Yazan Doughan is a Researcher in the Department of Anthropology at the London School of Economics (LSE). His work bridges linguistic anthropology, socio-cultural analysis, and critical theory, focusing on Jordan and the Middle East. His research examines social justice, state governance, and cultural dynamics in postcolonial contexts. Key projects include an ethnographic study of Jordan’s Arab Spring protests and the paradoxical role of 'rule of law' in enabling both emancipation and injustice, tracing the concept of 'corruption' from neoliberal reforms to contemporary anti-corruption movements. A second project investigates social transformations in Jordan’s Syrian border zone, analyzing precarity among Jordanians and Syrian refugees amid geopolitical tensions. A third emerging project explores tribal justice practices across Jordan, Israel/Palestine, and Iraq to reimagine justice beyond secular-modern legal frameworks. His publications critically analyze corruption discourses, border zone precarity, and historical memory in activism. Doughan’s research integrates archival studies, ethnography, and legal analysis to challenge conventional paradigms in Middle Eastern studies. He teaches courses on anthropology, social justice, and Middle Eastern politics at LSE.
Assoc. Prof. Dr. Betil ERÖZ is an Associate Professor at Middle East Technical University , within the Faculty of Education, Department of Foreign Language Education . Her research focuses on intercultural communicative competence, teacher education, reflective teaching, and sociolinguistics, with a strong emphasis on qualitative research methods and technology integration in language teaching. Ph.D. in Second Language Acquisition and Teaching, University of Arizona (2003) M.A. in English Language and Linguistics, University of Arizona (1998) B.A. in Foreign Language Education, Middle East Technical University (1995) Her recent work examines anti-refugee discourses on social media, identity construction in second career teachers, and corpus development for spoken Turkish. She also investigates pedagogical approaches to teaching speaking and writing, mentorship dynamics, and the use of literature and technology in integrated skills development. Key research trends include: Analysis of digital discourses and migration narratives Exploration of cultural patterns in language education Development of transcription standards for Turkish corpora
Irmelin Kjelaas is an Associate Professor in Norwegian Didactics at NTNU's Department of Teacher Education within the Faculty of Social and Educational Sciences. She specializes in applied linguistics, multilingualism, and second language learning, particularly in educational contexts. Her work focuses on language policies, refugee education, and inclusive pedagogical practices for immigrant populations. **Education:** PhD in Applied Linguistics from NTNU (2009), focusing on conversations between unaccompanied minor asylum seekers and social workers. Research Interests: Her key areas include: Multilingualism in vocational and general education Refugee youth integration and language barriers Critical discourse analysis of educational policies Teacher training for linguistic diversity Language ideologies in Norwegian schools Recent Article Trends:** Her publications emphasize: Language policy challenges in vocational education (2025) Integration barriers for newly arrived students (2023-2024) Teacher narratives on refugee inclusion (2022-2023) Bilingualism in Norwegian curriculum design (2019-2020) Roles & Networks:** Co-leads the 'Second Language Didactics Network' with national education stakeholders Member of LiVE (Multilingualism in Vocational Education) and Nordic FLIN networks Board member of cultural platform Anna & Azra Advising & Grants:** Main supervisor of PhD candidate Unni Soltun Andreassen (2019–2023) Involved in EU-funded projects like INCLUSCHOOL and FAMREUN Collaborates with Universities of Oslo, Exeter, and VIA University College Labs/Teams:** Co-leads NTNU's 'Linguistic Diversity in School and Society' research group Develops curricula for vocational teachers via NTNU's Continuing Education programs
Malinda Blair O'Leary is an Associate Professor of Spanish at the University of Alabama at Birmingham (UAB), specializing in second language acquisition and language education. Her teaching focuses on integrating global perspectives through music, film, and real-world contexts. She develops blended learning courses, including online offerings for the Spanish for Specific Purposes (SSP) Certificate Program. Education: BA, MAEd, and PhD from UAB and University of Alabama. Research Interests: Language education methodologies, cross-cultural communication, and technology-enhanced language learning. Professional Experience: Studied abroad in Mexico (Universidad de Guadalajara) and Spain (Universidad de Alcalá de Henares). Continues international collaborations to enrich teaching.
