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      Wright, T. 2009. ‘The Cambridge Guide to Second Language Teacher Education’ in Trainer Development: Professional Development for Teacher Educators. Cambridge: Cambridge University Press, pp. 102-112
      Book editor(s): Burns, A. and J. Richards.
      ISBN: 978-0-521-75684-6
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Edge, J. 2009. ‘Making a difference in TESOL professional development’ in Making a Difference: Challenges for Applied Linguistics. Newcastle, UK: Cambridge Scholars Publishing, pp. 171-187
      Book editor(s): Chen, H. and K. Cruickshank.
      ISBN: 978-1-4438-0034-1
      Country of research: various
      Learners' background: various
      Entered by: University of Manchester (School of Education)
      Li, W. and V. Cook. 2009. ‘Introduction: Linguistics for the real world’ in Contemporary Applied Linguistics, Vol. 2: Linguistics for the Real World. London: Continuum, pp. 1-9
      Book editor(s): Li, W. and V. Cook.
      ISBN: 978-0826496812
      Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)
      Clarke, M. and J. Edge. 2009. ‘Building a communicative toolkit for leadership’ in Leadership in English Language Education. London: Routledge, pp. 187-199
      Book editor(s): Christison, M. and D. Murray.
      ISBN: 978-0-8058-6310-9
      Entered by: University of Manchester (School of Education)
      Taylor, L. 2009. ‘Setting language standards for teaching and assessment: a matter of principle, politics, or prejudice?’ in Language Testing Matters: Investigating the Wider Social and Educational Impact of Assessment - Proceedings of the ALTE Cambridge Conference, April 2008, Studies in Language Testing Series (31). Cambridge: UCLES/Cambridge University Press, pp. 139-157
      Book editor(s): Taylor, L. and C. Weir.
      ISBN: 978-0-521-16391-0
      Country of research: various
      Entered by: University of Cambridge ESOL Examinations
      Dewey, M. 2009. ‘English as a Lingua Franca: heightened variability and theoretical implications’ in English as a Lingua Franca: Studies and Findings. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 60-83
      Book editor(s): Mauranen, A. and E. Ranta.
      ISBN: 978-1443817264
      Summary: This paper addresses the theoretical implications of research in English as a lingua franca (ELF), re-examining in particular conventional categories of analysis in the study of language variation. The discussion considers the likely paradigm shift involved in adapting teaching methods and practices in response to research and debate in ELF.
      Country of research: various
      Learners' background: various
      Entered by: King's College London (Department of Education and Professional Studies)
      Bax, S. and R. Cullen. 2009. ‘Generating and evaluating reflection through teaching practice’ in English Language Teaching: Major Themes in Education Vol. VI. New York and London: Routledge
      Book editor(s): Hedge, P., N. Andon and M. Dewey.
      ISBN: 978-0-415-29943-5
      Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
      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)
      Szpotowicz, M., J.M. Djigunovic and J. Enever. 2009. ‘Early language learning in Europe: a multinational longitudinal study’ in Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Education, pp. 141-148
      Book editor(s): Enever, J., J. Moon and U. Raman.
      ISBN: 978 1 90109 523 4
      Summary: This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). Initial evidence from the one year scoping study is discussed, giving an indication of future study outcomes.
      Country of research: various
      Learners' background: various
      Institutional level: primary
      Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
      Cortazzi, M., L. Jin and Z. Wang. 2009. ‘Cultivators, cows and computers: Chinese learners’ metaphors of teachers’ in Internationalizing the University: The Chinese Context. London: Palgrave-MacMillan, pp. 107-129
      Book editor(s): Coversdale-Jones, T. and P. Rastall.
      ISBN: 978-0-230-20351-8
      Summary: The chapter looks into Chinese learners' perceptions regarding their teachers by using metaphor analysis as a main research method.
      Country of research: China
      Learners' background: China
      Institutional level: tertiary
      Entered by: De Montfort University (Centre for Intercultural Research on Communication and Learning)