Au, K. (2001). Culturally responsive instruction as a dimension of new literacies. Reading Online, 5(1), 1-11.
Cavell, S. (1989). The new yet unapproachable America: lectures after Emerson after Wittgenstein. Chicago: University of Chicago Press.
DeStefano, J. (2012). Opportunity to learn: a guide to education project design based on a comprehensive literature and project review, EQUIP2 Publications; Washington DC: USAID/EQUIP2.
Dougherty, K. J. (1996). Opportunity-to-learn standards: A sociological critique. Sociology of Education, 69, 40-65.
Gebhard, M. (2004). Fast capitalism, school reform, and second language literacy practices. The Modern Language Journal, 88(2), 245-265.
Gebhard, M. (2005). School reform, hybrid discourses, and second language literacies. TESOL Quarterly, 39(2), 187-210.
Gerrans, P. (2005). Tacit knowledge, rule following and Pierre Bourdieu’s philosophy of social science. Anthropological Theory, 5(1), 53-74.
Huemer, W. (2006). The transition from causes to norms: Wittgenstein on training. Grazer Philosophische Studien, 71(1), 205-225.
Huemer, W. (2012). Why read literature? the cognitive function of form. In Gibson, J., Huemer, W., & Pocci, L. (Eds.). (2012). Fiction Narrative and Knowledge. London: Routledge. (pp. 233 - 345)
Medina, J. (2004a). Anthropologism, naturalism, and the pragmatic study of language. Journal of pragmatics, 36(3), 549-573.
Medina, J. (2004b). The meanings of silence: Wittgensteinian contextualism and polyphony. Inquiry, 47(6), 562-579.
Medina, J. (2008). Whose Meanings?: Resignifying Voices and Their Social Locations. The Journal of Speculative Philosophy, 22(2), 92-105.
Menken, K. (2013). Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Language Teaching, 46(4), 438-476.
Moyal-Sharrock, D. (2010). Coming to Language: Wittgenstein's Social 'Theory' of Language Acquisition. Paper presented at the SOL Conference, Bucharest 6-8 May 2010.
Moyal-Sharrock, D. (2013). Wittgenstein Today. Paper presented at the International Conference on Wittgenstein and Contemporary Philosophy and the Inaugural Meeting of the Chinese Wittgenstein Society, Beijing Normal University 12-13 October 2013.
Olssen, MEH (2010) Discourse, Complexity, Life: Elaborating the Possibilities of Foucault’s Materialist Concept of Discourse In: Beyond Universal Pragmatics. Interdisciplinary Communication Studies, 4 . Peter Lang Pub Inc, Geneva, 25 - 58
Painter, C. (1999). Preparing for school: developing a semantic style for educational knowledge. In Christie, F (Ed.), Pedagogy and the shaping of consciousness (pp. 66-87). London: Cassell.
Painter, C. (2003). Developing attitude: An ontogenetic perspective on APPRAISAL. TEXT-THE HAGUE THEN AMSTERDAM THEN BERLIN-, 23(2), 183-210.
Schneider, H. J. (2014). Wittgenstein's later theory of meaning: imagination and calculation. Oxford: John Wiley & Sons.
Semali, L. (1994). The Social and Political Context of Literacy Education for Pastoral Societies: The Case of the Maasai of Tanzania.
Semali, L. M. (1999). Community as classroom:(Re) valuing indigenous literacy. What is indigenous knowledge, 95-118.
Semali, L. M., Grim, B. J., & Maretzki, A. N. (2007). Barriers to the inclusion of indigenous knowledge concepts in teaching, research, and outreach. Journal of Higher Education Outreach and Engagement, 11(2), 73-88.
Semali, L., & Maretzki, A. (2004). Valuing indigenous knowledges: Strategies for engaging communities and transforming the academy. Journal of Higher Education Outreach and Engagement, 10(1), 91-106.
Tomasello, M. (2000). The item-based nature of children’s early syntactic development. Trends in cognitive sciences, 4(4), 156-163.
Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge: Harvard University Press.
Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental science, 10(1), 121-125.