Ben Knight is Director of Language Research and Consultancy at Cambridge University Press. His key interest is to develop the way CUP invests in research to improve the effectiveness of its learning materials, curriculum development and teacher support. He also works closely with Cambridge English Language Assessment to enable the two university departments to offer an integrated service to teachers and organisations around the world involved in educational reform.
Gordon Lewis is Vice President of Language Programs for Laureate Higher Education. He earned a B.S. in Languages and Linguistics from Georgetown University, Washington D.C. and an M.S. from the Monterey Institute of International Studies, Monterey, CA. Gordon has served on the committee of the IATEFL Young Learners Special Interest Group and served as an editorial board member of ELT Journal. He is co-author of Games for Children and Grammar for Young Learners and author of The Internet and Young Learners, Teenagers, and Making the Most of Technology, all published by Oxford University Press.
Shannon Olson manages curriculum, assessment, and research for Laureate Languages. She earned a B.S. from Loyola University Chicago and an M.A.T. from the School for International Training (SIT Graduate Institute). Her focus is on the development and effectiveness of traditional, blended, and fully online language programs at postsecondary institutions. She is also interested in corpus linguistics.
Niall Curry is Senior ELT Research Manager at Cambridge University Press and is formerly a Lecturer in Modern Languages and Applied Linguistics, English language teacher and teacher trainer. He holds a BA in Applied Languages with French and Spanish, MA in TESOL and is currently completing a PhD in Applied Linguistics. Academically, he has presented and published research internationally on applied linguistics and language pedagogy focusing on areas such as language learning, corpus and contrastive linguistics, language for specific purposes and the role of the L1 in language learning and their application to online and face-to-face teaching and materials development.
Jane Seely is a Teaching Assistant in Linguistics and TESOL at the University of Limerick, Ireland. She has been working in English Language Teaching since 2010 as a teacher, manager and researcher and has just completed a PhD in Applied Linguistic on the subject of Teacher Classroom Discourse. Her primary research interests are in teacher management of learner errors, and teacher approaches to positive feedback.