جست‌وجوی استاد و پژوهشگر

• Language Learning and Teaching
• Observational Research
• Educational Research
• +۷ مورد دیگر

Dr. Nienke Smit is an Assistant Professor in the Department of Education at Utrecht University's Faculty of Social and Behavioural Sciences. Her research focuses on scaffolding processes, adaptive teaching, and classroom observational research from a complex dynamic systems perspective. Specializes in teacher-student interaction Expert in adaptive instruction and observational methods Collaborates with Data Science department Develops tools for classroom observation Research interests include language learning and teaching , judgment and decision-making in education , and professional development of teachers . She leads projects like Eye Get It (joint attention in classrooms) and a replication study on adaptive instruction effectiveness. Her work applies dynamic systems theory to second language development and foreign language pedagogy. Recent publications address translanguaging in multilingual classrooms, replication studies , and process-oriented research . She teaches at Utrecht's Graduate School of Teaching and works on initiatives to reduce teacher shortages through improved training programs.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +۵ مورد دیگر

Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

• Multilingualism
• Translanguaging Pedagogy
• English as an Additional Language (EAL) Education
• +۴ مورد دیگر

Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.

• Foreign Language Didactics
• Language Acquisition
• Spelling Education
• +۳ مورد دیگر

Marina Schramm is a researcher and doctoral candidate specializing in foreign language didactics, with a focus on spelling education for German as a second language and implicit learning through classroom interactions. She is affiliated with a university's Department II (English Studies team) and teaches English and German at a Realschule plus, operating in multilingual and multicultural settings from early childhood to tertiary education. Educational Background: MA in European Bilingual Education (Karlsruhe) 1st and 2nd State Examinations for primary/secondary school teaching (Karlsruhe/Pforzheim) European teaching qualification for Content and Language Integrated Learning (CLIL) Research Focus: Her work explores tacit knowledge acquisition in teacher education, the role of lyrical/narrative texts in authentic classroom practices, and the integration of linguistic chunks in second language processing. Recent projects include action research on skills-oriented literary English lessons and didactic frameworks for future tense instruction. Publications: Three peer-reviewed works center on second language didactics, spanning nominal compounds in language teaching, future tense pedagogy, and the interplay between tense/mood in language acquisition.

Marcella Menegaleمشاهده پروفایل

دانشیار

• Language Education
• Multilingualism
• Learner Autonomy
• +۷ مورد دیگر

Marcella Menegale is an Associate Professor in the Department of Comparative Linguistic and Cultural Studies at Ca' Foscari University of Venice. She is affiliated with the Research Institute for Digital and Cultural Heritage. Her teaching responsibilities include courses on instructional design for language education, theories of language education, and multilingualism, across various degree programs such as Master’s in Languages and Civilizations, and Language Sciences. Her research focuses on multilingual education frameworks (CLIL, intercomprehension), learner autonomy, digital tools in language learning, and well-being in educational contexts. She has contributed to EU-funded projects like DigLit (combating social inequalities via digital tools) and EVAL-IC (evaluating intercomprehension skills). She has also served as an expert evaluator for the European Commission’s Horizon 2020 and ANVUR’s research evaluations. Key research areas include CLIL methodology, learner autonomy development, and the integration of technology in language pedagogy. She collaborates with international teams on projects like Transition from Secondary School CLIL to University EMI (funded by the British Council). Her work bridges theory and practice, addressing challenges in second-language teaching and digital-age curricula.

