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Camille LE GALL is a Lecturer in the Department of English-Speaking World Studies at Toulouse Jean Jaurès University, affiliated with the Center for Anglophone Studies (CAS). She has held this position since 2020 and is currently serving as an ATER (Temporary Teaching and Research Attaché) from 2023 to 2025. Her academic work bridges translation studies, American literature, and linguistic analysis, with a strong emphasis on marginalized voices in Southern U.S. literature. Her research focuses on the translation of sociolects, particularly African American Vernacular English, and the representation of queer and disabled identities in literary texts by authors such as Carson McCullers, William Faulkner, and Zora Neale Hurston. She employs interdisciplinary methods combining stylistics, narratology, and sociolinguistics to examine how voice, identity, and cultural specificity are preserved or transformed in translation. The trends in her recent publications reveal a sustained engagement with the challenges of translating linguistic and cultural marginality. Her work spans journal articles, conference communications, and collaborative research, often analyzing the stylistic and political dimensions of literary translation. She investigates temporal aspects of retranslation and explores creative pedagogical approaches, such as bilingual writing workshops, that blur the boundaries between translation and creation. She has presented her research at international conferences including Faulkner and Yoknapatawpha, Retranslation in Context, and the Southern Studies Forum. She is actively involved in organizing academic events, notably the online seminar 'Translating Minority Voices' and study days for young researchers at CAS. Her academic service includes serving as an elected representative of CAS doctoral students from 2022 to 2023. She teaches a range of subjects including translation, written expression, phonetics, and stylistics at undergraduate and master's levels. She also engages in science communication through events like 'Thèse en 180 secondes' and 'Pint of Science'.

• Translation Studies
• American Literature
• Literature of the American South
• +7 more

Vincent Broqua is Professor of North American Literature and Arts, Translation and Creative Writing at the Department of English and American Studies (DEPA) at Université de Paris 8. He serves as Director of the Anglophone Critical Transfer Research Unit and is a founding member of Double Change, a Franco-American poetry collective. Additionally, he is co-editor-in-chief of quaderna.org and co-responsible for the Poets and Critics conference series which has been running since 2010. Broqua's research spans multiple interconnected areas within literary and artistic studies. His primary interests include 20th and 21st century poetry, performance art, minimalism, conceptualism, cinema, and other experimental arts. He has made significant contributions to translation studies, particularly in homophonic translation, and is known for pioneering work in creative criticism and creative writing as research-creation practices. His scholarship frequently explores intersections between literature, visual arts, and performance, with notable focus on figures like Gertrude Stein, Anne Waldman, and Josef Albers. Analysis of Broqua's publications reveals consistent engagement with experimental literary forms and the theoretical frameworks that support them. His work demonstrates how translation functions as a creative practice rather than mere linguistic transfer, particularly through homophonic approaches that prioritize sound over semantic meaning. Broqua's research shows particular interest in how avant-garde practices challenge conventional boundaries between disciplines and media. Director of Anglophone Critical Transfer Research Unit Co-founder of Double Change poetry collective Co-editor of quaderna.org Co-responsible for Poets and Critics series Broqua supervises theses in North American literature, translation studies, and research-creation. His teaching includes Master's programs in MC2L, Letters, and Literary Creation at Université de Paris 8. His approach bridges critical analysis with creative practice, positioning him as a significant figure in contemporary literary studies, particularly in Francophone academic engagement with American literature and experimental arts.

• North American Literature
• Translation Studies
• Creative Writing
• +7 more

Cecilia Gunnarsson is an Associate Professor in Language Sciences at the University of Toulouse Jean Jaurès, affiliated with the NeuroPsychoLinguistics Laboratory (LNPL) and the Department of French as a Foreign Language Studies (DEFLE). She holds leadership roles as Axis 2 Manager in URI Octogone Lordat, Head of the Master's in French and Francophone Studies (DEFLE), and Co-Director of the Master's in Teaching Abroad (ESPE). Her academic work bridges research and pedagogy in second language acquisition, particularly in L2 French writing. Her research focuses on the cognitive and linguistic aspects of written production in both L1 and L2 French, with emphasis on fluency, complexity, and accuracy (FCA), working memory, and the oral/written interface—especially liaison and instance retrieval. She investigates how L2 learners develop writing automatization and how cognitive and emotional factors influence orthographic production. Her recent work uses experimental paradigms, such as dual-task methodologies, to differentiate controlled from automated writing processes. The analysis of her publications reveals a strong trajectory in psycholinguistics and applied linguistics, with a consistent focus on empirical and corpus-based methods. Her work spans developmental, cognitive, and educational dimensions of writing, with increasing interest in digital communication (e.g., instant messaging) and its impact on spelling. She frequently collaborates with researchers in neurolinguistics and cognitive psychology. Member, Scientific Committee, International Conference Les troubles du langage écrite : de l’enfance à l’âge adulte , 2012 Member and Organizer, Phonlex 2010 : Liaison and other sandhi phenomena Organizer, Conscila Workshop, ENS Paris, 2010: Multidisciplinary analysis of a student writing corpus She has supervised doctoral research, including a thesis on metacognitive strategies in vocabulary learning, and has co-edited several academic volumes. Her participation in national and international research networks—including ANR PHONLEX, GDR-CNRS APPVE, and GIS ReAL2—demonstrates her active role in the academic community. She also contributes to research valorization through conference organization and editorial work.

