In Press
Xerri, D. (in press). A TESOL practicum in Malta. In A. Cirocki, I. Madyarov & L. Baecher (Eds.), Global perspectives on the practicum in TESOL. Cham: Springer.
Xerri, D. (in press). [Review of the book Feature films in English language teaching, by B. Viebrock]. ELT Journal.
Xerri, D. (in press). Dark and literary: A tour to the Isle of the Dead. Journal of Language and Cultural Education.
Xerri, D. (in press). Teacher creativity in materials writing. Teaching Times.
2019
Xerri, D. (2019). Foreword. In E. Domínguez Romero, J. Bobkina, & S. Stefanova (Eds.), Teaching literature and language through multimodal texts (pp. xv-xvi). Hershey, PA: IGI Global.
2018
Xerri, D. (2018). Teaching English in a multilingual classroom: Addressing challenges through teacher education and development. In P. Romanowski & M. Jedynak (Eds.), Current research in bilingualism and bilingual education (pp. 143-153). Cham: Springer.
Xerri, D., & Vella Briffa, P. (Eds.). (2018). Teacher involvement in high-stakes language testing. Cham: Springer.
Xerri, D., & Vella Briffa, P. (2018). Introduction. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 1-7). Cham: Springer.
Vella Briffa, P., & Xerri, D. (2018). Conclusion. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 341-345). Cham: Springer.
Xerri, D. (2018). The use of interviews and focus groups in teacher research. The Clearinghouse: A Journal of Educational Strategies, Issues and Ideas, 91(3), 140-146.
Xerri, D. (2018). Two methodological challenges for teacher-researchers: Reflexivity and trustworthiness. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(1), 37-41.
Xerri, D. (2018). Engaging teachers and students with writing’s quantum of poetry: Australia’s Red Room Poetry. New Writing: The International Journal for the Practice and Theory of Creative Writing, 15(3), 360-369.
Xerri, D. (2018). Poetry teaching in Malta: The interplay between teachers' beliefs and practices. In A. Goodwyn, C. Durrant, L. Reid & L. Scherff (Eds.), International perspectives on the teaching of literature in schools (pp. 133-141). London and New York: Routledge.
Xerri, D., & Pioquinto, C. (Eds.). (2018). Becoming research literate: Supporting teacher research in English language teaching. Sursee: ETAS Journal.
Mackay, J., Birello, M., & Xerri, D. (Eds.). (2018). ELT research in action: Bridging the gap between research and classroom practice. Faversham: IATEFL.
Mercer, S., & Xerri, D. (2018). Doing research to find answers to your questions. In R. Bicknell & L. Nikkanen (Eds.), Malta conference selections 2017 (pp. 7-11). Faversham: IATEFL.
Xerri, D. (2018). It’s a many splendored thing: Reconceptualising teacher creativity. In T. Pattison (Ed.), IATEFL 2017: Glasgow conference selections (pp. 104-106). Faversham: IATEFL.
Xerri, D. (2018, Summer). 'Generating knowledge for themselves': Kathleen Graves on teacher research. ETAS Journal, 35(3), 38-39.
Xerri, D. (Ed.). (2018, Summer). Research literacy: Supporting teacher research in English language teaching: Special supplement III. ETAS Journal, 35(3), 37-55.
Xerri, D. (2018, Spring). Reflective spaces for English language teachers. The English Connection, 22(1), 7-8.
Xerri, D. (2018, Spring). The ghosts of teachers past: Finding one’s voice as a teacher. IH Journal of Education and Development, 44, 13-16.
Xerri, D. (2018, May). True grit. English Teaching Professional, 116, 46-47.
Xerri, D. (2018, March). Enhancing creativity via teacher education. The Teacher, 3(157), 24-28.
Xerri, D. (2018, April). Building empathy toward migrants via poetry. Modern English Teacher, 27(2), 42-43.
Xerri, D. (2018, Spring). 'It's poetry, not drama!': The value of performing poetry. ETAS Journal, 35(2), 32-33.
