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Fares J. Karam is an Associate Professor of TESOL at the College of Education and Human Development, University of Nevada, Reno. He holds a Ph.D. in Education (English Education) from the University of Virginia, along with an MA and BA in English Language and Literature from the Lebanese University. His work spans teaching, research, and leadership roles in multilingual education contexts across Lebanon, the UAE, and the U.S. Specializes in immigrant/refugee multilingual learners' literacy development Focuses on critical dialogic pedagogy and raciolinguistic ideologies Active in policy advocacy through TESOL International Association Editorial board member of TESOL Quarterly and Journal of Language, Identity & Education Karam’s research appears in top journals like Research in the Teaching of English and TESOL Journal , with recent work exploring transliterate practices, social-emotional learning, and refugee education. His accolades include the AERA Distinguished Dissertation Award and TESOL’s NNEST Paper Award. 2022 NAEd/Spencer Postdoctoral Fellowship Semifinalist 2018 UNR College of Education Outstanding Research Award 2017 Bruce Gansneder Outstanding Dissertation Award 2016 TESOL NNEST Issues Award He previously served as a Senior English Consultant in the UAE, supporting EFL programming across public schools, and has contributed to curriculum design and teacher education frameworks emphasizing equity and identity-centered approaches.

• Multilingual Literacy Development
• Refugee and Immigrant Education
• Critical Dialogic Pedagogy
• +3 more

Annette D'Onofrio is an Associate Professor in the Linguistics Department at Northwestern University. Her research bridges sociolinguistics and psycholinguistics, focusing on how social meaning is constructed through phonetic variation. She investigates topics like raciolinguistic expectations, geographic dialect features, and the cognitive representation of sociolinguistic signs. Key research areas include phonetic perception in bilingual contexts, the interplay between language ideologies and place-linked variation (e.g., Chicago Jewish communities), and the role of persona in shaping linguistic perception. Her work often employs experimental methods to explore how social information influences phonetic categorization and speech evaluation. Recent studies examine geographic dialect perceptions in New Orleans, the dynamics of the Northern Cities Shift in Chicago, and the sociophonetic analysis of presidential campaign rhetoric. Her research also addresses iconicity in phonological variation and the cognitive underpinnings of sociolinguistic signs. Though no specific grants or advising roles are listed, her work consistently highlights the intersection of social identity and linguistic structure. She holds a PhD in Linguistics and maintains a Google Scholar profile with over 20 peer-reviewed articles since 2012.

• Sociolinguistics
• Phonetics
• Psycholinguistics
• +4 more

Kathryn Henderson is an Associate Professor in the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio’s College of Education and Human Development. Her work focuses on dual language bilingual education (DLBE), language ideologies, and translanguaging as tools for equity and social justice. Education: Ph.D. in Bilingual/Bicultural Education (UT Austin, 2015), M.A. in Education (Framingham State), B.A. (Washington University in St. Louis) Dr. Henderson’s research explores: Language ideological multiplicity and its impact on DLBE practices Translanguaging as a humanizing pedagogy Family and community perspectives in DLBE programs Policy-mediated teaching in bilingual classrooms Equity issues in DLBE implementation Transformative pedagogies in language education Her publications span qualitative studies on DLBE teacher practices, raciolinguistic ideologies, and metalinguistic strategies, with a focus on critical consciousness and community engagement. Awards include the AERA Bilingual Research SIG Outstanding Dissertation Award (2015), Emerging Scholar Award (2017), and Lucher Brown Endowed Professorship (2021). Dr. Henderson has presented internationally on topics such as DLBE implementation without feeder patterns, translanguaging in borderlands contexts, and researcher answerability in bilingual communities. She advocates for pedagogies that center marginalized voices and disrupt exclusionary narratives.

