Research on the professional practice of ELT, which is at the heart of CELTE’s focus on classroom methodologies, materials, and learners, spans an appropriate range of current approaches to applied linguistics research (Richards 2003):

Substantial work from historical perspectives (Smith 2000, 2002, 2003a, 2005) draws on the developing Warwick ELT Archive and associated research projects. This work has been supported with internal funding and a recent grant from the A.S. Hornby Educational Trust.

Pedagogical approaches to fostering learner motivation and autonomy are investigated from the perspectives of sociocultural theory (Ushioda 2002, 2003a, forthcoming a, b) and action research (Smith 2003b, Brown, Smith and Ushioda forthcoming, Kennedy and Pinter forthcoming). Issues of motivation and autonomy are also explored within critical theory (Ushioda forthcoming c).

Classroom interaction has been analysed from the perspective of conversational analysis (Richards 2004, forthcoming) and systemic functional linguistics (Gardner 2004a, 2006). Classroom materials are analysed from critical linguistic perspectives (Wharton 2005). Task-based learning and materials provide a focus for an important strand of psychological research in CELTE (e.g. Pinter 2005, Nitta and Gardner 2005).

Research on English for Young Learners has long been recognised as a growing field in applied linguistics (Rixon 1999) and is associated with various CELTE projects in this area, including textbooks (Wang, Rixon and Pinter 2003, Rixon forthcoming, Pinter forthcoming), consultancies (e.g. Rixon’s position paper for EYL policy for British Council and Pinter’s advisory role in developing textbooks for Russian schools), and ESRC funded research on EAL assessment (e.g. Gardner and Rea-Dickins 2002, 2001, Rea-Dickins and Gardner 2000).

Learning in higher education is also a research focus (Wharton 2003, Gardner 2004b, Nesi 2003), with concentrated interest in diverse aspects of genres of assessed writing (see also the theme of 'Linguistic Research'). Research on EAP grammar teaching has developed from error analysis and multi-media research (Chuang and Nesi 2003); while research on vocabulary development draws on lexicography (Nesi 2004).

Through these examples it can be seen that research staff in CELTE offer expertise in complementary approaches to research which are united in their central concern with better understanding and ultimately improving ELT professional practice as it is manifested in published and locally produced, print and multi-media materials; in talk and texts produced by students and teachers; in classrooms of young to adult learners, learning English as a foreign, second or additional language, in the UK and around the world.

References

Brown, P., R.  Smith and E. Ushioda. Forthcoming.  ‘Responding to resistance’. In A. Barfield and S. Brown (eds), Re-interpreting Autonomy in Language Education: Experiences, Research and Innovations. Basingstoke: Palgrave Macmillan.

Kennedy, J. and A. Pinter. Forthcoming. 'Collaborative development of teacher autonomy in multi-cultural materials design teams'. In A. Barfield and S. Brown (eds), Re-interpreting Autonomy in Language Education: Experiences, Research and Innovations. Basingstoke: Palgrave Macmillan.

* Chuang, F-Y. and Nesi, H. (2003). 'Accuracy and the Chinese learner: an EAP approach to teaching grammar.' In: Coverdale-Jones, T. (ed.) Responding to the needs of the Chinese learner. University of Portsmouth Working Papers (pp.26-32).

Gardner, S. (2006) ‘Centre-stage in the instructional register: Partnership talk in primary EAL’. International Journal of Bilingual Education and Bilingualism 9/4:476-494.

Gardner, S. (2004a). 'Four critical features of teacher-guided reporting in infant science and literacy contexts'. Language and Education 18 (5): 361-378.

Gardner, S. (2004b). 'Knock-on effects of mode change on academic discourse'. Journal of English for Academic Purposes 3 (1): 23-38.

Gardner, S and Rea-Dickins, P. (2002). Focus on Language Sampling: A Key Issue in EAL Assessment. Wandsworth: NALDIC Publications 15.

Gardner, S and Rea-Dickins, P. (2001). ‘Conglomeration or chameleon? Teachers’ representations of language in the assessment of learners with English as an additional language’. Language Awareness 10, Nos. 2&3, 161-177.

Nesi, H. (forthcoming). 'The virtual vocabulary notebook: the electronic dictionary as vocabulary learning tool.' In: Blue, G. (ed) Developing Academic Literacy. London: Peter Lang

Nesi, H. (2002). 'A study of dictionary use by international students at a British university.' International Journal of Lexicography 15 (4) 277-306 (co-author Richard Haill)

Nesi, H. (2003). 'The specification of dictionary reference skills in higher education.' In: Hartmann R.R.K. (ed.) Lexicography: Critical Concepts: a 3-volume book of readings (70 groundbreaking texts.) Routledge.

