Find Academic Supervisors

• Chinese Linguistics
• Dialectology
• Sociolinguistics
• +8 more

Dana Scott Bourgerie is a Professor in the Department of Asian and Near Eastern Languages at Brigham Young University's College of Humanities. He holds a Ph.D. in East Asian Languages and Linguistics from The Ohio State University and has been a key figure in Chinese language education and research. He served as Department Chair (2015–2021) and is the founding director of the Chinese Flagship Center at BYU. Education: Ph.D., East Asian Languages and Linguistics, The Ohio State University (1990) M.A., East Asian Languages and Linguistics (Chinese Linguistics), The Ohio State University (1987) B.A., Linguistics, Chinese, French, University of Minnesota (1982) Professor Bourgerie's research centers on Chinese linguistics, with a focus on sociolinguistics, dialectology (especially Yue and Hakka), and language acquisition. He investigates non-standard varieties of Chinese and the language practices of the Chinese diaspora in Southeast Asia. His work also advances the pedagogy and assessment of advanced Chinese learners. His research bridges theoretical linguistics and practical language teaching, contributing significantly to Chinese as a second language education. His recent scholarly output reflects a strong trend in sociolinguistic fieldwork, heritage language dynamics, and innovative assessment methods. The articles span dialect documentation, identity in language use, technology-enhanced evaluation, and curriculum development for advanced learners. His work emphasizes real-world applications in multilingual communities and educational settings. Scientific Awards and Honors: James Barker Lectureship, BYU College of Humanities (2017) College of Humanities Scheuber and Veinz Professorship (2010–2014) Honorary Professor, Nanjing University Overseas Education College (2009–2012) Fulbright-Hayes Fellow, U.S. Department of Education (1988–1989) Professor Bourgerie has played a major role in academic leadership and service. He was president of the Chinese Language Teachers Association and is the founding director of the Chinese Flagship Center at BYU. He currently serves as editor of Chinese as a Second Language and directs the Cambodian Oral History Project. His grant work includes long-term involvement in the National Language Flagship Program (2002–2014). He has advised numerous initiatives in curriculum design, heritage education, and language policy. He leads the Cambodian Oral History Project, which documents linguistic and cultural narratives of Chinese-Cambodian communities. His professional affiliations include the Cantonese Language Association and the Chinese Language Teachers Association, where he has held editorial and leadership roles for decades.

Giuseppe PappalardoView profile

Associate Professor

• Japanese Linguistics
• Historical Linguistics
• Dialectology
• +7 more

Giuseppe Pappalardo is an Associate Professor in the Department of Asian and North African Studies at Ca' Foscari University of Venice. His research and teaching focus on Japanese and Korean language and literature, with a specialization in Japanese linguistics. He serves as the Director's Delegate for Orientation and Tutoring and is actively engaged in academic leadership and international collaboration. Department: Department of Asian and North African Studies Email: giuseppe.pappalardo@unive.it Office: San Sebastiano Campus, Studio 228D Website: Personal Profile Education: PhD in History of the Japanese Language, Università degli studi di Napoli 'L'Orientale' (2013) Master's in Linguistics of Asia and Africa, Università degli studi di Napoli 'L'Orientale' (2009), 110/110 with honors Bachelor's in Comparative Languages and Cultures (Literary Curriculum), Università degli studi di Napoli 'L'Orientale' (2006), 110/110 with honors Japanese Language Proficiency Test Level 1 (2008) Giuseppe Pappalardo’s primary research interests lie in Japanese linguistics , particularly historical linguistics , dialectology , phonology , and phonetics . He investigates diachronic variations in the Japanese language, including vowel devoicing, pitch accent acquisition by learners, and morphosyntactic changes in historical texts such as kyōgen plays and medieval narratives. His work often employs corpus-based methodologies, including the Corpus of Historical Japanese and the Corpus of Spontaneous Japanese. A significant portion of his research is dedicated to the Ryukyuan languages and their relation to Old Japanese, reflecting a deep engagement with endangered linguistic varieties in Asia. His recent publications reveal a consistent focus on the evolution of Japanese syntax and phonology over time. He examines phenomena such as the decline of kakari-musubi, phonetic realization of /*p/ in early periods, and sociolinguistic variation in kyōgen. His research combines meticulous philological analysis with modern linguistic theory and computational tools, positioning him at the intersection of traditional and contemporary approaches to Japanese studies. The recurring use of corpora underscores his methodological rigor and commitment to empirical evidence. Scientific Awards and Fellowships: Erasmus+ Teaching Staff Mobility Fellowship (2024, 2020, 2017) Best Essay Award, AISTUGIA Conference (2016) Japan Foundation Fellowship (2016) JSPS Fellowship (2011) Monbukagakushō Scholarship (2007) Doctoral Scholarship from 'L'Orientale' (2009) Exchange Scholarship with TUFS (2005) Giuseppe Pappalardo has supervised numerous academic activities and mentored students in linguistics and Japanese language studies. He has secured competitive international grants and fellowships, enabling extended research stays in Japan at institutions such as Waseda University, Tokyo University of Foreign Studies, and the National Institute for Japanese Language and Linguistics. He has been a visiting scholar multiple times under Erasmus+ and JSPS programs, demonstrating strong international collaboration. He is also actively involved in academic service, including organizing conferences and serving as Secretary General of the Italian Association for Japanese Language Teaching (AIDLG). Research Groups and Affiliations: Research Group: Diachronic variations of the Japanese language (with Paolo Calvetti) Member of: AIDLG, AISTUGIA, AJE, EAJS, Phonetic Society of Japan Former Contact Person for Japan Mobility Programs at Ca' Foscari

