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2022To Top

Álvarez, Inma; Cobo Palacios, Isabel; Fuertes Gutierrez, Mara and Puntil, Donata (2022). Language teachers and researchers as worldmakers. In: Boyle, Catherine and Kelly, Debra eds. Language Acts and Worldmaking. London: John Murray Learning, pp. 1–40.

Batsila, Marianthi and Shrestha, Prithvi (2022). Business English needs and secondary vocational business English: the case of Greek workplaces. Business and Professional Communication Quarterly (In press).

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Taking in the complete picture: framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111, article no. 103597.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Spherical 360-degree video recording and viewing in educational research: a case-study from India. In: Sharpe, Rhona; Bennett, Sue and Varga-Atkins, Tünde eds. Handbook of Digital Higher Education. Elgar Handbooks in Education. Edward Elgar.

Cross, Simon; Wolfenden, Freda; Charania, Amina; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Supporting practice-based teacher professional learning and assessment at scale in the Global South. In: INTED2022 Proceedings.

Curry, Mary Jane and Lillis, Theresa (2022). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching (Early Access).

Giaxoglou, Korina (2022). Affective positioning in hyper-mourning: sharers as tellers, co-tellers and witnesses. Conjunctions. Transdisciplinary Journal of Cultural Participation (In press).

Giaxoglou, Korina (2022). Μικρές ιστορίες θρήνου και μνήμης στο διαδίκτυο
(Small stories of mourning and remembrance in online contexts). In: Kakavoulia, Maria and Politis, Periklis eds. ΑΦΗΓΗΣΗ: ΜΙΑ ΠΟΛΥΕΠΙΣΤΗΜΟΝΙΚΗ ΘΕΩΡΗΣΗ [Narrative: An interdisciplinary approach]. Athens: Gutenberg, (In press).

Hubscher-Davidson, Severine (2022). Invited research seminar: ‘Improving the Emotional Intelligence of Translators with a Training Intervention’, Research Seminar Series, University of Newcastle. In: Research Seminar Series, University of Newcastle, Feb 2022.

Hubscher-Davidson, Severine (2022). Invited Panellist: ‘Multilingualism and COVID-19: Lessons Learned and Looking Forward’, Symposium organised by the Study Group on Language and the UN. In: Symposium organised by the Study Group on Language and the UN, 3-4 May 2022.

Hultgren, Anna Kristina; Owen, Nathaniel; Shrestha, Prithvi; Kuteeva, Maria and Mezek, Spela (2022). Assessment and English as a medium of instruction: Challenges and Opportunities. Journal of English-Medium Instruction, 1(1) pp. 105–123.

Lillis, Theresa and Curry, Mary Jane (2022). The dynamics of academic knowledge making in a multilingual world: chronotypes of production. Journal of English for Research and Publication Purposes (In press).

Lillis, Theresa; Twiner, Alison; Balkow, Michael; Lucas, Gillian; Smith, Miriam and Leedham, Maria (2022). Reflections on the procedural and practical ethics in researching professional social work writing. Journal of Applied Linguistics and Professional Practice (In Press).

Luelmo del Castillo, M. J. and Pérez Cavana, M. L. (2022). Are eportfolios effective tools to promote self-regulation? An exploration of students self-perceptions. In: FECIES ed. International Handbook of Innovation and Assessment of the Quality of Higher Education and Research. Thomson Reuters (In Press).

Marquez Reiter, Rosina (2022). Translocalisation of values, relationality and offence. Language & Communication, 84 pp. 20–32.

Marquez Reiter, Rosina and Kádár, Dániel Z. (2022). Sociality and Moral Conflicts: Migrant stories of relational vulnerability. Pragmatics and Society, 13(1) pp. 1–21.

Mueller-Hartmann, Andreas and Hauck, Mirjam (2022). Fostering (Critical) digital teaching competence through virtual exchange. In: Kayi-Aydar, Hayriye and Reinhardt, Jonathon eds. Language Teacher Development in Digital Contexts. Language Learning and Language Teaching (57). Philadelphia: John Benjamins, pp. 135–156.

Orthaber, Sara and Marquez Reiter, Rosina (2022). “I’m your guy”: Self-promoting behaviour in a Slovenian translators’ forum. In: Xie, Chaoqun ed. Self-praise across cultures and contexts. Springer, (In Press).

