ISBN: 9781111351694 - Teaching English as a Second or Foreign Language

Teaching English as a Second or Foreign Language
                              ISBN: 9781111351694

                                 Authors’ Biographies

Neil J Anderson is Professor of Linguistics and English Language at Brigham Young
University in Provo, Utah. His research interests include second language reading,
language learner strategies, learner self-assessment, motivation in language teaching and
learning, and leadership development for English language teaching. He is the author or
co-editor of three teacher education texts in the area of second language reading:
Exploring Second Language Reading: Issues and Strategies (1999, Heinle/Thomson),
Practical English Language Teaching: Reading (2008, McGraw Hill) and L2 Reading
Research and Instruction: Crossing the Boundaries (2009, University of Michigan
Press). He is the author of a reading series ACTIVE Skills for Reading (3rd ed.) (2012,
Heinle Cengage). He served as President of TESOL (2001-2002) and was also a member
of the Board of Trustees of The International Research Foundation (TIRF) from 2002
to2008. He has been a Fulbright Teaching/Research Scholar in Costa Rica (2002-2003)
and Guatemala (2009-2010).

Kathleen M. Bailey is Professor of Applied Linguistics at the Monterey Institute of International
Studies in Monterey, California, and a professor in Anaheim University’s TESOL Masters
Degree Program in Anaheim, California. She was the President of TESOL (1998-1999) and has
also been serving as the President of the International Research Foundation for English
Language Education (2009-present). Her research interests include teacher education, teacher
supervision and development, second language acquisition, language testing, classroom research,
and research methodology. She has published books and articles about language teacher
supervision, professional development, language assessment, teaching speaking, research
methodology, qualitative research, and diary studies in language teaching and learning. Among
her recent publications are Language Teacher Supervision: A Case-Based Approach (2006,
Cambridge University Press), Research on English as a Second Language in U.S. Community
Colleges: People, Programs and Potential (2009, University of Michigan Press) co-edited with
M. Santos, and Exploring Second Language Classroom Research: A Comprehensive Guide
(2009, Heinle Cengage) co-authored with D. Nunan. She has received awards for excellence in
teaching as well as the Alatis Award for Service to TESOL, and the Heinle Cengage Outstanding
Achievement Award.

David Bohlke has over 25 years experience as a materials writer, editor, and teacher
trainer. He taught for over a decade in the Middle East, North Africa, and East Asia, and
began a second career in publishing, working at Cambridge University Press and Heinle
Cengage Learning, focusing on developing skills texts and adult course materials. David
has worked as an editor on many popular publications, including Let’s Talk (2008),
Passages (2008), Touchstone (2005-2006), and Interchange (3rd ed.) (2004)–all with
Cambridge University Press; he has also worked on World Link (2005) and Active Skills
for Reading (2002) with Heinle Cengage Learning. He is the series editor for Interchange
(4th ed.) (2013, Cambridge University Press) and Next Generation Grammar (2013,
Pearson). He has authored or co-authored numerous classroom textbooks, including

Speak Now (2012, Oxford University Press), Four Corners (2012, Cambridge University
Press), Skillful (2012, Macmillan), and Listening Power (2011, Pearson). David is
actively involved in international teacher training, having trained teachers in many

Donna M. Brinton is an educational consultant. For over 30 years, she served as
Lecturer in Applied Linguistics and as Academic Coordinator of the ESL support unit for
matriculated students at the University of California, Los Angeles. She also served as
Professor of TESOL at Soka University of America in Aliso Viejo, California and as
Senior Lecturer in the Rossier School of Education at the University of Southern
California in Los Angeles. Her areas of interest and expertise include content-based
instruction, general TESOL methodology, the teaching of pronunciation, heritage
language education, and the professional development of novice teachers. She has co-
authored or co-edited numerous articles and teacher reference texts, including The
Content-Based Classroom (1997, Longman), New Ways in Content-Based Instruction
(1997, TESOL), New Ways in ESP (1998, TESOL), Content-Based Second Language
Instruction (2003, University of Michigan Press), Heritage Language Education: A New
Field Emerging (2008, Routledge), Teaching Pronunciation (2nd ed.) (2010, Cambridge
University Press), and The Linguistic Structure of Modern English (2010, John
Benjamins). Donna is active in the field of international teacher education, having
worked in over 30 countries.

Pat Byrd is Professor Emeritus in the Department of Applied Linguistics and English as
a Second Language at Georgia State University in Atlanta. Her areas of special interest
include English grammar and corpus linguistics, as well as the design, publication, and
use of materials. She is also interested in applications of technological innovation to the
teaching and learning of ESL/EFL. With C. Schuemann and J. Reid, she is co-editor of
the English for Academic Success series (2006, Heinle/Cengage) and the Michigan Series
on Teaching Academic English in Two- and Four-Year Colleges and in Universities
(University of Michigan Press, on-going).

