Print Page   |   Contact Us   |   Sign In   |   Join or Create a Guest Account
AAAL 2018 Election Candidates
Share |

The candidates for office in 2018 are as follows:

Jump to: Second Vice President | Member at Large | FFAL Trustee | Nominating Committee | Book Award Committee | Research Article Award Committee | Dissertation Award Committee

Second Vice President

Patsy Duff, University of British Columbia

Dr. Patricia (Patsy) Duff is Professor of Language and Literacy Education at the University of British Columbia and Distinguished University Scholar, working in the graduate and post-degree certificate programs in Teaching English as a Second Language and Modern Language Education. Patsy’s main scholarly interests are related to language socialization across multilingual settings; qualitative research methods in applied linguistics; issues in the teaching, learning, and use of English, Mandarin, and other international languages in transnational contexts; the integration of second-language learners in schools, universities, and society; multilingualism and work; and sociocultural, sociolinguistic, and sociopolitical aspects of language(s) in education. She has published and lectured widely on these topics. An active member of AAAL since 1991, Patsy has assumed various leadership roles in the Association in addition to presenting regularly at the annual conference. In 2017, she was honored to receive the AAAL Distinguished Scholarship and Service Award.

Member at Large

Christina Higgins, University of Hawai'i at Mānoa

Dr. Christina Higgins is Professor at the University of Hawai‘i at Mānoa in the Department of Second Language Studies. She is a sociolinguist who studies multilingualism in society with a focus on discursive and semiotic practices. Much of her research studies language practices in the post-colonial contexts of Tanzania and Hawaiʻi, where she has examined the expression of different world views in public health communication, linguistic hybridity in everyday conversation and in the media, language learning and identity among transnationals, family language practices, and shifts in the value of languages in their linguistic landscapes. Dr. Higgins’s books include English as a Local Language: Post-Colonial Identities and Multilingual Practices (Multilingual Matters, 2009), Language and HIV/AIDS (with Bonny Norton, Multilingual Matters, 2010), Identity Formation in Globalizing Contexts: Language Learning in the New Millennium (Mouton de Gruyter, 2011), and Guiding Teachers in Linguistically and Culturally Diverse Classrooms: A Highly Embedded Approach (with Eva Ponte, Caslon, 2015). Dr. Higgins is co-director of the Charlene Junko Sato Center for Pidgin, Creole, and Dialect Studies, which works to document, describe, and advocate for better understandings of Hawai‘i Creole (known more commonly as Pidgin) and other historically stigmatized languages. She is also the Graduate Chair in the Department of Second Language Studies. She teaches courses in sociolinguistics, discourse analysis, intercultural communication, linguistic landscapes, and qualitative research methods.

Dr. Higgins has been a member of AAAL since 2001. She has served as a Member of the Nominating Committee (2007-2008), Chair of the Nominating Committee (2008-2009), a Member of the Distinguished Scholarship and Service Award Committee (2015-2016), and Chair of Distinguished Scholarship and Service Award Committee (2016-2017). She has also served as an abstract reviewer for the conference and as a strand organizer for abstracts in Sociolinguistics and Language and Ideology. Dr. Higgins is interested in supporting the Association’s work on social justice and applied linguistics and is eager to facilitate more connections between the work that applied linguists do and real-world implications.

FFAL Trustee

Suresh Canagarajah, The Pennsylvania State University

Suresh Canagarajah is Edwin Erle Sparks Professsor of Applied Linguistics, English, and Asian Studies at Pennsylvania State University. He did his early education and teaching in Sri Lanka. He was the President of AAAL in 2011-2012. His publication Translingual Practice: Global Englishes and Cosmopolitan Relations (Routledge, 2013) won AAAL's best book award in 2016. He is a former editor of the TESOL Quarterly. He has served in several of AAAL's task forces and conference proposal reviewer strands.

