Looking Back: Reflections on a Careerin Applied Linguistics
Jack C. Richards
Introduction
The series editors for this book ask authors to provide “an autobiography of about
10,000 words, summarizing your academic life”. This is a request I have neverbeen asked for before beyond the brief two-paragraph bio-statements that
normally appear on book blurbs or in conference program notes. Normally I
would imagine such an account would be of little interest to any but a few closefriends and family members, so at the outset I would like to prepare the reader
for the apparent self-indulgence and self-obsession that such an account is boundto suggest. In preparing this account I found myself at times revisiting someperiods of my life that I had largely forgotten (or perhaps, tried to forget). Other
times however were periods of intense academic and professional excitement andprovided many treasured memories of places visited, friendships made, andhurdles crossed. I will leave the reader to decide which was which.
From applied linguist to teacher educator
Perhaps like many in my profession, my introduction and initiation into the fieldof applied linguistics, and in particular, the teaching English as a second/foreign
language, happened quite by chance. After completing my secondary education
at a school in a small town in New Zealand (Gisborne – the place where Captain
James Cook first landed in 1769 on one of his south pacific voyages) I didn’t
proceed straight to university but worked for two years for the New Zealand
Broadcasting Corporation as a trainee cadet. I wasn’t sure what field of
broadcasting I would end up in but hoped it would lead to a career related tosome aspect of the arts. I worked in the head offices of the Corporation in
Wellington doing for the most part the rather mundane chores that a trainee was
assigned. At the same time (1962) I commenced part-time studies towards a
Bachelor of Arts degree at Victoria University in Wellington. After two years ofpart-time study I decided to abandon my thoughts of becoming a radio or
television personality and switched to full-time studies, majoring in English but
also taking courses in music, history and philosophy. I had no particular career
path in mind at that time. However I needed part-time work to help finance mystudies and a classmate mentioned to me that she had found part-time work in alanguage teaching centre for international students at Victoria University. She
had found employment as an assistant in the language laboratory and anotherstudent helper was also needed.
So I made my way to the centre (The English Language Institute as it was called,
and still is), which was housed in a two-story house near the campus. I later
learned that the Institute had been established with funding from the New
Zealand Ministry of Foreign Affairs, to provide English language support for
students on government-sponsored scholarship programs in New Zealand. It alsooffered a Diploma in Teaching English as a Foreign Language, targeting English
teachers from the pacific region, south east and north east Asia, who were also
studying at the Institute on New Zealand Government scholarships. When I
arrived for my job interview the place was buzzing with activity as students
arrived for their classes and tutorials and I found myself in a world that I didn’tknow existed. Here were numerous foreign students, earnestly seeking to mastera language that had cost me nothing to acquire. And they came from exotic
destinations such as Indonesia, South Korea, and Sarawak, places that had long1

held a fascination for me. After a brief interview with one of the lecturers I wasoffered a part-time job and shown where I would work and what I would be
required to do for my 8 hours or so of weekly work. My work was to set up thetapes in the language laboratory and to offer any help that was needed as
students completed their listening assignments.
This was a transforming experience for me and within days of starting my job I
decided that teaching English as a second language, whatever that was, wassomething I wanted to focus on. I never considered any other option and fromthat day on had a clear focus for my studies. It was not a well-established field in
New Zealand at that time and some of my classmates thought it an odd choice.
But I was fascinated by the subject of English language teaching, by the fact that
there were career possibilities in the field of English teaching, and also by the factthat it seemed to offer the chance of exotic travel, another plus from myperspective, never having left New Zealand. There were a few courses inlinguistics available as part of my undergraduate degree and in addition to those I
managed to sit in on as many classes I could manage that the English teachers
studying at the Institute were taking as part of their Diploma. Later when I
moved on to complete my Master’s degree at the same university I took as many
language-related papers as were on offer and also a paper on TESOL that wasoffered by the English Language Institute. Following my graduation with an MA
degree I was thrilled to be offered a job as a junior lecturer at the institute, andso my career began.
When I first began work at the institute as a student assistant I was anxious tofind out as much as possible about the field of English teaching. Perhaps the bookthat most impressed me at that time was R. A. Close’s English as a Foreign
Language, a masterly introduction to the grammar of English from theperspective of a second language learner and one which is still well worth
reading. I also discovered the journal English Language Teaching and wasamazed to discover how much there was to learn about the field of English
language teaching. I felt there were three areas I needed to focus on and to learn
as much as possible about on as part of my initial professional development: theEnglish language, second language learning, and language teaching methodology.
(It was only some years later that I realized that I needed to add a fourth area ofstudy – second language teacher education -). After completing my MA degree I
taught at the Institute (mainly offering follow-up tutorials to some of the staff’s
lectures as I recall) but also completed the Diploma in TEFL which the Instituteoffered. I made many friends among the Asian teachers on the diploma course,
one of whom, a delightful man from Cambodia named Kong Orn, became a closefriend. On his return to Cambodia he later became a minister in the government
and was among those murdered by the Khymer Rouge a few days after they
entered Phnom Penh. Although I learned a lot from the diploma course theweakness in the training I received at that time was in the practical area. The
diploma course was heavy on theory but largely ignored many of the practicalrealities of the classroom.
