Nancy Bell is a Professor at Washington State University, specializing in Applied Linguistics and Second Language Acquisition. Her work focuses on the role of humor and language play in second language learning, intercultural communication, and pragmatic competence development. BA: Linguistics, University of Oregon PhD: Educational Linguistics, University of Pennsylvania Her research explores how humor functions in L2 interaction, emphasizing its impact on sociolinguistic competence and classroom dynamics. She has published extensively on topics including L2 humor production, discourse analysis, and pedagogical strategies for multilingual learners. Bell’s publications highlight a strong focus on humor studies, pragmatic development, and language play. Her work bridges theoretical insights from discourse analysis with practical applications in language education, reflecting a sustained interest in enhancing L2 learners’ communicative abilities through playful interaction. At WSU, she coordinates the Linguistics track, trains graduate instructors in academic literacies for multilingual students, and teaches courses supporting international learners. Her career includes two years with the Peace Corps in Cameroon, enriching her expertise in ESL and cross-cultural teaching.
Gilberto Lara, Ph.D. , is an Assistant Professor in the Department of Bilingual and Bicultural Studies at the University of Texas at San Antonio (UTSA), within the College of Education and Human Development. With over 16 years of experience in dual-language and ESL education, his work bridges pedagogy, cultural equity, and literacy development for emergent bilinguals. Education: Ph.D. in Bilingual/Bicultural Education (UT Austin), M.Ed. and B.S. in Education (Boise State University) with concentrations in Bilingual Education and ESL Methods. Research Focus: Investigates pedagogical practices in dual-language/EL classrooms, emphasizing community cultural wealth and multicultural children's literature . His studies address raciolinguistic ideologies, teacher identity, and equity in education for marginalized communities. Article Trends: Recent publications analyze translanguaging in family contexts, post-pandemic pedagogical shifts, and systemic barriers in bilingual education. He integrates STEM and biliteracy, while critiquing children's literature for cultural relevance and social justice themes. Scientific Awards 2017 STAR Fellow, Literacy Research Association 2016 Second Place Outstanding Dissertation Award, National Association of Bilingual Association Grants & Collaborations: Though not explicitly listed, his work on equity and teacher education implies participation in federally funded initiatives. His book, The Reading Turn-Around with Emergent Bilinguals , codifies years of classroom and research experience.
Samantha Laporte is an Assistant Professor in English Linguistics at the University of Lille , affiliated with the Faculty of Languages, Cultures, and Societies and the Department of Anglophone Studies . Her research focuses on the cognitive representation of language through corpus linguistics and construction grammar , particularly in English as first, second, and foreign language . She investigates how grammar emerges from use and explores the link between social and cognitive dimensions of language. Key methods : Corpus-based analysis, Construction Grammar, Learner Corpus Research Labs : Affiliated with UMR 8163 - Laboratory of Knowledge, Texts, and Language
Prof. Dr. Remzi CAN is a full-time Professor at the Faculty of Education , Kırşehir Ahi Evran University , Turkey. He has held academic positions since 2002, including Assistant Professor (2012-2018) and Associate Professor (2018-2024) at the same institution. Education: PhD in Turkish and Social Sciences Education (2007-2012), Gazi University MA in Turkish and Social Sciences Education (2003-2006), Gazi University BA in Turkish Language Teaching (1998-2002), Gazi University Research Interests: His work focuses on Turkish language instruction, literary analysis, reading comprehension, and writing skill development. Key areas include the impact of audiobooks/podcasts on literacy, paragraph cohesion in second-language learners, and curriculum design for creative writing. Scientific Missions: Acted as principal investigator for projects like "Improving Reading Skills through Youth Novels" (2012-2014) and "Cohesion Awareness in Reading Comprehension" (2014-2015). Collaborates frequently with academics such as Dr. Devrim Murat Güzelküçük and Dr. Ali Kıribiş. Publications & Editorial Roles: Over 40 publications, including co-edited volumes like Türkçeyi Yabancı Dil Olarak Öğrenenlerin Duygusal Zekâ Düzeyleri (2024). Served as editor for the Ahi Evran University Journal of Social Sciences Institute (2017).
