Literacy Education and Second Language Learning for Adults (LESLLA) Board of Directors

 
Patsy Egan, President pegan02@hamline.edu   Patsy has been involved with LESLLA for ten years. Since 2008 in Antwerp, Patsy has attended and presented at every annual symposium. Patsy co-chaired the Minneapolis LESLLA symposium in 2011 (the highest attended in LESLLA history) and also co-edited its proceedings. Patsy’s relevant experience includes ten years with the Executive Board of MinneTESOL, the Minnesota TESOL affiliate, the state professional organization for ESL teachers. She organized the board meetings, the annual conference, handled all communications and correspondence, and managed all finances. Now at Hamline University, Patsy directs a large grant for the state's adult educators (see  www.atlasABE.org ). She leads several advisory teams, designs and implements professional development for teachers, and manages a large publicly funded budget with transparency and accuracy.  Bringing structure to LESLLA as an organization has been of prime interest to Patsy for many years. Patsy would like to thoughtfully expand the impact of LESLLA to reach more educators, thereby improving LESLLA teaching and learning worldwide. Of key interest is the steady inclusion of more classroom teachers in LESLLA gatherings and more meaningful partnerships among researchers and teachers. She would also like to expand the accessibility of the growing LESLLA knowledge base to those who cannot attend the symposium, perhaps via stronger communications, social media efforts, and alternative opportunities such as webinars or study circles.  *Please note that until 2016, Patsy's last name was Vinogradov, and much of her LESLLA work exists under that name.

Patsy Egan, President
pegan02@hamline.edu

Patsy has been involved with LESLLA for ten years. Since 2008 in Antwerp, Patsy has attended and presented at every annual symposium. Patsy co-chaired the Minneapolis LESLLA symposium in 2011 (the highest attended in LESLLA history) and also co-edited its proceedings. Patsy’s relevant experience includes ten years with the Executive Board of MinneTESOL, the Minnesota TESOL affiliate, the state professional organization for ESL teachers. She organized the board meetings, the annual conference, handled all communications and correspondence, and managed all finances. Now at Hamline University, Patsy directs a large grant for the state's adult educators (see www.atlasABE.org). She leads several advisory teams, designs and implements professional development for teachers, and manages a large publicly funded budget with transparency and accuracy.

Bringing structure to LESLLA as an organization has been of prime interest to Patsy for many years. Patsy would like to thoughtfully expand the impact of LESLLA to reach more educators, thereby improving LESLLA teaching and learning worldwide. Of key interest is the steady inclusion of more classroom teachers in LESLLA gatherings and more meaningful partnerships among researchers and teachers. She would also like to expand the accessibility of the growing LESLLA knowledge base to those who cannot attend the symposium, perhaps via stronger communications, social media efforts, and alternative opportunities such as webinars or study circles.

*Please note that until 2016, Patsy's last name was Vinogradov, and much of her LESLLA work exists under that name.

Rola Naeb, Vice President rola.naeb@northumbria.ac.uk  Rola Naeb is a senior lecturer in Applied Linguistics and TESOL at Northumbria University. She completed her BA in English language and Literature at Aleppo University in Syria in 1998 and then completed a Postgraduate Diploma in Linguistics in 1999 and in 2001 a PG Diploma in Translation and Interpreting. In 2004, she finished an MA in Applied Linguistics on English language teaching and technology at Durham University in England. In 2015 she completed her Newcastle University PhD: Using User-Behaviour Tracking Technology to Investigate Focus on Form(s) and Meaning in a Technology-Enhanced Language Learning Environment.  Rola is one of six international experts who are funded by the Council of Europe to establish levels below A1 in the Common European Framework of Reference for language: A European Framework of Reference for Literacy and Language Teaching to Adult Migrants. Rola was the partner on the 2013-2015 Grundtvig-funded Digital Literacy Instructor project who oversaw the application of user-tracking technology. Her work on the project resulted in expansion of her skills during the three-year process of creating and testing in English, Dutch, Finnish and German new digital tools for adults with little formal education. She has also applied her skills to reconsidering second language testing and is one of the authors of the 2014 publication: ‘The relationship between speaking features and band descriptors: A mixed methods study’ as a research report for UCLES and British Council.  She is also a member of the executive committee for the community group Syrians in the North East of England. Working very closely with community groups and stakeholder, she is able to reach potential members and learners around the world including teachers in refugee camps. All of this will help in her mission to make LESLLA more accessible to non-English speakers.

