جست‌وجوی استاد و پژوهشگر

Nóra Wünsch-Nagyمشاهده پروفایل

استادیار

• Social Semiotics
• Multimodality
• Museum Education
• +۴ مورد دیگر

Nóra Wünsch-Nagy is an Assistant Professor at the Department of English Applied Linguistics , Eötvös Loránd University , where she teaches within the School of English and American Studies . Her work bridges social semiotics , multimodal literacy , and museum education , focusing on interdisciplinary pedagogical frameworks. Research Focus: Multimodal meaning-making, Legitimation Code Theory (LCT), academic literacy, and arts integration Teaching Approach: Embodied museum-based learning, genre-informed pedagogy Methodologies: Social semiotic analysis, semantic wave theory, curriculum development Recent publications examine digital multimodal composition, exhibition reviews as academic writing, and visual literacy development. Her work emphasizes explicit knowledge structuring through LCT and Systemic Functional Linguistics , connecting classroom pedagogy with museum-based learning environments. Key Collaborations: Dániel Horváth (art education collaboration) Network of international researchers in multimodality and LCT Professional Platforms: ResearchGate Profile Publications Repository

Szilard Szlavikمشاهده پروفایل

مدرس

• Machine Translation
• Post-editing
• Translation Quality Assurance
• +۴ مورد دیگر

Szilard Szlavik serves as a Lecturer at the Department of Translation and Interpreting within the Institute of Language Mediation at Eötvös Loránd University (ELTE) in Budapest, Hungary. His academic base is located at 1088 Budapest, Múzeum körút 4/F, Room F I/9, with primary contact via szlavik.szilard@btk.elte.hu. His professional profile integrates teaching with cutting-edge research at the intersection of human translation and machine-assisted workflows. Dr. Szlavik's research centers on machine translation (MT) and post-editing (PE), with particular emphasis on quality assurance mechanisms in human-in-the-loop MT systems. His work investigates error identification protocols, lexical cohesion preservation in neural MT outputs, and the cognitive dimensions of developing post-editing competence. He actively employs corpus-based methodologies, utilizing tools like Sketch Engine for lexical analysis, while exploring pedagogical applications through platforms such as Quizlet for translation training. His research bridges theoretical linguistics with practical translation technology implementation. Analysis of his 2021-2024 publications reveals a consistent trajectory in MT-human collaboration research, characterized by empirical studies on English-Hungarian specialized translation, terminological standardization challenges, and cognitive aspects of post-editing. His corpus-based approach extends to edited volumes examining Hungarian translation research practices, demonstrating methodological rigor across both Hungarian and international scholarly contexts. No scientific awards were documented in available sources. Information regarding student supervision, grant funding, or research team leadership was not specified in the source materials. His professional activities appear focused on individual scholarship and departmental teaching responsibilities within ELTE's translation framework.

Ashley S. Boydمشاهده پروفایل

استاد

• English Education
• Social Justice Pedagogies
• Critical Literacies
• +۳ مورد دیگر

Dr. Ashley S. Boyd serves as Professor and Chair of the Department of Teaching and Learning at Virginia Commonwealth University's School of Education, where she leads departmental strategy and teaches graduate courses in critical pedagogies and cultural theory alongside undergraduate English methods and young adult literature instruction. Her academic leadership extends to prior administrative roles including Director of Undergraduate Studies and Director of University General Education at Washington State University. Her educational foundation includes a Ph.D. in Education, M.A.T. in Secondary English Teaching, and B.A. in English—all earned at the University of North Carolina at Chapel Hill—providing the theoretical and practical basis for her work in English education. Boyd's research program centers on social justice pedagogies through critical literacies frameworks, examining how teachers develop critical content knowledge and leverage contemporary young adult literature to cultivate student agency. Her work investigates discourse communities in educational settings and addresses systemic inequities through qualitative analysis of classroom practices, with emphasis on rural contexts and teacher resistance to oppressive structures. Analysis of her 15 most recent publications reveals consistent focus on critical pedagogy implementation, with increasing attention to antiracist frameworks (2022-2024) and disciplinary literacy strategies. Her scholarship bridges theory and practice through practical tools for K-12 educators while advancing conceptual models like SJPACK (Social Justice Pedagogical and Content Knowledge) for teacher education. Her distinguished recognition includes: Excellence in Teaching Award for Graduate Mentoring and Advising (Washington State University, 2024) Early Career Achievement Award (Washington State University, 2018) Martin Luther King Jr. Distinguished Service Award (Washington State University, 2018) As an academic leader, Boyd directs significant grant-funded initiatives including the Palouse Reads community literacy project (2023-2024) while maintaining active mentorship of graduate students—evidenced by her 2024 mentoring award. Her administrative portfolio demonstrates sustained commitment to curriculum innovation through general education leadership. Though not affiliated with formal research labs, Boyd's work operates through collaborative discourse communities with practicing teachers and community partners, particularly evident in her rural literacy engagement projects and teacher professional development networks focused on social justice implementation.

