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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)
      Harsch, C. and S.P. Tiffin-Richards. 2010. ‘Setting standards in line with the Common European Framework of Reference’ in Calibrating Standards-based Assessment Tasks for English as a First Foreign Language. Standard-setting Procedures in Germany. Münster: Waxmann, pp. 9-38
      Book editor(s): Harsch, C., H.A. Pant and O. Köller.
      ISBN: 978-3-8309-2299-5
      Country of research: Germany
      Learners' background: Germany
      Institutional level: secondary
      Entered by: University of Warwick (Centre for Applied Linguistics)
      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)
      Motteram, G. and M. Thomas. 2010. ‘Future directions in TBLT and Technology’ in Task-Based Language Teaching and Technology. London & New York: Continuum
      Book editor(s): Thomas, M. and H. Reinders.
      ISBN: 978-1441101532
      Summary: Looks at the future for the theoretical perspectives of Task-Based Learning in relation to technology in language classes.
      Country of research: various
      Learners' background: various
      Entered by: University of Manchester (School of Education)
      Fulcher, G. 2010. ‘The reification of the Common European Framework of Reference (CEFR) and effect-driven testing.’ in Advances in Research on Language Acquisition and Teaching. Thessaloniki: Greek Association of Applied Linguistics, pp. 15-26
      Book editor(s): Psaltou-Joycey, A. and M. Matthaidoudakis.
      ISBN: 978-960-98105-1
      Summary: An investigation into the reification of the illustrative levels of the CEFR in European language teaching and assessment, showing that the level descriptors do not reflect actual communication.
      Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
      Seedhouse, P. 2010. ‘A framework for conceptualising learning in applied linguistics’ in Conceptualising Learning in Applied Linguistics. London: Palgrave Macmillan, pp. 240-256
      Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
      ISBN: 9780230232549
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Jones, N., K. Ashton and T. Walker. 2010. ‘Asset Languages: a case study of piloting the CEFR Manual’ in Aligning Tests with the CEFR, Studies in Language Testing Series (33). Cambridge: UCLES/Cambridge University Press, pp. 227-244
      Book editor(s): Martyniuk, W.
      ISBN: 978-0-521-17684-2
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      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