Wedell, M. 2010. Managing Educational Change In a Turbulent Environment. Saarbrucken, Germany: Lambert Academic Publishing.
ISBN: 9783838342610
Type of entry: Authored book
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.
Descriptor(s): Cultural issues, Curriculum/syllabus, Management/Innovation, Teacher education
Country of research: Hungary
Learners' background: Hungary
Institutional level: tertiary
Entered by: University of Leeds (School of Education)

Milton, J. 2009. Measuring Second Language Vocabulary Acquisition. Bristol: Multilingual Matters.
ISBN: 978-0-230-20668-7
Type of entry: Authored book
Summary: This book provides a background to the testing of vocabulary knowledge. It examines the tools which are used for testing and provides normalised figures for vocabulary growth under various conditions, and for the vocabulary sizes which are associated with language levels.
Descriptor(s): Assessment
Entered by: Swansea University (Department of Applied Linguistics)

Hyland, K. 2005. Metadiscourse. London: Continuum.
ISBN: 9 780826 476111
Type of entry: Authored book
Descriptor(s): Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

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)

Dörnyei, Z., K. Csizér and N. Németh. 2006. Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Clevedon, England: Multilingual Matters.
ISBN: 978-1-85359-885-2
Type of entry: Authored book
Descriptor(s): Cultural issues, English language
Country of research: Hungary
Institutional level: secondary
Entered by: University of Nottingham (School of English Studies)

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)

Taylor, L. and C.J. Weir. 2008. Multilingualism and Assessment: Achieving Transparency, Assuring Quality, Sustaining Diversity, Studies in Language Testing 27. Cambridge: Cambridge ESOL/Cambridge University Press.
ISBN: 978-052-1-711920
Type of entry: Authored book
Descriptor(s): Assessment
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)

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)

Leung, C. 2009. ‘Mainstreaming: language policies and pedagogies’ in Streitfall Zweisprachigkeit - The Bilingualism Controversy. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 215-231.
Type of entry: Book chapter
Book editor(s): Goglin, I. and U. Neumann.
ISBN: 978-3531158860
Summary: A description and analysis of the English as Additional / Second Language policies in England and California and their impact on curriculum and pedagogy.
Descriptor(s): ESOL/EAL, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)

Khalifa, H., A. Ffrench and A. Salamoura. 2010. ‘Maintaining alignment to the CEFR: the FCE case study’ in Aligning tests with the CEFR, Studies in Language Testing Series (33). Cambridge: UCLES/Cambridge University Press, pp. 80-101.
Type of entry: Book chapter
Book editor(s): Martyniuk, W.
ISBN: 978-0-521-17684-2
Summary: In this chapter, Khalifa, ffrench and Salamoura focus on the relationship between the Common European Framework of Reference for Languages (CEFR) and a well-established examination which pre-dates it, the First Certificate in English (FCE).
Descriptor(s): Assessment
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Pemberton, R., S. Toogood and A. Barfield. 2009. ‘Maintaining control: an introduction’ in Maintaining Control: Autonomy and Language Learning. Hong Kong: Hong Kong University Press, pp. 3-10.
Type of entry: Book chapter
Book editor(s): Pemberton, R., S. Toogood and A. Barfield.
ISBN: 978962209923
Descriptor(s): Learner autonomy/strategies
Entered by: University of Nottingham (School of Education)

Hyland, K. 2008. ‘Make your academic writing assertive and certain’ in Writing Myths. Ann Arbor, MI: University of Michigan Press, pp. 70-89.
Type of entry: Book chapter
Book editor(s): Reid, J.
ISBN: 9 780472 032570
Descriptor(s): English language, Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

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)

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)

Richards, K. 2008. ‘Making the break: Establishing a new school’ in Professional Encounters in TESOL: Discourses of Teachers in Teaching. Basingstoke: Palgrave Macmillan, pp. 173-196.
Type of entry: Book chapter
Book editor(s): Garton, S. and K. Richards.
ISBN: 978-0-230-55351
Summary: This chapter describes how a group of teachers established their own school and how a distinctive discourse of caring and professional engagement developed as part of this.
Descriptor(s): Management/Innovation
Country of research: United Kingdom
Entered by: University of Warwick (Centre for Applied Linguistics)

Wright, T. 2006. ‘Managing classroom life’ in Understanding the Language Classroom. Basingstoke: Palgrave, pp. 64-87.
Type of entry: Book chapter
Book editor(s): Gieve, S. and I. Miller.
ISBN: 9780230206953
Summary: Paper redefining the notion of classroom management (CM). 1. Forcesin CM: order; opportunity; care 2. Dimensions of CM: time; space; engagement; participation
Descriptor(s): Classroom interaction, Management/Innovation, Methodology, Teacher education
Entered by: University College Plymouth St Mark & St John (Department of International Education)

Gardner, S.F. 2008. ‘Mapping ideational meaning in a corpus of student writing’ in New Developments in the Study of Ideational Meaning: From Language to Multimodality. London: Equinox Publishing.
Type of entry: Book chapter
Book editor(s): Jones, C. and E. Ventola.
ISBN: 978-1-84553-347-2
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University of Birmingham (School of Education)

Arnold, W. and S. Rixon. 2008. ‘Materials for teaching English to young learners’ in English Language Learning Materials: A Critical Review. London: Continuum, pp. 38-58.
Type of entry: Book chapter
Book editor(s): Tomlinson, B.
ISBN: 978-0-8264-9350-7
Summary: A review of the state of the art in Young Learners materials design world wide, taking in nearly 100 different sets of course materials. Current trends such as the move towards cross curricular content are highlighted, as is the continuing need for systematic development of literacy in English.
Descriptor(s): Curriculum/syllabus, English language, Listening, Materials, Methodology, Reading, Speaking, Writing
Learners' background: various
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)

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)

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)

Hyland, K. 2006. ‘Medical discourse: Hedges’ in Encyclopedia of Language and Linguistics 2nd edition. Oxford: Elsevier, pp. 694-697.
Type of entry: Book chapter
Book editor(s): Brown, K.
ISBN: 0-08-044299-4
Descriptor(s): English language, ESP, Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Littlemore, J. 2010. ‘Metaphoric competence in the first and second language: similarities and differences’ in Cognitive Processing in Second Language Acquisition (Series Converging Evidence in Language and Communication Research). Amsterdam: John Benjamins, pp. 295-316.
Type of entry: Book chapter
Book editor(s): Putz, M. and L. Sicola.
ISBN: 9789027239020
Summary: This chapter explores the relationship between a learner's ability to understand and produce metaphor in their first and second language.
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition
Country of research: Belgium
Learners' background: Belgium
Institutional level: tertiary
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)

Mann, S. 2008. ‘Metaphors keep cropping up: Features of exploratory talk’ in Professional Encounters. London: Palgrave., pp. 151-172.
Type of entry: Book chapter
Book editor(s): Garton, S. and K. Richards.
Summary: Reports on research that shows teachers using metaphor as exploratory vehicles in articulating their developing ideas. The study points to the importance of metaphors as a heuristic.
Entered by: University of Warwick (Centre for Applied Linguistics)

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)