Copland, F. and Creese, A. with Rock, F. and Shaw, S. (in press, January 2015) Linguistic Ethnography: Collecting, Analysing and Presenting Data. London, SAGE. Book details
Blackledge, A. and Creese, A. (2010). Multilingualism: A Critical Perspective. London, Continuum. Book details
Creese, A. (2005) Teacher collaboration and talk in multilingual classrooms. Clevedon; Multilingual Matters. ISBN 1853598224.
Creese, A.and Blackledge, A (eds) (forthcoming, 2017) The Routledge Handbook of Language and Superdiversity
Blackledge, A. and Creese, A. (Eds.) (2014) Heteroglossia as Practice and Pedagogy. New York, Springer. Book details
Martin-Jones, M., Blackledge, A. and Creese, A. (Eds.) (2012) Routledge Handbook of Multilingualism. London, Routledge. Book details
Leung, C. and Creese, A. (Eds.) (2010) English as an Additional Language: Approaches to Teaching Linguistic Minority Students. London, SAGE. Book details
Blackledge A. and Creese, A (in press/accepted) Ethnopoetics and ethnography: communication in a superdiverse city market. Journal of Sociolinguistics
Creese, A. and Blackledge, A. (2015) Translanguaging and identity in educational settings. Annual Review of Applied Linguistics. 25, 20 - 35. Download the article http://journals.cambridge.org/repo_A96si.zeE8AYmY (PDF)
Creese, A., and Blackledge, A. (2014) The Ideal ‘Native Speaker’ Teacher: Negotiating Authenticity and Legitimacy in the Language Classroom. Modern Foreign Language Journal. 98 (4) 937–951 (Open access article http://onlinelibrary.wiley.com/doi/10.1111/modl.12148/pdf
Blackledge, A., Creese, A. and Takhi, J.K (2014) Voice, register, and social position. Multilingua. 33(5–6): 485–504
Creese A. and Blackledge, B. (2012) Voice and meaning-making in team ethnography. Anthropology & Education Quarterly, Vol. 43, Issue 3, pp. 306–324
Creese, A. and Blackledge. A. (2011) A. Flexible and Separate Bilingualism in Complementary Schools. Journal of Pragmatics 43, 1196–1208.
Creese, A. and Blackledge, A. (2010) Towards a sociolinguistics of superdiversity. Zeitschrift für Erziehungswissenschaft 13:549-572.
Creese, A. and Blackledge A. (2010) Translanguaging in the bilingual classroom: a pedagogy for learning and teaching. Modern Language Journal. 94 (i) 103 – 115
Chapters in books
Copland, F. and Creese, A. (2016) Ethical Issues in Linguistic Ethnography: Balancing the Micro and the Macro. In Peter I. De Costa (Ed.) Ethics in Applied Linguistics Research. Language Research Narratives. New York: Routledge. pp. 161-178.
Blackledge, A. and Creese, A. (2016) ‘A typical gentleman’: Metapragmatic stereotypes as systems of distinctions. In K. Arnaut, J. Blommaert, B. Rampton and M. Spotti (Eds). Language and Superdiversity.New York: Routledge. pp. 155-173.
Blackledge, A. and Creese, A. (2015) Reflexivity in linguistic ethnography. In Julia Snell, Sara Shaw and Fiona Copland (Eds.) Linguistic Ethnography: Interdisciplinary Explorations. Palgrave Macmillan. pp 266-285
Blackledge, A. and Creese, A. and Takhi, J.K. (2015) Emblems of Identities in Four European Urban Settings. In Jacomine Nortier and Bente A. Svendsen (editors) Multilingual Urban Sites: Structure, Activity, Ideology. Cambridge University Press. pp 67-82
Blackledge, A. and Creese, A., and Takhi, J.K. (2015) Communicative Repertoires in the Community Language Classroom: Resources for negotiating authenticity. In Multilingual Education: New Perspectives, edited by Jasone Cenoz and Durk Gorter. Cambridge University Press.
Conteh, J., Copland, F., and Creese, A. (2014) Multilingual teachers’ resources in three different contexts: empowering learning. In Conteh, J. and Meier, G. (Eds) (2013) The Multilingual Turn in Languages Education: Opportunities and Challenges for Individuals and Societies. Series New Perspectives on Language and Education. Clevedon: Multilingual Matters. pp. 158 – 178.
