جست‌وجوی استاد و پژوهشگر

Yanbin Luمشاهده پروفایل

دانشیار

• Language learning & teaching
• Language testing and assessment
• Second language acquisition
• +۳ مورد دیگر

Dr. Yanbin Lu is an Associate Professor of Academic Literacies in the School of Liberal Arts at RAUL, specializing in teaching Research and Writing courses within the Academic Literacies Programme. With over thirty years of language teaching experience across China, the USA, and the UK, she holds a PhD in Applied Linguistics from Georgia State University and an MA from Tsinghua University. In addition to her academic role, she serves as a Collaborative Provision Support Officer in RAUL's Quality Assurance team, supporting partnership and validation projects through language and administrative expertise. Educations: PhD in Applied Linguistics, Georgia State University, USA MA from Tsinghua University, Beijing, China Her research focuses on language learning and teaching methodologies , second language acquisition , and teacher education , with a strong emphasis on academic socialization and curriculum development. She has contributed to pre-sessional EAP programs at the University of Bath and the University of Nottingham before joining RAUL in 2019. No scientific awards or grants are explicitly mentioned in the provided text. She advises no listed students and has no published articles detailed here, though her role involves active collaboration in academic partnerships.

Jennifer Wolfeldمشاهده پروفایل

مدرس

• Second language acquisition
• Accent reduction
• Presentation skills
• +۳ مورد دیگر

Jennifer Wolfeld is an English Language Specialist at Carnegie Mellon University's Silicon Valley campus, affiliated with the Integrated Innovation Institute. She holds a Master of Liberal Arts (ALM) in Linguistics from Harvard University and a Master of Education from Stanford University, focusing on foreign language teaching. Her expertise spans second language acquisition, accent reduction for nonnative English speakers, and professional communication skills for tech professionals. Previously, she taught academic English, research methods, cross-cultural communication, and business writing at Endicott College's Van Loan School of Graduate and Professional Studies. Her Harvard thesis explored the efficacy of speech visualization techniques for accent reduction, earning her the Dean's Prize in Behavioral Sciences. Her instructional focus includes workplace writing, presentation skills, and interpersonal communication strategies, complemented by her active involvement in Bay Area music ensembles. She currently coaches students in pronunciation, professional writing, and public speaking through CMU's Communication and Languages Services.

• Modern Israeli literature
• Israeli theater and drama pedagogy
• Second language acquisition theories
• +۳ مورد دیگر

Sara Hascal is an Associate Professor of the Practice of Hebrew and Director of the Hebrew Language, Literature, and Culture Program at Brandeis University. She has been teaching there since 1985 and currently serves as Assistant Director of the School of Hebrew at Middlebury College. Her academic roles include directing language programs and developing curricula integrating Hebrew language proficiency with cultural literacy. Dr. Hascal holds a DML from Middlebury College, two M.A. degrees (Hebrew College and Lesley University), and a B.H.L. from Tel Aviv University. Her research focuses on using modern Israeli theater and literature to enhance language learners' communication skills and cultural awareness. She co-authored the widely adopted textbook Brandeis Modern Hebrew , emphasizing interdisciplinary approaches to language education. Her teaching philosophy prioritizes intercultural competence, critical thinking, and worldview expansion through Hebrew instruction. She has designed courses that contextualize language learning within Israeli history, politics, business, arts, and cultural traditions. Awards include the 1987 Robert A. Carpenter Scholarship and Leah Hurwich Prize for Educational Excellence. Dr. Hascal’s pedagogical innovations bridge language acquisition with cultural immersion, reflecting her dual focus on linguistic proficiency and cultural understanding. She collaborates with colleagues to advance Hebrew education methodologies.

