جست‌وجوی استاد و پژوهشگر

Iwona Łęska-Drajerczakمشاهده پروفایل

مدرس ارشد

• Applied Linguistics
• Teaching English as a Foreign Language
• Language Testing
• +۷ مورد دیگر

Dr. Iwona Łęska-Drajerczak is a Senior Lecturer at the Faculty of English, Adam Mickiewicz University, Poznań, Poland. With a career spanning over four decades, she has held significant roles such as EFL (PNJA) Coordinator (2006-2021) and grammar coordinator (1990-2006), contributing to curriculum development and teacher training programs. Her work includes organizing 17 in-service teacher training workshops (2003-2009) and serving as a Methodological Advisor for Teacher Training College in Bydgoszcz (2008-2015). Education: MA in English (1981), Ph.D. in English (2006) Professional Qualifications: RSA Cambridge DipTEFLA (1996) Her research focuses on Applied Linguistics , particularly English Language Teaching Methodology , Language Testing , and Teacher Training . She has developed advanced-level phonetics and grammar courses and contributed to EFL course planning frameworks. Her work also explores teacher and learner motivation in Business English contexts. International Collaboration: Language Rich Europe Project (Warsaw, London, Brussels, 2011-2013) Erasmus Staff Mobility: Aveiro (2009), Lyon (2015), Istanbul (2019), Nicosia (2023) Guest Lectures: Teacher Training Colleges in Poznań, Bydgoszcz, Zajączkowo Conference Participation: IATEFL Annual Conferences (Wrocław to Poznań), Poznań Linguistic Meeting Recognized with prestigious awards including the Minister of Science and Higher Education Award for Didactic Achievements (2016, 2022) and the Medal Komisji Edukacji Narodowej (2018), she has also contributed to the TELL project at UAM (2017-2023) and served as a juror for High School Science Lab initiatives.

• Language Acquisition
• Second Language Acquisition (SLA)
• Third Language Acquisition (L3)
• +۷ مورد دیگر

Pascale Trevisiol Okamura is an Associate Professor in Language Sciences and Language Teaching at Sorbonne Nouvelle University, affiliated with the DILTEC research team (EA 2288). Her primary role includes teaching language acquisition and foreign language didactics within the UFR of Literature, Linguistics, and Didactics (LLD). She co-heads the Master 2 program in Language Teaching (FLE/FLS) and holds administrative roles in departmental councils and educational committees. Education Background: Lecturer at Sorbonne Nouvelle University since 2015 Previously taught at Université de Poitiers (2010–2015) and Université Paris 8 (2007–2010) French teaching assistant at Hokkaido University, Japan Research Focus: Specializes in third language acquisition (L3), crosslinguistic influence, and the interface between language acquisition and didactics. Key themes include: Discourse construction in L3 French Input processing and initial language exposure Development of teaching materials for FLE Plurilingual practices among language teachers Current projects involve multilingualism in primary education, Tamil-speaking learners' L3 French acquisition, and reflexive training in research. Teaching & Supervision: Co-supervises doctoral research on topics such as L3 French acquisition in Chinese contexts, translinguistic discourse influences, and plurilingual teacher practices. Teaches advanced courses on language acquisition theories and FLE methodology. Labs/Teams: Member of the Second Language Acquisition Network (ReAL2) and part of the DILTEC team, focusing on language didactics and multilingualism research.

• Contemporary French-language Novel
• Migration Literature
• World Literature
• +۱۲ مورد دیگر

