Publications

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Aldridge-Waddon, Michelle. 2019. Police delivery of the opt-out procedure for children’s court evidence: evidence of inadequate language awareness. Language Awareness 28 (3) : 166–185.
Bartlett, Tom, Tereza Spilioti, Virpi Ylänne and Michelle Aldridge-Waddon. 2019. Conceptualising language awareness in healthcare communication: the case of nurse shift-change handover meetings. Language Awareness 28 (3) : 207–226.
Koester, Almut Josepha and Michael Handford. 2019. The construction of conflict talk across workplace contexts: (towards) a theory of conflictual compact. Language Awareness 28 (3) : 186–206.
Fukuta, Junya, Yu Tamura and Yusaku Kawaguchi. 2019. Written languaging with indirect feedback in writing revision: is feedback always effective? Language Awareness 28 (1) : 1–14.
Basterrechea, María and Michael J. Leeser. 2019. Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28 (2) : 97–113.
Lo, Yuen Yi. 2019. Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help? International Journal of Bilingual Education and Bilingualism 22 (7) : 818–832.
McManus, Kevin. 2019. Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness 28 (2) : 114–138.
Huang, Mimi, Robert M. McKenzie, Theng Theng Ong and Navaporn Snodin. 2019. Socio-psychological salience and categorisation accuracy of speaker place of origin. Lingua 228.
Padilla, Lillie Vivian and Rosti Vana. 2019. Ideologies in the foreign language curriculum: insights from textbooks and instructor interviews. Language Awareness 28 (1) : 15–30.
Zhu, Yan and Beilei Wang. 2019. Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey. Language Awareness 28 (2) : 139–161.
Wray, Alison. 2019. Multilingual dementia care: defining the limits of translanguaging. Language Awareness 28 (3) : 227–245.
Angelovska, Tanja. 2018. Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency. Language Awareness 27 (1,2) : 136–152.
Blood, Rosalind. 2018. “When you speak to a police officer and (call them) du”. Examining the impact of short-term study abroad on Australian students’ awareness of address forms in German. Study Abroad Research in Second Language Acquisition and International Education 3 (1) : 117–143.
Viana de Freitas, Pedro, Márcia Maria Peruzzi Elia Da Mota and S. Hélène Deacon. 2018. Morphological awareness, word reading, and reading comprehension in Portuguese. Applied Psycholinguistics 39 (3) : 507–525.
Stamou, Anastasia G. and Evanthia Karagiannaki. 2018. Bringing critical discourse analysis into the classroom: a critical language awareness project on fairy tales for young school children. Language Awareness 27 (3) : 222–242.
Koller, Veronica. 2018. Language awareness and language workers. Language Awareness 27 (1,2) : 4–20.
Andrade, Ana Isabel, Daniela Coelho and Gabriela Portugal. 2018. The ‘Awakening to Languages’ approach at preschool: developing children’s communicative competence. Language Awareness 27 (3) : 197–221.
Putjata, Galina. 2018. Multilingualism for life – language awareness as key element in educational training: insights from an intervention study in Germany. Language Awareness 27 (3) : 259–276.
Radinger, Sandra. 2018. Language awareness and agency in the availability of linguistic resources. A case study of refugees and locals in Austria. Language Awareness 27 (1,2) : 61–78.
Schluer, Jennifer. 2018. Looking at and beyond the lexical surface in L2 reading comprehension: insights from a video-based study. Language Awareness 27 (1,2) : 113–135.
Svalberg, Agneta. 2018. Researching language engagement; current trends and future directions. Language Awareness 27 (1,2) : 21–39.
Vaknin-Nusbaum, Vered. 2018. Morphological awareness and reading abilities in second- and third-grade Hebrew readers. Applied Psycholinguistics 39 (5) : 989–1009.
Geeraerts, Dirk, Gitte Kristiansen and Eline Zenner. 2018. English as a lingua franca in Europe: The identification of L1 and L2 accents. A multifactorial analysis of pan-European experimental data. Review of Cognitive Linguistics 16 (2) : 494–518.
Guzman, Natalia L., Pei-Jie Jenny Chen and Melinda Martin-Beltrán. 2017. ‘Let's think about it together:’ how teachers differentiate discourse to mediate collaboration among linguistically diverse students. Language Awareness 26 (1) : 41–58.
Collins, Laura and Caroline Dault. 2017. Comparer pour mieux comprendre : perception d’étudiants et d'enseignants d'une approche interlangagière en langue seconde. Language Awareness 26 (3) : 191–210.