Publications

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Poynter, Elizabeth. 2020. Aggressive but loyal: Modification and gender roles in British children's adventure books. Gender and Language 14 (2) : 175–196.
Daly, Nicola. 2019. The linguistic landscape of multilingual picturebooks. Linguistic Landscape 5 (3) : 283–304.
Escandell, Dari and José Rovira-Collado, eds. 2019. Current Perspectives on Literary Reading. (IVITRA Research in Linguistics and Literature 22). John Benjamins.
Daly, Nicola. 2018. The linguistic landscape of English–Spanish dual language picturebooks. Journal of Multilingual and Multicultural Development 39 (6) : 556–566.
Wilson, Steven R. and Elizabeth A. Munz. 2017. Caregiver Confirmation and Children’s Attachment Security During the Transition to Kindergarten. Communication Research 44 (5) : 668–690.
Huang, Qiaoya and Xiaoning Chen. 2016. Examining the text quality of English/Chinese bilingual children’s picture books. International Journal of Bilingual Education and Bilingualism 19 (5) : 475–487.
Gavriely-Nuri, Dalia. 2016. The outbreak of peace in Israeli children's periodicals, 1977–1979. Journal of multicultural discourses 11 (2) : 214–288.
Chang, Chien-Ju and Cho-Chi Huang. 2016. Mother–child talk during joint book reading in two social classes in Taiwan: Interaction strategies and information types. Applied Psycholinguistics 37 (2) : 387–410.
Koro-Ljungberg, Mirka and Marek Tesar. 2016. Cute, creepy and sublime unnamed childhood monstrosities. Discourse 37 (5) : 694–704.
Zampini, Laura, Mirco Fasolo, Paola Zanchi, Maria Spinelli, Chiara Suttora and Nicoletta Salerni. 2016. Gesture production in the narratives of preschool children. Gesture 15 (3) : 306–320.
O'Halloran, Kay L., Sabine Tan and Jennifer Yameng Liang. 2016. Where Do I Come From? Metaphors in Sex Education Picture Books for Young Children in China. Metaphor and Symbol 31 (3) : 179–193.
Zhang, Haomin Stanley. 2016. Early language input and later reading development in Chinese as heritage language (CHL) learners. International Journal of Applied Linguistics 26 (3) : 437–448.
Stich, Melanie, Luigi Girolametto, Carla J. Johnson, Patricia L. Cleave and Xi Chen. 2015. Contextual effects on the conversations of mothers and their children with language impairment. Applied Psycholinguistics 36 (1) : 323–344.
Berenst, Jan, Kees de Glopper and Myrte N. Gosen. 2015. Shared reading at kindergarten. Understanding book content through participation. Pragmatics and Society 6 (3) : 367–397.
Marriote Ngwaru, Jacob and Viv Edwards. 2014. Language capital and development: the case of African language publishing for children in South Africa. International Journal of the Sociology of Language 225 : 29–50.
Nikolajeva, Maria. 2014. Reading for Learning. Cognitive approaches to children's literature. Cognitive approaches to children's literature. (Children's Literature, Culture, and Cognition "). John Benjamins.
Kruger, Haidee. 2013. Child and adult readers’ processing of foreignised elements in translated South African picturebooks: An eye-tracking study. Target 25 (2) : 180–227.
Li, Li. 2013. The afterlife of the Brothers Grimm’s fairy tales in China: Translation and reception. Babel 59 (4) : 460–472.
Archer, Dawn and Christopher Williams. 2013. Constructing a shared history, space and destiny: The children’s reader Udmurtia Forever with Russia. Pragmatics and Society 4 (2) : 200–220.
Kruger, Haidee. 2012. Postcolonial Polysystems. The production and reception of translated children's literature in South Africa. (Benjamins Translation Library 105). John Benjamins.
Ozcan, Mehmet. 2012. Suprasegmentals in the definition of narrative and intonational patterns in Turkish oral narratives. Text & Talk 32 (6) : 797–819.
Pokorn, Nike K. 2012. Post-Socialist Translation Practices. Ideological struggle in children's literature. (Benjamins Translation Library 103). John Benjamins.
Ahrens, Kathleen. 2011. Picturebooks. Where literature appreciation begins. In Kümmerling-Meibauer, Bettina, ed. Emergent Literacy. Children's books from 0 to 3. (Studies in Written Language and Literacy 13). John Benjamins. pp. 77–90.
Arizpe, Evelyn and Jane Blatt. 2011. How responses to picturebooks reflect and support the emotional development of young bilingual children. In Kümmerling-Meibauer, Bettina, ed. Emergent Literacy. Children's books from 0 to 3. (Studies in Written Language and Literacy 13). John Benjamins. pp. 245–264.
Evans, Janet. 2011. “This is me”. Developing literacy and a sense of self through play, talk and stories. In Kümmerling-Meibauer, Bettina, ed. Emergent Literacy. Children's books from 0 to 3. (Studies in Written Language and Literacy 13). John Benjamins. pp. 227–244.