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TESOL Affiliate Speaker Request Directory

(for requests November 2019–October 2020)

Leslie Barratt

Professor, Rajabhat Roi Et University, Thailand & Indiana State University

Leslie Barratt is Professor of the Graduate School at Rajabhat Roi-Et University and Professor Emerita of

Linguistics at Indiana State University. Dr. Barratt taught at Indiana State University 1980-2015, first in

the English Department and then in the Department of Languages, Literatures, and Linguistics, where

she was Chairperson. With graduate degrees in linguistics and education, she has taught in various

contexts, including primary education, intensive ESL, undergraduate and graduate linguistics, ESL/EFL,

and TESL. She also taught as a Fulbright Senior Lecturer in Hungary (1987-88) and China (1995-96). Dr.

Barratt's research spans World Englishes, language acquisition and language loss, language teaching,

linguistic universals, on-going changes in English, and linguistic differences. As a lifelong language

learner, Dr. Barratt is particularly interested in any aspect of language change or variation that causes

difficulty for learners.

Recent Publications and Presentations

“Teaching yourself and your students not to fear English.” Proceedings of RUNIRAC IV, Rajabhat

University International Conference IV, November 2016.

”Convergence, divergence, and development: How changing Englishes affect what and how we teach.”

In Proceedings of 2016 Joint International Conference of MBALL, NAELL, AELLK, and MESK, at

Gyeongnam National University of Science and Technology, Jinju, South Korea. October 2016. Pp.3-12.

“4 Rules to Improve Classroom Games.” TESOL Connections Quick Tip, October 2016 at

http://newsmanager.commpartners.com/tesolc/issues/2016-10-01/index.html.

“How Research on Language Can Help All Researchers” in Proceedings of the 1st International

Conference on Research in Education, Arts, Management, and Science (I-CREAMS). Rajabhat Roi-Et

University. November, 2015.

English(es) in a multilingual context (with A. Mahboob), edited volume of papers on theme of TESOL

2011. Berlin: Springer Verlag. ISBN 978-94-017-8868-7. June, 2014.

Areas of Expertise

Applied Linguistics, Bilingual Education, Elementary/Primary Education, English as a Foreign Language,

Grammar, Higher Education, Multiculturalism, Theoretical Linguistics, NNES/NES Issues,

Speaking/Pronunciation, Teacher Education, Vocabulary/Lexicon, Writing/Composition

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Additional Information

Recently, I have been presenting on the following areas: 1) Interactive activities for the EFL classroom, 2)

What are the real rules of English and how can we find them? 3) What English should we teach locally?

4) How can we help students become active learners in class? 5) Using Cooperative Learning techniques

at various levels, and 6) Challenging yourself throughout your career.

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Christel Broady

Director ESL Program and Chair of Advanced Graduate Programs, Georgetown College, Kentucky,

USA

Dr. Christel Broady, professor and chair of the advanced graduate education at Georgetown College and

director of the ESL program, is an international leader in the field of TESOL. An immigrant herself, she

represents internationals living in multicultural and –lingual families raising multilingual children. A

director of ESL teacher program for many years, Christel has a long record of activities in and outside of

schools as well as assisting communities in creating conditions for immigrant success. She is a newly

elected TESOL board member beginning 3/2018, was president of the KY TESOL, chair of the EEIS, and

Steering Board Member of CALL, VDM, and EEIS Steering IS. She has worked with international

communities on establishing sustainable TESOL CoPs and has a long list of publications, keynotes talks,

presentations, awards, and recognitions.

Christel enjoys working with ELT communities outside of the USA to establish sustainable communities

of learning to efficiently develop and share resources with one another, especially in countries with

problems to access resources.

Recent Publications and Presentations

1. Associate Editor, “Teaching Speaking.” The TESOL Encyclopedia on Teaching Speaking and Pronunciation, ed. John Liontas and Margo DelliCarpini. 2017. Hoboken. NJ: Wiley/Blackwell.

2. 2015 Coauthor, “Learning Tools: Bringing Language to Life in a Digital World” (Coauthor, Lori Roe). Chapter in Languages and Learners: Making the Match, ed. Helena Curtain and Carol Ann Dahlberg. Upper Saddle River, NJ: Pearson.

