جست‌وجوی استاد و پژوهشگر

Mizuki Mazzottaمشاهده پروفایل

استاد آموزشی

• Second Language Acquisition
• Applied Linguistics
• Language Pedagogy
• +۳ مورد دیگر

Mizuki Mazzotta is an Assistant Teaching Professor in the Department of Russian and East Asian Languages and Cultures at Emory University, where she also serves as Japanese Language Coordinator. Her academic journey includes a Ph.D. in Applied Linguistics from Georgia State University (2018) and M.A. degrees in Linguistics (McGill University) and Applied Linguistics (University of South Florida). Her research focuses on instructed second language acquisition, particularly the role of affect and sociocultural theory in L2 learning. She has extensive experience teaching Japanese language courses and mentoring students at Emory and previous institutions like Georgia State University. Education: Ph.D., Applied Linguistics, Georgia State University (2018) M.A., Linguistics, McGill University (2005) M.A., Applied Linguistics, University of South Florida (1997) B.A., English Literature, Soka University (1995) Research Interests: Instructed Second Language Acquisition Corrective Feedback in L2 Writing Sociocultural Theory in Language Education Learner Affect and Motivation Technology-Enhanced Language Learning Cultural Awareness in Language Instruction Awards & Grants: Recipient of multiple grants including the KAKENHI Grant (Japan), Mellon Humanities Pathways Grant, and Emory College Pedagogy Mini-Grant. Member of honor societies: Phi Beta Delta and Golden Key International. Service & Leadership: Executive Committee Member, Emory College Language Center Organizer of Japanese Program Guest Speaker Talks and Cultural Events Reviewer for Language Teaching Research and other academic journals Interviewer for the Japan Exchange Teaching Program Teaching & Mentorship: Instructor of Japanese language courses at Emory and Georgia State University Developer of study abroad programs in Japan and internship collaborations Mentor for Japanese interns and temporary faculty

• Second Language Acquisition
• Arabic Language Teaching
• Vocabulary Acquisition
• +۳ مورد دیگر

Ayman Mohamed is an Assistant Professor of Arabic in the Department of Linguistics, Languages, and Cultures at Michigan State University. He teaches all levels of Arabic language courses including Egyptian dialect classes, and has made significant contributions to curricular development through hybrid and online classes as well as pedagogical innovation by publishing open-source textbooks for elementary Arabic. Dr. Mohamed's research focuses on second language acquisition with particular emphasis on: Task-based language learning Incidental vocabulary acquisition Eye tracking techniques in second language reading Open Educational Resources for Arabic language instruction Multidialectal approaches to Arabic language teaching His work bridges theoretical linguistics with practical classroom applications, particularly in the context of less commonly taught languages. Dr. Mohamed's publications demonstrate a consistent research trajectory examining vocabulary acquisition in Arabic as a second language, with increasing focus on technology-enhanced learning and open educational resources. His recent work has expanded into multidialectal approaches to Arabic language teaching and translanguaging practices in online Arabic classrooms. His notable awards include: MSU IT Excellence in Teaching Award (2023) LCTL AND INDIGENOUS LANGUAGES PARTNERSHIP Grant (2023-2024) International Education Week: OER Leadership Award (2021) OER Library Award (2020-2021) Adams Academy Fellowship (2022-2023) Inclusive Pedagogy Fellow (2022-2023) Dr. Mohamed has received significant grant funding for his work on open educational resources for Arabic language teaching, particularly through the LCTL AND INDIGENOUS LANGUAGES PARTNERSHIP Grant, which supports the development of an open textbook in Advanced Arabic focusing on multidialectal competence (EMBRACE project). His work has been instrumental in advancing open education and inclusive pedagogy in less commonly taught languages at MSU and beyond. He has developed multiple open-source textbooks for elementary Arabic (Elementary Arabic I and II) that are used at MSU for ARB 101 and ARB 102 classes, demonstrating his commitment to creating accessible learning resources for students.

