Dr. Hyunjung Shin is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. Her work focuses on applied linguistics, EAL education, and critical pedagogy. She holds a Ph.D. from the University of Toronto (2010) in Curriculum, Teaching and Learning, with a specialization in Second Language Education. Her research explores topics such as transnational student experiences, neoliberalism in education, refugee language policies, and identity formation. Notable awards include the Government of Canada Post-doctoral Research Fellowship (2010-2011) and the BAAL International Scholarship (2010). Shin's publications challenge dominant narratives in language education, emphasizing critical perspectives on multilingualism and globalization. She has presented widely, including a TEDx talk on diversity in 2019. Her work integrates participatory action research and ethnographic methods to address systemic inequities.
Minh Hue Nguyen is a Senior Lecturer in EAL/TESOL Teacher Education at Monash University's School of Curriculum, Teaching and Inclusive Education within the Faculty of Education. She holds a PhD in Education (TESOL focused) from Monash University and has taught at Vietnam National University, Deakin University, and the University of Melbourne. Her educational background includes: PhD in Education (TESOL focused), Monash University (2015) MA in Applied Linguistics, Victoria University of Wellington (2008) BA in English Language Teaching, Vietnam National University (2003) Nguyen's research centers on teachers' professional learning, curriculum, and pedagogy in TESOL and EAL contexts, with specific focus on emotional experiences, identity development, mentoring, agency, and collaboration. She explores sociocultural contexts of teacher development through activity theory and sociocultural perspectives, examining how institutions support teachers' learning journeys from preservice to in-service stages. Recent work investigates professional learning for teacher educators and implementation of the Victorian EAL Curriculum. Her 15 most recent publications (2024-2025) reveal a strong thematic focus on language teacher agency, identity negotiation, and multilingual pedagogies. The research increasingly examines emotional dimensions of teaching, cross-cultural identity tensions, and collaborative models between EAL and content teachers, with significant contributions to understanding how teachers navigate complex educational contexts while developing professional identities. Her scientific recognition includes: Penny McKay Award Special Commendation Monash Education Research Community's Publication Award ATEA/Kay Martinez Award for Best Paper Monash Dean of Education’s ECR Project Award Advancing Women's Research Success Grant Vietnamese Government Merit-based Scholarships Nguyen actively supervises PhD research in TESOL teacher professional learning, teacher identity, and curriculum development, though is currently unavailable for new PhD students until 2027. She contributes to editorial boards for Teaching and Teacher Education, Second Language Teacher Education, and System journals, and serves on the Australian Teacher Education Association. Her work supports UN Sustainable Development Goal 4 (Quality Education) through inclusive pedagogical frameworks. She leads research projects including 'Elucidating practices to assist EAL learners to acquire specialised science vocabulary' and 'Establishing an online community-of-practice model for learner agency during work placements,' demonstrating commitment to practical educational innovations.
Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.
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)
Professor Barbara Skinner is a Professor of TESOL and Education at Ulster University's School of Education, based at the Coleraine campus. She serves as Director of Development and Partnerships for the School of Education and is a member of the School's Senior Management Team. Dr. Skinner was the first lecturer in Ulster's Centre for English Language Teaching (CELT) and moved to the School of Education to become Course Director of MA TESOL in 2006. Her educational background includes a Doctorate of Education from the University of Bristol (2014). Originally from Cornwall, she has extensive experience teaching ESOL and EAP, and has served as a UCLES examiner and IELTS examiner. Professor Skinner's research focuses on language teacher education, higher education pedagogy, and intercultural competence. Her current work explores minority language pupils in Northern Ireland, examining their educational attainment, home-school partnerships between schools and migrant parents, and the socio-emotional well-being of refugee pupils. She also investigates teacher talk and second language teacher education, with particular interest in conversation analysis, threshold concepts, and teacher identity. Her research has resulted in numerous publications in key international journals including the English Language Teaching Journal, Journal of Studies in International Education, and Journal of Education for Teaching. Professor Skinner has secured significant funding from external sources including the British Council, UKISA, and international partners in Spain, Korea, China, and Central Asia, with recent projects focusing on inclusive English language teaching across multiple countries. Sustained educational excellence award (2021) Professional Practice Innovation award (2021) Distinguished teaching fellowship - highly commended (2010) Excellence in International Partnership award (2020) Professor Skinner is actively involved in doctoral supervision and examination, and serves as Northern Ireland representative for the British Educational Research Association (BERA). She is an Editor of the BERA Blog and a member of BERA Publications Committee. Her professional activities include reviewing for several prestigious journals and mentoring new reviewers globally. She leads multiple international projects, including the MA TESOL dual award program between Kazakhstan and Northern Ireland, demonstrating her commitment to advancing language education worldwide.
