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Angermuller, Johannes and Blanchard, Philippe (2023). Careers of the Professoriate. Academic pathways of the linguists and sociologists in Germany, France and the UK. London: Palgrave MacMillan.

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

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

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

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

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

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

Angermuller, Johannes (2010). Diskursanalyse meets Gouvernementalitätsforschung: Perspektiven auf das Verhältnis von Subjekt, Sprache, Macht und Wissen. Frankfurt am Main: Campus-Verl.

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

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

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

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

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

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

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

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

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

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

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.

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

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

Cook, Guy (2004). Genetically Modified Language: the discourse of arguments for GM crops and food. London, UK: Routledge.

Cook, Guy (2001). The discourse of advertising. 2nd edition. Interface. London, UK: Routledge.

Cook, Guy (2003). Applied Linguistics. Oxford Introductions to Language. Oxford, UK: Oxford University Press.

Cook, Guy (2000). Language Play, Language Learning. Oxford, UK: Oxford University Press.

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

Dawes, Lyn and Sams, Claire (2004). Talk box: speaking and listening activities for learning at Key Stage 1. UK: David Fulton Publishers Ltd.

Dawes, Lyn and Wegerif, Rupert (2004). Thinking and learning with ICT: raising achievement in primary classrooms. UK: Routledge.

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

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.

Fernández-Toro, Maria (1999). Training Learners for Self-Instruction. London, UK: CILT.

Fernandez-Toro, Maria and Jones, Francis R. (2001). DIY techniques for language learners. London, UK: CILT Publications.

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

Gallardo-Barbarroja, M (2003). Introducción y desarrollo del espanol en el sistema universitario ingles durante el siglo XIX. Estudios de Linguistica del Espanol, 20. Madrid: RedIRIS.

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.

Gillen, Julia (2003). The Language of children. Intertext. London, UK: 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.

Hampel, Regine (2001). 'I write therefore I am?' Fictional autobiography and the idea of selfhood in the postmodern age. Bern: Peter Lang Publishing.

Hampel, Regine (2019). Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach. Palgrave Macmillan.

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

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

Hewings, Ann and Hewings, Martin (2005). Grammar and Context. London, UK: Routledge.

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

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

Kan, Qian (2007). Colloquial Chinese 2: The Next Step in Language Learning. London, UK: Routledge.

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

Lamy, Marie-Noëlle and Hampel, Regine (2007). Online communication for language learning and teaching. Basingstoke: Palgrave Macmillan.

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.

Noriega Sanchez, Maria Ruth (2002). Challenging realities: magic realism in contemporary American women’s fiction. Biblioteca Javier Coy d'estudis nord-americans. València, Spain: Universitat de València.

O'Halloran, Kieran (2003). Critical discourse analysis and language cognition. Edinburgh, UK: Edinburgh University Press.

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

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

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.

Proudfoot, Anna and Cardo, Francesco (2005). Modern Italian Grammar: a practical guide (2nd edition). Modern Grammars. London: Routledge.

Proudfoot, Anna (2005). Modern Italian Grammar Workbook (2nd edition). Modern Grammars. London: Routledge.

Proudfoot, Anna (2003). Italian Grammar. Teach Yourself (3rd Edition). London: Hodder & Stoughton.

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

Proudfoot, Anna; Batelli-Kneale, Tania; Di Stefano, Anna and Treveri-Gennari, Daniela (2004). The Routledge Intensive Italian Course. Routledge Intensive Language Courses. London: Routledge.

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.

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

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.

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

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

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

von Lindeiner-Stráský, Karina (2006). ‘Sammlung zur heiligsten Aufgabe’: Politische Künstler und Intellektuelle in Klaus Manns Exilwerk. Würzburg: Königshausen & Neumann.

Wegerif, Rupert (2002). Literature review in thinking skills, technology and learning literature review in thinking skills, technology and learning: a report for futurelab. Futurelab Series. Bristol, UK: Futurelab.

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

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

Young, Tony Johnstone; Ganassin, Sara; Schneider, Stefanie; Schartner, Alina and Walsh, Steve (2022). Intercultural Challenges for the Reintegration of Displaced Professionals: A Response to the Language Learning Needs of Refugees in Europe. Routledge Studies in Language and Intercultural Communication. New York: Routledge.

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Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle: Volume 1, Normes et variations géographiques et sociales. Espaces discursifs, 1. Paris: L'Harmattan.

Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle : Volume 2, Normes et variations dans les discours et en interaction. Espaces discursifs, 2. Paris: L'Harmattan.

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

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

Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. (2024). La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company.

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

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

Baumann, Uwe and Duensing, Annette eds. (2006). Developing writing skills in German. London: Routledge.

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

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

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.

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

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

Candlin, Chris ed. (2002). Research and practice in professional discourse. Hong Kong: City University of Hong Kong Press.

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

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

Coffin, C.; Hewings, A. and O'Halloran, K. eds. (2004). Applying English Grammar: Corpus and Functional Approaches. London, UK: Hodder Arnold.

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

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

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

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

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.

Develotte, Christine; Kern, Richard and Lamy, Marie-Noelle eds. (2011). Décrire la conversation en ligne: le face-à-face distanciel. Lyon, France: ENS Editions.

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

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

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

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

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

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.

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

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.

Hampel, Regine and Stickler, Ursula eds. (2024). The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury handbooks. London, New York: Bloomsbury Publishing.

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

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.

Hubscher-Davidson, Séverine and Lehr, Caroline eds. (2023). The Psychology of Translation: An Interdisciplinary Approach. London: Routledge.

