1. Academic English
Conclusions

2. Wallwork 2011c

3. Systematic review of IBL’s influence on learning
Educational research
Research on pedagogy
Research on IBL
Introduction
Systematic review of IBL’s influence on learning

4. Systematic review of IBL’s influence on learning
Educational research
Research on pedagogy
Research on IBL
Conclusion
Systematic review of IBL’s influence on learning

5. Conclusions 1 brief summary of answer(s) to RQ(s)
2 commenting on the key results (making claims, explaining the results, comparing the new work with previous studies)
3a limitations of this research & recommendations for future research
3b recommendations for practitioners
Often, moves 2, 3a, and 3b may
occur in different orders
be used more than once (e.g. 3a & 3b for educational management researchers/practitioners, and then 3a &3b for language teaching researchers/practitioners)
Adapted from Swales and Feak (2012:368)

6. Conclusions
Check the example systematic reviews. Do they fit this structure?
Spelt et al. 2009
Adesope et al. 2010

7. Conclusions
Although monolingualism is often depicted as normative, the best available evidence indicates that, around the world, bilingual and multilingual speakers outnumber monolingual speakers (Tucker, 1998). The current work suggests that bilingualism (and, presumably, multilingualism) is associated with a number of cognitive benefits. These findings point to the need for further work investigating the utility of these benefits in a variety of contexts. For example, cognitive benefits documented in the current work may be of use to bilingual speakers in classrooms where the language of instruction is not their native language. As the pace of immigration to developed countries increases, the incidence of bilingualism and multilingualism in these countries will also increase—as will the number of second language learners in public school classrooms. Although second language learners often present challenges within the classroom, the current analysis suggests they may also bring a number of advantages. It remains unclear how, in practice, second language learners and their instructors may capitalize on these advantages. Further work investigating the cognitive correlates of bilingualism within educational contexts is required to clarify this issue. Adesope et al 2010 A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism