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Bob
Burden is Professor of Applied Educational Psychology and Head of
the School of Education at the University of Exeter, UK. He is the
former President of the International School Psychology Association
and a Fellow of the British Psychological Society. Bob is the co-author
of two books with Marion Williams and numerous research papers on
the application of psychology to various aspects of education.
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Pauline
Gibbons is a Senior Lecturer at the University of Technology, Sydney,
where she teaches postgraduate courses in TESOL. She is currently
a visiting Associate Professor at City University of Hong Kong. She
has been a teacher and teacher educator in TESOL for many years, and
has worked in Australia, Hong Kong, Laos, Thailand, Iran, Germany,
the Marshall Islands, the Solomon Islands and South Africa. Her interests
are in classroom discourse and second language development, language
pedagogy, bilingual education, and the integration of language and
content teaching. She has published widely in this area, and has a
forthcoming book to be published by Heinemann: Scaffolding Language,
Scaffolding learning: Working with ESL children in the mainstream
elementary classroom.
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Jenny
Hammond is a Senior Lecturer in the Faculty of Education at the University
of Technology, Sydney. She is also Program Director of the Language,
Literacy and Numeracy Programs. She teaches in the fields of applied
linguistics, language and literacy education and ESL education. Her
research interests lie in the areas of literacy development of mother
tongue and second language learners; the relationship between spoken
and written language in educational contexts; and classroom talk and
its role in constructing curriculum knowledge. She is also interested
in the impact of policy in the fields of language and literacy education.
Her most recent research focuses on the role of 'scaffolding' in effective
ESL pedagogy.
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Norbert
Schmitt started his EFL teaching career in Japan, where he taught
at all levels for six years. In 1994 he moved to the University of
Nottingham, where he teaches vocabulary studies, applied linguistics,
SLA, and TESOL methodology. He is a regular presenter at applied linguistics/TESOL
conferences around the world. His main research interest is second
language vocabulary studies. He has published numerous articles on
various aspects of vocabulary acquisition and use, teaching, and testing
in journals such as Language Learning, Studies in Second Language
Acquisition, English Language Teaching Journal, System, and Language
Testing. Together with English Vocabulary in Use author
Michael McCarthy, he edited Vocabulary: Description, Acquisition,
and Pedagogy (1997, CUP), and is the author of Vocabulary in
Language Teaching (2000, CUP). As co-director of the Centre for
Research n Applied Linguistics (CRAL), he is now involved in a major
study to describe the behaviour and acquisition of formulaic sequences
in English.
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