2023
Arbona, E., Seeber, K., & Gullberg, M. (2023a). Semantically related gestures facilitate language comprehension during simultaneous interpreting. Bilingualism: Language and Cognition, 26(2), 425-439. Doi: 10.1017/S136672892200058X. (E-pub Oct. 2022.)
Arbona, E., Seeber, K., & Gullberg, M. (2023b). The role of manual gestures in second language comprehension: A simultaneous interpreting experiment. Frontiers in Psychology, 14, 1188628. Doi: 10.3389/fpsyg.2023.1188628.
Arndt, H., Granfeldt, J., & Gullberg, M. (2023). The LANG-TRACK-APP: Open-source tools for implementing the Experience Sampling Method in SLA research. Language Learning, 73 (3), 869-903. Doi: 10.1111/lang.12555. E-pub Dec 20., 2022.
Arndt, H., Granfeldt, J., & Gullberg, M. (2023). Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use. Second Language Research, 39(1), 39–58. https://doi.org/10.1177/02676583211020055
Azaoui, B. (2023a). Analyzing metagestuality. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 73-98). Routledge.
Azaoui, B. (2023b). Multimodalité et enchainement transmodal dans les stratégies d’étayage lexical auprès d’élèves allophones. Etudes de linguistique appliquée.
Azaoui, B. (2023c). Quand la lecture prend corps. Pour une approche multimodale et plurisémiotique de la lecture à voix haute. Dans N. Rannou et al. (Dir.). Expérience et partage du sensible dans l’enseignement de la littérature. Les presses de l’écureuil.
Berghoff, R., Gullberg, M., & Kootstra, G. J. (2023). Priming code-switches in non-shared-word-order utterances: Effects of lexical repetition and code-switching experience. Bilingualism: Language and Cognition. https://doi.org/10.1017/S1366728923000044
Brown, A. (2023). Investigating gesture in non-naturalistic, scripted contexts. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 124-146). Routledge.
Cappellini, M., Holt, B., Bigi, B., Tellier, M., Zielinski, C. (2023). A multimodal corpus to study videoconference interactions for techno-pedagogical competence in second language acquisition and teacher education. Corpus, 24. https://doi-org.lama.univ-amu.fr/10.4000/corpus.7440
Eskildsen, S. W. & Jensen, M. (2023). ’I like the song and nice video’: A pupil-led activity in the young learner EFL classroom with implications for pedagogy. Classroom Discourse. https://doi.org/10.1080/19463014.2023.2210236
Eschenauer, S., Tsao, R., Legou, T., Tellier, M., André, C., Brugnoli, I., Tortel, A., & Pasquier, A. (2023). Performing for Better Communication : Creativity, Cognitive-Emotional Skills and Embodied Language in Primary Schools. Journal of Intelligence, 11(7). https://doi.org/10.3390/jintelligence11070140
Granfeldt, J., Gullberg, M., & Muñoz, C. (2023). Input in Study Abroad and views from acquisition - Focus on constructs, operationalisation and measurement issues. Introduction to the special Issue. Second Language Research, 39(1), 3-11. https://doi.org/10.1177/02676583221122440
Gullberg, M., Granfeldt, J., & Munoz, C. (Eds.) (2023). Special issue “Input in Study Abroad and views from acquisition - Focus on constructs, operationalization, and measurement issues.” Second Language Research.
Hofweber, J., Aumonier, L. Janke, V., Gullberg, M., & Marshall, C. (2023). Does visual motivation aid the learning of signs at first exposure? Language Learning, 73(S1), 33-63. Doi: 10.1111/lang.12587. E-pub July 18, 2023.
Huang, L. F., Lin, Y. L., & Gráf, Tomáš (2023). Development of the use of discourse markers across different fluency levels of CEFR: A learner corpus analysis, Pragmatics, 33(1), 49-77.
Inceoglu, S., & Loewen, S. (2023). Analyzing nonverbal corrective feedback. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 26-47). Routledge.
Janzen, Ulbricht N. (2023) Can grammatical morphemes be taught? Evidence of gestures influencing second language procedural learning in middle childhood. PLoS ONE 18(2): e0280543. https://doi.org/10.1371/journal.pone.0280543
Janzen, Ulbricht N., & Kruger , M. (2023) A theatre experiment: A research paradigm with applications for second language learning? Cogent Arts & Humanities, 10:1, DOI: 10.1080/23311983.2023.2204625
Kelly, S. D., & Tran, Q-A. N. (2023). Exploring the emotional functions of co-speech hang gesture in language and communication. Topics in Cognitive Science, 1–23. DOI: 10.1111/tops.12657
Lewis, T., & Kirkhart, M. (2023). Researching the effect of gestures on the learning and retention of vocabulary in a naturalistic setting. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 48-72). Routledge.
