AAAL Nomination Committee | 2014-2015 | Slate and Final Report
Submitted by Naoko Taguchi
2014-2015 Nominating Committee Membership
Patricia Duff, University of British Columbia
Gabrielle Kasper, University of Hawai‘i at Mānoa
Keiko Koda, Carnegie Mellon University
Constant Leung, Kings College London
Naoko Taguchi, Carnegie Mellon University (Chair)
The AAAL Nominating Committee established the slate of candidates for the 2015 election through online interactions that began in September of 2014 and concluded in December 2014. The Committee followed the AAAL standing rules and by-laws to individually nominate potential candidates, and then anonymously rank them. This process was applied to three leadership positions – 1. Second Vice-President, 2. Member at Large, and 3. Trustee of the Future Fund of Applied Linguistics – as well as a slate of eight candidates for Nominating Committee and four candidates for each of the three award committees (Best Book, Best Dissertation, and Best Article). Once ranked lists of candidates were established, top-ranked nominees were contacted in serial order until all positions on the slate were filled. Autobiographical statements and contact information were solicited and are provided below for each of the candidates nominated by this year’s committee.
Final slate of candidates for the 2015 AAAL ballot
Linda Harklau is a Professor in the TESOL and World Language Education Program and in the Linguistics Program at the University of Georgia (USA). Over the past 20 years her research has examined factors affecting second language learning and academic achievement of immigrant youth in high school and college. A recipient of the TESOL Distinguished Research Award, her work has appeared in journals including TESOL Quarterly, Linguistics and Education, Educational Policy, Journal of Literacy Research, Journal of Second Language Writing, Teachers College Record, and Anthropology and Education Quarterly. She has co-edited three books and is well known for her work conceptualizing “Generation 1.5” students in the volume Generation 1.5 meets college composition. She has also researched and published in the area of qualitative research methodologies, particularly longitudinal case study. She contributed to TESOL Quarterly’s first qualitative research guidelines, and was lead editor of the Qualitative Research section of the Encyclopedia of Applied Linguistics (Wiley). She has served on the editorial board of Anthropology and Education Quarterly, TESOL Journal, TESOL Quarterly, and Reading Research Quarterly. She served as Member-at-Large of AAAL from 2004-2007 and Secretary-Treasurer from 2009-2013, and currently serves on the Board of Trustees for the Center for Applied Linguistics.
Language and Literacy Education
University of Georgia
MEMBER AT LARGE
Steven Thorne (Ph.D., UC Berkeley) is Associate Professor of Second Language Acquisition in the Department of World Languages and Literatures at Portland State University (USA), with a secondary appointment in the Department of Applied Linguistics at the University of Groningen (The Netherlands). His research utilizes cultural-historical, usage-based, distributed, and critical approaches to language development, often with a focus on human interactivity in technology-culture contexts. He is currently working on a variety of internationally distributed projects that examine mobile media and place-based learning, technology use within and outside of formal educational settings, Indigenous language maintenance and revitalization, and formative interventions that situate language learning at the heart of university study. In 2014, he was selected to receive the Faculty Research Excellence Award for Assistant and Associate Professors at Portland State University. His research has appeared in many edited collections as well as academic journals such as the Modern Language Journal, Language Learning & Technology, Annual Review of Applied Linguistics, CALICO Journal, Language Teaching, Brain & Cognition, ReCALL Journal, Intelligence, and Learning, Culture and Social Interaction, among other venues. His book length works include a co-edited volume on Internet-mediated Intercultural Foreign Language Education (with J. Belz, 2006) and Sociocultural Theory and the Genesis of Second Language Development (with J. Lantolf, Oxford University Press, 2006). He has previously served on, and chaired, the AAAL Nominating Committee.