Xerri, D. (2018, Spring). ‘Research by teachers for teachers’: Richard Smith on teacher research. ETAS Journal, 35(2), 38-39.
Xerri, D. (Ed.). (2018, Spring). Research literacy: Supporting teacher research in English language teaching: Special supplement II. ETAS Journal, 35(2), 37-51.
Xerri, D. (2018, March). Teachers as lighthouse keepers. English Teaching Professional, 115, 57-58.
Xerri, D. (2018, January). The beauty of failure and disappointment. Modern English Teacher, 27(1), 59-61.
2017
Xerri, D. (2017). Split personality/unified identity: Being a teacher-researcher. ELT Journal, 71(1), 96-98.
Xerri, D. (2017). ‘Help them understand the complexity, the difficulties and the pleasures of creative writing’: Children’s author Libby Gleeson on creativity in education. New Review of Children's Literature and Librarianship, 23(2), 95-105.
Xerri, D. (2017). Combating voice poverty through spoken word poetry: An interview with Candy Royalle. Journal of Poetry Therapy: The Interdisciplinary Journal of Practice, Theory, Research and Education, 30(4), 262-270.
Xerri, D. (2017). Using questionnaires in teacher research. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(3), 65-69.
Xerri, D. (2017). Mountain climbing in the poetry classroom in Malta: Teaching a Stevens metapoem. The Wallace Stevens Journal, 41(2), 270-277.
Xerri, D. (2017). Poetry education research as an anchorage of thought: Using poetry as interview stimulus material. International Journal of Research & Method in Education, 40(4), 379-388.
Xerri, D. (2017). Inspiring young people to be creative: Northern Ireland’s poetry in motion for schools. New Writing: The International Journal for the Practice and Theory of Creative Writing, 14(1), 127-137.
Xerri, D., & Vella Briffa, P. (2017). Teacher-designed, high-stakes English language testing: Washback and impact. In P. C. L. Ng & E. F. Boucher-Yip (Eds.), Teacher agency and policy response in English Language Teaching (pp. 74-88). London and New York: Routledge.
Xerri, D. (2017). Teachers’ beliefs and literature teaching: The case of poetry. In B. Schaff, J. Schlegel & C. Surkamp (Eds.), The institution of English literature: Formation and mediation (pp. 207-229). Göttingen: V & R unipress.
Xerri, D. (2017). When
'home is the mouth of a shark': Understanding migration through the use of multicultural poetry. In E. Erling (Ed.), English across the fracture lines: The contribution and relevance of English to security, stability and peace (pp. 57-62). London: British Council.
Xerri, D. (2017). Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. In A. Maley & N. Peachey (Eds.), Integrating global issues in the creative English language classroom: With reference to the United Nations sustainable development goals (pp. 49-55). London: British Council.
Donaghy, K., & Xerri, D. (2017). The image in ELT: an introduction. In K. Donaghy & D. Xerri (Eds.), The image in English language teaching (pp. 1-11). Floriana: ELT Council.
Donaghy, K., & Xerri, D. (Eds.). (2017). The image in English language teaching. Floriana: ELT Council.
Vassallo, O., Xerri, D., & Grech, S. (2017). Testing pre-service teachers' spoken English proficiency. In E. Gutiérrez Eugenio (Ed.), Learning and assessment: Making the connections (pp. 39-45). Cambridge: ALTE.
Xerri Agius, S., & Xerri, D. (2017). A shared research journey. In S. Etherington & M. Daubney (Eds.), Developing as an EFL researcher: Stories from the field (pp. 53-56). Faversham: IATEFL.
Xerri, D. (2017). Promoting creativity through teacher training. In T. Pattison (Ed.), IATEFL 2016: Birmingham conference selections (pp. 35-36). Faversham: IATEFL.
Xerri, D. (2017, Winter). Educational research: A reflection. ETAS Journal, 35(1), 12.
