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TEACHING ENGLISH AS
A SECOND LANGUAGE
A New Pedagogy for a
New Century
Second Edition

Editors
MANISH A. VYAS
Department of English
VPMP Polytechnic
Gandhinagar, Gujarat

YOGESH L. PATEL
Controller of Examination
Shree Somnath Sanskrit University
Veraval–Somnath, Gujarat

Delhi-110092
2015
` ?.00

TEACHING ENGLISH AS A SECOND LANGUAGE

A New Pedagogy for a New Century, Second Edition
Edited by Manish A. Vyas and Yogesh L. Patel

© 2015 by PHI Learning Private Limited, Delhi. All rights reserved. No part of this book may
be reproduced in any form, by mimeograph or any other means, without permission in
writing from the publisher.

ISBN-978-81-203-?

The export rights of this book are vested solely with the publisher.

Second Edition . . . . . . August, 2015

Published by Asoke K. Ghosh, PHI Learning Private Limited, Rimjhim House, 111, Patparganj
Industrial Estate, Delhi-110092 and Printed by
 To
Drashti and Gungun
 CONTENTS

Foreword ix
Preface xi
Preface to the First Edition xiii
List of Contributors xi

1. English: Aladdin’s Magic Lamp

— Venkataramanan Durairaj 1–4

PART 1
COMMUNICATIVE LANGUAGE TEACHING IN
ESL CONTEXT

2. What Can We Learn from Classroom Observations?:

A Study of CLT in a Chinese University Context
— Lixin Xiao 7–44

3. Communicative Language Teaching and English

Language Teaching in Nigeria
— Emmanuel Taiwo Babalola 45–56

4. Communicative Language Teaching: An Indian Teacher

Resolves a Methodology Dilemma
— Deepti Gupta 57–68

5. Integrating ICT in the Language Classroom:

An Intercultural Journey?
— Anne Fox 69–86

PART 2
MULTIMEDIA IN ELT

6. Computer-Assisted Language Learning: Its Future

— Richard Watson Todd 89–99

7. Podcasting: An Effective Tool for Language Learning

— S. Vijayalakshmi 100–104
v
vi Contents

8. Making Language Teaching Relevant for the Digital Age

— Miriam Schcolnik 105–125

PART 3
CONTENT BASED INSTRUCTION (CBI)
9. Content-Based Instruction
— Makiko Ebata 129–135

10. Familiarity and Planning in Task-based Learning

— Margaret Horrigan 136–161

11. A Fine ‘How Do You Do’: Contextual Factors within

English Greetings
— Alex Baratta 162–179

PART 4
FACTORS AFFECTING ESL TEACHING
12. Motivation and Demotivation Factors in Language
Learning
— Makiko Ebata 183–193

13. Narrative Inquiry for Teacher Development

— Simon Coffey and Constant Leung 194–211

14. Redefining Learner Autonomy in the Indian ESL Context

— P. Bhaskaran Nair 212–217

15. Teaching English at Undergraduate Level: Groping in

the Dark?
— Indira Nityanandam 218–220

16. Applying Knowledge of Psycholinguistics in Language

Teaching and Learning
— Maya Khemlani David and David Yoong 221–235

PART 5
GAMES AND ACTIVITIES IN ESL CLASSROOM
17. Language-based Games and Motivation: Using Games in
the ESL Classroom
— Johansen Quijano-Cruz 239–248

18. Dynamic, Interactive Classroom Activities

— Shira Koren 249–259
 Contents vii

19. Games and Students’ Motivation in Foreign Language

Learning
— Justyna Walczak 260–272

PART 6
VOCABULARY DEVELOPMENT

20. Vocabulary Learning through Experience Tasks

— Paul Nation 275–284

21. Enhancing ESL Learners’ Lexical Competence

— Rotimi Taiwo 285–294

22. Morphological Analysis and Vocabulary Development:

Critical Criteria
— Tom S. Bellomo 295–308

23. Mass Media, Language Attitudes and Language Interaction

Phenomena: A Study in Code Switching, Code Mixing and
the Teaching Process
— Aadil Amin Kak and Sajad Hussain Wani 309–324

