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Dassia N. PosnerView profile

Associate Professor

• Russian and Soviet avant-garde theatre
• History of stage directing
• Production dramaturgy
• +3 more

Dassia N. Posner is Associate Professor of Theatre and Slavic Languages and Literatures at Northwestern University, where she teaches undergraduate and graduate courses in directing, dramaturgy, and theatre history. Education PhD, Drama, Tufts University MA, Drama, Tufts University BA, Theatre and Russian, Bates College Research Interests Posner is a theatre historian whose work centers on experimental Russian and Soviet theatre practice, the history of stage directing, production dramaturgy, and puppetry history and performance. She explores how avant-garde artists re-imagined theatrical form and how puppetry and material performance intersect with broader cultural and political discourses. Her current book project investigates the Kamerny Theatre’s innovations and global influence during the Soviet 1920s–30s. Creative & Editorial Work Recent creative scholarship includes translating Three Sisters for film and serving as production dramaturg at Steppenwolf Theatre Company on Seagull , Grand Concourse , Russian Transport , and Three Sisters . She has performed as a puppeteer with companies across the United States and co-edited key anthologies on puppetry and performance. Selected Awards & Honors 2022 ASTR Translation Prize (Winner) 2020 Karl Rosengren Faculty Mentoring Award 2019 Prague Quadrennial Best Publication Shortlist 2017 TLA Freedley Memorial Award Finalist NEH Fellowship, ACLS Fellowship, APS Franklin Grant Multiple Northwestern teaching and mentoring honors Fellowships & Grants Posner’s research has been supported by the National Endowment for the Humanities, American Council of Learned Societies, American Philosophical Society, Memorial Foundation for Jewish Culture, and Northwestern’s Alice Kaplan Institute for the Humanities, among others.

Nicole CoonView profile

Academic

• Legal Education
• Academic Excellence
• Bar Preparation
• +3 more

Nicole Coon is an Associate Teaching Professor of Law and Academic Excellence Specialist at Mitchell Hamline School of Law. She teaches courses such as Legal Methods, Bar Preparation Strategies: MPT, and Bar Preparation Strategies: MBE/MEE, while providing one-on-one academic support to law students. Her work emphasizes skills critical for legal success, including growth mindset, legal analysis, IRAC, and wellness. Education: J.D., University of Iowa College of Law (Pro Bono Society Honors, Editor of Iowa Law Review) B.A., English Literature and Legal Studies, University of Wisconsin-Madison (Comprehensive Honors, Honors in English Major) Her professional focus centers on diversity, equity, inclusion , and wellness in legal education and practice. She previously worked as a plaintiff-side employment and civil rights litigator, recovering millions in damages for clients. In 2019, she collaborated with the Council on Legal Education Opportunity (CLEO) to expand access to law school for underrepresented students. Recent scholarship includes the presentation "The Two Cs: Using Collaboration and Community to Increase Access to Legal Education for Diverse Students," highlighting institutional partnerships to promote DEI in legal education. Service and Leadership: Wellness Committee, Mitchell Hamline (2024–present) Faculty Curriculum Committee (2020–2025) Faculty Clerkship Committee (2021–2025) Mentor for Mitchell Hamline Gateway LSAT Prep Scholarship Recipients (2020–2024) Co-chair, Amicus Briefs Committee (Queen’s Bench Bar Association, 2015–16) Volunteer, Feed My Starving Children (2024–present) She also contributes to legal education through moot court coaching, LSAT prep mentorship, and wellness initiatives, aligning with her belief in using imagination and language to reshape legal training.