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

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.

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

Hurd, Stella and Murphy, Linda eds. (2005). Success with languages. Routledge Study Guides. London, UK: Routledge.

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

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

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

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

Lallana, Amparo; Hernández Martín, Lourdes and Fuertes Gutierrez, Mara eds. (2020). Five years of ELEUK conferences: a selection of short papers from 2019. Reserch-publishing.net.

Lamy, Marie-Noëlle and Zourou, Katerina eds. (2013). Social Networking for Language Education. New Language Learning and Teaching Environments. Basingstoke: Palgrave MacMillan.

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; Mercer, Neil and Hewings, Ann eds. (2007). Using English. 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.

Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. (2024). La enseñanza del español mediada por tecnología: de la justicia social a la inteligencia artificial (IA). Routledge Advances in Spanish Language Teaching. Routledge.

Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. (2024). Teknologiak bideratutako hizkuntzen irakaskuntza. Justizia sozialetik adimen artifizialera (AA). Gipuzkoa (Donostia), Spain: HABE.

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

Nicolson, Margaret and MacIver, Matthew eds. (2003). Gaelic medium education. Policy and Practice in Education, 10. Edinburgh, Scotland: Dunedin Academic Press.

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

O'Halloran, K. A. and Coffin, C. eds. (2005). Getting Started. Describing the grammar of speech and writing. Milton Keynes, U.K.: The Open University.

Paterson, Laura L and Turner, Georgina eds. (2023). Approaches to Discourses of Marriage. Oxon, UK and New York, USA: Routledge.

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

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

Pérez Cavana, M.; Puleo, A. H. and Segura, C. eds. (2004). Mujeres y Ecologica: Historia, Pensamiento, Sociedad (Women and Ecology: History, Theory, Society). Madrid: Al-Mudayna.

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.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. (2022). Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge.

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

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

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.

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

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.

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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.

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Adams, Anne; Astruc, Lluisa; Garrido, Cecilia and Sweeney, Breen (2011). Situated learning in virtual worlds and identity reformation. In: Peachey, Anna and Childs, Mark eds. Reinventing Ourselves: Contemporary Concepts of Identity in Virtual Worlds. Immersive Environments. London: Springer-Verlag, pp. 275–299.

Adams, Helga and Nicolson, Margaret (2011). Learner diversity. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 29–42.

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.

Adinolfi, Lina; Pleines, Christine; Harper, Felicity; Beaven, Tita; Smith, Pete; Hassan, Xaviere; Adams, Helga and Nicolson, Margaret (2005). Developing competence in the language (2): Writing and speaking skills. In: Hurd, Stella and Murphy, Linda eds. Success with Languages. Routledge Study Guides. Abingdon, UK: Routledge, pp. 110–139.

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 Hewings, Ann (2012). Reading and writing in English. In: Allington, Daniel and Mayor, Barbara eds. Communicating in English:Talk, Text, Technology. Worlds of English. Abingdon: Routledge in association with the Open University, pp. 47–90.

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.

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

Álvarez, Inma and Beaven, Tita (2001). Destrezas interculturales en una comunidad virtual. El sitio A buen puerto de la Open University. In: Gimeno Sanz, A. M. ed. Tecnologías de la información y de las comunicaciones en la enseñanza de E/LE, 5-8 de septiembre de 2001. Universidad de Valencia, pp. 239–249.

Álvarez, Inma; Beaven, Tita and Garrido, Cecilia (2008). Strategies for acquiring intercultural communication. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Bristol, UK: Multilingual Matters, pp. 179–195.

Álvarez, Inma and Garrido, Cecilia (2001). Strategies for the development of multicultural competence in language learning. In: Coleman, James A.; Ferney, Derrik; Head, David and Rix, Rob eds. Language-learning futures : issues and strategies for modern language provision in Higher Education. London: CiLT Publications, pp. 150–163.

Álvarez, Inma and Kan, Qian (2012). Supporting intercultural learning For beginners’ Chinese language learners at the Open University, UK. In: Jin, Lixian and Cortazzi, Martin eds. Researching Intercultural Learning: Investigations in Language and Education. Palgrave Macmillan, pp. 209–234.

Amoraga-Piqueras, Maria-Rosa; Comas-Quinn, Anna and Southgate, Margaret (2011). Teaching through assessment. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 75–92.

Angermuller, Johannes (2023). The analysis of discursive subjects. In: Cap, Piotr ed. Handbook of Political Discourse. Elgar Handbooks in Political Science. Cheltenham: Elgar, pp. 180–203.

Angermuller, Johannes (2023). Der Brexit und seine Subjektpositionen. Soziale und sprachliche Prozesse der Subjektivierung im Diskurs. In: Dang-Anh, Mark ed. Politisches Postionieren. Sprachliche und soziale Praktiken. Akademiekonferenzen, 33. Heidelberg, DE: Winter Verlag, pp. 67–98.

Angermuller, Johannes (2022). Beyond discourse theory in the conspiratorial mode? The critical issue of truth in the age of post-truth. In: Demata, Massimiliano; Zorzi, Virginia and Zottola, Angela eds. Conspiracy Theory Discourses. Discourse Approaches to Politics, Society and Culture (98). Amsterdam: John Benjamins, pp. 489–494.

Angermuller, Johannes (2023). Structuralism. In: Grasso, Maria and Giugni, Marco eds. Elgar Encyclopedia of Political Sociology. Cheltenham and Camberley: Edward Elgar, pp. 580–582.

