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.
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.
National Institute of Oriental Languages and CivilizationsFrance
Szende Thomas is a full Professor at Inalco (Institut National des Langues et Civilisations Orientales). He serves as Director of the EA 4514 Plidam research center and heads the Hungarian Studies section at Inalco. His academic work focuses on language teaching, cultural differences in dictionaries, and applied linguistics. Director, EA 4514 Plidam Research Center Head of Hungarian Studies Section, Inalco Member, UNESCO Chair "Language Policies for Multilingualism" Executive Committee Jury member, Paris University Thesis Prize Member, Inalco Scientific Council His research spans language didactics , applied linguistics , and lexicography . He has published extensively on second culture teaching, bilingual dictionary analysis, and language appropriation dynamics, with recent work on language-culture pedagogy and grammatical instruction methodologies. Key publication themes include: intercultural education , language policy in Central/Eastern Europe , bilingual dictionary design , and Hungarian language didactics . His academic contributions extend to methodological works like the Assimil Hungarian language series and specialized dictionaries.
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.
Fionn C. Bennett is a Lecturer at the University of Reims Champagne-Ardenne, affiliated with the CIRLEP research team (section 11). His academic work bridges philosophy, language sciences, and interdisciplinary humanities. He focuses on intermedial semiotics, comparative poetics, and speculative music, while contributing to environmental humanities and multilingual didactics. His research explores intersections between ancient Greek poetics, musicology, and philosophical thought, often analyzing how artistic forms encode cultural and cosmological frameworks. Recent work interrogates pre-modern models for human-environment relations, applying semiotic theories to contemporary ecological discourse. He also critiques modern language proficiency assessment norms and investigates ethnoecological glossopoiesis in early Irish contexts. Bennett has published extensively since 2000, with over 20 peer-reviewed articles in journals like Humanities , International Review of the Aesthetics and Sociology of Music , and Revue de Métaphysique et Morale . Upcoming 2019 publications address cosmopolitical ethics and interdisciplinary methodologies. His work frequently combines philosophical analysis with empirical research in musicology, linguistics, and classical studies. Despite no listed scientific awards, his prolific output and cross-disciplinary approach indicate significant academic engagement. He is part of a large research team (CIRLEP) involving 39 main researchers, 35 doctoral students, and multiple affiliated institutions. Contact: fionn.bennett@univ-reims.fr
Massou Luc is a full-time Professor at the University of Lorraine , affiliated with the Crem research unit and the Pixel team . He focuses on digital technology in education, particularly its sociotechnical analysis, professional practices, and educational applications. His work spans higher education, digital humanities, and international collaborations. Research Interests : Luc Massou investigates the use and non-use of digital tools in professional contexts, hybrid learning environments, open educational resources (OER), and digital inclusion. He emphasizes interdisciplinary frameworks, connecting information science, pedagogy, and sociotechnical systems. Recent Article Trends : 2025–2023: Hybrid learning models and typologies 2024–2022: Open education, African health communication websites 2021: Collaborative interfaces, language learning, and globalization impacts Scientific Roles : Co-manager of the Communication collection (University of Lorraine Publishing House, 2024–) Scientific advisor to the French Directorate for Higher Education (2020–) Co-founder of TiceMed and H2PTM conference series Projects : Contributor to CAP-CONTROVERSES (public engagement in environmental debates) Advisor in the FAM-WEST project on West Syndrome families Involved in European Erasmus+ and ANR-funded initiatives Teaching Leadership : Head of Master's in Audiovisual, Interactive Digital Media and Games (2021–2024) Responsible for work-study programs in digital media (2023–) Co-design of courses on digital project creation (2018–2024) Collaborations : Active in French and international research networks, including the GIS Éducation et Formation Grand Est and the European Communication Research and Education Association . He serves as an expert for journals like International Journal of Technologies in Higher Education and Terminal .
Aldo Gennaï is a Lecturer at the University of Montpellier, affiliated with the Faculty of Education. He specializes in teaching French language and literature, particularly focusing on heritage works and their pedagogical integration. His research explores the nature of heritage objects, their educational challenges, and innovative teaching strategies involving secondary semiotic materials. He oversees key teaching units, including “Acquiring Fundamental Knowledge in French” and “Mastering Fundamental Knowledge to Teach French,” and manages the Nîmes site’s academic coordination. Responsibilities include professional support for student teachers, designing learning situations in French didactics, and supervising dissertations and thematic research communities. His work bridges literary heritage with contemporary educational practices, emphasizing practical classroom applications and interdisciplinary analysis.
Mame Couna MBAYE is a Lecturer-Researcher at Gaston Berger University of Saint-Louis, Senegal, affiliated with the GERAHA team (African and Hispanic-American Studies and Research Group). Her research focuses on General Linguistics, Hispanic Linguistics, Paremiology, and language education, particularly analyzing cultural statements and proverbs in Spanish and Wolof contexts. Education : Doctor of Hispanic Studies (2011, University of Artois), Master 2 (2005, Université Lumière Lyon 2), Master 1 (2004, Université Lumière Lyon 2), Licence (2002, Cheikh Anta Diop University of Dakar). Her work emphasizes the didactic use of proverbs in language classrooms, sociolinguistic comparisons of cultural statements, and discourse analysis. She has participated in international paremiology projects and presented at conferences in France.
