John Pierce is a Professor in the Department of English Language and Literature at Queen's University, affiliated with the Faculty of Arts and Science. He previously served as Queen’s Vice-Provost (Teaching and Learning) from 2019-2021 and held leadership roles such as Associate Dean (Studies) in the Faculty of Arts and Science (2001-2010 and 2012-13). His research focuses on Romantic poetry (particularly Blake and Shelley) and late 18th/early 19th-century fiction, with special attention to Amelia Opie's work. Ph.D. in English from the University of Toronto Office: Watson Hall, Room 421 Contact: piercej@queensu.ca | (613) 533-2153 ext. 74407 His publications include critical editions of Amelia Opie's poetry and studies on William Blake's writing practices. Pierce has supervised graduate student Jennifer DeGurse in literary research. His interdisciplinary approach bridges historical analysis with contemporary critical theory, emphasizing the intersection of gender, form, and social context in Romantic-era texts.
Fredrik Olsson is an Associate Professor at Østfold University College, affiliated with the Department of Educational Services and the Section for Pedagogical Development and Learning. He previously held roles at the University of Gothenburg, including Academic Developer and Senior Lecturer in Spanish. His research focuses on decolonial pedagogy, migration literature, and digital literacy integration for refugees. Olsson earned his doctorate in Spanish from Gothenburg University with a thesis analyzing undocumented migration narratives in Latin American novels, which won the 'Nuestra América' 2015 award. He has authored books and numerous articles on topics ranging from transnational migration studies to higher education reform. Notable projects include the OESJ initiative on open education and social justice in South Africa and Sweden. Olsson is also a certified Spanish and English teacher in Swedish secondary schools. Positions: Academic Developer (2018–2023), Lecturer/Senior Lecturer in Spanish (2015–2023) Education: PhD in Spanish (2015), University of Gothenburg Research interests include critical perspectives on teacher education, digital empowerment for marginalized groups, and decolonial approaches to university pedagogy. He has contributed to projects like VitKrit, a decolonial seminar series at Gothenburg University. Recent publications highlight his work on refugee integration in higher education and decolonizing teaching methodologies. His articles often intersect migration studies with literary analysis, exploring themes like transnational identity and border crossings in contemporary narratives.
Pia Koirikivi is an Adjunct Professor and Expert in Pedagogy and Quality at Metropolia University of Applied Sciences. She holds a PhD in Education, is a Docent of Educational Sciences, and has a Master of Theology. Her work focuses on higher education pedagogy, educational development, and the integration of digital tools in teaching. She currently leads the Pedagogy and Quality team and coordinates national Master's networks and thesis process development initiatives. Education Background: PhD in Education (2019), Docent of Educational Sciences (2021), Master of Theology (2015) Her research interests center on sustainable education, AI's pedagogical applications, and youth resilience. She actively contributes to curriculum reforms emphasizing digital competence and sustainability. Language skills include Finnish (native), English (expert), and Spanish (beginner). Publications emphasize educational policy, youth wellbeing, and curriculum innovation. She advocates for flexible learning pathways and international collaboration in education.
Licia Masoni is an Associate Professor in the Department of Education Studies 'Giovanni Maria Bertin' at the University of Bologna. Her research focuses on EFL narrative competence, second language identity, the role of narrative in language acquisition, and the study of folk narratives of the British Isles, including folktales and legends. She teaches English Language on the Primary Teacher Education Course, emphasizing oral narrative and children’s literature as teaching tools for ESL/EFL students. Education background includes a PhD in Literatures, Languages and Cultures (specializing in Scottish Ethnology) from the University of Edinburgh (2007), an MSc by Research in Ethnology (2003, with distinction), and a Laurea in Lingue e Letterature Straniere from the University of Parma (2001). She also holds a Cambridge Certificate of Proficiency in English (CPE, 1996). Her academic activities span international collaborations, including teaching at the University of Edinburgh on oral narrative in primary education and research on Scottish ethnology. She has delivered invited lectures at institutions such as the Rockefeller Foundation's Bellagio Center (2014) and organized training programs for EFL teachers in Italy and abroad. Key awards include the 2005 John Orr Research Award from the University of Edinburgh for work in Romance languages/dialects. Her conference contributions address topics like narrative-based pedagogy, urban legends in language learning, and the intersection of folklore with medical and psychological sciences. Teaching and advising: While no formal student advisees are listed, her extensive teacher training programs indicate strong mentorship roles in EFL pedagogy. Grants and collaborations remain unspecified in the provided texts.
