Research Outputs
A list of member's publications between 2015 and 2020
2020
Barnes, S. (2020). Right hemisphere damage and other-initiated repair in everyday conversation. Clinical Linguistics and Phonetics, 34(10-11), 910-932.
Barnes, S., & Bloch, S. (2020). Communication disorders, enchrony, and other-participation in repair. Clinical Linguistics and Phonetics, 34(10-11), 887-893.
Barnes, S., & Possemato, F. (2020). Shifting granularity: the case of correction and aphasia. In R. Wilkinson, J. P. Rae, & G. Rasmussen (Eds.), Atypical interaction: the impact of communicative impairments within everyday talk (pp. 225-255). Cham, Switzerland: Palgrave Macmillan.
Barnes, S., Beeke, S., & Bloch, S. (2020). How is right hemisphere communication disorder disabling? Evidence from response mobilizing actions in conversation. Disability and Rehabilitation.
Benson, P., & Chik, A. (2020). Snapshots of multilingualism in Hong Kong popular music. In A. Fung, & A. Chik (Eds.), Made in Hong Kong: studies in popular music (pp. 147-156). (Routledge Global Popular Music series). London: Routledge.
Bloch, S., & Barnes, S. (2020). Dysarthria and other-initiated repair in everyday conversation. Clinical Linguistics and Phonetics, 34(10-11), 977-997.
Blythe, J. (2020). Recruitments in Murrinhpatha and the preference organization of their possible responses. In S. Floyd, G. Rossi, & N. J. Enfield (Eds.), Getting others to do things: a pragmatic typology of recruitments (pp. 231– 280). (Studies in Diversity; No. 31). Berlin: Language Sciences Press. https://doi.org/10.5281/zenodo.4018382
Blythe, J., Tunmuck, J., Mitchell, A., & Rácz, P. (2020). Acquiring the lexicon and grammar of universal kinship. Language, 96(3), 661-695.
Bower, M., Stevenson, M., Forbes, A., Falloon, G., & Hatzigianni, M. (2020). Makerspaces pedagogy: supports and constraints during 3D design and 3D printing activities in primary schools. Educational Media International, 57(1), 1-28.
Cai, L., Wu, D., Chen, X., Zhu, J., & Li, H. (2020). The fusion of constructivism and instructivism in Chinese kindergartens: an analysis of the teaching dialogues in the engineer block building activities. Early Education and Development.
Chappell, P. (2020). A functional model of language for language teacher education. In D. L. Banegas (Ed.), Content knowledge in English language teacher education: international experiences (pp. 29-47). London: Bloomsbury.
Chen, J., & Barnes, S. (2020). Giving information in cosmetics sales interactions: exploring some interactional functions of the Mandarin response token dui. Journal of Pragmatics, 159, 12-46.
Chik, A. (2020). Humorous interaction, language learning, and social media. World Englishes, 39(1), 22-35.
Chik, A., & Benson, P. (2020). Commentary: digital language and learning in the time of coronavirus. Linguistics and Education.
Chik, A., & Melo-Pfeifer, S. (2020). What does language awareness look like? Visual methodologies in language learning and teaching research (2000–2018). Language Awareness.
Choi, J., French, M., & Ollerhead, S. (2020). Introduction to the special issue: translanguaging as a resource in teaching and learning. Australian Journal of Applied Linguistics, 3(1), 1-10.
Dahm, M. R., & Yates, L. (2020). Rapport, empathy and professional identity: some challenges for international medical graduates speaking English as a second or foreign language. In C. Hohenstein, & M. Lévy-Tödter (Eds.), Multilingual healthcare : a global view on communicative challenges (pp. 209-234). (FOM-Edition International Series). Wiesbaden: Springer Healthcare, Springer Nature.
Dahmen, J., Possemato, F., & Blythe, J. (2020). Jaru (Australia) – language snapshot. Language Documentation and Description, 17, 142-149.
De Alwis, S., Parr, N., & Guo, F. (2020). The Education–occupation (mis)match of Asia-born immigrants in Australia. Population Research and Policy Review, 39(3), 519-548.
de Dear, C., Possemato, F., & Blythe, J. (2020). Gija (East Kimberley, Western Australia) – language snapshot. Language Documentation and Description, 17, 134-141.
Denman, D., Wilson, N. J., Munro, N., Kim, J-H., Speyer, R., & Cordier, R. (2020). Factors influencing speech-language pathologists’ application of terminology for describing pediatric language assessments. Communication Disorders Quarterly.
Djonov, E., & Tseng, C-I. (Accepted/In press). Harnessing the potential of transmedia narratives for critical multimodal literacy. Critical Discourse Studies.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1-9. [105440].
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472.
Falloon, G. (2020). From simulations to real: investigating young students’ learning and transfer from simulations to real tasks. British Journal of Educational Technology, 51(3), 778-797.
Falloon, G. (2020). New Zealand's ICT-in-education development (1990-2018). In C-K. Looi, H. Zhang, Y. Gao, & L. Wu (Eds.), ICT in education and implications for the Belt and Road Initiative (pp. 133-148). (Lecture Notes in Educational Technology). Singapore: Springer, Springer Nature.
Falloon, G. (2020). The problem of perception: challenging students’ views of science and scientists through school-scientist partnerships. In P. J. Hendricks (Ed.), Science teaching and learning: practices, implementation and challenges (pp. 67-109). New York: Nova Science Publishers.
Falloon, G. (2020). Using animated simulations to support young students' science learning. In L. Unsworth (Ed.), Learning from animations in science education: innovating in semiotic and educational research (pp. 103-130). (Innovations in Science Education and Technology; Vol. 25). Cham, Switzerland: Springer, Springer Nature.
