2009. Posh Talk: Language and Identity in Higher Education. Basingstoke: Palgrave Macmillan.
ISBN: 978-0-230-57398-7
Summary: An in-depth study into language and identity with a group of multilingual undergraduate students from widening participation backgrounds while they were taking an English language and academic writing programme in higher education.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
ISBN: 978-0-230-57398-7
Summary: An in-depth study into language and identity with a group of multilingual undergraduate students from widening participation backgrounds while they were taking an English language and academic writing programme in higher education.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. Planning for Educational Change: Putting People and Their Contexts First. London: Continuum.
ISBN: 9780826487278
Summary: Integration of educational change theory and practice. Current ideas about the what, why and how of educational (TESOL) change are analysed to identify key issues for consideration. International case studies are used to illustrate how change processes are affected when such issues are insufficiently acknowledged or ignored.
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
ISBN: 9780826487278
Summary: Integration of educational change theory and practice. Current ideas about the what, why and how of educational (TESOL) change are analysed to identify key issues for consideration. International case studies are used to illustrate how change processes are affected when such issues are insufficiently acknowledged or ignored.
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
2009. ‘Accommodating difference in ELF conversations: a study of pragmatic strategies’ in
English as a Lingua Franca: Studies and Findings. Newcastle upon Tyne: Cambridge Scholars Press, pp. 254-273
Book editor(s): Mauranen, A. and E. Ranta.
ISBN: 978-1-4438-1296-2
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Southampton (Modern Languages, School of Humanities)
Book editor(s): Mauranen, A. and E. Ranta.
ISBN: 978-1-4438-1296-2
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Southampton (Modern Languages, School of Humanities)
2009. ‘Critical Language Awareness: key principles for a course in critical reading’ in
English Language Teaching: Major Themes in Education. London: Routledge, pp. 489-503
Book editor(s): Hedge, P., N. Andon and M. Dewey.
ISBN: 9780415299435
Summary: The paper examines key principles of critical language awareness with reference to a class on critical reading which was taught to advanced foreign language learners. The paper argues that CLA needs to be located within a critical pedagogy which values commonality rather than difference and resistance rather than opposition and which aims to bring critical approaches into the mainstream.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Hedge, P., N. Andon and M. Dewey.
ISBN: 9780415299435
Summary: The paper examines key principles of critical language awareness with reference to a class on critical reading which was taught to advanced foreign language learners. The paper argues that CLA needs to be located within a critical pedagogy which values commonality rather than difference and resistance rather than opposition and which aims to bring critical approaches into the mainstream.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. ‘Languages, education and Europeanisation’ in
Globalisation and Europeanisation: Identity, Language & Citizenry. Didcot, UK: Symposium Books, pp. 179-192
Book editor(s): Robertson, S.L. and R. Dale.
ISBN: 978-1-873927-90-8
Summary: This chapter reviews and accounts for the patterns of language shift and change in Europe as a defining feature in the formation of national states. The chapter focuses on a European pattern of policy formation whereby currently English is seen as a near-essential tool of a flexible mobile labour force.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Robertson, S.L. and R. Dale.
ISBN: 978-1-873927-90-8
Summary: This chapter reviews and accounts for the patterns of language shift and change in Europe as a defining feature in the formation of national states. The chapter focuses on a European pattern of policy formation whereby currently English is seen as a near-essential tool of a flexible mobile labour force.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘Gender studies’ in
The Handbook of Business Discourse. Edinburgh: Edinburgh University Press, pp. 213-225
Book editor(s): Bargiela-Chiappini, F.
ISBN: 9780748628018
Entered by: University of Nottingham (School of English Studies)
Book editor(s): Bargiela-Chiappini, F.
ISBN: 9780748628018
Entered by: University of Nottingham (School of English Studies)
2009. ‘A group of lads, innit?' Performances of laddish masculinity in British higher education’ in
Gender and Spoken Interaction. Basingstoke: Palgrave Macmillan, pp. 115-138
Book editor(s): Pichler, P. and E. Eppler.
ISBN: 978-0-230-57402-1
Summary: This chapter looks at how gender is performed in spoken interaction in the English language classroom.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Pichler, P. and E. Eppler.
ISBN: 978-0-230-57402-1
Summary: This chapter looks at how gender is performed in spoken interaction in the English language classroom.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. ‘Variation in the writing of economics students in Britain and Pakistan: the case of conjunctive ties’ in
Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 236-250
Book editor(s): Charles, M., S. Hunston and D. Pecorari.
ISBN: 9781847064363
Summary: This chapter explores the influence of local academic cultures on signalling in academic discourse. It examines cohesive ties in the essays of undergraduate economics students from Britain and Pakistan, two groups who share the same L1 and who study in the same broad field, but who belong to different local discourse communities.
Country of research: Pakistan
Learners' background: Pakistan
Institutional level: tertiary
Entered by: Coventry University
Book editor(s): Charles, M., S. Hunston and D. Pecorari.
ISBN: 9781847064363
Summary: This chapter explores the influence of local academic cultures on signalling in academic discourse. It examines cohesive ties in the essays of undergraduate economics students from Britain and Pakistan, two groups who share the same L1 and who study in the same broad field, but who belong to different local discourse communities.
Country of research: Pakistan
Learners' background: Pakistan
Institutional level: tertiary
Entered by: Coventry University
2009. ‘L2 prosody research: rhythm and intonation’ in
Ta(l)king English Phonetics Across Frontiers. Newcastle-Upon-Tyne: Cambridge Scholars Publishing, pp. 91-102
Book editor(s): Čubrović, B. and T. Paunović.
ISBN: 9781443813037
Summary: Highlighting some interesting and intriguing aspects of English phonetics and phonology from a variety of perspectives, this book brings up a number of empirical questions in order to emphasize the necessity of taking a very broad view of what spoken English means in today's socio-cultural context.
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Reading (Department of English Language and Literature)
Book editor(s): Čubrović, B. and T. Paunović.
ISBN: 9781443813037
Summary: Highlighting some interesting and intriguing aspects of English phonetics and phonology from a variety of perspectives, this book brings up a number of empirical questions in order to emphasize the necessity of taking a very broad view of what spoken English means in today's socio-cultural context.
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Reading (Department of English Language and Literature)
2009. ‘Early language learning in Europe: a multinational longitudinal study’ in
Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Education, pp. 141-148
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). Initial evidence from the one year scoping study is discussed, giving an indication of future study outcomes.
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). Initial evidence from the one year scoping study is discussed, giving an indication of future study outcomes.
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
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