Background and Latest News

Dr. Haley's Background... Marjorie Hall Haley is tenured Associate Professor of Education in the Graduate School of Education at George Mason University in Fairfax, Virginia. She is a former Spanish, French, German, and ESL teacher of fourteen years in secondary schools. Dr. Haley holds a PhD in Foreign Language Education and English as a Second Language from the University of Maryland, College Park. She has also earned a Master's degree in education and advanced studies certificate from Towson University and Johns Hopkins University, respectively.

As the director of the Foreign/World Languages Teacher Licensure Program, Dr. Haley instructs various courses in Foreign/Second Language Methods, Teaching Reading and Writing in Foreign/Second Language Classrooms as well as various doctoral courses and seminars on second language acquisition theory and research.

As a researcher, Dr. Haley is actively involved in ongoing action research projects with teachers at local, national, and international levels. She has conducted four international studies focused on the impact of implementing the Multiple Intelligences theory in foreign/second language classes. These studies included over 3,000 students in 14 states and 6 countries. Her research and publication record is wide. It includes her newest book, book chapters, articles, and scholarly essays.

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Dr. Haley's Latest Interests include brain-based research and its application to language learning processes.

Pilot of Brain-Based Teaching and Learning Course

In the Summer of 2006, Dr. Haley piloted a graduate level course titled "Seminar in Brain-Based Teaching and Learning – Research, Practices, and Realities"

In this course, she and her students examined learning styles theories and their impact on today’s classrooms comprised of culturally, linguistically, and cognitively diverse learners. One objective of the course was to situate current pedagogy and its efficacy at reaching all learners.  Interdisciplinary topics included: literacy, instructional technology, educational leadership, and special needs learners.

One of the purposes of this course was to address the idea that the changing demographics of language learners will continue to have a profound impact on teaching and learning.  While some may regard this as a challenge, clearly it can and should be seen as an opportunity.

Click here to view the course syllabus that includes suggested readings on the topic of brain-based teaching and learning.

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In Publication:

Haley, M.H. (under contract with Allyn & Bacon). Brain-based and differentiated instruction for English language learners.

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