Biography of LLS Advocates

Robin Scarcella

Professor, Academic English School of Humanities Ph.D., University of Southern California, Linguistics M.A., Stanford University, Education Phone: (949) 824-7305 Email: rcscarce@uci.edu University of California, Irvine 203 Humanities Instructional Bldg Mail Code: 3830 Irvine, CA 92697

Publications Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. National Center for Education Evaluation and Regional Assistance, July 2007 (with Russell Gersten, Scott Baker, Timothy Shanahan, Sylvia Linan-Thompson, and Penny Collins). Link: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf Accelerating the Development of Academic English(UC,Office of the President) Link: http://exstream.ucsd.edu/UCPDI/webtool/html/publications/ell_book_all.pdf Academic language: Clarifying terms. AccELLerate! 1 (1) Link: http://www.ncela.gwu.edu/accellerate/ When learning to read does not lead to advanced English language proficiency. In Developing Advanced Literacy in First and Second Languages: Meaning with power. Mary J. Schleppegrell and M. Cecilia Colombi, 118-30. Mahwah, NJ: Lawrence Erlbaum. Teaching Language Minority Students in the Multicultural Classroom. Englewood Cliffs, New Jersey: Prentice-Hall.

Biography

Rebecca L. Oxford is Professor and Director of the Second Language Education Program at the University of Maryland, College Park. Previously she has led language programs at Teachers College, Columbia University; the University of Alabama; and the Pennsylvania State University.

Before becoming a professor, she was a research psychologist, program evaluator, and language teacher. Dr. Oxford holds two degrees in Russian (Vanderbilt University and Yale University) and two in educational psychology, including a master`s from Boston University and a Ph.D. from the University of North Carolina. She initiated and co-edited the Tapestry Program, a series of ESL student textbooks.

Dr. Oxford has written and edited many books on language learning strategies, motivation, cultural identity, and teaching methods. Several of her books, such as Language Learning Strategies: What Every Teacher Should Know, have been translated into Arabic and are widely known in the Middle East. She has written over 60 published chapters and articles. Several of her instruments, including the Strategy Inventory for Language Learning and the Style Analysis Survey, are used in up to 20 different languages. Currently her main research interests are language learning styles and strategies and how these factors relate to language teaching methods in different cultures.

Biography

Stephen D. Krashen

Born 1941Chicago, Illinois

OccupationLinguist, educational researcher

EmployerUniversity of Southern California

TitleProfessor emeritus

Stephen Krashen is professor emeritus at

the University of Southern California,[1] who

moved from the linguistics department to the

faculty of the School of Education in 1994.

He is a linguist, educational researcher, and

activist.

Dr. Krashen has published more than 350

papers and books, contributing to the fields

of second-language acquisition, bilingual

education, and reading. He is credited with

introducing various influential concepts and

terms in the study of second-language

acquisition, including the acquisition-learning

hypothesis, the input hypothesis, the monitor

hypothesis, the affective filter, and

thenatural order hypothesis. Most recently,

Krashen promotes the use of free voluntary

reading during second-language acquisition,

which he says "is the most powerful tool we

have in language education, first and second

Biography

EDUCATION

PhD. Anthropology, Yale University, New

Haven, Connecticut

Dissertation: National Bilingualism in

Paraguay M.A. Linguistics, University of

Michigan, Ann Arbor

B.A. Linguistics (with a minor in ESL),

University of Michigan, Ann Arbor

Books Language Counseling editor. System, vol 35, no. 1, 2007.

A Guide for the Teaching of Second Language Listening ed. by D. Mendelsohn and J. Rubin. Dominie Press, Inc., 1995.

English Works! with S. McKay and I. Mansoor. Addison-Wesley Longman, 1995.

How to Be a More Successful Language Learner with I. Thompson. Heinle & Heinle, Boston, 1982. (2nd edition, 1994). Translated into Basque, Japanese, Portuguese and Spanish.

Learner Strategies in Language Learning, ed. by A. Wenden and J. Rubin. Prentice-Hall, International. 1987.

Language Planning: Proceedings of an Institute, ed. by Annamalai, Jernudd and Rubin. Central Institute of Indian Languages and Culture Learning Institute, East-West Center 1986.

Language Planning Processes (Rubin, Jernudd, Das Gupta, Fishman, and Ferguson). Mouton & Co., The Hague, 1977.

Title(s): Professor of Curriculum and Pedagogy;

Secondary Education, ESL and Foreign

Language

Department: Curriculum and Pedagogy

Education:Ph.D. University of Texas

at Austin - Major: Applied

Linguistics/Teaching English as a

Second Language

M.A. Teachers College, Columbia

Unversity, New York City - Dual

Major: Foreign Language Education

(Spanish); Elementary Education

B.A. The George Washington

University, Washington, DC - Major:

Spanish Literature (Special Honors);

Minors: English/French

Program Affiliations:Bilingual Special Education (Certificate) Curriculum and Instruction (Ed.D.) Curriculum and Instruction (Ed.S.) Curriculum and Instruction (M.A.) Secondary Education (M.Ed.) Research Interests:Curriculum and Pedagogy: Cognitive Processes in Second Language Acquisition Curriculum and Pedagogy: Curriculum Design in ESL and Foreign Language Education Curriculum and Pedagogy: Including Learning Strategies and Literacy in Adolescent Second Language Learners Curriculum and Pedagogy: Instructional Methodology in Second Language Education Selected Publications:Chamot, A. U. (in press). Individual characteristics in the language classroom: Learning strategies and differentiated instruction. CLaSIC 2010 Conference Proceedings. Singapore: National

University of Singapore.