جستجوی استاد راهنمای دانشگاهی

Marlyse Baptista is the President's Distinguished Professor of Linguistics at the University of Pennsylvania, Department of Linguistics. She is affiliated with the School of Arts & Sciences and MindCore initiative. Her research focuses on language contact, creolization processes, bilingualism, and experimental methods in creole studies. Baptista leads the Language Contact and Cognition Lab, previously known as the Cognition, Convergence and Language Emergence (CCLE) group at the University of Michigan. Education includes a PhD in Linguistics (Harvard, 1997), MA degrees from Harvard and the Université de Bordeaux III, and extensive training in multilingual education. Her work bridges generative syntax with experimental approaches, including artificial language learning to study language convergence. Key themes include the cognitive underpinnings of creole formation, bidirectional influences in Cape Verdean Creole, and the role of congruence in language acquisition. Research highlights include studies on Cape Verdean Creole's grammatical properties, genetic-linguistic admixture correlations, and pedagogical resources for creole language education. Recent projects explore experimental validation of creole genesis theories through multilingual acquisition studies. Scientific Awards: President's Distinguished Professorship (University of Pennsylvania) Labs/Teams: Language Contact and Cognition Lab, MindCore Grants/Projects: MULTI Project (creole language educational resources), NSF-funded studies on creole genesis mechanisms Baptista's work emphasizes interdisciplinary approaches, integrating syntax theory, psycholinguistics, and sociolinguistics to address foundational questions in contact linguistics and creolistics.

• Language Contact
• Cognitive Linguistics
• Pidgins and Creoles
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Emma Trentman is an Associate Professor of Arabic at the University of New Mexico (UNM) and Director of the Language Learning Center. Her research focuses on Applied Linguistics, particularly on language learning during study abroad programs, virtual exchange, and the impact of language ideologies on multilingual approaches. Research Interests: Multilingualism, Language Ideologies, Study Abroad Programs, Intercultural Communication, Arabic Language Education, and Curriculum Development. Key Publications: Co-editor of Language Learning in Study Abroad: The Multilingual Turn (2021), with works featured in The Modern Language Journal , Foreign Language Annals , and Critical Multilingualism Studies . Teaching: Offers Arabic language courses and the Languages Capstone class, integrating critical perspectives into language pedagogy. Editorial Work: Co-editor for Critical Multilingualism Studies Journal , advocating for plurilingual practices in education. Publications: Explores topics such as translanguaging, sociolinguistic competence, and decolonizing language learning frameworks across diverse contexts (Egypt, Tanzania, China). Advocacy: Engages in critical discussions on equity, identity, and sociocultural dimensions in language education.

• Applied Linguistics
• Language Learning
• Multilingualism
• +۵ مورد دیگر

Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.

• Arabic Second Language Acquisition
• Arabic Language Pedagogy
• Bilingualism
• +۹ مورد دیگر

Peter Gordon is an Associate Professor of Neuroscience and Education and Cognitive Science in Education at Teachers College, Columbia University. He directs the Language and Cognitive Neuroscience Lab and holds affiliations with Biobehavioral Sciences, Human Development, and other departments. His research focuses on language acquisition, developmental neuroscience, cross-cultural numerical cognition, and MRI-based studies of language processing. Dr. Gordon earned a B.A. (Hons) in Psychology from the University of Stirling (Scotland) and a Ph.D. in Psychology from MIT. His fieldwork includes extensive studies with the Piraha in Amazonia, Brazil, and the Kadiweu in Mato Grosso do Sul, Brazil. His research interests span infant event representations, behavioral genetics of language, and the interplay between language structure and cognitive development. Notable contributions include work on anumeric cultures and the linguistic relativity hypothesis. Publications highlight cross-cultural studies, morphological processing, and cognitive neuroscience of language. He has conducted influential research on numerical cognition in Amazonian cultures and the genetic influences on language acquisition. Contact: pg328@tc.columbia.edu | Office: 1152 Building 528 | Lab: [Link Provided].

