Havva Zorluel Özer is an Assistant Teaching Professor in Writing Studies, Rhetoric, and Composition at Syracuse University. A Fulbright scholar, she earned her Ph.D. in Composition and Applied Linguistics from Indiana University of Pennsylvania. Her research examines linguistic social justice, antiracist literacy education, and translingual pedagogies. Research Focus: Dr. Özer investigates how language ideologies shape writing instruction, particularly through translanguaging approaches that validate multilingual students' linguistic repertoires. Her work critically analyzes accent discrimination and standardization politics in academic settings. Honors & Service: Fulbright Scholar (2017-2021) CCCC Scholars for the Dream Award (2020) Committee Member for CCCC International Researchers Consortium Journal reviewer for NOVITAS-ROYAL and Australian Journal of Applied Linguistics She teaches courses including WRT 105 (Practices of Academic Writing) and WRT 205 (Critical Research and Writing), emphasizing inclusive pedagogical frameworks.
Kenton T. Wilkinson is a Professor and Director of the Harris Institute for Hispanic and International Communication at Texas Tech University's College of Media & Communication. His work bridges U.S. Hispanic/Latinx media, international communication, and health communication, informed by three years of residence in Latin America (Mexico, Peru, Chile). Ph.D. in Communication from University of Texas, Austin (1995) M.A. in Communication from University of California, Berkeley (1991) Research Focus: Wilkinson's scholarship explores how language, culture, and economics shape national/global media markets. Key projects include analyzing Spanish-language television's evolution (1960s–2013) and leading cross-disciplinary collaborations in the Lubbock Scapes Collective to study regional identity through media. Current work investigates smartphone usage patterns among young adults in Mexico and Chile. Academic Contributions: His 2016 book Spanish-Language Television in the United States remains the first comprehensive academic account of this critical ethnic media sector. Articles span magazine studies, health communication, and digital media trends. Scientific Awards: Fulbright Fellow (Universidad de los Andes, Chile, 2016) Texas Tech Teaching Academy (2010) President's Excellence in Teaching Award (2009) College of Mass Communication Outstanding Research Award (2009) Billy I. Ross Faculty Achievement Award (2008) Dartmouth College Humanities Institute External Fellow (2000) Teaching & Leadership: Wilkinson teaches graduate/undergraduate courses on international communication, ethnic media, and media theory. He founded the graduate program at UTSA and co-created the Civil Counterpoints dialogue series for campus discourse.
Lidia Pellicer García is an Associate Professor in General Linguistics at the University of Murcia's Faculty of Arts and Humanities. She leads the REDISNET research group and specializes in linguistic-semiotic analysis of advertising discourse, language teaching methodologies, and digital communication. Her research bridges semiotics, branding theory, and educational linguistics. Her work explores how advertising constructs identity through linguistic and visual signs, with publications analyzing utopian value in branding and anthropomorphic representations in commercial narratives. She also investigates electronic language varieties for educational applications. Recent scholarly output demonstrates strong focus on innovative pedagogical approaches including visual thinking strategies, peer assessment techniques, and digital tool integration (Perusall, messaging apps) to develop linguistic competencies. Publications consistently address creativity enhancement and interdisciplinary methods across educational levels.
Lara Jones is an Associate Professor in the Department of Psychology at Wayne State University's College of Liberal Arts and Sciences. Her research explores the intersection of cognitive psychology, personality traits, and digital communication, with a focus on individual differences in emoji perception, smartphone use, and verbal analogy performance. Ph.D., Psychology (Cognitive-Experimental), University of Georgia (2007) M.S., Psychology (Cognitive-Experimental), University of Georgia (2004) B.S., Psychology (Minor: Cognitive Science), University of North Carolina at Charlotte (2002) Masters in Human Resources, University of South Carolina (1997) B.S., Human Nutrition & Foods, Virginia Tech (1995) Jones investigates how personality traits like narcissism and self-esteem influence autobiographical memory and achievement motivation. She also examines predictors of verbal analogy performance, including creativity and working memory. Recent work extends to smartphone use patterns linked to mind-wandering and mindfulness. Her publications frequently address relational reasoning, lexical priming, and emotional valence processing. Jones teaches courses in statistical methods and cognitive psychology at both undergraduate and graduate levels.
