Publications

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Oliver, Rhonda. 2019. Patterns of interaction and young ESL learners. What is the impact of proficiency and task type? Language Teaching for Young Learners 1 (1) : 82–102.
Oliver, Rhonda, ed. 2008. Second Language Acquisition and the Younger Learner. Child's play? (Language Learning & Language Teaching 23). John Benjamins.
Oliver, Rhonda. 2008. The impact of teacher input, guidance and feedback on ESL children's task-based interactions. In Oliver, Rhonda, ed. Second Language Acquisition and the Younger Learner. Child's play? (Language Learning & Language Teaching 23). John Benjamins. pp. 131–147.
Oliver, Rhonda. 2005. Communicative Competence in Oral Language Assessment. Language & Education 19 (3) : 212–222.
Oliver, Rhonda. 2003. Language Variation and Education: Teachers' Perceptions. Language & Education 17 (4) : 266–280.
Oliver, Rhonda. 2003. Interactional Input and The Incorporation of Feedback: An Exploration of NS-NNS and NNS-NNS Adult and Child Dyads. Language Learning : 53.
Oliver, Rhonda. 2003. Interactional Context and Feedback in Child ESL Classrooms. The Modern Language Journal 87 (4) : 519–533.
Oliver, Rhonda. 2002. The Patterns of Negotiation for Meaning in Child Interactions. The Modern Language Journal 86 (1) : 97.
Oliver, Rhonda. 2002. Attitudes of primary school Australian aboriginal children to their linguistic codes. Journal of Language and Social Psychology 21 (3) : 410–421.
Oliver, Rhonda. 1998. The Attitudes of Bilingual Children to their Languages. Journal of Multilingual and Multicultural Development 19 (3) : 199–211.