Martin-Jones, M. and da Costa Cabral, I. (forthcoming) The critical ethnographic turn in research on language policy and planning. In J. Tollefson and M. Pérez-Milans (eds.) Oxford handbook of language policy and planning. Oxford: Oxford University Press.
Cabral, E. and Martin-Jones, M. (forthcoming) Paths to multilingualism? Reflections on developments in language-in-education policy and practice in East-Timor. In C. Stroud, L. Wee and L. Lim (eds.) The multilingual citizen. Bristol: Multilingual Matters.
Martin-Jones, M. and Magalhães, I. (forthcoming – 2018) Discourses about literacy: critical, historical and ethnographic research in Brazil, Portugal and Timor-Leste. International Journal of the Sociology of Language.
Cabral, E. and Martin-Jones, M. (forthcoming – 2018) Developing language policy in a global age: the case of Timor-Leste. Language Policy
Martin-Jones, M. and Martin, D. (eds.) (2017) Researching multilingualism: Critical and ethnographic perspectives. Abingdon, Oxon: Routledge.
Cabral, E. and Martin-Jones, M. (2017) Moving north, navigating new work worlds, and re-mooring: Language and other semiotic resources in the migration trajectories of East Timorese in the UK. In C. Kerfoot and K. Hyltenstam (eds.) Entangled discourses: South-north orders of visibility. New York: Routledge.
Martin-Jones, M. (2016) Afterword. Language and Education, 30 (2), 186-195. (Special issue on “Researching language-in-education in diverse, twenty-first century settings”). http://dx.doi.org/10.1080/09500782.2015.1103262
Mariou, E., Bonacina, F., Martin, D. and Martin-Jones, M. (2016) Researching language-in-education in diverse, twenty-first century settings. Language and Education 30 (2). (Joint guest editorship and a single-authored Afterword). http://dx.doi.org/10.1080/09500782.2015.1103256
Martin-Jones, M. (2015a) Multilingual classroom discourse as a window on wider social, political and ideological processes. In N. Markee (ed.) Handbook of classroom discourse and interaction. Oxford: Wiley, 446-460.
Martin-Jones, M. (2015b) Afterword: In J. Simpson and A. Whiteside (eds.) Adult language education and migration: challenging agendas in policy and practice. Abingdon, Oxon: Routledge, 257-263.
Martin-Jones, M. (2015c) Classroom discourse as a lens on language-in-education policy processes. In F. Hult and D. Cassels Johnson (eds.) Research methods in language policy and planning. Oxford: Wiley Blackwell, 94-106.
Saxena, M. and Martin-Jones, M. (2013) Multilingual resources in classroom interaction: ethnographic and discourse analytic perspectives. Language and Education 27 (4), 285-297. (Joint guest editorship of a special issue on ‘Multilingual resources in classroom interaction’). http://dx.doi.org/10.1080/09500782.2013.788020
Martin-Jones, M; Blackledge, A. and Creese, A. (2012) Routledge Handbook of Multilingualism. London: Routledge.
Martin-Jones, M. and Gardner, S. (2012) Introduction: multilingualism, discourse and ethnography. In S. Gardner and M. Martin-Jones (eds.) Multilingualism, discourse and ethnography. New York: Routledge.
Martin-Jones, M. (2011) Languages, texts and literacy practices: an ethnographic lens on bilingual vocational education in Wales. In T.L. McCarty (ed.) Ethnography and language policy. New York: Routledge, 231-253.
Martin-Jones, M. (2011) Language policies, multilingual classrooms: resonances across continents. In F.A. Hult and K.A.King (eds.) Educational linguistics in practice: applying the local globally and the global locally. Bristol: Multilingual Matters, 3-15.
Martin-Jones, M.; Kroon, S. and Kurvers, J.J. (2011) Multilingual literacies in the global south: language policy, literacy learning and use. Compare: a journal of comparative and international education, 41 (2), 157-164 (Joint guest editorship of a special issue on ‘Multilingual literacies in the global south’) http://dx.doi.org/10.1080/03057925.2011.549104
Ivanič, R; Edwards, R; Barton, D; Martin-Jones, M; Fowler, Z; Hughes, B; Mannion, G; Miller, K; Satchwell, C and Smith, J. (2009) Improving learning in college: rethinking literacies across the curriculum. London: Routlege.