Publications

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Articles

Mitchell, R. (2023). Documenting L2 input and interaction during study abroad: approaches, instruments and challenges. Second Language Research, 39(1). https://doi.org/10.1177/02676583211030626
Slabakova, R., Zhao, L., Baker, L., Turner, J., & Tuniyan, E. (2023). Null and overt pronoun interpretation in L2 Mandarin resultative constructions. Linguistic Approaches to Bilingualism.
Hunt, M., & Acton, E. (2022). “How's the wife?”: Pragmatic reasoning in spousal reference. Journal of Pragmatics, 188, 152-170. https://doi.org/10.1016/j.pragma.2021.11.005
Turner, J. (2022). Analysing the relationship between L2 production and different stages of L2 processing: eye-tracking and acoustic evidence for a novel contrast. Journal of Phonetics, 91, [101134]. https://doi.org/10.1016/j.wocn.2022.101134
Luo, Y., Wei, W., & Zheng, Y. (2022). Artificial intelligence-generated and human expert-designed vocabulary tests: a comparative study. SAGE Open, 12(1), 1-12. https://doi.org/10.1177/21582440221082130
Thomas, A., & Mitchell, R. (2022). Can variation in input explain variation in typical spoken target-language features during study abroad? Journal of the European Second Language Association, 6(1), 60-77. http://10.22599/jesla.91
Banegas, D., Bullock, D., Kiely, R., Kuchah, K., Padwad, A., Smith, R., & Wedell, M. (2022). Decentring ELT: teacher associations as agents of change. ELT Journal, 76(1), 69-76. https://doi.org/10.1093/elt/ccab090
DiBattista, J. D., Berumen, M. L., Priest, M. A., De Brauwer, M., Coker, D. J., Sinclair‐Taylor, T. H., Hay, A., Bruss, G., Mansour, S., Bunce, M., Goatley, C. H. R., Power, M., & Marshell, A. (2022). Environmental DNA reveals a multi‐taxa biogeographic break across the Arabian Sea and Sea of Oman. Environmental DNA, 4(1), 206-221. https://doi.org/10.1002/edn3.252
Baker, W., & Fang, F. (2022). Intercultural citizenship and the internationalisation of higher education: the role of English language teaching. Journal of English as a Lingua Franca, 11(1), 63-75. https://doi.org/10.1515/jelf-2022-2067
Zhang, D., & Zheng, Y. (2022). Investigating the assessment literacy of Mandarin Chinese teachers in the UK. International Chinese Language Education.
Phillips, P. C. B., & Wang, Y. (2022). Limit theory for locally flat functional coefficient regression. Econometric Theory, 1-50. https://doi.org/10.1017/S0266466622000287
Hunt, M., & Denim, S. (2022). Linguistic profiling and shifting standards: Bias against Uyghur speakers of L2 Mandarin in the job market. Journal of Language and Discrimination, 6(2), 261-288. https://doi.org/10.1558/jld.21115
Turner, J. (2022). Phonetic development of an L2 vowel system and tandem drift in the L1: A Residence Abroad and L1 Re-Immersion Study. Language and Speech. https://doi.org/10.1177/00238309221133100
Kranert, M. (2022). Populismus und Anti-Populismus in politischen TV-Talkshows während des Bundestagswahlkampfs 2021. Aptum. Zeitschrift für Sprachkritik und Sprachkultur, 17(3), 329-344. https://doi.org/10.46771/9783967691962_7
Hunt, M., Cotter, C., Pearson, H., & Stockall, L. (2022). Swear(ING) ain't play(ING): The interaction of taboo language and the sociolinguistic variable. Journal of Sociolinguistics. https://doi.org/10.1111/josl.12588
Wright, C., Lu, Y., Zhang, J., Zhang, L., & Zheng, Y. (2022). Tests of Learning or Testing for Learning? An Exploratory Study of Motivation and Language Learning Strategies Among HSK Level 1-3 Test-takers in UK. International Journal of Chinese Language Teaching, 3(3), 1-19. http://10.46451/ijclt.2022.03.01
Baker, W., Boonsuk, Y., Ra, J. J., Sangiamchit, C., & Snodin, N. (2022). Thai study abroad students as intercultural citizens: developing intercultural citizenship through English medium education and ELT. Asia Pacific Journal of Education, 1-16. https://doi.org/10.1080/02188791.2022.2096569
Mayumi, K., & Zheng, Y. (2021). Becoming a speaker of multiple languages: an investigation into UK university students’ motivation for learning Chinese. The Language Learning Journal, 1-16. https://doi.org/10.1080/09571736.2021.1996621
Armbruster, H., & Belabbas, S. (2021). Between loss and salvage: Kabyles and Syrian Christians negotiate heritage, linguistic authenticity and identity in Europe. Languages, 6(4), [175]. https://doi.org/10.3390/languages6040175
Simcock, I. C., Reeve, R., Burnett, C., Costigan, C., Mcnair, H., Robinson, C., & Arthurs, O. J. (2021). Clinical academic radiographers – A challenging but rewarding career. Radiography, 27, S14-S19. https://doi.org/10.1016/j.radi.2021.06.008
Berrocal, M., Kranert, M., Attolino, P., Bonatti Santos, J. A., Santamaria, S. G., Henaku, N., Lezou Koffi, A. D., Marziani, C., Mažeikienė, V., Olivera Pérez, D., Rajandran, K., & Salamurović , A. (2021). Constructing collective identities and solidarity in premiers' early speeches on COVID-19: a global perspective. Humanities & Social Sciences Communications, 8(1), [128]. https://doi.org/10.1057/s41599-021-00805-x
Jensen, I. N., Mitrofanova, N., Andersson, M., Rodina, Y., Slabakova, R., & Westergaard, M. (2021). Crosslinguistic influence in L3 acquisition across linguistic modules. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1985127
Campmas, A. (2021). De L’œil du savant au regard impudique dans La Curée. Nottingham French Studies, 60(03), 334-346. https://doi.org/10.3366/nfs.2021.0329
Humphreys, G., & Baker, W. (2021). Developing intercultural awareness from short-term study abroad: insights from an interview study of Japanese students. Language and Intercultural Communication, 21(2), 260-275. https://doi.org/10.1080/14708477.2020.1860997
Patino, A., & Eva, C. (2021). Diversitat, globalització i desigualtat: una mirada etnogràfica a dues respostes de política lingüística educativa a Catalunya. Revista de Llengua i Dret, 75.
Slabakova, R. (2021). Does full transfer endure in L3A? Linguistic Approaches to Bilingualism, 11(1), 96 - 102. https://doi.org/10.1075/lab.20087.sla
Baker, W. (2021). From intercultural to transcultural communication. Language and Intercultural Communication. https://doi.org/10.1080/14708477.2021.2001477
Zheng, Y., Zheng, Y., & Zhang, J. (2021). HSK 试卷架构对1-3 级考生成绩的影响: 以英语母语者为例. International Chinese Language Education, 6(3), 50-59.
Sahan, K., & Sahan, O. (2021). Investigating student and alumni perspectives on language learning and career prospects through English medium instruction. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1973407
Zotzmann, K., & Sheldrake, R. (2021). Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics. Journal of Second Language Writing, 52, [100810]. https://doi.org/10.1016/j.jslw.2021.100810
Sokolova, M., & Slabakova, R. (2021). Processing similarities between native speakers and non-balanced bilinguals. International Journal of Bilingualism, 25(6), 1655–1679. https://doi.org/10.1177/13670069211033647
Alam, M., Alghamdi, A. S., Bahaj, A. S., James, P. A. B., & Blunden, L. S. (2021). Residential rooftop PV power generation to support cooling loads and national targets in Saudi Arabia. Journal of Physics: Conference Series, 2042, [012097]. https://doi.org/10.1088/1742-6596/2042/1/012097
Baker, W., & Humphreys, G. (2021). Short-term study abroad: conditions for intercultural learning and ELF understanding. The Japan Association of College English Teachers Special Interest Group on English as a Lingua Franca, 4 & 5, 24-47.
Dominguez, L., & Arche, M. J. (2021). The 'Comparative Logic' and why we need to explain interlanguage grammars. Frontiers in Psychology, 12, [717635]. https://doi.org/10.3389/fpsyg.2021.717635
Mitchell, R., & Guvendir, E. (2021). The language affiliations of mobile students in the international university. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1975719
Fernanda Gonzalez, E., Zheng, Y., De la Garza-Cano, R., & Morales-Berlanga, L. (2021). The Mexican Scale of Languages: stakeholders’ voices of its socio-political impact. Argentinian Journal of Applied Linguistics, 9(1), 92-105. https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/22
Márquez Reiter, R., & Patino, A. (2021). The politics of conviviality: On-the-ground experiences from Spanish-speaking Latin Americans in Elephant and Castle, London. Journal of Sociolinguistics, 25(5), 662-681. https://doi.org/10.1111/josl.12531
Patino, A. (2021). The politics of identity in diasporic media. Language, Culture and Society, 3(1). https://benjamins.com/catalog/lcs.00032.pat