Sang Suk LEEView profile

Researcher

• Korean Linguistics
• Syntax
• Korean Language Education
• +7 more

Sang Suk LEE is a Researcher in the Department of Asian and North African Studies at Ca' Foscari University of Venice, Italy. He holds a PhD in Korean Linguistics from Hanyang University and has been actively teaching Korean language and literature at the university since 2016, progressing from a linguistic expert to a Hired Professor of Korean. His academic focus lies in Korean language education, particularly for non-native speakers including Italian and Chinese learners. PhD in Korean Linguistics (Syntax), Hanyang University, Korea (2008–2021) MA in Education of Korean as a Second Language, Hanyang University, Korea (2002–2005) BA in Korean Language & Literature, Keimyung University, Korea (1997–2002) His research interests center on Korean linguistics and pedagogy, with a focus on syntax, honorifics, and teaching methodologies. He has published on topics such as conjectural expressions, temporal clauses (e.g., '-(eu)l ttae'), and address terms for Italian learners. His work bridges theoretical linguistics with practical classroom applications, particularly in multilingual and comparative contexts. The recent publications reflect a strong trend in adapting Korean language instruction for European learners, especially Italians. His work combines linguistic analysis with pedagogical innovation, focusing on challenging grammatical and sociolinguistic aspects of Korean. Keywords across his articles include Korean syntax, second language acquisition, sociolinguistics, and cross-cultural pragmatics. Best Teacher of 2013 (summer semester), Jungang University International Language Institute, Korea Sang Suk LEE has extensive teaching experience across Korea, China, and Italy, advising curriculum development and teacher training. He has not received external research grants mentioned in the text, but his role involves significant academic leadership in Korean language education at Ca' Foscari. He has presented at international seminars on comparative teaching methods and participated in workshops on TOPIK (Test of Proficiency in Korean) evaluation. He is affiliated with the Department of Asian and North African Studies at Ca' Foscari University, where he contributes to both undergraduate and graduate programs in Korean language and civilization. His teaching spans multiple modules and levels, indicating active involvement in program design and delivery.

