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Chair 2012-2013
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Associate Professor Lawrence Jun Zhang (PhD) teaches at NIE/Nanyang Technological University, Singapore. His research interests lie in NNEST identities in New English contexts and ESL/EFL learner metacognition. He is particularly interested in metacognitive instruction for improving ESL/EFLlearner efficacy and has published extensively in this area. His research and review articles appear in top-tier journals, Applied Linguistics, British Journal of Educational Psychology, Instructional Science, Journal of Psycholinguistic Research, Journal of Second Language Writing, Language Awareness, International Journal of Applied Linguistics, and System. His recent book, Asian Englishes: Changing Perspectives in a Globalized World (Person-Longman) will be available in June 2011. He is an editorial advisory board member of Asian EFL Journal (Korea), Chinese Journal of Applied Linguistics (De Gruyter), TESOL Quarterly, and Metacognition and Learning (Springer). A Postdoctoral Fellow at the Education Department of Oxford University (2009), he was the “Recipient of the TESOL Award for Distinguished Research” for his paper published in TESOL Quarterly (2010). |
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Chair-elect 2012-2013
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Ali Fuad Selvi is a PhD candidate in the Second Language Education and Culture program at the University of Maryland, College Park where he serves as a graduate teaching and research assistant. He is also the current president of the WATESOL (Washington Area Teachers of English to the Speakers of Other Languages) NNEST Caucus. His research interests include the global spread of English, second language teacher education, World Englishes, and issues related to non-native English-speaking professionals in TESOL. His publications have appeared or are to appear in reasearch-oriented journals such as TESOL Quarterly, Applied Linguistics, World Englishes, and ELT Journal, as well as in practitioner-oriented venues such as Essential Teacher, NNEST Interest Section Newsletter, and WATESOL Newsletter. |
Newsletter Editor
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Rashi Jain is a PhD student in the Second Language Education and Culture program at the University of Maryland, College Park. An international student from multicultural and multilingual India, Rashi has experienced and explored the role that culture plays in language learning and teaching. In India, Rashi worked as an assistant editor at Encyclopedia Britannica India Ltd. before deciding to return to full-time academics. Rashi believes that teaching and learning can go hand-in-hand with research, and is currently involved in exploring the complex and rich field of practitioner research. She has co-authored chapters on teacher identity and pedagogy, World Englishes, and NNEST issues in a forthcoming volume on Non-Native English speakers in TESOL. When not immersed in teaching and graduate studies, Rashi likes to dabble in photography and pottery-making. |
Web Manager
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Ogie Udambor Bumandalai is a graduate student in the TESOL MA program at Brigham Young University in Provo, Utah. She has 6 years of EFL and ESL teaching experience in Mongolia and USA. She currently teaches writing and oral communication accuracy skills to beginning level students at BYU English Language Center. Her research interests include ESL and EFL teacher training, developing listening and speaking skills, teaching culture and issues related to NNESTs. For any question or problem regarding this web site, please send a message to the web manager |
Listserv Manager
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Elena Andrei is currently a doctoral student in curriculum and instruction with an emphasis on ESL at the University of Virginia. Her previous work experiences include serving as an EFL teacher in her native Romania and as an ESL teacher in North Carolina. In conjunction with her doctoral work, she has been a teaching assistant for Secondary General Methods and for Second Language Acquisition and Modern Language Teaching Methods classes. She has supervised student teachers during their field experiences. She promotes academic inquiry through her participation as an organizer and presenter in the Curry Research Conference. She has been the 2012 TESOL Doctoral Forum Co-coordinator and she is the 2013 TESOL Doctoral Forum Coordinator. Her research interests are second language writing, teacher education, teaching in ESL and collaborative classes, and non-native English speaking ESL teachers. |
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Enric Llurda teaches undergraduate and graduate courses in Applied Linguistics at the Universitat de Lleida, in Catalonia (Spain). His research interests are English as an international language, multingualism, attitudes to minority and majority languages, language policies related to the internationalisation of European universities, and issues related to non-native teachers. He has published several papers in international journals and edited volumes, and has edited or co-authered three books, one in English and two in Spanish. |
