Dr. Amy C. Hazelrigg

Academic Background
Ph. D in Educational LInguistics
University of New Mexico
MA in English
Indiana University
MS in TESOL
Indiana University
BA in Comparitive Literature with Honors,
Indiana University


Scholarly Interests
Reading Comprehension Strategy Instruction, Second Language Literacy, Classroom Ethnography, Sociolinguistics of the Classroom, Educational Linguistics

Selected Publications
Hazelrigg, A.C. (2004). Storytelling into understanding: Middle school teachers work with analysis and second language reading pedagogy. In Bartles, N (Ed.) Anpplied Linguistics and Language Teacher Education. Amsterdam: Kluwer Academic Press.

Hazelrigg, A.C. (2003). Method or method? Reflections on Alistar Pannycook's "The concept of method, interested knowledge, and the politics of language teaching." In Sharkey, J. and Johnson, K. (Eds.) The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power. Washington, DC: TESOL.

Article Review:
Comber, B. and Simpson, A. (Eds.) Negociating critical literacies in classrooms. Mahwah, NJ: Lawrence Erlbaum. Linguist List Serve. (June 9, 2002).

Biography
Amy C. Hazelrigg specializes in language education and has 20 years of teaching experience on three continents with students of all ages. She was born in Indiana, but has considered New Mexico her second home for many years. Her work abroad has taken her to Zambia, South Korea, Taiwan, and Japan. Her education has focused on language and literacy from the standpoint of aesthetics, text, analysis, and pedagogy. She is particularly devoted to the cause of reforms in language education for the struggling student. Her research often deals with applications of theoretical linguistics to issues in teaching literacy.