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Yang Xiao-DesaiView profile

Professor

• Heritage Language Development
• Second Language Acquisition
• Chinese Sociolinguistics
• +5 more

Dr. Yang Xiao-Desai is a Professor in the Department of Modern Languages & Literatures at San Francisco State University (SFSU), where she has served since 2014. She holds a PhD in Chinese Linguistics and Pedagogy from the University of Hawaii at Manoa and has taught at institutions including the University of California, Davis, and Middlebury College. Her research focuses on heritage language development, second language acquisition (SLA), and Chinese sociolinguistics with emphasis on sociocultural factors like identity, anxiety, and pragmatics. She teaches graduate courses in applied linguistics, curriculum design, and technology in education. Education: PhD: Chinese Linguistics & Pedagogy, University of Hawaii at Manoa M.A.: Chinese Linguistics, Hunan Normal University B.A.: Chinese Language Education, Hunan Normal University Research Interests: Dr. Xiao-Desai explores heritage language learners' pragmatic development through mixed-methods approaches, including learner corpus analysis. She investigates how social/affective factors like ethnic identity and anxiety impact language maintenance. Her work bridges SLA theory with practical pedagogy, emphasizing curriculum design and teacher training in Chinese programs. Professional Roles: Associate Director of Chinese Flagship Program Editorial Board Member, Foreign Language Annals Board Member, Chinese Language Teachers Association (CLTA) Co-organizer, CLTA SIG in Chinese as a Second Language Research Recent Scholarship: Recent work includes studies on heritage language pragmatics, online writing effects on anxiety, and identity development. Her 2021 article in Applied Pragmatics challenges monolingual norms in heritage language education, while 2019 studies used Bayesian analysis to model online writing impacts. She consistently bridges technological innovation with pedagogical practice, evidenced in her social network language teaching research. Service Contributions: Beyond research, Dr. Xiao-Desai advises the Doctoral Program in Educational Leadership at SFSU's College of Education and contributes to national language education initiatives, including AP Chinese assessment and teacher certification programs.

Jun TianView profile

Academic

• Second language acquisition
• Classroom-based research
• Second language writing
• +3 more

Jun Tian is an Associate Teaching Professor in the Department of Pacific and Asian Studies at the University of Victoria (UVic). She holds a PhD in Linguistics from UVic, where her dissertation on peer editing and co-writing in second language writing earned a prestigious award from Language Learning . Her research focuses on applied linguistics, second language acquisition, classroom-based research, and Chinese linguistics, with particular expertise in teaching Chinese and English as second languages. Dr. Tian has extensive teaching experience in Canada and China, including roles at Xi’an University of Technology, York University, and George Brown College. Her academic credentials include a PhD in Linguistics from UVic, supported by the Social Sciences and Humanities Research Council of Canada, a Chinese Government Award, and UVic Fellowships. Her research explores collaborative learning approaches, the role of peer interaction in writing, and cross-cultural language teaching methodologies. Dr. Tian’s publications span journals like Language Teaching Research and Procedia - Social and Behavioral Sciences , and she has presented at major conferences such as the American Association for Applied Linguistics and the International Conference on Chinese as a Second Language Research. Her work emphasizes practical pedagogical strategies, including task-based learning, collaborative writing, and the integration of cultural comparisons in language education. She currently teaches courses such as PAAS 118 Intensive Beginner Chinese I , PAAS 150 Pre-modern Chinese Culture , and advanced studies in Chinese linguistics. Her contributions to curriculum development and language education have been recognized through fellowships and awards, reflecting her commitment to advancing second language teaching practices.

Ben Pin-Yun WangView profile

Teaching Professor

• Teaching Chinese as an additional language
• Chinese linguistics
• Language pedagogy
• +6 more

Ben Pin-Yun Wang is an Associate Teaching Professor and Chinese Language Coordinator in the Pacific and Asian Studies department at the University of Victoria. He holds a dual-title PhD in Applied Linguistics and Asian Studies from Pennsylvania State University (PSU). His expertise lies in teaching Chinese as an additional language, Chinese linguistics, and pedagogical approaches informed by cognitive-functional and corpus-based methodologies. Education: BA and MA from National Taiwan University, PhD from Pennsylvania State University. Research interests include language pedagogy, curriculum development, cognitive linguistics, corpus linguistics, and Taiwan studies. His work emphasizes data-driven learning activities and metaphor analysis in Mandarin Chinese. Publications focus on applied linguistics, corpus linguistics, and cognitive approaches to language teaching, contributing to methodologies in Chinese second language acquisition and curriculum design. As coordinator, he oversees Chinese program administration, student advising, curriculum planning, and instructor training. He has taught at UVic since joining and previously held roles at PSU and National Taiwan University. Teaching responsibilities span all Chinese language levels, cultural courses on Taiwan, and content-based instruction in linguistics and translation.