Rets, Irina; Stickler, Ursula; Coughlan, Tim and Astruc, Lluïsa (2022). Simplification of open educational resources in English: Its effect on text processing of English learners. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge, pp. 89–102.

Shrestha, Prithvi (2022). Primary English language teaching in Bangladesh: classroom practices and teacher identities. In: Zein, Subhan and Butler, Yuko Goto eds. Teaching English to Young Learners in Asia: Challenges and Directions for Teacher Education. The Routledge Research in Teacher Education. Oxon; New York NY: Routledge, pp. 106–128.

Shrestha, Prithvi and Gautam, Ganga Ram (2022). English language teaching, learning and assessment in Nepal: Policies and practices in the school education system. Kathmandu: British Council.

Singh, Jaspal Naveel (2022). [Book Review] Youth language practices and urban language contact in Africa. Rajend Mesthrie, Ellen Hurst‐Harosh and Heather Brookes (Eds.) Cambridge: Cambridge University Press. 2021. 205pp. Journal of Sociolinguistics (Early access).

Smirnova, Natalia and Lillis, Theresa (2022). Citation in global academic knowledge making: A paired text history methodology for studying citation practices in English and Russian. Journal of English for Research Publication Purposes, 3(1) pp. 78–108.

Stickler, Ursula (2022). Technology and Language Teaching. Elements in Language Teaching. Cambridge: Cambridge University Press.

Tang, Xiaolong and Kan, Qian (2022). Researching Into the Use of Real-Life Materials in Language Learning Apps. In: Xu, Xiaoge ed. Applying Mobile Technologies to Chinese Language Learning. IGI Global, pp. 91–122.

Twiner, Alison; Major, Louis and Wegerif, Rupert (2022). School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work: A design-based research study. Irish Educational Studies, 41(1) pp. 51–69.

Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Timothy (2022). Can WhatsApp facilitate interaction? A case study of adult language learning. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of Higher Quality Education. Routledge.

von Lindeiner-Strasky, Karina; Pulker, Hélène and Vialleton, Elodie (2022). Moving your language teaching online. Evaluation of a free online toolkit provided for language teachers in Higher Education. In: Emke, Martina and Stickler, Ursula eds. Online language teaching: Crises and creativities. Castledown (In Press).

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.

Sanchez Moreano, Santiago and Blestel, Élodie eds. (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. Contact and Multilingualism, 4. Berlin: Language Science Press.

Angermuller, Johannes (2021). Critique Equals Suffering Plus Society? Towards a New Approach to Critique. Social Epistemology Review and Reply Collective, 10(9) pp. 1–5.

Aristeidou, Maria; Cross, Simon and Rossade, Klaus-Dieter (2021). Online remote exams: Open University students’ views around the nuances and variants of online exams. The Open University.

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.

Barkanyi, Zsuzsanna (2021). Teaching Spanish Pronunciation Praxis Project Report. The Open University.

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).

Beavers, Sian and Warnecke, Sylvia (2021). Audience perceptions of historical authenticity in visual media. In: Alvestad, Karl and Houghton, Robert eds. The Middle Ages in Modern Culture: History and Authenticity in Contemporary Medievalism. London: Bloomsbury Academic, pp. 74–89.

Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina (2021). Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period. In: SITE Interactive 2021, 26-28 Oct 2021, Online.

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, 46(9) pp. 1894–1906.

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.

Dimova, Slobodanka; Hultgren, Anna Kristina and Kling, Joyce (2021). Englishization in Danish higher education: From critical to constructive conceptualizations. In: Wilkinson, Robert and Gabriels, René eds. The Englishization of Higher Education in Europe. Amsterdam University Press, pp. 143–162.

Dimova, Slobodanka; Hultgren, Anna Kristina and Kling, Joyce (2021). Englishization in Danish higher education: From critical to constructive conceptualizations. In: Wilkinson, Robert and Gabriëls, René eds. The Englishization of Higher Education in Europe. Amsterdam: Amsterdam University Press, pp. 143–162.

Emke, M. and Stickler, U. (2021). Language Learning in Distance Education in Times of Covid-19: Opportunities and Challenges. In: Foreign Language Education in Turkey and European Practices: Developments and Suggestions (Conference Proceedings) (Öztürka, A.; Sağdiç, A.; Tertemiz Arat, E.; Çelik uzun, E. and Yilmaz, M. eds.), pp. 85–89.

