Tag: Profiles

María José Coperías-Aguilar Profile

ProfilesMaría José Coperías-Aguilar is a professor at the University of Valencia, where she teaches in the Department of English and German Philology.

MJ Coperías-Aguilar

She has a PhD in English Literature. Her main teaching areas are literature, cultural studies and English for specific purposes, especially for the media. She has participated in many international conferences and published widely on several fields of English studies both in books and journals. Her main areas of research are cultural studies, intercultural communicative competence, the media, and literature by women. She is a member, and the current Secretary, of the International Association for Languages and Intercultural Communication (IALIC).

Selected publications:

Coperías-Aguilar, M.J. & Gómez-Mompart, J.Ll. (2019). Hispanic cultural identity in US Spanish-Language newspapers. In R. A. Lind (Ed.), Race / gender / class / media: Considering diversity across audiences, content, and producers (pp. 109-114). New York, Routledge.

Coperías-Aguilar, M.J. (2019). Diversity and second language acquisition in the university classroom: A multilingual and multicultural setting. In A. Gras-Velázquez (Ed.), Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 9-24). New York,  Routledge.

Coperías-Aguilar, M.J. (2015). Double intercultural dialogue in the Hispanic press in the United States: the case of New York newspapers. Language & Intercultural Communication, 15(3), 376-390.

Gómez-Mompart, J.L. & Coperías-Aguilar, M.J. (2014). Importancia de la prensa hispana. La victoria de Obama en los periódicos en español estadounidenses [The importance of the Hispanic press. The victory of Obama in newspapers in Spanish in the United States]. Comunicación y Sociedad / Communication and Society, 27(2), 101-124.

Coperías-Aguilar, M.J. (2010). Intercultural Communicative Competence as a Tool for Autonomous Learning. Revista de Estudios Canarios, 61, 87-98

Coperías-Aguilar, M.J. (2009). Intercultural Communicative Competence in the Context of the European Higher Education Area. Language & Intercultural Communication, 9(4), 242-255.

Coperías-Aguilar, M.J. (2007). Dealing with Intercultural Communicative Competence in the Foreign Language Classroom. In Alcón, E. & Safont, P. (eds.), Intercultural Language Use and Language Learning, Dordrecht, Springer, 59-78.

Coperías-Aguilar, M.J. (2002). Intercultural Communicative Competence: A Step beyond Communicative Competence. ELIA. Estudios de Lingüística Inglesa Aplicada, 3, 85-102.

Coperías-Aguilar, M.J. (1998). Intercultural (Mis)Communication. The Influence of L1 and C1 on L2 and C2: A Tentative Approach. Cuadernos de Filología Inglesa, 7(1), 99-113.

Work for CID:
María José Coperías-Aguilar wrote KC84: Double Intercultural Dialogue.

Marianna Kyriakou Profile

ProfilesMarianna Kyriakou has a Bachelor’s Degree in French Language and Literature from the University of Cyprus (Cyprus), a Master’s Degree in Applied Linguistics and a PhD in Linguistics from the University of Sussex (UK).

Marianna Kyriakou

Her research is in the field of sociolinguistics. Specifically, she focuses on the study of diglossia, language attitudes, and identity (particularly ethnic identity), and how these three areas influence one another. Marianna is particularly interested in the concept of classic diglossia (Ferguson, 1959) and proposes an extension of the term in order to describe modern diglossic societies such as Cyprus. She is currently working on articles on diglossia, proposing a new extension of the term as this applies to the case of Cyprus as well as on articles on language and ethnic identity.

Marianna’s 12 years of work experience includes English and French language teaching at private schools and other institutions. During these years, she had the opportunity to attend many seminars regarding the teaching of English as a second language and to receive new and updated knowledge regarding English language teaching methodologies and approaches. She has also taught lessons on Methodologies of Second Language Acquisition at University and worked as a translator and proof-reader and participated in educational projects sponsored by the Ministry of Education in Cyprus. She is currently teaching Linguistics at the University of Central Lancashire, Cyprus.

