Cover not available
Part of
Becoming and Being an Applied Linguist: The life histories of some applied linguists
Edited by Rod Ellis
[Not in series 203] 2016
► pp. 301–330

Becoming an Applied Linguist and Teacher Educator

A ‘Brilliant’ Caree

Published online: 3 October 2016
DOI logo
https://doi.org/10.1075/z.203.13bur
References
Allwright, D
(1988) Observation in the language classroom. London: Longman.Google Scholar
Barnard, R., & Burns, A
(Eds.) (2012) Researching language teacher cognition and practice: International case studies. Clevedon: Multilingual Matters.Google Scholar
Borg, S., & Burns, A
(2008) Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29, 456–482. DOI logoGoogle Scholar
Breen, M
(1984) Process syllabus for the language classroom. In C.J. Brumfit (Ed.), General English syllabus design (ELT Document, 118), (pp. 47–60). Oxford: Pergamon Press.Google Scholar
Brindley, G.P
(1984) Needs analysis and objective setting in the Adult Migrant Education Program. Sydney. Australia: NSW Adult Migrant Education Service.Google Scholar
Brindley, G
(1990) Towards a research agenda for TESOL. Prospect, 6(1), 7–26.Google Scholar
Brumfit, C.J
(1984) Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University Press.Google Scholar
Burns A
(1987) The communication gap: Do native speaker volunteers help to bridge it? Prospect, 2(3), 30–46.Google Scholar
Burns, A
(1992a) Practical reflections in teacher in-service training. The Teacher Trainer, 6(1), 19–20.Google Scholar
(1992b) ESL and adult literacy: A literacy strategy for the Adult Migrant English Program. Outreach, 2–3, 1–5.Google Scholar
(1996) Collaborative research and curriculum change in the Australian Adult Migrant Program. TESOL Quarterly, 30(3), 591–7. DOI logoGoogle Scholar
(1998) Teaching speaking. Annual Review of Applied Linguistics, 18, 102–123. DOI logoGoogle Scholar
(1999) Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Google Scholar
(2001) Analysing spoken discourse: Implications for TESOL. In A. Burns & C. Coffin (Eds.), Analysing English in a global context. A reader (pp. 123–148). London: Routledge.Google Scholar
(2003) Reading practices: From outside to inside the classroom. TESOL Journal, 12(3), 18–23. DOI logoGoogle Scholar
(2005) Action research: An emerging paradigm? State-of-the-Art Article. Language Teaching, 38(2), 57–74. DOI logoGoogle Scholar
(2010) Doing action research for English language teachers. New York, NY: Routledge.Google Scholar
(2011) Action research. In E. Hinkel (Ed.). Handbook of research in second language teaching and learning (2nd ed., pp. 237–254). New York, NY: Routledge.Google Scholar
. (2017) “This life-changing experience”: Teachers be(com)ing action researchers. In G. Barkhuizen (Ed.), Reflections on language teacher identity research. New York, NY: Routledge.Google Scholar
Burns, A., & Coffin, C
(2001) Analysing English in a global context: A reader. London: Routledge.Google Scholar
Burns, A., & Joyce, H
(1993) Spoken language: Its relationship to literacy. In S. McConnell & A. Treloar (Eds.), Voices of experience, (pp. 58–67). Geelong: Deakin University.Google Scholar
Burns, A., Joyce, H., & Gollin, S
(1996) ‘I see what you mean’. Using spoken discourse in the classroom. A handbook for teachers. Sydney: NCELTR.Google Scholar
Burns, A., & Claire, S
(2003) Clearly speaking: Pronunciation in action for teachers. Sydney: AMEP Research Centre.Google Scholar
Burns, A., & Burton, J
(Eds.) (2008) Language teaching research in Australia and New Zealand. Language Teaching Research Series. Alexandria, VA.: TESOL International.Google Scholar
Burns, A., & de Silva Joyce, H
(2008) Clearly teaching: Explicit ESL pedagogy in action. Sydney: AMEP Research Centre.Google Scholar
Burns, A., & Richards, J.C
(Eds.) (2009) The Cambridge guide to second language teacher education. Cambridge: Cambridge University Press.Google Scholar
Burns A., & Kurtoglu-Hooton, N
(2014) Implementing action research in the modern language classroom. Scottish Languages Review, 27, 21–28.Google Scholar
Burns, A., & Ollerhead, S
. (forthcoming 2016) “Bringing the outside in”: Content-based instruction and English language adult continuing education. In D. Brinton & A Snow (Eds.), The content-based classroom (2nd ed.). Ann Arbor, NI: University of Michigan Press.Google Scholar
Burns, A., Morris-Adams, M., Garton, S., & Copland, F
(2013) Key factors and challenges in transition from primary to secondary schooling in ELT: An international perspective. London: The British Council.Google Scholar
Burton, J
(1985) What kind of Mexican bean are you? Prospect, 1(1), 81–87.Google Scholar
Byram, M., Morgan, Ccolleagues
& (1994) Teaching-and-learning language-and-culture. Clevedon: Multilingual Matters.Google Scholar
Candlin, C.N
(1984) Syllabus design as a critical process. In C. Brumfit (Ed.), General English syllabus design (ELT Document, No. 118) (pp. 29–46). London: Pergamon & The British Council.Google Scholar
Christie, F., & Martin, J
(2007) Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. London: Continuum.Google Scholar
Copland, F., Garton, S., & Burns, A
(2014) Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 48(4), 738–762. DOI logoGoogle Scholar
Davies, P., Roberts, J. & Rossner, R
(1975) Situational lesson plans. Mexico City: Macmillan.Google Scholar
Dowsett, G., & Shaw, J
(1987) The evaluation progrcess in the AMEP. Adelaide: National Curriculum Resource Centre.Google Scholar
Eastwood, J., & Mackin, R
