- Contact Us
NOTES FROM THE DEPARTMENT CHAIR
A great deal has happened since I became chairman on August 1, 2006, much of it unexpected. In early August, Kate Wolfe-Quintero resigned to accept a position in the Department of World Languages, University of South Florida. Then, as many of you already know, Craig Chaudron died August 21. Everyone in the department rallied and hung together during this very difficult time.
It was with a great deal of sadness that we turned to the task of replacing Craig and Kate. The Dean of the College of Languages, Linguistics and Literature, Joe O’Mealy, was very supportive and, with his help, we were able to retain both positions. We are now in the process of hiring two assistant professors, effective August 2007. Dick Schmidt stepped in temporarily as acting chair of the graduate programs, and in early September, Thom Hudson was appointed as the chair of graduate programs. My sincere thanks to both for their cooperation and willingness to serve the department.
In other news, we welcomed 38 new MA students, 2 students in the Advanced Graduate Certificate program, and 4 doctoral students. The traditional HATESL Retreat was held September 2 and 3 at Camp Kokokahi on the Windward side, and a good time was had by all. The annual spirited auction generated a record $3,649. Proceeds were equally divided between the traditional Ruth Crymes Scholarship Fund and the recently created Craig Chaudron Memorial Fund.
I would also like to extend the welcome mat to Barbara Cooney, whom we hired last spring as the assistant to the department chair and graduate chair. It was especially exciting for me, as Barbara and I first met in Japan in 1985. I am pleased to be able to be working with her. Finally, we have hired two visitors for the Spring 2007 semester. We are very fortunate that Professors Sandra McKay and Cindy Brantmeier agreed to join us. Professor McKay, one of the leading scholars in our field, is a professor at San Francisco State University. Her most recent publication is Researching second language classrooms, published by Lawrence Erlbaum Associates. She will teach SLS 672 Second Language Classroom Research, and SLS 680P SL Pedagogy: Culture, Language and Literacy. Dr. Brantmeier is an assistant professor at Washington University at St. Louis. She is an active researcher, focusing on literacy and individual differences in SLA. Among her recent publications is an article in Reading in a Foreign Language 18/2 (2006), Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Professor Brantmeier also is the editor of RFL’s feature, Readings on L2 reading: Publications in other venues. She will teach SLS 680P L2 Pedagogy: L2 Learning and Technology, and SLS 710 Teaching Second Languages.
Richard Day, Chair
NOTES FROM THE OUTGOING DEPARTMENT CHAIR
As we begin another exciting academic year (2006–2007) I take a great deal of pleasure in bringing everyone up to date on what has been happening since the last issue of the SLS Letter. It seems that the department is in a perpetual state of transition and this time is no exception. After completing my three years as department chair, Professor Richard Day will be taking over as chair. As many of you may recall, Richard was department chair from January 1978 to December 1984. I know that the department will be in capable hands and I wish him much success.
In the last SLS Letter I announced that the department was losing four of our colleagues. Since that time, we were fortunate to recruit three excellent faculty members. Dr. Lourdes Ortega, came to us from the University of Northern Arizona and has her PhD in SLA from our department. Lourdes recently was awarded tenure and promotion to associate professor. Dr. John Norris also was recruited from the University of Northern Arizona and also completed his PhD in SLA from our department. Dr. Christina Higgins was recruited from Texas A & M—Corpus Christi. Christina earned her PhD in English Language and Linguistics from the University of Wisconsin—Madison. All three of these fine scholars have already contributed to the department’s international reputation as a leader in second language studies. In another transition, both Dr. Robert Bley-Vroman and Dr. Thom Hudson were promoted to full professor, promotions that were long overdue. Finally, the department was able to hire Ms. Barbara Cooney as assistant to the Department and graduate program chairs. Barbara is an MA graduate of the Department of ESL at the University of Arizona and can be expected to make a significant contribution to the smooth running of the department’s administration.
Although the University and the College of Languages, Linguistics, and Literature are not swimming in money, the fiscal picture of the state is much improved. We are hoping that some of the surplus will filter down to the department. The financial picture of the department has always been enhanced by the efforts of the faculty in securing various grants. These efforts will be outlined in the rest of the SLS Letter.
This last year’s department retreat was held at Camp Erdman on the North shore of Oahu. One of the highlights was the annual auction with proceeds going to the Ruth Crymes Scholarship Fund. This year’s auction raised a total of $1,740 The Crymes fund continues to provide grants to students who make presentations at major conferences. These grants are fitting tributes to Dr. Crymes, who was totally dedicated to the nurturing of her students. One of the other funds that benefit our students is the Oihana Maika‘i fund. Two of our MA graduates, Susan Proctor and Jonathan Hull generously donated $75,000 to establish this fund. This year, they provided another $20,000 to the fund. Grants from these and other funds have supported students’ participation at international conferences and have funded other student research efforts.
In sum, I am happy to report that our department continues to thrive. Enrollments continue to be strong in both the graduate and undergraduate programs. The Hawai‘i English Language Program (HELP) and the English Language Institute (ELI) also remain strong. You can read about the individual initiatives and accomplishments in the rest of the SLS Letter.
As always, we enjoy news from any of our graduates, colleagues, and friends. If you have anything to share with us, please send it via e-mail to <email@example.com> or regular mail. Please send it. Of course, if you are in the islands, please come by for a visit.
Professor Craig Chaudron, graduate chair in the Department of Second Language Studies at the University of Hawai‘i at Mānoa, died Monday August 21, 2006.
Craig Chaudron was born in 1946 in St. Louis Missouri and educated at Wabash College (B.A. in philosophy and French, 1968) and the University of Toronto’s Ontario Institute for Studies in Education (M.Ed. in educational theory, 1976; Ph.D. in educational linguistics, 1982). Along the way, he taught kindergarten in Denmark for four years and spent two years as a visiting assistant professor at UCLA. He joined the faculty of the Department of ESL (later, SLS) at the University of Hawai‘i at Mānoa in 1983 and became a full professor in 1994. During his 23 years at UHM, he served as department chair (1990–1994) and graduate chair (1998–2006) among extensive other services to the department and university.
Craig specialized in second language classroom research, second language research methods, applied psycholinguistics, and discourse analysis. An excellent language learner, he was a fully accomplished speaker of three languages besides his native English (Danish, French, and Spanish) and also spoke another three quite well (German, Norwegian, and Swedish). He was a meticulous researcher who set rigorous standards for his own work, as well as that of his students, for whom he was a fine, caring mentor. He was well known for investing enormous effort in providing careful support, detailed feedback, and wise advice. In the words of Shulan Ouyang, former student, “The world has lost a dedicated scholar; a teacher who spent so much time giving suggestions to students; a mentor who helped international students feel at home; and above all, a person who was kind, kind, kind.”
Craig is perhaps best known internationally for his book Second language classrooms: Research on teaching and learning (Cambridge University Press, 1988), which won the Modern Language Association Mildenberger Prize in 1990 and is still regarded as the seminal work in the field nearly 20 years after its publication. Articles by Craig in leading refereed journals are required reading for graduate students in second language acquisition and applied linguistics around the world. His commitment to good work included numerous visiting professorships and collaborations with scholars in Europe, Asia, Australia and the Pacific Region, and across the U.S. He served as the North American editor of the journal Applied Linguistics (1989–1995), and he was twice an elected member of the Executive Board of the American Association of Applied Linguistics, 1989–1992 and 2005-present. President of the association, Carol Chapelle, writes “Craig has been instrumental in the success of our national professional organization… Our profession will deeply miss our dedicated colleague who has served in so many ways for so long.”
Craig was a devoted family man, happily married to Dr. Lucía Aranda, and proud father of three children, Camila (age 15), Cara (age 14), and Nicolas (age 7). Many others felt that they were part of his “family”—Craig was like a kind father to colleagues, students, and friends over the years, upbeat, gregarious, generous with his time, incredibly kind and considerate, always ready to help. To say he will be sorely missed is a huge understatement.
Hundreds of family, friends, students, and colleagues were in attendance to see Craig off at a sea burial held by the family on August 26 at Kaimana Beach (Sans Souci), and at a UH campus memorial held on September 22, 2006 in the Orvis Auditorium. Mourners at the sea burial were blessed by the auspicious appearance of a sea turtle, as well as a particularly gorgeous sunset. The memorial service audience sat spellbound as Craig’s daughters Camila and Cara read their poetry and prose in honor of their beloved father.
A memorial fund has been established to recognize Craig’s enormous contributions to the University of Hawai‘i, the SLS Dept., and to the field of applied linguistics. Tax-deductible contributions can be made by sending a check or international money order payable to UH Foundation (with a note indicating the Craig Chaudron Memorial Fund), 2444 Dole Street, Bachman Hall 105, Honolulu, HI 96822. Online donations can also be made via the UH Foundation website: www.uhf.hawaii.edu “make a gift” section, by typing Craig Chaudron Memorial Fund in the “other program/account” option.
