Cultural threads in primary schools

Journal article


Driscoll, P. and Holliday, A. 2020. Cultural threads in primary schools. ITL International Journal of Applied Linguistics . (32).
AuthorsDriscoll, P. and Holliday, A.
Abstract

This paper explores headteachers’ and teachers’ perceptions of foreign languages (FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages – Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al.,2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljević Djigunović, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers’ framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children’s own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality.

KeywordsEarly language learning ; ELL; EFL; Intercultural; Critical cosmopolitanism
Year2020
Journal ITL International Journal of Applied Linguistics
Journal citation(32)
PublisherJohn Benjamins Publishing
ISSN0019-0829
Publication dates
Print01 May 2020
Publication process dates
Deposited02 Mar 2020
Accepted07 Feb 2020
Accepted author manuscript
Permalink -

https://repository.canterbury.ac.uk/item/8qxq1/cultural-threads-in-primary-schools

  • 19
    total views
  • 9
    total downloads
  • 19
    views this month
  • 9
    downloads this month

Related outputs

Making sense of the intercultural: finding deCentred threads
Holliday, A. and Amadasi, A. 2020. Making sense of the intercultural: finding deCentred threads. London Routledge.
Understanding intercultural communication: negotiating a grammar of culture
Holliday, A. 2018. Understanding intercultural communication: negotiating a grammar of culture. London Routledge.
Designing a course in intercultural education
Holliday, A. 2018. Designing a course in intercultural education. Intercultural Communication Education. 1 (1), pp. 4-11.
Researching the intercultural: intersubjectivity and the problem with postpositivism
Holliday, A. and MacDonald, M. 2019. Researching the intercultural: intersubjectivity and the problem with postpositivism. Applied Linguistics.
The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills
Driscoll, P., Rowe, J. and Thomae, M. 2014. The sustainable impact of a short comparative teaching placement abroad on primary school language teachers’ professional, linguistic and cultural skills. The Language Learning Journal. 42 (3), pp. 307-320.
Intercultural communication: an advanced resource book for students
Holliday, A., Kullman, J. and Hyde, M. 2017. Intercultural communication: an advanced resource book for students. Abingdon Routledge.
Block and thread intercultural narratives and positioning: conversations with newly arrived postgraduate students
Amadasi, S. and Holliday, A. 2017. Block and thread intercultural narratives and positioning: conversations with newly arrived postgraduate students. Language and Intercultural Communication.
‘I already have a culture.’ Negotiating competing grand and personal narratives in interview conversations with new study abroad arrivals
Amadasi, S. and Holliday, A. 2017. ‘I already have a culture.’ Negotiating competing grand and personal narratives in interview conversations with new study abroad arrivals. Language and Intercultural Communication.
Cultural travel and cultural prejudice
Holliday, A. 2016. Cultural travel and cultural prejudice. in: Aquino, M. and Frota, S. (ed.) Identity: Representations and Practices Lisbon CELGA-ILTEC, University of Lisbon. pp. 25-44
Difference and awareness in cultural travel: negotiating blocks and threads
Holliday, A. 2016. Difference and awareness in cultural travel: negotiating blocks and threads. Language and Intercultural Communication. 16 (3), pp. 318-331.
Revisiting intercultural competence: small culture formation on the go through threads of experience
Holliday, A. 2016. Revisiting intercultural competence: small culture formation on the go through threads of experience. International Journal of Bias, Identity & Diversities in Education. 1 (2), pp. 1-14.
Appropriate methodology: towards a cosmopolitan approach
Holliday, A. 2016. Appropriate methodology: towards a cosmopolitan approach. in: Hall, G. (ed.) Routledge Handbook of English Language Teaching London Routledge. pp. 265-277
Researching discourses of culture and native-speakerism
Armenta Delgado, I. and Holliday, A. 2015. Researching discourses of culture and native-speakerism. in: Swan, A., Aboshiha, P. and Holliday, A. (ed.) (En)countering Native-Speakerism: Global Perspectives Basingstoke Palgrave-Macmillan. pp. 26-41
Native-speakerism: taking the concept forward and achieving cultural belief
Holliday, A. 2015. Native-speakerism: taking the concept forward and achieving cultural belief. in: Swan, A., Aboshiha, P. and Holliday, A. (ed.) (En)countering Native-Speakerism: Global Perspectives Basingstoke Palgrave-Macmillan.
