جست‌وجوی استاد و پژوهشگر

Laura Ascenzi-Morenoمشاهده پروفایل

استاد

• Bilingual Education
• Translanguaging
• Biliteracy
• +۷ مورد دیگر

Laura Ascenzi-Moreno serves as Professor of Bilingual Education and Bilingual Program Coordinator in the Childhood, Bilingual and Special Education Department at Brooklyn College, City University of New York (CUNY), School of Education. Her academic leadership focuses on developing educators capable of serving linguistically diverse student populations through equity-centered pedagogical frameworks. Her educational foundation includes a B.A. in Anthropology and Education from Swarthmore College (1994), an M.A. in Individualized Studies in Education from Harvard Graduate School of Education (1999), New York State Permanent Certification for PreK-6 (2002), a Bilingual ESL and Teacher Leadership Program from Bank Street College (2004), and a Ph.D. in Urban Education from CUNY Graduate Center (2012). Dr. Ascenzi-Moreno's research pioneers translanguaging applications across literacy instruction, assessment, and computational learning environments. She investigates how emergent bilinguals' linguistic repertoires can transform reading development, teacher knowledge construction, and multimodal assessment practices. Her work consistently centers equity through frameworks like syncretic reasoning and accompáñamiento, challenging deficit ideologies while promoting asset-based approaches to multilingual education. Analysis of her 2020-2024 publications reveals an accelerating interdisciplinary trajectory where translanguaging principles increasingly intersect with computer science education. This evolution demonstrates strategic expansion from foundational literacy research into computational literacies, with growing emphasis on co-design methodologies and teacher agency in developing multilingual CS curricula. Her scientific recognition includes the 2024 NCTE Outstanding Elementary Educator Award, Language Arts Distinguished Article Award, and major NSF grants totaling $1.3 million for computational literacy projects. Additional honors encompass Fulbright Scholarship work in Colombia, PSC-CUNY research awards, and Westinghouse Science Talent Search distinction. As Principal Investigator of NSF-funded PiLa-CS and former CUNY-NYSIEB Associate Investigator, she secures substantial grant support while mentoring teacher candidates. Her service includes NCTE Elementary Steering Committee leadership (2022-2026), journal reviewing, and Brooklyn's New York Teacher Table participation addressing educator recruitment/retention. Dr. Ascenzi-Moreno co-directs the Participating in Literacies in Computer Science project and maintains active collaboration with NYC schools through translanguaging professional development initiatives. Her work with the CUNY-NYSIEB project established foundational frameworks now implemented across New York bilingual programs.

• 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.

• Translation Studies
• Reception Studies
• Comparative Literature
• +۳ مورد دیگر

Bruno Echauri Galván serves as Associate Professor in the Department of Modern Philology at the University of Alcalá (UAH), Spain, teaching core translation courses including Introduction to Translation Theory and English-Spanish Translation across multiple degree programs in Alcalá de Henares and Guadalajara. His research centers on Translation Studies and Reception Theory, with significant contributions to intersemiotic translation (particularly in children's literature), healthcare interpreting, and film adaptation reception. As an active member of the Research Group on Interdisciplinary Reception Studies, he investigates cultural reception, literary reception, and translation through frameworks including cultural mediation, censorship studies, and myth reception. Recent publications (2021-2024) demonstrate consistent innovation in translation pedagogy, including color-based translation assessment tools, service-learning translation projects, and pandemic-era teaching adaptations. His work on collaborative writing projects, mental health communication, and Carver-Lish translation controversies reveals methodological diversity across literary, audiovisual, and healthcare domains. Dr. Echauri Galván has participated in multiple research initiatives including the JOB AND MOVE student network project (2018), Homopoly strategic partnership (2016), and InterMed healthcare mediation project (2011), where he contributed expertise in intercultural communication and translation standards. He maintains active research leadership through the Interdisciplinary Reception Studies group, examining reception phenomena across cultural, literary, musical, and translational contexts while addressing contemporary issues like censorship and myth criticism.