Condolences and cards can be sent to:
Dr. Lucía Aranda
Department of Languages and Literatures of Europe and the Americas
1890 East-West Road
Honolulu, HI 96822
RECENT GRADUATES (2004–2006)
AGC=Advanced Graduate Certificate
BA=Interdisciplinary Studies in ESL or SLS
BA: Yumiko Daido, YoungKwi Han, Akiko Hayashi, Wei-Ying Hsiao, Janet Matsuzaki, Mayumi Nakamoto, Joan Pan, Rie Saigusa, Setsuko Sakaeda, Kaori Shitanaka, Tomoe Takahashi, Suguru Wakasugi
MA: Kevin Ballou, Wei Chu, Tony Donnes, Kari Gibson, Dan Goldner, Shirili Green, Fang-I Li, Stephanie Miller, Shulan Ouyang, John Rylander., Paulo Seidl, Bongsun Song, Shoko Wada, Shanshan Zhang
BA: Yoko Abe, Ting-Yun Chang, Nicole S.A. (Buckingham) Dumas, Kazuyuki Futawatari, Gloria A. Lani
MA: Michelle Bell, Brian Bittner, Sumi Chang-han, Will Dressler, Kyungran Jung, Yuki Ogawa, Mary Ryan, Derek Snyder
PhD: John Norris
BA: Brian Cabreros, Teruko Castell, Vivian Hua, Sharyn R. Inzunza, Jazz Jones, Stanley Lee, Takeo Sakuragi, Huyen-Tran Thai
MA: Young Hee Her, Christine Kobayashi, Thuy Da Lam, Robert Lipske, Mark Messer, Sanae Nagai, Ok Kyoon Yoo, Jincao Yu
BA: Marites Agag, Courtney Barlow, Jane D. Caliboso, Wai Ki (Vicky) Cheung, Yoko Doi, Marissa T. Tamayo, Ni Tang, Lima Tufaga, Mako Uemi
MA: Harold Chung, Akiko Giambelluca, Kota Hattori, Sachio Hirosawa, Jeehye Kim, Hye-Young Park, Matthew Prior, Min Young Son
PhD: Steven Talmy
BA: Ruri Suzuki
MA: David Ellis, Sun-Young Lee, Takayuki Okazaki, Akira Omaki
AGC: Saori Ishida, Mark Seilhamer, Namhee Suk
BA: Marlowe Cabrera, Edwin Davis Jr., Gage Fukunaga, Koeun Ham, Losekoula Kaufusi, Mila Lafitaga, Midori Sai, Casey Thomson-Tangalin, Judy Ueoka
MA: Chia-Chen Cheng, Eun Suk Choi, Chris Davis, Yusuke Fujisawa, Keli Houston, Danny Jenkins, Jinsook Kim, Keiko Konoeda, Kanghee Lee, Kelly McClanahan, Treela McKamey, Naoko Mochizuki, Lance Morita, Gee Young Song, Yukiko Watanabe, Ying Zhou
AGC: Jeff Hayden
PhD: Yasuko Ito
BA: Luanne Bagiupo, Benjamin Burleson, Rossana Chan, Evile F. Feleti, Diane Mizuno, Miyung Park, Aya Shima, Chi-Hyun Yi
MA: Mariko Emura, Eiko Hatori, Kyoko Ide, Jill Kunimoto, Jim Laffrrey, Youjin Lee, Chiyo Mori, Ina Nam, Adam Pang, Ave Rannik, Woomi Shin, Young Kyun Shin, Erik Voss, Ayako Yoshizawa
Congratulations to Spring 2006 graduates!
BA: Neil Allara, Mayuko Sugioka
MA: Sara Marie Anderson, Gerald Bullock, Nathan Johnson, Eun-Jeong Kim, Houxiang Li, Rachel Mamiya, Munehiko Miyata, Aya Takeda, Caroline Torres
AGC: Eun Suk Choi, Myong Hui Ko, Yukiko Watanabe
PhD: Jinhwa Lee, Barbara Schulz
WHERE ARE OUR PHD GRADUATES NOW?
Peter J. Robinson (1994)
Department of English, Aoyama Gakuin University, Tokyo.
Satomi Takahashi (1995)
College of Economics and English Language Program, Rikkyo University, Tokyo
Mark D. Sawyer (1995)
Center for International Education, Kansai Gaidai University, Hirakata, Japan.
Steven J. Ross (1995)
Center for International Education, Kansai Gaidai University, Hirakata, Japan.
Bill Johnston (1995)
Department of Second Language Studies, Indiana University, Bloomington.
Mark O. James (1996)
Department of English Language Teaching & Learning, Brigham Young University Hawai‘i Campus, Laie.
Mark J. Warschauer (1998)
Department of Education, University of California Irvine.
Margaret A. DuFon (1999)
English Department, California State University Chico.
Lourdes Ortega (2000)
Department of Second Language Studies, University of Hawai‘i at Mānoa.
Hae-Young Kim (2000)
Department of Asian and African Languages and Literatures, Duke University, Durham, North Carolina.
Yuichi Watanabe (2001)
Kanda University of International Studies, Kanda, Japan.
Carsten Roever (2001)
Department of Linguistics and Applied Linguistics, University of Melbourne.
Al Lehner (2001)
English for Academic Purposes Program, Akita International University, Akita, Japan.
Youngkyu Kim (2003)
Department of Korean Studies, Ewha Women’s University, Seoul.
Eric K. Hauser (2003)
University of Electro-Communications, Tokyo.
John M. Norris (2004)
Department of Second Language Studies, University of Hawai‘i at Mānoa.
Steven Talmy (2005)
Department of Language and Literacy Education, University of British Columbia, Vancouver.
Yasuko Ito (2005)
Department of English, Kanda University of International Studies, Kanda, Japan.
Jinhwa Lee (2006)
Korean Flagship Program, The University of Hawai‘i at Mānoa
Barbara Schulz (2006)
Linguistics Program, Department of English, University of South Carolina
STUDENT HONORS AND AWARDS
Ruth Crymes Scholarship Fund
The Ruth Scholarship Fund supports the travel of students to present papers at refereed conferences and from time to time also makes “Harry Whitten Prize” awards to recognize outstanding scholarly papers or MA theses. In 2004–2005, Whitten Prizes were awarded to Marta Gonzalez-Lloret for an outstanding scholarly paper and to Akira Omaki for an outstanding MA thesis. In 2004–06, there were three Whitten Prize winners: Eun Suk Choi, Yusuke Fujisawa, and Aya Takeda.
‘Oihana Maika‘i Fund
As we noted in the last SLS Letter, two very successful alumni of the department, Susan Proctor and Jonathan Hull, have given generous gifts to establish the Second Language Studies Graduate ‘Oihana Maika‘i Fund for Professional Development. Awards may be given to support research or materials development projects related to writing, reading, or curriculum development or to recognize scholarly excellence in pedagogically-oriented SLS research. In Spring 2005, the first awards were made. Treela McKamey, an MA student, was given a ‘Oihana Maika‘i Professional Development Award to cover some of the costs of a research project investigating the validity of cloze tests with respect to various English language programs in the Honolulu area. An ‘Oihana Maika‘i Award for Research Excellence” was presented to Midori Ishida, a doctoral student in SLA, to recognize the publication of her research on the effects of recasts as an instructional treatment on the acquisition of the various uses of the Japanese aspectual form -te i-(ru) in the refereed scholarly journal Language Learning. Marta González-Lloret, doctoral student in SLA, was also presented with the ‘Oihana Maika‘i Award for Research Excellence” to recognize the publication of her research on designing task-based CALL to promote interaction in Spanish courses delivered via Internet in the refereed scholarly journal Language Learning & Technology.
Our students have also been successful in competing for university-wide awards such as Arts & Sciences Advisory Council Awards. In 2004–2005, A&S awards went to Marta Gonzalez-Lloret, Kevin Gregorek, Yasuko Ito, Treela McKamey, Barbara Schulz, Annie Tremblay, and in 2005–2006 to Midori Ishida and Aya Takeda. The University of Hawai‘i Center for Chinese Studies awarded the 2005 John DeFrancis Prize to Jincao Yu, for the best China-focused paper and presentation presented at the annual School for Hawaiian, Asian & Pacific Studies (SHAPS) Graduate Student Conference. Finally, our PhD students have been very successful in competing for grants to support their dissertation research. Several have received Language Learning dissertation grants, with Midori Ishida and Douglas Margolis being the most recent recipients. Midori Ishida was also awarded a $15,000 scholarship from the Center for Japanese Studies for 2005–06 (Midori also was awarded the University Research Council award for the best student research in 2004), and Tomomi Hasegawa was the winner of the same scholarship for 2006–07. Martin Clark received a TOEFL Dissertation Award for research on second/foreign language assessment in 2006. Annie Tremblay was awarded a fellowship by the Canadian government (SSHRC-Social Sciences and Humanities Research Council) for her dissertation research now under way in Montreal.
Mahalo to 2005–2006 HATESL officers!
Students in our department have been actively participating in both local and international conferences, as well as in publications. We would like to report on this in the next issue of SLS Letter, so please send information on professional participation to <firstname.lastname@example.org>. In the meantime, Lourdes Ortega reports on the work of our students during the College of Languages, Linguistics, and Literature Graduate Student Conference held in April 06:
Dana Kwong was the MC, and did a superb job with that. We then saw many excellent papers, in order of scheduled presentations:
1 Ruben Fernandez on the demise of Hawaiian language and how its reasons are critically reflected in texts of the 19th century—Naomy Losch, chair of Hawaiian Studies, was in the audience and she said afterwards he clearly knew his topic. She assumed Ruben was an SLS doctoral student.
2 Eun-Jeong Kim, Hye-Young Kwak, & Wei Chu (with Li Zeng), who presented on UG SLA topics. Bonnie Schwartz was there and was pleased with the quality of all three presentations.
3 Bong-gi Sohn on the need to resist an extended tendency in applied linguistics to consider proficiency as the main quality of good NNS teachers and therefore blame them for their lack of proficiency in EFL situations, where other much more important issues may need to be considered first.
4 Woomi Shin on how to implement critical literacy and critical pedagogy in a reading class in the ELI—She also presented this paper at the AAAL conference in June in Montreal.
5 Kyoko Ide on gender, identity, and L2 learning I know her work well and am confident she did a great job.
6 Mari Miyao on a very well designed psycholinguistic experiment about the processing of relative clauses by L2 Japanese learners.
7 Brian Shoen on an interesting and never-done-before experiment about whether L2 learners process prepositions via linguistic and spatial neural involvement, in ways similar to those of L1 speakers of English.
8 Yukiko Watanabe & Joara Martin Bergsleithner on a meta-analysis of L2 working memory and its relationship to L2 proficiency and other measures—John Norris and Bonnie Schwartz thought it was an interesting project.
9 Sae Rhim Oh on the relationship between two measures of fluency and placement of ELI essays into 73 or 100/83–she also presented this study at the Symposium on Second Language Writing in June at Purdue University.
10 Sang-Ki Lee on his MA thesis study at Seoul National University on input enhancement, which he is publishing in Language Learning.
What a diverse and interesting breadth of topics, and what an amazing quality of student research! I was truly impressed by our students!
