Research Article
language teaching
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Following the state-of-the-art article on action research by Anne Burns in the last issue (Language Teaching 38.2, pp. 57–74), in the present issue, Steve Mann looks at the important reflective and developmental processes that need to be considered in the context of such research to help those who want to grow and develop as language teachers. Processes that have been identified as instrumental and supportive in teacher development, such as reflection, exploration and evaluation, are considered alongside tools such as journal writing, narrative enquiry and collaborative research to argue that sustaining teacher development is important for both the individual teacher and the school.
State of the Art
The language teacher's development
- Steve Mann
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- 13 January 2006, pp. 103-118
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This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development.
Abstract
Language teaching
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- Published online by Cambridge University Press:
- 13 January 2006, pp. 119-123
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05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.
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Language learning
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- 13 January 2006, pp. 123-132
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05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.
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Reading and writing
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- 13 January 2006, pp. 132-142
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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.
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05–313Zhang, Hao & Rumjahn Hoosain (The U of Minnesota, USA), Activation of themes during narrative reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 57–82.
Language testing
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- 13 January 2006, pp. 142-147
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05–314Alderson, J. Charles (Lancaster U, UK) & Ari Huhta, The development of a suite of computer-based diagnostic tests based on the Common European Framework. Language Testing (London, UK) 22.3 (2005), 301–320.
05–315Al-Hamly, Mashael & Christine Coombe (Kuwait U, Kuwait), To change or not to change: investigating the value of MCQ answer changing for Gulf Arab students. Language Testing (London, UK) 22.4 (2005), 509–531.
05–316Broadfoot, Patricia M. (U of Bristol, UK), Dark alleys and blind bends: testing the language of learning. Language Testing (London, UK) 22.2 (2005), 123–141.
05–317Cumming, Alister (U of Toronto, Canada; acumming@oise.utoronto.ca), Robert Kantor, Kyoko Baba, Usman Erdosy, Keanre Eouanzoui & Mark James, Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 5–43.
05–318Eckes, Thomas (TestDaF Institute, the Netherlands), Melanie Ellis, Vita Kalnberzina, Karmen Piorn, Claude Springer, Krisztina Szollás & Constance Tsagari, Progress and problems in reforming public language examinations in Europe: cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany. Language Testing (London,UK) 22.3 (2005), 355–377.
05–319Figueras, Neus (Department of Education, Generalitat de Catalunya, Spain), Brian North, Sauli Takala, Norman Verhelst & Piet Van Avermaet, Relating examinations to the Common European Framework: a manual. Language Testing (London, UK) 22.3 (2005), 261–279.
05–320Green, Anthony (Cambridge ESOL Examinations, Cambridge, UK), EAP study recommendations and score gains on the IELTS Academic Writing test. Assessing Writing (Amsterdam, the Netherlands) 10.1 (2005), 44–60.
05–321Green, Rita & Dianne Wall (Lancaster U, UK), Language testing in the military: problems, politics and progress. Language Testing (London,UK) 22.3 (2005), 379–398.
05–322Hasselgreen, Angela (The U of Bergen, Norway), Assessing the language of young learners. Language Testing (London,UK) 22.3 (2005), 337–354.
05–323Klein, Joseph (kleinj@mail.biu.ac.il) & David Taub, The effect of variations in handwriting and print on evaluation of student essays. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 134–148.
05–324Little, David (Trinity College, Dublin, Ireland), The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing (London, UK) 22.3 (2005), 321–336.
05–325Lumley, Tom & Barry O'Sullivan (Australian Council for Educational Research, Australia), The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking. Language Testing (London,UK) 22.4 (2005), 415–437.
05–326Luxia, Qi (Guandong U of Foreign Studies, China), Stakeholders' conflicting aims undermine the washback function of a high-stakes test. Language Testing (London, UK) 22.2 (2005), 142–173.
05–327Poehner, Matthew E. & James P. Lantolf (The Pennsylvania State U, USA), Dynamic assessment in the language classroom. Language Teaching Research (London, UK) 9.3 (2005), 233–265.
05–328Stansfield, Charles W. & William E. Hewitt (Second Language Testing Inc., USA), Examining the predictive validity of a screening test for court interpreters. Language Testing (London, UK) 22.4 (2005), 438–462.
05–329Trites, Latricia (Murray State U, USA) & Mary McGroarty, Reading to learn and reading to integrate: new tasks for reading comprehension tests?Language Testing (London, UK) 22.2 (2005), 174–210.
05–330Uiterwijk, Henny (Citogroep, Arnem, the Netherlands) & Ton Vallen, Linguistic sources of item bias for second generation immigrants in Dutch tests. Language Testing (London, UK) 22.2 (2005), 211–234.
