6-Volume Set

English Language TeachingMAJOR THEMES IN EDUCATION

Edited and with a new introduction by Patricia Hedge, University of Warwick, UK, Nick Andon and Martin Dewey, all atKings College, University of London, UK

With contributions drawn from a variety of contexts, this extensive new six-volume collection from Routledge’s Major Themes in Education series,reflects the international diversity of English Language Teaching in practice.Bringing together material from a broad range of perspectives, it highlightsthe controversial nature of many apparent ‘givens’ in the field, and providesa useful balance between academic and practical insights.

With a general introduction and separate section introductions presentingthe historical context for current debates and guiding users through thevarious issues raised in the collection, this is a highly useful resource forboth student and scholar alike.

Routledge Major Works

RoutledgeAugust 2009234x156: 2,451ppSet Hb: 978-0-415-29943-5

English Language Teaching MAJOR THEMES IN EDUCATION

125. Bridget Fitzgerald Gersten and Norbert Tlusty, ‘Creating InternationalContexts for Cultural Communication: Video Exchange Projects in theESL/EFL Classroom’, TESOL Journal, 1998, 7, 6, 11–16.

126. Christopher Brumfit, ‘British Cultural Studies’, Individual Freedom andthe Language Teacher (Oxford University Press, 2001), pp. 105–14.

127. John Corbett, ‘Implementing an Intercultural Approach’, AnIntercultural Approach to English Language Teaching (MultilingualMatters Ltd, 2003), pp. 31–46.

128. Yasemi Bayyurt, ‘Non-Native English Language Teachers’, TeacherDevelopment, 2006, 10, 2, 233–47.

4.4. Curriculum Evaluation

129. Michael H. Long, ‘Process and Product in ESL Program Evaluation’,TESOL Quarterly, 1984, 18, 3, 409–25.

130. Leslie E. Sheldon, ‘Evaluating ELT Textbooks and Materials’, ELTJournal, 1988, 42, 4, 237–46.

131. James Dean Brown, ‘Language Programme Evaluation: A Synthesis ofExisting Possibilities’, in R. K. Johnson (ed.), The Second LanguageCurriculum (Cambridge University Press, 1989), pp. 222–41.

132. Alan Beretta, ‘The Programme Evaluator: The ESL Researcher withoutPortfolio’, Applied Linguistics, 1990, 11, 1, 1–15.

133. Ron Mackay, ‘Undertaking ESL/EFL Programme Review forAccountability and Improvement’, ELT Journal, 1994, 48, 2, 142–9.

134. Fred Genesee and John A. Upshur, ‘Portfolios and Conferences’,Classroom Based Evaluation in Second Language Education (CambridgeUniversity Press, 1996), pp. 98–107.

135. Cyril Weir and Jon Roberts, ‘The Evaluation of a LanguageProgramme: Development and Accountability’, Evaluation in ELT(Blackwell, 1994), pp. 82–101.

136. Pauline Rea-Dickins and Kevin Germaine, ‘The Price of Everything andthe Value of Nothing: Trends in Language Programme Evaluation’,Managing Evaluation and Innovation in Language Teaching (Longman,1998), pp. 4–19.

137. Richard Kiely, ‘Classroom Evaluation: Values, Interests and TeacherDevelopment’, Language Teaching Research, 2001, 5, 3, 241–61.

Part 5. Focus on the Teacher: The Professional Development of the Teacher

138. H. G. Widdowson, ‘The Incentive Value of Theory in TeacherEducation’, ELT Journal, 1984, 38, 2, 86–90.

139. Jerry G. Gebhart, ‘Models of Supervision: Choices’, TESOL Quarterly,1984, 18, 3, 501–14.

140. Donald Freeman, ‘Teacher Training, Development and Decision-Making: A Model of Teaching and Related Strategies for LanguageTeacher Education’, TESOL Quarterly, 1989, 23, 1, 27–45.

141. Dale Lange, ‘A Blueprint for a Teacher Development Programme’, in J.C. Richards and D. Nunan (eds.), Second Language Teacher Education(Cambridge University Press, 1990), pp. 245–68.

