Dr Seyed Mohammad Hassan Hosseini's CV

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Dr Seyed Mohammad Hassan Hosseini's CV. See http://beyondelt.blogfa.com

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Dr Seyed Mohammad Hassan Hosseini's CV

  1. 1. IInn HHiiss NNaammee DDrr SS..MM..HH..HHoosssseeiinnii’’ss CCVV Seyed Mohammad Hassan Hosseini PhD (ELT) Mashhad, Iran Ph:+ 98 9153852599 / https://www.facebook.com/seyedmohammadhassan.hosseini mhhosseini2020@gmail.com mhhosseini73@yahool.com April 2006/Revised, 20 June 2016 ……………………………..…… Educators, in the presentdog-eat-dog world contextof racism, injustice, and despotism shouldplay their roles as intellectual sources of critical awareness, attitudinal change, and social disorder -- for uprooting any sources of Hitlerian outlooks, oppression, corruption, terror and bloodshed, and destruction from among their societies. Teachers are, thereby, AGENTS OF CHANGE and development. Hence the necessity of realising and the very need for redefining 'teaching' as a complicated 'edu-political process' which involves democratic thinking – at the global level, and diplomatic acting – at the class level, if we want to contribute to global peace. -- The Author, S.M.H. Hosseini ---------------------------------------------------------------------------------------- To The Vice-Chancellor (for Academic Affairs) Sub: Applying for a position as a full-time lecturer Dear Professor, I have a PhD in English Language Teaching (ELT) from Mysore University, India. I am interested in applying for a position as a full-time lecturer at your prestigious university. Please see my resume enclosed. It highlights my qualifications and accomplishments. I have to my credit 20 years experience in English language study and English language teaching both in Iran and overseas. I have attended and also conducted several workshops for (language) teachers. I am a member of ELTAI, India, and ELTeCS, British Council, England. My research foci are on various facets of Teaching Methodology and Applied Psycholinguistics, particularly with reference to the context and the process of learning/living. Other areas of my interest involve two pivotal strands of ELT in today-world context: Online teaching programmes and teacher training courses. Translating didactic theories into pedagogical skills is also among my favourite exercises: In my 10th book, published by Jungle Publications, i have suggested ‘language’ as a ‘liberating agent’ in my ‘Cognitive Socio-Political Language Learning Theory’, based upon which i have developed my innovative instructional weapon, a weapon for the elimination of dictatorship. This 10th book of mine was selected as the best book in the field of ELT in “Roshd Book Festival” in Tehran, in January 2014. (See http://samanketab.roshdmag.ir/fa/news/1375) Presenting/publishing my articles at national and international symposia and journals is another pleasing knowledge- producing activity for me. Apart from the 60 articles and the 20 resource books/theses i have succeeded to present/launch, i am working on 3 other books along with more than 5 articles. Most of my pen products have been on issues like history of ELT, task/learner/learning-centred instruction, on-line (language) education, EFL/ESL teacher education, pedagogy of the oppressed, critical thinking, philosophies behind politics of educational regimes in corrupt systems, multicultural education, and world peace. I hope my professional background and creativity, my deep enthusiasm for teaching, writing, research, and working and flourishing in a team, and, of course, my plans for developing your esteemed (English) department could motivate you to consider my request. I would welcome the opportunity to discuss matters of your interest in person, at a face-to-face interview. It would be my pleasure to meet you. Should you want to meet me, please contact me via my cell phone, facebook or emails. For your information, i have been serving the Ministry of Education of Iran (Mashhad Education Office) as a registered employee since 1992, but i think i could do something more than teaching A, B, C to junior high school students. I would like to play a more significant role. Thanking you for your kind consideration and time.
  2. 2. Dr S.M.H.Hosseini_CV2 Sincerely yours, Seyed Mohammad H. Hosseini, PhD (ELT), Mashhad, Iran c.CV VITA ................................................................................ "Dr Hosseini could be an effective team-leader and facilitator. He could be a valuable asset to any institute of higher learning committed to academic excellence and to the cause of nation building. He has also the capacity for hard work." -- Prof. S. M. Dasan – Dr Hosseini PhD Guide, India ------------------------------------------------------------------------------------- SEYED MOHAMMADH. HOSSEINI PHD (ELT) PERSONAL INFORMATION Date of Birth May 22, 1973 Place of Birth Garmeh,Bojnord,Iran Marital Status Qualifications Personal Interests Single AD (ELT), BA(ELT), MA (TEFL), PhD(TESOL) Studying,Writing,Martial Arts (Kick Boxing),Basketball ACADEMICCHRONICLE 1. PhD(TESOL), Mysore University,Mysore,India, January 2009 2. MA (TEFL), Garmsar Azad University,Garmsar,Iran,October 2000 3. BA(ELT), Mashhad Azad University,Mashhad,Iran,June 1997 4. AD (ELT), Mashhad Teacher TrainingCentre,Mashhad,Iran,June 1994 5. Diploma(Natural Sciences),Modarres HighSchool,Garmeh,Iran, June 1990 TEACHING EXPERIENCE 2008 to date: 2005-2007: 2001–2004: 1998–2000: 1994–1997: 'Teacher' at Rafati Junior High School!!?.Buti am at the same time managing some conversation as well as TTCcrash courses in my own office in Mashhad, Iran. I am also writing articles and MA as well as PhD proposals and theses. PhD scholar.Also, i have the experience ofteachingEnglish at Mahajana First Grade College, Mysore, India. Part-time lecturer at Mashhad,Bojnord,Quchan,Torbat Heydaryeh, Neishabour, and Golbahar universities,in Iran – Cooperating with theDepartments of English,Science, Computer Engineering, Mathematics, Statistics, Mechanics, Psychology, Education, Agriculture, etc. Instructor at Jihad Daneshgahi, Hafez, Almizan, and Sadra language institutes. Also instructor at Amir Kabir and Khazra nongovernmental pre-university centres, and Modarres high school – in Iran. 'Teacher' at different junior high schools in some remote villages – in Iran. RECENT COURSESTAUGHT 1. T.T.C. Crash Courses; 2. Teaching Methodology; 3. Techniques inTesting; 4. Reading and ReadingSkills and Strategies; 5. Writing and Writing Skills and Strategies; 6. Advanced Conversation; 7. Modern Grammar; 8. Phonology; 9. English for Education; 10. English for Marketing; 11. English for Agriculture; 12. English for Science; 13. English for ComputerEngineering; 14. English for Mathematics and Statistics; 15. English for Mechanics; 16. English for Psychology.
