Holliday, A. 2021. Linguaculture, cultural travel, native-speakerism and small culture formation on the go: working up from instances. in: Rubdy, R, Tupas, R & Saraceni, M (ed.) Bloomsbury world Englishes, volume II, Ideologies London Bloomsbury Academic. pp. 101-113
Holliday, A. 2021. Recovering unrecognised deCentred experience. in: Kumar, M & Welikala, T. (ed.) Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems Bingley Emerald. pp. 185–195
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
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
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
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
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
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.
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
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
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
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
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.
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.
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
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
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
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
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
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.
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.
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.
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
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