Volume 12
Number 5, September 2009
Articles | |
The sequencing of formal reading instruction: reading development in bilingual and English-medium schools in Ireland Christine Parsons & Fiona Lyddy | 493 – 512 |
Biliteracy and language development in Samoan bilingual classrooms: the effects of increasing English reading comprehension Meaola Toloa, Stuart McNaughton & Mei Lai | 513 – 531 |
Emergent literacy skills in bilingual children: evidence for the role of L1 syntactic comprehension Alison Gabriele, Erika Troseth, Gita Martohardjono & Ricardo Otheguy | 533 – 547 |
Mother tongue and bilingual minority education in China Linda T. H. Tsung & Ken Cruickshank | 549 – 563 |
Individual differences and language interdependence: a study of sequential bilingual development in Spanish–English preschool children Anny Patricia Castilla, Maria Adelaida Restrepo & Ana Teresa Perez-Leroux | 565 – 580 |
Language maintenance or shift? Attitudes of Bakalanga youth towards their mother tongue Rose Letsholo | 581 – 595 |
Book reviews | |
Culture and identity in study abroad contexts: after Australia, French without France Celeste Kinginger | 597 – 599 |
Undergraduates in a second language: challenges and complexities of academic literacy development Manka Varghese | 599 – 601 |
Prosodic orientation in English conversation Robin Queen | 601 – 604 |
Acquiring a non-native phonology: linguistic constraints and social barriers Lucy Pickering | 605 – 607 |
Teacher cognition and language education: research and practice Elizabeth M. Ellis | 607 – 611 |
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Volume 9
Number 1, June 2009
Editorial Linda Allin & Barbara Humberstone | 1 – 2 |
Articles | |
Characteristics of risky play Ellen Beate Hansen Sandseter | 3 – 21 |
Recontextualizing the role of the facilitator in group interaction in the outdoor classroom Ina Stan | 23 – 43 |
The relationship of therapeutic alliance to outcome in wilderness treatment Nevin J. Harper | 45 – 59 |
Re-evaluating risk and exploring educational alternatives Mike Brown & Deborah Fraser | 61 – 77 |
End piece | |
Seeking resilience and sustainability: outdoor education in Singapore Peter Martin & Susanna Ho | 79 – 92 |
Book reviews | |
Critical lessons: what our schools should teach by Nel Noddings Carrie Nolan | 93 – 94 |
Other ways of learning by Peter Becker & Jochem Schirp (Eds) Simon Beames | 94 – 96 |
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Volume 3
Number 2, October 2009
Editorial Terry Lamb | 113 – 114 |
Original Articles | |
The language learning experiences of students with dyslexia: lessons from an interview study Judit Kormos, Kata Csizér & Ágnes Sarkadi | 115 – 130 |
Raising awareness of cognate vocabulary as a strategy in teaching English to Polish adults Agnieszka Otwinowska-Kasztelanic | 131 – 147 |
Teaching and learning culture on English language programmes: a critical review of the recent empirical literature Tony Johnstone Young, Itesh Sachdev & Paul Seedhouse | 149 – 169 |
Motivating foreign language students using self-determination theory Brett D. Jones, Sonia Llacer-Arrastia & Paula B. Newbill | 171 – 189 |
Responding to learners’ perceptions of feedback: the use of comparators in second language speaking courses Tony Lynch | 191 – 203 |
Book reviews | |
Reconstructing autonomy in language education: inquiry and innovation Philip Riley | 205 – 208 |
Educating for advanced foreign language capacities Marilyn Lewis | 209 – 211 |
Miscellany | |
| Erratum | 213 |
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Volume 35
Number 4, November 2009
Editorial Peter Gilroy | 313 |
Introduction | |
Capacity building in teacher education research Ian Menter & Jean Murray | 315 – 319 |
Articles | |
A critical history of research assessment in the United Kingdom and its post-1992 impact on education Peter Gilroy & Olwen McNamara | 321 – 335 |
Research capacity building in teacher education: Scottish collaborative approaches Donald Christie & Ian Menter | 337 – 354 |
Harnessing the slipstream: building educational research capacity in Northern Ireland. Size matters Ruth Leitch | 355 – 371 |
How engagement with research changes the professional practice of teacher-educators: a case study from the Welsh Education Research Network Howard Tanner & Susan M. B. Davies | 373 – 389 |
Capacity = expertise × motivation × opportunities: factors in capacity building in teacher education in England Jean Murray, Marion Jones, Olwen McNamara &Grant Stanley | 391 – 408 |
Building capacity through teacher enquiry: the Scottish Schools of Ambition Moira Hulme, Vivienne Baumfield & Fran Payne | 409 – 424 |
Scallops, schools and scholars: reflections on the emergence of a research-oriented learning project Donald Gray, Archie Graham, Yvonne Dewhurst, Gillian Kirkpatrick et al | 425 – 440 |
The TEG bibliography: having knowledge and using it – next steps? Karl Wall, Anne Campbell, Ian Hextall, Moira Hulme et al | 441 – 452 |
Book reviews
Kay Fuller, Claire Whewell & Jennifer J. Wimmer | 453 – 459 |
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