جست‌وجوی استاد و پژوهشگر

Michael Schartمشاهده پروفایل

استاد

• Foreign Language Teaching Methodology
• Didactics of German as a Foreign Language
• Empirical Teaching Research
• +۶ مورد دیگر

Michael Schart is Professor of Methodology and Didactics of German as a Foreign Language at Friedrich Schiller University Jena since 2021. Previously, he held academic positions at Keio University (2007-2021), University of Wuppertal (2018), University of Waterloo (2017-2018), and several Japanese institutions. His research focuses on empirical teaching research, CLIL, task-based language teaching, and reflective teacher training. Doctorate (2002) in Philosophy from Friedrich Schiller University Jena DFG Fellowship (1997-2000) at Justus Liebig University Giessen Master’s in German as a Foreign Language (Jena, 1996) Intensive Japanese Language Studies at Reitaku University (1992-1993) Schart’s research emphasizes action research, classroom interaction, and curriculum development for German language instruction. He has led projects on virtual classroom dynamics (2020/21), task-based teaching at beginner levels (2007-2009), and program evaluation at Keio University (2003-2007). His work bridges qualitative methodology with practical pedagogy. Recent publications address CLIL implementation, feedback mechanisms, and digital learning environments. He co-edits journals InfoDaF and KONTEXTE , and leads the research center FLUSS for teacher professionalization in German as a foreign language education.

• Educational Technology
• Educational Informatics
• Digital Competencies
• +۵ مورد دیگر

Dr. habil. Dringó-Horváth Ida is an Associate Professor at the Faculty of Humanities and Social Sciences of Károli Gáspár University of the Reformed Church in Hungary (KRE). She serves as Head of the ICT Research Center under the Rector's Office and as Head of the Educational Informatics Continuing Education Center at KRE BTK. Her leadership extends to multiple research projects focused on educational technology in higher education, particularly examining digital competencies, teacher development, and the integration of information and communication technologies in academic settings. Dr. Dringó-Horváth earned her PhD in German Studies/Linguistics from Eötvös Loránd University in 2004, with a dissertation titled "Analysis and Evaluation of the Modern Teaching and Learning Medium 'Elektronisches PC-Wörterbuch'." She completed her habilitation in Educational Science at the same institution in 2019. Her academic background includes an MA in German from Eötvös Loránd University (1998) and additional qualifications in educational informatics and social work. Her research focuses on the intersection of educational technology and higher education pedagogy, with particular emphasis on digital competence development for teachers, dictionary skills in language learning, and the digital transformation of educational practices. Dr. Dringó-Horváth leads the "Educational Informatics in Higher Education" research project, which examines effective learning/teaching opportunities in electronic learning environments and maps ICT indicators of higher education lecturers. Her work explores how reflection processes contribute to long-term teacher competency development in the digital age. Analysis of her recent publications reveals a strong focus on artificial intelligence in higher education, technostress reduction, and digital competence measurement. Her research shows how digital transformation impacts both teaching practices and student learning experiences. She has made significant contributions to understanding how educators develop digital competencies and integrate technology into their teaching practices across different disciplines. Károli Kiválóság Díj (2022) for Q1 publication Károli Kiválóság Díj (2023) for Q1 publication Károli Kiválóság Díj (2023) for Q2 publication A. S. Hornby Trust Grant for dictionary research presentation at EURALEX Conference Dr. Dringó-Horváth actively mentors doctoral students including Sebestyén Lilla Anna, Veres Violetta, and Gulmira Kusajynkyzy. She serves as institutional coordinator for multiple significant research projects including "PROFFORMANCE+" (2022-2025), "Ensuring Quality Digital Higher Education in Hungary" (2022-2023), and "Support of Digital Transformation of Hungarian Higher Education" (2021-2022). Her grant portfolio demonstrates strong institutional support for her work in educational technology and faculty development. As leader of the ICT Research and Training Centre (Educational Technology Research and Training Centre), Dr. Dringó-Horváth oversees a dynamic team conducting research on information and communication technologies in higher education. The center collaborates with international and domestic institutions to develop best practices for digital learning environments. Her team's work has significantly influenced Hungarian higher education policy regarding digital transformation and teacher development.

