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Prof María Noriega-Sánchez is Professor of Spanish and Translation Studies at the University of Cambridge, Faculty of Modern and Medieval Languages and Linguistics, and a Fellow and Director of Studies in Modern and Medieval Languages at Sidney Sussex College. She has been teaching at Cambridge since 2008, specializing in Spanish language instruction from ab initio to advanced levels, translation studies, and contemporary Hispanic culture. Her research centers on innovative approaches to language pedagogy, particularly the role of translation as the 'fifth skill' in language acquisition. Prof Noriega-Sánchez has pioneered methods that integrate translation into language learning processes, challenging traditional approaches that often exclude translation from foreign language teaching. Her work explores how new technologies can enhance collaborative learning environments and develop effective language teaching materials. Prof Noriega-Sánchez's scholarly output reveals significant trends in translation pedagogy and multimodal communication. Her publications demonstrate a consistent exploration of how translation functions as both a teaching methodology and cognitive process in language acquisition. She has been instrumental in establishing translation as an essential component of language learning, bridging theoretical insights with practical classroom applications. Highly Commended in the Innovative Teaching category of the Cambridge SU Student-Led Teaching Awards (May 2023) As Director of Studies at Sidney Sussex College since 2009 and former Undergraduate Tutor (2015-2020), Prof Noriega-Sánchez has guided numerous students through their academic journeys. She has developed innovative Spanish language curricula at Cambridge, created interactive teaching materials for the Open University, and contributed to the 'Spanish at Your Fingertips' project developed by the University of Cambridge Language Centre in partnership with BBC Worldwide. Prof Noriega-Sánchez co-founded the Cambridge Conversations in Translation research group at CRASSH (2015-2018) and serves as Co-Convener of the Cambridge Translation Studies Network. Her collaborative work with Ángeles Carreres and other scholars has significantly influenced translation pedagogy both nationally and internationally, establishing her as a leading voice in the field of language education and translation studies.

• Language learning and teaching
• The role of translation in language teaching
• Curriculum design
• +6 more

Professor El Mustapha Lahlali is a distinguished academic at the School of Languages, Cultures and Societies, University of Leeds, where he holds the position of Professor of Applied Linguistics and Media. His research and teaching focus on Arabic media discourse, critical discourse analysis, translation, ideology, and pedagogy. Education: BA in Applied Linguistics MA in Applied Linguistics PhD in Critical Discourse Analysis and Classroom Discourse His research interests span Arab media and society, discourse analysis in educational and political contexts, appraisal theory, translation and ideology, and teaching Arabic as a foreign language. He has published extensively on media discourse, political rhetoric, and translation practices in Arabic contexts, contributing significantly to the understanding of linguistic strategies in media and political communication. His recent publications reflect a strong focus on discourse in conflict, media framing, translation challenges, and pedagogical development. These works collectively emphasize critical analysis of Arabic media, political transitions, and intercultural communication, revealing trends in ideological representation and linguistic power dynamics. Scientific Awards: No specific awards listed in the text. Professor Lahlali has supervised 27 PhD students to completion and currently mentors several more on topics including media translation, ideology, discourse analysis, and pedagogy. He has served as internal and external examiner for over 100 PhD theses across the UK and internationally. He has secured and contributed to numerous research grants in Arabic, linguistics, and Middle Eastern studies. His leadership extends to organizing over 45 academic events, including conferences and workshops. He is actively involved in research groups and welcomes PhD applicants in areas related to Arabic media, discourse analysis, and translation. He is a key figure in professional associations such as BATA (Founder and President), BRISMES, UCML, and APETAU.

