Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-28T11:58:56.680Z Has data issue: false hasContentIssue false
  • English
  • Français

Shaping an agenda throughexperience(s)

Published online by Cambridge University Press:  21 December 2016

William Grabe
William Grabe*
Affiliation:
Northern Arizona University [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

After finishing a B.A. degree in History and Political Sciences from ValparaisoUniversity, I began my post-undergraduate life going into the U. S. Peace Corpsand spending three years as an English as a foreign language (EFL) teacher inlycees in Morocco. After all, in 1973, agreeing to a freesummer vacation in Morocco for Peace Corps training, if nothing else, seemedlike a good deal. Little did I know that an EFL/ESL (English as a secondlanguage)/applied linguistics life would begin at that point. I did learn that Iliked teaching (which surprised me a bit) and the opportunities for creativityit provided (even if teaching with ‘Martin and Jillian’ (Broughton1968) and First things first (Alexander 1972) (for those who remember). As a young teacher, Ivividly remember, as a break from the routine, teaching my senior students thelyrics to ‘All Along the Watchtower,’ first the Bob Dylan version,then the Jimi Hendricks version. Sometimes we just have to take some chances.Morocco was also a great place to be in the middle of multilingualism in action:Moroccan Arabic, Berber, Modern Standard Arabic, French, Spanish, and English.For many of my students, English was their fifth language.

Type
First Person Singular
Information
Language Teaching , Volume 50 , Issue 1 , January 2017 , pp. 120 - 134
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, L. G. (1972). First things first. London: Longman.Google Scholar
Anderson, J. R. (2000). Learning and memory: An integrated approach (2nd edn.). New York: John Wiley.Google Scholar
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Educational Assessment: Principles, Policy and Practice 5, 7‒74.Google Scholar
Black, P. & Wiliam, D. (2012). Assessment for learning in the classroom. In Gardner, J. (ed.), Assessment for learning: Practice, theory and policy (2nd edn.). London: Sage, 11‒32.CrossRefGoogle Scholar
Broughton, G. (1968). Success with English (2nd edn.). London: Penguin.Google Scholar
Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.Google Scholar
Cumming, A. (ed.) (2006). Goals for academic writing: ESL students and their instructors. Philadelphia: J. Benjamins.Google Scholar
de Bot, K. (in press). A recent history of applied linguistics. New York, NY: Routledge. Google Scholar
Diessel, H. (2004). The acquisition of complex sentences. Cambridge Studies in Linguistics 105. Cambridge: Cambridge University Press.Google Scholar
Ellis, N. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition 24, 143–188.Google Scholar
Ellis, N. (2006a). Language acquisition as rational contingency learning. Applied Linguistics 27, 1–24.CrossRefGoogle Scholar
Ellis, N. (2006b). Selective attention and transfer phenomena in SLA: Contingency, cue, competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics 27, 164–194.Google Scholar
Ellis, N. & Larsen-Freeman, D. (2007). Language emergence: Implications for applied linguistics – Introduction to the special issue. Applied Linguistics 27, 558‒589.Google Scholar
Grabe, W. (1979). Morocco: Diglossia?. . . triglossia? The language situation in Morocco. In Coady, J., Lucas, J. & E. (eds.), Ohio University working papers in applied linguistics, No. 6. Athens, OH: Department of Linguistics, Ohio University, 10‒21.Google Scholar
Grabe, W. (1986). The transition from theory to practice in teaching reading. In Dubin, F., Eskey, D. & Grabe, W. (eds.), Teaching second language reading for academic purposes. Reading, MA: Addison-Wesley, 25‒48.Google Scholar
Grabe, W. (1987). Contrastive rhetoric and text type research. In Connor, U. & Kaplan, R. B. (eds.), Writing across cultures. Reading, MA: Addison-Wesley, 115‒137.Google Scholar
Grabe, W. (1988). Assessing the term‘'interactive’. In Carrell, P., Devine, J. & Eskey, D. (eds.), Interactive approaches to second language reading. New York, NY: Cambridge University Press, 55‒70.Google Scholar
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly 25, 375‒406.Google Scholar
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.Google Scholar
Grabe, W. & Jiang, X. (2009). Building reading abilities with graphic organizers. In Cohen, R. (ed.), Exploration in second language reading. Alexandria, VA: TESOL, 25‒42.Google Scholar
Grabe, W. & Jiang, X. (2015). The research-instruction cycle in second language reading. In Evans, N., Anderson, N. & Eggington, W. (eds.), ESL readers and writers in higher education: Understanding challenges, providing support. New York, NY: Routledge, 130–146.Google Scholar
Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing. New York: Longman.Google Scholar
Grabe, W. & Stoller, F. (2011). Teaching and researching reading (2nd edn.). New York, NY: Routledge.Google Scholar
Grabe, W. & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal 4.1, 9‒24.Google Scholar
Grabe, W. & Zhang, C. (2016). Reading-writing relationships in first and second language academic literacy development. Language Teaching 49, 339–355.CrossRefGoogle Scholar
Hitchcock, J., Dimino, J., Kurki, A., Wilkins, C. & Gersten, R. (2010). The impact of collaborative strategic reading on the reading comprehension of grade 5 students in linguistically diverse schools. (NCEE 2011–4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Sciences, U. S. Department of Education.Google Scholar
Jiang, X. (2012). Effects of discourse structure graphic organizers of EFL reading comprehension. Reading in a Foreign Language 24, 84‒105.Google Scholar
Klinger, J., Vaughn, S., Arguelles, M., Hughes, M. & Leftwich, S. (2004). Collaborative strategic reading: ‘Real-world’ lessons from classroom teachers. Remedial and Special Education 25, 291‒302.Google Scholar
Leki, I. (2007). Undergraduates in a second language. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Lesgold, A. & Perfetti, C. (eds.) (1981). Interactive processes in reading. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Pressley, M. (2006). Reading instruction that works (3rd edn.). New York, NY: Guilford Press.Google Scholar
Pressley, M., Gaskins, I., Solic, K. & Collins, S. (2006). A portrait of Benchmark School: How a school produces high achievement in students who previously failed. Journal of Educational Psychology 98, 282‒306.Google Scholar
Pressley, M., El-Dinary, P., Gaskins, I., Schuder, T., Bergman, J., Almasi, J. & Brown, R. (1992). Beyond direct explanation: Transactional strategy instruction or reading comprehension strategies. Elementary School Journal 92, 513‒555.Google Scholar
Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly 16, 32‒71.Google Scholar
Stoller, F. & Grabe, W. (1997). A six-Ts approach to content-based instruction. In Snow, M. & Brinton, D. (eds.), The content-based classroom: Perspectives in integrating language and content. New York: Longman, 78‒103.Google Scholar
Tardy, C. (2009). Building genre knowledge. West Lafayette, IN: Parlor Press.Google Scholar
Tomasello, M. (2003). Constructing a language. Cambridge, MA: Harvard University Press.Google Scholar
Wiliam, D. (2007/2008) Changing classroom practice. Educational Leadership 65.4, 3‒42.Google Scholar
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.Google Scholar
Zhang, C. (2013). Effect of instruction on ESL students’ synthesis writing. Journal of Second Language Writing 22, 51‒67.Google Scholar