Gotowa bibliografia na temat „North Elementary School (Urbana, Ohio)”

The educational process in schools involves many activities that ultimately aim at testing students' motivation, knowledge assimilation, academic performance, and teachers' productivity. How these activities are accommodated in a responsive environment is a critical issue that deserves special attention especially from users' perspective. This paper analyzes emerging understandings of learning environments. Reactions of teachers and students to classroom and cluster prototypes, among other aspects, against a number of spatial requirements and educational objectives are analyzed and discussed based on two mechanisms. The first is a comparative analysis of reactions of teachers from three elementary schools within Charlotte-Mecklenburg School District. The second part is a case study of a pre-design phase undertaken for redesigning some buildings of North Carolina School of the Arts. The results of this investigation support the assumption on how the school environment has a direct impact on the way in which teaching and learning takes place. A conclusion envisioning the need for going beyond adopting prescriptive measures to address the quality of the learning environment is conceived by highlighting the need to utilize knowledge generated from research findings into school design process, to pursue active roles in sensitizing users about the value of the school environment in reaching the desired academic performance while increasing teachers' productivity.

O artigo apresenta uma junção de conhecimentos para o desenvolvimento de um percurso didático realizado com uma turma do 9º ano do Ensino Fundamental, na Escola Estadual Major Alberto Nóbrega, na cidade de Goiânia/GO. Os estudantes participaram de uma oficina, na qual espera-se que tenham adquirido conhecimentos sobre sua espacialidade, fortalecendo a compreensão de sua vivência cotidiana e local. Utilizou-se, para o desenvolvimento deste, as linguagens e diálogos entre a realidade do aluno e o conteúdo de Geografia. O percurso didático foi fundamentado em Cavalcanti (2019), com o objetivo de problematizar a cidade vivenciada pelos discentes, a fim de compreenderem a dinâmica da mobilidade urbana da linha do BRT (Bus Rapid Transit) e seus impactos na paisagem. Portanto, a partir da análise desses conteúdos, atrelados ao direito à cidade, propõe-se discutir problemas cotidianos causados aos transeuntes das áreas circunvizinhas ao recorte espacial delimitado. Como resultado do percurso didático, pretendeu-se a compreensão da dinâmica urbana, por meio da articulação entre os conteúdos da Geografia referentes à cidade, à paisagem e à mobilidade urbana, tendo como evento as obras do BRT. Assim, a prática desenvolvida no âmbito do ensino-aprendizagem da Geografia fortalece a reflexão que os jovens escolares possuem sobre o seu lugar, impactado por uma grande obra de mobilidade urbana. Espera-se, assim, contribuir para o desenvolvimento do pensamento espacial e do pensamento geográfico com situações de ensino em que o aluno perceba e entenda seu espaço, com os fatos e fenômenos na sua realidade. Palavras-chave Ensino de Geografia, Ensino de cidade, Obras do BRT, Mobilidade urbana, Paisagem. The BRT North-South work in Goiânia and its possibilities for teaching Geography: a practice in the 9th Year of Elementary School Abstract The article presents a work, a combination of knowledge for the development of a didactic path carried out with a group of the 9th grade of Elementary School, in Escola Estadual Major Alberto Nóbrega, in the city of Goiânia - GO. A workshop was worked with the students, in which we hope that the students have acquired knowledge about their spatiality, strengthening the understanding of their daily and local experience. We used the language for the development of the languages ​​and a dialogue between the reality of the student with the content of Geography. The didactic path was based on Cavalcanti (2019), with the aim of problematizing the city experienced by students to understand the dynamics of urban mobility on the BRT line (Bus Rapid Transit) and its impacts on the landscape. Therefore, these contents linked to the right to the city were intended to discuss everyday problems caused to passers-by from the surrounding areas to the delimited spatial cut. As a result of the didactic journey, the intention was to understand the urban dynamics, through the articulation between the contents of Geography referring to the city, the landscape and urban mobility, having the BRT works as an event. Thus, the practice developed within the teaching-learning scope of Geography, strengthens the reflection that young students have about their place, impacted by a great work of urban mobility. We hope to contribute to the development of spatial thinking and geographical thinking with teaching situations in which the student perceives and understands his space, with the facts and phenomena in his reality. Keywords Geography teaching, City teaching, BRT works, Urban mobility, Landscape.