Xerri, D. (2017, Winter). 'A classroom is a centre of inquiry in all its forms': Thomas S. C. Farrell on teacher research. ETAS Journal, 35(1), 14-15.
Xerri, D. (2017, Winter). 'Breaking boulders into pebbles': Christine Coombe on teacher research. ETAS Journal, 35(1), 36-39.
Xerri, D. (Ed.). (2017, Winter). Research literacy: Supporting teacher research in English language teaching: Special supplement I. ETAS Journal, 35(1), 12-39.
Xerri, D. (2017, Autumn). ‘The mother tongue of the human race’: Entrenched conceptions of poetry and their resonances in English education. The Use of English, 69(1), 4-12.
Xerri, D. (2017, Autumn). Mehr licht!: Why publish poetry in unexpected places? Writing in Education, 73, 51-53.
Xerri, D., & Mercer, S. (2017, October). How to reflect on research talks at a conference. EALTHY Magazine, 5, 11-12.
Xerri, D. (2017, October). Battling inequity: What can two Harvard dropouts teach educators? Modern English Teacher, 26(4), 16-18.
Xerri, D. (2017, Autumn). Business English in Malta. Business Issues, 97, 16.
Xerri, D., & Mercer, S. (2017, Autumn). IATEFL Research SIG. Business Issues, 97, 14-15.
Xerri, D. (2017, August). Myriad views on creativity. Humanising Language Teaching, 19(4).
Xerri, D. (2017, August 5). Specialised schools: What are the effects of having more English language students? Times of Malta, p. 14.
Xerri, D. (2017, July). Teacher research as creative disruption. Modern English Teacher, 26(3), 17-19.
Xerri, D. (2017, July). English teaching confessional. English Teaching Professional, 111, 13-14.
Ončevska Ager, E., & Xerri, D. (2017, Summer). Teacher research: What is in it for teachers and how can teacher educators help? The Teacher Trainer, 31(2), 7-9.
Xerri, D. (2017, Summer). Teachers as readers and writers of poetry: A workshop. Illinois English Bulletin,104(3), 37-49.
Xerri, D. (2017, Summer). Enjoyment and understanding? Poetry pedagogy for student engagement. Teaching English, 14, 67-71.
Xerri, D. (2017, Summer). In imitation of Hockney: The value of teacher versatility. ETAS Journal, 34(3), 14-15.
Xerri, D. (2017, Summer). ‘Teachers want to know answers to questions’: Dudley Reynolds on teacher research. ETAS Journal, 34(3), 12-13.
Xerri, D. (2017, May). Disrupting education. English Teaching Professional, 110, 4-5.
Xerri, D. (2017, April). School leaders as architects of change. Modern English Teacher, 26(2), 77-78.
Xerri, D. (2017, March). Trusting teacher intuition. The Teacher, 147, 21-24.
Xerri, D. (2017). Teacher creativity as combinatory play. Humanising Language Teaching, 19(1).
Xerri, D. (2017). The great mannequin warehouse. In M. Isaienkova, O. Lytovka & A. Tryniecka (Eds.), Full stop (p. 31). Warsaw: IRF Press.
2016
Xerri, D., & Campbell, C. (2016). E-portfolios in teacher development: The better option? ELT Journal, 70(4), 392-400.
Xerri, D., & Vella Briffa, P. (2016). Teacher involvement in high stakes testing. In C. Docherty & F. Barker (Eds.), Language assessment for multilingualism (pp. 321-341). Cambridge: Cambridge University Press.
Xerri, D. (2016). Igniting young people’s creativity: The Sydney Story Factory. New Writing: The International Journal for the Practice and Theory of Creative Writing, 13(1), 42-49.
Xerri, D. (2016). A teacher's experiences highlighted by a stimulus poem. In S. Mann, The research interview: Reflective practice and reflexivity in research processes (pp. 292-295). Basingstoke: Palgrave Macmillan.
Xerri, D. (2016). 'Poetry does really educate': An interview with spoken word poet Luka Lesson. English in Australia, 51(1), 18-24.