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

Floriano Ramos, Carmen and Fuertes Gutierrez, Mara (2021). Enfoque AICLE y enseñanza del español en la educación superior británica: perspectivas del profesorado de ELE [Content and Language Integrated Learning (CLIL) and Spanish Language Teaching in British Higher Education: perspectives from language lecturers]. Doblele, 7 pp. 31–49.

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.

Fuertes Gutierrez, Mara; Soler Montes, Carlos and Klee, Carol A. (2021). Sociolingüística aplicada a la enseñanza del español / Applied Sociolinguistics in Spanish Language Teaching (SLT). Journal of Spanish Language Teaching, 8(2) pp. 105–113.

Giaxoglou, Korina (2021). Mobilizing stories of illness in digital contexts: a critical approach to narrative, voice and visibility. Poetics Today (In press).

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.

Hassan, Xavière; Eardley, Annie and Combe, Christelle (2021). Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers. In: Zoghlami, Naouel; Brudermann, Cédric; Sarré, Cédric; Grosbois, Muriel; Bradley, Linda and Thouësny, Sylvie eds. CALL and professionalisation: short papers from EUROCALL 2021. Research-publishing.net, pp. 112–118.

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.

Hubscher-Davidson, Severine (2021). Emotions and the affective side of Translation and Interpreting. European Society for Translation Studies.

Hubscher-Davidson, Severine (2021). Position statement on translators’ mental health and wellbeing. ITI.

Hubscher-Davidson, Severine (2021). Threlford Memorial Lecture: Psychological Capital and Sustainability in the Language Professions. In: CIOL Online Conference 2021, 11-13 Mar 2021, [Online].

Hubscher-Davidson, Severine (2021). Emotions and the Translation Professions (Organiser & Chair). In: International Online Symposium Emotions and the Translation Professions, May 2021, The Open University.

Hubscher-Davidson, Severine (2021). Psychological capital and well-being in the translation professions. In: 7th IATIS Conference, 14-17 Sep 2021, Barcelona, Spain.

Hubscher-Davidson, Severine (2021). Emotions and Translation. In: Gambier, Yves and Van Doorslaer, Luc eds. Handbook of Translation Studies (HTS). HTS, 5. Amsterdam and Philadelphia: John Benjamins, pp. 53–58.

Hubscher-Davidson, Severine and Devaux, Jerome (2021). Teaching Translation and Interpreting in Virtual Environments. The Journal of Specialised Translation, 36 pp. 184–192.

Hubscher-Davidson, Severine and Lehr, Caroline (2021). Improving the Emotional Intelligence of Translators: A Roadmap for an Experimental Training Intervention. Palgrave Studies in Translating and Interpreting. Cham, Switzerland: Spinger.

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). COVID and the South African Family: Cyril Ramaphosa, President or father? Discourse, Context & Media, 44, article no. 100541.

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.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2021). Creating a corpus of sensitive and hard-to-access texts: Methodological challenges and ethical concerns in the building of the XXX Corpus. Applied Corpus Linguistics, article no. 100011.

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2021). Creating a corpus of sensitive and hard-to-access texts: Methodological challenges and ethical concerns in the building of the WiSP corpus. Journal of Applied Corpus Linguistics, 1(3)

Lewis, Tim and Qian, Kan (2021). Designing and Supporting Virtual Exchange: The Case of Chinese–English e-Tandem. Modern Languages Open, 1, article no. 19.

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) pp. 334–363.

Lillis, Theresa (2021). Academic Literacies: Intereses Locales, Preocupaciones Globales? Academic Literacies: Local Interests, Global Concerns? In: Ávila Reyes, Natalia ed. Multilingual Contributions to Writing Research Toward an Equal Academic Exchange. The WAC Clearinghouse; University Press of Colorado, pp. 35–59.

Lillis, Theresa (2021). Prefacio. Herramientas para construir una pedagogía inclusiva de la escritura. In: Navarro, Federico ed. Escritura e inclusión en la universidad. Herramientas para docentes. Santiago, Chile: Editorial Universitaria, pp. 19–44.

Linn, Andrew; Shrestha, Prithvi; Bezborodova, Anastasiya and Hultgren, Anna Kristina (2021). Current practice in English-medium education in higher education: Case studies from Kazakhstan, Turkmenistan, Bangladesh and Nepal. TeachingEnglish. London: British Council.