NOTICE REGARDING SECOND LANGUAGE STUDIES
Second Language Studies (formerly University of Hawai‘i Working Papers in ESL) can no longer be ordered in hard copy. However, it can be found online at: http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html
COMING EVENTS AT THE UNIVERSITY OF HAWAI‘I
March 26–28, 2007
Pragmatics and Language Learning Conference
Conference Chairs: Gabriele Kasper, Hanh Thi Nguyen, Dina Rudolph Yoshimi; Organizing Chair: Jim Yoshioka; Plenarists: Junko Mori, University of Wisconsin-Madison; Steven Talmy, University of British Columbia
The conference will address a broad range of topics in pragmatics, discourse, interaction and sociolinguistics in their relation to second and foreign language learning, education, and use, approached from a variety of theoretical and methodological perspectives.
May 28—June 6, 2007
Developing Useful Evaluation Practices in College Foreign Language Programs
Director: John M. Norris
This NFLRC Summer Institute is designed to help FL administrators and teachers engage in useful, practical, and effective program evaluations. It will provide language educators with a user-oriented approach to developing evaluations that maximize benefits for language learners and teachers, while minimizing potential negative consequences. Practical emphases will include (a) student learning outcomes assessment, (b) accreditation and program review, (c) personnel/teacher evaluation, (d) course evaluation, and (e) curriculum development and improvement.
June 6—10, 2007
Association of Departments of Foreign Languages, Summer Seminar West 2007
Local chair: John M. Norris
Chairs of foreign language departments from across the U.S. will meet in Honolulu for an intensive exchange of issues and ideas about college foreign language education. Highlights of the Hawai‘i meeting will include a half-day focus session on “Utilizing program evaluation in the service of FL departments”, evening events in Hawaiian locales, and opportunities to interact closely with other participants on the key challenges facing contemporary FL departments.
September 20—22, 2007
Second International Conference on Task-Based Language Teaching 2007
Conference Chairs: John Norris, Lourdes Ortega, Marta González-Lloret
Researchers and educators from around the world will gather in Hawai‘i to learn from one another’s innovations in task-based language teaching. The conference will feature plenaries by experts in task-based programs, cognitive theories of task-based learning, and the role of teachers in task-based education. Colloquia, papers, and posters will address topics in task-based syllabus design, pedagogy, assessment, evaluation, technology, and related topics.
NEW AND CONTINUING EXTERNAL GRANTS
National Foreign Language Resource Center (NFLRC)
Director: Richard Schmidt
In late June, the University of Hawai‘i received news that its National Foreign Language Resource Center was re-funded for another four years. It was once again selected to serve as one of a small number of language resource centers (LRCs) established to improve the teaching and learning of foreign languages throughout the US, particularly the less commonly taught languages. The university will receive an estimated total of $1,320,000 to cover NFLRC operations from 2006–2010, bringing the total amount awarded to the NFLRC to date to over $7 million, not counting money brought in through other grants linked to NFLRC projects. The NFLRC focuses particularly on the languages of Asia and the Pacific, often partnering with other centers on campus, such as the Center for Southeast Asian Studies, the National Resource Center for East Asia, but also emphasizes projects that are relevant for the learning and teaching of all languages. During the new grant cycle, NFLRC projects will focus primarily on language documentation, foreign language program evaluation, and pragmatics and language learning. The NFLRC also has plans to organize and sponsor a wide variety of professional development events, including summer institutes and conferences.
Identifying and responding to evaluation needs in college foreign language programs http://www.nflrc.hawaii.edu/evaluation
Principal investigator: John M. Norris
Granting agency: U.S. Department of Education, International Research and Studies Grants
Grant amount: $286,000
The foreign language program evaluation project seeks to articulate useful program evaluation practices and resources with the actual needs of college foreign language (FL) educators, with an ultimate goal of building program evaluation capacity in U.S. college language education. In order to respond in maximally useful ways to the actual program evaluation needs of college FL educators, the project consists of three phases of work over the initial 3-year timeline (2005–2008). In Phase 1, needs analysis, we have utilized focus groups, interviews, and nationwide surveys to identify the priority demands and uses for evaluation across a variety of college FL program types. In Phase 2, resource development, we are producing strategies, models, examples, and tools to help educators respond to evaluation needs. In Phase 3, field-testing, we will pilot-test and revise evaluation resources in several case study program sites across the U.S., in order to demonstrate and maximize their utility. Looking ahead, the UH National Foreign Language Resource Center will be contributing over its current funding cycle (until 2011) to the further impact of this project, by supporting long-term dissemination of resources to FL educators through workshops, web site hosting, publications, and other activities.
Center for Second Language Research
Director: Kathryn A. Davis
The Center for Second Language Research (CSLR) received $1,820,000 in 2001 from the U.S. Department of Education Office of English Language Acquisition for two projects. The Careers in Language Education and Academic Renewal (CLEAR) Program is intended to promote academic success and foster heritage/foreign language abilities among K–16 students. More specifically, CLEAR is a bilingual teacher training program that assists heritage language undergraduate students in developing academic abilities in their first languages, academic skills in English, and professional educational expertise in bilingual teaching across content areas. The Studies of Heritage & Academic Languages and Literacies (SHALL) Program is a model high school project intended to help students experience heritage languages as resources; develop Academic English language and literacy abilities; and become active agents of change in their communities.
DOE funding has allowed the CSLR to successfully complete two stages of a projected three stage grass-roots language policy and planning agenda. First, the CSLR has developed, implemented, and institutionalized the CLEAR and SHALL programs. Yet the CSLR has also gone far beyond implementation goals by focusing program development on translating recent language/literacy and critical theories into second language minority education. Staff members have consequently implemented theory into practice curricula and longitudinally documented student experiences and outcomes for both the CLEAR and SHALL projects. Second, as theories into practice applications evolved, CSLR staff have increasingly published and presented findings. Besides book chapter, journal, and DVD documentary publications, the CSLR presents at major applied linguistics, anthropology, education, and language minority conferences. The CSLR and NFLRC also co-sponsored the international Conference on Diversity and Language Education in 2004.
The third stage of CSLR goals has the dual purpose of expanding theory into practice second language education (e.g., adult immigrant language and literacy) and conducting extensive critical ethnographic research within immigrant communities and public schools serving linguistic minorities. We are particularly interested in contributing to theories of minority language/literacy learning that include a range of second language perspectives and pedagogical approaches. For these reasons, we are currently working on multiple private foundation grant proposals for CSLR research on linguistic minority language and literacy issues.
The departure of Prof. Kate Wolfe-Quintero for a major ELI directorship in Florida has nudged the Dept. into a slight change in how its ESL programs are organized. We decided to bring both programs under one faculty person (rather than the two we had had), but make this position one with a slightly higher or more distant level of oversight than before, while simultaneously promoting the two seconds-in-command, Kenton Harsch and Steve Jacques, to the full power of director status. Among other improvements, we hope to slightly strengthen the research connection that already exists between the two programs and the rest of the department by this move. In other developments, HELP has recently completed a change-over to a fully content-based curriculum and is now steadily firming up the results of that change; ELI is putting more attention on program evaluation (we recently completed an in-house examination of our teacher induction procedures) and expects to be scrutinizing and developing student learning outcome measures over the remainder of the current academic year.
In addition to his normal teaching, advising, research, and committee work, from 2004 to 2006, JD Brown served on five editorial boards (TESOL Quarterly, JALT Journal, Language Testing, and Language Learning and Technology, and RELC Journal) and was the Editor of Second Language Studies. He also received three Fulbright Hays Academic Specialist Grants from the US State Department to go to Russia, Senegal, and Ukraine. In addition, he taught during summers in Tokyo and Osaka at the Japan campuses of Temple University and at Teachers College, Columbia University. He did six plenary speeches at conferences in Moscow, Russia; Madison, WI; Taoyuan, Taiwan; Shizuoka, Japan; and Kyiv, Ukraine, as well as a two-hour TESOL Virtual Seminar webcast attended by participants worldwide, and 11 invited lectures/workshops at various institutions around the world. He also did two brown-bag presentations in the Department of SLS. More importantly, both of his children saw fit to get married—Iliana to David Kinilau in August 2005 and Shenan to Emiko (Amy) Hayashi in October 2006.
Graham Crookes: It’s a little difficult to think back as far as 2004, but apparently, with Hildre and Ikaika I attended the 2004 TESOL Convention in Long Beach, and presented there with E.Asian colleagues concerning whether and in what forms critical pedagogy can be done outside of (supposedly) liberal western democracies… With a toddler in the household every day is full; somewhere around this time we moved up the valley away from the low-rent concrete jungle that snakes alongside the lower campus, into the cool and rainy stretches of Mānoa, just in time for the wettest year in 50. I was back at TESOL again a year later, having the temerity to speak about “the role of feminist men in feminist pedagogy”. No stones were thrown by audience members. Later that year, with Hildre and Ikaika and Kate Wolfe-Quintero I visited Seoul National University for what may be a first—a program evaluation of a Korean university EFL program conducted by a foreign university department. DSLS has been having so much contact with Korean EFL teachers over the years that it was enormously valuable to get into some high-quality Korean EFL classrooms and observe what can be done. 2006 has also seen professional travel, as I taught on what is perhaps the last set of teacher education workshops at our official connection in Vietnam, the Hanoi University of Foreign Studies, and also did one of the ELI’s overseas courses hosted by the Hanoi National University College of Business. In personal travel in that summer just passed, a family trip took us all to Britain, where summer weather was like or as hot as Honolulu. A more direct indicator of global warming would be hard to find.
