جست‌وجوی استاد و پژوهشگر

• Second Language Acquisition
• English for Specific Purposes
• Teaching Spanish as a Foreign Language
• +۴ مورد دیگر

Desirée Acebes de la Arada is a Lecturer in Scientific English at the University of Alcalá, affiliated with the Institute of Modern Languages. She teaches English for specific purposes in health science programs, including Physical Therapy and Pharmacy. She currently serves as Director of the Institute of Modern Languages and is responsible for the DELE (Diplomas de Español como Lengua Extranjera) examination. Education: Bachelor’s in English Philology – Universidad de León Master’s in Teaching Spanish – Universidad de Alcalá Doctoral Candidate in Spanish Language and Literature – Universidad de Alcalá Her research focuses on second language teaching for specific purposes, particularly in health sciences. She investigates pedagogical strategies, curriculum design, and language acquisition in professional contexts. Her work bridges applied linguistics and healthcare education, emphasizing effective communication in medical and pharmaceutical settings. Her publications and conference presentations explore English and Spanish language teaching in health professions, digital tools in language instruction, motivation, assessment, and intercultural communication. The trends in her research show a consistent focus on practical, context-driven language instruction tailored to healthcare students and professionals. Scientific Awards: No awards explicitly mentioned in the text. She has supervised various academic initiatives and led institutional language programs. As Director of the Institute of Modern Languages, she oversees language instruction, teacher training, and certification processes. She has not received mention of external grants, but her leadership role implies administrative and academic responsibility over funded or institutional programs. She has been involved in developing language curricula, teacher training, and assessment frameworks. Her international teaching experience in the United Kingdom, the United States, and Croatia enriches her pedagogical approach and cross-cultural understanding in language education.

• Teacher Training
• CLIL (Content and Language Integrated Learning)
• Didactic Programming
• +۷ مورد دیگر

Magdalena Custodio Espinar is a faculty member at the Faculty of Human and Social Sciences, Department of Education, Research Methods and Evaluation, at Universidad Pontificia Comillas. She holds a PhD in Education from Universidad Complutense de Madrid (UCM), where she received the Extraordinary Doctorate Award, and has two Master's degrees in Management and Leadership of Schools from UNIR and Teaching Spanish as a Second Language from UCJC. PhD in Education, Universidad Complutense de Madrid (UCM) Master's in Management and Leadership of Schools, Universidad Internacional de la Rioja (UNIR) Master's in Teaching Spanish as a Second Language, Universidad Camilo José Cela (UCJC) Teacher in Primary and Foreign Language Education Her research focuses on teacher training, CLIL, FLT/ELT, didactic programming, co-teaching, and the integration of ICT and AI in education. She has contributed significantly to pedagogical innovation in bilingual and multilingual contexts. Her work emphasizes collaborative teaching, STEM/STEAM integration, and COIL initiatives. The recent publications highlight a strong trend in CLIL methodology, teacher education, and multimodal literacy in EMI settings. Her studies often employ case-based and reflective approaches, focusing on both pre-service and in-service teacher development. The interdisciplinary nature of her work spans educational policy, classroom practice, and technological integration. Extraordinary Doctorate Award, UCM Sexenio in Educational Sciences (2017-2022) Magdalena has extensive experience in advising and training teachers, both pre-service and in-service, and has collaborated with Pearson as a consultant and author. She has no formal grants mentioned, but her sustained research output and accreditation indicate active scholarly engagement. She has taught at the university level for 8 years and previously spent 20 years as a primary teacher. She is affiliated with the research group 'Educational innovation for comprehensive training at different stages and in different contexts,' which focuses on pedagogical innovation across educational levels and diverse settings.

