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      Garton, S., F. Copland and A. Burns.. 2010-2010. ‘Investigating Global Practices in Teaching Young Learners’.
      Funding body: British Council ELT Research Awards
      Summary: This project investigated global practices in TEYL. Key aims were to: discover what policy/syllabus documents inform practices globally; investigate major pedagogies used; better understand teachers’ perceptions of their roles and responsibilities, including challenges faced; identify how local solutions to pedagogical issues can be effective and how these may resonate globally.
      URL: http://www1.aston.ac.uk/lss/news-events/news/news-2010/march/young-learners/
      Country of research: various
      Learners' background: various
      Institutional level: primary
      Entered by: Aston University (School of Languages and Social Sciences)
      Edge, J. and S. Garton. 2009. From Experience to Knowledge in ELT. Oxford: Oxford University Press.
      ISBN: 9780194422710
      Summary: A guide to help teachers of English to develop teaching skills through drawing on practical classroom experience. It can be used for general professional development and to help gain a recognised qualification, such as the Cambridge Teaching Knowledge Test.
      Country of research: various
      Learners' background: various
      Entered by: University of Manchester (School of Education)
      Mann, S. 2008. ‘Metaphors keep cropping up: Features of exploratory talk’ in Professional Encounters. London: Palgrave., pp. 151-172
      Book editor(s): Garton, S. and K. Richards.
      Summary: Reports on research that shows teachers using metaphor as exploratory vehicles in articulating their developing ideas. The study points to the importance of metaphors as a heuristic.
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Kurtoglu-Hooton, N. 2008. ‘The design of feedback and its effect on student teachers’ in Professional Encounters in TESOL. Basingstoke: Palgrave Macmillan, pp. 24-41
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 978-0-230-55351-4
      Entered by: Aston University (School of Languages and Social Sciences)
      Richards, K. 2008. ‘Making the break: Establishing a new school’ in Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan, pp. 173-196
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 978-0-230-55351
      Summary: This chapter describes how a group of teachers established their own school and how a distinctive discourse of caring and professional engagement developed as part of this.
      Country of research: United Kingdom
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Copland, F. 2008. ‘Deconstructing the discourse: Understanding the feedback event’ in Professional Encounters in TESOL. Basingstoke: Palgrave Macmillan, pp. 5-23
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 9780230553514
      Summary: Explores what happens in the post-observation feedback conference in initial teacher training for EFL teachers.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: Aston University (School of Languages and Social Sciences)
      Seedhouse, P. 2008. ‘Learning to talk the talk: Conversation analysis as a tool for induction of trainee teachers’ in Professional Encounters in TESOL. Basingstoke: Palgrave Macmillan, pp. 42-57
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 9780230553514
      Summary: A particular puzzle for trainee teachers is how it is that experienced teachers manage to create a pedagogical focus, that is, to get students to do what they want, in an apparently effortless manner.
      Country of research: various
      Learners' background: various
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Garton, S. and K. Richards. 2008. ‘Introduction’ in Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan, pp. xiii-xxvii
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 9780230553514
      Summary: An introduction to this edited collection looking at the career trajectory of those in TESOL, teacher cognition and the discourses of teachers
      Entered by: Aston University (School of Languages and Social Sciences)
      Morris-Adams, M. 2008. ‘Going outside the classroom’ in Professional Encounters in TESOL. Basingstoke: Palgrave Macmillan, pp. 105-122
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 978-0-230-55351-4
      Summary: The chapter looks at topic management strategies employed by learners during informal interactions with native English speaking peers.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Aston University (School of Languages and Social Sciences)
      Garton, S. 2008. ‘Teacher beliefs and interaction in the language classroom’ in Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan, pp. 67-86
      Book editor(s): Garton, S. and K. Richards.
      ISBN: 9780230553514
      Summary: An investigation into the effects that teacher beleifs may have on the interaction patterns that teachers set up in their classrooms
      Entered by: Aston University (School of Languages and Social Sciences)