Second Language Writing Professors and Supervisors | ApplySharif

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Julie MurrayView profile

Associate Professor

Carleton UniversityCanada

Julie Murray is an Associate Professor at Carleton University’s Department of English Language and Literature, part of the Faculty of Arts and Social Sciences. She holds a B.A. from Queen’s University, an M.A. from the University of Toronto, and a Ph.D. from York University. Her research focuses on eighteenth-century British literature, British Romanticism, feminist theory, and the intersections of literature with cultural theory and modernity. Current work includes a book manuscript on feminism, modernity, and life narrative, challenging conventional historiographies of women’s roles in progress narratives. She co-organized the 2017 NASSR conference on 'Romantic Life' and has published extensively on Mary Wollstonecraft, literary theory, and gender studies. Murray’s awards include the 2019-20 Faculty Graduate Mentoring Award and SSHRC grants. She teaches graduate courses on eighteenth-century culture, Romanticism, and human rights. Supervised doctoral students include Amal El-Mohtar and Emma Peacocke, while co-supervising Ingrid Reiche’s digital edition project. Education: B.A., Queen’s University M.A., University of Toronto Ph.D., York University Her research bridges historical literary analysis with contemporary feminist debates, emphasizing critical re-evaluations of Wollstonecraft’s legacy and the socio-political dimensions of literature.

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George Z. GasynaView profile

Professor

University of Illinois Urbana-ChampaignUnited States

George Z. Gasyna is a Professor at the Department of Slavic Languages & Literatures and the School of Literatures, Cultures & Linguistics at the University of Illinois at Urbana-Champaign (UIUC). He also serves as Co-Director of Undergraduate Studies and is affiliated with the Program in Comparative and World Literature, the Unit for Criticism and Interpretive Theory, and the Program in Jewish Culture and Society. Education: PhD, University of Toronto MA, McGill University BA, McGill University Gasyna’s research spans 20th-century Polish literature, diasporic and minority cultures, and Jewish cultural history in pre-1939 multiethnic Poland. His work explores migration, exile, autobiography, memory, postmemory, and travel literature, with a focus on heterotopia and transcultural narratives. His recent publications analyze Polish literature through transnational and postcolonial lenses, emphasizing borderlands, national identity, and cultural displacement. Themes like imperialism, diaspora, and avant-garde poetics recur across his scholarship. Scientific Awards: Conrad Humanities Scholar (2020-2025) Humanities Research Institute Fellowship (2017-18) Gasyna has taught courses on Polish culture, modernism, Joseph Conrad, and radical political thought. His affiliations with interdisciplinary programs reflect his broad scholarly engagement.

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Nina BandeljView profile

Professor

University of California, IrvineUnited States

Nina Bandelj serves as a Professor in the Department of Sociology at the University of California, Irvine, where she is an active affiliate of the Center for Organizational Research (COR). Her research bridges economic sociology and family studies, examining how money, debt, and market logics permeate intimate social relations. She frequently participates in COR initiatives like the Academic Speed-Dating events held in Social Sciences Plaza B, fostering interdisciplinary collaboration among scholars. Bandelj's research centers on three interconnected domains: (1) the economization of family life , analyzing how parenting transforms into human capital investment through debt-financed childcare and education; (2) cross-national inequality , investigating ethnic marginalization in Eastern Europe and gender pay gaps within workplaces; and (3) money's social meaning , exploring emotional economies of modern parenting and the valuation of 'priceless' social domains. Her work consistently challenges the 'hostile worlds' thesis by demonstrating how economic and intimate spheres co-constitute each other. Recent publications reveal intensifying focus on debt-driven middle-class parenting (e.g., mortgage debt tied to childrearing) and commodified childhood (e.g., pricing early education), while maintaining strong comparative analysis of postsocialist economies. This trajectory reflects broader shifts in economic sociology toward studying financialization's penetration into familial spheres. Bandelj actively cultivates scholarly communities through COR events and writing initiatives like 'U See I Write,' emphasizing collaborative knowledge production. Her work demonstrates how micro-level family economies scaffold macro-level policy failures, particularly regarding America's family-hostile welfare state.