Maria Argyriouمشاهده پروفایل

مدرس

• Music Education
• Cultural Policy
• Early Childhood Education
• +۴ مورد دیگر

Maria Argyriou is an Associate Lecturer for Applied Music Preschool Education in the Department of Preschool Education & Educational Design at the School of Humanities, University of the Aegean (Rhodes, Greece). She holds a postdoctoral degree in Practical Aspects and Praxial Philosophy of Music Education from the same institution, a PhD in Music Studies from Ionian University specializing in cultural policy and music education, and two Master's degrees in Education from The Open University of Greece. PhD: Department of Music Studies, Ionian University (specializing in cultural policy and music education) Postdoctoral Degree: Practical Aspects and Praxial Philosophy of Music Education, University of the Aegean Master of Education: The Open University of Greece Second Master in Education: Specialization in education leadership and school unit assessment Argyriou's research focuses on the intersection of music education, cultural policy, and early childhood development. Her work explores praxial philosophy in music education, interdisciplinary connections between music and other subjects (particularly language and mathematics), and innovative approaches to music teaching in preschool settings. She has developed significant contributions to understanding how music can serve as a tool for cognitive development, emotional expression, and cultural citizenship in young children. Her recent publications demonstrate a clear trend toward multimodal and technology-enhanced music education approaches, with increasing focus on praxial philosophy applications in digital learning environments. Her work consistently bridges theoretical frameworks with practical classroom applications, particularly in early childhood settings. Scientific Awards: Kiveli-Y. Horn scholarships/Special Grants 2024 for archival research at The Music Library of Greece—Lilian Voudouri Argyriou actively participates in multiple professional organizations including the International Society of Music Education (member of SIG Practice and Research Group in Integrated Music Education, PRIME), European Music Council (EMC), European Association for Music in School (EAS), and serves as chairperson of the Greek Association of Primary Music Education Teachers (GAPMET). She has made significant contributions to educational materials as author of official Greek Music Education textbooks for School-Age 6-8 and as editor for multiple academic journals. She co-edits the open-access 'Hellenic Journal of Music, Education, and Culture' (HeJMEC) and serves as editor for the open-access journal 'Music in the First Grade' published by her department. Her current research focuses on archival work with children's songs from the Minos Dounias collection at The Music Library of Greece.

• Sociolinguistics
• Second/Foreign Language Teaching and Learning
• Technology in Education
• +۷ مورد دیگر

Yasemin Bayyurt is a **Professor** in the **Department of Foreign Language Education** at **Boğaziçi University**, Istanbul. She holds a Ph.D. in English-Linguistics Research from Lancaster University (1997). Her academic leadership roles include serving as **Dean of the Faculty of Education (2020–2022)** and **Head of the Department of Foreign Language Education (2006–2012)**. She specializes in **Applied Linguistics**, with a focus on English as a Lingua Franca (ELF), English Medium Instruction (EMI), and sociolinguistics. **Education**: Ph.D., Lancaster University, 1997 (English-Linguistics) M.A., Lancaster University, 1992 (Language Studies) B.A., Boğaziçi University, 1989 (Foreign Language Education) **Research Interests**: Sociolinguistics (multilingualism, linguistic landscape, ELF) Second/Foreign Language Pedagogy (CLIL, disciplinary literacies) Technology in Education (blended learning, mobile-assisted language learning) Neurolinguistics (recent focus on neurotechnology in language teaching) Global Englishes (World Englishes, EIL) **Awards**: Multiple awards including Boğaziçi University Academic Support Award (2009–2014), TÜBİTAK Career Projects support (2005–2009), and international grants (e.g., Erasmus+ projects). **Grants/Projects**: Coordinated major projects including the ENRICH Erasmus+ initiative (ELF-aware teacher education) and M-LARG (mobile learning for at-risk youth). She leads research on EMI practices in Turkish higher education and ELF pedagogy. **Labs/Teams**: Active in the **Boğaziçi University English Language Education Policies Commission** and international networks like the **COST Action CA21114 (CLIL Network)**.

