Julie A. Belz (Ph.D., University of California at Berkeley) is Associate Professor of English/Applied Linguistics and Adjunct Associate Professor of World Languages and Cultures at Indiana University/Purdue University, Director of the TESOL Certificate Program, and Faculty Research Fellow at the Indiana Center for Intercultural Communication. She specializes in Internet-mediated language learning, intercultural communication, second language acquisition, pragmatics, learner corpus research, discourse analysis, learner identity, multilingual writing, and health discourse. Julie is a member of an interdisciplinary team exploring the relationship of health literacy, life stories, and medication adherence among type 2 diabetes patients under a grant from the Lilly Foundation. She is the co-editor of Internet-Mediated Intercultural Foreign Language Education (Heinle & Heinle, 2006) and guest editor of a special issue of Language Learning & Technology on telecollaboration. Julie has published extensively in refereed outlets and serves on the editorial panels of Applied Linguistics and The American Association for University Supervisors and Coordinators of Foreign Language Programs (AAUSC).
Contact information: jbelz@iupui.edu
Rebecca Black is an Assistant Professor at the University of California at Irvine. Her principal research interests include the use of ethnographic and discourse analytic methods to investigate the online literacy and social practices of adolescent English language learners in online spaces. She is the author of one book, Adolescents and Online Fan Fiction (Peter Lang Press), several book chapters, and has published articles in leading journals in the areas of education and literacy research.
Contact information: rwblack@uci.edu
Robert J. Blake is Professor of Spanish at the University of California, Davis and founding Director of the UC Consortium for Language Learning & Teaching. He has published widely in the fields of Spanish linguistics, second language acquisition, and computer-assisted language learning. He was the academic consultant for Nuevos Destinos (Annenberg/CPB Project, WGBH, and McGraw-Hill Companies) and co-author for Tesoros (BeM, McGraw-Hill Companies), a multimedia DVD program for introductory Spanish (http://www.tesoros.es). He is co-author of Al corriente: Curso intermedio de español, 4th Edition (McGraw-Hill Companies) and “Spanish Without Walls,” a distance-learning course offered through the UC Davis Extension and as a hybrid course through the main campus. His book Brave New Digital Classrooms: Technology and Foreign-Language Curriculum will be published by Georgetown University Press in fall, 2008. In May of 2004, Professor Blake was inducted into the North American Academy for the Spanish Language, making him a corresponding member of the Royal Spanish Academy as well.
Contact information: rjblake@ucdavis.edu
Carol A. Chapelle, Professor of TESL/Applied Linguistics at Iowa State University, is a past president of the American Association of Applied Linguistics and former editor of TESOL Quarterly. Several of her books explore issues in technology and applied linguistics: Assessing Language through Computer Technology (Cambridge University Press, 2006, with Dan Douglas), Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing, and Research (Cambridge University Press, 2001), and English Language Learning and Technology: Lectures on Applied Linguistics in the Age of Information and Communication Technology (John Benjamins, 2003). She teaches courses in technology, research methods, second language acquisition, and language assessment in the MA program in TESL/Applied Linguistics and the Ph.D. program in Applied Linguistics & Technology.
Contact information: carolc@iastate.edu
Dan Douglas is currently Professor and Program Coordinator of the TESL/Applied Linguistics program at Iowa State University. He has taught and conducted research since 1968 in Botswana, Hawaii, Scotland, Sudan, Japan, England, and the United States. He is a past President of the International Language Testing Association and is a former Editor of the journal Language Testing and currently serves on its editorial advisory board. His books include Assessing Languages for Specific Purposes (Cambridge, 2000), English Language Testing in U.S. Colleges and Universities, Second Edition (NAFSA, 2003), and Assessing Languages through Computer Technology, with Carol Chapelle (Cambridge, 2006).
Contact information: dandoug@iastate.edu
John Flowerdew is a Professor in the Centre for Language Education Research, School of Education, University of Leeds. As well as writing and editing a number of books, including four edited collections on academic discourse, he has published widely in the leading Applied Linguistics, Language Teaching and Discourse Analysis journals, focusing on academic and political discourse, His most recent edited book (with Vijay Bhatia and Rodney Jones) is Advances in Discourse Studies (Routledge).
Contact information: j.l.flowerdew@education.leeds.ac.uk
Douglas Grimes is a doctoral candidate in Informatics at the University of California, Irvine. His dissertation research focuses on the use of automated writing evaluation software for middle school writing instruction. He has published in a range of journals on that topic and on other uses of technology in K-16 education. He is currently examining ways that automated and human feedback can be combined to promote literacy and learning in multiplayer computer games.
