GRAHAM V. CROOKES is Professor in the Department of Second Language Studies (SLS), and also has administrative responsibilities there as Executive Director, ESL Programs (with oversight of the English Language Institute [ELI] and the Hawai'i English Language Program [HELP]). He received his Ph.D. in Educational Psychology and his MA in ESL from the University of Hawai'i. He also holds postgraduate certificates from the University of London, in education, and from the University of Essex, in applied linguistics.
Dr. Crookes's specialties include the methodology of second language teaching and teacher development (including practice teaching supervision and more recently, philosophy of teaching). Besides teaching regular graduate and undergraduate courses for the Department of SLS, he has conducted courses and workshops for teachers especially on teaching methodology, action research, and critical pedagogy, in a variety of settings around the world, including Colombia, Denmark, Korea, Kyrgyzstan, Singapore, and Vietnam
He has published in academic journals such as Language Learning, TESOL Quarterly, Applied Linguistics,and Studies in Second Language Acquisition. Topics he has addressed in print include the analysis of scientific text, dyadic interaction for SLA, aspects of task-based language curriculum and task design, SLA theory, the relationship between SL theory and teaching, SL practice teaching, planning in SL speech production, discourse analysis of SL speech, SL motivation, critical action research, SL teachers' working conditions, innovation in SL curricula, critical SL teacher education, SL program advocacy, and SL critical pedagogy. He was co-editor (with S. M. Gass) of a two volume series on task-based language teaching (Tasks in a pedagogical context and Tasks and language learning) published by Multilingual Matters in 1993. In 2003 he published A practicum in TESOL: professional development through teaching practice, published by Cambridge University Press, and his most recent book (2009) is Values, philosophies, and beliefs in TESOL: Making a Statement, also with Cambridge. He is currently working on a book project for Routledge in the area of critical language pedagogy.
In past service to the profession and the university, from 1993 to 1995 he was Director of the Center for Second Language Research at the University of Hawai'i, where he initiated and participated in a variety of research projects, including especially work on classroom behavior and teaching outcomes. In 1997 he concluded a five-year term as Co-Editor of the Brief Reports and Summaries section of the TESOL Quarterly, and in 1999 completed his third term on the Editorial Advisory Board of that publication.
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I'm interested in corresponding with individuals who are thinking of entering our BA in SLS, our MA in SLS, and our PhD in SLS degree programs. Please feel free to drop me a line (by email). I was a student myself in our MA program (ok, many years ago!) so I still have a sense of what it means to be considering entering a program, with the major disruption in one's life and the excitement of great personal and professional growth associated with it!
The departmental pages will be updated and upgraded over the next few months... I will gradually cease modifying this page and put new material and reworking of old material here, at a departmental "blog" site.
I provide here a few links to past publications and writings
On the first of these, action research, some time ago I published a review of the area that drew attention to the importance of the participatory, or critical, variety of action research:
Action research for second language teachers—going beyond teacher research .
I have also reflected, in print, on some aspects of critical pedagogy in the SL teacher education context:
Reflections on an ESL critical pedagogy teacher education course
and in other FL contexts:
A recent presentation of teacher research into feminist and critical pedagogy ideas in a Japanese as a foreign language classroom, conducted by two of my colleagues with some assistance from me.
More recently, I developed an overview of two components of this area (in a forthcoming book chapter):
Radical and feminist language teaching.
(The full range of possibilities here can be explored in our recently-established "specialization" within the MA program in my department.)
Teachers' philosophies of teaching guide their practice, or should do. I have come to believe that it is very important that teacher education programs provide teachers-in-development with the resources to help them clarify their views and values as teachers. Job interviews, teacher portfolios, and contract renewal procedures increasing call for a statement of one's philosophy of teaching. For a short overview of the matter, see this unpublished manuscript; this too reflects my teacher education course offerings in the last few years. For a longer treatment see my most recent book, Values, Philosophies and Beliefs in TESOL (Cambridge University Press).
EFL specialists, including students in MA programs based in the U.S. have sometimes complained that their special concerns and issues seem to be neglected within TESOL-oriented programs, or within the research-oriented aspects of the field. Perhaps the situation is improving... the link here is simply to a partial bibliography dating from 2000 that still may be of some use to students: EFL bibliography.A long-standing concern of mine has been with the working conditions of second/foreign language teachers. These conditions are in many situations and contexts so poor as to make it extremely difficult for academics such as myself to believe that much or any of our work will be taken up or engaged with by regular teachers. I believe that this, and related matters, such as the concepts of the administrative context for teaching, the school as a learning community, information dissemination and innovation diffusion, continue to be neglected areas of discussion and research, despite the fact that there has long been a body of empirical research on them. Some of these matters are addressed in my papers (following links).
An early attempt to review some issues and actions, written in 1989, is "Grassroots action to improve ESL programs". I returned to the matter at various times, including 1997 What influences how and what second and foreign language teachers teach, and via a small study jointly conducted with Lowell Arakaki back in 1992 (but published much later) on teachers' working conditions in a small program. This also addresses teachers' idea sources. A related matter, concern about the flow of ideas between teachers and academics in our field, is touched on in a 1997 piece which refers to a "socioeducational perspective" on this connection. This was written in a standard academic voice, to be read by those academics interested in the matter (one reviewer said it had too many footnotes!); a more accessible version appeared in TESOL Journal, and this is it. Subsequently, I briefly addressed what I believe are the implications of these poor working conditions, and in particular, the axing of instructional programs, for the US post-secondary FL sector, in this AAAL conference paper from Spring 2000.
On the matter of teachers' (poor) working conditions again: these have implications for teacher education in our field, and the actions of teachers to improve them deserve to be documented. I was happy to be able to add some parts to work done by a colleague investigating this area, Steven Talmy, in this joint paper on the topic. (A revised version of it now appears in the important applied linguistics journal Critical Inquiry in Language Studies.)
A recent piece that provides some indication of what critical second language pedagogy specialists have been, are, and should be looking at comes from a recent AAAL plenary.
Half-minute self-introduction movie