Douglas K. Hartmanمشاهده پروفایل

استاد

• Educational Technology
• Learning Technologies
• Human Learning
• +۳ مورد دیگر

Douglas K. Hartman is a Professor in the Department of Teacher Education at Michigan State University (MSU) , with a joint appointment in Educational Psychology and Educational Technology. He holds a Ph.D. from the University of Illinois Urbana-Champaign. His research focuses on the application of technologies to enhance human learning across diverse contexts, including schools, communities, workplaces, and sports. Hartman’s work bridges educational theory and practice, emphasizing innovation in teaching methodologies and digital literacy. His research interests span educational technology , new literacies , and technology integration in learning environments. He has contributed to understanding how digital tools impact early childhood education, teacher professional development, and global educational policies. His recent studies explore AI applications in literacy assessment and generative AI’s role in artistic disciplines. Key themes in his publications include cross-cultural educational collaboration (e.g., CLIL approaches in EMI contexts), early literacy development, and teacher roles in online learning. While no awards are explicitly noted, his extensive scholarly output reflects sustained contributions to educational innovation. Hartman’s affiliation with MSU’s College of Education positions him at the forefront of interdisciplinary research, though specific grants or labs are not detailed in the provided texts. He maintains an active research agenda addressing 21st-century challenges in education through technology-driven solutions.

Do Coyleمشاهده پروفایل

استاد

• Bilingual Education
• Educational Linguistics
• Pedagogy
• +۵ مورد دیگر

Professor Do Coyle is Chair in Languages Education and Classroom Learning at the Moray House School of Education and Sport , University of Edinburgh. She is a leading international expert in CLIL (Content and Language Integrated Learning), having developed the globally adopted CLIL 4Cs Framework and Language Triptych. Her work focuses on bilingual education, pluriliteracies, and technology-enabled shared learning spaces. BEd in Modern Languages (University of Nottingham) MA in Applied Linguistics and TESOL (University of Leicester) PhD in Learner Discourse in CLIL Classrooms (University of Nottingham) Her research spans educational linguistics , discourse-rich classrooms , and ecological frameworks for learning . Current projects include the PluriLiteracies Model for Deeper Learning (PTDL) and Shared Learning Spaces (SLS), which explore bilingual pedagogies, spatial awareness, and digital connectivity across schools and universities. Scientific awards include: Chevalier dans l'Ordre des Palmes Académiques (1998) Lord Dearing Award for Excellence in Teaching (2002) As Director of Research and Knowledge Exchange at Moray House, she leads the Shared Learning Spaces Lab and collaborates with all Scottish universities on the National Framework for Languages . Her supervision interests include CLIL, bilingual education, and transformative pedagogies.

Aysegul Liman-Kabanمشاهده پروفایل

استادیار

• Immersive Learning (AR/XR/Gamification)
• STEM Education
• Teacher Digital Competencies
• +۷ مورد دیگر

Aysegul Liman-Kaban serves as an Assistant Professor in ICT/Digital Learning STEM Education at Maynooth University. Her work focuses on integrating immersive technologies like augmented reality, gamification, and AI into educational practices. She actively supervises PhD students and leads international research projects such as MIXAP-EU and From AI Anxiety to Empowerment. Education: Not explicitly stated in provided text Her research interests span: Immersive learning technologies (AR/XR, digital escape games) AI in education and generative AI applications Teacher digital competencies and professional development Flipped learning and multimedia pedagogy Ethical challenges in AI research Blended learning practices Recent publications demonstrate a focus on gamification, mixed reality, and AI applications in education, with methodological expertise in structural equation modeling, mixed methods research, and task-based learning analysis. She contributes to journals like Smart Learning Environments and Higher Education Quarterly . Key activities include: Organizing international conferences on STEAM education Leading EU-funded research on immersive learning tools Developing open-source educational technologies Pioneering generative AI integration frameworks

Claire Dunneمشاهده پروفایل

استاد

• Irish Language Education
• Children's Literature
• Literacy and Reading in Irish
• +۳ مورد دیگر

Claire Dunne is a Professor and Head of the Department of English and Irish at Marino Institute of Education since 2022. With 16 years of experience as a lecturer in Irish and translator, she specializes in Irish language education, children’s literature, and literacy. Her research focuses on immersion education, sociolinguistics, and the history of Irish teaching. She holds a PhD in Applied Linguistics from Trinity College Dublin and has authored numerous books, including Irish in Outlook . Notable awards include a Fulbright Scholarship and grants for revitalizing Irish language education. Dunne’s work spans teacher training, curriculum development, and promoting Irish literacy in schools. Education: PhD (2016), MA in Intercultural Studies (2007), BEd (Honors) (2006) Her research explores Irish language policy, teacher proficiency, and children’s literature. Recent projects include studies on bilingual education and revitalizing Irish in English-medium schools. Publications highlight her expertise in CLIL (Content and Language Integrated Learning), teacher education, and language policy. She contributed to national literacy initiatives and served as President of the Literacy Association of Ireland (2022–2023). Awards include grants from Foras na Gaeilge and the Gaeltacht Education Council. Dunne advises on curriculum reforms and has led workshops on fostering Irish literacy in homes and schools.

