Article published in:
ITL - International Journal of Applied Linguistics
Vol. 155 (2008) ► pp. 95115
Auerbach, E.
(1995) Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9–32.Google Scholar
Bakhtin, M.
(1981) The dialogic imagination: Four essays (Michael Holquist, Ed.) (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.Google Scholar
(1986) Speech genres and other late essays (C. Emerson & M. Holquist, Eds.) (V. McGee, Trans.) Austin, TX: University of Texas Press.Google Scholar
Beretta, A.
(1991) Theory construction in SLA: Complementarity and opposition. Studies in Second Language Acquisition, 13(4), 493–511.Google Scholar
Bialystok, E.
(1978) A theoretical model of second language learning. Language Learning, 28(1), 69–83.Google Scholar
Block, D.
(1996) Not so fast: Some thoughts on theory culling, relativism, accepted findings and the heart and soul of SLA. Applied Linguistics, 17(1), 63–83.Google Scholar
Brown, H. D.
(1994) Principles of language learning and teaching (3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.Google Scholar
Canagarajah, A. S.
(1993) Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, 27(4), 601–626.Google Scholar
(1996) “Nondiscursive” requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. Written Communication 13(4), 435–472.Google Scholar
(2005) Critical pedagogy in L2 learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 931–949. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Chomsky, N.
(1965) Aspects of the theory of syntax. Cambridge, MA: MIT Press.Google Scholar
Clement, R., & Kruidenier, B.
(1983) Orientations in second language acquisition: 1. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33(3), 273–291.Google Scholar
Cook, V.
(2001) Second language learning and language teaching (3rd ed.). London: Arnold.Google Scholar
Corder, S. P.
(1978) Language-learner language. In J. Richards (Ed.), Understanding second and foreign language learning: Issues and approaches. Rowley, MA: Newbury House.Google Scholar
Davies, A.
(1989) Is international English an interlanguage? TESOL Quarterly, 23(3), 447–467.Google Scholar
Deci, E.
(1975) Intrinsic motivation. New York: Plenum Press.Google Scholar
Douglas, D.
(2005) Testing language for specific purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 857–868). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Eckert, P.
(1983) The paradox of national language movements. Journal of Multilingual and Multicultural Development, 4(4), 289–300.Google Scholar
Ellis, R.
(1994) The study of second language acquisition. Oxford: Oxford University Press.Google Scholar
(1997) Second language acquisition. Oxford: Oxford University Press.Google Scholar
Gardner, R., & Lambert, W.
(1972) Attitudes and motivation in second language learning. Rowley, MA: Newbury House.Google Scholar
Gass, S., & Selinker, L.
(2001) Second language acquisition: An introductory course. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gysen, S. & van Avermaet, P.
(2005) Issues in functional language performance assessment: The case of the certificate Dutch as a Foreign Language. Language Assessment Quarterly, 2(1), 51–68.Google Scholar
Hall, J. K.
(1995) (Re)creating our worlds with words: A sociohistorical perspective of face-to-face interaction. Applied Linguistics, 161, 206–232.Google Scholar
Han, Z.
(2004) Fossilization in adult second language acquisition. Buffalo, NY: Buffalo Multilingual Matters.Google Scholar
Heath, S. B.
(1977) Social history. In Bilingual education: Current perspectives (Vol. 11: Social Science, pp. 53–72). Arlington, VA: Center for Applied Linguistics.Google Scholar
Hermann, G.
(1980) Attitudes and success in children’s learning of English as a second language: The motivational vs. the resultative hypothesis. English Language Teaching Journal, 34(4), 247–254.Google Scholar
Holborow, M.
(1999) The politics of English: A Marxist view of language. London: Sage.Google Scholar
Irvine, J.
(1989) When talk isn’t cheap: Language and political economy. American Ethnologist 16(2), 248–67.Google Scholar
Jaffe, A.
(1993) Obligation, error, and authenticity: Competing cultural principles in the teaching of Corsican. Journal of Linguistic Anthropology, 3(1), 99–114.Google Scholar
(1996) The second annual Corsican spelling contest: Orthography and ideology. American Ethnologist, 23(4), 816–835.Google Scholar
Kachru, B.
(1987) The spread of English and sacred linguistic cows. In P. Lowenberg (Ed.), Georgetown University round table on language and linguistics 1987: Language spread and language policy: Issues, implications, and case studies (pp. 207–228). Washington, DC: Georgetown University Press.Google Scholar
Kachru, B. & Nelson, C.
(1996) World Englishes. In S. McKay & N. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 71–102). New York: Cambridge University Press.Google Scholar
Kachru, Y.
(1994) Monolingual bias in SLA research. TESOL Quarterly, 28(4), 795–800.Google Scholar
Kramsch, C.
(1985) Classroom interactions and discourse options. Studies in Second Language Acquisition 7(2), 169–183.Google Scholar
(Ed.) (2002) Language acquisition and language socialization: Ecological perspectives. London: Continuum.Google Scholar
Krashen, S.
(1985) The input hypothesis. London: Longman.Google Scholar
Kroskrity, P.
(2000) Regimes of language. In P. Kroskrity (Ed), Regimes of languages: Ideologies, polities, and identities (pp.1–34). Santa Fe: School of American Research Press.Google Scholar
Kunnan, A.
(2005) Social and political context of language assessment. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 779–794). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Lantolf, J. P.
(Ed.) (2000) Sociocultural theory and second language learning, Oxford: Oxford University.Google Scholar
