2023

Bhatt, I. & Wang, H. (2023) Everyday heritaging: Sino-Muslim literacy adaptation and alienation, International Journal of the Sociology of Language, vol. 2023, no. 281, pp. 77-101 DOI: 10.1515/ijsl-2022-0058 

Bhatt, I. (2023) ‘Postdigital Literacies’. In: Jandrić, P. (Ed.). The Encyclopaedia of Postdigital Science and Education. Cham: Springer, https://doi.org/10.1007/978-3-031-35469-4_15-1 

Collen, I., Henderson, L., Liu, M., O'Boyle, A., & Roberts, J. (2023). Languages Provision in UK Further Education. The British Academy. https://www.thebritishacademy.ac.uk/documents/4540/Languages_Provision_in_UK_Final_v2.pdf  

Collen, I., Liu, M., & O'Boyle, A. (2023). Language Trends Wales 2022: Language Teaching in Primary Schools, Secondary Schools and Post-16 Colleges in Wales. British Council. wales.britishcouncil.org/sites/default/files/language_trends_wales_2022_-_english_002.pdf 

Engman, M. M., & Hermes, M. (2023). Co-operative learning with language and land. American Association of Applied Linguistics (AAAL) Newsletter, June 2023. https://www.aaal.org/feature-articles-june-2023-aaaletter#Article2 

Engman, M. M., Ennser-Kananen, J., & Cushing-Leubner, J. (2023). Mapping (metaphorical) journeys in and against the academy. In P. Jandrić, A. MacKenzie, & J. Knox (Eds.), Constructing postdigital research: Method and emancipation (pp. 39-61). Springer.  

Engman, M. M., Ennser-Kananen, J., & Saarinen, T. (2023). A diffractive reading. In J. Ennser-Kananen & T. Saarinen (Eds)., New materialist explorations into language education (pp. 175-186). Springer.  

Guerrettaz, A. M., & Engman, M. M. (2023). Indigenous Language Revitalization. In P. Groves Price (Ed.), Oxford Encyclopedia of Race and Education. New York: Oxford University Press.   

Hermes, M., Engman, M. M., Meixi, MacKenzie, J. (2023). Relationality and Ojibwemowin in forest walks: Learning from multimodal interaction about land and language. Cognition and Instruction, 4(1), 1-31. https://doi.org/10.1080/07370008.2022.2059482  

Loader, R., Jimenez, E., O'Boyle, A., & Hughes, J. (2023, Jun 20). Experiences of education among minority ethnic groups in Northern Ireland. Queen's University Belfast.https://www.qub.ac.uk/public-engagement/Filestore/PubAffFiles/Filetoupload,1862560,en.pdf 

O'Boyle, A. (2023). A Welcome Dictionary: refugee families using dictionary resources to support English Language Learning -: A Report on A S Hornby Dictionary Research Award Project. A. S. Hornby Educational Trust. https://irp.cdn-website.com/a6c67b5e/files/uploaded/ASHDRA%20report%20Aisling%20OBoyle.pdf

O'Boyle, A. M., & Samanhudi, U. (2023). Adapting and transforming ELT during and post Covid-19 era: people, places, and purposes. TEFLIN Journal, 34(1), 194-208. https://doi.org/10.15639/teflinjournal.v34i1/194-208 

Ortega, Y. (2023). Charlas y Comidas: Humanising focus groups and interviews. Qualitative Research, 14687941231176948. https://doi.org/10.1177/14687941231176947 

Ortega, Y. (2023). Onward to Pquyquy (or thinking with the heart): Conceptualizing the decolonization of being for language teaching and research. In H. Castañeda-Peña, P. Gamboa, & C. Kramsch (Eds.), Decolonizing Applied Linguistics Research in Latin America: Moving to a Multilingual Mindset (pp. 196–212). Taylor & Francis. 

