Colin Bannard (bannard@mail.utexas.edu) is an assistant professor at the University of Texas at Austin, where he runs the Child Language Lab in the Department of Linguistics. His research focuses primarily on children's statistical learning and social learning of language, combining experiments with computational modeling. Much of his published work has involved using statistical analyses of corpora in order to characterize young children's emerging grammatical representations or to make predictions about such representations that are then tested experimentally in the lab.
Kathleen Bardovi-Harlig (bardovi@indiana.edu) is a professor of second language studies at Indiana University. She is a former editor of Language Learning and a past president of the American Association for Applied Linguistics (2007–2008). Her research on pragmatics has appeared in Studies in Second Language Acquisition, Language Learning, Intercultural Pragmatics, Pragmatics and Language Learning, edited volumes, handbooks, and encyclopedias. She is the co-editor of Interlanguage pragmatics: Exploring institutional talk (with Beverly Hartford, 2005, Erlbaum), Pragmatics and language learning, volume 12 (with César Félix-Brasdefer and Alwiya Omar, 2006), Teaching pragmatics (with Rebecca Mahan, 2003, U.S. Department of State), and the 1995 thematic issue of SSLA, Constructing discourse: Exploring the texts of nonnative speakers (with Beverly Hartford).
Nancy D. Bell (nbell@wsu.edu) is an associate 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 and language play, especially with respect to second language users, as well as intercultural interaction, and the development of second language sociolinguistic competence. Her work has appeared in such journals as Applied Linguistics, Humor: International Journal of Humor Studies, Journal of Pragmatics, Language Learning, and Intercultural Pragmatics. She is also the author of A student's guide to the M.A. TESOL.
Frank Boers (frank.boers@vuw.ac.nz) is an associate professor at the School of Linguistics and Applied Language Studies of Victoria University of Wellington, New Zealand. His initial research interests were in the field of lexicology (e.g., studies of polysemy) and semantics generally (e.g., studies of metaphor). Most of his more recent research interests, however, were sparked by his long experience as a language teacher and teacher trainer. He now publishes mostly on matters of instructed second language acquisition, especially the teaching of vocabulary and phraseology, and the potential merits of cognitive linguistics in that domain.
Matthew Burdelski, (mburdel@let.osaka-u.ac.jp), PhD, UCLA, is an associate professor in the Department of Japanese Linguistics at Osaka University. His research interests reside within the intersection of language, culture, and interaction, especially language socialization of first, second, and heritage language learners. He has published papers on Japanese language socialization in The handbook of language socialization, Journal of Pragmatics, and Language in Society (co-authored).
Kathy Conklin (kathy.conklin@nottingham.ac.uk) is a lecturer in psycholinguistics at the University of Nottingham. Her research makes use of behavioral measures, eye-tracking, and EEG to investigate first and second language representation and processing. She has particular interests in multi-word units, automatic word activation in a first language and second language, bilingual/monolingual cognitive control, and implicit second language learning.
Haruko Minegishi Cook (hkcook@hawaii.edu) is a professor of Japanese at the University of Hawaii at Manoa. Her main research interests include language socialization, discourse analysis, and pragmatics. She has published a number of articles on the Japanese sentence-final particles and honorifics. She also works on speech-style shift of L2 learners of Japanese. Her book on style shift in dinnertime conversation between L2 Japanese learners and their host families was published in 2008 and her article on L2 learner's comprehension of style shift originally published in 2001 is included in Pragmatics reader (2011).
Nick C. Ellis (ncellis@umich.edu) is a professor of psychology, a professor of linguistics, and a research scientist in the English Language Institute at the University of Michigan. His research interests include language acquisition, cognition, emergentism, corpus linguistics, cognitive linguistics, and psycholinguistics. His research in second language acquisition concerns (1) explicit and implicit language learning and their interface, (2) usage-based acquisition and the probabilistic tuning of the system, (3) vocabulary and phraseology, and (4) learned attention and language transfer. His emergentist research concerns include language as a complex adaptive system, networks analysis of language, scale-free linguistic distributions and robust learning, and computational modeling.