Daniel Collinsمشاهده پروفایل

دانشیار

• Composition Studies
• Writing Pedagogy
• Digital Humanities
• +۳ مورد دیگر

Daniel Collins serves as an Associate Professor in the English department at Guttman Community College, where he has taught for two years across the First-Year Program (Reading and Writing, Composition I) and Liberal Arts and Sciences Program of Study (Introduction to Humanistic and Philosophical Thought, Composition II, Capstone). His research focuses on composition studies and digital writing pedagogy , particularly the integration of generative AI tools in writing instruction. This is exemplified by his course Self-Representation in a Digital Age , which foregrounds AI-assisted writing practices and digital identity exploration. Collins actively contributes to CUNY-wide writing initiatives through membership in the Teaching Courses on the Commons group (264 members) and the CUNY Developmental and ESL Writing Collaboration (C-DEWC), where he collaborates on developmental writing best practices across the university system.

Liv T. Davilaمشاهده پروفایل

دانشیار

• Multilingualism and identity
• Immigrant and refugee education
• Language and literacy development
• +۷ مورد دیگر

Liv T. Davila is an Associate Professor at the University of Illinois at Urbana-Champaign, with appointments across the College of Education, Center for Global Studies, and European Union Center. Her research focuses on language learning, identity formation, and equity for immigrant and refugee students, particularly in K-12 settings. Education: PhD in Education (University of North Carolina at Chapel Hill), MEd in TESL (University of North Carolina at Charlotte), MA in Comparative Education (University of Minnesota), BA in Anthropology/French (Grinnell College) Her work employs qualitative methods, including ethnography and discourse analysis, to examine multilingual learners’ experiences, teacher education practices, and global migration’s impact on schools. She has received the Outstanding Graduate Teaching Award (2020) and led research on language access during the pandemic. Recent publications highlight co-teaching dynamics, refugee youth resilience, and translanguaging in preschools. She advocates for pedagogies that affirm students’ identities through home languages and multicultural approaches. Scientific Awards: Outstanding Graduate Teaching Award, College of Education (2020)

Michelle Crowمشاهده پروفایل

مدرس ارشد

• Writing Across the Curriculum
• Composition and Rhetoric
• ESL Writing
• +۷ مورد دیگر

Michelle Crow is a Senior Lecturer at Cornell University and Director of the English Language Support Office within the John S. Knight Institute for Writing in the Disciplines. She is affiliated with the College of Arts and Sciences and supports multilingual graduate and professional students across all ten colleges at Cornell. PhD in Composition-Rhetoric with specialty in ESL writing, University of New Hampshire, 2006 Former Associate Professor of English, Bridgewater State University Founding Director, English Language Support Office, Cornell Founding Chair, Association for Writing Across the Curriculum (AWAC) Co-Founder, Consortium on Graduate Communication Her research focuses on Writing Across the Curriculum (WAC), graduate writing support, and pedagogy for multilingual writers. She has pioneered sustainable models for WAC programs and developed frameworks for supporting non-native English speakers in academic writing. Her work bridges composition theory, program administration, and practical pedagogy in higher education contexts. Her publications include influential books such as Sustainable WAC , Supporting Graduate Writers , and WAC and Second Language Writers . These works highlight trends in interdisciplinary writing support, curriculum development, and inclusive pedagogy, particularly for multilingual graduate students. Her scholarship appears in leading journals like Across the Disciplines , The WAC Journal , and Composition Studies . Scientific Awards: Presidential Award for Excellence in Collaboration to Improve Teaching (2010, BSU) Presidential Award for Distinguished Teaching (2012, BSU) Distinguished Fellow of the Association for Writing Across the Curriculum (2021, AWAC) Best WAC Monograph Award (2021, WAC Clearinghouse) Michelle Crow has led major initiatives in writing program development, including founding the Association for Writing Across the Curriculum and co-developing national standards such as the INWAC Statement of WAC Principles. She has secured recognition through institutional and national awards, reflecting her impact on teaching and program leadership. Her work continues to shape graduate communication support and WAC infrastructure across institutions. She directs the English Language Support Office at Cornell, a central hub providing writing and speaking consultations for multilingual graduate students, postdocs, and professionals. The office operates under the Knight Institute and collaborates across disciplines to promote inclusive academic communication.

Ji-young Shinمشاهده پروفایل

استادیار

• Language assessment
• Corpus linguistics
• Educational technology
• +۴ مورد دیگر

Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.

