جست‌وجوی استاد و پژوهشگر

Martin Holderriedمشاهده پروفایل

استاد

• Digital Health
• Hospital Management
• Healthcare Economics
• +۳ مورد دیگر

Prof. Dr. Martin Holderried serves as Honorary Professor at the University of Hohenheim since 2021. He holds dual roles as Chief Medical Information Officer (CMIO) at University Hospital Tübingen and Managing Director of the Central Medical Department since 2014. Research Focus: Digital transformation in medicine, hospital management, networked healthcare systems, and quality improvement frameworks Academic Background: Dr. med. (2007) and Dr. oec. (2014) from University of Tübingen, Habilitation in Otorhinolaryngology (2023) His recent publications analyze digital health implementations (2024), cochlear implantation outcomes (2023), and mHealth interaction models (2022), with emphasis on interoperability , consent management , and telemedicine workflows . The 2025 article explores healthcare policy challenges in surgical funding. Scientific Recognition: Recipient of prestigious awards including: 2023: Leipziger Innovationspreis für Krankenhauslogistik 2022: CIO des Jahres (Public Sector) 2017: KTQ-Award - Bridging Quality Management theory/practice 2009: RFH-Hospital-Innovation-Preis and Ideas Park recognition

Imme Kuchenbrandtمشاهده پروفایل

پژوهشگر

• Romance Linguistics
• Spanish Linguistics
• French Linguistics
• +۶ مورد دیگر

Dr. Imme Kuchenbrandt is a Research Associate specializing in French and Spanish Linguistics at Goethe University Frankfurt's Institute for Romance Languages and Literatures . She holds examination responsibilities for L2/L3 Spanish and French programs and offers consultation services for students. Her academic role includes teaching courses such as Einführung in die Morphologie des Portugiesischen und Spanischen and phonology courses in French/Spanish. Research Focus Kuchenbrandt's research spans Romance linguistics, with emphases on Spanish and French. Key areas include: Phonology and prosody in historical texts Syntax and clitic systems in Old/Modern Spanish Cross-linguistic analysis (Spanish-German/French-English) Bilingual language acquisition and grammatical gender Corpus-based approaches to linguistic diversity Projects and Grants She co-leads the project Building Blocks of Grammar: A Multimedia Bridging Course (funded by the eLearning Fund 2014) and is developing a habilitation on Sentence structures in language comparison . She also coordinates outreach initiatives like the Introductory project on contrastive linguistics at Rivius-Gymnasium Attendorn. Publication Trends Her 15 recent articles (2019–2005) reflect a strong focus on historical Romance linguistics, particularly Spanish phonology and syntax. Recurring themes include prosodic evolution, clitic placement, bilingual acquisition, and corpus-driven comparisons between Spanish, French, and German. Methodologically, she prioritizes empirical analysis of historical texts and multilingual corpora. Awards and Advising No scientific awards are mentioned. Similarly, no supervised students or additional grants are documented.

Utku Normanمشاهده پروفایل

پژوهشگر

• Human-Robot Interaction
• Artificial Intelligence
• Educational Technology
• +۴ مورد دیگر

Dr. Utku Norman is a Researcher at the Institute for Technology Assessment and Systems Analysis (ITAS), part of the Karlsruhe Institute of Technology (KIT) . His work focuses on Human-Robot Interaction and Artificial Intelligence applications in educational contexts, particularly through collaborative learning systems. Since 2023, he has contributed to projects like the Real-World Laboratory for Robotic Artificial Intelligence and JuBot , exploring the intersection of technology, cognition, and social impact. Ph.D. , Computer and Communication Sciences, EPFL, Switzerland (2023) M.Sc. , Computer Engineering, Bilkent University, Türkiye (2018) B.A. , Philosophy, Middle East Technical University, Türkiye (2018) B.Sc. , Electrical and Electronic Engineering, Middle East Technical University, Türkiye (2016) Norman's research integrates Technology Assessment and Systems Analysis to study how autonomous, self-learning AI systems interact with humans in practical settings. His work spans disciplines like Computational Thinking , Educational Robotics , and Machine Ethics , often combining empirical studies with algorithmic development. His publications highlight trends in Human-Robot Interaction , focusing on collaborative learning, robot perception in children, and ethical frameworks for autonomous systems. Notably, he contributed to establishing empirical methods for analyzing robot-mediated educational activities and developed tools like the ST-Steiner algorithm for genetic research in earlier career stages. Awards : Marie-Skłodowska-Curie PhD Fellowship (2018–2022) Norman has collaborated with institutions such as EPFL , Télécom Paris , and Bilkent University , participating in EU-funded projects like ANIMATAS . His current work involves analyzing social and psychological dimensions of robotics and developing empirical research methods in human-machine interaction. Contact: utku.norman@does-not-exist.kit.edu

