I have written a number of authored and co-authored books, focusing on teaching reading, grammar and speaking/spoken discourse, and teacher action research.
book cover
book cover Burns, A. (2012).   Teaching speaking: A holistic approach.  
New York: Cambridge University Press.
book cover Burns, A. (2012).   The Cambridge guide to pedagogy and practice in second language teaching.   New York: Cambridge University Press.
book cover Burns, A. (2012).   Tips for teaching listening: A practical approach.   New York: Pearson.
book cover Burns, A. (2011).   Doing action research in English language teaching: A guide for practioners.   Beijing: Foreign Language Teaching And Research Press.
Picture of book Burns, A. (2011).  Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, (pp. 237-253). Vol. II.   New York: Routledge.
Picture of book Burns, A. (2010).  Action research: What's in it for teachers and institutions? International House Journal, 29, 3-6.
Picture of book Burns, A. (2010).   Doing Action Research in English Language Teaching. A Guide for Practitioners.   New York: Routledge.
book cover Burns, A. & Richards, J.C. (Eds). (March 2009).   The Cambridge guide to second language teacher education.   New York: Cambridge University Press.
book cover Burns, A. & Burton, J. (Eds) (2008).   Language reacher research in Australia and New Zealand.   Alexandria: TESOL.
book cover Burns, A. & de Silva Joyce, H. (2008).   Clearly teaching: Explicit ESL pedagogy in action.   Sydney: AMEP Research Centre.
Planning and teaching creatively within a required curriculum Burns, A. & de Silva Joyce, H. (Eds.), (2007).   Planning and teaching creatively within a required curriculum for adult learners.   Alexandria: TESOL.
Teaching English from a global perspective. Burns, A. (2005). Teaching English from a global perspective.   Case studies in TESOL series. Alexandria: TESOL.
Analysing English in a global context Burns, A. & Coffin, C. (Eds.), (2001).   Analysing English in a global context. London: Routledge.
Collaborative Action Research Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Other action research projects conducted collaboratively with teachers are published in the Teachers' Voices Series (1-8) by NCELTR from 1995-2005. These volumes present accounts of action research undertaken with my co-researchers Sue Hood and Helen de Silva Joyce and Australian adult ESL teachers in the AMEP.  

Thumbnail of Focus on Grammar De Silva Joyce, H. & Burns, A. (1999). Focus on grammar. Sydney: National Centre for English Language Teaching and Research.  
Thumbnail of Focus on Speaking Burns, A. & Joyce, H. (1997). Focus on speaking. Sydney: National Centre for English Language Teaching and Research.  
Thumbnail of Focus on Reading Hood, S., Solomon, N., & Burns, A. (1996). Focus on reading. Sydney: National Centre for English Language Teaching and Research.  
Thumbnail of I see what you mean Burns, A., Joyce, H. & Gollin S. (1996). I see what you mean. Using spoken discourse in the classroom. A handbook for teachers. Sydney: National Centre for English Language Teaching and Research.  

Journals and book chapters

I've published journal articles and book chapters on action research, analysing and teaching spoken discourse, classroom-based research and curriculum development. Some recent publications are listed here:

Burns, A. & Richards, J. C. (2009). Introduction. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 1-8). New York: Cambridge University Press.

Burns, A. (2009). Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), Cambridge guide to second language teacher education (pp. 289-297). New York: Cambridge University Press.

Burns, A. (2009). Adult ESL in Australia: Policies, programs and practices. Language Issue: The Journal of NATECLA, 20(1), 31-39.

Burns, A. & Moore, S. (2008). Questioning in simulated accountant-client consultations: Exploring implications for ESP teaching. English for Specific Purposes, 27, 322-337.

Burns, A., Paltridge, B. & Wigglesworth, G. (2008). Review of doctoral research in second-language teaching and learning in Australia (2003-2006). Language Teaching, 41(2), 273-293.

Burns, A., Kim, M., & Matthiessen, C.M.I.M. (in press, 2008). Doctoral work in translation studies as an interdisciplinary mutual learning process: How a translator, teacher educator and linguistic typologist worked together. Special Issue. Training and Doctoral Research. The Interpreter and Translator Trainer, 3(1), 107-128.

Burns, A., & Moore, S. (2008). NESB accountants and professional communication. Special issue on workplace communication. Special Issue. Workplace Prospect, 23 (2), 47-59/

Borg, S. & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29: 456-482.

Burns, A. (2007). Action research in ELT: Contributions and future directions. In J. Cummins & C. Davison (Eds.), The International Handbook of English Language Teaching. Volume 2. Norwell, Ma: Springer Publications.

Burns, A. & Moore, S. (2007). CA and the accounting classroom: Exploring implications for LSP teaching. In P. Seedhouse & H. Bowles (Eds.), Conversation analysis and LSP. Bern: Peter Lang.

Burns, A. (2006). Teaching speaking: A text-based syllabus approach. In E. Uso-Juan & A. Martinez-Flor (Eds.), Current trends in the development and teaching of the four language skills. Amsterdam: Mouton de Gruyer.

Burns, A. (2006). Surveying landscapes in adult ESOL research. Response article. Special issue on immigrant learning. Language and Education, 17(1), 97-105.

Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39(2), 34-41.

Burns, A. & de Silva Joyce, H. (2006). Challenging requirements: How teachers navigate to make changes within required curricula. In A. Burns & H. de Silva Joyce (Eds.), Planning and teaching creatively within a required curriculum. Alexandria: TESOL.

Burns, A. & Rochsantiningsih, D. (2006). Conducting action research in Indonesia: Illustrations and implications. Indonesian Journal of Language Teaching, 2(1), 21-35.

Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74.

Burns, A. & J. Knox (2005). Realisation(s): Systemic functional linguistics and the language classroom. In N. Bartels (Ed.), Applied linguistics and language teacher education, pp.235-26. New York: Springer.

Burns, A. (2005). Action research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, pp. 241-256. Mahwah, NJ: Lawrence Erlbaum.

Burns, A. (2005). Interrogating new worlds of ELT. In A. Burns (Ed.), Teaching English from a global perspective,. Case Studies in TESOL Series. Alexandria: TESOL.

Burns, A. (2005). Teaching reading and writing from a literacies perspective. In G. Poedjosoedarmo (Ed.), Innovative approaches to reading and writing instruction, Anthology Series, 46. Singapore: SEAMEO Regional Language Centre.

Journal editing

I was Editor of Prospect: A Journal of Australian TESOL from 1992-2000 and 2007-2009. Unfortunately, Prospect has ceased publication, but you can download previous articles..

I am also the Book Reviews Editor for Reading in a Foreign Language. You can subscribe to RFL for free and read all the current and previous issues if you go to RFL. Please contact me if you wish to submit a book review.

Journal board membership