Scott Thornbury
Encyclopedia
Scott Thornbury is Associate Professor of English Language Studies at the New School in New York
, where he teaches on an on-line MATESOL program. Along with Luke Meddings, Thornbury is credited with developing the Dogme language teaching
approach, which emphasizes meaningful interaction and emergent language over pre-prepared materials and following an explicit syllabus.
He has been a teacher and trainer in Egypt
, the United Kingdom
, Spain
, and New Zealand
. He has written over a dozen books on English Language Teaching (ELT) methodology; one, 'Natural Grammar' won the 2004 British Council "ELTon
" Award for Innovation, the top award in the industry. Thornbury is also the series editor for the Cambridge Handbooks for Language Teachers, and the author of many academic papers on language teaching. His A-Z of ELT is one of the most influential and well-visited blogs in ELT. His approximately 15 textbooks for beginning and intermediate learners have been published by major academic presses, including both Oxford University Press
and Cambridge University Press
, although his recent stance regarding 'Teaching Unplugged'--also the title of one of his methodology books--is often described as being strongly anti-textbook.
New York
New York is a state in the Northeastern region of the United States. It is the nation's third most populous state. New York is bordered by New Jersey and Pennsylvania to the south, and by Connecticut, Massachusetts and Vermont to the east...
, where he teaches on an on-line MATESOL program. Along with Luke Meddings, Thornbury is credited with developing the Dogme language teaching
Dogme language teaching
Dogme language teaching is considered to be both a methodology and a movement. Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher. It has its roots in an...
approach, which emphasizes meaningful interaction and emergent language over pre-prepared materials and following an explicit syllabus.
He has been a teacher and trainer in Egypt
Egypt
Egypt , officially the Arab Republic of Egypt, Arabic: , is a country mainly in North Africa, with the Sinai Peninsula forming a land bridge in Southwest Asia. Egypt is thus a transcontinental country, and a major power in Africa, the Mediterranean Basin, the Middle East and the Muslim world...
, the United Kingdom
United Kingdom
The United Kingdom of Great Britain and Northern IrelandIn the United Kingdom and Dependencies, other languages have been officially recognised as legitimate autochthonous languages under the European Charter for Regional or Minority Languages...
, Spain
Spain
Spain , officially the Kingdom of Spain languages]] under the European Charter for Regional or Minority Languages. In each of these, Spain's official name is as follows:;;;;;;), is a country and member state of the European Union located in southwestern Europe on the Iberian Peninsula...
, and New Zealand
New Zealand
New Zealand is an island country in the south-western Pacific Ocean comprising two main landmasses and numerous smaller islands. The country is situated some east of Australia across the Tasman Sea, and roughly south of the Pacific island nations of New Caledonia, Fiji, and Tonga...
. He has written over a dozen books on English Language Teaching (ELT) methodology; one, 'Natural Grammar' won the 2004 British Council "ELTon
Elton awards
Since 2003 the British Council has awarded the "English Language Teaching Innovation Award" '.-2003 winners:*Tim Kelly and Hilary Nesi — University of Warwick*Fiona Joseph and Peter Travis — Flo-Joe*Martin Mulloy — BBC Worldwide-2004 winners:...
" Award for Innovation, the top award in the industry. Thornbury is also the series editor for the Cambridge Handbooks for Language Teachers, and the author of many academic papers on language teaching. His A-Z of ELT is one of the most influential and well-visited blogs in ELT. His approximately 15 textbooks for beginning and intermediate learners have been published by major academic presses, including both Oxford University Press
Oxford University Press
Oxford University Press is the largest university press in the world. It is a department of the University of Oxford and is governed by a group of 15 academics appointed by the Vice-Chancellor known as the Delegates of the Press. They are headed by the Secretary to the Delegates, who serves as...
and Cambridge University Press
Cambridge University Press
Cambridge University Press is the publishing business of the University of Cambridge. Granted letters patent by Henry VIII in 1534, it is the world's oldest publishing house, and the second largest university press in the world...
, although his recent stance regarding 'Teaching Unplugged'--also the title of one of his methodology books--is often described as being strongly anti-textbook.
