ERIC S DWYER, PhD
October 2008
office
address:
Modern
Language Education
and TESOL
ZEB 314, Florida International University
Miami,
Florida 33199 USA
office
telephone: +1 305 348-2078
email:
eric.dwyer@fiu.edu
EricÕs home
page: http://www.fiu.edu/~dwyere
Rˇsumˇ page: http://www.fiu.edu/~dwyere/resume.html
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Word document: http://www.fiu.edu/~dwyere/resume.doc
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EDUCATION
The University of Texas at
Austin—Austin, Texas
PhD in Foreign Language Education, Aug 1992 to Dec 1997
primary
focus of study: reading Japanese—enabling beginning Japanese
students to progress in an expeditious fashion so that they can become
successful Japanese users in their future study
Dissertation: Getting Started the Right Way: An Investigation into the
Introduction of Kanji Learning to Neophyte Japanese Learners
The University of Texas at Austin
—Austin, Texas
Master's degree in Teaching English as
a Foreign Language,
Aug 1987 to May 1989
primary
focus of study: reducing anxiety in the EFL classroom by incorporating
mnemonic devices using music and humor
Harvard University —Cambridge, Massachusetts
Graduate Apprentice Teacher Studies, Jun to Aug 1987
supervised student teaching, classes in preparation of instruction, and a
seminar course in classroom techniques
Utah State University —Logan,
Utah
Bachelor's degree in Spanish, minor in Radio Communications,
Jun 1980 to
Jun 1984
Berklee College of Music —Boston, Massachusetts
concentrations on composition and jazz piano study,
3 semesters
Sept 1983 to Dec 1984
Instituto Mexicano/Norteamericano de
Relaciones Culturales—Mexico
City diploma in Spanish language skills, and Mexican history studies, Jan to
Mar 1984
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EXPERIENCE
Associate Professor and Program Leader
Modern
Language Education and TESOL
Department of
Curriculum & Instruction
Florida
International University—Miami, Florida
Aug 2000 to
present
Responsibilities include administration and advising of
approximately 70 students in undergraduate and graduate levels of Modern
Language Education; teaching Special Methods courses for majors of Foreign
Language Education; participation on dissertation committees; development of
new MasterÕs and Specialist programs; participation in the Academic Council for
the College in its development of new programs and courses; supervision of
student teachers in the field; and continued research. Research projects
include a look into the academic language facing English language learners as
they work through mainstream courses and making that language accessible to
them. Assistant Professor through 2005; tenure garnered in 2005.
Visiting Instructor
Department of
Educational Foundations and Professional Studies
Teaching
English to Speakers of Other Languages
Florida
International University—Miami, Florida
Aug 1998 to
Aug 2000
Responsibilities
included teaching and course development of four courses: TESOL Curriculum
Adaptation, Special Methods of TESOL, Linguistics for ESL Instructors,
Developing Language and Literacy, and Reading Strategies for ESL
Students. Research projects have included work regarding phonological
components of Japanese reading development in both native speakers and foreign
language learners, integrating ESL concepts in elementary school curricula, and
longitudinally tracing a student through her second language learning
experience. An additional project is currently being initiated in an effort to
help LEP students in South Florida attain cultural and linguistically relevant
text materials for their content classrooms. Finally, a special project
is the development of a teacher-exchange program between our department
at FIU with a private language school in Japan for elementary English
instruction. In addition to regular duties, responsibilities include the
advising of approximately 80 students in the Modern Language undergraduate and
graduate programs, as well as university service on the library committee and
voting committee.
Extension Instructor ESL Services
The
University of Texas at Austin—Austin, Texas
June 1993 to
Jan 1998
Responsibilities
included designing and teaching of grammar, reading, writing, listening, and
speaking courses at intermediate and advanced levels; design and implementation
of a grammar curriculum to be used in a new program; designing and teaching of
a beginning reading program, adviser, counselor, and supporter of international
students; playing piano at social functions.
ESL Instructor
Texas
Intensive English Program—Austin, Texas
July 1992 to
Dec 1994
Responsibilities
included two semestersÕ teaching beginning English reading and writing; one semester
teaching advanced reading and writing; continuous substitute teaching at all
levels; various conversation classes; two summer sessions teaching conversation
to high school Japanese students on home-stays; and contributions to curriculum
development.
Japanese Teaching Assistant
The
University of Texas at Austin—Austin, Texas
Aug 1993 to
May 1994
Responsibilities
included two semestersÕ teaching beginning Japanese to university students;
design and implementation of supplementary materials including video, cultural
addenda, grammar games, projects, songs, and tests.
English and Spanish Conversation
Teacher
Four Seasons
Language School and Cultural Center—Hamamatsu, Shizuoka JAPAN
Sept 1989 to
Nov 1991
Responsibilities
included teaching and designing of conversation courses at all levels in
English and Spanish at various local companies, community classrooms, and a
local junior college; curriculum design for weekly childrenÕs classes; English
writing and publishing of medical journal material; word processing.
Apprentice Teacher of English as a
Second Language
Harvard
University—Cambridge, Massachusetts
June to Aug
1987
Responsibilities
included 15 hours of teaching TOEFL Preparation each week, supervised class
preparation, staff meetings, and supplementary student conferences.
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PUBLICATIONS
Algren,
M.; Dwyer, E.; Eggington, M.; and Witt, B. (2008). ŅSo, YouÕve Agreed to Chair a Conference!Ó in
Coombe, C.; McCloskey, M.L.; Anderson, N.; and
Stephenson, L. (Eds.) Leadership
Skills for English Language Educators. Ann Arbor: University of
Michigan Press. http://www.press.umich.edu/titleDetailDesc.do?id=231735
Dwyer, E. (Ed.) (2007). Sunshine State Journal, Vol 6, No.
1. Spring 2007. Information
available at http://www.sstesoljournal.org/
.
Dwyer,
E. (2007). Epilogue. Sunshine State Journal, Vol. 6, No.
1. Spring. Text information available at http://www.sstesoljournal.org/Epilogue%20SPR%202007.html
Ramos,
F., Dwyer, E., Pˇrez-Prado, A. (2005). Two-way Bilingual Education School
Principals on Finding Highly Qualified Two-way Bilingual Education School
Teachers: Current Challenges and Possible Solutions. Sunshine State Journal, Vol. 24.
Zaragoza,
N. and
Dwyer, E. (2005). Look, I Made A Book.
Peter Lang USA Publishing. Text information available
at
http://commerce.peterlangusa.com/genBook.asp?CategoryName=Education&CategoryType=All+Disciplines&ProductID=0-8204-6760-X
Kossack, S., E. Dwyer, H. Landorf, C. Alacaci, & L. Martinez (2004). Scaffolding
Expository Writing: Text Patterns to Text Skeletons, International Journal of Learning. Available at http://ijl2003.cgpublisher.com/product/pub.37/prod.194
Kossack, S.,
Dwyer, E., H. Landorf (2004) Authentic Academics: Service Learning in Teacher Education., International
Journal of Learning. Available at http://ijl2003.cgpublisher.com/product/pub.37/prod.182
Dwyer,
E., Mart’nez-Pˇrez, L., Ramos, F., and Pˇrez-Prado, A. (2004). Two Way Bilingual
Education in Miami: Bridging public school administrator experiences to
university teacher preparation programs. In upcoming
publication in Florida Educational
Leadership. Winter
Pˇrez-Prado,
A., L. Mart’nez-Pˇrez, F. Ramos, and E. Dwyer (2004). ŅImproving
teacher preparation for bilingual programs: listening to the practitioners.Ó First International Symposium on Bilingualism and Bilingual
Education in Latin America. Paper presented for English Speaking
Scholastic Association for the River Plate, Buenos Aires, April
1.