3. 2015–2017 Educational Technology in English Language Teaching (bimonthly column). TESOL

Connections. Teachers of English to Speakers of Other Languages (TESOL) International Association. (See Appendix B for column titles)

Areas of Expertise

Accreditation, Adult Education, Assessment/Testing, Technology in Education, Content-based

Instruction, Materials/Curriculum Development, Distance/Online Education, Elementary/Primary

Education, English as a Foreign Language, English for Specific Purposes, Grammar, Higher Education,

Public Policy/Advocacy, Secondary Education, Teacher Education, Video and Digital Media,

Vocabulary/Lexicon

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Luciana C. de Oliveira Chair and Professor, University of Miami, USA Luciana C. de Oliveira, Ph.D., is Chair and Professor in the Department of Teaching and Learning in the

School of Education and Human Development at the University of Miami, Florida. Her research focuses

on issues related to teaching English language learners (ELLs) at the K-12 level, including the role of

language in learning the content areas and teacher education, advocacy and social justice. Currently, Dr.

de Oliveira’s research examines scaffolding in elementary classrooms and multimodal representation in

picture books. She is the author or editor of 21 books and over 180 publications in various outlets. She's

President (2018-2019) of TESOL International Association.

Recent Publication and Presentations

de Oliveira, L. C. (Ed). (in press; expected May 2019). The Handbook of TESOL in K-12. Wiley.

de Oliveira, L. C.*, Obenchain, K.*, Kenney, R.*, & Oliveira, A.* (Eds) (2019). Teaching the content areas

to English language learners in secondary schools: English language arts, mathematics, science, and

social studies. New York: Springer.

de Oliveira, L. C. (Series Ed.) (2016-2018). Preparing pre-service and in-service content area teachers for

ELLs. London: Palgrave Macmillan. (There are four books in the mini-series: mathematics, history and

social studies, science, and English language arts).

Kamhi-Stein, L., Diaz-Maggioli, G., & de Oliveira, L. C. (Eds.) (2017). English language teaching in South

America: Policy, preparation, and practices. Bristol, UK: Multilingual Matters.

de Oliveira, L. C., & Silva, T. (Eds.) (2016). Second language writing in elementary classrooms:

Instructional issues, content-area writing, and teacher education. New York: Palgrave Macmillan.

de Oliveira, L. C. (2016). A language-based approach to content instruction (LACI) for English language

learners: Examples from two elementary teachers. International Multilingual Research Journal, 10(3),

217-231.

Areas of Expertise Content area literacy instruction, academic language, second language writing in K-12, elementary and secondary teacher education, mainstream content area teacher education, advocacy, Content-based Instruction, Materials/Curriculum Development Elementary/Primary Education, English as a Foreign Language, English for Specific Purposes, Grammar, NNES/NES Issues, Public Policy/Advocacy, Reading/Literacy, Research, Secondary Education, Standards, Teacher Education, Writing/Composition

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Additional Information Recently Dr. de Oliveira has been presenting and publishing in two key areas: 1. A language-based approach to content instruction (LACI), a teacher education model I developed for mainstream content area teachers and 2. A genre-based approach to writing instruction. She is interested in presenting about advocacy for bi/multilingual learners, teacher education, and content area literacy instruction. She is an expert in systemic functional linguistics and academic language, with the goal of making language visible to bi/multilingual learners and their teachers.

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Deborah Healey Senior Instructor Emerita, University of Oregon, USA Dr. Deborah Healey is the 2018-2019 President-Elect of the Board of Directors of TESOL International Association. She teaches online teacher training courses for the American English Institute at the University of Oregon, primarily focusing on technology in education. She has also taught both ESL and EFL at community colleges and language institutes. She is a contributor to two TESOL Technology Standards publications, plus CALL Environments and A Handbook for Language Program Administrators. She has written and presented extensively in the US and internationally, most recently in Indonesia, Georgia, Croatia, Serbia, the West Bank, Colombia, Chile, Argentina, and Thailand. Her recent areas of research include gamification, language and identity in the Middle East, massive open online courses, and online teaching approaches. Her doctorate is in Computers in Education.

