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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...8 Hits 21 – 40 of 142 21 Out of Amazonia: late-Holocene climate change and the Tupi–Guarani trans-continental expansion Iriarte, Jose; Smith, Richard J.; de Souza, Jonas G.. - : Sage Publications, 2017 BASE Show details 22 Dictionnaire Fulfulde – Français - English ; Fulfulde Burkina Faso dictionary Smith, Richard. - : SIL International, 2016 BASE Show details 23 Position dependent termination and widespread obligatory frameshifting in Euplotes translation Lobanov, Alexei V.; Heaphy, Stephen M.; Turanov, Anton A.. - 2016 BASE Show details 24 ‘A dragoman for travellers’: popular Arabic instruction books and their authors in late nineteenth-century Egypt Mairs, Rachel. - : Legenda, 2016 BASE Show details 25 Researching teacher associations Smith, Richard; Kuchah, Kuchah. - : Oxford University Press, 2016 BASE Show details 26 Dialect Switching and Mathematical Reasoning Tests: Implications for Early Educational Achievement Terry, J Michael; Hendrick, Randall; Evangelou, Evangelos. - : Oxford University Press, 2015 BASE Show details 27 Building ‘applied linguistic historiography’ : rationale, scope and methods Smith, Richard. - : Oxford University Press, 2015 BASE Show details 28 Book review : Teacher research in language teaching : a critical analysis Smith, Richard. - : Oxford University Press, 2015 Abstract: Simon Borg is a prolific writer of journal articles in the research area he is most associated with, that of teacher cognition. Indeed, as this book further establishes, he is an eminently academic researcher, although the book itself seeks to establish a claim to authority in the somewhat distinct domain of teacher research (that is, according to Borg’s definition, ‘systematic inquiry, conducted by teachers, into some aspect of their own context, with the aim of improving both understanding and practice’ (p. 201)). For Borg, the study of this particular domain has provided ‘an intellectual space in which I was able to combine my existing interests in teacher education, research methods, and teacher cognition’ (p. 1). This statement of intellectual motivation (rather than practical/ideological commitment)—and the fact that the book is published in the highly respectable, red-covered Cambridge Applied Linguistics series—gives a preliminary indication both of the kind of book this is, namely, a groundbreaking academic exploration of certain factors underlying teachers’ (lack of) research engagement, and of the kind of book it is not. It is far from being, for example, a practical handbook for teachers, teacher educators, or educational administrators, nor is it really about practical issues within teacher research at all, although—as we shall see—there are two reports of Borg’s own teacher education practice and a list of suggestions for managers at the very end of the book. If not for teachers, then, and if not for obvious practical use, who was the book written for, according to Borg, and for what purpose? A clear statement of intent is provided on p. 6: the readership is expected to be one of ‘researchers, academics, policy makers, head teachers, directors, curriculum developers, teacher educators’, that is, ‘those who can be influential in making teacher research a more feasible and productive activity’. The book gives evidence of a definite desire to persuade educational administrators, in particular, of the merits of supporting teacher research (henceforth, TR) effectively. Indeed, Borg describes himself as ‘very committed’ to TR (p. 6), although, as we shall see, this commitment is not particularly clear in his own practice and seems limited to a particular, rather academic conception of TR. It is important to emphasize, then, that the subtitle of the book (A Critical Analysis) is not intended, at least not on the surface, to refer to being critical of the quality of existing TR. Rather, it relates to what Borg perceives as a lack of quantity of TR, in particular when projects which are completed for a degree or other qualification are excluded from consideration. For him, a central intellectual paradox—the stated premise for the whole book, in fact—is that despite what he sees as the great potential of TR to be ‘a powerful transformative force in the professional development of language teachers’, it nevertheless ‘remains a minority activity’ (ibid.). URL: https://doi.org/10.1093/elt/ccv009 http://wrap.warwick.ac.uk/75528/ BASE Hide details 29 The History of Teaching English as a Foreign Language, from a British and European Perspective Howatt, A. P. R.; Smith, Richard In: Language & history. - Leeds : Maney 57 (2014) 1, 75-95 OLC Linguistik Show details 30 Introduction: Building the History of Language Learning and Teaching (HoLLT) McLelland, Nicola; Smith, Richard In: Language & history. - Leeds : Maney 57 (2014) 1, 1-9 OLC Linguistik Show details 31 An Interview with John Trim (1924–2013) on the History of Modern Language Learning and Teaching Smith, Richard; McLelland, Nicola In: Language & history. - Leeds : Maney 57 (2014) 1, 10-25 OLC Linguistik Show details 32 Transformations in ELT : contexts, agents and opportunities Smith, Richard. - : NELTA (Nepal English Language Teachers’ Association) & Routledge, 2014 BASE Show details 33 The history of teaching English as a foreign language, from a British and European perspective Howatt, Anthony P. R.; Smith, Richard. - : Maney Publishing, 2014 BASE Show details 34 Researching with children Pinter, Annamaria; Kuchah, Kuchah; Smith, Richard In: ELT journal. - Oxford : Oxford University Press 67 (2013) 4, 484 OLC Linguistik Show details 35 The Value of Resident Presentations at Scientific Meetings Stewart, Michael; Chandra, Rakesh; Chiu, Alexander... In: Journal of voice. - Amsterdam [u.a.] : Elsevier 27 (2013) 1, 1 OLC Linguistik Show details 36 Teacher education and autonomy : where’s the real story? Smith, Richard; Barkhuizen, R. C.; Vieira, F.. - : IATEFL Learner Autonomy SIG, 2013 BASE Show details 37 Unpackaging the past: 'CLT' through ELTJ keywords Hunter, Duncan; Smith, Richard In: ELT journal. - Oxford : Oxford University Press 66 (2012) 4, 430 OLC Linguistik Show details 38 The work of Brian Abbs and Ingrid Freebairn Rixon, Shelagh; Smith, Richard. - : Oxford University Press, 2012 BASE Show details 39 Unpackaging the past : "CLT" through ELTJ keywords Hunter, D.; Smith, Richard. - : Oxford University Press, 2012 BASE Show details 40 Thematic bibliography on large class teaching and teaching in difficult circumstances (2002 onwards) [2nd edition] Ajjan, Mais; Saleem, Mehvish; Smith, Richard. - : Centre for Applied Linguistics, University of Warwick, 2012 BASE Show details Page: 1 2 3 4 5 6...8

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