- G.W.J. Drewes, Taufik Abdullah, Islam and society in Southeast Asia, Institute of Southeast Asian studies, Singapore, 1986, XII and 348 pp., Sharon Siddique (eds.) - Th. van den End, T.Valentino Sitoy, A history of Christianity in the Philippines. The initial encounter , Vol. I, Quezon City (Philippines): New day publishers, 1985. - R. Hagesteijn, David G. Marr, Southeast Asia in the 9th to 14th centuries, Singapore: Institute of Southeast Asian studies and the research school of Pacific studies of the Australian National University, 1986, 416 pp., A.C. Milner (eds.) - R. Hagesteijn, Constance M. Wilson, The Burma-Thai frontier over sixteen decades - Three descriptive documents, Ohio University monographs in international studies, Southeast Asia series No. 70, 1985,120 pp., Lucien M. Hanks (eds.) - Barbara Harrisson, John S. Guy, Oriental trade ceramics in South-east Asia, ninth to sixteenth century, Oxford University Press, Singapore, 1986. [Revised, updated version of an exhibition catalogue issued in Australia in 1980, in the enlarged format of the Oxford in Asia studies of ceramic series.] 161 pp. with figs. and maps, 197 catalogue ills., numerous thereof in colour, extensive bibliography, chronol. tables, glossary, index. - V.J.H. Houben, G.D. Larson, Prelude to revolution. Palaces and politics in Surakarta, 1912-1942. VKI 124, Dordrecht/Providence: Foris publications 1987. - Marijke J. Klokke, Stephanie Morgan, Aesthetic tradition and cultural transition in Java and Bali. University of Wisconsin, Center for Southeast Asian studies, Monograph 2, 1984., Laurie Jo Sears (eds.) - Liaw Yock Fang, Mohamad Jajuli, The undang-undang; A mid-eighteenth century law text, Center for South-East Asian studies, University of Kent at Canterbury, Occasional paper No. 6, 1986, VIII + 104 + 16 pp. - S.D.G. de Lima, A.B. Adam, The vernacular press and the emergence of modern Indonesian consciousness (1855-1913), unpublished Ph. D. thesis, School of Oriental and African studies, University of London, 1984, 366 pp. - J. Thomas Lindblad, K.M. Robinson, Stepchildren of progress; The political economy of development in an Indonesian mining town, Albany: State University of New York Press, 1986, xv + 315 pp. - Pauline Lunsingh Scheurleer, J.E. van Lohuizen-de Leeuw, Indo-Javanese Metalwork, Linden-Museum, Stuttgart, Staatliches Museum für Völkerkunde, 1984, 218 pp. - H.M.J. Maier, V. Matheson, Perceptions of the Haj; Five Malay texts, Singapore: Institute of Southeast Asian studies (Research notes and discussions paper no. 46), 1984; 63 pp., A.C. Milner (eds.) - Wolfgang Marschall, Sandra A. Niessen, Motifs of life in Toba Batak texts and textiles, Verhandelingen KITLV 110. Dordrecht/Cinnaminson: Foris publications, 1985. VIII + 249 pp., 60 ills. - Peter Meel, Ben Scholtens, Opkomende arbeidersbeweging in Suriname. Doedel, Liesdek, De Sanders, De kom en de werklozenonrust 1931-1933, Nijmegen: Transculturele Uitgeverij Masusa, 1986, 224 pp. - Anke Niehof, Patrick Guinness, Harmony and hierarchy in a Javanese kampung, Asian Studies Association of Australia, Singapore: Oxford University Press, 1986, 191 pp. - C.H.M. Nooy-Palm, Toby Alice Volkman, Feasts of honor; Ritual and change in the Toraja Highlands, Urbana and Chicago: University of Illinois Press, Illinois Studies in Anthropology no. 16, 1985, IX + 217 pp., 2 maps, black and white photographs. - Gert J. Oostindie, Jean Louis Poulalion, Le Surinam; Des origines à l’indépendance. La Chapelle Monligeon, s.n., 1986, 93 pp. - Harry A. Poeze, Bob Hering, The PKI’s aborted revolt: Some selected documents, Townsville: James Cook