Journal articles: 'Limerick City'

1

Taylor, Sean. "Limerick: Brian Kennedy at Limerick City Gallery." Circa, no. 105 (2003): 106. http://dx.doi.org/10.2307/25564032.

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Masterson, Louise. "Forecast, Limerick City Gallery, Limerick, November - December 1994." Circa, no. 71 (1995): 59. http://dx.doi.org/10.2307/25562781.

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3

O'Brien, Treasa. "Limerick: Gerard Byrne at Limerick City Gallery of Art." Circa, no. 101 (2002): 79. http://dx.doi.org/10.2307/25563856.

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4

Little, Pippa. "Limerick: "Amanda Coogan" at Limerick City Gallery of Art." Circa, no. 111 (2005): 112. http://dx.doi.org/10.2307/25564307.

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Kelly, Niamh Ann. "Limerick: Mark O'Kelly at Limerick City Gallery of Art." Circa, no. 112 (2005): 94. http://dx.doi.org/10.2307/25564330.

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Finnegan, Ciara. "Limerick: Tom Molloy at Limerick City Gallery of Art." Circa, no. 113 (2005): 90. http://dx.doi.org/10.2307/25564352.

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Finnegan, Ciara. "Limerick: Jack Donovan / Tom Fitzgerald at Limerick City Gallery of Art." Circa, no. 110 (2004): 72. http://dx.doi.org/10.2307/25564239.

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Finnegan, Ciara. "Limerick: Mark O'Kelly (And Sarah Pierce) at Limerick City Gallery of Art." Circa, no. 112 (2005): 92. http://dx.doi.org/10.2307/25564329.

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9

Lynch, Sean. "Limerick: Tina O'Connell at City Art Gallery." Circa, no. 107 (2004): 74. http://dx.doi.org/10.2307/25564102.

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10

Maxton, Hugh. "Sam Walsh, Limerick City Gallery 7 - 22 April." Circa, no. 46 (1989): 41. http://dx.doi.org/10.2307/25557441.

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11

Walsh, Samuel. "John Burke, Limerick City Gallery, 16 - 31 August." Circa, no. 48 (1989): 46. http://dx.doi.org/10.2307/25557480.

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12

Fletcher, Annie. "EV+A 98, Limerick City, October/November 1998." Circa, no. 86 (1998): 39. http://dx.doi.org/10.2307/25563343.

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13

Normoyle, Karen. "Seán Lynch, Retrieval Unit, Karen Normoyle, Limerick City Gallery of Art, Limerick, February - March 2007." Circa, no. 120 (2007): 66. http://dx.doi.org/10.2307/25564810.

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14

Normoyle, Karen. "Fresh, Re-Imagining the Collection, Karen Normoyle, Limerick City Gallery of Art, Limerick, June - August 2006." Circa, no. 117 (2006): 97. http://dx.doi.org/10.2307/25564482.

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Normoyle-Haugh, Karen. "The Colour of Surprise, Karen Normoyle-Haugh, Limerick City Gallery of Art, Limerick, July - August 2007." Circa, no. 121 (2007): 112. http://dx.doi.org/10.2307/25564849.

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16

Burke, Molly McAnailly. "EVA 85, Limerick City Gallery. 19 October-23 November." Circa, no. 26 (1986): 36. http://dx.doi.org/10.2307/25557042.

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17

Turner, Kate. "General Synod of the Church of Ireland." Ecclesiastical Law Journal 20, no. 1 (January 2018): 74–76. http://dx.doi.org/10.1017/s0956618x1700093x.

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This year's General Synod, the third meeting of the triennium, was held in Limerick City in a hotel with conference facilities. It was the first time that the General Synod had met in the Diocese of Limerick and Killaloe. The Synod passed Bills relating to ecumenical canons, General Synod membership and confirmation registers, as well as the ongoing area of pensions. There was also a Bill fixing anomalies relating to cross-references in the Constitution following the consolidation of part of the Constitution at last year's General Synod. Bills relating to the table of contents of the Book of Common Prayer were also passed.

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18

Gaynor, Fergal. "Breda Lynch, Dark Brides and Silent Twins, Fergal Gaynor, Limerick City Gallery of Art, Limerick, January - February 2006." Circa, no. 115 (2006): 91. http://dx.doi.org/10.2307/25564419.

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19

Normoyle-Haugh, Karen. "Michael Minnis: Here, and Nowhere Else, Karen Normoyle-Haugh, Limerick City Gallery of Art, Limerick, September - October 2007." Circa, no. 122 (2007): 94. http://dx.doi.org/10.2307/25564875.

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20

Hutchinson, John. "EVA 86, Limerick City Gallery, 13 September - 17 October 1986." Circa, no. 31 (1986): 40. http://dx.doi.org/10.2307/25557157.

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21

Duddy, Tom. "EV&A, Limerick City Gallery, 7 October - 4 November." Circa, no. 49 (1990): 38. http://dx.doi.org/10.2307/25557499.

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22

Walsh, Samuel. "Mike Fitzpatrick, Limerick City Gallery of Art, October - November 1992." Circa, no. 63 (1993): 55. http://dx.doi.org/10.2307/25557758.

