Kelly Frantz is a doctoral candidate in Applied Linguistics at Teachers College Columbia University. She is a passionate teacher educator, writing advisor, and ESL instructor. In her doctoral research, she uses conversation analysis to study interaction in writing centers.
Editorial Board Members
Abby Massaro is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Her research interests include second language acquisition, instructed heritage language acquisition, and language attrition. Abby is an academic coordinator with the Center for International Foreign Language Teacher Education (CIFLTE) and teaches ESL in TC's Community Language Program (CLP).
Dr. Ahyoung Alicia Kim is a researcher at WIDA where she conducts validation research of ACCESS for ELLs and other WIDA language assessments. Her research interests include language assessment, child bilingualism, second language literacy development, and computer-assisted language learning. Prior to joining WIDA, Alicia was a post-doctoral fellow with a focus on child bilingualism at Cornell University. She has also led research on large-scale English proficiency exams at Seoul National University in Seoul, Korea. Over the years, she has taught TESOL and ESL courses in the U.S. and abroad. Alicia holds an Ed.D. in Applied Linguistics and an Ed.M. in TESOL from Teachers College, Columbia University.
Allie Hope King is a doctoral candidate in Applied Linguistics at Teachers College, Columbia University. Her research focuses on classroom discourse, specifically what co-teacher interaction looks like through a conversation analytic lens. She is currently the Program Manager for the Community Language Program (CLP) and the International Researchers Language Program (IRLP).
Alyson (Lal) Horan is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Her research focuses on how American Sign Language is taught in L2 settings, primarily using a Conversation Analysis lens. She currently teaches ESL and TESOL courses in various programs across NYC.
Dr. Carol Lo received her doctorate in Applied Linguistics at Teachers College, Columbia University. Her research applies conversation analysis to study pedagogical interaction and multiracial family interaction. Her work has appeared in peer-reviewed journals (Classroom Discourse, WORD) and edited volumes (Communicating with the Public: Conversation Analytic Studies and Storytelling in Multilingual Interaction: A Conversation Analytic Perspective).
Dan Eskin is a doctoral student in Applied Linguistics. His research interests include areas related to second language assessment, notably the testing of pragmatic competence and language for specific purposes, uses of scenario-based language assessment and learning-oriented assessment, and mixed-methods validation research in language testing. He is currently a doctoral research assistant in the Scenario-Based Language Assessment Lab, operated within TC's Applied Linguistics/TESOL program, and a frequent teaching assistant for the program's masters-level course, Second Language Assessment (A&HL 4088). Prior to beginning his doctoral degree, Dan was an ESL/EFL teacher for about a decade, and an IELTS Speaking and Writing Examiner for about five years.
Dr. Heidi Liu Banerjee is an Assistant Teaching Professor for the NU Global program at Northeastern University, where she teaches academic English and research methods to undergraduate and graduate international students. She is also an Assessment Research and Operations Specialist for the Scenario-Based Language Assessment Lab at Teachers College, Columbia University, where she manages the design, development, implementation, and validation of various scenario-based assessment modules. She received her Ed.D. in Applied Linguistics from Teachers College, Columbia University in 2019, specializing in second language assessment.
Dr. Innhwa Park (Ph.D., Applied Linguistics, UCLA) is Associate Professor of TESOL in the Department of Languages and Cultures at West Chester University of Pennsylvania. She uses conversation analysis to examine language and social interaction, together with its applications in the fields of applied linguistics and education. Her research interests include meeting interaction, educational discourse, and second language use. She has recently published her work in Applied Linguistics Review, Journal of Pragmatics, and Linguistics & Education.
Dr. Joshua Raclaw is an Assistant Professor of English and Linguistics at West Chester University. His research draws primarily on conversation analysis and interactional linguistics to examine language and the body in social interaction, with a focus on discourse particles in American English and the use of gaze, laughter, and interpersonal touch in everyday conversation and institutional talk.
Dr. Midori Ishida (Ph.D., University of Hawai‘i at Mānoa) is a lecturer of Japanese in the Department of World Languages and Literatures at San José State University. Her research interests include development of interactional competence in study abroad settings, learning through tellecollaboration in L2 Japanese classrooms, the use of CA for SLA research, oral language assessment, and acquisition of aspect. She has co-edited a book, Interactional competence in Japanese as an additional language, and her studies have been published in Language Learning, Pragmatics and Language Learning, and other edited volumes.
Dr. Nadja Tadic (Ed.D. Applied Linguistics, Teachers College, Columbia University) is an Assistant Professor in the Linguistics Department at Georgetown University. Her research examines issues of diversity, discrimination, and social justice in institutional settings through the lens of critically motivated conversation analysis and membership categorization analysis. She is particularly interested in identifying practices that can promote diversity, equity, and inclusion in adult second language classrooms. Her work has been published in peer-reviewed journals (Language and Education; Linguistics and Education) and edited volumes (The Embodied Achievement of Teaching; Communicating with the Public: Conversation Analytic Studies; Storytelling in Multilingual Interaction: A Conversation Analytic Perspective).
Dr. Olcay Sert is professor of English Language Education at Mälardalen University, Sweden. He is editor of Classroom Discourse (Routledge, T&F) and is the author of Social Interaction and L2 Classroom Discourse (Edinburgh University Press), which was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. His research deals with classroom discourse, second language talk, and language teacher education.
