جست‌وجوی استاد و پژوهشگر

Sally Zachariasمشاهده پروفایل

مدرس ارشد

• Language Education
• TESOL
• Cognitive Linguistics
• +۵ مورد دیگر

Dr. Sally Zacharias is a Senior Lecturer in the School of Education at the University of Glasgow, specializing in TESOL (Teaching English to Speakers of Other Languages). She serves as the programme lead for MEd/MSc TESOL programs, deputy Postgraduate Taught Director, and member of the Ethics committee. Her academic career spans roles in the UK, France, and Germany, with expertise in English for Academic Purposes (EAP) and Content and Language Integrated Learning (CLIL). PhD: University of Nottingham (2018) MA TESOL (Distinction): University of Nottingham (2011) PGCE Science with CLIL: University of Nottingham (2004) BSc Chemistry with Education: University of York (1991) Her research focuses on Language Awareness , cognitive linguistics, and metaphor theory, emphasizing embodied language practices. She explores how linguistic concepts develop in STEM and language education, using qualitative and metaphor analysis methods. Current projects include a funded initiative to develop digital tools for teacher training. Her recent work examines multilingualism in education, including the role of metaphors in cross-cultural communication (e.g., the 'Moon' project funded by AHRC) and feedback practices in higher education. She is a co-creator of a FutureLearn MOOC on TESOL strategies for ESL students. Winner of the 2016 BAAL Pemberton Prize Recipient of the 2020 University of Glasgow Teaching Excellence Award (TESOL team) Dr. Zacharias supervises PhD students in areas like TESOL pedagogy, multilingual education, and science communication. Her teaching includes core modules on language proficiency, assessment, and dissertation supervision. She actively promotes linguistic diversity and cognitive approaches to language education through grants and collaborative projects.

Estelle Fohr-Prigentمشاهده پروفایل

پژوهشگر ارشد

• Modern Languages Didactics
• Oral Competence in Language Learning
• Multilingualism
• +۳ مورد دیگر

Estelle Fohr-Prigent is a Research Fellow and PhD candidate at the University of Oslo's Department of Teacher Education and School Research. She holds expertise in Modern Languages didactics, oral competence development, multilingualism, and distance learning. Her academic career includes roles as a teacher and lecturer in France, Finland, and Norway, with extensive experience in Content and Language Integrated Learning (CLIL). Key professional milestones include: Associate Professor of French/English (2007–present) Lecturer at Østfold University College (2010–2020) Recipient of the Duroselle Prize for best Master's thesis in International Political History Her research focuses on multilingualism in educational contexts, with particular attention to language use in English and French classrooms across Norway, France, and England. She leads the LANGUAGES project , investigating language practices in diverse educational environments. Collaborations include the Studies of Instruction across Subjects and Competences (SISCO) research group. Teaching contributions include courses on French phonology, language didactics, and student language analysis. Her work bridges theoretical language acquisition frameworks with practical classroom applications, emphasizing equitable multilingual education models.

Thomas Cairaمشاهده پروفایل

پژوهشگر

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

Thomas Caira is a researcher at the Vrije Universiteit Brussel (VUB), affiliated with the Brussels Centre for Language Studies and the Department of Linguistics and Literary Studies within the Faculty of Arts and Philosophy. His work focuses on multilingual education, particularly Content and Language Integrated Learning (CLIL), and its socio-educational implications. He co-led the 2022-2023 project "Is CLIL beneficial for everyone?" examining CLIL effectiveness in heterogeneous language contexts in Brussels schools. Key research interests include language maintenance, heritage language preservation, and the role of socioeconomic status in educational access. He has published extensively on CLIL's impact on reading comprehension, recall mechanisms, and equity issues in educational policy. Caira actively participates in academic events such as the Trinational Bilingualism Meeting and organizes workshops on psycholinguistics and multilingual education. Education: Doctoral scholarship in Linguistics and Literary Studies (VUB) Grants/Projects: OZR4009 (2022-2023), focusing on CLIL's application in multicultural classrooms His collaborative activities include co-organizing international conferences and contributing to policy discussions on language education in Belgium. Recent work analyzes disparities in CLIL program access across socioeconomic backgrounds and explores psycholinguistic aspects of language-mixing in educational settings.