Aretousa GiannakouView profile

Assistant Professor

• Second Language Acquisition
• Bilingualism
• Speech Perception
• +3 more

Dr. Aretousa Giannakou is an Assistant Professor at the Department of Languages and Literature, University of Cyprus, affiliated with the School of Humanities and Social Sciences. Her research focuses on second language acquisition, bilingualism, speech perception, and heritage speakers. She examines phonological and cognitive aspects of language learning, including vowel discrimination, phonological memory, and anaphora resolution in multilingual contexts. Her work bridges linguistics, psycholinguistics, and education, with notable contributions in analyzing Greek-Albanian heritage speakers' acoustic patterns, bidialectal speech perception, and comparative studies between monolinguals and bilinguals. She has authored a book on advances in second language acquisition (2023) and published extensively in journals like Lingua and Journal of Psycholinguistic Research . Giannakou’s research explores how age, linguistic background, and cognitive factors influence language processing, with implications for educational practices and multilingualism studies.

Nick AndonView profile

Academic

• Second Language Acquisition (SLA)
• Language Teaching Methodology
• Teacher Education
• +4 more

Dr Nick Andon is a Visiting Lecturer at King’s College London, affiliated with the School of Education, Communication & Society within the Faculty of Social Science & Public Policy. He has extensive experience in language education, having taught English as a foreign language across Senegal, Indonesia, London, and Oman from 1981–1993. After joining Thames Valley University in 1993, he contributed to English for academic purposes, distance learning materials, and teacher education programs. At King’s since 1999, his work includes international projects in Gabon, Bolivia, Hungary, Bulgaria, Mexico, Argentina, and Algeria. His research focuses on second language acquisition (SLA), teacher knowledge, and practices, particularly in Modern Foreign Language (MFL) education in the UK. Key interests include task-based language teaching (TBLT), teacher development, learner autonomy, and materials’ role in language learning. He supervises PhDs on language teaching methodology, teacher beliefs, curriculum policy, and learner strategies. Dr Andon is part of the Centre for Language, Discourse & Communication (LDC), a hub for descriptive linguistics and language in education research. His publications span TBLT applications, teacher education innovation, and materials development, reflecting a commitment to bridging theory and practice in language education.

• Second Language Acquisition
• Language Aptitude
• Working Memory
• +4 more

Şebnem Yalçın is an Associate Professor in the Department of Foreign Language Education within the Faculty of Education at Boğaziçi University, Istanbul. She holds a Ph.D. in Curriculum, Teaching and Learning from the University of Toronto, an M.A. and B.A. in Foreign Language Education from Boğaziçi University. Her research examines the interplay between individual cognitive differences (working memory, language aptitude) and second language acquisition processes, with emphasis on content-based instruction, form-focused instruction, and task design. She investigates grammatical complexity, implicit/explicit knowledge systems, and classroom-based interventions. Yalçın has organized international conferences and secured research grants including Boğaziçi University Research Fund awards for projects on working memory's role in language aptitude and aptitude test validity. She teaches courses on Teaching English as a Foreign Language, Language Awareness, and English Composition. Her honors include multiple University of Toronto research travel grants (2010-2012), a Graduate Funding Grant (2007-2012), and an undergraduate scholarship from the Bursa Chamber of Commerce (1998-2002).

Stephanie M. KnouseView profile

Professor

• Multilingualism
• Spanish in the US
• Raciolinguistics
• +7 more

Stephanie M. Knouse is a Professor of Spanish and Chair of the Linguistics Interdisciplinary Minor at Furman University. She holds a Ph.D. in Hispanic Linguistics from the University of Florida, an M.A. from Middlebury College, and a B.A. from Towson University. Her teaching spans all levels of Spanish and linguistics, emphasizing experiential and service-based learning. Dr. Knouse has co-directed four study abroad programs to Spain and integrates social justice themes into her courses. She is a dedicated mentor, supporting students' academic and personal growth through research collaborations and advising. Her research focuses on multilingualism, sociolinguistics, and pedagogical practices, with a particular interest in language variation and social justice in language education. Dr. Knouse has received prestigious awards including the 2023 Furman Teaching Award and a 2017 Research Grant from ACTFL. Her work spans over two decades, with publications in Hispania , Revista de Humanidades Sarasuati , and Foreign Language Annals , among others. She leads two longitudinal research projects: 'Spanish in the Upstate of South Carolina' and 'Language Learning Experiences' (with Dr. Marianne Bessy). Her pedagogical innovations include using digital tools like Pinterest and the Camino de Santiago as reflective practices in language learning. As an advocate for community-based learning, she designs courses that bridge academic content with real-world applications. Her teaching philosophy emphasizes fostering linguistic competence alongside critical thinking and social awareness. Professional activities include workshop facilitation on reflective practices and language pedagogy, further enriching her contributions to the field of Hispanic linguistics and foreign language education.

