At this point in my career, I am most passionate about helping our students and alumni develop their professionalism and their leadership skills. It is a source of great satisfaction to me to see our graduates take on diverse professional roles: as language teachers, teacher educators, assessment specialists, curriculum and materials developers, researchers, and language program administrators. Many of our graduates have gone on to doctoral programs.
I’ve been teaching at MIIS for over 35 years. I am perpetually encouraged by the caliber and creativity of our MA candidates and by the quality of my wonderful colleagues in the TESOL-TFL MA Program. Together we form a positive and vibrant intellectual community, where our roles as learners and teachers are fluid and reciprocal, and the classes are interactive and exciting.
My areas of expertise include language assessment, research methodology, the teaching of speaking, and language teacher education and supervision. I am fortunate to be able to teach courses on all these topics here at MIIS.
I have had several opportunities over the years to serve in volunteer leadership positions. Since 2009 I have been President of TIRF (The International Research Foundation for English Language Education) and the Chairperson of its Board of Trustees. In 2015, I was elected as a member of the Executive Committee of AAAL – the American Association for Applied Linguistics. In 2016, along with MIIS alumnus Tim Marquette, I was the chairperson of the four-day AAAL Conference in Orlando, Florida. I currently serve as the President of AAAL. From 1992-1995 and again from 1997-2001, I was a member of the TESOL Board of Directors, serving as president from 1998 to 1999.
In 1985 and again in 2007, I was the recipient of the Allen Griffin Award for Outstanding Higher Education Teacher of the Monterey Peninsula. In 2007, I received the James E. Alatis Award for Service to the international TESOL association, and in 2011 I received the Heinle Lifetime Achievement Award. I am very grateful for the rewarding opportunities for professional service that MIIS has provided me.
My previous work has included program administration experience at MIIS, UCLA, and the University of Hawaii. I have also done a substantial amount of consulting on assessment projects and program evaluations for various universities. It has been my good fortune to be involved in teacher education roles, either as a trainer or as a conference presenter, in thirty countries.
My summer teaching jobs have taken me to St. Michael’s College, Iowa State University, Michigan State University, the School for International Training, San Francisco State University, Northern Arizona University, Sophia University, and Georgetown University, as well as Macquarie University and the University of New South Wales in Australia. In 1996-1997 I spent a wonderful sabbatical year at the Chinese University of Hong Kong. While each of these experiences was delightful, I’ve always returned to MIIS because this is such a wonderful place to work.
I completed my BA in English literature at the University of California. I then went to UCLA for both my MA in TESL and my PhD in applied linguistics.
Please note: In the following partial list of my publications, I have underlined the names of my current students and MIIS alumni.
Bailey, K. M., Dale, T. L., & Clifford, R. T. (Eds.). (1987). Language testing research: Selected papers from the 1986 colloquium. Monterey, CA: Defense Language Institute.
Bailey, K. M., & Damerow, R. M. (Eds.). (2014). Teaching and learning English in the Arabic-speaking world. New York, NY: Routledge and TIRF.
Bailey, K. M., & Damerow, R. M. (Series Editors, 2013-present). Global Research on Teaching and Learning English. A series co-published by Routledge Taylor Francis and The International Research Foundation for English Language Education (TIRF).
Bailey, K. M., Long, M. H., & Peck, S. (Eds.). (1983). Second language acquisition studies: Series in second language acquisition research. Rowley, MA: Newbury House.
Bailey, K. M., & Nunan, D. (Eds.). (1996). Voices from the language classroom: Qualitative research on second language education. New York, NY: Cambridge University Press.
Bailey, K. M., Pialorsi, F., & Zukowski/Faust, J. (Eds.). (1984). Foreign teaching assistants in U.S. universities. Washington, DC: National Association for Foreign Student Affairs (NAFSA).
Bailey, K. M., & Santos, M. G. (Eds.). (2009). Research on English as a second language in U.S. community colleges: People, programs and potential. Ann Arbor, MI: University of Michigan Press.
Bailey, K. M., & Savage, L. (Eds.). (1994). New ways in teaching speaking. Alexandria, VA: TESOL.
Authored and Co-Authored Books:
Allwright, R. A., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge, UK: Cambridge University Press.
Bailey, K. M. (2007). ELT advantage: Content-based instruction (a distance learning course). Boston, MA: Heinle & Heinle.
Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York, NY: Cambridge University Press.
Bailey, K. M. (2005). Practical English language teaching: Speaking. New York, NY: McGraw-Hill.
Bailey, K. M. (1999). Washback in language testing: TOEFL monograph series, MS 15. Princeton, NJ: Educational Testing Service.
Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions and directions. Boston, MA: Heinle & Heinle.
Bailey, K. M., & Curtis, A. (2015). Learning about language assessment: Dilemmas, decisions and directions (2nd ed.). Boston, MA: National Geographic Learning.
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.
Chapters and Articles:
Bailey, K. M., Bergthold, B., Braunstein, B., Fleishman, N. J., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. J. (1996). The language learner's autobiography: Examining the apprenticeship of observation. In D. Freeman, & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). Cambridge, UK: Cambridge University Press.
Bailey, K. M., Dale, T. L., & Squire, B. (1992). Some reflections on collaborative language teaching. In D. Nunan (Ed.), Collaborative language teaching and learning (pp. 162-178). Cambridge, UK: Cambridge University Press.
Bailey, K.M. & Krishnan, A. (2015). Old wine in new bottles: Solving language teaching problems creatively. In A. Maley & N. Peachy (Eds.), Creativity in the English language classroom (pp. 84-97). London, UK: The British Council.