Nominating Committee

Members will vote for four of the following candidates:

Carolin Fuchs, City University of Hong Kong

Carolin Fuchs is Assistant Professor in the Department of English at City University of Hong Kong. Carolin’s research interests lie at the intersection of online and technology-mediated language education, with a focus on the areas of virtual exchanges, learner autonomy, and task design. Her work has been published in CALICO, CALL, Language Learning & Technology, ReCALL, and TESOL Quarterly. She currently serves on the editorial teams of the Journal of Virtual Exchange (UNIcollaboration.org) and the Australian Journal of Applied Linguistics, and she also served as editor of the NYS TESOL Journal.

Carolin has been an active member of AAAL and annual conference participant since 2006. She regularly reviews conference proposals and has served twice as Technology Strand Coordinator. Prior to serving as Chair of the AAAL Graduate Student Award (GSA) from 2010-2012, Carolin was on the Reviewer Committee for the GSA. She would be honored to serve on the Nominating Committee, where she could contribute her international experience to the candidate selection process for AAAL leadership roles.

Ryuko Kubota, University of British Columbia, Canada

Ryuko Kubota is a Professor of Language and Literacy Education in the Faculty of 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 explores critical issues and approaches in applied linguistics through a multidisciplinary lens. She is a co-editor of Race, culture, and identities in second language: Exploring critically engaged practice (Routledge 2009), Demystifying career paths after graduate school: A guide for second language professionals in higher education (Information Age Publishing 2012), and the author of two volumes of her previous publications in English translated into Japanese. Her publications also appear in journals, such 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. She currently serves as Executive Officer for Special Programs for the International Association for Language Studies. For AAAL, she has previously served on the Executive Committee as a Member at Large and chaired the Nominating Committee.

Emma Marsden, The University of York, UK

Emma started her career as a French and Spanish teacher and head of Spanish in a secondary school (11-18) in England. She has also taught English in France, Spain, and Chile, teaching the full range of ages and proficiencies. She completed her PhD and a post-doctoral fellowship at the University of Southampton and began at the University of York in 2004 where she helped establish the Centre for Research in Language Learning and Use and an MA programme in applied linguistics in the Department of Education. She was chair of the Education ethics (IRB) committee and is now director of research.

Her research has two main dimensions. Using a range of methods, she has conducted laboratory, classroom, and corpora-based investigations into the processing, development, and teaching of grammar in a second language. She has used this expertise to create pedagogical materials, including a digital game, and to serve on government advisory groups. Her second area of activity focuses on research methodology, particularly on how increased transparency and openness can improve not only our collaborative effort as a field but also the rigour and replicability of our work. Since 2011 she has directed IRIS (iris-database.org), which now holds over 3500 openly accessible research materials and datasets and is supported by over 30 journals. Also related to open science, she is working with colleagues to create a database of Open Accessible Summaries in Language Research (OASIS), with the aim of promoting a sustainable cross-journal initiative to help improve the reach of research in applied linguistics.

Her work has been funded by the British Academy, BAAL, the British Council, the ESRC, EPSRC, SSHRC. She has published in the journals Applied Linguistics, Applied Psycholinguistics, Language Learning, Linguistic Approaches to Bilingualism, Second Language Research, Studies in Second Language Acquisition, and The Modern Language Journal, and is co-author on the 3rd and (forthcoming) 4th editions of the book Second Language Learning Theories.

Service to the field includes her roles as an associate editor of Language Learning, an elected member and secretary of the Committee for Linguistics in Education (an umbrella group for 15 UK language associations), and a member of the executive committee of the British Association for Applied Linguistics.

Nihat Polat, Duquesne University

I received my Ph.D. in Applied Linguistics/FLE from the University of Texas at Austin in 2007. Currently, I work as the Associate Dean for Graduate Studies and Research and Director of Canevin Center for Educational Transformation and Social Justice at Duquesne University. I have three research tracks. The first part includes my work on L2 learning, teaching, and assessment. The second area focuses on teacher education, and the last area concerns the education of immigrant populations and English learners. I have published two books, over 22 peer-reviewed journal articles, and several book chapters, proceedings, and analytic book reviews. My book first book, L2 Learning, Teaching, and Assessment: A Comprehensible Input Perspective, was published in Multilingual Matters in 2016. I also co-authored a book entitled Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today’s Classrooms. My work has appeared in well-known journals such as Applied Linguistics, TESOL Quarterly, Modern Language Journal, Language Learning and Technology, among others. Currently, I am working on an edited volume with Peter MacIntyre and Tammy Gregersen that is under-contract with Routledge.