Dwyer,
E. (article in press). Defining Academic Grammar. NABE News. Submitted draft may be viewed at http://www.fiu.edu/~dwyere/acadgrammar.html
Dwyer, E.S. and
Ide, R. (2003). ŅTeen Life in Japan.Ó Chapter in Slater, J. (Ed.) Teen Life in Asia.
Greenburg Publishing. Text information available at
http://www.greenwood.com/books/bookdetail.asp?sku=GR1532
Dwyer, E.S.
(2003). ŅTeen Life in South Korea.Ó Chapter in Slater, J. (Ed.) Teen Life in Asia.
Greenburg Publishing. Text information available at
http://www.greenwood.com/books/bookdetail.asp?sku=GR1532
Grigorescu, C. and
Dwyer, E. (2003). The Mismatch of the Language of Textbooks
and Language of ESL Students in Content Classrooms. ERIC Clearinghouse. In Proceedings for
First Annual Research Forum, Florida International University, April 2002.
Text available for viewing at http://www.fiu.edu/~dwyere/mismatch.html
Stack, L, K
Buchanan, E Dwyer, C Harper, C L Huffman,
N Kuhlman, A H Mac’as, M L McCloskey, B Witt (2002). TESOL P-12 Teacher Education Standards.
Alexandria, VA: TESOL Publications.
Text available for
viewing at http://www.tesol.org/pdfs/aboutassoc/ncatestds.pdf and http://www.ncate.org/standard/new
program standards/tesol.pdf
Elected to 2004
Associations Advance America Honor Roll
Rocco, T.S.; Bliss, L.A., Gallagher, S.; Pˇrez-Prado, A.; Alacaci,
C.; Dwyer, E.S.; Fine, J.C.; Pappamihiel, N.E. (2002) The Pragmatic and
Dialectical Lenses: Two Views of Mixed Methods Use in Education. Chapter 23 from Tasshakori, A., Rocco, T., and Bliss, L, (Eds).
Mixed Methods in
Education. Thousand Oaks, CA: Sage Publications. Text information
available at http://www.sagepub.com/book.aspx?pid=3193
Dwyer, E. (2001). ŅThe Truth About
Bilingual Education.Ó Response to editorial. Dallas Morning News.
December 24.
Dwyer, E. (2001). Hello Korea. Miami-Dade TESOL Council
Newsletter. June.
reviewer and contributor
to Grammar Dimensions series (2nd ed,
1997). Boston: Heinle & Heinle.
Dwyer, E, K Asanavage, and J Schmidt
(1997). Issues, Ideas, and Solutions in Action. TESOL Affiliate News.
Summer.
Dwyer, E (1997). A Tour of the Southwestern Educational Development Laboratory.
TexTESOL III Newsletter,
Vol, 1., No. 4. July-August.
contributor to Saito, Y., et
al (1993). Japanese: Step By Step. Austin: University of Texas
Press.
Dwyer, E (1988). "on Frontiers:
An Active Introduction to English Grammar." Textbook review. Texas Papers in Foreign
Language Education. Vol. 1, No.
2. Fall. Austin: Foreign Language Education Center—The
University of Texas at Austin.
contributor to Graham, C
(1988). Songs for
the ESL Classroom. New York: Oxford University Press.
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Other Projects
Dwyer, E., Grigorescu, C. (in process). A K-12 Academic Word List.
Dwyer, E. (in revision). DWI: Driving without Incident. Draft may
be viewed at http://www.fiu.edu/~dwyere/dwi.html
Dwyer,
E.S.; Kawai, N.; Matsubara, C.; Dwyer, M.L.
(illustrations). (in revision). Sai-san. Draft may be
viewed at http://www.fiu.edu/~dwyere/sai-san.html
Dwyer, E. (article in revision). Secondary
Literature and English Language Learners. (in
revision).
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Dwyer, E. Modern Songs
for ESL. TexTESOL III Annual Spring Conference.
Austin, Texas. February 1996.
Dwyer,
E. Focus On Grammar: Perspective on Use. Invited Presenter. Addison-Wesley
presentation at The University of Texas at Brownsville.
Brownsville, Texas. August 1996.
Butki, E, E Dwyer, D Hajji, and V Meunier. Perspectives on the Graduate Student Experience.
Invited Panelist. International Student Orientation.
The University of Texas at Austin. August 1996.
Dwyer,
E. Holistic Geometric Syllabus: A New Approach in Curriculum Design. Texas Teachers of English to Speakers of Other Languages 18th
Annual State Conference. Houston, Texas. November 1996.
Dwyer,
E. List Games: Vocabulary Activities to Enhance Reading Acquisition. Texas Teachers of English to Speakers of Other Languages 18th
Annual State Conference. Houston, Texas. November 1996.
Butki, E, E Dwyer, D Hajji, and V Meunier. Perspectives on the Graduate Student Experience.
Invited Panelist. International Student Orientation.
The University of Texas at Austin. January 1997.
Butki, E, R Baldick, E Dwyer, and V Meunier. Surviving
Graduate School. Invited Panelist. Academic English
Program Colloquium. The University of Texas at
Austin. February 1997.
Asanavage, K, E Dwyer, and J Schmidt. Professional Development Activities. Affiliate LeadersÕ Workshop. TESOL
31st Annual Convention and Exposition. Orlando, Florida. March 1997.
Dwyer, E. Expanding the
Newsletter. Affiliate Newsletter EditorsÕ Workshop.
TESOL 31st Annual Convention and Exposition. Orlando,
Florida. March 1997.
Dwyer, E. List Games: Vocabulary
Activities to Enhance Reading Acquisition.
Foreign Language Methods course. Invited
lecturer. University of Texas at Austin. Austin,
Texas. March 1997.
Hajji, D, E Dwyer, M Lam, and K Kornweibel. Perspectives on the Graduate Student Experience.
Invited Panelist. International Student Orientation.
The University of Texas at Austin. August 1997.
Dwyer, E. Dynamic Vocabulary: Preparing
and Empowering the Reader with Effectiveness and Fun. Invited
Speaker. Texas Teachers of English to Speakers of Other
Languages TexTESOL II Regional Conference. San Antonio, Texas. October
1997.
Dwyer, E. Tackling kanji: Developing an
up-to-date curriculum for acquisition. American Council
on the Teaching of Foreign Language International Convention and Exposition.
Nashville, Tennessee. November 1997.
Dwyer, E. Is kanji pronunciation harder to learn than
meaning? If so, what can be done about it? Invited presenter. 1998
Conference on Kanji. Carnegie-Mellon University, Pittsburgh. August
1998.