PART 7
PEDAGOGICAL REORIENTATION OF GRAMMAR

24. Revising Our Paradigm: Teaching Grammar as

Text Inquiry
— Cornelia Paraskevas 327–339

25. A Reflection of Pedagogic Value on Swan’s Design Criteria

and Westney’s Approach to Grammar Teaching
— Roberto Rabbini 340–351

PART 8
DEVELOPING COMMUNICATION SKILLS

26. Developing the Speaking and Writing Skills at

Technical Institutes: A Classroom Investigation with
Suggestions
— S. Joseph Arul Jayraj 355–368

27. Integrating Skills: Business Presentations for Business

Students
— Vanessa Street 369–380
viii Contents

PART 9
MULTICULTURALISM IN ESL

28. Linguistic Migrations: Teaching English in Multicultural

Contexts
— Esterino Adami 383–391

29. Identity Maintenance for Non-Native Speakers of English

— Rebecca Belchamber 392–400

30. Pursuing a Post-Method Pedagogy in English Language

Instruction in India
— Miguel Mantero and Sikarini Majumdar 401–414

31. Understanding and Examining Linguistic Diversity in

American Classrooms
— Charlotte Pass and Miguel Mantero 415–428

32. Crosstalk in Multilingual Interactions among

Non-native Speakers of English
— Svetlana I. Harnisch and Maya Khemlani David 429–443

PART 10
CURRICULUM DEVELOPMENT

33. Universals in the Process of Curriculum Development

in ELT
— E.A. Gamini Fonseka 447–457

34. Communicative Language Teaching: Problems of

Designing Syllabuses and Producing Materials
— Madan M. Sarma 458–470

35. Constructing Curriculum for an Intensive English

Program
— Natalie Hess and Elizabeth Templin 471–483

PART 11
LANGUAGE TESTING

36. Testing Communicative Competence

— Manish A. Vyas and Yogesh L. Patel 487–497

Author Index 499–500

Subject Index 501–502
 FOREWORD

Teaching English as a Second Language: A New Pedagogy for a New

Century is a wonderful collection of a variety of texts from prominent ESL/
EFL educators from around the world. The book is like a buffet of great
dishes from many cultures, many topics, as well as tried and true classics as
well as modern needs. It has rich contributions from authors from such
diverse locations as Nigeria, Japan, China, India, and the US on a variety of
topics ranging from the bread and butter principles of Communicative
Language Teaching to the modern need for teachers to incorporate
multimedia technologies such as podcasting and Computer-Assisted Language
Learning into their English Language Teaching practice in order to make
content memorable, meaningful, and accessible to today’s hungry English
language learners. Other sections focus on the meat and potatoes of content-
based learning and task-based learning, which are so prominent in elementary
and high schools nowadays, as well as innovative grammar teaching
perspectives and the essentials of flavourful vocabulary instruction. The side
dishes of motivation, personal inquiry, games and activities, and also business
English add spice to this meal that make it unforgettable. Such rich variety of
ethnic flavours would not be complete without an emphasis on
multiculturalism in language teaching. The rich main course focuses on the
sometimes hard
to swallow curriculum development and testing, yet the authors are able to
present this content in a palatable and easily digestible manner. Such a
fabulous meal would not be complete without a satisfying desert emphasizing
communication skills, which seems to be one of the most important areas of
ELT nowadays since recent graduates are finding that this is the skill that is
most used in the workplace.
It is my great pleasure to recommend this text for pre-service teachers
who would like a broad panorama of the ELT world as well as for those
seasoned professional who would like to keep abreast of modern trends in
the field.

Dr. Julie Ciancio

Associate Dean
College of Education, Westcliff University
Irvine, California, USA
ix
 PREFACE

It has been nearly six years since the first edition of this book was published
in India and very well-received world-wide. The popular reception of the
book and the growing number of ESL learners across the continents call for
a new edition. In this edition, Chapter 13 and 23 have been rewritten, while
Chapter 30 and 31 have been slightly modified. Nevertheless, when we
contacted the contributors of the first edition for revising their essays, many
of them were in favour of retaining the original ones. The reason, we believe,
being that these essays provide plenty of practical experience to draw upon
and also offer an important insight into different aspects of teaching English
as a second language. It is important to note that the first edition was used as
much in, let us say, a university department in Kerala as in a University in
Israel or the US. While we do not claim that this anthology will provide
immediate answers to the problems of teaching and learning ESL, it will
undoubtedly point a way to begin with.
We thank Dr. Julie Ciancio for kindly agreeing to write a foreword to
this edition. Thanks are also due to Prof. Deepti Gupta, Dr. Rajendrasinh
Jadeja and Dr. Piyush Joshi for their inputs and words of encouragement. We
also thank Ms. Babita Misra and Ms. Ruchira at PHI Learning, Delhi for their
editorial assistance.