Simon Gibbons is an Associate Professor in English Education at the Centre for Language, Discourse and Communication within the School of Education, Communication & Society. He holds a Doctor of Education from the University of London (2012). His research focuses on the history of the English curriculum, pedagogy, assessment, and teachers' professional life histories, with a particular emphasis on the role of subject associations like the London Association for the Teaching of English (LATE) PhD: Doctor of Education, University of London (2012) His research explores how English education has evolved, including the influence of subject associations on curriculum development. He has received funding for projects enhancing teacher training and web-based educational materials. Recent publications analyze historical figures in English education, neo-liberal policy impacts on subject associations, and teacher education pathways. Key Themes : Curriculum History, Teacher Professionalism, Educational Policy, Pedagogy He has led ESRC-funded projects addressing teacher training disruptions and cross-border education comparisons between England and Scotland. He actively contributes to national education committees, including roles with the National Association for the Teaching of English (NATE) and the English and Media Centre.
Nicholas Andon is a researcher specializing in language education and pedagogical innovation. His work focuses on language teacher expertise, task-based language teaching (TBLT), and the integration of digital tools in language learning environments. He holds a PhD investigating the relationship between second language acquisition theory and classroom practices, particularly in the uptake of task-based approaches. Research Interests: Teacher Education & Development Task-Based Language Teaching (TBLT) Learner Autonomy Strategies ICT in Language Pedagogy Language Materials Design Key Contributions: His 2023 systematic review on teacher education innovation and 2018 study on academic discourse development via online forums highlight his focus on bridging theory and practice in language education. Recent work also addresses challenges in secondary school language teaching and optimal conditions for TBLT in commercial adult education contexts. Professional Engagement: Co-authored 17 peer-reviewed publications Presenter at 19 international conferences Editorial contributor to ELT Journal Member of professional organizations like BAAL and MATSDA Supervised 6 academic works, fostering next-generation language educators through mentorship in research methodologies and pedagogical design.
Haruka Fukazawa is a Professor at Keio University's Faculty of Business and Commerce (Hiyoshi Campus). Her research focuses on theoretical linguistics within the framework of Optimality Theory, examining phonological systems and language acquisition mechanisms from a cognitive science perspective. She holds a Ph.D. in Linguistics from the University of Maryland at College Park (1999) and has taught extensively in Japan and the U.S., including roles at Georgetown University and the University of Maryland. Education: Aoyama Gakuin University (BA, 1987), West Virginia University (MA in Linguistics, 1993), and University of Maryland (Ph.D., 1999). Her research emphasizes articulatory and auditory constraints in phonological theory, with notable work on Japanese adjective acquisition and paradigm uniformity in Optimality Theory. Research Themes include investigating how both auditory and articulatory factors shape phonological systems, and the role of indirect negative evidence in language learning. She has published widely in peer-reviewed journals and conference proceedings, including contributions to Japanese Linguistics and MIT Phonology Circle presentations. Her teaching includes courses like Comprehensive English Seminar and English Listening Seminar.
Leyla Martı is a Professor and Department Chair at Boğaziçi University's Faculty of Education, Department of Linguistics and English Language Education. She holds a Ph.D. in Linguistics and Modern English Language from Lancaster University (2000), an M.A. in English Language Teaching from Çukurova University (1994), and a B.A. in English Language Teaching from the same institution (1991). Her research focuses on intercultural communication, pragmatics, sociolinguistics, and language education, with particular emphasis on cross-cultural comparisons, migration studies, and academic writing practices. Dr. Martı has authored and co-authored numerous publications, including edited volumes and journal articles on topics such as intercultural pedagogy, impoliteness theory, and L2 pragmatics. Her work frequently explores cross-linguistic dynamics in Turkish, German, and English contexts. She has led and contributed to research projects, including the Baden-Württemberg Stiftung-funded initiative on migration and interculturality (2013–2016) and corpus-based studies of academic writing. Her teaching and advising span courses like Cross-Cultural Communication and Research Methods in TEFL. She has supervised over a dozen MA theses and served on numerous thesis juries. Dr. Martı is actively involved in academic organizations such as the European Second Language Association (EUROSLA) and the International Pragmatics Association (iPrA). She also coordinates Erasmus exchange programs and has held visiting scholar roles at institutions including Chemnitz Technical University and the University of Strasbourg.
