Editorial Profile

 

Editor-in-chief

Dr. Dat Bao, Monash University, Australia

Managing director

Dr. Bambang Widi Pratolo

Monash University, Australia & University of Ahmad Dahlan, Indonesia 

 

Prof. Brian Tomlinson has worked in language education in Indonesia, Japan, Nigeria, Oman, Singapore, UK, Vanuatu and Zambia. Now he is President of MATSDA, Visiting Professor at the University of Liverpool and TESOL Professor at Anaheim University. He has published on materials development, the use of inner speech and visualisation and second language acquisition, including with Hitomi Masuhara The Complete Guide to the Theory and Practice of Materials Development for Language Learning (2018) and SLA Applied: Connecting Theory and Practice (2021).

 

Prof. Julian Stern is professor of education and religion at Bishop Grosseteste University, Lincoln, UK.  He is President of the International Society for Research on Solitude, and has published widely on solitude, silence and loneliness, including Loneliness and Solitude in Education: How To Value Individuality and Create an Enstatic School (2014), and Can I Tell You About Loneliness?: A Guide for Friends, Family and Professionals (2017).  He is the leading editor of the Bloomsbury Handbook of Solitude, Silence and Loneliness (2022).

 

Assoc. Prof. Ikuko Nakane is a scholar of Japanese Studies at the University of Melbourne, Australia. Her research interests include discourse analysis, Japanese sociolinguistics, language and law, and silence in communication. Ikuko approaches silence in communication from a linguistic anthropological perspective. She has authored Silence in Intercultural Communication: Perceptions and Performance (2007, John Benjamins) and Privileging of speech in EAP and mainstream university classrooms: A critical evaluation of participation (TESOL Quarterly, 2009, with C. Ellwood). 

 

Dr. Jim King is Director of Research and Enterprise (joint) within the School of Education, University of Leicester, UK. His research interests centre around situated psychological aspects of foreign language education, with silence-related publications focusing on such issues as the relationship between anxiety and learner silence, teachers’ silent wait time and the role of emotions in classroom silence. His books include the monograph Silence in the Second Language Classroom (Palgrave Macmillan) and the edited volume East Asian Perspectives on Silence in English Language Education (Multilingual Matters).


Dr. Seiko Harumi (PhD, University of London) is a Lecturer in Japanese and Applied Linguistics (Education) at SOAS University of London. Her academic interests lie in classroom silence, classroom discourse, pragmatics, translanguaging and learner-centred reflective approaches in second language learning and language pedagogy. Her current research projects use conversational analysis to explore silence as an interactional strategy adopted by learners studying second languages. Her published work includes the paper ‘Classroom silence: Voices from Japanese EFL learners’, which appeared in ELT Journal (2011). She has also co-edited a book (with Jim King, 2020), East Asian Perspectives on silence in English Language Education.

 

Dr. Kay Rosheim lectures at the University of Minnesota, USA. Her current research interests include working with quiet students in the classroom, employing critical pedagogies, and understanding ways to build equitable relationships with students. She just completed a two-year, longitudinal study using design-based research studying the impact on departmentalization working with 6th grade students. She is now studying best practice comprehensive literacy support for students "diagnosed" with dyslexia, understanding who makes the diagnosis and ways to align diagnosis to intervention.

 

Prof. Dr. Sandra Bosacki is professor at Brock University in the Department of Educational Studies. Her research and teaching interests focus on social cognitive development and mental health in children and adolescence. She has published on social cognition, silence, and emotion within the context of education. Her most recent books are Social Cognition in Middle Childhood and Adolescence (2016), and Culture of Ambiguity: Implications for Self and Social understanding in Adolescence (2012).  

 

Prof.  Allyson Jule is Dean of the School of Education at Trinity Western University in Langley, BC, Canada. She is also an Associate of the University of Oxford’s International Gender Studies Centre (Lady Margaret Hall). She is the author of several books, including Gender, Participation and Silence in the Language Classroom: Sh-shushing the Girls, A Beginner’s Guide to Language and Gender, and Speaking Up: Understanding Language and Gender. She has written widely on the topic of silence/language use/use of linguistic space alongside gender and schooling. Allyson Jule was awarded Canada’s 3M Teaching Fellowship for 2016, a fellowship honouring excellence in teaching in Higher Education. 

 

Prof. Eva Alerby is a scholar in Education at Luleå University of Technology, Sweden. Her research interests are philosophical and existential dimensions of education, such as embodied knowledge, educational places, temporality, silence and tacit knowledge. Alerby has published widely in the area of silence and her most recent publications include the paper Places for silence and stillness in schools of today: A matter for educational policy (2019), the book Silence Within and Beyond Pedagogical Settings (2020), and the book chapter Silence and educational places and spaces (2021). 

 

Assoc. Prof. Diana Petkova has a PhD in Sociology and is Associate Professor at Sofia University “St. Kliment Ohridski”, Bulgaria. Her research interests are focused on the cultural differences in the perception of silence. She has studied the communication practices of silence in different cultures, such as Finland, Japan and India. She has also done research in the spiritual practices of observing silence in religious traditions, such as Buddhism, Hinduism and Christianity, where silence has traditionally been equated to tranquility, peace of mind and a higher existence of the self.

 

Dr. Małgorzata Wałejko is educator and theologian, Assistant Professor at the Institute of Pedagogy at the University of Szczecin, Poland. Co-founder and Vice-President of ISRS (International Society for Research on Solitude); co-organizer of the conference series “Alone Together”. Co-Editor of The Bloomsbury Handbook of Solitude, Silence and Loneliness (forthcoming) and two volumes of Paedagogia Christiana: Being Alone Together in Education. Author of the monograph Separately and together: Personalistic education towards solitude and community” (in Polish, WNUS 2016) and articles mainly on solitude and philosophy of education.