Department of World Languages and Literatures
Portland State University
JoAnn (Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County (UMBC), where she co-directed the MA TESOL Program and founded and directed the PhD Program in Language, Literacy and Culture. Prior to that she was Vice President of the Center for Applied Linguistics (CAL). Her research interests include the integration of language and content instruction, language teacher education, professional development of language teachers and other teachers working in linguistically diverse contexts, and curriculum and materials development. In addition to journal articles and book chapters, her publications include: Teaching Young Learners English: From Theory to Practice (co-authored with Joan Kang Shin), Content-based Instruction in Elementary and Secondary School Settings, and Content-based Instruction in Higher Education Settings (both co-edited with Dorit Kaufman), and American Ways: An Introduction to American Culture, 4th ed. (co-authored with Maryanne Datesman & Edward Kearny). She is also co-editor of a number of English language textbook series, including three recent series published by National Geographic Learning/Cengage Learning: Welcome to Our World, Our World, and Explore Our World. She has served as President of AAAL, TESOL, and WATESOL, the Washington, DC, TESOL affiliate. She currently holds a number of advisory positions, including incoming Chair of the CAL Board of Trustees and membership on the Board of the International Book Bank. She was a founding member and former Secretary-Treasurer of The International Research Foundation for English Language Education (TIRF) and has recently rejoined the TIRF Board, where she is co-editing a volume on English language teacher training and professional development, with contributions from TIRF doctoral dissertation grant and research recipients.
Department of Education
University of Maryland, Baltimore County
Guy Cook is Professor of Language in Education at King's College, London. He was formerly head of TESOL at the London University Institute of Education (1991-1998), Professor of Applied Linguistics at the University of Reading (1998-2004), and Professor of English Language at the Open University (2004-2012). He has published extensively on applied linguistics, English-language teaching, stylistics, and discourse analysis. He was co-editor of the journal Applied Linguistics from 2004-2009, and Chair of the British Association for Applied Linguistics (2009-2012). His books include Translation in Language Teaching (2010) (Winner of the International House Ben Warren Prize), Genetically Modified Language (2004), Applied Linguistics (2003), The Discourse of Advertising (2001), and Language Play, Language Learning (2000) (Winner of the MLA Kenneth Mildenberger Prize). His recent research has investigated the role of language in debates about the environment, especially relating to food politics and to animals. He is currently principal investigator on a 3-year project funded by the Leverhulme Trust: 'People', 'Products', 'Pets' and 'Pests': the discursive representation of animals (http://animaldiscourse.wordpress.com)
Department of Education & Professional Studies
Kings College London
Francis M. Hult
Francis M. Hult is an associate professor at the Centre for Languages and Literature, Lund University, Sweden. He holds a Ph.D. in educational linguistics from the University of Pennsylvania and an M.A. in TESOL and French education from New York University.
His work at the crossroads of sociolinguistics, discourse studies, and educational linguistics appears widely in edited volumes and journals such as TESOL Quarterly, Applied Linguistics, International Journal of the Sociology of Language, Language Problems and Language Planning, and Language Policy, among others. He is co-editor of the Handbook of Educational Linguistics (Wiley, 2008; with Spolsky), Directions and Prospects for Educational Linguistics (Springer, 2010), Educational Linguistics in Practice (Multilingual Matters, 2011; with King), and Research Methods in Language Policy and Planning: A Practical Guide (Wiley, forthcoming; with Johnson).
He was the Language Learning Distinguished-Scholar-in-Residence in 2010 and the 2012 recipient of the Early Career Award of Merit given by the University of Pennsylvania Graduate School of Education. Hult is a member of the editorial boards of Language, Culture, and Curriculum; International Journal of the Sociology of Language; Anthropology and Education Quarterly; Current Issues in Language Planning; and the Encyclopedia of Language and Education as well as a member of the advisory board of the Language Policy Research Network (LPREN), Center for Applied Linguistics and an Educational Studies committee member for the Swedish Research Council.
A member of AAAL for over a decade, his contributions include serving as a member of the ad hoc marketing committee for the joint AAAL-ACLA/CAAL conference in 2006, the 2014 AAAL conference strand coordinator for educational linguistics, and currently as chair of the Best Book Award committee. More broadly, Hult is the founder and manager of the Educational Linguistics listserv, which is a forum for discussion, announcements, and current events in language and education. He is also the general editor of the Educational Linguistics book series published by Springer.
