Second Language Writing Professors and Supervisors | ApplySharif

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Lee Branum-MartinView profile

Researcher

Georgia State UniversityUnited States

Lee Branum-Martin is a researcher affiliated with the College of Education & Human Development at Georgia State University , specializing in psychological and educational measurement. His work bridges language, literacy, and statistical modeling to address critical educational challenges. Research Focus: Empirical testing of psychological theories, multilevel statistical models in educational contexts, and language/literacy dynamics (sign language, dyslexia, bilingualism). Labs: Leads the Lab for Measurement Issues in Language and Literacy (L-MILL) , applying advanced statistical methods to improve educational interventions. Methodology: Investigates longitudinal data and social contexts in education, particularly for diverse learners including deaf/hard-of-hearing children and incarcerated adults. Publications: Recent work spans topics from SES impacts on neurodevelopment to digital interventions for developmental disorders, emphasizing interdisciplinary approaches. His research integrates neuroscience, linguistics, and education to inform instructional practices and policy.

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Renata Love JonesView profile

Assistant Professor

Georgia State UniversityUnited States

Renata Love Jones is an Assistant Professor of Language, Literacy, and Culture in Georgia State University's Department of Early Childhood and Elementary Education (College of Education & Human Development). Her research focuses on literacy development for multilingual and racially diverse children, emphasizing sociocultural and learning science perspectives. Jones holds a Ph.D. in Curriculum and Instruction from Boston College, an M.A.T. in TESOL from USC, and a B.A. in Psychology from Berea College. Her work investigates how curricula and pedagogies can leverage students' communicative cultural capital to foster metalinguistic and critical language awareness. Recent projects include IES-funded studies on language-based literacy interventions for upper elementary bilingual learners. Jones teaches literacy courses in the B.S.E. program and has over a decade of K-12 teaching experience in ESL, dual immersion, and urban education contexts. Publications highlight themes like critical metalinguistics, dialogic pedagogies, and comprehensive well-being in education. She actively participates in organizations such as the Literacy Research Association and International Literacy Association. Awards include Boston College's Donald J. White Teaching Award and the inaugural Maria Estela Brisk Award. Her research trends emphasize interdisciplinary methods (mixed-methods, ethnography) and focus on equity in multilingual education. Over 14 publications since 2020 reflect sustained contributions to literacy education theory and practice. Jones's work bridges classroom practice and systemic change through teacher professional development and curriculum innovation.

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Luciana C. de OliveiraView profile

Professor

Virginia Commonwealth UniversityUnited States

Dr. Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and Professor in the Department of Teaching and Learning at Virginia Commonwealth University's School of Education. She holds a PhD in Education from UC Davis and specializes in K-12 multilingual education, language-based content instruction, second language writing, and teacher preparation. Her research develops practical frameworks like the Language-Based Approach to Content Instruction (LACI). With over 30 years of teaching experience across K-12 and higher education contexts, she has authored/edited 30+ books including Supporting Multilingual Learners' Academic Language Development (2023) and Scaffolding for Multilingual Learners (2022). Her work emphasizes functional approaches to language development and genre-based pedagogy. Honors include the TESOL International Association presidency (2018-2019), Mid-Career Award from AERA (2017), and serving on iCivics' Expert Advisory Council. She collaborates extensively with K-12 schools to implement language-based instructional approaches.

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Greta GorsuchView profile

Professor

Texas Tech UniversityUnited States

Greta Gorsuch is a Professor in Applied Linguistics at Texas Tech University's Classical & Modern Languages & Literatures department. Her research focuses on second language acquisition, international teaching assistant (ITA) development, reading fluency methodologies, and language testing. She has authored/co-authored multiple books including Using Theories for Second Language Teaching and Learning and Second Language Testing for Student Evaluation and Classroom Research . Presentations: Over 20 keynotes and workshops on topics like ITA training, reading fluency, and language testing since 2011. Publications: 15+ peer-reviewed articles and chapters exploring L2 teaching methods, discourse intonation, and standardized testing. Edited Volumes: Two major edited collections on ITA research and working theories in TA development. Original Fiction: Author of literacy novels designed for adult language learners, including The Night Telephone and The Visitors . Her work emphasizes practical applications of linguistic theory, particularly in improving communication skills for ITAs and developing evidence-based instructional materials.