Levenston, E.
(1971) Over-indulgence and under-representation: Aspects of mother-tongue interference. In G. Nickel (Ed.), Papers in contrastive analysis (pp. 115–121). Cambridge: Cambridge University Press.Google Scholar
Long, M.
(1993) Assessment strategies for SLA theories. Applied Linguistics 14(3), 225–249.Google Scholar
Lowenberg, P.
(1993) Issues of validity in tests of English as a world language: Whose standards? World Englishes, 12(1), 95–106.Google Scholar
Long, M.
(2003) Stabilization and fossilization in interlanguage development. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 485–535). Malden, MA: Blackwell.Google Scholar
Luke, A.
(1996) Literacy, textbooks, and ideology: Postwar literacy instruction and the mythology of Dick and Jane. London: Falmer Press.Google Scholar
McCarthy, M.
(1998) Spoken language and applied linguistics. Cambridge: Cambridge University Press.Google Scholar
(2001) Issues in applied linguistics. Cambridge: Cambridge University Press.Google Scholar
McLaughlin, B., Rossman, T., & McLeod, B.
(1983) Second language learning: An information-processing perspective. Language Learning, 33(2), 135–158.Google Scholar
McNamara, Tim.
(2005) The social turn in language assessment. In Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mitchell, R., & Myles, F.
(2004) Second language learning theories (2nd ed.). London: Oxford University Press.Google Scholar
Ohta, A. S.
(2000) Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51–78). Oxford: Oxford University.Google Scholar
Okazaki, T.
(2005) Critical consciousness and critical language teaching. Second Language Studies, 23(2), 174–202.Google Scholar
Parakrama, A.
(1995) De-hegemonizing language standards: Learning from (post)colonial Englishes about “English. Basingstoke, UK: MacMillan Press.Google Scholar
Peirce, B.
(1995) Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.Google Scholar
Pennycook, A.
(2001) Critical applied linguistics. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Preston, D.
(1989) Sociolinguistics and second language acquisition. Oxford: Blackwell.Google Scholar
Resnick, M.
(1993) ESL and language planning in Puerto Rico. TESOL Quarterly 27(2), 259–275.Google Scholar
Robinson, P.
(1995) Attention, memory, and the “noticing” hypothesis. Language Learning, 45(2), 283–331.Google Scholar
Rosaldo, M.
(1982) The things we do with words: Ilongot speech acts and speech act theory in philosophy. Language in Society, 11(2), 203–237.Google Scholar
Schachter, J.
(1974) An error in error analysis. Language Learning, 24(2), 205–214.Google Scholar
Schieffelin, B., Woolard, K., & Kroskrity, P.
(1998) Language ideologies: Practice and theory. New York: Oxford University Press.Google Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.Google Scholar
Schumann, J.
(1993) Some problems with falsification: An illustration from SLA research. Applied Linguistics, 14(3), 295–306.Google Scholar
Selinker, L.
(1972) Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3), 209–231.Google Scholar
Shohamy, E.
(2001) The power of tests. London: Longman.Google Scholar
Silverstein, M.
(1979) Language structure and linguistic ideology. In P. Clyne, W. Hanks & C. Hofbauer (Eds.), The elements: A parasession on linguistic units and levels (pp. 193–247). Chicago: Chicago Linguistic Society.Google Scholar
Skehan, P.
(1991) Individual differences in second language learning. Studies in Second Language Acquisition, 13(2), 275–298.Google Scholar
Sridhar, S. N.
(1994) A reality check for SLA theories. TESOL Quarterly, 28(4), 800–805.Google Scholar
Strevens, P.
(1980) Teaching English as an international language: From practice to principle. Oxford: Pergamon Press.Google Scholar
Stubbs, M.
(1997) Whorf’s children: Critical comments on critical discourse analysis (CDA). In A. Ryan & A. Wray (Eds.), Evolving models of language (pp. 100–116). Clevedon: British Association for Applied Linguistics in association with Multilingual Matters Ltd.Google Scholar
van Avermaet, P. and Gysen, S.
(2006) From needs to tasks: Language learning needs in a task-based approach. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 17–46). Cambridge: Cambridge University Press.Google Scholar
van Dijk, T.
(2001) Critical discourse analysis. In D. Schiffrin, D. Tannen, & H. Hamilton (Eds.), The handbook of discourse analysis (pp. 351–371). Malden, MA: Blackwell.Google Scholar
Widdowson, H.
(2000) Object language and the language subject: On the mediating role of applied linguistics. Annual Review of Applied Linguistics, 201, 21–33.Google Scholar
Wiley, T.
(1998) The imposition of World War I era English-only policies and the fate of German in North America. In T. Ricento & B. Burnaby (Eds.), Language and politics in the United States and Canada: Myths and Realities (pp. 211–241). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Wolfson, N., & Manes, J.
(1985) Foreword. In N. Wolfson & J. Manes (Eds.), Language of inequality (pp. 3–17). Berlin: Mouton.Google Scholar
Woolard, K.
(1985) Language variation and cultural hegemony: Toward an integration of sociolinguistic and social theory. American Ethnologist, 12(4), 738–748.Google Scholar
Woolard, K., & Schieffelin, B.
(1994) Language ideology. Annual Review of Anthropology, 231, 55–82.Google Scholar
Cited by

Cited by 1 other publications

van Egdom, Gys-Walt, Heidi Verplaetse, Iris Schrijver, Hendrik J. Kockaert, Winibert Segers, Jasper Pauwels, Bert Wylin & Henri Bloemen
2019.  In Quality Assurance and Assessment Practices in Translation and Interpreting [Advances in Linguistics and Communication Studies, ],  pp. 26 ff. Crossref logo

This list is based on CrossRef data as of 03 july 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.