جستجوی استاد راهنمای دانشگاهی

Maureen Kendrickمشاهده پروفایل

استاد

• Digital literacies
• Multiliteracy and multimodality
• Literacy education
• +۵ مورد دیگر

Maureen Kendrick is a Professor and Deputy Department Head in the Department of Language & Literacy Education at the University of British Columbia's Faculty of Education. Her research examines literacy and multimodality as integrated communicative practices, addressing social and cultural issues in diverse contexts with particular emphasis on visual communication and refugee/migrant education. Her research interests span digital literacies, multiliteracy and multimodality, and international perspectives on literacy education. She investigates how youth from refugee backgrounds use multimodal approaches to construct identities and engage with learning, often through digital storytelling and visual methodologies. Her work extends to health literacy in Ugandan contexts and the role of play in early childhood literacy development across Canada, Kenya, and Uganda. Analysis of her recent publications reveals consistent focus on refugee/migrant education, digital storytelling, and multimodal literacy. She examines how digital tools empower marginalized youth to express identities while addressing challenges in language learning and cultural integration. Her research also explores HIV/AIDS education through makerspaces and the intersection of arts-based practices with science literacy. Dr. Kendrick's scientific recognition includes: Canadian Committee for Graduate Students in Education (CCGSE) Mentorship Award (2024) Killam Teaching Prize (2012-13) Alan C. Purves Award (2013) She actively supervises graduate students across doctoral and master's programs, with current research focusing on refugee education and multilingual learners. Her SSHRC-funded projects include the 2025-2029 grant 'Digital Multimodal Composing-To-Learn' and the 'Language and Literacy Learning Among Refugee and Migrant Background Children' initiative, involving collaborators from UBC, York, and Western universities. Dr. Kendrick leads international research teams across Canada, Uganda, and Kenya, developing community-engaged approaches to literacy education that bridge academic research and classroom practice.

Janice McGregorمشاهده پروفایل

دانشیار

• Language Learning and Teaching Ideologies
• Intercultural Learning in Study Abroad
• Qualitative Research Methods in Applied Linguistics
• +۳ مورد دیگر

Janice McGregor is an Associate Professor of German Studies at the University of Arizona, affiliated with the College of Humanities and the Interdisciplinary PhD program in Second Language Acquisition and Teaching (SLAT). She holds a PhD in German Applied Linguistics from Penn State and previously served as Assistant Professor of German at Kansas State University (2012–2018). Her research focuses on three core areas: ideologies in language learning/teaching, discourses around intercultural learning in study abroad, and reflexive qualitative research methods in applied linguistics. She emphasizes the importance of examining social interactions and authentic language use patterns across communities. Her work critiques traditional methodologies in study abroad research, advocating for more reflexive and decolonized approaches. Notable contributions include analyzing interactions in study abroad contexts, the role of authenticity in language learning, and the ethical dimensions of global mobility programs. Current courses include GER 244 (Real Talk: Why Language Matters) and GER 508 (Approaches to German Studies). Her research methodologies often integrate autoethnography and critical discourse analysis. McGregor’s articles consistently address themes of agency, authenticity, and methodological innovation. Recent work explores ungrading practices and the use of technology in L2 learning. She actively participates in academic discourse through her contributions to conferences like the Tucson Humanities Festival and her involvement in curricular decolonization initiatives.

