Find Academic Supervisors

Brody BluemelView profile

Associate Professor

• Applied Linguistics
• Educational Technology
• Bilingual Education
• +4 more

Brody Bluemel is an Associate Professor and Chair of the Department of Languages and Literatures at Delaware State University (DSU). His expertise spans Applied Linguistics, Educational Technology, and Bilingual Education. He leads initiatives in immersive technology for language learning and dual-language immersion programs. Dr. Bluemel holds a Ph.D. in Applied Linguistics & Asian Studies from Penn State University (2015), with prior degrees from Middlebury College (M.A., German), Valparaiso University (M.A., Chinese), and Drake University (B.A., English & Language Acquisition). Research & Professional Roles: Bluemel’s work focuses on corpus-based pedagogy, VR/AR in language instruction, and multilingual education policy. He chairs the Delaware Department of Education’s Multilingual Learner Strategic Plan Steering Committee and serves on advisory boards for dual-language immersion programs. His PROPEL HBCU Fellowship (2023-2024) supports leadership in educational innovation. Grants & Projects: He has secured over $1M in grants, including a Title VI project on immersive technology and a multiliteracy certificate program. Recent studies include teacher technology use in language classrooms and dual-language classroom practices. Awards: 2023-2024 PROPEL Fellowship 2023 DSU Faculty Excellence in Advising Award 2013 CLTA-13 Presentation Prizes Teaching & Service: Teaches courses like Intercultural Communication (INTL 200) and serves in professional organizations such as TESOL and the Chinese Language Teachers Association. His work bridges academia and policy, with a focus on advancing equity in multilingual education.

Charissa CheView profile

Assistant Professor

• Translingual Rhetorics
• Multilingual Student Identities
• Equitable Writing Pedagogies
• +4 more

Dr. Charissa Che serves as an Assistant Professor in the English Department at John Jay College of Criminal Justice (CUNY), specializing in translingual and cultural rhetorics. She holds a PhD from the University of Utah's Writing and Rhetoric program, alongside MA and BA degrees from CUNY and Pace University. Her research focuses on equitable writing pedagogies, multilingual student identities, and Asian American experiences in higher education. Key projects include critiques of ESL labeling practices, community partnerships in writing programs, and heritage language student empowerment. She has published in Teaching English in the Two-Year College , Journal of Basic Writing , and interdisciplinary engineering journals. Recipient of PSC CUNY Research Awards (2024, 2020), CUNY Campus Climate Grant (2023), and CCCC Chair's Memorial Scholarship (2019) Leadership roles include Associate Chair of TYCA National and TETYC Book Review Editor Past Program Chair of the 2022 TYCA National Conference Dr. Che advocates for institutional policies that center linguistic diversity and cultural inclusion, while actively shaping disciplinary conversations through editorial work and conference leadership.

Cristina Lozano ArguellesView profile

Assistant Professor

• Bilingualism
• Second Language Acquisition
• Translation Studies
• +4 more

Cristina Lozano Arguelles is an Assistant Professor in the Department of Modern Languages and Literatures at John Jay College of Criminal Justice (CUNY). She specializes in bilingualism, second language acquisition, and interpreting. Her research investigates how monolinguals and bilinguals process language, particularly focusing on how interpreting experience influences second language comprehension. She leads a new eye-tracking lab studying bilingualism and interpreting, and collaborates on NSF-funded projects to develop bilingual college programs. Education : Ph.D., Bilingualism and Second Language Acquisition, Rutgers University (2020) MAT, Teaching Spanish, IUPUI (2014) B.A., Translation and Interpreting, Universidad de Salamanca (2011) Research Interests : She explores bilingual cognition, the impact of interpreting on L2 processing, and the sociocultural dimensions of multilingualism. Her work challenges assumptions about bilingual translation proficiency and advocates for institutional support for bilingual education programs. Grants & Collaborations : Co-PI on a National Science Foundation grant developing bilingual programs at John Jay and Hostos Community College. Her project addresses contextual differences in bilingual student populations and faculty readiness for bilingual instruction. Courses Taught : Spanish for heritage speakers, interpreting courses (SPA 231/333), and language pedagogy. She teaches in Spanish and English. Online Presence : Maintains The Bilingual Mind Project blog and active social media (Twitter @bilingualmind, Substack). Her writing demystifies bilingualism for public audiences.