Work for CID:
Marianna Kyriakou wrote KC85: Diglossia, and then translated it into Greek. She has also frequently served as a reviewer for Greek.

Natasha Shrikant Profile

Profiles

Natasha Shrikant is an assistant professor in the Department of Communication at the University of Colorado, Boulder.

Natasha Shrikant

She uses ethnographic and discourse analytic approaches to analyze relationships between communication and identity. She focuses mostly on how participants’ interactions explicitly or implicitly construct social identities such as race, ethnicity, gender, and sexuality as relevant to interactional contexts. Most recently, she worked on a project examining how institutional members construct racial and ethnic identities as constitutive of professional identities in various institutional speech events, such as meetings, public speeches, and informal workplace conversations. She is also interested in how institutional members build interethnic or cross cultural relationships in an effort to meet institutional goals.

Sample Publications:

Shrikant, N. (2015).  The discursive construction of race as a professional identity category in two Texas chambers of commerce. International Journal of Business Communication, 1-24. doi: 10.1177/2329488415594156.

Shrikant, N. (2015). “Yo, it’s IST yo”: The discursive construction of an Indian-American youth identity in a South Asian Student Club. Discourse and Society, 26(4), 480-501.

Shrikant, N. (2014). “It’s like, ‘I’ve never met a lesbian before!’”: Personal narratives and the construction of diverse female identities in a lesbian counterpublic. IPrA Pragmatics, 24(4), 799-818. 

Lisa Hanasono Profile

ProfilesLisa Hanasono (Ph.D., Purdue University) is an associate professor in the School of Media and Communication at Bowling Green State University (BGSU).

As a researcher, she examines how people engage in communication to reduce prejudice, shatter stigma, engage in allyship, and make institutions of higher education more equitable, diverse, and inclusive. She is currently a Co-PI of a nearly million dollar National Science Foundation (NSF) ADVANCE Adaptation grant that investigates how faculty allyship, bystander intervention, and inclusive leadership can (a) remove structural barriers, (b) reduce social biases, and (c) promote the career advancement of women faculty, nonbinary faculty, and faculty of color in STEM and social behavioral sciences.

While pursuing her Ph.D. at Purdue University, she worked with a team of administrators, faculty, staff, and students to establish an Asian American Studies Program. At BGSU, she teaches undergraduate and graduate courses related to race and communication, persuasion, interpersonal communication, research methods, interviewing, and communication theory.  She has won several awards for her teaching, including the 2019 Organization for the Study of Communication, Language, and Gender’s Feminist Teacher/Mentor Award, Central States Communication Association’s Outstanding New Teacher Award, The Elliott L. Blinn Award for Faculty-Undergraduate Research, BGSU Graduate Student Senate’s Outstanding Contributor to Graduate Education Award, and the David Hoch Memorial Award for Excellence in Service.

Dr. Hanasono is strongly committed to diversity, equity, and inclusion. As a Certified Campus Workshop Facilitator and Faculty Success Program Coach for the National Center for Faculty Development and Diversity (NCFDD), she works diligently to empower faculty members with key skills, knowledge, and opportunities to advance their careers, enjoy sustainable success, and thrive in academia. She has served on the President’s Advisory Committee on Diversity and Inclusion, worked with a team of faculty members and administrators to establish an inclusive mentoring program for new faculty at BGSU, chaired the National Communication Association’s (NCA) Asian/Pacific American Caucus and Asian/Pacific American Communication Studies Division, and served as the Publications Officer of NCA’s International and Intercultural Communication Studies Division.

Select publications:

Hanasono, L. K., Matuga, J., & Yacobucci, M. M. (2019). Breaking the bamboo and glass ceilings: Challenges and opportunities for Asian and Asian American women faculty leaders. In C. C. Chao & L. Ha (Eds.), Asian women leadership: A cross-national and cross-sector comparison (pp. 28-45). London: Routledge.

