جست‌وجوی استاد و پژوهشگر

Mohammad T. Alhawaryمشاهده پروفایل

استاد

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

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

• Bilingualism
• Cognitive Aging
• Executive Functioning
• +۷ مورد دیگر

Ellen Bialystok is a prominent academic in the fields of psycholinguistics and cognitive neuroscience, focusing on bilingualism and its effects on aging and executive functioning. She has contributed extensively to interdisciplinary research through publications, editorships, and theoretical analyses. Her research explores how bilingualism modifies cognitive control, working memory, and neuroplasticity, particularly in aging populations. Key themes include cognitive reserve, language representation, and neural mechanisms underlying bilingual processing. The articles highlight a consistent focus on bilingualism's impact on cognitive aging, executive function, and lexical access, with methodologies spanning behavioral studies, ERP analysis, and theoretical frameworks. Keywords include psycholinguistics, neuroscience, and cognitive psychology.

Eva Ogiermannمشاهده پروفایل

دانشیار

• Cross-cultural pragmatics
• Politeness theory
• Bilingual communication
• +۳ مورد دیگر

Dr Eva Ogiermann is an Associate Professor in English Language and Applied Linguistics at King’s College London, serving as Programme Director for the MA in Language and Cultural Diversity. She holds a PhD from Carl von Ossietzky Universität Oldenburg (2007) and an MA from the University of Münster (2001). Her research focuses on cross-cultural pragmatics, politeness theory, and bilingual communication, with a particular interest in how language reflects cultural norms and identities. Current Position: Reader (Associate Professor) at King’s College London Previous Institutions: University of Oldenburg (Germany), University of Portsmouth, University of Surrey Editorial Roles: Former associate editor of the Journal of Pragmatics (2010–2018) Her work examines cultural specificity of language use, including studies on apology strategies, request negotiation, and family communication dynamics. Recent projects analyze pandemic-era signage’s role in disseminating risk communication and maintaining social cohesion during crises. She also explores epistemic authority in academic writing tutorials and the pragmatic functions of marketing language. Key research contributions include From Speech Acts to Lay Understandings of Politeness (2019) and numerous articles in top journals like Journal of Pragmatics and Pragmatics and Society . Her teaching spans BA and MA programs in applied linguistics and language education. Dr Ogiermann leads the Implementing Covid-19 measures project, studying how non-official signage adapts government health guidelines. She actively contributes to the Centre for Language, Discourse & Communication, fostering interdisciplinary research at the intersection of language, culture, and society.

Marta González-Lloretمشاهده پروفایل

استاد

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

• Applied Linguistics
• Media Discourse
• Critical Discourse Analysis
• +۱۳ 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.

ZhaoHong Hanمشاهده پروفایل

استاد

• Second Language Acquisition
• Applied Linguistics
• Language Education
• +۶ 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.

Holly J. Nibertمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Spanish Phonetics and Phonology
• Language Program Administration
• +۳ مورد دیگر

Holly J. Nibert is an Associate Professor of Hispanic Linguistics and Director of the Spanish Language Program in the Department of Spanish and Portuguese at The Ohio State University. Her research focuses on second language acquisition (SLA) of Spanish phonology and phonetics within the revised Speech Learning Model (SLM-r). She also emphasizes principles of teaching Spanish as a second language, instructor training, and language program administration. Education: Ph.D. in Spanish Linguistics, University of Illinois at Urbana-Champaign (2000) M.A. in Spanish Linguistics, University of Illinois at Urbana-Champaign (1991) B.A. in Spanish, University of Illinois at Urbana-Champaign (1989) Research interests span Spanish phonetics/phonology SLA, pedagogical techniques, and leadership in language program administration. Her recent work examines applying leadership studies to program direction. She co-authored two Spanish textbooks: ¡Arriba! and Día a día . Key awards include the 2013 WMU Distinguished Teaching Award and multiple teaching accolades as a graduate TA. Her work bridges theoretical SLA research with practical classroom applications, including curriculum design and international teaching assistant training. Her contributions to the field include advancing techniques for SLA of segmental and prosodic features, as well as leadership strategies for language programs. She previously directed Western Michigan University's First-Year Spanish Program for 15 years before joining OSU in 2014.

Anna Sanderمشاهده پروفایل

مدرس

• Polish Language Pedagogy
• German-Polish Translation
• Slavic Cultural Studies
• +۳ مورد دیگر

Anna Sander serves as a Lecturer in Polish at the University of Regensburg's Institute of Slavic Studies since 2002, teaching language courses from beginner to advanced levels including translation, grammar, and cultural studies. Her academic background includes: 1981-1985: General Education Lyceum, Nowy Targ (high school diploma) 1986-1991: Polish Philology studies at Jagiellonian University, Krakow 1991: Magistra Artium examination Her professional focus centers on practical language instruction, with teaching history spanning the Polonia Institute in Krakow (1991-1997) and Carl von Ossietzky University of Oldenburg (1997-2002) prior to Regensburg. Current responsibilities include designing curricula for German-Polish translation and intercultural communication courses across multiple semesters through 2025/2026. As Polish editor for institute publications, she maintains active teaching engagement through office hours by appointment via Zoom or phone, operating from Building PT, Room 3.3.10.

