Journal articles on the topic 'Leeds (England). Grammar school'

James Valentine was born on 2 October 1906, of farming stock, in Glasgow. He won a scholarship to Hutcheson's Grammar School where he was an outstanding student (Dux Medalist, School Captain and Captain of cricket). He read Medicine at Glasgow where, he recalled, he met Ferguson Rodger (later Professor of Psychiatry) in their first week in the Anatomy Room and the two remained close friends until the latter's death. As a student Jim was active in many areas, but is particularly remembered for being a founding member of the National Party of Scotland (now the SNP) and serving on its National Council. He trained at Bethlem Royal Hospital (where, being in London, he was an assiduous theatre-goer). Then he went to Gartnavel Hospital, Glasgow, where his duties included waiting at Central Station to receive consignments of mosquitos from the Mott Clinic, Horton Hospital, Epsom, then used in the treatment of general paralysis of the insane (GPI).

One of the main motivations given for the proposed new expansion of grammar schools in England is to improve social mobility. We assess the role of existing grammar schools in promoting social mobility by examining access to grammar schools, differentiating among the 85% non-poor pupils using the National Pupil Database. We find stark differences in grammar school attendance within selective areas by socio-economic status, even when comparing pupils with the same Key Stage 2 attainment. High attaining children from the most deprived backgrounds are significantly less likely to attend a grammar school compared to similarly high attaining children from the least deprived backgrounds. Given these large inequalities in attendance to grammar schools, conditional on achievement, it is hard to see how such a system would promote the aim of improving social mobility.

AbstractObjectiveThe present study sought to explore the factors that influence registration for free school meals and the subsequent take-up following registration in England.DesignThe research design consisted of two phases, a qualitative research phase followed by an intervention phase. Findings are presented from the qualitative research phase, which comprised interviews with head teachers, school administrators, parents and focus groups with pupils.SettingThe study took place in four primary schools and four secondary schools in Leeds, UK.SubjectsParticipants included head teachers, school administrators, parents and pupils.ResultsFindings suggested that parents felt the registration process to be relatively straightforward although many secondary schools were not proactive in promoting free school meals. Quality and choice of food were regarded by both pupils and parents as significant in determining school meal choices, with stigma being less of an issue than originally anticipated.ConclusionsSchools should develop proactive approaches to promoting free school meals and attention should be given not only to the quality and availability of food, but also to the social, cultural and environmental aspects of dining. Processes to maintain pupils’ anonymity should be considered to allay parents’ fear of stigma.

In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is not only to document these changes, but also to explain them. We suggest that the decline of grammar in schools was linked to a similar gap in English universities, where there was virtually no serious research or teaching on English grammar. Conversely, the upsurge of academic research since the 1960s has provided a healthy foundation for school-level work and has prevented a simple return to old-fashioned grammar-teaching now that grammar is once again fashionable. We argue that linguists should be more aware of the links between their research and the school curriculum.

Abstract Well-organised waste management is an essential part of sustainable development. The saving of resources and energy is everyone’s concern and environmental education is vital to guarantee a sustainable lifestyle in the long run. To find out what similarities and differences in views regarding waste management exist between grammar school pupils and comprehensive school pupils in England, questionnaires were designed and distributed in two schools in the same English city. The questionnaires aimed at quantifying and establishing students’ knowledge, attitudes and behaviour regarding waste management. The results illustrate that students from the grammar school had higher levels of knowledge, were more likely to recycle and used more sources of information regarding waste management. Waste reduction was considered important by almost all students. However, students in both schools considered composting and waste reduction as less important than recycling and thereby did not fully agree with sustainable waste management.

Tony Harrison’s poetry is rooted in the experience of a man who came out of the working class of Leeds and who, avowedly, became a poet and a stranger to his own community. As Harrison duly noted in one interview, from the moment he began his formal education at Leeds Grammar School, he has never felt fully at home in either the world of literature or the world of his working class background, preferring to continually transgress their boundaries and be subject to perpetual change. The paper examines the relation between poetic identity, whose ongoing construction remains one of the most persistently reoccurring themes of Harrison’s work, and the liminal position occupied by the speaker of Harrison’s verse. In the context of the sociological thought of such scholars as Zygmunt Bauman and Stuart Hall, the following paper discusses the way in which the idea of being in-between operates in “On Not Being Milton,” an initial poem from Harrison’s widely acclaimed sonnet sequence The School of Eloquence, whose unique character stems partly from the fact that it constitutes an ongoing poetic project which has continued from 1978 onwards, reflecting the social and cultural changes of contemporary Britain.

THE contents of what was described in 1885 as ‘the most extensive and the most interesting of the old Grammar School Libraries of Lancashire’, the Burnley Grammar School Library, shed interesting light on the state of religious controversy in the north between the late sixteenth and the late seventeenth and early eighteenth centuries. The library, which, through the generosity of Burnley Grammar School and with the kind co-operation of the Lancashire County Library, is now on permanent loan at Lancaster University, forms, as presently constituted, a collection of 875 volumes, published mainly in the seventeenth century. It owes its foundation to, and, as we shall see, reflects the religious interests, aims, and viewpoint of, the Revd Henry Halsted (1641-1728), rector of Stansfield, in Suffolk, who left the whole of his personal library to the Burnley Grammar School in 1728. Shortly after Halsted’s death, the collection was augmented by a small addition of books presented by another clergyman, the Revd Edmund Towneley of Rowley, rector of Slaidburn, Lancashire. It is, therefore, essentially a clerical and religious library and provides an interesting example of what sort of material typical, affluent English incumbents of the Augustan and early Hanoverian period considered worthy of places on their study shelves. For purposes of comparison within the region, a collection by two laymen made in another northern town and, like the Halsted-Towneley collection, charitably gifted, the Petyt Library, built up to over two thousand volumes by two brothers in the first decade of the eighteenth century, and now housed within Skipton Public Library, with its heavy emphasis on divinity, can be profitably examined. In the essay that follows we shall consider the Burnley Collection as essentially that of its principal donor, Henry Halsted, and as enshrining his aims.

In NTQ38 (May 1994) Nicolas Whybrow offered a brief account of the immediate threat facing theatre in education (TIE) in England and Wales. In the first of two articles in which he examines the general state of theatre produced for both the formal and the informal education sectors, he goes on to provide a more searching contextualization of some of the changes now taking place. Here, he analyzes the implications for TIE of the Education Reform Act of 1988, and the effect of Youth Service policies on theatre for youth work. Nicolas Whybrow recently completed a PhD based on the practices of Red Ladder, Blah Blah Blah, and Leeds TIE, and is about to take up a lecturing appointment at the Workshop Theatre (School of English), Leeds University.

