Editorial Board
Senior Editors
Suzanne Gilchrist McCurdy is a Ph.D. student in the Curriculum and Instruction Department, at the University of Minnesota and an ESL teacher educator. Her research interests include ESL teacher education for pronunciation instruction, language teacher cognition, and low-level adult immigrant and refugee ESL learners.
Holly Krech Thomas, Ph.D. is an EL teacher in the St. Paul Public School district and an adjunct instructor at Hamline University. She has taught ESL in the K-12 setting and has taught ESL, linguistics, and psychology at the college and graduate levels. Her research interests include psycholinguistic and sociolinguistic aspects of second language acquisition, teaching methodology guided by experimental research, and reading.
Technical Editor
Darren Keith LaScotte is ESL Teaching Specialist in the Minnesota English Language Program (MELP) at the University of Minnesota. Within the broader scope of applied linguistics, his research focuses on second language acquisition and use, and on the resulting implications for teaching and learning. He has published on topics of language use and variation, the construct of voice and heteroglossia, and second language instruction and assessment.
Editorial Board Members
Lorna Larson holds a K-12 ESL licensure, an M.A. in Education with Reading Endorsement from Concordia University, and a TEFL Certificate from Hamline University. Her research interests are in school readiness and supporting multilingual families through best practices for early childhood education programs.
Breanna Mueller holds teaching licensure in both Elementary Education and ESL. She completed her M.A. in ESL from Hamline University and has taught in 3rd and 4th grade classrooms and led an EL department. Currently, she is supervising dual-immersion student teachers at Bethel University.
Rhonda Petree is a lecturer in the Department of English, TESOL, and Modern Languages at the University of Wisconsin-River Falls. She holds an M.A. in ESL from the University of Minnesota. She was a Fulbright Scholar in Estonia. Her research interests include teaching and learning strategies and teacher education.
Anne Soerens is the Instructional Support Consultant for the St. Paul Community Literacy Consortium. She completed her M.A. in Adult Education and Training from Seattle University and has taught in and managed adult ESL programs prior to her current role supporting the professional development of adult educators.