Position: Head of Academic Division, Faculty of Letters, the National University of Laos

E-mail: kattatiya2014@gmail.com

Bio

Latsanyphone Soulignavong, a lecturer of English, has been teaching English at the Department of English, Faculty of Letters (FLE), the National University of Laos (NUOL) for nearly three decades. Her major is English language teaching, testing, evaluation and school organization and administration. She is also interested in doing research in language education. English teaching, cross cultural awareness, communication in the workplace, and other related to her field. She holds her M.A. both in Australia and Japan. She also holds her Ph.D. in Educational Science from Minho University in Braga, Portugal in 2017.

Bio

Professor Jack C. Richards (Ph.D, Université Laval, Quebec) has had an active career in the Asia Pacific region and has held chair professorial positions at the University of Hawaii, City University of Hong Kong, and the University of Auckland.  He is currently an honorary professor in the faculty of education at the University of Sydney He has also had a long association with the Regional Language Centre in Singapore. He has written over 150 books and articles on language teaching as well as many widely used classroom texts. His recent publications include articles on language teacher identity and English Medium Instruction.

Jack Richards also has active interests in music and the arts. He has been awarded an honorary doctorate of literature by Victoria University, Wellington, for his services to education and the arts and also received the Award for Patronage from the Arts Foundation of New Zealand. The International TESOL organization honored Jack Richards as one of the 50 TESOL specialists worldwide to have made a significant impact on language teaching in the last 50 years.

Website: www.professorjackrichards.com

Recent Publications

Journal Articles

2022. Forward: Teacher identity in language teaching. In Sadeghi and F. Gharderi (Editors).
Theory and Practice in Second Language Teacher Identity. Singapore: Springer. 1-5

2022. Jack C Richards 2022. Initiating professional development in language teaching. University of Sydney Journal of TESOL, Vol1, June 2022, 125-132

2022. Jack C Richards and Jack Pun (2022). Teacher strategies in implementing English medium instruction. ELT Journal, Volume 76, Issue 2, April 2022, 227– 237.

2022. Richards, J. C. (2022). Exploring Emotions in Language Teaching. RELC Journal, 53(1), 225–239. doi:10.1177/0033688220927531

2021. Introduction: Online Teacher Education and Professional Development in TESOL. Iranian Journal of Language Teaching Research 9(3), 1-7

2021. Jack C Richards and Sadeghi, Karim 2021. Professional development among English Language Teachers: Challenges and recommendations for practice. Heliyon: 7, 9, DOI:10.1016/j.heliyon.2021.e08053

2021. Emotions in language teaching. Modern English Teacher, 30, 3, 4-8. DOI:10.1177/0033688220927531

2021. Richards JC. Teacher, Learner and Student-Teacher Identity in TESOL. RELC Journal. March 2021.  

2021. Richards JC, Pun J. A Typology of English-Medium Instruction. RELC Journal. February 2021.  

2020. Reflections on teaching and publishing in the field of TESOL during COVID-19. RELC Journal, 51(3) 333–336.

2020. Exploring Emotions in Language Teaching. RELC Journal, 51(3) 1-15.

2019. Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter? RELC Journal, 50(2) 1-14 (with Karim Sadeghi and Farah Ghaderi).

2019. On Transidentitying. RELC Journal, 50(1), 179-187 (with Owen Wilson).

2018. Editor’s introduction. RELC Journal, 49,2. 128-130.

2018. Afterword. in Juan de Dios Martinez Agudo (Editor). Emotions in Second Language Teaching. Switzerland: Springer. 445-449

2017. Curriculum approaches in language teaching. in Handbook of Research in Second Language Learning and Teaching. Vol 3. Eli Hinkel (Editor). New York: Routledge. 117-131.

2017. Transmissive and transformative approaches to language teacher education. in Indonesian Journal of English Language Teaching, 12(1), May 2017, pp. 15-38

2017. Teaching English Through English: Proficiency, Pedagogy and Performance. in RELC Journal, Vol 48/1 April, 1-24

2017. Teacher identity in second language teacher education. in Reflections on Language Teacher Identity Research. Gary  Barkhuizen (Editor). New York: Routledge. pp 139-144

Books & Monographs

2023. Principles for Language Teaching. Beijing: Foreign Language Teaching and Research Press 362pp

2022 Teaching and Learning in English Medium Instruction (with Jack Pun). New York: Routledge 320 pp

2018. Planning a Language Course: Principles and Procedures. Singapore: Regional Language Centre and MarketAsia. 70pp

2018. Product and process in second language teacher education. Shanghai:Shanghai Foreign Language Education Press. 270 pp

2018. The Cambridge Guide to Learning English as a Second Language. Anne Burns and Jack C Richards (editors). Cambridge: Cambridge University Press. 350 pp

2017. Jack C Richards’ 50 Tips for Teacher Development. Cambridge: Cambridge University Press. 120 pp

2017. Curriculum Development in Language Teaching (2nd edition). Cambridge: Cambridge University Press. 334 pp

Classroom Texts & Series

2021. Over to You: An Integrated Course (General Editor and Contributing Author): Levels 1, 2, 3A and 3B. Beijing: FLTRP Press.

2021. Over to You: Viewing, Listening and Speaking (General Editor and Contributing Author): Levels 1, 2, 3A and 3 B. Beijing: FLTRP Press.

2019. Four Corners.(with David Bolhke) 2nd edition. Levels 1, 2, 3, 4. New York: Cambridge University Press.

2017. Interchange. (with J. Hull and S Proctor) 5th edition. Levels 1, 2, 3

2017. Interchange 5th edition. Intro level. New York: Cambridge University Press.

WhatsApp: 856 209 6230131

Email: sharontorkelson016@gmail.com

Bio

Sharon Torkelson is an American educator and a first year English, Language Fellow at the National University of Laos.  A dedicated language educator with more than 20 years’ experience teaching in the U.S. education system, Sharon is passionate about empowering teachers with engaging and effective classroom strategies that foster fluency and proficiency in language learning. Fluent in English and Spanish, Sharon’s undergraduate studies focused on foreign language education and second language acquisition. She earned her master’s degree in educational leadership from the University of West Florida.

 In 2022 Sharon accomplished lifelong goal, becoming a U.S. Peace Corps volunteer in Colombia.  During her service, she partnered with Colombia’s National Ministry of Education to provide professional development support for English teachers through curriculum design, teacher training, and classroom teaching demonstrations.

 Influenced by the pedagogy of TPRS Founder Blaine Ray and the second language acquisition research of Dr. Stephen Krashen, Sharon is an advocate for acquisition driven instruction through storytelling and comprehensible input. As Director of World Languages for Viera Charter school, she initiated the transition from grammar-based instruction to communicative teaching practices through comprehensible input and storytelling. In 2021, she was awarded Best in Conference by the Florida Foreign Language Association for her presentation Breaking up with your Textbook.

Bio

Alastair Graham-Marr has taught for 32 years. He is a recently retired professor at the Tokyo University of Science. His main research areas include how to best teach listening, and also how to best develop student motivation. He is also fluent in Japanese. In addition to his research, he is also a well-published author.

Email: al@abax.co.jp