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Cummings, jefferson Community and Technical College, KY, Uss Rachel DeSanto, Hillsborough Community College Dale Mabry Campus, FL, US NiliferEetirkimen, Hge University, Turksy, Sue Pine! 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Cams, George Mason Unlverty, VAs Tatura Chaton, Savannah College, GA: Kerry Linder Catana, Language ‘Studs International, V¥| An Gheng, Okla State Universi OX; Carle Colling Nol Hampton Community College, DA; Betty R. Compton, Intercultural Commtinicatons Colles Hl Pamela Coie, Botan University, MAs emai Crowe, ltr Intentional ose, CA) Viekt Curtis Santa Crus, CAL Margo Censki, Washtenaw Community Colles, MisDavid Dalinke, Loe Sar Colley, TX: Gill ML Dale, CAT, Dagish, CConcocli College, MN; Christopher Davis, John Jay Colles NY. Sherry Davis Irvine Universy, CAs Naalia de Cua, Nasa County Community Calle, NY; Sonia Delgdillo, Sirs College, GA Esmeralda Disiye, Cypres Calls & Cal Poy, CA: Maris O. Dmytrenko, Arabian, Wayne State University Mi Javier Dominguez, Central High School, Sf len Dovey: Creer, Lansing Community Coleg Ml, Jenner Bucs, Hoson ‘Univers, Ma: Yone Duncan, City College of San Francisco, CA, Paul Dydman, USC Language Academy, CA; Anna dy, University of Michigan "ny Mi; Zohan Bl Gamal, Glendale Community College, CA Jenne Farnell, University of Connectict, CT Susan Felors, Howard Community Colle, MD; Valete Hechter, Mision College, CA; Ashley Fier, Nassau {County Camnauinity Coleg, NY Matthew Florence Inia Inteational Tuite CA: Kathleen Fy Cll Cole, CA) Hlzabeth Fone, ‘Nassau County Community Colles, NY; Eve Fonses, St, Louis Community Colles, MOs Elizabeth Foss, Washtenv Community Colle, Mi: Du Galda, Pla Community Calee, AZ; Chestiane Galvani, Houston ‘Community College, TX. Gretchen Gerber Hourard Community Colle, MD; Ray Gonzalez, Montgomer) Calle, MD; Janet Goodwin, Univer of Califor, Los Angeles, CA; Alyona Gorokhov, Grossront Colle, CA Jolin Graney, Sania Fe Colley, FL; Kathleen Green, Cetra High School, ‘AZ Nancy Hamadou, Pina Comunity College West Campus, AZ: Webb Slate College Campus, FL, USs Kes Vea, ge University Turkey Hamilton, De Anze College, San Jose City College, CA Janet Harcleode, Sonia Moniea Community College, CA: Sandra Hartmann Languageand Caltare Center, 7X Kathy Haven, Mision College CA; Roberta Hendrie, CGiyaiog Comitity College OH, Gliny Hering, Pasadena City College, CGAY Adam Heneicksen, Univesity of Maryland, MD Carlyn Fo, Lane Star College Cyl, 1% Peter Hofman, LaGuasdla Community College, NY: Linda Holden, College of Lake County, IL Jana Holt Lake Washington ‘Technical College, WA; Antonio Ieeano, Boston Univesity, MA, Gall bl, University of Wisconsin, WhNinalfo, American Language lastiute, OSU Long Beich, CA; Linda Jensen, UCLA, CA; Lisa Jurkowit, Pima Community College, CA; Mandy Kama, Georgeiown University Washington, DG, Stephanie Kasubosi, Cuaboys Community College, OH; Chigusa Katoku, >ssion College CA Sandra Kawamur, Sacramento City College, CA; Gal Kellersberger University of Houston Downtown, TX; Jane Kelly, Durham, Technical Community College, NC; Maryanne Kildare, Nasa County CCominuity Colle, NY; Jule Dark Klin, George Mason University, VA: ‘Kindra Kinyon, Los Angles rade Technical College, CA) Matt Kine, (Camino Cale, CAs Lisa Kovacs Morgan, Univer of California, San Diego, CA, Claudia Kupige, DePaul University, I; Rene LaRue, Lone Star College Moni goons, TX Janet Langon, Glendale Colle, CA: Lawrence Laseeon, Palomar CalegeCA; Rachee Lawton The Community Collegeof Bale County, MD Alle Lee, Richland Colle, 1%: sther 8. Lee, SUP A, Chere Len Hackett, University of Wish ton WA‘ Joy yahogs Community College, OF; Ace Ln, UCT Extension, CA; Monica Lape Cerritos Cllege, CA; Dustin Love, PLS International Maryinon Clee, CA; Carol Lowther, Palomar Calle, CA: Candace ich Thompson, North Orange County Community College District, GA: ‘ThiThi Ma, City College of San Francisco, CA; Steve Mac Isaac, USC Long. ‘Acieniy CA, Denise Maul: Williams, City Collegeof in Patio, CAs, Fileen Mahoney Csmelbick High School, AZ; Naoml Mardock, MCC (Omaha, NE: Begite Maronde, Haroki Washington Cllegs IL Marilyn “Marquis, Lapota College CAs Doris Martin, Glendale Com munity College Pasucena Gt Coleg, CA; Keith Maurice, Univer of Texas at APington, 1X; Naney Mayer, Univesity of Miso St.Louis, MO; Anlah McNamara, Kana tate University, KS; Bille McQuillan, Education He ‘Karen Merrit, Glendale Union High Schoo Disc, AZ: Helly Mllkowart, Johnson County Community Cll, KS; Erle Moyes Intrax Inirnatona Inet CA; Gino Meat Sata Ros junior Clee, CA; Sandra ‘Navarro, Glendale Community College, CA, Than Nyeinkhin EAC, PCC, CA, William Nedrow, Triton College Il: Bre Neon, University of ‘Minnesota MN Than Nyelnkin, LAG, POC, CA; Fernanda Ortiz, Center for English aa Second Langinge atthe Univers of Arizona AZ; Rhony, ‘Ory, Yenacio Valley High School, CA; Paul Parent, Monleohen Calls, MU; De, Sumeeta Patnaik, Marshall Univesity, WN} Osea Pedros9, Misr Dade Calla, Fl; Robin Persian Sera Colles, CA Patricia Prenz Bell Howtos Community College NY; Suzanne Powel, Unineriy of Lolli, Yim Ranalli oa State University 1Ay Toni R, Randal Sania Monica College Ch Vidya Rangachari, Mision College) Elizabeth Rasissen, Northern Virgins Cannmunity Callgs, VAs Lara Ravite, Teun Colla, iit‘Deborah