Marianne Celce-Murcia is Professor Emerita of Applied Linguistics at the University of
California, Los Angeles. Her interests include English grammar and pronunciation
(description and pedagogy), the role of discourse analysis in language pedagogy, and
approaches to language teaching. She has been an editor on all four editions of this
volume as well as co-editor of a five-volume grammar series Grammar Connection with
M. Sokolik (2007-2009, Heinle Cengage). She has co-authored four teacher resource
books: The Grammar Book (2nd ed.) with D. Larsen-Freeman (l999, Heinle); Techniques
and Resources in Teaching Grammar with S. Hilles (l988, Oxford University Press),
Teaching Pronunciation (2nd ed.) with D. Brinton & J. Goodwin (2010, Cambridge
University Press), and Discourse and Context in Language Teaching with E. Olshtain
(2000, Cambridge University Press). She served as Dean of English Programs at the
American University of Armenia in Yerevan (2003-2007).

JoAnn (Jodi) Crandall is former Co-Director of the MA TESOL Program and Director
of the Language, Literacy and Culture Ph.D. Program at the University of Maryland,

Baltimore County. She was also Vice President of the Center for Applied Linguistics
(1986-1992). She is the author of more than 100 articles, books, and other publications,
many focused on ESL/EFL teacher education and professional development. She is
frequently invited as a speaker at national and international conferences and has provided
professional development throughout the U.S. and in more than 30 countries. She has
served as President of WATESOL (1981-1983), TESOL (l987-1988), and the American
Association for Applied Linguistics (l995-1996), and was a founding member and served
as Secretary-Treasurer of The International Research Foundation for English Language
Education (1998-2004). She is currently a member of the Center for Applied Linguistics
Board of Trustees.

Zoltán Dörnyei worked for 10 years as a language teacher trainer and applied linguist at
Eötvös University in Budapest, Hungary. In 1998 he moved to the U.K. and is currently
Professor of Psycholinguistics at the School of English Studies, University of
Nottingham. He has published widely on various aspects of second language acquisition
and language teaching methodology, and is the author or co-author of several books,
including Motivational Strategies in the Language Classroom (2001, Cambridge
University Press), Group Dynamics in the Language Classroom (2003, Cambridge
University Press) with T. Murphey; The Psychology of the Language Learner (2005,
Lawrence Erlbaum/Routledge), Research Methods in Applied Linguistics (2007, Oxford
University Press), The Psychology of Second Language Acquisition (2009, Oxford
University Press), and the Teaching and Researching Motivation (2nd ed.) (2011,
Longman) with E. Ushioda.

Patricia A. Duff is Professor of Language and Literacy Education at the University of
British Columbia in Vancouver, Canada. Primarily working in the graduate TESL
program in the Department of Language and Literacy Education, she also co-directs the
Centre for Research in Chinese Language and Literacy Education. Patsy’s research
interests and recent books are related to language socialization and education in bilingual
and multilingual settings and to qualitative research methods. These recent publications
include: Case Study Research in Applied Linguistics (2008, Lawrence Erlbaum/Taylor &
Francis) and Language Socialization: Enyclopedia of Language and Education, (Vol. 8)
(2008, Springer) co-edited with N. H. Hornberger. Earlier in her career, she taught
English in Canada, Korea, Japan, and the United States and was involved in graduate
English teacher education in China as well as research on innovative bilingual English
teaching programs in Hungary. She gives lectures, conducts research, and publishes
widely on the teaching and learning of English in Asia, Europe, and North America.

Anne M. Ediger is Professor of TESOL and Applied Linguistics at Hunter College of
the City University of New York. Her areas of interest and research include second
language literacy, English grammar, and the acquisition of grammar and literacy
knowledge by both novice teachers and English language learners. She has authored or
co-authored a variety of articles and books, including Reading for Meaning (1989,
Longman), and Reading Connections (Vol. 1 [2002] and Vol. 2 [1999], Oxford
University Press). For more than 30 years she has worked with ESL/EFL teachers of
school-age and adult students in the U.S., Japan, Korea, Vietnam, and Mexico.

Rod Ellis is Professor in the Department of Applied Language Studies and Linguistics at
the University of Auckland in New Zealand, where he teaches postgraduate courses on
second language acquisition and task-based teaching. He is also a professor at Anaheim
University in Anaheim, California and a visiting professor at Shanghai International
Studies University as part of China’s Chang Jiang Scholars Program. His published work
includes articles and books on second language acquisition, language teaching, and
teacher education. His latest books are Implicit and Explicit Knowledge in Language
Learning, Testing and Teaching (2009, Multilingual Matters) and Language Teaching
Research and Language Pedagogy (2012, Wiley-Blackwell). He has also published
several English language textbooks, including Impact Grammar (1999, Pearson
Longman). He is currently editor of the journal Language Teaching Research and has
held university positions in five countries. He has also conducted numerous consultancies
and seminars throughout the world.