Daniel Green is a Teaching and Research Associate at the Vienna University of Economics and Business (WU), where he has been working since February 2022. His academic credentials include a BA in English and American studies, a teaching degree (Mag.phil.) in English and History from the University of Vienna, and an LL.M from the University of Edinburgh. His research explores the critical intersection of language, law, and business through the lens of applied legal linguistics. Green's scholarly focus centers on judicial discourse across historical and contemporary contexts, with particular attention to how linguistic analysis can address practical challenges in legal settings including police interviewing techniques and courtroom communication dynamics. As founding president of the Austrian Association for Legal Linguistics (AALL), he has established a platform for advancing research on language use in legal environments. Green's publication record reveals a methodologically sophisticated approach combining jurisprudential insights with quantitative and qualitative linguistic analysis. His recent work examines strategic indeterminacy in privacy policies, discourses of discrimination in criminal law, and gender representation in legislative texts, demonstrating consistent scholarly contribution to understanding language's role in legal systems. His academic trajectory includes prior teaching positions at the Centre for Teacher Education and the Department of English at the University of Vienna, along with experience teaching English, history, and law at secondary adult education institutions. Green has also contributed to research seminars on computer-assisted statutory interpretation and completed an internship with Vienna's state prosecution service. Through organizing projects promoting legal literacy, access to justice, and human rights, Green demonstrates commitment to applying academic insights to real-world legal challenges. His PhD project investigating discourses of indeterminacy in Austrian criminal proceedings represents ongoing scholarly contribution to understanding language in legal processes.
Anne Barron is a Professor of English Linguistics at the Leuphana University Lüneburg, where she has held the W3 professorship since 2011. She previously served as Academic Director of the Language Center at Leuphana (2011-2015), held a W2 professorship at the University of Bayreuth (2010-2011), and worked as an Assistant Professor (akademische Rätin) in Applied English Linguistics at the University of Bonn (2001-2009). She has also held visiting and part-time roles at institutions like the University of Ulster and University College Dublin. Habilitation (2010, University of Bonn) Ph.D. (2001, University of Hamburg) MA (1996, University College Dublin) BComm (1994, University College Dublin) Her research focuses on variational pragmatics, interlanguage pragmatic development, and corpus linguistics, particularly regarding Irish English and second language acquisition. She co-leads the Irish English Research Network and contributes to editorial boards for journals such as Applied Pragmatics , Corpus Pragmatics , and Intercultural Pragmatics . Anne also supervises Ph.D. students and collaborates with networks like Discourse-Pragmatic Variation & Change (DiPVaC). She is associated with the Center for Methods and the Institute of Philosophy and Art History at Leuphana. Her international advisory roles include peer reviewing for publishers (Cambridge University Press, Palgrave Macmillan) and research organizations (European Science Foundation, Humboldt Foundation).
Matthias Henze is the Isla Carroll and Percy E. Turner Professor of Biblical Studies and Founding Director of Rice University’s Program in Jewish Studies, where he has taught since 1997. His work bridges Hebrew Bible scholarship, early Jewish literature, and Syriac studies, focusing on texts outside the canonical Bible such as the Apocrypha, Pseudepigrapha, and Dead Sea Scrolls. Ph.D., Harvard University (1997) M.A., Harvard University (1996) Master of Divinity, University of Heidelberg (1992) Research Interests Dr. Henze’s research centers on the literary history of early Judaism, apocalyptic literature, biblical ethics, textual transmission, and the history of biblical interpretation. He emphasizes the interconnections between canonical and non-canonical texts from the Second Temple period (4th century BCE–2nd century CE). Key Academic Contributions He has authored and edited nine major works, including a critical commentary on 2 Baruch and a three-volume analysis of the textual history of the Deuterocanonical scriptures. His publications reflect a commitment to making ancient texts accessible to modern audiences while maintaining scholarly rigor. Awards & Recognition George R. Brown Award for Superior Teaching (2009, 2010, 2015) Phi Beta Kappa Teaching Prize (2003) Graduate Student Association Teaching and Mentoring Award (2015) John Freeman Faculty Teaching and Mentoring Award (2022) Faculty Award for Excellence in Research, Teaching, and Service (2019) Leadership & Innovation In 2009, he founded Rice’s Program in Jewish Studies, fostering interdisciplinary research on Jewish cultures from antiquity to the present. He co-founded the Joan and Stanford Alexander South Texas Jewish Archives in 2017 to preserve regional Jewish heritage and has led initiatives on antisemitism studies.
