Publications

Refereed Journal Articles

Kennedy, L., Oviatt, R., & De Costa, P.I. (in press). Refugee youth’s identity expressions and multimodal literacy practices in a third space. Journal of Research in Childhood Education.

De Costa, P.I. (2018). Toward greater diversity and social equality in language education research. Critical Inquiry in Language Studies. doi: 10.1080/15427587.2018.1443267

De Costa, P.I., & Crowther, D. (2018). Second language acquisition and World Englishes: Dialogue and engagement. World Englishes, 37(1), 19-33.

Bolton, K., & De Costa, P.I. (2018). World Englishes and Second Language Acquisition: Introduction World Englishes, 37(1), 2-4

Norton, B., & De Costa, P.I. (2018). Research tasks on identity and language education. Language Teaching, 51(1), 90-112.

Eickoff, L., & De Costa, P.I. (2018). Collaborative teaching reflection: Insights on a globalized partnership. ELT Journal, 72(2), 121-130.

Han, Y., De Costa, P.I., & Cui, Y. (2018, in press). Exploring the language policy and planning/SLA interface: Ecological insights from an Uyghur youth in China. Language Policy.

De Costa, P.I., Rawal, H., & Zaykovskaya, I. (2017). Introduction: Study abroad in contemporary times: Toward greater methodological diversity and innovation. System, 71(6), 1-6.

Zaykovskaya, I., Rawal, H., & De Costa, P.I. (2017). Learner beliefs for successful study abroad experience: A case study. System, 71(6), 113-121.

Li, W., & De Costa, P.I. (2017). Professional survival in a neoliberal age: A case study of an EFL teacher in China. Asia TEFL Journal, 14(2), 277-291.

Maloney, J., & De Costa, P.I. (2017). Imagining the Japanese heritage learner: A scalar perspective. Language, Discourse, & Society, 9(1), 35-52.

Crowther, D., & De Costa, P.I. (2017). Developing mutual intelligibility and conviviality in the 21st century classroom: Insights from ELF and IC. TESOL Quarterly, 51(2), 450-460.

De Costa, P.I., Singh, J., Milu, E., Wang, X., Fraiberg, S., & Canagarajah, S. (2017). Pedagogizing translingual practice: Prospects and possibilities. Research in the Teaching of English, 51(4), 464-472.

De Costa, P.I., & Norton, B. (2017). Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101-S, 3-14.

Supasiraprapa, S., & De Costa, P.I. (2017). Metadiscourse and identity construction in a teaching philosophy: A critical case study of two MATESOL students. TESOL Quarterly, 51(4), 868-896.

Teng, Y.  & De Costa, P. I. (2017). Academic writing and international publication of JARS essentials and 4C principles: Interview with Dr. Peter De Costa. Contemporary Foreign Languages Studies, 5, 48-53.

Waller, L., Wethers, K, & De Costa, P.I. (2017). A critical praxis: Narrowing the gap between identity, theory, and practice. TESOL Journal, 8(1), 4-27.

Wargo, J.M., & De Costa, P.I. (2017). Tracing academic literacies across contemporary literacy sponsorscapes: Mobilities, ideologies, identities, and technologies. London Review of Education, 15(1), 101-114.

Wolff, D., & De Costa, P.I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. Modern Language Journal 101-S, 76-90.

De Costa, P.I. (2016). Constructing the global citizen: An ELF perspective. Journal of Asian Pacific Communication, 26(2), 238-259.

De Costa, P. I. (2016). Scaling emotions and identification: Insights from a scholarship student. Linguistics and Education, 34, 22-32.

De Costa, P.I., Park, J.S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. The Asia-Pacific Education Researcher, 25(5-6), 695-702.

De Costa, P.I., Tigchelaar, M., & Cui, Y. (2016). Reflexivity, emotions and transnational habitus: The case of a ‘poor’ cosmopolitan Chinese international student.AILA Review, 29, 173-198.

De Costa, P. I., & Jou, Y-S. (2016). Unpacking the ideology of cosmopolitanism in language education: Insights from Bakhtin and Systemic Functional Linguistics. Critical Inquiry in Language Studies, 13(2), 73-97.

Canagarajah, S., & De Costa, P.I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics. Linguistics and Education, 34. 1-10.

Han, Y., De Costa, P.I., & Cui, Y. (2016). Examining the English language policy for ethnic minority students in a Chinese university: A language ideology and language regime perspective. Current Issues in Language Planning, 17(3-4), 311-331.

