FREDRICKA L. STOLLER
Professor of English
Department of English
Northern Arizona University
Fredricka L. Stoller is Professor of English at Northern Arizona University, Flagstaff, Arizona, where she teaches in the MA-TESL and Ph.D. in Applied Linguistics programs. Her professional areas of interest include L2 reading, content-based instruction, project-based learning, and disciplinary writing. She is co-author of Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, Speaking (with J. Newton et al., 2018, Routledge); co-author of Teaching and Researching Reading (with W. Grabe, 2nd ed., 2011, Routledge; 3rd ed. forthcoming); co-editor of A Handbook for Language Program Administrators (2nd ed., 2012, Alta English Publishers); and co-author of Write Like a Chemist (2008, Oxford University Press). She has published in English for Specific Purposes, English Teaching Forum, Journal of English for Academic Purposes, and Reading in a Foreign Language. She was a Fulbright scholar in Turkey (2002-03), Timor Leste (2014), and Vietnam (Spring 2018), and has trained EFL teachers, teacher trainers, and language program administrators in 30 other countries. While a Fulbrighter in Vietnam, she had a teaching and research award at the University of Foreign Language Studies in Da Nang. While in Vietnam, she had the opportunity to visit and conduct workshops at An Giang University, Can Tho University, Phu Yen University, and Kontum University, a branch campus of the University of Da Nang.
Regents’ Professor Emeritus of Applied Linguistics
Department of English
Northern Arizona University
William Grabe is Regents’ Professor Emeritus of Applied Linguistics in the Department of English at Northern Arizona University (Ph.D. in 1984 from the University of Southern California). He has published on topics in reading, writing, literacy, written discourse analysis, content-based L2 instruction, and applied linguistics as discipline. He has lectured and given teacher-training workshops in over 30 countries around the world. Recent books include Reading in a second language: Moving from theory to practice (Cambridge University Press, 2009), Teaching English to second language learners in academic contexts: Reading, writing, listening, speaking (with J. Newton, et al.) (Routledge, 2018), and Teaching and Researching Reading. 3rd ed. (with F. Stoller) (Routledge, in press). He served as editor of the Annual Review of Applied Linguistics (Cambridge University Press, 1990-2000). He is a past President of the American Association for Applied Linguistics (2001-2002). In 2005, he received the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics. From 2012 to 2017, he served as Vice President for Research at Northern Arizona University.
|Event End Date||05-10-2019|
|Cut off date||03-10-2019|
|Individual Price||Three hundred thousands Vietnamese Dong/ 3 workshops|
|Location||University of Languages and International Studies|
|Friday, Oct 4, 2019, 8:30 - 11:30||
Action Research: A Good Idea for Practicing Teachers
Every teacher has the ability to explore ways to teach more effectively and help students become better learners. Unlike more formal and larger scale research projects, action research provides practicing teachers with non-threatening means for systematically investigating their teaching and their students’ learning. The outcomes of action research can provide teachers with alternative ways of teaching that enhance the learning that occurs in their classrooms. The real appeal of action research—conducted individually or with colleagues—is that it permits us to examine our teaching in practical terms, at our own pace, and with our needs and our students’ needs in mind. In this interactive workshop, an easily adaptable multiple–step action research process is introduced, followed by an exploration of sample action research projects that will serve as models of the process for novice and experienced teachers. Upon conclusion of the preconvention worksh op, Viet TESOL attendees will have a framework that can guide them in their own action research.
|Friday, Oct 4, 2019,13:30 - 16:30||
Professional Development and Capacity Building for ELT Professionals
In this two-part seminar, we will explore professional development and capacity building for ELT professionals who are at various stages in their studies and/or careers. In the first part of the seminar, we will consider ongoing professional development activities that are relevant for all ELT professionals--whether they are MA or PhD students, teacher trainers, or university lecturers. All ELT professionals benefit from staying current, engaged, and motivated. Yet their busy schedules often make it challenging to fit such activities into their regular routines. Emphases will be placed on (a) staying connected in the field with free online resources, (b) conducting manageable action-research projects in one’s own classrooms, and (c) sharing good ideas with peers through presentations and publications. Together these forms of professional development lead to teacher lifelong learning. In the second part of the seminar, we will explore the steps that junior faculty (and aspiring MA students) can take to strengthen their professional profiles and make themselves more competitive for doctoral studies. We’ll discuss preliminary steps that can be taken to enhance one’s CV. Then we will consider the variety of doctoral programs that exist, standard elements of the Ph.D. or Ed.D. application process (reviews of doctoral-program websites, initial inquiries, cover letters, statements of purpose/research plans), and financial support options. Emphases will be placed on doctoral studies in North America, and the overlap with doctoral study elsewhere.
|Saturday, Oct 5, 2019, 8:30 - 11:30||
How Reading Works and Implications for Effective Reading Development
Research on reading development and evidence for effective reading instruction have changed considerably over the past 15 years. This talk will begin by discussing the miracle of reading—how so many cognitive skills come together to generate text comprehension. Research evidence for how we read highlights the combination of (a) linguistic knowledge (e.g., letter-sound connections, vocabulary knowledge, grammatical knowledge, knowledge of text structuring), (b) strong reading comprehension skills (e.g., rapid and automatic word recognit ion, 0; a large recognition vocabulary, reading fluency skills, appropriate use of reading strategies), and (c) more general cognitive skills that support reading skills (goal setting, implicit learning, statistical learning, working memory, background knowledge, attentional control, motivation). Ultimately, skilled reading is a form of cognitive expertise that will suggest a number of innovative teaching ideas. The talk will close with a number of implications for instruction and a set of key instructional ideas.
VietTESOL International Convention 2019 Featured Speaker, sponsored by the Regional English Language Office, U.S. Embassy in Vietnam.
VietTESOL International Convention 2019 Keynote Speaker, sponsored by the Regional English Language Office, U.S. Embassy in Vietnam.