Agneta Svalberg lectures and supervises in Applied Linguistics and TESOL in the School of Education, University of Leicester, UK, and is a committee member and trustee of the Association for Language Awareness (ALA). Her main research interests are the teaching, learning and use of grammar, and Language Awareness. Other interests include peer interaction; tense, aspect, modality in English and other languages; textual borrowing (plagiarism) and attitudes to knowledge. At present she is involved in research on how experienced and novice English teachers construct knowledge by engaging with grammar awareness tasks. Her most recent publications include studies on language awareness in language learning and teaching, and grammar awareness in language teacher education.
Robert DeKeyser is Professor of Second Language Acquisition at the University of Maryland. He is originally from the Flemish part of Belgium. After completing his BA at the University of Leuven, his MA and PhD at Stanford University, he taught in the Linguistic Department at the University of Pittsburgh for 17 years. He has published in Applied Psycholinguistics, Studies in Second Language Acquisition, Language Learning, Language Testing, the Modern Language Journal, and Bilingualism, among others. He edited Practice in Second Language (Cambridge University Press, 2007) and is the author of many chapters in handbooks. He served as editor of Language Learning from 2005 to 2010, as co-editor of the book series Studies in Bilingualism (Benjamins) from 2010 to 2013, and is now associate editor of Bilingualism: Language and Cognition. Robert DeKeyser’s research interests concern primarily cognitive aspects of second language acquisition, from implicit and explicit learning mechanisms, automatization processes, and age differences in learning, to more applied concerns such as aptitude, error correction, and the effects of study abroad. Link to publications: https://sllc.umd.edu/sla/rdk.
Arne Torp is Professor emeritus of Nordic languages in the Department of Linguistics and Scandinavian Studies at the University of Oslo. His main areas of research and teaching are language history, dialectology and sociolinguistics mainly related to the Nordic languages. He has been a member of the Norwegian Language Council, and has been actively involved in media discussions of Nordic languages and linguistics. He has written books for both the university sector and upper secondary education. His recent publications are related to Norwegian dialects and language change, and various aspects of inter-Scandinavian communication and the Nordic languages.
Kenneth Hyltenstam is Professor and Director of the Centre for Research on Bilingualism at Stockholm University. His research areas include second language acquisition, bilingualism and language pathologies, language maintenance and shift in minority languages, language policy, and education for minority children. At present he is involved in projects related to high-level proficiency in second language use, polyglotism, and age of onset and ultimate attainment in second language acquisition. His recent research publications include, among other topics, articles about second language ultimate attainment and critical periods for language acquisition.
Ellen Bijvoet has a PhD in Scandinavian Languages and is Associate Professor in Research on Bilingualism at Uppsala University. Her research and publications focus on bilingualism, minority languages, language attitudes, folk linguistics, and young peoples’ language and language use in multilingual contexts.
Kari Fraurud has a PhD in General Linguistics and is Professor in Bilingualism at Stockholm University. Her research interests spans over discourse reference, language typology, minority languages, multilingualism, language attitudes and folk linguistics. Her recent publications focus on language variation in multilingual Stockholm. Currently Bijvoet and Fraurud are involved in the research program High-Level Proficiency in Second Language Use at Stockholm University with the project Sociolinguistic awareness and language attitudes in multilingual contexts.