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Contents: From the Editors -- The Dangerous Method, or “Can Procrastination Ever Be a Good Thing?... more Contents: From the Editors -- The Dangerous Method, or “Can Procrastination Ever Be a Good Thing?” -- Disclosure Concerns: The Stigma of Attention Deficit Hyperactivity Disorder in Writing Centers -- (Re)Examining the Socratic Method: A Lesson in Tutoring -- When “Editing” Becomes “Educating” in ESL Tutoring Sessions -- Generation 1.5 Writing Center Practice: Problems with Multilingualism and Possibilities via Hybridity -- Are Our Workshops Working? Assessing Assessment as Research -- The Peer Perspective and Undergraduate Research -- Using Citation Analysis in Writing Center Tutorials to Encourage Deeper Engagement with Sources -- What do Graduate Students Want from the Writing Center? Tutoring Practices to Support Dissertation and Thesis WritersUniversity Writing Cente

ESL writing is complex because it involves both a language acquisition process and a composing pr... more ESL writing is complex because it involves both a language acquisition process and a composing process. Although the development of good language skills is essential for ESL writers, the importance of guiding them in their language acquisition process is not clearly reflected in writing center pedagogy and tutor training (Leki; Myers; Nowacki; Powers; Williams & Severino). Writing center pedagogy tends to prioritize higher order concerns over lower order concerns by separating writing issues from language issues. This separation is problematic for ESL writers because ESL writing can never be broken down neatly into writing issues and language issues (Blau and Hall; Cogie et al.; Myers; Powers).

Journal of International Students, 2013

The English language is considered to have the largest vocabulary in the world (Crystal, 2002). E... more The English language is considered to have the largest vocabulary in the world (Crystal, 2002). Educated native speakers of English are expected to know approximately 20,000 word families or 70,000 words (Nation, 2001); however, educated non-native speakers of English know less than one quarter of the native speakers’ vocabulary (Laufer & Yano, 2001). Nonnative speakers of English must increase their vocabulary knowledge in order to become successful in their academic endeavors in English-medium educational environments. A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Regardless of the degree of the learner’s competency in grammar and pronunciation; one cannot have effective communication without sufficient vocabulary knowledge.

Journal of International Students, 2012

I was invited to give a talk at the Gwangju International Center (GIC) in Korea in Summer 2011. T... more I was invited to give a talk at the Gwangju International Center (GIC) in Korea in Summer 2011. The GIC was established in 1999 by the Gwangju Citizens' Alliance to promote intercultural understanding and cooperation between foreign residents and local people in Gwangju, the capital of Chonnam Province, in Korea. Under the title of “Images of Writing across Cultures,” I gave my talk about culturally embedded writing practices across nations and presented some practical strategies that the audience could use in various writing contexts. There were about 60 people in the audience. Half of them were Korean and the other half were expatriates, which included high school students, teachers in private language institutes, K-12 schools, colleges and universities, house wives, retired professors, and publishers

... Warbington, Paula Mae Carns, and Ann Spear who have provided unwavering care and companionshi... more ... Warbington, Paula Mae Carns, and Ann Spear who have provided unwavering care and companionship for me during my entire graduate school life at UIUC. Lastly but not least, with ... 133 Critical Thinking and Citizenship Training ..... ...

