Kathi Bailey

Professor Emerita

Kathleen Bailey
Tel
(831) 647-4181
Email
kb@middlebury.edu

Dr. Kathleen Bailey is a professor of Applied Linguistics at the Middlebury Institute of International Studies at Monterey (MIIS). She is the Chairman of the Board of Trustees of TIRF – The International Research Foundation for English Language Education, as well as President of the Foundation – offices she has held since September 2009. In addition, she has served as the President of both the International TESOL Association and the American Association for Applied Linguistics. Previously she served on the TOEFL Research Committee.

Dr. Bailey’s research interests include teacher education, supervision and development; second language acquisition; language assessment; classroom research; leadership in language education; and research methodology. Her work as a teacher educator has taken her to Argentina, Australia, Brazil, Canada, China, Costa Rica, Colombia, Czechoslovakia, England, France, Greece, Guatemala, Ireland, Italy, Japan, Korea, Malaysia, Mexico, New Zealand, Peru, Poland, Singapore, Spain, Sweden, Switzerland, Taiwan, Thailand, Trinidad and Tobago, Turkey, the United Arab Emirates, and Uruguay, as well as to many parts of the United States. She has been honored as a recipient of the James E. Alatis Award for Service to TESOL and the Heinle Lifetime Achievement Award. She is a recipient of the Leslie Eliason Excellence in Teaching Award, as well as a two-time recipient of the Allen Griffin Award for Excellence in Teaching in Monterey County. In 2021 she received the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics.

Kathi Baily talks about her students’ greatest achievements. Play

Kathi Bailey

Professor, Teaching English to Speakers of Other Languages and Teaching Foreign Language
Bailey is pleased and honored to be a catalyst for her students’ greatest achievements.

My name is Kathi Bailey, and I work in the TESOL and TFL Programs. TESOL, T-E-S-O-L, is Teachers of English to Speakers of Other Languages, and TFL is Teach Foreign Languages. Some years ago, the TESOL Association started an initiative called the Leadership Mentoring Program. And every year, at the beginning of the TESOL Convention, there was a really nice lunch that was given to honor the people who were serving as leaders in TESOL.

So I got to the lunch early, and I found a table at the back of the room, and I took a seat off to the side so I could see what was going on. But as I was sitting there and the room filled up, lots and lots of people came over and were talking to me.

Most of them are graduates. They were hugging me and telling me about their accomplishments, their publications, their families, their jobs, their raises. It was really exciting. And after a few minutes of this, one of the wait persons who’d been standing just behind me. She came up to me and she said.

Excuse me, are you the person being honored at this lunch in? Shouldn’t you be sit at the head table? And I said, no, I’m not the guest of honor. Why did you think so? And she said, well, because everybody’s hugging, and thanking you, and telling you about how great and difference you made in their lives.

And so then, the program began and everybody settled down, the lunch was served. And I kind of thought to myself in a quiet private way, I am the person being honored here. I’m honored by the promise fulfilled by our graduates. They’re working all around the world, as program administrators, materials developers, authors, editors, teacher educators, test developers, researchers.

And of course, they’re excelling as language teachers worldwide. This is what I find so rewarding about working in this program. The students that come here, the students we attract have the capacity for leadership. They make a difference. It’s a great, great place to study, and it’s a great place to work.

And my hope is to continue this legacy of leadership so that our graduates will continue to influence language education worldwide.

Courses Taught

Course Description

Considers issues in language assessment including reliability, validity, test bias, and authenticity. Examines differences and similarities among placement, proficiency, achievement, aptitude, and performance testing. Explores alternative evaluation procedures. Prepares students to evaluate tests and to develop original language tests. Prerequisites: Language Analysis and Educational Research Methods.

Terms Taught

Spring 2022 - MIIS, Spring 2023 - MIIS

View in Course Catalog

Course Description

Teaching of Listening & Speaking in L2 Contexts

This seminar will be taught online in fall semester 2021. It will introduce students to the teaching of speaking and listening in second and foreign language contexts. Topics to be covered include factors that influence L2 listening, target language interaction, accuracy and fluency in speaking, pronunciation, pragmatics, and helping learners overcome their anxiety about speaking and listening in their second or foreign language(s). Assessment issues will also be addressed near the end of the course.



These are the main course goals:



1. Students will be familiar with the main theories related to listening and speaking in L2 contexts (e.g., communicative competence, language proficiency, interactionist view of second language acquisition, sociocultural theory, etc.).

2. Students will be confident with their understanding and use of key concepts and the jargon used to discuss teaching of and research on L2 speaking and listening.

3. Students will develop a repertoire of skills and a range of activities for teaching L2 listening and speaking for their target audience (age of learners, proficiency levels, target language, etc.).

4. Students will understand the key role of L2 pronunciation in developing learners’ communicative competence.

5. Students will understand the role of pragmatic competence in L2 oral/aural interaction.

6. Students will understand key principles of effective language assessment.

7. Students will be familiar with a range of assessment procedures for evaluating their learners’ L2 speaking and listening.

