Currently browsing: English Language & Applied Linguistics

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Cameron, Lynne (2001). Teaching languages to young learners. Cambridge, UK: Cambridge University Press.

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.

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.

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

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

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.

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

Edited BookTo Top

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.

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

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

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.

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 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.

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, 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.

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.

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.

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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.

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 (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.

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

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.

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.

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.

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, 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 (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 (2020). From Rest in Peace to #R.I.P.: tracing shifts in the language of mourning. In: Tagg, Caroline and Evans, Mel eds. Message and Medium: historicising English language practices. Topics in English Linguistics. De Gruyter Mouton, pp. 129–148.

Giaxoglou, Korina and 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 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.

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.

Gregory, Ian N. and Paterson, Laura L. (2020). English Language and History: Geographical Representations of Poverty in Historical Newspapers. In: Adolphs, Svenja and Knight, Dawn eds. The Routledge Handbook of English Language and Digital Humanities. London: Routledge, pp. 418–439.

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.

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

Hewings, Ann 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 (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 (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 (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 (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 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.

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

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.

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

Leedham, Maria (2023). Student perspectives towards learning online. 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.

Leedham, Maria (2023). Integrating real life applications with text analysis. 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.

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

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

Leedham, Maria (2005). Exam-orientated tasks: transcripts, turn-taking and backchannelling. In: Willis, Jane and Edwards, Corony eds. Teachers Exploring Tasks. London: Palgrave Macmillan, pp. 93–102.

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

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

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

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

Maci, Stefania M.; Demata, Massimiliano; Seargeant, Philip and McGlashan, Mark (2024). The Various Dimensions of Disinformation: An introduction. In: Maci, Stefania M.; Demata, Massimiliano; McGlashan, Mark and Seargeant, Philip eds. The Routledge Handbook of Discourse and Disinformation. Routledge Handbooks in Applied Linguistics. Abingdon, Oxon: Routledge, pp. 1–13.

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

Mayor, Barbara and Swann, Joan (2001). English language and global teaching. In: Lea, Mary R. and Nicoll, Kathy eds. Distributed learning: social and cultural approaches to practice. UK: Routledge.

McRae, S. and Swann, J. (2006). Putting on the style. In: Maybin, J. and Swann, J. eds. The Art of English: Everyday Creativity. Basingstoke, UK: Palgrave Macmillan.

Mert, Mahmut; Alkanat Akman, Tuba and Yuksel, Dogan (2024). The Impact of Englishization of Higher Education on Exchange Students' Attitudes Toward Local Languages. In: Mammadova, Tamilla ed. Academic Mobility through the Lens of Language and Identity, Global Pandemics, and Distance Internationalization: Multidisciplinary Perspectives. Routledge Research in International and Comparative Education. Oxon, UK and New York, USA: Routledge.

Mesthrie, R. and Swann, J. (2009). From variation to hybridity. In: Maybin, Janet and Swann, Joan eds. The Routledge Companion to English Language Studies. London, UK: Routledge.

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

Monaghan, Frank (2001). IT’s all talk? In: Goodwin, Prue ed. The articulate classroom: talking and learning in the primary school. David Fulton, pp. 77–82.

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

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

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

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

Murphy, Amanda C. and Zuaro, Beatrice (2021). Internationalization vs Englishization in Italian higher education: Reframing the issue. In: Wilkinson, Robert and Gabriëls, René eds. The Englishization of Higher Education in Europe. Amsterdam: Amsterdam University Press, pp. 163–188.

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

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

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

Pope, Rob and Swann, Joan (2011). Introduction: creativity, language, literature. In: Swann, Joan; Pope, Rob and Carter, Ronald eds. Creativity in Language and Literature: the state of the art. Basingstoke: Palgrave Macmillan, pp. 217–230.