Dwyer, E and E Pappamihiel. The Changing Identity of ESLers. Texas
Teachers of English to Speakers of Other Languages 20th Annual State
Conference. Arlington, Texas. November 1998.
Dwyer,
E. Grammar, Idioms, and MTV. TESOL 33rd Annual Convention and
Exposition. New York. March 1999.
Dwyer, E. Is kanji pronunciation harder to learn than
meaning? If so, what can be done about it? Invited presenter. Florida
International University Linguistic Forum, Miami, Florida. April
1999.
Dwyer,
E. Grammar, Idioms, and MTV. Invited speaker. University of
Hong Kong TESOL forum, Hong Kong, China. April 1999.
Stack, L, K Buchanan, E Dwyer, C Harper, N Kuhlman, M L
McClosky, B Witt. TESOL P-12 Teacher Education Standards.
TESOL 34th Annual Convention and Exposition.
Vancouver, Canada. March 2000.
E Dwyer, C Harper, M L McCloskey. TESOL P-12 Teacher Education Standards. Southeast
Regional Conference, Miami, Florida. October 2000
Dwyer, E. Is kanji pronunciation harder to learn than
meaning? If so, what can be done about it? Invited presenter, Linguistics Forum,
University of Florida, Gainesville. November 2000.
Facilitator for Castro-Feinberg, R, N Zelesko, and K
Menken. Roundtable Discussion: Title VII Professional Development Programs.
OBEMLA Title VII Institute, 30th Annual International Bilingual/Multicultural
Education Conference—NABE 2001, Phoenix, Arizona. February 2001.
Stack,
L, K Buchanan, E Dwyer, C Harper, C L Huffman, N Kuhlman, M L McCloskey, B
Witt. TESOL P-12 Teacher Education Standards. TESOL 35th Annual Convention and Exposition. St Louis,
Missouri. February 2001.
Dwyer,
E and P Killian. Helping low-level ESOL students achieve CALP. TESOL 35th Annual Convention and Exposition. St Louis,
Missouri. February 2001.
Dwyer,
E and P Killian. Helping English language learners access Academic Language.
Invited speakers. Miami-Dade County Teachers Workshop.
Sponsor: Florida International University Latin American and Caribbean Center.
Miami. March 2001.
Dwyer, E. The Masala Method. Invited speaker
at Teachers Workshop, Sponsor: The American Home, Vladimir, Russia. June 2001.
Dwyer,
E and Z Moore. Sociocultural factors in using technology: An analysis of
student teachersÕ email exchanges. American Council on the
Teaching of Foreign Language International Convention and Exposition.
Washington, DC. November 2001.
Dwyer, E. Multilingualism. Invited speaker
to Brazilian Cultural Center. Miami. April 2002. Stack, L, K Buchanan, E Dwyer,
C Harper, C L Huffman, N Kuhlman, A H Mac’as. TESOLÕS Standards for P–12 ESL Teacher Education Programs
Workshop for NCATE Program Reviews. TESOL 36th
Annual Convention and Exposition. Salt Lake City, Utah, April 2002.
Stack,
L, K Buchanan, E Dwyer, C Harper, C L Huffman, N Kuhlman, A
H Mac’as. Invited Presentation. TESOLÕS Standards for
P–12 ESL Teacher Education Programs. TESOL 36th
Annual Convention and Exposition. Salt Lake City, Utah, April 2002.
Dwyer,
E and C Grigorescu. Connecting beginning ESOLers to
CALP-accessible materials. TESOL 36th Annual
Convention and Exposition. Salt Lake City, Utah. April 2002.
PowerPoint text of presentation available for viewing at http://www.fiu.edu/~dwyere/helpingESOLerswithcalp.html
Grigorescu, C., E Dwyer and P Killian. The mismatch of the language of textbooks and the language of ESOL
in K-5 content classrooms. FIU Research Forum, Miami.
April 2002.
Dwyer, E, E DeJong, F Ramos, and A Pˇrez-Prado. Bilingual Education Forum. Invited Speakers. Sunshine State
TESOL Conference. West Palm Beach, Florida. May 2002.
Dwyer, E. The Kabsa Model. Invited speaker at
Teachers Workshop, Sponsor: The Saudi Arabia Ministry of Education, 2 sessions:
Taif and Abha, Saudi Arabia. August 2002.
Dwyer,
E. Research in academic vocabulary. Invited presenter. Florida
International University Linguistic Forum, Miami, Florida. October
2002.
Ramos, F., Dwyer, E., Pˇrez-Prado, A. Improving the
preparation of teachers wishing to work in two-way bilingual education
programs. Listening to the practitioners. American
Council on the Teaching of Foreign Language International Convention and
Exposition. Salt Lake City. November 2002.
Dwyer,
E. Exploring the Internet. Invited speaker. Workshop at
Universidad Tecnologica Empresial de Guayaquil. Guayaquil, Ecuador.
February 2003.
Dwyer,
E. Sound advice for teaching English sounds. Invited speaker. Workshop at Universidad Tecnologica Empresial de Guayaquil.
Guayaquil, Ecuador. February 2003.
Kossack,
S., Alacaci, C., Dwyer, E., Landorf, H., Mart’nez-Pˇrez, L. Patrones de texto como marcos de escritura. 4to Conferencia
Internacional de la Lectura. Guatemala, Guatemala. February 2003. presentation in English and Spanish
Pˇrez-Prado, A., Ariza, E., Carmona, J., Dwyer, E., Ramos,
F. Advocacy in TESOL in Florida. ŅAdvocacy and a Stack of Stuff.
Board sponsored spotlight session at Sunshine State TESOL Conference,
Jacksonville. May 2003.
Ilon,
L., Dwyer, E., and Landorf, H. Questions regarding Academic Culture. Invited
presenter. Fulbright Scholars Orientation meeting.
Florida International University, Miami. August 6, 2003.
Dwyer,
E. and Algren, M. Kingdom of Saudi Arabia Education Training Project. Sponsored
by AmidEast and the US Embassy Riyadh. Washington, DC and
Riyadh, Saudi Arabia. September 26 through October 21, 2003.
Dwyer, E. ŅGrammar, Idioms, and MTV.Ó
Invited plenary speaker. Northeast Florida TESOL Conference. Saint Augustine, Florida,
November 1, 2003.
Grigorescu, C. and Dwyer, E. ŅToward the K-5 Academic Word List.Ó American Council on the Teaching of Foreign Language International
Convention and Exposition. Philadelphia. November 2003.
Arrieta, E. and Dwyer, E. ŅHeritage Learners and
Language Maintainers: A Survey of Attitudes.Ó American
Council on the Teaching of Foreign Language International Convention and
Exposition. Philadelphia. November 2003.
Dwyer, E. Motivation and ESL. Invited presentation to Dade County Adult
Assessment System for ESOL. Miami, Florida, January 30, 2004
Dwyer, E. Invited speaker: Opening Address. TESOL 38th
Annual Convention and Exposition. Graduate Student
Forum. March 30, 2004
Algren, M., Dwyer, E., Eggington, W. G., and Witt, B. Tips for Writing
TESOL Convention Session Proposals. Special Event. TESOL 38th Annual
Convention and Exposition. Long Beach, California. April 2004.
