Find Academic Supervisors

Jie ParkView profile

Associate Professor

• Immigrant Youth Literacy
• Multilingual Education
• Critical Language Pedagogy
• +3 more

Jie Park is an Associate Professor of Education at Clark University, specializing in language and literacy practices among immigrant youth. Her research focuses on how first-generation immigrants navigate academic discourses and utilize cultural/linguistic resources in educational settings. She has conducted longitudinal studies in Philadelphia and the Bronx, NY, examining multilingual students' academic integration. Her work emphasizes critical language pedagogy, multicultural curricula, and youth identity development. Education: B.A./M.A. English Literature (Stanford University), Ph.D. Education (University of Pennsylvania) Affiliations: Clark University's Education Department Key research interests include urban immigrant youth literacy, multilingual education, and the intersection of language practices with identity. She has pioneered initiatives like Poetry Inside Out, fostering collaborative poetry translation between youth and researchers. Her recent publications explore digital literacies, graphic novels in education, and participatory research methods. Recipient of the Spencer Foundation Postdoctoral Fellowship and Clark University's Hodgkins/Rosiland Roberts Awards, Dr. Park also contributes to teacher education through partnership-based research models. She previously taught at Bard College's Master of Arts in Teaching Program. Labs/Projects: Poetry Inside Out, Multilingual Curriculum Development Grants: Spencer Foundation funding, Clark University internal grants

Tony BurnerView profile

Professor

• Formative assessment
• Student-centered learning
• School development
• +7 more

Professor Tony Burner is a Full Professor at the University of South-Eastern Norway (USN) in the Department of Languages and Literature Studies. He holds adjunct professorships at the University of Stavanger (UiS) and OsloMet. His primary roles include leading research teams (DiCE, PASIE, Kompetanse for mangfold), advising doctoral supervision programs, and teaching English education. He has been a visiting scholar at University Massachusetts Boston (2024) and Queensland University of Technology (2013-2014). **Education:** PhD in English education (2016), Master's in English Language (2005), Postgraduate Certificate in Education (2006), and additional professional development in pedagogy, history, and assessment. **Research Interests:** Focus on formative assessment, student-centered learning, multilingualism, diversity in education, and gifted education. He employs Cultural-Historical Activity Theory (CHAT) and mixed-methods approaches in his work. **Selected Projects:** Includes EU-funded OpenEYE (2019-2022) promoting cultural learning across Europe, and the Norwegian national curriculum implementation evaluation (2021–present). He has published extensively on assessment practices, teacher education, and educational equity. **Awards & Roles:** Awarded 'Excellent Teacher Practitioner' in 2022. Serves on editorial boards (Nordic Journal of Education and Practice) and national committees (Norwegian Association of Researchers). Active in textbook development ( Echo , Global Visions ). **Professional Contributions:** Supervised 5 PhD students (2 completed) and 7 MA students. Engaged in policy advising (e.g., Directorate of Education and Training), textbook evaluation, and international speaking engagements in 10+ countries.

Ju-A HwangView profile

Assistant Professor

• Second Language Acquisition
• Multilingual Writing Processes
• Cognitive Perspectives in Composition
• +3 more

Ju-A Hwang is an Assistant Professor of English at the University of Delaware, affiliated with the College of Arts & Sciences. She holds a Ph.D. in Foreign, Second, and Multilingual Language Education from The Ohio State University. Her research focuses on second language reading-writing connections, particularly the cognitive processes involved in multilingual writers' synthesis writing. Dr. Hwang has extensive experience teaching multilingual undergraduate and graduate students in both national and international contexts, including roles in ESL composition programs and intensive English programs. She has also served as a writing center consultant and assistant coordinator, supporting both domestic and international students. Her pedagogical contributions were recognized through The Ohio State University’s Graduate Associate Teaching Award. Her professional activities include supporting faculty and graduate teaching assistants through Writing Across the Curriculum workshops, focusing on integrating writing-to-learn strategies and addressing multilingual student needs. Her work bridges cognitive research with practical pedagogy to enhance academic writing competence among linguistically diverse learners.