• Corpus Linguistics
• Learner Corpora
• Translation Studies
• +۱۰ مورد دیگر

Assoc. Prof. Dr. Ali Şükrü Özbay currently serves as an Associate Professor at Karadeniz Technical University's Faculty of Arts, Department of English Language and Literature. He earned his PhD and MA in Applied Linguistics from Karadeniz Technical University and holds a BA in English Language and Literature from Ankara University. Education : PhD (2015) and MA (2004) from Karadeniz Technical University; BA (1996) from Ankara University Dr. Özbay's research focuses on Corpus Linguistics , Learner Corpora , Academic Writing , Translation Studies , and Language Pedagogy . His work investigates lexical bundles, support verb constructions, and pragmatic markers through computational corpus analysis. Recent publications analyze four-word recurrent expressions in educational technology contexts, collocational priming in Turkish EFL learners' mental lexicon, and semantic prosody of intensifiers in academic corpora. He supervises theses on data-driven learning applications and corpus-based teaching materials. Dr. Özbay has held managerial roles including Deputy Head of Department (2019–present) and Assistant Coordinator for Erasmus+ programs (2017–2021). He actively participates in international conferences and has published in journals like Turkish Studies , Australian Journal of Applied Linguistics , and Hacettepe Eğitim Dergisi .

Haley De Korneمشاهده پروفایل

استاد

• Applied Linguistics
• Multilingual Education
• Language Revitalization
• +۷ مورد دیگر

Haley De Korne is a Professor at the University of Oslo's Institute for Literature, Area Studies and European Languages within the Faculty of Humanities. Her academic work spans the intersections of linguistics, education, and anthropology, focusing on multilingual education contexts with particular attention to minoritized and indigenous languages. Dr. De Korne holds a PhD in Educational Linguistics from the University of Pennsylvania, an MA in Applied Linguistics from the University of Victoria, and a BA (Hons) in Combined Social Sciences from Durham University. Her academic journey reflects a strong foundation across multiple disciplines that inform her interdisciplinary approach to language research. PhD Educational Linguistics, University of Pennsylvania, USA MA Applied Linguistics, University of Victoria, Canada BA Hons Combined Social Sciences, Durham University, UK Her research interests focus on critical language awareness among teachers, social change imaginaries in multilingual regions, and pedagogies for language reclamation. She specializes in minoritized languages in education, multilingual education policy and pedagogy, language politics, indigenous language reclamation & revitalization, and language ideologies, with specific expertise in Isthmus Zapotec (Mexico) and Anishinaabemowin (US & Canada). Her methodological approach combines ethnography and interactional sociolinguistics within linguistic anthropology. Analysis of Dr. De Korne's recent publications reveals a consistent focus on language revitalization, particularly examining how educational contexts can support or hinder minoritized language maintenance. Her work increasingly addresses global North-South perspectives on language education, with attention to place-based pedagogy and critical language awareness. A significant thread throughout her research examines translanguaging practices and how they challenge traditional monolingual approaches to language education. Her scholarship demonstrates strong community engagement, particularly with Zapotec-speaking communities in Mexico. Dr. De Korne serves on the editorial board of Multilingua - Journal of Cross-cultural and Interlanguage Communication (2023-2025) and is an active member of the Norwegian Academy for Young Researchers (2021-2025). She also chairs the American Association of Applied Linguistics Committee for Online Education and Outreach Webinar subcommittee. Member, Norwegian Academy for Young Researchers (2021-2025) Editorial board member, Multilingua Journal (2023-2025) Chair, AAAL Committee for Online Education and Outreach (2023) Partner, Multilingualism in Transitions Research Project (2021-2025) Affiliated researcher, MultiNor Research Group At the University of Oslo, Dr. De Korne teaches courses including MULTI 4150 Project-based research in multilingualism, NOAS 4102 Additional language learning in socio-cognitive and sociocultural perspectives, and several linguistics courses on language acquisition, multilingualism, and research methods. She also leads PhD courses on communication in multilingual workplaces and revitalization of indigenous and minority languages. Her current research projects include FOSTERLANG (Indigenous language resilience), Language and culture maintenance in Wilamowice, and Linguistics and Sustainability.