Recent Publication and Presentations

Healey, D. (2017). Technology-enhanced learning environments. TESOL Encyclopedia of English Language Teaching. Wiley. Joint Asia TEFL/TEFLIN (Indonesia) Conference 2017: Creating Rubrics for Assessing Writing and Speaking; and Gamification: Hype or Useful Teacher Tool? Yogyakarta, July. CETE (TESOL Georgia) Conference 2017: Technology Tools for Busy Teachers; and Designing a Massive Open Online Course. Tbilisi, Georgia, May.

See more at https://www.deborahhealey.com Areas of Expertise Technology in Education, Materials/Curriculum Development, Distance/Online Education, Speaking/Pronunciation, Standards, Teacher Education Additional Information During nearly 30 years as a classroom teacher with adults, I taught all subjects, all proficiency levels. I am now primarily a face-to-face and online teacher educator, working with general teacher preparation (including the Shaping the Way We Teach English MOOC) and effective use of technology for teachers and learners. I create my own materials, giving me an opportunity to test their effectiveness in use. As a language program administrator for 14 years, I worked on curriculum, teacher preparation, and management.

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Grazzia Maria Mendoza Chirinos

Basic Education Project Management Specialist USG USAID/Honduras

Grazzia has been in education for 25+ years. Has worked at all levels of instruction from K-12 to Higher

Education. For the last 13 years she has been working on professional development for teachers in

Honduras and has delivered PD talks at different TESOL International Conventions as well as conferences

for TESOL Affiliates and English Teacher Associations in Mexico, Central and South America. Her main

interests are creating curriculums which address the needs of learners and professional development

programs which directly impact teaching methodologies and create scenarios of life-long, independent

learning. She has held different volunteer positions at TESOL and within affiliates: Proposal reviewer,

Past President HELTA Honduras TESOL and Regional TESOL Group for CA&CB. International Award Past

Chair. EFLIS Past Chair. Elected Board Member TESOL International 2019-2022. Basic Education Program

Management Specialist at USAID/Honduras. Promotes change and bringing teams together to attain

high achievements!

Recent Publication and Presentations

Mendoza-Chirinos, G.M., Salas, A., Arango, M., Scholl, M. & Diaz Maggioli, G. (2019, March). ELT professional development in Latin America: Challenges and Opportunities. TESOL Convention. Atlanta, Georgia, USA. Mendoza-Chirinos, G. M., Salas, A., Ortiz, E., Arango , M., Ojeda, E., Scholl, M., & Diaz Maggioli, G. (2018, March). English for Hope: Towards Peace and Understanding in Latin America. TESOL Convention. Chicago, Illinois, USA. Mendoza-Chirinos, G. M., & Vasquez, K. (2018, March). HELTA Honduras TESOL, The Mini TESOL Summit Experience. TESOL Convention. Chicago, Illinois, USA. Mendoza, G.M. (2017). Facebook Groups: A Tool for Writing Enhancement and Language Skills Empowerment. In P. Hubbard, & S. Iouannou-Georgiou, Teaching English Reflectively with Technology (Vol. 1, pp. 179-190). Faversham: IATEFL Mendoza-Chirinos, G. M., Salas, A., Ortiz, E., Arango, Ortiz, E., (2017, March) The Situation of TESOL in Latin America, towards the creation of a regional framework. TESOL Convention. Seattle, Washington, USA.

Areas of Expertise

Adult Education, Bilingual Education, Technology in Education, Content-based Instruction, Materials/Curriculum Development, Elementary/Primary Education, English as a Foreign Language, Intensive English Programs, Teacher Education

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Additional Information Training of trainers and PD certified by US State Department and World Learning Program, Project Management and Design certified by World Learning Program, Grant application and proposals writing, Conference organizer and Association advisor. Certificates on: Critical Thinking Skills University of Oregon, Assessment Techniques University of Maryland, Teacher Leadership Development TESOL International Association, Capacity Building Strategies RELO Mexico, Writing Techniques National Pedagogical University Honduras, Translation, TESOL and Business English. International Presenter since 2006, 50+ presentations delivered at TESOL International Association, ELTAs in Central and South America.