Celine Healyمشاهده پروفایل

استادیار

• Teacher Education
• Applied Linguistics
• Creative and Critical Arts Pedagogies
• +۳ مورد دیگر

Céline Healy is an Assistant Professor in the Department of Education at Maynooth University since 2012. She specializes in teacher education, applied linguistics, and inclusive education. Her roles include curriculum design for international language learning and chairing National Council for Curriculum and Assessment (NCCA) Development Groups for language specifications (e.g., Arabic, Mandarin Chinese). Education: PhD and MEd: Trinity College Dublin BA and H.Dip.Ed: University College Dublin Research & Leadership: She leads projects like the MU Innovation in Language Education Programme and co-ordinates master’s education programs. Her research focuses on CLIL (Content and Language Integrated Learning), teacher identity storytelling, and STEAM approaches in health communication. She chairs key national and EU committees, including the Foreign Languages Advisory Group (FLAG) and the European Educational Research Association Council. Grants & Collaborations: Co-Principal Investigator (Co-PI) on projects funded by Science Foundation Ireland and others, addressing CLIL in teacher education, action-oriented language learning, and HPV vaccine communication via STEAM. Labs/Teams: Active in research initiatives at Maynooth University, including collaborations with Oide and Post-Primary Languages Ireland.

Ute Masslerمشاهده پروفایل

استاد

• Foreign Language Didactics
• English Teaching Methodology
• Multilingualism
• +۹ مورد دیگر

Ute Massler is a Professor of English and its Didactics at Pädagogische Hochschule Weingarten, where she also serves as the Dean of Faculty II. She earned her doctorate from PH Freiburg and has built a distinguished academic career focused on language education, multilingualism, and digital innovation in teaching. Her work bridges research and practical application in primary and secondary education. Her research interests center on Foreign Language Didactics , particularly English teaching methodology, Content and Language Integrated Learning (CLIL) , multilingual reading promotion , reading fluency , and the use of digital media and gamification in educational settings. She has pioneered innovative methods such as the Mehrsprachiges Lesetheater (Multilingual Reading Theater) and the GameLet project, which integrate technology and game elements to enhance literacy. The 15 most recent publications reflect a strong trend toward digitally supported, gamified, and multilingual approaches to literacy development. These works emphasize inclusive, media-based strategies for improving reading fluency across languages, often targeting heterogeneous student populations and leveraging tools like virtual reality, voice assistants (e.g., Amazon Alexa), and online collaboration platforms. Her scientific contributions have been recognized with prestigious awards, including: Erasmus+ Quality Seal 2017 Erasmus+ Success Story 2017 Regionalpreis des Landkreises Ravensburg und der Städte Ravensburg und Weingarten (2018) She actively supervises doctoral students and has led major research projects such as MELT (Multilingual Reading Theatre), GameLet, VALIANT, and MeVoL. Her grants include EU-funded Erasmus+ initiatives and state-supported research collaborations like the FUN-Kolleg, focusing on heterogeneity in primary education. She is a key figure in teacher training and curriculum development, particularly in bilingual and multilingual contexts. Professor Massler leads and contributes to interdisciplinary research teams, including the FUN-Kolleg "Heterogenität gestalten – starke Grundschulen entwickeln," where she oversees projects on complex task-based language learning and reading fluency support. Her work is deeply collaborative, involving partnerships with universities in Switzerland, Austria, Luxembourg, and Portugal, as well as multiple schools across Europe.