The director of the centre at that time was a British TEFL expert who had had amainly British Council career in Europe and India prior to taking up his
appointment as director of the English Language Institute shortly after I made my
first acquaintance with the centre. He was H.V. George (always referred todeferentially as Mr. George by most of the staff), a man who was held in awe bystaff and students and who was a charismatic if somewhat idiosyncratic thinker.
He loved to challenge the established orthodoxies of the day and offeredalternative answers of his own to most of the important questions of the time. H.
V. George had a marked influence on all who worked with him. His strengths
were English grammar and second language learning theory, and he had

2developed his own individual theory of language learning which he expounded in
his lectures and course handouts. (These eventually appeared in a book on error
analysis, which although well regarded when it was first published, soon
disappeared from view since it was written by an “outsider” to the field of second
language learning). H.V.George was also one of the earliest proponents of corpus
analysis, having complied a verb form frequency count while he was on the staffof the Central Institute of English in India. Curiously his ideas on teaching wererather archaic and still embedded in the pattern-practice paradigm of the day, as
seen in his book 101 Substitution Tables, which we were required to use as ateaching resource in some of our classes. I still have pangs of guilt andembarrassment when I recall subjecting English teachers (some of whom werefrom Singapore and Malaysia and of course spoke English fluently) to drillingsessions using Mr. George’s substitution tables. After my year as a junior lecture
following my MA degree I realized I had a lot more I needed to learn about thefield and that to pursue a career in academia I would need to acquire a Ph.D.
Luckily I had graduated with first class honours for my Masters degree and thisgave me a good chance of obtaining a scholarship for overseas study.
In those days the prize destinations for overseas study were Oxford or Cambridgeor similarly prestigious universities in North America. However I decided to try myluck and apply for a Canadian government scholarship, since there seemed to bea number of prominent scholars working in the second language field in Canadianuniversities (people like H.H. Stern and W.E. Lambert for example). And so in1968 I was fortunate to receive a Canadian Commonwealth Scholarship towards
Ph.D study in a Canadian University, and opted to complete my Ph. D at Laval
University, a French-medium university in Quebec. Not long after that I foundmyself busy learning French and attending graduate courses on the campus ofUniversite Laval in the delightful city of Quebec.
One of the reasons I chose Laval was that I wanted to study with a well-known
Canadian applied linguist who taught there– W.F. Mackey – whose book
Language Teaching Analysis, which appeared in 1965, impressed me with its
clear and systematic approach to the analysis of language teaching methods andmaterials. Mackey was director of a centre called the International Centre for
Research on Bilingualism, located at Laval University and set up with funding
from the Ford Foundation. When I arrived at Laval I was given an office in thecentre, which seemed to me to have no clear purpose apart from acquiring
documentation on any and every aspect of bilingualism that could be
documented. Mackey, like H.V. George in New Zealand, was also interested insyllabus design and vocabulary (among his many interests) and in the notion ofidentifying the core vocabulary needed to learn English as a foreign language.
After discussions with Professor Mackey the topic I chose for my doctoral
research was in the area of vocabulary selection, and I eventually completed arather pedestrian doctorate in this area, (teaching part-time in a primary school
and also at Laval University during this period to acquire more classroom
experience). Looking back I am not totally sure why I chose the topic I did for mydoctoral research. It focussed on lexical familiarity – people’s subjective
impressions of word frequency - and my study compared people’s impressions of
the importance of words with their actual frequency in word frequency counts.
(Oddly enough, this issue has recently appeared in the literature again with anarticle devoted to the topic in a recent issue of the journal Applied Linguistics.)
Looking back today on the issue I devoted some two years full time research tobrings to mind the immortal words of the comedian Bette Midler: “Why bother?”But other things that went on during my Laval years were to have a muchstronger impact on my career. Halfway through my degree I noticed that there
was a conference in San Francisco (1971) sponsored by a relatively new3organization called TESOL. My professor suggested I submit a paper proposal (myfirst at an international conference) and that on my way to the conference I stop
off to meet another New Zealander, then teaching at the University of New
Mexico in Albuquerque – Bernard Spolsky. Luckily my paper for the conference
was accepted and on route to San Francisco I stopped off to meet Bernard
Spolsky in Albuquerque. It turned out that he been a teacher at my high school in
New Zealand and had taught both my sister and brother. Small world. Over theyears he became a valued mentor and friend. My paper for the San Francisco
conference picked up issues related to error analysis – a topic that H.V. George
had introduced to me – and the paper I gave “ A non-contrastive approach toerror analysis” got an amazing reception at the conference. I was at the rightplace in the right time and following the reception of my error analysis paper
received numerous invitations to speak at universities in Canada and the US,
forging valued contacts and friendships with many key players in the field of
applied linguistics. The reason my paper went down so well was that there was aminor paradigm shift going on in applied linguistics in the 1960s and 70s as thetheory of contrastive analysis was being overturned in favour or alternative viewsof second language learning, that eventually lead to the field of second language
acquisition. This was a period when the names of people like Steven Krashen,
Evelyn Hatch, Heidi Dulay, Marina Burt, and John Schumann started to become
more and more familiar. I became a small time player in the emerging SLA fieldaround that period, but more importantly, from that time was welcomed warmly
into the emerging community of practice that was laying the foundation for the
newish discipline of TESOL. In the US this consisted of people like Richard Tucker,
H.H. Stern, and James Alatis, and in the UK people like Peter Strevens, Chris
Candlin and S. Pit Corder, as well as younger emerging figures in the field such as
Merrill Swain, Henry Widdowson, H. Douglas Brown and many others, whose
intellectual leadership in the profession as well as friendship has always been an
inspiration to me.
