Matthew J. Hammill earned his Ph.D. degree in English with a concentration in Applied Linguistics from Arizona State University in 2014. His previous position was as a Visiting Assistant Professor in Linguistics/TESOL at Oklahoma State University. His research focuses on second language teaching and learning, second language writing, and discourse analysis. He has previously taught language and writing classes in many contexts, including secondary schools in Japan, community language programs in the U.S., Intensive English programs, and First Year Composition.

• Kim, Y. J., Hammill, M. J., & Matsuda, P. K. (accepted by the editors). Intensive English Programs and First Year Composition: Bridging the gap. In N. DeJoy (Ed.), Cross language opportunities in the academy: Models for engagement.
• Matsuda, P. K., & Hammill, M. J. (2013). Second language writing pedagogy. In A. Rupiper, K. Shick, & B. Hessler (Eds.), A guide to composition pedagogies (2nd ed.). New York: Oxford University Press.
• Friedrich, P., Chaudhuri, A., Diniz de Figueiredo, E. H., Fredricks, D., Hammill, M. J., Johnson, E., Suwannamai, C. & Yun, M. (2013). Reading Pennycook critically ten years later: A group’s reflections on and questions about critical applied linguistics. International Multilingual Research Journal.
• Hammill, M. J., & Figueiredo, E. H. (2012). Language and globalization. In C. Chapelle (Ed.), The encyclopedia of applied linguistics, Hoboken, NJ. Wiley-Blackwell.
• Diniz de Figueiredo, E. H., Hammill, M. J., & Fredricks, D. (2010/2011). Marginalizing TESOL: Pre-service teacher training in Arizona. The CATESOL Journal, 22(1), 11-17.