1. Biography of
5 Most
Prominent
Proponents of
LLS

4. EDUCATION
* PhD. Anthropology, Yale University, New
Haven,Connecticut
Dissertation: National Bilingualism in
Paraguay
* M.A. Linguistics, University of Michigan, Ann
Arbor
* B.A. Linguistics (with a minor in ESL),
University of Michigan, Ann Arbor
BOOK
* How to Be a More Successful Language
Learner with I. Thompson. Heinle & Heinle,
Boston, 1982. (2nd edition, 1994).

8.  Rebecca L. Oxford is Professor and former director of
the Second Language Education Program at the
University of Maryland, College Park.
 Before becoming a professor, she was a research
psychologist, program evaluator, and language teacher.
 Dr. Oxford holds two degrees in Russian (Vanderbilt
University and Yale University) and two in educational
psychology, including a master`s from Boston
University and a Ph.D. from the University of North
Carolina.
 Several of her books, such as Language Learning
Strategies: What Every Teacher Should Know, have been
translated into Arabic and are widely known in the
Middle East. She has written over 60 published chapters
and articles.

12.  Andrew Cohen (born 23 October 1955) is an American
guru, spiritual teacher, magazine editor, author and
musician.
 Cohen was born in New York City in 1955.
 Cohen lives at the organization’s world headquarters in
Lenox, Massachusetts, and spends several months of the
year traveling, teaching, and leading retreats around the
world.
 He is a founder of the global nonprofit EnlightenNext and
its award-winning publication EnlightenNext magazine.
 Cohen’s new book Evolutionary Enlightenment: A New Path
for Spiritual Awakening has been released by Select Books
Fall 2011.

15.  David Nunan is an Australian prominent linguist.
 David Nunan (born October 11, 1949 in Broken Hill,
Australia ) is the director of the English Center and works
as a professor at the university of Hong Kong.
 He has also worked as an ESL/EFL teacher, researcher.
 He wrote a book entitled ‘Teaching English to Young
Learners’ (TEYL).
 The book consists of sixteen chapters. Each chapter
includes a statement of specific learning outcomes,
references and further reading, and addresses a key
aspect of TEYL, including: who is the "young learner", first
language acquisition, methods and approaches in
language teaching, teaching listening, teaching speaking,
teaching reading, teaching writing, teaching vocabulary,
teaching grammar, teaching pronunciation, learning styles
and strategies, the affective domain, working with parents,
resources and technology support for language learning,
classroom management, and assessment and evaluation.

19.  Anna Uhl Chamot, Professor of Curriculum and
Pedagogy (ESL and Foreign Language Education) at the
George Washington University, conducts research on
second and foreign language learning processes and
has authored books and articles on language learning
strategies.
 She holds a Ph.D. in ESL and Applied Linguistics from
the University of Texas (Austin), a Masters in Foreign
Language Education from Teachers College, Columbia
University, and a B. A. in Spanish Literature (Special
Honors) from the George Washington University.
 Her most recent book (2009) is The CALLA handbook:
Implementing the Cognitive Academic Language
Learning Approach, Second Edition, published by
Pearson Longman.