Judit Nagy (born 1970 in Hungary) is an Associate Professor at the Department of English Linguistics , Faculty of Humanities and Social Sciences , Károli Gáspár Reformed University. She holds a PhD in Modern American Literature from Eötvös Loránd University (2009) and an MA in English Language/Literature (2001). Her academic work bridges Canadian Studies , Linguistics , and Applied Linguistics , focusing on East Asian minorities in Canada, environmental metaphors in literature, and language teaching methodology. Education: PhD in Modern American Literature (Eötvös Loránd University, 2009) MA in English Language/Literature (Eötvös Loránd University, 2001) MSc in Mathematics (ELTE, 1999) BA/BSc/BEd in English-Mathematics Teaching (ELTE, 1994) Her research explores linguistic transculturation in Korean-Canadian literature, multiculturalism in Canadian short stories , and environmental art in diaspora communities . She has published 15+ peer-reviewed articles on topics ranging from EFL methodology to metaphorical representations of weather in Canadian literature. Recent publications highlight cross-cultural educational challenges (2024), post-pandemic language learning (2023), and historical maritime metaphors (2021). She has received multiple CEACS and KRE Rector's Certificates for academic excellence. As coordinator of the Canada in the English Classroom research group and the 'Minorities in Canada: Intercultural Investigations' project, she has shaped Canadian studies curricula across Europe. Her work has been presented at 25+ international conferences, including University of Graz, Keimyung University, and Nordic Association of Canadian Studies meetings.
Lisbeth M. Brevik is a Professor at the Department of Teacher Education and School Research (ILS), Faculty of Educational Sciences, University of Oslo. She also serves as a Circle U. Chair, contributing to the European university alliance’s mission in sustainable education. Her work bridges research and practice in English didactics, higher education, and school research. Her research interests include: English didactics and second language reading comprehension Digital gaming as a tool for informal and formal language learning Mixed methods research design and open data practices Life skills and public health education in schools Curriculum renewal and bilingual education The analysis of her recent publications reveals a strong focus on integrating digital games into English instruction, examining gender dynamics in language learning, and advancing mixed methods in educational research. Her work often explores how classroom practices align with broader educational goals, particularly in Norwegian secondary schools. She frequently collaborates on interdisciplinary and cross-institutional projects, emphasizing real-world application. Her notable scientific contributions include: Instruction Guidance Awards Editorial leadership in Acta Didactica Norge Key publications with Circle U. on sustainable education Lisbeth M. Brevik leads externally funded research projects such as HeaLS (Public Health and Life Skills), EDUCATE (Subject Renewal), ETOS (Bilingual Education), and VOGUE (Vocational and General Students’ Use of English). She supervises PhD candidates and mentors emerging researchers, often involving students as co-researchers. Her work is supported by grants from national and international research councils. She is affiliated with several research groups and networks, including: Studies of Instruction across Subjects and Competences (SISCO) Circle U Pedagogical Academy Kellogg College, Oxford University ORCID, ResearchGate, Google Scholar
Robert P. Robinson is an Assistant Professor of Africana Studies at John Jay College and Doctoral Faculty member in Urban Education and Interactive Technology & Pedagogy programs at The Graduate Center, CUNY. With 11 years of K-12 teaching experience prior to academia, his work bridges practical educational practice with critical theoretical frameworks. Ph.D., MPhil, MA, and Graduate Certificates from CUNY institutions Secondary Teaching Credential in English Language Arts B.A. with honors from Cal-Poly Humboldt His research focuses on: Black Freedom Movement Black Education History Blackqueer Studies Digital Humanities Curriculum Studies History of Education Recent publications analyze abolitionist educational praxis, Black preservice teacher experiences, and the Oakland Community School's legacy. His upcoming book with NYU Press will expand the Black Panther Party's educational history. Scientific recognition includes: National Academy of Education/Spencer Fellowship PSC-CUNY Grant Mellon Humanities in Action Grant Ford Foundation Honorable Mention As faculty member at John Jay College, he teaches courses on Environmental Racism, Blackqueer Lives, and Urban Education pedagogy. His work connects educational policy analysis with Black radical imagination frameworks.