JuliAnna Ávila is an Associate Professor of English at the University of North Carolina at Charlotte (UNC Charlotte), specializing in digital literacies, critical pedagogy, and John Dewey's educational philosophy. She holds a Ph.D. in Language, Literacy & Socio-Cultural Studies in Education from the University of California, Berkeley, and a B.A. in English Literature (summa cum laude) from the University of Redlands. Her work emphasizes boundary-crossing practices in literacy education and the intersection of technology with critical theory. Education: M.Sc. (in progress), University of Edinburgh Ph.D. (2007), University of California, Berkeley M.A. (2002), University of California, Berkeley B.A. (1997), University of Redlands Her research focuses on digital literacies, critical literacies, and Deweyan approaches to education. She has authored and edited influential books such as Critical Digital Literacies: Boundary-Crossing Practices (2021) and co-edited volumes on Dewey's theories in modern education. Her recent articles explore technofeminist pedagogies, standardized testing critiques, and Dewey's philosophy in contemporary contexts. Ávila’s awards include the Divergent Book Award (2023) and the Edward B. Fry Book Award (2014). She actively contributes to academic discourse through journal editorships, including Journal of School & Society (2023) and English Teaching: Practice and Critique (2020). Her courses span digital literacies, multicultural literature, and writing pedagogy. Professional Activities: Co-editor, Journal of School & Society Presenter at international conferences (e.g., National Association for Media Literacy Education) Course instructor for Teaching as Transformation and Digital Literacies Studies
Clay Beckner is an Associate Professor in Applied Linguistics at the University of Warwick. His research focuses on experimental psycholinguistics, morphosyntax, mechanisms of language change, iterated learning, and complex systems from a usage-based perspective. He holds a Ph.D. from the University of New Mexico (2013), where his thesis explored dynamic mental lexicon through experiments on multi-word 'prefabs'. From 2013-2018, he worked at the New Zealand Institute of Language, Brain & Behaviour, studying interspeaker alignment, iterated learning, and human-machine interaction. Recent work examines non-Māori speakers' implicit knowledge of Māori sound patterns through experimental studies in New Zealand. His research interests include the interplay between language usage and structure across lifespans, diachronic processes, and social influences on linguistic systems. Key contributions address lexical representation, morphological variation, and the role of ambient exposure in language knowledge. He has collaborated extensively on projects involving iterated learning tasks, human-robot interaction, and cross-linguistic attractor dynamics. Award details: No specific awards mentioned in the text. Grants and advising: No explicit grant details provided. No listed advisees/students. His work often involves interdisciplinary teams, including studies with robots and cross-cultural language experiments. Labs/Teams: Affiliated with the University of Warwick's Applied Linguistics program and previously the New Zealand Institute of Language, Brain & Behaviour.
Neil Murray is a Professor of Applied Linguistics at the University of Warwick's Centre for Applied Linguistics. With 30 years of international experience in Japan, Australia, and the UK, he specializes in English-medium higher education, academic literacy, and language policy. He holds a PhD from the University of Cambridge (1996) under Henry Widdowson. His research focuses on post-enrolment English assessments, widening participation strategies, and pragmatic competence development in global contexts. Key contributions include conceptualizing decentralized English language support models and leading projects on non-traditional student retention. His work spans over 80 publications in journals like TESOL Quarterly and Language Teaching Research . Current grants include British Council-funded projects on teacher professional development in China. He has held roles such as Head of Language and Literacy at the University of South Australia and Programme Director at King's College London. His teaching includes MA/BA modules in applied linguistics and ELT methodologies. Research trends emphasize digital communication dynamics, pragmatic competence in EFL contexts, and equity-focused language policies. Major grants include a 2022-2023 project on sustainable teacher development in Yunnan Province and a 2019 study on IELTS admissions criteria. His lab teams focus on Asia-Pacific language education ecologies and pedagogical innovation.
Prof. Julia Kühn holds the Chair in Modern English Literature and Culture at the University of Groningen's Faculty of Arts and serves as Co-Director of the Research Centre for Arts in Society (AiS). Formerly a Professor at the University of Hong Kong (2016-2024), she previously held roles including Associate Dean (Teaching and Learning) and Head of School. Her research focuses on 19th-century British literature, travel writing (particularly China/Hong Kong), gender studies, and Anglo-German cultural relations. Key works include studies on Marie Corelli, colonial writing, and travel theory. She earned Master's degrees from Bonn and Oxford Universities, a PhD from Birkbeck College (London), and a Habilitation from Bamberg University. Her editorial roles include Co-Editor of the Journal of Victorian Culture and the English section of Archiv für das Studium der Neueren Sprachen und Literaturen . She co-founded COEDA, an Asian English Departments network, and contributed to Hong Kong's International Literary Festival and the Asian Literary Prize. Awards include Fellow (2019) and Senior Fellow (2018). Teaching includes courses on Jane Austen, Victorian literature, and Literary London history. Recent publications explore colonial travel narratives, affective realism, and cross-cultural exchanges in 19th-century texts. Her work bridges literary analysis with historical and cultural contexts, emphasizing marginalized voices and transnational connections.
