Cynthia MacKnish

  1. Home
  2. Michigan
  3. Eastern Michigan University
  4. Cynthia MacKnish
Cynthia MacKnish

Cynthia J. MacKnish

  • Courses2
  • Reviews4
Rate This Professor

Social Profile:

Join to see

Biography

Eastern Michigan University - English As A Second Language


Experience

  • Waterloo Region District School Board

    Teacher

    Cynthia worked at Waterloo Region District School Board as a Teacher

  • Temasek Polytechnic

    Lecturer and ESL Program Coordinator

    Cynthia worked at Temasek Polytechnic as a Lecturer and ESL Program Coordinator

  • National Institute of Education, Nanyang Technological University

    Lecturer

    Cynthia worked at National Institute of Education, Nanyang Technological University as a Lecturer

Education

  • University of Reading

    Master’s Degree



  • Queen's University

    Bachelor of Education (B.Ed.)



  • University of Leicester

    Doctor of Education (Ed.D.)



Publications

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Voices from an MA-TESOL program: Bridging theory and practice from the ground up. In T. Farrell (Ed.), Voices from the TESOL classroom: Participant inquiries in pre-service teacher education classes (pp.29-36)

    TESOL Press

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Voices from an MA-TESOL program: Bridging theory and practice from the ground up. In T. Farrell (Ed.), Voices from the TESOL classroom: Participant inquiries in pre-service teacher education classes (pp.29-36)

    TESOL Press

  • Academic and professional writing for teachers

    McGraw-Hill Education.

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Voices from an MA-TESOL program: Bridging theory and practice from the ground up. In T. Farrell (Ed.), Voices from the TESOL classroom: Participant inquiries in pre-service teacher education classes (pp.29-36)

    TESOL Press

  • Academic and professional writing for teachers

    McGraw-Hill Education.

  • Oral communication skills. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 30-47)

    Pearson

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Voices from an MA-TESOL program: Bridging theory and practice from the ground up. In T. Farrell (Ed.), Voices from the TESOL classroom: Participant inquiries in pre-service teacher education classes (pp.29-36)

    TESOL Press

  • Academic and professional writing for teachers

    McGraw-Hill Education.

  • Oral communication skills. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 30-47)

    Pearson

  • What would you do if…? Perceptions about anticipating and responding to language classroom incidents.

    Journal of Education for Teaching, 39(4), 442-456.

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Voices from an MA-TESOL program: Bridging theory and practice from the ground up. In T. Farrell (Ed.), Voices from the TESOL classroom: Participant inquiries in pre-service teacher education classes (pp.29-36)

    TESOL Press

  • Academic and professional writing for teachers

    McGraw-Hill Education.

  • Oral communication skills. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 30-47)

    Pearson

  • What would you do if…? Perceptions about anticipating and responding to language classroom incidents.

    Journal of Education for Teaching, 39(4), 442-456.

  • The CaMLA Speaking Test: Face-to-face vs. audio delivery. (CaMLA Working Papers 2016-02).

    Cambridge Michigan Language Assessments

  • Materials development for teaching speaking. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp.1-9).

    Wiley-Blackwell.

  • Facilitating critical reading with Chinese learners. In C. Ward (Ed.), Language education: An essential for a global economy, Anthology Series, 52 (pp. 57-75)

    SEAMEO Regional Language Centre

  • Examining performance and attitudes of TESOL preservice teachers and their English learners in a service-learning project

    The Reading Matrix, 18(2), 3-22

  • Understanding critical reading in an ESL class in Singapore

    TESOL Journal 2(4), 444-472.

  • Voices from an MA-TESOL program: Bridging theory and practice from the ground up. In T. Farrell (Ed.), Voices from the TESOL classroom: Participant inquiries in pre-service teacher education classes (pp.29-36)

    TESOL Press

  • Academic and professional writing for teachers

    McGraw-Hill Education.

  • Oral communication skills. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 30-47)

    Pearson

  • What would you do if…? Perceptions about anticipating and responding to language classroom incidents.

    Journal of Education for Teaching, 39(4), 442-456.

  • The CaMLA Speaking Test: Face-to-face vs. audio delivery. (CaMLA Working Papers 2016-02).

    Cambridge Michigan Language Assessments

  • Using debates to develop oral communication skills. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 56-69)

    Pearson

TESOL

4(1)

  • Level:
  • Credit hours: 0

TSLN 520

2.7(3)

  • Level:
  • Credit hours: 0
Load More