Hüseyin Ataseven is a full-time Lecturer at Karabuk University's School of Foreign Languages, specializing in Foreign Language Education. He earned his PhD in Measurement and Evaluation in Education (2023) from Ankara University, following a Master's degree (2020) and BA (2005) in the same field. PhD: Measurement and Evaluation in Education, Ankara University (2023) MSc: Measurement and Evaluation in Education, Ankara University (2020) BA: Foreign Language Education, Gazi University (2005) His research focuses on educational assessment, language testing, and statistical analysis in education. Recent studies examine configural frequency analysis in test patterns, rubric reliability, and the impact of AI perceptions on career choices. Develops placement test evaluation methodologies Analyzes university branding and institutional identity Investigates inter-rater reliability in assessment Collaborating with scholars from Ankara University and Recep Tayyip Erdoğan University, his work appears in international social sciences conferences (e.g., ICER, EGE, AICHSS). Despite active publication, no scientific awards or citations are recorded in YÖKSİS metrics.
Professor Kathleen Butler serves as the Director of Aboriginal and Torres Strait Islander Research Strategy and Leadership within the Office of the Deputy Vice-Chancellor (Research and Innovation) at the University of Newcastle, Australia. She is affiliated with the College of Human and Social Futures in the Sociology and Anthropology discipline. With over 25 years of experience, Professor Butler has held progressive academic appointments from Associate Lecturer to her current Professorship, primarily working within The Wollotuka Institute which is celebrating its fortieth anniversary this year. Her leadership extends across mainstream Humanities, the Centre for Teaching and Learning, and the Pro-Vice Chancellor Indigenous Portfolio. Professor Butler earned her PhD, Master of Social Science, and Bachelor of Social Science all from the University of Newcastle. Her educational background has informed her extensive work in Indigenous Studies, sociology, and anthropology. Professor Butler's research focuses on culturally innovative pedagogy with significant social impact, spanning Indigenous Studies, sociology, and anthropology. She specializes in place-based pedagogies that have expanded from local to international recognition. Her work emphasizes embedding Aboriginal and Torres Strait Islander knowledges, histories, culture, country, perspectives and ethics in education. She has led major initiatives in curriculum Indigenisation across disciplines and engaged in cross-disciplinary work with STEM fields. Her scholarship addresses critical areas including Aboriginal Community Language Planning, Indigenous youth mental health innovations, and including Indigenous people in urban planning internationally. Her teaching philosophy extends to creating culturally capable students and transforming graduate work environments. Professor Butler's publication record demonstrates consistent contributions to Indigenous scholarship, with a focus on decolonizing education, Indigenous identity formation, and the representation of Indigenous knowledge systems. Her work spans journal articles, books, book chapters, and conference presentations that collectively advance understanding of Indigenous education and cultural representation. A notable trend in her research is the intersection of Indigenous knowledge with mainstream academic disciplines, particularly in developing culturally appropriate teaching methods and curriculum frameworks that bridge academic scholarship with community impact. Professor Butler has received significant recognition for her work: National Teaching Fellowship (2015) for 'Sociology teaching and Indigenous issues' University Teaching Award (2022) Professor Butler has secured over $885,000 in research funding across six competitive grants, demonstrating her capacity to lead significant research initiatives. She currently supervises 10 PhD and Masters students across diverse topics including Indigenous identity formation, cultural interface, dismantling settler colonial structures, and Indigenous women's success in higher education. Her current flagship project is 'Ngukurr to Newcastle: intercultural collaboration and influence' (2024-2026), a major ARC-funded initiative examining Indigenous research leadership. As Director of Aboriginal and Torres Strait Islander Research Strategy and Leadership, Professor Butler leads strategic initiatives to advance Indigenous research at the University of Newcastle. Her recent 2023 report 'Partnering with First Nations communities in City and Regional Planning' represents groundbreaking work in Indigenous engagement in urban development, developed in partnership with the Greater Cities Commission.
Nahielly Palacios is a Lecturer in Education at the Manchester Institute of Education, University of Manchester. Her work focuses on intercultural communication, teacher professional development, and reflective practice in language education. She teaches MA modules such as Developing Researcher Reflexivity , Language Learning and Technology , and Teaching and Learning Online . Her research explores the intersection of intercultural sojourns, narrative analysis, and professional development, particularly in the context of Mexican EFL teachers in the UK. She contributes to UN Sustainable Development Goals, including Quality Education (SDG 4). Education: PhD in Education (University of Manchester, 2019), MA TESOL (University of Manchester, 2014), BA in Secondary Education (Escuela Normal Superior de Jalisco, 2007), BA in Tourism (University of Guadalajara, 2003). Her recent publications highlight trends in online peer-led reflective practice, intercultural communication during pandemics, and the role of artistic research in higher education. She organizes academic events like the Holistic Academic and Research Reflective Practice (HARRP) workshop and coordinates courses such as Developing Researcher Reflexivity . Her work spans qualitative methodologies, narrative inquiry, and educational technology applications.