142. Peter Medgyes, ‘Native or Non-Native: Who’s Worth More?’, ELTJournal, 1992, 46, 4, 340–9.

143. Christine A. Holten and Donna M. Brinton, ‘‘’You Shoulda BeenThere”’: Charting Novice Teacher Growth using Dialogue Journals’,TESOL Journal, 1995, 4, 4, 23–6.

144. Jack C. Richards, ‘Teachers’ Maxims in Language Teaching’, TESOLQuarterly, 1996, 30, 2, 281–96.

145. Mary J. Schleppegrell, ‘Problem Posing in Teacher Education’, TESOLJournal, 1997, 6, 3, 8–12.

146. Stephen Bax and Richard Cullen, ‘Generating and EvaluatingReflection Through Teaching Practice’, Teacher Development (newsletterof the IATEFL Teacher Development Special Interest Group), 2003, 1,3, 13–20.

147. Dick Allwright, ‘Exploratory Practice: Rethinking Practitioner Researchin Language Teaching’, Language Teaching Research Journal, 2003, 7, 2,113–41.

148. Simon Borg, ‘Conditions for Teacher Research’, English Teaching Forum,2006, 44, 4, 22–7.

VOLUME VI

Introduction

Part 1. Focus on Key Orientations in ELT

1.1. The Communicative Approach to Language Teaching

1. David Wilkins, ‘Current Developments in the Teaching of English as aForeign Language’, in S. Holden (ed.), Teaching English for SpecificPurposes (Modern English Publication, 1979), pp. 5–7.

2. Keith Morrow, ‘Communicative Language Testing: Revolution orEvolution’, in C. Brumfit and K. Johnson (eds.), The CommunicativeApproach to Language Teaching (Oxford University Press, 1979), pp.143–57.

3. Michael Canale, ‘From Communicative Competence toCommunicative Language Pedagogy’, in J. C. Richards and W. Schmidt(eds.), Language and Communication (Longman, 1983), pp. 2–27.

4. James Nattinger, ‘Communicative Language Teaching: A NewMetaphor’, TESOL Quarterly, 1984, 18, 3, 391–407.

5. Li Xiaoju, ‘In Defence of the Communicative Approach’, ELT Journal,1984, 38, 1, 2–13.

6. Jack C. Richards and Theodore S. Rodgers, ‘Communicative LanguageTeaching’, Approaches and Methods in Language Teaching: A Descriptionand Analysis (Cambridge University Press, 1986), pp. 64–86.

7. Fraida Dubin and Elite Olshtain, ‘A Curriculum Developed onCommunicative Goals’, Course Design: Developing Programs andMaterials for Language Learning (Cambridge University Press, 1986),pp. 68–87.

8. B. Kumaravadivelu, ‘Maximising Learning Potential in theCommunicative Classroom’, ELT Journal, 1994, 47, 1, 12–21.

1.2. Task-Based Language Teaching

9. Christopher Brumfit, ‘The Bangalore Procedural Syllabus’, ELT Journal,1984, 38, 4, 233–41.

10. Michael P. Breen, ‘Learner Contributions to Task Design’, in C.Candlin and D. Murphy (eds.), Language Learning Tasks (Prentice-HallInternational, 1987), pp. 23–46.

11. Michael H. Long and Graham Crookes, ‘Three Approaches to Task-Based Syllabus Design’, TESOL Quarterly, 1992, 26, 1, 27–55.

12. Jane Willis, ‘A Flexible Framework for Task-Based Learning’, in J. Willisand D. Willis (eds.), Challenge and Change in Language Teaching(Heinemann, 1996), pp. 52–62.

13. Peter Skehan, ‘A Framework for the Implementation of Task-BasedInstruction’, Applied Linguistics, 1996, 17, 1, 38–62.

14. Martin Bygate, ‘Tasks as a Context for the Framing, Reframing andUnframing of Language’, System, 1999, 27, 1, 33–48.

15. Rod Ellis, ‘Task-Based Research and Language Pedagogy’, LanguageTeaching Research, 2000, 4, 3, 193–220.

16. Tony Lynch, ‘Seeing What they Meant: Transcribing as a Route toNoticing’, ELT Journal, 2001, 55, 2, 124–32.

17. Rod Ellis, ‘Tasks in SLA and Language Pedagogy’, Task-Based LanguageLearning and Teaching (Oxford University Press, 2003), pp. 1–21.