• Migration and Integration Research
• Transnationalism Studies
• Refugee Research
• +۲ مورد دیگر

Dr. Steffen Pötzschke is a researcher at GESIS – Leibniz Institute for the Social Sciences in Mannheim, serving as Deputy Team Leader of the GESIS Panel since May 2021. He has been a corresponding member of the Institute for Migration Research and Intercultural Studies (IMIS) at the University of Osnabrück since October 2018. His academic background includes a Dr. phil. in Social Sciences from the University of Osnabrück (2015-2018), an M.A. in International Migration and Intercultural Relations from the University of Osnabrück (2010), and a B.A. in Cultural Studies from the European University Viadrina Frankfurt (Oder) (2006). His research focuses on Migration and Integration , Transnationalism , Survey Methodology , and Refugee Research . He has contributed to advancing survey recruitment methods using social media platforms like Facebook and Instagram, particularly for hard-to-reach populations such as migrants and refugees. His work includes empirical studies on Ukrainian refugees, Turkish and Romanian migrants in Europe, and methodological innovations in cross-national migration surveys. Dr. Pötzschke has authored numerous publications in journals such as International Journal of Intercultural Relations , International Journal of Social Research Methodology , and Comparative Migration Studies . He has also contributed chapters to edited volumes like Migration Research in a Digitized World and How to Do Migration Research . His recent projects include Experiences of Refugee Youth and Families in Hard-to-Survey Areas (ERYF-HAS) , Online Survey of Ukrainians (OneUA) , and Comparing Samples of Ukrainian Forced Migrants Over Time (comUAsam) . He is a founding member of the IMISCOE Standing Committee Methodological Approaches and Tools in Migration Research (Meth@Mig) and has served on its steering committee. He has held visiting scientist positions at the Max Planck Institute for Demographic Research (2019) and Western University (2022). His methodological expertise includes mitigating bias in migration surveys, digitization of research tools, and innovative sampling techniques.

Sandra Neumannمشاهده پروفایل

استاد

• Special Education
• Speech Therapy
• Communication Disorders
• +۳ مورد دیگر

Prof. Dr. Sandra Neumann holds the W3 Professorship for Inclusive Educational Processes for People with Language and Communication Impairments at the University of Erfurt's Faculty of Education . She also serves as Director of the Erfurt School of Education (ESE) and Head of the MA Special and Integration Education program . Her research focuses on inclusive education, speech and language disorders, and communication participation for children with cleft lip/palate malformations (LKGSF). Special Education (University of Cologne, 1999) Dr. phil. in Education (University of Hamburg, 2009) Neumann's research spans pedagogical-therapeutic support for communication disorders , ICF-CY based assessment tools , and multilingual speech diagnostics . She has developed key instruments like the German Communication Attitude Test (KiddyCAT-G) and German Intelligibility in Context Scale (ICS-G). Her work emphasizes evidence-based interventions for speech impairments and quality of life assessments in aphasia and transgender voice care. Key projects include FOCUS©-G for preschool communication evaluation, LKGSF Therapy for cleft palate interventions, and 6-day intensive speech therapy camps for children with craniofacial malformations. She contributes to journals like Journal of Speech, Language and Hearing Research and Forum Logopädie , and serves on scientific advisory boards for multiple academic publications. International Expert Panel on Multilingual Children's Speech Co-Leader of the MasterMind research laboratory Collaborator at Forschungszentrum Jülich (2011-2014)