Xerri, D. (2016). Teaching and learning English in a multicultural classroom: Strategies and opportunities. Journal of Multicultural Education, 10(1), 19-32.
Xerri, D. (2016). 'We need to demystify poetry': An interview with David Musgrave. Symposia Melitensia, 12, 189-202.
Xerri, D. (2016). 'Living in a house without mirrors': Poetry's cachet and student engagement. Anglica: An International Journal of English Studies, 25(1), 271-286.
Xerri, D. (2016). 'Poems look like a mathematical equation': Assessment in poetry education. International Journal of English Studies, 16(1), 1-7.
Xerri. D., & Vassallo, O. (2016). Creativity in ELT: An introduction. In D. Xerri & O. Vassallo (Eds.), Creativity in English language teaching (pp. 1-7). Floriana: ELT Council.
Xerri, D., & Vassallo, O. (Eds.). (2016). Creativity in English language teaching. Floriana: ELT Council.
Xerri, D. (2016, Winter). Learning vs. studying: A false dichotomy. ETAS Journal, 34(1), 23-24.
Xerri, D. (2016, Autumn). How to be a radical educator in an epoch of incredulity. The Use of English, 68(1), 64-71.
Xerri, D. (2016, Autumn). When poetry is locked out. Writing in Education, 70, 45-47.
Xerri, D., & Vassallo, O. (2016, November-December). Developing teacher language awareness. IATEFL Voices, 253, 7.
Xerri, D. (2016, November). English for innovation. EFL Magazine.
Grech, S., Vassallo, O., & Xerri, D. (2016, October 23). Worrying about language. The Sunday Times of Malta, p. 51.
Campbell, C., & Xerri, D. (2016, October). Developing vocabulary proficiency. Modern English Teacher, 25(4), 4-8.
Xerri, D. (2016, September). How a good language test can support effective learning: Putting learning, teaching and assessment together. TEASIG Newsletter, 59, 22-23.
Xerri, D. (2016, August/September). Creative and personal responses to literary texts in ELT. The Teacher, 141, 23-25.
Xerri, D. (2016, Summer). The significance of creative writing workshops for teachers. Writing in Education, 69, 60-63.
Xerri, D. (2016, July-August). Teacher creativity. IATEFL Voices, 251, 5.
Xerri, D. (2016, Summer). Writing informal correspondence in the primary classroom. English 4-11, 57, 13-14.
Xerri, D. (2016, Summer). Embedding improvisation in teacher education. The Teacher Trainer, 30(2), 13-15.
Xerri, D. (2016, Summer). Creative language teachers as bridge builders: The value of bisociative thinking. ETAS Journal, 33(3), 18-20.
Xerri, D., Vassallo, O., & Grech, S. (2016, June 12). Primed for the global industry. The Sunday Times of Malta – Classified, p. 1.
Xerri, D. (2016, April). The case for multimodal learning and teaching. Modern English Teacher, 25(2), 13-14.
Xerri, D. (2016, March-April). High stakes English language testing. IATEFL Voices, 249, 4-5.
Saleem, M., Tezak, K., Mercer, S., & Xerri, D. (2016, February). Creativity in ELT research. ELT Research, 31, 22-24.
Xerri, D. (2016, January). Boosting assessment literacy through teacher involvement. Teacher Training and Education Newsletter, 5-6.
Xerri, D. (2016). Foreword. In R. M. Cassar & K. Vella, I don't like studying (p. 5). Qormi: Outlook Coop.
2015
Xerri, D. (2015). Developing teacher language awareness via in-service training: Trainers’ beliefs. English Language Teacher Education and Development Journal, 18, 1-7.
Xerri, D. (2015). The value of teacher portfolios for professional development in TESOL. In J. Angouri, T. Harrison, S. Schnurr & S. Wharton (Eds.), Learning, working and communicating in a global context (pp. 243-249). London: Scitsiugnil Press/British Association for Applied Linguistics.
