Items especially recommended for further reading are indicated by an asterisk.
* Argetsinger, K. (2006). Peer teaching and cooperative learning in the first year of Latin. In J. Gruber-Miller (Ed.), When dead tongues speak: Teaching beginning Greek and Latin (pp. 68-85). New York: Oxford University Press.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman.
Doughty, C., & Williams, J. (eds.) (1998). Focus on form in classroom second language acquisition. New York, NY: Cambridge University Press.
* Dugdale, E. (2011). Lingua Latina, lingua mea: Creative composition in beginning Latin. Teaching Classical Languages, 3, 1-23.
Fotos, S., & Ellis, R. (1991). Communicating about grammar: A task-based approach. TESOL Quarterly, 25, 605-28.
Gass, S., & Mackey, A. (2006). Input, interaction and output. AILA Review, 19, 3-17.
* Long, M., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19, 207-28.
* Mackey, A. (2007). Interaction as practice. In R. M. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 85-110). Cambridge, UK: Cambridge University Press.
* Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.
Pica, T. (1996). The essential role of negotiation in the communicative classroom. JALT Journal, 18, 241-68.
Spada, N. (1987). Relationships between instructional differences and learning outcomes: A process-product study of communicative language teaching. Applied Linguistics, 8, 137-61.
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320-37.
Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158-64.
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press.