جست‌وجوی استاد و پژوهشگر

Bryan Koronkiewiczمشاهده پروفایل

دانشیار

• bilingualism
• code-switching
• syntax
• +۵ مورد دیگر

Bryan Koronkiewicz serves as Associate Professor of Spanish Linguistics within the Department of Modern Languages & Classics at the University of Alabama. His academic profile bridges theoretical linguistics and practical language education with specialized expertise in bilingual speech phenomena. His educational trajectory includes: PhD in Hispanic Studies (Linguistics), University of Illinois at Chicago (2014) MA in Hispanic Studies (Linguistics), University of Illinois at Chicago (2010) BA in Spanish / Communication Arts, University of Wisconsin-Madison Dr. Koronkiewicz's research centers on Spanish-English code-switching through experimental and quantitative lenses, examining syntactic constraints in heritage speakers' language production. His work interrogates phenomena like preposition stranding, adverb placement, and inalienable possession while addressing methodological challenges in bilingualism research. This interdisciplinary approach connects theoretical syntax with second language acquisition and heritage language pedagogy, emphasizing empirical validation of linguistic constraints. Analysis of his 13 publications (2013-2023) reveals consistent focus on experimental code-switching research using acceptability judgments and corpus methods. Key trends include systematic investigation of syntactic boundaries in bilingual speech, methodological innovations in data collection, and expansion into language pedagogy through studies of social media integration and writing assessment. His work demonstrates strong alignment with contemporary debates in bilingual syntax while maintaining practical relevance for heritage language education. No scientific awards or fellowships were documented in the source material. Dr. Koronkiewicz teaches across the curriculum from first-year language courses to graduate seminars in bilingualism, syntax, and second language teaching methods. While departmental highlights reference French PhD students (Awodirepo, Lambon, Dafong), no specific advisees in Spanish linguistics are identified. The text contains no mention of grant funding or research team leadership. No dedicated laboratories or research collectives are associated with his profile in the available documentation.

Douglas Lightfootمشاهده پروفایل

دانشیار

• Historical Germanic linguistics
• Word-formation
• Affixoids
• +۳ مورد دیگر

Douglas Lightfoot serves as Associate Professor of German and Linguistics at the University of Alabama's Department of Modern Languages & Classics, where he directs the German Program and advises German Linguistics graduate students. His academic leadership spans both linguistic theory and language pedagogy. His educational background includes: PhD in Germanic Linguistics, University of California, Los Angeles (2000) MA in Germanic Linguistics, University of California, Los Angeles (1995) Dual BA in Germanic/Oriental/Slavic Languages & Linguistics, University of California, Santa Barbara (1991) Studies at Georg-August Universität, Göttingen, Germany (1988-1989) Lightfoot's research centers on Historical Germanic linguistics , specializing in word-formation processes, affixoid development, grammaticalization, and lexicalization . His work uniquely bridges theoretical linguistics with foreign language pedagogy , examining how historical language evolution informs contemporary teaching practices. He investigates phonological phenomena in spoken German and advocates for integrating language history into curriculum design to enhance student comprehension of linguistic structures. His publication trajectory reveals a consistent focus on German morphological evolution, particularly suffix development and compound formation, while increasingly emphasizing practical applications for language educators. Recent works highlight scholarly writing practices and collaborative research methodologies, reflecting his commitment to advancing academic communication within the linguistic community. Recognition includes: Article of the Year Award (2007) from Die Unterrichtspraxis: Teaching German Freeman Award nomination (2006) by the Northeast Conference on Language Teaching Interdisciplinary Award for Alabama foreign language instruction 2011 Southern Conference on Language Teaching Excellence nomination As German Linguistics Graduate Advisor, Lightfoot mentors emerging scholars while securing institutional research support through multiple University of Alabama Research Advisory Committee grants. His advocacy for writing groups demonstrates commitment to scholarly productivity, and his leadership in professional organizations like the American Association of Teachers of German shapes pedagogical standards across the discipline. Though no formal laboratory is mentioned, his collaborative writing initiatives function as intellectual incubators for academic development.

