جست‌وجوی استاد و پژوهشگر

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.

• Digital Transformation in Education
• Online Learning (MOOCs)
• Educational Technology
• +۳ مورد دیگر

Inger Dagrun Langseth is a Lecturer in Foreign Language Didactics at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. She has extensive experience teaching foreign language didactics, assessment, and digitalization in teacher education. In 2022, she became a qualified teacher. Her research focuses on ICT integration in education, online learning (especially MOOCs), educational assessment, and the role of coaching in education management and digital transformation in higher education. She previously led NTNU DRIVE (2016–2021), a program aimed at advancing digital competence and transformation in higher education. Her work emphasizes institutional entrepreneurship in loosely coupled systems, digital professional development, and collaborative learning approaches. Key projects include designing MOOCs and exploring blockchain's impact on education. She has advised multiple master's theses on topics like teacher practices, feedback mechanisms, and collaborative writing in ESL classrooms. Langseth has also contributed to national reports on assessment cultures in schools and the role of concepts in teaching and learning. Her recent publications address teacher wellbeing in digital transformation, agency in online education, and the challenges of integrating new technologies like AI into pedagogy. She actively participates in international conferences and delivers workshops on digital transformation, coaching, and flexible education models. Her interdisciplinary approach bridges educational theory, technology, and practical pedagogy, fostering innovation in teacher education and lifelong learning.

Rafael Manuel Hernández Carreraمشاهده پروفایل

دانشیار

• Adult Education
• Vocational Training
• Lifelong Learning
• +۴ مورد دیگر

Rafael Manuel Hernández Carrera serves as Director of the Department of Didactics and School Organization at Universidad Internacional de La Rioja (UNIR) and as Associate Professor in the Department of Education and Social Psychology at Universidad Pablo de Olavide in Seville, Spain. He holds a European Doctorate in Educational Sciences from the University of Seville, with his doctoral thesis focusing on workplace training and worker education through business associations in Spain. His research spans multiple areas within educational sciences, with particular emphasis on adult education, vocational training, lifelong learning, and educational technology. Hernández Carrera has developed significant expertise in qualitative research methodologies, especially interview techniques and grounded theory. His work frequently addresses the intersection of education with workplace learning, corporate training, and social inclusion. He has published extensively on topics including digital storytelling in service learning, competency-based teacher training, STEM education with metacognitive approaches, and the commercialization of education. His scholarly output demonstrates a consistent focus on practical applications of educational theory in workplace settings, with particular attention to Spain's educational context. His recent publications show increasing interest in digital learning technologies, post-pandemic educational challenges, and the evolving relationship between education markets and traditional educational values. His work often bridges theoretical educational frameworks with practical implementation strategies in both formal and non-formal educational settings. Hernández Carrera actively contributes to academic discourse through his leadership roles and publications. His research often involves comparative analyses of educational systems across European countries, particularly regarding adult education frameworks and vocational training models. He participates in collaborative research networks focused on educational innovation and social inclusion through learning. His academic activities include directing departmental operations at UNIR while maintaining an active research and teaching schedule at Universidad Pablo de Olavide. He has supervised numerous research projects related to educational innovation and workplace learning. His work frequently appears in both Spanish and international academic journals, reflecting his engagement with global educational research communities.

• Cognitive Rehabilitation
• Neuropsychology
• Parkinson's Disease
• +۷ مورد دیگر

Natalia Ojeda Del Pozo is a Professor in the Department of Psychology within the Faculty of Health Sciences at the University of Deusto. With an extensive publication record spanning over two decades, her research has significantly contributed to understanding cognitive aspects of neurological and psychiatric conditions, particularly through neuropsychological assessment and rehabilitation approaches. Her educational background, while not explicitly detailed in the provided text, can be inferred from her extensive research output to include advanced training in psychology, neuropsychology, and clinical neuroscience. Her work demonstrates deep expertise in both theoretical and applied aspects of cognitive functioning across various patient populations. Dr. Ojeda Del Pozo's primary research interests focus on cognitive rehabilitation methodologies, particularly for Parkinson's disease and schizophrenia. Her work examines brain connectivity patterns, the effects of transcranial stimulation techniques on cognitive functions, and developmental outcomes in preterm-born individuals. She has made significant contributions to understanding the relationship between brain structure and cognitive performance across different clinical populations. Her research often employs multimodal approaches combining neuropsychological assessment with neuroimaging techniques to elucidate the neural mechanisms underlying cognitive processes. Analysis of her recent publications (2022-2025) reveals a continued focus on Parkinson's disease research, particularly examining sex differences, fatigue mechanisms, and structural brain changes. She has also maintained strong research lines in preterm birth outcomes, transcranial stimulation effects on creativity and language, and cognitive rehabilitation methodologies. Her work demonstrates increasing interdisciplinary collaboration, particularly with neurologists, neuroimaging specialists, and developmental psychologists. Extensive work on cognitive rehabilitation protocols including REHACOP and REHACOG programs Multiple publications on Parkinson's disease cognitive aspects Significant contributions to understanding preterm birth neuropsychological outcomes Research on transcranial stimulation techniques for cognitive enhancement Dr. Ojeda Del Pozo has supervised numerous doctoral theses and mentored early-career researchers, with students including Pilar Luna, Clara Isabel Gonzalez, and Rocío Del Pino. Her research has been supported through multiple projects examining cognitive rehabilitation efficacy, brain connectivity in neurological disorders, and developmental outcomes in at-risk populations. She has developed standardized cognitive assessment tools and rehabilitation protocols that have been implemented clinically. Her research group focuses on neuropsychological assessment and cognitive rehabilitation, with particular emphasis on developing evidence-based interventions for neurological and psychiatric conditions. Current projects include investigations into quality of life predictors for dependent older adults and their caregivers through the Begiraleak research project, as well as continued work on brain stimulation techniques for cognitive enhancement.

Jin Kyeong Jungمشاهده پروفایل

استادیار

• Digital Literacies
• Multilingual Communities
• Global Education
• +۳ مورد دیگر

Jin Kyeong Jung is an Assistant Professor in Curriculum & Instruction at Texas Tech University’s College of Education, specializing in Language, Diversity, and Literacy Studies. Her work focuses on digital literacies, global education, and multilingual communities, with a particular emphasis on fostering youth civic engagement through transnational connections. She holds a Ph.D. from the University of Pennsylvania, an M.Ed. from Hankuk University of Foreign Studies, and an M.A. from King’s College London. Dr. Jung’s research explores how multilingual adolescents and adults navigate language and literacy practices in global contexts, including immigrant adults in workplaces and South Korean high school students engaging in cosmopolitan language practices. Her recent projects emphasize digital multimodal composing and collaborative inquiry across borders. Her awards include the 2022 J. Michael Parker Award for adult literacy contributions, 2024 Chancellor’s Council Distinguished Research Award, and STAR Fellowship with the Literacy Research Association. She has also been recognized for teaching excellence with the Hemphill-Wells Award. Key publications include studies on global youth writing practices, transnational methodological frameworks, and literacy at work among Korean immigrants. Her work bridges theory and practice, advocating for inclusive educational spaces that empower marginalized voices through technology and critical pedagogy.

• Educational Linguistics
• Language Learning and Processing
• Cognitive Linguistics
• +۳ مورد دیگر

Dr. Maria Vender is an Associate Professor in the Department of Foreign Languages and Literatures at the University of Verona, affiliated with the School of Cultures and Civilizations. Her academic roles include membership in the Faculty Board of the Linguistics PhD Program, the Teaching Committee for Foreign Languages and Literatures, and the Department's Communication and Web Commission. She actively contributes to research centers such as the Laboratorio di Linguistica Applicata (La.LiA) and leads projects like the PRIN PNRR 2022 REAding CompreHension for inclusion (REACH). Her teaching spans undergraduate and graduate courses in Language Learning, Semiotics, and Bilingualism across programs like the Master's in Linguistics and the Professional Master’s in Bibliotherapy. Her research focuses on language acquisition, developmental disorders, and applied linguistics, with recent work addressing literacy interventions for vulnerable populations, bilingualism in neurodiverse children, and cognitive aspects of language processing. She has published extensively in journals and conferences, emphasizing methodologies like eye-tracking and experimental linguistics. Maria Vender is also involved in third mission initiatives, including public engagement programs and professional training courses on literacy and educational inclusion.

