جست‌وجوی استاد و پژوهشگر

• Second Language Acquisition
• First Language Attrition
• Neurolinguistics
• +۳ مورد دیگر

Ayşe Gürel is a full professor at the Department of Foreign Language Education, Boğaziçi University, Istanbul. She holds a Ph.D. in Linguistics from McGill University, Canada, and specializes in second language acquisition (SLA), first language attrition, neurolinguistics, and bilingualism. Her research focuses on morphosyntactic features in Turkish and English, neuro- and psycho-linguistic aspects of language acquisition/loss, and heritage language development. She has authored/co-authored over 70 publications, including books and journal articles in top-tier venues like Second Language Research and Linguistic Approaches to Bilingualism . Education: Ph.D. in Linguistics, McGill University, Canada (2002) M.A. in English Language Teaching, Boğaziçi University (1996) B.A. in Foreign Language Education, Boğaziçi University (1992) Research Interests: She investigates SLA of Turkish as a heritage language, morphological processing in bilinguals, aphasia in multilingual populations, and the role of memory systems in language acquisition. Recent work includes an edited volume on Second Language Acquisition of Turkish (John Benjamins, 2016) and studies on compound processing in L2 learners. Awards: TÜBİTAK 2008 Incentive Award TÜBA-GEBİP Distinguished Young Scientists Award (2006) Boğaziçi University Excellence in Research Award (2004) Advising & Grants: She has supervised 16+ theses (PhD/MA) and led projects funded by TÜBİTAK, Boğaziçi University, and DAAD. Her work includes studies on morphological priming effects and psycholinguistic aspects of SLA. Labs/Teams: Collaborates with the Potsdam Research Institute for Multilingualism (Germany) and the Boğaziçi University Neurocognitive Lab. Active in editorial roles for Second Language Research and Linguistic Approaches to Bilingualism .

Roberta Spelorziمشاهده پروفایل

مدرس

• Bilingualism
• Language Attrition
• Second Language Acquisition
• +۳ مورد دیگر

Roberta Spelorzi is a Lecturer and PhD candidate in Linguistics and English Language at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. Her research focuses on bilingualism across the lifespan, specifically language attrition and second language acquisition, with a psycholinguistic approach examining populations like attriters and heritage speakers. She holds an Associate Fellowship of the Higher Education Academy (AFHEA) and is completing a PGCert in Academic Practice. Teaching roles include undergraduate courses at the School of Philosophy, Psychology & Language Sciences (Second Language Acquisition, First Language Acquisition) and School of Literatures, Languages and Cultures (Italian 1). She has also been a Teaching Fellow in Italian at the Centre for Open Learning since 2017. Her work with Bilingualism Matters Centre emphasizes public engagement through workshops on multilingualism. Research interests center on the interplay between first language attrition and second language acquisition, using experimental methods to study Italian and English speakers. Key areas include heritage language maintenance, generational attrition, and multilingual classroom dynamics. Recent conference contributions highlight her exploration of clitic pronoun production in heritage speakers and language transmission patterns. Her teaching and research emphasize inclusive pedagogy, particularly in hybrid settings, and bridge cognitive, sociocultural, and sociolinguistic perspectives to enhance bilingual education. She collaborates with Prof. Antonella Sorace and Dr. Patrick Sturt, contributing to both academic and community-oriented projects.

• Second Language Acquisition
• First Language Attrition
• Neurolinguistics
• +۵ مورد دیگر

Ayşe Gürel is a full professor at the Department of Foreign Language Education, Faculty of Education, Boğaziçi University, Istanbul. She holds a Ph.D. in Linguistics from McGill University (2002) and has held visiting positions at the University of Illinois and Potsdam University. Her research focuses on second language acquisition (SLA), first language attrition, neurolinguistics, and bilingualism, with a particular emphasis on Turkish as an L2/heritage language. She has authored/edited over 80 peer-reviewed articles, book chapters, and a monograph on L2 Turkish acquisition (John Benjamins, 2016). Education: Ph.D. (McGill, 2002); M.A. & B.A. (Boğaziçi, 1996/1992). She teaches advanced courses on SLA theories, psycholinguistics, and neurolinguistics. Her work bridges theoretical linguistics and applied research, addressing morphosyntactic processing, bilingual mental lexicon, and SLA pedagogy. She has directed 17 theses and secured funding from TÜBİTAK and Boğaziçi’s research councils. Research interests span morphological processing in L2 learners, aphasia in bilinguals, and memory-language interactions. Her recent work examines compound processing in Turkish-English bilinguals and the neurolinguistic basis of attrition. She serves on editorial boards for Second Language Research and Linguistic Approaches to Bilingualism . Awardees of major honors include the TÜBİTAK Incentive Award (2008) and TÜBA-GEBİP distinction (2006). Her administrative roles include Vice-Provost for Academic Affairs (2019-21) and Department Chair (2017-20). She has presented over 80 conference papers globally, including keynote addresses at the University of Toronto and Indiana University.

