Dr. Sarwat Dabaga is a Lecturer and Secondary TESOL Curriculum Coordinator at the Sydney School of Education and Social Work, University of Sydney. With teaching experience across Lebanon, UAE, and Australia, his research focuses on standardized testing, curriculum development, leadership in education, and assessment methodologies for EALD/ESL learners at secondary and tertiary levels. His doctoral research examined the impact of SAT and tertiary entry tests in Lebanon. Dabaga has served in multiple academic roles including lecturer, senior IELTS examiner, teacher trainer, and school principal. He currently mentors postgraduate research students investigating evidence-based approaches for language teaching.
Professor Aek Phakiti is affiliated with the Sydney School of Education and Social Work at The University of Sydney , where he serves as a leading scholar in language testing and assessment and second language acquisition . His research emphasizes strategic competence , metacognition , and the application of generative artificial intelligence (AI) in education . Phakiti also acts as Editor-in-Chief for the University of Sydney Journal of TESOL and holds editorial roles for multiple international journals. Phakiti earned his PhD in Applied Linguistics from the University of Melbourne in 2005, focusing on cognitive, metacognitive, and affective strategies in EFL reading. His work has been recognized with awards such as the TOEFL Outstanding Scholar Award (2010), FASS Excellence in Teaching Awards (2010, 2017, 2019), and the SUPRA Supervisor of the Year Award (2024). His research explores the intersection of language assessment and educational technology , including automated feedback systems. Key themes include appraisal calibration , state-trait strategy use , and linking language proficiency to academic achievement . Phakiti’s recent publications span quantitative methods , AI-driven assessment tools , and curriculum design . Scientific Awards TOEFL Outstanding Scholar Award (2010) FASS Excellence in Teaching Awards (2010, 2017, 2019) FASS Research Mentor Award (2023) SUPRA Supervisor of the Year Award (2024) Teaching and Supervision Phakiti coordinates the Master of Education (TESOL) program, teaching units in second language acquisition, language testing, and research methods. He supervises PhD and master’s students in TESOL and applied linguistics, fostering their understanding of cognitive processes and assessment design.
Dr. Marie Stevenson is a Senior Lecturer in TESOL at the University of Sydney, with academic qualifications from the University of New South Wales (BA) and the University of Amsterdam (MA, PhD). Her research focuses on second language writing, literacy in technology-mediated environments, discourse analysis, and equity in language education for migrants and refugees. She coordinates the Master of Education (TESOL) program and teaches courses on literacy, grammar, and language pedagogy. Education: Bachelor of Arts, University of New South Wales Master of Arts, University of Amsterdam PhD, University of Amsterdam Research Interests: Dr. Stevenson explores writing development in second-language contexts, digital literacy tools, and sociopolitical dimensions of language education. She emphasizes integrating cognitive, linguistic, and social perspectives in writing frameworks and advocates for equity in educational policies affecting marginalized communities. International Collaborations: University of Umeå, Sweden (ongoing language policy research with Prof. Eva Lindgren) University of Winchester, UK (co-edited Transitions in Writing ) Grants & Projects: 2013: Bridging Socio-Cultural Incongruity in the Education Curriculum (NSW Department of Education) 2006-2014: Research Synthesis on Automated Writing Feedback (Educational Testing Service) Labs/Teams: Active contributor to the TESOL program's curriculum development and teacher training initiatives.
