WHAT
IS HIS BACKGROUND?
Employment
Education
Honors, awards, and grants
WHAT
HAS HE PUBLISHED?
Scholarly
books and monographs
Chapters in scholarly books and monographs
Refereed journal articles
Media
WHAT
HAS HE PRESENTED?
Invited
talks
Presentations
WHAT
IS HE DOING NOW?
Major
research projects
Other research projects
Editing projects
WHAT
IS HIS MAJOR PROFESSIONAL COMMITMENT?
TESOL
Service
WHAT
COURSES DOES HE TEACH?
English
613: Methods in TESOL
English 596j: Research Design in SLA
English 596o: Academic Writing in ESL
English 596o: Syllabus Design and Curriculum
Development
English 620: Cultural Dimmensions in SLA
English 255: Introduction to Linguistics
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to top
Employment
Associate
Professor, English Language/Linguistics (EL/L), Department
of English, Second Language Acquisition and Teaching (SLAT)
Interdisciplinary Program, University
of Arizona, 2003 --
Assistant
Professor, English Language/Linguistics (EL/L), English Department,
Second Language Acquisition and Teaching (SLAT) Interdisciplinary
Program, University of Arizona, 1998-2003
Visiting Assistant Professor, Foreign
and Second Language Education, School of Teaching and Learning, The
Ohio State University, 1997-1998
Academic
Program Specialist, ESL
Composition Program, The Ohio State University, 1996-1997
Lecturer,
English Department, Suzhou
University, Suzhou, China, 1982-1991
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to top
Education
Doctor
of Philosophy, Foreign
and Second Language Education, The
Ohio State University, Columbus, Ohio, 1996
Master
of Education, Curriculum and Instruction, East
China Normal University, Shanghai, China, 1989
Bachelor
of Arts, English Language and Literature, Suzhou
University, Suzhou, China, 1982
Major
field: Foreign and Second Language Education specializing in Second
Language Acquisition and Teaching
Minor
field: Drama in Language Education
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Honors,
awards, and grants
Is “the
earlier, the better”? Investigating the effects of earlier
English education in China, a 2002-2003 National Academy
of Education/Spencer Postdoctoral Fellowship ($50,000) by The
National Academy of Education/Spencer Postdoctoral Fellowship
Program http://www.nae.nyu.edu/spencer/application.htm,
September 1, 2002.
COH
Career Development Fund, College of Humanities, University of Arizona,
summer, 2002
Investigating
adaptive cultural transformation competence among Chinese students
in an American university, a research grant ($25,000) by American
Educational Research Association, fall, 2001.
Foreign
Travel Grant by International Affairs, University of Arizona, in
fall, 2001
"Computerized
writing resources for English as a Second Language (ESL) students
and instructors," a New Learning Environments and Instructional
Technology Grant ($20,000) funded by University Learning Technologies
Partnership Coordination Office in spring, 1999. (Collaborated with
Randy Sadler and Paula Gunder), http://www.gened.arizona.edu/eslweb
"Teaching
methods, language skills, and learning contexts -- Teachers' perceptions
of language teaching in the 21st century," an Individual Research
Grant ($3000) funded by HRI in spring, 1999.
"Testing
the effects of collaborative writing software on peer comments and
revision in a mixed-section composition class in the COHLab," a
HTI/HRI Joint Grant ($3000) funded by the College of Humanities in
spring, 1999.
Teachers
of English to the Speakers of Other Languages (TESOL) Newbury House
Award for Excellence in Teaching, 1999
TESOL
Professional Development Scholarship, 1999
"Testing
the effects of comic strips on adult language learners," a small
grant ($5000) funded by the Office of the Vice President of Research
in fall, 1998.
Graduate
Student Alumni Research Award, The Ohio State University, 1995
TESOL
Award, The United States Information Agency (USIA) Travel Grant,
1994
Outstanding
Research Paper Award, Seventh Graduate Research Forum, The Ohio State
University, 1993
Award
for Teaching Excellence, Suzhou University, Suzhou, China, 1989
Provincial
Award for Excellence in University Research, Jiangsu, China, 1985
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Publications
Scholarly
books and monographs
Peer
Response in Second Language Writing Classrooms.
