Biography of 5 Most Prominent Proponents of LLS

EDUCATION* PhD. Anthropology, Yale University, New

Haven,ConnecticutDissertation: National Bilingualism in Paraguay

* M.A. Linguistics, University of Michigan, Ann Arbor

* B.A. Linguistics (with a minor in ESL), University of Michigan, Ann Arbor

BOOK

* How to Be a More Successful Language

Learner with I. Thompson. Heinle & Heinle, Boston, 1982. (2nd edition, 1994).

Rebecca L. Oxford is Professor and former director of the Second Language Education Program at the University of Maryland, College Park.

Before becoming a professor, she was a research psychologist, program evaluator, and language teacher.

Dr. Oxford holds two degrees in Russian (Vanderbilt University and Yale University) and two in educational psychology, including a master`s from Boston University and a Ph.D. from the University of North Carolina.

Several of her books, such as Language Learning Strategies: What Every Teacher Should Know, have been translated into Arabic and are widely known in the Middle East. She has written over 60 published chapters and articles.

Andrew Cohen (born 23 October 1955) is an American guru, spiritual teacher, magazine editor, author and musician.

Cohen was born in New York City in 1955.

Cohen lives at the organizations world headquarters in Lenox, Massachusetts, and spends several months of the year traveling, teaching, and leading retreats around the world.

He is a founder of the global nonprofit EnlightenNext and its award-winning publication EnlightenNext magazine.

Cohens new book Evolutionary Enlightenment: A New Path for Spiritual Awakening has been released by Select Books Fall 2011.

David Nunan is an Australian prominent linguist. David Nunan (born October 11, 1949 in Broken Hill,

Australia ) is the director of the English Center and works as a professor at the university of Hong Kong.

He has also worked as an ESL/EFL teacher, researcher. He wrote a book entitled Teaching English to Young

Learners (TEYL). The book consists of sixteen chapters. Each chapter

includes a statement of specific learning outcomes, references and further reading, and addresses a key aspect of TEYL, including: who is the "young learner", first language acquisition, methods and approaches in language teaching, teaching listening, teaching speaking, teaching reading, teaching writing, teaching vocabulary, teaching grammar, teaching pronunciation, learning styles and strategies, the affective domain, working with parents, resources and technology support for language learning, classroom management, and assessment and evaluation.

Anna Uhl Chamot, Professor of Curriculum and Pedagogy (ESL and Foreign Language Education) at the George Washington University, conducts research on second and foreign language learning processes and has authored books and articles on language learning strategies.

She holds a Ph.D. in ESL and Applied Linguistics from the University of Texas (Austin), a Masters in Foreign Language Education from Teachers College, Columbia University, and a B. A. in Spanish Literature (Special Honors) from the George Washington University.

Her most recent book (2009) is The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach, Second Edition, published by Pearson Longman.