Mahboob, A., Paltridge, B., Phakiti, A., Wagner, E., Starfield, S., Burns, A., Jones, R.H., & De Costa, P. I. (2016). TESOL Quarterly research guidelines. TESOL Quarterly, 50(1), 42-65.

Manosuthikit, A., & De Costa, P.I. (2016). Ideologizing age in an era of superdiversity: a heritage language practice perspective. Applied Linguistics Review, 7(1), 1-25.

Valmori, L., & De Costa, P.I. (2016). How do foreign language teachers maintain their proficiency?: A grounded theory approach. System, 57, 98-108.

De Costa, P. I. (2015). Re-envisioning language anxiety in the globalized classroom through a social imaginary lens. Language Learning, 65(3), 504-532.

Park, J.H., & De Costa, P.I. (2015). Reframing graduate student writing strategies from an activity theory perspective. Language and Sociocultural Theory, 2(1), 25-50.

De Costa, P. I. (2014). Making ethical decisions in an ethnographic study. TESOL Quarterly,48, 413-422.

De Costa, P. I.  (2014). Bridging the socio-cognitive divide: Rethinking the willingness to communicate concept from a conversation-based ELF perspective. Novitas Royal: Research on Youth and Language, 8, 11-29.

De Costa, P. I. (2014). Reconceptualizing Cosmopolitanism in Language and Literacy Education: Insights from a Singapore School. Research in the Teaching of English, 49, 9-30.

De Costa, P. I. (2012). Constructing SLA differently: The value of ELF and language ideology in an ASEAN case study. International Journal of Applied Linguistics, 22, 205-224.

De Costa, P.I. (2011).Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China. System, 39, 347-358.

De Costa, P.I. (2011). Cosmopolitanism and learning English: Perspectives from Hye Lan Alias Joanne. Arizona Working Papers in SLA & Teaching, 18, 55-76.

De Costa, P.I. (2010). Language ideologies and standard English language policy in Singapore:  Responses of a ‘designer immigrant’ student. Language Policy, 9, 217-239.

De Costa, P.I. (2010). Reconceptualizing language, language learning, and the adolescent immigrant language learner in the age of postmodern globalization. Linguistics and Language Compass, 3, 1-12.

De Costa, P. I. (2010). From refugee to transformer: A Bourdieusian take on a Hmong learner’s trajectory. TESOL Quarterly, 44, 517-541.

De Costa, P.I. (2010). Let’s collaborate: Using developments in global English research to advance socioculturally-oriented SLA identity work. Issues in Applied Linguistics, 18, 99-124.

De Costa, P. I. (2007). Notions of identity in the global use of English. SAAL Quarterly, 79, 6-11.

De Costa, P.I., Bernales, C., & Merrill, M. (2011). Research in the doctoral program in Second Language Acquisition at the University of Wisconsin-Madison. Language Teaching, 44, 542-548.

Tremmel, B., & De Costa, P.I. (2011). Exploring identity in SLA: A dialogue about methodologies. Language Teaching, 44, 540-542.

De Costa, P.I., Park, J.S., & Wee, L. (revise and resubmit). Organizations and the contradictions of linguistic entrepreneurship: The case of English language education. Language Policy. 

Rawal, H., & De Costa, P.I. (revise and resubmit). ‘You are different and not mainstream’: An emotion-based case study of two South Asian English language learners. International Multilingual Research Journal.

Kim, S., & De Costa, P.I. (revise and resubmit). Ideology, capital, and value creation: A case study of an American study abroad learner in Korea. Modern Language Journal.

De Costa, P.I. (under review). Commentary: A critique of elite multilingualism. Special issue of Journal of Multilingual and Multicultural Development, “Elite multilingualism.” [Guest edited by Elisabeth Barakos & Charlotte Selleck]

De Costa, P.I., & Sterling, S. (in preparation). Research agenda: Ethics in SLA. Language Teaching.

Journal Guest Editor

De Costa, P.I., & Canagarajah, S. (2016).Special issue of Linguistics and Education, 34, “Scalar approaches to language teaching and learning”.

De Costa, P.I., & Norton, B. (2017). Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101-S, 3-14.

De Costa, P.I., Rawal, H., & Zaykovskaya, I. (2017). Special issue of System, 71(6), “Study abroad in contemporary times: Toward greater methodological diversity and innovation.”

Bolton, K., & De Costa, P.I. (2018). Special issue of World Englishes, 37(1), “World Englishes and SLA: Towards dialogue and synergy.”

De Costa, P.I., Li, W., & Rawal, H. (forthcoming). Special issue of Chinese Journal of Applied Linguistics, “ Broadening the second language teacher education agenda: International perspectives on teacher emotions.”

