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Milada WalkovaView profile

Associate Professor

• English for Academic Purposes
• Academic Writing
• Applied Linguistics
• +12 more

Dr. Milada (Millie) Walkova is an Associate Professor of English for Academic Purposes at the University of Leeds , affiliated with the School of Languages, Cultures and Societies and based in the Language Centre . She joined the university in 2018 and teaches on pre-sessional EAP courses and the online MA in Teaching English for Academic Purposes . She also holds a faculty position at the Technical University of Košice , Department of Languages. Her educational background includes: PhD in English Linguistics DELTA (Cambridge), with specialism in English for Academic Purposes MA in British and American Studies (thesis in EAP) PG Cert in English Language Teaching Higher Education Academy (HEA) Fellow Dr. Walkova’s research centers on linguistic approaches to academic writing , particularly in cross-cultural contexts. Her key interests include argument construction, self-mention, citation practices, and the teaching of academic vocabulary and transition markers. She advocates for evidence-based EAP pedagogy and has developed models such as the three-dimensional framework for self-mention. Her work often compares Slovak and English academic discourse, revealing cultural and linguistic differences in scholarly communication. Her recent scholarly output includes two edited books: Teaching Academic Writing for EAP (2024) and Linguistic Approaches in EAP: Expanding the Discourse (2024), both published by Bloomsbury. Her publications span high-impact journals such as English for Specific Purposes , Journal of English for Academic Purposes , and Discourse and Interaction . The articles show a consistent focus on empirical analysis of academic genres, EAP pedagogy, and contrastive rhetoric, with a strong trend toward practical applications in teaching and research writing support. She is actively involved in the academic community: Administrator, Critical Friend Network Initiative, BALEAP (2023–2025) Editorial Board Member: ESP Today (2023–), Ostrava Journal of English Philology (2021–), Language Scholar (2019–2023) Member, Pedagogic Research in the Arts (PRiA) working group Professional memberships: BALEAP, EATAW, AALL, ISSOTL Dr. Walkova supervises PhD students in linguistic aspects of academic writing and encourages scholarship in EAP. She leads module development in EAP and contributes to pedagogic research within the Faculty of Arts, Humanities and Cultures. Her work bridges theoretical linguistics and practical language teaching, aiming to enhance the academic success of non-native English speakers in global higher education.

• Arabic Language Teaching
• Applied Linguistics
• Second Language Acquisition
• +5 more

Vicente Martí Tormo is a Contract Lecturer at the Department of Asian and North African Studies, Ca' Foscari University of Venice. He has held teaching roles at the University of Macerata and the University of Granada, focusing on Arabic language, translation, and computer science for Eurasian studies. His academic work spans pedagogy, applied linguistics, and Arab-Andalusian cultural studies. Education: PhD in Estudios Árabes e Islámicos, Universidad de Granada, 2017 Master in Culturas Árabe y Hebrea: Pasado y Presente, Universidad de Granada, 2008 Laurea in Filologia Araba, Universidad de Granada, 2008 Laurea in Storia, Università di Alicante, 2004 His research interests include Arabic as a second language, applied linguistics, dialectology, and the cultural dimensions of Arab language use. He has contributed to educational innovation projects involving audiovisual resources and online learning platforms. His publications focus on teaching methodology and pragmatic competence in Arabic. The articles reflect a consistent focus on Arabic language pedagogy, corpus-based instruction, and cultural-literary analysis. He has also delivered seminars on sociolinguistic contexts, proxemics, and Arab influence on Spanish gastronomy. Scientific Awards: No awards listed. He has participated in conferences such as WOCMES 2010 and delivered guest lectures on Andalusian music and poetic genres. He has been involved in curriculum development and multimedia integration in language teaching. There is no mention of advised students or research grants. His role is primarily instructional, with a strong emphasis on methodological innovation and cultural integration in Arabic language education.