• Language Acquisition
• Developmental Neuroscience of Language and Cognition
• Cross-cultural Studies of Numerical Cognition
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Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University and serves as Faculty Director of Georgetown’s Initiative for Multilingual Studies. Her work focuses on multilingualism beyond childhood, equitable language education, and decolonial epistemologies. She mentors students at undergraduate, master’s, and doctoral levels. Former positions include roles at University of Hawai‘i at Mānoa (2004-2012), Northern Arizona University (2002-2004), and Georgia State University (2000-2002). Education: Ph.D. and M.A. from University of Hawai‘i at Mānoa. Her research investigates how multilingualism develops in non-native contexts, advocating for social justice and equity in language education. Key contributions include her award-winning 2000 meta-analysis in Language Learning , the textbook Understanding Second Language Acquisition (2009), and co-editing The Cambridge Handbook of Bilingualism (2019). Recent work addresses under-studied languages like Arabic and Urdu in U.S. K-12 education, emphasizing decolonial and Indigenous frameworks. She has published extensively in top journals such as Applied Linguistics , Studies in Second Language Acquisition , and World Englishes . Awards: Gerald M. Mara Faculty Mentoring Award (2016, 2020), Pimsleur Award (2001), and 2023 recognition as a top 2% cited researcher. She advises 22 doctoral students and has secured grants supporting multilingual education research. Leads Georgetown’s Initiative for Multilingual Studies, co-chairs the Harmonious Bilingualism Network (HaBilNet), and edits Language Learning . Served as President of the American Association for Applied Linguistics (2023-2024). Her work bridges theory and practice, prioritizing cura personalis (care for the individual) in mentoring and advocating for multilingual well-being.

• Second Language Acquisition
• Multilingualism
• Bilingual Education
• +۳ مورد دیگر

Elsayed Issa is an Assistant Professor in the School of Languages and Cultures at Purdue University. Specializing in Computational Linguistics and Arabic, his interdisciplinary research bridges Natural Language Processing (NLP) with Second Language Acquisition (SLA), focusing on conversational AI and speech technology for under-resourced languages. Ph.D. in Linguistics from the University of Arizona (2023) Research integrates NLP, conversational AI, and SLA methodologies Develops tools for computer-assisted pronunciation training (CAPT) Focuses on Arabic dialectology and large language models (LLMs) His work employs Transformer architectures and end-to-end machine learning to enhance language learning systems. Recent projects include ArabiBot development and dialect identification models. He specializes in speech-to-text systems , prosody modeling , and emotional speech analysis for Arabic language learning applications.

• Natural Language Processing
• Second Language Acquisition
• Arabic Linguistics
• +۶ مورد دیگر

Kay James is an Associate Professor of Neuroscience and Education at Teachers College, Columbia University, and serves as Director of the Graduate Program in Neuroscience and Education and the Neurocognition of Language Lab. Their work focuses on neural mechanisms underlying language disorders, second language acquisition, and cognitive processes in schizophrenia. Key affiliations include Biobehavioral Sciences, Neuroscience and Education, Human Development, and Cognitive Science in Education. Research interests emphasize the neural basis of language processing in pathological contexts such as developmental speech disorders and schizophrenia, alongside second language acquisition in adults. Their interdisciplinary approach bridges cognitive neuroscience with clinical and educational interventions. Publications span studies on mismatch negativity in speech disorders, syntactic development in Arabic diglossia, and brain-behavior asymmetry in schizophrenia. Ongoing work explores voice-related cortical potentials and emotional face processing through electrophysiological methods. Labs and teams include the Neurocognition of Language Lab, focusing on language neurobiology and clinical applications. Grants and advising roles are not explicitly detailed in the provided materials.

• Neuroscience
• Education
• Cognitive Science
• +۳ مورد دیگر

Ahmed Ferhadi is a Clinical Professor of Middle Eastern & Islamic Studies at New York University (NYU), specializing in linguistics with a focus on Second Language Acquisition, Sociolinguistics, and Language Testing. He holds a PhD in Linguistics from the University of Michigan (1990), an MA in Teaching Arabic as a Foreign Language (TAFL) from the same institution, and an M.S. in Applied Linguistics from the University of Edinburgh. His teaching career spans institutions like Princeton University, Columbia University, and Kurdish universities such as Salahuddin and Suleimaniyya Universities. He pioneered video-based language performance evaluation methods during his tenure at Middlebury College in 1991, which became a standard practice. Ferhadi has also served in high-level advisory roles, including President of the Association of American Teachers of Arabic (AATA) since 2017 and Distinguished Global Scholar of Kurdish Studies at American University (2010). Research interests include Kurdish language standardization, advanced Arabic pedagogy, and the sociopolitical dimensions of language. His projects include a Kurdish standardization initiative and curriculum development for advanced Arabic learners. Ferhadi has received numerous accolades, including the Golden Teaching Award (NYU 2000) and Top Language Award (U.S. Department of State 2006). His publications span linguistic theory, pedagogical techniques, and cultural studies, with recent works addressing Arabic dialect dynamics and Kurdish language policy. Ferhadi’s work bridges academic rigor with practical applications, emphasizing technology’s role in modern language education.

• Second Language Acquisition
• Sociolinguistics
• Language Testing
• +۳ مورد دیگر

Sadam Issa serves as Associate Professor of Arabic Studies within Michigan State University's Department of Linguistics, Languages, and Cultures (College of Arts & Letters). He teaches comprehensive Arabic language sequences from first-year through fourth-year levels, alongside specialized courses in Arabic society, literature, media, and Levantine dialects, while directing MSU's Arabic Study Abroad Program in Amman, Jordan. As a certified Oral Proficiency Interviewer (ACTFL), he actively advances language assessment standards. His research integrates discourse analysis, sociolinguistics, and visual rhetoric with language pedagogy, prominently featuring Arabic political cartoons—currently the subject of a book project—and comics-based instructional methods. Investigations span classroom anxiety, technology-enhanced learning, politeness strategies in Jordanian advertisements, and revolutionary folk music, revealing consistent focus on sociocultural dimensions of Arabic communication. Recent publications demonstrate interdisciplinary convergence: visual media (political cartoons/comics) increasingly informs language education research, while sociolinguistic analyses of Arabic media evolve toward comparative cultural studies, particularly regarding conflict representation and religious discourse. Scientific recognition includes: Open Educational Resources (OER) Leadership Awards (Michigan State University, 2021) Honor Instruction Award (Michigan State University, 2021) Fulbright Foreign Language Teaching Assistant (U.S. Department of State, 2006-2007) Issa pioneers curriculum innovation through OER textbooks for first/second-semester Arabic and hybrid learning models, receiving institutional awards for educational leadership. His study abroad program and OPI certification underscore commitment to experiential learning and proficiency-based assessment.

• Arabic Studies
• Political Cartoons
• Discourse Analysis
• +۴ مورد دیگر

Christa Jones is a Professor in the Department of World Languages and Cultures at Utah State University, within the College of Humanities and Social Sciences. She has been a faculty member since 2008, advancing from Assistant to full Professor by 2019. Her academic background includes a PhD and MA in French Literature from Washington University in Saint Louis and a BA in French and English Literatures from Universität des Saarlandes. PhD, French Literature, Washington University in Saint Louis, 2006 M.A., French Literature, Washington University in Saint Louis, 1996 B.A., French and English Literatures, Universität des Saarlandes, 1994 Her research centers on colonial and postcolonial North African Francophone literature, film, and music, with a strong focus on Maghrebi cultural expression, fairy tales, and women's voices. She explores themes of identity, decolonization, and narrative form across genres. Her work bridges literary analysis with cultural and gender studies, often highlighting underrepresented voices in Francophone contexts. The 15 most recent scholarly outputs reflect a consistent engagement with Francophone North Africa, particularly Algeria and the Maghreb. Her publications span literary studies, film, music, folklore, and pedagogy, with recurring keywords including postcolonial studies, cultural identity, and Francophone literature. Subfields such as Maghrebi oral traditions, feminist narratives, and cinematic social critique demonstrate the interdisciplinary breadth of her scholarship. Her scientific contributions have been recognized through multiple honors: Researcher of the Year, Department of World Languages and Cultures, 2024 Researcher of the Year Award, LPSC, Utah State University (2017, 2011) Advisor of the Year Award, LPSC, 2009 GEM Seed Grant, $5,000, 2009 CARE Award, $1,902, 2017 Multiple travel and research grants from USU and affiliated centers Outstanding Professor Award, University of Nebraska, 2008 Christa Jones has been an active mentor and advisor, recognized with the Advisor of the Year Award in 2009. She has secured significant grant funding for research, including interviews with filmmaker Merzak Allouache and the development of study abroad programs. Her professional service includes editorial roles, participation in NEH seminars, and leadership as Associate Department Head (2015–2017). She continues to co-edit major scholarly volumes and is deeply involved in curriculum development, particularly in business French and cultural studies. While no formal lab or research team is mentioned, her editorial projects and collaborative research indicate leadership in scholarly communities focused on Francophone studies, folklore, and North African cultural production.

