جست‌وجوی استاد و پژوهشگر

• Discourse Analysis
• Telecinematic Discourse
• Specialized Discourse
• +۴ مورد دیگر

Luisa Chierichetti is an Associate Professor of Linguistics and Spanish Language and Translation at the University of Bergamo's Department of Foreign Languages, Literatures and Cultures, where she has conducted research and teaching since 2005. She holds a PhD in Iberian Studies from the University of Bologna and a degree in Modern Foreign Languages and Literatures from the University of Milan. Her research focuses on discourse analysis with specialization in telecinematic discourse, legal/medical/tourism specialized discourse, corpus stylistics, linguistic analysis of humor, and Spanish grammaticographical tradition in Italy. As a Delegate for the Department for Quality and member of the CQIIA Board's Faculty Development section, she significantly contributes to academic administration. She teaches Spanish linguistics courses at undergraduate and graduate levels including LENGUA ESPAÑOLA Y TRADUCCIÓN LM I/II and LINGUA SPAGNOLA II/III. Her publication trends reveal consistent focus on corpus-based analysis of Spanish-language audiovisual texts, particularly examining characterization techniques, discourse strategies in television series (including "Patria" and "Vis a Vis"), and specialized discourse in tourism and media contexts. Recent works demonstrate increasing interdisciplinary connections between linguistics, media studies, and cultural analysis. Chierichetti actively participates in academic service as member of CERLIS, CORPLING, and TRADIES research groups, and serves on editorial boards of Cuadernos AISPI and CERLIS Journal. She regularly acts as referee for scientific journals and research institutions, demonstrating strong engagement with the international academic community. Her international research includes visiting professorships at Valencia and Alicante Universities through the STARS program and extensive Erasmus+ collaboration with Universidad Complutense de Madrid (2009-2017), reflecting substantial European academic integration.

Peter Fjågesundمشاهده پروفایل

استاد

• British literature
• Cultural studies
• Anglo-Scandinavian relations
• +۶ مورد دیگر

Professor Peter Fjågesund is a scholar of British literature and cultural studies at the University of South-Eastern Norway, affiliated with the Faculty of Humanities, Sports and Educational Sciences and the Department of Language and Literature. His work bridges Anglo-Scandinavian relations, travel literature, and macrocultural history from 1750–1930, with particular focus on polar history and center-periphery dynamics. Research Focus: British literature, Anglo-Scandinavian cultural exchange, travel narratives, and historical perceptions of Nordic regions. Key Lectures: The Brontë sisters, Robert Burns in Norwegian translation, Nordic polar exploration, and 19th-century travelers in Telemark. His publications examine intersections of literature and cultural history, including works on D.H. Lawrence, Knut Hamsun, and Robert Burns. Recent articles address ecocriticism, temporal structures in modernist novels, and historical tourism in Norway. He also contributes to literary translation and mediation through newspaper articles and popular science lectures.

• French and Francophone Literature
• Theatre Studies
• Research-Creation
• +۵ مورد دیگر

Lydie Parisse is a Lecturer in French Literature at Université Toulouse - Jean Jaurès, with HDR (Habilitation à Diriger des Recherches) in Literature and Performing Arts. She belongs to the Patrimoine, Littérature, Histoire (PLH) research center and teaches at the Department of French as a Foreign Language Studies (Defle) since 2003. Co-responsable of ELH research team's third axis Created the 'Prémices' literary prize (2022) Active in international research networks (Théorias, AO-MUSICOLOGIE) Her research focuses on negative pathways in creative processes, blending literary analysis with philosophical concepts through research-creation methodologies. Key interests include: French/Francophone literature (19th-21st centuries) Epistemology of artistic creation Religion-literature interplay Contemporary theatrical practices Recent publications examine negative theology in Beckett's works and creative methodology in Novarina's theatre. She serves on international scientific committees for ANR/FNRS projects and directs two academic series: 'Processus créateurs' (Classiques Garnier) 'Prémices' (Domens editions) As an author, she has published monographs on negative pathways in modern drama and co-edited volumes on mystical discourse in arts. Her teaching includes playwriting workshops and preparation for competitive exams like the Capes.