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23

Dunne, Aidan. "EV+A 95, Limerick City Gallery, Limerick City Hall, the Dolmen Gallery, Slattery's Bar, Doswell's Framing, Galvin/McMahon Dentistry, Dalton Hogan Solicitors, the Limerick County Courthouse, Canon IRL. Ltd., Belltable Arts Centre. March - April 1995." Circa, no. 72 (1995): 55. http://dx.doi.org/10.2307/25562826.

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24

Allan, John, Michele O'Dwyer, Naomi Lawless, and Eamon Ryan. "Face-to-Face or Distance Training?" Industry and Higher Education 15, no. 2 (April 2001): 135–41. http://dx.doi.org/10.5367/000000001101295579.

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In the past, too many government-sponsored initiatives have presented learning resources that have been wasted because the target small business audience has failed to make use of them. This paper explores the issue of offering learning materials to small and medium-sized enterprises (SMEs) in a manner that recognizes their working environment, mode of operation and preferred learning methods. It then outlines methods currently being tested in the UK and Ireland, and indicates preliminary findings. The two methodologies are different in that the UK (LSSB – Learning Support for Small Businesses) programme is aimed at distance learning in primarily small businesses, whilst the Irish (University of Limerick and Limerick City Enterprise Board) programme is aimed at face-to-face learning primarily in micro-enterprises. Preliminary findings are presented.

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25

Normoyle, Karen. "Anne Cleary and Denis Connolly: Here There Now Then, Karen Normoyle, Limerick City Gallery of Art, Limerick, September - October 2006." Circa, no. 118 (2006): 98. http://dx.doi.org/10.2307/25564509.

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26

Jordan, Peter. "Exchange-Germany/Ireland, Limerick City Gallery of Art, 9 September - 8 October." Circa, no. 43 (1988): 33. http://dx.doi.org/10.2307/25557381.

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27

Duddy, Tom. "EV + A '88, Limerick City Gallery of Art, 15 October - 26 November." Circa, no. 44 (1989): 30. http://dx.doi.org/10.2307/25557398.

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28

Dolidze, Giorgi, and John P. Spillane. "Smart city approach to educational campuses: case study at University of Limerick, Ireland." Proceedings of the Institution of Civil Engineers - Management, Procurement and Law 173, no. 3 (August 1, 2020): 95–103. http://dx.doi.org/10.1680/jmapl.19.00044.

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29

Gaynor, Fergal. "ev⁺a 2007, Fergal Gaynor, Various Venuse City-Wide, Limerick, March - June 2007." Circa, no. 120 (2007): 94. http://dx.doi.org/10.2307/25564820.

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30

Begley, Jason. "Limerick and the Anglo-Irish Economic War 1932–8: Tariff Policy and its Effect on Industry Agriculture and Labour in Limerick City and County." Irish Economic and Social History 31, no. 1 (June 2004): 84–85. http://dx.doi.org/10.1177/033248930403100113.

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31

Duddy, Tom. "Exhibition of Visual⁺ Art, City Gallery of Art, Limerick 9 March-13 April 91." Circa, no. 57 (1991): 52. http://dx.doi.org/10.2307/25557633.

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32

Ganiel, Gladys. "A charismatic church in a post-Catholic Ireland: negotiating diversity at Abundant Life in Limerick City." Irish Journal of Sociology 24, no. 3 (January 1, 2015): 293–314. http://dx.doi.org/10.7227/ijs.0010.

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This article analyses Abundant Life Christian Church in Limerick City, a multi-ethnic, Pentecostal/charismatic congregation in the Assemblies of God denomination. It provides insights about how religious groups are negotiating immigration and ethnic diversity and how charismatic expressions of Christianity are engaging in Ireland's post-Catholic public sphere. The study revealed remarkably harmonious relationships between native Irish and immigrants of diverse backgrounds, which were built in large part on a leadership model in which one ethnic group did not hold significantly more power than others. The study also found that people at Abundant Life seemed anxious to establish their legitimacy as a Christian church, a concern that was rooted in previous, and even current, experience of Ireland as a ‘Catholic country’. Congregants displayed varying degrees of openness towards Catholicism, but what was striking was how often they described their own faith in contrast to Catholicism. The institution that is the Catholic Church in Ireland cast a long shadow over Abundant Life congregants’ own experience of Christianity and continues to define Ireland's post-Catholic religious market.

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33

Normoyle-Haugh, Karen. "Samuel Walsh: The Divine Comedy, Karen Normoyle-Haugh, Limerick City Gallery of Art, November - December 2007." Circa, no. 123 (2008): 86. http://dx.doi.org/10.2307/25564900.

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34

Power, Martin J., Amanda Haynes, Eoin Devereux, and Cliona Barnes. "‘Sicherheit’: examining residents’ perceptions of community safety in working-class residential areas undergoing regeneration in Limerick City, Ireland." Journal of Housing and the Built Environment 33, no. 4 (April 21, 2018): 917–33. http://dx.doi.org/10.1007/s10901-018-9605-6.