• Language Testing
• Bilingual Education
• English as a Foreign Language
• +5 more

Alicia María Aranda Quesada is an Associate Professor and the Coordinator of the Language Center at CEU Cardenal Herrera University, affiliated with the Faculty of Humanities and Communication Sciences and the Department of Humanities. She has been an active member of the university since 2006 and currently teaches in the Master’s program in Bilingual Education. Her research and professional interests focus on language assessment, bilingual teaching methodologies, and foreign language education. She is particularly engaged in the evaluation and certification of language proficiency, serving as an accredited DELE examiner for the Instituto Cervantes across all levels (A1–C2). She holds an MA in Language Testing from Lancaster University (UK) and a degree in English Philology from the University of Jaén. She has also completed doctoral coursework at the University of Valencia. Her educational background underpins her expertise in linguistic evaluation and pedagogy. As a university educator, she has contributed to both CEU-UCH and VIU (Valencian International University), where she served as a consultant for primary education English courses. She has played a leadership role since 2014 as Director of the Language Service, promoting language learning and certification among students and staff. She has extensive professional experience teaching English to adults, preparing candidates for official certifications such as Cambridge ESOL and Spanish Official Language School exams, in the UK, Madrid, and Valencia. Earlier in her career, she worked as a bilingual secretary and translator at COLT Telecom, a British multinational. Accredited DELE Examiner (Instituto Cervantes, A1–C2) She mentors students in the Master’s in Bilingual Education as a tutor for practicum and thesis evaluation, and serves on academic committees including the Internal Follow-up Commission (CSI) and examination boards for final degree and master’s projects. There is no mention of research grants in the provided text. She leads the Language Center at CEU-UCH, overseeing language instruction and certification services. Her team focuses on promoting multilingualism and standardized assessment within the university community.

Dorothea DornheimView profile

Researcher

• Educational Psychology
• Learning Disorders: Diagnosis and Intervention
• Developmental Dyslexia
• +7 more

Dorothea Dornheim , currently Academic Director at the Department of Psychology I - Developmental Psychology (Otto-Friedrich University Bamberg), has dedicated her career to educational psychology and developmental dyscalculia . The department focuses on cognitive development in early childhood, with an emphasis on mathematical competencies and gender differences in mathematics. Academic Background : Diplom in Psychology (2000), PhD in Psychology (2008) with thesis on predicting arithmetic performance. Previous roles include positions at Ludwigsburg University of Education (2000-2002) and Otto-Friedrich University Bamberg (2002-present). Her research interests center on diagnosis and intervention for learning disorders , particularly dyslexia and dyscalculia , with a focus on early childhood and primary school development. She has contributed to longitudinal studies and teacher training interventions to enhance mathematical language and interaction quality in childcare settings. The article trends highlight her work on early numeracy interventions , teacher professional development , and gender disparities in mathematics. Recent publications (2024) analyze the EarlyMath project , Math Talk in preschools, and self-efficacy of educators. As a member of the German Society for Psychology (DGPs), she engages in expert reviews for journals like the Journal for Mathematics Education . Her collaborations include teams at the Chair of Psychology I and the Baby Research (BAMBI) Group at the university.

Parvaneh TavakoliView profile

Professor

• Second Language Acquisition
• Language Testing
• Task-Based Language Teaching
• +3 more

Professor Parvaneh Tavakoli is a renowned academic at the University of Reading , affiliated with the School of Literature and Languages . As Vice-President of the International Association of Task-based Language Teaching and a Founding Member of the London Second Language Acquisition Research Forum , her work bridges theoretical research and practical applications in language education. Academic Qualifications: PhD in Applied Linguistics, King's College London Senior Fellow of Higher Education Academy PG Cert in Teaching & Learning in Higher Education, London Metropolitan University MA TEFL, Iran University of Science & Technology CELTA, West London College BA English Translation, Tehran Azad University Her research focuses on second language acquisition , task-based language teaching , and speech fluency assessment . Recent projects include a digitally-mediated EMI communication study (2022-25) and a longitudinal TOEFL ITP analysis in Mexico (2021-23) . Publications highlight fluency metrics, task design impacts, and bilingualism dynamics. She supervises PhD students in areas like L2 fluency , collocational knowledge , and task-based pedagogy . Her leadership in the Centre for Literacy and Multilingualism (CeLM) underscores her commitment to advancing multilingual education.