• Intercultural Communication
• Professional Communication Skills
• Multicultural Teamwork Dynamics
• +3 more

Sophie Reissner-Roubicek is an Associate Professor (Teaching Focused) in Applied Linguistics at the University of Warwick. Her research focuses on intercultural communication in professional contexts, particularly in multicultural teams and graduate recruitment processes. She has designed intercultural training programs for students and professionals internationally. Education: PhD in Applied Linguistics (University of Auckland), MA Hons in Language Teaching and Learning (Auckland), BA Hons in Classics (UCL). Previously worked at the University of Auckland in ELT methodology and academic development roles. Research explores communication in global engineering projects, STEM teamwork challenges, and gender dynamics in leadership discourses. Notable projects include UK-Japan intercultural engineering collaboration studies and a WIHEA-funded initiative supporting STEM project teams. Awarded WIHEA Fellowship and SFHEA membership CELTA certified English language teacher Advising/Grants: Led strategic projects including a 3-stage intercultural training program (IATL-funded 2012-13) and Monash-Warwick Alliance research on study abroad intercultural training. Labs/Teams: Collaborates with international teams across engineering, statistics, and education sectors to develop communication resources for global professionals.

Ema UshiodaView profile

Professor

• Language Learning Motivation
• Autonomy in Language Education
• Second Language Acquisition
• +3 more

Ema Ushioda is a Professor in the Department of Applied Linguistics at the University of Warwick, part of the Faculty of Social Sciences. Born in Japan and raised in Ireland, her research focuses on language learning motivation, autonomy, and their implications for pedagogy. She holds a PhD from Trinity College Dublin and has taught in Japan, Ireland, and the UK. Her work emphasizes qualitative methodologies, particularly in exploring learners' self-perceptions and motivational dynamics. Since joining Warwick in 2002, she has led MA/PhD programs, served as Director of Graduate Studies (2013–2018), and Head of Department (2018–2023). Her research projects include investigations into syntactic priming, multilingual identity negotiation, and ethical dimensions of classroom research. Key grants include Leverhulme Trust funding for studies on generative AI in academic writing and syntactic priming mechanisms. Her recent publications analyze motivational ethics, modality effects in language learning, and multilingual self-concept in global contexts. She contributes to teacher education through works on autonomy promotion and pedagogical innovation. Her scholarship bridges motivational theory with practical classroom applications, emphasizing cultural and contextual factors in language education.

Marta González-LloretView profile

Professor

• Computer-Assisted Language Learning (CALL)
• Task-Based Language Teaching (TBLT)
• Second Language Pragmatics
• +3 more

Marta González-Lloret is a Professor of Spanish and affiliated researcher in the Center for Advanced Study of Languages (CASL) at the University of Maryland. She holds a PhD in Second Language Studies from the University of Hawaiʻi at Mānoa (2008). Her primary affiliation is the Department of Languages and Literatures of Europe and the Americas at UH Mānoa, where she teaches Spanish applied linguistics, pragmatics, and technology-integrated language teaching methodologies. Her research interests focus on CALL (Computer-Assisted Language Learning), task-based language teaching (TBLT), and L2 pragmatics, with an emphasis on technology-mediated interaction. She has authored/co-edited influential publications such as Technology-mediated TBLT (2014) and A Practical Guide to Integrating Technology into Task-based Language Teaching (2016). She currently edits the Pragmatics & Language Learning book series and co-edits System Journal . Marta trains DOE language teachers and educators from ASEAN countries in CALL integration. Her editorial roles include area editor for Wiley Encyclopedia of Applied Linguistics and board member of CALICO Journal . Her work emphasizes pragmatic development, digital pedagogy, and the future of technology in language education. Her contributions span action research methodologies, online collaboration tools, and the impact of crises like the pandemic on language teaching. She advocates for technology-enhanced curricula and global language learning accessibility.