From Canada I needed to get to warmer climes and after completing my Ph.D in1972 took up an invitation from an Indonesia student whom I had met at the
English Language Institute in Wellington, to teach for a year at her university inCentral Java. She was now the head of the English department at a small
University in the town of Salatiga, which was well known locally for its excellent
English program. The university was called Univeristas Kristen Satya Wacana. It
was a Christian University, but the fact that I was an atheist did not seem tobother anybody and it turned out to be one of the most memorable years of mycareer. My appointment was largely as a volunteer, since I would receive roomand board and a salary of $150 US a month. Despite the salary I was happy toaccept the invitation. Central Java is a spectacular place to live, and in my year
there I also visited many other parts of Indonesia, such as Bali and Sumatra.
Apart from teaching English and helping revise the curriculum in the university, I
worked with students in drama productions and tried to learn Indonesian.
On my way to take up my position in Indonesia I stopped off in Singapore tomeet the director of the recently established Regional English Language Centre,(English was later to be dropped from the centre’s name), Tai Yu Lin, who invited
to teach at the centre as the New Zealand Government staff member after
competing my year in Indonesia. The centre had been established in 1968 by anorganization called the South East Asian Ministers of Education Organization, a
consortium of regional ministries that ran a series of centres in different subject
areas around the region. The Singapore Government sponsored the centre in
Singapore as it still does, which focussed on language teacher education, the only
centre in SEAMEO with this specialization. New Zealand was an associate memberof the organization, and in its early days RELC received a lot of support fromforeign governments, so there were staff members at RELC sponsored by the4British, New Zealand, Australian, American as well as Singapore governments. I
have been involved with RELC off an on ever since and now do one teaching stint
a year there in what is one of my favorite cities, teaching post graduate courses
to MA and other students. In the 1970s RELC was one of the few places inSoutheast Asia where full time post-graduate courses in TESOL were taught andso occupied a unique niche in language teaching at the time. Its excellent library,a lively group of colleagues from around the world, and the fact that everybody
who was anyone in applied linguistics passed through the centre made it astimulating environment to work, as it still is.
I enjoyed the opportunities for academic writing that started to come my way
since the favourable reception of my first venture into serious academic
publishing with the publication of my paper on error analysis (which now looks soquaint and dated that I have not included it in this anthology!) and beginning in
the 1970s I often found a ready audience for papers that drew on the courses I
taught at RELC, exploring issues in the teaching of the four skills, grammar,
vocabulary, and other areas. With two visiting colleagues at RELC (John Platt andHeidi Weber) we put together the first edition of the Longman Dictionary ofApplied Linguistics, an attempt to help our students wade through theterminology they encountered in their reading and their courses. Two edited
books I published during this time, Error Analysis, and Focus on the Learner (withJohn Oller Jr) although compiled while I was still a graduate student in Laval,
appeared at this time and were considered landmarks in their day. (Amazingly,
Error Analysis is still in print some 35 years later). Living in the fascinating
multilingual and multicultural context of Singapore also prompted an interest in
the role of English in Singapore and in how English there, as in many otherformer British colonies, was becoming localized with a variety of local English
emerging as a marker of Singapore identity. One of my colleagues at RELC – a
British teacher trainer and wag called Ray Tongue, was compiling a list of local
expressions in Singapore English, which caused a few ripples when it was
published. I was actively involved in much of the discussion those days on whatcame to be known as New Englishes, World English, and English as an
International Language and published a few papers on these topics. I also
participated in an important international conference on the subject at the East
West Centre in Hawaii, which brought together some of the key names in the field
for a week of discussion and debate, people like Sir Randolph Quirk, John Pride,
Braj Kachru and Peter Strevens.
In the papers I started writing at that time I thought it important to try to maketheory (mainly drawing on applied linguistics, sociolinguistics, and second
language acquisition) relevant to teachers in training, and tried to develop a
writing style that teachers in training would find accessible. I think a model I
unconsciously followed was that of my Professor at Laval, Bill Mackey, whose
articles were superb examples of good composition. The articles I wrote during
this period as well as the books that I edited and authored were well received.
Later I assembled a collection of my papers from the 1970s into a book called
The Context of Language Teaching, which received an award from the Modern
Language Association of America in 1985.
Later after completing two terms of appointment at RELC (with a period devoted
to full-time textbook writing between them, that I discuss below) and realizing
the need to work within the context of a traditional university English
department, I took a teaching position for a year at the Chinese University ofHong Kong in 1979, and had the chance to live in a city that has become anotherfavourite destination and also another excellent vantage point from which toobserve the role of English in a different kind of setting from the one in5Singapore. Unlike in Singapore, Hong Kong Chinese people may be fluent inEnglish but they normally use Cantonese among themselves and reserve English
for use when speaking to non-Chinese or for specific work-related settings an
purposes. There is hence not a Hong Kong equivalent of “Singlish”, that variety ofSingapore English widely spoken by Singaporeans of all walks of life.
My stint at Chinese university turned out to be shorter than originally anticipated,
for while I was there I was encouraged to apply for a full professorship at the
University of Hawaii, an invitation that few ambitious academics could resist.