Ahmed ElkhananyView profile

Assistant Professor

• Breast Cancer Genomics
• Translational Oncology
• Racial/Ethnic Disparities in Cancer
• +3 more

Dr. Ahmed Elkhanany is an Assistant Professor of Medicine at the Lester and Sue Smith Breast Center within Baylor College of Medicine . He is board-certified in internal medicine, hematology, and oncology, with clinical expertise in breast cancer prevention, hereditary risk assessment, and metastatic disease management. MD, Alexandria University School of Medicine (2011) Residency, University of Missouri-Kansas City (2016) Fellowship, Roswell Park Comprehensive Cancer Center (2019) Postdoctoral Fellowship, Mayo Clinic (2013) Triple Negative BC Graduate Certificate, Harvard Business School (2024) His research focuses on translational breast cancer genomics , examining how race and ethnicity influence gene drivers . He develops novel lab-to-clinic treatment combinations and studies health disparities in underserved populations. A 2023 meta-analysis on homologous recombination mutations and 2021 work on CD8+ T-cell exhaustion in Black women highlight his genomic and immunologic expertise. Recent publications include 2024 work on equity in clinical trials (Clin Adv Hematol Oncol) and 2023 studies on ESR1 mutation therapies (Ann Oncol), MSI-H biomarkers (NPJ Breast Cancer), and LOH status in advanced BC (Cancers). His 2018 meta-analysis on breast angiosarcoma and 2019 work on TNBC histopathology further demonstrate his clinical research breadth. Awards include: Arab America 40 Under 40 (2025) Baylor Best Medicine Faculty Research Mentor (2025) University of Alabama Fellow Champion (2023) Best Oncology Teacher at BCM (2024) He serves on ASCO and ESMO, and his skills span hereditary BC genomics, clinical trial design, and Arabic language proficiency.

Nathalie TopajView profile

Researcher

• Bilingual Language Acquisition
• Narrative Skills
• Language Support Materials
• +4 more

Nathalie Topaj is an associated researcher in Research Area 2 'Language Development and Multilingualism' at the Leibniz-Centre General Linguistics (ZAS) in Berlin and coordinator of the Berlin Interdisciplinary Network for Multilingualism (BIVEM). Her work focuses on bilingual language acquisition, narrative comprehension, and developing language support tools for multilingual children and educators. Education: PhD in Linguistics (Freie Universität Berlin, Humboldt-Universität zu Berlin) M.A. in English Studies and Romance Studies (Universität Mannheim) B.A. in French/English Linguistics and Philosophy (University of Haifa) Research Interests: Bilingual language acquisition, narrative macrostructure (goals/internal states), lexicon development in heritage speakers, and literacy instruction for multilingual children. She specializes in creating assessment instruments like the Multilingual Assessment Instrument for Narratives (MAIN) and language proficiency tests for Russian-German bilinguals. Key Publications: Her 2023 study in the International Journal of Bilingualism examines predictors of reading comprehension in Russian-German children, while her 2021 work in Languages tracks longitudinal lexicon development in heritage speakers. Teaching: Has taught courses on heritage language structures and bilingual child development at institutions including Humboldt-Universität zu Berlin and University of Wroclaw. Projects: Coordinates BIVEM, evaluates the 'Multilingual School' quality seal, and develops training modules for educators.

Denis DriegheView profile

Professor

• Eye Movements During Reading
• Parafoveal Processing
• Multilingual Reading
• +3 more

Professor Denis Drieghe is a faculty member at the School of Psychology, University of Southampton , where he has been based since 2010. His research focuses on eye movements during reading , with particular emphasis on parafoveal processing, cross-linguistic comparisons, and individual differences in reading behavior. PhD from Ghent University Postdoctoral experience with Keith Rayner and Sandy Pollatsek at University of Massachusetts Deputy Head of School (Research) at Southampton Research interests span parafoveal processing accuracy , multilingual reading dynamics , and task-specific reading strategies . Recent publications analyze data cleaning methodologies for eye movement studies, transposed-letter effects in dyslexia, and the role of visual crowding in reading efficiency. His work is funded by Leverhulme Trust , Fund for Scientific Research – Flanders , and other international grants. Scientific contributions include: Developing cross-linguistic eye movement corpora Investigating word skipping mechanics Exploring cognitive load in comprehension tests Professor Drieghe supervises PhD students in experimental psychology and collaborates with research groups such as the Centre for Perception and Cognition . His current projects examine reading behavior across diverse languages and populations, including ESL learners and dyslexic individuals.

