Find Academic Supervisors

Shannon SauroView profile

Professor

• Language Education
• Applied Linguistics
• Technologically-Mediated Language Teaching
• +5 more

Shannon Sauro is a Professor in the Department of Education at the University of Maryland, Baltimore County (UMBC), with a focus on technologically-mediated language teaching and learning. Her research explores intersections between fan practices, digital literacy, and second language acquisition, particularly through virtual exchange and task-based methodologies. She holds a Ph.D. in Educational Linguistics from the University of Pennsylvania and is a docent in English language education at Malmö University. Education: Ph.D. in Educational Linguistics, University of Pennsylvania Docent in Engelska med språkdidaktisk inriktning, Malmö University M.A. in TESOL, Iowa State University B.A. in German, Political Science & History, Duke University Research Interests: Fanfiction and online communities' role in language learning Virtual exchange programs for intercultural competence Task-based language teaching (TBLT) methodologies Educational technology integration in language classrooms Professional Roles: Associate Editor, Language Learning & Technology Editorial Board Member: CALICO Journal and TESOL Quarterly Former President, Computer-Assisted Language Instruction Consortium (CALICO) Communications Officer, UNICollaboration Projects: VALIANT: EU-funded initiative for teacher innovation networks FanTALES: Leveraging fanfiction for language education EVOLVE: Evidence-based virtual exchange research Teaching Experience: U.S., Sweden, and Japan: Courses in academic writing, TESOL, and language education Supervised doctoral research on technology and telecollaboration in language learning Publications: Over 50 peer-reviewed articles, co-edited volumes including CALL for Mobility and The Handbook of Technology and Second Language Teaching and Learning , and special journal issues on digital wilds in language learning.

Aris Moreno ClemonsView profile

Assistant Professor

• Raciolinguistics
• Language, Race, and Identity
• Antiracist Pedagogy
• +4 more

Aris Moreno Clemons is an Assistant Professor of Hispanic Linguistics at the University of Tennessee, affiliated with the Department of Hispanic Studies within the College of Arts and Sciences. Her work focuses on the intersections of language, race, and identity, with a particular emphasis on anti-racist pedagogies, Black and Latinx studies, and decolonizing linguistic methodologies. Clemons' research interrogates how social institutions construct and maintain racializing ideologies through linguistic mechanisms such as stance-taking and tropicalizations. Her research agenda prioritizes social justice, exploring how language education can combat anti-Blackness and systemic inequities. Key areas of inquiry include raciolinguistic intersections in gender and sexuality, the racialization of Latinx identities in media, and the development of liberatory language curricula. Clemons has contributed to foundational texts like the Annual Review of Linguistics and Daedalus , advocating for politically transparent linguistic scholarship rooted in Black feminist praxis. Clemons' publications emphasize practical applications of theory, such as task-based language teaching (TBLT) innovations and curriculum development for Black bilingual learners. She collaborates with educators to create anti-racist pedagogical frameworks, exemplified in open-access resources like the Task-Based Spanish Curriculum for Black Language Learners . Her work bridges theoretical linguistics with community-engaged research, prioritizing solidarity and collectivity in decolonizing knowledge production. While no formal awards are listed, her impactful contributions to anti-racist scholarship and pedagogy reflect a commitment to transformative academic practices. Clemons actively engages in public-facing research and collaborates with community organizations to ensure linguistic scholarship addresses real-world inequities.

