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Scott Thornbury

December 12, 2023

Scott Thornbury (born 1950 in New Zealand) is an internationally recognized academic and teacher trainer in the field of English Language Teaching (ELT). Along with Luke Meddings, Thornbury is credited with developing the Dogme language teaching approach, which emphasizes meaningful interaction and emergent language over prepared materials and following an explicit syllabus. Thornbury has written over a dozen books on ELT methodology.[1][2][3] Two of these, 'Natural Grammar' and 'Teaching Unplugged', have won the British Council's "ELTon" Award for Innovation,[4] the top award in the industry (in 2004 and 2010, respectively).

Thornbury is also the series editor for the Cambridge Handbooks for Language Teachers,[5] and the author of many academic papers on language teaching. His 'A-Z of ELT' blog[6] is one of the most influential and well-visited blogs in the field of ELT.[citation needed] His approximately 15 textbooks for beginning and intermediate learners have been published by major academic presses, including both Oxford University Press and Cambridge University Press, although his recent stance regarding 'Teaching Unplugged'—also the title of one of his methodology books—is often described as being strongly anti-textbook.[citation needed]

Currently, Thornbury is Associate Professor of English Language Studies at the New School in New York, and Academic Director at the International Teacher Development Institute (iTDi).[7]

Publications edit

Academic books edit

  • Thornbury, S. (2019). Scott Thornbury's 101 Grammar Questions. Cambridge: Cambridge University Press.
  • Thornbury, S. (2017). Scott Thornbury's 30 Language Teaching Methods. Cambridge: Cambridge University Press.
  • Thornbury, S. (2013). Big Questions in ELT. The Round.
  • Corbett, J., and Scott Thornbury, S. (2010). Intercultural Language Activities. Cambridge: Cambridge University Press.
  • Thornbury, S., & Meddings, L. (2009). Teaching unplugged: Dogme in English Language Teaching. Surrey, England: Delta.
  • Thornbury, S., & Watkins, P. A. (2007). The CELTA course: Certificate in English language teaching to adults : trainee book. Cambridge: Cambridge University Press.
  • Thornbury, S. (2006). Grammar. Resource books for teachers. Oxford: Oxford University Press.[8] 97 locations in Worldcat
  • Thornbury, S., & Slade, D. (2006). Conversation: From description to pedagogy. Cambridge language teaching library. Cambridge: Cambridge University Press . 187 copies listed in WorldCat[9]
    • Review, Friedman, D. " Theory and Practice: Conversation: From Description to Pedagogy by Thornbury, Scott. . The Modern Language Journal. 93, no. 1: 124-125, 2009
  • Thornbury, S. (2006). An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. Oxford: Macmillan Education..
  • Thornbury, S. (2005). Beyond the Sentence: Introducing Discourse Analysis.. Oxford: Macmillan Education, 2005.
  • Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.
  • Thornbury, S. (2004). Natural grammar: the keywords of English and how they work. Oxford: Oxford University Press. 97 listings in Worldcat[10]
  • Thornbury, S. (2002). How to teach vocabulary. Harlow: Longman.
    • Translated into Chinese , as 如何教词汇 Beijing: World Knowledge Publishing Corporation, 2003. ISBN 978-7-5012-2083-0[11]
  • Thornbury, S., and Underhill, A. (2001). Uncovering Grammar. The Teacher Development. Oxford: Macmillan Heinemann English Language Teaching, 2001. ピアソン・エデュケーション , Tokyo : Piason edyukeshon , 2001 ISBN 978-4-89471-854-8
  • 新しい英文法の学び方・教え方 / Atarashii eibunpo no manabikata oshiekata (How to learn a new way of English teaching)
  • Thornbury, S. (1999). How to teach grammar. Harlow, England: Pearson Education. 282 holdings in WorldCat[12]
  • Thornbury, S. (1997). About language: Tasks for teachers of English. Cambridge teacher training and development. Cambridge: Cambridge University Press 272 copies in WorldCat[13]