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.

Lyons, Agnieszka; Tagg, Caroline and Hu, Rachel (2021). Chronotopic (non)modernity in translocal mobile messaging among Chinese migrants in the UK. Internet Pragmatics, 4(2) pp. 190–218.

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, 25(5) pp. 662–681.

Marquez Reiter, Rosina and Cantarutti, Marina (2021). The value of vale: negotiating the progressivity of service in a market restaurant. Contrastive Pragmatics pp. 1–30.

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.

Mukherjee, Sarah Jane and Cremin, Teresa (2021). Readers, Texts and Talk: A Symposium for UKLA - Overcoming adversity through hope: Discussing picture fiction. In: UKLA 56th International Conference - We need to talk about Literacy: Why spoken language matters in literacy learning and teaching., Fri 2 - Sun 4 Jul 2021, Online.

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

Nguyen, An (2021). (Mis)alignment between English textbooks and test papers: A corpus-based discourse study from Vietnam. In: International Corpus Linguistics Conference 2021, 13-17 Jul 2021, Limerick, Ireland.

Nguyen, An (2021). Internationalisation of Vietnamese higher education through English Medium Instruction programmes: a literature review on outcomes. In: Vietnam Education Symposium 2021, 9-12 Sep 2021, Hochiminh City, Vietnam (Hybrid).

Nguyen, An (2021). Examining implications of English versus Local-language Medium Instruction programmes on students’ English self-efficacy and proficiency in Vietnamese Higher Education. In: 2nd International Conference on Language Teaching and Learning 2021, 19-20 Jun 2021, Hongkong SAR, China.

Nguyen, An (2021). English Medium Instruction and language proficiency gains: Evidence from Vietnam. In: Multilingual Learning: Policy and Practice 2021, 2-3 Dec 2021, Krakow, Poland (Hybrid).

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 EMI (English as a Medium of Instruction) university contexts, and implications for the design of EAP reading tests. In: 42nd Language Testing Research Colloquium (LTRC), International Language Testing Association (ILTA).

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).

Salgado, Luciana Salazar (2021). Entrevista com Johannes Angermuller. Scripta, 25(54) pp. 324–333.

Sanchez Moreano, Santiago and Blestel, Élodie (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas. In: Sanchez Moreano, Santiago and Blestel, Élodie eds. Prácticas lingüísticasheterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. Contact and Multilingualism (4). Berlin: Language Science Press, pp. 1–23.

Satar, Muge and Hauck, Mirjam (2021). Exploring Digital Equity in Online Learning Communities (Virtual Exchange). In: de Medeiros, Ana and Kelly, Debra eds. Language Debates - Theory and Reality in Language Learning, Teaching and Research. Language Acts and Worldmaking, 2. London: John Murray Press, pp. 270–290.

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).

Shi, Lijing and Stickler, Ursula (2021). Eyetracking a meeting of minds – teachers’ and students’ joint attention during synchronous online language tutorials. Journal of China Computer-Assisted Language Learning, 1(1) pp. 145–169.

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). Commentary: Epistemological Positionalities. Applied Linguistics, 42(6) pp. 1168–1175.

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 and Campbell, Cameron (2021). The Enregisterment of Esh in Global Beatboxing Culture. Journal of Linguistic Anthropology (Early access).

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 Lyons, Agnieszka (2021). Polymedia repertoires of networked individuals: A day-in-the-life approach. Pragmatics and Society, 12(5) pp. 725–755.

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, 1(1)

Twiner, Alison; Major, Louis; Irvan, Ryan and Wegerif, Rupert (2021). Simulated Virtual Internships: Expanding classroom learning dialogues with voices from enterprise. In: European Association for Research on Learning and Instruction Conference, Aug 2021, Online.

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.

Twiner, Alison; Major, Louis and Wegerif, Rupert (2021). ‘Collaborating2Create’: Developing learners’ capacity for collaborative creativity through linking education and enterprise. In: American Educational Research Association Conference, Apr 2021, Online.

Twiner, Alison; Waters, Mark; Major, Louis; Podmore, Jason and Wegerif, Rupert (2021). Pushing the boundaries of remote learning within virtual online environments to develop dialogue and collaboration. In: British Educational Research Association Annual Conference, Sep 2021.

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 (In 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.

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.