• Dual Language Bilingual Education (DLBE)
• Language Ideologies
• Translanguaging
• +5 more

Dr. Ian Cushing is a Senior Lecturer in Critical Applied Linguistics at Manchester Metropolitan University, affiliated with the Department of English under the Faculty of Humanities and Social Sciences. He joined MMU in June 2023 after completing a PhD in Educational Linguistics and working in higher education across linguistics, education studies, and teacher training. His research focuses on dismantling deficit thinking about language in education, examining intersections of race, class, and language in schools, teacher education, and policy. Education: PhD in Educational Linguistics (2019), prior career as a London school teacher. Research Interests: Raciolinguistic ideologies and their impact on education equity Anti-deficit language policies and pedagogies Colonial histories in linguistic theory and policy Language policing in schools and assessments Teacher resistance to discriminatory practices Awards: Recipient of prestigious awards including the 2023 UKLA/Wiley Research Award and BAAL Academic Book Prize for his work on raciolinguistic ideologies. Recognized for contributions to anti-racist education and transformative justice methodologies. Grants & Projects: Current funding from the Spencer Foundation, British Academy/Leverhulme, and MMU’s AHEAD scheme for projects like 'Linguistic Justice in Manchester Schools' and transatlantic teacher education collaborations. Previously funded by BERA, UK Literacy Association, and others. Labs/Teams: Leads an annual summer school on linguistic justice for teachers and serves on editorial boards for journals like Language in Society and Critical Studies in Education .

• Critical Applied Linguistics
• Raciolinguistic Ideologies
• Language Policy and Education
• +3 more

Dr. Kate Seltzer is an Assistant Professor in the College of Education at Rowan University, specializing in critical literacy, technology integration, and multilingual education. Her work focuses on leveraging student bilingualism through translanguaging pedagogies, challenging oppressive language ideologies, and fostering inclusive classroom environments. She co-authored influential works such as The Translanguaging Classroom and Translanguaging: A CUNY-NYSIEB Guide for Educators . Education: B.A. in English and Women’s Studies from George Washington University; M.S. in Secondary English Education from CUNY Lehman College; Ph.D. in Urban Education from CUNY Graduate Center. Research emphasizes expanding English-medium spaces to include diverse student language practices, particularly for emergent bilinguals. Key areas include raciolinguistic literacies, culturally sustaining pedagogy, and teacher professional development. Her publications (2021-2025) explore virtual learning integration, critical translingual approaches, and anti-oppressive classroom strategies. Dr. Seltzer collaborates with the CUNY-NYSIEB Project, advocating for bilingualism maintenance and equitable education. Her teaching focuses on bilingual education methods and culturally responsive instruction.

• Critical Literacy
• Technology in Education
• Multilingual Education
• +3 more

Verónica E Valdez is a tenured Professor in the Department of Education, Culture & Society at the University of Utah. Her work centers on critical language education, Latinx schooling equity, and culturally sustaining pedagogy, with a focus on dual language bilingual education (DLBE), raciolinguistic ideologies, and teacher practices that challenge systemic inequities. A first-generation U.S. born Latina with deep ties to border communities, her research bridges family/community contexts with macro-level policy analysis. PhD in Curriculum & Instruction (Multilingual Studies) from the University of Texas at Austin Master of Science in Psychology from Emporia State University Bachelor of Arts in Psychology from Southwestern University Her research explores four interrelated strands: 1) Language learning in school and community contexts, 2) Educational language policy at macro/micro levels, 3) Latinx educational inequities, and 4) Teacher education for multicultural justice. Recent work highlights tensions between 50:50 vs 90:10 DLBE models and the marginalization of heritage language families. Key trends in her scholarship include raciolinguistic analysis of teacher practices, translanguaging in adult refugee education, and critical examinations of neoliberalism in language policy. Awards recognize her leadership in bilingual education research and mentorship of emerging scholars. She serves on national AERA and AAAL committees and directs the APEX project, a 5-year federal grant building ESL educator capacity in Utah.

• Language and Literacy Education
• Educational Equity
• Multilingualism
• +7 more

Wona Lee is a dedicated Lecturer and Program Coordinator of Korean Language at the University of California, Santa Barbara (UCSB). She earned her Ph.D. from UCSB’s Gevirtz Graduate School of Education in 2018, with a focus on bilingual education dynamics in Korean/English immersion classrooms. Her academic journey includes a Master of Arts in TESOL/Applied Linguistics from San Diego State University (2010) and an Advanced Certificate in TESL/TEFL. Her research interests bridge Korean-English bilingualism, translanguaging pedagogy, and sociocultural linguistics. She teaches Korean language courses at UCSB, emphasizing cultural literacy alongside linguistic proficiency. Prior to UCSB, she taught at Palomar College, San Diego State University, and La Sierra University, and participated in the Sogang Korean Immersion Program in Seoul. Her work explores translanguaging practices in multilingual communities, raciolinguistic dynamics in education, and language’s role in STEM instruction within bilingual contexts. While no formal awards are listed, her contributions to Korean language education and bilingual pedagogy are notable.