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Tristram WolffView profile

Associate Professor

Northwestern UniversityUnited States

Tristram Wolff is an Associate Professor of English at Northwestern University, affiliated with the Programs in Comparative Literary Studies and Environmental Policy & Culture. He holds a PhD in Comparative Literature from the University of California, Berkeley. His research interrogates intersections of language, time, and nature in transatlantic Romanticism, challenging colonialist and racialized frameworks in literary and linguistic historiography. His first monograph Against the Uprooted Word (2022) re-examines linguistic theories of the Romantic era to contest Enlightenment-era primitivism, while his second book project explores affect theory through Romantic-era critical writing. Wolff teaches courses on William Blake, transatlantic Romanticism, environmental humanities, and literary engagements with geology and extractivism. He co-edited a 2021 special issue of Romantic Circles Praxis Series on public feeling and has published widely in journals like PMLA and English Literary History . His scholarship bridges literary criticism, critical theory, and interdisciplinary environmental studies, emphasizing reparative readings that reimagine social forms through language's material and temporal dimensions.

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Ji-young ShinView profile

Assistant Professor

University of TorontoCanada

Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.

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J. Elliott CasalView profile

Assistant Professor

University of MemphisUnited States

J. Elliott Casal serves as an Assistant Professor in the Department of English at the University of Memphis, where his research centers on applied linguistics with emphases in corpus linguistics, discipline-specific writing, and genre-based language pedagogy. His work bridges theoretical frameworks with practical applications for language teaching and academic literacy development across diverse disciplinary contexts. His academic credentials include: Ph.D. (2016-2020) from Pennsylvania State University M.A. (2012-2014) from Ohio University B.A. (2004-2008) from Ohio University Casal's research investigates functional linguistic conventions in professional communication, development of discipline-specific literacies, and corpus tool integration in language education. His scholarship critically examines syntactic complexity, phraseological patterns, and academic literacy across disciplines through both quantitative corpus analysis and qualitative assessments of learner agency, creativity, and intentionality in writing development. Analysis of his 15 most recent publications (2019-2024) reveals consistent focus on corpus-driven methodologies applied to academic writing across STEM and humanities disciplines. Key trends include syntactic complexity development in L2 legal writing, AI-writing detection ethics, frame-based formulaic features in academic genres, and cross-disciplinary variation in research article structures, demonstrating evolving applications of corpus linguistics to contemporary language education challenges.

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Krzysztof WęcelView profile

Professor

Poznan University of Economics and BusinessPoland

Dr hab. Krzysztof Węcel serves as Professor and current Head of the Department of Economic Informatics at Poznan University of Economics and Business (UEP), appointed on October 4, 2024. His primary affiliation spans over 25 years with UEP's Department of Economic Informatics, which maintains one of Poland's longest-running academic websites since 1998. He holds dual recognition through habilitation from University of Potsdam (2020) and professorship conferred by UEP (June 24, 2020). His academic milestones: Habilitation degree in Economic Informatics, University of Potsdam (2020) Professor title, Poznan University of Economics and Business (2020) Węcel's research centers on Semantic Technologies and data quality assessment across multilingual Wikipedia, with emphasis on company information verification, citation analysis, and open data applications. His work bridges Big Data analytics with practical business solutions, particularly in maritime logistics where he pioneered evolutionary algorithm-based AIS data processing. Current investigations focus on generative AI's dual role in creating and combating disinformation, including ChatGPT's impact on academic writing and fake news propagation. Recent publications (2022-2025) reveal three dominant trends: First, systematic analysis of Wikipedia's reliability across languages during crises like the pandemic and Ukraine war. Second, development of AI-driven fact-checking frameworks (e.g., OpenFact project's CLEF 2023 victory). Third, exploration of generative AI's societal impact ranging from student creativity to disinformation campaigns. Scientific awards received: Best Paper Award at ICIST 2017 Conference Award for most innovative article at NATCON 2018 conference Microsoft Azure for Research Award (2016) As academic advisor, he leads the 'Semantic Technologies' diploma seminar attracting high-achieving students, with participants winning the 29th UEP Foundation Competition (2025) and Eurostat's Web Intelligence Challenge (2024). His grant portfolio includes the 'Maritime Big Brother' project (2017) for ship voyage prediction using AIS data and Microsoft Azure funding for Wikipedia quality enhancement. Ongoing initiatives include OpenFact (fake news detection) and GOBLIN projects. He actively collaborates with SKN Data Science student circle (evidenced by 2024/2025 inaugural meeting) and international consortia like CLEF and QOD workshops. Departmental leadership involves managing the OpenFact research team that achieved top results in CheckThat! Lab competitions, alongside maritime data analytics groups applying evolutionary algorithms to shipping networks.

