Faculty of Education | Page 3 | Cambridge Language Sciences

Jenny Jiang

Corpus Linguistics; Data-Driven Learning; English for Academic Purposes; Vocabulary acquisition

Zhilin Wang

Natural language processing; Psycholinguistics; Personality psychology; Human language technologies

Dr Shawn Michael Bullock P.Phys., F.R.G.S., F.R.S.A.

History of language education; History of language policy; Plurilingual education; Language learning

Journal articles

2020

Bullock, SM., 2020. Science for all: The struggle to establish school science in England CURRICULUM JOURNAL, v. 31
Doi: http://doi.org/10.1002/curj.61

2019 (Accepted for publication)

Sabatier Bullock, C. and Bullock, S., 2019 (Accepted for publication). Enseigner les sciences en français langue seconde : Examen d’un programme d’étude au Canada Travaux de Didactique du Français Langue Étrangère, v. 74 (2019)

2019

vanOostveen, R., Desjardins, F. and Bullock, S., 2019. Professional development learning environments (PDLEs) embedded in a collaborative online learning environment (COLE): Moving towards a new conception of online professional learning Education and Information Technologies, v. 24
Doi: http://doi.org/10.1007/s10639-018-9686-6

Bullock, S. and Sabatier, C., 2019. Didactique du français langue seconde au Canada: État des lieux de la recherche Le Français dans le Monde. Recherches et Applications, v. 66

Bullock, S. and Sabatier-Bullock, C., 2019. L’enseignement de la technologie en immersion française : et si l’on s’intéressait au contenu ? Bulletin suisse de linguistique appliquée, v. 110

2018

Bullock, SM. and Sator, A., 2018. Developing a Pedagogy of “Making” through Collaborative Self-Study Studying Teacher Education, v. 14
Doi: http://doi.org/10.1080/17425964.2017.1413342

Sabatier, C. and Bullock, SM., 2018. Living in Plurilingual Spaces: Self-Study, Critical Friendship, and the Plurality of Publics Studying Teacher Education, v. 14
Doi: http://doi.org/10.1080/17425964.2018.1541288

2017

Bullock, SM., 2017. Understanding Candidates’ Learning Relationships with their Cooperating Teachers: A call to Reframe my Pedagogy Studying Teacher Education, v. 13
Doi: http://doi.org/10.1080/17425964.2017.1342355

Sator, AJ. and Bullock, SM., 2017. ‘Making’ as a catalyst for reflective practice Reflective Practice, v. 18
Doi: http://doi.org/10.1080/14623943.2016.1268118

2016 (Published online)

Bullock, SM. and Sator, A., 2016 (Published online). Maker pedagogy and science teacher education Journal of the Canadian Association for Curriculum Studies,

2016

Hayhoe, D., Macintyre, J. and Bullock, S., 2016. Soil science education for Grades K–12 in Canada<sup>1,2</sup> Canadian Journal of Soil Science, v. 96
Doi: http://doi.org/10.1139/cjss-2015-0079

Bullock, SM., 2016. Radar, modems, and air defense systems: Noise as a data communication problem in the 1950s Perspectives on Science, v. 24
Doi: http://doi.org/10.1162/POSC_a_00192

2015

Bullock, SM., 2015. Digital technologies and diverse learning in teacher education: Reassembling the social perspective Advances in Research on Teaching, v. 25
Doi: http://doi.org/10.1108/S1479-368720150000027003

Fletcher, T. and Bullock, SM., 2015. Reframing pedagogy while teaching about teaching online: a collaborative self-study Professional Development in Education, v. 41
Doi: http://doi.org/10.1080/19415257.2014.938357

2014 (Published online)

Bullock, SM., 2014 (Published online). Self-study, improvisational theatre, and the reflective turn: Using video data to challenge my pedagogy of science teacher education Educational Research for Social Change,

2014

Bullock, SM., 2014. Developing pedagogical content knowledge for pre-service physics teachers: Exploring physics education research in practice Physics in Canada,

Christou, T. and Bullock, SM., 2014. Learning and Teaching about Social Studies and Science: A Collaborative Self-Study The Social Studies, v. 105
Doi: 10.1080/00377996.2013.850053

Bullock, SM., 2014. The pedagogical implications of Maxwellian electromagnetic models: a case study from Victorian-Era physics. Endeavour, v. 38
Doi: http://doi.org/10.1016/j.endeavour.2014.09.001

Bullock, SM., 2014. Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education Studying Teacher Education, v. 10
Doi: http://doi.org/10.1080/17425964.2014.916613

Petrarca, D. and Bullock, SM., 2014. Tensions between theory and practice: Interrogating our pedagogy through collaborative self-study Professional Development in Education, v. 40
Doi: http://doi.org/10.1080/19415257.2013.801876

2013

Bullock, SM., 2013. Using digital technologies to support Self-Directed Learning for preservice teacher education Curriculum Journal, v. 24
Doi: http://doi.org/10.1080/09585176.2012.744695

Bullock, SM., 2013. Learning to teach and the false apprenticeship: Emotion and identity development during the field experience placement Advances in Research on Teaching, v. 18
Doi: http://doi.org/10.1108/S1479-3687(2013)0000018011

2012 (Published online)

Bullock, SM., 2012 (Published online). Making the tacit explicit: Self-study and the spectre of technology education Journal of Technical Education,

Christou, T. and Bullock, SM., 2012 (Published online). The case for philosophical mindedness Paideusis,

2012

Williams, J., Ritter, J. and Bullock, SM., 2012. Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community Studying Teacher Education, v. 8
Doi: http://doi.org/10.1080/17425964.2012.719130

Bullock, SM., 2012. Creating a Space for the Development of Professional Knowledge: A self-study of supervising teacher candidates during practicum placements Studying Teacher Education, v. 8
Doi: http://doi.org/10.1080/17425964.2012.692985