Svante Lindberg is a Senior Lecturer and Associate Professor in the Department of Languages at Åbo Akademi University’s Faculty of Humanities, Psychology and Theology. He holds a Doctor of Philosophy and Licentiate of Philosophy from Stockholm University, a Master of Philosophy from Uppsala University, and a Diplôme d'études approfondies from Université de Nice. His academic work spans multiple institutions, including substitute roles at Stockholm University and guest lectures at the University of Groningen. Doctor of Philosophy, Stockholm University Licentiate of Philosophy, Stockholm University Master of Philosophy (Linguistics), Uppsala University Bachelor of Philosophy, Stockholm University Diplôme d'études approfondies, Université de Nice His research focuses on contemporary French-language literature, particularly from Quebec, migration literature, world literature, and the works of Michel del Castillo. He also investigates 18th-century French cosmopolitan networks and literary didactics. His doctoral thesis analyzed narrative identity in Quebecois novels, and he edited a significant anthology on migrant literature in Quebec and Scandinavia. He publishes regularly in French, Swedish, and English, contributing to journals and academic volumes on literary theory, translingualism, and cultural identity. The trend in his recent publications shows a strong engagement with narrative identity, translingualism, and the cultural representation of the 'South' in literature. His work bridges French, Scandinavian, and global literary contexts, with a methodological focus on comparative and transcultural analysis. He frequently explores themes of migration, trauma, and religious identity across historical and contemporary texts. His scientific awards include: Guldkanten (2018) Harry Elvings legat (2018, twice) Åbo Akademi Jubileumsfond 1968 (2012) Åbo Akademis mobilitetsstipendium (2010) Lindberg supervises bachelor's, master's, and doctoral theses and has served as an examiner and academic advisor. He is actively involved in academic service, including organizing conferences, peer reviewing, and participating in recruitment committees. He has contributed to the cultural impact of his research through studies on French imagery in Scandinavian literature and has engaged in international academic collaboration, particularly with institutions in the Netherlands and Norway. His work aligns with UN Sustainable Development Goals related to education and cultural understanding. He is a member of academic networks and has hosted visiting scholars, participated in numerous conferences, and contributed to editorial boards. His recent activities include presentations on Michel del Castillo and participation in the NIC Conference 2023 on intercultural communication.

Christopher Markiewiczمشاهده پروفایل

استاد پژوهشی

• Ottoman History
• Islamic History
• Middle East Studies
• +۶ مورد دیگر

Prof. Dr. Christopher Markiewicz is a leading scholar in Ottoman and Islamic Studies at Ghent University's Department of Languages and Cultures (affiliated with the Department of History). He previously held positions as Associate Professor at University of Birmingham and Junior Research Fellow at Exeter College, University of Oxford. His research centers on the political, social, and intellectual history of the Ottoman Empire (15th-17th centuries), with special emphasis on state formation, diplomatic cultures, and the interplay between Islamic law and governance. Education PhD in Near Eastern Languages & Civilizations, University of Chicago (2015) Magna cum laude dissertation award from Middle East Studies Association (2016) His scholarship explores the transition from medieval Islamic political fragmentation to early modern imperial consolidation , focusing on how Persian émigrés shaped Ottoman sovereignty and diplomatic practices. Current research investigates pious endowments (waqf) through an ERC Starting Grant (2023-2028) , analyzing their role in Ottoman state-building. Scientific contributions include: Winner of Malcolm H. Kerr Dissertation Award (2016) Principal Investigator for Islamic Endowments project Series Editor for The Ottoman Empire and the World (I.B. Tauris) Trustee of EJW Gibb Memorial Trust Member of British Institute at Ankara committees His 2023-2024 teaching includes courses on Middle East politics and global historical developments. Publications reveal evolving research from waqf taxation controversies to diplomatic gift-giving protocols, with consistent focus on cross-cultural exchange and historiographical evolution.

Michaela Sambanisمشاهده پروفایل

استاد

• English Language Teaching
• Positive Foreign Language Didactics
• Neurodidactics
• +۶ مورد دیگر

Univ.-Prof. Dr. Michaela Sambanis is a Professor of English Didactics at the Institute of English Philology within the Department of Philosophy and Humanities at Freie Universität Berlin. She has held this position since 2011 and previously served as the managing director of the Institute from Winter semester 2017/2018 to October 2019. Her academic journey includes research work at the Transfer Center for Neuroscience and Learning at the University of Ulm (2008-2011), completion of her habilitation in 2006, and her promotion in 2001. Professor Sambanis's research centers on the innovative intersection of educational neuroscience and language teaching methodology. Her work pioneers the field of Positive Foreign Language Didactics, connecting positive psychology with language education. She investigates embodied cognition approaches, particularly movement-based learning, and explores theater methods and arts integration in language instruction. Her research also addresses teacher well-being and health, multilingualism in educational settings, and the application of neuroscience findings to practical classroom situations. The k2teach project represents her current focus on teaching-learning labs in English teacher education. Her scholarly output demonstrates a consistent trajectory toward integrating neuroscience with language pedagogy, with recent publications increasingly addressing mental health, digital transformation in education, and positive psychology applications. The evolution of her work shows a progression from practical teaching methods to increasingly sophisticated neurodidactic frameworks that bridge scientific evidence with classroom practice. Professor Sambanis serves on multiple scientific advisory boards including the Goethe Institut in Munich, the Transfer Center for Neuroscience and Learning at the University of Ulm, and the Schlözer Program for Teacher Education. She is also the founding chair of the cross-state E&M Berlin-Brandenburg section and a member of the German Society for Foreign Language Research (DGFF). Her editorial work includes the SELT book series on English Language Teaching. Her teaching responsibilities include supervising master's theses in English teaching, and she has developed numerous teaching-learning laboratories that connect theoretical knowledge with practical application in teacher education. Her work demonstrates a strong commitment to evidence-based foreign language didactics that incorporates insights from neuroscience, psychology, and educational research.