Monique Ferrellمشاهده پروفایل

استاد

• Women’s Literature
• Film & Literature Studies
• Gender & Sexuality Studies
• +۵ مورد دیگر

Monique Ferrell is a Professor in the Department of English at the City University of New York (CUNY) within the School of Arts & Sciences. She specializes in Womanism, Feminism, race, class, gender politics, and sexual identity representations, integrating these themes into her teaching of courses such as Composition , Native American Literature , and The Literature of Toni Morrison . Her academic leadership includes roles as Interim Department Chair of African American Studies (2015–2016, 2019–2020) and Program Designer for the Gender & Sexuality Studies Program (2014–2017). Ph.D. in English Literature and Creative Writing Ferrell’s research and creative work focus on intersections of race, gender, and sexuality in literature, with a strong emphasis on African American and Native American narratives. Her poetry collections, such as attraversiamo (2016) and the forthcoming bone (2024) and bloodroot , explore matrilineal heritage and historical trauma. She has collaborated on interdisciplinary projects like Reading The Body: Poetry & Dance on Recovery (2023), which has received international film festival recognitions. Her scholarly contributions include book chapters on topics like gender politics in television sitcoms and the evolution of Sherlock Holmes. Ferrell has been honored with the Chancellor’s Recognition of CUNY Faculty for Outstanding Work (2017), Pushcart Prize nominations, and the Julie Suk Book Prize (2016). She actively participates in literary communities as a co-founder of 2 Bridges Review and former ESL Program Coordinator (2010–2011).

• Foreign Language Education
• Second Language Acquisition
• Corpus Linguistics
• +۳ مورد دیگر

Randy Fred Appel is an Associate Professor at Waseda University's Global Education Center, with a PhD in Education (Applied Linguistics) from Concordia University. His academic career includes prior roles as Assistant Professor at Waseda University (2017-2021), Research Assistant at Concordia University (2014), and teaching positions at Concordia, Carleton University, and Algonquin College. Education: PhD (2017) and MA (2011) in Applied Linguistics from Concordia and Carleton Universities, respectively. Appel's research focuses on L2 English academic writing, corpus linguistics, formulaic sequences, and L1-related differences. His work examines lexical bundles, linking adverbials, and metadiscourse features in cross-linguistic contexts, with applications in language assessment and pedagogy. Recent projects include analyzing French for Academic Purposes assessments and developing automated measures for lexical sophistication in writing tasks. His publications span journals like English for Specific Purposes , System , and Journal of English for Academic Purposes , with a 2025 paper on interactional metadiscourse in business writing and 2023 studies on linking adverbials across Asian learner groups. He has received significant funding, including a Japan Society for the Promotion of Science Grant-in-Aid for Early-Career Scientists (2020-2022). Scientific Awards: SSHRC Doctoral Fellowship (2014), Concordia Graduate Fellowship (2012), Ontario Graduate Scholarship (2009) Appel has contributed to curriculum development through syllabi for Academic Writing and Discussion in English courses at Waseda's Global Education Center (2025). He actively participates in academic conferences, including the Language Testing Research Colloquium (2022) and Asia TEFL Conference (2019). His service includes peer reviewing for journals like System and International Journal of Business Governance and Ethics .

• World Englishes
• English as an International Language (EIL)
• TESOL
• +۴ مورد دیگر

Aya Matsuda is a Professor of Applied Linguistics at Arizona State University's Department of English, where she directs undergraduate and graduate programs in linguistics and applied linguistics. She holds a Ph.D. in English from Purdue University, along with an M.A. in Linguistics and a B.A. in English from International Christian University in Tokyo. Her research focuses on World Englishes, English as an International Language (EIL), and the implications of globalization for language education. Matsuda has authored and edited influential books including Preparing Teachers to Teach English as an International Language (2017) and Principles and Practices of Teaching English as an International Language (2012). Her work emphasizes rethinking language pedagogy to reflect global English diversity, challenging traditional native-speaker norms. Professional service includes roles as Board Director of TESOL International Association (2014–2017), Treasurer-Secretary of the International Association for World Englishes (2015–2019), and editorial board memberships for journals like TESOL Quarterly and World Englishes . Awards include the NNEST of the Month (2008) and the Walter J. Johnson Award (2000). Her teaching spans courses on Disciplinary Discourses, Global English Contexts, and Second Language Acquisition. She has mentored numerous graduate students, focusing on topics like EIL curriculum design, language policy, and multilingualism.