Fletcher, T. and Bullock, SM., 2012. Enacting Literacy Pedagogies: A collaborative self-study by teacher educators in physical education and science Studying Teacher Education, v. 8
Doi: http://doi.org/10.1080/17425964.2012.657011

2011

Bullock, SM. and Ritter, JK., 2011. Exploring the transition into academia through collaborative self-study Studying Teacher Education, v. 7
Doi: http://doi.org/10.1080/17425964.2011.591173

Hayhoe, D., Bullock, S. and Hayhoe, K., 2011. A kaleidoscope of understanding: Comparing real with random data, using binary-choice items, to study preservice elementary teachers' knowledge of climate change Weather, Climate, and Society, v. 3
Doi: http://doi.org/10.1175/WCAS-D-11-00021.1

Desjardins, F. and Bullock, SM., 2011. Teaching 2.0: (re)learning to teach online Interactive Technology and Smart Education, v. 8
Doi: http://doi.org/10.1108/17415651111141812

2010 (Published online)

Russell, T. and M. Bullock, S., 2010 (Published online). From Talk to Experience: Transforming the Preservice Physics Methods Course Brock Education Journal, v. 20
Doi: 10.26522/brocked.v20i1.143

2009

Bullock, SM. and Christou, T., 2009. Exploring the Radical Middle between Theory and Practice: A collaborative self-study of beginning teacher educators Studying Teacher Education, v. 5
Doi: 10.1080/17425960902830468

Bullock, SM., 2009. Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study Teachers and Teaching: Theory and Practice, v. 15
Doi: http://doi.org/10.1080/13540600902875357

2008 (Published online)

Bullock, SM., 2008 (Published online). Building concepts through writing-to-learn in college physics classrooms The Ontario Action Researcher,

1999 (Published online)

Bullock, SM., 1999 (Published online). Experiential science: An “experience first” approach to teaching and learning science. The Ontario Action Researcher,

Book chapters

2020

Bullock, CS. and Bullock, SM., 2020. Re-imagining history teaching by challenging national narratives
Doi: http://doi.org/10.1007/978-3-030-37210-1_4

2018

Bullock, SM., 2018. The accidental teacher educator: Learning to be a language teacher educator within diverse populations
Doi: http://doi.org/10.1108/S1479-368720180000030001

2017

MacFarlane, E. and Bullock, SM., 2017. Dreaming of modern design: Considering curriculum history of teacher education in British Columbia
Doi: http://doi.org/10.4324/9781315411378

2016

Fletcher, T., Vasily, A., Bullock, SM., Kosnik, C. and Chróinín, DN., 2016. Andy: Blogging with students: Educational visions and digital realities
Doi: http://doi.org/10.4324/9781315670164

Bullock, SM., 2016. Teacher candidates as researchers
Doi: http://doi.org/10.1007/978-981-10-0369-1_11

Bullock, S., 2016. Digital technologies in teacher education: From mythologies to making
Doi: http://doi.org/10.1007/978-94-6300-491-6

2015

Bullock, SM. and Christou, TM., 2015. Self-Study as Professional Development for a Novice Social Studies Teacher Educator
Doi: http://doi.org/10.1007/978-3-319-22939-3_18

2013

Russell, T. and Bullock, SM., 2013. DEVELOPING EXPERIENCED-BASED PRINCIPLES OF PRACTICE FOR TEACHING TEACHERS
Doi: http://doi.org/10.1007/978-94-6209-240-2_12

2007

Bullock, SM., 2007. Finding my way from teacher to teacher educator: Valuing innovative pedagogy and inquiry into practice
Doi: http://doi.org/10.4324/9780203962442

Books

2016

Ragoonaden, K. and Bullock, SM., 2016. Mindfulness and Critical Friendship A New Perspective on Professional Development for Educators

2012

Bullock, SM. and Russell, T., 2012. Self-Studies of Science Teacher Education Practices

2011

Bullock, SM., 2011. Inside Teacher Education: Challenging Prior Views of Teaching and Learning

Conference proceedings

2011

DiGiuseppe, M., DeCoito, I., Bullock, S., VanOostveen, R. and Desjardins, F., 2011. Exploring pre-service teachers' views regarding use of computer-based technologies in a teacher preparation program Proceedings of the IADIS International Conference e-Learning 2011, Part of the IADIS Multi Conference on Computer Science and Information Systems 2011, MCCSIS 2011, v. 1

Xiao Wang

Data-driven learning;
corpus linguistics;
second language pragmatics;
academic English

Lini Xiao

Language and identity; Sociolinguistics of mobility; Language socialisation; Language Change and Diversity; Language Learning across the Lifespan; Multilingualism

Joyce Dong Ok Lim

Second language acquisition; computer-assisted language learning; corpus linguistics; L2 vocabulary acquisition; L2 writing; language teaching; education

Theses / dissertations

2022 (No publication date)

Lim, DO., 2022 (No publication date). Exploring the development of 'verb gram' sequences and grammar patterns in L2 writing: A case study of L1 Korean speakers
Doi: http://doi.org/10.17863/CAM.89525

Dr Karen Forbes

Journal articles

2024

Forbes, K. and Morea, N., 2024. Mapping school-level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies British Educational Research Journal, v. 50
Doi: 10.1002/berj.3959

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2024. ‘I feel like I have a superpower’: a qualitative study of adolescents’ experiences of multilingual identity development during an identity-based pedagogical intervention Journal of Multilingual and Multicultural Development,
Doi: 10.1080/01434632.2024.2313564

Forbes, K. and Morea, N., 2024. Mapping school‐level language policies across multilingual secondary schools in England: An ecology of English, modern languages and community languages policies British Educational Research Journal,
Doi: http://doi.org/10.1002/berj.3959

Ilie, S., Forbes, K., Curran, S. and Vermunt, JD., 2024. Higher education students’ conceptions of learning gain Active Learning in Higher Education,
Doi: http://doi.org/10.1177/14697874241270461

