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Pascale Trevisiol Okamura is an Associate Professor in Language Sciences and Language Teaching at Sorbonne Nouvelle University, affiliated with the DILTEC research team (EA 2288). Her primary role includes teaching language acquisition and foreign language didactics within the UFR of Literature, Linguistics, and Didactics (LLD). She co-heads the Master 2 program in Language Teaching (FLE/FLS) and holds administrative roles in departmental councils and educational committees. Education Background: Lecturer at Sorbonne Nouvelle University since 2015 Previously taught at Université de Poitiers (2010–2015) and Université Paris 8 (2007–2010) French teaching assistant at Hokkaido University, Japan Research Focus: Specializes in third language acquisition (L3), crosslinguistic influence, and the interface between language acquisition and didactics. Key themes include: Discourse construction in L3 French Input processing and initial language exposure Development of teaching materials for FLE Plurilingual practices among language teachers Current projects involve multilingualism in primary education, Tamil-speaking learners' L3 French acquisition, and reflexive training in research. Teaching & Supervision: Co-supervises doctoral research on topics such as L3 French acquisition in Chinese contexts, translinguistic discourse influences, and plurilingual teacher practices. Teaches advanced courses on language acquisition theories and FLE methodology. Labs/Teams: Member of the Second Language Acquisition Network (ReAL2) and part of the DILTEC team, focusing on language didactics and multilingualism research.

• Language Acquisition
• Second Language Acquisition (SLA)
• Third Language Acquisition (L3)
• +7 more

Sophie Othman is a Lecturer at the University of Franche-Comté, affiliated with the Centre de Linguistique Appliquée (CLA) and the DEFLET department. She is actively engaged in research and teaching in language didactics, digital education, and innovative pedagogical practices. Her work spans multiple roles in research coordination, program leadership, and international academic collaboration. Research Interests: Her primary research areas include digital technology in language teaching and learning, design of online and distance learning environments, digital engineering in education, pedagogical innovation, comodal and hybrid training models, MOOCs, e-portfolios, and teacher training in ICT. She explores how digital tools transform language education, especially in multilingual and multicultural contexts. The recent scholarly output shows a consistent focus on post-pandemic educational transformation, AI integration in learning systems, and the design of flexible pedagogical scenarios. Her publications appear in journals such as ALSIC and in international conference proceedings, reflecting a strong engagement with digital pedagogy and language education innovation. Leadership and Service: Vice-President, Scientific and Pedagogical Commission, CLA – University of Franche-Comté (2021–present) Co-Responsible, TIPED Research Program, ELLIADD (2017–present) Scientific Coordinator, Innov'FLE Thematic Thursdays (2022–present) Former Coordinator, Master 2 FLE 'Political and Digital Environments' and FLE Track at CTU Besançon (2018–2020) Scientific Committee Member for international conferences (e.g., ADCUEFE, CEDIL, UBEST, EIAH) Expert reviewer for language didactics journals and collective works International trainer for the French Ministry and OIF in over 15 countries Projects and Grants: #ApproprIA: AI Appropriation in Education (2025–...) UNPEAA: Digital Use by Allophone Adults (2024–...) Innov'FLE: Innovation in FLE Teaching (2022–...) HUMANE: Digital Humanities for Education (2019–2022) ANR-IDEFI Innovalangues (2013–2016) Advising and Grants: While no formal students are listed, she has supervised research teams and mentored junior researchers through collaborative projects and editorial roles. She has secured national and international funding, notably through the ANR-IDEFI program, and contributes to large-scale educational initiatives supported by governmental and Francophone institutions. Labs and Teams: She is affiliated with the ELLIADD research laboratory (University of Franche-Comté) and was previously associated with LIDILEM (Université Grenoble Alpes). She leads and participates in interdisciplinary research groups focused on digital language education, teacher training, and innovation in didactics.