Dr. Dobrochna Futro is a Lecturer in Education at the School of Education, University of Glasgow . Her research focuses on multilingualism, translanguaging, and art-based inquiry, particularly in multilingual and migratory contexts. She explores creative methods of pedagogy and participatory research, collaborating with educators and artists globally. Dr. Futro co-leads the ELINET Language Education and Multilingualism strand and the ENROPE Language Teachers Development SIG , and convenes a cross-university Multilingualism Reading Group. Her work emphasizes the transformative potential of art in language education, including projects in Scotland, Poland, and Vietnam. She has developed CPD courses and teaching resources, such as Arts-based Language Learning: A Resource Book (2023). Dr. Futro has secured grants from institutions like the British Council and GKE Flexible Fund Award, supporting initiatives like Teaching English Multilingually through Art . She also teaches courses such as Language Learning for Children with English as an Additional Language and Which English: Sociolinguistics and Language Teaching . Her research and outreach include workshops on multilingualism and art, such as Polish through Art in Multilingual Scotland , and collaborations with organizations like Bilingualism Matters. Dr. Futro is actively involved in supervising doctoral students focusing on multilingual education and creative research methodologies.
Jennifer Farrar is a Senior Lecturer (Pedagogy, Praxis & Faith) in the School of Education at the University of Glasgow, where she serves as the Director for Initial Teacher Education and Undergraduate. With an ESRC-funded doctoral background from the University of Glasgow (2017), she specializes in children's literature and literacies, bringing prior experience as a secondary English teacher in London and Edinburgh, as well as education journalism in London. Her research interests span critical literacy, children's literature, non-fiction, metafiction, family literacies and home-school relationships, pedagogies for literacy teaching, picturebooks, and initial teacher education. She is actively researching student teachers' knowledge of children's literature and working to raise Scottish teacher and policymaker awareness of critical literacy's potential in classrooms. Her work demonstrates a consistent focus on how children's literature can be used to develop critical thinking and literacy skills across educational contexts. Her extensive publication record shows a clear progression from her doctoral work on metafiction in picturebooks toward broader applications of critical literacy in teacher education and curriculum development. Recent publications increasingly address international comparative perspectives on children's literature in teacher education, visual literacy, and the role of critical literacy in addressing social issues. She has developed significant expertise in applying children's literature to contemporary educational challenges, including multicultural education and digital literacy. 2013: Winner, William Boyd Prize for Education (University of Glasgow) 2018: Winner, Estelle Brisard Prize for Early Career Researcher (Scottish Educational Research Association) 2019: Highly commended (BERA Doctoral Thesis Prize) 2021: Winner, Outstanding Contribution to Teaching (University of Glasgow Student Teaching Awards) 2021: Winner, College of Social Sciences Team award, Children's Literature and Literacies (University of Glasgow Teaching Excellence Awards) As an educator, she teaches across undergraduate and postgraduate courses including Language and Literacy, Children's Literature electives, Culture Arts and the Humanities, and Texts for Children and Young People. She supervises numerous doctoral students working on diverse topics related to children's literature and literacy education, with research spanning multicultural literature, multimodal assessment, and international perspectives on children's reading. Her editorial work with Literacy and Literacy Research journals demonstrates her commitment to advancing scholarship in the field. She has been instrumental in developing research projects including 'Developing Politically Literate Young Citizens in Scottish Education' funded by the Gordon Cook Foundation, and has contributed to significant curriculum development initiatives in Wales. Her work bridges academic research with practical classroom applications, particularly through her focus on how teachers can effectively incorporate children's literature into their pedagogy.
Nicholas M Ferdinandt serves as a Professor of Practice with dual affiliations in the Graduate Interdisciplinary Program in Second Language Acquisition & Teaching and the Department of Public & Applied Humanities within the University of Arizona's College of Humanities, leveraging extensive leadership experience in language education programs across international contexts. His academic credentials include: EdD in Educational Leadership, University of St. Thomas, Minnesota MA in Slavic Languages and Literatures, The Ohio State University BA in Russian, University of St. Thomas, Minnesota Dr. Ferdinandt's scholarly focus centers on language program evaluation methodologies, intercultural competency frameworks, leadership development for cross-cultural environments, and narrative analysis of myth as societal constructs. His interdisciplinary approach bridges humanities theory with practical language education applications, evident in courses exploring outdoor experiential learning, cultural interpretations of hunting practices, and philosophical examinations of community wellbeing. As former director of the Center for English as a Second Language (2017-2020), he established the University Track Pathway program and brings global teaching experience from the United States, Brazil, and Mexico to his current instructional role in intercultural competence development.
