Editorial Team

Senior Editors

Dr. Eliana Hirano is an Associate 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 Assistant Professor in the Department of Middle Grades and Secondary Education in the College of Education at Georgia Southern University. She serves as the TCLD (Teaching Culturally and Linguistically Diverse students) M.Ed. program director and 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 in 2018, Dr. Reyes taught middle and high school in Connecticut and Arizona. Her experiences teaching Spanish, AVID elective, Student Government, and various Language Exploratory and test preparation courses in multiple contexts informed her commitment to providing culturally and linguistically responsive educational experiences to students in P-12 schools and beyond. 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.

Associate Editors

Abdulsamad Y. Humaidan

Abdulsamad Y. Humaidan, a Lecturer at the Department of Linguistics - University of Illinois Urbana-Champaign, is currently finishing a Ph.D. degree in Language, Literacies, and Culture/TESOL at Southern Illinois University Carbondale, where he also pursued an M.A. in TESOL as a recipient of a Fulbright Foreign (Global) Student Scholarship funded by the U.S. Embassy in Yemen. Abdulsamad has taught the English language since 2005 as an instructor and a teacher educator in EFL/ESL contexts in Yemen and the United States at college and Intensive English Programs (IEPs). His research interests include teaching English with technology, English for Academic Writing, language assessment, and teacher education. He has co-published two journal articles, a book chapter, a conference proceeding, and two book entries.

Ethan T. Trịnh

Dr. Ethan T. Trịnh (they/them) is a Vietnamese, queer, immigrant, TESOL teacher educator, and researcher. Their works focus on the intersectionality of gender, race, and language education that embraces queerness as a healing teaching and research practice. Their articles can be found in journals such as the International Journal of Qualitative Studies in Education, LGBTQ Policy Journal, Journal of Homosexuality, Teaching and Teacher Education, etc., and other book chapters with Routledge, Brill, and Springer. Ethan has published three co-edited two volumes entitled Critical Storytelling: Multilingual Immigrants in the United States (Brill, 2021), Teacher Well-Being in English Language Teaching: An Ecological Approach (Routledge, 2023), and Doctoral students’ identities and emotional wellbeing in Applied Linguistics: Autoethnographic accounts (Routledge, 2023). Originally from Mekong Delta, Vietnam, Ethan enjoys creative writing and having a cup of Vietnamese iced coffee in their free time. 

Editorial Review Board

Dr. Jennifer K. Allen
University of West Georgia

Dr. Hadi R. Banat
University of Massachusetts Boston

Dr. Megan DeVoss
Cherokee County Schools (GA)

Dr. Lama K. Farran
University of West Georgia

Dr. Jamie Garner
University of Florida

Dr. Ransom Gladwin
Valdosta State University

Dr. Sarah J. Goodwin

Dr. Phillip D. Grant, Jr.
University of West Georgia

Dr. Lela Horne
Marietta City Schools (GA)

Dr. K. Seon Jeon
Columbus State University

Dr. Alisa Leckie
Georgia Southern University

Dr. Rong Liu
Georgia Gwinnett College

Dr. Allison U. Nealy
University of Georgia

Dr. Rebecca Owen
Gordon County Schools (GA)

Dr. Carolina Pelaez-Morales
Columbus State University

Dr. Nicole Marie Pettitt
Youngstown State University

Dr. Bethany L. Scullin
University of West Georgia

Dr. Stephen Skalicky
Victoria University of Wellington (New Zealand)

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