 

Dr. Kay Carpenter Rosheim teaches at Eden Prairie Schools, Forest Hills Elementary. Her research interests include studying the role of literacy in helping quiet students navigate their schooling, leveraging the reciprocity of reading-writing in work with developing readers, supporting students in developing their voice using writing to positively impact change in society and employing critical pedagogies to build equitable relationships with students and their families.

 

Dr. Michael Karas teaches courses on English for Academic Purposes (EAP) and Applied Language Studies (APPLS) at Renison University College, University of Waterloo, Canada. He completed his PhD in applied linguistics at the University of Western Ontario. His research interests include silence and reticence in English language classrooms, language teacher self-efficacy, and teacher language proficiency. He has taught English in South Korea, China, and Canada.

 

John Turnbull is a Ph.D. student in culture, literacy, and language at the University of Texas at San Antonio. His research focuses on adult second-language acquisition, second-language writing, discourse analysis, intercultural communication, and language-based discrimination. As part of this research trajectory, he has prepared multiple case studies on language learners and their integration and interpretation of silences in their acquisition of English.

 

Dr. Esther Ra is a literacy teacher educator. She currently works at the University of Pennsylvania and teaches at Cabrini University and Korea University. Her current research interests are in identity and its intersections with literacy practices and pedagogy, action research, and intercultural learning. She has a Doctorate of Education from the University of Pennsylvania, where she wrote her dissertation, “I Am One-Of-A-Kind”: Unveiling the Silence of Korean American Elementary Students’ Negotiations of Culture, Language, and Identity. She has presented at conferences and discusses in her courses the importance of silence among English language learners and of immigrant children. 


Scott Shelton-Strong is a Learning Advisor/Lecturer at Kanda University of International Studies, Japan. His research interests include advising in language learning, self-determination theory, reflection as autonomy support, emotions in language learning and developing an understanding of the connections which interlink these to learner well-being and engagement. He has co/authored book chapters, journal articles, and a forthcoming co-edited volume related to these interests. Current projects include researching advising and learning beyond the classroom through the lens of self-determination theory.

 

Jonathan Shachter is a full-time lecturer of English at Kyushu Sangyo University in Fukuoka, Japan. He holds a B.A. in Trumpet Performance from Virginia Tech, a M.Ed. in Education from American College of Education, and is currently pursuing a Ph.D. in Psychology from Macquarie University. His current research explores the correlation between state self-reports of language learning anxiety and heart rate response in the classroom via Fitbit smart watches. He is also the co-founder of the audio journal Lost in Citations.

 

Dr. Jian-E Peng is a professor in Shantou University, China. Her research interests include learner psychology, academic writing, and teacher development. She has published works on topics of willingness to communicate, silence, and self-concept, which include articles in Language Learning, TESOL Quarterly, System, ELT Journal, and Linguistics and Education, a book published by Multilingual Matters, and chapters in The dynamic interplay between context and the language learner (Palgrave Macmillan) and East Asian perspectives on silence in English language education (Multilingual Matters).

 

Prof. Alison Stewart, Emeritus Professor, Gakushuin University. Applied Linguistics is an interdisciplinary field of study that identifies, investigates, and proposes solutions to language-related problems in the real world. My particular areas of interest and specialization within Applied Linguistics include language education and identity, and I am particularly influenced by theories that take a socio-cultural or critical approach. I have also become increasingly interested in the idea of Learner Autonomy, in other words, how learners can take control of their learning, and I’m interested in exploring how this can be applied in traditional educational contexts, such as schools and universities. Among recent publications are Realizing Autonomy: Practice and Reflection in Language Education Contexts (with Irie, K. (Ed.) Basingstoke, UK: Palgrave Macmillan, 2011) and ‘Parallel universes: Globalization and identity in English Language Teaching at a Japanese university’ (with Miyahara, M.) in Seargeant, P. (Ed.), English in Japan in the Era of Globalization (Basingstoke, UK: Palgrave Macmillan, 2011, pp. 60-80).

 

Prof. Masuko Miyahara, specially-appointed professor, Juntendo University. He is a productive researcher and author. One of hie best selling book is Emerging Self-Identities and Emotion in Foreign Language Learning: A Narrative-Oriented Approach (Second Language Acquisition Book 89). He researched much on the area of TESOL and TEFL.

 

Dr. Dat Bao is a senior lecturer at Monash University, Australia. His main research interests include silence in education, creative pedagogy, ELT materials design, and intercultural education. Besides nearly 80 publications in education including 13 articles/chapters on silence, he has five books devoted to silence and pedagogy, namely

  • Understanding Silence and Reticence: Ways of Participating in SLA (Bloomsbury, 2014)
  • Poetry for Education: Classroom Ideas that Inspire Creative Thinking (Xlibris, 2017)
  • Creativity and Innovations in ELT Material Development: Looking beyond the Current Design (Multilingual Matters, 2018)
  • Transforming pedagogies through Engagement with students, teachers, and communities (Springer, 2021)
  • Silence in English Language Pedagogy: From Research to Practice (CUP, forthcoming)
 

Dr. Bambang Widi Pratolo holds doctoral degree in TESOL from Monash University, 2015. He has worked with Monash University in Australia (2009-2015) and is currently a senior lecturer in the University of Ahmad Dahlan, Indonesia. His research areas include teachers’ professional beliefs and practices, student voices, learning strategies, and innovative pedagogy. With nearly 30 academic publications and rich experiences in consultation work, he has taken leading roles in organising many international conferences in English language education as well as has served as a senior advisor and manager for several peer-reviewed academic journals worldwide.