• Physical Education
• Adventure Education
• Motivational Climates
• +۶ مورد دیگر

Antonio Baena Extremera is a Professor at the University of Granada, affiliated with the Faculty of Educational Sciences and the Department of Didactics of Musical, Plastic and Corporal Expression. His research focuses on physical education pedagogy, adventure education, motivational climates, bilingual teaching (CLIL), and the cognitive/psychological impacts of outdoor activities. He has published extensively on how empowering/disempowering educational environments affect pre-service teachers and students, with recent work analyzing GPS-based orienteering, musculoskeletal pain in dancers, and formative assessment strategies across educational stages. His recent publications (2023-2025) emphasize interdisciplinary approaches, linking physical education to neuroscience (e.g., frontal brain thickness), psychology (e.g., self-concept, disruptive behaviors), and environmental education. Key themes include green exercise, adventure-based learning, and psychometric validation of assessment tools for pain and teaching competence. As a faculty member, he engages in cross-cultural motivational climate studies (e.g., Costa Rica, Mexico, Spain) and explores how mindfulness, technology, and unconventional materials enhance educational practices. His work bridges educational theory with practical applications in natural environments and bilingual contexts.

Krystyna Droździał-Szelestمشاهده پروفایل

استاد

• Second language acquisition theory
• Foreign language teaching methodology
• Teacher education
• +۷ مورد دیگر

Prof. Krystyna Droździał-Szelest is a University Professor at the Faculty of English , Adam Mickiewicz University in Poznań, Poland, where she has served in multiple leadership roles including Head of the Department of Teaching English as a Foreign Language (1996-2005) and Coordinator of TEFL programs (1988-1997). She is based at Collegium Heliodori Święcicki, room 342. Education: MA in English, Poznań (1976) Ph.D. in English, Poznań (1983) D.Litt. in English applied linguistics, Poznań (1996) Research Focus: Prof. Droździał-Szelest's work centers on second language acquisition theory and foreign language teaching methodology , with particular emphasis on teacher education , ESP/CLIL instruction , and materials development . Her research spans language learning strategies , learner autonomy , and sociolinguistic/pragmatic aspects of language education. Publication Trends: Her extensive publication record (spanning 1993-2019) demonstrates sustained focus on language teaching methodologies , teacher professional development , and classroom-oriented research . Recent works explore motivational aspects of teacher development , innovation in language education , and CLIL implementation in technical universities . Scientific Recognition: AMU Rector's Prize for Research Achievement (1998) Medal of the Committee of National Education (2015) Professional Leadership & Service: Prof. Droździał-Szelest has held numerous influential positions including Head of Center for English Language Teaching Materials (1995-2000), Head of Postgraduate Studies for Teachers of English (2000-2005), and Vice-President of the Modern Language Association of Poland (2016-). She has served on national accreditation committees and editorial boards for multiple international journals including SSLLT and International Journal on Language, Literature and Culture in Education . International Engagement: She has been a Fulbright post-doctoral fellow at UCLA (1985-86), received British Council scholarships (London 1984, Canterbury 1990, Cambridge 1993), and participated in Erasmus/Socrates programs in Turkey and Germany. She has delivered invited plenary presentations at major conferences including IATEFL Poland and international classroom-oriented research conferences.

Russell Crossمشاهده پروفایل

دانشیار

• Language and Literacy Education
• Content and Language Integrated Learning (CLIL)
• Teacher Quality Assessment
• +۳ مورد دیگر

Russell Cross is an Associate Professor at the Melbourne Graduate School of Education, University of Melbourne, specializing in language and literacy education. His work emphasizes content and language integrated learning (CLIL) and the sociocultural/political dimensions of teachers' practice. He collaborates with Trevor Gale (University of Glasgow) and Carmen Mills (University of Queensland) on an Australian Research Council discovery project examining social justice dispositions in teachers' pedagogy across advantaged and disadvantaged secondary schools. Research Focus: Teacher quality assessment, education policy reform, and sociopolitical aspects of language education. Key Advocacy: Critically analyzing gate-keeping measures like the LANTITE test for teacher education. His recent work highlights concerns about Australia's declining PISA rankings and the efficacy of standardized testing in ensuring teacher quality. He argues that improving teacher recruitment and professional conditions may be more impactful than testing. Russell Cross is available for research supervision, collaboration, and media/consulting engagements. He is actively involved in debates about teacher education reform and assessment policies.

