Professor Anne Burns

Professor of TESOL
BA (Hons), Diploma in Adult TESOL, PhD, MEd
School of Education

Contact

+61 2 9385 1983
Room 130, Goodsell Building
Kensington Campus
Fields: English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)

Prof Anne Burns began her career in TESOL working as an English teacher in France, Kenya and Mauritius, where she lived for five years. In the 1970s, she set up her own primary and junior high school with another colleague in Mauritius. That school, Alexandra House School, still continues today.

After she moved from the UK to Australia with her family in the early 1980s, she worked in the New South Wales Adult Migrant English Service, teaching newly arrived immigrants and refugees to Australia for eight years as a teacher, assistant principal and teacher educator. The NSW AMES is part of a national program, the Adult Migrant English Program (AMEP) funded by the Australian Government to assist new arrivals to learn English for settlement.

In 1990, she joined the Department of Linguistics at Macquarie University, Sydney, and worked in the National Centre for English Language Teaching and Research (NCELTR) as a Lecturer and Senior Lecturer. There, she coordinated the Professional Development and Research Section (1992-1998) and then became the Associate Director (1998-2003). At the same time she taught in the Department of Linguistics as a Senior Lecturer in the Applied Linguistics programs.

She was appointed as Chair and Professor in the Department of Linguistics in 2003 and was the Dean of the Division of Linguistics and Psychology from 2000-2005. She has also held Adjunct Professor positions in the School of Educational Studies at La Trobe University (2000-203) and in the School of English and Applied Linguistics at UNITEC, Auckland (2003-2005). She was appointed an Adjunct Professor at the Macquarie Graduate School of Management (MGSM) at Macquarie University in 2006.

Some other recent appointments include Board Membership of the Extensive Reading Foundation, a non-profit organisation for the support and promotion of extensive reading. The ERF's annual Language Learner Literature Award is for the best works of language learner literature in English.

In 2006 she was appointed a member of the TESOL Research Standing Committee, and since 2009 she has been the chair of this commitee. She is also member-at large on the AILA Executive Board (International Association for Appiled Linguistics)

She was appointed as Professor in TESOL in the School of Education at UNSW from 1 July 2010.

Research

Prof Anne Burns began her career in TESOL working as an English teacher in France, Kenya and Mauritius, where she lived for five years. In the 1970s, she set up her own primary and junior high school with another colleague in Mauritius. That school, Alexandra House School, still continues today.

After she moved from the UK to Australia with her family in the early 1980s, she worked in the New South Wales Adult Migrant English Service, teaching newly arrived immigrants and refugees to Australia for eight years as a teacher, assistant principal and teacher educator. The NSW AMES is part of a national program, the Adult Migrant English Program (AMEP) funded by the Australian Government to assist new arrivals to learn English for settlement.

In 1990, she joined the Department of Linguistics at Macquarie University, Sydney, and worked in the National Centre for English Language Teaching and Research (NCELTR) as a Lecturer and Senior Lecturer. There, she coordinated the Professional Development and Research Section (1992-1998) and then became the Associate Director (1998-2003). At the same time she taught in the Department of Linguistics as a Senior Lecturer in the Applied Linguistics programs.

She was appointed as Chair and Professor in the Department of Linguistics in 2003 and was the Dean of the Division of Linguistics and Psychology from 2000-2005. She has also held Adjunct Professor positions in the School of Educational Studies at La Trobe University (2000-203) and in the School of English and Applied Linguistics at UNITEC, Auckland (2003-2005). She was appointed an Adjunct Professor at the Macquarie Graduate School of Management (MGSM) at Macquarie University in 2006.

Some other recent appointments include Board Membership of the Extensive Reading Foundation, a non-profit organisation for the support and promotion of extensive reading. The ERF's annual Language Learner Literature Award is for the best works of language learner literature in English.

In 2006 she was appointed a member of the TESOL Research Standing Committee, and since 2009 she has been the chair of this commitee. She is also member-at large on the AILA Executive Board (International Association for Appiled Linguistics)

She was appointed as Professor in TESOL in the School of Education at UNSW from 1 July 2010.