Angermuller, Johannes (2023). Interpelando os sujeitos do Brexit. Processos linguísticos e sociais da subjetividade discursiva. In: Oliveira, Teresa; Teixeira, Carla; Marques, Isabelle Simões; Rosa, Rute; Gonçalvez, Matilde and Valentim, Helena Topa eds. Gramática e Texto: Contextos, usos e propostas didáticas. Lisboa, PT: Colibri | CLUNL, pp. 47–82.

Angermuller, Johannes (2024). Representing Discourse Studies: The unequal actors of an international and multidisciplinary field. In: Xu, Shi ed. The Routledge Handbook of Cultural Discourse Studies. Abingdon, UK: Routledge.

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

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

Angermuller, Johannes (2020). Poststructuralist Discourse Studies: From Structure to Practice. In: de Fina, Anna and Georgakopoulou, Alexandra eds. The Cambridge Handbook of Discourse Studies. Cambridge University Press, pp. 235–254.

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

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

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

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

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

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

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

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

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

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

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

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

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.

Astruc, Lluïsa and García, M. Paz Marín (2024). Current challenges for bilingual teacher education – the multilingual classroom. In: Ramírez-Verdugo, M. Dolores ed. Transnational Approaches to Bilingual and Second Language Teacher Education. New York: Routledge, pp. 137–158.

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

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

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.

Bárkányi, Zsuzsanna (2024). Pronunciation anxiety in Spanish online learning. In: Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company, pp. 240–254.

Bárkányi, Zsuzsanna (2024). Ansiedad y aprendizaje virtual [Anxiety and virtual learning]. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerzo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Advances in Spanish Language Teaching. London and New York: Routledge, pp. 160–185.

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

Bárkányi, Zsuzsanna In: De Beni, Matteo; Hourani Martín, Dunia and Sartor, Elisa eds. Comunicación, traducción pedagógica y humanidades digitales en la enseñanza del español como LE/L2/LH. Verona: QuiEdit, pp. 43–51.

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

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

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

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

Baumann, U. (2005). Managing change in an academic environment: the German programme at the OUUK. In: Evans, T. D.; Smith, P. and Stacey, E. eds. Research in Distance Education (RIDE), Volume 6. Geelong: Deakin University, pp. 98–107.

Baumann, Uwe (2006). Erlebte Geschichte. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 144–162.

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

Baumann, Uwe and Hampel, Regine (2006). Medien - von der Zeitung zum Internet. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 60–84.

Baumann, Uwe and Shelley, Monica (2005). Assessing intercultural competence gain in a German distance learning course for adults. In: Holmberg, Borje; Shelley, Monica and White, Cynthia eds. Distance education and languages: evolution and change. New perspectives on language and education. Clevedon, UK: Multilingual Matters, pp. 119–139.

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

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

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

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

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

Beaven, Tita (1999). ”¡Pero si no se dice así!": Un estudio de las actitudes de los profesores de ELE hacia la enseñanza del español como "lengua mundial". In: Figueroa, M. F. ed. Nuevas perspectivas en la enseñanza del español como lengua extranjera: actas del X Congreso Internacional de ASELE, Cádiz, 22-25 de septiembre de 1999. Universidad de Cádiz, pp. 115–122.

Beaven, Tita (2002). The transitory, the fugitive, the contingent: Cristina Terzaghi’s mural in La Boca, Buenos Aires. In: Godsland, Shelley and White, Anne M. eds. Cultura Popular: Studies in Spanish and Latin American Popular Culture. Oxford, UK: Peter Lang.

Beaven, Tita (2002). La enseñanza de ELE a personas adultas inmigrantes no alfabetizadas. In: Perez Gutierrez, M. and Coloma Maestre, J. eds. El Español, Lengua del Mestizaje y la Interculturalidad. Universidad de Murcia, pp. 180–190.

Beaven, Tita and Garrido, Cecilia (2000). El español tuyo, el mío, el de aquél… ¿Cuál para nuestros estudiantes? In: Martín Zorraquino, M. A.; Pelegrín, C. D. and Ballesteros, M. P. eds. Qué español enseñar?: norma y variación lingüísticas en la enseñanza del español a extranjeros. Universidad de Zaragoza.

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

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

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

Candlin, C (2002). The Cardiff Lecture: 2000: New discourses of the clinic rediscovering the patient in healthcare, Cardiff University (March). In: ed. ? Cardiff, UK: University of Wales Press, pp. 1–23.

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

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

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Journal ItemTo Top

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

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

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

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

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.

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

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

Alami, Nael; Albuquerque, Josmario; Ashton, Loye; Elwood, James; Ewoodzie, Kwesi; Hauck, Mirjam; Karam, Joanne; Klimanova, Liudmila; Nasr, Ramona and Satar, Müge (2022). Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies. Journal of International Students, 12(S3) pp. 57–76.

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.

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

Álvarez, Inma; Fuertes Gutierrez, Mara and Gallardo Barbarroja, Matilde (2024). Team teaching in languages: a scoping review of approaches and practices in higher education. Innovation in Language Learning and Teaching, 18(1) pp. 59–77.

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

Andújar Molina, Olvido and Tudela Isanta, Anna (2024). FD-U: Formación a docentes voluntarios de español como lengua de acogida a personas acogidas de Ucrania. Lengua y migración, 1(16) pp. 55–76.

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

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

Angermuller, Johannes (2023). Postfaktischer Diskurs und Wahrheit. Zeitschrift für Diskursforschung, 10(2) pp. 349–357.

