Douglas Biber is Regents' Professor of English (Applied Linguistics) at Northern Arizona University. Beginning with his involvement in adult education programs in Kenya and Somalia, followed by faculty appointments at USC and NAU, he has been actively training language teachers and professionals for over 30 years. Over the past few decades, Biber has focused especially on the question of how corpus linguistic research can be applied to the description of everyday language varieties (‘registers’), and how those research findings can in turn be applied in studies of language teaching and learning. These research efforts have resulted in major publications that are of interest to applied linguists, including books on the ‘multi-dimensional’ analysis of register variation (e.g., Cambridge, 1988, 1995); the co-authored Longman Grammar of Spoken and Written English (1999); the college-level Longman Student Grammar of Spoken and Written English (2002); an ESL/EAP grammar textbook (Real Grammar, Longman, 2009); a linguistic description of university spoken and written registers (Benjamins, 2006); a textbook on Register, Genre, and Style (Cambridge, 2009); and most recently, an investigation into the unique patterns of grammatical complexity found in English academic research writing (Cambridge, 2016).
Shaeda Isani is professor emerita at UGA (Université Grenoble-Alpes), France where she has been active in promoting English for Specialised Purposes in the areas of both teaching and research, creating the first research centre in France devoted to multilingual studies in the language, discourse and culture of professional communities and specialised groups (LSP) in 2003. Although she enjoys taking heuristic “side trips” to investigate the language, discourse and culture of other specialised domains (journalism, the ‘sin’ industries and, lately, oenology), the main body of her research work lies in English for Legal Purposes. Her current interests focus on Law in Literature with regard to contemporary specialised fictional narrative or fiction à substrat professionnel (FASP) as an ELP teaching tool but also in relation to the broader sociological impact of the genre in terms of the public perceptions and representations it generates of legal professionals.