Prof. Dr. Marta García García serves as a Professor in the Department of Romance Philology at the University of Göttingen, specializing in Didactics of Romance Languages with primary focus on Spanish as a Foreign Language (ELE). Her academic role integrates teaching, research leadership, and development of innovative pedagogical frameworks for language educators. Her research program centers on critical examination of oral interaction in language learning environments: Conversation Analysis in L2 Spanish classrooms Development of interactional competence among learners Action research methodologies for teacher training Bilingual Content and Language Integrated Learning (CLIL) Spanish heritage language education in German contexts Digital tool integration in language pedagogy Analysis of her publication trajectory (2004-2021) reveals sustained investigation into conversational competence in Spanish acquisition, with particular emphasis on turn-taking mechanics, topic management strategies, and discourse marker usage. Her work consistently bridges theoretical conversation analysis with practical classroom applications, establishing evidence-based approaches for developing oral proficiency through structured interactional tasks. Prof. García García has supervised multiple award-winning master's theses, including Nico Bertram's study on language anxiety in Spanish speaking exams and Max Schlumbohm's research on bilingual sports/Spanish modules. She directs significant externally funded initiatives including CRITERION (Critical Spanish Language Teacher Education), VISIONS (video-based online Spanish teaching modules), and the Curriculum Internationalization-funded SpiELE project which develops digital teaching units through international expert collaboration.
Steven Luke is an Associate Professor in the Department of Psychology within the College of Life Sciences at Brigham Young University. His research focuses on reading and language comprehension, utilizing eye-tracking, MRI, and EEG technologies to study cognitive processes across diverse populations including children, second language learners, and clinical groups. Dr. Luke's research interests encompass reading, language development, word and sentence comprehension, scene perception, and visual search. He investigates how visual and linguistic information is integrated during reading, and how this process varies across individuals and populations. His work often employs eye-tracking as a primary methodology, but also incorporates neuroimaging to uncover the neural underpinnings of these cognitive activities. His recent publications (2019-2024) reveal a strong emphasis on reading disorders (particularly dyslexia), second language acquisition, and the role of social factors in physiological stress responses. Methodologically, his work bridges cognitive psychology, neuroscience, and clinical applications through the use of eye-tracking and neuroimaging. He directs the Eye Tracking Lab at BYU, which serves as a hub for innovative research on eye movements in cognitive tasks.
Stefanie Rottschäfer is a researcher at the Applied Linguistics and ELT chair of the Faculty of Cultural Studies at the Technische Universität Dortmund . Her work focuses on English as a lingua franca (ELF) , multilingualism , language attitudes , and language identity , particularly within family contexts and educational settings. Education : B.A. in Language and Communication (Universität Siegen, Université Paris XII), M.A. in Sprachlehrforschung (Universität Hamburg) Her research explores how families across Europe navigate multilingual communication using ELF, as seen in her 2024 publication on multilingual repertoires at dinner tables. She also investigates the phonetic and sociocognitive aspects of learner varieties of English, including accent perception and identity construction among German and French university students. Recent publications and presentations highlight her work on family language policies, ownership of English among pre-service teachers, and cross-cultural meaning-making. Notably, she was awarded a Fulbright scholarship in 2024 to conduct research at the University of Hawaiʻi at Mānoa. Key Contributions : Developed the FamiLingo project on ELF in multilingual families Created the first corpus of ELF interactions in domestic settings Advances discourse on language ideologies and global citizenship in family contexts Rottschäfer’s teaching spans topics like identity in language learning, sociophonetics, and bilingual education. Her methodological expertise includes narrative analysis, sociolinguistic fieldwork, and corpus compilation.