Centre for Languages and Literature
Ryuko Kubota is Professor of Language and Literacy Education at the University of British Columbia, where she teaches graduate and undergraduate courses on applied linguistics and teacher education in English as an additional language and modern languages. She has also taught Japanese as a foreign language in the Unites States and Canada for over 20 years. Her research focuses on critical approaches to applied linguistics by drawing various inquiry approaches from cultural studies, multiculturalism, critical race theory, and critical pedagogy. She is a co-editor of Race, culture, and identities in second language: Exploring critically engaged practice (Routledge 2009) and Demystifying career paths after graduate school: A guide for second language professionals in higher education (Information Age Publishing 2012). Her publications also appear in such academic journals as Applied Linguistics, Critical Inquiry in Language Studies, International Journal of Bilingualism and Bilingual Education, Journal of Journal of Second Language Writing, Journal of Multilingual and Multicultural Development, Linguistics and Education, and TESOL Quarterly. She has also (co-)edited special topic issues for academic journals and published many chapters in edited books. Currently, she serves as Past President of the International Association for Language Studies and Convention Program Chair for TESOL 2015. For AAAL, she has previously served on the Executive Committee as Member at Large and chaired the Nominating Committee.
Department of Language & Literacy Education
University of British Columbia
Charlene Polio is a Professor and Associate Chair in the Department of Linguistics & Germanic, Slavic, Asian, & African Languages at Michigan State University. She is also a Co-Director of MSU’s federally funded Title VI Center for Language Education and Research. Her research focuses on research methods in second language writing and the interface between second language writing and second language acquisition research. She is currently co-writing a book (with Debra Friedman) for Routledge on quantitative and qualitative approaches to researching second language writing. She has published in many edited volumes as well as in Studies in Second Language Acquisition, the Modern Language Journal, and the Journal of Second Language Writing and has co-edited two volumes of the Journal of Second Language Writing (with Ling Shi and with Jeff Connor-Linton). She is the past editor of the Annual Review of Applied Linguistics and the current Co-Editor of the Modern Language Journal. In addition, she has served on the editorial boards of TESOL Quarterly and the Journal of Second Language Writing and has reviewed for over 20 journals in the field. With regard to committee service, she has chaired the TESOL Research Interest Section and served on the AAAL nominating committee and ex-officio on the AAAL Executive Committee for five years as newsletter editor.
Department of Linguistics & Germanic, Slavic, Asian, & African Languages
Michigan State University
Fredricka L. Stoller is Professor of English at Northern Arizona University, where she teaches in the MA-TESL and Ph.D. in Applied Linguistics programs. She served as a Fulbright Senior Lecturer in Turkey at Bilkent University (2002-03) and a Fulbright Specialist at the National University of Timor-Leste (May and August 2014). She is co-author of Teaching and Researching Reading (2nd ed., 2011, with W. Grabe, Routledge); co-editor of A Handbook for Language Program Administrators (2nd ed., 2012, with M. A. Christison, Alta English Publishers); and co-author of Write Like a Chemist (2008, with M. Robinson et al., Oxford University Press), the latter supported by a National Science Foundation Course Curriculum and Lab Improvement grant. Her book chapters and journal publications (the latter in Applied Linguistics, English for Specific Purposes, English Teaching Forum, Journal of Chemical Education, Journal of Applied Linguistics, Journal of English for Academic Purposes, TESOL Journal) center on her professional areas of interest including L2 reading, disciplinary writing, content-based instruction, project-based learning, and curriculum design. She has trained ESL/EFL teachers and teacher trainers in 30 countries.
Department of English
Northern Arizona University
Guadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education at Stanford University. Much of her work has focused on the English-Spanish bilingualism of Latinos in the United States and on discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual in immigrant communities. Her books include Bilingualism and testing: A special case of bias (Valdés & Figueroa, Ablex, 1994), Con respeto: Bridging the distance between culturally diverse families and schools (Teachers College Press, 1996), Learning and not Learning English (Teachers College Press, 2001) Expanding Definitions of Giftedness: Young Interpreters of Immigrant Background (Lawrence Erlbaum, 2003), Developing minority language resources: The case of Spanish in California (Valdés, Fishman, Chavez & Perez, Multilingual Matters, 2006) and Latino Children Learning English: Steps in the Journey (Valdés, Capitelli & Alvarez, Teachers College Press, 2010). Valdés has also carried out extensive work on teaching, maintaining and preserving heritage languages among minority populations. Her early publications in this area include edited volumes, journal articles and language textbooks including Español Escrito (now published by Prentice Hall). Valdés is a member of the American Academy of Education, a Fellow of the American Educational Research Association (AERA), and a member of the board of trustees of Educational Testing Service (ETS) and the Center for Applied Linguistics. She serves on the editorial boards of a number of journals including Modern Language Journal, Critical Inquiry in Language Studies, and Research on the Teaching of English.