Renaissance boys and girls attended a variety of different kinds of pre-university schools in England, France, Italy, and Spain. Renaissance Europe inherited from the Middle Ages a large educational establishment that was not a "school system" in a modern sense. Instead, there were different kinds of schools which complemented or overlapped each other. The many and confusing names for pre-university schools, such as song school, grammar school, and collège, further confuse matters.

This paper presents an analysis of a corpus of grammars written for learning French in England from 1660 to 1820, a period sometimes referred to euphemistically as the “long century” which saw language teaching evolve in response to broader social and epistemological developments, namely the increased codification of vernacular grammar against a backdrop of scientific rationalism and, in England, the greater institutionalisation of school-based pedagogies. The aim of the analysis is twofold: firstly, to identify some key shifts in the formulation of content, specifically changes in overall structure and distribution of sections, including differences in grammatical nomenclature, and, secondly, to contextualise these developments by considering the changing role of the grammarian-teachers as demonstrated in the way they position themselves as authors to different publics.

This research deals with the horse image in some English and Iraqi Arabic proverbs showing how English and Iraqi Arabs interpret, understand, and use these proverbs which include horse image. The selected proverbs are analyzed depending on Holme’s (2013) social factors which are: social distance variable, status variable and formality variable of setting. The English population of the research includes two universities in England. To make the project more applicable, the focus is on Leeds and London universities. The researcher chooses students randomly from “University of Leeds” in Leeds and a university named “London School of Economics and Political Sciences” in London. As for the Iraqi Arabic population, the people who represent the Arabic sample of the current study are from Tikrit and Anbar cities. They are enrolled at “Tikrit University” and “Anbar University” respectively. Among the findings, it is found out that English and Iraqi Arabs have somehow similar connotations concerning the horse image in relation to cultural, occupational, social distance, and formality variables. This denotes that though the two cultures are different, they share some social variables as they have similar connotations for some concepts as in the selected topic. The occupational variable shows that native speakers of both languages indicate that the proverbs which include the horse image are used more frequently by farmers other than other occupations.

AbstractThis paper is a preliminary presentation of a unique Hebrew-Latin-Old French dictionary written by Christian scholars in 13th century England, to appear shortly in print. The authors of this exceptional work did not follow the patristic tradition of Christian Hebraism and did not focus on anti-Jewish polemics, but rather turned to Jewish Rabbinic and Medieval sources, such as commentaries of Rachi, the lexicon of Solomon ibn Parhon or Alpha Beta de-Ben Sira for their understanding of the Hebrew text of the Bible. Following the grammatical approach of the classical Spanish school of Hebrew grammar, this dictionary is a real 'philological' work. It stems from a Christian tradition of the use of the Hebrew Bible for correcting the Vulgate as represented by the bilingual Hebrew-Latin Bible manuscripts produced and studied in England in the late 12th and 13th centuries.

Arthur Hinsley was born in 1865 at Carlton, near Selby, in Yorkshire. Educated and trained for the priesthood at St. Cuthbert’s College, Ushaw, and the Venerable English College, Rome, he was ordained for the Diocese of Leeds in 1893 and immediately returned to Ushaw as a professor. In 1898 he became a curate at St. Anne’s Church, Keighley and from 1900 to 1904 was the founding headmaster of St. Bede’s Grammar School, Bradford. Following a disagreement with Bishop William Gordon of Leeds he was incardinated into the Diocese of Southwark in late 1904 and served as rector at Sutton Park near Guildford and at Sydenham. In 1917 Hinsley was appointed Rector of the Venerabile and in 1928 was sent to Africa as Apostolic Visitor charged with assessing and reporting on the state of Catholic missionary education in the British colonies. While in Africa he remained Rector of the English College but resigned from this post in 1930 when he was appointed as the first Apostolic Delegate to the British colonies in Africa. He remained in Africa until an attack of paratyphoid forced him to retire and return to Rome in 1934. On his retirement he was given a sinecure as a Canon of St. Peter’s Basilica. Hinsley had been created a Domestic Prelate to Pope Benedict XV in 1917 when he was appointed to the Venerabile. In 1926 he was consecrated titular Bishop of Sebastopolis and when he returned to Africa in 1930 he became titular Archbishop of Sardis.

Purpose – The purpose of this paper is to design and implement interventions to increase free school meal (FSM) uptake in pilot schools. This paper describes the interventions, reports on acceptability (as perceived by school working parties) and explores the process of implementing change. Design/methodology/approach – The research consisted of two phases, an exploratory phase followed by an intervention phase. Findings from the latter are presented. Ten pilot schools (five primary and five secondary) in Leeds, England were recruited. Each established a working party, examined current claiming processes and implemented individualised action plans. This paper draws on the final action plans and interviews/focus groups with working parties. Findings – Interventions to improve FSM claiming process, minimise discrimination and maximise awareness were designed. The majority were implemented successfully, the exception being amending anti-bullying policies. Creative ways of delivering interventions were demonstrated. The process of change was effective, critical factors being having individualised action plans that allowed flexibility in implementation, reflecting on current claiming processes, and setting up working parties. Practical implications – Ways of working with schools to increase FSM uptake and more generally improve nutritional policies are suggested. Amending claiming systems in schools is recommended as is greater pupil and parent involvement in nutrition policies. Originality/value – An estimated 300,000 UK children do not take FSMs they are entitled to – with many schools unaware of the issue. This study worked with schools to discover how to address this issue and evaluated the perceived acceptability and feasibility of the approach.

