publications
FEATURED ARTICLES
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McIntosh, S., McKinley, J., Milligan, L. O., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education.
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McKinley, J. (advanced online access April 2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
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McKinley, J., Dunworth, K., Grimshaw, T., & Iwaniec, J. (2019). Developing intercultural competence in a ‘comfortable’ third space: Postgraduate studies in the UK, Language and Intercultural Communication, 19(1), 9-22.
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McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines. Journal of Second Language Writing, 42, 1-11.
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Rose, H. & McKinley, J. (2018). Japan's English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129.
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Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
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Journal Articles & Book Chapters Click on the title to take you to the publisher's version. For author version PDFs, please go to my ResearchGate page here.
In press/forthcoming Galloway, N. & McKinley, J. (forthcoming). Englishization of higher education. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics. Berlin: Springer. 2019 Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. McIntosh, S., McKinley, J., Milligan, L, & Mikolajewska, A. (advanced online access July 2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. McKinley, J. (2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875-884. McKinley, J. & Rose, H. (2019). Standards of English in academic writing: The authors respond. Journal of Second Language Writing, 44, 114-116. McKinley, J. (2019). English L2 writing in international higher education. In Barkhuizen, G. (Ed.), Qualitative research topics in language teacher education (pp. 104-109). Routledge. McKinley, J., Dunworth, K., Grimshaw, T., & Iwaniec, J. (2019). Developing intercultural competence in a ‘comfortable’ third space: Postgraduate studies in the UK, Language and Intercultural Communication, 19(1), 9-22. McKinley, J. (2019). Teaching Japanese L2 writing inside and outside Japan: implications for global approaches in L2 writing. In Yigitoglu, N., & Reichelt, M. (Eds.), L2 Writing Beyond English (pp. 60-77). Bristol: Multilingual Matters. McKinley, J. (2019). Developing contextual literacy EAP through CLIL. In Dobinson, T. & Dunworth, K. (Eds.), Literacy Unbound: Multilingual, Multicultural, Multimodal (pp. 67-86). Springer. 2018 McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines. Journal of Second Language Writing, 42, 1-11. McKinley, J. (2018). Integrating Appraisal Theory with possible selves in understanding university EFL writing. System, 78, 27-37. OASIS accessible summary (McKinley, J. & Fang, X., 2019) available at https://oasis-database.org Rose, H. & McKinley, J. (2018). Japan's English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129. McKinley, J. (2018). Making the EFL to ELF transition at a Global Traction University. In Bradford, A. & Brown, H. (Eds.), English-Medium Instruction at Universities in Japan: policy, challenges and outcomes (pp. 238-249). Bristol: Multilingual Matters. McKinley, J. & Thompson, G. (2018). Washback effect in teaching English as an international language. In the TESOL Encyclopedia of English Language Teaching (1st ed.). Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Shahid Abrar-ul-Hassan). Hoboken, NJ: Wiley. Thompson, G. & McKinley, J. (2018). Integration of content and language learning. In the TESOL Encyclopedia of English Language Teaching (1st ed.). Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Shahid Abrar-ul-Hassan). Hoboken, NJ: Wiley. 2017 McKinley, J. (2017). Identity construction in learning English academic writing in a Japanese university. Journal of Asia TEFL, 14(2), 228-243. Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604. McKinley, J. (2017). Overcoming problematic positionality and researcher objectivity. In McKinley, J. & Rose, H. (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp.37-46). Routledge. Rose, H. & McKinley, J. (2017). Realities of doing research in applied linguistics. In McKinley, J. & Rose, H. (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp.3-14). Routledge. Selection of earlier publications McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207. McKinley, J. (2014). The impact of Western criticisms of Japanese rhetorical approaches on learners of Japanese. Language Learning in Higher Education, 4(2), 303-319. McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208. McKinley, J. (2011). Group workshops: Saving our writing centre in Japan. Studies in Self-Access Learning, 2(4), 292-303. McKinley, J. (2010). English language writing centres in Japanese universities: What do students really need? Studies in Self-Access Learning, 1(1), 17-31. McKinley, J., & Sakamoto, M. (2007). Exploring language+ identity: Nature of code-switching among Japanese Students. Bulletin of the Faculty of Foreign Studies, Sophia University, 42, 1-28. McKinley, J. (2006). Learning English writing in a Japanese university: Developing critical argument and establishing writer identity, Journal of Asia TEFL, 3(2), 1-35. McKinley, J. (2005). A Western researcher in a Japanese university writing classroom: Limited or advantaged? Cultural sensitivity and the debate on Japanese students’ critical thinking, Journal of Asia TEFL, 2(3), 139-146. |
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other articles
McKinley, J. (2013). Reacting to the Past: A CLIL pedagogy, The Language Teacher, Japan Association for Language Teaching, 37(5), 69-71.
McKinley, J. (2013). International higher education in Japan: How does our program at Sophia meet the objectives? Sophia International Review, Sophia University, 35, 25-38.
McKinley, J. (2012). Introduction to Sophia International Review special issue: Globalization as an educational focus, Sophia International Review, Sophia University, 34, 1-2.
McKinley, J. & Thompson, M. (2011). The globalization of Japanese higher education and the FLA Core, Sophia International Review, Sophia University, 33, 61-64.
McKinley, J. (2010). Critical thinking in FLA English composition, Sophia International Review, Sophia University, 32, 27-32.
McKinley, J. (2009). What activity theory reveals about Japanese university student writers' motivations in the search for global identity, TUJ Colloquium, Temple University Japan, 70-74.
McKinley, J. (2010). A study of Japanese university students learning English academic writing, FEELTA Conference, Far Eastern National University, Vladivostok, Russia, June 2008 (Publication date: July 2010).
McKinley, J. & Sakamoto, M. (2007). Exploring language＋identity: Nature of code-switching among Japanese students, Bulletin of the Faculty of Foreign Studies, Sophia University, 42, 1-28.