  3. 3. Dr S.M.H.Hosseini_CV 3 OTHER ACADEMICSERVICES 1. Editor ,of “International Journal ofEnglish Language Teaching”,in the US. 2. Editor ,of Journal of “English Language Teaching”,in Canada. 3. Writer and guide,of MAand PhDtheses / dissertations. 4. Instructor,of ‘Teacher-Training Workshops’ on my “Cognitive Socio-Political Language Learning Theory” for theheads ofEnglishDepartments in Mashhad,Education OfficeEnglishDepartment, Mashhad,Iran; 2014 5. Instructor, of my ‘T.T.C.Crash Courses’for English languageTeachers,Organised byApadana Institute,Mashhad,Iran;2013 6. Instructor,of ‘Teacher-Training Workshops’ on "Researchand ResearchMethodology” for the Educational ResearchCentres' Representatives in Mashhad HighSchools,Mashhad,Iran;2015 7. Instructor,of ‘Teacher-Training Workshops’ on "Cooperative Learning Methods” for the Educational Research Centres'Representatives inMashhad HighSchools,Mashhad,Iran;2015 8. Instructor, of ‘Teacher-Training Workshops’for theHeads of Departments,Organisedby Education Department,Mashhad,Iran;2004 9. Instructor, of ‘Teacher-Training Workshops’ on my “Didactic Weapon” for the English teachers in Mashhad,EducationOffice English Department,District No.1,Mashhad,Iran;2014 10. Instructor, of ‘Especial Conversation CrashCourses’for Khorasan andQod’s journalists and correspondents,Heldat SamaCentre No.1,Mashhad,Iran; 2003 11. Instructor, of ‘Teacher-Training Courses’forEFL teachers,Heldat EducationDepartment,Jajarm, Iran; 2000 Published Books 1. ‘Beyond The PresentMethodsAnd Approaches To ELT/Education: The Crucial Need For A Radical Reform', Tehran: Jungle Publication, 2012 / ISBN: 978-964-981-883-2 Note: This book was selectedas the best book in Iran “Roshd Book Festival” inJanuary 2014. This guidebook seeks to throw into reliefthe relationship betweentheory,research,innovation,and application with referenceto the conventional innovative methods/approaches.Importantly,it brings into sharp focus the author's 'inimitable' revolutionary pedagogical innovation as a pragmatic solution to the present socio- educational problems.The nature and the characteristics of this world-class innovative approach not only contribute to languagelearning (strategies) and excellence in the learning. They likewise promote true and flexibleactivelearning,interactive competence, long-term retention, and especially the acquisition of some crucial habits of mindsuch as objectivity,and critical and creativethinking.Another outstanding feature of this fundamentally different approach to ELT refers to the fact that it facilitates tomorrow citizenry to instil humanitarianinterpersonal skills and democraticvalues,principles,and normswhichare essential requirements for successfullife-longlearning,working,interdependence,and survival intoday worldcontext.Considering its magic transforming powerforconverting today students/objects to Agents of changeor theSubjects who have the capacity to influence the world, Dr Hosseini's innovation is in essence a 'catalyst for change'. It is an incommensurableedu-political approachto the empowerment andthe emancipation of the oppressed, and in fact, an apt strategic instructional 'weapon' for the elimination of dictatorship/apartheid. CTBL, Dr Hosseini's realistic approach to liberal education is an ensuredpathway to humansecurity,development,and prosperity. This seminal 420-page volume has special foci upon: 1. Penetrating deepinto theconventionalantediluvian dictatorial didactic regimes, which cherish the Banking Method, and excoriating the beyond; 2. Sheddinglight on thechronological development oflanguage teaching methodologyforjustifying the need for accommodating Dr Hosseini’s innovation in education regimes; 3. Engineering the conventional educational methods and approaches towards CTBL;
  4. 4. Dr S.M.H.Hosseini_CV4 4. Differentiating CTBL fromother innovative methods/approaches,and discussing the significance and relevance ofthis holisticapproachagainst the backdrop ofongoing globalisationwhich means a great deal of competitive spirit in today world context; 5. Bringingto the fore the author's Multiple Input-Output Hypothesis and Cognitive Socio-Political Language Learning Theory, which is the core of theoretical foundations of CTBL; 6. Implementing CTBL via the emerging online technologies state/country wide, and 7. Stimulating thereaders'critical,analytical,and creative thinking skills, and promoting their personal growth especially through the 13 chapter-end thought-provoking discussion questions. This invaluable resourcemanual willbe ofimmensehelpparticularly to thoseeducators who are committed to the cause of peacebuilding.As agold mine ofthe latest issues in ELT,it will also be found highly useful for ELT students,teachersat all levels,and in-service programmes and seminars for instructors. Policy makers, educationalists,researchers,syllabus designers,and material developers could also take note of the noteworthy benefits this manuscript along with its accompanying DVD proposes. 2. ‘Teach Language: A Practical Crash Course’, Germany: Scholars’Press, 2013 / ISBN: 978-3- 639-70551-5 This 169-page guidebook brings into sharpfocussomeeffectivetechniques for teaching vocabulary, grammar, reading,writing,listening,speaking,and language learning strategies at primary,secondary,and collegiate levels. Some effective guidelines have also been provided for Online Teaching. Importantly,this manual throws light onchronological development of ELT in an attempt to introduce CTBL, the author’s pedagogical innovation.The natureand the characteristics of this world-class innovative approach not only contribute to language learning (strategies) and excellence in the learning. They likewise promote true and flexible active learning, interactive competence, long-term retention, and especially the acquisition of some crucial habits of mind such as objectivity, and critical and creative thinking. The mechanisms underlying the implementation of CTBL as well as presentations and classroom techniques in classes wherethis approach maybe applied havebeen illustrated. Dr Hosseini’s sample lesson plans and CV have also found a place in this book. This must-readguidebook along with its accompanying DVDwillbe ofimmensehelpto whoever wants to teach language. It is helpful particularly to ELT students, language teachers at all levels, and in-service programmes for instructors / T.T.C. crash courses. 3. ‘Cooperative Learning Methods + 1: Research and Innovation’, Germany: Scholars’ Press, 2013 / ISBN: 978-3-639-70309-2 This 353-page resourcebook goes beyond thepresent methods ofCooperativeLearning and puts forward the author's strategic approach to the empowerment of the Other. Through this approach tomorrow citizenry would bemorecreative as well as critical and risk taker in thinking. As such, they would contribute to more humane and civilizedsocieties and world peace.Timeis opportunefor theimplementation ofsuchan approach in today educational environments, from primary to collegiate levels. It shouldbe mentionedthat this book is the revised formof my doctoral dissertation the title of which was: "Effectiveness ofCooperativeLearning Methods:AStudy with Iranian and Indian Undergraduate Learners". Below is the abstract of this Research Study: This comparative empirical research study sought to explore and examine the complex effects of my instructionalinnovation,CompetitiveTeam-Based Learning (CTBL),with Learning Together or Cooperative Group-Based Learning (CGBL),developedby Johnson and Johnsonat the University ofMinnesotain the USA, and the Traditional Lecture Method(TLM) on Iranian and Indian EFL/ESL undergraduate learners’:(a) reading comprehensionin English,(b) language learningstrategies,(c) attitudes towards English language learning and the select teaching methods,and (d) retention ofinformation.All theseobjectives wereaddressed with respect to different-levelachievers ofthe target groups with thehelp offieldstudies and experiments in Iran and India. Twelve hypotheses were developedto see theeffectiveness ofthe select threeteachingmethods with regards to the objectives of the study. One hundred andninety-twosecond-year Engineering students from two colleges – one in Iran and another in India --served as the subjects of thestudyfornine weeks in three groups in each country. All the
  5. 5. Dr S.M.H.Hosseini_CV 5 groups were subjectedto areading coursewith thesame scheduleof instructionand the teacher.Whilepositive interdependencewas encouragedin the CGBL classes in order to ensure inter-group collaboration for the attainment of the groups’sharedlearning goals,inter-groupcompetition was patterned in the CTBL classes so as to motivate the teams’members to work together and compete against the otherteams incourse of pursuing their teams’outcomes.And neutral interdependencewas highlighted in the control groups (TLM classes) to encourage the participants to follow their learning goals individually and irrespective of others. The readingsectionof International EnglishLanguageTesting System, “IELTS” 2 textbook (Kohonen, 1992), was employedas the pretest and the posttest in order to assess the effects ofthe select teachingmethods on the reading comprehensionof the target groups.Theparticipants’ scores on the reading pretest were also used to divide them into threegroupsin eachcountry.They were likewise applied for forming teams in the experimental groups. To find out the effects of the select teaching methods on the participants’ language learning strategies,theywereasked to complete the Strategy Inventory for Language Learning (SILL) survey, developedby Oxford (1990), before and after the experiments. Likewise, the Language Learning and Class Structure Questionnaire,developed by this researcher, was used as the pretest and the posttest in order to measure the effects of the methods on the attitudes of the target groups. A delayed free-recall test was conductedafter theexperiments to determine the effects,if any,of the methods on the retention ofinformation by the learners involved in the study. Analyses of the select parameters weredoneusing StatisticalPresentation System Software (SPSS) package (SPSS, 2006). Analysis of Variancewas used to determine the significance of the findings of the study with referenceto each ofthe select dependent variables.It became evident fromthe analysis ofthe datagatheredthat CTBL and CGBL served to (a) increase acquisition oftexts contents,(b) widen repertoire of language learning strategies,(c) generate positive attitudes,and (d) improve retention of information, on the part of the target groups more significantly than the TLM. Further analysis of the data revealed that whereas CGBL was substantially more effective indeveloping the reading skills ofthe participants, CTBL was more successful in developing their metacognitive and affective strategies. It was likewise noted that CTBL facilitated the participants’long-termretention ofinformationor their depth of understanding of the texts contents more effectivelythan CGBL.The results also indicatedthat it was CGBL,rather than CTBL,that was more successful in Iran. But,in India,it was CTBL.In conclusion,this researcher has discussedthe pedagogicalimplementations of using CL methods,and accordinglyhas made certainrecommendations.Based onthe findings ofthe research study, this researcher has also made a few suggestions for further research in the arena of methods and approaches which prioritise the significance of groupwork. This invaluable 343-page guidebook willserveespecially ELT scholars, educators, and PhD guides as a highly usefulmodel.Theentirepurpose ofthis materialis to helpreaders developscientific knowledge inthe art of writing a thesis, at the PhD level, and teach them effective approaches to scientific writing. 