Editor

Dr. Michael Kieffer is Assistant Professor of Language and Education in the TESOL program of the Department of Arts & Humanities at Teacher College, Columbia University.  His research interests focus on second language literacy, particularly reading comprehension development in K-12 settings.  His work has appeared in fourteen peer-reviewed journals across education, applied linguistics, and language learning.  His research has been recognized with awards from the Spencer Foundation, National Academy of Education, and International Reading Association.

Managing Editor
Adrienne Wai Man Lew is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. Her research interests include input processing and instructed second language acquisition, with a specialization in corrective feedback and its putative effectiveness in promoting the acquisition of linguistic features that are highly prone to fossilization. She is currently developing an English as a Second Language textbook corpus in preparation for her research on testing out an analytic model for Selective Fossilization.

 Editorial Assistant
Sarah Creider is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. Her research interests include sociolinguistics and conversation analysis, with a specialization in teacher/adult-student interactions, turn-taking in the second-language classroom, and ESL/EFL teacher training.

Assistant Editor
Yayun Anny Sun is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. Her primary research interest is in second language acquisition, especially input processing. Other research interests include curriculum development and teacher education. She is also a full-time ESL instructor at the City University of New York.

Assistant Editor
Christos Theodoropulos is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. His research interests include language assessment, L2 teacher training, and curriculum evaluation. He is also the Associate Director of Curriculum and Staff Development at the English Language Programs at the University of Pennsylvania.

Assistant Editor
Ah-Young Alicia Kim is a doctoral student in the Applied Linguistics program at Teachers College, Columbia University. Her research interests lie in second language assessment, particularly L2 reading assessment. She is currently working on her dissertation, which involves providing diagnostic feedback on test-takers' L2 reading performance to stake-holders.

Assistant Editor
Mi Sun Park is a doctoral student in the TESOL program at Teachers College, Columbia University. Her research interests include acquisition of second language phonology, phonetics, and the impact of phonological awareness and memory in SLA.

Assistant Editor
Catherine Box is a doctoral student in the Applied Linguistics Program at Teachers College, Columbia University. Her principal research interests include exploring interactional sequences in the L1 and L2 classrooms, sociocultural theories of language learning, and qualitative approaches to analyzing classroom discourse. She has taught ESL, EFL, French, and English Literature and Composition. She currently mentors student teachers in the TESOL Certificate Program and is a graduate teaching assistant for Phonetics & Phonology.