By Professor Anne Cecily Howell Burns

Books

Burns AC, 2015, Perspectives on action research, Cambridge University Press, Bogota

, 2012, Researching language teacher cognition and practice, Burns A, (ed.), Multilingual Matters, Bristol, UK

Goh C; Burns A, 2012, Teaching speaking: A holistic approach, Original, Cambridge University Press, New York, http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107011236

, 2012, The Cambridge guide to pedagogy and practice in second language teaching, Burns A; Richards JC, (ed.), The Cambridge University Press, New York, http://www.cambridge.org/aus/catalogue/catalogue.asp?isbn=9781107015869

Richards JC; Burns A, 2012, Tips for teaching listening: A practical approach, 1st, Pearson Education, New York

Burns A, 2011, Doing action research in English language teaching: A guide for practitioners (Chinese translation), Original, Wai yu jiao xue chu ban she, Beijing

Burns A, 2010, Doing action research in English language teaching. A guide for practitioners, Original, Routledge, New York, http://books.google.com.au/books?id=xTRzyfM2-wAC&lpg=PP1&ots=TbwciqNHw-&dq=Burns%2C%20A.%20(2010).%20Doing%20action%20research%20for%20English%20language%20teachers.%20New%20York%3A%20Routledge.%20&lr

, 2009, The Cambridge guide to second language teacher education, Burns A; Richards JC, (ed.), Cambridge University Press, New York, http://www.cup.cam.ac.uk/servlet/file/store6/item2494572/version1/item_9780521756846_frontmatter.pdf

Burns A; De silva joyce H, 2008, Clearly teaching: Explicit ESL pedagogy in action, Original, AMEP Research Centre, Sydney

, 2008, Language teaching research in Australia and New Zealand. Language teaching research series, Burns A; Burton J, (ed.), TESOL International, Alexandria, Va, http://www.tesol.org/s_tesol/sec_document.asp?CID=326&DID=10869

, 2007, Planning and teaching creatively within a required curriculum. Case studies in curriculum series, Burns A; De silva joyce H, (ed.), TESOL International, Alexandria, Va

Hood S; Solomon N; Burns A, 2005, Focus on reading, 2nd, NCELTR, Sydney

, 2005, Teachers’ voices 8: Explicitly supporting reading and writing in the classroom, Burns A; De silva joyce H, (ed.), NCELTR, Sydney

, 2005, Teaching English from a global perspective. Case studies in TESOL series., Burns A, (ed.), TESOL International, Alexandria, Va

Book Chapters

Burns AC, 2017, 'This life-changing experience: Teachers becoming action researchers', in Barkhuizen G (ed.), Reflections on language teacher identity research, Routledge, New York, pp. 133 - 138, https://www.routledge.com/Reflections-on-Language-Teacher-Identity-Research/Barkhuizen/p/book/9781138186989

Burns AC, 2017, 'Envoi: From reflective practice to action research?', in Barnard R; Ryan J (ed.), Reflective practice: Voices from the field, Routledge, New York, pp. 140 - 155, https://www.routledge.com/Reflective-Practice-Voices-from-the-Field/Barnard-Ryan/p/book/9781138226463

Burns AC; Dikilitas K; Smith R; Wyatt R, 2017, 'Introduction', in Burns AC; Dikilitas K; Smith R; Wyatt M (ed.), Developing insights into teacher research, IATEFL, Faversham, Kent, pp. 1 - 17, http://resig.weebly.com/developing-insights-into-teacher-research.html

Burns AC, 2017, 'Innovating teacher development: Transformative teacher education through classroom inquiry', in Gregersen TS; MacIntyre PD (ed.), Innovative practices in language teacher education, edn. Educational Linguistics, Springer, Switzerland, pp. 187 - 203, http://dx.doi.org/10.1007/978-3-319-51789-6

Burns A; McPherson P, 2017, 'Action Research as Iterative Design: Implications for English Language Education Research', in Mirhosseini SA (ed.), Reflections on Qualitative Research in Language and Literacy Education, SPRINGER INTERNATIONAL PUBLISHING AG, pp. 105 - 120, http://dx.doi.org/10.1007/978-3-319-49140-0_8