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35

Buckley, Margaret. "“A Cure for the Poor”." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2015 (January 1, 2015): 33–36. http://dx.doi.org/10.33178/boolean.2015.7.

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The mortality rate and life expectancy among those aged 50 and over in Limerick City changed dramatically between 1875 and 1925. In 1875, a 50-year-old had a 60 per cent chance of living to be 60, while in 1925 a 50-year-old had an 80 per cent chance of living to be 60. This improvement was most likely due to a ‘cocktail’ effect of implemented initiatives and social policies in the areas of health, housing and social security throughout this period: the combination of the successful policies and measures would have improved living conditions and hence life expectancy. In our contemporary era of re-examination of the form and scale of welfare provision, this study aims to demonstrate the importance and power of carefully planned and administered welfare provision on the lives of ordinary people. Over the last century, Ireland has certainly changed and improved drastically as a place in which to ...

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36

Palma Fahey, María. "Understanding idioms and idiomatic expressions in context: a look at idioms found in an Irish soap opera." TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (July 17, 2019): 84–104. http://dx.doi.org/10.35903/teanga.v22i0.154.

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This paper looks at idioms drawn from a corpus of soap opera and compares their communicative functions to those performed by idioms in corpora of naturally-occurring conversation. In this study soap opera data is validated as a suitable tool for demonstrating the role that idioms play in spoken interaction. Soap operas, as well as other media genres, try to convey a believable linguistic world, exploiting idioms and providing contexts in which the pragmatic functions of idioms can be understood and analysed. This paper suggests that the analysis of idioms found in soap opera can contribute to the increase of knowledge and understanding concerning the communicative functions that idioms have in conversation. The data used in this study is drawn from the corpora of naturally-occurring conversation --- the Limerick Corpus of Irish English (LCIE) and the Cambridge and Nottingham Corpus of Discourse in English (CANCODE) --- and a corpus of the Irish soap opera, Fair City.

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37

Torres-Rouff, David S. "Book Review: Limerick, with Hanson, A Ditch in Time: The City, the West, and Water., by David S. Torres-Rouff." Pacific Historical Review 83, no. 1 (February 1, 2014): 141–43. http://dx.doi.org/10.1525/phr.2014.83.1.141.

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38

MURRAY, LIAM. "New literacies in language learning and teaching: Selected papers from EUROCALL 2003." ReCALL 16, no. 1 (May 2004): 1–3. http://dx.doi.org/10.1017/s0958344004000114.

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Contained within this issue is a selection of papers presented at the 2003 annual EUROCALL Conference, hosted during September in Limerick, Ireland. This was the second time that Ireland had the privilege of welcoming EUROCALLers, the first being the conference at Dublin City University in 1997 organised by Françoise Blin. The theme of EUROCALL 2003, “New literacies in language learning and teaching”, aimed to focus attention on the changing concepts and practices concerning literacy brought about by technological developments, particularly in relation to language learning and teaching. Sub-themes focused on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more “traditional” language skills and the “new literacies”; interactivity, learner interaction, and feedback; and spoken and written corpora in language teaching and learning. This last theme re-introduced to EUROCALL an important research area which had been well represented in the early days of the association, and has led directly to the creation of a new SIG within the association in March 2004.

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39

Halsall, Francis. "3 × Abstraction / From Landscape, Francis Halsall, 3 × Abstraction Irish Museum of Modern Art, Dublin, from Landscape Mermaid Arts Centre Bray; Limerick City Gallery of Art, Limerick; Crawford Municipal Art Gallery, Cork, from July 2005 - April 2006." Circa, no. 116 (2006): 58. http://dx.doi.org/10.2307/25564434.

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40

Chikhladze, L. T., and S. V. Shtokalo. "REGULATION OF MEETINGS AND PROCEDURES OF LOCAL GOVERNMENTS IN THE REPUBLIC OF IRELAND (EVIDENCE OF THE LIMERICK CITY AND COUNTY COUNCIL)." Journal of Law and Administration, no. 4 (April 30, 2018): 17–24. http://dx.doi.org/10.24833/2073-8420-2017-4-45-17-24.

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41

Mee, Alan, Madeleine Lyes, and Philip Crowe. "Energy Urbanity and Active Citizen Participation." Energies 14, no. 20 (October 11, 2021): 6515. http://dx.doi.org/10.3390/en14206515.

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This paper poses the question: ‘can energy innovation initiatives in Innovation Playgrounds foster a new ‘energy urbanity’ through active citizen participation in the energy transition?’ The concept of ‘Innovation Playgrounds’ and an accompanying Framework are described and linked to implementation evidence of the EU H2020 positive energy research and innovation project +CityxChange, related to emergent active citizen participation in two cities: Limerick, Ireland and Trondheim, Norway. The purpose of the study is to demonstrate that spatially clustered energy innovation initiatives in urban areas involving active citizen participation contribute to a new ‘energy urbanity’ for the energy transition. The research methods are based on a comparative case study approach and close observation of two case sites, with a focus on the ‘Innovation Playground’ area of each city. The article’s three main conclusions are: that a Framework approach to active citizen participation in energy innovation initiatives in urban areas facilitates new models of active citizen and community participation around energy innovation; emergent active citizen participation in energy innovation initiatives in urban areas suggests a new type of engagement that is information-rich, blended, action-led, citizen-focused, and spatial; and that a new paradigm of ‘energy urbanity’ for the energy transition can be proposed.

