| 1 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
|
|
Abstract:
On February 16, 2018, Working Papers in Applied Linguistics and TESOL (represented by Kaylee Fernandez, Michelle Stabler-Havener, and Carol HoiYee Lo) had the great pleasure of interviewing Dr. Roy Lyster, the invited speaker for the 2018 Applied Linguistics & Language Education (APPLE) Lecture Series hosted annually by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. Lyster shared his research and advice he has for current and future researchers and educators in Applied Linguistics and TESOL. Dr. Roy Lyster is Emeritus Professor of Second Language Education in the Department of Integrated Studies Education at McGill University in Montreal, Canada. His research examines content-based language teaching and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and collaboration among teachers for the purpose of integrated language learning and biliteracy development. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and two books: Learning and Teaching Languages Through Content published by Benjamins in 2007 and Vers une approche intégrée en immersion published by Les Éditions CEC in 2016.
|
|
Keyword:
Applied linguistics; English language; Interviews; Language acquisition; Language and languages; P118-118.7; PE1-3729; Roy Lister; Second language acquisition; SLA
|
|
URL: https://doi.org/10.7916/D8J690W4
https://doaj.org/article/88f0f4715b4f407ea2bca4f72190a889
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 29-34 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
“Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 44-45 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 21-35 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|
|