Rola Naeb, Vice President
rola.naeb@northumbria.ac.uk

Rola Naeb is a senior lecturer in Applied Linguistics and TESOL at Northumbria University. She completed her BA in English language and Literature at Aleppo University in Syria in 1998 and then completed a Postgraduate Diploma in Linguistics in 1999 and in 2001 a PG Diploma in Translation and Interpreting. In 2004, she finished an MA in Applied Linguistics on English language teaching and technology at Durham University in England. In 2015 she completed her Newcastle University PhD: Using User-Behaviour Tracking Technology to Investigate Focus on Form(s) and Meaning in a Technology-Enhanced Language Learning Environment.

Rola is one of six international experts who are funded by the Council of Europe to establish levels below A1 in the Common European Framework of Reference for language: A European Framework of Reference for Literacy and Language Teaching to Adult Migrants. Rola was the partner on the 2013-2015 Grundtvig-funded Digital Literacy Instructor project who oversaw the application of user-tracking technology. Her work on the project resulted in expansion of her skills during the three-year process of creating and testing in English, Dutch, Finnish and German new digital tools for adults with little formal education. She has also applied her skills to reconsidering second language testing and is one of the authors of the 2014 publication: ‘The relationship between speaking features and band descriptors: A mixed methods study’ as a research report for UCLES and British Council.

She is also a member of the executive committee for the community group Syrians in the North East of England. Working very closely with community groups and stakeholder, she is able to reach potential members and learners around the world including teachers in refugee camps. All of this will help in her mission to make LESLLA more accessible to non-English speakers.

Jenna Altherr Flores, Secretary jaltherrflores@email.arizona.edu  Jenna A. Altherr Flores is a Ph.D. Candidate in the Second Language Acquisition and Teaching program at the University of Arizona. She has been working with LESLLA learners since 2010 – first, when she served as an English as a Second Language and English literacy teacher trainer and instructor in the U.S. Peace Corps in Belize, and later, in Tucson, Arizona in both community and adult education settings.  Jenna’s research is centered on English language and literacy, and the integration of refugee-background adults into both American society and their local communities. Taking a critical approach to language and literacy testing and teaching, she investigates 1) how this population makes meaning from printed texts, and 2) issues of power and ideology. Her current research examines how refugee-background LESLLA learners make meaning from multimodal texts, specifically those related to low- and high-stakes assessments such as widely-used English language/literacy assessments, and the U.S. naturalization test. In addition to her research, she also co-leads a series of training workshops for community volunteers and tutors working with refugee-background L2 adult emergent readers.  Jenna’s work has been published in  The International Journal of Multilingualism, Critical Multilingualism Studies, The European Journal of Applied Linguistics and TEFL,  and the LESLLA proceedings.  In addition to serving on the LESLLA executive committee, Jenna is also the Past Chair of the Refugee Concerns Interest Section of TESOL International, and Co-Chair and Co-Founder of the Teachers of Refugees Interest Section of Arizona TESOL. She is committed to the educational support of LESLLA learners, and is excited to serve the organization as part of the leadership team.

Jenna Altherr Flores, Secretary
jaltherrflores@email.arizona.edu

Jenna A. Altherr Flores is a Ph.D. Candidate in the Second Language Acquisition and Teaching program at the University of Arizona. She has been working with LESLLA learners since 2010 – first, when she served as an English as a Second Language and English literacy teacher trainer and instructor in the U.S. Peace Corps in Belize, and later, in Tucson, Arizona in both community and adult education settings.

Jenna’s research is centered on English language and literacy, and the integration of refugee-background adults into both American society and their local communities. Taking a critical approach to language and literacy testing and teaching, she investigates 1) how this population makes meaning from printed texts, and 2) issues of power and ideology. Her current research examines how refugee-background LESLLA learners make meaning from multimodal texts, specifically those related to low- and high-stakes assessments such as widely-used English language/literacy assessments, and the U.S. naturalization test. In addition to her research, she also co-leads a series of training workshops for community volunteers and tutors working with refugee-background L2 adult emergent readers.

