Editorial Team
Senior Editors
Dr. Eliana Hirano is a Professor of Teacher Education and the Director of the minor in Teaching English as a Foreign Language at Berry College. After almost 15 years teaching English as a foreign language in Brazil, her country of origin, Dr. Hirano immigrated to the U.S. and obtained her Ph.D. in applied linguistics at Georgia State University. Her research explores the intersection between identity and language learning, academic literacies, and L2 teacher education. Her investigations on academic literacies include the experiences of Brazilian scholars publishing in Anglophone journals and refugee-background students in higher education settings. Dr. Hirano’s work can be found in journals such as English for Specific Purposes, ELT Journal, Journal of Second Language Writing, and TESL Canada Journal as well as in edited volumes by Multilingual Matters and Wiley-Blackwell. Dr. Hirano is passionate about mentoring undergraduate students through the process of conducting research and enjoys co-authoring journal articles with them. She is also an advocate for study abroad and regularly takes groups of students to Ecuador.
Dr. Alexandra J. Reyes is an Associate Professor of Education at Georgia Southern University. She serves as the English to Speakers of Other Languages (ESOL) Endorsement coordinator. Prior to earning her Ph.D. in Education (Culture, Curriculum, and Change) at the University of North Carolina at Chapel Hill, Dr. Reyes taught middle and high school in Connecticut and Arizona. Dr. Reyes prepares pre-service and in-service teachers to work with culturally and linguistically diverse students, and to integrate arts and literature across the curriculum. She draws on her diverse experiences working in P-12 education, non-profit organizations, and higher education to direct her service and scholarly interests. These interests focus on the intersections of language, culture, and identity, and how they inform learning experiences for bi/multilingual communities in informal and formal education settings. Dr. Reyes is also interested in arts integration pedagogies and methodologies, particularly as means to lowering barriers for students from linguistically and culturally marginalized backgrounds.
Dr. Brian Hibbs is a Professor of Education at Dalton State College. He teaches courses in applied linguistics, language teaching methodology, and culture and education to equip pre-service elementary-education teachers with the dispositions and skills needed to work effectively with multilingual learners of English in their own instructional contexts. He has presented and published on a wide array of topics related to language teacher education, including advocacy, agency, autoethnography, children’s and adolescent literature, critical language awareness, disciplinary literacy, faculty development, funds of knowledge/identity, instructional conversations, intercultural competence, language ideology, language proficiency, multicultural education, research cultures, social-emotional learning, and translanguaging. His publications have appeared in a variety of journals, including the Bellaterra Journal of Teaching & Learning Language & Literature, Studies in Applied Linguistics, and TESOL Today. His work has also appeared in edited volumes published through Applied Linguistics Press, IGI Global, Multilingual Matters, Myers Education Press, Routledge, and Rowman & Littlefield.
Dr. Jinrong Li is a Professor of English at Georgia Southern University. She teaches writing, linguistics, and language teacher education courses. Before joining Georgia Southern, she taught English language learners in diverse contexts in Iowa, Boston, and Beijing. She is a language teacher educator with extensive experience working with multilingual students and educators. Her research focuses on L2 writing assessment, language learning and technology, and language teacher education. Her work has appeared in journals such as the Journal of Second Language Writing (JSLW), Assessing Writing, Computers and Composition, Language, Learning & Technology (LLT), and the CALICO Journal. She has also co-edited Assessment Across Online Language Education (Equinox) and Assessing L2 Writing in the Digital Age: Opportunities and Challenges (JSLW). Her work emphasizes bridging research and practice and supporting educators in developing and sharing their scholarly work, particularly in classroom-based and practitioner research contexts.
Associate Editor
Onur Özkaynak, PhD, is a College Writing Instructor at Central Ohio Technical College. He earned his doctorate in Foreign, Second, and Multilingual Language Education from The Ohio State University. His research examines educational sociolinguistics, raciolinguistics, language ideologies, and TESOL teacher education, with a particular focus on accent, legitimacy, and equity in English language teaching. His work has appeared in Language Awareness, International Journal of Multilingualism, L2 Journal, TESOL Journal, and Translation and Translanguaging in Multilingual Contexts.
Editorial Review Board
Dr. Jennifer K. Allen
University of West Georgia
Dr. Hadi R. Banat
University of Massachusetts Boston
Dr. Jamie Garner
University of Florida
Dr. Sarah J. Goodwin
Duolingo
Dr. Lela Horne
Marietta City Schools (GA)
Dr. K. Seon Jeon
Columbus State University
Dr. Alisa Leckie
Georgia Southern University
Dr. Allison U. Nealy
University of Georgia
Dr. Rebecca Owen
Gordon County Schools (GA)
Dr. Jennifer Pendergrass-Bennefield
Floyd County Schools (GA)
Dr. Nicole Marie Pettitt
Youngstown State University
Dr. Chang Pu
Berry College
Dr. Bethany L. Scullin
University of West Georgia
Dr. Lou Tolosa-Casadont
University of Georgia
Editors Emeriti
Dr. David L. Chiesa
University of Georgia
Dr. Robert A. Griffin
University of West Georgia
Dr. Gertrude Tinker Sachs
Georgia State University
Dr. Hema Ramanathan
University of West Georgia