Fredricka L. Stoller

Fredricka L. Stoller is Professor of English at Northern Arizona University, where she teaches in the MA-TESL and Ph.D. in Applied Linguistics programs. She is co-editor of A Handbook for Language Program Administrators (2nd ed., 2012, with M.A. Christison, Alta English Publishers), co-author of Teaching and Researching Reading (2nd ed., 2011, with W. Grabe, Routledge), and co-author of Write Like a Chemist: A Guide and Resource (2008, with M. Robinson et al., Oxford University Press). Her professional areas of interest include L2 reading, disciplinary writing, language program administration, project-based learning, content-based instruction, and language teaching methodology and curriculum design. She was a Fulbright Senior Lecturer in Turkey (AY 2002-03) and a Fulbright Specialist in Timor Leste (2014). She has trained EFL teachers in numerous other countries including Bolivia, Indonesia, Italy, Japan, Malaysia, Moldova, Morocco, Myanmar, Peru, Qatar, South Africa, Thailand, Tunisia, and Ukraine.

Select Book Publications

2012 A handbook for language program administrators (2nd ed.), co-edited with M.A. Christison. Palm Springs, CA: Alta English Publishers.

2011 Teaching and researching reading (2nd ed.), with W. Grabe. New York: Routledge.

2008 Write like a chemist: A guide and resource, with M. S. Robinson, M. S. Costanza-Robinson, J. K. Jones. New York: Oxford University Press.

Select Journal Articles and Book Chapters

2014 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.

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.

2012 Going green: Merging environmental education and language instruction, with S. Hauschild & E. Poltavtchenko. English Teaching Forum, 50(2), 2 –13.

2008 Using the ACS Journals Search to validate assumptions about writing in chemistry and improve chemistry writing instruction, with M. Robinson & J. K. Jones. Journal of Chemical Education, 85, 650–654.

2008 Interdisciplinary collaboration: Two heads are better than one, with B. Horn & M. Robinson. English Teaching Forum, 42(2), 2–13.

2006 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.

Teacher Training

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

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