Jenna’s work has been published in The International Journal of Multilingualism, Critical Multilingualism Studies, The European Journal of Applied Linguistics and TEFL, and the LESLLA proceedings.

In addition to serving on the LESLLA executive committee, Jenna is also the Past Chair of the Refugee Concerns Interest Section of TESOL International, and Co-Chair and Co-Founder of the Teachers of Refugees Interest Section of Arizona TESOL. She is committed to the educational support of LESLLA learners, and is excited to serve the organization as part of the leadership team.

 
Taina Tammelin-Laine, Assistant Secretary taina.a.tammelin-laine@jyu.fi  Taina Tammelin-Laine works as a research coordinator in the Centre for Applied Language Studies at the University of Jyväskylä, Finland. Her research interests are L2 Finnish acquisition of adult immigrants with limited earlier schooling, and assessment of L2 Finnish skills below A1 at Common European Framework of Reference/CEFR.  Her PhD from 2014 is so far the only broader study on LESLLA learners learning Finnish as an additional language. Additionally, she has been an active member of LESLLA since 2010, and was one of the organizers of LESLLA 2012 held in Jyväskylä.  For Taina, it is crucial to have also the representatives of smaller languages other than English strongly involved with LESLLA. She is willing to put her energy and contribution in the Executive Committee to keep LESLLA active and international and to increase its societal impact. Furthermore, she thinks it is important to try to make connections between LESLLA experts and experts on related mainstream fields such as language learning or language policy.

Taina Tammelin-Laine, Assistant Secretary
taina.a.tammelin-laine@jyu.fi

Taina Tammelin-Laine works as a research coordinator in the Centre for Applied Language Studies at the University of Jyväskylä, Finland. Her research interests are L2 Finnish acquisition of adult immigrants with limited earlier schooling, and assessment of L2 Finnish skills below A1 at Common European Framework of Reference/CEFR.

Her PhD from 2014 is so far the only broader study on LESLLA learners learning Finnish as an additional language. Additionally, she has been an active member of LESLLA since 2010, and was one of the organizers of LESLLA 2012 held in Jyväskylä.

For Taina, it is crucial to have also the representatives of smaller languages other than English strongly involved with LESLLA. She is willing to put her energy and contribution in the Executive Committee to keep LESLLA active and international and to increase its societal impact. Furthermore, she thinks it is important to try to make connections between LESLLA experts and experts on related mainstream fields such as language learning or language policy.

 
Raichle 'Rai' Farrelly, Communications Director rai.farrelly@colorado.edu  Raichle Farrelly, PhD, is an assistant professor in the Applied Linguistics Department and MA TESOL Program at St. Michael’s College in Vermont, USA. She has been attending LESLLA symposia since 2011. In many ways, LESLLA has been her core professional learning community, supporting her in her work as both a teacher of adult emergent readers and as a teacher educator who prepares TESOL professionals to work with adult refugee-background learners. In practice and research, she strives to recognize the vast cultural, social, familial, and linguistic capital that our learners bring to each learning experience. Through a course in our MA TESOL program and community-based professional development initiatives, she aims to prepare teachers to deliver literacy and life skills instruction that is relevant, meaningful, enjoyable, and ultimately effective for adults with emerging literacy, interrupted schooling experiences, rich migration histories, and a likelihood of trauma in their past.  She currently maintains the LESLLA Facebook pages (as a co-administrator with other colleagues). as well as the websites for her two nonprofit organizations (which operate in Tanzania and Pakistan). She recently designed the new LESLLA website (as a self-proclaimed IT amateur). She is happy to manage communications for LESLLA to ensure that the important work we do reaches researchers, practitioners and policymakers, and to expand our LESLLA community around the world.

Raichle 'Rai' Farrelly, Communications Director
rai.farrelly@colorado.edu

Raichle Farrelly, PhD, is an assistant professor in the Applied Linguistics Department and MA TESOL Program at St. Michael’s College in Vermont, USA. She has been attending LESLLA symposia since 2011. In many ways, LESLLA has been her core professional learning community, supporting her in her work as both a teacher of adult emergent readers and as a teacher educator who prepares TESOL professionals to work with adult refugee-background learners. In practice and research, she strives to recognize the vast cultural, social, familial, and linguistic capital that our learners bring to each learning experience. Through a course in our MA TESOL program and community-based professional development initiatives, she aims to prepare teachers to deliver literacy and life skills instruction that is relevant, meaningful, enjoyable, and ultimately effective for adults with emerging literacy, interrupted schooling experiences, rich migration histories, and a likelihood of trauma in their past.

