Dr. Jamal Abedi is a Professor of educational measurement at the University of California, Davis. His research interest includes studies in the areas of psychometrics and test development. His recent works include studies on the validity of assessment, accommodation, and classification for English language learners (ELLs) and ELLs with disabilities. He serves on assessment advisory boards for a number of states and assessment consortia as an expert in testing ELLs. Abedi is the recipient of the 2003 Outstanding Contribution Relating Research to Practice award by the American Educational Research Association, the 2008 Lifetime Achievement Award by the California Educational Research Association, the 2013 National Association of Test Directors: Outstanding Contribution to Educational Assessment, the 2014 University of California, Davis: Distinguished Scholarly Public Service Award, the 2015 UC Davis School of Education Outstanding Faculty award and the 2016 AERA E.F. Lindquist Award. He holds a Master's degree in psychology and a Ph.D. degree in psychometrics from Vanderbilt University.
His research mainly focuses on the assessment and recommendation of English language learners.
Dr. James L. Moore III is the vice provost for Diversity and Inclusion and chief diversity officer at The Ohio State University, while serving as the first executive director of the Todd Anthony Bell National Resource Center on the African American Male. He is also the inaugural EHE Distinguished Professor of Urban Education in the College of Education and Human Ecology. From 2015 to 2017, He served as a program director for Broadening Participation in Engineering in the Engineering Directorate at the National Science Foundation in Arlington, Virginia, and, from 2011 to 2015, He was an associate provost for Diversity and Inclusion at The Ohio State University, where he managed numerous programs and units. He is internationally-recognized for his work on African American males. His research agenda focuses on school counseling, gifted education, urban education, higher education, multicultural education/counseling, and STEM education, and he is often quoted, featured, and mentioned in popular publications, such as the New York Times, Columbus Dispatch, Spartanburg Herald, Cincinnati Enquirer, Journal of Blacks in Higher Education, Chronicle of Higher Education, and Diverse: Issues in Higher Education. In both 2018 and 2019, he was cited by Education Week as one of the 200 most influential scholars and researchers in the United States, who inform educational policy, practice, and reform.
His research agenda focuses on the following: (a) how educational professionals, such as school counselors, influence the educational/career aspirations and school experiences of students of color (particularly African American males); (b) socio-cultural, familial, school, and community factors that support, enhance, and impede academic outcomes for preK-20 African American students (e.g., elementary, secondary, and postsecondary); (c) recruitment and retention issues of students of color, particularly African Americans, in preK-12 gifted education and those high-potential college students in science, technology, engineering, and mathematics (STEM) majors; and (d) social, emotional, and psychological consequences of racial oppression for African American males and other people of color in various domains in society (e.g., education, counseling, workplace, athletics, etc.).
Dr. Chin-Hui Chen pursued her Ph.D. in language and communication research at Cardiff University, the UK and has published papers on issues regarding media representations of older adults, and conversational patterns in communication with older adults. Her research interest is applied sociolinguistics in relation to aging, older age, and older people. She has been working on research projects focusing on the rationales and conversational strategies used in various communicational contexts with older people, such as long-term home care, life-long learning, or intergenerational first encounter talks.
Her research interest mainly involves critical discourse analysis, media and communication, ageing and discourse analysis, sociolinguistics, language use and social interactions (particularly with older people).
Jie XU received his BA in Chinese Language and Literature from Henan University, China in 1981, MA in Chinese Linguistics from the Central China Normal University in 1984, MA in Asian Languages and Linguistics from University of Hawaii in 1988, and PhD in Linguistics from University of Maryland at College Park in 1993. He taught Chinese language and Linguistics at the National University of Singapore, Henan University, and Central China Normal University from 1993 to 2008 before joining the faculty of the University of Macau. He is a Distinguished Professor of Chinese Linguistics and Department Head in the Department of Chinese Language and Literature, Faculty of Arts and Humanities, the University of Macau. His publications include Ten Essays on Chinese Descriptive Grammar, (Henan Education Press, 1993), Grammatical Principles and Grammatical Phenomena (Peking University Press, 2001), Sentence Head and Sentence Structure (Longman, 2003), Language Planning and Language Education (Xuelin, 2007), Formal Aspects of Chinese Grammar (World Scientific, 2016), and over fifty journal articles published in China, Japan, Singapore, Hong Kong, the Netherlands, and the USA.
