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      Edge, J. 2009. ‘Non-judgmental discourse on a road to understanding’ in Spiritual Dimensions and Challenges in TESOL. Mahwah, NJ: Erlbaum, pp. 21-34
      Book editor(s): Canagarajah, S. and M. Wong.
      ISBN: 978-0415999533
      Entered by: University of Manchester (School of Education)
      Cook, G. 2009. ‘The best teacher’ in Best of Language Issues. London: London South Bank University, pp. 243-253
      Book editor(s): Bhanot, R. and E. Illes.
      ISBN: 1 872972 853
      Summary: Discussion of what makes a good teacher.
      Entered by: The Open University (Faculty of Education and Languages)
      Kubanyiova, M. 2009. ‘Possible selves in language teacher development’ in Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, pp. 314-332
      Book editor(s): Dörnyei, Z. and E. Ushioda.
      ISBN: 978-1847691279
      Country of research: Slovakia
      Entered by: University of Birmingham (School of Education)
      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)