جست‌وجوی استاد و پژوهشگر

Audrey Luceroمشاهده پروفایل

استاد

• Critical Literacy
• Elementary & Middle School Education
• Teacher Education
• +۵ مورد دیگر

Audrey Lucero is a Professor in the Department of Education Studies at the University of Oregon’s College of Education. She specializes in critical literacy, bilingual education, and the educational experiences of Latinx students. Her research employs corpus linguistics and critical discourse analysis to examine how race, ethnicity, language, and immigration influence identity formation in marginalized communities. Dr. Lucero holds a PhD from the University of Washington (2011), an MA from Seattle University (2002), and a dual BA/BS from Boston University (1996) in Psychology and Broadcasting & Film. She has held visiting research positions, including at Lancaster University (UK, 2025). Her work focuses on transnational student identities, critical picturebook analysis, and equity in teacher education. Recent studies include investigations into International Baccalaureate schools’ impact on Latinx students and the role of picturebooks in professional development. She co-edits English Teaching: Practice & Critique and serves on multiple academic associations. Awards: SERN Mid-Career Fellowship (2021–22), Faculty-in-Residence Fellow (2016–17) Key Affiliations: CLLAS, IRES, Latinx Strategies Group, Dreamers Working Group Her advising and grants focus on Latino/a student success initiatives, dual language programs, and teacher training. She collaborates with the Center for Latino/a and Latin American Studies and leads the Latinx Scholars First-Year Academic Residential Community.

Takaaki Suzukiمشاهده پروفایل

استاد

• First Language Acquisition
• Second Language Acquisition
• Language Processing
• +۲ مورد دیگر

Professor Takaaki Suzuki is affiliated with Kyoto Sangyo University's Faculty of Foreign Studies, Department of English. He holds a PhD in Linguistics from the University of Hawaii at Manoa and has extensive teaching experience in Japan and the U.S. His research focuses on psycholinguistics, exploring mechanisms of first and second language acquisition, Japanese/English language processing, and foreign language education. Research areas include experimental studies on children's language acquisition, comparative analysis of first vs. second language learning processes, and linguistic features of picture books influencing language input. His work integrates cognitive science perspectives with educational applications. Key contributions include publications on binding phenomena in SLA, syntactic complexity in children's literature, and cross-linguistic comparisons of mother-child communication. He is active in academic societies such as the Linguistic Society of America and Japanese Psychological Association.

Tzakosta Marinaمشاهده پروفایل

استاد

• theoretical linguistics
• applied linguistics
• morphophonology
• +۶ مورد دیگر

Marina Tzakosta is a Full Professor at the Department of Preschool Education, Faculty of Education, University of Crete. Her expertise spans theoretical and applied linguistics with a focus on child language development, dialectology, and language pedagogy. She holds a PhD from Leiden University and has held visiting fellowships at the University of Massachusetts Amherst and Princeton University. Education: PhD in Linguistics (Phonology), Leiden University Center for Linguistics, 2004 MA in Linguistics (Phonology), University of Crete, 1999 BA in Greek Philology, University of Crete, 1996 Research Interests: Her work examines language acquisition (L1/L2), dialectal evolution in Greek, and the intersection of dialects with standard language. She advocates for dialectal teaching methods in education and explores sociolinguistic aspects of language variation. Recent Research Trends: Recent publications address sexist language use in Greek and English, dialectal pedagogy, morphology teaching strategies, and phonological development in child speech. She emphasizes applied research with practical educational implications. Awards: 2014: John S. Latsis Foundation Grant for the Digital Museum of Greek Oral History 2018: Visiting Research Fellowship at Princeton University’s Stanley Seeger Center Grants & Leadership: Principal investigator on multiple research programs, including EU-funded projects. Her work integrates linguistic theory with empirical classroom applications. She has supervised numerous research initiatives on bilingualism and language policy. Labs & Collaborations: Leads the Digital Museum of Greek Oral History project and collaborates with international institutions on dialectological research. Active in organizing conferences like the International Conference on Modern Greek Dialects.

