Adolphs, S. 2005. ‘Multi-word units and second language speech fluency’ in Phraseology 2005. The Many Faces of Phraseology. Louvain-la-Neuve. Amsterdam: John Benjamins, pp. 27-30.
Type of entry: Paper in conference proceedings
Editor(s): Cosme, C., C. Gouverneur and F. Meunier.
Principal format: Printed
Descriptor(s): Learner cognition, Speaking
Entered by: University of Nottingham (School of English Studies)

Alderson, J.C. 2009. ‘The micropolitics of research and publication’ in The Politics of Language Education: Individuals and Institutions. Bristol: Multilingual Matters, pp. 222-236.
Type of entry: Book chapter
Book editor(s): Alderson, J.C.
ISBN: 978-1-84769-143-9
Entered by: Lancaster University (Linguistics and English Language)

Alexander, O. and S. Argent. 2010. ‘Making EAP accessible for lower level learners’. Folio (Journal of the Materials Development Association) 14/1: 13-15.
Type of entry: Journal article
Summary: The article argues that EAP can be taught to students with a low level of proficiency. It outlines some taken for granted assumptions about teaching low levels which have been criticised in recent literature and demonstrates how authentic texts and tasks can be adapted for the level while maintaining some of the complexity of academic genres.
Entered by: Heriot-Watt University (School of Management and Languages)

Badger, R. and M. MacDonald. 2010. ‘Making it real: authenticity, process and pedagogy’. Applied Linguistics 31/4: 578-582.
Type of entry: Journal article
Descriptor(s): English language, ESP, Listening, Methodology, Reading, Teacher education
Entered by: University of Leeds (School of Education)

Badger, R. and M. MacDonald. 2010. ‘Making it real: authenticity, process and pedagogy’. Applied Linguistics 31/4: 578-582.
Type of entry: Journal article
Summary: This article argues for a process view of authenticity on the grounds that texts only come into existence when they are read or listened to. This means that authenticity is a feature of the interaction between a reader or listener and marks on paper on sound waves in the air.
Descriptor(s): ESP, Listening, Materials, Methodology, Reading
Country of research: United Kingdom
Learners' background: various
Entered by: University of Warwick (Centre for Applied Linguistics)

Dahlmann, I. and S. Adolphs. 2009. ‘Multi-modal spoken corpus analysis and language description: the case of multi-word expressions’ in Contemporary Approaches to Corpus Linguistics. London: Continuum.
Type of entry: Book chapter
Book editor(s): Baker, P.
ISBN: 9780826496102
Descriptor(s): English language, Speaking
Entered by: University of Nottingham (School of English Studies)

Gimenez, J. 2009. ‘Mediated communication’ in The Handbook of Business Discourse. Edinburgh: Edinburgh University Press, pp. 132-141.
Type of entry: Book chapter
Book editor(s): Bargiela-Chiappini, F.
ISBN: 9780748628018
Summary: This chapter examines mediated communication in business (MCB) and analyses emerging issues, how they have been approached and researched. It considers the latest developments in MCB, illustrating them with studies conducted in different international settings. The chapter ends by discussing possible future directions and argues for a change of focus in favour of the critical investigation of issues of power and identity in MCB.
Descriptor(s): English language, ESP, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

Bax, S. 2006. ‘Making CALL work: Towards normalisation’. System 34: 465-479.
Type of entry: Journal article
Descriptor(s): Learning technologies
Entered by: Canterbury Christ Church University (Department of English and Language Studies)

Bax, S. 2010. ‘Magic wand or museum piece? The future of the interactive whiteboard in education’ in Interactive Whiteboards for Education: Theory, Research and Practice. Pennsylvania: IGI Global.
Type of entry: Book chapter
Book editor(s): Thomas, M. and E. Cutrim Schmid.
ISBN: 978-1615207152
Descriptor(s): Learning technologies
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Blackledge, A.J. and A. Creese. 2010. Multilingualism: A Critical Perspective (Advances in Sociolinguistics). London: Continuum.
ISBN: 9780826492104
Type of entry: Authored book
Entered by: University of Birmingham (School of Education)

Blackledge, A.J. 2006. ‘The men say "They don't need it": Gender and the extension of language testing for British citizenship’. Studies in Language and Capitalism 1: 143-162.
Type of entry: Journal article
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University of Birmingham (School of Education)

Blackledge, A.J. 2006. ‘The magical frontier between the dominant and dominated: Sociolinguistics and social justice in a multilingual world’. Journal of Multilingual & Multicultural Development 27/1: 22-41.
Type of entry: Journal article
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University of Birmingham (School of Education)

Blackledge, A.J. and A. Creese. 2009. ‘Meaning-making as dialogic process: official and carnival lives in the language classroom’. Journal of Language, Identity & Education 8/4: 236-253.
Type of entry: Journal article
Entered by: University of Birmingham (School of Education)