Diana Pili-Mossمشاهده پروفایل

مدرس

• Second Language Acquisition
• Cognitive Linguistics
• Memory and Learning
• +۳ مورد دیگر

Diana Pili-Moss is a Lecturer in English as a Foreign Language (EFL) at the Institute of English Studies, Leuphana University Lüneburg, Germany. She holds a PhD in Second Language Acquisition from Lancaster University (UK) and has held academic roles including Senior Research Associate at Leuphana, Post-doctoral ESRC Fellowship at Lancaster, and various teaching positions in the UK and Italy. Her research focuses on cognitive factors influencing second language acquisition (SLA), particularly memory's role in learning, age effects, and pedagogical applications such as corrective feedback and digital instruction. She has contributed to projects like Interact4School, which develops classroom materials and cognitive-educational tools. Educationally, she holds a Dr. phil. in General Linguistics from Universität Potsdam (Germany), a PGCE in Modern Foreign Languages (Manchester Metropolitan University), and an MA in Modern Foreign Languages and Literatures from IULM (Italy). Her work integrates empirical research with practical teaching methodologies, emphasizing the intersection of cognitive science and language pedagogy. Key research areas include instructed SLA in digital contexts, memory's role in EFL development, and the design of effective feedback systems. She has led initiatives such as the FeedBook project and collaborates with labs like LinA-Lab (Corpus Linguistics) and the TEFL Lab. Awards include her ESRC Fellowship, highlighting her contributions to SLA research. Her teaching spans secondary education, university-level language instruction, and specialized courses on SLA. She actively engages in academic activities, including lecture series on North American studies and workshops on corpus linguistics methods.

Erika Sarivaaraمشاهده پروفایل

مدرس

• Indigenous Education
• Language Revitalization
• Sámi Studies
• +۳ مورد دیگر

Erika Sarivaara is a University Lecturer at the University of Lapland's Media Education Hub within the Faculty of Education. Her research focuses on Indigenous education, particularly Sámi language revitalization, outdoor learning, and teacher education. She has collaborated on numerous projects funded by institutions like the Finnish National Agency for Education and the Ministry for Foreign Affairs of Finland, often addressing issues of cultural diversity and educational equity. Her work emphasizes mediating Sámi research, exploring the intersection of language, identity, and education. Notable projects include 'Saamelaisopetuksen erityispiirteet' and 'LINCOSY: Towards inclusive and practice-oriented teacher education.' She has published extensively on topics such as pre-service teacher knowledge, outdoor adventure education, and Sámi language policies. Erika's research outputs demonstrate a focus on transformative educational practices, inclusive pedagogy, and the application of technology in language revitalization. Her contributions bridge academic inquiry with practical solutions for marginalized communities, particularly in Arctic and Northern contexts.

• Preschool Education
• Early Literacy Development
• Inclusive Education
• +۴ مورد دیگر

Dr. Barbara Borowska is an Assistant Professor at the Department of Christian Pedagogy and Pedagogical Biography, Institute of Pedagogy, Faculty of Social Sciences, John Paul II Catholic University of Lublin. Her career spans over two decades with Erasmus+ research and teaching scholarships in Italy, France, Lithuania, and Israel. She specializes in preschool education, early literacy development, inclusive education, and the role of family in patriotic upbringing. Key Research Trends: Phonetic memory development, EU compliance in Polish education, comparative analysis of synthetic-analytic vs. glottodidactic reading methods, and inclusive education challenges. Scientific Recognition: Golden Cross of Merit (2021) Medal of the National Education Commission (2014) Distinguished monograph award for 'Uczestnictwo licealistów polskich i francuskich w kulturze' (2014) Grant Leadership: Directed EU-funded projects including 'More Opportunities for Every Child' and 'Digital Competence Development' under Operational Program Poland Digital. Academic Service: Served as expert for the Polish Ministry of National Education's teacher promotion committees since 2001. Co-organized international conferences like ACISE 2024 and MOEC 2021. Collaborated with Université Paris 8, Gordon College of Education (Haifa), and Università Cattolica del Sacro Cuore (Milan).