University of North Queensland. (Occasional Paper 17.) IV + 100 pp. - Harry A. Poeze, Biografisch woordenboek van het socialisme en de arbeidersbeweging in Nederland; Deel I, Amsterdam: Stichting tot Beheer van Materialen op het Gebied van de Sociale Geschiedenis IISG, 1986. XXIV + 184 pp. - S. Pompe, Philipus M. Hadjon, Perlindungan hukum bagi rakyat di Indonesia, Ph.D thesis Airlangga University, Surabaya: Airlangga University Press, 1985, xviii + 308 pp. - J.M.C. Pragt, Volker Moeller, Javanische bronzen, Staatliche Museen Preussischer Kulturbesitz, Museum für Indische Kunst, Berlin, 1985. Bilderheft 51. 62 pp., ill. - J.J. Ras, Friedrich Seltmann, Die Kalang. Eine Volksgruppe auf Java und ihre Stamm-Myth. Ein beitrag zur kulturgeschichte Javas, Stuttgart: Franz Steiner Verlag Wiesbaden GmbH, 1987, 430 pp. - R. Roolvink, Russell Jones, Hikayat Sultan Ibrahim ibn Adham, Berkeley: Center for South and Southeast Asia Studies, University of California, Monograph Series no. 57, 1985. ix, 332 pp. - R. Roolvink, Russell Jones, Hikayat Sultan Ibrahim, Dordrecht/Cinnaminson: Foris, KITLV, Bibliotheca Indonesica vol. 24, 1983. 75 pp. - Wim Rutgers, Harry Theirlynck, Van Maria tot Rosy: Over Antilliaanse literatuur, Antillen Working Papers 11, Caraïbische Afdeling, Koninklijk Instituut voor Taal-, Land- en Volkenkunde, Leiden, 1986, 107 pp. - C. Salmon, John R. Clammer, ‘Studies in Chinese folk religion in Singapore and Malaysia’, Contributions to Southeast Asian Ethnography no. 2, Singapore, August 1983, 178 pp. - C. Salmon, Ingo Wandelt, Wihara Kencana - Zur chinesischen Heilkunde in Jakarta, unter Mitarbeit bei der Feldforschung und Texttranskription von Hwie-Ing Harsono [The Wihara Kencana and Chinese Therapeutics in Jakarta, with the cooperation of Hwie-Ing Harsono for the fieldwork and text transcriptions], Kölner ethopgraphische Studien Bd. 10, Berlin: Dietrich Reimer Verlag, 1985, 155 pp., 1 plate. - Mathieu Schoffeleers, 100 jaar fraters op de Nederlandse Antillen, Zutphen: De Walburg Pers, 1986, 191 pp. - Mathieu Schoffeleers, Jules de Palm, Kinderen van de fraters, Amsterdam: De Bezige Bij, 1986, 199 pp. - Henk Schulte Nordholt, H. von Saher, Emanuel Rodenburg, of wat er op het eiland Bali geschiedde toen de eerste Nederlanders daar in 1597 voet aan wal zetten. De Walburg Pers, Zutphen, 1986, 104 pp., 13 ills. and map. - G.J. Schutte, W.Ph. Coolhaas, Generale missiven van Gouverneurs-Generaal en Raden aan Heren XVII der Verenigde Oostindische Compagnie, VIII: 1725-1729, Rijks Geschiedkundige Publicatiën, Grote Serie 193, ‘s-Gravenhage, 1985, 275 pp. - H. Steinhauer, Jeff Siegel, Language contact in a plantation environment. A sociolinguistic history of Fiji, Cambridge: Cambridge University Press, 1987, xiv + 305 pp. [Studies in the social and cultural foundations of language 5.] - H. Steinhauer, L.E. Visser, Sahu-Indonesian-English Dictionary and Sahu grammar sketch, Verhandelingen van het KITLV 126, Dordrecht: Foris Publications, 1987, xiv + 258 pp., C.L. Voorhoeve (eds.) - Taufik Abdullah, H.A.J. Klooster, Indonesiërs schrijven hun geschiedenis: De ontwikkeling van de Indonesische geschiedbeoefening in theorie en praktijk, 1900-1980, Verhandelingen KITLV 113, Dordrecht/Cinnaminson: Foris Publications, 1985, Bibl., Index, 264 pp. - Maarten van der Wee, Jan Breman, Control of land and labour in colonial Java: A case study of agrarian crisis and reform in the region of Ceribon during the first decades of the 20th century, Verhandelingen of the Royal Institute of Linguistics and Anthropology, Leiden, No. 101, Dordrecht: Foris Publications, 1983. xi + 159 pp.