Dr. Solene Inceoglu is a Senior Lecturer at The Australian National University (ANU), affiliated with the School of Literature, Languages & Linguistics. Her expertise lies in second language acquisition, speech perception/production, and language pedagogy. She holds a PhD in Second Language Studies from Michigan State University and has taught at institutions including Rochester Institute of Technology (USA) and ANU since 2016. PhD: Second Language Studies, Michigan State University M.A.: Applied Linguistics & French as a Foreign Language, Université Grenoble-Alpes B.A.: English, Université François Rabelais, Tours Her research focuses on L2 speech perception/production, gesture's role in pronunciation, and individual differences in language learning. She leads the Second Language Acquisition stream in the ANU Speech and Language Lab and supervises students in applied linguistics and French. Dr. Inceoglu is a Senior Fellow of the Higher Education Academy and serves on editorial boards for journals like TESOL Quarterly and the Journal of Second Language Pronunciation. Her awards include the Australian Awards for University Teaching (AAUT) Citation (2019), ANU Vice-Chancellor's Citations (2019, 2023), and College of Arts & Social Sciences Program Enhancement Awards (2022). She teaches courses such as 'Second Language Acquisition' and 'The Sounds of French.' Current Projects: Co-authoring books on gesture in L2 acquisition and speech technologies for language learning Lab Leadership: Speech and Language Lab at ANU
Richard Hill Davis, PhD, serves as an Associate Professor within the General Education department at Cabarrus College of Health Sciences, where he contributes to foundational curriculum development for health sciences students through specialized instruction in English language education and communication skills. Academic Background: PhD in English Language, University of Glasgow (Dissertation focus: Genre Analysis of Medical Research Articles) MA in TESOL, National Kaohsiung Normal University Research Focus: Dr. Davis specializes in the intersection of linguistic theory and medical discourse, with particular expertise in genre analysis of scientific literature. His work bridges English language pedagogy with healthcare communication, examining structural conventions in medical research writing to enhance teaching methodologies for healthcare professionals. This research contributes significantly to applied linguistics and medical education fields. Professional Engagement: Beyond academic responsibilities, Dr. Davis maintains active personal interests in soccer photography, aquatic recreation, and feline welfare advocacy, while dedicating time to altruistic community initiatives reflecting his commitment to social responsibility. Awards and Recognition: No scientific awards or honors documented in source materials Mentorship and Research: The available documentation does not specify graduate student supervision activities, research grant acquisitions, or laboratory affiliations, though his methodological expertise suggests potential contributions to interdisciplinary health communication projects.
Seonhee Cho, PhD is a Professor of Teacher Education at Mount Saint Vincent University’s Undergraduate College. She holds a PhD from the University of Tennessee, an MEd from Korea National University of Education, and a BA from Chungnam National University. Her research focuses on ESL teacher education, multilingual learners, and culturally responsive pedagogy. She teaches courses including EDUC 506 (Language & Cultural Diversity), EDUC 725 (TESOL Methods), and EDUC 752 (Supervised Student Teaching). Dr. Cho’s work emphasizes equity, digital literacies, and intersectionality in education. Her research explores topics like multilingual leadership in TESOL, mathematics instruction for ELLs, and preservice teacher preparation. Over 20 years, she has published extensively in journals like TESOL Quarterly and The Ohio Journal of Teacher Education, with nearly 30 peer-reviewed articles and book chapters. Professional affiliations include the American Educational Research Association (AERA), Teachers of English to Speakers of Other Languages (TESOL), and New York State TESOL. Her teaching and research address challenges faced by international students, transnational scholars, and urban ELLs, advocating for inclusive educational practices.
Dr. Ondine A Gage serves as Associate Professor in the College of Education at California State University, Monterey Bay, where she joined as Assistant Professor in 2015 and was appointed Faculty Associate in 2019. She concurrently teaches linguistics and language acquisition courses while directing writing instruction for Liberal Studies, with a focus on preparing educators for California's multilingual classrooms. Her institutional leadership includes chairing the Academic Senate’s Committee on International Programs and representing CSUMB in the CSU International Programs system. Her academic credentials feature an MA in Linguistics and a Ph.D. in Education with concentration in Language, Literacy, and Culture studies from the University of California, Santa Cruz. International experience spans teaching in South Korea and professional engagements across the Middle East and Europe. Dr. Gage's research centers on language education innovation, particularly through Collaborative Online International Learning (COIL) and International Virtual Exchange (IVE) frameworks. Her work examines linguistic microaggressions, metacognitive writing development, and functional linguistics applications in diverse classrooms. This scholarship directly informs her mentorship of language teaching professionals across California as CATESOL Board's Chapter Council Chair. Recent publications reveal a trajectory toward sustainable international education models and assessment innovation. Her 2020-2023 works bridge theoretical linguistics with practical classroom applications, emphasizing cultural awareness in teacher preparation and institutional learning outcomes assessment. Key themes include decolonizing language pedagogy and developing virtual exchange frameworks for global citizenship education. Professional service highlights include four years coordinating CSUMB's University Learning Outcomes Assessment Committee for Written Communication and ongoing leadership in statewide language education initiatives through CATESOL. Her international program committee work advances cross-cultural academic partnerships within the California State University system.