Janet L. Eyring is Professor of TESOL in the Department of Modern Languages and
Literatures, California State University, Fullerton. She served her department as TESOL
Coordinator from 1994 to 2003 and as Chair from 2003 to 2010. While Chair, she
obtained a grant which assisted the department in becoming engaged in service-learning,
and she helped initiate an agreement for a collaborative exchange program with Brazil.
She has taught all levels of ESL in adult school and college settings as well as having
trained teachers for work in the U.S. and abroad. She served on the Task Force for
English Language Learners of the Intersegmental Committee of the Academic Senates
(ICAS ELL) to study ESL students in California public higher education. She is a current
member of the English Language Advisory Panel for the California Commission on
Teacher Credentialing, helping to define the standards for a new secondary credential in
English Language Development: California World Languages. Her teaching and research
interests include reading and writing methods, pedagogical grammar, second language
curriculum, experiential learning, and service learning.

Shannon Fitzsimmons-Doolan has taught secondary level English and ESL in public
schools in Colorado and Arizona. Her research interests include language policy,
language ideologies, second language reading, and content-based instruction. Now based
in Corpus Christi, Texas, she is an independent consultant for organizations such as the
Center for Applied Linguistics in Washington, D.C., for which she provides professional
development to K-12 teachers on sheltered instruction. In her dissertation research, she
investigated language ideologies of Arizona voters, language managers, and educators,
using corpus linguistics to examine state educational language policy. She has published
articles in Language Policy, Language Awareness, and TESOL Journal.

John Flowerdew is Professor of English at the City University of Hong Kong. He has
taught ESP/EAP in the U.K., Venezuela, Libya, Kuwait, Oman, and Hong Kong. As well
as writing and editing a number of books, including four edited collections on academic
discourse, he has published widely in the leading Applied Linguistics and language
teaching journals. In TESOL, three books of interest (all with Cambridge University
Press) are Academic Listening: Research Perspectives (1994), Research Perspectives on

English for Academic Purposes (2001) with M. Peacock, and Second Language
Listening: Theory and Practice (2005) with L. Miller.

Jan Frodesen is Director of the English for Multilingual Students Program in the
Department of Linguistics at the University of California, Santa Barbara. She teaches
academic writing for undergraduate and graduate multilingual students as well as courses
for the Linguistics TESOL minor. Her research and teaching interests include second
language writing, pedagogical grammar, and corpus linguistics. She has co-authored
articles and chapters on the literacy development of Generation 1.5 writers, the role of
grammar in writing instruction, and corpus-based approaches to grammar and writing.
She is co-editor of The Power of Context in Language Learning and Teaching (2005,
Heinle & Heinle) and co-author of textbooks for advanced level learners, including
Insights: A Content-Based Approach to Academic Preparation, Books 1 and 2 (1998,
Longman) and Grammar Dimensions: Form, Meaning and Use, Book 4 (2007, Heinle).

Christine C. M. Goh is Professor of Linguistics and Language Education at the National
Institute of Education, Nanyang Technological University, Singapore. Her areas of
interest and expertise include the teaching and assessment of listening and speaking,
metacognition in second language learning, the role of oracy in learning, teacher
cognition, and in-service English language teacher education. She has written many
single- and co-authored international journal articles, books and book chapters in these
areas, including Teaching Listening in the Language Classroom (2002, RELC), Teaching
Speaking in the Language Classroom (2008, RELC), Teaching and Learning Second
Language Listening: Metacognition in Action with L. Vandergrift (2012, Routledge),
Teaching Speaking: A Holistic Approach with A. Burns, (2012, Cambridge University
Press) and Language Learning: Home, School and Society with R. Silver (2006, Pearson
Education). She also co-edited Exploring Change in English Language Teaching with C.
Kenny and P. Doyle (1999, Macmillan Heinemann) and Language Learning in New
English Contexts: Studies of Acquisition and Development with R. Silver and L. Alsagoff
(2009, Continuum).

Janet Goodwin is Lecturer at the University of California, Los Angeles, where she
teaches courses in speaking and pronunciation, coordinates the International Teaching
Assistant (ITA) program, serves as a consultant for UCLA’s Test of Oral Proficiency,
and co-directs the ESL summer program. She is co-author of Teaching Pronunciation
(2nd ed.) (2010, Cambridge University Press) with M. Celce-Murcia and D. Brinton and
regularly publishes and presents on topics related to pronunciation and ITA preparation.
In addition to training ESL teachers at UCLA, she spent two years on a Fulbright grant
training Italian middle school teachers of English (1983-1985). In 1992 she received the
UCLA Distinguished Teaching Award.