Michael G. Smithمشاهده پروفایل

استاد

• Russian History
• Aerospace History
• Space Age History
• +۳ مورد دیگر

Michael G. Smith is a Professor of History at Purdue University's College of Liberal Arts, specializing in Russian History and Aerospace History. His office is located in BRNG 6170, where he holds office hours by appointment and before or after class. Dr. Smith teaches a diverse range of courses including History of Russia to 1861 (HIST 238), History of Russia from 1861 (HIST 239), History of Aviation (HIST 384), and History of the Space Age (HIST 387), along with numerous advanced seminars on Russian history, aerospace history, and global historical topics. Dr. Smith earned his Ph.D. from Georgetown University in 1991 and has established himself as a leading scholar in both Russian revolutionary history and aerospace history. His research demonstrates remarkable interdisciplinary breadth, connecting linguistic studies with political history in the Soviet context while simultaneously exploring the cultural dimensions of space exploration and aviation history. His scholarly output reveals two major research trajectories: deep investigations into the Russian Revolution with particular focus on language policy, nationalities issues, and revolutionary violence in Azerbaijan and the Caucasus region; and pioneering work on the history of aerospace, space exploration, and the cultural dimensions of the Space Age. These dual interests converge in his examination of how technological innovation intersects with political ideology and national identity formation. Dr. Smith has successfully mentored numerous undergraduate and graduate students whose research has resulted in publications in respected journals such as the Journal of Purdue Undergraduate Research, Quest: The History of Spaceflight Quarterly, and Astropolitics. His students have explored diverse topics including Purdue's aviation pioneers, NASA mission insignia, Shuttle-Mir program, and regional impacts of space programs. Working closely with the Purdue Archives, Dr. Smith has developed innovative archival-research seminars that have produced multiple student publications and special projects including Flight Paths: Purdue University's Aerospace Pioneers and Purdue Students Study Boilermaker Eugene Cernan's Remarkable Career. His commitment to connecting historical research with contemporary technological heritage has created unique opportunities for students to engage with primary sources related to aerospace history.

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

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

Martha Sidury Christiansenمشاهده پروفایل

استاد

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

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 .

Joël Thibeaultمشاهده پروفایل

استاد

• French Education
• Francophone Minority Contexts
• Grammar Teaching
• +۵ مورد دیگر

Joël Thibeault is a Professor at the Faculty of Education, University of Ottawa and Adjunct Professor at the Faculty of Education, University of Regina . His research focuses on the teaching and learning of French grammar in Francophone minority contexts, the integrated instruction of French and English, and the use of children’s literature in linguistic education. He has secured major funding from the Social Sciences and Humanities Research Council of Canada for studies on bilingual grammar pedagogy. Research Themes: Francophone minority education, plurilingual approaches, drama-based pedagogy, and curriculum innovation. Awards: Received the Prix du nouveau chercheur (2024) from the University of Ottawa’s Faculty of Education. Recent Publications emphasize inductive grammar strategies, plurilingual vocabulary instruction, and drama/literature integration in minority language classrooms. His work bridges policy, practice, and technology in Canadian French-language education. Scientific Awards: SSHRC Grant (2024) Prix du nouveau chercheur (2024)

• Pedagogy
• Philosophy of Education
• History of Educational Thought
• +۲ مورد دیگر

Katarzyna Wrońska is a Professor at the Institute of Pedagogy, Jagiellonian University in Kraków , where she also serves as an Erasmus+ Programme Coordinator . Her academic work spans pedagogical theory, educational philosophy, and historical analyses of learning systems. She teaches courses including History of Pedagogical Thought and Practice , Philosophy of Education , and Contemporary Pedagogical Trends , primarily for graduate students. Her research focuses on intersections between liberalism and education, historical pedagogical models (notably John Locke's theories), Christian humanism in curriculum development, and ethical dimensions of self-instruction. She examines autonomy in universities, competition dynamics in learning environments, and civility as an absent pedagogical discourse. The 15 most recent publications reveal trends in three domains: (1) Liberal Educational Philosophy (2012-2024), analyzing autonomy, competition, and state roles; (2) Historical Pedagogy (2011-2021), particularly Polish Enlightenment-era reforms; and (3) Educational Ethics (2005-2023), covering Christian values, civil society, and moral instruction during authoritarian regimes. She supervises doctoral and master's students in pedagogy, though specific advisees aren't named. Consultations for students occur weekly at Batorego Street 12, room 15, during academic year 2024/25, with appointments required via email.

Verónica Loureiro-Rodríguezمشاهده پروفایل

دانشیار

• Sociolinguistics
• Language and Identity
• Language Attitudes
• +۵ مورد دیگر

Verónica Loureiro-Rodríguez is an Associate Professor in the Department of Linguistics at the University of Manitoba's Faculty of Arts. Her research focuses on sociolinguistics, language identity, and code-switching, with special attention to global hip hop and multilingual communities. She holds a PhD from the University of California, Davis, an MA from the University of Colorado at Boulder, and a BA from the Universidade de Santiago de Compostela. Dr. Loureiro-Rodríguez's work examines language attitudes across diverse contexts, including French-English dynamics in Manitoba, Spanish-Valencian bilingual processing, and code-switching in music. She has also explored language use in robotics and cultural hybridity among Puerto Rican and Mexican communities. Her teaching excellence was recognized with the 2021 Faculty of Arts Teaching Excellence Award. Education: PhD (UC Davis), MA (CU Boulder), BA (USC) Awards: 2021 Teaching Excellence Award (Established Faculty) Research Focus: Language policy, digital sociolinguistics, and cultural identity She currently supervises graduate students in Master's and PhD programs, focusing on sociolinguistic methodologies like the matched-guise technique. Her research often intersects with music studies, robotics, and diaspora linguistics.

