Publications

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Kholmatov, Aziz . 2021. Exploring teacher-initiated humour in Academic English classes: An Uzbek international university experience. The European Journal of Humour Research 9 (4) : 221–235.
Yevudey, Elvis and G. Edzordzi Agbozo. 2019. Teacher trainee sociolinguistic backgrounds and attitudes to language-in-education policy in Ghana: a preliminary survey. Current Issues in Language Planning 20 (4) : 338–364.
Lee, Ju Seong, Kilryoung Lee and Nur Arifah Drajati. 2019. Preservice English teachers’ perceptions of English as an international language in Indonesia and Korea. Journal of Multilingual and Multicultural Development 40 (3) : 230–243.
Mikulski, Ariana M., Idoia Elola, Ana Rodriguez Padial and Grant Berry. 2019. Written feedback in heritage Spanish classrooms. A national survey of students and instructors. Revista Española de Lingüística Aplicada 32 (2) : 543–572.
Edmonds-Wathen, Cris, Kay Owens and Vagi Bino. 2019. Identifying vernacular language to use in mathematics teaching. Language & Education 33 (1) : 1–17.
Brown, Kara D. 2019. Policy and pedagogical pliability: Enrichment in Võro-language revitalization in Estonia. Multilingua 38 (1) : 113–132.
Bubikova-Moan, Jarmila. 2019. Reported parent-teacher dialogues on child language learning: voicing agency in interview narratives. International Journal of Bilingual Education and Bilingualism 22 (6) : 768–786.
Baker, Amanda and Michael Burri. 2019. “I never imagined” pronunciation as “such an interesting thing”: Student teacher perception of innovative practices. International Journal of Applied Linguistics 29 (1) : 95–108.
Calafato, Raees. 2019. The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua 227.
Can Daşkın, Nilüfer. 2019. Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics 142 : 16–30.
Candel Bormann, Daniel and Ana Halbach. 2019. Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects. Language & Education 33 (5) : 416–430.
Tao, Jian, Ke Zhao and Xiuwen Chen. 2019. The motivation and professional self of teachers teaching languages other than English in a Chinese university. Journal of Multilingual and Multicultural Development 40 (7) : 633–646.
Scarino, Angela, Fiona O'Neill and Jonathan Crichton. 2019. Developing intercultural learning capabilities. A case study in higher education. Australian Review of Applied Linguistics 42 (2).
Cunningham, Clare. 2019. ‘The inappropriateness of language’: discourses of power and control over languages beyond English in primary schools. Language & Education 33 (4) : 285–301.
Da Costa Cabral, Ildegrada. 2019. ‘As línguas têm de estar no seu devido lugar’ (‘languages have to be in their proper place’): language ideologies, languagised worlds of schooling and multilingual classroom practices in Timor-Leste. Current Issues in Language Planning 20 (1) : 33–49.
Dewaele, Jean-Marc. 2019. The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners. Journal of Language and Social Psychology 38 (4) : 523–535.
Machado Maher, Terezinha and Marilda Do Couto Cavalcanti. 2019. Unseen and unheard: cultural identities and the communicative repertoires of Índios in Brazilian cities. Current Issues in Language Planning 20 (1) : 50–66.
Draeger, Richard. 2019. International Faculty in Chinese Universities’ Foreign Language Teaching Preferences. Journal of Intercultural Communication Research 48 (4) : 384–399.
Hu, Guangwei and Yanfang Duan. 2019. Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university. International Journal of Bilingual Education and Bilingualism 22 (3) : 303–321.
Karahan, T. Fikret, B. Murat Yalcin, Melda M. Erbas and Seda Ergun. 2019. The relationship between the dominant humor style, emotional intelligence, and problem-solving skills in trainee teachers in Turkey. Humor 32 (1) : 73–96.
Pappa, Sotiria, Josephine Moate, Maria Ruohotie-Lyhty and Anneli Eteläpelto. 2019. Teacher agency within the Finnish CLIL context: tensions and resources. International Journal of Bilingual Education and Bilingualism 22 (5) : 593–613.
Relaño-Pastor, Ana María and Alicia Fernández-Barrera. 2019. The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha: tensions and dilemmas. Journal of Multilingual and Multicultural Development 40 (5) : 421–435.
Gebhard, Amanda. 2019. Discursive (re)productions of (im)possible students in the Canadian prairies. Discourse 40 (6) : 902–916.
Georgiou, Georgios P. 2019. EFL teachers’ cognitions about pronunciation in Cyprus. Journal of Multilingual and Multicultural Development 40 (6) : 538–550.
Green, Jennifer. 2019. Cross-cultural confusions amongst diverse colleagues: what teachers’ narratives reveal about intergroup communication. Discourse 40 (3) : 386–398.