Hawaii was actively trying to build up its TESOL program and a position had
become available following the tragic death of Ruth Crimes, who was killed in aplane crash while on route to the TESOL Convention in Mexico City. I had alreadygotten to know Hawaii and its Department of English as a Second Language,
having spent a summer there taking summer courses immediately after
competing my doctorate. In Hawaii I joined a department which was on its way
to becoming one of the top departments of ESL in the US. Working in thedepartment gave me as colleagues some of the best brains in the field, such as
Richard Schmidt, Richard Day, Michael Long, Craig Chaudron, J.D. Brown, andMartha Pennington, and considerably sharpened and deepened my understandingof the field.
It was there that another University of Hawaii colleague and I (Ted Rodgers)
wrote Approaches and Methods in Language Teaching, which has been widelyused ever since and is often regarded as a classic in the field. The book had
begun as a conference paper I gave in Japan in 1980. This was the time when
new methods such as Silent Way, Total Physical Response, and CounselingLearning were being promoted as breakthroughs in teaching methodology andwere often I felt, being promoted and accepted uncritically. After my experiencestudying French at Laval (which I describe elsewhere in this paper) I had
developed a distaste for bandwagons and fads in methodology and in myconference paper in Japan I tried to bring a little rational thinking into thediscussion. I later sent the paper to Ted Rodgers for comments, who was at thattime teaching in China, and he responded with comments that almost equalled
my original paper in length. We revised the paper as a joint article that was
published in TESOL Quarterly. We later expanded the paper into the book that
became a best seller of its kind and which has been translated into several
languages.
In Hawaii I taught course on methodology, curriculum development and thepracticum, and these lead to a number of publications in these areas. At thesame time during my Hawaii years I became involved as a series editor for two
applied linguistics series published by Cambridge University Press, the Cambridge
Applied Linguistics Series (jointly edited with Michael Long) and the Cambridge
Language Education Series. This role gave me a chance to work with many
distinguished as well as emerging scholars and also the opportunity to mentor
authors through the processes of academic publishing. The two series and also
provided an opportunity for many emerging scholars to find an international
audience for their work.
From Hawaii I moved back to Hong Kong in 1989, tempted both by theopportunity to spend more time in one of the world’s most fascinating cities aswell as by the chance to set up a new academic department and several newdegree courses at the newly established City Polytechnic of Hong Kong (later tobecome City University of Hong Kong). I was appointed department chair andwas able to assemble a team of outstanding teachers and scholars to teach in the
new degree programs, two of which were in the field of teacher education – anundergraduate and a masters degree in teaching English as a second language.

6

By now I had reassessed my understanding of the role and nature of applied
linguistics and added the field of second language teacher education to myresearch interests. I had come to realize that there was a lot more to teacher
education than passing on ideas about language teaching and learning toteachers in training. My research interests expanded to include the fields ofteacher cognition, action research, and teacher development, and during myyears in Hong Kong was able to build up a very strong academic department,
which included people such as Ron Scollon, V.J.Bhatia, Martha Pennington, andJohn Flowerdew, as well as several outstanding young Hong Kong scholars suchas Angel Lin, David Li and Wai King Tsang. I was also able to forge professional
links with some of the leading scholars in the field of second language teacher
education both in Hong Kong and elsewhere (people like David Nunan, Amy Tsui,
Donald Freeman, Kathi Bailey, Rod Ellis, Anne Burns and Karen Johnson) withwhom I have had an active association ever since. My areas of research andpublication from this period increasingly deal with essential issues in language
teacher education and led to a number of books and articles in this area thathave had a good profile in the field, an interest that I still actively pursue, as mymost recent publications attest.
Following an exciting and rewarding seven years in Hong Kong, personal
circumstances required that I re-establish residency in New Zealand and I
reluctantly made the move back to New Zealand. There after a brief stint at the
University of Auckland New Zealand setting up an MA program, other interestsand particularly my textbook projects and the frequent international travel thatbook promotions and lecture tours involved, necessitated a shift from full-timeacademic work to part-time teaching. This I now do in Singapore once or twice ayear at RELC, spending the rest of the year at my bases in New Zealand andAustralia and pursuing others interests in the arts.
Confessions of a language learner
I grew up in a small town of 20,000 people in Gisborne, New Zealand, which intheory should have been a good place to acquire a second language. The region
itself (the east coast of New Zealand’s North island) has a large Maori population– the people who lived there prior to European settlement in the 19th century andwho still form a significant percentage of the population – and there is a great
deal of cultural mix in the region, with a high degree of intermarriage between
the Maori and non-Maori population. (One of my sisters is married to a Maorifrom the region). Linguistically however, despite having Maori neighbours when I
grew up I had little occasion to hear or learn the Maori language. Generations ofneglect by the government as well as a policy of language suppression meantthat by the mid 20th century many Maori had lost most of the use of their native
language and used it only in restricted settings - for culturally specific events.
