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Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan (2003). Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge.

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.

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.

Giaxoglou, Korina (2021). A Narrative Approach to Social Media Mourning: Small Stories and Affective Positioning. Routledge Research in Narrative, Interaction, and Discourse. New York, USA: Routledge.

Goodman, Sharon; Lillis, Theresa; Maybin, Janet and Mercer, Neil (2003). Language, literacy and education: A reader. Stoke on Trent, UK: Trentham Books in association with The Open University.

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

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.

Leedham, M. (2015). Chinese Students’ Writing in English: Implications from a Corpus-Driven Study. Abingdon: Routledge.

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.

Márquez Reiter, Rosina (2024). Leveraging Relations in Diaspora. Elements in Pragmatics. Cambridge, UK: Cambridge University Press.

Márquez Reiter, R. and Placencia, M. E. (2004). Current trends in the pragmatics of Spanish. Pragmatics & Beyond New Series, 123. John Benjamins Publishing Co.

Márquez Reiter, Rosina (2000). Linguistic Politeness in Britain and Uruguay. Amsterdam: John Benjamins.

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

Márquez Reiter, Rosina and Martín Rojo, Luisa (2015). A sociolinguistics of diaspora. Latino practices, identities and ideologies. New York: Routledge.

Márquez Reiter, Rosina and Placencia, María Elena (2005). Spanish Pragmatics. Palgrave.

Mesthrie, Rajend; Swann, Joan; Deumert, Ana and Leap, William (2009). Introducing Sociolinguistics (2nd Edition). Edinburgh, Scotland: Edinburgh University Press.

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

Peplow, David; Swann, Joan; Trimarco, Paola and Whiteley, Sara (2016). The discourse of reading groups: Integrating cognitive and sociocultural perspectives. Routledge.

Põldvere, Nele; De Felice, Rachele and Paradis, Carita (2022). Advice in Conversation: Corpus Pragmatics Meets Mixed Methods. Elements in Pragmatics. Cambridge: Cambridge University Press.

Seargeant, Philip (2023). The Future of Language: How Technology, Politics and Utopianism are Transforming the Way we Communicate. London: Bloomsbury.

Seargeant, Philip (2023). Crisis Leadership: Boris Johnson and Political Persuasion during the Covid Pandemic. Elements in Applied Linguistics. Cambridge: Cambridge University Press.

Seargeant, Philip; Giaxoglou, Korina and Monaghan, Frank (2023). Political Activism and the Linguistic Landscape: Or, how to use Public Space as a Medium for Protest. Bristol: Multilingual Matters.

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

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

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

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

Seargeant, Philip and Greenwell, Bill (2013). From Language to Creative Writing: An Introduction. London: Bloomsbury Publishing.

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

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.

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

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

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

Tagg, Caroline and Lyons, Agnieszka (2022). Mobile Messaging and Resourcefulness: A Post-digital Ethnography. Routledge.

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

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

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

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

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Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. (2022). Multilingual Education in South Asia: At the Intersection of Policy and Practice. Oxford: Routledge.

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

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.

Claire, Hilary; Maybin, Janet and Swann, Joan eds. (1993). Equality matters: Case studies from the primary school. Clevedon: Multilingual Matters.

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

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

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

Fayram, Jo; Austen, Samantha and Phillips, Helen eds. (2024). Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Language Pedagogies. Castledown.

Georgakopoulou, Alexandra; Giaxoglou, Korina and Patron, Sylvie eds. (2023). Small Stories Research: Tales, Tellings, and Tellers Across Contexts. Routledge Research in Narrative, Interaction, and Discourse. New York, USA: Routledge.

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

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

Graddol, David; Leith, Dick; Swann, Joan; Rhys, Martin and Gillen, Julia eds. (2007). Changing English. London, UK: Routledge.

Gray, K.; Ansell, M.; Cardew, S. and Leedham, M. eds. (2001). The Japanese Learner: Context, Culture and Classroom Practice. Oxford: Oxford University Department for Continuing Education.

Habibie, Pejman and Hultgren, Anna Kristina eds. (2022). The Inner World of Gatekeeping in Scholarly Publication. Palgrave Macmillan, Cham.

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

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.

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.

Kehily, Mary Jane and Swann, Joan eds. (2003). Children's Cultural Worlds. Childhood, 3. Chichester, UK: John Wiley in association with the Open University.

Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. (2023). Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

Maci, Stefania M.; Demata, Massimiliano; McGlashan, Mark and Seargeant, Philip eds. (2023). The Routledge Handbook of Discourse and Disinformation. Routledge Handbooks in Applied Linguistics. Abingdon: Routledge.

Márquez Reiter, Rosina and Patiño-Santos, Adriana eds. (2023). Language Practices and Processes among Latin Americans in Europe. Routledge Studies in Hispanic and Lusophone Linguistics. Oxon and New York: Routledge.

Maybin, J. and Swann, J. eds. (2009). The Routledge Companion to English Language Studies. London, UK: Routledge.

Maybin, Janet and Swann, Joan eds. (2006). The Art of English: Everyday creativity. Basingstoke, UK: Palgrave Macmillan.

Mercer, Neil; Swann, Joan and Mayor, Barbara eds. (2007). Learning English. London, UK: Routledge.

Pun, Jack; Curle, Samantha and Yuksel, Dogan eds. (2022). The use of technology in English medium education. English Language Education (ELED), 27. Cham, Switzerland: Springer International Publishing.

Seargeant, Philip ed. (2011). English in Japan in the Era of Globalization. Basingstoke: Palgrave Macmillan.

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

Seargeant, Philip and Swann, Joan eds. (2011). English in the World: History, Diversity, Change. Worlds of English. Abingdon: Routledge.

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

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

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

Singh, Jaspal; Cserzo, Dorottya and Kantara, Argyro eds. (2016). Downscaling Culture: Revisiting Intercultural Communication. Newcastle upon Tyne: Cambridge Scholars.

Swann, Joan; Pope, Rob and Carter, Ronald eds. (2011). Creativity in Language and Literature: the state of the art. Basingstoke: Palgrave Macmillan.

Williams, Quentin and Singh, Jaspal Naveel eds. (2023). Global Hiphopography. Palgrave Macmillan, Cham.

Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. (2024). Multilingual and Translingual Practices in English-Medium Instruction: Perspectives from Global Higher Education Contexts. Bloomsbury Publishing.

Haugh, Michael and Márquez Reiter, Rosina eds. (2025). Morality in Discourse. Oxford Studies in Sociolinguistics. Oxford: Oxford University Press (In Press).

Hultgren, Federico and Habibie, Pejman eds. (2024). Women in Scholarly Publishing: A Gender Perspective. Routledge.

Porsché, Yannik; Scholz, Ronny and Singh, Jaspal eds. (2022). Institutionality: Studies of Discursive and Material (Re-)ordering. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan.

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.

Book SectionTo Top

Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem (2022). Introduction. In: Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. Multilingual Education in South Asia: At the Intersection of Policy and Practice. Abingdon: Routledge, pp. 1–3.

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

Al Issa, Hafez Alhammadeh; Kairouz, Hazem and Yuksel, Dogan (2022). EFL Teachers' Challenges and Coping Strategies in Emergency Remote Teaching During the COVID-19 Pandemic. In: El-Henawy, Walaa M. and Suárez, Maria del Mar eds. English as a Foreign Language in a New-Found Post-Pandemic World. IGI Global, pp. 93–116.

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.

