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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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Ti appeared to evaluate the textbook on the basis of whether it facilitated the smooth running of the lesson. This meant, in the first place, that she looked in the textbook for features that could help her 'find out where she was'. She thus appreciated the uncluttered layout of the contents page and the clear organization of the units and the teacher's book. Of the tasks and activities featured in the textbook she judged negatively those that she believed may lead to problems in classroom management. For example, she did not like open-ended discussion tasks as she felt they were not particularly suited to certain groups of students, who, in her experience, are rather reluctant to interact with each other in English. She was also skeptical about the usefulness of split information tasks, which may lead to students 'cheating' and dolce gabbana jewelry(http://www.dolcegabbana4sale.com ) resorting to their native language. The 'procedural' aspect of the teaching activities is thus what the novice teacher seemed to be most concerned with. Hardly any attention was paid to the nature of the language featured in the textbook.

Rather than focusing exclusively on how the tasks and activities might work in the classroom, T2 seemed to place more emphasis on what learning outcomes they might have. For example, he preferred tasks where the student is involved as a prime actor rather than a passive spectator, as well as opportunities built into the textbook for 'revisiting' language introduced earlier in the book, as he felt that active involvement and recycling of language would be likely to lead to more thorough learning. He also showed some awareness of the linguistic content of the activities. Indeed, even though he did not always use the appropriate terminology to refer to linguistic phenomena, he identified and judged positively the focus on the collocation language of some activities. Throughout the evaluation, Tz seemed to be focused on what he perceived as the more immediate needs of the students. Hence, topical, up-to-the-minute themes, vocabulary, and functional language were rated particularly highly as being more likely to be relevant to the students' everyday needs.

T3 seemed to comment on a wider range of issues than the other evaluators. In particular, many of his evaluations concerned the book's linguistic rationale. For example, he was particularly impressed with the 'lexical' slant of the textbook, and the occurrence of language in chunks' in many activities. T3 was also less categorical and more flexible in expressing what he liked and did not like about the book. That is, he weighed up pros and cons of different features of the book, activities, and methodological options, and took great pains in accommodating other people's (teachers' as well as students') needs and expectations. He was particularly concerned with the needs of less experienced teachers and the long-term academic needs of the students. Also, his evaluations often contained references to other textbooks he was familiar with.

The general impression is that the more teaching experience an evaluator has (which obviously also involves at least some experience in textbook evaluation) the more able he or she is to view a textbook with detachment, and take account of other users' needs as well as his or her own. Ti equates the textbook with a script for lessons and prioritizes the teacher's need for 'survival' when evaluating the book. T2 focuses on the student's needs, although it is their immediate needs of functioning in an English-speaking environment that are of greatest concern. T3 manages to consider how the textbook fits into a long-term programme of D&G jewelry(http://www.dolcegabbanadesign.co m) preparation for academic study and how other teachers might relate to it. Also, whereas Ti seems to be looking for a textbook packed with activities to cut short the search for supplementary materials, T2, and especially T}, put a high premium on the 'jumping off' opportunities that a textbook offers. What for Ti is a lifeline may seem like a straightjacket for the more experienced teachers.

The results of this study therefore appear to support the point made by Skierso (1991) that experienced teachers are better equipped than novices to adapt teaching materials for use according to their own individual style within particular teaching environments. Beginning teachers, by virtue of their inexperience in the classroom, require texts that include supplementary activities and detailed notes describing how they are to be used, as well as information regarding the pedagogical objectives that inform their design (ibid: 433).

All the teachers began by looking at the brief provided, and then at the contents pages and all at some stage looked at all the different components of the scheme: the student's book, the teacher's book, and the mini-grammar booklet. However, there was a clear difference among the three teachers in the route they followed while they were evaluating the textbook.

Ti started at Unit i, but did not find an activity that she considered to be suitable for a first lesson ('a warmer') and so jumped to Unit 5. This was one manifestation of her greater concern for classroom logistics than for the overall evaluation of the textbook. She then opened the teacher's book and examined the description of the workbook and the Tag Heuer Carrera Replica(http://www.imitatewatch.com/Good sSeries/Replica-Carrera-Watches-383.html ) methodological guidelines. This led her to look for the mini-grammar booklet, by flicking through the student's book until she found it (tucked into a pocket in the back cover). Of the three participants, Ti seemed to be the least familiar with the commonalities of textbook layout. She then flicked through the mini-grammar booklet, and kept it to hand while she looked at various aspects of the student's book: pronunciation, speaking (including the 'activity bank'), functional language, and dictionary work. For each of these areas of language, she looked at how it was covered in three or four of the units, using the contents pages to find the appropriate sections. Finally, she returned to the teacher's book and looked at the teaching notes in more detail.

