Publicaciones

Publicaciones destacadas

Martín Rojo, L. & Del Percio, A. (eds.) (2019) Neoliberalism and linguistic governmentality. New York: Routledge.

Heller, M., Pietikäinen, S., & Pujolar, J. (2017). Critical Sociolinguistic Research Methods: Studying Language Issues that Matter. Routledge.

Márquez Reiter, R. y Martín Rojo, L. (eds.). (2014). A sociolinguistics of diaspora: Latino practices, identities and ideologies. New York: Routledge.

Duchêne, A. and Heller, M. (Eds.) (2011). Language in Late Capitalism: Pride and Profit. London: Routledge.

Martín Rojo, L. (2010). Constructing inequality in multilingual classrooms. Berlin: Mouton de Gruyter. Pérez-Milans, M. (2013). Urban schools and English language education in late modern China: A critical sociolinguistic ethnography (Vol. 5). Routledge.

Martín Rojo, L., & Mijares, L. (eds.) (2007). Voces del aula. Etnografías de la escuela multilingüe. Madrid: Estudios del CREADE.

 

Todas las publicaciones

Listado de las publicaciones realizadas entre 2014 y 2018.

Duchêne, A., PN Humbert, R Coray (2018) How to ask questions on language? Ideological struggles in the making of a state survey. International Journal of the Sociology of Language 2018 (252), 45-72.

Duchêne, A., PN Humbert (2018) Surveying languages: the art of governing speakers with numbers, International Journal of the Sociology of Language 2018 (252), 1-20.

Flubacher, M. C., Duchêne, A., & Coray, R. (2018). Language Investment and Employability: An Introduction. In Language Investment and Employability. Palgrave Macmillan, Cham, pp. 1-32.

Flubacher, M. C., Duchêne, A., & Coray, R. (2018). The Uneven Recognition of Language Investment for Employability. In Language Investment and Employability Palgrave Macmillan, Cham, pp. 83-104.

Flubacher, M. C., Duchêne, A., & Coray, R. (2018). The Politics of Investment and Employability in the Public Employment Service. In Language Investment and Employability. Palgrave Macmillan, Cham, pp. 33-54.

Grad, H.M. (2018). Valores, tipo de nacionalismo e identidades nacional y cosmopolita: Importancia relativa de los antecedentes de la ideología multicultural en sociedades complejas. En J.L. Álvaro Estramiana (Coord.), La Interacción Social: Escritos en homenaje a José Ramón Torregrosa. Madrid: Centro de Investigaciones Sociológicas, pp. 307-327.

Hansen, M-B and Marquez Reiter, R (eds) (in press/ 2018) The pragmatics of sensitive activities in institutional discourse.Benjamins Current Topics 96

Márquez Reiter, R. and Orthaber, S (in press /2018) Exploring the moral compass: denunciations in a Facebook carpool group,Internet pragmatics 1:2.

Márquez Reiter, R. (2018) Interviews as sites of ideological work, Spanish in Context, 15:1.

Márquez Reiter, R. & Frohlich, D. (in press/2018). A pragmatics of intimacy. In  Chaoqun Xie, Yus, F. and Haberland, H. (eds)Internet pragmatics. Theory and Practice. Amsterdam: John Benjamins.

Márquez Reiter, R. (in press /2018) Navigating commercial constraints in a Spanish service call. In Garcés Conejos Biltvich, P Hernández López, M. and Amaya, L. (eds) Mediated Service Encounters. Amsterdam: John Benjamins.

Márquez Reiter, R. & Martín Rojo (2018) Language and speakerhood in migratory contexts. Journal of Sociology of Language 257: (4) (in press).

Martín Rojo, L. & Márquez Reiter, R. (2018) Language surveillance: pressure to follow local models of speakerhood among Latin students in Madrid. Journal of Sociology of Language 257: (4) (in press).

Martín Rojo, L. & Del Percio, A. (2018) Language and Neoliberal Governmentality
Routledge. (in press).