• Bilingual Education
• Applied Linguistics
• Discourse Analysis
• +۳ مورد دیگر

Patricia Frances Moore Johansen (known as Pat Moore) is a Full Professor at Pablo de Olavide University in the Department of Philology and Translation . Her work focuses on bilingual education, particularly Content and Language Integrated Learning (CLIL) pedagogy, and translanguaging practices in multilingual classrooms. PhD in Philology and Translation (2009) from Pablo de Olavide University Research areas: Applied Linguistics, Discourse Analysis, Language Policy Co-editor of the book Conceptualising Integration in CLIL and Multilingual Education (2016) Her research explores: Language integration mechanisms in CLIL Teacher role evolution in bilingual contexts Language choice motivations in multilingual classrooms Native-speaker norms critique in EFL Geopolitical dimensions of English in academia Competence-based assessment in language education Key collaborations include work with Dr. Francisco Lorenzo Bergillos and Kyria Rebeca Finardi (Brazil). She actively contributes to understanding how communicative needs drive language acquisition and how institutions can support realistic bilingual attainment models.

Hildegunn Lahlum Helnessمشاهده پروفایل

استادیار

• Language Testing and Assessment
• English Language Proficiency
• Educational Assessment
• +۴ مورد دیگر

Hildegunn Lahlum Helness serves as an Assistant Professor and Language Test Developer at the Department of Foreign Languages, University of Bergen. She is an active member of the Research Group for Language Testing and Assessment, focusing on developing practical assessment tools for educational settings. Her research spans multiple educational levels, from primary education (7th grade) to upper secondary education (VG1/Vg1). Helness has made significant contributions to learning-supporting English language tests that allow educators to track student development throughout their first year of upper secondary school. Her work consistently addresses reading, listening, and language use components of English proficiency assessment. Analysis of her publications reveals a strong focus on standard setting procedures for CEFR levels (A2, B1, B2), particularly in her 2018 work on English listening tests for Vg1 students. She has also conducted research on vocabulary development across grade levels, CLIL methodology, and digital language testing solutions for children. Her scholarly output demonstrates a practical orientation toward creating assessment tools that support learning rather than merely measuring outcomes, with significant contributions to the BASE tool for test creation and various digital assessment platforms. Helness has been actively engaged with the international language testing community through presentations at EALTA conferences and collaborations with researchers across Norway and Europe, reflecting her standing in the field of language assessment.

• Language Education
• Educational Technology
• Multilingual Education
• +۳ مورد دیگر

Sarah Lister is a Senior Lecturer in the School of Education at Manchester Metropolitan University, specializing in primary language education. She leads the primary languages programme, focusing on pedagogical content delivery and student motivation. Her research emphasizes Content and Language Integrated Learning (CLIL), technologically enhanced language learning, and interdisciplinary approaches in Mathematics and Modern Foreign Languages (MFL). Key projects include the EU-funded TELLP initiative, the KTP collaboration with Cyber Coach to develop multimedia language resources, and an Erasmus+ project targeting secondary schools. She holds a doctoral studies qualification (Ed Doc) and has secured multiple external grants, including Linked Up and Erasmus+ funding. Her work bridges educational theory and practice, with a focus on digital literacy, language motivation, and curriculum innovation. Collaborations include European strategic partners and industry stakeholders like Cyber Coach. She maintains a professional blog at CLIL MMU .