Emma Dafouz Milneمشاهده پروفایل

استاد

• English-medium instruction in higher education
• Content and Language Integrated Learning (CLIL)
• Language policy in internationalized universities
• +۳ مورد دیگر

Emma Dafouz Milne is a Full Professor of English Linguistics at the Department of English Studies , Complutense University of Madrid. Her work focuses on English-medium instruction (EMI) and language policies in internationalized higher education, with a particular emphasis on Content and Language Integrated Learning (CLIL) and multilingual university settings (EMEMUS). She has led two Spanish Ministry-funded projects (INTER-LICA, SHIFT) and directed the UCM research group EnGHINE since 2006. Her ROAD-MAPPING framework (developed with Ute Smit) has become a cornerstone for analyzing EMI contexts globally. She serves as Secretary of the ICLHE Executive Board and participates in the COST European Action CLILNetLE network. Her scientific output spans over 90 international journal articles and book chapters, covering topics like academic discourse , disciplinary literacies , and language integration . Recent books include Researching English-Medium Higher Education (Routledge, 2023) and the forthcoming Disciplinary Literacies in English-Medium Higher Education (Routledge, 2025). Awards and recognition include: Stanford University Top 2% Scientists Ranking (2024) 20 Most Relevant Academics at Complutense University (2023) Salvador de Madariaga Research Fellowship (2022) As a visiting researcher and scientific advisor to international projects like ELEMENTAL (UK), Towards a New Model of Communicative Competence (Denmark), and CoRe (Netherlands), she bridges European research initiatives. Her work informs institutions navigating globalization challenges in language policy and academic practice.

Janice Blandمشاهده پروفایل

استاد

• Children's Literature
• English Language Education
• Creative Writing
• +۵ مورد دیگر

Janice Bland is a Professor of English Education at Nord University, Norway, focusing on preparing student teachers for English language and literature education in primary and secondary schools. Her work emphasizes creativity, critical literacy, and the use of children’s literature (from picturebooks to young adult fiction) in fostering intercultural understanding and global competence. She specializes in integrating creative writing, visual literacy, and drama into language pedagogy. Research interests include leveraging literature to address contemporary global issues, intercultural learning, and the role of creativity in ELT. She is editor-in-chief of the Children’s Literature in English Language Education journal and authored Children’s Literature and Learner Empowerment (2013), among other publications. Her scholarly work often critiques traditional pedagogical approaches, advocating for deep, context-rich learning through literature. Articles emphasize themes like interculturality, critical literacy, and the transformative potential of creative writing in education. She has edited volumes addressing young learners and challenging reading materials for 8–18-year-olds. Bland’s contributions span teacher education methodologies, curriculum design, and the application of drama and visual media in language classrooms. Her research underscores the importance of empowering students through literature that engages with diverse perspectives and contemporary societal challenges.

Jonas Bakkenمشاهده پروفایل

استاد

• Norwegian Didactics
• Rhetoric
• Children's Literature
• +۷ مورد دیگر

Jonas Bakken is a Professor of Norwegian Didactics at the Department of Teacher Education and School Research, University of Oslo. His work bridges rhetoric, children's literature, and sustainable development education through innovative didactic approaches. As academic director of the Associate Professorship Program, he shapes teacher education and curriculum design. Research Interests: Norwegian language arts, rhetoric integration in education, ecocriticism, multicultural narratives, and bilingual pedagogy. Projects: Evaluation of bilingual education (ETOS), Linking Instruction and Student Experiences (LISE), Scandinavian Narratives of Guilt and Privilege (Scanguilt), Minority Literary Voices in Scandinavia. Publications span textbook analysis, rhetorical strategies in Sámi literature, CLIL education equity, and oral creativity pedagogy. His recent works focus on task culture conflicts and curriculum renewal in Norwegian language arts.