• African American Literature
• 19th-Century American Literature
• 20th-Century American Literature
• +12 more

Lynette Myles is an Assistant Teaching Professor in the Department of English at Arizona State University, part of the College of Liberal Arts and Sciences. She teaches courses in African American literature, Black women's writing, and first-year composition, contributing significantly to both literary scholarship and undergraduate education. Education: Ph.D. in English (African American Literature), Arizona State University M.A. in English (African American Literature), Arizona State University B.A. in English with minor in African American Studies, Arizona State University Her research is interdisciplinary, focusing on 19th- and 20th-century African American literature, slave narratives, feminist practice, spatial studies, and liberation pedagogy. She explores how Black women authors use narrative form to assert autonomy and resist oppression, particularly through spatial metaphors and rhetorical strategies. Her work critically engages with representations of race, gender, class, and sexuality in American culture. The recent publications and edited volumes reflect a strong commitment to both literary analysis and pedagogical innovation, especially in teaching challenging texts like Sapphire’s PUSH . Her scholarship bridges literary theory, feminist critique, and classroom practice, emphasizing transformative learning and student empowerment. Scientific Awards and Recognitions: Division of Graduate Studies Dissertation Fellowship, ASU Nominated for College of Liberal Arts and Sciences Dean's Distinguished Teaching Award (2005, 2008) Lynette Myles is actively involved in mentoring and academic service. She has served as a faculty advisor for student organizations including Phi Beta Sigma Fraternity, Inc. and the Nzinga Sisterhood Circle. She has also mentored graduate students and served on numerous departmental and university committees related to diversity, curriculum, and scholarship. Her service extends to professional conferences and dissertation committees at other institutions, demonstrating her ongoing engagement with the academic community. She contributes to interdisciplinary initiatives in African American Studies, Women and Gender Studies, and Second Language Writing. Her work supports the development of inclusive curricula and critical literacy across disciplines.

Elena NicoladisView profile

Professor

• Bilingual First Language Learning
• Second Language Learning
• Gestures
• +2 more

Elena Nicoladis is the Department Head and a Professor at the Department of Psychology within the Irving K. Barber Faculty of Arts and Social Sciences at the University of British Columbia Okanagan. Her research focuses on bilingual first language acquisition, second language learning, and the role of gestures in communication and cognitive development. She is currently accepting graduate students but has specified that she is not considering Psychology graduate applicants for the September 2026 intake.

• Game Design
• Video Game Studies
• Applied Game Design
• +9 more

Louis-Martin Guay is an Associate Professor at the School of Design within the Faculty of Planning at Université de Montréal. He has been teaching game design at the university since 2007, following 8 years of professional experience at Ubisoft. His office is located in room 1037 of the Faculty of Planning building, and he can be reached at 514 343-6111 ext. 2803. Guay's research interests focus on applied game design, game design methodology, games and education, the history and culture of video games, scenic interactions, second-person game design, spontaneous theater, and improvisation. His work spans across multiple disciplines including Game Design, Video Game Studies, Creativity, and Media Arts. He has developed expertise in both theoretical and practical aspects of game design, with particular attention to how games can be used for education and social purposes. His recent publications show a consistent focus on innovative applications of game design principles across various contexts. His work examines how games can facilitate language learning for preschoolers, develop empathy through game mechanics, and create socially responsible entertainment. He also explores the transformation of traditional tabletop role-playing games into virtual environments and the philosophical foundations of player experience. Guay has supervised numerous graduate students working on diverse aspects of game design, from casual games to persuasive role-playing mechanics. His research has been supported by funding from FRQSC, including the project 'T'es-tu GAME?' (2021-2024) which developed a video game to optimize social skills in youth, and 'MR ROBOTO' (2013-2017), a project on interactive ludic fiction. As an educator, Guay teaches courses including Introduction to Video Game Design, Fundamental Concepts of Games, Games, Experiences and Interactions, Games and Learning Design, Ludic Objects, and Final Year Projects. He is involved with multiple academic programs including Industrial Design, Video Game Major, and various Master's programs in Planning, Cinema, and Media Arts.

Isabelle Jouanneau-FertigView profile

Senior Lecturer

• French Language Instruction
• Teaching French as a Foreign Language
• Language Pedagogy
• +2 more

Isabelle Jouanneau-Fertig is a Senior Associate in French at Barnard College, part of Columbia University, where she has been a key member of the Department of French since 1987. She specializes in teaching French as a foreign language and has designed and led all levels of language instruction, with a focus on strengthening advanced coursework through innovative culture-integrated curricula. Education: B.A., Université de Paris M.A., Université de Paris Her research and professional focus lies in French language pedagogy, particularly in developing immersive, culture-rich language courses for non-native speakers. She has significantly contributed to upper-level French instruction at Barnard, introducing new courses that blend linguistic proficiency with cultural understanding. The available publications reflect her deep engagement with language education tools and media. Her work trends toward practical, classroom-oriented resources, including participation in landmark French teaching programs and voice acting for educational textbooks, emphasizing auditory and cultural dimensions of language learning. Scientific Awards: No scientific awards listed. There is no information available about graduate student advising or research grants. However, her long-standing role in curriculum development and pedagogical innovation suggests significant institutional contribution to language education. There is no mention of specific labs or research teams, which is consistent with her profile as a language instructor focused on classroom teaching and educational materials rather than laboratory-based or funded research projects.