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Higgins, Ross, and Aoife Ahern. "Students’ and Parents’ Perceptions of Barriers to Cycling to School—An Analysis by Gender." Sustainability 13, no. 23 (November 29, 2021): 13213. http://dx.doi.org/10.3390/su132313213.

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Internationally, there is increased emphasis on the need to reduce dependency on cars and to encourage more sustainable forms of travel, including active travel. To encourage increased levels of cycling, the focus has generally been on improving cycling infrastructure and on making cycling safer. While cycling rates have increased in many countries, including Ireland, women are often less likely to cycle than men. While there are some notable exceptions to this (for example, in the Netherlands) this phenomenon of lower cycling rates amongst women is common and research shows that the differences between male and female cycling rates can be seen from an early age. This paper explores the reasons why women are less likely to cycle than men, by examining the modal choices of school-going students, and the attitudes of their parents/guardians to their modal choices. The survey was conducted in the city of Limerick in the midwestern region of Ireland. The results show multi-factorial barriers to cycling to school for girls compared to boys. Uniforms, traffic concerns, physical efforts of cycling, effects on personal appearance, and peer-influences were factors affecting girls more than boys. Male parents/guardians did not significantly differentiate by the gender of their children in relation to factors associated with cycling to school, unlike female parents/guardians who were found to be significantly less supportive of their daughters than their sons. Additionally, parents/guardians were generally more likely to afford their male children greater independence in their school travel choices. While there are many considerations that would affect students’ perceptions towards cycling, an adjustment to the school uniform policy would, at least, remove the most significant barrier for girls. Further research must be carried out to determine how to shift the perceptions of the efforts associated with cycling, especially among girls, and how to encourage female parents/guardians to better support their daughters to cycle to school.

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43

Butlin, Robin. "Exploring Limerick's past: An historical geography of urban development in county and city." Journal of Historical Geography 15, no. 4 (October 1989): 463. http://dx.doi.org/10.1016/0305-7488(89)90034-0.

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44

Daly, Mary E. "Review: Exploring Limerick's Past. An Historical Geography of Urban Development in County and City." Irish Economic and Social History 15, no. 1 (April 1988): 128–29. http://dx.doi.org/10.1177/033248938801500116.

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45

Collins, Peter, Inga Brandes, Jonathan Cherry, Brendan Scott, Karl S. Bottigheimer, Deirdre McMahon, Jennifer Kelly, et al. "Reviews: Remembering the Year of the French: Irish Folk History and Social Memory, Social Security in Ireland, 1939–1952: The Limits to Solidarity, the Big Houses and Landed Estates of Ireland: A Research Guide, the Parish in Medieval and Early Modern Ireland: Community, Territory and Building, Seventeenth Century Ireland: Making Ireland Modern, Our War: Ireland and the Great War, Social Conflict in pre-Famine Ireland: The Case of County Roscommon, Ringing True: The Bells of Trummery and Beyond: 350 Years of an Irish Quaker Family, ‘The Downfall of Hagan’: Sligo Ribbonism in 1842, Guarding Neutral Ireland: The Coast Watching Service and Military Intelligence, 1939–1945, Age of Atrocity: Violence and Political Conflict in Early Modern Ireland, the Diocese of Lismore, 1801–1869, New Perspectives on the Irish in Scotland, Music in Nineteenth-Century Ireland, the Vestry Records of the United Parishes of Finglas, St Margaret's, Artane and the Ward, 1657–1758, Georgian Dublin, Jewish Ireland in the Age of Joyce: A Socioeconomic History, the First Citizens of the Treaty City: The Mayors and Mayoralty of Limerick, 1197–2007, the Journal of Elizabeth Bennis, 1749–1779, the Murder of Major Mahon, Strokestown, County Roscommon, 1847, Tourism, Landscapes and the Irish Character: British Travel Writers in pre-Famine Ireland, Politics, Pauperism and Power in late Nineteenth Century Ireland, Sources for the Study of Crime in Ireland, 1801–1921, Photographs and Photography in Irish Local History." Irish Economic and Social History 36, no. 1 (December 2009): 113–63. http://dx.doi.org/10.7227/iesh.36.8.

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46

Power, Martin J., Amanda Haynes, and Eoin Devereux. "Indelible stain: territorial stigmatization and the limits of resistance." Community Development Journal, September 23, 2020. http://dx.doi.org/10.1093/cdj/bsaa041.

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Abstract This article examines the impact of territorial stigma in Limerick, a peripheral Irish city, and whether such stigma can be successfully resisted. It begins by exploring the development of the concept of territorial stigma and its five key characteristics. We reflect on how stigmatization has impacted communities in this city. We then utilize Katz’s (2004) three dimensions of resistance—resistance (denoting an ‘oppositional consciousness’), resilience (denoting coping with life under territorial stigma) and reworking (denoting the recasting of the objects of stigmatization through alternative interpretations) to make sense of how stigmatized identities are being challenged/erased/masked in the context of a top-down ‘rebranding’ of Limerick City. Ultimately the article argues that the capacity of grassroots resistance alone to alter discourses, which although locally focused are intermeshed with much larger ideological conflicts, is questionable.

