Welcome to this year’s executive board election.
The candidates have written both professional and biographical statements so that you might get to know them better. Please scroll down the page to read all the candidate statements. They are listed in alphabetical order.
When you have made your decision, choose the candidates your prefer and click “Vote”. You may choose up to TWO, and the two receiving the most votes in this election will become the new board members. The individuals elected will take office at the conclusion of this year’s conference and serve a 3-year term.
I would be honored to serve CALICO in any capacity. I have been a member of CALCIO for nine consecutive years, but my work and scholarship have been at the heart of what CALICO does since 2004, when I first started building mobile apps for the S60 Symbian platform (the software that powered millions of Nokia lines before Android and iOS) for my students. I am fortunate to have witnessed a sustained growth in technology in the last decade and I am proud to call CALICO my home for professional and scholarly work, having been no stranger to being an active member in equally respectable organizations, including TESOL, ACTFL, AAAL, and AATA, and if elected, I pledge to reach out to our colleagues and further our collaboration.
CALICO meetings have enabled me to see the breadth, knowledge, and variety of perspectives we bring to our profession. I believe that CALICO occupies a very unique position. Because many of us in CALICO play the dual role of both creating digital content, as well as being the instructors to many of our students, we are uniquely qualified to observe the power that technology can offer to transform learning. To this end, I believe CALICO should continue to be involved in the process of developing the standards for teacher education in the use of technology in language learning, to better assess the readiness of the next generation of world teachers. The current global pandemic exposed areas of concern vis-à-vis the shift to remote and online learning, and I believe CALICO can provide insights and empirical evidence to help contextualize these types of learning experiences to inform a variety of stakeholders. I look forward to serving our organization, and want to thank you for considering my candidacy.
Dr. Mahmoud Amer is an Associate Professor of Applied Linguistics and currently serves as the Chairperson of the Department of Languages and Cultures at West Chester University. His research interests include an active agenda in technology in language teaching and learning, language learning analytics, mobile applications for language learning Arabic, and second language acquisition. Dr. Amer is an Adobe® Certified Expert®, a CompTIA® Certified Technical Trainer (CTT++), and has deep expertise and special interest in leveraging emerging technology (mobile devices and wearables) in language learning. Dr. Amer is a member of the iOS® and Android® Developer Programs. He has also authored courseware and several award-winning programs, including a mobile app and an in-house computer program to support his students of Arabic. Dr. Amer is committed to socially-responsible and open-access technology in education, and equally committed to training the next generation of teachers on best practices and theory-driven use and adaptation of technology in the field.
It is an honor to be nominated to serve as a CALICO Executive Board Member. I attended my first CALICO conference in 2009 as a graduate student. Since then, I’ve been an active presenter and participator at CALICO conferences as well as a member and co-president in the Teacher Education SIG. Nonetheless, I have never had the chance to serve on the board (and I’m really excited about the prospect!). This organization has had a profound impact on my professional career both as an educator and researcher. I would also add that in the absence of meeting together in person (no thank you COVID), it has become even more evident that this community is deeply important for one’s well being and sense of belonging within academia. This body is more than just a think tank of brilliant minds; it’s a community of kind and supportive colleagues who support interdisciplinary and collaborative projects that continue to propel the field further. And yes, some of us like to run a lot, too.
One area where I’d specifically like to make an impact is in the critical connection between CALL and teacher education. Furthermore, I’d like to help grow our K-12 language teacher membership and participation. While we have a SIG that is invested in Teacher Education, I think CALICO must continue to play a vital role in supporting K-12 language teachers and continue to recruit faculty from language programs in Higher Education that might not have graduate programs or be disconnected from this organization. I’m also a good systems thinker and would be eager to support the many “reviewer” roles associated with the responsibilities for executive board members.
Kelly Arispe (Ph.D. UC Davis), is an Associate Professor at Boise State University where she teaches upper-division Spanish Linguistics courses and Teacher Education courses in methods, literacy and assessment for pre-service language teachers. She is Program Coordinator for French, German and Spanish Secondary Education Majors and Director of the Graduate Certificate in Computer Assisted Language Learning. Her primary research focuses on L2 pedagogy and CALL/MALL and specifically as it relates to intermediate and advanced language learners. Her current projects include using video tagging software to impact best practices in language teaching and an OER repository, “Pathways”, that hosts over 600 ancillary and classroom ready materials that integrate instructional technologies for language teaching and learning.
I am delighted to accept this nomination to the CALICO board for the next three years. CALICO has felt like home to me for over 20 years and I would be happy to contribute to its legacy and help overcoming the challenges that it will face due to the current pandemic. My history with CALL goes back to the late 90’s. I have had the opportunity to host CALICO at UVic in 2011, recently served as Technology Review Editor for the Journal and attended and presented papers at many conferences. I currently sit on the Editorial Board of the CALICO Journal. CALICO has been a big part of my career and for this I am grateful.
As a new member of the board, but an “old” CALICO member, experienced educator and researcher, I look forward to contributing to the organization and collaborating with other members with a view to further enhancing its global impact. My career has been equally divided between research, teaching and administration. At UVic, I have demonstrated strong leadership in curricular matters, university administration and governance, a strength that I believe would be valuable to CALICO and that I would like to share with other members of the board. Recently, I found being Chair of the French department during the pandemic a very humbling experience, one that has revealed several urgent needs: we need to reflect further on our practices as educators and researchers, to rethink what it really means to engage online, and to (re)consider the realities and challenges of the digital divide in society and throughout the world.
