Professor; Program Chair TESOL/TFL
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; 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, and is a two-time recipient of the Allen Griffin Award for Excellence in Teaching in Monterey County.
Courses offered in the past two years.
- Current term ●
- Upcoming term(s) ○
This seminar provides language teachers with the skills and knowledge necessary to meet the challenges of becoming language teacher supervisors. It examines current models of, and research on, language teacher supervision. Students practice observing teachers and conducting post-observation conferences, developing their ability to provide professional feedback, differentiate between evaluative and developmental supervision, and examine the variables related to working with teachers in a variety of specific contexts.
Spring 2020 - MIIS
This intensive online seminar is intended for experienced language teachers who have (or expect to have) responsibilities for educating other 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 are they given specific preparation for their roles as teacher educators. However, in the past two decades, teacher education has become a viable specialization in our profession and teacher development has emerged as an established focus of research.
In this course we will investigate issues related to teacher training, education, and development. Various philosophies and models of pre-service and in-service programs for training language teachers will be examined, as will approaches to ongoing professional development. Seminar participants will engage in asynchronous Canvas discussions as well as a few synchronous sessions in order to build professional skills to be more competent and confident teacher educators. It is my hope that participation in this seminar will take you one step closer to your “dream job.”
Spring 2019 - MIIS, MIIS Winter/J Term only, Spring 2020 - MIIS, MIIS Winter/J Term only
This course prepares MA candidates to propose and conduct original empirical research in the broad fields of language education, applied linguistics, and language use. It requires the development of a professional-caliber proposal followed by the completion of an original research project to be conducted by the students. Class sessions and readings introduce a range of research methods, including exposure to various data collection and analysis procedures in both the qualitative and quantitative research traditions. There are three prerequisite courses: Language Analysis, Sociolinguistics, and Educational Research Methods.
This course is recommended for students who wish to publish their work, give conference presentations, and/or pursue doctoral degrees, as well as for teachers who wish to conduct research in their own classes. Results of the course projects will be presented orally and shared with class members in a mock conference presentation and shared on the course Canvas.
Spring 2020 - MIIS
This course is designed to equip you with the skills and confidence to deliver professional and articulate speeches in English. You will deliver informative, persuasive, panel, training, and commemorative presentations to prepare you for the wide range of speech styles you may encounter in your professions. Consistent practice, analysis of award-winning speeches, and detailed feedback on your performance will provide you with ample opportunity to improve your public speaking skills.
Fall 2019 - MIIS
Teaching of Listening & Speaking in L2 Contexts
This course will introduce TESOL-TFL MA candidates to the teaching of speaking and listening in second and foreign language contexts. Topics to be covered include factors that influence L2 listening, fluency, pronunciation, pragmatics, and helping learners overcome their anxiety about speaking and listening in their second or foreign language(s). The required textbook has been written specifically for this class. Although the book is written in English, it is intended for teachers of any language. TFL candidates are welcome to focus on teaching speaking and listening in their target languages.
Each participant is expected to attend all the class meetings, to participate regularly and actively in class discussions, and to complete the course projects in a timely and creative manner. In addition to course participation (in class and on our course Canvas), there are three main assignments: (1) an annotated bibliography on a topic to be negotiated with the professor, (2) practical presentations on the topics to be covered, and (3) a final term project. Results of the final course projects will be presented orally and shared with class members in a mock conference presentation and shared on the course Canvas.
This course is offered for either two or three units of credit. All students will participate in all meetings of the course. Those who enroll for two units instead of three will be excused from the annotated bibliography assignment.
Spring 2019 - MIIS, Fall 2019 - MIIS
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.
- 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.
- 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.