The HVA Team
James M.
Rogers PhD
Dr. James Rogers is the inventor of the term 'high-value alternative' and head of the HVA project. He is a tenured associate professor at Meijo University who has been published in Studies in Second Language Acquisition, English for Specific Purposes, and Language Teaching Research. His research interests include corpus linguistics, collocations, C.A.L.L., vocabulary acquisition, and linguistic prejudice.
Aya
Murray, PhD
Dr. Aya Murray is a tenured associate professor at Meijo University. She has been published in Language Teaching Research. Her primary area of research is in the field of drama in education, with a current focus on process drama and its relationship to vocabulary retention.
Frank
Daulton, PhD
Dr. Frank Daulton, a professor at Ryukoku University, has taught English in Japan since 1989. His PhD focused on high-frequency English words in Japanese and vocabulary acquisition. He is the author of Japan’s Built-in Lexicon of High Frequency English.
Jaime
Morrish
Jaime Morrish is an associate professor at Sugiyama Jogakuen University currently writing his doctorate thesis with the University of Sheffield, England in Language Teaching and Language Learning. He has published articles on Language Education Policy and Language Proficiency Testing.
Cosmin
Florescu
Cosmin Florescu is a tenured assistant professor at the University of Tsukuba. His research interests include corpus linguistics, language testing, and English for specific purposes (medical English).
Fleur
Ogura
Fleur Ogura is an instructor at Meijo University. Her research interests include vocabulary acquisition and action research.
Emily
Flagg
Emily Flagg has taught English as a second language in Japan for 4 years. Her research interests include bilingualism, second language acquisition, and CLIL.
Otto
Lamb
Otto Lamb is an English Instructor at The Bohme English Academy who holds a Master of Education and has 30 years` TESOL teaching experience. His research interests include materials development and first language interference in second language learning.