Fortunately since the time of my childhood a more enlightened language policy
has prevailed. Maori language schools have become well established, and thelanguage now has much more of a public presence, being used by both Maori andnon-Maori to introduce all official functions and events, though individual
bilingualism among many Maori is still relatively low. Sadly I showed no curiosity
about the language a child, typical of the non-Maori population of my time. Maori
was a subject at the high school I attended but as far as I can recall it wasperceived as a course intended only for Maori students, and not taken very
seriously by many of them either. (A fellow pupil at my high school at that time
was Witi Ihimaera, who has gone on to become one of New Zealander’s leading
writers and whose book Whale Rider, set in the Gisborne district, was made into avery successful movie). Some years later while I was a Ph.D student the director
general of education in New Zealand asked me to join a group of inspectors who

7were visiting schools in the region and to observe some of the Maori language
classes. From my observations it struck me that the language was being taught
as if it were Latin.
There were some non-Maori from my town however, some of my own age andsome of a later generation, who showed more interest in learning the language.
One, the son of a local Chinese family, took the Maori language course at the
local high school and has becoming fluent in the language, an asset that currently
serves him well as the Mayor of Gisborne (Meng Foon). Another, the daughter ofa prominent local businessmen, took an early interest in things Maori, became
fluent in the language, went on to complete a Ph.D in aspects of Maori culture
and language and to become a distinguished and much respected scholar of Maoriand of early New Zealand history as well as a pro-vice chancellor of Auckland
University (Dame Anne Salmond,)
Having failed to take the opportunity to learn Maori as a high school student,
what other opportunities were there for language learning? Well, French was onoffer at my high school and I chose it as one of my subjects, one which I dropped
after the first week. I can still remember the first ”lesson” I had in French, from ateacher who set out to make the subject as irrelevant and uninteresting as
possible. He made no attempt to arouse any interest in the language or any
reason to study it, and after two lessons that consisted of attempts to come togrips with aspects of elementary French grammar, I dropped it, reasoning, “Whydo I want to learn French. I will never have the need for it!”. Ironically some 10
years later I was earnestly studying French again in preparation for a Ph.D in a
French-language University in Quebec, and three years after that was actuallyteaching a course in applied linguistics in French!
When I eventually entered university in Wellington, a requirement of theundergraduate arts degree was to complete a reading knowledge in a foreign
language. I perceived this as another hurdle to get over and considered my
options.
Students who had done French at high school would find the requirement a
breeze if they took French reading knowledge. So I thought it would be a safer
option totake Italian reading knowledge, assuming that I would be on more or less anequal footing with other students in the class. On day one of the class however I
found how naïve an assumptions that was. The teacher was an elderly andcharming toothless old gentleman who spent most of his lessons regaling us with
fascinating anecdotes about his youth in Italy. However his “teaching” consistedof handing out Italian texts for translation. Most of the students in the class had
already taken French or Spanish or Latin at high school and found this very easy.
For me, however, the text might as well have been in ancient Greek. Luckily oneof the tutors, a lovely New Zealand lady who had studied in Italy, took pity on me
and offered me free tuition at her home on Saturdays, and that together with thehelp of a patient and supportive student friend, enabled me to pass the course.
(Thank you Hamilton Baxter!)Fast forward and I have been accepted into the Ph.D program at Universite Lavalin Quebec. One of the reasons for choosing this program was that I wasdetermined to learn a foreign language, and studying in Quebec city offered theopportunity to acquire both a Ph.D and a foreign language. Prior to leaving for
Canada in1968 I took a short French course from an inspiring teacher in the
French Department (Madame Norris) at Victoria University in Wellington as wellas private lessons with the wife of one of members of the French diplomaticcourse (in exchange for English lessons for her). When I arrived in Quebec in
1968 I enrolled in a summer course in French at Laval University. French summer

8

courses there were quite an industry. Most were for US and Canadian college
students who had studied French for some time and wanted the opportunity tolive in a French-speaking environment. My needs were rather different, sincealthough most of the graduate course I would be taking would be in English, (Iwas enrolled in the English linguistics program), I needed a good command of
French to survive in my new environment. The six week course on offer for me
was my first introduction to a course offered within the straightjacket of a“method”, In this case the French version of the audiolingual method known as
the audiovisual method.
We were told it was a breakthrough in teaching methodology, based of course, on
the latest scientific research. What it consisted of was mindless and endless drills
and dialogs, no use of English allowed, no taking of notes, and faultlesspronunciation. I think this experience prompted by subsequent interest in “themethod thing” and to my book on approaches and methods. I did eventually
succeed in mastering a reasonable command of French, but this was despite thecourse. At the university I managed to befriend as many French speaking
students as possible (initially mostly from Laos, Vietnam, and French-Africa) until
my French was good enough to enable me to form friendships with local students.
Fast forward again and now I am in central Java, Indonesia, spending a year
there after my Ph.D, and now determined to learn Indonesian. Unfortunately thelanguage most commonly spoken in central Java is Javanese, and not Indonesian,This time I didn’t have the chance to take a course in the language but working
with student tutors I managed to acquire a survival level command of Indonesian,which developed further when I spent seven subsequent years in Singapore andemployed a Malay-speaking housekeeper who helped me maintain a basic
command of the Malay/Indonesian, one which has not left me.