Burns AC, 2017, 'Classroom English proficiency: What can be learned from the Vietnam experience?', in Freeman D; Le Drean L (ed.), Developing classroom English competence: Learning from the Vietnam experience, edn. LEiA, IDP Education (Cambodia) Ltd, Phnom Penh, pp. 84 - 94, http://www.leia.org/LEiAWebsite/LEiA%20VOLUMES

Burns AC, 2017, 'Research and the teaching of speaking in the second language classroom.', in Eli Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning, Routledge, New York, pp. 242 - 256

Burns AC; Brandon K, 2017, 'Action research in ELICOS: Impact and insights from a national teacher development program.', in Burns A; Khalifa H (ed.), Second language assessment and action research, edn. Studies in Language Testing, Cambridge University Press, Cambridge, pp. 315 - 327, http://www.cambridgeenglish.org/research-and-validation/published-research/silt/

Burns A; Khalifa H, 2017, 'Engaging action research to explore use of assessment for improving language ability', in Burns A; Khalifa H (ed.), Second language assessment and action research, edn. Studies in Language Testing, Cambridge University Press, Cambridge, pp. 1 - 30, http://www.cambridgeenglish.org/research-and-validation/published-research/silt/

Le DM; Nguyen TMH; Burns A; Nguyen H, 2017, 'Teacher language proficiency and reform of English Language Education in Vietnam, 2008-2020', in Developing classroom English competence: Learning from Vietnam experience, IDP Education Cambodia, pp. 19 - 33

Burns AC, 2016, 'From reluctant teacher to teacher educator and applied linguist: A "brilliant" career', in Ellis R (ed.), Becoming and being an applied linguist, John Benjamins Publishing Company and Shanghai Foreign Language Educational Press, Amsterdam, pp. 301 - 330, https://benjamins.com/#catalog/books/z.203/main

Ollerhead SH; Burns AH, 2016, 'Teacher Agency and Policy response in the Australian adult ESL Literacy Classroom: a multisite case study', in Ng P; Boucher-Kip E (ed.), Teacher Agency and Policy Response in English Language Teaching, Routledge, London, pp. 105 - 119

Ollerhead S; Burns A, 2016, 'Teacher agency and policy response in the Australian adult ESL literacy classroom: A multisite case study', in Ng PCL; Boucher-Yip E (ed.), Teacher Agency and Policy Response in English Language Teaching, Routledge, New York, pp. 105 - 119, https://www.routledge.com/Teacher-Agency-and-Policy-Response-in-English-Language-Teaching/Ng-Boucher-Yip/p/book/9781138181892

Burns A, 2016, 'Functional approaches to teaching grammar.', in Hinkel E (ed.), Teaching English grammar to speakers of other languages, edn. ESL & Applied Linguistics Professional Series, Routledge, New York, pp. 84 - 105, https://www.routledge.com/Teaching-English-Grammar-to-Speakers-of-Other-Languages/Hinkel/p/book/9781138906938

Ollerhead S; Burns A, 2016, 'Creativity as resistance: Implications for language teaching and teacher education', in Jones RH; Richards JC (ed.), Creativity in Language Teaching Perspectives from Research and Practice, edn. ESL and Applied Linguistics Professional Series, Routledge, New York, pp. 227 - 241, https://www.routledge.com/Creativity-in-Language-Teaching-Perspectives-from-Research-and-Practice/Jones-Richards/p/book/9781138843653

Burns AC, 2015, 'Action research', in Brown JD; Coombe C (ed.), The Cambridge guide to research in language teaching and learning, Cambridge University Press, Cambridge, pp. 99 - 104, http://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/cambridge-guide-research-language-teaching-and-learning/cambridge-guide-research-language-teaching-and-le

Ollerhead S; Burns A, 2015, 'Creativity as Resistance: Implications for Language Teaching and Teacher Education', in Jones RH; Richards J (ed.), Creativity in Language Teaching Perspectives from Research and Practice, Routledge, New York, pp. 227 - 240, https://www.routledge.com/products/9781138843653

Burns AC, 2015, 'Action research', in Paltridge B; Phakiti A (ed.), Research methods in applied linguistics, edn. 1st, Bloomsbury, London, pp. 187 - 204, http://www.bloomsbury.com/uk/research-methods-in-applied-linguistics-9781472524812/