Academic articles edit

  • Watching the whites of their eyes: the use of teaching practice logs. English Language Teaching Journal 1991, 45/2: 140-6.
  • Metaphors we work by: EFL and its metaphors. English Language Teaching Journal 1991, 45/3: 193-200.
  • Having a good jaw: voice-setting phonology. English Language Teaching Journal 1993, 47/2, 126-31.
  • Paying lip-service to CLT. EA (ELICOS Association) Journal 1996, 14/1, 51-63.
  • "ARC": does it have restricted use? The Teacher Trainer 1996, 10/3, 7-11.
  • Teachers research teacher talk. English Language Teaching Journal 1996, 50/4, 279-89
  • Reformulation and reconstruction: tasks that promote noticing. English Language Teaching Journal 1997, 51/4, 326-35.
  • Grammar, power and bottled water. IATEFL Newsletter, 140, 1998, 19-20. Reprinted in Arena, 19, 1998, 41-43
  • Images of teaching. English Teaching Professional, 8, 1998, 36-37
  • Comments on Marianne Celce-Murcia, Zoltán Dörnyei, and Sarah Thurrell's "Direct approaches in L2 Instruction: A turning point in communicative language teaching?" A reader reacts.... TESOL Quarterly, 32, 1998, 109-116.
  • The Lexical Approach: A journey without maps? Modern English Teacher, 7, 1998, 7-13.
  • A language learner's diary. The IH Journal, 5. April 1998, 5-7
  • Lesson art and design. English Language Teaching Journal 1999, 53/1, 4-11
  • Window-dressing vs cross-dressing in the EFL sub-culture. Folio 1999, 5/2, 15-17
  • A Dogma for EFL. IATEFL Issues, Issue 153, p. 2, 2000[14]
  • Targeting accuracy, fluency and complexity. English Teaching Professional,16, 2000, 3-6
  • Under what circumstances do we apply the word "scientific" in language learning? A roundtable. (With Earl Stevick, Roslyn Young, and Robert Nusbaum). Prism: A learning Journal. Vol 5. Spring 2000, 7-138. *Reading and writing as arithmetic. Modern English Teacher, 9/4. October 2000, 12-15.
  • Walking while chewing gum: A review. IH Journal, Issue 9, October 2000, 5-7. Also: EA Journal, 18/1, 89-95.
  • Teaching unplugged (or: That's Dogme with an E). It's for Teachers, Issue 1. February 2001. 10-14. (re-printed in In English, Autumn, 2002 (British Council, Portugal)).
  • Dogme out in the open. IATEFL Issues, 161, June–July 2001, 6 (with Luke Meddings).
  • Coursebooks: The Roaring in the Chimney. Modern English Teacher, 10/3. July, 2001, 11-13 (with Luke Meddings).
  • Using the raw materials. Modern English Teacher, 10/4. October 2001, 40-43 (with Luke Meddings).
  • The unbearable lightness of EFL, and Lighten up: a reply to Angeles Clemente. English Language Teaching Journal, 55/4, 2001, 391-6, 403-4.
  • Using a coursebook the Dogme way. Modern English Teacher, 11/1. January 2002, 36 -40 (with Luke Meddings).
  • Don't mention the war! Taboo topics and the alternative textbook. It's for Teachers, Issue 3. February 2002. 35-37.
  • Who's afraid of Virginia Woolf? The Teacher, 2. 2002. (Poland), 12-13. *Becoming a teacher. Special edition IATEFL Teacher Development & Teacher Trainers & Educators Special Interest Groups Newsletter, Summer 2002, 8-9.
  • Teaching complexity. In Aspectos Didácticos de Inglés, 8. 2002, Instituto de Ciencias de la Educación, Universidad de Zaragoza. 67-76. *Training in instructional conversation. In Trappes-Lomax, H., and Ferguson, G. (Eds.) 2002. Language in Language Teacher Education. Amsterdam: John Benjamins, 95-106.
  • Materials-free teaching. English Teaching Professional, 26, 2003, 57-59 (with Nerina Conte)
  • Catalan for beginners: A learner's account. IH Journal, Spring, 2003, 19-23.
  • Big words, small grammar. English Teaching Professional. Issue 31, March, 2004, 10-11
  • Grammar. English Teaching Professional. Issue 32, May, 2004. 40-41.
  • Dogme: Dancing in the dark? Folio. 9/2, January 2005, 3-5.Speaking to learn. In Foley, J.A. (Ed.) 2005 New Dimensions in the Teaching of Oral Communication (Anthology Series 47) Singapore: SEAMEO Regional Language Centre, 127-143
  • Awareness, Appropriation and Autonomy. English Teaching Professional. Issue 40, September 2005, 11-13.
  • Language Awareness: Discourse. In Macmillan English Dictionary (New edition), 2007
  • Language as an emergent system. In English. British Council: Spring/Summer 2008.
  • What good is SLA theory? English Teaching Professional. Issue 55, March, 2008.
  • Slow-release grammar. English Teaching Professional. Issue 61, March 2009
  • Why is English grammar so difficult (not)? Braz-Tesol Newsletter, December 2009
  • What can a corpus tell us about discourse? In O'Keeffe A., & McCarthy, M. 2010. (eds.) The Routledge Handbook of Corpus Linguistics. London: Routledge.
  • The Grammar of Conversation. In Cook, G., & North, S. (eds.) 2010. Applied Linguistics in Action: A Reader. Milton Keynes: The Open University/Routledge.
  • Language Teaching Methodology. In Simpson, J. (ed.) 2011. The Routledge Handbook of Applied Linguistics. London: Routledge.
  • Speaking Instruction. In Burns, A. & Richards, J. (eds.) 2011. The Cambridge Guide to Pedagogy and Practice in Language Teaching. Cambridge: Cambridge University Press.

