELE, Valencia.

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.

Angermuller, Johannes (2020). Poststructuralist Discourse Studies: from structure to practice. In: De Fina, Anna and Georgakopolou, Alexandra eds. The Cambridge Handbook of Discourse Studies. Cambridge: Cambridge UP, pp. 235–254.

Barkanyi, Zsuzsanna and G. Kiss, Zoltan (2020). Neutralisation and contrast preservation: Voicing assimilation in Hungarian three-consonant clusters. Linguistic Variation, 20(1) pp. 56–83.

Coleman, Lynn and Tuck, Jackie (2020). ’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university. Journal of Vocational Education & Training, 72(4) pp. 575–594.

Comas-Quinn, Anna (2020). Experiences of Online Volunteer Translation and Implications for Translation Education. EdD thesis The Open University.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya (2020). Digital Badges for Teacher Professional Development in India: Interim Project Report. The Open University & Tata Institute of Social Sciences.

Culpeper, Jonathan and Kan, Qian (2020). Communicative styles, rapport and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5) pp. 756–786.

Dattatreyan, Ethiraj Gabriel and Singh, Jaspal (2020). Ciphers, ‘hoods and digital DIY studios in India: Negotiating aspirational individuality and hip hop collectivity. Global Hip Hop Studies, 1(1) pp. 25–45.

Evans, Mel and Tagg, Caroline (2020). Women's spelling in Early Modern English: perspectives from new media. In: Condorelli, Marco ed. Advances in Historical Orthography, c. 1500-1800. Cambridge: Cambridge University Press, pp. 191–218.

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

Gagne, Christophe and Wilton-Godberfforde, Emilia (2020). English to French Translation: A Practical Manual. Abingdon: Routledge.

Garcia-Ponce, Edgar Emmanuell and Tagg, Caroline (2020). Role of EFL teachers’ beliefs in speaking practice: The case of a mexican university. System, 95, article no. 102376.

Gargett, Andrew; Firth, Rob and Aletras, Nikolaos (2020). LegalOps: A Summarization Corpus of Legal Opinions. In: 2020 IEEE International Conference on Big Data (Big Data), IEEE, pp. 2117–2120.

Gargett, Andrew and Leung, Tommi (2020). Building the Emirati Arabic FrameNet. In: Proceedings of the International FrameNet Workshop 2020: Towards a Global, Multilingual FrameNet, European Language Resources Association, Marseille, France pp. 70–76.

Giaxoglou, Korina (2020). Mobilizing Grief and Remembrance with and for Networked Publics: towards a Typology of Hyper-Mourning. European Journal of Life Writing, 9 pp. 264–284.

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

Giaxoglou, Korina (2020). 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. Topics in English Linguistics. De Gruyter Mouton, pp. 129–148.

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

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

Gregory, Ian N. and Paterson, Laura L. (2020). 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. London: Routledge, pp. 418–439.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Player conceptualizations of creativity in digital entertainment games. Convergence: The International Journal of Research into New Media Technologies, 26(5-6) pp. 1226–1247.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Expressivity of Creativity and Creative Design Considerations in Digital Games. Computers in Human Behavior, 105, article no. 106206.

Hauck, Mirjam and Müller-Hartmann, Andreas (2020). Introduction. In: Hauck, Mirjam and Müller-Hartmann, Andreas eds. Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference. Research-publishing.net, pp. 1–10.

Hauck, Mirjam; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35.

Henning, Lucy (2020). I’m gonna get it for my birthday: Young children’s interpretive reproduction of literacy practices in school. Journal of Early Childhood Literacy, 20(4) pp. 706–731.

Hernáiz, Rodrigo (2020). Studies on linguistic and orthographic variation in Old Babylonian letters. Alter Orient und Altes Testament, 465. Münster: Ugarit-Verlag.

Hubscher-Davidson, Severine (2020). Translation and the Double Bind of Imaginative Resistance. Translation Studies, 13(3) pp. 251–270.

Hubscher-Davidson, Severine (2020). The psychology of sustainability and psychological capital: new lenses to examine well-being in the translation profession. European Journal of Sustainable Development Research, 4(4), article no. em0127.

Hubscher-Davidson, Severine (2020). The impact of COVID-19 on linguists and their mental health. OpenLearn.

Hubscher-Davidson, Severine (2020). Ethical Stress in the Translation and Interpreting Professions. In: Koskinen, Kaisa and Pokorn, Nike K. eds. The Routledge Handbook of Translation and Ethics. Routledge Handbooks. Abingdon: Routledge, pp. 415–430.

Hultgren, Anna Kristina (2020). Introduction: Global English and Social Justice. Nordic Journal of English Studies, 19(3) pp. 1–9.

Hultgren, Anna Kristina (2020). Global English: From “Tyrannosaurus Rex” to “Red Herring”. Nordic Journal of English Studies, 19(3) pp. 10–34.

Hultgren, Anna Kristina (2020). Epilogue: Ways Forward for Global English. Nordic Journal of English Studies, 19(3) pp. 199–206.

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.

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

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

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.

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

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Disability’ or ‘Additional study needs’? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5) pp. 620–635.

Lister, Kate; Coughlan, Tim and Owen, Nathaniel (2020). Learning Needs, Barriers, Differences and Study Requirements: How Students Identify as ‘disabled’ in Higher Education. Widening Participation and Lifelong Learning, 22(1) pp. 95–111.

Marquez Reiter, Rosina (2020). La provisión de servicios. In: M. Victoria, Escandell-Vidal; Amenós Pons, José and Ahern, Aoife Kathleen eds. Pragmatica. Alkal: Madrid.

Marquez Reiter, Rosina and Frohlich, David M. (2020). A pragmatics of intimacy. Internet Pragmatics, 3(1) pp. 1–33.

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.

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). Electronic supplement analysis of multiple texts: Exploring discourses of UK poverty in Below the Line comments. International Journal of Corpus Linguistics, 25(1) pp. 62–88.

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

Paterson, Laura L. (2020). Mapping Austerity: Geographical Text Analysis of UK Place-Names in The Guardian and The Daily Telegraph. In: Greibel, T.; Evert, S. and Heinrich, P. eds. Multimodal Approaches to Media Discourses Reconstructing the Age of Austerity in the United Kingdom. Abingdon: Routledge, pp. 65–87.

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

Pérez Cavana, Maria Luisa (2020). A Teaching Persona. The Linguist, 59(4) pp. 22–23.

Pleines, Christine (2020). Understanding vicarious participation in online language learning. Distance Education, 41(4) pp. 453–471.

Pulker, Hélène and Kukulska-Hulme, Agnes (2020). Openness re-examined: teachers' practices with open educational resources in online language teaching. Distance Education, 41(2) pp. 216–229.

Ratle, Olivier; Robinson, Sarah; Bristow, Alexandra and Kerr, Ron (2020). Mechanisms of micro-terror? Early career CMS academics’ experiences of ‘targets and terror’ in contemporary business schools. Management Learning, 51(4) pp. 452–471.

Rets, Irina; Rienties, Bart and Lewis, Timothy (2020). Transforming pre-service teacher education through Virtual Exchange: a mixed-method analysis of perceived TPACK development. Interactive Learning Environments (Early Access).

Rienties, Bart; Lewis, Tim; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2020). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning (Early access).

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

Seargeant, Philip (2020). The existential paradoxes of english: Book review of Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment. Journal of English as a Lingua Franca, 9(2) pp. 309–312.

Seargeant, Philip (2020). "New" media and self-fashioning: The construction of a political persona by Elizabeth I and Donald Trump. In: Tagg, C. and Evans, M. eds. Message and Medium: English Language Practices Across Old and New Media. Topics in English Linguistics [TiEL] Series. Berlin: de Gruyter Mouton.