Kristopher Kyleمشاهده پروفایل

دانشیار

• Corpus Linguistics
• Second Language Acquisition
• Natural Language Processing
• +۳ مورد دیگر

Kristopher Kyle is an Associate Professor in the Department of Linguistics at the University of Oregon , where he directs the Learner Corpus Research and Applied Data Science (LCR-ADS) lab . His research examines how readers/listeners assess language proficiency through lexical, lexicogrammatical, and syntactic features, employing computational methods and language corpora within a usage-based/emergentist framework. Research Interests Lexical and syntactic complexity in second language acquisition Development of text analysis tools (TAALED, TAALES, TAASSC, TAACO) Natural language processing for language assessment Dependency parsing and bigram analysis Corpus-based language teaching and learning Key Contributions Open-source Python packages: lxgrtgr , pylats , taaled , corpus-toolkit Annotated datasets: ASC-Treebank , SL2E-Dependency-Treebank His work bridges corpus linguistics , applied data science , and language teaching studies , with recent publications focusing on lexical diversity indices, argument structure analysis, and NLP applications in language assessment. While no explicit scientific awards are listed, his tool development and corpus creation efforts significantly impact second language research methodology. Outside academia, Kyle engages in outdoor activities, notably rock climbing, with his family.

Sandra Wilson Smithمشاهده پروفایل

دانشیار

• Writing Pedagogy
• English as a Second Language (ESL)
• Young-Adult Literature
• +۳ مورد دیگر

Sandra Wilson Smith is an Associate Professor in the Department of English at Temple University’s College of Liberal Arts. Her expertise spans writing pedagogy, English as a Second Language (ESL), and American literary studies, with a focus on marginalized voices and interdisciplinary teaching methods. Education: Ph.D. in English, The Graduate Center, City University of New York (CUNY), 2008 Research Interests: Writing pedagogy and developmental writing, particularly in ESL contexts Young-adult and African-American literature Historical analysis of 18th–19th century American female adventure narratives Publications & Teaching Trends: Her work bridges literary analysis with pedagogical innovation, integrating video game theory into composition instruction and exploring transnational communication through technology. Key publications include studies on frontier literature, dystopian themes in African-American fiction, and comparative pedagogy using Homer and Sherman Alexie. Office: Mazur Hall, Temple University.

• Sociolinguistics
• Literacy and Biliteracy
• Second Language Acquisition
• +۷ مورد دیگر

Gisela Ernst-Slavit is a Professor at Washington State University's College of Education, Sport, and Human Sciences, specializing in English Language Learners (ELL) education. Based at the Vancouver campus, she focuses on sociolinguistics, literacy, biliteracy, and critical issues in Latinx student education, with a career spanning scholarship, instruction, and service. Educational Background: Ph.D. in Bilingual/Multicultural Education, University of Florida M.S. in Multicultural/Multilingual Education, Florida State University B.S. in Clinical Psychology, Pontificia Universidad Católica del Perú Her research emphasizes bilingual education , academic language integration , and equity in diverse classrooms . She advocates for culturally responsive pedagogy and has led projects like the $2.2 million DOE-funded ELL IMPACT initiative to train bilingual paraeducators. Her recent publications analyze language policy tensions in dual language programs, refugee student integration , and mathematics instruction for ELLs . Collaborative works highlight interdisciplinary approaches to academic language across K-12 curricula. Scientific Awards: WSU Faculty Diversity Award (2020) "Real Hero" Award (2019) As past president of WAESOL and a keynote speaker on oral language importance in education, she bridges research and practice through grants, publications, and community engagement, ensuring marginalized voices shape educational policies and practices.

• Multimodal Discourse Analysis
• English as a Foreign Language (EFL)
• Second Language Acquisition
• +۳ مورد دیگر