Some 8 years later I took a job in Hong Kong and this time the language I
needed was Cantonese. The university I first worked at (Chinese University)offered a Cantonese course for staff, and I enthusiastically enrolled, but after a
few weeks along with most of the rest of the class, I found that memorizing
useless dialogs and grammar patterns was not likely to take us very far in thelanguage. I left Hong Kong after a year and returned for a much longer stint 7
years later. Still determined to make some headway with Cantonese I worked
with a tutor once week, and realized at the rate I was learning the language, thelevel of fluency I was aiming for would take another 40 years. One problem withlearning Chinese (be it Cantonese or any other variety) is that if you are not at
the same time learning the written language, you have no way of learning
anything from exposure to the written language around you. In Indonesia thewritten language is everywhere and since it is written with the same alphabet as
English, one can begin to absorb words that are visible in print form everywhere– on street signs, on packaging, on advertisements and so on. Using a dictionary
the learner can make good progress working independently on language
acquisition. With Chinese the situation is very different. Since I was only studying
spoken Cantonese and not learning written Chinese at the same, the option oflearning from exposure to the written language was not open to me, so progress
was much slower. Those expatriates I did meet who spoke good Cantonese or
Mandarin had spent a minimum of two years in full time language study,
something I would have loved to do but could not.
Currently the language I most want to learn is Spanish, for a variety of reasons,and have made two aborted attempts to learn it. The first was during a visit to
Mexico a few years ago. I had a three week time slot available and decided tomake my way with my partner to one of the delightful old colonial towns that are
scattered all over Mexico and central and South America. The one we chose was

9Oxaxa, and through the internet I located what looked like a suitable language
school. Yes, the director e-mailed me, we would love to offer you a tailor- madebeginner’s course. We dutifully arrived at the school in an old house in thecolonial quarter. The director, a delightful Mexican-American lady with arepertoire of tasteless jokes that nearly equals my own, insisted that I first take adiagnostic test. No need, I replied. I am an absolute beginner. However this did
not discourage her and she invited some of her teachers to come and observe mydiagnostic interview. I though perhaps it would begin with a few simple questions
about my name, nationality and so on. But no, the first question she asked in
Spanish was “Could you explain to me the situation of the indigenous peoples of
New Zealand?”. (I was able to use my knowledge of French to guess the meaningof the question, but since I had no Spanish available to me to answer thequestion she decided not to proceed further with the test). I was assigned a tutor
for one- to- one lessons, a jovial chap who proceeded in my first lesson to spend
half an hour writing up the conjugations of the future tense in Spanish. I soon
realized that like many similar Spanish schools in the region, this one was a place
where American college students with 6 years of Spanish as well as assorted backpackers, came to hang out, and that the school had no idea whatsoever about
how to teach beginning Spanish.
A few years later I thought I would try again. This time I scheduled a 6 week stopover in Quito, Ecuador during one of my lecture tours. I asked a colleague there
to find me a good Spanish language school, one where I could study 6 hours a
day with 3 different teachers making use of a solid beginner-Spanish course.
Again I made my way to an old house in the colonial quarter and up a flight ofstairs to the director’s office. What did they have in store for me, I wondered?
Well, as the director explained, we use all our own materials here. He pulled out agrubby set of mimeographed booklets, each dealing with one aspect of Spanish
grammar. There was one on nouns, another on verbs, and so on. “But where isthe communication practice”, I asked? I could see there was no oral work in anyof the booklets. “How will I learn to speak?” “Oh” he replied. “None of yourteachers speak English so you will have to speak Spanish to them.” My heartsank again as I saw another disaster in the making. Shopping around for otherschools I found the same back-packer hangouts I had found in Mexico anddecided I would need to shelve my plans to learn Spanish yet again. Fortunately I
did manage to find an excellent private tutor but she was only available for a few
hours a week. However she did manage to get me started in Spanish, a journey I
hope to resume in the future.
From academic to textbook author
During my first few years as a teacher and teacher- educator I soon becameaware of the role that many textbooks and textbook authors have in TESOL.
While I was a doctoral student in the 1970s the first generation of textbooks
based on the new “communicative approach” began to appear, making earlier
books written to the audiolingual or situational language teaching formulae lookvery old fashioned. Looking through the books I became familiar with at thattime, I posed the same questions that many teachers must have arrived at when
new textbooks come across their desk: who are the people who wrote thesebooks, people with names like L.G. Alexander, Robert Lado, Brian Abbs and soon? How did they get chosen? And how did they come to write a textbook? And
what does it take to write a best-selling textbook series?
During my year in Indonesia I taught from one of L.G.Alexander’s books –Practice and Progress - and the bookshops were full of books by him and otherpopular authors of the day. Many of my students also had a bilingual picture
dictionary published by Oxford University Press from their Kuala Lumpur office. It

10was a modest little book, put together by taking a topically-organized word listthat had appeared at the back of another Oxford publication, and repackaging it
as a picture dictionary. This little book proved very popular and was later
expanded and published in an international version by Oxford University Press in
New York. The Oxford Picture Dictionary has been a best seller ever since and has
spawned any number of similar titles from other publishers. One day during myyear at the University in Salatiga, Central Java, a young British representativefrom the Kuala Lumpur Office of Oxford University Press – John Nicholson andnow a long-term close friend -visited the campus to find out what books we wereusing and what kinds of books we needed. I pointed out that the picture
dictionary was very popular though not particularly useful, since many of thewords in it were of very low frequency. I suggested that a picture conversation
book along the same lines would be more useful, and he suggested I write one. I
rose to the challenge (not a very difficult one!) and produced a manuscript a few
weeks later which Oxford published a year later (English Conversation ThroughPictures), which consisted of situational dialogs with pictures and substitution
exercises. (So much for my years of doctoral research!) It was my first venture
into commercial publishing, one which from today’s vantage points look appalling,
but one which sold very well, so well in fact that Oxford asked me what otherideas I had for books. I proposed a few other ideas and they asked me if I would
like to spend some time as a full-time writer after completing my first contract at
RELC in Singapore which I was scheduled to take up after finishing myassignment in Indonesia. So in 1975 I found myself as a full time writer, based in
Singapore.