I have been following scholarly and professional developments both nationally and internationally due to my scholarly endeavors and leadership position as associate dean. Since 2007, I have regularly made presentations around topics in applied linguistics at AAAL, TESOL, ISLS, ACTFL, and AERA. As a regular member, I have made over 10 presentations at AAAL annual conventions. I have served as chair of the Applied Linguistics Intersection at TESOL (2015) and on review panels (e.g., Fulbright National Screening Committee, U.S. Department of Education), while also reviewing book manuscripts for publishing companies (e.g., Routledge, Palgrave) and almost all major journals in the field. Currently, I serve as the consulting editor of the Journal of Educational Research and an editorial board member of TESOL Quarterly.

Matt Prior, Arizona State University

Matthew Prior is Associate Professor of English (Applied Linguistics/Linguistics/TESOL) at Arizona State University, where he teaches applied linguistics, qualitative methods, discourse analysis, sociolinguistics, TESOL, and second language acquisition. His publications on language and emotion, identity, narrative, transcultural belonging, mental health, discursive practices, and research methods have appeared in international journals such as Applied Linguistics, Qualitative Inquiry, Applied Linguistics Review, TEXT & TALK, TESOL Quarterly, the TESOL Encyclopedia of English Language Teaching, and volumes for De Gruyter Mouton, Benjamins, and Routledge. He is author of Emotion and Discourse in L2 Narrative Research (Multilingual Matters, 2016), a finalist for the 2018 AAAL Book Award, and co-editor of Emotion in Multilingual Interaction (Benjamins, 2016). An active member of AAAL since 2004, Matthew has been a regular reviewer of conference proposals, frequent presenter and colloquium organizer, strand coordinator (2013, 2015), member of the Graduate Students award committee (2016), invited speaker for professional development workshops (2012, 2014), and contributor to publishing panels (2005-2010). His ongoing commitment and contributions to AAAL and interdisciplinary scholarship exemplify the diversity in perspective and practice that he would bring to the Nominating Committee.

Dudley Reynolds, Carnegie Mellon Qatar

Dudley Reynolds is Teaching Professor of English and Co-Head of the Arts and Sciences program at Carnegie Mellon University in Qatar where he teaches first-year writing. He served as the 2016-17 President of TESOL International Association. His research addresses the development, assessment, and teaching of second language reading and writing. He is the author of One on One with Second Language Writers: A Guide for Writing Tutors, Teachers, and Consultants (2009) and Assessing Writing, Assessing Learning (2010) as well as numerous articles and book chapters. He was the Lead-PI for a Qatar National Research Fund (QNRF) grant, “Improving Reading Skills in the Middle School Science Classroom,” which investigated the use of translanguaging as part of a Lesson Study professional development program for science and English teachers. More recently, he was also the Co-PI for a second QNRF grant with Donald Freeman: a phenomenographic study titled “Learning4Teaching-Qatar: Examining Qatari teachers’ experiences of professional development in English language teaching.” Over his career he has taught elementary school learners in Egypt, Intensive English students at Indiana University, and MA TESOL candidates at the University of Houston.

Manka Varghese, University of Washington

Manka M. Varghese is an associate professor in Language, Literacy, and Culture at the University of Washington in the College of Education (USA). Her teaching and research expertise mainly lies in understanding and developing language teacher identity and teacher education from a critical and transformative perspective. Her other areas of work are in reframing the understandings and contributions of multilingual students in secondary and postsecondary settings in the United States as well as of these students in international settings. She is passionate and committed to issues of social justice and anti-oppressive education in her work more broadly and hopes to bring this commitment to her work to the AAAL organization. She has been a member of AAAL for 20 years and would like to keep contributing to the the development of the organization.

