Thomas S C Farrell

Rank: Professor
Department: Applied Linguistics
Ext: 3846
E-mail: tfarrell@brocku.ca


Work currently in progress, or about to be begun, along with indication of when the project is likely to culminate and what form it will take:

  • Research on language teacher beliefs and practices ongoing.
  • Research on Reflective Practice for Language Teachers ongoing
  • "Reflective Practice for College ESL Teachers" -- in progress
  • Series Editor, Language Teacher Research Series, six volumes, TESOL (USA)
  • Reflective process


Work previously undertaken, research achievements or projects completed:

Books:

Farrell, T.S.C. (2009). Teaching reading to English language learners: a reflective approach. Thousand Oaks, Ca: Corwin Press (Sage Publications).

 

Farrell. T.S.C. (Ed) (2008). Classroom management. Alexandria, VA: TESOL Publications.

 

Farrell, T.S.C. (Ed) (2008). Novice language teachers. London: Equinox.

 

Farrell, T.S.C. (2008). Reflective Language Teaching: From Research to Practice. London: Continuum Press.

 

Farrell, T.S.C (co-authored Glasgow, N) (2007). What successful literacy teachers do: 71 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners. Thousand Oaks, CA: Corwin Press

 

Farrell, T.S.C. (Editor) (2006). Language Teacher Research in Asia. Alexandria, VA: TESOL Publications.

 

Farrell, T.S.C. (2006). Succeeding with English language learners: A guide for beginning teachers. Thousand Oaks, CA: Corwin Press (Sage Publications)

 

Farrell, T.S.C (co-authored with Jack C Richards) (2005) Professional Development for Language Teachers: New York: Cambridge University Press.

 

Farrell, T.S.C. (2005) Chinese Translation of: Reflecting on Classroom Communication in Asia Hong Kong/Shanghai: Longman.

 

Farrell, T.S.C. (2004) Reflecting on Classroom Communication in Asia. Singapore: Longman.

 

Farrell, T.S.C. (2004) Reflective Practice in Action: 80 Reflection Breaks for Busy Teachers. Corwin Press (Sage Publications): Thousand Oaks, CA (USA).

 

Farrell, T.S.C. (2004). Planejamento de atvidades se leitura para sulas de idiomas Sao Paulo SP, Brazil: SBS—Special Book Services.

 

Farrell, T.S.C. (2002). Planning Lessons for a Reading Class. Singapore: SEAMEO Regional Language Centre.

 

Farrell, T.S.C. (2002). Classroom Discourse: An Introduction. Singapore: Prentice Hall.


Chapters in Books:

Farrell, T.S.C. (2009). The Novice Teacher. In A. Burns, and J. Richards (Eds.), The Cambridge Guide to Language Teacher Education. New York: Cambridge University Press.

 

Farrell, T.S.C. (2008). Shaping the learning environment. In T.S.C. Farrell (Ed) (2008). Classroom management (pp. 1-6) Alexandria, VA: TESOL Publications.

 

Farrell, T.S.C. (2008). Insights and perspectives for the first year of language teaching. In T.S.C. Farrell (Ed) (2008). Novice language teachers (pp. 1-11). London: Equinox

 

Farrell, T.S.C. (2008). Learning to Teach Language in the First Year: A Singapore Case Study. In T.S.C. Farrell (Ed) (2008). Novice language teachers (pp. 43-56). London: Equinox

 

Farrell, T.S.C. (2008). Teaching journals to promote reflective practice. In M. Kabilan, & M. Vethamani (Eds.), Qualitative studies on English language development (pp. 75-87). Kuala Lumpar: Sasbadi

 

Farrell, T.S.C. (2007). Learning to teach: the role of language teacher education. In G. Poedjosoedarmo, (Ed.), Teacher Education in Language Teaching (pp. 2-7). RELC Anthology Series 48. Singapore: SEAMEO Regional Language Centre.

 

Farrell, T.S.C. (2006). Language teacher research in Asia. In T.S.C. Farrell (Ed.), Language teacher research in Asia, (pp. 1-5). Alexandria, VA: TESOL Publications.

 

Farrell, T.S.C. (2006). The TESOL Methods Course: What Did They Really Learn? In T.S.C. Farrell (Ed.), Language teacher research in Asia, (pp. 47-60). Alexandria, VA: TESOL Publications.

 

Farrell, T.S.C. (2006). Series editor introduction. In T.S.C. Farrell (Ed.), Language teacher research in Asia, Alexandria, VA: TESOL Publications.

 

 Farrell, T.S.C. (2005). Reflective practice for language teachers in Asia: A real paradigm shift. In Deng, X., Cole, V.M., Sadorra, M.L.C., & Wu, S.M. (Eds.), Paradigm Shifts in English Language Teaching and Learning: Selected Papers from the Inaugural CELC International Symposium (pp. 23-27). Singapore: Centre for English Language Communication, National University of Singapore

 

Farrell, T.S.C. (2005). Teaching Reading Strategies: “It really takes time!” In G. Poedjosoedarmo, (Ed.) 2005. Innovative Approaches to Reading & Writing
Instruction (pp. 71 – 81). RELC Anthology Series 46. Singapore: SEAMEO Regional Language Centre.