Alexis Housenمشاهده پروفایل

استاد

• Linguistics
• Applied Linguistics
• Second Language Acquisition
• +۷ مورد دیگر

Alexis Housen is a Professor of Linguistics & Applied Linguistics at the LW Academic Unit Linguistics and Literary Studies within Vrije Universiteit Brussel . Their research focuses on second language acquisition, multilingualism, and psycholinguistics. Currently active in over 30 projects, including leadership roles in initiatives like the Eye-Catching project (2021-2024) and the International Francqui Professor program (2023-2025). Research Interests : Housen's work examines language acquisition processes, particularly in second language learning contexts. Key themes include lexis-grammar interfaces, salience effects in SLA, and the role of instruction in phonological acquisition. Their empirical studies integrate psycholinguistic methodologies with corpus-based analyses. Recent Contributions : Recent publications address salience's role in morphology acquisition, complexity metrics in L2 writing, and comparative proficiency analysis across oral/written modalities. Their work demonstrates interdisciplinary influence across linguistics, education, and cognitive science. Recognition : Awarded the European Second Language Association Fellowship (2000). Active in international collaborations, presenting at conferences like the European Second Language Association and Birkbeck College symposia. Grants & Leadership : Oversees €1.2M+ in active funding through projects like SRP-Groeifinanciering: Multilingual language control (2022-2027). Serves in leadership roles including Dean and Head of Research Groups.

Maria Economidou Kogetsidisمشاهده پروفایل

استاد

• Interlanguage Pragmatics
• Intercultural Communication
• Cross-cultural Pragmatics
• +۵ مورد دیگر

Professor Maria Economidou Kogetsidis is a Professor of English and Applied Linguistics at the University of Nicosia, serving as Coordinator of the MA TESOL Programme in the Department of Languages and Literature. She has been affiliated with the University of Nicosia since 2002. Her expertise spans interlanguage pragmatics, cross-cultural communication, and e-politeness in digital contexts. Education: PhD in Cross-cultural Pragmatics (University of Nottingham) MA in TESOL and Applied Linguistics (University of Leicester) BA in Humanities (University of Bedfordshire) Her research focuses on pragmatic performance of Greek/Greek Cypriot learners of English, e-requests, and methodological comparisons of request data. She has published extensively in journals like Journal of Pragmatics , Intercultural Pragmatics , and ELT Journal , and co-edited the 2012 volume Interlanguage Request Modification . She serves as a reviewer for multiple prestigious journals and is an Editorial Board member of Intercultural Communication Education . Her work emphasizes the intersection of theory and practice, bridging pragmatic research with classroom application. Her studies explore how learners navigate pragmatic challenges in academic and digital communication, particularly in cross-cultural contexts. Recent research highlights longitudinal studies of Japanese learners in UK study abroad contexts and the role of pedagogical intervention in enhancing pragmatic awareness. Despite no formal awards listed, her impactful contributions to the field are evident through her prolific publications and editorial roles. She actively engages in curriculum development, mentoring, and academic administration, contributing to the MA TESOL Programme’s structure and pedagogical innovation.

• English Pronunciation Teaching
• Technology-Enhanced Language Learning
• Phonetics and Phonology
• +۳ مورد دیگر

Assoc. Prof. Hana Vančová, PhD., is a dedicated academic at Trnava University's Faculty of Education, where she has served as an Associate Professor in the Department of English Language and Literature since 2013 (promoted from Assistant Professor following her 2022 habilitation). Currently Deputy Head of Department for Education, she oversees curriculum development and serves as study advisor for single-subject and combined English language teacher education programs at bachelor's, master's, and doctoral levels. Her institutional commitment spans over a decade with full-time employment since 2013. Education: 2004–2009: Master of Arts (Mgr.) in English Language and Literature – Slovak Language and Literature, Faculty of Education, Trnava University 2009–2012: Doctor of Philosophy (PhD.) in Pedagogy, Faculty of Education, Trnava University 2019: Professional Development: "Teaching languages in the digital era: the best apps, web platforms and ICT solutions for learning languages", Institute for Training, Employability and Mobile Learning Hana Vančová's scholarly work centers on English pronunciation pedagogy , with pioneering research in technology-enhanced instruction . Her primary domains include phonetics and phonology , lexicology , and digital language learning tools , investigating how AI, mobile applications, and multimedia resources optimize pronunciation acquisition. She bridges theoretical linguistics with practical classroom applications through ergonomic educational design, emphasizing learner-centered methodologies that address sociolinguistic factors like accent identity and intelligibility. Her habilitation thesis established her as a key innovator in pronunciation technology. Analysis of Vančová's publication trajectory (2014-2024) reveals a decisive shift from foundational studies on Slovak learners' pronunciation errors toward cutting-edge research on AI-driven pronunciation training. Her recent work explores karaoke-based methods and ethical AI implementation in CALL (Computer-Assisted Language Learning), highlighting human-AI interaction dynamics. The consistent thread is her commitment to making pronunciation instruction accessible through technological innovation, with publications increasingly addressing inclusivity, ethical considerations, and ergonomic design in digital language learning environments. While no specific scientific awards are documented beyond her academic promotion, Vančová's habilitation procedure—evaluated by an international committee including scholars from Poland, Czech Republic, and Slovakia—represents significant scholarly recognition. Her work has received 36 citations (14 foreign, 22 domestic) as of 2021. As study advisor for English language teacher training programs, Vančová mentors students across bachelor's, master's, and doctoral studies, guiding curriculum development for profile subjects in phonetics, lexicology, and digital language education. She maintains structured consultation hours (Wednesdays 10:00-11:30, study advising 11:30-13:00 via MS Teams) and demonstrates sustained research productivity through monographs, textbooks, and peer-reviewed articles. Though specific grant funding isn't detailed, her habilitation thesis exemplifies capacity for substantial scholarly projects with practical pedagogical impact. No dedicated laboratories or formal research teams are documented; Vančová's academic activities operate within the Department of English Language and Literature framework, focusing on individual research initiatives and departmental leadership in educational technology integration.