Falloon, G., Forbes, A., Stevenson, M., Bower, M., & Hatzigianni, M. (2020). STEM in the making? investigating STEM learning in junior school makerspaces. Research in Science Education.
Falloon, G., Hatzigianni, M., Bower, M., Forbes, A., & Stevenson, M. (2020). Understanding K-12 STEM education: a framework for developing STEM literacy. Journal of Science Education and Technology, 29(3), 369–385.
Forbes, A., Falloon, G., Stevenson, M., Hatzigianni, M., & Bower, M. (2021). An analysis of the nature of young students’ STEM learning in 3D technology-enhanced makerspaces. Early Education and Development, 32(1), 172-187.
Fornasiero J., Reed S.M.A., Amery R., Bouvet E., Enomoto K., Xu H.L. (2020) Intersections: A Paradigm for Languages and Cultures?. In: Fornasiero J., Reed S.M.A., Amery R., Bouvet E., Enomoto K., Xu H.L. (eds) Intersections in Language Planning and Policy. Language Policy, 23. Springer, Cham.
Forrest, J., Benson, P., & Siciliano, F. (2020). Linguistic shift and heritage language retention in Australia. In S. D. Brunn, & R. Kehrein (Eds.), Handbook of the changing world language map (Vol. 2, pp. 1069-1086). Cham, Switzerland: Springer, Springer Nature.
Forrest, J., Johnston, R., & Siciliano, F. (2020). Ethnic residential segregation and identificational assimilation: an intergenerational analysis of those claiming single (heritage) and dual (with Australian) ancestries. Ethnicities, 20(6), 1144-1165.
Fung, A., & Chik, A. (Eds.) (2020). Made in Hong Kong: studies in popular music. (Routledge global popular music series). London: Routledge.
Garnier, A., Chik, A., Chang, M., & Benson, P. (2020). International students' experience of racism: a City of Ryde report. Sydney: Macquarie University.
Gorfinkel, L., Muscat, T, Ollerhead, S. and Chik, A. (2020) The role of government’s ‘Owned Media’ in fostering cultural inclusion: a case study of the NSW Department of Education’s online and social media during COVID-19. Media International Australia. https://journals.sagepub.com/doi/10.1177/1329878X20968291
Guest, R., & Parr, N. (2020). Fertility, immigration, and lifetime wages under imperfect labor substitution. Journal of Demographic Economics, 86(4), 503-532.
Ha, X., & Murray, J. (2020). Corrective feedback: beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research.
Haque, R., Parr, N., & Muhidin, S. (2020). Climate-related displacement, impoverishment and healthcare accessibility in mainland Bangladesh. Asian Population Studies, 16(2), 220-239.
Hatzigianni, M., Stevenson, M., Bower, M., Falloon, G., & Forbes, A. (2020). Children’s views on making and designing. European Early Childhood Education Research Journal, 28(2), 286-300.
Hatzigianni, M., Stevenson, M., Falloon, G., Bower, M., & Forbes, A. (2020). Young children's design thinking skills in makerspaces. International Journal of Child-Computer Interaction, [100216].
Hong, X., Zhu, W., Wu, D., & Li, H. (2020). Are parents satisfied with early childhood education service in urban China? Empirical evidence from the validation study of the Parent Satisfaction with Educational Experiences Scale. Early Education and Development, 31(2), 200-217.
Hong, X., Zhu, W., Wu, D., & Li, H. (2020). Parental satisfaction with early childhood education services in rural China: a national survey. Children and Youth Services Review, 115, 1-8. [105100].
Joo, S. J., Chik, A., & Djonov, E. (2020). The construal of English as a global language in Korean EFL textbooks for primary school children. Asian Englishes, 22(1), 68-84.
Keith, S., & Mesker, A. (2020). Ghost singers: the singing voice in Korean pop cinema. In D. Hughes, & M. Evans (Eds.), The singing voice in contemporary cinema (pp. 73-88). (Genre, Music and Sound). Equinox Publishing.
Kharchenko, Y., & Chappell, P. (2020). Embracing the elephant in the room: using L1 in the ELICOS classroom. English Australia Journal, 36(2), 69-76.
Li, L., Peng, Z., Lu, L., Liao, H., & Li, H. (2020). Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: a moderated mediation model. Children and Youth Services Review, 118, 1-8.
Li, L., Shi, J., Wu, D., & Li, H. (2020). Only child, parental educational expectation, self-expectation and science literacy in Zhuang adolescents in China: a serial mediation model. Children and Youth Services Review, 115, 1-7.
Li, Y., Li, D., Yang, W., & Li, H. (2020). Negotiating the teaching-research nexus: a case of classroom teaching in an MEd program. New Zealand Journal of Educational Studies, 55(1), 181–196.
Li, Z. Y., Yang, W., & Li, P. (2020). Teachers’ pedagogical interactions as linked to personal beliefs and profiles: a mixed-methods study in Hong Kong kindergartens. International Journal of Early Years Education, 28(4), 366-381.
Liang, L., Li, P., & Chik, A. (2020). Two countries, one policy: a comparative synthesis of early childhood English language education in China and Australia. Children and Youth Services Review, 118, 1-10.
Lin, X., Li, H., & Yang, W. (2020). You reap what you sow: profiles of Chinese fathers’ play beliefs and their relation to young children’s developmental outcomes. Early Education and Development, 31(3), 426- 441.
Luo, J., Liang, L., & Li, H. (2020). The divergent roles of social media in adolescents' academic performance. Journal of Research in Childhood Education, 34(2), 167-182.