• Applied Linguistics
• Interlanguage Pragmatics
• Second Language Acquisition
• +2 more

Victòria Codina Espurz is a tenured professor in the English Studies Department at Universitat Jaume I, Spain. She co-directs the MELACOM master's program and holds a Ph.D. in Applied Linguistics and Language Teaching Methodology from the University of Pittsburgh, along with an M.A. in TESOL from West Virginia University. Her career focuses on pragmatic aspects of language learning and academic communication. Research Interests: Her work centers on interlanguage pragmatics and how social, cognitive, and contextual factors influence second language acquisition. She investigates pragmatic competence in academic cyber-consultation, email politeness strategies, and cross-linguistic communication patterns across languages like English, Spanish, and Catalan. Publications Trends: Her research spans over 15 years, addressing pragmatic phenomena in academic emails, refusal strategies, and pedagogical applications of CLIL (Content and Language Integrated Learning). Recent works (2019-2022) emphasize social contextual variables, power dynamics, and discourse structure in multilingual email communication.

Anna SwärdhView profile

Associate Professor

• Early Modern Literature
• Early Modern Culture
• Literary Reception Studies
• +4 more

Anna Swärdh is an Associate Professor (Docent) in the Department of English at Stockholm University, where she has been teaching since 2020. Previously, she taught at Uppsala, Kalmar, Örebro, and Karlstad universities. She teaches and supervises students at all academic levels, primarily in literature but also in academic writing. Dr. Swärdh received her PhD from Uppsala University in 2003 with a dissertation titled "Rape and Religion in English Renaissance Literature," which examined four literary texts against the background of religious controversies following the English Reformation. Her research focuses on early modern literature and culture, with particular emphasis on how texts from this period have been received over time. In recent years, she has increasingly explored early-modern connections and exchanges between England and Sweden. Her scholarly work demonstrates a consistent engagement with rhetorical strategies in early modern texts, gender studies, and cross-cultural diplomatic exchanges during the Renaissance period. Her publications reveal a trajectory from focused literary analysis of Shakespeare and his contemporaries toward broader cultural-historical investigations of Anglo-Swedish relations. The most recent works increasingly examine female agency within patriarchal structures, diplomatic representation, and the material dimensions of early modern communication including letters, portraits, and architectural spaces. Dr. Swärdh serves as Treasurer and board member of SWESSE (The Swedish Society for the Study of English) and as Vice-President and board member of NAES (The Nordic Association of English Studies). She has received significant research funding from the Swedish Research Council (Vetenskapsrådet) for multiple projects, including 'The Emulative Complaint: Imitation and Innovation in Late Elizabethan Complaint Poetry' (ref. 421-2006-1612) and the ongoing 'The Rhetoric of Patronage: Cultural Imprints of Helena, Marchioness of Northampton' (ref. 2016-01521), which examines cultural imprints left by the Swedish-born Helena, Marchioness of Northampton (1549–1635).

Philip SeargeantView profile

Senior Lecturer

• Language and Communication
• Linguistic Creativity
• Sociolinguistics
• +3 more

Philip Seargeant is a Senior Lecturer at the Open University, specializing in language and communication. His research spans sociolinguistics, linguistic creativity, and the role of social media in contemporary discourse. Research focuses on digital communication, language diversity, and global English. Publications examine the interplay between linguistic innovation and sociopolitical contexts. Active contributor to debates on cosmopolitanism and migration in modern linguistics.

Rizwan AhmadView profile

Professor

• multilingualism
• language and identity
• language planning
• +6 more

Rizwan Ahmad is a Professor of Linguistics in the Department of English Literature & Linguistics at Qatar University. His research specializes in sociolinguistics, with a focus on multilingual societies in North India and the Arabian Peninsula. Research Interests: Ahmad investigates how language shapes identity and societal structures, particularly through: Multilingualism dynamics and language policy Orthography development and standardization Linguistic landscapes in urban contexts Political dimensions of language use Historical and contemporary language learning trends His work addresses real-world issues like cultural preservation and public communication during crises.

