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Prof. Claude Goldenberg
Claude Goldenberg is the Nomellini & Olivier Professor of Education, emeritus, at Stanford University. A native of Argentina, his areas of research center on promoting academic achievement among language minority students. He received his A.B. in history from Princeton University and M.A. and Ph.D. from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in Los Angeles.
Goldenberg received the 1993 Albert J. Harris Award from the International Reading Association (now International Literacy Association) for an article describing improvements in early Spanish reading achievement at an elementary school where he taught first grade. His 2004 book Successful School Change: Creating Settings to Improve Teaching a Learning was the basis for the 2010 Best Research Award from Learning Forward. Goldenberg is also co-author of Promoting Academic Achievement among English Learners: A Guide to the Research (Corwin) and co-editor of Language and Literacy Development in Bilingual Settings (Guilford). He has directed studies of literacy development among English learners, school reform in largely language-minority schools, identifying elements of effective classroom instruction for English learners, and evaluation of an early literacy intervention in Rwanda.
Goldenberg was on the United States’ National Research Council’s Committee for the Prevention of Early Reading Difficulties in Young Children and on the National Literacy Panel, which synthesized research on literacy development among language-minority children and youth. More recently he chaired two international committees advising the Council for Higher Education in Israel on improvements in English education. He currently chairs a national research advisory panel on early childhood education for Arizona’s First Things First. He is an expert witness for the US Department of Justice on English Learner issues and serves on several boards related to children and education in Africa and the U.S.
Prof. Paul Kei Matsuda
Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, where he works closely with doctoral students specializing in second language writing from various disciplinary perspectives.
Paul is Founding Chair of the Symposium on Second Language Writing and Series Editor of the Parlor Press Series on Second Language Writing. Former President of the American Association for Applied Linguistics, he has also served as the founding chair of the CCCC Committee on Second Language Writing and the chair of the Nonnative English Speakers in TESOL (NNEST) Caucus.
Paul has published widely on various topics on language, writing and professional development in applied linguistics, rhetoric and composition and TESOL, and has received a number of prestigious awards for his publications. He has been invited to present keynote and plenary talks as well as lectures and workshops in various countries and regions, including: Australia, Bosnia and Herzegovina, China, Denmark, Germany, Guatemala, Hong Kong, Hungary, Indonesia, Israel, Italy, Japan, Kazakhstan, Korea, Malaysia, Mexico, New Zealand, Peru, the Philippines, Qatar, Singapore, Spain, Taiwan, Thailand, Turkey, United Arab Emirates, and throughout the United States.
In addition, he has held visiting professor positions at Chinese University of Hong Kong (Hong Kong), Henan University (China), Nagoya University (Japan), Nanjing University (China), Penn State University (USA), the University of Hong Kong (Hong Kong), Xidian University (China), Zhengzhou University (China), where he gave lectures and workshops and provided consultations for doctoral students and faculty members.
Prof. Paul Seedhouse
Paul Seedhouse is Professor of Applied Linguistics and Director of ilab: learn at Newcastle University, UK. Working with colleagues in Computing Science over 12 years, he has worked on 4 grants to use digital technology to teach users languages and cultural tasks simultaneously, resulting in the Linguacuisine and ENACT apps.
He has also had 5 grants from the IELTS consortium to study spoken interaction in the IELTS Speaking Test. He has published 9 books and over 70 articles and book chapters in the area of spoken interaction, applied linguistics and language teaching. His book The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective won the 2005 Modern Language Association of America Kenneth W. Mildenberger Prize.