Stephen Hunt is an Adjunct Professor in the Department of General Education at Bethel College's College of Arts and Sciences. With over 30 years of teaching experience across K-12, tertiary, and adult education, he returned to his alma mater (Bethel College B.A., 1985) in 2019. His career includes roles as an ESL instructor in Robbinsdale/Burnsville Public Schools (2001–2016) and Minnesota State University Mankato (2016–2019), alongside international ESL work in Ethiopia, Lithuania, and China. Education: Bethel College: B.A., 1985 University of St. Thomas: M.A.T. (Master of Arts in Teaching), 1991 Hamline University: M.A.E.S.L. (Master of Arts in English as a Second Language), 2014 Research & Teaching Focus: Stephen specializes in ESL instruction, adult education, and cross-cultural communication. His courses span advanced grammar/writing, business English, film/ fiction analysis, and literature of color. He emphasizes practical application of language skills in global contexts. Awards & Recognition: 2013 Burnsville Schools Teacher of the Year 1995 NEH Grant recipient 1992-1993 Minnesota Writing Project member Grants & Advising: Secured a National Endowment for the Humanities (NEH) grant. Advising history not explicitly detailed, but his teaching spans formal mentorship across multiple educational tiers. Labs/Teams: Not explicitly mentioned, though his international ESL work suggests collaborative field projects. Active in professional organizations like MNTESOL, TESOL, and CELTA.
Brody Bluemel is an Associate Professor and Chair of the Department of Languages and Literatures at Delaware State University (DSU). His expertise spans Applied Linguistics, Educational Technology, and Bilingual Education. He leads initiatives in immersive technology for language learning and dual-language immersion programs. Dr. Bluemel holds a Ph.D. in Applied Linguistics & Asian Studies from Penn State University (2015), with prior degrees from Middlebury College (M.A., German), Valparaiso University (M.A., Chinese), and Drake University (B.A., English & Language Acquisition). Research & Professional Roles: Bluemel’s work focuses on corpus-based pedagogy, VR/AR in language instruction, and multilingual education policy. He chairs the Delaware Department of Education’s Multilingual Learner Strategic Plan Steering Committee and serves on advisory boards for dual-language immersion programs. His PROPEL HBCU Fellowship (2023-2024) supports leadership in educational innovation. Grants & Projects: He has secured over $1M in grants, including a Title VI project on immersive technology and a multiliteracy certificate program. Recent studies include teacher technology use in language classrooms and dual-language classroom practices. Awards: 2023-2024 PROPEL Fellowship 2023 DSU Faculty Excellence in Advising Award 2013 CLTA-13 Presentation Prizes Teaching & Service: Teaches courses like Intercultural Communication (INTL 200) and serves in professional organizations such as TESOL and the Chinese Language Teachers Association. His work bridges academia and policy, with a focus on advancing equity in multilingual education.
Gina Mikel Petrie, PhD is a Professor and Coordinator of the English as a Second Language (ESL) Program at Eastern Washington University. She holds an MA in Applied Linguistics/TESOL from Indiana University and a PhD in Education from Washington State University. Her expertise spans trauma-sensitive language teaching, English for Specific Purposes (ESP), and educator training in low-resource settings. Dr. Petrie has conducted international teacher development initiatives in Nicaragua, Mexico, Jordan, Italy, and India, including a virtual curriculum design project in New Delhi (2020) and a tourism-focused program in Amman (2018). She serves as a U.S. Department of State English Language Specialist, emphasizing global outreach and innovative pedagogical strategies. Her research focuses on sociocultural contexts of language instruction, particularly how political and psychological trauma impact teaching practices. Notable projects include developing trauma-informed methodologies and creating educative curriculum materials for independent teacher learning. Her work has been published in TESOL Journal , Teaching and Teacher Education , and English Teaching Forum . Recent scholarship highlights include exploration of heritage language identity in Mexico (2024), teacher resilience in politically unstable regions (2019), and digital tools for ESP program quality assurance (2014). Her work bridges theoretical frameworks with practical applications, addressing global educational challenges through culturally responsive curricula and technology integration. Dr. Petrie’s international collaborations and policy-focused research reflect her commitment to equitable language education. She actively contributes to teacher training initiatives, emphasizing culturally sustaining practices and educator autonomy through accessible professional development resources.