William Grabe is Regents’ Professor of Applied Linguistics in the English Department
at Northern Arizona University in Flagstaff, where he teaches in the MA-TESL and Ph.D.
in Applied Linguistics programs. He is interested in reading, writing, literacy, written
discourse analysis, and content based instruction. His most recent book is the second
edition of Teaching and Researching Reading (2011, Pearson Longman), co-authored

with F. Stoller. He also authored Reading in a Second Language: Moving from Theory to
Practice (2009, Cambridge University Press), co-authored Theory and Practice of
Writing (1995, Longman) with R. B. Kaplan, and co-edited Directions in Applied
Linguistics (2005, Multilingual Matters). He served as editor of the Annual Review of
Applied Linguistics (Cambridge University Press) from 1990 to 2000. He is a past
President of the American Association for Applied Linguistics (AAAL) (2001–2002). In
2005, he received the Distinguished Scholarship and Service Award for lifetime
achievement from the American Association for Applied Linguistics.

Kirby Grabowski is Lecturer in Linguistics and Language Education at Teachers
College, Columbia University, New York City where she teaches courses in second
language assessment, generalizability theory, pedagogical grammar, classroom practices,
and teaching practica. Her Ed.D. dissertation on the assessment of grammatical and
pragmatic knowledge in the context of speaking was awarded the 2011 Jacqueline Ross
TOEFL Award for the outstanding dissertation in second/foreign language testing by the
Educational Testing Service. She was a 2008 Spaan Fellow at the University of Michigan
English Language Institute, and also received a research grant from the Office of Policy
and Research at Teachers College, Columbia University that same year. She was
Managing Editor of Working Papers in TESOL and Applied Linguistics (2007-2009), and
is currently a member of the editorial advisory board of Language Assessment Quarterly.

Kathleen Graves is Associate Professor of Education Practice at the School of
Education, University of Michigan in Ann Arbor. Previously she was a professor of
second language teacher education at the School for International Training in Brattleboro,
Vermont. She started her career as an English teacher in Taiwan and later taught in the
U.S., Japan, and Brazil. She has worked on curriculum renewal and language teacher
education in the U.S., Algeria, Bahrain, Brazil, Japan, and Korea. Her research focuses
on understanding teaching and learning as the heart of curriculum development and on
supporting teachers’ professional development as the key to successful educational and
curricular reform. She is the editor/author of two books on course design, Teachers as
Course Developers (1996, Cambridge University Press) and Designing Language
Courses: A Guide for Teachers (2000, Heinle & Heinle) and is the series editor of the
TESOL Language Curriculum Development series.

Eli Hinkel is Professor in the Department of Anthropology at Seattle University in
Washington State, where she teaches courses in Linguistics and Applied Linguistics. She
has taught ESL and Applied Linguistics, as well as trained teachers, for more than 30
years, and she has published numerous books and articles on learning a second culture,
and second language grammar, writing, and pragmatics in such journals as TESOL
Quarterly, Applied Linguistics, Journal of Pragmatics, and Language Teaching
Research. Her books include Culture in Second Language Teaching and Learning (1999,
Cambridge University Press); New Perspectives on Grammar Teaching, (2001, Lawrence
Erlbaum Associates); Second Language Writers' Text (2002, Lawrence Erlbaum
Associates); Teaching Academic ESL Writing, (2004, Lawrence Erlbaum Associates);
Handbook of Research in Second Language Teaching and Learning: Volume 1 (2005,
Lawrence Erlbaum Associates) and Volume 2 (2011, Routledge); and Effective

Curriculum for Teaching Second Language Writing (in press, Routledge). She is also the
editor of the ESL & Applied Linguistics Professional series of books and textbooks for
teachers and graduate students, published by Routledge.

Ann M. Johns is Professor Emerita of Linguistics and Writing Studies at San Diego
State University in California. She has centered her teaching and research interests on the
principles of English for Specific Purposes throughout her career. She has edited five
books and authored one. She has published more than 60 articles and book chapters,
principally about academic literacies and teaching genres. In addition to her four
Fulbright grants (China, 1980-81; South Africa, 2007; Lebanon, 2009 & 2012), she has
consulted overseas in 25 countries, presenting plenaries, assisting in ESP curriculum
development, and conducting teacher workshops. Her recent work includes a three-
semester EAP curriculum for secondary students, sponsored by Advancement Via
Individual Determination (AVID), a non-profit organization to help first-generation
students succeed in college: AVID College Readiness: Working with sources (2009,
AVID Center). She also co-edited New directions in ESP Research (2011, University of
Michigan Press) with D. Belcher and B. Paltridge and contributed to the special issue of
the Journal of Second Language Writing (Vol. 20, 2011) an article entitled “The Future
of Genre in L2 Writing: Fundamental, but Contested, Instructional Decisions.”

