Braun, A. and Cline, T (2014). Language Strategies for Trilingual Families: Parents' Perspectives. Multilingual Matters.
Frederickson, N. and Cline, T. (2009). Special Educational Needs, Inclusion and Diversity: A Textbook. Second edition. Buckingham: Open University Press.
Frederickson, N., Miller, A. and Cline, T. (2008). Educational Psychology. London: Hodder Arnold.
Cline, T. and Baldwin, S. (2004). Selective Mutism in Childhood. Second edition. pp. 253. In "Disorders of Communication" Series. Editors: D. Crystal, R. Lesser and M. Snowling. London: Whurr.
Cline, T., Abreu, G. de, Fihosy, C., Gray, H., Lambert, H. and Neale, J. (2002). Minority Ethnic Pupils in Mainly White Schools. London: Department for Education and Skills.
Books: Edited books
Cline, T. (Ed) (2005). Assessing children's knowledge and use of community languages for educational purposes : Report of a workshop held at the University of Luton. Luton : National Association for Language Development in the Curriculum.
Abreu, G. de, Cline, T. and Lambert, H. (Eds.) (2003). The Education of Portuguese Children in Britain: Insights from research and practice in England and overseas. Luton: Department of Psychology, University of Luton
Edited works: Contributions
Cline, T. & Frederickson, N. (2014). Models of Service Delivery and Forms of Provision. In Florian, L. (Ed.) The SAGE Handbook of Special Education. (pp. 39-54). London: Sage.
Prokopiou, E. and Cline, T. (2010). Constructing cultural and academic identities in community schools: a socio-cultural and dialogical approach. In Lytra, V. and Martin, p. (Ed.) Sites of Multilingualism: Complementary Schools in Britain Today (pp. 71-84). Stoke on Trent: Trentham Books.
Abreu, G. de and Cline, T. (2008). Schooled mathematics and cultural knowledge. In P. Murphy and R. McCormick (Eds). Knowledge and Practice: Representations and Identifies. (pp. 189 - 204). London : Sage/The Open University. (Reproduced from earlier article in Pedagogy, Culture and Society
Abreu, G. de and Cline, T. (2007). Social valorisation of mathematical practice: the implications for learners in multicultural schools. In Nasir, N.S. and Cobb, P. (Eds.) Improving Access to Mathematics: Diversity and Equity in Mathematics. (pp. 118 - 131). New York : Teachers College Press.
Cline, T. and Hermeling, S. (2006). Introduction: moving teacher education beyond monolingual borders. In Hancock, A., Hermeling, S., Landon, J. and Young, A. (Eds). Building on Language Diversity with Young Children . (pp. 1 - 14). Zurich : Lit Verlag.
Cline, T. (2003). Principles and practice of fair assessment. In V. Smekal, H. Gray, & C. A. Lewis (Eds.), Together We Will Learn: Ethnic minorities and education. (pp. 73 - 86.) Brno, Czech Republic: Barrister and Principal.
Abreu, G. de, Cline, T. and Shamsi, A. (2002). Exploring ways parents participate in their children's school mathematical learning: cases studies in multiethnic primary schools. In G. de Abreu, A.J. Bishop and N.C. Presmeg (Eds.) Transitions Between Contexts of Mathematical Practices. (pp. 123 - 148). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Cline, T. (2002). Issues in the assessment of children learning English as an additional language. In G. Reid & J. Wearmouth (Eds.), Dyslexia and Literacy: Theory and Practice (pp. 201 - 212). Chichester, Sussex: John Wiley and Sons.
Cline, T., Crafter, S. and Prokopiou, E. (2014). Child language brokering in schools: a discussion of selected findings from a survey of teachers and ex-students. Educational and Child Psychology,31, (2), 33-44.
Matson, G. and and Cline, T. (2012). The impact of specific language impairment on performance in science and suggested implications for pedagogy. Child Language Teaching and Therapy, 28, (1), 25-38
Tahan, S., Cline, T. and Messaoud-Galusi, S. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt. Reading and Writing, 24, (9), 1061-1087.