18. Michael Swan, ‘Legislation by Hypothesis: The Case of Task-BasedInstruction’, Applied Linguistics, 2005, 26, 3, 376–401.

1.3. Form-Focused Instruction

19. Michael Sharwood-Smith, ‘Consciousness-Raising and the SecondLanguage Learner’, Applied Linguistics, 1981, 11, 2, 159–68.

20. Rod Ellis, ‘Interpretation Based Grammar Teaching’, System, 1993, 21,1, 69–78.

21. Brian Tomlinson, ‘Pragmatic Awareness Activities’, Language Awareness,1994, 3, 3 & 4, 119–29.

22. Jessica Williams, ‘Focus on Form in Communicative LanguageTeaching: Research Findings and the Classroom Teacher’, TESOLJournal, 1995, 4, 4, 12–16.

23. Ronald Carter, Rebecca Hughes, and Michael McCarthy, ‘Telling Tails:Grammar, the Spoken Language and Materials Development’, in B.Tomlinson (ed.), Materials Development in Language Teaching(Cambridge University Press, 1998), pp. 67–86.

24. Rod Ellis, Helen Basturkmen, and Shawn Loewen, ‘Doing Focus onForm’, System, 2002, 30, 4, 419–32.

25. Ryo Nitta and Sheena Gardner ‘Consciousness-Raising and Practice inELT Coursebooks’, ELT Journal, 2005, 59, 1, 3–13.

26. Rod Ellis, ‘Current Issues in the Teaching of Grammar: An SLAPerspective’, TESOL Quarterly, 2006, 40, 1, 83–107.

1.4. Input and Interaction in the Classroom

27. Herbert W. Seliger, ‘Learner Interaction in the Classroom and its Effecton Language Acquisition’, in H. W. Seliger and M. H. Long (eds.),Classroom Oriented Research (Newbury House, 1983), pp. 246–67.

28. Stephen D. Krashen, ‘Providing Input for Acquisition’, Principles andPractice in Second Language Acquisition (Pergamon, 1982), pp. 57–82.

29. Richard L. Allwright, ‘The Importance of Interaction in ClassroomLanguage Learning’, Applied Linguistics, 1984, 5, 2, 156–71.

30. Rod Ellis, Understanding Second Language Acquisition (Oxford UniversityPress, 1985), pp. 154–62.

31. Teresa Pica and Catherine Doughty, ‘The Role of Group Work inClassroom Second Language Acquisition’, Studies in Second LanguageAcquisition, 1985, 7, 2, 233–48.

32. Craig Chaudron, ‘Major Issues in Second Language ClassroomResearch’, Second Language Classrooms; Research on Teaching andLearning (Cambridge University Press, 1988), pp. 1–10.

33. Teresa Pica, ‘Input as a Theoretical and Research Construct: FromCorder’s Original Definition to Current Views’, International Review ofApplied Linguistics in Language Teaching, 1991, XXIX, 3, 185–96.

34. Merrill Swain, ‘Three Functions of Output in Second LanguageAcquisition’, in G. Cook and B. Seidlhofer (eds.), Principles and Practicein Applied Linguistics (Oxford University Press, 1995), pp. 125–44.

35. Stephen Krashen, ‘Comprehensible Output’, System, 1998, 26, 175–82.

36. Zoltan Dornyei and Angi Malderez, ‘The Role of Group Dynamics inForeign Language Teaching and Learning’, in J. Arnold (ed.), Affect inLanguage Learning (Cambridge University Press, 1999), pp. 155–69.

1.5 English and Englishes: The Internationalization of English and itsImpact on the Goals and Methods of ELT

37. Henry Widdowson, ‘The Ownership of English’, TESOL Quarterly,1994, 28, 2, 377–89.

38. Vivian Cook, ‘Going Beyond the Native Speaker in LanguageTeaching’, TESOL Quarterly, 1999, 33, 2, 185–209.

39. Janina Brutt-Griffler and Keiko K. Samimy, ‘Transcending theNativeness Paradigm’, World Englishes, 2001, 20, 1, 99–106.