Elena Cecchettoمشاهده پروفایل

مدرس

• Gender Studies
• Semiotics
• Linguistics
• +۳ مورد دیگر

Elena Cecchetto is a Lecturer in the Department of Languages, Literatures and Cultures at Queen’s University, affiliated with the Faculty of Arts and Science. She holds an M.A. in Cultural Studies from Queen’s University (2015) and a Laurea Quadriennale Vecchio Ordinamento in Foreign Languages and Literatures from the University of Roma Tre, Italy. Her research applies semiotic and gender studies theories to analyze spatial and symbolic discourses related to racism, sexism, and classism. She specializes in innovative language teaching methodologies, emphasizing cultural integration in second language acquisition. Education: M.A. in Cultural Studies, Queen’s University (2015) Laurea Quadriennale Vecchio Ordinamento (B.A./M.A. equivalent), University of Roma Tre (Foreign Languages and Literatures) Research Interests: Semiotics, Gender Studies, Linguistics, and pedagogical approaches to language teaching. Her work explores how cultural context shapes language learning and how symbolic systems perpetuate societal hierarchies. Awards/Grants: None explicitly listed. Teaching Experience: Taught Italian language courses at Queen’s University since 2013, previously held roles as an Instructional Assistant, Tutor, and Instructor at Wilfrid Laurier University, St. Jerome’s University, and St. Louis School Adult Learning. Labs/Teams: Not specified in the provided text.

Giulia Bovolentaمشاهده پروفایل

مدرس

• Language Learning
• Cognitive Psychology
• Second Language Acquisition
• +۳ مورد دیگر

Giulia Bovolenta is a Lecturer at the School of Arts, Culture and Language, Bangor University. Her research focuses on cognitive mechanisms underlying adult second language learning, particularly how individual differences and input properties affect language processing and encoding. She is PI of the 2023-2025 project 'Investigating the nature of difficulty in language learning with EEG' and has received the Leverhulme Trust Early Career Fellowship (2022) and the 2024 Learned Society of Wales Best Poster Prize. Her work explores memory utilization in L2 morphology learning, declarative memory's role in generalization, and prediction errors' impact on syntactic acquisition. She has published widely on topics like verb surprisal effects, artificial language learning, and vocabulary assessment methodologies. Bovolenta actively engages in public outreach, including talks at the Hidden Worlds Science Festival and academic poster presentations. Current research investigates declarative memory's role in explicit vs. item-based learning through pilot studies and EEG-based experiments. She collaborates with institutions like the Learned Society of Wales and mentors PhD students in psycholinguistics and language acquisition.

Olov Engwallمشاهده پروفایل

استاد

• Social Robotics
• Human-Robot Interaction
• Educational Technology
• +۶ مورد دیگر

Olov Engwall is a Professor in Speech Communication at KTH Royal Institute of Technology, affiliated with the Division of Speech, Music, and Hearing within the Department of Intelligent Systems. He serves as Head of Studies for the Department and Track Director for the Computer Science specialization in the MSc program in Industrial Management and Engineering. His research focuses on social robotics, human-robot interaction, and robot-assisted language learning. Engwall holds a PhD in Speech Communication from KTH (2002) and an MSc in Engineering Physics (1998). He has conducted research visits at INPG Grenoble (1999) and LORIA Nancy (2006). His roles include organizing international conferences like SLaTE 2017 and serving on technical committees for IEEE Speech and Language Technical. Key research areas include culturally-aware robots (CIRILA project), NLP-based math tutoring, and robot-led second language conversation practice. He has pioneered projects like the ARTUR articulation tutor system and the ROBERT initiative for dyslexia support. His work bridges speech technology, education, and human-robot interaction with over 80 peer-reviewed publications. Engwall supervises doctoral students in areas like robot-mediated learning and serves as examiner for multiple MSc engineering projects. He is a guest editor for Frontiers in Robotics and AI, focusing on culturally-aware robotics, and has contributed to journals like Computer, Speech and Language.

