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Items where Division is "Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy"

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Babayigit, S. and Stainthorp, R. (2013) Correlates of early reading comprehension skills: a componential analysis. Educational Psychology. ISSN 0144-3410 doi: 10.1080/01443410.2013.785045

Babayigit, S. and Stainthorp, R. (2011) Modeling the relationships between cognitive–linguistic skills and literacy skills: new insights from a transparent orthography. Journal of Educational Psychology, 103 (1). pp. 169-189. ISSN 0022-0663 doi: 10.1037/a0021671

Babayiğit, S. and Stainthorp, R. W. (2010) Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study. Reading and writing: an interdisciplinary journal, 23 (5). pp. 539-568. ISSN 0922-4777 doi: 10.1007/s11145-009-9173-y

Broad, S. E. (2008) Beyond Belief: Harry Potter in text and film. Journal of Children's Literature Studies, 5 (1). ISSN 1743-0526

Broad, S. E. (2009) Historical or hysterical? Periodising family breakdown in contemporary children’s literature. IBBYlink, 25. pp. 3-5.

Brookes, W. and Goodwyn, A. (1999) What Literacy Means: An Initial Enquiry. The English and Media Magazine, 39. pp. 43-47.

Charman, T., Ricketts, J., Dockrell, J. E., Lindsay, G. and Palikara, O. (2014) Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders. International Journal of Language & Communication Disorders. ISSN 1368-2822 doi: 10.1111/1460-6984.12116

Constantinidou, M. and Stainthorp, R. W. (2009) Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 29 (2). pp. 171-186. ISSN 0144-3410 doi: 10.1080/01443410802613483

Cowan, R. and Powell, D. (2013) The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability. Journal of Educational Psychology. ISSN 0022-0663 doi: 10.1037/a0034097

Daller, M. H., Treffers-Daller, J. and Furman, R. (2011) Transfer of conceptualisation patterns in bilinguals: the construal of motion events in Turkish and German. Bilingualism: Language and Cognition, 14 (1). pp. 95-119. ISSN 1469-1841 doi: 10.1017/S1366728910000106

Dockrell, J. E., Ricketts, J., Charman, T. and Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32. pp. 81-90. ISSN 0959-4752 doi: 10.1016/j.learninstruc.2014.01.008

Edwards, V. (2011) Globalization and multilingualism: the case of the UK. Intercultural Communication Studies, 20 (1). pp. 27-35. ISSN 1057-7769

Edwards, V. and Ngwaru, J. M. (2012) African language books for children: issues for authors. Language, Culture and Curriculum, 25 (2). pp. 123-137. ISSN 1747-7573 doi: 10.1080/07908318.2011.629051

Edwards, V. and Ngwaru, J. M. (2011) African language publishing for children in South Africa: challenges for translators. International Journal of Bilingual Education and Bilingualism, 14 (5). pp. 589-602. ISSN 1367-0050 doi: 10.1080/13670050.2011.558618

Edwards, V. and Ngwaru, J. M. (2011) Language capital and development: the case of African language publishing for children in South Africa. International Journal of the Sociology of Language. ISSN 0165-2516 (In Press)

Edwards, V. and Ngwaru, J. M. (2011) Multilingual education in South Africa: the role of publishers. Journal of Multilingual and Multicultural Development, 32 (5). pp. 435-450. ISSN 1747-7557 doi: 10.1080/01434632.2011.592192

Goodwyn, A. (1997) Almost Together. The English and Media Magazine, 24. pp. 26-27.

Goodwyn, A. (2002) Breaking up is hard to do: English teachers and that LOVE of reading. English Teaching: Practice and Critique, 1 (1). pp. 66-78. ISSN 1175-8708

Goodwyn, A. (1991) The Employment of Drama. The Drama Magazine.

Goodwyn, A. (2011) English teachers in the digital age – a case study of policy and expert practice from England. English in Australia, 46 (1). pp. 53-61. ISSN 0155-2147

Goodwyn, A. (2009) English teachers in the digital age: a case study of policy and expert practice from England. English in Aotearoa, 69. pp. 36-44. ISSN 0113-7867

Goodwyn, A. (1992) Information Technology in English in Initial Teacher Training, Project Report. Journal of Information Technology for Teacher Education, 1 (1). pp. 171-173.

Goodwyn, A. (2013) Machines to think with? E-books, Kindles and English teachers, the much prophesied death of the book revisited. Changing English, 20 (2). pp. 148-159. ISSN 1358-684X doi: 10.1080/1358684X.2013.788294

Goodwyn, A. (2000) Making a point with Point Horror. The Secondary English Magazine, 2 (2). pp. 19-24.

Goodwyn, A. (1998) New Audience, new text. The Secondary English Magazine, 1 (2). pp. 26-28.

