Amor Almedina, M. I., Serrano Rodríguez, R., and Pérez Gracia, E. (in press). La Educación Bilingüe desde una visión integrada e integradora. Madrid: Editorial Síntesis. ISBN: 978-84-9070-476-2
Amor Almedina, M. I., Osuna Rodríguez, M., and Pérez Gracia, E. (in press). Fundamentos de enseñanza y aprendizaje para una educación universal: intercultural y bilingüe. Barcelona: Editorial Octaedro. ISBN: 978-84-9921-938-7.
Arkhipenka, V. (2017). Writing for research purposes: Crossing the love-hate line. In S. Etherington and M. Daubney (eds.) Developing as an EFL Researcher: Stories from the Field. Faversham: IATEFL, pp. 48-52.
Dawson, S. (2017). On wearing two hats: Practitioner researcher and doctoral researcher. In S. Etherington and M. Daubney (eds.) Developing as an EFL Researcher: Stories from the Field. Faversham: IATEFL, pp. 67-69.
Dawson, S. with Phappim, I. and Zhang, K. (2017). EAP learners exploring their own language learning lives through Exploratory Practice in T. Stewart (ed.), Voices from the TESOL Classroom: Participant Inquiries in Higher Education Classes. Alexandria: TESOL Press.
Huang, Z. M. (2017). Multislicing Semiotic Analysis (MSA): Engaging with the Meanings of Creative-Visual-Arts Data. In P. Burnard, V. Ross, H. J. Minors, K. Powell, T. Dragovic and E. Mackinlay (eds), Building Intercultural and Interdisciplinary Bridges : Where Theory Meets Research and Practice (pp. 104-112). Cambridge: BIBACC Publishing, ISBN 978-0-9957727-0-0.
Tantiniranat, S. and Fay, R. (accepted, for publication in 2017). Adding an interculturally-oriented ELF dimension to the EFL classroom in Thai universities. In N. Sifakis and N. Tsantila (eds.), ELF for EFL Contexts. Bristol: Multilingual Matters.
Davcheva, L. and Fay, R. (2016). Theorising intercultural competence from narrative performances of identity. In F. Derwin and Z. Gross (eds.), Intercultural competence: alternative approaches for today’s education (pp.131-143). London: Routledge.
Edge, J. and Attia, M. (2016). Communication, technology, and collaboration for innovation. In A. Tajino, T. Stewart and D. Dalsky (eds.), Team teaching and team learning in the language classroom: Collaboration for innovation in ELT (pp.115-126). London: Routledge.
Fay, R. and Andrews, J. (2016). Translingual practice, intercultural communication and researcher education. In J. Choi, S. Ollerhead and M. French (eds.), Plurilingualism in learning and teaching: complexities across contexts. London: Routledge.
Fay, R. and Davcheva L. (2016). Zones of interculturality and linguistic identity: tales of Ladino by Sephardic Jews in Bulgaria. In P. Holmes, M. Dooly and J.P. O’Regan (eds.), Intercultural dialogue: questions of research, theory and practice (pp.24-40). London: Routledge.
Fay, R., Sifakis, N. and Lytra, V. (2016). Interculturalities of English as a lingua franca: international communication and multicultural awareness in the Greek context. In P. Holmes and F. Dervin (eds.), The cultural and intercultural dimensions of English as a lingua franca (pp.50-69). Bristol: Multilingual Matters. [ More information here ]
Fay, R. and Stelma, J. (2016). Criticality, intentionality and intercultural action. In M. Dasli and A. Diaz (eds.), The critical turn in language and intercultural communication pedagogy. London: Routledge.
Holmes, P., Fay, R., Andrews, J. and Attia, M. (2016). How to research multilingually: possibilities and complexities. In Z. Hua (ed.), Research methods in intercultural communication: a practical guide. (pp. 88-102). London: Wiley.
Javier, E. (2016). Almost native-speakers: the experiences of visible ethnic-minority, native-English speaking teachers. In LETs and NESTs: Voices, Views and Vignettes by Copland, F., Garton, S., and Mann, S. (eds.). London: British Council, pp. 253 – 267.
