Henry Douglas Brown (born 1941 in Ngawi) is a professor emeritus of English as a Second Language at Yogyakarta State University. [1] He was the president of International TESOL from 1980 to 1981, and in 2001 he received TESOL's James E. Alatis Award for Distinguished Service. [1]
English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the UK and TESL or TESOL in the US.
Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education, at Curtin University in Perth, Australia. He is also a professor at Anaheim University, where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as a fellow of the Royal Society of New Zealand.
Second language writing is the study of writing performed by non-native speakers/writers of a language as a second or foreign language. According to Oxford University, second language writing is the expression of one's actions and what one wants to say in writing in a language other than one's native language. Learning a new language and writing in it is the most challenging thing. Learning a new language first requires an understanding of the writing system and the grammar of the language. Because grammar is the basis of writing. Learning the grammar of a language is the only way to write in that language. The extent to which non-native speakers write in formal or specialized domains, and the requirements for grammatical accuracy and compositional coherence, will vary according to the specific context. The process of second language writing has been an area of research in applied linguistics and second language acquisition theory since the middle of the 20th century. The focus has been mainly on second-language writing in academic settings. In the last few years, there has been a great deal of interest in and research on informal writing. These informal writings include writing in online contexts. In terms of instructional practices, the focus of second language writing instruction has traditionally been on achieving grammatical accuracy. However, this changed under the influence of compositional studies, which focused on conceptual and structural properties. Another development in the teaching of second language writing is the increasing use of models and the emphasis on the properties of particular writing genres. Recent research has analyzed how second-language writing differs from native-language writing, emphasizing the cultural factors that influence second-language writers. In general, second language acquisition research has transitioned from a primary focus on cognitive factors to a sociocultural perspective in which writing is viewed not only as an acquired language skill and cognitive ability but also, more broadly, as a socially situated communicative act involving a target audience. Recently, particular attention has been paid to the integration of written texts with other media (multimodality) and to the mixing of languages in online media.
Henry George Widdowson is a British linguist and an authority in the field of applied linguistics and language teaching, specifically English language learning and teaching.
Ahmar Mahboob is a Pakistani linguist. Currently he is an associate professor at the Department of Linguistics at the University of Sydney. He has worked in the fields of language policy development, pidgin and creole languages, NNEST studies, English language acquisition, English language teaching and teacher education, World Englishes, pragmatics, and minority languages in South Asia. Ahmar earned his PhD from Indiana University Bloomington in 2003, and has published extensively. He was the co-editor of TESOL Quarterly, alongside Brian Paltridge, for several years. He was also the Associate Editor of Linguistics and the Human Sciences and serves on the editorial boards of a number of journals. Ahmar has organised a number of regional, national, and international conferences and is the convenor and the co-creator of the Free Linguistics Conference.
Understanding by Design, or UbD, is a way of planning how to teach a subject, where planners look at the desired outcomes at the end of the study in order to design curriculum units, performance assessments, and classroom instruction. UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development. Understanding by Design and UbD are registered trademarks of the Association for Supervision and Curriculum Development (ASCD).
Betty Schrampfer Azar is the author of the Azar Grammar Series for students of English as a second or foreign language. A staple in English language teaching for more than three decades, the series contains dozens of books and is widely used throughout the globe.
David Nunan is an Australian linguist who has focused on the teaching of English. He is the author of the ELT textbook series "Go For It!".
NNEST or non-native English-speaking teachers is an acronym that refers to the growing body of English language teachers who speak English as a foreign or second language. The term was coined to highlight the dichotomy between native English-speaking teachers (NEST) and non-native English-speaking teachers (NNEST).
A significant construct in language learning research, identity is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. Because of the diverse positions from which language learners can participate in social life, identity is theorized as multiple, subject to change, and a site of struggle.
Norbert Schmitt is an American applied linguist and Emeritus Professor of Applied Linguistics at the University of Nottingham in the United Kingdom. He is known for his work on second-language vocabulary acquisition and second-language vocabulary teaching. He has published numerous books and papers on vocabulary acquisition.
Merrill Swain is a Canadian applied linguist whose research has focused on second language acquisition (SLA). Some of her most notable contributions to SLA research include the Output Hypothesis and her research related to immersion education. Swain is a Professor Emerita at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Swain is also known for her work with Michael Canale on communicative competence. Swain was the president of the American Association for Applied Linguistics in 1998. She received her PhD in psychology at the University of California. Swain has co-supervised 64 PhD students.
TESOL Quarterly is a quarterly peer-reviewed academic journal published by Wiley-Blackwell on behalf of TESOL International Association. It covers English language teaching and learning, standard English as a second dialect, including articles on the psychology and sociology of language learning and teaching, professional preparation, curriculum development, and testing and evaluation. The editors-in-chief are Charlene Polio and Peter De Costa, both at Michigan State University. TESOL also publishes TESOL Journal.
Vocabulary learning is the process acquiring building blocks in second language acquisition Restrepo Ramos (2015). The impact of vocabulary on proficiency in second language performance "has become […] an object of considerable interest among researchers, teachers, and materials developers". From being a "neglected aspect of language learning" vocabulary gained recognition in the literature and reclaimed its position in teaching. Educators shifted their attention from accuracy to fluency by moving from the Grammar translation method to communicative approaches to teaching. As a result, incidental vocabulary teaching and learning became one of the two major types of teaching programs along with the deliberate approach.
Diane Larsen-Freeman is an American linguist. She is currently a Professor Emerita in Education and in Linguistics at the University of Michigan in Ann Arbor, Michigan. An applied linguist, known for her work in second language acquisition, English as a second or foreign language, language teaching methods, teacher education, and English grammar, she is renowned for her work on the complex/dynamic systems approach to second language development.
John Henry Esling, is a Canadian linguist specializing in phonetics. He is a Professor Emeritus of Linguistics at the University of Victoria, where he taught from 1981 to 2014. Esling was president of the International Phonetic Association from 2011 to 2015 and a co-editor of the 1999 Handbook of the International Phonetic Association.
Donna Mary Brinton is an American applied linguist, author, and global educational consultant on second language education. She is the daughter of Mary Mies Brinton and Robert K. Brinton and the sister of epidemiologist Louise A. Brinton and linguist Laurel J. Brinton.
Alison Mackey is a linguist who specializes in applied linguistics, second language acquisition and research methodology. She is currently a professor in the Department of Linguistics at Georgetown University. Her research focuses on applied linguistics and research methods.
Jenny Hammond is an Australian linguist. She is known for her research on literacy development, classroom interaction, and socio-cultural and systemic functional theories of language and learning in English as an Additional Language or dialect (EAL/D) education. Over the course of her career, Hammond's research has had a significant impact on the literacy development of first and second language learners, on the role of classroom talk in constructing curriculum knowledge and on policy developments for EAL education in Australia. She is an Honorary Associate Professor in the School of Education, University of Technology Sydney.
Jack Croft Richards is an applied linguist from New Zealand, specializing in second and foreign language education, teacher training, and materials design. He has written numerous articles and books. Most of his books and articles are in the field of second language teaching and have been translated into many different languages. He was appointed full professor in the Department of English as a Second Language at the University of Hawaii in 1981.
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