Publications & Outputs

Peer-reviewed Journal Articles

Snell, Julia. (2013). Dialect, Interaction and Class Positioning at School: From Deficit to Different to Repertoire. Language and Education 27(2): 110-128. [Link to article. See here for pre-publication copy]

Lefstein, A. & J. Snell (2013). Beyond a Unitary Conception of Pedagogic Pace: Quantitative Measurement and Ethnographic Experience. British Educational Research Journal. 39(1): 73–106. [Link to article]

Snell, Julia (2011). Interrogating video-data: Systematic quantitative analysis versus micro-ethnographic analysis. In Carey Jewitt (ed.) Video Based Social Research: Theory And PracticeSpecial issue of the International Journal of Social Research Methodology 14(3). [Link to article]

Lefstein, Adam & Julia Snell (2011a). Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing. Reading Research Quarterly 46(1): 40-69. [Link to article]

Lefstein, Adam & Julia Snell (2011b). Professional vision and the politics of teacher learning. Teaching and Teacher Education 27(3): 505-514. [Link to article]

Snell, Julia. (2010). From sociolinguistic variation to socially strategic stylisation. Journal of Sociolinguistics 14(5): 618-644. [Link to article. See here for pre-publication copy. The article has been summarised in the Linguistics Research Digest, which was set up by Jenny Cheshire, Sue Fox and Paul Kerswill. It’s aim is to make academic research accessible to English Language teachers]

Snell, Julia. (2006). Schema theory and the humour of Little Britain. English Today 22(1): 59-64.


Lefstein, Adam & Julia Snell (2014). Better than “best practice”: Developing teaching and learning through dialogue. [Visit our website for more detail:]

Snell, Julia, Sara Shaw & Fiona Copland (eds.) (forthcoming in 2014 with Palgrave). Linguistic Ethnography: Interdisciplinary Explorations.

Other Publications

Snell, Julia & Adam Lefstein (in press). Moving from “interesting data” to “publishable research article” – some interpretative and representational dilemmas. In P. Smeyers, D. Bridges, N. Burbules & M. Griffiths. (eds.). International Handbook of Interpretation in Educational Research Methods. Springer.

Snell, J. (fc in 2014). Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit. In J. Snell, J., F. Copland, & S. Shaw (eds). Linguistic Ethnography: Interdisciplinary Explorations. London: Palgrave.

Snell, J. (2013). Language and class revisited: The issue of vernacular maintenance. Working Papers in Urban Language and Literacies 114. King’s College London. [Download PDF]

Snell, Julia. (2012). Stancetaking and social hierarchies: Using local dialect to construct the pre-adolescent social order. Working Papers in Urban Language and Literacies 96. King’s College London. [Download PDF]

Snell, Julia & Adam Lefstein. (2012). Interpretative & representational dilemmas in a linguistic ethnographic analysis: Moving from ‘interesting data’ to a publishable research article. Working Papers in Urban Language and Literacies 90. King’s College London. [Download PDF]

Snell, Julia & Adam Lefstein. (2011). Computer-assisted systematic observation of classroom discourse and interaction. Working Papers in Urban Language and Literacies 77. King’s College London. [Download PDF]

Lefstein, Adam & Julia Snell. (2011c). Classroom discourse: The promise and complexity of dialogic practice. In Sue Ellis & Elspeth McCartney (eds). Applied Linguistics and Primary School Teaching.  Cambridge: Cambridge University Press,  165-185. [Pre-publication version here]

Moore, Emma & Julia Snell. (2011). “Oh, they’re top, them”: Right dislocated tags & interactional stance. Language Variation: European Perspectives III. Amsterdam: John Benjamins, 97-110. [Download PDF]

Snell, Julia & Adam Lefstein. (2011). Promises and Perils of Video-based Teacher Professional Development. Final report on project funded by the Centre for Work-Based Learning for Educational Professionals, a HEFCE-funded initiative to encourage excellence and innovation in Education. [Download PDF]

Snell, Julia. (2010). ‘Yeah but no but yeah’: A linguistic perspective on the humour of Little Britain. In Sharon Lockyer (ed). Reading Little Britain. London: I.B. Tauris, 53-71. [Pre-publication version here]

Snell, Julia. (2007). ‘Give us my shoe back’: The pragmatic functions of singular us. Leeds Working Papers in Linguistics and Phonetics 12: 44-59.

Recent Conference Presentations

Snell, Julia. ‘Language, class and interdisciplinarity’. Keynote talk at UK Language Variation and Change Conference 9, University of Sheffield, 2-4 September 2013.

Snell, Julia. ‘Stylistic practices in ethnically “monochrome” environments: Footnotes to superdiversity’. Paper presented as part of a panel on ‘Super-diversity and normativity in stylised language use’ organised by Jürgen Jaspers (University of Antwerp) & Lian Malai Madsen (University of Copenhagen), Language and Super-diversity: Explorations and interrogations Conference, University of Jyväskylä, Finland, June 2013.

Snell, Julia. ‘Structure out of agency: The co-construction of micro-interactional identities and macro-social categories’. Paper presented at  I-mean 3 Identity and Language Conference, University of the West of England, Bristol, April 2013.

Snell, Julia. ‘Mixed methods for multiple meanings: Understanding language variation in urban north-east England & beyond’. Paper presented at a panel on ‘Language variation, identity & urban Space’, Sociolinguistics Symposium 19, Freie Universität Berlin, August 2012.

Snell, Julia. ‘Stancetaking and social hierarchies: Using dialect to “grow up”’. Paper presented at a panel on ‘Interpreting and defining stance in context’ (organised by Scott Kiesling), I-mean 2 Conference, University of the West of England, Bristol, April 2011.

Snell, Julia. ‘Socially Strategic stylisation and the (in)significance of social class’. Paper presented at Sociolinguistics Symposium 18, University of Southampton, September 2010.

Snell, Julia. ‘“If they ain’t clever, they ain’t clever” versus dialogic pedagogy: Pupil identity as a site of competing ideologies’ (with A. Lefstein). Paper presented at Sociolinguistics Symposium 18, University of Southampton.