2010. Academic Writing in a Global Context. The Politics and Practices of Publishing in English. London: Routledge.
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
2010. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
ISBN: 978 0 19 442475 2
Summary: A survey and critical assessment of arguments for and against translation in different teaching contexts. The book presents translation as: an aid to language acquisition, pedagogy, and testing; a contribution to student needs, rights, and empowerment; an educational insight into relationships between languages and cultures.
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 978 0 19 442475 2
Summary: A survey and critical assessment of arguments for and against translation in different teaching contexts. The book presents translation as: an aid to language acquisition, pedagogy, and testing; a contribution to student needs, rights, and empowerment; an educational insight into relationships between languages and cultures.
Entered by: The Open University (Faculty of Education and Languages)
2010. Discourse and Genre: Using Language in Context. London: Palgrave Macmillan.
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2010. ‘Schreibbewertung im Zuge der Normierung der KMK-Bildungsstandards [Writing assessment in the context of evaluating the German Educational Standards]’ in
Fremdsprachliches Handeln beobachten, messen und evaluieren [Observing, Assessing and Evaluating Foreign-language Usage]. Frankfurt am Main: Lang, pp. 99-117
Book editor(s): Aguado, K., H. Vollmer and K. Schramm.
ISBN: 978-3-631-59503-9
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)
Book editor(s): Aguado, K., H. Vollmer and K. Schramm.
ISBN: 978-3-631-59503-9
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)
2010. ‘Crossing the bridge from appreciative reader to reflective writer: the assessment of creative process’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 165-190
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: The chapter explores the way in which the creative writing component of a language/literature programme was assessed, and provides comparisons of how first language and second language students responded to the process. In so doing, it examines the way students can be guided from reading more sensitively to writing more fluently.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: The chapter explores the way in which the creative writing component of a language/literature programme was assessed, and provides comparisons of how first language and second language students responded to the process. In so doing, it examines the way students can be guided from reading more sensitively to writing more fluently.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
2010. ‘Academic writing in the disciplines: practices in nursing, midwifery and social work’ in
English for Professional and Academic Purposes. Amsterdam, The Netherlands: Rodopi B.V, pp. 199-214
Book editor(s): Ruiz-Garrido, M.F., J.C. Palmer-Silveira and I. Fortanet-Gómez.
ISBN: 9042029552
Summary: This chapter examines issues around teaching discipline-specific writing in nursing, midwifery, and social work. Based on a survey completed by students in each field, examinations of authentic writing samples, and interviews with students and lecturers, the paper discusses issues of literacy practices, authority, and identity in disciplinary academic writing and examines implications for teaching discipline-specific writing.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
Book editor(s): Ruiz-Garrido, M.F., J.C. Palmer-Silveira and I. Fortanet-Gómez.
ISBN: 9042029552
Summary: This chapter examines issues around teaching discipline-specific writing in nursing, midwifery, and social work. Based on a survey completed by students in each field, examinations of authentic writing samples, and interviews with students and lecturers, the paper discusses issues of literacy practices, authority, and identity in disciplinary academic writing and examines implications for teaching discipline-specific writing.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
2010. ‘Developing materials for discipline-specific vocabulary and phrases in academic seminars’ in
English Language Teaching Materials. New York: Cambridge University Press
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Entered by: University of Nottingham (School of Education)
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Entered by: University of Nottingham (School of Education)
2010. ‘Students' conceptions of voice in academic writing’ in
Constructing Interpersonality: Multiple Perspectives and Applications to Written Academic Genres. Newcastle: Cambridge Scholars Publishing, pp. 325-336
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
2010. ‘Introduction’ in
The Routledge International Handbook of Language, Literacy and English Teaching. Abingdon: Routledge, pp. 1-8
Book editor(s): Wyse, D., R. Andrews and J. Hoffman.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Wyse, D., R. Andrews and J. Hoffman.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Patterns of revision in first language and second language writing’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 195-210
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Log in or register
Follow TeachingEnglish
 |
 |
 |
 |