• Language Didactics
• Digital Technology in Education
• Online and Distance Learning
• +12 more

Chantal Dompmartin is a Lecturer in Linguistics and Language Teaching at the University of Toulouse Jean Jaurès (UT2J), where she works in the Department of French as a Foreign Language Studies (Defle). She is a permanent member of the CLLE-ERSS laboratory (Cognition, Languages, Language, Ergonomics) and an associate member of the LIDILEM Laboratory. Her academic career spans over two decades, with publications dating from 2003 to the present, demonstrating sustained scholarly activity. In 2023, she successfully completed her HDR (Habilitation à diriger des recherches), a significant academic qualification in the French system that enables her to supervise doctoral candidates. Dr. Dompmartin's research focuses on sociolinguistics, language awareness, and teaching French as a Foreign and Second Language, with particular emphasis on multilingual language practices, representations, and writing workshops in FLE contexts. Her work explores how creative writing can serve as a tool for linguistic and cultural appropriation, especially for students navigating new linguistic environments. She investigates how translinguistic bridges, stylistic progression, and experiential writing can support learners in developing security between their 'here' and 'elsewhere' linguistically and culturally. Her research often addresses the experiences of multilingual students, including those who are exiled or displaced, examining how writing workshops can facilitate their linguistic and cultural adaptation. An analysis of her recent publications reveals a consistent trajectory focused on plurilingualism and creative pedagogical approaches. Her work increasingly emphasizes sensitive and experiential approaches to language teaching, with writing workshops serving as central methodology. She explores how multilingual resources can be mobilized in educational settings to support language learning and cultural adaptation, particularly for students in displacement situations. Her research demonstrates a movement from theoretical considerations of multilingual practices toward practical applications in classroom settings, with growing attention to teacher training and implementation of plurilingual approaches in diverse educational contexts. Dr. Dompmartin actively collaborates with researchers across institutions, including notable collaborations with Nathalie Thamin, Charlotte Lamy de La Chapelle, and members of the CLLE and LIDILEM laboratories. Her work bridges theoretical sociolinguistics with practical language teaching applications, contributing significantly to the field of plurilingual education. She participates in national and international conferences, presenting her research on sensitive approaches in plurilingualism teaching and multilingual writing workshops, demonstrating her active engagement with the scholarly community.

• Sociolinguistics
• Language awareness
• Teaching French as a Foreign and Second Language
• +5 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

Olivier Crépellière is a Lecturer in the Department of French Studies and Modern Languages at The American University of Paris (AUP), where he has worked since 2015. He holds a Master's degree in Didactics of French and Languages with Training Engineering from Sorbonne Nouvelle University (Paris 3) and a Master's in Teaching French as a Foreign Language from Paul Valéry University (Montpellier III). His academic work focuses on innovative language teaching methodologies that integrate arts and culture to transcend instrumental approaches, emphasizing appropriation over mere acquisition. Educational Background: Master's in Didactics of French and Languages (Sorbonne Nouvelle, 2009) Master's in Teaching French as a Foreign Language (Paul Valéry, 2007) Double Bachelor's in Cinema and Modern French Literature (Paul Valéry, 2005) Courses Taught: French and Culture I-V French Academic Writing French Press and Current Affairs Corrective Phonetics TCF/DELF/DALF Preparation Crépellière's expertise extends to official French language certification as a DELF/DALF examiner and curriculum designer aligned with the Common European Framework of Reference for Languages (CEFR). He has taught at institutions including the University of Chicago (Paris Center), École Normale Supérieure, École Polytechnique, and Sciences Po.

• French as a Foreign Language (FLE)
• Language Didactics
• Film Studies
• +7 more

Anselmo Marielle serves as an Associate Professor at Institut National des Langues et Civilisations Orientales (INALCO), specializing in French language and literature within CNU Discipline 09. His institutional affiliation demonstrates deep integration with INALCO's mission of linguistic and cultural education. His research activities center around literature and multilingualism, conducted through the PLIDAM research team. Marielle's scholarly focus specifically examines teaching literature within multilingual contexts, reflecting INALCO's commitment to linguistic diversity. Teaching represents a significant dimension of Marielle's professional activities, with expertise spanning Literature and teaching, Teaching theories and methodologies, FLE (French as a Foreign Language) at levels B1 to C1, University French C1, and French-speaking literature C1. His pedagogical approach emphasizes advanced language proficiency within academic contexts. Marielle holds substantial administrative responsibilities at INALCO, including membership on the Board of Directors (2023-present), the Social Administration Committee (2023-present), leadership of the institution's first Writing Residency program (2023), and co-organization of the Inalco Multilingual Short Story Competition (2020). These roles demonstrate his active contribution to institutional development and promotion of multilingual literary expression.