Angelika Zirkerمشاهده پروفایل

دانشیار

• Shakespeare
• Early Modern Poetry
• Children's Literature
• +۷ مورد دیگر

Angelika Zirker is an Associate Professor of English Literature at the University of Tübingen, where she also serves as Co-Dean of the Faculty of Humanities. Her academic career is deeply embedded in the Department of English within the Faculty of Humanities, where she leads significant research initiatives and contributes to major editorial projects including Connotations: A Journal for Critical Debate and Literaturwissenschaftliches Jahrbuch . Zirker completed her studies in English, French, and German at the Universities of Saarbrücken (Germany), Metz (France), and Cardiff (Wales). She earned her PhD in English Literature in July 2009 with a dissertation on The Pilgrim as a Child: Concepts of Play, Language and Salvation in Lewis Carroll's Alice Books , followed by her Habilitation William Shakespeare and John Donne: Stages of the Soul in Early Modern English Poetry published by Manchester University Press in 2019. Her research spans multiple interconnected fields with a strong focus on Shakespeare studies, Early Modern poetry, children's literature, and concepts of childhood. She has developed significant expertise in literature and religion, the theory of literary annotation, and nineteenth-century literature with emphasis on the novel. Zirker is particularly noted for her innovative work at the intersection of traditional literary scholarship and digital humanities methodologies, exploring how digital tools can enhance textual analysis and annotation practices. Analysis of her recent publications reveals a consistent trajectory toward interdisciplinary collaboration and methodological innovation. Her work increasingly bridges literary studies with computational approaches, particularly in the areas of ambiguity studies, co-creativity in pre-modern literature, and systematic annotation of literary texts. This reflects her leadership in the Tübingen CRC "Andere Ästhetik" (Different Aesthetics) where she serves as principal investigator for project C5 on "The Aesthetics of Co-Creativity in Early Modern English Literature," and in CRC 1718 "Common Ground" where she co-chairs project C5 on "Multiple Common Grounds: Literary Mechanisms for Literary Meaning." Zirker actively supervises Bachelor's and Master's theses on topics including literature from 1550-1900, digital literary studies, children's literature, poetry (medieval to present day), and literature and linguistics. Her grant portfolio demonstrates sustained success in securing major research funding, including her involvement in the successful CRC 1718 "Common Ground" proposal, her role as PI in the Tübingen CRC "Andere Ästhetik," and previous participation in GRK 1808 on Ambiguity: Production and Perception (2013-2022) and SFB 833's project A2 "Interpretability in Context" (2010-2022). She leads the digital humanities project on explanatory annotation of literary texts (annotation.es.uni-tuebingen.de) and plays a central role in the Tübingen research ecosystem through her leadership in multiple collaborative research centers focused on textual analysis, ambiguity, and co-creativity in literary production. Her work demonstrates how traditional literary scholarship can be enriched through digital methodologies while maintaining rigorous philological standards.

Susanne Lilian Gösslمشاهده پروفایل

استاد

• International Private Law
• Comparative Law
• Family Law
• +۴ مورد دیگر

Prof. Dr. Susanne Lilian Gössl, LL.M. (Tulane) serves as Director of the Institute for International Private Law and Comparative Law at Christian-Albrechts-Universität zu Kiel, where she holds the Chair for German, Foreign and International Private Law and the Law of Digitalization. Her extensive professional affiliations include membership in the Scientific Council of the European Association of Private International Law (EAPIL), the German Council for International Private Law, and the Commission on Reproductive Self-Determination and Reproductive Medicine of multiple German federal ministries. She also serves as an expert for the European Commission's Expert Group on Recognition of Parenthood between Member States and is a member of the KI Expert Council of Schleswig-Holstein. Prof. Gössl's academic journey includes law studies at Universität zu Köln and Università degli Studi di Napoli Federico II (2003-2008), an LL.M. from Tulane University Law School (2009/2010), doctoral studies at Universität zu Köln (2013), and habilitation at Rheinische Friedrich-Wilhelms-Universität Bonn (2020). She completed her legal clerkship in Hamburg (2011-2014) and served as a guest professor at Ghent University during the 2018/2019 academic year as holder of the Marcel Storme Chair. Her research focuses on the intersection of traditional legal frameworks with contemporary challenges, particularly in international private law and the law of digitalization. Prof. Gössl has made groundbreaking contributions to gender recognition law, notably through her influential analysis of the German Federal Constitutional Court's decision on non-binary gender registration. Her work consistently addresses how legal systems navigate digital transformation, cross-border family relations, and evolving concepts of identity. She examines the legal implications of virtual assets, digital inheritance, and online dispute resolution within international legal frameworks, bridging theoretical analysis with practical implications for international legal cooperation. Prof. Gössl's publication record demonstrates a clear trajectory toward addressing emerging legal challenges at the intersection of technology, human rights, and international legal cooperation. Her recent scholarship shows increasing focus on digital legal issues, gender recognition across borders, and the adaptation of private international law to contemporary social realities. She publishes in leading journals across multiple languages, reflecting the international nature of her research and influence. Member of the Scientific Council of EAPIL Member of the German Council for International Private Law Member of the Commission on Reproductive Self-Determination and Reproductive Medicine Expert for the European Commission's Expert Group on Recognition of Parenthood Editor of IPR-Blog Conflictoflaws.net Member of the KI Expert Council Schleswig-Holstein Prof. Gössl actively contributes to legal policy development through expert testimony before the German Bundestag and government-commissioned research. She has provided expert opinions on legislative proposals concerning out-of-court dispute resolution in consumer matters and contributed to a report for the Dutch government on non-binary gender options. Her leadership extends to directing the Institute for International Private Law and Comparative Law at Kiel University, where she fosters interdisciplinary research connecting legal scholarship with technological innovation and social change. As Director of the Institute for International Private Law and Comparative Law, Prof. Gössl leads a research team focused on contemporary challenges in cross-border legal relations. Her institute serves as a hub for international collaboration, connecting scholars from across Europe and beyond. The institute's work particularly emphasizes the intersection of traditional legal frameworks with digital transformation and evolving concepts of identity, positioning it at the forefront of legal scholarship in the digital age.