Hanasono, L. K., & Yang, F. (2016). Computer-mediated coping: Exploring the quality of supportive communication in an online discussion forum for individuals who are coping with racial discrimination. Communication Quarterly, 64(4), 369-389. doi: 10.1080/01463373.2015.1103292

Chen, L., & Hanasono L. K. (2016). The effect of acculturation on Chinese international students’ usage of Facebook and Renren. Chinese Media Research, 12, 46-59.

Hanasono, L. K., Chen, L., & Wilson, S. R. (2014). Identifying communities in need: Examining the impact of acculturation on perceived discrimination, social support, and coping amongst racial minority members. Journal of International and Intercultural Communication, 7, 216-237. doi: 10.1080/17513057.2014.929201

Hanasono, L. K. (2013). Sticks and stones: Dealing with discrimination. In S. L. Faulkner (Ed.), Inside relationships: A creative case book on relational communication (pp. 225-231). Walnut Creek, CA: Left Coast Press.

Irene Maria F. Blayer Profile

ProfilesIrene Maria F. Blayer holds a PhD in Romance linguistics from the University of Toronto, and is a Full Professor at Brock University, Ontario, Canada, where she  is affiliated with the department of Modern Languages as well as the Interdisciplinary PhD in Humanities.

Irene Blayer

Trained as a historical linguist, her interests evolved into larger cross-linguistics and interdisciplinary teaching and research projects. In a broader context, current research includes the study of diasporic and insular-narratives, and how these narratives express  the inter-cultural complex and diachronic interplay of identity, language and culture. She has been part of research projects with colleagues in Asia, Brazil, Canada, Europe and the United States. She is the co-founder with Dulce Scott (Anderson Univ, USA) of the InterDISCIPLINARY Journal of Portuguese Diaspora Studies (launched in 2012) and Co-executive editor of the book series Interdisciplinary Studies in Diasporas (launched in 2016) with Peter Lang.

Some recent publications include: Intersecting Diaspora Boundaries: Portuguese Contexts (2016), Portugal pelo mundo disperso (2013), Narrating the Portuguese Diaspora: Piecing Things Together (2011),  Narrativas em Metamorfose: Abordagens Interdisciplinares (2009); Oral and Written Narratives and Cultural Identity: Interdisciplinary Approaches (2007​)​.

Work for CID:
Irene Maria Blayer has served as a reviewer for Portuguese translations.

Sachiko Terui Profile

ProfilesDr. Sachiko Terui is an Assistant Professor in the Department of Communication at the University of Memphis. She received her BA from Aichi Prefectural University (Japan), MA from the University of Louisiana at Monroe, and PhD from the University of Oklahoma.

Sachiko Terui

Terui’s research interests lie in the intersections of cultures, languages, social interactions, and health among marginalized and at-risk populations. She is interested in how individuals’ (both as patients and providers) language barriers influence patient-provider interactions. Moreover, with the idea that the meanings and functions of language barriers differ depending on the political and social environments, she conducts cross-cultural comparisons in Japan and the US. She presents her research at regional, national, and international communication conferences.

Sample publications

Terui, S. & Hsieh, E. (2016). “Not homeless yet. I’m kind of couch surfing.”: Finding identities for people at a homeless shelter. Social Work in Public Health. Advance online publication. doi:10.1080/19371918.2016.1188739

Terui, S. (2015). Conceptualizing the pathways and processes between language barriers and health disparities: Review, synthesis, and extension. Journal of Immigrant and Minority Health, 19(1), 215-224. doi:10.1007/s10903-015-0322-x

Hsieh, E. & Terui, S. (2015). Inherent tensions and challenges of provider patient communication: Implications for interpreter training in health care settings. Journal of Applied Communication Research, 43, 141-162. 

Work for CID:
Sachiko Terui has served as a reviewer for Japanese translations.

Shuzhen Huang Profile

ProfilesShuzhen Huang (黄淑贞, she/her) is an Associate Professor in the Department of Communication Studies at the Commonwealth University of Pennsylvania (Bloomsburg Campus), USA.