Published in May 2002 by Michigan University Press, Ann Arbor, MI. (182 pp.),
co-authored with J. Hansen.
Asian
Students’ Classroom Communication Patterns in U.S. Universities.
Published in October 2001 by Greenwood Publishing Group, Inc.
Westport, CT. (270 pp.)
The
following textbooks and teacher resource books were published in
China:
English
Conversation for Businessmen. China Radio and TV Production
Press. Beijing, China. 1992 (co-authored with W. Wang). 130 pp.
Manual
of High School English Teachers in China. Hunan Education
Press. Hunan, China. 1991 (co-edited with T. Wu et al.). 551
pp.
English
Methodology. Higher Education Press, Beijing, China. 1990
(co-authored with C. T. Wu et al.). 300 pp.
Reading
Comprehension. Zhejiang Education Press. Zhejiang, China.
1990 (co-authored with S. H. Wan et al.). 221 pp.
A
Collection of English Games. People’s Education Press.
Beijing, China. 1990. 145 pp.
Cloze
Test 100. Translation Publishing House. Shanghai, China.
1989. 160 pp.
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Chapters
in scholarly books and monographs
Process
drama in second/foreign language classrooms. In G. Brauer, Ed., Body
and Language: Intercultural Learning Through Drama. Greenwood
Publishing Group Inc. 2002, Pp. 147-65.
My
writing from Chinese to English: Cultural transformation. In D. Belcher & U.
Connor, Eds., Reflections on Multiliterate Lives. Clevedon,
UK: Multilingual Matters, 2001. Pp. 121- 31.
From
their own perspectives: The impact of NNS professionals in ESL on
their students. In G. Braine, Ed., Voices and Visions: Non-Native
Educators in ELT. New Jersey: Lawrence Erbaum Associations,
Inc., 1999. Pp. 159-76.
Peer
reviews with the instructor: Seeking alternatives. In J. C. Richards,
Ed., Teaching in action: Case studies from second language classrooms.
Alexandria, VA: TESOL, 1998. Pp. 236-40.
Helping
two advanced ESL learners improve English speaking abilities. (Co-authored
with K. Samimy). In J. C. Richards, Ed., Teaching in action:
Case studies from second language classrooms. Alexandria, VA:
TESOL, 1998. Pp. 321-24.
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Refereed
journal articles
The
effect and affect of peer response in electronic versus traditional
modes on ESL writers’ revisions (co-authored with Randy Sadler).
30pp.
(Forthcoming in Journal of English for Academic Purposes).
Negotiating
silence in American classrooms: Three Chinese cases. Language
and Intercultural Communication. 2(1), 37-54, June 2002.
Reconceptualizing
English language teaching in the 21st century. Foreign Language
Teaching in Schools (FLTS), 25(1), 7-11, & 25(2), 1-5, 2002.
Confessions
of a nonnative English-speaking professional. CATESOL Journal,
13(1), 53-58, 2001.
Constructing
Chinese faces in American classrooms. Asian Journal of English
Language Teaching, 11, 1-18, October 2001.
The
power of Readers’ Theater: From reading to writing. ELT
Journal, 54(4), 354-61, October 2000.
Understanding
Asian students’ oral participation modes in American classrooms. Journal
of Asian Pacific Communications, 10(1), 155-89, 2000.
Methodological
options for language classroom teacher-researchers. Journal of
Intensive English Studies, 13, 19-33, Spring/Fall, 1999.
Nonnative
English-speaking professionals in TESOL. TESOL Quarterly 33(1),
85-102, Spring, 1999.
Social
identity and language: Theoretical and methodological issues (Co-authored
with J. G. Hansen). TESOL Quarterly, 31(3), 567-75, Autumn,
1997.
