A

Arumynathan, Pamela, Bridge, Carla, and Wong, Caroline (2024) Advancing Inclusive Education through Language Ecology Insights. In: [Presented at the International Management and Organisational Behaviour Teaching Society Conference]. 39. From: IMOBTS 2024: International Management and Organisational Behaviour Teaching Society Conference, 27-29 June 2024, Singapore.

Arumynathan, Pamela (2016) Educational Evolution: A Review of MOOCs in Institutes of Higher Education. In: Purnendu Mandal, Purnendu, and Vong, John, (eds.) Smart Technologies for Smart Nations: Perspectives from the Asia-Pacific Region. Managing the Asian Century . Springer, Singapore, pp. 125-133.

B

Barta, Sylvia "Sam" (2020) Writing in role: a creative new process to engage and motivate students in literacy. Professional Doctorate (Research) thesis, James Cook University.

C

Carson, Patricia, and Sorin, Reesa (2018) Clay's the thing: clay work for mastering spelling. International Journal of Interdisciplinary Educational Studies, 12 (3). pp. 15-29.

D

Delante, Nimrod (2023) Teacher authenticity is teacher reflectivity. In: Asmawi, Adelina Binte, Jacobs, George M., Qingli, Guo, and Renandya, Willy A., (eds.) Stories of Teacher Authenticity. Peachey Publications, Devon, United Kingdom, pp. 59-63.

Delante, Nimrod L. (2017) Perceived impact of online written feedback on students' writing and learning: a reflection. Reflective Practice, 18. pp. 772-804.

G

Gwee, Susan, and Toh-Heng, Hwee Leng (2024) Transformative Learning: English Language Teachers’ Experience of Engagement in Classroom Research in Singapore. RELC Journal. (In Press)

H

Hsieh, Jasper Kun-Ting (2020) International students mobility: exploring identities and engagements. Routledge, Abingdon, UK.

Henderson, Michael, Henderson, Lynette, Grant, Scott, and Huang, Hui (2017) Cognitive engagement in virtual worlds language learning. In: Gregory, Sue, and Wood, Denise, (eds.) Authentic Virtual World Education: facilitating cultural engagement and creativity. Springer, Singapore, pp. 117-134.

J

Jacobs, George M., and Dillon, Denise (2019) Promoting critical literacy: the case of promotional materials for burgers. Ecolinguística: Revista brasileira de ecologia e linguagem, 5 (1). pp. 16-27.

Jacobs, George, and Delante, Nimrod (2017) Why do we teach the way we teach? Two tertiary ESL teachers' reflections on their differing practice. The English Teacher, 46 (2). pp. 58-72.

M

Manuel, Jacqueline, Hansen, Claire, and Semler, Liam E. (2023) An activist democratic model of teacher professional learning: The Teaching and Learning Caskets Imaginarium. In: Goodwyn, Andrew, Manuel, Jacqueline, Roberts, Rachel, Scherff, Lisa, Sawyer, Wayne, Durrant, Cal, and Zancanella, Don, (eds.) International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional. National Association for the Teaching of English, 4 . Taylor & Francis, Abingdon, England, pp. 200-214.

Maguire, Emma (2020) Teaching life reading and life writing through archives. In: [Presented at the International Auto/Biography Association: Teaching Life Writing Conference]. From: International Auto/Biography Association: Teaching Life Writing Conference, 10-11 December 2020, Virtual.

R

Rafi, Abu Saleh Mohammad (2023) Students' Uptake of Translanguaging Pedagogies and Translanguaging-Oriented Assessment in an ELT Classroom at a Bangladeshi University. In: Khan, Rubina, Bashir, Ahmed, Basu, Bijoy Lal, and Uddin, Md Elias, (eds.) Local Research and Global Perspectives in English Language Teaching: Teaching in Changing Times. Springer, Singapore, pp. 31-45.

Rennie, Jennifer (2019) Confessions from a reading program: building connections, competence and confidence. In: Rennie, Jennifer, and Harper, Helen, (eds.) Literacy Education and Indigenous Australians. Language Policy . Springer, Singapore, pp. 87-108.

Rennie, Jennifer, and Anderson, Peter J. (2019) Preparing pre-service teachers to teach literacy in remote spaces. In: Rennie, Jennifer, and Harper, Helen, (eds.) Literacy Education and Indigenous Australians. Language Policy . Springer, Singapore, pp. 147-162.

S

Semler, Liam E., Hansen, Claire, and Abbott Bennett, Kristen (2021) Shakespeare redrawn: reflections on Shakespeare Reloaded's COVID-19 lockdown activity. mETAphor, 1 (2). pp. 15-21.

Scarinci, Janice, and Howell, Edward (2018) Implementing a cultural model to increase English-language proficiency at an international college. Management: Journal of Sustainable Business and Management Solutions in Emerging Economies, 23 (2). pp. 49-56.

Smeaton, Kathleen, Maybee, Clarence, Bruce, Christine, and Hughes, Hilary (2016) Crossing literacy and informed learning boundaries with Manga. Access, 30 (1). pp. 12-26.

W

Wilson, Sue, and Rennie, Jennifer (2019) "The very ugly duckling" meets Minecraft: identity work and interpretive competence. Literacy, 53 (4). pp. 206-215.

Wong, Caroline, Delante, Nimrod Lawsin, and Wang, Pengji (2017) Using PELA to predict international business students' english writing performance with contextualised English writing workshops as intervention program. Journal of University Teaching and Learning Practice, 14 (1). 15. pp. 1-21.

Y

Yeo, Marie, Marlina, Roby, and Jacobs, George M. (2017) Challenging existing perspectives about the "ideal" characteristics of teachers of English. Beyond Words, 5 (1). pp. 66-82.