Alexander, R. (2000) Culture and Pedagogy: international comparisons in primary education, Oxford, Blackwell.
Bakhtin, M. (1981) ‘Discourse in the novel’ in Holquist, M. (ed.) The Dialogic Imagination: four essays by Bakhtin, M. (trans. Emerson, C. and Holquist, M.), Austin, University of Texas Press.
Bakhtin, M. (1984) Problems of Dostoevsky’s Poetics, Manchester, Manchester University Press.
Ball, S. (1990) Politics and Policy Making in Education, London, Routledge.
Barnes, D. and Todd, F. (1995) Communication and Learning Revisited, Portsmouth, N. H., Heinemann.
Baron, N. S. (1998) ‘Letters by phone or speech by other means: the linguistics of email’, Language and Communication, 18, pp. 133–70.
Barton, D. (1994) Literacy: an introduction to the ecology of written language, Oxford, Blackwell.
Barton, D. and Hamilton, M. (1998) Local Literacies, London, Routledge.
Barton, D. and Hamilton, M. (2000) ‘Literacy practices’ in Barton, D., Hamilton, M. and Ivanič, R. (eds) Situated Literacies: reading and writing in context, London, Routledge, pp. 10–11.
Bennett, N. and Cass, A. (1989) ‘The effects of group composition on group interactive processes and pupil understanding’, British Educational Research Journal, 15, pp. 119–32.
Bennett, N. and Dunne, E. (1992) Managing Classroom Groups, London, Simon and Schuster.
Bernstein, B. (1971) Class, Codes and Control Vol 1: theoretical studies towards a sociology of language, London, Routledge and Kegan Paul.
Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity, London, Taylor and Francis.
Bucholtz, M. (1999) ‘Why be normal?: Language and identity practices in a community of nerd girls’, Language in Society, Vol. 28, No. 2, June 1999, Cambridge University Press. Copyright ©1999 Cambridge University Press.
Cameron, D. (2000) ‘Communication factories: inside the call centre’ in Good to Talk, London, Sage.
Carrington, V. and Luke, A. (1997) ‘Literacy and Bourdieu’s sociological theory: a reframing’, Language and Education, 11(2), pp. 96–113.
Coffin, C. (1996) Exploring Literacy in School History, Sydney Disadvantaged Schools Program, Metropolitan East Region.
Coles, M. and Hall, C. (2001) ‘Breaking the line: new literacies, postmodernism and the teaching of printed texts’, Reading, November, Blackwell, Oxford, pp. 111–14.
Cook, G. (1992) The Discourse of Advertising, London, Routledge.
Crystal, D. (1997) A Dictionary of Linguistics and Phonetics, Oxford, Basil Blackwell.
Crystal, D. (2001) Language and the Internet, Cambridge, Cambridge University Press.
DfEE (Department for Education and Employment) (2001) Key Stage 3 National Strategy: framework for teaching English: Years 7, 8 and 9, London, Department for Education and Employment.
Donato, R. (1994) ‘Collective scaffolding in second language learning’ in Lantolf, J. and Appel, G. (eds) Vygotskian Approaches to Second Language Research, Norwood, N.J., Ablex, pp. 33–57.
Donato, R. (2000) ‘Sociocultural contributions to understanding the foreign and second language classroom’ in Lantolf, J. (ed.) Sociocultural Theory and Second Language Learning, Oxford, Oxford University Press, pp. 28–50.
Eckert, P. (2000) Language Variation as Social Practice, Oxford, Blackwell.
Edwards, A. D. and Furlong, V. F. (1978) The Language of Teaching, London, Heinemann.
Edwards, D. (1997) Discourse and Cognition, London, Sage.
Edwards, D. and Mercer, N. (1987) Common Knowledge: the development of understanding in the classroom, London, Methuen/Routledge.
Fairclough, N. (1992) Discourse and Social Change, Cambridge, Polity Press.
Financial Times (2001) ‘India learns language of customer service’, News and Analysis/World, 3 April 2001: http://news.ft.com [accessed July 2002]
Foucault, M. (1980) Power/Knowledge: selected interviews and other writings 1972–1977, Brighton, Harvester.
Frawley, W. and Lantolf, J. P. (1985) ‘Second language discourse: a Vygotskyan perspective’, Applied Linguistics, 6, pp. 19–44.