40. Barbara Seidlhofer, ‘Closing a Conceptual Gap: The Case for aDescription of English as a Lingua Franca’, International Journal ofApplied Linguistics, 2001, 11, 2, 133–58.

VOLUME I VOLUME II

English Language Teaching MAJOR THEMES IN EDU

Routledge Major Works

41. Anna Mauranen, ‘The Corpus of English as Lingua Franca in AcademicSettings’, TESOL Quarterly, 2003, 37, 3, 513–27.

42. Barbara Seidlhofer, ‘Research Perspectives on Teaching English as aLingua Franca’, Annual Review of Applied Linguistics, 2004, 24, 209–39.

43. Jennifer Jenkins, ‘Current Perspectives on Teaching World Englishesand English as a Lingua Franca’, TESOL Quarterly, 2006, 40, 1,157–81.

44. Jennifer Jenkins, ‘A Sociolinguistically Based, Empirically ResearchedPronunciation Syllabus for English as an International Language’,Applied Linguistics, 2002, 23, 1, 83–103.

45. Suresh Canagarajah, ‘Introduction’, Reclaiming the Local in LanguagePolicy and Practice (Lawrence Erlbaum, 2005), pp. xiii–xxx.

46. Constant Leung, ‘Convivial Communication: RecontextualizingCommunicative Competence’, International Journal of AppliedLinguistics, 2005, 15, 2, 119–44.

Part 2. Focus on the Learner

2.1. Affective Factors in Classroom Learning

47. H. Douglas Brown, ‘Affective Variables in Second LanguageAcquisition’, Language Learning, 1973, 23, 2, 231–44.

48. Gillian Porter-Ladousse, ‘From Needs to Wants: Motivation and theLanguage Learner’, System, 1982, 10, 1, 29–37.

49. Kathleen M. Bailey, ‘Competitiveness and Anxiety in Adult SecondLanguage Learning: Looking at and through the Diary Studies’, in H.W. Seliger and M. H. Long (eds.), Classroom Oriented Research in SecondLanguage Acquisition (Newbury House, 1983), pp. 67–103.

50. Earl Stevick, ‘Humanism’, Humanistic Approaches: An Empirical View(The British Council, 1982), pp. 7–10.

51. Christopher Brumfit, ‘Some Humanistic Doubts about HumanisticLanguage Teaching’, in Humanistic Approaches: An Empirical View (TheBritish Council, 1982), pp. 11–19.

52. Joachim Appel, ‘Humanistic Approaches in the Secondary School:How Far Can We Go?’, ELT Journal, 1989, 43, 3, 261–7.

53. Dolly Jesusita Young, ‘Creating a Low-Anxiety ClassroomEnvironment: What Does Language Anxiety Research Suggest?’, TheModern Language Journal, 1991, 75, 4, 426–39.

54. Zoltan Dornyei and Kata Csizer, ‘Ten Commandments for MotivatingLanguage Learners’, Language Teaching Research, 1998, 2, 3, 203–29.

2.2. Learner Strategies

55. Rod Ellis, ‘Communication Strategies and the Evaluation ofCommunicative Performance’, ELT Journal, 1984, 39, 1, 39–44.

56. J. Michael O’Malley et al., ‘Learning Strategy Applications withStudents of English as a Second Language’, TESOL Quarterly, 1985, 19,3, 557–84.

57. Joan Rubin, ‘Learner Strategies: Theoretical Assumptions, ResearchHistory and Typology’, in A. Wenden and J. Rubin (eds.), LearnerStrategies in Language Learning (Prentice Hall International, 1987), pp.15–30.

58. Gail Ellis and Barbara Sinclair, ‘The Theory of Learner Training’,Learning to Learn English (Cambridge University Press, 1989), pp.2–10.

59. Rebecca L. Oxford, ‘Use of Language Learning Strategies: A Synthesisof Studies with Implications for Strategy Training’, System, 1989, 17, 2,235–47.