Patiño, A. (2018). “No-one told me it would all be in Catalan!” – Narratives and language ideologies in the Latin American community at school. International Journal of the Sociology of Language, 2018(250), 59–86. DOI: 10.1515/ijsl-2017-0055
Patiño, A., & Relaño Pastor, A. M. (Eds.) (2018). Storytelling in globalized spaces: a linguistic ethnographic perspective. International Journal of the Sociology of Language, 2018(250).

Patiño-Santos , Adriana (forthcoming 2018) Reflexivity. In Tusting, Karin (ed.) Routledge Handbook of Linguistic Ethnography.

Pérez-Milans, M. & Tollefson, J.W. (2018). Language Policy and Planning: Directions for Future Research. In: James W. Tollefson & Miguel Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 727-741).

Pérez-Milans, M. (2018). Metapragmatics in the ethnography of language policy. In:  James W. Tollefson & Miguel Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 113-139). Oxford: Oxford University Press.

Rodríguez Torres, L. R. (2018). Hegemonia panhispànica, polítiques lingüístiques i drets indígenes a Mèxic. Treballs de Sociolingüística Catalana, 18

Soto, C. & Pérez-Milans, M. (in press). Language, neoliberalism and the commodification of pedagogy. Language and Intercultural Communication.

Tollefson, J.W & Pérez-Milans, M. (2018). Research and practice in language policy and planning. In: James W. Tollefson & Miguel Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 1-32).

Tollefson, J. & M. Pérez-Milans (Eds.) (2018). Oxford Handbook of Language Policy and Planning. Oxford: Oxford University Press.

Zhang, J. & Pérez-Milans, M. (2018). Structures of feeling in language policy: The case of Tibetan in China. Language Policy. https://doi.org/10.1007/s10993-018-9469-3

Codó, E., & Patiñoo, A. (2017). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy. DOI: 10.1007/s10993-017-9451-5

De la Peza Casares, C. & Rodríguez Torres, L. R. (2017). Escritura y Colonialismo. En Alcántara, E., Arce, Y. y Parrini, R (coords). Lo complejo y lo transparente, México: UAM-X /DCSH ISBN 978-607-28-1444-4 p.p. 141-154.

Duchêne, A. (2017). Sciences sociales et sociolinguistique: disciplines, alternatives, conversations et critiques. Langage & Societé, 160: 43-58

Equipo Red de Saberes* (Coord.). (2017). Universidad Popular de Bellas Vistas: Hacia un Plan Integral de Barrio. Madrid: Ayuntamiento de Madrid (Junta Municipal del Distrito de Tetuán). *El equipo Red de Saberes está formado por Lucas Álvarez del Valle, Henar Diez Villahoz, Héctor Grad Fuchsel, Luis Herrera Revelo, Francisco Jiménez Peralta, Alma Porta Lledó, y Ana Rodríguez Ludeña.

Grad, H.M. (2017). Intercultural relations in Spain. En J. W. Berry (Ed.), Mutual Intercultural Relations in Plural Societies (). Cambridge: Cambridge University Press, pp. 268-290.

Heller, M. and McElhinny, B. (2017). Language, Capitalism, Colonialism: Towards a Critical History. Toronto: University of Toronto Press.

Llompart, J. (2017). La transmissió lingüística intergeneracional inversa: quan els fills ensenyen llengua als progenitors. Treballs de Sociolingüística Catalana (27).

Llompart, J. & Nussbaum, L. (2017). Doing purilingualism at school: Key concepts and perspectives. In: Christian Helmchen & Silvia Melo Pfeifer (eds.). KOINOS. Peter Lang.

Márquez Reiter, R. and Patiño, A. (2017) The discursive construction of moral agents among Spanish-speaking Latin American retailers in Elephant & Castle, Tilburg Papers in Cultural Studies, 194.

Márquez Reiter, R.and Bou-Franch, P. (2017) (Im)politeness in service encounters: Cultural practices in transformation. In Culpeper, J.; Haugh, M. and Kádár, D. (eds) Handbook of Linguistic Impoliteness. Basingstoke: Palgrave/Macmillan, pp.661-687.

Martín Rojo, L. & Molina, C. (2017) Cosmopolitan stance negotiation in multicultural academic settings. Journal of Sociolinguistics 21(5), 672-695.