Freebody, P. and Luke, A. (1990) ‘Literacies programs: debates and demands in cultural context’, Prospect: Australian Journal of TESOL, 5(7), pp. 7–16.
Freire, P. (1970) Pedagogy of the Oppressed, (trans. Bergman Ramos M.), London, Penguin.
Gibbons, P. (1995) Discourse Contexts for Second Language Development in the Mainstream Classroom, doctoral thesis, University of Technology, Sydney, Australia.
Gibbons, P. (2001) ‘Learning a new register in a second language’ in Candlin, C. N. and Mercer, N. (eds) Language Teaching in its Social Context, London, Routledge with The Open University.
Giordano, G. (2000) Twentieth Century Reading Education: understanding practices of today in terms of patterns of the past, Stamford, Conn., Jai Press Inc.
Global Reach (2001): http://www.glreach.com/globstats/ [accessed July 2002]
Goodman, K. and Goodman, Y. (1979) ‘Learning to read is natural’ in Resnick, L. and Weaver, P. (eds) Theory and Practice of Early Reading, Volume 1, Hillsdale, NJ, Lawrence Erlbaum, pp. 137–54.
Goodman, S. (1996) ‘Market forces speak English’ in Goodman, S. and Graddol, D. (eds) Redesigning English: new texts, new identities, London, Routledge.
Graddol, D. (1994) ‘Three models of language description’ in Graddol, D. and Boyd-Barnett, O. (eds) Media Texts: authors and readers, Clevedon, Multilingual Matters, pp. 1–21.
Graddol, D., Cheshire, J. and Swann, J. (eds) (1994) Describing Language, (second edition), Buckingham, Open University Press.
Granville, S., Janks, H., Mphahlele, M., Reed, Y., Watson, P., Joseph, M., Ramani, E. (1998) ‘English with or without G(u)ilt: a position paper on language and education policy in South Africa’, Language and Education, 12(4), pp. 254–72.
Gutiérrez, K.D., Baquedano-López, P. and Tejeda, C. (1999) ‘Rethinking diversity: hybridity and hybrif language practices in the third space’ in Mind, Culture and Activity, 6 (4) 286-303, Lawrence Erlbaum Associates, Publishers. Copyright ©1999, Regents of California on behalf of the Laboratory of Comparative Human Cognition.
Halliday, M. A. K. (1978) Language as Social Semiotic, London, Edward Arnold.
Halliday, M. A. K. (1989) Spoken and Written Language, Oxford, Oxford University Press.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar, (second edition), London, Edward Arnold.
Halliday, M. A. K. and Hasan, R. (1976) Cohesion in English, London, Longman.
Halliday, M. A. K. and Martin, J. (1993) Writing Science: literacy and discursive power, London, Falmer Press.
Hamilton, M. (2000) ‘Expanding the New Literary Studies: using photographs to explore literacy as social practice’ in Barton, D., Hamilton, M. and Ivanič, R. (eds) Situated Literacies: reading and writing in context, London, Routledge, pp. 16–34.
Harris, M. and Hatano, G. (1999) Learning to Read and Write: a cross-linguistic perspective, Cambridge, Cambridge University Press.
Heath, S. B. (1983) Ways with Words: language, life and work in communities and classrooms, Cambridge, Cambridge University Press.
Ivanič, R. (1998) Writing and Identity: the discoursal construction of identity in academic writing, Amsterdam, John Benjamins.
Kachru, B. B. (1985) ‘Standards, codification, and sociolinguistic realism: the English language in the outer circle’ in Quirk, R. and Widdowson, H. (eds) English in the World: teaching and learning the language and literatures, Cambridge, Cambridge University Press, pp. 11–30.
Kamberelis, G. and Scott, K. D. (1992) ‘Other people’s voices’, Linguistics and Education, 4(3–4), pp. 359–403.
Kress, G. (1997) Before Writing: rethinking the paths to literacy, London, Routledge.
Kress, G. and van Leeuwen, T. (2001) Multimodal Discourse: the modes and media of contemporary communication, London, Arnold.
Labov, W. (1972) Language in the Inner City, Philadelphia, University of Philadelphia Press.
Lankshear, C., Snyder, I. and Green, B. (2000) Teachers and Technoliteracy: managing literacy, technology and learning in schools, New South Wales, Allen and Unwin.
