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Dacia Dressen-Hammouda is a Professor of Universities at Université Clermont Auvergne, affiliated with the ACTé Laboratory (Activity, Knowledge, Transmission, Education). She co-leads Theme 1 ( Situations of knowledge transmission and learning ) and has held significant educational responsibilities since 2007, including designing and managing the Multilingual Technical Documentation Engineering and Multilingual Information Design programs. Her research spans English for Specific Purposes (ESP) , multimodality , indexicality , and intercultural rhetoric , with a focus on digital communication and AI integration in education. Research Themes include: Digital and multimodal supports in specialized English Genre-based pedagogies for professional and academic writing Intercultural challenges in second-language politeness negotiation Recontextualization of expert knowledge in digital media Indexicality as a framework for disciplinary identity analysis Article Trends highlight her work on multimodal literacy through instructional videos, indexicality in professional writing , and digital science communication . She explores how digital tools reshape genre mastery and how intercultural exchanges influence academic writing practices. Scientific Contributions include collaborations with researchers like Ciara R. Wigham and Susan Birch-Becaas , with projects such as the DILAN Project (Digital Language and Communication Training for EU Scientists). She has supervised PhD candidates Hamza Miftah and Nedjah Zerrouki , focusing on AI-driven writing support and multimodal travel blogs. Lab Engagement : As co-responsible for Theme 1 at the ACTé Laboratory, she integrates activity theory and ethnographic approaches to study writing as a social and pedagogical activity.

• Artificial Intelligence in Education
• Digital Communication of Science
• Specialized Languages
• +7 more

Marie-Christine Michaud is a Professor of American Studies at the University of South Brittany (Université de Bretagne Sud), affiliated with the Heritage and Creation in Text and Image research laboratory (HCTI-EA 4249). She specializes in Italian American studies, ethnicity, and immigration dynamics in the United States, with a focus on transnational identity formation and cultural recognition. Academic Background: Doctorate (1997, Paris-Sorbonne IV) Accreditation to Supervise Research (2010, University of Valenciennes and Hainaut-Cambresis) Her research explores the evolving identity of Italian Americans through literary analysis, urban studies, and historical frameworks, examining themes such as ethnic festivals, culinary adaptation, intergroup relations, and transnational connections. Michaud’s work frequently analyzes how Italian Americans navigate cultural assimilation while maintaining ethnic distinctiveness, particularly in New York City contexts like Little Italy’s transformation and the Verrazzano Bridge symbolism. She has published extensively on Italian American representation in literature and film, including studies of The Courtyard of Dreams , Nuovomondo , and The Wine Cellar , connecting artistic works to broader sociopolitical narratives of migration and identity. Her recent scholarship addresses contemporary issues like ethnicization in U.S. society and the struggle for recognition through cultural festivals such as Marco Polo Day. Leadership: Co-director of HCTI research laboratory (2012–present) Former administrative head for L2 year at UBS (2010–2012) Coordinator of the 'Amériques' research group within HCTI (2009–2012) Michaud teaches North American civilization (L1–M2) and American literature (L3–Master), mentoring students through research projects on ethnicity and transnationalism. Her scholarly activities include organizing international conferences on American studies and participating in collaborative projects like the John Calandra Italian-American Institute’s 'Diaspore italiane' initiative.