Lavery, J. (2021). The reception of the Day of the Dead and Frida Kahlo and their reincarnations in the United Kingdom (2015-2020): a question of cultural degeneration or rejuvenation (again!)? Bulletin of Spanish Visual Studies, 5(1), 135-167. https://doi.org/10.1080/24741604.2021.1890432
Armbruster, H. (2021). Trajectories of mobility: intergenerational narratives of relocation and achievement among Viennese Syriac Christian men. Mashriq & Mahjar. Journal of Middle East and North African Migration Studies, 8(1), 45-75. https://doi.org/10.24847/v8i12020.293
Baker, W., & Fang, F. (2020). ‘So maybe I’m a global citizen’: developing intercultural citizenship in English medium education. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2020.1748045
McManus, K., Mitchell, R., & Tracy-Ventura, N. (2020). A longitudinal study of advanced learners' linguistic development before, during and after study abroad. Applied Linguistics, 42(1), 136-163.
Hicks, G., & Dominguez, L. (2020). A model for L1 grammatical attrition. Second Language Research, 36(2), 143-165. https://doi.org/10.1177/0267658319862011
Mitchell, R., Tracy-Ventura, N., & Huensch, A. (2020). After study abroad: The maintenance of multilingual identity among Anglophone languages graduates. The Modern Language Journal, 104(2), 327-344. https://doi.org/10.1111/modl.12636
Porter, A. (2020). An early start to foreign language literacy in English primary school classrooms. Language Learning Journal, 48(5), 656-671. https://doi.org/10.1080/09571736.2019.1632918
Dudley, A., & Slabakova, R. (2020). Aspectual contrasts in the English present tense revisited: exploring the role of input and L1 influence. Pedagogical Linguistics, 1(1), 66–93. https://doi.org/10.1075/pl.19010.dud
White, S., White, S., & Borthwick, K. (2020). Blended professionals, technology and online learning: Identifying a socio‐technical third space in higher education. Higher Education Quarterly. https://doi.org/10.1111/hequ.12252
Holmes-Elliott, S. (2020). Calibrate to innovate: community age vectors and the real time incrementation of language change. Language in Society, 0, 1-34. https://doi.org/10.1017/S0047404520000834
Baker, W., & Abdzadeh, Y. (2020). Cultural awareness in an Iranian English language classroom: a teaching intervention in an interculturally “conservative” setting. Journal of English as a Lingua Franca, 9(1), 57-80. https://doi.org/10.1515/jelf-2020-2030
Lewis, L. (2020). De barcos y santos: historia, memoria, y lugar en la identidad mexicana morena o afro-india. Cadernos do Lepaarq, XVII(33), 67-88. https://doi.org/10.15210/LEPAARQ.V17I33.17833
Sahan, O., & Razi, S. (2020). Do experience and text quality matter for raters' decision-making behaviors? Language Testing, 37(3), 311-332. https://doi.org/10.1177/0265532219900228
Patrick-Thomson, H., & Kranert, M. (2020). Don’t work for free: online discursive resistance to precarity in commercial photography. Work, Employment and Society. https://doi.org/10.1177/0950017020952630
Writing Committee for the REMAP-CAP Investigators (2020). Effect of Hydrocortisone on Mortality and Organ Support in Patients With Severe COVID-19: The REMAP-CAP COVID-19 Corticosteroid Domain Randomized Clinical Trial. JAMA, 324(13), 1317-1329. https://doi.org/10.1001/jama.2020.17022
Lavery, J., & Bowskill, S. (2020). Eli Neira: pursuing community and interconnectedness against the commodification and institutionalization of culture in Chile. Bulletin of Spanish Visual Studies, 4(1), 93-124. https://doi.org/10.1080/24741604.2020.1726066
Soo, S. (2020). From international origins to transnational commemoration: the cemetery of the Gurs camp, 1939-1963. French History, 34(1), 82-104. https://doi.org/10.1093/fh/crz047
Porter, A. (2020). Learning French sound/spelling links in English primary school classrooms. EuroAmerican Journal of Applied Linguistics and Languages, 71(1), 78-107. https://doi.org/10.21283/2376905X.11.187
Leung, C., & Jenkins, J. (2020). Mediating communication - ELF and flexible multilingualism perspectives on the Common European Framework of Reference. Australian Journal of Applied Linguistics, 3(1), 26-41. https://doi.org/10.29140/ajal.v3n1.285
Graham, S., Woore, R., Porter, A., Courtney, L., & Savory, C. (2020). Navigating the challenges of L2 reading: self efficacy, self-regulatory reading strategies and learner profiles. The Modern Language Journal, 104(4), 693-714. https://doi.org/10.1111/modl.12670
Jenkins, J. (2020). Red Herrings and the case of language in UK higher education. Nordic Journal of English Studies, 19(3), 59-67. https://doi.org/10.35360/njes.577
Porter, A., Myles, F., Tellier, A., & Holmes, B. (2020). Supporting foreign languages in an Anglophone world: implementation challenges in English primary schools. Language Teaching for Young Learners, 2(2), 213-239. https://doi.org/10.1075/ltyl.19013.por
Lewis, L. (2020). That little Mexican part of me: race, place and transnationalism among U.S. African-descent Mexicans. Ethnic and Racial Studies, 43(6), 995-1012. https://doi.org/10.1080/01419870.2019.1626016
Corbet, J., & Dominguez, L. (2020). The comprehension of tense-aspect morphology by Spanish heritage speakers in the United Kingdom. Languages, 5(4), 1-20. [46]. https://doi.org/10.3390/languages5040046
Jones, E. (2020). Troubled times: disability, sexuality and futurity in Mozambican, Ugandan and Zimbabwean political cultures. Forum for Modern Language Studies, 56(1), 21-38. https://doi.org/10.1093/fmls/cqz054
Patino, A. (2020). Una aproximación etnográfica a las narrativas producidas en contextos de migración. Iberoromania, 2020(91), 11-27. https://doi.org/10.1515/iber-2020-0004
Jamieson, E. (2020). Viewing dialect change through acceptability judgments: A case study in Shetland dialect. Glossa, 5(1), 1-28. https://doi.org/10.5334/gjgl.979
Jenkins, J. (2020). Where are we with ELF and language testing? An opinion piece . ELT Journal, 74(4), 473-479. https://doi.org/10.1093/elt/ccaa045
Moran Panero, S. (2019). "It's more fashionable to speak it badly": indexicality and metasemiotic awareness among users of English from the Spanish-speaking world. Journal of English as a Lingua Franca, 8(2), 297–332. https://doi.org/10.1515/jelf-2019-2021
Armbruster, H. (2019). “It was the photograph of the little boy”: reflections on the Syrian Vulnerable Persons Resettlement Programme in the UK. Ethnic and Racial Studies, 42(15), 2680-2699. https://doi.org/10.1080/01419870.2018.1554226
Baker, W., & Huettner, J. (2019). “We are not the language police”: comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics, 29(1), 78-94. https://doi.org/10.1111/ijal.12246
Dominguez, L. (2019). A ‘mixed methods’ approach for investigating Aspect in a second language: evidence from the SPLLOC project. Dutch Journal of Applied Linguistics, 8(1), 41–66. https://doi.org/10.1075/dujal.19011.dom
Wang, Y., & Wang, Y-Y. (Accepted/In press). A critical review of 'English' in China's English education: How far can Chinese teachers embrace ELF? Status Quaestionis.
Kiliánová, G., Muktupavela, R., McDermott, P., Demossier, M., Testa, A., McIntosh, A., & Wilson, T. M. (2019). A note of appreciation for Ullrich Kockel. Anthropological Journal of European Cultures, 28(1), viii-xiv. https://doi.org/10.3167/ajec.2019.280102
Orchard, V. (2019). Autisme, j’accuse!: Life-writing, autism, and politics in the work of Hugo Horiot. French Cultural Studies, 30(3), 256-265. https://doi.org/10.1177/0957155819861033
Dominguez, L., Hicks, G., & Slabakova, R. (2019). Choice of words matters, but so does scientific accuracy: Reply to peer commentaries. Studies in Second Language Acquisition, 41(2), 283-286. https://doi.org/10.1017/S0272263119000378
Wells, N., Forsdick, C., Bradley, J., Burnett, C., Burns, J., Demossier, M., Hills de Zárate, M., Huc-Hepher, S., Jordan, S., Pitman, T., & Wall, G. (2019). Ethnography and Modern Languages. Modern Languages Open, 1(1), 1-16. https://doi.org/10.3828/mlo.v0i0.242
Jenkins, J., & Leung, C. (2019). From mythical 'standard' to standard reality: the need for alternatives to standardized English language tests. Language Teaching, 52(1), 86-110. https://doi.org/10.1017/S0261444818000307
Paffey, D. (2019). Global Spanish(es) in a global city: perspectives on linguistic diversity among learners of Spanish in London. Journal of Spanish Language Teaching, 6(2), 131-149. https://doi.org/10.1080/23247797.2019.1676983
Marsden, H., & Slabakova, R. (2019). Grammatical meaning and the second language classroom: introduction. Language Teaching Research, 23(2), 147-157. https://doi.org/10.1177/1362168817752718