The products of those early years are best forgotten, though one turned out to bereasonably satisfactory. Oxford needed a three-level course to be used in Thaiteacher training colleges for trainee English teachers, and they linked me up witha Bangkok-based British Council teacher-trainer (Michael Long – but a different
Michael Long from the one who would later be my colleague in Hawaii). We wrote
a course called Breakthrough which was published in 1977, an early attempt at a
communicative course drawing on current ideas of communicative syllabuses andcommunicative language teaching. The course did quite well in Asia at the time,
appearing in both British English and American English editions. Other courses I
wrote for Oxford at this time included a secondary school series for Indonesia,
and later, a similar series for Hong Kong secondary schools.
Two years later I was back full time at RELC trying to balance textbook writing,teaching, and academic writing, a struggle that has been going on ever since.
Around this time the Japan office of Oxford University Press asked me if I would
be able to write a conversation course for the North-Asian market, and the result
was another functionally oriented series Person to Person, co-authored at thetime with an American teacher based in Japan –David Bycina. (Person to Person
has sold over a million copies to date an is now in its third edition.) Following the
success of Person to Person, my co-author and I decided to propose a basic
series to Oxford. Every budding textbook writer dreams of writing a basic series a four skilled multi-level international course - and popular courses at the time
includes such classics as Kernel Lessons, and English 900. However our Oxford
proposal was turned down, since Oxford was committed to another series at thattime.
By this time I was on the faculty of the University of Hawaii and was becoming
well established as an author or series editor for Cambridge University Press. The
New York office of Cambridge was expanding into the ESL/EFL market, andfollowing the success of their British series (The Cambridge English Course),
approached me about the possibility of writing an American ESL series for
Cambridge. This was in 1986, and I invited two of my graduate students who

11were nearing the completion of their MA degrees (Jonathan Hull and Susan
Proctor), to join me on this project, realizing that it would take a hugecommitment of time and energy. So I took leave from my university position for ayear, and we began the process of planning and writing the Cambridge series.
This was no easy task, since neither us nor any of the Cambridge staff or theiradvisors new exactly what they wanted. They knew what they didn’t want, but
not what such a course would look like. Four years later the first level of thecourse we developed appeared, followed later by level 2, and then when all threeauthors had moved to Hong Kong, by level three. (I later added a starter level)
We had no idea what the market reaction would be. The primary market was
expected to be in Asia (Japan, Korea, and Taiwan) and in 1990 we planned the
big Japanese launch which took place at the annual meeting of the Japan
Association of Language Teachers in Tokyo. I did a presentation on the course
and it was widely displayed at the conference. Towards the end of the conference
a representative from another publisher quietly pulled me aside and said to me”“I think you are on to something with your new course – it’s the buzz of theconference among publishers!”.
The course went on to be a world-wide best seller, with two subsequent andextensive revisions and the addition of videos, a teacher training course and ahost of other components. It still maintains a strong presence in the market after
nearly 20 years despite attempts by many other publishers to dislodge it. Part ofits initial success was due to timing. The market needed a fresh new course at
the time and the competition was not strong. But the course also had
characteristics that made it popular with teachers and students in many
countries: a simple and clear unit structure, good design, and practical and wellsequenced activities that teachers reported brought about quick results. It was
intended both for teachers whose mother tongue was English as well as those forwhom English was a foreign language. It was also designed to appeal both toexperienced and inexperienced teachers. The former could use it flexibly,
adapting and supplementing it as they went. The latter could follow the series
fairly closely and pick up basic teaching skills along the way. In my travels
around the world in the last 20 years I have found that after teaching from theseries for a few years, many teachers start their own language school using theseries as the core of their program.
While those unfamiliar with textbook writing sometimes judge such courses aseasy to write, (a comment normally made by people who have never written
textbook-materials) materials-writing is in fact a very complex and tricky process.
The goal is to produce something that looks appealing and is easy to use ,and wewere fortunate to have achieved this result with the Interchange series. However
it took several years to produce, involved extensive field testing and multiple andextensive rewrites before the series was ready for publication.
Since then I have continued to write for two competing publishers, an anomalythat came about by chance, writing courses in the areas of listening and speaking
skills aimed for the North Asian market for Oxford, and general courses for aworld-wide market for Cambridge. And as a textbook author I have been
fortunate to have had a second parallel career to my academic career, one thathas taken me all over the world and enabled me to establish long-lasting
friendships with teachers, course directors, and publishers’ representatives inmany countries. A highlight of this part of my work is always my lecture tours
and workshops, which have enabled me to meet and talk to thousands of English
teachers in more than 20 countries, and whose warm and friendly reception
always makes me forget the discomfort of long plane flights and frequentchanges of location. And of course the financial rewards of successful publishing12

are substantial, enabling me to fund a variety of scholarship programs as well as
to enjoy the good things of life.
