Journal articles on the topic 'California Teacher of English Learners Examination'

Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis outlines the current problem, which includes the complexity of the CCSS, the achievement gap between ELLs and their peers, and ill-equipped teachers. In addition, present-day efforts to alleviate such difficulties like the revised World Language: English Language Development credential and multicultural training are outlined. Based on our review, we recommend targeted policy changes, which include preservice teachers’ participation in extensive fieldwork with ELLs, in-service teachers’ comprehensive professional development connected to practice, as well as a systematic evaluation process to measure ELL teacher effectiveness.

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

This article seeks to find out Chinese EFL learners’ difficulties in speaking. It is of significance because an understanding of their common problems serves as a window into learners' instructional needs and provides opportunities for teachers to plan tailored instruction subsequently. Three students enrolled in English listening and speaking course in a university in southern China participated in out-of-class extra practices for in-depth study. They were given seven monologic speaking tasks adapted from TOEFL. After the completion of each task, students were prompted to provide detailed reflections on the problems that they experienced when planning and producing speech and what kind of teacher interventions they considered necessary and helpful. The analysis of their written self-reflections provided evidence that learners mainly encountered three types of difficulties in speaking: 1) ideas (what to say); 2) language (how to say); and 3) delivery (how to say it well). The results also shed light on what kind of instructional support in terms of speaking development would be necessary. Accounts from students revealed that the following types of teacher assistance, a) prompting questions to help them gather ideas; b) key words that help them express their ideas; and c) cohesive devices that help them develop their ideas fully and effectively. The teachers’ assistance can help the students perform better in the tasks at hand and move them forward in their zone of proximal development. This article has generated useful insights into college English learners’ speaking abilities and learning needs. Its major contribution lies in how it informs a coherent and effective pedagogy in English speaking.

Over the last three decades, the standards of English in Cameroon as well as the performance of students in theEnglish language at the General Certificate of Education (GCE) examination have been on a steady decline. Whilemany Cameroonians keep making their way into the English language teaching industry as a result of the rapidexpansion of English as a global lingua franca, the quality of language input administered to learners seems to leavemuch to desire. Thus, although a number of studies have attributed the continuous downward spiralling of standardsto a variety of reasons, this study set out to investigate the extent to which teachers of English as a second language(ESL) in Cameroon master the language they teach, as a demonstration that the teacher is one of the major problemsto be addressed. Our main objectives were to test teachers’ language skills. Employing the Homogeneous PurposiveSampling Technique, a total of 40 ESL teachers in Tiko and Buea Sub-divisions of the South West Region ofCameroon were investigated using questionnaires and interviews. Of the 40, 36 showed difficulties with spelling, 33with punctuation, 30 with pronunciation, 28 with capitalization, 27 with sentence construction, and five withagreement.

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.

This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

AbstractThis article reports on findings regarding the learning strategies used by a group of Chinese English as a foreign language (EFL) learners in a mobile-technology-assisted environment. The research design is a context-specific case study using Dörnyei’s (2005) categories of learning strategies as the conceptual and analytical framework to guide data collection and analysis. Both quantitative and qualitative data were collected through a questionnaire from a sample of 75 Chinese EFL learners and a small-scale follow-up interview of five participants who completed the questionnaire. Data showed that a mobile-technology-assisted environment effected changes in Chinese EFL learners’ ways of adopting a particular set of learning strategies, which differed in type and frequency from those typical of a teacher-led and examination-oriented language classroom. Metacognitive and commitment control strategies were most frequently used by the respondents in this study. The frequency of student use of metacognitive strategies moved ahead of commitment and environmental control strategies. Satiation and emotion control strategies, rarely used by Chinese students in a teacher-fronted language classroom, were also observable. These findings have implications for the understanding and designing of mobile-technology-assisted learning for EFL learners to develop appropriate strategies for autonomous learning.

Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers’ skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.

This research compared the relative impact of different preschool activities on the development of bilingual students’ English-language skills. The study investigated whether bilingual preschool children would engage more, and use more of their second language (English), during free-play (non-academic) versus teacher-structured (academic) activities. The researcher utilized both quantitative and qualitative research approaches; data sources included 285 preschool observations made in three classrooms in Northern California. Data analysis consisted of descriptive statistics (e.g. frequencies/percentages, mean values, and standard deviations). In addition, children’s observed scores were also analyzed by normative scales using standardized z-scores. The findings of this study indicated that bilingual children engaged and interacted significantly more during free-play (non-academic) preschool classroom activities than during teacher-structured (academic) activities. Specific free-play activities enabling optimal engagement and second language acquisition were pretend play, free play, and monkey bars. The study’s major implication is that free-play (non-academic) activities may be much more helpful in developing bilingual preschoolers’ English-language skills than teacher-structured (academic) activities. Free-play activities are an affordance for making language available, which helps with building academic skills and cultural capital. This study proves that free-play activities are an affordance for language learning because bilingual children have shown dramatically greater engagement in non-academic activities (vs academic activities). The importance of free-play activities may extend beyond preschool classrooms (e.g. greater English-language development in early preschool may subsequently positively impact student performance in kindergarten). Thus, unstructured, social-based activities should be implemented for bilingual students in K-12 classrooms. Free-play (i.e. non-academic) activities should be implemented in preschool.

Abstract The purpose of this research was to explore the relationship between English proficiency, writing ability, and the use of conjunctions in Iranian EFL learners' compositions. To this end, four research questions were formulated : (1) Is there any relationship between English proficiency of Iranian EFL learners and the extent to which they use particular groups of conjunctions (additive, adversative, causal, temporal)? (2) Is there any relationship between English proficiency of Iranian EFL learners and their writing ability? (3) Is there any relationship between writing ability of Iranian EFL learners and the use of conjunctions? (4) What is the relative importance of the four groups of conjunctions and English proficiency in predicting the writing ability? The study involved 120 male and female English learners of Kish Language Institute studying at different levels: Elementary, Intermediate, and Advanced. Two data gathering devices were employed: a NELSON test compatible with English knowledge of the subjects (version 300-A), and two compositions. The topics assigned for the compositions were “Describe your city, Tehran” and “Describe your English teacher". The students wrote the first composition in a session along with taking NELSON and the second one after a two-week interval. In each examination, the subjects wrote a text including about 150 to 200 words. The analyses included Correlation, ANOVA, Chi-square, and Multiple Regression to display the relationship between the above-mentioned variables. The results indicated taht the High group of proficiency has a significant superiority over the Mid and the Mid group over the Low one on the writing scores. The use of Chi-square analysis displayed which level of proficiency or which level of writing use which type(s) of conjuction more. Multiple regression, then, identified which variable(s) are more important or contribute more to writing scores.

This study investigated quality of teachers, teaching technique, students’ quality, their back ground, campus discipline, tuition fees, examination system, curriculum, teacher behaviors, lesson delivery and sequence of content and learning expectations used by teachers of English medium schools and colleges in Dhaka, Bangladesh. This research focused on overall quality of service and satisfaction level of students, guardians and teaches regarding English Medium Education (EME) in Bangladesh. This research brings broader understanding of strategies for teaching English reading and writing to students whose first language is not English. Results reflect analysis of face-to-face interviews with four hundred guardians, students, teachers and administrators of English Medium schools and colleges. The theoretical framework for this study draws from Collier's Conceptual Model, Acquiring a Second Language, explaining the complex interacting factors students experience when acquiring a second language. Emerging from the data are nine effective teaching strategies that teachers of English learners can add to their repertoire.

This study examined classroom routine and interactional patterns of Grade 5 English Language reading comprehension lessons through delineating the speech act functions of instructional discourse that was based on Malcolm’s sociolinguistic model (Malcolm, 1979a; Malcolm, 1979b; Malcolm, 1982; Malcolm, 1986). It also evaluated the classroom interaction patterns with reference to four proposed levels of vocabulary learning opportunities that could be afforded through the discourse. Using a qualitative single case study methodology, four video-recorded and transcribed lessons, together with a semi-structured interview with the teacher, classroom observations, and lesson plans formed the data for the present study. The classroom routine showed teacher’s informing, teacher’s elicitation, children’s bidding, teacher’s nomination, children’s replying, teacher’s acknowledgement, teacher’s informing and teacher’s directing and a predominant Initiation-Response-Follow-up pattern. The teacher’s discourse had focussed the learners’ attention on target vocabulary and was effective in eliciting the meanings of those words from the learners. However, most of the successful elicitations took few and short turns. A closer examination further revealed that the most prevalent teacher’s elicitation acts were checking elicitation and multiple elicitation; and that the most prevalent teacher’s acknowledgement acts were unqualified accepting or relaying, and evaluating. The types of teacher’s elicitations and acknowledgements resulted in an interaction that was devoid of dynamic negotiation of the meanings between the learners, teacher, and text.

