Scholarly Books, Monographs and Chapters
Green-Eneix, C., & Kohnke, L. (2025). Generative AI and Chatbots. In Y. Wang, A. Alm, & G. Dizon (Eds.), Insights into AI and Language Teaching and Learning (240-260). Castledown. https://doi.org/10.29140/9781763711600-14SDGs infomation: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure Kohnke, L., & Green-Eneix, C. (2025). Preparing pre-service and in-service teachers for the AI-driven classroom. AI in Language Education. In R. Coreil & M.E. Corbeil (Eds.), Teaching and Learning in the Age of Generative AI Evidence-Based Approaches to Pedagogy, Ethics, and Beyond (24-42). Routledge. SDGs infomation: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure De Costa, P. I., Green-Eneix, C. A., Bupphachuen, P., Gregory, M., & Melgar, G. (2024). Critical approaches to World Englishes. C. Fäcke, A. Gao, and P. Garrett-Rucks (Eds.), the Handbook of Plurilingual and Intercultural language learning (181-190). Wiley-Blackwell. SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality Montgomery, D. P., Green-Eneix, C. A., Cinaglia, C., & De Costa, P. I. (2024). Ideology. X. Curdt-Christiansen & C. Weninger (Eds.), The Encyclopedia of Applied Linguistics (1-12). Wiley. Her, L., Green-Eneix, C., & De Costa, P. I. (2023). Problematizing ‘messy’ research: A novice language teacher educator’s reflexive account. In R. Yuan, & I. Lee (Eds.), Becoming and Being a TESOL Teacher Educator: Research and Practice (32-48). Routledge. SDGs infomation: 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Green-Eneix, C.A., & De Costa, P.I. (2022). Sharing stories around the digital campfire: In-service teachers, cognition/emotion dissonance, and the asynchronous online classroom. Hayriye KAYI-AYDAR, Jonathon REINHARDT, Language teacher development in digital contexts (115-134). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.57.06gre Ma, W., & Green-Eneix, C.A. (2022). International Chinese students' navigation of linguistic and learning resources. Peter I. DE COSTA, Wendy LI, Jongbong LEE, International students' multilingual literacy practices: An asset-based approach to understanding academic discourse socialization (69-89). Multilingual Matters. http://www.scopus.com/inward/record.url?scp=85139884957&partnerID=8YFLogxK Scopus publicationLink to publication in ScopusSDGs infomation: 4 - Quality Education De Costa, P. I., Gajasinghe, K., Green-Eneix, C. A., & Randez, R. (2021). Enhancing equity for English learners through the seal of biliteracy: Policy/practice pitfalls and possibilities. Kashif RAZA, Christine COOMBE, Dudley REYNOLDS, Policy development in TESOL and multilingualism: Past, present and the way forward (107-117). Springer. https://doi.org/10.1007/978-981-16-3603-5_9 De Costa, P.I., Green-Eneix, C.A., Li, W., & Rawal, Hima (2021). Interrogating race in the NEST/NNEST ideological dichotomy: Insights from raciolinguistics, culturally sustaining pedagogy and translanguaging. Rani RUBDY, Ruanni TUPAS, Mario SARACENI, Bloomsbury World Englishes Volume 2: Ideologies (127-140). Bloomsbury Academic. http://www.scopus.com/inward/record.url?scp=85160755071&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991017929728203410&vid=EDUHKFind@EdUHK LibrarySDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 16 - Peace, Justice and Strong Institutions
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Journal Publications
Green-Eneix, C. (2025). The entangled object of language ideology: Socio-material stories of becoming content teachers. TESOL Quarterly, 0, 1-39, Article 0. SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality, 16 - Peace, Justice and Strong Institutions Green-Eneix, C. (2025). "ESL students can look White!?": A case study of (re)assembled raciolinguistic subjectivities and filitered ideologies. Urban Education, 60, 1-39. SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality De Costa, P. I, Hartman, D., Green-Eneix, C., Montgomery, D. P. (2025). Advancing CLIL approaches in EMI settings through international collaboration: An introduction. Chinese Journal of Applied Linguistics, 48(1), 3-11. https://doi.org/10.1515/CJAL-2025-0101SDGs infomation: 4 - Quality Education, 11 - Sustainable Cities and Communities, 17 - Partnerships for the Goals Green-Eneix, C., & De Costa, P. I. (2025). Professional vulnerability in adopting a CLIL pedagogy at a neoliberal restructured university in Kazakhstan. Chinese Journal of Applied Linguistics, 48(1), 51-70. https://doi.org/10.1515/CJAL-2025-0105SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education, 16 - Peace, Justice and Strong Institutions Novitskaya, Y., Gordon, R. R., Hartman, D., & Green-Eneix, C. (2025). Curators and mediators of language, content, pedagogy, and technology: Teachers' expanding roles in fully-onlline CLIL contexts. Chinese Journal of Applied Linguistics, 48(1), 51-70. https://doi.org/10.1515/CJAL-2025-0104SDGs infomation: 4 - Quality Education, 8 - Decent Work and Economic Growth Hillman, S., Li, W., Green-Eneix, C. A., & De Costa, P. I. (2023). The emotional landscape of English medium instruction (EMI) in higher education. Linguistics and Education, 75, Article e101178. https://doi.org/10.1016/j.linged.2023.101178SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality De Costa, P.I., Green-Eneix, C.A., Li, W. (2022). Problematizing EMI language policy in a transnational world: China's entry into the global higher education market. English Today, 38(2), 80-87. https://doi.org/10.1017/S026607842000005XSDGs infomation: 4 - Quality Education, 10 - Reduced Inequality De Costa, P. I., Randez, R., Her, L., & Green-Eneix, C. A. (2021). Navigating ethical challenges in second language narrative inquiry research. System, 102, Article 102599. https://doi.org/10.1016/j.system.2021.102599 De Costa, P.I., Green-Eneix, C.A., & Li, W. (2021). Problematizing language policy and practice in EMI and transnational higher education: Challenges and possibilities. Australian Review of Applied Linguistics, 44(2), 115-128. https://doi.org/10.1075/aral.00036.edi De Costa, P.I., Green-Eneix, C.A., Li, W. (2021). Embracing diversity, inclusion, equity and access in EMI-TNHE: Towards a social justice-centered reframing of English language teaching. RELC Journal, 52(2), 227-235. https://doi.org/10.1177/00336882211018540SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality Kayi-Aydar, H., & Green-Eneix, C.A. (2019). Shared identities through translanguaging practices in the multilingual mariachi classroom. TESOL Journal, 10(4), Article e502. https://doi.org/10.1002/tesj.502SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
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All Other Outputs
Green-Eneix, C.A. (2024). [Review of Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices. Journal of Education, Language, and Ideology (305-311).
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