Lantolf, J. (2000) (ed.) Sociocultural Theory and Second Language Learning, Oxford, Oxford University Press.
Lantolf, J. and Appel, G. (1994) ‘Theoretical framework: an introduction to Vygotskian perspectives on second language research’ in Lantolf, J. and Appel, G. (eds) Vygotskian Approaches to Second Language Research, Norwood, NJ, Ablex.
Lea, M. and Street, B. (1998) ‘Student writing in higher education: an academic literacies approach’, Studies in Higher Education, 11(3), pp. 182–99.
Lemke, J. L. (1990) Talking Science: language learning and values, Norwood, NJ, Ablex.
Lillis, T. (2001) Student Writing: access, regulation, desire, London, Routledge.
Lloyd Parry, R. (2001) ‘The TXT MSG Revolution’, The Independent online: http://www.independent.co.uk [accessed July 2002]
Luke, C. (2000) ‘Cyber-schooling and technological change: multiliteracies for new times’ in Cope, B. and Kalantzis, M. (eds) Multiliteracies: literacy learning and the design of social futures, London, Routledge, pp. 69–91.
McCafferty, S. (1994) ‘The use of private speech by adult ESL learners at different levels of proficiency’ in Lantolf, J. P. and Appel, G. (eds) Vygotskian Approaches to Second Language Learning, Norwood, NJ, Ablex, pp. 117–34.
Mehan, H. (1979) Learning Lessons: social organization in the classroom, Cambridge, Mass., Harvard University Press.
Meinhof, U. and Smith, J. (2000) The Media and their Audience: from genre to everyday life, Manchester, Manchester University Press.
Mercer, N. (1995) The Guided Construction of Knowledge: talk amongst teachers and learners, Clevedon, Multilingual Matters.
Mercer, N. (2000) Words and Minds: how we use language to think together, London, Routledge.
Michaels, S. (1981) ‘Sharing time: children’s narrative styles and differential access to literacy’, Language in Society, 10, pp. 423–42.
Middleton, D. and Edwards, D. (1990) ‘Conversational remembering: a social psychological approach’ in Middleton, D. and Edwards, D. (eds) Collective Remembering, London, Sage.
Millard, E. and Marsh, J. (2001) ‘Words with pictures: the role of visual literacy in writing and its implication for schooling’, Reading, July, Oxford, Blackwell, pp. 54–61.
New London Group (1996) ‘A pedagogy of multiliteracies: designing social futures’, Harvard Educational Review, 66(1), pp. 60–92.
New London Group (2000) ‘A pedagogy of multiliteracies: designing social futures’ in Cope, B. and Kalantzis, M. (eds) Multiliteracies: literacy learning and the design of social futures, London, Routledge, pp. 9–37.
Newman, D., Griffin, P. and Cole, M. (1989) The Construction Zone, Cambridge, Cambridge University Press.
Nua Online (2002) ‘How many online’, 25 March 2002: http://www.nua.ie/surveys/how_many_online/ [accessed July 2002]
Norton, B. (2000) Identity and Language Learning: gender, ethnicity and educational change, London, Longman.
Painter, C. (2001) ‘Understanding genre and register: implications for language teaching’ in Burns, A. and Coffin, C. (eds) Analysing English in a Global Context, London, Routledge.
Pennycook, A. (1998) English and the Discourses of Colonialism, London, Routledge.
Phillips, T. (1992) ‘Why?: the neglected question’ in Norman, K. (ed.) Thinking Voices: the work of the National Oracy Project, London, Hodder and Stoughton.
Piaget, J. (1926) The Language and Thought of the Child, New York, Harcourt Brace Jovanovich.
Pinker, S. (1994) The Language Instinct, London, Penguin.
Ramanathan, V. (1999) ‘English is here to stay: a critical look at institutional and educational practices in India’, TESOL Quarterly, Vol.33, No.2, Summer 1999. Copyright ©1999 Teachers of English to Speakers of Other Languages, Inc.
Rassool, N. (1999) Literacy for Sustainable Development in the Age of Information, Clevedon, Multilingual Matters.
Rassool, N. (2000) ‘Contested and contesting identities: conceptualising linguistic minority rights within the global cultural economy’, Journal of Multilingual and Multicultural Development, 21(5), pp. 386–98.
