Author/s Name/s

Institution

Title of Paper

Martin Andrew and Celine Kearney

Unitec, Auckland, New Zealand

Community Placement: Windows into cultural understanding and unfamiliar freedom

Jean L. Arnold

University of Canterbury, Christchurch, New Zealand

Little and often fills the purse: Motivating students to learn vocabulary using flashcards, progress monitoring, and supplemental practice

Roger Barnard and

Davin Scampton

University of Waikato, Hamilton, New Zealand

Modality in an English Language course book

Jenni Bedford and Margaret Kitchen

The University of Auckland, Auckland, New Zealand

Enrolment and Placement Procedures for ESOL Students: Do students and their parents have a say?

Ian Bruce

University of Waikato, Hamilton, New Zealand

EAP curriculum, teacher competencies and pedagogy: Linking theory and research to practice

Keith Burgess

Intensive Teaching: A call to EAP courses, Foundation courses, High Schools and Language Schools to adopt a comprehensive intensive teaching method developed at the chalk face.

Gillian Claridge

International Pacific College, Palmerston North, New Zealand

Becoming a reading addict in L2: a case study.

Dorothy Cleary and Jo De Lisle

Waikato Institute of Technology Waikato Migrant Resource Centre,

Hamilton, New Zealand

Concurrent English / IT study: A solution for students who have English as an additional language?

Robin Cox and Robin Heath

Eastern Institute of Technology, Napier, New Zealand

Supporting mainstream students: a success story

Nonna Danchenko

International Pacific College, Palmesrton North, New Zealand

Pronunciation Matters

Anthea Fester

University of Waikato, Hamilton, New Zealand

Assessing EAP writing textbook materials in terms of a discourse-based approach: Linking theory and application

Terry Greatrex

Eastern Institute of Technology, Napier, New Zealand

Providing a high quality experience to international student groups

Gillian Green and Mohammed Sameer

University of the South Pacific, Suva, Fiji

Connecting origins: The English for Academic Purposes course at the University of the South Pacific.

Julie Hardie

University of Canterbury, Christchurch, New Zealand

Academic success and failure in a Foundation Studies Programme: Three case studies

Sharon Harvey

Auckland University of Technology, Auckland, New Zealand

Charged with fraud: An ESOL teacher as expert witness

Elizabeth Hiser and James Swan

International Pacific College

Nara University, Japan

SRA in EFL: A comparative study of English reading difficulty for Japanese tertiary EFL students

Mark Hornby and Kerstin Dofs

Christchurch Polytechnic Institute of Technology, Christchurch, New Zealand

Horses for courses or courses for horses: Uptake of autonomous learning opportunities by staff and learners in English as an Additional Language (EAL) programmes at Christchurch Polytechnic Institute of Technology (CPIT)

Judy Hunter, Marian Patrizio and Angela Yatri

Massey University
Auckland Regional Migrant Resource Services
Auckland Regional Migrant
Resource Centre
Auckland, New Zealand

Perceptions of language and communicative competence in the workplace: Employers and EAL employees.

Nita Hutchinson and Joy Jones

Pacific International Hotel Management School, New Plymouth, New Zealand

A review of ESOL & EAP programme content: do our perceptions meet those of the students?

Maree Jeurissen

The University of Auckland
Auckland, New Zealand

Conducting ESOL research in primary schools: methodology without madness

Indira Junghare and Chris Batteen

University of Minnesota, United States of America

Markers of status in Indo-Aryan languages

Jyu-fang Yu

Tunghai University, Taiwan

The use of reading context clue strategies by Taiwanese university students

Chris King

Unitec, Auckland, New Zealand

PowerPoint as a tool for grammar presentation

Dr Salomi Papadima- Sophocleous

Intercollege, Cyprus

Difficulties and constraints involved in developing a new English placement test online

Mary Roberts and Anne Macaskill

National Association of ESOL Home Tutors
University of Florida,
United States of America

Curriculum development: Theory to practice in community ESOL-literacy

Annette Sachtleben, Pat Strauss and Elizabeth Turner

Auckland University of Technology, Auckland, New Zealand

Writing the EAL thesis: An approach to language support

Rosie Salas

Victoria University of Wellington, Wellington, New Zealand

Wordsetting: the connection between words and melody. A pilot study: a preliminary investigation of how conscious audiation of vocabulary items in the context of a melody aids retention and recall.

Ruth Smith

Bethlehem Tertiary Institute

From Face-to-Face to ‘Flexi’ – Highlighting constructivist elements in a blended TESOL teacher education paper

Dr Moyra Sweetnam Evans

University of Otago

Developing cognitive and metacognitive reading strategies using narrative film

Carolyn Tait

Victoria University of

Wellington

Managing cultural diversity in New Zealand secondary schools

Dr. Stanley Winter Theron

PolyEthnic Institute of Studies, Auckland, New Zealand

Debriefing beginners’ and newcomers’ stress in ESOL environments

Franco Vaccarino and Ute Walker

Massey University, Palmerston North, New Zealand

Family biliteracy learning: A project to maintain minority community languages and cultures in New Zealand