Liepins, M. and Cline, T. (2011). The development of concepts of loneliness during the early years in school. School Psychology International, 32, (4), 397-411.
Cline, T., Crafter, S., O'Dell, L. and de Abreu, G. (2011). Young people's representations of language brokering. Journal of Multilingual and Multicultural Development, 32, (3), 207-220
Braun, A. and Cline, T. (2010). Trilingual families in mainly monolingual societies: working towards a typology. International Journal of Multilingualism, 7, (2), 110-127
Blair, E., Cline, T. and Wallis, J. (2010). When do adults entering higher education begin to identify themselves as students? The Threshold-of-Induction model. Studies in Continuing Education, 32, (2),133-146
Cline, T. and Mahon, M. (2010). Deafness in a multilingual society: a review of research for practice. Educational and Child Psychology, 27, (2), 41-49
Cline, T., de Abreu, G., O'Dell, l. and Crafter, S. (2010) Recent research on child language brokering in the United Kingdom. MediAzioni, Online Journal of Interdisciplinary Studies in Languages and Cultures, UniversitÓ di Bologna. Special issue on Child Language Brokering. 10, 105-124. (http://www.mediazioni.sitlec.unibo.it)
O'Dell, L., Crafter, S., de Abreu, G. and Cline, T. (2010). Constructing 'normal childhoods': young people talk about young carers. Disability & Society, 25, (6), 643-655.
Liepins, M. and Cline, T. (2010). Creating the Conditions for Effective Work by Locum Educational Psychologists. Educational Psychology in Practice, 26,(3), 261-268
Crafter, S., O'Dell, L., de Abreu, G. and Cline, T. (2009). Young peoples' representations of 'atypical' work in English society. Children and Society, 23, 176 - 188.
Cline, T., Crafter, S., de Abreu, G. and O'Dell, L. (2009). Changing families, changing childhoods: changing schools? Pastoral Care in Education, 27, (1), 29 - 39.
Abreu, G. and Cline, T. (2005). Parents' representations of their children's mathematics learning in multiethnic primary schools. British Educational Research Journal , 31, (6), 697 - 722.
Abreu, G. de and Cline, T. (2002). Schooled mathematics and cultural knowledge. Pedagogy, Culture and Society, 11, (1), 11 - 30.
Cline, T. (2002). EAL and race equality. NALDIC News: Newsletter of the National Association for the Development of Language in the Curriculum, 26, 5 - 8.
O’Toole, S., Aubeeluck, A., Cozens, B. and Cline, T. (2001). Development of reading proficiency in English by bilingual children and their monolingual peers. Psychological Reports, 89, 279 – 282.
Research Consultancy reports
Cline, T., Crafter, S. and Prokopiou, E. (2014) Child Language Brokering in School: Report to the Nuffield Foundation.
O'Dell, L., Abreu, G. de, Cline, T. and Crafter, S. (2006). Young people's representations of conflicting roles in child development. End of Award Report, ESRC. Ref. RES-000-22-0549
Callard, A., Cline, T., Foulkes, P., Madejova, K. and Kitchener, L. (2006). The Evaluation of the Teaching Assistants and Support Staff Induction Materials. Final Report to Training and Development Agency for Project TTA33580P.
Cline, T. (2005). Review of new curriculum framework for students aged 14 - 19 English Language and Literacy in Curriculum Learning. Kensington & Chelsea LEA. (September 2005).
Neale, J. and Cline, T. (2003). The Impact of Work Experience on Learning: Students' Perspectives. Report to Bedfordshire and Luton Education Business Partnership.
Conference presentations 2006 - 11
Cline, T. (2011). Selective Mutism: changing perspectives since the 1960's. Annual Meeting of the Selective Mutism Information and Research Association, Leicester. (12 March).
Cline, T. (2011). Understanding how effective interventions work: psychologically enriched evaluation. Annual Conference of the BPS Division of Educational and Child Psychology, Newcastle. (14 January).
Cline, T. (2010). Developing a professional training module on EAL, SEN and Inclusion. Joint NALDIC/Comenius Project Conference, Kings College London. (13 November).