Lía D. Kamhi-Stein is Professor of Education in the TESOL M.A. program at California
State University, Los Angeles, where she teaches courses in educational sociolinguistics,
using computers in the language classroom, methods in teaching second languages, and
English as an international language. She is editor of Learning and Teaching from
Experience: Perspectives on Nonnative English-speaking Professionals (2004, University
of Michigan Press), co-editor (with M. A. Snow) of Developing a New Course for Adult
Learners (2006, TESOL), and author of a forthcoming book titled English Language
Teachers Narrating their Lives: From the Construction of Professional Identities to the
Construction of the Language Classroom (University of Michigan Press). She was a
founding member of the TESOL’s Caucus for Non-native English Speaking Teachers
(NNESTs) with G. Braine and J. Liu, and served as President of CATESOL (2002-2003)
and as Member-at-Large on TESOL’s Board of Directors (2004-2007).

Anne Katz has worked for over 25 years in second language education with a focus on
assessment, curriculum design, and standards development. At the Graduate Institute of
the School for International Training in Brattleboro, Vermont and at the New School in
New York City, she has taught graduate courses in curriculum development and learner
assessment. Her research and publications have centered on classroom assessment,
academic English, standards, and effective classroom practices for second language
learners. In addition to qualitative studies of effective bilingual education practices, her
most recent research has explored the relationship between English language proficiency
and student performances on achievement tests in English. In her work, she promotes
linkages between research and school contexts to support active and collaborative
professional development.

Antony John Kunnan is Professor of Education and TESOL at California State
University, Los Angeles, where he teaches courses in language assessment and research
methods. He has published articles and book chapters in the areas of test fairness,
differential item functioning, the use of structural equation modeling, and assessment for
immigration and citizenship. He has given talks and conducted workshops for teachers
and researchers in 25 countries and has taught courses at various universities in
Argentina, Armenia, the U.K., Egypt, India, Hong Kong, Singapore, Taiwan, the United
Arab Emirates, and the U.S. He served as president of the International Language Testing
Association (2004), was the founding editor of Language Assessment Quarterly
(Routledge), and also edited The Companion to Language Assessment (2013, Wiley-

Diane Larsen-Freeman is Professor of Education, Professor of Linguistics, Research
Scientist at the English Language Institute, and Faculty Associate at the Center for the
Study of Complex Systems at the University of Michigan, Ann Arbor. She is also a
Distinguished Senior Faculty Fellow at the Graduate Institute of the School for
International Training in Brattleboro, Vermont. She has been a conference speaker in
over 65 countries and has published more than 100 articles in her areas of interest: second
language acquisition, language teacher education, Applied Linguistics, English grammar,
language teaching methodology, and complexity theory. She has written two books on
English grammar: The Grammar Book: An ESL/EFL Teacher’s Course (2nd ed.) co-
authored with M. Celce-Murcia (1999) and Teaching Language: From Grammar to
Grammaring (2003). She is also Series Director for the textbook series Grammar
Dimensions: Form, Meaning, and Use (4th ed.) (2007). All these books were published by
Heinle Cengage.

Anne Lazaraton is Associate Professor of Second Language Studies at the University of
Minnesota, where she teaches courses and advises graduate students in ESL methods,
ESL practicum, language analysis, language assessment, and discourse analysis. She has
published in TESOL Quarterly, Modern Language Journal, Language Learning, and
Language Assessment Quarterly, and is the author of A Qualitative Approach to the
Validation of Oral Language Tests (2002, Cambridge University Press). Her areas of
interest include discourse analysis, spoken grammar, oral language assessment, and
research methodology. Currently she is working on projects involving language use in
political blogs and the teaching philosophy statements of pre- and in-service ESL

Michael McCarthy is Professor Emeritus of Applied Linguistics, University of
Nottingham, U.K., Adjunct Professor of Applied Linguistics, University of Limerick,
Ireland, and Visiting Professor of Applied Linguistics at the University of Newcastle,
U.K. He is author/co-author of more than 80 articles and the author/co-author/editor of
more than 40 books (including Touchstone (4 volumes, 2005-2006), the Cambridge
Grammar of English (2006), English Grammar Today (2011) and several titles in The
English Vocabulary in Use series. All of these books are with Cambridge University
Press. Michael is co-director (with R. Carter) of the 5-million word Cambridge and
Nottingham Corpus of Spoken Discourse in English (CANCODE) and the one-million

word Cambridge and Nottingham Spoken Business English Corpus (CANBEC). His
current research involves the creation and analysis of spoken learner corpora in
connection with the English Profile project, a cross-disciplinary project which uses
corpora to investigate learners’ writing and speaking across proficiency levels of the
Common European Framework. He is a Fellow of the Royal Society of Arts, has lectured
on language and language teaching in 42 countries, and has been actively involved in
language teaching and applied linguistics for 46 years.

