Middlebury Institute of International Studies at Monterey

Thor Sawin

First Name
Thor
Last Name
Sawin
Thor Sawin Profile Image
Job Title
Assistant Professor
Location
400 Pacific D203
Phone
831-647-4110
Language(s)
Français
Deutsch
Русский

As a scholar, I am most passionate about the value of multilingualism, specifically equipping international organizations with policies to improve the language acquisition of their personnel, and which don't devalue local languages at the expense of English.

As an instructor, I am most passionate about equipping language professionals to understand the beauty and creativity of linguistic structure, and its relevance to language pedagogy.

Expertise

I am interested in the sociolinguistics of globalization - primarily the phenomenon of adult language learning and its attendant power and identity issues.   The uses and development of English repertoires in an increasingly mobile, multilingual and digital age fascinate me.   Within globalization, I am especially interested in helping international organizations better equip their employees to acquire the language skills necessary to carry out their goals.  This includes applying second language acquisition theory to language learning in field-based and non-classroom settings.   I have also researched language repertoires and translanguaging in digital social media.

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Recent Accomplishments

Defended doctoral dissertation "Second language learnerhood among cross-cultural workers" at the University of South Carolina.   June 2013.

Awarded the Michael Montgomery Award for Excellence in Teaching, University of South Carolina.  April 2013.

Invited to participate in academic spring school "Englishes in a Multilingual World" at the University of Freiburg in Germany, organized by the International Society of the Linguistics of English. April 2013.

Previous Work

Aug 2010- Jul 2013  Instructor, Linguistics Program, University of South Carolina, Columbia:  Taught Introduction to Linguistics at the undergraduate and graduate level, English Linguistics and Language and New Media

Aug 2011-Dec 2011 Adjunct Faculty, Department of Intercultural Studies, Columbia International University, Columbia: Taught Second Language Acquisition Theory in Pedagogy

Feb 2008- Jul 2009  Faculty, Department of Language Education, Handong Global University, Pohang, South Korea:  Taught academic English and German

Aug 2006- Jan 2008 Faculty, Department of Western Languages, Yanbian University of Science and Technology, Yanji, China:  Taught academic and conversational English, French grammar

Aug 2003- Aug 2006 Faculty, English Department, LCC International University, Klaipeda, Lithuania: Taught linguistics and translation courses, four-skills English and German

Education

B.S. Geography/Linguistics, Michigan State University, 2000

M.A. Teaching English to Speakers of Other Languages, Michigan State University 2003

M.A. Linguistics, Michigan State University, 2003

Ph.D. Linguistics, University of South Carolina, 2013

Bibliography

"The Habit of Meeting Together: Enacting Masculinity in a Men's Bible Study"  Crossroads of Language, Interaction and Culture.

"Second Language Learnerhood among Cross-cultural Workers." Doctoral dissertation: University of South Carolina.

I am also currently working on the following articles: "The Moral and Political Economy of Code Choice in Eastern Europe", "Trilinguals in the Indexical Field of Facebook", and am co-authoring a paper on "Attitudes about Aptitudes in the Development Community." 

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Netta Avineri

First Name
Netta
Last Name
Avineri
Netta Avineri Profile Image
Job Title
Assistant Professor
Location
McCone Building 227
Phone
831-647-6560
Language(s)
Español
Français
עברית

I am passionate about civic engagement, in which students connect course curriculum with purposeful reflection and meaningful work in broader communities. I seek to facilitate students’ discovery of ways to use their knowledge and expertise in order to positively affect populations around them. I believe that civic engagement provides a forum for all voices to be heard, and I am committed to creating rich environments where this polyphony can take shape.

Expertise

Applied Linguistics, Ethnography, Heritage & Endangered Languages, Institutional Discourse Analysis, Interviews, Language Socialization, Linguistic Anthropology, Narrative, Service-Learning, Sociology, Student & Teacher Identities, Teacher Education, Teaching Methodologies, Teaching Writing

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Jason Martel

First Name
Jason
Last Name
Martel
Jason Martel Profile Image
Job Title
Assistant Professor, TESOL/TFL
Location
400 Pacific D205
Phone
831-647-3547
Language(s)
Français

I am passionate about working with new and veteran teachers to hone curricular and pedagogical practices that maximize growth in students’ language proficiency and critical thinking skills.