Crafter, S., Abreu, de.G., Cline, T. and O'Dell, L. (2010). Using vignette methodology as a tool for exploring cultural identity positions. EARLI Special Interest Group 21 Meeting, Utrecht. (2 September).
Cline, T. (2010). Mental health issues in schools: UK perspectives. Expert Meeting on Mental Illness, Disability and Work, OECD, Paris. (26 April).
Cline, T. (2010). Learning from our history. Annual Conference of the BPS Division of Educational and Child Psychology, Bournemouth. (15 January).
Abreu, G. de, Crafter, S., Cline, T. and O'Dell, L. (2009). Children's and young people's accounts of transitions between home and school. EARLI Conference, Amsterdam. (25 August)
Cline, T. (2009). Working towards a systematic account of the literacy learning experiences of struggling bilingual learners. ESRC Seminar on the Assessment and Management of Children with EAL who have a Communication Impairment 2. University of Newcastle. (25 June)
Cline, T., Prokopiou, E., Crafter, S., O'Dell, L. and de Abreu, G. (2007). Learning as the piloting of new identities in new contexts: representations of the learning process in a multicultural society. EARLI Conference, Budapest. (1 September)
Cline, T. (2007). Important issues in classroom assessment of the language and communication skills of children learning EAL. ESRC Seminar on the Assessment and Management of Children with EAL who have a Communication Impairment, University of Newcastle. (5 March)
Cline, T. (2006). Teacher Education for the Support of Second Language Acquisition: Its cross-national relevance in Europe. Conference on Language Diversity and Young Children. University of Tartu, Estonia. (28 September).
Cline, T. and Hermeling, S. (2006). Supporting bilingualism and plurilingualism within Europe. Conference on Language Diversity and Young Children. University of Tartu, Estonia. (29 September).
Abreu, G. de, Crafter, S., O'Dell, L. and Cline, T. (2006). Exploring the cultural identities of language brokers. British Psychological Society Developmental Section Annual Conference. Royal Holloway University of London. (8 September).
O'Dell, L., Abreu, G. de, Cline, T. and Crafter, S. (2006). 'Having a disabled parent, it's kind of like you're split': representations and experiences of young carers. British Psychological Society Developmental Section Annual Conference. Royal Holloway University of London. (9 September).
Prokopiou, E., Cline, T. and Abreu, G. de (2006). The development of pupils' cultural identities in supplementary and complementary schools. British Psychological Society Developmental Section Annual Conference. Royal Holloway University of London. (8 September)
Cline, T. (2010). The assessment of special educational needs for children who are learning English as an additional language. Assessment and Development Matters, BPS Psychological Testing Centre, 2, (1), 42-43
Cline, T. (2009). Severe and profound learning difficulties in a multilingual society. SLD Experience, 53, 3 - 6.
Cline, T. (Ed) 2005. Assessing children's knowledge and use of community languages for educational purposes: Report of a workshop held at the University of Luton. Luton: National Association for Language Development in the Curriculum.
Cline, T. 2005. Special Educational Needs and English as an Additional Language. Web site content for ITT-SEAL site of National Association for Language Development in the Curriculum.
Cline, T. and de Abreu, G. 2005. Minority ethnic pupils in mainly white schools: what it means to be "bilingual". In Cohen, J., McAllister, K.T., Rolstad, K. and MacSwan (Eds) ISB4: Proceedings of the 4th International Symposium on Bilingualism. Pp. 542 - 551. Somerville, MA: Cascadilla Press.
Cline, T.( 2003). Editorial for Special Issue on the development of literacy by bilingual and multilingual children. Journal of Research in Reading, 26, (1), 1 – 2.
Cline, T. (2003). Bilingualism and dyslexia: reply to a parent’s enquiry. The Bilingual Family Newsletter, 20, (2), 4.
Cline, T. (2001). Multilingualism and dyslexia: some challenges for research and practice. Dyslexia Contact: Magazine of the British Dyslexia Association, 20, (2), 21. (May 2001).