جست‌وجوی استاد و پژوهشگر

Julie A. Sellersمشاهده پروفایل

استاد

• Caribbean popular culture and identity
• adult second language acquisition
• interpreter training
• +۱ مورد دیگر

Dr. Julie Sellers serves as Professor and Chair of the Department of World and Classical Languages at Benedictine College, where she additionally coordinates the first-year Spanish sequence and acts as Department Assessment Coordinator. A native Kansan with extensive academic credentials, she previously held teaching positions at Fairmont State University, Laramie County Community College, and the University of Wyoming, and served as Foreign Language Training Specialist for the Wyoming Department of Education. Her educational background includes: Ph.D. in Education, University of Wyoming M.A. in International Studies, University of Wyoming M.A. in Spanish Literature, Kansas State University B.A. in French and Spanish, Kansas State University Federally Certified Court Interpreter (English Spanish) Dr. Sellers' research spans Caribbean cultural identity through music (particularly Dominican merengue and bachata), adult language acquisition pedagogy, and interpreter training. Her work reveals how musical genres construct national narratives while exploring innovative teaching methodologies for language proficiency. She also contributes to L.M. Montgomery studies through quixotic literary analysis of Anne of Green Gables, demonstrating interdisciplinary connections between cultural identity and literary interpretation. Recent publications (2022-2023) emphasize digital-age language teaching innovations and evolving bachata cultural narratives, while earlier works (2004-2018) established foundational research on Dominican musical identity. This trajectory shows consistent focus on language, culture, and pedagogy with increasing attention to technological integration in education. Her scholarly excellence has been recognized through: Kansas World Language Association’s Teacher of the Year (2017) West Virginia Foreign Language Teacher of the Year (Post-Secondary) (2013) Honorable Mention, Guy Alexandre Paper Prize (2020) As department chair and assessment coordinator, Dr. Sellers shapes curriculum development while applying her court interpreter experience to practical language applications. Her editorial work for McGraw-Hill Higher Education and state/federal interpreter certification demonstrate commitment to bridging academic theory and real-world language practice, though specific grant details remain unmentioned in available sources. No dedicated research laboratories are referenced, though her collaborative publications indicate productive academic partnerships, particularly with Laura Kanost in interpreter training literature.

• Second Language Acquisition
• Psycholinguistics
• Applied Linguistics
• +۱۷ مورد دیگر

Inès Saddour is a Lecturer in the Department of French as a Foreign Language Studies (DEFLE) at the University of Toulouse – Jean Jaurès and a researcher at the NeuroPsychoLinguistics Laboratory (LNPL). She specializes in second language acquisition among adult migrants, with a focus on cognitive, linguistic, and sociocultural development. Her research interests include: Second language acquisition in natural and institutional settings Language socialization and context in language development Perception and encoding of events in L1 and L2 Expression of temporality and causality in L2 French Multimodal behavior analysis, particularly gesture in communication Intercultural sensitivity and cultural adaptation of migrants Her recent publications reveal a strong focus on longitudinal studies of Syrian and Tunisian learners of French, using multimodal and psycholinguistic methods such as eye-tracking and corpus analysis. Key trends include the role of orthography in L3 pronunciation, agentivity in causal constructions, and the development of verbal morphology in spoken and written L2 French. She leads the ANR-funded CLASS project (2021–2025) on intercultural sensitivity and language acquisition in Syrian learners, and was co-leader of the SOFRA project (2018–2020) on Syrian asylum seekers. She also co-leads the DEFLUND study on Swedish-speaking learners in France. She has served as editor-in-chief of the Cahiers de l’AFLS (2014–2020), co-edited volumes on tense and modality, and contributes to major research networks including RéAL2 and GIS RéAL2. She teaches research methodology, linguistic development, and French corpus studies at Master’s level. She is the thematic axis coordinator for Migration at RéAL2 and is responsible for Open Science and Digital Sobriety at LNPL. She also co-leads the Master E2F program and serves as webmaster for the DEFLE department.

