Diane D. Belcher, Associate Professor of Applied Linguistics at Georgia State University, coedits the journal English for Specific Purposes as well as a teacher reference series, the Michigan Series on Teaching Multilingual Writers. She has coedited two special issues of the Journal of Second Language Writing and several books, including Reflections on Multiliterate Lives (with Ulla Connor; Multilingual Matters, 2001) and Linking Literacies: Perspectives on L2 Reading-Writing Connections (with Alan Hirvela; University of Michigan Press, 2001).

Contact information: dbelcher1@gsu.edu

Colleen Brice is Assistant Professor of English at Grand Valley State University, where she teaches undergraduate and graduate courses in applied linguistics and TESOL. With Tony Silva and Melinda Reichelt, she compiled the Annotated Bibliography of Scholarship in Writing, 1993–1997. Her work has appeared in International Journal of English Studies, Language, and TESOL Journal; forthcoming work will appear in Second Language Writing Research: Perspectives on the Process of Knowledge Construction (edited by Paul Kei Matsuda and Tony Silva). Her research interests include issues in second language writing, teacher response, teacher education, and writing program administration.

Contact information: bricec@gvsu.edu

Richard Donato is Associate Professor of Foreign Language Education at the University of Pittsburgh, where he directs the graduate programs in foreign language education and TESOL. With coauthors G. Richard Tucker and Janis Antonek, he is the recipient of the Paul Pimsleur Award for Excellence in Foreign Language Teaching Research from the Modern Language Journal and the American Council on the Teaching of Foreign Languages. He also received the Freeman Award from the Northeast Conference on Language Teaching and the French Institute of Washington Award for the outstanding article on foreign language teaching published in the French Review in 2002. Editor of Foreign Language Teaching, Journey of a Lifetime, he developed the book Stories Teachers Tell for the 1998 Northeast Conference on Foreign Language Teaching, which he chaired. His research interests include foreign language learning in the elementary school and classroom language learning from a sociocultural perspective.

Contact information: donato+@pitt.edu

Tony Erben is Assistant Professor of Foreign Language Education/ESOL at the University of South Florida. He has been involved in postsecondary immersion teacher education for the past 15 years. His work centers on uses of technology, the practicum, and mediational tools from a sociocultural theoretical perspective in immersion teacher education settings. He established the world's first preservice teacher education degree program through Japanese immersion in Australia and received the Australian University Teacher of the Year Award in 1998 for his efforts in this area. He has been Secretary of the Australian Association of Language 342 CONTRIBUTORS Immersion Teachers and has published, presented, and given numerous workshops in the North America, Australia, and Asia related to immersion teacher education.

Contact information: terben@tempest.coedu.usf.edu

Sandra Fotos is Professor of English in the School of Economics, Senshu University, Tokyo, Japan. Her research interests include grammar instruction, bilingualism, and computer assisted language learning (CALL). She has published in a variety of journals, is past editor of JALT Journal, the research journal of the Japan Association for Language Teaching, and is a past member of the editorial advisory board of TESOL Quarterly. She is currently on the editorial boards of JALT Journal and The Japan Journal of Multilingualism and Multiculturalism and the editorial board of the ESL and Applied Linguistics Professional Series, published by Erlbaum.

Contact information: sfotos@gol.com

William Grabe is Professor of English at Northern Arizona University where he teaches in the MA-TESL and doctoral program in Applied Linguistics. He is interested in all aspects of reading and writing abilities: L1 and L2, child and adult, and theory and practice. He is also interested in issues pertaining to literacy, written discourse analysis, and applied linguistics more generally. He has recently coauthored Teaching and Researching Reading (with Fredricka Stoller; Longman, 2002). Editor of the Annual Review of Applied Linguistics from 1991 to 2000, he was President of the American Association for Applied Linguistics during 2001–2002.

Contact information: William.Grabe@nau.edu

Jennifer Jenkins is Senior Lecturer in the Department of Education and Professional Studies, King's College, London University, where she directs the masters program in English Language Teaching and Applied Linguistics and teaches sociolinguistics, world Englishes, and phonology/phonetics at undergraduate and postgraduate levels. Her research interests since the late 1980s, beginning with her doctoral work, have been concerned with the implications of the international spread of English, initially from a phonological perspective and more recently in relation to language attitudes. She has contributed numerous articles on this topic to journals and edited collections, and is the author of two books: The Phonology of English as an International Language (Oxford University Press, 2000) and World Englishes (Routledge, 2003).

