Hyland, K. 2008. ‘Academic clusters: Text patterning in published and postgraduate writing’. International Journal of Applied Linguistics 18/1: 41-62.
Type of entry: Journal article
Descriptor(s): ESP, Methodology, Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Evison, J. 2009. ‘Academic discourse’ in Routledge Pragmatics Encyclopedia. London: Routledge, pp. 27-29.
Type of entry: Book chapter
Book editor(s): Cummings, L.
ISBN: 415430968
Summary: This is a comprehensive reference volume that covers key concepts, theories, issues and scholars that have shaped the field of pragmatics. This chapter focuses on the pragmatic features and interactive nature of both written and spoken academic discourse.
Descriptor(s): English language, Speaking, Writing
Entered by: University of Nottingham (School of Education)

Lynch, T. 2006. ‘Academic listening: Marrying top and bottom’ in Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Mouton de Gruyter, pp. 91-110.
Type of entry: Book chapter
Book editor(s): Uso-Juan, E. and A. Martinez-Flor.
ISBN: 3110189682
Summary: A discussion of the need for attention to both top and bottom level processing in the teaching of L2 listening skills, with practical illustrations from the author's EAP materials.
Descriptor(s): Learner autonomy/strategies, Listening, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)

Gimenez, J. and J. Thondhlana. 2010. ‘Academic literacies and graduate employability: In search of a link’.
Type of entry: Unpublished
Summary: The study seeks to explore the link between the academic literacy skills that students develop at university and those that are needed and valued in the workplace in fields where little research on academic literacies and employability has been conducted so far. In particular, the study will examine the views and opinions of a group of managers in health sciences, politics and international relations, and biosciences and of a group of recent University of Nottingham graduates working in these fields.
URL: http://www.nottingham.ac.uk/cele/documents/alsandgecilreportdraft.doc
Descriptor(s): Curriculum/syllabus, English language, ESP, Reading, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

Leon-Hernandez, J. 2010. Academic Reading in a Mexican University: Observing and Documenting the Effects of a Small-Scale Pedagogic Intervention.
Type of entry: Doctoral thesis
Supervisor(s): Rixon, S.
Awarding institution: University of Warwick
Thesis type: EdD
Entered by: University of Warwick (Centre for Applied Linguistics)

Curry, M.J. and T. Lillis. 2010. ‘Academic research networks: accessing resources for English-medium publishing’. English for Specific Purposes 29: 281-295.
Type of entry: Journal article
Summary: This article examines the importance of networks for academic publishing. We present ‘network histories’ that map out the network participation of four scholars, foregrounding several core dimensions: local and transnational, formal and informal, strong and weak, durable and temporary.
Descriptor(s): English language, ESOL/EAL, ESP
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

Salter-Dvorak, H. 2007. ‘"Academic Tourism" or "a truly multicultural community"? Why international students need pragmatic training for British H.E.’ in New Approaches to Materials Development for Language Learning. Proceedings of the joint 2005 BALEAP/SATEFL conference. Oxford: Peter Lang, pp. 37-48.
Type of entry: Paper in conference proceedings
Editor(s): Alexander, O.
Principal format: Printed
Summary: This paper argues that international students are prevented from integrating into British H.E. through lack of interactional competence. It presents a rationale for pragmatic training for such students and intercultural competence training for home students and university staff.
Descriptor(s): Curriculum/syllabus, ESOL/EAL
Entered by: University of Westminster (Centre for English Learning and Teaching)

Lillis, T. and M.J. Curry. 2010. Academic Writing in a Global Context. The Politics and Practices of Publishing in English. London: Routledge.
ISBN: 0-415-46883
Type of entry: Authored book
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Descriptor(s): Cultural issues, English language, ESOL/EAL, ESP, Writing
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)

Gimenez, J. 2010. ‘Academic writing in the disciplines: practices in nursing, midwifery and social work’ in English for Professional and Academic Purposes. Amsterdam, The Netherlands: Rodopi B.V, pp. 199-214.
Type of entry: Book chapter
Book editor(s): Ruiz-Garrido, M.F., J.C. Palmer-Silveira and I. Fortanet-Gómez.
ISBN: 9042029552
Summary: This chapter examines issues around teaching discipline-specific writing in nursing, midwifery, and social work. Based on a survey completed by students in each field, examinations of authentic writing samples, and interviews with students and lecturers, the paper discusses issues of literacy practices, authority, and identity in disciplinary academic writing and examines implications for teaching discipline-specific writing.
Descriptor(s): English language, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

Wiesemes, R. 2010. ‘Academics teaching controversial and sensitive issues in schools: transferring findings from genocide education research into outreach practice’ in The Meeting of Minds: Mapping the Pedagogical Interface Between Arts, Academics and Schools. London: Continuum.
Type of entry: Book chapter
Book editor(s): Baker, G. and A. Fisher.
ISBN: 978-1441106223
Entered by: University of Birmingham (School of Education)

Motteram, G., Z. Onat-Stelma and S. Brown.. 2009-2010. ‘Access to Virtual Action Learning live ONline (AVALON)’.
Type of entry: Externally funded project
Funding body: European Commission
Summary: This 2 year project explored language learning in virtual worlds as part of a European Consortium project. It has created materials and templates for teachers to make use of as well a series of introductory videos. There is also a teacher training course that is available for other teacher trainers to make use of.
URL: http://avalonlearning.eu/
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)

