Angelika Breiteneder is a PhD student with Barbara Seidlhofer and full- time research assistant on the Vienna-Oxford International Corpus of English (VOICE) project. Her research interests include English as a European lingua franca (EELF), with a special emphasis on its lexicogrammatical manifestations, and New Englishes as far as their comparability to EELF is concerned. In her research papers Exploiting Redundancy in English as a European lingua franca: The Case of the ‘Third Person -s’ and The Naturalness of English as a European Lingua Franca: The Case of the ‘Third Person -s’ she assesses the usage of the ‘third person -s’ in EELF talk to illustrate that EELF is an entirely natural language usage, and thus not a “learner language” but a “user language” like any other.
Contact information: angelika.breiteneder@univie.ac.at
Donna M. Brinton is a Lecturer in Applied Linguistics & TESL at the University of California, Los Angeles, and the coordinator of the university's English as a Second Language Courses. Ms. Brinton teaches a variety of graduate level classes, including TESL methods, the TESL practicum, and courses on the teaching of literature and the use of instructional media in second/foreign language teaching. She is the coauthor and coeditor of several professional texts including Content-Based Second Language Instruction (Heinle & Heinle), The Content-Based Classroom (Pearson), Teaching Pronunciation (Cambridge), New Ways in Content-Based Instruction (TESOL), and New Ways in ESP (TESOL). She has also co-authored several commercial English language textbooks and numerous journal and book articles. Ms. Brinton has done short-term international teacher training in Canada, Mexico, Argentina, Brazil, Curaçao, Thailand, Vietnam, Korea, Taiwan, Israel, Syria, Lebanon, Armenia, Uzbekistan, China, Senegal, South Africa, Mozambique, Madagascar, and Mauritius. Her current area of work addresses heritage language education.
Contact information: brinton@humnet.ucla.edu
A. Suresh Canagarajah is Professor of English at Baruch College and the Graduate Center of the City University of New York. He was a student of ESL in Sri Lanka, and later taught English there, before relocating to New York. His research interests span bilingualism, discourse analysis, and academic writing. He teaches undergraduate courses in writing, globalization of English, and postcolonial literature, and graduate level seminars on the teaching of writing. His book Resisting Linguistic Imperialism in English Teaching (Oxford University Press; 1999) won the Mina P. Shaughnessy Award (2000) from the Modern Language Association for the best “research publication in the field of teaching English language, literature, rhetoric, and composition.” His subsequent book Geopolitics of Academic Writing (University of Pittsburgh Press; 2002) won the 2003 Gary Olson Award from the Association of the Teachers of Advanced Composition for the best book in social and rhetorical theory. He edits the TESOL Quarterly.
Contact information: suresh_canagarajah@baruch.cuny.edu
Jeroen Darquennes is a postdoctoral research fellow of the Flemish Fund for Scientific Research (FWO-Vlaanderen) and works at the Research Centre on Multilingualism in Brussels. His main fields of interest are contact linguistics, ecolinguistics, language planning, language revitalization, and German sociolinguistics. He has published on these topics in various books and journals, including Journal of Multicultural and Multilingual Development and Sociolinguistica. His latest work includes a book on language revitalization from a contact linguistic point of view (Sprachrevitalisierung aus kontaktlinguistischer Sicht, St. Augustin: Asgard Verlag, 2005).
Contact information: jeroen.darquennes@kubrussel.ac.be
Alan Davies is Emeritus Professor of Applied Linguistics at the University of Edinburgh. After a degree in English at the University of Oxford and seven years as an English teacher in the United Kingdom and Kenya, he developed the English Proficiency Test Battery for the British Council at the University of Birmingham. He has taught at universities in Nepal and Hong Kong and was for five years Director of the Language Testing Research Centre at the University of Melbourne. He has served as editor of Applied Linguistics and of Language Testing. His publications include the Dictionary of Language Testing (coauthor, Cambridge University Press), An Introduction to Applied Linguistics (Edinburgh University Press, 1999), The Native Speaker: Myth and Reality (Multilingual Matters, 2003), The Handbook of Applied Linguistics (coeditor, Blackwell, 2004) and A Glossary of Applied Linguistics (Edinburgh University Press, 2005). He is currently completing a book on the history of academic English language testing in the United Kingdom.
