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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)
      Bax, S. 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)
      Wright, C. 2010. Role of Working Memory in SLA: Factors Affecting Development in L2 English Wh-questions. Saarbrucken: VDM Verlag Dr. Müller.
      ISBN: 978-3639264678
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Hüttner, J. and A. Rieder-Bünemann. 2010. ‘A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction’ in Language Use and Language Learning in CLIL Classrooms. Amsterdam & Philadelphia: John Benjamins, pp. 61-80
      Book editor(s): Dalton-Puffer, C., T. Nikula and U. Smit.
      ISBN: 978 90 272 0523 0
      Summary: The study presented investigates the English language learning outcomes of 44 German-speaking children in year 3 of secondary school (22 in CLIL strands). The focus lies on the acquisition of oral narrative competence and aspects investigated include narrative, morphological / syntactic language regularities and the use of communicative strategies.
      Country of research: Austria
      Learners' background: Austria
      Institutional level: secondary
      Entered by: University of Southampton (Modern Languages, School of Humanities)
      English, F. 2010. ‘Assessing non-native speaking detainees' English language proficiency’ in The Routledge Handbook of Forensic Linguistics. London & New York: Routledge, pp. 423-439
      Book editor(s): Coulthard, M. and A. Johnson.
      ISBN: 415463092
      Summary: The chapter discusses the work of an English language expert in providing evidence of non-native speaking detainees' language proficiency. Using task based assessment procedures the chapter exemplifies an approach to language assessment based on descriptions of performance which enable a linguistic profile to be drawn and matched against performance data from the police interviews themselves.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
      Huang, C.-R., W. Cheng, H. Cheung, Y. Harada, H. Hong, S. Skoufaki and H.K.Y. Chen. 2010. ‘English learner corpus: global perspectives with an Asian focus’ in A New Look at Language Teaching and Testing: English as Subject and Vehicle. Taipei: Language Training and Testing Center, pp. 85-117
      Book editor(s): Kao, T.-E. and Y. Lin.
      ISBN: 9-789572-876428
      Summary: This paper provides a survey of the current state of second language learner corpora in East Asia. Four types of learner corpus from four regions in East Asia are introduced together with details on the design and compilation of each corpus. Research projects and applications based on each corpus are also summarised. The paper ends with recommendations on best practices in implementing learner corpus data in language teaching and learning.
      Country of research: Taiwan
      Learners' background: Taiwan
      Institutional level: secondary
      Entered by: University of Essex (Department of Language and Linguistics)
      Schauer, G.A. 2010. ‘Study abroad and its effect on speech act performance’ in Speech Act Performance: Theoretical, Empirical and Methodological Issues. Amsterdam: Benjamins, pp. 91-108
      Book editor(s): Martinez Flor, A. and E. Uso Juan.
      ISBN: 978 90 272 1990 9
      Entered by: Lancaster University (Linguistics and English Language)
      Guariento, B. and E. Daborn. 2010. ‘Putting 'I' in its place: using academic texts to help students learn how to give opinions’ in Developing Academic Literacy. Oxford: Peter Lang
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Entered by: University of Glasgow (Language and Literature, Faculty of Education)
      Kirk, S. and R. Carter. 2010. ‘Fluency and spoken English’ in Exploring New Paths in Language Pedagogy: Lexis and Corpus-based Language Teaching. London: Equinox, pp. 25-39
      Book editor(s): Moreno Jaén, M., F. Serrano Valverde and M. Calzada Pérez.
      ISBN: 9781845536954
      Entered by: University of Nottingham (School of English Studies)
      Kiely, R. 2010. ‘L1 and L2 in the CLIL classroom’ in CLIL und Immersion: Erfolgsbedingungen für fremdsprachlichen Sachfachunterricht in der Grundschule. Braunschweig: Westermann Verlag, pp. 88-99
      Book editor(s): Massler, U. and P. Burmeister.
      ISBN: 978-3-14-162133-4
      Summary: A book chapter based on the findings of the PRO-CLIL programme evaluation.
      Country of research: various
      Learners' background: various
      Institutional level: primary
      Entered by: University College Plymouth St Mark & St John (Department of International Education)