جست‌وجوی استاد و پژوهشگر

Elenita Irizarry Ramosمشاهده پروفایل

استاد مدعو

• Dual Language Education
• Bilingual Education
• Multilingual Learning
• +۵ مورد دیگر

Elenita Irizarry Ramos is an Adjunct Professor at the University of Massachusetts Amherst’s Bilingual and Dual Language Education Graduate Certificate program and currently serves as the Senior Strategist for Multilingual Learning at the Massachusetts Department of Elementary and Secondary Education (DESE). She previously held roles as the WMass Bilingual Hub Coordinator, a Visiting Scholar at Indiana University, and an Assistant Professor at the University of Puerto Rico–Rio Piedras. Her academic and professional journey reflects a strong commitment to equitable bilingual education and multilingual program development. Elenita holds a Doctorate in Curriculum and Teaching from the University of Puerto Rico–Rio Piedras, a Master’s in English Education, and a Bachelor’s in Biology from the University of Puerto Rico–Mayagüez. Her research focuses on dual language education, biliteracy development in PK-12 settings, and culturally sustaining program evaluation. She has also contributed to ESL test design for the College Board in Puerto Rico and Latin America. Her publications and presentations highlight resilience in education post-disasters, such as Hurricane María’s impact on students and teachers, as well as strategies for fostering inclusive bilingual programs. She actively bridges academic research with public policy through her role at DESE, advocating for systemic improvements in multilingual education. Elenita’s work integrates STEAM education into bilingual curricula and emphasizes collaborative strategies for teacher professional development. Her TEDx talk, From the Me Generation to the We Generation , underscores her vision of fostering collective responsibility in education.

Hayriye Kayi-Aydarمشاهده پروفایل

استاد

• Critical Applied Linguistics
• TESOL Teacher Education
• Positioning Theory
• +۱۱ مورد دیگر

Hayriye Kayi-Aydar is a Professor in the Department of English at the University of Arizona, affiliated with the College of Social and Behavioral Sciences. She teaches undergraduate and graduate courses in English as a Second Language (ESL) and Applied Linguistics, serving students in the MAESL and SLAT PhD programs. Her research lies at the intersection of critical applied linguistics, TESOL teacher education, and poststructural second language acquisition, with a strong emphasis on positioning theory , discourse analysis , and narrative inquiry . Key themes in her work include language teacher identity , agency , power dynamics , and membership negotiation in classroom and professional contexts. She investigates how racial and ethnic identities influence the professional identity construction of language teachers, particularly through narrative case studies and discourse analysis. Her recent publications reveal a consistent focus on teacher agency, identity negotiation, and equity in educational spaces. She explores how pre-service and in-service teachers navigate conflicting pedagogies, institutional constraints, and social positioning. Her work bridges theory and practice, contributing to both academic discourse and teacher development. Scientific Awards: No scientific awards mentioned in the provided text. Advising and Grants: While the text does not list any specific advisees or grant funding, her role as a professor in a PhD program (SLAT) strongly suggests she advises doctoral students. Her extensive publication record and editorial roles indicate active research engagement, likely supported by external or internal funding, though no grants are explicitly mentioned. Labs and Research Teams: There is no mention of specific research labs, centers, or collaborative teams in the provided text. However, her co-authored publications and edited volumes suggest collaboration with scholars in applied linguistics and teacher education.

• Education Policy
• Educational Leadership
• Mentoring
• +۳ مورد دیگر

Dr. Nahed Abdelrahman is an Assistant Professor at the University of Southern Mississippi, focusing on education policy, educational leadership, and mentoring. Her work explores leadership development for educators, particularly in contexts involving English language learners (ELLs) and virtual training environments. Education: PhD from Texas A&M University (2018). Her research emphasizes: Leadership practices in principal preparation programs Virtual mentoring strategies during crises like the COVID-19 pandemic Implementation of ESL strategies in science education for ELL students Policy impacts on leadership internships and training Recent publications highlight trends in: Advancing leadership competencies through virtual mentoring Science-infused literacy interventions for ELLs Educational equity in high-needs schools Hybrid learning models in higher education

Patricia Sosa-Sanchezمشاهده پروفایل

استادیار

• ELLs’ reading/writing development in content areas
• ESL education
• Second Language Acquisition (SLA)
• +۳ مورد دیگر