Angermuller, Johannes (2020). Poststructuralist Discourse Studies: From Structure to Practice. In: de Fina, Anna and Georgakopoulou, Alexandra eds. The Cambridge Handbook of Discourse Studies. London: Routledge, 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.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Enseñanza de la gramática en ELE: resultados de investigación y nuevas propuestas. MarcoELE, Valencia.

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.

Hernaiz Gomez, Rodrigo (2020). The grammaticalization of manner expressions into complementizers: Insights from Semitic languages. In: The grammaticalization of manner expressions into complementizers, 26 Aug - 1 Sep 2020, Bucharest (online).

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). Translation as Disturbance: Emotion Management for a Sustainable Profession. In: Translation as Disturbance: Emotion Management for a Sustainable Profession, 18 Nov 2020, [Online].

Hubscher-Davidson, Severine (2020). Designing an experimental training intervention to improve the emotional intelligence of translators. In: 7th CATIC Conference, UCL, 17 Jul - 20 Jul 2021, London, UK.

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.

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.

Nguyen, An (2020). Mind the (theme) gap between assessment and curriculum: a mixed-method study on the National High School Examination of English in Vietnam from 2018 to 2020. IOE - University College London, Faculty of Education, London. (Unpublished)

Pacini, A. M. and Shrestha, P. (2020). Mental Health Interventions for Schools in Nepal: A Scoping Review Protocol. Centre for Open Science Repository.

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, 48(3) pp. 258–281.

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). 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-Stráský, Karina; Pulker, Hélène; Barkanyi, Zsuzsanna; Pleines, Christine and Vialleton, Elodie (2020). Tookit "Moving your Language Teaching Online". Open Learn Create.

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, 6(2) pp. 199–216.

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.

Hernaiz Gomez, Rodrigo (2019). Language, societies and prestige: royal correspondence in Old Babylonian. In: 65ᵉ Rencontre Assyriologique Internationale (RAI), 8-12 Jul 2019, Collège de France, Paris.

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

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

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.

Hubscher-Davidson, Severine (2019). When ‘living translation’ causes ethical stress. In: 9th European Society for Translation Studies (EST) Congress, 9-13 Sep 2019, Stellenbosch, South Africa.

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.

Lillis, Theresa (2019). ‘Academic literacies’: sustaining a critical space on writing in academia. Journal of Learning Development in Higher Education(15)

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

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.

Adinolfi, L., Link, H., and St John, O. (Eds) (2018) Special issue on the theme: Researchers and practitioners in dialogue, Translation and Translanguaging in Multilingual Contexts, Vol. 4 (3)

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). 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). 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 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.

Singh, Jaspal and Bartlett, Tom (2018). Negotiating sustainability across scales: Community organizing in the Outer Hebrides. AILA Review, 30 pp. 50–71.

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.

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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.

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Cremin, Teresa and Swann, Joan (2017). School Librarians as Leaders of Extracurricular Reading Groups. In: Pihl, Joron; van der Kooij, Kristin Skinstad and Carlsten, Tone Cecilie eds. Teacher and Librarian Partnerships in Literacy Education in the 21st Century. New Research – New Voices (6). Rotterdam: Sense Publishers, pp. 119–137.

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.

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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.

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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.

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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.

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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.

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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.

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

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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.

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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.

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

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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.

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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

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

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

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

Demjen, Zsofia (2016). Laughing at Cancer: 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, pp. 385–399.

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.

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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.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2016). A randomised control study about the effects of different assessment registration encouragements. In: 8th Biennial conference of EARLI Sig 1: Assessment & Evaluation, 24-26 Aug 2016, Munich, Germany.

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

Hubscher-Davidson, Severine (2016). Titty or Tatty: What's in a name? The Open University.

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Hubscher-Davidson, Severine (2016). Trait Emotional intelligence and translation: A study of professional translators. Target, 28(1) pp. 132–157.

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

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

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

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

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

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

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

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

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

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

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

Koruyan, Kasim (2016). The influence of technology-enhanced task design on the development of language learner autonomy and motivation in an Anatolian high school: a case study. EdD thesis The Open University.

Lanvers, Ursula (2016). On the predicaments of the English L1 language learner: a conceptual article. International Journal of Applied Linguistics, 26(2) pp. 147–167.