60. J. M. O’Malley and Anna Uhl Chamot, ‘Instruction in LearningStrategies’, Learning Strategies in Second Language Acquisition(Cambridge University Press, 1990), pp. 151–86.

61. Stephen McDonough, ‘Learner Strategies’, Language Teaching, 1999, 32,1, 12–18.

2.3. The Autonomous Learner

62. Malcolm S. Knowles, ‘Defining a New Role’, Self Directed Learning: AGuide for Learners and Teachers (Association Press, 1975), pp. 31–8.

63. Leslie Dickinson, ‘Autonomy, Self-Directed Learning andIndividualisation’, Individualisation in Language Learning (The BritishCouncil, 1978), pp. 7–28.

64. Henri Holec, ‘On Autonomy: Some Elementary Concepts’, in P. Riley(ed.), Discourse and Learning (Longman, 1985), pp. 173–90.

65. Brian Kenny, ‘For More Autonomy’, System, 1993, 21, 4, 431–42.

66. Sara Cotterall, ‘Developing a Course Strategy for Learner Autonomy’,ELT Journal, 1995, 49, 3, 219–27.

67. Jeremy F. Jones, ‘Self Access and Culture: Retreating from Autonomy’,ELT Journal, 1995, 49, 3, 228–34.

68. William Littlewood, ‘Defining and Developing Autonomy in EastAsian Contexts’, Applied Linguistics, 1999, 20, 1, 71–94.

69. Anita Wenden, ‘Learner Development in Language Learning’, AppliedLinguistics, 2002, 23, 1, 32–55.

Part 3. Focus on Methodology

3.1. Top-Down and Bottom-Up Processes in Reading

70. Mark A. Clarke and Sandra Silberstein, ‘Towards a Realisation ofPsycholinguistic Principles in the ESL Reading Class’, in R. Mackay, B.Barkman, and R. R. Jordan (eds.), Reading in a Second Language:Hypotheses, Organisation and Practice (Newbury House, 1979), pp.48–65.

71. Patricia Carrell and Joan C. Eisterhold, ‘Schema Theory and ESLReading Pedagogy’, TESOL Quarterly, 1983, 17, 4, 553–73.

72. Margaret Steffenson and Chitra Joag-Dev, ‘Cultural Knowledge andReading’, in J. C. Alderson and A. H. Urquhart (eds.), Reading in aForeign Language (Longman, 1984), pp. 48–62.

73. David E. Eskey, ‘Holding in the Bottom: An Interactive Approach tothe Language Problem of Second Language Readers’, in P. Carrell, J.Devine, and D. Eskey (eds.), Interactive Approaches to Second LanguageReading (Cambridge University Press, 1988), pp. 93–100.

74. Neil J. Anderson, ‘Developing Active Readers: A PedagogicalFramework for the Second Language Reading Class’, System, 1994, 22,2, 177–94.

75. Amos Paran, ‘Reading in EFL: Facts and Fictions’, ELT Journal, 1996,50, 1, 25–34.

3.2. Skills Development Through Extensive Practice

76. Michael West, ‘Simplified and Abridged’, in W. R. Lee (ed.), ELTSelections 1 (Oxford University Press, 1967), pp. 188–92.

77. Christine Nuttall, ‘An Extensive Reading Programme’, Teaching ReadingSkills in a Foreign Language (Heinemann, 1982), pp. 167–90.

78. Jeremy Parrott, ‘Reading Syndicates: A Working Model for theLanguage Classroom’, Reading in a Foreign Language, 1987, 3, 2,411–16.

79. F. M. Hafiz and Ian Tudor, ‘Extensive Reading and the Development ofLanguage Skills’, ELT Journal, 1989, 43, 1, 4–13.

80. Bernard Susser and Thomas N. Robb, ‘EFL Extensive ReadingInstruction: Research and Procedure’, JALT Journa1, 1990, 2, 2, 161–85.

81. David Hill, ‘Necessity for a Programme’, The EPER Guide to OrganisingProgrammes of Extensive Reading (Institute for Applied LanguageStudies, University of Edinburgh, 1992), pp. 49–56.

