Publications

We publish in a range of areas related to language and linguistics. Check out our publications below!

Publications by Year

2025

Ambreen, S., Badwan, K., Pahl, K. (2025) ‘Attending to children’s voices within environmental education.’ Childhood, 32(2) pp. 151-174.

Ambreen, S., Badwan, K., Pahl, K. (2025) ‘Diversifying tree-child relations: making the case for epistemological and methodological shifts in environmental education research.’ Environmental Education Research,

Badwan, K. (2025) ‘Urgent reckoning in times of failure: Language with Gaza.’ Global Commons Review,

Badwan, K., Bhatt, I., Madiba, M. (2025) Critical Perspectives on Teaching in the Multilingual University. Routledge.

Badwan, K., Chaaban, Y., Arar, K. (2025) ‘Educational leadership for social justice: A systematic review of empirical evidence.’ Review of Education,

Bellamy, J. (2025) ‘Tracing orthographic debates through history: sociolinguistic perspectives on nineteenth-century spelling proposals for Galician and Luxembourgish.’ Sociolinguistica: European Journal of Sociolinguistics, 39(1) pp. 79-101.

Bousfield, D., Bourgeois, S. (2025) Pragmatics in Contested Interpretation: Varied Audiences, Varied Implicatures, Varied Inferences. Palgrave MacMillan.

Brookes, G., Curry, N., McEnery, T., Putland, E. (2025) (Eds.) Historical Medical Discourse: Corpus Linguistic Perspectives.. Routledge.

Brown, K. (2025) ‘Perceptions of the ‘mainstream’ and the mainstreaming of the far right: from Ed Sheeran to Keir Starmer.’ Journal of Political Ideologies, pp. 1-22.

Brown, K. (2025) Discourse Theory, Critical Discourse Studies and Corpus Linguistics A Practical Guide. Springer Nature.

Brown, K. (2025) Discourse Theory, Critical Discourse Studies and Corpus Linguistics. Springer Nature Switzerland.

Brown, K., Newth, G. (2025) ‘‘Post-fascism’, or how the far right talks about itself: the 2022 Italian election campaign as a case study.’ Critical Discourse Studies, pp. 1-21.

Brown, K., Newth, G., Mondon, A. (2025) ‘Researching and Understanding Far-Right Politics in Times of Mainstreaming.’ Journal of Race, Ethnicity and Politics,

Brown, K., Vaughan, A. (2025) ‘Talking ‘about’ the far right as researchers: between responsibility, safety and neoliberal success.’ European Journal of Politics and Gender,

Curry, N., Brookes, G. (2025) ‘The discursive framing of the climate and health polycrisis in English, French and Spanish.’ Critical Approaches to Polycrisis: Discourses of Conflict, Migration, Risk and Climate. Palgrave,

Curry, N., McEnery, T. (2025) ‘Corpus linguistics for language teaching and learning: A research agenda.’ Language Teaching: Surveys and Studies,

Curry, N., McEnery, T. (2025) ‘The past, present, and future of corpus and translation studies.’ In Li, D., Corbett, J. (ed.) Routledge Handbook of Corpus Translation Studies. Routledge, pp. 1-8.

Curry, N., McEnery, T., Brookes, G. (2025) ‘A question of alignment – AI, GenAI and applied linguistics.’ Annual Review of Applied Linguistics,

Curry, N., Pérez-Paredes, P. (2025) ‘Exploring public-oriented research communication: A register perspective.’ Register Studies, pp. 1-31.

Cushing, I. (2025) ‘LINGUISTIC JUSTICE EFFORTS IN ENGLAND’S SCHOOLS.’ Secondary English for Generation Alpha Humane Pedagogy for Local National and International Contexts. pp. 22-30.

Cushing, I. (2025) ‘Linguistic justice efforts in England’s schools.’ In Smith, L.A. (ed.) Secondary English for Generation Alpha: Humane Pedagogy for Local, National and International Contexts. Routledge,

Cushing, I. (2025) ‘The sound of misbehaviour: deficit thinking and language policing in school discipline policies.’ International Studies in Sociology of Education,

Cushing, I., Vaz Bauler, C. (2025) ‘Decolonising the curriculum.’ The Oxford Handbook of Language and Prejudice.

Dang, T.N.Y., Macis, M., Aguilera-Munizaga, M. (2025) ‘Spanish–English cognates and false cognates in academic spoken vocabulary: Lexical coverage, orthographic, and phonological transparency, and frequency.’ Applied Linguistics,

Heritage, F. (2025) ‘”Plow her well. show her you’re a man:” Language, sex, and heteronormativity from a diachronic perspective in The Witcher video game series.’ Bloomsbury Handbook of Sex and Sexuality in Game Studies. pp. 207-219.

Heritage, F. (2025) ‘Social identity and implicature: Exploring the pragmatics of transgender coming out narratives in videogames.’ Journal of Pragmatics,

Iwashita, N., Dao, P., Nguyen, M.X.N.C. (2025) ‘Understanding Interaction in the Second Language Classroom Context.’

Iwashita, N., Dao, P., Nguyen, M.X.N.C. (2025) Understanding interaction in the second language classroom context.

Lee, L., Nguyen, M., Dao, P. (2025) ‘Does Race Matter? Insights Into the Professional Experiences of Foreign Asian English Teachers in China.’ Asian Englishes, 27(1) pp. 193-210.

Nguyen, M.X.N.C., Dao, P., Van Nguyen, H., Tran, P.T.T., Hoang, S.T.T. (2025) ‘Language teachers actualising their vision: an identity-focused approach to teachers’ continuing professional development.’ RELC Journal: a journal of language teaching and research in Southeast Asia,

Pahl, K., Ambreen, S., Badwan, K., Carr, S., Cooper, D., Curtis, L., Davenport, I., Hackett, A., Kraftl, P., Lawrence, P., Lines, E., Nguyen, D., Nunn, C., Pool, S., Rowntree, J., Schofield, E., Siebers, J., Vergunst, J. (2025) ‘How many ways are there to measure a tree? – an experiment in cross-disciplinarity.’ Research for All, 9(1)

Pulido, M.F., Macis, M., Sonbul, S. (2025) ‘The effects of adjacent and non-adjacent collocations on processing: eye-tracking evidence from “nested” collocations.’ Journal of Experimental Psychology: Learning, Memory, and Cognition,

Pérez-Paredes, P., Curry, N. (2025) ‘Análisis de corpus y español para fines específicos (Corpus analysis and Spanish for specific purposes).’ In Lafford, B.A., Ferreira Cabrera, A., Arnó Macià, E. (ed.) Español para Fines Específicos (EFE) / The Routledge Handbook of Spanish for Specific Purposes (SSP). Routledge, pp. 75-89.

Pérez-Paredes, P., Curry, N. (2025) ‘Corpus Linguistics and LSP.’ In Roelcke, T., Breeze, R., Engberg, J. (ed.) Handbook of Specialized Communication. De Gruyter,

Pérez-Paredes, P., Curry, N., Ordoñana-Guillamón, C. (2025) ‘Critical AI literacy for applied linguistics and language education students.’ Journal of China Computer-Assisted Language Learning,

Quick, A.E., Zurek, M., Hatchard, R. (2025) ‘A dynamic network approach to language in aphasia: individual differences in spoken and non-verbal communication.’ Yearbook of the German Cognitive Linguistics Association,

Shuttleworth, L., Brown, K., Mondon, A. (2025) ‘The pretence of the cordon sanitaire: non-collaboration as a distraction from discursive congruence.’ Journal of Contemporary European Studies, pp. 1-18.

Sihombing, T.H.J., Nguyen, M.X.N.C. (2025) ‘Cultural content of an English textbook in Indonesia: text analysis and teachers’ attitudes.’ Asian Englishes, pp. 1-23.

Zannini, L., Curry, N. (2025) ‘Climate adaptation in public-oriented research communication.’ Critical Discourse Studies,

2024

Ahmed, F., Baker-Bell, A., Clayton, D., Cushing, I. (2024) ‘Race, language and (In)equality.’ English in Education, 58(1) pp. 2-5.

Badwan, K. (2024) ‘Empathy and walls: knowledge construction in mobility studies.’ In Canagarajah, S. (ed.) The Routledge Handbook of Migration and Language (2nd edition). Routledge,

Badwan, K., Pahl, K., Nunn, C. (2024) ‘Working with/beyond ‘language’: insights from a listening walk with young men from asylum-seeking backgrounds in a rural treescape.’ Language and Intercultural Communication, 24(5) pp. 497-510.

Badwan, K., Phipps, A. (2024) ‘Hospicing Gaza (غزة): stunned languaging as poetic cries for a heartbreaking scholarship.’ Language and Intercultural Communication,

Badwan, K., Phipps, A. (2024) Keep Telling of Gaza. Sidhe Press.

Bellamy, J. (2024) ‘Codification in the shadow of standards: ideologies in early nineteenth-century metalinguistic texts on Luxembourgish.’ Language and History, 67(3) pp. 225-246.

Brookes, G., Curry, N. (2024) ‘The changing discourses on Islamophobia in the UK press: a modern-diachronic corpus-assisted study.’ Journal of Corpora and Discourse Studies, 7(1) pp. 101-124.

Brown, K. (2024) ‘New opportunities for discourse studies: combining discourse theory, critical discourse studies and corpus linguistics.’ Journal of Language and Politics, 23(4) pp. 473-495.

Brown, K. (2024) ‘Researching the far right: towards an ethics of talking ‘about’.’ In Vaughan, A., Braune, J., Tinsley, M., Mondon, A. (ed.) The ethics of researching the far right: critical approaches and reflections. Manchester: Manchester University Press, pp. 379-390.

Curry, N. (2024) ‘Questioning the Climate Crisis: A Contrastive Analysis of Parascientific Discourses.’ Nordic Journal of English studies (NJES), 23(2) pp. 235-267.

Curry, N., Baker, P., Brookes, G. (2024) ‘Generative AI for corpus approaches to discourse studies: a critical evaluation of ChatGPT.’ Applied Corpus Linguistics, 4(1)

Curry, N., Mark, G. (2024) ‘Using corpus linguistics in materials development and teacher education.’ Second Language Teacher Education, 2(2) pp. 187-208.

Cushing, I. (2024) ‘ENGLISH AS A SUBJECT.’ Routledge Companion to English Studies Second Edition. pp. 182-195.