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.

Shrestha, Prithvi (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives. Cham: Springer.

Shrestha, Prithvi N. (2020). [Book review] From a Trickle to a Torrent: Education, Migration and Social Change in a Himalayan Valley of Nepal. By Geoff Childs and Namgyal Choedup. Mountain Research and Development, 39(3) M1-M2.

Singh, Jaspal (2020). Loudness registers: Normalizing cosmopolitan identities in a narrative of ethnic othering. Journal of Sociolinguistics, 24(2) pp. 209–227.

Singh, Jaspal (2020). The Sociolinguistic Saffronisation of India. In: Theodoropoulou, Irene and Tovar, Johanna eds. Research Companion to Language and Country Branding. Routledge Studies in Language and Identity. Abingdon: Routledge, pp. 57–71.

Singh, Jaspal (2020). Appropriate meaning: Discursive struggle and polyphonic semiosis in Indian hip hop. In: Zizek, Boris and Piepenbring, Hanna N. eds. Formen der Aneignung des Fremden. Intercultural Studies. Schriftenreihe des Zentrums für Interkulturelle Studien (ZIS), 10. Heidelberg: Universitätsverlag Winter, pp. 129–144.

Spicer, Barbara (2020). ‘Translating Women: Breaking Borders and Building Bridges in the English-language Book Industry’ IMLR, 31 October–1 November 2019. Journal of Romance Studies, 20(1) pp. 189–191.

Spicer, Barbara (2020). All about Eve: Evolutionary anatomy of a literary translation from first draft to published product through a feminist lens. The Open University.

Stickler, Ursula; Hampel, Regine and Emke, Martina (2020). A developmental framework for online language teaching skills. Australian Journal of Applied Linguistics, 3(1) pp. 133–151.

Stickler, Ursula; Hampel, Regine; Heiser, Sarah; Ernest, Pauline; Hopkins, Joseph; Germain-Rutherford, Aline and Emke, Martina (2020). ReN: Perspectives and Trajectories of the Language Teacher in the 21st Century (TPLang21). International Journal of Applied Linguistics, 30(2) pp. 344–349.

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

Tagg, Caroline (2020). English language and social media. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. Routledge Handbooks in English Language Studies. Routledge, pp. 568–586.

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

Tagg, Caroline and Evans, Mel (2020). Spelling in context: a transhistorical pragmatic perspective on orthographic practices in English. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: English language practices across old and new media. Topics in English Linguistics. Berlin: De Gruyter Mouton, pp. 55–79.

van der Bom, Isabelle and Paterson, Laura L. (2020). Revisiting the welfare state through the decades: Investigating the discursive construction of the welfare state in the Times from 1940-2009. In: Gomez-Jimenez, Eva M. and Toolan, Michael eds. The Discursive Construction of Economic Inequality: CADS Approaches to the British Media. 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).

Wolfenden, Freda; Adinolfi, Lina and Cross, Simon (2020). Exploring open digital badges in teacher education: a case study from India. Journal of Learning for Development - JL4D, 7(1) pp. 108–115.

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). Catégoriser et positionner les sujets en philosophie: la controverse entre Derrida et Foucault envisagée d’un point de vue sociopragmatique. Argumentation et analyse du discours(22) pp. 1–16.

Angermuller, Johannes (2019). Categorizar e posicionar os sujeitos em filosofia: a controvérsia entre Derrida e Foucault compreendida de um ponto de vista discursivo. Polifonia, 26(43) pp. 332–357.

Angermuller, Johannes (2019). ¿Quien dijo posestructuralismo? La creación de una generación intelectual. Madrid: Dado Ediciones.

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 Hamann, Julian (2019). The celebrity logics of the academic field. The unequal distribution of citation visibility of Applied Linguistics professors in Germany, France, and the United Kingdom. Journal for Discourse Studies, 1 pp. 77–93.

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.

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

Barkanyi, Zsuzsanna and Fuertes Gutiérrez, Mara (2019). Dialectal Variation and Spanish Language Teaching (SLT): Perspectives from the United Kingdom. Journal of Spanish Language Teaching (Early Access).

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.

Cross, Simon; Adinolfi, Lina and Wolfenden, Freda (2019). TESS-India: An approach to supporting teacher development and improving classroom practice. The Open University, Milton Keynes, UK.

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

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

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.

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

Fernández-Toro, Maria (2019). Multilingualism and musical practices: Singing in “other” languages. In: BAAL Multilingualism SIG Inaugural event, 8 Jul 2019, London.

Fuertes Gutierrez, Mara (2019). El español como lengua extranjera en contextos anglófonos. Propuestas para la reflexión interlingüística. Textos. Didáctica de la Lengua y de la Literatura, 84 pp. 19–25.

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.

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

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

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

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

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.

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

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

Hauck, Mirjam (2019). Learning and Teaching Languages in Technology-Mediated Environments: Why Modes and Meaning Making Matter. PhD thesis The Open University.

Henning, Lucy (2019). Making us proud: young children engaging with schooled literacy discourses. Cambridge Journal of Education, 49(5) pp. 637–653.

Henning, Lucy (2019). Researching Early Childhood Literacy in the Classroom: Literacy as a Social Practice. Routledge Research in Literacy. Abingdon: Routledge.

Hernáiz, Rodrigo (2019). Causal clauses as source for sentential complementation: Methodological issues. In: 24th International Conference on Historical Linguistics (ICHL), 1-5 Jul 2019, The Australian National University, Canberra, Australia.

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

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

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.

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

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

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

Hultgren, Anna Kristina; Owen, Nathaniel and Shrestha, Prithvi (2019). Professional Development in EMI Contexts in the Global North and the Global South: Does one size fit all? In: XVIII AELFE Congress, Spanish Association of Languages for Specific Purposes, 20-21 Jun 2019, University of Navarra, Pamplona, Spain.

Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula and Hampel, Regine (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal, 36(3) pp. 55–81.

Khalil, Betul and Lewis, Timothy (2019). UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY. International Online Journal of Education and Teaching (IOJET), 6(4) pp. 749–763.

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

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

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.

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

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

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

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.

Marquez Reiter, Rosina and Haugh, Michael (2019). Denunciation, blame and the moral turn in public life. Discourse, Context & Media, 28 pp. 35–43.

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.

Millonig, Diana; Stickler, Ursula and Coleman, James A. (2019). Young pupils’ perceptions of their foreign language learning lessons: the innovative use of drawings as a research tool. The Language Learning Journal, 47(2) pp. 229–245.

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

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.

Pérez Cavana, Maria Luisa (2019). "When I am teaching German, I put on a persona": Exploring lived experiences of teaching a foreign language. In: Gallardo, Matilde ed. Negotiating Identity in Modern Foreign Language Teaching. London: Palgrave Macmillan.

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.

Pulker, Hélène (2019). Teacher's Practices through Adaptation of Open Educational Resources for Online Language Teaching. EdD thesis The Open University.

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

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

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

Seargeant, Philip and Giaxoglou, Korina (2019). Discourse and the Linguistic Landscape. In: De Fina, Anna and Georgakopoulou, Alexandra eds. The Handbook of Discourse Studies. Cambridge: Cambridge University Press, pp. 306–326.

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

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.

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

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.

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

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

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.

Wilson, Sonia (2019). An Integrative Approach to Family Language Policy Experiences: The Case of French-English Bilingual Families in the UK. PhD thesis The Open University.

Wilton-Godberfforde, Emilia (2019). [Book Review] La Pratique du spectateur: la médiation des regards dans le théâtre de Thomas Corneille by Par Gaël Le Chevalier. French Studies, 73(2) pp. 288–289.

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, pp. 61–78.