Martín Rojo, L. Anthonissen, C., García-Sánchez, I., & Unamuno, V. (2017). Recasting Diversity in Language Education in Postcolonial, Late-Capitalist Societies. Diversity and super-diversity: Sociocultural linguistic perspectives, pp. 171-190.

Martin Rojo, L. (2017). Neoliberalism and linguistic governmentality. In James W. Tollefson and Miguel Pérez-Milans The Oxford Handbook of Language Policy and Planning. Oxford University Press, pp. 544-567.

Moore & Llompart-Esbert (2017). Collecting, transcribing, analysing and presenting plurilingual interactional data. Qualitative approaches to research in plurilingual language learning environments. Grup de Recerca en Ensenyament i Interaccions Plurilingües.

Patiño-Santos, A. (2017). Trapped in a moral order: moral identity, positioning and reflexivity in stories of confrontation among Latin American teenage school girls in Madrid. AILA Review, 29(1), 1-37.

Patiño, A. (2017). Producing knowledge about plurilingualism with young students: a challenge for collaborative ethnography. In E. Moore, & M. Dooly (Eds.), Qualitative approaches to research on plurilingual education (pp. 129-149). Dublin, Ireland/Voillans, France: Research-publishing.net.

Pérez-Milans, M. (2017). LIAN MALAI MADSEN. Fighters, Girls and Other Identities: Sociolinguistics in a Martial Arts Club. Journal of Sociolinguistics21(1), 142-146.

Pérez-Milans, M. (Ed.) (2017). “Reflexivity in Late Modernity: Accounts from Linguistic Ethnographies of Youth”. AILA Review 29 (1), 1-213.

Pérez-Milans, M., Soto, C. (2017). Reflexive language and ethnic minority activism in Hong Kong: A trajectory-based analysis. AILA Review 29 (1), 48-82.

Pérez-Milans, M. (2017). Reflexivity and social change in applied linguistics. AILA Review 29 (1), 1-14.

Pérez-Milans, M. (2017). Bilingual education in Hong Kong. In: Stephen May, Ofelia Garcia & Angel Lin (Eds.), Encyclopedia of Language and Education. Bilingual Education (pp. 207-218).

De la Garza, M. L. (2016). Los trabajos discursivos de los corridos chiapanecos. En Á. Ochoa Serrano (Coord.), Con el permiso de ustedes. Una historia muy corrida (23-63). México: El colegio de Michoacán.

De la Garza, M. L. (2016). Razones de valoración y estigma de los corridos entre jóvenes universitarios y preuniversitarios en Chiapas. En M. L. de la Garza (Ed.), Los sonidos de nuestros pueblos. Escuchas desde el Sur (pp. 137-157). México: UNICACH.

Del Percio, A., Flubacher, M.-C. & Duchêne, A. (2016). Language and political economy. In Gracia, O., Flores, N. & Spotti, M. (eds). The Oxford Handbook of Language and Society. Oxford: Oxford University Press, pp. 55-75.

Duchêne, A. (2016). Investissement langagier et économie politique. Langage & Société 157 : 73-96.

Fernández-González, N. (2016). Notas para acotar el debate sobre el sentido de la escuela. Revista Educación, Política y Sociedad, 1(1), 10-21.

Fernández-González, N. (2016). Repensando las políticas de privatización en educación: el cercamiento de la escuela. Archivos Analíticos de Políticas educativas, 24 (123).

Fernández-González, N. (2016). La LOMCE: aportaciones para el debate sobre la política educativa. Revista de Educación, Política y Sociedad, 2(1), 4-10.

Flubacher, M.-C., Coray, R. & Duchêne, A. (2016). Language, integration and investment: The regulation of diversity in the context of unemployment. Multilingua, 35(69: 675-684.

García Agustín, Ó., Martín Rojo, L., Pujolar, J., Pérez Milans, M., Moustaoui, A., Hidalgo McCabe, E., Cárdenas, C. y Martínez Guillem, S. (2016). Reflections about “Occupy. The spatial dinamics of discourse in global protest movements, by Luisa Martín Rojo. Discurso & Sociedad, 10(4),640-684.

