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Eleanore Hargreaves, Dalia Elhawary & Mohamed Mahgoub. (2020) ‘One girl had a different idea’: children’s perspectives on learning and teaching models in the traditional classroom. Education 3-13 48:1, pages 87-99.
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Eleanore Hargreaves, Dalia Elhawary & Mohamed Mahgoub. (2018) Children critique learning the “pure” subject of English in the traditional classroom. Educational Studies 44:5, pages 535-550.
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Angel M. Y. Lin & Yuen Yi Lo. (2017) Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education 31:1, pages 26-45.
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Fabio Dovigo. (2016) Argumentation in preschool: a common ground for collaborative learning in early childhood. European Early Childhood Education Research Journal 24:6, pages 818-840.
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Consuelo Mameli, Elvis Mazzoni & Luisa Molinari. (2015) Patterns of discursive interactions in primary classrooms: an application of social network analysis. Research Papers in Education 30:5, pages 546-566.
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Angel M.Y. Lin & Yanming Wu. (2015) ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism 18:3, pages 289-305.
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Eleanore Hargreaves. (2014) The practice of promoting primary pupils’ autonomy: examples of teacher feedback. Educational Research 56:3, pages 295-309.
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Consuelo Mameli & Luisa Molinari. (2014) Seeking educational quality in the unfolding of classroom discourse: a focus on microtransitions. Language and Education 28:2, pages 103-119.
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Consuelo Mameli & Luisa Molinari. (2013) Interactive micro-processes in classroom discourse: turning points and emergent meanings. Research Papers in Education 28:2, pages 196-211.
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Eleanore Hargreaves. (2012) Teachers' classroom feedback: still trying to get it right. Pedagogies: An International Journal 7:1, pages 1-15.
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Beatha Set. (2023) The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice. Languages 8:2, pages 131.
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Aparajita Dey-Plissonneau. (2021) CHAT framework to study affordances in CALL environments. The EuroCALL Review 29:2, pages 11-21.
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Peichang He & Angel M.Y. Lin. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms
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Hui-Hui Wang. (2019) Examining Patterns in Teacher-Student Classroom Conversations during STEM Lessons. Journal for STEM Education Research 3:1, pages 69-90.
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Peichang He & Angel M. Y. Lin. (2019) Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”. Journal of Immersion and Content-Based Language Education 7:2, pages 261-288.
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Yılmaz SOYSAL & Somayyeh RADMARD. (2018) Sınıf Yönetimi Olgusunun Pedagoji, Otorite Tipleri ve Söylevsel Güç İlişkileri Bağlamında Yeniden Değerlendirilmesi. Ulusal Eğitim Akademisi Dergisi 2:2, pages 59-85.
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Consuelo Mameli & Luisa Molinari. (2016) Teaching interactive practices and burnout: a study on Italian teachers. European Journal of Psychology of Education 32:2, pages 219-234.
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Avis Ridgway, Liang Li & Gloria Quiñones. (2016) Visual narrative methodology in educational research with babies: triadic play in babies’ room. Video Journal of Education and Pedagogy 1:1.
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Faeze Navabfard & Ehsan Rezvani. (2016) Exploring the gender effect on the pattern of EFL teacher-student interaction. International Journal of Research Studies in Education 6:4.
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Luisa Molinari & Consuelo Mameli. (2013) Process quality of classroom discourse: Pupil participation and learning opportunities. International Journal of Educational Research 62, pages 249-258.
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Viniti Vaish. (2008) Interactional patterns in Singapore's English classrooms. Linguistics and Education 19:4, pages 366-377.
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