Items where Division is "Faculty of Social Sciences > Language and Linguistics, Department of " and Year is 2024

Abban, Albert and Mensah, Dorah and ResCue, Elvis (2024) Code-Switching in French and Francophone Studies Classrooms in a Ghanaian Public University: Exploring Perceptions and Motivations. Global Journal of Educational Studies, 9 (2). p. 14. DOI https://doi.org/10.5296/gjes.v9i2.21549

Chetty, Rajendra and Gibson, Hannah and Reilly, Colin (2024) Decolonising methodologies through collaboration: reflections on partnerships and funding flows from working between the ‘South’ and the ‘North’. In: Decolonizing Linguistics. Oxford University Press, pp. 245-262.

Clift, Rebecca (2024) What is in a look? The accountability of gaze in trajectories to conflict. Frontiers in Psychology, 15. DOI https://doi.org/10.3389/fpsyg.2024.1436191

Clift, Rebecca and Rossi, Giovanni (2024) Speaker Eyebrow Raises in the Transition Space Pursuing a Shared Understanding. Social Interaction, 6 (3). DOI https://doi.org/10.7146/si.v6i3.142897

Da Silva, Antonio Marcio (2024) Diferenciação no ensino de línguas adicionais: estratégias baseadas no uso de tecnologias educacionais (Differentiation in additional language teaching: strategies based on the use of educational technologies). Revista Dimensões Docentes, 1 (1). pp. 86-103.

Da Silva, Antonio Marcio and Rottava, Lucia (2024) Densidade Lexical em Textos Gerados pelo ChatGPT: Implicações da Inteligência Artificial para a escrita em Línguas Adicionais [Lexical density in texts generated by ChatGPT: implications of artificial intelligence for writing in additional languages]. Texto Livre: Linguagem e Tecnologia, 17. pp. 1-19. DOI https://doi.org/10.1590/1983-3652.2024.47836

Floare Bora, Simona (2024) Taking literature off page! The effectiveness of a blended drama approach for enhancing L2 oral accuracy, pronunciation and complexity. Language Teaching Research, 28 (5). pp. 1869-1892. DOI https://doi.org/10.1177/13621688211043490

Gibson, Hannah and Githiora, Chege and Kanana Erastus, Fridah and Marten, Lutz (2024) Morphosyntactic retention and innovation in Sheng: an urban youth language of Kenya. Studies in Language, 48 (4). pp. 909-950. DOI https://doi.org/10.1075/sl.22017.gib

Gibson, Hannah and Guérois, Rozenn and Mapunda, Gastor and Marten, Lutz (2024) Morphosyntactic variation in East African Bantu languages. Contemporary African Linguistics, 8 . Language Science Press, Berlin. ISBN 9783985540914. Official URL: http://langsci-press.org/catalog/book/383

Gibson, Hannah and Hollington, Andrea and Nassenstein, Nico and Reilly, Colin (2024) New perspectives on morphosyntactic variation in African youth language practices. Linguistics Vanguard, 10 (4). pp. 283-288. DOI https://doi.org/10.1515/lingvan-2024-0113

Gibson, Hannah and Marten, Lutz and Ndlovu, Sambulo (2024) Encoding politeness in African urban youth languages: Evidence from Southern Africa. Linguistics Vanguard, 10 (4). pp. 331-341. DOI https://doi.org/10.1515/lingvan-2022-0147

Gibson, Hannah and van der Wal, Jenneke (2024) Mirativity and evidentiality in Bantu: An Introduction. Studies In African Linguistics, 52 (14). pp. 1-8.

Hirano, Tomohisa (2024) Opportunities to learn high-frequency and newly-introduced words in Japanese and Taiwanese Senior High-school EFL textbooks: A comparative study. Doctoral thesis, University of Essex.

Iazzetta, Giacomo (2024) Understanding the role of language policy in the construction and maintenance of inequalities in Tunisia and Morocco. Doctoral thesis, University of Essex.

Kariuki, Annah and Gibson, Hannah and Jelpke, Tom and Ochieng, Merceline and Poeta, Teresa (2024) Verbal extensions in Sheng: An examination of variation in form and function. Lingusitics Vanguard, 10 (s4). pp. 365-377. DOI https://doi.org/10.1515/lingvan-2022-0149

Lawyer, Laurel and Herve, Coralie (2024) Bilinguals’ sensitivity to specificity and genericity: evidence from implicit and explicit knowledge. Bilingualism: Language and Cognition. (In Press)

Mapunda, Gastor and Costley, Tracey and Gibson, Hannah and Kula, Nancy and Reilly, Colin (2024) Rethinking language: The need for language supportive pedagogy within teacher training in Tanzania. Nordic Journal of African Studies, 33 (3). pp. 184-202. DOI https://doi.org/10.53228/njas.v33i3.1025

Markl, Nina and Hall-Lew, Lauren and Lai, Catherine (2024) Language Technologies as If People Mattered: Centering Communities in Language Technology Development. In: LREC-COLING 2024 - The 2024 Joint International Conference on Computational Linguistics, Language Resources and Evaluation, 2024-05-21 - 2024-05-24, Torino, Italy.