Wolfenden, Freda and Adinolfi, Lina (2019). An exploration of agency in the localisation of open educational resources for teacher development. Learning, Media and Technology, 44(3) pp. 327–344.

2018To Top

(2018). Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education, 39(4) pp. 548–567.

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

Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. (2018). Innovative Language Teaching And Learning At University: Integrating Informal Learning Into Formal Language Education. Research-publishing.net.

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). Truth after post-truth: for a Strong Programme in Discourse Studies. Palgrave Communications, 4(1) pp. 1–8.

Angermuller, Johannes (2018). Accumulating discursive capital, valuating subject positions. From Marx to Foucault. Critical Discourse Studies, 15(4) pp. 414–425.

Angermuller, Johannes (2018). A verdade na era da pós-verdade: por um Programa Forte em Estudos do discurso. REDIS: Revista de Estudos do Discurso, 7 pp. 36–62.

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.

Attar, Dena (2018). A Democracy of Children’s Literature Critics? The Opportunities and Risks of Paying Attention to Open Reviews and Mass Discussion. Children's Literature in Education, 49(4) pp. 430–446.

Bain, Tanya J. and Hubscher-Davidson, Séverine (2018). “The trick was to find adequate words”: the effect of mood on translation. Translation Journal, 21(1)

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 (2018). ‘Dark reuse’: an empirical study of teachers’ OER engagement. Open Praxis, 10(4) pp. 377–391.

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.

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

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. In: 8th Annual mEducation Alliance Symposium, 6-8 Nov 2018, Washington DC, USA.

Dawadi, Saraswati and Shrestha, Prithvi N. (2018). Construct validity of the Nepalese school leaving english reading test. Educational Assessment, 23(2) pp. 102–120.

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2018). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137.

Devaux, Jerome (2018). Technologies and role-space: how videoconference interpreting affects the court interpreter’s perception of her role. In: Fantinuoli, Claudio ed. Interpreting and Technology. Language Science Press, pp. 91–117.

Eardley, Annie and Demouy, Valérie (2018). How we develop tuition strategies: a case study of L310. The Open University.

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.

Fayram, Jo; Boswood, Nel; Kan, Qian; Motzo, Anna and Proudfoot, Anna (2018). Investigating the benefits of online peer mentoring for student confidence and motivation. International Journal of Mentoring and Coaching in Education, 7(4) pp. 312–328.

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.

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

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

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

Green, Hannelore; Harper, Felicity and Fernández-Toro, Maria (2018). Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments. The Language Learning Journal, 46(3) pp. 277–292.

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.

Hernáiz, Rodrigo (2018). Applications of Text Corpora for the Study of Ancient Languages: Akkadian Sociolinguistics. In: Ancient Digital Hu­man­it­ies Work­shop, 6 Mar 2018, University of Helsinki, Helsinki, Finland.

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). Invited research seminar: “I learned a thing or two about myself”: How Translators Perceive, Regulate, and Express Emotions in their Work. In: Research Seminar Series, University College London (UCL), Feb 2018.

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.

Hubscher-Davidson, Severine E. (2018). Why Donald Trump desperately needs interpreters for his ‘chat’ with Kim. The Conversation.

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

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

Hultgren, Anna Kristina (2018). Closing keynote: The rise of English as the language for academic publication: On equity, disadvantage and ‘non-nativeness’ as a red herring. In: 4th international conference on Publishing and Presenting Research Internationally: Issues for Speakers of English as an Additional Language, 14/09/2018-16/09/2018, Reykjavik, Iceland.

Hultgren, Anna Kristina (2018). The Drive towards English as a Medium of Instruction in non-English-Dominant European Universities: A Call for Reframing Language Policy and Planning. In: BAAL SIG Language Policy Forum, 31 May - 1 Jun 2018, Sheffield Hallam University.

Kan, Qian; Owen, Nathaniel and Bax, Stephen (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1) pp. 56–71.

Kan, Qian and Tang, Jinlan (2018). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 1–28.

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.

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

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.

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

Marquez Reiter, R. and Orthaber, S. (2018). Exploring the moral compass: denunciations in a Facebook carpool group. Internet Pragmatics, 1(2) pp. 241–270.

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.

Morgana, Valentina and Shrestha, Prithvi N. (2018). Investigating Students’ and Teachers’ Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 29–49.

Oliveira, Helio and Angermuller, Johannes (2018). O discurso como prática social: Entrevista com o prof. Johannes Angermuller. Fórum Linguístico, 15(4) pp. 3457–3461.

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.

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

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.

Rienties, Bart; Lewis, Timothy; Mcfarlane, Ruth; Nguyen, Quan and Toetenel, Lisette (2018). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer Assisted Learning, 31(3) pp. 273–293.

Rosell-Aguilar, Fernando (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8) pp. 854–881.

Rosell-Aguilar, Fernando (2018). Twitter: A Professional Development and Community of Practice Tool for Teachers. Journal of Interactive Media in Education, 1, article no. 6.

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.

Samardzhiev, Krasen; Gargett, Andrew and Bollegala, Danushka (2018). Learning Neural Word Salience Scores. In: Proceedings of the Seventh Joint Conference on Lexical and Computational Semantics, 5-6 Jun 2018, New Orleans, LA, USA, Association for Computational Linguistics, pp. 33–42.

Sampurna, Jessica; Kukulska-Hulme, Agnes and Stickler, Ursula (2018). Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 73–90.

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. London: Facet Publishing.

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.

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

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

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

2017To Top

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.

Kan, Qian and Bax, Stephen eds. (2017). Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net.

Patterson, Jonathan and Wilton-Godberfforde, Emilia eds. (2017). Early Modern French Studies, Vol.39, No.2. Special Issue: Variations of Vileness. Routledge.

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). Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain. Higher Education, 73(6) pp. 963–980.

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

Angermuller, Johannes (2017). Neden Fransa’da Postyapısalcılık Yok? Heretik.

Angermuller, Johannes (2017). Renouons avec les enjeux critiques de l’Analyse du Discours. Vers les Études du discours. Langage et société, 2(160-161) pp. 145–161.

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

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

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.

Batsila, Marianthi (2017). Linking Vocational Education to the World of Employment: the Case of Business English in Greece. EdD thesis The Open University.

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.

Brash, Bärbel and Pfeil, Andrea (2017). Unterrichten mit digitalen Medien. DLL Deutsch Lehren Lernen, 9. Stuttgart: Ernst Klett Verlag.

Chan, Sathena; Bax, Stephen and Weir, Cyril (2017). Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode in terms of score equivalence, cognitive validity and other factors. IELTS Partners: British Council, Cambridge English Language Assessment and IDP: IELTS Australia.

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.

Comas-Quinn, Anna; Fuertes Gutierrez, Mara and McGill, Lou (2017). ‘An interest in translation and a great addition to the CV!’ An evaluation of learners’ experiences of an online volunteering task. In: OER17: The Politics of Open, 5-6 Apr 2017, London, The Open University.

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). Technologies In Interpreter-Mediated Criminal Court Hearings: an Actor-Network Theory account of the interpreter’s perception of her role-space. PhD thesis The University of Salford.

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.

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

Fayram, Joanna (2017). The nature and role of social presence in audiographic, synchronous online language learning contexts. EdD thesis The Open University.

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2017). Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices. Language Learning Journal, 45(4) pp. 518–529.

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

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

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

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

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

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.

Hernáiz, Rodrigo (2017). From prehistorical language convergence to (early) historical language shift: The Sumero-Akkadian contact scenario. In: DLCE Workshop "Language shift and substratum interference in (pre)history", 11-12 Jul 2017, Max Planck Institute for the Science of Human History. Jena, Germany.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2017). Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study. Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 147–162.

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). Trumpslation: why Donald Trump’s words give translators so much trouble. The Conversation.

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.