Publications

    Books

    Book Chapters

    • Le DM;Nguyen TM H;Burns A, 2017, 'Teacher language proficiency and reform of English Language Education in Vietnam, 2008-2020', in Developing classroom English competence: Learning from Vietnam experience, pp. 19 - 33
    • Ollerhead S;Burns A, 2016, 'Teacher agency and policy response in the Australian adult ESL literacy classroom: A multisite case study', in Teacher Agency and Policy Response in English Language Teaching, pp. 105 - 119, http://dx.doi.org/10.4324/9781315646701
    • 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
    • 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
    • Ollerhead S;Burns A, 2015, 'Creativity as resistance: Implications for language teaching and teacher education', in Creativity in Language Teaching: Perspectives from Research and Practice, pp. 227 - 240, http://dx.doi.org/10.4324/9781315730936
    • 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
    • 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, 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, '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, '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;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, 2012, 'Final thoughts', in Researching language teacher cognition and practice, edn. Original, Multilingual Matters, Bristol, UK, pp. 180 - 186
    • 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
    • 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, '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, '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, '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, '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
    • 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
    • Burns A, 2011, 'Action research in the field of second langauage teaching and learning', in Hinkel E (ed.), Handbook of research in second language teaching and learning: Volume 2., edn. 1st, Routledge, New York, pp. 237 - 249
    • Burns A;Seidlhofer B, 2010, 'Speaking and pronunciation', in Schmitt N (ed.), An introduction to applied linguistics, edn. Original, Hodder Education, London, pp. 197 - 214
    • Burns A, 2010, 'Action research', in Paltridge B; Phakiti A (ed.), Continuum companion to research methods in applied linguistics, edn. Original, Continuum International Publishing Group, London, pp. 80 - 97
    • Burns A, 2009, 'Action research', in Croker R; Heigham J (ed.), Qualitative research in applied linguistics, edn. Original, Palgrave Macmillan, London, https://www.palgrave.com/rights/docs/spring-summer09/Language.pdf
    • Burns A, 2009, 'Action research in second language teacher education', in Burns A; Richards JC (ed.), The Cambridge guide to second language teacher education, edn. Original, Cambridge University Press, New York, pp. 289 - 297
    • Burns A;Richards JC, 2009, 'Introduction', in Burns A; Richards JC (ed.), The Cambridge guide to second language teacher education, edn. Original, Cambridge University Press, New York, pp. 1 - 8
    • Burns A;Burton J, 2008, 'Introduction: Language teaching research in Australia and New Zealand', in Burns A; Burton J (ed.), Language teacher research in Australia and New Zealand, edn. Original, TESOL, Alexandria, pp. 1 - 8
    • Burns A, 2008, 'Demythologising CLT: Wanted – a reorientation for teachers in the 21st century', in Mahboob A; Knight N (ed.), Questioning linguistics, edn. Original, Cambridge Scholars Press, Newcastle upon Tyne, pp. 132 - 145