Shimanskaya, E., & Slabakova, R. (2019). L1–L2 differences in the L2 classroom: anticipating Anglophone learners’ difficulties with French pronoun interpretation. Language Teaching Research, 23(2), 259–277. https://doi.org/10.1177/1362168817739650
Sokolova, M., & Slabakova, R. (2019). L3 sentence processing: Language-specific or phenomenon-sensitive? Languages, 4(54), [54]. https://doi.org/10.3390/languages4030054
Campmas, A. (2019). La Taxonomie à l’épreuve du Chaos, Hippolyte Crosse, Victor Hugo et la pieuvre. French Studies, 73(3), 351-366. https://doi.org/10.1093/fs/knz134
Kelly, M. (2019). Language awareness in a comprehensive approach to language teaching and learning. Journal of E-Learning and Knowledge Society, 15(1), 37-54. https://doi.org/10.20368/1971-8829/1616
Wang, Y., Weng, H., & Li, Y. (2019). Language ideologies and English in Chinese primary education. Asian Englishes. https://doi.org/10.1080/13488678.2019.1681719
Wang, Y. (2019). Language policy in Chinese higher education: a focus on international students in China. European Journal of Language Policy, 9(1), 45-66. https://doi.org/10.3828/ejlp.2017.4
Mitchell, R., & Myles, F. (2019). Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes. Apples Journal of Applied Language Studies, 13(1), 69-93. http://apples.jyu.fi/article/abstract/586
Macfarlane, B. J., & Burg, D. (2019). Legitimation, professionalisation and accountability in higher education studies: an intergenerational story. Studies in Higher Education, 1-11. https://doi.org/10.1080/03075079.2017.1376640
Lu, Y., Zheng, Y., & Lin, S. (2019). Mandarin Chinese teachers across borders: challenges and needs for professional development. International Journal of Chinese Language Education, (6), 135-168. http://ijcle.eduhk.hk/download/No.6/IJCLE_No.6_Dec19_07.pdf
Kranert, M. (2019). Populist elements in the election manifestoes of AfD and UKIP. Zeitschrift für Anglistik und Amerikanistik (ZAA), 67(3), 265–282. https://doi.org/10.1515/zaa-2019-0023
Demossier, M., Bernasek, L., & Armbruster, H. (2019). Teaching ethnography as Modern Languages method: legacies and future practices for global citizens. Language, Culture and Curriculum, 32(3), 285-298. https://doi.org/10.1080/07908318.2019.1661685
Dominguez, L., Hicks, G., & Slabakova, R. (2019). Terminology choice in generative acquisition research: the case of “incomplete acquisition” in heritage language grammars. Studies in Second Language Acquisition, 41(2), 241-255. https://doi.org/10.1017/S0272263119000160
Jensen, I. N., Slabakova, R., Westergaard, M., & Lundquist, B. (2019). The Bottleneck Hypothesis in L2 acquisition: L1 Norwegian learners’ knowledge of syntax and morphology in L2 English. Second Language Research. https://doi.org/10.1177/0267658318825067
Leal, T., & Slabakova, R. (2019). The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax-discourse property in L2 Spanish. Language Teaching Research, 23(2), 237–258. https://doi.org/10.1177/1362168817745714
Baker, W., & Sangiamchit, C. (2019). Transcultural communication: Language, communication and culture through English as a lingua franca in a social network community. Language and Intercultural Communication, 19(6), 471-487. https://doi.org/10.1080/14708477.2019.1606230
Patino, A. (2019). When language mixing is the norm: documenting post-muda language choice in a state school in Barcelona. International Journal of the Sociology of Language, 2019(257), 109-135. https://doi.org/10.1515/ijsl-2019-2022
Fang, F., & Baker, W. (2018). ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from Intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research, 22(5), 608-624. https://doi.org/10.1177/1362168817718574
Hornsby, M., & Vigers, R. (2018). ‘New’ speakers in the heartlands: struggles for speaker legitimacy in Wales. Journal of Multilingual and Multicultural Development, 1-12. https://doi.org/10.1080/01434632.2018.1429452
Patino, A. (2018). “No-one told me it would all be in Catalan!” – Narratives and language ideologies in the Latin American community at school. International Journal of the Sociology of Language, 2018(250), 59–86. https://doi.org/10.1515/ijsl-2017-0055
Weekly, R. (2018). Attitudes, beliefs and responsibility for heritage language maintenance in the UK. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2018.1554324
Patino, A., & Márquez Reiter, R. (2018). Banal interculturalism: Latin Americans in Elephant and Castle, London. Language and Intercultural Communication. https://doi.org/10.1080/14708477.2018.1508292
Dominguez, L. (2018). Bridging the gap between selective and non-selective L1 attrition: The role of L1-L2 structural (dis)similarity. Linguistic Approaches to Bilingualism, 7(6), 686 –690. https://doi.org/10.1075/lab.00005.dom
Codó, E., & Patiño-Santos, A. (2018). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy, 17(4), 479-499. https://doi.org/10.1007/s10993-017-9451-5
Gabriel Fang, F., & Ren, W. (2018). Developing students' awareness of Global Englishes. ELT Journal, 72(4), 384-394. https://doi.org/10.1093/elt/ccy012
Holmes-Elliott, S., & Smith, J. (2018). Dressing down up north: DRESS-lowering and /l/ allophony in a Scottish dialect. Language Variation and Change, 30(1), 23-50. https://doi.org/10.1017/S0954394517000278
Zhang, L., & Zheng, Y. (2018). Feedback as assessment for learning tool: how useful can it be? Assessment & Evaluation in Higher Education, 43(7), 1120-1132. https://doi.org/10.1080/02602938.2018.1434481
Hardman, D. I., Geraghty, A., Lewith, G., Lown, M., Viecelli, C., & Bishop, F. (2018). From substance to process: a meta-ethnographic review of how healthcare professionals and patients understand placebos and their effects in primary care. Health. https://doi.org/10.1177/1363459318800169
Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13), 1-19. https://doi.org/10.1186/s40468-018-0065-4
Patiño-Santos, A. (2018). Introduction. International Journal of the Sociology of Language, 2018(250), 1-10. https://doi.org/10.1515/ijsl-2017-0052
León-Urrutia, M., Cobos, R., & Dickens, K. (2018). MOOCs and their influence on higher education institutions: Perspectives from the insiders. Journal of New Approaches in Educational Research, 7(1), 40-45. https://doi.org/10.7821/naer.2018.1.252
Morgan-Short, K., Emma, M., Jeanne, H., Issa, B., Leow, R., Mikhaylova, A., Mikołajczak, S., Moreno, N., Slabakova, R., & Szudarski, P. (2018). Multisite replication in second language acquisition research: attention to form during listening and reading comprehension. Language Learning, 68(2), 392-437. https://doi.org/10.1111/lang.12292
Huettner, J., & Smit, U. (2018). Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism, 21(3), 287-302. https://doi.org/10.1080/13670050.2017.1386616
Kranert, M. (2018). Political myth as a legitimation strategy: the case of the golden age myth in the discourses of the Third Way. Journal of Language and Politics, 17(6), 882-906. https://doi.org/10.1075/jlp.17059.kra
Kranert, M. (2018). Populistische Elemente in den Wahlprogrammen von AfD und UKIP. Aptum. Zeitschrift für Sprachkritik und Sprachkultur, 14/2018(1), 61-77. [5].
Heady, K. (2018). Self-ridiculing Nostalgia: Joseph Roth's Die Kapuzinergruft. Seminar: a Journal of Germanic Studies, 54(1), 23-39. https://doi.org/10.3138/seminar.54.1.2
Smith, J., & Holmes-Elliott, S. (2018). The unstoppable glottal: tracking rapid change in an iconic British variable. English Language and Linguistics, 22(3), 323-355. https://doi.org/10.1017/S1360674316000459
Muhammad, M., & Kiely, R. (2018). Understanding teachers' pedagogical knowledge in ESL vocabulary teaching. Journal of Arts and Humanities, 7(1), 36-47. https://doi.org/10.18533/journal.v7i1.1328
Dominguez, L., & González Alonso, J. (2018). What is the role of L1 representations in a grammar-input model of L2 acquisition? Linguistic Approaches to Bilingualism, 8(6), 722-726. https://doi.org/10.1075/lab.18060.dom
Reiter, A. (2017). "Unverwandt schaue ich auf mein Deutsch“. Der ästhetische Widerstand im Werk Doron Rabinovicis. Sprachkunst Beitrage zur Literaturwissenschaft, 151-168. https://doi.org/10.1553/spk45_2s151
Reeve, M., & Hicks, G. (2017). Adjunct extraposition: base-generation or movement? Syntax, 20(3), 215-248. https://doi.org/10.1111/synt.12136
Jenkins, J. (2017). An ELF perspective on English in the post-Brexit EU. World Englishes, 36(3), 343-346. https://doi.org/10.1111/weng.12269