Altay, Mehmet and Yuksel, Dogan (2022). An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey. In: Christison, MaryAnn; Crandall, JoAnn (Jodi) and Christian, Donna eds. Research on Integrating Language and Content in Diverse Contexts. Abingdon: Routledge, pp. 181–194.

Altay, Mehmet and Yuksel, Dogan (2024). Over the Quality Aspects of EMI: The Influence of Lecturers’ Postgraduate Degree from an Inner-Circle University on Multilingual EMI Students’ Academic Success. In: Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing, pp. 141–162.

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.

Austen, Samantha and Griffin, Lynda (2023). Evaluation of a guest lecturer programme on an online PG distance learning module in applied linguistics. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

Coffin, Caroline and Goodman, Sharon (2003). Academic writing in an electronic environment. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 130–157.

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

Cremin, Teresa 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.

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.

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.

Curle, Samantha; Altay, Mehmet and Yuksel, Dogan (2024). Introduction: Bridging Linguistic Gaps and the Interplay of Multilingual Models and Translanguaging in English-Medium Instruction. In: Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing, pp. 1–8.

Curle, Samantha; Xie, Wanying; Huang, Hongdu and Yuksel, Dogan (2024). The Functions of Codeswitching in English Medium Instruction in a Japanese Tertiary Context. In: Yuksel, Dogan; Altay, Mehmet and Curle, Samantha eds. Multilingual and Translingual Practices in English-Medium Instruction. Bloomsbury Publishing, pp. 113–137.

De Felice, Rachele (2013). A Corpus-Based Classification of Commitments in Business English. In: Romero-Trillo, Jesús ed. Yearbook of Corpus Linguistics and Pragmatics 2013: New Domains and Methodologies. Yearbook of Corpus Linguistics and Pragmatics, 1. Dordrecht: Springer, pp. 153–171.

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.

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.

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.

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.

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.

Fayram, Joanna and Adinolfi, Lina (2023). Implementing a one-to-one online English for Academic Purposes support service across the university curriculum. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond, Volume 1. London: Open University Press, McGraw-Hill, pp. 112–131.

Gargett, Andrew (2023). What does it mean when a computer says I? In: Patterson, Laura ed. The Routledge Handbook of Pronouns. New York, NY, USA: Routledge, pp. 302–314.

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.

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 Handbooks in Psychology. Cambridge: Cambridge University Press, pp. 241–261.

Giaxoglou, Korina and Spilioti, Tereza (2024). “The EU gave us a new beginning”: Liquid racism and affect in a curated migrant story. In: Archakis, Argyris and Tsakona, Villy eds. xploring the Ambivalence of Liquid Racism: In between antiracist and racist discourse. Amsterdam: John Benjamins, pp. 181–201.

Giaxoglou, Korina and Tagg, Caroline (2023). Inclusive and decolonising moves in the English Language curriculum: possibilities and barriers in online distance contexts of teaching. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

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

Giaxoglou, Korina (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.

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

Goodman, Sharon (2006). Word and Image. In: Goodman, Sharon ed. The Art of English: Literary Creativity. Basingstoke, UK: Palgrave Macmillan, pp. 244–298.

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

Goodman, Sharon and Swann, Joan (2003). Planning the assessment of student writing. In: Coffin, Caroline; Curry, Mary Jane; Goodman, Sharon; Hewings, Ann; Lillis, Theresa and Swann, Joan eds. Teaching Academic Writing: A Toolkit for Higher Education. London, UK: Routledge, pp. 73–100.

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.

Habibie, Pejman and Hultgren, Anna Kristina (2022). Different Faces of Gatekeeping and Gatekeepers. In: Habibie, Pejman and Hultgren, Anna Kristina eds. The Inner World of Gatekeeping in Scholarly Publication. Palgrave Macmillan, pp. 9–24.

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

Hultgren, Anna Kristina (2024). English-medium instruction in higher education throughout Europe. In: Bolton, Kingsley; Botha, Werner and Lin, Benedict eds. The Routledge Handbook of English-Medium Instruction in Higher Education. London: Routledge, pp. 81–95.

Hultgren, Anna Kristina (2022). Certifying Knowledge Under Neoliberalism: Global Inequality and Academic Wellbeing. In: Habibie, Perjman and Hultgren, Anna Kristina eds. The Inner World of Gatekeeping in Scholarly Publication. Palgrave Macmillan, pp. 163–182.

Hultgren, Anna Kristina (2022). English-Medium Instruction in Danish Universities: An Unintended Policy? In: McKinley, Jim and Galloway, Nicola eds. English-Medium Instruction Practices in Higher Education International Perspectives. Bloomsbury Publishing, pp. 47–57.

Hultgren, Anna Kristina (2025). Remaking the world with linguistics. In: Milak, Eldin and Tankosić, Ana eds. Becoming a Linguist: Advice from Key Thinkers in Language Studies. London: Routledge, pp. 117–128.

Hultgren, Anna Kristina and Habibie, Pejman (2024). Women and the construction and valuing of knowledge in academia. In: Hultgren, Anna Kristina and Habibie, Pejman eds. Women in Scholarly Publishing. Routledge, pp. 1–22.

Hultgren, Anna Kristina; Nao, Marion; Wingrove, Peter; Yuksel, Dogan and Zuaro, Beatrice (2023). New insights into the trend towards English as a medium of instruction in European higher education through transdisciplinary participation. In: Hynninen, N.; Herneaho, I.; Sippola, E.; Isosävi, J. and Yang, M. eds. Kieli ja osallisuus – Språk och delaktighet – Language and participation. AFinLAn vuosikirja 2023 [AFinLa Yearbook 2023], 80. Jyväskylä: Suomen soveltavan kielitieteen yhdistys AFinLA, pp. 318–331.

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

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

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

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

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

Hultgren, Anna Kristina (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 and Cameron, Deborah (2010). Communication skills in contemporary service workplaces: some problems. In: Forey, Gail and Lockwood, Jane eds. Globalisation, Communication and the Workplace: Talking Across the World. London: Continuum International Publishing Group, pp. 41–57.

Hultgren, Anna Kristina and Cameron, Deborah (2010). “How may I help you?” Questions, control and customer care in call centre telephone talk. In: Freed, Alice and Ehrlich, Susan eds. “Why Do You Ask?” The Function of Questions in Institutional Settings. New York: Oxford University Press, pp. 322–342.

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.

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

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

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

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.

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.

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.

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.

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.

Tuck, Jackie (2022). Academic literacies: Theorizing language as social practice. In: Ding, Alex and Evans, Michelle eds. Social Theory for English for Academic Purposes: Foundations and Perspectives. New Perspectives for English for Academic Purposes. London: Bloomsbury Academic, pp. 39–58.

Tuck, Jackie (2023). From ‘should’ to ‘could’ in academic writing: integrating Academic Literacies in an online undergraduate applied linguistics module. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online pedagogy and the student experience: teaching applied linguistics and beyond. London: Open University Press, McGraw Hill.

Tuck, Jackie and Shrestha, Prithvi (2023). Reflecting on the design of online modules in Applied Linguistics and English Language: a dialogue. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online pedagogy and the student experience: teaching applied linguistics and beyond. London, UK: Open University Press McGraw Hill.

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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.

Unal, Ayca and Yuksel, Dogan (2022). Computerized Dynamic Assessment as a Potential Inclusive Assessment Tool for Reading Comprehension. In: Meletiadou, Eleni ed. Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. Hershey, PA: IGI Global, pp. 360–384.