Graduate School of Education
Hansun Zhang Waring
Hansun Zhang Waring is Associate Professor of Linguistics and Education at Teachers College, Columbia University and the founder of The Language and Social Interaction Working Group (LANSI). As an applied linguist and a conversation analyst, Hansun has primarily been interested in understanding the discourse of teaching and learning in a variety of pedagogical contexts such as graduate seminars, peer tutoring sessions, second language classrooms, and post-observation conferences. In addition to book chapters, her work has appeared in leading applied linguistics journals such as Applied Linguistics, TESOL Quarterly, Language Learning, The Modern Language Journal, and Linguistics and Education as well as leading discourse journals such as Research on Language and Social Interaction, Journal of Pragmatics, Text and Talk, Discourse Processes, and Discourse Studies. She is the co-author (with Jean Wong) of Conversation Analysis and Second Language Pedagogy (Routledge, 2010) and co-editor (with Christine Jacknick and Catherine Box) of Talk in Institutions: A LANSI Volume (Cambridge Scholars Publishing, 2014). Her forthcoming publications include a book entitled Theorizing Pedagogical Interaction: Insights from Conversation Analysis (Competence, Complexity, and Contingency) (Routledge). She is on the editorial board of Classroom Discourse and a member of the AAAL Graduate Student Award Committee.
Program of TESOL and Applied Linguistics
Teachers College, Columbia University
Li Wei is Chair of Applied Linguistics at the University College London (UCL). He was previously Chair of Applied Linguistics at Birkbeck College, University of London and University of Newcastle, UK. He is Fellow of the Academy of Social Sciences, UK and Chair of the University Council of General and Applied Linguistics (UCGAL), UK. His research interests are in the broad areas of bilingualism and multilingualism. Amongst his numerous publications are Translanguaging: Language, Bilingualism and Education (with Ofelia Garcia, 2014, Palgrave), Applied Linguistics (2014, Wiley-Blackwell), The Blackwell Guide to Research Methods in Bilingualism and Multilingualism (with Melissa Moyer, 2008, Blackwell), which won the British Association of Applied Linguistics Book Prize 2009. He is Principal Editor of the International Journal of Bilingualism (Sage; SSCI, INT1) and series editor of Research Methods in Language and Linguistics (Wiley-Blackwell).
Centre for Applied Linguistics
UCL Institute of Education
BEST BOOK AWARD COMMITTEE
Peter De Costa
Peter De Costa is an assistant professor in the Department of Linguistics and Germanic, Slavic, Asian and African Languages at Michigan State University (MSU). He is part of the core faculty within the Second Language Studies (SLS) Ph.D. Program and the MA TESOL Program. He is the founding moderator of the internationally subscribed weekly MSU SLS newsletter. Before joining MSU, Peter taught at the Monterey Institute of International Studies. He holds a Ph.D. in second language acquisition (SLA) from the University of Wisconsin-Madison (2011), where he worked with Jane Zuengler.
Peter’s research examines the role of identity and ideology in language learning in multilingual settings; qualitative research methodology and ethics in applied linguistics; English as a lingua franca; and sociocultural approaches to second language learning research more generally. His work has appeared in International Journal of Applied Linguistics, Language Policy, Language Teaching, System, and TESOL Quarterly. He has an article on re-envisioning language anxiety in press at Language Learning. Other forthcoming publications include the Routledge volume Ethics in Applied Linguistics Research: Language Researcher Narratives (editor) and a special issue of Linguistics and Education on scalar approaches to language learning and teaching (co-edited with Suresh Canagarajah, Winter 2015). Peter is also working on a monograph titled The Power of Identity and Ideology in Language Learning (Springer).
Peter has been a member of AAAL since 2004. Over the years, he has served as an abstract reviewer for several AAAL conference strands: Bilingual, Immersion, Heritage, and Language Minority Education (BIH), Educational Linguistics (EDU), Language, Culture, and Socialization (LCS), Reading, Writing, and Literacy (RWL), Second and Foreign Language Pedagogy (PED), and Sociolinguistics (SOC). He is a member of the editorial board of Language Teaching and serves as a director-at-large in the International Society.
