NOTES FROM THE DEPARTMENT CHAIR
The 2000-2001 academic year has been one of notable change. Our long-term head secretary has retired; we established an exciting new graduate program; and, we hired two new faculty members to start next year. Financial difficulties of the University continue to cause us worry, but generous contributions by our alumni have helped us maintain our ability to support our graduate students.
In the last SLSLetter, I reported that our head secretary, Naomi Hirata, was on extended sick leave after her serious injury in an automobile accident. Naomi resigned at the beginning of 2001. There is more about Naomi elsewhere in this SLSLetter. We will always feel deep gratitude to her for her many years of devoted service to the Department. The Department will be hiring a new head secretary in the next few weeks. This will be a substantial relief to Marsha Kato, who has had to wear the two hats of ELI Secretary and Department Secretary for nearly two years.
This year, the Department has had the opportunity of hiring two new faculty members. Bonnie Schwartz will join us next year, coming from the University of Durham, in England. Bonnie is a very well-known teacher and researcher in second language acquisition, with an impressive record of scholarship. Her work concentrates especially on Universal Grammar in SLA, and her “Full Transfer/Full Access” hypothesis has inspired much productive inquiry. She will primarily teach courses in SLA and in English grammar.
During the next academic year, we will also welcome Jeff Siegel, currently at the University of New England, in Australia. Jeff’s research focuses on pidgin and creole English. His primary responsibility is to found an externally funded research unit in the department, dealing with standard and non-standard English, especially in education.
This year saw the launch of our new Advanced Graduate Certificate program, which provides advanced or updated training for people who already have an MA or PhD. In designing the program, we were particularly interested in meeting the needs of our own alumni. If you’d like to come back to UH for a few courses, consider the Certificate program.
The most difficult challenges to the department and the University of Hawai’i have been financial. The budget situation at UH continues to be bleak. Individual departments are increasingly called upon to justify their existence by reference to the bottom line. Tuition waivers are in short supply. One important strength of our department has been that we have some sources of support for our own graduate students through the Crymes Fund and through our Alumni Fund. We urge our alumni to remember their own struggles as graduate students and to consider making financial contributions to the program. We continue to be the only department we know of that has an independent source of funds to support student travel to conferences. Recently, we have begun discussions with alumni who are considering making substantial gifts to enable us to set up scholarships, and a steady stream of modest contributions helps us keep steady in uncertain financial times. Contact our Alumni Liaison, Dick Schmidt, or me, for information on how you can support our programs.
We always look forward to visits from our alumni. If you can spend a few days with us, let us know in advance. Plan to attend a cooler. Stop by faculty offices. Don’t be a stranger.
Robert Bley-Vroman, Chair
Naomi Hirata Retires
With much aloha, we would like to acknowledge the outstanding contribution of our department secretary, Ms. Naomi Hirata, to the beginning and continued growth of the programs of the Department of Second Language Studies. Naomi’s service to the department began in 1968, at the inception of our MA in ESL program. She continues to advise and assist us even today, past her official retirement in Spring, 2001, after a full thirty-six years in service to the State of Hawai’i. We have been honored, blessed, and humbled by her dedication and her efficient, collaborative, and cheerful maintenance of our operations these past three decades. Although very sorry to see her retire, we wish her a happy and productive future with her family and friends.
SLA Doctoral Program Grads Win Award
John Norris and Lourdes Ortega received the 2001 TESOL Research Interest Section/Heinle & Heinle Distinguished Research Award for their paper, “Effectiveness of L2 Instruction: A research synthesis and quantitative meta-analysis,” which appeared in Language Learning Vol. 50 (2000). John is currently completing his PhD in SLA at UH. His work has appeared in Language Learning, Language Testing, English Language Forum, and Die Unterrichtspraxis. Lourdes completed the PhD program in SLA in August, 2000 and is now an assistant professor in the Department of Applied Linguistics at Georgia State University in Atlanta. She has published in the Modern Language Journal, SSLA, and Language Learning.
May 2000 Graduates:
MA: Andrea Dasrath, Sambi Ishisaki, Rita Kao, Megumi Sugita, Martyn Clark, Siwon Park, Ken Urano, Hye-Ri Joo, Susan Leong, Miki Yoshida
August 2000 Graduates:
MA: Andreas Heller, Hyeri Joo, Aki Kurimoto, Chen-Long Chou, Hyeong-Jong Lee, Marvin LeNoue, Youngmi Oh, Renata Schuh, Mei Fung Elsa Shek, Anthony Silva, Megumi Sugita, Polly Taylor
PhD: Lourdes Ortega
December 2000 Graduates:
MA: Leslie Ashburn, Mi-Young Choi, Priscilla Faucette, Jeffrey Hatcher, Tomoko Kiuchi, Yuka Murakami, Minori Murata, Dana Petteys, Leon Richards, Julius Soria, Michelle Winn, Aom Piyasuda, Takashi Yoshida.
May 2001 Graduates:
MA: Lori Keiko-Ann Bennett, Myung Mi Boo, Lara Mui Cowell, Jason Lance Hallowell, Tatsuo Iso, Ngoc-Thuy Thi Nguyen
I am most pleased to announce that, in keeping with the increasing local recognition of the prominence of our graduate programs nationally and internationally, the University this past year finally approved permanent status for our PhD program in Second Language Acquisition. At the same time, our newly proposed Advanced Graduate Certificate in SLS was officially approved in summer, 2000, and was immediately able to admit several students. More on these shortly.
I reported in last year’s issue on the high enrollments in SLS, which had led to our graduate programs becoming the largest of those of any department in Arts & Sciences for several years. We can add now that we have maintained that standing for four years straight, since 1997. Therefore, we continue to be able to offer a great diversity of specialized elective courses every semester, in addition to our core required courses for the MA in ESL.
MA program. The MA in ESL continued to attract a little over 30 students each year, sustained by the entering class in Fall, 2000, and expected arrivals in 2001. The group from this past fall are as diverse as they have ever been, with origins or experiences from many countries in Asia, Europe, the US mainland, and Hawaii. We had two admittees who were Fulbright grantees (one from Japan, and one from the Philippines), and we will have another next year from Brazil. Since the program is doing so well, we have seen little reason to change requirements or procedures this past year.
Advanced Graduate Certificate. The AGC in Second Language Studies (sorry for that “mouthful”!) received great interest and many inquiries as soon as we announced it, and we were able to admit an outstanding group of new students as of Fall, 2000. These included one graduate of our own MA in ESL, Robert Boom, as well as a Spanish instructor and three doctoral students from other departments in LL & L, and a doctoral candidate at Seinan Gakuin University. The last one, Kanako Cho, who had completed part of our MA in ESL as well, has already managed to graduate with the Certificate this May. In spring, we admitted four more students, including two of our MA graduates, Midori (Furukawa) Ishida, and Dr. Leon Richards, and two other UH doctoral candidates, one from Linguistics and one from the College of Education. The program is therefore achieving precisely its intent, to provide an opportunity for more advanced research agendas to a broader range of students. These students’ projects focus not only on L2 English, but also on Chinese, Korean, Spanish, and Japanese, and they have generated increasing participation of graduate faculty from the other departments involved.
Ph.D. program in SLA. We have had a very successful year in seeing our Ph.D. students advance towards graduation. Both Yuichi Watanabe and Carsten Roever have now successfully defended their dissertations: Yuichi’s on the interface between writing and reading in instruction and assessment, and Carsten’s on web-based testing of pragmatics. Al Lehner and Terri Menacker have both moved along toward a defense some time next year. Admission to our doctoral program over the past two years reached its previously set limit of five students per year. Newly admitted students this past fall include Martyn Clark, an MA in ESL graduate who has been managing curriculum and assessment at HELP, Yasuko Ito, who did an MA at both Stanford and Georgetown and has been teaching in the ELI, Hye-Ri Joo, who completed our MA in ESL and is working on KFL syntax, and Jin-Hwa Lee from Seoul National University, who is interested in classroom research and has been working on the NFLRC’s project on Korean task-based language teaching.
IMPORTANT Graduate Program Survey. Accompanying this SLSetter is a questionnaire, which we would appreciate receiving from all graduates of our programs. For many years, we gave each graduate an exit questionnaire which we used to evaluate our courses. About ten years ago we sent out a longer questionnaire to as many alumni as we could reach to obtain more information on the value of studies here for future work; inappropriately we began to use this as an exit questionnaire, but we stopped the practice a few years ago. In anticipation of our next program review, and for general assessment of the role of our programs in training today’s applied linguists, we would like each of you to return this questionnaire in the enclosed self-addressed envelope. Please help in communicating our need for this by copying it and distributing it to other alumni whom you may know, but whose addresses we may not have recovered.