Kostoulas, A. and Stelma, J. (2016). Intentionality and complex systems theory: a new direction for language learning psychology. In C. Gonou, S. Mercer and D. Tatzl (eds.), Psychology of language learning (pp.7-23). Berlin: Springer.
Motteram, G. (2016). Language materials development in a digital age. The Routledge Handbook of Language Learning and Technology, 88. London: Routledge.
Pérez Gracia, E., Gómez Parra, M. E., and Serrano Rodríguez, R. (2016). La formación del docente AICLE en Educación Intercultural. En M. Amor, J. L. Luengo y M. Martínez (Eds.) Educación intercultural: metodología de aprendizaje en contextos bilingües (pp. 71-75). Granada: Atrio. ISBN: 978-84-15275-50-3.
Pérez Gracia, E. (2016). Teacher Education for Effective CLIL: Key Competences. In M. E. Gómez, C. Huertas and R. Serrano (eds.) Educación bilingüe: programas y metodología (pp. 61-66). Granada: Atrio. ISBN: 978-84-15275-49-7
Pérez Gracia, E. (2016). Educación Intercultural comparada. In R. Serrano Rodríguez, M. E. Gómez Parra y C. A. Huertas Abril (eds.) La eduación sí importa en el siglo XXI (pp. 43-53). Madrid: Editorial Síntesis. ISBN: 978-84-9077-270-6.
Rostron, M. (2016). A cultural other in transnational education: impact of globalization on student and teacher identities. In L. Seawright and A. Hodges (eds.), Learning across borders: perspectives on international and transnational higher education (pp. 193-215). Newcastle upon Tyne: Cambridge Scholars Publishing.
Breen, P. (2015). Realizing the Power of Social Media in the 21st Century. Media and Communications Video Book. PA: IGI Global. Accessible here — http://www.igi-global.com/video/realizing-power-social-media-21st/135017
Corcoran, S. (2014). Visualising transitions: the use of auto-photography with formerly street-connected boys in Kenya. In S. Miles and A. Howes (eds.), Photography in educational research: critical reflections from diverse contexts. London: Routledge. Details.
Velliaris, D. M., Willis, C. R. and Breen, P. (2015). Reflections on the impact of social technologies on lecturers in a pathway institution. In V. Benson and S. Morgan (eds.), Measuring the effectiveness and strategic use of social technologies in higher education. PA: IGI Global.
Attia, M. (2014). The role of early learning experience in shaping teacher cognition and technology use. In P. Breen (ed.) Cases on teacher identity, diversity, and cognition in higher education (pp. 1-21). Hershey, PA: IGI Global.
Breen, P. (2014). Philosophies, traditional pedagogy, and new technologies: a report on a case study of EAP teachers’ integration of technology into traditional practice.
Breen (ed.), Cases on teacher identity, diversity, and cognition in higher education (pp. 317-341). Hershey, PA: IGI Global.
Breen, P. (2014). An Intramuscular Approach to Teacher Development in International Collaborative Higher Education. In Mukerji and Tripathi (ed.). Handbook of research on Transnational Higher Education. University of East Anglia, UK.
Veliaris, D.; Willis, C. and Breen, P. (2014). Academic reflections: Disciplinary acculturation and the first-year pathway experience in Australia. In Shrestha, P. (Ed.), Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Garnet Education, UK.
Breen, P. (editor). ‘Cases on teacher identity, cognition, and diversity in Higher Education.’ United States, IGI Global. Edited volume of chapters which includes direct authorship of Introduction and chapter entitled ‘Philosophies, Traditional Pedagogy, & New Technologies – A Report On A Case Study Of EAP Teachers’ Integration Of Technology Into Traditional Practice.’
De Stefani, M. (2014). Challenging traditions: constructing an identity through innovative teaching practices. In P. Breen (ed.), Cases on teacher identity, diversity, and cognition in higher education (pp. 258-286). Hershey, PA: IGI Global.
Kostoulas, A. (2014). A Greek tragedy: understanding and challenging ‘the Known’ from a complexity perspective. In D. Rivers (ed.), Resistance to the known: counter-conduct in foreign language education. Houndmills: Palgrave Macmillan.