Goodwyn, A. (2012) One size fits all: the increasing standardisation of English teachers' work in England. English Teaching: Practice and Critique, 11 (4). pp. 36-53. ISSN 1175-8708

Goodwyn, A. (2013) Reading is now 'cool': a study of English teachers' perspectives on e-reading devices as a challenge and an opportunity. Educational Review. ISSN 1465-3397 (In Press)

Goodwyn, A. (2001) Second tier professionals: English teachers in England. L1 - Educational Studies in Language and Literature, 1 (2). pp. 149-161. ISSN 1573-1731 doi: 10.1023/A:1012739412076

Goodwyn, A. (1997) Signs of Growth but not of Status: Management and Media Education. The English and Media Magazine, 37. pp. 36-39.

Goodwyn, A. (1992) Theoretical Models of English Teaching. English in Education, 26 (3). pp. 4-10.

Goodwyn, A. (2001) Who wants to be a super teacher? The perils and pleasures of recognising expertise in English teaching. English in Australia, 129-130. pp. 39-50. ISSN 0046-208X

Goodwyn, A. (2004) A framework for English? Or a vehicle for literacy? English teaching in England in the age of the Strategy. English Teaching: Practice and Critique, 3 (3). pp. 16-28. ISSN 1175-8708

Goodwyn, A. (2010) The status of literature in a national curriculum: a case study of England. English in Australia, 45 (1). pp. 18-27.

Goodwyn, A. (2012) The status of literature: English teaching and the condition of literature teaching in schools. English in Education, 46 (3). pp. 212-227. ISSN 0425-0494 doi: 10.1111/j.1754-8845.2012.01121.x

Goodwyn, A. and Findlay, K. (1999) The Cox Models Revisited: English Teacher’s Views of their Subject and the National Curriculum. English in Education, 33 (2). pp. 19-31.

Goodwyn, A. and Findlay, K. (2001) Media Studies and the establishment. International Journal of Media Education, 1 (1). ISSN 1475-7567

Goodwyn, A. and Fuller, C. (2012) Outstanding teachers, practice and ICT use. Advancing Education, 2012. (In Press)

Goodwyn, A. and Powell, M. (2003) Canonical texts, critical literacy and the classroom: the case of 'The Lady of Shallott'. English in Australia, 138. pp. 51-56. ISSN 0155-2147

Goodwyn, A., Adams, A. and Clarke, S. (1997) ‘The Future of Literacy’. The Journal of Information Technology in Teacher Education, 6 (3). pp. 227-239.

Goodwyn, A., Adams, A. and Clarke, S. (1997) The Great God of the Future: Views of Current and Future English Teachers on the place of IT in English. English in Education, 31 (2). pp. 54-62.

Graham, S. (2002) Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25 (1). pp. 15-20. ISSN 1753-2167 doi: 10.1080/09571730285200051

Graham, S. (2011) Self-efficacy and academic listening. Journal of English for Academic Purposes, 10 (2). pp. 113-117. ISSN 1475-1585 doi: 10.1016/j.jeap.2011.04.001

Graham, S. and Santos, D. (2013) Selective listening in L2 learners of French. Language Awareness, 22 (1). pp. 56-75. ISSN 1747-7565 doi: 10.1080/09658416.2011.652634

Graham, S., MacFadyen, T. and Richards, B. (2012) Learners’ perceptions of being identified as very able: insights from Modern Foreign Languages and Physical Education. Journal of Curriculum Studies, 44 (3). pp. 323-348. ISSN 1366-5839 doi: 10.1080/00220272.2012.662525

Graham, S., Santos, D. and Francis-Brophy, E. (2014) Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40. pp. 44-60. ISSN 0742-051X doi: 10.1016/j.tate.2014.01.007

Graham, S., Santos, D. and Vanderplank, R. (2011) Exploring the relationship between listening development and strategy use. Language Teaching Research, 15 (4). pp. 435-456. ISSN 1477-0954 doi: 10.1177/1362168811412026

Graham, S., Santos, D. and Vanderplank, R. (2008) Listening comprehension and strategy use: a longitudinal exploration. System, 36 (1). pp. 52-68. ISSN 0346-251X doi: 10.1016/j.system.2007.11.001

Graham, S. J. and Macaro, E. (2008) Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58 (4). 747-783 . ISSN 0023-8333 doi: 10.1111/j.1467-9922.2008.00478.x

Graham, S. J., Richards, B. J. and Malvern, D. D. (2008) Progress in learning French vocabulary in a one-year advanced course at school. Journal of French Language Studies, 18 (3). pp. 349-364. ISSN 0959-2695 doi: 10.1017/S0959269508003499

Graham, S. J., Santos, D. and Vanderplank, R. (2010) Strategy clusters and sources of knowledge in French L2 listening comprehension. Innovation in Language Learning and Teaching, 4 (1). pp. 1-20. ISSN 1750-1229 doi: 10.1080/17501220802385866

Hawthorne, S., Goodwyn, A., George, M., Reid, L. and Shoffner, M. (2012) Extending the conversation: The state of English education: considering possibilities in troubled times. English Education. ISSN 1943-2216 (In Press)

Hyder, E. (2012) Serving two masters: a reflective narrative of reconciling the tensions faced in designing doctoral research. English Teaching: Practice and Critique, 11 (2). pp. 128-144. ISSN 1175-8708

