Lucia Cardenas Curiel | Education | Best Researcher Award

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Dr. Lucia Cardenas Curiel | Education | Best Researcher Award

Assistant Professor from Michigan State University, United States

Lucía Cárdenas Curiel is an esteemed academic specializing in bilingual education, biliteracy, and second language acquisition. She is currently an Assistant Professor at Michigan State University, where she contributes significantly to teacher education, multilingual learning, and curriculum development. With a strong background in qualitative research, she has served as an editor and reviewer for prestigious journals, enhancing scholarly discourse in her field. Her work bridges research and practice, influencing policy and pedagogy in multicultural education. Through numerous grants, fellowships, and mentoring efforts, she has shaped future educators and researchers, reinforcing her commitment to educational equity. Her extensive service in professional organizations and editorial boards underscores her dedication to advancing bilingual and literacy education. Her scholarship and leadership in the field position her as a key figure in educational research, making substantial contributions to understanding language learning, identity, and multilingual pedagogies in diverse educational settings.

Professional Profile

Education

Lucía Cárdenas Curiel holds a Ph.D. in Curriculum and Instruction from the University of Texas at Austin, specializing in Bilingual/Bicultural Education, with a portfolio in Mexican American Studies. She earned an M.A.L.S. in Urban Education from The Graduate Center at City University of New York, emphasizing the intersection of education and urban communities. Her academic journey began with a B.A. in Educational Sciences from Universidad de Monterrey in Mexico, where she graduated Cum Laude with minors in Special Education and Informal Education. Her educational background reflects a strong foundation in multilingual and multicultural education, which informs her research and teaching practices. Her academic pursuits have focused on literacy development, language policy, and bilingual education, shaping her approach to curriculum design and teacher training. This diverse educational experience has positioned her as a leader in bilingual education research and instructional methodologies.

Professional Experience

Lucía Cárdenas Curiel has an extensive academic career, currently serving as an Assistant Professor in Teacher Education at Michigan State University. In this role, she leads the English as a Second Language Licensure and Course Area programs while contributing to the Chicano/Latino Studies and Global Educators Cohort Program. Before joining Michigan State, she was a Lecturer and Assistant Instructor at the University of Texas at Austin, where she played a critical role in bilingual and bicultural education. She has designed and taught various courses at the doctoral, master’s, and undergraduate levels, focusing on biliteracy, multilingual education, and decolonizing research methods. Additionally, she has been actively involved in mentoring doctoral students, serving on dissertation committees, and supervising research assistantships. Her academic contributions extend beyond teaching, as she is a dedicated researcher and editor, shaping the discourse on bilingual education and multilingual learning in higher education.

Research Interests

Lucía Cárdenas Curiel’s research focuses on bilingual and multilingual education, biliteracy development, language identity, and discourse analysis in educational settings. She is particularly interested in how linguistic and cultural diversity influence teaching and learning processes in multilingual classrooms. Her work examines the intersection of language policy, equity, and social justice in education, aiming to improve literacy outcomes for linguistically diverse learners. She also explores decolonizing research methodologies and qualitative approaches to studying bilingualism, emphasizing the lived experiences of bilingual students and teachers. Through her research, she seeks to inform policies that support equitable language education and teacher preparation programs. Her scholarship contributes to a broader understanding of how bilingual education frameworks can be enhanced to support literacy and identity development among learners from diverse linguistic and cultural backgrounds.

Research Skills

Lucía Cárdenas Curiel is highly skilled in qualitative research methods, including discourse analysis, ethnographic research, and case study methodologies. She has expertise in conducting bilingual and multilingual research, utilizing both Spanish and English in data collection and analysis. Her methodological strengths lie in humanizing and decolonizing research approaches, which prioritize the voices and lived experiences of marginalized communities. She also has experience with mixed-methods research, integrating qualitative and quantitative data to explore language acquisition and literacy development comprehensively. Additionally, her proficiency in curriculum development and pedagogical research allows her to bridge the gap between theoretical insights and practical classroom applications. As an editor and reviewer for top-tier academic journals, she has honed her analytical and evaluative skills, making significant contributions to scholarly conversations in bilingual education, multilingualism, and literacy studies.

Awards and Honors

Lucía Cárdenas Curiel has received numerous accolades recognizing her contributions to bilingual education and literacy research. She was awarded the prestigious Arthur Applebee Award for Excellence in Research, underscoring the impact of her scholarship in the field. She also received the National Association for Bilingual Education Outstanding Dissertation Award, demonstrating the significance of her early research contributions. Other notable honors include the Salute to Latinas: Fuerza de la Mujer Faculty Award and multiple mentoring and professional development awards from organizations such as the American Educational Research Association and the Literacy Research Association. Additionally, she has secured several research grants and fellowships, including funding from the Diversity Research Network and the Engagement Scholarship Consortium. These recognitions highlight her commitment to advancing multilingual education, mentoring future scholars, and shaping educational policies that support bilingual learners.