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

Seargeant, Philip (2023). Shakespeare and English Language Education. In: Bickley, Pamela and Stevens, Jenny eds. Shakespeare, Education and Pedagogy : Representations, Interactions and Adaptations. Literature and Education. Abingdon, Oxon: Routledge, pp. 163–171.

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

Seargeant, Philip (2022). Complementary concepts of disinformation. In: Demata, Massimiliano; Zorzi, Virginia and Zottola, Angela eds. Conspiracy Theory Discourses. Discourse Approaches to Politics, Society and Culture, 98. John Benjamins, pp. 193–214.

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

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

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

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

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

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

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

Seargeant, Philip (2012). English and linguistic globalisation. In: Seargeant, Philip and Swann, Joan eds. English in the World: History, Diversity, Change. Worlds of English. Abingdon: Routledge, pp. 178–187.

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

Seargeant, Philip (2024). Politics and applied linguistics. In: Wei, Li; Zhu, Hua and Simpson, James eds. The Routledge Handbook of Applied Linguistics, Second Edition. Routledge Handbooks in Applied Linguistics, 2. Abingdon, Oxon: Routledge.

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

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

Seargeant, Philip and Erling, Elizabeth J. (2013). Introduction: English and development. In: Erling, Elizabeth J. and Seargeant, Philip eds. English and Development: Policy, Pedagogy and Globalization. Critical Language and Literacy Studies. Bristol: Multilingual Matters, pp. 1–20.

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

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

Seargeant, Philip; Smith, Donna and Moore, Dylan (2024). Citizens’ perspectives on the news media and democracy: a citizens’ panel case study from Wales. In: Maci, Stefania M.; Demata, Massimiliano; McGlashan, Mark and Seargeant, Philip eds. The Routledge Handbook of Discourse and Disinformation. Routledge Handbooks in Applied Linguistics. Abingdon, Oxon: Routledge, pp. 258–274.

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

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

Shrestha, Prithvi (2023). Primary English language teaching in Bangladesh: classroom practices and teacher identities. In: Zein, Subhan and Butler, Yuko Goto eds. Teaching English to Young Learners in Asia: Challenges and Directions for Teacher Education. Routledge Research in Teacher Education. Oxon; New York NY: Routledge, pp. 106–128.

Shrestha, Prithvi; Rahman, Sayeedur and Shrestha, Bharat Babu (2024). English as a Medium of Instruction and Social Justice in Higher Education in Bangladesh and Nepal: A Capability Perspective. In: Giri, Ram Ashish; Padwad, Amol and Kabir, Mian Md Naushaad eds. English as a Medium of Instruction in South Asia: Issues in Equity, Inclusion and Social Justice. Routledge, pp. 170–189.

Singh, Jaspal Naveel (2023). Transcultural decoloniality, global hip hop and reflexive narrative analysis. In: de Barros, Solange M. and Resende, Viviane eds. Coloniality in Discourse: A Radical Critique. London: Routledge, pp. 136–154.

Singh, Jaspal (2023). ‘Purifying’ Hindi Translanguaging from English and Urdu Emblems: A Sociolinguistic Decolonization of the Hindu Right? In: Deumert, Ana and Makoni, Sinfree eds. From Southern Theory to Decolonizing Sociolinguistics: Voices, Questions and Alternatives. Studies in Knowledge Production and Participation (5). Bristol: Multilingual Matters, pp. 18–38.

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

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

Singh, Jaspal (2021). The Sociolinguistic Saffronisation of India. In: Theodoropoulou, Irene and Tovar, Johanna eds. Research Companion to Language and Country Branding. Routledge Studies in Language and Identity. Abingdon: Routledge, pp. 57–71.

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

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

Spilioti, Tereza and Giaxoglou, Korina (2021). Translation and trans-scripting: languaging practices in the city of Aθens. In: Lee, Tong King ed. The Routledge Handbook of Translation and the City. Abingdon: Routledge, pp. 278–293.