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Luciana C. de Oliveira is Associate Professor of Literacy & Language Education and Director of the English Language Learning licensure program in the Dept of Curriculum & Instruction at Purdue University. Dr. de Oliveira’s research focuses on issues related to teaching English language learners (ELLs) at the K-12 level, including the role of language in learning the content areas, teacher preparation for ELLs, and nonnative English-speaking teachers in TESOL. Her book, Knowing and Writing School History: The Language of Students’ Expository Writing and Teachers’ Expectations (2011), received the David E. Eskey Award for Curriculum Innovation from California TESOL (CATESOL). She was also the recipient of the Early Career Award by the Bilingual Education Research special interest group of the American Educational Research Association (AERA). |
************************************ Volunteers |
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Editorial Assistant
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Sunyung Song is a doctoral candidate in Foreign and Second Language Education at the Ohio State University. She currently works for a federally-funded teacher professional development program entitled “ESL-Content Teachers Collaborative,” which is geared toward training secondary content teachers in Ohio in the area of ESL. She also serves as a volunteer bilingual tutor in Dublin school district in Ohio. She has taught courses in an intensive ESL program and technical writing courses for college-level Engineering students. Her research interests include NNEST issues, L2 academic literacy development and identity, and pre-service and in-service teacher education. She has recently published a paper in an international refereed journal. |
Editorial Assistant
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Terry Doyle has been a member of TESOL’s NNEST interest group and CATESOL’s NNLEI interest group for 7 years. His interest in our interest section developed from his studies in theoretical linguistics at UC Berkeley in the 1970s, in multicultural and international Education at the University of San Francisco in the 1990s, and also from his knowledge of the personal experiences of two non-native ESL teacher colleagues in 1987 and 2002. These diverse influences have convinced him that, as Ahmah Mahboob has pointed out in The NNEST Lens, NNEST studies “provide a powerful lens that can be used to study diverse topics in applied linguistics and TESOL.” In this way NNEST studies are able to make some sense of the day to day unjust and discriminatory practices he sees while teaching ESL in relation to academic research in applied linguistics and multicultural education. Terry has been an ESL teacher at City College of San Francisco for the past 32 years. He has also taught in Tokyo, Japan for three years and has worked on middle and high school textbook projects in Seoul, Korea. His university preparation includes a BA in English and MA in linguistics at UC Berkeley, an MA in TESL at San Francisco State University, and an Ed. D. in Multicultural and International Education at the University of San Francisco. His teaching interests include using authentic movies to teach ESL in classroom and online settings and using drama in teaching beginning level students. In addition to NNEST issues, his research interests include critical linguistics and pedagogy, issues related to justice in our field, and student teacher mentoring. He has given over 90 presentations at TESOL, CATESOL, and AAA conferences, as well as at conferences in other countries. He has also published articles in the Mexico TESOL Journal as well as in the proceedings of CATESOL Conferences. |
Historian
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George Braine (Ph.D., Texas) is an associate professor of English at The Chinese University of Hong Kong. He has also taught in Sri Lanka, Oman, and the United States. His publications include Non-Native Educators in English Language Teaching (1999) and Teaching English to the World (2005). He is a founding editor of Texas Papers in Foreign Language Education and coeditor of the Asian Journal of English Language Teaching. He was the first Chair of the NNEST Caucus. George was born and raised in Sri Lanka. His first language is Sinhala. |
| NNEST of the Month | |
Interviewer
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Todd Ruecker is currently finishing his PhD in rhetoric and composition with a focus in L2 writing at the University of Texas at El Paso. In addition to working with multilingual writers at the university level in first-year composition and workplace writing classrooms, he has taught EFL in businesses and K-12 schools in the Czech Republic and Chile, learning Czech and Spanish along the way to break out of the confines of monolingualism. More recently, he has been a volunteer classroom assistant with English teachers at an El Paso high school. His research is primarily focused on investigating issues surrounding the increasing linguistic and cultural diversity of higher education worldwide and addressing them through developing technologically supported pedagogies and articulating necessary structural changes. Much of his work is pedagogically grounded, focusing on linguistically diverse peer review, the development of new teaching practices, and literacy experiences across the curriculum and at different institutions. His master’s thesis focused on improving peer review between L1 and L2 speakers of English. He has had articles published or accepted for publication in ELT Journal, Composition Studies, Critical Inquiry in Language Studies, and Writing Program Administration. His most recent research focus has been his dissertation project, in which he took an active researcher stance in following 7 bilingual Mexican American students as they transitioned from high school to college. Read the interviews at http://NNEST.blog.com/ |