Vogiatzis, Dimitrios; Charitonos, Koula; Giaxoglou, Korina and Lewis, Tim (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 High-Quality Education. Routledge Research in Digital Education and Educational Technology. New York, USA: Routledge, pp. 44–62.

von Lindeiner-Stráský, Karina and Gargett, Andrew (2024). Machine translation in language learning, teaching and assessment. In: Stickler, Ursula and Hampel, Regine eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, UK: Bloomsbury Publishing, pp. 198–211.

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.

Williams, Quentin and Singh, Jaspal Naveel (2023). Introduction: Hip Hop’s Here, There… and Everywhere—An Introduction to Global Hiphopography. In: Williams, Quentin and Singh, Jaspal Naveel eds. Global Hiphopography. Cham, Switzerland: Springer International Publishing, pp. 1–25.

Yuksel, Dogan and Altay, Mehmet (2024). Content instructors’ views on English and collaboration in EMI: A discipline-based analysis. In: Kayi-Aydar, Hayriye and Mahalingappa, Laura eds. Contemporary Perspectives on English as a Medium of Instruction. Contemporary Perspectives on Learning Environments. Information Age Publishing, pp. 1–20.

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Journal ItemTo Top

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

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

Altay, Mehmet; Curle, Samantha; Yuksel, Dogan and Soruc, Adem (2022). Investigating academic achievement of English medium instruction courses in Turkey. Studies in Second Language Learning and Teaching, 12(1) pp. 117–141.

Altay, Mehmet and Yüksel, Doğan (2021). Job Prospects of Different EMI Engineering Programmes’ Graduates. Participatory Educational Research, 8(2) pp. 460–475.

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.

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.

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

Batsila, Marianthi and Shrestha, Prithvi (2022). Business English needs and secondary vocational business English: the case of Greek workplaces. Business and Professional Communication Quarterly, 85(3) pp. 247–278.

Cantarutti, Marina N. and Márquez Reiter, Rosina (2022). "What have you done?" Accounting for Covid-19 lockdown breaches on talk radio. Discourse, Context & Media, 49, article no. 100639.

Charania, Amina; Cross, Simon; Wolfenden, Freda; Sen, Sohini and Adinolfi, Lina (2024). Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India. Computers and Education Open, 7, article no. 100227.

Chernysheva, Daria (2022). Translation as Revitalization: making modern versions of the love poems of Cécile Sauvage (1883-1927). French Studies Bulletin, 43(163) pp. 16–22.

Chernysheva, Daria (2022). Intentions, Extensions: creative editing and translation practice in A Sauvage Reader. Textual Cultures, 15(1) pp. 63–70.

Chernysheva, Daria (2017). Transplacing Ophelia: Woman and Nation in the Earliest Russian Hamlets. Comparative Drama, 51(2) pp. 188–214.

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.

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.

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.

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 (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.

Curle, Samantha; Rose, Heath and Yuksel, Dogan (2024). English medium instruction in emerging contexts: An editorial introduction to the special issue. System, 122, article no. 103262.

Curle, Samantha; Yuksel, Dogan; Aizawa, Ikuya; Thompson, Gene and Rakhshandehroo, Mahboubeh (2023). Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency. International Journal of Educational Research, 123, article no. 102288.

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

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.

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 Felice, Rachele; Darby, Jeannique; Fisher, Anthony and Peplow, David (2013). A classification scheme for annotating speech acts in a business email corpus. ICAME Journal, 37 pp. 71–105.

De Felice, Rachele and Deane, Paul (2012). IDENTIFYING SPEECH ACTS IN E-MAILS: TOWARD AUTOMATED SCORING OF THETOEIC®E-MAIL TASK. ETS Research Report Series, 2012(2) i-62.

De Felice, Rachele and Garretson, Gregory (2018). Politeness at Work in the Clinton Email Corpus: A First Look at the Effects of Status and Gender. Corpus Pragmatics, 2(3) pp. 221–242.

De Felice, Rachele and Moreton, Emma (2019). Identifying speech acts in a corpus of historical migrant correspondence. Studia Neophilologica, 91(2) pp. 154–174.

De Felice, Rachele and Pulman, Stephen (2009). Automatic Detection of Preposition Errors in Learner Writing. CALICO Journal, 26(3) pp. 512–528.

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.

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

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

Edwards, Viv; Monaghan, Frank and Knight, John (2000). Books, pictures and conversations: using bilingual multimedia storybooks to develop language awareness. Language Awareness, 9(3) pp. 135–146.

Ege, Fatma; Yuksel, Dogan and Curle, Samantha (2022). A corpus-based analysis of discourse strategy use by English-Medium Instruction university lecturers in Turkey. Journal of English for Academic Purposes, 58, article no. 101125.

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.

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

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.

Fang, Fan; Zhang, Lawrence Jun and Sah, Pramod K (2022). Translanguaging in Language Teaching and Learning: Current Practices and Future Directions. RELC Journal, 53(2) pp. 305–312.

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.

Frost, Friederike and Singh, Jaspal (2024). Breaking in Morocco: Opportunities and challenges for professionalization and gender equality in the run-up to the 2024 Olympic Games. Global Hip Hop Studies, 4(2) pp. 91–107.

Fuertes Gutiérrez, Mara; Márquez Reiter, Rosina and Moreno Clemons, Aris (2023). Descolonización y enseñanza del español. Journal of Spanish Language Teaching, 10(2) pp. 79–91.

Fulcher, G. and Márquez Reiter, R. (2003). Task difficulty in speaking tests. Language Testing, 20(3) 321 - 344.

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

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

Gaskill, Marion (2005). [Book Review] ‘Pragmatics in Language Learning, Theory, & Practice' ed. by Donna Tatsuki. JALT Journal, 27(2) pp. 246–247.

Gaskill, Marion (2003). Raising pragmatic consciousness through ‘Oral Communication’. Studies in Linguistics and Language Teaching(14) pp. 71–92.

Gaskill, Marion (2003). Degrees of causality: Feminist language reform and linguistic determinism. Kanda University of International Studies Journal(15) pp. 353–366.

Gaskill, Marion (2003). The Self-Access Learning Centre Research Project. Studies in Linguistics and Language Teaching(14) pp. 262–269.

Genc, Eda and Yuksel, Dogan (2021). Teacher questions in English medium instruction classrooms in a Turkish higher education setting. Linguistics and Education, 66, article no. 100992.

Genc, Eda; Yuksel, Dogan and Curle, Samantha (2023). Lecturers’ Translanguaging Practices in English-Taught Lectures in Turkey. Journal of Multilingual Theories and Practices, 4(1) pp. 8–31.

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 (2021). Mobilizing stories of illness in digital contexts: a critical approach to narrative, voice and visibility. Poetics Today, 43(2) pp. 287–308.

Giaxoglou, Korina (2022). Affective positioning in hyper-mourning: sharers as tellers, co-tellers and witnesses. Conjunctions. Transdisciplinary Journal of Cultural Participation, 9(1) pp. 1–12.

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.

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

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

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

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

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

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

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 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.

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.

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

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.

Haugh, Michael; Kádár, Dániel Z. and Márquez Reiter, Rosina (2022). Offence and morality: Pragmatic perspectives. Language & Communication, 87 pp. 117–122.

Henning, Lucy (2023). Remixing literacy: Young children producing literacy practices for research participation. Learning, Culture and Social Interaction, 38, article no. 100682.

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

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.

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

Hultgren, Anna Kristina (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.

