جست‌وجوی استاد و پژوهشگر

• Curriculum and Pedagogy
• English as a Second Language
• Learning Sciences
• +۶ مورد دیگر

Sally Ashton-Hay is an Adjunct Lecturer at the Centre for Teaching and Learning , Southern Cross University , Australia, where she focuses on enhancing student learning through innovative curriculum design and academic skills integration. She also serves as Vice President of the Association of Academic Language and Learning (AALL) and is a founding member of the International Consortium of Academic Language and Learning Developers (ICALLD) . Education: Bachelor of Arts (TESOL) – Monash University Graduate Diploma in Education – Monash University Master of Education – Queensland University of Technology Doctor of Philosophy – Queensland University of Technology Research interests revolve around embedding academic skills in curricula , extending second-language learning through non-traditional approaches , and designing curriculum for learning support . She has published extensively on peer collaboration , student voice , and inclusive education , and acts as peer reviewer for leading journals including TESOL Journal and Journal of Academic Language & Learning . Her recent articles (2020–2025) collectively chart a trajectory that integrates student voice with academic skills development , explores artificial intelligence impacts on authorship , and examines translanguaging strategies for culturally diverse learners . The work underscores a consistent commitment to evidence-based, inclusive pedagogy. Awards & Recognition: Senior English Language Fellow (U.S. Department of State) Registered English Language Specialist (U.S. Department of State) Vice President (Grants & Panels), Association of Academic Language and Learning (AALL) Queensland State Representative, AALL Founding Member, International Consortium of Academic Language and Learning Developers (ICALLD) Community & Service: Convenes grant review panels for AALL and oversees funding initiatives Collaborates with learning-developer networks in Canada, the UK, Scotland, New Zealand, and Australia via ICALLD Provides editorial service for HERDSA Connections Newsletter While no specific doctoral or master’s students are named in the provided materials, Sally’s roles in mentoring, peer collaboration, and international teacher training indicate extensive supervisory and advisory engagement with both students and academic staff.

Goran Maljanمشاهده پروفایل

مدرس پاره‌وقت

• Swedish Language
• Second Language Acquisition
• Language Education
• +۳ مورد دیگر

Goran Maljan is a PartTime Lecturer at the Department of Swedish Language and Multilingualism at Stockholm University , focusing on Swedish language education and second language acquisition. He works with multilingual education frameworks and writing pedagogy. Research Interests: Second language writing and self-correction mechanisms Reflective practices in teacher training Impact of language exposure on lexical comprehension Reading strategy development for multilingual students Publications highlight trends in: Swedish grammar intraining and writing fluency Metalinguistic awareness in L2 learners Compound word processing in multilingual contexts Educational equity in linguistically diverse classrooms Contact: goran.maljan@su.se

Joseph Siegelمشاهده پروفایل

استاد

• Linguistics
• Second Language Acquisition
• Language Teaching Pedagogy
• +۹ مورد دیگر

Joseph Siegel is a Professor in the Department of English at Stockholm University, specializing in linguistics and language education with a strong focus on teacher education. His work centers on the critical relationship between spoken output, listening comprehension, and learning in educational contexts. Department of English, Stockholm University Principal Investigator for ReMoDEL project (Swedish Research Council) PhD in Applied Linguistics from Aston University, UK Professor Siegel's research explores how teachers communicate knowledge to students and how students make sense of that input, with particular emphasis on classroom interaction, language teaching methodology, and practical classroom applications. His work bridges theoretical linguistics with practical educational implementation, focusing on real-world classroom challenges in second language contexts. His research portfolio demonstrates consistent focus on listening comprehension, note-taking strategies, and pragmatic development in second language acquisition. The ReMoDEL project represents his current flagship research initiative investigating student listening comprehension in university lectures where English is the medium of instruction. Professor Siegel has been published extensively in leading journals including ELT Journal , The Journal of English for Academic Purposes , and Language Teaching , with notable publications including Teaching English in Secondary School (2022) and Developing notetaking skills in a second language (2021). As Principal Investigator for multiple research projects funded by the Swedish Research Council and Riksbankens Jubileumsfond, Professor Siegel has established himself as a leading researcher in language education, with particular expertise in teacher education methodology and classroom implementation strategies for second language acquisition.

