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Jones, Caroline Sarah ORCID: https://orcid.org/0000-0001-9899-5058 and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2024) Under increasing pressure in the wake of COVID-19: a systematic literature review of the factors affecting UK undergraduates with consideration of engagement, belonging, alienation and resilience. Perspectives: Policy and Practice in Higher Education, 28 (3). pp. 141-151. ISSN 1360-3108

Ainsworth, Steph and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2024) Towards an aesthetics of grammar learning: lifting the veil on language. Frontiers in Education, 8. ISSN 2504-284X

Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Ainsworth, Steph (2021) Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching. Language Awareness, 30 (2). pp. 97-113. ISSN 0965-8416

Ainsworth, Stephanie and Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2020) Affective knowledge versus affective pedagogy: the case of native grammar learning. Cambridge Journal of Education, 50 (5). pp. 597-614. ISSN 0305-764X

Harrison, Michaela ORCID: https://orcid.org/0000-0003-1503-8696, Davies, Caroline, Fox, Samantha, Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632, Goodley, Claire and Downing, Brigid (2020) (Un)teaching the ‘datafied student subject’: perspectives from an education-based masters in an English University. Teaching in Higher Education, 25 (4). pp. 401-417. ISSN 1356-2517

Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Hardman, William (2018) ‘More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school. Language and Education, 33 (1). pp. 35-50. ISSN 0950-0782

Bell, Huw and Ainsworth, Stephanie (2017) Grammar’s best kept secrets: what every primary teacher should know. Primary Matters, Spring. pp. 44-47.

Wray, Alison, Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Jones, Katy (2016) How native and non-native speakers of English interpret unfamiliar formulaic sequences. European Journal of English Studies, 20 (1). pp. 47-63. ISSN 1382-5577

Benozzo, A, Pizzorno, MC, Bell, H ORCID: https://orcid.org/0000-0002-9695-9632 and Koro-Ljungberg, M (2015) Coming out, but into what? Problematizing discursive variations of revealing the gay self in the workplace. Gender, Work and Organization, 22 (3). pp. 292-306. ISSN 0968-6673

Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 (2015) The Dead Butler revisited: grammatical accuracy and clarity in the English Primary Curriculum 2013–2014. Language and Education, 29 (2). pp. 140-152. ISSN 0950-0782

Book Section

Bell, Huw ORCID: https://orcid.org/0000-0002-9695-9632 and Ainsworth, Steph (2019) Hard to know or hard to say? Developing Explicit Grammar Knowledge among Primary Student Teachers. In: Voices and Practices in Applied Linguistics: Diversifying a Discipline. White Rose University Press, pp. 195-210. ISBN 9781912482177