Vol. 5. No. 4 March 2002
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From The Editors


With this issue, we finish five volumes of TESL-EJ. This is a good time to thank publicly the many people who contribute to our journal. This includes editors, past and present, the Editorial Board members, past and present, and to the many reviewers and contributors who have made this enterprise so successful.

Our Editorial Board comprises researchers and teachers who are strongly committed to the field. We would like to take this opportunity to give you a little information about some of them:

Neil J. Anderson, Ph.D. Teaching English as a second/foreign language at Brigham Young University, Department of Linguistics and English Language. His research interests include second language reading, language learning strategies, and teaching and learning styles.

Tim Caudery, received a BA in English and History (University of Leeds, UK) an MA in TEFL (University of Reading, UK), and his PhD thesis is on second language writing skills, at the University of Aarhus, Denmark, where he currently resides.

Graham Crookes is Associate Professor in the Department of Second Language Studies, University of Hawai'i; where he is also Director of the English Language Institution. He has long been interested in teacher (action) research, particularly anything going under the heading of participatory or critical action research; in the area of pedagogy and curriculum he is interested in critical pedagogy; and presently he is exploring the literature of educational administration in search of matters critical. He denies having a one-track mind! Find him on the web at http://www.hawaii.edu/sls/crookes/

Zoltan Dornyei, PhD in Psycholinguistics, University of Nottingham, School of English Studies. He is primarily interested in the psychological aspects of second language learning and processing. He has done extensive research on motivation, communication strategies, and group dynamics.

Thomas S C Farrell, PhD in Rhetoric and Linguistics is an Assistant professor in English Language & Literature at the National Institute of Education, at Nanyang Technological University, Singapore. His research interests include reflective teaching, teacher beliefs, language teacher education and development, and TESOL methods.

Gwendolyn Gong, Ph.D. in Rhetoric and Composition with a emphasis in Linguistics, Professor, Department of English, The Chinese University of Hong Kong, and is Editor of the Asian Journal of English Language Teaching .Her research and teaching interests are in writing theory and pedagogy, technical editing and production, narratives and storytelling, and the study of style. In addition, she has done work in computers and writing, critical reading, and English language teaching to Asians at the tertiary level.

Sharon Hilles, PhD, is Professor in the Department of English and Foreign Languages at California State Polytechnic University, Pomona. Her research interests are Second Language Acquisition, language analysis and grammar, and history of English.

Donna Lardiere, Ph.D., received her doctorate from Boston University. She is currently Associate Professor of Applied Linguistics at Georgetown University. Her research interests include language acquisition, morphology, and syntax.

Andrew Littlejohn, PhD in materials design, MA in TESOL, PGCE, BA, Institute of Education, University of London and Sultan Qaboos University, Oman. His research interests include the development of education-based approaches to language teaching, learner perceptions of the classroom and feasible means for shared classroom decision-making.

Bhaskaran Nayar, received his MA in Applied Linguistics from the University of Wales and PhD in Linguistics from the University of South Carolina. He is a Senior Lecturer in Language Communication, Department of Communications and English, University of Lincoln, in the United Kingdom.

Jack Richards (Ph.D, Laval University) divides his time between Sydney and Singapore. In Singapore he is adjunct professor at RELC, and in Sydney, at Macquarie University. His research interests include teacher learning in language teaching, and curriculum development.

Christopher Sauer, Applied Linguistics, Director, ESL Institute, Divine Word College, Epworth, Iowa, USA. Chris has focused on the application of multiple intelligence and learning styles theory in ESL instruction. He also edits TESOL's CALL newsletter.

John Schumann, Professor of Applied Linguistics and TESL at the University of California, Los Angeles. His current research interests include neurolinguistics and language acquisition.

Larry Selinker is Professor in the Department of Applied Linguistics, Birkbeck College, University of London. His research interests include fossilization and interlanguage in second language acquisition.

Roland (Roly) Sussex, MA (Canterbury, NZ), PhD (London) in General and Slavonic Linguistics. He is currently Professor of Applied Language Studies, School of Languages and Comparative Cultural Studies, University of Queensland, Australia. His research interests include language in social contexts, especially intercultural contexts; discourse; variation in English, especially Australian English, where he broadcasts weekly with the Australian Broadcasting Corporation; language, technology and computer-aided learning.

Greta Vollmer is an assistant professor of English and applied linguistics at Sonoma State University, in northern California. She teaches courses in grammar, composition pedagogy, and literacy acquisition. She received a Ph.D. in Education from the University of California, Berkeley. Her research interests include second language composition studies, critical literacy, and immigrant education in K-12 settings.

These board members help us to form journal policy and to review the many manuscripts we receive. Recently, we have had additional help in reviewing from:

George Jacobs, Educational Consultant, Singapore
Ravi Sheorey, Oklahoma State University
Ray Graham, Brigham Young University

This issue has a strong focus on teaching, as shown in the lead articles, "Toward principled eclecticism in language teaching: The Two-dimensional Model and the Centring Principle," by J. Dean Mellow and "Applying SLA Research and Theory To Practice: What Can a Teacher Do?" by Marjorie Hall Haley and Patricia Rentz.

We have the usual complement of reviews and columns. In particular, our "On the Internet" column, edited by Jim Duber, makes use of the journal's multimedia possibilities by presenting audio and video production information for instructors. We encourage potential contributors to consider the expanded possibility that the web provides for language research publication.

Of course, we thank most of all our loyal readers and subscribers. One measure of our success is that typing "TESL" into a Google search shows TESL-EJ at the top of the list. The thousands of monthly visitors, as well as the many links to our pages, have helped make us that success.

Maggie Sokolik

Thomas Robb

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