Lei Yangمشاهده پروفایل

دانشیار

• Chinese Historiography
• Classical Chinese Literature
• Narratology
• +۳ مورد دیگر

Dr. Lei Yang is an Associate Professor in the Department of Asian Languages & Literatures at Carleton College. Holding a Ph.D. in Premodern Chinese Literature from the University of Pennsylvania, her research bridges Chinese historiography and literature from the early dynastic period (-400 to 100 CE) with narratology and hermeneutics. Her scholarly focus includes: Chinese historiography and early literary traditions Narratological analysis of classical texts Interdisciplinary dialogue between Chinese and Western theories Language pedagogy for Classical Chinese Curriculum development for overseas Chinese programs Recent publications examine narrative structures in Shiji , pedagogical approaches to Classical Chinese instruction, and gender representation in early Chinese histories. Her work emphasizes structural transformations in historical narratives and the integration of Western theoretical frameworks with classical Chinese scholarship. She teaches introductory, intermediate, and advanced Chinese language courses alongside specialized seminars on classical texts and biographical histories.

Kimberly Urbanskiمشاهده پروفایل

دانشیار

• Sociocultural Theory
• Second Language Literacy
• Gesture Studies
• +۵ مورد دیگر

Kimberly Urbanski is an Associate Professor in the Department of Applied Linguistics at the University of Massachusetts Boston, where she contributes to second language acquisition research and teacher education. Her academic profile reflects a strong commitment to bridging theoretical frameworks with practical classroom applications in language education. Dr. Urbanski's educational background includes: PhD in Applied Linguistics from The Pennsylvania State University MA in French with Concentration in Teaching from the University of Massachusetts Amherst BA in Teaching of French from the University of Illinois at Urbana-Champaign Her research program centers on Sociocultural Theory applications to second language literacy development , with particular expertise in gesture studies, cognitive linguistics, and multimodal communication in language learning. Dr. Urbanski investigates how theoretical constructs inform practical pedagogy, examining the relationship between social interaction and internal conceptual development in language learners. Her work consistently explores how learners internalize language concepts through meaningful engagement with linguistic and gestural resources. Analysis of her publication history reveals an evolving research trajectory from foundational work on French prepositions and reading pedagogy toward increasingly sophisticated investigations of multimodal communication in language learning. Recent work shows a pronounced focus on concept-based instruction, gesture studies, and innovative assessment methodologies, demonstrating how theoretical insights can directly inform classroom practice. Her edited volume on gesture and multimodality represents a significant contribution to understanding nonverbal communication in second language acquisition. Dr. Urbanski teaches across the Applied Linguistics curriculum including APLING 611 Methods and Materials in Foreign Language Education, APLING 612 Integrating Culture into the Language Curriculum, and advanced courses on research methods and literacy instruction. Her course offerings reflect her research interests while providing comprehensive training for language educators. She appears actively involved in graduate education through independent studies and dissertation committees, though specific advisees aren't named in available materials.

Coral Ivy Hunt Gómezمشاهده پروفایل

پژوهشگر

• Translation and Interpreting
• Digital Communication
• Language Education
• +۴ مورد دیگر

Coral Ivy Hunt Gómez is a faculty member at Universidad de Sevilla in the Departamento de Didáctica de la Lengua y la Literatura y Filologías Integradas . She holds a PhD in Translation and Interpreting from Universidad de Granada (2012) and has focused her research on digital communication, gender studies in language, and educational technology integration. Her research spans topics like: Acceptance of textisms in Spanish orthography Gender-fair language (GFL) in teacher training Heritage education for democratic citizenship CLIL methodology with streaming platforms Ethics in court interpreting She received the Premio Francisco Ayala for her translation work and has contributed to journals such as Lingua , Language and Education , and The Interpreter and Translator Trainer . Her methodological studies often involve surveys and mixed-method analysis of educational practices.

Teri Schamp-Bjeredeمشاهده پروفایل

پژوهشگر

• Language Didactics
• Computer-Assisted Language Learning
• EFL Writing
• +۳ مورد دیگر

Teri Schamp-Bjerede is an active doctoral candidate and researcher at Lund University's Centre for Languages and Literature within the Faculty of Humanities and Theology. She specializes in language didactics with a focus on English as a Foreign Language (EFL) writing and computer-generated feedback systems. Her research examines digital writing processes, pedagogical affordances of technology, and L2 acquisition strategies. Education: • Bachelor's in English (Blekinge Institute of Technology, 2004) • MSc in IT (University of Liverpool, 2009) Research Focus: Her work intersects digital pedagogy, linguistic analysis, and educational technology. Primary interests include: computer-assisted writing feedback, affective aspects of digital learning, sociolinguistics in online environments, and interdisciplinary methodologies merging computational linguistics with language education. Publication Trends: Schamp-Bjerede's recent articles demonstrate a strong focus on computational linguistics and digital pedagogy, particularly analyzing social media discourse, sentiment detection, and educational technology efficacy. Her work frequently employs interdisciplinary approaches combining linguistic theory with data visualization and machine learning techniques. Projects: Co-leads the interdisciplinary project Representation of war as autobiographical media: Walter MacKay Draycot, P.P.C.L.I. exploring digital remediation of historical texts. Previously developed the Walter Draycot Web Project, integrating academic standards with digital accessibility.