She currently maintains the LESLLA Facebook pages (as a co-administrator with other colleagues). as well as the websites for her two nonprofit organizations (which operate in Tanzania and Pakistan). She recently designed the new LESLLA website (as a self-proclaimed IT amateur). She is happy to manage communications for LESLLA to ensure that the important work we do reaches researchers, practitioners and policymakers, and to expand our LESLLA community around the world.

Lisa Gonzalves, Treasurer lisa.m.gonzalves@gmail.com  Lisa Gonzalves Is a doctoral candidate in linguistics at the University of California, Davis (USA). She has been teaching LESLLA learners in the San Francisco Bay Area since 2007, and first became involved in LESLLA in 2011 when she presented her research at the Minneapolis Symposium; she has since attended and presented at LESLLA Symposia in San Francisco, Granada, and Portland. In addition to ESL instruction and research, she has been involved in local, regional, and statewide language education policy and planning initiatives to better serve immigrants and refugees in California. Stemming from her previous work in non-profit immigration legal advocacy and community health, her commitment to LESLLA learners is based on her commitment to social justice issues locally and globally. She currently serves on various boards of local ESL affiliates and is co-founder of a grassroots organization which provides economic and material support to communities in Chiapas, Mexico.  In addition to her studies, Lisa continues to teach LESLLA learners at the same local adult school where her journey began. Her current research focuses on learner’s metalinguistic awareness of language and literacy acquisition, the trajectory of their writing development, and educational policies which surround these learners regarding standards, assessment, and funding.  Lisa’s treasury experience stems from her various coordinator/managerial positions held in public education as well as non-profit settings. In this capacity, she was responsible for budgeting, managing and allocating funds, and producing expenditure reports to support programmatic planning as well as showcase outcomes and impact.

Lisa Gonzalves, Treasurer
lisa.m.gonzalves@gmail.com

Lisa Gonzalves Is a doctoral candidate in linguistics at the University of California, Davis (USA). She has been teaching LESLLA learners in the San Francisco Bay Area since 2007, and first became involved in LESLLA in 2011 when she presented her research at the Minneapolis Symposium; she has since attended and presented at LESLLA Symposia in San Francisco, Granada, and Portland. In addition to ESL instruction and research, she has been involved in local, regional, and statewide language education policy and planning initiatives to better serve immigrants and refugees in California. Stemming from her previous work in non-profit immigration legal advocacy and community health, her commitment to LESLLA learners is based on her commitment to social justice issues locally and globally. She currently serves on various boards of local ESL affiliates and is co-founder of a grassroots organization which provides economic and material support to communities in Chiapas, Mexico.

In addition to her studies, Lisa continues to teach LESLLA learners at the same local adult school where her journey began. Her current research focuses on learner’s metalinguistic awareness of language and literacy acquisition, the trajectory of their writing development, and educational policies which surround these learners regarding standards, assessment, and funding.

Lisa’s treasury experience stems from her various coordinator/managerial positions held in public education as well as non-profit settings. In this capacity, she was responsible for budgeting, managing and allocating funds, and producing expenditure reports to support programmatic planning as well as showcase outcomes and impact.

 
Naeema Begum Hann, Membership Director N.Hann@leedsbeckett.ac.uk  A language and language teacher educator, Naeema is a senior lecturer at the Department of Languages at Leeds Beckett University, UK and teaches on the ME ELT and Cambridge Delta programmes. Her commitment to low literate learners began in 1998 when she and her team wrote an accredited course for Basic Literacy in Community Languages which won the European Award for Languages in 2001.  She has been a member of the National Association for the Teaching of English and Community Languages (NATECLA) since 1993 and has served on the national management committee and a regional NATECLA committee (Yorkshire & Humber, Y&H) in various positions since 1993.  More specifically, she has been treasurer for the Yorkshire and & Humber NATECLA Committee from 2011-2017. As treasurer, she managed and presented branch accounts to the national coordinator for NATECLA and Y&H members at Annual General Meetings. She has organized and hosted several conferences for NATECLA http://www.natecla.org.uk/. As a board member she comments on accounts for an international charity – UK Friends of Khwendo Kor - as well as a teacher organization - National Council for the Development of Urdu. Naeema is committed to working with LESLLA to make sure the work it does benefits its members and beneficiaries.