Angermuller, Johannes (2023). Culture et capitalisme: le renouveau marxiste de Fredric Jameson [The Marxist revival of Fredric Jameson]. La pensée, 416(4) pp. 108–119.

Angermuller, Johannes (2024). [Book Review] Die Wissenssoziologie nach Foucault und ihre Forschungsprogramme. Soziologische Revue, 47(4) pp. 480–487.

Angermuller, Johannes and Wroblewska, Marta (2023). “It’s creative stuff!” The REF Impact Agenda and the discursive (re-)positioning of academics. Educational Studies Review, 2(40) pp. 29–54.

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

Angermuller, Johannes (2018). Truth after post-truth: for a Strong Programme in Discourse Studies. Palgrave Communications, 4(1) pp. 1–8.

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

Angermuller, Johannes (2017). Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain. Higher Education, 73(6) pp. 963–980.

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

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

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

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

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

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

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

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

Angermuller, Johannes (2019). Catégoriser et positionner les sujets en philosophie: la controverse entre Derrida et Foucault envisagée d’un point de vue sociopragmatique. Argumentation et analyse du discours(22) pp. 1–16.

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

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

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

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.

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

Attar, Dena (2005). Dismay and disappointment: perspectives of inexperienced adult learners on becoming webpage readers. International Journal of Educational Research, 43(7-8) pp. 495–508.

Attar, Dena (2006). Public space and private confusions: the problems of handling email petitions. a/b: Auto/Biography Studies, 21(1) pp. 32–43.

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

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.

Austin, Nick; Hampel, Regine and Kukulska-Hulme, Agnes (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64 pp. 87–103.

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

Bárkányi, Z. and G. Kiss, Z. (2025). The Link Between Perception and Production in the Laryngeal Processes of Multilingual Speakers. Lanugages, 10(2), article no. 29.

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

Bárkányi, Zsuzsanna and Fuertes Gutiérrez, Mara (2019). Dialectal Variation and Spanish Language Teaching (SLT): Perspectives from the United Kingdom. Journal of Spanish Language Teaching, 6(2) pp. 199–216.

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

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

Bárkányi, Zsuzsanna and G. Kiss, Zoltan (2022). A homofóniakerülés hatása a zöngeprodukcióban [Homophony avoidance in the production of voicing]. Általános Nyelvészeti Tanulmányok(34) pp. 143–168.

Bárkányi, Zsuzsanna and G. Kiss, Zoltán (2023). Learning and unlearning voicing assimilation. Frontiers in Language Sciences, 2, article no. 1304666.

Bárkányi, Zsuzsanna and Kiss, Z. G. (2023). Production and perception of voicing contrast in assimilation contexts in Hungarian. Journal of Uralic Linguistics, 2(1) pp. 5–49.

Bárkányi, Zsuzsanna and Kiss, Zoltán G. (2021). The perception of voicing contrast in assimilation contexts in minimal pairs: evidence from Hungarian. Acta Linguistica Academica, 68(2) pp. 207–229.

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

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.

Baumann, Uwe (1999). Ab initio vs. A level students of German: how does their performance compare? Language Learning Journal, 20(1) pp. 8–14.

Baumann, Uwe (2016). An investigation of the background, practice and intercultural communicative competence of part-time distance language tutors at the Open University. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 11(1) pp. 45–56.

Baumann, Uwe (1999). Learning German at a distance - the Open University experience. Interface : Bradford studies in language, culture & society., Ab Initio(4) pp. 149–161.

Baumann, Uwe and Shelley, Monica (2003). Adult learners of German at the Open University: their knowledge of, and attitudes towards Germany. Open Learning: The Journal of Open, Distance e-Learning, 18(1) pp. 61–74.

Baumann, Uwe and Shelley, Monica (2006). Distance learners of German and intercultural competence. Open Learning, 21(3) pp. 191–204.

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

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

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

Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. Journal of Interactive Media in Education, 2013(3), article no. 18.

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

Beaven, Tita (2004). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica, 29

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

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

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

Beaven, Tita and Álvarez, Inma (2004). Translation skills for intercultural purposes: An on-line course for non-specialist learners of Spanish. Language, Culture and Curriculum, 17(2) pp. 97–108.

Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula (2010). Needs and challenges for online language teachers - the ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2) pp. 5–20.

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

Bhatia, Vijay K. and Candlin, Christopher N. (2004). Analysing arbitration laws across legal systems. Hermes Journal of Language and Communication Studies, 32 pp. 13–44.

Bishop, Graham (2001). Using quality and accuracy ratings to quantify the value added of a dictionary skills training course. Language Learning Journal(24)

Bishop, Graham (2004). First steps towards electronic marking of language assignments. Language Learning Journal(29)

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Lamy, Marie-Noëlle (2012). Où va la distance par des temps agités? Réponses d’une organisation distancielle : l’Open University. Distances et Savoirs, 9(4) pp. 611–618.

Lamy, Marie-Noelle and Goodfellow, Robin (1999). Supporting language students' interactions in Web-based conferencing. Computer Assisted Language Learning, 12(5) pp. 457–477.

Lamy, Marie-Noelle and Goodfellow, Robin (1998). “Conversations réflexives” dans la classe de langues virtuelle par conférence asynchrone. Revue d'apprentissage des langues et des systèmes d'information et de communication ALSIC, 1(2) pp. 81–89.

Lamy, Marie-Noëlle and Hassan, Xavière (2003). What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French. Open Learning, 18(1) pp. 39–59.