Laurent Dekydtspotter serves as Professor and Chair of Second Language Studies at Indiana University Bloomington's College of Arts and Sciences, with additional appointments in French and Italian, Linguistics, and Germanic Studies. His leadership spans departmental administration and cross-disciplinary research initiatives focused on neural mechanisms in language acquisition. His academic foundation includes a Ph.D. in Linguistics from Cornell University (1995), an M.A. in TESOL/Linguistics from Washington State University (1989), and English degrees from Université Catholique de l'Ouest (M.A. 1987, B.A. 1985). Dekydtspotter's research pioneers the development of interpretive knowledge in L2 learners, examining how phrasal semantics, lexical semantics, and pragmatic inferences interact during sentence processing. His groundbreaking work demonstrates that second language learners engage in deep structural processing —contradicting theories of superficial lexical/contextual reliance—through meticulous experiments on context-syntactic integration in French acquisition. Current investigations leverage gamma oscillation analysis to map neural operational workspaces for syntax across L1/L2 processing. Analysis of his 15 most recent publications reveals an evolutionary trajectory from syntactic processing studies toward integrated neurolinguistic frameworks, consistently emphasizing a unified epistemology for native and nonnative language comprehension. This progression highlights methodological sophistication through time-frequency analyses of wh-movement, anaphora resolution, and agreement phenomena. His scholarly recognition includes: Teaching Excellence Recognition Award (TERA), 1999 Dekydtspotter actively mentors graduate researchers through co-authored publications while securing research support for his neurocognitive investigations. His teaching portfolio spans advanced French syntax, semantics, and pedagogy courses including Introduction to French Semantics and Topics in French Acquisition. Departmental leadership as Chair positions him at the forefront of shaping second language studies curricula and research directions. Through the Early African Cinemas Lab and cross-departmental collaborations, he contributes to IU's linguistic research ecosystem while advancing theoretical models of language faculty development through parsing-to-learn acquisition frameworks.
Dr. Bradley Baurain is Professor of TESOL at Moody Bible Institute's Applied Theology and Church Ministries department, with over 30 years of international teaching experience across China, Vietnam, Canada, and the United States. His scholarship explores intersections of religious faith and language education, teacher development methodologies, and innovative approaches to listening pedagogy. Current leadership roles include presidency of the Christian English Language Educators Association and editorial work for Moody's Today in the Word devotional. Dr. Baurain's publications analyze teacher identity formation, cross-cultural education ethics, and contemplative approaches to language teaching. His research consistently addresses how personal values shape educational practices in diverse cultural contexts.
Amanda Klinkenberg is an Assistant Professor of Education at Mount Mercy University. She joined as an adjunct professor in 2018 and transitioned to a full-time role in the 2020-2021 academic year. Her expertise spans Spanish, English, TESOL, and language acquisition, with a focus on K-12 education and teacher training. Education: MA in Education, University of Northern Iowa BA in Education, University of Northern Iowa Universidad de Oviedo (Spain) Research & Teaching: Klinkenberg emphasizes practical classroom experience, integrating theory with practice through Professional Development School models. She teaches courses like Principles of Secondary Education and oversees practicum experiences in local K-12 classrooms. Her work prioritizes student-centered teaching and cultural competency. Labs/Teams: Collaborates with local schools for student teacher placements and practicums, leveraging partnerships to enhance teacher training.
Sara Swaim is an Assistant Professor in the Department of English at Northeastern State University, teaching at the Broken Arrow and Tahlequah campuses. Her office is located in Haskell Hall Annex 323, with contact number (918) 444-3600. Education: MA in Applied Linguistics (Ohio University, 2018) BA in Spanish and Latin American Studies (Ohio University, 2013) Research focuses on multilingual education and ESL instruction, emphasizing student-centered approaches to help learners achieve academic and professional goals. Teaching interests align with applied linguistics and TESOL methodologies. No grants, labs, or awards are listed in the provided information.
Elissa Pugh serves as an Educational Outreach Counselor for the Upward Bound program and an Adjunct Professor of English at Concord University. With over 20 years of experience spanning K-12 and higher education, her career focuses on fostering student success through innovative and inclusive learning environments. She holds certifications in Montessori education and TESOL (Teaching English to Speakers of Other Languages), emphasizing accessibility and pedagogical creativity. Education : M.A. in English, Belmont University B.A. in English and Creative Writing, Sweet Briar College Professional Focus : Elissa specializes in educational equity, teacher training, and literacy initiatives. Her work integrates cross-disciplinary approaches to support underrepresented students. She is also engaged in curriculum design that bridges traditional and modern educational methodologies. Awards/Grants : No specific awards or grants are listed in the provided text. Advising/Labs : No formal advising roles or lab affiliations are mentioned.
