CREMONA, G., 2019. The use of multimodal pedagogical resources in educational contexts marked by social and economic disadvantage: a comparative analysis of Malta and Bataan. In: BEZZINA, CHRISTOPHER & CARUANA, SANDRO, ed, Teacher Education Matters. Transforming lives ... transforming schools. . University of Malta: Malta., pp. 395-411.
CREMONA, G. AND ARNAOUTI, E., 2019. Multimodal interpretations of foreign language learning textbooks: two case studies from Maltese and Greek learning contexts. MIBES Transactions, 13(1), pp. 79-94.
CASSAR, J. and CREMONA, G., 2018. It's not vandalism, it's our leisure: A multimodal study of skate park graffiti. In: X. PARADIS and M. MINDA, eds, Graffiti: Vandalism, Street Art and Cultural Significance. New York: Nova Publishers, pp. 65-89.
CREMONA, G., 2018. The PACK checklist: A proposed pedagogical tool for multicultural foreign language learning settings. In: M. ATTARD TONNA and J. MADALINSKA MICHALAK, eds, Teacher Education Policy and Practice. International Perspectives and Inspirations. Warsaw: fRSE, pp. 414-435.
CASSAR, J. and CREMONA, G., 2017. Multimodal Perspectives on School Community Building through Graffiti. The International Journal of Civic, Political and Community Studies, 15(3), pp. 19-30.
CREMONA, G., 2017. Creating student centred language learning environments through the innovative multimodal pedagogic use of Eurovision Music, International Conference - The Future of Education 2017, pp. 240-243.
CREMONA, G., 2017. The Eurovision Song Contest within Formal Educational Learning Contexts: A critical Multimodal Interpretation of Possible Inter-Disciplinary Connections. Symposia Melitensia, 14, pp. 151-160.
CREMONA, G., 2017. The Mirror Framework: A critical Text Analysis Pedagogical Tool for the Foreign Language (FL) Learning Context. International Journal for 21st Century Education, 4(1), pp. 43-56.
CREMONA, G., 2016. Possible pedagogic effects of the Junior Eurovision Song Contest on Pre-School learning contexts: A critical multimodal evaluation, 8th International Conference on Education and New Learning Technologies 2016, pp. 6776-6785.
CREMONA, G., 2015. Cultural Representations of Germany in the Maltese German as a Foreign Language (GFL) Learning Context. A critical interpretation. PhD edn. UCL Institute of Education.
CREMONA, G., 2015. Predominant Ideologies in the Cultural Representations of Germany Collected from the Maltese First Year German as a Foreign Language (GFL) Learning Contexts. In: R. HEIMRATH and A. KREMER, eds, Insularity: Small Worldes in Linguistic and Cultural Perspectives. Würzburg: Königshausen & Neumann, pp. 185-205.
CARUANA, S., CREMONA, G. & VELLA, A., 2013. "Language use, perception and attitudes amongst Maltese primary school children" . In: S. CARUANA, L. COPOSESCU & S. SCAGLIONE, ed, Migration, Multilingualism and Schooling in Southern Europe, Cambridge Scholar Publishers, Newcastle, UK, pp. 304-342.
CREMONA, G., 2009. A German TV course for beginners. (A 13 programme series). Malta: PBS.