Currently browsing: Applied Linguistics and Literacies Research Group

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Adhikari, Bal Ram and Shrestha, Sagun (2021). Translation during the COVID-19 pandemic in Nepal: Performance without recognition. Bridge: Trends and traditions in translation and interpreting studies, 2(2) pp. 4–28.

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

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.

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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 (2024). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching, 57(1) pp. 87–100.

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

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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.

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

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.

Green, Richard and Michael-Fox, Bethan (2023). Mortality, moral regulation, and (im)moral entrepreneurship in My Favorite Murder. Continuum: Journal of Media & Cultural Studies, 37(2) pp. 237–247.

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Haugh, Michael and Márquez Reiter, Rosina (2023). Morality in Discourse. In: Haugh, Michael and Márquez Reiter, Rosina eds. Morality in Discourse. Oxford Studies in Sociolinguistics. Oxford: Oxford University Press (In Press).

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 (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 (2023). Emotional skills training – it matters to all language professionals. In CIOL Voices Chartered Institute of Linguists (CIOL).

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

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.

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

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Katz, Silvina and Hubscher-Davidson, Séverine (2022). Hermeneutics as a route to translating auditory aspects of emotion in Silvina Ocampo’s fictional worlds: An analysis of Okno, el esclavo. Yearbook of Translational Hermeneutics, 2 pp. 207–241.

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

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

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.

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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.

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). How negative perceptions of social workers are reinforced in the media. In Community Care Community Care.

Leedham, Maria (2024). Depictions of social workers and other caring professionals on television. Journal of Social Work (Early access).

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

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

Leedham, Maria; 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: multifunctionality and double voicing. British Journal of Social Work (In press).

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

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

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

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.

Lillis, Theresa (2024). Cerrando la brecha entre texto y contexto en la investigación sobre la escritura académica: revisitando la etnografía como método, metodología y teorización profunda / Closing the gap between text and context in researching academic writing: revisiting ethnography as method, methodology and deep theorising. Cuadernos del Sur, 54 pp. 17–53.

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 (2026). The language of social work. In: Nesi, Hilary and Milin, Petar eds. Encyclopedia of Language and Linguistics, 3rd Edition. London, UK: Elsevier (In Press).

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 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; 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).

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

Márquez Reiter, Rosina (2023). Mobility and Stasis: Migrant portraits from a Madrid Market. In: Márquez Reiter, Rosina and Patiño-Santos, Adriana eds. Language Practices and Processes among Latin Americans in Europe. Routledge Studies in Hispanic and Lusophone Linguistics. Oxon and New York: Routledge, pp. 25–49.

Márquez Reiter, Rosina and Bou-Franch, Patricia (2024). Moralizing (un)civil behaviour. The case of interpellations on Facebook. In: Haugh, Michael and Márquez Reiter, Rosina eds. Morality in Discourse. Oxford Studies in Sociolinguistics. Oxford: Oxford University Press (In Press).

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 Manrique, Elizabeth (2024). Keeping the pitch on track: spatiotemporal challenges in ambulant vending on a Buenos Aires trainline. Multilingua (Early access).

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.

Molinari, Julia (2022). Critical Realism: What can it do for EAP? In: Ding, Alex and Evans, Michelle eds. Social Theory for English for Academic Purposes Foundations and Perspectives. New Perspectives for English for Academic Purposes. Bloomsbury, pp. 135–154.

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

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

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

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

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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 (Early access).

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

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.

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

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

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.

Pérez Cavana, Maria Luisa (2024). My foreign body: exploring lived experiences of speaking a foreign language. Language and Intercultural Communication, 24(1) pp. 52–64.

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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Sacconi, Davide (2022). Archetypes. A project for the Brazilian City. PhD thesis The Open University.

Seargeant, Philip and Giaxoglou, Korina (2024). Political influencers as flashpoints for manufactured online aggression. In: Blitvitch Garces-Conejos, Pilar and Georgakopoulou, Alexandra eds. Affect, hate and relationality in the discourse of, with and about influencers. Pragmatics and beyond. Amsterdam, NL: John Benjamins Publishing Company (In Press).

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

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

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

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

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

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

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, Sagun; Laudari, Suman and Gnawali, Laxman (2022). Exploratory action research: experiences of Nepalese EFL teachers. ELT Journal, article no. ccac029.

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

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

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

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 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.

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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Tagg, Caroline and Giaxoglou, Korina (2023). The sociolinguistics portfolio: integrating students’ language experiences into online applied linguistics modules. In: Leedham, Maria; Tagg, Caroline and Tuck, Jackie eds. Online Pedagogy and the Student Experience: Teaching Applied Linguistics and Beyond. London, UK: Open University Press, McGraw-Hill.

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

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

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

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

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

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

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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.

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

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Özturan, Tuba; Uysal, Hacer Hande and Shrestha, Prithvi N. (2023). An Investigation into EFL Learners’ Perspectives Towards Dynamic Assessment. In: Chong, Sin Wang and Reinders, Hayo eds. Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments. Cham: Palgrave Macmillan, pp. 63–79.

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