De Costa, P.I., Han, Y., & Cui, Y. (in preparation). Special issue of Language Policy, “China’s trilingual education policy and the One Belt One Road Initiative: Implications for linguistic minorities within and outside China.”

 

Books

De Costa, P. I. (2016). The power of identity and ideology in language learning: Designer immigrants learning English in Singapore. Dordrecht, Netherlands: Springer.

De Costa, P. I. (Ed.) (2016). Ethics in applied linguistics research: Language researcher narratives. New York: Routledge.

Phakiti, A., De Costa, P.I., Plonsky, L., & Starfield, S. (Eds.) (2019). The Palgrave handbook of applied linguistics research. London: Palgrave Macmillan.

De Costa, P.I., Crowther, D., & Maloney, J. (Eds.) (forthcoming). Investigating World Englishes: Research methodology and practical applications. Abingdon, Oxfordshire: Routledge.

De Costa, P.I., Papi, M., Wolff, D., David, V., & Qin, K. (under contract). Second language acquisition applied: What teachers working with language learners need to know. New York: Routledge.

Mirhosseini, S-A., & De Costa, P.I. (Eds.) (under contract). The sociopolitics of English language testing. Bloomsbury: London.

 

 

Book chapters

De Costa, P.I., Maloney, J., & Crowther, D. (2019). Global Englishes. In A. Phakiti, P.I. De Costa, L. Plonsky, & S. Starfield (Eds.). The Palgrave handbook of applied linguistics research (pp. 719-739). London: Palgrave Macmillan.

Phakiti, A., De Costa, P.I., Plonsky, L., & Starfield, S. (2019). Introduction. In A. Phakiti, P.I., De Costa, L. Plonsky, & S. Starfield, S. (Eds.). The Palgrave handbook of applied linguistics research (pp. 5-29). London: Palgrave Macmillan.

Sterling, S., & De Costa, P.I., (2019). Ethical applied linguistics research. In A. Phakiti, P.I. De Costa, L. Plonsky, & S. Starfield (Eds.). The Palgrave handbook of applied linguistics research (pp. 163-182). London: Palgrave Macmillan.

Li, W., & De Costa, P.I. (2019, in press). Problematizing English language teaching in China through a non-native English teacher agency lens. In H. Kayi-Aydar, X. Gao, E.R. Miller, M. Varghese & G. Vitanova (Eds.), Theorizing and analyzing language teacher agency. Tonawanda, NY: Multilingual Matters.

De Costa, P.I., Rawal, H., & Li, W. (2018). L2 teachers’ emotions:  A sociopolitical and ideological perspective. In J. de Dios Martínez Agudo (Ed.), Emotions in second language teaching (pp. 91-108). New York: Springer.

Li, W., & De Costa, P.I. (2018). Exploring novice EFL teachers’ identity development: A case study of two EFL teachers in China. In S. Mercer & A. Koustoulas (Eds.), Teacher psychology in SLA (pp. 86-104). Bristol, UK: Multilingual Matters.

Li, W., & De Costa, P.I. (2019, in press). Problematizing English language teaching in China through a non-native English teacher agency lens. In H. Kayi-Aydar, X. Gao, E.R. Miller, M. Varghese & G. Vitanova (Eds.), Theorizing and analyzing language teacher agency. Tonawanda, NY: Multilingual Matters.

Jou, Y-S., & De Costa, P.I. (2018). Lexical constructions in EAP writing: A corpus-based study. In L.T. Wong & H.W.L. Wong (Eds.), Teaching and learning English for academic purposes: Current research and practices (pp. 97-109). Hauppauge, NY: Nova Science Publishers.

De Costa, P. I. (2017). Situating affect, ethics, and policy in LTI research. In G. Barkhuizen (Ed.), Reflections on language teacher identity (pp. 158-163). New York: Routledge.

De Costa, P.I., Valmori, L., & Choi, I. (2017). Qualitative research methods. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition. (pp. 522-540). New York: Routledge.

De Costa, P.I., & Norton, B. (2016). Identity research on language learning and teaching: Research agendas for the future. In S. Preece (Ed.), The Routledge handbook of language and identity(pp. 586-601). Abingdon, UK: Routledge.

De Costa, P. I. (2016). Ethics in applied linguistics research: an introduction. In P.I. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 1-12). New York: Routledge.

De Costa, P.I., & Qin, K.  (2016). English language education in the United States: Past, present and future issues. In L.T. Wong & A. Dubey-Jhaveri (Eds.), English language education in a global world: Practices, issues and challenges (pp. 229-238). Hauppauge, NY: Nova Science Publishers.

