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2024.09.01 - 2024.10.14 北京市
主讲专家： (美)卢卡斯(LUCAS,S.E.)、(美）利文（Levine,M.）、(英)凯(Kay,S.)、Andrew Goatly、Anne Burns、Bonny Norton、Brian Paltridge、Charlene Polio、D.Christopher Brooks、Darla K. Deardorff、Diane Larsen-Freeman、
价格：¥100.0
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香港岭南大学教授
英国阿斯顿大学和澳大利亚新南威尔士大学教授，国家英语语言教学与研究中心主任。主要研究领域包括语言教育中的行动研究、课程设置与变革、语言教师教育、教师信念与认知等。出版Doing Action Research in English Language Teaching: A Guide for Practitioners, The Cambridg Guide to Second Language Teacher Education, Collaborative Action Research for English Language Teachers等专著。
Dr. Bonny Norton is Professor and Distinguished University Scholar in the Department of Language and Literacy Education, University of British Columbia, Canada. Her primary research interests are identity and language learning, critical literacy, and international development. She is Research Advisor of the African Storybook Project & #40;www.africanstorybook.org& #41; and 2006 co-founder of the Africa Research Network on Applied Linguistics and Literacy & #40;www.renafrica.org& #41;. She has published a 2013 2nd edition of "Identity and Language Learning" with Multilingual Matters, and is guest editor of a 2014 special issue of the Journal of Multilingual and Multicultural Development on "Promoting multilingual literacy and social change in African communities". A 2015 model of identity and investment & #40;w. Ron Darvin& #41; has been published by the Annual Review of Applied Linguistics. She has held honorary positions at Kings& #39; College & #40;University of London& #41; and the University of Witwatersrand, South Africa. In 2010, Bonny Norton was the inaugural recipient of the "Senior Research Leadership Award" by the Second Language Research SIG of the American Educational Research Association & #40;AERA& #41;, and in 2012 she was inducted as an AERA Fellow. Her website can be found at http://www.educ.ubc.ca/faculty/norton/
Brian Paltridge is Professor of TESOL and Research Writing Coordinator in the School of Education and Social Work at the University of Sydney. His most recent publications are Ethnographic Perspectives on Academic Writing & #40;with Sue Starfield and Christine Tardy, Oxford University Press, 2016& #41;, Getting Published in Academic Journals & #40;with Sue Starfield, University of Michigan Press, 2016& #41; and The Discourse of Peer Review & #40;Palgrave Macmillan, 2017& #41;. He has recently completed a book titled “Writing for Research Purposes” to be published by Shanghai Foreign Language Education Press. He is co-editor of TESOL Quarterly and an editor emeritus of English for Specific Purposes.
Charlene Polio is a professor in the Department of Linguistics, Languages, and Cultures at Michigan State University, where she teaches in the MA Program in Teaching English to Speakers of Other Languages & #40;TESOL& #41; and the PhD Program in Second Language Studies Program. Her main area of research is second language & #40;L2& #41; writing in relation to research methods and to second language acquisition. She is the co-author & #40;with Debra Friedman& #41; of Understanding, Evaluating, and Conducting Research in Second Language Writing & #40;Routledge& #41; and the co-editor & #40;with Rosa Manchon& #41; of The Routledge Handbook of Writing and Second Language Acquisition. She is the co-editor of TESOL Quarterly and a consulting editor for the new journal, Research Methods in Applied Linguistics & #40;Elsevier& #41;.
D. Christopher Brooks serves as a Senior Research Fellow for the EDUCAUSE Center for Analysis and Research, or ECAR,& #40;http://www.educause.edu/ecar& #41; where he conducts research on a range of topics related to IT in higher education including analytics, service delivery, integrated planning and advising services & #40;IPAS& #41;, and how undergraduate students and faculty use, think about, and relate to IT. Prior to joining ECAR in December 2013, Dr. Brooks served as a Research Associate in the Office of Information Technology at the University of Minnesota where he researched the impact of educational technologies and Active Learning Classrooms & #40;ALCs& #41; on teaching practices and learning outcomes, completion rates and the impact of MOOCs on student learning, and evaluating blended learning environments. His research appears in a range of scholarly journals including the British Journal of Educational Technology, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, The Journal of College Science Teaching, Evolution, the Journal of Political Science Education, and Social Science Quarterly, and in the edited volume Blended Learning: Research Perspectives, Vol. 2. His co-edited volume of New Directions for Teaching and Learning on Active Learning Spaces was published in 2014. His co-authored book, A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice, is published in May 2016. Christopher earned his Ph.D. in Political Science from Indiana University in 2002. He has taught courses in comparative politics and political theory at Indiana Purdue Fort Wayne & #40;IPFW& #41;, St. Olaf College, and the University of Minnesota.
Professor Darla K. Deardorff is currently executive director of the Association of International Education Administrators at Duke University. Professor Deardorff has worked in the international education field for over twenty years. She is also an experienced cross-cultural trainer and coach and conducts training for non-profits, corporations and educational institutions. One of her recent consultant projects was for UNESCO on comparative perspectives on intercultural competence. And she is also the founder of ICC Global, a global net work of researchers on intercultural competence. Professor Deardorff has published seven books including as editor of The SAGE Handbook of Intercultural Competence as well as lead editor of The SAGE Handbook of International Higher Education, and co-author of Beneath theTip of the Iceberg: Improving English and Understanding US American Cultural Patterns. She is also author of the recently published book on Demystifying Outcomes Assessment for International Educators: APractical Approach and co-editor of Intercultural Competence in Higher Education: International Approaches, Assessment, Application and soon.
美国密歇根大学教育学、语言学教授，Language Learning 期刊前主编、编委。主要研究领域为二语习得、语言教师教育、应用语言学、语言教学法和复杂理论。曾发表论文百余篇，在60多个国家的学术会议上发言。主要著作包括：《二语研究中的语篇分析》、《语法书——ESL/EFL教师教程》（与Marianne Celce-Murcia合著& #41;、《语言教学技能与原理》、《二语习得研究概论》（与Michael Long合著）、《三维英语语法：形式、意义、用法》、《语言教学：从语法到语法技能》、《复杂系统及应用语言学》（与Lynne Cameron合著）。2000年，获得Heinle/Cengage 出版公司终身成就奖。
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