| Linguistic ethnography: Collecting, analysing and presenting data F Copland, A Creese SAGE Publications Ltd, 2015 | 723 | 2015 |
| Challenges in teaching English to young learners: Global perspectives and local realities F Copland, S Garton, A Burns Tesol quarterly 48 (4), 738-762, 2014 | 485 | 2014 |
| Investigating global practices in teaching English to young learners S Garton, F Copland, A Burns ELT Research papers 11 (1), 1-24, 2011 | 339 | 2011 |
| ‘I like this interview; I get cakes and cats!’: The effect of prior relationships on interview talk S Garton, F Copland Qualitative research 10 (5), 533-551, 2010 | 295 | 2010 |
| L1 to teach L2: Complexities and contradictions F Copland, G Neokleous ELT journal 65 (3), 270-280, 2011 | 268 | 2011 |
| Causes of tension in post-observation feedback in pre-service teacher training: An alternative view F Copland Teaching and Teacher Education 26 (3), 466-472, 2010 | 245 | 2010 |
| Key themes and future directions in teaching English to young learners: Introduction to the special issue F Copland, S Garton ELT journal 68 (3), 223-230, 2014 | 185 | 2014 |
| Linguistic ethnography: Interdisciplinary explorations F Copland, S Shaw, J Snell Springer, 2016 | 172 | 2016 |
| An introduction to linguistic ethnography: Interdisciplinary explorations S Shaw, F Copland, J Snell Linguistic ethnography: Interdisciplinary explorations, 1-13, 2015 | 114 | 2015 |
| Negotiating face in feedback conferences: A linguistic ethnographic analysis F Copland Journal of pragmatics 43 (15), 3832-3843, 2011 | 105 | 2011 |
| The Routledge handbook of teaching English to young learners S Garton, F Copland Routledge, 2019 | 102 | 2019 |
| Legitimate talk in feedback conferences F Copland Applied linguistics 33 (1), 1-20, 2012 | 96 | 2012 |
| Reflecting in and on post-observation feedback in initial teacher training on certificate courses F Copland, G Ma, SJ Mann English Language Teacher Education and Development 12, 14-23, 2009 | 76 | 2009 |
| ‘I felt that I do live in the UK now’: international students’ self-reports of their English language speaking experiences on a pre-sessional programme F Copland, S Garton Language and Education 25 (3), 241-255, 2011 | 71 | 2011 |
| Deconstructing the discourse: Understanding the feedback event F Copland Professional encounters in TESOL: Discourses of teachers in teaching, 5-23, 2008 | 62 | 2008 |
| Observation and fieldnotes F Copland The Palgrave handbook of applied linguistics research methodology, 249-268, 2018 | 50 | 2018 |
| Native‐English‐speaking teachers: disconnections between theory, research, and practice F Copland, S Mann, S Garton Tesol Quarterly 54 (2), 348-374, 2020 | 47 | 2020 |
| Dialogic talk in the post-observation conference: an investment for reflection SJ Mann, F Copland Lincom Europa, 2010 | 40 | 2010 |
| Multilingual teachers’ resources in three different contexts: Empowering learning J Conteh, F Copland, A Creese The multilingual turn in languages education: Opportunities and challenges …, 2014 | 36 | 2014 |
| Teaching English to young learners: Supporting the case for the bilingual native English speaker teacher F Copland, E Yonetsugi Classroom Discourse 7 (3), 221-238, 2016 | 33 | 2016 |
