Publications
Prego-Vázquez, Gabriela and María Ángeles Cobelas Cartagena. 2019. Participation frameworks and socio-discursive competence in young children: The role of multimodal strategies. Discourse Studies 21 (2) : 135–158. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Duarte, Joana. 2019. Translanguaging in mainstream education: a sociocultural approach. International Journal of Bilingual Education and Bilingualism 22 (2) : 150–164. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Jakonen, Teppo. 2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 428–444. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
You, Xiaoye and Ping Liu. 2019. Metapragmatic comments in web-based intercultural peer evaluation. Intercultural Pragmatics 16 (1) : 57–84. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Tomaselli, Keyan. 2019. Cultural studies and the African Global South. Communication and Critical/Cultural Studies 48 (3) : 257–267. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
McNeil, Levi. 2017. Languaging about intercultural communication: the occurrence and conceptual focus of intracultural peer collaborative dialogues. Language Awareness 26 (3) : 151–169. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Ford, Cecilia E. and Joshua Raclaw. 2017. Laughter and the management of divergent positions in peer review interactions. Journal of Pragmatics 113 : 1–15. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Delfino, Jennifer B. 2016. Fighting words? Joning as conflict talk and identity performance among African American preadolescents. Journal of Sociolinguistics 20 (5) : 631–653. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Diao, Wenhao. 2016. Peer Socialization into Gendered L2 Mandarin Practices in a Study Abroad Context: Talk in the Dorm. Applied Linguistics 37 (5) : 599–620. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Kuhn, Deanna, Elisabeth Mayweg-Paus and Fabrizio Macagno. 2016. Developing Argumentation Strategies in Electronic Dialogs: Is Modeling Effective? Discourse Processes 53 (4) : 280–297. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Palmer, Deborah and Kathryn I. Henderson. 2015. Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom. Journal of Immersion and Content-Based Language Education 3 (1) : 77–101. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Hamo, Michal and Zohar Kampf. 2015. Children talking television: The salience and functions of media content in child peer interactions. Discourse & Communication 9 (4) : 465–485. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Bateman, Amanda and Kreeta Niemi. 2015. ‘Cheaters and Stalkers’: Accusations in a classroom. Discourse Studies 17 (1) : 83–98. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)