• British literature
• Literature didactics
• Narrative theory
• +۶ مورد دیگر

Britt Wenche Svenhard is a Professor at the Department of Languages, Literature and Culture at Østfold University College. Her research focuses on British literature, narrative theory, film adaptation, and innovative language teaching methodologies such as CLIL (Content and Language Integrated Learning). She actively contributes to educational policy through roles like Adviser for English at the Norwegian National Centre for Foreign Languages in Education (2005–2012), and serves on the steering committee for the ETOS project evaluating bilingual training opportunities in schools. Her research interests span multiple dimensions: Analysis of narrative structures in literature and film adaptations Pedagogical innovations in online language teaching Critical examination of cultural representation in media (e.g., Disney's Encanto) Publications highlight thematic trends in Adaptation studies (Ibsen, Lewis Carroll, Michael Winterbottom) Paratextual analysis in contemporary films CLIL implementation strategies She is a member of key academic communities including the Literature and Narrativity research group and the International Society for the Study of Narrative , contributing to both theoretical discourse and practical education reforms.

• English Literature
• Bilingual Education
• Translation Studies
• +۱۲ مورد دیگر

Mónica Olivares Leyva is a Lecturer at the University of Alcalá in the Department of Modern Philology . Her work focuses on English literature reception in Spain, bilingual education methodologies, and intercultural communication. PhD in English Literature (University of Alcalá, 2012: La recepción de Graham Greene en España ) Principal investigator for projects like Los retos de los programas bilingües en la formación del futuro profesorado de primaria (2018-2019) Her research interests span: Translation Studies – particularly glossary design for bilingual literary works Intercultural Mediation – health sector communication and Francoist Spain censorship analysis Digital Education – e-learning implementation in history and language teaching Language Policy – CLIL (Content and Language Integrated Learning) teacher training Recent publications examine: Glossary methodologies for English-Spanish literary translation Religious themes in Graham Greene's works under Francoist censorship Intercultural training for healthcare professionals Virtual learning environments in bilingual education She actively participates in international conferences across Spain, Turkey, Slovenia, and Portugal, focusing on topics like: Service-learning implementation Digital native educational needs Cultural mediation in academic settings

Barbara Kingمشاهده پروفایل

مدرس

• Second language learning and teaching
• Early language learning
• Content and language integrated learning (CLIL)
• +۳ مورد دیگر

Barbara King is a Lecturer at the University of Reading, specializing in modern foreign languages teacher training. She holds multiple academic roles including Secondary ITT MFL admissions coordinator, Primary PGCE tutor for Languages, and coordinator for the Foreign Languages Leadership Pathway. She supervises Masters and doctoral candidates in areas like second language learning pedagogy and early language education. Her professional affiliations include the Institute of Education's research group on Language and Literature in Education, and the Centre for Literacy and Multilingualism. She contributes to BA Primary Education with QTS programs, focusing on primary languages curriculum development. Current research interests involve language use in Content and Language Integrated Learning (CLIL) classrooms, supported by her involvement with the ESRC Professional Development Consortium in Modern Foreign Languages. No published articles or awards are listed in her profile.

Sotiria Varisمشاهده پروفایل

پژوهشگر

• Teacher Education
• Bilingual Education
• Professional Identity Development
• +۴ مورد دیگر

Sotiria Varis is a Postdoctoral Researcher and Docent in professional identity and emotions at the University of Jyväskylä. Affiliated with the Faculty of Education and Psychology's Department of Teacher Education, her work focuses on pre-service teacher development, educators' professional identity negotiation, and workplace emotions. Key research areas include bilingual education, CLIL methodologies, and teacher education systems in diverse contexts. Her research spans cross-cultural comparisons of teacher competencies, policy analysis in Kazakhstan and Greece, and emotional intelligence in teaching professions. Varis has contributed to flagship projects like EDUCA (Education for the Future) addressing future education challenges, and the SITE project investigating teacher education selection criteria. Publications emphasize global education trends, including CLIL implementation in Nordic countries, STEM education in Kazakhstan, and international student support systems. Her work integrates qualitative and policy analysis approaches to understand educational dynamics across cultures and institutional contexts.