جستجوی استاد راهنمای دانشگاهی

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.

• Language Acquisition
• Second Language Acquisition (SLA)
• Third Language Acquisition (L3)
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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.

• Language Didactics
• Digital Technology in Education
• Online and Distance Learning
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Chantal Dompmartin is a Lecturer in Linguistics and Language Teaching at the University of Toulouse Jean Jaurès (UT2J), where she works in the Department of French as a Foreign Language Studies (Defle). She is a permanent member of the CLLE-ERSS laboratory (Cognition, Languages, Language, Ergonomics) and an associate member of the LIDILEM Laboratory. Her academic career spans over two decades, with publications dating from 2003 to the present, demonstrating sustained scholarly activity. In 2023, she successfully completed her HDR (Habilitation à diriger des recherches), a significant academic qualification in the French system that enables her to supervise doctoral candidates. Dr. Dompmartin's research focuses on sociolinguistics, language awareness, and teaching French as a Foreign and Second Language, with particular emphasis on multilingual language practices, representations, and writing workshops in FLE contexts. Her work explores how creative writing can serve as a tool for linguistic and cultural appropriation, especially for students navigating new linguistic environments. She investigates how translinguistic bridges, stylistic progression, and experiential writing can support learners in developing security between their 'here' and 'elsewhere' linguistically and culturally. Her research often addresses the experiences of multilingual students, including those who are exiled or displaced, examining how writing workshops can facilitate their linguistic and cultural adaptation. An analysis of her recent publications reveals a consistent trajectory focused on plurilingualism and creative pedagogical approaches. Her work increasingly emphasizes sensitive and experiential approaches to language teaching, with writing workshops serving as central methodology. She explores how multilingual resources can be mobilized in educational settings to support language learning and cultural adaptation, particularly for students in displacement situations. Her research demonstrates a movement from theoretical considerations of multilingual practices toward practical applications in classroom settings, with growing attention to teacher training and implementation of plurilingual approaches in diverse educational contexts. Dr. Dompmartin actively collaborates with researchers across institutions, including notable collaborations with Nathalie Thamin, Charlotte Lamy de La Chapelle, and members of the CLLE and LIDILEM laboratories. Her work bridges theoretical sociolinguistics with practical language teaching applications, contributing significantly to the field of plurilingual education. She participates in national and international conferences, presenting her research on sensitive approaches in plurilingualism teaching and multilingual writing workshops, demonstrating her active engagement with the scholarly community.

• Sociolinguistics
• Language awareness
• Teaching French as a Foreign and Second Language
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Tessa Lecomte-Fouche is a Lecturer in French at the University of Chicago, affiliated with the Department of French and Francophone Studies. She teaches courses such as Beginning Elementary French I-III and focuses on language pedagogy, particularly the use of comics as educational tools for beginner learners. Her academic background includes a BA in Modern Literature and International Cultures, a BA in English Literature and Civilizations, and a Master in French as a Foreign Language (FLE) from Université Paris X - Nanterre. Before joining the University of Chicago, Lecomte-Fouche taught French in Bratislava, Slovakia, gaining experience with diverse learner demographics. Her research interests emphasize innovative teaching methodologies and cultural exchange through language education. She currently instructs undergraduate courses in the Romance Languages and Literatures (RLL) department and holds regular office hours. No academic awards or grants are explicitly mentioned in the provided text. Her professional activities include curriculum development and language pedagogy, with a focus on accessibility and engagement in language learning.