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

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

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

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

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

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

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

Marquez-Reiter, R; Ganchenko, K and Charalambidou, A (2016). Requests and counters in Russian traffic police officer-citizen encounters: face and identity implications. Pragmatics and Society, 7(4) pp. 512–539.

Mukherjee, Sarah Jane (2016). Children's Meaning Making In Classroom Role-Play At 4-5 Years: A Systemic Functional Linguistic Investigation. PhD thesis The Open University.

Orthaber, Sara and Marquez Reiter, Rosina (2016). When routine calls for information become interpersonally sensitive. Pragmatics and Society, 7(4) pp. 638–663.

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

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

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

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

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

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

Singh, Jaspal (2016). Delhi to Bronx: Transkulturelle Historizität als transformatives Potential. In: Kämper, Heidrun; Schmidt-Brücken, Daniel and Warnke, Ingo H. eds. Textuelle Historizität: Interdisziplinäre Perspektiven auf das diskursive Apriori. Diskursmuster / Discourse Patterns (12). Berlin: Mouton De Gruyter, pp. 261–284.

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

Stickler, Ursula and Shi, Lijing (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56 pp. 119–126.

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

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

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

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

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

von Lindeiner-Strasky, Karina (2016). “Wenn Lenin hätte glauben können, die ‚Appassionata’ für die revolutionäre Sache hören zu müssen...“ Kunst und Politik in Florian Henckel von Donnersmarcks ‚Das Leben der Anderen“. In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Würzburg: Königshausen & Neumann, pp. 277–293.

Walker, Miranda Jane (2016). The influence of teaching strategies and behaviours in the EFL classroom on student motivation and anxiety. EdD thesis The Open University.

2015To Top

Barkanyi, Zsuzsanna and Perényi, Katalin eds. (2015). Határvidékek: köztes világok, köztes kategóriák [Borderlands: intermediate worlds, intermediate categories]. Lazarillo, 6. Budapest, Hungary: Eötvös Kiadó.

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

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

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

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

Shrestha, Prithvi N. ed. (2015). Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education.

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

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

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

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

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

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

Angermuller, Johannes and Philippe, Gilles (2015). Analyse du discours et dispositifs d?énonciation. Autour des travaux de Dominique Maingueneau. Limoges: Lambert-Lucas.

Barkanyi, Zsuzsanna and G. Kiss, Zoltan (2015). The laryngeal properties of Slovak three-consonant clusters. Beszédkutatás, 23 pp. 66–91.

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

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

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

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

Demjen, Zsofia (2015). Sylvia Plath and the Language of Affective States: Written Discourse and the Experience of Depression. Advances in Stylistics. London: Bloomsbury.

Demjen, Zsofia and Semino, Elena (2015). Henry’s voices: the representation of auditory verbal hallucinations in an autobiographical narrative. Medical Humanities, 41(1) pp. 57–62.

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

Demouy, Valérie; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2015). Exploring trends, motivations and behaviours in the use of mobile devices for language learning in a higher education distance learning setting. In: Eurocall 2015, 26-29 Aug 2015, Padua, Italy.

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

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

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

Fernández-Toro, María and Furnborough, Concha (2015). Eliciting students’ voices through screencast assisted ‘feedback on feedback’. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014

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

Fuertes Gutierrez, Mara (2015). Lo que se sabe de Hervás: ideas lingüísticas, errores y revitalización de su figura en el marco de la historiografía lingüística. Estudios de Lingüística del Español, 36 pp. 197–234.

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2015). Modern languages and specific learning difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning. Open Learning: The Journal of Open, Distance and e-learning, 30(1) pp. 53–72.

Gargett, Andrew and Barnden, John (2015). Gen-Meta: Generating metaphors by combining AI and corpus-based modeling. Web Intelligence, 13(2) pp. 103–114.

Gargett, Andrew and Barnden, John (2015). Modeling the interaction between sensory and affective meanings for detecting metaphor. In: Proceedings of the Third Workshop on Metaphor in NLP, Association for Computational Linguistics, pp. 21–30.

Gargett, Andrew; Mille, Simon and Barnden, John (2015). Deep generation of metaphors. In: Conference on Technologies and Applications of Artificial Intelligence, TAAI 2015, 20-22 Nov 2015, Tainan, Taiwan, IEEE, pp. 336–343.

