جستجوی استاد راهنمای دانشگاهی

Dr. Martha Sidury Christiansen is a Professor of Applied Linguistics/TESOL at the University of Texas at San Antonio , where she serves in the College of Education and Human Development . She is the Principal Investigator of Project RESPETO , a NSF-funded initiative exploring racial equity in engineering education. Her work spans sociolinguistics, digital literacies, and raciolinguistic analysis, with a focus on transnational multilingual communities. Born in Veracruz, Mexico Ph.D. in Foreign/Second Language Education (Ohio State University, 2013) M.A. in English Composition (Indiana University, 2007) B.A. in English Language Teaching (Universidad Veracruzana, 2002) Her research examines how transnational youth navigate digital spaces through multiliteracies , challenges Western academic writing norms via Mexican decolonial methodologies , and investigates raciolinguistic intersections in identity formation. The 15 most recent publications reveal a strong focus on digital communication , transnationalism , and critical pedagogy across journals like TESOL Quarterly and Language@Internet . 2023-2025: Expanding raciolinguistic frameworks in digital contexts 2021-2022: Analyzing multimodal identity construction 2019-2020: Exploring Mexican bilinguals' online language use She has received multiple honors including ACUE Fellow (2023), Fulbright Scholar (2017), and Faculty Leadership Fellow (2021-2022). Her presentations at conferences like ICOLLITE and DDVM Lab highlight her expertise in critical sociolinguistic awareness and digital discourse analysis . Dr. Christiansen actively consults for nonprofits on linguistic equity and multilingual education .

• Sociolinguistics
• Digital Literacies
• Language Ideologies
• +۶ مورد دیگر

Andrew Lan is an Associate Professor in the College of Information and Computer Sciences at the University of Massachusetts Amherst, where he also serves as the CS Undergraduate Program Director. He was granted tenure by the UMass Board of Trustees in June 2025 and is currently on leave through Spring 2026. His research focuses on developing human-in-the-loop machine learning methods to enable scalable, effective, and personalized learning experiences in education. Dr. Lan received his BS in Physics and Mathematics from the Hong Kong University of Science and Technology, followed by his MS (2014) and PhD (2016) in Electrical and Computer Engineering from Rice University. He completed postdoctoral research at Rice University (2016) and Princeton University's EDGE Lab (2017-2018). His research spans artificial intelligence for education, with particular expertise in educational data mining, knowledge tracing, personalized learning systems, and human-AI collaboration in educational contexts. Dr. Lan's work leverages massive and multimodal learner and content data collected from both traditional classrooms and online learning platforms to develop systems that deliver high-quality, affordable, and personalized learning experiences. He has made significant contributions to areas including computerized adaptive testing, math word problem generation, student affect detection, and automated grading systems. His recent work increasingly focuses on leveraging large language models for educational applications while maintaining rigorous scientific validation of these approaches. Best Student Paper Award at the 2024 AIED Conference (with Alexander Scarlatos) Best Paper Nominee at LAK 2021 Best Student Paper Award at IEEE Big Data 2020 NAEP Math Automated Scoring Challenge Grand Prize Winner Dr. Lan actively mentors graduate students and postdoctoral researchers, with several of his advisees receiving recognition for their work. He has secured substantial funding from the National Science Foundation, including a $90M grant for the SafeInsights project, a secure cyberinfrastructure for educational research. His research group collaborates with institutions including Worcester Polytechnic Institute, University of Pennsylvania, and Rice University. He teaches undergraduate and graduate courses including COMPSCI 240 (Reasoning under Uncertainty) and COMPSCI 590OP (Applied Numerical Optimization), with a focus on the practical application of theoretical concepts in machine learning and artificial intelligence. His educational philosophy emphasizes bridging the gap between theoretical foundations and real-world implementation in educational technology.

• Artificial Intelligence in Education
• Educational Data Mining
• Personalized Learning
• +۵ مورد دیگر

Xiaocheng Chen is a Preceptor (Lecturer) in Chinese at Harvard University's Department of East Asian Languages and Civilizations. She specializes in Chinese language instruction and curriculum development. Her academic focus includes innovative teaching methodologies for Mandarin acquisition, linguistic analysis, and cultural competency development. Office hours are held Fridays for student consultation on language studies.

• Chinese Language Pedagogy
• Linguistics
• Second Language Acquisition
• +۱ مورد دیگر

Hong Huaqing is a Professor and doctoral supervisor at the Corpus Research Institute of Shanghai International Studies University. He holds roles as honorary director of the Chinese Corpus Linguistics Research Association and international expert at Peking University's Education Development Center. Formerly, he worked at Nanyang Technological University (Singapore) in roles such as researcher at the Learning Research and Development Center and director of the e-Learning Center of the Lee Kong Chian School of Medicine. His research spans machine translation, natural language processing, corpus linguistics, and educational technology. He supervises master's and doctoral students, co-supervises postdoctoral researchers, and focuses on smart education driven by big data analysis and innovative learning ecosystems. Research emphasizes corpus-based methods applied to language education, including computational frameworks for student engagement, wearable sensors in learning analytics, and cross-linguistic rhetoric studies. His work bridges technological innovation (e.g., AI-driven tutorial systems) with pedagogical practice, addressing challenges in non-English language education and teacher training.