Dr. Balázs Varga is a Research Fellow at the Department of Control for Transportation and Vehicle Systems, Budapest University of Technology and Economics (BME). He holds a PhD in Transportation and Vehicle Sciences (2021) and an MSc in Vehicle Engineering (2015) from BME. His industry experience includes roles at AVL Hungary as a Software and Function Developer (2016–2018) and academic positions at Chalmers University of Technology (2015) and SZTAKI (2012–2014). Current Role: Research Fellow (2021–present) Teaching: Programming, Control Theory, Traffic Modeling (English language course) Research Interests: Varga specializes in road traffic modeling and control, focusing on AI-based traffic estimation and dynamic traffic management. His work integrates machine learning with mesoscopic and microscopic traffic simulation tools like SUMO to optimize urban mobility and reduce emissions. Projects: He leads the 2020–2024 national development project 'Dynamic, adaptive traffic control services and evaluation tools based on digitally connected data sources' (2019-1.1.1-PIACI KFI). This initiative leverages connected data sources for real-time traffic control and policy evaluation. Key Publications Trends: His recent articles explore topics such as graph neural networks for sensor placement, multiobjective control of emissions, and mixed-reality V2X testing. These works emphasize data-driven approaches, emission reduction, and simulation frameworks for autonomous vehicles.
Lillian Durán is a Professor in the Department of Special Education and Clinical Sciences at the University of Oregon's College of Education. She holds a Ph.D. in Educational Psychology from the University of Minnesota, an M.A. in Education and Human Development from The George Washington University, and a B.A. in Elementary Education from Antioch College. Research focuses on improving instructional and assessment practices for multilingual children Project director for Office of Special Education Programs training grants Develops Spanish language/literacy assessments (preschool-6th grade) Former early childhood special education teacher with 9 years of classroom experience Research Trends: Recent publications emphasize bilingual interventions for dual language learners with disabilities, systematic reviews of language development in bilingual ASD populations, and multi-tiered systems of support for multilingual learners. Her work bridges clinical sciences and educational psychology through curriculum development and equity-focused assessment design. Scientific Awards 2014 Special Education and Rehabilitation Department Researcher of the Year Award at USU 2013 Special Education and Rehabilitation Department Teacher of the Year Award at USU 2009 American Speech and Hearing Association Multicultural Award 2006 Bush Leadership Fellowship ($80,000)
Julie Alonzo is a Research Associate Professor and Co-Director of the Behavioral Research and Teaching program at the University of Oregon , College of Education, Department of Educational Leadership. Her work bridges teacher professional development, educational assessment design, and inclusive pedagogy. Ph.D., 2007, University of Oregon, Educational Leadership (Specialization: Learning Assessment/Systems Performance) B.A., Cum Laude, 1990, Carleton College, English (Educational Studies concentration) Her research focuses on Response to Intervention (RTI) , curriculum-based measurement systems like easyCBM , and the inclusion of students with diverse learning needs. She has developed assessments for literacy and mathematics used by over 81,000 teachers and 1.1 million students globally. Julie's 15 most recent publications highlight trends in educational technology , early literacy and mathematics assessment , progress monitoring , and social justice in education . She emphasizes alignment with state and national standards, diagnostic efficiency, and equity in assessment design. Julie has served on peer review panels for the National Science Foundation , U.S. Department of Education , and National Institute of Justice , and currently acts as lead author of the easyCBM platform. She is a member of the Research and Outreach Council’s Executive Leadership Group and the College’s Task Force on CNTTF research faculty .