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Marinella CarusoView profile

Senior Lecturer

The University of Western AustraliaAustralia

Marinella Caruso is a Senior Lecturer at the University of Western Australia (UWA), situated in the School of Humanities' Discipline of European Languages and Cultures. Previously, she held a Lecturer position at Flinders University's School of Languages (1998–2000). Her research focuses on Italian language attrition, language contact phenomena, and second-language acquisition methodologies, with particular emphasis on adolescent learners' motivation and flipped learning strategies in higher education. Her work integrates Q methodology to study learner motivation and vision, exploring how identity and cultural belonging shape language learning trajectories. Key projects include investigations into Italian heritage language acquisition, migrant identity through language clubs, and student engagement in language courses. She has edited significant volumes like Enabling Learning: Language Teaching for Australian Universities (2024) and co-authored studies on face-to-face learning efficacy in language education. Academically, Caruso's recent publications analyze adolescent motivation through Q methodology, flipped classrooms in Italian instruction, and resilience in language teaching post-pandemic. Her articles often bridge pedagogical innovation with sociolinguistic insights, addressing practical challenges in language maintenance and curriculum design. Caruso has received multiple teaching awards, including the 2024 Western Australian Association for Teachers of Italian Exemplary Teacher Award and the 2016 UWA Award for Exceptional Contribution to Education Futures. She leads research projects such as Grammatical Changes in the Verb System of Australian Italian (2007) and collaborates on grants advancing language pedagogy. Her work emphasizes interdisciplinary approaches, blending language theory with practical classroom applications.

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Ona Barry SeaneyView profile

Senior Lecturer

Southern Methodist UniversityUnited States

Ona Barry Seaney is a Senior Lecturer at Southern Methodist University (SMU), specializing in teaching English as a Second Language (ESL) sections of Writing and Reasoning courses. Her work focuses on supporting international students through language acquisition and composition pedagogy. She has over 20 years of teaching experience and has co-edited Criteria: Discernment and Discourse Reader and Guide , a textbook featuring student-written essays and communication tools. Education: M.A. in Literature, University of New Mexico Her research and teaching interests include second language acquisition, rhetoric, and curriculum development. She has contributed annually to a teacher’s manual for the Criteria program, emphasizing practical instructional strategies. Notable recognitions include the Laura Devlin Award (2010-2011) and membership in academic honor societies Phi Beta Kappa and Sigma Tau Delta. In advising and grants, she has shaped SMU’s ESL curriculum and fostered student success through culturally responsive teaching. Her efforts reflect a commitment to bridging global academic communication needs.

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Bibiana FuentesView profile

Professor

University of Wisconsin-Eau ClaireUnited States

Bibiana Fuentes, Ph.D., is a Professor in the Languages Department at the College of Arts and Sciences, University of Wisconsin-Eau Claire, with additional affiliation in the Latin American and Latinx Studies Program. Her office is located in Centennial Hall 4707 at 105 Garfield Avenue, P.O. Box 4004, Eau Claire, Wisconsin. Her educational qualifications include: Ph.D. in Hispanic Studies from the University of Illinois-Chicago M.A. in Spanish and Latin American Literature from Marquette University M.A. in Education (Specialized in Second Language Teaching) from Carthage College B.A. in Spanish and English Education from Universidad Pedagógica Nacional, Bogotá, Colombia Dr. Fuentes specializes in Latin American Literature, Writing and Composition, and Spanish for Bilingual Speakers, with deep expertise in Latin American Feminist Art and Activism and Colombian Diaspora Studies. Her scholarly work critically examines gender dynamics, cultural identity, and political resistance in Latin American contexts, particularly through literary analysis of Colombian authors. Her publication record from 2015-2021 reveals consistent focus on ethical frameworks, intersubjectivity, and truth construction in contemporary Latin American fiction. These works demonstrate strong interdisciplinary connections between literary theory, feminist studies, and diaspora research, with predominant emphasis on Colombian narratives and social commentary. As Academic Advisor for the Spanish Club, Dr. Fuentes actively mentors students through extracurricular engagement, promoting Spanish language proficiency and cultural awareness beyond the classroom. Her advising role complements her teaching in composition and bilingual education.