• Corpus Linguistics
• Computer-Assisted Instruction
• Machine Translation
• +۳ مورد دیگر

Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.

• Multilingualism
• Translanguaging Pedagogy
• English as an Additional Language (EAL) Education
• +۴ مورد دیگر

Dr. Wanju Huang is a Clinical Assistant Professor in the Learning Design and Technology program at Purdue University , where she focuses on enhancing online learning experiences through innovative instructional design and emerging technologies. Prior to joining Purdue in Fall 2016, she served as an instructional design manager at Teaching and Learning Technologies and spent six years as a lecturer and instructional designer at Eastern Kentucky University. Education: Ph.D. in Curriculum & Instruction (Technology concentration) from University of Illinois at Urbana-Champaign Her research interests center on technology-mediated online communities, instructor presence in digital learning, augmented reality applications, and faculty development programs. She has published extensively on these topics, including studies on multimedia interventions for teaching presence, immersive technologies in ESL education, and adaptive cyber training platforms. Dr. Huang's publications reflect a strong focus on EdTech innovation , with trends spanning AI integration in K-12 , model-based systems engineering , and microlearning strategies . Her work bridges theoretical frameworks like social constructivism with practical implementations in professional education. Professional memberships include the American Educational Research Association, Association for Educational Communications and Technology, and Quality Matters. She teaches courses on learning design foundations, e-learning systems, and professional competency demonstrations in LDT.

• Online Learning
• Instructional Design
• Augmented Reality in Education
• +۷ مورد دیگر

Bal Krishna Sharma is Associate Professor of Applied Linguistics at the University of Idaho's College of Letters, Arts and Social Sciences, with affiliate status at the Habib Institute for Asian Studies. His scholarship examines language globalization across education, tourism, and digital media contexts. Education credentials: Ph.D. in Second Language Studies, University of Hawaii at Manoa (2016) M.A. in Second Language Studies, University of Hawaii at Manoa (2011) M.Ed. in English Education, Tribhuvan University (2004) B.Ed. in English Education, Tribhuvan University (2001) Research explores: Neoliberal influences on language education Intercultural communication in tourism Translingual practices in digital spaces Multilingual policy in South Asia Recent publications analyze linguistic landscapes in pandemic communication, multilingual STEM education, and social media discourse in Nepal. His work integrates sociolinguistic theory with critical analysis of globalization. Teaches courses including Sociolinguistics, Intercultural Communication, and History of the English Language.

• Applied Linguistics
• Sociolinguistics
• Intercultural Communication
• +۲ مورد دیگر

Marta González-Lloret is a Professor of Spanish and Applied Linguistics at the Department of Languages and Literatures of Europe and the Americas (LLEA) and an Associated Graduate Faculty member of the Department of Second Language Studies (SLS) at the University of Hawai‘i at Manoa . Originally from Valladolid, Spain, she has resided in Hawaii for over 30 years and holds a PhD in Second Language Acquisition, an MA in Linguistics, an MA in European Languages, and a Licenciatura in English Philology. Education: PhD in Second Language Acquisition, University of Hawai‘i at Manoa (2008) MA in Linguistics, University of Hawai‘i at Manoa (1997) MA in European Languages (Spanish Linguistics), University of Hawai‘i at Manoa (1993) Licenciatura in Filología Inglesa, Universidad de Valladolid (1991) Her research focuses on the intersections of technology and Task-Based Language Teaching (TBLT) , as well as L2 Pragmatics and Conversation Analysis . Her work explores how digital environments enhance pragmatic competence and foster intercultural communication. She has co-edited seminal volumes on technology-mediated TBLT and serves as Series Editor for Task-Based Language Teaching and Pragmatics & Language Learning . She has received prestigious awards, including the Board of Regents’ Medal for Excellence in Teaching (2018) and the HALT Excellence in Teaching Award (2010) . Her teaching portfolio includes Spanish language, teacher training, and critical digital literacies, often delivered through hybrid or online formats. Scientific Awards: Board of Regents’ Medal for Excellence in Teaching (2018) College of LLL Excellence in Teaching Award (2013) HALT Excellence in Teaching Award (2010) 'Oihana Maika’i Award for Research Excellence (2005) Top 2% Most-Cited Researchers (2023) Top 400 World Linguists (2023) She has conducted over 80 invited talks and 17 plenary/keynote lectures globally, addressing topics like AI in language education, pragmatic development in digital spaces, and task design for multilingual contexts. Her editorial and leadership roles include co-chairing international conferences and serving on advisory committees for ACTFL Guidelines (2024).