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Joe McVeigh

Adjunct Professor of TESOL, Saint Michael's College, Vermont, USA

Joe McVeigh is Adjunct Professor of TESOL at Saint Michael’s College in Vermont in the northeastern

part of the United States and teaches at nearby Middlebury College. He has taught English to students

from more than 45 countries at intensive English programs in the United States. He works independently

consulting with organizations about English language teaching and works part time as an accreditation

specialist and also as a teacher-educator for the U.S. Department of State. He has lived or worked

overseas in China, India, Hungary, Chile, Saudi Arabia, Bahrain, the U.A.E and the U.K. He is coauthor of

Tips for Teaching Culture published by Pearson and coauthor of two books in the Q: Skills for Success

series from Oxford University Press. He is member of the board of the TESOL International Association.

More at www.joemcveigh.org/about

Recent Publication and Presentations

1. Looking In, Looking Out: Expanding our Vision (2016, COTESOL Plenary) 2. From Principles to Practice in Teaching Reading (2016 State Department – Bahrain and United

Arab Emirates) 3. Technology Through the Years: Lessons Learned (2016 CATESOL, Plenary) 4. Building Bridges Though Intercultural Communication (Three Rivers TESOL, Plenary 2014) 5. Developing Strategic Planning Skills for Language Program Managers (TESOL, Portland, 2014)

Areas of Expertise Accreditation, Technology in Education, Materials/Curriculum Development, Multiculturalism, Intensive English Programs, Program Administration, Reading/Literacy, Speaking/Pronunciation, Teacher Education Additional Information I enjoy talking with English language teachers from all over the world about almost anything related to English language learning and teaching. As a board member of the TESOL International Association, I’m especially interested in issues that language teaching organizations face as they try to make a difference in the lives of their teachers and students. I’m curious about how we can get the most out of our professional development activities. I enjoy interacting with teachers in large plenary sessions and in small groups. I especially like to talk about the teaching of reading and vocabulary, about ways in which concepts of intercultural communication can inform our teaching, and about what teachers of English can learn from other fields and disciplines.

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Katherine Lobo

ESL Teacher, Newton South High School, Newton, Massachusetts Adjunct Professor, Education

Department, Brandies University, Waltham, Massachusetts, USA

Kathy Lobo is an ESL teacher at Newton South High School, and an adjunct professor of

education at Brandeis University in Massachusetts. She is past president of MATSOL, the

Massachusetts TESOL affiliate and she has been actively involved in planning TESOL

conventions since Boston TESOL 2010. She will serve on the TESOL Board, 2018 - 2021. With

degrees in fine art and multicultural education she has taught in various contexts as a K-12

classroom teacher, including public and private schools in the United States, and in international

schools overseas. She has taught adults in IEP programs and as an adjunct professor in colleges

and universities. She is a life-long language learner (Mandarin Chinese and Japanese) and an

artist. She enjoys writing articles, has been cited in several recent books and reviews books for

Corwin Press. Her professional focus is on being an active practitioner, working daily with

students and teachers.

Recent Publication and Presentations

1. Featured Speaker: Preparing Students for Life; Grade School to Grad School, TESOL Sudan, February 16-17, 2018

2. Article: Annual Mandated Evaluations for Teachers: Challenges and Opportunities, MATSOL Currents Vol.40, No.2 Fall/Winter 2017-2018

3. Plenary: Reflecting on Engagement with TESOL: From Affiliate Member to Conference Chair, 2017 ITBE (Illinois TESOL Affiliate) Convention, Naperville, Illinois, February 24-25 2017

4. Presenter/Workshop Leader (two presentations): 1. Strategies for teaching in the 21st Century: High School English Language Arts- Writing a Personal Memoir (college essay) and 2. Assessment and Backward Design Lesson Planning: How to use a variety of assessment tools to plan instruction and assess students, Xi’an Gaoxin No. 1 High School, Xi’an, China August 15-19, 2016

5. Speaker/Workshop Leader: Raising Silk Worms, Chinese Innovations that Change the World, Boston Children’s Museum and Primary Source, March 5, 2016

Areas of Expertise Arts/Media/Science/Math/Social Science, Content-based Instruction, Materials/Curriculum Development, Elementary/Primary Education, Multiculturalism, Learning Disorders/Special Needs, Literature, Reading/Literacy, Secondary Education, Standards, Teacher Education, Writing/Composition

Additional Information

Kathy Lobo works as a full-time ESL teacher and department facilitator in a public high school. She

teaches English classes for English learners. She also teaches some elective classes and classes to

support small groups of students with study skills and test preparation.

