| Selected Recent Publications |
| |
| Books |
| |
| · Crandall, J. A. (1987). ESL through content-area instruction:
Mathematics science, social studies. Englewood Cliffs, NJ: Prentice
Hall Regents. |
| |
| · Podencky, J., Grognet, A.G., & Crandall, J. A. (1993). Life
prints: ESL for adults, Vols. 1-3. Syracuse,
NY: New Readers Press. |
| |
| · Crandall, J A. & Peyton, J. K. (Eds.) (1993). Approaches to
adult ESL literacy instruction. McHenry, IL & Washington,
DC: Delta/Center for Applied Linguistics. |
| |
| · Kearny Datesman, M., Crandall, J. A., & Kearny, E. N. (1997).
The American ways: An introduction to American culture.
Upper Saddle River, NJ: Prentice Hall Regents. |
|
|
| Chapters in Books |
| |
| · Crandall, J. A. & Tucker, G. R. (1990). Content-based language
instruction in second and foreign languages. In A. Sanivan (Ed.) Language
teaching methodology for the nineties (pp. 83-96). Singapore:
SEAMEO Regional Language Centre. |
| |
| · Crandall, J. A. (1992). Literacy, language, and multiculturalism.
In J.E. Alatis (Ed.) Georgetown University Round Table on Languages
and Linguistics: Linguistics and language pedagogy: State of the art
(pp. 471-483). Washington, DC: Georgetown University Press. |
| |
| · Crandall, J. A. (1994.) Strategic integration: Preparing language
and content teachers for linguistically and culturally diverse classrooms.
In J.E. Alatis (Ed.) Georgetown University Roundtable on Languages
and Linguistics: Strategic interaction and language acquisition: Theory,
practice, and research. (pp. 255-274). Washington, DC: Georgetown
University Press. |
| |
| · Crandall, J. A. (1995.) The why, what, and how of ESL reading
instruction: Some guidelines for writers of ESL reading textbooks.
In P. Byrd (Ed.) A handbook for ESL materials writers (pp. 79-94).
Boston: Heinle & Heinle. |
| |
| · Crandall, J. A. (1995). Reinventing (America's) schools: The role
of the applied linguist. In J.E. Alatis & others (Eds.), Linguistics
and the education of language teachers: Ethnolinguistic, psycholinguistic,
and sociolinguistic factors, (pp. 412-427). Washington, DC: Georgetown
University Press. |
| |
| · Crandall, J. A. (1997). Language teaching approaches for school-aged
learners in second language contexts. In G.R. Tucker & D. Corson (Eds.)
Encyclopedia of language and education: Volume 4: Second language
education, (pp. 75-84). Dordrecht, The Netherlands: Kluwer Academic
Publishers. |
| |
| · Crandall, J. A. & Greenblatt, L. (1999). Teaching beyond the middle:
Meeting the needs of underschooled and high-achieving immigrant students.
In M. R. Basterra (Ed.) Excellence and equity in education for
language minority students: Critical issues and promising practices
(pp. 43-80). Washington, DC: Mid-Atlantic Equity Center, The American
University. |
| |
| · Crandall, J. A. (1999). Cooperative language learning and affective
factors. In J. Arnold (Ed.), Affective factors in language learning.
Cambridge: Cambridge University Press. |
|
|
| Articles |
| |
| · Crandall, J. A. (1992). Adult literacy development. Annual
Review of Applied Linguistics, 12, 86-104. |
| |
| · Crandall, J. A. (1993). Content-centered learning in the United
States. Annual Review of Applied Linguistics, 13,111-126. |
| |
| · Crandall, J .A. (1993). Professionalism and professionalization
of adult ESL literacy. TESOL Quarterly, 27,(3), 497-517. |
| |
| · Crandall, J. A. (1996). Teacher professionalism in TESOL, MexTESOL
Journal, 19(3), 11-26. |
| |
| · Crandall, J A., Bernache, C., & Prager, S. (1998). New frontiers
in educational policy and program development: The challenge of the
underschooled secondary school immigrant student. Educational Policy,
12(6), 719-734. |
| |
| · Crandall, J .A. (1998). Collaborate and cooperate: Teacher education
for integrating language and content instruction. English Teaching
Forum, 36(1), 2-9. |
| |
| · Crandall, J. A. (1998). The expanding world of the elementary
ESL teacher, ESL Magazine, 1(4), 10-14. |
|
|
| Other Publications |
| |
| · Crandall, J. A. (1993). Current directions in curriculum development
and materials preparation for culturally and linguistically diverse
students. In G.R. Tucker (Ed.) Policy and practice in the education
of culturally and linguistically diverse students. Alexandria,
VA: TESOL. |
|
|
| Professional Affiliations and Activities |
| |
| · Teachers of English to Speakers of Other Languages (Life member)
Executive Board Member 19883-90 President 1988-89 |
| |
| · American Association for Applied Linguistics (Charter member)
Member of Executive Board 1994-97 President, 1995-96 |
| |
| · Washington Area Teachers of English to Speakers of Other Languages
(Life member) President, 1981-83 |
| |
| · CIES (Fulbright) TEFL/Applied Linguistics Selection Committee,
1990-95 |
| |
| · USIA English Language Teaching Advisory Panel, 1991-94 |
| |
| · TOEFL Policy Council 1996- TOEFL Research Committee & TOEFL Committee
of Examiners, 1996- Chair, Research Committee, 1997-98 Chair, Committee
of Examiners, 1998- |
| |
| · ESL Consultant for Literacy Volunteers of America, 1992-98 |
|
|
| Recent Research and Teacher Development Projects |
| |
| Project WE TEACH, When Everyone Teaches, Everyone Achieves - Director |
| |
| Egyptian TEFL Training Program - Co-Director |
|
|
| Prior Educational Employment |
| |
| Vice President and Director of International and Corporate Education,
Center for Applied Linguistics, Washington, DC (1978 - 1992) |
|
Responsibilities
included:
|
|
Director,
Language and Orientation Resource Center
|
| Director,
National Clearinghouse on Adult ESL Literacy (NCLE) |
| Director,
Arthur Andersen & Co. English Language Project |
|
back to top of page
|