Dr. Patricia Sosa-Sánchez is an Assistant Professor of Bilingual/ESL at the University of North Texas Dallas, where she also serves as Assistant Dean for the School of Education and EC-6 Bilingual Program Coordinator. She brings extensive experience from 12 years in public education as a bilingual, dual language, and IB teacher in grades K-4. Current roles: Assistant Professor, Assistant Dean, EC-6 Bilingual Program Coordinator Prior roles: Adjunct faculty at University of North Texas Denton and Texas Woman’s University Professional memberships: Texas Association of Bilingual Education (TABE), National Association of Bilingual Education (NABE), International Literacy Association (ILA), Bilingual Educators’ Association of the Metroplex (BEAM) Her research focuses on ELLs’ literacy development, ESL pedagogy, and dual language instructional strategies. She actively supports bilingual pre-service teachers in achieving certification and contributes to policy as a Denton ISD school board trustee.

Amy Jo Minettمشاهده پروفایل

دانشیار

• Peacebuilding through Language Teaching
• Social Justice in Education
• Intercultural Communication
• +۷ مورد دیگر

Dr. Amy Jo Minett is an Associate Professor in the Department of English at Salem State University, specializing in TESOL (Teaching English to Speakers of Other Languages) and multilingual writing. She coordinates the First Year and Multilingual Writing program and the Graduate Certificate in Writing and Rhetoric. Her international experience spans curriculum development and teacher training in Kurdistan, Afghanistan, Central/Eastern Europe, and China. Peacebuilding through language education Intercultural communication in post-conflict regions Critical discourse analysis English as an international language Teacher education and reflective practice Her scholarly work examines intersections between language teaching, conflict resolution, and social justice. Recent publications focus on virtual intercultural exchanges and critical pedagogy in transitional societies. She has presented at major conferences including AAAL and the International Society for Language Studies.

• Language and Literacy Education
• Educational Equity
• Multilingualism
• +۷ مورد دیگر

Verónica E Valdez is a tenured Professor in the Department of Education, Culture & Society at the University of Utah. Her work centers on critical language education, Latinx schooling equity, and culturally sustaining pedagogy, with a focus on dual language bilingual education (DLBE), raciolinguistic ideologies, and teacher practices that challenge systemic inequities. A first-generation U.S. born Latina with deep ties to border communities, her research bridges family/community contexts with macro-level policy analysis. PhD in Curriculum & Instruction (Multilingual Studies) from the University of Texas at Austin Master of Science in Psychology from Emporia State University Bachelor of Arts in Psychology from Southwestern University Her research explores four interrelated strands: 1) Language learning in school and community contexts, 2) Educational language policy at macro/micro levels, 3) Latinx educational inequities, and 4) Teacher education for multicultural justice. Recent work highlights tensions between 50:50 vs 90:10 DLBE models and the marginalization of heritage language families. Key trends in her scholarship include raciolinguistic analysis of teacher practices, translanguaging in adult refugee education, and critical examinations of neoliberalism in language policy. Awards recognize her leadership in bilingual education research and mentorship of emerging scholars. She serves on national AERA and AAAL committees and directs the APEX project, a 5-year federal grant building ESL educator capacity in Utah.

Brenda Rinardمشاهده پروفایل

مدرس

• Rhetoric
• Genre Theory and Pedagogy
• Multilingual Writing
• +۳ مورد دیگر

Brenda Rinard is a Continuing Lecturer and Assistant Director of the Writing Across the Curriculum (WAC) Program at the University of California, Davis. She specializes in teaching advanced composition and discipline-specific writing courses, including UWP 101, UWP 104D, and graduate-level writing seminars. Her work focuses on rhetoric, genre pedagogy, multilingual writing, and cross-disciplinary writing initiatives. Rinard has held administrative roles in writing programs at both UC Davis and Stanford University, where she developed curricula for international students. Education : Ph.D. in Education (Language, Literacy, and Culture), UC Davis, 2010 MA in English Composition, San Francisco State University, 2002 BA in English (High Honors), UC Berkeley, 1997 Research Interests : Genre theory, writing transfer to professional contexts, STEM writing instruction, and large-classroom pedagogy. Current projects explore genre awareness as a bridge between academic and workplace writing. Awards : Nominated twice for the ASUCD Excellence in Education Award (2012, 2014) Grants & Service : Principal Investigator on a Spencer-Teagle grant (2008–2010); active in writing program administration, grant-writing consulting, and peer review for Gifted Child Quarterly and NCTE. Labs/Teams : Core contributor to UC Davis’s WAC Program and the Area Three Writing Project.