4. ‘Team-Based Learning in Secondary Education', Germany: Lambert Academic, 2013 / ISBN: 978-3-659-49797-1 This book delves into theeffectiveness ofTeam-Based Learning insecondary education,in areading course. TBL is a highly significant approach to Education ingeneral,and English language teaching in particular.TBL affords students invaluable opportunities to share anddevelop not only theirunderstandings,knowledge,and (language) learning strategies,but also theirintelligence,social skills,critical approaches to thinking/reasoning, and attitudes and beliefs all ofwhich contributeto theirpersonal growth and disposition.This book is amust- read book particularlyforlanguage teachers. It should be reminded that this typescript is the revised form of my MA thesis the title of which was: "The Impact of Competitive Team-BasedLearningon the Reading Comprehension of Iranian High School Students". Below is the abstract of this Research Study: Reading comprehensionis the maingoal ofTEFL in Iran even today. Nevertheless, after approximately 1000 hours of formal language instruction eventhe students whoattend university are still struggling with English posed in their texts and assignments.As it is hypothesisedin this research study, one of the main influential factors in our fiasco, in TEFL, relates to the contexts of our classes, which are occasioned by the Lecture Method.This study, thereby, was an attempt to investigate the kind of relationship, if any, between CTBL,my instructional solution, and the reading comprehension ofIranian senior high schoolstudents. The study was conductedto answer thefollowing question:“Is there any relationship between CTBL and Iranian senior highschool students’reading comprehension?” Andto evaluate thequestionjustifiably anull hypothesis was proposed. Having administeredthe standardized reading test,this researcher selected agroup of60 (out of 76) almost homogeneous Iranian seniorhigh school students and randomly assigned them to control and experimental groups.Based ontheirscores,the experimentalclass was dividedinto10 almost heterogeneous teams -- three members each.For 16 weeks,both the groups receivedthe same coursematerials,instructor, curriculum, out
  6. 6. Dr S.M.H.Hosseini_CV6 of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the Lecture Method as their counterparts in the control group. After 16 weeks again the reading test was administeredto boththe groups.The obtained scores on pre- test and post-test were analyzedthrough different statistical procedures.The results, of the study,rejected the null hypothesis and provided evidence supporting thehypothesis that CTBL can have asignificant effect on improvingthe reading comprehension ofIranian seniorhighschool students. Thestatistics exhibited that all participants in general andlowerperformers inparticular -in CTBL class -outperformedtheir counterparts in the comparison group. This 111-page manual willbe found ahighly useful model particularly for ELT students and teachers. 5. 'An Evaluation of “Learn to Speak English” Software: With Focus on Constructivists' View of Learning', Germany: Lambert Academic, 2015 / ISBN: 978-3-659-67372-6 This 126-page book evaluates "LTSE"software,withfocus on Constructivists' view of learning. An educational software evaluationformhas also been developed.It covers 52 evaluationcriteriain fivemajorcategories:content, Mayer’s principles ofmultimediainstruction, constructivists' instructional characteristics,easeof use/flexibility, and design/esthetics. Thischecklist can beused by anyone else with knowledge of educational software and language teaching for evaluating any other educational software for language teaching/classes. 6. 'Competitive Team-Based Learning: My Didactic Weapon',Germany: Scholars' Press, 2015 / ISBN: 978-3-639-51336-3 After dissecting part of the socio-educational/political background to Competitive Team-Based Learning (CTBL),this manuscript clarifies certain misgivings regarding integrating the element of competition within cooperativelearning settingsin order to pave the wayto ato-the-point introduction to CTBL, my pedagogical approach.The book also discusses – at length – distinguishing features and characteristics of CTBL, with referenceto the present methods andapproaches likeCLT and particularlyCooperativeLearning (CL) methods. It also highlights thekindof objectives,syllabi,materials,tasks,activities,and evaluation system proposed for CTBL.More importantly,teachers' responsibilities in CTBL settings have been thrown into sharp relief. The book will also give a glimpse of the significance of my didactic weapon for our today world context of despotism! This 85-page manuscript willbe foundhighlyusefulparticularly for thoseeducatorswhowant to contribute to the eliminationof particularlysheep-likedictators orany other sources of injustice,barbarity,oppression,and terror and bloodshed and destruction from among their societies. 7. ‘Sample Articles by an ELT Scholar’, Germany: LambertAcademic, 2015 / ISBN: 978-3659- 49616-5 In the present manuscript theauthorhas brought togethermore than 30 articles hesucceeded to develop and present/publishin various national and internationalsymposiaand journals in course ofpursuing his doctorate in India.This volume consists ofabroad range ofarticlesincluding oneentitled “ELT in Higher Education in Iran and India:A Critical Analysis” to oneon “Infusionof Emerging OnlineTechnology into ELT: The Need of the Hour”, and one on "Globalisation and ELT". This 372-page manuscript willbe foundahighlyusefulmodelparticularlyfor those academicians whowant to get familiar withthe latest issues and trends inthe field ofELT/Education and,more importantly, with the process of developing articles. (ELT) students and teachers as well as methodologists, curriculum experts, researchers,and evenpolicymakers couldtake note ofthe noteworthybenefits this material proposes/implies. 8. ‘Penetrating into PhD and the Beyond via Letter Writing’, Germany: Scholars' Press, 2015 / ISBN: 978-3-639-70518-8 This guidebook lays downthe letters theauthorsent/receivedin pursuanceof pursuing his doctoral degree at Mysore University in India. It consists of a broad range of letters including from the request he made for registration at the Universityto the letter he e-mailedto the primeministerof India,requestinghimto save him from the horrible circumstancean Iranian Mafiaoccasionedfor himtherein India. Importantly, in addition to the original synopses Dr Hosseiniproposedto few Indianprofessors in an attempt to persuade them to guide him towards his doctorate,this typescript entails both thefinal synopsis ofthe author's doctoraldissertationand the outlinebasedupon whichhe hadhis vivavoce.Three samplearticles Dr Hosseini succeeded to launch in some renownedjournals 'before','during', and 'after' his PhD study have also found a place in this manual.
  7. 7. Dr S.M.H.Hosseini_CV 7 This 274-page material willbe found a highly useful model especially for those academicians who are desirous of pursuingtheirdoctorate abroadas it gives them a comprehensive understanding of the process underlying obtaining adoctoral degree overseas.ELT students,educators,and PhDguides could also take note of the significant benefits this volume proposes. 9. ‘Competitive Team-Based Learning in Conversation Classes’, Germany: Scholars' Press, 2015 / ISBN 978-3-639-86105-1 The present book intended to look intoand compare thepossibleeffects of CompetitiveTeam-BasedLearning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) --on oral performance of Iranian EFL intermediate students. We also wanted to measure theparticipants' attitudes towards language learning,individualistic class structure, CL, and the selected methods before and after the study. 10. My Didactic Weapon! ‫"یادگیر‬:"‫رقابتی‬ ‫تیمی‬ ‫ی‬‫آموزش‬ ‫در‬ ‫متفاوت‬ ‫روشی‬ ARTICLE PUBLICATIONS/PRESENTATIONS IN ENGLISH 12. *** ATTENDEE at the NationalMeetingon ‘EnglishLanguage Teaching’ heldat Hamedan,Iran on January 11–12,2003. -- My paper,whichwas athorough introduction to myinstructional weapon, was rejected!? 13. "Method Engineering: Towards a Strategic Approach to the Empowerment of the Other", Published at International ISI Journal of SYLWAN. Vol. 159, Issue 4, Section 2, (2015). 14. “CompetitiveTeam-BasedLearning versusGroupInvestigationwithreferenceto the language proficiencyof Iranian EFL intermediate students”, Publishedat International Journal of Instruction.7 (2014): 177-188. http://www.e-iji.net/dosyalar/iji_2014_1_13.pdf 15. “ELT in Higher Education inIran and India:A Critical View”, Published at Language in India, 7(2007): 1-11. http://www.languageinindia.com/dec2007/eltinindiaandiran.html 16. "A Study of the Effects of CompetitiveTeam-BasedLearning andStructuredAcademic Controversy on the Language Proficiency of Iranian EFL College Seniors", Published at the International Journal of Adult Vocational Education and Technology, 3 (2012): 54-69. 17. “Theoretical Foundations ofCompetitiveTeam-BasedLearning”,Publishedat CanadianInternational Journal of English Language Teaching, 3(2010): 229 - 243. Also, [Online] Available at: http://www.ccsenet.org/journal/index.php/elt/article/view/7236 18. “Infusion ofEmerging Online Technologies into ELT: The Need of the Hour”, Published at Perspectives in Education, 25(2009): 119–127. Also, [Online] Available at: http://eltweekly.com/more/2009/06/eltweekly-issue22-research-paper-by-mohammad-hassan- hosseini/ 19. “Globalisation,CooperativeLearning,and ELT”,Published at Indian Journalof English Language Teaching, 44 (2006): 2–12. 20. “Task Based Language Instruction: UnplannedOpenTasks versus Unplanned Closed Tasks with referenceto WritingAchievement ofIranian EFL UniversityStudents”,Published at Perspectives in Education, 23(2007): 42–48. 21. “The Effect ofCompetitive Team-BasedLearningon the Reading Comprehension of Iranian High School Seniors”, Published at Roshd FLT Journal, 20 (2006): 42–49. 22. “Paradigm Shifts ofLanguageTeaching Methodology:FromText-Based towards Context-Focused Approaches”,Publishedat DIVINER: A Research Journal of Humanities and Social Science, 3 (2006): 128–134.
