Publications

Members of the Language and Education Network have written, co-edited and collaborated on a wide range of publications, some of which are shown here. Full listings of staff publications can be found in our Staff Profiles.

 

  • Zhang D, Lin C-H (2017). Chinese as a Second Language Assessment. Springer.
  • Troudi, S. and Gail, H. (2017). The Dilemma of English and its roles in the United Arab Emirates and the Gulf. In A. Mahboob and T, Elyas (Eds.), Challenges to Education in the GCC during the 21st Century (pp. 93-116). Cambridge: Gulf Research Centre.
  • Mazandarani, O. and Troudi, S. (2017). Teacher evaluation: What counts as an effective teacher? In S. Hidri and C. Coombe (Eds.) Evaluation in Foreign Language Education in the Middle East and North Africa (pp. 3-28). London: Springer.
  • Alamoudi, K. and Troudi, S. (2017) EFL teacher evaluation: A theoretical perspective. In S. Hidri and C. Coombe (Eds.) Evaluation in Foreign Language Education in the Middle East and North Africa (pp. 29-41). London: Springer.
  • Boukadi, S. and Troudi, S. (2017). English education policy inTunisia: Issues of language policy in post-revolution Tunisia. In R. Kirkpatrick (Ed.), English Language Education Policy in the Middle East and North Africa (pp. 257-278). Cham, Switzerland: Springer.
  • Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43: 49-61.
  • McLaughlin, J.  & Durrant, P. (2016). Student Learning Approaches in the UAE: The case for the achieving domain. Higher Education Research and Development.
  • Durrant, P. (2015). Lexical bundles and disciplinary variation in university students’ writing: Mapping the territories. Applied Linguistics.
  • Durrant, P., Walker, C. & Michel, R. (2015). Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme. PTE Academic Research Notes.
  • Durrant, P. & Siyanova-Chanturia, A. (2015). Learner corpora and psycholinguistic research. In S. Granger, G. Gilquin and F. Meunier (Eds) The Cambridge Handbook of Learner Corpus Research.
  • Ardavani, S. & Durrant, P. (2015). How have political and socio-economic issues impacted on the motivation of Iranian university students to learn English?. In C. Kennedy (Ed). English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges. London: British Council: 33-45.
  • Troudi, S. (2015). Critical research in TESOL and language education. In J.D. Brown and C. Coombe (Eds.), The Cambridge Guide to Research in Language Teaching and Learning (pp.89-98). Cambridge: Cambridge University Press.
  • Habbash, M. & Troudi, S.  (2015). The discourse of global English and its representation in the Saudi context: A Postmodernist critical perspective. In  R. Raddawi (Ed.) Intercultural Communication with Arabs: Studies in Educational, Professional and Societal Contexts (pp. 57-73). London: Springer.
  • Raddawi, R. & Troudi, S. (2015). ELT teachers’ stress: Can emotional intelligence help? In P. McLaren et al. The Proceedings of the 20th TESOL Arabia Conference: Methods and means in ELT (pp. 73-81). Dubai: TESOL Arabia Publications.
  • Uztozon, M. & Troudi, S. (2015). Lecturers’ views of curriculum change at English language teaching departments in Turkey. Novitas Royal: Research on Youth and Language. 9 (1), 15-29.
  • Durrant, P. (2014). Corpus frequency and second language learners’ knowledge of collocations: a meta-analysis. International Journal of Corpus Linguistics, 19(4): 443-477.
  • Durrant, P.(2014). Discipline- and level-specificity in university students’ written vocabulary. Applied Linguistics, 35(3): 328-356.
  • Conteh, J., Meier, G. (2014) The Multilingual Turn in Languages Education: opportunities and challenges. Series New Perspectives on Language and Education. Clevedon: Multilingual Matters. 
  • Meier, G. (2014) “Cette entraide et ce tutorat naturel qui s’organise entre eux“ – A research framework for two-way bilingual immersion programmes. In Morys, N., Kirsch, C., de Saint-Georges, I., Gretsch, G. (eds) Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum/Learning and Teaching in Multilingual contexts: Dealing with Linguistic and Cultural Diversity in the Classroom. Frankfurt: Peter
  • Meier, G. (2014) Our mother tongue is plurlingualism: an orientation framework for integrated multilingual curricula. The multilingual turn in languages education: benefits for individuals and societies. Series New Perspectives on Language and Education. Clevedon: Multilingual Matters.
  • Meier, G. (2014) Multilingualism and social cohesion: Two-way immersion education meets diverse needs. In Conteh, J., Meier, G. (eds.) The multilingual turn in languages education: benefits for individuals and societies. Series New Perspectives on Language and Education. Clevedon: Multilingual Matters.
  • Myhill, D.A. and Watson, A. (2014). The Role of Grammar in the Writing Curriculum: A Review. Journal of Child Language Teaching and Therapy, 30(1), 41-62.
  • R. Al-Mahrooqi & S.Troudi (2014). Using technology in foreign language education. Newcastle Upon Tyne: Cambridge Scholars. 
  • Durrant, P. (2013). Discipline and Level Specificity in University Students' Written Vocabulary. Applied Linguistics (online).
  • Durrant, P. (2013). Formulaicity in an agglutinating language: the case of Turkish. Corpus Linguistics and Linguistic Theory.
  • Jones, S.M., Myhill, D.A., Bailey, T.C. (2013). Grammar for Writing? an investigation into the effect of Contextualised Grammar Teaching on Student Writing. Reading and Writing, 26(8), 1241-1263.