Alana DeLogeمشاهده پروفایل

مدرس

• Sociolinguistics
• Public Health
• Medical Anthropology
• +۵ مورد دیگر

Alana DeLoge, PhD, is the Quechua Program Coordinator and Quechua Language Instructor at the University of Pittsburgh's Less-Commonly-Taught Languages Center (LCTL). She also serves as a Director of QINTI (Quechua Innovation and Teaching Initiative), a collaborative project based at the University of Illinois Urbana-Champaign. Her roles include advising the Quechua Minor program and advancing language advocacy through interdisciplinary work. Education: PhD in Linguistics, MA in Anthropology, and MPH in Behavioral and Community Health Sciences Her research integrates sociolinguistics, public health, and anthropology to study Quechua's vitality as a global language in health contexts. She bridges academic disciplines through projects like QINTI, focusing on language teaching, activism, and the scholarship of teaching and learning. Her expertise spans language variation, field methods, and medical anthropology. Alana's work emphasizes community engagement and applied linguistics, particularly in contexts where language intersects with health and cultural preservation. She actively contributes to initiatives that promote Quechua's sociocultural relevance and educational accessibility.

Sonja Fritzscheمشاهده پروفایل

استاد

• German Studies
• Science Fiction Studies
• Comparative Literature
• +۷ مورد دیگر

Sonja Fritzsche serves as Senior Associate Dean of Undergraduate Studies and Administration and Professor of German Studies in the College of Arts and Letters at Michigan State University. Since January 1, 2024, she has overseen academic affairs, Integrative Studies in the Arts & Humanities, the Humanities Pre-Law and Interdisciplinary Humanities degree programs, and the Excel Network in the College. Her administrative leadership extends to supporting non-tenure stream faculty development and leading the College's efforts to improve conditions for academic specialists, which earned the 2024 Delphi Award from the USC Pullias Center of Higher Education. Dr. Fritzsche earned her Ph.D. in Germanic Studies from the University of Minnesota, an M.A. in Modern European History from UCLA, and her B.A. from Indiana University. Her academic journey reflects a deep commitment to interdisciplinary scholarship that bridges German studies with critical theory and cultural analysis. Her research spans German and Central/Eastern European literary history and film, with particular focus on utopian/dystopian studies and comparative science fiction of the Cold War era. A significant portion of her current work falls under critical health humanities, specifically examining comparative German/US autism and disability studies through projects like 'Ableist Fragility' and Chronic Stress in a Non-Autistic Parent Memoir from Germany. She has dedicated her career to expanding awareness of science fiction beyond Anglo-American contexts and supporting scholars working on non-English SF/Futurisms. Dr. Fritzsche's publication record reveals a consistent trajectory toward institutional transformation and academic equity. While her early work focused on East German science fiction literature and film, her more recent scholarship centers on academic leadership models, particularly the Charting Pathways to Intellectual Leadership (CPIL) initiative she co-developed. This evolution demonstrates her commitment to addressing systemic issues in higher education while maintaining her expertise in German cultural studies. 2024 Delphi Award from USC Pullias Center for Higher Education Big Ten Academic Alliance Academic Leadership Program Fellow (2017-2018) Big Ten Academic Alliance Department Executive Officer Fellow (2016) Fulbright grant recipient German Academic Exchange Service (DAAD) grant recipient As co-PI on the $2.5 million Big Ten Academic Alliance Less Commonly Taught and Indigenous Languages Partnership grant funded by the Mellon Foundation (2019-2025), Dr. Fritzsche has championed language education equity, particularly focusing on Anishinaabemowin/Ojibwe instruction in Great Lakes communities. Her mentorship extends through leadership roles including President of the Association of Departments of Foreign Languages (2015), Vice President of the Science Fiction Research Association (2019-2021), and service on the Steering Committee of the Coalition of Women in German (2023-2025). She founded and co-edits the World Science Fiction Studies book series with Peter Lang Oxford. Dr. Fritzsche co-created the Charting Pathways to Intellectual Leadership (CPIL) initiative and the Inclusive Pedagogy Fellows Toolkit, both designed to recognize and reward diverse academic work beyond traditional metrics. Her leadership in the Culture of Care initiative and the development of MSU's Arts & Humanities Health and Well-being major demonstrates her commitment to holistic academic environments that prioritize well-being alongside intellectual growth.