Lynne deBenedetteView profile

Academic

• Second Language Acquisition
• Curriculum Design
• Instructional Technology
• +10 more

Lynne deBenedette is Associate Teaching Professor of Slavic Studies at Brown University, where she has taught since 1995. She leads the Russian language curriculum, teaches Czech, and advises students on study abroad programs in Russia. She is also a Faculty Advising Fellow and academic advisor for first-year and sophomore students. Research Interests: Her scholarship focuses on second language acquisition, particularly Processing Instruction and Structured Input as alternatives to traditional grammar teaching. She is deeply involved in curriculum and textbook design, foreign language teacher education, and integrating technology into language learning. Her work emphasizes intercultural awareness and task-based instruction in Russian. The recent publications highlight a strong trend toward evidence-based pedagogy in Russian language instruction, with a focus on comprehension-driven methods, curriculum innovation, and digital intercultural exchange. Her co-authored textbook Между нами exemplifies a shift toward open-access, interactive, and input-rich materials used across numerous institutions. Scientific Awards: John Rowe Workman Award for Teaching Excellence in the Humanities (2010–2011) President's Award for Excellence in Faculty Governance (2013) AATSEEL Best Book in Language Pedagogy (2018) AATSEEL Distinguished Service Award (2019) Advising and Grants: deBenedette regularly advises undergraduate students and study abroad participants. She has secured funding for curriculum development, including a Brown Curriculum Development Grant for the 'Cultura' project and grants from the Consortium for Language Teaching and Learning and CLEAR (Center for Language Education and Research) for CALL materials and teacher training research. Labs and Teams: She co-developed and implemented the 'Cultura' intercultural exchange program at Brown, collaborating with colleagues across French, Spanish, and Russian programs. She works closely with an interdisciplinary team including Beth Bauer and Shoggy Waryn, and maintains national collaborations with William J. Comer, Alla Smyslova, and Jonathan Perkins on textbook development and pedagogical research.

Patricia KoromvokisView profile

Lecturer

• Applied Linguistics
• Second Language Acquisition
• Teaching Strategies
• +3 more

Dr. Patricia Koromvokis is a Lecturer in Global Cultures and Languages at Macquarie University's School of International Studies, specializing in applied linguistics and second language acquisition. She serves as Head of one of the world's largest global examination centers for the Certificate of Attainment in Greek and leads initiatives in intercultural communication and technology integration in education. Education : PhD in Psycholinguistics (Macquarie University, 2017) – Vice-Chancellor’s Commendation for Academic Excellence MA in Teaching Greek as a Second Language (National and Kapodistrian University of Athens, 2007) Bachelor of Arts in Classical Greek Studies (National and Kapodistrian University of Athens, 2003) Research Interests : Dr. Koromvokis focuses on second language acquisition , teaching strategies , and technology-enhanced learning , particularly in Greek language education. Recent work explores AI tools to foster critical thinking and addresses linguistic needs in multicultural aged care settings. Key Projects : 2021: NSW Multicultural Ministry-funded project for Greek-Australian aged care linguistic support 2025: Organized Certificate of Attainment in Greek exams with record participation Awards : Finalist, Greek International Women Awards 2023 (Education & Psychology) Honorary Plaque from University of Ioannina (2022) Vice-Chancellor’s Commendation for Academic Excellence (2017) Teaching & Leadership : Convenes courses on citizenship studies, intercultural programs, and Modern Greek Studies. Organizes international conferences and collaborates with Greek community organizations to promote cultural preservation through language education.

Jihye MoonView profile

Professor

• Second Language Acquisition
• Heritage Language Acquisition
• Bilingualism
• +3 more

Jihye Moon is a Professor at George Mason University, specializing in Korean language education and second language acquisition. She joined the Korean program in 2014 and has been pivotal in expanding its curriculum and co-curricular activities, including language tables, internships, and the Mason Undergraduate Student Conference in Korean Studies (MUSCKS). Her research focuses on heritage language acquisition, Korean linguistics, and pedagogical innovation. She holds a Ph.D. in Second Language Acquisition from the University of Maryland, an Ed.M. in Educational Psychology from the University of Illinois, and a B.A. in History from Seoul National University. Moon has authored multiple textbooks, including Topics in Korean Language and Culture , and co-edited works on Korean linguistic and cultural studies. Her awards include the University Life Career Faculty Fellowship (2024), Mason Core Award (2021), and Adjunct Faculty Teaching Excellence Award (2017). She has secured grants such as the Project GO Korean initiative and the Summer Team Impact Project. Moon’s work emphasizes bridging language education with career readiness and promoting Korean as a critical language through innovative teaching methods. Her courses span Korean language proficiency, linguistics, and cultural studies, integrating transmedia storytelling, film projects, and intercultural communication. She actively contributes to professional development workshops and serves on panels for language program evaluation and global education policy.

