Ron Martinez has been a TESOL practitioner for over 20 years, with extensive and diverse experience as a teacher, trainer of teachers, materials developer, and academic researcher. He earned a Master of Science in Applied Linguistics and Second Language Acquisition from the University of Oxford (UK), and finished his Ph.D., with a focus on applied corpus linguistics, at the University of Nottingham (UK). He also holds a Diploma in English Language Teaching to Adults (DELTA) from the University of Cambridge (ESOL).
Dr. Martinez has taught in a wide variety of classroom contexts, including multilingual (in the United States and the United Kingdom), monolingual (in Spain and Brazil), both EFL and ESL. He also has published widely, for both academic scholarly journals (e.g. Applied Linguistics, Language Learning and Technology, TESOL Quarterly), and textbooks for teachers (e.g. Taboos and Issues, Conversation Lessons, New Business Matters). He is also an active member of the TESOL Quarterly editorial board, and regularly serves as a reviewer for academic articles for many prominent journals.
Dr. Martinez has lectured at a number of universities around the world, including the University of Oxford (UK) and Pontificia Universidade Catolica do Parana (Brazil), where he is also an adjunct professor, and regularly presents at international conferences, in particular those related to his primary research interests, which include vocabulary, formulaic language, corpus linguistics, and language testing. He is the 2010 recipient of the Robert Lado Memorial Award for Best Paper presented at the annual Language Testing Research Colloquium.
Together with Professor Norbert Schmitt of the University of Nottingham, Dr. Martinez created the Phrasal Expressions List (or 'PHRASE List') - a list of the most common formulaic sequences in English - used by educators, researchers and curriculum authorities worldwide, and is currently working on applications of the list, including how it can be integrated into language testing and language learning materials. In general, however, he is particularly interested in supervising and collaborating on research that has clear pedagogical implications and applications, as well as sound grounding in theory and empirical evidence.