As usual, we look very much forward to hearing from you about your news, professional or otherwise, your views of our research and training activities, and any other ideas and concerns you wish to write us about.
PacSLRF, October 4-7, 2001
Pre-registration deadline: August 17, 2001 !
We hope to see many of you at the 4th Pacific Second Language Research Forum. The conference is being planned and organized by a committee of students and faculty. Sponsors are the National Foreign Language Resource Center, Department of Second Language Studies, Center for Pacific Island Studies, Center for Japanese Studies, and the College of Languages, Linguistics, and Literature.
Academic highlights include 5 plenary sessions, 5 colloquia, 100 papers, and 24 poster sessions (see below). The social highlight will, of course, be the Waikiki Aquarium party with local entertainment.
Visit www.lll.hawaii.edu/pacslrf for registration, accommodation, and preliminary program details.
Jim Yoshioka, National Foreign Language Resource Center
Academic Planning Committee:
Catherine Doughty (Committee Chair), Second Language Studies
Robert Bley-Vroman, Second Language Studies
Craig Chaudron, Second Language Studies
Eric Hauser, Second Language Studies
Roderick Jacobs, Dean, College of Languages, Linguistics & Literature
Hyeri Joo, Second Language Studies/NFLRC
Gabriele Kasper, Second Language Studies
Youngkyu Kim, Second Language Studies
Robert Kiste, Center for Pacific Island Studies
Kimi Kondo, East Asian Languages & Literatures
Michael Long, Second Language Studies
Cyndy Ning, Center for Chinese Studies
Siwon Park, Second Language Studies
Carsten Roever, Second Language Studies
Richard Schmidt, Second Language Studies/NFLRC
Anthony Silva, Second Language Studies
Ken Urano, Second Language Studies
· William O’Grady (University of Hawai‘i) Operations and representations in second language acquisition
· Karen Watson-Gegeo (University of California, Davis) Mind, language, and epistemology: Toward a language socialization paradigm for SLA
· Noeau Warner (University of Hawai‘i) Children acquire traits of those who feed them
· Kevin Gregg (St. Andrews University) The state of emergentism in SLA
· Jeff Siegel (University of New England) Issues in second dialect acquisition
· Lydia White (McGill University) Morphological variability in SLA: A hardy perennial
· Japanese as a Second Language from Different Perspectives (Convener: Kazue Kanno, University of Hawai‘i)
· Current Research in Second Dialect Acquisition (Convener: Jeff Siegel, University of New England)
· Issues in Instructed SLA (Convener: Catherine Doughty, University of Hawai‘i)
· A New Frontier?: Computer-mediated voice communication for learning Korean (Convener: Erica L. Zimmerman, University of Hawai‘i)
· Second Language Acquisition in Study Abroad Contexts (Convener: Margaret A. DuFon, California State University-Chico)
ELI & HELP News
The Department’s two service ESL units continued their steady delivery of classes to both matriculated and non-matriculated international students at UH Manoa during the past three semesters. The primary obvious changes have been the changing of administrative hats. Long-serving HELP Coordinator Mary Hammond resigned to take on a somewhat similar position at the downtown Hawai’i Pacific University’s English Foundations Program, and in the game of musical chairs that followed, Graham Crookes acquiesced to a request to be Acting Director for the next AY, at the conclusion of which time he and Kate Wolfe-Quintero exchanged duties. Kate is now Director, HELP, and Graham is now Director, ELI. At the policy level, one by-product of this period of change has been an enhanced commitment by both directors to continue and increase the integration of HELP with the rest of the Department, particularly its research and teacher development mission
In each of the past three semesters, the ELI had 231-329 students enrolled in 17-20 classes, and supported 13-14 graduate assistants. In addition, the ELI ebsite was completed and jput online. The site is designed to provide informtaiton about the ELI for new or prospective UH-Manoa students who have English as a second language, to help them better understand what to expect. Check it out at www.hawaii.edu/lll/sls/eli/ (but note that the site will be moving sometme in the near future to www2.hawaii.edu/~uhmeli/index.html).
At HELP this past year, Gabriela Segade was hired as the Academic Coordinator, and Guy Kellogg will be joining us as Recruitment and Student Services Coordinator. The HELP website is located at www.LLL.hawaii.edu/programs/help
The Charlene Junko Sato Endowed Memorial Fund was established in honor of the late Dr Charlene Sato, Associate Professor in the Department of ESL, who died in 1996. Dr Sato (“Charlie”), who was much loved by readers of the SLS Letter, was well-known internationally for her work in sociolinguistics, and pidgin/creole studies. She devoted her academic career to the study of Hawai‘i Creole English and language policy in Hawai‘i, and her early death has left a huge gap in the on-going struggle to have HCE accepted and legitimated as a valid language.
The Sato fund provides study awards to students of the University of Hawai‘i who are pursuing academic work involving or related to HCE.
To contribute to the fund, please make checks payable to “UH Foundation” (mentioning the Charlene Junko Sato Endowed Memorial Fund) and send to the University of Hawai‘i Foundation, PO Box 11270, Honolulu, HI, 96828
National Foreign Language Resource Center
The National Foreign Language Resource Center at the University of Hawaii has been in existence since1990 under a grant from the United States Department of Education to improve the quality of foreign language instruction nation-wide. Dick Schmidt is the director of the NFLRC, and Jim Yoshioka (SLS alum) is Program Coordinator. The NFLRC undertakes research, develops materials, and carries out professional development projects. During the 1999-2002 grant cycle, projects have been designed to focus on the teaching and learning of the less commonly-taught languages of East Asia, Southeast Asia, and the Pacific, drawing on institutional strengths in the teaching of these languages at the University of Hawai‘i as well as in applied linguistics/second language acquisition. Each project includes the following key elements: the selection of one or more less commonly-taught languages as the demonstration language; the incorporation of advanced educational technology; integration of research and materials development projects with teacher training activities; dissemination of research findings, teaching materials, tests, and other products to the broadest possible audience of potential users; an evaluation component; and linkages with institutional programs and national associations to ensure maximum effectiveness and leverage for all projects.
The following NFLRC projects are currently underway:
· Development of computer-based tests (CBTs) and web-based tests (WBTs) for less commonly taught languages. Thom Hudson and J. D. Brown are co-directors. A summer institute was held in 2000 to develop computer-based and Internet-based tests for five languages. PhD in SLA student Siwon Park has continued to develop web-based achievement tests for Korean, one of the target languages.
· Task-based language teaching in foreign language education. Mike Long, Cathy Doughty, and Craig Chaudron are co-directors of this project. The goals are to design, implement, and evaluate a prototype task-based language teaching program for tertiary foreign language education, with Korean as the demonstration language. During 2000-01, needs and means analyses were conducted, and prototype materials and were developed. A summer workshop will be held this summer (July 30-August 1) in cooperation with the American Association of Teachers of Korean. In 2001-02, a study will be carried out to assess the relative merits of a focus on forms, a focus on form, and a focus on meaning, in a task-based program.
· Teaching the pragmatics of Indonesian as a foreign language. The project’s overall goal is two-pronged: improving the teaching of a particular foreign language, Indonesian, and developing approaches to the classroom learning of pragmatics which are applicable to other target languages as well. Part of the project involves the collection of videotapes of native and nonnative speakers of Indonesian interacting with each other, and for that purpose Peggy DuFon spent part of Summer 2000 in Malang, Java, collecting such videos with the help of a professional crew of filmmakers. These clips are now being edited for use in instruction.
· Drawing on community language resources to improve foreign language education. Kathryn Davis and Diana Eades are co-directors of this project, which has the goal of capitalizing on community language resources in developing programs and products to improve foreign language education (primarily at the high school level), once again using languages widely spoken in Hawaii (e.g. Ilokano, Filipino, Japanese, Korean, Mandarin, Cantonese, Vietnamese, Samoan, Tongan) as a model. PhD student Terri Menacker has been conducting workshops and courses for Hawaii public school teachers and mentoring their curricular innovations in support of the projects goals. A Community Language Resource Manual will be published by the NFLRC in Fall 2001.
· Disseminating technology-based models for distance education. David Hiple (NFLRC) is director of this project. The NFLRC has carried out distance education projects in Chinese, Filipino, Ilokano, Korean, and Russian, using CD-ROM, interactive television, and Internet technologies. In Summer 2001, the NFLRC is conducting a summer institute to develop materials for distance education in Japanese, Norwegian, German, Turkish and is also offering an on-line course to improve the reading proficiency of nonnative speaking instructors of Chinese and Korean.
· Sponsorship of Language Learning & Technology (http://llt.msu.edu/) a refereed on-line journal for second and foreign language educators. PhD alumni Mark Warschauer, Irene Thompson (Emerita, George Washington University), and Dorothy Chun (U.C. Santa Barbara) are co-editors of the journal, and Pamela DaGrossa (NFLRC) is Managing Editor. For the latest research on the uses of technology in language teaching and learning, check this journal out. There is no subscription charge.