• Applied Linguistics
• Media Discourse
• Critical Discourse Analysis
• +13 more

Dr Ares Llop Naya serves as an Affiliated Catalan Lecturer in the Department of Spanish and Portuguese within the Faculty of Modern and Medieval Languages and Linguistics at the University of Cambridge, while holding the Batista i Roca Fellowship at Fitzwilliam College. Her academic profile bridges theoretical linguistics with practical language pedagogy, focusing on Romance language structures and their educational applications. Her research centers on microsyntactic variation in Romance languages, particularly examining negation systems and syntactic phenomena in Catalan and Pyrenean varieties through both diachronic and synchronic lenses. She actively integrates theoretical insights into language teaching methodology, specializing in Catalan and Spanish pedagogy for both native and foreign language contexts. This dual focus manifests in her publications spanning syntactic theory, dialectology, and innovative language teaching approaches that address contemporary classroom challenges. Analysis of her publication trajectory reveals consistent thematic concentration on Romance microvariation, with recent work expanding into pedagogical applications. Her scholarship demonstrates methodological diversity—combining linguistic atlas data, corpus analysis, and classroom research—while maintaining core focus on Catalan syntax and its implications for language acquisition theory. The Pyrenean linguistic corridor remains a persistent geographical anchor across her diachronic and synchronic investigations. Dr Llop Naya's scholarly contributions have been recognized through prestigious awards: Joan Solà International Prize in Catalan Philology for her monograph on Romance negation systems Her teaching portfolio encompasses advanced courses in Romance linguistics, historical syntax, and sociolinguistics, with particular emphasis on translating theoretical frameworks into practical classroom resources. While specific grant funding details aren't publicly documented, her work consistently addresses real-world language education challenges through collaborative projects like the Microvariació.cat initiative. She contributes to the Microvariació.cat project—a digital repository documenting syntactic variation across Catalan dialects—which serves as both research infrastructure and pedagogical resource. This initiative exemplifies her commitment to creating practical applications from theoretical linguistic research while preserving endangered dialectal features of the Romance continuum.

• Romance Linguistics
• Historical Linguistics
• Microsyntactic Variation
• +6 more

Svetlana Booth is an Associate Lecturer (Education Focused) in Russian and Russian Year Abroad Co-ordinator at the University of St Andrews' School of Modern Languages. She holds an undergraduate degree from Yaroslavl State Pedagogic University (Russia), an MLitt in Russian Studies from the University of St Andrews (2005), and a degree in 'Russian as a Foreign Language and Teaching Methodology' from Pushkin State Institute of Russian Language. Her teaching focuses on Russian language instruction at all undergraduate levels, including oral, AV, translation, and written classes. She coordinates extracurricular activities such as the National Russian Essay Competition and organizes Russian film evenings to enhance cultural understanding. Notable projects include: «Моя Россия» (“My Russia”) – a student-led initiative documenting Study Abroad experiences through multimedia. «Когда словари не помогают» (“When Dictionaries do not help”) – an e-learning resource for Russian language learners. A short course on 'Scots tramping the roads to Russia,' exploring cultural and historical links between Scotland and Russia. Her research interests include children's bilingualism and innovative language teaching methodologies. She has successfully guided students to win major prizes in national competitions across all academic levels.

• Russian Language Education
• Russian Culture Studies
• Bilingualism in Children
• +3 more

Robert Woore is an Associate Professor in Applied Linguistics and Course Director of the MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford's Department of Education. He holds multiple advanced degrees from Oxford, including a DPhil in Applied Linguistics, and previously taught secondary school languages and outdoor education before joining academia in 2007. His research focuses on instructed foreign language learning, particularly in school settings, with emphases on reading strategies, phonological decoding, phonics teaching, and teacher professional development. He actively investigates the teaching of Languages Other Than English (LOTE), including Chinese and Arabic, alongside European languages like French and German. Woore teaches on the PGCE, MSc ALSLA, and doctoral programs. He leads funded projects such as the Qatar Foundation-supported studies on Arabic as an additional language and the Nuffield Foundation’s FLEUR project on L2 reading. His work bridges research and classroom practice, emphasizing evidence-based pedagogy and curriculum reform. Key grants include leadership roles in the Nuffield Foundation’s FLEUR initiative (2016–2018) and Qatar Foundation’s Arabic as Additional Language review (2022–2025). He collaborates widely, co-authoring influential books like Debates in Second Language Education and contributing to policy-relevant studies on language education outcomes.

