Publications

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Edmonds-Wathen, Cris, Kay Owens and Vagi Bino. 2019. Identifying vernacular language to use in mathematics teaching. Language & Education 33 (1) : 1–17.
Kämäräinen, Anniina, Piia Björn, Lasse Eronen and Eija Kärnä. 2019. Managing epistemic imbalances in peer interaction during mathematics lessons. Discourse Studies 21 (3) : 280–299.
De Angelis, Gessica and Rebecca Dahm. 2018. The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both? The International Journal of Multilingualism 15 (2) : 194–213.
Brookes, Heather, Jean-Marc Colletta, Alice Ovendale and Zain Davis. 2018. The role of gestural polysigns and gestural sequences in teaching mathematical concepts. The case of halving. Gesture 17 (1) : 128–157.
Herbert, Sandra. 2018. Gestures in mathematical function talk. Gesture 17 (1) : 196–220.
Watzinger-Tharp, Johanna, Kristin Swenson and Zachary Mayne. 2018. Academic achievement of students in dual language immersion. International Journal of Bilingual Education and Bilingualism 21 (8) : 913–928.
Schwarz, Mila and Shelly Shaul. 2018. Towards a better understanding of the link between executive functions, early literacy, and emergent mathematical abilities. Written Language & Literacy 21 (2) : 239–270.
Martin, Carol Lynn, Laura D. Hanish, Richard A. Fabes, Francisco Palermo and Ariana M. Mikulski. 2017. Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities. Applied Psycholinguistics 38 (2) : 347–370.
Jia, Dingding, Stephen Daniel Looney and Daisuke Kimura. 2017. Self-directed okay in mathematics lectures. Journal of Pragmatics 107 : 46–59.
Kroon, Sjaak, Jeanne Kurvers, Nanke Dokter, Rian Aarts and Anje Ros. 2017. Academic language in elementary school mathematics. Academicness of teacher input during whole class instruction. Dutch Journal of Applied Linguistics 6 (2) : 213–230.
Naidoo, Jayaluxmi. 2016. Language matters! Exploring promise’s use of pedagogic strategies in her mathematics classroom. Language Matters: Studies in the Languages of Africa 47 (3) : 372–392.
Fortune, Tara W. and Wei Song. 2016. Academic achievement and language proficiency in early total Mandarin immersion education. Journal of Immersion and Content-Based Language Education 4 (2) : 168–179.
Berger, Angela. 2015. Conceptualizing the interaction between language and mathematics. An integrated language and mathematics model of word problem solving processes in English as a foreign language. Journal of Immersion and Content-Based Language Education 3 (2) : 285–313.
Chan, Simon. 2015. Linguistic challenges in the mathematical register for EFL learners: linguistic and multimodal strategies to help learners tackle mathematics word problems. International Journal of Bilingual Education and Bilingualism 18 (3) : 306–318.
Chrisomalis, Stephen. 2015. What's so improper about fractions? Prescriptivism and language socialization at Math Corps. Language in Society 44 (1) : 63–85.
Chrisomalis, Stephen. 2015. What's so improper about fractions? Prescriptivism and language socialization at Math Corps. Language in Society 44 (1) : 63–85.
Liu, Kristin Kline. 2015. The influence of the math classroom context on students’ academic English production. Journal of Immersion and Content-Based Language Education 3 (1) : 127–147.
Kuteeva, Maria and Lisa McGrath. 2015. The Theoretical Research Article as a Reflection of Disciplinary Practices: The Case of Pure Mathematics. Applied Linguistics 36 (2) : 215–235.
Tavares, Nicole Judith. 2015. How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension. International Journal of Bilingual Education and Bilingualism 18 (3) : 319–335.
Farrugia, Marie Therese. 2013. Moving from informal to formal mathematical language in Maltese classrooms. International Journal of Bilingual Education and Bilingualism 16 (5) : 570–588.
McLeod, Wilson, Fiona O'Hanlon and Lindsay Paterson. 2013. The attainment of pupils in Gaelic-medium primary education in Scotland. International Journal of Bilingual Education and Bilingualism 16 (6) : 707–729.
May, Stephen and Tony Trinick. 2013. Developing a Māori language mathematics lexicon: challenges for corpus planning in indigenous language contexts. Current Issues in Language Planning 14 (3,4) : 457–473.
Ford, Thomas E., Brianna L. Ford and Christie F. Boxer. 2012. Effect of humor on state anxiety and math performance. Humor 25 (1) : 59–74.
Koole, Tom. 2012. The epistemics of student problems: Explaining mathematics in a multi-lingual class. Journal of Pragmatics 44 (13) : 1902–1916.
Kouritzin, Sandra G. 2012. Is knowing another language as important as knowing ‘core’ subjects like mathematics or science. Journal of Multilingual and Multicultural Development 33 (5) : 465–480.