Zemach, D., Islam, C., Quarterman, C.
(organizers), Algren, M. and Dwyer, E. (invited performers). TESOL Talent Show. TESOL 38th Annual
Convention and Exposition. Long Beach, California. April 2004
Dwyer, E. Invited presenter. Shock Language
Awareness workshop. FIU Reading Summit. Florida
International University, Miami. April 20, 2004.
Pˇrez-Prado, A., Morales-Jones, C., DeJong, E. J., Erben,
T., and Dwyer, E. ESOL Infusion in Higher Education Programs: New Challenges
and Concerns. Sunshine State TESOL Conference, Tampa. April 2004.
Pˇrez-Prado, A., Dwyer, E. School and
University Partnership Possibilities for Better Bilingual Programs. Sunshine State
TESOL Conference, Tampa. April 2004.
Dwyer, E. and Pˇrez-Prado, A. Teaching on the Fly. Refereed presentation at Brazil TESOL Conference. Belo Horizonte, Minas Gerais, Brazil. July 21, 2004.
Salmon, A.K.; Dwyer, E.; Mart’nez-Pˇrez
L. La compatibilidad de la instrucci—n de vocabulario con las inteligencias
multiples. Refereed presentation at V Conferencia
International de Lecto-escritura. Guatemala, Guatemala. February 2005.
Dwyer, E., and Algren, M. Leadership Development
Certificate Program: Writing Effective Conference Proposals. Invited speakers. TESOL Arabia Conference, Dubai, United Arab Emirates. March
2005.
Dwyer, E, and Grigorescu, C. A K-12
Academic Word List. Refereed presentation at TESOL 39th Annual Convention
and Exposition. San Antonio, Texas. April 2005.
Majesky, J.; Stack, L.; Huffman, C.; Kuhlman, N.; Witt,
B.; Buchanan, K.; Dwyer, E. The P-12 ESL Teacher
Education Standards. Pre-conference Institute and Board Sponsored Session
at TESOL
39th Annual Convention and Exposition. San Antonio, Texas. April 2005
Witt, B.; Algren, M.; Dwyer, E.;
Eggington, W.; Coombe, C. Conference Proposal Writing and Presentation Skills. Invited Session
at TESOL 39th Annual Convention and Exposition. San Antonio, Texas, April 2005.
Dwyer, E. How to Generate Standards and Make Them Work.
Invited Spotlight Session at TESOL 39th Annual Convention and Exposition. San
Antonio, Texas, April 2005.
De
Jong, E.; Coady, M.; Hruska, B.; Pˇrez-Prado, A.; Dwyer, E. Bilingual
Education: Issues and Practices. Sunshine State TESOL Conference. Orlando,
Florida. April 2005.
Stack,
L.; Huffman, C.L.; Witt, B.; Kuhlman, N.; Buchanan,
K.; Dwyer, E.. The NCATE Program Report and Review Process. Workshop. Rhode Island College; Providence, Rhode Island. July 2005.
Dwyer, E. Using Forum. Invited workshop
presenter. Egyptian Inspectors General Conference sponsored by Egyptian
Ministry of Education and United States Embassy Cairo. December 2005.
Dwyer, E. The Art of
Engaging. Invited plenary speaker. 2005 EgypTESOL Conference and Book
Exhibition. Cairo, Egypt. December 2005.
Dwyer, E. Treating Students as Authors. Invited workshop
presentation. 2005 EgypTESOL Conference and Book Exhibition. Cairo, Egypt.
December 2005.
Stack, L.; Huffman, C.L.; Witt,
B.; Kuhlman, N.; Buchanan, K.; Dwyer, E.. The NCATE Program Report and Review
Process. Pre-convention Workshop. The 40th Annual TESOL Convention and Exhibit.
Tampa, Florida. March 2006.
Stack, L.; Huffman, C.L.; Witt,
B.; Kuhlman, N.; Buchanan, K.; Dwyer, E.. TESOL/NCATE P-12
Teacher Standards. Board-sponsored invited session. The 40th Annual
TESOL Convention and Exhibit. Tampa, Florida. March 2006.
Dwyer, E. and Boynton, S. (organizers); ēlvarez, I.;
Abedi, J.; Grefe, M.; Kuhlman, N.; Platero, A.; Stack, J. High-stakes Tests,
States, Teachers, ESOLers, and Moms. Spotlight Session. The 40th Annual TESOL
Convention and Exhibit. Tampa, Florida. March 2006.
Coombe , C.; Algren, M.; Eggington, M.; Dwyer, E.; Witt, B.;
Panferov, S. Tips for Successful Proposal Writing. Invited Special Session. The
40th Annual TESOL Convention and Exhibit. Tampa, Florida. March 2006.
Dwyer, E. and Pe–a, J. The Academic Vocabulary List and
Its Application to Content. Invited Energy Break. The 40th Annual TESOL
Convention and Exhibit. Tampa, Florida. March 2006.
Algren, M.; Dwyer, E., Islam, C.,
Witt, B.; Zemach, D. TESOL Idol. Event in
conjunction with TESOL-By-Night Event. The 40th Annual TESOL Convention
and Exhibit. Tampa, Florida. March 2006.
Dwyer, E. Grigorescu, C., and Pe–a, J. Academic Word Lists
in K-12 Classes. Peer reviewed session. The 40th Annual TESOL Convention and
Exhibit. Tampa, Florida. March 2006.
Dwyer, E. and Algren, M. Foreign Language Assessment
Workshop. Invited Speaker from U.S. State Department. Aleppo, Syria. April
2006.
Dwyer, E. TESOL and the Role of Professional Associations.
Invited speaker. Langahead School of Language.
Johannesburg, South Africa. May 2006
Stack,
L.; Huffman, C.L.; Witt, B.; Kuhlman, N.; Buchanan,
K.; Dwyer, E.. The NCATE Program Report and Review Process. Workshop. Roosevelt
University. Chicago, Illinois. October 2006.
Dwyer, E. Invited workshops. One-week
set of workshops on Pronunciation, Improvisational Drama Techniques, and
Writing Conference Proposals. University of Limpopo.
Polokwane, South Africa. June 2006.
Dwyer, E. Invited workshops. Angola English Language Teacher Association (ANELTA) two-week
workshops. Luanda, Lubango, Huambo, Angola. January-February 2007.
Stack, L.; Huffman, C.L.; Witt,
B.; Kuhlman, N.; Buchanan, K.; Dwyer, E.. The NCATE Program Report and Review
Process. Pre-convention Workshop. The 41st Annual TESOL Convention and Exhibit.
Seattle, Washington. March 2007.
Stack, L.; Huffman, C.L.; Witt,
B.; Kuhlman, N.; Buchanan, K.; Dwyer, E.. TESOL/NCATE P-12
Teacher Standards. Board-sponsored invited session. The 41st Annual
TESOL Convention and Exhibit. Seattle, Washington. March 2007.