Contact information: http://www.ics.uci.edu/~grimesd/
Volker Hegelheimer is Associate Professor in the Ph.D. Program in Applied Linguistics and Technology and the M.A. Program in Teaching English as a Second Language/Applied Linguistics at Iowa State University. He teaches graduate courses on technology in language teaching, language testing and research. His research interests include applications of the WWW and emerging technologies in language learning and language testing and his publications have appeared in journals such as Language Testing, System, CALICO Journal, Computer Assisted Language Learning, ReCALL, and Language Learning & Technology.
Contact information: volkerh@iastate.edu
John M. Levis is Associate Professor TESL and Applied Linguistics at Iowa State University. His research interests include speech intelligibility, pronunciation teaching and acquisition, and English intonation. His articles have appeared in journals such as TESOL Quarterly, World Englishes, Applied Linguistics, System, ELT Journal, TESOL Journal, IEEE Transactions in Professional Communication, and Language Awareness. He has guest edited a special issue of TESOL Quarterly on changing paradigms in pronunciation teaching and has served on the Editorial Board of TESOL Quarterly.
Contact information: jlevis@iastate.edu
Yongyan Li has previously taught in Mainland China and is currently a researcher based at the city University of Hong Kong where she obtained her Ph.D. in 2006. Her areas of research interest include scholarly literacy, academic discourse, and second language writing. She has published widely on the problems of Chinese novice scientists writing for publication in English. She is a recipient of the Ruth Crymes TESOL Academies Fellowship (2006–2007) and the 2008 recipient of the TESOL Award for Distinguished Research.
Contact information: yongyan@cityu.edu.hk
Numa Markee is Associate Professor and former Director of the Division of English as an International Language at the University of Illinois at Urbana-Champaign. His principal intellectual interests include the use of ethnomethodological conversation analytic techniques to investigate second language acquisition processes in instructed SLA, and the management of curricular innovation. He is the author of two books, Managing Curricular Innovation (Cambridge University Press), and Conversation Analysis (Lawrence Erlbaum), has guest edited special issues of TESOL Quarterly and the Modern Language Journal, and published numerous chapters and articles in leading jounals in the field of applied linguistics. In addition, he has served on the Editorial Boards of TESOL Quarterly and the Modern Language Journal.
Contact information: nppm@uiuc.edu
Jon Stansell is a Ph.D. student in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign and an adjunct faculty member in the Humanities Department at Parkland Community College. He is interested in language acquisition. He uses conversation analysis and essentialist portraiture to discover how one-to-one writing conferences work effectively. His current research investigates how personal writing topics can uncover and develop students' sense of core beliefs and commitments for more significant learning. In applied linguistics, he has participated in extensive research and co-authored two articles as Numa Markee's long-term (7 years) conversation analysis research assistant. He is also interested in music in the L2 classroom.
Contact information: jon.stansell@gmail.com
Steve Thorne is Assistant Professor in the department of Applied Linguistics and Associate Director of the Center for Language Acquisition at the Pennsylvania State University. He also serves as the Advisor for Mediated Learning at the Center for Advanced Language Proficiency Education and Research (a national foreign language resource center). His research focuses on cultural historical activity theory, computer-assisted language learning, new media literacies, second language acquisition, and themes contributing to social theory and critical pedagogy. His research has appeared in numerous edited collections as well as the Handbook of New Literacies, Encyclopedia of Language and Education, and the Modern Language Journal, Language Learning & Technology, Annual Review of Applied Linguistics, CALICO Journal, and Intelligence, among other venues. His book length works include a co-edited volume on Internet-mediated Intercultural Foreign Language Education (Thomson/Heinle, 2006) and the co-authored monograph Sociocultural Theory and the Genesis of Second Language Development (Oxford University Press, 2006).
Contact information: slt13@psu.edu
Mark Warschauer is Professor of Education and Informatics at the University of California, Irvine. Previously, he taught and conducted research at the University of Hawai'i, Charles University in Prague, and Moscow Linguistic University in Russia, and served as director of educational technology on a US aid project supporting language education reform in Egypt. His books include Laptops and Literacy (Teachers College Press, 2006), Technology and Social Inclusion (MIT Press, 2003), and Electronic Literacies (Erlbaum, 1999). His research examines students' language and literacy practices in technology-intensive settings inside and out of school.
Contact information: http://www.gse.uci.edu/markw
Jim Witte is an instructional technology specialist at the University of Illinois at Urbana-Champaign.
Contact information: jwitte@uiuc.edu