• French language
• French literature
• Literature and multilingualism
• +3 more

Simona ANASTASIO is an Associate Professor in the Department of Language Sciences at the University of Toulouse – Jean Jaurès, where she conducts research at the NeuroPsychoLinguistics Laboratory (LNPL, UR 4156). She is also affiliated with two CNRS research units: UMR 7023 SFL and UMR 8163 STL. Her teaching spans multiple programs, including Units and Diversities of Languages, FLE methodologies, child language development, and second language learning at both undergraduate and graduate levels. University: University of Toulouse – Jean Jaurès Department: Department of Language Sciences Research Lab: NeuroPsychoLinguistics Laboratory (LNPL, UR 4156) Additional Affiliations: UMR 7023 SFL CNRS, UMR 8163 STL CNRS Her research centers on second language acquisition, linguistic typology, and the interface between language and cognition, particularly in the expression of spatial and temporal relations. She employs qualitative and quantitative methods based on oral and written corpus analysis. Her work investigates crosslinguistic influence, inter- and intra-typological variations, and the didactic implications of acquisition research. She has led and participated in several major research projects, including WRIMOTEF, ADMIT, and CAUSEMOTYP, focusing on motion events, migrant integration, and linguistic relativism. The recent publications and conference presentations reflect a strong thematic concentration on motion event construal in L2 French and Italian, with growing attention to pedagogical applications and cognitive underpinnings. Her work frequently compares learners with different L1 backgrounds (e.g., French, English) and analyzes both oral and written productions across proficiency levels. Scientific Affiliations: Member, Second Language Acquisition Network (ReAL2) Member, Romance Linguistics Society (SLR) Member, French Association of Cognitive Linguistics (AFLICO) Member, Italian Association of Applied Linguistics (AItLA) Member, International Society for Applied Psycholinguistics (ISAPL) She actively contributes to the academic community through editorial reviews for journals such as International Review of Applied Linguistics , Discours , and Language and Cognition , and serves on scientific committees for international conferences. She has organized workshops and conferences on linguistic relativism, motion and cognition, and discourse in multilingual contexts. Her current projects involve corpus-based research with practical applications in language teaching and migrant education. Laboratories and Research Teams: NeuroPsychoLinguistics Laboratory (LNPL) UMR 7023 SFL CNRS UMR 8163 STL CNRS Participation in DOC (Didactique, Oral, Corpus) project

• Second Language Acquisition
• Linguistic Typology
• Crosslinguistic Influence
• +12 more

Jocilene Santana Prado is a doctoral student and Professor at the University of the State of Santa Cruz (UESC) in Brazil. She specializes in French as a Foreign Language (FLE) and French for Specific Purposes (FOS), focusing on communicative competence development, interlanguage analysis, and intercultural pedagogy. Institution: University of the State of Santa Cruz (UESC) Email: jsprado@lairdil.fr Her research explores the integration of literary texts in FLE/FOS curricula to enhance cultural and linguistic skills, the role of interculturality in language education, and phonetics instruction. She has published extensively on topics such as refugee integration in Brazil, secularism in France, and globalization's impact on pedagogical practices. Jocilene's publications reflect a strong emphasis on applied linguistics, intercultural communication, and pedagogical innovation. Her work spans oral communication strategies for international negotiators, genre-based writing instruction, and sociocultural analyses of migration and secularism. Recent trends highlight interdisciplinary approaches combining language education with social and political challenges.

• French Language Teaching
• Applied Linguistics
• Intercultural Communication
• +3 more

Mr. Laurent Bazin is a Lecturer at the Institute of Cultural and International Studies (IECI) at the University of Versailles Saint-Quentin-en-Yvelines. He is affiliated with the Department of Languages and the Center for the Cultural History of Contemporary Societies (CHCSC) laboratory. Teaching: French as a Foreign Language (FLE), University Study Methodology, Culture and Society for Foreign Students Disciplines: Modern Letters, Literary Theory, Didactics of Literature His research focuses on literature for adolescents and young adults, cultural consumption practices of younger generations, and fictions of the imagination. He has also explored 20th/21st-century French literature, children's literature (history, theory, genres), and literary pedagogy. Contact: Office 422, Phone 0139255137, Secretariat 0139255270. Website: http://www.ilei.uvsq.fr

