New TESOL & Adult Literacies journal titles as at 9 February 2012

Applied Linguistics - Vol. 32, No. 4, September 2011

• Lorena Perez Hernandez, 'Cognitive tools for successful branding', p. 369-388.
• Sunny Hyon, 'Evaluation in tenure and promotion letters: constructing faculty as communicators, stars and workers', p. 389-407.
• Jeannette Littlemore, Phyllis Trautman Chen, Almut Koester and John Barnden, 'Difficulties in metaphor comprehension faced by international students whose first language is not English', p. 408-429.
• Brent Wolter and Henrik Gyllstad, 'Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge', p. 430-449.

^ Top of page

Australian Journal of Linguistics - Vol. 31, No. 3, September 2011

• Rosey Billington, 'Location, location, location! Regional characteristics and national patterns of change in the vowels of Melbourne adolescents', p. 275-303.
• Caroline Jones, Felicity Meakins and Heather Buchan, 'Comparing vowels in Gurindji Kriol and Katherine English: citation speech data', p. 305-326.
• Erich Round, 'Word final phonology in Lardil: implications of an expanded data set', p. 372-350.
• Didem Koban, 'Continuity of reference and subject personal pronoun variation in the Turkish spoken in Turkey and in New York city', p. 351-369.

^ Top of page

English in Australia - Vol. 46, No. 2, 2011

• Brenton Doecke and Graham Parr, 'The national mapping of teacher professional learning project: a multi-dimensional space?', p. 9-19.
• John Mayher and Regine Rossi, 'NO R-E-S-P-E-C-T: blaming teachers and teacher educators for the 'crises' in America schools', p. 21-26.
• Lyn Wilkinson, 'Passion, pedagogy and the political: looking back, looking forward', p. 27-35.
• Carl Leggo, 'Longing for books: reasons for reading literature', p. 37-45.
• Steve Shann and Rachel Cunneen, 'Mythopoetics in the English classroom', p. 47-55.
• Philippa Wintle, 'Finding yourself in poetry: a reflection on how to encourage student ownership through risk taking and shared learning', p. 57-6.
• Elaine Sharplin, 'How to be an English teacher and an English teacher educator: spanning the boundaries between sites of learning', p. 67-76.
• Barbara Comber and Phil Cormack, 'Education policy mediation: principals' work with mandated literacy assessment', p. 77-86.

^ Top of page

English Teaching Professional - No. 76, September 2011

• Graham Stanley plays to win, 'Engaging the gaming generation', p. 4-7.
• Amanda Fava-Verde helps her students hedge, 'EAP: an all-round challenge 8', p. 8-10.
• Laura Bergmann and Gemma Ruffino explain how to get started, 'First steps with open learning', p. 12-14.
• Catherine Ann Lombard relates her personal journey, 'English teaching confessional', p. 16-17.
• Richard Ostick makes sure all the students get the same learning experience, 'Business English professional: continuous enrolment', p. 21-23.
• Peter Thwaites explains how an innovative Indian ideas has spread, 'Teaching young learners: less control, more trust', p. 24-25.
• Jane Neill shows how recycled materials can be made to work over and over again, 'Food for thought', p. 27-28.
• Richard McNeff makes vocabulary memorable, 'The ass's bridge', p. 30-31.
• Rod Bolitho prefers reporting speech to reported speech, 'Holistic grammar teaching 4', p. 37-39.
• John Potts wonders whether 'if + would' is ever acceptable, 'Language log', p. 40-41.
• Duncan Foord and Daniel Barber review how coaching works for teacher and students alike, 'Teacher development: learning coach 6', p. 46-47.
• Steve Hirschhorn investigates ways to improve teacher training courses, 'Teacher development: initial teacher training 2', p. 48-51.
• Riyad Al-Homsi helps his trainees comprehend classroom complexities, 'Teacher development: objective observation', p. 52-54.
• Richard Pinner proposes prolonged PowerPoint projects, 'Technology: you've got the power', p. 55-58.
• Nicky Hockly has her head in the clouds, 'Technology: five things you always wanted to know about: cloud computing', p. 60.
• Russell Stannard takes a Vyou, 'Technology: webwatcher', p. 61.
• Rose Senior, 'Expanding students' vocabularies', p. 63.

^ Top of page

Journal of Adolescent & Adult Literacy - Vol. 55, No. 1, September 2011

• Amanda Haertling Thein, Megan Guise, DeAnn Long sloan, 'Problematizing literature circles as forums for discussion of multicultural and political texts', p. 15-24.
• Mellinee Lesley, 'Understading resistance: preservice teachers' discourse models of struggling readers and school literacy tasks', p. 25-34.
• Kathy A Mills, Vinesh Chandra, 'Microblogging as a literacy practice for educational communities', p. 35-45.
• Jannette Hughes and Sue Dymoke, '"Wiki-Ed poetry": transforming preservice teachers' preconceptions about poetry and poetry teaching', p. 46-56.
• Ellen S Friedland, Susan McMillen, Pixita del Prado Hill, 'Collaborating to cross the mathematics-literacy divide: an annotated bibliography of literacy strategies for mathematics classrooms', p. 57-66.
• Adapted from material by Jeff Zwiers, 'Toolbox: reading comprehension habits for every classroom', p. 67-69.