8. Students will develop their oral presentation skills and confidence for sharing ideas/activities for teaching listening and speaking in L2 contexts and for leading professional development sessions for other teachers.

9. Students will develop a substantial project on some aspect of teaching L2 listening and/or speaking.

This is a variable unit seminar. That is, it may be taken for either two or three units, depending on the individual student’s needs and/or course load. All students will attend the synchronous sessions and complete the required asynchronous activities, but the students taking the course for three units will do an additional assignment (to be negotiated with the instructor).

Terms Taught

Fall 2022 - MIIS

View in Course Catalog

Course Description

Leadership in Language Education
This seminar will be taught online in fall semester 2021. It will focus on developing leadership qualities and skills for professionals in the broad field of language education. Whether you aspire to train language teachers, develop curricula, run language programs, write materials, work in language assessment, or be a teacher-leader in your own school context, there are leadership skills that you can develop and employ to be more effective in your chosen role. The following goals and student learning objectives will be addressed in this seminar:

1. Participants will be familiar with key frameworks describing the components of leadership.

2. Participants will interact with successful leaders in our field, in order to understand typical leadership experiences—both challenges and successes.

3. Participants will recognize the characteristics of successful leaders in our field.

4. Participants will develop initial plans for their own future development as leaders in the broad field of language education.

5. Participants will demonstrate their leadership potential by engaging in and sometimes managing activities in our seminar.

6. Participants will gain confidence and skill in their own abilities as leaders.

These goals will be accomplished through a series of readings, discussions, and small projects as well as a substantive final project.

This is a variable unit seminar. That is, it may be taken for either two or three units, depending on the individual student’s needs and/or course load. All students will attend all the synchronous sessions and complete the required asynchronous activities on schedule, but the students taking the course for three units will do an additional assignment (to be negotiated with the instructor).

Terms Taught

Fall 2022 - MIIS

View in Course Catalog

Course Description

Terms Taught

Fall 2022 - MIIS

View in Course Catalog

Course Description

This seminar is intended for experienced language teachers who have (or expect to have) responsibilities for educating other language teachers. Its contents and goals are based on the assumption that in our field, people are typically promoted into training positions because they have done well as teachers themselves. Seldom do they have specific training for this important professional role. Participants will develop skills and knowledge for taking on professional roles as teacher trainers.

Terms Taught

Spring 2022 - MIIS, MIIS Winter/J Term only, Spring 2023 - MIIS, MIIS Winter/J Term only

View in Course Catalog

Areas of Interest

I am fascinated by the caliber of students who complete their degrees in TESOL or Teaching Foreign Languages at MIIS. Many of them also complete additional specializations, for instance, in Language Program Administration or International Educational Management. Over the years several alumni have taken leadership positions in their schools, programs, and professional associations. The students’ internationalism, and dedication to teaching and research make MIIS a rewarding place to teach!  My own research focuses on the broad themes of how languages are taught and learned, teacher development, and language assessment – all topics which strongly influence how our profession moves forward internationally.

Programs

Academic Degrees

  • PhD in Applied Linguistics, University of California, Los Angeles, 1982
  • MA in Teaching English as a Second Language (TESL), University of California, Los Angeles, 1976.
  • Teaching Credential, California Standard Secondary Credential, University of California, Santa Barbara, 1972.
  • BA in English Literature, University of California, Santa Barbara, 1971

Professor Bailey has been teaching at the Institute since 1981.

Publications

Edited Books

  • Bailey, K. M., Dale, T. L., & Clifford, R. T. (Eds.). (1987). Language testing research: Selected papers from the 1986 colloquium. Monterey, CA: Defense Language Institute.
  • Bailey, K. M., & Damerow, R. M. (Eds.). (2014). Teaching and learning English in the Arabic-speaking world. New York, NY: Routledge and TIRF.
  • Bailey, K. M., & Damerow, R. M. (Series Editors, 2013-present). Global Research on Teaching and Learning English. A series co-published by Routledge Taylor Francis and The International Research Foundation for English Language Education (TIRF).
  • Bailey, K. M., Long, M. H., & Peck, S. (Eds.). (1983). Second language acquisition studies: Series in second language acquisition research. Rowley, MA: Newbury House.
  • Bailey, K. M., & Nunan, D. (Eds.). (1996). Voices from the language classroom: Qualitative research on second language education. New York, NY: Cambridge University Press.
  • Bailey, K. M., Pialorsi, F., & Zukowski/Faust, J. (Eds.). (1984). Foreign teaching assistants in U.S. universities. Washington, DC: National Association for Foreign Student Affairs (NAFSA).
  • Bailey, K. M., & Santos, M. G. (Eds.). (2009). Research on English as a second language in U.S. community colleges: People, programs and potential. Ann Arbor, MI: University of Michigan Press.
  • Bailey, K. M., & Savage, L. (Eds.). (1994). New ways in teaching speaking. Alexandria, VA: TESOL.

