جست‌وجوی استاد و پژوهشگر

• Political Sociology
• Lobbying and Transparency Policies
• Central European Studies
• +۳ مورد دیگر

Jana Vargovčíková is a Lecturer in Political Science at the National Institute of Oriental Languages and Cultures (INALCO) , focusing on contemporary Central European politics and societies. Her work examines state-market dynamics, transparency policies, and conservative mobilizations in post-1989 Central Europe. Education : Specialized in Central European political sociology and EU-related studies Research Interests : Lobbying regulation, public-private governance, gender politics, post-communist transformations Her research combines qualitative case studies with comparative policy analysis, particularly analyzing how European integration reshapes state-private sector interactions. Recent publications explore: 2025: Public-private circulations in Polish and Czech lobbying 2024: Ethical normalization in state-private governance 2023: Transparency mechanisms and state accountability She contributes to Politix and Actes de la Recherche en Sciences Sociales , with emerging work on regulatory ethics and post-socialist governance. Key affiliations include: Research Teams : CREE (Centre de recherches européennes) Journals : Editorial board of Journal of Comparative East-West Studies and Revue des études slaves Advisory Roles : Scientific Council of CEFRES (Prague)

Nebojša Radićمشاهده پروفایل

استاد

• Methodology of language teaching in blended and remote modes
• Literary self-translation
• Multilingualism and multiculturalism
• +۲ مورد دیگر

Nebojša Radić serves as Director of Cambridge University Language Programmes (CULP) and Professor of Technology Enhanced Language Teaching at the University of Cambridge's Language Centre within the School of Arts and Humanities. He is a Senior Member at Darwin College and holds visiting professorships at ECPD University (Belgrade) and multiple international institutions including RUDN University (Moscow) and University of Pavia. PhD in Creative Writing and Translation, University of East Anglia MA (Honorary), University of Cambridge MA in Teaching with Technology, British Columbia MA in Italian Language and Literature, University of Auckland BA in Italian Language and Literature with English, University of Belgrade His research pioneers technology-enhanced language pedagogy with focus on blended/remote teaching methodologies , literary self-translation phenomena , and multilingual identity formation . Work integrates creative writing frameworks with CEFR implementation across multicultural contexts, particularly examining Serbian-Italian linguistic intersections. 2006 European Award for Languages (Junior CULP project) As Senior University Examiner since 2009 and TELTA group member, Radić shapes institutional edtech policy while directing scholarship initiatives like the Pexim-Cambridge Overseas Trust for Serbian/North Macedonian graduates. His leadership extends to national frameworks including the CEFR Implementation Committee and SCHML Deputy-Chairship. He maintains active research networks through editorial roles at International Journal of TESOL Studies and Global Challenges in Language Teaching (CUP), with recent focus on pandemic-era language education innovations across 22 countries.

Tony Liddicoatمشاهده پروفایل

استاد

• Applied Linguistics
• Language Education
• Language Policy and Planning
• +۳ مورد دیگر

Professor Tony Liddicoat is a leading scholar in applied linguistics at the University of Warwick's Faculty of Social Sciences, Department of Applied Linguistics. His research focuses on language education, language policy, intercultural communication, and discourse analysis. He holds a PhD in Norman French dialects from the University of Melbourne and has held academic roles at multiple Australian universities before joining Warwick in 2016. As Executive Editor of Current Issues in Language Planning , he emphasizes policy analysis and pedagogical innovation. His educational background includes descriptive and applied linguistics, with a career transition to applied linguistics in the 1990s. Key research interests include intercultural capabilities in language learning, societal language planning impacts, and multilingual education. He has contributed to over 50 peer-reviewed articles and books since 1999, focusing on topics like teacher cognition, chronotope theory in pedagogy, and language policy in Asia-Pacific contexts. Notable grants include the British Council-funded Supporting Sustainable English Teacher Professional Development in Yunnan Province (2022–2023) and collaborative projects on teacher professional learning communities in China. His work bridges macro-language policy and micro-pedagogical practices, advocating for equitable educational frameworks. Liddicoat collaborates with institutions globally, including the British Council, and contributes to multilingual education initiatives. His research often examines language policy implementation challenges and the role of intercultural mediation in language teaching, reflecting his commitment to transdisciplinary approaches in education.