Laurence Richard is a Senior Lecturer and Director of the Centre for Language Study at the University of Southampton's School of Modern Languages and Linguistics. She specializes in second language acquisition and linguistic pedagogy. Education: B.A. in English and Anglo-American Civilisation and Literature from Bordeaux University Masters in FLE (Français Langue Étrangère) from La Sorbonne University, Paris PGCE from Homerton College, Cambridge MPhil in Second Language Acquisition, Linguistics (2003) from University of Southampton Research and Publications: Her work focuses on French subjunctive acquisition, social networks in language learning, and teacher training in European foreign language education. Key publications include a longitudinal study on target language interaction during year-abroad programs (2014) and a report on European language pedagogy developments (2002). Teaching and Supervision: Laurence convenes stages 4 and 7, teaches stage 5, and supervises postgraduate students like PhD candidate Yasmine Mechairia. Her modules emphasize grammar, cultural engagement, and lexical acquisition. Research Groups: A member of the Centre for Language Study, she contributes to interdisciplinary linguistic research and ESRC-funded projects on language acquisition dynamics.
Egle Mocciaro is an Associate Professor and Department Vice-Head at the Department of Romance Languages and Literatures, Faculty of Arts, Masaryk University. She specializes in linguistics, particularly focusing on language acquisition, modality, and Romance languages. Her research involves studying discourse markers in language learners, lexicalization strategies in motion events, and grammaticalization processes in Sicilian. She supervises doctoral theses in areas such as anti-vagueness strategies in spoken language and interlanguage development in learners of Italian. Her habilitation thesis, Paths of modality and beyond. The grammaticalisation of modals and directive markers in Sicilian , was reviewed by leading scholars and concluded in 2024. She teaches courses related to linguistics and Romance languages, contributing to both academic administration and pedagogical activities.
Karen Smith is a Senior Lecturer and Course Leader for the MA TESOL programme at the University of Central Lancashire's School of Psychology and Humanities. She holds a part-time Ph.D. via MPhil in Applied Linguistics, focusing on 'spiky language production in L2 EAP contexts.' Her research emphasizes psychological aspects of second language acquisition and uneven language competency development. Education: Ph.D. (part-time) candidate in Applied Linguistics, University of Central Lancashire MPhil in Applied Linguistics, University of Central Lancashire Research Interests: Instructed Second Language Acquisition methodologies Academic literacy challenges in EAP contexts Educational psychology of language learners No academic papers have been uploaded to her profile, though her work explores spiky language production and uneven linguistic development in second-language academic settings. Additional Roles: Teacher-trainer and supervisor of undergraduate/postgraduate research projects
Bernd Kollmann is a full Professor of Protestant Theology, specializing in Exegesis and Theology of the New Testament at the University of Siegen, Faculty of Philosophy. He is based in the Seminar for Protestant Theology and maintains an active academic presence with recent publications and ongoing teaching responsibilities. His office is located at Adolf-Reichwein-Str. 2, Siegen, and he holds regular office hours. His research interests include: New Testament exegesis and historical context Miracle stories and their interpretation Early Christian ethics and social structures (e.g., slavery) Hagiography and saint legends (e.g., Mark, Barnabas, Thekla) Religious education and biblical didactics Pauline theology and the Epistle to the Galatians Historical Jesus research and apologetics His recent scholarly output shows a consistent focus on New Testament themes, particularly miracle narratives, early Christian communities, and biblical figures. From 2021 to 2025, his publications span topics from Luther’s Bible translation to early Christianity and slavery, indicating broad yet coherent engagement with theological and historical questions. His works appear with major academic publishers such as Vandenhoeck & Ruprecht, Mohr Siebeck, and Herder. Professor Kollmann has contributed to significant academic discourse through edited volumes and encyclopedic entries, including in Religion in Geschichte und Gegenwart and The Encyclopedia of the Bible and its Reception . He has also reviewed numerous scholarly works in journals such as Theologische Literaturzeitung and Clio . He supervises academic work and collaborates with scholars such as Ruben Zimmermann and Burghard Schröder. While no direct mention of advisees is provided, his editorial and collaborative projects suggest academic mentorship. He is involved in biblical translation projects, including German editions of ancient texts like the Vita et miracula sanctae Theclae and De inventione sanctae crucis , contributing to the accessibility of early Christian literature.