Professor John Keith Munro is affiliated with the School of Education under the Faculty of Education and Arts . His research focuses on gifted education , oral language development , and inclusive teaching strategies. Key research themes include gifted student engagement, literacy interventions, and collective intelligence in educational teams. His recent publications emphasize randomized controlled trials for classroom programs and interdisciplinary links with neuroscience. Article trends highlight applications of educational psychology , neuroscience , and technology to address literacy disparities and inclusive pedagogy .
Kamila Zielińska-Nowak is a doctoral candidate at the Institute of Polish Philology, Faculty of Philology, University of Wrocław. She holds a Master's degree in Polish Philology with specialization in editing and Polish Studies as a Leader and Social Animator. As a linguist and board game researcher, she contributes to academic discourse through her publications and active participation in research communities. Her educational background includes completing her master's thesis in 2018 on the evolution of the genre model of board game instructions under the supervision of Dr. hab. Waldemar Żarski, professor at the University of Wrocław. She is currently finalizing her doctoral dissertation on the multimodality of board games under the supervision of Dr. hab. Agnieszka Libura, professor at the University of Wrocław. Zielińska-Nowak's research spans board games, gamification in education, linguistics, and animation studies. Her work examines the communicative aspects of board games, instructional design, cultural representation in games, and the intersection of games with language learning. She approaches board games as complex multimodal systems that combine linguistic, visual, and interactive elements to create meaningful experiences. Her publication record from 2017-2021 reveals a consistent focus on game-related linguistics, with particular attention to board game instructions, educational applications, and cultural dimensions of gaming. The research shows an evolution from analyzing game instructions as textual artifacts toward examining broader educational and communicative functions of board games. Board member of the "Trickster" Association of Pop Culture and Pop Culture Education Researchers Co-editor of "The linguistic side of pop culture" (2020) While specific grant information isn't detailed in the available materials, her research activity suggests engagement with academic funding mechanisms supporting humanities research in Poland. Her work bridges academic linguistics with practical applications in education and game design. Zielińska-Nowak participates in the research ecosystem surrounding pop culture studies at the University of Wrocław, collaborating with colleagues in the Workshop on Literature, Popular Culture and New Media. Her research connects with broader institutional initiatives examining contemporary cultural phenomena through linguistic and educational lenses.
Christa Satzinger is a Lecturer at the Lucerne School of Business, part of Lucerne University of Applied Sciences and Arts (HSLU), within the Institute of Communication and Marketing (IKM). Her research focuses on innovative language teaching methods, particularly in French grammar instruction using creative tools like music and multimedia. She emphasizes intercultural communication and pedagogical strategies to enhance oral comprehension and student motivation. Her work includes contributions to journals like Babylonia and presentations at international conferences such as the FIPF World Congress and APFA Congress. Key topics in her publications involve leveraging cultural references, visual aids, and digital tools to improve language learning outcomes. While no awards or grants are explicitly mentioned, her academic contributions highlight a commitment to practical, engaging approaches in foreign language education.
Elif Aktaş is a Professor at the Department of Turkish and Social Sciences Education, Faculty of Education, Alanya Alaaddin Keykubat University. She holds a Doctorate in Turkish Education from Atatürk University and has extensive experience in curriculum design, textbook evaluation, and educational research. Her current roles include Head of Department and Erasmus Coordinator at her institution. Education Background: Doctorate in Turkish Education (Atatürk University, 2011) Masters in Turkish Education (Atatürk University, 2003) Undergraduate Degree in Turkish Education (Atatürk University, 1999) Research focuses on Turkish language pedagogy, reading strategies, educational technology, and curriculum development. Notable projects include textbook reviews for the Ministry of National Education and leadership in updating Turkish language curricula. Recent Publications: Investigations into reading comprehension strategies in Turkish as a foreign language (2023) Analysis of digital tools like Voki in language learning (2023) Curriculum evaluations aligning with PISA standards (2022) Leadership roles include panel memberships for textbook evaluations and contributions to national educational reforms. Active in international collaborations, including academic posts at Université Libre de Bruxelles and Université Catholique de Louvain.