Hong Huaqingمشاهده پروفایل

استاد

• Corpus Linguistics
• Computer-Assisted Instruction
• Machine Translation
• +۳ 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.

Elaine M Shenkمشاهده پروفایل

استاد

• Sociolinguistics
• Spanish in the U.S.
• Language Contact
• +۳ مورد دیگر

Elaine M Shenk is a Professor of Spanish and Chair of the Department of Languages and Linguistics at Saint Joseph's University. Her work focuses on sociolinguistic phenomena in language contact settings, emphasizing language ideologies, bilingualism, and policy debates across Puerto Rico and the United States. Education : PhD in Spanish-Linguistics from the University of Iowa; MA in Spanish-Linguistics from the University of New Mexico; BA in Liberal Arts from Eastern Mennonite University. Her research explores the symbolic values and political dimensions of language contact, with a focus on Puerto Rican communities, U.S. legislative discourse, and educational contexts. She examines metaphors in language-status dynamics, sociolinguistic variation in intermediate classrooms, and the historical evolution of language policies in Congressional bills. Recent publications address language ideologies in Puerto Rican migration, metaphors in language debates, and policy frameworks. These works span sub-fields like language legitimation campaigns, bilingual education strategies, and discourses on protectionism versus receptivity in language officialization. Scientific Awards : 2019 Ed Brady SJ Faith in Action Award 2019 Alpha Sigma Nu Teaching Award 2016 Honorable Mention, AATSP Outstanding Scholarly Publication Award Multiple research grants including the Michael J. Morris Grant (2014) Service-learning and curriculum development grants (2012-2010)

Devyani Sharmaمشاهده پروفایل

استاد

• Sociolinguistics
• Language Variation
• Diaspora Studies
• +۴ مورد دیگر

Professor Devyani Sharma is a Professor of Linguistics at Queen Mary University of London, affiliated with the Department of Linguistics within the School of Languages, Linguistics and Film. She holds a PhD from Stanford University. Her research focuses on sociolinguistics, style variation, migration, bilingualism, new varieties of English, syntax, typology, and accent bias. She has conducted extensive studies on diasporic communities, particularly Punjabi Londoners, examining dialect development and social change through projects like 'Generations of London English' and 'Accent Bias in Britain.' Her work integrates quantitative and qualitative methods, including sociolinguistic interviews, acoustic analysis, and discourse analysis. Notable contributions include studies on the role of social networks in language variation, the concept of 'lectal focusing,' and the impact of accent biases in professional contexts. She has authored/co-authored books such as From Deficit to Dialect: The Evolution of English in India and Singapore (2023) and edited volumes including English in the Indian Diaspora (2014). Professor Sharma collaborates on public engagement initiatives like Teach Real English! and Multilingual Capital , aiming to improve linguistic education and address accent bias in society. Her research has been funded by grants from the ESRC and other UK organizations, totaling over £412,000 for major projects. She serves as Associate Editor for the Journal of Sociolinguistics and contributes to international conferences and workshops.

• Applied Linguistics
• World Englishes
• TESOL (Teaching English to Speakers of Other Languages)
• +۶ مورد دیگر

