List of contributors

David Barny is a PhD candidate in French Linguistics at the University of Texas at Austin. After an M.A. in English Studies form the University of Orléans (2010) and an M.A. in the Teaching of Languages from the University of Southern Mississippi (2012), David worked as a language lecturer of French at the University of Southern Mississippi, at the New York French Institute Alliance Française, and at New York University. David’s research interests are in Applied Linguistics, primarily in Second Language Learning and Second Language Acquisition, with a focus on L2 Pragmatics, Computer Assisted Language Learning (CALL) and Digital Game-based Language Learning (DGBLL). His work explores innovative approaches to instructional pragmatics, with research focusing on how L2 learners negotiate meaning, agency and identity via Computer Mediated Communication; from social reading tools and social media, to collocated and networked digital gaming.

Dr. Claudia Baska Lynn is Language Program Director and Lecturer of Foreign Languages at the University of Pennsylvania. Her teaching practice motivates her research interests in curriculum design, critical content-based instruction, digital humanities, technology in language education, as well as intercultural and sociocultural theories of learning. She has presented on topics related to her research at regional, national and international conferences and given invited workshops. She is co-author with Sibel Sayılı-Hurley of Bewegungen: Contemporary Social, Cultural, and Political Movements in the German-Speaking World. Bewegungen, a content-based German textbook and curriculum, is currently piloted at the University of Pennsylvania and was awarded the 2016 SAS Language Teaching Innovation Grant First Place Award.

Dr. Carl S. Blyth (PhD, Cornell University) is Associate Professor of French and Director of the Center of Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. His research interests include computer-mediated discourse, intercultural pragmatics, and open education. He has authored and co-authored journal articles in venues such as the Modern Language Journal, L2 Journal, CALICO Journal, Journal of Educational Computing Research, ALSIC Revue and Language & Dialogue. In 2023, he and his co-editor Joshua Thoms received the Mildenberger Prize honorable mention for their 2021 book Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology (Multilingual Matters). In addition to traditional forms of scholarship, he has been involved in the development of many open educational resources (OER). Finally, he has served on the editorial boards of Intercultural Pragmatics, Language Learning & Technology, and Second Language Research & Practice.

Dr. Elif Burhan-Horasanlı, as a Fulbright scholar between 2015–2020, completed her PhD degree in Second Language Acquisition and Teaching at the University of Arizona. She currently works as an assistant professor in the English Language Education Program at TED University in Ankara, Türkiye, and teaches various courses to undergraduate and master’s students. Her research interests include reflective practice in language teacher education, (academic) language socialization, and sociocognitive perspectives in second language acquisition. She has published in Teaching and Teacher Education, Linguistics and Education, International Review of Applied Linguistics in Language Teaching, and Studies in Higher Education.

Dr. Rachel Dorsey completed her PhD in French Linguistics at the University of Texas at Austin where she studied second language acquisition and language processing. She now applies her research experience in adult learning theory and cognitive science by designing online courses for Special Education teachers as an Instructional Designer.

Dr. Inanç Karagöz has instructed a diverse range of English as a Foreign Language (EFL), English as a Second Language (ESL), and English for Academic Purposes (EAP) classes in both Turkish and American higher education settings. Holding a PhD in Technology in Education and Second Language Acquisition, she explores ways to employ technology in a manner that improves the language learning process and fosters efficacy. The focus of her research pertains to reading engagement, peer support, and the potential of innovative digital tools for language learning. Currently, she serves as a faculty member at Bartin University, Turkiye, in the department of English Language Teaching.

Dr. James Law is an Assistant Professor of French at Brigham Young University. His research centers on semantic and pragmatic change in the Romance languages. Although lexical variation and change is notoriously idiosyncratic, his work aims to identify trends in lexical semantic shifts. This contributes to a better understanding of the mind while facilitating broader historical linguistic and philological research. He works within the cognitive linguistic tradition, notably Construction Grammar and Frame Semantics, and uses quantitative corpus methods. He also carries out research on applied pragmatics as well as linguistic variation in computer-mediated communication and teaches courses on semantics, pragmatics, historical linguistics, and corpus linguistics.

Dr. John I. Liontas is an Associate Professor of ESOL and FL education at the University of South Florida. He served as the director of the Technology in Education and Second Language Acquisition (TESLA) doctoral program at the University of South Florida from 2014 to 2021 and held the position of Coordinator of TESOL and Foreign Language Education from 2023 to 2024. Dr. Liontas is an active member of (inter)national learned societies and is widely recognized as a thought leader in the fields of idiomatics, digital technologies, applied linguistics, and second language acquisition. He has received numerous teaching and research awards and honors, totaling over four dozen at the local, state, regional, national, and international levels. Additionally, Dr. Liontas is the Editor-in-Chief of the award-winning encyclopedia, The TESOL Encyclopedia of English Language Teaching (Wiley, 2018), which is the first print and online encyclopedia for TESOL International Association since its founding in 1966.

Dr. Kristen Michelson is Associate Professor of French and Applied Linguistics in the Department of Classical and Modern Languages and Literatures at Texas Tech University, where she also directs the first- and second-year language program in French. Her scholarly work is anchored in multiliteracies pedagogies and has ranged from exploring global simulation frameworks as a way to foster multiliteracies, to tracing how foreign language teachers co-construct knowledge through digital social annotated reading, to investigating how second language learners of French interpret everyday internet texts. In this latter work, she has employed various methodologies in solo and collaborative research projects, including digital social annotated reading and prompted think-alouds. Her work aims to raise awareness of how particular representational choices are made with agency and intention against a backdrop of broader social contexts, and to provide opportunities for second language learners to understand and participate flexibly in cultural discourses of target language cultures.

Dr. Frederick Poole, Assistant Professor of Master of Arts in Foreign Language Teaching at Michigan State University, received his PhD in Instructional Technology and Learning Sciences in the College of Education at Utah State University in 2020. He earned a Master of Second Language Teaching Degree in 2015. His research investigates the implementation of technology for improving and assessing second language literacy skills and the effect of well-designed games on second language learning, teaching, and classroom dynamics. His work has been published in Foreign Language Annals, System, and Language Learning & Technology. Frederick has taught both English and Chinese as a Foreign language as well as graduate-level courses related to second language teaching methods, educational technology, and using games for learning.

Dr. Sibel Sayılı-Hurley is Lecturer of Foreign Languages at the University of Pennsylvania. Her research focuses on language and technology, curriculum design, digital humanities, and critical pedagogy. She has presented on topics related to her research at regional, national and international conferences and given invited workshops. She is also co-author with Claudia Baska Lynn of Bewegungen: Contemporary Social, Cultural, and Political Movements in the German-Speaking World. Bewegungen, a content-based German textbook and curriculum, is currently piloted at the University of Pennsylvania and was awarded the 2016 SAS Language Teaching Innovation Grant First Place Award.

Dr. Joshua J. Thoms is Professor of Applied Linguistics and Spanish at Utah State University where he researches issues related to second language (L2) digital social reading/literacy practices, open education, and L2 learning and teaching issues in hybrid and fully online environments. In 2013, he published a co-edited volume (Cengage) with Dr. Fernando Rubio on hybrid language learning and teaching in L2 contexts. He also co-edited a volume with Dr. Carl Blyth entitled Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology with Multilingual Matters in 2021. In addition, he has published several articles appearing in journals such as Language Learning & Technology, System, Modern Language Journal, Canadian Modern Language Review, Foreign Language Annals, and Second Language Research and Practice.