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

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

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

Hubscher-Davidson, Severine (2015). Tolerance for ambiguity and the translation profession: A new direction for empirical research in translation. In: 5th IATIS Conference, 7-10 Jul 2015, Brazil.

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

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

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

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

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

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

Kukulska-Hulme, Agnes; Norris, Lucy and Donohue, Jim (2015). Mobile pedagogy for English language teaching: a guide for teachers. British Council 2015, London.

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

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

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

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

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.

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.

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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.

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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.

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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.

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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.

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

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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.

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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). [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.

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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.

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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.

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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.

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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.

Angermuller, Johannes (2013). How to become an academic philosopher: Academic discourse as multi-leveled positioning practice [Cómo ser un filósofo académico: el discurso como práctica de posicionamiento en varios niveles]. Sociología Histórica(Number 2) pp. 291–320.

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

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

Bax, Stephen (2013). Readers’ cognitive processes during IELTS reading tests: evidence from eye tracking. British Council, ELT Research Papers 13-06.

Bax, Stephen (2013). The cognitive processing of candidates during reading tests: Evidence from eye-tracking. Language Testing, 30(4) pp. 441–465.

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

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

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

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

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

Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. Journal of Interactive Media in Education, article no. 18.

Blundel, Richard; Ippolito, Kate and Donnarumma, David (2013). Effective Organisational Communication: Perspectives, principles and practices (4th edition). Harlow: Pearson.

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.

Comas-Quinn, Anna and Fitzgerald, Alannah (2013). Open Educational Resources in Language Teaching and Learning. Higher Education Academy (HEA), York.

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

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.

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

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

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

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

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

Fernández-Toro, Maria; Furnborough, Concha and Polisca, Elena (2013). eFEP Final Evaluation Report. JISC.

Fernández-Toro, María; Truman, Michael and Walker, Mirabelle (2013). Are the principles of effective feedback transferable across disciplines? A comparative study of written assignment feedback in Languages and Technology. Assessment & Evaluation in Higher Education, 38(7) pp. 816–830.

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

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.

Hampel, Regine and Pleines, Christine (2013). Fostering Student Interaction and Engagement in a Virtual Learning Environment: An Investigation into Activity Design and Implementation. The CALICO Journal, 30(3) pp. 342–370.

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

Harper, Felicity and Nicolson, Margaret (2013). Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development, 18(3) pp. 264–275.

Heiser, Sarah; Stickler, Ursula and Furnborough, Concha (2013). Ready, steady, speak-online: student training in the use of an online synchronous conferencing tool. CALICO Journal, 30(2) pp. 226–251.

Hubscher-Davidson, Séverine (2013). Emotional Intelligence and Translation Studies: a New Bridge. Meta: Translators' Journal, 58(2) pp. 324–346.

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.

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

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

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

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

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

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

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

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

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

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

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

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.

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

Kan, Qian (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.

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

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

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

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

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

Marquez Reiter, Rosina (2013). The dynamics of complaining in a Latin American for-profit commercial setting. Journal of Pragmatics, 57 231 - 247.

Marquez Reiter, Rosina (2013). Fabricated ignorance: The search for good value for money. Pragmatics, 23(4) pp. 661–684.

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

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

Pulker, Helene and Calvi, Anna (2013). The evaluation and re-use of Open Educational Resources in language teaching – a case study. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK.

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

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.

Rosell-Aguilar, Fernando (2013). Podcasting for language learning through iTunes U: the learner’s view. Language Learning & Technology, 17(3) pp. 74–93.

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.

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

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.

Shelley, Monica; Murphy, Linda and White, Cynthia J. (2013). Language teacher development in a narrative frame: the transition from classroom to distance and blended settings. System, 41(3) pp. 560–574.

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

Shrestha, Prithvi (2013). English language classroom practices: Bangladeshi primary school children’s perceptions. RELC Journal, 44(2) pp. 147–162.

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

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

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

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

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.

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

von Lindeiner-Strasky, Karina (2013). “Görings glorreichste Günstlinge”: Artists as good Germans in the (West) German media since 1945. In: Ó Dochartaigh, Pól and Schönfeld, Christiane eds. Representing the Good: German in Literature and Culture After 1945: Altruism and Moral Ambiguity, Volume 132. Camden House / Boydell & Brewer, pp. 29–49.

von Lindeiner-Stráský, Karina (2013). Umbruch ohne Aufbruch. Zur Politisierung des Künstlermythos im Zuge der Vergangenheitsbewältigung seit 1945. In: von Hoff, Dagmar ed. Poetiken des Auf und Umbruchs. Martin Meidenbauer, pp. 85–98.

