PUBLICATIONS

Journal Publications・査読あり

Ross, A.S. and Rivers, D.J. (Eds.) (2021). Sport in the New Media Landscape: Community, Participation and Discourse (Special Issue). Discourse, Context and Media.
Rivers, D.J. and Ross, A.S. (2020). “This channel has more subs from rival fans than Arsenal fans”: Arsenal Fan TV, Football Fandom and Banter in the New Media Era. Sport in Society: Culture, Commerce, Media, Politics.
Rivers, D.J. (2020). Contributions of National Identity and Personality to Foreign Language Communication and Contact Attitudes in Japan. Journal of Language, Identity and Education.
Rivers, D.J. (2019). Strava as a Discursive Field of Practice: Technological Affordances and Mediated Cycling Motivations. Discourse, Context and Media. (https://www.sciencedirect.com/science/article/pii/S2211695819301576)
Rivers, D.J. (2019). Walking on Glass: Reconciling Experience and Expectation in Japan. Journal of Language, Identity and Education, 18(6): 377-388. (https://www.tandfonline.com/doi/full/10.1080/15348458.2019.1674149)
Ross, A.S. and Rivers, D.J. (2019). Internet Memes, Media Frames, and the Conflicting Logics of Climate Change Discourse. Environmental Communication, 13(7): 975-994. (https://www.tandfonline.com/doi/full/10.1080/17524032.2018.1560347)
Rivers, D.J. and Ross, A.S. (2018). Interviewing for Accountability: Ideological Framing and Argumentation. Language and Dialogue, 8(3): 391-414. (https://benjamins.com/catalog/ld.00023.riv)
Rivers, D.J. and Ross, A.S. (2018). An Integrated Approach to Non-Verbal Performance in the Hybrid Political Interview. Journal of Pragmatics, 132: 59-75. (https://www.sciencedirect.com/science/article/pii/S0378216618300328)
Rivers, D.J. and Ross, A.S. (2018). L1/L2 Communication Self-Efficacy Beliefs and the Contribution of Personality. Language Learning Journal. (https://www.tandfonline.com/doi/abs/10.1080/09571736.2018.1441895)
Ross, A.S. and Rivers, D.J. (2018). Discursive Deflection: Accusation of "Fake News" and the Spread of Mis- and Dis-information in the Tweets of President Trump. Social Media + Society, 4(2): 1-12. (http://journals.sagepub.com/doi/full/10.1177/2056305118776010)
Ross, A.S. and Rivers, D.J. (2018). "Froome with his SKY Bodyguards, Layers of Armour" - The 'Sport is War' Conceptual Metaphor in Grand Tour Cycling Commentary. Communication & Sport, 7(2): 176-197. (https://doi.org/10.1177/2167479517752431)
Ross, A.S. and Rivers, D.J. (2018). Emotions Beyond the Classroom: Interactions with the Social World. Studies in Second Language Learning and Teaching, 8(1): 103-126. (https://pressto.amu.edu.pl/index.php/ssllt/article/view/12391)
Rivers, D.J. and Ross, A.S. (2018). Communicative Interactions in Foreign Language Education: Contact Anxiety, Appraisal and Distance. Learning, Culture and Social Interaction, 16(1): 20-30. (https://www.sciencedirect.com/science/article/pii/S2210656116301702)
Ross, A.S. and Rivers, D.J. (2017). Digital Cultures of Political Participation: Internet Memes and the Discursive Delegitimization of the 2016 U.S. Presidential Candidates. Discourse, Context and Media, 16(1): 1-11. (https://www.sciencedirect.com/science/article/pii/S22116958163016
Rivers, D.J. and Ross, A.S. (2013). Idealized English Teachers: The Implicit Influence of Race in Japan. Journal of Language, Identity and Education, 12(5): 321-339. (https://www.tandfonline.com/doi/abs/10.1080/15348458.2013.835575)
Rivers, D.J. (2013). Labour Contract Law Amendments: Recruitment Indicative of Change? The Language Teacher, 37(1): 68-71. (https://www.jalt-publications.org/tlt/departments/job-info-centre/articles/2018-labour-contract-law-amendments-recruitment-indicative-)
Rivers, D.J. (2012). Modelling the Perceived Value of Compulsory English Language Education in Undergraduate Non-Language Majors of Japanese Nationality. Journal of Multilingual and Multicultural Development, 33(3): 251-267. (https://www.tandfonline.com/doi/abs/10.1080/01434632.2012.661737)
Rivers, D.J. (2011). Evaluating the Self and the Other: Imagined Intercultural Contact within a Native-Speaker Dependent Foreign Language Context. International Journal of Intercultural Relations, 35(6): 842-852. (https://www.sciencedirect.com/science/article/abs/pii/S0147176711000770)
Rivers D.J. (2011). Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy and Innovative Practice. Language Awareness, 20(1): 31-43. (https://www.tandfonline.com/doi/abs/10.1080/09658416.2010.537343)
Rivers, D.J. (2011). Politics without Pedagogy: Questioning Linguistic Exclusion. ELT Journal, 65(2): 103-113. (https://academic.oup.com/eltj/article-abstract/65/2/103/528027?redirectedFrom=fulltext)
Rivers, D.J. (2011). Japanese National Identification and English Language Learning Processes. International Journal of Intercultural Relations, 35(1): 111-123. (https://www.sciencedirect.com/science/article/abs/pii/S0147176710001008)
Rivers, D.J. (2011). Intercultural Processes in Accented English. World Englishes, 30(3): 375-391. (https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-971X.2011.01707.x)
McMillan, B.A. and Rivers, D.J. (2011). The Practice of Policy: Teacher Attitudes Toward "English-Only". System, 39(2): 251-263. (https://www.sciencedirect.com/science/article/pii/S0346251X11000510)
Rivers, D.J. (2010). Implicating the Role of Japanese National Identification: National Vitality, Community Appeal and Attitudes Toward English Language Learning in Context. Studies in Linguistics and Language Teaching, 21: 101-122. (https://ci.nii.ac.jp/lognavi?name=nels&lang=en&type=pdf&id=ART0009681212)
Rivers, D.J. (2010). Ideologies of Internationalization and the Treatment of Diversity within Japanese Higher Education. Journal of Higher Education Policy and Management, 32(5): 441-454. (https://www.tandfonline.com/doi/abs/10.1080/1360080X.2010.511117?journalCode=cjhe20)
Rivers, D.J. (2010). National Identification and Intercultural Relations in Foreign Language Learning. Language and Intercultural Communication, 10(4): 318-336. (https://www.tandfonline.com/doi/abs/10.1080/14708477.2010.502234)
Rivers, D.J. (2010). An Exploration of On-Task Language Policy and Student Satisfaction. ELT Journal, 64(3): 261-271. (https://academic.oup.com/eltj/article-abstract/64/3/261/433974)
Rivers, D.J. (2009). Utilizing the Quick Response (QR) Code within the Japanese EFL Environment. JALT CALL Journal, 5(2): 15-28. (http://journal.jaltcall.org/articles/5_2_Rivers.pdf)