MANISH A. VYAS
YOGESH L. PATEL

xi
PREFACE TO THE FIRST EDITION

Much has already been written and talked about teaching English as a Second
Language. One would, therefore, be justified in asking: Why publish another
volume on the subject? A survey of available works in India convinced us
that there was a room for a book for teachers of English that can address the
current issues in teaching English in the non-native context. At first, the
editors had planned to include views of teachers in the Indian sub-continent
only. However, the unprecedented spread and shifts, thanks to globalization,
in teaching ESL in terms of teaching methods, curriculum, and application of
learning theories made us feel the need to incorporate as many diverse voices
as possible. Today, there are more non-native users of English than the native
ones. This has resulted in the use of two varieties of language—what David
Crystal calls “one spoken in one’s home country and a new kind of English
that can be internationally understood”. Keeping this paradigm shift in
view, teachers of English have to equip themselves with new methods and
strategies. At the same time, this shift has generated a demand for teachers
who can teach learners of varied cultures and socio-economic and
psychological backgrounds. This volume is, therefore, an earnest effort to
answer these existing challenges in teaching ESL from the application point
of view.
It is important to define the focus of our attention and the context in
which the term ‘ESL’ is used. As Muriel Saville-Troike in Introducing SLA
aptly defines: “A Second Language is typically an official or societally (we
can also add ‘politically’ and ‘culturally’) dominant language needed for
education, employment and other basic purposes. It is often acquired by
minority group members or immigrants who speak another language
natively.” Our primary aim is, thus, in ESL for teachers who teach English to
the learners whose first language or mother tongue is a language other than
English, who have to use English for social, professional and academic
purposes.
Needless to say, this book does not aim at developing a single coherent
theory or methodology or a communicative model for language teaching.
Nor does it negate existing language theories. At best, it attempts to provide
application-oriented solutions to the problems of teaching ESL. Language
and language learning being a complex phenomenon, there can be no easy
solutions. As Vaishna Narang comments: “A language teacher helping an
adult learn a new language faces a number of problems in handling this

xiii
xiv Preface to the First Edition

complex socio-psychological phenomenon called language, and yet another

complex of socio-psychological processes involved in language learning.”
In this collection of 36 essays by contributors from around 18 countries
across the globe, teachers of English will find a wide variety of themes—
CALL, CLT, ICT, Content Based Instruction, Learners’ Motivation, Cultural
Diversity, Communicative Activities and Games, Developing Communication
Skills, Curriculum Development, and Communicative Testing. Though the
contributors have drawn heavily from their own academic backgrounds, it is
hoped that the insights and suggestions they have provided will also
illuminate the whole of the teacher fraternity, and may also become instru-
mental in establishing a Department of English as a Second Language in
India.
In outlining and designing this book, we are, first and foremost, highly
indebted to all the contributors, whose cooperation, hard work and trust in us
made this book possible. We are personally thankful to Dr. Lixin Xiao who,
despite the devastating earthquake that hit almost the whole of China and his
native land, made it possible to contribute his essay. Our sincere thanks are
also due to Dr. Paul Nation for readily sending his essay and, thus,
encouraged novices like us. How can we forget Dr. Miguel Mantero,
Dr. Ebata Makiko and Dr. Maya David who contributed two chapters and,
thus, helped widen the scope of the book? However, the project had to
face one of its saddest moments caused by the sad demise of one of the
contributors, Late Professor Johanees Eckerth. We deeply regret his untimely
death.
In the end, we would like to thank the Publishers, PHI Learning, for
their careful processing of the manuscript.