School textbooks edit

He has also published many school textbooks (and their associated workbooks and teachers' guides), mostly for Pearson Longman.

References edit

  1. ^ . Longman-Pearson. Archived from the original on 2011-08-15. Retrieved 2011-03-28.
  2. ^ "Catalogue: Methodology for Teachers". Macmillan English. Retrieved 30 April 2021.
  3. ^ . Cambridge University Press. Archived from the original on 2012-04-30. Retrieved 2011-03-28.
  4. ^ . British Council Learning. Archived from the original on 2011-09-07. Retrieved 2011-03-28.
  5. ^ "Cambridge English". Cambridge University Press.
  6. ^ http://scottthornbury.wordpress.com/ A-Z of ELT
  7. ^ http://itdi.pro International Teacher Development Institute
  8. ^ Thornbury, Scott (17 July 2018). Grammar. Oxford University Press. OCLC 65467237.
  9. ^ Thornbury, Scott; Slade, Diana (17 July 2018). Conversation: from description to pedagogy. Cambridge University Press. OCLC 70660096.
  10. ^ Thornbury, Scott (17 July 2018). Natural grammar: [the keywords of English and how they work. Oxford University Press. OCLC 54547912.
  11. ^ Archived copy. OCLC 660581320.
  12. ^ Thornbury, Scott (17 July 1999). How to teach grammar. OCLC 48371328.
  13. ^ Thornbury, Scott (17 July 1997). About language: tasks for teachers of English. Cambridge University Press. OCLC 35744372.
  14. ^ Thornbury, Scott (February–March 2000). "A Dogma for EFL". IATEFL Issues (153): 2. Retrieved 2009-06-23.

External links edit

  • Official bio at the New School
  • Personal website
  • Biography on Cambridge English site

