Many researchers have called for a broadening of the theoretical base of language teacher development programs to include gathering information not only on what teachers do in the classroom, but also on what they know, and how this knowledge is transferred to their teaching behavior, especially as they gain more experience in the classroom. However, in the field of teaching English to speakers of other languages (TESOL), studies of teachers' knowledge base and its development are relatively scarce (Borg, 2003; Gatbonton, 2000; Johnston & Goettsch, 2000). This qualitative study is a partial replication of Gatbonton's (2000) study, using her stimulated recall methodology and coding features, but it also extends her study by incorporating a number of key changes. The data derive from intact classes of low intermediate to advanced level students in general English, Business English, and Cambridge Advanced Certificate classes. The study examines the reports of 4 teachers, with differing amounts of TESOL teaching experience, on their thinking about their activities in these classrooms.

The acquisition of spelling skills in English presents, for a substantial number of children, a significant challenge. Spelling skills do not automatically transfer from reading skills, and while many teachers are aware of the need to develop a separate word study program to assist with spelling development, time and confidence factors often result in their turning to commercial spelling programs for assistance. But to what extent do such programs reflect what contemporary research tells us about how spelling skills are acquired? The current study uses criteria developed from Cramer and Cipielewski (1995) to analyse 9 Australian commercial spelling programs designed for use in primary Years 4 to 6. The programs are examined with special attention to the needs of weaker spellers. The study found that although the majority of the programs contained treatment of basic morphological aspects of spelling, only 2 of the programs presented material designed to develop understanding of the more complex sound-symbol relationships of the English spelling system. Treatment of more complex morphemic principles was weak in almost all programs, and there was only limited coverage of compound words, homonyms, contractions, and words that are easily confused.