MANISH A. VYAS
YOGESH L. PATEL
 LIST OF CONTRIBUTORS

1. Dr. ESTERINO ADAMI is a researcher in English Language and

Translation at the Faculty of Education, University of Turin, Italy. His
areas of specialisation focus on English as a Global Language, Varieties of
English (in particular, Indian English, African Englishes), English for Primary
Teachers, Translation Studies and Anglophone Cultures. He has published
various articles on Indian English, the role of games in ELT, Didactics of
the New Englishes, Postcolonial and Diasporic Literatures in English. Author
of Rushdie, Kureishei, Syal: Essays in Diaspora (2006), he is currently
working on the semiotic analysis of the language of comics.
2. Dr. EMMANUEL T. BABALOLA teaches at the Department of English,
Obafemi Awolowo University, Ile-Ife, Nigeria where he earned PhD in
English Studies. His major areas of research are: contemporary use of the
English language in major domains of language use, language in education
and applied linguistics. He has published seminal papers in Nigeria, United
States of America, Spain, Poland, Finland, and other countries. Dr. Babalola
is also a regular speaker and resource person at workshops and seminars for
English language teachers and a curriculum developer. He is a regular
English language consultant for some leading publishers and print and
electronic media houses in Nigeria, apart from being a regular newspaper
columnist in the country. He is a member of English Studies Association
of Nigeria, Linguistic Association of Nigeria, Reading Association of Nigeria
and a former member of the International Reading Association.
3. Dr. ALEXANDER BARATTA teaches at Manchester Institute of
Education, University of Manchester, UK. He received his PhD in English
Language and Linguistics from the University of Manchester, having
completed his MA in English Composition and Rhetoric in his native
California. He has taught EFL in South Korea, the United States and
the United Kingdom in the area of academic composition, specifically
focusing on how writers reveal themselves within their academic essays
(an area known as writer stance). He is also the author of a book entitled
Visual Writing.
4. REBECCA BELCHAMBER teaches at the University of Adelaide, in the
Academic Preparation Programme, the Pre-Enrolment English Program
(PEP). She is pursuing her PhD on identity issues for Saudi Arabian students
studying abroad in Australia.

xv
xvi List of Contributors

5. Dr. TOM BELLOMO teaches at the Department of English Daytona State

College, Deltona, Florida. Earlier, he taught ESOL/EAP at a college in
Florida for 12 years and graduate level applied linguistics at the University
of Central Florida and Stetson University. He had also been the Head of
Adul ESOL department in New York and also taught in Spain.
6. DAVID YOONG SOON CHYE is a Malaysian Ministry of Higher
Education scholarship awardee who is currently doing his doctorate at
La Trobe University, Australia. In addition to Discourse Analysis, his areas
of research are Critical Discourse Analysis, Social Psychology, Sociology,
Photography, Photojournalism and Musicology.
7. Dr. MAYA KHEMLANI DAVID, Faculty of Languages and Linguistics,
University of Malaya, is an Honorary Fellow of the Chartered Institute of
Linguistics, United Kingdom and an adjunct Professor at Universiti Putra,
Malaysia. She has written A Guide for the English Language Teacher: A
Malaysian Perspective, The Sindhis of Malaysia: A Sociolinguistic Account
along with other co-authored and co-edited works such as Language and
the Power of Media, Teaching of English in Second and Foreign Language
Settings: Focus on Malaysia and Developing Reading Skills. As a
sociolinguist, she has a special interest in cross-cultural communication and
the role of language in establishing and maintaining peace and national
unity. Dr. David is the Linguapax Prize Winner for 2007.
8. Dr. VENKATARAMANAN DURAIRAJ teaches at the Department of
English, University of Madras, Chennai. He earned his PhD and M.Phil
from University of Madras. He had been an Assistant Editor with Orient
Longman, Chennai for four years as well as sub-editor with The Indian
Express and wrote Book Reviews. In addition to these, he has presented
and published papers on Curriculum, Canadian English, Postmodernism
and Canadian Literature. His areas of expertise are Russian Studies,
Postmodernism and ELT.
9. Dr. MAKIKO EBATA teaches English as a Second/Foreign Language at
Digital Hollywood University, Tokyo. Her field of expertise is in Content
Based Instruction, motivation and teacher-education.
10. SIMON COFFEY is a Lecturer in Language Education at King’s
College, London. He has worked in second and foreign language teaching
for many years as a teacher and researcher. Recently, I have been
exploring the impact of language learning as a situated social practice in
specific contexts: in the school-family nexus as a social practice among
London adolescents of different socio-economic groups, and as a personal
and professional identity marker in adult migrants (French ex-pats in
London).
11. Dr. EDIRISNIGHA ARACHCHIGE GAMINI FONSEKA is Head of
ELTU at the University of Ruhuna, Sri Lanka. A specialist in Teaching
 List of Contributors xvii