Ortega, Y. (2023). Symbolic annihilation: Processes influencing English language policy and teaching practice. Critical Inquiry in Language Studies, 1–23. https://doi.org/10.1080/15427587.2023.2215361 

Ortega, Y., & Oxford, R. (2023). Immigrants’ and refugees’ ‘funds of knowledge(s)’ on the path to intercultural competence. Journal of Multilingual and Multicultural Development, 0(0), 1–12. https://doi.org/10.1080/01434632.2023.2170389 

Ortega, Y., Passi, A. L., dela Cruz, J. W. N., Nii Owoo, M. A., Cale, B., & Sarkar, M. (2023). Beginning the quilt: A polyvocal and diverse collective seeking new forms of knowledge production. International Journal of Qualitative Methods, 22, 16094069231186132. https://doi.org/10.1177/16094069231186131 

Savin-Baden, M, Reader, J. & Bhatt, I. (2023) The many faces of postdigital theologies, Postdigital Science and Education, https://doi.org/10.1007/s42438-023-00392-x 

Turkan, S. (2023) Initial teacher education: The technological turn. EAL Journal. Summer 2023, 21 https://naldic.org.uk/publications/eal-journal/issue-21/#eal-journal-issue-21-summer-2023  

Viana, V., & O'Boyle, A. (Ed.) (2023). Gender-ing English language classes across the globe: practical lessons for teachers. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/2023-09/Gender-ing_EL_classes_FINAL_web.pdf 

Viana, V., & O'Boyle, A. (Eds.) (2023). Gender equality in English language teaching practice: A resource book for teacher education. British Council. https://doi.org/10.57884/YA01-7913 

2022

Bhatt, I., & Samanhudi, U. (2022). From academic writing to academics writing: Transitioning towards literacies for research productivity. International Journal of Educational Research, 111, [101917]. https://doi.org/10.1016/j.ijer.2021.101917

Bhatt, I., & Wang, H. (2022). Everyday heritaging: Sino-Muslim literacy adaptation and alienation. International Journal of the Sociology of Language. https://doi.org/10.1515/ijsl-2022-0058

Bhatt, I., Badwan, K., & Madiba, M. (2022). Critical perspectives on teaching in the multilingual university. Teaching in Higher Education, 27(4), 425-436. https://doi.org/10.1080/13562517.2022.2058295

Collen, I. (2022). Language Trends 2022: Language teaching in primary and secondary schools in England. British Council. https://www.britishcouncil.org/about/press/british-council-language-learning-schools-2022

Engman, M. M., Ennser-Kananen, J., & Saarinen, T. (2022). A diffractive reading. In J. Ennser-Kananen and T. Saarinen (Eds.), Nhttps://link.springer.com/book/10.1007/978-3-031-13847-8ew Materialist Explorations into Language Education (pp. 175-186). Springer.

Engman, M. M., Hermes, M., & Schick, A. (2022). Co-conspiring with land: What decolonizing with Indigenous land and language has to teach us. In S. Makoni, A., Kaiper, and L. Mokwena (Eds.), The Routledge Handbook of Language and the Global South/s (pp. 95-109). Routledge.

Ortega, Y. (2022). Late capitalism and the commodification of English in Colombia: The shaping of language education policy and practice. In Critical Studies in Multilingualism edited by Norbella Miranda, Anne Marie Truscott De Mejia and Silvia Valencia. Routledge.   

Ortega, Y. (2022). Defying the abyssal line: Towards el Buenvivir in English language teaching in Colombia. In S. Makoni, A. Kaiper-Marquez, & L. Mokwena (Eds.), The Routledge Handbook of Language and the Global South/s (1 ed., Vol. 1, pp. 332-334). https://www.routledge.com/The-Routledge-Handbook-of-Language-and-the-Global-Souths/Makoni-Kaiper-Marquez-Mokwena/p/book/9780367440145

Ortega, Y. (2022). Trans[cultura]linguación: an intercultural approach to the revitalization of indigenous languages. In A. K. Salmon, & A. Clavijo-Olarte (Eds.), Handbook of research on socio-cultural and linguistic perspectives on language and literacy development (pp. 216-238). IGI Global. https://doi.org/10.4018/978-1-6684-5022-2.ch012

Ortega, Y., & Guarnizo, L. (2022). Peace education in high school English language teaching in Colombia. In A. Gagné, A. Kalan, & S. Herath (Eds.), Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences (1 ed., Vol. 1, pp. 195-212). Peter Lang Publishing. https://www.peterlang.com/document/1177334