• Second Language Acquisition
• L2 Writing
• French as a Foreign Language (FLE)
• +12 more

Corine ASTESANO is an Associate Professor in the Department of Language Sciences at Université Toulouse-Jean Jaurès (UT2J), where she is affiliated with the NeuroPsychoLinguistics Laboratory (LNPL) and the CER research center. She holds a leadership role as LiCo Master Manager and is actively involved in national and international research collaborations. Her work bridges linguistics, neuroscience, and clinical applications, with a strong focus on prosody and rhythm in language. Her research interests include: Prosody and experimental phonetics Neuropsychology of language and music Speech pathologies and prosodic fluency Neural correlates of prosody (EEG, fMRI) Rhythm as a supra-organizer of cognition Her recent publications demonstrate a consistent focus on the neural and perceptual processing of French prosody, particularly initial and final accent, metrical stress, and rhythm. These works span behavioral, electrophysiological (EEG, ERP), and clinical domains, often involving cross-disciplinary collaborations. Key trends include the use of rhythm in speech therapy, the interface between language and music, and prosodic processing in both healthy and pathological populations. She actively supervises numerous PhD students and postdoctoral researchers, and leads or participates in major funded projects such as FluD4 (ANR), RUGBI, and PhonIACog. Her mentorship extends to HDR supervision and collaborative thesis co-direction across institutions including Université Paul Sabatier, EPHE-PSL, and Université de Louvain-la-Neuve. She is a core member of the monthly Groupe de Travail sur le Rythme and the long-standing Groupe Fluence' , fostering interdisciplinary dialogue on rhythm and fluency in cognition. Her research has practical implications for speech therapy, language acquisition, and the remediation of language disorders through musical and motor rhythm training.

• Prosody
• Experimental Phonetics
• Neuropsychology of Language
• +12 more

Takeki Kamiyama is a Lecturer in Linguistics and Phonetics at Université Paris 8, specializing in experimental phonetics and second language acquisition. His research focuses on segmental and prosodic aspects of foreign languages, particularly French and English, with an emphasis on learner production and perception. He is affiliated with the Laboratoire de Phonétique et Phonologie (UMR7018) and contributes to projects like IPCE-IPAC (InterPhonology of Contemporary English) and SITAF (specificities of English-French language tandems). His doctoral thesis investigated the acquisition of French vowels by Japanese speakers, leveraging the PhoDiFle learner corpus. He actively participates in seminars and conferences, including presentations at Université Strasbourg and the Société Japonaise de Linguistique Française. Kamiyama’s work bridges theoretical phonetics and applied language teaching, addressing dialectal influences and cross-linguistic phonological challenges faced by learners. Publications span 2011–2012, covering vowel production analysis, synthetic vowel perception, and consonant acquisition in English. He serves on the steering committee for the 'Cognition, Society and Language' research group, integrating cognitive and sociolinguistic perspectives into phonetic studies.

• Experimental Phonetics
• Second Language Acquisition
• Foreign Language Teaching
• +3 more

Navarro Sylvain is an Associate Professor at the University of Paris' Department of English Studies. His research specializes in English phonology and phonetics, with core interests in rhoticity, sandhi-r, linguistic variation, and corpus-based dialectology. He coordinates the PAC (Phonologie de l'Anglais Contemporain) program and contributes to the SEPALE project on French phonetics. Teaching responsibilities span undergraduate to graduate levels, including: Phonetics and Phonology (L1/L2, M1/M2) Varieties of English (L1/L3) History of Oral English (L3) Preparation for the agrégation externe phonology exam Publications consistently explore phonological variation, with recent work (2020) focusing on corpus-based analyses of English phonology. His 2014-2020 output demonstrates methodological rigor in corpus linguistics, theoretical phonology, and cross-dialectal comparisons, particularly regarding rhoticity in Boston English and sandhi phenomena.