Books

Márquez Reiter, R., & Patino, A. (2023). Language Practices and Processes among Latin Americans in Europe. Routledge.
Baker, W. (2022). Intercultural and transcultural awareness in language teaching. Cambridge University Press.
Charters, S., Unwin, T., Smith Maguire, J., Dutton, J., Harding, G., Denton, M., & Demossier, M. (Eds.) (2022). Routledge Handbook of Wine and Culture. (Routledge Handbook). Routledge.
Baker, W., & Tsou, W. (2021). English-medium instruction translanguaging practices in Asia. Springer.
Mitchell, R., & Tyne, H. (Eds.) (2021). Language, mobility and study abroad in the contemporary European context. Routledge. https://doi.org/10.4324/9781003087953
Kiely, R. (2021). Teachers into Researchers: A practical guide. (Pedagogical content knowledge for English language teachers). Foreign Language Teaching and Research Press.
Baker, W., & Ishikawa, T. (2021). Transcultural communication through global Englishes: an advanced textbook for students. Routledge. https://doi.org/10.4324/9780367809973
Kranert, M. (Ed.) (2020). Discursive approaches to populism across disciplines: the return of populists and the people. Palgrave Macmillian. https://doi.org/10.1007/978-3-030-55038-7
Borthwick, K., & Plutino, A. (Eds.) (2020). Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design. Research-publishing.net. https://doi.org/10.14705/rpnet.2020.42.9782490057665
Slabakova, R., Leal, T., Dudley, A., & Stack, M. (2020). Generative second language acquisition. (Cambridge Elements). Cambridge University Press. https://doi.org/10.1017/9781108762380
Beswick, J. (2020). Identity, language and belonging on Jersey: migration and the Channel Islands. (1 ed.) (Language and Globalization ). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-97565-8
Plutino, A., Borthwick, K., & Corradini, E. (Eds.) (2020). Innovative language teaching and learning at university: treasuring languages. Research-publishing.net. https://doi.org/10.14705/rpnet.2020.40.9782490057603
Wang, Y. (2020). Language ideologies in the Chinese context: orientations to English as a lingua franca. (Developments in English as a Lingua Franca). Mouton de Gruyter. https://doi.org/10.1515/9781501503702
Mar-Molinero, C. (Ed.) (2020). Researching language in superdiverse urban contexts: methodological and theoretical concepts. (Researching Multilingually). Multilingual Matters.
Orsini-Jones, M., Conde, B., Borthwick, K., Zou, B., & Ma, W. (2019). B-MELTT: Blending MOOCs for English language teacher training. (ELTRA). British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/Pub_J121_Blending%20MOOCs%20for%20English%20language%20teacher%20training_FINAL_Web.pdf
Kranert, M. (2019). Discourse and political culture: the language of the Third Way in Germany and the UK. (Discourse Approaches to Politics, Society and Culture; Vol. 86). John Benjamins. https://doi.org/10.1075/dapsac.86
Slabakova, R., Corbet, J., Dominguez, L., Dudley, A., & Wallington, A. J. F. (2019). Explorations in second language acquisition and processing. Cambridge Scholars Publishing.
Kiely, R., & Slimani-Rolls, A. (2019). Exploratory practice for continuing professional development: An innovative approach for language teachers. (1 ed.) Palgrave Macmillan. https://doi.org/10.1007/978-3-319-69763-5
Jenkins, J., & Mauranen, A. (Eds.) (2019). Linguistic diversity on the EMI campus: insider accounts of the use of English and other languages in universities within Asia, Australasia, and Europe. (1st ed.) Routledge. https://doi.org/10.4324/9780429020865
Plutino, A., Borthwick, K., & Corradini, E. (Eds.) (2019). New educational landscapes: innovative perspectives in language learning and technology. Research-publishing.net. https://doi.org/ttps://doi.org/10.14705/rpnet.2019.36.9782490057481
Duque, E., Martin De Leon, C., & Garcia Hermoso, M. C. (2019). Palabras Clave para organizar textos en español: recursos pragmáticos y discursivos . Routledge.
Mitchell, R., Myles, F., & Emma, M. (2019). Second language learning theories. (Fourth ed.) Routledge. https://doi.org/10.4324/9781315617046
Kelly, M., Footitt, H., & Salama-Carr, M. (2019). The palgrave handbook of languages and conflict. Springer International Publishing. https://doi.org/10.1007/978-3-030-04825-9
Demossier, M., Lees, D., Mondon, A., & Parish, N. (Eds.) (2019). The Routledge Handbook of French politics and culture. (Routledge ed.) (Routledge International Handbooks). Routledge. https://www.crcpress.com/The-Routledge-Handbook-of-French-Politics-and-Culture/Demossier-Lees-Mondon-Parish/p/book/9781138101753
Rothman, J., González Alonso, J., & Puig-Mayenco, E. (2019). Third language acquisition and linguistic transfer. (Cambridge Studies in Linguistics). Cambridge University Press. https://doi.org/10.1017/9781316014660
Demossier, M. (2018). Burgundy: A global anthropology of place and taste. (New Directions in Anthropology; Vol. 43). Berghahn. https://doi.org/10.2307/j.ctvw04ffz
Kranert, M., & Horan, G. (Eds.) (2018). Doing Politics: Discursivity, performativity and mediation in political discourse. (Discourse Approaches to Politics, Society and Culture; Vol. 80). John Benjamins Publishing Company. https://benjamins.com/catalog/dapsac.80
Kelly, M. (Ed.) (2018). Languages after Brexit: how the UK speaks to the world. Palgrave Macmillan.
Jenkins, J., Baker, W., & Dewey, M. (Eds.) (2018). The Routledge Handbook of English as a Lingua Franca. Routledge. https://www.routledge.com/The-Routledge-Handbook-of-English-as-a-Lingua-Franca/JENKINS-Baker-DEWEY/p/book/9781138855328