Luo, J., Yeung, P., & Li, H. (2020). Relationship between media multitasking and self-esteem among Chinese adolescents: mediating roles of peer influence and family functioning. Journal of Child and Family Studies, 29(5), 1391-1401.
Ma, S., Chen, E. E., & Li, H. (2020). Foreign domestic helpers’ involvement in non-parental childcare: a multiple case study in Hong Kong. Journal of Research in Childhood Education, 34(3), 427-446.
Mason, S. L., & Chik, A. (2020). Age, gender and language teacher identity: narratives from higher education. Sexuality and Culture, 24(4), 1028–1045.
Melo Pfeifer, S., & Chik, A. (2020). Multimodal linguistic biographies of prospective foreign language teachers in Germany: reconstructing beliefs about languages and multilingual language learning in initial teacher education. International Journal of Multilingualism.
Ollerhead, S. (2020). 'The pre-service teacher tango': pairing literacy and science in multilingual Australian classrooms. International Journal of Science Education, 42(14), 2493-2512.
Ollerhead, S., & Baker, S. (2020). Is there any appetite for "linguistic hospitality" in monolingual educational spaces? the case for translanguaging in Australian higher education. In V. Anderson, & H. Johnson (Eds.), Migration, education and translation: cross-disciplinary perspectives on human mobility and cultural encounters in education settings (pp. 145-160). (Studies in migration and diaspora). London: Routledge, Taylor and Francis Group.
Ollerhead, S., Crealy, I., & Kirk, R. (2020). Writing like a health scientist: a translingual approach to teaching text structure in a diverse Australian classroom. Australian Journal of Applied Linguistics, 3(1), 77-90.
Ong, B., Barnes, S., & Buus, N. (2020). Conversation analysis and family therapy: a narrative review. Journal of Family Therapy, 42(2), 169-203.
Ong, B., Barnes, S., & Buus, N. (2020). Conversation analysis and family therapy: a critical review of methodology. Family Process, 59(2), 460-476.
Ong, B., Barnes, S., & Buus, N. (2020). Downgrading deontic authority in open dialogue reflection proposals: a conversation analysis. Family Process.
Ong, B., Barnes, S., & Buus, N. (2020). Eliciting stance and mitigating therapist authority in Open Dialogue meetings. Journal of marital and family therapy.
Parr, N. (2020). A New measure of fertility replacement level in the presence of positive net immigration. European Journal of Population.
Parr, N., & Guest, R. (2020). Migrant age profiles and long-run living standards in Australia. Australian Economic Review, 53(2), 183-197.
Power, E., Falkenberg, K., Barnes, S., Elbourn, E., Attard, M., & Togher, L. (2020). A pilot randomized controlled trial comparing online versus face‐to‐face delivery of an aphasia communication partner training program for student healthcare professionals. International Journal of Language and Communication Disorders, 55(6), 852-866.
Riazi, A. M., & Murray, J. (2020). Investigating the construct of academic writing in TOEFL-iBT: implications for the explanation inference in the validity argument. In A. M. Riazi, L. Shi, & K. Barkaoui (Eds.), Studies and essays on the learning, teaching, and assessing L2 writing in honour of Alister Cumming (pp. 309-335). London: Cambridge Scholars Publishing.
Roger, P., & Code, C. (2020). Interpreter-mediated aphasia assessments: mismatches in frames and professional orientations. Communication and Medicine, 15(2), 233-244.
Su, X., Harrison, N., & Moloney, R. (2020). The value of Xinjiang class education to ethnic minority students, their families and community: a capability approach. The Qualitative Report, 25(11), 3847-3863. [5].
Tan, L., Thomas, A., Chik, A., Novianti, N., & Jones, G. (2020). Teaching language, literacy and literature using augmented reality: an introduction to AR apps and their potential for classroom use. PETAA paper, (220), 1-11.
Ton Nu, A. T., & Murray, J. (2020). Pragmatic content in EFL textbooks: an investigation into Vietnamese national teaching materials. TESL-EJ, 24(3), 1-28.
Truong, M. T., & Murray, J. (2020). Understanding obstacles to online professional development through the lens of EFL teachers’ attitudes: a qualitative study in Vietnam context. CALL-EJ, 21(3), 23-40.
Wang, W., Luo, J., & Li, H. (2020). Are Chinese kindergarten teachers professionally qualified? Evidence from the triangulated perspectives of stakeholders. Children and Youth Services Review, 118, 1-9. [105400].
Weng, J., & Li, H. (2020). Early technology education in China: a case study of Shanghai. Early Child Development and Care, 190(10), 1574-1585.
Wu, D., Liao, T., Yang, W., & Li, H. (2021). Exploring the relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among pre-service kindergarten teachers in China. Early Education and Development, 32(1), 82-97.
Wu, D., Yang, J., Xie, S., Luo, J., Chang, C., & Li, P. (2020). An fNIRS examination of the neural correlates of mental rotation in preschoolers. Human Behaviour and Brain, 1(2), 37-42.
Xie, S., & Li, H. (2020). Accessibility, affordability, accountability, sustainability and social justice of early childhood education in China: a case study of Shenzhen. Children and Youth Services Review, 118, 1-10.
Xie, S., Wu, D., Yang, J., Luo, J., Chang, C., & Li, H. (2020). An fNIRS examination of executive function in bilingual young children. International Journal of Bilingualism.
Xu H.L., Hanley J. (2020) Developing Learner Autonomy: A Comparative Analysis of Tertiary Chinese and Spanish Language Cohorts. In: Fornasiero J., Reed S.M.A., Amery R., Bouvet E., Enomoto K., Xu H.L. (eds) Intersections in Language Planning and Policy. Language Policy, vol 23. Springer, Cham.
Yang, W., & Li, H. (2020). The role of culture in early childhood curriculum development: a case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early Childhood.
