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      Cook, G. 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)
      Edge, J. 2010. ‘Elaborating the monolingual deficit’ in Language and Culture: Reflective Narratives and the Emergence of Identity. London: Routledge, pp. 89-96
      Book editor(s): Nunan, D. and J. Choi.
      ISBN: 978-0-415-87165-5
      Entered by: University of Manchester (School of Education)
      Orsini-Jones, M. 2010. ‘Troublesome grammar knowledge and action-research-led assessment design: learning from liminality’ in Threshold Concepts and Transformational Learning. Rotterdam: Sense, pp. 281-299
      Book editor(s): Meyer, J.F.H., R. Land and C. Baille.
      ISBN: 978-94-6091-206-1
      Summary: The threshold concept of the rank scale requires students to master a number of fundamental grammar ‘milestones’. This chapter investigates this process, finding that many aspiring EFL teachers experience ‘grammar anxiety’ when faced with the task of explaining grammar to their students.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University
      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)
      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)
      Al-Zefeiti, A. 2010. A Stakeholder Evaluation of an English for Academic Purposes (EAP) Writing Programme.
      Supervisor(s): Kiely, R.
      Awarding institution: University of Bristol
      Summary: A stakeholder evaluation of a large EAP programme, with a focus on teachers' practices and the motivations and cognitions which underpin these, and on the management enterprise which has responsibility for the student experience in the university as a whole.
      Thesis type: PhD
      Country of research: Oman
      Learners' background: Oman
      Institutional level: tertiary
      Entered by: University of Bristol (Graduate School of Education)
      Mimatsu, T. 2010. An Investigation into how Japanese Junior and Senior High School Teachers Interpret and Implement the Teaching of English for International Understanding.
      Supervisor(s): Street, J.
      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)
      Kurtoglu-Hooton, N. 2010. Post-observation Feedback as an Instigator of Learning and Change: Exploring the Effect of Feedback through Student Teachers’ Self-reports.
      Supervisor(s): Garton, S. Edge, J.
      Awarding institution: Aston University
      Summary: The study is concerned with post-observation feedback and its role as an instigator of teacher learning and change. It investigates corrective and confirmatory feedback and argues that certain kinds of feedback may be more facilitative of convergent change while some others may be characterised as being more divergent.
      Thesis type: PhD
      Country of research: United Kingdom
      Institutional level: adult
      Entered by: Aston University (School of Languages and Social Sciences)
      Kiely, R. and M. Davis. 2010. ‘From transmission to transformation: teacher learning in ESOL’. Language Teaching Research 14/3: 277-96
      Summary: A paper based on the findings of the InSITE Project.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Hall, G. 2010. ‘Exploring values in English Language Teaching: teacher beliefs, reflection and practice’. The Teacher Trainer 24/2: 13-16
      Summary: This article examines the place of 'values' within the English Language Teaching classroom, suggesting that ELT is so deeply value-laden that exploring these issues would seem to be a key process as we seek to develop as teachers and teacher educators.
      Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)