Associate Professor Sunny-Boy Ahmar Mahboob is a distinguished linguist at the University of Sydney, where he serves as Degree Coordinator for the Master of Crosscultural and Applied Linguistics program within the Department of Linguistics, Faculty of Arts and Social Sciences. With extensive experience in applied linguistics and language education, Dr. Mahboob has established himself as a leading expert in World Englishes, TESOL, and language variation research, both nationally and internationally. Dr. Mahboob's educational background includes: BA from Karachi MA from Karachi MA from Indiana University MEd from Sydney PhD from Indiana University (2003) Dr. Mahboob's primary research focuses on language variation in global contexts, with particular attention to World Englishes, the NNEST (Non-Native English Speaking Teachers) movement, language policy, and decolonial approaches to linguistics. His work critically examines how language policies and practices affect educational outcomes and social justice, especially in postcolonial contexts like Pakistan and the Middle East. He pioneered 'appliable linguistics' - an approach that bridges theoretical linguistics with practical applications in education and policy, emphasizing the need for linguistic theories to address real-world problems. His recent publications reveal a strong trajectory toward decolonial linguistics, with increasing focus on subaltern perspectives, environmental connections to language diversity, and critical examinations of colonial legacies in language education. Dr. Mahboob's work consistently addresses power dynamics in language teaching and the need for more inclusive approaches that value linguistic diversity across educational contexts from primary schools to universities. Dr. Mahboob has received numerous prestigious awards: 2019: Australia's Research Field Leader in English Language and Literature (The Australian's Research magazine) 2012: Fellow of the National Talent Pool; President's Programme for Highly Qualified Overseas Pakistanis 2006: Faculty of Arts and Social Sciences Teaching Award, University of Sydney 2005: Teaching Initiative Award and Fellow of the Association of Pacific Rim Universities 2004: ECU Research and Creativity Award 2002: 'Distinguished President Award' from INTESOL, Indianapolis As an academic mentor, Dr. Mahboob supervises research students including Ruohong CAO (Developing Mandarin Learning Materials for Young Learners in Australia through Positive Discourse Analysis) and Tracy GAO (Evaluating Chinese Language Textbooks: A Sociosemiotic Perspective). His editorial work includes serving as Editor of TESOL Quarterly (2014-2017) and Associate Editor for multiple linguistics journals. Dr. Mahboob has secured significant research funding for projects including the SLATE (Scaffolding Literacy in Academic and Tertiary Environments) project and indigenous language funding initiatives in Australia. Dr. Mahboob founded and leads the International Free Linguistics Conference series, which has become an important platform for critical and alternative approaches to linguistics. His 'SLATE project' focuses on genre-based pedagogy for academic writing, and he actively collaborates with researchers across multiple continents through the World Englishes research network. His recent work increasingly explores the connections between language diversity and environmental sustainability, positioning linguistic ecology as a critical component of broader ecological concerns.

Lisa Heldkeمشاهده پروفایل

استاد

• Philosophy of Food
• American Philosophy
• Feminist Philosophy
• +۷ مورد دیگر

Lisa Heldke is a Professor in the Department of Philosophy at Gustavus Adolphus College and an affiliated faculty member in Gender, Women and Sexuality Studies. She has been a longstanding contributor to the academic community, teaching courses such as Modern Philosophy, American Philosophy, Feminist Philosophy, Critical Race Theory, and specialized seminars on food and eating. Her interdisciplinary work bridges philosophy with social justice, education, and culinary ethics. B.A. in Music and Philosophy from Gustavus Adolphus College M.A. and Ph.D. in Philosophy from Northwestern University Her research centers on American Philosophy , Feminist Philosophy , Critical Race Theory , and most notably, the Philosophy of Food . She critically examines food adventuring, colonialist attitudes in cuisine, and the ethical dimensions of eating. Her work explores how food shapes identity, community, and moral responsibility. Her recent and forthcoming publications reveal a deepening inquiry into biological interdependence—particularly parasitism and mutualism—suggesting a novel ontological framework rooted in eating relationships. This innovative direction reflects her ability to connect everyday practices with profound philosophical questions. Lisa Heldke’s scholarly contributions include influential books such as Exotic Appetites: Ruminations of a Food Adventurer and Philosophers at Table: On Food and Being Human , as well as co-editing Oppression, Privilege and Resistance . She is also on the editorial board of The Encyclopedia of Food and Agriculture Ethics (Springer). While specific details about student advising are not listed, her long-standing teaching career and mentorship through seminars suggest active engagement with students. She has no listed scientific awards in the provided texts, but her sustained publication record and editorial roles indicate significant recognition in her field. She is deeply involved in experiential learning, combining her philosophical inquiries with hands-on activities like baking bread in a backyard mud oven and studying sustainable agriculture. Her current research promises to expand the boundaries of philosophical thought by integrating ecological and biological realities into metaphysical and ethical frameworks.