    • Burns A, 2008, 'Action research', in Collection of papers on the occasion of the retirement of Professor Hyo Woong Lee, edn. Original, College of International Studies, Korea Maritime University, Pusan, pp. 250 - 276
    • Burns A;Castineira T;Contijoch C;Guillen PM;Preciado P;Ramírez I;Esparza ER;Witten M, 2008, 'Alternative approaches to qualitative research: Investigating significant moments in teachers’ lives', in Landa LG (ed.), Evolución y diversidad en la enseòanza-aprendnizaje de lenguas extranjeras, edn. Original, Department of Applied Linguistics, National Autonomous University of Mexico, Mexico City, pp. 185 - 204
    • Burns A;Burton J, 2008, 'Language teacher research in Australia and New Zealand', in Burns A; Burton J (ed.), Language teacher research in Australia and New Zealand, edn. Original, TESOL, Alexandria, pp. 1 - 8
    • Burns A;Moore S, 2007, 'Using CA for application to the LSP classroom. Some initial suggestions', in Bowles H; Seedhouse P (ed.), Conversation analysis and language for specific purposes, edn. Original, Peter Lang, Amsterdam, http://books.google.com.au/books?id=-NsLgultdlMC&lpg=PP1&dq=%22Conversation%20analysis%20and%20Language%20for%20Specific%20Purposes%22&pg=PP1#v=onepage&q=%22Conversation%20analysis%20and%20Language%20
    • Burns A;De silva joyce H, 2007, 'Challenging requirements: How teachers navigate to make changes within required curricula', in Planning and teaching creatively within a required curriculum. Case studies in curriculum series, edn. Original, TESOL International, Alexandria, Va
    • Burns A, 2007, 'Action research in ELT: Contributions and future directions', in Cummins J; Davison C (ed.), The international handbook of English language teaching, Vol. 2, edn. Original, Springer, Norwell, MA, http://books.google.com.au/books?id=ZxbUFm3aRkUC&lpg=PR24&dq=%22The%20international%20handbook%20of%20English%20language%20teaching%22&pg=PR24#v=onepage&q=%22The%20international%20handbook%20of%20Engl
    • Burns A, 2006, 'Teaching speaking: A text-based syllabus approach', in Uso-Juan E; Martinez-Flor A (ed.), Current trends in the development and teaching of the four language skills, edn. Original, Mouton de Gruyter, Amsterdam, http://books.google.com.au/books?id=b6bKoodV0goC&lpg=PR7&ots=-EmHooWzo2&dq=%22Current%20trends%20in%20the%20development%20and%20teaching%20of%20the%20four%20language%20skills%22&lr&pg=PA235#v=onepage&
    • Burns A, 2005, 'Interrogating new worlds of ELT', in Burns A (ed.), Case studies in TESOL series, edn. Original, Alexandria, TESOL, pp. 1 - 15
    • Burns A, 2005, 'Understanding action research.', in Teachers’ voices 8: Explicitly supporting reading and writing in the classroom, edn. Original, NCELTR, Sydney, pp. 18 - 25
    • Burns A;de Silva Joyce H, 2005, 'Explicitly supporting learning: An overview', in Burns A; de Silva Joyce H (ed.), Teachers’ voices 8: Explicitly supporting reading and writing in the adult ESL classroom, edn. Original, NCELTR, Sydney, pp. 2 - 7
    • Burns A, 2005, 'Action research', in Hinkel E (ed.), Handbook of research in second language teaching and learning, edn. Original, Lawrence Erlbaum, Mahwah, NJ, pp. 241 - 256, http://books.google.com.au/books?hl=en&lr=&id=kezFq-bi8K0C&oi=fnd&pg=PP1&dq=Handbook+of+research+in+second+language+teaching+and+learning&ots=L9dNqmREjf&sig=4gteDMY1hPg-HGzd2lUwqGTdQEs#v=onepage&q=Han
    • Burns A;Knox J, 2005, 'Realisation(s): Systemic functional linguistics and the language classroom', in Bartels N (ed.), Applied linguistics and language teacher education, edn. Original, Springer, Amsterdam: Kluwer, pp. 235 - 260, http://www.springerlink.com/content/978-0-387-23451-9/#section=568217&page=1&locus=10