As a teacher, I most enjoy classroom discussions that take on a life of their own; that is, ones that unfold in an organic, conversational fashion. In my experience, it is during discussions like these that the greatest amount of new ground is broken. 

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Expertise

Language teacher education, content and language integration, curriculum design, second language acquisition, language teacher identity, assessment

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Education

Ph.D., Second Languages and Cultures Education, University of Minnesota
M.A., French, Middlebury College
B.Mus., Viola Performance, Boston University

Bibliography

Martel, J. (2016). Three foreign language student teachers’ experiences with content-based Instruction: Exploring the identity/innovation interface. Innovation in Language Learning and Teaching. DOI: 10.1080/17501229.2016.1211134 

Martel, J. (2016). Tapping the National Standards for thought-provoking CBI in K–16 foreign language programs. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 101–122). New York: Routledge.

Avineri, N., & Martel, J. (2015). The evolution of a practicum: Movement toward a capstone. CATESOL Journal, 27(2), 157–170. http://www.catesoljournal.org/wp-content/uploads/2015/12/CJ27.2_avineri.pdf

Martel, J. (2015). Learning to teach a foreign language: Identity negotiation and conceptualizations of pedagogical progress. Foreign Language Annals, 48(3), 394–412.

Martel, J., & Wang, F. (2015). Language teacher identity. In M. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 289–300). New York: Routledge.

Martel, J. (2013). Saying our final goodbyes to the grammatical syllabus: A curricular imperative. French Review, 86(6), 1122–1133.

Martel, J. (2012). Looking across contexts in foreign language student teacher supervision: A self-study. The New Educator, 8(3), 243–257.

Martel, J. (2011, October). Exploring learner language. Language Magazine, 11(3), 37–39. http://languagemagazine.com/?page_id=2971

For a complete list of scholarly contributions, click here:

https://drive.google.com/file/d/0BwHBZ60W84fWTDNjdUdZeGtpamM/view

Recent Accomplishments

Phase III Research Priorities Grant Recipient, American Council on the Teaching of Foreign Languages (ACTFL)

Dale L. Lange Fellowship, Second Languages and Cultures Education Program, University of Minnesota

Outstanding Graduate Supervisor Award, Department of Curriculum and Instruction, University of Minnesota

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Patricia Szasz

First Name
Patricia
Last Name
Szasz
Patricia Szasz
Job Title
Assistant Dean for Language & Professional Programs
Location
McGowan Suite 103B
City, State, ZIP
Monterey, CA 93940
Phone
831-647-3501
Language(s)
Français
italiano

Patricia first became interested in the field of language education based on her own language learning experience. She found that learning French as a school requirement was not nearly as motivating as learning Italian in an effort to engage with the Italian people and culture. After working as a software trainer in Silicon Valley, Patricia taught English as a foreign language in Milan and Rome, Italy. Her love of teaching eventually led her to pursue her master's degree in TESOL here at the Institute.

Faculty Program Tags
MIIS Tags
Expertise

Language teacher training, content-based instruction, curriculum design, language program administration, leadership, technology-enhanced language learning, project-based learning, and intercultural communication.

Extra Information

Education

MA TESOL, Middlebury Institute of International Studies

BA English Language & Literature, University of Michigan – Ann Arbor

Faculty Type
Adjunct Faculty
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Heekyeong Lee

First Name
Heekyeong
Last Name
Lee
Heekyeong Lee Profile Image
Job Title
Associate Professor, TESOL/TFL
Location
McCone Building 129
Phone
831.647.6427
Language(s)
한국어

I am passionate about understanding what language means and does to the individuals in a globalizing world. Conversing and exploring most effective ways of learning and teaching language are even more fascinating.