Grad, H.M. & La Botz, D. (2016). Challenges facing the left in Spain. New Politics, 1 de mayo de 2016. [Disponible en http://newpol.org/content/challenges-facing-left-spain]

Heller, M. y Duchêne, A. (2016). Treating language as an economic resource: discourse, data and debate. In N. Coupland (Ed.), Theoretical Debates in Sociolinguistics (pp. 139-156). Cambridge: Cambridge University Press.

Heller, M. y McLaughlin, M. (2016). Language choice and symbolic domination. In S. Wortham, D. Kim y S. May (Eds), Encyclopedia of Discourse and Education. Discourse and Education: Vol, 3 (87-95). Munich: Springer.

Heller, M. (2016). Anthropology as discursive space. American Anthropologis, 118(4), 955-956

Heller, M. & Duchêne, A. (2016). Treating language as an economic resource: Discourses, data, debates. In Coupland, N. (ed.) Sociolinguistics : Theoretical Debates. Cambridge : Cambridge University Press, pp. 139-156.
Llompart, J. (2016). Enseñar lengua en la superdiversidad: de la realidad sociolingüística a las prácticas de aula. Signo y Seña, 29, pp. 11-32.

Llompart, J. (2016). 2016. Pràctiques plurilingües d’escolars d’un institut superdivers: de la recerca a l’acció educativa. PhD thesis. Universitat Autònoma de Barcelona.

Llompart, J. (2016). Ikasleen gaitasun eleanitzak. Hezkuntza eta hizkuntzak eskola globalizatuan. Garai Berria, 47, Steilas.

Márquez Reiter, R. y Bou-Franch, P. (2016). (Im)politenees in the workplace. En J. Culpeper, M. Haugh, y D. Z. Kádár, The Palgrave Handbook of linguistic (im)politeness (661-688). London: Palgrave Macmillan.

Márquez Reiter, R. Charalambidou, A. y Ganchenko, K. (2016). Requests and counters in Russian traffic police officer-citizen encounters. Pragmatics & Society, 7(4), 512-539.

Martín Rojo, L. (2016). Occupy: The spatial dynamics of discourse in global protest movements. Amsterdam: John Benjamins.

Martín Rojo, L. (2016). Language and Power. In O. García, M. Spotti & N. Flores (Eds), The Oxford Handbook of Language and Society (77-102). Oxford: Oxford University Press.

Martín Rojo, L. y Rodríguez Torres, L. R. (2016). Muda lingüística y movilidad social. Trayectorias de jóvenes migrantes hacia la universidad. Discurso y sociedad, 10(1), 100-133.

McCabe, A. e Hidalgo McCabe, E. (2016). Managing learner identity for engaging learning. Selected Papers 2014-2015 TESOL-SPAIN,230-242.

Monarca, H. Fernández-González, N. y Piedrahita, C. (2016). ¿Qué opina el profesorado sobre la LOMCE? Revista Educación, Política y Sociedad, 1(2), 197-212.

Monarca, H. y Fernández-González, N. (2016). El papel de la inspección educativa en los procesos de cambio. Cadernos de Pesquisa, 149, 212-233.

Mosegaard Hansen, M-B. y Márquez Reiter, R. (2016). The (co-)construction of potentially interpersonally sensitive activities across languages and institutional contexts. Pragmatics & Society, 7(4), 507-511.

Mylonas, K., Furnham, A., Alvaro, J.L., Papazoglou, S., Divale, W., Cretu, R.Z., Grad, H., Gondim, S., Leblebici, C., Filus, A., Moniz, A., Mitsostergiou , A., Kyvetou, G., Konstantinidis, E., & Boski, P. (2016). Explanations of Unemployment: An eight-country comparison. International Journal of Academic Research in Business and Social Sciences, 6 (9), 344-357. DOI: 10.6007/IJARBSS/v6-i9/2315

Orthaver, S. y Márquez Reiter, R. (2016). When routine calls for information become interpersonally sensitive. Pragmatics & Society, 7(4), 618-637.