Erin ChaparroView profile

Research Professor

• Educational Psychology
• Special Education
• Bilingual Education
• +4 more

Dr. Erin Chaparro is a Research Professor at the University of Oregon's College of Education, affiliated with the Educational and Community Supports Research Center. She focuses on multi-tiered systems of support (MTSS), literacy interventions for English Language Learners (ELLs), and implementation science. Her work bridges theory and practice through professional development initiatives and policy consultation across states like Oregon, Texas, and Arizona. Education: Ph.D., School Psychology, University of Oregon (2006) M.S., Special Education, University of Oregon (2004) B.S., English, Willamette University (1998) Research interests center on scaling evidence-based practices in schools, particularly for marginalized populations. Key areas include MTSS implementation, data-driven decision-making via Team-Initiated Problem Solving (TIPS), and culturally responsive strategies for ELLs. Current projects involve developing online training modules for rural educators and evaluating language programs for middle school newcomers. Grants/Projects: $6M+ in federal grants as PI/co-PI (e.g., Oregon MTSS Project, TIPS EdTECH) STECLR Project Phase 2 ($1.4M) studying ELL interventions Collaborations with ODE, museums, and state departments to improve instructional equity Awards: 2012 & 2011 Research Fellowships from Institute of Education Sciences Lead grant writer for $5M Oregon MTSS initiative Labs/Teams: Leads development of TIPS framework and the ECS Research Center’s MTSS initiatives. Active in Western and Global Implementation Societies.

Eli-Marie Danbolt DrangeView profile

Associate Professor

• Multilingual Education
• Language Teaching Methodology
• Second Language Acquisition
• +3 more

Eli-Marie Danbolt Drange is an Associate Professor at the Department of Foreign Languages and Translation at the University of Agder (UiA). She is affiliated with the Multilingualism in Society and Education (MUSE) research group. Her work focuses on multilingual education, language teaching methodologies, digital pedagogy, and second language acquisition. She has contributed significantly to the design of the Tracking Written Learner Language (TRAWL) Corpus, a longitudinal study of multilingual learners’ writing development. Her research explores topics such as teacher collaboration across language subjects, digital competencies in education, and the integration of technology in language learning. Drange has published extensively in journals like Journal of Multilingual and Multicultural Development and Nordic Journal of Language Teaching and Learning , addressing issues ranging from L3 Spanish writing in Norway to the impact of internationalization on teacher education during the pandemic. Her recent work includes studies on multilingualism in schools, intercultural student collaboration via digital platforms, and the role of feedback in language classrooms. She actively participates in projects like ITELab, aiming to enhance digital competencies for teacher educators. Drange’s contributions bridge theoretical linguistic research with practical pedagogical innovations, emphasizing the importance of technology and cross-cultural collaboration in modern education.

• Applied Linguistics
• Second Language Acquisition
• Learner Language Analysis
• +3 more

Sylvi Rørvik is a Professor at the Department of English within the Faculty of Teacher Education and Pedagogy at the University of Inland Norway. Her primary affiliation is with the university’s Hamar campus, where she holds office in Room 2C256-1. Her research focuses on applied linguistics, with an emphasis on second language acquisition, learner language analysis, and academic writing development. Research interests include thematic progression in texts, syntax in second language writing, and the socio-linguistic aspects of multilingualism. She has contributed to studies on Norwegian EFL learners’ writing complexity, cross-linguistic discourse patterns, and longitudinal corpus-based analyses of learner language. Her work bridges theoretical linguistics with practical educational applications, particularly in teacher training and curriculum development. Her publications span topics from historical linguistic analysis to contemporary issues in multilingual education, reflecting a commitment to both empirical research and pedagogical innovation. Recent work emphasizes corpus linguistics methods to study learner language development and academic writing practices across disciplines. This includes projects like the TRAWL corpus tracking Norwegian pupils’ written language development in L2 contexts.