Our knowledge of school education in medieval England has been immeasurably advanced during the last fifty years or so by the study of school textbooks. When the topic of medieval English schools was first identified in the 1890s, by A. F. Leach and others, it centered chiefly on their organization. Scholars collected references to their existence and continuity, together with the rather sparse records of their constitutions, masters, and pupils. Then, in the 1940s, the late R. W. Hunt drew attention to the manuscripts by which Latin and English were taught and studied in schools, a source that has since been explored by other writers. The study of manuscripts, it is now clear, enables us to understand much of what the schools taught, to gauge better the objectives and standards of school education, and to measure the similarities and differences between schools. Some of the surviving manuscripts cannot be attributed to particular schools, masters, or pupils, and therefore form a guide to education only in general. Others can be more exactly located. Dr. David Thomson, who has studied twenty-four fifteenth-century school manuscripts that contain material in Latin and English, is able to link at least half to particular schools, including Basingwerk Abbey (north Wales), Battlefield College (Shropshire), Beccles (Suffolk), Eton College (Bucks.), Exeter (Devon), St. Anthony's School (London), Magdalen College School (Oxford), St. Albans (Herts.), and Winchester College (Hants.). Other manuscripts can be attributed to Barlinch Priory (Somerset), Newgate School Bristol (Gloucs.), and Lincoln or its vicinity. This is a wide selection of places, geographically and institutionally. There are schools connected with monasteries (Barlinch and Basingstoke), fee-paying town grammar schools (Beccles, Exeter, and St. Albans), and the free grammar schools endowed during the later Middle Ages, such as Eton, St. Anthony's London, Magdalen College Oxford, and Winchester.

Robin Stokes was born in the village of Southsea, on Portsea Island, UK, on 24 December 1918 and died in Armidale, NSW, Australia, on 15 November 2016. He came from a long line of distinguished scientists and mathematicians. Robin was educated at Auckland Grammar School, Auckland University College and the University of Cambridge. He commenced his academic career at the University of Western Australia in 1945 during the post-war reconstruction period, left there to pursue his PhD at Cambridge in 1947 and returned as a senior lecturer in 1950. He took the chair of chemistry at the University of New England in 1955 and remained there for the rest of his career. He made outstanding contributions to our understanding of electrolyte solutions. His book with R. A. Robinson has more than 12,000 citations.

Abstract Objectives Adolescent obesity is a significant issue in the UK, with 36% of 11 to 15 year olds classified as overweight or obese. Schools are seen as a sound setting to address this phenomenon. Mandatory School Food Standards have endeavoured to improve the nutritional profile of school food provision. However students often choose micronutrient poor, energy dense options. This study aimed to explore how and why secondary school students make their food choices within the school environment. Methods Seven focus group interviews were conducted with students (n = 28) aged 13–14 years in a school in Northern England. Development of the focus group schedule was informed by the socio-ecological model and food choice process model. Question topics included school food provision, students’ food choices and the role of friends and family in students’ food choices. Discussions were audio-recorded, transcribed verbatim and analysed using an inductive thematic approach: an iterative process of reading and re-reading transcripts, coding of nodes and grouping of nodes into unique themes. NVivo12 software was used to facilitate data management. Results Six initial themes emerged; (1) home environment, (2) food knowledge, (3) food choice factors, (4) food autonomy struggle, (5) social influences and (6) home versus school. Findings suggest that adolescents juxtapose the school and home food environments, in terms of food provision, food choices, as well as food-related rules and customs. Students identified food choices at home as being a structured and clearly defined process, with parents and caregivers acting as nutritional gatekeepers. In contrast, students depicted school food choices as being less straight-forward, determined by factors including social influences and school food choice parameters (e.g., time, queues, cost). Students reported choosing less “healthy” items at school than at home, and justified this by reportedly adopting perceived healthier choices/behaviours at home. Conclusions Both the school and home environment (in)directly influence adolescents’ school food choices. Further research is needed to understand these contrasting environmental influences, and how adolescents manage and integrate their food choice behaviours in different environments. Funding Sources Research funded by the University of Leeds.

The study of ancient Greek and Latin in Australia and New Zealand, especially at Sydney Church of England Grammar School in New South Wales, produced this century a number of leading scholars who made a major contribution to the study of Old World archaeology in Europe and Australia this century. Among them were V. G. Childe, T. J. Dunbabin, J. R. Stewart and A. D. Trendall. In developing their respective fields of expertise, all spent some time in Greece, as students, excavators, research workers and soldiers, and had formative links with the British School at Athens. Australia's debt to the Classics is reflected not only in the life-long attachment to their legacy, and to Greece, by the former Prime Minister, the Hon. E. G. Whitlam, but in the perpetuation of their influence in such Colonial and modern structures as the monument of Lysicrates in Sydney's Botanic Gardens and the National Library and new Parliament House in Canberra, and in an official poster illustrating multiculturalism in Australia. Despite their role in shaping Australia's European history, the teaching of Classics is under threat as never before, and the late Enoch Powell, at one time Professor of Ancient Greek at the University of Sydney, has stigmatised the obscurantism which threatens to impoverish if not undermine Western civilisation by closing access to knowledge of our Classical past.

Rodney Hill was born on 11 June 1921 in Leeds, and educated at Leeds Grammar School. He went up to Cambridge University in October 1939, with a Major Scholarship at Pembroke College. He graduated BA with first-class honours in 1942 in the Mathematical Tripos. Volunteering for war work immediately, he worked in full-time government service on ballistics in the Cambridge Mathematical Laboratory, and on the plasticity of metals in the Cavendish Laboratory. In 1943 he moved to the Armament Research Department at Fort Halstead in Kent, for three years. Here he was involved in, for example, the modelling of armour penetration by projectiles. This established his expertise in the Mathematical Theory of Plasticity, in which he became a world-recognized leader via the writing of a renowned book with that title (still in print after 60 years) and 170 research articles with eventually 26 collaborators. He had more than 10 research students. In 1963 he wrote a textbook, Principles of dynamics , based on his lectures to undergraduates. Subsequent appointments were at the British Iron and Steel Research Association in Sheffield, at Bristol University, and then as Professor of Applied Mathematics at Nottingham University (1953–62), and at Cambridge University. He retired in 1979 but continued with active research for more than another 20 years. Hill was elected a Fellow of the Royal Society in 1961, whose Royal Medal he received in 1993. He received the Honorary Degree of DSc from the Universities of Manchester (1976) and Bath (1978). He was awarded the von Karman Medal of the American Society of Civil Engineers in 1978, and the Panetti Medal of the Turin Academy in 1988. In 1982 The Rodney Hill 60th Anniversary Volume called Mechanics of solids was published, edited by H. G. Hopkins and M. J. Sewell. It contains 19 articles by 23 contributors in 693 pages. The Rodney Hill Prize in Solid Mechanics (US $25 000, at four-yearly intervals) has been established by Elsevier Ltd. It was awarded first in 2008 (Ortiz) and then in 2012 (Gao). A principal relaxation of Hill for 50 years was in extended botanical expeditions with his wife, Jeanne, in many parts of the English countryside, searching for, and identifying and recording, many species of wild flowers and fungi; and in the cultivation of a garden at home. Rodney Hill married Jeanne Wickens in 1945. She died in 2003. They had one daughter, Caroline, who survives them. Rodney died in Cambridge on 2 February 2011.