Vahid ParvareshView profile

Assistant Professor

• Discourse Analysis
• Cross-Cultural Pragmatics
• Applied Linguistics
• +3 more

Vahid Parvaresh is an Assistant Professor of English at the Faculty of Foreign Languages, University of Isfahan. His academic work bridges theoretical linguistics and practical language education while examining sociocultural dimensions of English as a global language. Education: PhD in Linguistics from University of Isfahan, MA in Applied Linguistics from University of Tehran Research focuses on: Discourse Analysis Cross-Cultural Pragmatics Language Pedagogy Intercultural Communication English Language Globalization Language Market Dynamics His publications from 2010-2013 reveal consistent exploration of: Language education's intersection with cultural phenomena Cross-cultural identity negotiation Sociolinguistic impacts of globalization Discourse analysis in real-world contexts Language market commodification Intergenerational language transmission

Ágnes Erzsébet AlbertView profile

Associate Professor

• Applied Linguistics
• Language Pedagogy
• Second Language Acquisition
• +3 more

Ágnes Erzsébet Albert is a habilitated Associate Professor at the School of English and American Studies , Eötvös Loránd University (ELU), specializing in English Applied Linguistics . She serves as Head of Department and leads the MTA-ELTE Foreign Language Teaching Research Group . Educational Focus: Applied linguistics, language teaching methodologies Roles: Lecturer at Anglo-American Institute, Researcher in language education Her work emphasizes pedagogical innovations and teacher development in foreign language education. Contact: albert.agnes@btk.elte.hu Office: Room 307, 1088 Budapest, Rákóczi út 5.

Nóra Wünsch-NagyView profile

Assistant Professor

• Social Semiotics
• Multimodality
• Museum Education
• +4 more

Nóra Wünsch-Nagy is an Assistant Professor at the Department of English Applied Linguistics , Eötvös Loránd University , where she teaches within the School of English and American Studies . Her work bridges social semiotics , multimodal literacy , and museum education , focusing on interdisciplinary pedagogical frameworks. Research Focus: Multimodal meaning-making, Legitimation Code Theory (LCT), academic literacy, and arts integration Teaching Approach: Embodied museum-based learning, genre-informed pedagogy Methodologies: Social semiotic analysis, semantic wave theory, curriculum development Recent publications examine digital multimodal composition, exhibition reviews as academic writing, and visual literacy development. Her work emphasizes explicit knowledge structuring through LCT and Systemic Functional Linguistics , connecting classroom pedagogy with museum-based learning environments. Key Collaborations: Dániel Horváth (art education collaboration) Network of international researchers in multimodality and LCT Professional Platforms: ResearchGate Profile Publications Repository

Szilard SzlavikView profile

Lecturer

• Machine Translation
• Post-editing
• Translation Quality Assurance
• +4 more

Szilard Szlavik serves as a Lecturer at the Department of Translation and Interpreting within the Institute of Language Mediation at Eötvös Loránd University (ELTE) in Budapest, Hungary. His academic base is located at 1088 Budapest, Múzeum körút 4/F, Room F I/9, with primary contact via szlavik.szilard@btk.elte.hu. His professional profile integrates teaching with cutting-edge research at the intersection of human translation and machine-assisted workflows. Dr. Szlavik's research centers on machine translation (MT) and post-editing (PE), with particular emphasis on quality assurance mechanisms in human-in-the-loop MT systems. His work investigates error identification protocols, lexical cohesion preservation in neural MT outputs, and the cognitive dimensions of developing post-editing competence. He actively employs corpus-based methodologies, utilizing tools like Sketch Engine for lexical analysis, while exploring pedagogical applications through platforms such as Quizlet for translation training. His research bridges theoretical linguistics with practical translation technology implementation. Analysis of his 2021-2024 publications reveals a consistent trajectory in MT-human collaboration research, characterized by empirical studies on English-Hungarian specialized translation, terminological standardization challenges, and cognitive aspects of post-editing. His corpus-based approach extends to edited volumes examining Hungarian translation research practices, demonstrating methodological rigor across both Hungarian and international scholarly contexts. No scientific awards were documented in available sources. Information regarding student supervision, grant funding, or research team leadership was not specified in the source materials. His professional activities appear focused on individual scholarship and departmental teaching responsibilities within ELTE's translation framework.