Language through Literature, he has authored three series of a study guides

for the Sri Lanka GEC (‘O’ Level) and (‘A’ Level) Examinations in English
Literature and produced a number of academic papers and articles. His
interests are oral literature, orality, learner autonomy, applied linguistics,
stylistics, and cross culture. Besides, he is a scholar, writer, teacher educator,
lecturer and an amateur dramatist, singer, cartoonist, painter, and storyteller.
12. Ms. ANNE FOX is a Briton living in Denmark since 1993. After gaining
her TEFL MA she became an English teacher specializing in technical
English for local, and international companies and runs her own business
offering EFL training and teacher training consultancy mainly in the areas
of digital learning especially in languages and intercultural communication.
She has over 15 years experience as partner, external quality advisor,
evaluator and manager (including VITAE) in various international
educational projects. She is co-host of the Absolutely Intercultural podcast.
13. Dr. DEEPTI GUPTA is Professor, Department of English, Panjab
University, Chandigarh, India. She has an M.Phil. in Stylistics and a PhD
in ELT. She has been widely published in both national and international
journals. She has presented papers in Singapore and South Korea, where
she was a panelist in the panel discussion on ELT in India. Besides, she is
also a member of English Language Teachers Association of India (ELTAI),
International Association of Teachers of English as a Foreign Language
(IATEFL), Associate Editor for Asian EFL Journal and Profile Research
Journal, Columbia.
14. Dr. SVETLANA I. HARNISCH is the Head of All-Russian Scientific
Permanent Working Seminar on Knowledge Society: Sociological Aspect.
She is a doctorate in General Linguistics and Socio-linguistics, USSR
Academy of Sciences, Institute of Linguistics, Moscow. She had been on
the Chair of Soviet Research Committee on Socio-linguistics, Soviet
Sociological Association, and Academy of Sciences, USSR. She has more
than 100 publications including three monographs and two manuals to her
credit. Her areas of expertise include Sociology of Communication,
Philosophy of Language, Economy of Knowledge, Socio-linguistics,
Language Policy, Language Planning. Code-switching and Cross Talk.
15. Dr. NATALIE B. HESS is an Associate Professor of Bilingual Multicultural
Education and ESL at Northern Arizona University in Yuma. She has
authored and co-authored several ESL textbooks and teacher resource books
and has been a teacher-educator in six countries.
16. Professor MARGARET HORRIGAN has been an English language
teacher since 1991. She teaches adults and children and is a Cambridge
ESOL DELTA, CELTA and CELTYL trainer at International House and
a teacher of EAP courses at the LUISS University in Rome. She is currently
the head of teacher training at IH Rome.
xviii List of Contributors

17. Dr. S. JOSEPH ARUL JAYRAJ, PhD in Applied Linguistics, is a Reader

in the Department of English, St. Joseph’s College, Tiruchirappalli, India.
He has co-authored, edited and published articles on a number of themes
of ELT as well as literature. In addition to this, he has also participated in
national and international seminars and workshops. He is a member of
English Language Teachers’ Association of India (ELTAI).
18. Dr. AADIL AMIN KAK teaches at the Department of Linguistics,
University of Kashmir, India. He earned his PhD from the University of
Delhi. He has co-authored three books and has published and presented
numerous articles in different national and international conferences and
journals. Among several books, Dr. Kak has authored are: Keshir Zabaan:
Akh Grammari Vetsnai (Kashmiri Language: A Grammatical Description),
The Attitude of Islam Towards Science and Philosophy and Introduction to
English Phonetics and Phonology. He specializes in Syntax, Computational
Linguistics, Language Acquisition and Socio-linguistics.
19. Dr. SHIRA KOREN is on the editorial board of Novitas-Royal: Research
on Youth and Language (a refereed electronic journal) as of 2007. She has
an MA and a PhD in Applied Linguistics and a teaching certificate in
English. She has been teaching reading comprehension and academic writing
in English at Bar Ilan University, Israel since 1980. She has published
articles both in linguistics and children’s literature in several journals and
has also published five children’s books in Hebrew. She has developed
computer programs for the purpose of sharing material with her colleagues,
and a program for reading comprehension of academic material (TEXTFUN)
on the Internet. Her research interests include musicality and acquisition of
pronunciation, motivation and attitude to L2, vocabulary learning, dictionary
use, note-taking, dynamic teaching of FL, modern fairy tales and parodies
and gender studies.
20. Dr. CONSTANT LEUNG is a Professor of Educational Linguistics, King’s
College, London. His academic and research interests include classroom
pedagogy, content and language-integrated curriculum development,
language assessment, and language policy. He also serves on the Editorial
Boards of four international journals: Language Assessment Quarterly,
Language and Education, Prospect, and TESOL Quarterly
21. Mrs. SIKARINI MAJUMDAR is currently a PhD candidate in the College
of Education at the University of Alabama. Her research interests lie in
English language policy, multicultural education and international education.
22. Dr. MIGUEL MANTERO is an Associate Professor of Educational
Linguistics and Chair of the Department of Curriculum and Instruction in
the College of Education at the University of Alabama. His research and
publications focus on the discourse practices of language classrooms, the
role of cognition in second language acquisition, and identity and second
language learning.
 List of Contributors xix