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y., 2024. Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England Journal of Language, Identity and Education, v. 23
Doi: 10.1080/15348458.2021.1986397

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. and Rutgers, D., 2024. Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England International Journal of Multilingualism, v. 21
Doi: 10.1080/14790718.2022.2060235

2023

Wu, X. and Forbes, K., 2023. Contextualising the temporal dimension in multilingual identity construction: A longitudinal Q methodological study with Chinese LOTE-learning public high school students System, v. 116
Doi: 10.1016/j.system.2023.103090

2022 (Accepted for publication)

Wu, X. and Forbes, K., 2022 (Accepted for publication). Multilingual Identity in Schools: A Q Methodological Study with Chinese LOTE-as-L3 Learners in International and Public High School Contexts Journal of Language Identity and Education,
Doi: http://doi.org/10.1080/15348458.2022.2134138

2021 (Accepted for publication)

Forbes, K. and Rutgers, D., 2021 (Accepted for publication). Multilingual identity in education Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1918850

Forbes, K. and Rutgers, D., 2021 (Accepted for publication). Multilingual identity in education Language Learning Journal, v. 49
Doi: 10.1080/09571736.2021.1918850

2021

Luo, J. and Forbes, K., 2021. ‘It’s a plus rather than a must’: perspectives of mainstream teachers in China on the influence of advertised educational ethos in supplementary English education Compare, v. 51
Doi: http://doi.org/10.1080/03057925.2019.1681937

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2021. Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1906733

Forbes, K., Howard, KB. and Ilie, S., 2021. Individual and institutional perspectives on barriers to progression to higher education for students with English as an additional language Widening Participation and Lifelong Learning, v. 23
Doi: 10.5456/wpll.23.2.104

2020 (Accepted for publication)

Li, J., McLellan, R. and Forbes, K., 2020 (Accepted for publication). Investigating EFL teachers’ gender-stereotypical beliefs about learners: a mixed-methods study Cambridge Journal of Education,
Doi: http://doi.org/10.1080/0305764X.2020.1772720

2020

Forbes, K. and Fisher, L., 2020. Strategy development and cross-linguistic transfer in foreign and first language writing Applied Linguistics Review, v. 11
Doi: 10.1515/applirev-2018-0008

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y., 2020. Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation International Journal of Multilingualism, v. 17
Doi: http://doi.org/10.1080/14790718.2018.1524896

2019

Evans, M., Fisher, L., Forbes, K. and Liu, Y., 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Language and Education, v. 33
Doi: 10.1080/09500782.2018.1445756

Forbes, K., 2019. The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms Research Papers in Education, v. 34
Doi: http://doi.org/10.1080/02671522.2018.1452963

2018 (Accepted for publication)

Forbes, K., 2018 (Accepted for publication). Teaching for transfer between first and foreign language classroom contexts: developing a framework for a strategy-based, cross-curricular approach to writing pedagogy Writing and Pedagogy, v. 11
Doi: http://doi.org/10.1558/wap.34601

2018

Forbes, K. and Fisher, L., 2018. The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills Language Learning Journal, v. 46
Doi: http://doi.org/10.1080/09571736.2015.1010448

2017 (Accepted for publication)

Forbes, K., 2017 (Accepted for publication). Exploring first year undergraduate students’ conceptualisations of critical thinking skills International Journal of Teaching and Learning in Higher Education,

2017

Liu, Y., Linda Fisher, , Karen Forbes, and Michael Evans, , 2017. The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Language and Intercultural Communication, v. 17
Doi: 10.1080/14708477.2017.1368136

Theses / dissertations

2023 (No publication date)

Lee, Y-Y., 2023 (No publication date). Strategy Instruction Programme with Awareness of Psychotypology (SIPPs): Developing Beginner-level Reading Skills in a Psychotypologically Distant Language
Doi: http://doi.org/10.17863/CAM.95641

Working papers

2022

Forbes, K., 2022. We are multilingual: Identity education to promote engagement and achievement in schools
Doi: http://doi.org/10.17863/CAM.86965

Book chapters

2020

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Progression in Language, Learning and Social Integration

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Language Development and Social Integration of Students with English as an Additional Language
Doi: 10.1017/9781108656047

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Education and Social Integration for EAL Students

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Towards an Inclusive Pedagogy for EAL in the Multilingual Classroom Principles and Practices

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. The Methodology of Researching EAL

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. The International, National and Regional Policy Context of Social Integration in Schools

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Rethinking Home-School Communication for Parents of Migrant Children

2018

Forbes, K., 2018. "In german i have to think about it more than i do in english": The foreign language classroom as a key context for developing transferable metacognitive writing strategies

Books

2020

Forbes, K., 2020. Cross-Linguistic Transfer of Writing Strategies: Interactions between Foreign Language and First Language Classrooms
Doi: http://doi.org/10.21832/FORBES9745

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Language Development and Social Integration of Students with English as an Additional Language Conclusion

Forbes, K., 2020. Cross-Linguistic Transfer of Writing Strategies: Interactions Between Foreign Language and First Language Classrooms

Professor Nidhi Singal

Disability, poverty and development; poverty, ethnicity and special educational needs

Professor Pauline Rose

Educational inequality: gender and poverty;
international and national policies and practices for reaching the marginalised

Journal articles

2024

Rose, P. and Sayed, Y., 2024. Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action? International Journal of Educational Development, v. 104
Doi: http://doi.org/10.1016/j.ijedudev.2023.102936

Kim, J., Araya, M., Rose, P. and Woldehanna, T., 2024. Pre-Primary Education and School Readiness Amid the COVID-19 Pandemic: Evidence From Ethiopia Journal of Research in Childhood Education, v. 38
Doi: 10.1080/02568543.2023.2281557

