Issue List > Issue

  Volume 12, Number 3
  December 2013

Editorial Editorial: 2103 non-themed issue PDF Eileen Honan University of Queensland, Australia UQ Homepage Debra Myhill Graduate School of Education, University of Exeter pp. 1-4

Topical Articles The representation of professionalism in native English-speaking teachers recruitment policies: A comparative study of Hong Kong, Japan, Korea and Taiwan PDF Li-Yi Wang National Institute of Education, Singapore Tzu-Bin Lin National Taiwan Normal University, Taiwan pp. 5-22 New English cultures and learner autonomy for intrinsic motivation and democratic empowerment in the Chilean context PDF Katharina Glas Pontificia Universidad Católica de Valparaíso Mónica Stella Cárdenas-Claros Pontificia Universidad Católica de Valparaíso pp. 23-40 Striving for literary development in secondary literature students: A teacher's self-study PDF Ramon Groenendijk Zwijsen College Veghel Mary Kooy OISE University of Toronto Peter-Arno Coppen Radboud University Jeroen Imants Radboud University Piet-Hein Van de Ven Radboud University Nijmegen, the Netherlands pp. 41-64 Revising identities as writers and readers through critical language awareness PDF Shin-Ying Huang National Taiwan Normal University pp. 65-86 Languaging and visualisation method for grammar teaching: A conceptual change theory perspective PDF Kaisu Rättyä University of Eastern Finland pp. 87-101 The trouble with “getting personal”: New narratives for new times in classroom writing assignments PDF Linda Laidlaw University of Alberta, Canada Suzanna So-Har Wong University of Alberta, Elementary Education pp. 102-115 “Well, that was an intellectual dialogue!”: How a whole-school focus on improvement shifts the substantive nature of classroom talk PDF Christine Edwards-Groves Charles Sturt University Ian Hardy University of Queensland pp. 116-136 Developing successful writing teachers: Outcomes of professional development exploring teachers' perceptions of themselves as writers and writing teachers and their students' attitudes and abilities to write across the curriculum PDF Elizabeth Bifuh-Ambe Graduate School of Education, University of Massachusetts, Lowell pp. 137-156

English Teaching: Practice and Critique is indexed and abstracted by Thomson Reuters in the following: Social Sciences Citation Index, the Arts and Humanities Citation Index, Social Scisearch and Journal Citation Reports/Social Sciences Edition. Indexing is from May, 2007 (Volume 6, Number 1).