Simone Plögerمشاهده پروفایل

استادیار

• Inclusion
• Diversity and social inequality in school education
• Discrimination-critical teacher training
• +۴ مورد دیگر

Dr. Simone Plöger is a Junior Professor for Educational Science with a focus on School Research/Inclusion at Johannes Gutenberg University Mainz since October 2023. She leads the School Research/School Pedagogy working group within the Institute of Educational Sciences, where she conducts research on inclusion, diversity, and social inequality in school education. Her work focuses particularly on the experiences of newly immigrated students and the challenges of multilingual education in German schools. Dr. Plöger earned her doctorate summa cum laude from the University of Hamburg in February 2022 with a dissertation on "New Immigration, Language Education and Inclusion." Prior to her current position, she worked as a Research Associate in Intercultural and International Comparative Education at the University of Hamburg from 2017 to 2023, and as a Permanent Lecturer in the DaZ (German as a Second Language) module at WWU Münster from 2017 to 2020. She completed her Master's degree in teaching French and educational science for secondary schools at WWU Münster between 2014 and 2017. Dr. Plöger's research centers on inclusion, diversity, and social inequality in school education, with particular emphasis on discrimination-critical and inclusion-oriented teacher training. She employs ethnographic methods to study schooling experiences of newly immigrated students and investigates migration-related multilingualism and language education. Her work examines how schools can better support students from diverse linguistic and cultural backgrounds, particularly focusing on the transition from preparatory classes to regular classrooms. Her monograph "Neuzuwanderung, sprachliche Bildung und Inklusion. Eine ethnographische Studie im Sekundarschulbereich" (2023) represents a significant contribution to this field. Analysis of her recent publications (2021-2025) reveals a consistent focus on ethnographic approaches to understanding classroom dynamics for newly arrived immigrant students. Her work spans multiple educational contexts across Germany, with notable case studies from Hamburg schools, and addresses both theoretical frameworks and practical implications for inclusive education. She frequently examines the tension between inclusion and exclusion processes, particularly during transitions from preparatory to regular classes, and investigates how multilingualism can be leveraged as a resource rather than treated as a deficit in educational settings. Dr. Plöger actively supervises bachelor's theses in educational sciences and teaches courses on performance, differentiation, and counseling with a focus on inclusive education in German schools. She is a member of several professional organizations, including the International Association for Intercultural Education (since 2024), the Council for Migration (since 2024), the International Migration Research Network (since 2022), and the German Society for Educational Science (since 2019). Her scholarly work is organized around the School Research/School Pedagogy working group at Johannes Gutenberg University Mainz, where she collaborates with colleagues on projects related to heterogeneity and inequality, school development, and school effectiveness research. She frequently presents her findings at national and international conferences, with upcoming presentations scheduled through 2025 on topics ranging from multilingualism in schools to regional disparities in implementing inclusive education.