Dwyer, E. Refereed presentation. The Power of Social Studies. The 41st Annual TESOL Convention and
Exhibit. Seattle, Washington. March 2007.
Algren,
M.; Coombe , C.; Dwyer, E.; Eggington, W.; Jakar, V.;
Panferov, S, Witt, B. Tips for Successful Proposal Writing. Invited Special
Session. The 41st Annual TESOL Convention and Exhibit. Seattle, Washington.
March 2007.
PowerPoint
text of presentation available for viewing at http://www.fiu.edu/~dwyere/tesol2008prez.ppt
Dwyer, E. Keynote
speaker. ELL Professional Development for
Mainstream Teachers. Professional Development
Workshops. The 41st Annual TESOL Convention and Exhibit. Tukwila,
Washington. March 2007.
Witt, B.; Algren,
M.; Dwyer, E.; Eggington, W.; Coombe, C. So, You Wanna Be A Conference Chair,
Huh? Invited presentation. Leadership Development Certificate
Program. The 41st Annual TESOL Convention and Exhibit. Seattle,
Washington. March 2007.
Dwyer, E. Keynote
Address. South Florida Association for Young Children Third
Annual Early Childhood Conference. Miami, Florida. April 2007
Dwyer, E. Invited Luncheon
Speaker. Florida International University College of Education Research
Conference (COERC). Miami, Florida. April 2007.
Dwyer, E. Motivation and Language
Learning. Invited Presentation. ELITE Õ08: Professional Development for Adult
Educators. Miami-Dade County Public Schools. February 2008.
Dwyer, E.; Evans,
L.; Harper, C.; Nutta, J. Florida Senate Bill 2512. National Association of Bilingual Education. February 2008.
Tampa, Florida
Dwyer, E. and Weinstein, M. Invited
conversationalist. Miami-Dade Public Public Schools Adult
Basic Education monthly meeting. The English Center, Miami. February
2008.
Witt, B.; Algren, M.; Dwyer, E.;
Eggington, W.; Panferov, S.; Coombe, C. So, You Wanna Be A Conference Chair,
Huh? Invited presentation. Leadership Development Certificate
Program. TESOL Arabia. Dubai, United Arab Emirates. March 2008.
Dwyer, E. ŅWhatÕs the Status of
ESL/EFL Worldwide?Ó Invited Featured Speaker. TESOL Arabia
14th International Conference. March 2008. Dubai, United Arab Emirates.
Dwyer, E. and Baez, B. ŅSoweto,
Proposition 227, and Resistance.Ó Refereed presentation. Comparitive
& International Education Society 52nd Annual Conference. New York.
March 2008
Dwyer, E.; Harper,
C. Florida Senate Bill 2512. Refereed Presentation. The 42nd Annual TESOL
Convention and Exhibit. New York. March 2007.
Witt, B.; Algren, M.; Dwyer, E.;
Eggington, W.; Panferov, S.; Coombe, C. So, You Wanna Be A Conference Chair,
Huh? Invited presentation. Leadership Development Certificate
Program. The 42nd Annual TESOL Convention and Exhibit. Seattle,
Washington. March 2008.
Algren, M.; Coombe
, C.; Dwyer, E.; Eggington, W.; Jakar, V.; Panferov, S, Witt, B. Tips
for Successful Proposal Writing. Invited Special Session. The 42nd Annual TESOL
Convention and Exhibit. New York. March 2008.
Carter, D., and Dwyer, E. Making ESL
Cool! Invited Post-Convention Institute. The 42nd Annual TESOL Convention and
Exhibit. Seattle, Washington. March 2008.
Dwyer, E. Invited
Speaker. POET Conference. Ashgabat, Turkmenistan. July 2008.
Dwyer, E. Invited
Presenter. American Corner. Mary, Turkmenistan. July 2008.
Dwyer, E. Invited
Presenter. English Access Microscholarship
Program workshops. Amman, Jordan. August 2008.
Dwyer, E. Invited
Presenter. United Nations Relief and Works Agency
workshop. Amman, Jordan. August 2008.
Dwyer, E. Invited
Presenter. Ministry of Education two-day workshops
for English Teacher supervisors. Ramallah, Palestine. August 2008.
Dwyer, E. The State of ELT Worldwide. Invited Presentation. Quality
English Teaching: First National Symosium. Birzeit University. Ramallah,
Palestine. August 2008.
McCloskey, M.L. and Dwyer, E.
Literacy, Teens, and Soccer. Peer-reviewed session. Southeast Regional TESOL
Conference. Birmingham, Alabama. September 2008.
Dwyer, E. Lessons
From ELT Worldwide. Invited Speaker. Miami-Dade TESOL Fall
Symposium. Miami. October 2008.
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Review
of bilingual and ESL programs.
Khipu
International Institute. Cuzco. Peru. November 2001.
Radio
appearance: Radio Peace AM 840. Invited speaker. June 11, 2002.
English
Language Institute. A workshop series sponsored by the Saudi
Arabia Ministry of Education, the US State Department, and the British Council.
Jeddah, Saudi Arabia, August 7-24, 2002.
Education
Training Project for English Language Teacher Supervisors. Sponsored by
AmidEast and the US Embassy Riyadh. Washington, DC and
Riyadh, Saudi Arabia. September 26 through October 21, 2003.
Two
courses in Bilingual Education: Dinˇ College; Tsaile, Arizona. Invited
professor with Arizona State University extension. June 1 through July 9, 2004
Cross-cultural
courses in Bilingual Education: Dinˇ College; Tsaile, Arizona. Invited
professor with Arizona State University extension. June 20 through July 7, 2005
Invited
to North Cyprus ELT Academic Advisory Board. May 2006
Dwyer, E. Invited workshops. One-week
set of workshops on Pronunciation, Improvisational Drama Techniques, and
Writing Conference Proposals. University of Limpopo.
Polokwane, South Africa. June 2006.
Invited to Applied Language Studies
Editorial Board, November 2006
Invited
to Sunshine State TESOL Editorial
Board, April 2007
Dwyer, E. Invited workshops. Two-week set of workshops on Assessment of university bilingualism.
Bir Zeit University. Ramallah, Palestine. August 2008.
Outstanding TexTESOLer 1998. Texas Teachers of English to Speakers of Other Languages.
University Excellence in Teaching
Award 2004, Florida International University
Book on standards Elected to 2004 Associations Advance America Honor Roll
Stack, L, K Buchanan, E Dwyer, C Harper,
C L Huffman, N Kuhlman, A H Mac’as, M L McCloskey, B Witt (2002). TESOL P-12 Teacher Education
Standards. Alexandria, VA: TESOL Publications.