Debra L. Hastمشاهده پروفایل

مدرس

• Language Education
• Deaf Studies
• American Sign Language (ASL)
• +۳ مورد دیگر

Debra L. Hast serves as the ASL Instructor, ASL Program Coordinator, and ASL Certificate Advisor at the University of Pittsburgh's Less-Commonly-Taught Languages Center (LCTL). Her roles involve teaching ASL, coordinating program operations, and advising students pursuing ASL certificates. She is based at the LCTL Center located in the 2816 Cathedral of Learning in Pittsburgh, PA 15260. While no explicit research or academic awards are mentioned, her focus on ASL education and program management underscores her contributions to language accessibility and deaf studies within the university framework. Contact information includes dlhast@pitt.edu and the LCTL general email lctl@pitt.edu.

Myriam Abdel-Malekمشاهده پروفایل

مدرس

• Arabic Language Pedagogy
• Second Language Acquisition
• Genre-Based Teaching
• +۳ مورد دیگر

Myriam Abdel-Malek, PhD, is an Arabic Instructor specializing in Egyptian and Levantine dialects at the Less-Commonly-Taught Languages Center (LCTL) of the University of Pittsburgh. Her work focuses on genre-based pedagogy, emphasizing teaching methodologies and assessment strategies in Arabic language education. She holds a PhD and has published extensively on language acquisition, genre analysis, and curriculum design. PhD (specific field unspecified) Her research interests include applying genre theory to classroom practices, developing effective language assessment tools, and exploring instructional frameworks for second language learners. Her publications highlight innovative approaches to teaching writing and oral communication through genre-based models. Her scholarship spans studies on the recount genre, habitual event narratives, and mixed-methods investigations into Arabic language pedagogy. While no specific grants or awards are listed, her contributions to Arabic language education are evident through her instructional role and research output. She advises no listed students and has no explicitly mentioned labs or teams, though her affiliation with the LCTL Center suggests collaborative work in language education initiatives.

Deb Reisingerمشاهده پروفایل

دانشیار

• Language Education
• Less Commonly Taught Languages (LCTL)
• Community-Based Learning
• +۳ مورد دیگر

Dr. Deb Reisinger is an Associate Professor of the Practice in Duke University’s Department of Romance Studies, affiliated with Duke’s Language Outreach Initiatives. She directs the Cultures and Languages Across the Curriculum (CLAC) program and oversees the Duke-UVA-Vanderbilt Consortium for Less Commonly Taught Languages (LCTL), fostering cross-institutional language education. Her work emphasizes interdisciplinary collaboration, community-based learning, and global linguistic accessibility. Research interests focus on expanding access to languages like Malagasy—taught at Duke for the first time in 2022—to support conservation research in Madagascar and global academic engagement. She advocates for diverse language education to bridge cultural divides, leveraging frameworks like CLAC to integrate non-English perspectives into disciplines such as environmental studies and global health. Her articles highlight transformative pedagogy, medical humanities, and intercultural communication, reflecting her commitment to innovative language programs. Collaborations with Duke’s Lemur Center and other research groups underscore her advocacy for language as a tool for conservation, healthcare, and international scholarship.

Jeeyoung Ahn Haمشاهده پروفایل

استادیار

• Language Pedagogy
• Curriculum Development
• Technology-Enhanced Language Instruction
• +۳ مورد دیگر

Jeeyoung Ahn Ha is the Director of the Korean Language Program and Assistant Head in the Department of East Asian Languages and Cultures at the University of Illinois at Urbana-Champaign. She specializes in language pedagogy, curriculum development, and technology-enhanced language instruction, with a focus on Korean language education and heritage learners. Director of Korean Language Program (2004–present) Assistant Head, East Asian Languages and Cultures Co-developer of online Korean courses and proficiency assessments President, Midwest Teachers of Korean (MATK) Her research emphasizes standards-based curriculum design, teacher training, and collaborative projects, including contributions to the Integrated Korean textbook series. She has led initiatives like the 8-week online Elementary Korean course and the semi-adaptive Korean proficiency/placement test. Recent publications highlight her work in heritage language education, technology integration, and collaborative curriculum frameworks. Grants from CEAPS, Title VI, and the Korean Ministry of Education underscore her institutional support for expanding Korean language education in the U.S. Illinois State Treasurer Award (2022) LAS Academic Professional Award (2022) IPRH Reading Group Awards (2006–2007, 2015–2016) She actively engages in professional service, including roles on the AATK Executive Board, CLIC committees, and the Korean Honor Society. Her work bridges pedagogical innovation with practical tools for learners through initiatives like Let’s Talk in Korean.

