Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice

Contributors

Contributors 303 Rebekha Abbuhl (PhD, 2005, Georgetown University) is an assistant professor at California State University, Long Beach. Her research interests include second language writing and the role of feedback in the development of second language writing skills. She has taught English as a foreign language in Hungary, Japan, and Ukraine. Rebecca Adams (PhD, 2004, Georgetown University) is a lecturer in linguistics and applied language studies at Victoria University of Wellington. Her research interests include classroom second language acquisition, particularly the role of input and interaction on classroom language learning, the role of cognition in second language learning, and qualitative and quantitative research methods in second language research. Her work recently has appeared in Language Teaching Research and in an edited book published by Multilingual Matters. Harriet Wood Bowden is a PhD candidate in second language acquisition in the Department of Spanish and Portuguese at Georgetown University. Her research interests include second language cognition and neurocognition, the roles of attention and instruction in second language acquisition, and second language research methodology. Her recent work includes a coauthored article (along with Kara Morgan-Short) on instruction and SLA that has recently been accepted for publication in Studies in Second Language Acquisition. Melissa Bowles (PhD, 2005, Georgetown University) is assistant professor in the Department of Spanish, Italian, and Portuguese at the University of Illinois , Urbana-Champaign. Her research focuses on individual differences, and specifically on the role of attention in SLA and the various factors that can affect students’ attention to form in the L2, including aptitude, provision of immediate feedback, and computer-assisted language learning (CALL) interventions. Heidi Byrnes (PhD, 1979, Georgetown University) is professor of German at Georgetown University. Her research focus is the acquisition of academic literacy by instructed second language learners, including curriculum development , a discourse-oriented approach to grammar, and the pedagogy of linking content and language acquisition over long instructional sequences. Within her department’s genre- and content-oriented, task-based curriculum, she is currently researching the acquisition of writing toward advanced levels of competence . Among her recent publications is a coedited volume Advanced foreign language learning: A challenge to college programs (Heinle and Heinle, 2004). Rusan Chen (PhD, 1993, Tulane University) is a statistician at the Center for New Designs in Learning and Scholarship at Georgetown University. As an adjunct professor, he has offered basic statistics courses to graduate students in psychology, linguistics, biology, and education. He is interested in applying multivariate methods and latent variable modeling in social science research. Akiko Fujii is a PhD candidate at Georgetown University and a full-time instructor in the English Language Program at the International Christian University in Tokyo, Japan. Her research interests include second language acquisition in classroom contexts, individual differences in second language learning, and English for academic purposes, particularly reading instruction. Ronald P. Leow (PhD, 1991, University of Illinois, Champaign-Urbana) is associate professor of Spanish applied linguistics and director of Spanish basic language instruction at Georgetown University. His areas of interest include language curriculum development, teacher education, psycholinguistics, second language acquisition research (including computer-based) and research methodology. His articles have appeared in Studies in Second Language Acquisition , Applied Psycholinguistics, Language Learning, The Modern Language Journal, Applied Language Learning, World Englishes, and Hispania. Alison Mackey (PhD, 1995, Sydney University) is associate professor of linguistics at Georgetown University. Her research interests focus on second language acquisition, specifically the effects of input and interaction in second language development, and second language research methodologies. Her work appears in Studies in Second Language Acquisition, Language Learning, The Modern Language Journal, Foreign Language Annals, International Review 304 contributors of Applied Linguistics, Language Teaching Research, Language Learning and Technology System, and International Journal of Educational Research, as well as in edited collections published by John Benjamins and Cambridge University Press. With Susan Gass she has published two textbooks on methodology in second language research. Kara Morgan-Short is a PhD candidate in Spanish applied linguistics at Georgetown University. Her research examines issues in second language acquisition related to explicit and implicit learning of second languages and the use of think-aloud protocols for assessing awareness. Her work has appeared in Studies in Second Language Acquisition, including an in press article coauthored with Harriet Wood Bowden, and in Language Learning. Cristina Sanz (PhD, 1994, University of Illinois, Champaign-Urbana) is associate professor of Spanish linguistics at Georgetown University, where she directs the graduate program in Spanish linguistics and...