Natalia Norte Fernández-Pacheco is an Associate Professor at the University of Alicante (UA) and an English teacher at the Official School of Languages (EOI). She holds a PhD in English Philology from UA (2016) and a Diploma of Advanced Studies (DEA) in 2007. Her academic work spans teaching and research, with a focus on multimodal approaches to EFL instruction. Current affiliations: Department of English Studies (UA), Official School of Languages (EOI) Research Interests Her research explores the intersection of multimodal discourse analysis, English-medium instruction (EMI), and educational technology. Key areas include: Impact of multimodal ensembles on EFL audio-visual comprehension Role of digital tools like vodcasts in language learning Strategies for enhancing student engagement through multimodal presentations Integration of visual, auditory, and textual modes in university lectures Publications & Trends Natalia's scholarly output (2016-2020) centers on multimodal EFL pedagogy. Her work analyzes vodcast-based instruction, EMI implementation, and the cognitive effects of combining visual, auditory, and textual modes in language learning. These publications highlight interdisciplinary links between applied linguistics, educational technology, and discourse analysis. Collaboration & Institutions She is affiliated with the ACQUA research group (Second and Foreign Language Acquisition) at UA and teaches in the Department of English Studies. Her professional roles include: Teaching English at EOI for diverse CEFR levels Lecturing in UA's Tourism and English Studies degrees Her office is located at the Higher Polytechnic School II, University of Alicante.

Stephen D. Looneyمشاهده پروفایل

استاد آموزشی

• Applied Linguistics
• Classroom Interaction
• Conversation Analysis
• +۱ مورد دیگر

Stephen D. Looney is a Teaching Professor in Applied Linguistics at Pennsylvania State University and Director of the ITA Program. His research focuses on classroom interaction and second language assessment through conversation analysis. Education: Ph.D. in Linguistics from the University of Georgia M.A. in TESOL from Carson-Newman University Dr. Looney specializes in multimodal classroom discourse as morally ordered social practice, examining how teachers and students navigate epistemics, deontics, and emotion in situ. His work includes mixed-methods research on L2 interactional competence assessment to inform test rating criteria. He teaches courses in classroom discourse analysis, conversation analysis, pronunciation pedagogy, and second language acquisition. His recent publications demonstrate consistent focus on conversation analysis in educational settings, particularly exploring multimodal resources like laughter, teasing, and embodiment in managing classroom interactions. Key trends include third-turn repetitions in foreign language classrooms, translingual practices in workplace contexts, and Rasch modeling for assessment validity.

Jeffrey Steeleمشاهده پروفایل

استاد

• Second Language Acquisition
• Laboratory Phonology
• Language Assessment
• +۳ مورد دیگر

Jeffrey Steele is a Professor in French Studies at the University of Toronto. His research focuses on second language acquisition, laboratory phonology, and bilingual literacy. He explores how phonological and phonetic factors influence language learning, particularly the acquisition of French and Spanish segmental and prosodic features by Mandarin, Japanese, and English speakers. Steele also investigates the role of phonological awareness in bilingual children's literacy development. PhD in Linguistics, McGill University MA in French Linguistics, Queen’s University BA Hons in French, University of Manitoba Steele’s work employs electropalatography (EPG) to analyze articulatory timing, assimilation, and cluster simplification in native and non-native speech. His publications address topics like cross-linguistic influence on coda voicing, syllable position effects, and the impact of phonetic input variability on L2 learning. Recent studies highlight gradient and categorical effects in bilingual phonology, phonological licensing asymmetries, and prosodic prominence acquisition. He co-developed the University of Toronto Test of French and maintains the Romance Phonetics Database (2004–Present). SSHRC Insight Development Grant (2022–2027) on Reading Comprehension in French Immersion Learners Steele teaches courses in French language skills, linguistic analysis, and individual differences in language acquisition. His collaborations with researchers like Colantoni and Kochetov bridge theoretical linguistics and applied pedagogy.

Laura Cizekمشاهده پروفایل

دانشیار بالینی

• Speech-Language Pathology
• Accent Modification
• Pronunciation Training
• +۳ مورد دیگر

Laura Cizek is a Clinical Associate Professor and Master’s Program Director at the University of Houston’s Department of Communication Sciences and Disorders within the College of Liberal Arts and Social Sciences. She supervises graduate students in the University Speech-Language-Hearing Clinic, coordinates community speech and hearing screenings, and leads clinical teams working with adults seeking pronunciation modification. A certified expert in Pronunciation of English as a Second Language (PESL), she teaches courses such as Speech Sound Disorders and Clinical Procedures to graduate, undergraduate, and post-baccalaureate students. Ed.D., Professional Leadership – Special Populations, University of Houston M.A., Communication Disorders, University of Houston B.S., Communication Sciences and Disorders, The University of Texas Her clinical focus includes accent modification for English language learners, clinical education leadership, and community outreach through speech and hearing screenings. She coordinates over 1,000 annual observation hours for students in the Greater Houston area and previously directed the Cougar Communication Group (CCG) summer program from 2009–2016, establishing its structure as a primary training model for clinic externs. Scientific Awards: Outstanding Young Alumni Award, University of Houston (2002) Dr. Cizek advocates for linguistically diverse communication and facilitates collaborative learning experiences that bridge research and clinical practice. Her professional activities include membership in ASHA’s Special Interest Groups (SIGs) 10, 11, and 17, focusing on higher education, administration, and global communication disorders.