• bilingualism (Irish and English languages) and mathematics education
• mathematics teacher professional development
• practitioner research in teacher education
• +۲ مورد دیگر

Dr. Máire Ní Ríordáin is a Senior Lecturer in the School of Education at University College Cork. She currently serves as M.Ed. Modular Programme Director, School of Education Examinations Officer, and Chair of the School of Education Research Ethics Committee. She is also Treasurer of the Educational Studies Association of Ireland (ESAI) and a serving member of their Executive Committee. Her educational background includes a BSc.(Hons.) in Physical Education and Mathematics from the University of Limerick (2005) and a PhD in Mathematics Education from the same institution (2009). Dr. Ní Ríordáin's research focuses on the intersection of language and mathematics education. Her primary interests include bilingualism (Irish and English) in mathematics education, mathematics teacher professional development, practitioner research in teacher education, and STEM education. She has developed frameworks like LCM2 to analyze bilingual mathematics learning and has contributed significantly to understanding how language influences mathematical cognition. Her work addresses critical issues in Irish education, particularly regarding the teaching of mathematics through Irish and supporting out-of-field mathematics teachers. Her extensive publication record demonstrates a consistent focus on language-responsive mathematics teaching, bilingual education, and teacher development. Recent work explores CLIL (Content and Language Integrated Learning) approaches, STEM education, and gender issues in mathematics learning. She has led major international conferences, including serving as Co-Leader of the 14th Congress of the European Society for Research in Mathematics Education. Teaching Council Research Bursary (2009) Advanced Scholar Award (2005) MACSI Postgraduate Scholarship (2006) Dr. Ní Ríordáin has supervised multiple doctoral students including Aoife O'Brien, Fergal Harrington, Laura Tagnin, and Bernie Ní Dhonnchú. She has secured significant research funding, including projects like M²EID (€95,500 from Irish Research Council), CaLSAM (€68,840 from ERASMUS), and several grants from University College Cork and the National Forum for the Enhancement of Teaching and Learning. She has been actively involved in national teacher development programs, particularly for out-of-field mathematics teachers.

Evdokia Pittasمشاهده پروفایل

استادیار

• Special Learning Difficulties
• Dyslexia
• Language Disorders
• +۶ مورد دیگر

Evdokia Pittas is an Assistant Professor at the Department of Education, University of Nicosia. She holds a DPhil in Education from the University of Oxford, with research focusing on special educational needs, dyslexia, language disorders, and literacy development. Her work emphasizes experimental studies in educational interventions and assessments, including contributions to the COST Action CLILNetLE as a Management Committee member. She has edited a Special Issue on post-COVID-19 effects on students with developmental disabilities. Education: PhD in Education (University of Oxford, 2012) MSc in Special Educational Needs (Brunel University London, 2005) Bachelor in Philosophy, Pedagogy & Psychology (National & Kapodistrian University of Athens, 2004) Research Interests: Evdokia’s research spans morphological awareness in literacy, bidialectal language effects, psychometric measurement, and inclusive education strategies. She explores how phonological, morphological, and dialectal awareness influence reading/spelling development, particularly in children with learning difficulties. Recent Trends in Publications: Her recent work addresses post-pandemic educational challenges for students with disabilities, CLIL (Content and Language Integrated Learning) outcomes in lesser-taught languages, and the role of technology in inclusive education. She systematically reviews systemic impacts of the pandemic on educational performance and advocates for evidence-based pedagogical strategies. Labs/Teams: Collaborates within international networks like CLILNetLE and leads research on literacy interventions through her academic roles at the University of Nicosia.