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As a department facilitator, she performs many of the duties that a department head does such as

curriculum development, planning, attending meetings with parents/guardians and teachers, ordering

materials, overseeing the reclassification process, monitoring student progress and administering the

state mandated annual testing at the school level. In other words, she collaborates well with others in

the service of students. Prior to working in a high school, she worked for twelve years at a middle school

(grades 5-8) performing the same tasks.

Within the district in which she works, as well as being a consultant nationally and internationally, she

provides professional development workshops and teaches courses on a range of topics. These including

theories of second language acquisition, and how to put the theoretical knowledge into action/practice

for PreK-12 classroom teachers sheltering and scaffolding instruction for English learners. She also works

with teachers of English as a foreign language and for ESL teachers honing their practice.

Kathy also teaches both at the undergraduate and graduate levels in the Education Department at

Brandies University. She teaches the Massachusetts Department of Education’s (mandated and

approved) course for pre-service teachers, Teaching English Language Learners, PreK-12, that will lead to

the students earning the (Sheltered English Instruction) SEI Endorsement. Kathy holds the following

Massachusetts licenses: Supervisor/Director of ESL, Elementary grades 1-6, Visual Art PreK-12, English as

a Second Language PreK-12.

Kathy is constantly expanding her knowledge by taking classes, attending talks and workshops,

attending events and presentations, reading and engaging with people with diverse linguistic and

cultural backgrounds and heritages. In turn she shares her knowledge and insights by writing book

reviews and articles, making speeches and presentations, and facilitating workshops and teaching

courses.

Teaching is an art and honing one’s craft goes beyond knowing how to teach the four domains of

listening, speaking, reading and writing. As a member of the TESOL community she supports, mentors

and guides others on their professional journeys.

As a presenter, she strives to meld theory and practice. When planning a presentation, workshop, or

class, she always thinks, “What can the members of my target audience take away and use tomorrow?”,

“ What from my presentation or workshop can they take away and think about or expand upon or make

use of later?”

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John Segota Associate Executive Director, TESOL International Association, USA John Segota has been with TESOL International Association since 1996, where his responsibilities include government relations, policy analysis, media communications, standards development, and advocacy. John has a BA in Political Science with a concentration in International Studies from the College of the Holy Cross in Worcester, MA, a graduate certificate in Project Management from the Keller Graduate School of Management, and has earned the Certified Association Executive (CAE) designation from the American Society of Association Executives. Areas of Expertise

Accreditation, Adult Education, Elementary/Primary Education, Higher Education, Intensive English, Programs, Public Policy/Advocacy, Secondary Education, Standards, Teacher Education Recent Publications and Presentations

Presenter and panelist on public policy and advocacy issues for the TESOL field at the following conferences:

2011 WATESOL Fall Conference

2011 US Conference on Adult Literacy (USCAL)

2011 TexTESOL State Conference

2011 Commission on Adult Basic Education (COABE) conference

2011 TESOL International Convention Additional Information Segota’s main expertise is in the areas of public policy as it relates to K-12, higher, and adult education, as well as the standards produced by TESOL. He regularly presents workshops on advocacy as well workshops that provide practical strategies and hands-on activities to develop advocacy skills. In addition, he has experience with a variety of areas of association management such as policy development, communications, social media, outreach, and strategic planning.

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Justin Shewell

Educational Technologist, Arizona State University, USA

Dr. Justin Shewell has a PhD in educational technology, and a masters in TESOL. He has worked with

teachers from around the world, most recently in Saudi Arabia during a program sponsored by the US

Department of State. Dr. Shewell is passionate about online education, and considers it his mission to

eradicate the world of boring Massive Open Online Courses (MOOCs) by producing courses that are not

only fun, but increase learning retention and transfer to the real world. He enjoys developing resources

for teachers at his website, eslactivites.com, and is the creator of the Perception of Spoken Englilsh

(POSE) Test, the one-of-a-kind perception diagnostic test for English learners. Dr. Shewell has written

several articles and books, including 50 Ways to Teach Online, and 50 Ways to Learn a Language. You

can learn more about Dr. Shewell by visiting jshewell.com.