Carina Lükeمشاهده پروفایل

استاد

• Language Development
• Communication Disorders
• Developmental Language Disorders
• +۵ مورد دیگر

Carina Lüke is a Professor and Chair of the Department of Pedagogy and Intervention for Language and Communication Impairments at the Institute for Special Education within the Faculty of Human Sciences at Julius-Maximilians-Universität Würzburg. Since August 2020, she has held this prestigious position, leading research and teaching in the field of language disorders and communication impairments. She also serves as the Representative for Equal Opportunities for Women in Science at the Faculty of Human Sciences, demonstrating her commitment to diversity and inclusion in academia. Prof. Lüke earned her Doctor of Philosophy (summa cum laude) from Technical University of Dortmund in 2015, following a Master of Science in Clinical Linguistics from Bielefeld University in 2010. Her academic journey includes positions as Research Project Leader at Paderborn University (2018-2020), Visiting Professor at Heidelberg University of Education (2018-2019), and Research Project Leader at Technical University of Dortmund (2016-2018). She also spent time as a Visiting Scholar at the University of Pittsburgh in 2018. Her research focuses on language and communication development, with particular emphasis on the definition and terminology of language development disorders, diagnosis and therapy for language development delays, multilingualism, supportive communication, and gesture research. She has made significant contributions to understanding how early gesture usage predicts later language abilities, and how multimodal approaches can enhance language learning for children with communication needs. Her work bridges theoretical understanding with practical applications in educational settings, especially in inclusive classrooms. Her publication record reveals several key trends: a strong focus on developmental language disorders terminology and diagnostics, innovative approaches to language assessment (particularly through tools like the Mottier Test), and groundbreaking research on the role of gestures in language acquisition. Her work increasingly addresses multilingual contexts and the intersection of language development with other cognitive domains like theory of mind and metaphor comprehension. Recent publications highlight her leadership in developing clinical guidelines for language disorder interventions across German-speaking countries. Delphi-Study on Definition and Terminology of Developmental Language Disorders (2023-2024) German S3 Clinical Guideline on Interventions for Developmental Language Disorders (2024) Multilingual Assessment Tools Development (Mottier Test) Gesture Research in Language Acquisition Prof. Lüke has secured research funding from major German funding bodies including the BMBF and DFG. Her research group includes doctoral students, research assistants, and collaborators across multiple institutions. She has developed practical materials for educators and clinicians, including 'Gesten und Gebärden zur Wortschatzförderung in Kita & Grundschule' (2024), which translates research into classroom applications. Her research team at the University of Würzburg operates within the Chair of Pedagogy and Intervention for Language and Communication Impairments, conducting studies on projects including ModaKiS, Multitasking, SprESE, and STARKE STIMME macht SCHULE. The team collaborates with outpatient clinics, schools, and international research groups to translate findings into practical applications for children with language development disorders.

Damaris Bartzمشاهده پروفایل

پژوهشگر

• Language Acquisition
• Developmental Language Disorders
• Grammar and Discourse Acquisition
• +۱ مورد دیگر

Damaris Bartz is a Researcher at the Institute for Special Education , Chair of Pedagogy and Intervention for Language and Communication Impairments , University of Würzburg. She holds a Diplom (2010) in General Linguistics/Patholinguistics from the University of Potsdam and has worked in academic and clinical settings since 2010. Her teaching focuses on speech therapy in teacher training programs, and she collaborates with the Research Laboratory for Communication and Language (FoKuS) . Academic Appointments Since 2020: Scientific Associate at University of Würzburg 2018: Education in Logopedics at Charité, Berlin 2016-2017: Seminar Instructor at Humboldt University Berlin Research 2017-2020: PhD on adversative particles ('auch', 'aber') and finiteness acquisition 2015-2016: DFG Project on adversative discourse relations in German, Bulgarian, and English Research Interests: Bartz investigates how adversative particles like 'aber' (but) influence the acquisition of finiteness in German-speaking children, particularly those with developmental language disorders (DLD). Her work bridges morphosyntax with discourse analysis, examining function words' role in syntactic development. Publications: Her publications focus on discourse particles, finiteness realization, and cross-linguistic comparisons in language acquisition. Recent contributions analyze adversative clauses in clinical populations and grammatical development in special education contexts. Clinical Experience: Since 2011, she has worked as a speech therapist in Berlin, specializing in childhood mental health settings. She is affiliated with professional societies like dbs , GISKID , and vpl .