Hubscher-Davidson, Severine (2017). Look before you teach. ITI Bulletin

Hultgren, Anna Kristina (2017). New perspectives on language and gender: Linguistic prescription and compliance in call centres. Language in Society, 46(5) pp. 674–695.

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

Jilg, Timothy and Southgate, Margaret (2017). Students helping students: a learning partnership initiative for distance language learners. Language Learning Journal, 45(2) pp. 245–262.

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.

Lanvers, Ursula (2017). Language learning motivation, global English and study modes: a comparative study. Language Learning Journal, 45(2) pp. 220–244.

Lanvers, Ursula and Coleman, James A. (2017). The UK language learning crisis in the public media: a critical analysis. Language Learning Journal, 45(1) pp. 3–25.

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

Lewis, Tim (2017). Introduction to system special issue on telecollaboration. System, 64 pp. 1–6.

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

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

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

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

Lillis, Theresa; Leedham, Maria and Twiner, Alison (2017). ‘If it’s not written down it didn’t happen’: Contemporary social work as a writing intensive profession. Journal of Applied Linguistics and Professional Practice, 14(1) pp. 29–52.

Marquez Reiter, R (2017). CONTEXTUALIZING SERVICE-ENCOUNTERS AND (IM)POLITENESS (Im)politeness in service encounters: Cultural practices in transformation. In: ed. Handbook of Impoliteness. Palgrave Macmillan.

Marquez Reiter, R. and Patiño-Santos, A. (2017). The discursive construction of moral agents among Spanish-speaking Latin American retailers in Elephant & Castle. Tilburg Papers in Cultural Studies(194)

Marquez Reiter, Rosina (2017). Interviews as sites of ideological work. Spanish in Context, 15(1) pp. 54–76.

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.

Rosell-Aguilar, Fernando (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2) pp. 243–258.

Schulze-Cleven, Tobias; Reitz, Tilman; Maeße, Jens and Angermuller, Johannes (2017). The new political economy of higher education: between distributional conflicts and discursive stratification. Higher Education, 73(6) pp. 795–812.

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

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

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

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

Secova, Maria (2017). Changement grammatical et discursif en français multiculturel de la région parisienne : éléments de comparaison. Lingvisticæ Investigationes, 40(2) pp. 173–199.

Secova, Maria (2017). Discourse-pragmatic variation in Paris French and London English: Insights from general extenders. Journal of Pragmatics, 114 pp. 1–15.

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.

Shrestha, Prithvi N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25 pp. 1–17.

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.

Stickler, Ursula and Shi, Lijing (2017). Eyetracking methodology in SCMC: a tool for empowering learning and teaching. ReCALL pp. 160–177.

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

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

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

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

von Lindeiner-Strasky, Karina (2017). “… der harte Glanz des Hasses”: Satire und Humanismus im Exilwerk Klaus Manns. Oxford German Studies, 46(1) pp. 106–120.

Wilton-Godberfforde, Emilia (2017). Unmasking Falsehood: The Theatrical Pattern of Revelation in Nicole and Lamy. Yale French Studies(130) pp. 38–51.

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.

Wilton-Godberfforde, Emilia (2017). Jean-Baptiste Poquelin: Dom Juan, ou le festin de Pierre [Don Juan]. The Literary Encylopedia.

Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly (2017). Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review. The Open University, Milton Keynes.

2016To Top

ed. (2016). Working With Academic Literacies: Case Studies Towards Transformative Practice. Perspectives on writing. Fort Collins, Colorado: The WAC Clearinghouse/Parlor Press.

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

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

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

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.

Angermuller, Johannes (2016). Análise de discurso pós-estruturalista. As vozes do sujeito na linguagem em Lacan, Althusser, Foucault, Derrida e Sollers. São Paulo: Pontes.

Astruc, Lluïsa and del Mar Vanrell, Maria (2016). Intonational phonology and politeness in L1 and L2 Spanish. Probus, 28(1) pp. 91–118.

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.

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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.

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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: Humour, empowerment, solidarity and coping online. Journal of Pragmatics, 101 pp. 18–30.

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.

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1) pp. 10–24.

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.

Diop, Dame (2016). Exploring Teacher Professional Identity With Teachers of English of a Secondary School in Senegal. MRes thesis The Open University.

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

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.

Hassan, Xavière (2016). "What stops me from having a multi-cultural thing within myself?” Languages and perception of self among plurilingual pupils of West African heritage (Ivory Coast). African Renaissance, 13(3 & 4) pp. 39–55.

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.

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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.

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2015To Top

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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). A sociolinguistics of diaspora.Latino practices, identities and ideologies. New York: Routledge.

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.

Pulker, Hélène and Vialleton, Elodie (2015). Learners’ perceptions of online elements in a beginners’ language blended course – implications for CALL design. In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, Research-publishing.net, pp. 475–479.

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 mobile learning technology: a study of iTunes U Learners. International Journal of Mobile and Blended Learning (IJMBL), 7(1) pp. 41–60.

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.

Rosell-Aguilar, Fernando and Kan, Qian (2015). Design and user evaluation of a mobile app to teach Chinese characters. JALT CALL Journal, 11(1) pp. 19–40.

Secova, Maria (2015). Discours direct chez les jeunes : nouvelles structures, nouvelles fonctions. Langage and Société, 151 pp. 131–151.

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). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395.

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.

Stickler, Ursula and Shi, Lijing (2015). Eye movements of online Chinese learners. CALICO Journal, 32(1) pp. 52–81.

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

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

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

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

Walsh, Christopher S.; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2015). The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh. AAOU Journal, 10(1) pp. 37–52.

2014To Top

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

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

Adams, Helga and Nicolson, Margaret (2014). Feeling the difference in the languages classroom: explorations of teacher understanding of diversity. Language Learning Journal, 42(1) pp. 25–40.

Al-Youssef, Joanna; Colin, Mindy; Garrido, Cecilia and Savvides, Nicola (2014). Journeys into inner/outer space: reflections on the methodological challenges of negotiating insider/outsider status in international educational research. Research in Comparative and International Education, 9(4) pp. 412–425.

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.

Beaven, Tita; Hauck, Mirjam; Comas-Quinn, Anna; Lewis, Tim and de los Arcos, Beatriz (2014). MOOCs: striking the right balance between facilitation and self-determination. Journal of Online Learning and Teaching, 10(1) pp. 31–43.

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 (2014). Drowning in negativism, self-hate, doubt, madness: linguistic insights into Sylvia Plath’s experience of depression. Communication & Medicine, 11(1) pp. 41–54.

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). Translation and Interpreting Studies, Vol. 9, Issue 1. Special Issue: The Development of Professional Competence. John Benjamins.

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.

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

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.

Fernández-Toro, Maria and Furnborough, Concha (2014). Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1) pp. 35–48.

Fernández-Toro, Maria and Hurd, Stella (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance Education, 35(1) pp. 106–125.

Flewitt, Rosie; Kucirkova, Natalia and Messer, David (2014). Touching the virtual, touching the real: iPads and enabling literacy for students with learning disabilities. Australian Journal of Language and Literacy, 37(2) pp. 107–116.

Furnborough, Concha and Coleman, James A. (2014). Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners. EURODL (European Journal of Open, Distance and E-Learning), 17(2) pp. 40–59.

Gargett, Andrew and Barnden, John (2014). Mining Online Discussion Forums for Metaphors. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), European Language Resources Association (ELRA), pp. 2507–2512.

Gargett, Andrew; Hellmuth, Sam and AlGethami, Ghazi (2014). DiVE-Arabic: Gulf Arabic Dialogue in a Virtual Environment. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), 26-31 May 2014, Reykjavik, Iceland, European Language Resources Association (ELRA), pp. 4434–4439.