  8. 8. Dr S.M.H.Hosseini_CV8 23. “Harnessing Jigsaw inLanguageClasses”,Presentedat the National Conference on ‘Technology and Language Teaching’ held at Gujarat, India on February 26-27, 2009. 24. “New Trendsin ELT:Cooperative Language Learning and Bi-/Multi-Lingual Settings”,Presentedat the International Congress on ‘Bilingualism in an ESL Classroom’ held at Guahati, India on March 27–28, 2006. 25. “Reading Instruction in EFL/ESL Classrooms: Towards Context-Based Strategy Training”, Presented at the NAAK sponsored National Seminar on ‘Quest for Quality: Classroom Matters’ held at Kumta, India on March 5–6, 2007. 26. “Groupwork and FiveMain Hypotheses in ELT: The Relations”, Presented at the International Symposium on ‘Englishfor Today and Tomorrow’ held at Chennai, India on February 9–10, 2007. 27. *** ATTENDEE at the NationalConference on ‘English Language Teaching’ held at Roode Hen, Iran on February 17, 2008.-- My paper,which was acomprehensive introduction to my instructional weapon, was rebutted once again!? 28. “Vocabularyand Vocabulary Teaching/Learning Strategies:AComprehensiveStudy”,Presented at the SFLA sponsored International Conference on ‘English Grammar on Language Engineering and Information Technology’ held at Heyderabad, India on January 6–11, 2008. 29. “Dynamics of Cooperative Learning”,Presented at the UGC sponsored State Level Discussion on ‘English Language Teaching’ held at Mysore, India on March 21, 2006. 30. “Grammar Teaching and Approach Dilemmain ELT:What's the Solution?",Presented at the UGC sponsoredInternational Seminar on ‘Grammarand Meaning’ heldat Guntur, India on January 29–31, 2007. 31. “Boosting the Effectiveness ofGroupwork in ELT Classes”,Presented at the National Forum on ‘Innovative Approaches and Techniques of Teaching English’ held at Coimbatore, India on July 13-14, 2007. 32. “Students’Accountabilities in Active Learning Classes”, Presented at the National Meeting on ‘Technology in ELT’ held at Changa, India on January 29–30, 2009. 33. “Testing in ELT Classes:Towards Evaluationof Creativityand CriticalThinking”, Presented at the International Symposium on ‘English for Today and Tomorrow’ held at Madras, India on February 9–10, 2007. 34. “Critical Elements of Cooperative Learning Methods”,Presented at the International Congress on ‘Learning to Teach: A Life-Long Journey’ held at Chennai, India on February 8–10, 2008. 35. “First Language Reading Methodologies and FL/L2 ReadingInstruction:Towards an Emphasis on the Acquisitionof Language inEFL/ESL Learning Environments”,Presentedat the ‘35th All India Conference of Dravidian Linguists’ held at Mysore, India on June 21–23, 2007. 36. “Web-Based Collaborative Language Learning:Enhancing the Efficiency of Distance Learning”, Presented at the International Forum on ‘New and Emerging Technologies in ELT’ -- sponsored by SIG, UK, held at Madras, India on August 3–5, 2007. 37. "Cooperative Learning Methods:AThoroughIntroduction”,Presentedat the National Forum on ‘ELT in Iran: Challenges and Innovations’ held at Torbat-e-Heydarieh, Iran on May 21, 2012. 38. “Paradigm Shifts ofLanguageTeaching Methodology:FromText-Based towards Context-Focused Approaches”, Presented at the U.S. sponsored International Symposium on ‘Towards Improvements in English Language and Literature Teaching: Communicating Across the Curriculum’ held at Chandigarh, India on September 22–24, 2006. 39. "Peace in the Middle East", i presented this paper as the third (and last) main speaker at the International Forum on ‘Global Peace and Civil Action’– sponsored byNational Federation of University Co-operative Association, Japan, held at Mysore, India on August 11–12, 2006. – See http://www.hindu.com/2006/08/11/stories/2006081116530300.htm
  9. 9. Dr S.M.H.Hosseini_CV 9 40. *** “Teams-Games-Tournaments versus Lecture Method with Reference to the Language Proficiency of Iranian EFL Intermediate Students”, Not allowed to be presented at the International Meeting on ‘ELT in the Islamic World’held at Tehran, Iran on December 2–4, 2010. I was dismissed from this conference as i strongly criticized Dr Haji Babaii, Iran’s then minister of Education, after his lecture in the inauguration session, and after i announced that i will introduce my instructional weapon in my lecture. – A weapon for the elimination of dictatorship. IN PERSIAN 41. “Today World Teachers’ Responsibilities” ‫حاضر‬ ‫شرایط‬ ‫و‬ ‫عصر‬ ‫در‬ ‫اساتید‬‫و‬ ‫معلمان‬ ‫وظایف‬/ Published at Iranian Educators’Analytical News Agency./ ‫ایران‬ ‫فرهنگیان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ Available at http://www.farhangiannews.ir/view-20441.html 42. "Some of Dr Rohani's Post-Nuclear-Deal Responsibilities fromthe Point of View of an Iranian Educator" ‫مسئولیت‬ ‫برخی‬‫های‬"‫پساتحریم‬"‫از‬‫معلم‬ ‫یک‬ ‫دیدگاه‬ Published at ‫آمدنیوز‬ http://amadnews.com/1394/10/10/%D8%A8%D8%B1%D8%AE%DB%8C- %D9%85%D8%B3%D8%A6%D9%88%D9%84%DB%8C%D8%AA%E2%80%8C%D9%87% D8%A7%DB%8C- %D9%BE%D8%B3%D8%A7%D8%AA%D8%AD%D8%B1%DB%8C%D9%85- %D8%A7%D8%B2-%D8%AF%DB%8C%D8%AF%DA%AF%D8%A7/ Also available at https://www.tribunezamaneh.com/archives/82708 43. Islam and Democracy: Thinkers should Save Islam ‫برسید‬ ‫اسالم‬ ‫فریاد‬ ‫به‬ ‫علما‬ :‫دموکراسی‬ ‫و‬ ‫اسالم‬ Published at SahamNews & Farhangian News / ‫نیوز‬ ‫فرهنگیان‬ ‫و‬ ‫نیوز‬ ‫سحام‬ Available at http://sahamnews.org/2015/05/282712/ Available at http://www.farhangiannews.ir/view-26048.html 44. Islam and Muslims' Rulers: Which Islam and Whatkind of Islamic Rulers?! ..:‫مسلمان‬ ‫حاکمان‬ ‫و‬ ‫اسالم‬‫اما‬‫و‬ .