Hultgren, Anna Kristina and Molinari, Julia (2022). The limits of translingualism: In search of complementary forms of resistance. Apples - Journal of Applied Language Studies, 16(3) pp. 48–68.

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.

Hultgren, Anna Kristina; Upadhaya, Anu; O'Hagan, Lauren Alex; Wingrove, Peter; Adamu, Amina; Greenfield, Anne-Mari; Lombardozzi, Lorena; Sah, Pramod; Tsiga, Ismaila; Umar, Aishat and Wolfenden, Freda (2023). Educación en inglés y la perpetuación de la desigualdad de las niñas: inversión parental y aspiraciones de género en Nepal
[English education and the perpetuation of girls' inequality: parental investment and gender aspirations in Nepal]. Cuadernos de pedagogía, 2023(543)

Hultgren, Anna Kristina; Upadhaya, Anu; O'Hagan, Lauren Alex; Wingrove, Peter; Adamu, Amina; Greenfield, Mari; Lombardozzi, Lorena; Sah, Pramod K.; Tsiga, Ismaila A.; Umar, Aishat and Wolfenden, Freda (2024). English-medium education and the perpetuation of girls’ disadvantage: Parental investment and gendered aspirations in Nepal. English Today (Early Access).

Hultgren, Anna Kristina and Wilkinson, Robert (2022). New understandings of the rise of English as a medium of instruction in higher education: the role of key performance indicators and institutional profiling. International Journal of the Sociology of Language, 2022(277) pp. 47–59.

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

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

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

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

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

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

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

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

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 (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 (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.

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.

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

Kádár, Dániel Z. and Márquez Reiter, Rosina (2015). (Im)politeness and (im)morality: Insights from intervention. Journal of Politeness Research: language, behavior, culture, 11(2) pp. 239–260.

Kaya, Sibel; Eryilmaz, Nurullah and Yuksel, Dogan (2022). The effects of motivational and metacognitive variables on immigrant and non-immigrant students’ reading achievement. International Journal of Educational Research, 112, article no. 101944.

Kaya, Sibel; Eryılmaz, Nurullah and Yuksel, Dogan (2024). A Cross-Cultural Comparison of Self-Efficacy as a Resilience Measure: Evidence From PISA 2018. Youth & Society, 56(3) pp. 597–621.

Kaya, Sibel; Eryilmaz, Nurullah and Yuksel, Dogan (2024). The Effects of Growth Mindset and Resilience on Immigrant Students’ PISA Science Achievement: The Mediating Role of Attitudes Toward School. SAGE Open, 14(1)

Kaya, Sibel and Yuksel, Dogan (2022). Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught? Participatory Educational Research, 9(6) pp. 418–435.

Kaya, Sibel; Yuksel, Dogan and Curle, Samantha (2023). The effects of language learning and math mindsets on academic success in an engineering program. Journal of Engineering Education, 112(1) pp. 90–107.

Kloepfer, Rolf and Monaghan, F. (1980). Dynamic Structures in Narrative Literature: "The Dialogic Principle". Poetics Today, 1(4) pp. 115–134.

Konaklı, Tuğba; Alkanat Akman, Tuba; Mert, Mahmut and Yuksel, Dogan (2024). The perceptions of study abroad coordinators about digitalisation and Erasmus + virtual mobility. Research in Comparative and International Education (Early access).

Kubota, Ryuko; Corella, Meghan; Lim, Kyuyun and Sah, Pramod K. (2023). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities, 23(5) pp. 758–778.

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Leedham, Maria (2022). ‘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, 52(2) pp. 1110–1128.

Leedham, Maria (2024). Depictions of social workers and other caring professionals on television. Journal of Social Work, 24(5) pp. 664–684.

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.

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)

Leedham, Maria; Lillis, Theresa and Twiner, Alison (2024). Direct quotations in social work writing: multi-functionality and double voicing. British Journal of Social Work (Early access).

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.

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

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

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

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

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

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

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

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.

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.

Li, Hongqin; Pan, Lin; Seargeant, Philip and Block, David (2024). Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective. TESOL Quarterly (Early access).

Lillis, Theresa and Leedham, Maria (2024). Who Is The ‘I’? An Exploration Of Social Work Professional Written Discourse And Implications For Social Work Education. Social Work Education (Early Access).

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.

Lillis, Theresa; Twiner, Alison; Balkow, Michael; Lucas, Gillian; Smith, Miriam and Leedham, Maria (2023). Reflections on the procedural and practical ethics in researching professional social work writing. Journal of Applied Linguistics and Professional Practice (Early Access).

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.

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.

Lyons, Agnieszka and Tagg, Caroline (2024). Post-Digital Connectivities: Framing Offline Encounters in a Digital Prospection Space. Applied Linguistics, 45(5) pp. 829–848.

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.

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

Márquez 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.

Márquez 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.

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

Márquez Reiter, Rosina and Cantarutti, Marina (2021). The value of vale: negotiating the progressivity of service in a market restaurant. Contrastive Pragmatics, 3(1) pp. 59–88.

Márquez Reiter, Rosina; Cordeje-Manrique, Elizabeth and Cantarutti, Marina (2023). Toward a multimodal pragmatics analysis of ambulant vending on a Buenos Aires trainline. Journal of Pragmatics, 210 pp. 122–142.

Márquez Reiter, Rosina; Hidalgo Downing, Raquel and Iveson, Mandie (2023). Global Expectations, Local Realities: All-Inclusive Hotel Reviews and Responses on TripAdvisor. Contrastive Pragmatics [Early Access].

Márquez Reiter, Rosina and Iveson, Mandie (2024). The establishment and breakdown of trust in human-bot marketing calls. Discourse & Communication (Early access).

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

Márquez Reiter, Rosina and Manrique, Elizabeth (2024). Keeping the pitch on track: spatiotemporal challenges in ambulant vending on a Buenos Aires trainline. Multilingua, 43(5) pp. 601–636.

Márquez 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.

Márquez 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.

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

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

Márquez Reiter, Rosina (2006). Interactional closeness in service calls to Montevidean carer service company. Research on Language and Social Interaction, 39(1) 7 - 39.

Márquez Reiter, Rosina (2005). Complaint calls to a caregiver service company: The case of desahogo. Intercultural pragmatics, 2(4) 481 - 513.

Márquez Reiter, Rosina (2003). [Book Review] Characteristics and functions of direct quotes in Hispanic fiction. A linguistic analysis. Bulletin of Hispanic Studies, 80(2) 261 - 262.

Márquez Reiter, Rosina (1997). Politeness phenomena in British English and Uruguayan Spanish: the case of requests. Miscelánea: A Journal of English and American Studies, 18 159 - 168.

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

Márquez Reiter, Rosina (2000). A contrastive study of indirectness in Spanish: Evidence from Peninsular Uruguayan Spanish. Pragmatics, 12(2) 135 - 151.

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

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

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

Márquez 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 Frohlich, David M. (2020). A pragmatics of intimacy. Internet Pragmatics, 3(1) pp. 1–33.

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

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

Márquez Reiter, Rosina; Rainey, Isobel and Fulcher, Glenn (2005). A comparative study of certainty and conventional indirectness: evidence from British English and Peninsular Spanish. Applied Linguistics, 26(1) 1 - 31.

Martín Rojo, L. and Márquez 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.

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

Matras, Yaron; Howley, Gerry and Jones, Charlotte (2020). Attitudes to the language and identity of Romanian Roma migrants in a UK school setting. Intercultural Education, 31(3) pp. 359–375.