Academic books
- Corbett, J., and Scott Thornbury, S. (2010) Intercultural Language Activities. Cambridge, UK: Cambridge University Press.
- Thornbury, S., & Meddings, L. (2009). Teaching unplugged: Dogme in English Language Teaching. Surrey, England: Delta.
- Thornbury, S., & Watkins, P. A. (2007). The CELTA course: Certificate in English language teaching to adults : trainee book. Cambridge: Cambridge University Press.
- Thornbury, S. (2006). Grammar. Resource books for teachers. Oxford: Oxford University Press. 97 locations in Worldcat
- Thornbury, S., & Slade, D. (2006). Conversation: From description to pedagogy. Cambridge language teaching library. Cambridge: Cambridge University Press . 187 copies listed in WorldCat
- Review, Friedman, D. " Theory and Practice: Conversation: From Description to Pedagogy by Thornbury, Scott. . The Modern Language Journal. 93, no. 1: 124-125, 2009
- Thornbury, S. (2006) An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. Oxford, UK.: Macmillan Education..
- Thornbury, S. (2005). Beyond the Sentence: Introducing Discourse Analysis.. Oxford: Macmillan Education, 2005.
- Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
- Thornbury, S. (2004). Natural grammar: the keywords of English and how they work. Oxford: Oxford University Press. 97 listings in Worldcat
- Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
- Translated into Chinese , as 如何教词汇 Beijing: World Knowledge Publishing Corporation, 2003. ISBN 9787501220830
- Thornbury, S., and Underhill, A. (2001) Uncovering Grammar. The Teacher Development. Oxford: Macmillan Heinemann English Language Teaching, 2001. ピアソン・エデュケーション , Tokyo : Piason edyukeshon , 2001 ISBN 9784894718548
- 新しい英文法の学び方・教え方 / Atarashii eibunpo no manabikata oshiekata (How to learn a new way of English teaching)
- Thornbury, S. (1999). How to teach grammar. Harlow, England: Pearson Education. 282 holdings in WorldCat
- Thornbury, S. (1997). About language: Tasks for teachers of English. Cambridge teacher training and development. Cambridge: Cambridge University Press 272 copies in WorldCat
Academic articles
- Watching the whites of their eyes: the use of teaching practice logs. English Language Teaching Journal 1991, 45/2: 140-6.
- Metaphors we work by: EFL and its metaphors. English Language Teaching Journal 1991, 45/3: 193-200.
- Having a good jaw: voice-setting phonology. English Language Teaching Journal 1993, 47/2, 126-31.
- Paying lip-service to CLT. EA (ELICOS Association) Journal 1996, 14/1, 51-63.
- "ARC": does it have restricted use? The Teacher Trainer 1996, 10/3, 7-11.
- Teachers research teacher talk. English Language Teaching Journal 1996, 50/4, 279-89
- Reformulation and reconstruction: tasks that promote noticing. English Language Teaching Journal 1997, 51/4, 326-35.
- Grammar, power and bottled water. IATEFL Newsletter, 140, 1998, 19-20. Reprinted in Arena, 19, 1998, 41-43
- Images of teaching. English Teaching Professional, 8, 1998, 36-37
- Comments on Marianne Celce-Murcia, Zoltán DörnyeiZoltán DörnyeiZoltán Dörnyei is a Professor of Psycholinguistics at the University of Nottingham in the United Kingdom. He is renowned for his work on motivation in second language learning. He has published numerous books and papers on motivation in second language acquisition...
, and Sarah Thurrell's "Direct approaches in L2 Instruction: A turning point in communicative language teaching?" A reader reacts.... TESOL Quarterly, 32, 1998, 109-116. - The Lexical Approach: A journey without maps? Modern English Teacher, 7, 1998, 7-13.
- A language learner's diary. The IH Journal,5. April 1998, 5-7
- Lesson art and design. English Language Teaching Journal 1999, 53/1, 4-11
- Window-dressing vs cross-dressing in the EFL sub-culture. Folio 1999, 5/2, 15-17
- A Dogma for EFL. IATEFL Issues,153, 2, 2000
- Targeting accuracy, fluency and complexity. English Teaching Professional,16, 2000, 3-6
- Under what circumstances do we apply the word "scientific" in language learning? A roundtable. (With Earl Stevick, Roslyn Young, and Robert Nusbaum). Prism: A learning Journal. Vol 5. Spring 2000, 7-138. *Reading and writing as arithmetic. Modern English Teacher, 9/4. October 2000, 12-15.
