Mayumi Asaba is Associate Professor of English, Faculty of Foreign Studies, Kyoto Sangyo University, Kyoto, Japan. Her research interest is expertise in L2 teaching and teacher development.
Andy Bartlett, Ph.D. is Assistant Professor of Statistics and Mathematics at Southern Connecticut State University in New Haven, CT, where he is presently the Data Science Coordinator. His teaching interests include Bayesian Statistics, Non-Parametric Statistics, and Data Science models, while his research interests include Extreme Value Theory and Time Series.
Elizabeth Deifell is Senior Lecturer, Department of Languages, Literatures &Cultures, Appalachian State University, Boone, NC. Her research interests include second language writing and vocabulary development.
Wenhao Diao is Associate Professor of East Asian Studies and Second Language Acquisition and Teaching at the University of Arizona (Tucson, Arizona), where she also co-directs the Title VI Center for East Asian Studies. She is interested in identities and ideologies that are (re)produced and (re)distributed in Chinese language teaching and learning. Her publications have appeared in journals such as Applied Linguistics, Modern Language Journal, System, among others. She also co-edited Language Learning in Study Abroad: The Multilingual Turn (Multilingual Matters, 2021) and a special issue Study Abroad in the 21st Century for the L2 Journal in 2016.
Shelley Dykstra is a Ph.D. candidate in Spanish Linguistics pursuing emphases in Second Language Acquisition and Writing, Rhetoric, and Composition Studies at the University of California, Davis. She completed her MA in Spanish Linguistics at University of Barcelona, Spain, and her BA in Linguistics Language Study from University of California, San Diego. Her current research interests are second language and heritage language reading and writing, online teaching and learning, and language learners’ emotions.
Paloma Fernández-Mira is a Ph.D. candidate in Spanish Linguistics at the University of California, Davis. She completed her MA in Teaching Spanish as a Foreign Language at the University of Salamanca, Spain. Her research interests center around Spanish learner corpora, second language acquisition, and L2 Spanish teaching.
Jesse Gleason, Ph.D. is Associate Professor of Spanish and Applied Linguistics at Southern Connecticut State University in New Haven, CT, where she presently coordinates the Lower-Division Spanish program. Her teaching and research interests include world language education, pedagogy and curriculum, technology-enhanced language learning, and assessment.
Luca Giupponi Head of Technology, National LCTL Resource Center; Educational Technology Specialist, Center for Language Teaching Advancement, Michigan State University, East Lansing, MI. Luca’s work focuses on online language teaching and learning, faculty development, technology integration, and program evaluation. He is a co-editor on a forthcoming volume on LCTL sharing.
Senta Goertler (Ph.D., University of Arizona, Second Language Acquisition and Teaching) is Associate Professor of Second Language Studies and German at Michigan State University. Her research focuses on language program administration especially as it intersects with technology and/or education abroad.
Roshni Gokool is a lecturer in the Discipline of African Languages, College of Humanities at the University of KwaZulu Natal, South Africa. Her research interests are CALL, TBLT, and language for specific purposes, with particular interest in the teaching and learning of isiZulu in a health sciences context. Roshni has published several articles and a few book chapters. She is also the co-author for the prescribed manual Asifunde isiZulu.
Inmaculada Gómez Soler is Assistant Professor at the School of Applied Language and Intercultural Studies. He research fits broadly within the discipline of Applied Linguistics and encompasses three main interrelated areas: heritage speaker bilingualism, language teacher development, and language pedagogy. Her recent publications have appeared in Foreign Language Annals, Hispania, Urban Education, and Languages
Marie-Josée Hamel is a Professor in second language didactics at the Institute of Official Languages and Bilingualism at the University of Ottawa. She has been actively involved in CALL teaching, research and development for over twenty-five years. Her background is in theoretical linguistics and language engineering. Dr. Hamel's research interests are in CALL design and ergonomics, language teachers’ digital (corrective written feedback) practices, and teacher training. https://www.uottawa.ca/about-us/official-languages-bilingualism-institute/professors/marie-josee-hamel
Emily Heidrich Uebel Associate Executive Director, National LCTL Resource Center; Project Manager, Less Commonly Taught and Indigenous Languages Partnership, Center for Language Teaching Advancement, Michigan State University, East Lansing, MI. Emily is the lead co-editor on two forthcoming volumes on LCTL sharing and language enrollment. Her research interests include world language proficiency, educational technology and online instruction, curriculum design, LCTL education, and faculty development. More information can be found on her website: https://emilyheidrichuebel.com/
Li Jin is Professor, Department of Modern Languages, DePaul University, Chicago, IL. Her research interests include the transdisciplinary approach to language teaching and learning, computer-assisted language learning, and Chinese as a second/foreign language pedagogy.
