Contributors

Editors Kyle Read Talbot is a language teacher and researcher in Applied Linguistics. He taught ESL at the University of Iowa in the United States before enrolling as a PhD student at the University of Graz in Austria. He holds an MA in TESOL/Applied Linguistics from the University of Northern Iowa, in Cedar Falls, IA. His current research and think- ing interests include the psychology of language learning and teaching, well-being, bilingual and multilingual education and CDST and applied complexity science.

Marie-Theres Gruber works at the Private University College of Teacher Education Graz (KPH Graz). Her teaching and research interests are early foreign language learning, lesson planning and CLIL as well as progressive pedagogy (Jenaplan) and diversity management. She has been involved in different CLIL projects and CLIL in German material development for the Austrian language competence centre (ÖSZ).

Rieko Nishida, PhD is an associate professor at Osaka University. Her research interest has been social and educational psychology of second language learning in the Japanese EFL context. She is especially interested in CLIL and the influence of motivation and other psychological factors in language learning among children and Japanese university EFL learners.

Authors Victor Arshad received his MA in Second Language Education from McGill University, where he has taken on the role of Strategic Initiatives Analyst, focusing on institutional policies and data within the Research and Innovation sector. A former secondary school teacher from Toronto, Victor taught English through Social Sciences content to Arabic speak- ing students in Abu Dhabi for many years and experienced the needs for stronger professional development for teachers who teach language through content first-hand. He continues to teach English as a Second Language at the YMCA International Language School in Montréal.

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Darío Luis Banegas is a lecturer in TESOL at the University of Strathclyde (UK). Darío is also an associate fellow with the University of Warwick (UK) and a visiting lecturer at universities in Latin America particularly in MA programmes which offer modules on content and language integrated learning (CLIL), action research and curriculum development. Between 2001 and 2019, he was a teacher educator and curriculum developer with the Ministry of Education in Chubut, Argentina. He leads professional development opportunities and supervises action research projects in teacher education. In Argentina, he is involved in teacher associations and founded the Argentinian Journal of Applied Linguistics. His main interests are: CLIL, teacher research and initial English language teacher education.

Emma Dafouz is an Associate Professor in the Department of English Studies at Complutense University of Madrid, Spain. For over two decades she has researched on English-medium education in higher education and CLIL. She has published extensively in international journals (e.g. Applied Linguistics, English for Specific Purposes, AILA Review, Language and Education, International Journal of Bilingual Education and Bilingualism). Her most recent publication is an authored book with Ute Smit entitled ROAD-MAPPING English Medium Education in the Internationalised University published in 2020 by Palgrave Macmillan. Emma served as Policy Advisor for curricular internationalisation at her university from 2014–2019.

Christiane Dalton-Puffer is Professor of English Linguistics at the University of Vienna and is co-affiliated to the University’s Centre of Teacher Education. She has done research on Middle English and morphology, but today her teaching and research interests are mainly in educational linguistics. She is the author of Discourse in CLIL classrooms (Benjamins, 2007) as well numerous articles. Her current research focus is how teachers and students use language to express subject content and work towards curricular learning goals of special- ist subjects. Work in this area has given her a special interest in crossing disciplinary borders in order to convince educators of the relevance of language for learning.

María del Pilar García Mayo is Full Professor of English Language and Linguistics at the University of the Basque Country (Spain). She holds a BA in Germanic Philology from the Universidad de Santiago de Compostela (Spain) and an MA and a PhD in Linguistics from the University of Iowa (USA). Her research focuses on the L2/L3 acquisition of English morphosyntax and the study of conversational interaction in EFL. She has published widely in indexed journals and major publishing companies in the field. Prof. García Mayo is the director of the Contributors xvii research group Language and Speech (www.laslab.org) and the co-editor of Language Teaching Research.

Erwin M. Gierlinger, PhD, is Professor of Foreign Language Teaching at the University College of Education in Linz, Austria. His research interests are mainly in CLIL teacher pedagogy. His research in this field has led to various publications. He has also participated in a variety of European CLIL teaching programmes and been in charge of several pre- and in-service courses on the teaching of CLIL. He has developed and published a model for the teaching of CLIL in secondary education and presented this at numerous international conferences. He is also the owner of the CLIL blog: https://clilingmesoftly.wordpress.com.