Ana Teresa Pérez-Lerouxمشاهده پروفایل

استاد

• Child Language Acquisition
• Bilingualism
• L2 Syntax
• +۳ مورد دیگر

Ana Teresa Pérez-Leroux is a Professor of Spanish and Linguistics and Chair of the Department of Spanish and Portuguese at the University of Toronto . She also serves as Director of the Cognitive Science Program. Her research focuses on child language acquisition, bilingualism, and Spanish syntax, with an emphasis on understanding how children learn complex grammatical structures. She holds a PhD in Hispanic Linguistics from the University of Massachusetts Amherst. Key affiliations include the Faculty of Arts and Science , where she has been a professor since 2009, and leadership roles such as Chair of Spanish and Portuguese (2019–present) and Director of Cognitive Science (2014–2019). Earlier roles include Visiting Professorships at the Federal University of Rio de Janeiro and Michigan State University. Research Interests : Her work investigates syntactic and semantic development in monolingual and bilingual children, particularly recursion in noun phrases, clitic usage, and tense/mood systems. Recent projects include SSHRC-funded studies on noun phrase complexity ($158,848, 2014–2018), revealing insights into recursive structures across languages like Japanese, German, French, Spanish, and English. Grants and Collaborations : Co-PI on SSHRC Insight Grant exploring recursive embedding in children. Collaborators include Susana Bejar, Diane Massam, and Yves Roberge. Supervises over 20 graduate students and has published extensively in Bilingualism: Language and Cognition , Linguistics , and Language . Education : PhD in Hispanic Linguistics (1993), MA in Spanish & Linguistics (1992), both from UMass Amherst. BA in Modern Languages (1983) from Universidad Autónoma de Santo Domingo.

Pam Bargerمشاهده پروفایل

استادیار

• Intercultural Competency
• Technology in Education
• Inclusive Education
• +۲ مورد دیگر

Pam Barger is an Assistant Professor at Wheaton College Graduate School’s TESOL and Intercultural Studies program. She serves as Program Director of the English Language Partnership Programs and teaches courses spanning cross-cultural pedagogy, intercultural communication, and theological dimensions of language education. Education: Ph.D. in Cultural and Educational Policy Studies (Loyola University Chicago), M.A. in Intercultural Studies/TESOL (Wheaton College), B.S. in Psychology (University of Illinois at Urbana-Champaign), and Certificate in Online Teaching (University of Illinois) Her research focuses on intercultural competency development, technology-mediated education access, and the intersection of gender, religion, and education in Southeast Asia. She has explored historical Thai educational systems like Veranda Schools and contemporary MOOC-based training initiatives. Recent publications and presentations highlight her work on inclusive pedagogy through Thai Waterbuffalo Theology, pandemic-era cultural challenges, and democratizing education via digital platforms. She actively engages with academic networks including CIES, TESOL, and Fulbright Program advisory roles. Scientific Awards: Fulbright Scholar recognition While no current student advising details appear in the text, her professional affiliations span organizations like AAR, AAS, and Illinois TESOL-BE. She has taught ESL/EFL courses across all skill domains (writing, reading, listening, speaking, TOEFL) at institutions in Chicago and Thailand.