Bailey, K. M., & Krishnan, A. (2016). A conversation about creativity: Connecting the new to the known through images, objects, and games. In R. H. Jones, & J. C. Richards (Eds.) Creativity in language teaching (pp. 213-226). New York, NY: Routledge.
Bailey, K. M., & Llamas, C. N. (2012). Language program administrators’ knowledge and skills. In M. A. Christison & F. L. Stoller (Eds.), A handbook for language program administrators (pp. 19-34). Miami, FL: Alta Books.
Bailey, K. M., & Springer, S. (2013). Reflective teaching as innovation. In K. Hyland & L. Wong (Eds.), Innovation and change in English language education (pp. 106-122). New York, NY:Routledge.
Bailey, K. M., Thibault, J., & Nunan, D. (2009). How the experience of leadership changes leaders. In M. A. Christison & D. Murray (Eds.), Leaders in English language education: Theoretical foundation and practical skills for changing times (pp. 238-254). Mahwah, NJ: Lawrence Erlbaum and Associates.
Chiesa, D. L., & Bailey, K. M. (2015). Dialogue journals: Learning for a lifetime. In D. Nunan, & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 53-62). New York, NY: Routledge.
Chiesa, D., Damerow, R.M., & Bailey, K. M. (2013). The use of dialogue journals with university EFL students: A sociocultural perspective. The Asian Journal of English Language and Pedagogy, 6, 1-46.
Damerow, R. M., & Bailey, K. M. (2014). Research on the teaching and learning of English in the Arabic-speaking world. In K. M. Bailey & R. M. Damerow (Eds.), Teaching and learning English in the Arabic-speaking world (pp. 1-13). New York, NY: Routledge and TIRF.
Damerow, R. M., Pahl, C. A., & Bailey, K. M. (2013). English in the 21st-century workforce: Survey of language use in international plurilingual organizations. The European Journal of Applied Linguistics and TEFL, 3(1), 165-185.
Delaney, A. E., & Bailey, K. M. (2000, March). Teaching journals: Writing for professional development. ESL Magazine, 16-18.
Krishnan, A., Pahl, C., & Bailey, K. M. (Forthcoming). Examining the discourse of supervision: The learning experiences of two novice supervisors. In L. Wong & K. Hyland (Eds.), Faces of English language education: Students, teachers, and pedagogy. New York, NY: Routledge.
Pahl, C., & Bailey, K. M. (2014). Time management for graduate students: An emerging leadership skill. In C. Coombe (Ed.) Student leadership (pp. 105-119). Dubai, UAE: TESOL Arabia.
Pasternak, M., & Bailey, K. M. (2004). Preparing non-native and native-speaking English teachers: Issues of professionalism and proficiency. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 155-175). Ann Arbor, MI: University of Michigan Press.
Santos, M., Charbonnet, L., & Bailey, K. M. (2009). New contexts for research in community college ESL. In K. M. Bailey & M. G. Santos (Eds.), Research on English as a second language in U.S. community colleges: People, programs and potential (pp. 1-9). Ann Arbor, MI: University of Michigan Press.
Tucci, M., & Bailey, K. M. (2012). Using songs in teaching EFL to young learners. In H. Emery & F. Gardiner-Hyland (Eds.), Contextualizing EFL for young learners: International perspectives on policy, practice and procedure (pp. 194-210). Dubai, UAE: TESOL Arabia.
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
EDUC8540 - Language Assessment ▹
Considers issues in language assessment including reliability, validity, test bias, and authenticity. Examines differences and similarities among placement, proficiency, achievement, aptitude, and performance testing. Explores alternative evaluation procedures. Prepares students to evaluate tests and to develop original language tests. Prerequisites: Language Analysis and Educational Research Methods.
Fall 2016 - MIIS, Spring 2017 - MIIS, Fall 2017 - MIIS
EDUC8559 - Teaching of Listening&Speaking ▹
Fall 2017 - MIIS
EDUC8661 - Language Teacher Supervision
Provides language teachers with the skills and knowledge necessary to meet the challenges of supervision. Examines current models of, and research on, language teacher supervision. Students practice observing teachers and conducting post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts.
Fall 2016 - MIIS, Spring 2017 - MIIS
EDUC8662 - Language Teacher Education
Investigates issues related to teacher training, education and development. Examines various philosophies and models of pre-service and in-service programs for training language teachers, thus building professional skills for students to be competent and confident teacher educators. Participants examine their own language learning and teaching histories to determine the influence of those histories on their future roles as teacher educators. Each participant also designs an original teacher training program.
Spring 2016 - MIIS, MIIS Winter/J Term only, Spring 2017 - MIIS, MIIS Winter/J Term only
LING8640 - Applied Linguistics Research
Requires original research to be conducted by the student on issues such as language attitudes, cultural variables, language learning, or other topics from sociolinguistics and second language acquisition. Introduces a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions.
Spring 2016 - MIIS
LING8670 - Applied Linguistics Capstone ▹
The Applied Linguistics Capstone is designed to help TESOL/TFL students refine their skills as applied linguistics professionals. Course participants will develop either a curriculum project, a, empirical research report, or an assessment tool, using original data that they have collected and analyzed. The course also aims to induce students to reflect on their previous coursework, as well as explore and clarify their future plans for careers as language teaching professionals.
Applied Linguistics Capstone Student Learning Outcomes (SLOs):
Understand processes of inquiry relevant to language education
Plan research activities for designing curriculum and language instruction, assessment, or empirical investigation
Execute data collection procedures
Analyze data using appropriate quantitative and qualitative methods
Synthesize and report findings clearly, convincingly, and creatively for a professional audience
Apply research skills in educational settings
Fall 2017 - MIIS