• Global Education Policy
• Educational Policy Transfer
• Language Frameworks
• +۳ مورد دیگر

Oshie Nishimura-Sahi is a Postdoctoral Researcher at Tampere University, specializing in global education policy research with a focus on policy transfer mechanisms. Their work examines the adaptation of international frameworks like the Common European Framework of Reference for Languages (CEFR) into national contexts such as Japan and Finland. Nishimura-Sahi holds a Doctoral degree from Tampere University, defended in 2024. Research interests include global education governance, sociomaterial analysis of policy movements, and comparative studies of educational policy in Asia and Europe. Their work contributes to UN Sustainable Development Goals related to quality education (SDG4) and reduced inequalities (SDG10). Key contributions include analyzing the co-construction of global policies through actor networks, exploring epistemic foundations of global education research, and investigating the ethical dimensions of educational export. Recent publications span comparative education journals and policy-oriented book chapters. Nishimura-Sahi has presented at international conferences on topics like Japan-Finland language learning comparisons and the ethics of educational export. They currently serve on the editorial board of the Nordic Journal of Comparative and International Education .

Andreas Veierstedمشاهده پروفایل

مدرس

• Language Didactics
• Norwegian as a Second Language
• Grammar
• +۴ مورد دیگر

Andreas Veiersted serves as an instructor at the University of Agder (UiA) through UiA PULS language center, developing and teaching Norwegian language courses for international academic staff across beginner-to-advanced levels based on CEFR standards, with 15-week semester programs and intensive training sessions. His educational foundation includes: Norwegian Nordic literature Social studies Research focuses on language didactics and varied learning methodologies applied to Norwegian as a second language instruction, grammar pedagogy, and sociolinguistic aspects including workplace language policy implementation, cultural understanding, and inclusion strategies in multilingual environments. Within UiA PULS, he drives language integration initiatives supporting international staff adaptation through tailored training frameworks and cultural competency development.

Marie-Odile Junkerمشاهده پروفایل

استاد

• Theoretical and General Linguistics
• Cognitive Semantics
• Language Documentation and Description
• +۳ مورد دیگر

Marie-Odile Junker is a Professor in the School of Linguistics and Language Studies at Carleton University, affiliated with the Centre for Indigenous Research, Culture, Language and Education (CIRCLE) and the Institute of Cognitive Science (ICS). She holds a B.A. from the Sorbonne, an M.A. from Strasbourg, and a Ph.D. from Université de Sherbrooke. Her research focuses on Indigenous language documentation, maintenance, and revitalization, particularly within Algonquian languages (Cree, Innu, Atikamekw). She employs participatory-action research frameworks and develops digital tools such as online dictionaries and the Algonquian Linguistic Atlas. In 2017, she received the Governor General’s Innovation Award for her contributions to Indigenous language preservation. Her work integrates information technologies with language education, emphasizing community collaboration. Projects include thematic dictionaries, computational linguistics tools, and adapting frameworks like the CEFR for Indigenous languages. Junker’s efforts bridge academic research with practical applications, fostering language sustainability in the 21st century.

Luisa Bavieriمشاهده پروفایل

مدرس

• Teaching Italian as a Second Language
• Language Pedagogy
• Language Testing
• +۳ مورد دیگر

Luisa Bavieri is a Lecturer and linguistic expert at the University Language Center of the University of Bologna, specializing in teaching Italian as a second language since 2000. She holds a PhD in Languages, Cultures, and Intercultural Communication (2011) and has contributed to numerous national and international projects such as IEREST, QUILL, and CERCLU. Her work focuses on language pedagogy, intercultural education, and citizenship development. Education includes a PhD from the University of Bologna, a postgraduate course in Citizenship Education (2009), and a Bachelor's in Foreign Languages and Literatures (1988). She has taught at institutions like the University of Modena, Dickinson College, and Johns Hopkins University. Research interests span language testing, intercomprehension, and integrating intercultural competencies into study abroad programs. She co-authored key publications like The IEREST Project manual and contributed to journals such as Language and Intercultural Communication . Notable projects include IEREST (2012-2015), which developed intercultural resources for student mobility, and QUILL (2021-2023), enhancing digital language learning. She collaborates with European institutions and has presented at conferences worldwide, including Durham University and Aix-Marseille Université. Her teaching includes specialized Italian courses, academic writing for international students, and intercultural training in universities and schools. She advocates for intercultural education as a cross-disciplinary tool to enhance global mobility experiences.