    Journal articles

    • Tran A;Burns A;Ollerhead S, 2017, 'ELT lecturers’ experiences of a new research policy: Exploring emotion and academic identity', System, vol. 67, pp. 65 - 76, http://dx.doi.org/10.1016/j.system.2017.04.014
    • Yuan R;Burns A, 2017, 'Teacher identity development through action research: a Chinese experience', Teachers and Teaching, vol. 23, pp. 729 - 749, http://dx.doi.org/10.1080/13540602.2016.1219713
    • Wyatt M;Burns A;Hanks J, 2016, 'Teacher practitioner research: Reflections on an online discussion', TESL-EJ: The Electronic Journal for English as a Second Language, vol. 20, http://www.tesl-ej.org/wordpress/issues/volume20/ej77/
    • Mahboob A;Paltridge B;Phakiti A;Wagner E;Starfield S;Burns A;Jones RH;De Costa PI, 2016, 'TESOL Quarterly Research Guidelines', TESOL Quarterly, vol. 50, pp. 42 - 65, http://dx.doi.org/10.1002/tesq.288
    • Edwards EC;Burns A, 2016, 'Language teacher action research: Achieving sustainability', ELT Journal: an international journal for teachers of English to speakers of other languages, vol. 70, pp. 6 - 15, http://dx.doi.org/10.1093/elt/ccv060
    • Burns A;Westmacott A;Hidalgo Ferrer A, 2016, 'Initiating an action research programme for university EFL teachers: Early experiences and responses', Iranian Journal of Langage Teaching Research, vol. 4, pp. 55 - 77, http://www.urmia.ac.ir/ijltr
    • Edwards E;Burns A, 2016, 'Language Teacher–Researcher Identity Negotiation: An Ecological Perspective', TESOL Quarterly, vol. 50, pp. 735 - 745, http://dx.doi.org/10.1002/tesq.313
    • Burns AC, 2016, 'Action research and creativity in the classroom.', Research Notes, pp. 3 - 6, http://www.cambridgeenglish.org/research-notes/
    • Lee I;Mak P;Burns A, 2016, 'EFL teachers’ attempts at feedback innovation in the writing classroom', Language Teaching Research, vol. 20, pp. 248 - 269, http://dx.doi.org/10.1177/1362168815581007
    • Edwards E;Burns A, 2016, 'Language teacher action research: Achieving sustainability', ELT Journal, vol. 70, pp. 6 - 15, http://dx.doi.org/10.1093/elt/ccv060
    • Edwards E;Burns A, 2016, 'Action research to support teachers’ classroom materials development', Innovation in Language Learning and Teaching, vol. 10, pp. 106 - 120, http://dx.doi.org/10.1080/17501229.2015.1090995
    • Lee I;Mak P;Burns A, 2015, 'Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms A Hong Kong case study', ENGLISH TEACHING-PRACTICE AND CRITIQUE, vol. 14, pp. 140 - 163, http://dx.doi.org/10.1108/ETPC-02-2015-0004
    • Burns AC;Humphries S;Tanaka T, 2015, '“My head became blank and I couldn’t speak”: Classroom factors that influence English speaking', The Asian Journal of Applied Linguistics, vol. 2, pp. 164 - 175, http://caes.hku.hk/ajal/index.php/ajal/article/view/230
    • FREEMAN DO N A L D;EDWARDS EM I L Y;Burns, A, 2015, 'Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition', The Modern Language Journal, vol. 99, pp. 585 - 601, http://dx.doi.org/10.1111/modl.12245
    • Burns AC, 2015, 'The action research in ELICOS program: Refining the development of a national model', Research Notes, pp. 4 - 8, http://www.cambridgeenglish.org/images/228055-research-notes-60.pdf
    • Freeman D;Katz A;Garcia Gomez P;Burns A, 2015, 'English-for-Teaching: rethinking teacher proficiency in the classroom', ELT Journal, vol. 69, pp. 129 - 139, http://dx.doi.org/10.1093/elt/ccu074
    • Humphries S;Burns A, 2015, ''In reality it's almost impossible': CLT-oriented curriculum change', ELT Journal, vol. 69, http://dx.doi.org/10.1093/elt/ccu081
    • Copland F;Garton S;Burns A, 2014, 'Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities', TESOL Quarterly, vol. 48, pp. 738 - 762, http://dx.doi.org/10.1002/tesq.148
    • Burns A;Kurtoglu-Hooton N, 2014, 'Implementing action research in the modern language classroom', Scottish Languages Review, vol. Spring/Summer, pp. 21 - 28, http://www.scilt.org.uk/Portals/24/Library/slr/issues/27/27-3%20Burns_Kurtoglu-Hooton.pdf
    • Burns AC, 2014, 'Concepts for teaching speaking in the English language classroom', LEARN Journal, pp. 12 - 22, http://164.115.22.25/ojs222/index.php/LEARN/issue/archive
    • Burns AC;Vu NT T, 2014, 'English as a medium of instruction: Challenges for Vietnamese tertiary lecturers', Journal of Asia TEFL, vol. 11, pp. 1 - 31, http://www.asiatefl.org/main/main.php?inx_journals=41&inx_contents=59&main=6&sub=5&submode=3&s_title=English_as_a_Medium_of_Instruction_Challenges_for_Vietnamese_Tertiary_Lecturers#