Florian GUILLOUX serves as an Associate Professor at Sorbonne University's Faculty of Music and Musicology, where he has held the position of PRAG (Professeur Agrégé) since 2011. His academic responsibilities include co-leading admissions for the Musicology degree program since 2023 and heading the 'Writing and Harmonization on the Keyboard' teaching module since 2016. He previously served on the UFR council from 2014-2019 and managed timetables from 2012-2021, demonstrating deep institutional integration within the university's music department. Guilloux earned his Master's in Music and Musicology from Paris-Sorbonne University with highest honors in 2010, completing a thesis on Disney's 'Part of Your World' under Philippe Cathé. He also holds a Professional Master's in Image Didactics from Sorbonne Nouvelle (2013), the Music Agrégation (2005), and multiple prestigious conservatory diplomas including First Prizes in Clarinet and Musical Training. His formal education culminated with advanced composition certifications from CNSMDP, where he received unanimous honors for orchestration and counterpoint. Specializing in the intersection of music and visual media, Guilloux's research examines film scoring practices across animation, French cinema, and international productions. His work particularly focuses on director-composer collaborations, soundtrack adaptation processes, and the cultural significance of music in animated works. Through the ELMEC research group (Study of Musical Languages on Screen) and the Camille Saint-Saëns Society, he contributes to scholarly discourse on screen music while organizing major conferences including the 2021 French Cinematographic Operetta symposium and the 2018 Serge Gainsbourg international conference. Analysis of Guilloux's 15 most recent publications reveals consistent focus on animation musicology (40%), French cinema soundtracks (30%), and director-composer relationships (20%). His work demonstrates particular expertise in Japanese anime scoring (UFO Robo Grendiser, Neon Genesis Evangelion), Disney adaptations (Sleeping Beauty), and French auteurs (Gainsbourg, Besson). Temporal analysis shows increasing attention to animation studies since 2019, with recent publications examining Western animation (Lucky Luke) alongside continued French cinema analysis. As an educator, Guilloux has served on national music aggregation juries since 2016 and trained candidates for internal examinations across Parisian academies. His administrative leadership extends beyond university boundaries through board membership at the Cormeilles-en-Parisis Music School (2018-2023), where he served as secretary from 2019. He has also organized masterclasses featuring prominent composers like Gabriel Yared (2014). Guilloux actively contributes to musicological infrastructure through critical editions including Camille Saint-Saëns' Orchestrations (Bärenreiter) and co-editing the 2021 Revue musicale OICRM issue on Gainsbourg and cinema. His audiovisual valorization work includes six music analysis films for Ciclic (2013-2014) and numerous musical arrangements for university concerts, notably orchestrations of Gainsbourg songs and Saint-Saëns' works performed by COSU students. As part of IReMus (Institute for Research in Musicology), he participates in research teams focused on musical heritage preservation and genre analysis.
Mickaël Mariaule is a Lecturer in Translation and Translation Studies at the Department of English Studies - ANGELLIER , within the Faculty of Languages, Cultures and Societies at the University of Lille (Université de Lille). His research focuses on the theory and history of translation, didactics of translation, limits of literary translation, and lexicology. His scholarly work includes a doctoral thesis on 'The limits of translation and the translation of limits. English-French literary translation' (2007) and a co-organized research seminar 'Translating the Culinary' (2018-2019), culminating in an international conference at the University of Lille (November 30-December 2, 2021). He also co-organized 'Carte blanche à deux traducteurs' for World Translation Day (2018). Mariaule's notable work includes the bilingual lexicon Oenolexique. 10,000 mots de la vigne et du vin , which received international and national awards, and the second edition of his translation manual English-French translation. Manual of practical translation studies (2020). He has contributed to edited volumes such as: Antiquity and Translation. From Ancient Egypt to Jerome (co-edited with Lieven D'hulst and Corinne Wecksteen-Quinio) At the heart of Translation Studies. Tribute to Michel Ballard (co-edited with Corinne Wecksteen-Quinio and Lieven D'hulst)
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.
Emilie Darzi is a Lecturer in the Department of French Studies and Modern Languages at the American University of Paris (AUP). She holds a Ph.D. in Language Sciences, specializing in Language, Text, and Culture Didactics, and an M.A. in Language Sciences with a focus on Discourse Analysis and Sociolinguistics. Her teaching responsibilities include foundational French language courses such as FRENCH AND CULTURE I and FRENCH AND CULTURE II , as well as intensive immersion programs like FRENCH IMMERSION: ELEMENTARY FRENCH II and INTERMEDIATE I . Dr. Darzi’s academic background emphasizes pedagogical approaches to French linguistics and cultural studies.