Lamy, Marie-Noëlle and Pegrum, Mark (2012). Special Issue Commentary: Hegemonies in CALL. Language Learning & Technology, 16(2) pp. 1–3.

Lamy, Marie-Noëlle and Zourou, Katerina (2013). Social networked game dynamics in web 2.0 language learning communities. Apprentissage des langues et Sytèmes d'information et de Communication (ALSIC), 16(1)

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

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

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

Lanvers, Ursula (2001). Language alternation in infant bilinguals: A developmental approach to codeswitching. International Journal of Bilingualism, 5(4) pp. 437–464.

Lanvers, Ursula (2004). Gender in discourse behaviour in parent–child dyads: a literature review. Child: Care, Health and Development, 30(5) pp. 481–493.

Lanvers, Ursula (1999). Lexical growth patterns in a bilingual infant: The occurrence and significance of equivalents in the bilingual lexicon. International Journal of Bilingual Education and Bilingualism, 2(1) pp. 30–52.

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

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

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

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

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

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

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

Lea, Susan J.; Lanvers, Ursula and Shaw, Steve (2003). Attrition in rape cases: Developing a profile and identifying relevant factors. British Journal of Criminology, 43(3) pp. 583–599.

Lee, Helen and Hampel, Regine (2023). Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom. Language Learning & Technology, 27(2) pp. 46–71.

Lee, Helen; Hampel, Regine and Kukulska-Hulme, Agnes (2019). Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices. System, 81 pp. 26–38.

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

Leedham, Maria (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.

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

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

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

Li, Hongqin; Pan, Lin; Seargeant, Philip and Block, David (2025). Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective. TESOL Quarterly, 59(1) pp. 103–135.

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

Lillis, Theresa; 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.

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

Littleton, Karen and Wegerif, Rupert (2003). Editorial - Introduction to the special issue on deliberation with computers: exploring the distinctive contribution of new technologies to collaborative thinking and learning. International Journal of Educational Research, 39(8) pp. 787–791.

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

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

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

Lyons, Agnieszka 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.

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

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.

Martin, D.S.; Craft, A. and Sheng, Z.N. (2001). The impact of cognitive strategy instruction on deaf learners: an international comparative study. American Annals of the Deaf, 146(4) pp. 366–378.

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

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.

Milà-Garcia, Alba and Tudela-Isanta, Anna (2022). Lenguas minoritarias y redes sociales: la creación de #estiktokat para contenidos en catalán. Cuadernos Europeos de Deusto(04) pp. 173–202.

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.

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

Mirza, Chahrazed and Lamy, Marie-Noëlle (2010). Quel est le rôle des environnements audio-graphiques synchrones dans les interactions d’un cours de langue en ligne? Revue Internationale des Technologies en Pédagogie Universitaire, 7(1) pp. 47–67.

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.

Montoro, Carlos and Hampel, Regine (2011). Investigating language learning activity using a CALL task in the self-access centre. SiSAL (Studies in Self-Access Learning) Journal, 2(3) pp. 119–135.

Montoro, Carlos and Hampel, Regine (2012). CALL: a triangle of triangles. The EuroCALL Review, 20(1)

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.

Morris, Andrea Easley and Evans, Ben (2024). Experiences of African American Spanish Learners in the US: mitigating racialization and fostering belonging through an inclusive curriculum. Journal of Spanish Language Teaching, 10(2) pp. 138–154.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2023). Asociacionismo y enseñanza del español en Europa. Archiletras Científica, 10 pp. 107–119.

Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara; Strawbridge, Tripp and Acosta Ortega, Laura (2023). Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types. Computer Assisted Language Learning (Early access).

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

Murphy, Linda (2005). Attending to form and meaning: the experience of adult distance learners of French, German and Spanish. Language Teaching Research, 9(3) pp. 295–317.

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

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

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)

Nicolson, Margaret (2000). Language learners and diverse legacies: a question of confidence? Scottish Educational Review, 32(2) pp. 118–130.

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

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

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

Nicolson, Margaret (2003). Language and Who we are: some Scottish student perspectives. Scottish Educational Review, 35(2) pp. 121–134.

Nicolson, Margaret and Donnachie, Ian (2003). The New Lanark Highlanders: migration, community, and language 1785-c.1850. Family & Community History, 6(1) pp. 19–32.

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

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

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

North, Sarah (2005). Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics, 26(3) pp. 431–452.

North, Sarah (2007). 'The Voices, the voices': creativity in online conversation. Applied Linguistics, 28(4) pp. 538–555.

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

North, Sarah (2005). Different values, different skills? A comparison of essay writing by students from arts and science backgrounds. Studies in Higher Education, 30(5) pp. 517–533.

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

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

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

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

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

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

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

O'Halloran, Kieran A. (2005). Mystification and social agent absences: a critical discourse analysis using evolutionary psychology. Journal of Pragmatics, 37(12) pp. 1945–1964.

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

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

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.

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Paterson, Laura L. (2020). Non-sexist Language Policy and the Rise (and Fall?) of Combined Pronouns in British and American Written English. Journal of English Linguistics, 48(3) pp. 258–281.

Paterson, Laura L. (2024). Defining, labelling and evaluating poverty: A corpus-based discourse analysis of category construction in The Times newspaper 1900–2009. Discourse & Society (early access).

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 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) pp. 129–153.

Paterson, Laura L. (2020). Electronic supplement analysis of multiple texts: Exploring discourses of UK poverty in Below the Line comments. International Journal of Corpus Linguistics, 25(1) pp. 62–88.