Recent Presentations

"50 Ways to Improve Your Teaching" (March 2018, TESOL, Chicago)

"Principles for Engaging Content in Blended Learning" (March 2018, TESOL, Chicago)

"Tools that Work in Blended Learning Environments" (March 2018, TESOL, Chicago)

"Devices Come Together for Learner Engagement: BYOD in Language Classrooms" (March 2017,

TESOL, Seattle)

"iPads and Engagement Come Together in the Classroom of the Future" (March 2017, TESOL, Seattle)

Areas of Expertise

Technology in Education, Materials/Curriculum Development, Distance/Online Education, Intensive

English Programs, Learning Disorders/Special Needs, Speaking/Pronunciation, Teacher Education,

Video and Digital Media, Vocabulary/Lexicon, Writing/Composition

Additional Information

Some possible training topics Dr. Shewell presents are:

effective use of technology in language teaching

effective use of technology in K-12 settings

time-management with technology

mobile technology in the classroom

bring your own device (BYOD) in the classroom

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using video to improve student performance

effective online instructional methods

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Deborah Short

Director, Academic Language Research & Training, Virginia, USA

Deborah J. Short, Ph.D., directs Academic Language Research & Training, LLC and provides professional development on academic literacy, content-based ESL, and sheltered instruction worldwide. Formerly she was a Division Director at the Center for Applied Linguistics where she co-developed the research-validated SIOP Model for sheltered instruction. She has directed research and program evaluations on English learners for the Carnegie Corporation of New York, Rockefeller Foundation, U.S. Department of Education, and U.S. Department of Justice, among others. Publications include the SIOP Model books, ESL textbooks for National Geographic Learning/Cengage, and numerous professional journal articles. She has presented at conferences around the U.S. and in Canada, Europe, South America, the Middle East, and New Zealand. She taught ESL/EFL in New York, California, Virginia, and the DR Congo. She led The 6 Principles writing team for TESOL and is the President-Elect for 2019-2020. Recent Publications/Presentations

Beyond the Basics: 6 Principles for Exemplary Teaching of English Learners and the SIOP Model

(February 9, 2019)

Developing Academic Language Through the Content Areas (February 9, 2019)

Making Content Comprehensible for Secondary English Learners: Interaction and Practice &

Application (January 31, 2019)

Making Content Comprehensible for Secondary English Learners: Strategies (November 6, 2018)

Integrating Academic Language with Content Learning (September 28-29, 2018)

Areas of Expertise

Applied Linguistics, Content-based Instruction, Materials/Curriculum Development,

Elementary/Primary Education, Public Policy/Advocacy, Research, Secondary Education, Standards,

Teacher Education

Additional Information

Deborah’s research, curriculum/materials development, and professional learning work have primarily

focused on effective practices for integrating language and content learning--through pedagogy,

program design, and teacher development. Recent presentations have addressed the implementation

of TESOL's 6 Principles in varied contexts.

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Lawrence Jun Zhang

Professor, University of Auckland, New Zealand

Lawrence Jun Zhang, PhD, is Professor of Linguistics-in-Education and Associate Dean, Faculty of

Education and Social Work, University of Auckland. His major interests are in learner metacognition,

teacher education, and academic writing and writing for publication. He has published extensively along

these lines in leading SSCI-indexed international journals including TESOL Quarterly, MLJ, JSLW, and

JEAP. He is also a popular plenary/keynote speaker at over 20 conferences around the world,

particularly in Asia. A frequent presenter at major international conferences such as the TESOL

Convention, the AAAL Conference, and the AILA Congress, he was the sole winner of the “Distinguished

Research in TESOL Award” in 2011 for his article published in TESOL Quarterly (2010),44(2). He is

Section-Editor for TESOL Quarterly (SSCI) and Co-Editor for System (SSCI). He was honoured with the

recognition by the TESOL International Association (USA) with the award of “50 at 50”, which

acknowledged “50 Outstanding Leaders”.

