Kathleen Graves has worked on curriculum renewal and language teacher education in the U.S., Algeria, Bahrain, Brazil, Japan, and Korea. Her research focuses on the role of classroom practice in curriculum renewal and supporting teachers’ professional development as central to successful educational and curricular reform.
She is interested in helping teachers to "think curricularly" as they develop a reflective practice both individually and collaboratively. She started her career as an English teacher in Taiwan and later taught English in the U.S., Japan, and Brazil. She became a full-time teacher educator in 1982 at the graduate School for International Training in Brattleboro, Vermont. She joined the faculty at the School of Education at the University of Michigan in 2009 as a clinical associate professor. She was a faculty associate at the Institute for Social Research from 2010-2012. She has a PhD in applied linguistics from Lancaster University, UK.
She is the editor/author of two books on course design, Teachers as Course Developers (Cambridge University Press) and Designing Language Courses: A guide for Teachers (Heinle Cengage) and is currently preparing a second edition of the latter. She is co-editor of International Perspectives on Materials in English Language Teaching (Palgrave). She is the series editor of TESOL’s Language Curriculum Development series for which she co-edited Developing a New Curriculum for School Age Learners. She has also co-authored two international English as a foreign language series, East West (Oxford University Press) and ICON (McGraw-Hill.)
Prerequisites: Graduate standing and permission of instructor
Educational Linguistics deals with training and research in linguistics as it relates to educational theory and practice, specifically the teaching and learning of K-12 English as a Second Language (ESL) students. Topics include English structures and analysis, identification of ESL students’ learning challenges, and pedagogical strategies to promote language acquisition.
Introduction to Teaching English Internationally
Prerequisites: There are no prerequisites
* EFL is different from ESL (English as a second language). EFL involves teaching English in countries where English is a foreign language (such as Japan or Brazil). ESL involves teaching English in countries where English is the main language (such as the US or Australia.)
"Teacher Development Over Time."
Woodward, T., Graves, K., & Freeman, D. (2018) London: Routledge.
"International Perspectives on Materials in ELT."
Garton, S. & Graves, K. (Eds.) (2014) Basingstoke, England: Palgrave Macmillan.
"Developing a New Curriculum for School Age Learners."
Graves, K. & Lopriore, L. (Eds.) (2009). Alexandria, VA: TESOL.
"Designing Language Courses: A Guide for Teachers."
Graves, K. (2000). Boston MA: Heinle Cengage.
"Routledge Handbook of English Language Teacher Education."
Garton, S. & Graves, K. (forthcoming). Materials use and development. In S. Walsh & S. Mann (eds.) London: Routledge.
Graves, K. & S. Garton (2017). An analysis of three curriculum approaches to teaching English in public sector schools. 50:4, 441-482.
"The Routledge handbook of English language teaching."
Graves, K. (2016). Language curriculum design: Possibilities and realities. In G. Hall (Ed.) London: Routledge, 79-94.
"Creativity in Language Teaching"
Graves, K. (2015). “Creativity in the Curriculum.” In R. H. Jones & J. C. Richards (Eds.). Milton Park, England: Routledge.
“Identifying a Research Agenda for Language Teaching Materials.”
Garton, S. & Graves, K. (2014). Modern Language Journal, 98:2, 654-657.
“Materials in ELT: Current issues.”
n S. Garton and K. Graves (Eds.), International Perspectives on Materials in ELT. Basingstoke, England: Palgrave Macmillan.
“Materials in ELT: Looking ahead.”
Graves, K. & Garton, S. (2014). International Perspectives on Materials in ELT. Basingstoke, England: Palgrave Macmillan.
“Curriculum and syllabus design.”
Graves, K. (2013). InM. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.). Boston. MA: National Geographic Learning/Cengage Learning, 46-62.
“Localizing Spanish in the Ann Arbor Languages Partnership: Developing and Using a ‘Teachable Curriculum’.”
Freeman, D., Coolican, M. & Graves, K. (2011). Case studies in language curriculum design. London: Taylor & Francis, 129-146.
“Learning to Teach Spanish: Identifying, Inducting, and Supporting Apprentice Teachers in the Ann Arbor Languages Partnership.”
Freeman, D., Coolican, M. & Graves, K. (2011). Case studies in language curriculum design. London: Taylor & Francis, 147-165.
“The curriculum of second language teacher education.”
Graves, K. (2009). In A. Burns and J. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press, 115-124.
“Challenges and opportunities in designing a new curriculum for school age learners.”
Graves, K. & Lopriore, L. (2009). In K. Graves & L. Lopriore (Eds.), Developing a New Curriculum for School Age Learners. Alexandria, VA: TESOL, 1-12.
“Collaborating for autonomy in teaching and learning.”
Graves, K. (2009). In T. Yoshida, H. Imai, Y. Nakata, A. Tajino, O. Takeuchi & K. Tamai (Eds.) Researching Language Teaching and Learning: An Integration of Practice and Theory. Oxford: Peter Lang, 159-179.
“The language curriculum: A social contextual perspective.”
Graves, K. (2008). Language Teaching, 41:2, 149-183.