Faculty & Staff
DirectorDr. Vivian Lindhardsen is the director of the CLP and the TESOL Certificate Program. She holds a Ph.D. in TESOL/Applied Linguistics and has more than twenty years of experience in the field of language education. She has taught in and directed programs here in the US as well as in Denmark, Italy, the UK, and Japan. She has worked in university programs, private businesses, international organizations and K-12, and she has taught undergraduate and graduate courses in Assessment, Grammar, and TESOL Methods. She has published articles and textbooks in the areas of a Second Language Writing, Testing, and Language Pedagogy, and she is a reviewer for The Commission on English Language Accreditation (CEA) and a member of the PRAXIS ESOL National Advisory Committee (NAC) at ETS.
Program ManagerRoy Mateus is the Program Manager of the Community Language Programs (CLP) and the TESOL Certificate Program. Prior to Teachers College, Roy worked for Columbia University's Business School for 13 years as an officer in the Marketing Division, as Coordinator in Human Resources, and as assistant Coordinator for the Adjunct Faculty Center. At Teachers College, Roy was the Program Assistant for the TESOL and Applied Linguistics Programs. Roy speaks several languages and is currently a part-time student pursuing his B.A. in Geoscience.
Programs Administrative CoordinatorTaymy Caso is the Community Language & TESOL Certificate Programs Administrative Coordinator. She earned a B.A. in Psychology and Philosophy with honors distinction from the University of Tampa. She has experience working in Information Technology and in the Newspaper Industry. Currently, she is a student in the Clinical Psychology Masters program at TC working on her Integrative Project. Her research interests include: (1) non-suicidal self-injury (NSSI) and suicide ideation (SI) in patients who meet DSM-5 diagnostic criteria for Depression or Borderline Personality Disorder; (2) implementing grounded theory research methods to understand constructions of gender identity and sexual orientation among gender nonconforming communities; (3) constructions of sexual orientation in partners of persons of trans experience; and (4) adverse
psychosocial outcomes associated with oppressive and prejudicial representation of racial/ethnic and sexual minorities, including gender variant persons, identifying on the LGBTQQ-IA spectrum.
TESOL Graduate Faculty LiaisonJames Purpura is an Associate Professor of Linguistics and Education in the TESOL and Applied Linguistic graduate programs at Teachers College,Columbia University and past President of the International Language Testing Association (ILTA). Dr. Purpura has taught ESL in the U.S. and EFL in France, Spain, Kuwait, and Saudi Arabia; conducted professional development seminars in Belgium, Brazil, Greece, Japan, Jordan, Spain, Taiwan, Turkey, Russia, and the U.K..
Dr. Purpura co-authored the popular ESL/EFL series On Target (Scott Foresman), and was consulting author on the In Charge series (Pearson ESL). His scholarly works include Strategy Use and Second Language Test Performance(Cambridge University Press), Assessing Grammar (Cambridge University Press), articles in Language Learning, Language Testing, and Issues in Applied Linguistics, and chapters in edited books.
Farah S. Akbar has been a Teaching Fellow at the CLP since Fall 2011. She has taught EFL in Pakistan for 4 years and ESL in the U.S. for 5 years. In addition to teaching at the CLP, she teaches Introduction to Second Language Acquisition in the TESOL/AL Programs at Teachers College and has served as a peer-coach at the TESOL Summer Certificate Program.
She has also taught at the M.A. Program in the City University of New York (CUNY). Her research interests include computer-mediated communication (CMC) in second language acquisition, especially error correction via CMC, and technology-assisted language teaching and learning. Farah is currently pursuing her doctorate in Applied Linguistics at Teachers College.
Nancy Boblett has taught ESL/EFL and Spanish for over 35 years in the U.S. and Spain, including General and Business English at ESADE, Spain's foremost Graduate School of Business.
In terms of teacher training, she has taught Classroom Practices and the Integrated Skills Practicum in both the TESOL M.A. program at TC and the TESOL Summer Certificate Program. Nancy's research interests include teacher education and classroom discourse. She is currently pursuing her Doctorate in Applied Linguistics at Teachers College.