Francisco Javier Sanchez Martinمشاهده پروفایل

استاد

• Lexicography
• History of Spanish Language
• Terminology
• +۳ مورد دیگر

Francisco Javier Sanchez Martin is a Professor in the Department of Spanish Language and General Linguistics at the Faculty of Arts and Humanities, Universidad de Murcia. His research focuses on historical lexicography and terminology of technical vocabulary in Spanish Renaissance texts, particularly Alonso de Herrera's agricultural treatises. He earned his PhD from Universidad de Salamanca in 2009 with a dissertation on geometric terminology in Hispanic Renaissance technical works, supervised by Dr. María Jesús Mancho Duque. Sanchez Martin specializes in lexicography, historical linguistics, and specialized language studies, with emphasis on agricultural and geometric terminology from the Renaissance period. His work examines Herrera's Libro de agricultura and its influence on Spanish lexicographic tradition including the Diccionario de autoridades , while also exploring viticulture terminology, Arabic loanwords, and digital applications in language teaching. Recent publications (2023-2025) demonstrate sustained focus on Renaissance agricultural lexicon with growing interdisciplinary connections to viticulture, medical Spanish curriculum design, and digital humanities. His research bridges historical analysis with contemporary pedagogical practices through studies of grafting terminology, Arabic influences like 'abencenif', and geometric treatises. He supervises graduate theses in Spanish linguistics through the HISTOLEX research group (History of Spanish Lexicon and Lexicography) and was previously active in Gleax (Grupo Lexicografico Alfonso X), contributing to collaborative projects on Spanish lexical evolution.

Michael Cribbمشاهده پروفایل

مدرس

• Second Language Acquisition
• Discourse Analysis
• Psycholinguistics
• +۳ مورد دیگر

Dr. Michael Cribb is a Lecturer in English at Coventry University's Faculty of Arts and Humanities. He holds a PhD in Applied Linguistics from the University of Reading and has extensive teaching experience in Language and Linguistics, including roles at Oxford Brookes and in the Far East. His research focuses on Second Language Acquisition, Discourse Analysis, and the Philosophy of Language and Mind. He supervises MA and PhD students in these areas and teaches courses such as Research Methods, Psycholinguistics, and Discourse Analysis at both undergraduate and postgraduate levels. Education: PhD in Applied Linguistics, University of Reading Research Interests: Second Language Acquisition strategies in political discourse Discourse Analysis of parliamentary language Philosophical intersections of language and reality Oral presentation skills for non-native speakers Psycholinguistic aspects of intonation and hesitation Publications: Over 20 peer-reviewed articles and 3 authored books focusing on linguistic pragmatics, political rhetoric analysis, and applied language pedagogy. Recent work includes Research Methods for Undergraduate Students (2021) and Nonrepresentational Linguistic Idealism (2021 monograph). Awards: Fellow of the Higher Education Academy (HEA). External Activities: Link Tutor for Coventry University's English programs in Egypt; former editor/reviewer for top journals; maintains educational websites like Oral Presentation Skills and Neutral Footing . Grants/Advising: Extensive supervision of MA/PhD theses in applied linguistics and discourse studies. No specific grants listed but actively involved in curriculum development for digital intercultural learning projects.

Gregor Chudobaمشاهده پروفایل

مدرس ارشد

• Pronunciation Instruction
• Translation Studies
• Linguistics
• +۳ مورد دیگر

Dr. Gregor Chudoba serves as Senior Lecturer at the Department of English, Klagenfurt University, with additional teaching roles at Graz University and FH Kärnten. His academic career includes prior positions at universities in Osijek, Győr, Zagreb, and Rijeka. Specializing in pronunciation instruction, translation studies, and applied linguistics, his research emphasizes comprehensibility in language learning and innovative pedagogical methods. He actively engages in cross-cultural educational projects, including a notable excursion to Ljubljana focused on literary translation. Recent scholarly contributions address word stress systems, pronunciation assessment frameworks, and the integration of drama into language education. His work bridges theoretical linguistics with practical classroom applications, particularly addressing challenges faced by German-speaking learners of English. Chudoba has organized academic events such as the 1st AAU Language Pedagogy Colloquium and contributes to research cooperations including the Klagenfurt Centre of Irish Studies. Outside academia, his interests in organic farming and forestry reflect a holistic approach to sustainability, complementing his educational philosophy.