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

This study aims to look at an assessment of the results of higher secondary level and its equivalence examinations of 2018 to unveil a 21st-century education system of Bangladesh. It aims to focus on the comparative discussion of the pass rate of different education boards. It would like to find out noticeable reasons for unsatisfactory results of HSC level learners under the ten education boards. The creative system, ICT, English, Science and Mathematics, financial constraints, lack of private tutor and teacher, strict evaluation of scripts, question paper leak, nepotism, and copying in the examination hall are responsible for unsatisfactory results. On the other hand, this paper would like to foster some important aspects for satisfactory results, including to ban question paper leak, to ban copying in the examination hall, and to ban coaching center, to train teachers, to recruit subject-wise expert teachers, to take the frequent test, to create corruption-free education, to motivate learners for creative writing, to establish English language club, to modify syllabus design and lesson plan, to provide funding opportunities and computer training program. For data collection and questionnaire survey, the researcher goes to three colleges in the Gazipur district of Bangladesh. Thirty participants, including students, teachers, and guardians are requested to take part in the test so that the real picture of the results of higher secondary level and its equivalence examinations can be exposed. Thus, it would like to show a novel dimension of Bangladesh education system.

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

Conducting a research is a compulsory skill to be accomplished by any teacher students of English language teaching (ELT) department in teacher’s college. As a minimum requirement, each teacher-student must have experience to conduct a sophisticated Classroom Action Research (CAR). Within this skill, a teacher-student is expected to grasp various challenges that may occur in learning, therefore to take necessary actions in order to improve the quality of learning. Hence, this paper is composed due to an assumption occurred in a preliminary study that students in English language teaching department have demonstrated numbers of methodologically failures in conducting CARs. This assumption stimulates a question to answer further, “What sorts of methodologically failures are demonstrated by teacher’s college students in conducting CARs?” Researchers as the main instrument in this study develop theoretical criteria form based on prominent works of Susanto (2010), Hult and Lennung (1980), McKernan (1991), Kemmis and McTaggart (1992), Winter’s (1996), andMcNiff (2002) to frame the analysis. Data is taken from selected works stored in a library of a teacher’s college in Nusa Tenggara Barat, by employing two criteria to students’ works (mini-thesis), i.e. year of publication is 2015 and marked with ‘A’ from internal examination board of the college. These criteria constrain only two scripts to be further analyzed. By applying content analysis, this study reveals various kinds of methodological failure in students’ works about CAR, i.e. (1) violation to collaborative principle of CAR, (2) violation to the four characteristics of CAR (situational, participatory, evaluative, and cooperative), (3) the use of learners’ achievement as benchmark of success, (4) developed in quantitative study, (5) failure in positioning the researcher as a teacher or collaborator, and (6) failure in the construction of lesson plans.

A plethora of researchers have attempted to examine the characteristics of a good and effective teacher in order to enhance the process of teaching foreign languages. In line with those explorations, this study aims at performing a comparison between Slovak pre-service EFL (English as a foreign language) teachers’ and Slovak in-service EFL teachers’ perceptions of a good and effective language teacher. To achieve this objective, a convenient sample of Slovak university EFL students who were pre-service teachers (n = 74) and Slovak lower-secondary and upper-secondary school teachers (n = 63) were employed in the study. Using a 57-item Likert-type questionnaire, independent-samples t-tests were conducted to investigate the potential differences between the perceptions of the pre-service teachers and in-service teachers. Moreover, the 10 highest-mean and 10 lowest-mean items of both groups were analyzed. The research results revealed that statistically significant differences (p ≤ 0.05) were detected in only 12 of the 57 items. Furthermore, a closer examination of the differences and the items with the highest and lowest means indicated that the pre-service teacher participants favored traditional teaching more than their in-service teacher counterparts, who preferred CLT (Communicative Language Teaching) to a greater extent. The potential implications of these findings indicate that the fundamental principles of CLT such as employing plenty of pair-work and group-work activities, facilitating learners’ autonomy and responsibility for their own learning, or varying classroom interaction strategies deserve more careful attention during pre-service teacher training.

Purpose An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature. Design/methodology/approach This is a qualitative case study that aims to explore learner autonomy in vocabulary development. Findings The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom. Research limitations/implications This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study. Practical implications A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development. Originality/value When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.

English language plays crucial role as an official language of Pakistan and it is applied normally as a medium of instructions crossway over instructional institutions and business organizations. Since anxiety hinders the studying and learning techniques, in this way it's been widely inquired approximately the world and indicates to be underneath seemed into Pakistani context. As a result the important aim of this research is to investigating factors causing language anxiety in learning to speak English in classroom among undergraduate students of Shah Abdul Latif University Khairpur, Sindh, Pakistan. This Study followed a case study with mixed method approach using both quantitative and qualitative tactics. The population of this research study was 214 learners of English from Faculty of social sciences, Departments of Economics, International Relations and Media Studies. In this research study sampling size of 150 students was taken randomly who participated. Questionnaire used “to know students’ level of anxiety was adopted from FLCAS scale, developed by Horwitz et al (1986)”. Qualitative data was also obtained by conducting semi-structured interviews from 15 students randomly from three departments, 5 from each, and classroom observation was also carried out for three weeks. The results showed that anxiety of English classes is high rated Mean=31.98, Secondly fear of negative evaluation Mean=30.62, thirdly communicative apprehension Mean= 25.01 and fourthly test anxiety Mean= 13.89. It indicated that students have problem of anxiety. The statistics was analyzed in element eventually each quantitative and qualitative findings have been mixed to attain the end result of the study. The Findings of study mostly shown anxiety factors in classroom and are prominent such as fear of teacher, other student’s fear of being mocked, fear of making mistakes, lack of confidence, peer pressure, anxious personality, unsure about their abilities, fear of negative evaluation, worry of failing in examination tests, low proficiency, lack of vocabulary. Therefore results are significant that students have problem of anxiety while learning to speak English in classroom.

Background and Purpose: Given the dynamic, global and multimodal character of English in the 21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of technology-mediated communication on writing pedagogy. This paper presents the findings of an extensive multiple-case study research project which sought to establish how multiliteracies pedagogy was being utilized in Singaporean secondary teachers’ classrooms and the significant internal and external factors that contributed to classroom practice. Methodology: The research explored six EL teachers’ practices within one unit of work, focusing on writing skills. Data were gathered through video recorded lesson observations, pre- and post-lesson interviews to explore rationales and justifications for planning and implementation, and focus group discussions to establish common practices, values and beliefs towards writing pedagogy. Findings: The study found that although teachers were aware of and trained in multiliteracy practices, they dominantly addressed writing as a monomodal form of communication, limited student autonomy and critical development, and neglected culture in their instruction. Contributions: We argue that writing instruction must be socially situated and multimodal and teacher education must prepare practitioners to empower learners to become critical and effective writers. We also assert that examination-oriented practices make writing in the classroom inauthentic and largely incomprehensible, despite belief that the opposite is true. Keywords: Language teacher education, literacy, multiliteracies, multimodality, writing. Cite as: Mizusawa, K., & Kiss, T. (2020). Connecting multiliteracies and writing pedagogy for 21st century English Language classrooms: Key considerations for teacher education in Singapore and beyond. Journal of Nusantara Studies, 5(2), 192-214. http://dx.doi.org/10.24200/jonus.vol5iss2pp192-214

Background. Many long-term adolescent and adult learners experience persistent academic underachievement in English in spite of many years of schooling. Students pertaining A2 level can be classified as Limited English- Proficient Learners who have not acquired English proficiency as required by the university, state and European guidelines. Research aim was to analyse the perceptions of underachieving students of reasons of their failure to gain English language proficiency of the required level aiming at increasing the knowledge on the problem and providing possible solutions for improvement. Methods. Participants’ perceptions of their underachievement reasons were elicited through individual unstructured in-depth interviews. Data analysis occurred concurrently with data collection using grounded theory as a method for analysing the data. Member checks with several research participants, reflexive journaling and peer debriefing were also utilized to ensure trustworthiness of the study . Results. The examination of interview transcripts revealed two big themes concerning the students’ underachievement in the English language: internal and external causes for being limited English-proficient learner. External causes were conditions for learning English at school and at the university: poor learning in primary grades, underestimated value of knowing and learning English at school, inadequate conditions for informal learning, and poor organization of English lessons. University factors mentioned were too few contact hours for English classes, inconvenient time-table, and lack of time due to other activities. Internal factors were fear to look unacceptable (resulting in the inactivity in the classes), lack of self-confidence, too much self-criticism, laziness, procrastination, finding faults with others, inadequate perception of the course, poor attitudes towards the course, lack of internal motivation, rating the module of English as a second-rate course, not knowing how to learn the language, and, what is most important, absence of self-study skills. Conclusions. Internal factors conditioning underachievement in the English language proved to be much more important than the external ones. Poor self-esteem, lack of motivation and poor attitudes towards the course suggest the need of the individualization of teaching/learning and psychological counselling. Lack of self-study skills can predict poor academic achievements in other university courses, which could result in drop-outs. This suggests the need of coaching students in learning skills. The collected data show that the teacher also plays a crucial role in language learning, however, the wider societal, cultural and psychological context should be articulated in further possible research as well. Study programmes at tertiary level should be designed to encourage both internal and external motivation of students to study foreign languages as an indispensable factor for developing a full-rate personality.