Jill Landry is a recent graduate from the Master’s in Bilingualism Studies at the University of Ottawa, with a research focus on CALL in ERT.
Elizabeth (Betsy) Lavolette is Associate Professor, Department of English, Kyoto Sangyo University, Kyoto, Japan. Her research focuses on language learning and teaching with technology, professional development, and language learning spaces.
Alyssia Miller De Rutté, PhD, is an Assistant Professor of Spanish for Specific Purposes at Colorado State University (CSU). She is also the Director of Languages for Specific Purposes and the Graduate Teaching Coordinator at CSU and is a member of the Board of Directors for the National Association of Medical Spanish. Additionally, Miller De Rutté is affiliate faculty at the University of Colorado School of Medicine’s Fort Collins branch, where she is the Course Director of medical Spanish. Her research interests center on medical Spanish, technology for language learning, and the intersection of applied linguistics, culture, and health.
Kimberly Morris is Associate Professor of Spanish at the University of Wisconsin, La Crosse, where she currently directs the World Language Education program. Her recent research explores the teaching and learning of second language pragmatics in various contexts, including during study abroad, in computer-assisted settings, and through a task-based approach. Her other professional interests include computer-assisted language learning, curriculum design, and language teacher preparation.
Shamila Naidoo is a senior lecturer in the Discipline of African Languages, College of Humanities at the University of KwaZulu Natal, South Africa. Her research interests are in experimental Phonetics, Forensic Linguistics and CALL, with particular interest in Learning Analytics. Shamila has published several articles and a few book chapters.
Ana Ortega Pérez is a Ph.D candidate in Spanish Linguistics at the University of California, Davis. She completed a BA in Journalism at the Universidad de Sevilla, a MA in International Relations at the Universidad Internacional de Andalucía and a Ph.D in Communication at the Universidad de Sevilla. Her research interests are heritage speakers, material development, Task-Based Language Teaching, and culture.
Diane Querrien is an Associate Professor at the Département d’études françaises at Concordia University (Montreal). Her research focuses on the teaching of French as a second/foreign language in higher education, Second Language teacher education. She is also an active participant and researcher in initiatives of the Québécois regional school communities to support the development of French among multilingual students.
Mikaela Robarge is an undergraduate student in the Department of Global Cultures and Languages at the University of Wisconsin, La Crosse. Her research interests include sociolinguistics and language pedagogy.
Pablo Robles-García is Assistant Professor of Spanish at the University of Toronto, Mississauga, and the Ontario Institute of Studies in Education. His primary research interest focuses on vocabulary acquisition, with an emphasis on the role of high-frequency words in the vocabulary development of L2 learners. His research also extends to instructional strategies and practices for L2 Spanish vocabulary acquisition, with an aim to enhance vocabulary learning experiences and outcomes for L2 learners.
Ana Ruiz Alonso Bartol is a Ph.D. student in Spanish Linguistics at the University of California, Davis, with an emphasis on Second Language Acquisition. She completed her MA in Spanish with a Minor in TESOL at West Virginia University and a BA in Translation and Interpreting at the University of Salamanca (Spain). She is interested in SLA, L2 teaching methodologies and remote learning.