I enjoy greatly working with the students at MIIS because their eyes light up when I talk about what I am passionate about (above mentioned). It is cool to be a professor in a place like MIIS where all students, faculty, and staff truly embrace and cherish diversity, peace, and international citizenship.

Expertise

Second/Foreign language teacher education

Second language acquisition

Research in learner identity and agency

Second language academic literacy development

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Recent Accomplishments

• Co-authored the fourth edition of Teaching by Principles (2015, published by Pearson Education) with Dr. H. Douglas Brown, which is a widely acclaimed methodology text used in language teacher education programs around the world.

• Recent refereed conference presentations:

Hedgcock, J. S., & Lee, H. (2014, August). Exploring a genre-based approach to second language teacher education. Paper presented at the AILA World Congress, Brisbane, Australia.

Hedgcock, J. S., & Lee, H. (2014, March). Building genre knowledge in reflective practice. Paper presented at the TESOL Convention, Portland, OR.

Lee, H. (2014, March). "Putting agency first": The underlying principle of language pedagogy. Paper presented at the American Association of Applied Linguistics, Portland, OR.

• Nominated for the 2011 Leslie Eliason Excellence in Teaching Award at MIIS

Previous Work

• Instructor, Fulbright English for Graduate Studies, MIIS: Taught “Graduate Writing for Specific Purposes for Engineers” and “Public Speaking for Academic Purposes”

• Instructor, Custom Language Service (CLS), MIIS: Taught Korean language course

• Adjunct Faculty, Department of English and Communication, College of Saint Elizabeth, New Jersey, USA: Taught academic listening and speaking skills for international students (Levels 2 and 3)

• English Teacher, Family Literacy Program, University Settlement Society of New York, New York, USA: Taught intensive ESL courses to adult immigrants (ages between 20 to 65) in the Lower East Side of Manhattan in NY as a part of Family Literacy Program of University Settlement

• English Instructor/Tester, Language Centre at the University of L’Aquila, L’Aquila, Italy: Taught English language courses (level B1, B1+, B2) based on the Common European Framework of Reference (CEFR) for Languages of the European Council; Conducted English level tests such as PET (Preliminary English Test) and FCE (First Certificate in English) following CEFR

• Pedagogy Consultant/Language Teacher Trainer, Foreign Language Institute of Ottawa (FLIO), Ottawa, Ontario, Canada: Supervised instructors of Arabic, Asian and African languages at FLIO: FLIO offers 43 different foreign language training programs for the diplomatic corps and Members of Parliament of Canada collaborating with the Canadian Foreign Service Institute (CFSI)

• Korean Instructor/Tester, Foreign Language Institute of Ottawa, Ottawa, Ontario: Taught Korean language and culture to Canadian diplomats at CFSI; Designed training plans for Korean language courses; Administered two major language tests of CFSI (the social integration proficiency test & the professional proficiency test)

Education

Ph.D. in Second Language Education, McGill University, Montreal, Canada

M.A. in Applied Linguistics, Carleton University, Ottawa, Canada

B.A. in English Language Education, Chung-Ang University, Seoul, Korea 

Bibliography

Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed). White Plains, NY: Pearson Education

Lee, H. (2013). Review of Language teaching research and language pedagogy, by Rod Ellis (2012), Studies of Second Language Acquisition, 35 (3), 562-564.

Lee, H. & Maguire, M.H. (2011). International students and identity: Resisting dominant ways of writing and knowing in academe. In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova (Eds.), Writing in knowledge societies (pp.351-370). West Lafayette, IN: Parlor Press and WAC Clearinghouse.

Lee, H. (2010). A sociocultural analysis of Korean siblings’ English literacy development. The Journal of the Research Institute of Korean Education, 27(1), 51-70.

Lee, H. (2008). Learner agency and identity in second language writing. ITL International Journal of Applied Linguistics, 156, 109-128.

Lee, H. (2007). Korean students’ perceptions of identities and cultural capital. Sociolinguistic Studies, 1(1), 107-129. 