(1982) A basic English grammar. Oxford: Oxford University Press.Google Scholar
Edwards, E., & Burns, A
. (forthcoming 2016) Language teacher action research: Achieving sustainability. English Language Teaching Journal, 70(1). DOI logoGoogle Scholar
Feez, S
(2001) Curriculum evolution in the Australian Adult Migrant English Program. In D. Hall & A. Hewings (Eds.), Innovations in English language teaching: A reader (pp. 208–228). London: Routledge.Google Scholar
Garton, S., Copland, F., & Burns, A
(2011) Global practices in teaching English to young learners. London: The British Council.Google Scholar
Goh, C., & Burns, A
(2012) Teaching speaking: A holistic approach. Cambridge: Cambridge University Press.Google Scholar
Hall, D.R., & Knox, J.S
(2009) Issues in the education of TESOL teachers by distance education. Distance Education, 31(1), 63–85. DOI logoGoogle Scholar
(2013) Macquarie University Postgraduate Programs in Applied Linguistics. A contribution to A Case for Online English Language Teacher Education. Monterey, CA: The International Research Foundation for English Language Education. Retrieved from [URL] (26 January, 2016).Google Scholar
Hammond, J
(1989) The NCELTR Literacy Project. Prospect, 5(1), 23–30.Google Scholar
Hammond, J., Burns, A., Joyce, H., Brosnan, D., & Gerot, L
(1992) English for social purposes. A handbook for teachers of adult literacy. Sydney: NCELTR.Google Scholar
Hawkes, T
(1977) Structuralism and semiotics. London: Routledge. DOI logoGoogle Scholar
Heath, S.B
(1982) What no bedtime story means. Narrative skills at home and school. Language and Society, 11, 49–76. DOI logoGoogle Scholar
Horwitz, E.K., Horwitz, M.B., & Cope, J.A
(1986) Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. DOI logoGoogle Scholar
Howatt, A.P.R. (with Widdowson, H.G
) (2004) A history of English language teaching (2nd ed.). Oxford: Oxford University Press.Google Scholar
Hyland, K
(2013) Genre and discourse analysis in language for specific purposes. In C. Chappelle (Ed.), The encyclopedia of applied linguistics. New York, NY: Wiley-Blackwell.Google Scholar
Krashen, S.D
(1982) Principles and practice in second language acquisition. Oxford: Pergamon Press.Google Scholar
Littlewood, W
(1981) Communicative language teaching: An introduction. Cambridge: Cambridge University Press.Google Scholar
Long, M.H
(1983b) Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126–141. DOI logoGoogle Scholar
Lortie, D
(1975) Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.Google Scholar
Loveday, L
(1982) The sociolinguistics of learning and using a non-native language. Oxford: Pergamon Press.Google Scholar
Martin, S
(1998) New life, new language: The history of the Adult Migrant English Program. Sydney: NCELTR.Google Scholar
McCarthy, M
(1991) Discourse analysis for language teachers. Cambridge: Cambridge University Press.Google Scholar
Nisbet, J., & Broadfoot, P
(1980) The impact of research on policy and practice in education. Aberdeen: Aberdeen University Press.Google Scholar
Nunan, D
(1985) The role of the National Curriculum Resources Centre within the Adult Migrant Education Program. Prospect, 1(1), 54–60.Google Scholar
(1987a) Second language acquisition and its implications for language teachers. Prospect, 2(3), 293–300.Google Scholar
(1987b) The teacher as curriculum developer. An investigation of curriculum processes within the Adult Migrant Education Program (Research S). Adelaide: National Curriculum Resource Centre.Google Scholar
(1988a) The learner-centered curriculum. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(1988b) Syllabus design. Oxford: Oxford University Press.Google Scholar
(1989) Understanding language classrooms. A guide for teacher-initiated action. London: Prentice Hall.Google Scholar
Piennemann, M., & Johnstone, M
(1987) Factors affecting the development of language proficiency. In D. Nunan (Ed.), Applying second language research (pp. 45–141). Adelaide: National Curriculum Resource Centre.Google Scholar
Richards, J.C., & Nunan, D.C
(Eds.) (2000) Second language teacher education. Cambridge: Cambridge University Press.Google Scholar
Richards, J.C., & Rodgers, T
(2001) Approaches and methods in language teaching. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Rivers, W
(1978) A practical guide to the teaching of English as a second or foreign language. Oxford: Oxford University Press.Google Scholar
Rowe, A., & Emmens, P
(1963–67) English through Experience. St. Albans: Hart-Davies Educational.Google Scholar
Savignon, S
(1982) Communicative competence: Theory and classroom practice. New York, NY: McGraw Hill.Google Scholar
Street, B
(1984) Literacy in theory and practice. Cambridge: Cambridge University Press.Google Scholar
Schumann, J
(1975) Affective factors and the problem of age in second language acquisition. Language Learning, 25(2), 209–235. DOI logoGoogle Scholar
Swain, M
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–252). Rowley, MA: Newbury House.Google Scholar
van Lier, L
(1988) The classroom and the language learner. London: Longman.Google Scholar
Yalden, J
(1983) The communicative syllabus: Evolution, design and implementation. Oxford: Pergamon Press.Google Scholar
Cited by

Cited by 1 other publications

Burns, Anne
2019. Action Research: Developments, Characteristics, and Future Directions. In The Cambridge Handbook of Language Learning, ► pp. 166 ff. DOI logo

This list is based on CrossRef data as of 21 april 2024. 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.