Shawna ShapiroView profile

Professor

• Sociolinguistics
• Language and Social Justice
• TESOL (Teaching English to Speakers of Other Languages)
• +5 more

Shawna Shapiro is a Full Professor of Writing and Linguistics at Middlebury College, where she directs the Writing & Rhetoric Program. Her academic roles include teaching courses in sociolinguistics, TESOL, and writing pedagogy, with a focus on curricular innovation and linguistic diversity. Her research centers on Critical Language Awareness (CLA), exploring its application in multilingual writing classrooms and its impact on underserved student populations, particularly refugees and international students. She has authored Cultivating Critical Language Awareness in the Writing Classroom (Routledge, 2022), a foundational text in CLA pedagogy, and co-edited volumes on international student success and refugee education. Shapiro’s work emphasizes language as a tool for social justice, addressing linguistic prejudice and advocating for inclusive educational practices. She has presented globally on CLA and collaborated with institutions like the Burlington School District to improve programs for English Language Learners. Her research also examines college transitions for refugee-background students, highlighting their resilience and contributions to educational environments. She maintains the CLA Collective , an online resource hub for educators, and regularly contributes to academic journals such as Journal of Second Language Writing . Shapiro’s teaching spans courses like Language and Social Justice and Introduction to Sociolinguistics , integrating critical discourse analysis and media literacy. Her scholarly activities include hosting CLA-focused salons and serving as a consultant for educational initiatives. She has secured grants supporting refugee education research and co-edits special journal issues on CLA and second language writing.

Megan BehrentView profile

Associate Professor

• 19th & 20th century American literature
• Women's Studies
• African & Caribbean Literature
• +4 more

Megan Behrent is an Associate Professor of English at the New York City College of Technology (CUNY), part of the School of Arts & Sciences. Her research bridges literature and social movements, particularly focusing on race, gender, sexuality, and class in American literature. She has held fellowships including the National Endowment for the Humanities Award (2020-2021) and was a faculty fellow at the Center for Place, Culture, and Politics (2017-2018). Education: Ph.D. in English, SUNY Stony Brook Masters of Philosophy in English, SUNY Stony Brook Bachelor of Arts with Honors in Women's Studies and Literature, Brown University Research Interests: 19th/20th Century American Literature African & Caribbean Literature Women's Studies & Feminist Theory Social Movements in Literature Education Policy & Pedagogy Labor Studies Her publications critically examine intersections of literature and activism, including works on Octavia Butler, Victor Hugo, and 1968 French student movements. Recent scholarship addresses neoliberal education reforms and the commodification of feminist movements. Awards: National Endowment for the Humanities Fellowship (2020-2021) Guest Editor, NANO: New American Notes Online (2019) Teaching: Developmental Writing English Composition American Literature Women Writers Race, Gender & Globalization

Jaime Antonio Rivera FloresView profile

Associate Professor

• Linguistics
• Humor Studies
• Mexican Culture
• +4 more

Dr. Jaime Antonio Rivera Flores is an Associate Professor with the Department of World Languages and Cultures at Georgian Court University's School of Arts, Sciences, and Education. His work bridges linguistics, cultural analysis, and creative writing. Education Ph.D. in Spanish Linguistics – Florida State University (2011) M.A. in Spanish Linguistics and Literature – Florida State University (2005) M.Sc. in Recreation Administration – Georgia Southern University (2003) B.Sc. in Communication – Universidad de Xalapa (1999) Dr. Rivera's research spans linguistics , Mexican culture , humor studies , and whiteness studies in Spanish literature, with a focus on immigrant experiences and critical race theory. He has explored second language acquisition strategies and cultural representation in literature. His publications highlight interdisciplinary trends: analyzing Julio Cortázar's work through critical perspectives, contributing to edited volumes on racial identity, and integrating theatrical creativity with linguistic themes. These works connect linguistic theory, cultural critique, and artistic expression.

• Sociocultural Theory
• Systemic Functional Linguistics
• Second Language Acquisition
• +4 more

Tianzhi Zhang is an Assistant Professor in the MA TESL program within the Department of Teacher Education at Gonzaga University's School of Education. His academic journey includes a Ph.D. in Language, Literacy, and Culture from the University of Pittsburgh and an MA in TESL from Pennsylvania State University. Educational Background: Ph.D. in Language, Literacy, and Culture, University of Pittsburgh MA in TESL, Pennsylvania State University Zhang's research focuses on sociocultural approaches to English language education, with emphasis on: Concept-based language instruction Second language writing pedagogy Technology-enhanced teaching methods Collaborative argumentation in student discussions Multilingual learner support systems Writing revision processes His recent publications demonstrate a trend toward integrating technological tools with cognitive development theories in ESL writing instruction, particularly through innovative approaches to teaching revision and argumentative writing frameworks. Contact: zhangt2@gonzaga.edu | Phone: (509) 313-6565

Kevin DePewView profile

Associate Professor

• Online Writing Instruction
• Second Language Writing
• Digital Composition

Kevin DePew is Associate Professor of English at Old Dominion University, specializing in rhetoric and composition. Research explores online writing instruction, second language writing, and digital composition strategies. Holds PhD in English from Purdue University. Current work examines social media composing practices, distance learning epistemologies, and preparation for online writing instruction. Developed pedagogical approaches integrating social networking and Web 2.0 technologies into writing curriculum.

