Publications

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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.
Duarte, Joana. 2019. Translanguaging in mainstream education: a sociocultural approach. International Journal of Bilingual Education and Bilingualism 22 (2) : 150–164.
Rydland, Veslemøy and Vibeke Grøver. 2019. Argumentative peer discussions following individual reading increase comprehension. Language & Education 33 (4) : 379–394.
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.
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.
You, Xiaoye and Ping Liu. 2019. Metapragmatic comments in web-based intercultural peer evaluation. Intercultural Pragmatics 16 (1) : 57–84.
Zhu, Yunxia, Laikun Ma and Jiang Ruochen. 2019. A cross-cultural study of English and Chinese online platform reviews: A genre-based view. Discourse & Communication 13 (3) : 342–365.
Jacques, Sophie, Andrea A.N. MacLeod, Natalie Castellanos-Ryan, Sophie Parent and Jean R. Séguin. 2019. Modelling vocabulary development among multilingual children prior to and following the transition to school entry. International Journal of Bilingual Education and Bilingualism 22 (4) : 473–492.
Martin-Beltrán, Melinda, Angélica Montoya-Ávila, Andrés A. García, Megan Madigan Peercy and Rebecca Silverman. 2019. ‘Time for una pregunta’: understanding Spanish use and interlocutor response among young English learners in cross-age peer interactions while reading and discussing text. International Journal of Bilingual Education and Bilingualism 22 (1) : 17–34.
Tomaselli, Keyan. 2019. Cultural studies and the African Global South. Communication and Critical/Cultural Studies 48 (3) : 257–267.
Stivers, Tanya, Clara Bergen and Jack Sidnell. 2018. Children's responses to questions in peer interaction: A window into the ontogenesis of interactional competence. Journal of Pragmatics 124 : 14–30.
McNeil, Levi. 2017. Languaging about intercultural communication: the occurrence and conceptual focus of intracultural peer collaborative dialogues. Language Awareness 26 (3) : 151–169.
Ford, Cecilia E. and Joshua Raclaw. 2017. Laughter and the management of divergent positions in peer review interactions. Journal of Pragmatics 113 : 1–15.
Delfino, Jennifer B. 2016. Fighting words? Joning as conflict talk and identity performance among African American preadolescents. Journal of Sociolinguistics 20 (5) : 631–653.
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.
Kuhn, Deanna, Elisabeth Mayweg-Paus and Fabrizio Macagno. 2016. Developing Argumentation Strategies in Electronic Dialogs: Is Modeling Effective? Discourse Processes 53 (4) : 280–297.
McCreaddie, May Arnott. 2016. Poor wee souls and fraggle rock: The visceral humor of nurse-peers in a non-accomplishment setting. Humor 29 (2) : 175–196.
Bartneck, Christoph, Jennifer Hay, Clay Beckner, Jürgen Brandstetter and Péter Rácz. 2016. Participants Conform to Humans but Not to Humanoid Robots in an English Past Tense Formation Task. Journal of Language and Social Psychology 35 (2) : 158–179.
MacGeorge, E.L., Lisa M. Guntzviller, Sarah E. Branch and Liliya Yakova. 2016. Paths of Resistance. An Interpretive Analysis of Trajectories in Less Satisfying Advice Interactions. Journal of Language and Social Psychology 35 (5) : 548–568.
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.
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.
Jakonen, Teppo and Tom Morton. 2015. Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom. Applied Linguistics 36 (1) : 73–94.
Bateman, Amanda and Kreeta Niemi. 2015. ‘Cheaters and Stalkers’: Accusations in a classroom. Discourse Studies 17 (1) : 83–98.
Norrmann-Vigil, Ingrid H. 2015. Conceptualizing and articulating pregnancy loss through embodiment in peer interaction. Language & Communication 45 : 70–82.
Peeters, Ward. 2015. Metacognitive awareness in foreign language learning through Facebook. A case study on peer collaboration. Dutch Journal of Applied Linguistics 4 (2) : 174–192.