Block, D. 2006. Multilingual Identities in a Global City: London Stories. London: Palgrave.
ISBN: 1-4039-3964-0
Type of entry: Authored book
Summary: This book begins with a discussion of globalization, migration, multiculturalism, identity, the global city and the history of migration to Britain and London. It then examines the language/cultural identities of four groups in London: East Asian graduate students, French foreign language teachers, Spanish-speaking Latinos and second-generation British Asian university students.
Country of research: United Kingdom
Institutional level: adult
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Burns, A. and C. Roberts. 2010. ‘Migration and Adult Language Learning. Special Issue’. TESOL Quarterly 44/3: 409-14.
Type of entry: Journal article
Summary: This is the introduction to the special issue edited by Burns and Roberts. The literature on ELT for adult immigrants and refugees is fragmented and under-reported. This SI seeks to begin to address this lack by looking at the relationship between outside social and economic forces and their impact on the inside world of the classroom.
Descriptor(s): ESOL/EAL
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: King's College London (Department of Education and Professional Studies)

Cameron, L., A. Cienki, P. Crisp, A. Deignan, R. Gibbs, J. Grady, Z. Kovecses, G. Low, E. Semino and G. Steen. 2007. ‘MIP: A method for identifying metaphorically used words in discourse’. Metaphor and Symbol 22/1: 1-40.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)

Carter, R. 2010. ‘Methodologies for stylistic analysis: practices and pedagogies’ in Language and Style. Basingtoke: Palgrave Macmillan, pp. 34-46.
Type of entry: Book chapter
Book editor(s): McIntyre, D. and B. Busse.
ISBN: 9780230231573
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)

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.
Type of entry: Book chapter
Book editor(s): Chen, H. and K. Cruickshank.
ISBN: 978-1-4438-0034-1
Descriptor(s): Teacher cognition, Teacher education
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)

Cheng, H.-F. 2006. Motivational Teaching Practice of Taiwanese English Teachers.
Type of entry: Doctoral thesis
Supervisor(s): Dörnyei, Z.
Awarding institution: University of Nottingham
Thesis type: PhD
Descriptor(s): Classroom interaction, Teacher cognition, Teacher education
Learners' background: Taiwan
Entered by: University of Nottingham (School of English Studies)

Creese, A. 2005. ‘Mediating allegations of racism in a multiethnic London school: What speech communities and communities of practice can tell us about discourse and power’ in Beyond Communities of Practice. Cambridge: Cambridge Press.
Type of entry: Book chapter
Book editor(s): Barton, D. and K. Tusting.
ISBN: 204:24:00
Entered by: University of Birmingham (School of Education)

Creese, A., A. Bhatt and P. Martin. 2009. ‘Multilingual researcher identities: interpreting linguistically and culturally diverse classrooms’ in Linguistically and Culturally Diverse Classrooms: New Dilemmas for Teachers. Clevedon: Multilingual Matters, pp. 215-233.
Type of entry: Book chapter
Book editor(s): Miller, J., M. Gearon and A. Kostogriz.
ISBN: 978 1 84769 216 0
Entered by: University of Birmingham (School of Education)

Csizer, K. and J. Kormos. 2009. ‘Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language’. Applied Linguistics 30/2: 166-185.
Type of entry: Journal article
Summary: The research reported in this paper explores the effect of direct and indirect cross-cultural contact on Hungarian school children's attitudes and motivated behaviour by means of structural equation modelling. Our model indicates that motivated behaviour is determined not only by language-related attitudes but also by the views the students hold about the perceived importance of contact opportunities.
Descriptor(s): Cultural issues
Country of research: Hungary
Learners' background: Hungary
Institutional level: primary
Entered by: Lancaster University (Linguistics and English Language)

Curry, M.J. and T. Lillis. 2010. ‘Making academic publishing practices visible: designing research-based heuristics to support English-medium text production’ in ELT Materials Development. Cambridge: Cambridge University Press, pp. 321-345.
Type of entry: Book chapter
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Descriptor(s): Cultural issues, English language, ESOL/EAL, ESP, Learning technologies, Materials, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

Dahlmann, I. and S. Adolphs. 2009. ‘Multi-modal spoken corpus analysis and language description: the case of multi-word expressions’ in Contemporary Approaches to Corpus Linguistics. London: Continuum.
Type of entry: Book chapter
Book editor(s): Baker, P.
ISBN: 9780826496102
Descriptor(s): English language, Speaking
Entered by: University of Nottingham (School of English Studies)

Deignan, A. 2005. Metaphor and Corpus Linguistics. Amsterdam: John Benjamins.
ISBN: 9027238987
Type of entry: Authored book
Entered by: University of Leeds (School of Education)