• Korean-English Bilingualism
• Korean Language Education
• Translanguaging Practices
• +3 more

Eunjeong Lee is an Assistant Professor of Linguistics and Rhetoric and Composition at the University of Houston's College of Liberal Arts and Social Sciences. Her work focuses on multilingual literacy practices, language equity, and decolonial education. She holds a PhD from Pennsylvania State University and has taught courses like ENGL 1303: Multilingual Lives and Literacies. Education: PhD in Linguistics, Pennsylvania State University MA in English, Texas Tech University BA in English Language Education, Pusan National University, South Korea Research Interests: Lee explores how language ideologies impact marginalized communities, advocating for translingual pedagogies that center multilingualism. Her work critiques racialized language ownership in academia and promotes decolonial approaches to literacy education. She collaborates with organizations like CCCC's Second Language Writing Standing Group. Affiliations: American Association of Applied Linguistics (AAAL) American Education Research Association (AERA) National Council of Teachers of English (NCTE) Grants & Advocacy: Her recent projects include pandemic-era multimodal literacy initiatives and anti-racist pedagogy development. She co-edited a special issue on social justice for multilingual writers and contributes to Koreatimes on language equity issues.

• Linguistics
• Rhetoric and Composition
• Multilingual Literacy Education
• +5 more

Melissa Venegas is a Teaching Assistant Professor in the Department of Spanish at the University of North Carolina at Chapel Hill (UNC-Chapel Hill), part of the Romance Studies program (ROMS). She holds a PhD in Spanish Applied Linguistics and Pedagogy from the University of California, Riverside, alongside advanced degrees in Spanish, Elementary Education, and Anthropology. Her teaching spans over 15 years across K-12 and higher education, emphasizing critical language awareness and social justice. Venegas employs place-based pedagogy to foster student agency and connects classroom learning to community activism for linguistic justice. Education: PhD in Spanish Applied Linguistics and Pedagogy, UC Riverside MA in Spanish, UC Riverside MEd in Elementary Education, University of Missouri-St. Louis BA in Spanish and Anthropology, University of Illinois at Urbana-Champaign Research Interests: Venegas focuses on raciolinguistics, critical sociocultural linguistics, and decolonial approaches to language education. She critiques dominant language ideologies and advocates for inclusive pedagogies that center marginalized voices, particularly in Spanish language instruction. Her work explores how classroom practices can address systemic inequities and empower students through community-engaged learning. Awards: 2023 Outstanding Teaching Assistant Award, UC Riverside 2017 UCR Chancellor’s Distinguished Fellowship 2012 Fulbright ETA in Argentina Teaching & Advising: Venegas has extensive experience designing curricula that integrate local community resources and Indigenous knowledge systems. Her approach emphasizes reflexivity and relational accountability in language learning. Though no formal advisees are listed, her pedagogical innovations reflect sustained mentorship of students through participatory methodologies.

• Spanish Language Pedagogy
• Raciolinguistics
• Critical Sociocultural Linguistics
• +4 more