In his book The Struggle to Teach English as an International Language, Adrian Holliday analyzes ... more In his book The Struggle to Teach English as an International Language, Adrian Holliday analyzes the ideology of native-speakerism and deeply-seated cultural essentialism embedded in English-speaking Western TESOL practices. The book consists of eight chapters. Incorporating his autobiographical descriptions as a TESOL practitioner and email correspondence with 36 ESOL educators from 14 countries, each chapter explores conflicts and struggles that ESOL educators have teaching English as an international language. The book will thus be of great interest to EAP and other English language educators throughout the world. Holliday begins exploring the roots of native-speakerism and the divisive nature of native-speakerismdthe 'us' and 'them' ideologydby working through familiar binary sets of categories such as the center and the periphery, and the native speaker and the non-native speaker. He defines native-speakerism as ''an established belief that 'the nativespeaker' teachers represent a 'Western culture' from which spring the ideals both of the English language and of English language teaching methodology (p. 6)''. In comparison with native-speakerism (Position 1), he presents a new movement towards a more mutually inclusive identity and calls it Position 2, to which he refers throughout the book. In the second chapter, Culturist Perceptions of 'Us' and 'Them', Holliday examines cultural essentialism, which he terms culturism, and a culturist methodology that operates in a positivistic paradigm. He illustrates the essentialist reification of culture and language, how the 'non-native speaker' Other is created within the native-speaker narrative, and how the English-speaking Western TESOL field has gained its professional exclusivity through this process. His macro-analysis of culturism in TESOL professionalism continues in the following chapter, where he discusses how native-speakerism has been sustained in the instructional practices of the 'four skills' training, monitoring, staged teaching, and oral elicitation. He traces their origins in the lockstep of audiolingualism, which was a predominant methodological orientation in TESOL before communicative language teaching was introduced in the 1970s. He argues that the 'four skills', a major cultural icon in English-speaking Western TESOL, and the concepts of learnercenteredness, learner autonomy and authenticity, and genuine language are the residues of audiolingualism. He maintains that the behaviorist sequencing of the four skills, the PPP (present, practice, and produce) mechanism, and the modernistic discourse of TESOL that disregards ideologies, politics, and social contexts are deeply rooted in audiolingualsim. Holliday traces learner-centered thinking and autonomy in the following chapter. He compares the TESOL approach with the education approach to learner-centeredness. He states that the TESOL approach, which is derived from second language acquisition hypotheses, is more concerned with the distribution, authenticity, and management of oral participation. Thus, its approach is more psycholinguistic while the education approach is more sociological and more concerned with politics, power, and social relations within and beyond the classroom. Following Foucault (1991), Fairclough (1995), and Usher and Edwards (1994), he discusses how an image of 'the learner' and the discourse of 'learner-centeredness' are constructed within TESOL professionalism. He emphasizes that, in actuality, the liberating notions of learner-centeredness and autonomy are predicated on the control of the learner and on a lack of interest in the student as an individualethe student just as an object-learnere, views that are deeply embedded in the conceptualization of learner-centeredness. His discussion of autonomy continues in Chapter Five on social autonomy and authenticity. Holliday argues that social autonomy, which is a Position 2 notion, needs to be understood in relation to authenticity. He contrasts the dominant native-speakerist view of authenticity with the Position 2 view of authenticity. Within native-speakerism, authenticity preexists in authentic textsdunsimplified texts, which is linked with the genuine language, a key concept in the discourse of English-speaking Western TESOL. In the Position 2 paradigm, authenticity has to be created because it resides in the social worlds of students and teachers rather than preexisting in the texts. Based on his own study of undergraduate students from the Hong Kong Institute of Education participating in an English immersion

Contents: From the Editors -- The Dangerous Method, or “Can Procrastination Ever Be a Good Thing?... more Contents: From the Editors -- The Dangerous Method, or “Can Procrastination Ever Be a Good Thing?” -- Disclosure Concerns: The Stigma of Attention Deficit Hyperactivity Disorder in Writing Centers -- (Re)Examining the Socratic Method: A Lesson in Tutoring -- When “Editing” Becomes “Educating” in ESL Tutoring Sessions -- Generation 1.5 Writing Center Practice: Problems with Multilingualism and Possibilities via Hybridity -- Are Our Workshops Working? Assessing Assessment as Research -- The Peer Perspective and Undergraduate Research -- Using Citation Analysis in Writing Center Tutorials to Encourage Deeper Engagement with Sources -- What do Graduate Students Want from the Writing Center? Tutoring Practices to Support Dissertation and Thesis WritersUniversity Writing Cente

ESL writing is complex because it involves both a language acquisition process and a composing pr... more ESL writing is complex because it involves both a language acquisition process and a composing process. Although the development of good language skills is essential for ESL writers, the importance of guiding them in their language acquisition process is not clearly reflected in writing center pedagogy and tutor training (Leki; Myers; Nowacki; Powers; Williams & Severino). Writing center pedagogy tends to prioritize higher order concerns over lower order concerns by separating writing issues from language issues. This separation is problematic for ESL writers because ESL writing can never be broken down neatly into writing issues and language issues (Blau and Hall; Cogie et al.; Myers; Powers).

Journal of International Students, 2013

The English language is considered to have the largest vocabulary in the world (Crystal, 2002). E... more The English language is considered to have the largest vocabulary in the world (Crystal, 2002). Educated native speakers of English are expected to know approximately 20,000 word families or 70,000 words (Nation, 2001); however, educated non-native speakers of English know less than one quarter of the native speakers’ vocabulary (Laufer & Yano, 2001). Nonnative speakers of English must increase their vocabulary knowledge in order to become successful in their academic endeavors in English-medium educational environments. A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Regardless of the degree of the learner’s competency in grammar and pronunciation; one cannot have effective communication without sufficient vocabulary knowledge.