Leonora Anyangoمشاهده پروفایل

مدرس

• Second Language Acquisition
• Multilingual Writing Pedagogies
• African Rhetoric
• +۴ مورد دیگر

Leonora Anyango, PhD, serves as a Swahili Instructor at the University of Virginia, bringing international expertise in language, culture, and education. An applied linguist specializing in Kiswahili, English as an International Language, and Japanese instruction, she also teaches College Composition, Creative Writing, and Multicultural Education courses. Her research concentrates on second language teaching methodologies, multilingual writing frameworks, African rhetorical traditions, and translation/interpretation studies. As an accomplished creative writer, she has published extensively in nonfiction and poetry genres, blending scholarly and artistic expression in language education. Professionally, Anyango holds certification as a Legal and Health Interpreter with World Bank translation experience. She has significantly contributed to curriculum development as a consultant for Carnegie Mellon University and the University of Pittsburgh, demonstrating cross-institutional impact in educational design.

• Multilingualism in education
• Social justice
• Migration
• +۷ مورد دیگر

Joke Dewilde is a Professor at the Faculty of Educational Sciences, University of Oslo. She serves as Head of Research (2023–present) and has held editorial roles at Acta Didactica Norden . Her work focuses on multilingualism in education , linguistic ethnography , and critical sociolinguistics , particularly in migrant and transnational contexts. Academic Appointments: PhD Coordinator, ILS/UiO (2022) Deputy Leader, SISCO Research Group (2019–2021) Director of Studies, Hedmark University College (2013–2014) Her research explores multilingual literacy practices , translingual writing , and multicultural community events as tools for social justice. Recent studies analyze teacher awareness (2025), translanguaging in adult education (2023), and youth identity construction at festivals (2021). Scientific Awards: Faculty Educational Prize, University of Oslo (2022) Faculty Dissemination Prize, University of Oslo (2023) She leads projects like Mi Lenga (multilingual thesis program) and BiMK (sustainability didactics). Her methodological innovations include discursive shadowing and linguistic landscaping .

• Language Education
• Multilingualism
• Inclusive Education
• +۳ مورد دیگر

Lecturer Claudia Bettina Scochi works at the Faculty of Educational Sciences, Free University of Bozen-Bolzano (Italy), focusing on multilingual education and German as a Second Language (DaZ/DaF) pedagogy in South Tyrol's Italian-speaking schools. Key research areas: Language inclusion strategies, CLIL (Content and Language Integrated Learning), educational policy in multilingual regions Email: Claudia.Bettina.Scochi@unibz.it Her selected publications include: 2024 : Heritage language integration in DaZ classes 2023 : Productive language skills development during school transitions 2015 : CLIL implementation in South Tyrol 2012 : Technology-enhanced DaZ teaching 2011 : Foundational study on South Tyrol multilingualism Her work emphasizes curriculum development for multilingual students and policy analysis of South Tyrol's autonomous educational framework.

Anne Steinerمشاهده پروفایل

استاد

• Theater Pedagogy
• German Literature Didactics
• Intercultural Education
• +۴ مورد دیگر

Professor Anne Steiner holds the Chair of German Literature and Its Didactics at the University of Education Freiburg, focusing on theater pedagogy, drama, and theater. She serves as Head of the Special Extension Subject: Theater and Vice Dean of Faculty II (Cultural and Social Sciences). PhD in German Didactics from Ludwig-Maximilians-Universität München (2001-2009) Established interdisciplinary teaching frameworks (German-Physics) and international collaborations (Munich, Pune, Venice) Her research explores theater as a pedagogical tool for: Language acquisition and second-language learning Intercultural and transnational education Postmigrantische theater analysis Performance-based teaching methodologies Mask work in multilingual groups Interdisciplinary didactic concepts Recent publications demonstrate her focus on theater's role in social integration and innovative educational formats . She received the 2024 Genderpreis der PH Freiburg for her collaborative student production 'Choose Your Family.' 2024 - Genderpreis der PH Freiburg für 'Choose Your Family' Steiner contributes to: Literatur - Theater - Medien (book series co-editor) SCENARIO journal (peer-reviewed reviewer) National theater education networks (Ständige Konferenz Spiel und Theater) She leads the Symposion Deutschdidaktik working group 'Theater_Performance' and serves on the board of Landesverband Theater in Schulen Baden-Württemberg.

Marjo Savijärviمشاهده پروفایل

مدرس

• Educational Sciences
• Multilingualism
• Social Justice in Education
• +۴ مورد دیگر

Marjo Savijärvi is a Lecturer at the Department of Education, Faculty of Arts, University of Helsinki. Her research focuses on multilingualism, social justice in education , and language learning practices , with a particular emphasis on Finnish as a second language and interactional linguistics. Diversity and inclusion in educational settings Conversation analysis in multilingual classrooms Language policy in higher education Her recent publications explore linguistic diversity in universities, norm construction in academic writing consultations, and embodied learning in music education. She has received the Doctoral Dissertation Prize (2012) for her research contributions. Active in interdisciplinary projects like MÅ#BRA: Konstintervention i lärmiljö and Kypsyysnäytetutkimus , she collaborates with scholars across Finland and the Nordic region. Her supervision of doctoral students and peer-review work further demonstrates her academic engagement.

• Language Development
• Literacy Development
• Second Language Teaching
• +۴ مورد دیگر

Jeremie Seror serves as Associate Professor and Associate Dean/Director at the Official Languages and Bilingualism Institute within the Faculty of Arts at the University of Ottawa. He leads the institute while maintaining active research and teaching responsibilities in multilingual education. His research centers on language and literacy development in plurilingual societies, specifically examining factors that enable individuals to function academically and professionally across multiple languages. Key focus areas include second language instructor training methodologies, content-based immersion programs, biliteracy development in higher education contexts, and technology-enhanced language acquisition systems. His expertise spans English and French pedagogy with practical applications for multilingual competence building. Dr. Seror addresses critical challenges in fostering advanced writing skills and cross-linguistic interaction within university settings. He maintains professional fluency in French and English with beginner-intermediate Japanese proficiency, reflecting his commitment to plurilingual frameworks. Information regarding graduate student supervision, research funding, laboratory facilities, or specific research teams is not detailed in available sources.

Fatima Esseiliمشاهده پروفایل

دانشیار

• Applied Linguistics
• Second Language Writing
• Language Assessment
• +۵ مورد دیگر

Fatima Esseili is an Associate Professor in the Department of English at the University of Colorado Denver and serves as the Director of the ESL Academy. With over 15 years of experience in Second Language Studies, she has taught graduate and undergraduate courses in national and international contexts including China, Lebanon, Mexico, Qatar, and the UAE. Her research focuses on: Second language writing and assessment World Englishes (language policy and politics of English) Intercultural rhetoric Intelligibility in multilingual environments Contact: Fatima.esseili@ucdenver.edu

Hoe Kyeung Kimمشاهده پروفایل

دانشیار

• Teacher Education
• L2 Writing
• Bilingual Education
• +۲ مورد دیگر

Hoe Kyeung Kim is an Associate Professor in Teaching, Learning and Educational Leadership at Binghamton University, specializing in L2 writing, bilingual education, and technology-enhanced language learning. She directs the Translation Research and Instruction Program (TRIP). Her research examines multilingual identity development in teachers, assessment literacy in EFL contexts, and pedagogical applications of virtual environments. Recent work focuses on spatial construction of linguistic identities and critical reflection in transnational educational settings. Publications reveal consistent themes in teacher development and multilingual pedagogy (2012-present), with progression from classroom-based EFL studies to systemic analyses of language policy and identity. Later works (2020-2022) emphasize globalization's impact on teacher identity and sustainable language education. Educational Background: PhD in Foreign and Second Language Education, University at Buffalo Certificate in Advanced Educational Technology, University at Buffalo BA, Ewha Womans University, Korea

Pinderjeet Kaur Gillمشاهده پروفایل

استاد آموزشی

• Language Education
• South Asian Folklore
• Punjabi and Hindi Literature
• +۳ مورد دیگر

Pinderjeet Kaur Gill is a Teaching Professor of Hindi and Punjabi Languages at the University of Michigan, affiliated with the Department of Asian Languages & Cultures and the College of Literature, Science, and the Arts. She holds a Ph.D. from Guru Nanak Dev University (India, 1997). Her research focuses on Punjabi folk beliefs, oral traditions, and pedagogical innovations in language instruction. Dr. Gill is renowned for developing immersive curricula using films, songs, and digital tools. Notable projects include Punjabi Audio Conversations (2009), Exploring Social Themes Through Advertising (2021), and game-based learning platforms. She received the prestigious Collegiate Lecturership (2021) and Golden Apple Award for teaching excellence. She serves as a certified Oral Proficiency Interview (OPI) tester for Hindi and actively contributes to the Center for South Asian Studies. Her work bridges language preservation, cultural studies, and innovative teaching methodologies.