*Nitta, R. and Gardner, S. (2005). 'Consciousness-raising and practice in ELT coursebooks'. ELT Journal 59/1: 3-13.

Pinter, A. (2006) Teaching Young Language Learners Oxford Handbooks for Language Teachers. Oxford: Oxford University Press.

Pinter, A. (2005). Task repetition with 10-year old children In C Edwards and J Willis (eds.) Teachers Exploring Tasks in English Language Teaching Basingstoke, Hampshire: Palgrave Macmillan.

Pinter, A. et al. (2005). Millie (Grade 2 Pupil's book, activity book teacher's book and photocopiable materials for Russian Primary Schools) British Council, Brookemead and Titul Publishers. (materials for other grades forthcoming)

Rea-Dickins, P. and Gardner, S. (2000). Snares and silver bullets: Disentangling the construct of formative assessment. Language Testing. 17 (2), 217-244.

Richards, K. (2006). ‘Being the teacher’: Identity and classroom conversation. Applied Linguistics, January 2006 27(1).

Richards, K. (2003). Qualitative Research in TESOL. Basingstoke: Palgrave Macmillan.

Richards, K. (2004). Introduction to Richards, K. and P. Seedhouse (eds), Applying Conversation Analysis. Basingstoke: Palgrave Macmillan.

Smith, R.C.(ed.) (2000). Foundations of Foreign Language Teaching: Nineteenth-Century Innovators,six volumes. London: Routledge, 2000. [Co-edited with A.P.R. Howatt.]

Smith, R.C. (ed.) (2002). Modern Language Teaching: The Reform Movement, five volumes. London: Routledge, 2002. [Co-edited with A.P.R. Howatt.]

Smith, R.C. (ed.) (2003a). Teaching English as a Foreign Language, 1912-1936: Pioneers of ELT, five volumes. London: Routledge, 2003.

Smith, R.C. (2003b). 'Pedagogy for autonomy as (becoming-) appropriate methodology'. In Smith, R.C. and D. Palfreyman (eds), Learner Autonomy across Cultures: Language Education Perspectives. Basingstoke: Palgrave Macmillan.

Smith, R.C. (ed.) (2005). Teaching English as a Foreign Language, 1936–1961: Foundations of ELT,  six volumes. Abingdon: Routledge.

Rixon, S. (1999). Young Learners of English: Research perspectives. Harlow:Longman.

Rixon, S. (in press) Teaching English to Young Learners. Modern English Publishing.

* Tang, E. and Nesi, H. (2003) 'Teaching vocabulary in two Chinese classrooms: school children’s exposure to English words in Hong Kong and Guangzhou.' Language Teaching Research 7 (1): 65-97.

Ushioda, E. (forthcoming a). ‘Motivation, autonomy and sociocultural theory’. In P. Benson (ed.), Learner Autonomy 8: Insider Perspectives on Autonomy in Language Learning. Dublin: Authentik.

Ushioda, E. (forthcoming b). ‘Motivation and good language learners’. In C. Griffiths (ed.), Lessons from Good Language Learners: Insights for Teachers and Learners. A Tribute to Joan Rubin.

Ushioda, E. (forthcoming c). ‘Language motivation in a reconfigured Europe: access, autonomy, identity’.  Journal of Multilingual and Multicultural Development.

Ushioda, E. (2002). Towards Greater Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik. [Co-authored with David Little and Jennifer Ridley]

Ushioda, E. (2003a). Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment. Dublin: Authentik. [Co-edited with David Little and Jennifer Ridley.]

Ushioda, E. (2003b). 'Engaging with the curriculum through the European Language Portfolio'. Neusprachliche Mitteilungen 3, 147-53.

*Wang, Q., S. Rixon and A. Pinter (2003). Teaching English in the Primary School: From Theory to Practice. Beijing: Beijing University Press.

Wharton, S. (2003). 'Defining appropriate criteria for the assessment of masters level TESOL assignments.' Assessment and Evaluation in Higher Education 28 (6): 649-63.

Wharton, S. (2005). 'Invisible females, incapable males: gender construction in a children’s reading scheme'. Language and Education 19/3: 238-251.

* indicates publications with CELTE research students.