• Language Acquisition
• Bilingualism
• Spanish Linguistics
• +۲ مورد دیگر

Dr. Anahi Alba de la Fuente serves as an Associate Professor at Université de Montréal's Department of Literatures and Languages of the World. Her research focuses on language acquisition patterns, particularly in Spanish as a first and second language, examining bilingualism through psycholinguistic and sociolinguistic frameworks. She investigates morphosyntactic development across learner profiles including heritage speakers and L2/L3 learners. Her work explores critical intersections between theoretical linguistics and applied pedagogy, addressing how linguistic risk perception influences language teaching methodologies. Research employs experimental and corpus-based approaches to analyze tense/aspect systems, gender assignment, and relative clause structures across Romance languages. Awarded the 2020 Teaching Excellence Prize, Dr. Alba de la Fuente maintains active collaborations through ResearchGate and Google Scholar. Current projects examine heritage language maintenance in Montreal's multilingual context and pedagogical interventions for advanced Spanish learners.

• First language acquisition
• Second/third language acquisition
• Bilingual and multilingualism
• +۷ مورد دیگر

Marit Westergaard is a Professor of English Linguistics at UiT The Arctic University of Norway, affiliated with the Department of Language and Culture. She holds a dual role as Secretary General of The Norwegian Academy of Science and Letters and leads research at the Center for Language, Brain & Learning (C-LaBL), a Trond Mohn Foundation-funded initiative focusing on multilingualism and language acquisition. Her work spans first, second/third, and bilingual language acquisition, with specializations in syntax, grammatical gender, and heritage languages. Research Interests include: syntax (word order, possessive constructions), language attrition, and diachronic change, particularly in Norwegian dialects. She explores multilingualism through projects like AcqVA (Acquisition, Variation & Attrition) and MiMS (Microvariation in Multilingual Acquisition & Attrition Situations). Her recent work emphasizes cross-linguistic influence (CLI) in L3 acquisition, using experimental methods (eye-tracking, behavioral studies). Key contributions include the 'Linguistic Proximity Model' and 'Micro-cue Model', explaining how multilingual grammars interact. Active in labs like PoLaR (Psycholinguistics of Language Representation) and AcqVA Aurora, she also runs public-facing initiatives like Flere språk til flere. Grant involvement includes the RCN-funded MuMiN (Multilingual Minds) and international collaborations (EEA Norway grants, MSCA projects). Her 2025 publications address CLI in artificial languages, gender loss in Oslo dialects, and trilingual processing in children. Ongoing projects investigate structural similarity effects and heritage language attrition.

• Comparative Linguistics
• Syntax
• Pragmatics
• +۸ مورد دیگر

Professor Kristine Bentzen holds a position in Nordic Linguistics at UiT The Arctic University of Norway's Department of Language and Culture. Her affiliations include the AcqVA research group (Acquisition, Variation & Attrition) and involvement in projects like DASAGO (North Sami Child Language Acquisition). Her research focuses on comparative linguistics, syntax, pragmatics, and language revitalization, particularly in Sami languages. She has led projects funded by the Research Council of Norway and developed tools like the MacArthur-Bates CDI adapted to North Sami. Her work emphasizes multilingualism, child language acquisition, and the interplay between syntax and information structure. Recent studies investigate Sami language transmission across generations and the role of parental language input. She teaches Nordic linguistics, multilingualism, and Sami languages at undergraduate and postgraduate levels, including speech therapy programs. Collaborations include projects on Arctic childhood development (SamBa) and North Germanic child language syntax. Key contributions include publications on object shift in Scandinavian languages, North Sami word order variation, and bilingualism in Sami families. Her involvement in the DASAGO project (2011–2017) established a corpus of North Sami-speaking children and explored grammatical phenomena in Indigenous languages. She is currently pursuing a master's in speech therapy, aiming to bridge linguistics and clinical practice. Professional activities include podcast appearances (e.g., NRK's Språksnakk) and advisory roles in language revitalization initiatives. Her research integrates theoretical syntax with sociolinguistic applications, addressing both academic and community-driven language preservation goals.