• French Language Teaching
• Foreign Language Education
• Second Language Acquisition
• +۳ مورد دیگر

Florence Gajdošová serves as a native speaker teacher at the Department of Romance and Slavic Languages within the Faculty of Applied Languages at the University of Economics in Bratislava since 2020, specializing in French for foreigners and teacher training for both general and vocational contexts. Her international career includes Educational Coordinator roles at French Institutes in Bratislava (2016-2020), Tetouan, Morocco (2012-2016), and Marrakesh, Morocco (2009-2012), along with direct teaching experience at the French Institute in Bratislava from 2002-2009. She holds a second degree in Didactics of French as a foreign and second language and cooperation in language education fields, completed in 2005 at Aix Marseille I University, France. Her professional development encompasses specialized certifications including DELF/DALF examiner training (2021), DFP exam design (2020), iFos trainer certification (2019), and DELF/DALF exam design (2018) through France Education International and the French Chamber of Commerce. Gajdošová's research centers on French language pedagogy with emphasis on second language acquisition and vocational applications . Her work bridges theoretical frameworks with practical implementation through teacher training programs and curriculum development. She demonstrates particular expertise in adapting language instruction for professional contexts while maintaining alignment with CEFR standards. Analysis of her 2021-2023 publications reveals consistent focus on modernizing French language assessment tools and pedagogical resources. The DELF public examination series (B1/B2) showcases her contribution to standardizing proficiency testing, while the Edito series (A2/B1) demonstrates systematic curriculum development across CEFR levels. These works collectively advance language testing methodologies , teacher support materials , and vocational language integration within contemporary educational frameworks. No scientific awards were documented in the provided information. Her professional activities emphasize educational coordination and trainer development rather than formal student advising. The documented training programs (DFP exam design, iFos trainer certification, DELF/DALF examiner preparation) reflect institutional knowledge transfer initiatives rather than grant-funded research projects. No information regarding research grants or supervised theses was available. Current affiliations indicate engagement with institutional language education frameworks through the Faculty of Applied Languages, though no dedicated research laboratories or specialized teams were specified in the source materials.

• Foreign Language Teaching
• Spanish Didactics
• Psycholinguistics
• +۲ مورد دیگر

Mgr. Diana Patricia Varela Cano, PhD, is an Assistant Professor at the Department of Romance and Slavic Languages within the Faculty of Applied Languages at the University of Economics in Bratislava since 2012. She specializes in foreign language teaching, Spanish didactics, psycholinguistics, and cross-cultural communication. Her career spans pedagogical coordination at the National Institute for Certified Educational Measurement and teaching roles at the British International School and French School of Bratislava. Education: Master in Pedagogy-Psychology (Comenius University, 1993), PhD in School Psychology (2004) and Psycholinguistics (1998) Her research focuses on foreign language acquisition, phraseological contrasts between Spanish and Slovak, economic terminology in Colombian Spanish, and integrating digital tools into language education. She has led projects like the KEGA digital textbook initiative and contributed to CEFR-aligned assessment frameworks. Recent work analyzes life perspectives of Slovak and Spanish students through sociolinguistic and technological lenses. Notable projects include: 2018 KEGA project: Digital vocational Spanish training for economists and diplomats 2008-2014 ESC Project: Teacher training for primary foreign language instruction 2006 VEGA Project: Multilingual terminology database for CEFR She has coordinated Spanish language practice in primary schools and participated in Erasmus mobilities at universities in Spain, Italy, and Cuba. Her publications frequently address lexical development, metaphor analysis, and professional language applications.