A
Comparative study of selected United States and Japanese first-grade
mathematics textbooks. (Co-authored with K. Samimy). Focus on
Learning Problems in Mathematics. 19(2), 1-13, Spring, 1997.
Factors
affecting oral classroom participation of international graduate
students in ESL settings. (Co-authored with L. F. Kuo). Educational
Research Quarterly, 19(4), 43-62, 1996.
Culture
transformation: Presenting Chinese culture as an insider. Ohio
Journal of the English Language Arts (OJELA), 67-72, Spring/Summer
Issue, 1996.
Educating
Japanese teachers in the twenty-first century. (Co-authored with
K. Samimy and Y. Saito). AAJ Occasional Papers, 1, 1-24,
Summer, 1996.
Educating
Japanese language teachers for the twenty-first century: An interview
with experts in teacher education. (Co-authored with K. Samimy, & Y.
Saito). Proceedings of the 1995 ATJ Conference on literature,
language and pedagogy (20-33). Middlebury: The Association of
Teachers of Japanese, 1995.
Introducing
jokes into the language classroom. Ohio TESOL Newsletter,
19(1), 15-8, Winter, 1994.
GAMBARE,
AMAE and GIRI: A cultural explanation for Japanese children’s
success in mathematics. (Co-authored with K. Samimy & K. Matsuta). Journal
of Mathematical Behavior, 13(3), 261-71, September 1994.
Jokes?
Yes, jokes! Reflections of the Ohio Drama Education Exchange,
1-14, March 1994.
The
following journal articles were published in Chinese:
Rethinking
English language teaching in China in the new century. Chinese
School English Notes, 1-12, January 2002,
Functional
analysis of music in Suggestopedia. Media in Foreign
Language Instruction. December 1990.
10 pp.
Understanding
the eclectic approach -- the trend in TEFL. University Education
FORUM, April 1990. 6 pp.
The
effective foreign language teaching through authentic listening. Audio-Visual
Foreign Language Teaching, November 1989. 12 pp.
Two
crucial points on TEFL in the past forty years in China. English
Teaching & Research Notes (ET&RN). October 1989. 7 pp.
Inference--a
process in learning and using a language. Research Notes on Foreign
Language Teaching Methodology in North China. July 1989. 13
pp.
Helping
EFL students write effectively. English Coaching. June 1989. 8 pp.
Introduction
to the reform movement in TEFL. ET&RN. June 1989. 11 pp.
Theory
and practice in TEFL in China. Higher Education FORUM. December
1988. 15 pp.
Language
arts and audio-visual approach. High School English Teaching
Notes. August 1988. 6 pp.
The
International Phonetic Alphabet and its use in TEFL in China -- marking
the celebration of its 100th anniversary (1888-1988). Foreign
Languages. September 1988. 13 pp.
Reflections
on the experimental research on Suggestopedia. ET&RN.
April 1988. 14 pp.
An
analytical review of recent TEFL publications in China. ET&RN.
March 1988. 10 pp.
On
the reform of TEFL in Chinese schools. Foreign Languages World.
April 1986. 8 pp.
An
experimental research report on Suggestopedia as applied in a Chinese
school. ET&RN. January 1986. 12 pp.
On
the principle of utilizing the native language in FLT. Fujian
Foreign Languages. April 1985. 8 pp.
Maximizing
the use of tape-recorders in language classrooms. English Teaching
in Schools. April 1985. 6 pp.
On
the effectiveness of feedback in the language classroom. Jiangsu
Education. March 1984. 6 pp.
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Media
Slides
for high school English textbooks (780
slides in all). East China Normal University. Shanghai, China.
1988.
What
a story! (2 cassettes accompanied by music). People’s
Education Press, Beijing, China. 1987.
English
for fun (4 cassettes plus a book). Beijing Education Video/Visual
Press. Beijing, China. 1987.
Situational
conversations (4 cassettes). Beijing Education Video/Visual
Press. Beijing, China. 1986.
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Invited
talks
Negotiating
Chinese silence in American classrooms.
