Earl W. Stevick
Books
Books
Manyika Step-by-Step.
A Workbook in Language Teaching: With Special Reference to English as a Foreign Language.
Yoruba Basic Course.
Swahili Basic Course: General Conversation.
Fula Basic Course.
Luganda Basic Course.
Adapting and Writing Language Lessons.
Memory, Meaning and Method: Some Psychological Perspectives on Language Learning.
Teaching and Learning Languages.
Double Action English: Multi-level Activities.
Images and Options in the Language Classroom (Cambridge Language Teaching Library).
Working with Teaching Methods: What's at Stake?
Success With Foreign Languages: Seven Who Achieved It and What Worked for Them.
Humanism in Language Teaching: A Critical Perspective.
Editor
1965. Raymond Setukuru et al. Kirundi Basic Course. Washington, DC: Foreign Service Institute. (source)
1965. M. Mataranyika, L. Mataranyika. Shona Basic Course. Washington, DC: Foreign Service Institute. (source)
1965. Earl W. Stevick, Linda Hollander (eds.) D. Bandawe et al. Chinyanja Basic Course. Washington, DC: Foreign Service Institute. (source)
1966. Earl W. Stevick, Marianne Lehr, Paul G. Imhoff (eds.). John Indakwa. Swahili: An Active Introduction. Washington, DC: Foreign Service Institute. (source)
Book Chapters
1992. Shirley A. Brod, Irene Frankel. Earl W. Stevick (Contributor). Crossroads 2 (Student’s Book). Oxford: Oxford University Press. (source)
1993. Learning, Acquiring, Remembering and Producing Language. In Ann Swarbrick (ed.) In Teaching Modern Languages. London: Routledge (source)
Earl W. Stevick
Recommended books
Place in HLT
Earl Stevick is undoubtedly a key figure in the development of modern theory and practice in second language acquisition and teaching. He changed the focus in teacher education from teacher-centeredness to learner-centredness in work that combined elements of psychology, linguistics and communication.
His ideas were centred on humanism and harmony in the learning process. His focus on the importance of the student’s inner world, as well as the classroom as a microcosm of socio-didactic relationships, perfectly encapsulates the humanistic notion that the student is at the centre of the learning process, also anticipating the ‘social turn’ in language teaching and developing the communicative approach.
His interest in learner-centred methods like the Silent Way, Community Language Learning and Suggestopedia created new developments in ELT and inspired many leading professionals in the field.
As a person, Earl Stevick was remembered as “professional, sensitive, creative, imaginative, a maverick, a great educator, and a wonderful human being” (Bonnie Tsai), “whose books make you want to be a better person, student and teacher” (Tim Murphey), “– a great scholar, humanist and guide” (Scott Thornbury). He had a lasting influence on generations of ELT educators and received an unprecedented recognition in the foreign language profession in a book: Jane Arnold, Tim Murphey (eds.) Meaningful Action: Earl Stevick’s Influence on Language Teaching, Cambridge: Cambridge University Press, 2013.
What others have said about him
- Jane Arnold, Tim Murphey (eds.) 2013. Meaningful Action: Earl Stevick’s Influence on Language Teaching. Cambridge: Cambridge University Press. (source)
- Various ELT Teachers, Trainers, Authors. February 2014. Remembering Earl Stevick. HLT Magazine. Year 16, Issue 1. 12 articles. (source)
- Adam John Simpson. 2014. Earl Stevick. 1923-2013: The Continuing Relevance of Earl Stevick's Seven Learning Categories. HLT Magazine. Vol 16, No. 1. (source)
- Scott Thornbury. 2010. S is for Earl Stevick. An A-Z of ELT. (source)
- Carolyn Kristjánsson. 2015. Earl W. Stevick: Keeping the Faith in Theory and Practice. Journal of Christianity and English Language Teaching. Vol. 2. pp. 62-66. (source)