    • Burns AC, 2014, 'Systematic inquiry made public:Teacher reports from a national action research program', Research Notes, vol. May 2014, pp. 4 - 7, http://www.cambridgeenglish.org/images/170903-research-notes-56-document.pdf
    • Burns AC, 2014, 'Professional learning in Australian ELICOS: An action research orientation', English Australia Journal, vol. 29, pp. 3 - 20, http://search.informit.com.au/fullText;dn=637462396320146;res=IELHSS
    • Burns AC, 2013, 'Reflections on the third year of a national action research program', Research Notes, pp. 3 - 4, http://www.cambridgeenglish.org/research-notes
    • Burns A, 2012, 'Research notes', Research Notes, vol. 1, pp. 1 - 1
    • Burns A, 2012, 'Teacher research in a national programme', Research Notes, vol. 48, pp. 3 - 6
    • Burns A;Kim M, 2011, 'Community accessibility of health information and the consequent impact for translation into community languages', Translation and Interpreting, vol. 3, pp. 58 - 75
    • Burns A, 2011, 'Teaching grammar in adult ELT classrooms: Teaching cognition and beliefs', Research: The Newsletter of IATEFL Research Special Interest Group, vol. 25, pp. 4 - 7
    • Burns A, 2011, 'Embedding teacher research into a national language programme: Lessons from a pilot project', Research Notes, pp. 3 - 6
    • Burns A;Knox JS, 2011, 'Classrooms as complex adaptive systems: A relational model', Tesl-Ej, vol. 15, pp. 1 - 25, http://www.tesl-ej.org/wordpress/issues/volume15/ej57/ej57a1/
    • Burns A;Roberts C, 2010, 'Migration and adult language learning: Global flows and local transpositions', TESOL Quarterly, vol. 44, pp. 409 - 419, http://dx.doi.org/10.5054/tq.2010.232478
    • Burns A;Athanasiou A, 2010, 'Developing learner autonomy-the role of action research', Independence: The Newsletter of the Learner Autonomy Special Interest Group, pp. 6 - 10
    • Burns A, 2010, 'Teacher engagement in research: Choices in published resources for teacher researchers', Language Teaching, vol. 43
    • Burns A;Matthiessen CM;Kim M, 2009, 'Doctoral work in translation studies as an interdisciplinary mutual learning process: How a translator, teacher educator and linguistic typologist worked together', INTERPRETER AND TRANSLATOR TRAINER, vol. 3, pp. 107 - 128
    • Burns A, 2009, 'Adult ESL in Australia: Policies, programs and practices', Language Issues, vol. 20, pp. 31 - 39
    • Burns A;Kim M;Matthiessen CM I M, 2009, 'Doctoral work in translation studies as an interdisciplinary mutual learning process: How a translator, teacher educator and linguistic typologist worked together. Special Issue. Training for Doctora', The Interpreter and Translator Trainer, vol. 3, pp. 107 - 128, https://www.stjerome.co.uk/tsa/abstract/462/
    • Burns A;Moore S, 2008, 'Communicating in professional accounting contexts – unexplored territory', Taxation in Australia, vol. 43, pp. 315 - 317
    • Borg S;Burns A, 2008, 'Integrating grammar in adult TESOL classrooms', Applied Linguistics, vol. 29, pp. 456 - 482
    • Moore S;Burns A, 2008, 'NESB accountants and professional communication. Special issue. Language in the workplace', Prospect, vol. 23, pp. 47 - 59
    • Burns A;Paltridge B;Wigglesworth G, 2008, 'Review of doctoral research in second-language teaching and learning in Australia', Language Teaching, vol. 41, pp. 273 - 293
    • Burns A;Moore S, 2008, 'Questioning in simulated accountant-client consultations: Exploring implications for ESP teaching', English for Specific Purposes, vol. 27, pp. 337
    • Burns A;Halliday MA K, 2006, 'Applied linguistics: Thematic pursuits or disciplinary moorings? A conversation between Michael Halliday and Anne Burns', Journal of Applied Linguistics, vol. 3, pp. 113 - 128, http://dx.doi.org/10.1558/japl.v3i1.113
    • Burns A, 2006, 'Integrating research and professional development on pronunciation teaching in a national adult ESL program', TESL Reporter
    • Burns A, 2006, 'Surveying landscapes in adult ESOL research.', Linguistics and Education, vol. 17, pp. 97 - 105
    • Burns A;Rochsantiningsih D, 2006, 'Conducting action research in Indonesia: Illustrations and implications', Indonesian Journal of English Language Teaching, vol. 2, pp. 21 - 35, http://books.google.com.au/books?hl=en&lr=&id=YiIbZ0J4_T0C&oi=fnd&pg=PA21&dq=Burns,+A.+%26+Rochsantiningsih,+D.+(2006).+Conducting+action+research+in+Indonesia:+Illustrations+and+implications.+Indones
    • Burns A, 2005, 'Action research: An emerging paradigm? State-of-the-art article', Language Teaching, vol. 38, pp. 57 - 74

