2020 Publications

Journal Articles

Andrews, J. and Fay, R. (2020). Valuing a translingual mindset in researcher education in Anglophone higher education settings: supervision perspectives. Language, Culture and Curriculum33(2), pp.188-202. DOI: https://doi.org/10.1080/07908318.2019.1677701

Candarli, D. (2020). A longitudinal study of multi-word constructions in L2 academic writing: the effects of frequency and dispersion. Reading and Writing: An Interdisciplinary Journal, 1-33. https://doi.org/10.1007/s11145-020-10108-3

Dawson, S. (2020). Aristotle’s gnoseology and understanding ‘understanding’ in practitioner research. Educational Action Research28(1), pp.53–70. DOI: https://doi.org/10.1080/09650792.2018.1553727

Huang, Z.M. (2020). Learning from the ‘right’ ground of mindfulness: Some insights for the ‘good’ interculturalist. Language and Intercultural Communication, 20(1), pp.50-61. DOI: https://doi.org/10.1080/14708477.2019.1672711

Huang, Z.M. (2020). Exploring imagination as a methodological source of knowledge: Painting students’ intercultural experience at a UK university. International Journal of Research and Method in Education. DOI: https://doi.org/10.1080/1743727X.2020.1796958

Huang, Z.M. (2020). Intercultural personhood: A non-essentialist conception of individuals for intercultural research. Language and Intercultural Communication. DOI: https://doi.org/10.1080/14708477.2020.1833898

Kaneva, D., Bishop. J., & Whitelaw, N. (2020). Initiating decolonial praxis: Childhood studies curricula in an English university. Third World Thematics, 5(1-2), pp.79-96. DOI: https://doi.org/10.1080/23802014.2020.1762511

Kostoulas, A. & Motsiou, E. (2020). Family language policy in mixed-language families: An exploratory study of online parental discourses. International Journal of Bilingual Education and Bilingualism. Advance Access. DOI: https://doi.org/10.1080/13670050.2020.1715915

Kwihangana, F. (2020). Making sense of teachers’ (dis)belief in the educational value of social media: A case of two language teachers in Rwanda. International Journal of Technology Enhanced Learning12(3), pp.290-305. DOI: https://doi.org/10.1504/IJTEL.2020.107983

Motteram, G., Dawson, S., and Al-Masri, N. (2020). WhatsApp supported language teacher development: A case study in the Zataari refugee camp. Education and Information Technologies25, pp.5731–5751. DOI: https://doi.org/10.1007/s10639-020-10233-0


Books

Firth, M. (2020). The employability and skills handbook for tourism, hospitality and events for students. London: Routledge.

Firth, M. (2020). Service encounters in tourism, events and hospitality: Staff perspectives. Bristol: Channel View Publications.


Book Chapters

Andrews, J., Fay, R., Frimberger, K., Tordrzo, G. and Sithole, T. (2020). Theorising arts-based collaborative research processes. In E. Moore, J. Bradley and J. Simpson (Eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities. (pp.118-134). Bristol: Multilingual Matters.

Andrews, J., Holmes, P., Fay, R. and Dawson, S. (2020). Researching multilingually in applied linguistics. In H. Rose and J. McKinley (Eds.), Routledge handbook of research methods in applied linguistics. (pp.76-86). London: Routledge.

Bekar, M. and Fay, R. (2020). Developing Anglo-centric literacy: problematizing understandings of criticality. In A. Simpson & F. Dervin (Eds.), The meanings of criticality in education research: reflecting on critical pedagogy. (pp.23-45). Cham.: Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-56009-6_2

Fassetta, G., Al-Masri, N., Attia, M., & Phipps, A. (2020). Gaza teaches Arabic online: Opportunities, challenges, and ways forward. In G. Fassetta, N. Al-Masri, & A. Phipps (Eds.), Multilingual online academic collaborations as resistance: Crossing impassable borders (pp. 117-130). Bristol: Multilingual Matters.

Kostoulas, A. & Lämmerer, A. (2020). ‘Resilience in language teaching: Adaptive and maladaptive outcomes in pre-service teachers’. In C. Gkonou, J. King, & J.-M. Dewaele. (Eds.), Language Teaching: An Emotional Rollercoaster (pp. 89-110)Bristol: Multilingual Matters.

Motteram, G., Al-Masri, N., Hamouda, H., & Omarali, S. (2020). Exploring mobile support for English language teachers in a context of conflict: Syrian refugee teachers in Jordan. In G. Fassetta, N. Al-Masri, & A. Phipps (Eds.), Multilingual online academic collaborations as resistance: Crossing impassable borders (pp. 56-70). Bristol: Multilingual Matters.

Rostron, M. & Marcacci, R. (2020). English language poetry and Qatari students. In E. Buscemi & I. Kaposi (Eds.), Everyday youth cultures in the Gulf Peninsula: Changes and challenges. London: Routledge.


Book Reviews

Kwihangana, F. (2020). ‘Positioning theory in applied linguistics: Research design and applications’ by Hayriye Kayı-Aydar. Book Review in: Educational Reviewhttps://doi.org/10.1080/00131911.2020.1771003


Conference Proceedings

Fay, R. (2020). Languaging interdisciplinarily: English at the intercultural interface (pp.14-33), Plenary paper published in Bekar, M., Trajkova, Z., Damjanoski, M. and Naumoska, A. (Eds.) (2020), Proceedings (for the 2nd ESIDRP Conference, hosted by the Department of English Language and Literature at Blaze Koneski Faculty of Philology, Ss Cyril and Methodius University, Skopje, North Macedonia, 21st-24th March, 2019). Conference Proceedings

Kwihangana, F. (2020). Preservice language teachers developing digital teacher identities through the process of positioning. In Schmidt-Crawford, D. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1179-1184). Online: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215882/.