· Under the able direction of Deborah Masterson (Phd Linguistics, UHM), the publications division of the NFLRC carries out an active program of dissemination, including books, videos, language teaching materials in various formats, on-line publications. For more information on these and other projects, see www.LLL.hawaii.edu/nflrc/default.html.
Dick Schmidt, NFLRC Director
Da Pidgin Coop
Da Pidgin Coup is a small group, comprising mainly faculty and students, who have been meeting regularly since fall 98 to work on aspects of Pidgin (Hawai‘i Creole English). In addition to our discussion of research (both published and that of Coup members), we have been quite active in promoting awareness of Pidgin as a valid language variety. In the past 18 months, we have presented a number of teacher workshops, as well as conference presentations at local education conferences. On more general community awareness about Pidgin, we had journalist Catherine Toth come to one of our regular meetings, as part of her research on a feature article. This article (titled ‘Feeding Pidgin’), appeared in the Honolulu Advertiser on April 29 (and can be accessed from their website http://www.honoluluadvertiser.com).
Our 1999 position paper is on the web at http://www.lll.hawaii.edu/sls/pidgin.html and is still available in hard copy (from Diana Eades ). We will probably update and revise parts of it next year.
Our planned activities for next year include the development of curriculum materials for teachers wanting to have specific resources on Pidgin grammar, history and use. We will invite some teachers to trial these materials, and then we will incorporate their feedback and suggestions before offering the completed curriculum units to DOE for their website.
Center for Second Language Research
The big news from the CSLR is the recent award of a Federal Office of Bilingual Education and Minority Language Affairs (OBEMLA) grant for $525,00 over three years, beginning summer 2001. The award funds the Generation 1.5 Heritage Language Project which is designed to improve academic performance among bilingual students. This three year long pilot program targets the Generation 1.5 (G1.5) Filipino and Samoan student populations at Farrington High School. The project involves content-based Ilokano-for-Ilokano- and Samoan-for-Samoan speakers courses and related activities. The project is based on four goals.
· Academic development through L1 for G1.5 students. The Center will provide content-based Ilokano and Samoan language courses which allow G1.5 students the opportunity to study home languages which typically become weaker with time due to the limited nature of home interaction and lack of opportunities for L1 use at school.
· Academic development through L2 for G1.5 students. The primary opportunity for L2 (English) development comes through the language awareness component of the course which encourages students to become more acute observers of language and ultimately more skilled English language users.
· Foreign language development for heritage language learners. Ilokano and Samoan classes for non-native speakers will be offered, beginning in the second year of the project, to those students who wish to develop conversation and literacy skills in Ilokano or Samoan.
· Fostering a language as resource orientation in Hawai`i schools. The approach to foreign language education described above is designed to help transform the relationship between LEP students and the school from one which sees their language backgrounds as a problem to one which values their language experiences.
The G1.5 Heritage Language Project complements the Gear-Up Project currently being implemented at two Kalihi middle schools. The Center has been working with those involved in this federally funded project (Co-PI s are Joy Marsella, English Dept. and Amy Agbayani, SEED Director) which focuses on preparing students for college. Gear-up middle school students are intended to participate in the G1.5 project when they enter Farrington High School and the Gear-Up project will provide funds to develop courses for heritage languages in addition to Samoan and Ilokano. Graduate students from the Dept. of SLS who are involved in the Language Awareness and Culture Education (LACE) component of the project include Thuy da Lam, Terri Menacker, and graduated student Julius Sorres. Doctoral candidate John Norris will co-teach (with Kathy Davis and Joy Marsella) a summer course on evaluation for teachers in both LACE and the G1.5 Heritage Language Project and will direct the formative and summative evaluations of the latter.
The Center continues to work with Kapiolani Community College on research and program development concerning G1.5 students. Soon to graduate MA student Renae Skarin is joined by new student Shawn Ford in carrying forward efforts to develop and implement curriculum (Fall semester 2001) that specifically addresses the needs of the G1.5 population.
Besides working on the above projects, Kathy worked with colleagues and students (Robert Bley-Vroman, Graham Crookes, Kenny Harsch, Steve Jacques, Steven Talmy, and John Norris) in writing a Federal OBEMLA Career Ladder Grant designed to develop an undergraduate program at UH in Bilingual Studies (pending).
At the 2001 AAAL conference in St. Louis, students working with Center associated G1.5 projects participated in the colloquium entitled Transforming Language Policies and Practices: A Critical Ethnographic Study of Generation 1.5 Immigrants in Hawai’i. A pedagogically oriented version of this project was presented at the TESOL colloquium Generation 1.5 in Community Colleges. Students presenting were Lori Bennett, JoAnn Kadooka, Renae Skarin, Steven Talmy, Terri Menacker, and Michelle Winn.
The projects described above represent a CSLR commitment to fostering research and program development that benefit linguistic minorities. Research, including formative and summative evaluations, conducted by the Center during implementation of projects is intended to contribute to knowledge of the academic problems and potential of second/foreign language learners in Hawaii and world-wide.
Kathryn A. Davis
There is a new HATESL website up at http://www.lll.hawaii.edu/web/HATESL/default.htm ). Check it out for news of the 31st annual DSLS Retreat, this year on September 1 and 2, 2001. w Dana Petteys has been given the position of Director of IES (Institute of English Studies) at Hawaii Pacific Academy (on the Big Island). w The summer of 1999 was an exciting and busy time for Karen Hile and husband Reiguang (Ray) Ming. In June they bought a condominium unit on University Avenue; in July Karen gave birth to the loveliest baby girl in the world, Sally Xiayun Ming (5 lbs., 1 oz.); and in August Karen started a new job as ESL teacher and coordinator at Washington Middle School. Whew! In the summer of 2000, Karen, Ray and Sally made a 16-day, eye-opening (for Karen) trip to Hubei Province, China, to visit Ray’s family there. Contact Karen at firstname.lastname@example.org; she’ll be more than happy to e-mail you pictures of her darling daughter.
Larry Adams moved to Brisbane in 1991, married Margaret Lund (an Australian) a few weeks later, and immediately began teaching at Queensland University of Technology, where he stayed for seven years. He now teaches part-time at HHH Language School in Brisbane and is a writer for an English language web site (http://www.english-to-go.com). With a team of ten people working in seven different countries, English To Go creates reading lessons for all ESL levels from Reuters news articles. Check it out! w
Katrina Oliphant wrote to say that she and Giovanni had a baby boy named Adrian in September 1999 and are very happy. New email address: email@example.com. In June 2000, Katrina wrote to say that they were leaving Italy to spend a year in the Middle East, where Giovanni would be working as a peace observer for the UN, first in Damascus and later in either Israel or Lebanon. Letters can be sent c/o Giovanni Morittu, UNTSO, PO Box 5844, New York NY 10163-5854.
Jeff Blair wrote to announce a new web site for UH-DESL alumni in Japan (www.aichi-gakuin.ac.jp/~jeffreyb/UH-DESL.Jpn.html). Any suggests for expansion and/or improvement would be welcomed. In December, Jeff wrote to say that Mark Stafford, Vernon Chun, Howard Higa, Raine Sakka, Leslie Riley and Ted Kitchen were much in evidence at JALT (abstracts of some papers and some photos are on the DESL-Japan website). w Jeff Blair also wrote to let us know that a revised version of his scholarly paper was published under the title of “Repressive laws, language crimes, and other linguistic misdemeanors” (Faculty Journal of the Junior College Division, Aichi Gakuin University, No. 9 [march 2001]204-220]. w Toshihiro Shimizu left Nagasaki and moved to Fukuoka and now works for Kyushu University. He visited Okinawa this past year to attend the annual JACET conference. w Capping five years of work, Masayo Yamamoto successfully defended her PhD dissertation at International Christian University in Tokyo on April 15 and graduated in June. Her dissertation topic was language use in bilingual families. Masayo left St. Andrew’s University (aka. Momoyama Gakuin Daigaku) and moved to Kwansei Gakuin University in Hyogo prefecture. She can be contacted at firstname.lastname@example.org w Glenn Gainer started a new full-time job in April at Toyo University in Tokyo. He recently heard from old friend and colleague, Raoul Cervantes. He and his family are spending a year in New Zealand. He is on sabbatical and his wife, Keiko, is working on her Ph.D. w Junko Yamaai, who lives in Kawasaki City (Kanagawa-ken) has been teaching communication, education, and science at various Japanese universities. She contributed an annotated bibliography on implicit and explicit learning to a recent JACET-SLA publication. w Ordering information for the proceedings of PacSLRF 3 (March, 1998) and of the Individual Differences conference (March 1999), both at Aoyama Gakuin University, is available from The Department of English (Proceedings), Aoyama Gakuin University, 4-4-25 Shibuya, Tokyo 150-8366, or by email from Peter Robinson, email@example.com. w Yoshinori Sasaki recently relocated from Sydney to Tokyo, where he is teaching in the Department of Japanese as a Second Language at Ochanomizu University.