Gargett, Andrew; Ruppenhofer, Josef and Barnden, John (2014). Dimensions of Metaphorical Meaning. In: Proceedings of the 4th Workshop on Cognitive Aspects of the Lexicon (CogALex), Association for Computational Linguistics and Dublin City University, Dublin, Ireland pp. 166–173.

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

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

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

Hernáiz, Rodrigo (2014). Applications of variationist linguistics perspectives in Old Babylonian: The sibilants in the Laws of Hammurabi. In: Oxford Postgraduate Conference in Assyriology, 25-26 Apr 2014, Wolfson College, Oxford University, UK.

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

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

Hultgren, Anna Kristina (2014). English language use at the internationalised universities of Northern Europe: Is there a correlation between Englishisation and world rank? Multilingua, 33(3–4) pp. 389–414.

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

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

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

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

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

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

Kan, Qian and McCormick, Robert (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1) pp. 44–69.

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.

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

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

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

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

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

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

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

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..

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

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.

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

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

Secova, Maria (2014). ‘Je sais et tout mais...’ might the general extenders in European French be changing? Journal of French Language Studies, 24(2) pp. 281–304.

Semino, Elena; Demjén, Zsófia and Koller, Veronika (2014). ‘Good’ and ‘bad’ deaths: narratives and professional identities in interviews with hospice managers. Discourse Studies, 16(5) pp. 667–685.

Shrestha, Prithvi (2014). Tracking business studies students’ linguistic and conceptual development in writing: contributions from sociocultural theory (Vygotsky) and systemic functional linguistics (Halliday). In: BAAL 2014 Conference: 47th Annual Meeting: Learning, Working and Communicating in a Global Context, 4-6 Sep 2014, University of Warwick.

Shrestha, Prithvi (2014). Book review: Innovations in Learning Technologies for English Language Teaching, G. Motteram (Ed.). British Council, London (2013). System, 42 pp. 474–475.

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, 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.

Vialleton, Elodie and Lewis, Tim (2014). Reconsidering the authenticity of speech in French language teaching: theory, data, methodology, and practice. In: Tyne, Henry; Andre, 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.

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.

Clark, Alison; Flewitt, Rosie; Hammersley, Martyn and Robb, Martin eds. (2013). Understanding Research with Children and Young People. London: Sage.

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.

Aguerre, Sandrine; Alder, Bill and Beaven, Tita (2013). ’4 profs, 4 pays’: lessons from a four-way tele-collaborative writing project. Francophonie(47), article no. 5.

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

Angermuller, Johannes (2013). How to become an academic philosopher. Academic discourse as multileveled positioning practice. Sociología Histórica(Number 2) pp. 263–289.

Angermuller, Johannes (2013). Le champ de la théorie: Essor et déclin du structuralisme en France. Paris: Hermann Éditeurs.

Angermuller, Johannes (2013). Analyse du discours poststructuraliste. Les voix du sujet dans le langage chez Lacan, Althusser, Foucault, Derrida, Sollers. Limoges: Éditions Lambert-Lucas.

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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.

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

Clawson, David Ernest (2013). Effects of Text Materials on Cultural Learning Among Taiwanese Students in South-East England. EdD thesis The Open University.

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

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

Demouy, Valérie; Kan, Qian; Eardley, Annie and Kukulska-Hulme, Agnes (2013). Using mobile devices for language learning in a higher education distance learning context: motivations and behaviours. In: EUROCALL 2013, 11-14 Sep 2013, Évora, Portugal.

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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.

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Gargett, Andrew and Barnden, John A. (2013). Gen-Meta: Generating Metaphors Using a Combination of AI Reasoning and Corpus-Based Modeling of Formulaic Expressions. In: 2013 Conference on Technologies and Applications of Artificial Intelligence, IEEE Computer Society pp. 103–108.

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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 seminar: The Role of Emotional Intelligence in 155 Professional Translators’ Work. In: Research Seminar Series, Oct 2013, University of Salford.

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

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Kan, Qian (2013). The use of ICT in supporting distance Chinese language learning - review of The Open University’s beginners’ Chinese course. Technology and Chinese Language Teaching, 4(1) pp. 1–13.

Kan, Qian; Stickler, Ursula and Xu, Cheng (2013). Chinese-English eTandem Learning: the role of pre-project preparation and collaboration. Chinese Language Globalisation Studies 汉语国际传播研究, 2(5)

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

Kucirkova, Natalia; Messer, David; Sheehy, Kieron and Flewitt, Rosie (2013). Sharing personalized stories on iPads: a close look at one parent-child interaction. Literacy, 47(3) pp. 115–122.

Lane, Andrew; Comas-Quinn, Anna and Carter, Jackie (2013). Editorial. JIME Nottingham OER2013 Special Issue: The potential of openness for engaging communities. Journal of Interactive Media in Education

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.

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

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

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Montoro Sanjosé, Carlos Rubin (2013). The Language Learning Activity of Individual Learners Using Online Tasks. EdD thesis The Open University.

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.

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Rendall, Thomas (2013). Perceptions of the Social and Cultural Factors Which Have Influenced the Use of Dialect in Orkney. PhD thesis The Open University.

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.

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Rosell-Aguilar, Fernando (2013). Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user. Computers & Education, 67 pp. 121–129.

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Scholz, Ronny and Angermuller, Johannes (2013). Au nom de Bologne? Une analyse comparative des discours politiques sur les réformes universitaires en Allemagne et en France. MOTS. Les langages du politique, 102 pp. 22–36.

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.

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

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

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

Tuck, Jacquelyn (2013). An Exploration of Practice Surrounding Student Writing in the Disciplines in UK Higher Education from the Perspectives of Academic Teachers. PhD thesis The Open University.

Vialleton, Élodie (2013). Investigating The Use Of Naturally Occurring Spoken French In Adult Foreign Language Learning. EdD thesis The Open University.

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). Online and mobile applications and resources for autonomous language learning: technological and methodological approaches. In: CALRG Annual Conference 2013, 11-12 Jun 2013, Milton Keynes.

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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.

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

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

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). Book review: Derek Robbins, "French Post-War Social Theory. International Knowledge Transfer". Thousand Oaks: Sage, 2012,. Sociologica, 6(3) p. 216.

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.

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

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

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

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

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; de los Arcos, Beatriz and Mardomingo, Raquel (2012). Virtual Learning Environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2) pp. 129–143.

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.

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

Donohue, James and Coffin, Caroline (2012). Health and social care professionals entering academia: Using functional linguistics to enhance the learning process. Journal of Applied Linguistics and Professional Practice, 9(1) pp. 37–60.

Donohue, James P. (2012). Using systemic functional linguistics in academic writing development: an example from film studies. Journal of English for Academic Purposes, 11(1) pp. 4–16.

Donohue, James P. and Erling, Elizabeth J. (2012). Investigating the relationship between the use of English for academic purposes and academic attainment. Journal of English for Academic Purposes, 11(3) pp. 210–219.

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.

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

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.

Furnborough, Concha (2012). Making the most of others: autonomous interdependence in adult beginner distance language learners. Distance Education, 33(1) pp. 99–116.

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). Distributed cognition in a virtual world. Language and Education, 26(2) pp. 151–167.

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.

Hampel, Regine and Stickler, Ursula (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2) pp. 116–137.

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). Fostering social presence through task design. Fremdsprachen und Hochschule, 85(2) pp. 175–200.

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.

Hubscher-Davidson, Severine (2012). Invited Webinar: The role of Emotional Intelligence in the translator/interpreter workplace. In: eCPD Webinars for translation professionals, Jan 2012.

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

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

Hultgren, Anna Kristina (2012). 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.

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

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.