Contact information: a1davie@staffmail.ed.ac.uk
Catherine Elder is Associate Professor of Applied Linguistics and Director of the Language Testing Research Centre at the University of Melbourne. Over the past decade her major research efforts and output have been in the areas of language testing, language program evaluation, and the teaching of foreign languages in English medium environments. She has a particular interest in issues of fairness and bias in language testing and in the challenges posed by the assessment of language proficiency for specific professional and academic purposes. She is coauthor of the Dictionary of Language Testing (Cambridge University Press, 1999), coeditor of Experimenting with Uncertainty: Essays in Honour of Alan Davies (Cambridge, 2001) and of the Handbook of Applied Linguistics (Blackwell, 2004). She is currently Chair of the TOEFL Committee of Examiners and serves on the Editorial Boards of Language Testing, Language Assessment Quarterly and the Australian Review of Applied Linguistics.
Contact information: caelder@unimelb.edu.au
Juan C. Godenzzi is Associate Professor of Hispanic Linguistics at the Université de Montreal. Formerly responsible for the Indigenous Education Program in the Peruvian Ministry of Education, he has published extensively on Spanish variation, Andean sociolinguistics, and Quechua and Aymara in contact with Spanish. Presently, his research examines the Spanish spoken in Lima, focusing on migration, identity, and language change. His articles have appeared in various journals such as Lexis, Signo y Seña, and Revista Internacional de Lingüística Iberoamericana. Among his books are El Quechua en Debate: Ideología, Normalización y Enseñanza; Tradición Oral Andina y Amazónica: Métodos de Análisis e Interpretación de Textos; Educación e Interculturalidad en los Andes y la Amazonia. His latest book is En las Redes del Lenguaje: Cognición, Discurso y Sociedad en los Andes (Universidad del Pacífico, 2005).
Contact information: juan.carlos.godenzzi@umontreal.ca
Nancy H. Hornberger is Professor of Education at the University of Pennsylvania, Philadelphia. She investigates multilingual language and education policy and practice, combining methods and perspectives from anthropology, linguistics, sociolinguistics, and policy studies. Her special focus is comparative work on indigenous and immigrant heritage language education, grounded in her in-depth and long-term experience in Andean South America and in urban Philadelphia. Three-time Fulbright Senior Specialist Awardee, she has also served as consultant under the U.S. Department of State, UNICEF, and the United Nations Development Program and has taught, lectured, and advised on multilingualism and education throughout the world. Author/editor of a dozen books and over 100 articles and chapters, recent volumes include Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings (Multilingual Matters, 2003), and Heritage/Community Language Education: US and Australian Perspectives (Multilingual Matters, 2005).
Contact information: nancyh@gse.penn.edu
Lía D. Kamhi-Stein is a Professor in the Charter College of Education at California State University, Los Angeles, where she teaches in the TESOL MA Program. Her research interests include academic literacy, the integration of computer-mediated communication tools in TESOL teacher preparation, and nonnative English-speaking professionals. She is a past California TESOL President and serves on the TESOL Board of Directors (2004–2007). She is a recipient of the 2003–2004 Outstanding Professor Award at California State University, Los Angeles. She is editor of Learning and Teaching from Experience: Perspectives on Nonnative English-speaking Professionals (University of Michigan Press) and coeditor (with Marguerite Ann Snow) of Designing a New Language Course for Adults (TESOL). She has published articles in TESOL Quarterly, TEXT, TESOL Journal, The Journal of Adult and Adolescent Literacy, Lectura y Vida, and other professional journals.
Contact information: lkamhis@calstatela.edu
Kendall A. King is Associate Professor in the Linguistics Department at Georgetown University, Washington, DC. Her work addresses ideological, interactional, and policy perspectives on second language learning and bilingualism. She has conducted extensive research on language policy, education, and language use in the Andes, and is the author of Language Revitalization Processes and Prospects: Quichua in the Ecuadorian Andes (Multilingual Matters, 2000) which reports on one of the earlier large-scale studies of this topic and examines the cultural, linguistic, and social processes accompanying language loss and language revitalization. Other recent related publications have appeared in the Journal of Sociolinguistics, International Journal of the Sociology of Language, Journal of Language, Identity, and Education, andJournal of Child Language.
Contact information: akk25@georgetown.edu
David C. S. Li is an associate professor at the Department of English and Communication, City University of Hong Kong. He obtained his BA (English) in Hong Kong, MA (Linguistics and Applied Linguistics) in France, and PhD (Linguistics) in Germany. He has published widely in three main areas: Hong Kong English and World Englishes, Cantonese-English code-switching, and Hong Kong Chinese EFL learners' learning difficulties and correction strategies. He is currently working on two government-funded research projects: one compares the motivations for Chinese-English code-switching in Hong Kong and Taiwan; the other investigates Chinese Hongkongers' perceptions of Hong Kong English and their preferred norms and models of English. More information appears on his web site: http://personal.cityu.edu.hk/~endavidl/.
Contact information: endavidl@cityu.edu.hk
Mary McGroarty, Editor-in-Chief of ARAL, is Professor of English/ Applied Linguistics Program in the English Department at Northern Arizona University, where she received the 2006 Teaching Scholar Award, and a past President of the American Association for Applied Linguistics (1997–1998). A Woodrow Wilson Fellow, she has also received Fulbright and Mellon awards. Her articles have appeared in Applied Linguistics, Canadian Modern Language Review, Language Learning, TESOL Quarterly, and several anthologies. She has served on the editorial boards of Applied Linguistics, ARAL, Journal of Language, Identity, and Education, Second Language Instruction and Acquisition Abstracts, and TESOL Quarterly. Her research interests include theoretical and pedagogical aspects of language learning and teaching, bilingualism, language policy, and assessment of second language skills.
Contact information: mary.mcgroarty@nau.edu
Jelena Mihaljević Djigunović is a Professor at Zagreb University, Croatia, where she teaches courses in second language acquisition (SLA) and TEFL in the undergraduate and graduate teacher education programs. Her special research interests lie in the area of individual differences (particularly age, attitudes and motivation, language anxiety, and learning strategies) and their role in SLA and FLL. She has been involved in a number of national and international projects focusing on early foreign language learning, affective learner factors, initial language teacher education and foreign language education policy. Among her main publications are two books (on attitudes and motivation, and on language anxiety) published in Croatian and she has also published in English. Currently she is involved in research on language anxiety and language processing.
Contact information: jmihalje@ffzg.hr
Peter Nelde is Professor and Chair of German and general linguistics at the Katholieke Universiteit, Brussel, Belgium, and visiting professor at the Universities of Nijmegen, the Netherlands, and Vienna, Austria. In 1977, he founded the Research Centre on Multilingualism and has been its director ever since. His main research areas are multilingualism, contact linguistics, language policy, and language planning. He is a member of the editorial board of several linguistic journals such as Multilingua and the Journal of Multilingual and Multicultural Development. He also is one of the editors of Sociolinguistica. International Yearbook of Sociolinguistics (Niemeyer) and the editor in chief of Contact Linguistics. An International Handbook of Contemporary Research (de Gruyter, Vol. 1, 1996 & Vol. 2, 1997).
Contact information: peter.nelde@kubrussel.ac.be
Marianne Nikolov (DSc) is Professor of English Applied Linguistics at University of Pécs, Hungary, where she teaches in the undergraduate and graduate programs of TEFL and Applied Linguistics. She has coordinated a number of large scale national and international projects, has taught abroad in the United Kingdom and United States, and has received a Fulbright award. She has published on early start programs, language testing, classroom research, language policy, and teacher education both in English and Hungarian. Her articles have been published in edited volumes and International Review of Applied Linguistics, Language Learning, Language Teaching Research, Magyar Pedagógia, Modern Nyelvoktatás, NovELTy, andSystem.
Contact information: nikolov@nostromo.pte.hu
Aneta Pavlenko is Associate Professor at the College of Education, Temple University, Philadelphia, Pennsylvania. Her research focuses on sociolinguistics and psycholinguistics of bilingualism, and on identity construction and negotiation in multilingual contexts. Her work has appeared in Applied Linguistics, Bilingualism: Language and Cognition, International Journal of Bilingualism, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, Language Learning, Multilingua, Pragmatics and Cognition, and TESOL Quarterly. She is the author of Emotions and Multilingualism (Cambridge University Press, 2005), editor of Bilingual Minds (Multilingual Matters, 2006), and coeditor of Multilingualism, Second Language Learning, and Gender (with A. Blackledge, I. Piller, & M. Teutsch Dwyer; Mouton De Gruyter, 2001), Gender and English Language Learners (with B. Norton; TESOL, 2004) and Negotiation of Identities in Multilingual Contexts (with A. Blackledge; Multilingual Matters, 2004).