Anna Bączkowska is a Professor at the University of Gdańsk, affiliated with the Faculty of Languages and the Institute of English and American Studies. Her work spans theoretical and computational linguistics, discourse analysis, and translation studies. Current positions: Director of the Institute of English and American Studies and Associate Professor at the University of Gdańsk Research focuses on corpus linguistics, NLP, and audiovisual translation Her research integrates corpus linguistics , computational methods , and discourse analysis , particularly in political and media contexts, alongside applications in language teaching and translation. She has participated in numerous international projects, including COST Actions like ENEOLI, PhraConRep, and DePolarisingEU. Scientific contributions and recognition include: 2024 Rector’s Award for teaching achievements 2017 Medal of the National Education Committee 2006 Bronze Cross of Merit
Daniela Dora is a DAAD Teaching Fellow (Lektorin) and Bye-Fellow in German at Lucy Cavendish College, University of Cambridge. She holds a PhD in German Studies from Ghent University and has taught at institutions in Belgium, the Netherlands, South Korea, Mexico, and the UK. Education: MA in Modern German and English Literature (Regensburg University), with studies at Vanderbilt University (US) and Université Saint-Louis Bruxelles. Her research intersects literary studies with travel theory, queer ecology, and Indo-German cultural relations. Recent projects include environmental sustainability in German curricula and multisensory approaches to literary analysis. Her publications address topics like anti-tourist strategies in Ilija Trojanow’s India writings, performative teaching methods, and transmedia storytelling. Articles highlight her expertise in queer ecological readings of German literature, acoustic landscapes in postcolonial contexts, and interdisciplinary intersections of architecture, film, and literary criticism. She co-edits the Cambridge-based undergraduate research journal denkfabrik and contributes to the DAAD research hub. Scientific Awards: Associate Fellow of the Higher Education Academy (2017), Postgraduate Certificate in Teaching and Learning in Higher Education (Cambridge, 2019), multiple DAAD research grants. Daniela actively promotes diversity in academia through roles in the MMLL Faculty’s EDI Committee and as DAAD UK/Ireland lecturers’ representative. She supervises in Modern German and Austrian literature while advancing innovative language pedagogy techniques.
Inmaculada Martin Espinosa serves as an Interim Substitute Teacher at the University of Cadiz within the Department of History, Geography and Philosophy, specializing in the Theory and History of Education area. Her academic foundation includes doctoral research completed at the University of Seville in 2023. Educational background: PhD in Education, University of Seville (2023), thesis: 'The profile of the undergraduate student at the University of Seville for learning English as a foreign language: perspectives of students and university faculty', supervised by Dr. Rosario Gil Galván Her research program demonstrates dual expertise in contemporary language education and historical pedagogy. She investigates motivational dynamics in English language acquisition among university students, examining parental influences and competency development through frameworks like the Attitude/Motivation Test Battery. Concurrently, she conducts rigorous historical analysis of early childhood education systems, focusing on foundational figures (Comenius, Rousseau, Pestalozzi, Montessori) and institutional developments in France and England. Her methodological approach frequently employs learning contracts as pedagogical tools and comparative studies across educational contexts. Analysis of her 15 recent publications (2021-2024) reveals two dominant research trajectories: 70% center on language learning psychology in higher education (particularly motivational profiles and parental socio-educational impacts), while 30% explore historical foundations of early childhood education. This dual focus manifests in practical educational tools like Genially and Quizziz resources for teaching historical education concepts. As an active member of the HUM 561 Research Group (Southwest Research), she contributes to collaborative scholarly initiatives. Her work shows consistent application of educational psychology principles across both research strands, with emerging interest in global citizenship formation through language education. Current projects appear focused on value education implementation in secondary schools and competency-based learning frameworks.
Dr. Dominique Skye McDaniel is an Assistant Professor of English Education in the Department of English at Kennesaw State University’s College of Humanities and Social Sciences. She teaches and researches at the intersection of literacy, digital media, and social justice, centering the voices of Black and Brown adolescents in online spaces. Education Ph.D. in Educational Studies (Teacher Education concentration, Literacy & English Education cognates), University of North Carolina at Greensboro, 2022 North Carolina teaching licensure: Elementary Education, Middle Grades Language Arts, High School English, Reading Research Interests Dr. McDaniel’s scholarship interrogates how adolescents leverage social media for civic engagement and activism. She develops Culturally Digitized Pedagogy , a framework that marries culturally sustaining teaching with critical digital literacies. Her work explores how justice-oriented teacher education can amplify youth voice, particularly for Black and Brown teens whose digital practices resist systemic inequities. Her recent publications trace patterns across case studies of teen activists, demonstrating how multimodal composition on platforms such as TikTok, Twitter, and Instagram becomes a conduit for civic participation. Collectively, her articles argue that educators must reimagine curricula to honor students’ out-of-school literacies and position youth as co-researchers in the struggle for educational justice. Awards & Honors 2023 James Berlin Memorial Outstanding Dissertation Award, NCTE-CCC 2024 Richard A. Meade Award for Research in English Education, ELATE/NCTE Grants & Funding #OnlineLiteraciesMatter: Take Two – KSU Radow College Seed Grant, $7,500 (PI, 2024) Project CULTURE Phase II – KSU Radow College Project Development Grant, $2,300 (PI, 2023) Project CULTURE Phase I – KSU Radow College Extramural Funding Seed Grant, $7,500 (PI, 2022) Mentoring Culturally and Linguistically Diverse Preservice English Teachers – KSU Division of Organizational Effectiveness & Inclusive Excellence Grant, $8,000 (PI, 2023) Labs & Collaborations Dr. McDaniel directs Project CULTURE, a multi-phase professional learning community that mentors BIPOC preservice English teachers. She currently co-leads the #BlackBookTok study with Dr. Sarah Jerasa (Clemson University), examining how Black youth curate literary cultures on TikTok to resist dominant narratives. These collaborative projects position her at the forefront of justice-oriented English teacher preparation in the digital age.