• French as a Foreign Language (FLE)
• Language Pedagogy
• Comics in Education
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Dr. Carolyn Stott is a Senior Lecturer in French Studies at the University of Sydney, affiliated with the School of Languages and Cultures. She holds academic roles including Chair of the Department of French and Francophone Studies and former Associate Dean, Student Life (2017-2021). Her academic background includes a B.A. (Hons) and Ph.D. from the University of Adelaide, alongside teaching qualifications from the South Australian College of Advanced Education. Her research focuses on French language pedagogy, student experience in higher education, and cultural representations of Parisian suburbs like Belleville. Notable projects include exploring generative AI in language teaching and academic integrity challenges in multilingual contexts. She has taught over 15 French language and literature courses, including foundational and advanced modules. Dr. Stott’s publications span detective fiction analysis, Parisian urban studies, and language transition pedagogies. Her work bridges literary criticism with practical educational strategies, evidenced by grants like the 2024 Strategic Education Grant for AI in language teaching. She has received prestigious awards including the Vice-Chancellor’s Award for Outstanding Teaching (2015) and FASS Teaching Leadership Award (2023). Her professional contributions include organizing language education conferences and serving in academic societies like the Australian Society for French Studies. She actively promotes international student support through collaborative initiatives and has been featured in media discussions about French language education in Australia.

• Teaching French as a foreign language
• Student experience
• Transition pedagogies
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Cosmina Lungoci is a Professor at the Department of Educational Sciences, West University of Timișoara, Faculty of Letters, History and Theology. Her academic contributions span teacher training, language pedagogy, and intercultural education, with a focus on Romanian and French language teaching. She graduated from UVT and earned her PhD there with a thesis on Francophonie and Francophilia in 19th-century Romanian culture. Her research includes national and international projects, specialized publications, and books on didactics. PhD: West University of Timișoara (Francophonie și francophilie în cultura romană a XIXth century) Graduate: UVT, Faculty of Letters, History and Theology (Romanian and French Language/Literature) Her work emphasizes intercultural competence development, literacy challenges, and innovative pedagogical methods like KAMISHIBAÏ. Recent publications address online teaching, remedial activities, and diversity in education. She coordinates projects and edited volumes such as Places and Therapy (2023) and Roamer in Western Romania (2023). Contact: cosmina.lungoci@e-uvt.ro, Office 336, UVT.

• Initial and continuous training of teachers
• Didactics of French as a foreign language
• Didactics of the Romanian language and literature
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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.

• Second Language Acquisition
• L2 Writing
• French as a Foreign Language (FLE)
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Vanja Manić-Matić is a Senior Lecturer in the Department of Romance Studies at the Faculty of Philosophy, University of Novi Sad (Serbia). With over a decade of academic experience, she specializes in French language education and francophone studies. Education French language and literature (2004) Master's in French linguistics (2009) Doctorate in Francophone studies (2017) Her research focuses on francophone studies, modern French language and linguistics, educational methodology, didactics, and translation studies. She has explored Quebec French, Swiss French, and Belgian French through multiple publications, with particular emphasis on cultural representation in language education. Her recent publications examine linguistic variations in French dialects and their pedagogical applications, highlighting Francophone cultural elements in foreign language teaching. These works span topics including Quebecois stereotypes in authentic materials, Amerindian influences in French vocabulary, and the use of multimedia in language instruction. Scientific Awards Translation scholarship from French Ministry of Culture - National Center for the Book (Paris, France), 2006 She participated in the Serbian Ministry of Education's 'Languages and Culture in Time and Space' (project 178002) and received professional training in France (Paris, Arles, Bordeaux, Montpellier) and international conferences. She has developed courses in French as a foreign language, translation techniques, and modern French methodology.

• Francophone studies
• Contemporary French
• French as a foreign language (FLE)
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Laurence Richard is a Senior Lecturer and Director of the Centre for Language Study at the University of Southampton's School of Modern Languages and Linguistics. She specializes in second language acquisition and linguistic pedagogy. Education: B.A. in English and Anglo-American Civilisation and Literature from Bordeaux University Masters in FLE (Français Langue Étrangère) from La Sorbonne University, Paris PGCE from Homerton College, Cambridge MPhil in Second Language Acquisition, Linguistics (2003) from University of Southampton Research and Publications: Her work focuses on French subjunctive acquisition, social networks in language learning, and teacher training in European foreign language education. Key publications include a longitudinal study on target language interaction during year-abroad programs (2014) and a report on European language pedagogy developments (2002). Teaching and Supervision: Laurence convenes stages 4 and 7, teaches stage 5, and supervises postgraduate students like PhD candidate Yasmine Mechairia. Her modules emphasize grammar, cultural engagement, and lexical acquisition. Research Groups: A member of the Centre for Language Study, she contributes to interdisciplinary linguistic research and ESRC-funded projects on language acquisition dynamics.

