Theory is practice

“Dr Denise Santos brings to the study and practice of language teaching a rare wealth of experience as a teacher, administrator, materials designer, editor, and academic researcher.  The result is an unrivalled breadth and depth of insight into ELT.  She writes with an authority which comes from confident command and knowledge of her subject matter; and as a speaker she is eloquent, entertaining, thought-provoking and informative in equal measure.”

Guy Cook (Professor)

• Santos, D. & Graham, S. (2020). Listening and good language teachers. In C. Griffiths & Z. Tajjeddin (Eds.), Lessons from good language teachers (pp. 246-259). Cambridge University Press.

• Santos, D. & Graham, S. (2018). What teachers say about listening and its pedagogy: A comparison between two countries. In A. Burns & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT (pp. 21-35). Palgrave Macmillan. 

• Graham, S. & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Palgrave Macmillan. 

• Santos, D. (2015). Revising listening materials: What remains, what is changed and why. The European Journal of Applied Linguistics and TEFL, 4(2), 19-36. 

• Santos, D. (2015). Critical thinking in the development of English language teaching materials: A focus on writers’ and editors’ conceptualisations of unit in diversity. In M. C. A. Ribeiro; L. Guerra; A. C. Gonçalves; M. F. M. Silva; A. A. Silva; O. Gonçalves & S. Llinás (eds.), Proceedings of the International Meeting on Languages, Applied Linguistics, and Translation – LALT 2012 (pp. 191-203). Department of Linguistics and Literatures, University of Évora, Portugal. 

• Santos, D. & Silva, G. V. (2015). Exploring Portuguese heritage and non-heritage learners’ perceptions of and performance in listening. The Canadian Journal of Applied Linguistics, 18(1), 63-86. 

• Graham, S. & Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9(1), 72-85. 

• Graham, S.; Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40, 44-60. 

• Santos, D. (2013). ‘This activity is far from being a pause for reflection’: An exploration of ELT authors’, editors’, teachers’ and learners’ approaches to critical thinking. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp. 88-110). Basingstoke: Palgrave Macmillan. 

• Graham, S. & Santos, D. (2013). Selective listening in L2 learners of French. Language Awareness, 22(1), 56-75. 

• Graham, S.; Santos, D; & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435–456. 

• Santos, D. (2011). Making sense of literacy events mediated by the EFL textbook. In R. Maciel & V. de Assis (Eds.), Formação de professores de inglês: Ampliando perspectivas (pp. 60-92). Jundiaí, SP: Paco Editorial. 

• Silva, G. V. & Santos, D. (2010). Business communication is less-commonly taught languages: Teaching suggestions through discourse analysis. Journal of the National Council of Less Commonly Taught Languages, 8: 1-20. 

• Graham, S.; Santos, D; & Vanderplank, B. (2010). Strategy clusters and sources of knowledge in L2 listening comprehension. Innovation in Language Learning and Teaching, 4(1), 1-20. 

• Jeffries, L.; Malcolm, D.; Rodgers, J.; Santos, D. & Schedl, M. (2010). Symposium on reading. In B. Beaven (Ed.), IATEFL 2009 Cardiff Conference Selections (pp. 181-183). Canterbury: IATEFL. 

• Fabrício, B. & Santos, D. (2009). (Re-) locating TEFL: The (re-) framing process as a collaborative locus for change. In G. Cook & S. North (Eds.), Applied Linguistics in action: a reader (pp. 89-103). London: Routledge.  

• Smith, R., Kullman, J.; Gray, J.; Wharton, S.; Santos, D. & Pennycook, A. (2009). Critical approaches to coursebooks. In B. Beaven (Ed.), IATEFL 2008 Exeter Conference Selections (pp. 78-80). Canterbury: IATEFL. 

• Santos, D. & Silva, G. (2008). Making suggestions in the workplace: Insights from learner and native-speaker discourses. Hispania, 91(3), 651-664. For the accompanying graphics click here.

• Santos, D. & Silva, G. (2008). The orchestration of voices in conversation sessions: Rules and roles developed by participants. In L. Wiedemann & M. Scaramucci (Eds.), Português para falantes de espanhol: Ensino e aquisição / Portuguese for Spanish speakers: Teaching and acquisition  (pp. 135-156). São Paulo: Pontes. 

• Santos, D., Graham, S., & Vanderplank, R. (2008). Second language listening strategy research: Methodological challenges and perspectives. Evaluation and Research in Education, 21(2), 111-133. 

• Santos, D. & Silva, G. (2008). Authenticating materials through critical thinking: The case of teaching and learning suggestions in Portuguese. Hispania, 91(1), 110-122).  

• Graham, S., Santos, D. & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52-68. 

• Santos, D. (2008). Investigating the textbook in situated practices: what goes on in literacy events mediated by the EFL textbook? In R. Maciel and V. Araujo (Eds.), Ensino de língua inglesa: contribuições da linguística aplicada  (pp.147-173). Campo Grande-MS, Brazil: Editora UNAES.

• Santos, D. (2007). Reconceptualizing textbooks in culture teaching. Academic Exchange Quarterly, 11(1), 36-40. 

• Lawes, S. & Santos, D. (2007). Teaching learning strategies: What do teachers learn? Language Learning Journal, 35(2), 221-237.  

• Santos, D. (2006). Framing the textbook in classroom events. Folio, 11(1), 14-19. 

• Santos, D. & Fabricio, B. (2006). The English lesson as a site for the development of critical thinking. TESL-EJ / Special Issue: Language Education Research in International Contexts, 10(2), 1-23.

• Silva, G. & Santos, D. (2006). Framing participation through repetition: The case of a Portuguese learner in different settings. Portuguese Language Journal, 1, 31-48. 

• Fabricio, B. & Santos, D. (2006) (Re-) locating TEFL: The (re-) framing process as a collaborative locus for change. In J. Edge (Ed.), (Re-) Locating TESOL in an Age of Empire (pp. 65-83). Basingstoke, Hampshire: Palgrave/Macmillan. 

• Silva, G. & Santos, D. (2005). A Spanish speaker learning Portuguese: Different settings, different voices. In D. Eddington (Ed.), Selected proceedings of the 6th Conference on Acquisition of Spanish and Portuguese (pp. 137-149). Somerville, MA: Cascadilla Press.

• Santos, D. & Silva, G. (2004). Ensinando português para hispanofalantes: contrastes, transferências e a voz do aprendiz. In A. Simões, A. Carvalho, & L. Wiedeman. (Eds.), Português para falantes de espanhol: Artigos selecionados escritos em português e inglês (pp. 125-151). São Paulo: Pontes.

• Santos, D. (2002). Learning English as a foreign language in Brazilian elementary schools: Textbooks and their lessons about the world and about learning. Paradigm, 2(5), 25-38.