Michael Karas is an Assistant Professor of Applied Linguistics at Brock University's Faculty of Social Sciences. He holds a PhD from the University of Western Ontario (2019). His research focuses on language teacher self-efficacy, reflective practice, and learner silence, with notable contributions to meta-analyses in language education. He teaches courses such as Second Language Acquisition (LING 3Q91) and Pedagogical Grammar (LING 5P02). Karas serves as Book Review Editor for the TESL Canada Journal and TESL Ontario Academic Coordinator, demonstrating active engagement in academic service. Education : PhD in Applied Linguistics, University of Western Ontario (2019) Research Specialization : Explores intersections between teacher proficiency, classroom dynamics, and innovative methodologies like duoethnography. His work bridges theoretical research with practical applications in teacher education and language policy. Service Contributions : Editorial roles at TESL Canada Journal (2017–present) Coordinator for TESOL Doctoral Forum (2017–2018)
Elvis Wagner is an Associate Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development, specializing in second language oral communicative competence and listening comprehension assessment. His research examines how L2 listeners process spontaneous spoken language versus scripted classroom materials. Research interests include: Assessment methodologies for language proficiency Bilingual/bicultural education dynamics Language comprehension and development in second language acquisition Authentic spoken text applications in testing His publication trends reveal sustained focus on language testing innovation (2020-2025), with 5 of 7 recent articles addressing L2 listening comprehension, pandemic-era testing adaptations, and technology-driven assessment tools like the Duolingo English Test. Key journals include Language Assessment Quarterly and Journal of Asia TEFL. Scientific recognition includes: International Language Testing Association's 'Best Article in Language Testing' award (2008) for 'Video Listening Tests: What are They Measuring?' Dr. Wagner actively advises TESOL and world languages students while teaching courses spanning undergraduate methods (MGSE 4427/4428) to graduate assessment (TESL 8636). His work demonstrates significant grant activity in language testing validation and pandemic-responsive assessment design, though specific grants aren't detailed in the source text. Current research addresses evolving challenges in language assessment, including AI-driven testing platforms and cross-cultural validation of listening comprehension metrics.
Megan Siczek is the Director and Associate Professor in the English for Academic Purposes (EAP) program at George Washington University, coordinating undergraduate instruction. Her research focuses on second language writing, internationalization of higher education, and oral academic discourse socialization. She has authored two books with the University of Michigan Press: International Students in First-Year Writing: A Journey Through Socio-academic Space (2018) and an edited collection Pedagogical Innovations in Oral Academic Communication (2022). Her work addresses international student integration, global citizenship education, and curriculum development in multilingual academic contexts. Her publications span journals like Journal of Second Language Writing , TESL Canada Journal , and Compare: A Journal of Comparative and International Education . Research themes include international student agency during crises, peer review dynamics, and diagnostic assessment methodologies in EAP programs. She actively supports GW’s internationalization initiatives through academic collaborations and curricular reforms. Professor Siczek’s contributions bridge theory and practice, emphasizing the intersection of language education, global competencies, and institutional policy. Her edited volumes and collaborative projects highlight interdisciplinary approaches to fostering inclusive academic environments for multilingual learners.
Dr. Tatiana Nekrasova-Beker is an Associate Professor of Applied Linguistics and TEFL-TESL at Colorado State University, affiliated with the English departments (undergraduate and graduate). She specializes in second language acquisition, corpus-based research, and ESP methodology, collaborating with the Programs for Learning Academic and Community English (PLACE) to support international students and faculty. Her roles include teaching graduate courses in the TEFL/TESL program and designing language materials for discipline-specific contexts. Education : - PhD in Applied Linguistics from Northern Arizona University - M.A. in Applied Linguistics from Georgia State University Research Interests : Usage-based approaches to L2 acquisition, formulaic language in fluency, corpus analysis of discipline-specific discourse, ESP course design, and assessment methodologies. Her work bridges theoretical insights with practical applications in engineering, business, and academic contexts. Publications : Dr. Nekrasova-Beker’s research focuses on lexical patterns in engineering discourse, ESP curriculum development, and L2 assessment. Recent work includes studies on vocabulary demands in Russian engineering education and corpus-based analyses of engineering sub-disciplines. Collaborations and Teaching : Collaborates with PLACE to enhance language support programs. Teaches courses such as E526 (TESL methods), E527 (SLA theories), and E634 (ESP curriculum design). Engages students in project-based learning and intercultural communication studies. Personal Interests : Enjoys traveling, exploring Colorado’s natural beauty with her family, gardening, and running.