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

Swann, J. (2009). Doing gender against the odds: a sociolinguistic analysis of educational discourse. In: Eppler, Eva M. and Pichler, Pia eds. Gender and Spoken Interaction. Basingstoke, UK: Palgrave Macmillan.

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

Swann, J. (2006). The art of the everyday. In: Maybin, J. and Swann, J. eds. The Art of English: Everyday Creativity. Basingstoke, UK: Palgrave Macmillan.

Swann, J. and Maybin, J. (2008). Sociolinguistic and ethnographic approaches to language and gender. In: Harrington, K.; Litosseliti, L.; Saunston, H. and Sunderland, J. eds. Gender and Language Research Methodologies. Basingstoke, UK: Palgrave Macmillan.

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

Swann, Joan (2012). Everyday creativity in English. In: Allington, Daniel and Mayor, Barbara eds. Communicating in English: Talk, Text, Technology. London: Routledge, pp. 179–208.

Swann, Joan (2002). The intersection of verbal, visual and vocal elements in an oral narrative. In: Blayer, Irene Maria F. and Sanchez, Monica eds. Storytelling: Interdisciplinary and Intercultural Perspectives. UK: Peter Lang.

Swann, Joan (2001). Recording and transcribing talk in educational settings. In: Candlin, Christopher and Mercer, Neil eds. English Language Teaching in its Social Context. London, UK: Routledge.

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

Swann, Joan (2010). Global Englishes. In: Gupta, S. and Katsarka, M. eds. English Studies on This Side: Post-2007 Reckonings. Plovdiv: Plovdiv University Press.

Swann, Joan (2003). Schooled language: language and gender in educational settings. In: Holmes, Janet and Meyerhoff, Miriam eds. The Handbook of language and gender. Blackwell handbooks in linguistics. Oxford, UK: Blackwell Publishing, pp. 624–644.

Swann, Joan (2010). Transcribing spoken interaction. In: Hunston, Susan and Oakey, David eds. Introducing applied linguistics: Concepts and skills. London: Routledge, pp. 163–176.

Swann, Joan (2012). Creative interpretations: discourse analysis and literary reading. In: Jones, Rodney ed. Discourse and Creativity. Pearson Education, pp. 53–71.

Swann, Joan (2002). Yes, but is it gender? In: Litosseliti, Lia and Sunderland, Jane eds. Gender Identity and Discourse Analysis. Amsterdam: Benjamins, pp. 43–67.

Swann, Joan (2009). Stories in performance. In: Maybin, Janet and Watson, Nicola eds. Children's Literature: Approaches and Territories. Basingstoke, UK: Palgrave Macmillan.

Swann, Joan (2011). How reading groups talk about books: a study of literary reception. In: Swann, Joan; Pope, Rob and Carter, Ronald eds. Creativity in Language and Literature: the state of the art. Basingstoke: Palgrave Macmillan, pp. 217–230.

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

Tagg, Caroline (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 (2024). Digital language and communication. In: Wei, Li; Hua, Zhu and Simpson, James eds. The Routledge Handbook of Applied Linguistics, Second Edition, Volume 2. Abingdon, Oxon: Routledge, pp. 68–80.

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 Giaxoglou, Korina (2023). The sociolinguistics portfolio: integrating students’ language experiences into online applied linguistics modules. 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.

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 (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.

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.

Tuck, Jackie; Tagg, Caroline and Leedham, Maria (2023). Introduction. 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.

van der Bom, Isabelle and Paterson, Laura L. (2020). Revisiting the welfare state through the decades: Investigating the discursive construction of the welfare state in the Times from 1940-2009. In: Gomez-Jimenez, Eva M. and Toolan, Michael eds. The Discursive Construction of Economic Inequality: CADS Approaches to the British Media. Bloomsbury, pp. 49–68.

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.