AbstractProfessor Sir John Baker was born in Sheffield in April 1944 towards the end of the Second World War. His path into legal history was via the Edward VI Grammar School in Chelmsford, and University College London (UCL) in the early 1960s. It was his good fortune that lecturing arrangements still in place at UCL as a wartime legacy caused him to fall under the inspirational guidance of Professor Toby Milsom at LSE for his legal history tuition. By the time John Baker moved to Cambridge in 1971 he had been called to the Bar at the Inner Temple, and his interest in the development of the common law in the late mediaeval/early Tudor period was firmly grounded. The next forty years were spent at Cambridge, where he established an enviable reputation as an innovative and meticulous scholar, whose publications output has become legendary. He retired from the Downing Chair of the Laws of England in 2011, and was knighted for his services to legal history in 2003. This article by Lesley Dingle attempts to highlight some aspects of Professor Baker's illustrious career, and should be read in conjunction with his entry in the Cambridge Eminent Scholars Archive, both of which are based on interviews that she conducted with Sir John in the Law Faculty in February-March 2017.

-Philip D. Morgan, Marcus Wood, Blind memory: Visual representations of slavery in England and America 1780-1865. New York: Routledge, 2000. xxi + 341 pp.-Rosemarijn Hoefte, Ron Ramdin, Arising from bondage: A history of the Indo-Caribbean people. New York: New York University Press, 2000. x + 387 pp.-Flávio dos Santos Gomes, David Eltis, The rise of African slavery in the Americas. Cambridge: Cambridge University Press, 2000. xvii + 353 pp.-Peter Redfield, D. Graham Burnett, Masters of all they surveyed: Exploration, geography, and a British El Dorado. Chicago: University of Chicago Press, 2000. xv + 298 pp.-Bernard Moitt, Eugenia O'Neal, From the field to the legislature: A history of women in the Virgin Islands. Westport CT: Greenwood Press, 2001. xiii + 150 pp.-Allen M. Howard, Nemata Amelia Blyden, West Indians in West Africa, 1808-1880: The African Diaspora in reverse. Rochester NY: University of Rochester Press, 2000. xi + 258 pp.-Michaeline A. Crichlow, Kari Levitt, The George Beckford papers. Kingston: Canoe Press, 2000. lxxi + 468 pp.-Michaeline A. Crichlow, Audley G. Reid, Community formation; A study of the 'village' in postemancipation Jamaica. Kingston: Canoe Press, 2000. xvi + 156 pp.-Linden Lewis, Brian Meeks, Narratives of resistance: Jamaica, Trinidad, the Caribbean. Kingston: University of the West Indies Press, 2000. xviii + 240 pp.-Roderick A. McDonald, Bridget Brereton, Law, justice, and empire: The colonial career of John Gorrie, 1829-1892. Kingston: University of the West Indies Press, 1997. xx + 371 pp.-Karl Watson, Gary Lewis, White rebel: The life and times of TT Lewis. Kingston: University of the West Indies Press, 1999. xxvii + 214 pp.-Mary Turner, Armando Lampe, Mission or submission? Moravian and Catholic missionaries in the Dutch Caribbean during the nineteenth century. Göttingen, FRG: Vandenburg & Ruprecht, 2001. 244 pp.-O. Nigel Bolland, Anton L. Allahar, Caribbean charisma: Reflections on leadership, legitimacy and populist politics. Kingston: Ian Randle; Boulder CO: Lynne Rienner, 2001. xvi + 264 pp.-Bill Maurer, Cynthia Weber, Faking it: U.S. Hegemony in a 'post-phallic' era. Minneapolis: University of Minnesota Press, 1999. xvi + 151 pp.-Kelvin Santiago-Valles, Christina Duffy Burnett ,Foreign in a domestic sense: Puerto Rico, American expansion, and the constitution. Durham NC: Duke University Press, 2001. xv + 422 pp., Burke Marshall (eds)-Rubén Nazario, Efrén Rivera Ramos, The legal construction of identity: The judicial and social legacy of American colonialism in Puerto Rico. Washington DC: American Psychological Association, 2000. 275 pp.-Marc McLeod, Louis A. Pérez, Jr., Winds of change: Hurricanes and the transformation of nineteenth-century Cuba. Chapel Hill: University of North Carolina Press, 2001. x + 199 pp.-Jorge L. Giovannetti, Fernando Martínez Heredia ,Espacios, silencios y los sentidos de la libertad: Cuba entre 1878 y 1912. Havana: Ediciones Unión, 2001. 359 pp., Rebecca J. Scott, Orlando F. García Martínez (eds)-Reinaldo L. Román, Miguel Barnet, Afro-Cuban religions. Princeton NJ: Markus Wiener Publishers, 2001. 170 pp.-Philip W. Scher, Hollis 'Chalkdust' Liverpool, Rituals of power and rebellion: The carnival tradition in Trinidad and Tobago, 1763-1962. Chicago: Research Associates School Times Publications and Frontline distribution international, 2001. xviii + 518 pp.-Asmund Weltzien, David Griffith ,Fishers at work, workers at sea: A Puerto Rican journey through labor and refuge. Philadelphia PA: Temple University Press, 2002. xiv + 265 pp., Manuel Valdés Pizzini (eds)-Riva Berleant-Schiller, Eudine Barriteau, The political economy of gender in the twentieth-century Caribbean. New York: Palgrave, 2001. xvi + 214 pp.-Edward Dew, Rosemarijn Hoefte ,Twentieth-century Suriname: Continuities and discontinuities in a new world society. Kingston: Ian Randle; Leiden: KITLV Press, 2001. xvi + 365 pp., Peter Meel (eds)-Joseph L. Scarpaci, Jonathan Benjamin-Alvarado, Power to the people: Energy and the Cuban nuclear program. New York: Routledge, 2000. xiii + 178 pp.-Lynn M. Festa, Keith A. Sandiford, The cultural politics of sugar: Caribbean slavery and narratives of colonialism. Cambridge: Cambridge University Press, 2000. 221 pp.-Maria Christina Fumagalli, John Thieme, Derek Walcott. Manchester: Manchester University Press, 1999. xvii + 251 pp.-Laurence A. Breiner, Stewart Brown, All are involved: The art of Martin Carter. Leeds U.K.: Peepal Tree, 2000. 413 pp.-Mikael Parkvall, John Holm, An introduction to Pidgins and Creoles. Cambridge: Cambridge University Press, 2000. xxi + 282 pp.