• Italian Americans
• Ethnicity
• Immigration in the United States
• +2 more

Ana Bumber is a Doctor of English Studies currently serving as an ATER (temporary teaching and research associate) at Université Paul Sabatier Toulouse 3, assigned to IUT A. She is affiliated with the Department of Chemical Engineering Process Engineering, though her academic work is firmly rooted in English literature and language pedagogy. Her dual research focus bridges the humanities and technology, particularly in AI applications for language education and the literary artistry of Vladimir Nabokov. Her research interests include Artificial Intelligence in Language Teaching , generative AI tools , automatically generated subtitles , and intermediality in Vladimir Nabokov’s work . She explores how AI influences second language acquisition and investigates Nabokov’s intricate use of visual and sensory elements in literature. Her work often intersects digital pedagogy with modernist literary analysis. The recent trends in her publications show a strong emphasis on AI in education , particularly tools like HeyGEN for influencing L2 motivation, and the evaluation of AI-generated captions in ESP contexts. Simultaneously, she continues to publish on Nabokov’s aesthetic empiricism, train imagery, nature writing, and portraiture, reflecting a sustained scholarly engagement with modernist intermediality. Scientific Affiliations and Service: Member, French Vladimir Nabokov Society (SFVN) – also on the board (CA) Member, International Vladimir Nabokov Society (IVNS) Member, European Association for Computer Assisted Language Learning (EUROCALL) Member, Modern Language Association (MLA) Member, Society for Modernist Studies (SEM) Organizing member, Pedagogical Exchange Days (Lairdil) Webmaster team member for academic website Ana Bumber is actively involved in academic mentoring and pedagogical innovation, though no formal advisees are listed. She has organized pedagogical events and contributed to curriculum development through active learning strategies such as 'Job Dating' and peer feedback workshops. She has not received any explicitly mentioned grants or scientific awards in the provided text. Her work is supported through institutional affiliations and collaborative research networks, particularly in Nabokov studies and AI-enhanced language teaching. She participates in interdisciplinary seminars such as the EFELIA-ANITI cycle on AI and Humanities, indicating a strong commitment to bridging technological and humanistic scholarship.

• Artificial Intelligence in Language Teaching
• Generative AI
• Automatically Generated Subtitles
• +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

Nicolas Ballier is a Professor at Université Paris Cité (formerly Université Paris Diderot), where he teaches and conducts research in linguistics and digital humanities. Previously, he taught at the Université de Rouen and Paris 13. His work focuses on the intersection of linguistics, computational methods, and language learning technologies, with particular expertise in neural machine translation and speech processing. His primary research interests include: Corpus prosody Neural machine translation Automatic analysis of learner corpora Digital humanities Epistemology of linguistics (third revolution of grammatisation) Interpretability of neural machine translation systems Representation of speech in Whisper audio models Dr. Ballier's recent work explores how computers transform linguistic data (the 'third revolution of grammatisation'), with a focus on neural machine translation interpretability and speech analysis using large language models like Whisper. His research bridges theoretical linguistics with practical applications in language learning and translation technologies, particularly focusing on how these technologies can be made transparent and useful for translators and language learners. His 15 most recent publications (2022-2024) demonstrate a strong focus on neural machine translation interpretability, Whisper applications for language assessment, and learner corpus analysis. The publications span multiple prestigious venues including EAMT, ACL, LREC-COLING, and specialized journals in speech technology and computational linguistics, showing consistent productivity and impact in his fields. Dr. Ballier has been PI or team member on numerous European-funded projects including DOKTORAND (2012-2016), KVARK project (2014-2026), PHC Ulysses (2019), multitraiNMT (2021), and LT-LIder project (2024-Nov 2026). He has developed platforms like PAPTAN for neural machine translation experiments and MAKE-NMT VIZ for investigating machine translation interpretability. He has supervised PhD students through collaborative projects and has been involved in research initiatives like DLLA (Deep Learning for Language Assessment) exploring CEFR levels with keylog data, Neuroviz (2021-2022), and SPECTRANS (2020-2022) focusing on specialized neural translation and probing information flow in neural networks.

• Corpus prosody
• Neural machine translation
• Automatic analysis of learner corpora
• +5 more

Samantha Laporte is an Assistant Professor in English Linguistics at the University of Lille , affiliated with the Faculty of Languages, Cultures, and Societies and the Department of Anglophone Studies . Her research focuses on the cognitive representation of language through corpus linguistics and construction grammar , particularly in English as first, second, and foreign language . She investigates how grammar emerges from use and explores the link between social and cognitive dimensions of language. Key methods : Corpus-based analysis, Construction Grammar, Learner Corpus Research Labs : Affiliated with UMR 8163 - Laboratory of Knowledge, Texts, and Language