The area of curriculum development and materials design is also of interest withinapplied linguistics, and in my role as an academic I have explored issues related
to material’s design in my research. This has included examining the relationshipbetween theory and research in materials design, the role of textbooks in alanguage program, and the relationship between textbook use and teacher
planning and decision-making, topics that I have explored in a number of articles
and in my book Curriculum Development in Language Teaching.
Textbook writing poses particular challenges, particularly when writing classroom
materials for a large international audience of teachers and students. A goodworking-relationship with editors and advisors is essential and the ability to takeon board feedback and criticism. Textbook publishing today is very different fromit was when I first attempted to write materials for publication. Nowadays it is ahugely competitive industry, and textbooks are published to very high standardsof design and production that very expensive to achieve. Today’s learners expectclassroom texts to have the same standards of design as they find in other things
they read, and hence the art budget for such books is very high. Add the cost ofDVDs, test packets and various forms of on-line support and the cost of
producing new books becomes very high. In order to minimize the possibilities offailure, publishers are required to develop new projects carefully, obtaining input
from consultants, teachers and potential users, making sure that the concerns ofteachers and students have been addressed. Authors need to be flexible and be
willing to make substantial revisions to their materials. And today despite mymany years of experience as a textbook author, books that I write still depend on
the skilful guidance of editors and reviewers before they are in a suitable shapefor publication. And even then there is no guarantee that they will be successful.
Life outside of applied linguistics
While my work as an academic and as a textbook author has provided me with afascinating career – one which has enabled me to live and travel to some of themost interesting parts of the world - my professional interests have always been
only one part of my life. Throughout my career I have also pursued longestablished interests in music and the arts that have resulted in my gradually
becoming a serious collector of art, as well as a patron and supporter ofmusicians and artists in my home country, New Zealand. My collecting urges firstemerged when I was a student, with the purchase of a blue and white Chinese
vase of Ching dynasty vintage. It still features prominently in my collection ofChing and Ming dynasty blue and white Chinese porcelain that has now expanded
to cover some 50 pieces. When I lived in Singapore in the 1970s, Indonesian
porcelain dealers would arrive once a month from Jakarta and sell exquisite
pieces from their hotel rooms in Serangoon Road.
A serious interest in textiles began when I was started teaching in Indonesia at
the beginning of my career, since some of the students who studied at theuniversity came from the outer islands of Indonesia and would come to visit meat the university guest house bringing beautiful examples of hand woven Ikat
textiles from Sumba, Flores, Timor and other parts of Indonesia. They sold theseto pay for their school and living expenses. Since then I have continued toacquire textiles from different parts of the world: Mayan textiles from SouthAmerica, beautiful Indonesian Batiks from the early part of the 20th century, and I
have also built up a significant collection of Chinese, Korean and Japanese robes,
items from which have been sometimes borrowed for museum exhibits. Anotherof my interests is art glass, and when I was on a visit to Cairo in 1975, giving a13series of lectures at the American University of Cairo, I came across a vase in an
antique shop by the French glass maker, Rene Lalique. This started an interest in
Lalique’s art glass and I have now acquired some 120 examples of his vases, acollection which continues to grow, which has been exhibited several times andexamples of which can be seen on my website (www.professorjackrichards.com).
Paintings are another thing I collect. The work of contemporary Maori artists frommy home region in New Zealand has also fascinated me, and in my hometown of
Gisborne there is a program in contemporary Maori art at the local polytechnic, aprogram that attracts young Maori as well as non-Maori arts artists from all over
new Zealand. As patron of the program I provide annual scholarships to students
in the program and commission or purchase works by lecturers and graduatesfrom the program for the local museum.
A different side of my interests is in music. My grandfather George Croft, was ahighly regarded builder of Church organs in New Zealand. (The middle initial in
my name stands for Croft). Perhaps my musical interests came from mygrandfather, and music was an important part of my education as a student. In
recent years I have become active as a sponsor of musical performances,musicians and composers. My New Zealand residence where I spend 2 months
every year, is the venue for a series of summer concerts my partner, my sisterand I organize in support of an annual music competition that is held in Gisborne.
We bring in leading performers from both New Zealand and Australia to performin these concerts, and all proceeds are donated to the Gisborne Music
Competition. I also support New Zealand composers of contemporary music andhave commissioned a number of works in recent years, including a piano
concerto, a song cycle, and a series of piano pieces. Currently I have several
other important commissions by New Zealand composers in progress, one for an
opera and another for a piano concerto. I also co-sponsor a composer-inresidence program at Victoria University, Wellington. Needless to say, without thesuccess of my textbooks, none of the sponsorships I am currently involved inwould be possible.
And from now on?
A young graduate student recently asked me what I thought it takes to succeed
as an academic in our field, and in particular she asked me to reflect on my own
career, something that I don’t often have the chance or reason to think about
since I am generally preoccupied with issues of the moment or planning future
activities rather than looking back to the past. However on reflection I believe myown career path started with a passionate interest in my field. It was this interest
that provided the motivation to go further with my studies and to try to learn asmuch as possible about the field of second and foreign language teaching.
Doubtless the human desire for success and recognition also provided the
motivation as well as the energy needed to devote the huge amounts of timeneeded for success as an academic and as a textbook writer. Having achieved
these goals and having been handsomely rewarded in many ways for doing so,
providing support for others who are starting out in their journeys or who are inneed of support along the way seems like a good way to round off the wonderfulexperiences I have enjoyed throughout my career.

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