Rose, P., Aslam, M. and Simpson, B., 2024. Setting Strong Foundations for Early Learning: Lessons From the Global South on Early Childhood Education Journal of Research in Childhood Education, v. 38
Doi: http://doi.org/10.1080/02568543.2023.2296932

2023

Khalid, A. and Rose, P., 2023. “We Look Ahead Where his Thoughts Never Reach”: Pakistani Mothers’ Agency to Expand Educational Opportunities for Their Daughters and the Theorisation of Negative Capability Journal of Human Development and Capabilities, v. 24
Doi: 10.1080/19452829.2022.2090524

Carter, E., Hinton, R., Rose, P. and Sabates, R., 2023. Exploring the role of evidence in the government’s adoption of Ghana’s Complementary Basic Education program Development in Practice, v. 33
Doi: 10.1080/09614524.2023.2208772

Carter, E., Leonard, P., Onwuegbuzie, AJ., Rose, P. and Sabates, R., 2023. Changes in perceptions of teaching quality in secondary schools in Rwanda during the COVID-19 global pandemic and the subsequent closing and reopening of schools. Soc Sci Humanit Open, v. 8
Doi: http://doi.org/10.1016/j.ssaho.2023.100580

2022

Yorke, L., Asegdom, A., Hailu, BH. and Rose, P., 2022. Is the Programme for Results approach fit for purpose? Evidence from a large-scale education reform in Ethiopia Third World Quarterly, v. 43
Doi: http://doi.org/10.1080/01436597.2022.2047920

Carvalho, S., Asgedom, A. and Rose, P., 2022. Whose voice counts? Examining government-donor negotiations in the design of Ethiopia's large-scale education reforms for equitable learning. Dev Policy Rev, v. 40
Doi: http://doi.org/10.1111/dpr.12634

Bayley, S., Wole Meshesha, D., Rose, P., Woldehanna, T., Yorke, L. and Ramchandani, P., 2022. Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design. Longit Life Course Stud, v. 14
Doi: 10.1332/175795921X16665759070534

Malik, R., Raza, F., Rose, P. and Singal, N., 2022. Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan Compare, v. 52
Doi: http://doi.org/10.1080/03057925.2020.1749993

Asare, S., Mitchell, R. and Rose, P., 2022. How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa Compare, v. 52
Doi: http://doi.org/10.1080/03057925.2020.1811638

Kim, JH., Hailu, BH., Rose, PM., Rossiter, J., Teferra, T. and Woldehanna, T., 2022. Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia Early Childhood Research Quarterly, v. 58
Doi: http://doi.org/10.1016/j.ecresq.2021.07.006

Kim, J., Robinson, N., Härmä, J., Jeffery, D., Rose, P. and Woldehanna, T., 2022. Misalignment of policy priorities and financing for early childhood education: Evidence from Ethiopia, Liberia, and Mainland Tanzania International Journal of Educational Research, v. 111
Doi: http://doi.org/10.1016/j.ijer.2021.101891

Akyeampong, K., Carter, E., Rose, P., Ryan, J., Sabates, R. and Stern, JMB., 2022. The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects (Paris), v. 52
Doi: http://doi.org/10.1007/s11125-021-09590-6

2021 (Accepted for publication)

Rose, P., Sabates Aysa, R., Delprato, M. and Alcott, B., 2021 (Accepted for publication). Targeted and multidimensional approaches to overcome inequalities in secondary education for adolescent girls: The impact of the Campaign for Female Education (CAMFED)’s programme in Tanzania and Zimbabwe Comparative Education Review,
Doi: 10.1086/721849

2021

Sabates, R., Rose, P., Alcott, B. and Delprato, M., 2021. Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania Journal of Development Effectiveness, v. 13
Doi: http://doi.org/10.1080/19439342.2020.1844782

Asare, S., Mitchell, R. and Rose, P., 2021. How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? Development and Change, v. 52
Doi: http://doi.org/10.1111/dech.12639

Ilie, S., Rose, P. and Vignoles, A., 2021. Understanding higher education access: Inequalities and early learning in low and lower-middle-income countries British Educational Research Journal, v. 47
Doi: http://doi.org/10.1002/berj.3723

Yorke, DL., Rose, PP., Woldehanna, PT. and Hailu, DBH., 2021. Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers Perspectives in Education, v. 39
Doi: http://doi.org/10.18820/2519593X/pie.v39.i1.12

Kim, JH., Araya, M., Hailu, BH., Rose, PM. and Woldehanna, T., 2021. The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers. Early Child Educ J, v. 49
Doi: http://doi.org/10.1007/s10643-021-01214-0

Gruijters, RJ., Alcott, B. and Rose, P., 2021. Do private schools improve learning outcomes? Evidence from within-household comparisons in east africa and South Asia Comparative Education Review, v. 65
Doi: http://doi.org/10.1086/716448

2020 (Accepted for publication)

Alcott, B., Rose, P., Sabates Aysa, R. and Ellison, C., 2020 (Accepted for publication). From assessment to action: lessons from the development of Theories of Change with the People’s Action for Learning Network Global Education Review,

2020

Carter, E., Rose, P., Sabates, R. and Akyeampong, K., 2020. Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana International Journal of Educational Research, v. 100
Doi: http://doi.org/10.1016/j.ijer.2020.101541

Iyer, P., Rolleston, C., Rose, P. and Woldehanna, T., 2020. A rising tide of access: what consequences for equitable learning in Ethiopia? Oxford Review of Education, v. 46
Doi: http://doi.org/10.1080/03054985.2020.1741343

Carter, E., Sabates, R., Rose, P. and Akyeampong, K., 2020. Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana International Journal of Educational Development, v. 76
Doi: http://doi.org/10.1016/j.ijedudev.2020.102195

Mitchell, R., Rose, P. and Asare, S., 2020. Education research in sub-saharan africa: Quality, visibility, and agendas Comparative Education Review, v. 64
Doi: http://doi.org/10.1086/709428

