Letter From the Chair-Elect

Dear Applied Linguistics Interest Section (ALIS) Colleagues,

It is a true honour to join the Applied Linguistics Interest Section as Chair-Elect, and I am deeply grateful for the opportunity to contribute to this vibrant and intellectually rich community.

While I am relatively new to ALIS, my engagement with TESOL and applied linguistics has long been shaped by a commitment to understanding how language, education, and social contexts intersect in meaningful ways. My research is situated at the intersection of language and literacy education, with a particular focus on multilingual learners, immigrant families, and culturally and linguistically responsive engagement in educational systems. Much of my work draws on community-based approaches, aiming to bridge the persistent gaps between research, policy, and practice.

As I step into this role, I do so with a strong desire to learn from this community, from the depth of expertise, the diversity of perspectives, and the ongoing work that ALIS members continue to advance. At the same time, I hope to contribute by fostering spaces for dialogue and collaboration, particularly around issues of equity, multilingualism, and community engagement that are increasingly central to our field.

Looking ahead, I am especially interested in supporting initiatives that connect scholarship more closely with lived realities, work that not only advances theoretical understanding but also informs practice in meaningful and responsive ways. I also look forward to engaging with members through conferences, publications, and other collaborative spaces that strengthen our shared work.

I am truly excited to be part of this community and to work alongside you in the coming year.

Warm regards,

Dr. Zahra Safdarian

Language and Literacies Education Program

Department of Curriculum, Teaching, and Learning

University of Toronto

Zahra Safdarian, Ph.D., is a scholar in Language and Literacy Education with a specialization in Comparative International Development Education (CIDE) at the University of Toronto. Her work examines multilingual learners, immigrant family engagement, and culturally and linguistically responsive pedagogies through community-based research. Drawing on sociocultural and critical perspectives, she investigates how educational systems can more equitably engage diverse voices and support inclusive learning environments.