Cushing, I. (2024) ‘English as a subject.’ The Routledge Companion to English Studies. Routledge,

Cushing, I. (2024) ‘Social (in)justice and the deficit foundations of oracy.’ Oxford Review of Education, 51(3) pp. 396-413.

Cushing, I. (2024) ‘Tiered vocabulary and raciolinguistic discourses of deficit: from academic scholarship to education policy.’ Language and Education, 38(6) pp. 969-987.

Cushing, I. (2024) ‘Transformative justice as a method in applied linguistics.’ Annual Review of Applied Linguistics, pp. 1-10.

Cushing, I., Clayton, D. (2024) ‘Teachers challenging language discrimination in England’s schools: a typology of resistance.’ Journal of Language, Identity and Education,

Cushing, I., Georgiou, A., Karatsareas, P. (2024) ‘Where two worlds meet: language policing in mainstream and complementary schools in England.’ International Journal of Bilingual Education and Bilingualism, 27(9) pp. 1182-1198.

Cushing, I., Govender, N. (2024) ‘An anti-racist English education.’ English in Education, 58(3) pp. 240-257.

Dann, H., Drummond, R., Tasker, S., Montgomery, C., Ryan, S., Carrie, E. (2024) ‘Broad, strong, and soft: using geospatial analysis to understand folk-linguistic terminology.’ Journal of Linguistic Geography, 12(1) pp. 44-56.

Dao, P., Bui, T.L.D., Nguyen, D.T.T., Nguyen, M.X.N.C. (2024) ‘Emergency online ELT in Vietnam: Exploring primary school teachers’ experiences, access to capital, and challenges.’ Access, Equity and Engagement in Online Learning in TESOL: Insights on the Transition to Remote Learning. pp. 29-45.

Dao, P., Bui, T.L.D., Nguyen, D.T.T., Nguyen, M.X.N.C. (2024) ‘Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context.’ Computer Assisted Language Learning, 37(8) pp. 2359-2388.

Dao, P., Diem Bui, T.L., Nguyen, D.T.T., Nguyen, M.X.N.C. (2024) ‘Emergency online ELT in Vietnam.’ Access, Equity and Engagement in Online Learning in TESOL. Routledge, pp. 29-45.

Dao, P., Hoang, S.T.T., Nguyen, M.X.N.C. (2024) ‘Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation.’ Language Awareness, 33(1) pp. 45-69.

Dao, P., Iwashita, N., Nguyen, M.X.N.C., Arias-Contreras, C. (2024) ‘Teachers’ and learners’ beliefs about task-based language teaching.’ In Li, S. (ed.) Task-Based Language Teaching. John Benjamins Publishing Company, pp. 228-260.

Dao, P., Le Diem Bui, T., Nguyen, M.X.N.C. (2024) ‘Public primary school teachers’ perceptions and assessment of young learners’ engagement.’ Language Teaching Research,

Drummond, R. (2024) ‘Multicultural British English.’ Language in Britain and Ireland Thrid Edition. pp. 491-508.

Durbahn, M., Rodgers, M., Macis, M., Peters, E. (2024) ‘Lexical Coverage in L1 and L2 Viewing Comprehension.’ Studies in Second Language Acquisition, 46(4) pp. 1045-1068.

Goyvaerts, J., Brown, K., Mondon, A., Glynos, J., de Cleen, B. (2024) ‘The populist hype.’ In Stavrakakis, Y., Katsambekis, G. (ed.) Research Handbook on Populism. Cheltenham: Edward Elgar Publishing, pp. 527-539.

Heritage, F. (2024) ‘Support networks and open discussions about academic publishing.’ Novice LGBTQ+ Scholars’ Practices in Writing for Scholarly Publication. Routledge, pp. 79-95.

Heritage, F. (2024) ‘Support networks and open discussions about academic publishing: Dealing with difcult data and (potential) collaborators.’ Novice Lgbtq Scholars Practices in Writing for Scholarly Publication. pp. 79-99.

Heritage, F., Humphreys, C. (2024) ‘Are videogames represented as violent in the press? Hypothesis testing using MD-CADS and corpora from UK newspapers in 2000 and 2020.’ Corpora, 19(2) pp. 217-240.

Heritage, F., Taylor, C. (2024) Analysing Representation: A Corpus and Discourse Textbook.

Hwang, H.B., Coss, M., Sato, M., Cárcamo, B., Nguyen, M., Dao, P., Iwashita, N., Marsden, E., Hawkes, R., Loewen, S., Scheffler, P., Baranowska, K., McKinley, J., Ortega, L. (2024) ‘(Re)Examining the research–practice interface: International perspectives, multiple methods, persistent challenges, and novel directions.’ Language Teaching,

Kraftl, P., Ambreen, S., Armson, D., Badwan, K., Curtis, E., Pahl, K., Schofield, J.E. (2024) ‘Starting with trees: between and beyond environmental education.’ British Educational Research Journal, 51(2) pp. 782-801.

Nguyen, M.X.N.C., Dao, P. (2024) ‘English-medium instruction in higher education in Vietnam.’ The Routledge Handbook of English-Medium Instruction in Higher Education. Routledge, pp. 551-566.

Nguyen, M.X.N.C., Qi, G.Y. (2024) ‘Becoming and being language teacher educators: a collaborative reflexive account.’ European Journal of Teacher Education,

Pérez-Paredes, P., Curry, N. (2024) ‘Epistemologies of corpus linguistics across disciplines.’ Research Methods in Applied Linguistics, 3(3)

Sonbul, S., Macis, M., Gyllstad, H. (2024) ‘The effect of equal versus expanding spacing practice on the deliberate learning of L2 collocations.’ TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect,

Taylor, C., Heritage, F. (2024) ‘Introduction.’ Analysing Representation A Corpus and Discourse Textbook. pp. 1-11.

Walton, G. (2024) ‘Investigating information literacy: fool’s errand or new message?.’ Journal of Information Literacy, 18(1) pp. 78-83.

2023

(2023) Anthony Burgess, Stanley Kubrick and A Clockwork Orange. Springer International Publishing.

Ahmed, F., Baker-Bell, A., Clayton, D., Cushing, I. (2023) ‘Spring 2024 Special Edition (Vol. 58, Issue 1) Race, language and (in)equality.’ English in Education, 57(1) pp. 69-72.

Ambreen, S., Badwan, K., Pahl, K. (2023) ‘Trees and us: learning about/from trees and treescapes from primary school children in the United Kingdom.’ Occasional Paper Series, 2023(50) pp. 30-38.

Arun, S., Badwan, K., Taibi, H., Batool, F. (2023) Global Migration and Diversity of Educational Experiences in the Global South and North A Child-Centred Approach. Taylor & Francis.

Badwan, K. (2023) ‘Concluding thoughts: Labouring together towards generous cuts in language and literacy education.’ Multimodality and Multilingualism Towards an Integrative Approach. pp. 223-231.

Biswell, A. (2023) ‘Anthony Burgess as Literary Biographer.’ The AnaChronisT, 20pp. 10-25.

Biswell, A. (2023) ‘“A major statement on the contemporary human condition”: Anthony Burgess and the aftermath of A Clockwork Orange.’ In Melia, M., Orgill, G. (ed.) Anthony Burgess, Stanley Kubrick and A Clockwork Orange. Cham: Palgrave Macmillan, pp. 47-65.

Bogetic, K., Heritage, F., Koller, V., McGlashan, M. (2023) ‘Landwhales, femoids and sub-humans: dehumanising metaphors in incel discourse.’ Metaphor and the Social World, 13(2) pp. 178-196.

Bousfield, D. (2023) ‘Stylistics, speech acts and im/politeness theory.’ In Burke, M. (ed.) The Routledge Handbook of Stylistics: 2nd Edition. London and New York: Routledge, pp. 121-140.

Brown, K., Mondon, A., Winter, A. (2023) ‘The far right, the mainstream and mainstreaming: towards a heuristic framework.’ Journal of Political Ideologies, 28(2) pp. 162-179.

Cheded, M., Curry, N., Gilchrist, A., Hopkinson, G. (2023) ‘Managing precarity at the intersection of individual and collective life: A membership categorisation analysis of tensions and conflict in identities within an online biosocial community.’ Organization, 30(1) pp. 42-64.

Curry, N. (2023) ‘Afterword.’ In Leedham, M., Tagg, C., Tuck, J. (ed.) Online pedagogy and the student experience: teaching applied linguistics and beyond. Maidenhead: McGraw-Hill, pp. 180-183.

Curry, N. (2023) ‘Book Review: Fundamental Principles of Corpus Linguistics.’ International Journal of Corpus Linguistics, 28(2) pp. 278-283.

Curry, N. (2023) ‘How should digital tools for writing be evaluated? Reflections from digital pedagogies and applied linguistics.’ Journal of Academic Writing, 13(1) pp. 53-58.

Curry, N. (2023) ‘Question illocutionary force indicating devices in academic writing: A corpus-pragmatic and contrastive approach to identifying and analysing direct and indirect questions in English, French, and Spanish.’ International Journal of Corpus Linguistics, 28(1) pp. 91-119.

Curry, N., Kasparkova, A., Ganobcsik-Williams, L., Gustafsson, M. (2023) ‘Editorial: Thinking outside the academic writing box.’ Journal of Academic Writing, 13(1) pp. ii-v.

Curry, N., Pérez-Paredes, P. (2023) ‘Using corpus linguistics and grounded theory to explore EMI stakeholders’ discourse.’ In Curle, S., Pun, J.K.H. (ed.) Qualitative research methods in English medium instruction for emerging researchers: Theory and case studies of contemporary research. Abingdon: Routledge, pp. 45-61.

Cushing, I. (2023) ‘A raciolinguistic perspective from the United Kingdom.’ Journal of Sociolinguistics, 27(5) pp. 473-477.

Cushing, I. (2023) ‘Challenging anti-Black linguistic racism in schools amidst the ‘what works’ agenda.’ Race Ethnicity and Education, 26(3) pp. 257-276.

Cushing, I. (2023) ‘Language policing and colonial logics in England’s ITE policy.’ Teacher Education in Crisis The State, The Market and the Universities in England. Bloomsbury Publishing,

Cushing, I. (2023) ‘Policy Mechanisms of the Standard Language Ideology in England’s Education System.’ Journal of Language Identity and Education, 22(3) pp. 279-293.

