Acknowledgments

This volume has benefited from the expertise, enthusiasm, and support of truly extraordinary colleagues. I would like to thank the team at John Benjamins who made this volume part of the esteemed Language Learning and Language Teaching Series. Thanks are due especially to Kees Vaes, whose patience and encouragement are truly singular, and to the series editors, Nina Spada and Nelleke Van Deusen-Scholl, whose detailed comments greatly strengthened the book.

I have been exceptionally privileged to collaborate with an incomparable group of scholars. To work with and learn from the architects of these approaches has been an honor. Thank you for accepting the invitation to come to Indiana University in the fall of 2015 and for your passion while creating this volume together.

This collection has been strengthened by the constructive reviews provided by the following colleagues: Rebecca Adams (The University of Memphis, United States), Michele Back (University of Connecticut, United States), Richard Bayley (University of California-Davis, United States), Richard Cameron (University of Illinois at Chicago, United States), Richard Donato (University of Pittsburgh, United States), Ana Fernández Dobao (University of Washington, United States), María del Pilar García Mayo (Universidad del País Vasco, Spain), Kimberly L. Geeslin (Indiana University, United States), James P. Lantolf (The Pennsylvania State University, United States), Diane Larsen-Freeman (University of Michigan, United States), Bret Linford (Grand Valley State University, United States), Avizia Y. Long (San José State University, United States), Mirosław Pawlak (Adam Mickiewicz Univeristy & State University of Applied Sciences in Konin, Poland), Jenefer Philp (Lancaster University, United Kingdom), Luke Plonsky (Northern Arizona University, United States), Ellen J. Serafini (George Mason University, United States), and Ema Ushioda (University of Warwick, United Kingdom). I sincerely appreciate your generosity of time and expertise.

Many thanks are due to Indiana University: the Department of Spanish and Portuguese, the Office for the Vice Provost of International Affairs, and the College Arts and Humanities Institute for providing the funding for the symposium that inspired this volume. Thank you, too, to the outstanding current and former IU graduate students who assisted with the symposium (Diana Arroyo, Danielle Daidone, Vanessa Elias, Travis Evans-Sago, Valentyna Filimonova, Carly Henderson, Daniel Jung, Avizia Y. Long, Laura Merino, Eliot Raynor, and Megan Solon), and those who were instrumental in formatting and editing: Laura Merino, Megan Solon, Daniel Jung, Travis Evans-Sago, Megan DeCleene, and Mackenzie Coulter Kern-McFadden. I would also like to thank my IU colleagues Kimberly L. Geeslin and Yucel Yilmaz for their collaboration on the symposium, as well as the Executive Board of the International Association of Applied Linguists (AILA) for recognizing the work of the Research Network on Interlocutor Individual Differences in Cognition and Second Language Acquisition.

The creation of this volume was made all the more meaningful with an exceptional support system: my found family of friends in Bloomington, most especially Brittany T. Purvis, Melissa Sergent Hall, and Donna Konstanski. Friends that are not physically close but a continuous inspiration: Susie Kirsch, Ellen J. Serafini, Luke Plonsky, and Melissa Baralt. My parents have offered a lifeline more times than I can count during this volume’s journey: your indefatigable support sets the bar. I am wholeheartedly grateful for my kind, joyful, and infectiously curious children, Felix and Vesper, the most motivating co-scientists and creative (complex, dynamic, chaotic) interlocutors. ☺ And finally, to my husband, Nick: thank you for your passionate pursuit of being present in the everyday adventures, for making me laugh harder and love more than I thought physically possible, and for being an unwavering partner along every hill and valley life brings.