Fredricka Stoller, PhD

Fredricka Stoller Professor
Northern Arizona University
Applied Linguistics
Blg 23 Rm #327
Phone: 928-523-6272

Biography 

Special Interests

  • Second language reading
  • Disciplinary writing
  • Project-based learning
  • ESL methodology and pedagogy
  • Curriculum and materials development

Education

  • Ed.D. in Educational Administration, Northern Arizona University, Flagstaff, Arizona (1992)
  • MA in Education (TESL/TEFL), University of Michigan, Ann Arbor, Michigan (1977)
  • MA in Linguistics, University of Michigan, Ann Arbor, Michigan (1976)
  • BA in Italian Studies, University of California, Berkeley, California (1975)

Professional Experience

  • Professor, English Department, NAU (2005-present)
  • Director, Program in Intensive English, NAU (1987-1997)
  • Instructor/Lecturer/Assistant Professor/Associate Professor, English Department, NAU (1985-2005)
  • Fulbright Specialist, Timor Leste (May 2014, August 2014)
  • Senior Fulbright Lecturer, Bilkent University, Ankara, Turkey (2002-03)
  • TESOL Summer Institute faculty, St. Michael's College, Vermont (1995)
  • Summer Teaching Fellow, EFL Program, Harvard University (1982-84)
  • Lecturer/Intensive English Supervisor, American Language Institute, USC (1980-85)
  • EFL Instructor, Institute of North American Studies, Barcelona, Spain (1977-1980)

Select Publications

  • “Drawing upon applied linguistics to attain goals in an interdisciplinary chemistry–applied linguistics project,” with M. Robinson.  In M. J. Curry & D. I. Hanauer (Eds.), Language, literacy, and learning in STEM education: Research methods and perspectives from applied linguistics (pp. 11 –25). Philadephia, PA: John Benjamins. (2014)
  • “An interdisciplinary textbook project: Charting the paths taken,” with M. Robinson. In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production (pp. 262–298). London, England: Palgrave Macmillan.  (2014).  
  • “Teaching reading for academic purposes,” with W. Grabe. In M. Celce-Murcia, D. M. Brinton, M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 189–205). Boston: Heinle Cengage. (2014)
  • "Making a commitment to strategic-reader training,” with R. Komiyama.  Contemporary   Foreign Language Studies, 396(12), 46 –62. (2013)
  • “Instructional enhancements to improve students’ reading abilities,” with N. Anderson, W. Grabe, & R. Komiyama. English Teaching Forum, 51(1), 2 –11, 33. (2013)
  • “Chemistry journal articles: An interdisciplinary approach to move analysis with pedagogical aims,” with M. S. Robinson. English for Specific Purposes, 32, 45–57. (2013)
  • “Going green: Merging environmental education and language instruction,” with S. Hauschild & E. Poltavtchenko. English Teaching Forum, 50(2), 2 –13. (2012)
  • A Handbook for Language Program Administrators (2nd ed.), co-edited with M. A. Christison. Miami, FL: Alta Book Center. (2012)
  • Teaching and Researching Reading (2nd ed.), with W. Grabe. New York: Pearson Longman. (2011)
  • "Innovation as the hallmark of effective leadership," In M. A. Christison & D. Murray (Eds.), Leadership in English language education: Theoretical foundations and practical skills for changing times (pp. 73–84). New York: Routledge. (2009)
  • Write Like a Chemist: A Guide and Resource, with M. S. Robinson, M. S. Costanza-Robinson, & Jones, J. K. New York: Oxford University Press. (2008)
  • “Using the ACS Journals Search to validate assumptions about writing in chemistry and improve chemistry writing instruction,” with M. S. Robinson & J. K. Jones. Journal of Chemical Education, 85(5), 650–654. (2008)
  • “Interdisciplinary collaboration: Two heads are better than one,” with B. Horn & M. S. Robinson. English Teaching Forum, 42(2), 2–13. (2008)
  • “Content-based instruction.” In N. Van Deusen-Scholl & N. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., pp. 59–70). Heidelberg, Germany: Springer. (2008)
  • “A read-analyze-write approach to research-related literacy skills for upper-division chemistry majors,” with Marin. S. Robinson. In K. K. Katukstis & T. Elgren (Eds.), Designing, implementing, and sustaining a research-supportive undergraduate curriculum: A compendium of successful curricular practices from faculty and institutions engaged in undergraduate research(pp. 175–190).Washington, D.C.: Council on Undergraduate Research. (2007)
  • “Establishing a theoretical foundation for project-based learning in second and foreign language contexts.” In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Greenwich, CT: Information Age Publishing. (2006)
  • Civic Education volume of Language & Civil Society: A Forum Electronic Journal. (http://americanenglish.state.gov/resources/language-and-civil-society-e-journal-civic-education)

Grant Activity

National Science Foundation Course, Curriculum, and Laboratory Improvement (CCLI) Educational Materials Development Grants, with M. S. Robinson, Chemistry (PI). (http://www.oup.com/us/writelikeachemist)

Teacher Training

In Argentina, Bolivia, Costa Rica, Croatia, Czech Republic, Egypt, Guatemala, Indonesia, Italy, Japan, Korea, Malaysia, Mexico, Moldova, Morocco, Myanmar, Nepal, Panama, Peru, Poland, Qatar, Singapore, Slovakia, South Africa, Taiwan, Thailand, Tunisia, Turkey, UAE, Ukraine