Editorial Team


James P. Lantolf, the Greer Professor in Language Acquisition in the Department of Applied Linguistics at Penn State University. He is Director of the Center for Language Acquisition, and co-Director of CALPER (Center for Advanced Language Proficiency Education and Research). He was president of the American Association for Applied Linguistics (2005) and served as co-editor of Applied Linguistics (1993-1998). His research focus is on sociocultural theory and second language development, particularly in classroom setting. In addition to journal articles and book chapters, he has edited or co-edited three volumes on sociocultural theory and L2 learning: Vygotskian Approaches to Second Language Research (with G. Appel), 1994, Ablex Press; Sociocultural Theory and Second Language Learning, 2000, Oxford University Press; Sociocultural Theory and the Teaching of Second Languages (with M. Poehner), 2008, Equinox Press; and has co-authored (with S. Thorne) Sociocultural Theory and The Genesis of Second Language Development, 2006. He is currently working on a new co-authored book with M. Poehner: Sociocultural Theory and the Pedagogical Imperative: Vygotskian Praxis in L2 Education, Routledge.

Associate Editor

Dr. Matthew E. Poehner is Associate Editor of Language and Sociocultural Theory and Associate Professor of World Languages Education and Applied Linguistics at The Pennsylvania State University. He directs the teacher education program for candidates pursuing certification to teach a world language in the K-12 school system and contributes to the doctoral programs in Curriculum and Instruction and Applied Linguistics. Much of Dr. Poehner’s work has focused on Dynamic Assessment as a framework for organizing interactions with learners, and his research has been readily supported through grant awards. His work has appeared in venues including TESOL Quarterly, Language Teaching Research, The Modern Language Journal, Language Testing, and the International Journal of Applied Linguistics. He is the author, co-author, or editor of four books, including Sociocultural Theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide (2014, with J. P. Lantolf), which received the 2015 Kenneth W. Mildenberger Prize from the Modern Language Association.

Book Review Editor

Alessandro (Alex) Rosborough is an assistant professor in the Department of Teacher Education in the McKay School of Education at Brigham Young University. A former adult and secondary education ESL teacher, he has multiple years of experience working with minority language issues in urban and rural school districts. His research focuses on application of sociocultural theory to second language learning/teaching, gesture and second language learning in K-12 settings, and meaning-making through an ecosocial perspective. His interest lies in the interrelationship between gesture, identity, and discourse in second language learning.

Editorial Board