Larrañaga, P., Treffers-Daller, J., Tidball, F. and Gil Ortega, M.-c. (2012) L1 transfer in the acquisition of manner and path in Spanish by native speakers of English. International Journal of Bilingualism, 16 (1). pp. 117-138. ISSN 1756-6878 doi: 10.1177/1367006911405577

Li, D. (2007) Coping with linguistic challenges in UK higher education: the use of strategies by Chinese research students. Language Learning Journal, 35 (2). pp. 205-219. ISSN 1753-2167 doi: 10.1080/09571730701599237

Li, D. (2012) Easing transition and promoting a positive student experience within an international partnership scheme for British and Chinese teachers. Journal of Research in International Education, 11 (1). pp. 32-49. ISSN 1741-2943 doi: 10.1177/1475240911434338

Li, D. (2006) Motivation in second language acquisition in Chinese research students in the UK. Evaluation and Research in Education, 19 (1). pp. 38-58. ISSN 1747-7514 doi: 10.1080/09500790608668324

Li, D. (2012) Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK. Race, Ethnicity and Education, 12 (2). pp. 241-258. ISSN 1470-109X doi: 10.1080/13613324.2011.585339

Li, D. and Edwards, V. (2013) The impact of overseas training on curriculum innovation and change in English language education in Western China. Language Teaching Research. ISSN 1477-0954 doi: 10.1177/1362168813494124

Lockwood, M. (2012) Attitudes to reading in English primary schools. English in Education, 46 (3). pp. 228-246. ISSN 0425-0494 doi: 10.1111/j.1754-8845.2012.01132.x

Lockwood, M. (2013) “Bad talk” made good: language variety in four Caribbean British children’s poets. Children's Literature in Education. ISSN 1573-1693 doi: 10.1007/s10583-013-9202-y

Lockwood, M. (2012) Changing standards revisited: children’s awareness and knowledge of features of written standard English at ages 10-11. Changing English. ISSN 1358-684X (In Press)

Macaro, E. and Graham, S. J. (2008) The development of the passé composé in lower-intermediate learners of French as a second language. Language Learning Journal, 36 (1). pp. 5-19. ISSN 1753-2167 doi: 10.1080/09571730801988454

Marsden, E. and Graham, S. J. (2009) Review of doctoral research in second-language teaching and learning in England (2006). Language Teaching, 42 (3). pp. 369-396. ISSN 0261-4448 doi: 10.1017/s0261444809005783

Perkins, M. (2013) Student teachers’ perceptions of reading and the teaching of reading: the implications for teacher education. European Journal of Teacher Education. ISSN 0261-9768 doi: 10.1080/02619768.2013.763790

Powell, D. and Dixon, M. (2011) Does SMS text messaging help or harm adults’ knowledge of standard spelling? Journal of Computer Assisted Learning, 27 (1). pp. 58-66. ISSN 1365-2729 doi: 10.1111/j.1365-2729.2010.00403.x

Powell, D., Plaut, D. and Funnell, E. (2006) Does the PMSP connectionist model of single word reading learn to read in the same way as a child? Journal of Research in Reading, 29 (2). pp. 229-250. ISSN 0141-0423 doi: 10.1111/j.1467-9817.2006.00300.x

Powell, D., Stainthorp, R. and Stuart, M. (2014) Deficits in orthographic knowledge in children poor at rapid automatized naming (RAN) tasks? Scientific Studies of Reading, 18 (3). pp. 192-207. ISSN 1088-8438 doi: 10.1080/10888438.2013.862249 (In Press)

Powell, D., Stainthorp, R., Stuart, M., Garwood, H. and Quinlan, P. (2007) An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98 (1). pp. 46-68. ISSN 0022-0965 doi: 10.1016/j.jecp.2007.04.003

Rassool, N. (2013) Considering heteroglossia in language and development in Sub-Saharan Africa. International Journal of the Sociology of Language. ISSN 0165-2516 (In Press)

Rassool, N. (2000) Contested and contesting identities: minority languages vs. the teaching of 'world' languages within the global cultural economy. Journal of Multilingualism and Multicultural Development, 21 (6). pp. 386-398. ISSN 1747-7557 doi: 10.1080/01434630008666412

Rassool, N. (2002) Deconstructing 'standards' in education. British Journal of Sociology of Education, 23 (1). pp. 135-140. ISSN 0142-5692 doi: 10.1080/01425690120104023

Rassool, N. (2004) Exploring the construction of social class in educational discourse: the rational order of the nation state vs. global uncertainties. Pedagogy Culture and Society, 12 (1). pp. 121-139. ISSN 1747-5104 doi: 10.1080/14681360400200192

Rassool, N. (1999) Flexible identities: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city school. British Journal of Sociology of Education, 20 (1). pp. 23-36. ISSN 0142-5692

Rassool, N. (1999) Literacy and Development in the Information Age: redefining possibilites in Sub-Saharan Africa. Social Dynamics-a Journal of the Centre for African Studies University of Cape Town, 25 (1). pp. 130-149. ISSN 0253-3952

Rassool, N. (1996) Nationalism, Cultural Pluralism and the Struggle for Democracy in Post-Communist Bulgaria: the role of education. Education Today, 46 (2). pp. 12-23.

