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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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Name: Seyyed-Abdolhamid  Mirhosseini
Institution: Alzahra University
Email: click here to access email
State and/or Country: Iran   
Linguistic Field(s): Applied Linguistics
Discourse Analysis
Sociolinguistics
Selected Publications: Ghahremani-Ghajar, S., Doostdar, H. M. and Mirhosseini, S. A. (2012). We have been living with this pain: enquiry-based language learning in Iranian higher education. Teaching in Higher Education, 17(3), 269–281.

Ghahremani-Ghajar, S. and Mirhosseini, S. A. (Eds.). (2011). Confronting Academic Knowledge. Tehran: Iran University Press.

Mirhosseini, S. A. (2011). Who accepts? Who rejects?: The case of a rejected paper in applied linguistics. In F. Salager-Meyer and B. Lewin (Eds.). Crossed Words: Criticism in Scholarly Writing (pp. 153–172). New York: Peter Lang.

Kiany, G. R., Mirhosseini, S. A., and Navidinia, H. (2011). Foreign language education policies in Iran: Pivotal macro considerations. Journal of English Language Teaching and Learning (Formerly Tabriz University Journal of Humanities), Volume 53, No 222, 49–70.

Mirhosseini, S. A. and Fattahi, H. (2010). The language of ‘circule’: Discursive construction of false referral in Iranian teaching hospitals. Medical Anthropology Quarterly, 24(3), 304–325.

Ghahremani-Ghajar, S., Mirhosseini, S. A., and Fattahi, H. (2009). Re-searching pains: Iranian students exploring medical English. In A. Smith and G. Strong (Eds.), Adult Language Learners: Context and Innovation (107–114). USA, Alexandria, VA: TESOL.

Doostdar, H. M. and Mirhosseini, S. A. (2009). The core and cover of quality in higher education. International Journal of Information Science and Management, 7(2), 45–55.

Mirhosseini, S. A. (2009). For our learn of English: Dialogue journal writing in EFL Education. Prospect: An Australian Journal of TESOL, 24(1), 40–48.

Mirhosseini, S. A. (2008). English and a world of diversities: confrontation, appropriation, awareness. Applied Linguistics, 29(2), 312–317.

Mirhosseini, S. A. (2008). Review of B. Norton and K. Toohey (eds.). (2004). Critical Pedagogies and Language Learning. Cambridge University Press. Language, Culture and Curriculum, 21(2), 186–190.

Mirhosseini, S. A. (2007). Review of Blackledge, A. (2005). Discourse and Power in a Multilingual World. Amsterdam: John Benjamins. Journal of Pragmatics, 39(12), 2355–2357.

Mirhosseini, S. A. (2006). Review of N. Fairclough (2003). Analysing Discourse: Textual Analysis for Social Research. London: Routledge. Language in Society, 35(4), 620–624.

Mirhosseini, S. A. (2005). Review of P. Levine and R. Scollon (eds.) (2004). Discourse and Technology: Multimodal Discourse Analysis. Georgetown University Press. Applied Linguistics, 26(4), 597–600.

Ghahremani-Ghajar, S. and Mirhosseini, S. A. (2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, Culture and Curriculum, 18(3), 286–299.
Dissertation Abstract: Ideologies of English Language Teaching Research in Iran: An ethnomethodological and autoethnographic inquiry
Reviewer of: Applied Linguistics: Leaver & Willis (2004) (LL Issue 16.1664)
Negotiating Critical Literacies with Young Children (LL Issue 17.2164)
Academic Paper Abstract: The Language of 'Circule': Discursive construction of false referral in Iranian teaching hospitals
Who accepts? Who rejects?: The case of a rejected paper in applied linguistics.
Re-searching pains: Iranian students exploring medical English
English and a World of Diversities: Confrontation, appropriation, awareness
English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school



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