Ashley S. BoydView profile

Professor

• English Education
• Social Justice Pedagogies
• Critical Literacies
• +3 more

Dr. Ashley S. Boyd serves as Professor and Chair of the Department of Teaching and Learning at Virginia Commonwealth University's School of Education, where she leads departmental strategy and teaches graduate courses in critical pedagogies and cultural theory alongside undergraduate English methods and young adult literature instruction. Her academic leadership extends to prior administrative roles including Director of Undergraduate Studies and Director of University General Education at Washington State University. Her educational foundation includes a Ph.D. in Education, M.A.T. in Secondary English Teaching, and B.A. in English—all earned at the University of North Carolina at Chapel Hill—providing the theoretical and practical basis for her work in English education. Boyd's research program centers on social justice pedagogies through critical literacies frameworks, examining how teachers develop critical content knowledge and leverage contemporary young adult literature to cultivate student agency. Her work investigates discourse communities in educational settings and addresses systemic inequities through qualitative analysis of classroom practices, with emphasis on rural contexts and teacher resistance to oppressive structures. Analysis of her 15 most recent publications reveals consistent focus on critical pedagogy implementation, with increasing attention to antiracist frameworks (2022-2024) and disciplinary literacy strategies. Her scholarship bridges theory and practice through practical tools for K-12 educators while advancing conceptual models like SJPACK (Social Justice Pedagogical and Content Knowledge) for teacher education. Her distinguished recognition includes: Excellence in Teaching Award for Graduate Mentoring and Advising (Washington State University, 2024) Early Career Achievement Award (Washington State University, 2018) Martin Luther King Jr. Distinguished Service Award (Washington State University, 2018) As an academic leader, Boyd directs significant grant-funded initiatives including the Palouse Reads community literacy project (2023-2024) while maintaining active mentorship of graduate students—evidenced by her 2024 mentoring award. Her administrative portfolio demonstrates sustained commitment to curriculum innovation through general education leadership. Though not affiliated with formal research labs, Boyd's work operates through collaborative discourse communities with practicing teachers and community partners, particularly evident in her rural literacy engagement projects and teacher professional development networks focused on social justice implementation.

Ana Teresa Pérez-LerouxView profile

Professor

• Child Language Acquisition
• Bilingualism
• L2 Syntax
• +3 more

Ana Teresa Pérez-Leroux is a Professor of Spanish and Linguistics and Chair of the Department of Spanish and Portuguese at the University of Toronto . She also serves as Director of the Cognitive Science Program. Her research focuses on child language acquisition, bilingualism, and Spanish syntax, with an emphasis on understanding how children learn complex grammatical structures. She holds a PhD in Hispanic Linguistics from the University of Massachusetts Amherst. Key affiliations include the Faculty of Arts and Science , where she has been a professor since 2009, and leadership roles such as Chair of Spanish and Portuguese (2019–present) and Director of Cognitive Science (2014–2019). Earlier roles include Visiting Professorships at the Federal University of Rio de Janeiro and Michigan State University. Research Interests : Her work investigates syntactic and semantic development in monolingual and bilingual children, particularly recursion in noun phrases, clitic usage, and tense/mood systems. Recent projects include SSHRC-funded studies on noun phrase complexity ($158,848, 2014–2018), revealing insights into recursive structures across languages like Japanese, German, French, Spanish, and English. Grants and Collaborations : Co-PI on SSHRC Insight Grant exploring recursive embedding in children. Collaborators include Susana Bejar, Diane Massam, and Yves Roberge. Supervises over 20 graduate students and has published extensively in Bilingualism: Language and Cognition , Linguistics , and Language . Education : PhD in Hispanic Linguistics (1993), MA in Spanish & Linguistics (1992), both from UMass Amherst. BA in Modern Languages (1983) from Universidad Autónoma de Santo Domingo.