Rassool, N. (1993) Post-Fordism? Technology and new forms of control: the case of technology in the curriculum. British Journal of Sociology of Education, 14 (3). pp. 227-244. ISSN 0142-5692

Rassool, N. (1998) Postmodernity, Cultural Pluralism and the nation-State: problems of language rights, human rights, identity and power. Language Sciences, 20 (1). pp. 89-99.

Rassool, N. (1995) Theorizing Literacy, Politics and Social Process: revisiting Maktab literacy in Rian in search of a paradigm. International Journal of Educational Development, 15 (4). pp. 423-436. ISSN 0738-0593 doi: 10.1016/0738-0593(95)00025-X

Rassool, N. and Edwards, V. (2011) Multilingualism in African schools: constraints and possibilities. Language and Education, 24 (4). pp. 277-281. ISSN 1747-7581 doi: 10.1080/09500781003678720 (special issue 'Multilingualism in African schools: constraints and possibilities')

Rassool, N. and Morely, L. (2000) School effectiveness: new managerialism, quality and the Japanisation of education. Journal of Education Policy, 15 (2). pp. 169-183. ISSN 1464-5106 doi: 10.1080/026809300285881

Rassool, N. and Morley, L. (2000) School effectiveness and the displacement of equity discourses in education. Race, Ethnicity and Education, 3 (3). pp. 237-259. ISSN 1470-109X doi: 10.1080/713693043

Rassool, N., Edwards, V. and Bloch, C. (2006) Issues in language and development in multilingual settings: a case-study of knowledge exchange and teacher education in South Africa. International Review of Education, 52 (6). pp. 533-552. ISSN 1573-0638 doi: 10.1007/s11159-006-9008-x

Richards, B. J., Malvern, D. D. and Graham, S. J. (2008) Word frequency and trends in the development of French vocabulary in lower intermediate students during Year 12 in English schools. Language Learning Journal, 36 (2). pp. 199-213. ISSN 0957-1736 doi: 10.1080/09571730802390098

Ricketts, J., Jones, C. R. G., Happé, F. and Charman, T. (2013) Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43 (4). pp. 807-816. ISSN 0162-3257 doi: 10.1007/s10803-012-1619-4

Ricketts, J., Sperring, R. and Nation, K. (2014) Educational attainment in poor comprehenders. Frontiers in Psychology, 5 (445). ISSN 1664-1078 doi: 10.3389/fpsyg.2014.00445

Santos, D. and Silva, G. V. (2008) Authenticating materials through critical thinking: the case of teaching and learning suggestions in Portuguese. Hispania, 91 (1). pp. 109-122. ISSN 0018-2133

Santos, D. and Silva, G. V. (2008) Making suggestions in the workplace: insights from learner and native-speaker discourses. Hispania, 91 (3). pp. 651-664. ISSN 0018-2133

Silva, G. V. and Santos, D. (2010) Business communication in less commonly taught languages: teaching suggestions through discourse analysis. Journal of the National Council of Less Commonly Taught Languages, 8. pp. 1-20.

Stainthorp, R. (2004) W(h)ither phonological awareness? Literate trainee teachers’ lack of stable knowledge about the sound structure of words. Educational Psychology, 24 (6). pp. 753-766. ISSN 0144-3410 doi: 10.1080/0144341042000271728

Stainthorp, R. and Hughes, D. (2000) Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23 (1). pp. 41-54. ISSN 1467-9817 doi: 10.1111/1467-9817.00101

Stainthorp, R. and Hughes, D. (1998) Phonological sensitivity and reading: evidence from precocious readers. Journal of Research in Reading, 21 (1). pp. 53-68. ISSN 0141-0423 doi: 10.1111/1467-9817.00042

Stainthorp, R. and Hughes, D. (2004) What happens to precocious readers’ performance by the age of 11 years? Journal of Research in Reading, 27 (4). pp. 357-372. ISSN 1467-9817 doi: 10.1111/j.1467-9817.2004.00239.x

Stainthorp, R. and Hughes, D. (2004) An illustrative case study of precocious reading ability. Gifted Child Quarterly, 48 (2). pp. 107-120. ISSN 0016-9862 doi: 10.1177/001698620404800204

Stainthorp, R., Powell, D. and Stuart, M. (2013) The relationship between rapid naming and word spelling in English. Journal of Research in Reading, 36 (4). pp. 371-388. ISSN 1467-9817

Stainthorp, R. W. and Rauf, N. (2009) An investigation of the influence of the transcription skills of handwriting and spelling on the quality of text writing by girls and boys in Key Stage 2. Handwriting Today, 8. pp. 8-13. ISSN 1744-036X

Stainthorp, R. W., Stuart, M., Powell, D., Quinlan, P. and Garwood, H. (2010) Visual processing deficits in children with slow RAN performance. Scientific Studies of Reading, 14 (3). pp. 266-292. ISSN 1088-8438 doi: 10.1080/10888431003724070

Taggart, G. (2002) Mickey Mouse spirituality? Children’s worldviews and the culture industry. British Journal of Religious Education, 25 (1). pp. 60-68. ISSN 1740-7931 doi: 10.1080/0141620020250106

Taggart, G. (2002) Spiritual literacy and tacit knowledge. Journal of Beliefs and Values, 23 (1). pp. 7-17. ISSN 1469-9362 doi: 10.1080/13617670220125638

Taggart, G. (2004) Whitehead and Marcuse: teaching the “art of life". Process Papers, 8. pp. 53-67.