Burns AC, 2015, 'Renewing classroom practices through collaborative action research.', in Dikilitas K; Smith R; Trotman W (ed.), Teacher-researchers in action, International Association of Teachers of English as a Foreign Language (IATEFL), Faversham, Kent, pp. 9 - 18, http://resig.weebly.com/teacher-researchers-in-action.html

Burns AC; Borg S, 2015, 'Integrating grammar in adult TESOL classrooms', in Christison M; Christian D; Duff PA; Spada N (ed.), Teaching and learning English grammar, edn. TIRF: Global Research on Teaching and Learning English, Routledge, New York, pp. 159 - 177

Burns AC, 2014, 'Classroom action research and teacher professional development', in Recent issues in language teacher education: Challenges and directions, UNS Press, Surakarta, pp. 89 - 98, http://www.academia.edu/8424656/Recent_Issues_in_English_Language_Education_Challenges_and_Directions

Burns AC; Edwards E, 2014, 'Introducing innovation through action research in an Australian national programme: Experiences and insights', in Innovations in the continuing professional development of English language teachers, edn. Innovations Series, The British Council, London, pp. 65 - 88, http://www.teachingenglish.org.uk/publications

Burns A; Hill DA, 2013, 'Teaching speaking in a second language', in Tomlinson B (ed.), Applied Linguistics and Materials Development, edn. 1, Bloomsbury, London, pp. 231 - 248

Burns A, 2013, 'Action research', in Malmkjaer K (ed.), Routledge Encyclopedia of Language Teaching and Learning, edn. 2, Routledge, London UK, pp. 6 - 9

Burns A, 2013, 'Adult immigrant programs in Australia - a connection with Sweden', in Axelsson M; Carlson M; Franker Q; Sandwell K (ed.), Profession, politik och passion, edn. 1, Forfattarna, Göteborg, pp. 1 - 19

Burns A, 2013, 'English as an international language: Considerations for English language teaching', in Burns (ed.), Contextualising the pedagogy of English as an international language, Cambridge Scholars Publishing, Newcaste upon Tyne, pp. 26 - 40

Burns A, 2013, 'Innovation through action research and teacher-initiated change', in Hyland K; Wong LCL (ed.), Innovation and Change in English Language Education, edn. 1, Routledge, Oxon, pp. 90 - 105

Burns A, 2012, 'Beginning language learners', in Byram M; Hu A (ed.), Routledge Encyclopaedia of Language Teaching and Learning, edn. 1, Routledge, NY, USA, pp. 75 - 80

Burns A, 2012, 'Feedback in the mediation of learning in online language teacher education', in England L (ed.), Online Language Teacher Education, edn. 1st, Routledge, New York, NY, pp. 22 - 38

Burns A, 2012, 'Final thoughts', in Researching language teacher cognition and practice, edn. Original, Multilingual Matters, Bristol, UK, pp. 180 - 186

Burns A, 2012, 'Genre and genre-based teaching', in Byram M; Hu A (ed.), Routledge Encyclopaedia of Language Teaching and Learning, edn. 1, Routledge, NY, USA, pp. 268 - 275

Burns A, 2012, 'Language across the curriculum', in Byram M; Hu A (ed.), Routledge Encyclopaedia of Language Teaching and Learning, edn. 1st, Routledge, New York, NY, pp. 378 - 381

Burns A, 2012, 'Pedagogy and practice in second language teaching', in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, edn. 1, Cambridge University Press, NY, USA, pp. 1 - 12

Burns A, 2012, 'Researching language teacher cognition and practice', in Researching language teacher cognition and practice, edn. Original, Multilingual Matters, Bristol, UK, pp. 1 - 10

Burns A, 2012, 'Text based teaching', in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, edn. 1, Cambridge University Press, NY, USA, pp. 140 - 148

Moore S; Burns A, 2011, 'A discursive approach to developing the professional communication skills of accounting students', in Ward C (ed.), Language education: An essential for a global economy, edn. Original, SEAMEO Regional English Language Centre, Singapore, pp. 218 - 224

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