• Literature for Adolescents
• Cultural Consumption Practices
• Fictions of the Imagination
• +4 more

Delphine Ripaud is a Lecturer at Inalco, specializing in the design of multimedia French as a Foreign Language (FLE) resources. Her expertise lies in language sciences, particularly general linguistics and phonetics, with a focus on Europe. Head of digital educational projects for Le français facile with RFI Former contributor to Apprendre et Enseigner le français with TV5MONDE Developed professional French resources for the Paris Chamber of Commerce and Industry Co-author of FLE and phonetics manuals for Éditions Didier (e.g., Saison , Phonétique essentielle du français ) Her work integrates media and language teaching, emphasizing accessible, technology-driven pedagogical tools.

• French Language Teaching
• Multimedia Education
• Phonetics
• +2 more

Petya Ivanova-Fournier is currently a Lecturer in the Department of Psychology at the Université Catholique de l’Ouest Bretagne Nord, France. She has extensive experience teaching French as a Foreign Language (FLE) in China and Bulgaria, including roles as Professor at Shenzhen University (2012–2013) and Lecturer at Wuhan University (2006–2009). Her academic journey includes a Doctorate in Language Sciences from the University of Lorraine (2019), a Master's in Foreign Language Teaching from Strasbourg (2012), and early qualifications from Bulgarian institutions. Her research focuses on foreign language acquisition, cognitive linguistics, intercultural communication, and assessment methodologies. Key areas include analyzing language learning dynamics in Chinese academic contexts, student motivations for studying French, and communication challenges between French and Chinese learners. Her publications explore topics such as cross-cultural education, Sino-European student mobility, and Roma children’s schooling traditions. She has collaborated with institutions like the Alliance Française in Chengdu and the University of Lyon. Notably, her 2019 doctoral thesis advanced frameworks for assessing written productions in FLE within Chinese universities. Ivanova-Fournier is affiliated with the CHUS research team at UCO and holds an ORCID identifier (0000-0003-0023-5865). Her work bridges linguistic theory with practical pedagogy, emphasizing cross-cultural competencies in global education.

• Learning and acquisition of foreign languages
• Cognitive linguistics and psycholinguistics
• Assessment of language skills
• +2 more

Olga THEOPHANOUS is a teacher-researcher and Associate Professor (Maître de Conférences) at Toulouse University, affiliated with the Department of Language Sciences and the NeuroPsychoLinguistics Laboratory (LNPL). She holds the HDR (Habilitation à Diriger des Recherches), enabling her to supervise doctoral research. She leads several academic programs including the Master's in 'Didactic Learning of French as a Foreign Language' (ADFLE), the University Diploma in 'Preparation for Teaching French as a Foreign Language', and the Minor in Teaching FLE. She also serves as the Erasmus+ educational coordinator for incoming mobility in the department. Her research focuses on the acquisition and didactics of foreign and second languages, particularly lexical aspects in FLE. Key interests include lexical competence development, mental lexicon structuring, language contact, lexical transfer, error analysis, vocabulary learning strategies, and lexical inference in reading. Recently, she has expanded her focus to formulaic or prefabricated language (collocations, chunks, fixed expressions) and its role in L2 fluency, conducting qualitative, comparative, and longitudinal studies. Her recent publications (2020–2021) emphasize collocations, prefabricated expressions, and vocabulary learning frameworks in FLE, reflecting a strong trend toward pedagogical applications of psycholinguistic and acquisitional research. The articles demonstrate interdisciplinary engagement with cognitive science, psycholinguistics, and applied linguistics, with a consistent focus on practical implications for language teaching. Scientific awards include: prix AFLS (Association for French Language Studies) - 2018 She actively supervises or collaborates with students and researchers, as evidenced by co-authored publications and conference presentations. While specific grants are not mentioned, her international seminar missions (Vietnam, Greece, Venezuela) and ongoing research output suggest sustained project involvement. She is a core member of the NeuroPsychoLinguistics Laboratory (LNPL), where her research on lexical processing and fluency is conducted.