Marianne Turnerمشاهده پروفایل

دانشیار

• Bilingual Education
• Teaching English to Speakers of Other Languages (TESOL)
• Translanguaging
• +۵ مورد دیگر

Marianne Turner is an Associate Professor in Bilingual Education and TESOL at Monash University's School of Curriculum Teaching & Inclusive Education. Her research focuses on developing socially equitable understandings of language and building capacity for multilingual approaches across educational settings. She has established significant collaborations with Victorian Department of Education and Catholic Education through funded research projects. Her primary research interests include: Translanguaging as a framework addressing social inequity Integration of EAL and content-based learning in English-speaking contexts Language teacher pre-service education and professional development Content and language integrated pedagogies (CLIL) Educating for diversity and inclusion through multilingual strategies Recent publications demonstrate a clear trajectory toward practical implementation of translanguaging in Australian classrooms, with emphasis on teacher development, digital multimodal approaches, and policy frameworks. Her work consistently bridges theoretical concepts like trans-semiotizing with classroom applications through projects involving Home Languages in English Classrooms and Plurilingual Pedagogy initiatives. Turner actively disseminates research through teacher associations (VicTESOL, MLTAV), government resources, and media engagement. Current projects include English as an Additional Language (EAL) pedagogy development for secondary classrooms (2025) and Home Languages in the English Classroom research (2021-2022). She has supervised PhD students focusing on translanguaging approaches but is currently not accepting new candidates. Her research contributes to UN Sustainable Development Goals through advancing educational equity and inclusive language practices.

Gabriele Kasperمشاهده پروفایل

استاد

• Language and social interaction
• Second Language Acquisition (SLA)
• Qualitative research methodology
• +۳ مورد دیگر

Prof. Gabriele Kasper is a Professor at the University of Hawaii at Manoa, specializing in language and social interaction, second language acquisition (SLA), and qualitative research methodology. Her work bridges applied linguistics with sociocultural theories, focusing on interactional practices in language classrooms and assessment contexts. She holds a Dr. phil. from Ruhr-Universität Bochum, Germany. Research Focus: Prof. Kasper’s research examines how social interaction shapes language learning, particularly in CLIL (Content and Language Integrated Learning) settings and roleplay-based assessments. She investigates classroom discourse dynamics, clarification requests, and storytelling practices. Her recent studies explore interactional competence in language testing and epistemological frameworks in SLA. Publications: Her work spans 2022-2018, with key contributions in Linguistics and Education , Applied Linguistics , and Language Testing . Themes include assessment design, classroom interaction analysis, and theoretical advancements in SLA methodologies. Notable projects address roleplay in OPI testing and multimodal CLIL pedagogy. Academic Service: She serves as part of the Graduate Faculty at the University of Hawaii, contributing to language education programs. Her collaborative projects include work with Cooperating Graduate Faculty members on teacher training and digital conference methodologies.

• English Language Teaching
• Bilingual Education
• Content and Language Integrated Learning (CLIL)
• +۶ مورد دیگر

Prof. Dr. Britta Viebrock is a Full Professor of English Language Teaching (Didaktik der englischen Sprache und Literatur) at Goethe University Frankfurt since 2012. Her work bridges pedagogy, multilingualism, and digital innovation, with a focus on ethical research practices and teacher professional development. Key contributions to Content and Language Integrated Learning (CLIL) and transcultural competence. Editorial roles in journals like Fremdsprachen Lehren und Lernen and Language Education and Multilingualism . Research Interests: She explores the intersection of digital media, film literacy, and language education, advocating for critical engagement with multilingual research. Her work on series_serial literacy and ethical frameworks in teacher training highlights her interdisciplinary approach. Recent Trends: Her 2024 publications emphasize mental health discourse and digital sovereignty in EFL classrooms, while 2022-2021 studies analyze video-based feedback, CLIL sustainability, and ethical standards in multilingual research. Scientific Awards: Preis für die beste Promotionsbetreuung (2018) Active roles in editorial boards and review colleges. Advising & Grants: Mentorship in programs like ment² and MenTa. Collaborated on grants for digital teacher education (e.g., ENROPE Erasmus+ projects). Supervised PhD theses on film literacy and transcultural competence.