‫اسالم‬‫کدامین‬‫!؟‬‫مسلمان‬ ‫حاکمان‬ ‫کدامین‬ ‫و‬!‫؟‬ Published at SahamNews ‫نیوز‬ ‫سحام‬ Available at http://sahamnews.org/2015/05/283890/ 45. "Categorizing People in Dictatorial Regimes" ‫دسته‬‫استبدادی‬‫های‬ ‫حکومت‬ ‫در‬ ‫مردم‬ ‫بندی‬ Available at http://sahamnews.org/2015/09/290448/ 46. "Analysing the Banking Method and the Beyond" ‫کال‬‫شکافی‬ ‫بد‬‫ایران‬‫آموزشی‬ ‫رژیم‬‫ورای‬ ‫و‬‫آن‬ Available at http://www.farhangiannews.ir/view-21971.html 47. “Where is the Iranian Education System Taking Us?!” / ‫آموزشی‬ ‫سیستم‬‫سازی‬ ‫گوسفند‬ ‫کارخانه‬ ‫یا‬!‫؟‬ Publishedat Nasle Sookhte Analytical News Agency. / ‫سوخته‬ ‫نسل‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ 188-http://www.naslsokhteh.ir/?p=4176#commentAvailable at Publishedat Iranian Teachers' Organization. / ‫ایران‬ ‫معلمان‬ ‫سازمان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ edu.com/index.php-http://smiAvailable at Published at Iranian Educators’Analytical News Agency./ ‫ایران‬ ‫فرهنگیان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ 18564.html-http://www.farhangiannews.ir/viewAvailable at 48. "Research and theApproachtoResearch" ‫تحقیق‬ ‫روش‬ ‫و‬ ‫تحقیق‬
  10. 10. Dr S.M.H.Hosseini_CV10 -http://sedayemoallem.ir/%D9%BE%DA%98%D9%88%D9%87%D8%B4/item/3747 -%D9%88-%D9%82%D8%AA%D8%AD%D9%82%DB%8C %D8%AA%D8%AD%D9%82%DB%8C%D9%82-%D8%B1%D9%88%D8%B4 49. HarnessingInternet Technologies in Academic Situations ‫آموزشی‬ ‫های‬ ‫محیط‬ ‫در‬ ‫اینترنت‬‫تکنولوژی‬ ‫گیری‬ ‫خدمت‬ ‫به‬ http://www.farhangiannews.ir/view-29245.html 50. Essentials andApproaches toTrainingCritical Thinkers in IranianEducational Regime ‫ایران‬‫آموزشی‬ ‫رژیم‬ ‫در‬ ‫انتقادی‬‫تفکر‬ ‫به‬ ‫پرداختن‬ ‫راهکارهای‬ ‫و‬ ‫ضرورت‬ http://www.farhangiannews.ir/view-29270.html http://amadnews.com/1395/01/07/%D8%B6%D8%B1%D9%88%D8%B1%D8%AA- %D9%BE%D8%B1%D8%AF%D8%A7%D8%AE%D8%AA%D9%86-%D8%A8%D9%87- %D8%AA%D9%81%DA%A9%D8%B1- %D8%A7%D9%86%D8%AA%D9%82%D8%A7%D8%AF%DB%8C -%D8%AF%D8%B1- %D8%B1%DA%98%DB%8C%D9%85-%D8%A2/ 51. " My Cognitive Socio-Political Language LearningTheory": TheoryofLanguage of Competitive Team-BasedLearning(CTBL) "‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬ ‫تئوریک‬ ‫پایه‬–!‫من‬ ‫آموزشی‬ ‫اسلحه‬ 52. "The Historyof Language Teachingand the Influence of My (Dr S.M.H.Hosseini's) Theory on It" ‫آموزش‬ ‫تیوری‬ ‫تاثیر‬ ‫و‬ ‫زبان‬ ‫آموزش‬ ‫تکاملی‬ ‫روند‬‫ی‬‫آن‬ ‫بر‬ ‫حسینی‬ ‫دکتر‬ ‫سیاسی‬ Available at http://www.farhangiannews.ir/view-25602.html 53. “Group Learning” ‫یادگیری‬‫گروهی‬/ Publishedat Iranian Teachers' Organization. / ‫ایران‬ ‫معلمان‬ ‫سازمان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ 54. “DifferentApproaches to Group Learning” ‫گروهی‬ ‫یادگیری‬ ‫های‬ ‫روش‬ ‫انواع‬/ Published at Iranian Educators’Analytical News Agency./ ‫تحلی‬ ‫خبری‬ ‫پایگاه‬‫ایران‬ ‫فرهنگیان‬ ‫لی‬ Available at http://www.farhangiannews.ir/view-23730.html 55. “My Effective Approach to Teaching” :‫من‬ ‫تدریس‬ ‫روش‬‫رقابتی‬ ‫تیمی‬ ‫یادگیری‬/ Published at Iranian Educators’Analytical News Agency./ ‫ایران‬ ‫فرهنگیان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ Available at http://www.farhangiannews.ir/view-20788.html Publishedat Iranian Teachers' Organization. / ‫ایران‬ ‫معلمان‬ ‫سازمان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ 56. "Some Mechanisms underlying"Competitive Team-Based Learning" ‫رقابتی‬ ‫تیمی‬ ‫"یادگیری‬ ‫مکانیزمهای‬ ‫برخی‬" Available at http://www.farhangiannews.ir/view-26927.html 57. "Facilitating theEffectof Competitive Team-Based Learning" " ‫تاتیر‬ ‫تسهیل‬" ‫رقابتی‬ ‫تیمی‬ ‫یادگیری‬ Publishedat Iranian Teachers' Organization. / ‫ایران‬ ‫معلمان‬ ‫سازمان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ 58. "What Students should Know to Succeed Academically".
  11. 11. Dr S.M.H.Hosseini_CV 11 .‫بدانند‬ ‫علمی‬ ‫موفقیت‬ ‫برای‬ ‫باید‬ ‫فراگیران‬ ‫آنچه‬ http://www.farhangiannews.ir/view-28928.html 59. "Competitive Team-Based Learning" and Students' Responsibilities" ‫رقابتی‬ ‫تیمی‬ ‫یادگیری‬‫آموزان‬ ‫دانش‬ ‫وظایف‬ ‫و‬ Publishedat Iranian Teachers' Organization. / ‫ایران‬ ‫معلمان‬ ‫سازمان‬ ‫تحلیلی‬ ‫خبری‬ ‫پایگاه‬ 60. The significance ofEnglish Language and the Final Solution for Effective ELTin Iran ‫آموزش‬ ‫ناکامی‬ ‫از‬‫رفت‬ ‫برون‬ ‫راهکارهای‬ ‫و‬ ‫انگلیسی‬‫زبان‬ ‫اهمیت‬‫زب‬‫در‬ ‫آن‬‫ایران‬ http://news.gooya.com/politics/archives/2016/05/211961.php 61. "Influential Factors in Effective Learning" ‫مو‬ ‫عوامل‬‫ث‬‫موفق‬ ‫یادگیری‬ ‫بر‬ ‫ر‬ Available at http://www.farhangiannews.ir/view-24543.html OTHER PAPERSIN PERSIAN 62. "Dissatisfied Iranian Teachers:There is noWay!" ‫ممنوع‬ ‫اعتصاب‬‫و‬ ‫اعتراض‬:‫معلمان‬ ‫پیکر‬ ‫بر‬ ‫خالص‬ ‫تیر‬!‫؟‬ ‫ص‬ ‫به‬ ‫مقاله‬ ‫این‬‫معلم‬ ‫سخن‬ ‫سایت‬ ‫در‬ ‫شده‬ ‫سانسور‬ ‫ورت‬‫تاریخ‬ ‫در‬81/18/8931:‫شد‬ ‫چاپ‬ Available at http://www.slideshare.net/SMHHosseini/ss-46730653 63. "WhyIranian Peopleare the mostDepressed People in the World?!" ‫هستند!؟