Cushing, I. (2023) ‘Raciolinguistic policy assemblages and white supremacy in teacher education.’ Curriculum Journal, 34(1) pp. 43-61.

Cushing, I. (2023) ‘The knowledge-rich project, coloniality, and the preservation of whiteness in schools: a raciolinguistic perspective.’ Educational Linguistics, 2(1) pp. 51-71.

Cushing, I. (2023) ‘Una perspectiva raciolingüística desde el Reino Unido.’ Journal of Sociolinguistics, 27(5) pp. 478-482.

Cushing, I. (2023) ‘Word rich or word poor? Deficit discourses, raciolinguistic ideologies and the resurgence of the ‘word gap’ in England’s education policy.’ Critical Inquiry in Language Studies, 20(4) pp. 305-331.

Cushing, I. (2023) ‘“Miss, can you speak English?”: raciolinguistic ideologies and language oppression in initial teacher education.’ British Journal of Sociology of Education, 44(5) pp. 896-911.

Cushing, I., Snell, J. (2023) ‘Prescriptivism in education: from language ideologies to listening practices.’ The Routledge Handbook of Linguistic Prescriptivism. Routledge,

Cushing, I., Snell, J. (2023) ‘The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate.’ Language in Society, 52(3) pp. 363-386.

Dao, P., Nguyen, M., Duong, P.T. (2023) ‘Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction.’ Computer Assisted Language Learning, 36(7) pp. 1206-1235.

Delgaram-Nejad, O., Archer, D., Chatzidamianos, G., Robinson, L., Bartha, A. (2023) ‘The DAIS-C: a small, specialised, spoken, schizophrenia corpus.’ Applied Corpus Linguistics, 3(3)

Drummond, R. (2023) You’re All Talk Why We are what We Speak.

Eve, Z., Turner, M., Di Basilio, D., Harkin, B., Yates, A., Perrson, S., Henry, J., Williams, A., Walton, G., Jones, M., Whitley, C., Craddock, N. (2023) ‘Therapeutic games (TGs) to reduce anxiety and depression in young people: a systematic review and exploratory meta-analysis of their use and effectiveness.’ Clinical Psychology and Psychotherapy: an international journal of theory and practice, 31(1)

Griboyedov, A., Moliere, J.B.P., Biswell, A. (2023) Chatsky and Miser, Miser! Two Plays by Anthony Burgess. London: Salamander Street.

Heritage, F. (2023) ‘Positionality in a contemptuous time: ethical considerations and discussions on researching language, gender, and sexuality.’ Zeitschrift fuer Anglistik und Amerikanistik: a quarterly of language, literature and culture, 71(3) pp. 341-351.

Heritage, F. (2023) Incels and Ideologies Exploring How Incels Use Language to Construct Gender and Race. Palgrave Macmillan.

Hicks, A., McKinney, P., Inskip, C., Walton, G., Lloyd, A. (2023) ‘Leveraging information literacy: mapping the conceptual influence and appropriation of information literacy in other disciplinary landscapes.’ Journal of Librarianship and Information Science, 55(3) pp. 548-566.

Johnson, T., Badwan, K. (2023) ‘Reimagining climate change education in primary schools in England.’ Impact Journal, (18)

Macis, M., Alharbi, R., Sonbul, S. (2023) ‘Investigating optimal spacing schedules for incidental acquisition of L2 collocations.’ IRAL: International Review of Applied Linguistics in Language Teaching,

McCallum, L., Curry, N. (2023) ‘Complexity, accuracy and fluency in writing.’ In Mohebbi, H., Wang, Y. (ed.) Insights into teaching and learning writing: A practical guide for early-career teachers. London: Castledown Publishing, pp. 27-44.

Mifka-Profozic, N., Behney, J., Gass, S., Macis, M., Chiuchiù, G., Bovolenta, G. (2023) ‘Effects of Form-Focused Practice and Feedback: a Multisite Replication Study of Yang and Lyster (2010).’ Language Learning, 73(4) pp. 1164-1210.

Nair, V.K.K., Farah, W., Cushing, I. (2023) ‘A Critical Analysis of Standardized Testing in Speech and Language Therapy.’ Language, Speech, and Hearing Services in Schools, 54(3) pp. 781-793.

Nguyen, M.X.N.C., Dao, P., Iwashita, N., Spinelli, F. (2023) ‘Teacher learners theorizing from practice: a case of the concept of learner engagement in interactive second language learning tasks.’ Teaching and Teacher Education, 129pp. 104151-104151.

Pérez-Paredes, P., Curry, N. (2023) ‘Exploring the internationalisation and glocalisation constructs in EMEMUS lecturers’ interviews and focus groups.’ In Dafouz, E., Smit, U. (ed.) Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework. London: Routledge, pp. 92-116.

Snell, J., Cushing, I. (2023) ‘Institutional language policing and the maintenance of race-class inequalities.’ FORUM, 65(3) pp. 128-141.

Walton, G., Johnson, F., Stewart, D., Young, G., Case-Wyatt, H. (2023) Introduction to Healthcare Knowledge and Library Services. Facet.

Walton, G., Naughton, J. (2023) ‘Health literacy, patient information and combating misinformation.’ In Walton, G., Johnson, F., Stewart, D., Young, G., Case-Wyatt, H. (ed.) Introduction to Healthcare Knowledge and Library Services. London: Facet Publishing,

Wong, W., Cushing, I. (2023) ‘Sonic Surveillance in the School: Visual Representations of Language Policing.’ Surveillance and Society, 21(4) pp. 494-499.

2022

Badwan, K. (2022) ‘English-Medium Instruction in Tunisian higher education: a desired target but with uncertain consequences.’ In McKinley, J., Galloway, N. (ed.) English Medium Instruction Practices in Higher Education: international perspectives. Bloomsbury, pp. 265-276.

Badwan, K. (2022) ‘‘I’m afraid there are no easy fixes’: reflections on teaching intercultural communication through embracing vulnerability.’ In Holmes, P., Corbett, J. (ed.) Intercultural Pedagogies for Higher Education in Conditions of Conflict and Crises: conflict, crisis, and creativity. London: Routledge, pp. 160-175.

Baker, P., Heritage, F. (2022) ‘How to use corpus linguistics in sociolinguistics: a case study of modal verb use, age and change over time.’ The Routledge Handbook of Corpus Linguistics. Routledge,

Bellamy, J. (2022) ‘Discourse analysis of spoken interaction.’ In Kircher, R., Zipp, L. (ed.) Research Methods in Language Attitudes. Cambridge University Press, pp. 51-65.

Bhatt, I., Badwan, K., Madiba, M. (2022) ‘Critical perspectives on teaching in the multilingual university.’ Teaching in Higher Education, 27(4) pp. 425-436.

Bullo, S., Bousfield, D. (2022) Talking in clichés: the use of stock phrases in discourse and communication. Cambridge University Press.

Curry, N. (2022) ‘Digital pedagogy and language teaching and learning: from research to practice.’ In Watkins, P. (ed.) The better learning research review. Cambridge University Press, pp. 103-109.

Curry, N. (2022) ‘On corpus-based contrastive linguistics and language pedagogy: reimagining applications for contemporary English language teaching.’ In McCallum, L. (ed.) English language teaching: policy and practice across the European Union. Singapore: Springer Nature, pp. 239-256.

Curry, N., Love, R., Goodman, O. (2022) ‘Adverbs on the move: investigating publisher application of corpus research on recent language change to ELT coursebook development.’ Corpora, 17(1) pp. 1-38.

Cushing, I. (2022) ‘A text-world pedagogy for young stylisticians.’ Pedagogical Stylistics in the 21st Century. pp. 159-181.

Cushing, I. (2022) ‘Interrogating the listening practices of Mr Oxford Don: Teacher education, culturally sustaining pedagogies and raciolinguistic ideologies.’ Rethinking and Reviving Subject English The Murder and the Murmur. Taylor & Francis,

Cushing, I. (2022). Standards, Stigma, Surveillance: Raciolinguistic Ideologies and England’s Schools. Palgrave. [link here].

Cushing, I., Carter, A. (2022) ‘Using young adult fiction to interrogate raciolinguistic ideologies in schools.’ Literacy, 56(2) pp. 106-119.

Dann, H., Durkaczs Ryan, S., Drummond, R. (2022) ‘Social meaning in archival interaction: a mixed-methods analysis of variation in rhoticity and past tense BE in Oldham.’ English Language and Linguistics, 26(4) pp. 861-887.

Dao, P., Nguyen, M., Iwashita, N., Spinelli, F. (2022) ‘A Dialogic Approach to Fostering TESOL Teacher-learners’ Research Engagement: Insights from a ‘Learning-to-Research’ Procedure.’ TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, 56(2) pp. 775-787.

Delgaram-Nejad, O., Chatzidamianos, G., Archer, D., Bartha, A., Robinson, L. (2022) ‘A tutorial on norming linguistic stimuli for clinical populations.’ Applied Corpus Linguistics, 2(3) pp. 100022-100022.

Drummond, R., Dann, H., Tasker, S., Ryan, S. (2022) ‘The Manchester Voices Accent Van: taking sociolinguistic data collection on the road.’ Linguistics Vanguard, 8(1) pp. 263-277.

Ganobcsik-Williams, L., Curry, N., Neculai, C. (2022) ‘Academic writing in times of crisis: Refashioning writing tutor development for online environments.’ Journal of Academic Writing, 12(1) pp. 10-21.

Heritage, F. (2022) ‘Book Review: Gender in World Englishes.’ Journal of English Linguistics, 50(3) pp. 315-319.

Heritage, F. (2022) ‘Love, Sex, Gender, and Superheroes Jeffery Brown (2022) New York: Rutgers University Press, 244 pp..’ Gender and Language, 16(2)

Heritage, F. (2022) ‘Magical women: Representations of female characters in the Witcher video game series.’ Discourse, Context and Media, 49

Heritage, F. (2022) ‘Name That Community? Critical Reflections on the Ethics About Disseminating Research into Online Fetish Communities.’ Journal of Positive Sexuality, 8(2) pp. 23-30.

Heritage, F. (2022) ‘Politics, pronouns and the players: examining how videogame players react to the inclusion of a transgender character in World of Warcraft.’ Gender and Language, 16(1) pp. 26-51.

Heritage, F. (2022) ‘Public and private discourses of lesbians: exploring the discourses surrounding lesbians in the Spoken BNC2014 and the British press in 2017.’ Journal of Corpora and Discourse Studies, 5pp. 61-89.

