Rosemary Erlam is a senior lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She initially trained and worked for a number of years as a speech-language therapist and then as a French language teacher. Rosemary’s PhD, completed in 2003, was an experimental study investigating instructional effectiveness in the French language classroom. Rosemary has a variety of research interests including second language acquisition, teacher education and language assessment. Involvement in a number of Ministry of Education funded projects has given her the opportunity to research effective language learning in the New Zealand context, an area of particular interest. This has also enabled her to meet and be involved nationally with teachers in professional development programmes. Rosemary has published widely, in both national and international journals. She has also been involved in a number of research collaborations, one of which has resulted in the recent publication of a book which she has co-authored and which is entitled Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching.
Pauline Gibbons
Associate Professor Pauline Gibbons has taught postgraduate and undergraduate TESOL courses at the University of Technology Sydney, Australia for many years. She has also worked in teacher education in Sweden, Hong Kong, Laos, Singapore, South Africa, Marshall Islands, UK, and USA, among other locations, and as an English language teacher in Iran and Germany. Her research interests are in content-based ESL pedagogy, and classroom discourse, and she has recently completed a research project focusing on ‘intellectual quality’ and ESL learners in the middle years. She has published extensively in the area of ESL education, including Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers (Continuum, 2006), and three books published by Heinemann for teachers: Learning to Learn in a Second Language (1993); Scaffolding Language, Scaffolding Learning: Teaching ESL Students in the Mainstream Classroom (2002); and her most recent book English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone (2009).
Jill and Charlie Hadfield
Jill and Charlie Hadfield have worked as teachers and teacher trainers in Britain, France, China, Tibet and Madagascar and run short courses and seminars for teachers in many other parts of the world. Charlie now teaches at ELA, Auckland University, and Jill at Unitec New Zealand. Between them they have written over thirty books, including the Longman Communication Games series, five books in the Oxford Basics series and Classroom Dynamics and a course for primary children: Excellent! published by Longman. Two teacher education books were published in 2008: Top Tools for Language Teachers (Pearson) and An Introduction to Teaching English (OUP). Jill’s new book on motivation, co authored with Zoltan Dornyei, is due in 2010.
David Nunan
David Nunan is Vice President for Academic Affairs at Anaheim University, California, Emeritus Professor at the University of Hong Kong, Honorary Professor at the University of NSW, and Senior Academic Advisor to GlobalEnglish Corporation in San Francisco. He has held positions at Chulalongkorn University, Bangkok, the Regional Language Centre, Singapore, and Macquarie University in Sydney. He has published over 100 scholarly books and articles on teacher education, curriculum development, classroom-based research and the teaching of grammar in the communicative classroom. Recent books include Task-Based Language Teaching (Cambridge University Press), Practical English Language Teaching: Grammar (McGraw-Hill), What Is This Thing Called Language? (Palgrave Macmillan), with Phil Benson Learners’ Stories: Difference and Diversity in Language Learning (Cambridge University Press) and with Kathi Bailey Exploring Second Language Classroom Research (Cengage / Heinle)
In addition to his research and scholarly work, Dr. Nunan is the author of several major textbook series for the teaching and learning of English as a Foreign Language. These texts are based on his task-based language teaching approach, and are widely used in schools, school systems and universities around the world. His series Go For It is the largest selling textbook series in the world with total sales of over seven hundred million copies.
David Nunan has served two terms on the TESOL Board of Directors, first as Member-at-Large, and then as President. He was the first person to serve as President from outside of North America. In 2007, he was elected to the Board of Trustees of The International Research Foundation for Language Education.
Recent honours and awards include a 2002 citation by the United States Congress for services to English language education, and the 2003 TESOL Lifetime Achievement Award. In 2005, he was named one of the 50 most influential Australians internationally. In 2008, Anaheim University created the David Nunan Institute for Language Education to further language education and research around the world.
