Experience Anaheim University's Online Education

Associate Professor: TESOL

Dr. Natsuko Shintani is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She obtained her Ph.D. from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests include task-based language instruction, the role of interaction in second language acquisition and written corrective feedback. She has also worked on several meta-analysis studies of form-focused instruction. She has published widely in leading journals and is currently working on a single-authored book, The Role of Input-Based Tasks in Foreign Language Instruction for Young Learners, to be published by John Benjamins.

Read more: Natsuko Shintani, Ph.D.

Professor: TESOL

John Macalister is a TESOL Professor at Anaheim University and Head of the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand, and immediate past president of the Applied Linguistics Association of New Zealand. His work in language curriculum design and language teaching methodology have been highlighted in two books published by Routledge and co-authored with Professor Paul Nation. One of the defining characteristics of John’s work is the link between research and practice with a recent example being the design of an English curriculum for trainee seafarers in Kiribati, an island republic in the Central Pacific.As well as Kiribati and New Zealand, John has worked in Namibia, Thailand, Cambodia and Vanuatu.

Kia ora tatou, and welcome. I’m excited to begin teaching on the TESOL program at Anaheim, and look forward to getting to know you and to learn about the challenges in your part of the world over the next few weeks.

BOOKS

• John Macalister, I.S.P. Nation. (2011) Case Studies in Language Curriculum Design. New York:Routledge.
• I.S.P Nation, John Macalister. (2009) Language Curriculum Design. New York:Routledge.

Professor: TESOL

Dr. Sandra McKay was a TESOL Professor in the Anaheim University Graduate School of Education, Professor Emeritus of English at San Francisco State University and an affiliate faculty member in the Second Language Studies program at the University of Hawaii, Manoa. She received her doctorate from the college of education at the University of Minnesota in applied linguistics. Her main areas of work and research were second language teacher education, sociolinguistics (with a focus on English as an international English) and research methods. She also published and presented on topics related to culture, diversity and inclusion. Her books include Teaching English as an International Language: Rethinking Goals and Approaches (2002, Oxford University Press) which was the Winner of the Ben Warren International Book Award for outstanding teacher education materials, Sociolinguistics and Language Education (edited with Nancy Hornberger, 2010, Multilingual Matters) and Researching Second Language Classrooms (2006, Lawrence Erlbaum Associates). She also published widely in international journals. She served as TESOL Quarterly editor from 1994 to 1999 and has served on the editorial advisory board for the Journal of Second Language Writing and the TESOL Quarterly. She received four Fulbright grants, as well as many academic specialist awards and distinguished lecturer invitations. Her research interest in English as an international language developed from her Fulbright Grants, academic specialists awards and her extensive work in international teacher education in countries such as Chile, Hong Kong, Hungary, Latvia, Morocco, Japan, Singapore, South Africa, South Korea and Thailand.

I am first and foremost a teacher educator since I strongly believe that excellent teachers can make a tremendous impact on the lives of individuals. I am looking forward to sharing my passion for teacher education with you.

BOOKS

• Brown, J., & Mckay, S. (2016). Teaching and Assessing EIL in Local Contexts Around the World. New York: Routledge.
• Alsagoff, L., Hu, G., Mckay, S., & Renandya, W. (2012) (Eds.). Teaching English as an International Language: Principles and Practices.New York: Routledge.
• Hornberger, N., & Mckay, S. (2010) (Eds.). Sociolinguistics and Language Education. Clevedon: Multilingual Matters.
• Bokhorst-Heng, W., & Mckay, S. (2008). International English in its Sociolinguistic Contexts: Towards a Socially Sensitive Pedagogy. New York: Frances Taylor.
• Mckay, S. (2006). Researching Second Language Classrooms. Mahwah: Lawrence Erlbaum Associates.
• Mckay, S. (2002). Teaching English as an International Language: Rethinking Goals and Approaches. Oxford University Press.
• Mckay, S., & Wong, S. (2000). New Immigrants in the US: Readings for Second Language Educators. Cambridge: Cambridge University Press.
• Hornberger, N., & Mckay, S. (1996) (Eds.). Sociolinguistics and Language Teaching. Cambridge: Cambridge University Press.
• Mckay, S. (1993). Agendas for Second Language Literacy. Cambridge: Cambridge University Press.
• Mckay, S. (1992). Teaching English Internationally: An Introduction. Oxford: Oxford University Press.
• Mckay, S., & Wong, S. (1988). Language Diversity: Problem or Resource? New York: Newbury House Publishers.

