2018 Publications

Journal Articles

Al-Abassi, D. and Stelma, J. (2018). Using Ketso in qualitative research with female Saudi teachers [50 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 19(2), Art. 15, http://dx.doi.org/10.17169/fqs-19.2.2930

Arkhipenka, V., Dawson, D., Fitriyah, S., Goldrick, S., Howes, A., and Palacios, N. (2018). Practice and performance: changing perspectives of teachers through collaborative enquiry, Educational Research, 60(1), pp.97-112. Available at: https://doi.org/10.1080/00131881.2017.1421475

Candarli, D. (2018). Changes in L2 writers’ self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal, 1-17. Available at: https://doi.org/10.1080/09571736.2018.1520914

Harvey, L. (2018). Adapting intercultural research for performance: Enacting hospitality in interdisciplinary collaboration and public engagement. Arts and Humanities in Higher Education, 17(4), pp.371-387. DOI: https://doi.org/10.1177/1474022217722338

Kostoulas, A. Stelma, J., Mercer, S., Cameron, L. and Dawson, S. (2018). Complex Systems Theory as a Shared Discourse Space for TESOL. TESOL Journal9(2), pp.246-260. Available here.

Kostoulas, A. & S. Mercer. (2018). TESOL researchers reflecting on complexityTheory and Practice in Second Language Acquisition, 4(2), 109-127.


Kostoulas, A. (2018). A language school as a complex system: Complex systems theory in English language teachingBerlin: Peter Lang.

Mercer, S. and Kostoulas, A. (Eds.) (2018). Language teacher psychology. Bristol: Multilingual Matters.

Book Chapters

Andrews, J., Fay, R. and White, R. (2018a). From linguistic preparation to developing a translingual orientation – possible implications of plurilingualism for researcher education. In J. Choi and S. Ollerhead (Eds.), Plurilingualism in learning and teaching: complexities across contexts. (pp.220-233). London: Routledge.

Andrews, J., Fay, R., and White, R. (2018b). What shapes everyday translanguaging? Insights from a global mental health research project in Northern Uganda. In G. Mazzaferro (Ed.), Translanguaging in everyday practice. (pp.257-273). London: Springer.

Harvey, L. (2018). Entangled trans-ing: Co-creating a performance of language and intercultural research. In E. Moore, J. Bradley, & J. Simpson, J. (Eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities. Bristol: Multilingual Matters.

Kostoulas, A. (2018). Developing teacher research competence. In D. Xerri & C. Pioquinto (Eds.), Becoming research literate: Supporting teacher research in English language teaching (pp. 13-18). Zurich: ETAS.

Mercer S. & Kostoulas, A. (2018). ‘Introduction to language teacher psychology’. In S. Mercer & A. Kostoulas (Eds.), Language Teacher Psychology (pp. 1-17)Bristol: Multilingual Matters.

Kostoulas, A. & Lämmerer, A. (2018). ‘Making the transition into teacher education: Resilience as a process of growth’. In S. Mercer & A. Kostoulas (Eds.), Language Teacher Psychology (pp. 247-263). Bristol: Multilingual Matters.

Kostoulas, A. & Mercer, S. (2018). ‘Conclusions: Lessons learnt, promising perspectives’. In S. Mercer & A. Kostoulas (Eds.), Language Teacher Psychology (pp. 330-336)Bristol: Multilingual Matters.

Tantiniranat, S. and Fay, R. (2018). Developing an ELF-aware intercultural purpose in the Thai University context. In N. Sifakis and N. Tsantila (Eds.), ELF for EFL Contexts. (pp.72-92). Bristol: Multilingual Matters.