Paula Winke, Michigan State University

Paula Winke (Ph.D., 2005, Georgetown University) is an Associate Professor in the Second Language Studies Program at Michigan State University.

My research focuses on methods for assessing foreign and second language learners in ways that are practical, useful, and beneficial overall, not just for measuring learning and development, but also for informing pedagogy and increasing student motivation. I use eye tracking in my assessment research to understand whether scores mean what people interpret them to mean. To do this work, I need a firm grounding in cutting-edge second language acquisition (SLA) theory, and this is where my involvement in AAAL comes in. I have been attending and presenting at AAAL since 2001; what I learn at AAAL informs not only my own research, but also how I teach and advise my language-assessment students.

I am the 2012 recipient of TESOL International’s “TESOL Award for Distinguished Research,” and am a 2009 co-recipient of CALICO’s “Outstanding Article Award.” I was a Fulbright Scholar in Budapest, Hungary, in 2008, and from 1998-2000 was an EFL-teacher-trainer with the Peace Corps in China. At Michigan State University I have had a number of administrative and service roles; currently I am the PI and Co-Director of the Michigan State University Language Proficiency Flagship Initiative, a large proficiency assessment project sponsored by the National Security Education Program (NSEP). I have published my research in a variety of SLA and language-assessment journals, and I serve or have served on the editorial boards of Chinese as a Second Language, Language Assessment Quarterly, Language Testing, and the Modern Language Journal. I would be honored to be on the AAAL Nominating Committee. I would draw upon my knowledge of current work being done by researchers in language testing to help AAAL identify measurement-oriented SLA scholars for AAAL open positions.

Book Award Committee

Members will vote for two of the following candidates:

Nancy Bell, Washington State University

Nancy D. Bell is Professor and coordinator of the ESL program in the English Department at Washington State University. Her research interests center mainly on the discourse analytic investigation of conversational humor, language play, and linguistic creativity, especially with respect to second language users. Her work has appeared in such journals as Applied Linguistics, Humor, Journal of Pragmatics, Language Learning, The Modern Language Journal, and Intercultural Pragmatics. She is the author of A Student’s Guide to the MA TESOL, We are not Amused: Failed Humor in Interaction, and, with Anne Pomerantz, Humor in the Classroom: A Guide for Language Teachers and Educational Researchers, as well as editor of Multiple Perspectives on Language Play. She is on the editorial boards of Applied Linguistics and the Euro-American Journal of Applied Linguistics and Languages, and is a consulting editor for Humor: International Journal of Humor Studies. She has attended and presented at nearly every AAAL conference since 2002, has reviewed submissions most years since 2006, and was coordinator of the pragmatics strand in 2013. She was a member of the Graduate Student Travel Award Committee 2006-2007 and chair from 2007 to 2009. In addition, she was part of the AAAL Task Force on Making Conference Materials Available to Non-Attendees in 2014.

Jasone Cenoz, University of the Basque Country, Spain

I am Professor of Research Methods in Education at the University of the Basque Country, UPV/EHU (Spain) and past-president of the “International Association of Multilingualism”. My research focuses on multilingual education, minority languages, bilingualism and multilingualism. I have published in many major applied linguistics journals and some of the books I have published are Towards Multilingual Education (Multilingual Matters, 2009, Spanish Association of Applied Linguistics award), Minority Languages and Multilingual Education (Springer, 2014) and Multilingual Education: Between language learning and translanguaging (CUP, 2015). I serve on journal editorial boards and I was AILA publications coordinator between 2002 and 2011. I have presented my work at conferences and seminars in the US, Canada, Australia, Hong Kong, India, Brunei, New Zealand Singapore and most European countries.

Apart from presenting by work and benefitting from AAAL conferences I have evaluated conference proposals for several conferences. I have also been a member of the AAAL book award committee and the AAAL first book award from 2014 to 2016.