Rostron, M. (2014). Exploring identity of non-native teachers of English through narratives of their Experience. In P. Breen (ed.), Cases on teacher identity, diversity, and cognition in higher education (pp. 140-171). Hershey, PA: IGI Global.
Veliaris, D., Willis, C. and Breen, P. (2014). Academic reflections: disciplinary acculturation and the first-year pathway experience in Australia. In P. Shrestha (ed.), Current developments in English for academic and specific purposes: local innovations and global perspectives. Garnet Education: UK
Breen, P. (2013). An intramuscular approach to teacher development in the field of transnational higher education. In S. Mukerji and P. Tripathi (eds.) Handbook of Research on Transnational Higher Education Management. United States: IGI Global.
Harvey, L. (2013). Foreign Language Motivation and Social Identity Development. In D. Rivers and S. Houghton (eds.), Social Identities and Multiple Selves in Foreign Language Learning. London: Bloomsbury Academic.
Motteram, G. (2013). Introduction. In G. Motteram (ed.) Innovations in learning technologies for English Language Teaching, London: The British Council.
Motteram, G. (2013). Developing and extending our understanding of language learning and technology. In G. Motteram (ed.) Innovations in learning technologies for English Language Teaching. (pp. 175-192). London: The British Council.
Motteram, G., Slaouti, D. and Onat-Stelma, Z. (2013). Second language teacher education for CALL. In M. Thomas, ). Reinders and M. Warschauer (eds.) Computer Assisted Language Learning. (pp. 56-71). London: Bloomsbury.
Slaouti, D., Onat-Stelma, Z. and Motteram, G. (2013). Technology and adult language teaching. In G. Motteram (ed.), Innovations in Learning Technologies for English Language Teaching. London: British Council.
Slaouti, D. (2013). Technology in ELT. In J. McDonough, C., Shaw and H. Masuhara (eds.) Materials and Methods in ELT (Third Edition). (pp. 79-105). Chichester: Wiley Blackwell.
Breen. P.B., De Stefani, M. and Kostoulas, A. (2011). ‘Navigating a pathway to partnership through turbulent seas of adversity.’ In P. Tripathi and S. Mukerji (eds.). Cases on Innovations in Educational Marketing. (pp. 273-294). Hershey PA.: IGI Global.
Davcheva, L., Byram, M. and Fay, R. (2011). Zones of interculturality in postgraduate doctorate supervision. In F. Derwin, A. Gajardo A. and Lavanchy, F. (eds.), Politics of interculturality. (pp.127-149). Newcastle-upon-Tyne: Cambridge Scholars Press.
Kostoulas, A. (2011). Developing Multicultural Awareness Through English: Reflections on Culture and Multiculturalism. In: Argyriou, Maria; Kambylis, Panagiotis. Arts and Education: Creative Ways into Languages Conference Proceedings: Arts and Education: Creative Ways into Languages; 06 May 2011-08 May 2011; Athens, Greece. Athens: GAPMET and University of Athens; 2011. p. 11-15.
Motteram, G. (2011). Developing language learning materials with technology. In Materials development in language teaching. Cambridge: Cambridge University Press.
Motteram, G. (2011). Language learning, technology and appropriate pedagogy. In S. House (ed.), Theory and practice in English language teaching. (pp. 125-145). Spain: Grao.
Sifakis, N. and Fay, R. (2011). Integrating an ELF pedagogy in a changing world: the case of Greek state schooling. In A. Archibald, A. Cogo and J. Jenkins (eds.), Latest trends in ELF research. (pp.285-289). Newcastle-upon-Tyne: Cambridge Scholars Press.
Javier, E. (2010). The Foreign-ness of Native Speaking Teachers of Colour. In Language and Culture Reflective Narratives and the Emergence of Identity. Chapter 12. Routledge.
Motteram, G, and Thomas, M. (2010). Future directions in TBLT and Technology. In Task-Based Language Teaching and Technology. London and New York: Continuum.
Stelma, J. (2010). What is communicative language teaching? In S. Hunston and D. Oakey (eds.) Introducing Applied Linguistics. (pp. 53-59). Abingdon, Oxon: Routledge.
Breen, P. (2009). International Collaboration for Technology enhanced education in Rwanda. In Cases on Translational Learning and Technologically Enabled Environments.