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

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.

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.

von Lindeiner-Strasky, Karina (2012). Die Mehrfarbigkeit der Vergangenheit: István Szabós Adaption von Klaus Manns Roman 'Mephisto’. Würzburg: Königshausen & Neumann.

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.

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

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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.

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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.

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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.

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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.

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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). 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.

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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.

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

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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.

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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.

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

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

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von Lindeiner-Strasky, Karina (2011). Furtwänglers Taschentuch: Der Gebrauch dokumentarischer Materialien in Filmen über die Zeit des Nationalsozialismus. New Readings, 11 pp. 66–83.

von Lindeiner-Stráský, Karina (2011). "Indoctrinated, but not incurable"? Klaus Mann’s Return to Europe and his Interrogations of German Prisoners of War. German Life and Letters, 64(2) pp. 217–234.

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

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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.

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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.

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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.

Marquez Reiter, Rosina (2010). A ella no le gusta que le digan María y a mí que me traten de tú. A window into Latin American diversity’. Sociolinguistic Studies, 4(2) 371 - 412.

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.

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

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

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

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.

Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An exploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19-21 Mar 2010, Porto, Portugal.

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.

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

Stickler, Ursula; Ernest, Pauline; Beaven, Tita; Emke, Martina; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojewic, Mateusz-Milan (2010). Joining the DOTS. A collaborative approach to online teacher training. The EuroCALL Review, 16, http://www.eurocall-languages.org/review/16/index.html.

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.

Tandong, Tandong (2010). A study of the impact of the English and French education legacy in anglophone and francophone schools in Cameroon : focussing on the experience of 4-7 year-old children beginning school for the first time and on their perception of themselves as language speakers and learners. PhD thesis The Open University.

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.

von Lindeiner-Strasky, Karina (2010). "Diese Leistung bleibt zu bewundern!" Remembering Wilhelm Furtwängler and Gustaf Gründgens in Biographies and Memoirs of the 1950s and 1960s. Monatshefte für deutschsprachige Literatur und Kultur, 102(2) pp. 162–176.

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.

Xiao, Junhong and Hurd, Stella (2010). Motivation and Beliefs in Distance Language Learning: The Case of English Learners at RTVU, an Open University in China. The Journal of Asia TEFL, 7(3) pp. 59–91.

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.

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

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.

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

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

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

Coffin, C.; North, S. and Martin, D. (2009). Exchanging and countering points of view: a linguistic perspective on school students' use of electronic conferencing. Journal of Computer Assisted Learning, 25(1) pp. 85–98.

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

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

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

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

Comas-Quinn, Anna; Mardomingo, Raquel and Valentine, Chris (2009). Mobile blogs in language learning: making the most of informal and situated learning opportunities. ReCALL, 21(1) pp. 96–112.

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

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

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

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

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

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

Fernandez-Toro, Maria (2009). What do adult learners make of their own errors? Understanding individual differences in foreign language learning. Reflecting Education, 5(2) pp. 66–84.

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

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

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

Furnborough, Concha and Truman, Michael (2009). Adult beginner distance language learner perceptions and use of assignment feedback. Distance Education, 30(3) pp. 399–418.

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

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

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

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.

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

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

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

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.

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

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.

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

Leedham, Maria (2009). '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.

Lindeiner-Stráský, Karina (2009). “Jetzt stocke ich in zwei Zungen” – The Influence of Exile and Travel on Themes, Language and Literary Style in the Writings of Members of Das Jüngste Deutschland. In: Evelein, Johannes F. ed. Exile Traveling: Exploring Displacement, Crossing Boundaries in German Exile Arts and Writings 1933-1945. Amsterdam: Rodopi, pp. 347–367.

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.

Power, Tom and Shrestha, Prithvi (2009). Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh. In: 8th International Language and Development Conference, 23-25 Jun 2009, Dhaka, Bangladesh.

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.

Rosell-Aguilar, Fernando (2009). Podcasting for language learning: re-examining the potential. In: Lomicka, Lara and Lord, Gillian eds. The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning. San Marco: Calico, Texas, USA, pp. 13–34.

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

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

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

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

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

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.

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

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