• Corpus Linguistics
• Construction Grammar
• World Englishes
• +3 more

Rémi Venant serves as an Associate Professor of Computer Science at the University of Le Mans , where he teaches software engineering and web development at the University Institute of Technology of Laval . Affiliated with the IEIAH research group , his work bridges academic instruction and cutting-edge research in educational technology. His research centers on Technology Enhanced Learning , with three core pillars: Learning Analytics : Applying machine learning/deep learning to decode teaching/learning dynamics Collaborative Learning Enhancement : Developing AI-driven tools to foster cooperative educational experiences Pedagogical Engineering : Supporting the design and re-engineering of instructional activities He pioneered Lab4CE , a cloud-based environment delivering analytics and AI tools for computer science practical work, significantly improving student engagement and outcomes. His methodology emphasizes user-centered design for educational technology. Analysis of his 2023-2025 publications reveals a dominant trend at the intersection of language learning and AI . Key patterns include explainable AI systems for teacher support, learning analytics applications in Computer Assisted Language Learning (CALL), and computational linguistics approaches to language proficiency assessment. His work consistently demonstrates interdisciplinary collaboration between computer scientists and linguists. No scientific awards or fellowships are documented in the source material. Rémi Venant actively mentors through project-based supervision but no formal doctoral advisees are listed. His research is frequently funded through institutional collaborations though specific grants aren't detailed. He maintains strong partnerships with the Analytics for Language Learning (A4LL) initiative and Moodle ecosystem integrators. He leads development of the Lab4CE platform within the IEIAH group and co-develops the A4LL architecture with linguists at Université Paris Cité. His teams specialize in creating interoperable educational systems that merge corpus linguistics with learning analytics, particularly for second-language acquisition contexts.

• Technology Enhanced Learning
• Learning Analytics
• Educational Data Mining
• +5 more

Frédérique Freund is a Lecturer at Université de Rouen Normandie within the UFR Lettres et Sciences Humaines. She holds a 2022 PhD in Language Sciences focusing on hybrid training in English for psychology specialists. Her research emphasizes blended learning, specialized writing, and autonomy development in language education. Qualifications include 2024 CNU 7/11 accreditation and 2006 CAPES/Aggregation in English. Education highlights: 2022 PhD: Université Grenoble Alpes 2014 Master 2 DILIPEM: Grenoble Alpes 2003 MA in Foreign Languages: Lyon 3 Research focuses on: Technology-mediated language learning Hybrid training design ESP writing pedagogy with over 10 publications in peer-reviewed journals like APLIUT and ALSIC. Editorial roles include membership in Alsic journal's editorial board. Teaching responsibilities include Methodology of Language Teaching Research and Specialized English courses (MEEF Lettres).

• Language Didactics
• English for Specific Purposes (ESP)
• Hybrid Learning Environments
• +3 more

Ibrahima Mamour Ndiaye serves as a Lecturer in Language and Communication Sciences at Assane Seck University of Ziguinchor, Senegal, where he holds leadership roles as Head of Doctoral Training in Language Sciences for the Doctoral School of Spaces, Humanities and Societies and Research Director for Master's programs. His academic work bridges theoretical linguistics and practical language education within Senegal's multilingual landscape. Dr. Ndiaye earned his PhD from the University of Dakar in 2010 with a thesis analyzing discursive concession processes in French literary classics including works by Pascal, Montesquieu, and Camus. His educational background underpins his focus on syntactic-stylistic structures and their pedagogical applications. His research centers on French linguistics (syntax/stylistics), applied linguistics, and language teaching methodologies. Key investigations include integrating African mother tongues into Senegalese education and promoting French as a second language in multilingual contexts. Current projects address practical challenges in French grammar instruction, error remediation in written French, and leveraging literary texts for language acquisition. Analysis of his 2018-2024 publications reveals consistent focus on Senegal-specific language education challenges, with emerging trends toward informal learning settings and didactic applications of linguistic theory. His work increasingly examines political discourse and spatial representation in African literature for language teaching purposes. As Head of Doctoral Training, Dr. Ndiaye supervises PhD candidates in Language Sciences while leading institutional projects on mother tongue integration and French language promotion. His research direction emphasizes context-specific solutions for Senegalese multilingual education systems. Dr. Ndiaye contributes to academic discourse through affiliations with the Center for Interdisciplinary Research on Languages, Arts and Cultures (CREILAC) and the Observatory of African Multilingualism (OPA), where he explores language policy and educational applications of multilingualism research.

