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The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate
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Critical reflections on the role of the sociolinguist in UK language debates
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Snell, J. - : Cambridge University Press, 2018
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“Low Ability,” Participation, and Identity in Dialogic Pedagogy
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Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England
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Snell, J. - : Cambridge University Press, 2017
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8 |
To what extent does a regional dialect and accent impact on the development of reading and writing skills?
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Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit
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Snell, J. - : Palgrave Macmillan UK, 2015
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Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
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From moves to sequences: expanding the unit of analysis in the study of classroom discourse
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To what extent does a regional dialect and accent impact on the development of reading and writing skills?: A Report for the BBC
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Dialect, interaction and class positioning at school: from deficit to difference to repertoire.
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14 |
Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience
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15 |
Classroom discourse: The promise and complexity of dialogic practice
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16 |
From sociolinguistic variation to socially strategic stylisation
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17 |
United Kingdom scheme for external quality assessment in virology. Part I. General method of operation.
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