Repos, San acinjo College, TX: Marsa Recinos English Language ‘Cener, Biighan Young Univers, UT Andrey Reanikon Back ils Sst ‘Univers SD; Alison Rice, Hunter Calls, NY; Jennifer Robles, Venu Unified School District CA Priscila Rocha, Clatk County School Distict. NV aida Roding Debul Unierty I; Maria Rodrigue, Crna High Schoo, ‘AZ Josh Rosenberger, English Langage rail Univer of Monten, MT ‘Alice Roso Bucks County Community College, PA Rita Roz Xavier Univesity OF Maria Ru, Vitor Valley Clee CA; Kimberly Ruse ‘Clank cols Was tae Saray Michigan State University, Ml Lene Sakk, [Northwestern Univers, I Deborah Sandstrom, Unies of linoisat, Chic I Jes Santamaria, ABC Adal, CA Shacley Santiago, Anes High ‘School 1A: Pe Sarsy Sen Francisco Sate Univerity,CAs Alice Savage, North Harris Colles TX; Donna Scheffe, University of Washington, WA: Kare Marah Schaefer, University of Utah, UT, Carl Sehinger Northern Virginia Community Colla, VA; Robert Scott, Kansas State University, KS, uel Scott, ‘Soran Techical Center PL Shira Seaman Global Eolish Academy. NY Richard Seller, Glendale Consuity Calege CA Harlan Sexton, CUNY ‘Qsenaborough Commit Calls NY; Kathy Shera, San Francisco Sate niet CA: German Slva, Miami Dade Colle, 1; Ray Smt, Maryland English insite, Universi of Marland, MD; Shia Smith, NICE Program Univer of Haval Hi;Tara Smith, Flcian College.NJ; Monkea Snow, California tate Univesity Fulton, CAs Haine Soffer, Nassay County ‘Community Calle NY; Andtea Spector Santa Moni Community College, A, Jcaveline Sport, LWOC Laverne Center, AL; Karen Stanly Cental Piedmont Com tunity College.NC; Susan Stra [vine Villy Calle, CA, ‘AyseStromadorier, Soldan| S18, MO Vila Sua, south Seattle Community ‘Cage, WA Thomas Swit nea International sire TL: Nicholas “Tagpert, Universtyof Payton, OF Judith Tank, UCLA Fatension-Armeriean Languate Cates, CA: Amy Talo, The Uaiversiyof Alabama Tuscalosy, Als, Andrea Tylor Son Prtito SialeCA: Pes Taylor, Universi of Suthers Caloris, CA ene Tears, Paitfx County Publi Schools, VA Shi H, Tera Collin Colley, TX: Marya Teutsch-D wyer, St Cloud Site University MIN Stephen Thetgeten ELS angines Centers, 00; Cristie Tierney iusto Community College, TX: Alene Torin}, North Moore High Schodl No, Ga Tuzzalino, Nassau County Comminty Colles, NY Susanne Van Der Val ona Sate Univers [A Nathan D.Vasathey Yennelo Valley High School CA\Nsom Vera Howard Community College) MD Hollyahna Vettori, nls Ret Junie Calle, CA; Julie Vorholt, Tenis Clark Callge OR Danialle Wagner, international Marymount Gllegs, Ai Lynn Walker, Coil College, CA; Laura Walsh, City Colle of San rancieo|CAy Andrey), Watson, The Elish Bakery; Donald ‘Weasenforth, Colin cll 1X; Jalkane Winer, hespshead ay High School NY; Lynne Wilkin, Mill Cllige,CA; Pamela Willams, Ventura Call, CA; Jeff Wilko vine Valley allage CA; James Wilson, Consomnes River Collge, CA: Kale Windahl Cuyahoga Community Colle, OF; Dolores “Lorrie” Winter California Sate Unlveraty a Pullsion CA, Joy ‘Yamamoto, 3pbanl Con munity Coll 1h en [Yani Boston ‘Universty MA, Nori Yoshida, Las la College, OR Joanna Zada, Fmarica River Colle, CA; HorenceZysman, Stag Canyon Calley, CA, Patricia Birch Bran Univezsty, Jolanta Capata eof New Cleans, Cj Katherine Coburn, URCs FLL Bc: Brin lari Macleod, St Mary's Univesity NS/Tarm Moffat, English Languoge Tate Jim Pappte, Brock University ON: Robin Peace, Confederation Colleges IIB abst Abubakar, ion Lanzinge Cntr Maly: Wink ‘Anes ina Nusalats Univers, ones Frankly, Balko Gakuin ‘Univer Japa ke Baker, Kose Junior High Sebo Japan Lenard Tart Keno usior Colles ops Herman Hertel, ep Siren ely ooyih Unversity Kaohsiung Thomas, Birk Nigo} Cll, Japan Aatalielirezdenlobsl English Hous aps MK Brooks, Makogi ‘Wernen's University, Japan; Truong Ngoe Ba, The Youll Language Schl, Viet Chaves Cabal, jo Univers, jpans Fred Carruth Matsimoio| ‘Unies Jaan ranctsCasser Sejo University, Japanitrey Chalk. ~SNU Soul Kites Deborah Chang, Meao Use Caled Langu {jotaing David Chatham, Rumen Unie, apany Andrew Chih Hong chen, Nato Sn Ytsen Universi, Keohsng. Chstna Chen Sut ling Hementary Schoo, Tape ulchen Chen, shin High Shier Gomnec, Tugel Seungmoon Choe, K2M Languogetnstiut, Sth Kore son ere Cote Cota College fpan Le Minh Cong, angtau Tass ocsioal College, Vicia; Todd Cooper, Toyama Nalini algo eho apn Mare Cosgrove Dato Banks ‘Univesity, Japon; Randall Cotten, Gia City Women's College, Japan Tony Cripps, isumeikan Univeral Japany Andy Cubalit, CHS, Thailand; Dan (GussenTakshoku Univers pan; Le Dan, Ho Chl Minh City Plecrie. Power College, Viena Shon Daykin, Banghv-dong Commnity Cente, South Koren Aime Denk, ILA, Vietnam; Bryan Dickson, Davids English Cente Talbel Nathan Ducker, Japan Unive fan Dun ‘Simul International Corporate Training, Japan: Nguyen Thi Kieu Dang, "Thang Long Univetsly, Vielnany Truong Quang Dung. Ten Gi University, Viens Newyen Thi Thuy Duong, Vietnamese American ‘Vocational Teaning College, Vietnam; Wong Tuck e, Raa Tun Azlan ‘Science Secondary School Mls Balla EAfendy, International siamie Univesity Malas, May; Botiza Esueta, KMUTT, Thailand; Robert ya, Kas Girl igh shoo, spans Jima George, Luna Infernational Language School, Japan Jurgen Germey, ik Road Language Cente, South ‘Kore; Wong Ai Goh, SM) Ching Ha Confuclan, Malay Sarah Go, Seoul Womens Unvetty South Kors; Peter Goosselink, Hokkal High School, pans