Kathryn A. Davis: Much of my recent academic endeavors involve Center for Second Language Research (CSLR) funded projects. These projects focus on grass-roots language planning that applies current minority language/literacy theories to language education practices while theorizing these practices through critical ethnographic studies. Besides two book chapters co-authored with staff, my conference participation includes a co-organized American Anthropological Association colloquium (November 2006) as well as presentations at the Sociolinguistics Symposium (Ireland, July 2006), the Language Learning and Community colloquium at AAAL (Montreal, June 2006), and an invited address for the Language, Equity, and Educational Policy Forum, Stanford University (April 2006). At the 2004 AAAL meeting (Portland, Oregon) I organized a CSLR colloquium on Transformative Language Education and presented in a Heritage Language Education colloquium organized by Duanduan Li and Patricia Duff. Other LPP work in the past two years includes the TESOL Quarterly special issue (2005) I co-edited on gender and language education and the DSLS working papers I edited on Pacific Rim language education policies and practices (2005). I also organized (with Jim Yoshioka, NFLRC) an international conference on diversity and language education (2004) that covered a wide range of second language topics by scholars from around the world. My current writing and research projects include a paper on Practicing Theory & Theorizing Practice in a Migratory Era commissioned by the University of California and Arizona State Linguistic Minority Institutes and an invited book on qualitative research in second language education. I’m additionally working on multiple private foundation grant proposals for CSLR research on linguistic minority language and literacy issues.
Richard Day and six MA students spent the Fall 06 semester in Hanoi, Vietnam, at the Hanoi University of Foreign Studies. He taught three UH MA SLS courses there, including SLS 690 ESL Practicum. The MA students did their 690 at HUFS, teaching first year English majors. Also taking the courses were Vietnamese students who were in the MA ELT program at HUFS. Richard returned from Vietnam in mid-December to become acting chair for two months. In May, he gave an invited plenary address at the Malaysia International Conference of English Teachers, Malaka, Malaysia, where he was awarded the Malaysian International Conference of English Language Teachers—Pearson Education Award for Outstanding Contributions to the Field. After Malaysia, Richard went to India and Sri Lanka as part of the US State Department’s English Language Specialist Program. He gave workshops and interviews on reading in both countries, and the plenary address on Sri Lanka’s major ELT conference. While in Sri Lanka, Richard spent time with Lakshmie Cumaranatunga, who was graduated from the MA program in December 1979. Lakshmie was the first international student to teach in the ELI. In July, Richard conducted a two-day workshop on reading at the 2006 TESOL International Summer Academy, held at Sookmyung Women’s University, Seoul, Korea.
Christina Higgins has continued her research and teaching on the effects of globalization and English on multilingual societies. In 2005, she organized a colloquium at the World Congress on Applied Linguistics (AILA) that focused on the social construction of interculturality, and she is currently organizing an invited colloquium on cross-cultural adaptation, identity, and second language use for the upcoming International Pragmatics and Language Learning Conference, to be held at UH-Mānoa in March, 2007. She spent the summers of 2005 and 2006 in Dar es Salaam, Tanzania, where she began a participatory action research project with a non-governmental organization that uses discourse analysis and ethnography to explore how multilingual Tanzanians display their understandings of the causes and effects of HIV/AIDS. She expects to continue working on this project for several years.
Thom Hudson has become the Chair of Graduate Programs in the Department after the devastating unexpected death of Craig Chaudron. There’s a steep learning curve and a very difficult set of shoes to follow. He is also finishing his role as co-P.I. of the English Language Capacity Building in Vietnam project. The grant finishes at the end of December, 2006. He and Martyn Clark conducted a summer institute through the National Foreign Language Resource Center in July of 2005. It was on Placement in Foreign Language Programs. He and Martyn are working on two volumes from that institute. One is a collection of case studies about placement issues, and the other is a text on placement issues themselves. In July of 2006 he presented a paper at AAAL in Montreal on item difficulty issues for constructed response test items versus selected response test items. In spring of 2005 and 2006 he presented a series of workshops in Vietnam addressing language teaching methodology, syllabus design, and assessment. He finally finished his book on reading, and it will be published by Oxford University Press in early 2007.
Gabriele Kasper participated in conferences and gave talks on four continents, among them plenaries at SLRF, ALAK (Applied Linguistics Association of Korea), and the Pragmatics & Language Learning conference. In 2005, she also organized invited colloquia at the International Pragmatics Association (IPrA) conference, Riva di Garda, and the European Second Language Association (EuroSLA) conference, Dubrovnik. For a second time, she taught in the Applied Linguistics Summer Institute at Penn State, and she gave a Distinguished Lecturer seminar at Temple University Japan. In August 2006 she directed an advanced international NFLRC seminar on Conversation Analysis and Language Learning, led by Gabriele Pallotti and Johannes Wagner. Together with co-chairs Hanh Nguyen, Dina Yoshimi and Jim Yoshioka she is currently preparing the 17th Pragmatics & Language Learning conference, to be held at the Mānoa campus in March 2007. In the little time Gabi can make for her own research, on top of the continuing co-editorship of Applied Linguistics, she enjoys contributing to the rapidly growing effort to examine second language talk, text and learning as discursive practice. She still has not quite understood that she cannot turn to Craig anymore for his sage advice on the journal and departmental matters, and she misses disagreeing with him on the nature of good research.
John Norris joined the SLS faculty in 2004, and he has been teaching courses on research methods, task-based language teaching, introduction to second language studies, and language teaching methodology. For the new M.A. specialization in LAMPE, he also successfully proposed a new course, SLS631: Second language program evaluation, after running it first as a seminar. At present, John is occupied primarily with his three-year federally funded project “Identifying and responding to evaluation needs in college foreign language programs”, though he has managed to continue publishing, and he is particularly proud of his most recent collaborative work with Lourdes Ortega: their book “Synthesizing research on language learning and teaching”. John also has been busy with conferences, either delivering plenary addresses (ADFL 2004, GURT 2005, TBLT 2005, ADFL 2006) or organizing them: the first annual Hawai‘i-Pacific Evaluators’ Exchange (2006), the Summer Seminar West of the Association of Department of Foreign Languages (2007), and the second International Conference on Task-Based Language Teaching (2007). In his ‘spare’ time, John serves on the faculty advisory board for WASC accreditation of UH Mānoa and on the Mānoa Academic Assessment Council. He also managed to place top–3 in his age division in 6 running competitions since 2004.
Lourdes Ortega was promoted to associate professor with tenure and was appointed to a 6-year term as editor of the Language Learning Monograph Series (Blackwell). She co-edited (with John Norris) a volume on “Synthesizing Research on Language Learning and Teaching” (2006, John Benjamins). This is the first collection of work on meta-analysis and systematic research synthesis in applied linguistics. The volume opens with a chapter by the co-editors on “The value and practice of research synthesis for language learning and teaching” and closes with a commentary by Craig Chaudron. Currently she is busy working on several projects, including a co-edited volume (with Heidi Byrnes) on longitudinal research and advanced second language development for Lawrence Erlbaum and a graduate-level SLA textbook for Arnold. In 2007 she will delivery plenary addresses at the XXV Congress of the Spanish Association of Applied Linguistics (AESLA) at the University of Murcia, Spain, and at the 6th Symposium on Second Language Writing in Nagoya Gakuin University, Japan.
Dick Schmidt continues as director of the National Foreign Language Resource Center, which has just received funding for another four years (2006–2010). Because the NFLRC is concerned with improving foreign language teaching in the US, most of Dick’s travels in recent years has been to US destinations such as Madison, Portland, Philadelphia, Baltimore, Phoenix, Nashville – so he is looking forward to attending and presenting a keynote paper at a conference on social and cognitive aspects of second language learning and teaching at the University of Auckland in April 2007. He’s also been invited to deliver a plenary on “US national foreign language policy and SLA” at AAAL 2007 in Costa Mesa, CA.
Introduction by NEW ASSISTANT TO CHAIRS
It is a great honor and privilege to be a part of the SLS Department and among a friendly network of students, staff, and faculty. I continue to learn from all of you and appreciate your support and continuing visits. Please be in touch <email@example.com>.
My MA in ESL is from the University of Arizona in Tucson. Undergraduate studies led to a BFA in studio art, also from UA, and I’ve had the sporadic exhibition. My pursuit of a career in ESL stemmed from an interest in aiding Indochinese refugee immigrants escaping the chaos of post-Vietnam War.
Armed with an ESL credential and drawn by wanderlust, I embarked overseas with plans of experiencing the world, two years here, two years there. Heavily in debt from student loans, my first stop was lucrative Japan. Staying with a friend in a cold and cluttered traditional house in urban Tokyo, bathing at the local sento, I recall thinking, “MAXIMUM two years here!” At two years I met Richard Day (more youthful, but equally enthusiastic). Opportunities continued to knock, and soon I had a tenured position at a prestigious private women’s university in Kobe and my very own cold and cluttered house. I relished long soakings at our local sento. Enjoying both job security and long holidays to nurture my wanderlust, I remained in Kobe for 22 years.
During a sabbatical year in 1992–3, I enrolled in a doctorate program in Peace Studies at the University of Bradford, UK, focusing on conflict resolution. The highlights of that year included mediation training in Northern Ireland and South Africa, and co-facilitating peace seminars in Soroti and Karamoja, Uganda.
Back at my ESL position in Japan, I also taught a Peace Studies segment of Bradford’s MA program in Osaka. I had just finished grading student essays one hour prior to Kobe’s devastating 7.3 earthquake of January 1995 (essays safely recovered from under the debris). After evacuating an immobilized, panic-stricken Kobe, I longed to aid others who were enduring worse conditions than the wreckage and chaos of my city. Karen children in a Burmese refugee orphanage were comforting and healing. My Burmese friends joked that I was also a refugee, albeit one with a passport and decent shoes. News of the impending arrival of the Burmese army’s offensive resulted in an urgent need to evacuate (again!) by small motorboat across the river to a crowded camp in Thailand.
Later that year, any lingering trauma melted away when I united with my first daughter, four-year old Xiu Xiu, and three years later, Xiu Ju, both from Nanjing, China.
I had been introducing peace studies covertly into English classes at Kobe College. However, due to changes in demographics and the sluggish economy in Japan, as well as a dire need for university education reform, I was asked to teach Peace Studies as a content topic in the English Department’s Global Communication program, begun in 2001. Students could graduate from the four-year BA program, majoring in Peace Studies while gaining proficiency in English. One area of research/teaching interest was a student-grandparent oral history project in an attempt to address unresolved issues of post-WWII reconciliation.
However, a long-held dream to relocate to Hawai‘i continued to tug upon the heartstrings. I closed my eyes, resigned from job security, and leaped into the abyss, landing my family precariously on Oahu. After teaching part-time with occasional full-time hours at Leeward Community College, here I am on the 5th floor of Moore Hall, confirming, with gratitude, that I have indeed landed safely.