• French Linguistics
• Syntax
• Stylistics
• +4 more

Professor Alain Kerhervé is a leading scholar in 18th-Century British Literature and Epistolary Studies at Université de Bretagne Occidentale. He directs the Heritage and Creation in Text and Image (HCTI, EA 4249) laboratory and specializes in letter-writing manuals, Mary Delany, William Gilpin, and sociability networks. HDR (2011) and Doctorate (2001) from Lille and UBO Teaches British civilization (L1), literature (L2/L3), and epistolary research (M1/M2) Member of CNU 11th section (2023-2027), SEAA1718 (since 2020), and former President of GIS Sociabilités His research focuses on epistolary theory , letter writing manuals , and visual-textual interactions , with particular attention to materiality and gendered dimensions of correspondence. Publications include monographs on William Gilpin's letters and comparative analyses of British-French sociability models. Recent works examine epistolary pedagogy , societal norms , and botanical communication in Enlightenment networks. He actively contributes to academic governance as a former member of UBO's Research Commission (2016-2024) and participates in international conferences on epistolary culture.

• 18th-Century British Literature
• Epistolary Studies
• Letter Writing Manuals
• +4 more

Farshad Shams is a Researcher at the French National Center for Scientific Research (CNRS), affiliated with the Laboratoire des Signaux et Systèmes (L2S) at CentraleSupélec, Paris, France. He holds a Ph.D. from IMT School for Advanced Studies Lucca, Italy (2012). His research focuses on resource allocation techniques for wireless networks, software-defined radio, and fog computing. He leads the REDESIGN project (Marie Skłodowska-Curie Actions H2020-MSCA-IF-2017), aiming to develop distributed, self-adaptable wireless fog networks for IoT applications. His work integrates reconfigurable intelligent surfaces (RIS) and deep learning to enhance energy efficiency and service latency. Research contributions include overhead-aware resource allocation frameworks, bi-objective optimization of energy and spectral efficiency, and game-theoretic approaches for resource management. He has published in top-tier journals like IEEE Transactions on Wireless Communications. Outreach activities include participation in EU Research Nights and training in entrepreneurship, patenting, and scientific writing. His current focus extends to 6G wireless technologies, smart cities, and sustainable network design.

• Resource Allocation in Wireless Networks
• Fog-Based Networks
• Reconfigurable Intelligent Surfaces
• +3 more

Christiane SOUM is a Lecturer in the Department of Language Sciences at Toulouse Jean Jaurès University, where she has been a faculty member since September 2000. She is affiliated with the NeuroPsychoLinguistics Laboratory (LNPL) and contributes to interdisciplinary research in linguistics, psycholinguistics, and clinical language disorders. She teaches applied methodology, psycholinguistics, and linguistics at both the university and the Toulouse School of Speech Therapy. Research Interests: Her work centers on the cognitive mechanisms underlying reading and writing, with a focus on orthographic difficulties influenced by phonological constraints—particularly the phenomenon of liaison in French. She investigates spelling acquisition in first and second languages, dyslexia/dysorthography, and the oral-written interface. Her research spans developmental, clinical, and neurocognitive perspectives. Publication Trends: Over the past 25 years, her publications reflect a sustained focus on orthographic processing, phonological influences on spelling, and clinical applications. Recent work includes collaborations on L2 learners and neuroimaging studies, demonstrating an integration of psycholinguistic theory with clinical and technological tools. Scientific Contributions: Co-developer of the ETAL protocol for assessing acquired reading disorders Lead researcher in the DynaPen project for dysorthography diagnosis Collaborator on the Ordyslexie (with Synapse and Microsoft) and Colibri (with Belin) projects Active participant in clinical tool development with HappyNeuron Advising and Grants: Christiane SOUM has co-supervised doctoral theses in neuropsychology and language sciences, including Samuel Planton’s fMRI/TMS study on handedness and writing, and Clara Solier’s research on orthographic input in L2 phonology. While specific grant details are not listed, her involvement in multi-institutional collaborative projects indicates sustained funding and research leadership. Labs and Teams: She is a key member of the NeuroPsychoLinguistics Laboratory (LNPL) at Toulouse Jean Jaurès University, contributing to interdisciplinary research that bridges linguistics, cognitive science, and speech therapy. Her work involves close collaboration with CeRCA (University of Poitiers), INSERM, and industry partners.

