Contributors
Dr Tita Beaven is Director of Innovation and e-learning at Sounds-Write, a provider of professional development for schoolteachers and other edu- cational practitioners. Prior to that, she was a Senior Lecturer in Spanish at the School of Languages and Applied Linguistics at The Open University, UK. Her research is in the area of innovative pedagogy and technology in language learning and teaching, and Open Education. She holds a Doctorate in Education (Educational Technology) from The Open University.
Dr Carl S. Blyth is Associate Professor of French and Applied Linguistics. Since 2010, he has served as the Director of COERLL, a center at the University of Texas at Austin dedicated to promoting open solutions to the challenges of foreign language education. Interested in social approaches to language, he conducts research in interactional sociolinguistics, inter- cultural pragmatics and language technology. He is the co-editor (with Dale Koike) of the volume Dialogue in Multilingual and Multimodal Communities (John Benjamins, 2015). His articles have appeared in such journals as L2 Journal, Language and Dialogue, The Modern Language Journal, CALICO Journal, Foreign Language Annals and ALSIC Revue. He currently serves on the editorial boards of Intercultural Pragmatics (Mouton De Gruyter) and the open journal Second Language Research and Practice (AAUSC).
Dr Dorothy Chun is Professor of Applied Linguistics at the University of California, Santa Barbara. Her research areas include L2 phonology and intonation, CALL and telecollaboration for intercultural learning. She has conducted studies on cognitive process in learning with multimedia and on online intercultural exchanges. She edits the journal Language Learning & Technology.
Dr Rebecca Frost Davis, Director for Instructional and Emerging Technology at St. Edward’s University, focuses on the intersections of digital pedagogy and liberal education. She is co-editor (with Matthew K. Gold, Katherine D. Harris and Jentery Sayers) of Digital Pedagogy in the Humanities: Concepts, Models, and Experiments. Recent publications
vii viii Open Education and Second Language Learning and Teaching include ‘Pedagogy and Learning in a Digital Ecosystem’ in Jessie Moore and Randy Bass (eds) Understanding Writing Transfer and its Implications for Higher Education and ‘Redefi ning Learning Places in the Emerging Digital Ecosystem’ in Deric Shannon and Jeff ery Galle (eds) From the Abstract to the Quotidian: Refl ections on Pedagogy and Place.
Dr Beatrice Dupuy is Professor of French and Applied Linguistics. She is Co-Director of the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), a Title VI Center at the University of Arizona. Her research focuses on language teacher professional develop- ment, literacy-based approaches to teaching and learning and on experi- ential learning as a theoretical and practical framework for language education in home and study-abroad contexts. Her research has appeared in numerous journals including Foreign Language Annals, Canadian Modern Language Review, System, and L2 Journal.
Dr Trude Heift is Professor of Linguistics at Simon Fraser University, Canada. Her research area bridges applied and computational linguistics. She designs and studies online CALL systems by focusing on learner-com- puter interactions, learner modeling, corrective feedback and error analy- sis. She co-edits the journal Language Learning & Technology.
Dr Christian Hilchey is a Lecturer in the Department of Slavic and Eurasian studies at the University of Texas at Austin. A specialist in Slavic linguistics, he has taught Czech language classes at UT-Austin from Beginning to the Advanced levels (1st–5th year Czech). Interested in lan- guage pedagogy, he is currently writing an open textbook and online course entitled Reality Czech with the Center for Open Educational Resources and Language Learning (COERLL).
Dr Sabine Levet is Senior Lecturer in French in the Department of Global Studies and Languages at The Massachusetts Institute of Technology. She teaches all levels of French language and culture classes and is one of the original creators and developers of Cultura, which was funded by the National Endowment of Humanities and received a special recognition from the American Council on Education. She currently serves as the Cultura project director. She has written articles and chapters on telecol- laboration and intercultural learning and has given numerous talks and workshops on intercultural communication and the integration of tech- nology into the foreign language curriculum.
Joanna Luks is an independent scholar, who was most recently Senior Lecturer in the French Program in the Department of Romance Studies at Cornell University. Her pedagogical interests include transdisciplinarity in FL teaching with articulation of skills across language, literary and Contributors ix cultural studies, professional development and the (re)conceptualization of grammar drawing from theories in cognitive grammar. In 2013, she published Le Littéraire dans le quotidien, an open textbook funded by the Center for Open Educational Resources and Language Learning (COERLL). As part of an expansion of the approach, in 2014, Joanna became co-director of the FLLITE project (http://fl lite.org/), a joint initia- tive between COERLL and the Center for Educational Resources in Culture, Language, and Literacy (CERCLL).