OBJECTIVES To identify factors associated with the decision to provide in-person, hybrid, and remote learning in kindergarten through 12th grade school districts during the 2020–2021 school year. METHODS We performed a retrospective study evaluating school district mode of learning and community coronavirus 2019 (COVID-19) incidence and percentage positivity rates at 3 time points during the pandemic: (1) September 15, 2020 (the beginning of the school year, before Centers for Disease Control and Prevention guidance); (2) November 15, 2020 (midsemester after the release of Centers for Disease Control and Prevention guidance and an increase of COVID-19 cases); and (3) January 15, 2021 (start of the second semester and peak COVID-19 rates). Five states were included in the analysis: Michigan, Missouri, North Carolina, Ohio, and Wisconsin. The primary outcome was mode of learning in elementary, middle, and high schools during 3 time points. The measures included community COVID-19 incidence and percentage positivity rates, school and student demographics, and county size classification of school location. RESULTS No relationship between mode of learning and community COVID-19 rates was observed. County urban classification of school location was associated with mode of learning with school districts in nonmetropolitan and small metropolitan counties more likely to be in-person. CONCLUSIONS Community COVID-19 rates did not appear to influence the decision of when to provide in-person learning. Further understanding of factors driving the decisions to bring children back into the classroom are needed. Standardizing policies on how schools apply national guidance to local decision-making may decrease disparities in emergent crises.

04–421Allen, Susan (U. Maryland, USA; Email: srallen@erols.com). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338.04–422Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français. [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 66–81.04–423Beaudoin, Martin (U. of Alberta, Canada; Email: martin.beaudoin@ualberta.ca). A principle based approach to teaching grammar on the web. ReCALL (Cambridge, UK), 16, 2 (2004), 462–474.04–424Bianchi, Sebastián (U. Cambridge, UK; Email: asb49@cam.ac.uk). El gran salto: de GCSE a AS level. [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17.04–425Burden, Peter (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English. The Language Teacher (Tokyo, Japan), 28, 10 (2004), 3–9.04–426Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 49–65.04–427Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 397–423.04–428Cowley, Peter (U. of Sydney, Australia; Email: peter.cowley@arts.usyd.edu.au) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide. Language and Communication (Oxford, UK), 25, 1 (2005), 1–17.04–429Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email: acurado@unex.es). The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.04–430Currie, Pat (Carleton U., Canada; Email: pcurrie@ccs.carleton.ca) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.04–432Erler, Lynn (U. Oxford, UK; Email: lynn.erler@educational-studies.oxford.ac.uk). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: sfleming@hawaii.edu) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction. CALICO Journal (Texas, USA), 22, 1 (2004), 63–82.04–434Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA), 37, 3 (2004), 459–469.04–435Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: gghaith@aub.ed.lb). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom. Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 279–294.04–436Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions. ELT Journal (Oxford, UK), 58, 4 (2004), 363–374.04–437Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 37, 1 (2004), 17–25.04–438He, Agnes Weiyun (SUNY Stony Brook, USA; Email: agnes.he@stonybrook.edu). CA for SLA: arguments from the Chinese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 568–582.04–439Hegelheimer, Volker (Iowa State U., USA; Email: volker@)iastate.edu), Reppert, Ketty, Broberg, Megan, Daisy, Brenda, Grggurovic, Maja, Middlebrooks, Katy and Liu, Sammi. Preparing the new generation of CALL researchers and practitioners: what nine months in an MA program can (or cannot) do. ReCALL (Cambridge, UK), 16, 2 (2004), 432–437.04–440Hémard, Dominique (London Metropolitan U., UK; Email: d.hemard@londonmet.ac.uk). Enhancing online CALL design: the case for evaluation. ReCALL (Cambridge, UK), 16, 2 (2004), 502–519.04–441I-Ru, Su (National Tsing Hua U., Taiwan; Email: irusu@mx.nthu.edu.tw). The effects of discourse processing with regard to syntactic and semantic cues: a competition model study. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 587–601.04–442Ingram, David (Melbourne U. Private, Australia; Email: d.ingram@muprivate.edu.au.), Kono, Minoru, Sasaki, Masako, Tateyama, Erina and O'Neill, Shirley. Cross-cultural attitudes. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 11–19.04–443Jackson, Alison (Bridgewater High School, UK; Email: alison@thebirches777.fsnet.co.uk). Pupil responsibility for learning in the KS3 French classroom. Francophonie (Rugby, UK), 30 (2004), 16–21.04–444Jamieson, Joan, Chapelle, Carole A. and Preiss, Sherry (Northern Arizona U., USA; Email: joan.jamieson@nau.edu). Putting principles into practice. ReCALL (Cambridge, UK), 16, 2 (2004), 396–415.04–445Jiang, Nan (Georgia State U., USA; Email: njiang@gsu.edu). Morphological insensitivity in second language processing. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 603–634.04–446Kim, Hae-Dong (Catholic U. of Korea; Email: kimhd@catholic.ac.kr). Learners' opinions on criteria for ELT materials evaluation. English Teaching (Anseonggun, Korea), 59, 3 (2004), 3–28.04–447Kim, Hae-Ri (Kyungil U., Korea; Email: hrkimasu@hanmail.net). Exploring the role of a teacher in a literature-based EFL classroom through communicative language teaching. English Teaching (Anseonggun, Korea), 59, 3 (2004) 29–51.04–448Kim, Jung-Hee (International Graduate School of English, Korea; Email: alice@igse.ac.kr). Intensive or extensive listening for L2 beginners?English Teaching (Anseonggun, Korea), 59, 3 (2004), 93–113.04–449Lan, Rae and Oxford, Rebecca L. (U. Maryland, USA; Email: raelan0116@yahoo.com). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 339–379.04–450Levis, John (Iowa State U., USA; Email: jlevis@iastate.edu) and Pickering, Lucy. Teaching intonation in discourse using speech visualization technology. System (Oxford, UK), 32, 4 (2004), 505–524.04–451Liddicoat, Anthony L. (Griffith U., Australia; Email: T.Liddicoat@griffith.edu.au). The conceptualisation of the cultural component of language teaching in Australian language-in-education policy. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 297–317.04–452McArthur, Tom. Singapore, grammar, and the teaching of ‘internationally acceptable English’. English Today (Cambridge, UK), 20, 4 (2004), 13–19.04–453Macbeth, Douglas (Ohio State U., USA; Email: macbeth.1@osu.edu). The relevance of repair for classroom correction. Language in Society (Cambridge, UK), 33 (2004), 703–736.04–454Mahoney, Sean (Fukushima U., Japan). Role Controversy among team teachers in the JET Programme. JALT Journal (Tokyo, Japan), 26, 2 (2004), 223–244.04–455Mansoor, Sabiha (Aga Khan U., Pakistan; Email: sabiha.mansoor@aku.edu). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 333–353.04–456Markee, Numa (U. Illinois, Urbana, USA; Email: nppm@uiuc.edu). Zones of interactional transition in ESL classes. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 583–596.04–457Méndez García, María del Carmen (U. of Jaén, Spain; Email: cmendez@ujaen.es), Castro Prieto, Paloma and Sercu, Lies. Contextualising the foreign language: an investigation of the extent of teachers' sociocultural background knowledge. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 496–512.04–458Mondada, Lorenza and Pekarek Doehler, Simona (U. de Lyon II, France; Email: Lorenza.Mondada@univ-lyon2.fr). Second language acquisition as situated practice: task accomplishment in the French second language classroom. Journal of Multilingual and Multicultural Development (Clevedon,UK), 25, 4 (2004), 297–317.04–459Mori, Junko (U. of Wisconsin-Madison, USA; Email: j.mori@wisc.edu). Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 536–550.04–460Nesi, Hilary, Sharpling, Gerard and Ganobcsik-Williams, Lisa (U. of Warwick, UK; Email: h.j.nesi@warwick.ac.uk). Student papers across the curriculum: designing and developing a corpus of British student writing. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 439–450.04–461Nunes, Alexandra (U. of Aviero, Portugal). Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal (Oxford, UK), 58, 4 (2004), 327–335.04–462Pani, Susmita (Teaching Institute Orissa at Bhubaneswar, India). Reading strategy instruction through mental modeling. ELT Journal (Oxford, UK), 58, 4 (2004), 355–362.04–463Pritchard, Rosalind and Nasr, Atef (U. of Ulster, Northern Ireland). Improving reading performance among Egyptian engineering students: principles and practice. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 425–456.04–464Polansky, Susan G. (Carnegie Mellon U., USA). Tutoring for community outreach: a course model for language. Learning and bridge-building between universities and public schools. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 367–373.04–465Reinhardt, Jonathan and Nelson, K. Barbara (Pennsylvania State U., USA; Email: jsr@psu.edu). Instructor use of online language learning resources: a survey of socio-institutional and motivational factors. ReCALL (Cambridge, UK), 16, 2 (2004), 292–307.04–466Rose, Carol and Wood, Allen (U. of Kansas, USA). Perceived value of business language skills by doctoral students in foreign language departments. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: aohta@u.washington.edu). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.04–468Tajino, Akira (Kyoto U., Japan; Email: akira@tajino.mbox.media.kyoto-u.ac.jp), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.04–469Wang, Xinchun (California State U., USA: Email: xinw@csufresno.edu) and Munro, Murray. Computer-based training for learning English vowel contrasts. System (Oxford, UK), 32, 4 (2004), 539–552.04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: pware@smu.edu). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: naedong@ccms.ntu.edu.tw). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 37–55.05–280Guillot, Marie-Noëlle (U of East Anglia, UK), Il y a des gens qui disent que…‘there are people who say that…’. Beyond grammatical accuracy in FL learners' writing: issues of non-nativeness. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 109–128.05–281Haan, Pieter de (p.dehaan@let.ru.nl) & Kees van Esch, The development of writing in English and Spanish as foreign languages. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 100–116.04–282Hitosugi, Claire Ikumi & Richard R. Day (U of Hawaii, Manoa, USA), Extensive reading in Japanese. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 21–39.05–283Hunt, Alan (Kansai U, Osaka, Japan) & David Beglar, A framework for developing EFL reading vocabulary. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 23–59.05–284Jackson, Sue & Susan Gee (Victoria U of Wellington, New Zealand; sue.jackson@vuw.ac.nz), ‘Look Janet’, ‘No you look John’: constructions of gender in early school reader illustrations across 50 years. Gender and Education (Abingdon, UK) 17.2 (2005), 115–128.05–285Kaplan, B. Robert (U of Southern California, USA) & Richard B. Baldauf, Jr., Editing contributed scholarly articles from a language management perspective. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 47–62.05–286Keen, John (Manchester U, UK; john.keen@man.ac.uk), Sentence-combining and redrafting processes in the writing of secondary school students in the UK. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 81–97.05–287Liu, Lu (Purdue U, USA), Rhetorical education through writing instruction across cultures: a comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 1–18.05–288Liu, Yongbing (Nanyang Technological U, Singapore), The construction of pro-science and technology discourse in Chinese language textbooks. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.05–289McCarthey, Sarah J. & Georgia Earnest García (U of Illinois at Urbana-Champaign, USA), English language learners' writing practices and attitudes. Written Communication (Thousand Oaks, CA, USA) 22.2 (2005), 36–75.05–290McCarthey, Sarah J., Yuey-Hi Guo & Sunday Cummins (U of Illinois, USA), Understanding changes in elementary Mandarin students' L1 and L2 writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 71–104.05–291Mills, Kathy, Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 67–82.05–292Mišak, Aleksandra, Matko Marušić & Ana Marušić (Zagreb U School of Medicine, Croatia), Manuscript editing as a way of teaching academic writing: experience from a small scientific journal. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 151–172.05–293Misson, Ray (U of Melbourne, Australia), What are we creating in creative writing?English in Australia (Norwood, Australia) 141 (2004), 132–140.05–294Nelson, Cynthia D. & Caroline San Miguel (U of Technology, Sydney, Australia), Designing doctoral writing workshops that problematise textual practices. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 116–136.05–295Oller, Jr., John W., Liang Chen, Stephen, D. Oller & Ning Pan (U of Louisiana at Lafayette, USA), Empirical predictions from a general theory of signs. Discourse Processes (Mahwah, NJ, USA) 40.2 (2005), 115–144.05–296Paltridge, Brian (U of Sydney, Australia), Teaching thesis and dissertation writing. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 78–96.05–297Pantaleo, Sylvia, Young children engage with the metafictive in picture books. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 19–37.05–298Pearson, Lynn (Bowling Green State U, USA), The web portfolio: a project to teach Spanish reading and Hispanic cultures. Hispania (Exton, PA, USA) 87.4 (2004), 759–769.05–299Peterson, Shelley & Theresa Calovini (Toronto U, Canada; slpeterson@oise.utoronto.ca), Social ideologies in grade eight students' conversation and narrative writing. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 121–139.05–300Reynolds, Dudley W. (U of Houston, USA), Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 19–45.05–301Roache-Jameson, Sharyn, Kindergarten connections: a study of intertextuality and its links with literacy in the kindergarten classroom. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 48–66.05–302Ryan, Josephine, Young people choose: adolescents' text pleasures. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 38–54.05–303Rymes, Betsy (Georgia U, USA; brymes@coe.uga.edu), Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (Amsterdam, the Netherlands) 14.3–4 (2003), 321–335.05–304Skillen, Jan & Emily Purser (U of Wollongong, Australia), Teaching thesis writing: policy and practice at an Australian university. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 17–33.05–305Stapleton, Paul (Hokkaido U, Japan; paulstapleton@gmail.com), Using the web as a research source: implications for L2 academic writing. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 177–189.05–306Starfield, Sue (U of New South Wales, Australia), The evolution of a thesis-writing course for Arts and Social Sciences students: what can applied linguistics offer?Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 137–154.05–307Strauss, Pat, Jo Ann Walton & Suzanne Madsen (Auckland U of Technology, New Zealand), ‘I don't have time to be an English teacher’: supervising the EAL thesis. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 1–16.05–308Terras, Melissa (U of London, UK; m.terras@ucl.ac.uk), Reading the readers: modelling complex humanities processes to build cognitive systems. Literary and Linguistic Computing (Oxford, UK) 20.1 (2005), 41–59.05–309Turner, Joan (U of London, UK), Writing a Ph.D. in the contemporary humanities. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 34–53.05–310Wallace, Catherine (Institute of Education, UK; c.wallace@ioe.ac.uk), Conversations around the literacy hour in a multilingual London primary school. Language and Education (Clevedon, UK) 19.4 (2005), 322–338.05–311Yamada, Kyoko (wsedikol@hotmail.com), Lexical patterns in the eyes of intermediate EFL readers. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 177–188.05–312Yamashita, Junko (Nagoya U, Japan), Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 1–19.05–313Zhang, Hao & Rumjahn Hoosain (The U of Minnesota, USA), Activation of themes during narrative reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 57–82.