2019

Aslam, M., Malik, R., Rawal, S., Rose, P., Vignoles, A. and Whitaker, L., 2019. Methodological lessons on measuring quality teaching in Southern contexts, with a focus on India and Pakistan Research in Comparative and International Education, v. 14
Doi: http://doi.org/10.1177/1745499919828929

Aslam, M., Malik, R., Rawal, S., Rose, P. and Vignoles, A., 2019. Do government schools improve learning for poor students? Evidence from rural Pakistan Oxford Review of Education, v. 45
Doi: http://doi.org/10.1080/03054985.2019.1637726

Gordon, R., Marston, L., Rose, P. and Zubairi, A., 2019. Achieving the Promise to Leave No Girl behind in Commonwealth Countries Round Table, v. 108
Doi: http://doi.org/10.1080/00358533.2019.1634890

Georgalakis, J. and Rose, P., 2019. Introduction: Identifying the qualities of research–policy partnerships in international development – A new analytical framework IDS Bulletin, v. 50
Doi: http://doi.org/10.19088/1968-2019.103

2018

Ilie, S. and Rose, P., 2018. Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? Compare, v. 48
Doi: http://doi.org/10.1080/03057925.2017.1347870

Watson, EK., Shinkins, B., Matheson, L., Burns, RM., Frith, E., Neal, D., Hamdy, F., Walter, FM., Weller, D., Wilkinson, C., Faithfull, S., Sooriakumaran, P., Kastner, C., Campbell, C., Neal, RD., Butcher, H., Matthews, M., Perera, R., Wolstenholme, J. and Rose, PW., 2018. Supporting prostate cancer survivors in primary care: Findings from a pilot trial of a nurse-led psycho-educational intervention (PROSPECTIV). Eur J Oncol Nurs, v. 32
Doi: http://doi.org/10.1016/j.ejon.2017.12.002

2017

Alcott, BM. and Rose, PM., 2017. Learning in India’s primary schools: How do disparities widen across the grades? International Journal of Educational Development, v. 56
Doi: http://doi.org/10.1016/j.ijedudev.2017.05.002

2016

Ilie, S. and Rose, P., 2016. Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030? Higher Education, v. 72
Doi: http://doi.org/10.1007/s10734-016-0039-3

Alcott, B. and Rose, P., 2016. Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa Oxford Review of Education, v. 42
Doi: http://doi.org/10.1080/03054985.2016.1215611

2015

Rose, P., 2015. Introduction: Overcoming inequalities in teaching and learning Prospects, v. 45
Doi: http://doi.org/10.1007/s11125-015-9363-0

Alcott, B. and Rose, P., 2015. Schools and learning in rural India and Pakistan: Who goes where, and how much are they learning? Prospects, v. 45
Doi: http://doi.org/10.1007/s11125-015-9350-5

Rose, P., 2015. Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity International Journal of Educational Development, v. 40
Doi: http://doi.org/10.1016/j.ijedudev.2014.11.006

Rose, P., 2015. Is a global system of international large-scale assessments necessary for tracking progress of a post-2015 learning target? Compare, v. 45
Doi: http://doi.org/10.1080/03057925.2015.1027514

2012

Evans, G. and Rose, P., 2012. Understanding Education's Influence on Support for Democracy in Sub-Saharan Africa Journal of Development Studies, v. 48
Doi: http://doi.org/10.1080/00220388.2011.598508

2011

Batley, R. and Rose, P., 2011. Analysing collaboration between non-governmental service providers and governments Public Administration and Development, v. 31
Doi: http://doi.org/10.1002/pad.613

Rose, P., 2011. Strategies for engagement: Government and national non-government education providers in South Asia Public Administration and Development, v. 31
Doi: http://doi.org/10.1002/pad.607

Rose, P., 2011. Introduction-Education's hidden crisis: An overview of the 2011 Education for All Global Monitoring Report Prospects, v. 41
Doi: http://doi.org/10.1007/s11125-011-9192-8

2009

Rose, P., 2009. Scaling-up aid to education: Is absorptive capacity a constraint? Prospects, v. 39
Doi: http://doi.org/10.1007/s11125-009-9115-0

Rose, P., 2009. Non-state provision of education: Evidence from Africa and Asia Compare, v. 39
Doi: http://doi.org/10.1080/03057920902750350

Rose, P., 2009. NGO provision of basic education: Alternative or complementary service delivery to support access to the excluded? Compare, v. 39
Doi: http://doi.org/10.1080/03057920902750475

2007

King, K., McGrath, S. and Rose, P., 2007. Beyond the basics: Educating and training out of poverty International Journal of Educational Development, v. 27
Doi: http://doi.org/10.1016/j.ijedudev.2007.03.001

Evans, G. and Rose, P., 2007. Support for Democracy in Malawi: Does Schooling Matter? World Development, v. 35
Doi: http://doi.org/10.1016/j.worlddev.2006.09.011

Kholowa, F. and Rose, P., 2007. Parental or policy maker misunderstandings? Contextual dilemmas of pre-schooling for poverty reduction in Malawi International Journal of Educational Development, v. 27
Doi: http://doi.org/10.1016/j.ijedudev.2006.10.007

2006

Rose, PM., 2006. Collaborating in education for all? Experiences of government support for non-state provision of basic education in South Asia and sub-Saharan Africa Public Administration and Development, v. 26
Doi: http://doi.org/10.1002/pad.420

2005

Rose, P., 2005. Privatisation and decentralisation of schooling in Malawi: Default or design? Compare, v. 35
Doi: http://doi.org/10.1080/03057920500129890

Rose, P., 2005. Is there a 'fast-track' to achieving education for all? International Journal of Educational Development, v. 25
Doi: http://doi.org/10.1016/j.ijedudev.2005.04.002