Barbara Leigh Cooney
Please send your news for the next SLS Letter to <firstname.lastname@example.org>
Gary Honda works at the Volunteer Resource Center of Hawai‘i, a non-profit that began in 2002 and is headed by Mary Matayoshi, who used to be the head of the State Office on Volunteer Services under Governor Cayetano. VRC is currently working with charter schools on a number of programs, including delivering foreign language classes by distance education. Gary writes: “As we get older, I often think about those early days in the MA program way back when we were all much younger and full of passion to use ESL to bring peace to the world. Oh, those were great days. Sometimes, I wish we could go back in time cause I could have written such a wonderful thesis with what I now know. And, I think I am ready to tackle Chomsky now.”
Rochelle DelaCruz has a spot on Hawai‘i Public Radio (KHPR, 88.1 FM) every two weeks.
Thuy Da Lam is currently enrolled in the PhD program in English at the University of Hawai‘i. Thuy continues to maintain her ties with the Center for Second Language Research.
Hawai‘i Pacific University has been a great place for our graduates to work over the years. Bill Potter is associate dean. Barbara Hannum (formerly Booth) is the current chair of the English Foundations Program, where Shirili Green is an academic advisor. Others who work (or have worked) there include Carol Perrin, Catherine Sajna, Robert Boom, Tom Huff, and many others.
Michael Depoe, now teaching at Kauai High School, was named 2006 ESLL teacher of the year. That’s two years in a row for our alumni. Diane Murakami, last year’s recipient delivered a talk and presented the award to Michael. Diane teaches at Queen Ka‘ahumanu Elementary school in Honolulu and was the first ESLL teacher in Honolulu to receive national board certification. Congratulations to these two graduates of our department for their excellence in teaching.
Caroline (Cary) Torres was offered a full time position at Moanalua High School this year. She says, “I will be teaching the ESL students all of their subjects except for math and science, so I expect to be very busy! I think it will be a real challenge, but I am excited. Also, the job security that the DOE offers is exactly what I was hoping to find, someday!”
Yun-Hee Rhoades-Ko, MA in ESL, is now ABD for a doctorate in East Asian Languages & Literatures and recently accepted an appointment as assistant professor to teach Korean at the Defense Language Institute in Monterey.
Michelle Baptiste (nee Winn) was married in November 2005 to Olison Baptiste. Michelle is a Lecturer in the College Writing Program at UC Berkeley. She says, “I’ll be on maternity leave (AKA: modified active duty) for fall semester…” <email@example.com> or <firstname.lastname@example.org>
Geoff Middlebrook is a senior lecturer in the USC Writing Program. He writes: “Ours is an across-the-curriculum approach, and I teach upper-division advanced courses to juniors and seniors in the arts and humanities, social sciences, health sciences, and pre-law. Needless to say, my M.A. in ESL and Ph.D. in American Studies serve me in this capacity. … Of equal importance to our jobs, Sashiko and I maintain a lifestyle that allows us to avoid issues like congestion and traffic. We bought our house in Sierra Madre, a quaint community adjacent to Pasadena, and from here Sachiko’s commute by car is short, while I use public transportation for my commute.” [Note: Sachiko Matsunaga received her PhD from UH in the Department of East Asian Languages and Literatures and is a professor of Japanese and Chair of the Department of Modern Languages at Cal State LA.]
Steve Fuqua, his wife Ping, and their kids live in Sunnyvale. Steve writes: “When I last contacted anybody at UH I was working in computers. After a couple of years at NASA (nice people), I went to a startup. Yes, greed led me astray. Many people I knew had become overnight millionaires in the dot.com boom, and I thought I might as well also. After we blew $29 million of some Silicon Valley billionaires’ money, they pulled the plug on us and I found myself unemployed at the same time that everybody else in town was. My foray into capitalism was a deeply disillusioning experience. Being unemployed for a while was also a very educational experience. Everybody should find themselves without a job, with a family, and a bunch of high expenses at least once in their life. After a few discouraging weeks looking at a dry job market, Ping sent some wisdom my way. “The whole time you’ve been working in computers, you’ve always said that you plan to return to teaching someday. Today may be someday.” I had a substitute job in a week. I figured out how to “transcript and experience” my way into a “preliminary credential” job a few months later. The $60,000 a year pay cut turns out to make almost no difference. I wonder where the money went before… I’m now teaching 60% Asian, 35% Mexican immigrant middle school kids. I love them. Some of the classes are “sheltered English” classes, and some are “regular English” classes. It’s a blast; some people can’t stand middle school kids, but I guess my own basic immaturity make them about my speed.”
Alison Howe <email@example.com> is Administrator of the Harvard University Middle Eastern Studies Center.
Mike LaRiccia has accepted an assignment in Boston from his former school, FLS (based in L.A.), as a regional vice president overseeing their east coast programs. They currently have programs at Dean College and Tufts University in Massachusetts as well as Lock Haven University in Pennsylvania, and have just opened a new city center downtown in the Boston Common area.
Jeff Popko <firstname.lastname@example.org> has migrated from Northern Arizona University to Eastern Michigan University in Ypsilanti, where he is an assistant professor of foreign languages and bilingual studies.
Chris Elliott, who finished her MA in Hawai‘i in 1991 and subsequently taught and had administrative positions both in Southeast Asia (Vietnam and Laos) and in intensive academic programs in the US, has returned to academia and is now in the SLA PhD program at the University of Wisconsin, Madison.
Megan Taylor Stephens is a speech-language pathologist in Portland and recently wrote for advice on bi-/trilingual language acquisition of toddlers. She now has two children, a boy, three-year old Shea, and a girl, almost two-year old Sadie. Her husband John works in international development at the nonprofit Mercy Corps, focusing on southern Asia.
Kimberly Niezgoda <email@example.com> is working for three different universities. She puts in 34 hours a week at a local community college, teaches 9 credits in a newly founded ESL program for Saudi Arabian students at Wilkes University, and offers online graduate ESL classes for Pennsylvania teacher certification at College Misericordia.
Keli E. Houston is now living in Lancaster and working as a diversity education specialist for a local school district. She says, “So far it’s been great, although I do miss Hawai‘i quite often!”
Tyler Hawkins is currently working at the Defense Language Institute English Language Center at Lackland Air Force Base in San Antonio. There are two groups of military personnel at Lackland, international military students from allied countries and US Army soldiers who are not proficient in English, taking English before their basic training.
Jim Ward and Jane Power both teach in the intensive English language program at the University of Washington in Seattle.
Treela McKamey has moved to Washington state as an IESL adjunct instructor at Green River Community College.
Carsten Roever, at the University of Melbourne, has just co-authored Language testing: The social dimension with Tim McNamara.
Steven Talmy is now Assistant Professor of Teaching English as a Second Language in the Department of Language & Literacy Education, University of British Columbia. He has managed to make it back to UH several times since completing his PhD and will be a plenary speaker at the 17th international conference on Pragmatics and Language Learning to be held in Honolulu March 26–28, 2007.
Julie Kerekes is now a tenure-track faculty member at O.I.S.E. in Toronto, where Zafar Syed is a PhD candidate in Curriculum, Teaching, and Learning, focusing on race, ethics, and educational leadership.
Sanae Nagai moved to Beijing, China in August 2005 and began to teach Japanese at a private college. She has subsequently taught at Chinese People’s University and Beijing Foreign Language University.
Ching Yin (Wendy) Leung (firstname.lastname@example.org) is project manager for school-based assessment projects in the Faculty of Education at the University of Hong Kong. Wendy writes, “…many things I learned from the program equipped me to excel in my career… I managed to get a job at HKU because of the teaching experience I had, plus the research skills I gained while studying at UH. I still remember JD once said in his class, ‘if you want to be marketable, you must learn or know something that other teachers don’t.’ What he said motivated me to take statistics courses as electives and that has made a big difference in my career and helped open more doors for me in the field of education. Now, being a project manager, I have to take on a full load of administrative tasks, preparing budgets, writing proposals and research reports, plus conducting school visits, teacher and student interviews, etc.” Wendy continues with advice for current SLS students, “I heard students complain that our program was too research/theory oriented, especially around the time when our research papers were due. But now being in the workforce, I realized that some skills can be learned at work, but others must be gained by taking courses…If you are prepared, many doors will be opened to you.”
Dan Jenkins is currently teaching English at the Beijing Language and Culture University. He writes: “The theoretical work that I did while in the UH MA ESL program has proved to be very helpful.”
Mitsuyo Toya is teaching and working on her PhD in Okinawa. She recently spent a sabbatical in Tokyo, and she was awarded the first Professor of the Year for Foreign Language Teaching. She says, “I would love to go back to UH sometime myself. Now that Jay is working in Okinawa with me, it’s getting more and more like the days we spent in Hawai‘i. I really miss it.”
Announcing the birth of Alexander Kazuki DuQuette, the heir to the infamous DuQuette legacy. So sayeth Jean-Paul (J.P.) DuQuette and Miwa, January 4th, 2006 in Nishio, Aichi Prefecture, Japan. He’s doing pretty good, even though he decided to show a few weeks early. Rejoice.
Eric Hauser sent us news of the birth of Lou and Ray Hauser, both in Tokyo on May 1, 2005, with this note: “If anyone would like to do research on non-identical twins growing up bilingually, forget it!”
Glenn Gainer published an article on “Silent movies: A new approach to using video at low levels” in the January, 2005 edition of Modern English Teacher. On a completely different topic, Glenn would also like us to mention a service that the Department’s alums in Japan might find helpful. He and his wife operate a business called Econoship, helping to arrange the transport of personal goods from Japan to most countries around the world. “Most of our customers are expats in Japan who have decided to move on. Of course, this is a service that many of the Department’s former students in Japan will need at some point or another.” They would also be happy to give a very nice discount to anyone with a UH connection. Glenn can be reached at email@example.com.
Kevin Ballou (Kevin_ballou@yahoo.com) writes: “Masako, Erika, and I have moved back to Japan and are living on the campus of Kansai Gaidai University, which is located about halfway between Osaka and Kyoto. It’s a little colder than we’re used to, but we’re really happy with our new living arrangements (the entire campus is only 2 years old), and everyone here has been very kind and welcoming.”