Andrijana Đordanمشاهده پروفایل

مدرس ارشد

• Sociolinguistics
• Terminology
• Translation Studies
• +۳ مورد دیگر

Andrijana Đordan je senior lektor (docent) na Fakultetu za strane jezike Alfa BK Univerziteta u Beogradu, gde radi od 2010. godine. Prethodno je bila saradnik doktorand na Katedri za iberske studije Filološkog fakulteta Univerziteta u Beogradu (2009-2012) i od 2016. je promovisana u docente. Njena istraživačka fokusna područja uključuju jezičku politiku , terminologiju u profesionalnim domenima , prevođenje i digitalne resurse za jezik i terminologiju . Diplomirala španski jezik i hispanske književnosti, Univerzitet u Beogradu (2009) Odbranila doktorsku disertaciju na temu jezičke politike i terminologije u španskom i srpskom jeziku (2016) Njena naučna aktivnost uključuje učešće u projekatima Evropske komisije kao što je QUALIROM (2010-2013) i saradnju sa univerzitetima u Zadru, Kragujevcu i Timišoari. Takođe je član redakcije časopisa Reči od 2016. godine, gde je prethodno radila kao sekretar i operativni urednik. Objavila je brojne naučne radove u oblasti sociolingvistike, terminologije i jezičkog obrazovanja. Njena istraživanja se posebno fokusiraju na jezičke interakcije u digitalno doba i međunarodne standarde terminologije . Đordan je član: Udruženja profesora španskog jezika Srbije Svetske mreže hispanista (Red Mundial de Hispanistas) Naučne mreže Crne Gore

• English for Academic Purposes (EAP)
• Teacher Training
• Developing Academic Identity in Writing
• +۱ مورد دیگر

Graeme Givan is a Lecturer in Modern Foreign Languages at the University of Glasgow, specializing in English for Academic Purposes (EAP). His work focuses on teacher training, academic identity development in writing, and motivational strategies for language learners. Research Interests English for Academic Purposes (EAP) Teacher Training Academic Identity in Writing Motivational Strategies Teaching EAP 1 CELTA Training Year-round Pre-sessional Summer Pre-sessional Contact Email: Graeme.Givan@glasgow.ac.uk

Carole MacDiarmidمشاهده پروفایل

مدرس ارشد

• English for Academic Purposes
• Teacher Development
• EAP Teacher Competencies
• +۷ مورد دیگر

Dr. Carole MacDiarmid is a Senior Lecturer in Modern Foreign Languages at the School of Modern Languages and Cultures, University of Glasgow. She specializes in English for Academic Purposes (EAP) and teaches across various TESOL programs, serving as MSc & MEd TESOL Co-Programme Leader and Course Convener for Teaching English for Academic Purposes courses. Her educational background includes a PhD in English Language from the University of Glasgow (2017), an MSc in Teaching English for Specific Purposes from Aston University, and an MA (Hons) in Politics and Social and Economic History from the University of Edinburgh. Dr. MacDiarmid's research focuses on English for Academic Purposes , with particular interest in teacher development, spoken academic discourse, text and discourse analysis, corpus linguistics, and TESOL methodology. She investigates how linguistic features can be applied to materials design for both EAP language learners and EAP tutor development courses. Her work emphasizes practical applications of linguistic research to enhance academic language teaching and learning. Recent publications demonstrate her ongoing contributions to EAP pedagogy, teacher development, and course design. Her research spans topics from analyzing learner needs and developing EAP courses for specific contexts to exploring teacher observation approaches and harnessing online course development skills. She has published extensively in both academic journals and conference proceedings, with numerous publications from 2021-2025. Senior Fellow, Higher Education Academy Senior Fellow, RET BALEAP TEAP Senior Fellow, Mentor & Assessor Dr. MacDiarmid supervises MEd & MSc TESOL dissertations and is available to co-supervise PhD students in EAP, course and materials design, and teacher development in TESOL. She has received multiple grants including a UK-Brazil Collaborative Bid from the British Council and University of Glasgow's Blended and Online Development project funding. She has developed significant educational resources including the online 'Transition to Academic Writing' platform and has served as an external examiner for several prestigious institutions including University College London and the University of Oxford.