Tanja Yoder (firstname.lastname@example.org) has been in Holland for a little over a year now, working for Kluwer Academic Publishers. It’s been interesting learning how academic journals operates. I have a few linguistics journals in her purview, but the pace of the job rarely allows her time to read the articles.
Carsten Roever just defended his dissertation for the PhD in SLA on the topic of “A computer-based test of interlanguage pragmatic knowledge: Speech acts, routines, implicatures” and is getting ready to leave Hawaii for a new job at ETS (Educational Testing Service) in Princeton, New Jersey. Carsten will be working on TOEFL issues, new item types, and validation. w Julie Kerekes just defended her dissertation at Stanford (Gabi Kasper chaired) and will start a job as an assistant professor in the TESOL program at Cal State University Long Beach. She’s looking forward to all aspects of it except for the smog. w Jeff Popko is in the PhD program at Northern Arizona, which he is working on his dissertation. w Eun-Joo Lee (Class of 97 MA in ESL), now PhD candidate in applied linguistics at UCLA, will take up a lecturer and program coordinator position in Korean at Stanford this fall. Her article, titled “Interlanguage development by two Korean speakers of English with a focus on temporality” will appear in the December issue of Language Learning (Vol. 51, No. 4). w Ye Lei is dong a PhD at Georgetown. She goes by the name of Virginia (or Ginny) Wake now, and she and husband Douglas announce the birth of Dylan Yeyunfei Wake, born Feb 1, 2000. w Michael Clark continues to teach at Berkeley and the San Francisco Art Institute. He and his family (Janet, Melina, Alex) still try to visit Hawaii every year or two, often by-passing Oahu for Maui or the Big Island (where they visit with Peter and Shannon VanDyke and their son Nicholas. w Elizabeth Lokon (Like) lives in Oxford, Ohio with husband Brad and five children. Like has continued teaching ever since leaving Hawaii in 1986, first in Japan, then in Ohio at various levels, including preschool, 2nd grade, 4th grade and also at Miami University, where she got an M.A.T. elementary education and a Ph.D. in educational leadership in 1997. Like is now teaching in rural Japan at Miyazaki International College, expecting Brad to join her when his sabbatical year begins. w Chuck Bogue moved to the mainland about a year ago, where his new address is 401 S. El Cielo Rd. Apt 185, Palm Springs, CA 92262. w Mark Warschauer has taken a new position as an Assistant Professor of Education at UC Irvine. He is carrying out research on the use of information & communication technologies in low socio-economic-status schools in California and is also working on a new book for MIT press on the international “digital divide.” He continues as co-editor of Language Learning & Technology, an online refereed journal at http://llt.msu.edu/ w H. Gary Cook is director of the Office of Educational Accountability, Wisconsin Department of Public Instruction. An article by Gary on the coming “testing backlash” appeared in the newsletter of the National Council on Measurement in Education. w Paul, Kim, Joshua, and Jordana Sevigny live in Sammamish, Washington, where Paul is still teaching and directing the ESL program at Trinity Lutheran College. w Scott and Keiko Todd. have left the islands for Boston and Scott’s new career as a pilot. w Lynn Marie Glick (formerly Lynn Potter) is a teacher on special assignment for the Oakland Unified School District as part of a federally funded grant from the Office of Bilingual Education. . w Michelle Winn is working out of Northern Arizona University on a two-semester grant through Northern Arizona Literacy Enterprises, training Kindergarten-8th grade teachers on the Navajo Reservation. She is teaching graduate courses on literacy to the teachers at two different schools near Chinle in Northeastern Arizona and mentoring them in the schools during the day. she is excited about learning more about Navajo culture and being in a second dialect environment.
Dan Hughes owns a restaurant/bar in Saipan.
Neal Davis is a full-time lecturer in the British and American Studies International Program at Thammasat University in Bangkok.
UNITED ARAB EMIRATES
Zafar Syed was recently promoted to Education Consultant at the Military Language Institute in Abu Dhabi. He is now responsible for teacher education and will supervise, conduct in-service training, and assess 70+ teachers, organize professional development activities (conferences), and provide input on the academic program. Zafar also began his PhD studies in late Spring (Aston University, UK).
Susan Procter and Jonathan Hull spent a few days in Paris before taking the Eurostar back to Jonathan’s home in Bruton, Somerset, for another few days. Susan and Jonathan were finally able to celebrate the completion and publication of Interchange. This was something they had planned to do years ago, but they had been carrying on their joint word for ten years solely through phone, fax, and email. Jonathan finished his Ph.D. a year ago at Glasgow and starts a new teaching position in Taiwan this August
Faculty & Staff News
Robert Bley-Vroman continues as piano player and caller for traditional square dances and contra dances in Hawai’i. In July, he’s participating in a workshop on music for traditional dance at the John C. Campbell Folk School in North Carolina. His scholarly work begins to incorporate a focus on corpus linguistics in an investigation of input effects in second language acquisition.
J. D. Brown In 2000-2001, JD taught SLS 613 (Teaching Listening) and SLS 670 (Quantitative Research Methods) once each, and SLS 630 (Language Program Development) and SLS 671 (Issues in Language Testing) twice each. He also chaired the MA Admissions Committee and edited Second Language Studies (the new title for the Department’s working papers). In addition, JD served on numerous masters thesis committees, doctoral dissertation committees, and scholarly papers at UHM, and dissertation committees at Temple University Japan. He also served on the editorial boards of Language Testing, Language Learning and Technology, TESOL Quarterly, and JALT Journal. As usual, JD was teaching summer courses at Temple University in Tokyo, Osaka, and Fukuoka. He was also invited to teach a summer course at Columbia Teachers College in Tokyo this coming summer. In addition, he was a featured speaker at the TESOL Arabia Conference in Dubai, United Arab Emirates and at the National Conference on Excellence in Academic English at Sultan Qaboos University in Muscat, Oman. He also did invited lectures or workshops at Duke University, Raleigh, NC; for the Japan Association of Language Teachers, Fukuoka Chapter, Fukuoka, Japan; at four universities in Tunis, Sousse, and Sfax, Tunisia; for the Ministry of Education in Abu Dhabi and Dubai, United Arab Emirates; and for the Ministry of Education in Al-Qabil, Al-Wafi, Nizwa, and Batinah, Oman. He presented or co-presented papers at the Language Testing Research Colloquium and American Association of Applied Linguistics in Vancouver, Canada. He also did in-house presentations at UHM for the Departments of SLS, EALL, and Indo-Pacific Languages. More importantly, during 2000-2001, JD was seen rollerblading and bicycling his heart out at various sites around the world.
Craig Chaudron continued through his third year as Graduate Chair of the MA, Certificate, and PhD programs. He taught second language classroom research in the fall, 2000, and advanced research methods in spring, 2001. In the coming fall, 2001, he will be teaching L2 listening and speaking. Since 1999, he has been collaborating with colleagues Mike Long and Cathy Doughty, and several graduate assistants, on the NFLRC project on TBLT, in which Korean FL has been the target language. He attended the 2000 AAAL and TESOL conferences in Vancouver, where he presented two papers. During the summer, 2001, he has been invited to give lectures on classroom research at the University of Almería and at the Summer and European Courses of the University of the Basque Country, both in Spain.
Graham Crookes In spring 2000, Graham attended the AAAL Conference in Vancouver, presenting a paper on program development, support, and preservation activities. Towards the end of the semester he was one of the leaders of an East-West Center seminar on TEFL in China with an emphasis on technology. In early summer he accepted a surprise invitation to be Acting Director of the Department’s Hawai’i English Language Program (HELP), while a job search and administrative reorganizations of HELP took place. This cut short his self-instruction in video editing for the web… In fall he presented a workshop on action research at Georgetown University and a paper on related issues at Georgia State University, and was also active with the East-West Center back in Honolulu, giving the lead paper at a seminar on TEFL in East Asia with a focus on innovation and creativity. In spring 2001, while still Acting Director HELP, he was pleased to be able to integrate research and practice by giving a 700-level seminar on in-house research in IEPs (like HELP and the ELI). As a by-product of the HELP administrative reorganization he switched roles with Prof. Kate Wolfe-Quintero and at the time of writing is in the second week of learning the ropes as the new Director of the DSLS ELI. Graham has been nominated twice since the last SLS Letter for the College of LLL award recognizing teaching excellence.