Nicole Hofstadler worked as a research assistant at the University of Graz, Austria, and is currently involved in a project on content and language integrated learning (CLIL). She also teaches English, History and CLIL at a secondary school in Graz as well as English language courses at the Pädagogische Hochschule Graz, a teacher training college for future primary and secondary educators. Her main interests include teacher education, CLIL and teacher SWB.

Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria, having moved there from the University of Southampton in 2018. Her main research interests lie in Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI) and language teacher cognition. She also addresses the use of video resources to foster teacher learning and development. Her publications include a monograph, edited volumes and numerous journal articles.

Antonio Jiménez Muñoz is an Associate Professor of English at the University of Oviedo. His research gauges the evidence-based impact of policy implementations for both learners and lecturers in multilingual contexts, particularly in Higher Education and the field of Economics. He has published in the International Journal of Bilingual Education and Bilingualism, Porta Linguarum and Iberica and contributed to collec- tions for Routledge, Peter Lang, Lexington and McGraw-Hill. Previously, he taught as a teaching fellow at Kent and Hull in the United Kingdom and was a visiting scholar at Oxford and Cambridge.

Jun Jin is currently a post-doctoral fellow at the University of Graz in Austria. After obtaining an MA in Applied Linguistics (Distinction) at the University of Southampton, UK, and earning a PhD in Education at the University of Hong Kong in Hong Kong, P.R. China, she worked as a post-doctoral fellow and an instructor at universities in Hong Kong. She was also a visiting Fellow at the University of Cambridge in the xviii Contributors

United Kingdom, with Doris Zimmern HKU-Cambridge Hughes Hall Fellowship. Her research focuses on issues of teaching and learning in different contexts. Specifically, she is analysing the role of silence, tech- nology-mediated interaction, small group settings, identity and wellbe- ing. She would like to further explore multilevel perspectives on teaching and learning, combining micro (i.e. the use of language) and macro (i.e. social, cultural and political practices) level analysis. The ultimate goal of her research is to improve and enrich teaching and learning experi- ences in the process of curriculum development.

Anita Lämmerer is a PhD student and English teacher. She teaches both at tertiary level (University of Graz and University College of Teacher Education Styria) and at a secondary school in Graz, where she oversees CLIL projects and a school-university partnership. From 2015 until 2019 she worked as a research assistant at the Department of English Studies at the University of Graz, where she engaged in several research projects on teacher psychology. Her current research interests include teacher education, CLIL and the psychology of language learning and teaching.

Roy Lyster is Professor Emeritus of Second Language Education in the Department of Integrated Studies Education at McGill University in Montreal. His research examines the effects of instructional inter- ventions designed to counterbalance form-focused and content-based approaches. He has a PhD in Applied Linguistics as well as a B.Ed. and M.Ed. from the University of Toronto and an MA from the Université de Paris VII. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and three books: Learning and Teaching Languages Through Content published by Benjamins in 2007, Vers une approche intégrée en immersion published by CEC Publishing in 2016, and Scaffolding Language Development in Immersion and Dual Language Classrooms (with D. J. Tedick) published by Routledge in 2020.

Laura Mahalingappa (PhD, The University of Texas at Austin) is an associate professor of English as a Second Language (ESL) teacher education at Texas State University. Her teaching and research interests include first and second language acquisition, sociolinguistics and teacher education. She has published research on bilingual language acquisition in marginalised language communities, teachers’ beliefs about teaching linguistically and culturally diverse populations and the education of Muslim students. She has taught English in the United States, Turkey and the former Soviet Union. Her recent book on mul- ticultural education, with Nihat Polat, is entitled Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today’s Classrooms (2017, Rowman & Littlefield). Contributors xix

Katja Mäntylä, PhD, is currently professor of English at the School of Languages and Translation Studies at the University of Turku, Finland where she trains future teachers of English. Earlier, she has studied language proficiency, especially vocabulary learning. Her most recent research focuses on language learners’ and teacher trainees’ beliefs, multilingual learning environments and on early foreign language learning.

Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the foreign language learning experience. She is the author, co-author and co-editor of several books in this area including, Towards an Understanding of Language Learner Self-Concept, Psychology for Language Learning, Multiple Perspectives on the Self in SLA, New Directions in Language Learning Psychology, Positive Psychology in SLA, Exploring Psychology for Language Teachers (Winner of the IH Ben Warren Prize) and Language Teacher Psychology.

Ruth Milla teaches FL Teaching, Communicative Competence and English for the Pre-primary and Primary classrooms at the Faculty of Education of the University of the Basque Country (Spain). She holds a degree in English Philology from the University of Deusto (Spain) and a MA in Language Acquisition in Multilingual Settings as well as a PhD in English Philology from the University of the Basque Country. Her research focuses on FL teaching, particularly corrective feedback, and has been presented at national and international conferences and published in journals and publishing companies of the field. She is a member of the research group Language and Speech (www.laslab.org).

Sotiria Pappa is a postdoctoral researcher at the University of Helsinki, Finland, and her research interests centre on professional identity and emotions. Her doctoral research focused on Content and Language Integrated Learning (CLIL) teachers, examining resources, challenges, emotions and identity negotiation in CLIL teaching. She has worked for the Role of Emotions in Agentic Learning at Work (REAL) project at the University of Jyväskylä, Finland, where she focused on Finnish language teachers of immigrant pupils. She has further studied professional identity in relation to doctoral researchers and teacher educators.

Nia Mererid Parry following the successful completion of her Master’s in Education studies at Bangor in 2015, Nia started her PhD studies within the field of bilingualism. The doctorate, which falls at a vital period in the revitalisation of the Welsh language, concentrates on eval- uating the implementation of Incidental Welsh in English medium secondary schools in North Wales. Nia has presented her work in numerous xx Contributors conferences around Europe and has also been involved in additional research projects for organisations such as Educational Consortias in Wales and y Coleg Cymraeg Cenedlaethol (The National Welsh College).

Richard S. Pinner is an associate professor at Sophia University in Tokyo with over 15 years of experience as a language teacher and teacher trainer. He holds a PhD in ELT and Applied Linguistics and has published several articles on language education, most recently in Language Teaching Research, English Today and Applied Linguistics Review. He is the author of three research monographs and is particularly interested in the areas of authenticity and motivation in ELT and Content and Language Integrated Learning.

Nihat Polat (PhD, The University of Texas at Austin) is a professor and chair of the Department of Curriculum and Instruction at Texas State University. He has taught both graduate and undergraduate courses in the areas of L2 learning, teaching and assessment, teacher education and the education of immigrant and minority populations in K-12 schools. He has published two books and over 30 peer-reviewed journal articles among others. His work has appeared in top-tier journals, including Applied Linguistics, TESOL Quarterly, Modern Language Journal, etc. Previously, he served as Associate Dean for Graduate Studies and Research at Duquesne University, while also siting on national panels (e.g. Fulbright National Screening Committee) and serving as a con- sulting editor for the Journal of Educational Research. With Tammy Gregersen and Peter MacIntyre, he also has an edited volume entitled Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills (2020, Routledge).

Anssi Roiha, PhD, works as a lecturer at the Department of Teacher Education at the University of Turku, Finland. In his doctoral dissertation (University of Jyväskylä, Finland), he investigated former CLIL pupils’ perceptions of the long-term effects of CLIL on their lives. His research interests include CLIL, differentiation and intercultural education.

Ute Smit’s main research focus is on English used as a classroom language in various educational settings, by combining micro, meso and macro perspectives. Her publications deal with ELF (English as a lingua franca), CLIL (Content and Language Integrated Learning), EMEMUS (English Medium Education in Multilingual University Settings), teacher beliefs and language policy. Recent projects include ‘ADiBE’, ‘CLIL@ HTL’ and ‘INTE-R.LICA’. She was a co-founding member of the AILA Research Network on CLIL and Immersion Education, and is presently a board member of the ICLHE (Integrating Content and Language in Higher Education) Association. Contributors xxi

Enlli Môn Thomas is a Professor of Research in Education and the Director of Research in the School of Education and Human Development, Bangor University, Wales, UK. Her main research interests span psycholinguistic studies of bilingual language acquisition, particularly in relation to children’s acquisition of complex structures under conditions of minimal input and educational approaches to language transmission, acquisition and use.