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First, there is the issue of' real' English. At the end of Chapter 5 the authors address the concerns of those such as Jenkins (2007) that challenge the supremacy of the native speaker, and advocate the need to develop English as lingua franca (ELF) models for ELT curriculum development. O'Keefe, McCarthy, and Carter argue, 'It has yet to be demonstrated that ELF exists as a variety of English rather than as a function [italics in original] of the use of English, which responds to every context differently (rather in the way that people adapt their language for use with small children or animals). The assumption that ELF is a variety brings with it several common inferences: that the variety is in some way a "reduced" form of the native variety that the reduced repertoire can inform a consequently reduced syllabus, and that idioms are likely to be one of the Hublot Replica Watches(http://www.imitatewatch.com/Good sBrand/Replica-Hublot-Watches-44.html) features that can be dispensed with. [...] But if we are in fact talking about a function of English, then there would seem to be no a priori reasons to "reduce" anything; users would make their own choice from their available repertoire of forms, just as any normal person would when adapting to any context' (pp. 98-9).

By and large, this is the approach that is advocated throughout the book when the question of the use of native speaker data arises—it's an issue of choice for learners and teachers, rather than an issue of prescription. While this may well be a sensible position, when it's put alongside the CUP marketing strategy of the 'Real English Guarantee' it's also likely to raise hackles—as did the original CO BUILD promise of 'Helping learners with Real English'. Like the debate in lexicography around invented, adapted, or authentic examples which has been going on since the 19805 (see Rundell 1996), I think the argument in ELT will also run and run. The great strength of this volume is that it makes a contribution which demands attention and which is reasoned and empirically based.

Second, there's the issue of the emphasis on spoken English. While I fully accept the authors' argument that the spoken language has been neglected, I would also argue that in English language teaching, it's been neglected for a number of important reasons. Firstly, the debate around whose English should be taken as a model is less of an issue with edited, written texts, especially in rapidly growing areas of written interaction like business communication, international administration, and academic communication. Because of this I would suggest that it is these areas which offer teachers and students the least problematic starting point for bringing corpora to the classroom. An additional benefit of starting here is that it's now relatively easy for teachers and students to get hold of a lot of this type of language through public domain sources (e.g. online journals, European Union documentation), and these texts can often be analyzed immediately with easily available corpus tools (or even via free research tools like WebCorp).

This last issue of ease of access and processing leads me to my last point. Spoken corpora are fiercely expensive and difficult to put together— but there are some that are in the public domain— for example, the British National Corpus, the Michigan Corpus of Academic Speech Events (MlCASE), 3 and the British Academic Speech Act Corpus Breitling Replica Watches(http://www.luv-replica.com/Goods Brand/Breitling_Replica_Watches-4.html) (BASE).4 So while I can understand why they have chosen to focus on spoken language, I still regret that the authors have drawn so many examples from non-public domain corpora. By doing this, they have offered tantalizing glimpses of exciting realities, shown their readers the bright lights of the big city, but have then, in effect, told them to go back to the farm as only a few CUP authors and researchers have access to this material.

So, I found From Corpus to Classroom to be a compelling read, and, from an applied corpus linguist's perspective, an important book, full of insight, revelations, and new ways of approaching problems of description and analysis. However, it may not be such a useful read for the classroom teacher looking for a way of enhancing their next lesson with an upper-intermediate group, or for the teacher trainer looking for practical ways of introducing students to corpus applications in foreign language teaching. Although this book makes a very strong contribution to the field, I do not feel that it offers these readers the clear pathway they might be hoping for.

Bookmarks have been available on every browser since the Web began. Whenever you come across an interesting page, instead of jotting down the address, you can simply click on a button to record it; and thereafter, every time you click on the bookmark, you return to your site. Most users appreciate the convenience of bookmarking. But a single individual will only ever find a fraction of the sites that might be of interest. What a benefit it would be if one could see all the bookmarks that had been created by other, like-minded users. This is precisely what Links Of London Bracelets(http://www.linkslondon4lover.c om/bracelets-c-141.html) social bookmarking sets out to do. You join a community of users. When you find something interesting, you share it with them; and in return you get to see the bookmarks that they have created. The exact mechanism for doing this varies, and the services offered by the social bookmarking providers are diverse. But the central idea remains the same.