• Queer Academic Literacies
• Global Englishes
• Curriculum Innovation in TESOL
• +۴ مورد دیگر

Dr. Micky Ross is a Lecturer in Modern Foreign Languages at the School of Modern Languages and Cultures, University of Glasgow. Their research focuses on queer academic literacies, curriculum innovation in TESOL, global Englishes, and reflective academic writing for summative assessment in higher education. They have co-authored 15 recent publications exploring collaborative pedagogy, student voice authenticity, EAP course design, and innovative uses of podcasting as disruptive educational technology. University of Glasgow, Lecturer in Modern Foreign Languages (2025) Senior Fellow, Higher Education Academy (2017) Their scholarly work highlights intersections between LGBTQ+ identity, academic literacies, and educational equity. Key projects include the Reflective Writing Survey and Resource (2024), funded by the University of Glasgow Learning and Teaching Development Fund, which investigates summative assessment practices. They supervise PhD students in areas of TESOL transformation and EIL (English as an International Language) pedagogy. Their publications reveal trends in higher education pedagogy, particularly through: Reflective writing frameworks for assessment Queer theory applications in academic publishing EAP curriculum co-construction Pedagogical disruption via podcasting Student voice authenticity in collaborative projects Transcultural communication in language teaching Scientific contributions include...

Anneli Williamsمشاهده پروفایل

مدرس ارشد

• English for Academic Purposes
• EAP Course Design
• EAP Assessment
• +۲ مورد دیگر

Ms Anneli Williams is a Senior Lecturer in Modern Foreign Languages at the School of Modern Languages and Cultures, University of Glasgow, based in Room 138 of the Hetherington Building with contact email Anneli.Williams@glasgow.ac.uk. Her academic qualifications include: MA TESOL from the University of London RSA CELTA from the University of Glasgow MPhil in English Literature from the University of Glasgow BA in English Literature from Tufts University Williams specializes in English for Academic Purposes (EAP), with research focusing on EAP course design, materials development, assessment methodologies, and the acculturation challenges faced by international students. Her work critically examines academic literacies and the transition experiences of non-native speakers in higher education environments. Her publication record from 2011-2025 reveals sustained contributions to EAP pedagogy, particularly through IELTS preparation resources and academic skills development materials. Recent works demonstrate evolving interests in collaborative ethnography and signature pedagogy integration within pre-sessional programs, reflecting contemporary shifts toward culturally responsive teaching practices in globalized academic settings. Williams directs the Pre-sessional EAP Course and teaches core modules in the MEd/MSc TESOL programs including Classroom Processes, Language Learning and Applications, and Language Proficiency Assessment. She supervises postgraduate TESOL dissertations while maintaining active roles in institutional governance through the SMLC Learning and Teaching Committee and Athena Swan Working Group. Externally, she serves as SIGs Officer on the BALEAP Executive Committee, develops competency frameworks through the 'Can Do' Working Party, acts as external examiner for Durham University, and reviews for JEAP, Palgrave MacMillan, and Oxford University Press.

Iwona Winiarska-Pringleمشاهده پروفایل

مدرس

• teacher identity and development
• relational and culturally responsive pedagogies
• oracy in the academy
• +۲ مورد دیگر