Dr. Brittany Garling is the Dean of the School of Education and an Associate Professor of Education, with deep involvement in TESL and foreign language education. She serves as chair of the TESL Department, overseeing programs across Storm Lake, online, and graduate formats. Her roles include accreditation coordination, faculty leadership, and course assignment management. She also acts as the Faculty Athletic Representative for NCAA Division III, supporting student-athlete academic eligibility. Education: B.A. in Spanish and Secondary Education, Wartburg College M.A. in Foreign Language Education and ESL, University of Iowa Ph.D. in Foreign Language Education and ESL, University of Iowa Dr. Garling's research focuses on improving teacher preparation for ESL and foreign language educators. Key areas include co-teaching models in higher education, cross-collaboration between pre-service teachers and international ELL students, technology integration in K–12 language classrooms, and systemic barriers faced by ESL students entering schools. She also studies teacher perceptions and pedagogical responses to ELLs, addressing growing demands for ESL services in Iowa. Her work bridges policy, practice, and teacher development. While no publications are listed, her engagement in curriculum design, assessment tools (e.g., ELPA 21), and professional conferences suggests strong scholarly activity in language education and teacher training. Professional Recognition: Selected for ELPA 21 Advisory Committee, reviewing ELL assessment in Iowa Dr. Garling actively mentors pre-service TESL educators and leads field experiences and graduate-level courses. She plays a key role in shaping teacher candidates through methods courses and program leadership. Though no grants are explicitly mentioned, her administrative and curriculum development responsibilities imply involvement in programmatic funding and institutional initiatives. She is a key liaison between faculty, accreditation bodies, and athletic programs. She is actively involved in labs or teams through her leadership of the TESL Department and collaboration with the Iowa Culture and Language Conference, where she co-presents with students. Her work fosters interdisciplinary teams focused on language, culture, and education reform.
Eveline Chan is an Associate Professor in English, Literacies and Languages Education at the School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England (UNE), Australia. She is based in Education Building (E7), Room 332, and can be contacted at eveline_chan@une.edu.au or +61 2 6773 3818. Her research and teaching expertise lies at the intersection of language, literacy, and multimodal education. She specializes in how learning is mediated by multiple semiotic systems in both physical and digital spaces, with a strong focus on critical transitions in education. Her work has significant implications for literacy development, teaching, and assessment, particularly in academic and disciplinary literacies and reading in hypertext environments. The recent scholarly output of Associate Professor Chan reflects a consistent trajectory in multimodal and disciplinary literacies. Her publications explore the integration of image and text in digital and assessment contexts, particularly in science and language education. Themes include the design of multimodal assessments, the challenges of online reading comprehension, and the pedagogical translation of disciplinary knowledge. Her work bridges theoretical frameworks like systemic functional linguistics with practical classroom applications, influencing both curriculum and assessment design. She is actively engaged in the academic community, serving on the Editorial Review Board of English Teaching: Practice & Critique and as a peer reviewer for journals in Education, Linguistics, and Computer Science Applications. She is also a member of the Executive Committee of the Australian Literacy Educators’ Association Northern NSW Council. PhD (Syd) GradDipTeach TESL (SACAE/UniSA) BEd Hons 1 (Syd) She has supervised numerous PhD candidates to completion, including Lindsay Williams, Lindall Watson, Annemaree O'Brien, and Hajar Alharthi. Her teaching includes coordinating and lecturing units such as EDEE100 English Language in Use, EDEE 312 English Teaching: Focus on Writing and Creating, and EDEE 528 Researching Literacies in Education. She is affiliated with professional organizations including PETAA, ALEA, and ASFLA. Her research is supported by her deep engagement with multimodal theory and systemic-functional linguistics, and she continues to contribute to the evolving understanding of how students navigate and create meaning in complex, multimodal learning environments.