• Technology-mediated Language Learning
• Task-Based Language Teaching (TBLT)
• L2 Pragmatics
• +۳ مورد دیگر

Dr. Chang Pu is a Professor of Teacher Education and Coordinator of the ESOL endorsement program at Berry College. She specializes in TESOL, bilingual education, and heritage language education, teaching both undergraduate and graduate courses including Multicultural Education and ESOL endorsement classes. Her work emphasizes preparing educators to support culturally and linguistically diverse students through collaborations with schools in Georgia (e.g., New Comer Academy) and China. Education: Ph.D. in Culture, Literacy, and Language (University of Texas, San Antonio) M.A. in TESOL (St. Cloud State University) B.A. in English (University of Electronic Science & Tech. of China) Instructional Technology Certificate (St. Cloud State University) Research Focus: Dr. Pu's research centers on heritage language education, virtual exchange methodologies, and equitable practices for linguistically diverse learners. She investigates how bilingual and bicultural competence can be fostered in K-12 settings and teacher preparation programs. Publications: Her work spans topics like at-risk Latino student success, global teacher education collaboration, and Chinese heritage language instruction. Recent contributions include analyses of biliteracy development and innovative pedagogical strategies in multicultural contexts. Awards: 2019 Longview Foundation Global Teacher Educator Fellow Dr. Pu actively engages in community partnerships, co-designing programs with international schools and bilingual immersion initiatives to bridge educational gaps. Her advising focuses on preparing teachers for multicultural classrooms through service-learning and cross-cultural exchanges.

• English as a Second Language Education
• Bilingual Education
• Heritage Language Education
• +۲ مورد دیگر

Eva Vetter is a full Professor at the University of Vienna , affiliated with both the Department for Teacher Education and the Department of Linguistics . She specializes in multilingualism, language teaching methodologies, and minority language education, with a focus on integrating climate justice themes into linguistic pedagogy. Email: eva.vetter@univie.ac.at Office: Porzellangasse 4, 1st floor, 1090 Vienna Her research interests include: Applied linguistics in educational contexts Minoritized language preservation Language policy and equity Interdisciplinary approaches to multilingualism Recent teaching activities focus on: Developing communication spaces for multilingual learners Empirical research methods in language education Climate justice integration in linguistic curricula Doctoral supervision in applied linguistics She actively mentors educators through professional development programs and leads research initiatives at the intersection of linguistics and teacher education.

• Applied Linguistics
• Language Teaching
• Multilingualism
• +۳ مورد دیگر

Dorothy Worden-Chambers is an Associate Professor in the Department of English at the University of Alabama, serving as Coordinator of the Applied Linguistics/TESOL Program. Her expertise spans multilingual writing pedagogy, second language teacher cognition, and genre-based instruction. She holds a PhD in Applied Linguistics from Pennsylvania State University (2015) and an MA in Rhetoric and Composition from Washington State University (2008). Her research focuses on L2 writing teacher development, with particular attention to pedagogical content knowledge, curriculum design, and the impact of teacher beliefs on instructional practices. Her work bridges theoretical frameworks in applied linguistics and writing studies, emphasizing practical applications in multilingual education. Recent publications explore themes such as teacher learning through tutoring, conceptual metaphors in curricular knowledge, and the role of genre projects in teacher education. Her contributions span journals like Teacher Development , Composition Forum , and Journal of Second Language Writing . Worden-Chambers actively contributes to professional development through workshops and collaborative initiatives, such as graduate student-led faculty training programs on multilingual writing pedagogy. Her work underscores the interplay between teacher identity, pedagogical practices, and multilingual learner outcomes.

• Creative Writing
• Linguistics/TESOL
• Composition & Rhetoric
• +۷ مورد دیگر

Ronald Fuentes is an Associate Professor and Director of Online Programs in the Department of English at the University of Memphis. His research focuses on language policy in education, immigration impacts on multilingualism, and transnational identity dynamics. He holds a Ph.D. in Sociolinguistics from the University of Washington, alongside a MAT in TESOL and a BA from the University of British Columbia. His research explores how immigration shapes language attitudes and practices, particularly in educational contexts. Fuentes examines language policy implementation in universities and K-12 settings, with recent work analyzing gender-inclusive language adoption and transnational family language maintenance strategies. He has published extensively on topics such as heritage language teaching in diaspora communities and structural barriers faced by immigrant students in higher education. His articles consistently address the interplay between institutional policies and individual agency, revealing both opportunities and constraints in multilingual education systems. Current projects investigate language planning in non-traditional migration regions and digital pedagogy for online language learners. As Director of Online Programs, Fuentes oversees innovative instructional design for distance learning initiatives while maintaining active grant-funded research on ESL program efficacy and transnational student support systems. His work bridges sociolinguistic theory and applied educational practice, contributing to both academic discourse and real-world policy recommendations.

