Articles and Papers [Index]

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	Language learning as education in the primary English classroom
	Littlejohn, Andrew. 2023. In Valente, D and Xerri, D (Eds.) Innovative Practices in Early English Language Education. Palgrave Macmillan. ISBN 978-3031129216
	A paper which sets out important principles for how English language teaching in primary schools can assume an educational role through educationally rich content and methodology, a language syllabus driven by curriculum themes, use of the learners’ L1s, involvement of children in classroom decision-making, interaction with ideas, a methodology which is inclusive of all, and classroom work which is age appropriate. The paper includes practical examples. (Abstract only)

	Teachers and school-aged language learners: Do they inhabit the same classroom world?
	Littlejohn, Andrew; Sarah Boye and Ishamina Athirah Gardiner. 2022. Language Learning Journal https://doi.org/10.1080/09571736.2022.2157865.
	Reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. Respondents were asked to build repertory grids in respect of nine common task-types, in order to establish the constructs they draw on when thinking about their language lessons. Findings show that the teachers and the learners have very different views on what they hope for in classroom work, with evidence that learners view the classroom as a ‘social event’ in direct contrast to the teachers, who appear to view the classroom as ‘a pedagogic event’. Implications are discussed. (Prepublication version)

	Dialogue and neoliberalism: alternative conceptions for the second language classroom.
	Littlejohn, Andrew. 2022. Critical Inquiry in Language Studies DOI: 10.1080/15427587.2022.2147071.
	Reviews how conventional uses of dialogue in the language classroom have facilitated a neoliberalist agenda and discusses whether two other conceptualizations of dialogue (as an opportunity for natural language acquisition and as exploratory talk) may provide a viable alternative. The paper argues that neither of these conceptualizations can achieve this, and proposes a third view, emphasizing participatory dialogue. A model is outlined, emphasizing negotiated classroom work, with examples for implementation. (Prepublication version)

	The analysis and evaluation of language teaching materials
	Littlejohn, Andrew. 2022. In Buchanan, H and Norton, J (Eds.) Routledge Handbook of Materials Development. Routledge. https://doi.org/10.4324/b22783
	A paper which reviews some of the main approaches to the analysis and evaluation of language teaching materials, and the strengths and problems associated with these.

	Researching learners’ perceptions: The use of the repertory grid technique
	Gardiner, I. A., Littlejohn, A. and Boye, S., 2021. Language Teaching Research /June 2021. https://doi.org/10.1177/13621688211013623
	Examines the use of personal construct repertory grids as a means of investigating learner perceptions of the classroom. It argues that a 'researcher's agenda' is frequently imposed on data collected from learners, which may prevent an accurate picture of learners themselves see the classroom. It argues that the use of repertory grids is a promising alternative to this.

	‘Makes head hurt’: School-aged learners’ perceptions in the language classroom.
	Boye, S., Gardiner, I. A. and Littlejohn, A. 2021. System, (100) /August 2021. https://doi.org/10.1016/j.system.2021.102560
	Research study, using personal construct repertory grids, which investigates the ways school-based language learners perceive the classroom. The data show that the learners respond primarily with affect to classroom activities, and the development of a learner culture, where learners' metacognitive strategies allow them to manage 'being taught' in ways that diverge from the pedagogical purposes of the classroom.

	The world needs you: Sharing your work and getting published
	Littlejohn, Andrew and Reinders, Hayo. 2020. In Coombe, C; Anderson, N J; and Stephenson, L (Eds.) Professionalizing Your English Language Teaching. Springer.
	A paper which reviews the many reasons (personal, professional and academic) that teachers have for sharing their research, observations, reflections and experiences with the wider community, and the range of possible forms of ‘outputs’ to get published.

