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Organizer: prof. Mirosław Pawlak (Adam Mickiewicz University Faculty of Pedagogy and Art in Kalisz, pawlakmi@amu.edu.pl)
Tammy Gregersen, a professor of TESOL at the American University of Sharjah in the United Arab Emirates, received her MA in Education and PhD in Linguistics in Chile, where she also began her academic career. She is co-author, with Peter MacIntyre, of Capitalizing on Language Learner Individuality and Optimizing Language Learners’ Nonverbal Communication in the Language Classroom. She is also a co-editor, with Peter and Sarah Mercer, of Positive Psychology in SLA and Innovations in Language Teacher Education. She also coedited Peacebuilding in Language Education: Innovations in Theory and Practice with Rebecca Oxford, Matilde Olivero, and Melinda Harrison and Research-Driven Pedagogy with Nihat Polat and Peter MacIntyre. Her latest two books, Teacher Wellbeing and the Routledge Handbook of the Psychology of Language Learning and Teaching were written in collaboration with Sarah Mercer. She has published extensively in peer- reviewed journals and contributed numerous chapters in applied linguistics anthologies on individual differences, teacher education, language teaching methodology, positive psychology and nonverbal communication in language classrooms. She is passionate about exploring other cultures and has enjoyed the opportunities that participation in international conferences around the world and Fulbright scholar grants to Chile and Costa Rica have provided.
Laura Gurzynski-Weiss received her MS (2007) and PhD (2010) from Georgetown University. She is Professor of second language acquisition in the Department of Spanish and Portuguese at Indiana University, where she is also affiliate faculty of the Cognitive Science Program. Her current research projects focus on increasing access and engagement to Spanish at the elementary level, and engaging teachers, researchers, and teacher trainers with the open access educational resource site, the Task–Based Language Learning Task Bank, which she directs with generous funding from the International Association for Task-Based Language Teaching and Learning. In addition to her publications in journals and edited volumes, she is the co-editor of Instructed second language acquisition research methods (with YouJin Kim; 2022; John Benjamins), editor of Cross–Theoretical Explorations of Interlocutors and their Individual Differences (2020; John Benjamins) Expanding Individual Differences in the Interaction Approach (2017; John Benjamins); and co-author of Introducción y aplicaciones contextualizadas a la lingüística hispánica (with Manuel Díaz-Campos & Kimberly L. Geeslin; 2018; Wiley-Blackwell). Laura serves on the Executive Board of the International Association for Task–Based Language Teaching, is Secretary General for the International Association of Applied Linguistics, and is the co-founder and co-director of AILA Ibero–America. She is a series editor for John Benjamin’s Language Learning and Language Teaching book series and serves on the boards of the Research Methods in Applied Linguistics book series, Task Based Language Teaching book series, and the journal, TASK, all with John Benjamins.
Phil Hiver is Associate Professor of Foreign and Second Language Education at the Florida State University. His research is organized around several interrelated questions: (1) What socio-emotional, experiential, and cognitive assets do multilingual learners bring with them to their learning, and how can these be leveraged to reduce disparity and enhance achievement? (2) How do language teachers and their instructional practices contribute to student engagement and learning? (3) What methods of inquiry can help to foreground the interdependences between individuals and their learning environment and to investigate inter-and intraindividual variability in processes of L2 development? He has also written on innovation in applied linguistics research, methods for studying complex dynamic systems, and open science. He is co-editor of the Routledge Handbook of Second Language Acquisition and Individual Differences (2022, Routledge).
Peter MacIntyre is professor of psychology at Cape Breton University (Canada). His research focusses on the psychology of language and communication, including anxiety, motivation, well-being, and communication. He has written over 150 chapters and journal articles and 8 books or edited anthologies on topics such as Positive Psychology, Motivational Dynamics, Nonverbal Communication, Teaching Innovations, and with Alastair Henry has a new book on Willingness to Communicate. He was president of the International Association for the Psychology of Language Learning (2018-2022) and organized the fourth Psychology of Language Learning conference. His awards include being recognized for teaching excellence (Cape Breton University, Atlantic Association of Universities), the Gardner Award (from the International Association for Language and Social Psychology) and the Mildenberger Prize (Modern Language Association) for contributions to the study of language
Veronica G. Sardegna (Ph.D., University of Illinois at Urbana-Champaign) has more than two decades of professional development and research experience in second language acquisition and teacher education. She has taught, conducted workshops, and published extensively on topics related to English pronunciation teaching, academic writing, intercultural learning, and instructional technology for language learning and teaching. She co-edited, with Anna Jarosz, Theoretical and practical developments in English speech assessment, research, and training: Studies in honour of Ewa Waniek-Klimczak (2022, Springer) and English pronunciation teaching: Theory, practice and research findings (2023, Multilingual Matters). In 2021, she received the D. Scott Enright Interest Section Service Award for her outstanding service to TESOL.
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