Purpose: There are still gaps in knowledge with regard to reliable research-based information on what works and what does not work in pronunciation teaching. This gap can be filled by increased academic research on this topic, especially from other teachers’ experiences and practices. This paper investigates some factors hindering the English as a Foreign Language learner (EFL) learners’ acquisition of English pronunciation and reviews issues with English pronunciation instruction from a teacher’s perceived challenges. Methodology: The setting that defines the EFL learner is presented in a case study of an institution of Higher learning, Prepavogt in Yaounde. The participants are 51 students who are in the first year of their studies in a Management and Finance department. Data was collected through observation and analyses of audio tape recordings of students’ oral productions as part of a pre-test and post-test TOEFL examination preparation during the 2020/2021 academic year. Textual data representation is favored as the objective was to supplement qualitative statements with some data. Findings: The findings reveal the factors that affect the students ease of learning pronunciation. These emanated from factors such as the novelty in exposure to the practice of phonetics, the influence of mother tongue, and lack of interest. Segmental features; such as vowels, consonants and suprasegmental features like intonation and stress were all identified as posing serious problems that affected intelligibility. From the pre-test to the post-test, observed individual student improvement are indicators that the teaching strategies, coupled with the supporting audio-visual material, were successful in arousing students’ interest, and developing improved pronunciation. Unique contribution to theory, practice and policy: With the popular decry of how pronunciation skills training are done in secondary schools, which have been proven to be unhelpful, this study demonstrates that appropriate target and focused teaching with supporting equipment, and teacher motivation is needed to train for effective and intelligible standard pronunciation in English among the Cameroonian EFL learners.

This paper examines the impact of using a process drama project in a Japanese university EFL class focusing on the social issue of emigration from a historical perspective while simultaneously developing English communicative skills. Speaking in English is a skill that many Japanese people find challenging. There are a number of cultural reasons for this, for example the enormous linguistic gap between Japanese and English communicative patterns in terms of explicitness/implicitness, hierarchy, gender, and the role of silence. Therefore, the overt aim was to help students develop English language skills while learning about Japanese historical emigration through the medium of English with Japanese scaffolding. This is in keeping with the needs of the average Japanese university EFL student, who has had six years of accuracy-based study for the short-term target of the university entrance examination and who sees English in terms of mathematical code, rather than as a communicative tool. The narrative arc of the paper follows the Noh theatre JO-HA-KYU, Enticement- Elaboration-Consolidation trajectory to take the reader through the emigration process drama project held in the spring semester of 2009 at the School of Human Welfare Studies (HWS), Kwansei Gakuin University (KGU), Japan. The research approach was a mixed-method one and data was collected through digital recording of role-plays, student self-critical reflection by writing-in-role and writing out-of-role in an online class group, qualitative and quantitative questionnaires and teacher observation. Results indicated that process drama projects can have a positive influence on Japanese university EFL learners from the perspective of both linguistic and intercultural communicative competence.

This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five video-recorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970). From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn.

Dear Readers,It is the great honor for us to publish sixth volume, fourth issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Impact of authentic context in teaching English, perceptions of children about the concept of pets, examination of humans and animals in terms of attachment theory, examining school variables and PISA math achievement results, co-authorship networks and institutional collaboration and mental lexicon and the selection of lexical nodes topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief

Natural History museums are well known and even famous for the multiple educational opportunities they offer to the public, which includes international visitors, and students and schools. This paper introduces a new role for museums, as sites for the education and certification of new science teachers. In 2017, the American Museum of Natural History (AMNH) completed evaluation of its initial six years as the first museum-based Master of Arts in Teaching (MAT) Earth science program in the USA. The program was conceptualized in response to multiple levels of local and national education policies, and the still cur-rent need to improve Earth science education for all students, especially those designated ‘at-risk.’ Race to the Top (RTTT) in New York State and the National Commission on Teaching for America’s Future had been call-ing for the reconceptualization of teacher education for several years. MAT began as a pilot program authorized by NYS, the result of a competition for inno-vation in the design of programs outside the traditional university structures that corre-sponded to areas of need (at the inter-section of the sciences and quality education for New English Learners and students with learning disabilities). In developing the museum-specific part of the program, theoretical perspectives from research on Strands of Learning Science in Informal In-stitutions, Spatial thinking, and Place-based Learning. Also the selection of candidates required background in one of the Earth Science fields. In addition, scientists and curators became part of the faculty and directed the field and laboratory residencies at the end of the school year and before beginning to teach in schools. After three years, the pilot was fully authorized to grant its own degrees. The institution operates on multiple levels: it is a teaching residency program that awards degrees, maintains strong partnerships with schools, is a member of the network of Independent Colleges and Universities in New York State, and provides on-site graduate courses for other col-leges and universities on the educational role of, and research on, informal learning in science institutions. The museum is at the heart of the program’s design. Courses include research on learning in museums, pedagogical content knowledge re-garding science, and experiential residencies geared toward preparing candidates to teach in both museums and public schools, as well as conduct independent and team science research. Courses are co-taught by scientists and educators, and are designed to use museum exhibitions and resources, including current and past scientific research, technology, and online teaching tools in order to facilitate instruction, demonstrate the nature of science, and com-plement science with cultural histories that highlight the role of science in society. Evaluation evidence indicates the program has been successful in pre-paring teachers to teach in high-needs urban schools in New York State. An external-impact quanti-tative study by NYU, focused on student performance on the standardized New York State Earth Science Regents Examination, indicated that (1) students of MAT graduates are doing as well as students taught by other Earth science teachers with similar years of experience in New York City; and (2) demographically, MAT teachers instruct a higher percentage of students with lower economic and academic profiles. This paper focuses on how the program design utilizes all aspects of a natural history museum to offer the science museum community, teacher educators, and policy-makers new approaches for the preparation of teachers and the education of their students.

<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; debbieho@fass.ubd.edu.bn), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; honna@sipeb.aoyama.ac.jp) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; lazaratn@umn.edu) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.06–11Li, Defeng (Chinese U Hong Kong, China; defeng@cuhk.edu.hk), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.06–12McCaughey, Kevin (California, USA; kevin@kevinmccaughey.com), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; smrh@ferdowsi.um.ac.ir), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; dean@ffl.msu.ru), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

Secondary school teachers in the United States are facing urgent challenges in their increasingly heterogeneous classrooms where the presence of English language learners (ELLs) is becoming the norm. This study reports preliminary findings of a qualitative, interpretive case study of secondary school teacher candidates learning to teach English language learners through service-learning in Northern California. In a semester-long tutoring project, candidates focused on individual ELLs in their inquiry into language learning, in which they (re)constructed their sociolinguistic knowledge of English and their tutees’ home languages in context. Moreover, the mutually beneficial relationships among members of the language community encouraged candidates’ critical reflections on language learning. The study offers instructional experiences for teachers and teacher educators to develop sociolinguistic and pedagogical tools while supporting, and being supported by, the ELL communities. Keywords: teacher education, service-learning, sociocultural perspective, English language learners, secondary schools, teacher knowledge

07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.07–202Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.07–231Lieberman, Moti (American U, USA; aoshima@american.edu), Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.

This study examines how English as a Foreign Language (EFL) teachers’ motivational practice affects learners based on a motivational design for learning and performance, the Attention, Relevance, Confidence, Satisfaction (ARCS) model of motivation. There was also an examination of how learners’ perceptions of teachers’ motivational practices were contributing to learners’ L2 proficiency. A total of 242 high school EFL learners completed questionnaires on their teachers’ motivational practice, and 12 of the learners’ teachers completed complementary questionnaires to indicate their use of motivational tactics or strategies. One-to-one interviews with eight learners were additionally conducted. Results indicated that the learners were underutilizing the motivational strategies (MS) that their teachers claimed to use. On the other hand, teachers’ attention-getting strategies and confidence-building strategies were significant predictors of learners’ language proficiency. Interview data revealed that the learners’ underutilization of teachers’ motivational practices was due to problems in lack of MS variability, motive mismatching, and natural consequences. Although teacher’s use of MS is generally believed to enhance learners’ motivation, the findings provide empirical evidence on how MS need to be implemented to accommodate learners’ vocational aspirations, and support classroom climates that can promote communicative language teaching practices.

AbstractThe English Profile Wordlists provide a web resource showing the most common words and phrases in use by learners of English. Designed for use by language professionals from teacher trainers to examination writers, and with input from contributors and reviewers from around the world, the Wordlists document learner vocabulary through corpus-informed research. Vocabulary is graded according to the four Basic and Independent User levels of the Common European Framework of Reference (levels A1–B2) and is selected following a ‘can-do’ rationale – focussing on what learners do know rather than on what they should know. Preview versions of the British and American English Wordlists are available through public preview, offering detailed search functionality. There are further development opportunities to extend the Wordlists for young learners and for Business English, as well as to cover vocabulary at the C levels.

This paper focuses on Grade 7 learners in two township schools where the relationships between performance on language and reading tests in the home language and English were investigated in relation to examination performance in mathematics. In both schools reading ability rather than language proficiency in English emerged as a strong predictor of mathematics achievement. The schools serve as a case study for exploring some of the socio‐economic, teacher and classroom factors underlying differential school performance in mathematics. Because the new curriculum presupposes a highly literate environment, it is suggested that mathematics learning will be negatively affected if learners lack adequate reading skills. The findings suggest that quality schooling is a strong determinant of both reading and mathematical achievement. The new mathematics curriculum has the potential to make a difference only if schools improve learners’ literacy development.