Paterson, Laura L. 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.

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Pérez Cavana, Maria Luisa; Edwards, Chris and Luelmo del Castillo, Maria José (2023). Older language learners: 'always too late' vs 'never too late'. A mixed-methods approach. Widening Participation and Lifelong Learning, 25(2) pp. 88–113.

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

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Pulker, Hélène and Vialleton, Elodie (2024). Distance, flexibilité et nouveaux modes d’enseignement : de la crise du COVID à des transformations durables. Distances et médiations des savoirs(47 | 2024)

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

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Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2023). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning, 38(1) pp. 38–57.

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Rosell-Aguilar, Fernando (2004). WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16(1) pp. 210–224.

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

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

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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.

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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.

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Sánchez Moreano, Santiago; Miranda, Norbella; Tejada-Sánchez, Isabel; Barrera, John; González, Adriana; Hernández, Olga Camila; Ortega, Yecid and Cortés, Yenny (2023). Por una praxis educativa bi/pluri/multi/lingüe en Colombia. Notas de Política en Educación(8)

Sánchez Moreano, Santiago (2020). Análisis de la interacción social en contextos de movilidad y de superdiversidad. Iberoromania, 2020(91) pp. 28–51.

Sanchez Moreano, Santiago (2019). Objets préverbaux dans des constructions transitives en espagnol andin : une analyse plurifactorielle. Faits de Langues, 49(2) pp. 155–182.

Sanchez Moreano, Santiago (2019). Repertorios lingüísticos y representación de la diversidad lingüística en Leticia (Colombia) y su periferia. Visitas al Patio, 13(1) pp. 12–36.

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Sánchez Moreano, Santiago (2017). Enoncés de type OV et positionnements sociaux dans l’espagnol parlé par les Quichuas équatoriens à Cali (Colombie)

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Sánchez Moreano, Santiago (2018). Reseña de Palacios, Azucena. 2017. Variación y cambio lingüístico en situaciones de contacto. Madrid / Frankfurt: Iberoamericana / Vervuert. Estudios de Lingüística del Español, 39(1) pp. 439–456.

Sarangi, Srikant and Candlin, Christopher N (2003). Categorization and explanation of risk: a discourse analytical perspective. Health, Risk and Society, 5(2) pp. 115–124.

Satar, Müge; Hauck, Mirjam and Bilki, Zeynep (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy. Language Learning & Technology, 27(2) pp. 72–96.

Schneider, Stefanie (2020). A critical analysis of the role of intercultural communication in the Common European Framework of Reference for Languages (CEFR) Companion Volume (2020). Journal of Spanish Language Teaching, 7(2) pp. 193–199.

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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.

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

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

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

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

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

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

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

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

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

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

Shield, Lesley and Kukulska-Hulme, Agnes (2004). Language learning websites; designing for usability. TEL & CAL: Zeitschrift für Neue Lernkulturen, 1. Quartal(Jänner2004) pp. 27–32.

Shield, L. and Kukulska-Hulme, A. (2006). Are Language learning websites special? Towards a research agenda for discipline-specific usability. Journal of Educational Multimedia and Hypermedia, 15(3) pp. 349–369.

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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 Naveel (2024). [Book Review] Tong King Lee Choreographies of Multilingualism: Writing and Language Ideology in Singapore Oxford, Oxford University Press. 2022. Sociolinguistic Studies, 18(3-4) pp. 571–575.

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.

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

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.

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

Stickler, Ursula (2024). Online language teaching in times of change: A CALL to action for language teachers and educators. Journal of China Computer-Assisted Language Learning (Early access).

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2007). ‘Distant Classmates: speech and silence in online and telephone language tutorials’. European Journal of Open, Distance and e-Learning, 2007(2)

Stickler, Ursula and Emke, Martina (2023). Future-proofing language teaching: How the COVID-19 pandemic has changed our profession. CALICO Journal, 40(2) pp. 137–152.

Stickler, Ursula and Hampel, Regine (2015). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395.

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

Stickler, Ursula (2004). “…and furthermore I will correct your mistakes”: Kulturelle Unterschiede bei der Fehlerkorrektur im Tandem. Theorie und Praxis: Österreichische Beiträge zu Deutsch als Fremdsprache., 8 pp. 79–93.

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

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

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

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2007). Distant Classmates: Speech and silence online and telephone language tutorials. European Journal of Open, Distance and e-Learning, 2

Stickler, Ursula and Emke, Martina (2011). LITERALIA: Towards developing intercultural maturity online. Language Learning & Technology, 15(1) pp. 147–168.

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

Stickler, Ursula and Hampel, Regine (2007). Designing online tutor training for language courses: a case study. Open Learning, 22(1) pp. 75–85.

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

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

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

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

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

Stickler, Ursula and Hauck, Mirjam (2006). What does it Take to Teach Online? Towards a Pedagogy for Online Language Teaching and Learning. CALICO Journal, 23(3)

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

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

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

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.

Tang, Jinlan; Kan, Qian; Wang, Na and Hu, Xiaona (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning, 1(1)

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.

Truman, Michael and Torres Giménez, Maria Jesús (2005). Something for everyone? Andalusian politicians and their use of persuasive language in appeals to the electorate. Spanish in Context, 2(1) pp. 51–75.

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 (2025). ‘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, 16(1) pp. 90–106.

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.