Heritage, F., Baker, P. (2022) ‘Crime or culture? Representations of chemsex in the British press and magazines aimed at GBTQ+ men.’ Critical Discourse Studies, 19(4) pp. 435-453.

Love, R., Brookes, G., Curry, N. (2022) ‘Corpora in applied linguistics: Broadening the agenda.’ Language Teaching: Surveys and Studies, 55(1) pp. 139-141.

McIntyre, D., Archer, D. (2022) ‘A corpus-based approach to mind style.’ Journal of Literary Semantics, 51(1) pp. 167-182.

Nguyen, M., Dao, P., Iwashita, N. (2022) ‘Nurturing teachers’ research mindset in an inquiry-based language teacher education course.’ The Modern Language Journal, 106(3) pp. 599-616.

Ryan, S., Dann, H., Drummond, R. (2022) ‘“Really this girl ought to be going to something better”: rhoticity and social meaning in oral history data.’ Language in Society, 52(3) pp. 459-483.

Snell, J., Cushing, I. (2022) ‘“A lot of them write how they speak”: policy, pedagogy and the policing of ‘nonstandard’ English.’ Literacy, 56(3) pp. 199-211.

Walton, G., Pointon, M., Lackenby, M., Barker, J., Turner, M., Wilkinson, A. (2022) ‘Information discernment and online reading behaviour: an experiment.’ Online Information Review, 47(3) pp. 522-549.

2021

Andrikopoulou, A., Rowley, J., Walton, G. (2021) ‘Research Data Management (RDM) and the Evolving Identity of Academic Libraries and Librarians: A Literature Review.’ New Review of Academic Librarianship, 28(4) pp. 349-365.

Archer, D., Jagodziński, P., Jagodziński, R. (2021) ‘Activity Types and Genres.’ In Haugh, M., Kadar, D.Z., Terkourafi, M. (ed.) Cambridge Handbook of Sociopragmatics. Cambridge University Press, pp. 206-226.

Ayres-Bennett, W., Bellamy, J. (2021) ‘Introduction.’ Ayres-Bennett, W. and J. Bellamy (eds) The Cambridge Handbook of Language Standardization. Cambridge University Press,

Ayres-Bennett, W., Bellamy, J. (2021) The Cambridge Handbook of Language Standardization (eds). Cambridge University Press.

Badwan, K. (2021) Language in a Globalised World. Springer International Publishing.

Badwan, K., Arun, S., Popan, C. (2021) ‘Exploring Schools as Potential Sites of Foster-ship and Empowerment for Migrant Children in the UK.’ Cultura y Educación. Culture and Education,

Badwan, K., Popan, C., Arun, S. (2021) ‘Exploring schools as potential sites of foster-ship and empowerment for migrant children in the UK (Exploramos las escuelas como posibles centros de acogida y empoderamiento de los niños migrantes en el RU).’ Cultura y Educación. Culture and Education, 33(4) pp. 1-27.

Bellamy, J. (2021) ‘Contemporary perspectives on language standardization: the role of digital and online technologies.’ In Ayres-Bennett, W., Bellamy, J. (ed.) The Cambridge Handbook of Language Standardization. Cambridge University Press, pp. 691-672.

Biswell, A. (2021) ‘Kubrick and Burgess: The Untold Story.’ Sight and Sound, 31(9) pp. 30-41.

Brannon, L., Gold, L., Magee, J., Walton, G. (2021) ‘The Potential of Interactivity and Gamification Within Immersive Journalism &; Interactive Documentary (I-Docs) to Explore Climate Change Literacy and Inoculate Against Misinformation.’ Journalism Practice, 16(2-3) pp. 334-364.

Brown, K., Mondon, A. (2021) ‘Populism, the media, and the mainstreaming of the far right: The Guardian’s coverage of populism as a case study.’ Politics, 41(3) pp. 279-295.

Brown, K., Mondon, A., Winter, A. (2021) ‘‘I’m not “racist” but’: Liberalism, Populism and Euphemisation in the Guardian.’ In Freedman, D. (ed.) Capitalism’s Conscience: 200 Years of the Guardian. London: Pluto Press, pp. 274-291.

Chatzidamianos, G., Burns, D., Andriopoulou, P., Archer, D., du Feu, M. (2021) ‘The challenges and facilitators to successful translation and adaptation of written self-report psychological measures into sign languages: a systematic review.’ Psychological Assessment, 33(11) pp. 1100-1124.

Curry, N. (2021) ‘Developing learners as global citizens: Reflections on the affordances of digital pedagogies in language education.’ ACROSS – A Comprehensive Review of Societal Studies, 4(1) pp. 1-11.

Curry, N. (2021) Academic writing and reader engagement: Contrasting questions in English, French and Spanish corpora. Routledge.

Curry, N., Clarke, J., Vincent, B. (2021) ‘Ponying the slovos: a parallel linguistic analysis of translations of A Clockwork Orange.’ In Campbell, I. (ed.) Science Fiction in Translation. Cham: Palgrave Macmillan, pp. 165-188.

Curry, N., Pérez-Paredes, P. (2021) ‘Stance nouns in COVID-19 related blog posts: A contrastive analysis of blog posts published in the Conversation in Spain and the UK.’ International Journal of Corpus Linguistics, 26(4) pp. 469-497.

Curry, N., Riordan, E. (2021) ‘Intelligent CALL systems for writing development: Investigating the use of Write & Improve for developing written language and writing skill.’ In Kelch, K., Byun, P., Safavi, S., Cervantes, S. (ed.) CALL Theory Applications for Online TESOL Education. Hershey, Pennsylvania: IGI Global, pp. 252-273.

Cushing, I. (2021) ‘Editorial.’ English in Education, 55(3) pp. 205-207.

Cushing, I. (2021) ‘Grammar tests, de facto policy and pedagogical coercion in England’s primary schools.’ Language Policy, 20(4) pp. 599-622.

Cushing, I. (2021) ‘Language, discipline and ‘teaching like a champion’.’ British Educational Research Journal, 47(1) pp. 23-41.

Cushing, I. (2021) ‘‘Say it like the Queen’: the standard language ideology and language policy making in English primary schools.’ Language, Culture and Curriculum, 34(3) pp. 321-336.

Cushing, I., Helks, M. (2021) ‘Exploring primary and secondary students’ experiences of grammar teaching and testing in England.’ English in Education, 55(3) pp. 239-250.

Cushing, I., Pye, J. (2021) ‘A genealogy of language ideologies in Newbolt and contemporary education policy.’ The New Newbolt Report One Hundred Years of Teaching English in England. Routledge,

Dao, P., Nguyen, M., Duong, P.T., Tran-Thanh, V. (2021) ‘Learners’ engagement in L2 Computer-Mediated Interaction : chat mode, interlocutor familiarity, and text quality.’ Modern Language Journal, 105(4) pp. 767-791.

Delgaram-Nejad, O., Chatzidamianos, G., Archer, D., Larner, S. (2021) ‘What is linguistics creativity in schizophrenia?.’ Journal of Interactional Research in Communication Disorders, 11(2) pp. 194-216.

Drummond, R. (2021) ‘ACCENT AND IDENTITY IN AMBRIDGE: THE LINK BETWEEN HOW WE SPEAK AND WHO WE ARE.’ Flapjacks and Feudalism Social Mobility and Class in the Archers. pp. 149-166.

Hatchard, R. (2021) Cognitive Aphasiology – A usage-based approach to language in aphasia. John Benjamins Publishing Company.

Heritage, F. (2021) Language, Gender and Videogames: Using Corpora to Analyse the Representation of Gender in Fantasy Videogames.

Love, R., Curry, N. (2021) ‘Recent change in modality in informal spoken British English: 1990s-2010s.’ English Language and Linguistics, 25(3) pp. 537-562.

Macis, M., Suahd, S., Alharbi, R. (2021) ‘The Effect of Spacing on Incidental and Deliberate Learning of L2 Collocations.’ System, 103pp. 102649-102649.

Sonbul, S., Macis, M. (2021) ‘The Deliberate Learning of L2-L1 Word Lists: Effectiveness and Learners’ Perceptions.’ Vocabulary Theory Patterning and Teaching. pp. 188-205.

Taibi, H., Badwan, K. (2021) ‘Chronotopic Translanguaging and the Mobile Languaging Subject: Insights from an Algerian Academic Sojourner in the UK.’ Multilingua: journal of cross-cultural and interlanguage communication, 41(3) pp. 281-298.

Walton, G., Pointon, M., Barker, J., Turner, M., Wilkinson, A. (2021) ‘Information discernment and the psychophysiological effects of misinformation.’ Global Knowledge, Memory and Communication, 71(8/9) pp. 873-898.

Wilkinson, S., Badwan, K. (2021) ‘Walk this way: the rhythmic mobilities of university students in Greater Manchester, UK.’ Mobilities, 16(3) pp. 373-387.

2020

Archer, D. (2020) ‘The value of facework in crisis negotiation.’ Pragmatics & Beyond New Series. John Benjamins Publishing Company, pp. 299-322.

Archer, D. (2020) ‘The value of facework in crisis negotiation: with a focus on barricade situations.’ In Archer, D., Grainger, K., Jagodzinski, P. (ed.) Politeness in Professional Contexts. John Benjamins,

Archer, D. (2020) ‘Understanding questions and answers in context: An argument for multi-channel analysis.’ Scandinavian Studies in Language, 11(1) pp. 196-213.

Archer, D., Findlay, A. (2020) ‘Keywords that characterise Shakespeare’s (anti)heroes and villains.’ In Jonsson, E., Larsson, T. (ed.) Voices of the Past and Present – Studies of Involved, Speech-related and Spoken. John Benjamins Publishing Company, pp. 31-46.

Archer, D., Findlay, A. (2020) ‘Keywords that characterise Shakespeare’s (anti)heroes and villains.’ Voices of English: Tapping into records past and present.

Archer, D., Gillings, M. (2020) ‘Depictions of deception: A corpus-based analysis of five Shakespearean characters.’ Language and Literature, 29(3) pp. 246-274.

Archer, D., Grainger, K., Jagodziński, P. (2020) ‘Introduction.’ Pragmatics & Beyond New Series. John Benjamins Publishing Company, pp. 1-22.