Lilja, N. (2023). Multimodal conversation analysis as a method for studying second language use and learning in naturally occurring interaction. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 204-231). Routledge.
Lilja, N., Eskildsen, S. W., Wagner, J., Eilola, L., Jokipohja, A.-K., Gudmundsen, J., Härmävaara, H.-I., Piirainen-Marsh, A., Svennevig, J., Urbanik, P., Schümchen, N., & Poikonen, J. (2023). A Nordic model for supporting language learning in everyday contexts. Fast track to vision 2030, NordForsk.
Lopez-Ozieblo, R. (2023). Theory and practice from a cognitive perspective - Teaching English in Greater China. Springer
Mesh, K., Cruz, E., & Gullberg, M. (2023). When attentional and politeness demands clash: The case of mutual gaze and chin pointing in Quiahije Chatino. Journal of Nonverbal Behavior. Doi: 10.1007/s10919-022-00423-4.
Morett, L. M. (2023a). How to conduct experimental research illuminating gesture’s role in L2 acquisition. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 147-171). Routledge.
Morett, L. M. (2023b). Editorial: Language embodiment: Principles, processes, and theories for learning and teaching practices in typical and atypical readers. Frontiers in Psychology (Section: Language Sciences).
Morett, L. M. (2023c). Editorial: Language embodiment: Interdisciplinary methodological innovations-Volume II. Frontiers in Psychology (Section: Psychology of Language), 14, 1251549. https://doi.org/10.3389/fpsyg.2023.1251549
Morett, L. M. (2023d). Observing gesture at learning enhances subsequent phonological and semantic processing of L2 words: An N400 study. Brain and Language, 246, 105327. https://doi.org/10.1016/j.bandl.2023.105327
Morett, L. M., Nelson, C. M., Hughes-Berheim, S. S., & Scofield, J. (2023e). Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls. First Language, 43 (5), 469-491. https://doi.org/10.1177/01427237231165118
Stam, G. (2023). How to investigate L2 thinking for speaking. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 172-203). Routledge.
Stam, G., & Urbanski, K. (Eds.) (2023). Gesture and multimodality in second language teaching and learning: a research guide. Routledge.
Stam, G. & Urbanski, K. (2023) Concluding remarks. In G. Stam & K. Urbanski (Eds.), Gestures and multimodality in second language acquisition: A research guide (pp. 229-231). Routledge.
Stam, G., Urbanski, K., Lantolf, J., & Smotrova, T. (2023). How concept-based language instruction works in teaching thinking for speaking in an L2. International Review of Applied Linguistics in Language Teaching. doi.org/10.1515/iral-2022-0073
Tellier, M., & Yerian, K. (2023). How to study pedagogical gesture in naturalistic settings. In G. Stam & K. Urbanski (Eds) Gesture and multimodality in second language teaching and learning: a research guide (pp. 99- 123). Routledge.
Urbanski, K., & Stam, G. (2023). Overview of multimodality and gesture in second language acquisition. In G. Stam & K. Urbanski (Eds), Gesture and multimodality in second language teaching and learning: a research guide (pp. 1-25). Routledge.
Yao, R., Guan, C. Q., MacWhinney, B., Smolen, E. R., & Morett, L. M. (2022). Gesture-speech integration in typical and atypical adolescent readers. Frontiers in Psychology (Section: Language Sciences), 13, 890962. https://doi.org/10.3389/fpsyg.2022.890962
2024
Arbona, E., Seeber, K., & Gullberg, M. (2024). The role of semantically related gestures in the language comprehension of simultaneous interpreters in noise. Language, Cognition and Neuroscience. Doi: 10.1080/23273798.2024.2346924.
Azaoui, B. (2024a, à paraitre). Gestes coverbaux et bébé-signes dans l’expression de la requête et de l’aide dans une crèche bilingue. Faits de langue.
Azaoui, B. (2024b, à paraitre). Multimodalité et enchainement transmodal dans les stratégies d’étayage lexical auprès d’élèves allophones. Etudes de linguistique appliquée.