Pérez-Milans, M. (2016). Language and identity in linguistic ethnography. In S. Preece (Ed.), The Routledge Handbook of Language and Identity (83-97). New York-London: Routledge.

Pérez-Milans, M y Soto, C. (2016). Reflexive language and ethnick minority activism in Hong Kong: A trajectory-based analysis. AILA Review, 29(1), 48-82.

Pujolar, J. y O’Rourke, B. (2016). New speakers, non-native speakers: towards a post-national linguistics. Annual Review of Anthropolgy, 45

Rodriguez, L. R. (2016). Retos y oportunidades educativas: el nuevo orden cognitivo de los Símbolos digitales. Reencuentro. Análisis de problemas universitarios, nº 71

Bilsky, W., Gollan, T., Grad, H., Mendes Teixeira, M.L., Rodriguez Monter, M., Roccas, S., Schweiger-Gallo, I., Segal-Caspi. L. (2015). On the relative importance of personal values: Validating Schwartz’s theory of value structures by computerized paired comparisons. Journal of Individual Differences, 36 (2), 119–129. DOI: 10.1027/1614-0001/a000162

Coray, R. ., Kobelt, E., Zwicky, R., Kübler, D. & Duchêne, A. (2015). Mehrsprachigkeit verwalten? Spannungsfeld Personalrekrutierung beim Bund. Zürich: Seismo

De la Garza, María Luisa and Claudia Isabel Serrano; “In Every Voice a Zapata”: The Zapatista Movement Trough Its Corridos”, in Diana Taylor y Lorie Novak (eds.) Dancing with the zapatistas: Twenty Years Later, Duke University Press, Nueva York, 2015.

De la Garza, M. L., & Grad, H.M. (2015). La representación musical de la identidad nacional y regional entre jóvenes universitarios y preuniversitarios de Chiapas, en Actas del XI Congreso IASPMAL “Música y territorialidades: los sonidos de los lugares y sus contextos socioculturales” (pp. 348-355). ISBN 978-85-62959-37-0,

Del Percio, A. & Duchêne, A. (2015). Sprache und sozialer Ausschluss. Eine Genealogie des schulischen Berufsintegrationsprozesses jugendlicher Migranten in der Schweiz. In Schnitzer, A. &  Mörgen, R. (eds). Mehr-Sprachigkeit und (Un)gesagtes. Berlin : Juventa, 194-216

Duchêne, A. & Daveluy, M. (2015). Spéculations langagières: négocier des ressources aux valeurs fluctuantes. Anthropologie & Sociétés 39(3) : 9-28

Duchêne, A. & Flubacher, M.-C. (2015). Quand légitimité rime avec productivité: La parole d’oeuvre plurilingue dans l’industrie de la communication. Anthropologie & Sociétés 39(3) : 173-196

Duchêne, A. & Daveluy, M. (2015). Spéculations langagières. Special Issue for the journal  Anthropologie & Sociétés 39-3

Fernández-González, N. (2015). PISA como instrumento de legitimación en la reforma de la LOMCE. Bordón. Revista de pedagogía, 67(1), 165-178.

Fernández-González, N. & González-Clemares, N. (2015). La LOMCE a la luz de la CEDAW. Un análisis de la coeducación en la última reforma educativa. Journal of Supranational Policies of Education, 3, 242-263.

Grad, H.M., Peñafiel, E., Rodríguez, A., y Núñez, A. (2015). Informe Chacarita. En Asunción Laboratorio Abierto: Plan Maestro Centro Histórico de Asunción, Tomo 3 “Participación ciudadana en torno al Plan CHA” (pp. 62-75). Asunción: Ecosistema Urbano, Consorcio Lab Urbano y Gobierno del Paraguay.

Marquez Reiter R. (2015). ‘Cortesia y descortesia’. in Gutierrez-Rexach J (ed.) Enciclopedia de Linguistica Hispanica [ Status: Accepted ].

Márquez Reiter, R ,Orthaber, S. and Kádár (2015) Disattending Customer Dissatisfaction on Facebook: A Case Study of a Slovenian Public Transport Company. In Christopher, E. (ed) International Management and Intercultural Communication A Collection of Case Studies. Basingstoke: Palgrave/Macmillan

Martín Rojo, L. (2015) The social construction of inequality in and through interaction in multilingual classrooms. In: N. Markee, The Handbook of Classroom Discourse and Interaction. NY.: Wiley-Blackwell.