Nicola (Nicky) Downey Bartlett and family, including a second child, have moved from Los Angeles to Kazakhstan, via a temporary stay in Washington, D.C.
Faculty and students were saddened to hear of the sudden passing Ok Kyoon Yoo in March 2005, shortly after he graduated in December 2004. Ok Kyoon was a very good student in our M.A. in ESL program, a lively person and an affable, congenial friend to many. His scholarly paper, “Discourses of English as an Official Language in a Monolingual Society: The Case of South Korea,” was a study exemplary of the scholarship and socially-motivated focus of our outstanding graduate students, and we were looking forward to his beginning a valuable career as an English teaching professional after graduating this past December. The memory of his kind smile and active life will stay in our minds and hearts.
Dan Goldner is teaching at Korea University (Kode), a university with strong ties to UH-SLS.
Youngkyu Kim left UH in Spring 2005 to take up a tenure-track position in Korean as a second/foreign language in the Department of Korean Studies at Ewha Woman’s University, where his wife, Eun-Joo, teaches in the Department of English Language Education. Youngkyu and Eun-Joo are excited about working at the same university and living together finally! The Korean Studies Department at Ewha was the first such department in Korea, established in 1982, and is one of the few programs in Korea specializing in KSL/KFL.
Tom Nash <firstname.lastname@example.org> started at Fu Jen Catholic University, Hsinchuang as a lecturer in 1983, was promoted to associate professor in 1987, and served two terms as dept. chair from 1993 to 1996. Tom writes: “Unlike most English departments here, we have a tradition of teaching all our courses in English, so we’ve had a lot of content-based language learning going on for a long time. Our dept. is very heavily teaching-oriented, and we all put a lot of time and energy into teaching and advising, and do some research when possible.”
RECENT FACULTY PUBLICATIONS
Bamford, J., & Day, R. R. (Eds.). (2004). Extensive reading activities for teaching language. Cambridge: Cambridge University Press.
Bley-Vroman, R., & Ko, H.-S. (Eds.). (2006). Corpus linguistics for Korean language teaching and learning. Honolulu: National Foreign Language Resource Center, University of Hawai‘i.
Bley-Vroman, R., & Kweon, S.-O. (submitted). Acquisition of the constraints on wanna contraction by advanced second language learners: Universal Grammar and imperfect knowledge.
Brown, J. D. (2004). Grade inflation, standardized tests, and the case for on-campus language testing. In D. Douglas (Ed.), English language testing in U.S. colleges and universities (2nd ed., completely new) (pp. 37–56). Washington, DC: NAFSA.
Brown, J. D. (2004). Observing pragmatics: Testing and data gathering techniques. The Language Teacher. Reprinted by permission from the original article: Brown, J. D. (2000). Observing pragmatics: Testing and data gathering techniques. Pragmatics Matters, 1(2), 5–6.
Brown, J. D. (2004). Only teachers really know what to teach and how to test it: An interview with James Dean Brown (interviewed by Alyona Gromoushkina). English Every Week, 9. Also retrieved from the worldwide web at http://archive.1september.ru/eng/2004/09/1.htm
Brown, J. D. (2004). Promoting fluency in EFL classroom. In T. Newfield (Ed.), Conversational fluency: Ideology or reality: Proceedings of the JALT Pan-SIG Conference, Kyoto, Japan, 2003. Tokyo: Japan Association for Language Teaching. Also retrieved from the World Wide Web: http://www.jalt.org/pansig/2003/HTML/Brown.htm
Brown, J. D. (2004). Report on academic specialist visit to the Russian Federation: January 18–31, 2004 [HTML document]. Washington, DC: United States Department of State, Education and Cultural Affairs. Retrieved December 11, 2004 from the World Wide Web at http://exchanges.state.gov/education/engteaching/highlights/?fuseaction=view_reports
Brown, J. D. (2004). Research methods for Applied Linguistics: Scope, characteristics, and standards. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 476–500). Oxford: Blackwell.
Brown, J. D. (2004). Resources on quantitative/statistical research for applied linguistics. Second Language Research, 20(4), 408–429.
Brown, J. D. (2004). Statistics Corner. Questions and answers about language testing statistics: Yates Correction. Shiken: JALT Testing & Evaluation SIG Newsletter, 8(1), 19–22. Also retrieved from the World Wide Web at http://www.jalt.org/test/bro_19.htm
Brown, J. D. (2004). Statistics Corner. Questions and answers about language testing statistics: Test-taker motivations. Shiken: JALT Testing & Evaluation SIG Newsletter, 8(2), 16–20. Also retrieved from the World Wide Web at http://www.jalt.org/test/bro_20.htm
Brown, J. D. (2004). Visionary view: For computerized tests, potential benefits outweigh problems. Essential Teacher, 1(4), pp. 37–40.
Brown, J. D. (2004). What do we mean by bias, Englishes, Englishes in testing, and English language proficiency? World Englishes, 23(2), 317–319.
Brown, J. D. (2005). A review of The Word Meaning Through Listening Test. In R. A. Spies & B. S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 1159–1161) The Buros Institute of Mental Measurements, Lincoln, Nebraska: University of Nebraska Press.
Brown, J. D. (2005). A second turn in the research paradigm debate. ILTA Online Newsletter, 1, Retrieved from the World Wide Web at http://www.iltaonline.com/newsletter/01–2005may/
Brown, J. D. (2005). Classroom-based language testing (Report on academic specialist visit to Ukraine: December 4 to 17, 2005 [HTML document]. Washington, DC: United States Department of State, Education and Cultural Affairs. Retrieved from the World Wide Web at http://exchanges.state.gov/education/engteaching/highlights/?fuseaction=view_reports
Brown, J. D. (2005). Language testing policy: Administrators’, teachers’, and students’ views. In S. H. Chan (Ed.), ELT concerns in assessment (pp. 1–25). Petaling Jaya, Malaysia: Sasbadi.
Brown, J. D. (2005). Language testing policy: The needs of students, teachers, and administrators. Proceedings of the 2005 International Conference and Workshop on TEFL & Applied Linguistics (pp. xvii-xxiv). Kuei-Shan, Taoyuan, Taiwan: Ming Chuan University.
Brown, J. D. (2005). Publishing without perishing. Journal of the African Language Teachers Association, 6, 1–16.
Brown, J. D. (2005). Second language studies: Curriculum development. In K. Brown (Ed.), Elsevier Encyclopedia of Language and Linguistics (2nd ed., completely new). Oxford: Elsevier.
Brown, J. D. (2005). Standardized and classroom language testing practices in the United States (Report on academic specialist visit to Senegal: December 25, 2004 to January 9, 2005 [HTML document]. Washington, DC: United States Department of State, Education and Cultural Affairs. Retrieved from the World Wide Web at http://exchanges.state.gov/education/engteaching/highlights/?fuseaction=view_reports3&method=&rc=AF&rt=4&sc=&q_start=11
Brown, J. D. (2005). Statistics Corner. Questions and answers about language testing statistics: Generalizability and decision studies. Shiken: JALT Testing & Evaluation SIG Newsletter, 9(1), 12–16. Also retrieved from the World Wide Web at http://www.jalt.org/test/bro_21.htm
Brown, J. D. (2005). Statistics Corner. Questions and answers about language testing statistics: Characteristics of sound qualitative research. Shiken: JALT Testing & Evaluation SIG Newsletter, 9(2), 31–33. Also retrieved from the World Wide Web at http://www.jalt.org/test/bro_22.htm
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment (New edition). New York: McGraw-Hill.
Brown, J. D. (2006). Statistics Corner. Questions and answers about language testing statistics: Resources available in language testing. Shiken: JALT Testing & Evaluation SIG Newsletter, 10(1). Also retrieved from the World Wide Web at http://www.jalt.org/test/bro_23.htm
Brown, J. D. (2006). Authentic communication: Whyzit importan’ ta teach reduced forms? In T. Newfield (Ed.), Proceedings of the JALT Pan-SIG Conference on Authentic Communication, Shizuoko, Japan. Tokyo: Japan Association for Language Teaching. Also retrieved from the World Wide Web: http://www.jalt.org/pansig/2006/HTML/Brown.htm
Brown, J. D. (2006). Statistics Corner. Questions and answers about language testing statistics: Generalizability from second language research samples. Shiken: JALT Testing & Evaluation SIG Newsletter, 10(2). Also retrieved from the World Wide Web at http://www.jalt.org/test/bro_24.htm
Brown, J. D. (Forthcoming). Foreign and second language needs analysis. In M. H. Long & C. J. Doughty (Eds.), Handbook of second language teaching. Malden, MA: Blackwell.
Brown, J. D. (In press). A review of English Placement Test – Revised. In B. S. Plake & R. A. Spies (Eds.), The Seventeenth Mental Measurements Yearbook. The Buros Institute of Mental Measurements, Lincoln, Nebraska: University of Nebraska Press.
Brown, J. D. (In press). A review of Statistical Analysis for Language Assessment (L. F. Bachman). Language Testing.
Brown, J. D. (In press). A review of Statistical Analysis for Language Assessment Workbook (L. F. Bachman & A. J. Kunnan). Language Testing.
Brown, J. D. (In press). A review of Woodcock-Munoz Language Survey – Revised. In B. S. Plake & R. A. Spies (Eds.), The Seventeenth Mental Measurements Yearbook. The Buros Institute of Mental Measurements, Lincoln, Nebraska: University of Nebraska Press.
Brown, J. D. (In press). Education in modern Japan. The world and its peoples encyclopedia. London: Brown Reference Group.
Brown, J. D. (In press). Promoting fluency in EFL classroom. ILI Language Teaching Journal, 2(2). Reprinted by permission from the original article: Brown, J. D. (2004). Promoting fluency in EFL classroom. In T. Newfield (Ed.), Conversational fluency: Ideology or reality: Proceedings of the JALT Pan-SIG Conference, Kyoto, Japan, 2003. Tokyo: Japan Association for Language Teaching. Also retrieved from the World Wide Web: http://www.jalt.org/pansig/2003/HTML/Brown.htm
Brown, J. D. (In press). Teacher resources for teaching connected speech. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers. Honolulu, HI: University of Hawai‘i Press.