Tidball, F. and Treffers-Daller, J. (2008) Analysing lexical richness in French learner language: what frequency lists and teacher judgements can tell us about basic and advanced words. Journal of French Language Studies, 18 (3). pp. 299-313. ISSN 0959-2695 doi: 10.1017/S0959269508003463 (Special issue: knowledge and use of the lexicon in French as a second language)

Treffers-Daller, J. (1999) Borrowing and shift-induced interference: contrasting patterns in French-Germanic contact in Brussels and Strasbourg. Bilingualism: Language and Cognition, 2 (1). pp. 1-22. ISSN 1469-1841

Treffers-Daller, J. (2005) Brussels French une fois: Transfer-induced innovation or system-internal development? Bilingualism: Language and Cognition, 8 (2). pp. 145-157. ISSN 1469-1841 doi: 10.1017/S1366728905002166

Treffers-Daller, J. (2005) Evidence for insertional codemixing: mixed compounds and French nominal groups in Brussels Dutch. International Journal of Bilingualism, 9 (3-4). pp. 477-506. ISSN 1756-6878 doi: 10.1177/13670069050090030901

Treffers-Daller, J. (2012) Grammatical collocations and verb-particle constructions in Brussels French: a corpus-linguistic approach to transfer. International Journal of Bilingualism, 16 (1). pp. 53-82. ISSN 1367-0069 doi: 10.1177/1367006911403213

Treffers-Daller, J. (2011) Operationalising and measuring language dominance. International Journal of Bilingualism, 15 (2). pp. 147-163. ISSN 1756-6878 doi: 10.1177/1367006910381186

Treffers-Daller, J. (2012) Thinking for speaking and linguistic relativity among bilinguals: towards a new research agenda. Language, Interaction and Acquisition , 3 (2). ISSN 1879-7873 (In Press)

Treffers-Daller, J. and Milton, J. (2013) Vocabulary size revisited: the link between vocabulary size and academic achievement. Applied Linguistics Review. ISSN 1868-6311 (In Press)

Treffers-Daller, J. and Mougeon, R. (2005) The role of transfer in language variation and change: Evidence from contact varieties of French. Bilingualism: Language and Cognition, 8 (2). pp. 93-98. ISSN 1469-1841 doi: 10.1017/S1366728905002191

Treffers-Daller, J., Ozsoy, A. S. and van Hout, R. (2007) (In)Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: an analysis of complex embeddings in narratives. International Journal of Bilingual Education and Bilingualism, 10 (3). pp. 248-276. ISSN 1367-0050 doi: 10.2167/beb443.0

Treffers-Daller, J., Daller, H. M., Malvern, D., Richards, B., Meara, P. and Milton, J. (2008) Introduction. Journal of French Language Studies, 18 (3). pp. 269-276. ISSN 1474-0079

Warner, L. (2011) Disabled characters in plays. Changing English: Studies in Culture and Education, 18 (4). pp. 371-382. ISSN 1469-3585 doi: 10.1080/1358684X.2011.630196

Warner, L. (2011) Lifting the Wife of Bath off the page. NATE Classroom (14). pp. 48-50. ISSN 1753-6162

Yassaei, S. (2012) Reflective practice among MATESOL graduates in the UAE: theoretical construct or ongoing benefit? Reflective Practice, 13 (2). pp. 255-270. ISSN 1470-1103 doi: 10.1080/14623943.2011.626399

Book or Report Section

Burrell, D., Graham, S., Medley, D., Richards, B. and Roberts, J. (2011) The development and application of a diagnostic test for trainee foreign language teachers. In: O'Sullivan, B. (ed.) Language testing: theory and practice. Palgrave, Oxford, pp. 208-227. ISBN 9780230230620

Courtney, L. (2013) The role of context in forming young learners' attitudes and motivation to learning French. In: Archibald, E. (ed.) Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. British Association for Applied Linguistics, pp. 47-50. ISBN 9780955953354

Fabrício, B. F. and Santos, D. (2009) The (re-)framing process as a collaborative locus for change. In: Cook, G. and North, S. (eds.) Applied linguistics in action: a reader. Routledge, London. ISBN 9780415545471

Goodwyn, A. (1998) Adapting to the Textual landscape: Bringing Print and Visual Texts Together in the Classroom. In: Goodwyn, A. (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 129-150.

