Innovation in Language Learning
Florentina Halimi
Institution: Gulf University for Science and Technology
Country: Kuwait
Florentina received her Ph.D. degree in Applied Linguistics with a specialization in language teaching and learning at the University of Vienna, Austria, in 2011. She finished her Master of Science Degree in Bilingualism and Bilingual Education and started her teaching and research career as a Senior Lecturer in the Department of Teacher Training at the South East European University (SEEU) in North Macedonia.
Florentina has received several awards and recognitions for her work in teaching and research. In 2011, she was nominated as a Fulbright postdoctoral scholar to the Graduate School of Education at Fordham University in New York City. Whilst there, she taught a graduate course in the theory of second language acquisition and conducted research in teacher leadership and student motivation in collaboration with several universities and educational institutions in and around New York City, such as City University of New York, Long Island University, Queen's College, New York University, and Long Island/Westchester Bilingual and ESL Teacher Leadership Academy.
Florentina was the co-director of the teacher training program of the South East European University and worked with their strategic partner, Indiana University, in teaching and training activities in higher education, scientific research, and technological development. Simultaneously, she was the manager of the teacher training project on academic writing practices in higher education, which was implemented in cooperation with Oxford Brooks University.
Florentina has led practical workshops, conference presentations, and public lectures on various educational psychology disciplines, including student motivation, teaching and learning, assessment of learning in higher education, and academic writing. She was a visiting lecturer at the George Washington University Graduate School of Education and Human Development and delivered a lecture on transforming contexts of teaching in higher education. Also, as part of the Erasmus Higher Education teaching exchange program, she delivered a course of lectures on academic writing practices in higher education at the University of Maribor in Slovenia.
In September 2015, Florentina joined the Gulf University for Science and Technology in Kuwait, as an assistant professor of Educational Psychology and English Composition. She was a founding member and director of the Center for Teaching, Learning, and Research, established to support educators in their professional development.
Florentina has published refereed articles and conference papers on motivation, anxiety, language acquisition, and educational leadership. Some of her recent publications include Language Learners’ Motivation: The Role of Culture and Context of Learning. IAFOR Journal of Education: Language Learning Issue. Journal of Classroom Interaction. Vol 55.1; The Manifestation of English Learning Anxiety in Kuwaiti ESL Classroom and Its Effective Reduction. Journal of Classroom Interaction. Vol 54.1, pp. 60-76.; Servant Leadership in Higher Education: A Look through Students’ Eyes. The International Journal of Servant-Leadership. Vol.12.1. Bilingualism, Multilingualism, and English in the Republic of Macedonia. Vizione, Vol.20.15,pp 122-138.
Areas of expertise: university student motivation, especially teaching methods, technology based learning, assessment and evaluation, language acquisition, bilingualism, multilingualism, academic writing.
Florentina has received several awards and recognitions for her work in teaching and research. In 2011, she was nominated as a Fulbright postdoctoral scholar to the Graduate School of Education at Fordham University in New York City. Whilst there, she taught a graduate course in the theory of second language acquisition and conducted research in teacher leadership and student motivation in collaboration with several universities and educational institutions in and around New York City, such as City University of New York, Long Island University, Queen's College, New York University, and Long Island/Westchester Bilingual and ESL Teacher Leadership Academy.
Florentina was the co-director of the teacher training program of the South East European University and worked with their strategic partner, Indiana University, in teaching and training activities in higher education, scientific research, and technological development. Simultaneously, she was the manager of the teacher training project on academic writing practices in higher education, which was implemented in cooperation with Oxford Brooks University.
Florentina has led practical workshops, conference presentations, and public lectures on various educational psychology disciplines, including student motivation, teaching and learning, assessment of learning in higher education, and academic writing. She was a visiting lecturer at the George Washington University Graduate School of Education and Human Development and delivered a lecture on transforming contexts of teaching in higher education. Also, as part of the Erasmus Higher Education teaching exchange program, she delivered a course of lectures on academic writing practices in higher education at the University of Maribor in Slovenia.
In September 2015, Florentina joined the Gulf University for Science and Technology in Kuwait, as an assistant professor of Educational Psychology and English Composition. She was a founding member and director of the Center for Teaching, Learning, and Research, established to support educators in their professional development.
Florentina has published refereed articles and conference papers on motivation, anxiety, language acquisition, and educational leadership. Some of her recent publications include Language Learners’ Motivation: The Role of Culture and Context of Learning. IAFOR Journal of Education: Language Learning Issue. Journal of Classroom Interaction. Vol 55.1; The Manifestation of English Learning Anxiety in Kuwaiti ESL Classroom and Its Effective Reduction. Journal of Classroom Interaction. Vol 54.1, pp. 60-76.; Servant Leadership in Higher Education: A Look through Students’ Eyes. The International Journal of Servant-Leadership. Vol.12.1. Bilingualism, Multilingualism, and English in the Republic of Macedonia. Vizione, Vol.20.15,pp 122-138.
Areas of expertise: university student motivation, especially teaching methods, technology based learning, assessment and evaluation, language acquisition, bilingualism, multilingualism, academic writing.