Christopher J Hallمشاهده پروفایل

استاد

• Global Englishes
• Second Language Acquisition
• Cross-Linguistic Influence
• +۳ مورد دیگر

Christopher J Hall is Professor of Applied Linguistics at the York St John University , School of Education, Language and Psychology. With a PhD in Linguistics from the University of Southern California, he has made significant contributions to the fields of Global Englishes, Second Language Acquisition, and cross-linguistic influence. His research explores the social and cognitive dimensions of English as an international language, notably through the co-developed Parasitic Model of vocabulary learning with Peter Ecke. A Fellow of the Higher Education Academy (FHEA), he has taught at undergraduate and postgraduate TESOL courses while supervising postgraduate researchers. His book Ontologies of English (CUP, 2020) was shortlisted for the 2021 BAAL Book Prize. Recent collaborative work with colleagues in Germany and China focused on reconceptualizing English in teacher education, supported by the British Association for Applied Linguistics' Applying Linguistics fund. He has served in editorial and committee roles for major academic organizations like BAAL and QAA Linguistics Review Group.

Sukyeon Choمشاهده پروفایل

مدرس ارشد

• Korean Language Education
• Language Teaching Methodology
• Applied Linguistics
• +۳ مورد دیگر

Sukyeon Cho is a Senior Lecturer in Korean Language at the School of Languages, Arts and Societies, University of Sheffield . She joined the school in 2005 and took a full-time role as Director of the Korean Language Programme in 2008. Her teaching focuses on interactive and culturally immersive methods to enhance Korean language learning. Qualifications: BA (Korea Air & Correspondence University), MBA (Sogang University) Her work emphasizes the use of games, songs, and language exchange programs to improve speaking skills. She has contributed to the Sheffield Korean Society and Korean School, holding leadership roles between 2003–2008. In 2020, she received the South Korean President’s Award for her dedication to Korean language education. Mrs. Cho has been featured in media interviews, including MBC Korea (2011) and BBC Radio Sheffield/eFM Seoul (2019), discussing Korean Studies and cultural engagement.

Hisae Matsuiمشاهده پروفایل

مدرس ارشد

• Integration of innovative technology into world language pedagogy
• Design thinking in curriculum development
• Adaptive and personalized language instruction
• +۲ مورد دیگر

Hisae Matsui serves as Senior Lecturer in Japanese Language at Princeton University's Department of East Asian Studies, teaching first through fourth-year Japanese courses since 2007. She also held the role of Acting Director of Princeton's Japanese Language Program (2020) and previously directed Japanese Studies at Salem International University (2003-2007). Education: Ed.D. in Technology Education, West Virginia University (2014); Dissertation: "The Impact of Visual Elements in Virtual Environments on Interpersonal Emotional Connection in Telecollaboration" M.A. in TESOL/Linguistics, West Virginia University (2002) B.Ed. in Elementary Education (English Specialization), Hiroshima University, Japan (1998) Dr. Matsui pioneers technology-enhanced language pedagogy through research on design thinking in curriculum development, AI-driven personalized instruction, and virtual exchanges between native/non-native Japanese speakers. Her work bridges cultural gaps by leveraging adaptive learning systems and ethical AI applications to transform second-language acquisition methodologies. Scientific Awards: Digital Pedagogy Projects, McGraw Center for Teaching and Learning (2025) PCLS Summer Fellowship, Princeton Center for Language Study (2024) 250th Anniversary Innovation Fund grants (2016, 2018) for personalized Japanese curriculum development She directs grant-funded initiatives including adaptive learning pathways for beginner Japanese and fine-tuned large language models for world language education. Her upcoming Summer 2025 graduate course at Middlebury College will explore ethical AI applications in Japanese pedagogical grammar instruction.