Judit MoschkovichView profile

Professor

• Mathematics Education
• Bilingual Education
• Cognition and Learning
• +3 more

Judit Moschkovich is a Distinguished Professor of Mathematics Education in the Education Department at UC Santa Cruz, affiliated with Crown College and the Dolores Huerta Research Center for the Americas. She specializes in mathematics education for bilingual and multilingual students, focusing on language integration in mathematical learning and equity in STEM education. Her research addresses how language diversity impacts mathematical discourse and conceptual development. Education: PhD in Education (Mathematics, Science, and Technology), UC Berkeley. Research Interests: Mathematical thinking in bilingual contexts, equitable teaching practices for English learners, and sociocultural approaches to learning. She has led projects like CEMELA (Center for Mathematics Education of Latinos/as) and contributed to the 'Understanding Language' initiative at Stanford. Notable Awards: 2019 AERA SIG-RME Distinguished Scholar Award, 2018 AERA Fellow, and 2019 Martin M. Chemers Award for Outstanding Research. Grants: Over $3M in funding from NSF, DOE, and NAEd, including leadership in the Equity in Math Education Research (EMERG) program. Labs/Teams: Collaborator in the International Council for Mathematics Instruction (ICMI) Study #21 and editorial roles in journals like Journal for Research in Mathematics Education and Cognition and Instruction .

Eva Cano FernándezView profile

Professor

• Foreign Language Teaching Methodologies
• CLIL (Content and Language Integrated Learning)
• EMI (English as a Medium of Instruction)
• +4 more

Eva Cano Fernández is a Professor and educational leader at Universidad Camilo José Cela (UCJC), holding a PhD in Philology from the University of Alcalá (2019). She holds multiple degrees including Law (BPP University), Hispanic Philology (Complutense University) and Translation/Interpreting (Comillas Pontifical University). She currently serves as Director of North America/Europe International Partnerships, Director of the LanguageLab, and teaches courses in English for Academic Purposes across UCJC's Communication and Business programs. Her research focuses on bilingual education methodologies (CLIL/EMI), early language acquisition, and sociopragmatic aspects of language teaching. Her academic career includes teaching at King's College and UCJC in areas of Spanish literature, language pedagogy, and technical English. She combines her university roles with professional interpreting work for the Spanish Ministry of Foreign Affairs, literary translation for Anaya Group, and legal interpretation services for international law firms. She maintains dual expertise in linguistics and legal fields. Research contributions emphasize overcoming linguistic interference in second language learning contexts, with publications in bilingual education conferences (2016-2018). Awards include DELE examiner certification and literary prizes from Comillas University. She actively trains faculty in CLIL/EMI methodologies and oversees international program development.

Isabel Morales JareñoView profile

Professor

• Teaching English as a Second Language (TESOL)
• Bilingual Education
• Early Childhood Language Acquisition
• +3 more

Isabel Morales Jareño holds a PhD in Education (Commended CUM LAUDE, 2017) and is an English philologist specializing in TESOL, early bilingual acquisition, and feminist literary studies. She has been teaching at UCJC's Faculty of Education since 2008, focusing on bilingual education, early language acquisition, and multicultural pedagogy. She coordinates international collaborations with universities in Sweden, Czech Republic, Norway, and Canada. Her roles include editorial board memberships for JFDL and Verbeia , and leadership in research groups like GRIMM and the Spanish Edgar Allan Poe Association. Education Background: PhD in Education (UCJC, 2017), Graduate in English Philology (Complutense University of Madrid). Professional Experience: 34+ years in higher education, including teaching at the Pontifical University of Salamanca (1988–2007) and the University of Economics in Bratislava (1995–1996). She has led EU-funded projects like the Erasmus+ 'International Child-Centred Curriculum' (2017–2020) and a Virtual Exchange Grant with the University of Calgary (2020–2021). Research Focus: Bilingual mathematics instruction in primary education, feminist analysis of US literature (especially Joanna Russ), and TESOL methodologies. Recent high-impact publications (JCR/Q1) explore language-instruction effects on mathematical cognition in bilingual students. She advocates for constructivist intervention programs to enhance educational outcomes. Professional Service: Served as International Relations Coordinator (2011–2018) and Practicum Coordinator (2009–2010) at UCJC's Faculty of Education. Her editorial work and research leadership reflect her commitment to interdisciplinary collaboration in education and literary studies.