• Applied Linguistics
• Interlanguage Pragmatics
• Second Language Acquisition
• +۲ مورد دیگر

Victòria Codina Espurz is a tenured professor in the English Studies Department at Universitat Jaume I, Spain. She co-directs the MELACOM master's program and holds a Ph.D. in Applied Linguistics and Language Teaching Methodology from the University of Pittsburgh, along with an M.A. in TESOL from West Virginia University. Her career focuses on pragmatic aspects of language learning and academic communication. Research Interests: Her work centers on interlanguage pragmatics and how social, cognitive, and contextual factors influence second language acquisition. She investigates pragmatic competence in academic cyber-consultation, email politeness strategies, and cross-linguistic communication patterns across languages like English, Spanish, and Catalan. Publications Trends: Her research spans over 15 years, addressing pragmatic phenomena in academic emails, refusal strategies, and pedagogical applications of CLIL (Content and Language Integrated Learning). Recent works (2019-2022) emphasize social contextual variables, power dynamics, and discourse structure in multilingual email communication.

Gioia Panzarellaمشاهده پروفایل

دانشیار

• Multilingualism
• Migration and Mobility
• Literary and Artistic Productions
• +۴ مورد دیگر

Gioia Panzarella is an Associate Professor in the Department of Global Sustainable Development at the University of Warwick, where she also serves as Director of Student Experience. She previously held positions as Director of Undergraduate Studies (2018-2021) and Senior Tutor (2018-2021). She completed a BA in English and German, an MA in Anglophone Literatures, and a PhD at the University of Warwick's School of Modern Languages and Cultures. Her research examines multilingualism, migration, and mobility through literary and artistic productions, with specific focus on: Content and language integrated learning (CLIL) methodologies Collaborative translation practices in language education Second language teaching for immigrant learners Autobiographical writing as pedagogical assessment Publications primarily explore migration narratives, digital dissemination of literature, and innovative language teaching methods, with recent work examining linguistic autobiographies and public engagement strategies in higher education. Awards and fellowships include: Senior Fellow of Higher Education Academy (2024) Early Career Fellow, Institute of Advanced Study (2018) Associate Fellow (2018-2020) She has led student-centered initiatives including the SSLC-led Group work Pilot and GSD Student Ambassador training. Additional roles include: Co-chair of WIE/WIHEA Pedagogies of Public and Community Engagement Senior Fellow of Warwick International Education (2023-2025) Fellow of Warwick International Higher Education Academy (2024-2026) Level 7 Coaching qualification and membership in Warwick Internal Coaching Network

Dominic Edsallمشاهده پروفایل

پژوهشگر ارشد

• Learner Autonomy
• TESOL
• Higher Education
• +۵ مورد دیگر

Dr Dominic Edsall serves as an Honorary Senior Research Fellow in the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. His current research investigates the impact of artificial intelligence on higher education and English as a Foreign Language (EFL) instruction, conducted in collaboration with Professor Sandra Leaton Gray. Appointed from September 2024 to September 2026, he maintains active scholarly output despite the non-salaried nature of his honorary position. His research centers on Learner Autonomy, TESOL, and Higher Education pedagogy, with specialized focus on Japanese university contexts. Key themes include the negotiation of learner autonomy by EFL teachers, transitions from dependent test-taking to autonomous learning, and critical challenges posed by AI in academic integrity. His work bridges theoretical frameworks like game theory and legitimation code theory with practical classroom applications, emphasizing sociocultural dimensions of education. Analysis of his 2023-2025 publications reveals a strategic pivot toward AI ethics in education, while maintaining core expertise in learner autonomy. The 2025 article on AI-based digital cheating exemplifies his timely intervention in emerging academic integrity crises, proposing ethical pedagogical responses rather than technical fixes. Earlier works establish foundational contributions to autonomy theory through Japanese EFL case studies and complexity-aware research methodologies. Dr Edsall explicitly states he cannot accept or supervise doctoral students in his current role. He is available for collaborative projects, conference speaking, consultancy, and journal reviewing. His professional background includes secondary science teaching in the UK and extensive EFL instruction in Japanese higher education, providing unique cross-disciplinary and cross-cultural perspectives.