Goodwyn, A. (1998) Broadening the Literacy Horizon. In: Goodwyn, A. (ed.) Literary and Media Texts in Secondary English. London: Cassells, pp. 1-23.

Goodwyn, A. (1995) Contextualising ability within the subject of English. In: Goodwyn, A. (ed.) English and Ability. London: David Fulton Publishers, pp. 1-13.

Goodwyn, A. (2001) Cultural Rights in the Convergence. In: Durrant, C. and Beavis, C. (eds.) P[ICT] URES of English: Teachers, learners and technology. Australian Association for the Teaching of English, Kent Town: Wakefield Press, pp. 52-68.

Goodwyn, A. (1995) Defining High Ability in English. In: Goodwyn, A. (ed.) English and Ability. London: David Fulton Publishers, pp. 14-27.

Goodwyn, A. (2002) Introduction: reviewing transition and literacy. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3,. London:Paul Chapman Publishing,, pp. 1-21.

Goodwyn, A. (2003) Literacy or English: The struggle for the professional identity of English teachers in England. In: Homer, D., Doecke, B. and Nixon, H. (eds.) English Teachers at Work: Narratives, Counter-narratives and Arguments. Australian Association for the Teaching of English /Interface. Kent Town, South Australia: Wakefield Press.

Goodwyn, A. (2011) Literary reading: the challenge of getting young people to experience poetry. In: Lockwood, M. (ed.) Bringing Poetry Alive: a Guide to Classroom Practice. Sage, London, pp. 129-142. ISBN 9780857020734

Goodwyn, A. (1998) Literature: The writing on the wall is now on the screen. In: Kooy, M., Janssen, T. and Watson, K. (eds.) Fiction, Literature and Media: Studies in Language and Literature, International Perspectives on Mother Tongue Education. Amsterdam University Press,, pp. 39-50.

Goodwyn, A. (2005) Professionalism and accountability. In: Goodwyn, A. and Branson, J. (eds.) A Handbook for The Teaching of English. London Kogan Page/Routledge.

Goodwyn, A. (2000) Texting; reading and writing in the intertext. In: Goodwyn, A. (ed.) English in the Digital Age. Continuum, London, pp. 78-96.

Goodwyn, A. (2000) “A bringer of new things”: an English Teacher in the computer age?,. In: Goodwyn, A. (ed.) English in the Digital Age. London: Continuum, pp. 1-21.

Goodwyn, A. (2014) The e-reader: the phenomenon of the Kindle and other reading devices. In: Tzu-Bin Chen, V. and Chai, C. S. (eds.) New Media and learning in the 21st Century: a socio-cultural perspective. Springer, New York. (In Press)

Goodwyn, A. and Findlay, K. (2002) Literacy in transition. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 21-44.

Goodwyn, A. and Findlay, K. (1999) Media Education and Mother Tongue teaching: conflict or convergence. In: Hart, A. (ed.) The Frankfurt Papers, MEC Collected research papers. The Media Education Centre, The University of Southampton, pp. 9-20.

Goodwyn, A. and Findlay, K. (2002) Secondary Schools and the national Literacy Strategy. In: Goodwyn, A. (ed.) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp. 45-64.

Goodwyn, A. C. (2010) Becoming an English teacher: identity, self-knowledge and expertise. In: Davidson, J., Daly, C. and Moss, J. (eds.) Debates in English teaching. Routledge, Abingdon, pp. 18-36. ISBN 9780415569163

Lockwood, M. (2010) Opening the wardrobe of voices: standard English and language study at Key Stage 2. In: Goodwin, P. (ed.) The literate classroom. 3rd edition. Routledge. ISBN 9780415584081

Malvern, D. D. and Richards, B. (2012) Measures of lexical richness. In: Chapelle, C. (ed.) The Encyclopedia of Applied Linguistics. Blackwell/Wiley. ISBN 9781405194730

Perkins, M. (2008) Literature for the very young. In: Goodwin, P. E. (ed.) Understanding Children's Books: A Guide for Education Professionals. Sage, London, pp. 21-31. ISBN 9781847870322

Perkins, M. (2011) Teaching poetry in the early years. In: Lockwood, M. (ed.) Bringing poetry alive. Sage, London, pp. 26-37. ISBN 9780857020734

Rassool, N. (1995) Black Women as 'Other' within the Academy. In: Morley, L. and Walsh, V. (eds.) Feminist Academics: Creative Agents for Change. Taylor & Francis, London, pp. 22-41.

Rassool, N. (2012) English and migration. In: Hewing, A. and Tagg, C. (eds.) The Politics of English: conflict, competition, co-existence. Worlds of English. Routledge, London. ISBN 9780415674256 (In Press)

Rassool, N. (2010) Flexible identitites: exploring 'race' and gender issues amongst a group of immigrant pupils in an inner-city comprehensive school. In: Torrance, H. (ed.) Qualitative research methods in education. Fundamental issues in applied research, 3. Sage, London. ISBN 9781848602076

Rassool, N. (2000) Foreword. In: Lest We Forget: recapturing subjugated cultural histories of Cape Town (1897-1956). University of the Western Cape, Cape Town.