Mary McGroarty is Professor of English at Northern Arizona University, Flagstaff,
where she received the 2006 Teaching Scholar Award for disciplinary achievement and
integration of research into teaching. A past president of the American Association for
Applied Linguistics (1997-1998), she served as editor-in-chief of the Annual Review of
Applied Linguistics (2001 to 2006) and on editorial boards for professional journals in the
U.S., U.K., and Canada. Her research and teaching interests include bilingualism,
language policies, and second language pedagogy and assessment. A Fulbright lecturer in
Peru in the mid 1970s, she has trained second language teachers in the U.S. and overseas
and conducted research on assessments for English, Spanish, and Navajo, with articles
published in Annals of the American Academy of Political and Social Science, Applied
Linguistics, Canadian Modern Language Review, Language Learning, Language Policy,
Language Testing, TESOL Quarterly, and other journals, handbooks, and edited

Sandra Lee McKay is Professor Emeritus of English at San Francisco State University
in California. Her books include Teaching English as an International Language:
Rethinking Goals and Approaches (2002, Oxford University Press), Researching Second
Language Classrooms (2006, Lawrence Erlbaum Associates) and International English
in its Sociolinguistic Contexts: Towards a Socially Sensitive Pedagogy (2008, Taylor &
Francis) with W. Bokhorst-Heng. Her newest book is Sociolinguistics and Language
Education (2010, Multilingual Matters), co-edited with N. Hornberger. She has also
published widely in international journals. Her interest in using literary texts in the
classroom developed from her own use of literature in her advanced writing classes, as
well as from her book At the Door (1984, Prentice Hall) with D. Pettit, a collection of
literary texts for use with ESL students.

Susan Finn Miller has been working in English language teaching for over 20 years. As
a facilitator of professional development, she has led teacher research, study circles,
workshops, and seminars on many topics for adult and K-12 ESL teachers, both face-to-
face and online. She currently serves on the design team for English Language Learner
University, a national on-line professional development network for adult ESL teachers
in the U.S. who work with English language learners. The network provides these
teachers with academic support and access to libraries, faculty, and to other teachers who
work with English language learners. Susan also teaches graduate courses at the
University of Pennsylvania in Philadelphia and Eastern Mennonite University in
Harrisonburg, Virginia. She has published articles and book reviews in TESOL Quarterly,
Essential Teacher, ESL Magazine, and Family Literacy Forum. She also serves as

consulting editor for the Journal of Research and Practice for Adult Literacy, Secondary,
and Basic Education.

Lindsay Miller is Associate Professor in the Department of English at City University of
Hong Kong. He has been responsible for designing, developing, and teaching a wide
variety of courses. In the area of ESP he has taught mainly English for Engineering,
English for Building and Architecture, and English for Biology and Chemistry. In the
Department's undergraduate courses he teaches mostly listening and speaking skills and
conceptual courses such as those dealing with corporate training. The postgraduate
courses he teaches are mainly concerned with such topics as learner autonomy and
critical pedagogy. His main areas of research have focused on self-access language
learning, and academic listening, and he has co-authored two books in these areas for
Cambridge University Press: Establishing Self-Access: From Theory To Practice (1999)
with D. Gardner and Second Language Listening: Theory and Practice (2005) with J.

John M. Murphy is Professor in the Department of Applied Linguistics and English as a
Second Language at Georgia State University in Atlanta. His published books include:
Understanding the Courses We Teach: Local Perspective on English Language Teaching
(2001, University of Michigan Press), co-edited with P. Byrd, and Essentials in Teaching
Academic Oral Communication (2005, Houghton Mifflin). John has published numerous
articles in leading Applied Linguistics journals and chapters in edited collections. His
research interests include the teaching of ESL/EFL listening, speaking, and
pronunciation; second language teacher education; and methods of second/foreign
language instruction. He currently serves on the TESOL Quarterly editorial board.

David Nunan is Professor Emeritus of Applied Linguistics at the University of Hong
Kong, Vice-President for Academic Affairs at Anaheim University in California, and
Professor of Education at the University of New South Wales in Sydney, Australia. He
has published over 100 scholarly books and articles on teacher education, curriculum
development, classroom-based research, and the teaching of grammar in the
communicative classroom. Recent books include: Task-Based Language Teaching (2004,
Cambridge University Press), Practical English Language Teaching: Grammar (2003,
McGraw-Hill); What is This Thing Called Language? (2005, Palgrave Macmillan);
Learners’ Stories: Difference and Diversity in Language Learning (2005, Cambridge
University Press) with P. Benson; Exploring Second Language Classroom Research
(2009, Heinle Cengage) with K. Bailey; and Language and Culture: Reflective
Narratives and the Emergence of Identity (2010, Routledge) with J. Choi.