Dr. Abhimanyu Sharma is a Teaching Associate in German Linguistics at the Faculty of Modern and Medieval Languages and Linguistics, University of Cambridge. His academic work focuses on language policy, critical discourse analysis, and sociolinguistics. He serves as the Communications Secretary of BAAL's Language Policy Special Interest Group and founded the Cambridge Sociolinguistics Circle to promote sociolinguistic research at Cambridge. Dr. Sharma's educational background includes: PhD in Linguistics from the University of Cambridge (2019), with thesis on language policies of the EU and India MA in German Linguistics from the University of Bern Double degree MA from Bremen and Palermo in Medieval German Literature Dr. Sharma's research centers on language policy with particular focus on power dynamics, critical discourse analysis, and language in social contexts. His work examines policies across Wales, Scotland, Northern Ireland, Luxembourg, the EU, and India, with significant contributions to understanding how language policies impact minority communities, migrants, and deaf populations. He employs Historical Structural Analysis and Critical Discourse Analysis to investigate sociopolitical factors shaping language legislation. His publications reveal a consistent comparative approach to language policy analysis across multiple continents, examining how policies address linguistic minority needs in education, healthcare, legal systems, and media. A notable pattern is his examination of shifts in language policy texts through modal verbs (from 'may' to 'shall'), reflecting changing sociopolitical contexts. Monograph: 'Reconceptualising Power in Language Policy. Evidence from Comparative Cases' (Springer, 2022) Established Malati Sharma Memorial Award (2019) for PhD students As an educator, Dr. Sharma teaches Introduction to German Studies, German Linguistics modules, and translation courses. His teaching integrates sociolinguistic theory with practical language instruction, particularly regarding German language education during the pandemic. Dr. Sharma leads the Cambridge Sociolinguistics Circle and delivered the Kapuscinski Development Lecture on 'Language Policy, Development and Inclusion' at Maqsut Narikbayev University in April 2025.

• Language Policy
• Critical Discourse Analysis
• Sociolinguistics
• +3 more

Glenn Martinez, Ph.D. is Dean of the College of Liberal and Fine Arts and Professor of Spanish, Bicultural-Bilingual Studies and Public Health at the University of Texas at San Antonio (UTSA) . He also holds the Stumberg Endowed Chair and is recognized for his interdisciplinary work integrating applied linguistics, public health, and medical humanities to address Latino health disparities. Education: MPH in Border Health, Texas A&M University, 2011 Ph.D. in Hispanic Linguistics, University of Massachusetts at Amherst, 2000 M.A. in Spanish Linguistics, University of Houston, 1996 B.A. in Spanish, University of Texas Pan American, 1994 Research Interests: Dr. Martinez's research centers on the intersection of language, health, and equity . He investigates how Spanish in healthcare settings affects patient outcomes, the role of heritage language education in professional training, and the development of language policy to reduce health disparities among Latino populations. His work also explores medical humanities as a framework for culturally responsive care. Scientific Awards: Stumberg Distinguished University Chair (2021) Alumni Distinguished Award for Outstanding Teaching (2019) Latino of the Year (2015) Examples of Excelencia Finalist (2011) Provost’s Award for International Studies (2006) Distinguished Achievement in Humanities Educational Outreach Award (2004) Kenyon Dissertation Fellowship (1999–2000) Grants and Funding: Dr. Martinez has served as Principal Investigator or Co-PI on over $5 million in extramural funding from agencies including the NIH, U.S. Department of Education, Patient-Centered Outcomes Research Institute (PCORI) , and Ohio Humanities . His grants focus on health equity, language access, and community-engaged research with Latino populations, including studies on diabetes management, HPV vaccination, and COVID-19 health communication . Labs and Teams: While not explicitly named, Dr. Martinez leads collaborative initiatives within COLFA and partners with community organizations in San Antonio and South Texas . His work bridges academic research, healthcare delivery, and community advocacy to improve outcomes for Spanish-speaking populations.

• Spanish in Healthcare
• Spanish in the United States
• Spanish as a Heritage Language
• +4 more

Jennifer B Delfino is an Associate Professor in the Department of Anthropology at the University of Illinois. Her research focuses on linguistics, racialization, and raciolinguistics with a particular emphasis on language practices among African American children and issues of academic success in educational settings. She holds an ORCID identifier (0000-0002-1158-0093) and has collaborated internationally on sociolinguistic research. Her work bridges anthropology, education, and applied linguistics. Key research themes include the intersection of language and race, ethnographic studies of schooling dynamics, and the sociopolitical dimensions of linguistic practices. She has published extensively on topics such as after-school programs' impact on academic outcomes and critical perspectives on language education policies. Her publications include a monograph Speaking of Race: Language, Identity, and Schooling Among African American Children (2020), chapters in edited volumes like Critical Sociolinguistics: Dialogues, Dissonances, Developments (2024), and contributions to the Routledge Handbook of Applied Linguistics (2023). Her work has garnered significant readership in academic platforms like Mendeley.