Elisabet Pladevall Ballesterمشاهده پروفایل

استاد

• Language Acquisition
• English as a Foreign Language
• CLIL (Content and Language Integrated Learning)
• +۴ مورد دیگر

Elisabet Pladevall Ballester is a Professor in the Department of English Philology and German Studies at the Autonomous University of Barcelona (UAB), affiliated with the Research Group in English Linguistics (GReLA). Her research focuses on language acquisition, particularly in young learners and CLIL (Content and Language Integrated Learning) contexts. She holds a PhD in English Philology from UAB (2007) and has extensive teaching experience, including roles as Assistant Professor (2005–2009) and part-time Associate Professor (2002–2003). Her work emphasizes peer interaction, second language acquisition dynamics, and educational strategies in multilingual settings. She has led over 49 supervised projects and publications, with a current focus on task-based learning and EFL pedagogy. Notable contributions include studies on young learners' motivation in China and the effectiveness of academic reading circles in higher education. Pladevall Ballester has been Principal Investigator (PI) on several projects, including THE EFFECTS OF IN-CLASS TASK-BASED PEER INTERACTION ON YOUNG LEARNERS’ ENGLISH AS A FOREIGN LANGUAGE (2020–2024) and LexiCat: Developing tests for receptive and productive vocabulary skills in Catalan (2024–2025). Her research spans language policy, bilingual education, and innovative teaching methodologies. She has contributed to over 47 scientific publications, including articles on CLIL outcomes, L2 grammar acquisition, and classroom interaction. Her research has global impact, with studies conducted in Catalonia, China, and Europe. Pladevall Ballester’s work bridges theoretical linguistics and practical pedagogy, addressing challenges in second language education at all levels.

Adriana Soto Corominasمشاهده پروفایل

پژوهشگر

• Bilingualism
• Language Acquisition
• Cognitive Factors in Language Development
• +۳ مورد دیگر

Adriana Soto Corominas is a Researcher at the International University of Catalonia (UIC), holding a position in the Department of English Philology and German Studies. She earned her PhD in Hispanic Linguistics from the University of Western Ontario (UWO) in 2018. Her postdoctoral research included roles at the University of Alberta (2018–2021) and UIC (2021–2023). Her research focuses on bilingualism, heritage language development, and morphosyntax in Catalan-Spanish and Arabic-English contexts. She leads projects like LexiCat (vocabulary tests for Catalan) and studies input quality in bilingual children's language acquisition. Her work contributes to SDGs related to education and sustainable development. Key research interests include: Catalan-Spanish bilingualism, heritage language maintenance, cognitive factors in language acquisition, and CLIL methodologies. She has published widely on topics such as third language performance in bilingual children, age effects in Syrian Arabic heritage speakers, and cross-linguistic influence in syntax. Recent projects (2024–2025) investigate vocabulary skills in Catalan and phonetic/morphosyntactic acquisition in bilingual children. She collaborates internationally and has supervised doctoral students. Her studies often use experimental designs and longitudinal data to explore language development in multilingual contexts.

Renata Zanin Scarattiمشاهده پروفایل

پژوهشگر

• German as a second and foreign language
• Multilingualism
• Translanguaging
• +۷ مورد دیگر

Renata Zanin Scaratti is a permanent researcher at the Faculty of Educational Sciences, Free University of Bozen-Bolzano (UNIBZ), where she has been employed since 2005. Specializing in German language education and multilingualism, she teaches courses including German lessons at Ladin schools and Introduction to DaZ/DaF (German as a Second/Foreign Language) for Primary Education Master's programs. Education: MA in Interpreting and Translating, University of Trieste PhD in Languages and Literature, Catholic University of Milan 2nd Level Master's in Didactics of German as a Foreign Language, University of Modena and Reggio Emilia Qualified to teach German as a second language in high schools (Competition Class A 96) Her research centers on German as a second/foreign language acquisition, multilingualism, and translanguaging in educational contexts. She develops methodologies for bilingual content teaching (CLIL) and integrates language-content instruction in higher education (ICLHE), with emphasis on action research for diverse classrooms and technical language translation. Dr. Scaratti leads Erasmus+ projects including Learning scenarios for inclusive language education in heterogeneous school classes (2020-2023) and collaborates with the Italian School Authority on German/English acquisition in Italian-language kindergartens (2020-2022). Previously, she contributed to Erasmus+ initiatives on multilingual higher education and authentic language acquisition in multilingual contexts. She serves on the Scientific Advisory Board of the Bilingualism Examination and is active in the Italian Association of Germanists, ICLHE network, and Austrian Society for Language Didactics. Prior to UNIBZ, she worked as a permanent interpreter/translator for South Tyrol's Regional Council and State Parliament.