• Language Policy in Education
• Language Ideology and Socialization
• Immigration and Transnationalism
• +۳ مورد دیگر

Bruno Echauri Galván serves as Associate Professor in the Department of Modern Philology at the University of Alcalá (UAH), Spain, teaching core translation courses including Introduction to Translation Theory and English-Spanish Translation across multiple degree programs in Alcalá de Henares and Guadalajara. His research centers on Translation Studies and Reception Theory, with significant contributions to intersemiotic translation (particularly in children's literature), healthcare interpreting, and film adaptation reception. As an active member of the Research Group on Interdisciplinary Reception Studies, he investigates cultural reception, literary reception, and translation through frameworks including cultural mediation, censorship studies, and myth reception. Recent publications (2021-2024) demonstrate consistent innovation in translation pedagogy, including color-based translation assessment tools, service-learning translation projects, and pandemic-era teaching adaptations. His work on collaborative writing projects, mental health communication, and Carver-Lish translation controversies reveals methodological diversity across literary, audiovisual, and healthcare domains. Dr. Echauri Galván has participated in multiple research initiatives including the JOB AND MOVE student network project (2018), Homopoly strategic partnership (2016), and InterMed healthcare mediation project (2011), where he contributed expertise in intercultural communication and translation standards. He maintains active research leadership through the Interdisciplinary Reception Studies group, examining reception phenomena across cultural, literary, musical, and translational contexts while addressing contemporary issues like censorship and myth criticism.

• Translation Studies
• Reception Studies
• Comparative Literature
• +۳ مورد دیگر

Professor El Mustapha Lahlali is a distinguished academic at the School of Languages, Cultures and Societies, University of Leeds, where he holds the position of Professor of Applied Linguistics and Media. His research and teaching focus on Arabic media discourse, critical discourse analysis, translation, ideology, and pedagogy. Education: BA in Applied Linguistics MA in Applied Linguistics PhD in Critical Discourse Analysis and Classroom Discourse His research interests span Arab media and society, discourse analysis in educational and political contexts, appraisal theory, translation and ideology, and teaching Arabic as a foreign language. He has published extensively on media discourse, political rhetoric, and translation practices in Arabic contexts, contributing significantly to the understanding of linguistic strategies in media and political communication. His recent publications reflect a strong focus on discourse in conflict, media framing, translation challenges, and pedagogical development. These works collectively emphasize critical analysis of Arabic media, political transitions, and intercultural communication, revealing trends in ideological representation and linguistic power dynamics. Scientific Awards: No specific awards listed in the text. Professor Lahlali has supervised 27 PhD students to completion and currently mentors several more on topics including media translation, ideology, discourse analysis, and pedagogy. He has served as internal and external examiner for over 100 PhD theses across the UK and internationally. He has secured and contributed to numerous research grants in Arabic, linguistics, and Middle Eastern studies. His leadership extends to organizing over 45 academic events, including conferences and workshops. He is actively involved in research groups and welcomes PhD applicants in areas related to Arabic media, discourse analysis, and translation. He is a key figure in professional associations such as BATA (Founder and President), BRISMES, UCML, and APETAU.

• Applied Linguistics
• Media Discourse
• Critical Discourse Analysis
• +۱۳ مورد دیگر

ZhaoHong Han is a Professor of Language and Education at Teachers College, Columbia University, and Director of the Center for International Foreign Language Teacher Education (CIFLTE). Her research focuses on second language acquisition (SLA), systems thinking, and the integration of AI into language education. She holds a Ph.D. in Applied Linguistics from Birkbeck College, University of London, and has authored over 100 scholarly publications. Key Affiliations: Teachers College, Columbia University Expertise: SLA theory, language teacher education, crosslinguistic influence, and AI applications Research Interests Dr. Han explores foundational SLA concepts like fossilization, ultimate attainment, and the critical period hypothesis through complex dynamic systems theory. She investigates how AI can transform language learning, emphasizing ethical use of generative models like ChatGPT. Her work bridges theory and practice through teacher training and classroom-based research in diverse contexts like Tunisian EFL education. Publications Her recent work addresses AI's role in SLA (2025), social physics in language development (2024), and critical age-attainment relationships (2023). She frequently critiques methodological limitations in SLA research while advocating for interdisciplinary approaches. Center for International Foreign Language Teacher Education As director, she leads global initiatives to improve language teacher training through evidence-based practices and cross-cultural collaboration.

• Second Language Acquisition
• Applied Linguistics
• Language Education
• +۶ مورد دیگر