Book Chapters

Patino, A., & Poveda, D. (2023). Bilingual Education: English and the life projects of youth in contemporary Spain. In E. Codó (Ed.), Global CLIL: Critical, Ethnographic and Language Policy Perspectives (pp. 3)
Patino, A., & Márquez Reiter, R. (2023). Introduction: Language Practices and Processes among Latin Americans in Europe. In R. Márquez Reiter, & A. Patino-Santos (Eds.), Language practices and processes among Latin Americans in Europe (pp. x-xx). Routledge.
Patino, A. (2023). Snapshots of Spanish-speaking Latin American radio producers in London. In R. Márquez Reiter, & A. Patino-Santos (Eds.), Language practices and processes among Latin Americans in Europe (pp. 230-250). Routledge. https://doi.org/10.4324/9781003130703-10
Soo, G. (2022). ‘‘Millions of men in Germany and elsewhere have more than one reason to be ashamed”: Franco-German commemorative scripts and the Gurs Camp. In S. Ott (Ed.), Negotiating the Nazi Occupation of France: Gender, Power, and Memory University of Nevada Press.
Chen, Y-H., & Zheng, Y. (2022). A Comparative Study of Chinese Test takers’ Writing Performance in Integrated and Discrete Tasks: Scores and Recurrent Word Combinations in PTE Academic. In L. Hamp, & Y. Jin (Eds.), Assessing the English Writing by Chinese Learners of English (pp. 29-47). Springer Nature.
Slabakova, R. (Accepted/In press). A shared linguistic system of multilingual representations. In M. M. Brown, E. Fernández-Berkes, & S. Flynn (Eds.), L3 After the Initial State John Benjamins.
Jenkins, J. (2022). Accommodation in ELF: Where from? Where now? Where next? In I. Walkinshaw (Ed.), The Pragmatics of English as a Lingua Franca: Findings and developments (Vol. 14, pp. 17-34). De Gruyter Mouton. https://doi.org/10.1515/9781501512520-002
Viecelli, C., & Demossier, M. (2022). Anthropology of wine culture. In S. Charters, M. Demossier, J. Dutton, G. Harding, J. Smith, D. Marks, & TI. Unwin (Eds.), The Routledge handbook of Wine and Culture (1 ed.). Routledge.
Sahan, K. C., & Sahan, O. (2022). Content and language in EMI assessment practices: Challenges and beliefs at an Engineering Faculty in Turkey. In Y. Kirkgoz, & A. Karakas (Eds.), English as the Medium of Instruction in Turkish Higher Education: Policy, Practice and Progress (Vol. 40, pp. 155-174). (Multilingual Education ; Vol. 40). Springer. https://doi.org/10.1007/978-3-030-88597-7_8
Dominguez, L., & Arche, M. J. (Accepted/In press). Early use of null and overt subjects in L2 Spanish: evidence from two oral tasks. In K. McManus, & M. S. Schmid (Eds.), How Special are Early Birds? Foreign Language Teaching and Learning (EuroSLA Studies Series). Language Science Press.
Mitchell, R., & Tracy-Ventura, N. (2022). From language teaching assistant abroad to language professional: a longitudinal study of career entry. In G. Barkhuizen (Ed.), Language teachers studying abroad: identities, emotions and disruptions (pp. 219-232). Multilingual Matters.
Moran Panero, S. (2022). Internacionalización universitaria, interculturalidad y multilenguaje. In A. Henríquez, & A. Contreras Altmann (Eds.), Ciclo de Conferencias Virtuales: Reflexiones sobre la internacionalización universitaria post pandemia (pp. 32-42). Universidad de Chile.
Mitchell, R., & Rule, S. (2022). Learning vocabulary in the primary languages classroom: What corpus analysis can tell us. In K. McManus, & M. Schmid (Eds.), How special are early birds?: Foreign language teaching and learning (pp. 37-61). (EuroSLA Studies ; Vol. 6). Language Science Press. https://doi.org/10.5281/zenodo.6811427, https://doi.org/10.5281/zenodo.6811460
Zhang, L., Zheng, Y., O'Sullivan, B., & Stanley, G. (Accepted/In press). Teacher perceptions of learner engagement with a new online learning environment. In Life After the Pandemic: ReVision and ReForm in EAP Contexts Cambridge Scholars.
Baker, W., & Fang, F. (2022). Transcending Anglocentric ideologies of English language teaching in Asia: global Englishes-informed policy and practice. In W. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.), International Handbook on Education Development in Asia-Pacific Springer. https://doi.org/10.1007/978-981-16-2327-1_29-1
Demossier, M. (2021). Climats and the crafting of heritage value in burgundy terroir. In S. Charters, M. Demossier, J. Dutton, G. Harding, J. Smith Maguire, D. Marks, & T. Unwin (Eds.), The Routledge Handbook of Wine and Culture (1 ed.). Routledge.
Borthwick, K. (2021). Complexity and simplicity during COVID-19: reflections on moving pre-sessional programmes online at pace. In A. Plutino, & E. Polisca (Eds.), Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19 (pp. 79). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.49.1221
Baker, W., & Fang, F. (2021). Implementing Critical pedagogy of Global Englishes in ELT from the Lens of EMI and Intercultural Citizenship. In Y. Bayyurt (Ed.), Bloomsbury World Englishes Volume 3: Pedagogies (pp. 177-191). Bloomsbury.
Mitchell, R. (2021). Language and student mobility in Europe. In R. Mitchell, & H. Tyne (Eds.), Language, mobility and study abroad in the contemporary European context (pp. 3-12). Routledge.
Cheng, L., & Zheng, Y. (2021). Measuring anxiety. In P. Winke, & T. Brunfaut (Eds.), Routledge Handbook of Second Language Acquisition and Language Testing (pp. 176-185). Routledge.
Slabakova, R. (2021). Semantics. In J. Schwieter, & J. Bruhn de Garavito (Eds.), Introducing Linguistics: Theoretical and Applied Approaches (pp. 219–250). Cambridge University Press.
Paffey, D. (2021). State-appointed Institutions: authority and Legitimacy in the Spanish-speaking World. In W. Ayres-Bennett, & J. Bellamy (Eds.), The Cambridge Handbook of Language Standardization Cambridge University Press.
Cots, J. M., Mitchell, R., & Beaven, A. (2021). Structure and agency in the development of plurilingual identities during study abroad. In M. Howard (Ed.), Study abroad and the second language learner: Expectations, experiences and development (pp. 165-187). Bloomsbury.
Mitchell, R., & Tracy-Ventura, N. (2021). Study abroad for Anglophones: language learning through multilingual practices. In U. Lanvers, A. S. Thompson, & M. East (Eds.), Language learning in Anglophone countries: Challenges, practices, ways forward Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56654-8
Mitchell, R., Pavicic Takac, V., Guvendir, E., Boone, G., & Harkonen, A. (2021). The impact on language identity of a study abroad experience. In R. Mitchell, & H. Tyne (Eds.), Language, mobility and study abroad in the contemporary European context (pp. 171-188). Routledge.
Slabakova, R. (Accepted/In press). The minimalist program and second language acquisition. In K. Grohmann, & E. Leivada (Eds.), Cambridge Handbook of Minimalism (Cambridge Handbooks in Language and Linguistics). Cambridge University Press.
Tracy-Ventura, N., Huensch, A., & Mitchell, R. (2021). Understanding the long-term evolution of L2 lexical diversity: The contribution of a longitudinal learner corpus. In B. Le Bruyn, & M. Paquot (Eds.), Learner corpus research meets second language acquisition (pp. 148-171). (Cambridge Applied Linguistics). Cambridge University Press.
Sahan, O., & Sahan, K. (2021). What challenges do novice teachers face in under-resourced contexts in Turkey? An exploratory study. In K. M. Bailey, & D. Christian (Eds.), Research on Teaching and Learning English in Under-Resourced Contexts (Vol. 8). Routledge. https://doi.org/10.4324/9781003057284