- Walking while chewing gum: A review. IH Journal, Issue 9, October 2000, 5-7. Also: EA Journal, 18/1, 89-95.
- Teaching unplugged (or: That's Dogme with an E). It's for Teachers, Issue 1. February 2001. 10-14. (re-printed in In English, Autumn, 2002 (British Council, Portugal)). *Dogme out in the open. IATEFL Issues, 161, June-July 2001, 6 (with Luke Meddings).
- Coursebooks: The Roaring in the Chimney. Modern English Teacher, 10/3. July, 2001, 11-13 (with Luke Meddings).
- Using the raw materials. Modern English Teacher, 10/4. October 2001, 40-43 (with Luke Meddings).
- The unbearable lightness of EFL, and Lighten up: a reply to Angeles Clemente. English Language Teaching Journal, 55/4, 2001, 391-6, 403-4.
- Using a coursebook the Dogme way. Modern English Teacher, 11/1. January 2002, 36 -40 (with Luke Meddings).
- Don't mention the war! Taboo topics and the alternative textbook. It's for Teachers, Issue 3. February 2002. 35-37.
- Who's afraid of Virginia Woolf? The Teacher, 2. 2002. (Poland), 12-13. *Becoming a teacher. Special edition IATEFL Teacher Development & Teacher Trainers & Educators Special Interest Groups Newsletter, Summer 2002, 8-9.
- Teaching complexity. In Aspectos Didácticos de Inglés, 8. 2002, Instituto de Ciencias de la Educación, Universidad de Zaragoza. 67-76. *Training in instructional conversation. In Trappes-Lomax, H., and Ferguson, G. (Eds.) 2002. Language in Language Teacher Education. Amsterdam: John Benjamins, 95-106.
- Materials-free teaching. English Teaching Professional, 26, 2003, 57-59 (with Nerina Conte)
- Catalan for beginners: A learner's account. IH Journal, Spring, 2003, 19-23.
- Big words, small grammar. English Teaching Professional. Issue 31, March, 2004, 10-11
- Grammar. English Teaching Professional. Issue 32, May, 2004. 40-41.
- Dogme: Dancing in the dark? Folio. 9/2, January 2005, 3-5.Speaking to learn. In Foley, J.A. (Ed.) 2005 New Dimensions in the Teaching of Oral Communication (Anthology Series 47) Singapore: SEAMEO Regional Language Centre, 127-143
- Awareness, Appropriation and Autonomy. English Teaching Professional. Issue 40, September 2005, 11-13.
- Language Awareness: Discourse. In Macmillan English Dictionary (New edition), 2007
- Language as an emergent system. In English. British Council: Spring/Summer 2008.
- What good is SLA theory? English Teaching Professional. Issue 55, March, 2008.
- Slow-release grammar. English Teaching Professional. Issue 61, March 2009
- Why is English grammar so difficult (not)? Braz-Tesol Newsletter, December 2009
- What can a corpus tell us about discourse? In O'Keeffe A., & McCarthy, M. 2010. (eds.) The Routledge Handbook of Corpus Linguistics. London: Routledge.
- The Grammar of Conversation. In Cook, G., & North, S. (eds.) 2010. Applied Linguistics in Action: A Reader. Milton Keynes: The Open University/Routledge.
- Language Teaching Methodology. In Simpson, J. (ed.) 2011. The Routledge Handbook of Applied Linguistics. London: Routledge.
- Speaking Instruction. In Burns, A. & Richards, J. (eds.) 2011. The Cambridge Guide to Pedagogy and Practice in Language Teaching. Cambridge: Cambridge University PressCambridge University PressCambridge University Press is the publishing business of the University of Cambridge. Granted letters patent by Henry VIII in 1534, it is the world's oldest publishing house, and the second largest university press in the world...
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