GRAHAM V. CROOKES - BOARD MEMBER
GRAHAM V. CROOKES is Professor in the Department of Second Language Studies (SLS), and Executive Director of 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. In 2003 he published A practicum in TESOL: professional development through teaching practice, published by Cambridge University Press. 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.
