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Article

Copland, Fiona and Garton, Sue (2014). Key themes and future directions in teaching English to young learners:introduction to the Special issue. ELT Journal, 68 (3), pp. 223-230.

Garton, Sue (2014). Unresolved issues and new challenges in teaching English to young learners:the case of South Korea. Current Issues in Language Planning, 15 (2), pp. 201-219.

Copland, F. and Garton, S. (2011). 'I felt that I do live in the UK now':international students' self-reports of their English language speaking experiences on a pre-sessional programme. Language and Education, 25 (3), pp. 241-255.

Garton, Sue and Copland, Fiona M. (2010). 'I like this interview; I get cakes and cats!':the effect of prior relationships on interview talk. Qualitative Research, 25 (3), pp. 533-551.

Garton, Sue (2004). It's not what you do; it's how you say it. Research news ,

Garton, Sue (2002). Learner initiative in the language classroom. ELT Journal, 56 (1), pp. 47-56.

Copland, Fiona; Garton, Sue and Burns, Anne Challenges in teaching English to young learners:global perspectives and local realities. Tesol Quarterly, 48 (4), pp. 738-762.

Garton, Sue Investigating EFL teacher beliefs about teaching and learning. Research news (23), pp. 10-13.

Garton, Sue Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse, 3 (1), pp. 29-45.

Garton, Sue and Graves, Kathleen Identifying a research agenda for language teaching materials. Modern Language Journal, 98 (2), pp. 654-657.

Garton, Sue and Kubota, Ryuko Joint colloquium on plurilingualism and language education:opportunities and challenges, (AAAL/TESOL). Language Teaching, 48 (3), pp. 417-421.

Garton, Sue and Richards, Keith Is distance education for teacher education second best. Teacher Trainer, 21 (3), pp. 5-8.

Book Section

Garton, Susan; Copland, Fiona and Mann, Steve (2016). Native English-speaking teacher schemes around the world. IN: The encyclopedia of ELT. (US): Wiley. (In Press)

Garton, Sue and Copland, Fiona (2015). Teaching English to young learners in Europe:teachers' attitudes and perspectives. IN: Attitudes towards English in Europe. Linn, Andrew; Bermel, Neil and Ferguson, Gibson (eds) Language and Social Life, 1 . Berlin (DE): Walter De Gruyter.

Garton, Sue and Edge, Julian (2012). Why be an online learner in TESOL? IN: Online language teacher education. England, Liz (ed.) New York: Routledge.

Copland, Fiona and Garton, Sue (2012). Life after online learning. IN: Online language teacher education. England, Liz (ed.) Abingdon (UK): Routledge.

Garton, Sue Introduction. IN: Professional Encounters in TESOL: Discourses of Teachers in Teaching. Garton, Sue and Richards, Kieth (eds) Palgrave Studies in Professional and Organizational Discourse . Basingstoke: Palgrave Macmillan.

Book

Edge, Julian and Garton, Sue (2009). From experience to knowledge in ELT. Oxford Handbooks for Language Teachers . Oxford University Press.

Copland, Fiona; Garton, Sue and Burns, Anne Investigating global practices in teaching young learners. British Council.

Thesis

Garton, Sue (2004). Person-oriented and process-oriented teachers : an investigation of the links between ESOL teachers' personal belief systems and approaches to teaching. PHD thesis, Aston University.