• Developmental Psychology
• Genetics
• Learning Disabilities
• +۵ مورد دیگر

Elena L. Grigorenko is a Professor at Yale University's Child Study Center within the Yale School of Medicine. She holds joint appointments in the Global Health Studies Program, Program in Neurodevelopment and Regeneration, and Yale Ventures. Her academic journey spans international institutions with significant contributions to developmental psychology and genetics. Dr. Grigorenko earned her first PhD in general psychology from Moscow State University in 1990, followed by a second PhD in developmental psychology and genetics from Yale University in 1996. Her educational background reflects her interdisciplinary approach to understanding human development across cultural contexts. Her research interests center on cognitive and linguistic adaptation, particularly focusing on learning disabilities in challenging environments, genetic factors in language disorders, and the interplay between genetic and environmental risk factors in child development. Her work spans multiple continents, addressing issues in Africa, India, Saudi Arabia, Russia, and the United States, with special emphasis on vulnerable populations including orphans, children affected by HIV, and juvenile detainees. Analysis of her recent publications reveals a consistent focus on the intersection of cognitive development, genetics, and environmental factors. Her research employs diverse methodologies including neuroimaging, genetic analysis, and cross-cultural studies, with particular attention to educational outcomes and language development across different populations. Scientific Awards Awards from five different divisions of the American Psychological Association (Divisions 1, 7, 10, 15, and 24) APA Distinguished Award for Early Career Contribution to Developmental Psychology AERA Sylvia Scribner Award for research representing significant advancement in the understanding of learning and instruction Dr. Grigorenko's research has been generously funded by major organizations including the NIH, NSF, NIJ, and DOE, reflecting the significance and impact of her work. Her global research initiatives particularly focus on how environmental factors like poverty, infection, and institutionalization affect cognitive and linguistic development in children across diverse cultural contexts. Her laboratory work spans multiple international sites with a particular focus on understanding how children adapt cognitively and linguistically to new environments, especially international adoptees in the United States. Her team employs innovative assessment methods to evaluate analytical, practical, and creative abilities in children and adolescents.

Monika S. Schmidمشاهده پروفایل

استاد

• Language Attrition
• Bilingual Development
• Psycholinguistics
• +۱۵ مورد دیگر

Monika S. Schmid is a Professor and Head of Department in the Department of Language and Linguistic Science at the University of York. She has held previous academic positions at the University of Essex (2013–2021), University of Groningen (2007–2015), and Vrije Universiteit Amsterdam (2000–2007), establishing her as a leading figure in linguistics and bilingualism research. She earned her PhD in English Linguistics from the University of Düsseldorf, Germany, in 2000, with a thesis on first language attrition among German-Jewish refugees. Her research centers on language attrition , particularly how migration, age, and cognitive factors affect the deterioration of native languages in bilingual individuals. She investigates the interplay between first and second language development, challenging the assumption that L1 is stable, and emphasizing bidirectional influence in bilingual cognition. Her recent work explores lexical access, grammatical processing, and psycholinguistic mechanisms in attrition, supported by advanced methods like ERP and eye-tracking. She leads two current ESRC-funded projects: Negotiating Multilingualism in Situations of Conflict and Modelling bottom-up and top-down linguistic knowledge (with international collaborators). Her publications span top journals and include influential volumes like The Oxford Handbook of Language Attrition (2019). Monika Schmid’s research has significant societal impact, particularly in asylum cases where language analysis is used for origin determination. She has advised the Nursing and Midwifery Council and British Council , and her work has been featured in the New York Times , Nature , BBC, and other media outlets. Fellow of the British Academy Fellow of the Academy of Social Sciences Fellow of Academia Europaea She has secured grants from the German Science Foundation (DFG), Dutch NWO, and UK ESRC. Her public engagement includes media appearances, policy consultation, and maintaining the influential website languageattrition.org . She has supervised numerous students and contributed to shaping public understanding of language loss as a natural, not pathological, process.

