John Liang

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Last updated: Dec 09, 2014
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Chair, Applied Linguistics & TESOL

Associate Professor of TESOL

  • Ph.D., University of Texas at Austin
  • M.A., Indiana University of Pennsylvania
  • B.A., Jinan University, Guangzhou, China

Dr. Liang joined Biola in 2001 and teaches in the TESOL program focusing on teacher education courses for pre- and in-service teachers. Previous to being at Biola, he directed an ESL program in the Learning Center at the University of California, Riverside. Dr. Liang received his doctorate in TESL/TEFL at University of Texas at Austin in 1997. Dr. Liang is very active in research and is a frequent presenter at the TESOL, AAAL, and CATESOL conferences. His current research interests are in pedagogical grammar, materials development, second language writing, and technology-enhanced language learning.

Affiliations

  • Teachers of English to Speakers of Other Languages
  • California Teachers of English to Speakers of Other Languages
  • Computer Assisted Language Instruction Consortium

Awards and Honors

  • Excellence in Mentoring Peers, Biola University, 2009
  • TESOL Professional Development Scholarship, 2002.
  • CATESOL Rick Sullivan Stipend Award, 2001.

Publications

Book

  • Liang, J., & Rice. S. (2005). “Fluent American English”. Guangzhou, China: Guangzhou Foreign Language Audio and Video Press.

Book Chapter

  • Wu, A., Liang, J., & Csepelyi, T. (In press). “Toward a taxonomy of coping strategies for NNES teachers' development.” In A. Mahboob (Ed.), Nonnative English speakers in TESOL: A resource book. Alexandria, VA: TESOL.
  • Liang, J. (2009). “The courage to teach as a nonnative English teacher: The confession of a Christian teacher.” In M. Wong & S. Canagarajah (Eds.), Christian and critical English language educators in dialogue (pp. 163-172). New York: Routledge.
  • Liang, J., & Rice. S. (2004). “Forging new identities: A journey of collaboration between native and nonnative English-speaking educators.” In N. G. Barron, N. Grimm, & S. Gruber (Eds.), Social change in diverse teaching contexts: Touchy subjects and routine practices. New York, N.Y.: Peter Lang Publishing.
  • Liang, J., & Rice, S. (2004). “Four constraints in L2 learners' metacognitive knowledge of writing.” INTESOL Journal, 1(1), 61-82.

Journal Articles

  • Liang, J. (2008). “Language scaffolding in second language writing.” CATESOL Journal, 19(1), 71-88.
  • Liang, J., & Rice, S. (2004). “Four constraints in L2 learners' metacognitive knowledge of writing.” INTESOL Journal, 1(1), 61-82.

Conference Proceedings

  • Liang, J. (July, 2007). “The image of the learner: Toward a holistic model of learner development.” Proceedings of Tianjin International Forum on Education Reform, Tianjin Academy of Educational Science, Tianjin, China.
  • Liang, J. (July, 2006). “Beyond standardized testing and alternative assessment: Toward an integrated approach to measuring student achievement in the second language classroom.” Proceedings of Tianjin International Forum on Education Reform, Tianjin Academy of Educational Science, Tianjin, China.

Newsletter Articles

  • Liang, J. (May, 2007). “The image of the learner: Toward a Christian philosophy of learner development.” CETC Newsletter, 11(2).
  • Liang, J. (October, 2005). “Second Language Competence: Native Speaker Competence or User Competence?” The NNEST Newsletter, 7(2).
  • Liang, J. (November, 2003). “Models of NNEST development: Rethinking the NS/NNS dichotomy”. The NNEST Newsletter, 5(2).

Presentations

  • Liang, J. (April, 2007). “Teacher development: Essential to NNESTs' teaching success.” Half-day pre-conference workshop at the 38th annual California Teachers of English to Speakers of Other Languages (CATESOL) conference, San Diego, California.
  • Forrest, S., Frazier, S., Ireland, L., Lange, E., Liang, J., & Sturman, H. (April, 2009). “Generation 1.5 students in the composition classroom: The high school and college/university connection.” Colloquium at the 40th annual California Teachers of English to Speakers of Other Languages (CATESOL) conference, Pasadena, California.
  • Liang, J. (March, 2009). “Discrepancies between writing strategies perceived by ESL student writers and writing instructors.” Paper presented in a colloquium entitled "New Approaches to Strategies for Developing Self-Regulated Writers" at the 43rd Teachers of English to Speakers of Other Languages (TESOL) conference, Denver, Colorado.
  • Liang, J. (April, 2008). “Writing assessment with multitrait rubrics.” Paper presented in a colloquium entitled "Innovations in Assessing Writing" at the 42nd Teachers of English to Speakers of Other Languages (TESOL) conference, New York, New York.
  • Liang, J. (April, 2007). “Teaching grammar with digital technology.” Demonstration at the 38th annual California Teachers of English to Speakers of Other Languages (CATESOL) conference, San Diego, California.
  • Liang, J. (March, 2007). “Language scaffolding in second language writing.” Paper presented in a colloquium entitled "Grammar in the ESL Composition Classroom" at the 41st Teachers of English to Speakers of Other Languages (TESOL) conference, Seattle, Washington.
  • Liang, J. (March, 2006). “Toward a three-step pedagogy for fostering self-assessment in a second language writing classroom.” Paper presented in a colloquium entitled "Self-assessment in Second Language Writing" at the 40th Teachers of English to Speakers of Other Languages (TESOL) conference, Tampa, Florida.
  • Liang, J. (April, 2005). “A conceptual framework of self-directed learning in second language writing.” Paper presented in a colloquium entitled "Towards a Pedagogy for Developing Self-directed Writers" at the 39th Teachers of English to Speakers of Other Languages (TESOL) conference, San Antonio, Texas.
  • Liang, J. (April, 2004). “Perspectives on second language writing pedagogy.” Colloquium presented at the 38th Teachers of English to Speakers of Other Languages (TESOL) conference, Long Beach, California.
  • Liang, J., & Rice, S. (April, 2003). “A framework for assessing Generation 1.5 learners' grammar errors.” Paper presented at the 34th annual California Teachers of English to Speakers of Other Languages (CATESOL) conference, Pasadena, California.
  • Liang, J., & Rice, S. (April, 2002). “Four constraints in L2 learners' metacognitive knowledge of writing.” Paper presented at the 2002 annual American Association for Applied Linguistics (AAAL) conference, Salt Lake City, Utah.
  • Liang, J., & Rice, S. (March, 2002). “Reading to write: Generation 1.5 students in crisis.” Paper presented at the 33rd annual California Teachers of English to Speakers of Other Languages (CATESOL) conference, San Francisco, California.
  • Liang, J., & Rice, S. (March, 2001). “A psycholinguistic approach to college ESL composition.” Paper presented at the 35th Teachers of English to Speakers of Other Languages (TESOL) conference, St. Louis, Missouri.

Source: http://cook.biola.edu/grad/faculty/john_liang/