Marije MichelView profile

Professor

• Second Language Acquisition
• Task-Based Language Teaching (TBLT)
• Digitally Mediated Language Learning
• +5 more

Prof. Marije Michel is a Full Professor of Second Language Acquisition (SLA) and Chair of Language Learning at the Faculty of Arts, University of Groningen. She holds a PhD in Applied Linguistics from the University of Amsterdam (2011) and previously held teaching positions at Lancaster University and German universities. Her research focuses on second language processing, task-based language teaching (TBLT), and digitally mediated language learning. She leads the Language Learning team within the European Languages and Cultures program, overseeing language courses in Dutch, English, French, German, Italian, Russian, Spanish, and Swedish. Research interests include alignment in language interaction, cognitive task demands, and multilingualism in education. She has published extensively on L2 acquisition mechanisms, pedagogical task design, and technology-enhanced language learning. Major awards include the Faculty of Arts Impact Award (2022) and the Nuffic Europees Talenlabel Prize (2022). She supervises multiple PhD candidates and leads projects like the English Academy for Newcomers, providing language education for highly educated refugees. Key academic roles include membership in the European Second Language Association (EuroSLA), International Association of Task-based Language Teaching (IATBLT), and the Dutch Meesterschapsteam Moderne Vreemde Talen. She contributes to editorial boards of journals like System and Journal of Second Language Writing . Her recent work explores AI applications in collaborative writing and psychotypological perceptions of language distance.

• Second Language Acquisition
• Task-Based Language Teaching
• Language Teacher Training
• +7 more

Lara Bryfonski is an Assistant Professor in the Department of Linguistics at Georgetown University, where she also serves as Director of LING-001 and Concentration Head for Applied Linguistics. Her academic work is centered in the College of Arts and Sciences, contributing to both teaching and research in second language acquisition and applied linguistics. B.A. in Linguistics, Boston University B.S. in Bilingual Education, Boston University M.A. in Linguistics, Georgetown University Ph.D. in Linguistics, Georgetown University Her research focuses on key areas in second language acquisition, including task-based language teaching (TBLT), interaction and corrective feedback, language teacher training, and materials development. She also explores study abroad experiences and innovative methods for second language research, such as the use of ultrasound tongue imaging in pronunciation instruction and the measurement of heritage language speaker identity. Her work bridges pedagogical practice with empirical research. The available publications reflect a strong methodological and interdisciplinary orientation, combining substantive inquiry with research design in TBLT and identity studies. Topics span pronunciation development through visual feedback, validation of identity instruments, and the integration of scientific and artistic dimensions in language teaching. The Art and Science of Language Teaching Is seeing believing? The role of ultrasound tongue imaging and oral corrective feedback in L2 pronunciation development An evaluation of a multidimensional identity measurement instrument: The heritage language speaker identity tool (HLS-IT) Research Methods for IDs and TBLT: A Substantive and Methodological Review Lara Bryfonski advises academic programs through her role as Concentration Head and leads foundational language instruction as Director of LING-001. While specific grant history and student advisees are not detailed, her leadership roles indicate active mentorship and curriculum oversight. She teaches courses in second language acquisition, statistics for linguistic research, and research methods, shaping the next generation of linguists. No specific lab or research team is mentioned in the provided text.

• Foreign Language Learning
• Instructional Models (TBLT, CLIL)
• Digital Environment Applications
• +3 more

Dr. Eline van Batenburg is a Lecturer and Researcher at the Faculty of Education (FE) of Amsterdam University of Applied Sciences (Hogeschool van Amsterdam) since 2013. Her work focuses on foreign language learning, task-based language teaching (TBLT), content and language integrated learning (CLIL), and multilingualism in vocational education. Education: Not explicitly detailed in provided texts. Her research explores multilingualism in vocational settings, emphasizing digital environments and pedagogical models. Recent work investigates plurilingual repertoires, learner-learner interactions, and teacher beliefs in CLIL classrooms. Key subfields include digital tools, visual mapping, and synchronous communication. She collaborates with scholars like Liz Dale and Marije van de Guchte, contributing to datasets on multilingualism in vocational education. Activities include invited talks and oral presentations on multilingualism and language teaching. External roles include serving as an Inspector at Nuffic since March 2015. No specific scientific awards are mentioned in the provided texts.