Journal of International Students, 2012

I was invited to give a talk at the Gwangju International Center (GIC) in Korea in Summer 2011. T... more I was invited to give a talk at the Gwangju International Center (GIC) in Korea in Summer 2011. The GIC was established in 1999 by the Gwangju Citizens' Alliance to promote intercultural understanding and cooperation between foreign residents and local people in Gwangju, the capital of Chonnam Province, in Korea. Under the title of “Images of Writing across Cultures,” I gave my talk about culturally embedded writing practices across nations and presented some practical strategies that the audience could use in various writing contexts. There were about 60 people in the audience. Half of them were Korean and the other half were expatriates, which included high school students, teachers in private language institutes, K-12 schools, colleges and universities, house wives, retired professors, and publishers

... Warbington, Paula Mae Carns, and Ann Spear who have provided unwavering care and companionshi... more ... Warbington, Paula Mae Carns, and Ann Spear who have provided unwavering care and companionship for me during my entire graduate school life at UIUC. Lastly but not least, with ... 133 Critical Thinking and Citizenship Training ..... ...

In his book The Struggle to Teach English as an International Language, Adrian Holliday analyzes ... more In his book The Struggle to Teach English as an International Language, Adrian Holliday analyzes the ideology of native-speakerism and deeply-seated cultural essentialism embedded in English-speaking Western TESOL practices. The book consists of eight chapters. Incorporating his autobiographical descriptions as a TESOL practitioner and email correspondence with 36 ESOL educators from 14 countries, each chapter explores conflicts and struggles that ESOL educators have teaching English as an international language. The book will thus be of great interest to EAP and other English language educators throughout the world. Holliday begins exploring the roots of native-speakerism and the divisive nature of native-speakerismdthe 'us' and 'them' ideologydby working through familiar binary sets of categories such as the center and the periphery, and the native speaker and the non-native speaker. He defines native-speakerism as ''an established belief that 'the nativespeaker' teachers represent a 'Western culture' from which spring the ideals both of the English language and of English language teaching methodology (p. 6)''. In comparison with native-speakerism (Position 1), he presents a new movement towards a more mutually inclusive identity and calls it Position 2, to which he refers throughout the book. In the second chapter, Culturist Perceptions of 'Us' and 'Them', Holliday examines cultural essentialism, which he terms culturism, and a culturist methodology that operates in a positivistic paradigm. He illustrates the essentialist reification of culture and language, how the 'non-native speaker' Other is created within the native-speaker narrative, and how the English-speaking Western TESOL field has gained its professional exclusivity through this process. His macro-analysis of culturism in TESOL professionalism continues in the following chapter, where he discusses how native-speakerism has been sustained in the instructional practices of the 'four skills' training, monitoring, staged teaching, and oral elicitation. He traces their origins in the lockstep of audiolingualism, which was a predominant methodological orientation in TESOL before communicative language teaching was introduced in the 1970s. He argues that the 'four skills', a major cultural icon in English-speaking Western TESOL, and the concepts of learnercenteredness, learner autonomy and authenticity, and genuine language are the residues of audiolingualism. He maintains that the behaviorist sequencing of the four skills, the PPP (present, practice, and produce) mechanism, and the modernistic discourse of TESOL that disregards ideologies, politics, and social contexts are deeply rooted in audiolingualsim. Holliday traces learner-centered thinking and autonomy in the following chapter. He compares the TESOL approach with the education approach to learner-centeredness. He states that the TESOL approach, which is derived from second language acquisition hypotheses, is more concerned with the distribution, authenticity, and management of oral participation. Thus, its approach is more psycholinguistic while the education approach is more sociological and more concerned with politics, power, and social relations within and beyond the classroom. Following Foucault (1991), Fairclough (1995), and Usher and Edwards (1994), he discusses how an image of 'the learner' and the discourse of 'learner-centeredness' are constructed within TESOL professionalism. He emphasizes that, in actuality, the liberating notions of learner-centeredness and autonomy are predicated on the control of the learner and on a lack of interest in the student as an individualethe student just as an object-learnere, views that are deeply embedded in the conceptualization of learner-centeredness. His discussion of autonomy continues in Chapter Five on social autonomy and authenticity. Holliday argues that social autonomy, which is a Position 2 notion, needs to be understood in relation to authenticity. He contrasts the dominant native-speakerist view of authenticity with the Position 2 view of authenticity. Within native-speakerism, authenticity preexists in authentic textsdunsimplified texts, which is linked with the genuine language, a key concept in the discourse of English-speaking Western TESOL. In the Position 2 paradigm, authenticity has to be created because it resides in the social worlds of students and teachers rather than preexisting in the texts. Based on his own study of undergraduate students from the Hong Kong Institute of Education participating in an English immersion