Sylviane Granger (Sylviane.Granger@uclouvain.be) is a professor of English language and linguistics at the University of Louvain in Belgium. She is the director of the Centre for English Corpus Linguistics, where research activity is focused on the compilation and exploitation of learner corpora and bilingual corpora. Since the launch of the International Corpus of Learner English project in 1990 she has played a key role in defining the different facets of the field of learner corpus research. Her current research interests focus on the analysis of phraseology in learner language and the use of corpus data to improve the phraseological coverage of bilingual dictionaries. Her recent books include Phraseology: An interdisciplinary perspective and Phraseology in foreign language learning and teaching (Benjamins) and Electronic lexicography (Oxford)
Ken Hyland (khyland@hku.hk) is chair of applied linguistics and director of the Centre for Applied English Studies at the University of Hong Kong. He has published over 160 articles and 19 books on language education and academic writing. His most recent publications are Disciplinary identities (Cambridge, 2012), Corpus applications in applied linguistics (edited with Mike Handford and C-M. Huat, Continuum, 2012) and Companion to discourse analysis (edited with Brian Paltridge, Continuum, 2011). He was founding co-editor of the Journal of English for Academic Purposes and is now co-editor of Applied Linguistics.
Elena Lieven (lieven@eva.mpg.de) principal areas of research involve usage-based approaches to language development, the emergence and construction of grammar, the relationship between input characteristics and the process of language development, and variation in children's communicative environments, cross-linguistically and cross-culturally. She is a senior scientist in the Department of Psychology at the Max Planck Institute for Evolutionary Anthropology, Leipzig and Director of the Max Planck Child Study Centre at the University of Manchester. She was the editor of the Journal of Child Language from 1996 – 2005 and president of the International Association for the Study of Child Language from 2008 – 2011.
Seth Lindstromberg (SethL@hilderstone.ac.uk) teaches at Hilderstone College, England, where he co-leads methodology courses for non-native-speaking, in-service secondary and tertiary level English as a foreign language and content language integrated classroom teachers. His main research and study interests are the semantics and usage of English prepositions, the acquisition of multi-word units in a foreign language, applications of cognitive linguistics in foreign language teaching, and foreign language teaching methods in general.
Fanny Meunier (Fanny.Meunier@uclouvain.be) is a professor of English linguistics and didactics at the University of Louvain in Belgium. She is an active member of the Centre for English Corpus Linguistics and is one of the co-editors of the International Corpus of Learner English. She is the director of the Longitudinal Database of Learner English (Longdale) project and also coordinates the collection of other types of corpora such as a corpus of pedagogically annotated ELT textbook materials and a corpus of teacher talk in the EFL classroom. Her main research interests include the link between second language acquisition studies and pedagogical applications, be it in terms of second/foreign language teaching methodology or teaching materials.
Magali Paquot (Magali.Paquot@uclouvain.be) is a postdoctoral researcher at the Centre for English Corpus Linguistics, University of Louvain in Belgium. Her current research interests focus on academic vocabulary, phraseology, L1 transfer in second language acquisition, and pedagogical lexicography. Her latest publications include Academic vocabulary in learner writing (Continuum, 2010) and A taste for corpora (co-edited with F. Meunier, S. De Cock, and G. Gilquin, Benjamins, 2011).
Norbert Schmitt (norbert.schmitt@nottingham.ac.uk) is a professor of applied linguistics at the University of Nottingham. He is interested in all aspects of second language vocabulary and has published and lectured extensively on these issues. He is currently exploring the relationship between vocabulary and reading and listening, implicit and explicit knowledge of vocabulary, formulaic language, the relationship between breadth and depth of vocabulary knowledge, and validation of vocabulary tests. His most recent book is Researching vocabulary: A vocabulary research manual (2010, Palgrave Macmillan Press).
Diana Sidtis (diana.sidtis@nyu.edu) is a professor of communicative sciences and disorders at New York University. She earned an M.A. at the University of Chicago and completed a Ph.D. in linguistics at Brown University. She was awarded a National Institutes of Health postdoctoral fellowship at Northwestern University and later earned clinical certification in speech-language pathology. Her studies, performed at the Nathan Kline Institute, examine formulaic language, prosody, voice, and other topics in normal and disordered communication. She has published over 90 articles in scholarly journals and edited volumes and recently coauthored, with Jody Kreiman, the award-winning book Foundations of voice studies.
Alison Wray (WrayA@cardiff.ac.uk) is a research professor of language and communication at Cardiff University, Wales, UK. She has published widely on formulaic language, addressing theoretical, evolutionary, and applied linguistic topics including second language acquisition and, most recently, formulaic language in Alzheimer's care. Her 2002 book Formulaic language and the lexicon (Cambridge) won the 2003 book prize of the British Association for Applied Linguistics. She published a further monograph, Formulaic language: pushing the boundaries (Oxford) in 2008. She also has research interests in the nature and development of social science research expertise and in professional coaching for academics.
