BOOKS AND SPECIAL ISSUES

1)   Horner, K., de Saint-Georges, I, Weber, J-J. (2014). Multilingualism and Mobility in Europe: Policies and practices. Frankfurt: Peter Lang.

2)   Morys, N., Kirsch, C., de Saint-Georges, I. Gretsch, G. (2014). Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Vielfalt im Klassenraum [Learning and Teaching in multilingual contexts. Dealing with linguistic and cultural diversity in the classroom]. Frankfurt: Peter Lang.

3)   de Saint-Georges, I. & Weber, J-J. (2013). Multilingualism and Multimodality: Current challenges for education studies. Rotterdam: SensePublishers.

4)   de Piétro, J-F., de Saint-Georges, I., Gnach, A., Stoz, D., Wyss, E. (Eds.) (2011). Linguistic Competences in Education and at Work. Transitions and Transformations. Bulletin Suisse de Linguistique Appliquée, 93 & 94 (IF 0,790)

PEER-REVIEWED JOURNAL ARTICLES AND BOOK CHAPTERS

5)   Budach, G. & I. de Saint-Georges (accepted, forthc. 2015). Language and superdiversity.  In: S. Canagarajah (Ed.) The Routledge Handbook of Migration and Language. New York: Routledge.

6)   de Saint-Georges, I. (accepted, forthc. 2015). Researching media, multilingualism and education. In: S. May (Ed.) Encyclopaedia of Language and Education (3^rd Edition), Vol. 10. Research Methods in Language and Education. New York: Springer

7)   Scollon, S. & de Saint-Georges, I. (2011). Mediated Discourse Analysis. In J. P. Gee and M. Hartford (Ed.), The Routledge Handbook of Discourse Analysis. London: Routledge, 66-78.

8)   de Saint-Georges, I. (2011). The Linguistic Dynamics of Support. Langage et Société, 3, 47-74.

9)   Filliettaz, L., de Saint-Georges, I., Duc, B. (2010). Skiing, cheese fondue and Swiss watches: Analogical discourse in vocational training interactions. Vocations and Learning, 3(2), 117-140. (IF 1.559)

10)  de Saint-Georges, I. & Filliettaz, L. (2008). Situated trajectories of learning in vocational training interactions. In T. Zittoun & P. Hviid (Ed.), ‘Transitions: From bridging spaces to bridging times’. European Journal of Psychology of Education, XXIII, 2, 213-233. (IF 0,790)