• Francophone Literature
• Postcolonial Studies
• North African Literature
• +۷ مورد دیگر

Tamara Warhol is an Associate Professor in the Department of Modern Languages at the University of Mississippi, affiliated with the College of Liberal Arts. She teaches courses in linguistics, TESOL, and Second Language Studies, including Semantics and Pragmatics, Discourse Analysis, and Qualitative Research Methods. Education: Ph.D. in Educational Linguistics (2011), M.S.Ed. in TESOL (2002) from University of Pennsylvania; B.A. in Religious Studies from Princeton (1995) Her research focuses on language pedagogy, teacher education, program administration, and discourse analysis. Recent publications emphasize interdisciplinary collaboration, translanguaging, and digital pedagogy in ESL/EFL instruction. She has held leadership roles including Director of the Intensive English Program and Graduate Program Coordinator for Applied Linguistics and TESOL. Awards include the Dell H. Hymes-Nessa Wolfson Award (2011), Urban Education Fellowship (2003-2007), and multiple Summer Research Grants (2008, 2012, 2018).

• Applied Linguistics
• Pragmatics
• Language Teacher Education
• +۵ مورد دیگر

Munther A. Younes is the Reis Senior Lecturer of Arabic Language and Linguistics at Cornell University , affiliated with the College of Arts and Sciences, Linguistics Department, Near Eastern Studies, and the Religious Studies Program. He is also a Stephen H. Weiss Provost Teaching Fellow. PhD, University of Texas at Austin (Linguistics, 1982) Diploma, University of Jordan (English as a Second Language, 1975) B.A., University of Jordan (English Language and Literature, 1974) His research focuses on Arabic linguistics , including phonetics, phonology, morphology, sociolinguistics, and comparative/historical dialectology. He specializes in teaching Arabic as a foreign language , Qur'anic Arabic , and comparative Semitic linguistics , with a particular emphasis on integrating colloquial Arabic with Modern Standard Arabic (Fusha) in pedagogy. His publications, including books like Charging Steeds or Maidens Performing Good Deeds: In Search of the Original Qur’an (2019) and The Integrated Approach to Arabic Instruction (2015), highlight his work on Arabic language instruction and Qur'anic exegesis. His recent articles address CEFR guidelines, dialectal integration, and historical linguistic analysis. Stephen H. Weiss Provost Teaching Fellowship Sophie Washburn French Instructorship

• Arabic Linguistics
• Phonetics
• Phonology
• +۶ مورد دیگر

Dr. Allen Clark is an Associate Professor of Modern Languages at the University of Mississippi , where he serves as Co-Director of the Arabic Language Flagship Program. With over two decades of experience in Arabic language education, he specializes in Modern Standard Arabic pedagogy and dialect instruction (Syrian, Egyptian). His teaching spans foundational to advanced levels, including courses in media, translation, and conflict studies. Education : Ph.D. in Education (Foreign/Second Language Education) from The Ohio State University (2009) Research Focus : Arabic language acquisition, textbook development, intercultural communication, and translation theory Key Grants : $1.3M Flagship Program renewal (2024-2028), $1,940 International Collaboration Grant (2024), and multiple Summer Research Grants His publications include the widely used Ahlan wa Sahlan textbook series, focusing on phonetics, grammar, and dialect acquisition. Clark has received prestigious awards including the Elsie M. Hood Outstanding Teacher Award (2025) and Humanities Teacher of the Year (2022-2023) . He has established immersive study-abroad programs in Jordan, Morocco, and Egypt while mentoring students in advanced language skills and translation. Recent articles and chapters explore experiential learning simulations, pedagogical reforms, and ontological challenges in cross-cultural translation. His work emphasizes eliminating artificial barriers in language instruction and fostering global competence through collaborative frameworks. Scientific Awards : Elsie M. Hood Outstanding Teacher of the Year (2025) Humanities Teacher of the Year (2022-2023) Phi Kappa Phi Outstanding Graduate Student Award (2006-2007) Ohio State Graduate Associate Teaching Award (2006-2007)