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Helene BerntsenView profile

Associate Professor

University of AgderNorway

Helene Berntsen is an Associate Professor in Special Education at the Department of Pedagogy, University of Agder. Her research focuses on dyslexia, reading difficulties, and multilingualism, with a particular emphasis on identifying decoding challenges in multilingual contexts. She holds a doctoral degree from 2024, completing her thesis titled 'Reading difficulties and bilingualism. Can decoding difficulties be identified in a second language?' Her teaching and professional experience spans special education roles in Employment and Inclusion sectors, adult education centers, and as a special education coordinator in primary and secondary schools. Research contributions include experimental linguistics and special education, often addressing systemic educational challenges such as late detection of dyslexia and equitable support for multilingual learners. Publications highlight her work in peer-reviewed journals, podcasts, and media contributions (e.g., NRK radio and TV appearances), emphasizing public engagement with educational issues. Recent work (2023–2025) critiques educational downsizing and advocates for better documentation of adult dyslexia cases. Key Research Areas: Dyslexia in multilingual populations, reading interventions, special education policy. Affiliations: University of Agder, Lovisenberg Diakonale Høyskole collaborations.

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Susan Lee NaceyView profile

Professor

Inland Norway University of Applied SciencesNorway

Susan Lee Nacey is a Professor of English as a Second/Foreign Language and currently serves as Vice-Dean for Research at the Faculty of Teacher Education and Pedagogy at Inland Norway University of Applied Sciences (INN). She has been involved in teacher education since 2001 and is a member of the university's research group Applied English Language in Use (ELiU). Her research focuses on metaphor in learner language, methodology in metaphor identification, and corpora analysis (e.g., LINDSEI and TraWL corpora). She also explores metaphors in non-educational contexts, including survivor discourse, career guidance, and pandemic metaphors like 'dugnad.' Dr. Nacey is an editor for Metaphor and the Social World and Metaphor and Symbol , and serves on the editorial board of the Nordic Journal of English Studies . She chairs the Learner Corpus Association. Her work spans theoretical and applied linguistics, emphasizing cross-linguistic and methodological rigor. Key interests include metaphor's role in education, discourse analysis, and statistical validation of metaphor research.

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Peder JohanssonView profile

Lecturer

Linköping UniversitySweden

Peder Johansson is a Lecturer at Linköping University, affiliated with the Department of Culture and Society (IKOS) and the Division for Swedish as a Second Language, Rhetoric and Language Support (SAROS). His work focuses on language education, rhetoric, and cultural studies within the broader context of societal engagement. While no specific educational background is detailed in the provided texts, his affiliation with SAROS suggests expertise in second language instruction and language support systems. His research interests likely revolve around pedagogical approaches to language learning, intercultural communication, and academic writing. No awards, grants, or advising records are explicitly mentioned in the available data. His current role emphasizes teaching responsibilities within the university's arts and humanities framework.

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Stuart ThomsonView profile

Lecturer

University of OxfordUnited Kingdom

Dr. Stuart Thomson is a Lecturer in Classical Languages at the University of Oxford, affiliated with Corpus Christi College. He holds a BA (Hons) from the University of Sydney, and M.St. and D.Phil. from Oxford. A former Clarendon Scholar, he has taught Classics in secondary schools and authored commentaries for A Level Greek and Latin syllabi. He is currently completing theology studies for ordination in the Scottish Episcopal Church. His research focuses on Early Christianity, Patristics, and the Second Sophistic, with an emphasis on the interplay between classical texts and early Christian thought. He has published extensively on Apuleius, Aristophanes, and Clement of Alexandria, blending classical philology with theological analysis. Recent work includes analyses of 'Barbarian Languages' in Early Christian contexts and contributions to pedagogical materials for OCR A Level Classics. His reviews engage critically with Roman intellectual history and moral theology. Academic highlights include editorial roles and fellowships. Teaching contributions span Greek and Latin language instruction at both university and secondary levels, complemented by his ongoing theological training.

