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      Leung, C. and A. Creese. 2010. ‘Introduction’ in English as an Additional Language: A Guide for Teachers Working with Linguistic Minority Pupils. London: Sage, pp. xvii-xx
      Book editor(s): Leung, C. and A. Creese.
      ISBN: 978-1847875327
      Entered by: University of Birmingham (School of Education)
      Leung, C. 2010. ‘Communicative language teaching: principles and interpretations’ in English as an Additional Language: Approaches to Teaching Linguistic Minority Students. London: Sage, in association with NALDIC, pp. 1-14
      Book editor(s): Leung, C. and A. Creese.
      ISBN: 978-1847875327
      Entered by: King's College London (Department of Education and Professional Studies)
      Creese, A. 2010. ‘Teaching approaches in two-teacher classrooms’ in English as an Additional Language: Approaches to Teaching Linguistic Minority Students. London: Sage, pp. 58-74
      Book editor(s): Leung, C. and A. Creese.
      ISBN: 978-1847875327
      Entered by: University of Birmingham (School of Education)
      Leung, C. 2010. ‘Language teaching and language assessment’ in The Sage Handbook of Sociolinguistics. London: Sage, pp. 545-564
      Book editor(s): Wodak, R., B. Johnstone and P. Kerswill.
      ISBN: 978-1847870957
      Summary: An account of the influence of some of the key concepts in Sociolinguistics (e.g. communicative competence) on second / foreign language teaching pedagogy and assessment to date, with some comments on emerging issues to be addressed.
      Entered by: King's College London (Department of Education and Professional Studies)
      Leung, C. 2010. ‘English as an additional language: learning and participating in mainstream classrooms’ in Conceptualising Learning in Applied Linguistics. Basingstoke, Hampshire: Palgrave MacMillan, pp. 182-205
      Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
      ISBN: 978-0230232549
      Summary: A data-driven discussion on what counts as Additional / Second Language (EAL) learning in mainstream schooling where there is little EAL teaching and where EAL pupils develop their English through participation in subject (e.g. Mathematics and Science) activities.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: secondary
      Entered by: King's College London (Department of Education and Professional Studies)
      Leung, C. 2010. ‘Educational linguistics: working at a crossroads’ in Directions and Prospects for Educational Linguistics. Secaucus, NJ: Springer, pp. 1-18
      Book editor(s): Hult, F.M.
      ISBN: 978-9048191352
      Summary: A reflexive and situated analysis of Educational Linguistics as a field of intellectual enquiry in relation to the wider ideological and political environment.
      Entered by: King's College London (Department of Education and Professional Studies)
      Costley, T. 2010. The Social Construction of EMAG: From Policy to Practice.
      Supervisor(s): Leung, C. and B. Street
      Awarding institution: University of London
      Summary: This thesis, drawing on ethnographic methods and approaches, provides an account of Literacy provision in a local inner-London primary school which serves as an example of the ways in which the policy and funding of the Ethnic Minority Achievement Grant (EMAG) is developed and realised in practice.
      Thesis type: PhD
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: primary
      Entered by: King's College London (Department of Education and Professional Studies)
      Zhang, Y. 2010. An Activity Theory View of Out-of-class Use of Digital Technology in English Language Practices by Chinese Undergraduates on a Chinese University Campus.
      Supervisor(s): Stevenson, I. and C. Leung
      Awarding institution: King's College, University of London
      Thesis type: PhD
      Country of research: China
      Learners' background: China
      Institutional level: tertiary
      Entered by: King's College London (Department of Education and Professional Studies)
      Sutherland, S. 2010. Team Teaching English in Japanese Schools: An Exploration of how Japanese Teachers of English See Themselves, Their Teaching, and Their Native English-speaking Assistants.
      Supervisor(s): Leung, C. and J. Jenkins
      Awarding institution: King's College, University of London
      Thesis type: PhD
      Country of research: Japan
      Learners' background: Japan
      Institutional level: secondary
      Entered by: King's College London (Department of Education and Professional Studies)
      Perrin, S. 2010. Situated Identities in Language Learning: A Case Study of Chinese Students in London.
      Supervisor(s): Leung, C. and B. Street
      Awarding institution: King's College London
      Summary: This thesis examines the relationship between situated identities and constructed learning environments, and discusses the implications this relationship may have on language learners’ perceptions of acquisition of English through a longitudinal case study of a group of Chinese students who are temporarily in London studying English.
      Thesis type: PhD
      Country of research: United Kingdom
      Learners' background: China
      Institutional level: tertiary
      Entered by: King's College London (Department of Education and Professional Studies)