English Language Studies

• Artificial Intelligence and Language Learning
• Blended Learning Models
• Mobile Learning
• Digital Literacies and Language Learning
• Multiliteracies and Intercultural Communication
• Inclusive Pedagogies and Diverse Texts
• Applied Linguistics and English Language Education
• English Language Curriculum and Teaching Materials
• Cross-cultural communication and ELT
• Discourse and Society
• English Language Policy
• Language and globalization
• Language and Media
• Language Learning and Acquisition
• Language Testing and Evaluation
• Multilingualism and Translation
• Psychology of Language Learning
• Technology and E-learning
• Theoretical Linguistics
• Translation and Media

Literature

• Literature as a Tool for Critical Thinking
• Creative Approaches to Teaching Literature
• English and American Literature
• Literature and Media
• Contemporary Literature
• Postcolonial literature
• Stylistics
• World Literature
• Pacific Island Literature
• Multicultural Literature
• Gender and Literature

Professor Paul Kei Matsuda is Professor of English and Director of Second Language Writing. He is an internationally recognized scholar whose work has shaped the field of second language writing, a transdisciplinary area that bridges applied linguistics, rhetoric and composition, and TESOL. He has published widely in leading journals such as TESOL Quarterly, Written Communication, College Composition and Communication, and the Journal of Second Language Writing, and has edited numerous books and special issues. His research has earned several prestigious awards, including the CCCC Outstanding Book Award, the TOEFL Outstanding Young Scholar Award, and the Richard Ohmann Award for Outstanding Refereed Article in College English.

Professor Matsuda has served in key leadership roles, including as president of the American Association for Applied Linguistics and founding chair of the Symposium on Second Language Writing. He is also the series editor of the Parlor Press Series on Second Language Writing. A frequent keynote and plenary speaker, he has presented lectures and workshops across North and South America, Europe, Asia, and the Middle East. In addition to his research and service, he has taught and held visiting professorships at universities worldwide, contributing to the development of writing programs and graduate education on a global scale.

Professor Graham Crookes’ is Professor and undergraduate Chair of the Department of Second Language Studies at the University of Hawaiʻi at Mānoa. His main research and teaching interests at present are critical language pedagogy and language teachers developing philosophies of teaching. Very recently he has begun exploring the role of dialogue in professional development. More generally, he remains broadly interested in the methodology of second language teaching and teacher development. In recent semesters his teaching has included material on emotion and motivation in second language teaching and learning, as well as a survey of alternatives in L2 pedagogy. Besides teaching regular graduate and undergraduate courses for the Department of SLS, he has conducted courses and workshops for teachers especially on teaching methodology, action research, and critical pedagogy, in a variety of settings around the world, including Colombia, Denmark, Korea, Kyrgyzstan, Singapore, and Vietnam.

Professor Hayriye Kayi-Aydar is Professor of English and Applied Linguistics at the University of Arizona and teaches courses for English undergraduate, MAESL graduate, and SLAT PhD graduate students. Her research works with discourse, narrative, and English as a Second Language (ESL) pedagogy, at the intersections of the poststructural Second Language Acquisition (SLA) approaches and interactional sociolinguistics. Her specific research interests are identity (re)construction and language learning/teaching, positioning, agency, membership, and power in classroom talk and teacher/learner narratives. Her most recent work investigates how language teachers from different ethnic and racial backgrounds construct professional identities and how they position themselves in relation to others in contexts that include English language learners.

Dr. Leanne Day is Chair and Associate Professor of English at the University of Hawaiʻi at Hilo, specializing in settler colonialism and cultural representation in the Pacific. A graduate of the University of Washington, she has contributed to Asian American and Pacific Islander studies both during her postdoctoral fellowship at UH Mānoa and her work at Brandeis. Since starting at UH Hilo in 2019, she has earned tenure, won the UH System Frances Davis Award for teaching excellence in 2023, and continues to produce impactful scholarship—including a forthcoming book and contributions to educational literature—that bridges Indigenous and contemporary narratives. Day is deeply committed to place-based teaching and actively involves her students in community-engaged literary conversations

Professor Nathanael Rudolph (PhD, University of Maryland, College Park) is a professor of sociolinguistics and language education at Kindai University (近畿大学) in Higashiosaka, Japan. Nathanael’s research explores themes including teacher and student negotiations of being,becoming and belonging within and transcending (language) education, and transdisciplinary, community-based approaches to identity, experience, interaction and (in)justice. His recent work includes Transcending language education in Japan: Borderland accounts of being, becoming and belonging (Bloomsbury), a volume co-edited with Madoka Hammine. Nathanael is an associate editor for the Journal of Language, Identity and Education (Taylor & Francis), and a managing editor for Asian Englishes (Routledge). He serves as an editorial board member for journals including TESOL Quarterly.

Dr. Rosalina J. Villaneza is the Chief of the Teaching and Learning Division at the Department of Education – Philippines. A scholar-practitioner in foundational literacy and multilingual education, she has spent more than 30 years advancing equitable, evidence-based instruction across Philippine schools. She leads nationwide teacher-training initiatives such as ELLN Digital and has authored several works for the British Council, including English as a Subject in Basic Education: Philippines (2022) and ESBE in ASEAN (2022). Dr. Villaneza also co-developed DepEd’s Grade 4 English Teachers’ Guide and The Fuller Approach for beginning reading. Her research and leadership continue to promote high-quality learning through multilingual, culturally responsive teaching, ensuring that every Filipino learner can read, think, and thrive.

Francisco Perlas Dumanig, PhD - University of Hawaiʻi at Hilo.

Dr. Norman Arancon - University of Hawaii at Hilo
Dr. Rayna Morel - University of Hawaii at Hilo
Mr. Aries D. Gan - A'Sharqiya University, Ibra, Oman
Dr. Waleed Al Harthy - A'Sharqiya University, Ibra, Oman
Mr. Ashraf Tantish - A'Sharqiya University, Ibra, Oman
Dr. Benigno Agapito Jr. - University of the Philippines Open University

For more information

Contact, Francis Dumanig
Chair & Associate Professor, English; Program Coordinator, TESOL Certificate, Teaching English to Speakers of Other Languages (TESOL)
fdumanig@hawaii.edu
(808) 932-7227
Kanakaʻole Hall (K)-221