■教員業績
＜学術論文＞
木津弥佳・行木瑛子 (2023). 「第一・第二言語話者間のメタ語用論的意識に関する考察―I thinkの解釈に着目して―」 『日本語用論学会第25回大会発表論文集 』第18号, 58-65.
行木瑛子・浜田英紀 (2023). 「オンラインの強みをいかした交流型の国際共修授業の実践報告―「働き方」共同インタビュープロジェクト― 」『ヨーロッパ日本語教育』第26号, 522-528.
Gyogi, E. & Lee, V. (2022). Multimodality in translation: A look into EFL and JFL classrooms. Language Awareness, 31(2), 232-249. doi: 10.1080/09658416.2021.2023557.
Gyogi, E. (2022). Plurilingual pedagogy in the Japanese language classroom: Benefits and challenges for creating more equitable classroom practices. International Journal of Bilingual Education and Bilingualism, 25(9), 3289-3302. doi: 10.1080/13670050.2022.2049689.
Lee, V. & Gyogi, E. (2022) Translation for multiliteracies: Case studies of EFL and JFL classrooms, Pedagogies: An International Journal, 17(2), 103-118, doi: 10.1080/1554480X.2020.1826948.
Kizu, M., Gyogi, E., and Dougherty, P. (2022) Epistemic stance in L2 English discourse: The development of pragmatic strategies in study abroad. Applied Pragmatics, 4(1), 33–62.
行木瑛子 (2021). 「複言語主義の日本語教育における学生の学び－多様な言語資源を生かした翻訳活動の実践から－」 『第二言語としての日本語の習得研究』第24号, pp. 86-103
Gyogi, E. (2020). Fixity and fluidity in two heritage language learners’ identity narratives. Language & Education, 34(4), 328-344. doi: 10.1080/09500782.2020.1720228
Gyogi, E. (2020). Class discussion as a site for fostering symbolic competence in translation classrooms. Language, Culture, and Curriculum, 33(3), 290-304. doi: 10.1080/07908318.2019.1625361
行木瑛子・岩﨑典子 (2019). 「ジャンル準拠の初級オノマトペ指導: 広告(CM)の翻訳活動を通して」『 日本語教育』 第174号, 71-85.
Gyogi, E. (2019). Critical literacy in beginner-level Japanese-language classrooms. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT, 229-234.
Kizu, M., Pizziconi, B., and Gyogi, E. (2019). The particle ne in the development of interactional positioning in L2 Japanese. East Asian Pragmatics 4(1), 113-143. doi: 10.1558/eap.38217
Gyogi, E. (2019). Translating ‘Japanese culture’: A discourse approach to teaching culture. Language and Intercultural Communication 19(2), 152-166. doi: 10.1080/14708477.2018.1513525
Gyogi, E. (2018). Stepping into others’ shoes: Elementary students as mediators between the reader and the writer. Translation and Translanguaging in Multilingual Contexts 4(2), 223–247. doi: 10.1075/ttmc.00011.gyo
Lee, V. & Gyogi, E. (2018). Cultural-specific lexis for intercultural communication: Case studies from two different classrooms. Journal of Language, Identity & Education 17(3), 137-151. doi: 10.1080/15348458.2017.1418357
Gyogi, E. (2016). From following norms to choosing styles: Awareness of indexical properties of speech styles among intermediate Japanese students. Japanese Language and Literature 50(2), 375-403.
Lee, V. & Gyogi, E. (2016). The reflective learning journal in the classroom. In P. Clements, A. Krause, & H. Brown (Eds.), Focus on the Learner (pp. 270-276). Tokyo: JALT, available online from http://jalt-publications.org/node/4/articles/5398-reflective-learning-journal-classroom
Gyogi, E. & Lee, V. (2016). Reflections of own vs. other culture: Considerations of the ICC model. International Journal of Bias, Identity and Diversities in Education (IJBIDE) 1(2), 15-28. doi: 10.4018/IJBIDE.2016070102
Gyogi, E. (2015). Is a style shift grammatically incorrect?: An indexical approach to teaching speech styles. BATJ Journal 16, 1-18.
Gyogi, E. (2015). Children’s agency in language choice: A case study of two Japanese-English bilingual children in London, International Journal of Bilingual Education and Bilingualism 18(6), 749-764. doi: 10.1080/13670050.2014.956043.
行木瑛子 (2015)「ツイッターの一文から広がる翻訳の世界：初級クラスでの翻訳活動の実践」, 『ヨーロッパ日本語教育』第19号, pp. 155-160, ヨーロッパ日本語教師会.
行木瑛子・柏木美和子 (2014). 大学で日本語を専攻する継承語学習者へのインタビュー報告：ロンドン大学SOAS BA Japaneseの継承語学習者の場合, BATJ Journal 15, 1-13.
行木瑛子 (2014)「異文化間能力の評価の試み」, 『ヨーロッパ日本語教育』第18号, 175-180, ヨーロッパ日本語教師会.
行木瑛子 (2013) 「言語教育における翻訳」, 『神園』第10号, 95-101, 明治神宮-国際神道文化研究所.
行木瑛子 (2013) 「異文化間能力を育むための翻訳活用法―初級・中級クラスでの実践」『比較日本学研究センター研究年報』第9号, pp. 167-173, お茶の水女子大学 比較日本学教育研究センター.
＜著書＞
Gyogi, E. (2015). Voices from the Japanese language classroom: Honorifics do far more than politeness, in Barbara Pizziconi, & Miriam A. Locher (eds.), Teaching and Learning (Im)politeness (pp. 53-78). Berlin: Mouton de Gruyter.
Gyogi, E. (2015). Critical cultural awareness in language classrooms through translation: A reflection on the use of katakana, in Alberto Fuertes and Ester Torres-Simón (eds.), And Translation Changed the World (and the World Changed Translation) (pp. 61-73). Newcastle-upon-Tyne: Cambridge Scholars Publishing.
Gyogi, E & Kashiwagi, M. (2011). Kanji workbook: Intermediate Japanese I, SOAS, University of London.
＜書評＞
Gyogi, E. (2013). Book review: Testing the untestable in language education, edited by Amos Paran and Lies Sercu, Bristol, Multilingual Matters, 2010, Assessment and Evaluation in Language Education, 3, 34-39.
■教育業績
＜主な担当科目等＞
日本語システムI
日本語ライティングI、II
問題発見演習I、II
■その他