Robert Gorden, SNU South Kore; Wendy M, Gough, St. ‘Mary CollgelNunlke Gaga Senmon Gab, Japs Tam Grose, Sapporo (Gaksin Univesity jpn Phan Thu Ha, Le Van Tam Primary Schoo, ‘Viet AnaeMarle Hadzim, Tipe Troy Hammond, Tokyo Gakuge ‘University Intemational Secondaey Schoo, Japan, Roblatal’Adawiah Bint Hava SMK Putujaya Pecnet 0, Maly; Tran Th Thuy Hang, Ho (Chi Minh City Banking University, Vietnam, To Th long Hanh, CEPALT, Viena: George Hays Tokyo Kokusai DaigaksJaans Jans Hearn Hong Universi, South Koren, Chantel Hem, Jochi Daigaku, Japan David ‘india jong University, South Korey: Nan Cam Hou, Ho Chl Minh ty Univesity of Technolog, Vietnam: Jana Holt, Korea University, South Kors: Jason Hollowell, Nihon Universi Japan; PN. (Zoe) Hsu, National Tainan University, Yon Kang: Kuel png Hsu, National Tsing Hise Universi, Hsichu City Wenkina Hs, 'Shou Univesity, Kaohsiung: Lam. ‘Nguyen Quos Hung Cath Univer, Vietnam, Cecile Hang, Changwon ‘Navona Unversity South Korea; Aino Haryal Ibrahim, Univers ‘Molaysia Pahang, Malays Robert Jeens, Yonsei University, South Kore Linda M, Joyce, Ryans Sanyo Universi, apa De, Nisa Kaewsanchal, English Sqinte Kanchanabur, Thailand Aniza Kamarulzamen, Sabah Sclce Seconda! School, Malaysia Ikuko Kashivabars, Osa Peco ‘Commniation Universi, Japan: Guemit Kaus INT College, Malays ‘Nik Keane, spun; Ward Ketcheson, Aomori Unversity, Japan: Nicholas emp, Kyh nterpabonal Unversity Japan; MontchatryKetmu Rajanangala Unversity of Technology, Thailand Dink Viet Khanh, Vietnam Seonok Kim Karp Jongr Language Sco), South Kors Suyeon Kim, Anyang University South Kora; Kelly P Kimaca, Soka Universi npany Masgharw Kimusa, Katoh Gekuen Gyosha High School, Japan: Gregory King. chub Daigaku, Janay Stam Kink, Konan University, Japan, Donald Knight Nan Hua Fa LiJonir High Schools Hsinchu Kar. ‘Kostainen, Nagoya City University apan; Patti Kuanpulpol,Sipakorn University thnlan Ha Thi an, Thal Bia Teacher Training College, ‘Vietnam: Eee Bavin Lason, Miyzaki Prefectural Noting University Japan, David Larencs Chub Dal, japan; Richard 8. Levin, Prefectural Universiy of Kumamoto, Japan; Shitty Lean, Chugokt Junior College, Japan, LHlsin Lee, Yoni; Nar Lee, atk Jung PL, South Koes, Ta Le, Yonsei Univesty South Korea: Lys Yongsoon Lee, Reading Town CGeumeheon, Son Kore Mallory) Leeee, Sun Mon Unversity, South Korea Dang Hong Lien Tun Lam Uppet Secondary Schoo, Vietnam: Huang Li Han, Rebecca Elation nse Tsipe Sovannarlth Lim, Royal Univery ‘of Phnom Penh, Cambodas Ginger Lin, National Keebsing Hosp College, Kaoheting Noa Lineker, New Zealand pany Tran Dang Khanh inhi Trang’Teacet Taig Colege, Vietnam Daphne Lit, lion oglih choo, Tape SF. Josephine Li, Ten Mu Flementary School, hip Carolin Lio, Tal Unversity, Tchang eng fia Luo, "Tughal University, Taichung Laura MacGregor, Gakushult University, Jepaty Amir Malan, Visual Schoo, Thailand Elena Magda, Sered Heart Puoesionl ling College, Japan Vu Thi Thanh Mal, Hoang Ga Education Cente, Vietnam: Kimara Mapakazu, Kato Gakuen Gyosba High Selo, spun Sususia Matshash, Net Link English Schoo jpn James ‘MeCrostie, Dnt Banks Universi Japan Jol McKee: inha University, South Kove; Colin McKenzde, Wachirawt Primary School alan ‘erumi Miya, Tokyo Denk Dsgak, Japan: Willan K, Moore, ‘itoshina Kokua Gap Univers, pan, Kevin Mueller, Tokyo Kokusai ‘Daigaku, Japans Hudson Martel Balko Gakiin Univers, epan; rances ‘Nambs, en International School of Kwancei Gakuin apa Kelichi Narita, ‘ila Univers, Japan, Kim Chang Nguyen, Ho Ch Min Unversity of ’ip Vitam Doh Thanh Nha, ano! Users, Vietnam, Dale PARAL oyun Hnglh Convereton Shoo Jap Haya TRLAL Brags Vietnam Dongln Ob, BM PLS South Kore Keiko Okada, PAP Seka pen Lolue Obes Snkuloks Unive, )pan Foran pasta) Universi South Kove: Donald Patan, jn HI Els angio Se ce Talla Virgini Peng Risuekan Pataths apa Suanghanok Pibcosthansnon jnesia Univers of Teel halen Sion Picher, Basins Engl Reaching Servic, Team jokin Probert New Edieston Workdwie, Thala Doh oa alten Dac thang Unters, Viena Jon Racine Dako Sefer japan: Kevin Ramsden, Kyoto Unisry of ori ties, Jeeta Rappaport Gung The Nhs Ha No, Vietnam: Lise Rehad fer up yoo opa,eter Rly Tho Unica Thomas AvRbs Kyoto anayo Univer, on Rory Rossy Mai Daa, Hadar Fett Rogan, Uneagte Rise Indone,inonei; Greg Mat Kenan Unter aan; Chri Radda, Kal Unversity heen Hans Gusta Schwa hla Mary Jane Sot, Soong {fist sath Koren Dara Sheahan Seoul National Unibet South Polenta sheroc APH. Angthong, haland Prof Sie ingsin ‘alvrty fs Technolog, Xinféng, Yoko Shimizu, Rtounelkan Ula japan Sila Mote Shakar, Une ane Malays, Maly ‘Spee E Sint, Maticel Unies, Thad; Moon young, South Fite Seunghce Son, Anyang Univer, South Kors MiyounaSong, ‘yuiawon Univer Sth Kors Ls Sood; VUS Veta Javon rege Tujon neralonal Langue Stool South Kore Bran A ‘Sous Koren Univer South Kore Mulder Su, Stt-Chica Unrest, Feanisng:Yoomi Su Palh us South Kove, Yn Fang Sn, Wenn tine ole of Languages Kobshing Richard Swigl Kanal Gil Lively jp Sanford aor, Kj Gan aia, apts Mavors Takashi Aka etecarl Univer, pans Tran Hoang Tan, Schoo of {nteranal raining, Vey Tak Tala Doshi Univers aan Jefe Tatcher, American Unies Abi Language Center Thal athe Talo Kj Gln Daa, japan Michael Tylor terion Diner Sol eae Kampanai Tharp, Wana Wiaya ‘Acddeny Thay Tan Daeg the S30 Mal Language Cees Vis Aran Dinh Tho, Duc Sconlary Sho Vita Haya TB ADK, Nha