Marta García Garcíaمشاهده پروفایل

استاد

• Spanish Language Didactics
• Conversation Analysis
• Oral Interaction Skills
• +۴ مورد دیگر

Prof. Dr. Marta García García serves as a Professor in the Department of Romance Philology at the University of Göttingen, specializing in Didactics of Romance Languages with primary focus on Spanish as a Foreign Language (ELE). Her academic role integrates teaching, research leadership, and development of innovative pedagogical frameworks for language educators. Her research program centers on critical examination of oral interaction in language learning environments: Conversation Analysis in L2 Spanish classrooms Development of interactional competence among learners Action research methodologies for teacher training Bilingual Content and Language Integrated Learning (CLIL) Spanish heritage language education in German contexts Digital tool integration in language pedagogy Analysis of her publication trajectory (2004-2021) reveals sustained investigation into conversational competence in Spanish acquisition, with particular emphasis on turn-taking mechanics, topic management strategies, and discourse marker usage. Her work consistently bridges theoretical conversation analysis with practical classroom applications, establishing evidence-based approaches for developing oral proficiency through structured interactional tasks. Prof. García García has supervised multiple award-winning master's theses, including Nico Bertram's study on language anxiety in Spanish speaking exams and Max Schlumbohm's research on bilingual sports/Spanish modules. She directs significant externally funded initiatives including CRITERION (Critical Spanish Language Teacher Education), VISIONS (video-based online Spanish teaching modules), and the Curriculum Internationalization-funded SpiELE project which develops digital teaching units through international expert collaboration.

Dee Rutgersمشاهده پروفایل

پژوهشگر ارشد

• Bi/multilingualism in education
• Content and Language Integrated Learning (CLIL)
• Teacher professional development
• +۳ مورد دیگر

Dr. Dee Rutgers is a Research Fellow at the Sheffield Institute of Education Research and Knowledge Exchange (SIRKE), Sheffield Hallam University, since January 2022. She holds a PhD in Education from the University of Cambridge (2014), with research focused on bilingual education and Content and Language Integrated Learning (CLIL). Her expertise spans multilingualism in education, teacher professional development, and mixed-methods research. She has conducted studies across the Netherlands, Ecuador, the US, and the UK, addressing cognitive, psychological, and social implications of multilingualism. Education: PhD in Education (Cambridge, 2014), MPhil in Second Language Education (Cambridge), MA in Renaissance/Romantic Literature (Liverpool), MA in English Language and Culture (Groningen). Professional Experience: Postdoctoral roles at Cambridge University’s PEDAL Centre and MEITS project, Visiting Research Scholar at University of Florida, and teaching at Universidad de Las Américas (Ecuador). Research Interests: Multilingualism in education, CLIL methodologies, teacher training, and evidence-based policy. Her current projects include Education Endowment Foundation initiatives, DfE evaluations, and Wellcome Trust collaborations. She emphasizes the cognitive benefits of multilingualism and the design of effective professional development programs. Recent Contributions: Authored/co-authored over 15 peer-reviewed articles and reports, including works on multilingual identity development, CLIL implementation in Ireland, and teacher language awareness. Active in international conferences such as World CLIL 2025 and the British Educational Research Association. Teaching & Supervision: Contributes to MA TESOL programs and supervises doctoral students in languages education. Teaches modules on multilingualism and language pedagogy.

• Bilingual Education
• Pedagogical Content Knowledge
• Dutch History
• +۳ مورد دیگر

Dr. Huub Oattes is a researcher at the Faculty of Education, Amsterdam University of Applied Sciences, specializing in bilingual education and pedagogical content knowledge. His work focuses on the interplay between language of instruction and subject matter mastery in Dutch secondary education. Active in Bilingual Education research (100% via keywords) Key themes: Dutch History, Language Integrated Learning, and Content Perception Research trends highlight a longitudinal focus on Content and Language Integrated Learning (CLIL) in the Netherlands, analyzing pedagogical strategies, classroom practices, and cognitive outcomes. His 2018-2022 studies examine how bilingual instruction affects subject knowledge acquisition and teacher roles.