Brian Evansمشاهده پروفایل

استاد

• Mathematics Education
• Mathematics Learning
• Non-Cognitive Variables in Education
• +۱۶ مورد دیگر

Brian Evans is a tenured full Professor and Department Chairperson in the Department of Mathematics at Pace University, within the Dyson College of Arts and Sciences, New York City. He holds a strong commitment to mathematics education and teacher development, with extensive experience in both research and academic leadership. Educational Background: EdD in Mathematics Education, Temple University, Philadelphia, PA (2005) MS in Mathematics Education, Temple University, Philadelphia, PA (2001) BS in Mathematics Education, Temple University, Philadelphia, PA (1999) His research centers on affective and non-cognitive aspects of mathematics learning, including self-efficacy, persistence, and mathematics anxiety. He developed the Cognitive Reframing Theory in Mathematics (CRT-M), a teaching methodology designed to enhance student confidence and reduce anxiety. He also investigates teacher quality in both traditional pre-service and alternative certification pathways, contributing significantly to urban and international mathematics education discourse. His interests extend to culturally responsive pedagogy, mathematical problem solving, and the philosophy and psychology of education. The publications listed reflect a strong focus on student engagement, particularly among underrepresented groups in STEM, support for English Language Learners (ELLs) in STEM-D contexts, and institutional retention strategies such as the Pace Path. These works highlight a career dedicated to equity, inclusion, and innovative teaching practices in higher education. Professional Service: Managing Editor, Journal of the National Association for Alternative Certification (JNAAC) Dr. Evans has secured millions in grant funding and produced approximately 100 publications, including peer-reviewed articles, book chapters, and books. He has delivered over 200 conference presentations and professional development workshops. He advises on curriculum and faculty development and is actively involved in student engagement beyond the classroom. He teaches a broad range of courses from foundational mathematics to advanced methods in education and teacher preparation. Laboratories and Teams: While no formal lab is mentioned, Dr. Evans leads collaborative research teams focused on STEM education initiatives, teacher certification research, and student success programs. He works closely with university-wide efforts such as the Collegiate Science and Technology Program (CSTEP) and the Pace Path, fostering interdisciplinary and inclusive academic environments.

Clara Vaz Baulerمشاهده پروفایل

دانشیار

• Applied Linguistics
• Sociocultural Perspectives
• Multilingual Education
• +۳ مورد دیگر

Dr. Clara Vaz Bauler is an Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She holds a Ph.D. in Education (Applied Linguistics, Cultural Perspectives) from UC Santa Barbara and has 13+ years of international K-12 to adult teaching experience. Educational Background Ph.D. in Education (2012), UC Santa Barbara M.A. in Portuguese Linguistics (2007), Universidade Federal do Rio de Janeiro B.A. in English/Portuguese (2004), Universidade Federal do Rio de Janeiro Her research focuses on: Transforming language education through translanguaging and multimodal practices Challenging standard language ideologies in multilingual classrooms Leveraging digital media for culturally responsive pedagogy Advocating for linguistic diversity in teacher education Examining raciolinguistic discrimination in virtual environments Promoting inclusive STEM education for multilingual learners Recent publications explore: Systemic language biases in remote learning discourse (2023) Critical theories in second language acquisition (2024) Digital tools for affirming multilingual identities (2023) Global-minded teacher development through virtual exchange (2020) Co-teaching strategies for linguistically diverse classrooms (2019) She teaches courses on: Sociolinguistic perspectives in education TESOL methodologies Cultural/linguistic diversity in schools Community-school partnerships

İbrahim Hakkı Acarمشاهده پروفایل

استاد

• Socioemotional Development of Children
• Adult-Child Relationships
• Individual Differences in Temperament
• +۴ مورد دیگر