Doing and writing qualitative research
Holliday, A. 2016. Doing and writing qualitative research. London Sage.
Studying culture
Holliday, A. 2016. Studying culture. in: Hua, Z. (ed.) Research Methods in Intercultural Communication Chichester Wiley. pp. 23-36
PhD students, interculturality, reflexivity, community and internationalisation
Holliday, A. 2016. PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development.
Making the case for primary languages
Driscoll, P. 2001. Making the case for primary languages.
The role of research in developing effective practice
Driscoll, P. 2002. The role of research in developing effective practice.
Achieving consistency through effective transition
Driscoll, P. 2004. Achieving consistency through effective transition.
The characteristics of effective practice: a report on the findings of the systematic review
Driscoll, P. 2004. The characteristics of effective practice: a report on the findings of the systematic review.
Primary languages in England: implications for initial and in-service teacher development
Driscoll, P. 2004. Primary languages in England: implications for initial and in-service teacher development.
Ensuring the professional development of primary languages teachers: the essential ingredient in best practice
Driscoll, P. 2005. Ensuring the professional development of primary languages teachers: the essential ingredient in best practice.
Findings from 'baseline' research: language learning at key stage 2: where to now?
Driscoll, P. 2005. Findings from 'baseline' research: language learning at key stage 2: where to now?
Hosting a student from overseas: the impact on the hosting teacher and children
Driscoll, P. and Dinvaut, A. 2006. Hosting a student from overseas: the impact on the hosting teacher and children.
Transition: the key to success
Driscoll, P. 2007. Transition: the key to success.
Language learning provision at key stage 2: implications for training teachers
Driscoll, P. and Sing, S. 2008. Language learning provision at key stage 2: implications for training teachers.
Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really!
Driscoll, P. 2009. Does international engagement enhance intercultural understanding in primary schools? They may call it 'Wasser' but we know it's water really!
Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation
Driscoll, P. and Sing, S. 2010. Primary languages pedagogy in the UK (2006-2009): a discussion on developments, implications and impact on pupils' attitude and motivation.
Building on firm foundations – what is happening in primary languages?
Driscoll, P. 2010. Building on firm foundations – what is happening in primary languages?
The sustained impact of an international experience during initial teacher education for primary language teachers
Driscoll, P., Rowe, J. and Thomae, M. 2011. The sustained impact of an international experience during initial teacher education for primary language teachers.
Languages in English primary schools: rationales and learning outcomes
Driscoll, P. 2011. Languages in English primary schools: rationales and learning outcomes.
Language learning and intercultural development in English primary schools
Driscoll, P. and Earl, J. 2011. Language learning and intercultural development in English primary schools.
Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music
Driscoll, P., Wheway, D. and Schulze, V. 2011. Creativity through curriculum innovation: teachers' and children's perceptions of integrating language and music.
Creative teaching and training: same issues, new solutions
Driscoll, P. 2011. Creative teaching and training: same issues, new solutions.
The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice
Driscoll, P. and Rowe, J. 2011. The sustained impact of a bilateral placement during initial teacher education on qualified primary language teachers' practice.
Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain
Driscoll, P. and Rowe, J. 2011. Internationalising teacher education: the impact of teaching placement abroad on the emerging professional values of future primary school teachers from England, France, Germany and Spain.
The sustained impact of an international experience during initial teacher education for primary language teachers
Driscoll, P. and Thomae, M. 2011. The sustained impact of an international experience during initial teacher education for primary language teachers.
Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music
Driscoll, P., Schulze, V. and Wheway, D. 2012. Meanings that matter: an investigation of teachers' and children's perceptions of integrating language and music.
Schools at the crossroads: innovating in a climate of uncertainty
Young, V., Driscoll, P. and Pagden, A. 2012. Schools at the crossroads: innovating in a climate of uncertainty.
Early professional development and languages teaching in primary schools
Driscoll, P. and Griffiths, V. 2012. Early professional development and languages teaching in primary schools.