Rothery, J. (1996) ‘Making changes: developing an educational linguistics’ in Hasan, R. and Williams, G. (eds) Literacy in Society, London, Longman, pp. 86–123.
Russell, R. R. (2002) ‘Looking beyond the interface: activity theory and distributed learning’ in Lea, M. and Nicholl, K. (eds) Distributed Learning: social and cultural approaches to practice, London, Routledge with The Open University, pp. 64–82.
Scribner, S. and Cole, M. (1981) The Psychology of Literacy, Cambridge, MA, Harvard University Press.
Sealey, A. (1999) ‘Teaching primary school children about the English language: a critique of current policy documents’, Language Awareness, 8(2), pp. 84–97.
Sola, M. and Bennett, A. (1985) ‘The struggle for voice: narrative, literacy and consciousness in an East Harlem School’, Journal of Education, 167(1), pp. 88–110.
Stein, P. (1998) ‘Reconfiguring the past and the present: performing literacy histories in a Johannesburg classroom’, TESOL Quarterly, 32(3), pp. 517–28.
Stokoe, E. (1996) Exploring Gender and Discourse in Higher Education, unpublished doctoral thesis, University of Leicester.
Street, B. (1984) Literacy in Theory and Practice, Cambridge, Cambridge University Press.
Street, B. (1995) Social Literacies: critical approaches to literacy in development, ethnography and education, London, Longman.
Street, B. (2000) ‘Introduction’ in Street, B. (ed.) Literacy and Development: ethnographic perspectives, London, Routledge, pp. 7–8.
Swanwick, R. (2002) ‘Sign bilingual deaf children’s approaches to writing’, Deafness and Education international, 4 (2) pp. 65-83, Whurr Publishers Ltd.
Tizard, B. and Hughes, M. (1984) Young Children Learning: talking and thinking at home and at school, London, Fontana.
United Nations Development Programme (2001) Annual Report: http://www.undp.org/dpa/annualreport2001/arinfocom.pdf [accessed July 2002]
Usher, R. and Edwards, R. (1998) ‘Confessing all? A ‘‘poststructural guide’’ to the guidance and counselling of adult learners’ in Edwards, R., Harrison R. and Tait, A. (eds) Telling Tales: perspectives on guidance and counselling in learning, London, Routledge with The Open University, pp. 211–22.
van Leeuwen, T. (2000) ‘Programmed heteroglossia, information technology’, Education and Society, 1(I), pp. 7–23.
Vološinov, V. N. (1986) Marxism and the Philosophy of Language, Cambridge, Mass., Harvard University Press.
Vygotsky, L. S. (1962) Thought and Language, Cambridge, Mass., MIT Press.
Vygotsky, L. S. (1969) ‘Thinking and speech’ in Rieber, R. and Carton, A. (eds) The Collected Works of L. S. Vygotsky, Vol. 1: problems of general psychology, New York, Plenum.
Wallace, C. (2002) ‘Local literacies and global literacy’, in Block, D. and Cameron, D. (eds) Globalisation and language teaching, Routledge.
Wells, G. (1992) The Meaning Makers: children learning language and using language to learn, London, Hodder and Stoughton.
Wells, G. (1999) Dialogic Inquiry: towards a sociocultural practice and theory of education, Cambridge, Cambridge University Press.
Willinsky, J. (1994) ‘Introducing the New Literacy’ in Stierer, B. and Maybin, J. (eds) Language Literacy and Learning in Educational Practice, Clevedon, Multilingual Matters/Open University Press, pp. 1–14.
Wood, D. (1992) ‘Teaching talk’ in Norman, K. (ed.) Thinking Voices: the work of the National Oracy Project, London, Hodder and Stoughton, pp. 203–14.
Wray, D. (2001) ‘Literacy in the secondary curriculum’, Reading, April, pp. 13–17.
Yates, S. (1996) ‘English in cyberspace’ in Goodman, S. and Graddol, D. (eds) Redesigning English: new texts, new identities, London, Routledge, pp. 106–40.
Zammit, K. and Callow, J. (1999) ‘Ideology and technology: a visual and textual analysis of two popular CD-ROM programs’, Linguistics and Education, 10(1), pp. 89–105.