Plenary
speech at 21st Century International Forum on English Language Teaching,
April 11, 2003,
Nanjing, China
Coping
strategies of Chinese students in American universities.
Nanjing
University of Technology, April 9, 2003, Nanjing, China
American
professors’ advice on application materials by Chinese students.
Nanjing
University of Forest, April 11, 2003, Nanjing, China
Introduction
to American education system and suggestions for educational innovation
in China.
No. 2 Tuenxi Middle School, April
15, 2003, Anhui, China
From
an EFL learner to an ESL leader: Reflections in a nonnative voice.
Featured speech at 2003 TESOL Convention in Baltimore, Maryland. USA
Adaptive
Cultural Transformation Competence: A journal that starts from
zero.
Invited talk to students at Arizona International College, University of Arizona,
(Oct. 28, 2002).
Application
of Content-based instruction in China: Opportunities and challenges.
Kunshan Experimental School, Jiangsu, China (Sept. 29, 2002)
Teaching
English around the world: Beyond conventional models.
Suzhou
Foreign Language School, Jiangsu, China (Sept. 28, 2002)
US professors’ reactions to Chinese students’ application
materials.
New Oriental School, Shanghai, China
(Sept. 27, 2002)
New
developments in teaching L2 reading and writing.
Wangshan School
District, Anhui, China (Sept. 24, 2002)
L2
reading and writing connections: A model China needs to follow.
Haidian Teachers Education College, Beijing, China (Sept. 21, 2002)
Survival
skills of Chinese students in US. |
Chaoyang Foreign
Language School, Beijing (Sept. 20, 2002)
Teaching
English in China: Past, Present, and Future.
Inaugural address at Second Language Acquisition and Teaching (SLAT) colloquia,
University of Arizona (Sept. 7, 2002)
Current
trends in L2 reading research and teaching.
Featured speech at China Daily summer institute, Chengdu, China (August 3,
2002)
A
piece on silence.
Plenary speech at AZTESOL in Tucson (April 27, 2002)
Report
on an international survey on language teaching methods.
SLAT colloquium, Nov. 2001.
Language
teaching methods in the 21st century.
Keynote speech at the 12th Annual Convention of the National English Teaching
and Research Association in Hangzhou, China, Oct. 2001.
Constructing
Chinese faces in American classrooms.
The 1st Friday Series in the English Department at the University of Arizona,
Nov. 2000
Language
teaching methods at work.
Tohono O'odham Reservation in Sells, Arizona, in January 2000.
Second
Language Acquisition -- Reassessing teaching methods: What works.
Lincoln Elementary School in Nogales, Arizona, Nov. 1999.
A
case of five cases: Methodological options.
SLAT colloquium, Sept. 1999.
Issues
in ESL writing
A TESOL breakfast seminar (with D. Ferris, J. Reid) at the 1999 TESOL Convention,
New York, New York.
Self-cultivation
and self-empowerment: From a TA to an Academic Program Specialist.
A colloquium on NNS TESOL professionals (with G. Braine, S. Canagarajah,
and
M. Ode) at the 1997 TESOL Convention, Orlando, Florida.
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Presentations
Research
into practice: the role of grammar in developing ESL materials
and conducting ESL classes.
Board-sponsored session organized for TESOL 03 in Baltimore, Maryland.
(Other panelists include Simon Borg, Doug Brown, Patsy Duff, Rod Ellis, Sue
Jones, Michael McCarthy, and Jack Richards)
Re/examining
curricula in MA TESOL programs.
Spotlight session organized for TESOL 03 in Baltimore, Maryland.
(Other panelists include Kathi Bailey, Donald Freeman, Karen Johnson, David
Nunan, and Jack Richards)
Dilemma
in teaching English in China.
Colloquium organized for TESOL 03 in Baltimore, Maryland.
(Other panelists include Yafu Gong, Li Li, and Shaoqian Luo)
Chinese female roommates: Developing adaptive cultural transformation competence
beyond classrooms in an American university.
Knowledge and Discourse 2 (KD2). The University of Hong Kong, July 28, 2002
Publishing
strategies for NNSs from two perspectives.