Professor: TESOL

Dr. Thom Hudson is a TESOL Professor in the Anaheim University Graduate School of Education. He received his BS degree in sociology from the University of California at Berkeley, and his MA degree in TESOL and Ph.D. in Applied Linguistics from the University of California at Los Angeles. Dr. Hudson is professor of Second Language Studies (SLS) at the University of Hawai'i at Mānoa, and co-editor of the electronic journal Reading in a Foreign Language. He has been on the Department of SLS faculty at UHM since 1989. Prior to coming to Hawai’i, he taught three years in Cairo, Egypt, numerous years in the U.S., directed a reading English for science and technology project for two years in Guadalajara, Mexico, and since coming to Hawai’i has spent a sabbatical year teaching in Japan. He was the Director of the English Language Institute at the University of Hawai’i for three years. He was also Co-Principal Investigator of a grant entitled “Expanding English Language Capacity in Vietnam” for three years from 2003-2006, and made several teacher training visits to Vietnam during that time. He was the Graduate Chair of the Department of Second Language Studies from August 2006 until the end of July 2012.

Dr. Hudson's research has concentrated on second language reading, second language testing, language for specific purposes, program development, and quantitative research methods. He has had a long term interest in criterion-referenced language testing and task based language testing in particular. His research has appeared in the journals Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, Language Testing, Annual Review of Applied Linguistics, and Language and Communication. He is author of the text Reading in a Second Language, published in 2007 by Oxford University Press. He co-authored Developing Prototypic Measures of Cross-Cultural Pragmatics, with E. Detmer & J.D. Brown, Designing Second Language Performance Assessments, with J. Norris, JD Brown, and J. Yoshioka, and An Investigation of Second Language Task-Based Performance Assessments, with JD Brown, J. Norris, and W. Bonk, and Criterion-Referenced Language Testing, with JD Brown. Additionally, he co-edited A Focus on Language Test Development with JD Brown. He also has chapters in several books. He is currently completing a textbook manuscript for quantitative research methods with the tentative title Research Design and Analysis in Applied Linguistics.

Welcome to the Ed.D. program at Anaheim University. TESOL is an exciting field, one that is constantly changing in its academic focus. I look forward to working with you in your academic areas of interest, particularly language testing and quantitative research. My research has focused on quantitative approaches to the study of language learning and use. One of my more recent interests has been in the area of standards based assessment and the personal and social consequences the implementation/imposition of those standards.

BOOKS

• Hudson, T. (In preparation). Research design and analysis in applied linguistics.
• Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.
• Hudson, T., & Clark, M. (2007). Case studies in foreign language placement: Practices and possibilities. Honolulu: University of Hawai'i, National Foreign Language Resource Center.
• Brown, J. D. & Hudson, T. (2002) Criterion-referenced language testing. Cambridge: Cambridge University Press.
• Brown, J.D., Hudson, T., Norris, J., & Bonk, W.J. (2002). An investigation of second language task-based performance assessments. Honolulu: University of Hawai’i at Manoa, Second Language Teaching and Curriculum Center. University of Hawai'i Press
• Hudson, T. & Brown, J.D. ( 2001) (Eds.) A focus on language test development: expanding the language proficiency construct across a variety of tests. Honolulu: University of Hawai’i at Manoa, Second Language Teaching and Curriculum Center. University of Hawai'i Press
• Brown, J. D., Hudson, T., & Kim, Y. (2001). Developing Korean language performance assessments.(Research Note #27). Honolulu, HI: University of Hawai’i. Second Language Teaching and Curriculum Center.
• Brown, J.D., Hudson, T., Norris, J.M., & Bonk, W. (2002). Investigating second language performance assessments. Honolulu: Second Language Teaching and Curriculum Center. University of Hawai'i at Manoa. University of Hawai'i Press.
• Norris, J., Brown, J. D., Hudson, T. & Yoshioka, J. (1998). Designing Second Language Performance Assessments. Honolulu: Second Language Teaching and Curriculum Center. University of Hawai'i at Manoa. University of Hawai'i Press.
• Hudson, T., Detmer, E. and Brown, J.D. (1995). Developing prototypic measures of cross cultural pragmatics. Honolulu: Second Language Teaching and Curriculum Center. University of Hawai'i at Manoa. University of Hawai'i Press.

