Article

Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575

Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G. and Palikara, O. (2015) Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders, 50 (1). pp. 84-93. ISSN 1368-2822 doi: https://doi.org/10.1111/1460-6984.12116

Curdt-Christiansen, X.-L. (2015) Striking a balance: cultural conflicts or cultural adaptation. The European Journal of Applied Linguistics and TEFL, 4 (2). pp. 73-92. ISSN 2192-1032

De Silva, R. and Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2015.06.009

Edwards, V. (2015) ‘Doing school’: cross cultural encounters. TESOL in context, 25 (1). pp. 4-15. ISSN 1030-8385

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766

Joseph, H. S. S. L. ORCID: https://orcid.org/0000-0003-4325-4628, Bremner, G., Liversedge, S. P. and Nation, K. (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095

Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915

Powell, D. ORCID: https://orcid.org/0000-0002-3607-2407 (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521

Silby, A. and Watts, M. (2015) Making the tacit explicit: children's strategies for classroom writing. British Educational Research Journal, 41 (5). pp. 801-819. ISSN 0141-1926 doi: https://doi.org/10.1002/berj.3176

Thompson, A. and Aslan, E. ORCID: https://orcid.org/0000-0002-4174-5493 (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2014.973413

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Calude, A. (2015) The role of statistical learning in the acquisition of motion event construal in a second language. International Journal of Bilingual Education and Bilingualism, 18 (5). pp. 602-623. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2015.1027146

Warner, L. (2015) Virtual reality: the poem, the telephone and the telephone poem. The Use of English, 66 (3). pp. 8-12. ISSN 0042-1243

Warner, L. and Crolla, C. (2015) The practice of reading aloud in the high school: a preliminary investigation. English Teaching: Practice & Critique, 14 (3). pp. 419-426. ISSN 1175-8708 doi: https://doi.org/10.1108/ETPC-06-2015-0045

Book or Report Section

Curdt-Christiansen, X.-L. (2015) Family language policy in the Chinese community in Singapore: a question of balance? In: Li, W. (ed.) Multilingualism in the Chinese diaspora worldwide. Routledge critical studies in multilingualism. Routledge, London, pp. 255-275. ISBN 9781138794245

Curdt-Christiansen, X.-L. (2015) Ideological and tensions and contradictions in lower primary English teaching materials in Singapore. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: The politics of textbooks in language education. Routledge, New York and London, pp. 129-145. ISBN 9780415840385

Curdt-Christiansen, X.-L. and Weninger, C. (2015) Introduction: ideology and the politics of language text books. In: Curdt-Christiansen, X.-L. and Weninger, C. (eds.) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-8. ISBN 9780415840385

Goodwyn, A. (2015) Is it still King Lear? English teachers and the e-reader phenomenon. In: Lin, T.-B., Chen, D. T. V. and Chai, C. S. (eds.) New media and learning in the 21st century: a Socio-Cultural Perspective. Springer, London, pp. 145-160. ISBN 9789812873255 doi: https://doi.org/10.1007/978-981-287-326-2

Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972

Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (2015) The construct of language dominance, its operationalization and measurement. In: Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.) Language Dominance in Bilinguals: Issues of Measurement and Operationalization. Cambridge University Press, Cambridge, pp. 235-265. ISBN 9781107044494

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Korybski, T. (2015) Using lexical diversity measures to operationalise language dominance in bilinguals. In: Silva-Corvalan, C. and Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 (eds.) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge, pp. 106-123. ISBN 9781107044494

Treffers-Daller, J. ORCID: https://orcid.org/0000-0002-6575-6736 and Tidball, F. (2015) Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French. In: Guijarro-Fuentes, P., Schmitz, K. and Müller, N. (eds.) The acquisition of French in multi-lingual contexts. Multilingual Matters, Bristol, pp. 145-184. ISBN 9781783094523

Book

Curdt-Christiansen, X.-L. and Weninger, C., eds. (2015) Language, ideologies and education: the politics of textbooks in language education. Routledge research in language education. Routledge, London, pp. 1-226. ISBN 9780415840385

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi: https://doi.org/10.1057/9781137410528

Macaro, E., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977 and Woore, R. (2015) Improving foreign language teaching: towards a research-based curriculum and pedagogy. Routledge, Abingdon, pp216. ISBN 9781138779495

Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909