• Arabic Language Education
• Modern Standard Arabic Pedagogy
• Translation Studies
• +۳ مورد دیگر

Ayman Mohamed is an Assistant Professor of Arabic in the Department of Linguistics, Languages, and Cultures at Michigan State University. He teaches all levels of Arabic language courses including Egyptian dialect classes, and has made significant contributions to curricular development through hybrid and online classes as well as pedagogical innovation by publishing open-source textbooks for elementary Arabic. Dr. Mohamed's research focuses on second language acquisition with particular emphasis on: Task-based language learning Incidental vocabulary acquisition Eye tracking techniques in second language reading Open Educational Resources for Arabic language instruction Multidialectal approaches to Arabic language teaching His work bridges theoretical linguistics with practical classroom applications, particularly in the context of less commonly taught languages. Dr. Mohamed's publications demonstrate a consistent research trajectory examining vocabulary acquisition in Arabic as a second language, with increasing focus on technology-enhanced learning and open educational resources. His recent work has expanded into multidialectal approaches to Arabic language teaching and translanguaging practices in online Arabic classrooms. His notable awards include: MSU IT Excellence in Teaching Award (2023) LCTL AND INDIGENOUS LANGUAGES PARTNERSHIP Grant (2023-2024) International Education Week: OER Leadership Award (2021) OER Library Award (2020-2021) Adams Academy Fellowship (2022-2023) Inclusive Pedagogy Fellow (2022-2023) Dr. Mohamed has received significant grant funding for his work on open educational resources for Arabic language teaching, particularly through the LCTL AND INDIGENOUS LANGUAGES PARTNERSHIP Grant, which supports the development of an open textbook in Advanced Arabic focusing on multidialectal competence (EMBRACE project). His work has been instrumental in advancing open education and inclusive pedagogy in less commonly taught languages at MSU and beyond. He has developed multiple open-source textbooks for elementary Arabic (Elementary Arabic I and II) that are used at MSU for ARB 101 and ARB 102 classes, demonstrating his commitment to creating accessible learning resources for students.

• Second Language Acquisition
• Arabic Language Teaching
• Vocabulary Acquisition
• +۳ مورد دیگر

Markus G. Puder is a Professor at Loyola University New Orleans College of Law, where he teaches courses including International Organizations, Introduction to US Law, Civil Law, Property, and Energy and Environment in International Law. He holds a Ph.D. in Law from Ludwig-Maximilians University, an LL.M. in Common Law Studies from Georgetown University, and completed both German legal state examinations. Dr. Puder is a member of the U.S. Supreme Court Bar and holds multi-bar certification in Germany, recognized within the European Union. Education: Ph.D. in Law (Ludwig-Maximilians University), LL.M. (Georgetown University), First and Second Legal State Examinations (Munich-based institutions) Dr. Puder’s research focuses on Environmental Law , International Law , Comparative Law , and Legal History , with particular emphasis on mixed legal systems like Louisiana’s civil-common law fusion. His work bridges Legal Linguistics , Federalism , and UN Law , analyzing topics such as hydraulic fracturing regulation, legal transplants, and climate change litigation. Recent publications explore Global South climate actions in European courts, comparative property law in Russia and Germany, and the role of Ecocide in international legal frameworks. Scientific awards and fellowships include the Fulbright Program, Germany’s National Scholarship Foundation, and the The Honorable Herbert W. Christenberry Distinguished Professor of Law title. He has served as Faculty Director of LL.M. Programs and held visiting positions at institutions in Lebanon, Italy, Germany, and Austria. His multilingual expertise (German, French, Spanish, with intermediate Russian/Arabic/Portuguese/Italian) supports cross-jurisdictional research and teaching. Dr. Puder’s publications span over 40 law review articles and multiple books, including co-authored texts like Law in the United States and Louisiana Property Law , as well as a first bilingual German-English edition of the Louisiana Civil Code. His work with the U.S. Department of Energy at Argonne National Laboratory and contributions to environmental policy deliverables highlight his interdisciplinary approach. He also maintains a parallel career as a concert violinist .

• Environmental Law
• International Law
• Comparative Law
• +۶ مورد دیگر