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| Andrew Littlejohn |
Diana Hicks |
Dr. Andrew Littlejohn
, Ph.D (Lancaster), M.A., PGCE, B.A., has taught English, trained
teachers and run short courses in a number of countries including
the UK, Spain, Netherlands, Sweden, Italy, Mexico, Brazil, Middle
East, and elsewhere. He is three times a winner of English-Speaking
Union awards for his writings in ELT methodology. He has published
articles and papers in numerous journals and edited collections and
is the author of many books including Company to Company,
Writing 1, Writing 2, Writing 3, Writing
4, and, with Diana Hicks, Cambridge English for Schools
(a five level course for young students), all published by Cambridge University Press, and co-author of Eurolingua (Clubschools, Switzerland and Cornelsen 1992/98). He is co-editor
(with Professor Michael Breen) of the collection Classroom decision-making:
negotiation and process syllabuses in practice (CUP, 2000), which
provides practical accounts of sharing decision-making with students.
He is or has been an editorial advisor to a number of journals, including
Applied Linguistics and the electronic journal TESL-EJ. He currently
teaches for the Institute of Education, University of London.
For more articles and information visit Andrew's website at:
ourworld.compuserve.com/homepages/A_Littlejohn
Diana Hicks has almost
30 years experience in English language education
as a teacher, teacher trainer and writer. She is now based in the
UK but she has taught at primary, secondary and tertiary levels in
Africa, Scandinavia, France and the Middle East. She has been writing
course books for Cambridge University Press for more than 25 years
and is co-author (with Andrew Littlejohn) of Cambridge English for
Schools - a five level course for secondary aged pupils, Cambridge
English Worldwide- a six level course for secondary pupils and Primary
Colours. She has also written business and commercial
materials for French and Middle Eastern students. She has been running teacher training
courses in the UK for Commenius teachers for five years and travels frequently
around the world giving workshops and seminars on classroom methodology.
She has a doctorate from Bristol University on the Critical Discourse
Analysis of Teachers Guides texts. She is particularly interested
in inclusive classroom tasks and an egalitarian approach to language
learning and teaching.
Other Cambridge
sites:
Australia
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