Azaoui, B. (2024c, à paraitre). Relier multimodalité et plurilinguisme en didactique des langues. L’approche socio-sémiotique au service de la diversité. In C. Bruley-Meszaros & L. Cadet (Eds.), Enseigner en contexte migratoire. Enjeux et pratiques de classe. Peter Lang.
Azaoui, B. ; Gnagne, M. & Torterat, F. (2024). Etayage et gestes pédagogiques au Niger et en Côte d’Ivoire. Dans J. Avodo Avodo & B. Farenkia Mulo (dir.), Le discours en interaction en Afrique. Perspectives comparatives, intraculturelles et interculturelles. Peter Lang.
Azaoui, B. ; Gnagne, M. & Torterat, F. (2024, à paraitre). Les gestes dans les interactions didactiques à l’école primaire au Niger et en Côte d’Ivoire. In B. Mulo Farenkia & J. Avodo Avodo (Eds.), Le discours en interaction en Afrique. Perspectives comparatives, intraculturelles et interculturelles. Peter Lang.
Brown, A. & Eskildsen, S. W. (Eds.) (2024). Multimodality across epistemologies in second language research. Routledge.
Brown, A. & Eskildsen, S. W. (2024). A concluding synthesis for multimodality across epistemologiein second language research. In A. Brown & S. Eskildsen (Eds), Multimodality across epistemologies in second language research. Routledge.
Brown, A. & Kamiya, M. (2024.). Does gesture help L2 English users interpret ambiguous sentences with quantification and negation? In A. Brown & S. Eskildsen (Eds), Multimodality and multilingual interaction across epistemologies in second language research (pp. 201-2018). Routledge.
Chen, Y. H., Harrison, S. Stevens, M, & Zhou, Q. (2024). Developing a multimodal corpus of L2 academic English from an EMI university in China. Corpora 19(1), 1-15.
Eskildsen, S. W. (2024). The problem of multimodal and materially embedded meaning in L2 interaction. In A. Brown & S. W. Eskildsen (Eds.), Multimodality across epistemologies in second language research. Routledge.
Eskildsen, S. W. & Brown, A. (2024). An introduction to multimodality across epistemologies in second language research. In A. Brown & S. Eskildsen (Eds), Multimodality across epistemologies in second language research. Routledge.
Eskildsen, S. W. & Wagner, J. (2024) Language, embodiment, and the material ecology: Embodied and material resources for repairs in second language interactions. In A. Brown & S. W. Eskildsen (Eds.), Multimodality across epistemologies in second language research. Routledge.
Farran, B. M., & Morett, L. M. (2024). Multimodal cues in L2 lexical tone acquisition: Current research and future directions. Frontiers in Education, 9, 1410795. https://doi.org/10.3389/feduc.2024.1410795
Janzen Ulbricht, N. (2024). Gesture-Based Language Learning – Can More Learners Learn More? [Doctoral thesis, Freie Universität Berlin]. http://dx.doi.org/10.17169/refubium-44936
Graziano, M. & Gullberg, M. (2024). Providing evidence for a well-worn stereotype: Italians and Swedes do gesture differently. Frontiers in Communication, 9, 1314120. Doi: 10.3389/fcomm.2024.1314120.
Gullberg, M. (2024). Gesture and second/foreign language acquisition. In A. Cienki (Ed.), The Cambridge handbook of gesture studies (pp. 398-422). Cambridge University Press.
Hafner, C.A., Harrison, S., Ho, J., Kwan, B. (2023) Digital mediation in ESP genres. English for Specific Purposes 71, pp.115-122. https://doi.org/10.1016/j.esp.2023.03.002
Harrison, S. (2024/forthcoming). “This you may NNNNNEVER have heard before”: Initial lengthening of pitch accented negative items as vocal-entangled gestures. Language and Cognition.
Harrison, S. (2024a). On Grammar-Gesture Relations: Gestures Associated with Negation. In A. Cienki (Ed.), The Cambridge Handbook of Gesture Studies (pp. 446-474). (Cambridge Handbooks in Language and Linguistics). Cambridge University Press. https://doi.org/10.1017/9781108638869.018
Harrison, S. (2024b). Materials for an oral presentations class on gesture: Navigating a visual with your audience. Journal of English for Academic Purposes 67.