Authored and Co-Authored Books

  • Allwright, R. A., & Bailey, K. M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge, UK: Cambridge University Press.
  • Bailey, K. M. (2007). ELT advantage: Content-based instruction (a distance learning course). Boston, MA: Heinle & Heinle.
  • Bailey, K. M. (2006). Language teacher supervision: A case-based approach. New York, NY: Cambridge University Press.
  • Bailey, K. M. (2005). Practical English language teaching: Speaking. New York, NY: McGraw-Hill.
  • Bailey, K. M. (1999). Washback in language testing: TOEFL monograph series, MS 15. Princeton, NJ: Educational Testing Service.
  • Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions and directions. Boston, MA: Heinle & Heinle.
  • Bailey, K. M., & Curtis, A. (2015). Learning about language assessment: Dilemmas, decisions and directions (2nd ed.). Boston, MA: National Geographic Learning.
  • Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self as source. Boston, MA: Heinle & Heinle.

Chapters and Articles

  • Bailey, K. M., Bergthold, B., Braunstein, B., Fleishman, N. J., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. J. (1996). The language learner’s autobiography: Examining the apprenticeship of observation. In D. Freeman, & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 11-29). Cambridge, UK: Cambridge University Press.
  • Bailey, K. M., Dale, T. L., & Squire, B. (1992). Some reflections on collaborative language teaching. In D. Nunan (Ed.), Collaborative language teaching and learning (pp. 162-178). Cambridge, UK: Cambridge University Press.
  • Bailey, K.M. & Krishnan, A. (2015). Old wine in new bottles: Solving language teaching problems creatively. In A. Maley & N. Peachy (Eds.), Creativity in the English language classroom (pp. 84-97). London, UK: The British Council.
  • Bailey, K. M., & Krishnan, A. (2016). A conversation about creativity: Connecting the new to the known through images, objects, and games. In R. H. Jones, & J. C. Richards (Eds.) Creativity in language teaching (pp. 213-226). New York, NY: Routledge.
  • Bailey, K. M., & Llamas, C. N. (2012). Language program administrators’ knowledge and skills. In M. A. Christison & F. L. Stoller (Eds.), A handbook for language program administrators (pp. 19-34). Miami, FL: Alta Books.
  • Bailey, K. M., & Springer, S. (2013). Reflective teaching as innovation. In K. Hyland & L. Wong (Eds.), Innovation and change in English language education (pp. 106-122). New York, NY: Routledge.
  • Bailey, K. M., Thibault, J., & Nunan, D. (2009). How the experience of leadership changes leaders. In M. A. Christison & D. Murray (Eds.), Leaders in English language education: Theoretical foundation and practical skills for changing times (pp. 238-254). Mahwah, NJ: Lawrence Erlbaum and Associates.
  • Chiesa, D. L., & Bailey, K. M. (2015). Dialogue journals: Learning for a lifetime. In D. Nunan, & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 53-62). New York, NY: Routledge.
  • Chiesa, D., Damerow, R.M., & Bailey, K. M. (2013). The use of dialogue journals with university EFL students: A sociocultural perspective. The Asian Journal of English Language and Pedagogy, 6, 1-46.
  • Damerow, R. M., & Bailey, K. M. (2014). Research on the teaching and learning of English in the Arabic-speaking world. In K. M. Bailey & R. M. Damerow (Eds.), Teaching and learning English in the Arabic-speaking world (pp. 1-13). New York, NY: Routledge and TIRF.
  • Damerow, R. M., Pahl, C. A., & Bailey, K. M. (2013). English in the 21st-century workforce: Survey of language use in international plurilingual organizations. The European Journal of Applied Linguistics and TEFL, 3(1), 165-185.
  • Delaney, A. E., & Bailey, K. M. (2000, March). Teaching journals: Writing for professional development. ESL Magazine, 16-18.
  • Krishnan, A., Pahl, C., & Bailey, K. M. (Forthcoming). Examining the discourse of supervision: The learning experiences of two novice supervisors. In L. Wong & K. Hyland (Eds.), Faces of English language education: Students, teachers, and pedagogy. New York, NY: Routledge.
  • Pahl, C., & Bailey, K. M. (2014). Time management for graduate students: An emerging leadership skill. In C. Coombe (Ed.) Student leadership (pp. 105-119). Dubai, UAE: TESOL Arabia.
  • Pasternak, M., & Bailey, K. M. (2004). Preparing non-native and native-speaking English teachers: Issues of professionalism and proficiency. In L. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals (pp. 155-175). Ann Arbor, MI: University of Michigan Press.
  • Santos, M., Charbonnet, L., & Bailey, K. M. (2009). New contexts for research in community college ESL. In K. M. Bailey & M. G. Santos (Eds.), Research on English as a second language in U.S. community colleges: People, programs and potential (pp. 1-9). Ann Arbor, MI: University of Michigan Press.
  • Tucci, M., & Bailey, K. M. (2012). Using songs in teaching EFL to young learners. In H. Emery & F. Gardiner-Hyland (Eds.), Contextualizing EFL for young learners: International perspectives on policy, practice and procedure (pp. 194-210). Dubai, UAE: TESOL Arabia.

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