Maybin, Janet and Swann, Joan (2007). Everyday creativity in language: textuality, contextuality and critique. Applied Linguistics, 28(4) pp. 497–517.

Maybin, Janet and Swann, Joan (2007). Introduction: Language creativity in everyday contexts. Applied Linguistics, 28(4) pp. 491–496.

McKinney, Carolyn and Swann, Joan (2001). Developing a sociolinguistic voice?: Students and linguistic descriptivism. Journal of Sociolinguistics, 5(4) pp. 576–590.

Militello, Jacqueline Marie White; Theng, Andre Joseph; Kong, Yik Lam Charmaine and Singh, Jaspal Naveel (2023). The lingusitic landscapes of Lamma Island: Autoethnography, polycentricity and urban-rural nexus in Hong Kong. Sociolinguistic Studies, 17(4) pp. 377–402.

Monaghan, Frank (2024). [Book Review] Raciolinguistics in the classroom—their words and our ears: Ian Cushing. Applied Linguistics (Early access).

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

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

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

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

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.

Murphy, M. Lynne and De Felice, Rachele (2019). Routine politeness in American and British English requests: use and non-use of please. Journal of Politeness Research, 15(1) pp. 77–100.

Nao, Marion (2022). [Book Review] Philip Seargeant, The Art of Political Storytelling: Why Stories Win Votes in Post-Truth Politics. Discourse & Communication, 16(6) pp. 740–742.

Nao, Marion (2022). [Book Review] Bonnin, J.E. (2019). Discourse and Mental Health: Voice, Inequality and Resistance in Medical Settings by Juan Eduardo Bonnin. CADAAD Journal, 14(1) pp. 144–146.

Nao, Marion; Wingrove, Peter; Yuksel, Dogan; Zuaro, Beatrice and Hultgren, Anna Kristina (2023). University autonomy and the increasing shift to English in academic programmes at European universities: In dialogue with Liviu Matei. Sociolinguistica, 37(2) pp. 287–299.

Nao, Marion (2020). ‘The lady doth protest too much, methinks’: Truth negating implications and effects of an epistemic frame trap. Language & Communication, 73 pp. 18–28.

Nao, Marion (2013). The preallocation of student topic nomination and negotiated compliance in conversation-for-learning. Journal of Applied Linguistics and Professional Practice, 7(3) pp. 251–272.

Nao, Marion (2015). 'So You Are from England': Categorization and Cultural Reduction in First-time Conversation Lounge Encounters between Foreign Teachers and Japanese Students of EFL. Applied Linguistics, 36(2) pp. 194–214.

Nao, Marion (2011). The pragmatic realization of the native speaking English teacher as a monolingual ideal. Journal of Pragmatics, 43(15) pp. 3770–3781.

Nao, Marion (2018). [Book Review] Musolff, Andreas & Jörg Zinken (eds.) (2015, pb). Metaphor and Discourse. Journal of Language and Politics, 17(4) pp. 573–575.

Nao, Marion (2017). [Book review] Lubie Grujicic-Alatriste (ed.), Linking Discourse Studies to Professional Practice. Discourse & Society, 28(5) pp. 567–569.

Nao, Marion (2016). [Book review] Roberta Piazza and Alessandra Fasulo (eds), Marked Identities: Narrating Lives between Social Labels and Individual Biographies. Discourse & Communication, 10(3) pp. 314–316.

Nao, Marion (2015). [Book Review] Simon Weaver, The Rhetoric of Racist Humour: U.S., UK and Global Race Joking. International Sociology, 30(2) pp. 180–182.

Nao, Marion (2015). [Book review] Karen Sullivan, Frames and Constructions in Metaphoric Language. Discourse Studies, 17(4) pp. 491–493.

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

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

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

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)

Pacini, Adele; Broker, Hayley and Shrestha, Prithvi (2024). Lost in translation? Cultural adaptation of child mental health interventions in Nepal: A systematic review. Journal of Child and Family Studies, 33(9) pp. 2705–2716.

Pacini, Adele and Shrestha, Prithvi (2024). Editorial Perspective: Adapting western psychological interventions for children and adolescents in LMICs: lessons from Nepal. Journal of Child Psychology and Psychiatry, 65(1) pp. 116–119.

Pan, Lin and Seargeant, Philip (2023). China English and Chinese culture: A student and teacher perspective. English Today, 39(3) pp. 174–177.

Pan, Lin and Seargeant, Philip (2024). English as a global language in China: Teachers' and students' views in Chinese schools. English Today, 40(3) pp. 212–218.

Parry, John and Shrestha, Prithvi (2023). Students’ perspectives on the impact of embedding academic literacy activities in distance-learning study material. Journal of Academic Language and Learning, 17(1) pp. 102–117.

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

Phyak, Prem; Sah, Pramod K; Ghimire, Nani Babu and Lama, Anju (2022). Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools. RELC Journal, 53(2) pp. 431–451.

Phyak, Prem and Sah, Pramod K. (2024). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review, 15(4) pp. 1321–1343.

Sah, Pramod and Kubota, Ryuko (2022). Towards critical translanguaging: a review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2) pp. 132–146.

Sah, Pramod K. (2022). A research agenda for English-medium instruction: Conversations with scholars at the research fronts. Journal of English-Medium Instruction, 1(1) pp. 124–136.

Sah, Pramod K. (2022). English medium instruction in South Asia’s multilingual schools: unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism, 25(2) pp. 742–755.

Sah, Pramod K. (2022). Teacher Preparation for Primary English Education in Nepal: Missing Agendas of Diversity and Inclusion. English Teaching & Learning, 46(4) pp. 373–393.

Sah, Pramod K. (2021). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education, 41(2) pp. 238–252.

Sah, Pramod K. and Karki, Jeevan (2023). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development, 44(1) pp. 20–34.

Sah, Pramod K. and Li, Guofang (2022). Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, 25(6) pp. 2075–2094.

Sah, Pramod K. (2019). Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography. The Qualitative Report, 24(1) pp. 174–192.

Sah, Pramod Kumar (2017). Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives. Journal of NELTA, 22(1-2) pp. 26–38.

Sah, Pramod Kumar and Li, Guofang (2018). English Medium Instruction (EMI) as Linguistic Capital in Nepal: Promises and Realities. International Multilingual Research Journal, 12(2) pp. 109–123.

Seargeant, Philip (2021). Obituary: Jan Blommaert (1961–2021). Applied Linguistics Review, 14(2) pp. 415–420.

Seargeant, Philip (2023). Linguistic ideologies and the fabric of everyday life. International Journal of the Sociology of Language, 2023(284) pp. 159–165.

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

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

Seargeant, Philip (2007). Discursive diversity in the textual articulation of epidemic disease in Early Modern England. Language and Literature, 16(4) pp. 323–344.

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

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

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

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

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

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

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

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

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

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.

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

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

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.

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

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 (2022). Examining evaluative language used in assessment feedback on business students’ academic writing. Assessing Writing, 54, article no. 100664.

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

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

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

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 (2020). 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, 1(1) pp. 47–79.

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.

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 (2021). Commentary: Epistemological Positionalities. Applied Linguistics, 42(6) pp. 1168–1175.

Singh, Jaspal and Campbell, Cameron (2022). The Enregisterment of Esh in Global Beatboxing Culture. Journal of Linguistic Anthropology, 32(2) pp. 408–430.

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, 12(3) pp. 445–462.

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, 26(5) pp. 675–679.