Γιαξόγλου, Κορίνα and Σπηλιώτη, Τερέζα (2023). «Η ΕΕ μας έδωσε ένα νέο ξεκίνημα»: Ρευστός ρατσισμός και συν-αίσθημα σε μια επιμελημένη αφήγηση μετανάστευσης ['The EU gave us a fresh start': Fluid racism and empathy in a curated migration narrative]. In: Αρχάκης, Αργύρης; Καραχάλιου, Ράνια and Τσάκωνα, Βίλλυ eds. Ιχνηλατώντας τη Διείσδυση του Ρατσισμού στον Αντιρατσιστικό Λόγο: Μελέτες για τον Ρευστό Ρατσισμό. Αθήνα/Athens: Εκδόσεις Πεδίο/Field Editions, pp. 259–289.

Journal ItemTo Top

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

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.

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

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

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.

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.

Degano, Chiara and Zuaro, Beatrice (2019). Oral Examinations in EMI: A Focus on Pragmatic Competence. Textus: English studies in Italy, 32(1) pp. 141–162.

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.

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.

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.

Fuertes Gutiérrez, Mara; Márquez Reiter, Rosina and Moreno Clemons, Aris (2023). Descolonización y enseñanza del español. Journal of Spanish Language Teaching (Early access).

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.

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; 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.

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

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

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

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

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

Hunt, Sally (2021). COVID and the South African Family: Cyril Ramaphosa, President or father? Discourse, Context & Media, 44, article no. 100541.

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

Kaya, Sibel; Eryılmaz, Nurullah and Yuksel, Dogan (2023). A Cross-Cultural Comparison of Self-Efficacy as a Resilience Measure: Evidence From PISA 2018. Youth & Society (Early access).

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.

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

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

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

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

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).

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

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.

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

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)

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

Paterson, Laura L and McGlashan, Mark (2024). Same-sex marriage, gay marriage, or equal marriage? Category construction in a corpus of 21st century newspaper texts. Journal of Language and Sexuality, 13(2)

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

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

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

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.

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.

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

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

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

Seargeant, Philip; Tagg, Caroline and Ngampramuan, Wipapan (2012). Language choice and addressivity strategies in Thai-English social network interactions. Journal of Sociolinguistics, 16(4) pp. 510–531.

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

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

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

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 (early access).

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

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.

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; 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; 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.

The Pragglejaz Group (2007). MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol, 22(1) pp. 1–39.

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

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

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

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

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

Yuksel, Dogan and Altay, Mehmet (2023). Perspectives of business stakeholders about EMI in Turkiye. Journal of English-Medium Instruction (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.

Zuaro, Beatrice; Soler, Josep and Björkman-Nylén, Beyza (2022). Language policy in Italian universities: Navigating the language ambiguities of higher education internationalisation. Language Problems and Language Planning, 46(3) pp. 231–255.

Conference or Workshop ItemTo Top

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.

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. 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.

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.

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.

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 (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.

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.

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

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; 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.

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.

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; 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.

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

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). 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.

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; 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.

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.

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.

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.

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.

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.

Zuaro, Beatrice (2023). Content adaptations in English-medium Instruction: comparing L1 and English-medium lectures. In: ELINET First Annual Conference, 13-15 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

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

OtherTo Top

Carden, Catherine; Gumbrell, David; Twiselton, Sam and Taylor, Andrew (2021). The Story Behind the Story: Back to school and teacher and pupil mental health. Shawmind.

Carden, Catherine; Twiselton, Sam; Gumbrell, David and Bethune, Adrian (2020). Reframing the Debate on Teacher Mental Health and Wellbeing. Shawmind.

Hultgren, Anna Kristina (2013). Parallelsproglighed på danske universiteter: en status rapport 2013. [Parallellingualism at Danish Universities: a status report 2013]. Studier i Parallelsproglighed C5; University of Copenhagen: Centre for Internationalisation and Parallel Language Use, Copenhagen.

Nao, Marion (2020). Insights into the Workings of an Epistemic Frame Trap. In Imperfect Cognitions The Imperfect Cognitions Network.

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