Professional Documents
Culture Documents
Teaching English As A Second or Foreign Language
Teaching English As A Second or Foreign Language
ISBN: 9781111351694
Authors’ Biographies
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
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).
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,
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.
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
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).
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.
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.”
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.
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
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.
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
worldwide.
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
Quarterly.