Maria Juan Garauمشاهده پروفایل

استاد

• Applied Linguistics
• Bilingualism
• Second Language Acquisition
• +۴ مورد دیگر

Dr. Maria Juan Garau is a Full Professor in English at the University of the Balearic Islands, specializing in applied linguistics with a focus on second language learning and teaching. She has taught graduate and postgraduate courses such as Language Acquisition in Multilingual Contexts and Methods of Teaching English , emphasizing bilingualism, English as an additional language, and the impact of learning contexts like CLIL and study abroad settings. Research areas: Applied linguistics, bilingualism, foreign language acquisition, CLIL. She leads the Applied Linguistics (REGAL) research group, contributing to experimental studies in language education. Her work has been published in scholarly journals and edited collections.

Laura Santiniمشاهده پروفایل

دانشیار

• Translation Studies
• Discourse Analysis
• Linguistics
• +۴ مورد دیگر

Laura Santini is an Associate Professor at the Department of Modern Languages and Cultures, University of Genoa. She teaches courses such as English Language and Discourse Analysis: Genre, Culture and Social Order across diverse degree programs including Architectural Sciences, Mechanical Engineering, Mathematics, and Biological Sciences. She serves as a Member of the CLAT Commission and Coordinator of the Curriculum in the English Language, Translation, and Linguistics unit (ANGL-01/C). Research Interests include translation theory, discourse analysis, genre studies, conceptual metaphor in scientific communication, epistemic justice in academic writing, and plurilingualism in CLIL settings. Her work emphasizes interdisciplinary collaboration, particularly in terminology projects and narrative re-coding in digital media. Publications highlight trends in translation theory, discourse analysis, and CLIL pedagogy. Recent works focus on framing mechanisms in scientific discourse, epistemic justice in Canadian academic writing, and genre-driven plurilingualism in education. Contact : Students may reach her via email at laura.santini@unige.it to schedule appointments at the Department of Modern Languages and Cultures, Piazza Santa Sabina 2.

Joyce Klingمشاهده پروفایل

دانشیار

• English-medium instruction
• Content and Language Integrated Learning
• International classroom
• +۳ مورد دیگر

Joyce Kling is an Associate Professor and Senior Lecturer at the Centre for Languages and Literature (SOL) at Lund University, Sweden. She is affiliated with the English Studies department and maintains her office in room SOL:H331a at Helgonabacken 12, Lund. Her professional activities span research, teaching, and academic leadership within the field of language education. Dr. Kling's primary research interests focus on the integration of content and language in educational settings. Her work specifically examines English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and the dynamics of the international classroom. She also conducts significant research in language assessment and language teacher leadership and administration. With a career spanning multiple roles including ESL & EFL teacher, program director, administrator, teacher trainer, researcher, materials developer, and consultant, she brings extensive practical experience to her academic work. Recent analysis of Dr. Kling's publication record reveals a strong focus on multilingual university settings, particularly examining how English-medium instruction functions in diverse academic environments. Her work increasingly employs corpus-based methodologies to analyze classroom communication and academic discourse. A significant portion of her research addresses the practical challenges of implementing CLIL approaches and developing appropriate assessment frameworks for language proficiency in higher education contexts. Her notable recognition includes: President of TESOL International Association (2022-2023) Dr. Kling actively supervises graduate students, including PhD candidate Sophia Juul in English Linguistics and Literature at Lund University. She is currently involved in the research project "MCC: Towards a new model of communicative competence in multilingual higher education" (2023-2026), which examines language dynamics in multilingual university settings. Her professional activities also include numerous invited talks, conference presentations, and workshop organization related to English-medium instruction and language education.

Noemí Sánchez-Carralero Carabiasمشاهده پروفایل

استاد

• Art Education
• Neuroaesthetics
• Teaching Methodology
• +۳ مورد دیگر

Noemí Sánchez-Carralero Carabias is a Professor at the Faculty of Education, Pontifical University of Salamanca. Her academic foundation includes: PhD in Fine Arts (Universidad de Sevilla, 2012) Bachelor’s in Painting Degree in Primary Education Teaching (English specialization) University Expert Certificate in CLIL Methodology Her research centers on: Methodological frameworks for teaching art in early education Neuroaesthetics and artistic cognition Creative pedagogy and art-based learning CLIL (Content and Language Integrated Learning) applications She leads the NEYLA research group, investigating intersections of neuroscience, education, and artistic expression. No scientific awards or current grants are detailed in available sources.

