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Barouni Ebrahimi, Alireza. 2019. Measuring productive collocational knowledge of the most frequent words. International Journal of Applied Linguistics 29 (1) : 30–43.
Hardman, William and Huw Bell. 2019. ‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school. Language & Education 33 (1) : 35–50.
Mikulski, Ariana M., Idoia Elola, Ana Rodriguez Padial and Grant Berry. 2019. Written feedback in heritage Spanish classrooms. A national survey of students and instructors. Revista Española de Lingüística Aplicada 32 (2) : 543–572.
Conrad, Susan. 2019. Register in English for Academic Purposes and English for Specific Purposes. Register Studies 1 (1) : 168–198.
de Caux, Basil Cahusac. 2019. Reviewing reform. Studies of script reform in contemporary Japan. Language Problems and Language Planning 43 (1) : 55–73.
Gunnarsson, Tina. 2019. Multilingual students’ use of their linguistic repertoires while writing in L2 English. Lingua 224 : 35–40.
Black, Alison L., Gail Crimmins and Linda Henderson. 2019. Positioning ourselves in our academic lives: exploring personal/professional identities, voice and agency. Discourse 40 (4) : 530–544.
Hickey, Raymond, ed. 2019. Keeping in Touch. Emigrant letters across the English-speaking world. (Advances in Historical Sociolinguistics 10). John Benjamins.
Hilte, Lisa, Reinhild Vandekerckhove and Walter Daelemans. 2019. Adolescents’ social background and non-standard writing in online communication. Dutch Journal of Applied Linguistics 7 (1) : 2–25.
Wei, Li and Zhu Hua. 2019. Tranßcripting: playful subversion with Chinese characters. The International Journal of Multilingualism 16 (2) : 145–161.
Cahnmann-Taylor, Melisa and Yohan Hwang. 2019. Poetic habits of mind in TESOL teacher preparation. Language & Education 33 (5) : 399–415.
Jakonen, Teppo. 2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 428–444.
Fukuta, Junya, Yu Tamura and Yusaku Kawaguchi. 2019. Written languaging with indirect feedback in writing revision: is feedback always effective? Language Awareness 28 (1) : 1–14.
Kristoffersen, Cherise. 2019. Where do my words come from? Towards methods for analyzing word choice in primary level writing. Apples - Journal of Applied Language Studies 13 (3) : 59–75.
Kristoffersen, Cherise. 2019. Where do my words come from? Towards methods for analyzing word choice in primary level writing. Apples - Journal of Applied Language Studies 13 (3).
Lee, Eunjeong and Suresh Canagarajah. 2019. The connection between transcultural dispositions and translingual practices in academic writing. Journal of multicultural discourses 14 (1) : 14–28.
Leone-Pizzighella, Andrea. 2019. Hyperlocal Language Revalorization in Verona, Italy. Multilingua 38 (1) : 69–92.
Vezzaro, Cristina and Katrien Lievois. 2019. Multilingual humour in a polyglot multicultural author: The case of Fouad Laroui. The European Journal of Humour Research 7 (1) : 71–90.
Maekawa, Hisao, Rauno K. Parrila, Tomohiro Inoue, George K. Georgiou, Hirofumi Imanaka and Hiroyuki Kitamura. 2019. Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese. Applied Psycholinguistics 40 (2) : 235–251.
Mak, Pauline. 2019. From traditional to alternative feedback: What do L2 elementary students think? International Journal of Applied Linguistics 29 (1) : 109–129.
Durrant, Philip, Joseph Moxley and Lee McCallum. 2019. Vocabulary sophistication in First-Year Composition assignments. International Journal of Corpus Linguistics 24 (1) : 33–66.
Coluzzi, Paolo, Lissander Brasca and Emanuele Miola. 2019. Writing systems for Italian regional languages. Journal of Multilingual and Multicultural Development 40 (6) : 491–503.
Montealegre Ramón, Félix. 2019. Exploring the learning potential of models with secondary school EFL learners. Revista Española de Lingüística Aplicada 32 (1) : 155–184.
Biber, Douglas, Sheena Gardner and Hilary Nesi. 2019. Discipline, Level, Genre: Integrating Situational Perspectives in a New MD Analysis of University Student Writing. Applied Linguistics 40 (4) : 646–674.
Mendoza, Anna and Jayson Parba. 2019. Thwarted: relinquishing educator beliefs to understand translanguaging from learners’ point of view. The International Journal of Multilingualism 16 (3) : 270–285.