What works and why: a case study investigation of participants' perceptions of the impact of a parenting intervention on parents and their children
Driscoll, P., Tupling, C., Summerson, M. and Thomae, M. 2012. What works and why: a case study investigation of participants' perceptions of the impact of a parenting intervention on parents and their children.
The European Music Portfolio development - the EMP-L: integrated music pedagogies as a framework for learning
Driscoll, P. and Marjanen, K. 2013. The European Music Portfolio development - the EMP-L: integrated music pedagogies as a framework for learning.
Primary classroom teacher or specialist?
Driscoll, P. 2000. Primary classroom teacher or specialist? Times Educational Supplement.
Ventures into uncharted territory
Driscoll, P. 2001. Ventures into uncharted territory. Times Educational Supplement.
Reconstructing primary modern foreign languages: an inclusive process towards the development of competence
Driscoll, P. 2000. Reconstructing primary modern foreign languages: an inclusive process towards the development of competence. Early Language Learning Bulletin.
Languages learning at Key Stage 2: a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. 2010. Languages learning at Key Stage 2: a longitudinal study. Department for Children, Schools and Families. doi:DCSF-RR198
The role and nature of the cultural dimension in primary modern languages
Driscoll, P., Earl, J. and Cable, C. 2013. The role and nature of the cultural dimension in primary modern languages. Language, Culture and Curriculum. 26 (2), pp. 146-160.
Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe
Driscoll, P. and Rowe, J. 2012. Broadening the lens: an investigation of student teachers' changing perceptions of pedagogy following a teaching placement in a primary school in mainland Europe. Education 3-13. 40 (4), pp. 417-431.
Language learning at Key Stage 2: findings from a longitudinal study
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. 2012. Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13. 40 (4), pp. 363-378.
Exploring the origins of culturism in TESOL
Holliday, A. 2003. Exploring the origins of culturism in TESOL.
Interrogating researcher participation in an interview study of intercultural contribution in the workplace
Holliday, A. 2012. Interrogating researcher participation in an interview study of intercultural contribution in the workplace. Qualitative Inquiry. 18 (6), pp. 504-515.
A narrative of unexpected cultural contribution: a critical cosmopolitan approach to global cultural politics and internationalisation
Holliday, A. 2011. A narrative of unexpected cultural contribution: a critical cosmopolitan approach to global cultural politics and internationalisation. in: Clifford, V. and Montgomery, C. (ed.) Moving Towards Internationalisation of the Curriculum for Global Citizenship in Higher Education Oxford Oxford Centre for Staff and Learning Development, Oxford Brookes University. pp. 121-140
The ownership of English and the politics of international student culture
Holliday, A. 2009. The ownership of English and the politics of international student culture.
A critical cosmopolitan picture of cultural reality and autonomy
Holliday, A. 2009. A critical cosmopolitan picture of cultural reality and autonomy.
The problem with stereotypes
Holliday, A. 2008. The problem with stereotypes.
Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach
Holliday, A. 2008. Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach.
Disciplines for understanding: avoiding cultural chauvinism
Holliday, A. 2005. Disciplines for understanding: avoiding cultural chauvinism.
A dangerous culturist discourse
Holliday, A. 2004. A dangerous culturist discourse.
Recognising what our students bring with them
Holliday, A. 2004. Recognising what our students bring with them.
The struggle against “us” and “them” conceptualizations in TESOL as the ownership of English changes
Holliday, A. 2002. The struggle against “us” and “them” conceptualizations in TESOL as the ownership of English changes.
Managing subjectivity
Holliday, A. 2001. Managing subjectivity.
Social autonomy: addressing the dangers of culturism in TESOL
Holliday, A. 2003. Social autonomy: addressing the dangers of culturism in TESOL. in: Palfreyman, D. and Smith, R. (ed.) Learner Autonomy Across Cultures Basingstoke Palgrave-Macmillan. pp. 110-126
Culture, communication, context and power
Holliday, A. 2011. Culture, communication, context and power. in: Jackson, J. (ed.) Routledge Handbook of Language and Intercultural Communication London Routledge. pp. 37-51
Intercultural communication and ideology
Holliday, A. 2011. Intercultural communication and ideology. London Sage.