Matt Poehner, Penn State University

Dr. Poehner currently works in the Department of Curriculum and Instruction, College of Education, at the Pennsylvania State University, where he directs the graduate program in Second Language Education and the World Languages Education teacher preparation program. Prior to that, he taught both French and English as a Second Language (ESL) at secondary school and university levels in the U.S. and served as coordinator for research at the Center for Language Acquisition at the Pennsylvania State University. Dr. Poehner’s research proceeds from a theoretical perspective rooted in the sociocultural framework outlined by Russian psychologist L. S. Vygotsky He has focused heavily on applications of Dynamic Assessment as a means of integrating assessment and instruction as a coherent, development-oriented activity. More broadly, Dr. Poehner is increasingly concerned with dialectical approaches to education that challenge such entrenched dualisms as theory and practice, acquisition and use, competence and performance, and assessment and teaching. He has published numerous articles and book chapters, and his work has appeared in journals including TESOL Quarterly, The Modern Language Journal, Language Teaching Research, Journal of Cognitive Education and Psychology, and International Journal of Applied Linguistics. Dr. Poehner is Associate Editor of the journal Language and Sociocultural Theory and is most recently co-editor (with J. P. Lantolf) of the Routledge Handbook of Sociocultural Theory and Second Language Development.

Dr. Poehner was the recipient of the 2008 Pimsleur Award for Outstanding Research in Foreign Language Education from the American Council on the Teaching of Foreign Languages and the Modern Language Association. His monograph on Dynamic Assessment was a finalist for the 2009 Book Prize for Outstanding Book in Applied Linguistics from the British Association for Applied Linguistics, and his co-authored book (with J. P. Lantolf) Sociocultural Theory and the pedagogical imperative received the 2015 Kenneth W. Mildenberger Prize.

Dr. Poehner has been a member of AAAL since 2002. He has reviewed proposals for various strands for the annual meeting of AAAL since 2006. In 2013, Dr. Poehner was a member of the AAAL Graduate Student Award Committee, and in 2014 he served as Chair of that committee. Other service to the field Dr. Poehner has undertaken include membership on the Pimsleur Award Committee for ACTFL and MLA (2011) and acting as a reviewer for a wide range of journals. He has also completed reviews of book manuscripts for Cambridge University Press, Routledge, and Springer Publishing.

Randi Reppen, Northern Arizona University

I am a Professor of Applied Linguistics and TESL at Northern Arizona University. I have been a member of AAAL for over 25 years. Over the years, I have attended the AAAL conference and have also given presentations at the conference. My main research interests are in the area of using corpus linguistic methods to explore language development and variation, especially in written registers and in ESP contexts. I am also keenly interested in using corpus research to inform and develop instructional materials that reflect actual patterns of language use. I have been the Book Review Editor for the journal Corpora since 2006. This role has provided me with experience that is a good fit for serving on the AAAL Book Awards Committee.

Research Article Award Committee

Members will vote for two of the following candidates:

Luiz Antonio Gomes Senna, Universidade do Estado do Rio de Janeiro, Brazil

LUIZ ANTONIO GOMES SENNA (www.senna.pro.br) – Full professor of Applied Linguistics to Literacy and Reading at the Graduate Program of Education and the Department of Applied Studies to Teaching, both at the University of Rio de Janeiro State - UERJ (since 1986). Granted scholar researcher of FAPERJ Foundation and PROCIENCIA / University Program. Leader of Research Group Language, Human Cognition and Educational Processes (Brazilian National Science and Research Council - CNPq - Database Registered). Member of ALFAL (Latin American Association of Philology and Linguistics – Coordinator project “Reading, text production and literacy in contexts of diversity”). Former full professor of Portuguese L1 and Brazilian Literature at the Federal School Brigadeiro Newton Braga (1985-2015). Author of “Literacy – principles and processes” (2007, 2012, 2014), “Lexical complexity and theory of word classes” (3 vols., 2011, 2014), “Literature, cultural expressions and readers formation in basic education” (2015), “The culture of teachers and the senses of School” (2017), and around 230 other papers among chapters, articles and full papers in congresses, most of which available at the electronic library . Recent research works in the area of applied linguistics are associated to following projects: “Initial formation of literacy agents –guidelines for evaluation and selection of text books of Portuguese L1 and text production facing learning difficulties in classes of basic education” and “Cultures in contact in literacy and reading process – costs on written language usage associated to the interference of grammatization process on the identity of modern Portuguese”.