Text available for viewing at http://www.tesol.org/pdfs/aboutassoc/ncatestds.pdf and http://www.ncate.org/standard/new
program standards/tesol.pdf
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Teachers of English
to Speakers of Other Languages—TESOL
elected position—Apr 2002 through Mar 2005
TESOL
representative serving on Board of Examiners
appointed position—current through 2007
Oct
1999 to Apr 2002; appointed position current through 2008
Miami-Dade TESOL
Chapter
First
Vice-President—Mar 2002 to Mar 2003
2002
Fall Symposium Series organizer, September to November 2002
Feb
2001 to April 2002
Texas Teachers of
English to Speakers of Other Languages—TexTESOL III
President—Feb
1997 to Feb 1998
Past
president and national TESOL liaison—Feb to Aug 1998
State
conference presenters coordinator—Nov 1997
Newsletter
editor—Dec 1995 to Feb 1997
Florida Teachers of English to Speakers of Other
Languages—Sunshine TESOL
Periodic member of the following organizations:
American Council for Teachers of Foreign
Language—ACTFL
National Association for Bilingual Education—NABE
California Teachers of English to Speakers of Other
Languages--CATESOL
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Therese Piguet. Effects of Pronunciation Instruction
on Literacy in French I Learners. Dissertation: Florida International
University. Successfully defended March 2001.
Sharon Humphries. The Performance
of High Ability Black Upper Elementary Grade Students in an International
Baccalaureate Program. Florida International University. Successfully
defended April 2004.
Mar’a L—pez. Differential Outcomes of Two-way and Transitional Programs on LEP
Students at Different Entry Levels. Successfully defended April 2005.
Marina
Rodr’guez-Esquivel. An Investigation of Mathematics and
Science Instruction in English and Spanish. Florida International
University. Successfully defended November 2005.
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Please
see blogs and Podcasts at http://web.mac.com/eric.dwyer/iWeb/Site/Welcome.html
contributing to the notion of
applying theory to practice in teacher training due to the following
problem: teachers teach as they were taught, not how they were taught to
teach. How can this be fixed?
a)
by looking at tailoring academic language input for students of bilingual
education programs, two-way and mainstream.
b)
by establishing two-way cultural connections between language minority
students and their native English speaking counterparts.
c)
development of a bilingual/ESL library designed with reading
materials which strategically combine studentsÕ native culture and
target-language culture; making these materials—both the actual text and
lesson plan ideas—accessible to both students and teachers on the
internet
d)
writing of a Japanese textbook series emphasizing a combination of pleasure
reading and structured kanji study; producing a reasonable program that
guides language students to advanced proficiencies within four years
back
to top
native English, advanced Spanish and Japanese, intermediate
French and Portuguese
additional study in Thai, Swahili, Italian,
German, Greek and Mandarin
world travel, playing the piano, autobiographical writing,
jazz/pop composition; having coffee with friends, sports, good health
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October
2007
office address:
Modern
Language Education and TESOL, ZEB 314
Florida
International University
Miami,
Florida 33199 USA
office tel: +1 305 348-2078
email: eric.dwyer@fiu.edu
back to rˇsumˇ
EDUCATION
DETAIL
degrees:
PhD in Foreign
Language Education (Japanese, ESL)
December 1997—The University
of Texas at Austin
MasterÕs in
Foreign Language Education (ESL, Spanish)
May 1989—The University of
Texas at Austin
BachelorÕs in Spanish
(minor in Radio Communications)
June 1984—Utah State
University
independent study:
Graduate
Apprenticeship in ESL teaching
June to August 1987—Harvard
University
study in music composition
3 semesters from August 1983 to May 1985—
Berklee College of Music, Boston
intensive Spanish
one semester from January to March 1984—
Instituto Mexicano/Norteamericano de Relaciones Culturales,
Mexico City
current mentors:
Florida International University:
Kingsley Banya, Department Chair, Curriculum & Instruction
principal instructors:
The University of Texas at Austin:
Herman van Olphen, Asian Studies
Sian Yen, Asian Studies
Judith Lindfors, Curriculum and Instruction
Zena Moore, Foreign Language Education
Diane Schallert, Educational Psychology
Philip Gough, Psychology
Harvard University:
Karen Price, English as a Second Language
Anne Dow, English as a Second Language
Carolyn Graham, ESL Apprenticeship Program
Utah State University:
John E Lackstrom, Linguistics
Jerry Benbow, Spanish
Alfred Smith, French
dissertation, Oct 1997
Getting Started the Right Way: An Investigation into the
Introduction of Kanji Learning to Neophyte Japanese Learners
committee members:
Herman van Olphen, Asian Studies
Sian Yen, Asian Studies
Judith Lindfors, Curriculum and Instruction
Philip Gough, Psychology
Diane Schallert, Educational Psychology
thesis, May 1989
A proposal of original songs for the advanced ESL classroom
committee members:
Judith Lindfors, Curriculum and Instruction
Gary Underwood, Linguistics
Associate
Professor and Program Leader Modern Language Education and TESOL,
Department of Curriculum & Instruction—Florida International
University—Miami, Florida
Aug 2000 to present; tenure and promotion garnered in 2005
Responsibilities include administration and advising of over 100 students
in undergraduate and graduate levels of Modern Language Education and Teaching
English to Speakers of Other Languages (TESOL); teaching Special Methods
courses for majors of Foreign Language Education, as well as TESOL;
participation on dissertation committees; development of new MasterÕs and
Specialist programs; participation in the Doctoral Studies Committee for the
College in its development of new programs and courses; supervision of student
teachers in the field; and continued research.
Research projects include a look into the language facing English language
learners as they work through mainstream courses and making that language
accessible to them. Future responsibilities will include the development of web
based interactive sites that allow principals, teachers, and graduates of the
program to provide feedback to the program, permit students to have access to
their own records and take courses on line, and provide resources for students
and teachers for their own classroom use. Emphases for rejuvenating the MLE
program include a foundation for study, an emphasis on both student and teacher
creativity, an emphasis on the culture of all participating students in a
classroom, promotion of two-way bilingualism as a strong model for general
education, attention to art and music as a foundation for literacy development,
and placing emphasis on pedagogy before administration. Emphases for TESOL
include a new orientation toward technology, professionalism, and
multiculturalism.
Visiting
Instructor—Department of Educational Foundations and
Professional Studies, Teachers of English to Speakers of Other
Languages—Florida International University, Miami
Aug 1998 to Aug 2000
The primary duties as a visiting scholar are my development and carrying
out of two courses—Curriculum Development and Special Methods of TESOL. I
have been teaching each of the courses twice per semester.
The Curriculum Development
course represents the eliciting of strategies and skills teachers must have in
order to work with LEP students effectively. The course is designed for content
teachers who will be working with students developing English. In the
development of this course, I have helped teachers understand the CALLA scheme
for teaching, designed by Anna Uhl Chamot and J Michael OÕMalley. However, in
the implementation of the course the first semester, two issues were clear: 1)
that prospective teachers have difficulty making their directions understood,
and 2) that bilingual students in South Florida have little or no access to
texts they can relate to. As a result, in the Spring Semester, the Curriculum
Development course will additionally focus on teachersÕ abilities to convey
culturally relevant materials and directions in language accessible to their
LEP students. Students in this course now design their own culturally
relevant literature and lesson plans, and place this
information on the internet.
As for the Special Methods of TESOL course, the focus is on 12 principles
designed by H Douglas Brown. In an effort for students to understand the
language learning and language teaching experience, I designed a course in
which the prospective teachers must engage in actual language learning
activities in class and then teach several activities themselves in the
classroom. Most students tend to design engaging activities well; however, many
still have trouble concentrating on the language detail that is involved in the
tasks. Therefore, in the spring, a greater concentration on language and its
particularly troublesome concepts has been added.