King, K. and Rose, P., 2005. Transparency or tyranny? Achieving international development targets in education and training International Journal of Educational Development, v. 25
Doi: http://doi.org/10.1016/j.ijedudev.2005.04.001

King, K. and Rose, P., 2005. International development targets and education: Towards a new international compact or a new conditionality? Journal of International Development, v. 17
Doi: http://doi.org/10.1002/jid.1178

2003

Rose, P., 2003. Community participation in School Policy and Practice in Malawi: Balancing local knowledge, national policies and international agency priorities Compare, v. 33
Doi: http://doi.org/10.1080/03057920302597

Kadzamira, E. and Rose, P., 2003. Can free primary education meet the needs of the poor?: Evidence from Malawi International Journal of Educational Development, v. 23
Doi: http://doi.org/10.1016/S0738-0593(03)00026-9

2001

Rose, P. and Al-Samarrai, S., 2001. Household constraints on schooling by gender: Empirical evidence from Ethiopia COMPARATIVE EDUCATION REVIEW, v. 45
Doi: http://doi.org/10.1086/447644

2000

Colclough, C., Rose, P. and Tembon, M., 2000. Gender inequalities in primary schooling - The roles of poverty and adverse cultural practice INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, v. 20

Theses / dissertations

2023 (No publication date)

Yee, KM., 2023 (No publication date). Winner-Takes-All: Access to Education and Labor Market Returns in the Philippines
Doi: http://doi.org/10.17863/CAM.94655

2021 (No publication date)

Ellison, C., 2021 (No publication date). The role of Public-Private Partnerships in Universal Secondary Education in Uganda: an expanded Theory of Change approach.
Doi: http://doi.org/10.17863/CAM.78082

2021

Ansari, A., 2021. Evaluating the Effectiveness of Punjab’s Public Private Partnership Programmes in Education
Doi: http://doi.org/10.17863/CAM.78154

Book chapters

2023

Fine, B. and Rose, P., 2023. Education and the post Washington consensus
Doi: http://doi.org/10.4324/9781003419563-8

2022

Anderson, K., Kim, J., Aslam, M., Baum, D., Hailu, BH., Jeffery, D., Rose, P. and Saeed, S., 2022. The COVID-19 Pandemic and Early Childhood Education in Ethiopia, Liberia, and Pakistan: Perspectives of Pre-primary School Teachers
Doi: http://doi.org/10.1007/978-3-030-96977-6_17

2021

Yorke, L., Rose, P. and Pankhurst, A., 2021. The influence of politics on girls' education in Ethiopia
Doi: http://doi.org/10.4324/9780429293467-6

Yorke, L., Rose, P. and Pankhurst, A., 2021. The influence of politics on girls' education in Ethiopia

Rose, P., Arnot, M., Jeffery, R. and Singal, N., 2021. Education and the reform of social inequalities in the Global South: An introduction

2018

Rose, P., 2018. Looking to the Future: Including Children with Disabilities in the Education Sustainable Development Goal

2015

Rose, P., 2015. Lessons from 25 years of education for all

2012

Härmä, J. and Rose, P., 2012. Is low-fee private primary schooling affordable for the poor? Evidence from rural India
Doi: http://doi.org/10.4337/9780857930699.00021

2003

Fine, B. and Rose, P., 2003. Education and the post-Washington consensus

Books

2021

Rose, P., Arnot, M., Jeffery, R. and Singal, N., 2021. Reforming education and challenging inequalities in southern contexts: Research and policy in international development
Doi: http://doi.org/10.4324/9780429293467

2017

Colclough, C., Al-Samarrai, S., Rose, P. and Tembon, M., 2017. Revival: Achieving schooling for all in Africa (2003): Costs, commitment and gender
Doi: http://doi.org/10.4324/9781315198309

2013

Rose, P., 2013. Achieving Education for All Through Public–Private Partnerships? Non-State Provision of Education in Developing Countries

2003

Colclough, C., 2003. Achieving Schooling for All in Africa Costs, Commitment, and Gender

Conference proceedings

2018 (No publication date)

Mitchell, RD., Rose, P. and Asare, S., 2018 (No publication date). Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities
Doi: http://doi.org/10.17863/CAM.26954

2005

Dyer, C. and Rose, P., 2005. Decentralisation for educational development? An editorial introduction Compare, v. 35
Doi: http://doi.org/10.1080/03057920500129809

Reports

2018

Mitchell, RD. and Rose, P., 2018. Literature search protocol for the African Education Research Database
Doi: 10.17863/CAM.31010

2017 (No publication date)

Rose, PM., Sabates, R., Alcott, BM. and Ilie, IS., 2017 (No publication date). Overcoming Inequalities Within Countries to Achieve Global Convergence in Learning
Doi: 10.17863/CAM.7673

Alcott, BM., Rose, PM. and Sabates, R., 2017 (No publication date). Targeted, Multidimensional Approaches to Overcome Inequalities in Secondary Education: Case Study of Camfed in Tanzania
Doi: 10.17863/CAM.7685

2015

Rose, P. and Alcott, B., 2015. How can education systems become equitable by 2030? DFID think pieces – Learning and equity

2014

Day Ashley, L., Mcloughlin, C., Aslam, M., Engel, J., Rawal, S., Batley, R., Kingdon, G., Nicolai, S. and Rose, PM., 2014. The role and impact of private schools in developing countries: a rigorous review of the evidence

2013

Rose, PM., Steer, L., Smith, K. and Zubairi, A., 2013. Financing for global education: Opportunities for multilateral action

Working papers

2015

Rose, P. and Malik, R., 2015. Can Pakistan afford quality education for all its children and young people?