Organizations such as CALICO can have a positive impact on educational practices if they continue to promote research for the betterment of humanity. This is the commitment that I am willing to bring and that I hope to share with all of you.
Dr. Catherine Caws is Professor of French Applied Linguistics and former Chair of the Department of French at the University of Victoria, Canada. Her research focuses on learning design, learner-computer interactions and data-driven learning. Her work is strongly influenced by constructivist and socio-cultural theories of learning, in particular activity theory (AT) as it relates to CALL. With Hamel, she is the author of Computer Language-Learner Computer Interactions: Theory, methodology and CALL applications (2016, available as a free e-book since 2019 see here). Catherine has been involved with CALICO for about 20 years and since she attended her first conference, to her, CALICO has felt like a big family.
I am honored to have been nominated for CALICO’s Executive Board.
CALL has been the driving force in my career since 2005, and I have always gone with the flow of its community for determining my professional path. For example, most of my (first-authored) research publications have resulted from invited contributions and special issues (ReCALL, Language Learning & Technology, CALICO Journal) that focused on emergent themes in the field of CALL, rather than from extrinsic motivations such as impact factors or journal reputation. In this respect, my membership of CALICO has been particularly instrumental. Engaging with CALICO has taught me that CALL is a highly-specialized discipline that needs its own journals, conferences, professional organizations, and above all, its own community.
I have been a member of CALICO since 2010, have participated in eight of its annual conventions (two virtually, including last year’s online workshops), and co-chaired the Gaming SIG from 2012 to 2016. I have always felt very much at home in its welcoming and congenial community, and touching base with colleagues and friends at CALICO is a highlight of the year for me.
If I am elected, I would like to contribute my experience in organizing CALL conferences, strengthen relationships with colleagues and organizations based in Europe, and potentially with private sector companies. In this time of ‘hybrid’ conferences and communities, I believe we have arrived at a point where CALICO can both deepen its roots in its traditional academic membership—for example, by stimulating members to join forces in offering topics related to CALL in academic courses online—and extend its branches to reach audiences that do not yet benefit from our unique expertise.
I would be delighted to serve CALICO in the capacity of EB member, and give back for what I have received so far.
Frederik Cornillie (Ph.D., KU Leuven, 2014) is research and valorization manager in educational technology at KU Leuven and imec in Belgium. His research in CALL focuses on the value of gaming and play for instructed language learning, and on the intersection of tutorial CALL and task-based language learning more widely. He has been active in CALL R&D projects since 2005, has co-organized international research conferences on CALL, was associate editor of ReCALL from 2015 to 2019, and regularly serves as a reviewer in this field. In 2014, he received the Robert A. Fischer Outstanding Graduate Student award from CALICO. https://kulak.kuleuven.be/~u0037921/
It is my great honor to be nominated to serve CALICO as a Board member. The research published in the CALICO Journal or presented in the CALICO conferences has greatly inspired my research in CALL. As an author and reviewer for CALICO, I believe CALICO has made a significant impact on advancing our knowledge and understanding of how technologies could enhance language learning/teaching.
Having started my research in CALL, I am now expanding my research agenda by investigating how mobile technologies are used by learners and teachers to facilitate their language learning/teaching. With sustained efforts, I built up and led a mobile learning community composed of more than 300 teacher and student members from Hong Kong and overseas countries/regions. A considerable proportion of the members’ activities center on language learning by using a variety of language learning apps. My recent research into CALL/MALL yielded a number of high-quality publications.
More recently, I’ve been promoting an innovative corpus-based language pedagogy among language teachers in primary and secondary schools; we have provided workshop training for more than 200 schools and 800 school teachers in Hong Kong and mainland China. I led and created a website (http://corpus.eduhk.hk/cap/) to support teachers’ learning of this new language pedagogy, which is highly appreciated by both teachers and renowned corpus linguists. Many school teachers highly commend the innovation of this corpus-based language pedagogy and the usefulness of the teaching resources: “It’s an inquiry-based teaching method and can facilitate language learning greatly”; “It gives me lots of ideas to develop my lesson exercises”; “The tools are very useful for teachers”. The significant impact of the corpus-based language pedagogy was fully recognized by Hong Kong and the world; we won the Silver Medal at the 47th International Exhibition of Inventions in Geneva in April, 2019 as well as the 2020 Esperanto “Access to Language Education” Award, June 2, 2020, organized by CALICO.
If elected, I would like to share and exchange with CALICO members and its audience the latest development of research and practices in mobile-assisted language learning (MALL), help to energize CALICO and keep it updated with new insights and perspectives. In addition, I am willing to provide free online workshops to introduce our corpus-based language pedagogy to CALICO teachers who are interested in integrating corpus resources into classroom teaching. I am currently a committee member of the China Association for Computer-Assisted Language Learning (ChinaCALL) and the Hong Kong Association of Applied Linguistics (HAAL). I will help to promote the CALICO activities in the Pan-Asia Pacific area (e.g. China, Hong Kong, Taiwan, etc.), liaise and co-organize some events when the opportunity arises.
Qing Ma is associate professor at the Department of Linguistics and Modern Language Studies, The Education University of Hong Kong. Her main research interests include second language vocabulary acquisition, corpus linguistics, and computer-assisted language learning (CALL). More recently, she moved onto mobile-assisted language learning (MALL) and is particularly interested in how students self-regulate their MALL when they are left on their own to explore online learning resources. She published a monograph “Second Language Vocabulary Learning”, and she is now exploring how online collaborative learning can help build a lively online learning community to help pre-service and in-service teachers acquire corpus-based language pedagogy.