FLLITE is a joint project of two National Foreign Language Resource Centers (LRCs): the Center for Open Educational Resources & Language Learning (COERLL) and the Center for Educational Resources in Culture, Language, and Literacy (CERCLL).
COERLL, The University of Texas at Austin
Carl S. Blyth is Associate Professor of French Linguistics and Director of the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin (USA). His research interests include computer-mediated discourse, corpus linguistics, intercultural pragmatics, and functional grammar. He has published on metalinguistic awareness, native and non-native role models for language learning, L2 narrative discourse, online stancetaking and interactive frames. He has authored or co-authored several books and book chapters as well as journal articles in venues such as the Modern Language Journal, CALICO Journal, and Journal of Educational Computing Research. He is the former series editor of Issues in Language Program Direction and currently serves on the editorial board of Intercultural Pragmatics.
Joanna Gay Luks has been an independent scholar and open educator in the field of foreign language teaching and learning since 2016. (She was formerly Senior Lecturer and Coordinator of first-year French in the Department of Romance Studies at Cornell University.) In 2013, she published Le Littéraire dans le quotidien, the open educational textbook funded by COERLL that acted as impetus for the creation of the FLLITE Project. Her intellectual and professional activities center on authoring workshops, webinars, and publications related to the project and, more broadly, to the promotion of open educational best practices for language studies.
CERCLL, The University of Arizona
Chantelle Warner is Associate Professor of German Studies and a faculty member of the interdisciplinary program in Second Language Acquisition and Teaching at the University of Arizona. Her research focuses on affective, experiential and aesthetic dimensions of language use and learning, foreign language literacy development, pedagogical stylistics, literary pragmatics, and critical multilingualism studies. She is co-director of the Center for Educational Resources in Culture, Language and Literacy – a Title IV Language Resource Center at the University of Arizona, where she also directs the German Language Program. She is founding co-editor of Critical Multilingualism Studies, an interdisciplinary journal.