cole of Cure Arsh Turiem, Vem Peter Tin Pet glih hoo apa amie Rogan, Hoe Dan High School apn F Sigmund Topo Kel aivert Langage Stoo aan Tu Tee YN Vina Yen-Chengoeng, Chang one Christi Univers Tiny Te Hsuan Tw National Cle Kung Univer, Tuinan iy Hajime emai Honk Universi apn Rachel Un, Mok dong Osa nglish Shoal South Kore: Dav Undenliepes pus Ben Undervood, Kufenins High cho} japan Sik saa Sta Ulery, Talis “ye Bul Utams Indes Nguyen Tl Van, Fr Eas erat Soo, ‘Vethan Stephan Van Eycken, Kosei Gakuen Gils High School, Japan Zisa ‘eke Tu nent ShoaSemarang nertonl Shon Chay Ths tlery Walter, Seng Univesity South Korey Bi White Kink Unis apne Yohanes De Deo yao, Xveis St High School, Trdnes Dyan Willems, SN South Kore Woo, ean Univers, Sexth Kore Greg Chung ses Wu, Proilence Universi Thang. kan Xlubining, BLCU, China Hut-Lien Ye, Chai Nay Ulver of Phy and Geet, Tiny Spor Yoda uae Chalenprakie Une ‘ill Shanatul Hey Zambab Universt Tekoolgi Malay Mays Ming ul, Char Jang Chit Unies, sia Ai Fade bn Mani Zahoa, Koala Trenggn See School Malas HRI siieyF. Atis, American Culture Association’ PSnar: Gil ‘Akko Bogus Univers Seal Ake Hal Univers, Aven [Akl Fac Univer, Ayge Unt Arba eykent Univer; GOkRan ‘Ash Kapaa Vora Colles Hakan hs, Kspaolya Voctional ‘alee fla Asan, Kapadokya VoutioalCallegel Axara Ate Di Kee Uniery Nr Baba, Kapadlys Vocational Coles Fea Balababal University Al Baydan, Kadi Has University Ayla Bayram, Kapadokya Yocstional College; Pinar bilgi, Kadi Has University; Kenan Bocku, Kapadoliya Vocational College: Vonca Hozkurt,Pge Univer; Frank Caen, iri Rig engl Noyan Cengsl ge University li Dogan, Ege University Natalia Donmes, 2 Mays Univer; Naan Emisoy, Kai Has University, “Ayge gin, Kade Hiss Unversity Ayhan Gedikbas, ge University, Gilgah Gener Heykent Univers Seyit Omer Gok, Gediz University, Tugba Gok, Ged Universit kay Gokge, ge University; Zeynep Brine Guten, Maltepe University, Nesihan Giles, Kade Has Univers Sirean Gomi, ir Has Univesity; Gbzde Ball, Peykenk University: Denia Bali, Halle Elaine Santeso, Escola de ies, Beal Camila Pranic Sante ‘Kadi Has University Nesein Gundogu, 11, Piri Rels Universe Tanju ‘Garpinar Piri Res Univers Slia Gurtur, Pir Reis Univers Nesihan ‘Guru, Pil Res University Roger Hewitt, Mallepe Unive; Naor Ibrahim, BeykenUniveraty, Nevin Kaftelen, Kadir Has University, ‘Silla Kalin, Kapadokys Vocations Clg Sema Kaplan Karabina, ‘Anadohi Univer Ersy Kar, Ciresun Univers Rey Karayazgan, Fee ‘Univesity Darren Kaleo, Piri Reis Univers Trudy Kite, Kapadokya Vocational Colle Sasive Kona Kadir Has Unversity: Giiney Korkna, apadokye Vocational College Robert Ledbury, Tze University of Fconimies AMY Lucas, Maltepe Ulvesty; Balen Nediam Usa, Dogu Usiesty Murat Nas tie Mall Ovens, Kai Hs University: Ova Orang, Bofazici Univesity Funda Oxcan ge University likay Orsemi, Pr Unversys Oka Ortark, Gea Univesity, Cassondrea Pils Anacoly Univer: Yelda artkaya, Cappadocia Vocational College: -Mlige Sekercol, ge Univeral: Mell Senol, Canakkale Onsckiz Mart Univer, The School of Foreign Languages: Patricia Ste, Kadir Has Univetsity Rex Surface, eyken! University Mustaa'Torun, Kapadoky Yoeatonal College; Tanse OstUnlogln, Ege Univers ath Yee, Beykant University Sule Yokel, Hee University Amina Saif Mohammed Al Hashamla, Niwa Collegeof Applied Sciences, Oran Jenaler Baran, Kuyt University Kiva Philip Chappelis, GEMS Modern Academy, UAE Sharon Ruth Devaneson, Ii Collegeof Technology, Oman; Hanaa ELDeeb, Canadian Inertial Cllegs, Egypt, Ywonne Eaton, Community Celle of Qatar Gata Brian Gay Sultan Qaboos University, Oman; Gall Al atid Sharjah Womess College (HCT), UALE, Jonathan Hastings, Aierean Language ‘Canter, Jordan Lari Susan Hil, English Language Cente, University of Bahai Balai Abraham Irannezhad, Mehre AVal ras Kevin Kempe, ENA-Q, Qatar ill Ney Jains, University of Naa, Mary Kay Klein, ‘Amerzan University of Sharh, U.A. Es Sian Khoary,Fultah Women's College (HCT), U.A'B3 Hussein Dehghan Manshad, Farhan Psjooh& Jeane Jai Language Shoo), InanJesca March, American Unters of Sharah U A.B; NeitMeBeath Sultan Qaboos University, Oman; Sandy ‘MeDonagh, Abu Dhabi Men Colles (HC), UA. Rob Miles, Sharjah ‘Women's allege (HT), UA Bs Michael Kevin Neurnann, Al Ain Men's College HT), UAE MURRIETA 410 Aguirc, Argentina Clandia Almeida, ‘Cootenagao de oma rae Claadia Aas, Brau Mara delos Angeles Barba, [88 Acalan UNAM, Meco Lilla Baris, Unversiad Autonoma de “Tanaulipes, Mexico; Ad Beristain, UAEM, Mexico; Rleardo Bk, Mane! Ribas Batis Fason Braga, NA, Bazi Mari Bute, Mater et Mags, rsa Alessandra Campos Inara Centro de Lingua, Brazil Priscila Catto reta Ribeiro Brsaih Gustavo Cesta, Aces nernatonal School, Real ‘Walter DAleseandro, Virgina Langage Cnt, Baal Lllan De Gennaro, ‘Argeti Monia De Stefan, Quality Centr de ions Bri ull. “Alejandra Flores, BUAR Mexios Mian Peete, CNA Vile Guilherme, Frail Francio Garcia, Colegio Lestonnacde San Angel Mexico: Mela ‘of calm when they are disconnected'from the real world. For all stroke victims, —_ depends on the seriousness of the stroke, but 0 with a lot of physical and speech therapy, patients can _ == their ability to walk and communicate, Although the ' survival rate for stroke victims is not bad, on the whole, 40 percent have some resulting disability.|_G+ Go online for more practice with the vocabulary, SAY WHAT YOU THINK Discuss the questions in a group. 