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Affiliate Graduate Faculty
Eric Hauser, PhD; University of Electrocommunications, Tokyo
Sandra McKay, PhD; Professor emeritus, San Francisco State University
Hanh Thi Nguyen, PhD; Hawaii Pacific University
Dr. Hanh Nguyen is Associate Professor of Applied Linguistics in the TESOL Programs at Hawai’i Pacific University. Her research interests include the development of interactional competence in a second or professional language, social interaction in language learning situations, learners’ transforming identities, and Vietnamese applied linguistics. To pursue these topics, she prefers a bottom-up approach, utilizing conversation analysis, discourse analysis, and systemic functional grammar. She is the author of “Developing Interactional Competence: A Conversation Analytic Study of Patient Consultations in Pharmacy” (2012, Palgrave-MacMillan). She is the co-editor of “Talk-in-Interaction: Multilingual Perspectives” (2009, with Gabriele Kasper) and “Pragmatics & Language Learning, Vol. 12″ (2010, with Gabriele Kasper, Dina Yoshimi, and Jim Yoshiokia), both published by the National Foreign Language Resource Center, University of Hawaii. Her articles appear in journals such as Applied Linguistics, Text and Talk, Journal of Pragmatics, The Modern Language Journal, The Canadian Modern Language Review, Language and Education, Learning, Culture and Social Interaction, JALT, Research in Social and Administrative Pharmacy, and Communication and Medicine. Dr. Nguyen teaches courses on discourse analysis for language teachers, corpus linguistics for teachers, second language acquisition, assessment in TESOL, computer-assisted language learning, and language awareness.
John Norris, PhD; Georgetown University
John Norris works in the areas of language testing, program evaluation, and language pedagogy, and he is particularly interested in task-based language education, meta-analysis, and educational assessment. John’s recent books explore language teaching (Task-based language teaching: A reader), evaluation (Toward useful program evaluation in college foreign language education), assessment (Validity evaluation in language assessment), and research synthesis (Synthesizing research on language learning and teaching). He speaks and conducts research in German, Spanish, and Portuguese, as well as English, and he is an avid runner/hiker/surfer.
Lourdes Ortega, PhD; Georgetown University
Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University, and she was a member of the Department of Second Language Studies at the University of Hawai‘i at Mānoa from 2004 to 2012. Her main area of research is in second language acquisition, particularly sociocognitive and educational dimensions in adult classroom settings. In her research, she applies insights from bilingualism and from usage-based linguistics to the investigation of second language development. She has also long-standing interests in second language writing and foreign language education and has published widely about systematic research synthesis and epistemological and ethical dimensions of second language acquisition research. She was co-recipient of the Pimsleur and the TESOL Research awards and has been a doctoral Mellon fellow, a postdoctoral Spencer/National Academy of Education fellow, and a senior research fellow at the Freiburg Institute of Advanced Studies. Her publications include the book Understanding Second Language Acquisition (1st edition with Hodder, 2009; 2nd revised edition with Routledge, 2014). She has served/serves as area editor for “Language Learning and Teaching” in the Wiley Encyclopedia of Applied Linguistics (2012), editor of Language Learning(2010-2015), and as editorial board member on a number of journals.
Peter Robinson, PhD; Aoyama Gakuin University, Tokyo
Peter Robinson is Professor of Linguistics and SLA in the Department of English, Aoyama Gakuin University, Shibuya, Tokyo where he teaches graduate and undergraduate courses in Applied Psycholinguistics and SLA. His main areas of interest are in the roles of attention and awareness during second language learning under different conditions of exposure; the effects of task characteristics on language learning and performance; and the structure of aptitude complexes for instructed language learning. His most recent publication is Task Sequencing and Instructed Language Learning (with Melissa Baralt & Roger Gilabert) (Bloomsbury Publishing/Continuum, 2014).