• Higher Education Pedagogy
• Non-Traditional Learners
• Student Parenting
• +۵ مورد دیگر

Claire Moreau is an Adjunct Professor at the University of Sherbrooke , specializing in Education Sciences . Her work focuses on feminist research, non-traditional learners in post-secondary education, and pedagogical innovation in higher education. Doctorate in Education (2017), University of Quebec at Montreal Master's in Education (2009), University of Quebec at Trois-Rivières Master's in Foreign Language Didactics (2006), University of Nantes Certificate in Feminist Studies (2021), University of Quebec at Montreal Moreau's research examines systemic barriers faced by non-traditional learners, particularly in online and continuing education contexts. Her feminist approach emphasizes intersectionality and institutional accountability. Recent studies analyze gender dynamics in academia, professional identity in college teaching, and the socio-institutional challenges of marginalized learners. Her publications highlight trends in feminist pedagogy, online learning adaptation during crises, and gendered power structures in post-secondary institutions. She has contributed to journals like Pédagogie Collégiale and Revue des Sciences de l'Éducation , as well as edited volumes on future universities. Moreau has secured multiple grants, including funding from the Conseil de Recherches en Sciences Humaines du Canada (SSHRC) and the University of Sherbrooke , focusing on feminist perspectives in research, non-traditional learner experiences, and pedagogical equity.

• Applied Linguistics
• English for Specific Purposes (ESP)
• Language Assessment
• +۳ مورد دیگر

Dr. Vesna Petrović is an Assistant Professor at the Department of Social and Human Sciences within the Faculty of Technical Sciences in Čačak , part of the University of Kragujevac . She holds a Doctor of Science in Philological Sciences (English Language) and specializes in English for Specific Purposes (ESP) pedagogy. PhD in Philological Sciences (2022), University of Belgrade Master of Academic Studies in English Language and Literature (2010) Undergraduate Degree in English Language and Literature (2000) Her research focuses on Task-Based Learning (TBL) , Oral Presentation Assessment , and Technology-Enhanced Language Learning . She has developed multicriteria rating scales for communicative competence evaluation and investigated the role of MS Teams in pandemic-era ESP instruction. Recent work explores foreign language anxiety reduction in digital environments. She co-authored over 15 peer-reviewed publications, including articles in ELOPE and Teaching Innovations , and presented at conferences like TIE and EUROCALL . She participates in Erasmus+ projects and leads professional development seminars for language educators.

Deborah Baldiniمشاهده پروفایل

استاد آموزشی

• Spanish Peninsular Literature
• Literature of the Spanish Civil War
• Second Language Acquisition
• +۳ مورد دیگر

Deborah Baldini is a Teaching Professor at the Department of Language and Cultural Studies, University of Missouri-St. Louis (UMSL), with a career spanning over four decades. She serves as Associate Dean for the College of Arts and Sciences and founded the Inclusive Postsecondary Education program (formerly SUCCEED), which supports young adults with intellectual and developmental disabilities. Education: B.A. and M.A. in Spanish Language and Literature (Washington University in St. Louis), Ph.D. in Educational Psychology (UMSL). Research Interests intersect Spanish literature and educational psychology, focusing on second language acquisition, teacher beliefs, and inclusive pedagogical practices. Her work emphasizes curriculum development for marginalized learners. Publications highlight her advocacy for inclusive postsecondary education, with recent articles addressing program implementation frameworks and equitable learning environments. Scientific Award: Honored by the Missouri Governor’s Council on Disability (2014) for her SUCCEED program. Leadership Roles include directing the Center for Entrepreneurship and Economic Education, Labor Studies Program, and multiple continuing education initiatives at UMSL.

• Second Language Acquisition
• Foreign Language Pedagogy
• Technology-Enhanced Learning
• +۴ مورد دیگر

Satomi Suzuki-Chenoweth is a Senior Lecturer in the Japanese and Linguistics Programs at Georgia Tech's School of Modern Languages since 2003. She served as Japanese Program Coordinator (2020–2024) and co-developed early synchronous online Japanese courses with Dr. Masato Kikuchi. Her expertise spans second language acquisition, technology-enhanced learning, and intercultural communication. She holds a Ph.D. in Linguistics from the University of Georgia (2011). Her research focuses on student learning behaviors in online environments, particularly in STEM contexts, and she has presented at major conferences like AAAL and ACTFL. Key works include the 2013 CALICO Journal Best Article on off-screen student behaviors in online instruction. Teaching Awards: Ivan Allen College Distinguished Teaching Award (2024–2025), ML Faculty Excellence Award Current Projects: Developing 'Travel Japanese and Japan’s World Heritage Sites for Engineers and Architects' (ML2500), integrating language with engineering and sustainability studies Professional Engagements: Nakatani RIES Program instructor, Governor’s Teaching Fellows Program (2024–2025) exploring AI in classrooms Her courses include elementary/intermediate Japanese, linguistics, and cross-cultural studies. She advocates for linguistic diversity and bridges cultural understanding through language education, with fieldwork experiences in Japan, the U.S., Switzerland, and Denmark.

