Others

A comparison of lexical patterns in classroom discourse

An integrated approach to teaching literature in an EFL classroom

Benefits and concerns of lesson study

Building teachers' creative capabilities in Singapore's English classrooms

Challenges confronting teachers of English language learners

Conflicting language ideologies & contradictory practices in Singaporean multilingual families

Creative tensions in teaching new texts and new literacies

Early childhood teachers' beliefs about literacy development

Educating the next generation of literacy teachers

English language teachers’ beliefs about the teaching of grammar

Factors that affect emergent literacy development when engaging with electronic books

Implementation of Differentiated Instruction

Implementing dialogic teaching in a Singapore English language classroom

Improving English language teaching through lesson study

Improving the effectiveness of peer feedback for learning

Innovating the Singapore English Language curriculum through lesson study

Learners' use of strategies for effective vocabulary learning

Learning from a Learning Study

Lesson study for teacher development in Singapore

Lesson study: Teacher led professional development in literacy instruction

Lesson transitions to group work in primary English classrooms

Multiliteracies, pedagogy and identities

Practitioner research

Regulative discourse in Singapore primary English classrooms

Relations between teacher questioning and student talk in one elementary ELL classroom

Secondary students' language anxiety

Standardized achievement tests and English language learners

Sustainability of Impact of Action Research

Teachers' use of questioning and modelling comprehension skills in primary classrooms

Teachers’ work in culturally and linguistically diverse schools

The impact of embedded grammar teaching on students writing & students’ metalinguistic understanding

The syntactic influences of Chinese and Malay on the learning of English in Singapore

Word Knowledge in a Theory of Reading Comprehension