Department of Linguistics & Germanic, Slavic, Asian and African Languages
Michigan State University
Elizabeth (Betsy) Gilliland
Betsy Gilliland is an Assistant Professor in the Department of Second Language Studies at the University of Hawai'i Manoa; she earned a PhD in Education with emphases in SLA and Writing Studies from the University of California, Davis, in 2012. Her primary research interests are in adolescent second language writing, second language teacher learning, and action research. She serves on the editorial board of the Journal of Response to Writing and is co-editor of a forthcoming special issue of Reading in a Foreign Language focused on reading-writing connections. She has presented her work at AAAL, TESOL, CCCC, the Symposium on Second Language Writing, Writing Research Across Borders, and the International Society for Language Studies, and has published in Journal of Second Language Writing and Canadian Modern Language Review as well as chapters in resource books for language teachers. Betsy served as a Peace Corps volunteer in Uzbekistan, teaching English for academic purposes to undergraduate and graduate students in a TEFL program at Bukhara State University. A member of AAAL since 2004, she has recently volunteered as a conference proposal reviewer.
Department of Second Language Studies
University of Hawaii Manoa
Elizabeth (Liz) R. Miller is an Associate Professor of Applied Linguistics in the Department of English at the University of North Carolina at Charlotte. Liz’s research has focused on the social, political, and ideological aspects of language learning and use among adult immigrants in the United States. She adopts a sociocultural approach to understanding language learning processes. Her most recent publications include The Language of Adult Immigrants: Agency in the Making (2014), Multilingual Matters, and a co-edited volume Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches (2014), Multilingual Matters. In addition to a number of book chapters, Liz has published in Applied Linguistics, TESOL Quarterly, The Modern Language Journal, Linguistics and Education, Multilingua, among other journals. She served on the executive board of the International Society for Language Studies for six years and coordinated their Founders’ Emergent Scholars Award for three years. Liz has been a member of AAAL since 1999 and has served as an abstract reviewer for the past twelve years and as a coordinator of abstract reviews for three of those years.
Department of English
University of North Carolina at Charlotte
Steven Talmy is associate professor in the Department of Language & Literacy Education at the University of British Columbia, where he is involved in both graduate education and K-12 teacher education/certification. His research has focused on K-12 English language learning, integrating close analyses of classroom interaction, interview talk, and critical ethnography to examine classroom resistance, linguicism, language ideologies about ESL, and the stigma of ESL as a social identity category.
Department of Language & Literacy Education
University of British Columbia
DISSERTATION AWARD COMMITTEE
Diane D. Belcher is Professor of Applied Linguistics and Chair of the Department of Applied Linguistics and ESL at Georgia State University. Her research interests include advanced academic literacy, language for specific purposes, cultural identity, and qualitative research methodology. She has edited seven books, the two most recent of which are Critical and corpus-based approaches to intercultural rhetoric and New directions in English for specific purposes research. She has also contributed chapters to a number of books and published articles in the Annual Review of Applied Linguistics, the Journal of English for Academic Purposes, System, and other journals. She is former co-editor of the journals English for Specific Purposes and TESOL Quarterly, has guest-edited the Journal of Second Language Writing three times, and has served as co-editor of a teacher reference series for the University of Michigan Press, titled Michigan Series on Teaching Multilingual Writers, since 2001. She has been a speaker at universities in Canada, China, Finland, Germany, Hong Kong, Ireland, Korea, Scotland, and Taiwan, and has received two Fulbright awards to serve as Senior Specialist in Hong Kong.
Department of Applied Linguistics and ESL
Georgia State University
Eric Hauser is associate professor of English at the University of Electro-Communications, a national science and engineering university in Tokyo. He received his doctoral degree in Second Language Acquisition from the University of Hawaiʻi at Mānoa in 2003. He was a visiting colleague of the Department of Second Language Studies at the University of Hawaiʻi at Mānoa from April, 2011 to March, 2012 and has been an affiliate member of that department’s graduate faculty since April, 2012. His research interests are mainly in what has come to be called Conversation Analysis for Second Language Acquisition. This has included research on correction of language form during conversations-for-learning, research on task-based interaction among university students in EFL classes, and longitudinal research on the acquisition of English. He has recently published in Language Learning, Pragmatics and Society, and Human Studies. A secondary research interest is English language pedagogy at the university level in Japan. He has presented this research at such forums as the annual conference of the Japan Association for Language Teaching. Finally, he has been a manuscript reviewer for several journals, including Language Learning, the Journal of Pragmatics, and Applied Linguistics and has recently joined the editorial board of the Australian Review of Applied Linguistics.
