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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. Learning through English: Researching Impact in Thailand, Indonesia and South Korea. London: British Council.
      ISBN: 978-086355-645-6
      Summary: This book discusses a major research project into the use of English in bilingual education in Thailand, South Korea and Indonesia, as part of the British Council's Access English project. It sets out the project's background, research procedures and findings, as well as recommendations for developing the use of English in these contexts.
      Country of research: various
      Learners' background: various
      Institutional level: secondary
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      Wedell, M. 2010. Managing Educational Change In a Turbulent Environment. Saarbrucken, Germany: Lambert Academic Publishing.
      ISBN: 9783838342610
      Summary: A longitudinal study of a TESOL change project in Hungary from 1991-1998. The study uses a framework that looks at the project from the point of view of its content and its process, within a local, national and international context which was itself unpredictably changing.
      Country of research: Hungary
      Learners' background: Hungary
      Institutional level: tertiary
      Entered by: University of Leeds (School of Education)
      Salamoura, A. and N. Saville. 2010. ‘Exemplifying the CEFR: criterial features of written learner English from the English Profile Programme’ in Communicative Proficiency and Linguistic Development: Intersections between SLA and Language Testing Research. eurosla.org: Eurosla, pp. 101-132
      Book editor(s): Bartning, I., M. Martin and I. Vedder.
      URL: http://eurosla.org/monographs/EM01/101-132Salamoura_Saville.pdf
      ISBN: 9781446669938
      Summary: This chapter summarises work and outcomes to date from one of the English Profile strands which focuses on corpus linguistics, second language acquisition, psycholinguistics and computational linguistics.
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Holliday, A.R. 2010. ‘Analysing qualitative data’ in Continuum Companion to Research Methods in Applied Linguistics. London: Continuum, pp. 98-110
      Book editor(s): Phakiti, A. and B. Paltridge.
      ISBN: 9780826499257
      Summary: In this chapter I first set out some of the basic premises of qualitative research as a mainstream research approach which is used by applied linguists as they develop their interests in wider social and political issues connected with language and language education.
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)
      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)
      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)
      Preece, S. 2010. ‘The positioning of learners and educators in discourses associated with academic literacy’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 25-38
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Summary: This chapter examines discourses that underpin approaches to academic literacy in the field of EAP and how these position teachers and students on EAP programmes.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
      Stelma, J. 2010. ‘What is communicative language teaching?’ in Introducing Applied Linguistics. Abingdon, Oxon: Routledge, pp. 53-59
      Book editor(s): Hunston, S. and D. Oakey.
      ISBN: 978-0415447676
      Summary: Looks at CLT from the three perspectives of competence, process and context.
      Entered by: University of Manchester (School of Education)
      Lamb, M. and S. Borg. 2010. ‘The design and evolution of the BA Educational Studies (TESOL) programme: perspectives from Leeds’ in International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 22-34
      Book editor(s): Atkins, J., M. Lamb and M. Wedell.
      ISBN: 978-9948-15-342-9
      Summary: The BA TESOL programme was an innovative large-scale degree programme taken by nearly 1000 Omani teachers of English in the period 1999-2009. This chapter describes how the programme was designed, and how the initial design evolved over the 10 years.
      Learners' background: Oman
      Entered by: University of Leeds (School of Education)