Demossier, M. (2020). Burgundy’s climats and the utopian wine heritage landscape. In J. Dutton, & P. Howland (Eds.), Making New Worlds: Wine, Terroir and Utopia (pp. 75-92). (Routledge Studies of Gastronomy, Food and Drink). Routledge.
Mitchell, R. (2020). Corpora and instructed second language acquisition. In N. Tracy-Ventura, & M. Paquot (Eds.), The Routledge Handbook of Second Language Acquisition and Corpora (pp. 254-266). Routledge.
Bayram, F., Di Pisa, G., Rothman, J., & Slabakova, R. (Accepted/In press). Current trends and emerging methodologies in charting heritage language bilingual grammars. In M. Polinsky, & S. Montrul (Eds.), The Oxford Handbook of Heritage Languages OUP Oxford.
Baker, W., & Jenkins, J. (2020). English as a lingua franca. In M. Aronoff (Ed.), Oxford Bibliographies in Linguistics Oxford University Press. https://doi.org/10.1093/OBO/9780199772810-0262
Baker, W. (2020). English as a lingua franca and transcultural communication: rethinking competences and pedagogy for ELT. In H. Christopher, & R. Wicaksono (Eds.), Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment (pp. 253-272). Cambridge University Press.
León, C. M. D., & Hermoso, C. G. (2020). Exploring literary texts to develop students’ creative writing skills: Proposed activities for Spanish as a foreign language. In A. B. Almeida, U. Bavendiek, & R. Biasini (Eds.), Literature in language learning: new approaches (pp. 41-49). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.43.1094
Baker, W., & Abdzadeh, Y. (2020). Global Englishes and intercultural communication: implications for understanding and teaching pragmatics. In Z. Tajeddin, & A. Minoo (Eds.), Pragmatics Pedagogy in English as an International Language (pp. 59-75). Routledge.
Paffey, D. (2020). Hispanic London: language ideologies, policies and practices. In C. Mar-Molinero (Ed.), Researching Language in Superdiverse Urban Contexts : Exploring Methodological and Theoretical Concepts (pp. 79-105). (Researching Multilingually). Multilingual Matters.
Kranert, M. (2020). Introduction: the return of populists and the people: discursive approaches to populism across disciplines. In M. Kranert (Ed.), Discursive Approaches to Populism Across Disciplines: The Return of Populists and the People Palgrave Macmillian.
Kupisch, T., Pereira Soares, S., Puig-Mayenco, E., & Rothman, J. (Accepted/In press). Multilingualism and Chomsky's generative grammar. In N. Allot, T. Lohndal, & G. Rey (Eds.), Wiley-Blackwell Companion to Chomsky Wiley.
Demossier, M. (2020). Reflexive imbrications: Burgundy and the globalization of terroir. In D. Inglis, & A-M. Almila (Eds.), The Globalization of Wine (pp. 47-63). Bloomsbury Academic Press.
Slabakova, R. (Accepted/In press). Second language acquisition. In N. Allott, T. Lohndal, & G. Rey (Eds.), Wiley-Blackwell Companion to Chomsky Wiley/Blackwell.
Paffey, D. (2020). Spanish language visibility and the 'making of presence' in the linguistic landscape of London. In A. Lynch (Ed.), The Routledge Handbook of Spanish in the Global City (pp. 204-233). (Routledge Spanish Language Handbooks). Routledge.
León, C. M. D., & Hermoso, C. G. (2020). Suitable activities for independent learning. In A. Plutino, K. Brothwick, & E. Corradini (Eds.), Innovative language teaching and learning at university : Treasuring languages (pp. 47-52). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.40.1065
Jamieson, E. (2020). Syntacticizing intonation? Tag questions in Glasgow Scots. In G. Kentner, & J. Kremers (Eds.), Prosody in Syntactic Encoding (pp. 219-244). (Linguistische Arbeiten; Vol. 573). Walter De Gruyter. https://doi.org/10.1515/9783110650532
Dudley, A., & Slabakova, R. (2020). The present tense in English, again. In A. Trotzke, & T. Kupisch (Eds.), Formal Linguistics and Language Education (Vol. 43, pp. 133–154). (Educational Linguistics series). Springer. https://doi.org/10.1007/978-3-030-39257-4_8
Wang, Y. (2020). The role of English in higher education internationalisation: language ideologies on EMI programmes in China. In H. Bowles, & A. Murphy (Eds.), English-Medium Instruction and the Internationalization of Universities Palgrave Macmillan.
Borthwick, K. (2020). Treasuring and preserving languages: how the inclusive design in MOOCs might help. In A. Plutino, K. Borthwick, & E. Corradini (Eds.), Innovative Language Teaching and Learning at University: Treasuring Languages (pp. 5-12). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.40.1059
Kranert, M. (2020). When populists call populists populists: ‘Populism’ and ‘Populist’ as political keywords in German and British political discourse. In M. Kranert (Ed.), Discursive Approaches to Populism Across Disciplines: The Return of Populists and the People Palgrave Macmillian.
Jenkins, J. (2019). English medium in higher education: the role of English as a Lingua Franca. In X. Gao (Ed.), 2019 Second Handbook of English Language Teaching (1 ed.). (Springer International Handbooks of Education). Springer International Publishing.
Kiely, R. (2019). Evaluating English language teacher education programmes. In S. Walsh, & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (1st ed., pp. 82-96). Routledge.
Campmas, A. (2019). Evisceration: exposing internal spaces in La Curée. In D. Bauer, & M. J. Kelly (Eds.), The Imagery of Interior Spaces Punctum.
Porter, A. (2019). Exploring roles for formative assessment in primary FL classrooms: looking through a primary FL classroom window. In S. Rixon, & D. Prosic-Santovac (Eds.), Integrating assessment into early language learning and teaching practice Multilingual Matters.
Jenkins, J., Baker, W., Doubleday, J., & Wang, Y. (2019). How much linguistic diversity on a UK university campus? In J. Jenkins, & A. Mauranen (Eds.), Linguistic Diversity on the EMI Campus: Insider Accounts of the Use of English and Other Languages in Universities Within Asia, Australasia, and Europe (1st ed., pp. 226-262). Routledge. https://doi.org/10.4324/9780429020865-10
Kelly, M. (2019). Language policy and war. In The Palgrave Handbook of Languages and Conflict (pp. 91-109). Springer International Publishing. https://doi.org/10.1007/978-3-030-04825-9_5
Stevenson, P. (2019). Moving stories: writing Berlin lives. In B. Schneider, T. Heyd, & F. von Mengden (Eds.), The Sociolinguistic Economy of Berlin (pp. 347-368). (Language and Social Life; Vol. 17). De Gruyter.
Patino, A. (2019). Reflexivity. In K. Tusting (Ed.), The Routledge Handbook of Linguistic Ethnography (pp. 213-228). (Routledge Handbooks in Applied Linguistics). Routledge.
Jenkins, J., & Mauranen, A. (2019). Researching linguistic diversity on English-medium campuses. In J. Jenkins, & A. Mauranen (Eds.), Linguistic Diversity on the EMI Campus: Insider Accounts of the Use of English and Other Languages in Universities Within Asia, Australasia, and Europe (1st ed., pp. 3-20). Routledge. https://doi.org/10.4324/9780429020865
Zotzmann, K. (2019). Teacher agency: a Critical Realist perspective. In H. Kayi-Aydar, X. Gao, E. Miller, M. Varghese, & G. Vitanova (Eds.), Theorizing and Analyzing Language Teacher Agency (pp. 199-216). Multilingual Matters.
Armbruster, H. (2019). Tensions of Germanness in the global south: German immigrants in Namibia. In E. Carter, J. Palmowski, & K. Schreiter (Eds.), German Division as Shared Experience: Interdisciplinary Perspectives on the Postwar Everyday (pp. 56-84). Berghahn Books.