Norman Petch was born in Glasgow on 13 February 1917, the third child in a family of three boys and one girl. He had an English father who was a commercial traveller in drapery for most of his working life, and a Scottish mother. The family moved to England shortly after World War I, where most of his youth was spent in various parts of the West Riding of Yorkshire. He was not to live again in Scotland until relatively late in his career, when in 1973 he became Professor of Metallurgy at Strathclyde University. Despite this, he was proud of his Scottish origins, and had a great love of Scotland which was reflected in his eventual retirement to Culbokie in the Black Isle. Norman’s grandfather lived at Findon Cottage in Culbokie where he had been the agent for Sir George MacKenzie, a large landowner. His property, comprizing a delightful cottage and 10 acres, was a constant attraction to Norman from the age of two through his school years, and indeed throughout his life provided a serene environment in which to relax and to write, and finally a retirement haven. His education began in Yorkshire in the local school in the village of Aberford, where he exhibited an early interest in technology by making a crystal wireless set and by showing a mature knowledge of the workings of the family car. During the General Strike in 1926 Norman built a trolley from an old tin bath and pram wheels in order to transport logs from a nearby wood, as coal was unavailable at this time. He was clearly a contemplative child who played long games of chess with his father, and at an early age revealed a thoughtful attitude to life. In later years he was not a person to provide instant wisdom, but after mature reflection could be relied on to talk very good sense. His secondary education was principally at the Grammar School in Tadcaster, but completed at the West Leeds High School when the family moved to Leeds.

Donald Holroyde Hey was born in Swansea in September 1904, the second of three sons born to Arthur Hey and his wife Frances. Arthur Hey (1865-1952) had been born and brought up in Batley, near Leeds in the West Riding of Yorkshire. He attended Batley Grammar School and his scientific ability is evidenced by the award of the Queen’s Prize (established by order of the Lords of the Committee of the Privy Council on Education 1861) for the Examination of Science Classes of the Science and Art Department of the Committee of Council on Education. However, his main interest was music which he was taught in Leeds; studying as an external student he obtained his B.Mus. from Durham.

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.

<p>This essay explores the relationship between theatre and neighbourhood in early modern England with a focus on St Paul’s Cathedral precinct, demonstrating that the boys who performed as the Children of Paul’s were necessarily shaped by their time there in multiple ways. The seemingly discrete places of the cathedral that the boys inhabited, such as their singing school, the residence hall, the cathedral choir, the churchyard, and the grammar school, were as porous as the activities that took place there. We cannot, then, disentangle the boys’ lives as actors from their lives as denizens of Paul’s.</p>

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

The principal barrier to the uptake of technologies in schools is not technological, but social and political. Teachers must be convinced of the pedagogical benefits of a particular curriculum before they will agree to learn the means to teach it. The teaching of formal grammar to first language students in schools is no exception to this rule. Over the last three decades, most schools in England have been legally required to teach grammatical subject knowledge, i.e. linguistic knowledge of grammar terms and structure, to children age five and upwards as part of the national curriculum in English. A mandatory set of curriculum specifications for England and Wales was published in 2014, and elsewhere similar requirements were imposed. However, few current English school teachers were taught grammar themselves, and the dominant view has long been in favour of ‘real books’ rather than the teaching of a formal grammar. English grammar teaching thus faces multiple challenges: to convince teachers of the value of grammar in their own teaching, to teach the teachers the knowledge they need, and to develop relevant resources to use in the classroom. Alongside subject knowledge, teachers need pedagogical knowledge – how to teach grammar effectively and how to integrate this teaching into other kinds of language learning. The paper introduces the Englicious web platform for schools, and summarises its development and impact since publication. Englicious draws data from the fully-parsed British Component of the International Corpus of English, ICE-GB. The corpus offers plentiful examples of genuine natural language, speech and writing, with context and potentially audio playback. However, corpus examples may be age-inappropriate or over-complex, and without grammar training, teachers are insufficiently equipped to use them. In the absence of grammatical knowledge among teachers, it is insufficient simply to give teachers and children access to a corpus. Whereas so-called ‘classroom concordancing’ approaches offer access to tools and encourage bottom-up learning, Englicious approaches the question of grammar teaching in a concept-driven, top-down way. It contains a modular series of professional development resources, lessons and exercises focused on each concept in turn, in which corpus examples are used extensively. Teachers must be able to discuss with a class why, for instance, work is a noun in a particular sentence, rather than merely report that it is. The paper describes the development of Englicious from secondary to primary, and outlines some of the practical challenges facing the design of this type of teaching resource. A key question, the ‘selection problem’, concerns how tools parameterise the selection of relevant examples for teaching purposes. Finally we discuss curricula for teaching teachers and the evaluation of the effectiveness of the intervention.

AbstractDorothy Rayner was one of the first women to be appointed to a tenured academic post in any English university geology department, joining the Leeds Department in 1939, serving for 38 years to her retirement in 1977. She had two very important early influences inher life. The first was her family, with its tradition through several generations of doctors, scientists, engineers, mathematicians, radical politics and social activism. The other was her earlier education, particularly her seven years at the very influential Bedales School, the first of what were to become known in the 20th century as “progressive” schools. After gaining a First at Girton College in the Cambridge Natural Sciences Tripos, she undertook ground-breaking research on the taxonomy and neural systems of Jurassic fishes, for which she was awarded a Cambridge PhD in 1938, soon after which she was appointed Assistant Lecturer in Geology at Leeds. In addition to an always very heavy teaching load she continued with a broad range of research, including further work on fossil vertebrates, and the stratigraphy of first the North of England and then the whole of the British Isles. She was also an outstanding Editor, and then President, of the Yorkshire Geological Society.

