Home away from Home: Research Report

Doctoral writing through a trajectorial lens: an exploratory study on challenges, strategies and relationships
Gimenez, J., Paterson, R. and Specht, D. 2024. Doctoral writing through a trajectorial lens: an exploratory study on challenges, strategies and relationships. Higher Education. 87, pp. 491-508. https://doi.org/10.1007/s10734-023-01019-7

Introduction: Bridging the Gap between Migration, Cities and Language: An Interdisciplinary Perspective
Wang, C. and Lamb, T. 2024. Introduction: Bridging the Gap between Migration, Cities and Language: An Interdisciplinary Perspective. in: Wang, C. and Lamb, T. (ed.) Negotiating Identities, Language and Migration in Global London: Bridging Borders, Creating Spaces Bristol, England Multilingual Matters.

Integrating multi-communication research and the business English class
Gimenez, J. 2023. Integrating multi-communication research and the business English class. English for Specific Purposes. 71, pp. 87-89. https://doi.org/10.1016/j.esp.2023.02.008

Teaching Communication, Skills and Competencies for the International Workplace A Resource for Teachers of English
Gimenez, J. 2023. Teaching Communication, Skills and Competencies for the International Workplace A Resource for Teachers of English. London Routledge.

International perspectives on academic English in turbulent times: an afterward
Gimenez, J. 2023. International perspectives on academic English in turbulent times: an afterward. in: Fenton, J., Gimenez, J., Mansfield, K., Percy, M. and Spinillo, M. (ed.) International perspectives on academic English in turbulent times Taylor & Francis.

International perspectives on academic English in turbulent times: an introduction
Fenton, J., Gimenez, J., Mansfield, K., Percy, M. and Spinillo, M. 2023. International perspectives on academic English in turbulent times: an introduction. in: Fenton, J., Gimenez, J., Mansfield, K., Percy, M. and Spinillo, M. (ed.) Taylor & Francis.

A survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic.
Cinganotto, L., Benedetti, F., Langé, G. and Lamb, T. 2022. A survey of language learning/teaching with an overview of activities in Italy during the Covid-19 pandemic. Rome, Italy Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (Indire).

Education for 21st Century Urban and Spatial Planning: Critical Postmodern Pedagogies
Lamb, T. and Vodicka, G. 2021. Education for 21st Century Urban and Spatial Planning: Critical Postmodern Pedagogies. in: Frank, A. and da Rosa Pires, A. (ed.) Teaching Urban and Regional Planning: Innovative Pedagogies in Practice Cheltenham, UK Edward Elgar. pp. 20-38

Autonomy in the Age of Multilingualism
Benson, P. and Lamb, T. 2021. Autonomy in the Age of Multilingualism. in: Jiménez Raya, M. and Vieira, F. (ed.) Autonomy in Language Education: Theory, Research and Practice London Routledge. pp. 74-88

Building Bridges: Experiencing mediation in English for Specific Academic Purposes (ESAP)
Gimenez, J. 2020. Building Bridges: Experiencing mediation in English for Specific Academic Purposes (ESAP). The AKS journal, Fremdsprachen und Hochschule (FuH). 96.

Supplementary schools as spaces of hope for a more inclusive world: Challenging exclusion and social injustice in multilingual London
Lamb, T. 2020. Supplementary schools as spaces of hope for a more inclusive world: Challenging exclusion and social injustice in multilingual London. Journal of Linguistics and Language Teaching. 11 (2), pp. 99-127.

Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university
Gimenez, J. 2020. Edulingualism: linguistic repertoires, academic tasks and student agency in an English-dominant university. International Journal of Multilingualism. 20 (2), pp. 656-671. https://doi.org/10.1080/14790718.2020.1815750

Perspectives on language education policy
Jiménez Raya, M., Lamb, T. and Manzano Vázquez, B 2020. Perspectives on language education policy. in: Jiménez Raya, M., Lamb, T. and Manzano Vázquez, B. (ed.) Insights into language education policies Frankfurt-am-Main Peter Lang. pp. 9-13