Tom BellomoView profile

Assistant Professor

• Applied Linguistics
• Vocabulary Acquisition
• Morphological Awareness
• +4 more

Tom Bellomo is an Assistant Professor who has worked across institutions like Stetson University and CSUNIV. His career spans roles in teaching English for Academic Purposes (EAP), developmental reading instruction, and administrative leadership as a Quality Enhancement Plan (QEP) Director. He emphasizes applied linguistics to support international students’ English learning and holds formal affiliations with professional organizations such as the National TESOL Association, Sunshine State TESOL, and Florida Developmental Education Association (FDEA). B.A. in Applied Linguistics M.A. in English Language Arts – Reading Specialty Ed.D. in Educational Leadership Dr. Bellomo’s research interests focus on vocabulary acquisition strategies, particularly morphological awareness and phonetic recognition, and their application in language instruction. His work bridges linguistic theory with practical classroom techniques, addressing challenges in EAP and developmental reading. He has also explored schema theory’s role in vocabulary development and data-driven administrative practices through his QEP leadership. His publications and presentations highlight trends in morphological analysis for vocabulary, accent reduction, data management in education, and EAP pedagogy. These works often intersect applied linguistics with educational leadership, emphasizing actionable insights for instructors and administrators. Peer-reviewed contributions appear in journals like TESL-EJ and Reading Matrix, while conferences include Southwest Florida TESOL and academic symposiums. Dr. Bellomo actively engages with professional communities, including the National TESOL Association, Sunshine State TESOL, and FCRC. His presentations and membership reflect a commitment to advancing language education and developmental reading practices through collaborative research and resource sharing.

Hyo Sang LeeView profile

Associate Professor

• Korean Linguistics
• Discourse-Pragmatics
• Linguistic Typology
• +4 more

Hyo Sang Lee is an Associate Professor and Korean Language Program Coordinator at Indiana University , Bloomington, IN. His work bridges Korean linguistics , discourse-pragmatics , and Korean language education through a functionalist lens. PhD in Linguistics from UCLA (1991) Research focuses on grammaticalization , language universals , and web-based language pedagogy Developed Integrated Korean textbook series spanning beginner to advanced levels Research interests center on how human communication shapes grammar. He argues that grammatical structures emerge from "fossilized communicative habits" , particularly studying marker usage, modality, and temporal systems. His work combines discourse-pragmatic analysis with cognitive constraints on language use. Publication trends show a progression from foundational Korean grammar textbooks (1987-2005) to more specialized research on: Grammaticalization mechanisms (2002-2003) Modality and tense-aspect interactions (2015) Assessment methodologies (2014-2020) Technology-enhanced language learning (2017-2022) Teaching approach emphasizes contextualized instruction through dialogues rather than explicit grammar teaching. Developed web-based resources at https://korean.sitehost.iu.edu/index.shtml to enhance language exposure through multimedia technology.

• English Language
• Translation Studies
• Linguistics
• +2 more

Stefania Pennisi is an Adjunct Professor in the Department of Humanities at the University of Catania, Italy. She specializes in English language, translation, and linguistics, with a focus on language proficiency testing and education for Cultural Heritage Promotion programs. Her contact emails include stefania.pennisi@unict.it and stefania_pennisi@virgilio.it . Office Hours: Fridays from 4:00 PM to 5:00 PM via MS Teams platform (access code: cr68xae), by appointment only. Research Focus: Her academic activities revolve around English language education, linguistic competence assessment, and interdisciplinary approaches to cultural heritage promotion. She coordinates language testing frameworks and contributes to curriculum design for linguistic training modules. Teaching Responsibilities: Includes organizing and administering B1 English language tests (3 CFU) and LM65 English exams (6 CFU) for Cultural Heritage programs. Courses are conducted via MS Teams (codes: qb0hl3d, vrr1a9w, m39vjmx, etc.), with structured schedules for lectures and assessments.