Hamp-Lyons, L. 2009. ‘Access, equity andﾅ plagiarism?’. TESOL Quarterly 43/3: 690-693.
Type of entry: Journal article
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Jenkins, J. 2010. ‘Accommodating (to) ELF in the international university’. Journal of Pragmatics 43/4: 926-936.
Type of entry: Journal article
Summary: This article takes as its starting point the fact that the majority of universities in which English is the medium of instruction perceive themselves to be deeply international. Firstly, the article considers the implications of being ‘international’ for academic language policies and practices, but observes that despite the diverse international composition of university student (and to a lesser extent, staff) populations, university language policies and practices are still grounded in largely national (British and North American) English norms. The article goes on to explore the relevance of the findings of research into English as a(n academic) lingua franca for multilingual academic communities, as well as for international academic journals. Finally, it considers the implications of ELF research for native English academics, and argues that as ELF gains acceptance, particularly among younger multilingual speakers, and as multilingualism becomes the global academic norm, native English speakers, especially the monolingual majority, are at risk of becoming disadvantaged when communicating in international settings.
Descriptor(s): Curriculum/syllabus, English language, ESP
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)

Cogo, A. 2009. ‘Accommodating difference in ELF conversations: a study of pragmatic strategies’ in English as a Lingua Franca: Studies and Findings. Newcastle upon Tyne: Cambridge Scholars Press, pp. 254-273.
Type of entry: Book chapter
Book editor(s): Mauranen, A. and E. Ranta.
ISBN: 978-1-4438-1296-2
Descriptor(s): Cultural issues, English language
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Southampton (Modern Languages, School of Humanities)

Sweeney, E. and Z. Hua. 2010. ‘Accommodating towards your audience: do native speakers of English know how to accommodate their communication strategies towards non-native speakers of English?’. Journal of Business Communication 47: 477-504.
Type of entry: Journal article
Summary: The study seeks to add to the current debate on English as a lingua franca by analyzing the role of the native speakers of English in intercultural business negotiations and to what extent they effectively accommodate lingua franca speakers.
Descriptor(s): English language
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)

Sataporn, S. and M. Lamb. 2005. ‘Accommodation zone: Two learners' struggle to complete a distance learning English course’ in Learners' Stories: Difference and Diversity in Language Learning. Cambridge: Cambridge University Press, pp. 119-133.
Type of entry: Book chapter
Book editor(s): Benson, P. and D. Nunan.
ISBN: 9780521614146
Entered by: University of Leeds (School of Education)

Li, J. and N. Schmitt. 2009. ‘The acquisition of lexical phrases in academic writing: a longitudinal case study’. Journal of Second Language Writing 18/2: 85-102.
Type of entry: Journal article
Descriptor(s): English language, Writing
Entered by: University of Nottingham (School of English Studies)

Kuiper, K., G. Columbus and N. Schmitt. 2009. ‘The acquisition of phrasal vocabulary’ in Language Acquisition. Basingstoke: Palgrave Macmillan, pp. 216-240.
Type of entry: Book chapter
Book editor(s): Foster-Cohen, S.
ISBN: 978-0-230-50030-3
Descriptor(s): Assessment, English language, ESOL/EAL, Reading, Writing
Entered by: University of Nottingham (School of English Studies)

Fritz, T. 2006. The Acquisition of Stress by Adult Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Beaumont, M.
Awarding institution: University of Manchester
Summary: A study of the aquisition of stress patterns in adult learners of English.
Thesis type: PhD
Descriptor(s): Pronunciation, Speaking
Country of research: Austria
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)

Spiro, J. 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.
Type of entry: Book chapter
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.
Descriptor(s): Cultural issues, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)

Pemberton, R. 2009. ‘Acting on a hunch: can L1 reading instruction affect L2 listening ability?’ in Lexical Processing in Second Language Learners: Papers and Perspectives in Honour of Paul Meara. Clevedon: Multilingual Matters, pp. 141-153.
Type of entry: Book chapter
Book editor(s): Fitzpatrick, T. and A. Barfield.
ISBN: 9781847691521
Descriptor(s): Listening, Reading
Entered by: University of Nottingham (School of Education)

Whong, M. and J. Hanks. 2007-2008. ‘An Active Awareness Approach to In-sessional English Teaching’.
Type of entry: Externally funded project
Funding body: Languages, Linguistics and Area Studies in Higher Education
Summary: This project developed an In-Sessional English programme based on existing theories of language learning and linguistics. Active awareness develops the intuition underlying Focus on Form through the discovery of constructions appropriate for academic writing in a course called Reading for Writing.
URL: http://www.llas.ac.uk/resourcedownloads/2631/Whong.pdf
Descriptor(s): Curriculum/syllabus, English language, Learner autonomy/strategies, Materials, Reading, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Leeds (Department of Linguistics and Phonetics)

Peim, N.A. 2009. ‘Activity theory and ontology’. Educational Review 61/2: 167-180.
Type of entry: Journal article
Entered by: University of Birmingham (School of Education)

Zhang, Y. 2010. An Activity Theory View of Out-of-class Use of Digital Technology in English Language Practices by Chinese Undergraduates on a Chinese University Campus.
Type of entry: Doctoral thesis
Supervisor(s): Stevenson, I. and C. Leung
Awarding institution: King's College, University of London
Thesis type: PhD
Descriptor(s): Methodology
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)

Hackett, E. 2008. ‘Adapting listening tests for on-screen use’. Cambridge ESOL: Research Notes 32: 23-25.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts32.pdf
Summary: Ed Hackett reports on how paper-based listening tests are adapted for computer-based delivery. Hackett presents some key issues in adapting paper-based tests such as displaying items and determining how candidates respond to questions, focusing on the delivery of both Business English and General English exams.
Entered by: University of Cambridge ESOL Examinations