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Jean Turner

First Name
Jean
Last Name
Turner
Jean Turner, Image
Job Title
Professor
Location
McCone Building 206
Phone
831.647.3522

I taught English as a Second Language (ESL/EFL) for a variety of schools beginning in 1976 with my Peace Corps service in Morocco. Before coming to the Institute I was Assistant Director of ESL Services at UCLA and taught classes on assessment at California State University, Los Angeles. I joined the Institute faculty in 1990 and in 1997 was the recipient of the Institutes' Dean's Award of Teaching Excellence. In 2008, I was honored by receiving the Dr. Leslie Ellison Teacher of Excellence Award.

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Expertise

Language testing, assessment, program evaluation, research design and statistics

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Education

PhD, Applied Linguistics; MA, TESOL, University of California, Los Angeles

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Regular Faculty
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John Hedgcock

First Name
John
Last Name
Hedgcock
John Hedgcock Profile Image
Job Title
Professor
Location
McCone Building 115
Phone
831.647.4197
Language(s)
Español
Français

I am passionate about the challenges of learning language, learning about language, and learning how to teach language successfully.

Expertise

Applied linguistics; pedagogical grammar; composition studies; literacy education; second language acquisition (SLA); language pedagogy; teacher education

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Recent Publications

  • Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York, NY: Routledge/Taylor & Francis.
  • Hedgcock, J. S. (2012). Writing and learning to write in a second language. In E. Grigorenko, E. Mambrino, & D. Preiss (Eds.), Handbook of writing: A mosaic of perspectives and views (pp. 219-237). New York, NY: Psychology Press.
  • Hedgcock, J. S., & Lefkowitz, N. (2011). Exploring the learning potential of writing development in heritage language education. In R. M. Manchón (Ed.), Learning to write and writing to learn in an additional language (pp. 209-233). Amsterdam, The Netherlands: John Benjamins.
  • Hedgcock, J. S. (2010). Theory-and-practice and other questionable dualisms in L2 writing. In T. Silva & P. K. Matsuda (Eds.), Theorizing practice in L2 writing (pp. 32-45). West Lafayette, IN: Parlor Press.
  • Hedgcock, J. S. (2009). Acquiring knowledge of discourse conventions. In A. Burns & J. Richards (Eds.), Cambridge guide to language teacher education (pp. 32-45). Cambridge, England: Cambridge University Press.
  • Hedgcock, J. S., & Ferris, D. R. (2009). Teaching readers of English: Students, texts, and contexts. New York, NY: Routledge/Taylor & Francis.
  • Hedgcock, J. S., & Lefkowitz, N. (2007). Sound effects: Social pressure in the adult Spanish language classroom. Applied Language Learning, 16 (2), 18-38.

Recent Presentations and Workshops

  • Hedgcock, J. S., & Lee, H. (2014, March). Building genre knowledge in reflective practice (Paper). 47th Annual Convention of TESOL, Portland, OR.
  • Lefkowitz, N., & Hedgcock, J. S. (2014, March). Anti-Language: Linguistic innovation, identity construction, and group affiliation in emerging speech communities (Paper). Annual Meeting of the American Association for Applied Linguistics, Portland, OR.
  • Ferris, D. R., Hedgcock, J. S., & Sippell, K. (2013, October). Reading in the writing class: The tip or the iceberg? (Featured Session). Convention of California Teachers of English to Speakers of Other Languages, San Diego, CA.
  • Hedgcock, J. S. (2013, October). Cultivating reading skill development in English-language writing instruction (Pre-Conference Institute). Convention of California Teachers of English to Speakers of Other Languages, San Diego, CA.
  • Hedgcock, J. S., & Lee, H. (2013, May). Literacy socialization in an MATESOL program: Building genre knowledge in reflective practice (Paper). Centre for English Language Communication Symposium, National University of Singapore, Singapore.
  • Hedgcock, J. S. (2013). Instruction, affect, and the linguistic ego: Heritage and foreign language learner socialization in the classroom (Paper). Celebrating Foreign Language Education: A Monterey Bay Symposium, Monterey Institute of International Studies, Monterey CA.  
  • Lefkowitz, N., & Hedgcock, J. S. (2012). Effects on affect: Heritage and foreign language learners’ vulnerable linguistic identities (Paper). With Natalie Lefkowitz. Annual Meeting of the American Association for Applied Linguistics. Boston, MA.

