Professor Adrian Holliday


NameProfessor Adrian Holliday
Job titleProfessor of Applied Linguistics and Intercultural Education

Research outputs

Culture, communication, context and power

Holliday, A. 2020. Culture, communication, context and power. in: Routledge Handbook of Language and Intercultural Communication London Routledge.

Cultural threads in primary schools

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

Making sense of the intercultural: finding deCentred threads

Holliday, A. and Amadasi, A. 2020. Making sense of the intercultural: finding deCentred threads. London Routledge.

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. https://doi.org/10.1093/applin/amz006

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. https://doi.org/10.29140/ice.v1n1.24

‘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. https://doi.org/10.1080/14708477.2017.1357727

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. https://doi.org/10.1080/14708477.2016.1276583

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.

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. https://doi.org/10.1080/14708477.2016.1168046

PhD students, interculturality, reflexivity, community and internationalisation

Holliday, A. 2016. PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2015.1134554

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

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. https://doi.org/10.4018/IJBIDE.2016070101

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

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

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.

(En)countering native-speakerism: global perspectives

Swan, A., Aboshiha, P. and Holliday, A. (ed.) 2015. (En)countering native-speakerism: global perspectives. Basingstoke Palgrave Macmillan.

Exploring the origins of culturism in TESOL

Holliday, A. 2003. Exploring the origins of culturism in TESOL.

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.

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. https://doi.org/10.1177/1077800412442811

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.

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. https://doi.org/10.1093/applin/17.2.234

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.

New concepts, new relationships

Holliday, A. 2001. New concepts, new relationships.

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. https://doi.org/10.1080/14708470903348572

Complexity in cultural identity

Holliday, A. 2010. Complexity in cultural identity. Language and Intercultural Communication. 10 (2), pp. 165-177. https://doi.org/10.1080/14708470903267384

Native-speakerism

Holliday, A. 2006. Native-speakerism. ELT Journal. 60 (4), pp. 385-387. https://doi.org/10.1093/elt/ccl030

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. https://doi.org/10.1093/applin/20.2.237

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. https://doi.org/10.1093/elt/ccm054

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. https://doi.org/10.1080/14708470902748814

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

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.

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. https://doi.org/10.1207/s15327701jlie0404_6

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. https://doi.org/10.1558/japl.2004.1.3.275

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.

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

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.

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.

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

Standards of English and politics of inclusion

Holliday, A. 2008. Standards of English and politics of inclusion. Language Teaching. 41 (1), pp. 119-130. https://doi.org/10.1017/S0261444807004776

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

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.

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.

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

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

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

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.

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..

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.

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. https://doi.org/10.1016/S0346-251X(97)00032-8

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. https://doi.org/10.1177/136216889700100303

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. https://doi.org/10.1016/0346-251X(94)00052-8

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. https://doi.org/10.1016/0889-4906(95)00006-D

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. https://doi.org/10.1093/elt/48.1.3

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. https://doi.org/10.1080/07908319409525172

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. https://doi.org/10.1016/0346-251X(92)90027-Z

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. https://doi.org/10.1093/applin/13.4.403

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. https://doi.org/10.1016/0346-251X(91)90054-S
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