‬ ‫دنیا‬ ‫مردم‬ ‫ترین‬ ‫افسرده‬‫ایرانیان‬‫چرا‬ Available at http://sahamnews.org/2015/06/285612/ 64. "Iranian People,Watch Counciland American Cowboy" ‫آمریکایی‬ ‫دار‬ ‫گله‬ ‫و‬ ‫نگهبان‬ ‫شورای‬ ،‫مردم‬ http://www.nedayeazadi.net/1394/11/17832 65. "Five Reasons for Iranian Miseries" ‫ایرا‬ ‫ماندگی‬ ‫عقب‬ ‫عامل‬ ‫پنج‬‫معلم‬ ‫یک‬ ‫دیدگاه‬ ‫از‬ ‫ن‬ -adnews.com/1395/03/03/%D9%BE%D9%86%D8%AChttp://am -%D8%B9%D9%82%D8%A8-%D8%B9%D8%A7%D9%85%D9%84 -%D9%85%D8%A7%D9%86%D8%AF%DA%AF%DB%8C -%D8%A7%D8%B2-%D8%A7%DB%8C%D8%B1%D8%A7%D9%86 %D9%85-%DB%8C%DA%A9-%D8%AF%DB%8C%D8%AF%DA%AF%D8%A7%D9%87/ 66. "Lesson Study, Approach to Lesson Study, and SomeSuggestions" ‫پیشنهاد‬ ‫چند‬ ‫و‬‫پژوهی‬ ‫درس‬ ‫شیوه‬ ‫پژوهی‬، ‫درس‬ 67. The Essential Need for Understanding Iranian's Message, in Election, by the Totalitarians ‫لزوم‬‫ملت‬ ‫دار‬ ‫معنا‬ ‫پیام‬ ‫درک‬‫خواهان‬ ‫تمامیت‬ ‫توسط‬ https://www.tribunezamaneh.com/archives/93757?tztc=1 68. "The reason for resorting to Missiles by Iranian Forces: WhatIranians, Governmentand the US Should Realise" ‫درک‬ ‫ضرورت‬‫آمریکا‬ ‫و‬ ‫دولت‬ ،‫ملت‬ ‫توسط‬ ‫سپاه‬ ‫های‬ ‫پرانی‬ ‫موشک‬ https://www.tribunezamaneh.com/archives/95699?tztc=1 http://www.nedayeazadi.net/1395/01/18464 69. "The Essentials for Prioritizing Political Issuesin Schools and Universities" ‫دانشجویان‬ ‫و‬ ‫آموزان‬ ‫دانش‬ ‫سیاسی‬ ‫بینش‬ ‫ارتقای‬‫لزوم‬ http://melliun.org/iran/89258 http://www.nedayeazadi.net/1395/02/18652 http://news.gooya.com/politics/archives/2016/04/211316.php http://zeitoons.com/6936
  12. 12. Dr S.M.H.Hosseini_CV12 70. "Dr Shariati, The miserable Chicken, and I!" ‫من‬ ‫و‬ ‫نگونبخت‬ ‫جوجه‬ ،‫شریعتی‬ ‫دکتر‬ https://www.tribunezamaneh.com/archives/97274 71. "Brain Killingin Education Office in Iran: Oppressing theBrains or Betraying the People!?" !‫مردم‬ ‫به‬ ‫خیانت‬ ‫یا‬ ‫من‬ ‫حق‬ ‫در‬ ‫جفا‬ :‫پرورش‬ ‫و‬ ‫آموزش‬ ‫در‬ ‫کشی‬ ‫نخبه‬ https://www.tribunezamaneh.com/archives/98143 72. Terrifying, Arresting and Torturing Dr S.M.H.Hosseini (me) by Iranian Intelligence Service ‫پاسداران‬ ‫سپاه‬ ‫توسط‬ ‫حسینی‬ ‫حسن‬ ‫محمد‬ ‫سید‬ ‫دکتر‬ ‫شکنجه‬ ‫و‬ ‫بازداشت‬ ،‫ترعیب‬ http://farsi.iranbriefing.net/%D8%AF%DA%A9%D8%AA%D8%B1- %D8%B3%DB%8C%D8%AF- %D9%85%D8%AD%D9%85%D8%AF%D8%AD%D8%B3%D9%86- %D8%AD%D8%B3%DB%8C%D9%86%DB%8C/ ‫اینجانب‬‫کتاب‬ ‫هشتمین‬ ‫:معرفی‬ http://smi-edu.com/index.php/%D8%AE%D8%A8%D8%B1/1195- beyond-the-present-methods-and-approaches-to-elt-education-the-cruc MA THESESON MY APPROACH TOELT/EDUCATION i have supervised 73. Jahanbazian,T.(2015). A Study into the Effects of'Competitive Team-BasedLearning' and 'Learning Together' onthe Oral Performanceof Intermediate EFL Learners. Unpublished MAThesis, Kohgiloyeh And Boyer Ahmad Islamic Azad University,Iran. 74. Akbarzadeh, M (2016).A Study into the Effects of'Competitive Team-BasedLearning' And ‘Student Teams-Achievement Divisions' on The Reading Comprehension ofIranian EFL Intermediate Students. UnpublishedMAthesis, IslamicAzad University ofRoudehen,Iran. 75. Abbaspour,S.S.(2016). An Investigation into the Impact of DiscourseMarkerson Reading Comprehensionamongst Intermediate EFL Students. UnpublishedMAThesis, YasoujIslamic Azad University, Iran. 76. Abedianpour,S.(2016). The Impact of Class Brainstorming Strategyon Writing Performance ofIranian Advanced EFL Learners. UnpublishedMAThesis, YasoujIslamic Azad University,Iran. 77. Ghahramanlou,H.(2016). The Effect of'Reciprocal Teaching of Reading' onthe Reading Comprehensionof Iranian EFL Intermediate Students. Unpublished MAThesis, Rood-e-Hen IslamicAzad University,Iran. 78. Mohammadi,N.(2015).An Evaluation of “Learnto Speak English”Software:AQualitative Studywith Focus on Constructivists’View of Learning. UnpublishedMAThesis, Tehran Payame NoorUniversity,Iran. 79. Forouzan,N.(2015).The Effect of SelfDirectedLearning Strategies on Introvert vs.extrovert Iranian EFL Learners' Reading Comprehension. International Journal ofLanguageLearning andAppliedLinguistics World (IJLLALW), 9 (2), 1-7. FORTHCOMINGPUBLICATIONS AND PRESENTATIONS Books 1. ‘THEY FEAR me THEY Kill me: I Am a Roaring Flowing Mirroring Blood Drop'
  13. 13. Dr S.M.H.Hosseini_CV 13 This 300-page manual highlights the matrix whichshapedmypast and so reoriented my beliefs.This typescript naturally mirrors part ofmy wounds occasionedby those who considerthemselves as our God!,in Iran. -Those who kept the right forthemto destroymy dreams.In order to demotivate and horrify me, THEIR dictatorial attitude even let them to murder one of my innocent family members, in a non sensible way! THEIR true nature,Hitlerianoutlook,and act of conduct,however, knowingly orunwittingly,gave birthto my philosophy: A philosophy empoweredbyacrushed soul -Awoundedsoul whocapacitated my philosophy in such a way that he is able to pave the way to adifferent future. -Adifferent future but not for me – it is already late, but rather for the Other, the outcast/the deprived critical thinkers who have their own identity, attitude, and ideology but are almost always purposefully ignored, marginalised, and in point of actual fact - insensibly – victimised because of their approach to thinking and living. This guidebook is ina sense,in essence,me:An oppressedwhois here to draw the dreamfuture of those who have the illusionof living. -Those whoare not onlyunableto live but they are also hardly existing. I am here to re-orient and recalibrate theOther's attitudes towards new horizons.Iam here to show them theway to purposeful living,if they want to justifytheir sufferings. Iam here to aware the people of the fact that under a tyrannical regime,majority ofthem lack critical awareness of the agents who control their beliefs, lives, and destinies.My main missionis to criticallyaware the oppressedmajority.Oncethey are awaken, they will try to get empowered so as to take the course of action against totalitarianism. And this leads towards their emancipation – towards democracy. I am here, thereby,to reformulate the Other's destinies. I am here to do so via awakening their critical sensibilityand viareformulating theirapproaches to thinking,which are the bases of attitudes. I, as an AGENT OF CHANGE, change theirattitudes.And there is POWER in attitudes as they have enormous impact on beliefs, and beliefs influence and go forth in actions, ... and actions lead on to our destiny. 