• English for Academic Purposes
• Teaching English to Speakers of Other Languages
• Applied Linguistics
• +1 more

Sarah Dobbie serves as an EAP Tutor within the School of Language, Literature, Music and Visual Culture, specializing in English for Academic Purposes and Teaching English to Speakers of Other Languages. With over 17 years of international teaching experience since 2007—including service as an IELTS examiner—she has focused exclusively on EAP since returning to the UK in 2016, drawing on prior leadership roles as Senior Teacher and Head of English to mentor new educators. Her academic credentials comprise: MEd in Applied Linguistics from the Open University (2020) Diploma in TESOL from Trinity College London (2014) BA (Hons) in Classical Studies from Newcastle University (2007) Professional expertise centers on EAP pedagogy and TESOL methodology, enhanced by practical language testing experience. Current responsibilities include delivering pre-sessional EAP courses across all proficiency levels, providing university-wide academic support sessions, and contributing to the MSc TESOL program through courses like Peer Teaching in TESOL (LN5516) and cross-disciplinary instruction such as Core Biomedical Physics Skills (BP5525). No scientific awards or research grants are documented in the source materials. Mentoring remains integral to her practice through teacher observations and developmental guidance, though no formal graduate student supervision or research collaborations are indicated. Her work emphasizes practical language instruction rather than scholarly publication or laboratory-based research.

Søren Feodor NielsenView profile

Professor

• Finance
• Financial Econometrics
• Statistics
• +3 more

Søren Feodor Nielsen is a Professor in the Department of Finance at Copenhagen Business School, Denmark, holding an active ORCID profile (0000-0002-9399-4918). His academic work spans finance, statistics, and international business with significant contributions to econometric methodology. Research interests center on Finance and Financial Econometrics , particularly volatility modeling and corporate default analysis. His statistical expertise focuses on Missing Data Analysis and Survival Analysis , including coarsening at random mechanisms and imputation techniques. Additional work explores International Business dynamics such as economic sanctions and R&D globalization. This interdisciplinary approach bridges theoretical statistics with real-world financial applications. Publication trends reveal an evolution from foundational statistical methods (2000-2010) toward applied finance and international business (2015-2023). Recent work integrates econometric rigor with contemporary issues like economic sanctions and fintech, while maintaining core contributions to missing data theory. The research demonstrates consistent methodological innovation across finance, statistics, and business disciplines. Advising: Nielsen has supervised 5 students according to institutional records, though specific details of these supervisions are not publicly documented in available sources.

• French as a Second Language Teaching
• Multilingualism
• Intercultural Education
• +4 more

Marie-Hélène Tramèr-Rudolphe serves as Senior Lecturer in French Language Teaching at SUPSI's Department of Education and Learning (DFA/ASP), where she directs the Area of Foreign and Second Languages Teaching within the ALPI division. Affiliated with the Ticino Department of Education (DECS) French Coordination Group since 2005, she shapes language proficiency standards for elementary schools across the canton. Her academic foundation includes: Diploma de Estudios Hispanicos, Complutense University of Madrid (1981-1982) Licentiate in French/Italian Literature & Linguistics, University of Zurich (1991) Teaching Qualification for French as Second Language, DFA SUPSI (2001) Tramèr-Rudolphe pioneers culturally immersive language pedagogy through culinary and musical frameworks. Her research demonstrates how gastronomic projects ('Un voyage culinaire') and song-based instruction ('La chanson') transform abstract cultural concepts into tangible learning experiences. This approach specifically addresses challenges in teaching French within Ticino's multilingual environment, developing transversal competencies through interdisciplinary scenarios that connect language acquisition with regional identity. Analysis of her 2010-2016 publications reveals consistent methodology: project-based frameworks targeting primary/secondary levels, with increasing sophistication in culinary pedagogy (2014-2016) and musical integration (2013). All works emphasize practical classroom implementation within Swiss educational contexts, particularly addressing Ticino's unique linguistic landscape. Her research funding demonstrates strong institutional support: Competitive Projects: 'Composizioni MUSicali' (Uri/Grigioni primary schools), 'Mehrsprachigen' curriculum development (COHEP/CDPE) Mandate Funding: 'Des Mets et des Mots' (DECS cultural competency initiative) Ongoing Coordination: French proficiency testing framework for Ticino elementary schools At DFA/ASP, she teaches core methodology courses across Bachelor's/Master's programs while mentoring future language educators through practical project design. Her DECS coordination role directly impacts regional language education standards, creating a continuous feedback loop between research, policy, and classroom practice.