Baynham, M. and J. Simpson. 2010. ‘Onwards and upwards: space, placement and liminality in adult ESOL classes’. TESOL Quarterly 44/3: 420-440.
Type of entry: Journal article
Descriptor(s): Cultural issues, ESOL/EAL
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Leeds (School of Education)

Beresford-Knox, N. and D. Rose. 2010. ‘Implementing an internal audit process: a case study from Cambridge ESOL’. Cambridge ESOL: Research Notes 39: 8-10.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts39.pdf
Descriptor(s): Assessment, Management/Innovation, Methodology
Country of research: United Kingdom
Entered by: University of Cambridge ESOL Examinations

Al Osaimi, S. 2010. Beliefs about Arabic Language Learning Held by Students and their Teachers at ITANA (Institute for the Teaching of Arabic to Non-Arabs, Riyadh, Saudi Arabia).
Type of entry: Doctoral thesis
Supervisor(s): Wedell, M. and P. Robinson
Awarding institution: University of Leeds
Thesis type: PhD
Descriptor(s): Cultural issues, English language, Learner autonomy/strategies, Learner cognition, Methodology
Country of research: Saudi Arabia
Learners' background: various
Institutional level: adult
Entered by: University of Leeds (School of Education)

Carder, M. 2010. Challenging the English-only Orthodoxy: Linguistic Pluralism, Recognition and Diversity rather than Assimilation.
Type of entry: Doctoral thesis
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The thesis considers the monolingual ethos of international schools where English is the medium of instruction. With reference to the views of parents, teachers and management it explores attitudes and values about bilingualism and mother tongue maintenance with reference to one particular international school.
Thesis type: EdD
Descriptor(s): Curriculum/syllabus, Management/Innovation
Country of research: Austria
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Adolphs, S. and D. Knight. 2010. ‘Building a spoken corpus: what are the basics?’ in Routledge Handbook of Applied Linguistics. Oxford: Routledge.
Type of entry: Book chapter
Book editor(s): O’Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-49067-2
Descriptor(s): English language, Methodology
Entered by: University of Nottingham (School of English Studies)

Boettinger, F., J. Park and I. Timmis. 2010. ‘Self-directed noticing for defossilisation: three case studies’. International Journal of English Studies 10/1: 43-64.
Type of entry: Journal article
Summary: The article argues that teachers can raise their awareness of cognitive and affective learning strategies by working autonomously on aspects of their own L2 use. This in turn underlines the value of metacognitive awareness.
Descriptor(s): Learner autonomy/strategies, Learner cognition, Teacher cognition
Entered by: Leeds Metropolitan University

Alderson, J.C. 2010. ‘Language testing-informed SLA? SLA-informed language testing?’ in Communicative Proficiency and Linguistic Development: Intersections between SLA and Language Testing Research. Rome: EUROSLA Monographs, pp. 239-248.
Type of entry: Book chapter
Book editor(s): Bartning, I., M. Martin and I. Vedder.
URL: http://eurosla.org/monographs/EM01/239-248Alderson.pdf
ISBN: 978-1-4466-6993-8
Descriptor(s): Assessment
Entered by: Lancaster University (Linguistics and English Language)

Almond, M. 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.
Type of entry: Book chapter
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.
Descriptor(s): Classroom interaction, English language, Learner autonomy/strategies, Methodology, Teacher education
Entered by: Canterbury Christ Church University (Department of English and Language Studies)

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)

Andrews, R., J. Hoffman and D. Wyse. 2010. ‘Implications for research, policy and practice’ in The Routledge International Handbook of Language, Literacy and English Teaching. Abingdon: Routledge, pp. 531-537.
Type of entry: Book chapter
Book editor(s): Wyse, D. and R. Andrews.
ISBN: 978-0-415-46903-6
Descriptor(s): Cultural issues, English language, ESOL/EAL, Reading, Writing
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Capel, A. 2010. ‘Insights and issues arising from the English Profile Wordlists project’. Cambridge ESOL: Research Notes 41: 2-7.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts41.pdf
Summary: The author draws attention to the first phase of the English Profile Programme Wordlists project, which provides lexical information for CEFR levels A1 to B2. Annette shares insights and issues arising from this project.
Descriptor(s): Assessment, ESOL/EAL
Entered by: University of Cambridge ESOL Examinations

Barker, F. 2010. ‘How can corpora be used in language testing?’ in The Routledge Handbook of Corpus Linguistics. Abingdon, UK: Routledge, pp. 633-645.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Summary: This chapter considers how corpora can be used in the field of language testing. Referred to as Language Testing and Assessment (LTA), this field is concerned with measuring the language proficiency of individuals in a variety of contexts and for a range of purposes, assessing language knowledge, performance or application.
Descriptor(s): Assessment, Learning technologies
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Clegg, J., O. Afitska, C. Rubagumya, Y. Ankomah, P. Kiliku, L. Jama Forde and L. Osei-Amankwah. 2010. ‘Language of instruction and quality of learning in Tanzania and Ghana’. EdQual Policy Brief 2: n/a.
Type of entry: Journal article
URL: http://www.edqual.org/publications/policy-briefs/pb2.pdf
Descriptor(s): Curriculum/syllabus
Entered by: University of Sheffield (School of English)