Shuzhen HuangHer research lies at the intersection of gender and sexuality studies, critical intercultural communication, and transnational feminism, serving as a critical intervention in knowledge production that centers and affirms marginalized cultural, gendered, and sexual experiences. Dr. Huang’s work has garnered multiple national and international awards.

With a background in Journalism, Gender Studies, and Communication Studies and life experiences in diverse cultural settings, Dr. Huang approaches her research with a uniquely interdisciplinary, transnational, and intersectional perspective. Her scholarship has been published in leading communication journals, including the Journal of International and Intercultural Communication, Communication and Critical/Cultural Studies, Quarterly Journal of Speech, and Women’s Studies in Communication.

Selected Publications

Huang, S. (2023). Reclaiming family, reimagining queer relationality. Journal of Homosexuality, 70(1), 17–34. https://doi.org/10.1080/00918369.2022.2106466

Wong, T. S., & Huang, S. (2023). Differently Chinese, differently queer: Queer Chineseness as heuristic and transnational queer imaginary. QED: A Journal in GLBTQ Worldmaking, 10(2), 8–26.

Huang, S., & Kang, J. (2022). Counterpublics beyond Western imaginaries. Quarterly Journal of Speech, 108(2), 221–226. https://doi.org/10.1080/00335630.2022.2055126

Huang, S. (2021). Alternatives to coming out discourses. In Oxford Research Encyclopedia of Communication. Oxford University Press. https://doi.org/10.1093/acrefore/9780190228613.013.1179

Huang, S. (2021). Why does communication need transnational queer studies? Communication and Critical/Cultural Studies, 18(2), 204–211.

Huang, S. (2020). Unbecoming queer: Chinese queer migrants and impossible subjectivity. QED: A Journal in GLBTQ Worldmaking, 7(1), 83–89.

Asante, G., Baig, N., & Huang, S. (2019). (De)politicized pleasures and the construction of (white) queer utopia in Netflix’s Sense8. Queer Studies in Media and Popular Culture, 4(3), 319–334.

Huang, S., & Wong, T. (2019). “More coming out, bigger market”: Queer visibility and queer subjectivity in the Chinese pink market. Queer Studies in Media and Popular Culture, 4(3), 287–302.

Huang, S. (2019). Fifty years since Stonewall: Beyond the borders of the United States. QED: A Journal in GLBTQ Worldmaking, 6(2), 69–75.

Huang, S., & Brouwer, D. (2018). Negotiating performances of “real” marriage in Chinese queer xinghun. Women’s Studies in Communication, 41(2), 140–158.

Huang, S., & Brouwer, D. (2018). Coming out, coming home, coming with: Models of queer sexuality in contemporary China. Journal of International and Intercultural Communication, 11(2), 97–116.

Huang, S. (2018). Beyond the sex-love-marriage alignment: Xinghun among queer people in mainland China. In M. Yarbrough, A. Jones, & J. N. DeFilippis (Eds.), Queer Families and Relationships after Marriage Equality (pp. 136–149). New York, NY: Routledge.

Work for CID:
Shuzhen Huang has served as a reviewer for Chinese translations.

Li Li Profile

ProfilesLi Li (Ph.D., Ohio University) is an assistant professor in the Department of Communication and Journalism at University of Wyoming.

Her areas of interest include various aspects of instructional communication and intercultural communication. Specifically, She is dedicated to contributing to the theoretical and empirical understanding of how teachers, especially diverse teachers, plan their communication to enhance various types of student learning in different settings.

 

Recent publications:

Qian, Y., & Li, L. (2017). Student off-task electronic multitasking predictors: Scale development and validation. Journal of the Scholarship of Teaching and Learning, 17 (2), 53-73.

Chen, Y. W., Li, L., & Lou, S. (2016). “The superhero in our hearts is Chairman Mao”: The structurating of Chinese sojourners’ conceptualizations of (super)heroes identities. The Howard Journal of Communications, 27 (3), 218-235.