Iwona Winiarska-Pringle serves as a Lecturer in English for Academic Purposes (EAP) within the School of Modern Languages and Cultures at the University of Glasgow, where she actively supports sanctuary students accessing higher education through specialized programs and advocacy work. Her academic credentials include: Learning Technologies in EAP (University of Sheffield, 2018) PG Dip in Healthcare Information Governance (University of Bath, 2010) MA in Teaching English as a Foreign Language and Translation (Institute of Applied Linguistics, Warsaw University, 2004) Winiarska-Pringle's research centers on transformative educational practices, examining how teacher identity development intersects with relational pedagogies, oracy in academic settings, and intercultural communication. Her work pioneers culturally responsive frameworks that challenge traditional power structures through feminist lenses and social justice imperatives, particularly focusing on creating inclusive spaces for marginalized learners. She investigates how care ethics, emotional labor, and creative methodologies can dismantle academic barriers while fostering student agency. Analysis of her 15 most recent publications (2021-2025) reveals consistent thematic evolution toward activist scholarship, with increasing emphasis on trioethnographic and duoethnographic methodologies to explore resistance and identity formation. Her work demonstrates growing engagement with sanctuary student needs, feminist critiques of academic systems, and creative approaches to professional development, all grounded in social justice principles that connect classroom practice to broader societal transformation. Her scholarly contributions have been recognized through: Higher Education Academy Fellowship (2017) Recognising Excellence in Teaching (RET) Fellowship from the University of Glasgow (2017) As Event Officer for BALEAP's EAP for Social Justice Special Interest Group and member of the RefugEAP Working Group, she drives institutional change through collaborative initiatives rather than traditional grant-funded projects. Her committee work focuses on policy advocacy, conference reform, and developing inclusive practices for refugee students, demonstrating how practitioner scholarship can directly impact educational equity. Current projects include feminist redesigns of academic conferences and co-creation of curricula with sanctuary students to bridge transition gaps. She operates within critical collaborative networks including the RefugEAP Working Group (focused on refugee inclusion in higher education) and the EAP for Social Justice SIG (which develops activist frameworks for language educators), where she facilitates practitioner-led research communities that challenge conventional academic hierarchies through participatory action research.

Hao Tranمشاهده پروفایل

عضو هیئت علمی

• Applied Linguistics
• Second Language Acquisition
• Teacher Education
• +۸ مورد دیگر

Dr. Hao Tran is a Teaching Associate in Applied Linguistics at the School of Languages and Cultures , University of Queensland (UQ) , Australia. He joined UQ in 2019 and coordinates courses including Academic English, Thesis Writing for International Students (WRIT6001), Introduction to Second Language Learning and Teaching (SLAT7001), and Second Language Learning (SLAT2001). His teaching extends to subjects like Teaching Languages in a Global Context (SLAT7826) and Classroom Second Language Processes (SLAT7807). Academic Background: PhD in Applied Linguistics (Griffith University, 2019) Master of Applied Linguistics (TESOL) (Advanced) (University of Queensland, 2013) Bachelor's in English Language Education (Vinh University, Vietnam) Research Interests span teacher education, focusing on teacher agency, identity, and professional development; student and teacher engagement; EAP pedagogy with CALL and GenAI integration; language policy; and Vietnamese heritage language studies. His work addresses sociocultural influences on educational change and AI's role in language learning. Recent Publications (2023-2025) explore generative AI in interviews and language learning, teacher transitions in Vietnam, and heritage language practices in Australia. He serves as Review Editor for the Australian Review of Applied Linguistics (ARAL) and has received multiple awards, including the HASS Tutor Award for Excellence in Teaching (2024) and HEA Fellowship (2021) . Supervision: Available for MA thesis supervision. Grants: School of Languages and Cultures Grant for EAP materials development. Leadership: Former roles include International Student Officer at Griffith University and Convenor for Joint Programs at Vinh University.

Marie Quinnمشاهده پروفایل

مدرس ارشد

• Language Education
• Literacy Development
• Curriculum Reform
• +۴ مورد دیگر

Marie Quinn is a Senior Lecturer at the University of Technology Sydney (UTS), specifically within the Faculty of Arts and Social Sciences (FASS) and the TESOL and Applied Linguistics program. With a career spanning over two decades in academia, she has taught and designed programs related to language, literacy, and learning, informed by extensive fieldwork in Timor-Leste, the Pacific, Papua New Guinea, Japan, and the UK. Her academic background includes a PhD (2011) and Master of Education (2002) from the University of Melbourne, and a Bachelor of Education (1994) from Edith Cowan University. Marie’s research focuses on curriculum and language reform in post-colonial and developing contexts, particularly Timor-Leste and the Solomon Islands. She explores pedagogical practices, teacher agency, multilingual education, and the integration of local needs into global educational imperatives. Her funded project "Fostering gender-equitable and inclusive teaching practices in Nepal and Bhutan" (2024) reflects her commitment to equitable education in transitional societies. She has published extensively on topics like classroom talk strategies, literacy development, and systemic functional linguistics in multilingual settings. Marie holds leadership roles in organizations such as the Primary English Teachers Association of Australia (Vice President), ACFID Education Community of Practice (co-convener), and the NSW Institute of Educational Research (executive member). Her service extends to ethics committee review, workload reform, and professional development coordination for EAL/D educators. She supervises research on multilingual education, teacher self-efficacy, and literacy strategies, emphasizing practical application in diverse classrooms.