Appreciating cultural description as political cultural acts
Holliday, A. 2008. Appreciating cultural description as political cultural acts.
Cultural complexities in qualitative research
Holliday, A. 2007. Cultural complexities in qualitative research.
Challenges of teaching English as an international language
Holliday, A. 2007. Challenges of teaching English as an international language.
The ownership of English and the politics of international student culture
Holliday, A. 2009. The ownership of English and the politics of international student culture.
A critical qualitative methodology for getting to the bottom of cultural realities
Holliday, A. 2009. A critical qualitative methodology for getting to the bottom of cultural realities.
A critical cosmopolitan picture of cultural reality and autonomy
Holliday, A. 2009. A critical cosmopolitan picture of cultural reality and autonomy.
The house of TESEP and the communicative approach: the special needs of state English language education
Holliday, A. 1994. The house of TESEP and the communicative approach: the special needs of state English language education. English Language Teaching Journal. 48 (1), pp. 3-11.
A post-communicative era? Method vs social context
Holliday, A. 1995. A post-communicative era? Method vs social context. TESOL, France. 2 (1).
Assessing language needs within an institutional context: An ethnographic approach
Holliday, A. 1995. Assessing language needs within an institutional context: An ethnographic approach. English for Specific Purposes. 14 (2), pp. 115-126.
Student culture and English language education: An international perspective
Holliday, A. 1994. Student culture and English language education: An international perspective. Language, Culture and Curriculum. 7 (2), pp. 125-143.
Report of the English language teaching materials evaluation project - China
Cunningsworth, A., Holliday, A. and Rongxuan, Z. 1996. Report of the English language teaching materials evaluation project - China. London, UK Overseas Development Agency.
Handing over the project: an exercise in restraint
Holliday, A. 1995. Handing over the project: an exercise in restraint. System. 23 (1), pp. 57-68.
Intercompetence: sources of conflict between local and expatriate ELT personnel
Holliday, A. 1992. Intercompetence: sources of conflict between local and expatriate ELT personnel. System. 20 (2), pp. 223-234.
From materials development to staff development: an informed change in direction in an EFL project
Holliday, A. 1991. From materials development to staff development: an informed change in direction in an EFL project. System. 19 (3), pp. 301-308.
Developing a sociological imagination: expanding ethnography in international English language education
Holliday, A. 1996. Developing a sociological imagination: expanding ethnography in international English language education. Applied Linguistics. 17 (2), pp. 234-255.
The politics of participation in international English language education
Holliday, A. 1997. The politics of participation in international English language education. System. 25 (3), pp. 409-423.
Large and small classes in Egyptian university classrooms: a cultural justification for curriculum change
Holliday, A. 1997. Large and small classes in Egyptian university classrooms: a cultural justification for curriculum change. in: Coleman, H. (ed.) Society and the Language Classroom Cambridge Cambridge University Press. pp. 86-104
Six lessons: cultural continuity in communicative language teaching
Holliday, A. 1997. Six lessons: cultural continuity in communicative language teaching. Language Teaching Research. 1 (3), pp. 212-238.
Evaluating the discourse: the role of applied linguistics in the management of evaluation and innovation
Holliday, A. 1998. Evaluating the discourse: the role of applied linguistics in the management of evaluation and innovation. in: Rea-Dickens, P. and Germaine, K. (ed.) Managing Evaluation and Innovation in Language Teaching Harlow Pearson Education.
Foreword
Holliday, A. 2009. Foreword. in: Feng, A., Byram, M. and Fleming, M. (ed.) Becoming Interculturally Competent through Education and Training Bristol, UK Multilingual Matters.
Intercultural communication: an advanced resource book for students
Holliday, A., Kullman, J. and Hyde, M. 2004. Intercultural communication: an advanced resource book for students. London Routledge.
English in a multilingual and cross-cultural context: exploring opportunities and meeting the challenges
Holliday, A. 2011. English in a multilingual and cross-cultural context: exploring opportunities and meeting the challenges.
Universalities in cultural travel
Holliday, A. 2010. Universalities in cultural travel.
A narrative of unexpected cultural contribution
Holliday, A. 2010. A narrative of unexpected cultural contribution.