Reproduced, reinterpreted, lost: Trajectories of scientific knowledge across contexts
Gimenez, J., Baldwin, M., Breen, P., Green, J., Roque Gutierrez, E., Paterson, R., Pearson, J., Percy, M., Specht, D. and Waddell, G. 2020. Reproduced, reinterpreted, lost: Trajectories of scientific knowledge across contexts. Text & Talk. 40 (3), pp. 293-324. https://doi.org/10.1515/text-2020-2059

Notes from the Field: 'Home away from Home: Ethnography of an EU Erasmus+ Programme'
Lamb, T.E. and Mayer, D. 2019. Notes from the Field: 'Home away from Home: Ethnography of an EU Erasmus+ Programme'. Anthropology of the Middle East. 14 (2), pp. 115-129. https://doi.org/10.3167/ame.2019.140208

Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education
Lamb, T., Hatoss, A. and O'Neill, S. 2019. Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education. in: Papa, R. (ed.) Handbook on Promoting Social Justice in Education Cham Springer. pp. 1-38

Learner autonomy: A cultural perspective from Libya
Elmahjoub, A. and Lamb, T. 2019. Learner autonomy: A cultural perspective from Libya. in: Giuseffi, F.G. (ed.) Self-directed learning strategies in adult educational contexts. Hershey, PA, USA IGI Global. pp. 71-89

IDV und FIPLV: Zwei internationale Dachverbände in 50-jähriger Vernetzung
Lamb, T. and de Carvalho, G. 2018. IDV und FIPLV: Zwei internationale Dachverbände in 50-jähriger Vernetzung. IDV Magazin. 2018 (94), pp. 63-70.

Space, place, autonomy and the road not yet taken
Murray, G. and Lamb, T. 2018. Space, place, autonomy and the road not yet taken. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 249-262

Space, place and autonomy in language learning: An introduction
Lamb, T. and Murray, G. 2018. Space, place and autonomy in language learning: An introduction. in: Murray, G. and Lamb, T. (ed.) Space, place and autonomy in language learning Routledge. pp. 1-6

Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives
Lamb, T. and Vodicka, G. 2018. Collective autonomy and multilingual spaces in super-diverse urban contexts: Interdisciplinary perspectives. in: Murray, G. and Lamb, T. (ed.) Space, Place and Autonomy in Language Learning Abingdon, Oxon and New York Routledge. pp. 9-28

Knowledge about language and learner autonomy
Lamb, T. 2017. Knowledge about language and learner autonomy. in: Cenoz, J. and Gorter, D. (ed.) Language Awareness and Multilingualism (Encyclopedia of Language and Education) Cham, Switzerland Springer. pp. 173-186

Families’ roles in children’s literacy in the UK throughout the 20th century
Nutbrown, C., Clough, P., Levy, R., Little, S., Lamb, T. and Yamada-Rice, D. 2017. Families’ roles in children’s literacy in the UK throughout the 20th century. Journal of Early Childhood Literacy. 17 (4), pp. 551-569. https://doi.org/10.1177/1468798416645385

Mapping autonomy in language education: A framework for learner and teacher development
Raya, Manuel J., Lamb, T. and Vieira, F. 2017. Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt-am-Main, Germany Peter Lang.

Discipline-specific writing for business students: Research, practice and pedagogy
Gimenez, J. 2017. Discipline-specific writing for business students: Research, practice and pedagogy . in: Flowerdew, J. and Costley, T. (ed.) Discipline-Specific Writing: From theory to practice Oxford Routledge.

Academics across borders: narratives of linguistic capital, language competence, and communication strategies
Gimenez, J. and Morgan W, J. 2017. Academics across borders: narratives of linguistic capital, language competence, and communication strategies. Globalisation, Societies and Education. 15 (1), pp. 68-95. https://doi.org/10.1080/14767724.2014.937402

Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities
Lamb, T. and Little, S. 2016. Assessment for autonomy, assessment for learning, and learner motivation: Fostering learner identities. in: Tsagari, D. (ed.) Classroom-based assessment in L2 contexts Cambridge, UK Cambridge Scholars Publishing. pp. 184-206