• Linguistics
• Racialization
• Raciolinguistics
• +3 more

Katie Carmichael is an Associate Professor at Virginia Tech's College of Liberal Arts and Human Sciences, Department of English. She serves as Director of Language Sciences and Co-director of the Speech Lab. Her research focuses on language variation/change, language ideologies, and language-place connections, particularly in Louisiana French and Southern US dialects like New Orleans English and Cajun English. Director of Language Sciences Co-director of Speech Lab Active in language research and teaching Carmichael's work centers on variationist sociolinguistics, exploring topics such as: Low-back vowel mergers in New Orleans English Intergenerational dialect change Raciolinguistic identity in Creole communities Phonetic/phonological diffusion patterns Language endangerment in Louisiana French Place-linked dialect awareness Scientific recognition includes: Roger W. Shuy Best Paper of the Year in American Speech (2024) Exemplary Program Award for Language Sciences (2024) University Award for Excellence in Teaching (2024) College of Liberal Arts Certificate of Teaching Excellence (2024) She teaches graduate-level courses like "Language and Place" and undergraduate courses including "Language and Ethnicity," "Language and Society," and "Contemporary Approaches to Linguistics II." As Co-director of Virginia Tech's Speech Lab, she leads research on acoustic phonetics and sociolinguistic variation.

• Variationist sociolinguistics
• Language change
• Language and identity
• +8 more

Giselle Martinez Negrette is an Assistant Professor at the University of Illinois at Urbana-Champagne , affiliated with the College of Education and the Department of Curriculum & Instruction . Her work bridges Bilingual Education , Sociolinguistics , and Social Justice in educational contexts. Education : Ph.D. in Bilingual Education & ESL (University of Wisconsin-Madison), MA in Bilingual Education and TESOL (New Mexico State University), BA in Modern Languages Teaching (Universidad del Atlántico) Her research examines how emergent bilinguals navigate language-race-class intersections in dual language immersion (DLI) programs. Using qualitative ethnography and raciolinguistic frameworks , she uncovers how social constructions shape early childhood bilingual experiences globally. Recent publications analyze language ideologies in DLI programs, student resistance in racialized spaces, and the globalization of multilingualism . Her work highlights tensions between program goals and systemic inequities. Scientific Awards : Outstanding Dissertation Award - Honorable Mention 2020 NAEd/Spencer Foundation Fellowship Excellence in Engaged Scholarship Graduate Award Zillman Summer Research Award Future Faculty Fellow TESOL Professional Development Scholarship Graduate School Honors Award Nationally recognized for her scholarship, Dr. Martinez Negrette has secured grants from the National Academy of Education/Spencer Foundation and other prestigious organizations. Her teaching includes courses on bilingual education foundations and culturally responsive assessment practices.

• Bilingual Education
• Sociolinguistics
• English as a Second Language (ESL)
• +5 more

Patriann Smith is a Professor of Literacy Studies at the University of South Florida's College of Education. Her transdisciplinary research focuses on Black immigrant literacies, exploring how race, language, and immigration intersect in literacy practices. She critiques standardized English norms and advocates for raciosemiotic frameworks to achieve transraciolinguistic justice in education. Education: PhD (2013), MA (2010), BSc (2005), and AA (2000) from University of South Florida and Andrews University. Research Interests: Transraciolinguistic approaches, Black immigrant literacies, literacy assessment equity, and anti-racist pedagogy. Her work challenges linguistic hierarchies and emphasizes cultural hybridity in education. Grants/Projects: Lead PI on $3.6M USAID-funded RISE Caribbean initiative for Caribbean educational research. Active in multiple NSF-funded projects on STEM education and cybersecurity. Awards: 2021 Faculty Outstanding Research Achievement Award, 2022 Global Excellence Research Award. Labs/Teams: Caribbean Educational Research Center (CERC), RISE Caribbean Cross-Cultural Mentorship Network. Teaching: Courses include Assessment-Based Reading Instruction, Clinical Practicum in Reading, and Multilingual Literacy Pedagogy.

• Black immigrant literacies
• Cross-cultural literacy education
• Raciolinguistics
• +4 more