SELECTED ARTICLES AND BOOK CHAPTERS

• Hudson, T. (In preparation). Essentials of quantitative research for classroom teachers. In Brown, J.D. & Coombe, C. (Eds.) The Cambridge Guide to Language Research.
• Hudson, T. (In preparation). Presenting quantitative data visually. In L. Plonsky (Ed). Advancing Quantitative Methods in Second Language Research
• Hudson, T. (2014). Overview of standards-based language assessment for English learners. TESOL Quarterly. Special Issue, "K-12 Standards-Based Educational Reform: Implications for Immigrant and Indigenous English Language Learner Populations." 48(3)588-595.
• Hudson, T. (2013). Criterion-referenced approach to language assessment. In Kunnan, A. (Ed.). The Companion to Language Assessment. New York: Routledge. 561-577.
• Hudson, T.(2012). Chapter 33: Standards-based testing. In Fulcher, G. & Davidson, Routledge Handbook of Language Testing. New York: Routledge. 479-494.
• Hudson, T. (2013). Correlational Research in Language Assessment. In. C. Chapelle (ed.) The Encyclopedia of Applied Linguistics. Wiley-Blackwell Publishers.
• Hudson, T. (2005). Current trends in assessment scales and criterion-referenced language assessment. Annual Review of Applied Linguistics. Volume 25.
• Norris, J.M., Brown, J.D., Hudson, T.D., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based second language performance assessment. Language Testing. 19, 395-418.
• Hudson, T. (2001). Indicators for cross-cultural pragmatic instruction: some quantitative tools. Rose, K. & Kasper, G. Pragmatics in language teaching. Cambridge: Cambridge University Press.
• Hudson, T. (2001). Self-assessment methods in cross-cultural pragmatics. In Hudson, T. & Brown, J.D. (Eds.) A focus on language test development: expanding the language proficiency construct across a variety of tests. Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center. 57-74.
• Hudson, T. (1998). Theoretical perspectives on reading. Annual Review of Applied Linguistics: XVIII. 43 60.
• Brown, J. D., & Hudson, T. (1998). Alternatives in language assessment. TESOL Quarterly. 32:653 675
• Hudson, T. (1993). Nothing does not equal zero: Problems with applying developmental sequence findings to assessment and pedagogy. Studies in Second Language Acquisition. 15:461 493.
• Hudson, T. (1993). Surrogate indices for item information functions in criterion referenced language testing. Language Testing.10, 2:171 191.
• Hudson, T. (1993). Testing the specificity of ESP reading skills. In Douglas, D. and Chapelle, C. A New Decade of Language Testing Research. Washington, D.C.: TESOL. 58 82.
• Hudson, T. (1991). Relationships among IRT item discrimination and item fit indices in criterion referenced language testing. Language Testing. 8,2:160 181.
• Lynch, B.K. and Hudson, T. (1991). EST Reading. In Celce Murcia, M. (Ed.) Teaching English as a Second or Foreign Language, 2nd edition. Rowley, Mass. Newbury House. 216 232.
• Hudson, T. (1991). A content comprehension approach to reading English for science and technology. TESOL Quarterly. 25,1: 77 104.
• Hudson, T. (1990) The discourse of advice giving in English. Language and Communication. Vol. 10,4: 285 297.
• Hudson, T. (1989) Mastery decisions in program evaluation. In Johnson, R.K. (Ed.) The Second Language Curriculum. Cambridge, Cambridge University Press. 259 269.
• Davidson, F., Hudson, T. and Lynch, B. (1985) Language Testing: Operationalization in Classroom Measurement and L2 Research. In Celce Murcia, M. (Ed.) Beyond Basics in TESOL: Issues and Research in Language Teaching. Rowley, Mass. Newbury House. 137 152.
  Henning, G. Hudson, T. and Turner, J. (1985) Item response theory and the assumption of unidimensionality for language tests. Language Testing. 2,2:141 154.
• Hudson, T. and Lynch, B. (1984). A criterion referenced measurement approach to ESL achievement testing. Language Testing. 1,2: 171 201.
• Hudson, T. (1982). The effects of induced schemata on the 'short circuit' in L2 reading: non decoding factors in L2 reading performance. Language Learning. 32,1:1 31. (Reprinted in Carrell, P., Devine, J., Eskey, D. (Eds) (1988) Interactive Approaches to Second Language Reading. Cambridge, Cambridge University Press.)