Article

Flynn, Naomi, Teemant, Annela, Mitchell Viesca, Kara and Perumal, Ratha (2023) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly. ISSN 1545-7249 doi: https://doi.org/10.1002/tesq.3224

Treffers-Daller, Jeanine ORCID: https://orcid.org/0000-0002-6575-6736, Majid, Sheikha, Yap, Ngee Thai and Flynn, Naomi (2022) Explaining the diversity in Malay-English code-switching patterns: the contribution of typological similarity and bilingual optimization strategies. Languages, 7 (4). 299. ISSN 2226-471X doi: https://doi.org/10.3390/languages7040299

Mitchell Viesca, Kara, Teemant, Annela, Alisaari, Jenni, Enser-Kananen, Johanna, Flynn, Naomi, Hammer, Svenja, Perumal, Ratha and Routarinne, Sara (2022) Quality content teaching for multilingual students: an international examination of excellence in instructional practices in four countries. Teaching and Teacher Education, 113. 103649. ISSN 0742-051X doi: https://doi.org/10.1016/j.tate.2022.103649

Flynn, Naomi, Powell, Daisy, Stainthorp, Rhona and Stuart, Morag (2021) Training teachers for phonics and early reading: developing research-informed practice. Journal of Research in Reading, 44 (2). pp. 301-318. ISSN 1467-9817 doi: https://doi.org/10.1111/1467-9817.12336

Mitchell Viesca, Kara, Strom, Kathryn, Hammer, Svenja, Masterson, Jessica, Hammer Linzell, Cindy, Mitchell-McCollough, Jessica and Flynn, Naomi (2019) Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43 (1). pp. 304-335. ISSN 0091-732X doi: https://doi.org/10.3102/0091732X18820910

Flynn, Naomi (2019) Facilitating evidence-informed practice. Teacher Development, 23 (1). pp. 64-82. ISSN 1747-5120 doi: https://doi.org/10.1080/13664530.2018.1505649

Flynn, Naomi (2019) Teachers and Polish children: capturing changes in the linguistic field. British Journal of Sociology of Education, 40 (1). pp. 65-82. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2018.1481366

Flynn, Naomi and Curdt-Christiansen, Xiao-Lan (2018) Intentions versus enactment: making sense of policy and practice for teaching English as an additional language. Language and Education, 32 (5). pp. 410-427. ISSN 1747-7581 doi: https://doi.org/10.1080/09500782.2018.1475484

Flynn, Naomi (2015) Disambiguating with Bourdieu: unravelling policy from practice in the teaching of children with English as an additional language. Literacy, 49 (1). pp. 20-27. ISSN 1741-4369 doi: https://doi.org/10.1111/lit.12049

Flynn, Naomi, Mclean-Davies, Larissa, Procter, Richard and Younie, Sarah (2015) Mapping Educational Specialist knowHow (MESH): the building of a knowledge management system for research informed practice. Education Perspectives (The Bi Annual journal of the research and development branch, Ministry of Education, Sri Lanka), 4 (1). pp. 4-22. ISSN 2279-1450

Flynn, Naomi (2015) Teachers' habitus for teaching English. English in Australia, 50 (1). pp. 21-28. ISSN 0155-2147

Flynn, Naomi (2013) Encountering migration: English primary school teachers’ responses to Polish children. Pedagogies: An International Journal, 8 (4). pp. 336-351. ISSN 1554-480X doi: https://doi.org/10.1080/1554480X.2013.829273

Flynn, Naomi (2013) Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference. British Journal of Sociology of Education, 34 (2). pp. 225-242. ISSN 0142-5692 doi: https://doi.org/10.1080/01425692.2012.710004

Hepburn, Emma, Egan, Bridget and Flynn, Naomi (2010) Vocabulary acquisition in young children: the role of the story. Journal of Early Childhood Literacy, 10 (2). pp. 159-182. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798410363754

Flynn, Naomi (2007) What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy. Literacy, 41 (3). pp. 137-146. ISSN 1741-4369 doi: https://doi.org/10.1111/j.1467-9345.2007.00452.x

Flynn, Naomi (2007) Good practice for pupils learning English as an additional language; lessons from effective literacy teachers in inner city primary schools. Journal of Early Childhood Literacy, 7 (2). pp. 175-196. ISSN 1741-2919 doi: https://doi.org/10.1177/1468798407079286

Book or Report Section

Perumal, Ratha, Flynn, Naomi, Mitchell Viesca, Kara, Ennser-Kananen, Hanna and Routarinne, Sara (2020) What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England. In: Kirsch, Claudine and Duarte, Joana (eds.) Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education. Routledge Research in Languages Education. Routledge, pp. 52-72. ISBN 9780367181352

Flynn, Naomi (2017) Language and literacy for children who are English language learners(ELLs): developing linguistically responsive teachers. In: Goodwin, Prue (ed.) The Literate Classroom (4th edition). Routledge, Abingdon, UK, pp. 87-100. ISBN 9781138282605

Flynn, Naomi (2015) Turning a Bourdieuian lens on English teaching in primary schools: linguistic field, linguistic habitus and linguistic capital. In: Murphy, Mark and Costa, Cristina (eds.) Theory as Method in Research: On Bourdieu, Social Theory and Education. Routledge, London, pp. 155-170. ISBN 9781138900332

Flynn, Naomi (2014) Realities and perceptions for English teachers of Polish children. In: Boyd, Pete, Szplit, Agnieszka and Zbróg, Zuzanna (eds.) Teacher educators and teachers as learners: international perspectives. Libron-Filip Lohner, Krakow, Poland, pp. 237-258. ISBN 9788364275913

Book

Flynn, Naomi and Stainthorp, R. (2006) The learning and teaching of reading and writing. WileyBlackwell, Chichester. ISBN 9780470019399

Web Resource

Flynn, Naomi, Pim, Chris and Coles, Sarah, (2015) Teaching English as an additional language: a MESHGuide. MESH Guides. www.meshguides.org