Dr Frederick Poole is an Assistant Professor at Michigan State University in the Master of Arts in Foreign Language Teaching Program. His research interests include digital game-based language learning, online collabora- tive reading environments and developing L2 literacy in dual language immersion programs.
Dr Anthippi Potolia is Senior Lecturer/Researcher at the University of Paris 8 – Vincennes Saint-Denis. Her main interests are Computer Assisted Language Learning and Discourse Analysis (representations about digital tools: social networks, online learning communities, distance education). Her research topics involve eff ects of computer mediation, as well as (intercultural) telecollaborative practices online. She co-edited the book Thinking about the Didactics of Plurilingualism and its Mutations: Ideologies, Policies and Devices in 2018 with Rennes University Press and has published articles in various journals. She is currently coordinating a book (with Martine Derivry) for Routledge, entitled Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age, which is scheduled to appear in 2021.
Alessandra C. Ribota is a doctoral student and graduate teaching assis- tant in the Department of Hispanic Studies at Texas A&M University. She holds an MEd in Curriculum and Instruction and has experience as a Spanish high school teacher. Her research interests are second language acquisition and pedagogy and teacher education.
Dr Sergio Romero is Associate Professor in the Dept. of Spanish and Portuguese at The University of Texas at Austin. He is a linguistic anthro- pologist with an interest in the structural and sociocultural aspects of language variation and change. His current work examines the diachronic development of dialectal variation, its social meaning and the emergence of pastoral registers in indigenous languages, using both ethnographic and philological methods. Much of his research focuses on Mayan lan- guages, especially K’iche’, Q’eqchi’, Kaqchikel, and more recently Awakatek and Ixil. He has also published on Nahuatl, especially on dia- lects formerly spoken in colonial Guatemala, and has served as pro-bono translator for Maya migrants in the United States. Finally, he recently led x Open Education and Second Language Learning and Teaching a team of language instructors to create an open, online K’iche’ language course (http://tzij.coerll.utexas.edu/).
Dr Joshua J. Thoms is an Associate Professor of Applied Linguistics and Spanish at Utah State University where he researches issues related to open education, second language (L2) digital social reading/literacy practices and the eff ects of classroom discourse on L2 learning and teaching. In 2013, he published a co-edited volume on hybrid language learning and teaching. In addition, he has published several articles appearing in jour- nals such as Language Learning & Technology, System, Modern Language Journal, Canadian Modern Language Review and Foreign Language Annals. He serves on the editorial board of the open journal Second Language Research and Practice (AAUSC).
Stephen L. Tschudi, Specialist in Technology for Language Education, serves the University of Hawaii’s Center for Language and Technology and National Foreign Resource Center by designing and delivering profes- sional learning experiences for language educators on the topics of Project- Based Language Learning and Online Pedagogy. He is experienced in adapting Cultura to meet diverse instructional goals. His recent publica- tions include Books 3 and 4 of Encounters Global Chinese Language & Culture from Yale University Press.
Dr Chantelle Warner is Associate Professor of German and Second Language Acquisition and Teaching at the University of Arizona, where she also co-directs the Center for Educational Resources in Culture, Language and Literacy (CERCLL), a Title VI National Language Resource Center. Since 2014, she directs the German Studies Language Program, which encompasses the fi rst three years of language study. Her research crosses the fi elds of literary and applied linguistic inquiry and focuses on how language is involved in struggles for social and symbolic power and the educational potential of playful, literary language use and creative multilingualism.
Dr Gabriela C. Zapata is Associate Professor in the Department of Hispanic Studies at Texas A&M University. Her research foci are second (L2) and heritage language (HL) acquisition and pedagogy, bilingualism and teacher education. She is also interested in the development of OER materials for L2 and HL teaching and in language program direction. Dr Zapata has served as Director or Coordinator of fi ve Spanish and Portuguese basic language programs in public and private universities in the United States and Canada. She has published articles in journals such as Computer Assisted Language Learning, Hispania, Foreign Language Annals, International Journal of Bilingualism, Language Learning and Language Awareness, among others, and in a variety of edited volumes. Contributors xi
She is also the co-editor (with Dr Manel Lacorte) of the volume Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (Palgrave Macmillan, 2017).
Dr Katerina Zourou is a Senior Researcher interested in language learn- ing/teaching from an open perspective (open educational resources and practices) and from the point of view of collaboration (collective learning) and networking (social media) and regularly gives graduate-level lectures on these topics (University of Grenoble Alpes, France, and Hellenic Open University, Greece). She is also head of Web2Learn, an SME acting as partner in transnational projects supported by the Council of Europe (ORD, e-lang), and by the European Commission (iPEN, INOS, CRETE, Catapult, BlockAdemic, MOONLITE, LangOER, etc.).