Interviewer
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Isabela Villas Boas has an MTESL Degree from Arizona State University and a Ph.D in Education from Universidade de Brasília, Brazil. She is currently the General Academic Coordinator of Casa Thomas Jefferson, a Binational Center in Brasília, Brazil, where she started working as a teacher 25 years ago. Her main academic interests are Second Language Writing, Teacher Development, and, more recently, NNEST issues and English as a Lingua Franca. Despite the distance, Isabela has always made an effort to attend TESOL conferences and has presented in eight of them. She won the TOEFL Board Award for International Participation in 2005 and, since then, has been involved in reading proposals for the awards committee. Isabela is currently an interviewer for the NNEST of the Month Blog. |
Interviewer
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Davi S. Reis (reisd@duq.edu) (PhD) completed his doctoral degree in Applied Linguistics at Pennsylvania State University in 2010. He worked as an EFL teacher in Brazil (where he was born and raised) for a few years and in a variety of educational contexts and areas in the U.S., including K-12 ESL, ITA training and development, second language writing, and intensive English programs at the university level. He is currently an assistant professor at Duquesne University in Pittsburgh, PA, where he teaches courses for pre- and in-service public school teachers on the teaching of ELLs and graduate students in the ESL Program. He has presented his research at AAAL, TESOL, ISLS, and other conferences. His research interests include teacher education, narrative, Vygotskian sociocultural theory, identity, and all things NNEST! |
Interviewer
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Ana Solano-Campos is a doctoral student in Educational Studies at Emory University in Atlanta, Georgia, where she is doing research on comparative multicultural education. She is interested in students’ use of second and native languages in cross-cultural interactions in pluri-national classrooms. She holds an M.A. in TESOL and has taught EFL and ESOL in Costa Rica and the United States. |
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************************************ Responsibilities |
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| Members at Large |
Click here for more details and a list of duties (.pdf).
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| Chair | The second year of the two-year Chair-Elect/Chair term. The Chair provides leadership by overseeing all IS activities, including communicating with the Board Liaison and Staff Liaison and submitting an annual NNEST Report to the Board. The Chair also leads the Nonnative English Speakers in TESOL (NNEST) Listserv discussion, writes a Letter from the Chair for the two issues of NNEST Newsletter. At the annual TESOL Convention, the Chair organizes a thematic colloquium, leads an Energy Break and invites IS members to lead one or more discussion sessions. Finally, the Chair selects the annual recipiant for the ECU Award for outstanding paper on NNEST issues, recruits new IS members, and mentors potential IS leaders. |
| Chair-elect | The first year of the two-year Chair-Elect/Chair term. (The person who is elected to be the chair-elect becomes the chair the following year.) The Chair-Elect provides leadership by organizing the NNEST IS booth at the annual TESOL Convention and assisting the IS Chair with the Nonnative English Speakers in TESOL (NNEST) Listserv discussion. The Chair-Elect also participates in other leadership activities, including assisting in the organization of a thematic colloquium and taking minutes at the IS Leaders Meeting at the annual TESOL Convention. Finally, the Chair-Elect recruits new IS members and mentors potential IS leaders.
Click here for more details (.pdf). |
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Two-year term. May be renewed for one year with the agreement of the Chair and Chair-Elect. The Newsletter Editor provides leadership by publishing two issues of the NNEST Newsletter per year and publicizing the work of the IS. The Newsletter Editor also provides leadership by participating in the IS Business Meeting, the Editors Workshop, and the IS Leadership Meeting at the annual TESOL Convention. |
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| Editorial Assistant | The Editorial Volunteer works collaboratively with the Editor publicizing the work of the IS and assisting the Editor in the submission review process on a regular basis. The Editor and the Assistant Editor closely communicate about any issues related to the Newsletter. |
| Webmanager | Two to three-year term, alone or with an Assistant Webmanager. The Webmanager provides leadership by keeping the IS website up to date with the latest IS and TESOL developments, conferences, interesting links, and the reference list. The Webmanager also provides leadership by participating in the IS Business Meeting, the Webmanager Workshop, and the IS Leadership Meeting at the annual TESOL Convention. |
| Listserv manager | The Listserv manager will post messages as requested by NNEST IS leaders, collect and recover listserv discussion threads when requested by NNEST IS members, and help members who have difficulty joining the listserv learn what they need to do to get logged on. |
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