Towards a plurilingual habitus: engendering interlinguality in urban spaces
Lamb, T. 2015. Towards a plurilingual habitus: engendering interlinguality in urban spaces. International Journal of Pedagogies and Learning. 10 (2), pp. 151-165. https://doi.org/10.1080/22040552.2015.1113848

A framework for usable pedagogy: case studies towards criticality, accessibility and visibility
Gimenez, J. and Thomas, P. 2015. A framework for usable pedagogy: case studies towards criticality, accessibility and visibility. in: Lillis, T., Harrington, K., Lea, M. and Mitchell, S. (ed.) Working with academic literacies: case studies towards transformative practice Anderson, South Carolina Parlor Press. pp. 29-44

Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review
Levy, R., Little, S., Clough, P., Nutbrown, C., Bishop, J., Lamb, T. and Yamada-Rice, D. 2014. Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review. London Booktrust.

Writing as social practice in engineering: Views from a cross-disciplinary study
Gimenez, J. 2014. Writing as social practice in engineering: Views from a cross-disciplinary study. in: Curry, M.J. and Hanauer, D.I. (ed.) Language, Literacy, and Learning in STEM Education: Research Methods and Perspectives from Applied Linguistics John Benjamins. pp. 67-86

Reflections of professional practice: using electronic discourse analysis networks (EDANs) to examine embedded business emails
Gimenez, J. 2014. Reflections of professional practice: using electronic discourse analysis networks (EDANs) to examine embedded business emails. in: Lim, H.L. and Sudweeks, F. (ed.) Innovative Methods and Technologies for Electronic Discourse Analysis IGI Global. pp. 327-345

Multi-communication and the business English class: research meets pedagogy
Gimenez, J. 2014. Multi-communication and the business English class: research meets pedagogy. English for Specific Purposes. 35, pp. 1-16. https://doi.org/10.1016/j.esp.2013.11.002

Action research: Promoting teacher/learner autonomy and improving praxis
Course, S., Lamb, T. and Aoki, N. 2013. Action research: Promoting teacher/learner autonomy and improving praxis. in: Barfield, A. and Delgado Alvarado, N. (ed.) Autonomy in language learning: Stories of practices. Canterbury, UK IATEFL. pp. 140-149

Processes and tasks in collaborative writing in engineering: research-informed views and pedagogical applications
Gimenez, J. 2012. Processes and tasks in collaborative writing in engineering: research-informed views and pedagogical applications. Journal of Learning Development in Higher Education.

Apprendre les uns des autres: Manuel pour les associations de professeurs de langues
Lamb, T., Atanasoska, T., Hepp, M., Jónsdóttir, S. and Zielinsky, J. 2012. Apprendre les uns des autres: Manuel pour les associations de professeurs de langues. Graz, Austria European Centre for Modern Languages.

Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände
Lamb, T., Atanasoska, T., Hepp, M., Zielinsky, J. and Jónsdóttir, S. 2012. Voneinander Lernen: Ein Handbuch für Sprachlehrerverbände. Graz, Austria European Centre for Modern Languages.

Language associations and collaborative support: language teacher associations as empowering spaces for professional networks
Lamb, T. 2012. Language associations and collaborative support: language teacher associations as empowering spaces for professional networks. Innovation in Language Learning and Teaching. 6 (3), pp. 287-308. https://doi.org/10.1080/17501229.2012.725255

Learning from each other: A handbook for language teacher associations
Lamb, T., Atanasoska, T., Hepp, M., Jönsdottir, S. and Zielinsky, J. 2012. Learning from each other: A handbook for language teacher associations. Graz, Austria European Centre for Modern Languages.

Collaborative writing in engineering: perspectives from research and implications for undergraduate education
Gimenez, J. and Thondhlana, J. 2012. Collaborative writing in engineering: perspectives from research and implications for undergraduate education. European Journal of Engineering Education. 37 (5), pp. 471-487. https://doi.org/10.1080/03043797.2012.714356

Research in electronically-mediated communication in professional contexts: revisiting the past, preparing for the future
Gimenez, J. 2012. Research in electronically-mediated communication in professional contexts: revisiting the past, preparing for the future. ASp, la revue du GERAS. 62, pp. 79-88. https://doi.org/10.4000/asp.3094

Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery
Gimenez, J. 2012. Disciplinary epistemologies, generic attributes and undergraduate academic writing in nursing and midwifery. Higher Education. 63 (4), pp. 401-419. https://doi.org/10.1007/s10734-011-9447-6

Conceptualisations of criticality, evidence and impersonality and academic writing in nursing and midwifery
Gimenez, J. 2012. Conceptualisations of criticality, evidence and impersonality and academic writing in nursing and midwifery. Pratiques. 153 (54), pp. 35-50.