AbstractSince their introduction by the Conservative government in 2013, primary school children in England have taken a mandated grammar, punctuation and spelling assessment, which places an emphasis on decontextualised, standardised English and the identification of traditional grammatical terminology. Despite some concise criticisms from educational linguists, there remains no detailed and critical investigation into the nature of the tests, their effects on test takers, and the policy initiatives which led up to their implementation. This article contributes to this gap in knowledge, using critical language testing as a methodological framework, and drawing on a bricolage of data sources such as political speeches, policy documents, test questions and interviews with teachers. I discuss how the tests work as de facto language policy, implemented as one arm of the government’s ‘core-knowledge’ educational agenda, underpinned by a reductive conceptualisation of language and a problematic discourse of ‘right/wrong’ ways of speaking. I reveal how teachers talk about the ‘power’ of the tests, intimidating and coercing them into pedagogies they do not necessarily believe in or value, which ultimately position them as vehicles for the government’s conservative and prescriptive language ideologies.

Francis Edgar Jones was born on 16 January 1914 in Wolverhampton. His father, the son of a miner, was educated at the Rugby Grammar School and a teachers’ training college, and became a teacher in 1898. He met Frank’s mother, whose family name was Franks, while teaching at Barnet. Early in the 1900s they moved north to Wolverhampton and remained there until they moved again to Dagenham in 1921. Frank was the third born in a family of two boys and two girls. At the age of just under five he was sent to the Church of England Primary School at Heathdown, Wolverhampton, where the discipline was strict. Frank had a vivid recollection of life at the school: ‘When we arrived at a quarter to nine, we first had to place our hands on the desk in front, palms face down, to see that we had clean nails. Next we had to stand on the form to have our boots inspected to make sure they were clean. After prayers, school began and our reward for a good week’s work was to be allowed to work with raffia - of different colours - on Friday afternoons.’

David Gwynne Evans was born in Atherton, near Manchester, on 6 September 1909 of Welsh parents; his father, a schoolmaster, was from Pembrokeshire and his mother from Bangor, North Wales. He was the third of four children in a distinguished family. His older brother, Meredith Gwynne, became Professor of Physical Chemistry in Leeds and later in Manchester and was a Fellow of the Royal Society. His sister, Lynette Gwynne, took a degree in modern languages at Manchester University and taught in girls’ high schools. His younger brother, Alwyn Gwynne, after holding a lectureship in Manchester University was appointed to the Chair of Physical Chemistry in Cardiff University. David left Leigh Grammar School in 1928 at the age of 18 years and worked for two years in a junior capacity for the British Cotton Growers’ Association at the Manchester Cotton Exchange. However, when Alwyn went up to Manchester University in 1931, David decided to go with him and both graduated B.Sc. in physics and chemistry three years later and M .S c. after a further year. At this time Professor Maitland in the Department of Bacteriology wanted a chemist to help in the public health laboratory which was run by his department. Professor Lapworth recommended David for the post and thus David entered the field of bacteriology and immunology, to which he was to contribute so much. He was appointed Demonstrator and soon afterwards Assistant Lecturer in the University Department. During these early years he worked with Professor Maitland on the toxins of Haemophilus pertussis (now Bordetella pertussis ) and related organisms, work that provided a sound basis for his subsequent interest in whooping cough immunization and later for his abiding interest in vaccination against other diseases and in the standardization of vaccines and antisera.

Dalrymple, Lisa. Skink on the Brink. Illus. Suzanne del Rizzo. Markham: Fitzhenry and Whiteside, 2013. Print.Stewie is a little skink, a member of an endangered species, and therefore very much “on the brink”. We meet young Stewie and his very blue tail as he enjoys life by a pond. Here in the forest he engages with other creatures, including a hungry weasel who pounces on him. The skink is safe, but his tail has popped off, leaving him free to escape the weasel’s clutches. Back grows the tail as beautiful as ever.However as Stewie grows he changes, and the beautiful blue tail is now a dull grey. Nothing feels right. Trying to escape the changes that are happening to him and mourning the loss of his blue tail, Stewie makes for a new pond. Here he meets a wise woodpecker who helps him to accept the changes in his colour as part of “growing up “. He sends Stewie back to his home pond, now more sure of himself and happy to be home.This gentle story of accepting the changes that growing up brings, and therefore accepting and loving yourself, is illustrated in lively pictures sculpted in modelling clay. The fine sense of texture and lively presentation complement the story well.Skink on the Brink won the SCBWI Crystal Kite Award (Canada) for 2014.Recommended: 3 out of 4 starsReviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

Bland, Nick. The Magnificent Tree. Illus. Stephen Michael King. Toronto: Scholastic Canada, 2013. Print.“Bonny and Pop were always bursting with ideas. Bonny’s ideas are clever yet simple, Pop’s are “big, brave and brilliant.” Nick Bland’s direct, down-to-earth text is constantly “set up” by Stephen King’s wildly inventive illustrations. Thus, when Bonny and Pop decide they wish to encourage the birds to stay nearby, they set about making a tree, each in their own way. Pop’s method is, as you may guess, big and brave, indeed his idea is so complex “it could not fit in his head all at once”. Bonny’s is simple- it basically fits into the palm of her hand. The results are fantastic, and simple, and “Just perfect.”This seems a simple story, but it has so much wit, gentleness and creativity in it, and so much to discover- both obvious and implied, that there are hours of pleasure in it.Each way of looking at life, Bonny’s or Pop’s, and each unique creation gives a text that is simple and clever and illustrations that are both bold and brave.This is the first time that the Australian author and illustrator have worked together. May the partnership continue.Highly Recommended: 4 out of 4 starsReviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

Beiser.Tim. Little Chicken Duck. Illus. Bill Slavin. Toronto, ON: Tundra Books, 2013. Print. When a duckling refuses a frog’s invitation to jump into the water and paddle, the frog introduces her to the other birds and asks them to reassure her. One by one they confess the fears they faced when they were young. The owl mistook fireflies for goblins’ eyes, the lark was afraid to sing, and the robin hated getting wet. Each bird they meet tells a tale of overcoming their fears until the duckling is playing happily in the water. But what, the duckling wonders, made the frog afraid when he was a pollywog? The frog admits it was ducks.Little Chicken Duck is an amusing introduction to facing one’s fears. The rhymes are strong and designed to allow young voices to join in while an adult reads aloud, and Bill Slavin’s illustrations are, as always, bold, brightly coloured and inviting. The animals’ fears are portrayed with character and humour. My favourite, an American bald eagle, dramatically pronounces his fear of thunderstorms as if he were holding forth on centre stage: with his beak powerfully declaiming, his wing thrust out for emphasis and with pointed claws. A child may not catch all of what Slavin is portraying, but then something must be left to trigger an adult’s sense of humour as they read.Recommended stars: 3 out of 4 stars Reviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