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47

Phelan, Helen, Julianne Hennelly, Dominic Chappell, and Andrew Nathan Roberts. "The Irish World Music Café: Performing and Recording as Tools for Sustainable Social Integration." Voices: A World Forum for Music Therapy 17, no. 3 (October 3, 2017). http://dx.doi.org/10.15845/voices.v17i3.939.

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This arts-based and ethnographic research comprises two video submissions; ‘Elikya’ and ‘Irish World Music Café’ as well as an accompanying paper exploring the potential contribution of live musical performance and video recording to sustainable social integration for new migrant communities. The research is anchored in an exploration of an initiative called The Irish World Music Café in Limerick city, Ireland. The café is a community-based event promoting social singing for new migrants and Limerick residents in the heart of the city. The paper discusses the growing body of evidence concerning the role played by music (particularly singing) in supporting sustainable social integration. It also presents two video-based projects: the first captures the live performances of the café with the second focusing on Elikya, a Congolese music group associated with the café. The paper also discusses the growing importance of video documentation in supporting and disseminating live performance events such as the café. Using Turino’s categories of cultural formations and cultural cohorts (2008), it argues for the role of the café, both as a live event and a recorded phenomenon, in contributing to the development of alternative values and social change.

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48

O'Kane, Maria, Marie H. Murphy, Angela Carlin, and Alison Gallagher. "S06 Engaging peers, parents and pupils to increase physical activity among adolescents." European Journal of Public Health 32, Supplement_2 (August 27, 2022). http://dx.doi.org/10.1093/eurpub/ckac093.027.

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Abstract Background Regular physical activity is associated with physiological and mental health benefits for adolescents including improved fitness and cardiometabolic health, increased muscle and bone strength and reduced risk of obesity. Despite this, globally, many adolescents (81%) fail to meet physical activity guidelines. Physical activity levels decline as children move into adolescence and through to adulthood and may affect the likelihood of developing chronic health conditions. It is recognised that parental support and friendship networks play an important role in attenuating declines in physical activity during adolescence and it is vital that we develop effective interventions to help adolescents stay active. Aim This symposium will engage policymakers, professionals, scientists and stakeholders to discuss research projects on Engaging peers, parents and pupils to increase physical activity among adolescents. The goals of this symposium are to highlight the challenges and ongoing work to address sub-optimal levels of physical activity in this population and disseminate the results of novel physical activity interventions to develop knowledge and understanding. This symposium will share experiences, learning and best practice in Patient and Public Involvement (PPI), transitioning from formative research to feasibility testing and upscaling interventions and it will also allow for debate and to identify gaps and priority areas for physical activity among adolescents. Symposia presentations 1. Putting young people at the heart of physical activity research design: The Walking In ScHools (WISH) Study (Professor Marie Murphy, Ulster University) This presentation will outline the importance of youth PPI and demonstrate how PPI can be embedded within research design using the WISH Study Youth Advisory Group as a case study. 2. The Girls Active Project (GAP): Co-design and feasibility of an after school-based physical activity intervention (Sara McQuinn, Dublin City University) This presentation will discuss the factors influencing physical activity behaviour in adolescents, outline how using public and patient involvement (PPI) and the behaviour change wheel provided a framework for developing the Girls Active Project, and the results from our feasiblity trial. 3. Supporting our lifelong engagement: mothers and teens exercising (SOLE MATES); from formative research to feasibility testing (Dr Elaine Murtagh, University of Limerick). Dr Murtagh will discuss the value of formative research in developing interventions and present findings from a novel mother-daughter multi-component physical activity programme. 4. Co-production of the Move Well, Feel Good movement behaviours intervention (Stuart Fairclougt, Edge Hill University) This presentation will describe phase 1 of the Move Well, Feel Good study, which aimed to co-produce and evaluate the feasibility of a primary school physical activity intervention to improve children’s motor competence and mental health. 5. The Walking In ScHools (WISH) Study: Development and evaluation of a peer-led school-based walking intervention in adolescent girls from pilot to fully-powered trial (Professor Marie Murphy, Ulster University) Professor Murphy will describe how the WISH pilot study guided the development of a full trial to evaluate the effects of a peer-led walking intervention at increasing physical activity in adolescent girls.

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49

"Reading & writing." Language Teaching 39, no. 4 (September 26, 2006): 284–91. http://dx.doi.org/10.1017/s0261444806233858.

