GIÁO VIÊN THÌNH GIẢNG

Biography 

• Second language reading
• Disciplinary writing
• Project-based learning
• ESL methodology and pedagogy
• Curriculum and materials development

• Ed.D. in Educational Administration, Northern Arizona University, Flagstaff, Arizona (1992)
• MA in Education (TESL/TEFL), University of Michigan, Ann Arbor, Michigan (1977)
• MA in Linguistics, University of Michigan, Ann Arbor, Michigan (1976)
• BA in Italian Studies, University of California, Berkeley, California (1975)

• Professor, English Department, NAU (2005–present)
• Director, Program in Intensive English, NAU (1987–1997)
• Instructor/Lecturer/Assistant Professor/Associate Professor, English Department, NAU (1985–2005)
• Fulbright Scholar, University of Foreign Language Studies, University of Da Nang, Vietnam (Spring 2018)
• Fulbright Specialist, Timor Leste (May 2014, August 2014)
• Senior Fulbright Lecturer, Bilkent University, Ankara, Turkey (2002–03)
• TESOL Summer Institute faculty, St. Michael’s College, Vermont (1995)
• Summer Teaching Fellow, EFL Program, Harvard University (1982–84)
• Lecturer/Intensive English Supervisor, American Language Institute, USC (1980–85)
• EFL Instructor, Institute of North American Studies, Barcelona, Spain (1977–1980)

• “Research support for content-based instruction,” with S. Fitzsimmons-Doolan & W. Grabe. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (2nd ed., pp. 21-35). Ann Arbor, MI: University of Michigan Press. (2017)
• “Building coherence into the content-based curriculum: Six Ts revisited,” with W. Grabe. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (2nd ed., pp. 53–66). Ann Arbor, MI: University of Michigan Press. (2017)
• “Content-based instruction,” with S. Fitzsimmons-Doolan. In N. Van Deusen-Scholl & S. May (Eds.), Encyclopedia of language and education: Second and foreign language education. Vol. 4 (3^rd. ed., pp. 71-84). Berlin, Germany: Springer. (2017)
•  “EAP materials and tasks.” In K. Hyland & P. Shaw (Eds.), The Routledge handbook for English for academic purposes (pp. 577–591). New York, NY: Routledge. (2016)
• “Assisting ESP students in reading and writing disciplinary genres,” with M. Robinson. In N. W. Evans, N. J. Anderson, & W. G. Eggington (Eds.), ESL readers and writers in higher education: Understanding challenges, providing support (pp. 164 –179). New York, NY: Routledge. (2015)
• “Drawing upon applied linguistics to attain goals in an interdisciplinary chemistry–applied linguistics project,” with M. Robinson.  In M. J. Curry & D. I. Hanauer (Eds.), Language, literacy, and learning in STEM education: Research methods and perspectives from applied linguistics (pp. 11–25). Philadelphia, PA: John Benjamins. (2014)
• “An interdisciplinary textbook project: Charting the paths taken,” with M. Robinson. In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production (pp. 262–298). London, England: Palgrave Macmillan.  (2014).  
• “Teaching reading for academic purposes,” with W. Grabe. In M. Celce-Murcia, D. M. Brinton, M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 189–205). Boston: Heinle Cengage. (2014)
• “Making a commitment to strategic-reader training,” with R. Komiyama. Contemporary   Foreign Language Studies, 396(12), 46 –62. (2013)
• “Instructional enhancements to improve students’ reading abilities,” with N. Anderson, W. Grabe, & R. Komiyama. English Teaching Forum, 51(1), 2 –11, 33. (2013)
• “Chemistry journal articles: An interdisciplinary approach to move analysis with pedagogical aims,” with M. S. Robinson. English for Specific Purposes, 32, 45–57. (2013)
• “Going green: Merging environmental education and language instruction,” with S. Hauschild & E. Poltavtchenko. English Teaching Forum, 50(2), 2 –13. (2012)
• A Handbook for Language Program Administrators (2nd ed.), co-edited with M. A. Christison. Miami, FL: Alta English Publishers. (2012)
• Teaching and Researching Reading (2nd ed.), with W. Grabe. New York: Routledge. (2011)
• “Innovation as the hallmark of effective leadership,” In M. A. Christison & D. Murray (Eds.), Leadership in English language education: Theoretical foundations and practical skills for changing times (pp. 73–84). New York: Routledge. (2009)
• Write Like a Chemist: A Guide and Resource, with M. S. Robinson, M. S. Costanza-Robinson, & Jones, J. K. New York: Oxford University Press. (2008)
• “Using the ACS Journals Search to validate assumptions about writing in chemistry and improve chemistry writing instruction,” with M. S. Robinson & J. K. Jones. Journal of Chemical Education, 85(5), 650–654. (2008)
• “Interdisciplinary collaboration: Two heads are better than one,” with B. Horn & M. S. Robinson. English Teaching Forum, 42(2), 2–13. (2008)
•  “A read-analyze-write approach to research-related literacy skills for upper-division chemistry majors,” with Marin. S. Robinson. In K. K. Katukstis & T. Elgren (Eds.), Designing, implementing, and sustaining a research-supportive undergraduate curriculum: A compendium of successful curricular practices from faculty and institutions engaged in undergraduate research (pp. 175–190).Washington, D.C.: Council on Undergraduate Research. (2007)
• “Establishing a theoretical foundation for project-based learning in second and foreign language contexts.” In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Greenwich, CT: Information Age Publishing. (2006)
• Civic Education volume of Language & Civil Society: A Forum Electronic Journal. (http://americanenglish.state.gov/resources/language-and-civil-society-e-journal-civic-education)