1, Do you think you focus more on “the big picture” and general ideas or details? Would you say that you are more “right-brained? or “left brained?” according to the ideas in the Listening? 2. Which effect ofa stroke would upset you more, the loss of the ability to Speak or the loss of your past memories? Why? 9+-Took at one of the pictures below and describe your overall perception. This will engage the right hemisphere of your brain, the side that looks at the big plctire. Then, describe the details ofthe other picture, This will engage the|left hemisphere of your brain, the side that looks at deta Which description was easier for you? What would De, ‘Taylor say? [Pictures Speakers do not aliyays state their ideas or ‘opinions directly, They may give facts Tobi arel specttielistenes tora alogical conclusion, or make an 'Wfence Wis inportant howeves to make sure you don't make inferences that d gestediby the informations Tiyoware notisure What someone is inplying, here ate some phrases to chock Your tinderstanding, ‘ | So doyoU mean that... 50, ate yolisayingthat... 7 $0, would you say that. 7 UNIT: |) How does language affect who we are?© A. Listen to the excerpts from Listening 1. Circle the best inference for each one. 1, a, People have no idea how the brain works. b, People dont understand the exact functions of the different parts of the brain, 2, a, A normal, healthy person uses both hemispheres of the brain. b, Different people prefer to use different hemispheres of the brain. 3, a. Dr Taylor found an advantage in the consequences/effects of her stroke. b, Dr, Taylor was very upset about losing some of her brain's abilities. 4, a. Dr. Taylor feels that foreign tourists function somewhat as if they ‘were brain-damaged. Dr. Taylor feels that foreign tourists make up for the lack of language skills by increasing other communicative abilities. B. Choose two of the situations below or use your own ideas. Write some sentences that imply the ideas, but do not state them directly. ‘Your concerns about learning English ‘Your communication difficulties with grandparents Your thoughts on teenage slang and text abbreviations Your feelings about your language classes Your fears about: a miscommunication with a best friend Yoursentence;___ * Yoursentence: C. Work with a partner. Take turns reading the sentences about your situation. Can your partner infer what you are trying to say? D. Go onli \e for more practice making inferences. Listeningand Speaking 11hmm heuer em ue hiatal ‘of words would you use in a timeline about this lecture? Check (/) the best answer, 44] first year of language instruction, second year, third year fourth year O childhood, teenage years, adulthood age 1, age 2, age 3 age’4 © _B. Add the time words you chose in Activity A to the timeline below. Then listen again and complete the timeline with the corresponding events and details. Compare your answers with a partner, 4 © A. Listen toa lecture on early childhood language development. Which set (1 0-12 months, 18 months, 24 months, 30 months i I | 7 { | : er ae I children learn words from parente 12 UNIT | How does language affect who we are? y‘0 online for more practice organizing notes in chronological order using a timeline. LISTENING 2 | The Story of My Life ea You are going to listen to an excerpt from an audiobook of Hellen Keller’s autobiography, The Story of My Life. Helen Keller (1880-1968) lost her sight and her hearing from an iliness when she was 19 months old. She learned to communicate through hard work with her teacher, Annie Sullivan. As you listen to the excerpt, gather information and ideas about how language affects who we are. PREVIEW THE LISTENING AL In what ways do you predict that a child who lost her sight and hearing at such a young age would try to communicate? Write your ideas and then share them with the class. B, [XEUUEN Read aloud these words from Listening 2. Check (7) the ‘ones you know. Use a dictionary to define any new or unknown words. ‘Then discuss with a partner how the words will relate to the unit. adequate (4d), & invariably (adv) fragment (1.) outburst n,) gesticulate (v) persist (v) imitate (v,) reveal (v.) & incident (nJ& rent (n,) intense (adi) & tangible (ad}) & Oxiord 3000" words + Go online to listen and practice your pronunciation. | Listening end.spe:WORK WITH THE LISTENING oe © A. HSEMEUDEAVGNEIE Listen to Helen Keller's story. As you listen, add. i the story to the timeline. Then compare your timeline il un ay +used signs to alas | imitated acts Critical Thinking @ B. Read these descriptions of Helen Keller's emotions during periods In Activity B you are of her childhood, Use your notes to number the described events in asked to number chronological order from 1 (the earliest) to 7 (the last), Check your aoa ele answers witha partner. order. Identifying ae euetoee __, Helen could make finger signs to spell many words but became impatient of events is an because she didn't understand how the actions connected with the words. important ential thinking sil Helen used her hands, touched every object, and felt protected by her mother who understood her crude signs to communicate. _—— Helen's desire to communicate grew so strong that she was often angry and had passionate outbursts Helen began to grow confident as she explored with her hands and Jearned