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06–701Boon, Andrew (Toyo Gakuen U, Japan; bromleycross@ hotmail.com), The search for irony: A textual analysis of the lyrics of ‘Ironic’ by Alanis Morissette. The Reading Matrix (Readingmatrix.com) 5.2 (2005), 129–142.06–702Brantmeir, Cindy (Washington U, USA; cbrantme@wustle.edu), The effects of language of assessment and L2 reading performance on advanced readers' recall. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 1–17.06–703Brooks, Wanda (Temple U, Philadelphia, USA), Reading representations of themselves: Urban youth use culture and African American textual features to develop literary understandings. Reading Research Quarterly (International Reading Association) 41.3 (2006), 372–392.06–704Burns, Eila (Jyvaskyla U of Applied Sciences, Finland; eila.burns@jypoly.fi), Pause, prompt and praise – Peer tutored reading for pupils with learning difficulties. British Journal of Special Education (Blackwell) 33.2 (2006), 62–67.06–705Carlisle, Joanne F. & C. Addison Stone, Exploring the role of morphemes in word reading. Reading Research Quarterly (International Reading Association) 40.4 (2005), 428–449.06–706Cho, Kwangsu, Christian D. Schunn (U Pittsburgh, PA, USA) & Davida Charney, Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts.Written Communication (Sage) 23.3 (2006), 260–294.06–707Cunningham, James W. (U North Carolina at Chapel Hill, USA), Stephanie A. Spadorcia, Karen A. Erickson, David A. Koppenhaver, Janet M. Sturm & David E. Yoder, Investigating the instructional supportiveness of leveled texts. Reading Research Quarterly (International Reading Association) 40.4 (2005), 410–427.06–708DeVoss, Dànıelle Nıcole & James E. Porter (Michigan State U, USA), Why Napster matters to writing: Filesharing as a new ethic of digital delivery. Computers and Composition (Elsevier) 23.1 (2006), 178–210.06–709Ghahremani-ghajar, Sue-San (Al-Zahra U, Iran) & Seyyed Abdolhamid Mirhosseini, English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 286–299.06–710Hunter, Darryl (U British Columbia, Canada; Darrylinvic@hotmail.com), Charles Mayenga & Trevor Gambell, Classroom assessment tools and uses: Canadian English teachers' practices for writing. Assessing Writing (Elsevier) 11.1 (2006), 42–65.06–711Jarratt, Susan C., Elızabeth Losh & Davıd Puente (U California at Irvine, USA), Transnational identifications: Biliterate writers in a first-year humanities course. Journal of Second Language Writing (Elsevier) 15.1 (2006), 24–48.06–712Jocson, Korina M. (Stanford U, USA), ‘Bob Dylan and Hip Hop’: Intersecting literacy practices in youth poetry communities. Written Communication (Sage) 23.3 (2006), 231–259.06–713Jones, Rodney H., Angel Garralda, Davıd C. S. Lı & Graham Lock (City U Hong Kong, China), Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers. Journal of Second Language Writing (Elsevier) 15.1 (2006), 1–23.06–714Kruse, Otto (Zurich U of Applied Sciences, Winterthur, Switzerland), The origins of writing in the disciplines: Traditions of seminar writing and the Humboldtian ideal of the research university.Written Communication (Sage) 23.3 (2006), 331–352.06–715Li, Jiang (jianli@enoreo.on.ca), The mediation of technology in ESL writing and its implications for writing assessment. Assessing Writing (Elsevier) 11.1 (2006), 5–21.06–716Lunsford, Andrea A. (Stanford U, USA), Writing, technologies, and the fifth canon. Computers and Composition (Elsevier) 23.1 (2006), 169–177.06–717Marsh, Jackie (U Sheffield, UK), Popular culture in the literacy curriculum: A Bourdieuan analysis. Reading Research Quarterly (International Reading Association) 41.2 (2006), 160–174.06–718Martin, Deb (Rowan U, USA; martind@rowan.edu) &Diane Penrod, Coming to know criteria: The value of an evaluating writing course for undergraduates. Assessing Writing (Elsevier) 11.1 (2006), 66–73.06–719McIntyre, Ellen, Diane W. Kyle (U Louisville, USA) & Gayle H. Moore, A primary-grade teacher's guidance toward small-group dialogue. Reading Research Quarterly (International Reading Association) 41.1 (2006), 36–66.06–720McQuillan, Jeff (Center for Educational Development, USA; jeff@learningexperts.com), The effects of print access and print exposure on English vocabulary acquisition of language minority students. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 41–51.06–721Neuman, Susan B. (U Michigan, USA) & Donna Celano, The knowledge gap: Implications of leveling the playing field for low-income and middle-income children. Reading Research Quarterly (International Reading Association), 41.2 (2006), 176–201.06–722O'Sullıvan, Íde & Angela Chambers (U Limerick, Ireland), Learners' writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing (Elsevier) 15.1 (2006), 49–68.06–723Pino-Silva, Juan (U Simón Bolivar, Venezuela; jpino@usb.ve), Extensive reading through the internet: Is it worth the while?The Reading Matrix (Readingmatrix.com) 6.1 (2006), 85–96.06–724Rogers, Theresa (U British Columbia, Canada) Elizabeth Marshall& Cynthia A. Tyson, Dialogic narratives of literacy, teaching, and schooling: Preparing literacy teachers for diverse settings. Reading Research Quarterly (International Reading Association) 41.2 (2006) 202–224.06–725Scott, Tony (U North Carolina, USA), Writing work, technology, and pedagogy in the era of late capitalism. Computers and Composition (Elsevier) 23. 1 (2006), 228–243.06–726Tian, Shiauping (National Taiwan U of Science and Technology, Taiwan; sptian@mail.ntust.edu.tw.), Passage dependency of reading comprehension items in the GEPT and the TOEFL. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 66–84.06–727Tseng, Yen-Chu & Hsien-Chin Liou (National Tsing Hua U, China; hcliu@mx.nthu.edu.tw), The effects of online conjunction materials on college EFL students' writing. System (Elsevier) 34.2 (2006), 270–283.06–728VanderStaay, Steven L. (Western Washington U, Bellingham, USA), Learning from longitudinal research in criminology and the health sciences. Reading Research Quarterly (International Reading Association) 41.3 (2006), 328–350.06–729Warrington, Stuart (Asian U, Japan; kaminare@hotmail.com), Building automaticity of word recognition for less proficient readers. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 52–63.06–730Yasuda, Sachiko (Waseda U, Japan), Japanese students' literacy background and the role of the writing center. The Language Teacher (Japan Association for Language Teaching) 30.5 (2006), 3–7.

