Professor Cindy Brantmeier, Washington University, St. Louis, USA
Cindy Brantmeier is Professor of Applied Linguistics, Global Studies at Washington University in St. Louis. She serves as Director of Applied Linguistics. Most recently, she was appointed to the post of Faculty Fellow of International Research in the Office of the Vice Chancellor for Research for the School of Medicine and Danforth Campus at Washington University. Since 2015, she serves as Co-editor of Reading in a Foreign Language, an international scholarly journal housed at the University of Hawaii. She was named Distinguished Visiting Professor at Northeast Normal University in China from 2016-2021. She is principal investigator in the Language Research Laboratory, where her research team conducts experiments that examine variables involved in second language reading, language research methodology, and language testing and assessment. Professor Brantmeier has extensive experience teaching Spanish and ESL/EFL in the USA, Nicaragua, Mexico, Spain, and Costa Rica to students of all ages, and she was the recipient of numerous teaching and mentoring awards, including Washington University's 2012 Emerson Excellence in Teaching Award. She has given invited presentations of her research across the world, including the plenary address at The United Nations Educational, Scientific and Cultural Organization’s (UNESCO) International Conference on Literacy in Chile in 2017. More important than all of the above, Professor Brantmeier is the mother of two children, Anja and Gavin.
Professor Jeppe Bundsgaard, Aarhus University, Denmark
Jeppe Bundsgaard’s research centers on didactics of the Danish subject in the Danish Folkeskole (K-9). His focus has been on comparative curriculum studies, innovative teaching and learning, assessment, and educational use of computers. Bundsgaard developed a curriculum theory called Prototypical Situation Oriented Curriculum Logic, laying out principles for development of 21st Century teaching and learning standards. He has used this theory to study and describe information literacy and reading critically online, faceless collaboration and communication, media literacy, and other aspects of language arts curricula. He has participated in a number of projects that developed and tested innovative digital teaching designs in real life settings, and he has developed theories and instruments to study teaching and learning in context.
Professor Richard Kern, University of California, Berkeley, USA
Rick Kern is Professor of French and Director of the Berkeley Language Center at the University of California at Berkeley. He teaches courses in French linguistics, language, and foreign language pedagogy, and supervises graduate teaching assistants. His research interests include language acquisition, literacy, and relationships between language and technology. He is Associate Editor for Language Learning & Technology and Editor of the Teacher’s Forum section of L2 Journal. Professor Kern has most recently published Screens and Scenes: Multimodal Communication in Online Intercultural Encounters (Routledge, 2018), co-edited with Christine Develotte, and in 2015 he published Language, Literacy, and Technology (Cambridge UP). Earlier books include Literacy and Language Teaching (Oxford UP) and Network-Based Language Teaching (Cambridge UP) with Mark Warschauer.
Professor Debra Myhill, University of Exeter, UK
Debra Myhill is Professor of Education at the University of Exeter, and Director of the Centre for Research in Writing. Her research interests focus principally on aspects of language and literacy teaching, particularly linguistic and metalinguistic aspects of writing, and the composing processes involved in writing. This research is inter-disciplinary, drawing on psychological, socio-cultural and linguistic perspectives on writing. In 2014, her research team was awarded the Economic and Social Research Council award for Outstanding Impact in Society. Over the past twenty years, she has led a series of research projects in these areas, in both primary and secondary schools, and has been involved in commissioned research or advisory roles for policy-makers and examination boards. She is the author/co-author of several books including: Talking, Listening, Learning: Effective Talk in the Primary Classroom (Open University Press), Using Talk to Support Writing (Sage), The Handbook of Writing Development (Sage), Writing Voices: Creating Communities of Writers (Routledge) and Essential Primary Grammar (OUP). She is a Fellow of the Academy of Social Sciences, and President of the European Association for Research in Learning and Instruction. In 2014, she served on the Education sub-panel for the Research Excellence Framework (REF), assessing the quality of UK educational research.
Dr. Shannon Sauro, University of Maryland, Baltimore County (USA)
Shannon Sauro is a specialist in technologically-mediated language teaching and learning and second language literacy. Her areas of research include the intersection of online fan practices and language learning and teaching, and the role of virtual exchange/telecollaboration in language teacher education. She has trained teachers of English in both Sweden (at Malmö University) and the United States (at the University of Texas at San Antonio). Shannon is editor of the books CALL for Mobility (with Joanna Pitura), The Handbook of Technology and Second Language Teaching and Learning (with Carol A. Chapelle), and of the special issue on “CALL in the Digital Wilds” of Language Learning & Technology (with Katarina Zourou). She is active on two European-funded projects: Fanfiction for the Teaching and Application of Languages through E-Stories (FanTALES) and Evidence-Based Online Learning through Virtual Exchange (EVOLVE). Shannon is a past president of the Computer-Assisted Language Instruction Consortium (CALICO) and is currently communications officer for UNICollaboration, an international organization for virtual exchange.