• Applied Linguistics
• English Language Teaching
• Pronunciation Pedagogy
• +۳ مورد دیگر

Klaudia Gajewska is an Assistant Professor at the Department of Applied Linguistics, Faculty of Languages, Literatures and Cultures, Maria Curie-Skłodowska University in Lublin. She holds a Doctorate in Literature and Linguistics (2023) and a Master's degree in English Philology (2018) from the same university. Education: Doctorate in Literature and Linguistics (2023) Master's in English Philology (2018) Her research focuses on technology-mediated language learning , particularly voice assistants like Alexa in EFL education, pronunciation teaching methodologies , and gamification in language classrooms . She explores how digital tools transform task-based learning and speech skill development. Recent publications analyze trends in voice-assisted mediation practices, gamification techniques for spontaneous speech generation, and the intersection of CLIL methodology with European cultural shifts. Her work combines empirical studies with pedagogical innovation, including quantitative analyses of Polish EFL learners and experimental game-based teaching approaches. She conducts office hours via MS Teams (Monday 13:30-14:30) and in person (Room 134, Kronos Building, Sowińskiego 17, Lublin) on Tuesdays 12:00-13:00. Contact: klaudia.gajewska@mail.umcs.pl

Janine Knightمشاهده پروفایل

استاد

• Applied Linguistics
• Multilingual Education
• Digital Literacy
• +۳ مورد دیگر

Janine Knight is a Professor in the Department of Applied Linguistics at the Universitat Internacional de Catalunya (UIC Barcelona), affiliated with the Institute for Multilingualism. She specializes in multilingual education, digital literacy, and teacher training. Her work focuses on plurilingual competence development, superdiverse classrooms, and the integration of technology in language learning. Education includes a PGCE in Teaching English in Secondary Schools (Nottingham University), a Masters in e-learning and ICT (Universitat Oberta de Catalunya), and certifications in adult literacy and dyslexia support. Research Group: GRAM (Grup de Recerca en Adquisició Multilingüe) Her research emphasizes multimodal approaches to language teaching, digital tools in education, and collaborative projects between schools and universities. Recent publications explore plurilingual pedagogy, learner agency in online interactions, and the use of pictorial dictionaries in diverse classrooms. Teaching includes courses on English language education, methodology for teaching English as a foreign language, and bilingual education across undergraduate and master's programs. She has also led projects funded by entities like the ASHDRA Hornby Dictionary Trust.

• Language Education
• Teacher Training
• Formative Assessment
• +۳ مورد دیگر

Anja Pietzuch is an Associate Professor at the Department of Languages, Literature and Culture, Oslo and Akershus University College of Applied Sciences. Her research focuses on language education, particularly German as a foreign language, with an emphasis on formative assessment, teacher training, and online education methodologies. She has contributed to studies on oral skills evaluation, professional development for language teachers, and the integration of self-determination theory in educational practices. Her work also explores democracy education within language classrooms and linguistic diversity in teaching contexts. Her recent publications include analyses of formative assessment frameworks in German language teaching, the effectiveness of online teacher education programs, and the role of dynamic testing in skill development. She has also investigated motivational factors in online learning environments for language educators in Norway. No scientific awards or grants are explicitly mentioned in the provided texts. Anja Pietzuch’s research often intersects with practical pedagogical applications, aiming to enhance teaching methodologies and student engagement in multilingual and multicultural educational settings.