Lisa Gulesserianمشاهده پروفایل

استاد آموزشی

• Armenian Studies
• Cultural Memory
• Genocide Studies
• +۳ مورد دیگر

Lisa Gulesserian is a Teaching Professor of Armenian Language and Culture at Harvard University's Department of Near Eastern Languages & Civilizations. She teaches Western Armenian language courses and has developed an innovative open educational resource textbook funded by Michigan State University. Her work focuses on Armenian cultural memory, feminist literature, and postcolonial discourse. Research interests include the Armenian Genocide, contemporary Armenian film/literature, and pedagogical approaches to less commonly taught languages. She edited the English translation of Srpuhi Dussap’s 19th-century feminist novel Mayda: Echoes of Protest (2020). Her analyses of Micheline Aharonian Marcom’s genocide trilogy appear in Big Other and C21 Literature . Recipient: 2024 LCTL Innovation Award for technology-driven language education Teaching roles include Harvard, Harvard Extension School, and University of Texas at Austin. Current projects involve interactive language resources and digital humanities applications for Armenian studies. Office hours held Tuesdays/Thursdays 1:15–2:45pm.

Erin Bosleyمشاهده پروفایل

مدرس

• American Sign Language (ASL)
• Deaf Education
• Language Instruction
• +۲ مورد دیگر

Erin "Airza" Bosley is an ASL Instructor at the Less-Commonly-Taught Languages Center (LCTL) of the University of Pittsburgh. She is affiliated with the Department of Linguistics and is based at 2816 Cathedral of Learning, Pittsburgh, PA 15260. Her professional focus centers on American Sign Language education and linguistics, contributing to multilingual education initiatives. No specific research awards, grants, or published articles are listed in the provided information. Contact details include eeb59@pitt.edu for direct inquiries, and the LCTL team can be reached via lctl@pitt.edu. The LCTL operates under Pitt's broader language education infrastructure, supporting underrepresented and less-commonly-taught languages.

Islam Medhat Abdelizaz Faragمشاهده پروفایل

مدرس

• Arabic Language Education
• Egyptian Dialect Teaching
• Less-Commonly-Taught Languages Pedagogy

Islam Medhat Abdelizaz Farag is an Arabic Instructor (Egyptian) at the University of Pittsburgh's Less-Commonly-Taught Languages Center. He is affiliated with the University of Pittsburgh's Cathedral of Learning campus in Pittsburgh, PA. His role focuses on teaching Arabic language with specialization in Egyptian dialect instruction. No formal research awards, grants, or academic publications are listed in the provided information. His professional activities appear centered around language education and instructional support within the LCTL framework.

Filipo Gao Lubuaمشاهده پروفایل

استادیار

• Computer-Assisted Language Learning (CALL)
• Instructional Technology
• Language Pedagogy
• +۳ مورد دیگر

Dr. Filipo Gao Lubua is a Teaching Assistant Professor in the Department of African & African Diaspora Languages at the University of Pittsburgh, serving as Coordinator for the Swahili Program and Swahili Minor Advisor. He holds a Ph.D. in Instructional Technology and a Master's in Applied Linguistics from Ohio University. His research focuses on Computer-Assisted Language Learning (CALL) and instructional technology design, particularly in the context of Less Commonly Taught Languages (LCTLs). He is currently authoring a book titled Handbook of Computer-Assisted Language Learning (CALL) in African Languages . Dr. Lubua directs the Pitt in Tanzania Program, offering students immersive cultural and linguistic experiences in East Africa. His work bridges academic research with practical application, emphasizing technology's role in language education. He has secured a $99,934 grant from the US Department of Education’s Fulbright-Hayes Program (2021-2024) for the East Africa: People, Language, and Culture project. Beyond academia, Dr. Lubua engages with Swahili culture through creative writing, including a published novel and poetry. These artistic endeavors reflect his commitment to preserving and promoting Swahili heritage, which informs his pedagogical and research practices.