Bernd Rüschoff is Senior Professor (ret.) in Applied Linguistics, Anglophone Studies at University of Duisburg-Essen. Research focuses on digital resources in language education. Other research addresses language & culture, plurilingual education, and intercultural education. Former president of EUROCALL, of the German Association of Applied Linguistics, and of AILA, the International Association for Applied Linguistics. Recent publications: Rüschoff, B. (2022). Digital Tools in Language Education – Origins, Frameworks, Perspectives. Anglistik: International Journal of English Studies 33.1, 257-269. Rüschoff, B. (2021). The Ongoing Role of the CEFR in Our Plurilingual Landscape. In E. Piccardo, A. Germain-Rutherford, G. Lawrence (eds.). The Routledge Handbook of Plurilingual Language Education. New York, Routledge.
Claudia Sánchez-Gutiérrez is an Associate Professor at the Department of Spanish and Portuguese at UC Davis. She specializes in second language acquisition and second language teaching, with a particular focus on vocabulary teaching/learning and the emotional aspects of learning a language as an adult. She is also the director of the First-Year Spanish program at UC Davis and, as such, she designs syllabi and teaching materials for the courses in the program while also training and supervising the TAs who teach them.
Elena Schmitt is a Professor of Applied Linguistics and TESOL in the Department of World Languages and Literatures at Southern Connecticut State University in New Haven, CT. She received a Ph.D in Linguistics from the University of South Carolina. Elena’s research interest include first language attrition, heritage language studies, bilingualism, and language teacher training. Her recent publications appeared in the International Journal of Bilingualism, Bilingualism: Language and Cognition, and Linguistic Encyclopedia of Slavic Languages.
Anastasia Sorokina is an Assistant Professor of Applied Linguistics in the TESOL program, World Languages and Literatures Department at Southern Connecticut State University, New Haven, CT, U.S. She received a Ph.D. in Education (Applied Linguistics Track) from Temple University. In her teaching, Anastasia works with pre-service and in-service teachers who teach English language learners in K-12 schools. In her research, Anastasia examines issues of L1 attrition and connections between language loss and bilingual autobiographical memory in immigrant communities that are forced to assimilate.
Marta Tecedor is an assistant professor in Spanish linguistics at Arizona State University. Her primary area of research is computer-assisted language learning. In her current research, she examines how the use of multimedia technologies can be incorporated in the language classroom to promote the development of linguistic, interactional, and intercultural competencies. Her work has appeared in, Foreign Language Annals, Hispania, L2 Journal, ReCALL, Computer- Assisted Language Learning, Language Culture and Curriculum, Journal of Pragmatics, and Applied Linguistics.
Chantelle Warner is Professor of German Studies and Second Language Acquisition and Teaching at the University of Arizona (Tucson, Arizona). She co-directs the Center for Educational Resources in Culture, Language and Literacy (CERCLL), a National Language Resource Center supported by the U.S. Department of Education. Dr. Warner’s research focuses on affective, experiential, and aesthetic dimensions of language use and intercultural learning and second language literacy development. Her current book project argues for an expansion of models of second language literacy to better address the aesthetic and feeling rules that tacitly shape responses to different language uses.
Yi Xu is Professor of Chinese Linguistics and Second Language Acquisition, University of Pittsburgh, Pittsburgh, PA. She is interested in intersections of language acquisition theories and foreign language pedagogy, including orthographic learning, vocabulary acquisition, language processing, and technologies in language teaching.
Giovanni Zimotti, Ph.D., is the Director of Spanish Language Instruction at the University of Iowa. He is a champion of Open Educational Resources (OER), authoring three textbooks for Spanish learners. His research focuses on second language acquisition with a focus on technology such as Virtual Reality and Artificial Intelligence. His dedication to accessible education earned him awards such as the 2022 Educator Award for Open Education Excellence.
Bethany Zulick International Systems Manager, the Mansfield Center at the University of Montana, Missoula, MT. Bethany's research interests include English Medium Instruction, language and identity, and language ideologies. In her current professional work, she has shifted her focus to public diplomacy programs and international exchanges that foster globally minded leadership and intercultural understanding.