Matsumoto, Y., & Dobs, A. (2017). Pedagogical gestures as interactional resources for teaching tense andaspect in the ESL classroom. Language Learning, 67(1), 7-42. DOI: 10.1111/lang.12181
Matsumoto, Y. (forthcoming). Teachers’ identities as ‘non-native’ speakers: Do they matter in English as a lingua franca interactions? In B. Yazan & N. Rudolph (Eds.), Criticality, teacher identity, and (in)equity in ELT through and beyond binaries: Issues and implications. Dordrecht, The Netherlands: Springer.
Canagarajah, S., & Matsumoto, Y. (in press). Voice in translingual literacies: Practicing critical writing in the academic contact zone. Journal of Multilingual and Multicultural Development. DOI: 10.1080/01434632.2016.1186677
Matsumoto, Y. (2016). The power of self-directed journals: Being a temporary ‘other’ for learning to teach. Journal of Teacher Development, 20(4), 521–537. DOI: http://dx.doi.org/10.1080/13664530.2016.1155475
Matsumoto, Y. (2014). Collaborative co-construction of humorous interaction among ELF speakers. Journal of English as a Lingua Franca, 3(1), 81–107. DOI: https://doi.org/10.1515/jelf-2014-0004
Canagarajah, S., Kafle, M., & Matsumoto, Y. (2012). World Englishes in local classrooms. In A. Yiakoumetti (Ed.), Harnessing linguistic diversity for better education: Rethinking education (pp. 77–96). Oxford: Peter Lang.
Matsumoto, Y. (2011). Successful ELF communications and implications for ELT: Sequential analysis on ELF pronunciation negotiation strategies. Modern Language Journal, 95(1), 97–114. DOI: 10.1111/j.1540-4781.2011.01172.x