Oliver St Johnمشاهده پروفایل

مدرس ارشد

• Education
• Multilingualism
• Language Acquisition
• +۶ مورد دیگر

Oliver St John is a Senior Lecturer in Education and a teacher educator at Örebro University, Sweden. He is affiliated with the School of Humanities, Education and Social Sciences and the Department of Humanities, Education and Social Sciences. His research focuses on multilingual pedagogy, second language acquisition, and dialogic classroom interaction. He holds a PhD in Education from Örebro University (2014), examining multilingual pedagogical encounters in secondary schools. Research Interests: His work explores translanguaging, support strategies for newly arrived students, and the role of bilingual language assistants (BLAs) in language learning. He emphasizes dialogic action in education and the importance of maintaining learners' linguistic repertoires. Current projects include the Bilingual Language Assistant Project (BLAP) and studies on family support workers to enhance school-home partnerships. Key Projects: BLAP investigates the impact of BLAs on language learning outcomes for migrants. The Family Support Worker initiative aims to strengthen parental involvement in education. His research also addresses digital multiliteracies and integration strategies for migrants globally. He has collaborated internationally, including in Kenya, on educational equity. Publications: His work appears in journals like Social Inclusion and Translation and Translanguaging in Multilingual Contexts . He co-edited volumes on translanguaging and contributed to pedagogical frameworks for intercultural competence. Labs/Teams: He is part of the SpecUL research environment (Special Education, Development, and Learning). His collaborations bridge academia and practice, advocating for inclusive and dialogic educational approaches.

• Educational Technology
• Curriculum Development
• Democratic Education
• +۵ مورد دیگر

Prof. Sitkiye Kuter is a faculty member in the Department of Educational Sciences at Eastern Mediterranean University's Faculty of Education. She holds a PhD in English Teaching from the same university (2009) and prior degrees from Marmara University (BA, 1987) and Eastern Mediterranean University (MA, 1998). Her research focuses on curriculum development, democratic education, teacher education, and learner autonomy with over 20 years of academic contribution. Education Background: BA in English Language Education, Marmara University (1983-1987) MA in English Language Education, Eastern Mediterranean University (1983-1998) PhD in English Teaching, Eastern Mediterranean University (2009) Research interests span critical pedagogy, multicultural education, inquiry-based learning, and technology integration in teacher training. She has supervised 17 theses including studies on educational software evaluation, democratic culture awareness in schools, and teacher self-efficacy perceptions. Her recent publications (2013-2025) explore topics like curriculum design from peace education perspectives, democratic school culture analysis, and collaborative learning strategies. Current ongoing studies investigate academic resilience in preparatory school students and environmental awareness through coding education. Teaching and administrative roles include contributions to the Faculty of Education's strategic planning and curriculum development initiatives. She maintains active involvement in academic mentoring programs and teacher professional development.

Camilla Spalivieroمشاهده پروفایل

پژوهشگر ارشد

• Second Language Acquisition
• Multilingual Education
• Intercultural Education
• +۳ مورد دیگر