Kim FaberView profile

Lecturer

• Applied Linguistics
• Educational Linguistics
• Multilingual Education
• +3 more

Kim Faber is a Lecturer in the Department of Hispanic Studies at Oberlin College, part of the College of Arts and Sciences. With expertise in language teaching and multilingual education, she has designed and taught courses such as 'SITES Spanish In The Elementary Schools Language Teaching Practicum' (EDPR 101/102) and 'Elementary Spanish I' (HISP 101). Her research focuses on second language acquisition, language pedagogy, and bilingual education initiatives, particularly in K-12 settings. Education: BA from University of California Riverside (1994), MA from University of California Davis (1997, 1998) International Experience: Extensive fieldwork in Mexico (1993-94, 1990, 1989), Spain (1992-93), Netherlands (1994-95) Kim Faber's work emphasizes practical language teaching methods, including strategies to enhance student 'comprehensible output' in immersion programs. She has been involved with the Oberlin SITES Program, which integrates Spanish language instruction into elementary education. Her recent courses for 2025 highlight her ongoing commitment to language teacher training. Kim Faber has affiliations with academic organizations including AAAL (American Association for Applied Linguistics), ACTFL (American Council on the Teaching of Foreign Languages), NNELL (Northeast Conference on the Teaching of Foreign Languages), TBLT (Task-Based Language Teaching), and TESOL (Teaching English to Speakers of Other Languages). Contact: Kim.Faber@oberlin.edu | Phone: 440-775-5125

• Second Language Acquisition
• Technology in Language Learning
• Collaborative Writing Tools
• +3 more

Ana Oskoz is a Professor at the University of Maryland Baltimore County (UMBC) in the Department of Modern Languages, Linguistics & Intercultural Communication. She currently serves as Associate Dean in the College of Arts, Humanities, and Social Sciences and chaired her department from 2018 to 2022. Her research focuses on technology-driven second language acquisition. Key areas include: Use of synchronous/asynchronous tools (chats, blogs, wikis) Promotion of cultural discussions through digital platforms Enhancing intercultural competence and FL writing Digital storytelling and Web 2.0 integration in education Recent publications highlight her work with collaborative technologies like Wikis, Screencast-O-Matic, and Microsoft Word for multimodal feedback in FL classrooms. She co-edits the CALICO Journal, contributing to CALL (Computer-Assisted Language Learning) discourse.

Olga Cruz MoyaView profile

Professor

• Discourse Analysis
• Critical Discourse Studies
• Spanish as a Foreign Language
• +4 more

Olga Cruz Moya is a Full Professor at the Pablo de Olavide University , Department of Philology and Translation. Her research focuses on Discourse Analysis , Critical Discourse Studies , Spanish as a Foreign Language , and Intercultural Communication . She has published extensively on digital communication patterns (WhatsApp, Twitter), language education reforms (EEES integration), and discourse representation in marginalized communities. Education: PhD in Philology (2005) from Pablo de Olavide University Her research interests span: Digital discourse analysis (WhatsApp, social media) Critical examination of language education policies Intercultural communication challenges Sociopragmatic elements in modern Spanish usage Recent publications analyze: Viral expressions in social media ('porque patatas') Emoji use across generations Discursive polarization around cultural events Historical media discourse patterns She has served as journal editor for E-Aesla and contributed to the Boletín de ASELE . Her work addresses both theoretical discourse frameworks and practical classroom implementation challenges.

Noriko IwashitaView profile

Associate Professor

• Language Assessment
• Second Language Acquisition (SLA)
• Peer Interaction
• +4 more

Dr. Noriko Iwashita is an Associate Professor at the School of Languages and Cultures, The University of Queensland , where she has worked since 2005. Her research focuses on the intersection of language assessment , second language acquisition (SLA) , and peer interaction . She has contributed to task-based language teaching (TBLT) and interactional competence studies, particularly in English , Japanese , and Chinese contexts. Education: Bachelor of Arts, Kobe University Bachelor of Education, La Trobe University Masters (Coursework), University of Melbourne Doctor of Philosophy, University of Melbourne Research Interests include: Role of interaction in SLA Peer interaction assessment Task-based language teaching and assessment Oral proficiency constructs in language testing Her recent articles address topics such as peer interaction in EFL classrooms, technology-mediated language assessment , and self-regulated learning in flipped classrooms. She has supervised PhD and Master’s theses on subjects like collaborative writing , task-based teaching in Indonesia , and IELTS test-taker experiences . Grants from British Council , IELTS Australia , and University of Queensland have supported her work on speaking tests , discourse competence , and language proficiency .