The cosmopolitan nature of culture and implications for creative autonomy in English language education
Holliday, A. 2009. The cosmopolitan nature of culture and implications for creative autonomy in English language education.
A critical cosmopolitan approach to developing cultural awareness in an unequal world
Holliday, A. 2007. A critical cosmopolitan approach to developing cultural awareness in an unequal world.
Diversity in language, culture and speakerhood in the context of globalization
Holliday, A. 2007. Diversity in language, culture and speakerhood in the context of globalization.
Submission, emergence and personal knowledge: principles for validity in qualitative research
Holliday, A. 2006. Submission, emergence and personal knowledge: principles for validity in qualitative research.
Addressing the politics of intercultural understanding in TESOL
Holliday, A. 2005. Addressing the politics of intercultural understanding in TESOL.
The dangers of native-speakerism and cultural chauvinism in TESOL
Holliday, A. 2004. The dangers of native-speakerism and cultural chauvinism in TESOL.
'Non-natives' and 'natives'
Holliday, A. 2004. 'Non-natives' and 'natives'.
Exploring the origins of culturism in TESOL [2]
Holliday, A. 2004. Exploring the origins of culturism in TESOL [2].
Teachers, texts and social worlds
Holliday, A. 2001. Teachers, texts and social worlds.
Submission, emergence and personal knowledge: new takes, and principles for validity in decentred qualitative research
Holliday, A. 2010. Submission, emergence and personal knowledge: new takes, and principles for validity in decentred qualitative research. in: Shamim, F. and Qureshi, R. (ed.) Perils, Pitfalls and Reflexivity in Qualitative Research in Education Karachi Oxford University Press Pakistan.
Analysing qualitative data
Holliday, A. 2010. Analysing qualitative data. in: Paltridge, B. and Phakiti, A. (ed.) Continuum Companion to Research Methods in Applied Linguistics London Continuum. pp. 98-110
Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach
Holliday, A. 2009. Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach. in: Ward, C. (ed.) Language Teaching in a Multilingual World: Challenges and Opportunities Singapore SEAMEO Regional Language Centre.
Interrogating the concept of stereotypes in intercultural communication
Holliday, A. 2009. Interrogating the concept of stereotypes in intercultural communication. in: Hunston, S. and Oakley, D. (ed.) Introducing Applied Linguistics: Concepts and Skills Abingdon Routledge. pp. 134-141
English as a lingua franca: “non-native speakers” and cosmopolitan realities
Holliday, A. 2009. English as a lingua franca: “non-native speakers” and cosmopolitan realities. in: Sharifian, F. (ed.) English as an International Language: Perspectives and Pedagogical Issues Bristol Multilingual Matters. pp. 21-33
The dangers of matrix thinking in international curriculum project design
Holliday, A. 2007. The dangers of matrix thinking in international curriculum project design. in: Coleman, H. (ed.) Language and Development: Africa and Beyond, Proceedings of the 7th International Language and Development Conference Addis Ababa The British Council. pp. 130-137
What happens between people: who we are and what we do
Holliday, A. 2005. What happens between people: who we are and what we do. in: Gieve, S. and Miller, I. (ed.) Understanding the Language Classroom Basingstoke Palgrave-Macmillan. pp. 47-63
Teachers’ and students’ lessons
Holliday, A. 2002. Teachers’ and students’ lessons. in: Zamel, V. and Spack, R. (ed.) Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry New York Lawrence Erlbaum. pp. 17-34
New concepts, new relationships
Holliday, A. 2001. New concepts, new relationships.
Finding social autonomy
Holliday, A. 2001. Finding social autonomy. in: Bodycott, P. and Crew, V. (ed.) Language and cultural immersion: perspectives on short term study and residence abroad Hong Kong Hong Kong Institute of Education.
Culture as constraint or resource
Holliday, A. 2001. Culture as constraint or resource. in: Gray, K., Ansell, M., Cardew, S. and Leedham, M. (ed.) The Japanese Learner: Context, Culture and Classroom Practice Oxford Oxford University Press.
