Heng Hartse, J. (2024). Writing with help: What is and isn’t OK. In A. Chaudhuri (Ed.).Disciplinary Perspectives on Academic Integrity. BC Campus. Retrieved from https://pressbooks.bccampus.ca/ubcacademicintegrity/part/writing-with-help-what-is-and-isnt-ok/

Heng Hartse, J, & Fazel, I. (2024.) Peer mentorship in scholarly publication: a duoethnographic reflection on ten years of collaboration. In P. Habibie & R. Kohls (Eds.).  Narratives and Practices of Mentorship in Scholarly Publication (pp. 85-99). Routledge.

Heng Hartse, J., & Nazari, S. (2018.) Attempting interfaith dialogue in TESOL: A duoethnography. In M.S. Wong & A. Mahboob (Eds.). Spirituality & language teaching: Religious explorations of teacher identity, pedagogy, context, and content (pp. 46-62). Multilingual Matters.

Nazari, S. & Heng Hartse, J. (2018). Religion, curriculum, and ideology: A duotethnographic dialogue. In Leggo, C. & Hasebe-Ludt, E., (Eds.).  Canadian Curriculum Studies: A Métissage of Inspiration/ Imagination/ Interconnection (pp. 165-173). Canadian Scholars’ Press.

Heng Hartse, J. (2017). Chinese and non-Chinese English Teachers’ reactions to Chinese English in university students’ academic writing. In Z. Xu, D. He, & D. Deterding (Eds.). Researching Chinese English: the State of the Art (pp. 157-172). Springer.

Heng Hartse, J. & Fazel, I. (2017). Reconsidering “Predatory” Open Access Journals in an Age of Globalized English-language Academic Publishing. In  M.J. Curry & T. Lillis (Eds.). Global academic publishing: Policies, practices, and pedagogies (pp. 200-213). Multilingual Matters.