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)
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)
2010. Good Teacher, Better Teacher: Strategies for the Multicultural Classroom. Tokyo: Perceptia Press.
ISBN: 978-4-939130-77-9
Entered by: Middlesex University (Learner Development Unit)
ISBN: 978-4-939130-77-9
Entered by: Middlesex University (Learner Development Unit)
2010. Discourse and Genre: Using Language in Context. London: Palgrave Macmillan.
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
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)
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)
2010. Investigating Critical Learning Episodes: A Practical Guide for Continuing Professional Development. Reading: CfBT Education Trust.
ISBN: 978-1-907496-13-4
Summary: A Guidance Report written to serve as a practical guide in the development of CPD programmes which focus on current practice and support ways of researching it. Available online: http://www.cfbt.com/evidenceforeducation/pdf/5Bristol_InvestigatingCLE_FINAL(Web).pdf
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University College Plymouth St Mark & St John (Department of International Education)
ISBN: 978-1-907496-13-4
Summary: A Guidance Report written to serve as a practical guide in the development of CPD programmes which focus on current practice and support ways of researching it. Available online: http://www.cfbt.com/evidenceforeducation/pdf/5Bristol_InvestigatingCLE_FINAL(Web).pdf
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University College Plymouth St Mark & St John (Department of International Education)
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)
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)
2010. ‘La actuación en la enseñanza de los idiomas: el oficio del actor no simplificado para el salón de clases’ in
Didactica de las Lenguasculturas. Nuevas Perspectivas. Buenos Aires-Florence: SB International-Alma, pp. 177-186
Book editor(s): Derosas, M. and P. Torresan.
ISBN: 978-987-1256-79-2
Summary: This chapter details how the work of Constantin Stanislavski and Keith Johnstone, two eminent, influential theatre practitioners, can inform the practice of communicative language teaching to meet the communicative needs of today's language learners.
Entered by: Canterbury Christ Church University (Department of English and Language Studies)
Book editor(s): Derosas, M. and P. Torresan.
ISBN: 978-987-1256-79-2
Summary: This chapter details how the work of Constantin Stanislavski and Keith Johnstone, two eminent, influential theatre practitioners, can inform the practice of communicative language teaching to meet the communicative needs of today's language learners.
Entered by: Canterbury Christ Church University (Department of English and Language Studies)
2010. ‘Acting and interacting: teacher narratives and the building of global community’ in
Transformative Learning and Online Education: Aesthetics, Dimensions and Concepts. Hershey, PA, USA: IGI Global, pp. 97-111
Book editor(s): Yuzer, T.V. and G. Kurubacak.
ISBN: 978-1-61520-985-9
Summary: The chapter describes a case study in which language teachers worldwide were able to identify their core values and beliefs as teachers, through a process of sharing narratives.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
Book editor(s): Yuzer, T.V. and G. Kurubacak.
ISBN: 978-1-61520-985-9
Summary: The chapter describes a case study in which language teachers worldwide were able to identify their core values and beliefs as teachers, through a process of sharing narratives.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
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)
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)
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