	The evolution of a research paper course
	Littlejohn, Andrew and Sandhya Rao Mehta. 2019. In Reinders, H; Coombe, C; Littlejohn, A; and Tafazoli, D (Eds.) Innovation in Language Learning and Teaching: The Case of the Middle East and North Africa. Palgrave Macmillan 2019.
	A paper which details the evolution of a large, multi-section university undergraduate writing and academic skills course and the many twists and turns of negotiation and accommodation with students, teaching staff and administration. .

	Innovation in Language Learning and Teaching: The Case of the MENA
	Christine Coombe, Hayo Reinders, Andrew Littlejohn and Dara Tafazoli. 2019. Innovation in Language Learning and Teaching: The Case of the MENA Palgrave Macmillan
	A description of the current status of English language education in the MENA region and innovations that are currently being implemented, with a brief introduction to the 12 chapters in the book of which this is the introductory chapter.

	How young learners learn language
	Littlejohn, Andrew. 2016. IATEFL Young Learners and Teenagers Special Interest Group Special IATEFL Pearl Jubilee edition March 2016
	An article reviewing important factors in supporting childen's language learning.

	Task types and cognitive engagement
	Littlejohn, Andrew. 2016. IATEFL TEYLT Worldwide Issue 1 2016
	Part 3 of an article looking at how tasks can be designed to incorporate different levels of cognitive demand, with a specific emphasis on the role of methodology and different types of tasks.

	The role of content in cognitive engagement
	Littlejohn, Andrew. 2015. IATEFL Young Learners and Teenagers Special Interest Group Issue 3 2015
	Part 2 of an article looking at the design of tasks to encourage cognitive engagement, with a specific emphasis on the role of content.

	Language learning and thinking
	Littlejohn, Andrew. 2015. IATEFL Young Learners and Teenagers Special Interest Group Issue 2 2015
	Part 1 of an article looking at the design of tasks to encourage cognitive engagement.

	Language teaching for the future, revisited
	Littlejohn, Andrew. 2014. Mextesol Journal Vol. 38 No. 3, 2014.
	Another look at the issues raised in earlier papers (see below), and updating of the discussion.

	The Social location of language teaching: from zeitgeist to imperative
	Littlejohn, Andrew. 2013. In Ahmed, Azra; Mehnaz Hanzala, Faiza Saleem and Graeme Cane. ELT in a Changing World. Cambridge Scholars Publishing.
	Drawing on ideas from social theory, the paper argues that the nature of language teaching is intimately related to its social and temporal location. After a brief review of developments in LT from the late 1950s onwards, the paper shows how the nature of the influence from 'outside' has now moved from being simply a zeitgeist towards being an imperative – directly determing the shape of what is done in classrooms.

	Language teaching materials and the (very) big picture
	Littlejohn, Andrew. 2012. Electronic Journal of Foreign Language Teaching. Vol. 9, Suppl. 1, pp. 283–297.
	An analysis of the impact of social change on the design of LT materials, with a particular emphasis on how the phenomena of McDonaldization and Neo-liberalism are shaping present-day ELT materials. You can find the complete special issue on materials development at the e-FLT Journal website. (Opens in a new page.)

	Introduction
	Littlejohn, Andrew. 2012. Introduction from Language Studies: Stretching the Boundaries. Cambridge Scholars Publishing
	An overview of papers in the collection.

	Why don't my students read?
	Littlejohn, Andrew. 2011. from READ magazine Issue 2. Abu Dhabi
	A brief discussion of the cognitive and socio-emotional factors that cause a reluctance to read.

	The analysis of language teaching materials: Inside the Trojan horse
	Littlejohn, Andrew. 2011. In Tomlinson, B. (Ed.) Materials Development in Language Teaching, 2nd Edition. Cambridge University Press.
	A model for the analysis and evaluation of teaching materials, with an updated discussion. First edition 1998, revised edition 2011. This is a large file (21mb) due to the scans of materials. Click here for a low resolution version

	Real world language teaching
	Littlejohn, Andrew. 2011. In Ahmed, Azra; Graeme Cane and Mehnaz Hanzala. Teaching English in Multilingual Contexts: Challenges and Future Directions. Cambridge Scholars Publishing.
	This paper discusses how far major approaches in syllabus and methdology take account of social factors in classroom language learning. It considers proposals for an English as a Lingua Franca (ELF) syllabus, possible learner perceptions of this, and major theories (or ‘faiths’) of language acquisition processes. In each case, the paper argues that they fail to take account of the social psychology of the context of language learning.