József Laszlovszkyمشاهده پروفایل

استاد

• Medieval Archaeology
• Monastic Archaeology
• Post-Medieval Archaeology
• +۳ مورد دیگر

József Laszlovszky is a Professor in the Department of Medieval Studies at Central European University (full-time) and a guest lecturer at the Department of Medieval and Postmedieval Archaeology, Eötvös Loránd University, Budapest. His research focuses on medieval archaeology, monastic archaeology, and historical seismology, with a particular interest in the Mongol invasion of Hungary and the archaeology of modern periods. He leads interdisciplinary projects such as the Mongol Invasion of Hungary in Its Eurasian Context, combining archaeology, military history, and environmental studies. His work often addresses legal and policy issues related to archaeological heritage protection in Hungary, advocating for expanded temporal frameworks beyond the 1711 CE cutoff. Key publications include studies on the 1541 Visegrád earthquake’s archaeological evidence, 3D reconstruction of medieval monuments like Queen Gertrude’s burial, and critiques of Hungarian cultural heritage legislation. Laszlovszky also employs advanced technologies like laser scanning for heritage preservation and collaborates internationally on projects in Mongolia and Europe. His research highlights include the Battle of Muhi battlefield analysis, medieval glass production studies at Pomáz, and the intersection of environmental history with Mongol military strategies. He contributes to public archaeology through community projects and exhibitions, ensuring research impacts broader audiences. Despite no explicit awards listed, his contributions significantly advance medieval and post-medieval archaeology, particularly in Eurasian contexts.

János Győriمشاهده پروفایل

استاد

• Intercultural Education
• Shadow Education Systems
• International Student Motivation
• +۳ مورد دیگر

János Győri is a Professor at the Institute of Intercultural Psychology and Education at Eötvös Loránd University in Budapest. His roles include serving as a lecturer in the Relation between Shadow and Public Education Research Group and as an Alternate Member of the Credit Transfer Committee. He specializes in intercultural education systems, shadow education dynamics, and international comparative studies in teacher education and language learning motivation. His research spans multiple countries including Japan, Singapore, the Czech Republic, and Myanmar, with a focus on educational policies and student motivation across different cultural contexts. Dr. Győri’s work emphasizes cross-cultural pedagogical comparisons, particularly analyzing how informal educational structures (shadow education) influence formal schooling systems. He has conducted extensive studies on international students' language learning motivations, teacher identity formation, and gifted education programs across global contexts. His research bridges educational theory and practice, often employing both quantitative and qualitative methods to explore complex educational phenomena. Notable themes in his publications include examining motivational frameworks for language acquisition among international populations, analyzing systemic differences in teacher education between nations, and evaluating the societal impacts of supplementary educational systems. His recent work highlights emerging trends in global talent development strategies and the evolving role of non-formal educational interventions. While no specific awards are listed, his prolific publication record indicates sustained academic contribution to educational sciences. His advisory activities and committee roles reflect engagement with institutional educational reforms and cross-border educational collaborations.

Marko Lüfteneggerمشاهده پروفایل

استادیار

• Educational Psychology
• Developmental Psychology
• Motivation and Self-Regulation
• +۳ مورد دیگر

Marko Lüftenegger is an Assistant Professor in the Department of Developmental and Educational Psychology at the Faculty of Psychology. His research focuses on adolescent development, classroom environments, and educational psychology, with a particular emphasis on motivation, achievement goals, and teacher-student interactions. He leads projects addressing envy in educational settings, youth radicalization prevention, and teacher training programs. He has authored over 114 publications and secured grants for initiatives such as the REFLECT program promoting gender equality in schools. His work aligns with UN Sustainable Development Goals related to quality education and reducing inequalities. Key contributions include meta-analyses on cultural diversity climates and studies on pandemic impacts on learning. He received the 2011 Summer School Stipendium at the University of Arizona, Tucson. Education: Holds Mag. Dr. and Privatdoz. titles in psychology. Research Grants: Active projects include 'Envy and Schadenfreude in the Classroom' (2022–2025) and 'Youth Radicalization in Austria' (2022–2026). Teaching & Mentorship: Involvement in teacher induction programs and bridging courses for university students. Key Research Themes: Classroom goal structures, adolescent mental health, teacher emotions, and data-driven educational improvements. His work bridges theory and practice, influencing policy through collaborative initiatives.

