Patrick T. Randolph Identifiant ORCID Auteur et conférencier indépendant, 8320 Hollynn Lane, Lincoln, NE ÉTATS-UNIS
Patrick T. Randolphhas been teaching and developing classes for English language learners since 1994 and has taught over 7,300 students from 56 different countries. He specializes in vocabulary acquisition, creative and academic writing, speech, and debate. Patrick has authored eight books, over 200 poems in poetry journals such as the California Quarterly and the Goose River Press Anthology; and he has written over 100 articles in such publications as the MinneTESOL Journal, the MIDTESOL Journal, andtheTESOL Journal. He has given over 200 presentations on a variety of topics: language pedagogy, discoveries in and applications of neuroscience, vocabulary acquisition, mindfulness and well-being, poetry, and philosophy. Patrick has been awarded three “Best of TESOL Affiliates”(2015, 2018, and 2021). He has also received two“Best of CoTESOL Awards”for his 2017 and 2018 presentations on observation journals and creative writing; and, he received the“Best Session Award“from MinneTESOL (2019-2021) for his research in neuroscience and his implementation of movement in the ELL classroom. Patrick is also the creator of his teaching, coaching, and learning YOUTUBE channel, Patrick T. Randolph: https://www.youtube.com/channel/UCY1nnTeRVsus0RAKCFSxa8Q.
Important publications:
2020 avec J. I. Ruppert (Eds.): New ways in teaching with creative writing. TESOL Press. ISBN-10:1942799861
2018: Employing observation journals to enhance self-awareness and writing skills. MIDTESOL Journal, 1, 6-12.
2016: Introducing Randolph’s Head-to-Toe Method of Associations for Vocabulary Acquisition to break the Ebbinghaus curse. MinneTESOL Journal, 32(1). https://minnetesoljournal.org/journal-archive/mtj-2016-1/introducing-randolphs-head-to-toe-method-of-associations-for-vocabulary-acquisition-to-break-the-ebbinghaus-curse/
2013 avec P. McPherron (Eds.): Thinking like researchers: An ESL project that investigates local communities. TESOL Journal, 4(2), 312-331.
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