Writing for Nursing and Midwifery Students. 2nd Edition
Gimenez, J. 2011. Writing for Nursing and Midwifery Students. 2nd Edition. Palgrave Macmillan.

MARILLE – Promoting plurilingualism in the majority language classroom
Aalto, E., Abel, A., Boeckmann, K-B. and Lamb, T. 2011. MARILLE – Promoting plurilingualism in the majority language classroom. Babylonia, the Swiss Journal of Language and Teaching. (1), pp. 44-48.

Reconceptualising Intercultural Education: A Model from Language Education
Lamb, T. 2011. Reconceptualising Intercultural Education: A Model from Language Education. Hermeneia, a Journal of Hermeneutics, Art Theory and Criticism. 11.

Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices
Lamb, T. 2011. Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics. 14 (2), pp. 68-85.

La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy
Lamb, T. 2010. La formazione dei docenti per lo sviluppo dell’autonomia dell’apprendente e del docente/Teacher education for the development of learner and teacher autonomy. in: Diadori, P. (ed.) Formazione, qualità e certificazione per la didattica delle lingue moderne in Europa/TQAC in FLT. Training, Quality and Certification in Foreign Language Teaching Florence Le Monnier. pp. 22-30

Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes
Lamb, T. 2010. Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes. in: Paran, A. and Sercu, L. (ed.) Testing the untestable in language and education Clevedon Multilingual Matters. pp. 98-119

Academic literacies and graduate employability
Gimenez, J. and Thondhlana, J. 2010. Academic literacies and graduate employability. in: Baker, G. (ed.) Teaching for Integrative Learning: Innovations in University Practice London, UK Centre for Integrative Learning.

Narrative analysis in linguistic research
Gimenez, J. 2010. Narrative analysis in linguistic research. in: Litosseliti, L. (ed.) Research Methods in Linguistics London, UK Continuum. pp. 198-215

Academic writing in the disciplines: practices in nursing, midwifery and social work
Gimenez, J. 2010. Academic writing in the disciplines: practices in nursing, midwifery and social work. in: Ruiz-Garrido, M., Palmer-Silveira, J.C. and Fortanet-Gomez, I. (ed.) English for Professional and Academic Purposes Amsterdam Rodopi. pp. 199-214

Controlling learning: relationships between motivation and learner autonomy
Lamb, T. 2009. Controlling learning: relationships between motivation and learner autonomy. in: Pemberton, R., Toogood, S. and Barfield, A. (ed.) Maintaining control: Autonomy and Language Learning Hong Kong Hong Kong University Press. pp. 67-86

Mediated communication
Gimenez, J. 2009. Mediated communication. in: Bargiela-Chiappini, F. (ed.) The Handbook of Business Discourse Edinburgh, UK Edinburgh University Press. pp. 132-141

Language learner autonomy in an English context
Lamb, T. 2008. Language learner autonomy in an English context. in: Miliander, J. and Trebbi, T. (ed.) Educational policies and language learner autonomy in schools: a new direction in language education? Dublin Authentik. pp. 26-39

International business communication: helping advanced learners of English cope with the demands
Gimenez, J. 2008. International business communication: helping advanced learners of English cope with the demands. in: Palmer-Silveira, J.C., Ruiz-Garrido, M.F. and Fortanet-Gómez, I. (ed.) Intercultural and international business communication: Theory, research, and teaching. 2nd Edition Frankfurt, Germany Peter Lang.

Academic writing in nursing: genres, marking criteria and course design
Gimenez, J. 2008. Academic writing in nursing: genres, marking criteria and course design. The Asian ESP Journal. 4 (2), pp. 23-34.