82. Stephen D. Krashen, ‘The Case for Free Voluntary Reading’, TheCanadian Modern Language Review, 1993, 50, 1, 72–82.

83. Willy A. Renandya, B. R. Sundara Rajan, and George M Jacobs,‘Extensive Reading with Adult Learners of English as a SecondLanguage’, RELC Journal, 1990, 30, 39–61.

VOLUME III

UCATION

VOLUME IV

3.3. Process and Post-Process Approaches to Writing

84. Linda Flower and John R. Hayes, ‘A Cognitive Process Theory ofWriting’, College Composition and Communication, 1981, 32, 4, 365–87.

85. Vivian Zamel, ‘Writing: The Process of Discovering Meaning’, TESOLQuarterly, 1982, 16, 2, 195–209.

86. Claudia Keh, ‘Feedback in the Writing Process: A Model and Methodsfor Implementation’, ELT Journal, 1990, 44, 4, 294–304.

87. Martha Pennington, ‘Positive and Negative Potentials of WordProcessing for ESL Writers’, System, 1991, 19, 3, 267–76.

88. Ann Raimes, ‘Out of the Woods: Emerging Traditions in the Teachingof Writing’, TESOL Quarterly, 1991, 25, 3, 407–30.

89. William Grabe and Robert. B. Kaplan, ‘Responding to Writing’, Theoryand Practice of Writing (Longman, 1996), pp. 377–95.

90. Ken Hyland, ‘Genre-Based Pedagogies: A Social Response to Process’,Journal of Second Language Writing, 2003, 12, 17–29.

3.4. The Teaching of Vocabulary

91. Jack C. Richards, ‘The Role of Vocabulary Teaching in the EnglishSyllabus’, TESOL Quarterly, 1976, 10, 1, 77–89.

92. Caroline Schouten-Van Perreren, ‘Vocabulary Learning throughReading: Which Conditions Should be Met When Presenting Words inTexts?’, AILA Review, 1989, 6, 75–84.

93. James R. Nattinger, ‘Current Trends in Vocabulary Teaching’, in R.Carter and M. McCarthy (eds.), Vocabulary and Language Teaching(Longman, 1988), pp. 62–82.

94. Chris Moran, ‘Lexical Inferencing in EFL Reading Coursebooks: SomeImplications of Research’, System, 1991, 19, 4, 389–400.

95. Norbert Schmitt and Diane Schmitt, ‘Vocabulary Notebooks:Theoretical Underpinnings and Practical Suggestions’, ELT Journal,1995, 49, 2, 133–43.

96. Paul Nation and Jonathon Newton, ‘Teaching Vocabulary’, in J. Coadyand T. Huckin (eds.), Second Language Vocabulary Acquisition(Cambridge University Press, 1997), pp. 238–54.

97. Alan Hunt and David Beglar, ‘Current Research and Practice inTeaching Vocabulary’, in J. C. Richards and W. Renandya (eds.),Methodology in Language Teaching: An Anthology of Current Practice(Cambridge University Press, 2002), pp. 258–66.

3.5. Critical Literacy

98. Robert Hodge and Gunther Kress, ‘Reading Power’, Language asIdeology (Routledge and Kegan Paul, 1979), pp. 160–74.

99. Ellen Spolsky, ‘‘’I Come to Bury Caesar, not to Praise Him”’: TeachingResisting Reading’, ELT Journal, 1989, 43, 3, 173–9.

100. Ronald Carter and Michael N. Long, ‘Theories of Reading’, TeachingLiterature (Longman, 1991), pp. 183–95.

101. Elsa Auerbach, ‘Literacy and Ideology’, Annual Review of AppliedLinguistics, 1992, 12, 71–85.

102. Romy Clark, ‘Developing Practices of Resistance: Critical Reading forStudents of Politics’, in D. Graddol, L. Thompson, and M. Byram(eds.), Language and Culture: British Studies in Applied Linguistics 7(British Association of Applied Linguistics and Multilingual Matters,1993), pp. 113–22.

103. Catherine Wallace, ‘Critical Language Awareness: Key Principles for aCourse in Critical Reading’, Language Awareness, 1999, 8, 2, 98–110.