• Foreign Language Didactics
• Action-Oriented Language Teaching
• Multilingualism
• +۱۰ مورد دیگر

Dagmar Abendroth-Timmer is a Professor in Romance Studies - Didactics at the University of Siegen, Faculty I. She is a leading figure in foreign language didactics, with a strong focus on action-oriented teaching, multilingualism, teacher education, and digital learning environments. Her research is deeply international, involving collaborations across Europe through projects like LANGSCAPE, ENROPE, and ViMuLEnc. University: University of Siegen School: Faculty I Department: Romance Studies - Didactics Position: Professor Email: abendroth@romanistik.uni-siegen.de Her research interests include foreign language didactics, multilingual and intercultural education, teacher professionalization, empirical research methods, and digital learning. She has made significant contributions to the development of action-oriented language teaching models, particularly in digital and multilingual contexts. Her recent publications explore virtual multilingual encounters, translanguaging, and identity formation in language classrooms. The recent articles reflect a strong trend toward digitalization in language education, with a focus on virtual exchange, teacher training in digital environments, and the role of multilingualism in online learning. There is a consistent emphasis on reflective practice, identity, and critical pedagogy across her work. She is actively involved in academic leadership, serving as a network consultant for LANGSCAPE and coordinating international projects. She has contributed to numerous edited volumes and special journal issues, particularly on plurilingualism and teacher education. Dagmar Abendroth-Timmer supervises research assistants and contributes to curriculum development in teacher education. She is engaged in ongoing research projects such as ViMuLEnc, which explores virtual multilingual learning encounters, and drama pedagogy in language teaching. Her work bridges theory and practice, aiming to enhance both teacher training and classroom instruction in foreign languages.

Ares Llop Nayaمشاهده پروفایل

مدرس

• Romance Linguistics
• Historical Linguistics
• Microsyntactic Variation
• +۶ مورد دیگر

Dr Ares Llop Naya serves as an Affiliated Catalan Lecturer in the Department of Spanish and Portuguese within the Faculty of Modern and Medieval Languages and Linguistics at the University of Cambridge, while holding the Batista i Roca Fellowship at Fitzwilliam College. Her academic profile bridges theoretical linguistics with practical language pedagogy, focusing on Romance language structures and their educational applications. Her research centers on microsyntactic variation in Romance languages, particularly examining negation systems and syntactic phenomena in Catalan and Pyrenean varieties through both diachronic and synchronic lenses. She actively integrates theoretical insights into language teaching methodology, specializing in Catalan and Spanish pedagogy for both native and foreign language contexts. This dual focus manifests in her publications spanning syntactic theory, dialectology, and innovative language teaching approaches that address contemporary classroom challenges. Analysis of her publication trajectory reveals consistent thematic concentration on Romance microvariation, with recent work expanding into pedagogical applications. Her scholarship demonstrates methodological diversity—combining linguistic atlas data, corpus analysis, and classroom research—while maintaining core focus on Catalan syntax and its implications for language acquisition theory. The Pyrenean linguistic corridor remains a persistent geographical anchor across her diachronic and synchronic investigations. Dr Llop Naya's scholarly contributions have been recognized through prestigious awards: Joan Solà International Prize in Catalan Philology for her monograph on Romance negation systems Her teaching portfolio encompasses advanced courses in Romance linguistics, historical syntax, and sociolinguistics, with particular emphasis on translating theoretical frameworks into practical classroom resources. While specific grant funding details aren't publicly documented, her work consistently addresses real-world language education challenges through collaborative projects like the Microvariació.cat initiative. She contributes to the Microvariació.cat project—a digital repository documenting syntactic variation across Catalan dialects—which serves as both research infrastructure and pedagogical resource. This initiative exemplifies her commitment to creating practical applications from theoretical linguistic research while preserving endangered dialectal features of the Romance continuum.