Teresa Mateo-Girona is a full-time Assistant Professor at the Faculty of Education , Department of Language Didactics, Arts, and Physical Education , Complutense University of Madrid. She holds a PhD in Education and degrees in Hispanic and English Philology. PhD in Education (Complutense University of Madrid) Degree in Hispanic Philology (University of Murcia) Degree in English Philology (Complutense University of Madrid) Master's in Educational Innovation (Carlos III University of Madrid) Master's in Teacher Training for Spanish as a Foreign Language (University of Barcelona) Her research focuses on academic writing instruction , language teaching in primary/secondary education, digital tools for writing , and teacher training . Her recent work explores AI applications in reading strategies, multimodal argumentation, and labor-based grading models. She leads the Didactext research group and participates in international networks like RIEA-EA and ALES.
Alison Garden is a Senior Lecturer at Queen's University Belfast in the School of Arts, English and Languages. She holds a prestigious UKRI Future Leaders Fellowship, making her the first person in the UK from a Literary Studies background to hold such a fellowship within a Literature department and the first (and currently only) FLF in the Humanities at Queen's and in Ireland. She is also an inaugural member of Young Academy Ireland, a Fellow of the Royal Historical Society, and a Fellow of the Senator George J. Mitchell Institute for Global Peace, Security and Justice. Dr. Garden's research focuses on Irish literary, cultural and political history with particular expertise in 'the Troubles,' sexuality studies, girlhood, and the histories and cultures of love, romance and sexuality. Her UKRI Future Leaders award supports her current research project, 'Acts of Union: Mixed Marriage in Modern Ireland,' which examines love across community divides in Ireland. She is also working on her second monograph, Love Across the Divide: desire and colonial culture in Northern Ireland, 1970-present , which will be the first comprehensive study of narratives featuring romance between lovers from Northern Ireland's ostensibly antagonistic communities. Her work has appeared in numerous publications including TIME, Aeon, The Tangerine, Al Jazeera, The Irish Times, and The Guardian, and she has produced content for the BBC. Dr. Garden is passionate about supporting Early Career Researchers and has organized #ECRday events since 2021. She is also a Fellow of the UK Higher Education Academy and runs writing retreats for ECRs at Queen's University and Ulster University. UKRI Future Leaders Fellowship (2020) Marie Skłodowska-Curie Fellow (2018-2020) Irish Research Council Postdoctoral Fellow (2016-2018) Leverhulme Trust Fellowship (2015-2016) Vice Chancellor's Research Prizes: Postdoctoral Researcher (runner-up, 2020) AHSS Researcher Of The Year (2020) Dr. Garden supervises PhD students including Molly Quinn-Leitch on Shakespeare and Northern Ireland. She has secured multiple competitive grants including British Academy/Leverhulme Trust Small Grants. She actively collaborates with cultural institutions such as Kabosh theatre company and the Museum of Literature Ireland (MoLI) to bring her research to wider audiences. Dr. Garden has organized numerous writing retreats and structured writing groups for early career researchers, emphasizing the importance of dedicated writing time in academic success.
Professor Jon Roux holds a faculty position at Martin Luther College, where he has served since 2008. With 13 years of K-8 teaching experience and eight years as a college professor, his expertise focuses on integrating language arts instruction. He is completing his doctorate in literacy at the University of Minnesota while teaching graduate courses such as Integrating the Language Arts . Education: BS Ed: Divine Mercy Lutheran College (DMLC) '95 (Elementary Education, Secondary Education, Parish Music) MS Ed: McDaniel College '05 PhD Candidate: University of Minnesota (Literacy) His research emphasizes holistic language arts components including reading, writing, listening, speaking, viewing, visual representation, spelling, and grammar. He advocates for creative teaching methods like mentor texts and real-life connections to foster student engagement. Professional memberships include the Southwest Minnesota Reading Council, Association for Supervision and Curriculum Development, and Minnesota Reading Association.
Brigitte Neuböck-Hubinger is a part-time lecturer at the Pedagogical University of Upper Austria , specializing in science-oriented general education. With over two decades of experience in primary education and teacher training, her work bridges academic research and practical pedagogy, focusing on Curriculum development for science education Extracurricular learning programs Citizen science initiatives for inclusivity Innovative use of language in science instruction Educational Background Magister in Pädagogik (1997–2002), University of Salzburg Magister in Psychologie (1996–1998), University of Salzburg Lehramt für Volksschule (1989–1992), Pedagogical Academy of Diocese Linz Research Interests center on enhancing science education through interdisciplinary approaches. Her projects include Serious Games 4 Energy Transition and empirical studies on textbook content. She emphasizes inclusivity in citizen science and the role of language in science comprehension. Recent Publications highlight textbook analysis, citizen science efficacy, and language-driven pedagogy. Notable collaborations include work with Johannes Kepler University and Sparkling Science initiatives. Conferences include presentations at the University of Vienna (2020) and the University of Bremen (2017), focusing on extracurricular learning and inclusivity in science education.