• Instructed Foreign Language Learning
• Reading Skills and Strategies
• Phonology in L2 Learning
• +3 more

Laura Molway is a Senior Lecturer in Modern Languages Education at the University of Oxford, serving as Co-Director of the Oxford Education Deanery and subject lead for the PGCE in Modern Languages. Her work focuses on instructed second language learning, teacher education, and professional development for language educators. She supervises doctoral students researching language pedagogy and mentors pre-service teachers. Her research explores cross-national comparisons of language teaching methods in England, Norway, and France, emphasizing teacher learning needs and instructional strategies. Recent projects include a Swire Foundation-funded study on Chinese language learning motivation in UK secondary schools and a Norwegian-funded comparative study on language instruction contexts. Publications highlight mentorship frameworks, language motivation theories, and curriculum design innovations. She co-authored Mentoring Languages Teachers in the Secondary School (2025), analyzing best practices for new educators. Her work bridges theory and practice, addressing challenges in modern language education policy and classroom implementation. Laura advises doctoral candidates Qian Liu and Gia-Yen Luong, advancing research in language pedagogy and educational equity. She collaborates internationally, contributing to debates on language teacher training efficacy and cross-cultural educational practices.

• Second Language Acquisition
• Language Teacher Education
• Educational Policy Analysis
• +3 more

Mahammed Bouabdallah is a Lecturer in Arabic at the University of Westminster , affiliated with the School of Humanities since 2009. He has previously taught at SOAS , UCL , and King's College , specializing in both Arabic for Specific Purposes and General Arabic across all levels. Academic Rank: Lecturer University: University of Westminster School: School of Humanities His research focuses on Arabic language pedagogy , particularly heritage learners and blended learning , as well as intersections of Arabic identity , Islam and politics , and Intellectual Islamic History . His publications emphasize innovative teaching methods using documentaries and digital tools. He is a Fellow of the Higher Education Academy (FHEA) and has presented at international conferences on topics like Cultural Policy in the Arab Region and Twitter in Arabic instruction . Key Research Areas: Arabic Pedagogy, Blended Learning, Cultural Policy, Islamic History Scientific Award: FHEA Notable Teaching: Arabic Polylang, Language Power and Institutions, Themes in Contemporary Arabic Studies

• Arabic Language Pedagogy
• Blended Learning
• Arabic Heritage Learners
• +4 more

Dr. Shasha Wang is a Lecturer in Chinese Studies at Bangor University's School of Language, Culture and the Arts. With 25 years of teaching experience in higher education institutions across China and UK, she specializes in Chinese language instruction, media representation of China, cross-cultural communication, and translation studies. PhD in Chinese Studies from University of Durham Senior Fellow of Higher Education Academy (SFHEA) Head of Chinese Studies at Bangor University Assistant Director, Confucius Institute at Bangor Her research focuses on Western representations of China, mutual Sino-Western perceptions, and critical discourse analysis of media and political narratives. She has supervised multiple PhD candidates in Chinese and Translation Studies, including work on topics like Yan Lianke translations and David Hawkes' The Story of the Stone. Recent activities include keynote speaking at the Cultural Translation and Foreign Translation Research Centre launch in China, participation in QAA's Area Studies Benchmark Statement development, and extensive seminar presentations on China-related topics at institutions like SOAS and University of Glasgow. Awards include Bangor University's Teaching Fellowship of the Year and Senior Fellowship of HEA. External Examiner for University of Aberdeen (2022-2026) Consultant for MA Translation Studies at University of Science and Technology, China Referee for Routledge and Taylor & Francis publications

• Chinese Studies
• Translation Studies
• Media Representation of China
• +4 more

Professor Suzanne Graham is a Professor of Language and Education at the University of Reading’s Institute of Education. Her work focuses on second language learning strategies, motivation, and the application of technology in language education. She leads the Unit of Assessment in Education and has contributed to major interdisciplinary projects like the Creative Multilingualism initiative funded by the AHRC. Her research explores how creative pedagogical approaches enhance language learning, particularly in secondary school contexts. Key projects include the Digital Empowerment in Language Teaching (DELTEA), examining technology’s role in primary language learning, and Access and Higher Education, adapting online materials for deaf students. She supervises numerous PhD and EdD students in areas such as learner self-efficacy, vocabulary development, and listening comprehension. Graham holds editorial roles for journals like Language Learning Journal and has advised on national language education policies in the UK. Her work bridges research and practice, aiming to improve language teaching methodologies and curricula. Recent publications (2020–2025) address vocabulary learning through listening, self-regulation in L2 listening, and inclusive language education for visually impaired learners. She collaborates with institutions like the University of Cambridge, Southampton, and international partners through projects such as The Language Magician, an assessment tool for primary languages.