Achieving cultural continuity in curriculum innovation: dealing with dominant discourses
Holliday, A. 2001. Achieving cultural continuity in curriculum innovation: dealing with dominant discourses. in: Hall, D. and Hewings, A. (ed.) Innovation in English Language Teaching: A Reader London Routledge. pp. 169-176
Exploring other worlds: escaping linguistic parochialism
Holliday, A. 2000. Exploring other worlds: escaping linguistic parochialism. in: Davison, J. and Moss, J. (ed.) Issues in English Teaching London Routledge. pp. 131-147
Cultural descriptions as political cultural acts: an exploration
Holliday, A. 2010. Cultural descriptions as political cultural acts: an exploration. Language and Intercultural Communication. 10 (3), pp. 259-272.
Complexity in cultural identity
Holliday, A. 2010. Complexity in cultural identity. Language and Intercultural Communication. 10 (2), pp. 165-177.
Native-speakerism
Holliday, A. 2006. Native-speakerism. ELT Journal. 60 (4), pp. 385-387.
Issues of validity in progressive paradigms of qualitative research
Holliday, A. 2004. Issues of validity in progressive paradigms of qualitative research. TESOL Quarterly. 38 (4), pp. 731-734.
Distinguishing the voices of researchers and the people they research in writing qualitative research
Holliday, A. 2002. Distinguishing the voices of researchers and the people they research in writing qualitative research. in: Spelman Miller, K. and Thompson, P. (ed.) Unity and Diversity in Language Use London BAAL and Continuum. pp. 125-137
Appropriate methodology in using materials: ideology and artefact
Holliday, A. 2001. Appropriate methodology in using materials: ideology and artefact. Folio: Journal of The Materials Development Association. 6 (2), pp. 4-8.
Small cultures
Holliday, A. 1999. Small cultures. Applied Linguistics. 20 (2), pp. 237-264.
Intercultural communication: an advanced resource book for students
Holliday, A., Kullman, J. and Hyde, M. 2010. Intercultural communication: an advanced resource book for students. London Routledge.
Discourse skills in English: a coursebook for students of science and technology
Holliday, A., Jacob, G. and Narkar, M. 1999. Discourse skills in English: a coursebook for students of science and technology. Mumbai Frank Bros. and Co..
Appropriate methodology and social context
Holliday, A. 1994. Appropriate methodology and social context. Cambridge Cambridge University Press.
Response to ELT and the spirit of the times
Holliday, A. 2007. Response to ELT and the spirit of the times. ELT Journal. 61 (4), pp. 360-366.
Standards of English and politics of inclusion
Holliday, A. 2008. Standards of English and politics of inclusion. Language Teaching. 41 (1), pp. 119-130.
The role of culture in English language education: key challenges
Holliday, A. 2009. The role of culture in English language education: key challenges. Language and Intercultural Communication. 9 (3), pp. 144-155.
How is it possible to write?
Holliday, A. 2005. How is it possible to write? Journal of Language, Identity & Education. 4 (4), pp. 304-309.
Japanese fragments: an exploration in cultural perception and duality
Holliday, A. 2002. Japanese fragments: an exploration in cultural perception and duality. Asia Pacific Journal of Language in Education. 5 (1), pp. 1-28.
The value of reconstruction in revealing hidden or counter cultures
Holliday, A. 2004. The value of reconstruction in revealing hidden or counter cultures. Journal of Applied Linguistics. 1 (3), pp. 273-294.
Doing and writing qualitative research
Holliday, A. 2007. Doing and writing qualitative research. Sage.
The struggle to teach English as an international language
Holliday, A. 2005. The struggle to teach English as an international language. Oxford University Press.
Social and cultural perspectives
Franson, C. and Holliday, A. 2009. Social and cultural perspectives. in: Richards, J. and Burns, A. (ed.) The Cambridge Guide to Second Language Teacher Education Cambridge University Press. pp. 40-46
The denial of ideology in perceptions of "non-native speaker" teachers
Holliday, A. and Aboshiha, P. 2009. The denial of ideology in perceptions of "non-native speaker" teachers. TESOL Quarterly. 43 (4), pp. 669-689.
Tissue rejection and informal orders in ELT projects: collecting the right information
Holliday, A. 1992. Tissue rejection and informal orders in ELT projects: collecting the right information. Applied Linguistics. 13 (4), pp. 403-424.