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Number of items: 13.

Graves, Kathleen and Garton, Susan (2017). An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50 (4), pp. 441-482.

Garton, Sue and Kubota, Ryuko (2015). Joint colloquium on plurilingualism and language education:opportunities and challenges, (AAAL/TESOL). Language Teaching, 48 (3), pp. 417-421.

Copland, Fiona, Garton, Sue and Burns, Anne (2014). Challenges in teaching English to young learners:global perspectives and local realities. Tesol Quarterly, 48 (4), pp. 738-762.

Garton, Sue and Graves, Kathleen (2014). Identifying a research agenda for language teaching materials. Modern Language Journal, 98 (2), pp. 654-657.

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.

Garton, Sue (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse, 3 (1), pp. 29-45.

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 (2009). Investigating EFL teacher beliefs about teaching and learning. Research news (23), pp. 10-13.

Garton, Sue and Richards, Keith (2007). Is distance education for teacher education second best. Teacher Trainer, 21 (3), pp. 5-8.

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

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.

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

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