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David Miranda-BarreiroView profile

Senior Lecturer

Bangor UniversityUnited Kingdom

Dr. David Miranda-Barreiro is a Senior Lecturer in Hispanic Studies at Bangor University’s School of Language, Culture and the Arts. He serves as Undergraduate Course Director and Head of Hispanic Studies, teaching modules in Spanish language, literature, and cinema. His academic journey began with a BA in Hispanic Studies from the University of A Coruña, followed by an MA and PhD at Bangor University, where his thesis Spanish New York Narratives 1898–1936 won the 2012 AHGBI Publication Prize. Research Interests: Mobility (travel writing, migration, exile), Galician-US cultural connections, comics/graphic novels, national/transnational identities. Key Publications: Monograph on Spanish New York narratives (2014), co-editor of Galicia 21 journal, and articles on Galician migration, comics, and exile literature. Awards: AHGBI-Spanish Embassy Postgraduate Prize (2012), Santander Mobility Grant (2009-2010). Co-organizer of conferences on diaspora, comics, and Iberian mobility. Supervision: First supervisor for PhD projects on migrant literature, Galician diaspora, and transnational identities; second supervisor for completed theses on feminist TV series, translation, and women-authored narratives.

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Aline FerreiraView profile

Associate Professor

University of California , Santa Barbara (UCSB)United States

Dr. Aline Ferreira is an Associate Professor and Director of the Bilingualism, Translation, and Cognition Laboratory at the University of California, Santa Barbara. She holds a Ph.D. from the Federal University of Minas Gerais (2013) and served as a post-doctoral research fellow in psychology at Wilfrid Laurier University. Her research focuses on bilingualism, translation processes, cognitive aspects of language, and reading. She has co-edited influential works such as The Handbook of Translation and Cognition and The Development of Translation Competence , and her work has been published in journals like Translation and Interpreting Studies and Reading and Writing . Her research interests include cognitive translation processes, bilingual cognition, and sociolinguistic factors in language learning. Recent studies explore food security disparities, indigenous health in Brazil, and the cognitive effects of immersion learning on L2 acquisition. Ferreira’s work bridges psycholinguistics, cognitive science, and applied linguistics to address interdisciplinary questions in translation and interpreting studies. She has contributed to over 50 peer-reviewed publications and serves as a key figure in advancing methodologies for studying translation processes using eye-tracking and retrospective protocols. Her lab focuses on measuring cognitive aspects of bilingualism and translation, with particular attention to marginalized populations such as Indigenous communities in Brazil. Her publications analyze topics ranging from gender and racial disparities in food insecurity to the neurological underpinnings of interpreting tasks. Ferreira’s research also addresses educational outcomes for multilingual learners and the role of sociocultural factors in language acquisition among immigrant populations.

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Julia SchlüterView profile

Professor

Otto Friedrich University of BambergGermany

Professor Julia Schlüter is a distinguished academic in the Chair of English Linguistics within the Humanities Faculty at the University of Bamberg, Germany. She has served as Senior Lecturer at the Chair of English Linguistics and Language History under Prof. Manfred Krug since June 2008, holding the title of Professor following her habilitation in 2008. Her institutional profile demonstrates deep commitment to both research and teaching innovation, particularly through her leadership of the KorPLUS project and development of open educational resources for corpus linguistics. Her research interests span corpus linguistics for English language learners, empirical methods for studying language variation and change, and the application of corpus methods to teaching. She specializes in examining grammatical, phonological, and lexical differences between British and American English across historical periods from Middle English to present-day usage. Her work investigates phonological variation (particularly phonotactically controlled alternations), morphological change, and syntactic variation through corpus analysis, with special attention to functional grammar and grammaticalization theory. Professor Schlüter's recent publications (2022-2025) reveal a strategic evolution in her research focus, with increasing emphasis on the intersection of corpus linguistics and digital education. While maintaining her foundational work in historical English linguistics, she has developed significant expertise in applying corpus methods to language teacher education and evaluating AI writing tools. Her work demonstrates consistent methodological innovation, moving from traditional corpus analysis to blended learning approaches and digital educational resource development. Her scientific recognition includes: Winner of the 2025 Teaching Innovation Prize from the International Society for the Linguistics of English for the KorPLUS project University of Bamberg Prize for outstanding habilitation (2009) Lise Meitner Programme post-doctoral scholarship (2005-2006) Rectorate Prize from University of Paderborn for outstanding Ph.D. thesis (2005) Multiple DAAD scholarships for international study Professor Schlüter actively supervises doctoral research, currently guiding three Ph.D. candidates (Katharina Deckert, Aklima Nahar, and Nikolai Beland) while having successfully completed supervision for several others. She leads the KorPLUS project (2021-2025), funded by the Stiftung Innovation in der Hochschullehre, which develops open educational resources for corpus linguistics. Her research has been consistently supported by the German Research Foundation (DFG) and other funding bodies throughout her career. She heads the KorPLUS team (with Carina Großmann and Katharina Deckert) which develops the interactive Open Educational Resource platform for corpus linguistics. Her YouTube channel offers video tutorials on corpus basics, and she has created the Video Podcast Series "How to Update your Grammar" for English teachers. She regularly organizes in-service teacher trainings and collaborates with the Virtual Linguistics Campus at RWTH Aachen University to deliver her educational materials globally.