Professional Experience

  • Workshop Leader, Consultant, and Assessor: American University, Washington DC; American Univeristy of Beirut, Beirut, Lebanon; Universidad Nacional de Costa Rica, San José, Costa Rica; Beijing Normal University, Beijing, China.
  • Academic Specialist, U.S. Department of State: Estonia, Mozambique, Saudi Arabia, South Africa, Tunisia, Turkmenistan.
  • Assistant Professor, University of Houston.
  • Composition Instructor: Houston Community College; Los Angeles City College.
  • ESL and EAP Instructor: California State University, Northridge; Houston Community College; Los Angeles City College; Northrop University; University of Southern California.
  • EFL Teacher: Paris, France.
  • French and Spanish Instructor: University of Washington; Washington Academy of Languages.

Recent Professional Service

  • Editorial Advisory Board Member: TESOL Quarterly, Applied Language Learning.
  • Member, TOEFL Committee of Examiners, Educational Testing Service.
  • Manuscript Reviewer: Applied Language Learning, Berkeley Review of Education, English for Specific Purposes, Journal of Second Language Writing, Language Learning, Language Teaching Research, Modern Language Journal, Second Language Research, TESOL Quarterly, Studies in Second Language Acquisition.
  • Proposal Reviewer and Strand Coordinator: American Association for Applied Linguistics.
  • External PhD Committee Examiner: Stellenbosch University (South Africa), University of Toronto (Canada), University of Bristol (UK), University of Auckland (New Zealand).

Education

Ph.D., Linguistics, University of Southern California

M.A., Applied Linguistics, University of Southern California

M.A., French, University of Washington 

B.A., French and Spanish, University of Washington

 

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Lynn Goldstein

First Name
Lynn
Last Name
Goldstein
Lynn Goldstein 2016
Job Title
Professor and Program Chair, TESOL/TFL
Location
McCone Building 207
Phone
831.647.4184

Professor Goldstein has taught at San Francisco State University, the University of Pittsburgh, LaGuardia Community College, Hunter College, Columbia University, Dominican University, and the Regional Language Centre in Singapore.

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Expertise

Sociolinguistics, English discourse and grammar, applied linguistics research, second language composition, second language acquisition, writing for publication, distance learning, web design, writing program administration, writing assessment, intercultural communication

Extra Information

Education

EdD, Applied Linguistics, and MEd, TESOL, Teachers College, Columbia University; MA, Linguistics and TESOL Certificate, University of Pittsburgh; BA Linguistics, SUNY Buffalo.

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Kathleen M. Bailey

First Name
Kathleen
Last Name
Bailey
Kathleen Bailey, Professor of International Education Management, IEM, Image
Job Title
Professor
Location
McCone Building 208
Phone
831.647.4181
Language(s)
Español

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.

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Expertise

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.

Extra Information

Recent Accomplishments

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.

Previous Work

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.

Education

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.

Bibliography

Please note: In the following partial list of my publications, I have underlined the names of my current students and MIIS alumni.

Edited Books:

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.

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Peter Shaw

First Name
Peter
Last Name
Shaw
Peter Shaw, Image
Job Title
Professor of Pedagogical Magic
Location
McCone Building 111
Phone
831.647.6530

Since giving up my post as Director of Intensive ESL Programs at the Institute in 1989, I've never stopped teaching English. Besides teaching my language education graduate students, I've most recently taught Public Speaking and Academic Writing for international Fulbright scholars and "Quantum-based English Instruction" for a group of physics professors from Russia in partnership with the Center for Nonproliferation Studies.

Expertise

Teaching teachers, co-operative learning, curriculum design, content-based instruction, teaching with technology

Faculty Program Tags
Extra Information

Education

PhD, Linguistics, University of Southern California; MA, Philosophy, Politics and Economics, Oxford University; MA, Linguistics, University of Reading, England

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog