جستجوی استاد راهنمای دانشگاهی

Mohammad T. Alhawaryمشاهده پروفایل

استاد

• Arabic Second Language Acquisition
• Arabic Language Pedagogy
• Bilingualism
• +۹ مورد دیگر

Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.

Niclas Abrahamssonمشاهده پروفایل

استاد

• Second Language Acquisition (SLA)
• Bilingualism Research
• Phonetics and Phonology
• +۷ مورد دیگر

Niclas Abrahamsson is a Professor of Swedish as a Second Language at Stockholm University, where he also serves as the Director of the Centre for Research on Bilingualism . His research focuses on second language acquisition (SLA) , bilingualism , and phonological/phonetic development , particularly through the lens of age of acquisition and critical periods . He leads the MOB (Meta-research on Bilingualism) group, analyzing trends in bilingualism research and Swedish as a Second Language. PhD in Bilingualism (2001, Stockholm University) BA in Linguistics, Phonetics, and Psychology (1993) His research explores how age of onset and language aptitude influence nativelike attainment in L2 speakers, with a focus on voice onset time (VOT) analysis, neural constraints , and lexical deficits in bilinguals. His recent studies challenge the notion that bilingualism inherently causes linguistic costs, attributing observed deficits instead to second language acquisition processes. Abrahamsson has secured major grants from the Swedish Research Council (VR) , Bank of Sweden Tercentenary Foundation (RJ) , and Byggmästare Olle Engqvists Stiftelse . He supervises PhD students working on topics like Swedish compounding acquisition , language-dependent memory , and foreign accented speech perception . He teaches SLA, bilingual development, and psycholinguistics at all academic levels. Key Awards : VR Grant 2016-01630, RJ Sabbatical Grant SAB16-0051:1, Byggmästare Olle Engqvists Stiftelse Grant 200-0676 Abrahamsson's work frequently employs ERP studies and meta-analyses , emphasizing methodological rigor. He collaborates with institutions like the Multilingualism Lab and has contributed to foundational theories in critical period hypothesis and language aptitude research.

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.

Sadam Issaمشاهده پروفایل

دانشیار

• Arabic Studies
• Political Cartoons
• Discourse Analysis
• +۴ مورد دیگر

Sadam Issa serves as Associate Professor of Arabic Studies within Michigan State University's Department of Linguistics, Languages, and Cultures (College of Arts & Letters). He teaches comprehensive Arabic language sequences from first-year through fourth-year levels, alongside specialized courses in Arabic society, literature, media, and Levantine dialects, while directing MSU's Arabic Study Abroad Program in Amman, Jordan. As a certified Oral Proficiency Interviewer (ACTFL), he actively advances language assessment standards. His research integrates discourse analysis, sociolinguistics, and visual rhetoric with language pedagogy, prominently featuring Arabic political cartoons—currently the subject of a book project—and comics-based instructional methods. Investigations span classroom anxiety, technology-enhanced learning, politeness strategies in Jordanian advertisements, and revolutionary folk music, revealing consistent focus on sociocultural dimensions of Arabic communication. Recent publications demonstrate interdisciplinary convergence: visual media (political cartoons/comics) increasingly informs language education research, while sociolinguistic analyses of Arabic media evolve toward comparative cultural studies, particularly regarding conflict representation and religious discourse. Scientific recognition includes: Open Educational Resources (OER) Leadership Awards (Michigan State University, 2021) Honor Instruction Award (Michigan State University, 2021) Fulbright Foreign Language Teaching Assistant (U.S. Department of State, 2006-2007) Issa pioneers curriculum innovation through OER textbooks for first/second-semester Arabic and hybrid learning models, receiving institutional awards for educational leadership. His study abroad program and OPI certification underscore commitment to experiential learning and proficiency-based assessment.

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.

Edna Andrewsمشاهده پروفایل

استاد

• Cognitive Neuroscience
• Linguistics
• Semiotics
• +۷ مورد دیگر

Edna Andrews is the Nancy & Jeffrey Marcus Distinguished Professor of Slavic and Eurasian Studies and Professor of Linguistics and Cultural Anthropology at Duke University. She serves as Director of the Program in Linguistics, Director of Undergraduate Studies in the Linguistics Program, and Director of FOCUS, Duke's signature first-year seminar program. Her interdisciplinary work bridges Slavic studies, linguistics, anthropology, and cognitive neuroscience. Dr. Andrews earned her Ph.D. from Indiana University at Bloomington in 1984 and holds an honorary doctorate from St. Petersburg State University (Russia). Her academic journey has evolved from traditional Slavic linguistics to pioneering work at the intersection of language and brain sciences, reflecting her commitment to interdisciplinary scholarship. Professor Andrews' research focuses on cognitive neuroscience and multilingualism, semiotics (particularly Peircean and Lotmanian theories), and the neural basis of language processing. Her work examines how the brain processes multiple languages, the relationship between music and language cognition, and the semiotic foundations of linguistic structures. She has pioneered longitudinal fMRI studies of second language acquisition, challenging traditional linguistic models that often overlook the multilingual reality of most humans. Her research program has produced significant insights into how multilingualism affects brain structure and function, with implications for education, cognitive aging, and language rehabilitation. Andrews' work uniquely integrates theoretical linguistics with empirical neuroscience, creating a more comprehensive understanding of human language as situated within cultural and biological contexts. University Scholar/Teacher Award (2013) Richard Lublin Teaching Award Through her leadership of the Slavic & Eurasian Language Resource Center and numerous federally-funded grants from the U.S. Department of Education, Professor Andrews has secured significant research funding to advance understanding of language acquisition and multilingualism. Her collaborative approach brings together linguists, neuroscientists, anthropologists, and educators to tackle complex questions about language and the brain. Professor Andrews leads research teams through the Duke Institute for Brain Sciences and has developed innovative programs like Duke Intense Global (DIG), which combines intensive language training with neuroscience research. Her work with the Bass Connections in Brain & Society Research Team fosters interdisciplinary collaboration among students and faculty across multiple departments.

• Second Language Acquisition
• Instructed Second Language Acquisition (ISLA)
• Bilingual Education
• +۳ مورد دیگر

Carola Goldenberg is an Instructor of Spanish at George Washington University, where she has been teaching and coordinating Spanish courses since 2014. Her work has been recognized with a runner-up position for the Bender Teaching Award in 2019. Prior to this, she held prominent roles in corporate and government language training across Europe, including designing multilingual curriculum for EU institutions such as the European Commission and European Parliament. She specializes in instructed second language acquisition (ISLA), focusing on the role of first language influence, mental lexicon development, and task-based methodologies in language learning. Dr. Goldenberg holds a degree from Emilio Stevanovitch’s Interpreters’ School in Argentina, followed by a Master of Arts in Bilingual Translation from the University of Westminster (UK) and a Master of Arts in Applied Linguistics and Foreign Language Teaching from the University of Nottingham (UK). She has co-authored the 4th edition of the textbook Gente , a task-based Spanish curriculum resource widely used in elementary to intermediate language education. Her research findings have been published in peer-reviewed journals and presented at international conferences such as the American Association of Applied Linguistics (AAAL) and the Second Language Research Forum (SLRF). She has also led global recruitment and training initiatives for language instructors under EU agencies, demonstrating expertise in large-scale educational program development.

• 18th Century French Literature
• Franco-Scottish Enlightenment
• Spatial Theories
• +۴ مورد دیگر

Dr. Elodie Tantet is an Instructional Assistant Professor of French in the Department of Modern Languages at the University of Mississippi and serves as Director of the Basic French Program. She holds a Ph.D. in French from Washington University in St. Louis (2023), an M.A. in French from the University of Memphis, and dual degrees (B.A. in Linguistics, M.A. in French as a Foreign/Second Language) from Université Lumière II in Lyon, France. Research Focus Her scholarship bridges literary analysis, pedagogical theory, and historical inquiry, with emphasis on: Enlightenment Studies : 18th-century French literature, Franco-Scottish intellectual networks, and esoterism Linguistic Applications : Second language acquisition methodologies and French linguistics Performance Theory : Spatial dynamics in socio-cultural expressions Awards and Honors Isom Fellowship (2025-2027) for gender studies research Dean's Award for Teaching Excellence (2022) Elizabeth Schreiber Teaching Award (2020) Educational Leadership She teaches courses spanning elementary French to graduate linguistics, including FR 111 (Intensive Elementary French), FR 303/304 (Conversation/Composition), and FR 575 (Applied Linguistics). She integrates mental health advocacy into pedagogy, certified as a Mental Health First Aider since 2022.

Alan Seamanمشاهده پروفایل

استاد

• TESOL
• Applied Linguistics
• Bilingual Education
• +۴ مورد دیگر

Alan Seaman is Professor of TESOL and Director of TESOL and Intercultural Studies at Wheaton College Graduate School, where he has been a faculty member since 1993. He designed and directs the M.A. in TESOL and Intercultural Studies, undergraduate ESL/Bilingual Education endorsements, and a TEFL certificate program. He pioneered Wheaton's first fully online degree program. His expertise includes bilingual education research, language assessment, and curriculum design. Education: Ph.D., English Education/TESOL, University of Virginia M.Ed., English Education, University of Virginia M.A., English, University of Virginia B.A., English and Fine Arts, College of William and Mary Seaman's research focuses on second language writing processes, history of English teaching in Asia, and best practices for teaching English skills. Current projects analyze teaching methodologies for children in bilingual schools globally, with comparative studies in Indonesia and Colombia. His collaborative work spans second language assessment, ESL program models, and materials development. His publications emphasize practical TESOL applications, including program evaluation, materials development, and classroom strategies for diverse learners. Recent works feature international education contexts and innovative curriculum design, with significant contributions as senior editor of the 'Passport to Adventure' textbook series. Seaman has secured grants for projects like the U.S. State Department-funded Mindanao English Language Enhancement Project. He advises graduate students in Wheaton's MA program and leads the 'Passport to Adventure' initiative, coordinating teams of graduate assistants, musicians, and artists to develop EFL resources for global Christian schools.

• First Language Acquisition
• Developmental Language Disorder (DLD)
• Second Language Acquisition
• +۵ مورد دیگر

Dr. Elena Tribushinina is an Associate Professor at Utrecht University's Department of Languages, Literature and Communication , affiliated with the Institute for Language Sciences . Her expertise spans Child Multilingualism , Developmental Language Disorders , and Foreign Language Pedagogy , with a focus on educational interventions and cognitive mechanisms in language acquisition. Research Themes : Language Acquisition, Processing, and Disorders; Dynamics of Youth (DoY). Teaching : Courses in English Language and Culture (BA/MA), Multilingualism, and Topics in Language Acquisition. Her research investigates how bilingualism and language disorders interact in foreign language learning, using eye-tracking and intervention studies to differentiate between bilingual and DLD profiles. Recent projects include CodeTaal App for DLD children and support for Ukrainian refugee pupils. Key publication trends (2022–2025) reveal a focus on bilingual advantages , cross-linguistic transfer , connectives in discourse , and explicit instruction strategies for learners with DLD or dyslexia. She collaborates with institutions in Alberta , Antwerp , and Russia . She leads the research group Language Acquisition, Processing and Disorders and serves as Associate Editor for the Journal of Child Language . Her methodological toolkit includes eye-tracking , longitudinal studies , and meta-analyses of pedagogical interventions.

• Multilingualism
• Home Languages in English Language Teaching
• Translingualism
• +۵ مورد دیگر

Georgios Neokleous is a Professor in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), specializing in multilingualism and English language teaching. He earned his PhD in Educational Sciences from Saint Louis University (2014) with a focus on home languages in multilingual education. Research Interests: Multilingualism, translanguaging, literacy instruction, assessment, and digital literacies in English language education. Publications: Over 15 peer-reviewed articles and chapters on multilingual teaching, teacher attitudes, and classroom practices. Education: PhD in Educational Sciences (2014), Saint Louis University.

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.

Monika Schmidمشاهده پروفایل

استاد

• Neurolinguistics
• Language Attrition
• Language Acquisition
• +۴ مورد دیگر

Monika Schmid is a current Professor of Linguistics and Head of Department at the University of York , previously holding professorial roles at the University of Essex (2013-2021) and the University of Groningen (2010-2015). Her research focuses on Language Attrition , Bilingualism , and Neurolinguistics , with recent work examining cognitive impacts of bilingualism and age-related factors in language stability. PhD in English Linguistics, University of Duesseldorf (2000) Key funded projects: AHRC (2020), Royal Society (2017), ESRC grants (2014-2015) Her publications and grants highlight interdisciplinary approaches to language attrition, integrating ERP studies, eye-tracking, and quantitative methods. She has supervised over a dozen PhD students in language development, including Julia Heimann and Concepcion Soto Garcia Melendez. Elected to the Young Academy of the Netherlands (2005) Recipient of NWO Veni (2004) and Vici (2010) awards

• Second Language Acquisition
• Psycholinguistics
• Cognitive Linguistics
• +۱۳ مورد دیگر

Cyrille GRANGET is a Professor in the Department of Language Sciences at Toulouse Jean Jaurès University (UT2J), where he also serves as Director of the NeuroPsychoLinguistics Laboratory (LNPL, UR4156). He is actively involved in academic governance, holding elected positions in the Departmental Council of Language Sciences, the CLESCO Doctoral School Council, and the Qualified Scientific College (CSQ). He is also the Educational Coordinator for International Relations and outgoing mobility in Language Sciences. His research lies at the intersection of linguistics, cognition, and education, with a strong focus on second and third language acquisition. Key interests include: Linguistic and cognitive representation of events in L2 Inflectional verbal morphology in L2 French Effects of orthography and metrical structure on pronunciation Role of context, prior languages, and literacy in language learning Sociolinguistic variation and critical appropriation of dominant varieties Language acquisition among migrant populations His recent publications reflect a multidisciplinary approach combining psycholinguistic experiments (eye-tracking), computational modeling, and sociolinguistic fieldwork. He frequently collaborates across languages including French, German, Japanese, Spanish, Arabic, and Portuguese, often in educational or migratory contexts. His work is published in journals such as Languages , Education Sciences , and Revue Romane , and presented at major conferences like EuroSLA and CMLF. Scientific contributions and service include: Member of the editorial board of Langage, Interaction, Acquisition (LIA) Member of the office of the Thematic Network Recherche en Acquisition des Langues Secondes (RéAL2) Participant in the Toulouse Political Ecology Workshop (Atecopol) Supervision of multiple research projects and students in linguistics and language education He is deeply committed to inclusive language education, particularly for newly arrived migrant adolescents, and integrates theoretical linguistics with practical pedagogical applications. His leadership in LNPL and involvement in national research networks underscore his significant role in advancing psycholinguistic and sociolinguistic research in France.

• Second Language Acquisition
• L2 Writing
• French as a Foreign Language (FLE)
• +۱۲ مورد دیگر

Cecilia Gunnarsson is an Associate Professor in Language Sciences at the University of Toulouse Jean Jaurès, affiliated with the NeuroPsychoLinguistics Laboratory (LNPL) and the Department of French as a Foreign Language Studies (DEFLE). She holds leadership roles as Axis 2 Manager in URI Octogone Lordat, Head of the Master's in French and Francophone Studies (DEFLE), and Co-Director of the Master's in Teaching Abroad (ESPE). Her academic work bridges research and pedagogy in second language acquisition, particularly in L2 French writing. Her research focuses on the cognitive and linguistic aspects of written production in both L1 and L2 French, with emphasis on fluency, complexity, and accuracy (FCA), working memory, and the oral/written interface—especially liaison and instance retrieval. She investigates how L2 learners develop writing automatization and how cognitive and emotional factors influence orthographic production. Her recent work uses experimental paradigms, such as dual-task methodologies, to differentiate controlled from automated writing processes. The analysis of her publications reveals a strong trajectory in psycholinguistics and applied linguistics, with a consistent focus on empirical and corpus-based methods. Her work spans developmental, cognitive, and educational dimensions of writing, with increasing interest in digital communication (e.g., instant messaging) and its impact on spelling. She frequently collaborates with researchers in neurolinguistics and cognitive psychology. Member, Scientific Committee, International Conference Les troubles du langage écrite : de l’enfance à l’âge adulte , 2012 Member and Organizer, Phonlex 2010 : Liaison and other sandhi phenomena Organizer, Conscila Workshop, ENS Paris, 2010: Multidisciplinary analysis of a student writing corpus She has supervised doctoral research, including a thesis on metacognitive strategies in vocabulary learning, and has co-edited several academic volumes. Her participation in national and international research networks—including ANR PHONLEX, GDR-CNRS APPVE, and GIS ReAL2—demonstrates her active role in the academic community. She also contributes to research valorization through conference organization and editorial work.