Contact information: apavlenk@temple.edu
Lucy Pickering is Assistant Professor in the Applied Linguistics and English as a Second Language Department at Georgia State University in Atlanta. Previously she taught in the Applied Linguistics programs at the University of Alabama and Georgetown University. Her work explores the pedagogical applications of speech analysis to English as a second language pedagogy, the ways in which learners develop competence in relation to prosody and how this can affect the cooperative achievement of comprehensibility between discourse participants. She is on the editorial advisory board of TESOL Quarterly and her work has been published in TESOL Quarterly, English for Specific Purposes, World Englishes, System, Journal of Pidgin & Creole Languages andELT Journal.
Contact information: esllup@langate.gsu.edu
Marie-Luise Pitzl is a PhD student with Barbara Seidlhofer and full time research assistant on the VOICE project. Her research interests include English as a lingua franca (ELF) and miscommunication phenomena in ELF talk in particular. In her research papers “I Know What You Mean—”Miscommunication” in English as a Lingua Franca: The Case of Business Meetings and Non-Understanding in English as a Lingua Franca: Examples from a Business Context, she focuses on the interactional management of “miscommunication” among speakers of ELF in business meetings and analyzes various instances of “negotiation of meaning” as well as local, global and intentional misunderstandings.
Contact information: marie-luise.pitzl@univie.ac.at
Barbara Seidlhofer is Professor of English and Applied Linguistics in the English Department at the University of Vienna. Editor of the International Journal of Applied Linguistics (Blackwell) and President of the Austrian Association for Applied Linguistics, verbAL, she is Director of VOICE, the Vienna-Oxford International Corpus of English. Her publications include Pronunciation (with Christiane Dalton; Oxford University Press, 1994), Approaches to Summarization: Discourse Analysis and Language Education (Narr 1995), Principle and Practice in Applied Linguistics (coedited with Guy Cook, Oxford University Press, 1995), Language Policy and Language Education in Emerging Nations (coedited with Robert de Beaugrande and Meta Grosman, Ablex, 1998), and Controversies in Applied Linguistics (Oxford University Press, 2003). She has published a number of articles on ELF and her book Understanding English as a lingua franca is soon to be published by Oxford University Press.
Contact information: barbara.seidlhofer@univie.ac.at
Marguerite Ann Snow is Professor in the Charter College of Education at California State University, Los Angeles where she teaches in the TESOL master's degree program. She is coauthor of Content-based Second Language Instruction (1989; 2003), and coeditor of The Multicultural Classroom: Readings for Content-Area Teachers (1992) and The Content-Based Classroom: Perspectives on Integrating Language and Content (1997). She is also editor of Implementing the ESL Standards for Pre-12–Students in Teacher Education (2000) and coeditor of Academic Success: Strategies for K–12 Mainstream Teachers (2005). She had a Fulbright fellowship in Hong Kong. In addition to working closely with ESL and mainstream public school teachers in the United States, she has trained EFL teachers world-wide. Her main interests are in the theory and practice of content-based instruction and English for Academic Purposes, and, more recently, in standards for English teaching.
Contact information: asnow@calstatela.edu
Yasir Suleiman is Fellow of the Royal Society of Edinburgh, Professor of Arabic and Middle Eastern Studies at University of Edinburgh, Director of the Edinburgh Institute for the Study of the Arab World and Islam, and Head-elect of the School of Languages, Literatures and Cultures. His research has been supported by the Leverhulme Trust. Since 2003, he has served as Team Leader for Arabic Language Reforms in Qatar. His research interests include Arabic sociolinguistics, Arabic grammatical theory and linguistics, translation studies, Arab intellectual history, nationalism, and cultural politics, teaching Arabic as a foreign language, and Arabic literature. His articles and reviews have appeared in several journals to these fields. Among his most recent publications are The Arabic Language and National Identity: A Study in Ideology (Georgetown University Press, 2003) and A War of Words: Language and Conflict in the Middle East (Cambridge University Press, 2004).
Contact information: Y.Suleiman@ed.ac.uk
Sue Wright is Professor of Language and Politics at the Centre for European and International Studies Research at the University of Portsmouth, United Kingdom. She has published extensively on language policy and planning. Her most recent monographs are Community and Communication: The Role of Language in Nation Building and European Integration (Multilingual Matters, 2000) and Language Policy and Language Planning: From Nationalism to Globalisation (Palgrave, 2004). She works in this area for both UNESCO and the Council of Europe.
Contact information: sue.wright@port.ac.uk