Nhlanhla Mpofuمشاهده پروفایل

دانشیار

• Second Language Teaching
• Literacy Education
• Multilingual Education
• +۴ مورد دیگر

Dr. Nhlanhla Mpofu is an Associate Professor in TESOL and Literacy at Stellenbosch University's Faculty of Education, where she serves as Vice Dean for Teaching and Learning and Chair of the Department of Curriculum Studies. She also holds a Visiting Professor position at the University of Antwerp in Belgium. She obtained her PhD in Humanities Education from the University of Pretoria in 2016. Her research focuses on second-language learning in English-medium classrooms , developing culturally sustaining pedagogies that leverage learners' mother tongues, and re-orienting language education research in multilingual systems. She leads the NRF-funded project "Exploring the preparation and experiences of teachers using English across the curriculum: An interdisciplinary approach" and specializes in asset-based approaches that challenge deficit models in language education. Her publications demonstrate consistent focus on language policy implementation , teacher development , and multilingual pedagogies within African educational contexts, with recent work examining translanguaging strategies and disciplinary literacies. Awards & Honors: Fulbright Alumna Golden Key Honor Society Rated Researcher (South African National Research Foundation) Member of South African Young Academy of Science (SAYAS) Margaret McNamara Education Grantee COIL Fellow Grants: 2019: NRF-funded project on teacher preparation for English as Language of Learning and Teaching (Principal Investigator) She maintains professional memberships with the Southern African Linguistics and Applied Linguistics Society (SALALS) and South African Association for Language Teaching (SAALT), and serves on the South African Council on Higher Education Accreditation Committee.

Saeed Karimi Aghdam Ordaklouمشاهده پروفایل

دانشیار

• Cultural-Historical Psychology
• Second Language Acquisition
• TESOL
• +۸ مورد دیگر

Dr. Saeed Karimi Aghdam Ordaklou is an Associate Professor of English Language and Didactics at the Faculty of Education and Arts, Nord University, Norway. His academic career is rooted in applied linguistics, with a focus on second language acquisition, educational psychology, and dynamic systems theory. PhD in Applied Linguistics (Second Language Acquisition), University of Jyväskylä, Finland MA in English Language Teaching, Azarbaijan Shahid Madani University, Iran B.A. in English Language & Literature, University of Tabriz, Iran Professional Teacher Education, JAMK University of Applied Sciences, Finland His research synthesizes Vygotsky’s cultural-historical psychology, dynamic systems theory, and dialectical frameworks to explore second language development in sociocultural contexts. Key themes include L2 writing, complexity-accuracy-fluency dynamics, and interdisciplinary theoretical integration. Recent publications emphasize dynamic systems theory applications, digital mediation in multilingual writing, and the sociocultural dimensions of language learning. He has also guest-edited special issues addressing theoretical dialogues in applied linguistics. Dr. Karimi Aghdam has taught in Iran, Finland, and Norway, and holds teaching qualifications from the UK, Finland, and Norway. He actively collaborates with international scholars and has held visiting researcher roles at UC San Diego, Penn State, and the University of Southern Denmark.

Dana Ferrisمشاهده پروفایل

استاد

• Second Language Literacy
• Teacher Preparation
• Response to Student Writing
• +۴ مورد دیگر