Archer, D., Grainger, K., Jagozinski, P. (2020) ‘Introduction: Politeness in Professional Contexts.’ In Archer, D., Grainger, K., Jagodzinski, P. (ed.) Politeness in Professional Contexts. John Benjamins,

Archer, D., Lansley, C., Garner, A. (2020) ‘Keeping airports safe.’ Pragmatics & Beyond New Series. John Benjamins Publishing Company, pp. 273-298.

Archer, D., Lansley, C., Garner, A. (2020) ‘Keeping airports safe: The value of small talk.’ Pragmatics and Beyond New Series. pp. 273-297.

Archer, D., Lansley, C., Garner, A. (2020) ‘Keeping airports safe: the value of small talk.’ In Archer, D., Grainger, K., Jagodzinski, P. (ed.) Politeness in Professional Contexts. John Benjamins,

Archer, D., Todd, M. (2020) ‘Police crisis negotiation: An assessment of existing models.’ In Coulthard, M., May, A., Sousa-Silva, R. (ed.) Handbook of Forensic Linguistics. Routledge,

Badwan, K. (2020) ‘Unmooring language for social justice: young people talking about language in place in Manchester, UK.’ Critical Inquiry in Language Studies: an international journal, 18(2) pp. 153-173.

Badwan, K., Hall, E. (2020) ‘Walking along in sticky places: post-humanist and affective insights from a reflective account of two young women in Manchester, UK.’ Language and Intercultural Communication, 20(3) pp. 225-239.

Badwan, K., Wilkinson, S. (2020) ‘‘Most of the people my age tend to move out’: Young men talking about place, community and belonging in Manchester.’ Boyhood Studies, 12(2) pp. 29-50.

Biswell, A., Burgess, A., Gato, V. (2020) A Laranja Mecânica. Alfaguara.

Brown, K. (2020) ‘When Eurosceptics become Europhiles: far-right opposition to Turkish involvement in the European Union.’ Identities, 27(6) pp. 633-654.

Burgess, A., Biswell, A. (2020) La Naranxa Mecanica. Trabe.

Chi Nguyen, M.X.N. (2020) ‘Book review: Professional development of English language teachers in Asia: lessons from Japan and Vietnam.’ Asian Englishes, 23(2) pp. 218-221.

Coonan, E., Geekie, J., Goldstein, S., Jeskins, L., Jones, R., Macrae-Gibson, R., Secker, J., Walton, G., Salvador, D.S. (2020) ‘Definition of information literacy 2018.’ Anales de Documentacion, 23(1)

Culpeper, J., Archer, D. (2020) ‘Shakespeare’s Language: Styles and meanings via the computer.’ Language and Literature, 29(3) pp. 191-202.

Curry, N., Clark, T. (2020) ‘Spelling errors in the preliminary English B1 exam: corpus-informed evaluation of examination criteria for MENA contexts.’ In McCallum, L., Coombe, C. (ed.) The assessment of L2 written English across the MENA region: A synthesis of practice. Cham: Palgrave Macmillan, pp. 359-392.

Curry, N., Pérez-Paredes, P. (2020) ‘Understanding lecturers’ practices and processes: a qualitative investigation of English-medium education in a Spanish multilingual university.’ In Carrió-Pastor, M.L., Bellés-Fortuño, B. (ed.) Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. Cham: Palgrave Macmillan, pp. 123-156.

Cushing, I. (2020) ‘A textured and sensory grammar for the experience of reading.’ English in Education, 54(2) pp. 131-145.

Cushing, I. (2020) ‘Intervening in Text-Worlds: Retelling, Text World Theory and Pedagogy.’ Narrative Retellings.

Cushing, I. (2020) ‘Intervening in text-worlds: Retelling, Text World Theory and pedagogy.’ Narrative Retellings Stylistic Approaches. pp. 181-197.

Cushing, I. (2020) ‘Power, policing, and language policy mechanisms in schools: A response to Hudson.’ Language in Society, 49(3) pp. 461-475.

Cushing, I. (2020) ‘Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy.’ English Teaching, 19(1) pp. 35-47.

Cushing, I. (2020) ‘Recontextualizing Cognitive Grammar for School Teaching.’ New Directions in Cognitive Grammar and Style. Bloomsbury Academic,

Cushing, I. (2020) ‘Recontextualizing Cognitive Grammar for school teaching.’ New Directions in Cognitive Grammar and Style. pp. 241-259.

Cushing, I. (2020) ‘The policy and policing of language in schools.’ Language in Society, 49(3) pp. 425-450.

Cushing, I., Hellmuth, S. (2020) ‘Grammar and phonology.’ The Oxford Handbook of English Grammar.

Dao, P., Nguyen, M., Chi, D.N. (2020) ‘Reflective learning practice for promoting adolescent EFL learners’ attention to form.’ Innovation in Language Learning and Teaching, 15(3) pp. 247-262.

Dao, P.H.U.N.G., Nguyen, M.A.I., Nguyen, N.B.C. (2020) ‘Effect of pronunciation instruction on L2 learners’ listening comprehension.’ Journal of Second Language Pronunciation, 7(1) pp. 10-37.

Dianati, S., Nguyen, M., Dao, P., Iwashita, N., Vasquez, C. (2020) ‘Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus.’ Journal of University Teaching and Learning Practice, 17(5)

Drummond, R. (2020) ‘Teenage swearing in the UK.’ English World-Wide, 40(1)

Eatough, G., Sutcliffe, S., Bowers, P., Biswell, A. (2020) ‘Anthony Burgess as Time Traveller.’ No End to Enderby. LUX,

Heritage, F. (2020) ‘Applying corpus linguistics to videogame data: exploring the representation of gender in videogames at a lexical level.’ Game Studies: the international journal of computer game research, 20(3)

Heritage, F. (2020) ‘Book review: Eric Russell, The Discursive Ecology of Homophobia: Unravelling Anti-LGBTQ Speech on the European Far Right.’ Discourse & Society, 31(4) pp. 448-450.

Heritage, F., Koller, V. (2020) ‘Incels, in-groups, and ideologies: the representation of gendered social actors in a sexuality-based online community.’ Journal of Language and Sexuality, 9(2) pp. 152-178.

Jagodzinski, P. (2020) ‘Towards folk pragmatics of call centre service encounters.’ Politeness in Professional Contexts. John Benjamins,

Madrigal-Garcia, M.I., Archer, D., Singer, M., Rodrigues, M., Shenfield, A., Moreno-Cuesta, J. (2020) ‘Do Temporal Changes in Facial Expressions Help Identify Patients at Risk of Deterioration in Hospital Wards? A Post Hoc Analysis of the Visual Early Warning Score Study.’ Critical Care Explorations, 2(5) pp. e0115-e0115.

Murphy, S., Archer, D., Demmen, J. (2020) ‘Mapping the links between gender, status and genre in Shakespeare’s plays.’ Language and Literature, 29(3) pp. 223-245.

Sundkvist, P., Nguyen, M. (2020) ‘English in Vietnam.’ In Bolton, K., Kirkpatrick, A. (ed.) The Handbook of Asian Englishes. Wiley-Blackwell,

Truong, L.T.T., Ngo, P.L.H., Nguyen, M.X.N.C. (2020) ‘Assessment Practices in Local and International EMI Programmes: Perspectives of Vietnamese Students.’ International and Development Education. pp. 307-329.

Walton, G., Barker, J., Pointon, M., Turner, M., Wilkinson, A. (2020) ‘Information literacy and the societal imperative of information discernment.’ In Goldstein, S. (ed.) Informed Societies: Why information literacy matters for citizenship, participation and democracy. Facet,

Wong, K., Walton, G., Bailey, G. (2020) ‘Using Information Science to enhance educational preventing violent extremism programs.’ Journal of the Association for Information Science and Technology, 72(3) pp. 362-376.

2019

Archer, D., Lansley, C., Garner, A. (2019) ‘The value of linguistics in assessing potential threats in an airport setting.’ Routledge Handbook of Language in Conflict. pp. 454-471.

Archer, D.E. (2019) ‘Impression management in the Early Modern English courtroom.’ Journal of Historical Pragmatics, 19(2) pp. 205-222.

Badwan, K. (2019) ‘Agency in educational language planning: perspectives from Higher Education in Tunisia.’ Current Issues in Language Planning, 22(1-2) pp. 99-116.

Badwan, K. (2019) ‘Mobility and English language education: How does mobility in study abroad settings produce new conceptualisations of English?.’ In Hall, C.J., Wicaksono, R. (ed.) Ontologies of English. Reconceptualising the language for learning, teaching, and assessment. Cambridge: Cambridge University Press,

Badwan, K., Simpson, J. (2019) ‘Ecological Orientations to Sociolinguistic Scale: Insights from Study Abroad Experiences.’ Applied Linguistics Review, 13(2) pp. 267-286.

Bellamy, J., Horner, K. (2019) ‘Ein Mischmasch aus Deutsch und Französisch: Ideological tensions in young people’s discursive constructions of Luxembourgish.’ Sociolinguistic Studies, 12(3-4) pp. 323-343.

Biswell, A. (2019) ‘Writing Imperial Decline in South East Asia.’ The Oxford History of the Novel in English Volume 10: the Novel in South and South East Asia Since 1945. Oxford University Press,

Biswell, A. (2019) ‘Writing Imperial Decline in South East Asia.’ The Oxford History of the Novel in English Volume 10: the Novel in South and South East Asia Since 1945. Oxford: Oxford University Press, pp. 383-397.

Curry, N. (2019) ‘Learners as models: the pedagogical value of near peer role models.’ Speak Out! Journal of the IATEFL Pronunciation Special Interest Group, 60pp. 34-43.

Cushing, I. (2019) ‘Grammar Policy and Pedagogy from Primary to Secondary School.’ Literacy, 53(3) pp. 170-179.

Cushing, I. (2019) ‘Resources not rulebooks: Metaphors for grammar in teachers’ metalinguistic discourse.’ Metaphor and the Social World, 9(2) pp. 155-176.

Dao, P., Nguyen, M., Iwashita, N. (2019) ‘Teachers’ perceptions of learner engagement in L2 classroom task-based interaction.’ The Language Learning Journal, 49(6) pp. 711-724.

Dray, S., Drummond, R. (2019) ‘Mixing methods? Linguistic ethnography and language variation.’ Routledge Handbook of Linguistic Ethnography. pp. 241-255.

