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. ‘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
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
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
2010. ‘An English teacher’s developing self-efficacy beliefs in using groupwork’.
System 38/4: 603-613
Summary: This study focuses on a teacher of English in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge. Results indicate unevenness in growth across various dimensions of practical knowledge.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
Summary: This study focuses on a teacher of English in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth, highlighting links between this and growth in his practical knowledge. Results indicate unevenness in growth across various dimensions of practical knowledge.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
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