Marshall, S., Heng Hartse, J., Fazel, I., & Son, G. (2023). Remote Learning and First-Year Academic Literacy during the COVID-19 Pandemic: Interaction and Collaborative Learning among EAL Students. TESL CANADA JOURNAL, 40(2), 1-18.

Marshall, S. (2023). Navigating COVID-19 linguistic landscapes in Vancouver’s North Shore: Official signs, grassroots literacy artefacts, monolingualism, and discursive convergence. International Journal of Multilingualism, 20(2), 189-213. 

Marshall, S., & Spracklin, A. K. (2022). “We are in our country. Why do we have to resort to western ways of doing things?”: an analytic framework for knowledge application in language teachers studying abroad. Educational Linguistics, 1(2), 267-289.

Marshall, S. (2021). Plurilingual students' mediation of course content through the same shared language at a Canadian university. Fremdsprachen und Hochschule, 96, 91-110.

Marshall, S., Moore, D., & Himeta, M. (2021). French-Medium Instruction in Anglophone Canadian Higher Education: The Plurilingual Complexity of Students and Their Instructors. Canadian Journal of Applied Linguistics, 24(1), 181-204.

Moore, D., Marshall, S., & Himeta, M. (2020). Le portrait de langues pour «marcher» et s’approprier la mobilité? Feuilletés expérientiels d’étudiantes à l’université dans l’ouest du Canada. Le Français dans le Monde, Recherches et Applications 68, 23-34.

Marshall, S. (2020). Understanding plurilingualism and developing pedagogy: teaching in linguistically diverse classes across the disciplines at a Canadian university. Language, Culture and Curriculum, 33(2), 142-156. In a Special Issue edited by S. Preece & S. Marshall for Language, Culture and Curriculum: Plurilingual approaches to teaching and learning in Anglophone higher educational settings.

Preece, S. & Marshall, S. (2020). Plurilingual approaches to teaching and learning in Anglophone higher education: an introduction. Language, Culture and Curriculum, 33(2), 117-125. In a Special Issue edited by S. Preece & S. Marshall for Language, Culture and Curriculum: Plurilingual approaches to teaching and learning in Anglophone higher educational settings.

Ravindran, A., Li, J., & Marshall, S. (2020). Learning ethnography through doing ethnography: two student-researchers’ insights. International Journal of Qualitative Methods, 19, 1-11.

Marshall, S., Moore, D., James, C. L., Ning, X., & Dos Santos, P. (2019). Plurilingual Students' Practices in a Canadian University: Chinese Language, Academic English, and Discursive Ambivalence. TESL Canada Journal, 36(1), 1-20.

Marshall, S., & Walsh Marr, J. (2018). Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities. Journal of Second Language Writing, 40, 32-43.

Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19-34.

Li, J., & Marshall, S. (2018). Engaging with linguistic landscaping in Vancouver’s Chinatown: a pedagogical tool for teaching and learning about multilingualism. International Journal of Bilingual Education and Bilingualism, 1-17.

Marshall, S., & Lee, E. (2017). Chinese Students in Canadian Higher Education: A Case for Reining in Our Use of the Term “Generation 1.5”. Canadian Modern Language Review, 73(2), 133-157.

Marshall, S. & Moore, D. (2013). 2B or Not 2B Plurilingual? Navigating Languages, Literacies, and Plurilingual Competence in Postsecondary Education in Canada. TESOL Quarterly, 47(3), 472–499.

Marshall, S. (2012). The story of the tallat: Latin American bar workers, Catalan-speaking customers, and coffee. Spanish in Context, (9)3, 400–419.

Marshall, S., Zhou, M., Gervan, T. & Wiebe, S. (2012). Sense of belonging and first-year academic literacy. Canadian Journal of Higher Education, 42(3), 116–142.

Marshall, S., Hayashi, H., & Yeung, P. (2012). Negotiating the ‘multi’ in multilingualism and multiliteracies. Undergraduate students in Vancouver, Canada. Canadian Modern Language Review, 68(1), 28–53.

Lee, E., & Marshall, S. (2012). Multilingualism and English language usage in ‘weird’ and ‘funny’ times: A case study of transnational youth in Vancouver. International Journal of Multilingualism, 9(1), 65–82.

Marshall, S., & Laghzaoui, G. (2012). Langues, identités et francophonie chez des étudiants universitaires issus de l’immersion française à Vancouver, au Canada. Canadian Modern Language Review, (68)2, 216–233. (reprint)

Marshall, S., & Laghzaoui, G. (2011). Langues, identités et francophonie chez des étudiants universitaires issus de l’immersion française à Vancouver, au Canada. Le Français dans le Monde, Recherches et Applications, (51), 76-92.

Popadiuk, N. & Marshall, S. (2011). East Asian international student experiences as learners of English as an additional language: Implications for school counsellors. Canadian Journal of Counselling and Psychotherapy, 45(3), 220–239.

Marshall, S. (2010). Re-becoming ESL: multilingual university students and a deficit identity. Language and Education 24(1), 21–39.

Marshall, S. (2009). Languages and national identities in contact: the case of Latinos in Barcelona. International Journal of Iberian Studies 22(2), 41–56.