In summer 2000, I taught a course in Linguistic issues for ESL
teachers. This course is designed to key teachers in on the linguistic
issues they may face, namely those dealing with phonology and grammar.
In Fall 1999, I started teaching a course called
Developing Language and Literacy. In essence, itÕs a survey course
concerning first and second oral and reading skill acquisition. The
course is designed to help students understand specific linguistic issues all
language acquirers face, while leading them through theory and literature that
can help them make sound decisions in their ESL teaching.
In addition to my teaching responsibilities, I also serve on two
committees. First a regularly meeting committee for the
College of Education Doctoral Studies Committee. Second, I participate
in the College of EducationÕs Continuous Improvement Committee, relating issues
of curriculum as well as my experience with program and unit standards at both
state and national levels.
.
Extension
Instructor—ESL Services—The University of Texas at
Austin
Jun 1993 to Aug 1998
While I have experience teaching all the courses offered in the intensive
Academic English Program for incoming graduate students, my primary duty was
the development of a grammar curriculum. In concert with my studies at
UT, I was able to develop and implement a holistic geometric syllabus, which
has ensured a means for well-rounded curriculum structure as well as a
reduction of confusion often found in such classes. It was a experience
that permitted me chances to incorporate music, fun games, and
computer-assisted instruction into daily activities, be a counselor and
supporter of students in their strange and challenging environment, and play
piano at social functions.
In addition, since my dissertation research focused on reading
development, I was given the responsibility of starting a curriculum for a
beginning ESL reading course—a class the university had never offered
before.
ESL Instructor—Texas
Intensive English Program—Austin, Texas
Jun 1992 to Dec 1994
IÕve taught a variety of courses including advanced reading and writing
classes, conversation courses, and two-week intensive courses for Japanese high
school students. In addition, I have substituted for almost every class
offered in the program. Perhaps my favorite experiences at this program
occurred during a neophyte level reading course where through an experimental
program that included a heavy combination of pleasure reading and list
learning, students were able to successfully complete a 15-week course in eight
weeks.
Japanese Teaching
Assistant—The University of Texas at Austin
Aug 1992 to May 1993
For two semesters, I taught first-year Japanese to university
students. It was an exciting year in which I attempted to incorporate ESL
techniques into Japanese language curricula. The most successful projects
included those in which I created supplementary materials using songs I wrote,
video projects using authentic materials, videos I made in Japan, and grammar
games—a combination which resulted in positive evaluations from the
students.
English and
Spanish Conversation Teacher—Four Seasons Language School
and Cultural Center—Hamamatsu, Japan
Sept 1989 to Nov 1991
I worked as a conversation teacher at a private language school. Unlike
subsequent teaching experiences where I was in primarily an academic
atmosphere, I was at the demand of a diverse clientele. Teaching as many
as 24 classes in a week at 20 different sites, I was able to create
conversation classes for people throughout a medium-sized Japanese city.
Customers ranged from five-year old children to presidents of companies, from
weekly neighborhood club gatherers to community college students. My
schedule required that I travel daily to private companies such as Honda and
Suzuki, hotels, muffler factories, private homes, neighborhood clubs, and a
junior high school. I was also given the task to design and implement a
childrenÕs program which at the time was based on
pronunciation issues, and I worked for two years with a dermatologist by
assisting him in his presentation and publishing of his new medical
techniques. While working to be a good language teacher, I spent a great
deal of energy and money, attempting to become a good Japanese speaker,
ultimately reaching a high intermediate proficiency.
Apprentice ESL
Teacher—Harvard University
June 1987 to Aug 1987
Summer 1987, I worked in my first teaching situation as a participant in
the Harvard summer apprenticeship program. Under rather strict
supervision, I taught three TOEFL preparation courses—each of a different
level—while attending ESL methodology courses. The course lasted
for eight weeks, and I left the program noted for including music and rhythm in
my classes.
born September 10, 1963 in Oklahoma City,
Oklahoma, USA
Though I was born in Oklahoma, I spent most of my growing up years in
Utah and New Mexico. I grew up in an academic atmosphere with my father
as a professor and my mother as a MasterÕs degree recipient and painter.
While it seems that my happiest moments during childhood involved my learning piano,
clarinet, and saxophone, I was always inclined to travel. When not
practicing music, I was often listening to language records and studied Spanish
and French on my own until I was in high school. In high school, I was
rewarded with two collegiate scholarships due to my success in language
learning.
I finally started traveling when I was 16, and have since successfully
been to 36 countries on five continents, attempting to learn as much of every
language encountered as possible. In all, IÕve studied ten languages,
five with some success and advance: English, Spanish, French, Japanese, and
Portuguese.
Due to some strange scheduling coincidences, I was able to attend high
school in the morning and take university language courses in the afternoon
when I was 16. With the accumulation of credits, I was able to graduate
at age 20. However, I still desired to try my hand at music school, so I
continued for three more semestersÕ undergraduate work in Boston at Berklee
College of Music, pursuing an interest in music composition and
arranging. I even made a record.
I was able to use my musical training on my thesis in my graduate
work. I wrote nine songs for adaptation in grammar and TOEFL preparation
courses. Some of the songs were developed with my work with Carolyn
Graham during a Harvard summer apprenticeship in 1987. In the past years,
I have been able to incorporate all the songs into my teaching and have
presented them at local teaching conferences. In addition, I have a piano
in my apartment and continue to compose for personal pleasure and play at an
occasional party.
My interest in language has always been profound, but never deeper than
when I started work in Japan in 1989. I spent three hours each week with
a private tutor and purchased dictionaries and a personal word processor to
help me learn Japanese. I was quite obsessed with learning and spent
hours on my tatami floor turning over flash cards, looking up news vocabulary
in my thick character dictionaries, and practicing karaoke songs to be sung at
local clubs on Saturday evenings. In June 1995, I was given an ACTFL Oral
Proficiency Interview and was rated Intermediate High—a rating
commensurate to the 1500 kanji characters I have acquired.
During a six-month hiatus between completing my work in Japan and
returning to school in Texas, I pursued the idea of writing a new Japanese
textbook. One of the problems I discovered in learning Japanese was that
I was asked to learn the characters one at a time. I then developed a
syllabus such that characters and grammar points were presented in groups and
at strategically nonconfusing intervals. Such work led to graduate study,
the ultimate development of my dissertation, and the continuing development of
curricula in my own ESL work and continual language study. The result has
been successful classes and a good foundation into language and reading
research.
In 1997, I served as president of the Central Texas affiliate of Teachers
of English to Speakers of Other Languages (TexTESOL III). The experience of
being president brought to light the issues of language learning outside the
university environment. Issues in Texas included immigration, bilingual
education, and adult ESL students who are illiterate in their first
language. My responsibilities as president included my working to develop
conferences and workshops for our members and keeping members aware of the
issues that affect our jobs and our studentsÕ lives. It was my goal to
also be a public relations officer with non-ESL people in the Central Texas
community. My dream was, and continues to be, that local people can
understand the hardships of non-native speakers.