Pam BargerView profile

Assistant Professor

• Intercultural Competency
• Technology in Education
• Inclusive Education
• +2 more

Pam Barger is an Assistant Professor at Wheaton College Graduate School’s TESOL and Intercultural Studies program. She serves as Program Director of the English Language Partnership Programs and teaches courses spanning cross-cultural pedagogy, intercultural communication, and theological dimensions of language education. Education: Ph.D. in Cultural and Educational Policy Studies (Loyola University Chicago), M.A. in Intercultural Studies/TESOL (Wheaton College), B.S. in Psychology (University of Illinois at Urbana-Champaign), and Certificate in Online Teaching (University of Illinois) Her research focuses on intercultural competency development, technology-mediated education access, and the intersection of gender, religion, and education in Southeast Asia. She has explored historical Thai educational systems like Veranda Schools and contemporary MOOC-based training initiatives. Recent publications and presentations highlight her work on inclusive pedagogy through Thai Waterbuffalo Theology, pandemic-era cultural challenges, and democratizing education via digital platforms. She actively engages with academic networks including CIES, TESOL, and Fulbright Program advisory roles. Scientific Awards: Fulbright Scholar recognition While no current student advising details appear in the text, her professional affiliations span organizations like AAR, AAS, and Illinois TESOL-BE. She has taught ESL/EFL courses across all skill domains (writing, reading, listening, speaking, TOEFL) at institutions in Chicago and Thailand.

József LaszlovszkyView profile

Professor

• Medieval Archaeology
• Monastic Archaeology
• Post-Medieval Archaeology
• +3 more

József Laszlovszky is a Professor in the Department of Medieval Studies at Central European University (full-time) and a guest lecturer at the Department of Medieval and Postmedieval Archaeology, Eötvös Loránd University, Budapest. His research focuses on medieval archaeology, monastic archaeology, and historical seismology, with a particular interest in the Mongol invasion of Hungary and the archaeology of modern periods. He leads interdisciplinary projects such as the Mongol Invasion of Hungary in Its Eurasian Context, combining archaeology, military history, and environmental studies. His work often addresses legal and policy issues related to archaeological heritage protection in Hungary, advocating for expanded temporal frameworks beyond the 1711 CE cutoff. Key publications include studies on the 1541 Visegrád earthquake’s archaeological evidence, 3D reconstruction of medieval monuments like Queen Gertrude’s burial, and critiques of Hungarian cultural heritage legislation. Laszlovszky also employs advanced technologies like laser scanning for heritage preservation and collaborates internationally on projects in Mongolia and Europe. His research highlights include the Battle of Muhi battlefield analysis, medieval glass production studies at Pomáz, and the intersection of environmental history with Mongol military strategies. He contributes to public archaeology through community projects and exhibitions, ensuring research impacts broader audiences. Despite no explicit awards listed, his contributions significantly advance medieval and post-medieval archaeology, particularly in Eurasian contexts.

János GyőriView profile

Professor

• Intercultural Education
• Shadow Education Systems
• International Student Motivation
• +3 more

János Győri is a Professor at the Institute of Intercultural Psychology and Education at Eötvös Loránd University in Budapest. His roles include serving as a lecturer in the Relation between Shadow and Public Education Research Group and as an Alternate Member of the Credit Transfer Committee. He specializes in intercultural education systems, shadow education dynamics, and international comparative studies in teacher education and language learning motivation. His research spans multiple countries including Japan, Singapore, the Czech Republic, and Myanmar, with a focus on educational policies and student motivation across different cultural contexts. Dr. Győri’s work emphasizes cross-cultural pedagogical comparisons, particularly analyzing how informal educational structures (shadow education) influence formal schooling systems. He has conducted extensive studies on international students' language learning motivations, teacher identity formation, and gifted education programs across global contexts. His research bridges educational theory and practice, often employing both quantitative and qualitative methods to explore complex educational phenomena. Notable themes in his publications include examining motivational frameworks for language acquisition among international populations, analyzing systemic differences in teacher education between nations, and evaluating the societal impacts of supplementary educational systems. His recent work highlights emerging trends in global talent development strategies and the evolving role of non-formal educational interventions. While no specific awards are listed, his prolific publication record indicates sustained academic contribution to educational sciences. His advisory activities and committee roles reflect engagement with institutional educational reforms and cross-border educational collaborations.