• Language Change
• Historical Linguistics
• Germanic Linguistics
• +۵ مورد دیگر

Tanja Ackermann is a Professor of German Linguistics with a focus on Variation and Change at Bielefeld University , holding the position since 2023. She serves as project leader in two subprojects of the Collaborative Research Center 1646: Linguistic Creativity in Communication (projects A06 and B03), and as a member of BiSEd (Bielefeld School of Education). Her academic affiliations include the Faculty of Linguistics and Literary Studies and its Habilitation Committee . Doctorate in Linguistics (2017) Habilitation, Venia legendi in German Linguistics (2023) Prior academic roles: Acting Professor at University of Mainz (2020–2022), Research Associate at Freie Universität Berlin (2011–2023), and short-term lectureship at Peking University (2017). Research interests span diachronic and synchronic analysis of language variation (areal/sociolinguistic), language change (functional/contrastive), historical grammar (morphology/morphosyntax), and pragmatics (speech acts, address forms, (im)politeness, expressivity). She specializes in onomastics (name grammar, sociopragmatic aspects, phonology) and interactive linguistic creativity (interrogative forms, indirect meaning). Publications reflect trends in Germanic morphosyntax, historical pragmatics, and onomastic variation. Key themes include inflectional erosion , possessive markers , and gendered phonological patterns in proper names. Scientific Recognition Awarded Wilhelm von Humboldt Prize by the DGfS in 2019 Affiliation Highlights Project leader for SFB 1646 (linguistic creativity in communication) Previous involvement in SRC 980 'Episteme in Motion' (subproject C08, 2016–2020)

Christoph Schroederمشاهده پروفایل

استاد

• Linguistics
• Language Contact
• Contrastive Linguistics
• +۶ مورد دیگر

Christoph Schroeder is a Professor for German as a Second and Foreign Language at the Institute for Germanistics, University of Potsdam. He serves as a corresponding member of the Institute for Migration Research and Intercultural Studies (IMIS) and has held visiting professorships at the University of Cyprus (2004) and Istanbul Bilgi University (2005). His work bridges linguistics, migration studies, and multilingual education. Education: Habilitation in Linguistics (University of Osnabrück, 2004); Promotion (PhD) in Germanistics (University of Bremen, 1995). Key Affiliations: IMIS, Center of Migration Studies (Istanbul Bilgi University), Arbeitsgebiet DaZ/DaF (University of Potsdam). Research Interests focus on language contact, contrastive linguistics, and multilingualism in schools. His work examines orthographic challenges in German-Turkish language contact, secondary predication in Turkish, and strategies for supporting students with non-German native languages through multilingual education frameworks. Notable Projects include leading the Volkswagen Foundation-funded project "Schriftspracherwerb in der Organisation Schule unter den Bedingungen von Migration und Mehrsprachigkeit" (2007-2012), which explored literacy acquisition in multilingual schools across Germany, Turkey, and Cyprus. His editorial roles include co-editing Essener Linguistische Skripte and serving on the editorial board of Language Typology and Universals (STUF) . Publications span contrastive linguistics, language typology, and migration-related educational challenges. Recent work analyzes orthographic systems in language contact scenarios, adverbial modification in Turkish, and article systems across European languages. His research often integrates sociolinguistic and typological perspectives. Professional Memberships: Association of Linguistic Typology (ALT) Deutsche Gesellschaft für Sprachwissenschaft (DGfS) Deutsche Gesellschaft für Fremdsprachenforschung (DGFF)