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      Allwright, D. and J. Hanks. 2009. The Developing Language Learner: An Introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.
      ISBN: 9781403985323
      Summary: Allwright and Hanks introduce 5 propositions about 'key developing practitioners' (learners) and show how the principles of Exploratory Practice can help teachers and learners investigate their learning and teaching practices.
      Entered by: University of Leeds (The Language Centre)
      Wedell, M. 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)
      Preece, S. 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)
      Littlemore, J. 2009. Applying Cognitive Linguistics to Second Language Learning and Teaching. Basingstoke: Palgrave MacMillan.
      ISBN: 9780230219489
      Summary: The book applies a range of cognitive linguistic theories to second language learning and teaching and uses these theories to argue for a change in the way we think about the way we present lexico-grammar to second language learners.
      Country of research: United Kingdom
      Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
      Holliday, A.R. 2009. ‘English as a lingua franca: 'non-native speakers' and cosmopolitan realities’ in English as an International Language: Perspectives & Pedagogical Issues. Bristol: Multilingual Matters, pp. 21-33
      Book editor(s): Sharifian, F.
      ISBN: 978-1-84769-122-4
      Summary: English as lingua franca needs to be looked at in terms of professional politics and the position of English as a world language.
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)
      Deane, M. 2009. ‘Reflective writing pedagogy’ in Connecting Reflective Learning, Teaching and Assessment. London: Higher Education Academy, pp. 43-48
      Book editor(s): Bulpitt, H. and M. Deane.
      URL: http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp10.pdf
      ISBN: 978-0-9556343-3-8
      Summary: This paper contributes to debate about how to teach reflective writing by exploring the importance of disciplinary conventions. Analysis focuses on the disciplinarity of reflective practice and the importance of tailoring writing tasks to these requirements. The aim is to advance understanding of how to impact positively on students’ professional development by integrating explicit writing instruction into curricula.
      Entered by: Coventry University
      Norris, J., M. Bygate and K. Van den Branden. 2009. ‘Introducing task-based language teaching’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 15-19
      Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
      ISBN: 978-90-272-0717-3
      Entered by: Lancaster University (Linguistics and English Language)
      Hewings, A. 2009. ‘English - one discipline or many? An introductory discussion’ in English Studies on this Side: Post-2007 Reckonings. Plovdiv, Bulgaria: Plovdiv University Press, pp. 109-122
      Book editor(s): Gupta, S. and M. Katsarska.
      ISBN: 9789544235680
      Summary: A discussion of the subject/discipline of English studies at tertiary level in English dominant countries in the context of Romania and Bulgaria following accession to the European Union in 2007.
      Institutional level: tertiary
      Entered by: The Open University (Faculty of Education and Languages)
      Kiely, R. and P. Rea-Dickens. 2009. ‘Evaluation and learning in language programmes’ in Handbooks of Applied Linguistics: Volume 6: Handbook of Foreign Language Communication and Learning. Amsterdam: Mouton de Gruyter, pp. 663-694
      Book editor(s): Knapp, K., B. Seidlhofer and H. Widdowson.
      ISBN: 978-3-11-018833-2
      Summary: A survey article of research and practice in language programme evaluation.
      Country of research: various
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Cook, V. and W. Li. 2009. ‘Introduction: Applied linguistics and language teaching in the twenty-first century’ in Contemporary Applied Linguistics, Vol. 1: Language Teaching and Learning. London: Continuum, pp. 1-9
      Book editor(s): Cook, V. and W. Li.
      ISBN: 978-0826496805
      Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)