Slabakova, R. (2019). The Bottleneck Hypothesis updated. In T. Ionin, & M. Rispoli (Eds.), Three Streams of Generative Language Acquisition Research: Selected papers from the 7th Meeting of Generative Approaches to Language Acquisition – North America, University of Illinois at Urbana-Champaign (First ed., pp. 319-315). (Language Acquisition and Linguistic Disorders). John Benjamins. https://doi.org/10.1075/lald.63.16sla
Fitzpatrick, T., Baynham, M., Cook, G., Hunston, S., Mitchell, R., & Myers, G. (2019). The engagement of BAAL - and applied linguistics - with policy and practice. In C. Wright, L. Harvey, & J. Simpson (Eds.), Voices and practices in applied linguistics: Diversifying a discipline White Rose University Press. https://doi.org/10.22599/BAAL1
Sahan, O. (2019). The impact of rater experience and essay quality on the variability of EFL writing scores. In S. Papageorgiou, & K. M. Bailey (Eds.), Global Perspectives on Language Assessment: Research, Theory, and Practice Routledge. https://doi.org/10.4324/9780429437922-3
Wang, Y. (2019). The role of English in the internationalisation of Chinese higher education: A case study of English medium instruction in China. In K. Murata (Ed.), English-Medium Instruction from an English as a Lingua Franca Perspective: Exploring the Higher Education Context (pp. 201-218). (Routledge Research in Language Education). Routledge.
Slabakova, R. (2019). What attrites when and why: Implications of the Bottleneck Hypothesis. In B. Koepke, & M. Schmid (Eds.), The Oxford Handbook of Language Attrition (First ed., pp. 36–48). Oxford University Press.
Mauranen, A., & Jenkins, J. (2019). Where are we with linguistic diversity on international campuses? In J. Jenkins, & A. Mauranen (Eds.), Linguistic Diversity on the EMI Campus: Insider Accounts of the Use of English and Other Languages in Universities Within Asia, Australasia, and Europe (1st ed., pp. 262-273). Routledge. https://doi.org/10.4324/9780429020865
Kiely, R. (2018). Developing Students’ Self-assessment Skills: The Role of the Teacher. In Useful Assessment and Evaluation in Language Education (pp. 3-19). Georgetown University Press.
Jamieson, E. (2018). Experimental evidence for the contextual acceptability of biased questions and tag questions in English. In A. van Alem, A. Ionova, & C. Pots (Eds.), ConSOLE XXVI: Proceedings of the 26th Conference of the Student Organization of Linguistics in Europe (pp. 331-349). Leiden University. https://www.universiteitleiden.nl/binaries/content/assets/geesteswetenschappen/lucl/sole/console-xxvi.pdf
Moran Panero, S. (2018). Global languages and lingua franca communication. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge Handbook of English as a Lingua Franca (pp. 556-569). Routledge.
Meinhof, U. H. (2018). Globalised culture flows, transnational fields and transcultural capital. In Handbook of Migration and Globalisation (pp. 458-472). Edward Elgar. https://doi.org/10.4337/9781785367519.00037
Meinhof, U. (2018). Globalized culture flows, transnational fields and transcultural capital. In A. Triandafyllidou (Ed.), Handbook of Migration and Globalisation (pp. 458-472). Edward Elgar.
Lewis, L. (2018). Indian allies and white antagonists: toward an alternative Mestizaje on Mexico's Costa Chica. In P. Eiss, & J. Rappaport (Eds.), The Politics and Performance of Mestizaje in Latin America (pp. 10-29). [1] Routledge.
Slabakova, R. (2018). Inflectional morphology. In P. Malovrh, & A. Benati (Eds.), The Handbook of Advanced Proficiency in Second Language Acquisition (1 ed.). (Blackwell Handbooks in Linguistics). Wiley-Blackwell.
Dominguez, L. (2018). Information structure. In K. Geeslin (Ed.), The Cambridge Handbook of Spanish Linguistics (pp. 372). Cambridge University Press. https://doi.org/10.1017/9781316779194
Kranert, M., & Horan, G. (2018). Introduction: “Doing politics” – recent developments in political discourse analysis. In M. Kranert, & G. Horan (Eds.), Doing Politics : Discursivity, performativity and mediation in political discourse (1 ed., Vol. 80, pp. 1-24). (Doing Politics; Vol. 80). John Benjamins Publishing Company. https://doi.org/10.1075/dapsac.80.01kra
Puig-Mayenco, E., Miller, D., & Rothman, J. (2018). Language dominance and transfer selection in L3 acquisition: Evidence from sentential negation and negative quantifiers in L3 English. In J. Cho, M. Iverson, T. Judy, T. Leal, & E. Shimanskya (Eds.), Meaning and Structure in Second Language Acquisition: In honor of Roumyana Slabakova (pp. 229-260). (Studies in Bilingualism; Vol. 55). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.55.09pui
Jamieson, E. (2018). 'Negation' and CHECK moves in the Shetland dialect of Scots. In M. Nelson, & S. Hucklebridge (Eds.), NELS 48: Proceedings of the Forty-Eighth Annual Meeting of the North East Linguistic Society (pp. 67-80). CreateSpace.
Borthwick, K. (2018). Support unsung heroes: community-based language learning and teaching. In M. Kelly (Ed.), Languages after Brexit: How the UK Speaks to the World (pp. 185-194). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-65169-9_16
Zotzmann, K. (2018). Teacher development through classroom discourse analysis: the Self Evaluation of Teacher Talk (SETT) instrument developed by Walsh . In D. Evans (Ed.), Language, Identity & Symbolic Culture (1st ed.). Bloomsbury Press.
Clements, M., & Dominguez, L. (2018). Testing the predictions of the Scalpel Model in L3/Ln acquisition: the acquisition of null and overt subjects in L3 Chinese. In JC. Cho, M. Iverson, T. Judy, T. Leal, & E. Shimanskaya (Eds.), Meaning and Structure in Second Language Acquisition: in Honor of Roumyana Slabakova (pp. 181-202). John Benjamins.
Footitt, H., & Kelly, M. (2018). Translation and war. In J. Evans, & F. Fernandez (Eds.), The Routledge Handbook of Translation and Politics (pp. 162-176). Taylor and Francis. https://doi.org/10.4324/9781315621289
Mar-Molinero, C., & Paffey, D. (2018). Transnational migration and language practices: the impact on Spanish-speaking migrants. In W. Ayres-Bennett, & J. Carruthers (Eds.), Manual of Romance Sociolinguistics (pp. 745-767). (Manuals of Romance Linguistics ; Vol. 18). De Gruyter Mouton. https://doi.org/10.1515/9783110365955
Jenkins, J. (2018). Trouble with English? In M. Kelly (Ed.), Languages after Brexit: How the UK Speaks to the World (pp. 25-34). Palgrave Macmillan.
Zotzmann, K. (Accepted/In press). Un-learning and criticality in intercultural education. In F. Dervin, & J. Byrd Clark (Eds.), Critical Thinking in Multilingual and Intercultural Education Info Age Publishing.
Huettner, J. (2018). Vom Lehren des Lehrplans zum Lehren der SchülerInnen: Kommentare zur Fachdidaktik des Englischen. In B. Prussian Hess, & M. Prussia (Eds.), Wirksamer Englischunterricht (pp. 97-106). Schneider Verlag Hohengehren.
Borthwick, K. (2018). What our MOOC did next: embedding, exploiting and extending an existing MOOC to fit strategic purposes and priorities. In M. Orsini-Jones, & S. Smith (Eds.), Flipping the blend through MOOCs, MALL and OIL – new directions in CALL (pp. 17-23). Researchpublishing.net. https://doi.org/10.14705/rpnet.2018.23.9782490057160
Çoban, M., Sahan, Ö., & Sahan, K. C. (2017). A needs analysis based study: the professional development needs of EFL instructors at a Technical University. In D. Koksal (Ed.), Researching ELT: Classroom Methodology and Beyond (pp. 179-189). Peter Lang AG. https://doi.org/10.3726/b11188
Hicks, G. (2017). 'Tough' movement. In M. Everaert, & H. C. Riemsdijk (Eds.), The Wiley Blackwell Companion to Syntax, Second Edition (second ed.). Wiley-Blackwell. https://doi.org/10.1002/9781118358733.wbsyncom035

