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Teng, Mark Feng; Kukulska-Hulme, Agnes and Wu, Junjie Gavin eds. (2025). Theory and Practice in Vocabulary Research in Digital Environments. Routledge Studies in Applied Linguistics. New York: Routledge (In Press).

Pleines, Christine and Vialleton, Elodie (2025). Curriculum design. In: Álvarez, Inma and Fuertes Gutierrez, Mara eds. The Politics of Language Teaching and Learning. Perspectives from Higher Education in the UK. London: John Murray Press (In Press).

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

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.

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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.

Grandbastien, Monique; Pulker, Hélène and Vialleton, Elodie (2024). Utiliser la vidéo en formation à distance et observer collaboration, interaction et relations interpersonnelles. Distances et médiations des savoirs(46)

Hampel, Regine (2024). Multilingualism and the Digital Media. In: Chapelle, Carol ed. Encyclopedia of Applied Linguistics. Wiley (In Press).

Hampel, Regine (2024). Ecological perspectives on CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. Bloomsbury Publishing, pp. 131–143.

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Hampel, Regine and Lee, Helen (2024). Current and emerging theories in CALL. In: Stockwell, Glenn and Wang, Yijen eds. The Cambridge Handbook of Technology in Language Teaching and Learning. Cambridge Handbooks in Language and Linguistics. Cambridge: Cambridge University Press (In Press).

Hubscher-Davidson, Séverine (2024). Psychological sustainability in the translation professions: findings from two intervention studies. MikaEL - Finnish Journal of Translation and Interpreting Studies, 17(1) pp. 3–25.

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Kukulska-Hulme, Agnes (2024). Conclusion: The next generation of studies in multimodal, multilingual and multi-agent vocabulary learning. In: Teng, Mark Feng; Kukulska-Hulme, Agnes and Wu, Junjie Gavin eds. Theory and Practice in Vocabulary Research in Digital Environments. Routledge Studies in Applied Linguistics. New York, NY, USA: Routledge.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2024). Oportunidades de la Inteligencia Artificial (IA) en el aprendizaje y la enseñanza de lenguas
Opportunities for Artificial Intelligence (AI) in Language Teaching and Learning. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge, pp. 343–365.

Muñoz-Basols, Javier and Fuertes Gutierrez, Mara (2024). Interacción en entornos virtuales de aprendizaje / Interaction in Virtual Learning Environments. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Routledge, pp. 186–217.

Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis (2024). Planificar, Personalizar, Implementar (PPI): La enseñanza de lenguas mediada por tecnología [Planning, Personalization, Implementation (PPI): Technology-mediated language teaching]. In: Muñoz-Basols, Javier; Fuertes Gutiérrez, Mara and Cerezo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). London: Routledge, pp. 1–19.

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).

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Stickler, Ursula and Hampel, Regine (2024). Conclusion. In: Hampel, Regine and Stickler, Ursula eds. Bloomsbury Handbook of Language Learning and Technology. Bloomsbury Handbooks. London, New York: Bloomsbury Publishing, pp. 475–477.

Stickler, Ursula and Hampel, Regine (2024). Technology Integration in Europe: An Experiential Approach. In: Murphy Judy, Kathryn and Klimanova, Liudmila eds. The Handbook of Research in World Language Instruction. New York: Routledge (In press).

Stickler, Ursula; Kotschi, Susan and StJohn, Elke (2024). JenaCALLing: using residential school activities to develop an immersive online experience. In: Austen, Samantha; Fayram, Joanna and Phillips, Helen eds. Online Teaching and Learning in a changing, pedagogic and linguistic landscape. Online Language Pedagogies (2). London: Castledown.

Stickler, Ursula and Shi, Lijing (2024). Participant-Focused Eyetracking in a Sociocultural Framework. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury handbooks. London, New York: Bloomsbury Publishing, pp. 413–427.

Stickler, Ursula and Emke, Martina eds. (2023). Online Language Teaching: Crises and Creativities. Developing Online Language Pedagogies, 1. London: Castledown.

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 (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.

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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.

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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 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.

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Barkanyi, 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.

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Hauck, Mirjam (2023). From Virtual Exchange to Critical Virtual Exchange and Critical Internationalization at Home. The Global Impact Exchange, 2023(Spring) pp. 9–12.

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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.

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Lewis, Tim; Rienties, Bart and Rets, Irina (2023). Communication, metacommunication and intercultural effectiveness in virtual exchange: The Evaluate project. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

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

Pleines, Christine and Kan, Qian (2023). Exploring the use of tutorial recordings for beginner distance learners of Chinese. Journal of China Computer-Assisted Language Learning, 3(1) pp. 70–100.

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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.

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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.

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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.

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

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.

Hauck, Mirjam; Satar, Muge and Kurek, Malgorzata (2021). Where multimodal literacy meets online language learner autonomy: “Digital resources give us wings”. In: Fuchs, Carolin; Hauck, Mirjam and Dooly, Melinda eds. Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. Educational Linguistics. Springer, pp. 85–111.

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

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

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

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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.