Plenary Speakers

There will be a number of 30 minute plenary presentations and each invited speaker will deliver a hands-on, practice-focused address on an ‘issue’ that L2 students and practitioners encounter in the contexts and settings they are familiar with. Abstracts for keynote and plenary sessions are available here.

The plenary speakers for SSLW 2015 are:

Jennifer Hammond, University of Technology, Sydney, Australia

Sara Cushing Weigle, Georgia State University, USA

Rosemary Wette, Auckland University, New Zealand

Tony Silva, Purdue University, USA

Neomy Storch, Melbourne University, Australia

Christine M. Tardy, University of Arizona, USA

Brian Paltridge, University of Sydney, Australia

John Bitchener, AUT University, Auckland, New Zealand

Dana Ferris, University of California, Davis, USA

Icy Lee, Chinese University of Hong Kong, Hong Kong


Jennifer Hammond

Jennifer Hammond is an Associate Professor and Honorary Associate in the Faculty of Arts and Social Sciences, University of Technology, Sydney. She has taught for many years in the fields of language and literacy education, EAL education and research design. Her research interests are in literacy development; classroom interaction, and the implications of socio-cultural and systemic theories of language and learning in EAL education. She has published widely in these areas. She has recently completed research addressing the needs of refugee students in Australian schools.


Sara Cushing Weigle

Sara Cushing Weigle is Professor of Applied Linguistics at Georgia State University and served as Department Chair from 2008 to 2014. She received her Ph.D. in Applied Linguistics from UCLA She has published research in the areas of assessment, second language writing, and teacher education, and is the author of Assessing Writing (2002, Cambridge University Press). She has been invited to speak and conduct workshops on second language writing pedagogy and assessment throughout the world, most recently in Thailand, the United Kingdom, South Korea, Austria, and Canada. Her current research focuses on assessing integrated skills and the use of automated scoring for second language writing. She is an active member of the American Association of Applied Linguistics and the International Language Testing Association.


Rosemary Wette

Rosemary Wette is a Senior Lecturer in Applied Language Studies at the University of Auckland. She has developed and taught a number of courses in EAP writing at undergraduate and postgraduate levels. Her past research projects in this area include case studies of principles and practices of tertiary EAP writing teachers in New Zealand (in particular their views on process and product approaches, and their use of models and modeling), and a project that investigated the effectiveness of explicit instruction in writing using sources. Current projects include a study into the use of concept maps as a tool for student reflection as well as for assessment of learning, a narrative-based inquiry into academic literacy skill learning by international post-graduate students, and a project investigating Faculty- embedded academic literacy support at the University of Auckland. She has published research-based articles on EAP writing research projects in Journal of Second language Writing, System, ELT Journal, and TESOLANZ Journal.


Tony Silva

Tony Silva directs the ESL Writing Program in the Department of English at Purdue University, where he teaches graduate courses for Ph.D., M.A., and Certificate students and writing support courses for graduate and undergraduate international students. He has also directed the Graduate Program in Second Language Studies/ESL. With Ilona Leki, he founded and edited the Journal of Second Language Writing from 1992-2007; he continues to co-assemble the Journal’s annotated bibliography. With Paul Kei Matsuda he founded and hosted the (now annual and international) Symposium on Second Language Writing from 1998-2013.He has co-edited or co-authored a number of books, including: L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and Teacher Education (2013); Practicing Theory in Second Language Writing (2010); A Synthesis of Research on Second Language Writing in English (2008); Second Language Writing: Perspectives on the Process of Knowledge Construction (2005); Landmark Essays on ESL Writing (2001); and On Second Language Writing (2001). He has published articles in a number of journals, including, College Composition and Communication, Composition Studies, ELT Journal, Foreign Languages and Their Teaching, Journal of Second Language Writing, Modern Language Journal, TESL Canada Journal, TESOL Journal, TESOL Quarterly, Writing Program Administration, and Written Communication.He is an active member of TESOL, where he has organized the Graduate Student Forum, served as a member of the Search Committee for the Editor of TESOL Quarterly, as a member of the Steering Committee of the Second Language Writing Interest Section, and, currently, as a member of the TESOL Board of Directors; he has also served CCCC as a member of the Committee on Second Language Writing, the Special Interest Group on Second Language Writing, and the Executive Board.


Neomy Storch

Neomy Storch is a Senior Lecturer in Applied Linguistics and Convenor of the ESL Program in the School of Languages & Linguistics at the University of Melbourne. Her research focuses on issues related to ESL pedagogy, and in particular second language writing and the nature of peer interaction. She has presented and published widely on her research, including a book on collaborative writing (2013) and a co-authored book on corrective feedback (forthcoming). She is the co-editor of the Australian Review of Applied Linguistics and a member of the editorial board of the Journal of Second Language Writing and Language Teaching Research.