	Digging deeper: learners' disposition and strategy use
	Littlejohn, Andrew. 2009. Strategies in Language Learning and Teaching. RELC, Singapore.
	A discussion of the assumptions behind strategy training, and the feasibility of implementation, particularly with school-aged students.

	The tip of the iceberg: Factors affecting learners' motivation
	Littlejohn, Andrew. 2008. RELC Journal. 39/2.
	The paper reviews four factors significant in affecting learner motivation: the locus of control, a sense of value and purpose, self-esteem, and feelings of success. These concepts are then used to interpret interview data from two school-aged learners.

	Note: Articles and papers 2002 to 2007 are not presently available for technical reasons.

	Motivation: Where does it come from? Where does it go?
	Littlejohn, Andrew. 2001. English Teaching Professional. Issue 19 March 2001.
	The various factors affecting student motivation and some practical suggestions for helping students to maintain their motivation.

	The significance of negotiation
	Michael P Breen and Andrew Littlejohn. 2000. Classroom Decision Making. Cambridge University Press.
	An extract from Chapter 1 in the book Classroom Decision Making, which offers a collection of accounts where teachers shared classroom decisions with students. Chapter 1 discusses the underlying philosophy.

	The practicalities of negotiation
	Breen, Michael P. and Andrew Littlejohn. 2000. Classroom Decision Making. Cambridge University Press.
	Chapter 18 from the book Classroom Decision Making, which summarises practical ways of sharing decisions, and a discussion of the constraints and issues involved.

	Language teaching for the future
	Littlejohn, Andrew. 2000. Shaping our Future: Proceedings of the 7th ELICOS Conference. Elicos, Sydney, Australia.
	The demands and changes in the future and how language teaching can (and should) respond - includes section on the 'McDonaldisation of ELT'.

	Language teaching for the millenium
	Littlejohn, Andrew. 1998. English Teaching Professional.. Issue 8, 1998.
	The demands and changes in the future and how language teaching can (and should) respond.

	Sharing decisions with students: Some whys, hows, and how nots
	Littlejohn, Andrew. 1998. Cambridge English for Schools Level 4 Teachers Book, Cambridge University Press.
	Introducing the idea of the 'Curriculum Pyramid' (developed in the paper 'The Practicalities of negotiation', above), and setting out some cosiderations in sharing classroom decisions

	Language learning tasks and education.
	Littlejohn, Andrew. 1997. English Teaching Professional Issue 6. 1997.
	The third in a series of three articles on tasks, explaining how wider educational aims can be integrated into language learning.

	Making good tasks better.
	Littlejohn, Andrew. 1997. English Teaching Professional Issue 3, 1997.
	The second in a series of three article on tasks, showing some simple ways to make tasks more effective and more educational.

	The analysis of language teaching materials: Inside the Trojan horse
	Littlejohn, Andrew. 1998. In Tomlinson, B. (Ed.) Materials Development in Language Teaching. Cambridge University Press
	A model for the analysis and evaluation of teaching materials.

	Self-access work and curriculum ideologies
	Littlejohn, Andrew. 1997. In Benson, P and P Voller (Eds.), Autonomy and independence in Language Learning. Longman.
	Relates an analysis of ideologies inherent educational practices to self-access work and makes recommendations for new practices.

	Researching the classroom
	Littlejohn, Andrew. In Littlejohn, Andrew and Diana Hicks. 1998. Cambridge English for SchoolsLevel 3 Teacher's Book, CUP 1997.
	Classroom research as a part of normal teaching.