• Phonology
• Phonetics
• Rhoticity
• +3 more

KAMIYAMA Takeki is a Lecturer in linguistics and phonetics at Université Paris 8 Vincennes – Saint-Denis, specializing in experimental phonetics and second language acquisition. His research focuses on the acquisition and teaching of segmental and prosodic aspects of foreign languages, with particular emphasis on French vowels by Japanese learners and English phonetics for French learners. He is a member of the steering committee for the 'Cognition, Society and Language' research group and contributes to projects like IPCE-IPAC (InterPhonology of Contemporary English) and SITAF (Specificities of Verbal Interactions in English-French Tandems). His work bridges theoretical phonetics and applied language pedagogy, analyzing vowel production, perception, and articulation through acoustic and experimental methods. Key areas include dialectal influences on language learning, cross-linguistic perception differences between French and Japanese listeners, and the development of reference models for foreign language education. Recent publications (2011–2012) explore vowel acquisition patterns, synthetic speech perception, and corpus-based phonetic analysis, demonstrating expertise in both experimental design and pedagogical application. His research highlights the interplay between articulatory features, listener background, and instructional methodologies in second language phonetics.

• Experimental Phonetics
• Second Language Acquisition
• Foreign Language Teaching
• +4 more

Saandia Ali is a Lecturer-researcher in the Department of English-Speaking World Studies (DEMA) at the University of Toulouse Jean Jaurès and works within the CLLE laboratory (Cognition, Languages, Ergonomics). She has been teaching grammar, oral language, linguistics, phonetics, and phonology of English and sociophonetics at the DEMA from L1 to M1 levels since 2016, having previously taught at the University of Rennes 2 from 2011-2016. Dr. Ali obtained her doctorate in phonetics and phonology of English from Aix-Marseille I University in 2010 with her dissertation titled "Study of the relationship between the annotation of prosodic forms and functions in contemporary British English" under the supervision of Daniel Hirst. Her academic journey includes a postdoctoral research associate position at Newcastle University (2010-2011) and lecturing positions at Aix-Marseille I University (2007-2009) and IUFM of Aix-en-Provence (2005-2007). As a specialist in English phonetics and phonology, Dr. Ali's primary research interests focus on suprasegmental aspects such as intonation, its modeling, and the form-meaning relationship through the study and annotation of oral corpora. A second major research strand concerns the acquisition and teaching of pronunciation in English as a second language, technology-assisted pronunciation teaching, and the question of intelligibility. Her work bridges theoretical phonetics with practical applications in language teaching. Dr. Ali's publication record reveals a consistent focus on English pronunciation research, with particular emphasis on intelligibility in second language contexts. Her recent work (2023-2025) includes comprehensive scoping reviews analyzing 25 years of L2 English pronunciation research, demonstrating her leadership in synthesizing and advancing the field. She frequently collaborates with researchers like Linda Terrier and Marie Garnier, indicating strong interdisciplinary connections within applied linguistics. Active researcher in English phonetics and phonology since 2007 Extensive publication record spanning theoretical and applied aspects Sustained focus on pronunciation teaching methodologies Strong collaborative research network Dr. Ali's work on technology-assisted pronunciation training, particularly her framework for pronunciation training using adapted automatic speech recognition systems, demonstrates her commitment to bridging theoretical linguistics with practical classroom applications. Her research on intelligibility factors in L2 English pronunciation has significant implications for language teaching methodology and curriculum development.

• English phonetics
• English phonology
• Suprasegmental aspects
• +6 more

Hannah King is a Lecturer in English linguistics at the UFR Études Anglophones (University of Paris) since 2022. Her research focuses on experimental phonology and speech production/perception, particularly examining phonetic changes in English and pronunciation acquisition for non-native speakers. Research Interests Phonetics and experimental phonology Speech production and perception mechanics Sociophonetics and diachronic phonetic changes Second language pronunciation acquisition Publications Her 2023 study on lip retractor devices for phonetic research demonstrates technical innovation in articulatory analysis.

• Phonetics
• Experimental Phonology
• Speech Production and Perception
• +3 more

Caihong Weng is a doctoral researcher at the University of Paris Cité affiliated with the Phonetics and Phonology department. Her research explores the intersection of Experimental Phonology , Speech Perception , and Bilingualism , with a focus on Mandarin and Quanzhou Southern Min phonology. Research Themes : Perceptual assimilation of Mandarin fricatives by Southern Min speakers Bilingual phonological contrast production and perception Optional liaison in French phonology Cross-linguistic influence in phonological processes Speech disfluency and alignment errors Education : PhD in Phonetics and Phonology (Université Paris Cité, 2022–) Masters in Phonetics and Phonology (Université Paris Cité, 2020–2022) Publications demonstrate her expertise in bilingual speech dynamics, phonological variation, and comparative studies of Mandarin and Quanzhou Southern Min. Her work often employs corpus analysis, perceptual experiments, and phonetic modeling.

• Experimental Phonology
• Speech Perception
• Bilingualism
• +3 more

Linda Terrier is a Lecturer at the Center for Anglophone Studies (CAS), University of Toulouse Jean Jaurès, where she has been a faculty member since 2012. Her work is centered on English linguistics and didactics, particularly in LANSAD (Languages for Specific Academic and Professional Domains), with a strong focus on second language pronunciation, intelligibility, and digital tools in language education. She is actively involved in major research initiatives and editorial leadership, notably as former Scientific Director of the journal Recherche et Pratiques Pédagogiques en Langues de Spécialité (APLIUT) from 2015 to 2022 and as a member of the SAES Training Commission since 2016. Her research interests include: Second Language Acquisition (SLA), especially L2 English pronunciation Intelligibility in spoken English for non-native speakers Digital tools and e-learning platforms in language teaching Epistemology and methodology of language education research Project-based and individualized learning in higher education Curriculum development for specialized English instruction Terrier’s recent publications (2023–2025) reveal a strong emphasis on scoping reviews of L2 pronunciation research, longitudinal studies on self-directed learning, and the integration of technology in language pedagogy. Her work often involves collaborative research with scholars such as Marie Garnier and Saandia Ali, examining the evolution of intelligibility as a construct in SLA over the past 25 years. Her scientific contributions include editorial leadership and participation in national white papers on training in Anglophone studies, such as the Livre blanc de la formation en études anglophones . She has also led critical analyses of French language certification policies and proposed sustainable multilingual language policies for universities. She advises on pedagogical innovation and has contributed to national surveys and policy reports on language teaching in higher education. Her work is supported by ongoing research grants and collaborations within the CAS and through national academic networks like SAES and GERAS. Terrier is affiliated with the Center for Anglophone Studies (CAS) , a research unit dedicated to interdisciplinary studies in English-speaking cultures, languages, and education. The center hosts seminars, research axes on destabilization and hospitality, and international collaborations, providing a vibrant environment for her scholarly activities.

• English Didactics
• LANSAD (Languages for Specific Academic and Professional Domains)
• Second Language Acquisition (SLA)
• +7 more

Aurélie Nardy is a Lecturer in Language Sciences at Université Grenoble Alpes , affiliated with the LIDILEM Laboratory . She coordinates the DyLNet project (ANR-16-CE28-0013) , a multidisciplinary initiative examining preschool children’s language acquisition through the lens of social interactions, family discourse, and sociolinguistic variation. Research Focus : Language development, peer interactions, social context, wireless sensor networks, and socioeconomic disparities in early language skills. Collaborations : Partnered with the DANTE team at INRIA and ENS Lyon for network science integration. Research Interests explore how preschoolers integrate into school environments via oral language, analyzing the bidirectional influence of social networks and linguistic performance. Her work addresses: Family vs. peer group discourse impacts Sociolinguistic convergence in mixed socioeconomic settings Gendered language practices in educational contexts Quantitative analysis of speech patterns using RFID sensors Publication Trends reveal expertise in network science applications to sociolinguistics, French language variation, and interdisciplinary methodologies combining cognitive science with big data. Key themes include: Wireless proximity tracking for interaction mapping Sociolinguistic variable acquisition in children Gender and socioeconomic stratification in language development Stylized discourse analysis in preschool settings Funding & Grants : DyLNet project funded by Agence Nationale de la Recherche (ANR-16-CE28-0013) . Labs & Teams : Key member of LIDILEM and DANTE (INRIA) , contributing to cross-institutional research on language-social network intersections.