Martín Rojo, L. and C. Portillo (2015) “The transformation of urban space: Agency and constraints in a peripheral district in the post-industrial city of Madrid”. AILA Review 28 (2015): 72–102. DOI 10.1075/aila.28.04marissn1461–0213 / e

Monarca, H.; Fernández-González, N. & Sandoval, M. (2015). Reconfiguración de los sentidos sobre la educación en España a partir de la nueva ley de educación (LOMCE). En H. Monarca (Coord.), Evaluaciones externas. Mecanismos para la configuración de representaciones y prácticas en educación (pp. 173-190).

Patiño, A., Pérez-Milans, M., Relaño, A.M. (2015). “‘We don’t do anything’: analysing legitimate knowledge construction in multilingual schools”. Pedagogies: An International Journal 10 (4), 309-327.

Pérez-Milans, M. (Ed.) (2015). “Language Education Policy in Late Modernity: Insights from Situated Approaches”, special Issue in Language Policy 14(2).

Pérez-Milans, M. (2015). Language education policy in late modernity: Linguistic ethnographies in the European Union. Language Policy 14(2), 99-108.  

Pérez-Milans, M. (2015). Mandarin Chinese in London education: Language Aspirations in a Working-Class Secondary School. Language Policy 14 (2), 153-182.

Pujolar, J., O’Rourke, B., and Ramallo, F. (2015). New speakers of European minority languages: the challenging opportunity. Special issue of the International Journal for the Sociology of Language. January 2015. Vol. 231. 1613-3668.

Pujolar, J. and Puigdevall, M. (2015). “Linguistic «mudes»: how to become a new speaker in Catalonia”. In O’Rourke, Bernadette, Joan Pujolar and Fernando Ramallo, New speakers of European minority languages: the challenging opportunity. IJSL special issue. January 2015. Vol. 231.

Pujolar, J. (2015). “Sprachliche «Mudes» –  Wie sich unsere sprachlichen Repertoires über die Lebenszyklen hinweg verändern”. A Eva Neuland (ed.), Sprache und Generation. Eine soziolinguistische Perspektive auf Sprachgebrauch. Thema Deutsch Band 12. 2e. Auflage. Mannheim: Dudenverlag.

Relaño Pastor, Ana M. (2015). We don’t do anything’: Analyzing the construction of legitimate knowledge in multilingual schools. (with Adriana Patiño-Santos and Miguel Pérez-Milans) Type of publication: Journal paper / Subject: Language Education Pedagogies: An International Journal 10(4).

Relaño Pastor, Ana M. (2015). The commodification of English in ‘Madrid, comunidad bilingüe’: Insights from the CLIL classroom. Type of publication: Journal paper / Subject: Language education Journal of Language Policy 14 (2) pp. 131-151.

Rodriguez, L. R. (2015). Evaluaciones y estímulos del campo académico mexicano en el siglo XXI: Oxímoron. Profesor universitario mercantilizado. Reencuentro. Análisis de problemas universitarios, nº 70(26)

Heller, M. (2014). “Commentary”. In: M. Perez Milans and E. Codo (eds.), Multilingual discursive practices and processes of social change in globalizing institutional spaces, Special issue of the International Journal of Multilingualism, pp. 471-474.

Heller, M. (2014). The commodification of authenticity. In: Lacoste, Véronique, Leimgruber, Jakob and Breyer, Thiemo (eds.) Indexing Authenticity: Sociolinguistic Perspectives. FRIAS Linguae & Litterae series. Berlin: de Gruyter, pp. 136-156.

Heller, M., Bell, L., Daveluy, M., Noël, M. and McLaughlin, M. (2014). “La mobilité au coeur de la francophonie canadienne”. Recherches sociographiques 55(1): 81-106.

Heller, M. and Boutet, J. (eds.) (2014). John J. Gumperz. De la dialectologie à l’anthropologie linguistique. Langage et société 150.