Concepción Godev is a Professor in the Department of Languages, Cultures and Translation at the University of North Carolina at Charlotte. Her academic career spans decades of research and teaching in applied linguistics and translation studies. Ph.D. in Spanish Applied Linguistics (Pennsylvania State University, 1992) Ph.D. in Spanish Applied Linguistics (Universitat de Barcelona, 2006) M.A. in Spanish Literature and Linguistics (Pennsylvania State University, 1988) BA in Spanish Literature and Linguistics (Universidad de Málaga, 1984) Her research focuses on applied linguistics, translation pedagogy, blended learning, and gender inclusivity in Spanish language teaching. She has published extensively on these topics, often integrating technology and cross-cultural analysis into her work. Recent publications highlight her expertise in translation-project management, blended learning effectiveness, and inclusive language practices in educational settings. Her work bridges theoretical linguistics with practical applications in language acquisition. As a faculty member, she contributes to curriculum development and interdisciplinary research, with a particular emphasis on leveraging translation to enhance language learning in digital environments.
Ann Childs is an Associate Professor of Science Education at the University of Oxford and a Fellow of Lady Margaret Hall. She holds a PhD in Chemistry from the University of Birmingham and has 11 years of secondary science teaching experience in the UK and West Africa, including roles as Head of Chemistry and Head of Science. Since 1995, her work has focused on science teacher education, with expertise in classroom pedagogy, bilingual science instruction, and policy analysis. Her research spans topics like effective explanations in science classrooms, teacher education in multilingual contexts, and sustainable development in education. Her academic contributions include co-editing Classroom-Based Interventions Across Subject Areas (2018) and authoring chapters on international science pedagogy and teacher educator knowledge bases. Recent articles explore classroom interaction dynamics in EMI settings, teacher training innovations, and policy challenges in initial teacher education. Childs collaborates with institutions globally, including studies in Bhutan and Scotland, addressing teacher quality and professional development. Her advising includes doctoral student Qian Liu, focusing on secondary science education methodologies. Research trends highlight intersections between language, pedagogy, and policy, with a focus on equitable and effective teaching practices. Though no formal awards are listed, her extensive publications reflect sustained scholarly impact in science education and teacher training.
Chun Hong Yan is a doctoral researcher and tutor at the Southampton Education School, University of Southampton. They hold multiple advanced degrees including an MA in Education from UCL Institute of Education, an MA in Teaching Chinese as a Foreign Language (Distinction) from The Hong Kong Polytechnic University, a Postgraduate Diploma in Education, and a BA in Chinese Language and Literature (First Class Honours) from The Chinese University of Hong Kong. Their educational background includes: MA in Education, University College London, Institute of Education MA in Teaching Chinese as a Foreign Language (Distinction), The Hong Kong Polytechnic University Postgraduate Diploma in Education, The Chinese University of Hong Kong BA in Chinese Language and Literature (First Class Honours), The Chinese University of Hong Kong Chun Hong Yan's research focuses on the intersection of migration and education, with particular emphasis on teaching Chinese as a first and second language, Confucianism's influence on educational practices, and socio-material perspectives in educational sociology. Their work often examines the experiences of Hong Kong migrants in the UK education system, exploring how cultural, linguistic, and social factors shape educational outcomes and integration processes. Through a socio-material lens, they investigate how physical spaces, objects, and technologies interact with human agency in educational settings, offering nuanced insights into the complexities of migration-related educational challenges. Their recent publications demonstrate a clear trajectory in examining educational experiences of East Asian communities in the UK, particularly focusing on Hong Kong migrants. These works span Chinese language curriculum development, migration decision-making processes, English language accessibility, and the broader challenges faced by East Asian students in UK higher education. This body of work reveals a consistent commitment to understanding how educational systems can better serve diverse migrant populations. Chun Hong Yan has been recognized for their scholarly contributions, receiving the Hong Kong Studies Association Annual Conference Best Paper Award in 2025. Hong Kong Studies Association Annual Conference Best Paper Award (2025) As an educator, Chun Hong Yan has served as a tutor for undergraduate modules including EDUC 6353 - Understanding Education Research and EDUC 6455 - Education and Society. Prior to their doctoral studies, they gained practical teaching experience as a language educator in a Hong Kong secondary school, providing valuable real-world context for their academic research. Chun Hong Yan is an active member of the Centre for Research in Inclusion at the University of Southampton, contributing to collaborative projects that examine educational equity and access for diverse student populations. Their work bridges theoretical insights with practical applications, aiming to inform both educational policy and classroom practice.