Ewa Orłowskaمشاهده پروفایل

مدرس ارشد

• Language Teaching
• Legal English
• Language Assessment and Certification
• +۵ مورد دیگر

Ewa Orłowska is a Senior Lecturer at the Center for Foreign Language Teaching and Certification (CNiCJO) at Maria Curie-Skłodowska University (UMCS) in Lublin, Poland. She specializes in language teaching, particularly English with focus on legal terminology and professional contexts. Her work spans language assessment, certification, and the development of specialized language programs. Her educational background includes a Master's degree in English Philology from UMCS and postgraduate studies in English 'Public Relations and Media Marketing' also from UMCS. She has been deeply involved in the university's language certification system since 2003, previously working at the Practical Language Learning Center (1990-2003) and the Polish Language and Culture Center for Foreigners (1986-1990). Orłowska's research interests center on language assessment methodologies, legal English pedagogy, and intercultural communication in professional contexts. She has contributed to developing certification standards aligned with the Common European Framework of Reference (CEFR) and has focused on practical applications of language testing in academic and professional settings, particularly in legal environments. Her work bridges theoretical language studies with practical implementation in certification systems. Her professional recognition includes multiple teaching excellence awards, including the prestigious 'Homo Didacticus' diplomas recognizing outstanding teaching performance based on student evaluations. She has maintained consistently high teaching evaluations, with an average score of 5.95 for the 2018/19-2020/21 period. Medal of the National Education Commission (2018) Silver Medal for Long-Term Service (2014) Medal Distinguished for UMCS (2013) Silver Cross of Merit (2004) Multiple Rector's Awards for outstanding university service Orłowska has coordinated numerous EU-funded projects and international collaborations, particularly in legal English education. She has served as Deputy Director of CNiCJO UMCS for Foreign Language Certification (2003-2018) and chaired the Academic Teachers Evaluation Committee. Her professional network includes affiliations with ALTE, EULETA, and IATEFL, reflecting her standing in international language teaching communities. She regularly participates in professional development activities focused on digital language teaching methodologies and assessment innovations. As coordinator of international legal English exams (TOLES), she has developed specialized programs connecting language education with professional legal practice. Her work with the Language Proficiency Certification Team and various examination committees demonstrates her commitment to maintaining high standards in language assessment across academic and professional contexts at UMCS.

• Text Linguistics
• Linguoculturology
• Stylistics
• +۳ مورد دیگر

Galina Kurteva is an Associate Professor in the Department of New Bulgarian Studies at New Bulgarian University. She holds a Doctor of Philological Sciences degree from the Russian Academy of Sciences, with additional specializations from Sofia University and Beijing. She directs NBU's Summer School of Bulgarian Language and Culture and leads the Erasmus+ project "Bulgarian Language for Erasmus Students." Research Focus: Her work spans text linguistics, linguoculturology, sociolinguistics, and intercultural communication. She investigates grammatical category acquisition (gender, number, definiteness) in Bulgarian by foreign learners, particularly Russian speakers, and develops pedagogical frameworks aligned with European language standards. Publications: Her 15 most recent works (2016-2009) focus on Bulgarian grammar pedagogy, error analysis in second language acquisition, and CEFR-aligned assessment design. Key themes include morphological challenges for Russian learners, test development for A1-B2 levels, and linguoculturological factors in language teaching. Projects & Leadership: Coordinated China-focused linguistics collaborations (2001-2007) Participated in international seminars (Turin, Vienna, Salzburg, Moscow) Led ALTE membership initiatives for Bulgarian language testing Manages ongoing Erasmus+ program for Bulgarian language education

Anthony Beckerمشاهده پروفایل

دانشیار

• Second Language Assessment
• Corpus Linguistics
• English for Specific Purposes
• +۳ مورد دیگر

Anthony Becker is an Associate Professor in the English Department at Colorado State University, specializing in TEFL/TESL graduate education and undergraduate Linguistics. He coordinates workshops for the Programs for Learning Academic and Community English (PLACE) and teaches courses in second language assessment, research methods, and corpus linguistics. His research focuses on L2 assessment methodologies, corpus-based linguistic analysis, and English for specific academic purposes. Becker holds a Ph.D. and M.A. in Applied Linguistics from Northern Arizona University and Georgia State University, respectively, and a B.A. in Psychology from Millersville University. His teaching emphasizes inclusive pedagogy, with a commitment to diversity in race, gender, and academic background. Current research explores lexico-grammatical features in advanced L2 writing and phrasal complexity across linguistic backgrounds. He has published extensively on assessment frameworks, ESP curriculum design, and L2 vocabulary instruction in journals like Assessing Writing and International Journal of Corpus Linguistics . Becker coordinates the E601 TEFL/TESL research methods course, emphasizing hands-on classroom-based research in language education. His work integrates project-based learning strategies into ESP contexts, particularly for engineering students. He actively contributes to the CSU academic community through service and outreach initiatives.