Heller, M., Jaworski, A. and Thurlow, C. (2014). “Sociolinguistics and tourism”. Journal of Sociolinguistics 18(4): 425-458.

Heller, M., Pujolar, J. and Duchêne, A. (2014). “Linguistic commodification in tourism”. Journal of Sociolinguistics. 18(4): 539-566.

Llompart, J. & González, A. Jugar a lingüistas. Cuadernos de Pedagogía, nº 488

Márquez Reiter, R. y Martín Rojo, L. (eds.). (2014). A sociolinguistics of diaspora: Latino practices, identities and ideologies. New York: Routledge. ISBN: 978-0-415-71299-6

Márquez Reiter, R. y Martín Rojo, L. (eds.). (2014). A sociolinguistics of diaspora: Latino practices, identities and ideologies. New York: Routledge. ISBN: 978-0-415-71299-6

Márquez Reiter, R. and Martín Rojo, L. (2014) ‘The dynamics of (im)mobility: (in)transient capitals and linguistic ideologies among Latin American migrants in London and Madrid’. In Márquez Reiter, R. and Luisa Martín Rojo (eds.) A Sociolinguistics of Diaspora: Latino Practices, Identities and Ideologies. New York: Routledge.

Marquez Reiter, R. and Orthaber S. (2014). ‘THANKS FOR NOTHING’ – IMPOLITENESS IN SERVICE CALLS’. in (ed.) Exploring impoliteness in specialized and generalized corpora: converging methodologies and analytic procedures Cambridge Scholars Publishing.

Martín Rojo, L. (2014). “Occupy: The spatial dynamics of discourse in global protest movements”, in Journal of Language and Politics 13(4). Amsterdam: John Benjamin. (monográfico) ISSN/ISBN: 15692159 . 01-01-2014, vol.: 13 no: 4. (in press now also as a book)

Martín Rojo, L. (2014) Taking over the Square The role of linguistic practices in contesting urban spaces JOURNAL OF LANGUAGE AND POLITICS. ISSN/ISBN: 15692159 . 01-01-2014, vol.: 13 no: 4. pg: 623 -652. DOI:10.1075/jlp.13.4.03mar.

Martín Rojo, L. (2014). “The genealogy of educational change: Educating top capitalize migrant students”, in J. W. Unger, M. Krzyzanowski and R. Wodak (eds) Multilingual Encounters on Europe’s Institutional Spaces. Bloosmbury Academic.

Martín Rojo, L. & Carmelo Díaz (2014). In #sol, revolution linguistic landscapes to make the squares JOURNAL OF SPANISH CULTURAL STUDIES. ISSN/ISBN: 14636204. 01-01-2014, vol.: 15 no: . pg: 163 -186. DOI:10.1080/14636204.2014.982889.

Pérez-Milans, M. and Codó-Olsina, E. (2014). “Multilingual discursive practices and processes of social change in globalizing institutional spaces: a critical ethnographic perspective”, special issue in International Journal of Multilingualism. To be Published in 2014, volume 11(4) 1-8.

Pérez-Milans, M. and Soto, C. (2014). “Everyday practices, everyday pedagogies: a dialogue on critical transformations in a multilingual Hong Kong school”, in Byrd Clark, J. and Fred Dervin (Eds.), Reflexivity in Language and Intercultural Education: Rethinking Multilingualism and Interculturality. New York: Routledge.

Pérez-Milans, M. & Patiño, A. (2014). Language Education and Institutional Change in a Madrid Multilingual School. International Journal of Multilingualism 11(4), 449-470.

Pujolar Cos, J., Gonzàlez Balletbò, I., Font Tanyà, A. and Martínez Sanmart, R. (2014). Llengua i joves. Usos i percepcions lingüístics de la joventut catalana. Barcelona: Generalitat de Catalunya. Col•lecció Estudis 30. D.L.: B 8064-2014.

Pujolar, J. and O’Rourke, B. (2014). “From native speakers to «new speakers» – problematizing nativeness in language revitalization contexts”. Histoire Epistemologie Langage (HEL). 35:2. 47-67. ISSN 0750-8069.

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