Xerri, D., & Campbell, C. (2015). The contribution of portfolios to professional development in TESOL: An investigation into teachers’ beliefs and attitudes. Language in Focus: International Journal of Studies in Applied Linguistics and ELT, 1(1), 66-82.
Xerri, D., & Vassallo, O. (2015). The learning ELT professional: An introduction. In D. Xerri & O. Vassallo (Eds.), The learning ELT professional: 3rd ELT Malta conference selections (pp. 1-9). Floriana, Malta: ELT Council.
Xerri, D., & Vassallo, O. (Eds.). (2015). The learning ELT professional: 3rd ELT Malta conference selections. Floriana, Malta: ELT Council.
Xerri, D. (2015). Countering the hegemonic English curriculum: Intercultural competence through poetry. In D. Broudy, J. Klaehn & J. Winter (Eds.), News from somewhere: A reader in communication and challenges to globalization (pp. 39-47). Eugene, OR: Wayzgoose Press.
Xerri, D. (2015). Maximising the value of CLIL through teacher education and development. In S. Pokrivčáková (Ed.), CLIL in foreign language education: E-textbook for foreign language teachers (pp. 112-118). Nitra: Constantine the Philosopher University.
Xerri, D., & Xerri Agius, S. (2015). Galvanizing empathy through poetry. English Journal, 104(4), 71-76.
Xerri, D. (2015). Poetry lessons. In K. Head & P. Blessinger (Eds.), Teaching as a human experience: An anthology of contemporary poems (p. 162). Newcastle upon Tyne: Cambridge Scholars Publishing.
Xerri, D., & Campbell, C. (2015). Implementing teacher portfolios for professional development. In T. Pattison (Ed.), IATEFL 2014: Harrogate conference selections (pp. 205-207). Faversham: IATEFL.
Xerri, D. (2015, Winter). Developing effective reading strategies in the ESOL classroom. Language Issues, 26(2), 61-64.
Xerri, D. (2015, Winter). Word-formation for upper-intermediate level students. ETAS Journal, 33(1), 18-20.
Xerri, D. (2015, December). Dissoi logoi: Fostering cognitive dissonance through teacher development. Teacher Development, 73, 3-5.
Xerri, D. (2015, November-December). Teaching is speaking. IATEFL Voices, 247, 6-7.
Xerri, D. (2015, Autumn). On owing one's poetic life to inspiring teachers of English. The Use of English, 67(1), 39-44.
Xerri, D. (2015, October). Grappling with the present perfect. Modern English Teacher, 24(4), 66-68.
Xerri, D. (2015, June). On teachers' creative life. MATEFL Newsletter, 11-13.
2014
Xerri, D. (2014). Cross-pollination in teacher development. The Educator: A Journal of Educational Matters, 2, 83-110.
Xerri, D. (2014). Critical reading and student engagement with poetry. In S. Dymoke, M. Barrs, A. Lambirth & A. Wilson (Eds.), Making poetry happen: Transforming the poetry classroom (pp. 29-35). London and New York: Bloomsbury.
Xerri, D. (2014). Schools as ‘poetry-friendly places’: Michael Rosen on poetry in the curriculum. Arts Education Policy Review, 115(4), 151-158.
Xerri, D. (2014). ‘Poetry is a tremendous ally’: Children’s poet Michael Rosen on teachers’ attitudes towards poetry. New Review of Children’s Literature and Librarianship, 20(2), 112-122.
Xerri, D. (2014). The poetry of cities: On discovering poems in Istanbul, Sarajevo, and Bratislava. Journeys: The International Journal of Travel and Travel Writing, 15(1), 90-108.
Xerri, D. (2014). PLN: Teachers’ use of social media for professional development. In T. Pattison (Ed.), IATEFL 2013: Liverpool conference selections (pp. 217-218). Faversham: IATEFL.
Xerri, D. (2014). Teachers’ use of social networking sites for continuing professional development. In Ġ. Mallia (Ed.), The social classroom: Integrating social network use in education (pp. 441-464). Hershey, PA: IGI Global.
