جست‌وجوی استاد و پژوهشگر

Mirit Bessireمشاهده پروفایل

مدرس

• Hebrew Language
• Foreign Language Pedagogy
• Universal Instructional Design

Mirit Bessire is a Lecturer and Hebrew Language Program Director at Johns Hopkins University. She holds a B.A. in Semitic Linguistics and Comparative Literature from the University of Haifa (2001), an Advanced Diploma in Post-secondary Hebrew Language Acquisition from Tel Aviv University (2003), an M.S.Ed. from Elmira College (2014), and an M.S. in Instructional Design, Development, and Evaluation from Syracuse University (2017). Her research focuses on Hebrew language pedagogy, evaluating learning outcomes, and the efficacy of technology-mediated second-language learning. She has extensive teaching experience at SUNY Binghamton and Ithaca College. Beyond academia, she co-founded and directed the Israeli Film Festival at Ithaca College, reflecting her engagement with Israeli culture.

Paul Vogtمشاهده پروفایل

دانشیار

• Social Robotics
• Human-Robot Interaction
• Developmental Robotics
• +۳ مورد دیگر

Dr. Paul Vogt is an Associate Professor at the University of Groningen, affiliated with the Department of Artificial Intelligence within the Faculty of Science and Engineering. He holds a secondary appointment in the Robotics and Image-Guided Minimally-Invasive Surgery group at the University Medical Center Groningen (UMCG). His research focuses on social robotics, human-robot interaction, developmental robotics, and cognitive science, with applications in healthcare and education. Key research initiatives include coordination of the EU-funded L2TOR project, which explores social robots as second language tutors for children. He has also contributed to studies on gesture design for robots, cross-cultural language development in infants, and ethical considerations in educational robotics. Vogt’s work bridges artificial intelligence, cognitive science, and interdisciplinary collaboration across linguistics, developmental psychology, and robotics engineering. His research has been published in journals such as Infant Behavior and Development , ACM Transactions on Human-Robot Interaction , and International Journal of Social Robotics . He has supervised multiple academic projects, including a thesis on morally justified robot integration in education. Current affiliations include the Bernoulli Institute for Mathematics, Computer Science, and Artificial Intelligence, and he collaborates with international teams across Europe and Mozambique. His lab focuses on practical applications of social robotics to address societal challenges in education and healthcare.

Jeroen van Engenمشاهده پروفایل

مدرس ارشد

• Dutch as a second language
• Second language acquisition
• Computer Assisted Language Learning (CALL)
• +۴ مورد دیگر

Dr. Jeroen van Engen is a Senior Lecturer of Dutch and Head of Modern Foreign Languages at the Faculty of Arts, University of Groningen. He specializes in second language acquisition, CALL technologies, and online language education. His research focuses on Dutch as a second language (Nt2), e-learning methodologies, and intercultural competence development through projects like SpeakApps (EU LLP 2010-2014) and Magicc (EU LLP 2011-2014). Key research areas include vocabulary acquisition strategies, learning analytics in digital language tools, and the evolution of personal language learning communities through Web 2.0 platforms. He has published extensively on CALL applications, E-learning frameworks, and the integration of technology in language education. Van Engen is actively involved in academic conferences, presenting at events such as the EUROCALL Conference (2014, 2019) and the Bremen Symposium on Language Learning. His work bridges theoretical linguistics with practical educational technology innovations, emphasizing authentic oral language production and digital interaction frameworks. Contact: j.van.engen@rug.nl | Office: Room 1315.0144, Language Centre, Oude Kijk in 't Jatstraat 39, Groningen

Elizabeth Tolmanمشاهده پروفایل

استاد آموزشی

• Comparative Literature
• Medical Education
• Language Pedagogy
• +۳ مورد دیگر

Elizabeth Tolman is a Teaching Professor in the Department of Romance Studies at the University of North Carolina at Chapel Hill, where she also serves as the Spanish Advisor for Hispanic Studies majors. Her work focuses on language pedagogy, particularly in healthcare contexts. She holds a Ph.D. in Comparative Literature (UNC-Chapel Hill, 2000), an MA in Comparative Literature (UNC-Chapel Hill, 1993), and a BA in Spanish and History from The College of William and Mary (1990). Education Highlights: Ph.D., Comparative Literature, UNC-Chapel Hill (2000) MA, Comparative Literature, UNC-Chapel Hill (1993) BA, Spanish & History, The College of William and Mary (1990) Her research emphasizes creating innovative language resources for healthcare professionals. She co-authored and coordinated the development of ¡A su salud! and Salud: Introductory Spanish , multimedia textbooks that integrate film and interactive exercises. These projects, supported by over $1 million in grants, aim to bridge communication gaps between healthcare providers and Spanish-speaking patients. Elizabeth teaches courses like PUBH 610 (Spanish for health sciences), SPAN 105 , and coordinates multiple language courses. Her work reflects a commitment to both academic rigor and practical application in medical education. She collaborates across disciplines, including Public Health, Nursing, and Social Work, to enhance multilingual healthcare training. Her contributions to language pedagogy have been adopted nationwide.

