Dr Ross Forman

Forman, R., Satewerawat, J. & Kelly, S. 2001, Graduate Certificate in TESOL: trainers' books and teachers' books, University of Technology, Sydney with Ministry of Education, Laos, Vientiane, Laos.

Forman, R. 1985, English--Vietnamese Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Arabic Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Cambodian Dicctionary, Cleveland Street Intensive Language and Reception Centre, Sydney.

Forman, R. 1985, English-Chinese Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Greek Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Indonesian Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Korean Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Lao dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 1985, English-Spanish Dictionary, Cleveland Street Intensive English and Reception Centre, Sydney.

Forman, R. 2010, 'Ten Principles of Bilingual Pedagogy in EFL' in Ahmar Mahboob (ed), The NNEST Lens: Non Native English Speakers in TESOL, Cambridge Scholars Publishing, UK, pp. 54-86.
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Probably the greatest single resource enjoyed by a majority of NNES teachers who work in EFL contexts is the sharing of a common language between teacher and students. And yet it is this singularly powerful part of the NNEST lens which is devalued or denied by mainstream ELT in favour of monolingualist methodologies. Consequently, there exist only a few studies which document how Ll is actually used in EFL classrooms, or which seek to explore underlying principles of such practices. Ustiinel and Seedhouse have called for investigation into "how pedagogical focus and language choice are related in the teaching of other languages and in different teaching/learning contexts" (2005, p. 322).

Forman, R. 2012, 'Six Functions of Bilingual EFL Teacher Talk: Animating, Translating, Explaining, Creating, Prompting and Dialoguing', RELC Journal, vol. 43, no. 2, pp. 239-253.
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`Teacher talk+, which remains a primary feature of much education, plays a crucial role in EFL contexts where exposure to the L2 is often confined to the language classroom, and where local teachers generally share L1 with their students. The present study explores fresh ways of describing the major pedagogic functions of teacher talk across both L1 and L2 in such environments. It seeks to establish broad descriptive categories which can be directly applied by teachers and teacher-educators to the analysis of bilingual classroom practices.

Forman, R. 2011, 'Humorous Language Play in a Thai EFL Classroom', Applied Linguistics, vol. 32, no. 5, pp. 541-566.
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The relationship between creativity, play, and language learning has been of increasing interest over the past decade, but the role of humour itself in SLL remains significantly under-explored. The present study examines humorous language play initiated by a bilingual EFL teacher and taken up by his post-beginner students in a Thai university setting. A framework of verbal art is adopted in order to locate this use of humour in relation to both language play and to creativity more broadly. Textual analysis draws upon the psychological notion of incongruity, as well as upon Bakhtin+s `carnival+. The verbal humour observed in this class is identified as having two foci: linguistic, relating to word-play, and discursive, relating to social positioning. For students, benefits to learning are recorded in affective, sociocultural and linguistic dimensions. In consideration of the teacher+s role, it is suggested that the capacity of humour to `unsettle+ requires careful handling.

Docherty, P.T., Tse, H.P., Forman, R. & McKenzie, J.A. 2010, 'Extending the principles of intensive writing to large macroeconomics classes', Journal of Economic Education, vol. 41, no. 4, pp. 370-382.
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The authors report on the design and implementation of a pilot program to extend the principles of intensive writing outlined by W. Lee Hansen (1998), Murray S. Simpson and Shireen E. Carroll (1999) and David Carless (2006) to large macroeconomics classes. The key aspect of this program was its collaborative nature, with staff from two specialist units joining forces with two economics instructors to provide students with significant resources and direction in a short program of writing, embedded within an intermediate macroeconomics subject at the University of Technology, Sydney (UTS). The objective was to test potential strategies and to identify points of improvement for a more intensive program of writing development at the next stage of implementation. The authors review the literature on student writing and associated assessment issues, outline the central design features of the UTS program, and take a closer look at the centerpiece of a strategy for overcoming writing problems: a series of writing workshops targeted at two related assignments within the intermediate macroeconomics course.

Forman, R. 2008, 'Using notions of scaffolding and intertextuality to understand the bilingual teaching of Engish in Thailand', Linguistics and Education, vol. 19, no. 4, pp. 319-332.
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Forman, R. 2007, 'Bilingual teaching in the Thai EFL context: one teacher's practice', TESOL in Context, vol. 16, no. 2, pp. 19-24.
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Forman, R. 2004, 'Accounts of school in Vietnam and Australia: An Analysis of L2 writing development', Prospect, vol. 19, no. 3, pp. 39-53.
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This paper examines two pieces of writing in English by a high school student from a Chinese+Vietnamese background. The texts were produced after approximately one, and then two, years+ residence in Australia. An analysis was conducted following the meaning-based grammar of Halliday. A significant development of the student+s second language (L2) writing from one text to the next was found, particularly in his representation of experience and in fulfilment of the task itself. There were some areas where the student+s writing had not progressed, and others areas where avoidance of problematic grammatical forms was apparent.

Forman, R. 2011, 'Review of: 'Phonetics for phonics: Underpinning knowledge for adult literacy practitioners'', Literacy and Numeracy Studies, vol. 20, no. 1, pp. 85-86.

Forman, R. 2009, 'Review of Halliday, M. A. K. and Greaves, W. (2008) "Intonation in the Grammar of English"', Australian Review of Applied Linguistics, vol. 32, no. 2, pp. 1-4.

Forman, R. 2007, 'Use Thai to teach English? ...' I find it alien to do otherwise'', Applied Linguistics Association of Australia, Wollongong, NSW, July 2007.

Forman, R. 2006, 'Using L1 to teach L2', Australian National TESOL Conference, Sydney, April 2006.

Forman, R. 2002, 'The intonation of English', Lao TESOL Conference, Vientiane, Laos, January 2007.

Forman, R. 1999, 'Monolingual and bilingual TESOL teaching: differing positions of knowledge and empathy', RELC Seminar: Language in the Global Context: Implications for the Language Classroom, Singapore, April 1999.

Forman, R. 1999, 'The management of education in development: a case study in Laos', Education for Sustainable Development: Getting it Right, Canberra, April 1999 in Education for Sustainable Development: Getting it Right, ed Thomas, P & Bessell, S., Australian Development Studies Network, Canberra, pp. 181-185.

Forman, R. 1996, 'The early English language development of a Chinese-Vietnamese migrant', 23rd International Systemic-Functional Linguistics Conference, Sydney, July 1996.

Forman, R. 1994, 'Australia in Laos: in-country delivery of university programs', Teaching for Development, Canberra, September 1994 in Teaching for development: an international review of Australian formal and non-formal education for Asia and the Pacific, ed Thomas, P., Australian Development Studies Network, Canberra, pp. 98-104.