Contact information: jennifer.jenkins@kcl.ac.uk

Dorit Kaufman is Director of the Professional Education Program at the State University of New York, Stony Brook. Her research interests include native language attrition with a special emphasis on the psycholinguistic and sociolinguistic processes that trigger progressive decline in Hebrew in an English-dominant context; emergent literacy and narrative development in bilingual and attrition contexts; and the impact of interdisciplinary collaboration and constructivist pedagogy on language CONTRIBUTORS 343 teacher candidates' professional growth. Related articles on these topics have appeared in journals and edited volumes. She is coeditor (with Jodi Crandall) of Content-Based Instruction in Higher Education Settings (TESOL, 2002) and the forthcoming Content-Based Instruction in P-12 Education Settings (TESOL). She is the recipient of the 2001 R. Neal Appleby Outstanding Teacher Educator Award in New York State and the 2002 State University of New York President's and Chancellor's Awards for Excellence in Teaching.

Contact information: dkaufman@notes.cc.sunysb.edu

Richard Kern is Associate Professor of French and Director of the French language program at the University of California at Berkeley. Currently he is Director of the UC Education Abroad Study Centers in Lyon and Grenoble, France. His research interests include reading and writing in a foreign language and the use of networked computers to facilitate communicative language use. His most recent book, dealing with the theory and practice of reading and writing in a foreign language is Literacy and Language Teaching (Oxford University Press, 2000). With Mark Warschauer, he coedited Network-Based Language Learning: Concepts and Practice (Cambridge University Press, 2000).

Contact information: kernrg@socrates.berkeley.edu

Michael McCarthy is Emeritus Professor of Applied Linguistics, University of Nottingham, UK, Adjunct Professor of Applied Linguistics, Pennsylvania State University, and Adjunct Professor of Applied Linguistics, University of Limerick, Ireland. He is author of Discourse Analysis for Language Teachers (Cambridge University Press, 1991) Language as Discourse (Longman, 1994; with Ronald Carter), Exploring Spoken English (Cambridge University Press, 1997; with Ronald Carter), Vocabulary: Description, Acquisition and Pedagogy (coedited with Norbert Schmitt, Cambridge University Press, 1997), Spoken Language and Applied Linguistics (Cambridge University Press, 1998), Exploring Grammar in Context (with Ron Carter and Rebecca Hughes, Cambridge University Press, 2000) and Issues in Applied Linguistics (Cambridge University Press, 2001). He is author of more than 50 academic papers. From 1994 to 1998 he was coeditor of Applied Linguistics (Oxford University Press). He is codirector (with Ronald Carter) of the 5-million word CANCODE corpus project.

Mary McGroarty, Editor-in-Chief of ARAL, is a Professor in the Applied Linguistics Program in the English Department at Northern Arizona University and a past President of the American Association for Applied Linguistics (1997B98). 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 344 CONTRIBUTORS language learning and teaching, bilingualism, language policy, and assessment of second language skills.

Contact information: mary.mcgroarty@nau.edu

Hossein Nassaji is Assistant Professor of Applied Linguistics in the Linguistics Department at the University of Victoria, British Columbia, Canada. His teaching and research interests include second language acquisition, communicative focus on form, and L2 written and oral discourse. His work has been published in a variety of journals, including Applied Linguistics, Applied Psycholinguistics, Language Learning, Modern Language Journal, TESOL Quarterly, Canadian Modern Language Review, and Language Teaching Research. With coauthor Gordon Wells, he received the twenty-first annual Kenneth W. Mildenberger Prize of the Modern Language Association of America for their article, “What's the Use of Triadic Dialogue?: An Investigation of Teacher-Student Interaction.”

Contact information: nassaji@uvic.ca

Anne O'Keeffe is Lecturer in Applied Linguistics at Mary Immaculate College (MIC), University of Limerick, Ireland, where she is founder and coordinator of the Inter-Varietal Applied Corpus Studies (IVACS) Research Center. Her research interests centre on spoken corpora, their description and pedagogical applications, and their application in the study of language in the media. She has also been involved in the building of the Limerick Corpus of Irish English (L-CIE) with her colleagues at the University of Limerick. She has recently published a number of papers in edited volumes on corpus linguistics and (with Fiona Farr) in TESOL Quarterly. She has also coedited a forthcoming special issue of Teanga (the Irish Yearbook of Applied Linguistics) on corpora, language varieties, and the language classroom.

Contact information: anne.okeeffe@mic.ul.ie

John Read is Senior Lecturer in the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand, where he teaches courses in language testing and assessment, research methodology, the social context of language learning, and academic writing. His research interests include second language vocabulary assessment and the testing of proficiency in English for academic purposes. He is the author of Assessing Vocabulary (Cambridge, 2000), and his articles have appeared in Language Testing, English for Specific Purposes, the Journal of English for Academic Purposes, and the RELC Journal. In addition, he is currently the coeditor of Language Testing.