Toril Kristin Sjoمشاهده پروفایل

دانشیار

• Norwegian as a Second Language
• Second Language Pedagogy
• Collaborative Learning
• +۳ مورد دیگر

Toril Kristin Sjo is an Associate Professor in Norwegian for International Students at the University of Oslo's Faculty of Humanities, Department of Linguistics and Nordic Studies. She specializes in second language pedagogy, collaborative learning methodologies, and language assessment strategies. Her research focuses on optimizing educational environments for non-native Norwegian speakers, particularly through group-based learning approaches. She has authored pedagogical materials including Din tur! Metodebok for aktiv norskopplæring (2015) and contributed to scholarly discussions on intercultural communication and language learning challenges. Her publications analyze topics such as collaborative learning's impact on second language acquisition and cultural variations in communication between native and non-native speakers. She teaches courses on Norwegian as a second language and actively engages in curriculum development for multilingual learners. Sjo's work emphasizes practical classroom applications, including strategies for feedback, assessment, and fostering inclusivity in language education.

Anna Katariina von Zansenمشاهده پروفایل

عضو هیئت علمی

• Computer-assisted language testing
• Educational technology
• Language assessment
• +۸ مورد دیگر

Anna Katariina von Zansen is a University Researcher at the Faculty of Education, University of Helsinki . She leads the AASIS project (Research Council of Finland, 2023–2027), focusing on automated assessment of oral interaction for Finnish L2 learners. Her research explores non-verbal features like gaze and gestures in language testing, integrating educational technology and multimodal analysis . Research Interests : computer-assisted language testing, language assessment, educational technology, multimodality, L2 listening and speaking, Many-facet Rasch measurement, non-verbal cues. Collaborations : Helsinki Institute for Social Sciences and Humanities, AFinLA network, international AI and linguistics teams. Selected Publications analyze automated speaking assessment (Interspeech 2024), multimodal L2 interaction (Ainedidaktisia näkökulmia 2024), and non-verbal communication in language testing (Acta Psychologica 2024). She co-developed the DigiTala tool for oral language evaluation. Scientific Awards : Recipient of the Kari Sajavaaran tunnustuspalkinto (2020) for outstanding applied linguistics research. Her work contributes to language pedagogy and digital assessment frameworks . Contact : anna.vonzansen@helsinki.fi (on parental leave until January 1, 2026; interim contact: Raili Hilden).

Pengchong Zhangمشاهده پروفایل

مدرس

• Second language acquisition
• Vocabulary development
• Listening comprehension
• +۳ مورد دیگر

Pengchong Zhang is Lecturer in Education (Second Language Learning) at the University of Reading's Institute of Education. His research examines second/foreign language acquisition with focus on technology-enhanced learning, vocabulary development, listening comprehension, classroom pedagogy, and advanced quantitative methods. Dr. Zhang serves as IoE Deputy Chair of Ethics, Research Committee ECR Representative, and International Students Co-ordinator. Current doctoral supervision includes projects on AI in language learning acceptance, digital vocabulary acquisition, teaching vocabulary to visually impaired learners, picturebooks in language teaching, mathematical thinking in reading comprehension, vocabulary interventions, academic self-concept, accountability in education, and informal digital learning. His teaching includes Academic English and Study Skills (EDM096), Analyzing Research Data in Education (EDM201), and MA dissertation supervision.