• Language Acquisition
• Sociolinguistics
• Psycholinguistics
• +7 more

Maëva Garnier is a CNRS Researcher affiliated with the Speech and Cognition Department at GIPSA-lab (Grenoble, France). She co-heads the PCMD team (Speech Perception, Control, Multimodality, and Dynamics) and coordinates ANR projects like StopNCo (2015–2019) and PEDAVOX, focusing on vocal effort and speech production. Her research integrates cognitive science, acoustics, and neurophysiology to explore speech adaptations, voice disorders, and stuttering. She also collaborates with statistical experts to improve methodological rigor in experimental data analysis. Key research interests include vocal effort optimization, resonance tuning in singing, and sensorimotor coordination in speech. Her work bridges applied and fundamental research, addressing clinical applications for teachers' voice preservation and stuttering therapy. She co-edits the journal Speech Communication and has supervised numerous PhD and master’s students. Current projects include neuroimaging studies on decision-making in people who stutter and the development of machine learning tools for synthesizer sound control. Her educational contributions span teaching signal processing, phonetics, and cognitive methods at various institutions, including Université Grenoble Alpes, UNSW, and University of Sydney. Research highlights include discovering laryngeal adjustments in high soprano singing and identifying neural correlates of phonetic convergence.

• Speech Adaptations
• Speech Effort and Efficiency
• Vocal Straining and Voice Disorders
• +4 more

Anne Przewozny-Desriaux is a Professor of Linguistics at the University of Toulouse - Jean Jaurès, specializing in English phonology, sociolinguistics, and dialectology. She serves as Deputy Director of the CLLE Language and Cognitive Processes Team. Affiliation: CLLE (Cognition, Languages, Language, Ergonomics), University of Toulouse - Jean Jaurès Research Interests: Her work focuses on corpus phonology, variationist sociolinguistics, urban dialectology, and the epistemology of Anglophone linguistics. Key projects include the PAC Programme (Phonology of English) and the PICL! Embodied Phonology initiative. Dynamics of English phonological systems Teaching oral English through interdisciplinary embodied methodologies Historical and contemporary sociolinguistic exchanges (e.g., Australian and American linguistic identity) Publication Trends: Recent articles span corpus phonology, sociolinguistic modeling, and English language teaching. Her work emphasizes empirical approaches to dialectal variation, interphonology, and the role of digital tools in linguistic research. Doctoral Supervision: She has supervised PhD candidates including Houda Bekkaoui (North American transdialectal variation) and Filip Miletic (Quebec English semantic shifts). Lab Affiliation: CLLE (Cognition, Languages, Language, Ergonomics) - CNRS UMR 5263, a multidisciplinary team at the intersection of linguistics, cognitive science, and language teaching.

• English Phonology
• Sociolinguistics
• Dialectology
• +6 more

Lucie Van Bogaert is a Temporary Teaching and Research Assistant (ATER) in Cognitive Sciences, Psychology and Neurocognition at the Faculty of Humanities and Social Sciences, Grenoble Alpes University. She is affiliated with the LPNC (Laboratory of Psychology and Neurocognition) and GIPSA-lab, where she conducts research on language development in deaf children and speech rehabilitation methods. Education: PhD in Cognitive Sciences, Psychology and Neurocognition (2020-2024), Grenoble Alpes University Master's in Speech Therapy (2018-2020), Université Libre De Bruxelles Bachelor's in Psychological Sciences, Speech Therapy orientation (2015-2018), Université Libre De Bruxelles Dr. Van Bogaert's research focuses on language development in deaf children , particularly examining the effectiveness of different communication approaches such as French Cued Speech (Langue française Parlée Complétée) and Auditory Verbal Therapy for children with cochlear implants. Her work bridges experimental phonetics, neurocognition, and clinical practice , with a strong emphasis on translating research findings into practical applications for speech therapists, educators, and parents. She investigates how multimodal communication strategies impact speech perception, production, and working memory development in deaf children, highlighting the need for tailored rehabilitation approaches during critical early developmental periods. Her recent publications demonstrate a consistent focus on evaluating communication tools for deaf children, with particular attention to the comparative effectiveness of different rehabilitation approaches. The research spans multiple disciplines including speech therapy, cognitive psychology, and neuroscience, reflecting an interdisciplinary approach to understanding language development in children with hearing impairments. Dr. Van Bogaert actively collaborates with international researchers and clinical professionals, participating in significant research projects including the European ANR EULALIES project and the Comm4CHILD Marie Sklodowska-Curie ITN project. She has conducted research stays in the UK to deepen her understanding of Auditory Verbal Therapy practices. Her teaching portfolio is extensive, covering topics in deaf education, speech pathology, developmental psychology, and cognitive psychology across multiple degree levels. She is a member of the LPNC research laboratory and actively contributes to the Babylab team at Grenoble Alpes University, where she applies her expertise in language development research with both typically developing children and children with hearing impairments.

• Language Development
• Neurocognition
• Experimental Phonetics
• +6 more