DiCamillo, Kate. Flora & Ulysses: The Illuminated. Illus. K. G. Campbell. Somerville: Candlewick Press, 2013. Print.The Tickhams have acquired a new, vigorous vacuum cleaner. It is far beyond Mrs. Tickham’s Control. Next door, Flora is reading about The Amazing Incandesto while skilfully ignoring her mother who, in any case, is up to her eyes writing romance novels. A powerful noise outside attracts Flora’s attention: Mrs. Tickham’s new cleaner is making directly for an innocent little squirrel. Flora is just in time to see the squirrel vacuumed up before it can react.Running gallantly to the squirrel’s relief Flora succeeds in saving the poor thin creature (well, half of its fur has been vacuumed away). Without hesitation she administers CPR and revives a remarkable creature: part squirrel (he is always hungry) and part Super Squirrel. The potentially fatal accident has left a squirrel gifted with: strength, the ability to fly, and a gift for poetry (if not spelling). Flora now has a friend, a companion, and a little trouble ahead.Relying on her favourite books “Terrible Things Can Happen to You” and “The Criminal Element”, Flora becomes involved with Ulysses the squirrel in a series of adventures that heal hearts, mend wounds, and expose truths. There are possibilities for trust, for friendship and for love - prompted by the affection of a unique squirrel plus Flora’s intelligence, perception and good heart. Many things are healed by them both, reconciliations are achieved and misunderstandings cleared.The squirrel sums up some of it in his poem to Flora:Nothingwould beeasier withoutyou, because you areeverything,all of it-sprinkles, quarks, giantdonuts, eggs sunny-side up-youare the ever-expandinguniverseto meFlora and Ulysses is a funny, sensitive, perceptive and thoroughly enjoyable book housing two unique heroes. It is one of Kate DiCamillo’s finest.Flora and Ulyssesis this year’s winner of the Newbery Medal.Highly Recommended: 4 out of 4 starsReviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

Simard, Rémy . Gustave. Illus. Pierre Pratt. Groundwood Books, 2014. Print.A young mouse has been playing with his friend, Gustav, just a little too far from home, and tragedy has struck. Pierre Pratt signals despair and disaster in the blackened pages and the first two words, “He’s gone.” The grim grey streets echo a little mouse’s grief and fear, for it is a cat who has seized Gustav. “Run. Escape.” The mouse cries on his way home, worried about what his mother will say.Just a moment… black as the story seems, grim as the dark colours are that echo the mouse’s grief, look back. Look at the eyes of the two little mice as they cling. Are Gustav’s eyes those of a living mouse, or are they those of a toy?All is dark, only to become lighter as the mouse reaches home and tells his mother what has happened. She comforts him, and when he is calm, she takes him to a cupboard where there is another little stuffed mouse with Gustav’s button eyes. The little mouse looks, little mouse eyes to toy mouse’s button eyes. The young mouse finds that he can like his new toy.Rémy Simard’s tale expresses that deep affection for a toy that brings it alive in a special relationship - think of Christopher Robin and Pooh. The loss of that toy may be devastating, but it can be relieved by an understanding adult and the coming of a new companion.A strong short tale completed by sensitive illustrations express first terror and then love and relief. That first childhood loss of a beloved companion, a teddy left on the bus, a doll abandoned at a picnic, whatever the scenario, here is the dark world of that loss and the warm comfort of a new companion.The tale may be seemingly too dark for many young children to read on their own. This is a book to share where re-assurance can make this expression of a first loss a story to appreciate.Recommended: 3 out of 4 starsReviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

Little, Jean. All Fall Down: The Landslide Diary of Abby Roberts. Toronto: Scholastic Canada, 2014. Print.The Dear Canada Series is a strong, well-written series of novels bringing different periods of Canadian history to life through the voices of girls living at the time. There is a constant high quality of writing throughout the series and the books cover both moments of high drama, like the Halifax explosion, and also descriptions of the continuing stress of displacement and immigration.Jean Little is a fine writer whose descriptions vividly bring a scene to life and whose compassion exposes character and allows the reader to become one with her heroine.All Fall Down is the story of the Frank Slide in Alberta in 1902, but it does not begin there. We meet Abby and her family in Montreal and are thrown headlong into her story with the first sentence: “This morning my father was killed.” There has been an industrial accident and the family is left in turmoil. Here we begin to see the stresses Abby’s mother faces- no money, a child with Down Syndrome, and three other children to care for. Help comes from her mother’s brother who has opened a hotel in Frank, Alberta. He offers to take them all in. A three day train journey from Montreal takes them to Frank where their uncle and aunt greet them with kindness and concern. Little builds the situation in Frank; the prejudice against the Down Syndrome little brother, the prejudice, also against a friend Abby makes - Bird, a First Nations girl, and the changes in Abby’s older brother and sister as they, too, have to find a new place in the tiny community.The plot lines are skilfully woven- Abby’s growing skills and abilities, the family finding a place in the community, disease ,and strained relations with the First Nations people to the extent of ignoring a continual warning from Bird’s grandfather that the mountain would walk.Then the mountain walks.The first part of the book enables the reader to become so familiar with the family and the Frank community that the tragedy is all the more telling.All Fall Down is a strong engaging story, all the more effective because of the compassion with which a skilful writer, like Jean Little, has brought her people to life.Highly Recommended: 4 out of 4 stars Reviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

