Research Outputs

A list of member publications between 2015 and 2019. 

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.

 

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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

 

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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.

 

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