Guy Allenمشاهده پروفایل

دانشیار

• Expressive Writing
• Creative Nonfiction
• Narrative Therapy
• +۴ مورد دیگر

Associate Professor Guy Allen holds a teaching-stream appointment in the Professional Writing & Communication Program at the University of Toronto's Institute for Communication, Culture, Information and Technology (ICCIT). Specializing in expressive writing pedagogy, he pioneered narrative-based approaches to community activism through storytelling. Co-founder of Life Rattle—a radio program and press dedicated to underrepresented voices—Allen’s work bridges artistic expression with social justice. His 3M Teaching Fellowship (Canada’s top teaching honor) recognizes innovations in writing instruction, emphasizing creative nonfiction. Current projects include a Syrian immigrant storytelling initiative and a student science-writing anthology. Research focuses on narrative therapy applications in psychiatry, curriculum development emphasizing student voice, and writing as healing. He advises Mt. Sinai Hospital’s narrative therapy program and collaborates with the Syrian Canadian Foundation. Publications include *Clear, Precise, and Direct* (2015), a pedagogical manual, and *Cricket Suicides* (2019), a science communication collection. Upcoming projects include editing *The Nancy Chong Stories*, posthumously published narratives about 1960s Toronto Chinatown life. Award-winning educator with four university teaching awards, Allen also contributes to teacher training at OISE. His work integrates marginalized community narratives into academic frameworks, advocating for writing as both craft and activism.

Terri J. Sabolمشاهده پروفایل

دانشیار

• Child Development
• Early Childhood Education
• Social Policy
• +۴ مورد دیگر

Terri J. Sabol is an Associate Professor in the Department of Human Development and Social Policy at Northwestern University’s School of Education and Social Policy (SESP). She is also a Fellow at the Institute for Policy Research and directs the Development, Early Education, and Policy (DEEP) Lab. Her work bridges developmental psychology and social policy, focusing on how environmental and individual factors influence healthy child development, particularly for low-income families. She holds a PhD in Applied Development Science from the University of Virginia and has held postdoctoral fellowships at Northwestern. Her research emphasizes early childhood education quality, family engagement, and two-generation policies. Education: PhD (2011) in Applied Development Science from the University of Virginia; BA (2004) in Psychology and English from the University of Michigan. Research Interests: Sabol’s research investigates the intersection of child development and social policy, with a focus on early childhood education programs like Head Start and policies targeting low-income families. Key themes include the design of accountability systems for pre-K programs, the role of family engagement, and the long-term effects of early interventions on intergenerational mobility. Her work employs advanced quantitative methods and developmental theory to address policy-relevant questions. Recent Trends in Publications: Recent work explores systemic impacts of pre-K expansions (e.g., Chicago’s universal prekindergarten program), the effects of integrating parent education into early childhood programs, and redefining how we measure foundational skills for learning. Her studies often highlight disparities in access to quality early education and propose evidence-based policy solutions. Awards: 2017 AERA-SRCD Early Career Fellow in Early Childhood Education and Development. Advising & Grants: Sabol leads the DEEP Lab, which collaborates on projects like EC*REACH (Early Childhood Research Alliance of Chicago), focusing on translational research to improve early education systems. Her grants include funding for evaluations of two-generation programs and policy analyses on preschool quality metrics. Labs/Teams: Director of the DEEP Lab; Co-Director of EC*REACH; affiliated with the Institute for Policy Research.