Kevin Moberlyمشاهده پروفایل

دانشیار

• Medieval Studies
• Digital Humanities
• Literary Criticism
• +۳ مورد دیگر

Kevin Moberly is an Associate Professor in the Department of English at Old Dominion University (ODU), affiliated with the College of Arts & Letters. He holds a Ph.D. in English from the University of Louisiana at Lafayette (2005), an M.A. in Creative Writing (2000), and a B.A. in English from Berry College (1995). His research focuses on medievalism, digital humanities, and computer game studies, with notable grants including a 2011 College of Arts & Letters Summer Research Fellowship ($6,000) and a 2015 Center for Learning and Teaching Faculty Innovator Grant ($3,000). Moberly’s work bridges medieval scholarship and modern digital media, addressing themes like fan culture, corporate revisionism, and virtual economies. His publications span journals such as Studies in Medievalism , Computers and Composition , and Eludamos , alongside book chapters on game studies and technical communication. He has received numerous teaching awards, including the 2010 Shining Star Teaching Award and recognition for co-organizing the 2007 Computers and Writing Online Conference. His research interests include the intersection of medieval narratives with contemporary cultural phenomena, digital pedagogies, and the rhetoric of free speech in online spaces. Moberly has contributed to initiatives like the Examining the Evolution of Gaming anthology and co-authored studies on modding in technical classrooms. His work often critiques societal structures through interdisciplinary lenses, blending literary analysis with digital media theory.

Bruna Damiana Heinsfeldمشاهده پروفایل

استادیار

• Critical Perspectives on Educational Technology
• Technology Discourse Analysis
• Philosophy and Sociology of Technology
• +۳ مورد دیگر

Bruna Damiana Heinsfeld serves as Assistant Professor of Learning Technologies within the Department of Curriculum & Instruction at the University of Minnesota's College of Education and Human Development. Her research critically examines the intersections of technology, society, and education through the lens of Critical Studies of Education and Technology (CSET), with emphasis on power dynamics and social justice implications. Her academic credentials include: Ph.D. in Interdisciplinary Learning and Teaching (Learning Design and Technologies concentration) from UTSA M.A. in Education (Digital Languages, Media and Education concentration) from PUC-Rio, Brazil Multiple Postgraduate Certificates from Brazilian institutions: Media Discourse Analysis, Ontology and Epistemology, Philosophy/Sociology/Social Sciences, and Distance Learning Management B.A. in English Language and Literature from UERJ, Brazil Dr. Heinsfeld's research program centers on critical discourse analysis of educational technology narratives across corporate, policy, and educational contexts. She investigates how technological discourses are constructed and operationalized, particularly regarding digital equity, participatory exclusion, and the sociopolitical dimensions of technology adoption. Her methodological approach combines Critical Discourse Analysis (CDA) with critical pedagogy to unpack ideological, cultural, and economic factors shaping educational technology implementations. She examines epistemological foundations of technological beliefs and challenges neoliberal narratives in EdTech through rigorous deconstruction of policy documents and marketing materials. Analysis of her recent publications (2019-2023) reveals consistent focus on corporate influence in educational technology, with particular attention to Google and Microsoft's marketing narratives, pandemic-era remote learning disparities, and Latinx student experiences. Her work demonstrates how technological solutions often reinforce existing inequalities through participatory exclusion mechanisms, while her policy analyses expose contradictions between equity rhetoric and actual implementation. Recurring methodological threads include discourse analysis of educational landscape reports and critical examination of public policy frameworks. No scientific awards were documented in the provided materials. As an advisor, Dr. Heinsfeld cultivates a supportive environment grounded in social justice principles, emphasizing critical consciousness development and student autonomy. Her advising philosophy centers on accessible feedback, interdisciplinary exploration, and preparation for meaningful societal engagement. She teaches foundational courses including CI 4311W Technology and Ethics in Society (examining algorithmic bias, privacy concerns, and AI ethics) and CI 8147 Critical Discourse Analysis in Educational Research (focusing on language-power dynamics in educational contexts). While specific research laboratories aren't detailed, her collaborative work spans international contexts with Brazilian institutions and U.S. colleagues, particularly evident in joint publications with researchers like V. Marone and M. Pischetola. Her research trajectory indicates ongoing critical engagement with emerging technologies like AI in education policy, as evidenced by upcoming 2025 conference presentations.