Yang, W., Xu, P., Liu, H., & Li, H. (2020). Neoliberalism and sociocultural specificities: a discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care.
Yin, Q., Yang, W., & Li, H. (2020). Blending constructivism and instructivism: a study of classroom dialogue in Singapore kindergartens. Journal of Research in Childhood Education, 34(4), 583-600.
Zhou, Y., Jiang, Y., Zheng, C., & Li, H. (2020). Is puhui kindergarten a panacea for the ‘3A’ problems of early childhood education in China? Evidence from a national validation study. Children and Youth Services Review, 119, 1-12.
Zhu, H., Li, L., & Li, H. (2020). How school leadership influences Chinese students’ reading literacy: a test of the rational, emotions, and organizational paths in rural schools. Children and Youth Services Review, 119, 1-9.
2019
Benson, P. (2019). Ways of seeing: the individual and the social in applied linguistics research methodologies. Language Teaching, 52(1), 60-70. https://doi.org/10.1017/S0261444817000234
Benson, P., & Hatoss, A. (2019). Multilingual Sydney: a city report. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 13-25). London ; New York, NY: Routledge, Taylor and Francis Group.
Chik, A., Benson, P., & Moloney, R. (Eds.) (2019). Multilingual Sydney. London ; New York, NY: Routledge, Taylor and Francis Group.
Chik, A. (2019). Becoming and being multilingual in Australia. In P. Kalaja, & S. Melo-Pfeifer (Eds.), Visualising multilingual lives: more than words (pp. 15-32). (Psychology of language learning and teaching; No. 2). Bristol, UK: Multilingual Matters.
Chik, A., & Melo-Pfeifer, S. (Accepted/In press). Social representations of multilingualism. In G. Barkhuzien (Ed.), Qualitative research topics in language teacher education London: Routledge, Taylor and Francis Group.
Chik, A., Benson, P., Forrest, J., & Falloon, G. (2019). What are languages worth? Community languages for the future of New South Wales. Sydney: Macquarie University Multilingualism Research Group and NSW Federation of Community Language Schools.
Chik, A., Forrest, J., & Siciliano, F. (2019). Language diversity in Sydney: at home and in public. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 26-39). London ; New York, NY: Routledge, Taylor and Francis Group.
Chik, A., King, L., & Moloney, R. (2019). Sydney: a multilingual city in a multilingual world. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 3 - 12). London ; New York, NY: Routledge, Taylor and Francis Group.
Forrest, J., Benson, P., & Siciliano, F. (2019). Multicultural but increasingly monolingual? Linguistic shift and heritage language retention in Australia. In S. Brunn (Ed.), The changing world language map. New York: Springer.
Gearing, N., & Roger, P. (2019). Where's the vision? Rescuing integrativeness to understand the language learning motivation of English-speaking EFL instructors living in South Korea. System, 82, 122-131. https://doi.org/10.1016/j.system.2019.03.008
Gorfinkel, L., & Gong, Q. (2019). Perspectives on multilingualism in mainstream university learning and teaching: Case studies from Sydney and Perth. In A. Chik, P. Benson & R. Moloney (Eds.), Multilingual Sydney. London: Routledge.
Heugh, K., & Benson, P. (2019). Reflections on multilingual Sydney in a multilingual world. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 228-238). London ; New York, NY: Routledge, Taylor and Francis Group.
Keith, S., & Mesker, A. (Accepted/In press). Ghost singers: the singing voice in Korean pop cinema. In D. Hughes, & M. Evans (Eds.), The singing voice in contemporary cinema (Genre, Music and Sound). Equinox.
Keith, S. (Accepted/In press). Absurdity and nostalgia: humor in K-pop. In T. M. Kitts, & N. Baxter-Moore (Eds.), The Routledge Companion to Popular Music and Humor Routledge, Taylor and Francis Group.
Keith, S. (Accepted/In press). K-pop fandom in Australia. In C. Lam, & J. Raphael (Eds.), Australian fandom: online, offline and transcultural spaces University of Iowa.
Kharchenko, Y., & Chappell, P. (2019). English-only policy in an Australian ELICOS setting: Perspectives of English students, teachers and academic management. English Australia journal, 35(1), 18-41.
Kucirkova, N., Roswell, J., & Falloon, G. (2019). The Routledge international handbook of learning with technology in early childhood. (1 ed.) Abingdon, Oxon ; New York, NY: Routledge, Taylor and Francis Group.
Lin, X., Li, H., & Yang, W. (2019). Bridging a cultural divide between play and learning: parental ethnotheories of young children’s play and their instantiation in contemporary China. Early Education and Development, 30(1), 82-97. https://doi.org/10.1080/10409289.2018.1514846
Moloney, R. (2019). Constructing a multilingual community of practice in Sydney schools. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 141-152). London ; New York, NY: Routledge, Taylor and Francis Group.
Murray, J. (2019). Pragmatics, communication and learning in the narratives of Australian-born speakers of Greek. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 216-227). London ; New York, NY: Routledge, Taylor and Francis Group.
Ollerhead, S. (2019). Trans-semiotising pedagogy as an agentive response to monolingual language policy: an Australian case study. In G. P. Glasgow, & J. Bouchard (Eds.), Researching agency in language policy and planning (pp. 147-164). (Routledge critical studies in multilingualism; Vol. 18). New York ; London: Routledge, Taylor and Francis Group. https://doi.org/10.4324/9780429455841
Peck, C., & Yates, L. (2019). Negotiating intercultural experience through English as a foreign language in South Korea. Language and Intercultural Communication, 19(1), 51-63. https://doi.org/10.1080/14708477.2018.1545029
Roger, P. (2019). Models of bilingual practice in speech pathology: a Sydney snapshot. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 91-101). London ; New York, NY: Routledge, Taylor and Francis Group.