This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

AbstractThis paper presents the findings of a study which aimed at exploring the washback of the Secondary School Certificate (SSC) English examinations on English teaching and learning practice at secondary schools in Bangladesh. For this purpose, a qualitative research (employing interviews with English teachers, FGDs with students and classroom observations protocol) was conducted in 12 secondary schools. The results from data analysis indicate that the SSC English tests had strong negative washback on English teaching-learning practice at secondary schools resulting from a lack of a congruence between the objectives of the curriculum and the format of the tests, teachers’ lack of adequate understanding about the curriculum and present assessment system, respondents’ negative attitudes towards the test, and pressure from the schools and the parents to ensure good grades in the final examination. Consequently, teachers and learners adopted such teaching and learning approaches which are highly examination-oriented. The study puts forward some suggestions on how positive washback could be generated. The findings of the study have implications for the decision makers, designers of curricula, assessment and testing, teachers, and teacher trainers involved in the Bangladeshi educational system and elsewhere.

State finance reforms have raised per-pupil spending and elevated the achievement of disadvantaged students over the past half-century. But we know little about how fresh funding may alter teacher staffing or the social and curricular organization of schools, mediating gains in learning. We find that US$1.1 billion in new yearly funding—arriving to Los Angeles high schools after California enacted a progressive weighted-pupil formula in 2013—led schools to rely more on novice and probationary teachers. Schools that enjoyed greater funding modestly reduced average class size and the count of teaching periods assigned to staff in five subsequent years. Yet, high-poverty schools receiving higher budget augmentations more often assigned novice teachers to English learners (ELs) and hosted declining shares of courses that qualified graduates for college admission. Mean achievement climbed overall, but EL and poor students fell further behind in schools receiving greater funding.

AbstractREFERENCESBenyamin, H. (2012). Advanced Learning English 2 for Grade XI Senior High School. Bandung: Grafindo Media Pratama.Biadoll123. (2014). “Effective Presentation Skill” Journal Education-Business: 1-30. http://www.slideshare.net/biadoll123/effective-presentation-skills-29762969 (Accessed on January, 7th, 2014)Brown, D. H. (2003). Language Assessment Principles and Classroom Practices. California: Longman.---------------. (2004). Language Assessment Principles and Classroom Practices. California: Longman.Chomsky, N. (2006). Language and Mind. Third Edition. New York: Cambridge University PressColman, M, A. (1996). “Teaching presentation skills to undergraduates: students’ evaluations of a workshop course.” Journal Education: 75-82. https://www2.le.ac.uk/departments/npb/people/amc/articles-pdfs/teacpres.pdf (Accessed on January, 2nd, 2016)Dewi, P,R. (on Friday, October, 2014) Presentasi. Accessed from http://dhytadwias.blogspot.co.id/2014/09/presentasi.htmlFakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Tangerang. (2015). Pedoman Penulisan Skripsi. Tangerang: UMT Pres.Fakultas Ekonomi Universitas Negeri Yogyakarta. (2014). Tantangan dan Keuntungan AFTA 2015 untuk Indonesia. Yogyakarta: WordPress.com.Gibson, M. (2013). Types of Presentations. Arkansas: Henderson State University. https://www.accuconference.com/blog/types-of-presentations/ (Accessed on October, 25th, 2013)Griffiths, C. (2008). Lesson from Good Language Learners. New York: Cambridge University Press.Haber, G. (2008).”( Benefits of Student Verbal Presentations to the Class.” Journal English Teacher Network: 1. http://www.etni.org.il/etnirag/issue9/gilda_haber.htm (Accessed on December, 12th, 2015)Harmer, J. (2007). The Practice of English Language Teaching. Third Edition. English: Cambridge.Hughes, R. (2002). “The Effect of Intensive Communication Activities to Improve Novice Learners’ Oral Interaction Skill.” Journal of English: 135. http://www.paaljapan.org/resources/proceedings/PAAL10/pdfs/negishi.pdf (accessed on December, 1st, 2015)It’s Time to Go to School! Short Example of Spoof Text. (on June 2013) Accessed from http://freeenglishcourse.info/its-time-to-go-to-school-short-example-of-spoof-text/Louma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.Mandel, S. (2000). Effective Presentation Skill. Boston: United States of America.Mutiara, M, N, S. (on January, 24th, 2016). Personal Interview.Nita, W, A. (2015). Effect of Presentation on the Eleventh Grade Student’s Speaking Skill at SMA 14 Kabupaten Tangerang. Program Sarjana Fakultas Keguruan dan Ilmu Pendidikan Bahasa Inggris. Tangerang: Universitas Muhammadiyah Tangerang.Pollard, L. (2008). Lucy Pollard’s Guide to Teaching English. London: University of London.Prabowo, D, A. (on January, 3th, 2013). Example of Spoof Text, Definition, Generic Structure, and Purpose. Accessed from http://di-copy.blogspot.co.id/p/about-us.htmlRiadi, E. (2014). Metode Statistika Parametrik & Nonparametrik. Tangerang: Pusaka Mandiri.Sriwismajayanti. (on July, 28th, 2010) Definition of Spoof Text. Accessed from https://sriwismajayanti.wordpress.comSugiono. (2013). Metode Penelitian Kuantitatif dan Kualitatif dan R&D. Bandung: Alfabeta.------------------ (2003). Metode Penelitian Kuantitatif dan Kualitatif dilengkapi dengan R&D. Bandung: Alfabeta.Tornbury, S. (2005). How to Teach Speaking. Vermont: LongmanWallwork, A. (2010). English for Presentations at International Conferences. New York: Spinger.Yunita, N. (2014). Improving the Eleventh Grade of Administration Student’s Speaking Skill through Role Play Strategy at SMK Harapan Jaya Cengkareng. Program Sarjana Fakultas Keguruan dan Ilmu Pendidikan Bahasa Inggris. Tangerang: Universitas Muhammadiyah Tangerang