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Jill M CastekView profile

Professor

University of ArizonaUnited States

Jill M Castek is Professor of Literacy, Technology & Bi/multilingual Learners & STEM Education in the Department of Teaching, Learning, and Sociocultural Studies at the University of Arizona's College of Education. As Graduate Advisor for the Second Language Acquisition and Teaching (SLAT) program and Co-Director of the Digital Innovation and Learning Lab (DIALL), she bridges research and practice in digital literacy development. Dr. Castek earned her PhD in Education Psychology (Cognition and Instruction) from the University of Connecticut as a Neag fellow in the New Literacies Research Lab, followed by postdoctoral work at UC Berkeley's Lawrence Hall of Science. Her research examines how digital, visual, and audio storytelling fosters literate capacities across print and digital forms in classrooms and community spaces. Her work centers on digital problem solving , critical media literacy , and equity-centered making practices in STEM education. She investigates intersections of disciplinary literacy, new media, and learning for bi/multilingual students, with strong emphasis on community-based applications through libraries and non-profits like Literacy Connects where she serves on the board. Recent publications (2022-2025) reveal growing focus on AI-era teacher education , digital health literacy , and misinformation challenges , while maintaining core commitments to collaborative problem solving and expansive literacies frameworks. Her scholarship consistently addresses K-12 and adult learning contexts through interdisciplinary lenses. Scientific recognition includes: Neag fellowship during doctoral studies As Principal Investigator on NSF and IMLS grants, Dr. Castek advances digital equity through projects like the Making Equity Network (broadening STEM participation for underrepresented groups) and library-focused digital problem-solving initiatives serving economically vulnerable adults. Her leadership in the Technology Enhanced Language Learning (TELL) cluster hire demonstrates institutional impact. Through DIALL, she cultivates innovations connecting digital storytelling with self-expression at individual and community levels, promoting workforce readiness via creative problem-solving approaches. Her board membership with Literacy Connects extends this community-engaged scholarship to Tucson-based literacy initiatives.

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Andrew D RadfordView profile

Senior Lecturer

University of GlasgowUnited Kingdom

Dr. Andrew D Radford is a Senior Lecturer in English Literature at the University of Glasgow's College of Arts, where he teaches across junior and senior honours courses in post-1900 Anglo-American Literature and contributes to the postgraduate MLitt program in Modernities. His academic expertise spans European Modernism, British Surrealism, post-1945 British fiction, and book history, with a particular focus on underexplored writers and their contributions to literary innovation. Dr. Radford's research encompasses European Modernism, British Surrealism (particularly Ithell Colquhoun and Leonora Carrington), Poetry and Politics of the 1930s, Post-1945 British fiction (Elizabeth Bowen, Muriel Spark, Barbara Pym, Ivy Compton-Burnett, Barbara Comyns, Ann Quin), Paul Nash and British Art 1900-1940, Book History, George Borrow studies, and Contemporary Literature. He has published extensively on Mary Butts and British neo-romanticism, as evidenced by his 2014 monograph, and maintains a long-standing research interest in John Calder, the Scottish-Canadian translator and anti-censorship campaigner. His recent publications reveal a consistent focus on literary recovery projects, particularly concerning women writers and marginalized voices. He has produced scholarly editions of George Borrow's works, edited collections on Modernism and Myth, and is completing research on Women Writers of the Second World War, examining how country house fiction served as laboratories for exploring class hierarchies and social dynamics during wartime. Dr. Radford has supervised numerous PhD students on diverse topics including eco-criticism, feminist classicism, Gothic fiction, British writings on China, textile orientalisms, and African women writers. He leads the AHRC Research Network "Popular Occulture in Britain 1875-1947" which investigates the influence of occult beliefs on British popular culture, resulting in the 2018 Routledge publication "The Occult Imagination in Britain, 1875-1947" which he co-edited with Professor Christine Ferguson.