Ewa Ciszek-Kiliszewska is an Associate Professor at Adam Mickiewicz University in Poznań, affiliated with the Faculty of English and the Department of the History of English. She holds the academic title of Dr. hab. (D.Litt.) in English, awarded in 2019, and maintains an active research profile in historical linguistics with particular focus on Old and Middle English language structures. Her institutional contact is via Collegium Heliodori Święcicki, room 160, with the university email evac@amu.edu.pl and phone number (+48) 61 829 1030. Ewa Ciszek-Kiliszewska earned her academic credentials at Poznań institutions: MA in English (2002), Ph.D. in English (2005), and D.Litt. in English (2019). Her professional development includes specialized training such as the 'Effective Assessment of Learning Achievement' project led by Prof. Kristin Stang at California State University, Fullerton (2016), and multiple AMU Teaching Workshops on presentation techniques and institutional visits (2017-2018). Her research interests center on historical aspects of the English language, particularly Old and Middle English word formation, semantics, morphology, morphosyntax, lexis, and dialectology. She has made significant contributions to understanding grammaticalization processes, suffixal development, and prepositional systems in medieval English. Her scholarly work demonstrates deep engagement with corpus linguistics methodologies and historical textual analysis. Analysis of her publication record reveals consistent focus on Middle English linguistic structures, particularly prepositions, adverbs, and derivational morphology. Her research demonstrates methodological rigor through corpus-based analysis of Middle English texts, with particular attention to dialectal variation, semantic development, and grammaticalization processes. The temporal pattern shows sustained scholarly output from 2002 through 2018 across multiple prestigious journals in historical linguistics. Prime Minister's Award for Doctoral Dissertations (2006) Professor Ciszek-Kiliszewska has served as a peer reviewer for multiple academic journals including Medieval English Mirror, Token: A Journal of English Linguistics, Poznań Working Papers in Linguistics, Studia Anglica Posnaniensia, and Research in Language. She has held editorial positions as Guest Editor of Studia Anglica Posnaniensia (2014) and Assistant to the Editor for Medieval English Mirror (2004-). Her professional service includes membership on organizing committees for international conferences such as SELIM, Young Linguists' Meetings, and Medieval English Studies Symposia. Her scholarly activities extend to active participation in professional organizations including Societas Linguistica Europea and the Polish Association for the Study of English (PASE). She has presented research at numerous international conferences worldwide and delivered guest lectures at institutions including the University of La Coruña, University of Warsaw, and University Jaume I. Her research collaborations and academic engagements demonstrate strong international connections within the historical linguistics community.
Selen Göncü Karabacak serves as a Lecturer at the Faculty of English, Adam Mickiewicz University in Poznań, Poland, specializing in English Language Teaching. Her academic foundation includes an MA from Bahcesehir University (2020) and a BA from Istanbul University (2016), with prior teaching experience at Beykent University (2020-2022) and the Turkish Air Force Academy - National Defense University (2017-2019). Education: MA in English Language Teaching, Bahcesehir University, 2020 BA in English Language Teaching, Istanbul University, 2016 Her research critically examines psychological dimensions of language acquisition, particularly writing anxiety and self-efficacy in English preparatory programs. She investigates how learners' confidence levels impact academic writing performance within intensive language contexts, bridging applied linguistics with educational psychology to develop pedagogical strategies for emotionally resilient language instruction. Her 2022 publications analyze anxiety-self-efficacy dynamics in preparatory English writing through empirical case studies, revealing significant correlations between emotional barriers and writing proficiency. These bilingual works (English/Spanish) emphasize context-specific interventions for diverse learner populations in multilingual academic settings. No scientific awards were documented in the source materials. Professional activities show no recorded student supervision, research grants, or laboratory affiliations, with primary focus on classroom instruction and publication-based research in language education psychology.