Jia, M., Li, L., & Titsworth, S. (2015). Teaching as emotional work: Instructor’s empathy and students’ motives to communicate out of class. The Electronic Journal of Communication, 25 (3-4).

Li, L., & Titsworth, S. (2015). Student misbehaviors in online classrooms: Scale development and validation. The American Journal of Distance Education, 29, 41-55.

Li, L., Chen, Y. W., & Nakazawa, M. (2013). Voices of Chinese Web-TV audiences: A case of applying Uses and Gratifications theory to examine popularity of Prison Break in China. China Media Research, 9, 63-74.

Li, L., Mazer, J., & Ju, R. (2011). Resolving international teaching assistant language inadequacy through dialogue: Challenges and opportunities for clarity and credibility. Communication Education, 60, 461-478.

Work for CID:
Li Li has served as a reviewer for Simplified Chinese translations.

Roxanna Senyshyn Profile

ProfilesRoxanna Senyshyn is Associate Professor of Applied Linguistics and Communication Arts and Sciences at Pennsylvania State University, Abington College.

Roxanna SenyshynHer teaching and research focus on intercultural communication and second language learning and teaching. Specifically, her research interests include intercultural and transformative learning in teacher education, intercultural competencies for academic and professional purposes, and ESL pedagogy and assessment with a focus on academic writing.

One strand of Dr. Senyshyn’s research examines the need to prepare both preservice and inservice teachers for working with English language learners in multilingual and multicultural classroom settings.  Through community-based scholarship, she investigates the impact of intercultural engagement and learning on different constituents. From the student perspective, she has studied the impact of intercultural learning through engagement of domestic students with their international peers in semester long projects. She has studied this influence through the lens of Mezirow’s transformative learning theory, which encourages critical reflection and examination of personal beliefs and actions to allow for a change in perspectives and behavior. She has also used transformative learning framework in a faculty professional development context as an assessment tool to investigate the impact of professional development on faculty practices surrounding teaching and learning in a linguistically and culturally diverse college classroom.

The other strand of Dr. Senyshyn’s research focuses on intercultural learning and intercultural competence development to aid in the process of adjustment and acculturation of international students. The primary focus for this scholarship has been on identifying challenges that international students experience when adjusting to both academic and social demands in U.S. colleges and universities and assessing academic support to aid these students in their successful transition. In one of her recent projects, she examined the impact of first-year seminar experience and out-of-class engagement with domestic students on international students’ intercultural competence development.

In addition to her experience in academia, Dr. Senyshyn has been a consultant for BGRS Intercultural and Language Training doing training and coaching for inbound and outbound expatriates and their families in the greater Philadelphia area (Pennsylvania, U.S.).

Selected publications:

Senyshyn, R. with Lypka, A. (2024). Voices of courage and vulnerability: Teaching English in a society at war (Ukraine 2022-2023). Sunshine TESOL Press.

Senyshyn, R. (2024). Humanizing and amplifying voices of displaced children: A narrative of an eight-year-old’s journey and integration. In T.M. Shah (Ed.), Children and youth as ‘sites of resistance’ in armed conflict (pp. 35-54). London, UK: Emerald Publishing.

Han, S. & Senyshyn, R. (2024). Dynamic intercultural learning and collaboration: transforming language teacher perspectives and practices. Journal for Multicultural Education, 18(4), 1-19.

Senyshyn, R.M. (2024). Immigrant families and communities as agents of interculturality in pre-service teacher education. In A.F. Selvi & C. Kocaman (Eds.), International perspectives on critical English language teacher education: Theory and practice (pp. 229-235). New York, NY: Bloomsbury Publishing.

Senyshyn, R. M. (2023). Translanguaging as transformation: The collaborative construction of new linguistic realities. Language and Intercultural Communication, 23(1), 140-142.

Senyshyn, R. M. (2021). Navigating linguistic and cultural identities: (Re)positioning oneself through critical awareness. In A. F. Selvi & B. Yazan (Eds.), Language teacher education for Global Englishes: A practical resource book (pp. 188-196). New York, NY: Routledge.