Umino, T. & Benson, P., 2019, Visualising multilingual lives: more than words. Kalaja, P. & Melo-Pfeifer, S. (eds.). Bristol, UK: Multilingual Matters, p. 173-193 21 p. (Psychology of language learning and teaching; no. 2).
Yates, L., & Zielinski, B. (2019). Migration, multilingualism and learning English in Sydney. In A. Chik, P. Benson, & R. Moloney (Eds.), Multilingual Sydney (pp. 105-116). London ; New York, NY: Routledge, Taylor and Francis Group.
Zhu, J., Li, H., & Hsieh, W-Y. (2019). Implementing inclusive education in an early childhood setting: a case study of a Hong Kong kindergarten. Early Child Development and Care, 189(2), 207-219. https://doi.org/10.1080/03004430.2017.1307841
2018
Benson, P., Chappell, P., & Yates, L. (2018). A day in the life: Mapping international students’ language learning environments in multilingual Sydney. Australian Journal of Applied Linguistics, 1 (1), 20-32.
Blythe, J., Gardner, R., Mushin, I., & Stirling, L. (2018). Tools of Engagement: selecting a next speaker in Australian Aboriginal multiparty conversations. Research on Language and Social Interaction, 51(2), 145-170. https://doi.org/10.1080/08351813.2018.1449441
Chappell, P., Benson, P., & Yates, L. (2018). ELICOS students’ out-of-class language learning experiences: an emerging research agenda. English Australia Journal, 33 (2).
Chappell, P. (2018). Inquiry dialogue: A genre for promoting teacher and student speaking in the classroom. International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing. Burns, A. & Siegel, J. (eds.). Cham, Switzerland: Palgrave Macmillan, p. 97-110 (International Perspectives on English Language Teaching).
Chik, A., Markose, S., & Alperstein, D. (2018). Languages of Sydney: the people and the passion. Hong Kong: Candlin & Mynard.
Chik, A. (2018). Beliefs and practices of foreign language learning: a visual analysis. Applied Linguistics Review, 9(2-3), 307–331. https://doi.org/10.1515/applirev-2016-1068
Chik, A. (2018). Learning a language for free: space and autonomy in adult foreign language learning. In G. Murray, & T. Lamb (Eds.), Space, place and autonomy in language learning (pp. 44-60). London: Routledge.
Choi, J., & Ollerhead, S. (2018). Plurilingualism in teaching and learning: complexities across contexts. New York: Routledge, Taylor and Francis Group. https://doi.org/10.4324/9781315392462
Crittenden, K., & Murray, J. (2018). Experiences of language maintenance and shift among second generation Australians of Arabic background: Perceptions of agency. In A. Chik, P. Benson & R. Moloney (Eds.), Multilingual Sydney. London: Routledge.
Djonov, E., Torr, M., & Stenglin, M. (2018). Early language and literacy: review of research with implications for early literacy programs at NSW public libraries. Sydney, NSW: State Library of NSW and Department of Educational Studies Macquarie University.
Djonov, E., Stenglin, M., & Torr, M. (2018). Early language and literacy at public libraries: framework developing and evaluating early literacy sessions. Sydney, N.S.W.: Department of Educational Studies Macquarie University and State Library of New South Wales.
Falloon, G. (2018). Researching students across spaces and places: capturing digital data 'on the go'. International Journal of Research and Method in Education, 41(1), 53-68. https://doi.org/10.1080/1743727X.2016.1219983
Floyd, S., Rossi, G., Baranova, J., Blythe, J., Dingemanse, M., Kendrick, K. H., ... Enfield, N. J. (2018). Universals and cultural diversity in the expression of gratitude. Royal Society Open Science, 5(5), 1-9. [180391]. https://doi.org/10.1098/rsos.180391
Forrest, J. and Dandy, J. 2018 Proficiency in English, linguistic shift and ethnic capital: an intergenerational analysis of non-English speaking background immigrant groups in Sydney, Australia, Journal of Multilingual and Multicultural Development, 39(2), 111-123.
Forshaw, W., Davidson, L., Kelly, B., Rachel, N., Wigglesworth, G., & Blythe, J. (2017). The acquisition of Murrinh-Patha (Northern Australia). In M. Fortescue, M. Mithun, & N. Evans (Eds.), The Oxford handbook of polysynthesis (pp. 473-494). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199683208.013.27
Fryer, M., & Roger, P. (2018). Transformations in the L2 self: changing motivation in a study abroad context. System, 78, 159-172. https://doi.org/10.1016/j.system.2018.08.005
Gearing, N., & Roger, P. (2018). Ebbs and flows: a longitudinal study of an English language instructor’s motivation to learn Korean. Journal of Language, Identity and Education, 17(5), 292-305. https://doi.org/10.1080/15348458.2018.1465343
Gearing, N., & Roger, P. (2018). ‘I’m never going to be part of it’: identity, investment and learning Korean. Journal of Multilingual and Multicultural Development, 39(2), 155-168. https://doi.org/10.1080/01434632.2017.1323909
Heugh, K., & Benson, P. (2018). Reflections on multilingual Sydney in a multilingual world. In A. Chik, P. Benson & R. Moloney (Eds.), Multilingual Sydney. London: Routledge.
Keith, S. (2018). Popular music and Korean learning: K-Pop in Australia. In A. Chik, P. Benson & R. Moloney (Eds.), Multilingual Sydney. London: Routledge.