Verena Frankمشاهده پروفایل

پژوهشگر

• Early Childhood Language Acquisition
• Pre-Linguistic Communication
• Language Prevention and Early Intervention
• +۳ مورد دیگر

Dr. Verena Frank is a Scientific Associate at the Chair of Pedagogy and Intervention for Language and Communication Impairments within the Institute for Special Education at Julius-Maximilians-Universität Würzburg. She contributes to research in the Focus research laboratory IkoGeWo project and teaches in academic speech therapy and teacher training programs. Her research focuses on Early childhood language acquisition Pre-linguistic communication Preventative language strategies Cross-cultural infant vocal development with particular emphasis on multimodal approaches in inclusive settings. Recent publications highlight trends in Iconic gesture applications for vocabulary expansion German Sign Language (DGS) integration Infant comfort sound analysis Preterm infant communication development Acoustic vocal research Early intervention frameworks spanning academic speech therapy, developmental linguistics, and special education. She supervises bachelor's theses in academic speech therapy and participates in state examination committees. Active in the Deutscher Bundesverband der akademischen Sprachtherapeuten (dbs), her work connects academia with practical implementation in Sprach-Kitas and schools.

Simone Schäffnerمشاهده پروفایل

پژوهشگر

• Language Processing
• Bilingualism
• Speech Therapy
• +۶ مورد دیگر

Dr. Simone Schäffner serves as a Scientific Associate and Lecturer at the Chair of Pedagogy and Intervention for Language and Communication Impairments within the Institute for Special Education at the Faculty of Human Sciences, Julius-Maximilians-University Würzburg. Since January 2021, she has held dual roles as both a lecturer in the Academic Speech Therapy/Speech Therapy program at Würzburg's Vocational School for Speech Therapy and as Coordinator of the Academic Speech Therapy/Logopedics program at the university. Her educational background includes: Doctor of Philosophy (Dr. phil., summa cum laude) from RWTH Aachen University (2018) Master of Science in Teaching and Research Logopedics from RWTH Aachen University (2012) Bachelor of Science in Logopedics from RWTH Aachen University (2010) State-certified Logopedist qualification (2008) Dr. Schäffner's research centers on multimodal language processing , particularly examining how different sensory inputs affect language comprehension in children with language development disorders. Her work explores bilingual language processing in bimodal bilingual individuals and investigates the relationship between language disorders and sensory integration. A significant portion of her recent research focuses on metacognitive training approaches for improving executive functions in children, with direct applications for speech therapy interventions. She examines gesture production differences, modality switching mechanisms, and the role of modality compatibility in elementary school children's language processing. Analysis of her publication trajectory reveals a clear progression from foundational research on modality effects in language switching to applied research examining these phenomena in clinical populations. Her work increasingly bridges cognitive psychology and speech therapy, developing evidence-based interventions that translate theoretical findings into practical therapeutic approaches, particularly through metacognitive and working memory training protocols. Dr. Schäffner supervises bachelor's theses in the Academic Speech Therapy program and coordinates clinical internships at the ENT Clinic of the University Hospital Würzburg. Her teaching encompasses courses on research methodology in speech therapy, language comprehension disorders, and multilingualism. She leads several active research projects: Investigating modality-specific effects in language processing in children with language development disorder Conducting multitasking studies to examine modality effects in bimodal bilingual individuals Studying the relationship between diagnosed language disorders and sensory integration Her research takes place within the Chair of Pedagogy and Intervention for Language and Communication Impairments, which functions as part of the university's broader infrastructure for special education research and clinical practice.

Flavia Adaniمشاهده پروفایل

استاد

• Psycholinguistics
• Syntax
• Early Acquisition of Morpho-Syntax
• +۹ مورد دیگر

Prof. Dr. Flavia Adani is a Professor of Language Development at the Free University of Berlin (Department of Education and Psychology) since 2019. Previously, she held a Junior Professorship for Language Acquisition Disorders at the University of Potsdam (2010-2018) and conducted postdoctoral research at institutions in Paris. Her work bridges psycholinguistics , syntax , and developmental disorders , with a focus on typical/atypical language development , autism , and Down syndrome . She employs eyetracking to study sentence processing in children and adults. Education: PhD in Experimental Psychology, Linguistics, and Cognitive Neuroscience (University of Milano-Bicocca, 2008, 'Excellent'); Laurea in Kommunikationswissenschaften (University of Siena, 2003, '110/110 cum laude') Her research explores how syntactic structures , number morphology , and cognitive constraints influence language comprehension. Recent studies examine bilingual children , relative clause processing , and diagnostic tools for developmental disorders. Her 2025 article on morphosyntactic assessment reflects ongoing innovation in language disorder diagnostics . She serves as Deputy Chair of the Institutional Council at Dahlem School of Education (2021-2025) Erasmus Coordinator for Special Education Editorial Board Member of the Journal of Child Language Her interdisciplinary work integrates linguistic theory with experimental methodology .