Idoia Elolaمشاهده پروفایل

استاد

• Spanish as a Second Language Writing
• Digital L2 Writing
• Collaborative Writing
• +۶ مورد دیگر

Dr. Idoia Elola is a Professor of Spanish and Applied Linguistics at Texas Tech University's Department of Classical and Modern Languages and Literatures. She serves as Academic Director for the Seville Study Abroad program and holds editorial roles as Co-Editor-in-Chief of System and Board Member of RESLA . Her research focuses on digital second language writing, multiliteracies, and multimodal texts, with active projects exploring collaborative writing, heritage language education, and linguistic landscapes in Texas. Education: Ph.D., University of Iowa, 2005 Research Interests: Digital L2 writing, collaborative writing, multimodal texts, heritage language writing, linguistic landscapes, and the role of technology in language education. She investigates cognitive and sociocultural dimensions of writing processes and integrates digital tools like story maps and blogs into curricula. Awards: Texas Tech University President's Excellence in Teaching Professorship Arts and Sciences Teaching Award Global Vision Haragan Award for Study Abroad Grants & Collaborations: Leads projects funded by Spain's Ministerio de Ciencia and TTU's TruTransformers Scholarship. Collaborates with institutions like Universidad Pública de Navarra and University of Groningen. Involves students in studies on flea market linguistic landscapes and AI in writing processes. Labs/Teams: Co-directs research initiatives with international partners, including the Lubbock Scapes Collective studying regional linguistic media and the Seville program's digital storytelling projects.

Christina Ortmeier-Hooperمشاهده پروفایل

دانشیار

• Second Language Writing
• Immigrant Adolescent Literacy
• School-University Collaborations
• +۳ مورد دیگر

Christina Ortmeier-Hooper is an Associate Professor of English at the University of New Hampshire (UNH), where she also serves as the incoming Director of the NH Literacy Institutes. Previously, she held roles such as Director of Composition for the first-year writing program and leader of the UNH School-University Dialogues on College-Readiness and Writing initiative. Her research focuses on school-university collaborations, writing teacher education, and immigrant adolescent literacy, with a strong emphasis on second language writing and multilingual education. Education: Ph.D., English, University of New Hampshire M.A.T., Secondary Education, University of New Hampshire B.A., Comparative Literature, University of Massachusetts - Amherst Her teaching spans undergraduate first-year writing, creative nonfiction, and graduate courses in composition theory, second language writing, and literacy studies. She has led national committees, including the CCCC Committee on Second Language Writing and founded the TESOL Second Language Writing Interest Section. Her publications emphasize inclusive strategies for ELL writers, multilingual education, and college-readiness. Recent work explores STEM pathways for multilingual students and the intersection of language and identity in academic settings. Grants: "Putting Research on Student Writing and College-Readiness to Work" (2017–2018) "Colloquium on Student Writing and College-Readiness" (2015–2016) Her contributions to the field include editing four collections on second language writing and authoring books like The ELL Writer and Writing Across Language and Culture . She actively bridges K-12 and higher education through collaborative initiatives.

• Norwegian Linguistics
• Second Language Acquisition
• Quantitative Methods in Language Research
• +۳ مورد دیگر

Bård Uri Jensen is an Associate Professor of Norwegian Linguistics at the University of Inland Norway, affiliated with the Faculty of Teacher Education and Pedagogy and the Department of Nordic Languages and Literature. He holds a PhD from the University of Bergen (2017), an MA in Norwegian from the University of Oslo (2005), and a Computer Science degree from the University of Strathclyde (1987). His research focuses on the intersection of linguistics and quantitative methods, with particular interest in writing tools' impact on student texts, syntactic properties of second language learners, and multilingual aphasia. He has been a key contributor to the journal NOA: norsk som andrespråk as its editor since 2020 and serves on Norway's National Professional Body for Nordic Languages and Literature. His teaching spans linguistics in teacher education and master's programs, emphasizing Norwegian as a second language and quantitative methods in the humanities. Jensen's research highlights include a doctoral thesis examining how writing tools influence pupil writing, revealing gender-based differences in text spontaneity. He has also explored syntactic aspects of second language acquisition and language mixing in multilingual aphasia. Notable publications include studies on metaphor comprehension in second language learners, predictors of object naming in aphasia, and methodological challenges in second language research. His expertise extends to language policy roles, including membership in the Language Council's expert council for standardization (since 2022). He maintains a personal website with teaching and research resources and collaborates on projects like the Regnbuefyrtårn certification program for eldercare professionals. His work consistently bridges empirical linguistics with practical applications in education and healthcare.