Notes on Contributors

Rebecca J. Adams is a Research Fellow of the Department of Applied Language Studies and Linguistics of the University of Auckland and Associate Director of the Center for Faculty Excellence at Northcentral University. Her upcoming co-authored book on peer interaction in language classrooms will be published by Taylor and Francis.

Tim Anderson is a TESL doctoral candidate in the Department of Language and Literacy Education at the University of British Columbia. His research interests include second language acquisition and socialization, L2 writing, and Chinese as an additional language. His dissertation focuses on Chinese doctoral students' socialization into academic literacies/discourses.

Marta Antón is Professor of Spanish at Indiana University-Purdue University Indianapolis. She researches sociocultural approaches to classroom interaction, dynamic assessment, and Spanish sociolinguistics. Recent publications include a book on assessment (Métodos de evaluación de ELE), chapters, and articles in Foreign Language Annals, International Journal of Applied Linguistics, Language Teaching, etc.

Michael W. Apple is John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. He also holds Professorial appointments at the University of London Institute of Education and the University of Manchester. Among his recent books are Can Education Change Society? (2013) and Knowledge, Power, and Education (2013).

Roslyn Appleby is a senior lecturer in international studies at the University of Technology, Sydney. Her research interests include international development and gender studies. She is the author of 'ELT, gender, and international development' (Multilingual Matters 2010), and 'Men and masculinities in global English language teaching' (Palgrave Macmillan 2014).

David Bloome is EHE Distinguished Professor at Ohio State University, College of Education and Human Ecology, Department of Teaching and Learning. Bloome's research explores how people use language for constructing learning, social relationships, knowledge, communities, social institutions, shared histories and futures.

Melissa A. Bowles is an Associate Professor of Spanish, Linguistics, and Educational Psychology at the University of Illinois at Urbana-Champaign. Her research focuses on classroom language acquisition by second and heritage language learners.

Mary Bucholtz is a professor in the Department of Linguistics at the University of California, Santa Barbara; she is also affiliated with the Departments of Education, Feminist Studies, and Spanish and Portuguese. She is the author of White Kids: Language, Race, and Styles of Youth Identity (Cambridge University Press, 2011).

Kimberly Buescher is a doctoral candidate in the Department of Applied Linguistics at Pennsylvania State University. Her research interests include sociocultural theory, second language literacy pedagogy, gesture, cognitive linguistics, and second language acquisition. Her dissertation research focuses on intermediate L2 narrative literacy pedagogy combining concept-based instruction and a division-of-labor.

Maria Lúcia Castanheira is Professor of Education at the Federal University of Minas Gerais, Brazil, and is particularly interested in examining the social construction of life in diverse classrooms and literacy practices in and out of school. She has published on the discursive nature of classroom interaction, literacy practices and research on epistemological issues.

Ross Collin is assistant professor of English education at Virginia Commonwealth University in Richmond, Virginia. His research agenda is organized around the study of schooling and literacy in times of socioeconomic transformation. His work has appeared in journals such as Teachers College Record, Curriculum Inquiry, and Reading Research Quarterly.

Rémi A. van Compernolle is Assistant Professor of Second Language Acquisition and French and Francophone Studies at Carnegie Mellon University. His research focuses on extensions of Vygotskian sociocultural psychology to second language development, assessment, and pedagogy, particularly in the domain of sociolinguistic, pragmatic, and interactional competencies.

Janet Donin has retired from McGill University where she was Associate Professor in Educational Psychology and Second-Language Education. Her research focus is in the areas of discourse processing, text comprehension and production, bilingual text processing, and the development of computer learning environments based on analyses of natural learning situations.

Patricia (Patsy) A. Duff is an applied linguist and Professor of Language and Literacy Education at the University of British Columbia. Her research interests include qualitative research methodology in applied linguistics, second language acquisition and socialization across multilingual contexts, and English and Chinese language education internationally.

Carl H. Frederiksen is Emeritus Professor at McGill University in Educational Psychology. He previously held faculty positions at UC Berkeley and Rockefeller University. His research focuses on learning and knowledge-based cognition, propositional representation, discourse analysis, discourse comprehension and production, tutoring and learning in natural and computer-supported interactive learning environments.

Próspero N. García is assistant professor of Spanish applied linguistics at Rutgers University, Camden. His research interests lie in the fields of Spanish second language acquisition and pedagogy, Vygotsgy's theory of mind, second language evaluation and assessment, and technology enhanced language learning.

Susan M. Gass is University Distinguished Professor at Michigan State University where she directs the Ph.D. in Second Language Studies and is Chair of the Department of Linguistics, Germanic, Slavic, Asian and African Languages. Her most recent book is Second Language Acquisition: An Introductory Course with Jennifer Behney and Luke Plonsky and Second Language Research: Methodology and Design (2nd edition) with Alison Mackey.

Judith L. Green (Professor, Department of Education, University of California, Santa Barbara) has published syntheses, reviews, and studies of language, interaction, discourse, and ethnographic research in educational settings. She served as editor of the Handbook of Complementary Methods in Education Research (2005), Review of Research in Education (2006, 2008, 2010).

Christian Greiffenhagen is a Lecturer in Sociology at Loughborough University, UK. His research is concerned with studying scientific work and new technologies 'in use', e.g., the introduction of educational software into classrooms, the workaday practices of professional mathematicians, and the use of public access Wi-Fi services to address digital exclusion.

John W. Hammond is a member of the Santa Barbara Classroom Discourse Research Group and UCSB's Center for Education Research on Literacy & Inquiry in Networking Communities. His research focuses on discourse and interaction in educational communities and the use of video archives as datasets for ethnographic classroom research.

Agnes Weiyun He is Professor of Applied Linguistics and Asian Studies and Director of Center for Multilingual and Intercultural Communication at Stony Brook University. Grounded in discourse linguistics and educational linguistics, her current research focuses on the socialization of Chinese as a heritage language across the lifespan.

John Hellermann is a faculty member in the Department of Applied Linguistics at Portland State University. His interests include the prosody of language in use, the contact zones of orality and literacy, classroom discourse, and life-long language learning outside classroom contexts.

Gabriele Kasper is Professor in the Department of Second Language Studies at the University of Hawai'i at Manoa. She works on social interaction in multilingual contexts and the application of conversation analysis to standard applied linguistic research methods. Her most recent book is Assessing Second Language Pragmatics (Palgrave Macmillan, 2013).

YouJin Kim is an assistant professor in the Department of Applied Linguistics and ESL at Georgia State University. Her primary research interests include the role of interaction in SLA, task-based language teaching, and structural priming focusing both on adolescent and adult language learning.

Younhee Kim is currently Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. Her research interests include the development of interactional competence in a second language, CA-SLA, and epistemic stance marking in second language learners' conversation. She has published in the Journal of Pragmatics, System, and edited volumes.

Silvia Kunitz completed her PhD at the University of Illinois at Urbana-Champaign and currently works as a post-doctoral fellow at Stockholm University. Her main research interest lies in the application of Conversation Analysis to second language studies (specifically, to the...