HATCHARD, R., LIEVEN, E. (2019) ‘Inflection of nouns for grammatical number in spoken narratives by people with aphasia: how glass slippers challenge the rule-based approach.’ Language and Cognition, 11(3) pp. 341-372.

Hatchard, R. (2019) ‘Usage-based approach to language acquisition.’ The SAGE encyclopedia of human communication sciences and disorders. Sage Publications,

Heritage, F. (2019) ‘Cameron, Deborah. and Shaw, Sylvia. (2016). Gender, Power and Political Speech: Women and Language in the 2015 UK General Election.’ Journal of Language and Politics, 18(4) pp. 642-645.

Ngo, H., Pickard, A., Walton, G. (2019) ‘An information literacy teaching model for Vietnam’s schools.’ Global Knowledge, Memory and Communication, 68(3) pp. 191-206.

Ngo, H.T., Pickard, A.J., Walton, G. (2019) ‘Information literacy capabilities of upper secondary students: the case of Vietnam.’ Global Knowledge, Memory and Communication, 68(6/7) pp. 453-470.

Nguyen, M., Dao, P. (2019) ‘Identity exploration and development in TESOL teacher education: A three-dimensional space narrative inquiry perspective.’ Tesol Journal, (Special issue)

Nguyen, M., Nguyen, V.H. (2019) ‘Language education policy in Vietnam.’ In Kirkpatrick, A., Liddicoat, T. (ed.) The Routledge International Handbook of Language Education Policy in Asia. New York: Routledge, pp. 185-201.

Walmsley-Smith, H., Machin, L., Walton, G. (2019) ‘The E-Design Assessment Tool: an evidence-informed approach towards a consistent terminology for quantifying online distance learning activities.’ Research in Learning Technology, 27

Walton, G., Childs, M., Jugo, G. (2019) ‘The creation of digital artefacts as a mechanism to engage students in studying literature.’ British Journal of Educational Technology, 50(3) pp. 1060-1086.

Walton, G., Ngo, H., Pickard, A. (2019) ‘The information literacy capabilities of upper secondary students: The case of Vietnam.’ Global Knowledge, Memory and Communication, 68(3) pp. 191-206.

2018

Archer, D., Culpeper, J. (2018) ‘Corpus annotation.’ Methods in Pragmatics. pp. 495-525.

Archer, D., Smithson, R., Kennedy, I. (2018) ‘An argument for developing pragmatic awareness achieving influence through negotiation.’ Pragmatics and Beyond New Series. pp. 181-201.

Archer, D.E. (2018) ‘Context and historical (socio-)pragmatics 20 years on.’ Journal of Historical Pragmatics, 18(2) pp. 315-336.

Archer, D.E. (2018) ‘Negotiating difference in political contexts: An exploration of Hansard.’ Language Sciences, 68pp. 22-41.

Archer, D.E., Culpeper, J. (2018) ‘Corpus Annotation.’ In Jucker, A.H., Schneider, K.P., Bublitz, W. (ed.) Methods in Pragmatics. Mouton de Gruyter, pp. 493-522.

Archer, D.E., Jagodzinski, P. (2018) ‘Applying (im)politeness and facework research to professional settings: An introduction.’ Journal of Politeness Research, 14(2) pp. 167-178.

Archer, D.E., Smthson, R., Kennedy, I. (2018) ‘Achieving influence through negotiation: An argument for developing pragmatic awareness.’ In Kurzon, D., Krykastovsky, B. (ed.) Legal Pragmatics. Amsterdam and Philadelphia: John Benjamins, pp. 181-202.

Archer, D.E., Willcox, P. (2018) ‘The faces at play in performance appraisals: With a focus upon a UK retail organization.’ Journal of Politeness Research, 14(2) pp. 167-192.

Badwan, K. (2018) ‘Book Review: Sustaining the Nation: The Making and Moving of Language and Nation.’ Discourse and Society, 29(5) pp. 598-599.

Badwan, K. (2018) ‘Effective Classroom Strategies.’ In Liontas, J.I., DelliCarpini, M. (ed.) The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons,

Bellamy, J. (2018) ‘Book review: Prescription and tradition: establishing standards across time and space (multilingual matters 165).’ Language & History, 61(3) pp. 132-134.

Biswell, A. (2018) ‘Reading Peter Scupham.’ PN Review, 44(6 [242]) pp. 61-62.

Bousfield, D.E. (2018) ‘Face(t)s of self in interaction.’ Journal of Politeness Research, 14(2) pp. 287-305.

Bousfield, D.E., McIntyre,, D. (2018) ‘Creative Linguistic Impoliteness as aggression in Stanley Kubrick’s Full Metal Jacket.’ Journal of Literary Semantics, 47(1) pp. 43-65.

Burgess, A. (2018) Obscenity & The Arts – Anthony Burgess. Pariah Press.

Clayton, D., Drummond, R. (2018) Language Diversity and World Englishes. Cambridge University Press.

Culpeper, J., Archer, D.E. (2018) ‘The History of Spelling.’ In Culpeper, J., Kerswill, P., Wodak, R., McEnery, T., Katamba, F. (ed.) English language: description, variation and context, Second Edition. Palgrave, pp. 186-199.

Culpeper, J., Archer, D.E., Findlay, A., Thelwall, M. (2018) ‘John Webster, the dark and violent playwright?.’ ANQ: A Quarterly Journal of Short Articles, Notes and Reviews, 31(3) pp. 201-210.

Cushing, I. (2018) ‘Stylistics goes to school.’ Language and Literature, 27(4) pp. 271-285.

Cushing, I. (2018) ‘‘Suddenly, I am part of the poem’: texts as worlds, reader-response and grammar in teaching poetry.’ English in Education, 52(1) pp. 7-19.

Drummond, R. (2018) ‘Maybe it’s a grime [t]ing: th-stopping among urban British youth.’ Language in Society, 47(2) pp. 171-196.

Drummond, R. (2018) ‘Urban youth language.’ Language Handbook (2nd edition). Key Thinkers on Key Topics. English and Media Centre,

Drummond, R. (2018) Researching urban youth language and identity.

Drummond, R.J. (2018) ‘The changing language of urban youth: A pilot study.’ Sociolinguistics in England. Springer,

Horner, K., Bellamy, J. (2018) ‘Ich wollte gerne mal Englisch: Language in education policy and social inequality in globalising Luxembourg.’ Dannerer, M. and P. Mauser (eds) Formen der Mehrsprachigkeit: Sprachen und Varietäten in sekundären und tertiären Bildungskontexten/Forms of Multilingualism: Languages and Varieties in Secondary and Tertiary Education. Stauffenburg Verlag,

Jagodzinski, P., Archer, D.E. (2018) ‘Co-creating customer experience through call centre interaction: Interactional achievement and professional face.’ Journal of Politeness Research, 14(2) pp. 257-277.

Macis, M. (2018) ‘Incidental Learning of the Figurative Meanings of Duplex Collocations from Reading: Three Case Studies.’ Reading in a Foreign Language, 30(1) pp. 48-75.

Macis, M., Garnier, M., Vilkaite, L., Schmitt, N. (2018) ‘Expertise in Second Language Vocabulary.’ Cambridge Handbook of Expertise and Expert Performance Second Edition. pp. 634-652.

Nguyen, M., Walkinshaw, I. (2018) ‘Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries.’ Teaching and Teacher Education, 69pp. 21-32.

Walton, G., Pickard, A.J., Dodd, L. (2018) ‘Information discernment, mis-information and pro-active scepticism.’ Journal of Librarianship and Information Science, 50(3) pp. 296-309.

Walton, G.L. (2018) ‘Then and now; themes in information literacy research in Anglophone countries from 2006-2016.’ Education Comparee, 19pp. 19-42.

2017

Archer, D. (2017) ‘(Im)politeness in legal settings.’ Palgrave Handbook of Linguistic Im Politeness. pp. 713-737.

Archer, D. (2017) ‘Mapping Hansard impression management strategies through time and space.’ Studia Neophilologica, 89(sup1) pp. 5-20.

Archer, D. (2017) ‘Pragmatics and discourse.’ Early Modern English. pp. 108-127.

Archer, D.E. (2017) ‘Impoliteness in legal settings.’ In Culpeper, J., Haugh, M., Kadar, D. (ed.) The Palgrave Handbook of Linguistic (Im)politeness. Palgrave Macmillan,

Archer, D.E. (2017) ‘Politeness.’ In Barron, A., Yueguo, G., Steen, G. (ed.) Routledge Handbook of Pragmatics. Routledge, pp. 384-398.

Archer, D.E., Malory, B. (2017) ‘Tracing facework over time using semi-automated methods.’ International Journal of Corpus Linguistics, 22(1) pp. 27-56.

BISWELL, (2017) A Vision of Battlements.

Badwan, K.M. (2017) ‘“Did we learn English or what?”: A study abroad student in the UK carrying and crossing boundaries in out-of-class communication.’ Studies in Second Language Learning and Teaching, 7(2) pp. 193-210.

Bousfield, D.E., McIntyre, Dan, (2017) ‘(Im)Politeness in Fictional Texts.’ Handbook of Linguistic (Im)Politeness. Palgrave,

Bousfield, D.E., Simpson, P. (2017) ‘Humour and Stylistics.’ The Routledge Handbook of Language and Humour. Routledge,

Casselden, B., Walton, G., Pickard, A., Mcleod, J. (2017) ‘Issues of quality and professionalism of library volunteers: Reporting from a qualitative case study.’ Performance Measurement and Metrics, 18(2) pp. 118-126.

Curry, N., Chambers, A. (2017) ‘Questions in English and French research articles in linguistics: a corpus-based contrastive analysis.’ Corpus Pragmatics, 1(4) pp. 327-350.

Macis, M., Schmitt, N. (2017) ‘Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations.’ Language Teaching Research, 21(3) pp. 321-340.

Macis, M., Schmitt, N. (2017) ‘The figurative and polysemous nature of collocations and their place in ELT.’ ELT Journal, 71(1) pp. 50-59.

Na, C.D., Nhat Chi Mai, N.X. (2017) ‘Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English.’ Language Education in Asia, 8(1) pp. 9-24.

Nguyen, M. (2017) ‘TESOL Teachers’ Engagement with the Native Speaker Model: How Does Teacher Education Impact on Their Beliefs?.’ RELC Journal, 48(1) pp. 83-98.

