This page contains the most recent and relevant publications, either by the researchers in this group or that are considered relevant to children and language learning in the early years. Publications are organised in chronological order.
Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.
Clark, A. (2005). Ways of seeing: using the Mosaic approach to listen to young children’s perspectives. In Clark, A., Kjørholt and Moss, P. (eds.) Beyond Listening. Children’s perspectives on early childhood services (29-49). Bristol: Policy Press.
Einarsdóttir, J. (2007) Research with children: methodological and ethical challenges. European Early Childhood Education Research Journal, (15)2, 197-211. doi 10.1080/13502930701321477
Barley, R. & Bath, C. (2013). The importance of familiarisation when doing research with young children. Ethnography and Education. doi 10.1080/17457823.2013.841552
Lawrenre, P.A. , Horwitz, S.M., Wisdom, J.P., Duan, N. & Hoagwood, K. (2013). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Adm Policy Ment Health, 42, 533–544. doi 10.1007/s10488-013-0528-y
Duff, P.A. (2014). Case Study Research on Language Learning and Use. Annual Review of Applied Linguistics, 34, 1–23. doi: 10.1017/S0267190514000051
Flewitt R (2014) ‘8. Interviews’, in Clark A, Flewitt R, Hammersley M and Robb M (eds) Understanding research with children and young people (pp.136–153). London: Sage.
Jakonen, T., J. Jalkanen, T. Paakkinen & M. Suni (2015). Where communication flows, languages swim freely: developing fieldwork methods for investigating preschool children’s language beliefs. AFinLAn Vuosikirja, (73), 159-171. Available at https://journal.fi/afinlavk/article/view/49320
Spyrou, S. (2016). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2),151-165. doi 10.1177/0907568210387834
Enever, J. & Lindgren, E. (2017). Mixed methods in early language learning research. In J. Enever & E. Lindgren (Eds.). Early language learning: complexity and mixed methods (pp. 305-314). Bristol: Multilingual Matters.
Enever, J. & Lindgren, E. (Eds.) (2017). Early language learning: complexity and mixed methods. Bristol: Multilingual Matters.
Lindgren, E. & Enever, J. (2017). Mixed methods in early language learning research – examining complexity. In: J. Enever. & E. Lindgren (Eds.). Early language learning: complexity and mixed methods (pp. 1-8). Bristol: Multilingual Matters.
Lindgren, E. & Enever, J. (2017). Employing mixed methods for the construction of thick descriptions of early language learning. In: J. Enever & E. Lindgren (Eds.). Early language learning: complexity and mixed methods (pp. 201-221). Bristol: Multilingual Matters.
Pyle A, Deluca C & Danniels E (2017) ‘Scoping review of research as play-based pedagogies in kindergarten education’, Review of Education 5(3): 311–351
Dillon, A., Aguleh, H., & Al Seyabi, N. (2018). Our collaborative action research project: Integration of music to improve literacy in a kindergarten classroom. TESOL Journal. https://doi.org/10.1002/tesj.400
Ibrahim, N. (2020). Artefactual narratives of multilingual children: methodological and ethical considerations in researching children. In H. Kuchah and A.M. Pinter. In Ethical and Methodological Issues in Researching Young Language Learners in School Contexts. Clevedon: Multilingual Matters.