Paper presented with D. Belcher at TESOL (April 2002) in Salt Lake City, Utah.
Current/recurrent
issues in teaching multilingual writers.
Colloquium with D. Belcher, M. Erickson, D. Ferris, L. Goldstein, and R. Kubota
at TESOL (April 2002), Salt Lake City, Utah.
Dual
perspectives on non-native speakers’ publishing strategies.
Paper with D. Belcher at CCCC (March 2002), Chicago, Illinois.
Multilingual
students and teachers connect: Literacies across the streets.
Panel with G. Schwartz, B. Wang, and R. Sadler at CCCC (March 2002) in Chicago,
Illinois.
Co-constructing
academic discourse from the periphery.
Paper presented at GURT (the Georgetown University Round Table) in Washington
D.C. (March 2001).
NNES
teachers teaching NES freshman composition.
Paper presented at CCCC (March 2001), Denver, Corolado.
Issue
in teaching multilingual writers.
Colloquium organized and presented with U. Connor, J. Hansen, and A. Hirvela
at TESOL (March 2001), St. Louis, Missouri.
Level-of-processing
effects on ESL reading comprehension tasks.
Paper presented at AAAL (March 2001) in St. Louis, Missouri.
An
international survey on language teaching methods.
Paper presented with J. Richards at TESOL (March 2001), St. Louis, Missouri.
Chinese
TESOLers’ centripetal participation in scholarly publication.
Colloquium organized and presented with W. Zhu, H. Sun, & D. L. Liu at
TESOL (March 2001), St. Louis, Missouri.
Research
on Non-native English Speakers at TESOL.
Colloquium organized for TESOL (March 2000), Vancouver, British Columbia, Canada.
Issues
in teaching MA TESOL methods courses.
Colloquium organized for TESOL (March 2000), Vancouver, British Columbia, Canada
(with J. Richards, R. Day, A. Burns, K. Johnson, D. Mendelson).
Comic
strips and reading comprehension.
Paper accepted for presentation at AAAL (March 2000), Vancouver, British Columbia,
Canada.
Testing
the effects of comic strips on L2 learners’ reading comprehension.
Paper presented at Ohio TESOL conference (October 1999), Columbus, Ohio.
Enhancing
L2 reading comprehension through comic strips.
Paper presented at AZ-TESOL mini conference (September 1999), Tucson, Arizona.
The
effects of Readers Theater on ESL writing.
Paper presented at the 1999 TESOL Convention, New York, New York.
Empowering
graduate students through author-reader networking.
Colloquium organized and presented at 1999 TESOL Convention, New York, New
York (with K. Bashir-Ali, H. Raymond, and S. Panferov).
ESL
students’ interaction beyond language classrooms.
Colloquium organized and presented at the 1998 TESOL Convention, Seattle, Washington
(with D. Belcher, J. Hansen, D. Ferris, and J. Richards).
The
effects of NNS professionals on ESL learners.
Colloquium organized and presented at the 1998 TESOL Convention, Seattle, Washington
(with E. Carreon, J. Hansen, D. Lee, M. Nzwanga, and M. Stephan).
Acculturation
and SLA: Current research.
Colloquium presented at the 1998 TESOL Convention, Seattle, Washington (with
J. Hansen, S. Panferov, K. Samimy, K. Walsh, and J. Schumann).
Colloquium
on literature and composition instruction.
Colloquium presented at the 1998 TESOL Convention, Seattle, Washington (with
D. Belcher, A. Hirvela, G. McDonald, and H. Pierson).
Readers’ Theater
and literature-composition instruction.
Panel presentation at the 1998 Conference on College Composition and Communication
(CCCC), Chicago, Illinois (with A. Hirvela and D. Belcher).
Beyond
fossilization: A case study of two adult ESL learners.
Paper presented at 1997 Second Language Research Forum (SLRF), Michigan State
University, East Lansing, Michigan.
Experiencing
the power of Readers Theater in ESL classrooms.
