Krulatz, A., Christison, M., Lorenz, E. & Sevinç, Y. (2024) The impact of teacher professional development on teacher cognition and multilingual teaching practices, International Journal of Multilingualism, DOI: 10.1080/14790718.2022.2107648
Sevinç, Y.& Mirvahedi, S.H. (2022) (eds.). Emotions and Multilingualism in Family Language Policy: Introduction to the special issue. International Journal of Bilingualism. https://doi.org/10.1177/13670069221131
Sevinç, Y. (2022). Emotion in migration and in language contact settings. In G.L. Schiewer, J. Altarriba and B. Chin Ng (eds.), Handbook on Language and Emotion. De Gruyter Mouton. https://doi.org/10.1515/9783110670851-032
Sevinç, Y. (2022). Mindsets and family language pressure: Language or anxiety transmission across generations? Journal of Multilingual and Multicultural Development. In special issue, Family Language Policy in a Comparative Perspective, Yağmur K. & Bohnacker, U. (eds.). https://doi.org/10.1080/01434632.2022.2038614
Sevinç, Y. & Anthonissen, C. (2022). "What's the problem? I am happy that you're my customer!" African immigrant women's emotional labor and resilience in a multilingual workplace. Journal of Multilingual and Multicultural Develpment. https://doi.org/10.1080/01434632.2022.2120614
Sevinc, Y., Krulatz, A., Torgersen, E. N., & Christison, M. (2022). Teaching English in Linguistically Diverse Classrooms in Norway: Teachers' Beliefs, Practices, and Needs in Multilingual Education. In Anna Krulatz; Georgios Neokleous & Anne Dahl (ed.) Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications. Multilingual Matters. ISBN 9781788926409. 12.
Christison, M., Krulatz, A., Sevinç, Y. (2021). Supporting Teachers of Multilingual Young Learners: Multilingual Approach to Diversity in Education (MADE). Studies in Second Language Learning. In special issue, Joanna Rokita-Jaśkow & Agata Wolanin (eds.), Facing Diversity in Child Foreign Language Education. Springer.
Sevinç, Y. (2020). Language anxiety as a negative emotion in home language maintenance and development. In A. Schalley and S. Eisenchlas (eds.), Handbook of Applied Linguistic Series: Social and affective factors in home language maintenance and development. De Gruyter Mouton. ISBN 978-1-5015-1689-4. Chapter 5. 84–108.
Sevinç, Y. (2020). Toward an interdisciplinary understanding of heritage language anxiety. Hagen, Hjelde, Stjernholm & Vangsnes (eds.) Bauta: Janne Bondi Johannessen in memoriam. Oslo Studies in Language11(3), 2020. 457–472. (ISSN 1890-9639 / ISBN 978-82-91398-12-9)
Sevinç, Y. (2018). Language anxiety in the immigrant context: Sweaty palms? International Journal of Bilingualism, 22(6), 717–739.
Sevinç, Y., & Backus, A. (2019). Anxiety, language use and linguistic competence in an immigrant context: A vicious circle? International Journal of Bilingual Education and Bilingualism, 22(6), 706-724.
Sevinç, Y. & Dewaele, J-M. (2017). Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands. International Journal of Bilingualism, 22(2), 159-179.
Sevinç, Y. (2016). Language maintenance and shift under pressure: Three generations of the Turkish immigrant community in the Netherlands. International Journal of the Sociology of Language, 242, 81-117.
Sevinç, Y. (2017). Language anxiety in the immigrant context: An interdisciplinary perspective. PhD thesis. University of Oslo.
Dewaele, J-M., & Sevinç, Y. (2017). La double anxiété langagière des immigrants. Babylonia, The Journal of Language Teaching and Learning, 1. Special Issue: Immigrants and language issues.
Sevinç, Y. (2014). Linguistic and social factors in Turkish-Dutch contact across generations. Dutch Journal of Applied Linguistics, 3(1): 82-100.