His research mainly focuses on Language Planning, Grammatical Theory, Chinese Linguistics, Language Acquisition, Language Education.
Manako Fujiwara was born and raised in Kyoto, Japan. She came to the U.S. as a graduate student at Arkansas University in 1991, majoring Communication Studies. At the same time, I taught Japanese as a Graduate Teaching Assistant. She got a job as a Teaching Specialist at the University Minnesota and taught various levels of Japanese courses. She became a doctoral student in Communication Studies at the University of Minnesota. She is focus area of study was intercultural and interpersonal communication. Her dissertation was about difference in communication among friends between the U.S. and Japan. She got an instructor position in Japanese at Winona State University, MN. Since 2007, She has been teaching Japanese language and culture at George Mason University.
Her focus area of study was multilingualism in Japan and/or among Japanese. She would like to know their current status, pros and cons to be a multi-language speaker. She was also interested to see if there is any relations between multilingualism and cultural relativism. Her prediction would be that if a person is multilingual, this person would be more tolerant to cultural diversity. She is more accepting the cultural difference they may face in different situations.
Matjaz Gams is Head of department of intelligent systems at the Jozef Stefan Institute and professor of computer science at the University of Ljubljana and MPS, Slovenia. He was teaching at 10 Faculties in Slovenia and Germany. He is member of numerous international program committees of scientific meetings, national and European strategic boards and institutions, editorial boards of 11 journals and is managing director of the Informatics journal, published for 41 years. He is executive manager of the Computer English-Slovene dictionary. Published in over 50.000 printed copies. He has been president of the Organizing Committee of the central IS conference for 21 years delivering the prestigious Michie-Turing award for life achievements. He was co-founder of various societies in Slovenia, e.g. the Engineering Academy where he currently coordinates the research class, AI Society, Cognitive Society, ACM Slovenia, SLAIS. He cooperated/headed around two hundred national and international projects including top EU projects FP and H2020. His team was awarded with several research and innovation top national achievements, the first place in the international EvAAL competition, the first and second place at the Sussex-Huawei competition at UBICOMP2018 in Singapore, and was chosen for 10 most promising teams to win the 10 million $ Tricorder competition. His COBISS list includes over 120 original scientific publications and over 1400 items in all categories including 7 patent applications.
Intelligent systems, artificial intelligence, cognitive science, intelligent agents, electronic and mobile health, business intelligence and information society.
Bente Ailin Svendsen is Professor of Second Language Acquisition and Scandinavian Linguistics. She initiated and co-developed Centre for Multilingualism in Society across the Lifespan, a Centre of Excellence funded by the Research Council of Norway (RCN). Svendsen has carried out research on multilingual socialization, competence and use among children and adults; and on linguistic practices and identity constructions among young people in multilingual urban settings. In the award-winning article, and one of the Journal of Sociolinguistics’ top most downloaded papers in recent publication history, the dynamics of citizen sociolinguistics, she has furthered Citizen Science in sociolinguistics. Svendsen has comprehensive experience with public communication in a variety of channels, such as through a language exhibition, language lounge, as well as media participation in radio and TV programs and in national, regional and local newspapers and magazines.
Acquisition and Scandinavian Linguistics, multilingual socialization, Sociolinguistics, Multilinguism.
Dr. Kathy Escamilla is a Professor of Education in the Division of Equity, Bilingualism and Biliteracy at the University of Colorado, Boulder. She is one of the creators of the Literacy Squared program. Dr. Escamilla’s research focuses on issues related to the development of bilingualism and Biliteracy for Spanish-speaking emerging bilingual children. Her recent research has also examined assessment practices for emerging bilingual learners.
Dr. Escamilla has also been a classroom bilingual teacher, a resource teacher, and a school administrator. Dr. Escamilla is a member of numerous professional organizations and served two terms as the president of the National Association for Bilingual Education. She has also served as a co-editor of the Bilingual Research Journal and as the chairperson of the Bilingual Special Interest Group for the American Education Research Association (AERA). She has authored three books and over 50 research articles on topics related to (bi) literacy for Spanish-speaking children in the U.S.
Bilingualism in Spanish/English; Biliteracy; Simultaneous Bilingualism; Assessment for Bliteracy