Erik van Schootenمشاهده پروفایل

استاد

• Language Acquisition
• Educational Development
• Vocational Identity
• +۷ مورد دیگر

Dr. Erik van Schooten is a Professor in Language Acquisition and Development at Rotterdam University of Applied Sciences since 2010 and a researcher at the SCO-Kohnstamm Institute of the University of Amsterdam since 1985. He specializes in language development, educational research, and vocational identity formation, particularly in at-risk youth and secondary education contexts. Doctoral Dutch Studies, University of Amsterdam (1985) Diploma in Dutch/Health Sciences, Nieuwe Lerarenopleiding D'Witte Leli (1982) Research Interests: Erik’s work spans language acquisition, literacy development, and vocational identity. His studies focus on metacognitive strategies, reading comprehension, bilingual education, and interventions to support low-achieving adolescents. He explores how linguistic knowledge, fluency, and pedagogical methods intersect in educational outcomes. Publications & Projects: With over 90 publications, Erik has contributed extensively to journals in education and linguistics. His projects include Urban Talent , which examines vocational identity in vulnerable students, and Custom Made , targeting language stimulation strategies. Recent articles highlight reflective goal-setting, CLIL pedagogy, and vocabulary’s role in reading interventions. Advising: Erik supervises seven lecturers in their PhD research at Rotterdam University of Applied Sciences, emphasizing practical and theoretical advancements in educational practices.

Tomáš Kosمشاهده پروفایل

استادیار

• Peer Interaction in Language Learning
• Content and Language Integrated Learning (CLIL)
• Task-Based Language Teaching
• +۵ مورد دیگر

Dr. Tomáš Kos is a Junior Professor in English Language Education at Humboldt University of Berlin's Department of English and American Studies, where he has been employed since September 2021. Originally from Prague, Czech Republic, he brings 25 years of international teaching experience from Asia and Europe to his academic position. His academic journey includes a PhD in Applied Linguistics from Lancaster University, an MA in Advanced Japanese Studies from Sheffield University, and extensive classroom teaching experience in Japan, Taiwan, and Germany. Professor Kos's research focuses on peer interaction in language learning, Content and Language Integrated Learning (CLIL), Task-Based Language Teaching, and mixed-ability classrooms. His recent publications (2023-2025) demonstrate consistent scholarly output examining how peer-mediated learning affects language acquisition in primary and secondary settings, with particular attention to collaborative writing, reading comprehension, and classroom task design. His work bridges theoretical insights with practical classroom applications. His current research portfolio includes multiple funded projects with international partners, including studies on CLIL implementation in primary classrooms (ECML-funded), cross-linguistic mediation effects (DFG-funded), and pre-service teacher education design (DFG-funded). These projects reflect his commitment to developing evidence-based approaches to language teaching across diverse educational contexts. TOEFL award for student research (Task-based Language Teaching conference, 2016) Japanese Language Proficiency Test Level 1 certification (2006) As an educator, Professor Kos teaches seminars on foreign language didactics, second language acquisition, and specialized topics in language education. His teaching approach integrates his extensive practical classroom experience with current research findings, providing students with both theoretical foundations and practical applications. He actively supervises MA theses and participates in developing pre-service teacher education programs that prepare future language educators for diverse classroom settings. Professor Kos leads a research group focused on language education that examines peer interaction dynamics, task design, and CLIL implementation. His work emphasizes practical applications for classroom teachers while contributing to theoretical understandings of language acquisition processes in collaborative settings.