December 12, 2023
scott, thornbury, born, 1950, zealand, internationally, recognized, academic, teacher, trainer, field, english, language, teaching, along, with, luke, meddings, thornbury, credited, with, developing, dogme, language, teaching, approach, which, emphasizes, mean. Scott Thornbury born 1950 in New Zealand is an internationally recognized academic and teacher trainer in the field of English Language Teaching ELT Along with Luke Meddings Thornbury is credited with developing the Dogme language teaching approach which emphasizes meaningful interaction and emergent language over prepared materials and following an explicit syllabus Thornbury has written over a dozen books on ELT methodology 1 2 3 Two of these Natural Grammar and Teaching Unplugged have won the British Council s ELTon Award for Innovation 4 the top award in the industry in 2004 and 2010 respectively Thornbury is also the series editor for the Cambridge Handbooks for Language Teachers 5 and the author of many academic papers on language teaching His A Z of ELT blog 6 is one of the most influential and well visited blogs in the field of ELT citation needed His approximately 15 textbooks for beginning and intermediate learners have been published by major academic presses including both Oxford University Press and Cambridge University Press although his recent stance regarding Teaching Unplugged also the title of one of his methodology books is often described as being strongly anti textbook citation needed Currently Thornbury is Associate Professor of English Language Studies at the New School in New York and Academic Director at the International Teacher Development Institute iTDi 7 Contents 1 Publications 1 1 Academic books 1 2 Academic articles 2 School textbooks 3 References 4 External linksPublications editAcademic books edit Thornbury S 2019 Scott Thornbury s 101 Grammar Questions Cambridge Cambridge University Press Thornbury S 2017 Scott Thornbury s 30 Language Teaching Methods Cambridge Cambridge University Press Thornbury S 2013 Big Questions in ELT The Round Corbett J and Scott Thornbury S 2010 Intercultural Language Activities Cambridge Cambridge University Press Thornbury S amp Meddings L 2009 Teaching unplugged Dogme in English Language Teaching Surrey England Delta Thornbury S amp Watkins P A 2007 The CELTA course Certificate in English language teaching to adults trainee book Cambridge Cambridge University Press Thornbury S 2006 Grammar Resource books for teachers Oxford Oxford University Press 8 97 locations in Worldcat Thornbury S amp Slade D 2006 Conversation From description to pedagogy Cambridge language teaching library Cambridge Cambridge University Press 187 copies listed in WorldCat 9 Review Friedman D Theory and Practice Conversation From Description to Pedagogy by Thornbury Scott The Modern Language Journal 93 no 1 124 125 2009 Thornbury S 2006 An A Z of ELT A Dictionary of Terms and Concepts Used in English Language Teaching Oxford Macmillan Education Thornbury S 2005 Beyond the Sentence Introducing Discourse Analysis Oxford Macmillan Education 2005 Thornbury S 2005 How to teach speaking Harlow England Longman Thornbury S 2004 Natural grammar the keywords of English and how they work Oxford Oxford University Press 97 listings in Worldcat 10 Thornbury S 2002 How to teach vocabulary Harlow Longman Translated into Chinese as 如何教词汇 Beijing World Knowledge Publishing Corporation 2003 ISBN 978 7 5012 2083 0 11 Thornbury S and Underhill A 2001 Uncovering Grammar The Teacher Development Oxford Macmillan Heinemann English Language Teaching 2001 ピアソン エデュケーション Tokyo Piason edyukeshon 2001 ISBN 978 4 89471 854 8 新しい英文法の学び方 教え方 Atarashii eibunpo no manabikata oshiekata How to learn a new way of English teaching Thornbury S 1999 How to teach grammar Harlow England Pearson Education 282 holdings in WorldCat 12 Thornbury S 1997 About language Tasks for teachers of English Cambridge teacher training and development Cambridge Cambridge University Press 272 copies in WorldCat 13 Academic articles edit Watching the whites of their eyes the use of teaching practice logs English Language Teaching Journal 1991 45 2 140 6 Metaphors we work by EFL and its metaphors English Language Teaching Journal 1991 45 3 193 200 Having a good jaw voice setting phonology English Language Teaching Journal 1993 47 2 126 31 Paying lip service to CLT EA ELICOS Association Journal 1996 14 1 51 63 ARC does it have restricted use The Teacher Trainer 1996 10 3 7 11 Teachers research teacher talk English Language Teaching Journal 1996 50 4 279 89 Reformulation and reconstruction tasks that promote noticing English Language Teaching Journal1997 51 4 326 35 Grammar power and bottled water IATEFL Newsletter 140 1998 19 20 Reprinted in Arena 19 1998 41 43 Images of teaching English Teaching Professional 8 1998 36 37 Comments on Marianne Celce Murcia Zoltan Dornyei and Sarah Thurrell s Direct approaches in L2 Instruction A turning point in communicative language teaching A reader reacts TESOL Quarterly 32 1998 109 116 The Lexical Approach A journey without maps Modern English Teacher 