Naeema Begum Hann, Membership Director
N.Hann@leedsbeckett.ac.uk

A language and language teacher educator, Naeema is a senior lecturer at the Department of Languages at Leeds Beckett University, UK and teaches on the ME ELT and Cambridge Delta programmes. Her commitment to low literate learners began in 1998 when she and her team wrote an accredited course for Basic Literacy in Community Languages which won the European Award for Languages in 2001.

She has been a member of the National Association for the Teaching of English and Community Languages (NATECLA) since 1993 and has served on the national management committee and a regional NATECLA committee (Yorkshire & Humber, Y&H) in various positions since 1993.

More specifically, she has been treasurer for the Yorkshire and & Humber NATECLA Committee from 2011-2017. As treasurer, she managed and presented branch accounts to the national coordinator for NATECLA and Y&H members at Annual General Meetings. She has organized and hosted several conferences for NATECLA http://www.natecla.org.uk/. As a board member she comments on accounts for an international charity – UK Friends of Khwendo Kor - as well as a teacher organization - National Council for the Development of Urdu. Naeema is committed to working with LESLLA to make sure the work it does benefits its members and beneficiaries.

 
Nicole Pettitt, Publications Coordinator npettitt@ysu.edu  Nicole Pettitt, Ph.D., is an Assistant Professor in the Department of English at Youngstown State University in Ohio, where she teaches undergraduate and graduate Linguistics courses for teachers preparing to teach English as a New Language for learners of all ages in a variety of teaching contexts. Her work with LESLLA learners began in the early 2000’s, with refugees from Somalia in her hometown of Minneapolis, Minnesota. As a teacher and administrator in a non-profit school there, she began to learn how to support adults who were new readers and writers at a time when few resources were available.  Since then, Nicole has taught, conducted teacher development, and carried out research with numerous adult and K-12 schools, teachers, and non-profits serving English Learners in several areas of the U.S. (Minnesota, Georgia, Ohio). She first attended LESLLA in 2011 at the Minneapolis Symposium, and has since attended and presented at LESLLA in San Francisco, St. Augustine, and Granada.  Nicole is co-editor (with Lisa Gonzalves, Elaine Tarone, and Theresa Wall) of the Journal of Second Language Writing’s upcoming Special Issue entitled, "Adult L2 writers with emergent literacy: Theoretical and pedagogical considerations.” As LESLLA’S first Publications Coordinator, Nicole is excited to work with authors and reviewers to build on LESLLA’s strong record of open-access publications, making the important resources of this professional community available to all.

Nicole Pettitt, Publications Coordinator
npettitt@ysu.edu

Nicole Pettitt, Ph.D., is an Assistant Professor in the Department of English at Youngstown State University in Ohio, where she teaches undergraduate and graduate Linguistics courses for teachers preparing to teach English as a New Language for learners of all ages in a variety of teaching contexts. Her work with LESLLA learners began in the early 2000’s, with refugees from Somalia in her hometown of Minneapolis, Minnesota. As a teacher and administrator in a non-profit school there, she began to learn how to support adults who were new readers and writers at a time when few resources were available.

Since then, Nicole has taught, conducted teacher development, and carried out research with numerous adult and K-12 schools, teachers, and non-profits serving English Learners in several areas of the U.S. (Minnesota, Georgia, Ohio). She first attended LESLLA in 2011 at the Minneapolis Symposium, and has since attended and presented at LESLLA in San Francisco, St. Augustine, and Granada.

Nicole is co-editor (with Lisa Gonzalves, Elaine Tarone, and Theresa Wall) of the Journal of Second Language Writing’s upcoming Special Issue entitled, "Adult L2 writers with emergent literacy: Theoretical and pedagogical considerations.” As LESLLA’S first Publications Coordinator, Nicole is excited to work with authors and reviewers to build on LESLLA’s strong record of open-access publications, making the important resources of this professional community available to all.