Singh, Jaspal Naveel (2023). [Book Review] Graphic politics in eastern India: Script and the quest for autonomy Nishaant Choksi. London: Bloomsbury. 2021. Journal of Sociolinguistics, 27(3) pp. 312–315.

Singh, Jaspal (2013). ‘How many of us remember 1984?’: Narrating masculinity and militancy in the Khalistani rap bricolage. Sikh Formations: Religion, Culture, Theory, 9(3) pp. 339–360.

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

Singh, Jaspal Naveel and Dattatreyan, Ethiraj Gabriel (2016). Cultural interventions: Repositioning hip hop education in India. 36(1): 55-64. Linguistics and Education, 36(1) pp. 55–64.

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.

Soruç, Adem; Altay, Mehmet; Curle, Samantha and Yuksel, Dogan (2021). Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain. System, 103, article no. 102651.

Soruç, Adem; Pawlak, Mirosław; Yuksel, Dogan and Horzum, Barış (2022). Investigating the impact of linguistic and non-linguistic factors on EMI academic success. System, 107, article no. 102794.

Soruç, Adem; Yuksel, Dogan; Horzum, Barış; McKinley, Jim and Rose, Heath (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education, 88 pp. 1947–1968.

Soruc, Adem; Yuksel, Dogan; McKinley, Jim and Grimshaw, Trevor (2024). Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience. The Language Learning Journal (Early access).

Spilioti, Tereza and Giaxoglou, Korina (2024). Taking a break from social media: Media ideologies of (not) sharing in celebrity culture. Journal of Pragmatics, 231 pp. 35–46.

Swann, Joan (2007). Designing 'educationally effective' discussion. Language and Education, 21(4) pp. 342–359.

Swann, Joan (2019). [Book Review] Blog: Language: A Feminist Guide. Journal of Sociolinguistics, 23(1) pp. 105–109.

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.

Szabo, Csaba Z.; Stickler, Ursula and Adinolfi, Lina (2021). Predicting the academic achievement of multilingual students of English through vocabulary testing. International Journal of Bilingual Education and Bilingualism, 24(10) pp. 1531–1542.

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, 18(2) pp. 244–266.

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 Lyons, Agnieszka (2024). Conversational rhythm as a disconnective practice among middle-aged adults in situated mobile-messaging interactions. Journal of Pragmatics, 229 pp. 56–70.

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.

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

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

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

Thomas, Nathan; Hultgren, Anna Kristina; Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Beach, Derek (2024). Process Tracing for applied linguistics. Research Methods in Applied Linguistics, 3(2), article no. 100118.

Tuck, Jackie (2022). [Book Review] Review of Paltridge, Starfield & Tardy (2016): Ethnographic Perspectives on Academic Writing & Guillén-Galve & Bocanegra-Valle (2021): Ethnographies of Academic Writing Research: Theory, methods and interpretation. Journal of English for Research Publication Purposes, 3(1) pp. 154–163.

Tuck, Jackie (2024). Defamiliarizing assessment and feedback: exploring the potential of ‘moments of engagement’ to throw light on the marking of undergraduate assignments. Assessment & Evaluation in Higher Education, 49(1) pp. 72–85.

Tuck, Jackie (2024). ‘We can work on this’: exploring supervisor approaches to feedback in the context of writing for the professional doctorate. Studies in Graduate and Postdoctoral Education (Early access).

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

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

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.

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.

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.

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.

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.

Webb, Rhian; Yuksel, Dogan and Dikilitaş, Kenan (2023). Discipline-specific attitudinal differences of EMI students towards translanguaging. International Review of Applied Linguistics in Language Teaching (Early access).

Wingrove, Peter (2022). Narrative discourse in TED Talks. English Text Construction, 15(1) pp. 89–111.

Wingrove, Peter (2022). Academic lexical coverage in TED talks and academic lectures. English for Specific Purposes, 65 pp. 79–94.

Wingrove, Peter (2022). Measuring the frequency of the academic formulas list across corpora: A case study based in TED talks and Yale lectures. Applied Corpus Linguistics, 2(1), article no. 100012.

Wingrove, Peter and Crosthwaite, Peter (2022). Multi-Dimensional Exploratory Factor Analysis of TED talks. Register Studies, 4(1) pp. 91–131.

Wingrove, Peter; Zuaro, Beatrice; Nao, Marion; Yuksel, Dogan; Littvay, Levente and Hultgren, Anna Kristina (2024). University autonomy is a predictor of English medium instruction in European higher education. Higher Education (Early Access).

Wingrove, Peter (2017). How suitable are TED talks for academic listening? Journal of English for Academic Purposes, 30 pp. 79–95.

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.

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.

Yuksel, Dogan and Altay, Mehmet (2023). Perspectives of business stakeholders about EMI in Turkiye. Journal of English-Medium Instruction, 3(1) pp. 48–67.

Yuksel, Dogan; Curle, Samantha and Kaya, Sibel (2021). What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey. Journal for the Psychology of Language Learning, 3(1) pp. 50–62.

Yuksel, Dogan; Dikilitas, Kenan; Webb, Rhian and Kaya, Sibel (2024). Exploring EMI students’ attitudes towards translanguaging and English language proficiency threshold across different disciplines. International Journal of Bilingual Education and Bilingualism (Early access).

Yuksel, Dogan; Nao, Marion; Wingrove, Peter; Zuaro, Beatrice and Hultgren, Anna Kristina (2024). Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education: a Process Tracing perspective. Current Issues in Language Planning (Early access).

Yuksel, Doğan; Soruç, Adem; Altay, Mehmet and Curle, Samantha (2023). A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success. Applied Linguistics Review, 14(3) pp. 533–552.

Yuksel, Dogan; Soruç, Adem; Horzum, Barış and McKinley, Jim (2023). Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success. Studies in Second Language Learning and Teaching, 13(2) pp. 399–426.

Yuksel, Dogan; Soruç, Adem and McKinley, Jim (2023). The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences. International Review of Applied Linguistics in Language Teaching, 61(2) pp. 387–414.

Yüksel, Doğan; Soruç, Adem and McKinley, Jim (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics, 31(3) pp. 362–382.

Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Hultgren, Anna K. (2024). The (in)justice of EMI: a critical discourse analysis of two key stakeholders’ views on the Polytechnic University of Milan court case. Journal of English as a Lingua Franca, 13(1) pp. 29–49.

Conference or Workshop ItemTo Top

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; 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.

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.

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.

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

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

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

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

Ebeling, Signe and Leedham, Maria (2006). What can the BAWE Corpus tell us about student development? In: Writing Development in Higher Education (WDHE) Conference, 11-12 May 2006, The Open University, Milton Keynes.

Erling, Elizabeth; Leedham, Maria and Adinolfi, Lina (2010). Combining methods to analyse the relationship between language and attainment among Open University students. In: Ethnographies of Academic Writing in a Global Context: the Politics of Style, 16 Jul 2010, The Open University, Milton Keynes, UK.

Erling, Elizabeth. J.; Hamid, M. Obaidul and Seargeant, Philip (2010). Grassroots attitudes to the positioning of English as a language for international development. In: Sociolinguistics Symposium 18: Negotiating Transnational Space and Multilingual Encounters, 1-4 Sep 2010, Southampton, UK.

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.

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.

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.

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.

Gargett, Andrew (2012). Feedback and activity in dialogue: signals or symptoms? In: Proceedings of the Interdisciplinary Workshop on Feedback Behaviors in Dialog., pp. 23–26.

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

Gargett, Andrew 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 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.

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; 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.

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

Gargett, Andrew 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.

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.