Dr. Joanna Atkinson is an Honorary Senior Research Fellow at the Division of Psychology & Language Sciences at University College London (UCL), specializing in deafness, cognition, language, and clinical psychology. She is also an Honorary Clinical Psychologist at the National Hospital of Neurology and Neurosurgery, UCL Hospitals NHS Foundation Trust, working at the Dementia Research Centre. Her educational background includes: Doctorate in Clinical Psychology from the University of Bristol (2005) Master of Science from the University of Bristol (1998) Bachelor of Science from the University of Bristol (1997) Post Doctoral Qualification from the Institute of Psychiatry (2008) Dr. Atkinson's research focuses on the intersection of deafness, cognition, and language, examining how language experience impacts cognitive development in deaf individuals with particular attention to British Sign Language users. She has developed specialized neuropsychological assessments for deaf populations, including tools for detecting cognitive impairment and dementia in BSL users. Her work bridges clinical psychology, cognitive neuroscience, linguistics, and education, with applications in healthcare services for deaf individuals with neurological conditions. Her recent publications demonstrate expertise in developing cognitive and language assessments for deaf sign language users, studying language disorders in deaf children, and creating appropriate dementia services. Dr. Atkinson has received several professional recognitions: Best Keynote Speaker European Congress on Mental Health and Deafness Best Poster Presentation Neurocom, Institute of Cognitive Neuroscience Commendation for Best Poster Presentation World Congress on Mental Health and Deafness Ede Ravenscroft Award for Academic Excellence University of Bristol She has been actively involved in public engagement, including launching online portal tests for clinical assessment of cognitive decline in deaf BSL users and participating in events like 'Whisperings Within' hosted by Claudia Hammond of BBC Radio 4. Dr. Atkinson has contributed to policy development through her work with Action on Hearing Loss and the NHS Highly Specialist Commissioning Group for Mental Health and Deafness.
Emi Sauzier-Uchida is a Professor at Waseda University's School of Political Science and Economics, specializing in interdisciplinary research at the intersection of linguistics, political science, and education. Her academic appointments include faculty positions in both the undergraduate School of Political Science and Economics and the Graduate School of Political Science, with additional affiliation at the Global Education Center. Her educational background includes a Master's Degree in Modern Japanese Studies with Distinction from Oxford University, a PhD in Applied Linguistics from the University of Essex, an MA in Applied Linguistics, and a Diploma in TEFL, all from Essex. Her research spans multiple domains including political discourse analysis, applied linguistics, foreign language education, and postcolonial studies with particular focus on Japan and Mauritius. Her scholarly work demonstrates consistent engagement with how language shapes political understanding and educational practices. Her publications reveal evolving research trajectories from early work on Japanese learners' processing of English loanwords to contemporary analyses of Japanese prime ministers' speeches through discourse analysis frameworks. Her studies consistently examine the relationship between language, power, and identity across different sociopolitical contexts. Professor Sauzier-Uchida has led multiple significant research projects funded by the Japan Society for the Promotion of Science, including investigations into cognitive frame formation in Japanese prime ministerial speeches and language policy in postcolonial Mauritius. Her work on the coexistence of English and Creole in Mauritius represents substantial cross-cultural research examining language attitudes across different demographic groups. Principal Investigator: Cognitive frame formation and transformation in postwar Japanese prime ministerial speeches (2019-2022) Principal Investigator: Analyzing the Process of Standardizing and Introducing Kreol to School Education in Mauritius (2013-2016) Principal Investigator: Research on the Use of English and Creole in Postcolonial Mauritius (2009-2010) Her teaching portfolio includes advanced courses in political discourse analysis, sociolinguistics, and English language instruction focused on political science and economics content. She has developed specialized curricula for preparing Japanese students for English-medium instruction in global academic contexts, reflecting her commitment to addressing practical challenges in international education.
Diana L. Schwinge serves as Associate Professor and Chair in the Ruth S. Ammon College of Education and Health Sciences at Adelphi University, specializing in bilingual education, TESOL, and educational linguistics through research and leadership. Her academic background includes: Ph.D. in Educational Linguistics, University of Pennsylvania (2003) MA in Teaching English to Speakers of Other Languages (TESOL), Teachers College, Columbia University (1998) BA in International Relations, Tufts University (1992) Dr. Schwinge investigates bilingual learning environments, biliteracy development, and teacher preparation, with focus on how students forge cross-linguistic connections through hybrid literacy practices like fractured fairy tales. Her work examines policy implementation challenges faced by bilingual educators navigating federal, state, and local mandates. Publication analysis (2000-2011) shows evolution from foundational biliteracy frameworks toward action research methodologies and creative pedagogical strategies for reflective teaching. Recent work emphasizes intertextual connections using folk narratives in multilingual classrooms. Professional service includes Peace Corps Master's International Program Coordination and Fulbright application reviewing for Thailand, reflecting leadership in international education despite no listed scientific awards.