the names and uses for objects, __ Helen was able to figure out what was going on around her and could imitate actions, but she felt different from others, Helen touched people's lipsand imitated their movements, but became frustrated when it did not produce any result. _ Helen felt free and hopeful once the mystery of language was revealed to her, and she was eager to learn, 14 _UNIT1 | Howdoes language affect who we are? yfor Success. yer time, the feaning of a word ‘an change. The word dumb, for example, means unable to speak” but today the meaning, unintelligent” is mote common. ‘Check up-to-date dictionaries and ask your teacher if you are confused About a word. © CG. Read the lists of examples and descriptions from the audiobook excerpt. Then listen again. Match the examples with the descriptions. her a. adoll b. pushing someone to tell her to go d. the strength of the sun e. water £. her mother 4g. breaking the doll h, Helen’s saying “She brought me my hat, and | knew Iwas going out” r teacher. __1. an example of Helen's simple “crude signs” to communicate 2. the person to whom Helen owed “all that was bright and goo. my long night” 3, an example of Helen’s ability to figure out what was going on around her 4, the person “who had come to reveal all things to me, and, more than all things else, to love me” _5. the way Helen knew that the “sweet southern spring” season had begun 6, the gift that “the little blind children at the Perkins Institution «had sent” _7.. the “living word” that “awakened her] soul” and made Helen finally realize what language was 8. theaction that Helen said made her feel satisfied and showed she knew “neither sorrow nor regret” D. Circle the best answers to these questions. 1, How would you describe Anne Sullivan's teaching method? a, She persisted in teaching Helen one word at a time until she learned it correctly, b, She taught Helen in a traditional classroom/style, but used her fingers to spell words. . She used Helen’s sense of smell to connect a word with an object. 4. She gave in to Helen’s anger by allowing her to play outside when she got frustrated.2. Whatis one point Helen Keller would probably NOT agree with? a: Children who are deafand blind can learn to communicate effectively b. Children who are deafand blind are forever locked in a world of silence © Children who ate deaf and blind should be encouraged to face their challenges, . Children who are deaf and blind need special teachers to acquire language skills, 3. What can you infer from Keller’s words, “.. the more I handled things and learned their names and uses, the more joyous and confident ‘grew my sense of kinship with the rest of the world”? Learning how to use things made Keller happier b. Without words, Keller felt separate from the world, ¢. Confidence is not possible without language, Her family was happy that Keller understood the names for things, E. Read the statements. Write 7 (true) or F (false). Then correct the false statements, <1. Helen Keller did not communi icate with anyone until she met her teacher, Anne Sullivan 2. Helen Keller knew she was different before she met Anne Sullivan, 4 Anne Sullivan taught Helen Keller that everything has @ name, Helen Keller never became frustrated after meeting Anne Sullivan. — 5. Helen Keller called the day she met Anne Sullivan the most important day of her life PAEETTEG Here are some words from Listening 2. Read the fefences. Citcle the answer that best matches the meaning of each bold word. eee eth : 1. Children learn to speak by imitating words and trying to sound like adults, a. duplicating b. ignoring. 16 UNIT] How-does language affect who we are?2. When we were trying to use our hands to communicate without, language, we found that the way we gesticulated did not always get the message across. a, made signs __&, complained loudly 3, There were many incidents when it was clear that she could understand ‘me, even though she never said anything directly. a. accidents b, events 4, ‘The experience was so intense that it caused the woman to cry. a, powerful b. unexpected 5, Ifyou dont feel your language skills are adequate for that job, then you should not apply! a, sufficient b, not good enough 6, ‘Those who are bilingual invariably get jobs more easily and are grateful to their parents for making them learn a second language. a. occasionally b, consistently 7. ‘These passionate outbursts helped the little boy get his way because no ‘one could ignore the noise he made. a, quick explosion of feeling . loud sad songs 8, Without tangible evidence to support their theory, the researchers didn't feel confident publishing their study. a, popular; widely accepted b. clearly visible or concrete The answer to the mystery was not revealed until the last few pages of the book, a, explained; shown b. hidden; unknown 10. Ifthat annoying sound persists, I will have to complain to the neighbors. Tcan't sleep! a, fades away b. keeps up 11, Because the stroke victim had lost some of her vision, she could only make ut fragments of the picture and had to connect the pieces in her mind, a. little pieces b. soft colors 12, ‘There was no strong sentiment visible in the man’s face, no feeling of anger or sorrow. so eee ee b. emotion QE). co online for more practice with the vocabulary, H. Go online to listen to Losing a Native Language and check your ‘comprehension.18 Qin SAY WHAT YOU THINK A, Discuss the questions ina group. 