Christine M. Tardy

Christine M. Tardy is an Associate Professor of English Language and Linguistics in the Department of English at University of Arizona. She teaches and mentors students in the MA and PhD students in TESOL and applied linguistics, and she serves as Associate Director of the Writing Program. Her research has focused primarily on second language writing, genre theory and pedagogy, and academic writing development. Past publications include articles in journals such as English for Specific Purposes, Research in the Teaching of English, TESOL Quarterly, and Written Communication, numerous edited volumes, and Building Genre Knowledge (Parlor Press). She is currently completing a co-authored book (with Brian Paltridge and Sue Starfield) on ethnographic research of academic writingand a monograph exploring genre innovation and creativity in academic writing. Since 2011, she has served as co-editor of Journal of Second Language Writing.


Brian Paltridge

Brian Paltridge is Professor of TESOL at the University of Sydney. His main research area is academic writing, including thesis and dissertation writing and writing for publication. His most recent publications are the Handbook of English for Specific Purposes, edited with Sue Starfield (Wiley-Blackwell 2103) and Research Methods in Applied Linguistics, edited with AekPhakiti (Bloomsbury 2015). He has recently completed, with Sue Starfield and Christine Tardy, a book on ethnographic perspectives on academic writing to be published by Oxford University Press. He has taught English in Australia, New Zealand and Italy and has previously held academic appointments at the University of Waikato, the University of Melbourne and Auckland University of Technology. He is a co-editor of TESOL Quarterly, editor emeritus for English for Specific Purposes, and a member of the editorial board for the English Australia Journal, the Australian Review of Applied Linguistics, the Taiwan International ESP Journal, the Chinese Journal of ESP and the International Journal for Researcher Development.


John Bitchener

John Bitchener is Professor of Applied Linguistics at AUT University where he is currently supervising 12 doctoral thesis students and teaching thesis-writing for the university’s postgraduate centre. His research interests focus on the efficacy of written corrective feedback for L2 development, classroom-based second language acquisition theory, research and practice, the discourse of academic genres and supervisor advice and feedback to thesis/dissertation students. He has published widely in journals such as Applied Linguistics, Modern Language Journal, TESOL Quarterly, Journal of Second Language Writing, Language Teaching Research Journal, ELT Journal, Journal of English for Academic Purposes, Language Awareness, Assessing Writing, Language Teaching, System, ARAL and three New Zealand journals. Book publications include Writing an Applied Linguistics thesis or dissertation: A guide to presenting empirical research (Palgrave Macmillan, 2010) and Written corrective feedback in second language acquisition and writing (Routledge, 2012, with Ferris). Written corrective feedback for L2 development: Theoretical and empirical justifications was submitted to Multi-lingual Matters in 2015 (with Storch) and A guide to supervising non-native English writers of theses and dissertations is in the final stages of production for Routledge. Recipient of a Fulbright (2009) and four university research and supervision awards, John serves on 6 editorial boards, has been editor of New Zealand Studies in Applied Linguistics and TESOLANZ Journal, and was President of the Applied Linguistics Association of New Zealand for 7 years.


Dana Ferris

Dana Ferris is Professor of Writing at the University of California, Davis (USA), where she has directed the first-year writing program and the second language writing program. Her research has focused generally on second language writing and reading and specifically on various aspects of response to student writing. Her most recent books include Teaching L2 Composition (Routledge, 3rd ed. 2014, with John Hedgcock), Written Corrective Feedback in Second Language Acquisition and Writing (Routledge, 2012, with John Bitchener), and a student text, Language Power: Tutorials for Writers (2014, Bedford St. Martin's). She is a member of the CCCC Committee on Second Language Writing and is editor-in-chief of the new Journal of Response to Writing.


Icy Lee

Icy Lee is a Professor in the Faculty of Education at The Chinese University of Hong Kong, She has taught English as a secondary school teacher in Hong Kong and as an ESL instructor in Vancouver, Canada. Before she joined The Chinese University of Hong Kong in 2007, she had worked at the Institute of Language in Education (currently Hong Kong Institute of Education), Hong Kong Polytechnic University, Hong Kong Baptist University and the University of Hong Kong. She has delivered over 100 talks, including invited and plenary conference presentations in Hong Kong, China, Japan, Korea, Taiwan, Thailand, Brunei, Spain, and the USA. Her publications have appeared in numerous international journals such as TESOL Quarterly, Journal of Second Language Writing, Language Teaching, System, and ELT Journal. Currently, she is a senior associate editor of The Asia-Pacific Education Researcher and an associate editor of Education Journal. She is serving on the editorial boards of a number of international journals, such as TESOL Quarterly, Journal of Second Language Writing, TESL Canada Journal, and Assessing Writing. She has received several prestigious international awards, including the TESOL Award for Excellence in the Development of Pedagogical Materials (1999), the Journal of Second Language Writing Best Paper Award (2008), the TESOL Award for Excellence in Teaching (2010), and the TESOL Award for an Outstanding Paper on NNEST (Nonnative English Speakers in TESOL) Issues (with Mary Shepard Wong and Andy Gao) (2013). At The Chinese University of Hong Kong, she has been a recipient of the Research Excellence Award and a two-time recipient of the Faculty Exemplary Teaching Award. She was previously Chair of the NNEST Interest Section of the International TESOL Association, as well as former President of Hong Kong Association for Applied Linguistics.