Book Publications ・査読あり

Ross, A.S. and Rivers, D.J. (Eds.) (2019). Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts. New York: Routledge. (https://www.routledge.com/Discourses-of-DeLegitimization-Participatory-Culture-in-Digital-Contexts/Ross-Rivers/p/book/9781138578753)
Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2018). Beyond Native-Speakerism: Current Explorations and Future Visions. New York: Routledge. (https://www.routledge.com/Beyond-Native-Speakerism-Current-Explorations-and-Future-Visions/Houghton-Rivers-Hashimoto/p/book/9781138186798)
Ross, A.S. and Rivers, D.J. (Eds.) (2017). The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/jp/book/9783319592435)
Rivers, D.J. and Zotzmann, K. (Eds.) (2017). Isms in Language Education: Oppression, Intersectionality and Emancipation. Berlin: Mouton De Gruyter. (https://www.degruyter.com/view/product/460695)
Rivers, D.J. (Ed.) (2015). Resistance to the Known: Counter-Conduct in Language Education. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9781137345189)
Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social Identities and Multiple Selves in Foreign Language Education. New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
Houghton, S.A. and Rivers, D.J. (Eds.) (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)

Book Chapter Publications・査読あり

Rivers, D.J. (2019). Political Cartoons as Creative Insurgency: Delegitimization in the Culture of Convergence. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 248-281). New York: Routledge.
Ross, A.S. and Rivers, D.J. (2019). (De)Legitimization and Participation in the Digitalized Public Sphere. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 1-14). New York: Routledge.
Rivers, D.J. (2018). Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL. In B. Yazan and N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (pp. 195-215). Dordrecht: Springer (https://link.springer.com/chapter/10.1007%2F978-3-319-72920-6_10)
Rivers, D.J. (2018). The Idea of the Native Speaker. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 15-35). New York: Routledge. (https://www.researchgate.net/publication/337172147_The_Idea_of_the_Native_Speaker)
Rivers, D.J. (2018). The Sociohistorical Foundations of Japan’s Relationship with the Native Speaker of Foreign Languages. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 36-58). New York: Routledge. (https://www.researchgate.net/publication/337171888_The_Sociohistorical_Foundations_of_Japan's_Relationship_with_the_Native_Speaker_of_Foreign_Languages)
Rivers, D.J. (2018). “Introverted Psychosis” and the Psychology of Native-Speaker Interaction: Social Representation, Status and Threat Perception. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 59-81). New York: Routledge. (https://www.researchgate.net/publication/337172000_Introverted_Psychosis_and_the_Psychology_of_Native-Speaker_Interaction_Social_Representation_Status_and_Threat_Perception)
Rivers, D.J. (2018). Contemporary English Language Teachers’ Views on Native-Speakerism-in-Context. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 82-96). New York: Routledge. (https://www.researchgate.net/publication/337172001_Contemporary_English_Language_Teachers'_Views_on_Native-Speakerism-in-Context)
Rivers, D.J. (2018). Foreword: Probing for a Post-Native-Speakerist Future. In S.A. Houghton and K. Hashimoto (Eds.), Towards Post-Native Speakerism: Dynamics and Shifts (pp. v-xv). Dordrecht: Springer. (https://www.researchgate.net/publication/320216196_Foreword_Probing_for_a_Post-Native-Speakerist_Future)
Ross, A.S. and Rivers, D.J. (2017). Internet Memes as Polyvocal Political Participation. In D. Schill and J.A. Hendricks (Eds.), The Presidency and Social Media: Discourse, Disruption, and Digital Democracy in the 2016 Presidential Election (pp. 285-308). New York: Routledge. (https://www.taylorfrancis.com/books/e/9781351623193/chapters/10.4324%2F9781315112824-15)