Sarah J. Shinمشاهده پروفایل

استاد

• Bilingualism
• Heritage Language Education
• Language Policy
• +۳ مورد دیگر

Sarah J. Shin is a Professor of Education at the University of Maryland, Baltimore County (UMBC), affiliated with the College of Arts, Humanities, and Social Sciences. She holds a Ph.D. in Linguistics from the University of Michigan and a B.S. in Communication from Cornell University. Her research focuses on bilingualism, heritage language education, TESOL teacher preparation, and language policy. Dr. Shin has authored/co-authored influential books such as Bilingualism in Schools and Society and Linguistics for Language Teachers , and serves on editorial boards for journals like the Journal of Language, Identity, and Education . Dr. Shin’s professional roles include former Co-Director of the TESOL graduate program (2003–2016), ACE Fellow (2017–2018), and Associate Provost for Academic Affairs (2018–2022). She has received the prestigious UMBC Presidential Research Professorship (2017–2020). Her teaching spans courses on bilingualism, TESOL methodology, and academic language development. Her research explores heritage language maintenance, transnational adoptive families’ language policies, and the sociocultural dimensions of bilingual education. Over 30+ peer-reviewed articles and book chapters reflect her contributions to understanding language education, policy, and multicultural contexts. Dr. Shin’s work emphasizes practical applications for educators and advocates for equitable language policies in diverse educational settings.

Maya Gunawardenaمشاهده پروفایل

دانشیار

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

Dr. Maya Gunawardena is an Associate Professor and Program Director for TESOL Bruce and Online at the University of Canberra's Faculty of Education. Her expertise spans curriculum design, pedagogy, and TESOL, with a focus on empowering teachers through learning sciences. Education: PhD in Education, University of Canberra (2011) Masters in Applied Linguistics, Lancaster University (2005) Masters in Linguistics, University of Kelaniya (2001) Research Interests: Personalized learning, teacher education, applied linguistics, literacy teaching, and critical thinking development. Her work emphasizes scaffolding higher-order thinking and evidence-based pedagogical practices. Recent Trends in Publications: Focuses on personalized learning complexity, mentorship frameworks, and ICT integration in Indigenous education. Recent work highlights barriers in online learning and pedagogical storytelling's role in social-emotional development. Grants & Projects: CACSTEP Project (2024–2026): Personalized learning interventions for school leaders ASRP Project (2021–2023): Student-centered learning experiences Labs/Teams: Engaged in collaborative projects with institutions like UNSW Canberra and international partners, focusing on teacher education and cross-cultural pedagogy.

Susan Creaghمشاهده پروفایل

مدرس

• Educational Policy Analysis
• English as a Second Language (ESL)
• Quantitative Research Methods
• +۳ مورد دیگر

Dr. Susan Creagh is a Lecturer in TESOL Education at the University of Queensland's School of Education. She holds a PhD in Education from the University of Queensland, a Master's in Applied Linguistics from Darwin University, and a BA/Diploma of Education from the University of New England. Her research focuses on language policy, educational equity, and quantitative methodologies, particularly regarding students from linguistically diverse backgrounds. She has held roles such as Research Fellow at ISSR (2015–2017), collaborating with The Smith Family on a federally funded project addressing educational disadvantage. Creagh critiques national testing systems like NAPLAN, emphasizing how categorizations such as 'Language Background Other Than English' misrepresent outcomes for multilingual learners. Her work includes longitudinal studies on newly arrived migrant and refugee students' academic trajectories. She also explores teacher workload, commercialization in education, and global citizenship education. Key Awards: Ray Debus Award for Doctoral Research (AARE), Penny McKay Memorial Award (ACTA/ALAA) Grants/Projects: ARC Linkage Grant on disadvantage and educational outcomes Teaching Roles: Contributes to BEd, MEd (Secondary Teaching), and MEd (Educational Studies) programs, focusing on ESL/EAL pedagogy. Her research spans 20+ years as an ESL teacher, informing her advocacy for equitable education policies and practices.

Zuocheng Zhangمشاهده پروفایل

دانشیار

• Disciplinary Literacies
• TESOL Education
• ESP (English for Specific Purposes)
• +۹ مورد دیگر

