04–95Andrews, Stephen (University of Hong Kong, Hong Kong SAR, China). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness (Clevedon, UK), 12, 2 (2003), 81–95.

04–96Carless,David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Putting the learning into assessment. The Teacher Trainer (Canterbury, UK), 17 (2003), 14–18.

04–97Gupta, Renu (National University of Singapore, Singapore). Old habits die hard: literacy practices of pre-service teachers. Journal of Education for Teaching (Abingdon, UK), 30, 1 (2004), 67–78.

04–98Lamb, Terry (Sheffield U., UK; Email: t.lamb@sheffield.ac.uk) and Simpson, Michael. Escaping from the treadmill: practitioner research and professional autonomy. Language Learning Journal (London, UK), 28 (Winter 2003), 55–63.

04–99Lawes, Shirley (London U., UK). What, when, how and why? Theory and foreign language teaching. Language Learning Journal (London, UK), 28 (Winter 2003), 22–28.

04–100Moris, Lori (Universite du Québec à Montreal, Canada). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language Awareness (Clevedon, UK), 12, 2 (2003), 109–122.

04–101Mullock, Barbara (University of New South Wales, Australia). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect (Sydney, Australia), 18, 3 (2003), 3–24.

04–102Roessingh, Hetty and Kover, Pat (U. of Calgary, Canada). Variability of ESL learners' acquisition of cognitive academic language proficiency: what can we learn from achievement measures?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 1–21.

04–103Simpson, Carole, Popovic, Radmila and Stojanovic, Smiljka.Modifying tasks in teacher education sessions to meet learners' need better. The Teacher Trainer (Canterbury, UK), 18, 1 (2004), 5–?

04–104Walsh, Steve (Queen's University Belfast, Northern Ireland). Developing interactional awareness in the second language classroom. Language Awareness (Clevedon, UK) 12, 2 (2003), 124–142.

04–105Wang, Wendy (OISE, U. of Toronto, Canada). How is pedagogical grammar defined in current TESOL training practice?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 64–78.

04–106Yurtseven, Bengü (Bilkent U., Turkey; Email: bengu@bilkent.edu.tr). Three-way observation: including language learner feedback. The Teacher Trainer (Canterbury, UK), 17 (2003), 3–6.