Laura Gurzynski-Weiss (PhD: Georgetown University) is Associate Professor and Director of Undergraduate Studies in the Department of Spanish and Portuguese at Indiana University (USA). She is also an affiliate faculty member of the Cognitive Science Program. Prof. Gurzynski-Weiss teaches graduate and undergraduate courses in second language acquisition, teaching methodology, Task-Based Language Teaching, individual differences, research methods, and Hispanic Linguistics. Her research focuses on variables including input, interaction, feedback, modified output, and task-related factors from cognitive-interactionist, psycholinguistic, usage-based approaches and complex dynamic systems theory. In addition to her publications in journals and edited volumes, she is the editor of Explorations of Interlocutors and their Individual Differences (2020; John Benjamins) Expanding Individual Differences in the Interaction Approach (2017; John Benjamins); and the co-author of Introducción y aplicaciones contextualizadas a la lingüística hispánica (with Manuel Díaz-Campos & Kimberly L. Geeslin; 2018; Wiley-Blackwell). She is the co-recipient of the 2018 TESOL Award for Distinguished Research (with Andrea Révész).
Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies, Kansai University. She has taught English to young learners in her own private language school in Japan and applied linguistics courses at the master level at Nanyang Technological University in Singapore and the University of Auckland in New Zealand. Her research interests encompass the roles of interaction in second language acquisition, second language writing, and task-based language teaching for young learners. Her new co-authored book, entitled Task-based language teaching: Theory and practice, has been published with Cambridge University Press.
Masatoshi Sato (PhD: McGill University) is a Professor in the Department of English at Universidad Andrés Bello, Chile. He is also an Affiliated Professor at Michigan State University (USA), Curtin University (Australia), and Anaheim University (USA). He has taught English and Japanese in Japan, US, Chile, and Canada. He currently teaches pre-service and in-service English teachers in Chile. His research agenda is to conduct theoretical and practical research in order to provide practitioners with evidence-based pedagogy. In particular, he has conducted research focusing on peer interaction, corrective feedback, learner psychology, teacher psychology, and research-pedagogy link.In addition to his publications in international journals, he recently co-edited books: Peer Interaction and Second Language Learning (2016: John Benjamins);The Routledge Handbook of Instructed Second Language Acquisition (2017: Routledge); and Evidence-Based Second Language Pedagogy (2019: Routledge). He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award.
Yuko Goto Butler is Professor of Educational Linguistics at the Graduate School of Education at the University of Pennsylvania. She is also the director of Teaching English to Speakers of Other Languages (TESOL) program at Penn. Her research interests are primarily focused on the improvement of second/foreign language education among young learners in the U.S. and Asia in response to the diverse needs of an increasingly globalizing world. Her work has also focused on identifying effective ESL/EFL teaching and learning strategies and assessment methods that take into account the relevant linguistic and cultural contexts in which instruction takes place.
Dr Rowena Kasprowicz is a Lecturer in Second Language Education in the Institute of Education at the University of Reading (UK). She completed her PhD in Education at the University of York (UK). Her primary research interests are in classroom-based foreign language learning, particularly for young learners and in relation to the development of grammatical knowledge. Rowena is a Research Specialist for the National Centre for Excellence for Language Pedagogy, advising on the development of research-informed foreign language teaching and learning resources and leading on the development of the Gaming Grammar digital learning game. She is a collaborator on the Open Accessible Summaries In Language Studies (OASIS) initiative and a Theme Lead for the Research in Primary Languages network.