JoAnn (Jodi) Crandall

• 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

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

• 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

• 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.

• Crandall, J. A. & Peyton, J. K. (eds.) (1993). Approaches to adult ESL literacy instruction. Washington, DC & McHenry, IL: Center for Applied Linguistics and Delta Systems. ED 364 127

• Podencky, J., Grognet, A. G. & Crandall, J. A. (eds. (1993). Life prints: ESL for adults, Vols. 1-3. Syracuse, NY: New Readers Press.

• Crandall, J. A. (ed.) (1987). ESL through content-area instruction: Mathematics, science, social studies. Englewood Cliffs, NJ: Prentice Hall Regents.

• 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

• Crandall, J. A. (2003). They DO speak English: World Englishes in U.S. schools. ERIC/CLL News Bulletin, Summer/Fall.

• Crandall, J. A., Jaramillo, A., Olsen, L., & Peyton, J. K. (2002). Using cognitive strategies to develop English language and literacy. Washington, DC: ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics.

• 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). Collaborate and cooperate: Teacher education for integrating language and content instruction. English Teaching Forum, 36(1), 2-9.

• Crandall, J. A. (1998). The expanding world of the elementary ESL teacher. ESL Magazine, 1(4), 10-14.

• 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. (1994). Content-centered language learning. ERIC Digest ED 367142.
  Washington, DC: Center for Applied Linguistics.

• 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.

• Crandall, J. A. & Peyton, J. K. (1993). Philosophies and approaches in adult ESL literacy instruction. Washington, DC: Center for Applied Linguistics and Delta Systems. ED 386 960

• Crandall, J. A., & Sheppard, K. (2004). Adult ESL and the community college. New York: Council for the Advancement of Literacy.

• 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.

• Crandall, J. A. (2006, April 26). We’re All Language and Content Teachers: Principles and Practices in Integrating Language and Content Instruction. Presented at Workshop for PK-12 Teachers, Strategies for Teaching English Language Learners in Content Classes: Harrisonburg, Virginia.

• Crandall, J. A. (2006, March). The Power of Writing: The Importance of Writing in EFL. Presented at the annual conference of TESOL Arabia: Dubai, UAE.

• 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

• Project WE Teach: When Everyone Teaches, Everyone Achieves. 5-year immigrant secondary education project funded by Andrew W. Mellon Foundation. Project Director.

• Egyptian TEFL Training Program. Professional development semester-long program for Egyptian English, mathematics, and science teachers.

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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