^ Top of page

Journal of Multilingual and Multicultural Development - Vol. 32, No. 4, July 2011

• Modupe Alimi, 'Botswana English: implications for English language teaching and assessment', p. 309-324.
• Josep M Baldaqui Escandell, 'Relations between formal linguistic insecurity and the perception of linguistic insecurity: a quantitative study in an educational environment at the Valencian Community (Spain)', p. 325-342.
• Tenzin Dorjee, Howard Giles and Valerie Barker, 'Diasporic communication: cultural deviance and accommodation among Tibetan exiles in India', p. 343-359.
• Pnina Golan-Cook and Elite Olshtain, 'A model of identity and language orientations: a case of immigrant students from the former Soviet Union in Israel', p. 361-376.
• Jake Harwood and Laszlo Vincze, 'Mediating second language learning and intergroup contact in a bilingual setting', p. 377-386.
• J Derrick McClure, 'Scottish literature on the international scene: evidence from the National Library's Bibliography of Scottish literature in translation', p. 387-403.

^ Top of page

Language Learning - Vol. 61, No. 3, September 2011

• Hyeonjeong Jeong, Hiroshi Hashizume, Motoaki Sugiura, Yuko Sassa, Satoru Yokoyama, Shuken Shiozaki, 'Testing second language oral proficiency in direct and semidirect settings: a social-cognitive neuroscience perspective', p. 675-699.
• Tracy Hirata-Edds, 'Influence of second language Cherokee immersion on children's development of past tense in their first language, English', p. 700-733.
• Elena Nicoladis and Kristan Marchak, 'Le Carte Blanc or la Carte Blanche? Bilingual children's acquisition to French adjective agreement', p. 734-758.
• Daphnee Simard and Gladys Jean, 'An exploration of L2 teachers' use of pedagogical interventions devised to draw L2 learners' attention to form', p. 759-785.
• Alex Gilmore, ''I prefer not text': developing Japanese learners' communicative competence with authentic materials', p. 786-819.
• Jeremy Cross, 'Social-culture-historical contradictions in an L2 listening lesson: a joint activity system analysis', p. 820-867.
• Sible Andringa, Kees de Glopper and Hilde Hacquebord, 'Effect of explicit and implicit instruction on free written response task performance', p. 868-903.
• Naoko Taguchi, 'The effect of L2 proficiency and study abroad experience on pragmatic comprehension', p. 904-939.
• Nan Jiang, Eugenia Novoksanova, Kyoko Masuda and Xin Wang, 'Morphological congruency and the acquisition of L2 morphemes', p. 940-967.
• Gary Ockey, 'Self-consciousness and assertiveness as explanatory variables of L2 oral ability: a latent variable approach', p. 968-989.

^ Top of page

Studies in Second Language Acquisition - Vol. 33, No. 3, September 2011

• Annie Tremblay, 'Proficiency assessment standards in second language acquisition research: 'clozing' the gap', p. 339-372.
• Tess Fitzpatrick and Cristina Izura, 'Word association in L1 and L2: an exploratory study of response types, response times and interlingual mediation', p. 373-398.
• Bryan Donaldson, 'Left dislocation in near native French', p. 399-432.
• Rikke L Bundgaard-Nielsen, Catherine T Best and Michael D Tyler, 'Vocabulary size is associated with second-language vowel perception performance in adult learners', p. 433-461.

^ Top of page

System - Vol. 39, No. 3, September 2011

Special issue: Beliefs about SLA revisited
Guest Editors: Ana Maria Ferreira Barcelos and Paula Kalaja

• Ana Maria Ferreira Barcelos and Paula Kalaja, 'Introduction to Beliefs about SLA revisited', p. 281-289.
• Diego Navarro and Katherine Thornton, 'Investigating the relationship between belief and action in self-directed language learning', p. 290-301.
• Rodrigo Aragao, 'Beliefs and emotions in foreign language learning', p. 302-313.
• Jian E-Peng, 'Changes in language learning beliefs during a transition to tertiary study: the mediation of classroom affordances', p. 314-324.
• Jin-Suk Yang and Tae-Young Kim, 'Sociocultural analysis of second language learner beliefs: a qualitative case study of two study abroad ESL learners', p. 325-334.
• Sarah Mercer, 'Language learner self-concept: complexity, continuity and change', p. 335-346.
• P I de Costa, 'Using language ideology and positioning to broaden the SLA learner beliefs landscape: the case of an ESL learner from China', p. 347.
• E Negueruela-Azarola, 'Beliefs as conceptualizing activity: a dialectical approach for the second language classroom', p. 359.
• S Borg, 'The impact of in-service teacher education on language teachers' beliefs', p. 370.
• D Woods and H Cakir, 'Two dimensions of teacher knowledge: the case of communicative language teaching', p. 381.
• L Pan and D Block, 'English as a 'global language' in China: an investigation into learners' and teachers' language beliefs', p. 391.
• W Wan, G D Low and M Li, 'From students' and teachers' perspectives: metaphor analysis of beliefs about EFL teachers' note', p. 403.

^ Top of page

TESOL in Context - Vol. 21, No. 1, September 2011

• Bernadette Ling and Margaret Kettle, 'Rethinking comprehension and strategy use in second language listening instruction', p. 5-22.
• Howard Nicholas, Donna Starks and Shem Macdonald, 'Relating 'knowing' and 'doing' in language teacher professional learning: an in-service teacher workshop for language teachers', p. 23-39.
• Alan Williams and Charlotte Setijadi-Dunn, 'Visiting 'Home': contacts with the homeland, self-reflexivity and emergent migrant bilingual identities', p. 40-56.
• Rosemary Wette, 'Meeting curriculum, learning and settlement needs: teachers' use of materials in courses for adult migrants', p. 57-75.

Please remember my contact details for future requests. (Do not check this box if using a public computer and you want to keep your contact details private.)