04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25, 2 (2004), 243–72.04–120Benson, Barbara E. (Piedmont College, Georgia, USA). Framing culture within classroom practice: culturally relevant teaching. Action in Teacher Education (Alexandria, Virginia, USA), 25, 2 (2003), 16–22.04–121Blanche, Patrick (U. of California, Davis, USA; Email: blanche@kumagaku.ac.jp). Using dictations to teach pronunciation. Modern English Teacher (London, UK), 13, 1 (2004), 30–36.04–122Budimlic, Melisa (Ludwig-Maximilians Universität München, Germany). Zur Konzeption und Entwicklung interdisziplinärer Lernprogramme am Beispiel eines Lernmodules zur Psycholinguistik. [The concept and development of an interdisciplinary learning programme. An example of a module in psycholinguistics] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Edmonton, Alberta, Canada), Online Journal, 9, 1 (2004), 12 pp.04–123Cajkler, Wasyl (U. of Leicester, UK; Email: wc4@le.ac.uk). How a dead butler was killed: the way English national strategies maim grammatical parts. Language and Education (Clevedon, UK), 18, 1 (2004), 1–16.04–124Calvin, Lisa M. & Rider, N. Ann (Indiana State U., USA). Not your parents' language class: curriculum revision to support university language requirements. Foreign Language Annals (New York, USA), 37, 1 (2004), 11–25.04–125Carrier, Karen A. (Northern Illinois University, USA). Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 383–408.04–126Christie, Frances (Universities of Melbourne and Sydney, Australia; Email: fhchri@unimelb.edu.au). English in Australia. RELC Journal (Singapore) 34, 1 (2003), 100–19.04–127Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’. [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9, 1 (2004), 17 pp.04–128Ellis, Rod (University of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Designing a task-based syllabus. RELC Journal (Singapore) 34, 1 (2003), 64–81.04–129Giambo, D. & McKinney, J. (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 95–117.04–130Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers. English in Australia (Norwood, Australia), 139 (2004), 122–30.04–131Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). English language teaching in China: regional differences and contributing factors. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 290–318.04–132Jacobs, George M. (JF New Paradigm Education, Singapore; Email: gmjacobs@pacific.net.sg) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm. RELC Journal (Singapore) 34, 1 (2003), 5–30.04–133Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox. English in Australia (Norwood, Australia), 139 (2004), 33–42.04–134Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email: jrkim@knue.ac.kr). Using mail talk to improve English speaking skills. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 349–69.04–135Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 225–48.04–136Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email: kormos.j@chello.hu). Exploring measures and perceptions of fluency in the speech of second language learners. System (Oxford, UK), 32, 2 (2004), 145–64.04–137Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 205–24.04–138Levine, Glenn S. (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals (New York, USA), 37, 1 (2004), 26–36.04–139Littlemore, Jeannette (U. of Birmingham, UK; Email: j.m.littlemore@bham.ac.uk). Using clipart and concordancing to teach idiomatic expressions. Modern English Teacher (London, UK), 13, 1 (2004), 17–44.04–140Llurda, Enric (Email: ellurda@dal.udl.es) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 220–33.04–141Lochtman, Katja (Vrije U., Belgium; Email: katja.lochtman@vub.ac.be). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83.04–142Mackey, Alison (Georgetown U., USA; Email: mackeya@georgetown.edu). Beyond production: learners' perceptions about interactional processes. International Journal of Educational Research (Abingdon, UK), 37 (2002), 379–94.04–143Maiwald, Cordula (Passau, Germany). Zeitverstehen und Tempusformen im Deutschen – eine Herausforderung im Fremdsprachenunterricht. [The concept of time and German tenses – a challenge for a foreign language classroom] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 287–302.04–144McKay, Sandra Lee (San Francisco State U., USA; Email: 2slmckay@attbi.com). EIL curriculum development. RELC Journal (Singapore), 34, 1 (2003), 31–47.04–145Na, Yoon-Hee and Kim, Sun-Joo (U. of Texas at Austin, USA; Email: yhena@mail.utexas.edu). Critical literacy in the EFL classroom. English Teaching (Anseonggun, Korea), 58, 3 (2003), 143–63.04–146Nettelbeck, David (Whitefriars College, Australia). ICT and the re-shaping of literacy. A secondary classroom perspective. English in Australia (Norwood, Australia), 139 (2004), 68–77.04–147Park, Mae-Ran (Pukyong National U., South Korea; Email: mrpark@pknu.ac.kr) and Suh, Kang-Oak. An analysis of Korean high school English textbooks under the 7th curriculum. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 319–47.04–148Peters, George F. (Michigan State U., USA). Kulturexkurse: a model for teaching deeper German culture in a proficiency-based curriculum. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 121–34.04–149Plewnia, Albrecht (Mannheim, Germany). Vom Nutzen kontrastiven grammatischen Wissens am Beispiel von Deutsch und Französisch. [The benefits of contrastive grammar knowledge; an example of German and French] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 251–86.04–150Prodromou, Luke (Email: luke@spark.net.gr). In search of the successful user of English: how a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher (London, UK), 12, 2 (2003), 5–14.04–151Rieger, Caroline L. (U. of British Columbia, Canada). Some conversational strategies and suggestions for teaching them. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA), 36, 2 (2003), 164–75.04–152Sakui, K. (U. of Auckland, New Zealand). Wearing two pairs of shoes: language teaching in Japan. ELT Journal (Oxford, UK), 58, 2 (2004), 155–63.04–153Schleppegrell, M., Achugar, M., & Oteíza, T. (University of California, USA). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 67–93.04–154Sercu, Lies (Katholieke Universiteit Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Implementing intercultural foreign language education: Belgian, Danish and British teachers' professional self-concepts and teaching practices compared. Evaluation and Research in Education (Clevedon, UK), 16, 3 (2002), 150–65.04–155Shinwoong, Lee (Hanyang U., South Korea). Korean ESL learners' experiences in computer assisted classroom discussions. English Teaching (Anseonggun, Korea), 58, 4 (2003), 371–95.04–156Sifakis, Nicos C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). TeachingEIL– TeachingInternationalorInterculturalEnglish? What Teachers Should Know. System (Oxford, UK), 32, 2 (2004), 237–50.04–157Simard, Daphnée (Université du Québec à Montréal, Canada; Email: simard.daphnee@uqam.ca). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness (Clevedon, UK), 13, 1 (2004), 34–48.04–158Song, Jeong-Weon (Hanyang U., South Korea). Effects of task-processing conditions on the oral output of post beginners in a narrative task. English Teaching (Anseonggun, Korea), 58, 4 (2003), 249–71.04–159Storch, Neomy (U. of Melbourne, Australia; Email: neomys@unimelb.edu.au). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research (Abingdon, UK), 37 (2002), 305–22.04–160Tomlinson, Brian and Masuhara, Hitomi (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Developing cultural awareness. Modern English Teacher (London, UK), 13, 1 (2004), 5–12.04–161Towndrow, P. (Nangyang Technological U., Singapore). Reflections of an on-line tutor. ELT Journal (Oxford, UK), 58, 2 (2004), 174–82.04–162Vilches, Ma. Luz C. (Ateneo do Manila U., Philippines; Email: mvilches@ateneo.edu). Task-based language teaching: the case of EN 10. RELC Journal (Singapore), 34, 1 (2003), 82–99.04–163Willkop, Eva-Maria (Mainz, Germany). Texte im Mitteilungsprozess – Wege durch ein vereinigtes Babylon [Texts in the mediation process – ways through united Babylon] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 221–50.

06–300Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–301Arnold, Nike (U Tennessee, USA; mnarnold@utk.edu) & Lara Ducate, Future foreign language teachers' social and cgnitive collaboration in an online environment. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 42–66.06–302Ballet, Katrijn, Geert Kelchtermans (U Leuven, Belgium) & John Loughran, Beyond intensification towards a scholarship of practice: Analysing changes in teachers' work lives. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 209–229.06–303Borg, Michaela (Northumbria U, UK; mborg13@yahoo.com), A case study of the development in pedagogic thinking of a pre-service teacher. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 30 pp.06–304Burton, Jill (U South Australia; Jill.Burton@unisa.edu.au), The importance of teachers writing on TESOL. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 18 pp.06–305Curtis, Andy (Queen's U, Canada; curtisa@post.queensu.ca) & Margit Szestay, The impact of teacher knowledge seminars: Unpacking reflective practice. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 16 pp.06–306Day, Christopher, Gordan Stobart, Pam Sammons & Alison Kington (U Nottingham, UK), Variations in the work and lives of teachers: Relative and relational effectiveness. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 169–192.06–307Develotte, Christine (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; cdevelotte@ens-lsh.fr), Francois Mangenot & Katerina Zourou, Situated creation of multimedia activities for distance learners: Motivational and cultural issues. ReCALL (Cambridge University Press) 17.2 (2005), 229–244.06–308Gebhard, Jerry G. (Indiana U Pennsylvania; jgebhard@iup.edu), Teacher development through exploration: Principles, ways, and examples. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 15 pp.06–309Gordon, June A. (U California-Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers. Journal of Teacher Education (Sage) 56.5 (2005), 459–470.06–310Gorsuch, Greta J. (Texas Technical U, USA; greta.gorsuch@ttu.edu), Discipline-specific practica for international teaching assistants. English for Specific Purposes (Elsevier) 25.1 (2006), 90–108.06–311Hanson, Jane L. (U Iowa, USA; jane-hanson@uiowa.edu), Svetlana Dembovskaya & Soojung Lee, CALL research archive: How can an online knowledge base further communication among second language professionals?ReCALL (Cambridge University Press) 17.2 (2005), 245–253.06–312Holmes, John (U Leeds, UK; j.l.holmes@education.leeds.ac.uk) & Maria Antonieta Alba Celani, Sustainability and local knowledge: The case of the Brazilian ESP Project 1980–2005. English for Specific Purposes (Elsevier) 25.1 (2006), 109–122.06–313Johnson, Karen (Pennsylvania State U, USA), The sociocultural turn and its challenges to second language teacher education. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 235–257.06–314Kupetz, Rita & Birgit Zeigenmeyer (U Hannover, Germany; Rita.Kupetz@anglistik.uni-hannover.de), Blended learning in a teacher training course: Integrated interactive e-learning and contact learning. ReCALL (Cambridge University Press) 17.2 (2005), 179–196.06–315Lloyd, Rosemarie, Considerations in survey design, data analysis and presentation: A guide for ELT practitioners. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 25 pp.06–316Lyons, Nona (U College Cork, Ireland), Reflective engagement as professional development in the lives of university teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.2 (2006), 151–168.06–317Napier, Jemina (Macquarie U, Australia), Making learning accessible for sign language interpreters: A process of change. Educational Action Research (Oxford, UK) 13.4 (2005), 505–524.06–318Orland-Barak, Lily (U Haifa, Israel), Convergent, divergent and parallel dialogues: Knowledge construction in professional conversations. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 13–31.06–319Orland-Barak, Lily (U Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education (Sage) 56.4 (2005), 355–366.06–320Phillips, Rachel & Sandra Hollingsworth (San José State U, USA), From curriculum to activism: A graduate degree program in literacy to develop teachers as leaders for equity through action research. Educational Action Research (Routledge/Taylor & Francis) 13.1 (2005), 85–102.06–321Rust, Frances (New York U, USA) & Ellen Meyers, The bright side: Teacher research in the context of educational reform and policy-making. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 69–86.06–322Schmidt, Clea (U Manitoba, Canada; schmidtc@cc.umanitoba.ca), From teacher candidates to ESL ambassadors in teacher education. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 11 pp.06–323Silva, Marimar Da (U Federal de S Catarina, Brazil; marimars@bol.com.br), Constructing the teaching process from inside out: How pre-service teachers make sense of their perceptions of the teaching of the four skills. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 19 pp.06–324Sivell, John (Brock U, Canada; jsivell@brocku.ca), Second language teacher education in Canada: The development of professional standards. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 7 pp.06–325Somekh, Bridget (Manchester Metropolitan U, UK), Constructing intercultural knowledge and understanding through collaborative action research. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 87–106.06–326Stewart, Timothy (Kumamoto U, Japan; stewart@kumamoto-u.ac.jp) & Bill Perry, Interdisciplinary team teaching as a model for teacher development. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 17 pp.06–327Tillema, Harm (Leiden U, the Netherlands) & Gert Van der Westhuizen (U Johannesburg, South Africa), Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 51–67.06–328Ting, Y. L. Teresa (U Calabria, Italy; yltting@tin.it), Empowering the teacher-researcher: Adopting a tool from biochemist-researcher training. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.06–329Watkins, Amanda (U Central England, UK; amanda@european-agency.org), So what exactly do teacher researchers think about doing research?Support for Learning (Blackwell) 21.1 (2006), 12–18.06–330Wilkinson, Lyn, Improving literacy outcomes for students in disadvantaged schools: the importance of teacher theory. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 127–137.06–331Zellermayer, Michal & Tabak, Edith (Levinsky College of Education, Israel), Knowledge construction in a teachers' community of enquiry: A possible road map. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.1 (2006), 33–49.

