Scott Aubrey, Ph.D.

Assistant Professor: TESOL

Scott Aubrey received his Ph.D. in Applied Linguistics from the University of Auckland in 2016. He has taught at language schools and universities in Korea, Japan, and Hong Kong.  Scott’s research and teaching interests include L2 motivation, the role of inter-cultural contact (inside and outside the classroom) in language learning, task-based language teaching, and L2 writing instruction. His published work includes articles in leading journals such as TESOL Quarterly, Language Teaching Research, and The Modern Language Journal. Scott currently lives in Hong Kong and teaches courses in English language education at The Chinese University of Hong Kong. 

Associate Professor: TESOL

Natsuko Shintani,  Ph.D.Natsuko Shintani, Ph.D.

Natsuko Shintani 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.

Dr. Sandra McKay
Sandra McKay, Ph.D.

Professor: TESOL

Dr. Sandra McKay is Professor Emeritus of English at San Francisco State University and currently 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 are second language teacher education, sociolinguistics (with a focus on English as an international English) and research methods. Her books include Teaching English as an International Language: Rethinking Goals and Approaches (2002, Oxford University Press), Sociolinguistics and Language Education (edited with Nancy Hornberger, 2010, Multilingual Matters) and Researching Second Language Classrooms (2006, Lawrence Erlbaum Associates). Her newest book is Teaching and Assessing EIL in local contexts around the world (with J.D. Brown, 2016, Routledge). She has also published widely in international journals. 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.
 

Dr. Julie Sykes Julie Sykes, Ph.D.

Associate Professor: TESOL

Julie Sykes earned her Ph.D. from the University of Minnesota with a focus on applied linguistics and second language acquisition. Julie’s research focuses on the use of digital technologies for language acquisition with a specific focus on inter-language pragmatic development and intercultural competence. She has taught courses on second language teaching and learning methodology and research, language learning and technology, Hispanic linguistics, and inter-language pragmatic development. Julie’s experience includes the design, implementation, and evaluation of online immersive spaces and the creation of place-based, augmented-reality mobile games to engage language learners in a variety of non-institutional contexts. She has published various articles on CALL-related topics, including synchronous computer-mediated communication and pragmatic development, gaming and CALL, and lexical acquisition in digitally mediated environments. Julie serves as the UO Scholar-in-Residence and also holds a faculty appointment in the Department of Romance Languages at the University of Oregon.

John Macalister, Ph.D John Macalister, Ph.D.

Professor: TESOL

John Macalister is 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.