2005. ‘Consciousness-raising and practice in ELT coursebooks’.
ELT Journal 59/1: 3-13
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: University of Birmingham (School of Education)
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: University of Birmingham (School of Education)
2005. ‘Applied linguistics: A pragmatic discipline, a generic discipline?’.
Applied Linguistics 26/4: 568-581
Entered by: Lancaster University (Linguistics and English Language)
Entered by: Lancaster University (Linguistics and English Language)
2005. ‘Developing professional autonomy: An action research based MA module and its ongoing evaluation’.
Interactions 9/26
URL: http://www2.warwick.ac.uk/services/ldc/resource/interactions/archive/issue26/smith
Summary: Case study of innovations and evaluations during 5 years of an initial teacher education MA ELT programme. A Professional Practice module was redesigned according to an action research learning model focused on developing students’ ability to evaluate and continuously develop their practice for themselves. Benefits have included increased relevance to students’ own practical concerns, and enhanced motivation and autonomy.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Warwick (Centre for Applied Linguistics)
URL: http://www2.warwick.ac.uk/services/ldc/resource/interactions/archive/issue26/smith
Summary: Case study of innovations and evaluations during 5 years of an initial teacher education MA ELT programme. A Professional Practice module was redesigned according to an action research learning model focused on developing students’ ability to evaluate and continuously develop their practice for themselves. Benefits have included increased relevance to students’ own practical concerns, and enhanced motivation and autonomy.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Warwick (Centre for Applied Linguistics)
2005. ‘The best teacher. The Francesca Target Memorial Lecture 2005’.
Language Issues 17/1: 2-6
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)
2005. ‘Integrating information and communication technology (ICT) by exploiting the skills of practitioners and their students’ in
Sharing Challenges, Sharing Solutions: Teaching Languages in Diverse Contexts. Conference Proceedings PAC5 at FEELTA 2004. Vladivostock, Russia: Far Eastern National University, pp. 200-204
Editor(s): Lovtsevich, G.
Summary: This paper demonstrates how computers can be usefully integrated into classroom practice by making full use of the technology skills of our students.
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
Editor(s): Lovtsevich, G.
Summary: This paper demonstrates how computers can be usefully integrated into classroom practice by making full use of the technology skills of our students.
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2005. ‘Computer-based materials in EAP: History, trends and issues’ in
IATEFL 2005 Cardiff Conference Selections. Kent, UK: IATEFL, pp. 141-143
Editor(s): Beaven, B.
Summary: This paper documents the changing role of computers in English for Academic Purposes and argues that a computers for academic purposes (CAP) should now form a component of most EAP courses if they are to adequately equip non native speakers for academic study at British universities.
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
Editor(s): Beaven, B.
Summary: This paper documents the changing role of computers in English for Academic Purposes and argues that a computers for academic purposes (CAP) should now form a component of most EAP courses if they are to adequately equip non native speakers for academic study at British universities.
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2005. ‘Cultural mirrors - Television drama in the EFL classroom’.
URL: http://www.developingteachers.com/articles_tchtraining/tv21_richard.htm
Entered by: University of Bristol (Graduate School of Education)
URL: http://www.developingteachers.com/articles_tchtraining/tv21_richard.htm
Entered by: University of Bristol (Graduate School of Education)
2005. ‘Thinking locally: Addressing the dilemmas raised by Critical Pedagogy in ELT’.
Summary: Critical approaches to ELT argue that there is insufficient consideration of why we are teaching and what society we are teaching for. However, critical approaches are themselves criticized for being critical, impractical and not offering solutions to perceived problems. This paper argues for the development of local understandings to empower learners and teachers.
URL: http://www.developingteachers.com/articles_tchtraining/criticalpedagogy_graham.htm
Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)
Summary: Critical approaches to ELT argue that there is insufficient consideration of why we are teaching and what society we are teaching for. However, critical approaches are themselves criticized for being critical, impractical and not offering solutions to perceived problems. This paper argues for the development of local understandings to empower learners and teachers.
URL: http://www.developingteachers.com/articles_tchtraining/criticalpedagogy_graham.htm
Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)
2005. ‘The role of television and televisual literacy in language teaching and learning’.
URL: http://www.developingteachers.com/articles_tchtraining/tv1_richard.htm
Entered by: University of Bristol (Graduate School of Education)
URL: http://www.developingteachers.com/articles_tchtraining/tv1_richard.htm
Entered by: University of Bristol (Graduate School of Education)
2004-2006. ‘The Impact of Changes in the TOEFL Examination on Teaching and Learning in Central and Eastern Europe. Phase 2, Coping with Change’.
Funding body: Educational Testing Service
Summary: The second of a four-phase investigation of the effect of changes in the TOEFL examination on classroom practices. This phase investigated how teachers and their institutions reacted to news about changes in the examination, and how this affected their planning of new preparation courses.
URL: http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=11ba1ddf2a34b110VgnVCM10000022f95190RCRD&vgnextchannel=d35ed898c84f4010VgnVCM10000022f95190RCRD
Country of research: various
Learners' background: various
Institutional level: secondary
Entered by: Lancaster University (Linguistics and English Language)
Funding body: Educational Testing Service
Summary: The second of a four-phase investigation of the effect of changes in the TOEFL examination on classroom practices. This phase investigated how teachers and their institutions reacted to news about changes in the examination, and how this affected their planning of new preparation courses.
URL: http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=11ba1ddf2a34b110VgnVCM10000022f95190RCRD&vgnextchannel=d35ed898c84f4010VgnVCM10000022f95190RCRD
Country of research: various
Learners' background: various
Institutional level: secondary
Entered by: Lancaster University (Linguistics and English Language)
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