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Laurence AnthonyView profile

Professor

Waseda UniversityJapan

Laurence Anthony is a Professor at Waseda University's School of Creative Science and Engineering, specifically affiliated with the Center for English Language Education in Science and Engineering (CELESE). He has held this position since 2009, having previously served as an Associate Professor at the same institution from 2004-2009. His academic journey began with a BSc from The University of Manchester (1991), followed by an MA (1997) and PhD (2002) from The University of Birmingham. Anthony's research centers on corpus linguistics, educational technology, and natural language processing applications in foreign language teaching. He is renowned for developing AntConc, a widely used freeware corpus analysis toolkit, along with numerous other educational software tools including AntWordProfiler, FireAnt, and ProtAnt. His work bridges linguistic theory with practical classroom applications, particularly in data-driven learning approaches for English as a Foreign Language contexts. His publication record is extensive with over 50 papers, 12,115 Google Scholar citations, and an h-index of 45. His recent work increasingly explores the intersection of corpus linguistics and artificial intelligence, examining how language models can enhance language teaching and analysis. Anthony's research has evolved from foundational corpus tool development to sophisticated applications in vocabulary profiling, writing analysis, and AI-assisted language learning. Among his notable recognitions are the Waseda University 6th e-Teaching Award (2018), the National Prize of the Japan Association of English Corpus Studies (2012), and the L'Oreal Art and Science of Color Gold Prize (2005). He serves on multiple editorial boards including for Studies in Corpus Linguistics, Journal of Asia TEFL, and Corpus Linguistics Research Journal. Anthony actively contributes to the academic community through numerous presentations at international conferences, recent ones including talks on AI integration with corpus methods at Corpus Linguistics 2025 and the LSP-Num Conference. His professional activities demonstrate ongoing engagement with both theoretical developments and practical applications in language education technology.

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Randy Fred AppelView profile

Associate Professor

Waseda UniversityJapan

Randy Fred Appel is an Associate Professor at Waseda University's Global Education Center, with a PhD in Education (Applied Linguistics) from Concordia University. His academic career includes prior roles as Assistant Professor at Waseda University (2017-2021), Research Assistant at Concordia University (2014), and teaching positions at Concordia, Carleton University, and Algonquin College. Education: PhD (2017) and MA (2011) in Applied Linguistics from Concordia and Carleton Universities, respectively. Appel's research focuses on L2 English academic writing, corpus linguistics, formulaic sequences, and L1-related differences. His work examines lexical bundles, linking adverbials, and metadiscourse features in cross-linguistic contexts, with applications in language assessment and pedagogy. Recent projects include analyzing French for Academic Purposes assessments and developing automated measures for lexical sophistication in writing tasks. His publications span journals like English for Specific Purposes , System , and Journal of English for Academic Purposes , with a 2025 paper on interactional metadiscourse in business writing and 2023 studies on linking adverbials across Asian learner groups. He has received significant funding, including a Japan Society for the Promotion of Science Grant-in-Aid for Early-Career Scientists (2020-2022). Scientific Awards: SSHRC Doctoral Fellowship (2014), Concordia Graduate Fellowship (2012), Ontario Graduate Scholarship (2009) Appel has contributed to curriculum development through syllabi for Academic Writing and Discussion in English courses at Waseda's Global Education Center (2025). He actively participates in academic conferences, including the Language Testing Research Colloquium (2022) and Asia TEFL Conference (2019). His service includes peer reviewing for journals like System and International Journal of Business Governance and Ethics .

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Inci DirimView profile

Professor

University of ViennaAustria

Inci Dirim is a Professor at the Department of German Studies within the Faculty of Philology and Cultural Studies at the University of Vienna . Her work focuses on German as a Second Language (DaZ) , multilingualism, migration pedagogy, and educational equity. She has developed diagnostic tools for language assessment, contributed to curriculum design, and critically analyzed discrimination mechanisms in language education. Education : Magistra Artium (MA) in Linguistics and German Studies from the University of Bremen (1991); PhD in Educational Science from the University of Hamburg (1997) Her research emphasizes language diagnostics , cultural identity , and reflexive pedagogy , particularly in contexts of linguistic and social heterogeneity. She has led projects like TESSLA (language support for multilingual children) and Unterrichtsbegleitende Sprachstandsbeobachtung DaZ (classroom language assessment). Recent publications explore inter- and transdisciplinary approaches to DaZ, normative foundations in language teaching, and separation practices in language promotion. She serves as a key figure in the Austrian Association for German as a Foreign/Second Language (ÖDaF) and the German Society for Educational Science (DGfE) , advocating for critical perspectives on language, migration, and education. Her teaching includes courses on Basics of German as a Foreign and Second Language , Modern German Literature , and Language Diagnostics .

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