Iftikhar HaiderView profile

Lecturer

• ESL Education
• Second Language Acquisition
• Educational Technology
• +3 more

Iftikhar Haider serves as a writing consultant and academic advisor for MS/IM and MS Bioinformatics students at the University of Illinois at Urbana-Champaign's School of Information Sciences. He currently teaches BSIS Internship courses (both full-time and part-time tracks) and has been recognized as an excellent instructor by the iSchool in 2024. His work bridges ESL education, interlanguage pragmatics, and inclusive STEM education. Education & Background: Completed a doctoral dissertation at UIUC in 2019, focusing on ESL pedagogy and assessment methodologies. His research emphasizes digital communication, computer-mediated pragmatics, and culturally responsive lesson design. Research Interests: Explores email pragmatics in academic settings, cross-cultural language learning challenges, and low-cost STEM education solutions for underserved communities. He advocates for universal design principles in classroom materials and evaluates ESL program effectiveness for international students. Key Contributions: Pioneered the Stem Play Area Project using household items for hands-on learning, developed UDL-based science curricula in Pakistan, and analyzed sociopragmatic dynamics on platforms like Twitter. His work spans linguistic assessment frameworks, digital literacy, and educational equity. Awards: 2024 iSchool Excellence in Teaching Award Advising & Mentorship: Guides students through MS/IM and MS Bioinformatics academic pathways Specializes in advising international students navigating U.S. academic writing expectations Collaborations: Engaged in multidisciplinary projects combining linguistics, educational technology, and community outreach initiatives.

Petter MæhlumView profile

Research Fellow

• Machine Translation
• Sentiment Analysis
• Norwegian Language
• +4 more

Petter Mæhlum is a Doctoral Research Fellow at the Research Group for Language Technology (LTG) within the Department of Informatics at the University of Oslo. His academic affiliation falls under the Faculty of Mathematics and Natural Sciences. He specializes in computational linguistics, with a focus on machine translation, sentiment analysis, and language variation in Norwegian. His work addresses linguistic norms, dialectal writing, and learner variation, alongside interdisciplinary applications in healthcare and education. His research interests span multiple areas: variety-aware machine translation , exploring how systems handle Norwegian linguistic diversity; sentiment analysis , particularly applied to patient feedback data through collaborations with the Norwegian Institute of Public Health (NIPH); and applied linguistics , including lexicography and teaching Norwegian as a second language. He actively contributes to dataset development for under-resourced languages and dialects, such as NARC (Norwegian Anaphora Resolution Corpus) and NorDiaChange. Recent publications highlight his engagement in workshops and conferences like VarDial and LREC-COLING, addressing topics ranging from dialect detection to ethical challenges in large language models. Though no specific grants or advising roles are detailed, his active participation in collaborative projects underscores his commitment to advancing language technology and healthcare NLP applications. He is affiliated with the LTG research group, which focuses on cutting-edge language processing methodologies and resources.

Karin JoelssonView profile

Lecturer

• Swedish as a Second Language
• Language Education
• Literacy Development
• +3 more

Karin Joelsson is a Lecturer at Linköping University (LiU), affiliated with the Department of Culture and Society (IKOS) and the Division for Swedish as a Second Language, Rhetoric and Language Support (SAROS). She specializes in teaching Swedish as a second language and serves as a language tutor in SAROS. Her professional background includes certifications as a teacher of Swedish and Swedish as a second language for primary and secondary education, as well as a special education teacher focusing on language, reading, and writing development. Her research and professional activities emphasize literacy development for multilingual populations, particularly low-educated adults. A notable contribution includes a 2023 article for the National Center for Swedish as a Second Language’s newsletter, exploring how mother tongue instruction supports literacy in underserved adult learners. This work integrates findings from a 2023 development project funded by SPSM (Specialpedagogiska skolmyndigheten) and ongoing thesis research in Swedish as a second language. At LiU, she collaborates with SAROS to provide pedagogical guidance and academic language support. Her role bridges teaching, research, and practical language education initiatives, reflecting LiU’s commitment to innovative, boundary-crossing academic work.