Conferences

Mitchell, R. (2019). Career entry of modern languages graduates: The long term impact of study abroad on graduate identity. Paper presented at Creativity criticality and conformity in higher education, Newport, United Kingdom.
Sahan, O. (2019). Content and language in EMI assessment practices: Challenges and beliefs at an Engineering Faculty in Turkey. Poster session presented at English Medium Instruction (EMI) Symposium, Oxford, United Kingdom.
Shahini, R., Davis, H. C., & Borthwick, K. (2019). Cultural challenges and research strategies in multicultural MOOCs. In INTED2019 Proceedings (pp. 8364-8370). IATED Digital Library. https://library.iated.org/view/SHAHINI2019CUL
Shahini, R., Davis, H., & Borthwick, K. (2019). Design recommendations to address cultural issues in multicultural MOOCs: a systematic literature review. In A. Plutino, K. Borthwick, & E. Corradini (Eds.), New educational landscapes: innovative perspectives in language learning and technology (pp.) (pp. 55-66). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.36.956
Holmes-Elliott, S., & Turner, J. (2019). The emergence of gendered production between childhood and adolescence: a real time analysis of /s/ in Southern British English. Paper presented at XVIIIth International Congress of Phonetic Sciences, Melbourne, Victoria, Australia.
Sahan, O. (2019). The impact of rater experience and essay quality on raters’ decision-making behaviors.. Abstract from American Association for Applied Linguistics (AAAL) Conference, Atlanta, Georgia, United States.
Smith, T., & Everitt, C. (2019). Using Microsoft Teams to enhance the digital learning environment. Poster session presented at Solent Learning and Teaching Community Conference, Southampton, United Kingdom.
Martin De Leon, C., & Garcia Hermoso, C. (2018). Creando contextos: gamificacion para niveles altos en la clase ELE. Paper presented at V Congreso Internacional del Español en Castilla y León, Viernes, Spain.
Paffey, D. (2018). Empowerment or control? Attitudes and ideologies towards (non-)standard language among London’s Spanish speakers. Paper presented at 5th International Conference: Crossroads of Languages and Cultures, Rethymnon, Greece.
Paffey, D. (2018). Language standardization in the 21st century: what future for state-appointed institutions?. Paper presented at Global Approaches to Multilingualism and Standardisation, Cambridge, United Kingdom.
Sahan, O., & Razi, S. (2018). Raters’ strategy use during the assessment of EFL essays.. Abstract from Cukurova International ELT Teachers Conference, Adana , Turkey.
Paffey, D. (2018). Whose city is it? Making presence in Hispanic London. Paper presented at Society of Latin American Studies Annual Conference 2018, Winchester campus, United Kingdom.
Puig-Mayenco, E., Miller, D., & Rothman, J. (2017). Adult outcomes in early child second language acquisition: Differential object marking in the child L2 Spanish of Catalan natives. In M. LaMendola, & J. Scott (Eds.), BUCLD 41: Proceedings of the 41 annual Boston University Conference on Language Development (pp. 546-558). Cascadilla Press.

Journal Special Issue

Porter, A., Graham, S., Myes, F., & Holmes, B. (2022). Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50(2), 208-217. https://doi.org/10.1080/09571736.2022.2046358
Elder-Vass, D., & Zotzmann, K. (2022). 'Overlapping traditions with divergent implications?: Introduction to the special issue on pragmatism and critical realism. Journal of Critical Realism, 21(3), 257-260. https://doi.org/10.1080/14767430.2022.2073692
Zotzmann, K., Barman, E., Porpora, D. V., Carrigan, M., & Elder-Vass, D. (2022). Round table: is the common ground between pragmatism and critical realism more important than the differences? Journal of Critical Realism, 21(3), 352. https://doi.org/10.1080/14767430.2022.2073674
Crenn, C. (Ed.), Petric, B., & Demossier, M. (Accepted/In press). Mondialites du vin. Ethnologie Francaise, LI(3).
Beswick, J., & Paffey, D. (Eds.) (2021). Multilingualism in Migrant Contexts. Languages. https://www.mdpi.com/si/47903
Krause-Lemke, C., & Patino, A. (Eds.) (2020). Plurilinguismo, dinâmicas interculturais e identidades em contextos educativos. Revista Interfaces, 11(1), [1]. https://doi.org/10.5935/2179-0027.20200001
Jones, E., Martins, A. M., & Sabine, M. (Eds.) (2019). Hilary Owen: A celebration. Journal of Romance Studies, 19(3). https://online.liverpooluniversitypress.co.uk/toc/jrs/19/3
Patino, A., & Relaño Pastor, A. M. (Eds.) (2018). Storytelling in globalized spaces: a linguistic ethnographic perspective. International Journal of the Sociology of Language, 2018(250). https://www.degruyter.com/view/journals/ijsl/2018/250/ijsl.2018.issue-250.xml

Letters/Editorials

COVID HGI, Pathak, G. A., Polimanti, R., & Karjalainen, J. (2022). A first update on mapping the human genetic architecture of COVID-19. Nature, 608(7921), E1-E10. https://doi.org/10.1038/s41586-022-04826-7
Razi, S., & Sahan, O. (2021). Emergency online language education and academic integrity. The Literacy Trek, 7(1).
Hicks, G., & Dominguez, L. (2020). Modelling L1 grammatical attrition through language acquisition: a reply to comments. Second Language Research, 36(2), 231-239. https://doi.org/10.1177/0267658319897785
Slabakova, R. (2019). “L” Stands for Language. The Modern Language Journal, 103(Supplement 2019), 152-160. https://doi.org/10.1111/modl.12528
Jones, E., Martins, A. M., & Sabine, M. (2019). Introduction. Journal of Romance Studies, 19(3), 309-318. https://doi.org/10.3828/jrs.2019.20
Slabakova, R. (2018). Back to our roots. Linguistic Approaches to Bilingualism, 8(6), 776-781. https://doi.org/10.1075/lab.18062.sla
Kelly, M. (2018). Migration and languages. European Journal of Language Policy, 10(2), 163-164. https://doi.org/10.3828/ejlp.2018.9

Website

Smith, J. (Author), Adger, D. (Author), Heycock, C. (Author), Jamieson, E. (Author), Thoms, G. (Author), & Aitken, B. (Author). (2020). The Scots Syntax Atlas. Web publication/site, University of Glasgow. http://scotssyntaxatlas.ac.uk

Working Papers

Kranert, M., Paola Attolino, Martina Berrocal, Júlio Antonio Bonatti Santos, Sara Garcia Santamaria, Nancy Henaku, Aimée-Danielle Lezou Koffi, Camilla Marziani, Viktorija Mažeikienė, Dasniel Olivera Pérez, Kumaran Rajandran, & Aleksandra Salamurović (2020). COVID-19: the world and the words: linguistic means and discursive constructions. (DiscourseNet Collaborative Working Paper Series; No. 2/9). International Association for Discourse Studies. https://discourseanalysis.net/sites/default/files/2020-09/Kranert_et-al_2020_DNCWPS_2-9.pdf
Baker, W., & Fang, F. (2019). From English language learners to intercultural citizens: Chinese student sojourners’ development of intercultural citizenship in ELT and EMI programmes. (4 ed.) (British Council ELT Research Papers). https://englishagenda.britishcouncil.org/continuing-professional-development/teacher-educator-framework/understanding-teaching-context/english-language-learners-intercultural-citizens

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