| Enabling Language Help: Epistemic Maneuvering in Extended Information Request Sequences between EFL Teachers. C Leyland Novitas-ROYAL (Research on Youth and Language) 8 (2), 136-152, 2014 | 8 | 2014 |
| ‘Pre-enactment’in team-teacher planning talk C Leyland Pragmatics. Quarterly Publication of the International Pragmatics …, 2016 | 7 | 2016 |
| For Mutual intelligibility, Must English as a lingua franca be standardized? C Leyland Annual Review of Education, Communication & Language Sciences 8, 2011 | 7 | 2011 |
| Does the rebranding of British universities reduce international students to economic resources? A critical discourse analysis C Leyland NOVITAS-ROYAL 5 (2), 2011 | 4 | 2011 |
| Dropping the devil’s advocate: One novice language tester’s shifting interactional practices across a series of speaking tests C Leyland, T Greer, E Rettig-Miki Classroom Discourse 7 (1), 85-107, 2016 | 3 | 2016 |
| Resistance as a resource for achieving consensus: adjusting advice following competency-based resistance in L2 writing tutorials at a British University C Leyland Classroom Discourse 9 (3), 267-287, 2018 | 1 | 2018 |
| Naming an activity: Arriving at recognitionals in team-teacher planning talk T Greer, C Leyland Journal of Pragmatics 126, 52-67, 2018 | 1 | 2018 |
| The English'native speaker'teacher as a language resource: conversation analytic examinations of backstage interactions in Japanese high schools CP Leyland Newcastle University, 2013 | | 2013 |