De Costa, P. I. (2016). Ethics in applied linguistics research: an introduction. In P.I. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives. New York: Routledge.

De Costa, P.I. (2015). Ethics in applied linguistics research. In B. Paltridge & A. Phakiti (Eds.),Research methods in applied linguistics: A practical resource (pp. 245-257). London: Bloomsbury.

De Costa, P. (2015). Tracing reflexivity through a narrative and identity lens. In Y. L. Cheung, S.B. Said & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 135-147). New York: Routledge.

De Costa, P. I. (2011). Flexible citizenship and learning English: The case of a Korean ESL learner. In J. Watzke, P.C. Miller & M. Mantero (Eds.), ISLS readings in language studies, Volume 2: Language and power (pp.351-368). Lakewood Ranch, FL: International Society for Language Studies.

De Costa, P. I. (2007). The chasm widens: The trouble with personal identity in Singapore writing. In M. Mantero (Ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts (pp. 190-234). Charlotte, NC:  Information Age Publishing.

De Costa, P. I. (2007). Exploring ‘voice’ in students’ writing: The case of Chinese ESL students.  In P. Teo, & C. Ho (Eds.), Discourse in the modern world: Perspectives and challenges (pp. 6-27)Singapore: McGraw Hill.

De Costa, P.I. (forthcoming). Introduction. In P.I. De Costa, D. Crowther, & J. Maloney (Eds.), Investigating World Englishes: Research methodology and practical applications. Abingdon, Oxfordshire: Routledge.

De Costa, P.I. (forthcoming). Epilogue. In P.I. De Costa, D. Crowther, & J. Maloney (Eds.), Investigating World Englishes: Research methodology and practical applications. Abingdon, Oxfordshire: Routledge.

De Costa, P.I., Li, W., & Rawal, H. (forthcoming). Classroom qualitative methods. In J.W. Schweiter & A. Benati (Eds.), The Cambridge handbook of language learning. New York. Cambridge University Press.

De Costa, P.I., Li, W. & Rawal, H. (forthcoming). Should I stay or leave?: Exploring L2 teachers’ profession an emotionally-inflected framework. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.). Language teaching: An emotional rollercoaster. Bristol: Multilingual Matters.

De Costa, P.I., Li, W., Lee, J., & Rawal, H. (in preparation). Ethics in applied linguistics research. In H. Rose, & J. McKinley (Eds.), The Routledge handbook of research in applied linguistics. New York: Routledge.

Book Reviews

De Costa, P. I. (2018).  Review of Why English? Confronting the hydra. In Current Issues in Language Planning, 19(1), 121-124.

De Costa, P. I. (2017).  Review of Linguistic diversity and social justice: An introduction to applied sociolinguistics. In Language in Society, 46, 739–742.

De Costa, P. I. (2017).  Review of Quadrilingual education in Singapore: Pedagogical innovation in language education. In Pedagogies: An International Journal, 12(2), 234-236.

De Costa, P. I. (2015).  Review of Literacy as translingual practice: Between communities and classrooms. In Writing & Pedagogy, 7, 181-186.

De Costa, P. I. (2015).  Review of Language ideologies and the globalization of ‘standard’ Spanish. In Language Policy. 14, 423-425.

De Costa, P.I. (2015). Review of Multilingualism, discourse and ethnography. In Linguistics and Education, 29, 92-93.

De Costa, P. I. (2012).  Review of The Continuum companion to discourse analysis. InModern Language Journal, 96, 631-632. 

De Costa, P. I. (2010).  Review of Exploring learner language. In MinneWITESOL Journal.

De Costa, P. I. (2010).  Review of Multilingualism in post-Soviet countries. In Journal of Sociolinguistics, 14,262-266. 

De Costa, P. I. (2009).  Review of English as an international language: Perspectives and pedagogical issues. In World Englishes, 28,552-554.

De Costa, P. I. (2009).  Review of Issues in language planning and literacy. In Language Policy, 8, 295-297.

De Costa, P. I. (2009). Review of Disinventing and reconstituting languages. In TESOL Quarterly, 43, 161-163.

De Costa, P. I. (2007).  Review of Maintaining a minority language: A case study of Hispanic teenagers. In Language and Education, 21,361-364.

De Costa, P. I. (2007). Review of Sociocultural theory and the genesis of second language development. In Applied Linguistics, 28, 477-480.

De Costa, P. I. (2006, March). Review of Teaching the General Paper: Strategies that work. In TESL EJ.