Jeffrey Bale is an assistant professor of second language education at Michigan State University. He coordinates the world languages teacher preparation program in the Department of Teacher Education and is an affiliate of MSU's Literacy Achievement Research Center. He received his doctorate from Arizona State University, specializing in language education policy analysis. His academic work builds on nearly 10 years as a classroom teacher of English as a second language and German. His research interests include sociohistorical and comparative perspectives on language education policy. Recent publications can be found in Language Policy and the International Multilingual Research Journal.
Melissa A. Bowles is an assistant professor of Spanish and second language acquisition at the University of Illinois at Urbana-Champaign. Her research focuses on instructed (classroom) second language acquisition and introspective methods of data collection in SLA. Her forthcoming book, The Think-Aloud Controversy in Language Acquisition Research (Routledge) presents an in-depth analysis of verbal reports as they have been used in language research.
Patricia A. Duff is a professor of language and literacy education at the University of British Columbia and the director of the Centre for Research in Chinese Language and Literacy Education. Her research, teaching, and publications, including three books, deal primarily with language socialization across bilingual and multilingual settings; qualitative research methods and generalizability in applied linguistics (especially case study and ethnography); issues in the teaching and learning of English, Mandarin, and other international languages; the integration of second language learners in high schools, universities, and society; multilingualism and work; and sociocultural, sociolinguistic, and sociopolitical aspects of language(s) in education.
Paola E. Dussias is an associate professor of Spanish, linguistics, and psychology at the Pennsylvania State University. Her research takes a cross-disciplinary approach to bilingual sentence processing. Using a variety of behavioral methods, ranging from off-line questionnaires to eye-tracking methods during reading and spoken language comprehension, she examines the way that second language readers and listeners negotiate the presence of two languages in a single mind. Her work has appeared in journals such as Bilingualism, Language and Cognition, The International Journal of Bilingualism, Studies in Second Language Acquisition, and Second Language Research, as well as in a number of edited volumes.
Debra A. Friedman is an assistant professor in the Department of Linguistics and Germanic, Slavic, Asian, and African Languages at Michigan State University, where she teaches courses in second language pedagogy, language socialization, and qualitative research methods. She specializes in the application of discourse analysis and language socialization approaches to the study of language classroom interaction, with a focus on the sociocultural, political, and ideological aspects of second language education and language education policy.
Agnes Weiyun He is an associate professor of applied linguistics and Asian studies at Stony Brook University. She is the author of Reconstructing Institutions: Language Use in Academic Counseling Encounters (Greenwood, 1998), co-editor of Talking and Testing: Discourse Approaches to the Assessment of Oral Proficiency (John Benjamins, 1998) and the primary editor of Chinese as a Heritage Language: Fostering Rooted World Citizenry (University of Hawaii Press, 2008). Her work has been funded by the Spencer Foundation, the National Academy of Education, and the U.S. Department of Education.
Kimi Kondo-Brown is an associate professor in the Department of East Asian Languages and Literatures at the University of Hawaii at Manoa. She is also the interim associate dean of the College of Languages, Linguistics, and Literature. Her research focuses on language education, pedagogy, and assessment. In addition to numerous book chapters and articles in journals such as Modern Language Journal, Language Learning, Language Testing, and Foreign Language Annals, she recently published three edited books including Teaching Chinese, Japanese, and Korean Heritage Language Students: Curriculum Needs, Materials, and Assessment (with J. D. Brown, LEA/Taylor & Francis, 2008).
Juana M. Liceras is a professor in the Department of Modern Languages and the Department of Linguistics at the University of Ottawa and the director of the Language Acquisition Research Laboratory (http://aix1.uottawa.ca/~$lalab/). She is a member of the editorial boards of several periodicals, among them Second Language Research, Revista Española de Lingüística Aplicada, and Lengua y Migración. Her research interests and publications deal with the relationship between linguistic theory and language acquisition, and language acquisition and diachronic change, as well as comparative grammar, bilingualism, and language contact.