Ortega, Y., Gagne, A., & Jaramillo, C. (2022). NCARE - A Network of Critical Action Researchers in Education: Processes & realizations. In A. Gagné, A. Kalan, & S. Herat (Eds.), Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duoethnographies of Global Experiences (pp. 45-64). Peter Lang Publishing

Robinson, B., O'Boyle, A. & Chong, S. W., (2022) “A protocol for a systematic review of community and volunteer-led initiatives for social integration and language education of asylum seekers and refugees” International Database of Education Systematic Reviews. https://idesr.org/article/IDESR000030

Wong, C-Y., & Turkan, S. (2022). “NO ONE KNOWS WHO I AM”: What School Leaders Can Learn from ESL Teachers’ Voices. NYS TESOL Journal, 9(1), 30-38. 

2021

Collen, I. (2021). A Review from Northern Ireland of the Linguistic Devolution of Primary School Languages. In U. Lanvers, A. S. Thompson, & M. East (Eds.), Language Learning in Anglophone Countries : Challenges, Practices, Ways Forward (1 ed., pp. 117-133). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56654-

Collen, I. (2021). Language learning in Northern Ireland: teachers have their say. British Council Voices. https://www.britishcouncil.org/voices-magazine/language-learning-northern-ireland-schools

Collen, I. (2021). Language Trends England 2021: Language teaching in primary and secondary schools in England. British Council.

Collen, I. (2021). Language Trends Northern Ireland 2021. (1 ed.) British Council

Collen, I., O'Boyle, A., & O'Neill, S. (2021). Language Trends Wales 2021: Language Teaching in Secondary Schools and Post-16 Colleges. British Council. https://wales.britishcouncil.org/sites/default/files/language_trends_wales_report_2021.pdf

Engman, M (2021) Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives https://onlinelibrary.wiley.com/doi/10.1111/modl.12691 

Engman, M. M. (2021). A worksheet, a whiteboard, a teacher-learner: Leveraging materials and colonial language frames for multimodal Indigenous language learning. Classroom Discourse, 12(1-2), 75-100. https://doi.org/10.1080/19463014.2020.1856696

Flanagan, D., & O'Boyle, A. (2021). Evaluation of a bespoke work-related English language course for newcomers in Northern Ireland. Professional and Academic English, 28(2), 71.

Hermes, M. R., Engman, M. M., Meixi, & McKenzie, J. (2022). Relationality and Ojibwemowin† in Forest Walks: Learning from Multimodal Interaction about Land and Language. Cognition and Instruction. https://doi.org/10.1080/07370008.2022.2059482

McDonnell, D., & O'Boyle, A. (2021). Process drama in the classroom. A case study of developing participation for advanced EAL learners in an international school. Scenario: A Journal for Performative Teaching, Learning, Research, 15(1), 56-75. https://doi.org/10.33178/scenario.15.1.3

Ortega, Y. (2021). Transformative pedagogies for English teaching: Teachers and students building social justice together. Applied Linguistics, 42(6), 1144. https://doi.org/10.1093/applin/amab033

Samanhudi, U., & O'Boyle, A. (2021). Citation practices in research articles in Indonesia-based journals and international journals. Journal of Teaching English for Specific and Academic Purposes, 9(4), 741-751. https://doi.org/10.22190/JTESAP2104741S

Turkan, S. (2021). Examining validity issues in classifying and exiting English learners through dynamic views of language proficiency. Journal of Multilingual Theories and Practices, 2(2), 254-286. https://doi.org/10.1558/jmtp.19826

Turkan, S. (2021). Lessons Learned in Providing Field Experience Opportunities for Future Teachers of Emerging Bilinguals during the COVID-19 Pandemic. In R. E. Ferdig, & K. E. Pytash (Eds.), What teacher educators should have learned from 2020 (pp. 91-100) https://www.learntechlib.org/primary/p/219088/

Viana, V., & O'Boyle, A. (2021). Corpus Linguistics for English for Academic Purposes. (1 ed.) Routledge.

2020

Linse, C (2020). Essential Skills for Struggling Learners A Framework for Student Support Teams, Brookes publishing

Bhatt, I. (2020). Dupery by Design: The Epistemology of Deceit in a Postdigital Era (Commentary). Postdigital Science and Education, 2(2). https://doi.org/10.1007/s42438-020-00114-7 

Collen, I. (2020). Language Trends England 2020. British Council.