Camilla Spaliviero is a Research Fellow at Ca' Foscari University of Venice (SSD: GLOT-01/B), specializing in second language acquisition, multilingual education, and intercultural pedagogy. She holds a PhD in Linguistics from Ca' Foscari, focusing on literary texts in foreign language classrooms. She also teaches Italian as a Second Language (L2) at the University of Bologna, Ferrara, and Turin. Her current Marie Skłodowska-Curie grant (2025–) supports the LATECO project, fostering multilingualism through teacher collaboration, based at the University of Bergen (Norway), with secondments at the University of Graz (Austria) and the University of Copenhagen. Her research emphasizes multilingualism, digital resources, and teacher training. She coordinates the 'Itals Letteratura' project, exploring multimodal and digital tools in L2 education. She is affiliated with several research networks, including the 'Multilingualism on My Mind' (MoMM) group at the University of Bergen and the 'Literature in Language Learning and Teaching Network' (LiLLT ReN). Spaliviero has extensive international experience, including visiting roles at the University of Valencia and Bergen. She is a member of editorial boards for Rassegna Italiana di Linguistica Applicata (RILA) and EL.LE. Educazione Linguistica , and has reviewed for leading journals. Her work integrates literary texts, digital storytelling, and intercultural education to address migrant writers' contributions and multilingual classroom dynamics. Key awards include the Marie Skłodowska-Curie grant (2025–), and her research spans over 45 publications, including monographs and peer-reviewed articles on language pedagogy, teacher training, and literary education. She also trains Italian language teachers internationally and examines for the CEDILS certification.

• Cognitive Psychology
• Neurolinguistics
• Auditory Neuroscience
• +۳ مورد دیگر

Markus Christiner is a researcher at the Institute of Psychology , University of Graz , affiliated with the Faculty of Natural Sciences . Their work explores intersections between music, language, and cognitive processes, focusing on individual differences in auditory perception and learning. Research interests include: Musical ability and language acquisition ADHD/dyslexia in auditory processing contexts Neuroplasticity of the auditory system Phonetic aptitude and accent imitation Developmental psychology of singing and language performance Neuromorphological correlates of neurodevelopmental disorders Publications emphasize neuroscientific approaches to music-language interactions, with methodological diversity spanning behavioral studies, longitudinal analysis, and neuroimaging. Key themes include cortical auditory processing patterns, cross-modal skill transfer, and developmental trajectories in musical and linguistic domains.

• Foreign Language Anxiety
• Language Educational Neurosciences
• Early Foreign Language Learning
• +۶ مورد دیگر

Heiner Böttger is a Full Professor of English Didactics and EFL (English as a Foreign Language) at the Catholic University of Eichstätt-Ingolstadt, Germany, where he has served since 2007. He holds the Professorship for Didactics of English Language and Literature within the Faculty of Languages and Literature. His academic journey includes positions at the University of Erlangen-Nuremberg and visiting professorships at institutions including Akdeniz University in Turkey, Aristotle University in Greece, and Long Island University in New York. Professor Böttger's research focuses on the intersection of language education and neuroscience, with particular expertise in foreign language anxiety (xenoglossophobia), sensitive phases of language development, multilingual didactics, and evidence-based foreign language teaching. His work bridges theoretical knowledge with practical classroom applications, emphasizing how insights from neuroscience can transform language teaching methodologies. He has pioneered approaches to early foreign language learning, corporate language instruction, and the psychological aspects of language acquisition including memory, resilience, and mindfulness. His extensive publication record demonstrates a clear trajectory toward integrating neuroscientific findings with language education. Recent works focus on language educational neurosciences (LEN), outdoor language learning, storytelling techniques, and the neuromotor foundations of speaking skills. Böttger's research shows increasing sophistication in connecting brain-based learning principles with practical language teaching strategies across diverse contexts from primary education to corporate settings. As an active academic, Böttger serves as Chairman of the Early language learning advisory board BIG (foundation Lernen, Munich) and as an External Academic Reviewer to the Greek state. His professional activities demonstrate a commitment to advancing evidence-based language education through both theoretical contributions and practical implementation.

János Kataمشاهده پروفایل

مدرس ارشد

• Educational Sciences
• Technical Pedagogy
• Vocational Education
• +۵ مورد دیگر

János Kata is a Senior Lecturer at the Department of Technical Pedagogy , Budapest University of Technology and Economics (BME), Faculty of Economics and Social Sciences. His work focuses on technical pedagogy, higher education assessment, and vocational training processes. With a background in mechanical engineering and engineering teacher education, he has contributed extensively to understanding student failure phenomena, group assessment methods, and lifelong learning frameworks. Research Trends: Analysis of student performance, technology integration in education, and optimization of vocational training using system engineering models. Key Publications: Books and conference papers on learning technology, brainstorming-based assessment, and cultural dimensions of education (2013-2000). Academic Affiliations: Active member of BME's Department of Technical Pedagogy since 1999. Holds degrees in mechanical engineering and engineering pedagogy from BME. Notable Contributions: Development of operation research teaching methods for technical educators and system engineering models for vocational training optimization. His 1999-2013 works bridge theoretical pedagogy with practical industrial education needs.