• Educational Technology
• Instructional Psychology
• Scientific Reasoning
• +۶ مورد دیگر

Jan Elen is a full Professor at KU Leuven, specifically within the Instructional Psychology and Technology department of the Faculty of Psychology and Educational Sciences. They are also a member of DigiSoc – KU Leuven Institute for Digital Society and LIVO – KU Leuven Institute for Educational Research. Jan Elen's research interests focus on: Educational Technology and Digital Learning Instructional Psychology and Knowledge Scientific Reasoning and Argumentation in Education Educational Curation and Resource Management Teacher Education and Professional Development Assessment Methods and Educational Measurement Current research projects include Sabbatperiode Jan Elen: Fundamenten voor onderwijskundig redeneren (2023-2024), ICT in de lerarenopleiding: affordance versus daadwerkelijk gebruik in geselecteerde lerarenopleidingen in Ethiopië (2023-2027), and Naar een complementariteit tussen leraar en GenAI in de rol van de leraar als ontwerper van leeromgevingen (2022-2026). Their recent publications demonstrate a strong focus on the intersection of educational psychology, technology integration, and instructional design, particularly examining how teachers and students interact with digital learning environments and develop scientific reasoning skills, with emerging work on generative AI applications in education. Jan Elen serves in various academic capacities: Observer of the POC Criminological Sciences Observer of the POC Rights Member (as ZAP) of the PPW Faculty Council Member of the Assessment Committee of the Faculty of Psychology and Educational Sciences Observer of the OC Master of Psychology: Theory and Research Jan Elen teaches courses related to Leren in maatschappelijk betrokken onderwijs (Learning in socially engaged education) and supervises student placements in psychology and educational sciences across multiple formats including distance learning.

Katja Heimمشاهده پروفایل

استاد

• Didactics of English
• Social Inclusion in Education
• Blended and Digital Learning
• +۵ مورد دیگر

Univ.-Prof. Dr. Katja Heim is a prominent academic in the field of English Didactics, currently serving at the Institute of English Philology (WE6) at Freie Universitaet Berlin . With extensive experience in primary and secondary English education, her work focuses on social inclusion , learner autonomy , and hybrid/digital learning environments . She has held various academic positions including Freie Universitaet Berlin since 2024, after roles at Duisburg-Essen and other institutions. PhD in English Didactics Specializes in project-based teacher education Expert in bilingual learning in primary schools Her research emphasizes democratic classroom practices , multimodal texts , and technology integration in language teaching. Notable contributions include coordinated projects on digital media in teacher training and publications on inclusive education strategies. While her recent articles highlight hybrid learning and learner autonomy frameworks, her career spans over two decades of academic development in English education. Key research trends include: Blended learning implementation Bilingual education models Action research methodology

Jim McKinleyمشاهده پروفایل

استاد

• Applied Linguistics
• Language Education
• Higher Education Studies
• +۳ مورد دیگر

Jim McKinley is a Professor of Applied Linguistics at University College London (UCL), specifically within the IOE - Culture, Communication & Media. His career spans 25+ years across the UK, Japan, Australia, Uganda, and the US, focusing on the interplay between globalization, language education, and higher education. Education : PhD from Victoria University of Wellington, MA and BA (Hons) from the University of Sydney and Susquehanna University, respectively. His research bridges applied linguistics and higher education studies, emphasizing English Medium Instruction (EMI), teacher training, and the teaching-research nexus. Funded by the Economic and Social Research Council (ESRC), British Academy, British Council, and John Fell Fund, he explores linguistic challenges in EMI and Content and Language Integrated Learning (CLIL). Recent publications address EMI policy in Ethiopia/Poland/Japan, academic literacy in EMI, and systematic review methodologies. He is Editor-in-Chief of System and co-Editor of Cambridge Elements: Language Teaching . Scientific Awards : Senior Fellow of the Higher Education Academy (2020-present), Honorary Research Fellow at the University of Oxford (2021-2023). Leadership Roles : Former Director of Studies for PhD in Education at UCL, Head of Programme, and leadership in academic organizations.