Moloney, R., & Xu, H. L. (2018). Teaching and learning Chinese in schools: case studies in quality language education. (Palgrave Studies in Teaching and Learning Chinese). Palgrave Macmillan.
Murray, J. C., & Riazi, A. M. (2018). Composing strategies reported by high and low achievers in the TOEFL-iBT integrated task: implications for investigative pedagogy. Writing and Pedagogy, 10(1-2), 129-160. https://doi.org/10.1558/wap.30570
Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners. Asia-Pacific Journal of Teacher Education, 46(3), 256-266. https://doi.org/10.1080/1359866X.2016.1246651
Ollerhead, S. (2018). Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom. Language and Education. https://doi.org/10.1080/09500782.2018.1516780
Ollerhead, S., Prinsloo, M., & Krause, L-S. (2018). Translingual innovation within contact zones: lessons from Australian and South African schools. In J. Choi, & S. Ollerhead (Eds.), Plurilingualism in teaching and learning: complexities across contexts (pp. 129-146). New York: Taylor & Francis. https://doi.org/10.4324/9781315392462-8
Purdie, S., Patrick, P., Nyadbi, L., Thomas, P., Fletcher, D., Barrett, G., ... Wightman, G. (2018). Gija plants and animals: Aboriginal flora and fauna knowledge from the east Kimberley, north Australia. (Northern Territory Botanical Bulletin; No. 47). Batchelor; Palmerston: Northern Territory Government - Department of Environment and Natural Resources.
Rácz, P., Mitchell, A., & Blythe, J. (2018). Egocentric and allocentric learning of social-indexical meaning in American English, Datooga, and Murrinhpatha. In T. Rogers, M. Rau, J. Zhu, & C. Kalish (Eds.), CogSci 2018: Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 2303-2308). Austin, TX: Cognitive Science Society.
Wang, J., Li, H., & Wang, D. (2018). Bridging the rural-urban literacy gap in China: a mediation analysis of family effects. Journal of Research in Childhood Education, 32(1), 119-134. https://doi.org/10.1080/02568543.2017.1388308
Xu, H. L., & Moloney, R. (2018). Developing metacognition and interculturality in heritage language learners. In P. P. Trifonas, & T. Aravossitas (Eds.), Handbook of research and practice in heritage language education (pp. 29-51). Cham, Switzerland: Springer, Springer Nature. https://doi.org/10.1007/978-3-319-44694-3_23
Xu, H. L., & Moloney, R. (Accepted/In press). Motivation for learning Chinese in the Australian context: a research focus on tertiary students. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave Macmillan Handbook of Motivation for Language Learning Palgrave Macmillan.
Yang, W., & Li, H. (2018). A school-based fusion of East and West: a case study of modern curriculum innovations in a Chinese kindergarten. Journal of Curriculum Studies, 50(1), 17-37. https://doi.org/10.1080/00220272.2017.1294710
2017
Chappell, P. (2017). Interrogating your wisdom of practice to improve your classroom practices. ELT Journal, 71 (4), 433 – 444.
Chik, A. (2017). Beliefs and practices of foreign language learning: a visual analysis. Applied Linguistics Review. DOI: https://doi.org/10.1515/applirev-2016-1068.
Chik, A., & Ho, J. (2017). Learn a language for free: recreational learning among adults. System, 69, 162-171.
Crawford, T., Candlin, S., & Roger, P. (2017). New perspectives on understanding cultural diversity in nurse–patient communication. Collegian, 24(1), 63–69.
Crawford, T., Roger, P., & Candlin, S. (2017). The interactional consequences of 'empowering discourse' in intercultural patient education. Patient Education and Counseling, 100(3), 495-500.
Crawford, T., Roger, P., & Candlin, S. (2017). Tracing the discursive development of rapport in intercultural nurse-patient interactions. International Journal of Applied Linguistics (United Kingdom). DOI: https://doi.org/10.1111/ijal.12166
Falloon, G. (2017). Mobile devices and apps as scaffolds to science learning in the primary classroom. Journal of Science Education and Technology, 26(6), 613-628. https://doi.org/10.1007/s10956-017-9702-4
Fryer, M., & Roger, P. (2017). Identifying with the L2 self: study abroad experiences of Japanese English language learners. Journal of Asia TEFL, 14 (3), 443-463.
Gearing, N., & Roger, P. (2017). ‘I’m never going to be part of it’: identity, investment and learning Korean. Journal of Multilingual and Multicultural Development, 39 (2), 155-168.
Harbon, L., & Moloney, R. (2017). Language teachers' stories from their professional knowledge landscapes. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Kashiwa, M., & Benson, P. (2018). A road and a forest: Conceptions of the relationship between in-class and out-of-class learning at home and abroad. TESOL Quarterly, Published online, DOI: https://doi.org/10.1002/tesq.409.
Kozar, O., & Yates, L. (2017). Factors in language learning after 40: Insights from a longitudinal study. IRAL - International Review of Applied Linguistics in Language Teaching. Published online, DOI: https://doi.org/10.1515/iral-2015-0113.
Kucirkova, N., & Falloon, G. (2017). Apps, technology and younger learners: international evidence for teaching. Milton Park: Routledge, Taylor and Francis Group.
Li, H., Jing, M., & Wong, E. C. M. (2017). Predicting the development of interrogative forms and functions in early years: a corpus-based study of Mandarin-speaking young children. Journal of Child Language, 44(1), 216-238. https://doi.org/10.1017/S0305000916000088
Moloney, R., & Mokhatebi Ardakani, M. (2017). The Role of informal heritage language learning in program building: Persian community school language learners in Australia. In O. E. Kagan, M. M. Carreira, & C. Hitchins Chik (Eds.), Routledge handbook of heritage language education: from innovation to program (pp. 129-142). London: Routledge.
