Team teaching English in Japan: an English as a lingua franca analysis

Being Negative to be Popular: Style in Online Comments at the Mail Online
Sutherland, S. 2020. Being Negative to be Popular: Style in Online Comments at the Mail Online. International Journal on Studies in English Language and Literature (IJSELL). 8 (5), pp. 67-77. https://doi.org/10.20431/2347-3134.0805009

Resistance Through Discourse in Right-wing Online Commentary
Sutherland, S. 2017. Resistance Through Discourse in Right-wing Online Commentary. I-LanD Journal – Identity, Language and Diversity. 2, pp. 146-161. https://doi.org/10.26379/1075

English as the international language of campaigning
Sutherland, S. 2017. English as the international language of campaigning. in: Erling, E.J. (ed.) English across the Fracture Lines: the Contribution and Relevance of English to Security, Safety and Stability in the World London British Council. pp. 93-99

A Beginner's Guide to Discourse Analysis
Sutherland, S. 2016. A Beginner's Guide to Discourse Analysis. London Palgrave Macmillan.

Team teaching: four barriers to native English speaking assistant teachers' ability to model native English in Japanese classrooms
Sutherland, S. 2014. Team teaching: four barriers to native English speaking assistant teachers' ability to model native English in Japanese classrooms. Asian EFL Journal: Quarterly Journal. 16 (2), pp. 156-180.

Native and non-native English teachers in the classroom: a re-examination
Sutherland, S. 2012. Native and non-native English teachers in the classroom: a re-examination. Arab World English Journal. 3 (4), pp. 58-71.

'Real English' in Japan: team teachers' views on nativeness in language teaching
Sutherland, S. 2012. 'Real English' in Japan: team teachers' views on nativeness in language teaching. Journal of English Studies. 10, pp. 175-191.

World Englishes on the Internet: some considerations for teaching
Sutherland, S. 2011. World Englishes on the Internet: some considerations for teaching. Sino-US English Teaching. 8 (5), pp. 322-326.