 

Farrell, T.S.C. (2004). The Movie Version. In Day, R.R. & J. Bamford Extensive Reading Activities for Teaching Language. New York: Cambridge University Press.

 

Farrell, T.S.C. (2004). The Tree of Life: From Language Teacher to Language Teacher Educator. In D. Hayes (Ed), Trainer Development: Principles and Practices (pp. 51-62). Melbourne: Language Awareness.

 

Farrell, T.S.C. (2003). “Should I give the rule or get on with the lesson?” The case for case studies in grammar teacher education. . In D. Liu. & P. Masters (Eds.). Grammar Case Studies in Teacher Education.(pp. 125-135). Alexandria, VA: TESOL USA.

 

Farrell, T.S.C. & Lee, F. T. (2003). Bridging the Gap between Words and Action. In Hadley, G. (Ed). Asian Voices:  Action Research in Action (pp. 9-15). Singapore: SEAMEO Regional Language Centre.

 

Farrell, T.S.C & Ng, J. (2003). Do Teachers’ Beliefs of Grammar Teaching Match their Classroom Practices? A Singapore Case Study. In D. Deterding. Brown A & Low E L (Eds.) English in Singapore: Research on Grammar. Singapore (pp. 128-137). Singapore: McGraw Hill.

 

Farrell, T.S.C. & Lee F.T. (2003). Students’ Perceptions of Grammar Corrections in Compositions: A Singapore Study. In D. Deterding, Brown A & Low E. L. (Eds.) English in Singapore: Research on Grammar Singapore (pp.138-144). Singapore: McGraw Hill.

 

Farrell, T.S.C. (2003). English Language. In J. Murphy (Ed.). Teaching Practice Conversations: Plans Action and Performance (pp. 140-142). Singapore: Prentice Hall.

 

Farrell, T.S.C. (2002). Concept maps to trace conceptual change in preservice English language teachers. In, A Pulvers (Ed.) IATEFL 2002: York Conference Selections (pp. 79-80). Kent, UK: IATEFL.

 

Farrell, T.S.C. (2002). “Lesson Planning.” In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 30-39). New York: Cambridge University Press.

 

Farrell, T.S.C. (1996). Names, & Family Relationships: a Listening Exercise. Self-access in Second Language Learning. David Gardner & Lindsay Miller (Eds). TESOL Publications, Washington DC. USA.

 

Farrell, T.S.C. (1996). Listening to TV soaps. New Ways in Teaching Listening. Davis Nunan & Lindsay Miller (Eds). Alexandria, VA: TESOL Publications.

Recent Articles in Refereed Journals:

Farrell, T.S.C., (2008). Reflective practice in the professional development of teachers of adult English language learners. Washington, DC: Center for Applied Linguistics. Available at http://www.cal.org/caelanetwork/pd_resources/CAELABrief-ReflectivePractice.pdf

 

Farrell, T.S.C. & Tan, S. (2008). Language Policy, Language Teachers’ Beliefs and Classroom Practices. Applied Linguistics, 29, (3), 381-403.

 

Farrell, T.S.C. (2008). “Here’s the book, go teach the class”: ELT Practicum Support. RELC Journal, 39(2), 226-241.

 

Farrell, T.S.C. (2008). Critical Incidents in ELT Initial Teacher Training. ELT Journal, 62,(1), 3-10.

 

Farrell, T.S.C. (2008). Promoting Reflective Practice in Language Teacher Education with Microteaching. Asian Journal of English Language Teaching (AJELT), 18.

 

Farrell, T.S.C. (2007). A place for Teachers in Research. Essential Teacher, 4(1), 14-16.

 

Farrell, T.S.C. (2007). Promoting Reflection in Language Teacher Education through Case-based Teaching. The New English Teacher, 1, 61-70.

 

Farrell, T.S.C. (2007). Failing the practicum: narrowing the gap between expectation and reality with reflective practice. TESOL Quarterly, 41 (1), 193-201.

 

Farrell, T.S.C (principal author) & Mallard, C. (2006). Reception Strategy Use by Learners of French as a Foreign Language. The Modern Language Journal, 90/3, 338-352.

 

Farrell, T.S.C (2006). Learning to teach English language: imposing order. System, 34/2, 211-221

 

Farrell, T.S.C. (2006). ‘The teacher is an octopus’: Uncovering preservice English language teachers’ prior beliefs through metaphor analysis. RELC Journal, 37, 239-251.

 

Farrell, T.S.C (2006). Reflective practice in action: a case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23, 77-90.

 

Research Grants held (including dates) and Research Awards or Honours:

Social Sciences and Humanities Research Council of Canada Standard Research Grants 2009 (SSHRC):

“Professional Development Through Reflective Practice” (2009 to 2012).

Areas of Research Interest (in brief):

Reflective Practice, Language Teacher Education & Development, Classroom Discourse