Nele Hartungمشاهده پروفایل

مدرس

• German Linguistics
• First Language Acquisition
• Child Language
• +۳ مورد دیگر

Dr. Nele Hartung serves as a Lecturer in Modern German Linguistics at Saarland University, holding the position of Lehrkraft für besondere Aufgaben within the Department of Modern German Linguistics (Neuere deutsche Sprachwissenschaft). Based at Campus A2 2, Room 3.28 in Saarbrücken, she maintains academic contact through her office telephone (+49 681 302-3706) and email correspondence. Her academic foundation includes a 2012 PhD in Linguistics from the University of Tübingen, where her dissertation investigated coordination phenomena in early German child language through corpus-based methodology. Dr. Hartung's research program centers on empirical investigations of German first language acquisition, with particular emphasis on discourse markers (especially 'und'), syntactic structures like coordination and gapping, and developmental patterns in child language. Her methodological approach combines corpus linguistics using the Simone Corpus within CHILDES with experimental techniques to analyze acquisition trajectories. Publication analysis reveals consistent scholarly engagement with German child language development across four major works (2008-2012), demonstrating progression from descriptive corpus studies toward integrated experimental-corpus methodologies. Her research consistently addresses how children acquire complex syntactic and pragmatic features in native German. Teaching responsibilities form a significant component of her role, encompassing multiple sections of Introduction to Linguistics, specialized seminars on age factors in language acquisition, and exam preparation sessions conducted in collaboration with Dr. Philipp Rauth. Office hours are currently maintained exclusively through email communication.

Petra Gretschمشاهده پروفایل

استاد

• Linguistics
• Language Didactics
• Language Acquisition
• +۷ مورد دیگر

Petra Gretsch is a Professor of Linguistics and Language Didactics at the Institute for German Language and Literature at Pädagogische Hochschule Freiburg, where she has held a professorship since 2010. Her academic career spans over 25 years, including positions as Junior Professor (2009-2010), Academic Staff Member (2008-2009), and research roles at the Max Planck Institute for Psycholinguistics in Nijmegen (1998-2005). She completed her PhD with distinction in 2000 at the University of Tübingen. Her educational background includes a Master's degree from the University of Tübingen (1994) with top grades in all subjects, where she studied General Linguistics (major), Psychology and Computer Science (minors), with additional studies at the University of Edinburgh. Her academic journey began with research assistant work within the DFG project on complex syntax acquisition at the University of Tübingen (1990-1993). Professor Gretsch's research focuses on linguistics and language didactics, particularly continuous language education across educational transitions. Her work examines three dimensions: vertical (educational biography transitions), horizontal (institutional cooperation), and diagonal (multilingualism as a resource). She investigates language acquisition from early childhood through school transitions, with special attention to visual literacy in language learning and language-sensitive teaching across subject areas. Her recent publications (2023-2025) show consistent output in language education, with a focus on language assessment, inclusive education, and digital learning tools. These works demonstrate her commitment to practical applications of linguistic research in educational settings, particularly regarding language support for diverse learners and subject-specific language development. PhD with distinction (s.c.l.) in 2000 Scientific Advisory Board Member of Goethe Institute (since 2024, elected deputy chairperson 2024-2027) Scientific Advisory Board Member of Central Office for Foreign Schools (since 2020) Scientific Advisory Board Member of Daimler and Benz Foundation (2015-2021) Professor Gretsch leads the 'Durchgängige Sprachbildung Freiburg' project (since 2012), which has developed a comprehensive framework for continuous language education across institutional transitions. She also co-leads the Erasmus+ IDE project (2024-2027) on interpreter-mediated deaf education and participates in the STELT project strengthening German language teacher education in Norway. Her international collaborations include work with institutions across Europe, Asia, and South America through the Goethe Institute and ZfA. She directs research on practical applications of language education theory, with particular focus on developing accessible language learning materials like the 'Boto' framework for children aged 3-11, and creating tools for language assessment and support in inclusive educational settings.