• Language Teaching Methodology
• Lexical Acquisition
• Historical and Cognitive Grammars
• +۳ مورد دیگر

Moisés Moreno Fernández is a Lecturer at the Department of Romance Studies, Faculty of Philosophy, University of Novi Sad. He holds a Master's degree in Teaching Spanish as a Foreign Language (2011) from Universidad Nebrija, Madrid, and a Diploma in Pedagogical Skills (2007) from the University of Oviedo. Current lecturer in Spanish (2013-present) Examiner for DELE Diplomas (2011-2019) Coordinator of Business Spanish courses (2011-2012) Research Focus : Audiovisual materials in language teaching, lexical acquisition, historical and cognitive grammars, languages in contact, error analysis, and Latin American literature. His work emphasizes cultural content in Spanish language education and methodological innovation. Selected Publications examine photographic representation in Latin American literature, existentialist influences in 20th-century fiction, cultural stereotypes in Serbian Spanish education, and didactic sequences in language manuals.

Susanne Ehrichمشاهده پروفایل

پژوهشگر ارشد

• Medieval Studies
• Religious Poetry
• Text-Image Analysis
• +۳ مورد دیگر

Dr. Susanne Ehrich (born 1977) is a Research Fellow and academic coordinator at the Institute of History , University of Regensburg , since 2012. As academic coordinator of the Forum Mittelalter since 2007, she specializes in interdisciplinary medieval research with focus on apocalyptic commentaries , German religious poetry , and text-image analysis . She co-edits the Forum Mittelalter-Studien series. Education: German Studies, Catholic Theology, Romance Studies (Regensburg & Pisa, 2002); First State Examination for secondary school teaching; German as a Foreign Language Certificate Research Interests center on medieval eschatological frameworks, vernacular biblical poetry, and the interplay between textual and visual media in apocalyptic traditions. Her work examines how religious texts were adapted across Teutonic Order communities and urban contexts. Publications focus on Middle High German apocalypse manuscripts, urban cultural analysis, and interdisciplinary methodologies. Key trends include text-image relationships , didactic elements in religious poetry , and eschatological historiography . Scientific Awards: Doctoral grant from the Cusanuswerk (Bishop's Study Fund, 2003–2007) Editorial Roles: Co-editor of Forum Mittelalter-Studien series since 2009; collaborative projects with Prof. Dr. Jörg Oberste and other medievalists.

• Foreign Language Didactics
• Language Acquisition
• Spelling Education
• +۳ مورد دیگر

Marina Schramm is a researcher and doctoral candidate specializing in foreign language didactics, with a focus on spelling education for German as a second language and implicit learning through classroom interactions. She is affiliated with a university's Department II (English Studies team) and teaches English and German at a Realschule plus, operating in multilingual and multicultural settings from early childhood to tertiary education. Educational Background: MA in European Bilingual Education (Karlsruhe) 1st and 2nd State Examinations for primary/secondary school teaching (Karlsruhe/Pforzheim) European teaching qualification for Content and Language Integrated Learning (CLIL) Research Focus: Her work explores tacit knowledge acquisition in teacher education, the role of lyrical/narrative texts in authentic classroom practices, and the integration of linguistic chunks in second language processing. Recent projects include action research on skills-oriented literary English lessons and didactic frameworks for future tense instruction. Publications: Three peer-reviewed works center on second language didactics, spanning nominal compounds in language teaching, future tense pedagogy, and the interplay between tense/mood in language acquisition.

Inci Dirimمشاهده پروفایل

استاد

• German as a Second Language (DaZ)
• Multilingualism in Education
• Migration Pedagogy
• +۴ مورد دیگر

Inci Dirim is a Professor at the Department of German Studies within the Faculty of Philology and Cultural Studies at the University of Vienna . Her work focuses on German as a Second Language (DaZ) , multilingualism, migration pedagogy, and educational equity. She has developed diagnostic tools for language assessment, contributed to curriculum design, and critically analyzed discrimination mechanisms in language education. Education : Magistra Artium (MA) in Linguistics and German Studies from the University of Bremen (1991); PhD in Educational Science from the University of Hamburg (1997) Her research emphasizes language diagnostics , cultural identity , and reflexive pedagogy , particularly in contexts of linguistic and social heterogeneity. She has led projects like TESSLA (language support for multilingual children) and Unterrichtsbegleitende Sprachstandsbeobachtung DaZ (classroom language assessment). Recent publications explore inter- and transdisciplinary approaches to DaZ, normative foundations in language teaching, and separation practices in language promotion. She serves as a key figure in the Austrian Association for German as a Foreign/Second Language (ÖDaF) and the German Society for Educational Science (DGfE) , advocating for critical perspectives on language, migration, and education. Her teaching includes courses on Basics of German as a Foreign and Second Language , Modern German Literature , and Language Diagnostics .

• Language Didactics
• Digital Technology in Education
• Online and Distance Learning
• +۱۲ مورد دیگر

Sophie Othman is a Lecturer at the University of Franche-Comté, affiliated with the Centre de Linguistique Appliquée (CLA) and the DEFLET department. She is actively engaged in research and teaching in language didactics, digital education, and innovative pedagogical practices. Her work spans multiple roles in research coordination, program leadership, and international academic collaboration. Research Interests: Her primary research areas include digital technology in language teaching and learning, design of online and distance learning environments, digital engineering in education, pedagogical innovation, comodal and hybrid training models, MOOCs, e-portfolios, and teacher training in ICT. She explores how digital tools transform language education, especially in multilingual and multicultural contexts. The recent scholarly output shows a consistent focus on post-pandemic educational transformation, AI integration in learning systems, and the design of flexible pedagogical scenarios. Her publications appear in journals such as ALSIC and in international conference proceedings, reflecting a strong engagement with digital pedagogy and language education innovation. Leadership and Service: Vice-President, Scientific and Pedagogical Commission, CLA – University of Franche-Comté (2021–present) Co-Responsible, TIPED Research Program, ELLIADD (2017–present) Scientific Coordinator, Innov'FLE Thematic Thursdays (2022–present) Former Coordinator, Master 2 FLE 'Political and Digital Environments' and FLE Track at CTU Besançon (2018–2020) Scientific Committee Member for international conferences (e.g., ADCUEFE, CEDIL, UBEST, EIAH) Expert reviewer for language didactics journals and collective works International trainer for the French Ministry and OIF in over 15 countries Projects and Grants: #ApproprIA: AI Appropriation in Education (2025–...) UNPEAA: Digital Use by Allophone Adults (2024–...) Innov'FLE: Innovation in FLE Teaching (2022–...) HUMANE: Digital Humanities for Education (2019–2022) ANR-IDEFI Innovalangues (2013–2016) Advising and Grants: While no formal students are listed, she has supervised research teams and mentored junior researchers through collaborative projects and editorial roles. She has secured national and international funding, notably through the ANR-IDEFI program, and contributes to large-scale educational initiatives supported by governmental and Francophone institutions. Labs and Teams: She is affiliated with the ELLIADD research laboratory (University of Franche-Comté) and was previously associated with LIDILEM (Université Grenoble Alpes). She leads and participates in interdisciplinary research groups focused on digital language education, teacher training, and innovation in didactics.