Dr. İbrahim Hakkı Acar is a Professor at Özyeğin University, specializing in Child, Youth and Family Studies. He earned his B.A. in Elementary Teaching from Trakya University (2010), Fulbright M.S. in Child, Youth and Family Studies (2013), and Ph.D. in Human Sciences (2016) from the University of Nebraska-Lincoln. Postdoctoral research at the Center for Brain, Biology and Behavior (2016-2017) focused on temperament and executive functioning. Research Focus: Protective/risk factors for child development, self-regulation, nature-based interventions, and cross-cultural studies. Students: Mentored 18 graduate and undergraduate assistants, including Zeynep Beken and Selin Ünser. Awards: Silver Award (NAEYC, 2018) and First Place Prize (Çiğdem Kağıtçıbaşı Festival, 2020). His lab collaborates with international researchers like Dr. Kathleen Rudasill (VCU) and Dr. Samuel Putnam (Bowdoin College). Publications span developmental psychology, educational practices, and environmental influences on early childhood cognition.

Anne Wienholzمشاهده پروفایل

پژوهشگر

• Sign Language Linguistics
• Psycholinguistics
• Neurolinguistics
• +۳ مورد دیگر

Dr. Anne Wienholz is a Researcher at the Institute for German Sign Language (IDGS) within the Department of Language, Literature, and Media, University of Hamburg's Faculty of Humanities. She works on DFG-funded projects focused on experimental sign language research. Her research spans sign language linguistics, psycholinguistics, and neurolinguistics. Key interests include sentence processing in German Sign Language (DGS) and American Sign Language (ASL), language acquisition in deaf children, pronominal reference resolution, and age-of-acquisition effects. She employs eye tracking, ERP, and experimental methodologies to investigate cognitive and neurophysiological mechanisms. Analysis of her 12 publications (2018-2025) reveals consistent experimental investigations of sign language syntax, reference resolution, and developmental trajectories. Work frequently compares DGS and ASL, examining adjective placement, anaphora, and age effects through integrated behavioral and neurophysiological approaches. Dr. Wienholz contributes to DFG projects advancing sign language resources including the DGS Corpus and specialized dictionaries. These grants support corpus development and experimental infrastructure at the IDGS. She is affiliated with the Experimental Sign Language Laboratory (EGS-Labor), utilizing eye tracking and EEG. The IDGS develops critical resources like the Digital Dictionary of German Sign Language (DW-DGS) and domain-specific lexicons for health, psychology, and social work.

• Natural Language Generation
• Computational Linguistics
• Referring Expression Generation
• +۵ مورد دیگر

Emiel Krahmer is a Professor in the Department of Communication and Cognition at Tilburg University's School of Humanities in the Netherlands. With over 368 publications and more than 7,000 citations, he is a leading researcher in Natural Language Generation (NLG) and Computational Linguistics. His work spans multiple subfields including Referring Expression Generation, Data-to-Text systems, human evaluation methodologies, and more recently, the application of Large Language Models in therapeutic contexts. Professor Krahmer's research interests focus on the computational aspects of language generation, with particular emphasis on how machines can produce human-like referring expressions, generate text from structured data, and evaluate the quality of automatically generated language. His work combines theoretical linguistics with practical applications, bridging the gap between computational models and human language production. He has made significant contributions to understanding the psychological aspects of language generation and how these can inform computational models. His recent publications demonstrate a clear evolution in his research trajectory, moving from foundational work in referring expression generation to exploring the capabilities of modern Large Language Models in specialized contexts like motivational interviewing. The analysis of his 15 most recent articles reveals a strong focus on reproducibility in human evaluation studies, the application of NLG techniques in healthcare contexts, and the development of robust evaluation frameworks for NLG systems. His work increasingly intersects with clinical psychology and therapeutic applications, showing how language generation technology can be adapted for sensitive communication contexts. Professor Krahmer has been instrumental in organizing key events in the NLG community, including serving as co-editor for the Proceedings of the First Workshop on Natural Language Generation in Healthcare (2021). His work on human evaluation best practices has helped establish standards in the field, while his research on reproducibility addresses critical methodological challenges in NLP research. His collaborations span multiple institutions and disciplines, reflecting the interdisciplinary nature of his work. He has mentored numerous researchers who have gone on to make their own contributions in computational linguistics, as evidenced by his extensive co-authorship network. While specific lab affiliations aren't detailed in the provided information, his work is clearly embedded within Tilburg University's research ecosystem focused on language technology and human communication.