Brown, J. D., & Hachima, A. (2005). A review of the Arabic Proficiency Test. In R. A. Spies & B. S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 55–57). The Buros Institute of Mental Measurements, Lincoln, Nebraska: University of Nebraska Press.
Brown, J. D. & Hilferty, A. (In press). The effectiveness of teaching reduced forms for listening comprehension. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers. Honolulu, HI: University of Hawai‘i Press. Reprinted by permission from the original article: Brown, J. D., & Hilferty, A. (1987). The effectiveness of teaching reduced forms for listening comprehension. RELC Journal, 17(2), 59–70.
Brown, J. D. & Kondo-Brown, K. (In press). Introducing connected speech. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers. Honolulu, HI: University of Hawai‘i Press.
Brown, J. D. & Kondo-Brown, K. (In press). Testing reduced forms. In J. D. Brown & K. Kondo-Brown (Eds.), Perspectives on teaching connected speech to second language speakers. Honolulu, HI: University of Hawai‘i Press.
Brown, J. D., & Kondo-Brown, K. (Eds.) (In press). Perspectives on teaching connected speech to second language speakers. Honolulu, HI: University of Hawai‘i Press.
Brown, J. D., Hudson, T. & Clark, M. (2004). Issues in placement survey. Honolulu: University of Hawai‘i, National Foreign Language Resource Center. Retrieved from the World Wide Web: (NetWork#40) [HTML document] http://nflrc.hawaii.edu/NetWorks/NW40 or (NetWork#41) [PDF document] http://nflrc.hawaii.edu/NetWorks/NW41.pdf
Bullock, G., Omaki, A., Schulz, B., Schwartz, B. D., & Tremblay, A. (in press). Where do L2ers attach interclausal adverbials? In A. Belletti, E. Bennati, C. Chesi, E. DiDomenico, & I. Ferrari (Eds.), Language acquisition and development: Proceedings of GALA 2005. Cambridge: Cambridge Scholars Press/CSP.
Chaudron, C. (in press). Some reflections on the development of (meta-analytic) synthesis in second language research. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching. Philadelphia: John Benjamins.
Chaudron, C., Doughty, C., Kim, Y., Kong, D.-K., Lee, J., Lee, Y.-G., Long, M. H., Rivers, R., & Urano, K. (2005). A task-based needs analysis of a tertiary Korean as a foreign language program. In M. H. Long (Ed.), Second language needs analysis (pp. 225–261). Cambridge: Cambridge University Press.
Chaudron, C., Nguyen, H., & Prior, M. (2005). Manual for the Vietnamese elicited imitation test (NFLRC Research Note #41). Honolulu: National Foreign Language Resource Center, University of Hawai‘i.
Chu, W., & Schwartz, B. D. (2005). Another look at ‘verb raising’ in the L2 English of Chinese speakers. In L. Dekydtspotter, R. A. Sprouse, & A. Liljestrand (Eds.), Proceedings of the 7th Generative Approaches to Second Language Acquisition Conference (GASLA 2004, pp. 68–85). Somerville, MA: Cascadilla Press.
Crookes, G. (2005a). Resources for incorporating action research as critique into applied linguistics graduate education. The Modern Language Journal, 89, 468–475.
Crookes, G. (2005b). [Review of the book Applied linguistics and language teacher education]. Language Teaching Research, 9, 343–347
Crookes, G., & Talmy, S. (2004). Second/foreign language program preservation and advancement: Literatures and lessons for teachers and teacher education. Critical Inquiry in Language Studies, 1, 219–236.
Crookes, G., & Wolfe-Quintero, K. (2005). Evaluation of Seoul National University College English Program. Unpublished manuscript.
Davis, K. A. (Ed.). (2005). Critical Perspectives on Pacific Rim Language Issues. Special memorial issue for Ok Kyoon Yoo. Second Language Studies, 23. Available at http://www.hawaii.edu/sls/uhwpesl/on-line_cat.html
Davis, K. A., Cho, H.-S., & Bazzi, S. (2005). Where I’m from: Transforming education for language minorities. In B. Street (Ed.), Literacies across educational contexts (pp. 188 – 212). Philadelphia: Caslon Publishing.
Davis, K. A., Cho, H.-S., Ishida, M., Soria, J., & Bazzi, S. (2005). It’s our Kuleana: A critical participatory approach to language minority education. In L. Pease-Alvarez & S. R. Schecter (Eds.), Learning, teaching, and community (pp. 3–25). Mahwah, NJ: Lawrence Erlbaum Associates.
Davis, K. A., & Skilton-Sylvester, E. (2004a). Looking back, taking stock, moving forward: Investigating gender in TESOL. In K. A. Davis & E. Skilton-Sylvester (Eds.), Gender and Language Education [Special issue]. TESOL Quarterly, 38, 381–404.
Davis, K. A., & Skilton-Sylvester, E. (Eds.). (2004b). Gender and language education [Special issue]. TESOL Quarterly, 38.
Day, R. R. (2004a). Authentic materials: A wolf in sheep’s clothing. Guidelines, 25 /2, 21–24.
Day, R. R. (2004b). A critical look at authentic materials. Journal of Asia TEFL, 1, 101–114.
Day, R. R. (2004c). Two writing activities for extensive reading. English Teaching Forum, 42/3, 8–10.
Day, R. R. (2005). [Review of the book Critical reading in language education]. ELT Journal, 59, 258–259.
Day, R. R., & Bamford, J. (2006). Japanese translation of Extensive reading in the second language classroom. Cambridge: Cambridge University Press (1998).
Day, R. R., & Park, S.-J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17/1. Available at http://nflrc.hawaii.edu/rfl/
Deen, K. U., Nomura, J., Schulz, B., & Schwartz, B. D. (Eds.). (to appear). MIT/UConn Working Papers in Linguistics: The Proceedings of the Inaugural Conference on Generative Approaches to Language Acquisition–North America. December 17–20, 2004, Honolulu, HI. Cambridge, MA: MIT Press.
Dekydtspotter, L., Schwartz, B. D., Sprouse, R. A., & Liljestrand, A. (2005). Evidence for the C-domain in early interlanguage. In S. H. Foster-Cohen, M. García Mayo, & J. Cenoz (Eds.), EuroSLA Yearbook (pp. 7–34). Amsterdam: Benjamins.
Dekydtspotter, L., Schwartz, B. D., & Sprouse, R. A. (to appear). The Comparative Fallacy in L2 processing research. In J. Archibald & M. G. O’Brien (Eds.), Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference (GASLA 2006). Somerville, MA: Cascadilla Press.
Harsch, K., & Wolfe-Quintero, K. (2007). Impact Listening 3 (2nd ed.). Hong Kong: Longman Asia.
Higgins, C. (2004). Implications of sociolinguistic variation in Swahili for the foreign language classroom. Journal of the African Language Teachers Association, 5, 67–79.
Higgins, C. (2005). [Book review] Intercultural Conversation (Cheng, Winnie). Discourse Studies. 7, 385–386.
Higgins, C. (2005). [Book review] The native speaker: Myth and reality. 2nd edition (Alan Davies). World Englishes, 24, 399–401.
Higgins, C. (2006). (editor of special topics issue). Introduction: A closer look at cultural difference: Investigating interculturality in talk-in-interaction. Pragmatics 16.4.
Higgins, C. (2006). Constructing membership in the in-group: Affiliation and resistance among urban Tanzanians. Pragmatics 16.4.
Higgins, C. (2007). Shifting tactics of intersubjectivity to align indexicalities: A case of joking around in Swahinglish. Language in Society, 36.1.
Higgins, C. (forthcoming). “Are you Hindu?”: The intersection of language alternation and membership categorization. To appear in a volume on conversation analytic studies of L1 and L2 interaction (title to be announced), G. Kasper & H. Nguyen (Eds.) National Foreign Language Resource Center. Honolulu: The University of Hawai‘i Press.
Higgins, C. (forthcoming). African American English, glocalization, and the imagined hip hop nation in Tanzania. To appear in A. Ibrahim & A. Pennycook (eds.) It’s bigger than hip-hop: Pedagogy, policy and power in global contexts. Mahwah, NJ: Erlbaum.
Hitosugi, C., & Day, R. R. (2004). Extensive reading in Japanese. Reading in a Foreign Language, 16. Available at http://nflrc.hawaii.edu/rfl/
Hopp, H., & Schwartz, B. D. (2002). Case, (re-)set, match: Functional features in the L2 German nominal domain. In J. Costa & M.J. Freitas (Eds.), Proceedings of the GALA 2001 Conference on Language Acquisition (pp. 112–120). Lisbon: Associação Portuguesa de Linguística.
Hudson, T. (2005). Trends in assessment scales and criterion-referenced language assessment. Annual Review of Applied Linguistics, 25, 205–227.
Hudson, T. (In press). Teaching second language reading. Oxford: Oxford University Press.
Hudson, T., & Clark, M. (forthcoming). A systematic approach to foreign language placement: From tests to systems. Honolulu: National Foreign Language Resource Center, University of Hawai‘i.
Hudson, T., & Clark, M. (forthcoming). Case studies in foreign language placement: Practices and possibilities. Honolulu: National Foreign Language Resource Center, University of Hawai‘i.
Hudson, T., & Park, S. (submitted). Validity issues for selected versus constructed response internet-based language tests.
Kasper, G. (2004). Speech acts in (inter)action: Repeated questions. Intercultural Pragmatics, 1, 105–114.
Kasper, G. (2004). Participant orientations in conversation-for-learning. The Modern Language Journal, 88, 551–567.
Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19, 83–99.
Kasper, G. (Ed.) (2006). Politeness in interaction (= Multilingua 25:3, 2006).
Kasper, G. (2006). Politeness in interaction: Introduction to the Special Issue. Multilingua, 25, 243–248.
Kasper, G. (2006). When once is not enough: Politeness in multiple requests. Multilingua, 25, 323–349.