Zuocheng Zhang is an Associate Professor in the School of Education at the University of New England (UNE), Australia, where he is part of the English, Literacies and Language Education team. He previously held the position of full professor in applied linguistics at the University of International Business and Economics in China and played a pivotal role in establishing the nationally accredited Business English Major in China. At UNE, he leads the Interculturality and Education Strategic Research Group and teaches in TESOL, disciplinary literacies, and cultural diversity education. His educational background includes a BA from Xi'an International Studies University (XISU), an MA from Northwestern Polytechnical University (NPU), and a PhD from the University of Sydney. Zuocheng Zhang's research centers on disciplinary literacies, ESP teacher development, multimodal discourse analysis, interculturality in education, and the experiences of international students. He investigates how professional identities are constructed in educational and workplace contexts, particularly in Business English and international education settings. His work often employs critical discourse and multimodal analysis to examine university communications, curriculum design, and student transitions. His recent publications (2019–2025) reveal a consistent focus on international student education, TESOL pedagogy, and professional identity formation. He frequently publishes in journals such as English for Specific Purposes , Discourse & Communication , and Ibérica , and with publishers like Routledge and Springer. His research often involves comparative and multimodal methods, particularly in analyzing university websites and digital media. He has received research funding from both Chinese national agencies and internal UNE sources, supporting projects on international student transitions, multimodal inclusivity, and digital pedagogy. Notable grants include a National Office of Philosophy and Social Sciences grant in China and multiple UNE internal funding awards. Zuocheng Zhang has supervised numerous higher degree research students to completion, including PhD and EdD candidates, with topics ranging from ESL classroom anxiety to rhetorical agency in political texts. His current HDR student is Jennifer Kompara, researching subject literacy in legal studies. He is actively involved in research teams, including projects on international graduates’ transition to regional workplaces and multimodal construction of diversity. He is a member of professional associations such as the Asia-Pacific Rim LSP and Professional Communication Association, Australian Council of TESOL Associations, and the International Association for the Psychology of Language Learning.

Lara Ravitchمشاهده پروفایل

مدرس ارشد

• Russian Language
• Heritage Language Learning
• Second Language Acquisition
• +۲ مورد دیگر

Lara Ravitch serves as Senior Lecturer, Russian Language Coordinator, and Director of Undergraduate Studies within the Russian East European and Eurasian Studies program at the University of Oregon's School of Global Studies and Languages. Her academic leadership spans curriculum development, language instruction coordination, and undergraduate program administration in Eugene, Oregon. Her research centers on Russian heritage language acquisition and second-language pedagogy , with particular focus on non-prototypical learner narratives and academic writing development. Key interests include heritage language identity formation, ESL curriculum design for community colleges, and contextualized vocabulary acquisition frameworks. Analysis of her publication history reveals consistent contributions to language education methodology , particularly through textbook development for the Longman Academic Writing Series. Her work bridges theoretical linguistics with practical classroom applications, emphasizing accessibility for diverse learner populations through digital resources and context-based learning approaches. As Director of Undergraduate Studies, Ravitch oversees academic advising pathways and degree requirements while coordinating Russian language instruction across proficiency levels. Her role integrates program administration with hands-on teaching responsibilities in the Department of Russian East European and Eurasian Studies.

Jennifer C. Mannمشاهده پروفایل

مدرس پاره‌وقت

• Multilingual Learners
• Teacher Professional Learning
• Qualitative Research
• +۳ مورد دیگر

Jennifer C. Mann is a Research Scientist at Duke University's Center for Child and Family Policy and an Adjunct Instructor in the Program in Education. Her work focuses on multilingual learners and equity-centered instructional practices through the BELLA projects, while supporting Duke TeachHouse—a living/learning community for early-career teachers—through program development and funding acquisition. She earned her Ph.D. in Teacher Education and Learning Sciences from North Carolina State University in 2023, specializing in Literacy and English Language Arts. This builds on her 19 years of K-12 teaching experience across high school English, elementary/adult ESL, and pre-service teacher education. Dr. Mann's research centers on multilingual learners , teacher professional learning , and participatory qualitative methodologies . She emphasizes asset-based frameworks for refugee/immigrant students, exploring critical literacy and community partnerships to empower youth and transform instructional practices through culturally responsive approaches. Her 2021-2024 publications reveal consistent focus on amplifying marginalized voices—particularly refugee-background students—through narrative inquiry and community-based research. Key trends include critical literacy interventions, teacher collaboration models, and equity-centered professional development grounded in qualitative methods. Dr. Mann actively mentors Master of Arts in Teaching candidates through course instruction and independent studies while securing funding for BELLA and Duke TeachHouse initiatives. Her work strengthens pathways for equity-minded teacher leadership across North Carolina through strategic capacity building. She collaborates with interdisciplinary teams at the Center for Child and Family Policy and Duke TeachHouse, bridging university resources with community needs to advance educational equity for multilingual learners and early-career educators through sustainable program models.