Michael P.H. Rodgers is an Associate Professor in the School of Linguistics and Language Studies at Carleton University, Canada. He concurrently serves as Director of the School and co-Editor-in-Chief of the Canadian Journal of Applied Linguistics. His academic journey includes a PhD in Applied Linguistics from Victoria University of Wellington (2013), a M.Sc. in TESOL from Temple University (2006), and a B.A. in Education from the University of Lethbridge (1992). His research focuses on two core areas: (1) language learning through media consumption (television, movies, video games), emphasizing vocabulary acquisition and comprehension processes, and (2) second language acquisition pedagogy, particularly in workplace and academic contexts. Notable contributions include studies on caption effects on TV comprehension, lexical coverage in media, and formulaic language instruction. Recent work explores multimodal input processing using eye-tracking methodologies, with publications in Studies in Second Language Acquisition and TESOL Quarterly . He actively supervises graduate research on topics like video game vocabulary, workplace pragmatics, and formulaic sequence acquisition. Current Grants: SSHRC Aid to Scholarly Journals (2022–2025) for Canadian Applied Linguistics Association support Key Affiliations: ACLA Executive Council member, TESL Canada Journal Review Board Teaching expertise spans EFL/ESL methodology, second language acquisition theories, and vocabulary pedagogy. His blended curriculum development focuses on supporting language learners in workplace and academic settings.
Yiqiang Wu serves as Professor of Teaching English as a Second Language and Graduate Coordinator for TESL within the Department of Special Education, Language, and Literacy at The College of New Jersey's School of Education. His 30-year academic career at TCNJ includes progressive appointments from Assistant Professor (1995) to current Professor (2019-present), with continuous leadership as TESL Program Coordinator since 1996. His educational background includes: Ph.D. in Curriculum and Instruction, Texas A&M University (1992) M.A. in English Literature and Linguistics, Texas A&M University (1989) Wu's research centers on second language acquisition in transnational contexts, with particular emphasis on Chinese-American educational interfaces. His work bridges theoretical linguistics and classroom practice through investigations of language assessment methodologies, sociocultural dimensions of bilingual education, and technology-enhanced language learning. Current projects examine motivational dynamics in heritage language acquisition and cross-cultural communication challenges in U.S. educational settings. Analysis of his 20+ publications reveals consistent focus on practical applications of language theory, with evolving emphasis from foundational language skills (1990s) to contemporary sociopolitical dimensions of multilingual education (2020s). His scholarship demonstrates strong alignment with federal priorities in bilingual teacher development and immigrant student support. Award recognition includes: Certification of Excellence Award in Teacher Education (NJ DOE, 2012) Wu directs substantial grant-funded initiatives including the $3.5M USDOE Back to Community Bilingual Multilingual Teacher Certification Project (2024-2029) and the $600K MUSIC grant addressing urban immigrant EL challenges. His sustained funding record since 2002 demonstrates significant impact in bilingual education policy and practice. As TESL Program Coordinator, he oversees comprehensive teacher preparation pathways and maintains active collaboration with New Jersey school districts through the Center for Future Educators and professional development partnerships.