Sonia Liboria Maria AlessandraView profile

Adjunct Professor

• Spanish Language Teaching
• Teacher Training
• ICT in Education
• +3 more

Sonia Liboria Maria Alessandra is an Adjunct Professor at the Department of Humanities, University of Catania, and teaches at the Special Teaching Structure in Ragusa. She holds a degree in Modern Foreign Languages and Literatures (University of Catania, 1991) and Modern Literatures (University of Catania, 1997), the latter earning her the Leonardo Sciascia degree prize. Graduate of University of Catania (1991, 1997) Collaborates with Instituto Cervantes as DELE examiner Peer reviewer for Cuadernos de Lingüística Hispánica Her research focuses span: Spanish as a second language instruction ICT integration in pedagogy Intercultural communication frameworks Translation theory and practice Literary text analysis Language assessment methodologies Recent publications emphasize gamification in language classrooms, cinematic intercultural competence, and fashion terminology acquisition. Scientific awards include the prestigious Leonardo Sciascia degree prize. She conducts seminars on: Spanish language education ICT application in linguistics Translation of literary works Intercultural mediation

Hanako FujinoView profile

Senior Lecturer

• Applied Linguistics
• Japanese Language Pedagogy
• Second Language Acquisition
• +6 more

Dr Hanako Fujino is a Senior Lecturer in Japanese Language and Linguistics at Oxford Brookes University, affiliated with the School of Education, Humanities and Languages. She serves as the Subject Coordinator for Japanese Studies and teaches undergraduate modules including Japanese grammar, translation, and advanced communication. Her educational background includes a BA in Hispanic Studies and an MA in Theoretical Linguistics from Sophia University, Tokyo, followed by a PhD in Applied Linguistics from Universidad Complutense de Madrid. Her research evolved from first language acquisition in Spanish to second language learning of Japanese. Her research focuses on Japanese language pedagogy, particularly grammar perception among non-native learners, pragmatic awareness in beginner instruction, and intercultural competence development through study abroad. She integrates technology in language teaching, as seen in her work with Moodle-based listening assessments. Her recent publications highlight innovations in teaching materials and learner cognition in Japanese as a foreign language, primarily published in journals such as BATJ Journal and The Language Learning Journal , with a strong emphasis on practical classroom applications. Senior Fellow of the Higher Education Academy (2017) Member of British Association of Applied Linguistics (BAAL) Member of British Association of Teaching Japanese as a Foreign Language (BATJ) Member of Association of Japanese Language Teachers in Europe (AJE) External Examiner, University of Portsmouth (2017–) Dr Fujino has supervised curriculum development and contributed to pedagogical innovation in Japanese language education. She has organized key academic events such as the Brookes Learning and Teaching Conference and several Japan Foundation-hosted symposia in Spain. No specific grants are mentioned, but her leadership in curriculum and conference organization reflects significant academic engagement. She is associated with the Europe Japan Research Centre and the Applied Linguistics and Language in Education research group, contributing to both institutional and international scholarly networks in language education.

• Action Research
• Adult Education
• Vocational Education and Training
• +5 more

Tove Andersen is a PhD candidate and part-time lecturer at Oslo Metropolitan University (OsloMet), affiliated with the Faculty of Education and International Studies. She is actively involved in research on vocational education, adult learning, and language development, particularly focusing on immigrant populations in educational settings. Her research interests include action research, educational didactics, inclusion of minority language speakers, and collaboration between schools and workplaces. She emphasizes language development across subjects, especially in vocational programs, and explores the role of the 'native' researcher in action research contexts. The recent publications and dissemination activities (2023–2025) reflect a strong focus on action research methodology, language competence in vocational education, and the inclusion of adult immigrants. Her work spans empirical studies, theoretical reflections, and practical applications in teacher education and adult learning contexts. She has presented at numerous conferences such as CARN, NordYrk, and Skand-AF, and contributed to public dissemination through YouTube lectures and seminars. Her research aligns with ongoing projects on school-work-life-university collaboration and vocational teacher education. While no formal scientific awards are listed, her sustained scholarly output and active participation in research networks indicate significant contributions to the field of adult and vocational education. Andersen advises no listed students but contributes to academic mentoring through her role in action research projects and teacher education initiatives. She is involved in developing didactic models for institutional collaboration. There is no mention of specific grants, but her work appears supported through institutional research frameworks at OsloMet. She is associated with research groups focusing on cooperation between school, working life, and university, and contributes to projects in vocational teacher education, particularly around organizational and didactic models for collaboration.