Merrill Swain
Dr. Merrill Swain is Professor Emeritus in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. She has taught and conducted research at OISE/UT for 38 years. Her interests include bilingual education (particularly French immersion education) and communicative second language learning, teaching and testing. Her present research focuses on the role of collaborative dialogue and 'languaging' in second language learning within a sociocultural theory of mind framework. She was President of the American Association for Applied Linguistics in 1998-99, and a Vice President of the Executive Board of the International Association of Applied Linguistics (AILA) from 1999-2005. She is recipient of the 2003 Robert Roy Award which is given to “an outstanding Canadian second language educator who has been active in the second language professional community in teaching, research, writing and dedication to the improvement of second language teaching and learning in Canada”. She is also the recipient of the American Association for Applied Linguistics’ 2004 Distinguished Scholarship and Service Award. Dr. Swain has given talks and workshops in many parts of the world, most recently in Australia, Brazil, China, Korea, Japan, Hong Kong, Ireland, Spain, Wales, the UK and the USA. Her most recent book is one co-edited with Bygate and Skehan Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (Longman’s). Another book of interest to this audience is Immersion Education: International Perspectives edited by Johnson and Swain (CUP). She is author of over 150 articles published in refereed journals, as well as many book chapters. Merrill is currently co-authoring a textbook which will introduce Sociocultural Theory through narratives of Second Language Learning and Teaching (Multilingual Matters).
Rosemary Erlam is a senior lecturer in the Department of Applied Language Studies and Linguistics at the University of Auckland. She initially trained and worked for a number of years as a speech-language therapist and then as a French language teacher. Rosemary’s PhD, completed in 2003, was an experimental study investigating instructional effectiveness in the French language classroom. Rosemary has a variety of research interests including second language acquisition, teacher education and language assessment. Involvement in a number of Ministry of Education funded projects has given her the opportunity to research effective language learning in the New Zealand context, an area of particular interest. This has also enabled her to meet and be involved nationally with teachers in professional development programmes. Rosemary has published widely, in both national and international journals. She has also been involved in a number of research collaborations, one of which has resulted in the recent publication of a book which she has co-authored and which is entitled 
Associate Professor Pauline Gibbons has taught postgraduate and undergraduate TESOL courses at the University of Technology Sydney, Australia for many years. She has also worked in teacher education in Sweden, Hong Kong, Laos, Singapore, South Africa, Marshall Islands, UK, and USA, among other locations, and as an English language teacher in Iran and Germany. Her research interests are in content-based ESL pedagogy, and classroom discourse, and she has recently completed a research project focusing on ‘intellectual quality’ and ESL learners in the middle years. She has published extensively in the area of ESL education, including Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers (Continuum, 2006), and three books published by Heinemann for teachers: Learning to Learn in a Second Language (1993); Scaffolding Language, Scaffolding Learning: Teaching ESL Students in the Mainstream Classroom (2002); and her most recent book English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone (2009).
Jill and Charlie Hadfield
David Nunan is Vice President for Academic Affairs at Anaheim University, California, Emeritus Professor at the University of Hong Kong, Honorary Professor at the University of NSW, and Senior Academic Advisor to GlobalEnglish Corporation in San Francisco. He has held positions at Chulalongkorn University, Bangkok, the Regional Language Centre, Singapore, and Macquarie University in Sydney. He has published over 100 scholarly books and articles on teacher education, curriculum development, classroom-based research and the teaching of grammar in the communicative classroom. Recent books include Task-Based Language Teaching (Cambridge University Press), Practical English Language Teaching: Grammar (McGraw-Hill), What Is This Thing Called Language? (Palgrave Macmillan), with Phil Benson Learners’ Stories: Difference and Diversity in Language Learning (Cambridge University Press) and with Kathi Bailey Exploring Second Language Classroom Research (Cengage / Heinle)
Dr. Merrill Swain is Professor Emeritus in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education of the University of Toronto. She has taught and conducted research at OISE/UT for 38 years. Her interests include bilingual education (particularly French immersion education) and communicative second language learning, teaching and testing. Her present research focuses on the role of collaborative dialogue and 'languaging' in second language learning within a sociocultural theory of mind framework. She was President of the American Association for Applied Linguistics in 1998-99, and a Vice President of the Executive Board of the International Association of Applied Linguistics (AILA) from 1999-2005. She is recipient of the 2003 Robert Roy Award which is given to “an outstanding Canadian second language educator who has been active in the second language professional community in teaching, research, writing and dedication to the improvement of second language teaching and learning in Canada”. She is also the recipient of the American Association for Applied Linguistics’ 2004 Distinguished Scholarship and Service Award. Dr. Swain has given talks and workshops in many parts of the world, most recently in Australia, Brazil, China, Korea, Japan, Hong Kong, Ireland, Spain, Wales, the UK and the USA. Her most recent book is one co-edited with Bygate and Skehan Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (Longman’s). Another book of interest to this audience is Immersion Education: International Perspectives edited by Johnson and Swain (CUP). She is author of over 150 articles published in refereed journals, as well as many book chapters. Merrill is currently co-authoring a textbook which will introduce Sociocultural Theory through narratives of Second Language Learning and Teaching (Multilingual Matters).