1. In the 21st century, do you think it is better for a child like Helen Keller to have a private tutor at home or learn in a school setting? 2. Helen Keller felt lost and empty without language. She was angry and even violent at times when she couldn't communicate, What are some emotions that are hard to put into words, and how do different people express them? 3. What message do you think Helen Keller wants readers to get from her descriptions of her childhood before and after she met her teacher? B, Before you watch the video, discuss the questions in a group. How might people have treated Helen Keller ang jill Bolte Taylor when “they were unable to use language easily? 2. In what ways have people spoken to you differently when they realize English is not your native language’ €. Go online to watch the video about communicating with elders, Then check your comprehension, D. Think about the unit video, Listening 1, and Listening 2 as you discuss these questions. 1, If Helen Keller and Jill Bolte Taylor could meet, what do you think they would talk about? 2, What mental attitudes did Helen Keller and jill Bolte Taylor have in common? Jn what ways were their attitudes different? 3, What similar feelings might the elderly, Helen Keller, and jill Bolte Taylor have in common about the way others treat them? UNIT1. | How does language affect who we are? sKnowledge of prefixes helps you expand your vocabulary. Here are prefixes that are added to adjectives to give an opposite of negative meaning, Folk illegal im: impossible ins incapable ip ireguler un- unthinkable @ for Success With il, iin-, end ir) there are patterns, but also exceptions Although we rarely stress prefixes, we put strong secondary Use for Words that begin with, | illegal, illogical (but unlawful) Use Im: for words that begin with impossible, $treds ona pref ea mpossible|imme thatmeansnersoit | Pymmand bs (but unpopular) is easy fora listener ieee ea eiinclociond dis Use ir- for words that begin with, _| irrelevant, irregular (but unreliable) negative meaning Trees eee tee - {unimPoRtent, ‘The prefix dis-is the form that is most often used to form the negative of verbs, adisSATisfied) though ur isalsovused C disagree disobey disqualify dislike undo _untie. Both dis: and/un- ate also used for participial adjectives, [dissatisfied disappointing undecided unending .. Write the correct negative prefix on the line in front of the adjectives. 1, Dr, Taylor said that she was able to enjoy the experience of being connected ftom the left hemisphere of her brain. 2. Dr, Taylor told the caller she wasn’t __conscious even though she had had a stroke. ‘The caller was Surprised that the neuroanatomist could get help in spite of her__regular style of communicating, 4, Astroke victim who wasn't a doctor like Taylor was could have been aware of what was happening.5, Helen Keller's parents might have thought that a teacher without ct experience with blindness would have been more sensitive toward Helen’s condition. 6. Helen Keller was patient with her teacher’ attempts to teach her the difference between mug and water. B. Write sentences to describe Helen Keller and Jill Bolte Taylor and their experiences. Use one of these adjectives in a negative form in each sentence, Compare sentences with a partner. ‘adequate conscious. perfect tangible capable connected possible usual comfortable measurable satisfied —_visible Helen Keller's earliest attempts to communicate were inadequate. (QB)! co online for more practice with negative prefixes. oes language affect who we are? :for Success Remember that rot all sentences with a form of be + a patticiple are passive! This article was. written by Helen Kelleris passive. Iwas ted after a long, difficult day Is not passive. It Is the simple past of the verb be + an adjective CCT TTI Lac eNOS At the end of this unit, you will narrate a personal experience about language loss or a difficulty communicating. You will need to use figurative language when you give details about the incident. 1. ‘The passive voice is used to put the emphasis on the object of the verb instead of the subject For example, imagine we want to talk about why fill Bolte Taylor lost her language ability-=becauise of the effects of a stroke on her brain, The most important part of the sentence is fier brain and not a stroke, ‘Therefore, instead of the active sentence A stroke damaged ‘Taylor’ brain we would say: [Taylor's braih was damaged by a stroke. 2, ‘The passive voice is used when the subject of the sentence Isnt known, [This auidiobook was recorded in 2007. Tf'we don't know (and don't care) who recorded the atidiobook, it sounds awkward to say Somebody recorded this audiobook in 2007. The important element of the ‘sentence is this audiobook, so it sounds better at the beginning of the sentence, 3, ‘The passive voice is only used with transitive verbs (Verbs that take an object). + % Helen Keller was taught a new way to speak, K_ Di Taylors stroke was happened th the morning, 4, In passive sentences, the verb tense is indicated in the Verb Be, Medialiverbs can also be made passive: a had been found | Was lost Model pensive maylbe revealed ‘couldibe gained | is token’ ‘The active voice is more common thatthe passive Voice, Overusing the passive Voice can make your speaking sound flat, impersonal, oF too formal. This is why. some word-processing grammar checks underlitte passive sentences, However, there are times when the passive Voice is more appropriate and should be used. uereninoard Speding 2‘A. Read these sentences from Helen Keller's story. Write Pif the underlined verb is passive and A ifit is active, 1. [felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort ‘was removed, 2. She brought me my hat, and I knew I was going out into the warm sunshine, 3. This thought, if'a wordless sensation may be called a thought, made ‘me hop and skip with pleasure. 