جست‌وجوی استاد و پژوهشگر

Jiří Murycمشاهده پروفایل

پژوهشگر

• Slavic Studies
• Bilingualism
• Language Contact
• +۴ مورد دیگر

Jiří Muryc is a researcher at the Department of Slavonic Studies, Faculty of Arts, University of Ostrava. He specializes in Polish-Czech language contact, bilingualism, and sociolinguistic dynamics of the Czech-Polish borderlands. His work spans translation studies, orthographic interference, and linguistic landscapes. Position: Head of Department International Affiliation: Collaborated with Vytautas Magnus University, University of Wrocław, and other institutions His research focuses on multilingual environments, Polish language visibility in Czech public spaces, and cross-border language policy. He explores code-switching, hybrid lects, and ethnolinguistic identity in bilingual communities. Muryc's publications analyze Polish-Czech legal terminology, phraseological dictionaries, and translation challenges between typologically close languages. He emphasizes practical applications in interpreter training and digital language platforms like Polski.info . He supervises theses on topics ranging from Polish literature in Czech translations to Czech-Polish business phraseology and UNESCO heritage linguistics. His projects include Erasmus+ initiatives for Polish language e-learning and sociolinguistic studies of Zaolzie.

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.

Gigi Lukمشاهده پروفایل

استاد

• Bilingualism
• Literacy Acquisition
• Lifespan Development
• +۴ مورد دیگر

Gigi Luk is Professor and Program Director for M.Ed. Concentrations in Educational Psychology and Human Development within the Department of Educational and Counselling Psychology at McGill University's Faculty of Education. Her research program investigates the cognitive consequences of bilingualism across the lifespan, bridging scientific understanding with practical educational applications to cultivate inclusive environments for linguistically diverse learners. Her educational background includes: Ph.D. in Psychology (Developmental and Cognitive Processes) from York University M.A. in Psychology (Developmental and Cognitive Processes) from York University Specialized Honors B.A. in Psychology from York University Dr. Luk's research centers on bilingualism's cognitive and neural mechanisms, with three interconnected thrusts: (1) characterizing bilingualism beyond English proficiency in communities, (2) examining cognitive skills supporting language/literacy outcomes, and (3) establishing neural correlates of learning in diverse language learners. Her work integrates cognitive neuroscience with educational practice to address real-world challenges in multilingual classrooms, emphasizing culturally responsive pedagogy that respects linguistic diversity. This dual focus on basic science and practical implementation defines her contributions to understanding how bilingual experiences shape cognitive development and educational equity. Analysis of her 15 most recent publications (2022-2024) reveals consistent interdisciplinary investigation of bilingualism through cognitive, neural, and sociocultural lenses. Her work spans educational psychology, cognitive neuroscience, and sociolinguistics, with growing emphasis on neural correlates of language processing, methodological rigor in bilingual assessment, and equity implications of bilingual research. Key trends include examination of multilingual children's cognitive development, critical reframing of the "bilingual advantage" discourse, and innovative approaches like music-based literacy interventions. Scientific recognition includes: National Academy of Education/Spencer Postdoctoral Fellowship (2013-2014) Dr. Luk actively supervises graduate students (accepting new students for 2025-2026) and secures competitive research funding, currently supported by the Natural Sciences and Engineering Research Council of Canada (NSERC) and Fonds de recherche Société et culture (FRQSC). Her grant portfolio demonstrates sustained commitment to advancing understanding of bilingual cognition and its educational applications through rigorous empirical work. She directs the Bilingualism.Experience.Education Lab, which functions as an interdisciplinary hub for investigating how language experiences shape cognitive development and educational outcomes. The lab employs diverse methodologies including neuroimaging, behavioral experiments, and classroom-based research to address questions about bilingualism's cognitive effects and practical implications for educators.

Caroline Lehrمشاهده پروفایل

استاد

• Translation Studies
• Psychology of Language
• Emotion in Translation
• +۵ مورد دیگر