• Second Language Acquisition
• Language Learning Strategies
• Motivation in Language Education
• +5 more

Oscar Garcia Garcia is a Lecturer in the Department of Languages and Cultures at the University of Reading, where he serves as the Spanish Language Co-ordinator for the degree programme and the Departmental Student Engagement Officer, working closely with course representatives and organizing student-staff meetings. He is based in the Miller Building, Office 122. His academic background includes a B.A. in English Studies from the University of Valladolid, a PGCE from the same institution, and an M.A. in Teaching Spanish as a Foreign Language from the University of Alcalá de Henares. His research and teaching interests focus on language pedagogy and applied linguistics, particularly sociolinguistics, pragmatics, translation (English into Spanish), and the integration of Information and Communication Technology (ICT) in blended and distance learning environments. He specializes in skills-based language teaching, materials design, and comparative grammar, with a strong emphasis on Spanish writing for specific purposes. While no publications are currently listed, his teaching portfolio includes key modules such as Intermediate Spanish (SP1L2/SP2L2), Advanced Spanish I, and Advanced Spanish III (SP3L6/SP3L6C), reflecting his commitment to advanced language instruction. Oscar Garcia Garcia has not received any publicly listed scientific awards or honors at this time. He actively supports student engagement and curriculum development but there is no mention of graduate student supervision, research grants, or leadership in labs or research teams.

• Sociolinguistics
• Pragmatics
• Translation Studies
• +7 more

Daniela Dora is a DAAD Teaching Fellow (Lektorin) and Bye-Fellow in German at Lucy Cavendish College, University of Cambridge. She holds a PhD in German Studies from Ghent University and has taught at institutions in Belgium, the Netherlands, South Korea, Mexico, and the UK. Education: MA in Modern German and English Literature (Regensburg University), with studies at Vanderbilt University (US) and Université Saint-Louis Bruxelles. Her research intersects literary studies with travel theory, queer ecology, and Indo-German cultural relations. Recent projects include environmental sustainability in German curricula and multisensory approaches to literary analysis. Her publications address topics like anti-tourist strategies in Ilija Trojanow’s India writings, performative teaching methods, and transmedia storytelling. Articles highlight her expertise in queer ecological readings of German literature, acoustic landscapes in postcolonial contexts, and interdisciplinary intersections of architecture, film, and literary criticism. She co-edits the Cambridge-based undergraduate research journal denkfabrik and contributes to the DAAD research hub. Scientific Awards: Associate Fellow of the Higher Education Academy (2017), Postgraduate Certificate in Teaching and Learning in Higher Education (Cambridge, 2019), multiple DAAD research grants. Daniela actively promotes diversity in academia through roles in the MMLL Faculty’s EDI Committee and as DAAD UK/Ireland lecturers’ representative. She supervises in Modern German and Austrian literature while advancing innovative language pedagogy techniques.

• Literary Studies
• Travel and Tourism
• Gender and Queer Studies
• +7 more

Riccardo Galgani is a Lecturer in English for Academic Study (EAS) at the University of Glasgow's Modern Foreign Languages department. He specializes in academic writing instruction, EAP syllabus design, and knowledge integration in language education. His research focuses on aligning language skills with content knowledge through innovative teaching approaches, emphasizing intertextuality and formative assessment strategies. Recent projects include developing a textbook titled Your Academic Essay: From Context to Text for SAGE Publications. Key publication trends reveal expertise in EAP pedagogy, rhetorical structures, meta-language applications, and competency-based assessment frameworks. His work primarily addresses English language instruction for international postgraduate students. Teaching responsibilities include convening in-sessional credit-bearing programs for international postgraduate students (Speaking/Writing) and leading a 5-week pre-sessional bridging program for Social Sciences, Arts, and Humanities students.