Anne O’Keeffe is Senior Lecturer at Mary Immaculate College, University of Limerick,
Ireland. She is author of numerous books and papers on spoken and written grammar,
teaching vocabulary, and using corpora. These include the co-authored books:
Introducing Pragmatics in Use (2011, Routledge), English Grammar Today (2011,
Cambridge University Press) and From Corpus to Classroom (2007, Cambridge
University Press). She teaches in an initial teacher education program in English
Language Teaching and supervises doctoral research in areas such as spoken grammar,
corpora, and pragmatics. Her current research involves the analysis of learners’ spoken

and written grammar for the English Profile project, a cross-disciplinary project which
uses corpora to investigate learners’ writing and speaking across proficiency levels of the
Common European Framework.

Elite Olshtain is Professor Emeritus of Language Education at Hebrew University in
Jerusalem. From 1990 to 1992 she was Head of the School of Education at Tel Aviv
University, and from 1992 to 1997 she was Director of the National Council of Jewish
Women’s Research Institute for Innovation in Education at Hebrew University in
Jerusalem, where she also held the Wollens Chair for Research in Education. Her
interests have focused on second language acquisition, discourse analysis, course design,
language policy, classroom research, and reading. Her most recent book-length
publications include Discourse and Context in Language Teaching with M. Celce-Murcia
(2000, Cambridge University Press), Language, Identity, and Immigration, coedited with
G. Horenczyk (2000, Magnes Press), Discourse in Education, co-edited with I.
Kupferberg (in Hebrew, 2005, Mofet), and The Hebrew Language in the Era of
Globalization, co-edited with N. Nevo (in English and Hebrew, 2007, Magnes Press).

Donna Price is Associate Professor of ESL in the Continuing Education Program at San
Diego Community College in California. She has taught all levels of adult ESL since
1979 and has been the Vocational English as a Second Language coordinator in her
school district since 2001. Donna has presented at national and international conferences
on integrating the world of work into ESL classes, integrating technology and ESL,
teaching the writing process to less literate writers, and using alternative measures of
assessment. She is the author of Skills for Success (1998, Cambridge University Press), a
textbook based on the 1990 report prepared by the U.S. Secretary of Labor’s Commission
on Achieving Necessary Skills. She is also a co-author of Ventures, (2008, Cambridge
University Press), an integrated-skills ESL textbook series.

Kitty B. Purgason is Professor of Applied Linguistics and TESOL in the Cook School of
Intercultural Studies at Biola University in La Mirada, California. She brings to her
classes in TESOL methodology, curriculum, materials, and intercultural communication
her years of experience living, studying, serving, and teaching in India, Russia, Korea,
China, Turkey, Turkmenistan, Tajikistan, Mauritania, Oman, Kuwait, Indonesia, and
Vietnam. Her professional interests include methodology in local contexts and
professional ethics.

James E. Purpura is Associate Professor of Linguistics and Education at Teachers
College, Columbia University in New York City. His areas of interest include second and
foreign language assessment and second language acquisition. He is the author of
Learner Strategy Use and Performance on SFL Tests: A Structural Equation Modeling
Approach (1999, Cambridge University Press) and Assessing Grammar (2004,
Cambridge University Press). He is also the series co-editor of New Perspectives in
Language Assessment (Routledge). He is associate editor of Language Assessment
Quarterly, and has published articles in journals and chapters in books, handbooks, and
encyclopedias. He was the President of the International Language Testing Association

(2007-2008), and currently serves on the TOEFL Committee of Examiners and the
Department of Defense Language Testing Advisory Board.

Cynthia Schuemann is Professor of ESL and Linguistics at Miami Dade College in
Florida, where she has taught courses in ESL and linguistics for over 20 years. In
addition, she is a textbook author, editor, and conference presenter. Her work centers on
materials designed to integrate language learning with corpus-informed knowledge about
vocabulary and grammar linked to general education content for college students. Recent
publications include College Reading Book 4 in the English for Academic Success series
(2006, Heinle Cengage) and a chapter on plagiarism in Ten Writing Myths: Applying
Second Language Research to Classroom Teaching (2008, University of Michigan
Press). She has also worked on special teaching assignments in China, Mexico, Ecuador,
Brazil, and Spain, and has served as president of the Sunshine State TESOL Organization