• Second Language Acquisition
• ESL Teaching
• Teacher Education
• +4 more

James Hunter, Ph.D., is a Professor of Teacher Education at Gonzaga University, where he has worked for the past 20 years. He currently serves as director of the MA/TESOL program and is an experienced ESL teacher-trainer with international teaching experience at Mukogawa Women's University (Japan) and Abu Dhabi Women's College (UAE). His academic career spans classroom instruction, curriculum development, and research in second language acquisition. Dr. Hunter's research centers on error correction mechanisms and technology-mediated language learning , with particular emphasis on oral corrective feedback in both physical and virtual environments (e.g., Zoomscape). His work explores how learners identify their own errors, the impact of delayed feedback systems like Comsem.net, and the integration of voice recognition tools (Siri) for pronunciation practice. He maintains strong interests in fluency development through structured speaking activities and cultural intelligence building via experiential learning. Analysis of his publication trajectory reveals evolving focus from foundational grammar teaching (2008) to contemporary digital pedagogy (2021-2022), with consistent threads in teacher education methodology and speaking skill development. Recent work demonstrates adaptation to pandemic-era online teaching challenges, while maintaining connections to core SLA principles. Dr. Hunter has secured multiple grants supporting practical language education initiatives: English Curriculum for Multilingual Healthcare Workers ($107,380 funded by SEIU Healthcare) Community Languages & Language Acquisition ($20,000 Professional Educator Standards Board grant) WAESOL Summer Language Program ($375 funded) Gonzaga Faculty Development Grant ($526 funded) He has also pursued larger collaborative projects including the unfunded $2.6 million VILLAGE PROJECT targeting immigrant/refugee language education. Academically, he collaborates through the GECO program and co-founded the student-run community ESL course. Outside academia, he performs traditional Irish music with Floating Crowbar as multi-instrumentalist.

Jiyoung KimView profile

Senior Lecturer

• Korean language and linguistics
• Korean language pedagogy
• Second language acquisition
• +1 more

Jiyoung Kim serves as a Senior Lecturer in the Department of East Asian Languages and Cultures at Indiana University Bloomington's Hamilton Lugar School of Global and International Studies. She teaches elementary and third-year Korean courses (EALC KOR 101/301) and holds a PhD in Linguistics from the University of Hawaii at Manoa (2014), specializing in Korean language structures and pedagogy. Her academic background includes: PhD, University of Hawaii at Manoa, 2014 Dr. Kim's research centers on Korean grammatical phenomena—including imperfective aspect markers and modal verbs—and their acquisition by second language learners. She develops project-based curriculum frameworks for college-level Korean while integrating visual culture into pedagogical approaches, bridging theoretical linguistics with classroom practice to address learner challenges in morphosyntax and discourse. Publication analysis reveals consistent focus on Korean linguistic structures within acquisition and discourse contexts, with evolving emphasis from grammatical analysis (2009-2013) toward curriculum innovation through project-based learning (2015), demonstrating applied scholarship for Korean language education. No scientific awards are documented in the source material. Details regarding student advising, research grants, laboratory facilities, or collaborative research teams are unavailable in the provided documentation.