4. Someone was drawing water, and my teacher placed my hand under the spout, ‘As the cool stream gushed over one hand she spelled into the other : 2 the word water, first slowly, then rapidly 6. Istood stills my whole attention was fixed upon the motions of her fingers. 7, Suddenly I felt a misty consciousness as of something forgotten—a thrill of returning thought; and somehow the mystery of language ‘was revealed to me, 8, I knew then that “w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. Work with a partner. Discuss whether the passive or the active version of the sentence sounds more natural. (Sometimes one is clearly better; sometimes both can sound all right, although the emphasis is different.) 1. a, Tforgot my textbook, b, My textbook was forgotten by me, 2. a, Some scientists made many significant adyanees in the field of neuroscience in the last century. bi. Many significant advane the last century. in the field of neuroscience were made in 3. a. Louis Braille invented a system of writing for the blind known as Braille. b. Braille, a system of writing for the blind, was invented by Louis Braille. 4. a, Someone added Braille signs to places such as elevators and restrooms. b, Braille signs have been added to places such as elevators and restrooms. 5. a, Today, some blind children may attend regular public schools. b. Today, regular public schools may be attended by some blind children. 22, UNITA.| How does language affect who we are? yQUEENA). Go online for more practice with the passive voice. D. Go online for the grammar expansion. LACTATE LCL LA) Se CRSA SLCC Speakers engage their audiences by emphasizing key words in three main ways, 1, Saying Rey words more loudly 2 Making the vowels in the key syllables longer 3, Using a higher pitch for stressed words Key Words in sentences are usually content words (nouns, verbs, adjectives, and adverbs) We also sttess words that provide new information or information that contrasts ‘with or corrects preyious information, New ot particularly important information often comes at the end of a clause or sentence, © Listen and practice the examples, She's a SCIENTIST, (noun) She Was COMPLETELY CONSCIOUS, (adverb + adjective) He was RESPONSIBLE. (adjective) _ She ISOLATEDIherselt verb) Any word (pronguns, auxiliaries, prepositions)ican be stressed) however, when. the speaker wants fo emphasize a particular-point, Notice which words indicate cortective of contrasting information, © _ Bisten and practice the examples. ‘A: She's a SCIENTIST? 8: No, she’s a DENTIST. ‘A: Are you AFRAID of oralireports? BI YES!|/NEVER take SPEAKING classes, ‘A:Can Gary speakMANDARIN? —_B HE cant, but LISA can. When you emphasize key words, a'strong rhythm develops and key words stand ‘out clearly to listeners, Knowing how stress and intonation work will help you ‘with both speaking fluency and listening comprehension. © A. Jill Bolte Taylor isa strong and dynamic speaker. Listen to her describe the morning of her stroke. Circle the key words you hear emphasized; then compare transcripts with a partner and discuss the ways Dr, Taylor ~~ uses stress to help engage her listeners. ‘Then I would have this wave of clarity that would bring me and reattach me back to normal reality, and I could pursue my plan, and iny—the only plan that | Listening and SpeakingThad in my head was to call work and that somebody at work would get me help. Um, but it—it took, uh, over 45 minutes for me to figure out what number to dial and how to dial and by the time, um, I got the information I could not see uh the, the phone number on my business card. I couldn't pick the numbers ‘out from the background pixels, cause all | could see were pixels. Uh, and it’s a you know, it’ a, big drama, By the time my colleague, 'm very fortunate he was at his desk. I spoke. I said “Woo Woo Woo Woo Er” I had no, no language and ‘when he spoke to me he sounded “Woo Woo Wer” He sounded like a golden retriever So, uh, but he did recognize that it was I and that I needed help and. then eventually he did get me help. B. Ina group, take turns adding some expressive details to these sentence starters, stressing key words so your listeners understand what information is important or contrastive. 1, We use our right brains to. .., and ourleft brains to... 2. Many ESL learners have difficulty..., but1.. 3, When I had to stand up in front of the class to give a speech, 4, [’ll never forget the day when (name of a person) asked me 5. When I went to visit my relatives in... I couldn't eS 6. ‘Taylor’s experience made me think about .. 7. My worst experience trying to speak English was when . Go online for more practice with emphatic word stress. 24 —_UNIT1 | How does language affect who we ate? s