Volume 11, Number 4
  December 2012

 
Editorial

Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity
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Terry Locke
University of Waikato, New Zealand
pp. 1-6

Narratives

English language and literature in the post-war Bosnia and Herzegovina: Challenges and experiences of a transcultural academic adaptation
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Mustafa Bal
TOBB University of Economics and Technology, Türkiye
pp. 178-189

Teaching intercultural English learning/teaching in world Englishes: Some classroom activities in South Korea
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Kang-Young Lee
Chungbuk National University, Cheong-Ju, Korea
pp. 190-205

Topical Articles

Diversity in secondary English classrooms: Conceptions and enactments
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Ryan Angus
Purdue University, Indiana, USA
Luciana C. de Oliveira
Purdue University, Indiana, USA
pp. 7-18

Opportunities or constraints? Where is the space for culturally responsive poetry teaching within high-stakes testing regimes at 16+ in Aotearoa New Zealand and England?
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Sue Dymoke
University of Leicester
pp. 19-35

One size fits all: The increasing standardisation of English teachers’ work in England
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Andrew Goodwyn
Institute of Education, University of Reading, United Kingdom
pp. 36-53

Back to the future: A return to coursework explored
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Bethan Marshall
Kings College, UK
pp. 54-69

Full circle: Stakeholders’ evaluation of a collaborative enquiry action research literacy project
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Gail Forey
The Department of English, The Hong Kong Polytechnic University
Arthur Firkins
The Department of Linguistics, Macquarie University-Sydney
pp. 70-87

Effects of integrating children’s literature and DVD films into a college EFL class
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Mei-Ling Chen
Department of Applied English, Hung-Kuang University
pp. 88-98

Like a bell responding to a striker: Instruction contingent on assessment
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Shu-Chen Huang
Foreign Language Center, National Chengchi University, Taipei, Taiwan
pp. 99-119

Genre-based teaching and assessment in secondary English classrooms
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Icy Lee
Department of Curriculum and Instruction, The Chinese University of Hong Kong
pp. 120-136

Implications for language diversity in instruction in the context of target language classrooms: Development of a preliminary model of the effectiveness of teacher code-switching
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Jang Ho Lee
Chung-Ang University, South Korea
pp. 137-160

Discussing culturally relevant books online: A cross-cultural blogging project
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Hsiao-chien Lee
Foreign Languages Education Center, National Kaohsiung Marine University, Taiwan
Carol Gilles
Learning, Teaching & Curriculum, University of Missouri, USA
pp. 161-177

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).