07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Australia), Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 415–433.07–94Arteagoitia, Igone, Elizabeth R. Howard, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Center for Applied Linguistics, USA), The Spanish developmental contrastive spelling test: An instrument for investigating intra-linguistic and crosslinguistic influences on Spanish-spelling development. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 541–560.07–95Branum-Martin, Lee (U Houston, USA; Lee.Branum-Martin@times.uh.edu),Paras D. Mehta, Jack M. Fletcher, Coleen D. Carlson, Alba Ortiz, Maria Carlo & David J. Francis, Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 170–181.07–96Brown, Clara Lee (The U Tennessee, Knoxville, USA), Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 337–363.07–97Callahan, Rebecca M. (U Texas, USA), The intersection of accountability and language: Can reading intervention replace English language development?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 1–21.07–98Cavallaro, Francesco (Nanyang Technological U, Singapore), Language maintenance revisited: An Australian perspective. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 561–582.07–99Cheung, Alan & Robert E. Slavin (Center for Data-Driven Reform in Education, USA), Effective reading programs for English language learners and other language-minority students. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 244–267.07–100Courtney, Michael (Springdale Public Schools, USA), Teaching Roberto. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 475–484.07–101Creese, Angela (U Birmingham, UK), Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 434–453.07–102Davison, Chris (U Hong Kong, China), Collaboration between ESL and content teachers: How do we know when we are doing it right?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 454–475.07–103de Jong, Ester (U Florida, USA), Integrated bilingual education: An alternative approach. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 22–44.07–104Domínguez, Higinio (U Texas at Austin, USA), Bilingual students' articulation and gesticulation of mathematical knowledge during problem solving. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 269–293.07–105Duren Green, Tonika, MyLuong Tran & Russell Young (San Diego State U, USA), The impact of ethnicity, socioeconomic status, language, and training program on teaching choice among new teachers in California. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 583–598.07–106García-Nevarez, Ana G. (California State U, Sacramento, USA), Mary E. Stafford & Beatriz Arias, Arizona elementary teachers' attitudes toward English language learners and the use of Spanish in classroom instruction. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 295–317.07–107Gardner, Sheena (U Warwick, UK), Centre-stage in the instructional register: Partnership talk in Primary EAL. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.4 (2006), 476–494.07–108Garza, Aimee V. & Lindy Crawford (U Colorado at Colorado Springs, USA), Hegemonic multiculturalism: English immersion, ideology, and subtractive schooling. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 598–619.07–109Hasson, Deborah J. (Florida State U, USA), Bilingual language use in Hispanic young adults: Did elementary bilingual programs help?Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 45–64.07–110Helmberger, Janet L. (Minneapolis Public Schools, USA), Language and ethnicity: Multiple literacies in context, language education in Guatemala. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 65–86.07–111Johnson, Eric (Arizona State U, USA), WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 621–640.07–112Kandel, Sonia (U Pierre Mendes, France; Sonia.Kandel@upmf-grenoble.fr),Carlos J. Álvarez & Nathalie Vallée, Syllables as processing units in handwriting production. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 18–31.07–113Laija-Rodríguez, Wilda (California State U, USA), Salvador Hector Ochoa & Richard Parker, The crosslinguistic role of cognitive academic language proficiency on reading growth in Spanish and English. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 87–106.07–114Langdon, Henriette W. (San José State U, USA),Elisabeth H. Wiig & Niels Peter Nielsen, Dual-dimension naming speed and language-dominance ratings by bilingual Hispanic adults. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 319–336.07–115Lee, Steven K. (Portland State U, USA), The Latino students’ attitudes, perceptions, and views on bilingual education. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 107–122.07–116Leung, Constant (King's College London, UK; constant.leung@kcl.ac.uk), Language and content in bilingual education. Linguistics and Education (Elsevier) 16.2 (2005), 238–252.07–117Lindholm-Leary, Kathryn (San Jose State U, USA) & Graciela Borsato, Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 641–652.07–118López, María G. & Abbas Tashakkori (Florida International U, USA), Differential outcomes of two bilingual education programs on English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 123–144.07–119Lung, Rachel (Lingnan U, Hong Kong, China; wclung@ln.edu.hk), Translation training needs for adult learners. Babel (John Benjamins) 51.3 (2005), 224–237.07–120MacSwan, Jeff (Arizona State U, USA) & Lisa Pray, Learning English bilingually: Age of onset of exposure and rate of acquisition among English language learners in a bilingual education program. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 653–678.07–121Monzó, Lilia D. (U California, Los Angeles, USA), Latino parents' ‘choice’ for bilingual education in an urban California school: language politics in the aftermath of proposition 227. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 365–386.07–122Mugaddam, Abdel Rahim Hamid (U Khartoum, Sudan), Language status and use in Dilling City, the Nuba Mountains. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 290–304.07–123Napier, Jemina (Macquarie U, Australia; jemina.napier@ling.mq.edu.au), Training sign language interpreters in Australia: An innovative approach. Babel (John Benjamins) 51.3 (2005), 207–223.07–124Oladejo, James (National Kaohsiung Normal U, Taiwan), Parents’ attitudes towards bilingual education policy in Taiwan. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 147–170.07–125Paneque, Oneyda M. (Barry U, USA) & Patricia M. Barbetta, A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 171–193.07–126Proctor, Patrick C. (Center for Applied Special Technology, USA), Diane August, María S. Carlo & Catherine Snow, The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 159–169.07–127Ramírez-Esparza, Nairán (U Texas, USA; nairan@mail.utexas.edu), Samuel D. Gosling, Verónica Benet-Martínez, Jeffrey P. Potter & James W. Pennebaker, Do bilinguals have two personalities? A special case of cultural frame switching. Journal of Research in Personality (Elsevier) 40.2 (2006), 99–120.07–128Ramos, Francisco (Loyola Marymount U, USA), Spanish teachers’ opinions about the use of Spanish in mainstream English classrooms before and after their first year in California. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 411–433.07–129Reese, Leslie (California State U, USA),Ronald Gallimore & Donald Guthrie, Reading trajectories of immigrant Latino students in transitional bilingual programs. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 679–697.07–130Rogers, Catherine, L. (U South Florida USA; crogers@cas.usf.edu),Jennifer J. Lister, Dashielle M. Febo, Joan M. Besing & Harvey B. Abrams, Effects of bilingualism, noise and reverberation on speech perception by listeners with normal hearing. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 465–485.07–131Sandoval-Lucero, Elena (U Colorado at Denver, USA), Recruiting paraeducators into bilingual teaching roles: The importance of support, supervision, and self-efficacy. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 195–218.07–132Stritikus, Tom T. (U Washington, USA), Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal (National Association for Bilingual Education) 30.1 (2006), 219–227.07–133Sutterby, John A., Javier Ayala & Sandra Murillo (U Texas at Brownsville, USA), El sendero torcido al español [The twisted path to Spanish]: The development of bilingual teachers’ Spanish-language proficiency. Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 435–452.07–134 Takeuchi, Masae (Victoria U, Australia), The Japanese language development of children through the ‘one parent–one language’ approach in Melbourne. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 319–331.07–135Torres-Guzmán, María E. & Tatyana Kleyn (Teachers College, Columbia U, USA) & Stella Morales-Rodríguez,Annie Han, Self-designated dual-language programs: Is there a gap between labeling and implementation? Bilingual Research Journal (National Association for Bilingual Education) 29.2 (2005), 453–474.07–136Wang, Min (U Maryland, USA; minwag@umd.edu),Yoonjung Park & Kyoung Rang Lee, Korean–English biliteracy acquisition: Cross-language phonological and orthographic transfer. Journal of Educational Psychology (American Psychological Association) 98.1 (2006), 148–158.07–137Weisskirch, Robert S. (California State U, Monterey Bay, USA), Emotional aspects of language brokering among Mexican American adults. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.4 (2006), 332–343.07–138You, Byeong-keun (Arizona State U, USA), Children negotiating Korean American ethnic identity through their heritage language. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 711–721.