Tamara Warhol is an Associate Professor in the Department of Modern Languages at the University of Mississippi, affiliated with the College of Liberal Arts. She teaches courses in linguistics, TESOL, and Second Language Studies, including Semantics and Pragmatics, Discourse Analysis, and Qualitative Research Methods. Education: Ph.D. in Educational Linguistics (2011), M.S.Ed. in TESOL (2002) from University of Pennsylvania; B.A. in Religious Studies from Princeton (1995) Her research focuses on language pedagogy, teacher education, program administration, and discourse analysis. Recent publications emphasize interdisciplinary collaboration, translanguaging, and digital pedagogy in ESL/EFL instruction. She has held leadership roles including Director of the Intensive English Program and Graduate Program Coordinator for Applied Linguistics and TESOL. Awards include the Dell H. Hymes-Nessa Wolfson Award (2011), Urban Education Fellowship (2003-2007), and multiple Summer Research Grants (2008, 2012, 2018).
Dr Averil Grieve is a Senior Lecturer at Monash University’s Communication in Health Professions Education Unit (COHPE) within the Faculty of Medicine, Nursing and Health Sciences. She specializes in transcultural teaching practices, second language acquisition, and supporting international students in clinical and academic placements. She holds a PhD in Applied Linguistics (Melbourne University) and a Master’s in Cross-Cultural Communication (University of Sydney). Her research focuses on language acquisition in health professions education, scaffolded communication skills, and embedding industry-linked communication into curricula. Key projects include analyzing training needs for clinical field educators of international students and exploring ethical use of AI in academic writing. She is Associate Editor of Journal of Academic Language and Learning and TESOL in Context . Education: PhD in Applied Linguistics (Melbourne University), Master’s in Cross-Cultural Communication (University of Sydney) External Roles: Bilingual Education Consultant at Deutsche Schule Melbourne Inc. since 2013 Grants: Led projects like the AWSG Advancing Women's Success Grant (2022–2023) and the Monash University Teaching Grant (2019) Consulting: Provides training on intercultural communication, transcultural methodologies, and bilingual education strategies Publications: Over 38 articles focusing on AI ethics in academia, clinical communication, and international student support, including high-impact journals like BMC Medical Education and American Journal of Pharmaceutical Education Her work bridges language education and healthcare, emphasizing equity and translanguaging approaches in multicultural settings.
Yvonne Foley is a Senior Lecturer at the Moray House School of Education and Sport, University of Edinburgh. She specializes in Language, Literacies, and Teacher Education with a focus on social justice and inclusion for linguistically and culturally diverse learners. She teaches on programs including PGDE Secondary, MSc Transformative Learning and Teaching, and MSc TESOL. Education: PhD in Education, University of Edinburgh MEd TESOL, University of Edinburgh RSA CTEFLA Certificate, University of Cambridge Certificate in Theology, Regent Theological College Research & Teaching Interests: Promoting equitable education through critical approaches to literacies, bilingual education, and addressing systemic barriers for multilingual students. Her work emphasizes teacher professional development and curriculum design to foster linguistic and cultural inclusion. Professional Roles: Chair of NALDIC (National Association for Language Development in the Curriculum) Co-director of CERES (Centre for Education for Racial Equality in Scotland) Member of BAAL and IATEFL Grants & Projects: Attainment Challenge Project (£109,141, 2018–2021) ADiBE: CLIL for All Project (2019–2021) National Framework for Languages (£60k, 2016) Bell Foundation-funded EAL Learner Voice Study (2014)
Dr. Susan Creagh is a Lecturer in TESOL Education at the University of Queensland's School of Education. She holds a PhD in Education from the University of Queensland, a Master's in Applied Linguistics from Darwin University, and a BA/Diploma of Education from the University of New England. Her research focuses on language policy, educational equity, and quantitative methodologies, particularly regarding students from linguistically diverse backgrounds. She has held roles such as Research Fellow at ISSR (2015–2017), collaborating with The Smith Family on a federally funded project addressing educational disadvantage. Creagh critiques national testing systems like NAPLAN, emphasizing how categorizations such as 'Language Background Other Than English' misrepresent outcomes for multilingual learners. Her work includes longitudinal studies on newly arrived migrant and refugee students' academic trajectories. She also explores teacher workload, commercialization in education, and global citizenship education. Key Awards: Ray Debus Award for Doctoral Research (AARE), Penny McKay Memorial Award (ACTA/ALAA) Grants/Projects: ARC Linkage Grant on disadvantage and educational outcomes Teaching Roles: Contributes to BEd, MEd (Secondary Teaching), and MEd (Educational Studies) programs, focusing on ESL/EAL pedagogy. Her research spans 20+ years as an ESL teacher, informing her advocacy for equitable education policies and practices.
Marianne Turner is an Associate Professor in Bilingual Education and TESOL at Monash University's School of Curriculum Teaching & Inclusive Education. Her research focuses on developing socially equitable understandings of language and building capacity for multilingual approaches across educational settings. She has established significant collaborations with Victorian Department of Education and Catholic Education through funded research projects. Her primary research interests include: Translanguaging as a framework addressing social inequity Integration of EAL and content-based learning in English-speaking contexts Language teacher pre-service education and professional development Content and language integrated pedagogies (CLIL) Educating for diversity and inclusion through multilingual strategies Recent publications demonstrate a clear trajectory toward practical implementation of translanguaging in Australian classrooms, with emphasis on teacher development, digital multimodal approaches, and policy frameworks. Her work consistently bridges theoretical concepts like trans-semiotizing with classroom applications through projects involving Home Languages in English Classrooms and Plurilingual Pedagogy initiatives. Turner actively disseminates research through teacher associations (VicTESOL, MLTAV), government resources, and media engagement. Current projects include English as an Additional Language (EAL) pedagogy development for secondary classrooms (2025) and Home Languages in the English Classroom research (2021-2022). She has supervised PhD students focusing on translanguaging approaches but is currently not accepting new candidates. Her research contributes to UN Sustainable Development Goals through advancing educational equity and inclusive language practices.
Dr. Joan K. Shin is a Professor of Education at George Mason University's College of Education and Human Development (CEHD). Currently serving as Associate Dean for Faculty Success and Director of CEHD's Global Online Teacher Education Center (GOTEC), she specializes in ESL/EFL/EAL education for young learners and teenagers. With professional development programs in over 100 countries, her work bridges in-person and online teacher training to build international virtual communities of practice. PhD in Language, Literacy & Culture from University of Maryland, Baltimore County (UMBC) MA in Bilingual/ESOL Education from UMBC BA in Economics from Cornell University Her research focuses on: Online TESOL education and MOOCs Visual and multimodal literacy for language learners Intercultural communication through storytelling Technology integration in teacher professional development Global virtual communities of practice Recent publications highlight trends in pandemic-era teacher training, MOOC camp effectiveness, and blended learning frameworks. She has secured over $12 million in grants, including Department of State-funded initiatives through FHI 360. Awards include: TESOL International Association's 30 Up and Coming Leaders (2016) U.S. State Department's Top 30 English Language Specialists (2021) Ben Warren International House Trust Prize (2013) HRH Duke of Edinburgh English Language Book Award (2014) As an English Language Specialist, she has conducted training across 20+ countries. Her full description outlines her Korean-American heritage, educational philosophy, and contributions to National Geographic Learning's award-winning textbook series.
Susan Poetsch is a Senior Lecturer at the University of Sydney's School of Education and Social Work. She coordinates the Master of Indigenous Languages Education (MILE) program and teaches units related to Aboriginal and Torres Strait Islander education, languages education, and the Indigenous Studies Major. Her work is deeply collaborative, conducted in partnership with Aboriginal and Torres Strait Islander communities, families, organizations, leaders, language experts, and educators. Dr. Poetsch holds a PhD from the Australian National University (ANU), an M.A. in Applied Linguistics from Sydney, a Grad Dip TEFL from Sydney, and a B.A. Dip. Ed. Primary from Macquarie University. Prior to her academic career at Sydney University, she served as a curriculum officer in the Board of Studies NSW, where she worked with Aboriginal community members, linguists, and school staff to implement the Aboriginal Languages K-10 Syllabus. Susan Poetsch's research focuses on language reclamation and maintenance for Aboriginal and Torres Strait Islander teachers, learners, and communities. Her work spans several key areas including teacher education, Aboriginal and Torres Strait Islander education, first and second language learning for Indigenous students, and linguistics for Aboriginal and Torres Strait Islander languages learning and teaching. Her recent publications demonstrate a consistent focus on Indigenous language revitalization, educational approaches for Indigenous language learners, and collaborative methodologies that center community knowledge and leadership. Dr. Poetsch has received significant recognition for her work, including: 2023 MAK Halliday Prize for Outstanding Research from the Applied Linguistics Association of Australia 2022 University of Sydney Early-Mid Career Academic Network (SEMCAN) Good Mentor Award 2018 ARC Centre of Excellence for the Dynamics of Language student mobility award 2013 Faculty of Education & Social Work Teaching Excellence Award (Koori Centre Team Award) In terms of mentorship, Susan Poetsch supervises research students including Keith LIN, who is researching "The Development of TESOL Postgraduate Students' Beliefs and Knowledge of Translanguaging through a Professional Development Program," and Iris MENZIES, who is studying "Supporting hidden multilingual Indigenous students in mainstream education: a case study in the East Kimberley." She is currently involved in significant research projects such as "Understanding Aboriginal and Torres Strait Islander language ecologies" (2021-2024), funded by the ARC Special Research Initiative, and "Teacher Education at the University of Sydney: Aboriginal and Torres Strait Islander Graduates' Pathways and Impacts" (2022-2023). Dr. Poetsch is actively engaged with numerous professional associations including the Applied Linguistics Association of Australasia, Australian Linguistics Society, Languages and Cultures Network for Australian Universities, First Languages Australia, Living Languages, Foundation for Endangered Languages, Australian Federation of Modern Languages Teachers' Associations, and ATESOLNSW. Her work demonstrates a deep commitment to collaborative research and education that centers Indigenous knowledge systems and language revitalization efforts.