• Literacy Education
• Systemic Functional Linguistics
• Multimodal Communication
• +۵ مورد دیگر

Thu Thi Bich Ngo serves as a Lecturer in Literacy Education within the Faculty of Education and Arts, demonstrating sustained scholarly contributions through interdisciplinary research at the intersection of linguistics and education. Her work bridges theoretical frameworks with practical classroom applications across diverse educational domains. Her research portfolio centers on systemic functional linguistics and multimodal communication, with particular expertise in gesture studies, paralanguage, and literacy development. She investigates how nonverbal communication integrates with language in music education, science instruction, creative writing, and multilingual contexts. Key contributions include refining appraisal frameworks for ESL research and developing culturally responsive models for Vietnamese language pedagogy within Australian curricula. Analysis of her 2012-2022 publications reveals evolving methodological sophistication in applying systemic functional semiotics to emotional expression in singing, science concept visualization, and children's literature adaptation. Her work consistently demonstrates how gesture functions as transduction in meaning-making processes, with practical implications for teacher training in disciplinary multiliteracies and digital storytelling. No scientific awards, student advisement records, or grant funding details were documented in the provided materials. Similarly, laboratory affiliations, research team structures, and future project directions remain unspecified in the available documentation.

Sadia Zoubir-Shawمشاهده پروفایل

استاد

• Phonetics and Phonology
• Language Development
• Second Language Acquisition (SLA)
• +۶ مورد دیگر

Sadia Zoubir-Shaw is a Professor in the Department of Linguistics & French & Francophone Studies at the University of Kentucky. She holds multiple administrative roles including Director of the Foreign Language and International Economics (FLIE) Program (2018–present), Executive Director of the KFLC Conference (2014–2022), and Convener for French and Francophone Studies (2017–2021). She also administers the Karen and Garland Dever Endowed Fellowship. Her research focuses on phonetics, language acquisition, translation studies, intercultural communication, and language in performance. She has authored textbooks like Lire et Écrire: La composition par le texte (2017) and edited volumes such as Embodied Performance (2016). Her work bridges linguistic theory with practical applications in education and cultural studies. Dr. Zoubir-Shaw has held administrative roles including Chair of the Educational Policy Committee (2014–2015), Director of Undergraduate Studies (2011–2013), and Director of the French Language Program (1995–2003). She teaches courses in linguistics, second language acquisition, and French for international economics. Her academic training includes studies at Université de Provence (France), Lehigh University, University of Michigan, and Middlebury College. She has been affiliated with the TESOL program at Framingham State University and the Middlebury College Language Schools.

Dong-shin Shinمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Multimodal Literacies
• Digital Literacy
• +۳ مورد دیگر

Dr. Dong-shin Shin holds the academic rank of Associate Professor in the Literacy and Second Language Studies program. She completed her doctoral studies in Language, Literacy, and Culture at the University of Massachusetts Amherst. Her research adopts sociocultural perspectives to investigate English Language Learners' literacy development in digital and sociocultural contexts, with a focus on academic writing, disciplinary literacies, and multimodal composition. Her work examines how digital technologies and social practices shape language learning processes, particularly in multilingual and multicultural educational settings. Key areas of interest include: - Multimodal composing pedagogies - Anti-racist language education - Heritage language maintenance in immigrant families - Online teacher professional development Collaborative research includes a federal grant Enhancing Evidence-Based Practices for English Learners (EBPs4ELs) (2021–2026), where she serves as a collaborator. This $595,874 Department of Education award focuses on developing evidence-based interventions for English Learners. Her publications span journals such as Bilingual Research Journal , Computers and Composition , and Journal of Second Language Writing , reflecting her commitment to advancing understanding of 21st-century literacy practices in diverse educational contexts.

Connie Kendall Theadoمشاهده پروفایل

دانشیار

• Literacy Studies
• Composition and Rhetoric
• Second Language Acquisition
• +۳ مورد دیگر