• Second Language Acquisition
• Linguistics
• French Language Teaching
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Olivier Crépellière is a Lecturer in the Department of French Studies and Modern Languages at The American University of Paris (AUP), where he has worked since 2015. He holds a Master's degree in Didactics of French and Languages with Training Engineering from Sorbonne Nouvelle University (Paris 3) and a Master's in Teaching French as a Foreign Language from Paul Valéry University (Montpellier III). His academic work focuses on innovative language teaching methodologies that integrate arts and culture to transcend instrumental approaches, emphasizing appropriation over mere acquisition. Educational Background: Master's in Didactics of French and Languages (Sorbonne Nouvelle, 2009) Master's in Teaching French as a Foreign Language (Paul Valéry, 2007) Double Bachelor's in Cinema and Modern French Literature (Paul Valéry, 2005) Courses Taught: French and Culture I-V French Academic Writing French Press and Current Affairs Corrective Phonetics TCF/DELF/DALF Preparation Crépellière's expertise extends to official French language certification as a DELF/DALF examiner and curriculum designer aligned with the Common European Framework of Reference for Languages (CEFR). He has taught at institutions including the University of Chicago (Paris Center), École Normale Supérieure, École Polytechnique, and Sciences Po.

• French as a Foreign Language (FLE)
• Language Didactics
• Film Studies
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Alain Ausoni is a researcher (MER 1) at the School of French as a Foreign Language within the Faculty of Arts at the University of Lausanne (UNIL), a position he has held since August 2018. His academic journey includes a Master's in Comparative Literature from the University of Kent and a doctorate from the University of Oxford as a Berrow Scholar. He previously studied at UNIL and holds a teaching diploma from HEP-VD. His research focuses on multilingualism in literature and the teaching of spoken French in FLE contexts. He is particularly known for his work on translingual writing—autobiographical practices by non-native French authors—and for developing pedagogical tools for oral comprehension. His recent book Mémoires d'outre-langue (2018) explores this theme in depth. He co-created the digital platform FLORALE (florale.unil.ch) with Christian Surcouf, a corpus-based resource for teaching spoken French, supported by the Educational Innovation Fund. The trends in his scholarly publications reveal a sustained engagement with translingual autobiography, oral language variation in French, and innovative FLE pedagogy. His works analyze how learners comprehend spontaneous spoken French and how literary authors navigate identity across languages. He has also contributed to the historical understanding of oral corpus use in language teaching. Alain Ausoni was supported by an SNSF mobility grant during his postdoctoral fellowship at the École normale supérieure de Paris, completed in January 2019. He has not received any explicitly mentioned scientific awards in the provided texts. He has not listed any students or advising roles. He is involved in digital educational innovation through the FLORALE project, which represents a significant contribution to applied linguistics and language teaching methodology.

• French as a Foreign Language
• Multilingualism in Literature
• Translingual Writing
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Dr hab. Joanna Jereczek-Lipińska, prof. UG is an Associate Professor at the University of Gdańsk's Faculty of Languages, where she leads the Division of Romance Linguistics and serves as Deputy Dean for Education. Her academic career spans over two decades of research and leadership in Romance philology and discourse studies. Head of Division, Division of Romance Linguistics Deputy Dean for Education, Faculty of Languages Associate Professor, Institute of Romance Philology Specializing in discourse analysis and political communication , her work examines: Fixed vs. free discourse in French political contexts Intersections of semiotics and language didactics Self-reference patterns in parliamentary debates Globalization's impact on linguistic diversity Translation studies with computational applications Irony and sarcasm as rhetorical tools Her recent publications reveal a focus on French political discourse (2007-2018), particularly government questioning sessions, combined with innovative approaches to language teaching and semantic mechanisms . While no explicit awards are listed, her habilitation degree ( dr hab. ) and professor title indicate significant academic achievements.

