teaching english as a second language

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

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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 1.

xi

English: Aladdin’s Magic Lamp — Venkataramanan Durairaj

1–4

PART 1 COMMUNICATIVE LANGUAGE TEACHING IN ESL CONTEXT 2.

3.

4.

5.

What Can We Learn from Classroom Observations?: A Study of CLT in a Chinese University Context — Lixin Xiao

7–44

Communicative Language Teaching and English Language Teaching in Nigeria — Emmanuel Taiwo Babalola

45–56

Communicative Language Teaching: An Indian Teacher Resolves a Methodology Dilemma — Deepti Gupta

57–68

Integrating ICT in the Language Classroom: An Intercultural Journey? — Anne Fox

69–86

PART 2 MULTIMEDIA IN ELT 6. 7.

Computer-Assisted Language Learning: Its Future — Richard Watson Todd Podcasting: An Effective Tool for Language Learning — S. Vijayalakshmi v

89–99 100–104

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8.

Making Language Teaching Relevant for the Digital Age — Miriam Schcolnik

105–125

PART 3 CONTENT BASED INSTRUCTION (CBI) 9. 10. 11.

Content-Based Instruction — Makiko Ebata

129–135

Familiarity and Planning in Task-based Learning — Margaret Horrigan

136–161

A Fine ‘How Do You Do’: Contextual Factors within English Greetings — Alex Baratta

162–179

PART 4 FACTORS AFFECTING ESL TEACHING 12.

13.

Motivation and Demotivation Factors in Language Learning — Makiko Ebata

183–193

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

Applying Knowledge of Psycholinguistics in Language Teaching and Learning — Maya Khemlani David and David Yoong

221–235

16.

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

19.

Games and Students’ Motivation in Foreign Language Learning — Justyna Walczak

vii

260–272

PART 6 VOCABULARY DEVELOPMENT 20. 21. 22.

23.

Vocabulary Learning through Experience Tasks — Paul Nation

275–284

Enhancing ESL Learners’ Lexical Competence — Rotimi Taiwo

285–294

Morphological Analysis and Vocabulary Development: Critical Criteria — Tom S. Bellomo

295–308

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.

25.

Revising Our Paradigm: Teaching Grammar as Text Inquiry — Cornelia Paraskevas

327–339

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.

27.

Developing the Speaking and Writing Skills at Technical Institutes: A Classroom Investigation with Suggestions — S. Joseph Arul Jayraj

355–368

Integrating Skills: Business Presentations for Business Students — Vanessa Street

369–380

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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

Understanding and Examining Linguistic Diversity in American Classrooms — Charlotte Pass and Miguel Mantero

415–428

Crosstalk in Multilingual Interactions among Non-native Speakers of English — Svetlana I. Harnisch and Maya Khemlani David

429–443

31.

32.

PART 10 CURRICULUM DEVELOPMENT 33.

34.

35.

Universals in the Process of Curriculum Development in ELT — E.A. Gamini Fonseka

447–457

Communicative Language Teaching: Problems of Designing Syllabuses and Producing Materials — Madan M. Sarma

458–470

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 contentbased 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

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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 instrumental 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.

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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.

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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 crosscultural 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

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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).