Journal articles/Articles dans revues à comité de lecture
Young, A.S. & Mary, L. (2021). Blurring the borders between research and practice: video as a tool to develop knowledge about language and empower (student) teachers in multilingual pre-school classrooms, European Early Childhood Education Research Journal, 29:3, 351-362. https://doi.org/10.1080/1350293X.2021.1928720
Bailly, S. Durr, A., Lemoine, V. Lerat, S. & Mary, L. (2020). Dispositif d’immersion en primaire : discours d’enseignants et d’encadrants comparés dans F. Barthelemy (Ed) Enjeux de la comparaison pour les didactiques des langues-cultures vivantes, Langues Modernes.https://www.aplv-languesmodernes.org/spip.php?article7998
Mary, L. & Young, A. S. (2018). Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France, Language, Culture and Curriculum, 31:3, 318-332. https://doi.org/10.1080/07908318.2018.1504403
Mary, L. & Young, A. S. (2017). Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication. Vol. 0 , Iss. 0,0: 1-19. http://dx.doi.org/10.1080/14708477.2017.1368147
Young A. & Mary, L. (2016) « Autoriser l’emploi des langues des enfants pour faciliter l’entrée dans la langue de scolarisation, promouvoir un accueil inclusif et proposer des apprentissages porteurs de sens », Nouvelle Revue de l’Adaptation et de la Scolarisation, 73:75-94. http://inshea.fr/fr/content/inclusion-sociale-et-petite-enfance
Smeets, O., Mary, L. & Young A. (2016) «Vers une approche pédagogique plurilingue – les Enfants bilingues émergent en Petite Section», Mélanges CRAPEL, 36: 11-26 http://www.atilf.fr/spip.php?article4048
Young A. & Mary L. (2016) « Dix ans d’expérimentation dans la formation pour une meilleure prise en compte de la diversité linguistique et culturelle des élèves: enjeux, défis et réussites. », Carnets d’ateliers de sociolinguistique (CAS), Diversité linguistique et culturelle à l’école primaire: accueil des élèves et formation des acteurs, 11 : 169-189. http://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=numero&no=50800&no_revue=135&razSqlClone=1
Mary, L. (2014). « Fostering positive peer relations in the primary classroom through circle time and co-operative games ». Education 3-13. International Journal of Primary, Elementary and Early Years Education, 42/2: 125-137. http://www.tandfonline.com/doi/abs/10.1080/03004279.2012.662239
Directions de numéros de revues
Mary, L., Krüger A.B. & Young, A. (eds.) (2021) Migration, Multilingualism and Education: Critical Perspectives on Inclusion. Bristol: Multilingual Matters. https://www.multilingual-matters.com/page/detail/?k=9781800412941
Carton, F., Mary, L., Deneire, M., Dubois, M., Kamber, A., Skuipen Dekens, C. (éds.) (2014). Tenir compte des langues premières dans l’enseignement/apprentissage des langues vivantes, Mélanges Crapel 35. Nancy, ATILF, CNRS. http://www.atilf.fr/spip.php?rubrique626
Conference proceedings/Communications dans des actes de manifestations scientifiques
Mary, L. (2014). « Pre-service primary teachers’ self-evaluations of language proficiency and self-efficacy for teaching English to young learners ». In : Enever, Janet / Lindgreen, Eva / Ivanov, Sergej (éd.), Conference Procedings from Early Language Learning : Theory and Practice, Umeå, Institutionen för sprakstudier, 86-90. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A821247&dswid=9733
Book Chapters/Chapitres d’ouvrages collectifs
Mary, L. & Hélot, C. (in press). Multilingual Education in Formal Schooling: Conceptual Shifts in Theory, Policy and Practice. In A. Stavans & U. Jessner (eds.) The Cambridge Handbook of Child and Childhood Multilingualism. Cambridge: Cambridge University Press.
Mary, L. & Young, A.S. (2021). ‘To Make Headway You Have to Go Against the Flow’: Resisting Dominant Discourses and Supporting Emergent Bilinguals in a Multilingual Pre-School in France. In L. Mary, A.B. Krüger & A. Young (eds.) (2021) Migration, Multilingualism and Education: Critical Perspectives on Inclusion. Bristol:Multilingual Matters, 112-129.
Yazan, B. Üzüm, B. Akayoglu, S. & Mary, L. (2021). Telecollaboration as translingual contact zone: Teacher candidates’ translingual negotiation strategies. In O. Z. Barnawi & A. Ahmed (eds.) TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects. New York: Routledge, 139-157.
Mary, L. & Young, A. (2020). Teachers’ beliefs and attitudes towards home language maintenance and their effects In A. Schalley & S. Eichenlas (eds.) Handbook of Social and Affective Factors in Home Language Maintenance and Development. Berlin : Mouton de Gruyter, 444-463.
Birot-Freyburger, S., Mary, L., & Young, A. (2018). Regards croisés sur des pratiques professionnelles dans une classe de petite section multilingue. In G. Komur-Thilloy et S. Djordjevic (eds.) L’École, ses enfants et ses langues. Paris : Orizon, 147-166.
Mary, L. & Young, A. (2018). “Black, blanc, beur”: The challenges and opportunities for developing teacher language awareness in the French educational context. In C. Hélot, C. Frijns, K. Van Gorp, & S. Sierens (Eds.) Language awareness in multilingual classrooms in Europe: From theory to practice (Contributions to the Sociology of Language 109). Berlin: De Gruyter Mouton.
Mary, L. & Young, A. (2017). “From silencing to translanguaging: turning the tide to support emergent bilinguals in transition from home to pre-school”, pp. 108-128 In BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, Åsa Wedin, New Perspectives on Translanguaging and Education, Bristol: Multilingual Matters. http://www.multilingual-matters.com/display.asp?K=9781783097807
Mary, L. & Young A. (2016), « The role of Multi-media in expanding pre-service teachers’ understanding of culturally and linguistically diverse classrooms and furthering their professional identities », pp. 296-314 dans Winstead, L. & Wang, P. (éds), Handbook of Research on Foreign Language Education in the Digital Age, Hershey, Pennsylvania, IGI Global. http://www.igi-global.com/chapter/the-role-of-multi-media-in-expanding-pre-service-teachers-understanding-of-culturally-and-linguistically-diverse-classrooms-and-furthering-their-professional-identities/159350
Mary, L. & Young, A. (2010). Preparing Teachers for the multilingual classroom: Nurturing reflective, critical awareness, dans Ehrhart, S. Helot, C. & Le Nevez, A. (dir.), Plurilinguisme et formation des enseignants: Une approche critique / Plurilingualism and Teacher Education: a critical approach, Frankfurt, Peter Lang (pp. 195-219).
Young, A. & Mary, L. (2010). Une formation des professeurs des écoles en phase avec le 21e siècle, dans Cadet, L., Goes, J., Mangiante, J.M. (dir.), Langue et Intégration : Dimensions institutionnelle, socio- professionnelle et universitaire, Bruxelles, Peter Lang.
Blog Posts
Responding to Cries for Help from Teachers in Need of Support in Linguistically and Culturally Diverse Classrooms
latishamary.fr 