  • Jones, S.M., Myhill, D.A., Watson, A., Lines, H.E. (2013). Playful Explicitness with Grammar:. A Pedagogy for Writing, Literacy, 47(2), 103-111.
  • Li, L. (2013). The complexity of language teachers’ beliefs and practice: one EFL teacher’s theories. Language Learning Journal, 41(2), 175-191.
  • Meier, G. and H. Daniels (2013). "Just not being able to make friends”: Social interaction during the year abroad in modern language degrees. ." Research Papers in Education 28(2): 212-238.
  • Myhill, D., Jones, S.M., Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77-91.
  • Myhill, D.A., Watson, A.M. (2013). Creating a Language-Rich Classroom in Capel S, Leask M, Turner T (eds.) Learning to Teach in the Secondary School: a Companion to School Experience, London: Routledge, 403-413.
  • Jones, S.M. (2013). Ideas in the head to words on the page: Young adolescent's reflections on their own writing processes. Language and Education.
  • Jones, S.M. (2012). Mapping the landscape: Gender and the writing classroom. Journal of Writing Research.
  • Lines, H.E., Myhill, D.A. (2012). Any English Questions?. Classroom, 16, 54-56.
  • Lines, H.E., Myhill, D.A. (2012). Grammar for Writing:. Sentences under the Spotlight. Classroom, 16, 4-7.
  • Meier, G. (2012) Enseignement bilingue et l’amélioration scolaires: les conclusions de l’experience Wix Primary School / École de Wix a Londres (traduit par Laurent Batut). In Synergies Europe no 7. http://gerflint.fr/Base/Europe7/gabriela_meier.pdf
  • Meier, G. (2012) Zweiweg-Integration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin [Two-way integration through bilingual education? Results from State Berlin Europe School]. In International Review of Education. 58: 335-352.
  • Myhill, D.A. (2012). Children’s Patterns of Composition and their Reflections on their Composing Processes in Literacy Teaching and Education, London: Sage.
  • Myhill, D.A., Lines, H.E. (2012). Grammar for writing: Using knowledge for grammar to improve writing. Classroom, 18, 45-48.
  • Myhill, D.A., Jones, S.M., Lines, H.E., Watson, A. (2012). Knowledge about Language Revisited: the Impact of Teachers’ Linguistic Subject Knowledge on the Teaching of Writing. English Drama Media, 23, 43-48.
  • Myhill, D.A., Jones, S.M., Lines, H., Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding. Research Papers in Education, 27(2), 139-166.
  • Myhill, D.A. (2012). Rethinking Grammar as a Resource for Writing. English Drama Media, 22, 47-52.
  • Durrant, P., Mathews-Aydinli, J. (2011). A function-first approach to identifying formulaic language in academic writing. Journal of English for Specific Purposes, 30(1), 58-72.
  • Erler, L., Holderness, J., Meier, G.S., Woodfield, J., Wolstencroft, M. (2011). Models of Bilingual Schooling in Erler L,Sayer J (eds.) Schools for a Future Europe, Continuum Books.
  • Myhill, D.A. (2011). Grammar for Designers: How Grammar Supports the Development of Writing in Ellis S,McCartney E,Bourne J (eds.) Insight and Impact:. Applied Linguistics and the Primary School, Cambridge: Cambridge University Press, 81-92.
  • Cremin, T.C., Myhill, D.A. (2011). Writing Voices: Creating Communities of Writers London, Routledge.
  • Myhill, D.A. (2011). Living Language, Live Debates: Grammar and Standard English in Davison J,Daly C,Moss J (eds.) Debates in English Teaching, London: Routledge, 63-77.
  • Myhill, D.A., Jones, S.M. (2011). Policing Grammar: the Place of Grammar in Literacy Policy in Goodwyn A,Fuller C (eds.) The Literacy Game, London: Routledge, 45-62.
  • Myhill, D.A. (2011). ‘The Ordeal of Deliberate Choice’: Metalinguistic Development in Secondary Writers in Berninger V (ed) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology, Psychology Press/Taylor Francis Group, 247-274.
  • Myhill, D.A. (2011). Language as Putty: Thinking Creatively about Grammar. English in Aotearoa, 74, 13-20.
  • Myhill, D.A., Lines, H.E., Watson, A. (2011). Making Meaning with Grammar: a Repertoire of Possibilities. Metaphor, 2, 1-10.
  • Jones, S., Myhill, D. (2010). 'Troublesome boys' and 'compliant girls': gender identity and perceptions of achievement and underachievement in Capel S,Leask M,Turner T (eds.) Readings for Learning to Teach in the Secondary School, London: Routledge, 289-301.
  • Fisher, R., Jones, S., Larkin, S., Myhill, D. (2010). Using Talk to Support Writing London, Sage.
  • Meier, G.S. (2010). Social and intercultural benefits of bilingual education: a peace-linguistic evaluation of Staatliche Europa-Schule Berlin Frankfurt a.M, Peter Lang.
  • Meier, G.S. (2010). Two-way immersion programmes in Germany: Bridging the linguistic gap. In International Journal of Bilingual Education and Bilingualism(4), 419-437.
  • Meier, G.S. (2009). Can two-way immersion education support the EU aims of multilingualism, social cohesion and student/worker mobility?. European Journal for Language Policy(2), 145-164.
  • Meier, G.S. (2009). Language use within and outside school: Staatliche Europa-Schule Berlin. Sprachbegegnung Und Sprachkontakt in Europäischer Dimension [language Encounter and Language Contact in the European Dimension], 35, 215-229.
  • Meier, G (2009) Language use within and outside school: Staatliche Europa-Schule Berlin. In Sprachbegegnung und Sprachkontakt in Europäischer Dimension [language encounter and language contact in the European dimension], ed. Christiane Fäcke. Volume 35: 215-229, Frankfurt am Main: Peter Lang