23. Dr. P. BHASKARAN NAIR is a Reader in ELT, Pondicherry Central

University, India. He earned his PhD in ELT from English and Foreign
Languages University, Hyderabad (earlier known as Central Institute of
English & Foreign Languages). He has edited and authored various books,
which have been prescribed by various state textbook boards and universities.
24. Dr. PAUL NATION is a renowned Professor of Applied Linguistics in the
School of Linguistics and Applied Language Studies at Victoria University
of Wellington, New Zealand. He has taught in Indonesia, Thailand, the
United States, Finland, and Japan. He specializes in language teaching
methodology and vocabulary learning. His latest books include Learning
Vocabulary in Another Language (2001), Focus on Vocabulary (2007), and
Teaching Vocabulary: Strategies and Techniques (2008). His forthcoming
books are Teaching ESL/EFL Listening and Speaking (with Jonathan
Newton) and Teaching ESL/EFL Reading and Writing (Routledge).
25. Dr. INDIRA NITYANANDAM retired as Principal, Smt. S.R. Mehta Arts
College, Ahmedabad, Gujarat, India. She has been teaching ELT and English
literature for last more than three decades. Being a versatile and prolific
scholar, she has published six books and more than 25 research papers on
ELT, translation studies and women’s writings. She is also a recognized
M.Phil. and PhD guide at the Gujarat University, Ahmedabad.
26. Dr. CORNELIA PARASKEVAS is a Professor of English at Western
Oregon University, where she teaches courses in Introductory Linguistics,
Basic Grammar, Teaching Writing, History of English, Grammar and
Writing. She completed her MA and PhD in Theoretical Linguistics at the
University of Kansas. Her research interests include the contact zone between
linguistics and writing, educational linguistics, teaching writing, language
and immigration.
27. Dr. CHARLOTTE PASS is a PhD in Curriculum and Instruction from the
College of Education in the University of Alabama. Her research interests
are teacher education and English as a second language pedagogy. Currently,
she works at the Department of English, Stillman College, Tuscaloosa,
Alabama.
28. Dr. JOHANSEN QUIJANO-CRUZ is a Professor of English at the Center
of Multidisciplinary Studies in Puerto Rico. He successfully completed his
studies in the Teaching of English as a Second Language in the University
of Puerto Rico, and is currently preparing to complete a second graduate
degree in Romantic and Victorian Literature. He has published articles on
games and education in a number of journals and enjoys doing research in
games and education, and student attitudes and motivation.
29. Professor ROBERTO RABBINI teaches communication, writing and cross-
cultural courses full time at Seigakuin University and part-time at Bunka
Women’s University and Tokyo University, Japan. He is an MA in
xx List of Contributors