Rassool, N. (1997) Fractured or Flexible Identities? Life Histories of 'Black' Diasporic Women in Britain. In: Mirza, H. (ed.) British Black Feminism: A Reader. Routledge, London, pp. 187-204.

Rassool, N. (2000) Language maintenance as an arena of cultural and political stuggle in a changing world. In: Phillipson, R. (ed.) Rights to Language: equity, power and education. Routledge, pp. 57-61. ISBN 9780805833461

Rassool, N. (1998) Language policies for a multicultural Britain. In: Corson, D. (ed.) The Encyclopedia of Language and Education. 1st edition. Kluwer Academic Press, Dortrecht, The Netherlands, pp. 113-126.

Rassool, N. (2008) Language policy and education in Britain. In: May, S. and Hornberger, N. (eds.) Encyclopedia of language and education. 2nd edition. Springer , New York , pp. 267-284. ISBN 9780387328751 doi: 10.1007/978-0-387-30424-3_20 (Volume 1: Language Policy and Political Issues in Education)

Rassool, N. (1999) Regulating the chaos: the irrationalities of technical control in teacher education. In: Graham, J. (ed.) Teacher Professionalism and the Challenge of Change. University of East London Studies in Education. Trentham Books, Stoke-on-Trent, pp. 79-88. ISBN 9781858562186

Rassool, N. (2013) The political economy of English language and development: English vs national and local languages in developing countries. In: Erling, E. J. and Seargeant, P. (eds.) English and international development: policy, pedagogy and globalization. Critical Language and Literacy Studies. Multilingual Matters, Bristol, pp. 45-67. ISBN 9781847699466

Santos, D. and Silva, G. V. (2008) The orchestration of voices in conversation sessions: rules and roles developed by participants. In: Wiedemann, L. and Scaramucci, M.V.R. (eds.) Português para falantes de Espanhol: ensino e aquisição: artigos selecionados escritos em Português e Inglês / Portuguese for Spanish speakers: teaching and acquisition: selected articles written in Portuguese and English. Pontes Editores, Campinas, Brazil, pp. 135-156. ISBN 9788571132795

Stainthorp, R. (2003) Phonology and learning to read. In: Hall, N., Larson, J. and Marsh, J. (eds.) Handbook of early childhood literacy. Sage, London, pp. 209-221. ISBN 9780761974376

Treffers-Daller, J. (2010) Borrowing. In: Fried, M., Östman, J.-O. and Verschueren, J. (eds.) Variation and change: pragmatic perspectives. Handbook of pragmatics highlights (6). John Benjamins, Amsterdam / Philadelphia, pp. 17-35. ISBN 9789027289179

Treffers-Daller, J. (2011) Chercher pour or chercher après: arguing the case for contact-induced linguistic innovation in different varieties of French. In: Martineau, F. and Nadasdi, T. (eds.) Le francais en contact. Hommages a Raymond Mougeon. Universite de Laval, Canada, pp. 375-392. ISBN 9782763793177

Treffers-Daller, J. (2009) Language dominance and lexical diversity: how bilinguals and L2 learners differ in their knowledge and use of French lexical and functional items. In: Richards, B., Daller, H. M., Malvern, D. D., Milton, J. and Treffers-Daller, J. (eds.) Vocabulary studies in first and second language acquisition. The interface between theory and application. Palgrave, Basingstoke, UK, pp. 74-90. ISBN 9780230206687

Treffers-Daller, J. (2013) Measuring lexical diversity among L2 learners of French: an exploration of the validity of D, MTLD and HD-D as measures of language ability. In: Jarvis, S. and Daller, M. (eds.) Vocabulary knowledge: human ratings and automated measures. Benjamins, Amsterdam, pp. 79-104. ISBN 9789027241887

Treffers-Daller, J. (1991) Towards a uniform approach to code-switching and borrowing. In: ESF Network on Codeswitching and language contact, g. (ed.) Papers for the workshop on constraints, conditions and models. European Science Foundation, Strasbourg, pp. 259-279.

Treffers-Daller, J. and Tidball, F. (2012) Can L2 learners learn new ways to conceptualise events? Evidence from motion event construal among English-speaking learners of French. In: Schmitz, K., Guijarro-Fuentes, P. and Müller, N. (eds.) The acquisition of French in its different constellations. Multilingual Matters, Bristol. (In Press)

Treffers-Daller, J. (2009) Code-switching and transfer: an exploration of similarities and differences. In: Bullock, B. E. and Toribio, A. J. (eds.) The Cambridge handbook of linguistic code-switching. Cambridge handbooks in language and linguistics. Cambridge University Press, Cambridge, pp. 58-74. ISBN 9780521875912

Warner, L. (2011) Teaching poetry to teenagers. In: Lockwood, M. (ed.) Bringing Poetry Alive: A Guide to Classroom Practice. Sage, London, pp. 99-112. ISBN 9780857020734

Yassaei, S. (2011) Action research: a step toward understanding classroom life. In: Coombe, C., Stephenson, L. and Abu Rmaileh, S. (eds.) Leadership & management in English language teaching. TESOL Arabia, pp. 209-218.