Kathy Davis has concentrated her efforts during the past academic year on CSLR work. She has been working on three projects and has facilitated development of three grants (one grant has been funded and two are pending). The projects include middle school, high school, and community college programs designed to develop language awareness and bilingualism for improving school success. Kathy’s primary current objective is to establish the recently federally funded high school bilingual program which focuses on addressing G1.5 academic needs and potential (see CSLR section for descriptions of projects, grants, and contributors). Besides writing grants and maintaining current Center activities, Kathy has organized colloquiums focusing on Center projects that have been co-developed and implemented by SLS graduate students (see CSLR section). She organized AAAL and TESOL Conferences in St. Louis in which students presented theories and/or findings from an ethnographic investigation of the educational problems encountered by Generation 1.5 (G1.5) students at a local high school and community college. At the AAAL conference in St. Louis, students participated in the colloquium entitled Transforming Language Policies and Practices: A Critical Ethnographic Study of Generation 1.5 Immigrants in Hawai’i. A pedagogically oriented version of this project was presented at the TESOL colloquium Generation 1.5 in Community Colleges. Kathy has also organized a colloquium for the November, 2001 American Anthropological Association (AAA) 2001 conference in Washington D.C. This colloquium includes professors and graduate students from different disciplines (SLS, English, anthropology) who are working together at U.H. to explore theoretical issues and/or implement programs designed to ameliorate the academic difficulties encountered by G1.5 students in Hawai`i. In addition to the above projects focused on Hawaii, Kathy has been working with educators/graduate students in Japan on ethnographic investigations predominately concerned with social identity and second/foreign language learning. She served as a discussant for a 2001 AAAL panel organized by these scholars and recently visited Japan to continue this collaboration as well as to present at Kansai University on Qualitative Research and SLA and Bilingualism.
Richard Day was the plenary speaker at the Malaysia International Conference for English Language Teachers, May 2000, and at 2001 Thai TESOL Conference, January. He and his colleague, Julian Bamford, have almost finished their next book on extensive reading. It is a collection of activities (over 100) contributed by teachers all over the world. This summer will be spent finishing a book on academic strategic reading with Leslie Ono and Kenny Harsch. We plan to pilot teach it next fall in the ELI.
Catherine Doughty In July of 2000, Cathy was granted tenure and promoted to Associate Professor of Second Language Studies. She has regularly been offering Applied Psycholinguistics (SLS673), Teaching Second Languages (SLS710), and a Seminar in SLA on Instructed SLA (SLS750). She has also developed a new course on L2 Educational Technology (SLS680-P), and is currently the distance education coordinator for the department. In addition to these courses, she looks forward to the opportunity to teach Second Language Acquisition (SLS650) in the Spring of 2002.
During the academic year 2000-01, Cathy worked on the Task-Based Language Teaching for Foreign Language Education project at the National Foreign Language Resource Center (www.lll.hawaii.edu/nflrc/tblt.html), and will be directing a study of focus on form in TBLT in the coming fall. Last semester, she wrote a section of a grant proposal which would develop a distance education version of the department’s new Advanced Graduate Certificate. Throughout the entire year, she was a member of an LLL group which carried out a capacity study to house NSEP National Flagships in Chinese, Japanese, and/or Korean as a foreign language at the University of Hawai‘i. Most recently, together with many other SLS students and faculty, she has been organizing the upcoming Pacific Second Language Research Forum (PacSLRF – see conference information elsewhere in this SLSLetter).
Summer teaching and speaking opportunities have enabled Cathy to travel to Spain in both 2000 (Barcelona) and 2001 (Barcelona and San Sebastian). The courses have been on the topic of focus on form in classroom SLA, from pedagogical and cognitive perspectives, and the IATEFL plenary session in Barcelona discussed principles for CALL. Jordi, who has been immersed in Spanish through childcare a minimum of 20 hours per week since January of 2000, enjoys the expanded contexts for using his L2 (i.e., yelling, sharing? toys, watching los Teletubies), particularly in Barcelona, where “Jordi” is the most commonly heard name en el parque infantil!
Diana Eades has been an active member of Da Pidgin Coup (see separate report), is continuing research on Aboriginal English in the legal system, and has taught the core sociolinguistics course, as well as advanced sociolinguistics courses on language and identity, and non-standard varieties. She is currently a member of a subcommittee on Cultural Alternative Dispute Resolution of the Hawai’i Supreme Court’s Committee on Equality and Access to the Courts. She spent fall 2000 in Australia on leave, where she worked on a book about language and power in the legal system, and caught up with family, friends and hiking in fantastic national parks.
Bob Gibson In the Spring 2000 term, Bob Gibson worked with Carsten Roever on a web-based SLS302 course for State DOE teachers, funded by a small grant from the DOE’s ESLL program. SLS 303 will also be included in the follow-on grant. Bob spent the AY 2000-2001 on sabbatical leave at the American University in Cairo (AUC) where he was visiting Associate Professor in the MA TEFL program. At AUC he taught methods courses, including the TEFL practicum, and a course in EFL program administration. In addition, he was one of the plenary speakers at the second annual EgypTESOL convention and made presentations in the faculty development series for English language teachers at AUC. He was an EFL teaching consultant for the Ministry of Education through the Integrated English Language Program. This work involved developing video taped model lessons to be used for training teachers throughout Egypt. This work included video conferencing with teacher at sites throughout Egypt. He served on four MA thesis committees, the Graduate Committee for the School of Humanities and Social Sciences, and screening committees for grants and fellowships. Finally, he is working on the web site design for the MA TEFL program. He even crept down, claustrophobically, into the center of one of the pyramids and came back out quickly.
Kenny Harsch During the past year, Kenny Harsch worked with Steve Jacques to get the ELI website up and running, as well as trying to use technology to enhance resources for ELI teachers. During the past two semesters, he served as acting undergraduate advisor while Robert Gibson was on sabbatical. Besides advising current ESL major and encouraging potential students to join the program, he worked on a number of new undergraduate-level projects, including a proposal for a series of “alpha” courses that would allow greater flexibility in elective course offerings at the undergraduate level, and also a grant proposal for developing a program for ongoing assessment of the BA/ESL degree. Additionally, Kenny created a “Directory of ESL Employers in Hawai`i” for Hawai`i TESOL, which will soon be part of a larger website about ESL jobs (check for a link from the SLS website). Also during the past year, Kenny and Jim Yoshioka of the NFLRC developed and offered a set of job-preparation workshops, called the “Teacher Portfolio & Preparation Series”.
Thom Hudson has been investigating approaches to use the Internet for language assessment. He was the Director for an NFLRC Summer Institute in July 2000, working with Ph. D. candidates Carsten Roever, and Siwon Park along with 15 participants from institutions around the U.S. The institute focused on developing web-based tests for less commonly taught languages (Chinese, Filipino, Japanese, Korean, & Vietnamese). Also, he and Siwon have been working with the Korean Section of East Asian Languages here at UH on criterion-referenced web-based midterm and final examinations. In February, 2001 they presented a paper at AAAL in St. Louis on their results thus far, and are now finalizing the results. Over the summer and the next academic year, they will be working on a web-based Korean proficiency test project.
Gabriele Kasper succeeded yet another time at not learning Japanese despite ample input and interaction opportunities during seven months in Japan last year. She swears it has nothing to do with a poor attitude or lack of motivation – but who would trust that sort of self-report? In addition to not learning Japanese, she did not complete any of her book projects either. What is keeping her? Work, she says – plenaries at AAAL (Vancouver), CLESOL (Auckland), JALT (Shizuoka); conference papers and talks in Europe, the mainland and many places in Japan; dissertations committees … in other words, all the fun stuff. But not all is lost on the book front: Rose & Kasper (Eds.), Pragmatics in Language Teaching (Cambridge University Press), will hit the shelves in September 2001.
Mike Long In Spring, 2000, Mike offered 650 (SLA) and 730 (TBLT), and in the Fall, 650, again, and a new 750 seminar, ‘Theory change in SLA.’ In March, he taught a short intensive course, ‘Current issues in Task-Based Language Teaching’, for Temple University Japan in Tokyo and Osaka. He spent most of July in Barcelona, where he taught two courses, ‘Second language acquisition’ and ‘Task-Based Language Teaching’, at the Mediterranean Summer Institute. A good deal of time and energy throughout the year went into the first stages of a two-year NFLRC-sponsored project on TBLT for Korean. The work involves a task-based needs analysis, materials writing, classroom implementation and evaluation, classroom research on focus on form, and in-service teacher training for TBLT. This Spring, 2001, Mike taught 650 and his 730 (TBLT) seminar, and continued work on the TBLT KFL project. He also spent considerable amounts of time preparing a major grant proposal for NSEP, and on developing an evaluation system for the East Asian Languages Department, starting with the BA in Korean Studies. This July Mike will be co-teaching a similar short course with Craig Chaudron at an annual Basque Summer Institute held in San Sebastian (hopefully, ETA takes summers off), followed by another short course on TBLT back at Manoa for about 20 teachers of Korean from the U.S. and elsewhere, sponsored by UH’s National Foreign Language Resource Center. In the Fall semester, he will be teaching 600 (Introduction to second language studies) and a 750 seminar on ‘Processes and mechanisms in interlanguage development’. In September, he will be presenting a paper, ‘Recasts in SLA: the story so far’, at the Input conference at the University of Illinois at Chicago, and a few days later at EUROSLA in Paderborn. Four days after returning from Germany, he will be participating in PacSLRF, hosted by the SLS Department.