Nel de JongView profile

Lecturer

• Second Language Acquisition
• Applied Linguistics
• Psycholinguistics
• +4 more

Nel de Jong is a Lecturer at Vrije Universiteit Amsterdam's Faculty of Social Sciences and Humanities, affiliated with the Network Institute. She coordinates the Academic Language Programme for Dutch and teaches in teacher training programs for Dutch as a second language. Her research focuses on second language acquisition, psycholinguistics, oral fluency, task-based teaching methods, and vocabulary assessment. Professional roles include directorships at Stichting Les (since 2018) and De Jong Taaladvies (since 2020). She previously served as an Assistant Professor of Applied Linguistics, teaching courses like Psycholinguistics and Language Assessment in the Bachelor's and Master's programs. She has supervised PhD theses including Lisa Snakkers' 2017 study on vocabulary and Nadine Linger's 2018 work on vocabulary testing. Research interests span language learning mechanisms, particularly in syntax, vocabulary, and speaking skills. Key areas include the impact of teaching methods on language proficiency and the role of task repetition in fluency development. She has published widely on vocabulary testing instruments (e.g., WTN-Productief) and the effectiveness of instructional approaches like Processing Instruction. Notable achievements include the 2018 'NLS Online' grant for improving writing skills across disciplines. Her work emphasizes practical applications, such as developing online language support systems and standardized vocabulary assessments aligned with CEFR levels. Teaching contributions include revising educational materials for Dutch language courses and advising on academic writing across university programs. Her interdisciplinary collaborations involve projects like the Netherlands Urban Field Station, exploring language diversity's role in societal equity.

• Educational Content
• Educational Practice
• Narrative Elements
• +4 more

Dr. Nina Sangers is an Assistant Professor in the Department of Educational Sciences at the Vrije Universiteit Amsterdam , within the Faculty of Behavioural and Movement Sciences. Her research focuses on narrative and voice elements in educational materials, corpus studies of textbooks, and student engagement strategies. She explores how linguistic features like vividness and narrative structures influence learning outcomes and pedagogical practices. Key research areas include educational content design , textbook analysis , and language acquisition , with a particular emphasis on Dutch educational contexts. Her work bridges linguistics, cognitive science, and pedagogy, addressing topics such as syntactic processing, motivational factors in reading, and publisher policies. Recent projects include studies on reading behavior in higher education, narrative strategies in adult language education, and the implicit processing of passive constructions in child language. She collaborates with institutions like Stichting Lezen and co-authored reports on NT2 (Dutch as a Second Language) teaching practices. Nina teaches courses such as B-these Pedagogische Wetenschappen , Leerling, Onderwijs en Begeleiding , and Pedagogische- en Didactische Principes , emphasizing practical applications of her research. Her work is characterized by interdisciplinary methods, combining corpus linguistics, experimental studies, and qualitative analyses.

• Second Language Acquisition
• Task-Based Language Teaching
• Multilingual Writing
• +3 more

Mahmoud Abdi Tabari is a Teaching Assistant Professor at the University of Nevada, Reno, specializing in applied linguistics with a focus on second language acquisition and task-based language teaching. His research explores task design characteristics, cognitive aspects of academic writing, and the impact of individual differences on L2 performance. Education: PhD in Applied Linguistics from Oklahoma State University (2018) His research interests include task complexity, written corrective feedback, and mixed-methods research designs. Recent work examines interactions between task repetition, rehearsal, and emotional states in L2 writing, as well as cognitive load dynamics in task-based contexts. Key themes in his publications involve analyzing linguistic complexity metrics, self-efficacy development, and pedagogical task sequencing models like the SSARC framework. Abdi Tabari's articles consistently address methodological innovations in measuring L2 outcomes, including cohesion analysis, automated text evaluation, and meta-analytic approaches to task sequencing effectiveness. He emphasizes the importance of task readiness factors such as planning and topic familiarity in shaping writing quality and affective responses.