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"Language learning." Language Teaching 37, no. 3 (July 2004): 183–93. http://dx.doi.org/10.1017/s0261444805222395.

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04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159.04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and expository texts: a developmental perspective. Discourse Processes (New York, USA), 38, 1 (2004), 57–94.04–317 Byon, Andrew Sangpil (State University of New York at Albany, USA; Email: abyon@albany.edu). Language socialisation and Korean as a heritage language: a study of Hawaiian classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 269–283.04–318 Chambers, Angela (University of Limerick, Ireland; Email: Angela.Chambers@ul.ie) and O'Sullivan, Íde. Corpus consultation and advanced learners' writing skills in French. ReCALL (Cambridge, UK), 16, 1 (2004), 158–172.04–319 Chan, Alice Y. W. (City U. of Hong Kong; Email: enalice@cityu.edu.hk). Noun phrases in Chinese and English: a study of English structural problems encountered by Chinese ESL students in Hong Kong. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 33–47.04–320 Choi, Y-J. (U. of Durham, UK; Email: yoonjeongchoi723@hotmail.com). Intercultural communication through drama in teaching English as an international language. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 127–156.04–321 Chun, Eunsil (Ewha Womens U., South Korea; Email: aceunsil@hananet.net). Effects of text types and tasks on Korean college students' reading comprehension. English Teaching (Anseonggun, South Korea), 59, 2 (2004), 75–100.04–322 Collentine, Joseph (Northern Arizona U., USA; Email: Joseph.Collentine@nau.edu). The effects of learning contexts on morphosyntactic and lexical development. Studies in Second Language Acquisition (New York, USA), 26 (2004), 227–248.04–323 Davies, Beatrice (Oxford Brookes U., UK). The gender gap in modern languages: a comparison of attitude and performance in year 7 and 10. Language Learning Journal (Oxford, UK), 29 (2004), 53–58.04–324 Díaz-Campos, Manuel (Indiana U., USA; Email: mdiazcam@indiana.edu). Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition (New York, USA), 26 (2004), 249–273.04–325 Donato, Richard. Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 284–302.04–326 Felix, Uschi (Monash U., Australia; Email: Uschi.Felix@arts.monash.edu.au). A multivariate analysis of secondary students' experience of web-based language acquisition. ReCALL (Cambridge, UK), 16, 1 (2004), 237–249.04–327 Feuerhake, Evelyn, Fieseler, Caroline, Ohntrup, Joy-Sarah and Riemer, Claudia (U. of Bielefeld, Germany). Motivation und Sprachverlust in der L2 Französisch: eine retrospektive Übungsstudie. [Motivation and language attrition in French as a second language (L2): a retrospective research exercise.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 29.04–328 Field, John (U. of Leeds & Reading, UK; Email: jcf1000@dircon.co.uk). An insight into listeners' problems: too much bottom-up or too much top-down?System (Oxford, UK), 32, 3 (2004) 363–377.04–329 Freed, Barbara F., Segalowitz, Norman, and Dewey, Dan D. (Carnegie Mellon, U., USA; Email: bf0u+@andrew.cmu.edu). Context of learning and second language fluency in French. Studies in Second Language Acquisition (New York, USA), 26 (2004), 275–301.04–330 Grotjahn, Rüdiger (U. of Bochum, Germany). Test and Attitudes Scale for the Year Abroad (TESTATT): Sprachlernmotivation und Einstellungen gegenüber Sprechern der eigenen und der fremden Sprache. [Test and Attitudes Scale for the Year Abroad (TESTATT): Motivation to learn foreign languages and attitudes toward speakers of one's own and foreign language.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 23.04–331 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprache (I). [The European Language Portfolio (I).] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 104–110.04–332 Hopp, Marsha A. and Hopp, Theodore H. (ZigZag, Inc., USA; Email: marsha.hopp@newSLATE.com). NewSLATE: building a web-based infrastructure for learning non-Roman script languages. Calico Journal (Texas, USA), 21, 3 (2004), 541–555.04–333 Jun Zhang, Lawrence (Nanyang Tech. U., Singapore; Email: izhang@nie.edu.sg). Research into Chinese EFL learner strategies: methods, findings and instructional issues. RELC Journal (Singapore), 34, 3 (2003), 284–322.04–334 Kim, H-D. (The Catholic U. of Korea, Korea). Individual Differences in Motivation with Regard to Reactions to ELT Materials. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 177–203.04–335 Kirchner, Katharina (University of Hamburg, Germany). Motivation beim Fremdsprachenerwerb. Eine qualitative Pilotstudie zur Motivation schwedischer Deutschlerner. [Motivation in foreign language acquisition. A qualitative pilot study on motivation of Swedish learners of German.