Recent Publications

Zhang, L. J. (2017). Learning second language reading. In A. Burns & J. C. Richards (Eds.), The

Cambridge Guide to Second Language Learning. Cambridge, UK: Cambridge University Press.

Zhang, L. J., & Zhang, D. (2017). Metacognition in TESOL: Theory and practice. In J. I. Liontas & A.

Shedeha (Eds.), The TESOL Encyclopaedia of English Language Teaching: Approaches and Methods in

TESOL. Malden, MA: Wiley-Blackwell.

Zhang, L. J. (2016). A dynamic metacognitive systems perspective on language learner autonomy. In R.

Barnard & J. Li (Eds), Language Learner Autonomy: Teachers' Beliefs and Practices in Asian Contexts

(pp. 150-166). Phnom Penh: IDP Education.

Zhang, L. J. (2016). Reflections on pedagogical imports of Western practices for professionalizing

second-language writing and writing-teacher education. Australian Review of Applied Linguistics,

39(3), 203-232.

Zhang, L. J., Aryadoust, V., & Zhang, D. (2016). Taking stock of the effects of strategies-based

instruction on writing in Chinese and English in Singapore primary schools. In R. E. Silver & W.

Bokhorst-Heng (Eds.), Quadrilingual Education in Singapore: Pedagogical Innovation in Language

Education (pp. 103-126). New York: Springer.

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Areas of Expertise

Applied Linguistics, English as a Foreign Language, NNES/NES Issues, Reading/Literacy, Research,

Writing/Composition

Additional Information

Dr. Zhang has published extensively along these lines in leading SSCI-indexed international journals such

as Applied Linguistics Review, Modern Language Journal, Language Awareness, Language & Education,

Journal of Second Language Writing, English Today, System, Instructional Science, International Journal

of Bilingualism and Bilingual Education, Journal of Psycholinguistic Research, TESOL Quarterly, English

for Academic Purposes, Asia Pacific Education Researcher, and British Journal of Educational Psychology,

as well as in international journals of repute such as Australian Review of Applied Linguistics, Australian

Journal of Teacher Education, New Zealand Studies in Applied Linguistics, and RELC Journal. His recent

co-edited books include Asian Englishes: Changing Perspectives in a Globalized World (Pearson

Education, 2012) and Language Teachers and Teaching: Global Perspective, Local Initiatives (Routledge,

New York, 2014).

He is also a popular plenary/keynote speaker at over 20 conferences around the world, particularly in

Asia. A frequent presenter at major international conferences such as the TESOL Convention, the AAAL

Conference, and the AILA Congress, he was the sole winner of the “Distinguished Research in TESOL

Award” in 2011 for his article, “A dynamic metacognitive systems perspective on Chinese university EFL

readers”, published in TESOL Quarterly (2010), 44(2).

A Co-Editor of TESOL Quarterly (SSCI) and System (SSCI), he is also a current editorial board member of

Applied Linguistics Review (SSCI), Australian Review of Applied Linguistics, Journal of Second Language

Writing (SSCI), Metacognition and Learning (SSCI), Writing and Pedagogy, and RELC Journal. He is a

member of the American Association of Applied Linguistics (AAAL) and the TESOL International

Association (TESOL) and is the past Secretary of the Singapore Association for Applied Linguistics (SAAL)

and the current Secretary of the Applied Linguistics Association of New Zealand (ALANZ). He has worked

as the Chair of TESOL’s NNEST Interest Section. In late 2015, Dr Zhang was appointed by the TESOL

Executive to be the Chair of the TESOL Quarterly Editorship Search Committee and he and his team

successfully completed the recommendation in late 2016. He was honoured with the recognition by the

TESOL International Association (USA) with the award of “50 at 50”, which acknowledged “50

Outstanding Leaders” around the globe in the profession of TESOL when the TESOL Association

celebrated its 50th anniversary in Baltimore, MD, USA. In November 2016, he was successfully elected

to the TESOL’s Board of Directors.

Website: https://unidirectory.auckland.ac.nz/profile/lj-zhang.