New TESOL journal titles as at 16 July 2009

ATESOL (NSW) Newsletter – Vol. 35, No. 2, June 2009

• Debra Ives, 'ESL/D learners in schools', p. 1, 7-8.
• Helen Fong, 'National Currirulum Board update: behind the scenes with TESOL lobbyists', p. 14-15.

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Australian Journal of Language and Literacy – Vol. 32, No. 2, June 2009

• Paul Molyneux, 'Education for biliteracy: Maximising the linguistic potential of diverse learners in Australia’s primary schools', p. 97 - 117.
• Honglin Chen and Pauline Harris, 'Becoming school literate parents: an ESL perspective', p. 118 - 135.
• Suzanne Dawkins, Marie-Eve Ritz and William Louden, 'Evaluating the practicability and sustainability of a reading intervention programme, using preservice teachers as trained volunteers', p. 136 - 147.
• Ian Hay and Ruth Fielding-Barnsley, 'Competencies that underpin children’s transition into early literacy', p. 148 - 162.
• Janelle Young, 'Enhancing emergent literacy potential for young children', p. 163 - 180.

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Babel - Vol. 43, No. 3, May 2009

• Yaier (Gerry) Cohen, 'Grammar and communication: cam we really have one without the other?', p. 5 - 11.
• Alastair McLauchlan, 'Le est de Mars, la est de Venus: Understanding and learning French noun genders', p. 12 - 19.
• Guanxin Ren, 'Why do or don’t boys choose Chinese as an elective in secondary school?', p. 20 - 26.
• Joseph Lo Bianco, 'Revitalising languages in Australian universities: what chance?', p. 28-30.
• Mandy Scott, 'Cinderella takes action: a local initiative to promote languages', p. 32-35.

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English in Australia – Vol. 44, No. 1, 2009

• Mark Howie, 'Musings on the current state of the National Curriculum debate', p. 3-6.
• Ilana Snyder, 'The stories that divide us: media (mis)representation of literacy education', p. 13-23.
• Kim Wilkins, '‘Goodly Tales’: creative writing in the literary studies classroom', p. 25-32.
• Mary Macken-Horarik, 'Multiliteracies, metalanguage and the Protean mind: navigating school English in a sea of change', p. 33-43.
• Nikki Aharonian, 'Writing in my personal and professional learning – a narrative', p. 45-51.
• Mary Weaven, Tom Clark, 'Why teach poetry? The importance of demanding texts', p. 53-60.
• Andrew Miller, 'On learning in the ‘80s - The library caper. On teaching in the ‘00s - The classroom caper', p. 61-71.

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Essential Teacher – Vol. 6, No. 2, June 2009

Also see related articles in the online component of Essential Teacher www.tesol.org/et/ Click on Compleat Links Volume 6 (2009); then select Volume 6 Issue 2

• Judie Haynes, 'Circle time: What good readers do: Strategies for ELLs', p. 6-7.
• Linda New Levine, 'Home room: It's the principal!', p. 7-8.
• Debbie Zacarian, 'The road taken: Displaying word walls is more than displaying words', p. 9-10.
• Ke Xu, 'Multilingual momentum: Unleash your power from within', p. 10-11.
• Alvino E Fantini, 'Culture/cross-culture: Using a culture map to maximize culture exploration', p. 12-13.
• Dorothy Zemach, 'From A to Z: Planning ahead', p. 13-14.
• Connie R Johnson, 'EFL and the deaf: teachers making a difference', p. 16-18.
• Naomi Ono LeBeau, 'Teacher, can I call you "teacher"?', p. 19-21.
• Mayella Sarli, 'Are parents friends or foes?', p. 22-24.
• Yilmaz Devrim, 'Are we setting up new teachers to fail?', p. 25-27.
• Michelle Fiorito and Heather Torrie, 'Using subtitled foreign films in the language classroom', p. 28-30.
• Susan M Kelly, 'All together now: Building community in the writing classroom', p. 31-33.
• Katherine C Powell and Cody J Kalina, 'TESOL and constructivism: Language meaning, culture, and usage', p. 34-36.
• Robert Wyss, 'Applying digital storytelling technology to a problem of practice in education', p. 37-39.