• Language Acquisition
• Psycholinguistics
• Bilingualism
• +۵ مورد دیگر

Dr Kate Messenger is a Senior Lecturer in the Department of Psychology at Lancaster University. Her research focuses on language understanding and production mechanisms across different populations, with particular emphasis on acquisition processes. Her primary research interests include: People's ability to understand and produce language Language acquisition processes across the lifespan Children and adults' learning and processing of sentence structure Language development in monolingual and bilingual children Second language acquisition in adult learners Implicit learning mechanisms in language development Dr Messenger's recent publications demonstrate her expertise in syntactic priming research and bilingual language development. Her work consistently employs experimental methodologies to examine how language structures are learned through implicit mechanisms and social interaction. The 2025 publications particularly highlight her focus on cross-linguistic influences, online interaction effects on grammar learning, and priming effects in child language acquisition. She currently supervises PhD students in Developmental Psychology and is actively involved in multiple research projects examining language learning mechanisms. Current research projects include: The role of speaker identity on children's predictive grammar learning (2024-2026) The generality of expectation violation as a mechanism for language learning (2023-2026) Cross-linguistic influence and shared syntax in bilingual language development (2020-2023) How language experience supports language development through short-term priming and long-term learning (2018-2023) Syntactic priming as implicit learning in first and second language speakers (2017-2022)

• Language Assessment
• Language Proficiency
• Second Language Acquisition
• +۳ مورد دیگر

Prof. J.J.M. Schoonen (Rob) serves as Professor at the Centre for Language Studies and Department of Language and Communication at Radboud University, holding the Chair in Applied Linguistics. His research focuses on language assessment, language proficiency, and second language acquisition with particular emphasis on writing and reading interrelationships. His scholarly work investigates semantic networks in bilingual reading comprehension, L2 writing development across educational stages, and CEFR-aligned language testing frameworks. Key methodological approaches include individual differences studies and longitudinal modeling of linguistic competences, primarily within Dutch as a second language contexts. Recent publications reveal consistent thematic focus on cognitive and social aspects of language assessment, with increasing attention to bilingual children's lexical processing and EFL writing proficiency modeling. The research demonstrates strong integration of theoretical frameworks with practical assessment applications. Scientific recognition includes: 2000: ACTFL-NFMLTA/MLJ Paul Pimsleur Award for Research in Foreign Language Education Prof. Schoonen contributes significantly through institutional leadership as Chair of Radboud in'to Languages' Advisory Board and Member of the Certificate Dutch as a Foreign Language (CNaVT) Board of Directors. His teaching portfolio spans cognitive aspects of language assessment, literacy, and research design across Bachelor's and Master's programs. He leads the 'Language Learning Teaching and Testing' research group, coordinating empirical studies on language acquisition processes and assessment validity in multilingual educational settings.

• Scandinavian Studies
• Language Teaching
• Cultural Communication
• +۳ مورد دیگر