Connie Kendall Theado is an Associate Professor in the Literacy and Second Language Studies program and serves as Director of Graduate Programs in the School of Education at the University of Cincinnati. Her work critically examines literacy politics, writing pedagogy, and developmental education within postsecondary contexts. Her educational foundation includes: Ph.D. in English (Composition & Rhetoric) from Miami University (2005) M.A. in English (Composition & Rhetoric) from Miami University (1998) B.A. in English Literature from University of Cincinnati (1984) B.S. in Secondary Education from University of Cincinnati (1984) Dr. Kendall Theado's research investigates high-stakes literacy testing, metaphorical frameworks in teacher cognition, and transnational educational partnerships. She analyzes how literacy policies intersect with identity formation, nation-building narratives, and sociocultural dynamics in US and Kurdish educational contexts, employing discourse analysis and ethnographic approaches to reveal power structures in pedagogical practices. Her 15 most recent publications (2015-2024) reveal evolving emphases from literacy politics toward transnational collaboration and teacher resilience. Key trends include: critical examination of shared curricula in writing programs, mindfulness applications for educator well-being, longitudinal analysis of college literacy journals, and culturally sustaining pedagogies in global partnerships. Her work consistently bridges theoretical frameworks with practical classroom applications across diverse educational settings. Her scholarly impact is recognized through: Back-to-back CECH Golden Apple Teaching Excellence Awards (2012, 2015) James L. Kinneavy Award for Best JAC Article (2014) Cynthia L. Peterson Award for Outstanding JCRL Article (2015) School of Education Distinguished Service Award (2017) Nomination for Piyush Swami Outstanding Doctoral Mentorship Award (2017) As Graduate Program Director, she mentors doctoral candidates while leading transnational initiatives like the US-Kurdish partnership at Salahaddin University. Her grant portfolio includes the 2011 "Going global" Faculty Development Grant for international research methods and the 2014 Educational Studies PhD Recruitment Grant. Current work focuses on collaborative self-study methodologies and culturally sustaining pedagogies through interdisciplinary faculty teams. She founded the Journal of College Literacy and Learning (2011-2014) and co-developed the "Culturally Sustaining Practices in Teacher Education" project with Raider-Roth and Watts-Taffe, creating sustainable frameworks for equity-focused pedagogy across institutional contexts.

Teresa Bellمشاهده پروفایل

دانشیار

• Second Language Acquisition
• Foreign Language Education
• Cultural Studies
• +۳ مورد دیگر

Teresa Bell is an Associate Professor of German & Russian at Brigham Young University (BYU). She actively participates in cultural initiatives such as the Christkindlmarkt Board, organizing events like the Salt Lake City German Christmas Market since 2016. Her community engagement includes presentations on topics like Silent Night’s 200th Anniversary and language learning through culinary experiences. Dr. Bell’s research focuses on language pedagogy, teacher training, and curriculum development, with a particular emphasis on second language acquisition and proficiency assessment. She has contributed to discussions on emergency remote teaching, ACTFL standards, and innovative classroom methods like flipped learning. Her work bridges language education and cultural studies, integrating 'big C' (high culture) and 'little C' (everyday culture) into curricula. She has explored challenges in study abroad programs, literary teaching strategies, and dialogue journals for grammatical improvement. Her articles span decades, reflecting sustained contributions to improving language education practices globally. Dr. Bell has been a featured speaker at BYU Education Week and has been interviewed on KBYU’s 'Community Connection' show. She has also participated in podcast discussions, such as the 2025 episode on remembering poet Anya Krugovoy Silver. Her efforts emphasize connecting language learning with cultural immersion and community engagement.

Rob Martinsenمشاهده پروفایل

استادیار

• Second Language Acquisition
• Educational Technology
• Study Abroad Programs
• +۵ مورد دیگر

Rob Martinsen is an Assistant Professor of Spanish and Portuguese at Brigham Young University (BYU). He is affiliated with the Public Humanities program and actively involved in the BYU Spanish & Portuguese Department. His work focuses on innovative language pedagogy, leveraging technology for language acquisition, and studying cultural immersion through study abroad programs. Key research interests include digital language exchange methodologies, second language acquisition in technology-mediated environments, and the impact of cultural integration on language learning outcomes. He has explored topics such as virtual learning spaces (e.g., Facebook-based language exchanges), pronunciation improvement techniques, and the effectiveness of study abroad programs. His recent publications (2023–2024) emphasize student perspectives on virtual versus in-person language exchanges and the promise of digital tools in lower-level language classrooms. Earlier work (2012–2017) investigated foreign language housing impacts, wiki-based collaboration, and accent perception in study abroad contexts. Martinsen’s research bridges educational technology, cultural studies, and applied linguistics, with a focus on improving language teaching practices through empirical studies. He has contributed to understanding how digital platforms, study abroad experiences, and cultural engagement shape language proficiency and learner motivation.