Tudela Isanta, Anna and Milà Garcia, Alba (2022). La presencia del catalán en las plataformas digitales: el caso de Twitch y TikTok. Caracol, 24 pp. 76–109.

Tudela-Isanta, Anna and Andújar-Molina, Olvido (2023). La enseñanza del español a personas refugiadas y desplazadas. Revisión de alcance [Teaching Spanish to refugees and displaced persons. A scoping review.]. Journal of Spanish Language Teaching pp. 1–19.

Tudela-Isanta, Anna and Arias-Badia, Blanca (2022). El tratamiento del multilingüismo en la traducción audiovisual catalán-español: estudio de caso de Las del hockey [The Treatment of Multilingualism in Catalan-Spanish Audiovisual Translation: A Case Study of The Hockey Girls]. CLINA Revista Interdisciplinaria de Traducción Interpretación y Comunicación Intercultural, 8(1) pp. 31–55.

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.

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

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

Uth, Melanie; Blestel, Élodie and Sánchez Moreano, Santiago (2024). Labialización de las nasales finales: estudio comparativo en tres regiones de español americano. Forma y Función, 37(I)

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

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.

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

Van der Meij, Hans; de Vries, Bregje; Boersma, Kerst; Pieters, Jules and Wegerif, Rupert (2005). An examination of interactional coherence in email use in elementary school. Computers in Human Behavior, 21(3) pp. 417–439.

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

Von Lindeiner, Karina (2007). Klaus Mann’s Die Sammlung: An Attempt at an International Journal. German Life and Letters, 60(2) pp. 212–224.

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

von Lindeiner-Stráský, Karina; Stickler, Ursula and Gargett, Andrew (2025). Introduction to CALICO Special Issue. CALICO Journal, 42(1) i-viii.

von Lindeiner-Stráský, Karina; Stickler, Ursula and Winchester, Susanne (2022). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-learning, 37(3) pp. 288–304.

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

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

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

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.

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

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

Warnecke, Sylvia (2003). Reynard the Fox for children in the GDR: the story of a tamed villain's adventures? Bulletin of the John Rylands University Library of Manchester, 84(3) pp. 171–187.

Warnecke, Sylvia (2001). The GDR: a paradise for children's literature? Between idealism and control of Marxist-Leninist cultural policy. Literatuur Zonder Leeftijid, 15(56) pp. 343–353.

Warnecke, Sylvia (1999). Die 'visuelle Bibliothek' des Gerstenberg-Verlages: Klassiker fur Kinder. Deutschunterricht, 52(3) pp. 234–236.

Warnecke, Sylvia (1994). Mythen und Sagen als Schulexperiment. Deutschunterricht, 47 pp. 35–42.

Warnecke, Sylvia (1992). Prometheus in der Schule. Deutschunterricht, 45 pp. 35–42.

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).

Wegerif, Rupert (2004). The role of educational software as a support for teaching and learning conversations. Computers and Education, 43(1-2) pp. 179–191.

Wegerif, Rupert; Littleton, Karen; Dawes, Lyn; Mercer, Neil and Rowe, Denise (2004). Widening access to educational opportunities through teaching children how to reason together. Westminster Studies in Education, 27(2) pp. 143–156.

Wegerif, Rupert; Littleton, Karen and Jones, Ann (2003). Stand-alone computers supporting learning dialogues in primary classrooms. International Journal of Educational Research, 39(8) pp. 851–860.

Weininger, Markus J. and Shield, Lesley (2004). Promoting oral production in a written channel: an investigation of learner language in MOO. Computer Assisted Language Learning, 16(4) pp. 329–349.

Wilton-Godberfforde, Emilia (2022). Tartuffe in the Post-Truth Era. L'Esprit Créateur, 62(2) pp. 147–161.

Wilton-Godberfforde, Emilia (2023). [Book Review] Rire et comédie: émergence d’un nouveau discours sur les effets du théâtre au xviie siècle. Par Coline Piot. French Studies, 77(3) pp. 476–477.

Wilton-Godberfforde, Emilia (2023). [Book Review] Pierre Du Ryer, Théâtre complet. Sous la direction d’Hélène Baby. Tome ii, édition d’Hélène Baby, Catherine Dumas, Perry Gethner et Sandrine Berrégard. French Studies, 77(3) pp. 474–475.

Wilton-Godberfforde, Emilia (2023). [Book review] Guilt and Extenuation in Tragedy: Variations on Racinian Excuses. By Edward Forman. French Studies, 77(3) pp. 475–476.

Wilton-Godberfforde, Emilia (2023). [Book Review] L’Amour et l’amitié au Grand Siècle. By Delphine Calle, Astrid Van Assche. French Studies

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

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

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.

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

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.

Xiao, Junhong and Hurd, Stella (2007). Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China. Journal of Asia TEFL, 4(2) pp. 141–164.

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

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 (2022). English-medium Instruction through the lens of discipline and culture: Lecturers’ beliefs and reported practices. Apples - Journal of Applied Language Studies, 16(1) pp. 113–131.

Zuaro, Beatrice (2023). Content adaptations in English-medium instruction: Comparing L1 and English-medium lectures. English for Specific Purposes, 70 pp. 267–279.

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.

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

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

Adams, Helga and Nicolson, Margaret (2010). Getting the best out of speaking practice in language tutorials. In: BAAL Language Learning & Teaching Special Interest Group, 8-9 Jul 2010, King's College London.

Álvarez, Inma and Garrido, Cecilia (2004). Teachers roles and training in intercultural education. In: CiLT Conference, Navigating the new landscape for languages, 30 Jun - 1 Jul 2004, London.