Petra Poelmansمشاهده پروفایل

مدرس

• Motivational Learning Environments
• Secondary Education (v(s)o)
• Hybrid Learning Environments
• +۴ مورد دیگر

Dr. Petra Poelmans is a Lecturer in Motivational Learning Environments at Rotterdam University of Applied Sciences, affiliated with the Teacher Training Institute. Her work bridges education, research, and professional practice, focusing on secondary education in Zeeland and Rotterdam. Research interests include: Designing motivating learning environments using motivation theories Hybrid learning environments in vocational (MBO) and higher professional education (HBO) Professional identity development of students and teachers Integrated reading instruction across subject areas Collaborative tools for assessing practical issue complexity Key projects include the MOZAIC initiative for self-regulated learning and a study on reading skills in all subjects. She collaborates with Zeeland school boards and Fontys University of Applied Sciences, where she previously worked. Her public lecture in 2023 emphasized teacher-student collaboration in motivation and context-dependent educational mechanisms.

• Creative Writing
• Life Writing
• Digital Fabrication
• +۵ مورد دیگر

Professor Ursula Hurley is a Chair in Life Writing at the School of Arts, Media and Creative Technologies , University of Salford. She directs the English Research Centre and co-leads Equity, Diversity and Inclusion initiatives. Her career spans teaching, advertising, and community engagement before academia. Chair in Life Writing (2023) Co-lead for Equity, Diversity and Inclusion Founding Director of Salford’s Doctoral School (2018-2021) Her research bridges creative writing with digital fabrication , disability studies , and social engagement . She pioneered the UK’s first inclusive mobile FabLab (2016) and explores surrealist methodologies, gender politics, and interdisciplinary approaches to auto/biographical expression. Recent publications focus on failure pedagogy , postcolonial narratives , and experimental life writing . They reveal trends in: Disability-inclusive technology Decolonizing curricula Failure-positive leadership Hybrid critical/creative scholarship Scientific recognition includes: AHRC funding (2016) Multiple teaching awards As a PhD supervisor, she mentors projects on film theory to experimental essays and Jungian psychoanalysis . Her grant work spans community regeneration, digital inclusion, and educational resilience initiatives. She leads labs like the In the Making digital fabrication project and collaborates with teams in the English Research Centre and Creative Technology Research Centre .

• Educational Psychology
• Teacher Education
• Assessment and Testing
• +۵ مورد دیگر

Elaine Radmer, Ph.D., serves as an Associate Professor in the Teacher Education department within the School of Education at Gonzaga University. Her academic work critically examines test-based education reform, organizational accountability, and societal inequities in schooling systems. Her educational background includes: Ph.D. in Educational Psychology, Washington State University M.A. in International Studies and Teaching English as a Second Language, Wheaton College B.A. and B.S. in Education & Biology, Eastern Washington University A.A., Walla Walla Community College Radmer's research interrogates unexamined assumptions in educational institutions and explores how humans learn in social settings beyond formal schools. She champions collaborative inquiry into assessment practices and investigates culturally responsive pedagogy, particularly through young adult literature's impact on reading comprehension. Her work consistently addresses power dynamics, privilege, and strategies for making schools responsive to diverse learners. Her publication trajectory reveals evolving focus from classroom-level assessment (2012-2017) toward systemic leadership and equity (2018-2024), with recent emphasis on data-informed attendance systems, culturally intelligent leadership, and perseverance in re-engaged students. This progression demonstrates increasing engagement with institutional change while maintaining core commitments to equity and teacher empowerment. No major scientific awards are documented in available sources. Radmer actively mentors student researchers, as evidenced by asterisked co-authors across her publications spanning literacy, mathematics education, and leadership studies. Her collaborative projects with colleagues like Darragh, Garoui, and Conlin reflect sustained engagement with K-12 practitioners, though specific grant funding details aren't provided. Conference presentations at AERA and WERA demonstrate consistent scholarly dissemination. Her work involves cross-disciplinary partnerships with librarians, mathematics educators, and literacy specialists through professional organizations including AERA and WERA, focusing on practical applications of research in school settings.