Paul MooreView profile

Senior Lecturer

• Language and Technology
• Sociocultural Theory
• Task-Based Language Teaching
• +4 more

Dr. Paul Moore is a Senior Lecturer at The University of Queensland's School of Languages and Cultures, specializing in Language and Technology and Sociocultural Theory. His research examines how learners, tasks, and sociocultural contexts influence task-based language interaction, performance, and development. Bachelor of Arts, University of Wollongong Masters in Education, University of Wollongong Doctor of Philosophy, Macquarie University His work spans Computer-Assisted Language Learning (CALL) teacher training, sociocognitive interpretations of language testing, and language policy in higher education. Recent projects explore the intersection of language and intercultural communication, particularly in Japanese EFL and Vietnamese contexts. Key research outputs include studies on technology-infused lesson plans in Vietnam, EFL teaching in Chile, and intercultural group assessment. He has secured grants from the British Council and UQ Teaching Innovation Grants (2016-2018). Australian Learning and Teaching Council citation (2008) Supervised 8 PhD students to completion Active in international conferences (AILA, ALAA, TBLT in Asia)

• Instructed Second Language Acquisition (ISLA)
• Task-Based Language Teaching (TBLT)
• Cognitive-interactionist Approaches
• +5 more

Laura Gurzynski-Weiss is a Professor in the Department of Spanish and Portuguese at Indiana University Bloomington, with a focus on Instructed Second Language Acquisition (ISLA) and Task-Based Language Teaching (TBLT) . Her work bridges structured learning environments with practical applications, collaborating with local schools and global institutions to enhance language instruction at all educational levels. Education: Ph.D. (Georgetown University, 2010), M.S. (Georgetown University, 2007), B.A. (Marquette University, 2005) Her research explores variables impacting L2 development through cognitive-interactionist approaches , complex dynamic systems theory , and usage-based frameworks , emphasizing the real-world value of findings. She advocates for open scholarship , contributing to platforms like the TBLT Language Learning Task Bank and IRIS/OASIS databases. Recent publications highlight collaborations in TBLT implementation, learner engagement, and teacher cognition. Awards include multiple International Conference Travel Awards , Outstanding Mentor Awards , and grants for rural bilingualism research. She serves as President of the International Association for TBLT and Associate Editor for Studies in Second Language Acquisition .

Rhonda OliverView profile

Professor

• Second Language Acquisition
• Indigenous Education
• Applied Linguistics
• +4 more

Professor Rhonda Oliver is a faculty member in the School of Education at Curtin University, affiliated with the Faculty of Humanities. She has held leadership roles including Head of School (2018-2021) and Director of Research in the School of Education (2013-2021). She earned a Doctor of Philosophy (1996), Master of Education (1991), and Bachelor of Education (1985) from The University of Western Australia and Western Australian College of Advanced Education. Her research focuses on second language acquisition (SLA) for child learners, Indigenous language education, and culturally inclusive pedagogy. Notable projects include $8M+ in research funding, such as a 2022-2023 study on Aboriginal student engagement and a 2017 ARC-funded project on Indigenous language assessments. Her work emphasizes Indigenous student retention, translanguaging practices, and task-based learning. She has published extensively, with over 100 conference presentations and peer-reviewed articles. Awards include multiple Excellence in Research Leadership awards and recognition as Postgraduate Supervisor of the Year (2004). She has supervised >50 postgraduate students and contributed to educational policy through roles like Chair of 'Investing in our youth' (2007-2014). Oliver also serves on editorial boards, including the Australian Review of Applied Linguistics .