Joan Kang Shin is Director of TESOL Professional Training Programs at the University
of Maryland, Baltimore County. In this position she administers numerous online
professional development programs for EFL teachers in over 100 countries, including her
own course called Teaching English to Young Learners. At UMBC, she is also Assistant
Professor of Education and Project Director of the Secondary Teacher Education and
Professional Training for teaching English Language Learners Program, funded by the
U.S. Department of Education. In addition, she is an English Language Specialist for the
Office of English Language Programs in the U.S. Department of State, conducting
numerous face-to-face EFL teacher training programs every year in Latin America, Asia,
Africa, and the Middle East as well as large scale online teacher training events through
webinars and digital videoconferencing to hundreds of English teaching professionals

Marguerite Ann Snow is Professor of Education at California State University, Los
Angeles, where she teaches in the TESOL M.A. program. She is co-author of Content-
Based Second Language Instruction (2003, University of Michigan Press), and co-editor
of The Multicultural Classroom: Readings for Content-Area Teachers (1992, Longman)
and The Content-Based Classroom: Perspectives on Integrating Language and Content
(1997, Longman). She is also editor of Implementing the ESL Standards for Pre-12-
Students in Teacher Education (2000, TESOL) and co-editor of Academic Success:
Strategies for K-12 Mainstream Teachers (2005, Longman) and Developing a New
Course for Adult Learners (2006, TESOL). She serves as a series consultant for Q: Skills
for Success, published by Oxford University Press. She was a Fulbright scholar in Hong
Kong (1985) and Cyprus (2009). In addition to working closely with public school
teachers in the U.S., she has trained EFL teachers in many countries in North Africa, the
Middle East, Asia, and South America.

Maggie Sokolik is Lecturer in the College Writing Programs at the University of
California, Berkeley. Her areas of expertise include reading instruction, educational
technology, writing in interactive environments, and digital media production. She has
authored and co-authored numerous articles as well as several textbooks, including the

three-volume series Rethinking America (2nd ed.) (1999, Heinle & Heinle) and several
volumes in the Tapestry series (Thomson Heinle): Tapestry Reading 1 (2000) with V. L.
Guleff, Tapestry Reading 4 (2000), and Tapestry Writing 4 (2000). She also co-edited the
five-volume Grammar Connection series (2007-2009, Heinle Cengage) with M. Celce-
Murcia. She is a founding editor of TESL-EJ (, a scholarly online journal for
teaching English as a Second or Foreign Language, and works as a consultant and teacher
educator in various countries, most recently in China, Mexico, and India.

Fredricka L. Stoller is Professor of English in the MA-TESL and Applied Linguistics
Ph.D. programs at Northern Arizona University in Flagstaff. She is co-author of the
second edition of Teaching and Researching Reading (2011, Pearson Longman), co-
editor of the second edition of A Handbook for Language Program Administrators (2011,
Alta Book Center), coauthor of Javier Arrives in the US: A Text for Developing Readers
(1997, Longman), and author of on-line EFL civic education lessons
She is also co-author of Write like a Chemist (2008, Oxford University Press), the
outcome of an interdisciplinary Chemistry-Applied Linguistics project. She was a
Fulbright Senior Lecturer at Bilkent University in Ankara, Turkey (2002-2003). She has
trained teachers in the areas of second language reading, project work, content-based
instruction, vocabulary, and interdisciplinary writing in the U.S. and in Central America,
South America, Asia, Europe, North Africa, and the Middle East.

Sara Cushing Weigle is Professor of Applied Linguistics and Chair of the Department of
Applied Linguistics and English as a Second Language at Georgia State University in
Atlanta. She has conducted research in the areas of assessment, second language writing,
and teacher education, and is the author of Assessing Writing (2002, Cambridge
University Press). She has taught EFL in Vienna, Austria, and Budapest, Hungary and is
a frequent presenter at national and international conferences. Her most recent research
has focused on the validity of automated scoring of ESL writing and the use of integrated
tasks in writing assessment. Her research has been published in journals such as
Language Testing, Journal of Second Language Writing, Assessing Writing, and TESOL

Cheryl Boyd Zimmerman is Professor of TESOL in the Department of Modern
Languages and Literatures at California State University, Fullerton, where she teaches
graduate courses in second language acquisition, culture, and language learning as well as
vocabulary teaching and learning. Specializing in second language vocabulary
acquisition, her publications have appeared in a variety of journals including Text,
TESOL Quarterly, CATESOL Journal, and Studies in Second Language Acquisition as
well as in edited collections. She is the author of Word Knowledge: The Vocabulary
Teacher’s Handbook (2009, Oxford University Press) and editor of the five-volume
series, Inside Reading: The Academic Word List in Context (2nd ed.) (2012, Oxford
University Press). She also served as the vocabulary consultant for the Q: Skills for
Success series (2011, Oxford University Press). She is frequently an invited speaker on
topics related to vocabulary teaching and learning.

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