Caroline Lehr is Professor of Translation Studies at the Zurich University of Applied Sciences (ZHAW) School of Applied Linguistics, where she works in the Institute of Multilingual Communication. She is also a member of the University Ethics Committee. Her academic career spans multiple institutions including the University of Geneva, University College London, and Copenhagen Business School. PhD in Psychology of Language & Translation Studies from University of Geneva (2014) Master of Arts in Specialized Translation from University of Geneva CAS in Higher and Professional Education from ZHAW Professor Lehr's research focuses on the intersection of translation studies, cognitive psychology, and emerging technologies. Her work examines translation processes and multilingual text production, multilingualism in organizations, the use of artificial intelligence in multilingual communication, and the role of cognition, emotion and motivation in language professions. She has pioneered research on 'MT literacy' - the responsible and competent use of machine translation - particularly in educational contexts. Her recent publications reveal a strong trend toward examining the impact of artificial intelligence on translation and language professions, with particular attention to emotional intelligence, cognitive load, and professional adaptation in the face of technological change. She has co-edited significant works like 'The psychology of translation: an interdisciplinary approach' and published extensively on neural machine translation in language teaching. Co-project leader of 'Language learning in the age of Artificial Intelligence' Project leader of 'Use of machine translation in healthcare' Co-project leader of 'AI Literacy and Post-Editing Training for Language Services in Multilingual Companies' Professor Lehr actively contributes to bridging academic research with practical applications in the language industry. She has developed training interventions to improve emotional intelligence for translators and has been instrumental in establishing machine translation literacy as a critical competence for language professionals. Her work demonstrates how emotional factors influence translation performance and how professionals can develop resilience in rapidly changing technological landscapes.

Kristen Di Gennaroمشاهده پروفایل

دانشیار

• Applied Linguistics
• Writing Assessment
• Sociolinguistics
• +۹ مورد دیگر

Kristen Di Gennaro is an Associate Professor in the Department of English at Pace University's Dyson College of Arts and Sciences, New York City. She holds an EdD in Applied Linguistics from Columbia University and has been actively contributing to research and teaching in second language writing, language assessment, and sociolinguistics. Her research interests include: Written corrective feedback and its impact on L2 writing Fairness in writing assessment and placement Language and gender, including microaggressions and catcalling Predatory publishing practices ('spamvitations') Sociopragmatic features in academic writing Generation 1.5 and international student writing Her recent publications, appearing in top-tier journals such as Journal of Second Language Writing , College Composition and Communication , and ELT Journal , reflect a strong focus on equity, pedagogy, and the sociopolitical dimensions of language use. Her work often bridges applied linguistics with composition studies, emphasizing empirical research and curriculum innovation. She has received several honors, including: Finalist, Christopher Brumfit Thesis Award (2012) Pace University Outstanding Contribution Award (2006) New York State TESOL Teacher of the Year (2004) Professionally, she has served as Director of Composition and Interim Director of the Writing-Enhanced Course Program. She is an active reviewer for journals such as College Composition and Communication , Assessing Writing , and Language Teaching Research , as well as for publishers like Oxford University Press. She has also secured internal research grants, including the Provost's Grant for the Thinkfinity Initiative. She teaches a wide range of undergraduate courses in composition, linguistics, and language and society, including ENG 110, ENG 201 (Writing in the Disciplines), ENG 300 (Language and Gender), and independent studies.

• German as a Foreign Language
• German as a Second Language
• Plurilingual Literacy
• +۳ مورد دیگر

Triantafyllia Liana Konstantinidou serves as a Professor of German as a Foreign and Second Language at the Institute of Language Competence , Zurich University of Applied Sciences (ZHAW). Her work bridges academic research with practical applications in vocational education contexts. Current Affiliation: Director of European Literacy Network (2023-2028) Advisor to Internationaler Verband für Deutschlehrer:innen (IDV) since 2021 Her research focuses on vocational literacy , plurilingual competence development , and technology-enhanced language learning . Key projects include: Digital Literacy Skills (completed 2024) Literacy for Entrepreneurship (completed 2024) Integrated Reading-Writing Support (completed 2024) Recent publications analyze writing competence profiles in vocational contexts and explore scenario-based literacy education across diverse professional fields. Her work demonstrates strong connections between corpus linguistics , language testing , and educational policy .

John Pillمشاهده پروفایل

مدرس

• Language Testing for Specific Purposes
• Language Assessment Literacy
• Speaking Assessment
• +۵ مورد دیگر

Dr John Pill is a Lecturer in Language Testing at Lancaster University’s School of Social Sciences, holding the Trinity College London Lectureship in Language Testing . His research focuses on testing language for specific purposes, speaking assessment, language assessment literacy, and test impact across academic and healthcare domains. He actively collaborates with Trinity College London on research and development projects. Current Teaching (2025-26): MA in Language Testing by distance (LING504, LING506) PhD Supervision: All aspects of language testing, particularly test constructs and stakeholder perspectives Research Groups: Language Testing Research Group (LTRG) Research Interests span technical and social dimensions of language testing. Technically, he examines test development for domain-specific language use (e.g., medical contexts) and construct validity. Socially, he investigates test impact through stakeholder views, including professional registration bodies and multilingual faculty at the American University of Beirut. His work bridges discourse community analysis with practical testing frameworks. Recent publications (2025) address societal implications of language testing, comparative judgment methodologies in EFL writing assessment, and fairness in testing legacy. Earlier work (2016-2024) includes healthcare communication standards, academic-to-workplace writing transitions, and Trinity College London Graded Examinations alignment with China’s English standards.

