Kenneth W. Mildenberger Prize Winners


  • James P. Lantolf, Penn State University, and Matthew E. Poehner, Penn State University, for Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide (Routledge, 2014)


  • Susan M. Gass, Michigan State University, and Alison Mackey, Georgetown University, editors, for The Routledge Handbook of Second Language Acquisition (Routledge, 2012)


  • Norman Segalowitz, Concordia University, for Cognitive Bases of Second Language Fluency (Routledge, 2010)


  • Claire Kramsch, University of California, Berkeley, for The Multilingual Subject: What Foreign Language Learners Say about Their Experience and Why It Matters (Oxford Univ. Press, 2009)


  • Diane Larsen-Freeman, University of Michigan, and Lynne Cameron, Open University, for Complex Systems and Applied Linguistics (Oxford Univ. Press, 2008)


  • B. Kumaravadivelu, San José State University, for Cultural Globalization and Language Education (Yale Univ. Press, 2007)


  • Penny McKay, Queensland University of Technology, for Assessing Young Language Learners (Cambridge Univ. Press, 2006)


  • Cristina Sanz, editor, Georgetown University, for Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice (Georgetown Univ. Press, 2005)


  • Paul Seedhouse, University of Newcastle upon Tyne, for The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective (Blackwell, 2004)


  • Janina Brutt-Griffler, University of York, for World English: A Study of Its Development (Multilingual Matters, 2003)
  • Honorable mention: Ken Hyland, University of London, for Second Language Writing (Cambridge Univ. Press, 2003)


  • Hossein Nassaji, Centennial College, and Gordon Wells, University of California, Santa Cruz, for "What's the Use of 'Triadic Dialogue'? An Investigation of Teacher-Student Interaction" (Applied Linguistics 21.3)


  • Guy Cook, University of Reading, for Language Play, Language (Oxford Univ. Press, 1999)


  • Richard Clément, Zoltán Dörnyei, Peter Macintyre, and Kimberly Noels, for "Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation" (Modern Language Journal, Winter 1998)


  • Peter Skehan, Thames Valley University, London, England, for A Cognitive Approach to Language Learning (Oxford Univ. Press, 1997)


  • Lyle F. Bachman, University of California, Los Angeles, and Adrian S. Palmer, University of Utah, for Language Testing in Practice (Oxford Univ. Press, 1996)


  • Evelyn Hatch, University of California, Los Angeles, and Cheryl Brown, Brigham Young University, for Vocabulary, Semantics, and Language Education (Cambridge Univ. Press, 1995)


  • David E. Freeman and Yvonne S. Freeman, Fresno Pacific College, for Between Worlds: Access to Second Language Acquisition (Heinemann, 1994)


  • Claire Kramsch, University of California, Berkeley, for Context and Culture in Language Teaching (Oxford Univ. Press, 1993)


  • Evelyn Hatch, University of California, Los Angeles, for Discourse and Language Education (Cambridge Univ. Press, 1992)


  • Elizabeth B. Bernhardt, Ohio State University, Columbus, for Reading Development in a Second Language: Theoretical, Empirical, and Classroom Perspectives (Ablex, 1991)


  • Lyle F. Bachman, University of California, Los Angeles, for Fundamental Considerations in Language Testing (Oxford Univ. Press, 1990)


  • Bernard Spolsky, Bar-Ilan University, for Conditions for Second Language Learning (Oxford Univ. Press, 1989)


  • Craig Chaudron, University of Hawaii, Manoa, for Second Language Classrooms: Research on Teaching and Learning (Cambridge Univ. Press, 1988)


  • Rod Ellis, Ealing College of Higher Education, for Second Language Acquisition in Context (Prentice Hall, 1987)
  • Anita Wenden, York College, City University of New York, and Joan Rubin, Lauder Institute, University of Pennsylvania, for Learner Strategies in Language Learning (Prentice Hall, 1987)


  • Alice C. Omaggio, University of Illinois, Urbana, for Teaching Language in Context: Proficiency-Oriented Instruction (Heinle and Heinle, 1986)


  • Jack C. Richards, University of Hawaii, for The Context of Language Teaching (Cambridge Univ. Press, 1985)


  • John Underwood, Mills College, for Linguistics, Computers, and the Language Teacher (Newbury, 1984)


  • John W. Oller, Jr., University of New Mexico, and Patricia Richard-Amato, California State University, Los Angeles, for Methods
  • That Work: A Smorgasbord of Ideas for Language Teachers (Newbury, 1983)
  • Sandra J. Savignon, University of Illinois, for Communicative Competence: Theory and Classroom Practice (Addison-Wesley, 1983)


  • Stephen D. Krashen, University of Southern California, for Second Language Acquisition and Second Language Learning (Pergamon, 1981)


  • Earl W. Stevick, Foreign Service Institute, for Teaching Languages: A Way and Ways (Newbury, 1980)

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