• Second Language Acquisition
• Norwegian Language Teaching
• Usage-Based Linguistics
• +۳ مورد دیگر

Elisabeth Bjugn serves as an Assistant Professor in the Department of Linguistic, Literary and Aesthetic Studies at the University of Bergen, Norway, where she specializes in Norwegian language instruction for second-language learners. Her academic role combines teaching responsibilities with active research in language pedagogy, contributing to the university's linguistic studies profile through empirical investigations into effective teaching methodologies. Bjugn's research centers on re-evaluating traditional language teaching tools through the lens of usage-based linguistics, with particular emphasis on the pedagogical value of drill exercises. She investigates how structural repetition activities can be revitalized within modern second-language acquisition frameworks, specifically for Norwegian language instruction. Her work bridges theoretical linguistics with classroom practice, examining sound lab technologies for pronunciation training and construction-based grammar teaching approaches. Analysis of her publication history (2014-2019) reveals a consistent research trajectory focused on challenging conventional language teaching paradigms. Her collaborative work demonstrates how usage-based theory can transform drill exercises from rote memorization tools into contextually rich learning mechanisms that enhance grammatical competence in Norwegian-as-a-second-language contexts. This scholarly output consistently addresses practical applications for language educators while contributing to broader theoretical discussions in applied linguistics. No scientific awards were documented in the available source material. While no specific student advising relationships or grant funding details were mentioned, Bjugn's research output suggests active participation in academic knowledge dissemination through conference presentations and collaborative projects. She was a core contributor to the completed "Grammar in second language pedagogy" research project at the University of Bergen, which generated six scholarly outputs between 2014-2019. This collaborative initiative involved close work with Ingvild Nistov, Atle Kristiansen, Else Berit Molde, and other colleagues from Bergen's linguistic department, focusing on empirical validation of innovative teaching methodologies for Norwegian language instruction.

Liudmila Klimanovaمشاهده پروفایل

دانشیار

• Language Studies
• Multilingualism
• Multiculturalism
• +۷ مورد دیگر

Dr. Liudmila Klimanova is an Associate Professor in the Department of Russian and Slavic Studies at the University of Arizona's College of Humanities. She holds affiliations with the Human Rights Practice Program and the National Center for Interpretation. Her research focuses on the intersection of language studies, multilingualism, multiculturalism, and technology, with a particular emphasis on Computer-Assisted Language Learning (CALL) and digital pedagogy. She serves as Core Faculty and Social-Cultural Dimensions Area Chair in the Second Language Acquisition and Teaching (SLAT) doctoral program, and co-directs the LLC Commons curricular resource project for Russian language instruction. Dr. Klimanova also leads the Footprints initiative, which trains language teachers in place-based learning and critical pedagogies. She is Editor-in-Chief of the Russian Language Journal and an Associate Editor for the Issues in the Teaching of East European and Eurasian Languages and Cultures series, while serving as Secretary for the Computer-Assisted Language Instruction Consortium (CALICO). Her teaching spans courses in Russian Studies, human rights in Eurasia, and language and digital media. Recent research explores virtual exchange dynamics, identity construction in digital spaces, and equitable technology integration in language education. She advocates for multilingualism and critical digital literacies through projects like hashtag-based identity performance studies and telecollaborative learning initiatives. Dr. Klimanova’s work bridges theoretical and applied aspects of language education, emphasizing technology’s role in fostering intercultural competence and social justice. Her publications address challenges such as marginalized learners’ representation in virtual exchanges and the semiotics of digital communication. She actively mentors students exploring technology’s impact on language identity and global communication.

• Second Language Acquisition
• Second Language Learning and Instruction
• Applied Linguistics
• +۳ مورد دیگر

Alison J. Mackey is a Professor and Chair of the Department of Linguistics at Georgetown University. Her research focuses on second language acquisition, learning methodologies, and applied linguistics. She has authored/edited over 100 articles and 17 books, including seminal works like The Routledge Handbook of Second Language Acquisition (2011) and Second Language Research: Methodology and Design (2021). Her work has been cited over 35,000 times, making her the world's most cited female scholar in applied linguistics. Mackey also serves as Editor-in-Chief of Annual Review of Applied Linguistics and Editor of the Routledge Second Language Research series. Her research interests include lifespan second language learning, methodological innovations, and the pedagogical applications of SLA theories. She has received prestigious awards such as the AAAL Distinguished Scholarship Award and IATBLTT's Distinguished Achievement Award. Mackey's contributions bridge theoretical and practical dimensions of language learning, emphasizing rigorous research design and interdisciplinary collaboration. As Department Chair, she leads Georgetown's linguistics program, fostering academic excellence and research initiatives. Her work continues to shape global understanding of language acquisition processes and instructional strategies.