Ewa Wapinskaمشاهده پروفایل

مدرس

• Multilingualism
• Sociolinguistics
• Multicultural Pedagogy and Didactics
• +۴ مورد دیگر

Ewa Wapinska is a Lecturer in the Department of Norwegian for International Students at the University of Oslo. Her role focuses on teaching and researching language education, particularly for international students. She holds a Master’s degree in Educational Governance and Leadership (UiO, 2009) and a Cand. philol. in Philology (UiO, 1986). Her professional interests span multilingualism, sociolinguistics, and multicultural pedagogy, with a focus on contrastive grammar and CEFR (Common European Framework of Reference) implementation in language courses. She has published on integrating CEFR principles into Norwegian language education for international students, addressing challenges and opportunities in this context. No awards, grants, or advising activities are explicitly mentioned in the provided text. She contributes to research groups such as CEFR B1, CEFR B2, and SODA.

• Teaching Turkish as a Foreign Language
• Distance Education
• Linguistics
• +۳ مورد دیگر

Hülya Pilancı is a Professor at Anadolu University's Faculty of Letters, Department of Turkish Language and Literature, specializing in Modern Turkish Language. She holds a doctorate from Erciyes University and has served in academic roles since 1985, including as Department Head and Director of Eskisehir Technical University's Center. Her research focuses on Turkish language pedagogy, distance education, and sociolinguistics. Education includes: PhD in Turkish Language and Literature, Erciyes University (1996) MA in Turkish Language and Literature, Erciyes University (1991) BA in Turkish Language and Literature, Ankara University (1984) Research explores: E-learning frameworks for Turkish language acquisition Cross-cultural teaching methodologies for refugees Curriculum design for A1-C2 proficiency levels Socio-linguistic aspects of language preservation Publications emphasize blended learning models, teacher training, and usability of digital language platforms. Recent works address Syrian refugee education and quantum learning cycles. Advises graduate students on topics including translation challenges, dialectology, and e-learning effectiveness. Manages funded projects like the EU-supported Teaching English in Palestinian HEIs and Adult Language Education for Syrian Crisis Response .

Adrian Granados Navarroمشاهده پروفایل

استاد آموزشی

• Contrastive Linguistics
• Sociolinguistics
• Bilingual Education
• +۳ مورد دیگر

Adrian Granados Navarro serves as a Teaching Professor in the Department of Philology and Translation at Pablo de Olavide University, Spain, where he contributes to the Contrastive Grammar English-Spanish research group. His work bridges theoretical linguistics with practical educational applications in multilingual contexts. Education PhD from Pablo de Olavide University (2022) with thesis: "Sociolinguistics of biliteracy: Computational analysis of a bilingual corpus in an immersion context and socioeconomic-competence study" supervised by Dr. Francisco Lorenzo Bergillos. Research Program Dr. Granados Navarro's scholarship centers on disciplinary literacy and biliteracy development through computational and sociolinguistic lenses. His primary domains include: Contrastive Linguistics (English-Spanish) CLIL implementation in Southern Europe Academic language proficiency in History/Math/Science Socioeconomic factors in bilingual education Longitudinal corpus analysis of learner language Educational equity in immersion contexts Publication Trajectory His 15 recent publications (2018-2024) reveal a methodological signature: computational analysis of large bilingual corpora applied to real-world educational challenges. Key contributions include adapting CEFR descriptors for disciplinary literacy and demonstrating interdependence between L1/L2 literacy development in Andalusian CLIL programs, with increasing focus on longitudinal cognitive academic language proficiency. Academic Engagement As an active thesis supervisor and research group contributor, he investigates bilingual schooling ideologies and develops pedagogical frameworks for immigrant language education (e.g., Sevilla Spanish manuals for A1/A2 learners). His work directly informs regional education policy through large-scale teacher surveys and socioeconomic competence studies.