• English for Specific Purposes
• English for Academic Purposes
• Multimodal Analysis
• +۷ مورد دیگر

Larissa D'Angelo is an Associate Professor of English Language and Translation at the University of Bergamo , affiliated with the Department of Foreign Languages, Literatures and Cultures . She leads the Eye Tracking Lab within the Research Group on Digital Humanities (ReDH) and is a member of the Research Center on Languages for Specific Purposes (CERLIS) . Her academic background includes an MA in English Language from Youngstown State University (USA), a TESOL Certificate , a Certificate in Children's and Young Adult Literature , and a PhD in Applied Linguistics from the University of Reading (UK). Her research focuses on English for Specific Purposes , multimodal analysis , and eye-tracking studies , particularly in audiovisual translation , game localization , and academic communication . She has supervised theses on topics like AVT and cultural prosumer dynamics , multimodal text design , and AI in translation , though she emphasizes that AI usage is strictly prohibited in thesis work. Her publications explore the intersection of digital communication , metadiscourse , and translation theory , with a focus on visual and textual academic genres and pedagogical applications . She actively collaborates on projects like Erasmus+ initiatives for climate-resilient education.

Louise Phillipsمشاهده پروفایل

دانشیار

• Early Childhood Education
• Citizenship Education
• Educational Research Methods
• +۳ مورد دیگر

Dr Louise Phillips is an Honorary Associate Professor in the School of Education at The University of Queensland. Her research focuses on children's citizenship, civic action, and storytelling pedagogies, emphasizing community engagement and social justice. She leads projects such as The Walking Neighbourhood and has contributed to studies on school attendance policies and global citizenship education. PhD in Education from Queensland University of Technology (2010) Key areas: child rights, early childhood education, and participatory methodologies Her work bridges theory and practice through creative approaches like child-led walks and arts activism. Recent projects include investigating data citizenship in Singaporean schools and global testing practices in Bangladesh. Publications span books like Young Children’s Community Building in Action and over 50 journal articles in outlets such as Educational Review and Global Studies of Childhood . She collaborates internationally on initiatives like the Spencer Foundation-funded Civic Action and Learning with Young Children . Her research highlights the importance of youth voice in environmental and policy decisions, as seen in studies on adult attitudes toward child participation in governmental decision-making.

Pilar Alderete Diezمشاهده پروفایل

استادیار

• Spanish Language Teaching and Learning
• Children’s Identity in Translation
• Translation Studies
• +۳ مورد دیگر

Pilar Alderete Diez is an Assistant Professor at the University of Galway since 2006, affiliated with the Anderson Centre for Translation Research and Practice. She holds a BA in English Philology from the University of Valladolid, Spain, and later returned there to earn her PhD in Language Teaching and Learning (2013). She also holds an MA in Spanish with a focus on translation from the University of Galway and a Postgraduate Certificate in Teaching and Learning in Higher Education (2022). University of Valladolid: BA English Philology (Spain) University of Galway: MA Spanish (Translation focus) University of Valladolid: Ph.D. Language Teaching and Learning (2013) Postgraduate Certificate in Higher Education Teaching (2022) Her research focuses on two interconnected areas: Spanish language pedagogy and children’s identity formation through translated texts . She explores how cultural politics manifest in fantasy literature like Harry Potter, investigates censorship in children’s books such as Manolito Gafotas, and develops poetry-based strategies to address homophobic bullying in language classrooms. Her work also examines technology’s role in promoting autonomous language learning and the challenges of humor translation in cross-cultural contexts. Her recent publications (2019-2023) reflect sustained engagement with translation ethics, pedagogical innovation in language education, and the sociocultural dimensions of literary works. She has contributed to digital language learning platforms like PAISAGE, an audiovisual portal for Irish/Spanish language learners. As part of the Anderson Centre, she collaborates with researchers and practitioners in translation studies. Her professional narrative emphasizes bridging academic research with practical teaching tools, particularly in university settings where time constraints challenge effective language instruction.