Leah Gerberمشاهده پروفایل

مدرس ارشد

• Literary Translation
• Australian Literature
• Children's Literary Translation
• +۳ مورد دیگر

Leah Gerber is a Senior Lecturer at Monash University and a core member of the Monash Intercultural Lab (MIL). She holds a PhD in German Studies from Monash University (2008), supported by DAAD funding for research at Humboldt University, Berlin. Her work focuses on literary translation, Australian literature in global contexts, and multilingual communication strategies for culturally diverse communities. Gerber’s research intersects with UN SDGs 4 (Quality Education) and 10 (Reduced Inequalities), emphasizing equitable access to language services and cultural understanding. Education: Bachelor’s in German Studies, Monash University (2002) DAAD Scholarship for studies at Free University, Berlin (2001) PhD in German Studies, Monash University (2008), with DAAD-funded research in Berlin Research Interests: Literary and creative translation methodologies Children’s literature translation dynamics Cross-cultural mediation in multilingual contexts Technology-enhanced translator training (e.g., VR for family violence interpreters) Key Projects: Primary Investigator in initiatives like Building Mental Health Capacity of the Auslan Workforce (2024–2026) and Best Practice Guidelines for Co-designing Community Translations (2024). Her work bridges academic research with practical applications, including training bilingual workers and enhancing healthcare communication for CALD populations. Awards: Recipient of DAAD scholarships for undergraduate and PhD studies, recognizing her contributions to intercultural research. Labs/Teams: Leads the Monash Intercultural Lab, fostering collaborative research on translation, migration, and community engagement.

Gioia Panzarellaمشاهده پروفایل

دانشیار

• Multilingualism
• Migration and Mobility
• Literary and Artistic Productions
• +۴ مورد دیگر

Gioia Panzarella is an Associate Professor in the Department of Global Sustainable Development at the University of Warwick, where she also serves as Director of Student Experience. She previously held positions as Director of Undergraduate Studies (2018-2021) and Senior Tutor (2018-2021). She completed a BA in English and German, an MA in Anglophone Literatures, and a PhD at the University of Warwick's School of Modern Languages and Cultures. Her research examines multilingualism, migration, and mobility through literary and artistic productions, with specific focus on: Content and language integrated learning (CLIL) methodologies Collaborative translation practices in language education Second language teaching for immigrant learners Autobiographical writing as pedagogical assessment Publications primarily explore migration narratives, digital dissemination of literature, and innovative language teaching methods, with recent work examining linguistic autobiographies and public engagement strategies in higher education. Awards and fellowships include: Senior Fellow of Higher Education Academy (2024) Early Career Fellow, Institute of Advanced Study (2018) Associate Fellow (2018-2020) She has led student-centered initiatives including the SSLC-led Group work Pilot and GSD Student Ambassador training. Additional roles include: Co-chair of WIE/WIHEA Pedagogies of Public and Community Engagement Senior Fellow of Warwick International Education (2023-2025) Fellow of Warwick International Higher Education Academy (2024-2026) Level 7 Coaching qualification and membership in Warwick Internal Coaching Network

Abdul-Rahman Mawlood-Yunisمشاهده پروفایل

دانشیار

• Artificial Intelligence
• Android Mobile Application Development
• Software Engineering
• +۸ مورد دیگر

Abdul-Rahman Mawlood-Yunis is an Associate Professor in the Department of Physics and Computer Science at Wilfrid Laurier University. His research focuses on Artificial Intelligence, Android Mobile Application Development, Software Engineering, Distributed Systems, and P2P Networking with an emphasis on fault-tolerant systems and semantic web technologies. He has contributed to frameworks for live streaming apps and machine learning algorithms for feature selection. Research interests include: Chatbots and Natural Language Processing (NLP) Ontology engineering and knowledge representation Algorithm design for distributed systems Mobile agent performance analysis Fault-tolerant semantic P2P networks His recent work (2022-2024) emphasizes machine learning applications in feature selection and real estate price estimation, reflecting a shift towards data-driven solutions. Earlier contributions (2003-2013) explored foundational aspects of mobile agents and semantic interoperability in P2P networks. Teaching responsibilities include courses on Android development and Java programming, with associated open-source materials and courseware. His book Android for Java Programmers provides foundational resources for students and instructors. Languages spoken: English, Kurdish, Arabic, Farsi.

