Publications

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Can Daşkın, Nilüfer. 2019. Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics 142 : 16–30.
Macaro, Ernesto, Jiangshan An and Ann Childs. 2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7 (2) : 166–192.
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.
de Los Reyes, Robin Atilano. 2019. Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. The International Journal of Multilingualism 16 (3) : 302–316.
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.
Emrani, Fateme and Mozhgan Hooshmand. 2019. A conversation analysis of self-initiated self-repair structures in advanced Iranian EFL learners. International Journal of Language Studies 13 (1) : 57–76.
Owu-Ewie, Charles and Emma Sarah Eshun. 2019. Language representation in the Ghanaian lower primary classroom and its implications: the case of selected schools in the Central and Western Regions of Ghana. Current Issues in Language Planning 20 (4) : 365–388.
Gardner, Rod. 2019. Classroom Interaction Research: The State of the Art. Research on Language & Social Interaction 52 (3) : 212–226.
Gardner, Rod. 2019. Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction 52 (3) : 212–226.
Rydland, Veslemøy and Vibeke Grøver. 2019. Argumentative peer discussions following individual reading increase comprehension. Language & Education 33 (4) : 379–394.
Clark-Gareca, Beth and Min Gui. 2019. Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: cross-cultural similarities and differences. Language and Intercultural Communication 19 (2) : 137–151.
Howe, Christine, Maria Vrikki, Lisa Wheatley, Sara Hennessy and Neil Mercer. 2019. Dialogic practices in primary school classrooms. Language & Education 33 (1) : 85–100.
Tai, Kevin W.H. and Nahal Khabbazbashi. 2019. The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom. Language & Education 33 (5) : 445–468.
Prinsloo, Mastin and Lara-Stephanie Krause. 2019. Translanguaging, place and complexity. Language & Education 33 (2) : 159–173.
LeBlanc, Robert Jean. 2019. Pedagogic ventriloquation: Projected constructed direct reported speech in teacher talk. Language & Communication 64 : 25–37.
Piirainen-Marsh, Arja and Niina Lilja. 2019. Connecting the Language Classroom and the Wild: Re-enactments of Language Use Experiences. Applied Linguistics 40 (4) : 594–623.
Ma, Lai Ping Florence. 2019. Examining the functions of L1 use through teacher and student interactions in an adult migrant English classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 386–401.
Shively, Rachel L. and Montserrat Mir. 2019. “Put a little bit of humor into it”. Teachers’ humor in the beginning-level Spanish classroom. Applied Pragmatics 1 (2) : 93–118.
Nikula, Tarja and Pat Moore. 2019. Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism 22 (2) : 237–249.
Nilsson, Maria. 2019. Foreign language anxiety: The case of young learners of English in Swedish primary classrooms. Apples - Journal of Applied Language Studies 13 (2) : 1–21.
Norlund Shaswar, Annika and Åsa Wedin. 2019. Whole class interaction in the adult L2-classroom: The case of Swedish for immigrants. Apples - Journal of Applied Language Studies 13 (2) : 45–63.
Ollerhead, Sue. 2019. Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom. Language & Education 33 (2) : 106–122.
Kim, YouJin and Caroline Payant. 2019. Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study. International Journal of Bilingual Education and Bilingualism 22 (5) : 614–627.
Pavón Vázquez, Víctor and María del Carmen Ramos Ordóñez. 2019. Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism 22 (1) : 35–48.
Smit, Ute, Julia Hüttner and Angelika Rieder-Bünemann. 2019. Capturing technical terms in spoken CLIL. A holistic model for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Education 7 (1) : 4–29.