2008

Rose, PM. and Dyer, C., 2008. Chronic Poverty and Education: A Review of Literature Chronic Poverty Research Centre Working Paper,

Other publications

2002

Rose, P. and Sayed, Y., 2002. Needs-based resource allocation in education via formula funding of schools INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, v. 22
Doi: http://doi.org/10.1016/S0738-0593(01)00024-4

1999

Rose, PM., 1999. Child work and education: Five case studies from Latin America. JOURNAL OF DEVELOPMENT STUDIES, v. 36

Rose, PM., 1999. Critical perspectives on schooling and fertility decline in the developing world. JOURNAL OF DEVELOPMENT STUDIES, v. 36

1995

Rose, P., 1995. Female education and adjustment programs: A crosscountry statistical analysis World Development, v. 23
Doi: http://doi.org/10.1016/0305-750X(95)00091-P

Dr Pascual Pérez-Paredes

Learner language;
variation and multidimensional analysis of (specialized) language(s);
CALL;
corpora in applied linguistics;
ICTs in language education

Journal articles

2020

Pérez-Paredes, P., 2020. A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015 Computer Assisted Language Learning,
Doi: http://doi.org/10.1080/09588221.2019.1667832

Pérez-Paredes, P. and Díez-Bedmar, MB., 2020. Certainty adverbs in spoken learner language Corpus-based Approaches to Spoken L2 Production, v. 5
Doi: http://doi.org/10.1075/ijlcr.17019.per

Díez-Bedmar, MB. and Pérez-Paredes, P., 2020. Noun phrase complexity in young Spanish EFL learners' writing: Complementing syntactic complexity indices with corpus-driven analyses International Journal of Corpus Linguistics, v. 25
Doi: http://doi.org/10.1075/ijcl.17058.die

2019

Pérez-Paredes, P. and Bueno-Alastuey, MC., 2019. A corpus-driven analysis of certainty stance adverbs: Obviously, really and actually in spoken native and learner English Journal of Pragmatics, v. 140
Doi: http://doi.org/10.1016/j.pragma.2018.11.016

Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G. and Sánchez Hernández, P., 2019. Mobile data-driven language learning: Affordances and learners’ perception System, v. 84
Doi: http://doi.org/10.1016/j.system.2019.06.009

Zhang, D. and Pérez-Paredes, P., 2019. Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources Computer Assisted Language Learning,
Doi: http://doi.org/10.1080/09588221.2019.1662455

2018

Noguera-Díaz, Y. and Pérez-Paredes, P., 2018. Register analysis and ESP pedagogy: Noun-phrase modification in a corpus of English for military navy submariners English for Specific Purposes,
Doi: http://doi.org/10.1016/j.esp.2018.06.002

Pérez-Paredes, P., Ordoñana Guillamón, C. and Aguado Jiménez, P., 2018. Language teachers’ perceptions on the use of OER language processing technologies in MALL Computer Assisted Language Learning, v. 31
Doi: http://doi.org/10.1080/09588221.2017.1418754

2017

Pérez-Paredes, P., Jiménez, PA. and Hernández, PS., 2017. Constructing immigrants in UK legislation and Administration informative texts: A corpus-driven study (2007–2011) Discourse and Society, v. 28
Doi: http://doi.org/10.1177/0957926516676700

Perez-Paredes, P., 2017. WorldCALL: Sustainability and computer-assisted language learning SYSTEM, v. 69
Doi: http://doi.org/10.1016/j.system.2017.07.015

2016

Pérez-Paredes, P., 2016. REVIEW: Tizón-Couto (2014) clausal complements in native and learner spoken English: A corpus-based study with lindsei and vicolse. Bern: Peter Lang Corpora, v. 11
Doi: http://doi.org/10.3366/cor.2016.0095

2014

Perez-Paredes, P., 2014. Corpus-Informed Research and Learning in ESP Issues and applications IBERICA,

Pérez-Paredes, P. and Sánchez-Tornel, M., 2014. Adverb use and language proficiency in young learners' writing International Journal of Corpus Linguistics, v. 19
Doi: http://doi.org/10.1075/ijcl.19.2.02per

Boulton, A. and Pérez-Paredes, P., 2014. ReCALL special issue: Researching uses of corpora for language teaching and learning Editorial Researching uses of corpora for language teaching and learning ReCALL, v. 26
Doi: http://doi.org/10.1017/S0958344014000068

2013

Pérez-Paredes, P., Sánchez-Tornel, M. and Alcaraz Calero, JM., 2013. Learners' search patterns during corpus-based focus-on-form activities: A study on hands-on concordancing International Journal of Corpus Linguistics, v. 17
Doi: http://doi.org/10.1075/ijcl.17.4.02par

2012

Aguado-Jiménez, P., Pérez-Paredes, P. and Sánchez, P., 2012. Exploring the use of multidimensional analysis of learner language to promote register awareness System, v. 40
Doi: http://doi.org/10.1016/j.system.2012.01.008

Díez-Bedmar, MB. and Pérez-Paredes, P., 2012. The types and effects of peer native speakers' feedback on CMC Language Learning and Technology, v. 16

2011

Garcia-Lopez, LJ., Díez-Bedmar, MB., Pérez-Paredes, P. and Tornero, E., 2011. Treatment change in adolescents with social anxiety disorder: Insights from corpus linguistics Ansiedad y Estres, v. 17

Pérez-Paredes, P., Sánchez-Tornel, M., Calero, JMA. and Jiménez, PA., 2011. Tracking learners' actual uses of corpora: Guided vs non-guided corpus consultation Computer Assisted Language Learning, v. 24
Doi: http://doi.org/10.1080/09588221.2010.539978

Perez-Paredes, P., 2011. Second Language Distance Learning and Teaching. Theoretical Perspectives and Didactic Ergonomics RECALL, v. 23
Doi: http://doi.org/10.1017/S0958344011000206

Sanchez-Tornel, M. and Perez-Paredes, P., 2011. Teaching and Researching Computer-Assisted Language Learning RECALL, v. 23
Doi: http://doi.org/10.1017/S0958344011000073