• Second Language Acquisition
• Foreign Language Teaching
• Lexical Competence
• +11 more

Sophie Sousa is a Lecturer at Institut Mines-Télécom Business School (IMT-BS), specializing in French as a Foreign Language (FLE) pedagogy and curriculum development. With 26 years of experience, she coordinates FLE courses, leads the TANDEM program, and designs innovative teaching resources. She previously worked with international companies and business schools like HEC, providing specialized French training. Education: Master 2 Pro in Language Training Engineering (Paris 3 Sorbonne Nouvelle), Maîtrise de Français Langue Étrangère (Paris X Nanterre), Maîtrise de Langue Espagnole (Université Autonome de Madrid) Her expertise includes French for specific purposes, intercultural communication, and team coordination. She has contributed to FLE methodological frameworks (SM Editora, Clé International) and developed autonomous learning tools (DELTA). Active in academic networks, she serves as General Secretary for UPLEGESS, organizing annual congresses for language educators in French engineering and management schools.

• Didactics of French as a Foreign Language
• French for Specific Purposes
• Interculturality
• +3 more

Carole Lefrançois is a Professor of French as a Foreign Language (ECC FLE) at the University of Technology of Compiègne (UTC), where she has been a permanent faculty member since November 2000. She serves as co-responsible for the FLE center (labeled by France Education International) and is a member of COSTECH research unit (EA 2223). Her academic work bridges language teaching with ecological transition studies, particularly through forest narratives. Her research focuses on writing and reading practices that mobilize imagination to learn French, initially through Oulipian writing during her doctoral studies, then through scientific writings, and more recently through reflective writings of students engaged in migrations. She explores how different forms of writing can bring together scientific and imaginative approaches to support social, economic and ecological transitions. Leveraging her PhD in language and culture teaching from University of Paris III (2011), she has developed innovative teaching methods connecting forest studies with language acquisition. Her recent publications examine the role of forests in French language learning for non-native speakers and how ecological themes can enhance engineering education. Dr. Lefrançois actively participates in academic discourse through numerous international conferences (2024-2025) focusing on forest narratives, ecological transition, and language teaching methodologies. Her work with UTC's Sustainable Engineering Collective (CIS) regularly takes students into forest environments as part of experiential learning.

• French Language Teaching
• Language and Culture Didactics
• Writing Practices
• +5 more

Cécile Medina is a Lecturer at the University of Franche-Comté, affiliated with the Centre de Langues et d'Appui (CLA). Her work integrates teaching, research, and expert consultancy in language didactics, particularly in French for Specific and Professional Purposes (FOS/FLP). She is actively involved in pedagogical engineering and action research projects aimed at improving language training in vocational and academic settings. PhD in Language Sciences – Didactics, FLE, FOS (University of Western Brittany, 2023) ORCID: 0000-0002-0065-3066 CNU Section: 7° (Didactics of Languages) Her research focuses on language use in professional environments such as construction, healthcare (medical, dental, pharmacy), tourism, and hospitality. She investigates the linguistic and communicative challenges in these fields and develops didactic tools for training. A key interest is the intersection of language and learning in academic disciplines, particularly mathematics (LMU project). She employs action research and applied linguistics methodologies, working closely with practitioners to co-construct training solutions. Her recent publications explore communicative insecurity in language teaching, dental French training, and the role of language in professional integration. These works reflect a strong commitment to practical, context-sensitive didactics that bridge theory and classroom application. Themes across her research include language socialization, professional discourse, and the transferability of language teaching frameworks across domains. Scientific Awards: None listed Cécile Medina advises on pedagogical design and curriculum development, notably in projects supporting vocational training (CFA, LP), refugee integration, and healthcare language programs. She has secured funding through a CIFRE convention, linking academic research with industry needs. Her expertise includes training engineering, quality auditing for FLE programs (France Education International), and the development of digital didactic resources. She leads and participates in several research-action projects: ETHOR (language and intercultural training in tourism/hospitality), LMU (language and mathematics in higher education), and APFLE (language learning in vocational training). These initiatives aim to produce practical tools for educators and foster collaboration between academic and professional stakeholders.

• French as a Foreign Language (FLE)
• French for Specific Purposes (FOS)
• French for Professional Purposes (FLP)
• +8 more