Currently browsing: Applied Linguistics and Literacies Research Group Research Group

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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.

Berry, Margaret and Mukherjee, Sarah Jane (2022). Exchange Structure: Refinements to the model through a study of multiparty discourse of 4 to 5 year-old children. Functions of Language, 29(3) pp. 253–273.

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Cantarutti, Marina (2021). Co-animation and the multimodal management of contextualisation problems when jointly “doing being” others. Social Interaction. Video Studies of Human Sociality., 4(4)

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

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Dawadi, Saraswati (2014). Mediation in classroom interaction. Journal of NELTA, 19(1-2) pp. 47–55.

Dawadi, Saraswati (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational & Social Sciences, 2(2) pp. 42–55.

Dawadi, Saraswati (2019). Students’ and parents’ attitudes towards the SEE English test. Journal of NELTA, 24(1-2) pp. 1–16.

Dawadi, Saraswati (2020). High-stakes test impact on student motivation to learn. European Journal of Educational & Social Sciences, 5(2) pp. 59–71.

Dawadi, Saraswati; Giri, Ram Ashish and Simkhada, Padam (2020). Impact of COVID-19 on the education sector in Nepal: Challenges and coping strategies. Advance: a SAGE preprints community

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

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

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

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

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

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

Gill, Nick and Hughes, Sam (2021). The character table of a sharply -transitive subgroup of the alternating group of degree 12. International Journal of Group Theory, 10(1) pp. 11–30.

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

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

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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: Special issue on 'Semiotics in CALL: Signs, meanings, and multimodality in digital spaces (In Press).

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

Leedham, Maria (2023). Integrating real life applications with text analysis. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond, Volume 1. London, UK: Open University Press, McGraw-Hill.

Leedham, Maria (2023). Student perspectives towards learning online. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond, Volume 1. London, UK: Open University Press, McGraw-Hill.

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

Lewis, Tim; Rienties, Bart and Rets, Irina (2022). 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.

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

Lillis, Theresa and Curry, Mary Jane (2022). The dynamics of academic knowledge making in a multilingual world: chronotypes of production. Journal of English for Research and Publication Purposes, 3(1) pp. 109–142.

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

Tuck, Jackie; Tagg, Caroline and Leedham, Maria (2023). Introduction. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond, Volume 1. London, UK: Open University Press, McGraw-Hill.

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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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