Dustin Crowtherمشاهده پروفایل

دانشیار

• Second Language Acquisition
• L2 Pronunciation Instruction
• Global Englishes
• +۴ مورد دیگر

Dr. Dustin Crowther is an Associate Professor in the Department of Second Language Studies at the University of Hawaii at Manoa. He holds a PhD from Michigan State University and currently serves as Director of the Center for Academic Spoken English (CASE), an initiative supporting non-native English speakers in academic oral communication. His primary research focuses on second language speech comprehensibility, global Englishes pedagogy, and listener perception dynamics. Dr. Crowther has held editorial roles for TESOL Quarterly (2019-2024) and will become Editor of the Journal of Second Language Pronunciation in 2025. Dr. Crowther's expertise includes L2 pronunciation instruction, program development in SLA, and methodological practices in second language research. He co-authored Shaping Learners' Pronunciation: Teaching the Connected Speech of North American English (2022) and co-edited Investigating World Englishes: Research Methodology and Practical Applications (2019). His research appears in top-tier journals like Applied Linguistics , Language Learning , and TESOL Quarterly . Education: PhD, Michigan State University Professional Roles: Editor ( Journal of Second Language Pronunciation ), Director (CASE), Affiliate Faculty in Linguistics His work bridges SLA research with pedagogical applications, emphasizing global Englishes' role in multilingual academic contexts. Dr. Crowther collaborates with international scholars through the CASE initiative and has developed innovative assessment methodologies for L2 speaking tasks.

Elvis Wagnerمشاهده پروفایل

دانشیار

• Assessment
• Bilingual/Bicultural
• Language Comprehension and Development
• +۳ مورد دیگر

Elvis Wagner is an Associate Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development, specializing in second language oral communicative competence and listening comprehension assessment. His research examines how L2 listeners process spontaneous spoken language versus scripted classroom materials. Research interests include: Assessment methodologies for language proficiency Bilingual/bicultural education dynamics Language comprehension and development in second language acquisition Authentic spoken text applications in testing His publication trends reveal sustained focus on language testing innovation (2020-2025), with 5 of 7 recent articles addressing L2 listening comprehension, pandemic-era testing adaptations, and technology-driven assessment tools like the Duolingo English Test. Key journals include Language Assessment Quarterly and Journal of Asia TEFL. Scientific recognition includes: International Language Testing Association's 'Best Article in Language Testing' award (2008) for 'Video Listening Tests: What are They Measuring?' Dr. Wagner actively advises TESOL and world languages students while teaching courses spanning undergraduate methods (MGSE 4427/4428) to graduate assessment (TESL 8636). His work demonstrates significant grant activity in language testing validation and pandemic-responsive assessment design, though specific grants aren't detailed in the source text. Current research addresses evolving challenges in language assessment, including AI-driven testing platforms and cross-cultural validation of listening comprehension metrics.

David O'Reillyمشاهده پروفایل

مدرس

• Metaphoric Competence in First and Second Languages
• Vocabulary Knowledge
• Language Play/Creativity
• +۴ مورد دیگر

Dr. David O'Reilly is a Lecturer in Education (Research and Teaching) at the University of York's Department of Education since 2022. Previously, he held roles as Lecturer (2021–2022) and Associate Lecturer (2017–2021). His academic journey includes a PhD in Applied Linguistics from the University of York (2013–2017), an MA in Applied Linguistics (2012–2013), and a BA in English Language and Literature from the University of Manchester (2003–2006). His research focuses on metaphoric competence in first and second languages, language play/creativity, test design, and quantitative methods. He leads projects like OASIS (Open Accessible Summaries in Language Studies) and contributed to the IRIS repository for second language research materials. He is a Fellow of the Higher Education Academy and holds editorial roles, including Review Editor at Metaphor and the Social World . Key Projects: OASIS (ESRC/British Academy funded), IRIS Repository Awards: RaAM Early Career Research Paper Prize (2021), Vice-Chancellor’s Teaching Award (2021) Professional Roles: Secretary of RaAM (2020–2022), Member of RaAM Executive Committee (2014–2020) Dr. O'Reilly teaches undergraduate and postgraduate modules in educational research methods, language assessment, and applied linguistics. He actively promotes open research practices and digital literacy in academia.