Ayelet TsabariView profile

Lecturer

• Creative Writing
• Diverse Storytelling
• Oral Histories
• +5 more

Ayelet Tsabari is a Lecturer in Creative Nonfiction at King's College, Dalhousie University, where she mentors students in the Master of Fine Arts program. She is an award-winning Israeli-Canadian author known for works exploring Mizrahi identity, Yemeni Jewish heritage, and the intersections of language and belonging. Education: MFA from Guelph University. Her academic focus includes the craft of writing, oral histories, and diverse storytelling methodologies. She co-edited the anthology Tongues: On Longing and Belonging Through Language (2021) and authored the novel Songs for the Brokenhearted (2024), which won the National Jewish Book Award for Fiction. Her earlier works include the memoir The Art of Leaving (2019) and short story collection The Best Place on Earth (2017), both critically acclaimed. Her research interests emphasize women’s narratives, translation studies, and storytelling in second languages. Awards include the Sami Rohr Prize, Edna Staebler Award, and multiple nominations for literary prizes. Speaking engagements include events at Halifax Public Library and virtual Global Jewish Literary Alliance conversations.

Emily ThrushView profile

Professor

• Applied Linguistics
• Professional Communication
• Intercultural Communication
• +2 more

Emily Thrush is a Professor in the Department of English at the University of Memphis, College of Arts & Sciences, specializing in applied linguistics and professional communication with a global perspective. Her educational background includes: A.B. from Duke University (1976) M.A. from the University of Florida (1979) Ph.D. from Georgia State University (1990) Dr. Thrush's research centers on international and intercultural issues in professional communication, digital media writing, and second language reading/writing. She has conducted workshops for the U.S. State Department across Lebanon, Germany, Italy, Mexico, Czech Republic, Slovakia, and Brazil, trained teachers in China through the Foreign Experts Bureau, and served as a Senior Fulbright Scholar in Mexico, emphasizing practical cross-cultural applications. Her publications from 1993-2011 demonstrate evolving expertise from foundational work on plain language and cultural contexts to contemporary digital pedagogy, consistently addressing globalization in technical communication through intercultural frameworks and technology-integrated teaching methods. Major recognitions include: Nell Ann Pickett award for best article in Technical Communication Quarterly (1993) University Alumni Association award for Distinguished Research in Humanities (2012) Dunavant Professorship by the College of Arts & Sciences (2020) With extensive international engagement and co-authorship of McGraw-Hill's Interactions/Mosaics series, Dr. Thrush actively advances intercultural communication practices in academic and professional settings worldwide.

Kristin DavinView profile

Professor

• Second Language Acquisition
• Language Assessment
• Foreign Language Education
• +3 more

Dr. Kristin Davin is a Professor and Program Director (FLED) in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte's Cato College of Education. She holds a Ph.D. in Foreign Language Education from the University of Pittsburgh (2011), along with an M.A.Ed. and B.A. from Wake Forest University. Her teaching focuses on foreign language methodology and assessment at both undergraduate and graduate levels. Dr. Davin’s research emphasizes second language development, assessment frameworks, and the Seal of Biliteracy policy, addressing equity and access in multilingual education. She has authored/co-authored influential publications on biliteracy implementation, teacher preparation, and dynamic assessment strategies. Her awards include the 2022 Award for Excellence in Research (Cato College), Thomas L. Reynolds Leadership Award (UNC Charlotte), and SCOLT Educator of Excellence Award. These recognize her scholarly contributions, program leadership, and pedagogical innovations in language education. Dr. Davin’s work spans policy analysis, teacher training, and curriculum design, with a focus on leveraging linguistic diversity in K-12 systems. Her recent publications explore AI integration in language education, global disparities in teacher training, and the evolving role of the Seal of Biliteracy nationwide.