Eni Buljubasic is a PhD candidate and Research & Teaching Assistant at the Faculty of Humanities and Social Sciences, University of Split, Croatia. Her academic work bridges cultural studies, critical heritage, discourse analysis, and multimodal stylistics, with a focus on identity politics in Croatian popular music and heritage discourse. University: University of Split School: Faculty of Humanities and Social Sciences Role: PhD Candidate, Research & Teaching Assistant Her research centers on the transformation of traditional Dalmatian klapa singing into neoklapa, analyzing how heritage processes, nostalgia, and Mediterranean identity are rhetorically and visually constructed in music and media. She investigates themes of regional identity, authenticity, and national branding, often through feminist and poststructuralist lenses. Her methodological approach combines critical discourse analysis, multimodal stylistics, and semiotic interpretation. The 15 most recent publications reflect a consistent engagement with identity formation, cultural heritage, and stylistic analysis. Key trends include the Mediterranean repositioning of Croatian identity, interdiscursivity of nostalgia and heritage , and visual rhetoric in music videos . Her work spans journal articles, book chapters, and conference presentations, demonstrating interdisciplinary reach across literary theory, sociology, ethnomusicology, and linguistics. Notable scientific contributions include co-authoring a chapter in Politics of Scale (Berghahn, 2019) and organizing the 2018 conference Sea Change: Wavescapes in the Anthropocene . While no formal awards are listed, her active participation in international academic forums and publications in peer-reviewed venues underscores her scholarly impact. She has contributed to teaching Croatian as a second language and explored the role of literature and digital tools in language education. Her advising and grant history are not specified, but her role as a teaching assistant suggests involvement in curriculum development and student mentorship. She has also analyzed diasporic media such as Male novine in Chile, highlighting transnational cultural dynamics. Eni Buljubasic is associated with research groups and networks in critical heritage studies and Mediterranean cultural studies, often collaborating with scholars like Tuuli Lähdesmäki and engaging with key theorists such as Michael Herzfeld and Marianne Hirsch. Her work contributes to broader conversations on how cultural forms mediate identity in post-Yugoslav and global contexts.
Joey Stanley is an Assistant Professor in the Department of Linguistics at Brigham Young University, part of the College of Humanities. He specializes in sociophonetics, dialectology, and quantitative methods, with a regional focus on English in the western and southern United States, particularly Utah English and Southern American English. His research involves extensive analysis of speech data, including a major project on 750 interviews from Heber City, Utah, and a multi-generational study of Southern American English. He collaborates widely with students and faculty, using crowdsourced data and advanced statistical techniques to explore regional linguistic variation. Ph.D., Linguistics, University of Georgia (2020) BA, Linguistics and Linguistics Computing, Brigham Young University (2013) His research interests center on language variation and change, with strong emphasis on sociophonetic methodology and empirical data analysis. He frequently integrates computational tools and large datasets to study phonetic and grammatical patterns across speech communities. His work bridges theoretical linguistics with real-world sociocultural contexts, especially within religious and rural communities. The 15 most recent publications reflect a consistent focus on regional dialects, particularly Utah and Southern American English, using quantitative and acoustic methods. Key themes include generational language change, speaker identity, phonetic variation, and methodological innovation in sociophonetics. Collaborative work with students and colleagues spans corpus analysis, fieldwork, and computational modeling. Professional memberships include: American Dialect Society (2016–Present) Linguistics Society of America (2012–Present) Joey Stanley actively advises students, as seen in numerous co-authored publications. He teaches courses in sociolinguistics, phonetics, and research methods, often developing specialized topics like sociophonetics and fieldwork. He is involved in multiple research grants and collaborative projects, though specific funding sources are not listed in the text. His work contributes significantly to the documentation and analysis of understudied American English dialects. He leads or participates in research teams analyzing historical speech archives and contemporary language use, particularly within the Latter-day Saint community and the American South. These teams often include undergraduate and graduate researchers, fostering a strong mentoring environment.