04–652 Castro, D. and Gavruseva, E. (University of Iowa; Email: elena-gavruseva@uiowa.edu). Finiteness and aspect in Spanish/English bilingual acquisition. First Language (Bucks, UK), 23, 2 (2003), 171–192.04–653 Gutierrez-Clellen, Vera F. (San Diego State U., CA, USA; Email: vclellen@mail.sdsu.edu) and Kreiter, Jacqueline. Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 267–288.04–654 Jaffe, Alexandra (California State U., USA; Email: ajaffe@csulb.edu). Talk around text: literacy practices, cultural identity and authority in a Corsican bilingual classroom. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 3&4 (2003), 202–220.04–655 Marian, Viorica (Northwestern U., IL, USA; Email: v-marian@northwestern.edu) and Spivey, Michael. Bilingual and monolingual processing of competing lexical items. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 173–194.04–656 Martin, D., Krishnamurthy, R., Bhardwaj, M. and Charles, R. (School of Education, University of Birmingham, UK; Email: d.m.martin@bham.ac.uk). Language change in young Panjabi/English children: implications for bilingual language assessment. Child Language Teaching and Therapy (London, UK), 19, 3 (2003), 245–266.04–657 Olmedo, Irma M. (College of Education, U. of Illinois-Chicago, USA; Email: iolmedo@uic.edu). Language mediation among emergent bilingual children. Linguistics and Education (New York, USA), 14, 2 (2003), 143–162.04–658 Ruan, J. (U. of Oklahoma, USA). Toward a culture-sensitive pedagogy: emergent literacy learning in Chinese-English bilinguals in America. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 39–47.04–659 Seeff-Gabriel, B. (Department of Human Communication Science, University College London; Email: b.seeff@ucl.ac.uk). Phonological processing: a platform for assisting second-language learners with English spelling. Child Language Teaching and Therapy (Clevedon, UK), 19, 3 (2003), 291–310.

04–218Barrette, Catherine (Wayne State U., USA). An analysis of foreign language achievement test drafts. Foreign Language Annals (New York, USA), 37, 1 (2004), 58–70.04–219Cho, Yeonsuk (Ballard & Tighe, California, USA; Email: ycho@ballard-tighe.com) Assessing writing: are we bound by only one method?Assessing Writing (New York, USA), 8, 3 (2003), 165–91.04–220Cumming, Alister (U. of Toronto, Canada; Email: acumming@oise.utoronto.ca). Grant, Leslie, Mulcahy-Ernt, Patricia and Powers, Donald E. A teacher-verification study of speaking and writing prototype tasks for a new TOEFL. Language Testing (London, UK), 21, 2 (2004), 107–45.04–221Pae, Tae-Il (Yeungnam U., Republic of Korea; Email: paet@gwm.sc.edu). Gender effect on reading comprehension with Korean EFL learners. System (Oxford, UK), 32 (2004), 265–81.04–222Penny, James A. (Castle Worldwide Inc., North Carolina, USA; Email: jpenny@castleworldwide.com). Reading high stakes writing samples: my life as a reader. Assessing Writing (New York, USA), 8, 3 (2003), 192–215.04–223Snellings, Patrick and Van Gelderen, Amos (U. of Amsterdam, Holland) and de Glopper, Kees. Validating a test of second language written lexical retrieval: a new measure of fluency in written language production. Language Testing (London, UK), 21, 2 (2004), 174–201.04–224Stricker, J. Lawrence (Educational Testing Service, USA). The performance of native speakers of English and ESL speakers on the computer-based TOEFL and GRE general test. Language Testing (London, UK), 21, 2 (2004), 146–73.

04–358 Bishop, Graham (Open U., UK), First steps towards electronic marking of language assignments. Language Learning Journal (London, UK), 29 (2004), 42–46.04–359 Coniam, David and Wong, Richard (Chinese U. of Hong Kong; Email: coniam@ cuhk.edu.hk). Internet Relay Chat as a tool in the autonomous development of ESL learners' English language ability: an exploratory study. System (Oxford, UK), 32, 3 (2004), 321–335.04–360 Cooke, Melanie, Wallace, Catherine, with Shrubshall, Paul. Inside Out/Outside In: a study of reading in ESOL classrooms. Language Issues (Birmingham, UK), 16, 1 (2004), 7–12.04–361 Dewey, Dan (U. of Pittsburgh, USA; Email: ddewey@pitt.edu). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition (New York, USA), 26 (2004), 303–327.04–362 Ferris, Dana R. (California State U., Sacramento, USA). The grammar correction debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing (New York, USA), 13, 1 (2004), 49–62.04–363 Gaskell, Delian and Cobb, Thomas (U. de Québec à Montréal, Canada; Email: cobb.tom@uqam.ca). Can learners use concordance feedback for writing errors?System (Oxford, UK), 32, 3 (2004), 301–319.04–364 Goldstein, Lynn M. (Monterey Institute of International Studies, California, USA). Questions and answers about teacher written commentary and student revision: teachers and students working together. Journal of Second Language Writing (New York, USA), 13, 1 (2004), 63–80.04–365 Hall, Kathy, Allan, Christine, Dean, Jacqui and Warren, Sue (Leeds Metropolitan U., UK; Email: k.hall@lmu.ac.uk). Classroom discourse in the Literacy Hour in England: a study of two lessons. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 284–297.04–366 Ivanič, Roz (Lancaster U., UK; Email: r.ivanic@lancs.ac.uk). Discourses of writing and learning to write. Language and Education (Clevedon, UK), 18, 3 (2004), 220–245.04–367 Kapp, Rochelle (U. of Cape Town, South Africa; Email: rkapp@ched.uct.ac.za). ‘Reading on the line”: an analysis of literacy practices in ESL classes in a South African township school. Language and Education (Clevedon, UK), 18, 3 (2004), 246–263.04–368 Kubota, Ryuko and Lehner, Al (U. of North Carolina, USA; Email: rkubota@email.unc.edu). Toward critical contrastive analysis. Journal of Second Language Writing (New York, USA), 13, 1 (2004), 7–27.04–369 McNamara, Danielle S. (U. of Memphis, USA; Email: d.mcnamara@mail.psyc.memphis.edu). SERT: self-explanation reading training. Discourse Processes (New York, USA), 38, 1 (2004), 1–30.04–370 Mokhtari, Kouider, and Reichard, Carla (Miami U., Ohio, USA; Email: mohktak@muohio.edu). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System (Oxford, UK), 32, 3 (2004), 379–394.04–371 Mori, S. (Kinki U., Japan; Email: squiddly@leto.eonet.ne.jp). Significant motivational predictors of the amount of reading by EFL learners in Japan. RELC Journal (Singapore), 35, 1 (2004), 63–81.04–372 O, K-M. (Dongduk U., Korea, Email: kmo@dongduk.ac.kr). Individualized Teacher-Student Interaction in EFL Writing Class: Action Research. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 99–126.04–373 Pulido, Diana (Washington State U., USA; Email: dpulido@wsu.edu). The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity?Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 469–523.04–374 Sasaki, Miyuki (Nagoya Gakuin U., Japan; Email: sasaki@ngu.ac.jp). A multiple-data analysis of the 3.5-Year development of EFL student writers. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 525–582.04–375 Walczyk, Jeffrey J., Marsiglia, Cheryl S., Johns, Amanda K. and Bryan, Keli S. (Louisiana Tech U., USA; Email: Walczyk@latech.edu). Children's compensations for poorly automated reading skills. Discourse Processes (New York, USA), 37, 1 (2004), 47–66.04–376 Walter, Catherine (Institute of Education, U. of London UK). Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory. Applied Linguistics (Oxford, UK), 25, 3 (2004), 315–339.04–377 Wang, Xiang (Jiangsu U., PR of China). Encouraging self-monitoring in writing by Chinese students. ELT Journal (Oxford, UK), 58, 3 (2004), 238–246.

07–508Amengual-Pizarro, Marian (U Balearic Islands, Spain), How to respond to the demands set by the communicative approach? New challenges second-language (L2) teachers face in the classroom. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 63–73.07–509Compton, Lily K. L. (Iowa State U, USA; lilycompton@yahoo.com), The impact of content and context on International Teaching Assistants' willingness to communicate in the language classroom. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 20pp.07–510Goto Butler, Yuko (U Pennsylvania, USA), Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 7–40.07–511Hillyard, Lindsey, Randi Reppen (Northern Arizona U, USA; randi.reppen@nau.edu) & Camilla Vásquez, Bringing the outside world into an intensive English programme. ELT Journal (Oxford University Press) 61.2 (2007), 126–134.07–512Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–513Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–514Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–515Lee, Yo-An (DePaul U, Chicago, USA; ylee19@depaul.edu), Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics (Elsevier) 39.1 (2007), 180–206.07–516Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.6 (2006), 639–656.07–517McCrostie, James, Investigating the accuracy of teachers' word frequency intuitions. RELC Journal (Sage) 38.1 (2007), 53–66.07–518McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu) & Wanpen Chaikitmongkol, Teachers' and learners' reactions to a task-based EFL course in Thailand. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 107–132.07–519Md Yunus, Melor (U Bristol, UK; Melor.Md-Yunus@bristol.ac.uk), Malaysian ESL teachers' use of ICT in their classrooms: Expectations and realities. ReCALL (Cambridge University Press) 19.1 (2007), 79–95.07–520Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–521O'Brien, Anne & Volker Hegelheimer (Iowa State U, USA; aobryan@iastate.edu), Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL (Cambridge University Press) 19.2 (2007), 162–180.07–522O'Dowd, Robert (U León, Spain; dfmrod@unileon.es), Evaluating the outcomes of online intercultural exchange. ELT Journal (Oxford University Press) 61.2 (2007), 144–152.07–523Raby, Françoise (U Stendhal de Grenoble, France; Francoise.Raby@libertysurf.fr), A triangular approach to motivation in Computer Assisted Autonomous Language Learning (CAALL). ReCALL (Cambridge University Press) 19.2 (2007), 181–201.07–524Sakui, Keiko (Kobe Shoin Women's U, Japan), Classroom management in Japanese EFL classrooms. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 41–58.07–525Savignon, Sandra J. (Pennsylvania State U, USA), Beyond communicative language teaching: what's ahead?Journal of Pragmatics (Elsevier) 39.1 (2007), 207–220.07–526Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–527Stockwell, Glenn (Waseda U, Japan; gstock@waseda.jp), A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL (Cambridge University Press) 19.2 (2007), 105–120.07–528Tan, Zhi (Guangdong U Foreign Studies, China; tanzhi@mail.gdufs.edu.cn), Questioning in Chinese university EL classrooms: What lies beyond it?RELC Journal (Sage) 38.1 (2007), 87–103.07–529Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 63–79.07–530Varghese, Manka M. (U Washington, USA; mankav@u.washington.edu) & Bill Johnston, Evangelical Christians and English language teaching. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 5–31.07–531Zacharias, Nugrahenny (Satya Wacana Christian U, Indonesia; ntz_abac@yahoo.com), Teacher and student attitudes toward teacher feedback. RELC Journal (Sage) 38.1 (2007), 38–52.07–532Zeng, Zhen (New York U, USA; zz290@nyu.edu) & Elizabeth Murphy, Tensions in the language learning experiences and beliefs of Chinese teachers of English as a Foreign Language. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 19 pp.