2. Philosophical Insights from Dr Hosseini "‫حسینی‬ ‫دکتر‬ ‫از‬ ‫راهبردی‬ ‫"جمالت‬ 3. ‘Dr Hosseini's Memories of His Tough Times’; "‫شدنی‬ ‫نا‬ ‫فراموش‬‫های‬ ‫سال‬ ‫"خاطرات‬ ……………………………..…… 4. ‘Reading Pedagogy in the Third Millennium: Aspects and Perspectives’; 5. ‘English Grammar for Pre-Intermediate EFL Learners’; 6. ‘English Grammar for Intermediate EFL Learners’; 7. ‘English Grammar for Upper-Intermediate EFL Learners’; 8. ‘English Grammar for University Students’; ---------------------------------------------------------------------------------------- HONOURS 1. Appreciatedby “Tehran RoshdBook Festival”, formy significant seminal guidebook: “Beyond the Present Methods and Approaches to ELT/Education: The Crucial Need for a Radical Reform”, Published by Jungle Publications in Tehran; 27 Feb. 2014 http://samanketab.roshdmag.ir/fa/news/1375 2. Interviewedby BBC Persian TVon alive programme,about “The Main Reasons for the Fiasco of ELT in Iran”, 13 Aug 2013. Available at https://www.youtube.com/watch?v=8QDNZasldds 3. Interviewedby BBC Persian TV on a live programme, about “ELT and Culture Invasion”, 8 May 2016. Available at https://www.youtube.com/watch?v=Tl_-j0PGhH0&feature=youtu.be 4. Elected, by Zabansara Educational and Cultural Institute (Exclusive Representative of Oxford University Press & LCCI Examination Centre) - in Tehran, Iran - (after a group interview) for directing two branches of the Institute in Bojnord and Jajarm provinces, Iran; 2001 5. Chairman, of English Department, Education Office, Jajarm, Iran; 2001 6. Elected,by EnglishDepartment,Education Office, Mashhad, Iran for my significant educational method,which was video-taped-by them -for the benefit of in-service programmes and seminars for teachers; January 2003 7. Recipient,of CollaborationAward -in recognition ofmy cooperation with Allameh Research Centre in Mashhad; EducationOffice,Mashhad,Iran;January 2011
  14. 14. Dr S.M.H.Hosseini_CV14 8. Recipient,of CollaborationAward -in recognition ofmy effective teaching; EducationOffice, Mashhad,Iran; February 2013 9. Recipient,of CollaborationAward -in recognition ofmy effectiveteaching; EducationOffice, Mashhad,Iran; February 2012 10. Recipient,of CollaborationAward -in recognition ofmy effectiveteaching; EducationOffice, Mashhad,Iran; February 2009 11. Recipient, of Collaboration Award - in recognition of my active collaboration with English Department; Education Office, Mashhad, Iran; January 2003 12. Recipient,of CollaborationAward -in recognition ofmy senseof duty;EducationOffice,Mashhad, Iran; January 2002 13. Recipient,of Outstanding TeachingAward -in recognitionof effectiveteaching strategies; Education Office, Jajarm, Iran; May 1998 14. Recipient,of CollaborationAward -in recognition ofmy cooperation with Imam Ali Highschool, Education Office,Mashhad,Iran;May 2002 15. Interviewed by Indian TV reporter, about Persian language, 10 July 2006 16. Elected, by English Department, Teacher Training Centre, Mashhad, Iran for my significant instructionalstrategy,which was video-taped-by them-for the benefit ofin-serviceprogrammes and seminars for teachers; January 1994 WORKSHOPS ATTENDED 1. A Two-day Workshop on ‘Research Methodology’, Organised by the Department of Studies in Economics and Co-operation at University of Mysore, India on March 12–13, 2007 2. A Three-day Workshopon ‘Testing’, Organised by the Department of English at Education Office, Mashhad, Iran on March 11–13, 2004 3. A Three-hour Workshop on 'Lesson Study', Organised by Education Office, Mashhad, Iran on November 11, 2015 COURSES TAKEN 1. A Three-month Course in ‘Teaching Methodology’, Organised by the Department of English at Education Office, Mashhad, Iran on April-June, 2005 2. A Three-monthCoursein ‘Statistical Application’,Organised bythe Centre for Information Science and Technology at Universityof Mysore,IndiafromJulyto September2007 3. A Two-month Coursein ‘ITAwareness’,Organised bythe Centre for Information Science andTechnology at Universityof Mysore,IndiafromMay to June 2006 OTHER TECHNICAL KNOWLEDGE/SKILLS Besides mycapacity forhardwork,strong (teacher) trainingskills,and knowledgeand working competencein (online) teaching programmes, as ahighly motivatedassertiveeducator,i have excellent interpersonal,and organizational and leadershipsavvy. PROFESSIONAL AFFILIATIONS 1. Member, ELTAI, Chennai, India 2. Member,ELTeCS,BritishCouncil,England 3. Member, KELTA, Mashhad, Iran. – Unfortunately since i have been back from India, they have boycotted me! REFERENCES: Available upon request SUMMARY *** To be brief and to the point, i am interested in Liberal Education and have a zest for awakening, empowering,and emancipation ofthe oppressed majority.Ihave suggested ‘language’ as a ‘liberating agent’ in