05–331Weems, Gail H. (Arkansas Little Rock U, USA; ghweems@ualr.edu), Anthony J. Onwuegbuzie & Daniel Lustig, Profiles of respondents who respond inconsistently to positively- and negatively-worded items on rating scales. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 45–60.
05–332Weir, Cyril J. (Roehampton U, UK), Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing (London, UK) 22.3 (2005), 281–300.
05–333Xi, Xiaoming (U of California, USA), Do visual chunks and planning impact performance on the graph description task in the SPEAK exam?Language Testing (London, UK) 22.4 (2005), 463–508.
Teacher education
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- 13 January 2006, pp. 147-150
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05–334Angelides, Panayiotis, Maria Evangelou & James Leigh (Intercollege, Cyprus), Implementing a collaborative model of action research for teacher development. Educational Action Research (Oxford, UK), 13.2 (2005), 275–290.
05–335Brock, Cynthia, Lori Helman & Chitlada Patchen (U of Nevada, USA), Learning to conduct teacher research: exploring the development of mediated understandings. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 73–94.
05–336Burdelski, Matthew (California U, USA; mburdel@ucla.edu), Close- and open-ended narratives of personal experience: weekly meetings among a supervisor and teaching assistants of a ‘Japanese language education practicum’. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 3–32.
05–337Dooly, Melinda (U of Barcelona, Spain), How aware are they? Research into teachers' attitudes about linguistic diversity. Language Awareness (Clevedon, UK) 14.2/3 (2005), 97–112.
05–338Ezer, Hanna (Levinsky College of Education, Tel-Aviv, Israel; hezer@macam.ac.il) & Tamar Sivan, ‘Good’ academic writing in Hebrew: the perceptions of pre-service teachers and their instructors. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 117–133.
05–339Hayes, David (U of Birmingham, UK), Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.2 (2005), 169–194.
05–340Korthagen, Fred (Utrecht U, the Netherlands) & Angelo Vasalos, Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice (Abingdon, UK) 11.1 (2005), 47–71.
05–341Lynch, Brian (Portland State U, USA; bklynch@pdx.edu) & Peter Shaw, Portfolios, power, and ethics. TESOL Quarterly (Alexandria, VA, USA) 39.2, 263–298.
05–342Roulston, Kathryn, Roy Legette, Monica DeLoach & Celeste Buckhalter Pittman (U of Georgia, USA), What is ‘research’ for teacher-researchers?Educational Action Research (Oxford, UK) 13.2 (2005), 169–190.
05–343Santagata, Rossella (California U, USA; rossellas@lessonlab.com), ‘Are you joking or are you sleeping?’: cultural beliefs and practices in Italian and U.S. teachers' mistake-handling strategies. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 141–164.
05–344Waters, Alan (Lancaster U, UK; A.Waters@lancaster.ac.uk), Ma. Luz. C. Vilcheseo, Managing innovation in language education: a course for ELT change agents. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 117–136.
Bilingual education & bilingualism
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- 13 January 2006, pp. 150-151
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05–345Byon, Andrew Sangpil (Albany U, USA; abyon@albany.edu), Classroom assessment tools and students' affective stances: KFL classroom settings. Language and Education (Clevedon, UK) 19.3 (2005), 173–193.
05–346Costa, Jennifer, Gary McPhail, Janet Smith & Maria Estela Brisk (Boston College, USA), Faculty first – the challenge of infusing the teacher education curriculum with scholarship on English language learners. Journal of Teacher Education (Thousand Oaks, CA, USA) 56.2 (2005), 104–118.
05–347Gebhard, Meg (U of Massachusetts, Amherst, USA; gebhard@educ.umass.edu), School reform, hybrid discourses, and second language literacies. TESOL Quarterly (Alexandria, VA, USA) 39.2, 187–210.
05–348Jessner, Ulrike (U of Innsbruck, Austria), Multilingual metalanguage, or the way multilinguals talk about their languages. Language Awareness (Clevedon, UK) 14.1 (2005), 56–69.
05–349Liebscher, Grit (Waterloo U, Canada; gliebsch@uwaterloo.ca) & Jennifer Dailey-O'Cain, Learner code-switching in the content-based foreign language classroom. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 234–247.
Sociolinguistics
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- Published online by Cambridge University Press:
- 13 January 2006, pp. 151-153
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05–350Biesenbach-Lucas, Sigrun (American U; sblucas@american.edu), Communication topics and strategies in e-mail consultation: comparison between American and international university students. Language Learning & Technology (Hawaii, Manoa, USA) 9.2 (2005), 24–46.