07–430Anson, Chris M. (N Carolina State U, Raleigh, USA; chris_anson@ncsu.edu), Assessing writing in cross-curricular programs: Determining the locus of activity. Assessing Writing (Elsevier) 11.2 (2006), 100–112.07–431Chanock, Kate (La Trobe U, Bundoora, Australia; c.chanock@latrobe.edu.au), Help for a dyslexic learner from an unlikely source: The study of Ancient Greek. Literacy (Oxford University Press) 40.3 (2006), 164–170.07–432Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–433Daniels, Peter T. (New Jersey, USA). On beyond alphabets. Written Language and Literacy (Benjamins) 9.1 (2006), 7–24.07–434Dovey, Teresa (U Technology, Sydney, Australia), What purposes, specifically? Re-thinking purposes and specificity in the context of the ‘new vocationalism’. English for Specific Purposes (Elsevier) 25.4 (2006), 387–402.07–435Dowdall, Clare (U Plymouth, UK; c.dowdall@plymouth.ac.uk), Dissonance between the digitally created words of school and home. Literacy (Oxford University Press) 40.3 (2006), 153–163.07–436Elbow, Peter (U Massachusetts, Amherst, USA; elbow@english.umass.edu), Do we need a single standard of value for institutional assessment? An essay response to Asao Inoue's ‘community-based assessment pedagogy’. Assessing Writing (Elsevier) 11.2 (2006), 81–99.07–437Green, Anthony (U Cambridge, ESOL Examinations, Cambridge, UK; Green.A@cambridgeesol.org), Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes. Assessing Writing (Elsevier) 11.2 (2006), 113–134.07–438Holme, Randal & Bussabamintra Chalauisaeng (Hong Kong Institute of Education, Hong Kong, China), The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes (Elsevier) 25.4 (2006), 403–419.07–439Jia, Yueming Zohreh R. Eslami, & Lynn M. Burlbaw (Texas A & M U, USA), ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 407–430.07–440Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–441Lambirth, Andrew (Canterbury Christ Church U, UK; al4@cant.ac.uk) & Kathy Goouch, Golden times of writing: The creative compliance of writing journals. Literacy (Blackwell) 40.3 (2006), 146–152.07–442Li, Yongyan (City Hong Kong, China), A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for Specific Purposes (Elsevier) 25.4 (2006), 456–478.07–443Moreira, Sylvia (City U New York, USA) & Maryellen Hamilton. Goats don't wear coats: An examination of semantic interference in rhyming assessments of reading readiness for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 547–557.07–444Penney, Catherine (U Newfoundland, Canada) James Drover, Carrie Dyck & Amanda Squires, Phoneme awareness is not a prerequisite for learning to read. Written Language and Literacy (Benjamins) 9.1 (2006), 115–133.07–445Serniclaes, Willy (U René Descartes, Paris, France), Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit. Written Language and Literacy (Benjamins) 9.1 (2006), 135–152.07–446Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–447Stapleton, Paul (Hokkaido U, Sapporo, Japan) & Rena Helms-Park, Evaluating Web sources in an EAP course: Introducing a multi-trait instrument for feedback and assessment. English for Specific Purposes (Elsevier) 25.4 (2006), 438–455.07–448Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–182Goh, Christine & Yusnita Taib (Nanyang U, Singapore), Metacognitive instruction in listening for young learners. ELT Journal (Oxford University Press) 60.3 (2006), 222–232.07–183Hémard, Domınıque (London Metropolitan U, UK), Design issues related to the evaluation of learner–computer interaction in a web-based environment: Activities v. tasks.Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 261–276.07–184Howard, Elizabeth R., Igone Arteagoitia, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Centre for Applied Linguistics, Washington DC, USA), The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly 40.2 (2006), 399–420.07–185Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.

06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.06–657Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures. System (Elsevier) 34.2 (2006), 255–269.06–658Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173.06–659Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.06–660Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? Social-cultural learning theories, that's what. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 23–37.06–661Cumbreno Espada, Ana Belen, Mercedes Rico Garcia, alejandro curado fuentes & eva ma dominguez Gomez (U Extremadura, Mérida, Spain; belencum@unex.es), Developing adaptive systems at early stages of children's foreign language development. ReCALL (Cambridge University Press) 18.1 (2006), 45–62.06–662Derwing, Tracey, Ron Thomson (U Alberta, Canada; tracey.derwing@ualberta.ca) & Murray Munro, English pronunciation and fluency development in Mandarin and Slavic speakers. System (Elsevier) 34.2 (2006), 183–193.06–663Djité, Paulin G. (U Western Sydney, Australia), Shifts in linguistic identities in a global world. Language Problems & Language Planning (John Benjamins) 30.1 (2006), 1–20.06–664Ellis, Nick (U Michigan, USA), Language acquisition as rational contingency learning. Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.06–665Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.06–666Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 121–130.06–667Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259.06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. System (Elsevier) 34.2 (2006), 165–182.06–669Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university. Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34.06–670Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk), Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL (Cambridge University Press) 18.1, (2006), 24–44.06–671Howard, Martin (U College, Ireland; mhoward@french.ucc.ie), The expression of number and person through verb morphology in advanced French interlanguage. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22.06–672Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–673Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20.06–674Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155.06–675Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317.06–676McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.06–677Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.06–678Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com) & Peter Gobel, Motivation and gender in the Japanese EFL classroom. System (Elsevier) 34.2 (2006), 194–210.06–679Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 229–241.06–680Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.06–681Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285.06–682Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.06–683Pujol, Dídac (Universitat Pompeu Fabra, Spain; didac.pujol@upf.edu), Montse Corrius & Joan Masnou, Print deferred bilingualised dictionaries and their implications for effective language learning: A new approach to pedagogical lexicography. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 197–215.06–684Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.06–685Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006) 228–243.06–686Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.06–687Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.06–688Shi, Lijing (The Open U, UK), The successors to Confucianism or a new generation? A questionnaire study on Chinese students' culture of learning English. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 122–147.06–689Singleton, David (U Dublin, Ireland), The Critical Period Hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 269–285.06–690Stowe, Laurie A. (Rijksuniversiteit Groningen) & Laura Sabourin, Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 329–353.06–691Tatar, Sibel (Boğaziçi U, Turkey), Why keep silent? The Classroom participation experiences of non-native-English-speaking students. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 284–293.06–692Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.06–693Tseng, Wen-Ta, Zoltán Dörnyei & Norbert Schmitt (U Nottingham, UK), A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Liguistics (Oxford University Press) 27.1 (2006), 78–102.06–694Tsuda, Sanae (Tokai Gakuen U, Japan), Japan's experience of language contact: A case study of RADIO-i, a multilingual radio station in Nagoya. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 248–263.06–695Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.06–696Van Boxtel, Sonja, Theo Bongaerts & Peter-Arno Coppen, Native-like attainment of dummy subjects in Dutch and the role of the L1. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 355–380.06–697Vetter, Anna & Thierry Channier (U de Franche-Comte, France; anna.vetter@univ-fcomte.fr), Supporting oral production for professional purposes in synchronous communication with heterogenous learners. ReCALL (Cambridge University Press) 18.1, (2006), 5–23.06–698Vickers, Caroline & Ene, Estela (California State U, USA; cvickers@csusb.edu), Grammatical accuracy and learner autonomy in advanced writing. ELT Journal (Oxford University Press) 60.2 (2006), 109–116.06–699Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.06–700Wang, Yuping (Griffith U, Queensland, Australia. y.wang@griffith.edu.au), Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL (Cambridge University Press) 18.1 (2006), 122–145.

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.