Mike has published a number of articles and in the past 18 months, and written several more chapters for books he is writing or editing (see publications listing). He continues as co-editor of the Cambridge Applied Linguistics Series, as a member of the Editorial Boards of Studies in Second Language Acquisition, Estudios de Linguistica Aplicada, and Language Teaching Research, and as a member of the editorial collective of the Anarcho-Syndicalist Review. His soccer skills remain as dazzling as ever, and despite what has turned out to be a longer-than-expected wait, he believes call-ups for Manchester United and England must be imminent. Young Jordi turned two years and three months old this month (May), and his soccer genes are beginning to show. Armed with clip-boards, stop-watches, and video-cameras, and speaking a variety of European languages, scouts from the top European clubs fill Waialae Iki Field whenever the two kick a ball around of a weekend. Surely, UH faculty salaries will soon be but a distant memory.
Dick Schmidt has traveled to Vancouver, Abu Dhabi, Québec City, Boston, St. Louis, and Reykjavík since the last newsletter, presenting at various conferences. He continues as director of the NFLRC and is the 2nd VP of the American Association for Applied Linguistics (will become president of that organization in 2003). His new book on Motivation and second language acquisition, co-edited with Zoltán Dörnyei, was published through the NFLRC in March (www.lll.hawaii.edu/nflrc/TechReports.html#TR23]
New faculty & student publications
Bley-Vroman, R., & Joo, H.-R. (2001). The acquisition and interpretation of English locative constructions by native speakers of Korean. Studies in Second Language Acquisition, 23, 207-219.
Bley-Vroman, R., & Yoshinaga, N. (2000). The acquisition of multiple wh-questions by high-proficiency non-native speakers of English. Second Language Research, 16(1), 3-26.
Brown, J. D. (2000). Using testing to unify language curriculum. In M. Harvey & S. Kanburolu (Eds.), Achieving a coherent curriculum: Key elements, methods and principles. Proceedings of the Fourth International ELT Conference. Ankara, Turkey: Bilkent University.
Brown, J. D. (2000). An evaluation of the basic-education and secondary English language curricula in Tunisia. Tunis, Tunisia: Ministry of Education (also available from The American Center, Tunis, Tunisia).
Brown, J. D. (2000). University entrance examinations: Strategies for creating positive washback on English language teaching in Japan. Shiken: JALT Testing & Evaluation SIG Newsletter, 3(2), 4-8. Also retrieved March 1, 2001 from the World Wide Web: http://www.jalt.org/test/bro_5.htm
Brown, J. D. (2000). A review of Errors in language learning and use: Exploring error analysis by C. James. Language and Education, 14(3), 212-215.
Brown, J. D. (2000). Give second chances in education. The Daily Yomiuri (Education/Language section, January 3, 2000), #17746, 6.
Brown, J. D. (2000). Observing pragmatics: Testing and data gathering techniques. Pragmatics Matters, 1(2), 5-6.
Brown, J. D. (2000). Statistics Corner. Questions and answers about language testing statistics (How can we calculate item statistics for weighted items?). Shiken: JALT Testing & Evaluation SIG Newsletter, 3(2), 19-21. Also retrieved March 1, 2001 from the World Wide Web: http://www.jalt.org/test/bro_6.htm
Brown, J. D. (2000). Statistics Corner. Questions and answers about language testing statistics (What issues affect Likert-scale questionnaire formats?). Shiken: JALT Testing & Evaluation SIG Newsletter, 4(1), 18-21. Also retrieved March 1, 2001 from the World Wide Web: http://www.jalt.org/test/bro_7.htm
Brown, J. D. (2000). Statistics Corner. Questions and answers about language testing statistics (What is construct validity?). Shiken: JALT Testing & Evaluation SIG Newsletter, 4(2), 7-10. Also retrieved March 1, 2001 from the World Wide Web: http://www.jalt.org/test/bro_8.htm
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Brown, J. D. (2001). Statistics Corner. Questions and answers about language testing statistics (Can we use the Spearman-Brown prophecy formula to defend low reliability?). Shiken: JALT Testing & Evaluation SIG Newsletter, 4(3), 7-9. Also retrieved May 1, 2001 from the World Wide Web: http://www.jalt.org/test/bro_9.htm
Brown, J. D. (2001). Statistics Corner. Questions and answers about language testing statistics (What is an eigenvalue?). Shiken: JALT Testing & Evaluation SIG Newsletter, 5(1), 13-16. Also retrieved May 1, 2001 from the World Wide Web: http://www.jalt.org/test/bro_10.htm
Brown, J. D. (2001). Developing and revising criterion-referenced achievement tests for a textbook series. In T. Hudson and J. D. Brown, J.D. (Eds.) A focus on language test development: Expanding the language proficiency construct across a variety of tests (Technical Report #21, pp. 205-228) Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.
Brown, J. D. (in press). Six types of pragmatics tests in two different contexts. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press.
Brown, J. D. (to appear). Research methods for applied linguistics: Options and guidelines. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics. London: Blackwell.
Brown, J. D. (to appear). Understanding research in second language learning: A teacher’s guide to statistics and research design (Edition with annotations in Chinese). Beijing, PRC: Jointly by the Foreign Language Teaching and Research Press & the People’s Education Press.
Brown, J. D., Cunha, M. I. A., & Frota, S. de F. N. (2001). The development and validation of a Portuguese version of the Motivated Strategies for Learning Questionnaire. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 257-280). Honolulu: Second Language Teaching & Curriculum Center, University of Hawaii Press.
Brown, J. D., & Hudson, T. (to appear). Criterion-referenced language tests. Cambridge: Cambridge University Press.
Brown, J., Hudson, T., & Kim, Y. K. (2001). Developing Korean language performance assessments (Research Note #27). Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center.
Brown, J. D., Hudson, T., Norris, J. M., & Bonk, W. (2000). Performance assessment of ESL and EFL students. University of Hawaii Working papers in ESL, 18(2), 99-139.
Brown, J. D., Hudson, T., Norris, J. M., & Bonk, W. (to appear). Investigating second language performance assessments. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center (University of Hawaii Press).
Brown, J. D., Robson, G., & Rosenkjar, P. (2001). Personality, motivation, anxiety, strategies, and language proficiency of Japanese students. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 361-398). Honolulu: Second Language Teaching & Curriculum Center, University of Hawai‘i Press.
Brown, J. D., Yamashiro, A. D., & Ogane, E. (2001). The emperor’s new cloze: Strategies for revising cloze tests. In T. Hudson & J. D. Brown (Eds.), A focus on language test development: Expanding the language proficiency construct across a variety of tests. Honolulu: University of Hawaii, Second Language Teaching & Curriculum Center (University of Hawaii Press).
Chaudron, C. (2000). Contrasting approaches to classroom research: Qualitative and quantitative analysis of language use and learning. Second Language Studies (Working Papers of the Department of Second Language Studies, University of Hawai’I), 19.1, 1-56.
Chaudron, C. (2001). Progress in language classroom research: Evidence from The Modern Language Journal, 1916-2000. The Modern Language Journal, 85, 56-76.
Chaudron, C. (2000). Métodos actuales de la investigación en el aula de segundas lenguas. In C. Muñoz, Ed., Segundas Lenguas: Adquisición en el Aula, 127-161. Barcelona: Ariel.
Chaudron, C., Martín Uriz, A., & Whittaker, R. (in press). La composición como comunicación: Influencia en el desarrollo general del inglés como segunda lengua en un contexto de instrucción. In C. Valero Garcés, Ed., La Lingüística Aplicada a Finales de Siglo. Actas del Congreso Nacional de AESLA, 1999. Alcalá de Henares, Spain: University of Alcalá de Henares.
Chou, C.-L. (2000). Chinese speakers’ acquisition of English conditionals: Acquisition order and L1 transfer effects. Second Language Studies (Working Papers of the Department of Second Language Studies, University of Hawaii), 19(1), 57-98.
Crookes, G., & Chandler, P. (2001). Introducing action research into the education of post-secondary foreign language teachers. Foreign Language Annals.