Murray, J. C. (2017). Politeness and the Greek diaspora: Emic perceptions, situated experience, and a role for communicative context in shaping behaviors and beliefs. Intercultural Pragmatics, 14 (2), 165-205.
Ollerhead, S., & Burns, A. (2017). "Bringing the outside in": content-based instruction and English language adult continuing education. In M. Snow, & D. Brinton (Eds.), The content-based classroom: new perspectives on integrating language and content (2nd ed., pp. 204-215). Ann Arbor, Michigan: University of Michigan Press. https://doi.org/10.3998/mpub.8198148
Ollerhead, S., & Burns, A. (2017). Teacher agency and policy response in the Australian adult ESL literacy classroom: a multisite case study. In P. C. L. Ng, & F. E. Boucher-Yip (Eds.), Teacher agency and policy response in English language teaching (pp. 105-119). London ; New York: Routledge, Taylor and Francis Group.
Tran, A., Burns, A., & Ollerhead, S. (2017). ELT lecturers' experiences of a new research policy: exploring emotion and academic identity. System, 67, 65-76. https://doi.org/10.1016/j.system.2017.04.014
Vungthong, S., Djonov, E., & Torr, J. (2017). Factors contributing to Thai teachers' uptake of tablet technology in EFL primary classrooms. Asian EFL Journal, 19(2), 8-28.
Vungthong, S., Djonov, E., & Torr, J. (2017). Images as a resource for supporting vocabulary learning: a multimodal analysis of Thai EFL tablet apps for primary school children. TESOL Quarterly, 51(1), 32–58. https://doi.org/10.1002/tesq.274
Xu, H. L., & Moloney, R. (2017). Moving between diverse cultural contexts: how important is intercultural learning to Chinese heritage language learners? In T. Jin , & F. Dervin (Eds.), Interculturality in Chinese language education (pp. 151-176).. London: Palgrave Macmillan.
2016
Blythe, J., Mardigan, K. C., Perdjert, M. E., & Stoakes, H. (2016). Pointing out directions in Murrinhpatha. Open Linguistics, 2(1), 132-159. https://doi.org/10.1515/opli-2016-0007
Chaaban, Y., & Moloney, R. (2016). An Exploratory study of the factors associated with literacy teachers' integration of technology: a study of Lebanese schools. Journal of digital learning in teacher education, 32(4), 128-139.
Chaaban, Y., & Moloney, R. (2016). Educating pre-service teachers in technology use: a study of provision at Lebanese universities. International journal of education, 8(2), 14-31.
Chappell, P. (2016). Creativity through inquiry dialogue. In R.H. Jones & J.C. Richards (eds.), Creativity in language teaching: perspectives from research and practices (pp. 180 - 195). London: Routledge.
Chik, A. (2016). Creativity and technology in second-language learning and teaching. In R.H. Jones & J.C. Richards (eds.), Creativity in language teaching: perspectives from research and practices (pp. 130 – 145). London: Routledge.
Crawford, T., Roger, P., & Candlin, S. (2016). Are we on the same wavelength?' International nurses and the process of confronting and adjusting to clinical communication in Australia. Communication and Medicine, 13(3), 263-275.
Kozar, O., Yates, L., & Pryor, L. (2016). Introduction of Compulsory Counselling: Insights From a Nationally Funded English as a Second Language Program. TESOL Quarterly, 50 (2), 507-517.
Li, H. (2015). Teaching Chinese literacy in the early years: psychology, pedagogy and practice. (Routledge research in language education). London: Routledge, Taylor and Francis Group. https://doi.org/10.4324/9781315814285
Li, H., Wong, E. C. M., Tse, S. K., Leung, S. O., & Ye, Q. (2015). Asking for action or information? Crosslinguistic comparison of interrogative functions in early child Cantonese and Mandarin. First Language, 35(3), 213-218. https://doi.org/10.1177/0142723715579604
Moloney, R., Harbon, L., & Fielding, R. (2016). An interactive, co-constructed approach to the development of intercultural understanding in pre-service language teachers. In F. Dervin, & Z. Gross (Eds.), Intercultural Competence in Education: Alternative Approaches for Different Times (pp. 185-213). London: Palgrave Macmillan.
Moloney, R., & Saltmarsh, D. (2016). 'Knowing your students' in the culturally and linguistically diverse classroom. Australian Journal of Teacher Education, 41 (4), 79-93.
Moloney, R., & Xu, H. L. (Eds.) (2016). Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language. (Multilingual education; Vol. 15). Singapore: Springer.
Moloney, R., & Wang, D. (2016). Limiting professional trajectories: a dual narrative study in Chinese language education. Asian-Pacific Journal of Second and Foreign Language Education, 1 (1), 1-15.
Ollerhead, S. (2016). "Basically, I need help": responding to learner identity in a skills-driven ESL literacy programme. In K. Yasukawa, & S. Black (Eds.), Beyond economic interests: critical perspectives on adult literacy and numeracy in a globalised world (pp. 77-94). (International issues in adult education; Vol. 18). Rotterdam, Netherlands: Sense Publishers.
Ollerhead, S., & Burns, A. (2015). Creativity as resistance: Implications for language teaching and teacher education. In R. H. Jones, & J. C. Richards (Eds.), Creativity in language teaching: Perspectives from research and practice (pp. 227-240). (ESL & Applied Linguistics Professional Series). New York ; Oxon: Routledge, Taylor and Francis Group. https://doi.org/10.4324/9781315730936
Roger, P., Dahm, M. R., Cartmill, J. A., & Yates, L. (2016). Inter-professional clinical handover in surgical practice. In S. J. White, & J. A. Cartmill (Eds.), Communication in surgical practice (pp. 333-354). Sheffield: Equinox.
