M. Belén Alvarado Ortega is Professor of Spanish at the University of Alicante (Spain). She was a Visiting Professor at Rutgers University (USA) and at other institutions. She is a member of the research group GRIALE (Grupo de Investigación para la Pragmática y la Ironía en Español). Her current research focuses on the pragmatics of irony. She is the co-editor (with Leonor Ruiz Gurillo) of Irony and Humor: From Pragmatics to Discourse.
Patricia Lorena Andueza is Associate Professor at the University of Evansville (USA). She teaches Spanish and Hispanic Linguistics courses in the Department of Foreign Languages and Cultures, as well courses in language acquisition and methodology in the Department of Education. She has a PhD in Hispanic Linguistics from The Ohio State University. Her research centers on Hispanic pragmatics, semantics, and syntax.
María Bernal is Associate Professor and Lecturer of Spanish Linguistics at Stockholm University (Sweden), and a member of the EDICE Program, which focuses on the study of linguistic (im)politeness. Her research interests are interactional pragmatics, conversation, and discourse analysis, mainly from a sociopragmatic perspective and through oral corpora (Spanish colloquial conversations, courtroom interactions, political discourse, etc.).
Laura Callahan, formerly Professor of Hispanic Linguistics at The City College and Graduate Center-CUNY, is currently Visiting Professor of Spanish in the Department of Modern Languages and Literatures at Santa Clara University (USA). Her areas of interest are: code switching; language, race, and identity; interculturalcommunication; heritage language maintenance; and linguistic landscapes. Her current research centers on language maintenance and linguistic landscapes.
Ana M. Cestero Mancera is Professor of Linguistics at the University of Alcalá (Spain). Her main areas of research are nonverbal communication, conversation analysis, sociolinguistics, and pragmatics. She is currently technical coordinator of the “Project for the Sociolinguistic Study of Spanish in Spain and America” (PRE-SEEA) and co-director of the team of the University of Alcalá, which collaborates in the creation of the “Spanish Corpus of the 21st Century” of the Royal Spanish Academy (RAE).
Domnita Dumitrescu is Professor of Spanish Linguistics (Emerita) at California State University, Los Angeles (USA). She has published extensively on the pragmatics of Spanish, Spanish in the United States, and comparative topics in Spanish and Romanian linguistics. As a member of the North American Academy of the Spanish Language, she is currently involved in several inter-academic projects related to the elaboration of the 24th edition of the Diccionario de la lengua española (DLE) and the Glosario de términos gramaticales.
Victoria Escandell-Vidal is Professor of Linguistics at the Universidad Nacional de Educación a Distancia (UNED) (Spain). She has worked on the interfaces between grammar, semantics, and pragmatics from a cognitive perspective, and also on pragmatics in Second Language Acquisition (SLA). She is currently engaged in a project investigating how feature mismatches are resolved during the course of utterance interpretation.
Catalina Fuentes-Rodríguez is Professor of Spanish Language at the University of Sevilla (Spain), specializing in discourse syntax and pragmatics. She is the author of several research projects including the study of discourse markers, modality, meta-discourse, (im)politeness, media discourse, and political discourse. She is currently engaged in a research venture entitled “Macrosyntax of Current Syntax: Sentence Structure and Sentence Combining.”
Susana de los Heros is Professor of Hispanic Studies at the University of Rhode Island (USA). Her main areas of interest are Spanish sociolinguistics and pragmatics. Her publications include Lengua y género en el castellano peruano, Utopía y realidad, and Fundamentos y modelos del estudio pragmático y sociopragmático del español (co-edited with Mercedes Niño-Murcia). She is currently working on the social and gender co-construction of identity.
Montserrat Mir is Associate Professor of Spanish and Applied Linguistics, and the Language Coordinator at Illinois State University (USA). Her area of research and publication includes Spanish L1/L2 Pragmatics and Language Teaching andLearning. She is the author of Qué me dices: A Task-Based Approach to Spanish Conversation.
Carlos De Pablos-Ortega is Associate Professor in Spanish, Linguistics and Audiovisual Translation at the University of East Anglia (United Kingdom). His areas of interest include contrastive pragmatics, language attitudes and perceptions, cultural representations, and audience reception in subtitling. He is currently engaged in a project in which undergraduate students provide subtitles for audiovisual materials to charitable and non-profit organizations.
Lynn Pearson is Associate Professor of Spanish at Bowling Green State University (USA). She has authored work in interlanguage pragmatics, discourse analysis, and world language teacher education. Her current projects include developing materials to teach pragmatics and studying discourse by Spanish L2 learners who reside in a university dormitory designed for Spanish immersion.
Victoria Russell is Associate Professor of Spanish and Foreign Language Education at Valdosta State University (USA). She earned a PhD in Second Language Acquisition and Instructional Technology (University of South Florida), and her research interests include online language pedagogy, pragmatics, and foreign language teacher preparation. Her work has appeared in journals such as Foreign Language Annals, The Internet and Higher Education, and Dimension.
Cecilia Sessarego is Associate Professor of Spanish at Mount Royal University (Calgary, Canada) . She is the author of studies in applied linguistics, including pragmatic language learning, discourse-pragmatics, and genre analysis; as well as undergraduate program design, second language teaching methodology, and professional translation. She is currently working on discourse pragmatic contrasts between English and Spanish and their impact on the instruction of translation.