معرفی
Dr. Lavinia Hirsu is a Senior Lecturer in Applied Linguistics, Composition, and English as a Foreign Language at the University of Glasgow's School of Education. She holds a PhD from Indiana University and an MA from Iowa State University. Her research focuses on digital literacies, translingual pedagogy, and sustainability in education, leveraging emerging technologies like VR, robotics, and permaculture design. She leads projects such as the AHRC-funded Sustainable Designs for Living and Learning (SDLL) and collaborates internationally on multilingual education initiatives. Dr. Hirsu teaches courses in TESOL, academic writing, and cultural diversity, emphasizing translanguaging and arts-based practices.
Her educational background includes degrees from Indiana University (PhD) and Iowa State University (MA), with prior roles at the University of North Carolina and teaching experience spanning 15+ years. She has supervised numerous PhD students, including Ayesha Abida and Ahmed Abdullah, and actively engages in grants addressing gender equality, urban university engagement, and refugee integration.
Key research areas include: translingualism, digital rhetoric, disaster response through cultural mediation, and sustainability in education. Her projects often involve partnerships with institutions like SCILT (Scotland's National Centre for Languages) and the British Council to develop multilingual teaching materials and immersive learning environments.
Dr. Hirsu’s contributions extend to edited volumes like Rhetorical Machines: Writing, Code and Computational Ethics and peer-reviewed articles in Applied Linguistics Review and Computers and Composition. She is actively involved in grants focusing on gender mainstreaming, refugee education, and technology integration in outdoor learning settings.
Her current supervision includes projects on bilingual learning in Chinese communities, picturebook analysis in Scottish schools, and English for Specific Purposes in Saudi Arabia. She teaches courses like 'Professional Enquiry Descriptions of Language' and 'Which English: Sociolinguistics and Language Teaching,' emphasizing critical reflection and cultural responsiveness.