University of Electro-Communications
Karen E. Johnson is Kirby Professor in Language Learning and Applied Linguistics in the Department of Applied Linguistics at The Pennsylvania State University. Her research focuses on teacher learning in L2 teacher education, sociocultural perspectives on L2 teacher development, and narrative inquiry as professional development. She is the author of Understanding Communication in Second Language Classrooms (Cambridge, 1995), Understanding Language Teaching: Reasoning in Action (Heinle & Heinle, 1999), Second Language Teacher Education: A Sociocultural Perspective (Routledge, 2009), and co-author of Teachers' Narrative Inquiry as Professional Development (Cambridge 2002) and Research on Second Language Teacher Education: A Sociocultrual Perspective on Professional Development (Routledge, 2011). She has presented papers and given workshops for second language teachers and teacher educators in Brazil, Hong Kong, Japan, New Zealand, Taiwan, Turkey, Singapore, South Africa, and throughout the US. She is an active member of TESOL and served on the editorial board of the TESOL Quarterly from 1997 to 2001. She is currently serving as the associate editor for the Practitioner Research section of the journal Language Teaching Research. In the MA TESL and the Ph.D. in Applied Linguistics degree programs at Penn State, she teaches courses in Teaching English as a Second Language, Communication in Second Language Classrooms, and Theory and Research in Language Teacher Education.
Department of Applied Linguistics
Penn State University
Elvis Wagner is Associate Professor of TESOL at Temple University, where he coordinates the undergraduate and graduate programs in World Languages Education. Elvis’s research focuses primarily on second language assessment, especially the assessment of second language listening ability. He has written and published widely on issues related to foreign and second language teaching methodology, as well as the teaching and testing of second language listening and oral communicative competence. Currently, his primary research focus examines how L2 listeners process and comprehend unscripted, spontaneous spoken language, and how this type of language differs from the scripted spoken texts learners often encounter in the L2 classroom. His research agenda is informed by his broad teaching experience: he has been a college EFL teacher in Poland, a high school ESL and Spanish teacher in the U.S., an adult ESL teacher in the English language program at the United Nations, and a college-level ESL instructor at number of universities. Elvis has served as the Chair of the Nominating Committee for the International Language Testing Association (ILTA), and is currently a Member At Large on the Executive Board of ILTA, and an editorial board member for Language Assessment Quarterly.
Teaching and Learning Department
Temple University College of Education
BEST ARTICLE COMMITTEE
Robret DeKeyser is Professor of Second Language Acquisition at the University of Maryland, College Park. He teaches courses on second language acquisition and research methods at the graduate level and on study abroad and language and society at the undergraduate level. He is originally from Belgium and has a PhD from Stanford University. He was editor of Language Learning from 2005 to 2010, co-editor of John Benjamins’ book series Studies in Bilingualism from 2010 to 2013, and is currently associate editor of Bilingualism: Language and Cognition. He frequently serves as a reviewer for a variety of journals and has published in the AILA Review, Applied Linguistics, Applied Psycholinguistics, Foreign Language Annals, Language Learning, Language Testing, Studies in Second Language Acquisition, The Modern Language Journal, and the TESOL Quarterly, as well as in many edited volumes and handbooks. He published two edited volumes: Grammatical Development in Language Learning (Blackwell, 2005) and Practice in Second Language Learning (Cambridge, 2007). His research interests include a range of topics in the psycholinguistics of SLA as well as instructed second language learning: the roles of implicit and explicit learning, practice and automatization processes, corrective feedback, language learning aptitude, age effects in second language learning, and study abroad.
