Om bidragsyterne

Neil J. Anderson is a Humanities Professor of Linguistics and English Language at Brigham Young University, Provo, Utah, USA. He also serves as the Coordinator of the English Language Center. Professor Anderson has taught and presented papers and workshops in over 20 countries. His research interests include ELT leadership, second language reading and language learning strategies. He is the author of a teacher education text in the TeacherSource series entitled Exploring Second Language Reading: Issues and Strategies (1999, Heinle Cengage) and an EFL reading series ACTIVE Skills for Reading (2007/2008 Heinle Cengage). He is also the author of the ELT Advantage: Reading on-line professional development (2006, Heinle Cengage). During 2002-2003 he was a Fulbright Scholar conducting research and teaching in Costa Rica. Professor Anderson served as President of the international association of Teachers of English to Speakers of Other Languages, Inc. 2001-2002. He also served as the Chair of the Board of Trustee for The International Research Foundation for English Language Education 2004-2006. Jill Korey O'Sullivan has worked in the fields of English as a second language and literacy acquisition as a teacher, writer, and editor. She has taught and developed materials for students of a broad range of levels and in a variety of educational settings, including kindergarten, middle school, community college, and adult education programs. Ms. Korey O'Sullivan holds a Masters Degree in Education from Harvard University. Jennifer Trujillo received her Ph.D. in Educational Leadership and Change from Fielding Graduate University, Santa Barbara, CA. She is currently a professor in the Teacher Education Department at Fort Lewis College in Durango, Colorado. Dr. Trujillo feels strongly about the importance of culturally responsible and universally relevant readings, with challenging activities, to help all students succeed. To that end, she helped to establish the pedagogical framework of the Milestones program and provided valuable feedback on each of the reading selections to ensure culturally responsive instruction for the pre and post reading activities.