Editors

Mark Romig

Editor-in-Chief

Mark Romig is a doctoral candidate in applied linguistics at Teachers College, Columbia University. He received an MA in Linguistics from CUNY Graduate Center and a second MA in TESOL from CUNY Hunter. He has been working with adult ESL students for several years as both a teacher and a language program administrator in academic contexts and community-based organizations. He has supervised and mentored ESL teacher at CUNY Hunter and Teachers College, and he teaches a variety of courses in CUNY Hunter's MA TESOL program. He is interested in classroom discourse, conversation analysis, and teacher education. Currently, he is investigating how grammar and vocabulary are explained in adult ESL classrooms.

Genie Smiddy

Former Editor-in-Chief

Genie Smiddy has been tutoring or teaching undergraduate and graduate students writing since 2005. During this time she has taught in the intensive English program for St. John’s University as well as in Hunter College‘s freshman composition and introduction to literature courses. Very early on, this work sparked her interest in the unique experiences of ELLs in American universities, particularly in how they respond to writing and the revision process. She holds both a B.A. in Art History and an M.A. TESOL from Hunter College.

Amanda Moody

Mentoring Matters Editor

Amanda Moody Maestranzi is an Adjunct Assistant Professor (TESOL) in the Middle and High School Education department at Lehman College. She is also a TESOL Student Teacher Supervisor in the department of Curriculum and Teaching at Hunter College. Amanda recently completed her PhD at Fordham University Graduate School of Education in the Contemporary Learning and Interdisciplinary Research program (conferred August 2020). She earned her Master's degree in TESOL at Teachers College as a Peace Corps Fellow and is a returned Peace Corps volunteer (Mauritania, 2005-2007). Her research is focused on using self-study methodology to examine her teacher mentoring and supervision practices, and she is interested in expanding to other qualitative methods and collaborative teacher education research.

Timothy Foran

Identity and Liberation Editor

Timothy M. Foran has been teaching primarily international college students since 2014. Currently, he is the Director of the Writing Center at LIM College and is pursuing a PhD in Literacy at SUNY Albany. His research interests center on exploring the ways in which linguistially and culturally diverse students construct knowledge and convey meaning in varying contexts while considering notions of transliteracy, translanguaging, power and representation. He earned his MA in TESOL from the University of Mississippi.