Dr. Tammy Slater

Tammy Slater's research, which draws upon analytic methods from Systemic Functional Linguistics, seeks to understand the development of academic language through content-based and project-based teaching and learning, particularly as it informs the field of education for English language learners. Her teaching experience includes courses in teacher education, graduate courses, adult ESL/EFL classes at multiple levels and for various purposes in both Canada and Japan, and supervision of ESL student teaching.

 Office/Office Hours

• office: 335 Ross Hall
• office hours: Spring 2013, Mondays, 11:00-1:00, and by appointment
• office phone: 515.294.5203
• e-mail: tslater@iastate.edu

Interests

• Systemic Functional Linguistics
• Content-based and Project-based Language Teaching
• English for Academic Purposes
• Multimodality in language teaching and learning
   

Selected Publications

• Slater, T., & Li, J. (2013). Grammar in language teaching and education. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford, UK: Wiley-Blackwell.
• Slater, T., & Gleason, J. (2012). Integrating language and content: The knowledge framework. The Conference Proceedings of MidTESOL.
• Levis, J., Levis, G., & Slater, T. (2012). Written English into spoken: A functional discourse analysis of American, Indian, and Chinese TA presentations. In G. Gorsuch (Ed.), Working theories for TA and ITA development. Stillwater, OK: New Forums Press.
• Slater, T., & Mohan, B. (2010). Towards systematic and sustained formative assessment of causal explanations in oral interactions. In A. Paran & L. Sercu (Eds.) Testing the untestable in language and education (pp. 256-269). Multilingual Matters.
• Slater, T., & Mohan, B. (2010). Cooperation between science teachers and ESL teachers: A register perspective. Theory into Practice, 49 (2), 91-98.
• Mohan, B., & Slater, T. (2006). Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes, 5 (4), 302-316.
• Mohan, B., Slater, T., Kobayashi, E., Luo, L., Kobayashi, M., & Ji, K. (2006). Multimodal scientific representations across language and cultures? In T. Royce & W. Boucher (Eds.), New directions in the analysis of multimodal discourse (pp. 275-298). NJ: Lawrence Erlbaum Associates.
• Slater, T., Beckett, G.H., & Aufderhaar, C. (2006). Assessing projects as second language and content learning. In G.H. Beckett & P. Chamness-Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 241-260). CT: Information Age Publishing.
• Beckett, G.H., & Slater, T. (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59 (2), 108-116.
• Mohan, B., & Slater, T. (2005). A functional perspective on the critical 'theory/practice' relation in teaching language and science. Linguistics and Education, 16 (2), 151-172.
   

Affiliations

• American Association of Applied Linguistics (AAAL)
• North American Systemic Functional Linguistics Association (NASFLA)
• Teachers of English to Speakers of Other Languages (TESOL)
   

Degrees

• PhD in Language Education (2004): University of British Columbia, Vancouver, Canada
• MA in English Education (1998): University of British Columbia, Vancouver, Canada
• BA Honors in Linguistics (1986): University of Victoria, Canada