104. Bonny Norton and Karen Vanderheyden, ‘Comic Book Culture andSecond Language Learners’, in B. Norton and K. Toohey (eds.), CriticalPedagogies and Language Learning (Cambridge University Press, 2004),pp. 201–21.

Part 4. Focus on Curriculum and Materials

4.1. Learner-Centredness in English Language Teaching

105. Ian Tudor, ‘Learner-Centredness in Language Teaching: Finding theRight Balance’, System, 1992, 20, 1, 31–44.

106. A. van Ek and Louis Alexander, Threshold Level English (PergamonPress, 1980), pp. 7–9, 17–28

107. Tom Hutchinson and Alan Waters, ‘Needs Analysis’, English for SpecificPurposes (Cambridge University Press, 1987), pp. 53–64.

108. Geoffrey Brindley, ‘The Role of Needs Analysis in Adult ESLProgramme Design’, in R. K. Johnson (ed.), The Second LanguageCurriculum (Cambridge University Press, 1989), pp. 63–78.

109. Paul Seedhouse, ‘Needs Analysis and the General English Classroom’,ELT Journal, 1995, 49, 1, 59–65.

110. David Clarke, ‘The Negotiated Syllabus: What is it and How is it Likelyto Work?’, Applied Linguistics, 1991, 12, 1, 13–28.

111. Michael Breen and Andrew Littlejohn, ‘The Rationale for Negotiation’,Classroom Decision-Making: Negotiation and Process Syllabuses in Practice(Cambridge University Press, 2000), pp. 11–28.

112. Graham Carter and Howard Thomas, ‘Dear Brown Eyes: ExperientialLearning in a Project Oriented Approach’, ELT Journal, 1986, 40, 3,196–204.

113. Johan Uvin, ‘Designing Workplace ESOL Courses for Chinese Health-Care Workers at a Boston Nursing Home’, in K. Graves (ed.), Teachersas Course Developers (Cambridge University Press, 1996), pp. 39–58.

4.2. Authenticity and Simplification in Learning Materials

114. H. G. Widdowson, ‘The Authenticity of Language Data’, Explorations inApplied Linguistics (Oxford University Press, 1979), pp. 163–72.

115. Keith Morrow, ‘Authentic Texts and ESP’, in S. Holden (ed.), English forSpecific Purposes (Modern English Publications Ltd, 1977), pp. 13–15.

116. Alan Davies, ‘Simple, Simplified and Simplification: What isAuthentic?’, in J. C. Alderson and A. H. Urquhart (eds.), Reading in aForeign Language (Longman, 1984), pp. 181–95.

117. Michael P. Breen, ‘Authenticity in the Language Classroom’, AppliedLinguistics, 1985, 6, 1, 60–70.

118. Aud Marit Simensen, ‘Adapted Readers: How are they Adapted?’,Reading in a Foreign Language, 1988, 4, 1, 41–57.

119. David Clarke, ‘Communicative Theory and its Influence on MaterialsProduction’, Language Teaching, 1989, 22, 2, 73–86.

120. Richard Day and Julian Bamford, ‘The Cult of Authenticity and theMyth of Simplification’, Extensive Reading in the Second LanguageClassroom (Cambridge University Press, 1998), pp. 53–61.

4.3. Cultural Content in the Syllabus

121. Michael Byram, ‘A Model for Language and Culture Teaching’, CulturalStudies in Foreign Language Education (Multilingual Matters, 1989), pp.136–48.

122. Kheira Adaskou, Donard Britten, and Badia Fahsi, ‘Design Decisionson the Cultural Content of a Secondary English Course for Morocco’,ELT Journal, 1990, 44, 1, 3–10.

123. Michael Byram et al., ‘Case Study 9: British Cultural Studies inTurkey’, Teaching-and-Learning Language-and-Culture (MultilingualMatters, 1994), pp. 125–34.

124. Ana Barro, Shirley Jordan, and Celia Roberts, ‘Cultural Practices inEveryday Life: The Language Learner as Ethnographer’, in M. Byramand M. Fleming (eds.), Language Learning in Intercultural Perspective:Approaches Through Drama and Ethnography (Cambridge UniversityPress, 1998), pp. 76–97.

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