• Educational Measurement
• Educational Statistics
• Large-Scale Assessment
• +۳ مورد دیگر

Catherine J. Welch serves as Professor of Educational Measurement and Statistics within the Department of Psychological and Quantitative Foundations at the University of Iowa's College of Education. Her work focuses on advancing assessment methodologies and ensuring equitable evaluation systems for diverse student populations. Her academic credentials include: PhD in Educational Measurement & Statistics from the University of Iowa MA in Educational Measurement & Statistics from the University of Iowa BBA in Business Education from the University of Iowa Professor Welch's research centers on educational measurement and psychometrics , with specialized expertise in large-scale assessment design , test fairness , and innovative assessment methodologies . Her investigations address critical challenges in K-12 testing systems, particularly regarding cultural validity for English language learners and alignment with educational standards. She pioneers the integration of game-based simulations into standardized assessments while maintaining rigorous psychometric properties. Analysis of her publication history reveals consistent leadership in state-level assessment programs, especially the Iowa Statewide Assessment of Student Progress (ISASP). Her work demonstrates an evolving trajectory from traditional standardized testing toward technology-enhanced, contextually rich assessment models that better capture complex student competencies. Her distinguished recognition includes: Leonard and Natalie Feldt ITP Faculty Fellowship (2023-28) Consecutive IEREA Distinguished Research Awards (2011-2013) As an active contributor to national discourse, Professor Welch participates in key professional organizations including the National Council on Measurement in Education and American Educational Research Association. Her collaborative projects with state education agencies demonstrate significant grant-funded research activity in assessment development, though specific student mentorship details aren't publicly documented. She operates within interdisciplinary teams focused on psychometric analysis and assessment innovation at the University of Iowa's assessment research center.

• Cognitive Aging
• Neuropsychology
• Health Disparities
• +۴ مورد دیگر

Jennifer J. Manly, PhD is a Professor of Neuropsychology at Columbia University, with joint appointments in the Department of Neurology, Gertrude H. Sergievsky Center, and Taub Institute for Research on Alzheimer's Disease and the Aging Brain. Her research focuses on structural and social determinants of cognitive aging disparities, particularly among Black and Latinx communities. Education: Doctorate from University of California San Diego, Internship at Brown University/Miriam Hospital Leadership: MPI of Columbia Interdisciplinary Research Center on Alzheimer’s Disparities Service: Member of National Advisory Council on Aging (2021-present), HHS Alzheimer's Advisory Council (2011-2015) Her work examines how educational opportunities, discrimination, and socioeconomic inequality across the lifecourse affect cognition and brain health later in life. She has developed culturally adapted cognitive assessments and investigates the relationship between literacy and brain function in low-literacy populations. Recent publications analyze Tau PET imaging patterns, dietary interventions for cognitive decline, and harmonization of global cognitive assessment protocols. Her team employs multi-ethnic community studies, familial risk factor analyses, and neuroimaging biomarker validation. Scientific Awards: Tony Wong Diversity Award (2014) International Neuropsychological Society Career Mentoring Award (2020) Irving Institute Senior Mentor of the Year (2022) Dorathe Frick Memorial Award (1994) APA Division 40 Early Career Award (2003) National Academy of Neuropsychology Early Career Award (2006) Dr. Manly's research has received continuous NIH funding and Alzheimer’s Association support. She mentors early-career scientists from minoritized backgrounds and contributes to national policy through advisory council memberships.

