Anne Burns

Roger Barnard

This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading teacher cognition researcher that highlight key themes, as well as eight case studies by new researchers, recounting their experience of designing and using data collection tools.

International Case Studies

Researching Language Teacher Cognition and Practice

Maria E. Torres-Guzmán

This is a collection of nine case studies of teachers and young learners in countries as widely separated as USA, Japan and Australia. In each chapter, classroom interaction is interpreted by different authors to illustrate how teachers and their students verbally co-construct culturally appropriate learning attitudes and behaviours. The collection reveals not only similarities and differences across cultural divides, but also how different perspectives can provide alternative and rich interpretations of teaching and learning.

International Case Studies and Perspectives

Creating Classroom Communities of Learning

Warren Wilson

This text is intended for students of English who have previously studied the language and who may even have a fair passive knowledge of grammar and vocabulary, but who lack the skills and confidence to converse in English.

A Basic Course in Communicative English

Fifty-Fifty

A Speaking and Listening Course

Fifty-fifty

An Intermediate Course in Communicative English

A Speaking and Listening Course. Book two

Ted Glynn

This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.

Bilingual Children's Language and Literacy Development

Fifty-Fifty, Intro

A Speaking and Listening Course. Book one

Business Venture 1

Jonathon Ryan

The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. It presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. Increasing attention is given by teachers and teacher educators to the construct and implementation of reflective practice as a form of bottom-up, autonomous professional development. The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. Written by international academics, these studies show how reflection can be interpreted in different cultural contexts. The book concludes with a discussion by Anne Burns of the implications of these case studies for action research. It is hoped that the book will enable practitioners, and their mentors, to consider how best to implement reflective procedures in the specific contexts in which they work. Chapters in the book include: • Lesson planning: The fundamental platform for reflecting for action • Reflecting on action: Lesson transcripts • Pair discussions for reflecting on action: Stimulated recall • Observation leading to reflection This book will be key reading for researchers in the fields of teacher education.

Voices from the Field

Reflective Practice

Van Canh Le

Hoa Thi Mai Nguyen

Thi Thuy Minh Nguyen

This timely volume opens a window on issues related to English language education in Vietnam. The authors consider that teacher quality is the key factor to be considered if the national English language curriculum outcomes are to be achievable. Aiming to shed light on key issues recently observed in the Vietnamese landscape of English language education, it examines the complexity of the institutionalization of the standardized English proficiency policy, which has been in force since 2008. That policy uses the Common European Framework of References for Languages (CEFR) as the model to set the standards and levels of proficiency for teachers, learners and state employees. The book presents both the theoretical and practical aspects of the standardization movement in English language education. The contents comprise a series of extended research-based chapters written by experts of language-in-education policy and planning in and about Vietnam from a range of perspectives including teachers, English language curriculum developers, teacher educators and researchers. The rich coverage of the book includes current discussion on English language education in Vietnam ranging from policy to practice, making it highly relevant to English teachers, teacher educators, and scholars, in Vietnam and worldwide, who aspire to broaden their horizons and professionalism.

Research, Policy and Practice

Building Teacher Capacity in English Language Teaching in Vietnam

Fifty-Fifty, revised and in full color, is a three-level course in conversational English that provides listening and speaking practice. This series provides realistic listening tasks and solid pair and group work, all designed to reduce learner anxiety and promote language acquisition.

Fifty-Fifty Series, Level 1

Dorothy Zemach

Antoinette Meehan

Practice activities and key reference material covers the core writing skills needed by adults in general and business contexts.

An Introduction to Business Writing

Writing for the Real World

Fifty-Fifty, now revised and in full color, is a three-level course in conversational english that provides listening and speaking practice for beginning to intermediate-level students. This series provides realistic listening tasks and solid pair and group work, all designed to reduce learner anxiety and promote language acquisition.Fifty-Fifty Intro is for beginning students who may have passive knowledge of English from previous study, but lack the skills and confidence to participate in conversation.

Roger Barnard

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