Yuri Shevchukمشاهده پروفایل

مدرس ارشد

• Ukrainian Language
• Film Studies
• Cultural Identity
• +۴ مورد دیگر

Yuri Shevchuk is a Senior Lecturer at Columbia University, specializing in Ukrainian language, film, and culture. He leads the Ukrainian Film Club and has authored influential publications including the Ukrainian-English Collocation Dictionary and Beginner’s Ukrainian textbook series. Research focuses on sociolinguistics, language politics, and post-colonial theory Active in media engagements discussing Ukrainian culture and identity Recent activities include podcast appearances, academic publications reviews, and public lectures on Ukrainian film and language preservation.

Khaled Al Masaeedمشاهده پروفایل

دانشیار

• Sociolinguistics & Second Language Acquisition
• Multilingual and Multidialectal Translanguaging Practices
• Second Language Pragmatics
• +۴ مورد دیگر

Khaled Al Masaeed is an Associate Professor of Applied Linguistics, Second Language Acquisition, and Arabic Studies at Carnegie Mellon University's Department of Languages, Cultures & Applied Linguistics, within the Dietrich College of Humanities and Social Sciences. He holds a Ph.D. and M.A. in Second Language Acquisition and Teaching from the University of Arizona, alongside degrees from institutions in Jordan and North Carolina. His research focuses on the intersection of sociolinguistics and second language acquisition, particularly the relationship between language ideologies and sociolinguistic practices in multilingual/multidialectal contexts. Key themes include translanguaging, L2 pragmatic development, and study abroad outcomes. He has published widely in journals like Applied Linguistics and Modern Language Journal , and presented globally on Arabic language education and multilingualism. Al Masaeed teaches courses on sociolinguistics, pragmatics, and Arabic language and identity. He previously directed study abroad programs in Egypt, Jordan, and Morocco. His service roles include board memberships for language education associations, coordination of Arabic studies programs, and academic editing for Routledge's 'Topics in Arabic Applied Linguistics' series. Education: Ph.D. & M.A., University of Arizona: Second Language Acquisition and Teaching M.A., University of North Carolina–Pembroke: English Education B.A., Al al-Bayt University: English Language and Literature He advises numerous PhD students in applied linguistics and second language acquisition, focusing on multilingual practices, pragmatics, and study abroad research. His work emphasizes practical applications of sociolinguistic theory in educational contexts.

Tomoko Okunoمشاهده پروفایل

مدرس

• Second Language Acquisition
• L2 Phonology
• Foreign Language Pedagogy
• +۳ مورد دیگر

Dr. Tomoko Okuno is Lecturer IV and Head of the Japanese Program at the University of Michigan. She holds a PhD in Second Language Studies from Michigan State University and teaches First-, Second-, and Third-Year Intensive Japanese courses. Her research investigates second language acquisition processes, particularly L2 phonology and pedagogical approaches to Japanese instruction. Current projects focus on measuring and assessing oral fluency and pronunciation, along with developing pre-writing strategies to enhance student composition skills. Okuno facilitates innovative teaching methods including video conferences connecting Japanese learners with English students in Japan. Her work explores socio-affective dimensions of language learning and the impact of short-term study abroad experiences on language development.

• Applied Linguistics
• World Englishes
• TESOL
• +۳ مورد دیگر

Associate Professor Sunny Boy Mahboob-Brumby is affiliated with the University of Sydney's Faculty of Arts and Social Sciences, Department of Linguistics. He holds a PhD in Linguistics from Indiana University (2003). His research focuses on language policies, World Englishes, and applied linguistics. Mahboob has served as Editor and Associate Editor of TESOL Quarterly and contributes to Linguistics and the Human Sciences . Education: BA (Karachi), MA (Karachi), MA (Indiana), MEd (Sydney), PhD (Indiana). Research Interests: Language variation in global contexts, non-native English speakers in TESOL, multilingual education policies. He critiques colonial legacies in language teaching and advocates for dynamic language proficiency models. Articles Overview: Recent work addresses English medium instruction in Pakistan, non-native teacher identities, and genre pedagogy. His 2021 article linked World Englishes to environmental issues, while 2018 work redefined TESOL pedagogy through dynamic language frameworks. Awards: 2012 National Talent Pool Fellow, 2006 University of Sydney Teaching Award, 2005 APRU Fellowship. Advising/Grants: Supervises research on Chinese language textbooks. Co-edited volumes on GCC education challenges (2017) and spirituality in ELT (2018). Led the SLATE project integrating genre pedagogy with e-learning. Labs/Teams: Involved in the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) initiative, promoting feedback-driven writing development.