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 32.04–336 Kleppin, Karin (U. of Leipzig, Germany). ‘Bei dem Lehrer kann man ja nichts lernen”. Zur Unterstützung der Motivation durch Sprachlernberatung. [‘You cannot learn anything from the teacher”: counselling in foreign language learning and its role as motivational support.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 16.04–337 Kormos, Judith (Eötvös Loránd University in Budapest, Hungary) and Dörnyei, Zoltán. The interaction of linguistics and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 19.04–338 Lafford, Barbara A. (Arizona State U., USA; Email: blafford@asu.edu). The effect of the context of learning on the use of communication strategies by learners of Spanish as a foreign language. Studies in Second Language Acquisition (New York, USA), 26 (2004), 201–225.04–339 Leahy, Christine (Nottingham Trent U., UK; Email: echristine.leahy@ntu.ac.uk). Observations in the computer room: L2 output and learner behaviour. ReCALL (Cambridge, UK), 16, 1 (2004), 124–144.04–340 Lee, Cynthia F. K. (Hong Kong Baptist U.; Email: cfklee@hkbu.edu.hk). Written requests in emails sent by adult Chinese learners of English. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004) 58–72.04–341 Leow, Ronald P. (Georgetown U., USA; Email: RLEOW@guvax.georgetown.edu), Egi, Takako, Nuevo, Ana María and Tsai, Ya-Chin. The roles of textual enhancement and type of linguistic item in adult L2 learners' comprehension and intake. Applied Language Learning (California, USA), 13, 2 (2003), 93–108.04–342 Lund, Randall J. Erwerbssequenzen im Klassenraum. [Order of acquisition in the classroom.]. Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 99–103.04–343 McBride, Nicole (London Metropolitan University, UK; Email: n.mcbride@londonmet.ac.uk). The role of the target language in cultural studies: two surveys in UK universities. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 298–311.04–344 McIntosh, N. Cameron and Noels, A. Kimberly (U. of Alberta, Canada). Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 28.04–345 Montrul, Silvina (U. of Illinois at Urbana-Champaign, USA; Email: montrul@uiuc.edu). Psycholinguistic evidence for split intransitivity in Spanish second language acquisition. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 239–267.04–346 Orsini-Jones, Marina (Coventry U., UK; Email: m.orsini@coventry.ac.uk). Supporting a course in new literacies and skills for linguists with a Virtual Learning Environment. ReCALL (Cambridge, UK), 16, 1 (2004), 189–209.04–347 Philip, William (Utrecht U., Netherlands; Email: bill.philip@let.uu.nl) and Botschuijver, Sabine. Discourse integration and indefinite subjects in child English. IRAL (Berlin, Germany), 42, 2 (2004), 189–201.04–348 Rivalland, Judith (Edith Cowan U., Australia). Oral language development and access to school discourses. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 2 (2004), 142–158.04–349 Rosa, Elena, M. and Leow, Ronald, P. (Georgetown U., USA). Awareness, different learning conditions, and second language development. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 269–292.04–350 Schwarz-Friesel, Monika. Kognitive Linguistik heute – Metaphernverstehen als Fallbeispiel. [Cognitive Linguistics today – the case of understanding metaphors.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 83–89.04–351 Segalowitz, Norman and Freed, Barbara, F. (Concordia U., USA; Email: sgalow@vax2.concordia.ca). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition (New York, USA), 26 (2004), 173–199.04–352 Sleeman, Petra (U. of Amsterdam, Netherlands; Email: A.P.Sleeman@uva.nl). Guided learners of French and the acquisition of emphatic constructions. IRAL (Berlin, Germany), 42, 2 (2004), 129–151.04–353 Takanashi, Yoshiri (Fukuoka U. of Education, Japan; Email: yt0917@fukuoka-edu.ac.jp). TEFL and communication styles in Japanese culture. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 1–14.04–354 Wang, Judy Huei-Yu (Georgetown U., USA; Email: jw235@Georgetown.edu) and Guthrie, John T. Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 162–186.04–355 Watts, Catherine (U. of Brighton, UK). Some reasons for the decline in numbers of MFL students at degree level. Language Learning Journal (Oxford, UK), 29 (2004), 59–67.04–356 Wingate, Ursula (Oxford U., UK). Dictionary use – the need to teach strategies. Language Learning Journal (Oxford, UK), 29 (2004), 5–11.04–357 Wong, Wynne (Ohio State U., USA; Email: wong.240@osu.edu). Textual enhancement and simplified input effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 109–132.

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