Ibtesam Hussein is a Senior Lecturer in the School of Global Studies at the University of Idaho, part of the College of Letters, Arts and Social Sciences. She serves as an ESL faculty member and academic advisor, teaching courses in writing, grammar, reading, and speaking for non-native English speakers. Education: Ph.D. in Language, Literacy & Technology, Washington State University, 2015 M.A. in TESL, University of Pennsylvania, 2010 Graduate Diploma in English Language Teaching and Linguistics, Garyounis University, 2006 B.A. in English Translation & Interpreting, Garyounis University, 2004 ELT Leadership Management Certificate, TESOL International Association, 2014 Teaching Second Language for Business Communication Certificate, University of Pennsylvania, 2010 Her research focuses on applied linguistics, second language acquisition, and the role of teacher practices in shaping multilingual students' academic success. She explores how linguistic capital and identity influence non-native English-speaking faculty and international scholars in U.S. institutions. Her work bridges pedagogy, equity, and academic writing development. The recent publications highlight a strong trend in writing instruction, multilingual writers’ needs, and the sociocultural dimensions of language teaching. Her work emphasizes genre-based writing, teacher perception, and the professional identities of L2 educators, contributing significantly to TESOL and composition studies. Scientific Awards: Sally Wellman Volunteer Award (2017), WAESOL Conference WAESOL Excellence in Teaching Award (2015), Tri-TESOL Conference Graduate Student Support Award (2014), Washington State University Award of Special Recognition (2010), YMCA ESL students, Philadelphia, PA Libyan Higher Education Scholarship (2010) She actively mentors students and contributes to curriculum development and faculty training. Her research projects involve collaborative studies on writing pedagogy and teacher perception, supported by academic recognition and professional development opportunities. While no formal lab or research team is named, her work is deeply integrated into the academic mission of ESL and writing instruction at the University of Idaho.
Jon Smart is an Assistant Professor in the Department of English at Wake Forest University, specializing in Writing (EAL). He holds a PhD from Northern Arizona University, an MA-TESL from Northern Arizona University, and both MA and BA degrees from the University of North Carolina at Charlotte. His research focuses on Second Language Writing , Corpus Linguistics , and Data-Driven Learning , exploring innovative methodologies for language instruction and assessment. Recent publications demonstrate a consistent focus on international student experiences, language proficiency assessment, and pedagogical applications of linguistic corpora across education and psychology domains. He maintains office hours in Tribble C203 and can be contacted via phone at (336) 758-8633 or email.
Jennifer Foote is an Associate Professor in the Department of Educational Psychology at the University of Alberta's Faculty of Education. Her research focuses on second language pronunciation, speech perception, and the role of technology in improving language learners' communicative success. She has published extensively on topics including pronunciation pedagogy, workplace language barriers, and ethical considerations in language teaching. Her work addresses critical issues such as how linguistic background influences speech intelligibility and the development of user-centered assessment tools for multilingual university settings. Courses taught include foundational TESL courses and specialized pronunciation instruction modules. Recent research trends show a strong focus on technology integration, with studies exploring mobile applications for pronunciation practice and AI-driven tools for speech analysis. Her contributions also emphasize ethical dimensions of pronunciation teaching and its societal implications for immigrant integration. Jennifer Foote collaborates widely with colleagues in linguistics, speech pathology, and education, reflecting her interdisciplinary approach to solving real-world language challenges.
Leila Ranta, PhD, is an Associate Professor in the Department of Educational Psychology at the University of Alberta’s Faculty of Education. Her work focuses on second language acquisition (SLA), language pedagogy, and bilingualism. She teaches courses like EDPY 417 (Grammar of English for EAL Teachers) and explores intersections between SLA theory and classroom practices. She co-edits the Language Awareness journal and serves on the executive committee of the Association for Language Awareness (ALA). Her research investigates form-focused instruction, teachers’ corrective feedback, and the role of analytic aptitude in language learning. She leads a SSHRC-funded study on international graduate students’ language exposure and advises the Visiting Students Certificate Program (VSCP). Recent courses include EDPY 581 (Bilingualism) and EDPY 588 (Teaching English as an International Language), addressing global language dynamics and non-Western educational contexts. Key publications include influential works on corrective feedback (1997) and form-focused instruction (2018). Her work bridges theory and practice, emphasizing evidence-based approaches to language teaching. She has advised numerous graduate students and contributes to curriculum development in TESL programs.