Beyond the academic essay: discipline-specific writing in nursing and midwifery
Gimenez, J. 2008. Beyond the academic essay: discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes. 7 (3), pp. 151-164. https://doi.org/10.1016/j.jeap.2008.03.005

Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development
Jiménez Raya, M., Lamb, T. and Vieira, F. 2007. Pedagogy for autonomy in language education in Europe: a framework for learner and teacher development. Dublin Authentik.

Writing for Nursing and Midwifery Students
Gimenez, J. 2007. Writing for Nursing and Midwifery Students. Palgrave Macmillan.

Embedded business emails: meeting new demands in international business communication
Gimenez, J. 2006. Embedded business emails: meeting new demands in international business communication. English for Specific Purposes. 25 (2), pp. 154-172. https://doi.org/10.1016/j.esp.2005.04.005

Dynamic evolution: An exploration of textual changes in business emails
Gimenez, J. 2006. Dynamic evolution: An exploration of textual changes in business emails. in: Del Lungo Camiciotti, G., Dossena, M. and Crawford Camiciottoli, B. (ed.) Variation in Business and Economics Discourse Rome, Italy Officina Edizioni. pp. 69-83

The language of business email: An opportunity to bridge theory and practice
Gimenez, J. 2005. The language of business email: An opportunity to bridge theory and practice. Scripta Manent: Journal of the Slovene Association of LSP Teachers. 1 (1), pp. 13-23.

Unpacking business emails: message embeddedness in international business email communication
Gimenez, J. 2005. Unpacking business emails: message embeddedness in international business email communication. in: Gotti, M. and Gillaerts, P. (ed.) Genre Variation in Business Letters Frankfurt, Germany Peter Lang.

Escaping from the treadmill: practitioner research and professional autonomy
Lamb, T. and Simpson, M. 2003. Escaping from the treadmill: practitioner research and professional autonomy. The Language Learning Journal. 28 (1), pp. 55-63. https://doi.org/10.1080/09571730385200211

New media and conflicting realities in multinational corporate communication: a case study
Gimenez, J. 2002. New media and conflicting realities in multinational corporate communication: a case study. IRAL - International Review of Applied Linguistics in Language Teaching. 40 (4), pp. 323-343. https://doi.org/10.1515/iral.2002.016

Language Policy in Multilingual UK
Lamb, T. 2001. Language Policy in Multilingual UK. Language Learning Journal. 23 (1), pp. 4-12. https://doi.org/10.1080/09571730185200031

Ethnographic observations in cross-cultural business negotiations between non-native speakers of English: an exploratory study
Gimenez, J. 2001. Ethnographic observations in cross-cultural business negotiations between non-native speakers of English: an exploratory study. English for Specific Purposes. 20 (2), pp. 169-193. https://doi.org/10.1016/S0889-4906(99)00038-1

Reconceptualising disaffection: issues of power, voice and learner autonomy
Lamb, T. 2000. Reconceptualising disaffection: issues of power, voice and learner autonomy. in: Walraven, G., Parsons, C., Van Veen, D. and Day, C. (ed.) Combating Social Exclusion through Education Louvain, Belgium and Apeldoorn, Netherlands Garant. pp. 99-115

A self-access center for business English learners: meeting individual learners' needs
Gimenez, J. 2000. A self-access center for business English learners: meeting individual learners' needs. in: Hanson-Smith, E. (ed.) Technology-Enhanced Learning Environments Alexandria, VA TESOL.

Strategic Delivery for Business English Presentations
Gimenez, J. 2000. Strategic Delivery for Business English Presentations. in: Master, P. (ed.) Responses to ESP United Information Agency. pp. 113-118

Putting it in black and white: the role of writing in business negotiations
Gimenez, J. 2000. Putting it in black and white: the role of writing in business negotiations. Journal of Language and International Business (JOLIB). 11 (1), pp. 17-30.

Business e-mail communication: some emerging tendencies in register
Gimenez, J. 2000. Business e-mail communication: some emerging tendencies in register. English for Specific Purposes. 19 (3), pp. 237-251. https://doi.org/10.1016/S0889-4906(98)00030-1