Refereed Journal Articles
Li, W., & De Costa, P. I. (2020). Problematizing enterprise culture in global academic publishing: Linguistic entrepreneurship through the lens of two Chinese visiting scholars in a U.S. university. Multilingua, 1-26. https://doi.org/10.1515/multi-2020-0036
De Costa, P. I., Park, J. S., & Wee, L. (2020). Why linguistic entrepreneurship? Multilingua, 1-15. https://doi.org/10.1515/multi-2020-0037
Deng, M., & De Costa, P. I. (2020). We are fundamentally different: Investigating the language ideologies and language practices of an international STEM scholar. Identity, Language and Diversity, 4(1), 37-66.
Peña-Pincheira, R. S., & De Costa, P. I. (2020). Language teacher agency for educational justice-oriented work: An ecological model. TESOL Journal, 1-13. https://doi.org/10.1002/tesj.561
Al-Hoorie, A. H., Hiver, P., Kim, T-Y., & De Costa, P. I. (2020). The identity crisis in language motivation research. Journal of Language and Social Psychology, 1-18. https://doi.org/10.1177/0261927X20964507
De Costa, P. I., Sterling, S., Lee, J., Li, W., & Rawal, H. (2020). Research tasks on ethics in applied linguistics. Language Teaching, 1-13. https://doi.org/10.1017/S0261444820000257
De Costa, P. I. (2020). Linguistic racism: Its negative effects and why we need to contest it. International Journal of Bilingual Education and Bilingualism, 1-5, https://doi.org/10.1080/13670050.2020.1783638
Uştuk, O., & De Costa, P. I. (2020). Reflection as meta-action: Lesson study and EFL teacher professional development. TESOL Journal, 1-16, https://doi.org/10.1002/tesj.531
De Costa, P. I., Green-Eneix, C. A., & Li, W. (2020). Problematizing EMI language policy in a transnational world: China’s entry into the global higher education market. English Today, 1-8. https://doi.org/10.1017/S026607842000005X
De Costa, P.I., Park, J.S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: organizations, audit culture, and second/foreign language education policy. Language Policy. doi: 10.1007/s10993-018-9492-4
Rawal, H., & De Costa, P.I. (2019). ‘You are different and not mainstream’: An emotion-based case study of two South Asian English language learners. International Multilingual Research Journal.
De Costa, P.I. (2019). Commentary: Elite multilingualism, affect and neoliberalism. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2018.1543698
De Costa (2019) Review of Social Interaction and English Language Teacher Identity. ELT Journal.
Kennedy, L., Oviatt, R., & De Costa, P.I. (2019). Refugee youth’s identity expressions and multimodal literacy practices in a third space. Journal of Research in Childhood Education, 33(1), 56-70.
Han, Y., De Costa, P.I., & Cui, Y. (2019). Exploring the language policy and planning/SLA interface: Ecological insights from an Uyghur youth in China.Language Policy, 18(1), 65-86.
De Costa, P.I., Rawal, H., & Li, W. (2018). Broadening the second language teacher agenda: International perspectives on teacher emotions. Chinese Journal for Applied Linguistics, 41(4), 401-409.
Ding, X., De Costa, P.I. (2018). Faith-based teacher emotional experiences: A case study of a veteran English lecturer in China. Chinese Journal of Applied Linguistics, 41(4), 529-548.
De Costa, P.I. (2018). Toward greater diversity and social equality in language education research. Critical Inquiry in Language Studies, 15(4), 302-307.
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.
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
Gordon, R. R., Reichmuth, H. L., Her, L., & De Costa, P. I. (2021). Thinking beyond “languaging” in translanguaging pedagogies: Exploring ways to combat white fragility in an undergraduate language methodology course. In U. Lanvers, A. S. Thompson, & M. East (eds.), Language learning in anglophone countries: Challenges, practices, ways forward (pp. 445-462). Switzerland: Springer Nature.
Deroo, M. R., Ponzio, C. M., & De Costa, P. I, (2020). Reenvisioning second language teacher education through translanguaging praxis. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 111-134). Switzerland: Springer.
Mirhosseini, S.-A., & De Costa, P. I. (2020). Preface. In S-A. Mirhosseini and P. I. De Costa (Eds.), The Sociopolitics of English Language Testing (pp. vii – xv). New York: Bloomsbury.
De Costa, P. I., Lee, J., Rawal, H., & Li, W. (2020). Ethics in applied linguistics research. In H. Rose & J. McKinley (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 122 – 130). New York: Routledge.
Fang, F. G. (with De Costa, P. I.). (2019). Re-Positioning Accent Attitude in the Global Englishes Paradigm: A critical phenomenological case study in the Chinese context. New York: Routledge.
De Costa, P.I., Li, W., & Rawal, H. (2019). Qualitative classroom methods. In J.W. Schweiter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 111-136). New York. Cambridge University Press.
Norton, B., & De Costa, P.I. (2019). Language teacher identities in teacher education. In G. Barkhuizen (Ed). Qualitative research topics in language teacher education (pp. 76-80). New York: Routledge.
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). Applied linguistics research: Current issues, methods, and trends. 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.
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.
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. (2019). Review of Preparing teachers to teach English as an international language. In World Englishes, 38, 675-677.
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.