Kan, Qian (2012). From ‘Chinese in Steps’ to ‘First Steps’ – A case study on converting classroom-based teaching materials to suit distance Chinese language teaching. Chinese Language in the World(2) pp. 46–54.

Lanvers, Ursula (2012). ‘The Danish speak so many languages it’s really embarrassing’. The impact of L1 English on adult language students’ motivation. Innovation in Language Learning and Teaching, 6(2) pp. 157–175.

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

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

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

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

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

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

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

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

Lillis, Theresa (2012). English medium writing for academic purposes: foundational categories, certainty and contingency. In: Tang, Ramona ed. Academic writing in a second or foreign language: Issues and challenges facing ESL / EFL academic writers in higher education contexts. London: Continuum, pp. 235–247.

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

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.

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

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). 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.

Shrestha, Prithvi (2012). Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh. International Journal of Computer-Assisted Language Learning and Teaching, 2(4) pp. 34–49.

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

Shrestha, Prithvi; Fayram, Joanna; Demouy, Valérie; Eardley, Annie and Kukulska-Hulme, Agnes (2012). Innovations in EAP oral assessment: the IOA project. In: 46th Annual IATEFL conference, 19-23 Mar 2012, Glasgow.

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

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

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

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

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

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

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 (2011). From the many voices to the subject positions in anti-globalization discourse: Enunciative pragmatics and the polyphonic organization of subjectivity. Journal of Pragmatics, Vol.43(No.12) pp. 2992–3000.

Angermuller, Johannes (2011). Heterogeneous knowledge: Trends in German discourse analysis against an international background. Journal of Multicultural Discourses, 6(2) pp. 121–136.

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.

Comas-Quinn, Anna (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers' experiences in a blended learning course. ReCALL, 23(03) pp. 218–232.

Comas-Quinn, Anna; Beaven, Mary; Pleines, Christine; Pulker, Helene and de los Arcos, Beatriz (2011). Languages Open Resources Online (LORO): fostering a culture of collaboration and sharing. The EuroCALL Review(18)

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.

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

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

Demouy, Valérie; Eardley, Annie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) project; using Talkback® for practice and assessment of listening and speaking skills in languages. In: ICL 2011 Interactive Collaborative Learning, 21-23 Sep 2011, Piešťany, Slovakia.

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.

Eardley, Annie; Demouy, Valérie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) Project. In: International Conference ICT for Language Learning, 20-21 Oct 2011, Florence, Italy.

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

Ernest, Pauline; Heiser, Sarah and Murphy, Linda (2011). Developing teacher skills to support collaborative online language learning. The Language Learning Journal, 41(1) pp. 37–54.

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.

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

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.

Gargett, Andrew (2011). Incrementality and the Dynamics of Routines in Dialogue. Dialogue Discourse, 2(1) pp. 171–197.

Gargett, Andrew (2011). A Salvage Grammar of Malgana - The Language of Shark Bay, Western Australia. Pacific linguistics, 624. Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, The Australian National University.

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.

Guichon, Nicolas and Hauck, Mirjam (2011). Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL, 23(3) pp. 187–199.

Hubscher-Davidson, Severine (2011). A discussion of ethnographic research methods and their relevance for translation process research. Across Languages and Cultures, 12(1) pp. 1–18.

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

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

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

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

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

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.

Lanvers, Ursula (2011). Language Education Policy in England. Is English the elephant in the room? Apples - Journal of Applied Language Studies, 5(3) pp. 63–78.

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.

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

Lewis, Tim (2011). [Book Review] Teaching Academic and Professional English Online, Editors: González-Pueyo, Isabel; Foz Gil, Carmen; Jaime Siso, Mercedes and Luzón Marco, María José. Peter Lang, 2009. ReCALL, 23(1) pp. 79–82.

Lewis, Tim and Vialleton, Elodie (2011). The Notions of Control and Consciousness in Learner Autonomy and Self-Regulated Learning: a comparison and critique. Innovation in Language Learning and Teaching, 5(2) pp. 205–219.

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

Lewis, Timothy; Chanier, Thierry and Youngs, Bonnie (2011). Special Issue Commentary: Multilateral online exchanges for language and culture learning. Language Learning & Technology, 15(1) pp. 3–9.

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

Marquez Reiter, Rosina (2011). Meditated Business Interactions. Intercultural Communication between speakers of Spanish. Edinburgh: Edinburgh University Press.

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, L. M.; Shelley, M. A.; White, C. J. and Baumann, U. (2011). Tutor and student perceptions of what makes an effective distance language teacher. Distance Education, 32(3) pp. 397–419.

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.

Nind, Melanie; Flewitt, Rosie and Payler, Jane (2011). Social Constructions of Young Children in ‘Special’, ‘Inclusive’ and Home Environments. Children & Society, 25(5) pp. 359–370.

O'Halloran, Kieran (2011). Investigating argumentation in reading groups: combining manual qualitative coding and automated corpus analysis tools. Applied Linguistics, 32(2) pp. 172–196.

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

Orthaber, S and Marquez Reiter, R (2011). ‘‘Talk to the hand’’. Complaints to a public transport company. Journal of Pragmatics, 43(15) 3860 - 3876.

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

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

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

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

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

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

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

Shrestha, Prithvi (2011). The potential of mobile technologies for (English) language learning in Nepal. Journal of NELTA, 16(1-2) pp. 107–113.

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). LITERALIA: Towards developing intercultural maturity online. Language Learning & Technology, 15(1) pp. 147–168.

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.

Striegnitz, Kristina; Denis, Alexandre; Gargett, Andrew; Garoufi, Konstantina; Koller, Alexander and Theune, Marië (2011). Report on the Second Second Challenge on Generating Instructions in Virtual Environments (GIVE-2.5). In: Proceedings of the 13th European Workshop on Natural Language Generation, 28-30 Sep 2011, Nancy, France, Association for Computational Linguistics, 270–279.

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

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

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

Adams, 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). Diskursanalyse meets Gouvernementalitätsforschung: Perspektiven auf das Verhältnis von Subjekt, Sprache, Macht und Wissen. Frankfurt am Main: Campus-Verl.

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.

Baumann, Uwe (2010). Exploring intercultural communicative competence in a distance language learning environment. EdD thesis The Open University.

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.

Coleman, James A. and Furnborough, Concha (2010). Learner characteristics and learning outcomes on a distance Spanish course for beginners. System, 38(1) pp. 14–29.

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

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

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.

Demouy, Valérie; Eardley, Annie; Kukulska-Hulme, Agnes and Thomas, Rhodri (2010). Using mobile devices for listening and speaking practice in languages: the L120 mobile project. In: Eurocall 2010, Languages, Cultures and Virtual Communities, 8-11 Sep 2010, Bordeaux, France.

Demouy, Valérie and Kukulska-Hulme, Agnes (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 217–232.

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.

Gargett, Andrew; Garoufi, Konstantina; Koller, Alexander and Striegnitz, Kristina (2010). The GIVE-2 Corpus of giving instructions in virtual environments. In: Proceedings of the Seventh International Conference on Language Resources and Evaluation (LREC'10), European Language Resources Association (ELRA), Valletta, Malta, pp. 2401–2406.

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.

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

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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.

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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.

Hurd, Stella and Xiao, Junhong (2010). Anxiety and Affective Control Among Distance Language Learners in China and the UK. RELC Journal, 41(2) pp. 183–200.

Koller, Alexander; Striegnitz, Kristina; Gargett, Andrew; Byron, Donna; Cassell, Justine; Dale, Robert; Moore, Johanna D. and Oberlander, Jon (2010). Report on the Second NLG Challenge on Generating Instructions in Virtual Environments (GIVE-2). In: Proceedings of the 6th International Natural Language Generation Conference, The Association for Computer Linguistics.

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.

