Literacy og sproglig diversitet. Группа авторов

Oslo: Universitetsforlaget.

      Lankshear, Colin & Michele Knobel (2004). A Handbook for Teacher Research. From design to implementation. Berkshare: Open University Press.

      Laursen, Helle Pia (2001). Magt over sproget. København: Akademisk.

      Laursen, Helle Pia (2007). Intersprogsanalyse og andetsprogspædagogik. København: CVU København og Nordsjælland og Københavns Kommune.

      Laursen, Helle Pia (red.) (2008). Tegn på sprog. Tosprogede børn lærer at læse og skrive. Første statusrapport. Lokaliseret den 8. januar 2010 på https://didak.ucc.dk/public/dokumenter/UFEV/DIDAK/Statusrapport%20oktober%202008.pdf

      Laursen, Helle Pia (red.) (2009b). Tegn på sprog. Tosprogede børn lærer at læse og skrive. Anden statusrapport. Lokaliseret den 8. januar 2010 påhttps://didak.ucc.dk/public/dokumenter/UFEV/DIDAK/Statusrapport%20oktober%202009.pdf

      Laursen, Helle Pia (red.) (2010). Tegn på sprog. Tosprogede børn lærer at læse og skrive. Tredje statusrapport. Lokaliseret den 15. januar 2011 på http://didak.ucc.dk/public/dokumenter/UFEV/UC2/Statusrapport%20oktober%202010.pdf

      Laursen, Helle Pia (2011a). Lukket inde i et alt for lille alfabet. NORDAND. Nordisk tidsskrift for andrespråksforskning 6 (2), 35-58.

      Laursen, Helle Pia (red.) (2011b). Tegn på sprog. Tosprogede børn lærer at læse og skrive. Fjerde statusrapport. Lokaliseret den 17. februar 2012 på http://didak.ucc.dk/public/dokumenter/UFEV/UC2/Statusrapport%20oktober%202010.pdf

      Laursen, H.P. (2012). Umbrellas and Angels Standing Straight – a Social Semiotic Perspective on Multilingual Children’s Literacy. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2012.709818.

      Laursen, Helle Pia & Lars Holm (2010). Dansk som andetsprog. København: Dansklærerforeningen.

      Laursen, Helle Pia, Lisbeth Eg Jensen & Mona Petersen (2002). Tosprogethed, sproglig bevidsthed og sprogpædagogik – et aktionsforskningsprojekt. København: Københavns kommune. Lokaliseret d. 4. december 2009 på http://www.tosprogede.kk.dk/upload/publikationer/folkeskolen/topsprogethed,%20sproglig%20bevidsthed%20rapport.pdf

      Leung, Constant, Roxy Harris & Ben Rampton (1997). The Idealised Native Speaker, Reified Ethnicities, and Classroom Realities. TESOL Quarterly 31 (3), 543-560.

      Long, Michael (1987). Native speaker / non-native speaker conversation in the second language classroom. I: Michael Long & Jack Richards (Eds.). Methodology in TESOL. A book of readings (pp. 339-352). Rowley, MA: Newbury House.

      Miller, Jennifer (1997). Reframing methodology in second language research: From language to discourse. Australian Educational Researcher 24(3), 43-55.

      Miller, Jennifer (2004). Identity and Language Use: The Politics of Speaking ESL in Schools. I: Aneta Pavlenko & Adrian Blackledge. Negotiation of Identities in Multilingual Contexts (s. 290-315). Clevedon: Multilingual Matters.

      Nelson, Cary, Paula Treichler & Lawrence Grossberg (1992). Cultural Studies: An Introduction. I: Lawrence Grossberg; Cary Nelson & Paula Treichler (Eds.). Cultural Studies (s. 1-16). New York: Routledge.

      Norton, Bonnie & Kelleen Toohey (2011). Identity, language learning, and social change. Language Teaching 44 84), 412-446.

      Peirce, Bonny Norton (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly 29(1), 9-31.

      Perfetti, Charles A. & Susan Dunlap (2008). Learning to read: general principles and writing system variations. I: Keiko Koda & Annette M. Zehler, Learning to Read Across Language (s. 13-38). New York & London: Routledge.

      Ranker, Jason (2009). Redesigning and transforming: A case study of the role of semiotic import in early composing processes. Journal of Early Childhood Literacy 9 (3), 319-347.

      Reyes, Iliana (2006). Exploring connections between emergent literacy and bilingualism. Journal of Early Childhood Literacy 6 (3), 267-292.

      Robertson, Leena H. (2002). Parallel literacy classes and hidden strengths: learning to read in English, Urdu and Classical Arabic. READING literacy and language. November 2002, 119-126.

      Robertson, Leena H. (2006). Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes. Language and Education 20 (1), 44-61.

      Skehan, Peter. (1994). Second language acquisition strategies, interlanguage development and task-based learning. I: Bygate, Martin, Alan Tonkyn & Eddie Williams (eds.). Grammar and the Language Teacher (s. 175-199). Oxford: Prentice Hall.

      Swain, Merrill (1995). Three functions of output in second language learning. I: Guy Cook & Barbara Seidlhofer. Principle & Practice in Applied Linguistics. Studies in honour of H.G. Widdowson (s. 125-144). Oxford: Oxford University Press.

      Van den Branden, Kris (2000). Does negotiation of meaning promote reading comprehension? A study of multilingual primary school classes. Reading Research Quarterly 45 (4), 426-443.

      Vertovec, Steven (2007). Super-diversity and its implications. Ethnic and Racial Studies 30 (6), 1024-1054.

      Vertovec, Steven (2010). Transnationalism. London and New York: Routledge.

      Weedon, Christine (1987). Feminist Practice and Poststructuralist Theory. London: Blackwell.

      Willett, Jerri (1995). Becoming First Graders in an L2: An Ethnographic Study of L2 Socialization. TESOL Quarterly 29(3), 473-503.