Daryl M. Gordon is a Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences, specializing in TESOL (Teaching English to Speakers of Other Languages) and bilingual education. Her office is located in Harvey Hall 220, and she can be contacted at dgordon@adelphi.edu or by phone at 516.877.4393. Education: Ph.D., University of Pennsylvania (2004) M.S.Ed., University of Pennsylvania (1996) B.A., Bryn Mawr College (1986) Research Interests: Professor Gordon's scholarly work centers on the complex intersections of language, culture, and education, with particular focus on immigrant and refugee populations. Her research examines gendered second language socialization, the impact of trauma on language learning among refugees, naturalization education and national belonging, and content-based instruction for English Language Learners, especially in science contexts. She critically analyzes how language ideologies shape educational experiences and how programs can better serve linguistically diverse communities, often taking a critical perspective on citizenship education and national identity formation. Publication Trends: Professor Gordon's publications reveal a consistent scholarly trajectory focused on language learning in immigrant and refugee contexts, with particular attention to Southeast Asian communities, especially Laotian Americans. Her work spans sociolinguistics, educational anthropology, and teacher education, demonstrating how language learning intersects with gender, trauma, and national identity. Over time, her research has evolved from examining gendered language socialization to exploring the impact of trauma on language learning among refugees, and more recently analyzing citizenship education processes. Many publications involve interdisciplinary collaborations, particularly with health professions colleagues, reflecting her commitment to addressing the holistic needs of immigrant communities through comprehensive educational approaches. Scientific Awards: Research Release Awards (Fall 2010 and Spring 2012) International Faculty Development Grant to Amman, Jordan (Summer 2010) U.S. Department of Education Foreign Language Area Studies Fellow for Lao language study Grants and Professional Activities: Professor Gordon has secured significant external funding including an $816,016 New York State Education Department grant as Co-Principal Investigator for the Graduate Clinically Rich Teacher Preparation Pilot Program (2011-2014), a $478,000 grant for the New York City Preschool Bilingual/ESL Technical Assistance Center (2011-2015), and participation in a $1.2 million Corporation for National and Community Service grant engaging students from 18 universities in service learning with immigrants and refugees. She also contributed to a $600,000 MetLife Foundation grant focused on health literacy for immigrants. Professionally, she serves as a reviewer for prestigious journals including Anthropology & Education Quarterly and Applied Linguistics, participates in the U.S. Student Fulbright National Screening Committee, and is an active member of several professional organizations including the American Association for Applied Linguistics and the American Anthropological Association. University Service: Professor Gordon serves on the Fulbright Campus Committee, Internal Faculty Grants Committee, as Faculty Advocate in the Office of Student Conduct and Community Standards, and on the Faculty Senate Academic Standards Committee. She also volunteers as an ESL teacher at the Central American Resource Center (CARECEN NY), extending her professional expertise to community service.
Chia Yuan Hung serves as an Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences, teaching courses including Digital Literacies and 21st Century Skills and Technology and Instructional Design from her office in Alumnae Hall 234. Her research bridges educational technology, sociolinguistics, and game studies to investigate digital learning environments. Her academic credentials include: Ed.D. in Education from Teachers College, Columbia University (2009) Ed.M. in Education from Teachers College, Columbia University (2003) M.A. in Education from Teachers College, Columbia University (2001) B.B.A. from the University of Michigan (1999) Dr. Hung's scholarship centers on video games as sites for social interaction and language acquisition, with particular focus on adolescent behavior in platforms like Xbox Live. She examines how digital literacies develop through gaming and advocates for thoughtful gamification in educational design, critiquing superficial implementations while demonstrating effective pedagogical applications. Her work integrates conversation analysis with sociocultural theory to unpack meaning-making in virtual spaces. Analysis of her 2016-2025 publications reveals three interconnected trajectories: (1) sociolinguistic studies of political identity formation in gaming communities, (2) empirical investigations of gamification's efficacy in higher education, and (3) theoretical frameworks for understanding game-based language learning. This research consistently emphasizes context-sensitive design over mechanistic point systems. Dr. Hung has secured significant research funding including a $7,320 High Impact Practice Grant for university-wide gamification collaboration and a $3,013 Faculty Development Grant examining cross-linguistic spatial cognition. She serves on the editorial board of the International Journal of Game-based Learning (2012-present) and has delivered invited presentations at institutions including Mercy College.