Ivana Edmondsمشاهده پروفایل

مدرس ارشد

• English Language Teaching
• Bilingualism
• Translation Studies
• +۳ مورد دیگر

Ivana Edmonds serves as a Senior Lecturer in the Department of Foreign Languages at the University of Rijeka, where she specializes in language education and applied linguistics. Her institutional affiliation includes active participation in academic research and teaching within Croatia's higher education framework. Education Background Ph.D. (field unspecified in source) University Specialization in English Philology University Specialization in Primary Education Research Expertise Dr. Edmonds investigates critical intersections of language education, sociolinguistics, and translation studies. Her work examines student experiences in specialized English contexts (Legal English, ESP), bilingualism dynamics in immigrant communities, and practical translation challenges in hospitality. She employs mixed-methods approaches including case studies and attitudinal surveys to explore how language shapes cultural adaptation, leadership development, and professional communication. Publication Trends Recent works (2019-2025) reveal three dominant trajectories: (1) classroom innovation in specialized language teaching, (2) sociocultural dimensions of bilingualism and migration, and (3) applied translation research with hospitality industry focus. Her CLIL and menu translation studies demonstrate practical solutions for real-world language barriers. Professional Recognition No scientific awards documented in source materials Mentorship and Funding While specific advisees aren't listed, her research consistently centers on student experiences in language learning environments. Source documentation provides no details regarding research grants or formal advising roles beyond classroom instruction.

Rodrigo Arellano Arellanoمشاهده پروفایل

مدرس

• Applied Linguistics
• TESOL
• Bilingual Education
• +۷ مورد دیگر

Dr. Rodrigo Arellano Arellano is a Lecturer at the University of New South Wales (UNSW) within the School of Built Environment. He teaches postgraduate courses such as LING5006 - Current Issues in Bilingualism , LING5015 - Discourse Analysis , and LING5027 - Research Methods in Linguistics , along with undergraduate courses like ARTS3695 - Multilingualism and Language Planning and ARTS1691 - The Use of Language . Research Interests: His work focuses on Applied Linguistics , TESOL , and Discourse Analysis , particularly in the context of English language teacher education and language policy in Chile. He explores the intersections of translanguaging , CLIL (Content and Language Integrated Learning) , and corpus linguistics in pedagogical settings. Publications Trends: His recent research highlights ideological influences on language teacher training in South America, translanguaging practices in bilingual policies, and the application of corpus linguistics to assess English learning. He has also contributed to comparative studies on Mapudungun and English pedagogy , classroom discourse dynamics , and the sociolinguistic implications of Chilean voseo in education. Teaching and Supervision: He has supervised research projects and theses , emphasizing linguistic competence , pedagogical methods , and language policy analysis . His courses bridge theoretical frameworks and practical applications in linguistics and research methodology for both undergraduate and postgraduate students.

Fabio Ciambellaمشاهده پروفایل

پژوهشگر

• Corpus Linguistics
• Shakespeare Studies
• Translation Studies
• +۳ مورد دیگر

Fabio Ciambella is a Researcher at the Department of European, American, and Intercultural Studies of Sapienza University of Rome . His academic work focuses on Corpus Linguistics , Shakespeare Studies , Translation Studies , and Early Modern English pragmatics. Teaches Second Language Acquisition (first semester) and English Language 3 (second semester) Specializes in dance lexicon analysis, historical translation reception, and CLIL methodology His publications demonstrate interdisciplinary connections between: Shakespearean language and modern media (ads, news, memes) Italian Renaissance dance manuals and English theatrical practices AI-assisted translation of historical varieties Eco-discourse pragmatics in food columns Office hours available via individual scheduling through fabio.ciambella@uniroma1.it

Marianne Ødegaardمشاهده پروفایل

استاد

• Science Education
• Inquiry-Based Teaching
• Teacher Education
• +۳ مورد دیگر

Marianne Ødegaard is a Professor at the Department of Teacher Education and School Research , University of Oslo. Her research focuses on science education , particularly inquiry-based teaching , drama integration , and sustainability education . She has led significant projects like the TEDS-instruct instrument validation and COSER (Challenges of Sustainability in Educational Research), working extensively in Norwegian primary/lower-secondary schools and international contexts including Tanzania. Key Research Areas : Science teacher education, inquiry pedagogy, drama-based instruction, literacy integration, educational equity Methodology : Video-based classroom studies, textbook analysis, cross-cultural comparative research Publications Trend : Recent work explores teaching quality instruments (2025), textbook constraints (2024), and drama for sustainability (2023). She frequently examines how inquiry practices and language policies affect science learning in diverse educational settings. Projects : Currently involved in the ETOS (Bilingual Education Evaluation) and LISE (Instruction-Student Experience Linking) initiatives, with completed work on REDE (Representation/Participation in Science) and PISA+ (Longitudinal Science Teaching Study).