Hassana Alidou, PhD

Professor TESOL and Cross-Cultural Studies Graduate School of Education Alliant International University 10455 Pomerado Road San Diego, California 92131-1799 Phone: (858) 635-4720 Fax: (858) 635-4714 Email

Courses Taught | Professional Experience | Research Interests | Publications | Books

Courses Taught Master Level TES 7420 Principles of Linguistics TES 7430 Techniques of Teaching Reading and Writing to Second Language Learners TES 7040 Development of Cross-cultural Competencies TES 7450 Introduction to Psycholinguistics and Sociolinguistics TES 7485 Research Methods and Seminar TES 7490 TESOL Practicum/Project Doctoral Level TES 8410 TESOL Theory and Methodology TES 8420 Research in Second Language Acquisition and Applied Linguistics TES 8445 TESOL Field Research Project TES 8451 Culture, Social and Political Issues of Second Language Teaching TES 8460 Sociolinguistics TES 8480 Seminar: Current Topics in TESOL Cross-Cultural Studies Courses CCS 7060 Womanist Theory CCS 8210 Foundations in Multicultural and Global Education CCS 8820 Educational Psychology: Cross Cultural Identity Explorations CCS 8500 Cross Cultural Competency Assessment Practicum: Field Project Professional Experience 2002– Present: Associate Professor, International Teacher Education Coordinator, TESOL Doctorate Program (San Diego)Graduate School of Education Alliant International University San Diego, California. 1998 - 2002: Assistant Professor, ESL, International Multicutural Education Coordinator ESL and International Education Department of Teaching, Learning and Culture College of Education, Texas A&M University College Station, Texas. 1992 - 1994 Teaching and Research Assistant Department of Linguistics University of Illinois, Urbana-Champaign Urbana-Champaign, Illinois. 1993-1994 Lecturer Department of Linguistics  Université de Niamey, Niger International Education and International Development November 2004-present Research Consultant Stock-taking Research Project on bi/multilingual and mother tongue education in Africa UNESCO Institute for Education Hamburg, Germany 2002-2003 Research Consultant Association for the Development of Education in Africa (ADEA) Paris, FranceEvaluation of Mother tongue education projects in Africa (background paper) in Preparation of the 2003 Minister of Education Conference. 2000-2001 Research Consultant Association for the Development of Education in Africa (ADEA) Paris, France Wrote the synthesis of the studies on the development of a publishing sector in national languages in Africa. 2000-2003 Senior Consultant and academic Director The German Foundation for International Development, UNICEF and Burkina Faso Ministry of Education Bilingual Education and Literacy and Reading Project. 1999-2000 Consultant-lecturer Refresher Course for The World Bank Education Specialists Institute of Development Studies, Sussex University Brighton, United Kingdom. 1994-2000 Senior Consultant and Coordinator The German Foundation for International Development Basic Education Project in Niger, Mali and Burkina Faso. 1996-1997 Senior Education and Literacy Consultant The Dutch Development Agency SNV-Niger Niamey, Niger. Research Interests Educational sociolinguistics (language planning and language policies in multilingual contexts, Language, education and cultural politics and development policies) Educational research, assessment and evaluation Teacher Education, Curriculum Development and Literacy and Language art textbook Production Post-colonial and critical Theories Womanist Theories , Gender and International Development Studies Publications Alidou, H. and Brock-Utne, B. (2005). Teaching Practices - Teaching in a Familiar Language. In UNESCO (Ed.) (2005). Optimizing Learning and Education in Africa: The Language Factor. ADEA/UIE/GTZ: Stocktaking Research on Mother Tongue- (MT) and Bilingual Education (BLE) in Africa. Hamburg: UNESCO Institute for Education (UIE) Brock-Utne, B. & Alidou, H. (2005). Active students – learning through a language they master. In UNESCO (Ed.) (2005). Optimizing Learning and Education in Africa: The Language Factor. ADEA/UIE/GTZ: Stocktaking Research on Mother Tongue- (MT) and Bilingual Education (BLE) in Africa. Hamburg: UNESCO Institute for Education (UIE) Alidou, H. (2003). The Medium of Instruction in Sub-Saharan Africa. In Tollefson, J. W. and Tsui, A. B. M. (Eds.). Medium of Instruction Policies: Which Agenda? Whose Agenda? Mahwah: Lawrence Earlbaum Associates. Pp. 195-214. Alidou, H. and Garba, M. (2003). Evaluation et Enseignements des Expériences d’Utilisation des Langues Africaines comme Langues d’Enseignement. Background paper for the preparation of the bi-annual conference on African education held at the Mauritius Island. Paris: Association pour le Développement de l’Education en Afrique (ADEA). Alidou, H. and Jung, I. (2002). Education Language Policies in Francophone Africa: What have we learnt from field Experiences? In Baker, S. (Ed.). Language Policy: Lessons From Global Models. Monterey, California: Monterey Institute for International Studies. Pp.59-74 Alidou, H. (2002). Language Policies and Language Education in Francophone Africa: A critique and a call to action. In Sinfree Makon and Geneva Smitherman, Arnetha Ball, and Arthur K. Spears (Eds.), Black Linguistics: Language, Society, and Politics in Africa and the Americas. London and New York: Routledge. Pp.103-114. Alidou, H., Larke, P. and Carter, N. (2002). Sharing the Pain: Cultural Wars, Policies and Politics in Teaching Multicultural Education Courses in Predominantly White Universities. In Patricia Larke and Norvella Carter (Eds.) Examining Practices in Multicultural Education. College Station, TX: Joy Publishing.Pp. 31-44. Alidou, H. (2000). Preparing Teachers for the Education of New Immigrant Students from Africa. Action in Teacher Education, Vol. 23 (2a), (pp101-107). Alidou, H. & Wolff, E. (1989). Desegmentalization and Tone in Tubu: “Definite” Marking in the Daza Dialect of Tasker (Niger). Journal of West African Languages Vol. 19:67-73. Books Alidou, H., Galdames, V. & Jung, I. & Buttner T. (2004). L’ÉCOLE VIVANTE: enseigner la langue maternelle dans un programme d’éducation bilingue. inwent KfW, Ets Daouda. (See the table of contents) Alidou-Ngame, H. (2000). Stratégies pour le développement dun secteur éditorial en langues nationales dans les pays du Sahel Burkina Aso, Mali Niger et Sénégal. London: Groupe de Travail sur les Livres et le Matériel Educatif. Perspectives sur le développement du livre africain. London: Working Group on Books and Learning Materials of the Association for the Development of Education in Africa. Alidou, Hassana (1997). Language Education Policy and Bilingualism: The Impact of French Language Policy in Primary Education in Niger. Ph.D. Thesis (Unpublished). University of Illinois, Department of Linguistics. Champaign-Urbana.