Lamy, M. N. (2010). Apprentissage des langues médié par ordinateur: discours critiques sur l'outil. Le Français dans le monde, 48, pp. 135–149.

Lamy, Marie-Noelle and Goodfellow, Robin (2010). Telecollaboration and Learning 2.0. In: Guth, Sarah and Helm, Francesca eds. Telecollaboration 2.0: language, literacies and intercultural learning in the 21st century. Telecollaboration in Education, 1. Bern: Peter Lang, pp. 107–138.

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

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

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

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

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

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

Littleton, Karen; Twiner, Alison and Gillen, Julia (2010). Instruction as orchestration: multimodal connection building with the interactive whiteboard. Pedagogies: An International Journal, 5(2) pp. 130–141.

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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.

Marquez Reiter, Rosina and Martin Rojo, Luisa (2010). Introduction: Service provision in a globalised world. Sociolinguistic Studies, 4(2) 259 - 265.

Martin Rojo, Luisa and Marquez Reiter, Rosina (2010). Multilingual and transnational encounters in late modernity: linguistic practices and social processes’. Sociolinguistic Studies, 4(2) 443- 462.

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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.

Nicolson, M. (2010). Reducing the fear: an exploration of how the Alexander Technique may help adult language learners. The Alexander Journal, 23, pp. 65–70.

Nicolson, M. and Adams, H. (2010). The languages classroom: place of comfort or obstacle course? Language Learning Journal, 38(1) pp. 37–49.

Nind, Melanie; Flewitt, Rosie and Payler, Jane (2010). The social experience of early childhood for children with learning disabilities: inclusion, competence and agency. British Journal of Sociology of Education, 31(6) pp. 653–670.

O'Halloran, Kieran (2010). Critical reading of a text through its electronic supplement. Digital Culture & Education, 2(2) pp. 210–229.

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

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

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

Pérez Cavana, M. (2010). Assessing learning styles within the European Language Portfolio (ELP). In: The 15th Annual Conference of the European Learning Styles Information Network (ELSIN): Exploring Styles to Enhance Learning and Teaching in Diverse Contexts, 28-30 Jun 2010, Univesidade de Aveiro, Portugal.

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

Rossade, Klaus-Dieter (2010). German at the Open University. Deutsch: Lehren und Lernen, 42

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.

Stickler, Ursula (2010). Konstruktives Sprachenlernen mit Wikis. Theorie und Praxis. Österreichische Beiträge zu Deutsch als Fremdsprache, 13(2009) pp. 135–145.

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Stickler, Ursula and Hampel, Regine (2010). CyberDeutsch: Language production and user preferences in a Moodle Virtual Learning Environment. CALICO Journal, 28(1) pp. 49–73.

Vialleton, Elodie and Lewis, Timothy (2010). Partnerships with the Open University department of languages: current experience and future opportunities. In: Les partenariats universitaires franco-britanniques, 5 Feb 2010, London, UK.

Warnecke, Sylvia (2010). Repercussions of writing under socialism: GDR retellings of myths and epics as educational tools and challenging testimonies. Interjuli(1) pp. 62–76.

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

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2009To Top

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

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

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

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

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.

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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.

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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.

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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.

Gargett, Andrew; Gregoromichelaki, Eleni; Kempson, Ruth; Purver, Matthew and Sato, Yo (2009). Grammar resources for modelling dialogue dynamically. Cognitive Neurodynamics, 3 pp. 347–363.

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

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

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

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.

Gregoromichelaki, Eleni; Sato, Yo; Kempson, Ruth; Gargett, Andrew and Howes, Christine (2009). Dialogue Modelling and the Remit of Core Grammar. In: Proceedings of the Eight International Conference on Computational Semantics, Jan 2009, Tilburg, The Netherlands, pp. 128–139.

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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.

Hubscher-Davidson, Séverine Emmanuelle (2009). Personal diversity and diverse personalities in translation: a study of individual differences. Perspectives: Studies in Translatology, 17(3) pp. 175–192.

Kerr, Ron (2009). The Politics of ELT Projects in China. In: Alderson, J. Charles ed. The politics of language education: Individuals and institutions. Multilingual Matters, pp. 85–103.

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Kerr, Ron and Robinson, Sarah (2009). The hysteresis effect as creative adaptation of the habitus: Dissent and transition to the ‘corporate’ in post-Soviet Ukraine. Organization, 16(6) pp. 829–853.

Lanvers, Ursula (2009). UK language learner motivation in the age of Global English: what motivation is left? Department of Language & Linguistics, Newcastle University.

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

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

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

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

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.

Marquez Reiter, R (2009). Politeness studies. In: ed. The Handbook of Business Discourse. Edinburgh: Edinburgh University Press, 166 - 179.

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.

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

Murphy, Linda (2009). Autonomous distance language learning: supporting critical reflection, interaction and decision-making. In: Independent Language Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, 05-08 Oct 2007, Kanda University, Chiba, Japan.

O'Halloran, Kieran (2009). Implicit dialogical premises, explanation as argument: a corpus-based reconstruction. Informal Logic, 29(1) pp. 15–53.

O'Halloran, Kieran (2009). Inferencing and cultural reproduction: a corpus-based critical discourse analysis. Text and Talk, 29(1) pp. 21–51.

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

Pérez Cavana, Maria Luisa (2009). Closing the circle: from Dewey to Web 2.0. In: Payne, Carla R ed. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Hershey, PA: IGI Global, pp. 1–13.

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Robinson, Sarah K. and Kerr, Ron (2009). The symbolic violence of leadership: A critical hermeneutic study of leadership and succession in a British organization in the post-Soviet context. Human Relations, 62(6) pp. 875–903.

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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.

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Shrestha, Prithvi (2009). Validating Parallel Language Tests: A Study of Two 'Parallel' National Reading Tests in Nepal. Germany: VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG.

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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.

Warnecke, Sylvia (2009). Myth adaptations for children in the German democratic republic-potential and limitations of socio-critical writing in an authoritan society. The Journal of Children's Literature Studies, 6(2) pp. 70–87.

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.

2008To Top

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.

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

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.

Angermuller, Johannes (2008). Analyser les pratiques discursives en sciences sociales: Journee d'Etudes du CEDITEC a L'Universite Paris XII, le 27 Avril 2007. Bulletin of Sociological Methodology, 97(1) pp. 39–47.

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

Coffin, Caroline and O'Halloran, Kieran (2008). Researching argumentation in educational contexts: New methods, new directions. International Journal of Research and Method in Education, 31(3) pp. 219–227.

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.

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

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.

Hauck, Mirjam and Youngs, Bonnie L. (2008). Telecollaboration in multimodal environments: the impact on task design and learner interaction. Computer Assisted Language Learning, 21(2) pp. 87–124.

Hubscher-Davidson, Séverine (2008). A Reflection on Action Research Processes in Translator Training: Project on Group Work in Level 2 Translation Classes. The Interpreter and Translator Trainer, 2(1) pp. 75–92.

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). Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy. Volume 1: Introduction to the published work. PhD thesis The Open University.

Hurd, Stella (2008). Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy. Volume 2: Submitted publications. PhD thesis The Open University.

Hurd, Stella (2008). Affective factors and strategy use in a distance language context: a pilot study using think-aloud verbal protocols. Texas Papers in Foreign Language Education, 11(1) pp. 133–158.

Hurd, Stella (2008). Investigating affect in a distance language learning context: approaches and methods. RTVU ELT Express, China, 21(2)

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). Discourse and leadership: Using the paradigm of the permanent state of emergency. Critical Discourse Studies, 5(3) pp. 201–216.

Kerr, Ron (2008). Transferring new public management to the periphery: UK international development organizations applying project technology to China. International Studies of Management and Organization, 38(4) pp. 58–77.

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.