See also:

1 lattes.cnpq.br/8541753054778705
2 orcid.org/0000-0002-1086-8829
3 ResearcherID D-3556-2009

A www.senna.pro.br
alunos.senna.pro.br
biblioteca.senna.pro.br
B www.gplinguagem.com.br
www.mundoalfal.org
C www.proped.pro.br
www.uerj.br

James Lantolf, Pennsylvania State University

James P. Lantolf, the Greer Professor in Language Acquisition and Applied Linguistics in the Department of Applied Linguistics at the Pennsylvania State University. He is Director of the Center for Language Acquisition, and Director of CALPER (Center for Advanced Language Proficiency Education and Research). He was president of the American Association for Applied Linguistics (2005), co-editor of Applied Linguistics (1993-1998), and is founding editor of Language and Sociocultural Theory. His research focuses on sociocultural theory and second language development. He has published over 100 journal articles and book chapters and is co-author of Sociocultural theory and the genesis of second language development (2006), Oxford University Press. His 2014 co-authored book, Sociocultural theory and the pedagogical imperative: Vygotskian praxis and the L2 research/practice divide (Routledge) received the Mildenberger Prize of the Modern Language Association of America for its contribution to the teaching of language and culture. He has published several edited and co-edited volumes, including Vygotskian approaches to second language research (1994), Sociocultural theory and second language learning (2000), and Sociocultural theory and the teaching of second languages (2008). His new co-edited volume The Routledge Handbook of Sociocultural Theory and Second Language Learning will appear in June 2018. In 2016 he was named Changjiang (Yangtze River) Scholar in Applied Linguistics in the School of Foreign Studies at Xi’an JiaoTong University; he also received the Distinguished Scholarship and Service Award of the American Associate for Applied Linguistics. In 2017, the School of Foreign Studies at Xi’an JiaoTong University established the Lantolf Research Center for Second Language Studies.

Junko Mori, University of Wisconsin

Junko Mori is Professor of Japanese language and linguistics in the Department of Asian Languages and Cultures at the University of Wisconsin-Madison. She is also a core faculty member of the university’s interdepartmental Doctoral Program in Second Language Acquisition.

By using conversation analysis (CA), she has investigated the relationship between linguistic structures and organizations of social interaction, classroom discourse, intercultural communication, and workplace interaction. In addition to CA-based work, she has written on current issues concerning U.S. foreign language education, examining the changing global and institutional contexts and learners’ experiences and perspectives conveyed in semi-structured interviews. Her work has appeared in a variety of journals including, Applied Linguistics, Foreign Language Annals, International Review of Applied Linguistics in Language Teaching (IRAL), Journal of Pragmatics, Language Teaching, The Modern Language Journal, and Research on Language and Social Interaction. She is a recipient of the ACTFL/MLJ Paul Pimsleur Award for Research in Foreign Language Education, and a current member of the editorial boards of Applied Linguistics, The Modern Language Journal, and Research on Language and Social Interaction.

As a long-time AAAL member since the mid 1990s, she has regularly presented her work at its annual conferences and served as an abstract reviewer. She has coordinated the Analysis of Discourse and Interaction strand several times, and served on the Nominating Committee, the Distinguished Scholarship and Service Award Committee, and the Executive Committee as ex-officio AAALetter Editor.