Michelle O’Malley is an Associate Professor of Instruction in Linguistics and the Undergraduate Chair in the Department of Linguistics at Ohio University’s College of Arts and Sciences. She is actively involved in teaching, curriculum development, and research focused on language variation, sociolinguistics, and language documentation, with regional emphasis on Southeast Ohio and Scotland. Her primary research interests include: Language variation and dialects, particularly American English and Appalachian speech Perceptual dialectology and sociolinguistic perception Forensic applications of linguistic analysis Phonetics and phonology in natural speech Language development in first and second language learners Corpus construction for endangered and regional language documentation She also leads a Cultural Linguistics Study Abroad program in Scotland, exploring Scots and Gaelic languages and their historical influence on American English. Her current projects include the Southeast Ohio Language Project (SOLP), a regional language corpus initiative, and comparative studies across age groups to track linguistic change over time. She is engaged in developing new courses and certificate programs in applied linguistics. While no scientific awards are listed in the provided text, her interdisciplinary work bridges linguistics, cognitive science, cultural studies, and education. She advises undergraduate students as Undergraduate Chair and contributes to academic leadership within the department. Her efforts in study abroad, curriculum innovation, and community-based research demonstrate a strong commitment to experiential learning and public engagement in linguistics. Michelle O’Malley is also involved in lab and field-based research through the Language and Culture Project, where she coordinates data collection, student training, and community outreach in linguistic documentation.
Talinn Phillips is Associate Professor of English and Director of the Graduate Writing and Research Center at Ohio University's College of Arts and Sciences. Her work spans writing studies, second language writing, graduate education, and writing program administration. She is deeply committed to supporting multilingual and graduate writers through research, pedagogy, and institutional leadership. Education: Ph.D., English (Rhetoric and Composition), Ohio University, 2008 M.A., TESOL & Applied Linguistics, Ohio University, 2002 B.S.W., Social Work, Kentucky Christian College, 1999 Her research focuses on second language writing, graduate student writing, lifespan writing research, genre studies, writing for publication, and writing centers. She examines how writers develop across their lifetimes, particularly graduate students and multilingual writers navigating disciplinary discourse communities. Her work emphasizes holistic support that integrates disciplinary knowledge, research methodology, and language development. The 15 most recent publications reveal a consistent trajectory in writing studies, with a strong emphasis on graduate and multilingual writers. Her scholarship spans books, book chapters, journal articles, and educational films. Key themes include longitudinal writing research, writing program administration, disciplinary writing support, and pedagogical strategies for global classrooms. Her recent works like Improvisations: Methods & Methodologies in Lifespan Writing Research (2024) and Supporting the Growth of Graduate Writers (2022) demonstrate innovative approaches to understanding and supporting academic writers. Talinn Phillips has been instrumental in developing the Graduate Writing and Research Center at Ohio University, which provides integrated support for graduate students' writing and research needs. Her leadership in this area reflects her commitment to addressing unmet needs in graduate education, particularly for multilingual writers who require discipline-specific and holistic support. She has advised on or led initiatives related to writing program administration, tutor training, and curriculum design. Her work with graduate writing groups, dissertation boot camps, and discipline-specific workshops has helped shape institutional support structures for graduate writers. Her research on writing center practices has informed the development of more effective services for multilingual graduate writers. Her teaching portfolio includes courses in developmental writing for non-native speakers, writing and rhetoric, women and writing, professional writing, genre studies, rhetorical theories, research methods, and writing for publication. This diverse teaching background reflects her broad expertise in writing studies and her commitment to supporting writers at all levels.