Álvarez, Inma; Tita, Beaven and Pérez Cavana, Maria Luisa (2009). Enhancing the ELP for the 21st Century. In: European Confederation of Language Centres in Higher Education (CercleS) Seminar, The Role of the Common European Framework of Reference for Languages and the European Language Portfolio in Higher Education, 17-19 Sep 2009, Padua, Italy.

Angermuller, Johannes (2022). Les sujets du discours sur le Brexit. Perspectives linguistiques et sociologiques sur la subjectivité. In: SHS Web of Conferences, EDP Sciences, Paris, 138, article no. 01010.

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

Baumann, Uwe; Shelley, Monica; Murphy, Linda and White, Cynthia (2006). Language tutors at the OUUK – their (e)-competencies in Open and Distance Learning. In: EDEN 2006 Annual Conference, 14-17 Jun 2006, Vienna, Austria.

Baumann, U.; Shelley, M. A.; Murphy, L. and Whit, C. (2005). Teaching languages at a distance: Towards an understanding of the tutor’s role. In: EADTU Conference, 10-11 Nov 2005, Rome.

Baumann, Uwe (1999). Deutsch im Fernstudium an der Open University. In: Wege zur Mehrsprachigkeit im Fernstudium (Kischel, Gerhard and Gothsch, Eva eds.), FernUniversität Hagen, Hagen, pp. 209–220.

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

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

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

Brash, Bärbel and Strasser, Thomas (2023). Transfer Theorie auf die Praxis: Webtools im mediengestützten Unterricht. In: Methodik-Didaktik-Digital, Egypt, pp. 209–247.

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

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.

Charitonos, K.; Gillespie, M.; Dancu, L.; O'Malley, O.; Al-Rashid, A.; Martin, S.; Wilding, C.; Graffin, N.; Mutwarasibo, F. and Babjak, M. (2023). Examining transitions to distance and online higher education with students from refugee backgrounds. In: BERA 2023 Conference, 12-14 Sep 2023, Birmingham, UK.

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.

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

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

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

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

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

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

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

Cooper, T.; LeVoi, M.; Littleton, K.; Miell, D.; Vass, E. and Wegerif, R. (2004). Developing a sociocultural framework for understanding asynchronous teaching and learning dialogues. In: British Educational Research Association Annual Conference, Sep 2004, Manchester, UK.

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.

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

Hubscher-Davidson, Severine (2021). Invited research workshops. In: Doctoral and Teacher-Training Translation Studies Summer School (DOTTSS), 5-16 Jul 2021, [Online].

Hubscher-Davidson, Severine (2021). “We are not robots”: On developing the emotional intelligence of translators. In: 7th International Conference on Cognitive Research on Translation and Interpreting, Jun 2021, Durham University, Wuhan University of Technology, and Macau University.

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

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

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

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

Hubscher-Davidson, Séverine (2022). Communicating myriad emotions across cultures: A perspective from translator studies. In: Centre for Translation Studies’ Annual Lecture, 15 Jun 2022, University of Leeds.

Hubscher-Davidson, Séverine (2022). Stress management for professional linguists. In: Invited opening speaker at “Future of the profession” event series, 30 Sep 2022, United Nations Office in Vienna (UNOV).

Hubscher-Davidson, Séverine (2023). Keynote Speaker: ‘The psychology of sustainability and professional translation: taking the long view’. In: The annual KäTu Symposia on Translation and Interpreting Studies, 13-15 Apr 2023, University of Turku (Finland).

Hubscher-Davidson, Séverine (2023). Invited research workshops: ‘Emotion management for translators'. In: Invited Research Workshops, Mar 2023, University of Newcastle.

Hubscher-Davidson, Séverine (2023). Emotion and Stress Management. In: Trans/Actions: Translation as Activism Inaugural Event, 15 Sep 2023, Future Humanities Institute, University College, Cork.

Hubscher-Davidson, Séverine (2023). Emotional health and wellbeing for professional translators. In: Global event for International Federation of Translators, 17 Nov 2023, Online.

Hubscher-Davidson, Séverine (2024). Studying psychological translation processes: towards an application in practice. In: Workshop for Network on Translators’ Job Satisfaction and Sustainability in the Translation Professions, 5-6 Dec 2024, Sigtuna, Sweden.

Hubscher-Davidson, Séverine (2025). Coaching for wellbeing: A study of the benefits and drawbacks for translators in the workplace. In: 11th European Society for Translation Studies (EST) Congress, 30 Jun - 04 Jul 2025, Leeds, UK.

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

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

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

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

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

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

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

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

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

Hubscher-Davidson, Severine (2013). Invited research seminar: The Role of Emotional Intelligence in 155 Professional Translators’ Work. In: Research Seminar Series, Oct 2013, University of Salford.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Hubscher-Davidson, Severine (2020). Lockdown Teaching, or What Online Teaching is not About. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

Hubscher-Davidson, Severine (2020). Language, Health, and Psychology: Exploring the Links. In: Research Seminar Series, University of Coventry, Nov 2020.

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

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

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

Hubscher-Davidson, Severine and Devaux, Jerome (2020). Top tips for (a)synchronous sessions – MA in Translations. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

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

Hultgren, Anna Kristina (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.

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Research Dataset RecordTo Top

Fuertes Gutierrez, Mara and Barkanyi, Zsuzsanna Spanish varieties in the language classroom: questionnaire to teachers. https://doi.org/10.21954/ou.rd.7971401.v1

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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