• Psycholinguistics
• Cognitive Mechanisms of Reading and Writing
• Orthography
• +7 more

Nadia Yassine-Diab is an Associate Professor in English Language Learning at the University of Toulouse, where she serves as Director of the Department of Languages. Her work bridges language pedagogy with digital innovation through projects like Check your Smile , a collaborative platform combining serious games with lexical acquisition research. University of Toulouse (ex-Toulouse III - Paul Sabatier) Department of Languages Specialized in Digital Game-Based Language Learning (DGBLL) Her research explores: Motivation dynamics in language classrooms CLIL systems in French higher education Socioconstructivist ICT applications Professional autonomy of language teachers Notable contributions include: Co-developing the first interdisciplinary serious games platform for specialized vocabulary Leading IDEX-funded projects with 70+ stakeholders Integrating AI for CV generation and oral assessment Current projects focus on: Intelligent Tutor System development (2025) AI-enhanced collaborative learning tools Transatlantic telecollaboration frameworks

• Language Learning
• Digital Game-Based Language Learning (DGBLL)
• Motivation in Education
• +7 more

Fatna Cherif Hosni is a postdoctoral researcher at the University of Verona (Italy), with a focus on Metalexical notions and digital corpora for French L2 teaching. Previously, she taught at the University of Djelfa (Algeria) from 2017 to 2023 and at the secondary level (2012–2016). She earned a PEM diploma from ENS Oran, a master's in FLE didactics, and a doctorate in educational sciences from the University of Oran 2, examining ICT's impact on FLE teacher professionalization. Research Interests Vocabulary teaching in French L2 ICT integration in education Interculturality in language teaching Training engineering Scientific Awards Excellence scholarship (2020) for doctoral research at LAIRDIL Publications & Research Trends Her work spans teacher professionalization, digital pedagogy, and intercultural competence. Key themes include ICT-enabled training engineering, reflective practice, and the role of Maghreb literature in FLE instruction. Recent publications analyze sociolinguistic research methodologies and competency-based approaches in language education.

• French Language Teaching (FLE)
• ICT in Education
• Teacher Professionalization
• +3 more

Patricia Minacori is a Lecturer at Université Paris Cité's UFR Intercultural Studies in Applied Languages (EILA), where she has held teaching responsibilities since 2008 for the L3 PRO Technical Writer and M2 Multilingual and Multimedia Documentation Design (CDMM) programs. She created the DU in English and Business Communication (DUACE) in 2009 and has maintained international collaborations, notably teaching at the French University of Egypt since 2012 and participating in the ERASMUS+ TecCOMframe project (2016-2018). Her research focuses on the intersection of translation studies and technical communication, with particular emphasis on pragmatic translation approaches, multilingual documentation design, and educational methodologies for professional communicators. Minacori's work bridges theoretical frameworks with practical applications in technical writing, business communication, and work-study program development. She has pioneered approaches to teaching translation through project-based learning and integrated methodologies that connect classroom instruction with professional practice. Analysis of her recent publications reveals a consistent focus on complexity in technical communication, pragmatic translation approaches, and the development of competence frameworks. Her research trajectory shows increasing emphasis on multilateral international collaboration, virtual team dynamics, and the integration of technical communication with translation studies. The TecCOMframe project represents a significant contribution to standardizing technical communication education across European institutions. As an educator, Minacori has developed and managed comprehensive work-study programs that connect students with industry partners, reporting that 44 positions were available for 36 recruited students in 2021, with graduates typically securing employment within three months of completion. She teaches courses including L2 Introduction to Technical Writing, L3 PRO Technical Editor, M1 Scientific Translation, and M1 Oral Presentation. Her international engagement includes teaching French courses for translators and English-to-French translation courses at the French University of Egypt in Cairo, contributing to the development of translation professionals in a language pair with high demand from French companies and international organizations operating in Egypt.

• Translation Studies
• Technical Communication
• Multilingual Documentation Design
• +3 more