Pope, A., Walton, G. (2017) ‘Introduction.’ Information Literacy: Infiltrating the Agenda, Challenging Minds. pp. 1-15.

Simpson, P., Bousfield, D. (2017) ‘Humor and Stylistics.’ The Routledge Handbook of Language and Humor. Routledge, pp. 158-173.

Walton, G. (2017) ‘Information literacy is a subversive activity: developing a research-based theory of information discernment.’ Journal of Information Literacy, 11(1) pp. 137-155.

Walton, G., Cleland, J. (2017) ‘Information literacy: empowerment or reproduction in practice? A discourse analysis approach.’ Journal of Documentation, 73(4) pp. 582-594.

Walton, G.L., Casselden, B., Pickard, A.J., McLeod, J. (2017) ‘Keeping the doors open in an age of austerity? Qualitative analysis of stakeholder views on volunteers in public libraries.’ Journal of Librarianship and Information Science, 51(4) pp. 869-883.

2016

Archer, D. (2016) ‘Does frequency really matter?.’ What S in A Word List Investigating Word Frequency and Keyword Extraction. pp. 1-15.

Archer, D. (2016) ‘Promoting the wider use of word frequency and keyword extraction techniques.’ What S in A Word List Investigating Word Frequency and Keyword Extraction. pp. 159-161.

Archer, D. (2016) What’s in a word-list?: Investigating word frequency and keyword extraction.

Archer, D., Culpeper, J., Rayson, P. (2016) ‘Love – ‘a familiar or a devil’? An exploration of key domains in Shakespeare’s comedies and tragedies.’ What S in A Word List Investigating Word Frequency and Keyword Extraction. pp. 137-157.

Archer, D.E. (2016) ‘Data mining and word frequency analysis.’ In Griffin, G. (ed.) Research Methods for Reading Digital Data in the Digital Humanities. Edinburgh University Press, pp. 72-92.

Bellamy, J. (2016) ‘Discussing Ruhrdeutsch: Attitudes towards Spoken German in the Ruhr Region.’ Rutten, G. and K. Horner (eds). Metalinguistic Perspectives on Germanic Languages: European Case Studies from Past to Present. Peter Lang Limited, International Academic Publishers,

Biswell, A. (2016) ‘From the Burgess Archive: 03: A Sculpture by Milton Hebald.’ PN Review, 42(3 [227]) pp. inside back cover-inside back cover.

Biswell, A. (2016) ‘From the Burgess Archive: 04: An Olivetti Typewriter.’ PN Review, 42(4 [228]) pp. inside back cover-inside back cover.

Biswell, A. (2016) ‘From the Burgess Archive: 05: A Shakespeare Song.’ PN Review, 42(5 [229]) pp. inside back cover-inside back cover.

Biswell, A. (2016) ‘From the Burgess Archive: 06: James Joyce Playing-Cards.’ PN Review, 42(6 [230]) pp. inside back cover-inside back cover.

Burgess, A. (2016) Mechanický pomeranč.

Cushing, I., Hellmuth, S. (2016) ‘Phonetics and phonology.’ Knowing about Language Linguistics and the Secondary English Classroom. pp. 90-102.

Drummond, R. (2016) ‘(Mis)interpreting urban youth language: white kids sounding black?.’ Journal of Youth Studies, 20(5) pp. 640-660.

Drummond, R.J., Schleef, E. (2016) ‘Identity and Variationist Sociolinguistics.’ The Routledge Handbook of Language and Identity. Routledge,

Horner, K., Bellamy, J. (2016) ‘Beyond the micro-macro interface in language and identity research.’ Preece S. (ed.) The Routledge Handbook of Language and Identity. Routledge,

Ngo, H., Walton, G. (2016) ‘Examining the Practice of Information Literacy Teaching and Learning in Vietnamese Upper Secondary Schools.’ Education for Information, 32(3) pp. 291-303.

Walton, G., Williams, D. (2016) ‘Information: Interactions and impact (i3) 2015.’ Journal of Information Literacy, 10(1) pp. 99-101.

Walton, G., Williams, D. (2016) ‘Information: interactions and impact (i3) 2015.’ Journal of Information Literacy, 10(1) pp. 99-101.

2015

2014

2013

Archer, D., Williams, C. (2013) ‘Constructing a shared history, space and destiny: The children’s reader Udmurtia Forever with Russia.’ Pragmatics and Society, 4(2) pp. 200-220.

Archer, D., Williams, C., Fryer, P. (2013) ‘A linguistic/discursive space for all? Perspectives on minority languages and identity across Europe.’ Pragmatics and Society, 4(2) pp. 127-136.

Archer, D.E. (2013) ‘Constructing the “ethnic other” in two history school books: re- colonialisation (Udmurtia) Versus de-colonialisation (Tatarstan).’ East-West,

Archer, D.E. (2013) ‘Tracing (and tagging!) language features in the historical English courtroom (1649-1856).’ In Poppi, F., Cheng, W. (ed.) The three waves of globalization: Winds of change in Professional, Institutional and Academic Genres. Cambridge Scholars Publishing, pp. 2-22.

Archer, D.E. (2013) ‘Tracing the crime narratives within the Palmer Trial (1856): From the lawyer’s opening speeches to the judge’s summing up.’ In Heffer, C., Rock, F., Conley, J. (ed.) Legal-Lay Communication: Textual Travels in the Legal Process. Oxford University Press, pp. 168-186.

Bousfield, D. (2013) ‘Face in conflict.’ Journal of Language Aggression and Conflict, 1(1) pp. 37-57.

Burgess, A. (2013) Clockwork Orange : [Roman] ; die Urfassung.

Burgess, A. (2013) Tremor of Intent. Serpent’s Tail.

Burgess, A., Biswell, A. (2013) 1985. Profile Books.

Burgess, A., Biswell, A. (2013) A Clockwork Orange. Critical Edition. Penguin Classics.

Burgess, A., Biswell, A. (2013) One Hand Clapping. Profile Books.

Drummond, R. (2013) ‘The Manchester Polish STRUT: dialect acquisition in a second language.’ Journal of English linguistics, 41(1) pp. 65-93.

Groppel-Wegener, A., Walton, G. (2013) ‘The Fishscale of academicness.’ Only connect? discovery pathways, library explorations and the information adventure. Innovative Libraries, pp. 15-38.

Hepworth, M., Walton, G. (2013) ‘Introduction ? information literacy and information behaviour, complementary approaches for building capability.’ In Hepworth, M., Walton, G. (ed.) Developing people?s information capabilities: fostering information literacy in educational, workplace and community contexts. Emerald Publishing, pp. 1-10.

Hepworth, M., Walton, G. (2013) ‘Preface.’

Hepworth, M., Walton, G. (2013) Developing people?s information capabilities: fostering information literacy in educational, workplace and community contexts. Emerald Publishing.

Johnston, E., Walton, G. (2013) ‘Summon, information literacy and ?Step Up To HE?.’ In Coonan, E. (ed.) Teaching, not telling: Proceedings of the 2nd UK Information Literacy and Summon Day. UK Information Literacy and Summon Day, pp. 20-29.

Walton, G. (2013) ‘Online conversation: information literacy as discourse between peers.’ In Kurbanoglu, S. (ed.) Worldwide Commonalities and Challenges in Information Literacy Research and Practice. Springer International, pp. 373-379.

Walton, G., Cleland, J. (2013) ‘Strand 2: becoming an independent learner.’ In Secker, J., Coonan, E. (ed.) Rethinking information literacy: a practical framework for teaching. Facet, pp. 13-26.

Walton, G., Hepworth, M. (2013) ‘Using assignment data to analyse a blended information literacy intervention: a quantitative approach.’ Journal of Librarianship and Information Science, 45pp. 53-63.

2012

Archer, D.E. (2012) ‘Assessing Garrow’s aggressive questioning style.’ In Mazzon, G. (ed.) English Historical Dialogue Studies. FrancoAngeli, pp. 301-320.

Archer, D.E. (2012) ‘Corpus annotation: a welcome addition or an interpretation too far?.’ In Tyrkkö, J., Kipiö, M., Nevalainen, T., Rissanen, M. (ed.) Outposts of Historical Corpus Linguistics: From the Helsinki Corpus to a Proliferation of Resources. Studies in Variation, Contacts and Change in English eSeries,

Archer, D.E. (2012) ‘Data retrieval in a diachronic context: the case of the historical English courtroom.’ In Nevalainen, T., Traugott, E.C. (ed.) The Oxford Handbook of the History of English. Oxford University Press,

Archer, D.E. (2012) ‘Pragmatics and Discourse in the Early Modern English Period.’ In Bergs, A., Brinton, L. (ed.) English Historical Linguistics. Mouton de Gruyter, pp. 652-667.

Archer, D.E., Aijmer, K., Wichmann, A. (2012) Pragmatics: An Advanced Resource Book. Routldedge.

Bellamy, J. (2012) Language Attitudes in England and Austria A Sociolinguistic Investigation Into Perceptions of High and Low-prestige Varieties in Manchester and Vienna. Franz Steiner Verlag Wiesbaden gmbh.

Biswell, A. (2012) ‘Anthony Burgess, Christopher Marlowe and Tamburlaine.’ In Woodroffe, G. (ed.) Marlowe, Shakespeare, Burgess. Angers: Presses de l’Université d’Angers, pp. 95-105.

Burgess, A. (2012) A Clockwork Orange (Restored Text). W. W. Norton.

Burgess, A. (2012) A Clockwork Orange.

Cleland, J., Walton, G. (2012) ‘Online peer assessment: helping to facilitate learning through participation.’ Journal of Learning Development in Higher Education, 4pp. n/a-n/a.

Drummond, R. (2012) ‘Aspects of identity in a second language: ING variation in the speech of Polish migrants living in Manchester, UK.’ Language Variation and Change, 24(1) pp. 107-133.

Dylewski, R., Jagodzinski, P. (2012) ‘Lexical borrowings and calques from African American slang in polish youth slang – A study based on a selected internet forum.’ Studia Anglica Posnaniensia, 47(4) pp. 113-132.

Haugh, M., Bousfield, D. (2012) ‘Mock impoliteness, jocular mockery and jocular abuse in Australian and British English.’ Journal of Pragmatics, 44(9) pp. 1099-1114.

2011

Archer, D. (2011) ‘Cross-examining lawyers, facework and the adversarial courtroom.’ Journal of Pragmatics, 43(13) pp. 3216-3230.