05–351Giles, Howard & Dorjee Dorjee (U of California, USA), Cultural identity in Tibetan diasporas. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 138–157.
05–352Kheimets, Nina G. & Alek D. Epstein (Bar-Ilan U, Israel), Languages of science in the era of nation-state formation: the Israeli universities and their (non)participation in the revival of Hebrew. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 12–36.
05–353Kitzinger, Celia. & Elizabeth Peel (U of York; celia_kitzinger@yahoo.com), The de-gaying and re-gaying of AIDS: contested homophobias in lesbian and gay awareness training. Discourse & Society (London, UK) 16.2 (2005), 173–197.
05–354Lee, Seung-Hee (U of California, USA; shlee@humnet.ucla.edu), The scales of justice: balancing neutrality and efficiency in plea-bargaining encounters. Discourse & Society (London, UK) 16.1 (2005), 33–54.
05–355Morales-López, Esperanza, Gabriela Prego-Vázquez & Luzia Domínguez-Seco (U of Coruña, Spain; lxmlopez@udc.es), Interviews between employees and customers during a company restructuring process. Discourse & Society (London, UK) 16.2 (2005), 225–268.
05–356Nero, Shondel J. (St. John's U, USA; neros@stjohns.edu), Language, identities, and ESL pedagogy. Language and Education (Clevedon, UK) 19.3 (2005), 194–211.
05–357Ryoo, Hye-Kyung (Seoul Women's U; hryoo2002@yahoo.com), Achieving friendly interactions: a study of service encounters between Korean shopkeepers and African-American customers. Discourse & Society (London, UK) 16.1 (2005), 79–105.
05–358Schoonen, Rob & René Appel (U of Amsterdam, the Netherlands), The street language: a multilingual youth register in the Netherlands. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.2 (2005), 85–117.
05–359Vari-Bogiri, Harrah (U of the South Pacific, Port Vila, Vanuatu), A sociolinguistic survey of Araki: a dying language of Vanuatu. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 52–66.
Applied linguistics
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- Published online by Cambridge University Press:
- 13 January 2006, pp. 153-156
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05–360Chiswick, Barry, R. & Paul W. Miller (U of Illinois at Chicago, USA), Linguistic distance: a quantitative measure of the distance between English and other languages. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 1–11.
05–361Csomay, Eniko (San Diego State U, USA; ecsomay@mail.sdsu.edu), Linguistic variation within university classroom talk: a corpus-based perspective. Linguistics and Education (Amsterdam, the Netherlands) 15.3 (2005), 243–274.
05–362De Jong, Nel (Amsterdam U, the Netherlands; C.A.M.deJong@uva.nl), Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 205–234.
05–363Ellis, Nick C. (Michigan U, USA; ncellis@umich.edu), At the interface: dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 305–352.
05–364Ellis, Rod (Auckland U, New Zealand; r.ellis@auckland.ac.nz), Measuring implicit and explicit knowledge of a second language: a psychometric study. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 141–172.
05–365Handley, Zöe (U of Manchester, UK) & Marie-Josée Hamel, Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL). Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 99–120.
05–366Loewen, Shawn (Auckland U, New Zealand; s.loewen@auckland.ac.nz), Incidental focus on form and second language learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 361–386.
05–367Mosavi Miangah, Tayebeh & Ali Delavar Khalafi (Shahre Kord U, Iran; mousavi-t@lit.sku.ac.ir), Word sense disambiguation using target language corpus in a machine translation system. Literary and Linguistic Computing (Oxford, UK) 20.2 (2005), 237–249.
05–368Rydberg-Cox, Jeff (U of Missouri, USA; rydbergcoxj@umkc.edu), Talking about violence: clustered participles in the speeches of lysias. Literary and Linguistic Computing (Oxford, UK) 20.2 (2005), 219–235.
05–369Tokowicz, Natasha (Pittsburgh U, USA; macw@mac.com) & Brian MacWhinney, Implicit and explicit measures of sensitivity to violations in second language grammar: an event-related potential investigation. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 173–204.
05–370Van De Mieroop, Dorien (U of Antwerp, Belgium; dorien.vandemieroop@ua.ac.be), An integrated approach of quantitative and qualitative analysis in the study of identity in speeches. Discourse & Society (London, UK) 16.1 (2005), 107–130.
05–371Yamaguchi, Masataka (U of Georgia, USA; myamaguc@uga.edu), Discursive representation and enactment of national identities: the case of Generation 1.5 Japanese. Discourse & Society (London, UK) 16.2 (2005), 269–299.
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Publications received
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