• Teacher preparation
• Teacher development
• Teacher retention
• +۱ مورد دیگر

Jason Miller, Ph.D., serves as Associate Professor of Education within Eastern Kentucky University's College of Education and Applied Human Science. His scholarly work centers on critical challenges in teacher development, particularly examining retention mechanisms through the lens of person-organization fit and environmental alignment in educational settings. Dr. Miller's educational background includes a Ph.D. from the University of Virginia's Curry School of Education, an M.P.P. from Vanderbilt University's Peabody College, an M.S. in Education from the University of Rochester's Warner School of Education, and a B.A. from the State University at Albany, New York. His research program systematically investigates how teacher-environment fit influences career persistence, with particular attention to elementary education contexts. Current projects analyze the interplay between colleague relationships, grade-level assignments, and instructional feedback mechanisms in shaping early-career teacher experiences. This work bridges organizational psychology with practical teacher preparation concerns, offering actionable insights for school administrators and teacher education programs. Publication trends from 2020-2024 reveal deepening exploration of fit dynamics, with increasing methodological sophistication in analyzing retention predictors. His work consistently addresses real-world educational challenges while contributing to theoretical frameworks in teacher development literature. Recent accolades include: EKU College of Education and Applied Human Science Faculty Excellence in Service Award (2023-2024) EKU Professional Education Services Outstanding Faculty Collaborator (2023-2024) EKU Faculty Center for Teaching and Learning Inclusive Excellence Faculty Award (2022-2023) Dr. Miller maintains active service commitments within EKU's educational ecosystem, collaborating closely with Professional Education Services and contributing to inclusive teaching initiatives. His multi-institutional publications suggest ongoing external partnerships, though specific grant details aren't provided in available materials. Current research appears supported through university channels and professional association networks. While no dedicated research laboratory is referenced, Dr. Miller's work is embedded within EKU's College of Education and Applied Human Science infrastructure, leveraging university resources for data collection and analysis. His projects typically involve collaborative teams examining teacher retention metrics and preparation program effectiveness across diverse educational settings.

• English Language Learners
• Bilingualism
• Language Maintenance
• +۴ مورد دیگر

Melissa Latham Keh is faculty in the Special Education Department at Bridgewater State University. Her academic work focuses on supporting English language learners through research on bilingualism, language maintenance and shift, and reading assessment methodologies. Prior to 2016, she was affiliated with the Special Education and Communication Disorders Department before it split into two separate departments. Dr. Keh's research takes an asset-based perspective on multilingual students, examining how linguistic diversity impacts educational outcomes. Her work spans several key areas including miscue analysis for evaluating English learners' reading patterns, language maintenance across the lifespan, and effective assessment methods for ESL teacher candidates. She has published extensively on how educators can better support students with diverse linguistic backgrounds. Her publications from 2015-2018 reveal consistent focus on practical applications for classroom teachers, with particular attention to distinguishing between language acquisition challenges and actual reading difficulties. Dr. Keh's work helps educators develop more effective strategies for teaching English language learners while honoring their linguistic backgrounds. Dr. Keh has collaborated with colleagues including Saskia Stoessel and Emily Spitzman on various research projects. Her plenary presentation on work-life balance at BSU demonstrates her engagement with broader academic issues beyond her immediate research specialty. Her research has practical implications for teacher preparation programs, classroom assessment practices, and educational policies affecting multilingual students. Dr. Keh's work provides valuable insights for educators seeking to implement more equitable and effective practices for English language learners.

Gavin Mensah-Cokerمشاهده پروفایل

دانشیار

• English as a Lingua Franca
• Language Testing
• Specific Learning Differences
• +۳ مورد دیگر

Gavin Mensah-Coker is an Associate Professor in English Language at the University of Sussex's School of Media, Arts and Humanities, where he serves as Joint Head of the Department of Language Studies. He directs teaching for the Central Foundation Year Programme and chairs the university's BlackAtSussex initiative. His external roles include External Examiner for London Metropolitan University and committee membership for the Charleston Trust's Equality, Diversity & Inclusion initiatives. His research focuses on: English as a Lingua Franca and language testing methodologies Support systems for students with Specific Learning Differences (SpLDs) Intersectional analysis of educational disparities affecting BAME students Neurodiversity disclosure patterns among international students Black intellectual history and institutional representation He leads workshops nationwide on inclusive pedagogy and international student experiences. Publication analysis reveals consistent focus on educational equity across three decades: early work (1999-2003) examined disability inclusion and social policy; contemporary research (2022-2024) addresses neurodiversity, racial equity, and decolonizing curricula. Recent outputs demonstrate strong emphasis on practical interventions for inclusive education. Awards & Honors: Richard Titmuss Prize for MSc in Social Policy and Planning (LSE) Fellow of the Higher Education Academy Level 5 Awards in Supporting Adults with Dyslexia (Dyslexia Action) He supervises graduate researchers and co-supervised a Junior Research Associate project establishing Sussex's first Black Studies library collection. Professional activities include examining for Trinity College London, Mental Health First Aid certification, and developing university-wide neurodiversity support frameworks.