Kukulska-Hulme, Agnes and Shield, Lesley (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3) pp. 271–289.

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.

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

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

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

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

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 (2008). Ethnography as method, methodology, and "deep theorizing": closing the gap between text and context in academic writing research. Written Communication, 25(3) pp. 353–388.

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

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

Lockett, Nigel; Kerr, Ron and Robinson, Sarah (2008). Multiple perspectives on the challenges for knowledge transfer between higher education institutions and industry. International Small Business Journal, 26(6) pp. 661–681.

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.

Marquez Reiter, Rosina (2008). Intra-cultural variation: Explanations in service calls to two Montevidean service providers. Journal of Politeness Research: language, behavior, culture, 4(1) 1 - 29.

Murphy, Linda (2008). Supporting learner autonomy: Developing practice through the production of courses for distance learners of French, German and Spanish. Language Teaching Research, 12(1) pp. 83–102.

Murphy, Linda (2008). Learning logs and strategy development for distance and other independent language learners. In: Hurd, Stella and Lewis, Tim eds. Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol, UK: Multilingual Matters, pp. 199–217.

Murphy, Linda (2008). Integrating strategy instruction into learning materials. In: Hurd, Stella and Lewis, Tim eds. Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol, UK: Multilingual Matters, pp. 303–320.

Nicolson, Margaret and Adams, Helga (2008). Travelling in space and encounters of the third kind: Distance language learner negotiation of speaking activities. Innovation in Language Learning and Teaching, 2(2) pp. 105–116.

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

Peachey, Anna; Gillen, Julia and Ferguson, Rebecca (2008). Fluid leadership in a multi-user virtual environment educational project with teenagers: Schome Park. In: Ecologies of Diversities: The Developmental and Historical Interarticulation of Human Mediational Forms: Meeting of the International Society for Cultural and Activity Research, 8-13 Sep 2008, San Diego, CA, USA.

Proudfoot, Anna (2008). ‘Andante’: Beginners’ Italian at the Open University. Tuttitalia(35) pp. 17–18.

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

Rossade, Klaus-Dieter and Leal, Joanne (2008). Introduction: cultural responses to migration experiences since unification. German as a Foreign Language, 2008(3) pp. 1–3.

Rossade, Klaus-Dieter and Leal, Joanne (2008). Cinema and migration since unification. German as a Foreign Language, 2008(1) pp. 1–5.

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

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

Shield, Lesley and Kukulska-Hulme, Agnes (2008). Editorial for Special issue of ReCALL on Mobile Assisted Language Learning. ReCALL, 20(3) pp. 249–252.

Shrestha, Prithvi (2008). Book Review: Language Planning and Policy in the Pacific, Vol. 1: Fiji, The Philippines and Vanuatu by Richard B. Baldauf, Jr. and Robert B. Kaplan. Language Policy, 7(4) pp. 369–371.

Shrestha, Prithvi (2008). ELT, ESP & EAP in Nepal: whose interests are served? In: Krzanowski, Mark ed. EAP and ESP in Developing Countries: State of Play vs Actual Needs and Wants. Canterbury: IATEFL (ESP SIG), pp. 191–210.

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.

Stickler, Ursula and Lewis, Tim (2008). Collaborative language learning strategies in an email tandem exchange. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Second Language Acquisition (33). Bristol, UK: Multilingual Matters, pp. 237–261.

Truman, Mike (2008). Self-correction strategies in distance language learning. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol: Multilingual Matters, pp. 262–282.

2007To Top

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

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

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

Angermuller, Johannes (2007). Nach dem Strukturalismus: Theoriediskurs und intellektuelles Feld in Frankreich. Sozialtheorie. Bielefeld: Transcript-Verl.

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

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

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

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

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

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.

Donnarumma, David and Gill, Mundeep (2007). Perceptions of learning support or advice. In: Learnhigher CETLs Research Symposium, 26 Jun 2007, Liverpool Hope University, UK.

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

Gillen, J.; Littleton, K.; Twiner, A.; Staarman, J. K. and Mercer, N. (2007). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 24(4) pp. 348–358.

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

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

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

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

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

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

Hauck, Mirjam (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2) pp. 202–223.

Hauck, Mirjam and Lewis, Tim (2007). The Tridem Project. In: O'Dowd, Robert ed. Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Language for Intercultural Communication andEducation (15). Bristol, UK: Multilingual Matters, pp. 250–258.

Heins, Barbara; Duensing, Annette; Stickler, Ursula and Batstone, Carolyn (2007). Spoken interaction in online and face-to-face language tutorials. Computer Assisted Language Learning, 20(3) pp. 279–295.

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

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

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

Hubscher-Davidson, Severine (2007). Personalities in Translation. In: Research Seminar Series, Nov 2007, University of Newcastle.

Hurd, Stella (2007). Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence. System, 35 pp. 487–508.

Hurd, Stella (2007). Distant Voices: Learners' Stories About the Affective Side of Learning a Language at a Distance. Innovation in Language Learning and Teaching, 1(2) pp. 242–259.

Kan, Qian (2007). Colloquial Chinese 2. London, UK: Routledge.

Lamy, Marie-Noelle (2007). La recherche-développement en didactique des langues: trois questions, trois ouvertures. In: Méthodologies de recherche. Notions en question. Cahiers de l'ACEDLE, 4 pp. 55–64.

Lewis, Timothy and Stickler, Uschi (2007). Les stratégies collaboratives d’apprentisssage lors d’un échange en tandem via Internet. Revue LIDIL(36) pp. 163–188.

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

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

Maingueneau, Dominique and Angermuller, Johannes (2007). Discourse analysis in France. A Conversation. Forum Qualitative Research, 8(2), article no. 21.

Martin, Dave; Coffin, Caroline and North, Sarah (2007). What’s your claim? Developing pupils’ historical argument skills using asynchronous text based computer conferencing. Teaching History, 2007(126) 32 -37.

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

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

Murphy, Linda (2007). Supporting learner autonomy: theory and practice in a distance learning context. In: Gardner, David ed. Learner Autonomy 10: Integration and support. Authentik books for language teachers, 10. Dublin, Ireland: Authentik Language Learning Resources Ltd, pp. 72–92.

NicNeacail, Mairead and MacIomhair, Màta (2007). Co-theacsan is na dh'fhaodas tighinn. In: NicNeacail, Mairead and MacIver, Matthew eds. Foghlam tro Mheadhan na Gàidhlig. Policy and Practice in Education. Edinburgh: Dunedin Academic Press, pp. 70–81.

Nind, Melanie; Flewitt, R. and Payler, J.K. (2007). Combining "special" and "inclusive" settings in the early years: children's experiences of environments in a state of change. In: British Educational Research Association Annual Conference, 5-8 Sep 2007, Institute of Education, University of London, British Education Index.

Noriega-Sanchez, Maria and Peña Calvo, Alicia (2007). Mortadelo de la Mancha: el cómic como parodia y su aplicación pedagógica. In: Leinen, Frank and Rings, Guido eds. Bilderwelten, Textwelten, Comicwelten. Romanistische Begegnungen mit der Neunten Kunst. München: Meidenbauer, pp. 333–349.

North, S. (2007). 'The Voices, the voices': creativity in online conversation. Applied Linguistics, 28(4) pp. 491–496.

O'Halloran, Kieran (2007). Critical discourse analysis and the Corpus-Informed Interpretation of Metaphor at the Register Level. Applied Linguistics, 28(1) pp. 1–24.

O'Halloran, Kieran (2007). The subconscious in James Joyce’s ‘Eveline’: a corpus stylistic analysis that chews on the ‘Fish hook’. Language and Literature, 16(3) pp. 227–244.

O'Halloran, Kieran (2007). Corpus-assisted literary evaluation. Corpora, 2(1) pp. 33–63.