Dr. Peter Kim received his Ed.D. in Applied Linguistics from Teachers College, Columbia University and is currently the senior researcher at Cambridge Boxhill Language Assessment. His research interests include computer adaptive tests, cognitive diagnostic models, psychometrics, second language acquisition, language assessment and the application of AI in applied linguistics. Peter’s work has been published in journals such as Language Testing Research Quarterly, International Journal of Language Testing, Journal of Second Language Acquisition and Teaching, and NYS TESOL Journal.
Dr. Saerhim Oh is a Research Scientist at Educational Testing Service (ETS) where she conducts research on second language assessment, particularly related to the TOEIC® family of assessment. Her research interests include second language writing assessment, technology-enhanced language assessment, and assessment of language proficiency in the workplace. Her work has been published in journals such as Journal of Second Language Writing, Language Assessment Quarterly, and System. She received her Ed.D. in Applied Linguistics from Teachers College, Columbia University and is the 2019 Jaqueline Ross TOEFL Dissertation Award recipient.
Dr. Santoi Wagner (Ed.D. Applied Linguistics, Teachers College, Columbia University) is a Senior Lecturer in Educational Linguistics and Associate Director of TESOL at the Graduate School of Education, University of Pennsylvania. Her scholarly interests are in conversation analysis, TESOL teacher education, and the development and use of authentic materials for language teaching. She has recently published in Journal of Pragmatics, Language Learning, and System.
Dr. Sarah Sok is a Lecturer and Academic Coordinator in the Program in Academic English at the University of California, Irvine, where she teaches courses in academic writing, reading, and oral communication. Her research interests are broadly situated in instructed second language acquisition, and include L2 vocabulary acquisition, form-focused instruction, and the role of individual learner differences. Her work has appeared in journals such as Language Teaching Research, Vigo International Journal of Applied Linguistics, and World Englishes.
Shan An is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Her primary research interests lie in Second Language Acquisition, including cognitive linguistics, Cross-linguistic influence, Thinking for speaking hypothesis, and Task-based Language teaching. Shan works as the program coordinator for the TCSOL program in the Center for international foreign language teacher education (CIFLTE) at Teachers College.
Soo Hyoung Joo is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Her research interest includes assessing 21C competencies through scenario-based language assessment and the role of feedback in learning-oriented assessment. She is currently working as a research assistant.
Dr. Yucel Yilmaz is an Associate Professor of Second Language Studies at Indiana University. His research focuses on second language interaction and corrective feedback; computer-mediated communication; task-based language teaching; individual differences in second language acquisition; and explicit and implicit learning processes. His recent publications include Cognitive Individual Differences in Second Language Processing and Acquisition (John Benjamins, 2016).
Dr. Yuna Seong is the Director of the Community Language Program and two advanced certificate programs, TESOL and Language Program Management Certificate Programs, at Teachers College, Columbia University (TC), where she hires and trains language educators and language program professionals who aspire to teach and manage their own language programs. Prior to TC, Yuna was a Clinical Assistant Professor and Assessment Coordinator at New York University (NYU). During her years at NYU, she designed and taught a wide array of specialized courses for English language learners from diverse language, academic, and professional backgrounds. In addition, she developed, administered, and managed the program’s English proficiency exams and successfully led a two-year project overhauling the curriculum. She is also a test development consultant for the Scenario-based Assessment Lab at Teachers College, Columbia University and a SAT/PSAT fairness reviewer for College Board. Yuna earned her Ed.D. in Applied Linguistics with specialization in second language assessment and an M.A. in Second Language Studies from University of Hawai’i at Manoa with concentration on language assessment, measurement, and program evaluation. Her research interests include teaching and assessing second language speaking ability, scenario-based assessment, and metacognitive and cognitive processes in second language test performance.
Book Review Editor
Ashley Beccia is a doctoral student in Applied Linguistics at Teachers College, Columbia University. Specializing in Second Language Acquisition (SLA), her research interests include Task-Based Language Teaching, child SLA, and language mining. She currently works as a English as a New Language Teacher at a public elementary school in the Bronx.
Dr. Hansun Zhang Waring is Associate Professor of Linguistics and Education at Teachers College, Columbia University and the founder of The Language and Social Interaction Working Group (LANSI). As an applied linguist and a conversation analyst, Dr. Waring has primarily been interested in understanding the discourse of teaching and learning in a variety of pedagogical contexts such as graduate seminars, peer tutoring sessions, second language classrooms, and post-observation conferences. Her work has appeared in leading applied linguistics journals such as Applied Linguistics, TESOL Quarterly, Language Learning,The Modern Language Journal as well as leading discourse journals such as Research on Language and Social Interaction, Journal of Pragmatics, Text and Talk, and Discourse Studies. She is on the editorial board of Classroom Discourse and the author (with Jean Wong) of Conversation Analysis and Second Language Pedagogy (Routledge, 2010).
Dr. Vivian Lindhardsen is a lecturer of Linguistics and Education at Teachers College, Columbia University. Her research interests focus on PK-12 Assessment, mainly from a qualitative perspective. She teaches PK-12 Second Language Assessment, Pedagogical English Grammar as well as TESOL Methods courses in the PK-12 track.