JoAnn (Jodi) Crandall

Table of Contents
1. Education
2. Teaching and Research Interests
4. Publications
          Books
          Chapters in Books
          Articles
          Other Publications
5. Recent Presentations
6. Professional Affiliations and Activities
7. Recent Research and Teacher Development Projects
8.Prior Education Employment
Jodi Crandall
Director, PhD program in Language, Literacy & Culture

Professor, Department of Education

UMBC
1000 Hilltop Circle
Baltimore, MD 21250-
phone: 410-455-2313
fax: 410-455-3986
email: crandall@umbc.edu
 

Education
 
  • MS and PhD in Sociolinguistics, Georgetown University, Washington, DC
  • MA in American Literature, University of Maryland, College Park
  • BA in English and Spanish, Ohio University, Athens, OH

Teaching and Research Interests
 
  • Content-based language learning
  • Second language literacy
  • Language teacher education
  • First and second language writing
  • ESL in the community college

Courses taught at UMBC
 
  • Methodology of teaching ESL/EFL
  • Teaching writing to ESOL/Bilingual students
  • ESOL practicum/Field observation
  • Teaching reading and writing in the content areas
  • Strategies for teaching linguistically and culturally diverse secondary school students
  • World Englishes and their speakers
  • The immigrant experience
  • Teacher research
  • Language learning
  • Methods & techniques of integrating ESL and content area instruction
  • Language, literacy, and culture

Publications
 
Books
 
  • Kaufman, D. & Crandall, J. A. (eds.) (2005). Content-based instruction in elementary and secondary school settings. Alexandria, VA: TESOL.
  • Datesman, M. K., Crandall, J. A., & Kearny, E. N. (2004). American ways: An introduction to American culture. 3rd ed. White Plains, NY: Pearson.
  • Crandall, J.A. & Kaufman, D. (eds.) (2003). Content-based instruction in higher education settings. Alexandria, VA: TESOL.
  • Podencky, J., Grognet, A. G. & Crandall, J. A. (eds. (1993). Life prints: ESL for adults, Vols. 1-3. Syracuse, NY: New Readers Press.
 

Chapters in Books
 
  • Crandall, J. A., Nelson, J., and Stein, H. (in press). Providing professional development for mainstream and novice or experienced ESL and bilingual teachers. In Field, R., & Hamayan, E. (eds.) Educating English language learners: A handbook for administrators. Philadelphia: Caslon, Inc.
  • Kaufman, D. & Crandall, J. A. (2005). Standards-based content-based instruction: Transforming P-12 language education. In D. Kaufman & J. A. Crandall (eds.) Case studies in content-based instruction for elementary and secondary school settings (pp. 1-7). Alexandria, VA: TESOL.
  • Crandall, J. A. & Kaufman, D. (2003). Content-based instruction for higher education settings: Evolving models for diverse contexts. In J. A. Crandall & D. Kaufman (eds.), Case studies in content-based instruction in higher education settings (pp. 1-14). Alexandria, VA: TESOL.
  • Miller, P. & Crandall, J. A. (2002). The convergence of experience and emerging pedagogy in the creation of an intensive English program. In M. Dantas-Whitney & N. Dimmit (eds.) Case studies in intensive English programs (pp.77-90). Alexandria, VA: TESOL.
  • Crandall, J. A. (2001). Keeping up to date as an ESL or EFL professional. In M. Celce-Murcia (ed.) Teaching English as a second or foreign language, 3rd ed. (pp.535-552).Boston: Heinle & Heinle.
  • Crandall, J. A. (1999). Cooperative language learning and affective factors. In J. Arnold (Ed.), Affective Factors in Language Learning. Cambridge, MA: Cambridge University Press.
  • Crandall, J. A. (2000). The role of the university in preparing teachers for a linguistically and culturally diverse society. In J. Rosenthal (ed.) Handbook of undergraduate second language education: ESL, bilingual, and foreign language instruction for a multilingual world (pp. 279-299). Mahwah, NJ: Erlbaum.
  • Crandall, J. A., Jaramillo, A., Olsen, L., & Peyton, J. K. (2000). Diverse teaching strategies for diverse learners: Immigrant children. In R. W. Coles (ed.) More strategies for educating everybody’s children. Alexandria, VA: American Society for Curriculum and Development.
  • Crandall, J. A. (1999). Cooperative language learning and affective factors. In J. Arnold (ed.) Affective factors in language learning. Cambridge: Cambridge University Press.
  • Crandall, J. A. & Greenblatt, L. (1999). Teaching beyond the middle: Meeting the needs of underschooled and high-achieving immigrant students. In M. R. Basterra (ed.) Excellence and equity in education for language minority students: Critical issues and promising practices (pp. 43-80). Washington, DC: Mid-Atlantic Equity Center, The American University.
  • Crandall, J. A. (1998). Comments on integrating LEP students into a school. In J.C. Richards (ed.), Teaching in Action: Case Studies from Second Language Classrooms. Alexandria, VA: TESOL.
  • Crandall, J. A. (1997). Language teaching approaches for school-aged learners in second language contexts. In G.R. Tucker & D. Corson (eds.), Encyclopedia of Language and Education: Second Language Education. (Vol. 4). Dordrecht, Netherlands: Kluwer Academic.
  • Crandall, J. A. (1996). Reinventing (America's) schools: The role of the applied linguist. In J.E. Alatis, C.A. Straehle, B. Gallenberger, & M. Ronkin (eds.), Linguistics and the Education of Language Teachers: Ethnolinguistic, Psycholinguistic, and Sociolinguistic Aspects. Washington, DC: Georgetown University Press.
  • Crandall, J. A. (1994). Strategic integration: Preparing language and content teachers for linguistically and culturally diverse classrooms. In J.E. Alatis (ed.), Georgetown University Roundtable on Languages and Linguistics: Strategic Interaction and Language Acquisition: Theory, Practice and Research. Washington, DC: Georgetown University Press.
  • Crandall, J. A. & Pharness, G. (1991). Whole language approaches in adult literacy. In Launching the literacy decade: Awareness into action, (pp. 142-151). Alberta, Canada: International Reading Association. ED 348 890
  • Crandall, J. A. & Tucker, G. R. (1990). Content-based language instruction in second and foreign languages. In Anivan, S. (ed.) Language teaching methodology for the nineties, (pp.83-96). Singapore: SEAMEO Regional Language Centre. ED 366 187
 