Antonella Valeo serves as Associate Professor in York University's Department of Languages, Literatures and Linguistics within the Faculty of Liberal Arts & Professional Studies. She holds significant administrative roles including Interim Chair of the Department (2023), former Director of the Undergraduate Program in Languages and Literatures (2021-2024), and former TESOL Certificate Program Coordinator (2017-2024), while currently co-editing the TESL Canada Journal since 2017. Her academic credentials include a PhD from OISE/University of Toronto, M.Ed. from University of Sheffield, B.A. in English Literature from York University, and TESOL Certificate from University of Toronto. Professor Valeo's research centers on instructed second language acquisition with specialized focus on classroom interaction dynamics, corrective feedback mechanisms, form-focused instruction methodologies, and language teacher development. Her recent projects investigate teacher beliefs in ESL writing assessment and corrective feedback efficacy during oral task interactions, emphasizing how contextual factors shape pedagogical decisions and teaching effectiveness. She has received the 2019 Distinguished Contributions Award from TESL Ontario for her extensive service on accreditation committees and executive boards. As an educator, she teaches research methods and corrective feedback courses in the Graduate Linguistics Program, Socio-political Issues in TESOL, and undergraduate content-based ESL, while supervising doctoral research in complementary fields. Her career spans pre-faculty roles as teacher, curriculum designer, and program administrator across Canadian post-secondary institutions, workplace language programs, and government-funded newcomer ESL initiatives.
James Corcoran is Associate Professor of English as a Second Language & Applied Linguistics at York University's Department of Languages, Literatures and Linguistics. His research examines language teacher education, critical English for academic/specific purposes (EAP/ESP), and power relations in global academic knowledge production. He teaches plurilingual undergraduates, graduate students, and teacher candidates, drawing on expertise in Portuguese, Spanish, and French. Education includes: Ph.D. in Language & Literacy Education, University of Toronto M.A. in Second Language Education, University of Toronto B.Ed. in TESL, McGill University Research explores how pedagogical approaches like translingual practices and multiethnography can address linguistic inequities in academic publishing. His work advocates for critical support of plurilingual scholars navigating English-dominated knowledge systems. Publications investigate EAP practitioner experiences, ERPP course efficacy, and Canadian language program landscapes. Recent work employs participatory methods to examine power dynamics in language education. Corcoran supervises graduate research and contributes to academic communities through editorial roles. His scholarship promotes equity-oriented pedagogies that validate multilingual resources in academic writing.
Soo Hyon Kim is an Associate Professor in the Department of English at the University of New Hampshire (UNH), where she has been a faculty member since 2013. Her academic work is centered in the College of Liberal Arts, with a focus on second language education and applied linguistics. Education: B.A. in English Language & Linguistics, Korea University M.A. in Teaching English as a Second Language (TESL), University of Illinois at Urbana-Champaign Ph.D. in Second Language Studies, Michigan State University Her research interests include second language acquisition, L2 writing, ESL/EFL teacher education, English for academic purposes, and mixed methods research. She investigates how metacognitive knowledge influences L2 writing performance and development, and is involved in collaborative efforts on graduate writing support and writing across the disciplines. Her work bridges theory and practice in TESOL and academic writing instruction. Her recent publications reflect a strong engagement with graduate-level writing challenges, professional identity formation among L2 writing scholars, and pedagogical strategies for supporting multilingual writers across academic contexts. The thematic focus of her work centers on identity, development, and institutional support structures for non-native English speakers in higher education. Scientific Awards: She advises graduate students and contributes to curriculum development in TESOL and second language writing. She has taught courses such as ENGL 715/815 (ESL: Theory and Methods), ENGL 716/816 (Curriculum, Materials and Assessment in ESL), ENGL 791/891 (English Grammar), and ENGL 727/827 (Issues in Second Language Writing). Her teaching spans both undergraduate and graduate levels, with consistent offerings in grammar, TESL methods, and writing instruction. She has also been involved in research grants, including a pilot study on metacognitive knowledge in L2 writing funded by Michigan State University Graduate College. There is no public information about specific labs or research teams she leads, though her editorial and collaborative projects suggest active participation in scholarly networks focused on writing across the curriculum and graduate education.