Agnieszka Liburaمشاهده پروفایل

استاد

• Cognitive Linguistics
• Semantics
• Pragmatics
• +۶ مورد دیگر

Prof. Agnieszka Libura is a distinguished academic at the University of Wrocław's Faculty of Philology, affiliated with the Department of Applied Linguistics. She holds the title of Professor (prof. UWr) and leads the Center for Cognitive Research on Language and Communication since 2019. Her primary research focuses on cognitive linguistics, semantics, and pragmatics, with particular attention to conceptual integration theory, metaphor, and humor analysis in digital contexts. Prof. Libura has held significant roles in academic societies, serving as vice-chair (2011–2015) and chair (2015–2019) of the Polish Society for Cognitive Linguistics. Her scholarly contributions include monographs like *Teoria przestrzeni mentalnych i integracji pojęciowej* (2010) and edited volumes such as *Cognitive Amalgams in Art* (2007). She teaches courses on linguistics, metaphor theory, and semantics, and has experience in Polish language education internationally, including at Humboldt University in Berlin. Her research explores interdisciplinary intersections between language, culture, and cognition. Recent work examines multimodal humor in internet memes, conceptual blending in science fiction, and heritage language attrition patterns. She actively engages in public intellectual discourse, contributing to debates on language policy and cognitive approaches to literature. Prof. Libura’s publications span over 50 articles and books since 1995, reflecting her commitment to advancing cognitive linguistics methodologies. Her current projects investigate internet humor’s sociocultural dimensions and the application of conceptual integration theory to contemporary linguistic problems.

• Language Education
• Bilingualism
• Translanguaging Pedagogy
• +۶ مورد دیگر

Kenan Dikilitas is a Professor in the Department of University Pedagogy at the University of Stavanger. His research focuses on language education, bilingualism, translanguaging pedagogy, teacher professional development, and English as a Foreign Language (EFL). He has published extensively on topics such as teacher identity, multilingualism in education, and technology integration in teaching. His work often explores collaborative practices, reflective teaching, and policy implications for language education. Key research interests include translanguaging in EFL contexts, teacher autonomy development, and the use of digital tools like ChatGPT in higher education. His studies frequently examine bilingual education policies, student attitudes toward language proficiency thresholds, and the impact of action research on teacher practice. He has collaborated internationally on projects related to English Medium Instruction (EMI), preschool bilingual contexts, and cross-disciplinary language strategies. Recent publications analyze ChatGPT-driven reflective practices, translanguaging in teacher training, and the developmental trajectories of educators in collaborative research settings. His work bridges theoretical frameworks like complexity theory with practical classroom applications, emphasizing pedagogical innovation and policy-informed teaching strategies.

Kristin Hagemannمشاهده پروفایل

دانشیار

• Romance Philology
• Transition from Latin to Romance Languages
• Syntax of Old Romance Languages
• +۳ مورد دیگر

Kristin Hagemann is an Associate Professor at the Department of Languages, Literature and Culture at Østfold University College. Her research focuses on Romance Philology, the transition from Latin to Romance languages, and the interplay between syntax and pragmatics in Old Spanish. She specializes in embedded clauses and the evolution of Romance languages, particularly Spanish and Italian. Before joining Østfold University College in 2016, she held a Postdoc position at the University of Oslo (UiO), researching the information structure of Old Spanish. She has also taught Modern Spanish grammar and the history of the Spanish language at UiO. Her doctoral thesis explored the Glosas Emilianenses, early examples of Spanish language written records. Hagemann is affiliated with research groups such as Lingvib and Språkdidaktikk, emphasizing language education and cross-linguistic studies. She teaches courses on Spanish grammar and language typology, including Spanish Grammar and Language Typology . Her publications span historical linguistics, syntax, and educational theory, including works on recomplementation in Old Spanish and cross-linguistic grammar teaching. She frequently engages with contemporary issues in language education, such as the role of multilingualism in schools and the impact of artificial intelligence on language studies.