Archer, D. (2011) ‘Facework and im/politeness across legal contexts: An introduction.’ Journal of Politeness Research, 7(1) pp. 1-19.

Archer, D., Culpeper, J. (2011) ‘Identifying key sociophilological usage in plays and trial proceedings (1640-1760).’ Benjamins Current Topics. John Benjamins Publishing Company, pp. 109-132.

Archer, D., Grundy, P. (2011) The Pragmatics Reader.

Archer, D.E. (2011) ‘Libeling Oscar Wilde: The Case of Regina vs. John Sholto Douglas.’ Journal of Politeness Research-Language Behaviour Culture, 7(1) pp. 73-99.

Archer, D.E. (2011) ‘Theory and Practice in Pragmatics.’ Pragmatics Reader. Routledge,

Biswell, A. (2011) ”Composition’.’ A Clockwork Orange Authoritative Text, Backgrounds and Contexts Criticism. W W Norton & Company Incorporated,

Bousfield, D., McIntyre, D. (2011) ‘Chapter 6. Emotion and empathy in Martin Scorsese’s Goodfellas.’ Pragmatics & Beyond New Series. John Benjamins Publishing Company, pp. 105-123.

Bousfield, D., McIntyre, D. (2011) ‘Emotion and empathy in Martin Scorsese’s Goodfellas: A case study of the” funny guy” scene.’ John Benjamins,

Cushing, I.R., Li, F.F., Cox, T.J., Worrall, K., Jackson, T. (2011) ‘Vocal effort levels in anechoic conditions.’ Applied Acoustics, 72(9) pp. 695-701.

Drummond, R. (2011) ‘Glottal variation in /t/ in non-native English speech: patterns of acquisition.’ English World-Wide, 32(3) pp. 280-308.

Short, M., McIntyre, D., Jeffries, L., Bousfield, D. (2011) ‘Processes of interpretation: using meta-analysis to inform pedagogic practice.’ Palgrave,

Walton, G., Hepworth, M. (2011) ‘A longitudinal study of changes in learners? cognitive states during and following an information literacy teaching intervention.’ Journal of Documentation, 67(3) pp. 449-479.

Walton, G., Pope, A. (2011) Information literacy: infiltrating the agenda, challenging minds. Chandos.

2010

Archer, D. (2010) ‘Speech Acts.’ Historical Pragmatics. pp. 379-418.

Archer, D. (2010) ‘The historical courtroom: A diachronic investigation of English courtroom practice.’ Routledge Handbook of Forensic Linguistics. pp. 185-198.

Archer, D., Bousfield, D. (2010) ‘“See better, Lear”? See Lear better! A corpus-based pragma-stylistic investigation of Shakespeare’s King Lear..’ Routledge, pp. 183-203.

Archer, D.E. (2010) ‘A diachronic investigation of English Courtroom Practice.’ In Coulthard, M., Johnson, A. (ed.) A Handbook of Forensic Linguistics. Routledge, pp. 185-198.

Archer, D.E. (2010) ‘The History of Speech Acts.’ Handbook of Historical Pragmatics. John Benjamins,

Archer, D.E., Bousfield, D. (2010) ‘“See better, Lear”? See Lear better! A corpus-based pragma-stylistic investigation of Shakespeare’s King Lear.’ In McIntyre, D., Busse, B. (ed.) Language and Style. Palgrave, pp. 183-203.

Bousfield, D. (2010) ‘Researching impoliteness and rudeness: issues and definitions.’ Walter de Gruyter,

Bousfield, D., Grainger, K. (2010) ‘Politeness research: Retrospect and prospect.’ Journal of Politeness Research, 6

Bousfield, D.E. (2010) ‘Contemporary Stylistics.’ In Lambrou, M., Stockwell, P. (ed.) Contemporary Stylistics. London: Continuum, pp. 209-220.

McIntyre, D., Archer, D. (2010) ‘A corpus-based approach to mind style.’ Journal of Literary Semantics, 39(2) pp. 167-182.

Parkes, D., Walton, G. (2010) Web 2.0 and libraries: impacts, technologies and trends. Chandos.

Puttick, K., Pope, A., Walton, G. (2010) ‘The enquiring minds project at Staffordshire University: integrating information literacy into the curriculum and assessment.’ Legal Information Management, 10pp. 104-108.

Walton, G. (2010) ‘From online discourse to online social networking, the e-learning Holy Grail?.’ In Parkes, D., Walton, G. (ed.) Web 2.0 and libraries: impacts, technologies and trends. Chandos, pp. 33-65.

Walton, G. (2010) ‘Online social networking, the e-learning holy grail?.’ Web 2.0 and Libraries: Impacts, Technologies and Trends. pp. 33-65.

2009

2008

Adams, J., Pope, A., Walton, G. (2008) ‘Using Web 2.0 to enhance the Staffordshire University Assignment Survival Kit (ASK).’ In Parker, J., Godwin, P. (ed.) Information literacy meets library 2.0.. Facet Publishing, pp. 139-150.

Andretta, S., Pope, A., Walton, G. (2008) ‘Information literacy education in the UK: reflections on perspectives and practical approaches of curricular integration.’ Communications in Information Literacy, 2pp. 36-51.

Archer, D. (2008) ‘Digital humanities 2006: When two became many.’ Literary and Linguistic Computing, 23(1) pp. 103-108.

Archer, D.E. (2008) ‘Pragmatic annotation.’ In Lüdeling, A., Kytö, M. (ed.) Corpus Linguistics: An International Handbook. Mouton de Gruyter, pp. 613-641.

Archer, D.E. (2008) ‘Verbal aggression and impoliteness: related or synonymous?.’ In Bousfield, D., Locher, M. (ed.) Impoliteness in language. Mouton de Gruyter, pp. 181-207.

Bousfield, D. (2008) ‘The grand debate: where next politeness research?.’ Cultura, lenguaje y representación: revista de estudios culturales de la Universitat Jaume I, 3pp. 9-15.

Bousfield, D. (2008) Impoliteness in Interaction. John Benjamins Publishing.

Bousfield, D., Culpeper, J. (2008) ‘Impoliteness: Eclecticism and diaspora. An introduction to the special edition.’ Journal of Politeness Research, 4(2) pp. 161-168.

Bousfield, D., Culpeper, J. (2008) ‘Special Issue on “Impoliteness: Eclecticism and diaspora”.’ Journal of Politeness Research, 4(2)

Bousfield, D., Locher, M. (2008) Impoliteness in Language. Walter de Gruyter.

Bousfield, D., Locher, M.A. (2008) Impoliteness in Language. Walter de Gruyter.

Bousfield, D., Locher, M.A. (2008) Impoliteness in language: Studies on its interplay with power in theory and practice.

Bousfield, D.E. (2008) ‘Impoliteness in the struggle for power.’ In Bousfield, D., Locher, M.A. (ed.) Impoliteness in Language. Walter de Gruyter,

Culpeper, J., Archer, D. (2008) ‘Requests and directness in Early Modern English trial proceedings and play-texts, 1640-1760.’ In Jucker, A.H., Taavitsainen, I. (ed.) Speech Acts in the History of English. John Benjamins, pp. 45-84.

Locher, M.A., Bousfield, D. (2008) ‘Introduction: Impoliteness and power in language.’ MOUTON DE GRUYTER,

Morgan, K., Walton, G. (2008) ‘InfoZone: an enticing Library and IT induction?.’ Journal of Information Literacy, 2pp. 94-105.

Pilz, T., Ernst-Gerlach, A., Kempken, S., Rayson, P., Archer, D. (2008) ‘The identification of spelling variants in english and german historical texts: Manual or automatic?.’ Literary and Linguistic Computing, 23(1) pp. 65-72.

Rayson, P., Archer, D., Baron, A., Smith, N. (2008) ‘Travelling Through Time with Corpus Annotation Software.’ Corpus Linguistics, Computer Tools, and Applications – State of the Art. PALC 2007. Peter Lang, pp. 29-46.

2007

Archer, D.E. (2007) ‘Computer-Assisted Literary Stylistics: The State of the Field.’ In Sockwell, P. (ed.) Contemporary Stylistics. Continuum, pp. 244-256.

Archer, D.E. (2007) ‘Developing a more detailed picture of the Early Modern English courtroom: Data and methodological issues facing historical pragmatics.’ In Fitzmaurice, S., Taavitsainen, I. (ed.) Methods in Historical Pragmatics. Recovering speaker meaning and reader inference. Mouton de Gruyter, pp. 185-218.

Bousfield, D. (2007) ‘Beginnings, middles and ends: A biopsy of the dynamics of impolite exchanges.’ Journal of Pragmatics, 39(12) pp. 2185-2216.

Bousfield, D. (2007) ‘Impoliteness, preference organization and conducivity.’ Multilingua–Journal of Cross-Cultural and Interlanguage Communication, 26(1) pp. 1-33.

Bousfield, D. (2007) ‘Never a truer word said in jest A pragmastylistic analysis of Impoliteness as Banter in Shakespeare’s Henry IV, part I’in Lambrou, M, and Stockwell, P.(eds) Contemporary Stylistics. London.’ pp. 209-220.

Bousfield, D. (2007) ‘‘Never a Truer Word Said in Jest’: A Pragmastylistic Analysis of Impoliteness as Banter in Henry IV, Part I.’ Contemporary Stylistics. pp. 209-220.

Bousfield, D. (2007) ‘“Never a Truer Word Said in Jest”: A Pragmastylistic Analysis of Impoliteness as Banter in Henry IV, Part I.’ Contemporary Stylistics, pp. 195-208.

Jeffries, L., McIntyre, D., Short, M., Bousfield, D. (2007) Stylistics and Social Cognition. Rodopi.

Walton, G., Barker, J., Hepworth, M., Stephens, D. (2007) ‘Facilitating information literacy teaching and learning in a level 1 Sport & Exercise module by means of collaborative online and reflective learning in the Blackboard virtual learning environment (VLE).’ In Andretta, S. (ed.) Change and challenge: information literacy for the 21st century. Auslib Press, pp. 169-202.

Walton, G., Barker, J., Hepworth, M., Stephens, D. (2007) ‘Using online collaborative learning to enhance information literacy delivery in a Level 1 module: an evaluation.’ Journal of Information Literacy, 1pp. 13-30.

2006

2005

2004

2003

2002

2001

2000

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