Clegg, J. and O. Afitska. 2010. ‘Teaching and learning in two languages in African classrooms’. EdQual Working Paper 25: n/a.
Type of entry: Journal article
URL: http://www.edqual.org/publications/workingpaper/edqualwp25.pdf
Descriptor(s): Classroom interaction
Entered by: University of Sheffield (School of English)

Cogo, A. 2010. ‘Strategic use and perceptions of English as a Lingua Franca’. Poznań Studies in Contemporary Linguistics 46/3: 295-312.
Type of entry: Journal article
URL: http://versita.metapress.com/content/t4274578759531p2/fulltext.pdf
Summary: This paper builds on recent research in English as a Lingua Franca and focuses on two areas of investigation, namely pragmatic strategies and perceptions of ELF, while placing them within the larger theoretical framework of ELF studies.
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)

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)

Cogo, A. and J. Jenkins. 2010. ‘English as a Lingua Franca in Europe. A mismatch between policy and practice’. European Journal of Language Policy 2/2: 271-294.
Type of entry: Journal article
Summary: In this article, we argue that the European Union, in which English has over the past couple of decades become the de facto lingua franca, should acknowledge the usefulness of English in this role, and that instead of ignoring what is happening in practice, should build English into EU language policy. This, we believe, will mean coming to terms with the kinds of language forms and skills involved in the use of European ELF (English as a Lingua Franca), and a corresponding move away from outdated assumptions that European speakers of English (if they ‘must’ use English at all) should defer to native English norms (the kind that are taught in traditional English as a Foreign Language, or EFL, classes).
Descriptor(s): English language
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Southampton (Modern Languages, School of Humanities)

Blackledge, A. and A. Creese. 2010. ‘Opening up flexible spaces: ideology and practice in complementary schools’ in Sites of Multilingualism. Stoke-on-Trent: Trentham Books, pp. 3-18.
Type of entry: Book chapter
Book editor(s): Lytra, V. and P. Martin.
ISBN: 9781858564548
Entered by: University of Birmingham (School of Education)

Blackledge, A.J. 2010. ‘The practice and politics of multilingualism’ in Perspectives in Political Discourse. Amsterdam: John Benjamins.
Type of entry: Book chapter
Book editor(s): Okulska, U. and P. Cap.
ISBN: 978 90 272 0627 5
Entered by: University of Birmingham (School of Education)

Blackledge, A.J. 2010. ‘Doing more harm than good: racialisation of a debate about language in a BBC News item’ in Language Ideologies and Media Discourse: Texts, Practices, Policies. London: Continuum.
Type of entry: Book chapter
Book editor(s): Johnson, S. and T.M. Milani.
ISBN: 9781441155863
Entered by: University of Birmingham (School of Education)

Creese, A. and A. Blackledge. 2010. ‘Translanguaging in the bilingual classroom: a pedagogy for learning and teaching?’. The Modern Language Journal 94/1: 103-115.
Type of entry: Journal article
Entered by: University of Birmingham (School of Education)

Block, D. 2010. ‘Researching language and identity’ in Continuum Companion to Research Methods in Applied Linguistics. UK: Continuum, pp. 337-349.
Type of entry: Book chapter
Book editor(s): Paltridge, B. and A. Phakiti.
ISBN: 978-0-8264-9924-0/9925-7
Summary: This paper is a critical discussion of research on second language identities, It examines typical stages in carrying out research, research strategies and techniques, doing narrative identity research and associated problems with this approach and finally, a sample study.
Descriptor(s): ESOL/EAL
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Csizer, K., J. Kormos and A. Sarkadi. 2010. ‘The dynamics of language learning attitudes and motivation: lessons from an interview study of dyslexic language learners’. Modern Language Journal 94/3: 470-487.
Type of entry: Journal article
Summary: The aim of our study was to provide an insider’s account of the dynamics of language learning motivation of Hungarian students with dyslexia. For this purpose we conducted qualitative interviews with 15 students, who studied foreign languages in a variety of educational settings.
Descriptor(s): Learner cognition
Country of research: Hungary
Learners' background: Hungary
Institutional level: secondary
Entered by: Lancaster University (Linguistics and English Language)

Csizer, K. and J. Kormos. 2010. ‘A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students’. International Journal of Applied Linguistics 20/2: 232-250.
Type of entry: Journal article
Summary: In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. Dyslexic language learners were found to have significantly less favorable motivational characteristics than their non-dyslexic peers, which was apparent in language learning self-concepts, attitudes, and motivated behavior.
Descriptor(s): Learner cognition
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. ‘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)