Pérez-Paredes, P., Hernández, PS. and Jiménez, PA., 2011. The use of adverbial hedges in EAP students' oral performance A cross-language analysis Studies in Corpus Linguistics, v. 47
Doi: http://doi.org/10.1075/scl.47.08per

2008

2008. Software-Aided Analysis of Language [Special Issue] International Journal of English Studies (IJES), v. 8

2006

Pérez-Paredes, P., Sánchez, P., Aguado, P. and Criado, R., 2006. El ámbito de la oralidad en la investigación lingüística anglosajona reciente Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics: RESLA/SJAL, v. 19

2005

Aguado-Giménez, P. and Pérez-Paredes, PF., 2005. Translation-strategies use: A classroom-based examination of baker's taxonomy Meta, v. 50
Doi: http://doi.org/10.7202/010675ar

2004

Pérez-Paredes, P. and Sánchez, P., 2004. Juggling and Jigsaw Puzzles: Flexible Assessment as a Parameter for Individualization in English for Specific Academic Purposes Courses Specific: Revista de Inglês para Fins Específicos, v. 1

2003

Pérez-Paredes, PPP., 2003. Small Corpora as Assisting Tools in The Teaching of English News Language: A Preliminary Tokens-Based Examination of Michael Swan’s Practical English Usage News Language Wordlist ESP World, v. 6

2002

Pérez-Paredes, P., 2002. From Rooms to Environments: Techno-Short-Sightedness and Language Laboratories International Journal of English Studies (IJES), v. 2

2002. New Trends in Computer Assisted Language Learning and Teaching International Journal of English Studies (IJES), v. 2

Sánchez, P., Pérez-Paredes, P., Mena, F., Aguado, P., Dueñas, M. and Cerezo, L., 2002. La redacción como proceso: Recursos electrónicos comentados para el inglés académico Revista de Lenguas para Fines Específicos, v. 9-10

Books

2020

Pérez-Paredes, P., 2020. Corpus Linguistics for Education A Guide for Research

2011

Bathia, V., Hernández, PS. and Pérez-Paredes, P., 2011. Specialized languages Corpora, meta-analyses and applications
Doi: http://doi.org/10.1075/scl.47.02bha

Book chapters

2019

Pérez-Paredes, P., 2019. ELTE and SLA
Doi: 10.4324/9781315659824-21

2017

Perez-Paredes, PF., 2017. A Keyword Analysis of the 2015 UK Higher Education Green Paper and the Twitter Debate
Doi: http://doi.org/10.3726/b11481

Perez-Paredes, PF., 2017. Adult language learning in informal settings and the role of mobile learning.

2015

Pérez-Paredes, P. and Sánchez-Tornel, M., 2015. A Multidimensional Analysis of Learner Language during Story Reconstruction in Interviews

2014

Perez-Paredes, PF., Alcalá, FDR. and Agulló, GL., 2014. Individual characteristics of primary school children

2012

Perez-Paredes, PF. and Díez-Bedmar, MB., 2012. Intensifying adverbs in learner writing.

Díez-Bedmar, MB. and Pérez-Paredes, P., 2012. A cross-sectional analysis of the use of the English article system in Spanish learner writing
Doi: 10.1075/tufs.4.13die

Pérez-Paredes, P. and Díez-Bedmar, MB., 2012. The use of intensifying adverbs in learner writing
Doi: 10.1075/tufs.4.11per

2010

Pérez-Paredes, P., 2010. Corpus Linguistics and Language Education in Perspective: Appropriation and the Possibilities Scenario

Pérez-Paredes, P., 2010. Ontologies and the Study of Legal English

Alcaraz Calero, JM., Pérez-Paredes, P. and Tornero Valero, E., 2010. A Generic Tool for Annotating TEI-Compliant Corpora: An ELT-Based Approach to Corpus Annotation

Pérez-Paredes, P., 2010. The Death of the Adverb Revisited: Attested Uses of Adverbs in Native and Non-Native Comparable Corpora of Spoken English

2008

Sánchez Tornel, M. and Pérez-Paredes, P., 2008. The Integration of Social Constructivist Web Enhanced Language Learning in Legal English: Understanding New Learning Skills

Pérez-Paredes, P., Sánchez-Hernández, P., Aguado Jiménez, P. and Criado Sánchez, R., 2008. Adverbial Hedges in University Students' Oral Performance: A Cross-Language Multidimensional Analysis

Pérez-Paredes, P. and Sánchez-Tornel, M., 2008. Understanding e-skills in the FLT context
Doi: http://doi.org/10.4018/978-1-59904-994-6.ch001

2004

Pérez-Paredes, P., 2004. Network: Learner oral corpora and network - based language teaching
Doi: 10.1075/scl.12.18per

Pérez-Paredes, P. and Cantos-Gómez, P., 2004. Some lessons students learn: Self-discovery and corpora
Doi: http://doi.org/10.1075/scl.17.18per

Conference proceedings

2015

Pérez-Paredes, P. and Sánchez-Tornel, M., 2015. A multidimensional analysis of learner language during story reconstruction in interviews Studies in Corpus Linguistics, v. 70
Doi: http://doi.org/10.1075/scl.70.06per

2009

Pérez-Paredes, P. and Alcaraz-Calero, JM., 2009. Developing annotation solutions for online Data Driven Learning ReCALL, v. 21
Doi: http://doi.org/10.1017/S0958344009000093

2003

Pérez-Paredes, P., 2003. Integrating networked learner oral corpora into foreign language instruction EXTENDING THE SCOPE OF CORPUS-BASED RESEARCH: NEW APPLICATIONS, NEW CHALLENGES,

Other publications

2011

2011. Researching Specialized Languages
Doi: 10.1075/scl.47

2008

2008. Researching and Teaching Specialized Languages: New Contexts, New Challenges