Publications & Outputs

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Peer-reviewed Articles

Snell, Julia. (2018). Solidarity, Stance and Class Identities. Language in Society 47(5). [Link to article. See here for pre-publication copy]

Snell, Julia. (2018). Critical reflections on the role of the sociolinguist in UK language debates . Language in Society. 47(3): 368-374. [Link to article. See here for pre-publication copy]

Snell, Julia & Adam Lefstein. (2018). “Low Ability”, participation and identity in dialogic pedagogy. American Educational Research Journal. 55(1): 40-78. [Link to article. See here for pre-publication copy]

Segal, Aliza, Julia Snell and Adam Lefstein (2017). Dialogic teaching to the high-stakes standardised test? Research Papers in Education. 32(5): 596-610 [Link to article. See here for pre-publication copy]

Snell, Julia and Richard Andrews (2016). To what extent does a regional dialect and accent impact on the development of reading and writing skills? Cambridge Journal of Education 47(3): 297-313.[Link to article. See here for pre-publication copy]

Lefstein, Adam, Julia Snell and Mirit Israeli. (2015). From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. British Educational Research Journal. [Link to article. See here for pre-publication copy]

Snell, Julia. (2014). Social Class and Language. In Jan-Ola Östman and Jef Verschueren (Eds). Handbook of Pragmatics: 2014 Installment. Amsterdam: John Benjamins. [Link to article. See here for pre-publication copy]

Snell, Julia. (2013). Dialect, Interaction and Class Positioning at School: From Deficit to Difference 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].

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

Books

Snell, Julia, Sara Shaw & Fiona Copland (eds.) ( 2015 ). Linguistic Ethnography: Interdisciplinary Explorations. London: Palgrave.

Lefstein, Adam & Julia Snell (2014). Better than Best practice: Developing teaching and learning through dialogue. London: Routledge. [Visit our website for more detail: www.dialogicpedagogy.com. Reviews of the book can be found here]

Other Publications

Snell, J. (fc in 2019). Social Class. In Karin Tusting (ed.). The Routledge Handbook of Linguistic Ethnography. London: Routledge.

Snell, J. (2017). Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England. In Emma Moore and Chris Montgomery (Eds). Language and a Sense of Place. Cambridge: Cambridge University Press. [See here for pre-publication copy]

Snell, J. (2015). 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, 225-245. [See here for pre-publication copy]

Snell, Julia & Adam Lefstein (2015). 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. [See here for pre-publication version]

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]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]

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]