7 1998 7 13 A language learner s diary The IH Journal 5 April 1998 5 7 Lesson art and design English Language Teaching Journal 1999 53 1 4 11 Window dressing vs cross dressing in the EFL sub culture Folio 1999 5 2 15 17 A Dogma for EFL IATEFL Issues Issue 153 p 2 2000 14 Targeting accuracy fluency and complexity English Teaching Professional 16 2000 3 6 Under what circumstances do we apply the word scientific in language learning A roundtable With Earl Stevick Roslyn Young and Robert Nusbaum Prism A learning Journal Vol 5 Spring 2000 7 138 Reading and writing as arithmetic Modern English Teacher 9 4 October 2000 12 15 Walking while chewing gum A review IH Journal Issue 9 October 2000 5 7 Also EA Journal 18 1 89 95 Teaching unplugged or That s Dogme with an E It s for Teachers Issue 1 February 2001 10 14 re printed in In English Autumn 2002 British Council Portugal Dogme out in the open IATEFL Issues 161 June July 2001 6 with Luke Meddings Coursebooks The Roaring in the Chimney Modern English Teacher 10 3 July 2001 11 13 with Luke Meddings Using the raw materials Modern English Teacher 10 4 October 2001 40 43 with Luke Meddings The unbearable lightness of EFL and Lighten up a reply to Angeles Clemente English Language Teaching Journal 55 4 2001 391 6 403 4 Using a coursebook the Dogme way Modern English Teacher 11 1 January 2002 36 40 with Luke Meddings Don t mention the war Taboo topics and the alternative textbook It s for Teachers Issue 3 February 2002 35 37 Who s afraid of Virginia Woolf The Teacher 2 2002 Poland 12 13 Becoming a teacher Special edition IATEFL Teacher Development amp Teacher Trainers amp Educators Special Interest Groups Newsletter Summer 2002 8 9 Teaching complexity In Aspectos Didacticos de Ingles 8 2002 Instituto de Ciencias de la Educacion Universidad de Zaragoza 67 76 Training in instructional conversation In Trappes Lomax H and Ferguson G Eds 2002 Language in Language Teacher Education Amsterdam John Benjamins 95 106 Materials free teaching English Teaching Professional 26 2003 57 59 with Nerina Conte Catalan for beginners A learner s account IH Journal Spring 2003 19 23 Big words small grammar English Teaching Professional Issue 31 March 2004 10 11 Grammar English Teaching Professional Issue 32 May 2004 40 41 Dogme Dancing in the dark Folio 9 2 January 2005 3 5 Speaking to learn In Foley J A Ed 2005 New Dimensions in the Teaching of Oral Communication Anthology Series 47 Singapore SEAMEO Regional Language Centre 127 143 Awareness Appropriation and Autonomy English Teaching Professional Issue 40 September 2005 11 13 Language Awareness Discourse In Macmillan English Dictionary New edition 2007 Language as an emergent system In English British Council Spring Summer 2008 What good is SLA theory English Teaching Professional Issue 55 March 2008 Slow release grammar English Teaching Professional Issue 61 March 2009 Why is English grammar so difficult not Braz Tesol Newsletter December 2009 What can a corpus tell us about discourse In O Keeffe A amp McCarthy M 2010 eds The Routledge Handbook of Corpus Linguistics London Routledge The Grammar of Conversation In Cook G amp North S eds 2010 Applied Linguistics in Action A Reader Milton Keynes The Open University Routledge Language Teaching Methodology In Simpson J ed 2011 The Routledge Handbook of Applied Linguistics London Routledge Speaking Instruction In Burns A amp Richards J eds 2011 The Cambridge Guide to Pedagogy and Practice in Language Teaching Cambridge Cambridge University Press School textbooks editHe has also published many school textbooks and their associated workbooks and teachers guides mostly for Pearson Longman References edit ELT Catalogue Longman Pearson Archived from the original on 2011 08 15 Retrieved 2011 03 28 Catalogue Methodology for Teachers Macmillan English Retrieved 30 April 2021 ELT Catalogue Cambridge University Press Archived from the original on 2012 04 30 Retrieved 2011 03 28 ELTons 2004 Award Winners British Council Learning Archived from the original on 2011 09 07 Retrieved 2011 03 28 Cambridge English Cambridge University Press http scottthornbury wordpress com A Z of ELT http itdi pro International Teacher Development Institute Thornbury Scott 17 July 2018 Grammar Oxford University Press OCLC 65467237 Thornbury Scott Slade Diana 17 July 2018 Conversation from description to pedagogy Cambridge University Press OCLC 70660096 Thornbury Scott 17 July 2018 Natural grammar the keywords of English and how they work Oxford University Press OCLC 54547912 Archived copy OCLC 660581320 Thornbury Scott 17 July 1999 How to teach grammar OCLC 48371328 Thornbury Scott 17 July 1997 About language tasks for teachers of English Cambridge University Press OCLC 35744372 Thornbury Scott February March 2000 A Dogma for EFL IATEFL Issues 153 2 Retrieved 2009 06 23 External links editOfficial bio at the New School Personal website Biography on Cambridge English site Retrieved from https en wikipedia org w index php title Scott Thornbury amp oldid 1177317750, wikipedia, wiki, book, books, library,

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