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Vanda PickettView profile

Lecturer

University of OxfordUnited Kingdom

Dr Vanda Pickett is a Lecturer in Czech at the University of Oxford’s Faculty of Medieval and Modern Languages. She teaches Czech language at all proficiency levels and specializes in 19th- and early 20th-century Czech prose, focusing on narrative structures and discourse analysis. Her research includes studies on travel writing and the narrative works of Richard Weiner. She has also contributed to discourse analysis, second language acquisition, and bilingualism research. Research emphasizes narrative uncertainty in Richard Weiner’s prose, as detailed in her 2006 doctoral thesis. Publications include a translation of Shlomith Rimmon-Kenan’s Poetika vyprávění (2001) with an original afterword, and an article on description in 19th-century Czech travel literature (1998). No scientific awards or grants are listed, and her advising activities are unspecified. She has no documented involvement in labs or research teams beyond her independent scholarly work.

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Clare FurneauxView profile

Professor

University of ReadingUnited Kingdom

Professor Clare Furneaux holds a Professorship in Applied Linguistics at the University of Reading's Institute of Education. She serves as Teaching and Learning Dean across multiple schools and previously led the MA English Language Teaching by Distance Study programme. Her research focuses on second language writing in EAP contexts, online learning, and curriculum design. Education: BA English/History (Bristol), MA Applied Linguistics (Reading), EdD (IOE, University of London) Awards: 2009 National Teaching Fellow Her work examines challenges faced by international postgraduate students in English-medium universities, cross-cultural writing practices, and MOOC development. Key areas include academic discourse socialization, argumentative writing structures, and feedback mechanisms in L2 contexts.

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Alexandra GottardoView profile

Professor

Wilfrid Laurier UniversityCanada

Alexandra Gottardo is a Professor in the Department of Psychology at Wilfrid Laurier University. Her research focuses on reading development in second language learners, with particular expertise in word reading, reading comprehension, and vocabulary acquisition. She investigates language processing across diverse populations including English language learners and refugee children. Her primary research examines cognitive and linguistic factors influencing reading skills in bilingual populations. Current projects explore cross-linguistic transfer of literacy skills, the impact of socioemotional factors on language acquisition in refugee populations, and effectiveness of teacher training programs for literacy instruction in multilingual contexts. Research publications demonstrate strong emphasis on applied educational interventions, particularly in teacher professional development programs in Kenya. Recent work examines blended learning approaches for literacy instruction and the impact of technology on teacher training. Dr. Gottardo's research employs longitudinal and cross-cultural methodologies to examine language development across different writing systems and cultural contexts, with significant work on Arabic-speaking populations. She maintains active collaborations with international researchers and institutions, particularly in literacy program development and evaluation. Her work contributes significantly to understanding literacy acquisition in multilingual and marginalized populations.

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Mehdi BabaeiView profile

Lecturer

McGill UniversityCanada

Mehdi Babaei, PhD, is a Faculty Lecturer at the McGill Writing Centre (MWC) since 2019. He holds a PhD in Educational Studies with a focus on Second Language Education. His teaching spans undergraduate and graduate academic writing, English for Professional Purposes, and language courses delivered in blended, online, and in-person formats. He coordinates key ESL courses at the McGill School of Continuing Studies and oversees WCOM ESL placement tests. Education : PhD in Educational Studies, Second Language Education (not explicitly dated, but inferred from experience timeline). Research Interests : Prior learning assessment, language and identity among plurilingual immigrants, reflective teaching practices. Active contributor to the BILD research group (Belonging, Identity, Language, and Diversity), authoring blog posts and publishing on cultural integration, minority language dynamics, and educational policy. Service Roles : MWC Faculty Lecturer representative, MWC Advisory Committee member, Academic Resource Coordinator. Coordinates courses such as WCOM 235, 245, 255, and YCCM 600. Labs/Teams : Member of the BILD research group at McGill University, focusing on sociocultural themes in multilingual contexts.

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