Articles
 
  • Crandall, J. A. (2001). Rethinking classroom management: Creating an effective learning community. ESL Magazine, 4(3), 10-13. Reprinted in I. A. Heath & C J. Serrano (eds.) Perspectives on teaching English language learners. Newbery, FL: Glanzer Press.
  • Crandall, J. A. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
  • Crandall, J. A. (1999). Preparing teachers for real classrooms: Aligning teacher education with teaching. TESOL Matters, 9(3), 1, 21.
  • Crandall, J. A. (1998). A delicate balance: Theory and practice in TESOL teacher education. Teacher Education Interest Section Newsletter, 13(2).
  • Crandall, J. A., Bernache, C., & Prager, S. (1998). New frontiers in educational policy and program development: The challenge of the underschooled secondary school immigrant student. Educational Policy, 12(6), 719-734.
  • Crandall, J. A. (1996). Teacher professionalism in TESOL, MexTESOL Journal 19(3), 11-26.
  • Crandall, J. A. (1993). Professionalism and professionalization of adult ESL literacy. TESOL Quarterly, 27(3), 497-517.
  • Crandall, J. A. (1993). Content-centered language learning n the United States. Annual Review of Applied Linguistics,13, 111-126.
 

Other Publications
 
  • Crandall, J. A. (1993). Current directions in curriculum development and materials preparation for culturally and linguistically diverse students. In G.R. Tucker (Ed.) Policy and practice in the education of culturally and linguistically diverse students. Alexandria, VA: TESOL.

Recent Presentations
 
 

Professional Affiliations and Activities
 
  • Teachers of English to Speakers of Other Languages (Life member) Executive Board Member 19883-90 President 1988-89
  • American Association for Applied Linguistics (Charter member) Member of Executive Board 1994-97 President, 1995-96
  • Washington Area Teachers of English to Speakers of Other Languages (Life member) President, 1981-83
  • CIES (Fulbright) TEFL/Applied Linguistics Selection Committee, 1990-95 USIA English Language Teaching Advisory Panel, 1991-94
  • TOEFL Policy Council 1996- TOEFL Research Committee & TOEFL Committee of Examiners, 1996- Chair, Research Committee, 1997-98 Chair, Committee of Examiners, 1998-
  • ESL Consultant for Literacy Volunteers of America, 1992-98
 

Recent Research and Teacher Development Projects
 
  • Egyptian TEFL Training Program. Professional development semester-long program for Egyptian English, mathematics, and science teachers.
 

Prior Educational Employment
 
Vice President and Director of International and Corporate Education, Center for Applied Linguistics, Washington, DC (1978 - 1992)

Responsibilities included:

  • Director, Language and Orientation Resource Center
  • Director, National Clearinghouse on Adult ESL Literacy (NCLE)
  • Director, Arthur Andersen & Co. English Language Project
 

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