Ariann Stern-Gottschalkمشاهده پروفایل

استاد

• Slavic Linguistics
• Russian Language
• Language Pedagogy
• +۳ مورد دیگر

Ariann Stern-Gottschalk is a faculty member at Indiana University, where she earned her M.A. in Russian in 1996. Her academic journey led to a doctorate in Slavic linguistics, shaped by the faculty's mentorship and the Critical Languages Program (CLP) pedagogical frameworks. Research focuses on Slavic linguistics and LCTL (Less Commonly Taught Languages) pedagogy Influenced by Professor Dunkel's work in CLP and language education administration Mentored graduate students with an emphasis on collegial relationships Her career began at UCLA, but she remains affiliated with Indiana University, leveraging CLP resources for language teaching methodologies.

Felix Kronenbergمشاهده پروفایل

استاد

• Language Education
• Program Administration
• Learning Space Design
• +۵ مورد دیگر

Dr. Felix Kronenberg is a Professor of German and the Director of the Center for Language Teaching Advancement (CeLTA) and the National Less Commonly Taught Languages Resource Center (NLRC) at Michigan State University’s College of Arts & Letters. Holding a Ph.D. from the University of Regensburg (2008), his work focuses on materiality in language education, learning space design, and technology integration. He leads major initiatives like the $9 million Title VI Grant and the Andrew W. Mellon Foundation’s $2.5 million award for LCTL and Indigenous languages. Ph.D., University of Regensburg, 2008 His research investigates the interplay between physical/virtual learning environments and language pedagogy, with recent publications on 21st-century language center design and hybrid teaching models. He co-edited Language Program Vitality in the United States (2023), advocating for thriving language programs in higher education. His international keynotes and consulting reflect his influence in redefining language education infrastructure. Dr. Kronenberg’s publications emphasize materiality, digital integration, and institutional diversity. His work spans language center design, gamification, and immersive environments for medieval studies. He serves on the MLA’s ALD Executive Committee and advises on learning space standardization through the Learning Spaces Collaboratory. 2025 Stephen A. Freeman Award for Best Published Article Fellow, National Institute for Technology in Liberal Education He leads projects like the Place and Language Education monograph and the Big Ten Language Center Alliance, while offering professional learning communities to enhance language program resilience.

Rajiv Ranjanمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Language Pedagogy
• Morpho-syntax
• +۲ مورد دیگر

Rajiv Ranjan serves as Associate Professor in the Department of Linguistics, Languages, and Cultures at Michigan State University (MSU), with affiliations in the Asian Studies Program and Master of Arts in Foreign Language Teaching (MAFLT) Program. He mentors Fulbright Language Teaching Assistants (FLTAs) and has extensive teaching experience including online graduate courses at MSU and Kean University, immersion programs at the University of Wisconsin's SASLI, and study abroad instruction in India through AIIS. His educational background includes: Ph.D. in Second Language Acquisition, University of Iowa (2015) Ranjan's research centers on generative and socio-cultural approaches to second language acquisition (SLA), with specialized focus on morpho-syntax, second language writing/speaking, and pedagogy for South Asian languages. His work bridges theoretical linguistics and practical classroom applications, particularly through Open Educational Resources development for Hindi, Urdu, Persian, and Tamil instruction. Recent publications (2013-2024) demonstrate consistent advancement in South Asian language pedagogy, characterized by OER textbook development across multiple languages and targeted scholarly investigations into grammatical gender, writing challenges, and conversational dynamics. This output reveals strategic integration of theoretical SLA frameworks with practical teaching solutions for less commonly taught languages. His award portfolio reflects significant contributions to language education: Fulbright-Hays GPA Program (2023) IRS Grant from U.S. Department of Education (2023) OER Leadership Award (MSU, 2021-2022) Adams Academy Fellowship (2020) Transformative Language Pedagogies Grant (2018) As FLTAs mentor and grant recipient for OER development, Ranjan directs substantial resources toward enhancing South Asian language instruction through federal and institutional funding. His collaborative projects with Yuva Hindi Sansthan and Big Ten Academic Alliance advance regional language education ecosystems. He maintains active partnerships with the Asian Studies Program, MAFLT Program, and W. Mellon Foundation's LCTL initiative, driving curriculum innovation for South Asian languages through textbook development and teacher training frameworks.