Linguistics (TESOL) from the University of Surrey (UK). He has published

and presented extensively in the field of applied linguistics and his research
interests include cross-cultural psychology and bilinguistic development.
Professor Rabbini is also a co-author of the communicative textbook Out
Front and has co-written popular textbooks for Oxford University Press.
He has been the President of the JALT Omiya Chapter and helped establish
the first EFL podcast in Japan in 2003, which currently has a global audience
of 17,000 listeners.
30. Dr. MADAN M. SARMA is Professor and Head of the Department of
English and Foreign Languages at Tezpur University, Assam, India. He has
been involved in ESL programme designing at various levels in Assam;
helping in designing syllabuses and producing materials that are implemented
and used in all government-aided schools in Assam. He has also designed
CLT-oriented courses for undergraduate programmes. He has written a
book on spoken English for Assamese-speaking students and has recently
completed a major research project in ELT. His areas of interest are: ELT
and applied linguistics, translation, critical theory and new literatures in
English. He is an established creative writer and critic of Assamese and is
also a translator.
31. Dr. MIRIAM SCHCOLNIK recently retired from the Division of Foreign
Languages at Tel Aviv University, where she developed and directed the
Multimedia Language Learning Center and coordinated and taught courses
of English for Academic Purposes for three decades. She also designed and
taught a graduate course on Computer Technology and Language Learning
in the Tel Aviv University TESOL program for international students. Her
areas of specialization are educational evaluation, instructional design and
computer technology in education. Her research interests are e-reading and
e-learning, computer mediated communication, and the use of technology
in traditional and alternative language assessment. She has published
numerous textbooks, teacher resource books and articles and has designed
and developed many language learning software packages and online learning
environments. She is webmaster of the IFAW (Israel Forum for Academic
Writing) website (http://mschcolnik.wix.com/ifaw).
32. Dr. VANESSA STREET has a PhD in Education (Autonomous Language
Learning and the Computer) from the University of Kent, UK, and has
been working at the Université du Littoral Côte d’Opale, France. Her research
interests include the interface between learning and technology, CLIL
(Content and Language Integrated Learning), English language teaching
methodology and EAP (English for Academic Purposes).
33. Dr. ROTIMI TAIWO teaches at the Department of English, Obafermi
Awolowo University, Ile-Ife. His areas of interest are Text and Discourse
Analysis and Applied English Syntax . He has published in Nordic Journal
of African Studies, Linguistik Online, California Linguistic Notes, Issues in
Political Discourse Analysis. The Internet TESLJ International Journal of
 List of Contributors xxi

Language Culture and Society, Ife Studies in English Language, and so

forth. He has co-edited two books: Towards the Understanding of Discourse
Strategies and Perspectives on Media Discourse and is currently editing a
handbook titled: Handbook of Research on Discourse Behavior and Digital
Communication: Language Structures and Social Interaction. Dr. Taiwo is
also a consulting editor for Linguistik Online and a member of the editorial
board of the International Journal of Language, Society and Culture.
34. Professor ELIZABETH TEMPLIN has recently retired as the Assistant
Director of the Centre for English as a Second Language, the University of
Arizona.
35. Dr. RICHARD WATSON TODD is an Associate Professor of Applied
Linguistics at King Mongkut’s University of Technology, Thonburi. He
holds a PhD from the University of Liverpool and is the author of numerous
articles and books, most recently, Much Ado about English (Nicholas Brealey
Publishing).
36. Professor S. VIJAYALAKSHMI has fifteen years of teaching experience
and has handled diverse subjects like technical English, general English,
communication skills, soft skills, professional ethics and business
communication. Her forte is vocabulary enhancement techniques and CASLA
(Computer Assisted Second Language Acquisition). She has specialized in
English Language Teaching and is pursuing her PhD in the field of
technology for language learning. She is a Senior Lecturer in English,
School of Science and Humanities, VIT University, Tamil Nadu, India.
37. JUSTYNA WALCZAK is a teacher of English in Poland. She is widely
published in reputed ELT journals.
38. SAJAD H. WANI teaches at the Department of Linguistics, University of
Kashmir, and is also an academic counsellor with Indira Gandhi National
Open University, New Delhi. He earned his MPhil in Linguistics from the
University of Kashmir. He has contributed to some journals and has also
presented papers in various national and international conferences.
39. Dr. LIXIN XIAO is a Professor of English Language Education and
Intercultural Communication at School of Foreign Languages, Tianjin
Polytechnic University, P.R. China. He holds a PhD in L2 & EFL Education
from the School of Applied Language and Intercultural Studies, Dublin
City University, Ireland. He has been teaching English as a Foreign Language
at university level in China for over 20 years, and has research and teaching
experience in Canada and Ireland. His main research interests include
teaching methodology, CLT application in China, critical thinking
development in EFL education and ESP. His most recent publications
appeared in Journal of Asia TEFL (2005, 2007), Journal of Asian EFL
(2006), (2009 forthcoming), The Nankai Linguistics Journal (2007),
Communicative Competence and Critical Thinking (Tianjin People’s Press,
2006).

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