University of Maryland
Sandra McKay is Professor Emeritus of San Francisco State University. Her main areas of interest are sociolinguistics, English as an International Language, and second language pedagogy. For most of her career she has been involved in second language teacher education, both in the United States and abroad. She has received four Fulbright grants, as well as many academic specialists awards and distinguished lecturer invitations. Her books include Principles and Practices for Teaching English as an International Language (edited with L. Alsagoff, G. Hu & W. Renandya, 2012, Routledge), Sociolinguistics and Language Education (edited with N. Hornberger, 2010, Multlingual Matters), International English in its Sociolinguistic Contexts: Towards a Socially Sensitive Pedagogy (with Wendy Bokhorst-Heng, 2008, Frances Taylor) and Teaching English as an International Language: Rethinking Goals and Approaches (2002, Oxford University Press, Winner of the Ben Warren International Book Award for outstanding teacher education materials). Her articles appeared in such journals as the Annual Review of Applied Linguistics, Harvard Educational Review, English Language Teaching, International Journal of Applied Linguistics, Journal of Second Language Writing, System, TESOL Quarterly and World Englishes. She has published many chapters in edited books and given plenary talks at various international conferences, including the Asian International TEFL Conference in Korea, the Regional English Language Conference in Singapore and the EFL Asian Conference in Turkey. She served as TESOL Quarterly editor from 1994 to 1999 and has served on the editorial advisory board for the Journal of Second Language Writing and the TESOL Quarterly.
San Francisco State University
Silvina Montrul is Professor and Head of the Department of Spanish and Portuguese and Professor in the Department of Linguistics at the University of Illinois at Urbana-Champaign. She is affiliated with the Beckman Institute for Advanced Science and Technology. She is the director of the Second Language Acquisition and Bilingualism Lab, founder and director of the University Language Academy for Children, and former director of the Doctoral Program in Second Language Acquisition and Teacher Education (SLATE). In 2013 she was named University Scholar for her outstanding contributions to research, teaching and service at the University of Illinois. Her research focuses on linguistic and psycholinguistic approaches to second language acquisition and bilingualism, with particular emphasis on heritage speakers and has been funded by the National Science Foundation. She is a member of the advisory board of the National Heritage Language Resource Center (UCLA), CUNY National Resource Center for Integrated Language Communities (CILC) and the National Resource Center for Languages of the Central Asian Region (CeLCAR), Indiana University. She is editor of Second Language Research, former Associate Editor of Linguistic Approaches to Bilingualism, and former editorial board member of the Annual Review of Applied Linguistics. She is author of The Acquisition of Spanish (Benjamins, 2004), Incomplete Acquisition in Bilingualism (Benjamins, 2008), El bilingüismo en el mundo hispanohablante [Bilingualism in the Spanish-speaking world] (2013, Wiley-Blackwell) and Heritage Language Acquisition (forthcoming in 2015, Cambridge University Press). She edited and co-edited 10 volumes (including 5 special issues of journals), and published more than 100 chapters and articles in journals. She often reviews grant proposals for NSF and funding agencies in Canada and Europe. She has also served as consultant for the Spanish language program at the United Nations in New York.
Spanish Italian & Portuguese/Linguistics
University of Illinois at Urbana-Champagne
Matthew T. Prior is Assistant Professor in Applied Linguistics/TESOL in the Department of English at Arizona State University, where he teaches courses in TESOL, applied linguistics, research methods, discourse analysis, and sociolinguistics. His research focuses on socio-psychological dimensions of language learning and use, multilingualism and emotionality, language and identity, narrative and discursive-constructionist approaches, conversation analysis, qualitative inquiry, and professional training and practice. Matthew's experience includes teaching English in a variety of contexts in the US and Japan, which led to his interest in adult learners, immigrants, and transcultural communities. In addition to his professional service and contributions to AAAL, IPrA, ISLS, SLRF, NABE and other conferences, he served as Managing Editor of Language Learning & Technology, Assistant to the Editor of Applied Linguistics, and co-editor of the Selected proceedings of the 2008 Second Language Research Forum: Exploring SLA: Perspectives, positions, and practices, Cascadilla Press. His articles, chapters, and reviews have appeared in Mouton De Gruyter Press, Applied Linguistics, Qualitative Inquiry, TESOL Quarterly, Gender and Language, Journal of Language, Identity, and Education, and Studies in Second Language Acquisition. Matthew’s forthcoming publications include special journal issues on multilingual discourse, and he is currently authoring a book on Emotionality in L2 Autobiographical Research.
Department of English
Arizona State University