• English for Academic Study (EAP)
• Academic Writing
• Language Education
• +4 more

Tracey Sheldon serves as Senior Lecturer in Secondary Education at the University of Wolverhampton's Faculty of Education, Health & Wellbeing, specifically within the School of Education & Psychology. She leads initial teacher education pathways for secondary modern foreign languages, designing Masters-level pedagogy modules and overseeing trainee teacher development across university and school placements. Her academic qualifications include: Masters in Teaching and Learning in Higher Education - Distinction PGCE Secondary MFL - University of Birmingham BA (Joint Hons) French and Spanish - Cardiff University Sheldon's research critically examines class-based inequity in educational settings, with current focus on social class dynamics within secondary modern foreign languages classrooms. Her Professional Doctorate investigates meaningful learning experiences for working-class pupils and how social class manifests in MFL learning environments, seeking to develop more equitable teaching methodologies through empirical classroom observation and analysis. Scholarly output centers on systemic barriers in language education, exemplified by her 2021 conference presentation addressing class disparities. This work connects to broader educational research trends emphasizing social justice, inclusive curriculum design, and context-responsive pedagogy within subject-specific teaching. Professional recognition includes: Fellow of the Higher Education Academy As Subject Leader for Secondary MFL, Sheldon mentors all trainee teachers through personalized academic guidance and professional development oversight. Her curriculum leadership in teacher education demonstrates sustained institutional commitment to innovative pedagogy, though specific research grants remain undocumented in available materials. Within the School of Education & Psychology, she contributes to teacher training initiatives and equity-focused research collaborations, leveraging her dual expertise in MFL instruction and social justice to shape future educator development through both practice and scholarly inquiry.

• Secondary Education
• Modern Foreign Languages Education
• Educational Inequality
• +1 more

Dr Dominic Edsall serves as an Honorary Senior Research Fellow in the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. His current research investigates the impact of artificial intelligence on higher education and English as a Foreign Language (EFL) instruction, conducted in collaboration with Professor Sandra Leaton Gray. Appointed from September 2024 to September 2026, he maintains active scholarly output despite the non-salaried nature of his honorary position. His research centers on Learner Autonomy, TESOL, and Higher Education pedagogy, with specialized focus on Japanese university contexts. Key themes include the negotiation of learner autonomy by EFL teachers, transitions from dependent test-taking to autonomous learning, and critical challenges posed by AI in academic integrity. His work bridges theoretical frameworks like game theory and legitimation code theory with practical classroom applications, emphasizing sociocultural dimensions of education. Analysis of his 2023-2025 publications reveals a strategic pivot toward AI ethics in education, while maintaining core expertise in learner autonomy. The 2025 article on AI-based digital cheating exemplifies his timely intervention in emerging academic integrity crises, proposing ethical pedagogical responses rather than technical fixes. Earlier works establish foundational contributions to autonomy theory through Japanese EFL case studies and complexity-aware research methodologies. Dr Edsall explicitly states he cannot accept or supervise doctoral students in his current role. He is available for collaborative projects, conference speaking, consultancy, and journal reviewing. His professional background includes secondary science teaching in the UK and extensive EFL instruction in Japanese higher education, providing unique cross-disciplinary and cross-cultural perspectives.

• Learner Autonomy
• TESOL
• Higher Education
• +5 more

Ritsuko Koso-Kirk is an Assistant Professor in Japanese at Durham University's School of Modern Languages and Cultures. She specializes in Japanese language teaching, focusing on materials design and technology-enhanced learning. Her roles include Japanese Studies Year Abroad Officer and Outreach Officer, collaborating with institutions like Teikyo University and the Japan Foundation. She organizes annual Japanese speech contests and has developed virtual year-abroad programs during the pandemic. Affiliations: Durham University, Inter-University Support Programme (IUSP), British Association for Teaching Japanese as a Foreign Language (BATJ) Her research emphasizes multimodal texts, online collaborative writing, and pandemic-era pedagogical innovations. Recent work addresses legal considerations for online teaching and inter-university collaboration. She has presented at conferences including the Year Abroad Conference and UK LINGUA colloquia. Recipient of the 2018 Excellence in Learning and Teaching Award , she advocates for student engagement through immersive and digital tools. Her outreach activities bridge academic and cultural institutions, promoting Japanese language and culture in the UK.

• Japanese Language Teaching
• Technology-Enhanced Learning
• Materials Design
• +3 more