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Literacy Learning: the Middle Years – Vol. 17, No. 2, June 2009

• K Louise Mercer, 'Understanding the literacy difficulties of students with Aperger’s syndrome in middle years’ classrooms', p. 11-21.
• Sarah Louise Long, 'The (D) English divide: building bridges with learners in the English communication classroom', p. 22-29.
• Joanne L Whithear, 'Slipping through the cracks: why too many adolescents still struggle to read', p. 30-45.
• Patsy Norton, 'Practical Strategies: a challenging middle school SOSE unit and a resource for teaching teachers explicit strategies to support literacy learning', p. i-xii.
• Sherilyn Lennon, 'A one year journey in the life of a literacy project officer: learning about boys and motivating others', p. 46-52.
• Gloria Latham, 'The third reader: driving curiosity', p. 54-61.

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Practically Primary – Vol. 14, No. 2, June 2009

• Lynne Bury, 'A story worth telling: the Broadmeadows book of stories: special people, special places', p. 4-6.
• Meg Philp, 'The art of storytelling: a teacher’s perspective', p. 7-9.
• Coral Cara, 'Visual narratives: creating opportunities for telling stories', p. 10-14.
• Pamela S Lottero-Perdue, Nancy W Brickhouse and Danielle J Ford, 'Using literacy and science to challenge a science book', p. 16-19.
• Jo O’Mara, 'One story at a time', p. 20-22.
• Jo Padgham, 'Timor Leste … a story to tell', p. 23-24.
• 'Ten stories I love to ‘tell’ my students', p. 25-27.
• Jantiena Batt, Robyn Frenchman, 'A recipe for Guided Reading: powerful teaching of reading', p. 29-32.
• Jenni Connor, 'Learning Objects: friends on the literacy journey', p. 33-36.
• Kathy McKenzie, Michelle McKinnon, 'Inquiry Based Learning: encouraging deep thinking and a passion for learning', p. 37-41.

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System – Vol. 37, No. 2, June 2009

• Alastair Henry, 'Gender differences in compulsory school pupils’ L2 self-concepts: a longitudinal study', p. 177-193.
• Rob Batstone and Rod Ellis, 'Principled grammar teaching', p. 194-204.
• Wei Xu, Rod E Case and Yu Wang, 'Pragmatic and grammatical competence, length of residence, and overall L2 proficiency', p. 205-216.
• Wataru Suzuki and Nobuya Itagaki, 'Languaging in grammar exercises by Japanese EFL learners of differing proficiency', p. 217-225.
• David Coniam, 'Investigating the quality of teacher-produced tests for EFL students and the effects of training in test development principles and practices on improving test quality', p. 226-242.
• Senussi Mohammed Saad Orafi and Simon Borg, 'Intentions and realities in implementing communicative curriculum reform', p. 243-253.
• YouJin Kim, 'The effects of task complexity on learner-learner interaction', p. 254-268.
• Diane de Saint Leger and Neomy Storch, 'Learners’ perceptions and attitudes: implications for willingness to communicative in an L2 classroom', p. 269-285.
• Xiaoli Jiang and Richard Smith, 'Chinese learners’ strategy use in historical perspective: a cross-generational interview-based study', p. 286-299.
• Mingyue Gu (Michelle), 'College English learners’ discursive motivation construction in China', p. 300-312.
• Tomohito Hiromori, 'A process model of L2 learners’ motivation: from the perspectives of general tendency and individual differences', p. 313-321.
• John Bitchener and Ute Knoch, 'The relative effectiveness of different types of direct written corrective feedback', p. 322-329.
• Lorrita Yeung, 'Use and misuse of ‘besides’: a corpus study comparing native speakers’ and learners’ English', p. 330-342.

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