Contact information: john.read@vuw.ac.nz

Barbara Seidlhofer is Professor of English Linguistics/Applied Linguistics in the English Department at the University of Vienna. Coeditor of the International Journal of Applied Linguistics and President of the Austrian Association for Applied CONTRIBUTORS 345 Linguistics, VerbAL, she is the 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 is currently working on a book on the conceptualization, description, and pedagogy of English as a lingua franca.

Contact information: barbara.seidlhofer@univie.ac.at

Tony Silva is Associate Professor of ESL at Purdue University, where he directs the ESL Writing Program and teaches undergraduate and graduate courses for ESL students and ESL teachers. With Ilona Leki, he founded and edits the Journal of Second Language Writing; with Paul Kei Matsuda, he founded and hosts the Symposium on Second Language Writing and edited Landmark Essays on ESL Writing and On Second Language Writing (both pubished by Erlbaum, 2001); and with Colleen Brice and Melinda Reichelt, he compiled the Annotated Bibliography of Scholarship in Writing. He currently serves on the editorial boards of Assessing Writing, Journal of Basic Writing, TESL Canada Journal, and Writing Program Administration.

Contact information: tony@purdue.edu

Hazel Simmons-McDonald is Senior Lecturer in Applied Linguistics at the Cave Hill Campus of the University of the West Indies in Barbados. Her research interests include second language acquisition by creole and creole-influenced vernacular speakers as well as the development of literacy by these speakers within the formal context of school. She recently completed a literacy survey of primary school children in the Windward Islands and Barbados and has presented results as technical reports to the sponsoring governments. For several years, she served as the Secretary-Treasurer of the Society for Caribbean Linguistics. At present, she is also Dean of the Faculty of Humanities and Education at Cave Hill and coordinates the university's Cultural Studies Initiative.

Contact information: hsimmac@uwichill.edu.bb

Fredricka L. Stoller is an Associate Professor of English at Northern Arizona University, where she teaches in the MA-TESL and doctoral program Ph.D. in Applied Linguistics. She is coauthor of Teaching and Researching Reading (with William Grabe; Longman, 2002) and coeditor of A Handbook for Language Program Administrators (with Mary Ann Christison; Alta, 1997). She has published numerous articles on content-based instruction and gave a plenary address on the topic at the 2002 international TESOL Convention in Salt Lake City. Coeditor of the 2001 special topics issue of the TESOL Journal (v. 10, n. 2/3) on sustained-content language teaching, she has introduced teachers to different approaches to content- 346 CONTRIBUTORS based instruction and other methodologies in the United States. and abroad, most recently (2002–2003) as a Senior Fulbright Lecturer in Turkey.

Contact information: Fredricka.Stoller@nau.edu

Larry Vandergrift is Associate Professor in the Second Language Institute of the Faculty of Arts at the University of Ottawa, where he teaches courses in French as a second language, English as a second language, and second language acquisition. He has published articles in Language Learning, Canadian Modern Language Review, Modern Language Journal, Foreign Language Annals, and the French Review. His current research interests include second language listening comprehension, listening processes, learning strategies and the role of metacognition and motivation in the self-regulation of language learning. He is also coeditor of the Canadian Modern Language Review.

Contact information: lvdgrift@uottawa.ca

Paige D. Ware earned her doctorate from the University of California at Berkeley in 2003. She has taught EFL in Spain and Germany and college-level writing to second language students. Her research interests include technology and language learning; writing and second language development; multimedia technologies and literacy; and university, school, and community collaborations. She has worked on research projects examining the use of Web-based writing to promote cultural understanding; the multimedia literacy practices of elementary and middleschool children; and teacher research in technology-integrated classrooms. She is currently a Research Assistant Professor at Southern Methodist University in Dallas, Texas.

Contact information: pware@mail.smu.edu

Mark Warschauer is Vice Chair of the Department of Education at the University of California, Irvine, and an Associate Professor of Education and of Information and Computer Science. Previously, he taught and conducted research at the University of Hawai'i, Charles University in Prague, and Moscow Linguistic University, and also served as director of educational technology for a USAID project in support of English language teaching in Egypt. His new books include Electronic Literacies (Erlbaum, 1999), Network-Based Language Teaching (coedited with Richard Kern; Cambridge University Press, 2000), and Technology and Social Inclusion (MIT Press, 2003). His current research examines students' literacy practices using laptop computers in school and home environments.

Contact information: http://www.gse.uci.edu/markw