Report

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B., (2010) Languages Learning at Key Stage 2. A Longitudinal Study. Final report. Research Report DCSF. RR198. Report. Department for Children, Schools and Families pp169. ISBN 9781847756398

Edwards, V. and Li, D., (2011) Confucius, constructivism and the impact of continuing professional development of teachers of English in China. ELT Research Papers 11-02. Report. British Council, Manchester. pp23. ISBN 9780863556739

Li, D., (2011) Confucius, constructivism and the impact of continuing professional development on teachers of English in China. ELT Research Papers 11–03. Report. British Council ISBN 9780863556739

Conference or Workshop Item

Fairfield, C. A., Kempe, A. J. and Richards, B. J. (2008) Reported voice difficulties and vocal symptoms in trainee PGCE secondary teachers. In: Choice for Voice Conference, 10-12 July, London.

Jeffries, L., Malcolm, D., Rodgers, J., Santos, D. and Schedl, M. (2009) Symposium on reading. In: IATEFL Annual Conference, 01-04 Apr 2009, Cardiff, UK, pp. 181-183.

Richards, B. and Roberts, J. (2008) Diagnostic assessment for trainee teachers of French. In: 41st annual meeting of the British Association for Applied Linguistics, 11-13 Sept 2008, Swansea. (Unpublished)

Smith, R., Kullman, J., Gray, J., Wharton, S., Santos, D. and Pennycook, A. (2009) Critical approaches to coursebooks. In: IATEFL Annual Conference, 7-11 Apr 2008, Exeter, UK, pp. 78-80.

Book

Brehony, K. J. and Rassool, N., eds. (1999) Nationalisms old and new. Explorations in Sociology. British Sociological Association Conference Volume Series , 51. Macmillan Press Ltd, Houndsmills, Basingstoke and London, pp245. ISBN 9780312220525

Goodwyn, A. (2010) The expert teacher of English. The expert teacher . Routledge, Abingdon, UK, pp192. ISBN 9780415316965

Goodwyn, A. (1997) Developing English Teachers. Buckingham: Open University Press, pp160.

Goodwyn, A. (1992) English Teaching and Media Education. Buckingham: Open University Press, pp160.

Goodwyn, A., ed. (1995) English and Ability. London: David Fulton Publishers, pp128.

Goodwyn, A., ed. (2000) English in the Digital Age. London: Continuum, pp180.

Goodwyn, A., ed. (2002) Improving Literacy at KS2 and KS3. London:Paul Chapman Publishing, pp180.

Goodwyn, A., ed. (1998) Literary and Media Texts in Secondary English. London: Cassells, pp180.

Goodwyn, A. and Branson, J. (2005) A Handbook for The Teaching of English. London: Kogan Page/Routledge, pp240.

Goodwyn, A. and Stables, A. (2004) Learning to Read Critically in Language and Literacy Education. London: Sage, pp240.

Goodwyn, A., Reid, L. and Durrant, C., eds. (2013) International perspectives on teaching English in a globalised world. Routledge, pp. 1-288. ISBN 9780415504461 (In Press)

Goodwyn, A. C. and Fuller, C. L., eds. (2011) The great literacy debate: a critical response to the Literacy Strategy and the Framework for English. Routledge, London, pp182. ISBN 9780415597630

Lockwood, M., ed. (2011) Bringing poetry alive: a guide to classroom practice. SAGE, London, pp160. ISBN 9780857020734

Milton, J., Daller, H., Malvern, D., Meara, P., Richards, B. and Treffers-Daller, J., eds. (2008) Vocabulary. Language Learning Journal (special issue), 36 (2). Routledge, pp. 135-265.

Rassool, N. (1999) Literacy for sustainable development in the age of information. The Language and Education Library, 14. Multilingual Matters Ltd, London, pp280. ISBN 9781853594335

Rassool, N. and Morley, L. (1999) School effectiveness: fracturing the discourse. Master Classes in Education. Routledge, London and New York, pp176. ISBN 9780750708487

Stainthorp, R. and Hughes, D. (1999) Learning from children who read at an early age. Routledge, pp177. ISBN 9780415174954

Taggart, G. and Ridley, K. (2005) Thinking skills in the early years: a literature review. NFER, Slough, pp73. ISBN 9781905314126

Treffers-Daller, J. and Sakel, J., eds. (2012) New perspectives on transfer among bilinguals and L2 users. International Journal of Bilingualism, 16 (1). SAGE, London, pp174.

Treffers-Daller, J., Daller, M. H., Malvern, D., Richards, B., Meara, P. and Milton, J., eds. (2008) Knowledge and use of the lexicon in French as a second language. Journal of French Language Studies, 18 (3). Cambridge University Press, Cambridge, pp112. (Special issue 03)

Performance

Murjas, T. (2012) Surviving Objects. [Performance]

This list was generated on Wed Aug 20 04:47:49 2014 BST.

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