• German Linguistics
• Word Classes
• Spoken Language
• +۷ مورد دیگر

Viktória Dabóczi is a lecturer in the Department of German Studies at the University of Siegen, Faculty I. She holds a doctorate from the University of Siegen (2016) and has been actively involved in teaching and research in German linguistics since 2012. Her current academic role as AOR aZ (Akademische Oberrätin auf Zeit) began in June 2025, indicating a senior academic position. She teaches courses such as Introduction to German Linguistics, Grammatical Variation, and Language Acquisition. Research Interests: Her work focuses on word classes, spoken language, grammar theory, language acquisition, and lexical change in German, often with comparative insights from Hungarian. She investigates how words are conceptualized in speech and writing, the evolution of discourse markers, and grammatical variation in contemporary usage. The analysis of her recent publications (2005–2025) reveals a consistent focus on theoretical and applied German linguistics, with increasing attention to sociolinguistic phenomena such as pandemic-related neologisms and ideological word formations. Her research bridges empirical analysis, cognitive linguistics, and language teaching, often in interdisciplinary or contrastive frameworks. Reviewed works on German morphology and grammar Contributed to international projects like EuroGr@mm and ProGr@mm Participated in interdisciplinary conferences on ellipsis and language processing Advising and Grants: While no formal students are listed, her editorial and collaborative roles suggest mentorship and academic leadership. She has been involved in long-term research projects, including EuroGr@mm (2004–2012), indicating sustained grant-supported activity. Her current role at Siegen reflects ongoing institutional support for her research and teaching. Labs and Teams: She has collaborated with researchers at Justus Liebig University of Giessen, University of Szeged, and IDS-Mannheim. Her work with the Diskursmonitor research group and participation in interdisciplinary conferences highlight her integration into active research networks in German linguistics.

• Foreign Language Teaching
• Didactics of French
• Didactics of Spanish
• +۷ مورد دیگر

Prof. Dr. Claudia Schlaak is Professor of Language Teaching and Learning Research: Didactics of French and Spanish at the University of Kassel, where she serves as Head of the Department of Foreign Language Teaching and Learning Research. She has held this position since September 2020, following an acting professorship at the same institution from October 2018 to December 2019. Her academic work bridges theoretical research and practical application in foreign language education, with particular focus on inclusive teaching methodologies and multilingual contexts. Dr. Schlaak's research centers on foreign language teaching and learning, with special emphasis on didactics of French and Spanish, inclusive education approaches, multilingualism in educational contexts, and the integration of digital technologies in language acquisition. Her work examines how diverse language backgrounds influence learning processes, with particular attention to bilingual learners (especially German-Turkish bilinguals) acquiring Romance languages. She investigates pronunciation acquisition, text complexity, intercultural competence development, and the implementation of inclusive teaching strategies that recognize learner diversity as a resource rather than a challenge. Analysis of her recent publications reveals a strong trend toward digital learning environments, with increasing focus on virtual reality applications, 360-degree learning environments, and digital tools for pronunciation training. Her research consistently addresses multilingual contexts and inclusive approaches, with growing attention to potential-oriented teaching methodologies that shift focus from deficits to learner strengths. The interdisciplinary nature of her work connects linguistics, educational psychology, and technology-enhanced learning. Dr. Schlaak serves as co-editor of the journal Romance Language and its Didactics (since January 2019) and the series French Didactics in Dialogue (since April 2020). She has contributed significantly to academic discourse through numerous edited volumes, special journal issues, and collaborative research projects that bridge theoretical insights with practical classroom applications. Her work demonstrates strong commitment to teacher education, with multiple publications addressing pre-service and in-service teacher training, particularly regarding inclusive practices, intercultural competence development, and the integration of digital tools in language teaching. She has developed practical teaching materials, including method cards for foreign language instruction and inclusive teaching resources for Spanish language classrooms.

• Contemporary German-Language Literature
• GDR Literature
• Cultural Studies Didactics
• +۷ مورد دیگر

Dr. Frank Thomas Grub is Professor of German and Head of the Department of Modern Languages at Uppsala University. Educated at Universität des Saarlandes (Dr. phil. 2003) and promoted to Associate Professor at Gothenburg University (2012) before joining Uppsala as Professor (2018), he has been recognized as Excellent Teacher (2021). As founder of the Landeskunde Nord network since 2012 and editor of the Peter Lang book series since 2013, his career bridges academic research, educational innovation, and international collaboration. His research focuses on contemporary German-language literature , GDR cultural studies , and transcultural didactics . Key projects explore autobiographical writing, post-Wall literary representations, and the intersection of travel literature with cultural memory. Recent publications (2024-2025) examine media narratives of reunification and cultural stereotypes in language pedagogy. Prof. Grub contributes to German as a foreign language curriculum development Intercultural competence frameworks Editorial leadership in Northern European Germanistics His 2023-2025 works analyze graphic novels in education, migration discourse in literature, and media transitions during the Cold War.