  15. 15. Dr S.M.H.Hosseini_CV 15 my ‘Cognitive Socio-Political Language Learning Theory’based uponwhich i introducedmy didacticweapon,in my last book publishedbyJunglePublications,Tehran, in 2012.But THEY did not distributethis book,in Iran! At any rate,my 18 years professional background has provided mewith a great deal of experience. I have had the privilege ofmeeting and discussing with internationallyacclaimed specialists across the globe. As a highly goal-oriented and compassionate educator whose confidence, perseverance, and vision promote success, development,and peace,i am extremelyinterestedin improving humancondition particularlyviaawakeningand empoweringthe Other/the deprived communities/societies.Iam now looking to continue this as a full time career at a right place withright persons elsewherein our planet. ...Where theylet meteach...Wherethey let me write....Wherei would beallowedto "live"on myownterms and principles,the manifestationof whichcould be noticed in my articles/books. Enc.Degrs./Certs. ============================== Note: I sent this CVto more than 100 universities in Iran but noneof themgranted my request merely because of my ideology,which shapes myapproachto teaching/living! http://beyondelt.blogfa.com -‫بسم‬ =‫هللا‬‫الرحمن‬‫الرحیم‬=- -‫رز‬‫و‬‫مه‬‫سيد‬‫محمد‬‫حسن‬‫حسيني‬- ،‫فرهيخته‬ ‫استاد‬ ‫شما‬ ‫خدمت‬ ‫ادب‬ ‫عرض‬ ‫و‬ ‫سالم‬ ‫با‬ ‫احت‬،‫حسيني‬ ‫حسن‬ ‫محمد‬ ‫سيد‬ ‫اينجانب‬ ‫رما‬‫از‬ ‫انگليسي‬ ‫زبان‬ ‫آموزش‬ ‫دكترای‬‫دانشگاه‬‫ميسور‬،‫هندوستان‬ ‫كشور‬ ‫در‬‫اين‬ ‫به‬ ‫وسيله‬‫در‬‫خواست‬‫عضويت‬‫هيئت‬‫علمي‬‫در‬‫آن‬‫دانشگاه‬‫را‬‫مي‬‫نمايم‬. ‫جهت‬‫اطالع‬‫آن‬‫مقام‬‫گرام‬‫ی‬‫اينجانب‬‫در‬‫سال‬2531‫در‬‫خانواده‬‫ای‬‫مذهبی‬‫و‬‫انقالبی‬‫بدنيا‬‫آمده‬‫ام‬–‫از‬ ‫بعد‬ ‫انقالبی‬ ‫نه‬ ‫در‬ .‫انقالب‬ ‫از‬ ‫قبل‬ ‫انقالبی‬ ‫بلکه‬ ‫انقالب‬‫سالهای‬2531‫تا‬2531‫همکاری‬‫بسيار‬‫نزديکی‬‫با‬‫بسيج‬‫داشته‬‫ام‬‫که‬‫البته‬‫بعدها‬ ‫به‬‫دليل‬‫تحصيل‬‫و‬‫کار‬‫توامان‬‫از‬‫شدت‬‫اين‬‫همکاری‬‫کاسته‬‫شد‬-‫هم‬‫اکنون‬‫نيز‬‫به‬‫بسيجی‬‫بودن‬‫خود‬‫افتخار‬‫می‬.‫کنم‬-‫اما‬ .‫باشم‬ ‫درباری‬ ‫بسيجی‬ ‫توانم‬ ‫نمی‬‫حضور‬‫اينجانب‬‫در‬‫های‬ ‫هيات‬‫مذهبی‬‫مخصوصا‬‫در‬‫تاسوعا‬‫و‬‫عاشورای‬‫حسينی‬‫و‬‫ليالی‬ ‫قدر‬‫نيز‬‫چشمگير‬‫و‬ ‫بوده‬.‫بود‬ ‫خواهد‬‫از‬2531‫تا‬2531‫در‬‫مدارس‬،‫راهنمايی‬‫دبيرستان‬‫ها‬‫و‬‫مراکز‬‫پيش‬‫دانشگاهی‬ ‫شهرستان‬‫جاجرم‬‫و‬‫روستاهای‬‫آن‬‫مشغول‬‫به‬‫تدريس‬‫بوده‬‫ام‬.‫از‬‫سال‬2532‫به‬‫بعد‬‫نيز‬‫با‬‫آموزش‬‫وپرورش‬‫ناحيه‬،‫يك‬ ‫ناحيه‬‫چهار‬‫مشهد‬ ‫هفت‬ ‫ناحيه‬ ‫و‬‫و‬‫نيز‬‫دانشگاه‬‫های‬‫آزاد‬‫اسالمی‬،‫مشهد‬،‫بجنورد‬،‫قوچان‬،‫گلبهار‬‫تربت‬،‫حيدريه‬‫و‬ ‫موسسات‬‫آموزشی‬‫ديگر‬‫از‬‫قبيل‬‫جهاد‬‫دانشگاهی‬‫همکاری‬ )‫(مشهد‬ ‫حافظ‬ ‫زبان‬ ‫موسسه‬ ‫و‬ ‫نيشابور‬‫نزديک‬‫داشته‬‫در‬ .‫ام‬ ‫و‬ ‫ام‬ ‫کرده‬ ‫شرکت‬ ‫متعددی‬ ‫های‬ ‫شاپ‬ ‫ورک‬‫شا‬ ‫ورک‬‫اکنون‬ ‫هم‬ .‫ام‬ ‫کرده‬ ‫برگزار‬ ‫هم‬ ‫هايی‬ ‫پ‬‫و‬ ‫مقاالت‬ ‫نگارش‬ ‫بر‬ ‫عالوه‬ ‫دکترا‬ ‫و‬ ‫ارشد‬ ‫دانشجويان‬ ‫های‬ ‫رساله‬ ‫نيز‬‫اديتو‬‫بين‬ ‫ژورنال‬ ‫دو‬ ‫ر‬‫طور‬ ‫همين‬ ‫و‬ ‫کانادا‬ ‫و‬ ‫آمريکا‬ ‫در‬ ‫المللی‬‫عضو‬5‫انجمن‬ ‫زبان‬ ‫تخصصی‬‫انگلستان‬ ‫در‬،.‫باشم‬ ‫می‬ ‫ايران‬ ‫و‬ ‫هندوستان‬ ‫تمامی‬‫مدارک‬‫فوق‬( ‫ديپلم‬2531،)‫ليسانس‬(2533،)‫فوق‬( ‫ليسانس‬2531،)‫و‬‫دکترای‬(2533)‫اينجانب‬‫در‬‫آموزش‬ ‫زبان‬‫انگليسی‬‫بوده‬‫و‬‫تنها‬‫در‬‫مدتی‬‫که‬‫در‬‫هند‬‫بودم‬‫موفق‬‫به‬‫چاپ‬‫و‬‫ارائه‬‫از‬ ‫بيش‬31‫مقاله‬‫تخصصی‬ ‫و‬ ‫علمی‬‫شدم‬- . 21‫زبان‬ ‫تخصصی‬ ‫های‬ ‫ژورنال‬ ‫در‬ ‫مقاله‬،21‫المللی‬ ‫بين‬ ‫های‬ ‫کنفرانس‬ ‫در‬ ‫مقاله‬،3‫(در‬ ‫ملی‬ ‫های‬ ‫کنفرانس‬ ‫در‬ ‫مقاله‬ ‫و‬ )‫هند‬51.‫زبان‬ ‫فارسی‬ ‫های‬ ‫سايت‬ ‫در‬ ‫فارسی‬ ‫مقاله‬" ‫ام‬ ‫داده‬ ‫ارايه‬ ‫که‬ ‫مقاالتی‬ ‫جمله‬ ‫از‬‫کالبد‬‫آموزشی‬ ‫رژيم‬ ‫شکافی‬ "‫ايران‬،‫تک‬ ‫"کاربرد‬‫آموزش‬ ‫در‬ ‫اينترنت‬ ‫روز‬ ‫نولوژيهای‬،‫حاکمان‬ ‫کدامين‬ ‫و‬ ‫اسالم‬ ‫کدامين‬ :‫مسلمان‬ ‫حاکمان‬ ‫و‬ ‫"اسالم‬ ‫مسلمان‬‫!؟‬""‫دانشجويان‬ ‫و‬ ‫آموزان‬ ‫دانش‬ ‫سياسی‬ ‫بينش‬ ‫ارتقای‬ ‫"لزوم‬ ،"‫استبدادی‬ ‫های‬ ‫حکومت‬ ‫در‬ ‫مردم‬ ‫بندی‬ ‫"دسته‬ ‫و‬‫بوده‬ .‫است‬‫مقاله‬ ‫آخرين‬ ‫در‬ ‫طور‬ ‫همين‬‫معرف‬ ‫به‬ ‫شد‬ ‫چاپ‬ ‫لهستان‬ ‫در‬ ‫آی‬ ‫اس‬ ‫آی‬ ‫ژورنال‬ ‫يک‬ ‫در‬ ‫که‬ ‫ام‬‫ی‬‫خودم‬ "‫آموزشی‬ ‫"اسلحه‬ ‫ای‬ ‫اسلحه‬ :‫ام‬ ‫پرداخته‬‫موثر‬ ‫بسيار‬‫حکومت‬ ‫براندازی‬ ‫برای‬‫استبدادی‬ ‫های‬‫فاشيستی‬ ‫و‬.‫عالوه‬‫بر‬‫اين‬‫در‬‫آنجا‬)‫(هندوستان‬ ‫موفق‬‫به‬‫نگارش‬21‫كتاب‬‫منحصر‬‫بفرد‬‫که‬ ‫شدم‬3‫و‬ ‫آلمان‬ ‫در‬ ‫آن‬ ‫جلد‬‫دو‬‫تهران‬ ‫در‬ ‫جلد‬‫چاپ‬‫شد‬‫تخصصی‬ ‫کتاب‬ ‫آخرين‬ . ‫که‬ ‫اينجانب‬ ‫مرجع‬ ‫و‬111‫ماه‬ ‫دی‬ ‫در‬ ‫که‬ ‫کتاب‬ ‫نام‬ .‫شد‬ ‫چاپ‬ ‫تهران‬ ‫جنگل‬ ‫انتشارات‬ ‫توسط‬ ‫است‬ )‫انگليسی‬ ‫زبان‬ ‫(به‬ ‫صفحه‬ ‫سید‬‫محمد‬‫حسن‬‫حسیني‬--‫دكتر‬‫ا‬‫ی‬‫آموزش‬‫زبان‬‫انگليسي‬ ‫آدرس‬:،‫مشهد‬‫قاسم‬‫آبا‬‫د‬.... ‫آدرس‬:/ ‫شمالی‬ ‫خراسان‬‫شهيد‬ ‫خيابان‬ / ‫گرمه‬‫منزل‬ / ‫مطهری‬‫سيد‬‫حسينی‬ ‫مظاهر‬ :‫همراه‬90515815100mhhosseini2020@gmail.com
  16. 16. Dr S.M.H.Hosseini_CV16 2511‫جزو‬ ‫و‬ ‫کرد‬ ‫پيدا‬ ‫راه‬ ‫رشد‬ ‫جشنواره‬ ‫نهايی‬ ‫مرحله‬ ‫به‬5‫شد‬ ‫کشور‬ ‫برتر‬ ‫کتاب‬‫به‬ ‫پرورش‬ ‫و‬ ‫آموزش‬ ‫وزارت‬ ‫توسط‬ ‫و‬ ‫و‬ ‫معلمان‬ ‫همه‬‫شد‬ ‫توصيه‬ ‫معلمان‬ ‫دانشجو‬: “Beyond The Present Methods And Approaches To ELT/Education: The Crucial Need For A Radical Reform” ‫تدر‬ ‫روش‬ ‫معرفی‬ ‫به‬ ‫کتاب‬ ‫اين‬ ‫در‬‫تيوری‬ ‫پايه‬ ‫بر‬ ‫که‬ ‫بفردم‬ ‫منحصر‬ ‫يس‬‫آموزشی‬-.‫ام‬ ‫پرداخته‬ ‫ام‬ ‫کرده‬ ‫طراحی‬ ‫خود‬ ‫سياسی‬ ‫اميد‬‫است‬‫با‬‫عنايت‬‫پروردگار‬‫متعال‬‫بتوانم‬‫با‬‫تمام‬‫وجود‬‫در‬‫خدمت‬‫هاي‬ ‫آرمان‬‫آن‬‫نهاد‬‫مقدس‬‫باشم‬.‫که‬ ‫اين‬ ‫آوری‬ ‫ياد‬‫در‬ ‫کردن‬ ‫کامل‬ ‫حال‬‫و‬ ‫کتاب‬ ‫چند‬.‫هستم‬ ‫نيز‬ ‫ديگر‬ ‫مقاله‬‫لطفا‬ .‫دارم‬ ‫توجهی‬ ‫قابل‬ ‫های‬ ‫قابليت‬ ‫اينجانب‬‫جهت‬‫اطالع‬‫از‬ ‫بيشتر‬ ‫شناسنامه‬‫علمي‬‫های‬ ‫ديدگاه‬ ‫و‬‫اينجان‬‫متفاوت‬ ‫های‬‫زمينه‬ ‫در‬ ‫ب‬‫آموزشی‬ ‫مسايل‬ ‫باره‬ ‫در‬ ‫بويژه‬ ‫و‬‫رزمه‬(CV)‫پيوست‬‫را‬ ‫نيز‬‫مالحظه‬‫بفرم‬‫اييد‬. ‫با‬‫سپاس‬‫واحترام‬ ‫سيد‬‫محمد‬‫حسن‬‫حسيني‬–‫مقدس‬ ‫مشهد‬ 11/15/2533 http://www.beyondelt.blogfa.com :‫توجه‬‫از‬ ‫بيش‬ ‫به‬ ‫را‬ ‫رزمه‬ ‫اين‬211‫اما‬ ‫فرستادم‬ ‫ايران‬ ‫در‬ ‫دانشگاه‬–‫خاطر‬ ‫به‬‫نگرش‬‫سياسی‬‫م‬... ‫و‬ ‫آموزش‬ ‫مقوله‬ ‫به‬ !‫نپذيرفتند‬ ‫مرا‬ ‫آنها‬ ‫از‬ ‫يک‬ ‫هيچ‬‫نديدند‬ ‫نظام‬ ‫مصلحت‬ ‫به‬ ‫را‬ ‫من‬ ‫انديشه‬!....‫دل‬ ‫اما‬ ‫من‬ ‫و‬ ‫خواستند‬ ‫می‬ ‫سپرده‬ ‫سر‬ ‫آنها‬‫سپرده‬ ....‫بودم‬ =================

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