Conclusion

Lucía Cárdenas Curiel is a distinguished scholar whose research, teaching, and mentorship have significantly contributed to the fields of bilingual education and literacy studies. Her work bridges research and practice, fostering equitable educational opportunities for multilingual learners. With a strong academic background, extensive teaching experience, and expertise in qualitative research methodologies, she has made substantial contributions to the field. Her leadership in research, mentorship, and editorial roles further underscores her influence in shaping educational policies and bilingual education practices. While expanding international collaborations and quantitative research could enhance her impact, her dedication to linguistic equity and education reform already places her among the leading researchers in her field. Her record of scholarly excellence, funding success, and mentorship makes her a highly deserving candidate for recognition as a top researcher in bilingual and multicultural education.

Publications Top Notes

  1. Title: “Yeah, but I don’t speak English”: Critical language portrait dialogues with adult multilingual language learners
    Authors: McHolme, L.*, De Costa, P., & Cárdenas Curiel, L.
    Year: In Press

  2. Title: Multiliteracies and translanguaging pedagogies for emergent multilingual learners in the elementary classroom
    Authors: Cárdenas Curiel, L., Manzo, A.**, Sifuentes, A.A., & Becker Mendoza, L.M.
    Year: 2024

  3. Title: “The best way to get to know a student is to know their community”: Fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks
    Authors: Cárdenas Curiel, L., Ojha, L. P., Zang, L., & Chen, M*.
    Year: 2024

  4. Title: A multiliteracies classroom ecology for elementary bilingual language learners
    Authors: Cárdenas Curiel, L.
    Year: 2023

  5. Title: Collaborative translanguaging and transmodal literacies: Learning the language of science in a dual-language classroom
    Authors: Cárdenas Curiel, L. & Palmer, D.K.
    Year: 2023

  6. Title: Translenguaje y el arte en unión: Fostering pre-service teachers’ languaging and multiliteracies through bilingual community art gallery lessons
    Authors: Cárdenas Curiel, L., McHolme, L.*, & Lundeen, A.**
    Year: 2023

  7. Title: Centering teacher narratives for equitable teaching of culturally and linguistically diverse learners
    Authors: Edwards, P.A., Reichmuth, H.*, & Cárdenas Curiel, L.
    Year: 2022

  8. Title: Imagining multimodal and translanguaging possibilities for authentic cultural writing experiences
    Authors: Cárdenas Curiel, L. & Ponzio, C.*
    Year: 2021

  9. Title: “You can talk in Espagñol!”: An emergent bilingual and biliterate identity
    Authors: Bauer, E., Cárdenas Curiel, L., & Ponzio, C.*
    Year: 2020

  10. Title: A historical inquiry into bilingual reading textbooks: Coloniality and biliteracy at the turn of the 20th century
    Authors: Cárdenas Curiel, L. & Durán, L.G.
    Year: 2020

  11. Title: There’s no one way to be bilingual: Knowing students’ language practices
    Authors: Domke, L.M.* & Cárdenas Curiel, L.
    Year: 2020

  12. Title: The struggle of emerging (bi)literate identities: Narrative representations of preservice bilingual teachers’ (bi)Literate/(bi)cultural experiences across time and space
    Authors: Nuñez, I., Villarreal, D.A., DeJulio, S., Harvey, R., & Cárdenas Curiel, L.
    Year: 2020

  13. Title: Cultural artifacts: Using Sylvia and Aki for opening up authoring spaces
    Authors: López, M., Ynostroza, A., Fránquiz, M.E., & Cárdenas Curiel, L.
    Year: 2015

Kubilay CELİK | Special Education | Best Researcher Award

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Mr. Kubilay CELİK | Special Education | Best Researcher Award

HACETTEPE UNİVERSİTY, Turkey

Kubilay Celik is a dedicated researcher and educator specializing in special education, with a focus on autism spectrum disorder (ASD). He holds a strong academic background and has actively contributed to research in the field of special education, particularly in teaching safety and social skills to children with ASD. His commitment to both research and practical application is evident through his work in a state special education kindergarten, where he directly engages with children and their families. Celik has presented oral papers at congresses, demonstrating his ability to communicate research findings effectively within the academic community. Additionally, his recent publication in Behavioral Interventions highlights his contributions to evidence-based teaching methods for children with ASD. While his research portfolio is still developing, his dedication and growing expertise make him a promising candidate for academic recognition. With continued efforts in publishing, international collaboration, and leadership in special education research, Celik has the potential to become a leading figure in the field. His work bridges the gap between theoretical research and practical implementation, making a meaningful impact on the lives of children with ASD and their families.