The term 'social bookmarking' was coined by the first service to capture the public imagination, allowed users for the first time to save their bookmarks to a public web page, and instead of organizing them into folders let the user 'tag' their bookmarks with key words for ease of searching. A large number of similar services has since sprung up, notably Redd it (which is especially good for news and breaking stories), Digg (great for technical news), and StumbleUpon. These services have proved extremely popular: if you look at the bottom of any BBC News page, for example, you will see links to many of the major bookmarking sites, so that anyone interested in a particular page can mark it for the attention of his or her friends or the wider community.

The most popular of the social bookmarking sites is probably Stumble Upon. Once you have registered, you download a toolbar and then select the categories (there are several hundred of them) that you are interested in. The new Stumbler' can then click the 'Stumble!'button and get a page from one of these areas that has been selected by other 'Stumblers' with the same interests. If you want, you can just look. If you wish to be more collegial, you can vote on whether you like the page or not by clicking on the 'Thumbs Up' or Thumbs Down' icons, or Links Of London Friendship Bracelets(http://www.linksoflondon4u.com /friendship-c-188.html) write a review, or get in touch with the person who originally recommended the page, or ... but you get the idea.

What makes SU useful for the teacher, however, is that it is possible to modify one's interests at any time. A few clicks of the mouse will allow you to search for materials in a particular topic area. For the purposes of this column, I cancelled all my normal preferences and replaced them with a single one: linguistics. The first few hits were worthy but unexciting academic sites. But then I came across Visuwords. I have always been a great fan of the Visual Thesaurus, which I have discussed in a previous column, but ever since they started charging for it I have been looking for a substitute. Visuwords is not as colorful, nor as elegant; but it provides a graphical illustration of words, their meanings and relationships, and is simple and fun to use.

The next time I clicked the 'Stumble!' Burton, my screen was filled with bright red punctuation marks. When they cleared, I found an elegant little quiz: sentences where all I had to do was add an apostrophe in the correct place. Based on the best-selling Lynne Truss book, the Eats, Shoots and Leaves Came is trivial but entertaining—and I certainly would not have found it without stumbling. A few more clicks on the button brought me to One Sentence. This site invites visitors to submit 'true stories, told in a single sentence'. Typical examples include: '"Happy New Year", I said to the empty room' and 'It took an argument about subject-verb agreement to get me to realize that I am not the slightest bit attracted to my ex-boyfriend D&G jewelry sale(http://www.dolcegabbana4sale.com) anymore'. The site is clear and simple to use, and is moderated to exclude profanity and stupidity—I can think of several classes that I could use it with.

One site that I cannot imagine using with students, but which might be useful for advanced users with a taste for exploration, is I instant Word Search. The elegantly simple interface lets you type into a little box, rather as you would in Google, and displays immediately all the words which include that string of letters, with links to Wikipedia and other such sites for further information. You can specify whether words should begin with or end with what you type: did you know that 30 words begin with days but only two ends with it And for crossword addicts, there is the facility to type in patterns to find what words match when you only know some of the letters.

The next few hits were about world languages and American compared with British English. And then SU came up with Pompous Ass Words. This is a collection of 'words everyone should know about and never use'— uncommonly understood words that are used in place of commonly understood ones. The site was a sobering find for me, when I realized that I used almost every word in the list. Pretentious academics read and beware!

SU is a delightful way of finding sites that would otherwise elude you. The problem is that its categories are very broad: linguistics, for example, is not divided into any subcategories, and as a result you can find yourself looking through dozens of sites which, while often fascinating, are not particularly relevant. Fortunately, there is a way around this: the S U toolbar also cheap Cartier jewelry(http://www.discountcartier.com) includes a search mechanism which allows you to do a simple word-matching search within each category.

To check this out, I refined my search to locate only 'linguistics' pages which included the word 'CLIL'. I stumbled through not only the expected pages from the British Council and the EU, but also a useful Catalan site with a superb collection of links to CLIL articles, resources, and ready-made classroom materials. You can also get SU to confine its searches to news articles, or photos, or—and perhaps most usefully—videos. Selecting this option with my linguistics category still selected came up with Victor Borge's wonderful Phonetic Pronunciation, as well as several entertaining advertisements for language schools and a Stephen Pinker video on language and thought—a rich haul for very little effort.

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