Ta took a more direct approach, though it was not necessarily more time-efficient. He quickly found all the components of the book, looked at the front and back covers of the books and then flicked through both the student's book and the teacher's book before returning to the contents pages. He then looked through every page of the student's book in turn, until he reached Unit 13 (of 14). At this stage he referred to the teacher's book for Unit i and compared it to the student's book. He repeated this process for six other units and then returned again to the beginning of the student's book and flicked through both books once more, before giving an overall evaluation of the textbook package.

T3, on the other hand, adopted a more selective approach. He decided early on to focus on Unit 4, explaining that he expected the textbook to have 'settled down' by then. He looked at all the activities in this unit while referring to the other components of the course. Then he turned to the teacher's book and compared it to the student's book for Unit 4. He then looked at the Cartier Tank Replica(http://www.replica-king.com) methodology notes in the teacher's book in more detail, before briefly looking through Unit 8, comparing the student's book to the teaching notes.

Compared with Ti's 'back and forth' approach, Tj's sequence was very focused and time-efficient. Ti and T2 also showed some systematic, but their evaluations appeared to be more superficial because they made only very brief comments on different parts of the various units, without achieving T3's systematic approach at a deeper level. Tj knew what he was looking for in evaluating a textbook, and he knew where to find it. This difference could be vital because the great importance placed on textbooks in language education (e.g. Cunningsworth 1984; Hutchinson and Torres 1994) means that teachers need to know how to evaluate textbooks efficiently and effectively.

In the last several years the number of English-language teaching materials on the market has grown exponentially, addressing a variety of learner interests, skill levels, and tastes. Among other features, these materials also vary in their linguistic design, focus, and objectives, making the choice of a textbook—an integral part of many ELT classrooms—a seemingly formidable task. Teachers or those training to become English teachers can look to a number of sources to help them to make more informed decisions when evaluation is required. For Patek Philippe Replica(http://www.imitatewatch.com/Good sBrand/Replica-Patek-Philippe-Watches-55 .html) instance, some teacher training courses offer instruction in materials evaluation. In addition, there are various references in the literature that address the topic—Tomlinson (2003) and McGrath (2002) are two of the more recent books that include chapters on evaluation—but empirical studies revealing what experienced textbook evaluators actually do are rare.

In this small-scale case study of textbook evaluation conducted by L AT E X at Lancaster University, the researchers chose to focus on the practices of teachers at different stages of their careers to discover what effect this variable might have on their evaluation styles. This was in the hope that the conclusions drawn from the research would help point to more effective means of evaluation, which can thereby be utilized by all teachers who are required to make informed decisions about choosing a course book. The researchers note that the scale of the study—with three participants— necessarily limits its generalizability but, nevertheless, it is hoped that the research framework may also serve as a model for future large-scale research projects focusing on materials evaluation procedures.

This 'collective case study' of the textbook evaluation practices of experienced and novice teachers was designed to facilitate greater understanding of effective and efficient techniques of evaluation with the aim of' theorizing' about these techniques in general (Stake 2000: 437). When formulating the design of the case study, the researchers decided that the technique that would best capture the introspective thought processes of the participants involved was concurrent verbalization. This is a technique that has been criticized for possibly distorting thinking processes, especially when the participants are asked to verbalize their thoughts retrospectively, or in a language other than their first language, or when they are asked to analyze their thoughts as they report them. None of these demands were placed on the Breitling Replica Watches(http://www.luv-replica.com/Goods Brand/Breitling_Replica_Watches-4.html) informants in this study, nor were any time constraints imposed. Given the virtual impossibility of obtaining any truly complete records of complex thought processes, some of which will be hidden from the thinkers themselves, the use of 'think-aloud' protocols offers some insights that other methods would not be able to reveal. Even pauses in the verbalization can be revealing, indicating phases when intense thinking is taking place was not in use in the participants' institution, and therefore all three were equally unfamiliar with the contents.

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