• Second Language Writing
• Writing Center Theories
• Multilingualism
• +3 more

Lan Wang-Hiles is an Associate Professor in the English Department at West Virginia State University (WVSU). She specializes in Composition and TESOL, with expertise in second language writing, multilingualism, and writing center theories. She directs the ESL Program and teaches courses like Research Writing, College Composition, and Language Principles and Use. Education: Ph.D. in English (Indiana University of Pennsylvania), MA in Applied Linguistics (Georgia State University), B.A. in English (Hebei University, China), and B.A. in Law (China University of Political Science and Law). Research focuses on multilingual writer tutoring practices and nonnative English-speaking teacher identity. She presents at conferences such as CCCC, TESOL, and IWCA, and publishes in peer-reviewed journals and book chapters. Leadership roles include Chair of the Executive Committee for the Non-native English-Speaking Writing Instructors (NNESWIs) Standing Group of CCCC, Newsletter Editor for TESOL’s Program Administration Interest Section, and West Virginia TESOL Board member. Awards: 2023-2024 WVSU Distinguished Scholar Award. No grants explicitly mentioned, though her service and advisory roles highlight her academic leadership. She oversees the ESL Program and contributes to writing center initiatives.

• Educational Linguistics
• Second Language Teaching
• Bilingualism
• +9 more

Beatriz Chaves Yuste is an Assistant Professor (part-time) at the Complutense University of Madrid's Department of English Studies: Linguistics and Literature. She holds a PhD in Applied Linguistics for Language Teaching, along with BAs in English and Hispanic Philology and a Master's in Bilingual Education. With over 20 years of teaching experience, her primary focus is on English as a Foreign Language (EFL) and English for Specific Purposes (ESP). Her research interests span educational linguistics, foreign language teaching methodologies, active learning strategies, bilingualism, and the integration of ICT in education. She has contributed to national and international conferences and peer-reviewed journals such as Encuentros and Didacticae . Dr. Yuste explores innovative pedagogical approaches like flipped classrooms, gamification, and cooperative learning, emphasizing their impact on student engagement and linguistic competence. Her work often addresses affective variables (e.g., anxiety) in language learning and the role of technology in enhancing educational outcomes. While she has no current PhD supervision experience, she welcomes proposals in her research areas, particularly in secondary education contexts. She actively participates in curriculum development and educational innovation projects, including the creation of digital tools for vocabulary acquisition and collaborative learning environments. Her publications highlight themes such as digital reading comprehension, the efficacy of active methodologies in grammar instruction, and the application of gamification in multilingual settings. She also advocates for inclusive education through adaptive teaching strategies and sustainability awareness integration in language curricula.

• Critical Discourse Studies
• Cognitive Linguistics
• Gender Studies
• +5 more

Begoña Núñez Perucha is an Associate Professor in the Department of English Studies: Linguistics and Literature at the Complutense University of Madrid. She specializes in Critical Discourse Studies, Cognitive Linguistics, and Academic Discourse Analysis. Her research explores intersections between discourse, cognition, ideology, and identity, with a focus on higher education contexts and genre-based pedagogy. Her work includes co-supervision of two completed PhD theses: one analyzing ideological structures in opinion articles, and another examining US media representation of the atomic age through a cognitive-critical lens. She currently coordinates the Master's Program in English Linguistics: New Applications and Intercultural Communication. Dr. Núñez Perucha has contributed to national and international research projects and serves as an external reviewer for scientific journals. Her pedagogical innovations include applying genre-based approaches to academic writing instruction and analyzing lecture discourse in English-medium instruction (EMI) settings.

Jorge Arús HitaView profile

Associate Professor

• Systemic Functional Linguistics
• Contrastive English-Spanish Linguistics
• E-learning
• +6 more

Jorge Arús Hita is an Associate Professor in the Department of English I (English Language and Linguistics) at the Faculty of Philology, Complutense University of Madrid. His academic work focuses on Systemic Functional Linguistics, contrastive English-Spanish linguistics, and digital approaches to language learning and teaching. Arús Hita's research interests span several interconnected areas including Systemic Functional Linguistics (particularly its contrastive application to English and Spanish), e-learning methodologies, MOOCs, and Mobile Assisted Language Learning. His work bridges theoretical linguistics with practical applications in language education, emphasizing how linguistic theory can inform teaching practices. He has made significant contributions to understanding textual organization, thematic structures, and projection across languages, with a particular focus on academic and journalistic genres. His recent publications demonstrate a clear trajectory toward integrating Systemic Functional Linguistics with digital learning environments. Arús Hita has been actively exploring how SFL frameworks can enhance language teaching in blended and fully digital contexts, with particular attention to mental processes in EFL learning, projection in news discourse, and theme as point of departure across genres and languages. His work increasingly addresses the accessibility and visibility of Systemic Functional Linguistics across different academic contexts and languages. Arús Hita has supervised two completed PhD dissertations on transitivity analysis in music hits and the learning of personal pronouns through transitivity, and is currently supervising two additional doctoral candidates. His academic service includes developing digital educational resources for language laboratories and contributing to innovative teaching methodologies such as service-learning approaches within the Faculty of Philology.