• Computer-Assisted Language Learning
• Second Language Acquisition
• Online Education
• +۴ مورد دیگر

Marta Tecedor Cabrero is an Associate Professor of Spanish Linguistics at Arizona State University's School of International Languages and Cultures. She holds a Ph.D. in Second Language Acquisition (2013) from the University of Iowa, specializing in technology, and earned a Licenciatura in Comparative Literature from the Universidad Complutense de Madrid (1999). Her research focuses on computer-assisted language learning (CALL), hybrid/flipped instruction, and integrating multimedia technologies to enhance linguistic and intercultural competencies. Recent work explores social justice approaches to intercultural communication and online teaching effectiveness during crises. She teaches courses in second language acquisition, teaching methods, and Spanish linguistics at both graduate and undergraduate levels. Her publications appear in journals like Foreign Language Annals , Hispania , and Computer Assisted Language Learning .

• Second Language Acquisition
• Applied Linguistics
• Korean Curriculum Design
• +۳ مورد دیگر

Bomi Oh is a Teaching Professor and Lower-division Coordinator in Korean at Arizona State University's School of International Letters and Cultures. She specializes in Korean language education with a focus on heritage learners and curriculum development. Her affiliations include the Center for Asian Research at ASU. Education: Credentials not explicitly listed in text Her research interests center on communicative language teaching methodologies, language assessment frameworks, and applied linguistics in heritage language contexts. She has developed nationally recognized curricula emphasizing functional and linguistic skill integration through interactive tasks. Publications focus on textbook development for heritage Korean learners, including comprehensive materials for second language acquisition contexts. She serves as an ACTFL Quality Assurance Advisor and contributes to test development for OPIc and AAPPL assessments. Grants/Awards: Not explicitly listed Coordinates Korean language programs and advising, with prior roles at the University of Oregon and St. Olaf College. Oversees course offerings including KOR 101-202 sequences and advanced courses like KOR 401-402.

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.

• Translation Technologies
• Machine Translation
• Translation Skills
• +۶ مورد دیگر

João Carlos Antunes Brogueira is an Invited Assistant Professor at the Faculty of Human Sciences, Universidade Católica Portuguesa, and a researcher at the Research Centre for Communication and Culture (CECC). His work bridges academic research and professional translation, with a focus on translation technologies and pedagogy. PhD in Humanistic Studies (specializing in Translation) His research interests center on Translation Technologies, Machine Translation, and Language Learning. He explores how technological advances impact translation teaching and professional practice, with a particular focus on European Portuguese. His work highlights the evolving role of translators in the age of generative AI and automatic translation systems. The recent publications show a clear trend toward examining the intersection of machine translation with education and professional identity. Themes include the integration of MT in translation teaching, translator attitudes toward automation, and the socio-economic implications of linguistic commodification. His work spans both theoretical and applied dimensions of translation studies. João Brogueira has supervised at least two students at UCP and has served as main examiner for final projects. He is actively involved in academic service, including peer review for RE@D Journal and participation in organizing the Lisbon Summer and Spring Schools in Translation and Culture. He leads the European Portuguese team for Apple at Locteam and has extensive experience with EU institutions and international publishers like Taschen. His professional work emphasizes cutting-edge localization and translation technologies.

• Grammar Didactics
• Norwegian Didactics
• Generative Grammar
• +۳ مورد دیگر

Heidi Brøseth is an Associate Professor in Norwegian Didactics at the Department of Teacher Education, NTNU. She holds a PhD and has served in various academic leadership roles, including membership in the Nordic network GRADIMO and the GrammaKiKK research group. Her research focuses on grammar didactics, generative grammar applications in education, and teacher training in linguistics. Notable awards include the SINTEF Prize for Pedagogical Excellence (2012/13) and recognition as a Merittert Underviser (NTNU). Educational background includes a Postdoctoral fellowship (2007–2009) and PhD studies (2003–2007) at NTNU. She has led projects like PROSJEKTIL (innovative teacher education) and KOSEN (comparative language analysis). Her teaching focuses on inquiry-based methods and Socratic dialogue to enhance students' grammatical reasoning. Research interests span grammar teaching methodologies, teacher knowledge assessment, and the cognitive foundations of linguistic structures. She has authored/co-authored textbooks such as Språket som system: Norsk språkstruktur (2019) and contributed to international conferences on grammar didactics. Current work emphasizes bridging theoretical linguistics with practical classroom applications. Publications highlight her analysis of textbook grammar terminology, student teacher misconceptions, and generative grammar frameworks in Norwegian education. She actively collaborates with Nordic institutions and has supervised multiple master’s theses on topics like possessive phrases in Norwegian as a second language and temporal aspects in deaf sign languages.