    Conference Papers

    • Burns AC, 2016, 'Teaching speaking: Towards a holistic approach', in Lueung Yui-nam (ed.), Epoch Making in English Language Teaching and Learning, Crane Publishing Co Ltd, Taipei, Taiwan, pp. 52 - 63, presented at 25th English Teachers Association of the Republic of Chine (ETA_ROC) Conference, Taipei, Taiwan, 11 - 14 November 2016
    • Burns AC, 2015, 'Applying genre-based pedagogy to teaching casual conversation', in Moving towards an integration of language and culture, Suan Dusit University, Bangkok, Suan Dusit University, Bangkok, pp. 53 - 67, presented at 5th ILAC Annual International Conference on Language and Culture, Suan Dusit University, Bangkok, 02 - 03 July 2015, http://www.ilac.dusit.ac.th/conference/
    • Burns A, 2011, 'Grammar and communicative language teaching: Why, when and how to teach it?', in English Language Teaching Practice in Asia: Editors' Choice of Selected Papers from the CamTESOL Conference Series (2005-2009), IDP Education (Cambodia) Ltd, Cambodia, pp. 75 - 83, presented at CamTESOL Conference on English Language Teaching, 01 January 2011
    • Burns A, 2010, 'Teaching speaking using genre-based pedagogy', in National Centre for Swedish as a Second Language, University of Stockholm, University of Stockholm, pp. 230 - 246, presented at Symposium 2009, University of Stockholm, 01 January 2009
    • Burns A, 2009, 'Grammar and communicative language teaching: Why, where and how to teach it.', in Grammar and communicative language teaching: Why, where and how to teach it., CamTESOL Conference on English Language Teaching, pp. 9 - 15, presented at CamTESOL Conference on English Language Teaching, 01 January 2009
    • Burns A, 2009, 'Becoming a holistic teacher: Discovering our practices through action research', in Becoming a holistic teacher: Discovering our practices through action research, 26th International Conference on Language Teaching and Learning, Hsinchu, Taiwan, presented at 26th International Conference on Language Teaching and Learning, Hsinchu, Taiwan, 16 - 17 May 2009
    • Burns A, 2005, 'Teaching reading and writing from a literacies perspective. Plenary address.', in Innovative approaches to reading and writing instruction, SEAMEO Regional Language Centre, Singapore, pp. 39 - 50, 01 January 2005

    Reports

    • Burns A;Kurtoglu-Hooton N, 2016, Using action research to explore technology in language teaching: International perspectives, The British Council, London, British Council ELT Research Papers, 16.06
    • Burns A, 2013, Key factors and challenges in transition from primary to secondary schooling in ELT: an international perspective
    • De silva joyce H;Burns A;Claire S, 2009, The impact of linked skills program delivery on English language development and employability of newly-arrived migrants and refugees, Submitted to Department of Education, Employment and Industrial Relations.

    Other

Related links