Charles Combs is a doctoral student writing his dissertation at Teachers College (TC), Columbia University. His research interests include input enhancement and instructed second language acquisition (SLA). He has published articles in Applied Linguistics and TC's Working Papers in TESOL & Applied Linguistics. He was also a member of the editorial board of TC's Working Papers in TESOL & Applied Linguistics and served as a co-chair of the Second Language Research Forum.
He has taught graduate courses at Teachers College and Hunter College. Charles has been active in the field of ESL/EFL instruction for over 25 years. In addition to teaching in New York City, he has also had extensive experience teaching abroad in Japan and Jordan and has travelled to over 30 countries.
Saerhim Oh is currently pursuing her Ed.D. in Applied Linguistics at Teachers College (TC), Columbia University with a focus on language assessment. She has taught Second Language Assessment at the TESOL Certificate Program at TC and has worked as a teaching assistant for the Second Language Assessment course offered by the Program of Applied Linguistics and TESOL at TC.She develops test items for the Oxford Online Placement Test, and she is currently working as a Doctoral Research Fellow for the Educational Testing Service (ETS). She has taught English as Second Language (ESL) for the English Language Institute, University of Hawaii at Manoa, and the Language Education Institute, Seoul National University. She currently teaches ESL in the Intensive English program at the American Language Program of Columbia University.
Michael Perrone is Clinical Assistant Professor of Elementary and Early Childhood Education at Queens College. A former Director of the Northern Manhattan Improvement Corporation, a community-based literacy program, he has over 15 years of experience in the field of ESL.Michael has taught in a variety of educational contexts, including university-level classes, community-based organizations, and for-profit language institutes. Michael's research interests include student assessment, motivation, and language pedagogy. He received his doctorate in applied linguistics from Teachers College.
Howard Williams' background is in theoretical linguistics and in TESOL. He received his Ph.D. from UCLA in Applied Linguistics in 1996. His major research interests are in linguistic theory and its applications to discourse analysis and to language teaching.
He is currently researching reported discourse within the framework of current pragmatic theory. He has recently been involved in a project to reintroduce the formal study of grammar in a secondary-school curriculum in a NYC public school.
Elizabeth Reddington is a doctoral student in Applied Linguistics at Teachers College, Columbia University, where she also earned her M.A.She has taught English language learners at the community college level in the U.S. and the university level in Poland, as well as teachers-in-training through the Teachers College TESOL Certificate Program. A former Fulbright fellow, her research interests include classroom discourse and L2 writing.
Nadja Tadic was the Interim Academic Coordinator during Summer 2014 and has been a CLP Fellow since Fall 2013. She has taught English in foreign and second language contexts for five years. She has worked as an academic writing, advisor, TOEFL prep instructor and English integrated skills teacher. Her research interests lie in classroom interaction and encouraging student autonomy and participation. She is currently pursuing her Doctorate in Applied Linguistics at Teachers College.
Barbara Sian Morgan has been a CLP Fellow since Fall 2013. She has extensive teaching experience and has worked as a French teacher in Coventry (UK), and later as an English lecturer in Italy at the University of Modena and Reggio Emilia. She is also a certified speaking and writing examiner for Cambridge ESOL and British Council IELTS. Sian's main research interests include second language writing, discourse analysis, learner corpora and performance assessment. She is currently pursuing her Doctorate at Teachers College.
Andrew Schenck is one of our new CLP Fellows. He has served as an English as a Foreign Language (EFL) instructor for over 15 years in South Korea. During this period, he has taught a variety of courses concerning subject areas such as TOEFL, English literature, and EFL writing. He has also trained preservice and inservice teachers, helping them to become better educators through the application of theoretical concepts to practice. While working in South Korea, Andrew has earned a master's degree in Educational Foundations and a second master's degree in TESOL. He has also published a variety of articles exploring Second Language Acquisition, writing evaluation, the use of English corpora, and multicultural education.
Michelle Stabler-Havener is a one of our new CLP Fellows. She taught ESL in the Los Angeles area, EFL in China, and has conducted teacher trainings in the U.S., India, China, Thailand, Nepal, and Bangladesh. She taught Second Language Assessment for Azusa Pacific University's MA TESOL program and was a Senior English Language Fellow for the U.S. Department of State. Michelle has published on classroom management and on assessment. Her professional interests include second language assessment, teacher training, and materials development. She is currently pursuing her doctorate at Teachers College.