Ross, A.S. and Rivers D.J. (2017). Hip-Hop as Critical Conscience: Framing Dissatisfaction and Dissent. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (pp. 1-11). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1007/978-3-319-59244-2_1)
Rivers, D.J. (2017). Where is the Love? White Nationalist Discourse on Hip-Hop. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (pp. 101-129). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1007/978-3-319-59244-2_5)
Rivers, D.J. (2017). Native-Speakerism and the Betrayal of the Native Speaker Teaching Professional. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 74-97). Berlin: Mouton De Gruyter. (https://www.degruyter.com/viewbooktoc/product/460695)
Zotzmann, K. and Rivers, D.J. (2017). Bringing the Isms into Focus. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 1-14). Berlin: Mouton De Gruyter. (https://www.degruyter.com/viewbooktoc/product/460695)
Rivers, D.J. (2016). Employment Advertisements and Native-Speakerism in Japanese Higher Education. In F. Copland, S. Garton and S. Mann (Eds.), LETs and NESTs: Voices, Views and Vignettes (pp. 79-100). London: British Council. (https://www.teachingenglish.org.uk/article/lets-nests-voices-views-vignettes)
Rivers, D.J. (2015). Cultural Essentialism and Foreigner-as-Criminal Discourse. In F. Dervin and R. Machart (Eds.), Cultural Essentialism in Intercultural Relations (pp. 15-41). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057%2F9781137498601_2)
Rivers, D.J. (2015). The Self-Other Positioning of International Students in the Japanese University English Language Classroom. In A.H. Fabricius and B. Preisler (Eds.), Transcultural Interaction and Linguistic Diversity in Higher Education: The Student Experience (pp. 188-214). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137397478_9)
Rivers, D.J. (2015). The Authorities of Autonomy and English-Only: Serving Whose Interests? In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 94-118). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_5)
Rivers, D.J. (2015). Introduction: Conceptualizing the Known and the Relational Dynamics of Power and Resistance. In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 1-20). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_1)
Rivers, D.J. (2013). Implications for Identity: Inhabiting the Native-Speaker English Teacher Location in the Japanese Sociocultural Context. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 33-55). New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
Rivers, D.J. and Houghton, S.A. (2013). Identities in Foreign Language Education. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 1-12). New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
Rivers, D.J. and Ross, A.S. (2013). Uncovering Stereotypes: Intersections of Race and English Native-Speakerhood. In S.A. Houghton, Y. Furumura, M. Lebedko and L. Song (Eds.), Critical Cultural Awareness: Managing Stereotypes through Intercultural (Language) Education (pp. 42-61). Newcastle-upon-Tyne: Cambridge Scholars Publishing. (http://www.worldcat.org/title/critical-cultural-awareness-managing-stereotypes-through-intercultural-language-education/oclc/841673499)
Rivers, D.J. (2013). Institutionalized Native-Speakerism: Voices of Dissent and Acts of Resistance. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 75-91). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)
Houghton, S.A. and Rivers, D.J. (2013). Redefining Native-Speakerism. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 1-14). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)
Rivers, D.J. (2011). The Internationalization of Japanese Higher Education Institutions: Implications for 2012 and Beyond. In C. Ward (Ed.), Language Education: An Essential for a Global Economy: Anthology Series 52 (pp. 237-257). Singapore: SEAMEO Regional Language Centre. (https://www.researchgate.net/publication/320195970_The_Internationalization_of_Japanese_Higher_Education_institutions_Implications_for_2012_and_Beyond)