Xerri, D. (2014, Winter). English teachers positioning themselves as poets. ETAS Journal, 32(1), 25-27.
Bartolo, E., & Xerri, D. (2014, September 29). Teachers’ language awareness. Times of Malta, p. 16.
2013
Vella Briffa, P., & Xerri, D. (2013). Explicating an English speaking examination: Challenges and considerations. Symposia Melitensia, 9, 193-208.
Xerri, D. (2013). Poetry writing in the post-16 English curriculum. English Teaching: Practice and Critique, 12(2), 140-155.
Xerri, D. (2013). ‘Dissecting butterflies’: Literary theory and poetry teaching in post-16 education. International Journal of Adolescence and Youth, 18(4), 205-214.
Xerri, D. (2013). Colluding in the 'torture' of poetry: Shared beliefs and assessment. English in Education, 47(2), 134-146.
Xerri, D. (2013). The role of personal learning networks in teachers’ professional development. In A. Akbarov & D. Larsen-Freeman (Eds.), Applying intercultural linguistic competence to foreign language teaching and learning (pp. 387-394). Sarajevo: International Burch University.
Xerri, D., McGraw, R., Estevez, V., Campbell, R., & Brierley, M. (2013). The creation of a culture of reading. In T. Pattison (Ed.), IATEFL 2012: Glasgow conference selections (pp. 79-82). Canterbury: IATEFL.
Xerri, D. (2013, Autumn). The value of creativity: Language teachers as creative practitioners. Teaching English, 3, 23-25.
2012
Xerri, D. (2012). Multicultural poetry in ELT: Benefits, challenges and strategies. In P. Díez, R. Place & O. Fernández Vicente (Eds.), Plurilingualism: Promoting co-operation between communities, people and nations (pp. 65-79). Bilbao: University of Deusto.
Xerri, D. (2012). Poetry on the subway: An interview with children’s poet John Rice. New Review of Children’s Literature and Librarianship, 18(2), 105-115.
Xerri, D. (2012). Poetry teaching and multimodality: Theory into practice. Creative Education, 3(4), 507-512.
Xerri, D. (2012). Experimenting with Dogme in a mainstream ESL context. English Language Teaching, 5(9), 59-65.
Xerri, D. (2012). The use of authentic texts with postgraduate students. Journal of Education and Learning, 1(1), 43-48.
Xerri, D. (2012). The multimodal approach to using poetry in ELT. In T. Pattison (Ed.), IATEFL 2011: Brighton conference selections (pp. 151-152). Canterbury: IATEFL.
Xerri, D., & Xerri Agius, S. (2012, Summer). The use of literature in ELT. ETAS Journal, 30(1), 18-23.
Xerri, D. (2012, October). Pennac on the Tube: Revaluing reading to children. English Drama Media, 24, 37-41.
Xerri, D. (2012). Ditching the practice of insularity: The benefits of collaboration for a small language association. In T. Lamb, T. Atanasoska, M. Hepp, S. Jönsdottir & J. Zielinsky (Eds.), Learning from each other: A handbook for language teacher associations (pp. 85-88). Graz: European Centre for Modern Languages.
2011
Xerri, D. (2011). Shared writing via contemporary poetry. English in Education, 45(2), 175-188.
Xerri, D. (2011, March-April). Why collaborate? Associations pooling their knowledge, skills and resources. IATEFL Voices, 219, 22.
2010
Xerri, D. (2010). High stakes English testing: Factors contributing to candidates’ performance. Saarbrücken: VDM.
Xerri, D. (2010). Seamus Heaney’s early work: Poetic responsibility and the Troubles. Dublin: Maunsel and Co.
Xerri, D. (2010). Ted Hughes’s art of healing. Palo Alto, CA: Academica Press.
2001
Xerri, D. (2001, March 24). L-arċipelagu tal-gulag [The gulag archipelago]. Il-Ġens Illum, p. 37.