Workshop at Ohio TESOL Spring Conference (March 1997) in Bowling Green, Ohio.
Social
identity and literacy: Dual perspectives.
Paper presented with J. Hansen at the 1997 AAAL Conference, in Orlando, Florida.
Current
research on peer review in ESL composition (II).
Colloquium organized and presented at the 1997 TESOL Convention, Orlando, Florida
(with D. Belcher, J. Carson, G. Nelson, R. Clason, & M. Linden-Martin).
Current
research on peer review in ESL composition (I).
Colloquium organized
and presented at the 1996 TESOL Convention, Chicago, Illinois (with
D. Belcher, P. Kanet, M. Linden-Martin, C. Lockhart, and P. Ng).
The
writing process of Chinese students in American universities from
both Chinese and American perspectives.
Paper presented at 1995 TESOL
Convention, Long Beach, California (with C. Zeki), March 30, 1995.
Peer
reviews with the instructor: Seeking alternatives.
Paper presented
at the Staff Development Session in ESL Programs, The Ohio State
University, February 22, 1995, The Ohio State University.
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Major
research projects
Is “the
earlier, the better”? Investigating the effects of earlier
English education in China
Supported by the NAE/Spencer Foundation (September 1, 2002 – September
1, 2004) http://www.nae.nyu.edu/spencer/application.htm
Investigating adaptive cultural transformation competence among Chinese students
in an American
university
S
upported by American Educational Research Association (September
2001- September 2003). http://www.coh.arizona.edu/newandnotable/liu/liu.htm
To
view some images from research projects and read Professor Liu's
philosophy on research, click
here
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Other
research projects
My
other on-going research projects include an international survey
on language teaching methods in the post-methods era, testing the
effects of comic strips on the reading comprehension of adult ESL
learners, investigating composing multiculturalism in writing courses
(in collaboration with Estela Ene and Jeanna Burrup), studying
how Chinese scholars in the applied linguistics in North America
co-construct academic discourse, and interviewing and observing
Chinese graduate teaching assistants teaching freshman composition
in a U.S. university. All these projects are completed and are
under consideration for publication.
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Editing
projects
I
am co-editor for Michigan Series on Teaching Multilingual Writers
with Diane Belcher http://www.press.umich.edu/series/multilingual.html since
2001. Three volumes that have come out from this series as of May
2003 are: Treatment of Error in L2 Student Writing, Peer Response
in L2 Writing Classrooms, and Critical Academic Writing and Multilingual
Students.
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TESOL
services www.tesol.org
Board
Liaison, Task Force for Reconfiguring the TESOL Board of Directors,
2003-date
Board
Liaison, TESOL/McGraw Hill China-specific English Teacher Standards
Project, 2003-date
Member,
TESOL Operations Committee, 2003-date
Member,
TESOL International Initiatives Committee, 2003-date
Chair,
TESOL Caucus Coordinating Committee (CCC), 2003-date
Acting
Chair, TESOL CCC, 2002-2003
Chair,
TESOL Ad Hoc Committee on Board Reconstitution, 2001-2002
Director
at Large, TESOL Board of Directors, 2001-2004
Member,
TESOL CCC, 2001-2004
Board
Liaison, TESOL Publications Committee, 2001-2004
Chair,
TESOL Nonnative English Speakers in TESOL (NNEST) Caucus, 2000-2001
Chair-Elect,
NNEST, 1999-2000
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Course
offerings
English
613: Methods in TESOL
English 596j: Research Design in SLA
English 596o: Academic Writing in ESL
English 596o: Syllabus Design and Curriculum
Development
English 620: Cultural Dimmensions in SLA
English 255: Introduction to Linguistics
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English
613: Methods in TESOL
This
course provides an overview of teaching English to speakers of other
languages with an emphasis on methodology. The skills of listening,
speaking, reading, and writing are treated integratively on a grammar-communication
continuum. Teaching methods and skills in ESL/EFL/FL contexts will
be discussed, and facilitated by simulated teaching demonstrations,
and watching videotaped classes. Theories will be discussed only
to an extent that the practical understanding of teaching methods
is enhanced. Likewise, practical issues of teaching methods will
be addressed whenever theories of language teaching and learning
are introduced.