Creese, A. and Blackledge, A. (in press) Researching Bilingual and Multilingual Education Multilingually: A Linguistic Ethnography In Wayne E.Wright, Sovicheth Boun and Ofeli Garcia (eds.) Handbook of Bilingual & Multilingual Education. Malden, MA and Oxford, UK: Wiley/Blackwell.
Blackledge, A., Creese, A. and Takhi, J.K. (2014) Discourses of aspiration and distinction in the local school economy. In Johann W. Unger, Michal Krzyzanowski, Ruth Wodak (Editors) Multilingual Encounters in Europe's Institutional Spaces London, Routledge. pp. 173 – 194
Blackledge, A. and Creese, A. (2014) Heteroglossia in English Complementary Schools. In Gogolin, J. and J. Duarte (editors) Linguistic super-diversity in urban areas. Amsterdam, John Benjamins. pp. 123 - 142
Blackledge, A. and Creese, A. (2014) Heteroglossia as Practice and Pedagogy. In Blackledge, A. and Creese, A. (eds.) Heteroglossia as Practice and Pedagogy. New York, Springer. Pp. 1 - 20
Blackledge, A., Creese, A. and Takhi, J.K. (2013) Beyond multilingualism: Heteroglossia in practice. In Stephen May (ed.) The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. London/New York, Routledge. pp.191 – 215.
Blackledge, A. and Creese, A. and Takhi, J.K. (2012) 'Language, Superdiversity and Education'. In I. de Saint-Georges and J.-J. Weber (eds.), Multilingualism and Multimodality: Current Challenges for Educational Studies. Sense Publishers.
Blackledge, A. and Creese, A. (2011) ‘Pride, profit and distinction: Negotiations across time and space’inA. Duchêne and M. Heller Language in Late Capitalism: Pride and profit. London, Routledge. pp 116 – 141
Creese, A. (2011) Making local practices globally relevant in researching multilingual education. In Francis M. Hult and Kendall A. King (eds) Educational Linguistics in Practice. Multilingual Matters: Bristol. pp. 41 – 55.
Creese. A. (2011)Bilingual pedagogy: countering monolingual instructional assumptions. In Sue Ellis and Elspeth McCartney, (Eds.)Insight and Impact: Applied Linguistics and the Primary School. Cambridge University Press. pp.186 – 198.
Blackledge, A. and Creese, A. (2010) Opening up flexible spaces: ideology and practice in complementary schools. In Lytra, V. and P. Martin (eds.) Sites of Multilingualism. Stoke-on-Trent, Trentham Books. pp. 3 – 18.
Creese, A. (2010) Educational Linguistics in Multilingual Classrooms. Francis Hult (Ed.) Directions and Prospects in Educational Linguistics: Theoretical and Methodological issues. Springer. pp. 33 – 48
Creese, A. (2010) Two Teacher Classrooms, Personalised Learning and the Inclusion Paradigm in the UK: What’s in it for Learners of EAL? Menken, K. and García O. (Eds). Negotiating Language Policies in Schools: Educators as Policymakers. Lawrence Erlbaum Associates/Taylor & Francis Group/Routledge. pp. 32 – 51.
Creese, A. (2010) Linguistic Ethnography. In Evangelia Litosseliti, (Ed.) Research Methods in Linguistics. London: Continuum. pp. 138 – 154
Creese, A. (2010). Teaching approaches in Two-Teacher Classrooms. In Constant Leung and Angela Creese (eds) English as an Additional Language: Approaches to Teaching Linguistic Minority Students. pp. 58 – 74.
Creese. A. (2009) Bilingual teachers in two contexts of linguistic diversity. In Bjørg-Karin Ringen and Ole Kolbjørn Kjørven (Eds) with Antoinette Gagné (Honoary editor). Teacher Diversity in Diverse Schools – Challenges and Opportunities for Teacher Education. Vallset: Opplandske Bokforlag. pp. 231 – 250.
Edited Working Paper Series (TLANG). Edited by Professor Angela Creese and Professor Adrian Blackledge
This series publishes research findings from the TLANG research project. It focuses on communication practices in urban contexts and is interdisciplinary in its scope.