Marten, Lutz and Gibson, Hannah (2024) On some structural similarities and differences between Herero and Swahili. Journal of Swahili and African Studies, 35. pp. 35-50. DOI https://doi.org/10.18910/95318

Martin Vega, Stephanie (2024) Lexical Processing and Executive Function in Bilingual Children with and without Language Disorder. Doctoral thesis, University of Essex.

O'Gara, Fate (2024) Event numeration in situation model construction: two e or not to e. Doctoral thesis, University of Essex.

Pavlekovic, Renato and Roehr-Brackin, Karen (2024) Aptitude for explicit and implicit learning. Journal of the European Second Language Association, 8 (1). pp. 1-17. DOI https://doi.org/10.22599/jesla.117

Reilly, Colin and Costley, Tracey and Gibson, Hannah and Kula, Nancy (2024) The multilingual university: language ideology, hidden policies and language practices in Malawian universities. Language, Culture and Curriculum, 37 (2). pp. 213-229. DOI https://doi.org/10.1080/07908318.2024.2303686

Rodriguez Vicente, Natalia and Young, Alys and Tipton, Rebecca and Napier, Jemina and Vicary, Sarah and Hulme, Celia (2024) InforMHAA: Best practices for Approved Mental Health Professionals and Interpreters working together. Technical Report. University of Manchester.

Rodriguez Vicente, Natalia and Young, Alys and Tipton, Rebecca and Napier, Jemina and Vicary, Sarah and Hulme, Celia (2024) Interpreter mediation in statutory mental health assessments: a scoping review. Interpreting and Society: An Interdisciplinary Journal, 4 (2). pp. 159-195. DOI https://doi.org/10.1177/27523810241279010

Roehr-Brackin, Karen (2024) Explicit and implicit knowledge and learning of an additional language – a research agenda. Language Teaching, 57 (1). pp. 68-86. DOI https://doi.org/10.1017/S026144482200026X

Roehr-Brackin, Karen (2024) Measuring children’s metalinguistic awareness. Language Teaching. pp. 1-17. DOI https://doi.org/10.1017/S0261444824000016

Roehr-Brackin, Karen and Baranowska, Karolina and Pavlekovic, Renato and Scheffler, Pawel (2024) The role of individual learner differences in explicit language instruction. The Modern Language Journal, 108 (4). pp. 815-845. DOI https://doi.org/10.1111/modl.12963

Schmid, Monika and Roehr-Brackin, Karen (2024) Overcoming Covid-19 vaccine hesitancy: An investigation of the foreign language effect. Applied Linguistics. DOI https://doi.org/10.1093/applin/amae083

Silvestri, C R (2024) Italian as a Heritage Language in London: An Ethnographic Perspective on Identity and Pedagogy in a Complementary School. Doctoral thesis, University of Essex.

Soto, Concepción and Schmid, Monika S (2024) Carrot or parrot? An eye-tracking study on spoken word recognition in a language attrition context. The Language Learning Journal, 52 (2). pp. 199-217. DOI https://doi.org/10.1080/09571736.2023.2294058

Soto García-Meléndez, C (2024) Did I hear that right? The impact of bilingual experience on spoken word recognition. Doctoral thesis, University of Essex.

Vicary, Sarah and Young, Alys and Rodriguez Vicente, Natalia and Tipton, Rebecca and Napier, Jemina and Hulme, Sarah (2024) The luxury of time: a reflexive thematic analysis of omnipresence, contradiction, and passivity in interpreter-mediated Mental Health Act Assessments. Qualitative Social Work: research and practice. DOI https://doi.org/10.1177/14733250241257096

Young, Alys and Vicary, Sarah and Tipton, Rebecca and Rodriguez Vicente, Natalia and Napier, Jemina and Hulme, Celia and Espinoza, Francisco (2024) Mental Health Professionals (AMHPs) perspectives on interpreter mediated Mental Health Act assessments. Journal of Social Work, 24 (2). pp. 219-239. DOI https://doi.org/10.1177/14680173231197987