Walsh, Pat. The Crowfield Demon. New York: Chicken House/Scholastic, 2012. Print. Pat Walsh's first novel, The Crowfield Curse, introduced us to William Paynel, his hairy friend and companion- the hob, Brother Walter, the compassionate crippled Brother Snail, and the fay, Shadlok. William had lost his family in a fire and has been taken in as a servant by Crowfield Abbey where he aids not only Brother Snail but also the vicious one-eyed cook, Brother Martin. It becomes apparent that Will has been gifted with the ability to see beyond the material world around him into the realms of the Old Magic. He is aware of the ancient ways and the spirits which held power before the coming of Christianity. By the end of the first book he has become bound together with Shadlok, the warrior fay, now his protector. As the story opens the old abbey is showing need of serious repair, repair the monks can ill afford. Suddenly one night there is a violent shaking and parts of the church are lying in rubble. Something ancient and evil has awakened, something long worshipped in the oak grove cut down by the monks when they first built the abbey. Its anger bodes ill for all that belong to the abbey. The battle has been engaged. Pat Walsh is an archaeologist, and her experience gives reality to the setting and an understanding of the function of the abbey and the vital importance and meaning of the gradual destruction that is taking place. We therefore follow the work of the masons, understand the shock of the unexpected as the abbey crumbles, and feel the importance not only of what is destroyed but also what that destruction may unleash. Pat Walsh's combination of fantasy and history gives the reader another way of comprehending this medieval past. Will is a strong and engaging character who links together reality and fantasy. He sees the magic, but is not a part of it. He lives and works in the abbey, and yet is detached enough to observe it because he is not part of its religious life. He is the principal character, yet he is an outsider, like the reader. So we accept his “companionship". Pat Walsh not only brings the period vividly before us but also balances her characters in a realistic way- benevolent and malevolent. Into this balance she inserts the shades between- the sour Prior, the bitter unkind cook and the underlying kindness and honour of a stern character, the warrior fay Shadlok. It is a balance of life. The battle of Good and Evil with its growing tension and bitterness- bitterness echoed in the frigid world outside town and abbey- is balanced by something tender in Will's relationship with the hob (a brilliant comic character), with good thoughtful Brother Snail, and the controlled frosty, but totally supporting and caring warrior fay, Shadlok. The Crowfield Demon is a gripping tale that combines history and fantasy in a way to help young readers understand something of the way people lived and thought in the far past. Detail and vivid description, and a strong story line, conjure up a visual experience as well as an understanding. Highly recommended: 4 out of 4 starsReviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and , except for the first two years in Canada where she arrived in 1959, in Canada. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet ( Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

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.

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. 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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.

04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328.04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647.04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34.04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. 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Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition (New York, USA), 25, (4) (2003), 559–582.04–36Gardner, R. C. (University of Western Ontario, Canada; Email: gardner@uwo.ca), Masgoret, A. M., Tennant, J. and Mihic L. Integrative motivation: changes during a year-long intermediate level language course. Language Learning (Malden, MA, USA), 54, 1 (2004), 1–34.04–37Gélat, Mona (Twickenham, UK; Email: mona_gelat@onetel.net.uk). Taking others' perspectives in a peer interactional setting while preparing for a written argument. Language and Education (Clevedon, UK), 17, 5 (2003), 332–354.04–38Graham, Suzanne (Reading U., UK; Email: suzanne@graham11.freeserve.co.uk). Learner strategies and advanced level listening comprehension. Language Learning Journal (London, UK), 28 (Winter 2003), 64–69.04–39Hew, Soon-Hin and Ohki, Mitsuri (Kyoto U., Japan; Email: my711010@hotmail.com). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: a case study. Calico Journal (Texas, USA), 21, 2 (2004), 397–419.04–40Itakura, Hiroko (The Hong Kong Polytechnic University, Hong Kong; Email: eghiroko@polyu.edu.hk). Changing cultural stereotypes through e-mail assisted foreign language learning. System (Oxford, UK), 32, 1 (2004), 37–51.04–41Johnstone, Richard (Stirling U., UK; Email: r.m.johnstone@stir.ac.uk). Evidence-based policy: early modern language learning at primary. Language Learning Journal (London, UK), 28 (Winter 2003), 14–21.04–42Kingston, John (University of Massachusetts, USA; Email: jkingston@linguist.umass.edu). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349.04–43Lamb, Martin (University of Leeds, UK; Email: m.v.lamb@education.leeds.ac.uk). Integrative motivation in a globalizing world. System (Oxford, UK), 32, 1 (2004), 3–19.04–44Larson-Hall, Jennifer (University of North Texas, USA). Predicting perceptual success with segments: a test of Japanese speakers of Russian. Second Language Research (London, UK), 20, 1 (2004), 33–76.04–45Lazaraton, Anne (University of Minnesota, USA; Email: lazaratn@umn.edu). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning (Malden, MA, USA), 54, 1 (2004), 79–117.04–46Lightbown, Patsy M. (Concordia U., Canada; Email: patsy.lightbown@verizon.net). SLA research in the classroom/SLA research for the classroom. Language Learning Journal (London, UK), 28 (Winter 2003), 4–13.04–47Loewen, Shawn (University of Auckland, New Zealand; Email: s.loewen@auckland.ac.nz). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning (Malden, MA, USA), 54, 1 (2004), 153–188.04–48Matsuda, Sae and Gobel, Peter (Kyoto Sangyo University, Japan; Email: sae@ cc.kyoto-su.as.jp). Anxiety and predictors of performance in the foreign language classroom. System (Oxford, UK), 32, 1 (2004), 21–36.04–49Mills, N., Herron, C. and Cole, S. (Emory University, Atlanta; Email: nmills@learnlink.emory.edu.). Teacher-assisted versus individual viewing of foreign language video: relation to comprehension, self-efficacy, and engagement. Calico Journal (Texas, USA), 21, 2 (2004), 291–316.04–50Mishra, Ranjita (Utkal U., India). The development of narration ability among pre-school children. Psycho-lingua (Raipur, India), 33, 1 (2003), 8–16.04–51Mondria, Jan-Arjen (U. of Groningen, The Netherlands). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition (New York, USA), 25, (4) 473–499.04–52Park, Hyeson (University of South Carolina, USA). A minimalist approach to null objects and subjects in second language acquisition. Second Language Research, 20, 1 (2004), 1–32.04–53Phakiti, Aek (U. of Melbourne, Australia; Email: aekmaejo@hotmail.com). Acloser look at gender and strategy use in L2 reading. Language Learning (Malden, MA, USA), 53, 4 (2003), 649–702.04–54Roed, J. (University College London, UK; Email: j.roed@ucl.ac.uk). Language learner behaviour in a virtual environment. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 155–172.04–55Rogerson-Revell, Pamela (U. of Leicester, UK; Email: pmrr1@le.ac.uk). Developing a cultural syllabus for business language e-learning materials. ReCall (Cambridge, UK), 15, 2 (2003), 155–168.04–56Sanz, Cristina and Morgan-Short, Kara (Georgetown University, USA; Email: sanzc@georgetown.edu). Positive evidence versus explicit rule presentation and explicit negative feedback: a computer assisted study. 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