Hirata, Y., Kaicher, C., Friedman, E., & Kelly, S. D. (2024). Multimodal training on L2 Japanese pitch accent perception: Learning outcomes, neural correlates and subjective assessments. Language & Cognition, 1–38. https://doi.org/10.1017/langcog.2024.24.
Holt, B. (2024). A comparison of gesture production in L1 and L2 during a video-mediated task-based teletandem interaction. In A. Brown & S. W. Eskildsen (Eds.), Multimodality across epistemologies in second language research (pp. 153-169). Routledge.
Holt, B., Wiater, A., & Rivens Mompean, A. (2024). Evaluation and validation of informal language activities with open badges. In G. De Cristofaro, F. Silva, & B. Samu (Eds.), Language MOOCs and OERs (p. 519‑534). Perugia Stranieri University Press.https://www.unistrapg.it/sites/default/files/docs/university-press/Language-MOOCs-and-OERs.pdf
Hoang, H., Mori, Y., Nicoladis, E., Gao, H. H., & Du, Y. (accepted April 2024). HL Mandarin speakers toss the same way as fluent Mandarin speakers. Heritage Language Journal.
Hromalik, C. & Brown, A. (2024.), Predictors of gesture viewpoint in L2: A generalized linear mixed models analysis. In A. Brown & S. Eskildsen (Eds), Multimodality across epistemologies in second language research. Routledge.
Inceoglu, S. & Ueda, R. (2024). The effects of gesture on the pronunciation of the L2 French liaisons. In S. Eskildsen & A. Brown (Eds.) Multimodality across epistemologies in second language research (pp. 139-152). Routledge.
Janke, V., Aumonier, L., Hofweber, J., Gullberg, M., & Marshall, C. (2024). From gesture to Sign? An exploration of the effects of communicative pressure, interaction and time on the process of conventionalization. Linguistics. (E-pub 31 May 2024) Doi: 10.1515/ling-2023-0121.
Kamiya, M., & Zhaosen G. (2024, forthcoming). Scope of negation, gestures, and prosody: the English negative quantifier as a case in point. Journal of Psycholinguistic Research.
Kamiya, M., & Zhaosen G. (2024 July, forthcoming). Acquisition of L2 lexical item without an equivalent lexical item in L1. Theory and Practice of Second Language Acquisition 10.
Kamiya, N. (2024a). Learners’ preferred L2 vocabulary learning modalities: Iconic gestures are not necessarily most effective for all learners. Instructed Second Language Acquisition, 8(1), 3-40. https://doi.org/10.1558/isla.23874
Kamiya, N. (2024). Conflicting deictic gestures in EFL classrooms: Their frequency, mechanisms, and learner perception. In A. Brown & S. Eskildsen (Eds), Multimodality across epistemologies in second language research. Routledge.
Lebreton-Reinhard, M. & Azaoui, B. (2024, à paraitre). Deux signes impensés de la lecture partagée en classe: le corps et l’image. In S. Appiotti, A. Saemmer et N. Tréhondart (Eds.), Actes colloque "Sémiotiques de terrain." Editions Académia.
Morett, L. M. (2024). Examining gesture production in the presence of communication challenges. Journal of Visualized Experiments. https://doi.org/10.3791/66256
Taresh, S. M., Morett, L. M., Zaid, S. M., Roslan, S., Taresh, M., Song, P., Noman, S., & Ahmad, N. A. (2024). Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification. Autism, 28 (1), 239-253. https://doi.org/10.1177/13623613231211850
Nicoladis, E., & Barbosa, P. (Accepted January 2024). Infants’ pointing at nine months is associated with maternal sensitivity but not vocabulary. Infant Behavior and Development.
Nicoladis, E., & Hill, E. (Accepted January 2024). Do gestures reflect children’s lexical retrieval difficulties? Evidence from bilingual and monolingual preschoolers. Gesture.
Nirme, J., Gulz, A., Haake, M., & Gullberg, M. (2024). Early or synchronized gestures facilitate speech recall – A study based on motion capture data. Frontiers in Psychology, 15, 1345906. Doi: 10.3389/fpsyg.2024.1345906.
Stam, G., Brookes, H., Ngumbela, U. (2024.). What speech and gesture illustrate about the thinking for speaking patterns of child isiXhosa speakers learning English. In A. Brown & S. W. Eskildsen (Eds.), Multimodality across epistemologies in second language research. Routledge.
