Chris Leyland
Title
Cited by
Cited by
Year
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
112014
‘Pre-enactment’in team-teacher planning talk: Demonstrating a possible future in the here-and-now
C Leyland
Pragmatics 26 (4), 675-704, 2016
102016
DOES THE REBRANDING OF BRITISH UNIVERSITIES REDUCE INTERNATIONAL STUDENTS TO ECONOMIC RESOURCES? A CRITICAL DISCOURSE ANALYSIS.
C Leyland
Novitas-ROYAL 5 (2), 2011
82011
For Mutual intelligibility, Must English as a lingua franca be standardized?
C Leyland
Annual Review of Education, Communication & Language Sciences 8, 2011
82011
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
42018
Naming an activity: Arriving at recognitionals in team-teacher planning talk
T Greer, C Leyland
Journal of Pragmatics 126, 52-67, 2018
42018
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
42016
Academic Writing Tutorials for International Students: Deferring to an expert and follow-up advice
C Leyland
Language and Education 34 (3), 212-230, 2020
32020
Inscribed objects as resources for achieving progressivity in lesson planning talk.
T Greer, C Leyland
Journal of Applied Linguistics & Professional Practice 14 (2), 2017
22017
The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource
C Leyland
Linguistics and Education 61, 100900, 2021
2021
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
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Articles 1–11