• Cognitive Science
• Narcissism
• Sisu (Finnish concept of inner strength)
• +۵ مورد دیگر

Pentti Juhana Henttonen is an active Researcher at the University of Helsinki, affiliated with the Swedish School of Social Sciences and the Institute of Humanities and Social Sciences. He serves as a Doctoral Researcher in the Doctoral Program in Human Behavior and works as a project planner, contributing to multiple research initiatives focused on human interaction and psychological phenomena. His research interests span cognitive science with particular emphasis on narcissism, sisu (the Finnish concept of inner strength and perseverance), second language acquisition, and physiological responses during social interactions. Henttonen employs diverse methodologies including physiological measurements, conversation analysis, and experience sampling methods to investigate how individuals process emotions, interact with others, and demonstrate mental fortitude in challenging situations. His publication record shows significant activity with 49 publications spanning from 2009 to 2025, with particular concentration in recent years (2023-2025). His work appears across interdisciplinary journals in psychology, linguistics, and social sciences, demonstrating a trend toward increasingly sophisticated methodologies combining physiological measurements with conversational analysis. Recent publications focus on narcissistic traits and their physiological correlates, the cultural phenomenon of sisu, and second language learner behavior. Henttonen actively contributes to the academic community through peer review services for journals including Scientific Reports, BMC Psychology, and Heliyon. He has organized academic events such as the HSSH workshop on motion energy and pose analysis and the HSSH seminar on VR methodology, demonstrating leadership in advancing methodological approaches in social science research. His research is supported through multiple projects funded by institutions including the Academy of Finland (Suomen Akatemia), with his most recent work focusing on patterns in second language learners' behavior (2023-2024) and previous projects examining narcissism (2019-2023) and neighbor dialogues (2018-2020). His work bridges theoretical psychological concepts with practical applications, as evidenced by his media appearances discussing narcissism and sisu for broader public understanding.

• Languages and literature
• reading-research
• immigrant-achievement
• +۶ مورد دیگر

Dr. Lee Paul Gunderson is a Professor in the Faculty of Education at the University of British Columbia , affiliated with the Department of Language & Literacy Education . His research focuses on second language literacy, immigrant student achievement, and multicultural education approaches. Key affiliations: Department of Language & Literacy Education, UBC Research programs: Language and Literacy Education (PhD/MA), Teaching English as a Second Language (PhD/MA) Research Interests : Dr. Gunderson investigates how home literacy environments , English acquisition , and multicultural inclusion impact immigrant students’ academic success. His work critiques English-only policies and emphasizes culturally responsive pedagogy in K-12 settings. Recent Trends : Recent publications analyze Chinese-Canadian bilingualism , PPVT-5 assessment tools , and systemic barriers for ESL learners. Collaborative work with Li, D’Silva, and Murphy Odo highlights family literacy practices and policy implications . Scientific Awards : 2023: Education Advocate Award 2021: Reading Hall of Fame inductee 2010: Honorary Lifetime Membership (Learning Disabilities Association) 2009: BC TEAL Lifetime Contributors Award Grants & Collaborations : Dr. Gunderson leads projects like Predictors of Immigrant Achievement in English-Only Environments and has developed assessment frameworks including the Burnaby English Reading Assessment . His work bridges theory and practice through partnerships like the Lower Mainland ESL Assessment Consortium.

• English for Academic Purposes
• Oral Assessment
• Intercultural Communication
• +۲ مورد دیگر

Dr. Louise Palmour serves as a Lecturer in English for Academic Purposes within the School of Modern Foreign Languages at the University of Glasgow. Her academic profile centers on advancing oral communication assessment and intercultural dynamics in global higher education contexts through teaching and research initiatives. Her educational foundation includes: PhD in Applied Linguistics from the University of Southampton (2020) Masters in Applied Linguistics for Language Teaching from the University of Southampton (2013) BA in Russian Studies from the University of Nottingham (2010) Research focuses intensely on oracy development and oral assessment practices within English Medium Instruction environments, with pioneering work examining sociolinguistic fairness in presentation evaluations. She integrates English as a Lingua Franca frameworks to address equity issues while employing qualitative methodologies to investigate classroom dynamics. Her scholarship challenges conventional assessment constructs through multimodal analysis and intercultural perspectives. Publication trends (2019-2024) reveal consistent contributions to oral assessment validity, particularly regarding construct representation in EAP contexts. She demonstrates increasing emphasis on sociolinguistic justice and ELF-aware practices, with methodological rigor spanning journal articles in Language Testing and conference presentations at BALEAP/BAAL events. Her British Council report provides practical frameworks for oral skills development in academic settings. Key recognition includes: ESRC Postdoctoral Fellowship (2021) at the Centre for Global Englishes, University of Southampton Current teaching encompasses Teaching English for Academic Purposes, Developing Professional Practice in TESOL, and Advanced English for Business Students. Previous instruction includes Language Testing and Assessment in Society, English as Medium of Instruction, and Dissertation Skills for Applied Linguistics/TESOL. As an active BAAL and BALEAP member, she bridges research and practice through conference leadership and practitioner resources.