Tellier, M. (2024). How flexible seating redefines the place of the body in the language classroom. In A. Brown & S. W. Eskildsen (Eds.), Multimodality across epistemologies in second language research (pp. 72-87). Routledge.
Yerian, K. & Tellier, M. (2024). Learning to embody the teacher. In A. Brown & S. W. Eskildsen (Eds.), Multimodality across epistemologies in second language research (pp. 88-104). Routledge.
2025
Ulbricht, N. J., & Spindler, B. (2025). Playing with gestures and memory: Evidence of L2 grammatical morpheme learning in multilingual classrooms. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 45–66). De Gruyter. https://doi.org/10.1515/9783111568645-004
Spindler, B., & Janzen Ulbricht, N. (2025). First Steps to Getting Learners Actively Involved in Vocational English Classrooms. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the Foreign Language Classroom: Empowering Learners to Take Ownership (pp. 152–173). Candlin & Mynard. https://doi.org/10.47908/40/7
2026
Amundrud, T., Azaoui, B., Cremona, G., & Sidiropoulou, C. H. (Eds.). (2025). Multimodality in Face-to-Face Teaching and Learning: Contemporary Re-Evaluations in Theory, Method, and Pedagogy. Frontiers in Communication, 10. https://doi.org/10.3389/fcomm.2025.1656681
Azaoui, B. (2026). Baby Signs Function as Transcoding Buoys in L1/L2 Interactions: Some Lessons for Early Foreign Language Learning. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 185–208). De Gruyter Mouton. https://doi.org/10.1515/9783111568645-010
Azaoui, B., & Bangou, F. (2026). Saisir le Plus-Que-Verbal dans l’Éducation Plurilingue par l’Articulation d’Approches Socio-Sémiotique et Posthumaniste. In N. Auger (Ed.), Bi-Plurilinguisme: Apprentissages et Formations / Bi-Plurilingualism: Student Learning and Teacher Training. Peter Lang.
Holt, B. (2026). When Do Teachers Gesture? Conditions Affecting Gesture Production in Video-Mediated Lexical Explanations. AILA Review. https://doi.org/10.1075/aila.24060.hol
Inceoglu, S., & Morett, L. M. (2026). Introduction: Gesture in second language learning and pedagogy. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 5–22). De Gruyter Brill.
Kamiya, N. (2026). Visibility of lip movements and gestures equally facilitates L2 listening comprehension. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 137–157). De Gruyter Mouton. https://doi.org/10.1515/9783111568645-008
Kamiya, M., & Guo, Z. (2026). Explicit instruction and production of the English negative quantifier by learners of English. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 67–88). De Gruyter Mouton.
Kelly, S. D., Avila, P., Chernavsky, M., Cooper, B., Fernández, E. V., & Hirata, Y. (2026). Phonetic and affective roles of co-speech gesture in L2 pronunciation. Journal of Second Language Pronunciation. https://doi.org/10.1075/jslp.25067.kel
Lilja, N., & Jokipohja, A.-K. (2024). Gestural depictions in requests for objects. Language & Communication, 99, 159–173. https://doi.org/10.1016/j.langcom.2024.10.002
Morett, L. M., & Inceoglu, S. (Eds.). (2026). Gesture in Second Language Acquisition and Pedagogy. De Gruyter Brill.
Morett, L. M., & Inceoglu, S. (2026). A concluding synthesis of the role of gesture in L2 acquisition and pedagogy. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 309–322). De Gruyter Brill.
Nakatsukasa, K., Stam, G., & White, B. (2026). Gestures and Preposition Learning: In, On, and At. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 25–44). De Gruyter Mouton. https://doi.org/10.1515/9783111568645-003
Nghia-Nguyen, M., & Urbanski, K. (2026). “Quietness” or Multimodal embodied participation? The case of a multilingual language learner. In L. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy (pp. 259–284). De Gruyter Mouton. https://doi.org/10.1515/9783111568645-013
Nghia-Nguyen, M., & Urbanski, K. (2026). A multilingual’s use of gesture, gaze, and verbal elements for full class participation. In L. M. Morett & S. Inceoglu (Eds.), Gesture in Second Language Acquisition and Pedagogy. De Gruyter Mouton.
Ortega, G., Hirata, Y., & Kelly, S. (2026). 589 Iconicity in L2 Learning. In O. Fischer, K. Akita, & P. Perniss (Eds.), The Oxford Handbook of Iconicity in Language (pp. 589–609). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192849489.013.0037