Senyshyn, R.M. & Martinelli, A. (2021). Learning to support and sustain cultural (and linguistic) diversity: Perspectives of preservice teachers. Journal for Multicultural Education, 15(1). 20-37.

Senyshyn, R. M. (2020). Transformative intercultural learning: Research to practice in teacher education. In C.E. Poteau (Ed.), Pedagogical approaches to intercultural competence development (151-173). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Senyshyn, R. M. (2019). A first-year seminar course that supports the transition of international students to higher education and fosters the development of intercultural communication competence. Journal of Intercultural Communication Research, 48(2), 150–170.

Senyshyn, R. M., & Smith, P. (2019). Global awareness dialogue project: Exploring potential for faculty transformation through professional development. Journal of Transformative Education, 17(4), 318–336.

Senyshyn, R.M. (2019). A first-year seminar course that supports the transition of international students to higher education and fosters the development of intercultural communication competence. Journal of Intercultural Communication Research, 48(2), 150-170.

Senyshyn, R.M. (2019). Facilitating transformative intercultural learning. TESOL Connections, February 2019.

Senyshyn, R.M. (2018). Teaching for transformation: Converting intercultural experience of preservice teachers into intercultural learning. Intercultural Education, 29(2), 163-184.

Senyshyn, R.M. (2018). Facilitating preservice teachers’ transformation through intercultural learning: Reflections from a self-study. In J. Sharkey & M. M. Peercy (Eds.), Self-study of language and literacy teacher education practices: Culturally and linguistically diverse contexts (pp.167-184). London, UK: Emerald Group Publishing.

Chamberlin-Quinlisk, C. R. & Senyshyn, R. (2012). Language teaching and intercultural education: Making critical connections. Intercultural Education, 23, 15-23.

Senyshyn, R.M. & Chamberlin-Quinlisk, C.R. (2009).  Assessing effective partnerships in intercultural education: Transformative learning as a tool for evaluation. Communication Teacher, 23 (4), 167-178.

Senyshyn, R.M.  (2001).  Learning cross-cultural competencies: Implications for international management education.  Perspectives in Higher Education Reform.  Proceedings of the 11th Annual International Conference of Alliance of Universities for Democracy, Volume 10, Sofia, Bulgaria.

Senyshyn, R.M., Warford, M., & Zhan, J.  (2000).  Academic and non-academic issues of adjustment to American higher education.  Journal of International Education, 30(1) 17-35.

Work for CID:
Roxanna Senyshyn translated KC3: Intercultural Competence, KC5: Intercultural Communication, and KC19: Multiculturalism into Ukrainian. She also has served as a reviewer of Ukrainian translations. She will also be participating in an expert group organized by the Center.

Kenneth Baxter Wolf Profile

ProfilesKenneth Baxter Wolf is the John Sutton Miner Professor of History and Professor of Classics at Pomona College. He is also the creator and coordinator of the Late Antique-Medieval Studies (LAMS) program.

Kenneth WolfHe specializes in the history of the medieval Mediterranean, with particular interest in two areas: Christian sanctity and early Christian views of Islam. Among his publications are: Christian Martyrs in Muslim Spain (Cambridge, 1988); Making History: The Normans and their Historians in Eleventh-century Italy (Pennsylvania, 1995); and The Poverty of Riches: St. Francis Reconsidered (Oxford, 2003). He has also produced four book-length translations (from Latin): Conquerors and Chroniclers of Early Medieval Spain (Liverpool University Press, 1990; rev. 1999); The Deeds of Count Roger of Calabria and Sicily and of His Brother Duke Robert Guiscard (University of Michigan Press, 2005); The Life and Afterlife of St. Elizabeth of Hungary: Testimony from her Canonization Hearings (Oxford University Press, 2011); and The Eulogius Corpus (Liverpool University Press, 2019).

Work for CID:
Kenneth Baxter Wolf wrote KC82: Convivencia.