Aisling O'Boyle is a Senior Lecturer at Queen's University Belfast's School of Social Sciences, Education and Social Work. She serves as Director of the Centre for Language Education Research and previously held leadership roles such as MSc TESOL Course Director (2006-2017) and Director of Internationalization (2018-2022). Her research focuses on multilingual education contexts, corpus linguistics, and dialogue-based knowledge construction. She has led projects on topics including Irish-medium education, gender equity in language teaching, and migration-related language education. Research Interests: Language education, applied corpus studies, multilingualism, gender studies, and educational policy Teaching Roles: MSc TESOL modules, PGCE Elective on linguistically diverse students, Open Learning course for refugees/asylum seekers Leadership: Centre for Language Education Research Director since 2022 Her work contributes to UN Sustainable Development Goals 4 (Quality Education) and 5 (Gender Equality). Recent projects include investigations into additional competences of Irish-medium practitioners and language trends in Wales/Scotland. Awards: 2021 Fredrik & Catherine Eaton Fellowship, 2024 Landmark Futures Scheme, 2014 Teaching Excellence Award Current projects involve analyzing language provision in further education and exploring gender equity in English language teaching internationally. She has supervised doctoral researchers in areas like EAP, resilience in language learners, and multimodal teaching methods.
Dr Thi Kim Anh Dang is a Senior Lecturer (TESOL and Languages Education) at Monash University's Faculty of Education. Previously, she held roles at Melbourne Graduate School of Education and La Trobe University. Her research focuses on teacher education, sociocultural theory, Indigenous education, and English-medium instruction (EMI) globalization impacts. She has published widely in international journals and authored 'Education Policy: Mapping the Landscape and Scope' (2016). Education: PhD in Teacher Education (University of Melbourne, 2014) with a sociocultural activity theoretical study of paired-placements; M.Ed (2002) on genre-based ESL writing pedagogy; B.Ed (Honours) in English Language Teaching (Vietnam National University, 1996). Research Interests: Teacher education, professional learning, TESOL, education policy, sociocultural activity theory, Indigenous education. She has consulted on projects addressing Indigenous student engagement in business education and EMI implementation strategies. Awards: Early Career Researcher Commendation (AARE 2015), Vietnam's Excellent Research Supervision Award (2007), and multiple scholarships/fellowships for academic excellence. Collaborations: Key projects include EMI professional learning programs in China and Germany, and Indigenous education initiatives in Australia. She leads the AARE Teacher Education & Research Innovation SIG.
Dr. Naomi Wilks-Smith is a Senior Lecturer in the School of Education at RMIT University, specializing in second language education and bilingual pedagogy. She holds a Master of Education (1999) supported by the MCJLE scholarship and has over 25 years of experience across primary, secondary, and tertiary institutions in Australia, New Zealand, and Japan. Her roles include teaching Japanese, EAL/D, and coordinating TESOL courses. Her research focuses on innovative language teaching methodologies, including intentional teaching gestures, translanguaging, and interactive storytelling. She leads global education initiatives, fostering partnerships with schools in Melbourne and Kochi, Japan, as well as cross-disciplinary collaborations with RMIT’s School of Design and School of Global, Urban and Social Studies. Naomi has secured grants for projects like the Voice Story App and Community Banashi Project, emphasizing research translation into impactful educational practices. Her awards include the Michele Steele BEST of JALT Award (2022), RMIT Excellence in Research Awards (2021), and a 2012 RMIT Teaching Excellence Award. Global Engagement: Melbourne-Kochi Bilateral Program, sister-school collaborations, and online global experiences for pre-service teachers. Professional Roles: Vice President of the TEFL Praxis Association and Associate Editor of the TEFL Praxis Journal. Research Themes: Bilingual education, second language acquisition, and culturally inclusive pedagogies.