Dr. Dana Ferris is a Professor in the University Writing Program at the University of California, Davis (UC Davis). She previously held leadership roles including Director of the UWP, Associate Director of English for Multilingual Students, and Associate Director of UWP 1. Her academic career spans over three decades, including 18 years at California State University, Sacramento, where she directed the TESOL MA program and ESL writing programs. She earned her B.A. from UC Davis, M.A. degrees from California State University, Sacramento and the University of Southern California (Linguistics), and a Ph.D. in Applied Linguistics from USC. Her research focuses on second language literacy, teacher preparation, and response strategies for student writing. She has authored nine books and over 60 scholarly works, including Teaching L2 Composition and Written Corrective Feedback in Second Language Acquisition and Writing . Ferris has served as co-editor of the Journal of Second Language Writing and founding editor of the Journal of Response to Writing , contributing significantly to academic discourse in her field. Ferris has received numerous awards, including the Best Article Award from the Journal of Second Language Writing and three-time finalist for the President's Award for Scholarly Achievement. She actively contributes to academic governance, serving on boards for CATESOL and TESOL. Beyond academia, she is an avid San Francisco Giants fan and writer for their fan blog under the pseudonym DrLefty. Key Roles: Professor, UWP Leadership, Journal Editorships Education: B.A. UC Davis (English/Creative Writing), M.A. Sacramento State (TESOL), M.A./Ph.D. USC (Linguistics/Applied Linguistics) Research Themes: Second Language Writing, Corrective Feedback, Multilingual Education Professional Activities: Board Member of CATESOL, TESOL Committees, and CCCC Standing Committee on Second Language Writing Her work bridges theory and practice, emphasizing evidence-based approaches to writing pedagogy while advocating for inclusive practices in multilingual education. Ferris's publications and editorial contributions have shaped curricula and teaching methodologies globally.

Kristen Di Gennaroمشاهده پروفایل

دانشیار

• Applied Linguistics
• Writing Assessment
• Sociolinguistics
• +۹ مورد دیگر

Kristen Di Gennaro is an Associate Professor in the Department of English at Pace University's Dyson College of Arts and Sciences, New York City. She holds an EdD in Applied Linguistics from Columbia University and has been actively contributing to research and teaching in second language writing, language assessment, and sociolinguistics. Her research interests include: Written corrective feedback and its impact on L2 writing Fairness in writing assessment and placement Language and gender, including microaggressions and catcalling Predatory publishing practices ('spamvitations') Sociopragmatic features in academic writing Generation 1.5 and international student writing Her recent publications, appearing in top-tier journals such as Journal of Second Language Writing , College Composition and Communication , and ELT Journal , reflect a strong focus on equity, pedagogy, and the sociopolitical dimensions of language use. Her work often bridges applied linguistics with composition studies, emphasizing empirical research and curriculum innovation. She has received several honors, including: Finalist, Christopher Brumfit Thesis Award (2012) Pace University Outstanding Contribution Award (2006) New York State TESOL Teacher of the Year (2004) Professionally, she has served as Director of Composition and Interim Director of the Writing-Enhanced Course Program. She is an active reviewer for journals such as College Composition and Communication , Assessing Writing , and Language Teaching Research , as well as for publishers like Oxford University Press. She has also secured internal research grants, including the Provost's Grant for the Thinkfinity Initiative. She teaches a wide range of undergraduate courses in composition, linguistics, and language and society, including ENG 110, ENG 201 (Writing in the Disciplines), ENG 300 (Language and Gender), and independent studies.

Christa de Kleineمشاهده پروفایل

استاد

• Language Acquisition
• Linguistic Diversity
• English-lexifier Creole Languages
• +۳ مورد دیگر

Christa de Kleine is a Professor in the School of Education at Notre Dame of Maryland University. She has been a faculty member since 1998 and served as the coordinator of the university’s M.A in TESOL program since its development in the late 1990s. Her teaching encompasses language acquisition and linguistic diversity in both the MA TESOL program and the Ph.D. program for Instructional Leadership for Changing Populations. Education: Ph.D., M.Phil, and M.A. in Linguistics from the Graduate Center of the City University of New York (CUNY); M.A. in English Language and Linguistics from the University of Groningen, the Netherlands. Her research focuses on Creole English speakers in ESL programs, linguistic diversity in education, and the impact of standard language ideology. She has collaborated extensively with Dr. Rachele Lawton on studies of Generation 1.5 students and community college writing instruction. She is principal investigator on a grant-funded project examining English language teaching practices in Panama, informed by its postcolonial context. Notable scientific awards include the 2020 Maryland TESOL Teacher of the Year, multiple Faculty Research and Development Awards from Notre Dame of Maryland University (2016, 2013), NIH grant funding (2007), and Sociological Initiatives Foundation support (2004). She has presented nationally and internationally on topics related to language acquisition and linguistic diversity.