• Second Language Acquisition
• Psycholinguistics
• Language Teaching Methodology
• +9 more

Vanda Marijanovic is an Associate Professor in the Department of Language Sciences at the University of Toulouse - Jean Jaurès, where she conducts research and teaching in linguistics and second language acquisition, particularly in the context of French as a Foreign Language (FLE). She is affiliated with the NeuroPsychoLinguistics Laboratory (LNPL, EA 4156) and serves as co-responsible for the master's program ADFLE. Her academic work spans both theoretical and applied aspects of language learning, with a focus on early learners and psycholinguistic mechanisms. Her research interests include L2 literacy development, pronunciation, memory in language acquisition, and contrastive analysis. She explores how learners, especially children and adolescents, process and acquire a second language, drawing on methodologies from psycholinguistics and cognitive didactics. Her work investigates the interplay between oral and written language, phonological representations, and the influence of orthographic input on spoken output. The recent publications highlight a consistent focus on early language learners, particularly Croatian children acquiring French. Themes such as phonological processing, reading aloud, word identification, and the role of memory recur across her work. She frequently collaborates with researchers like M. Billières, C. Solier, and A. Krönert, contributing to international conferences such as EUROSLA, AFLS, and DIDCOG. Her publications appear in peer-reviewed journals, book chapters, and conference proceedings, reflecting active engagement in the academic community. She has contributed to educational outreach, including a MOOC on pronunciation teaching in FLE and public lectures such as 'Le cerveau à deux langues' during the Brain Awareness Week. While no specific awards are listed, her sustained research output and leadership in academic programs underscore her contributions to the field. In terms of teaching, she offers courses in FLE methodology, technology in language classrooms (TICE), cultural anthropology, general linguistics, and critical approaches to language teaching. She also teaches sociolinguistics and linguistic diversity within the broader linguistics curriculum. Her academic journey includes a PhD in Language Sciences from the University of Toulouse-Le Mirail, supported by a strong educational foundation from Sorbonne Nouvelle – Paris 3 and INALCO, where she studied Italian, Arabic, and foreign language pedagogy.

Burcu KOÇ FERRAIOLIView profile

Assistant Professor

• English Language Teaching
• Teacher Education
• Intercultural Communication
• +7 more

Burcu KOÇ FERRAIOLI is a faculty member at Sakarya University, Faculty of Education, Department of Foreign Language Education. She holds the academic rank of Assistant Professor and is actively involved in teaching and research in English Language Teaching (ELT). Her work focuses on teacher education, intercultural communication, and technology integration in language learning. University: Sakarya University School: Faculty of Education Department: Department of Foreign Language Education Email: burcukoc@sakarya.edu.tr Her research interests include English language teaching, teacher education, intercultural communication, language assessment, and the use of digital tools such as TED Talks and Netflix in language learning. She has conducted studies on feedback practices, working memory in language learning, and curriculum analysis in Turkish ELT programs. The trends in her publications reflect a strong commitment to pedagogical innovation, teacher development, and the integration of real-world contexts into language classrooms. Her work spans from cognitive aspects of language learning to policy-level analysis of teacher education curricula, showing a comprehensive approach to ELT research. She has contributed to several research projects, including those on mentoring during the pandemic, outdoor learning in early childhood, and Erasmus+ initiatives. Her scholarly output includes articles in international journals and conference proceedings, with a focus on practical and theoretical aspects of language teaching. Mapping Effective Approaches to Support International Students' Social and Cultural Integration in Host Countries English language pre-service teachers' perspectives on TED Talks as an educational support Investigating the Relationship Between ELT Students' Verbal Working Memory Capacity, Reasoning Ability, and Foreign Language Proficiency of Productive Skills Burcu KOÇ FERRAIOLI advises pre-service teachers and engages in curriculum development and professional development projects. She has not received any explicitly mentioned scientific awards. She leads and participates in research projects focused on active learning, digital pedagogy, and intercultural citizenship in language education. She is involved in research teams working on outdoor-oriented practices in early childhood education and digital Turkish language teaching. Her lab-like environments include project-based research groups under Erasmus+ and national educational development initiatives.