Yates, L., & Dahm, M. R. (2016). Doing patient-centered consultations: some challenges for international medical graduates. In S. J. White, & J. A. Cartmill (Eds.), Communication in surgical practice (pp. 35-67). Sheffield: Equinox.
Yates, L., Dahm, M. R., Roger, P., & Cartmill, J. (2016). Developing rapport in inter-professional communication: Insights for international medical graduates. English for Specific Purposes, 42, 104-116.
Zhang, K., Djonov, E., & Torr, J. (2016). Reading aloud as performance and its representation on television programmes for children. Social Semiotics, 26(4), 424-444. https://doi.org/10.1080/10350330.2016.1189734
Zhang, K., Djonov, E., & Torr, J. (2016). Reading and Reinterpreting Picture Books on Children’s Television: Implications for Young Children’s Narrative Literacy. Children's Literature in Education, 47(2), 129-147. https://doi.org/10.1007/s10583-015-9259-x
2015
Blythe, J. (2015). Other-initiated repair in Murrinh-Patha. Open Linguistics, 1(1), 283-308. https://doi.org/10.1515/opli-2015-0003
Agar, D.A. & Chappell, P. (2015). The creation of a rubric for the evaluation of language teaching and learning. In D. Russell & J. Laffey (eds.) Handbook of research on gaming trends in P – 12 Education (pp. 353 – 379). Hershey, PA: IGI Global.
Dahm, M. R., Yates, L., Ogden, K., Rooney, K., & Sheldon, B. (2015). Enhancing international medical graduates' communication: The contribution of applied linguistics. Medical Education, 49 (8), 828-837.
Dingemanse, M., Roberts, S. G., Baranova, J., Blythe, J., Drew, P., Floyd, S., ... Enfield, N. J. (2015). Universal principles in the repair of communication problems. PLoS ONE, 10(9), 1-15. [e0136100]. https://doi.org/10.1371/journal.pone.0136100
Djonov, E., Knox, J. S., & Zhao, S. (2015). Interpreting websites in educational contexts: a social-semiotic, multimodal approach. In P. Smeyers, D. Bridges, N. C. Burbules, & M. Griffiths (Eds.), International handbook of interpretation in educational research (pp. 315-345). (Springer international handbooks of education). Netherlands: Springer, Springer Nature. https://doi.org/10.1007/978-94-017-9282-0_16
Harbon, L., & Moloney, R. (2015). 'Intercultural' and 'multicultural', awkward companions: the case in schools in New South Wales, Australia. In H. Layne, V. Trémion, & F. Dervin (Eds.), Making the most of intercultural education (pp. 15-33). (Post-intercultural communication and education). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Giuffre, L., & Keith, S. (2015). SBS PopAsia: Non-stop K-pop in Australia. In J. Choi, & R. Maliangkay (Eds.), K-pop - The International Rise of the Korean Music Industry (pp. 81-97). Abingdon, UK; New York: Routledge.
Moloney, R., & Giles, A. (2015). Plurilingual pre-service teachers in a multicultural society: Insightful, invaluable, invisible. Australian Review of Applied Linguistics, 38(3), 123-138.
Moloney, R., & Harbon, L. (2015). Eliciting language teachers' narratives of practice for professional growth. In C. Gitsaki, & T. Alexiou (Eds.), Current issues in second/foreign language teaching and teacher development: research and practice (pp. 72-84). Newcastle upon Tyne: Cambridge Scholars Publishing.
Moloney, R., Harbon, L., & Fielding, R. (2015). Pre-service teachers discovering intercultural enquiry in language classroom discourse. In W. M. Chan, S. K. Bhatt, M. Nagami, & I. Walker (Eds.), Culture and Foreign Language Education: Insights from Research and Implications for the Practice (pp. 59-85). (Studies in Second and Foreign Language Education; Vol. 10). Berlin: De Gruyter.
Moloney, R., & Oguro, S. (2015). Identities and languages: Two stories of multilingual development. In W. M. Chan, S. K. Bhatt, M. Nagami, & I. Walker (Eds.), Culture and Foreign Language Education: Insights from Research and Implications for the Practice (pp. 179-194). Berlin: De Gruyter.
Moloney, R., & Oguro, S. (2015). The effect of intercultural narrative reflection in shaping pre-service teachers’ future practice. Reflective Practice, 16(1), 96-108.
Moloney, R., & Oguro, S. (2015). "To know what it's like to be Japanese": a case study of the experiences of heritage learners of Japanese in Australia. In I. Nakane, E. Otsuji, & W. S. Armour (Eds.), Languages and Identities in a Transitional Japan: From Internationalization to Globalization (pp. 121-140). New York: Taylor and Francis
Moloney, R., & Xu, H. L. (2015). Transitioning beliefs in teachers of Chinese as a foreign language: an Australian case study. Cogent education, 2, 1024960-1-1024960-15.
Willoughby-Knox, B., & Yates, L. (2015). The Emotional dimension of ‘mixing’ in an internationalised classroom: a pathway program case study. International HETL review, 5, Article 1
Yates, L. (2015). Intercultural communication and the transnational: Managing impressions at work. Multilingua, 34(6), 773-795.
Yates, L., & Major, G. (2015). "Quick-chatting", "smart dogs", and how to "say without saying": small talk and pragmatic learning in the community. System, 48, 141-152.
Yates, L., Terraschke, A., Zielinski, B., Pryor, E., Wang, J., Major, G., Williams Tetteh, V. (2015). Adult Migrant English Program (AMEP) Longitudinal study 2011 – 2014: final report. Sydney: Macquarie University.