Kasper, G. (in press). Speech acts in interaction: Towards discursive pragmatics. In K. Bardovi-Harlig, C. Félix-Brasdefer, & A. Omar (Eds.), Pragmatics and Language Learning, Vol. 11. Honolulu, HI: National Foreign Language Resource Center.
Kasper, G. (in press). Discourse and socially shared cognition. In N. Hornberger (series editor) & J. Cenoz (volume editor), Springer Encyclopedia of Language and Education, vol. 9: Awareness of language. Heidelberg: Springer.
Kasper, G., & Kim, Y. (in press). Some practices of handling sequentially inapposite responses. In P. Z. Hua, P. Seedhouse, Li Wei, & V. Cook (Eds.), Language learning and teaching as social interaction. Houndmills, Basingstoke, UK: Palgrave McMillan.
Kasper, G., & Ross, S. (in press). Multiple questions in oral proficiency interviews. Journal of Pragmatics.
Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 88, 491–509.
Kondo-Brown, K., & Brown, J. D. (Eds.) (In press). Teaching Chinese, Japanese, and Korean heritage students. Mahwah, NJ: Lawrence Erlbaum Associates.
Kondo-Brown, K., & Brown, J. D. (In press). Introduction. In K. Kondo-Brown & J. D. Brown (Eds.), Teaching Chinese, Japanese, and Korean heritage students. Mahwah, NJ: Lawrence Erlbaum Associates.
Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 88, 491–509.
Neff, J. A., Dafouz, E., Díez, M., Prieto, R., & Chaudron, C. (2004). Contrastive discourse analysis: Argumentative text in English and Spanish. In C. Moder & A. Martinovic-Zic (Eds.), Discourse across languages and cultures. Philadelphia: John Benjamins.
Norris, J. M. (2006). Assessing foreign language learning and learners: From measurement constructs to educational uses. In H. Byrnes, H. Weger-Guntharp, & K. Sprang (Eds.), GURT 2005: Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment (pp. 167–187). Washington, DC: Georgetown University Press.
Norris, J. M. (2006). Development and evaluation of a curriculum-based German C-test for placement purposes. In R. Grotjahn (Ed.), Der C-Test: Theoretische Grundlagen und praktische Anwendungen (vol. 5) (pp. 45–83). New York: Peter Lang.
Norris, J. M. (2006). [Review of B. Lynch (2003). Language assessment and programme evaluation.] Studies in Second Language Acquisition, 28(3).
Norris, J. M. (2005). [Review of Council of Europe (2001). Common European Framework of reference for languages: Learning, teaching, assessment.] Language Testing, 22(3), 399–405.
Norris, J. M. (2005). Using developmental sequences to estimate ability with English grammar: Preliminary design and investigation of a web-based test. University of Hawai‘i Working Papers in ESL, 24(1), 24–128.
Norris, J. M. (forthcoming). Validity evaluation in language assessment. New York: Peter Lang.
Norris, J. M. (2006). The why (and how) of student learning outcomes assessment in college FL education. Modern Language Journal, 90(4).
Norris, J. M., & Conn, C. (2005). Investigating strategies for increasing student response rates to online-delivered course evaluations. Quarterly Review of Distance Education, 6, 13–29.
Norris, J. M., & Ortega, L. (2003). Defining and measuring SLA. In C. Doughty & M. H. Long, (Eds.), Handbook of second language acquisition (pp. 716–761). London: Blackwell.
Norris, J. M., & Ortega, L. (Eds.). (2006). Synthesizing research on language learning and teaching. Philadelphia: John Benjamins.
Norris, J. M., & Ortega, L. (2006). The value and practice of research synthesis for language learning and teaching. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp.1–50). Philadelphia: John Benjamins.
Norris, J. M., & Pfeiffer, P. (2003). Exploring the use and usefulness of ACTFL Guidelines oral proficiency ratings in college foreign language departments. Foreign Language Annals, 36, 572–581.
Ono, L., Day, R., & Harsch, K. (2004). Tips for reading extensively. English Teaching Forum, 42(4), 12–18.
Ortega, L. (2004a). Aproximaciones cognitivo-interaccionistas al aprendizaje de segundas lenguas mediante tareas [Cognitive-interactive approaches to the study of task-based language learning]. ELIA (Estudios de Lingüística Inglesa Aplicada), 5, 15–38.
Ortega, L. (2004b). Featured article: L2 writing research in EFL contexts: Some challenges and opportunities for EFL researchers. Applied Linguistics Association of Korea Newsletter. Available at: www.alak.org.kr
Ortega, L. (2005a). For what and for whom is our research? The ethical as transformative lens in instructed SLA. The Modern Language Journal, 89, 427–443.
Ortega, L. (2005b). Methodology, epistemology, and ethics in instructed SLA research: An introduction. The Modern Language Journal, 89, 317–327.
Ortega, L. (Ed.). (2005c). Methodology, epistemology, and ethics in instructed SLA research [Special issue]. The Modern Language Journal, 89.
Ortega, L. (2005d). What do learners plan? Learner-driven attention to form during pre-task planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 77–109). Philadelphia: John Benjamins.
Ortega, L. (2006). Second language learning explained? SLA across nine contemporary theories. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 221–246). Mahwah, NJ: Lawrence Erlbaum.
Ortega, L. (in press). Meaningful L2 practice in foreign language classrooms: An SLA perspective. In R. DeKeyser (Ed.), Practice in second language learning: Perspectives from applied linguistics and cognitive psychology. New York: Cambridge University Press.
Ortega, L. (forthcoming). Understanding second language acquisition. London: Arnold.
Ortega, L., & Byrnes, H. (Eds.). (forthcoming). The longitudinal study of advanced L2 capacities. Mahwah, NJ: Lawrence Erlbaum.
Ortega, L., & Iberri-Shea, G. (2005). Longitudinal research in SLA: Recent trends and future directions. Annual Review of Applied Linguistics, 25, 26–45.
Ortega, L., & Carson, J. G. (in press). Multicompetence, social context, and L2 writing research praxis. In T. Silva & P. Matsuda (Eds), Practicing Theory in Second Language Writing. Mahwah, NJ: Lawrence Erlbaum.
Parodi, T., Schwartz, B. D., & Clahsen, H. (2004). On the L2 acquisition of the morphosyntax of German nominals. Linguistics, 42, 669–705.
Schmidt, R. (2004a). Consciousness and foreign language learning. In A. Hauksdottir & B. Arnbjornsdottir (Eds.), Second language acquisition and pedagogy. Reykjavik: University of Iceland, Vigdis Finnbogadottir Institute for Foreign Languages.
Schmidt, R. (2004b). Assessing motivation for foreign language learning. Technical report: Diagnostic Assessment Procedure Project, National Security Education Program (National Foreign Language Initiative, Flagship program).
Schwartz, B. D. (2003). Child L2 acquisition: Paving the way. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development, Vol. 1 (pp. 26–50). Somerville, MA: Cascadilla Press.
Schwartz, B. D. (2004a). On child L2 development of syntax and morphology. Lingue e Linguaggio, 3, 97–132.
Schwartz, B. D. (2004b). Why child L2 acquisition? In J. van Kampen & S. Baauw (Eds.), Proceedings of GALA 2003, Vol. 1 (pp. 47–66). Utrecht: Netherlands Graduate School of Linguistics (LOT).
Schwartz, B. D. (2006). What’s left in early L2 architecture. Second Language 5, 3–26.
Schwartz, B. D. (in press). L2 postcards from the edge. In E. Agathopoulou, M. Dimitrakopoulou, & D. Papadopoulou (Eds.), Proceedings of the 17th International Symposium on Theoretical and Applied Linguistics. Thessaloniki: Aristotle University of Thessaloniki.
Schwartz, B. D. (in press). Transfer as bootstrapping. In C. Lefebvre, L. White, & C. Jourdan (Eds.), Montreal dialogues. Philadelphia: Benjamins.
Schwartz, B. D. (to appear). The L2 child as arbitrator. Studies in Language Sciences, 6.
Schwartz, B. D., Dekydtspotter, L., & Sprouse, R. A. (2003). Pouring the fire with gasoline: Questioning conclusions on L2 argument structure. In J. M. Liceras, H. Zobl, & H. Goodluck (Eds.), Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002): L2 Links (pp. 248–259). Somerville, MA: Cascadilla Proceedings Project. Available at http://www.lingref.com, document #1050.
Schwartz, B. D., Dekydtspotter, L., & Sprouse, R. A. (2003). Putting out fire with gasoline: What the L2 acquisition of argument structure tells us about L2 epistemology. In L.-O. Delsing, C. Falk, G. Josefsson, & H. Sigurdsson (Eds.), Grammar in focus: Festschrift for Christer Platzack, Vol. 2 (pp. 305–313). Lund, Sweden: Lund University.
Schwartz, B. D. & Sprouse, R. A. (2002). Parallels across L1 acquisition and child L2 acquisition: Truncation does not suffice. In H. Marsden, S. Pourcel, & M. Whong-Barr (Eds.), Durham Working Papers in Linguistics 8, 139–152.
Schwartz, B. D., & Sprouse, R. A. (in press). Linear sequencing strategies or UG-defined hierarchical structures in L2 acquisition? A reply to Meisel (1997). In S. Karimi, V. Samiian, & W. Wilkins (Eds.), Clausal and phrasal architecture: Syntactic derivation and interpretation. Philadelphia: Benjamins.
Shin, H., & Crookes, G. (2005a). Indigenous critical traditions for TEFL? A historical and comparative perspective in the case of Korea. Critical Inquiry in Language Studies, 2, 95–112.
Shin, H., & Crookes, G. (2005b). Exploring the possibilities for EFL critical pedagogy in Korea: A two-part case study. Critical Inquiry in Language Studies, 2, 112–138.
Watanabe, Y., & Norris, J. M. (2006). Foreign language program evaluation: An annotated bibliography of resources for foreign language educators. [HTML document]. Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center. Available at: http://nflrc.hawaii.edu/evaluation/bibliography.html.
Whong-Barr, M., & Schwartz, B. D. (2002). Morphological and syntactic transfer in child L2 acquisition of the English dative alternation. Studies in Second Language Acquisition. 24, 579–616.