Following my PhD, I embarked on teacher training at Florida International
University in Miami. I find the student body to be particularly interesting in
their cultural and linguistic background. Of greatest interest to me is the
accessing of cultural and linguistically relevant materials for minority
students in South Florida.
For a while, I researched Japanese
reading, both at native-speaker and foreign language learner levels. I refined
my computer program from my dissertation and have asked students from FIU to
come in and have a go at learning some Chinese characters. Additionally, IÕm
looking deeper into the development of phonological strategies in Japanese
reading from a native speaker standpoint. The foundation for this activity is
that I feel that native Japanese teachers are not yet aware of how much they
use phonology in their own reading. I would like to chronicle that experience
by conducting with people of a variety of ages an experiment that demands
phonological coding in order to have successful reading. I went to Japan
to conduct some research on this subject in May 1999
In October 1999, I began a two-year commitment to working with
International TESOL on an eight-person committee for establish teacher-training
standards for ESL teachers. Together we have put together a document that
should serve as a set of standards for language education programs across the
country for teachers in the public schools. This set of standards will be
co-authorized by the National Council for Accreditation of Teacher Education
(NCATE) was completed in early 2002. The task force has continued beyond its
commitment and has developed into an on-going workshop committee for university
programs wishing to go through program reviews.
In an effort to familiarize myself with teaching children, I worked with
Nina Zaragoza for a year in assembling data and information on a means of
teaching inner city kindergartners literacy skills through their own
developing, writing, and publishing of their own stories. The
result of the project is the Peter Lang Publication of Look, I Made a Book.
TESOL responsibilities augmented as I become the
list-serv manager for the Teacher Education interest section for TESOL for
2001-2002. However, I had to give up the listserv and the task force
responsibilities as I was elected to be TESOL Conference Chair. As a result,
IÕm currently serving on the TESOL Board of Directors and headed the program
planning for the 2004 International Conference held in Long Beach, California.
Approximately 6,500 people attended the event.
In September 2003, my work on Standards projects was re-instigated as I
worked in Riyadh, Saudi Arabia with the Ministry of Education on establishing
standards and supervisor documents for English Language Teacher Supervisors.
Similarly, as I phase out work on TESOL Conventions in the final year, I
have returned to standards work. First, IÕm the TESOL Board liaison to the
TESOL Standards Committee. Further, I am to become the TESOL representative for
the NCATE Board of Examiners starts at the end of the 2004.
Back in Miami, I have since become program leader for both Modern
Language Education and TESOL programs. Through the support of the College of
Education, TESOL and Modern Language Education have been able to combine forces
and cross-pollenate. I found this extremely important in that I wanted the
TESOL folks, who have little exposure to the immigrant experience, could share
class with immigrants, who often have little exposure to majority folks.
WeÕre a small faculty now, just three people, all with research ambitions, a
dedication to bilingual education, and a passion for public presentation
regarding TESOL, bilingual education issues, and multilingualism. We have been
able to put several courses on line and have incorporated technology and
professionalism issues into the curriculum.
In 2005, my stint on the TESOL Board of Directors ended, and I returned
to the NCATE/TESOL P-12 Teacher Education Task Force. As a member of this task
force, we began revisions for a second edition of the standards and we started
conducting program reviews, looking to honor effective programs with national
recognition. My time on this committee ended in Summer 2007.
In the meantime, travel remains my joy and love. I have presented,
consulted, and conducted workshop series in Japan, Hong Kong, Canada, Russia,
Saudi Arabia, Ecuador, Brazil, Guatemala, Egypt, Syria, South Africa, Angola,
Turkmenistan, Jordan, and Palestine. I once had invited presentations in Hong
Kong. I spent two summers on the Navajo Nation in Arizona, working with the
Arizona State University Bilingual Education Programs housed on Dinˇ College. I
also spent a month in France studying French by reading Harry Potter daily in a
Biarritz coffee shop and chatting with local people.
Finally, I have led advocacy efforts in Florida with respect to
legislative issues with respect to English language learners and bilingual
education. I have had numerous blogs, including some on my own web site, put
together with respect to these national issues.
On campus, I was the Faculty Assembly chair for the 2006-07 year, leading
the FIU College of Education faculty through numerous key issues pertaining to
the advancement of the college and advocacy efforts on campus. This yearÕs work
has led to a recent appointment by the dean to represent the College and the
Faculty on the Florida prerequisites committee and at state meetings.
Life remains wonderful.
RESEARCH INTERESTS
Instead of pursuing text writing, my studies in my PhD were a
concentration on how language presentation should be approached. My
research has indicated that timing and order of presentation can have a great
deal to do with reducing student confusion and anxiety. With these ideas
in mind, future research includes the following concerns:
The notion of applying theory to practice in teacher training due to the
following problem: teachers teach as they were taught, not how they were taught
to teach. How can this be fixed?
by looking at tailoring academic language input for
students
of bilingual education programs, both mainstream and
two-way;
by establishing two-way cultural connections between
language minority students and their native English speaking counterparts;
development of a bilingual/ESL library designed
with reading materials which strategically combine studentsÕ native culture and
target-language culture; making these materials—both the actual text and
lesson plan ideas—accessible to both students and teachers on the
internet.
The writing of a Japanese textbook series emphasizing a combination of
pleasure reading and structured kanji study.
Such a project comes in hopes of producing a reasonable program that guides
language students to advanced proficiencies within four years. Research in
developing the book could bring about facilitation of a greater understanding
of the role of writing system development in second language
literacy—kanji development for Japanese learners and Roman character
development for ESL learners who are illiterate in their first language
by examining standards and seeing how they both
positively and negatively affect our work as educators
by being a general practitioner in terms of keeping up
to date with practical teaching methods, including those incorporating latest
technology.
Teaching
Dr Mohammed Farouk
Curriculum and Instruction, College of Education
Florida International University
Miami, Florida 33199 USA
Dr Mary Lou Price
ESL Services
University of Texas at Austin
Austin, Texas 78703 USA
William Anton
Four Seasons Language School and Cultural Center
Sanarudai
4-32-11-2F
Hamamatsu 432 JAPAN
Academic
Dr Eleni Pappamihiel
Secondary Education
University of North Carolina at Wilmington
Wilmington, North Carolina 28403 USA
Dr Herman van Olphen
Asian Studies
The University of Texas at Austin
Austin, Texas 78712 USA
Dr Zena Moore
Foreign Language Education
The University of Texas at Austin
Austin, Texas 78712 USA
Dr Judith Lindfors
Curriculum and Instruction
The University of Texas at Austin
Austin, Texas 78712 USA
Dr John E Lackstrom
Languages and Philosophy
Utah State University
Logan, Utah 84322 USA
Dr Sylvia Celed—n-Pattichis
College of Education
University of New Mexico
Albuquerque, New Mexico 87131-1231 USA
professional organization
Dr Mary Lou McCloskey
Georgia State University
1958 Starfire Drive, NE
Atlanta, Georgia 30345 USA
Dr John Schmidt
Texas International Education Consortium
1103 West 24th Street
Austin, Texas 78705 USA
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