• Discourse Analysis
• Political Communication
• French Linguistics
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Solena Diane Candice Pradayrol is an Assistant Professor at the National Centre for English and Other Foreign Languages in Education (Norway). Her work focuses on innovative teaching methods for French as a Second Language (FLE), including digital tools like Escape Rooms, flipped classrooms, and collaborative learning strategies. She emphasizes pedagogical approaches centered on student engagement and practical application. Her academic background includes teaching experience in lower secondary schools (French, English, Home Economics, and Physical Education). She has contributed to research groups like TOOL-Kit and served as a union representative for Utdanningsforbundet (Norway's largest teachers' union). Pradayrol has authored numerous publications on FLE methodology, digital pedagogy, and assessment techniques. Recent works include articles on digital tool utilization in education, oral proficiency evaluation, and thematic teaching materials (e.g., Olympic Games resources). Her research also explores cultural integration in language learning and teacher mentorship. Key areas: Digital innovation in education, FLE curriculum design, oral assessment strategies Highlighted projects: Development of digital escape rooms, Flipped Classroom methodologies, and FLE materials

• Teaching French as a Second Language
• Collaborative Learning
• Action-Oriented Teaching
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Dr. Heather Hendry Annegan is an Associate Professor at the University of Pittsburgh School of Education, specializing in Foreign Language Education. She teaches courses in the MAT and MEd programs, focusing on PA certification, ESL endorsement, action research methods, and high-leverage teaching practices. B.A. in Spanish and Native American Studies from Colgate University MAT and PhD in Foreign Language Education from the University of Pittsburgh Her research examines foreign language learning for students with disabilities, literacy development, content-based instruction, and teacher identity formation. She employs Activity Theory as a methodological framework. Dr. Annegan's publications highlight interdisciplinary approaches to language education, with a focus on inclusive pedagogies and cultural responsiveness. Her work bridges K-12 classroom practices with global teaching applications. ACTFL Research Priorities Grant (2014) She advises international students from China, Korea, Lebanon, Jordan, Taiwan, and Russia, and serves on committees like the Social Justice Curriculum Fair. Her professional service includes facilitating the Partnership for Advancing Globalized Education program and consulting for Pittsburgh-area school districts.

• Foreign Language Education
• Special Education
• Language Learning Disabilities
• +۵ مورد دیگر

Meral OZKAN GURSES is a Contract Lecturer in the Department of Asian and North African Studies at Ca' Foscari University of Venice, where she has been teaching Turkish language and cultural dynamics since 2019. Her academic work centers on language education, particularly in second language acquisition and reading strategies. PhD in Curriculum Development and Instruction, Anadolu University, Türkiye (2011) Certificate in Teaching Turkish as a Foreign Language, TOMER, Eskisehir Osmangazi University (2019) Graduate Diploma in English Teaching, Anadolu University (2008) Bachelor’s in French Teaching, Anadolu University (2007) Her research interests include learner autonomy, reading comprehension strategies in foreign languages, and instructional methods in language teaching. She has conducted studies primarily on Turkish learners of French, exploring how cognitive and metacognitive strategies affect comprehension and learning outcomes. The trends in her publications indicate a consistent focus on applied linguistics and language pedagogy, particularly in higher education contexts. Her work often employs qualitative and mixed-methods approaches, including think-aloud protocols and student surveys, to investigate how learners process and engage with foreign language texts. She has not been listed as receiving any scientific awards or fellowships in the provided texts. Meral OZKAN GURSES has taught various courses in Turkish language and narratives at both undergraduate and graduate levels. There is no mention of grant funding or formal student advising roles in the available information. She was a Visiting Scholar at the School of Education, University of Wisconsin-Madison (2014–2015), indicating international academic engagement. No specific research labs or collaborative teams are mentioned in the provided content.

• Second Language Acquisition
• Language Teaching Methodology
• Reading Comprehension Strategies
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