Kristina Mullamaa is a Lecturer in English and Swedish language at the University of Tartu's College of Foreign Languages and Cultures, Institute of Germanic, Romance and Slavonic Languages and Literatures, Department of English Language and Literature. She also serves as the Head of the Scandinavian Studies Department. Her academic career spans over two decades with a focus on Scandinavian languages, cultural communication, and educational methodologies. Dr. Mullamaa earned her Doctoral Degree in 2006 from the University of Tartu with a dissertation titled "Towards a dynamic role conception of liaison interpreters: An ethnographic study of self-descriptions of practising liaison interpreters in Estonia," supervised by Krista Vogelberg and Stig Örjan Ohlsson. Her research interests focus on Scandinavian Studies , Language Teaching , Cultural Communication , Educational Leadership , Bilingualism , and Interpreting Studies . Dr. Mullamaa has extensively examined the nuances of Estonian-Swedish cultural communication patterns, Nordic business cultures, and student-centered teaching approaches. Her work bridges linguistic theory with practical applications in language education and cross-cultural understanding. Dr. Mullamaa has secured significant research funding, including the ETF post-doc grant (2011-2015), Kultuurimälu grant (2015), and as Principal Investigator for projects such as "Teacher training programme and web-based materials pool for teachers of Swedish as the general language in Estonia and on Iceland" (2019-2022) and "The development of dialogue interpreting in Estonia: reflections of a transition society" (2012-2015). Her publications reveal a consistent focus on educational innovation, cultural communication patterns between Nordic and Baltic countries, and language teaching methodologies. Her scientific contributions include numerous publications in international journals and conference proceedings, with recent work examining empathetic leadership across Nordic and Baltic countries, online language learning approaches, and cultural consciousness in educational settings. Dr. Mullamaa has supervised Master's students, including Inna Leiman's research on "Bilingualism And Interpreters: The Influence of The First Language on Bilingual Interpreters." She has also contributed to international academic cooperation through her work with Stockholm University's Translation Institute as a guest researcher (2010/2011).

• English-medium Instruction (EMI)
• Language Policy in Higher Education
• Multilingual Education
• +۴ مورد دیگر

Sahan Kari is a researcher specializing in English-medium instruction (EMI) in higher education. His work critically examines the intersection of language policy, pedagogical practices, and emotional dimensions in multilingual academic environments. Collaborating with scholars like N. Galloway and J. McKinley, he has extensively studied EMI implementations in Turkey, Thailand, and Vietnam. Research Focus: EMI policy-practice gaps, translanguaging, academic language challenges, and student motivation. Key Collaborations: Joint studies with Ernesto Macaro, Heath Rose, and international teams across China, Turkey, and Southeast Asia. Publications: Over 20 peer-reviewed articles and book chapters analyzing EMI's sociolinguistic and educational impacts, with a 2024 monograph on Turkish EMI systems. His recent work highlights multilingual research methodologies and critiques of 'English-only' hegemony in university settings, advocating for more inclusive language practices.

• Bilingual Acquisition
• Child Language Development
• Heritage Language Development
• +۵ مورد دیگر

Dr. Johanne Paradis is a Professor and Associate Chair (Graduate Studies) in the Department of Linguistics at the University of Alberta. She directs the Bilingual Acquisition Lab of Alberta and the Child English Second Language (CHESL) Centre. Her research focuses on bilingual and second language acquisition in children, including heritage language development, bilingualism in children with communication disorders, and morphosyntactic and narrative skill acquisition. She investigates factors such as age of arrival, language environment, parental input, and socioemotional wellbeing influencing language development in diverse populations, including refugee children and those with developmental disorders. Her work emphasizes the interplay between language input, cognitive factors, and sociocultural contexts. Key contributions include longitudinal studies on Arabic and Mandarin heritage language development, analyses of narrative profiles in bilingual children with autism spectrum disorder, and advocacy for equitable assessment practices in bilingual populations. Dr. Paradis also explores how adversity and socioemotional challenges affect language acquisition in first-generation refugees. Her interdisciplinary approach bridges linguistics, psychology, and education to address real-world challenges in bilingual education and clinical practice. Her research spans theoretical and applied domains, with a focus on underrepresented language pairs and populations. She has contributed to understanding individual differences in bilingual development, particularly in children with special needs, and has published extensively on methodological challenges in studying understudied languages. Dr. Paradis collaborates internationally, including work in Canada and the Netherlands, to advance knowledge on bilingualism's cognitive and social dimensions.