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Thomas J. Garza, Director 201 W 21st St, B7800 • HRH 4.196 78712-1053 • 512-471-6574

Dr. Kumaravadivelu Biography

B. Kumaravadivelu was educated at the Universities of Madras in India, Lancaster in Britain, and Michigan in the USA.  He is currently Professor of Applied Linguistics and TESOL at San Jose State University, California.  His areas of research include language teaching methods, teacher education, classroom discourse analysis, postmethod pedagogy, and cultural globalization.  He is the author of Beyond Methods: Macrostrategies for Language Teaching, (Yale University Press, 2003), Understanding Language Teaching:  From Method to Postmethod (Lawrence Erlbaum, 2006), Cultural Globalization and Language Education (Yale University Press, 2008), and Language Teacher Education for a Global Society (Routledge, 2012).

In addition to books, Professor Kumaravadivelu has published several research articles in journals such as TESOL Quarterly, Modern Language Journal, English Language Teaching Journal, International Review of Applied Linguistics, Applied Language Learning, RELC Journal, ITL Review.  He has also served as a member of the Editorial Board of several internationally reputed journals such as TESOL Quarterly. He has delivered invited keynote/plenary addresses in international conferences held in Australia, Brazil, Colombia, England, Finland, Hong Kong, Mexico, Singapore and the USA. His book Cultural Globalization and Language Education was awarded the Kenneth W. Mildenberger Prize (2008) for Outstanding Research Publication by Modern Language Association, New York. 

A common thread that runs through Professor Kumaravadivelu’s work is a postmodern and postcolonial perspective that motivates a desire to understand the language classroom not just in its linguistic complexities but also in all its historical, political, social and cultural ones. It is this critical orientation that is reflected in his pioneering work on postmethod pedagogy, which seeks to direct practicing and prospective language teachers away from knowledge transmission and towards knowledge generation; away from pedagogic dependence and towards pedagogic independence. It is also reflected in his most recent work on the teaching of culture in a global society, which is sensitive to the complexities of the political, religious and cultural tensions that cultural globalization has brought about.

 

 

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