Professional Profile

Education

Kubilay Celik completed his undergraduate degree in Special Education Teaching at Hacettepe University, one of Turkey’s leading institutions in education and research. Building on his foundational knowledge, he pursued a master’s degree at the Hacettepe University Institute of Educational Sciences, specializing in Autism Spectrum Disorder. His graduate studies provided him with in-depth knowledge of autism-related interventions, child development, and special education methodologies. During his academic journey, he focused on developing innovative teaching strategies to improve safety and social skills in children with ASD. His education has been instrumental in shaping his research interests and professional career, equipping him with the theoretical and practical expertise required for working with children with developmental disorders. Through his academic training, Celik gained experience in both qualitative and quantitative research methods, preparing him to conduct impactful studies in special education. His strong educational background serves as the foundation for his contributions to the field and allows him to engage in meaningful research that benefits both academia and the community. Continuing to build upon his academic achievements, Celik is expected to further contribute to special education research through future doctoral studies and expanded publications.

Professional Experience

Kubilay Celik has extensive experience working in special education, particularly with children diagnosed with autism spectrum disorder (ASD). He currently works in a state special education kindergarten, where he plays a crucial role in developing and implementing individualized educational programs for children with ASD. His hands-on experience in the classroom allows him to test and refine research-based teaching strategies, ensuring that his academic findings have practical applications. In addition to his teaching responsibilities, Celik actively collaborates with parents, providing them with guidance and support to enhance their children’s development. His role extends beyond teaching, as he engages in professional training sessions and workshops aimed at improving ASD education strategies. Celik has also presented oral papers at academic congresses, sharing his insights with the wider research community. His ability to balance both academic research and real-world educational practice makes him a valuable contributor to the field of special education. By combining research with direct classroom experience, Celik ensures that his work is both relevant and impactful, bridging the gap between theory and practice. His professional experience strengthens his ability to conduct research that directly benefits children, educators, and families.

Research Interests

Kubilay Celik’s research interests primarily focus on autism spectrum disorder (ASD), with an emphasis on improving safety and social skills in preschool children. Recognizing the challenges that children with ASD face in daily life, Celik is particularly interested in developing practical teaching strategies that help them navigate their environment safely and interact effectively with others. His recent research explores the effectiveness of behavioral interventions, such as the “cool versus not cool” procedure, in teaching children essential safety skills. Additionally, he is interested in parent training programs that empower caregivers to reinforce these skills at home. Beyond safety and social skills, Celik aims to investigate other evidence-based teaching methods, such as applied behavior analysis (ABA) and technology-assisted learning, to enhance educational outcomes for children with ASD. He is also interested in inclusive education practices and the role of early intervention in improving long-term developmental outcomes. Through his research, Celik seeks to bridge the gap between theory and practical application, ensuring that his findings are directly applicable in real-world educational settings. His goal is to contribute to the development of more effective, evidence-based teaching methods that benefit children with ASD, their families, and educators.

Research Skills

Kubilay Celik possesses strong research skills that allow him to contribute effectively to the field of special education. He has experience in both qualitative and quantitative research methodologies, enabling him to design studies that provide meaningful insights into autism education. Celik is proficient in conducting literature reviews, developing research hypotheses, and designing intervention-based studies to test the effectiveness of various teaching methods. His ability to collect and analyze data ensures that his research is grounded in empirical evidence. Additionally, he has experience presenting research findings at academic conferences, demonstrating his ability to communicate complex ideas clearly. Celik also collaborates with other researchers and practitioners, enhancing his ability to conduct interdisciplinary studies. His recent publication in Behavioral Interventions reflects his skill in academic writing and his ability to contribute to peer-reviewed journals. As he continues to develop his research career, expanding his statistical analysis expertise and engaging in larger-scale studies will further strengthen his research capabilities. His commitment to advancing knowledge in special education makes him a valuable researcher in the field.

Awards and Honors

Although Kubilay Celik is in the early stages of his research career, he has already made significant contributions to the field of special education. His recent publication in Behavioral Interventions is a testament to his dedication to research excellence. Additionally, his presentations at academic congresses highlight his growing recognition within the research community. While he has not yet received major research awards, his work has the potential to earn future recognition as he continues to expand his contributions. Securing research grants and participating in international collaborations could further enhance his profile and increase his chances of receiving prestigious awards in special education research. Celik’s commitment to improving the lives of children with autism spectrum disorder through research and practice demonstrates his potential for future honors. As he continues to publish and engage in impactful research projects, he is well-positioned to achieve greater academic recognition in the coming years.

Conclusion

Kubilay Celik is a promising researcher in the field of special education, with a focus on autism spectrum disorder. His strong academic background, hands-on teaching experience, and dedication to research make him a valuable contributor to the field. While his research portfolio is still growing, his work on safety and social skills in children with ASD demonstrates both relevance and impact. To further strengthen his academic career, Celik could expand his research publications, engage in international collaborations, and secure funding for larger-scale studies. His ability to bridge the gap between theoretical research and practical application is a key strength, ensuring that his findings benefit children, educators, and families alike. With continued dedication, Celik has the potential to become a leading expert in special education research. His contributions thus far make him a strong candidate for academic recognition, and with further development, he could be a future leader in autism education research.

Publications Top Notes

  1. The Effectiveness of Cool Versus Not Cool Procedure in Teaching Chemical Safety Skills to Children With Autism Spectrum Disorder
    Authors: Kubilay Celik, Seray Olcay
    Year: 2025