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

Gaskill, Marion (2004). Using focus group discussions for educational research. In: Selected Presentation Summaries of the 24th Annual Thailand TESOL International Conference, Thailand TESOL.

Gaskill, Marion (2003). Investigating communicative stereotypes: learners’ perspectives on sociopragmatic norms. In: TUJ Applied Linguistics Colloquium 2003, 16 Feb 2003, Temple University, Tokyo.

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

Giaxoglou, Korina (2007). Τυπική αφηγηματική δομή και παραλλαγές στα μανιάτικα μοιρολόγια
[Typical narrative structure and variations in Maniat laments]. In: Proceedings of the 3rd Athens Postgraduate Conference (Lavidas, N.; Nouhoutidou, E.; Sionti, M.; Sifaki, E.; Dimtsa, A.; Bobota, M.; Varvarigou, P. and Chatzigeorgiou, P. eds.), National and Kapodistrian University of Athens, Athens.

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.

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

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

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 (2011). Code-switching in the internationalized academe: are indexicality and authenticity always relevant? In: Indexing authenticity: perspectives from linguistics and anthropology, 25-27 Nov 2011, University of Freiburg.

Hultgren, Anna Kristina (2011). ‘Building rapport’ with customers across the world: the global diffusion of a call centre speech style. In: 16th World Congress of Applied Linguistics, 23-28 Aug 2011, Beijing Foreign Studies University.

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

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

Hultgren, Anna Kristina (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 (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; Nao, Marion; Sah, Pramod and Beach, Derek (2022). Tracing the Causes of English as a Medium of Instruction through Process Tracing. In: Sociolinguistics Symposium 24 - Inside and Beyond Binaries, 13-16 Jul 2022, Ghent University, Belgium.

Hultgren, Anna Kristina; Nao, Marion; Wingrove, Peter; Yuksel, Dogan and Zuaro, Beatrice (2023). Symposium: Research on English as a Medium of Instruction: Applied Linguistics and Interdisciplinarity. In: 56th Annual Conference of the British Association for Applied Linguistics (BAAL 2023), 23-25 Aug 2023, University of York, York.

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

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

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

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

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

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

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

Hultgren, Anna Kristina (2016). 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 (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 (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.

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

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.

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

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

Leedham, Maria (2008). Searching corpora of Chinese and British writers for lexicalised language. In: Crossculturality: English Studies and World Literature in China, 24-25 Apr 2008, Beijing University, China.

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

Leedham, Maria (2011). Writing in tables and lists: exploring multimodal undergraduate writing through keyword searches. In: ICAME 32 Oslo 2011: Trends and Traditions in English Corpus Linguistics: In Honour of Stig Johansson, 1-5 Jun 2011, Oslo, Norway.

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

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 (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 (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, UK.

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 (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 (2022). ‘Guv, I'm a copper, not a social worker!’: Using corpus-assisted discourse studies to analyse how caring professionals are portrayed on anglophone TV. In: ICAME Conference, 27-30 Jul 2022, Anglia Ruskin University, Cambridge, UK.

Leedham, Maria; Hunt, Sally and Mukherjee, Sarah Jane (2023). Mirrors and windows in Young Adult fiction. In: The twelfth international Corpus Linguistics conference (CL2023), 3-6 Jul 2023, Lancaster, UK.

Leedham, Maria; Shrestha, Prithvi; Therova, Dana; Tuck, Jackie and Ullmann, Thomas (2024). Disciplines, demographics and attainment: Creating corpora of student writing and lecturer feedback. In: 7th Corpora & Discourse International Conference #CADS2024, 17-19 Jul 2024, Innsbruck University, Austria.

Leedham, Maria; Tuck, Jackie; Shrestha, Prithvi; Therova, Dana and Ullmann, Thomas (2023). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate assessment in a distance university context. In: Assessment in Higher Education, 22-23 Jun 2023, Manchester, UK.

Leedham, Maria; Tuck, Jackie; Shrestha, Prithvi; Therova, Dana and Ullmann, Thomas (2023). Student Writing and Assessment Practices: combining corpus linguistics and in-depth interviews to investigate written assessment in a distance university context. In: The twelfth international Corpus Linguistics conference (CL2023), 3-6 Jul 2023, Lancaster, UK..

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

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

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

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.

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

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

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.

Mukherjee, Sarah Jane; Hunt, Sally and Leedham, Maria (2024). Gendered characters and gendered worlds in best-selling, contemporary Young Adult fiction. In: 7th Corpora & Discourse International Conference #CADS2024, 17-19 Jul 2024, Innsbruck University, Austria.

Mukherjee, Sarah Jane; Hunt, Sally and Leedham, Maria (2024). Uncovering Discourses of Representation in Young Adult Fiction. In: New developments in school libraries: The latest research, 9 Oct 2024, Online.

Nao, Marion and Hultgren, Anna Kristina (2023). Typicalising language shift as inevitability: From German to English at an Austrian university. In: 18th International Pragmatics Conference, 9-14 Jul 2023, Université Libre de Bruxelles, Brussels, Belgium.

Nao, Marion; Wingrove, Peter; Yuksel, Dogan; Zuaro, Beatrice and Hultgren, Anna Kristina (2023). What are the drivers of EMI, and does it matter? A close-up look at an Austrian university. In: ELINET First Annual Conference, 13-14 Apr 2023, University of Glasgow.

Nao, Marion; Yuksel, Dogan; Zuaro, Beatrice; Wingrove, Peter and Hultgren, Anna Kristina (2023). Critically assessed: A discourse analytic approach to interview data in Process Tracing methodology. In: 13th International and Interdisciplinary Conference on Applied Linguistics and Professional Practice (ALAPP) 2023, 4-6 Sep 2023, University of Glasgow.

Nao, Marion (2013). 'The lady doth protest too much': The use of gendered idiom to unequal ends in interaction. In: The Lady Doth Protest: Mapping Feminist Movements, Moments and Mobilizations (FWSA), 21-23 Jun 2013, Nottingham University, Nottingham.

Nao, Marion (2012). 'What's in a frame?': Single play as collaborative action. In: Discourse, Communication, Conversation: An Anniversary Conference (DARG & CAMARG), 22-23 Mar 2012, Loughborough University, Loughborough.

Nao, Marion (2011). We gotta talk about something, right?’: Topic as metacommunication in first-time encounters between teachers and students in a conversation lounge. In: Applied Linguistics and Professional Practice (ALAPP), 23-24 Jun 2011, Cardiff University, Cardiff.

Nao, Marion (2011). The sequential organization of pragmatic implicature and its consequential meaning trajectory. In: i-mean 2, 3-15 Apr 2011, UWE, Bristol.

Nao, Marion (2011). Signalling expectations on topic nomination in teacher-student interaction: Insights from a pragmatics of metacommunication. In: Invited talk at Language Education Research Seminar Series, 2011, Moray House School of Education, University of Edinburgh, Edinburgh.

Nao, Marion (2010). Navigating a ‘local’ conversational trajectory in a ‘globally’ framed institutional event: The pre-allocation of student topic nomination in L2 conversation-for-learning. In: 43rd Annual Meeting of the British Association for Applied Linguistics (BAAL), 9-11 Sep 2010, University of Aberdeen, Aberdeen.

Nao, Marion (2010). The foreign teacher in conversation: Cross-cultural reduction at the intersection of topic and didactic footing. In: Sociolinguistics Symposium 18, 1-4 Nov 2010, University of Southampton, Southampton.

