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      Galaczi, E.D. 2010. ‘Paired speaking tests: an approach grounded in theory and practice’ in Recent Approaches to Teaching and Assessing Speaking, IATEFL TEA SIG Famagusta Conference Proceedings. Canterbury, UK: IATEFL
      Editor(s): Mader, J. Urkun, Z.
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Chambers, L. 2010. ‘Computer-based and paper-based writing assessment: a comparative text analysis’ in Language, Learning & Context: Proceedings of the 42nd Annual Meeting of the British Association for Applied Linguistics. London, UK: Scitsiugnil Press, pp. 27-31
      Editor(s): Harris, A. and A. Brandt.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Kiely, R. 2010. ‘Craft and context: understanding language teaching’ in Language, Learning & Context: Proceedings of the 42nd Annual Meeting of the British Association for Applied Linguistics. London: Scitsiugnil Press
      Editor(s): Harris, A and A. Brandt.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R. 2010. ‘Understanding the craft of the experienced teacher’ in IATEFL 2009: Cardiff Conference Selections. Kent: IATEFL, pp. 48-51
      Editor(s): Beavan, B.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Gardner, S.F. and A. Pinter. 2010. ‘Transnational contexts for sojourner English Language Learners in schools’ in Language, Learning and Context - Proceedings of the 42nd BAAL Annual Conference 2009. London: BAAL/Scitsiugnil
      Editor(s): Harris, A. and A. Brandt.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: primary
      Entered by: University of Birmingham (School of Education)
      Galaczi, E.D. 2010. ‘Face-to-face and computer-based assessment of speaking: challenges and opportunities’ in Computer-based Assessment (CBA) of Foreign Language Speaking Skills, European Commission Conference Proceedings. Luxembourg: Publications Office of the European Union, pp. 29-51
      Editor(s): Araújo, L.
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Vidakovic, I. and F. Barker. 2010. ‘Lexical development across second language proficiency levels: a corpus-informed study’ in Language, Learning & Context: Proceedings of the 42nd Annual Meeting of the British Association for Applied Linguistics. London, UK: Scitsiugnil Press, pp. 143–146
      Editor(s): Harris, A. and A. Brandt.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Simpson, J. and M. Hepworth. 2010. ‘Identity Online: Multilingual Language Learners’ Textual Identities In and Out of Class’.
      Summary: Research report for the Identities Online project.
      URL: http://www.personal.leeds.ac.uk/~edujsi/IO_report.pdf
      Country of research: United Kingdom
      Institutional level: adult
      Entered by: University of Leeds (School of Education)
      Arizpe, E. 2010. ‘Visual journeys with immigrant readers: minority voices create words for wordless picturebooks’.
      Summary: The range of strategies that draw on newly-arrived/ EAL children’s experiences of migration and journey, their home literacy practices and knowledge of popular culture, allow them to engage more fully with the texts, develop their critical literacy skills, and contribute their own words to the collective story.
      URL: http://wowlit.org/wp-content/media/Documents/Arizpe.doc
      Country of research: United Kingdom
      Institutional level: primary
      Entered by: University of Glasgow (Language and Literature, Faculty of Education)
      Khalifa, H. and C. Weir. 2009. Examining Reading: Research and Practice in Assessing Second Language Reading, Studies in Language Testing (29). Cambridge: UCLES/Cambridge University Press.
      ISBN: 978-0-521-73671-8
      Summary: This volume develops a theoretical framework for validating tests of second language reading ability. The framework is then applied through an examination of tasks in Cambridge ESOL reading tests from a number of different validity perspectives that reflect the socio-cognitive nature of any assessment event.
      Entered by: University of Cambridge ESOL Examinations