Silvina Montrul is an associate professor of Spanish, linguistics, and second language acquisition at the University of Illinois at Urbana-Champaign. She is author of The Acquisition of Spanish (Benjamins, 2004) and Incomplete Acquisition in Bilingualism (Benjamins, 2008), as well as numerous articles in journals such as Bilingualism: Language and Cognition, The International Journal of Bilingualism, Language Learning, The Heritage Language Journal, Studies in Second Language Acquisition, Language Acquisition, and Second Language Research. Her research focuses on linguistic and psycholinguistic approaches to adult second language acquisition and bilingualism, in particular syntax, semantics, and morphology. She also has expertise in language loss and retention in minority language-speaking bilinguals.
Frederick L. Oswald is an associate professor of industrial and organizational psychology at Rice University. His research takes place in educational, organizational, and military settings, and deals with measuring, modeling, and predicting performance outcomes with psychological measures (personality, motivation, knowledge, experience, and ability). His methodological work in meta-analysis, multilevel modeling, and structural equation modeling serves this end. He publishes and serves on the editorial boards for several major organization research journals including Journal of Applied Psychology, International Journal of Selection and Assessment, Journal of Management, and Organizational Research Methods.
Luke Plonsky is a Ph.D. student in second language studies at Michigan State University, where he teaches Spanish, ESL, and introductory courses on second language acquisition and pedagogy. His research has employed meta-analysis and corpus techniques to investigate topics such as L2 strategy instruction and acquisition of tense and aspect in Spanish. Recent and forthcoming publications appear in Studies in Second Language Acquisition, Foreign Language Annals, and Applied Language Learning. He is currently editing (with Maren Schierloh) the conference proceedings of the 2009 Second Language Research Forum.
Celia Roberts is a professor of applied linguistics at King's College, London. She is a co-author of several books in the areas of intercultural communication and second language socialization (Language and Discrimination, Longman, 1992; Achieving Understanding, Longman, 1996); the field of urban discourse (Talk, Work, and Institutional Order, Mouton, 1999); and the field of language and cultural learning (Language Learners as Ethnographers, Multilingual Matters, 2001). Over the last 10 years, she has undertaken research on effective practice in ESOL, in doctor–patient communication in linguistically diverse settings, and in job interviews and ethnolinguistic disadvantage.
Roumyana Slabakova is an associate professor of linguistics at the University of Iowa. Her primary area of expertise is the second language acquisition of tense and aspect, and the mapping of inflectional morphology to meaning. She has done experimental research on various properties at the syntax-semantics and the syntax-discourse/pragmatics interfaces. She is the author of two monographs, Aspect in the Second Language (Benjamins) and Meaning in the Second Language (de Gruyter). Her bottleneck hypothesis proposes that there is no critical period for the acquisition of meaning, but that inflectional morphology is the real bottleneck of the second language acquisition process.
Steven Talmy is an assistant professor in the Department of Language and Literacy Education at the University of British Columbia. His academic interests include critical analyses of discourse, K–12 ESL, the sociology of ESL education, resistance to second language learning, and qualitative research methods. He is co-editor (with Keith Richards) of the 2010 special issue of Applied Linguistics entitled “Qualitative Interviews in Applied Linguistics: Discursive Perspectives.”
Andrea Tyler is a professor of linguistics at Georgetown University. Her research focuses on the interaction between linguistic theory, especially cognitive linguistics and discourse analysis, and issues in second language learning. She is the co-author of The Semantics of English Prepositions: Spatial Scenes, Embodied Meaning and Cognition and U.S. Legal Discourse: Legal English for Foreign LLMs. She has co-edited two volumes focusing on discourse, cognitive linguistics, and language learning. Her work has appeared in such journals as Applied Linguistics, Cognition, Language, Language and Memory, Journal of Pragmatics, Studies in Second Language Acquisition, TESOL Quarterly, and Text.
