ABSTRACT
My research is located at a dynamic interface of additional language learning and teaching. At one end of this continuum, I have been intrigued by questions about what kinds of language learning opportunities need to exist in order for people with diverse needs, intentions, and backgrounds to learn, and the theoretical as well as empirical inquiry I have conducted with colleagues and doctoral researchers has led into research territories as wide-ranging as classroom climate, motivation, learner vision, group dynamics, willingness to communicate, intercultural communication, language ideologies, dialogic peer interaction, and teacher-led classroom discourse. On the other side of this learning-teaching dynamic, I have become concerned with how teachers make sense of and transform such language learning opportunities into realities for their students in classrooms around the world and how they can be supported in doing so through teacher education and continuing professional development. It is through probing into this interface and connecting the research concerns of two domains of applied linguistics-second language acquisition (SLA) and language teacher cognition-that my current interest in specifi c facets of language teacher identity (LTI) has emerged.