Ute Römer, Georgia State University

Ute Römer is an Associate Professor in the Department of Applied Linguistics and ESL at Georgia State University. From 2007 to 2011 she was director of the Applied Corpus Linguistics unit at the University of Michigan English Language Institute where she managed the Michigan Corpus of Academic Spoken English (MICASE) and the Michigan Corpus of Upper-level Student Papers (MICUSP) projects. Her research interests include phraseology, second language acquisition, academic discourse analysis, and the application of corpora in language learning and teaching. She has recently published a co-authored monograph (with Nick Ellis and Matthew O’Donnell) on Usage-based Approaches to Language Acquisition and Processing in the Language Learning Monograph Series. She serves on a range of editorial and advisory boards of professional journals (e.g., Corpora, International Journal of Corpus Linguistics, English Text Construction) and professional organizations (e.g., International Computer Archive of Modern and Medieval English, ICAME; American Association for Corpus Linguistics, AACL). She is also General Editor of the book series Studies in Corpus Linguistics (John Benjamins). Her research has been published in a range of applied, corpus, and cognitive linguistics journals including Language Learning, Modern Language Journal, Annual Review of Applied Linguistics, International Journal of Corpus Linguistics, Corpora, Corpus Linguistics and Linguistic Theory, and Cognitive Linguistics. She has experience serving the association as AAAL conference strand coordinator (Corpus Linguistics strand), reviewer of conference proposals (multiple strands), and member of the AAAL Resolutions Committee.

Dissertation Award Committee

Members will vote for three of the following candidates:

Sarah Benesch, Staten Island College, CUNY

Sarah Benesch is Professor Emerita of English, College of Staten Island (CSI), The City University of New York. For thirty years, she taught linguistics and ESL courses to undergraduate and graduate students. She also coordinated the ESL program in the CSI English department. Her publications are devoted to applying critical theory to English language teaching. Her 2001 book, Critical English for Academic Purposes: Theory, Politics, and Practice proposed a more active role for English language learners in shaping academic life, offering extended examples of critical EAP praxis. More recently she has examined the role of emotions in English language teaching from a critical perspective. Her two books on this topic are: Considering Emotions in Critical English Language Teaching: Theories and Praxis and Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor. In addition she has published numerous book chapters as well as articles in such journals as TESOL Quarterly, English for Specific Purposes Journal, Journal of Language, Identity, and Education, and Journal of English for Academic Purposes.

She would like to serve on the Dissertation Award Committee to support new researchers, especially those exploring unconventional methodologies and topics.

Donald Freeman, University of Michigan

Professor of Education, School of Education, University of Michigan.
My current work focuses on access and equity in professional development in English language teaching, and particularly researching and designing opportunities for teacher learning at scale. I am senior advisor on the ELTeach Project (National Geographic Learning), which provides on-line professional development to ELT public-sector teachers, and author of Educating Second Language Teachers, (Oxford, 2016), and most recently with Tessa Woodward and Kathleen Graves of Teacher Development Over Time (Routledge. 2018) . I have been president of TESOL, a member the International Advisory Council for Cambridge Language Assessments, and immediate past chair of the International Research Foundation for English Language Teaching (TIRF). I am interested in serving on the Dissertation Award Committee to support the work of promising new scholars, and to bring attention to research in teacher learning and teacher education, which areas I believe are critical to the next generation of AAAL.

Bethany Gray, Iowa State University

Bethany Gray is Associate Professor of English at Iowa State University (Ames, IA USA), where she teaches in graduate and undergraduate programs in Applied Linguistics and Technology (PhD), TESL/Applied Linguistics (MA), and Linguistics (BA). Her research uses corpus linguistics methods to investigate register variation in English, with a particular focus on the phraseological and grammatical characteristics of texts, English for Academic Purposes, and L2 writing development. Much of this work has focused on grammatical complexity across academic disciplines, throughout the history of academic writing, and in learner writing. Her work has appeared in journals such as Applied Linguistics, International Journal of Corpus Linguistics, TESOL Quarterly, Journal of English for Academic Purposes, and Corpora, and has been published in book form through Cambridge University Press and John Benjamins. She has been a member of AAAL since 2005, serving as a Program Assistant for the 2006 AAAL conference in Montreal, Canada. She regularly attends and presents at the annual conference, and has served as a proposal reviewer for AAAL since 2015. She enjoys mentoring graduate student research at Iowa State, often collaborating and presenting with her students. She actively serves on graduate Program of Study committees, having been a chair, co-chair, or committee member for more than two dozen graduate committees since 2011 (15 currently active), both at ISU and externally (nationally and internationally).

