Book Chapter
Scott, Andrew (2008). Introduction: Best practice in language teaching. Best practice in language teaching: An IH perspective. (pp. 7-9) London, United Kingdom: International House World Organisation.
Journal Articles
Novik, Elena and Scott, Andrew (2024). Specificity and culturally relevant teaching in English for Academic Purposes courses: a Bahrain university case study. CALR Linguistics Journal, 2024 (15), 1-15. doi: 10.60149/jpwx4073
Scott, Andrew (2023). Research, teaching and time: teacher practices and possibilities. CALR Linguistics Journal, 14 (14). doi: 10.60149/nwjg6218
Shoecraft, K. and Scott, A. (2021). A path less travelled: Andrew Scott and Kelly Shoecraft discuss an innovative pathways program for international students. Modern English Teacher, 30 (4).
Scott, Andrew Glencairn and Hafenstein, Tanja (2021). Missing in action and lost in thought: a grassroots implementation of genre pedagogy by practitioner researchers in an English language classroom for adults. Signo, 46 (86), 103-120. doi: 10.17058/signo.v46i86.15904
Tann, Ken and Scott, Andrew (2020). Bridging disciplinary knowledge: the challenge of integrating EAP in business education. Higher Education, 81 (3), 453-470. doi: 10.1007/s10734-020-00551-0
Scott, Andrew G. (2011). An application of Savage and Storer’s emergent language program framework to a listening and note-taking skills course. Professional and Academic English (37), 19-23.
Thesis
Scott, A. G. (2023). Processes and patterns of classroom life: the dynamics of exchanging knowledge and values between teachers and learners in English language writing classrooms. PhD Thesis, Department of Linguistic and English Language, Lancaster University.