This graduate course is usually offered in the fall semester. The course projects
include a synthesis paper, an annotated bibliography of selected readings,
classroom observations and reports, as well as a final exam.
back
to course listing
English
596j: Research Design in SLA
This
graduate seminar is designed to enable students to make connections
among multiple issues and factors prevailing in SLA and across
disciplines from the perspectives of researchers and teacher-researchers.
The focus of this course is on classroom-oriented research in second
language teaching and learning, and its purpose is to enable students
to understand the nature of classroom-oriented L2 research and
be able to situate themselves epistemologically, theoretically,
and methodologically within this research domain. This course will
examine various methodological approaches to conducting classroom-oriented
research in SLA, and explore the process of research through reflective
thinking and evaluation, and hands-on experience. The scope of
discussion ranges from what actually happens in a language classroom
on a daily basis to anything that is relevant to classroom teaching
and learning. The major course project is a research proposal or
a concept paper. This course is offered in the spring semester.
back
to course listing
English
596o: Academic Writing in ESL
This
graduate seminar is designed to give a weekly topical treatment to
a number of pertinent issues in teaching academic writing to linguistically
and culturally diverse learners. Through a comprehensive overview
of the research base in academic writing in ESL, this course will
explore pedagogical implications of L2 writing theories and research
findings by engaging students in a number of projects and tasks.
The course projects include a bio of an L2 writer, a literature synthesis,
a concept paper, and a number of mini-projects, such as giving written
feedback, reflecting on student-teacher conferencing, peer response
observation, designing an L2 writing course syllabus, and a review
of an L2 writing book or a textbook. This graduate course is usually
offered in the spring semester.
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to course listing
English
596o: Syllabus Design and Curriculum Development
Syllabus
design is one of the essential components in second language acquisition
in formal settings. Under the rubric of formal instruction, syllabus
design reflects second language theories in practice. This course,
based upon the knowledge base the students have accumulated in second
language acquisition, and/or language teaching methods, prepares
the students in assessing the existing language syllabi against the
theories and the research findings. Through the course project consisting
of evaluating an existing language syllabus, writing up an evaluation
report, designing a new syllabus or modifying the existing syllabus,
and reflection of the entire process of the project, and a number
of mini-assignments, the students are expected to be familiar with
various approaches in critiquing syllabi, and to contribute to the
modification and reconstruction of the critiqued syllabi. Students
in this class will also have opportunities to understand the dilemma
language educators face in designing syllabi and developing curricula
by reflecting on their own teaching and learning experiences. This
graduate seminar is not offered on regular basis.
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to course listing
English
620: Cultural Dimmensions in SLA
The
study of the cultural dimensions of second language acquisition
is vast in scope. This course offers an introduction to the topic
through readings and discussions of a number of major issues in
two areas. One is to situate culture in a broader context by exploring
issues and concepts related to language and culture; language and
interaction; language, culture and communication; language, gender,
and social identity; and communicative competence and beyond. The
other area, which is the focus of the course, is on cultural dimensions
in language pedagogy by looking into the language classrooms, the
processes of language learning and teaching, teacher education,
and curricula, syllabi, program, and classroom practice. The graduate
course requires a literature synthesis, weekly reading responses,
and a number of mini-projects. It is usually offered in the spring
semester.
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to course listing
English
255: Introduction to Linguistics
This
undergraduate course covers basic concepts in the study of the
English language: history, semantics, phonology, morphology, syntax,
and discourse. English in its social context: regional and social
dialects, language acquisition, and English as an international
language. Application of basic concepts to English literature,
composition, creative writing, and language teaching. Topical written
assignments are given weekly, and it includes two quizzes and a
final, which will include material presented in class lectures
and videos in addition to material in the text and readings.
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Jun Liu's homepage
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