Though well-versed in a range of research foci, my primary agenda emphasizes the attainment of intelligible speech for second language (L2) speakers of English. Specifically, I take into account the linguistic (e.g., Isaacs & Trofimovich, 2012) and intercultural (e.g., Baker, 2015) considerations that define native-nonnative and nonnative-nonnative interaction. Additional foci include the effectiveness of language preparatory courses in international students’ academic and social adjustments during university study (e.g., Andrade, 2006) and the promotion of methodological rigour within applied linguistics inquiry (e.g., Byrnes, 2013). As an experienced English language instructor, my long term scholarly objective is to link research to pedagogy (e.g., Derwing & Munro, 2005; Gass with Behney & Plonsky, 2013). As an early academic who has greatly benefited throughout my graduate studies from the collaborative opportunities afforded to me, I recognize the value of providing similar hands-on guidance and opportunities to my future students.