Nao, Marion (2007). Constructing parity through topic negotiation in an L2 ‘conversation for learning’ activity. In: 17th International Conference on Pragmatics and Language Learning, 26-28 Mar 2007, University of Hawai’i at Manoa, Hawai’i.

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).

Özturan, Tuba and Shrestha, Prithvi (2024). Learners’ dialogic interaction with ChatGPT: Could it be an indicator for their proximal development? In: 2024 Technology for Second Language Learning (TSLL) Conference: Researching the Language and Use of Generative AI, 24-26 Oct 2024, Iowa State University, Iowa, USA.

Pacini, Adele and Shrestha, Prithvi (2022). Beyond input‑output: Applying dynamic systems theory to the complexity of implementing mental health interventions in non‑western cultures. In: Proceedings of the 5th UK Implementation Science Research Conference, 14-15 Jul 2022, London, pp. 18–19.

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.

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.

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.

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.

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

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

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

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

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 (2024). CALL, social justice and a capability approach: potentials and implications for research and praxis. In: 20th ChinaCALL Conference (ChinaCALL 2024) & International Congress on English Language Education and Applied Linguistics (ICELEAL 2024), 23-25 Aug 2024, Beijing Foreign Studies University, Beijing, China, ChinaCALL.

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.

Shrestha, Prithvi; Kotecki, Claire; Jahan, Rubaiyat; Homyara, Halida; Hultgren, Anna Kristina and Mitu, Nasreen Sultana (2023). Exploring access, barriers and gender equality in STEM education at a Bangladeshi University. In: UKFIET Conference 2023: Education for Social and Environmental Justice: Diversity, Sustainability, Responsibility, UKFIET, Oxford University.

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.

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 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.

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.

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

Swann, Joan (2009). How reading groups talk about books. In: The Readers Voice Convention, 4 Apr 2009, Jesus College, Oxford.

Thomas, Nathan; Hultgren, Anna Kristina; Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Beach, Derek (2023). Introducing Process Tracing to Shed New Light on Causal Mechanisms in Applied Linguistics. In: BAAL 2023 (British Association for Applied Linguistics, 56th Annual Conference), 23-25 Aug 2023, University of York, York, UK.

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

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.

Yuksel, Dogan; Hultgren, Anna Kristina; Wingrove, Peter; Zuaro, Beatrice and Nao, Marion (2023). Towards a Critical EMI: New Transdisciplinary Approaches in Linguistics. In: AAAL 2023 (American Association for Applied Linguistics), 18-21 Mar 2023, Portland, Oregon, USA.

Yuksel, Dogan; Wingrove, Peter; Zuaro, Beatrice; Nao, Marion and Hultgren, Anna Kristina (2023). “Let me say this first…” Reactions of stakeholders towards EMI in Turkey. In: ELINET First Annual Conference, 13-14 Apr 2023, University of Glasgow.

Zuaro, Beatrice; Wingrove, Peter; Yuksel, Dogan; Nao, Marion and Hultgren, Anna Kristina (2023). English as the Language-of-Education Mechanisms in Europe: New Transdisciplinary Approaches in Linguistics. In: 7th International Contemporary Educational Research Congress, 27-30 Sep 2023, Muğla Sıtkı Koçman University, Turkey.

Zuaro, Beatrice; Yuksel, Dogan; Wingrove, Peter; Nao, Marion and Hultgren, Anna Kristina (2023). Higher education autonomy and EMI: A Process Tracing investigation of Italian EMI. In: The English Language Seminar (ELS) Seminar, 28 Aug 2023, Department of English, Stockholm University, Sweden.

ThesisTo Top

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

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

Laffer, Alex (2016). A poetics of empathy : discussion of migrants in and around a work of fiction. Doctor of Philosophy (PhD) thesis The Open University.

Roy Capell, Julia (2022). Meaning-Making Practices of Emergent Arabic–English Bilingual Kindergarten Children in Cairo. Doctor of Education (EdD) thesis The Open University.

Shrestha, Prithvi Narayan (2012). Dynamic Assessment of Academic Writing for Business Studies. Doctor of Education (EdD) thesis The Open University.

Zuaro, Beatrice (2022). English-medium Instruction in the Italian context: Policies, practices, and discourses of internationalization. Doctor of Philosophy (PhD) thesis Stockholm University.

OtherTo Top

Adinolfi, Lina; Wolfenden, Freda and Dawadi, Saraswati (2023). Assessment: The forgotten component in large scale teacher professional development?

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)

Allington, Daniel and Swann, Joan (2009). Special issue of Language and Literature: Literary reading as social practice.

Carden, Catherine; Gumbrell, David; Twiselton, Sam and Taylor, Andrew (2021). The Story Behind the Story: Back to school and teacher and pupil mental health. In: Wingrove, Peter ed. Not Set

Carden, Catherine; Twiselton, Sam; Gumbrell, David and Bethune, Adrian (2020). Reframing the Debate on Teacher Mental Health and Wellbeing. In: Wingrove, Peter ed. Not Set

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.

Cremin, Teresa; Swann, Joan; Colvert, Angela and Oliver, Lucy (2016). Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3.

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

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.

Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Digital Badges for TPD at scale in the Global South: a framework for implementation and field study in Assam, India.

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.

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

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.

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.

Hultgren, Anna Kristina (2013). Parallelsproglighed på danske universiteter: en status rapport 2013. [Parallellingualism at Danish Universities: a status report 2013].

Hultgren, Anna Kristina (2021). Tracing the causes of the rise of English as an international language.

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.

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

Lanvers, Ursula and Hultgren, Anna Kristina (2014). SPEAKGLOBAL.

Leedham, Maria (2023). How negative perceptions of social workers are reinforced in the media.

Monaghan, Frank (1999). Defining a Role: The EAL Teacher in Maths.

Moore, Dylan; Seargeant, Philip and Smith, Donna (2022). Citizens’ voices, people's news: making the media work for Wales.

Nao, Marion (2019). [Book Review] Social interaction and English language teacher identity by Tom Morton and John Gray.

Nao, Marion (2016). [Book Review] Discourse Analysis: Putting Our Worlds into Words by Susan Strauss and Parastou Feiz.

Nao, Marion (2014). [Book Review] The Handbook of Business Discourse ed. by Francesca Bargiela-Chiappini.

Nao, Marion (2020). Insights into the Workings of an Epistemic Frame Trap.

Nao, Marion (2011). Masked pedagogy: negotiating self, topic and expertise in conversation-for-learning [extended summary].

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.

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

Shrestha, Prithvi (2006). English language needs of learners on the Openings/Level 1 courses in the Open University: a pilot study of tutors’ perspective.

Shrestha, Prithvi; Kotecki, Claire; Jahan, Rubaiyat; Homyara, Halida; Hultgren, Kristina and Mitu, Nasreen Sultana (2023). Bridging the STEM gap in higher education in Bangladesh: Exploring female underrepresentation in STEM subjects.

Shrestha, Prithvi (2001). Huckleberry Finn as an African American Figure in Adventures of Huckleberry Finn.

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.

Research Dataset RecordTo Top

Lillis, Theresa; Leedham, Maria and Twiner, Alison Writing in professional social work practice in a changing communicative landscape (WiSP). UK Data Service. https://doi.org/10.5255/UKDA-SN-853522

Nao, Marion ELEMENTAL Austria. https://doi.org/10.21954/ou.rd.25765449.v1

Nao, Marion ELEMENTAL Spain. https://doi.org/10.21954/ou.rd.25766058.v1

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