Crookes, G., & Chaudron, C. (in press). Guidelines for language classroom instruction. In M. Celce-Murcia (Ed.) Teaching English as a second or foreign language. Third Edition. New York: Heinle & Heinle.
Crookes, G., Smith, L. E., Tang, F., Liu, D., Lin L., & Xue, Z. (2001). Increasing creativity and innovation in English Language Teaching (ELT): Focus on China. Teaching English in China, 23(3), 22-44.
Day, Richard R. (2000). Review of Exploring Second Language Reading: Issues and Strategies, by N. Anderson. TESOL Quarterly 34, 184-85.
Day, R. R., & Bamford, J. (2000). Reaching reluctant readers. University of Hawaii Working Papers in ESL, 18(2), 85-98.
Day, Richard R., Bamford, J., & Lee, Ming Chen. (2000). Zarina’s discovery. RELC Guidelines 22,2, 9-14.
Dörnyei, Z., & Schmidt, R. (Eds.) (2001). Motivation and SLA (Technical Report No. 23). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center (University of Hawaii Press).
Doughty, C. (2000) Negotiating the linguistic environment. University of Hawaii Working Papers in ESL 18(2), 45-73.
Doughty, C. (2000) La negociación del entorno lingüístico de la L2. In C. Munoz (Ed). Segundas lenguas: Adquisición en un contexto formal, (pp. 163-93). Ariel Publishers.
Doughty, C. (in press). Cognitive underpinnings of focus on form. (in press). In P. Robinson, (Ed.). Cognition and SLA. Cambridge Series in Applied Linguistics. Cambridge: Cambridge University Press.
Doughty, C. (to appear) Environmental factors: Instruction. In C. Doughty & M. Long (Eds.) Handbook of second language acquisition. Cambridge, MA: Blackwell.
Doughty, C., & Long, M. H. (2000). Eliciting second language speech data. In L. Menn & N. Bernstein Ratner (Eds.), Methods for studying language production (pp. 149-77). Mahwah, NJ: Lawrence Erlbaum Associates.
Doughty, C., & Long, M. H. (Eds.) (to appear) Handbook of second language acquisition. Cambridge, MA: Blackwell.
Doughty, C. & Long, Michael H. (to appear) The status of SLA as a cognitive science: Conclusion. In C. Doughty & M. Long (Eds.) Handbook of second language acquisition. Cambridge, MA: Blackwell.
Eades, D. (2000). I don’t think it’s an answer to the question: Silencing Aboriginal witnesses in court. Language in Society 29, 161-196.
Eades, D. (2000). Review of Discourse in a multilingual and multicultural courtroom: A court interpreter’s guide by R. Moeketsi. Forensic Linguistics 7, 112- 116.
Eades, D. (to appear). The politics of misunderstanding in the legal process: Aboriginal English in Queensland. In J. House, G. Kasper, and S. Ross (Eds.), Misunderstanding in spoken discourse. London: Longman.
Eades, D. (to appear). Evidence given in unequivocal terms: Gaining consent of Aboriginal kids in court. In J. Cotteril (Ed.), Language in the Legal Process. Palgrave.
Fukuya, Y. J., & Clark, M. K. (in press). A comparison of input enhancement and explicit instruction of mitigators. In L. Bouton (Eds.), Pragmatics and Language Learning, V10. Urbana, Ill: University of Illinois at Urbana-Champaign.
Harsch, K. & Wolfe-Quintero, K. (2001). Impact Listening 3. Hong Kong: Addison Wesley Longman Asia ELT.
Hauser, E. (2000). Explicit and incidental instruction and learner awareness. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 Second Language Research Forum (pp. 326-344). Somerville, MA: Cascadilla Press.
Hawkins, T. (2001, March). The University of Hawaii’s Chinese advanced reading and writing course. Newsletter of the Chinese Language Teachers Association, 25, 1, 27. Note: a fuller version of this review can be found at http://clta.deall.ohio-state.edu/Reviews/AdvChin.html
House, J., & Kasper, G. (2000). How to remain a nonnative speaker. In C. Riemer (Ed.), Kognitive Aspekte des Lehrens und Lernens von Fremdsprachen – Cognitive aspects of foreign language learning and teaching. Festschrift für Willis J. Edmondson zum 60. Geburtstag (pp. 101-118). Tübingen: Narr.
House, J., Kasper, G., & Ross, S. (Eds.) (to appear) Misunderstanding in social life. London: Longman.
Hudson, T. (2001). Self-assessment methods in cross-cultural pragmatics. In T. Hudson and J. D. Brown, J.D. (Eds.) A focus on language test development: expanding the language proficiency construct across a variety of tests (Technical Report #21, pp. 57-74) Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center (University of Hawaii Press).
Hudson, T. (in press). Indicators for cross-cultural pragmatic instruction: Some quantitative tools. In K. Rose and G. Kasper (Eds.), Pragmatics in language teaching. Cambridge: Cambridge University Press.
Hudson, T., & Brown, J. D. (Eds.)(2001). A focus on language test development: Expanding the language proficiency construct across a variety of tests (Technical Report #21). Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center (University of Hawaii Press).
Inagaki, S., & Long, M. H. (In press). “The effects of implicit negative feedback on the acquisition of Japanese as a second language.” In K. Kanno (Ed.), Studies on the acquisition of Japanese as a second language. Amsterdam: John Benjamins.
Jacobs, R. A. (2000). Perspective and narrative structure: A cognitive perspective. University of Hawaii Working papers in ESL, 18(2), 35-46
Kasper, G. (2000). Unterrichtsforschung zur Lernersprachenpragmatik – eine Forschungslücke. [Classroom research on interlanguage pragmatics – a research gap]. In B. Helbig, K. Kleppin, & F.G. Königs (Eds.), Festschrift für Karl-Richard Bausch. Tübingen: Niemeyer.
Kasper, G. (2000). Data collection in pragmatics. In H. Spencer-Oatey (Ed.), Culturally speaking (pp. 316-341). London & New York: Continuum.
Kasper, G. (in press). Learning pragmatics in the L2 classroom. In L. F. Bouton (Ed.), Pragmatics and language learning monograph series, Vol. 10. Urbana, IL: Division of English as an International Language, University of Illinois at Urbana-Champaign.
Kasper, G. (in press). Four perspectives on pragmatic development Applied Linguistics, 22, no. 4.
Kasper, G. (in press). Classroom research on interlanguage pragmatics. In K.R. Rose & G. Kasper (Eds.), Pragmatics in language teaching.
Kasper, G., & DuFon, M.A. (2000). La pragmática de la interlenguaje desde una perspectiva evolutiva. In C. Muñoz (Ed.), Segundas lenguas: Adquisición en el aula (pp. 231-257). Barcelona: Ariel.
Kasper, G., & Rose, K.R. (in preparation). Pragmatics in second language use and development.. Oxford: Blackwell.
Kasper, G., & Rose, K.R. (in preparation). Research methodology in interlanguage pragmatics. Mahwah: Erlbaum.
Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dörnyei and R. Schmidt (Eds.), Motivation and SLA (Technical Report No. 23, pp. 213-237). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.
Katsufuji, K. S. (2000). application of markedness theory to Japanese learners’ acquisition of discourse factors in the dative alternation. University of Hawaii Working papers in ESL, 18(2), 1-34.
Kim, Y. (to appear). Use of concordancing in EAP vocabulary teaching. Journal of the Applied Linguistics Association of Korea, 17(1).
Kim, Y. Kong, D.-K., Lee, J.-H., & Lee, Y.-G. (to appear). Implementation and evaluation of an approach to task-based Korean language teaching. Korean Language in America, 7.
Kondo-Brown, K. (2000). Effects of three types of practice after explicit explanation. Second Language Studies (Working Papers of the Department of Second Language Studies, University of Hawaii), 19(1), 99-126.
Kondo-Brown, K., & Brown, J. D. (2000). The Japanese placement tests at the University of Hawai‘i: Applying item response theory (NFLRC NetWork #20) [HTML document]. Honolulu: University of Hawai‘I, Second Language Teaching & Curriculum Center. December 6, 2000 from the World Wide Web: http://www.LLL.hawaii.edu/nflrc/NetWorks/NW20/
Lee, Y.-G., & Kim, Y. (2000). Needs assessment, goals and objectives setting, and materials development for third- and fourth-level Korean courses at the University of Hawaii at Manoa: A systematic approach to program development. Korean Language in America, 4, 13-49.
Long, M. H. (2000). Mondragon and other co-ops: For and against. Anarcho-Syndicalist Review 29, Summer, 15-28.
Long, M. H. (2000). Review of Sam Buchanan: Anarchy: The transmogrification of everyday life. Wellington: Committee for the Establishment of Civilisation, 1999. Anarcho-Syndicalist Review 30, Winter, 33-35.
Long, M. H. (2000). Second language acquisition theories. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 527-34). London: Routledge.
