Author Archives: Ana Solano-Campos

About Ana Solano-Campos

Ana is an Assistant Professor in the Department of Curriculum and Instruction at the University of Massachusetts-Boston. Ana holds degrees in Applied Linguistics, TEFL, and TESOL and taught EFL/ESL for many years. She is interested in using qualitative, interdisciplinary, and comparative research perspectives to improve the education of bilingual/multilingual immigrant and refugee children in top migrant destination countries.

Lilia Bartolomé

Lilia Bartolome

Dr. Lilia I. Bartolomé is Professor of Applied Linguistics in the College of Liberal Arts at the University of Massachusetts-Boston. Her areas of expertise are language and literacy development, linguistic minority education, qualitative research methods, and language teacher professional development. Her research interests focus on teacher beliefs and attitudes, immigrant/minority student experiences in school, and critical pedagogy. | April Interviewer: Ana Solano-Campos

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Bedrettin Yazan

Bedrettin Yazan is a doctoral candidate and graduate teaching assistant in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. He has been teaching undergraduate and graduate level teacher education courses for 4 years now. He is the current president of the WATESOL (Washington Area Teachers of English to the Speakers of Other Languages) NNEST Caucus and also serves as the editor of TESOL NNEST Interest Section Newsletter. His research is focused on second language teacher identity, practicum practices of preservice ESOL teachers, NNEST issues, English as an international language, and issues regarding accent and intelligibility in TESOL. He has recently coauthored a book entitled Teaching English as an International Language (2013) by TESOL Press. | February Interviewer: Ana Solano-Campos

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Icy Lee

Icy lee has taught in Hong Kong and Vancouver, Canada. She has worked in Douglas College and Simon Fraser University (Vancouver), Institute of Language in Education (currently Hong Kong Institute of Education), Hong Kong Polytechnic University, Hong Kong Baptist University, and the University of Hong Kong. The undergraduate and postgraduate courses she has taught include ELT methodology, academic reading and writing, written and spoken discourse, language assessment, classroom communication, teaching and learning of reading and writing, and action research. Her publications have appeared in more than ten international journals, including Journal of Second Language Writing, Canadian Modern Language Review, Assessing Writing, System, Teacher Education Quarterly, ELT Journal, TESL Canada Journal, English Teaching Forum, Modern English Teacher, and The Teacher Trainer. She has served on the Editorial Advisory Panel of ELT Journal and is currently a member of the editorial boards of Journal of Second Language Writing, Assessing Writing and TESL Canada Journal. Email: | January Interviewer: Davi S. Reis

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Linh Phung

Linh Phung is English Language Program Coordinator at Chatham University, Pittsburgh, Pennsylvania. She holds a BA in English teaching and an MA in TESL. She has taught EFL and ESL in various institutions in Vietnam and the U.S. for over 10 years. She’s currently pursuing an EdD in TESOL. [lphung at] | November Interviewer: Davi S. Reis

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Lawrence Zhang

Dr. Lawrence Jun Zhang is Associate Professor of Language and Literacy Education/Applied Linguistics & TESOL in the School of Curriculum and Pedagogy and Associate Dean of International Strategic Engagement for the Faculty of Education at the University of Auckland, in New Zealand. His research program spans cognitive, linguistic, sociocultural, and developmental factors in reading/biliteracy development, critical reading awareness in language education, metacognition, self-regulated learning (SRL) and reading development in L1 and L2 contexts, bilingual/biliteracy acquisition and bilingual/biliteracy education in primary and secondary schools, and learning and teaching English as a second/foreign language at university settings, the effects of self-regulated reading- and writing- strategies-based instruction (SBI) on bilingual/biliteracy development, and teacher identity and cognition in language teacher education.

Dr. Zhang was a Post-Doctoral Visiting Fellow at the University of Oxford Department of Education. He was the sole recipient of the TESOL Award for Distinguished Research 2010-2011 awarded by the TESOL International Association, USA, for his paper published in an SSCI-indexed journal of the field, TESOL Quarterly, 44(2), “A dynamic metacognitive systems perspective on Chinese university EFL readers.” As one of the leading scholars in the field of TESOL, he has served the profession as an editorial board member for several international journals, including TESOL Quarterly (SSCI), Applied Linguistics Review, Metacognition and Learning (SSCI), and RELC Journal. He has also been a frequently invited manuscript reviewer for leading journals in the field. [] | September Interviewer:  Ana Solano-Campos

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Gloria Reichard

Gloria Reichard is an ENL specialist at Lakeview Middle School in Warsaw, Indiana. She completed six years of architectural studies in her home country but changed her focus to ESL after moving to the United States. Her role as an ENL specialist has successfully facilitated communication between parents/guardians and the school corporation. She lives in rural Marshall County, Indiana with her husband Roger. With her scarce free-time left after chores on the farm, she finds herself reading, drawing or painting, and gourmet cooking. | July Interviewer: Shu-Chun Tseng

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Immaculée Harushimana

Immaculée Harushimana is Assistant Professor of TESOL and Language and Literacies Acquisition in Secondary Classrooms at Lehman College, City University of New York. Formerly a lecturer at the University of Burundi, Harushimana came to the United States in 1993 on a Fulbright scholarship to pursue her graduate studies. Her major area of inquiry is in critical linguistics and its implications for literacy instruction for urban adolescents. Her research interests include immigrant and refugee youth’s school integration, multilingual identity, and alternative discourses. Harushimana’s research on the education and adaptation of African-born immigrant and refugee youth has been published in edited volumes and refereed professional journals, including the Journal of Border Educational Research, the Journal of Urban Teaching and Learning Research, The Journal of Praxis in Multicultural Education, and the Journal of Peace and Justice Studies. Her most recent publication, Reprocessing race, language and ability: African-born educators and students in transnational America (2013), brings together the experiences of African-born teacher educators, k-12 teachers and secondary youth in the USA and Canada. |  June Interviewer: Ana Solano-Campos

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