ZhaoHong Han, Columbia University

Dr. ZhaoHong Han is Professor of Language and Education at Teachers College, Columbia University, where she teaches graduate courses in TESOL, Applied Linguistics, and Foreign Language Instruction and where she also directs the Center for International Foreign Language Teacher Education. Her research interests straddle basic and applied second language acquisition (SLA). Over the past twenty-five years, she has actively contributed to SLA theory and research.

With an intense interest in learnability and teachability and an acute awareness of the importance of longitudinal research, she has pursued inquiries into a host of issues, including, but not limited to, fossilization, cross-linguistic influence, input processing, explicit and implicit knowledge, corrective feedback, input enhancement, and task-based learning, with learners from various L1 backgrounds - Thai, Korean, Chinese, English - learning languages such as English, Norwegian, Korean, and Chinese, using quantitative and qualitative methodology. At Teachers College, Dr. Han has sponsored dissertations on a variety of topics - focus on form in task-based language teaching, learner-generated noticing of L2 input, cross-linguistic influence and “universal” developmental patterns in child SLA, the role of input frequency and distribution, effects of task complexity on written production, the effects of narrow reading on L2 text comprehension and vocabulary acquisition, to name but a few.

Fully cognizant of the complexity of second language development, Dr. Han is an ardent advocate of open-mindedness, deep engagement, creative thinking, and cross-pollination within the field and beyond. Her recent work features systems thinking about L2 inter-learner and intra-learner differential attainment, drawing on insights from physics.

Dr. Han received the International TESOL Heinle & Heinle Distinguished Research Award in 2013, and has been a repeated recipient of the Teachers College, Columbia University Outstanding Teacher Award.

Yasuko Kanno, Boston University

Yasuko Kanno is an Associate Professor of Language Education in the School of Education, Boston University, where she is also Program Director of Language Education. An applied linguist who specializes in immigrant English learners’ access to postsecondary education, she is versed in both qualitative and statistical research methods and teaches Qualitative Research Methods with doctoral students at Boston University. Her research in the past decade has resulted in a number of articles in high-impact journals (e.g., Modern Language Journal, TESOL Quarterly, American Educational Research Journal, Teachers College Record) as well as in the 2015 TESOL Award for Distinguished Research. She also serves as a co-editor of the Journal of Language, Identity, and Education, for which she reads about 120 manuscripts a year. Kanno has chaired more than 10 doctoral dissertations and have served as a reader on several other committees.

Amanda Kibler, University of Virginia

Amanda K. Kibler is an associate professor at the University of Virginia’s Curry School of Education. She holds a Ph.D. in Educational Linguistics from the Stanford Graduate School of Education. Her scholarship focuses on the language and literacy development of multilingual children and adolescents from immigrant backgrounds, and she uses ethnographic, discourse-analytic, and longitudinal qualitative research methods to better investigate issues related to writing and classroom interaction, among others. Her work has been funded by both the Spencer Foundation and the William T. Grant Foundation and has been published in Applied Linguistics, Language Learning, The Modern Language Journal, TESOL Quarterly, Linguistics and Education, and The Journal of Second Language Writing, among other journals. Dr. Kibler currently serves as an Associate Editor for the Journal of Second Language Writing. She has been a member of AAAL since 2009, and as part of the organization, she has served as an abstract reviewer and presented at annual conferences. If elected as a member of the AAAL Dissertation Award Committee, Dr. Kibler would bring expertise developed in prior professional service leadership positions in both TESOL and AERA. She has served as an invited member of the TESOL International Association’s Research Committee (2013-2017) and as the elected newsletter editor (2011-2013), program chair (2013-2015), and chair (2015-2017) of the American Educational Research Association’s Second Language Research Special Interest Group. In those positions, she collaborated with colleagues to develop award criteria, coordinate review processes, and conduct reviews for dissertation awards, mid-career and senior scholar awards, graduate student travel awards, and research grants.

Membership Software Powered by YourMembership  ::  Legal