Long, M. H. (2000). Acquisition and teaching. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 4-5). London: Routledge.
Long, M. H. (2001). Native speaker/non‑native speaker conversation and the negotiation of comprehensible input. Reprinted in C. Candlin & T. Macnamara (Eds.), A reader in applied linguistics. London: Routledge.
Long, M. H. (in press). The process of foreign language acquisition. In E. de Corte & F. Weinert (Eds.), International encyclopedia of developmental and instructional psychology. Second edition. Oxford: Elsevier Science.
Long, M. H. (in press). Second language acquisition. In W. Bright (Ed.), Oxford International Encyclopoedia of Linguistics. Second edition. Oxford: Oxford University Press, 2002.
Long, M. H. (to appear). Task‑based language teaching. Oxford: Basil Blackwell, 2002.
Long, M. H. (to appear). Stabilization and fossilization in interlanguage development. In C. J. Doughty & M. H. Long (Eds.), Handbook of second language acquisition. Oxford: Blackwell, 2002.
Long, M. H. (to appear). Recasts: the story so far. In M. H. Long, Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
Long, M. H. (to appear). Age differences and the sensitive periods controversy in SLA. In M. H. Long, Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
Long, M. H. (to appear). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
Long, M. H. (to appear). Methodological issues in learner needs analysis. In M. H. Long (Ed.), Second language needs analysis. Cambridge: Cambridge University Press, 2002.
Long, M. H. (Ed.) (to appear). Second language needs analysis. Cambridge: Cambridge University Press, 2002.
Long, M. H., and Doughty, C. (to appear) The goals and scope of inquiry in SLA: Overview. In C. Doughty & M. Long (Eds.) Handbook of second language acquisition. Cambridge, MA: Blackwell
Long, M. H., & Norris, J. M. 2000. Task-based teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597-603). London: Routledge.
Neff, J.A., Dafouz, E., Díez, M., Prieto, R., & Chaudron, C. (in press). Contrastive discourse analysis: Argumentative text in English and Spanish. In C. Moder, Ed., [Final title pending] Philadelphia: John Benjamins Typological Studies in Language series.
Niezgoda, K., & Roever, C. (in press). Pragmatic and grammatical awareness: A function of the learning environment? In K. Rose, & G. Kasper (Eds.), Pragmatics in language teaching. New York: Cambridge University Press.
Norris, J. M. (2000). Purposeful language assessment. English Teaching Forum, 38(1), 18-23.
Norris, J. M. (2001). Concerns with computer-adaptive oral proficiency assessment. Language Learning & Technology, 5(2), 99-105. Available at: http://llt.msu.edu/vol5num2/norris/default.html
Norris, J. M. (2001). Identifying rating criteria for task-based EAP assessment. In T. Hudson, & J. D. Brown (Eds.), A focus on language test development: Expanding the language proficiency construct across a variety of tests (pp. 163-204). Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center (University of Hawai’i Press).
Norris, J. M. (2001). [Review of H. Wainer (Ed.) (2000). Computerized adaptive testing: A primer (Second edition).] Language Learning & Technology, 5(2), 23-27. Available at: http://llt.msu.edu/vol5num2/review2/default.html
Norris, J. M. (2001). Use of address terms on the German Speaking Test. In K. Rose and G. Kasper (Eds.), Pragmatics in language teaching (pp. 248-282). New York: Cambridge University Press.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528. [Recipient of TESOL/Heinle & Heinle Distinguished Research Award.]
Norris, J. M., & Ortega, L. (2001). Does type of instruction make a difference: Substantive findings from a meta-analytic review. In R. Ellis (Ed.), Form-focused instruction and second language learning (pp. 157-213). New York: Blackwell. [The Best of Language Learning series, volume 4.]
Norris, J. M., & Ortega, L. (in press). Defining and measuring SLA. In C. Doughty, & M. H. Long, (Eds.), Handbook of second language acquisition. London: Blackwell.
Ohara, Y., Saft, S., & Crookes, G. (in press). Toward a feminist critical pedagogy in a beginning Japanese as a foreign language class. Journal of the Japanese Language Teachers Association.
Roever, C. (2001). Web-based language testing. Language Learning & Technology, 5, 2, 84-94.
Roever, C. (2001). [Review of Assessing languages for specific purposes]. Language Teaching Research, 5, 1, 82-85.
Roever, C. (in press). Testing of second language speech act performance: The case for a pragmatic Cloze. In H. Puerschel, & U. Raatz (Eds.), Tests and translation. Bochum, Germany: AKS.
Rose, K.R., & Kasper, G. (Eds.) (in press). Pragmatics in language teaching. Cambridge: Cambridge University Press.
Schmidt, R. (2000) “Forward” to H. Riggenbach (Ed.), Perspectives on fluency (pp. V-viii). University of Michigan Press.
Schmidt, R. (in press). Attention. In P. Robinson (Ed.), Cognition and second language instruction. Cambridge University Press.
Schmidt, R., & Watanabe, Y. (2001). Motivation, learning strategies, and pedagogical preferences. In Z. Dörnyei and R. Schmidt (Eds.), Motivation and SLA (Technical Report No. 23, pp. 313-359). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.
Wishnoff, J. R. (2000). Hedging your bets: L2 learners’ acquisition of pragmatic devices in academic writing and computer-mediated discourse. Second Language Studies (Working Papers of the Department of Second Language Studies, University of Hawaii), 19(1), 127-157.
Conferences of interest
September 5-7, 2001. Fifth International Conference on Language and Development, Phnom Penh. Information: email@example.com
September 13-15, 2001. Second International Conference on Third Language Acquisition and Trilingualism Fryske Akademy, Leeuwarden, The Netherlands (Holland) http://www.spz.tu-darmstadt.de/projekt_L3/conferences/L3conf2001/Index.html
September 20-23, 2001. Form-Meaning Connections in Second Language Acquisition, University of Illinois at Chicago. Bill VanPatten, Dept. of Spanish, French, Italian and Portuguese, 601 S. Morgan MC 315, Chicago, IL 60607, (312) 996-3235.
October 4-7, 2001. PacSLRF, Honolulu. www.LLL.hawaii.edu/pacslrf
October 12-14, 2001. Acquisition of Spanish and Portuguese as first and second languages, Urbana-Champaign, Illinois. www.sip.uiuc.edu/conf2001
November 2-4, 2001. Boston University Conference on Language Development http://web.bu.edu/LINGUISTICS/APPLIED/conference.html
November 14-16, 2001. Autonomy in Language Teacher Education, University of Edinburgh. IALS.firstname.lastname@example.org
November 26-28, 2001. American Council on the Teaching of Foreign Languages (ACTFL), Washington, DC. www.actfl.org
November 22-25, 2001. Japan Association for Language Teaching, Kitakyushu, Japan. www.jalt.org
March 7-9, 2002. Georgetown University Round Table on Language and Linguistics (GURT) 2002: Discourse Analysis and Technology: Multimodal Discourse Analysis. Proposals by September 21 to GURT 2002, Department of Linguistics, Georgetown University, Washington, D.C. 20057-1051. Info: email@example.com
April 6-9, 2002. AAAL, Salt Lake City, Utah. http://www.mrhassoc.com/aaal2002/ Submission deadline for proposals September 7, 2001.
April 9-23, 2002. TESOL, Salt Lake City. www.tesol.edu/
July –26, 2002, Penn State Summer Institute in Applied Linguistics www.outreach.psu.edu/C&I/AppliedLinguistics
August 7-11, 2002. Organization in Discourse II: The historical perspective: An international conference on historical discourse linguistics, turku, Finland. www.utu.fi/hum/engfiVoid2002.htm.
November 22-24, 2002. ACTFL, Salt Lake City. http://www.actfl.org
December 16-21, 2002. AILA, 13th World Congress of Applied Linguistics, Singapore. www.aila2002.org/ Deadline for proposals August 31, 2001.
March 21-24, 2003. AAAL, Baltimore. http://aaal.org
March 25-29, 2003. TESOL, Baltimore. Contact TESOL Conventions Dept., 1600 Cameron Street Suite 300, Alexandria, VA 22314. Tel. 703-836-0774. Fax 703-836-7864. firstname.lastname@example.org http://www.tesol.edu
November 20-23, 2003. ACTFL, Philadelphia. www.actfl.org
March 29-April 3, 2004. TESOL, Long Beach. Contact TESOL Conventions Dept., 1600 Cameron Street Suite 300, Alexandria, VA 22314. Tel. 703-836-0774. Fax 703-836-7864. www.tesol.edu
November 18-21, 2004. ACTFL, Chicago. www.actfl.org
March, 2005. TESOL, San Antonio. www.tesol.edu
March, 2006. TESOL, Philadelphia. www.tesol.edu