Dr. Christoph Weber is a University Professor for Empirical Educational Research at the Upper Austrian University of Education (PH OÖ), focusing on research methods, evaluation, and educational inequalities. Since 2021, he has led the Coordination and Service Center for Research at PH OÖ and contributes to the Linz Research Center for Educational Research and Evaluation (zB). Academic appointment: Professor since 2021 Key affiliations: PH OÖ, JKU Linz Methodological expertise: Quantitative approaches (multilevel analysis, panel data, structural equation modeling) His research spans educational disparities, teacher training, and pandemic-related educational challenges. Recent projects analyze test mode effects in vocabulary assessment, app-based diagnostic tools for spelling deficits, and social communication in deaf populations . Google Scholar articles highlight studies on sign language assessment, arithmetic development, and teacher collaboration dynamics. Publications since 2021 emphasize compensating pandemic learning gaps impact of school closures methodological innovations in teacher training language screening for preschoolers peer effects in educational settings He also contributes to policy evaluations like Austria's New Middle School (NMS) reforms.
Saskia Sap is a Lecturer in Educational Theory and Psychology at the Amsterdam University of the Arts (AHK), specializing in Dance in Education. She has held this position since 1994 and supervises internships for students. Her academic background includes a Master’s in Educational Studies from Vrije Universiteit Amsterdam and teacher training at the Nel Roos Ballet Academy. She previously operated her own dance studio for children aged 2–8 years and currently trains dance teachers for professional organizations. Her research focuses on leveraging dance to enhance language acquisition in young children, particularly those with language delays or Dutch as a second language (NT2). Key research interests include the relationship between dance, movement, and cognitive development, with a focus on early childhood education. She has developed a pilot program integrating dance into primary education curricula to address semi-literacy challenges. Her work emphasizes creative, kinesthetic methods to improve vocabulary, comprehension, and engagement in multilingual classrooms. Sap has presented at international conferences such as Dance and the Child International and NEOS Conferentie Cultuuronderwijs, delivering talks like Learning Dutch through Dance and 10 Reasons to Dance While Learning . She has also published articles in journals like Kunstzone and Dansdocent.nu , and produced educational podcasts on dance-based language education. Her professional contributions extend to workshops for teachers and educators, emphasizing playful, movement-driven pedagogy. She collaborates with institutions like the Comenius Museum and the Symposium Transculturele Danspraktijken, advocating for the integration of arts into mainstream educational frameworks. Her research aligns with Dutch governmental initiatives to reduce teacher workloads through innovative, arts-infused instructional strategies.
Meifang Zhuo is a scholar specializing in applied linguistics and TESOL, transitioning from a PhD candidate (University of Warwick) to an Assistant Professor at the University of Birmingham's School of Education and Social Justice. Her work focuses on teacher development, well-being, and innovative research methodologies like arts-based practices and AI integration. She holds an MA TESOL (Distinction) from Warwick and is an Associate Fellow of the Higher Education Academy (AFHEA). Educational Background: PhD in Applied Linguistics and English Language Teaching (University of Warwick, 2021–2025, expected) MA TESOL (University of Warwick, 2019–2020, Distinction) Research Interests: Teacher research, teacher well-being, visual and arts-based methodologies, AI in education, and language management. She has spearheaded interdisciplinary projects like the 'Wellbeing and Productivity' initiative for international PhD students and co-authored reports on teacher professional communities in China. Awards & Recognition: People's Choice Prize for Research Out-of-the-Box (2025) Nominated for Warwick Awards for Teaching Excellence (WATE 2025) Fellow of Warwick International Higher Education Academy (WIHEA) Teaching & Mentorship: Supervises master's dissertations in TESOL at the University of Leeds and mentors graduate teaching assistants (GTA) at Warwick. She has contributed to MA TESOL programs and short courses in applied linguistics. Research Projects: Leads initiatives on technostress in AI-driven education, children-led exploratory practice, and teacher professional development in China. Collaborates with interdisciplinary teams across linguistics, psychology, and technology.