ARİF ÇERÇİView profile

Associate Professor

• Turkish Language Education
• Teaching Turkish as a Foreign Language
• Grammar Education
• +4 more

ARİF ÇERÇİ is an Associate Professor at Gaziantep University's Faculty of Education, Department of Turkish Language and Social Sciences Education. He has been serving in this position since 2015, following a 14-year career as a Turkish Language and Literature Teacher at the Ministry of National Education (2001-2015). His academic background includes a Doctorate in Turkish Education from Necmettin Erbakan University (2009-2013), a Master's in Turkish Education from Selcuk University (2003-2006), and a Bachelor's degree in Turkish Language and Literature Teaching from Selcuk University (1997-2001). Dr. Çerçi's research focuses on Turkish Language Education, Teaching Turkish as a Foreign Language, and Grammar Education. His work particularly addresses challenges in teaching Turkish to Syrian refugee students and developing effective language teaching methodologies. He has published extensively on teacher self-efficacy, educational assessment, and language teaching materials development. His scholarly output shows a clear progression from foundational language teaching research to more specialized work on Turkish as a foreign language instruction, with increasing focus on refugee education integration since 2018. His publications span both Turkish and international journals, demonstrating his commitment to contributing to both national and global academic discourse in language education. Among his notable scientific contributions are his work on developing assessment tools for language teaching activities and his research on the integration challenges faced by Syrian students in the Turkish education system. His publications frequently address practical classroom applications of language teaching theories. 23 peer-reviewed journal articles 8 book chapters 17 conference papers 9 editorial works 2 TÜBİTAK-funded research projects Dr. Çerçi has supervised 11 master's theses on topics ranging from podcast usage in language teaching to activity development for teaching Turkish as a foreign language. His teaching portfolio includes courses on Turkish Grammar Teaching, Turkish Teaching Methods, Oral Expression, and Scientific Research Methods at undergraduate, graduate, and doctoral levels. He has also participated in national workshops related to educational assessment and Turkish teaching material development for refugee students.

• Language socialization
• Language ideology
• Language and law
• +7 more

Busi Makoni is an Associate Professor at Pennsylvania State University, affiliated with the Department of Applied Linguistics and the Program of African Studies. She earned her MA from the School of Oriental and African Studies (University of London) and her PhD from the University of Edinburgh. Research areas include language rights, courtroom discourse, and language policy in African contexts. Her work intersects applied linguistics, legal studies, and sociolinguistics. She has published in journals such as International Journal of the Sociology of Language and Language Policy Journal , focusing on African languages, discourse analysis, and translanguaging strategies.

Helga WagenleiterView profile

Assistant Professor

• German language pedagogy
• Second-language acquisition
• Online language instruction
• +2 more

Helga Wagenleiter is a Term Assistant Professor of German at the University of Alaska Fairbanks, where she has taught since 2008. A native German speaker with four decades of Alaskan residence, she directs the university’s German-language program, offering courses up to the 300-level both face-to-face and online to reach learners statewide. Education MA in Languages and Literacy, University of Alaska Fairbanks (2023) Graduate studies in Social Pedagogy/Education, Universität Tübingen (1978) Fachhochschule für Sozialwesen, Reutlingen (1975) Fachschule für Sozialpädagogik (1971) Research & Teaching Focus Her pedagogical philosophy centers on communicative, learner-centered instruction that meets students wherever they are—geographically and linguistically. By leveraging technology and flexible modalities, she ensures equitable access to German-language education across Alaska’s vast and diverse communities. Her work emphasizes interactive curricula, culturally responsive materials, and the integration of Alaskan contexts into language learning. Articles & Publications No specific scholarly publications are listed in the supplied materials. Advising & Grants While no formal advisees or funded grants are cited, her long-standing commitment to expanding German instruction suggests ongoing curricular development and outreach initiatives. Contact & Office Office: Gruening 609A Phone: 907-460-5600 Email: hwagenleiter@alaska.edu Office Hours: Mondays 4–5 p.m. (Online)

Craig ChambersView profile

Professor

• Human Communication
• Cognitive Science
• Psycholinguistics
• +2 more

Craig Chambers is a Professor and Department Chair in the University of Toronto Department of Psychology. His research focuses on human communication , cognitive science , and psycholinguistics , particularly language processing across the lifespan and communication with social robots . Education: B.A. in Linguistics, York University M.A. in Linguistics, University of Toronto M.A. in Brain & Cognitive Sciences, University of Rochester Ph.D. in Brain & Cognitive Sciences and Linguistics, University of Rochester His lab investigates how speakers balance verbal and non-verbal information (gestures, intonation, environmental context) to convey meaning, and how listeners integrate these cues during comprehension. Recent studies explore pragmatic inferences , lexical competition , age-related differences in language processing, and social robotics applications . Key article trends include child language acquisition , speech perception in aging populations, multimodal communication , and language prediction mechanisms . Lab activities blend rigorous scientific inquiry with playful experimentation, including initiatives like "The PAL LAB PLAYS!"