	What is a good task?
	Littlejohn, Andrew. 1996. English Teaching Professional.Issue 1, 1996.
	The first in a series of three articles which show some ways in which we can analyse and choose classroom tasks

	Language teaching in schools: What do students learn?
	Littlejohn, Andrew. 1995. In Hill, D. A. (Ed.) English Language Teaching. British Council, Milan, Italy.
	Discusses the 'learning beyond language learning' that can come through the methodology of classroom teaching.

	Developing teacher education schemes
	Littlejohn, Andrew. 1994. ACETR Journal Czech Republic and elsewhere.
	Discussion paper commissioned by the Club Schools cooperative, Switzerland. 1994.

	Teaching school aged learners (Part 3): Teacher and learner decisions
	Littlejohn, Andrew. 1994. Laurels Newsletter, Brazil, and elsewhere.
	Part 3 of the article on teaching school aged learners, with suggestions concerning how learners can be involved in classroom decisions.

	Teaching school aged learners (Part 2): Some practical possibilities
	Littlejohn, Andrew. 1994. Laurels Newsletter, Brazil, and elsewhere.
	Part 2 of the article on teaching school aged learners, with further practical ideas.

	Teaching school aged learners (Part 1): A framework for understanding and some indications for change
	Littlejohn, Andrew. 1994. Laurels Newsletter, Brazil, and elsewhere.
	Part 1 of a series of articles on teaching school aged learners. A 'Theory X/Theory Y' view of classroom practice and some practical suggestions.

	Why are ELT materials the way they are?
	Littlejohn, Andrew. 1992. PhD Thesis Lancaster University.
	The thesis is available on this website. Please click here for details.

	Writing: a neglected opportunity for language teaching?
	Littlejohn, Andrew. 1992. In Hill, D.A. (Ed.) The State of the Art MacMillan.
	How writing can take a central place in language teaching.

	Learning to write / Writing to learn
	Littlejohn, Andrew. 1990. Les Cahiers de l'APLIUT /38. APLIUT. Paris, France.
	Shows how writing can be integrated into language learning, so that it can become a 'mode' of learning

	The use of games/simulations as a language testing device
	Littlejohn, Andrew. 1990. In Crookall, David and Rebecca L. Oxford (Eds). Simulation, gaming and language learning. Newbury House. New York, USA.
	Presents an argument and example for how simulations can be used for language assessment purposes

	Beyond language learning: Some perspectives on materials design.
	Littlejohn, Andrew and Scott Windeatt. 1989. In Johnson, R.K. (Ed.) The Second Language Curriculum. Cambridge University Press.
	Some ways of analysing language teaching materials.

	How to fail interviews
	Littlejohn, Andrew. 1988. In Littlejohn, Andrew and Mohammed Melouk (Eds.) Research Methods and Processes Lancaster University
	Describes problems in using interviews in research, and suggests some solutions

	Using group work with large classes
	Littlejohn, Andrew. 1987. Practical English Teaching.Vol. 7, Number 3. March 1987:38-89
	Describes strategies for managing groupwork with large classes.

	Learner choice in language study
	Littlejohn, Andrew. 1985. ELT Journal.Vol. 39, Issue 4
	Describes systems for the use of a self access centre and the results gained from modifications to the system.

	Increasing learner involvement in course management
	Littlejohn, Andrew. 1983. TESOL Quarterly. Vol 19 Issue 4.
	Reports on the outcomes of activities designed to involve university level language students in course management.

	Teacherless language learning groups: an experiment
	Littlejohn, Andrew. 1982. Manuscript. Lancaster University, 1982.
	Reports on an experiment with a group of complete beginners helping each other learn a new foreign language.

	A procedural guide for teacherless language learning groups
	Littlejohn, Andrew. 1982. MA dissertation. Lancaster University, 1982.
	Presents a rationale and a guidebook for self-help language learning groups.