Rosa Maria Manchon RuizView profile

Professor

• Second Language Acquisition
• Second Language Writing
• Applied Linguistics
• +3 more

Rosa María Manchón Ruiz is a Professor of Applied Linguistics at the University of Murcia, Spain. She holds an affiliation with the Faculty of Arts and Humanities and the Department of English Philology. She completed her doctoral studies at the University of Murcia with a thesis on psycholinguistic and pedagogical aspects of language learning (1989). Her research focuses on second language acquisition, particularly in the areas of second language writing and cognitive dimensions of multilingual text production. She has been actively involved in editorial roles, serving as editor of the Journal of Second Language Writing (2008–2014) and associate editor of the Modern Language Journal . Manchón’s theoretical contributions include distinguishing between writing-to-learn (WL) and learning-to-write (LW) dimensions in L2 contexts. Her work emphasizes cognitive processes in writing, such as restructuring strategies, temporal allocation of writing tasks, and the interplay between psycholinguistic factors and pedagogy. She has authored/co-authored influential books like Writing in Foreign Language Contexts (2009), Handbook of Second and Foreign Language Writing (2016), and edited volumes on task-based language learning and multimodal composition. Professional service includes membership in the Executive Board of the International Association of Applied Linguistics (2011–2014) and participation in academic events such as the Campus Mare Nostrum summer course on scientific writing in English (2012). Her research has been published in prestigious journals like Language Learning , Annual Review of Applied Linguistics , and International Review of Applied Linguistics . Her academic contributions span pedagogical frameworks, empirical studies on L2 writing processes, and advancements in theoretical models linking cognitive psychology with applied linguistics. Current research interests include multimodal composition, task complexity effects, and the integration of technology in L2 writing instruction.

Nick AndonView profile

Academic

• Second Language Acquisition (SLA)
• Language Teaching Methodology
• Teacher Education
• +4 more

Dr Nick Andon is a Visiting Lecturer at King’s College London, affiliated with the School of Education, Communication & Society within the Faculty of Social Science & Public Policy. He has extensive experience in language education, having taught English as a foreign language across Senegal, Indonesia, London, and Oman from 1981–1993. After joining Thames Valley University in 1993, he contributed to English for academic purposes, distance learning materials, and teacher education programs. At King’s since 1999, his work includes international projects in Gabon, Bolivia, Hungary, Bulgaria, Mexico, Argentina, and Algeria. His research focuses on second language acquisition (SLA), teacher knowledge, and practices, particularly in Modern Foreign Language (MFL) education in the UK. Key interests include task-based language teaching (TBLT), teacher development, learner autonomy, and materials’ role in language learning. He supervises PhDs on language teaching methodology, teacher beliefs, curriculum policy, and learner strategies. Dr Andon is part of the Centre for Language, Discourse & Communication (LDC), a hub for descriptive linguistics and language in education research. His publications span TBLT applications, teacher education innovation, and materials development, reflecting a commitment to bridging theory and practice in language education.

Tetiana TytkoView profile

Researcher

• Computer-Assisted Language Learning (CALL)
• Instructed Second Language Acquisition (SLA)
• Technology-Mediated Task-Based Language Teaching (TBLT)
• +2 more

Tetiana Tytko is a Graduate Assistant II in the Second Language Acquisition program at the University of Maryland's School of Languages, Literatures, and Cultures. She holds a Master's in English Language and Literature from Chernivtsi National University (Ukraine) and an M.A. in Applied Linguistics from Ohio University. Her research focuses on the intersection of Computer-Assisted Language Learning (CALL) and instructed Second Language Acquisition (SLA), particularly exploring technology-mediated Task-Based Language Teaching (TBLT), L2 vocabulary acquisition, and multimodal input processing. She has presented at conferences like AAAL, TESOL, SLRF, and CALICO. Recent work includes a co-authored methodological paper in Research Methods in Applied Linguistics introducing AI-powered tools for meta-research, supported by a Faculty-Student Research Grant from the Graduate School. Her publications appear in journals such as Journal of English for Academic Purposes , System , and TESL-EJ .