Notes on Contributors
Chris Banister
(MA tesol, BA Hons., pgche) teaches academic and business English at Regent’s University London. Chris has previously worked in wide ranging elt settings in London and Istanbul. He holds an MA in tesol from the University College London Institute of Education and his dissertation research focused on vocabulary lists for academic English. His teaching and research articles have appeared in edited books and refereed journals.
Leigh Bennett
is a lecturer in the English for Academic Purposes department at Akita International University, Japan. He has previously taught English in South Korea, Japan and the U.K. His research interests include the academic writing struggles of students during their tertiary studies and corpus linguistics in language education.
Xin Chen
(PhD Candidate in Literacy, Culture and Language Education) teaches academic writing at Indiana University in Bloomington, USA. Previously, she worked as a program administrator of Business English training in China. Her research interests include multilingual students’ development of English academic literacy, translingual literacy and international education. She has published articles in intesol Journal and tesol Newsletter. She also co-authored a book entitled Teacher Training and Professional Development of Chinese English Language Teachers (Routledge, 2017).
Tiffany Johnson
(MA, tesol) is currently studying Arabic full-time in the Middle East and plans to teach in a Foundations English Program when she completes her studies. Previously, she worked as an esl specialist at a K-12 private international school in the United Arab Emirates before earning her Master’s degree at Eastern Michigan University. Tiffany’s research interests include learner autonomy, adult education, and materials development.
Kendon Kurzer
(PhD, Education; MA, tesol) is currently a lecturer in the University Writing Program at the University of California, Davis. His primary research interests include the intersection of writing across the curriculum, L2 writing, and written corrective feedback. He has published in the tesol Quarterly, Assessing Writing, and Foreign Language Annals. He also serves on the editorial board of the Journal of Response to Writing.
Nguyen Thi Thuy Loan
(MA, tesol; PhD, English Language Studies) teaches English for Academic Purposes and English Language Teaching Methodologies at Kalasin University, Thailand. Her research interests include genre analysis, English written discourse, and L2 writing instruction. She has published in journals including esp Today, The Asian esp Journal, The Asian efl Journal, The Indonesian Journal of Applied Linguistics, The Iranian Journal of Language Teaching Research, and 3L Journal.
Cynthia J. Macknish
(EdD, tesol & Applied Linguistics) has taught various levels from elementary and secondary to undergraduate and graduate levels in Canada, the Bahamas, China, and Singapore. Currently, she enjoys teaching esl and tesol as associate professor at Eastern Michigan University. Prior to this, she developed and taught post-secondary esl, eap, and teacher education courses in Singapore. Her research interests include service learning, language pedagogy, assessment, and critical literacy.
Michael McLelland
(MA, tesol) currently teaches esl students in metro Detroit, Michigan. He has accepted a position and plans to teach at a university in Danang, Vietnam beginning in 2019.
Brian Morgan
(PhD) is an associate professor in the English Department of Glendon College, York University, in Toronto, where he teaches courses in content-based eap, language teacher education, and graduate courses in applied linguistics. His primary research area is in critical theories and their potential implementation across English language teaching contexts.
Donna M. Neary
(MA) teaches high school Social Studies to English language learners in Louisville, Kentucky. Previously, Donna worked for museums including the Kentucky Historical Society and the Kentucky Derby Museum curating exhibitions and planning programming for visitors. Her articles have appeared in The Public Historian, Louisville Encyclopedia, Encyclopedia of Kentucky, Ohio Valley History, Pioneers of American Landscape Design II, EdSurge.org, and jcpsforward.org. She has written several community histories.
Gina Paschalidou
holds BA in English Language and Literature from the Aristotle University of Thessaloniki, and MEd in tesol from the Hellenic Open University, Greece. She is a teacher of English in Greek State Secondary Education. Gina’s research interests include student motivation, content and language integrated learning, material design, and cross-language mediation.
Ayşenur Sağdıç
(MA, tesl) is a PhD student in Applied Linguistics at Georgetown University and an eap instructor. Ayşenur has several years of experience in teaching adult efl and esl learners in Turkey and in the USA as well as in teaching English composition and research skills to undergraduates. Her research area includes classroom-based adult second language acquisition with an emphasis on second language pragmatic development, instruction, and assessment.
Nashwa Nashaat Sobhy
(PhD, Applied Linguistics) currently teaches language and education subjects at San Jorge University in Spain, and is a member of the uam-clil research group at the Autonomous University of Madrid. Her research has centered on teaching and learning through English as an additional language, with specific focus on language pragmatics and academic discourse functions. She has written chapters in edited books published by John Benjamins, Brill, and Peter Lang. Nashwa has also published articles in Intercultural Pragmatics and resla.
Lorena Valmori
(PhD, Second Language Studies) teaches English to high school students in Modena, Italy. Previously she taught Italian as a second language in the UK and the USA. She also taught English and teaching methods in the Department of Education and Humanities at Università of Modena and Reggio Emilia, Italy. Her teaching experience has informed her research interests in motivational dynamics, identity, and emotions in second language learning. Her articles have appeared in Language Teaching and System.
Robert E. White
(PhD) is Associate Professor in the Faculty of Education at St. Francis Xavier University in Nova Scotia, Canada. Robert’s research interests lie in social justice and equity education, globalization, critical pedagogy, leadership and qualitative research. Robert has had a lengthy career in the public school system where he taught English as a Second Language.