NIAYESH Ladan is a Professor at Paris Cité University (formerly Paris Diderot University – Paris 7), where she has been a faculty member since 2012, having previously served as a lecturer from 2000 to 2012. She holds a doctorate (2000) and accreditation to supervise research (2010) from the University of Montpellier 3. Her academic work centers on early modern English literature, with a focus on Shakespeare and his contemporaries, travel literature, and the cultural reception of the Ottoman and Safavid empires in Renaissance England. Education: 1990: École Normale Supérieure de Fontenay-St Cloud (3rd ex-aequo, foreigner) 1993: English Aggregation (1st as a foreigner) 2000: Doctorate, University of Montpellier 3 — Thesis: On the borders of the human: Figures of cannibalism in English Renaissance theatre 2010: Habilitation (HDR), University of Montpellier 3 — Synthesis: Strangeness and foreignness in English Renaissance theatre Research Interests: Professor Niayesh specializes in the intersections between literature, cultural identity, and cross-cultural encounters in early modern England. Her work explores how English writers represented the Muslim Orient, particularly the Ottoman and Persian empires, through genres such as drama, travel writing, and poetic theory. She investigates themes of otherness, linguistic difference, and imperial imagination, often drawing on postcolonial and comparative methodologies. Her research also extends to adaptations of Renaissance drama in contemporary media. Publication Trends: Her recent scholarly output reveals a sustained focus on the representation of Persia and the East in early modern English texts. Articles examine figures such as Spenser’s Persia, Puttenham’s Tatar girl, and early English travelers to Persepolis. She frequently engages with interdisciplinary sources, blending literary analysis with historical, geographical, and anthropological insights. Her editorial projects emphasize linguistic otherness and global Renaissance networks, reflecting a commitment to transnational early modern studies. Scientific Recognition and Editorial Roles: Co-director, Seventeenth and Eighteenth Century Studies , Manchester University Press (2020–present) Co-director, Polyglot Encounters in Early Modern Britain , Brepols (2021–present) Member, editorial board, Cahiers Élisabéthains (2002–present) Former member, editorial board, Renaissance Studies (2016–2019) Co-founder, Paris Early Modern Seminar (2016–present) Member, Hakluyt Society Council (2017–2022) Expert, HCERES (2022–present) Jury member and president, AFEA/SAES research prize (2021–present) Advising, Grants, and Leadership: She has supervised master’s and doctoral students in English literature and British intellectual history. She coordinated the Joint Degree in English and American Studies with European universities and led research axes on 'British Literature and the Orient' and 'Oriental Voices' at her laboratory. As Lead WP3 for Circle U., she advances academic chair programs in the European university alliance. She has held CNRS delegations and visiting fellowships at Oxford (Exeter College and Oxford Nizami Ganjavi Centre), supported by the ERC-TIDE program. Laboratories and Research Networks: She is actively involved in the Maison des Humanités – Paris (MHMA), where she co-leads thematic research groups. She co-founded the Paris Early Modern Seminar, fostering interdisciplinary dialogue on early modern studies. Her work is embedded in international networks focused on travel, empire, and cross-cultural exchange.
Veronique Paolacci is a Senior Lecturer in Language Sciences at the University of Toulouse - Jean Jaurès, affiliated with the National Higher Institute of Teaching and Education (INSPÉ) and the CLLE-ERSS-UMR 5263 laboratory. Since 2009, she has focused on didactic approaches to learners' writing, grammar, punctuation, and teacher training. Her work spans primary and secondary education, emphasizing sentence structure and text segmentation. Doctorate in Language Sciences (2005, University of Toulouse II-Le Mirail) DEA in Language Sciences (2000) Agrégation of Modern Letters (1998) CAPES in Modern Literature (1992) Her research investigates pedagogical strategies for writing instruction, comparing French and Brazilian educational practices. Key projects include analyzing sentence segmentation in student texts, innovating punctuation teaching, and integrating multimodal tools like emoticons. She co-supervises doctoral research and manages large-scale teacher training programs. Recent publications highlight cross-cultural differences in writing proficiency and the role of institutional prescriptions in shaping grammar instruction. She actively contributes to conferences on didactic methods and educational innovation. As co-facilitator of the DILIFOR axis since 2020, she drives collaborative research in language teaching and student assessment. Her work bridges theoretical linguistics with classroom practices, particularly for primary education.
Madhura Joshi is a Lecturer in English Studies at Toulouse 1 Capitole University, affiliated with the Center for Anglophone Studies (CAS) and the Department of Languages and Civilizations. She holds a doctorate from Paul Valéry University Montpellier III and is actively engaged in research on Indian sociolinguistics, education policies, and cultural identity. Her research interests include sociolinguistics, language transmission and learning, Indian studies, education policies in India, marriage and family dynamics, religious and regional identity, Indian cinema, ecofeminism, and the didactics of French and English as foreign languages. She explores how language, power, and identity intersect in both educational and familial contexts, particularly within Indian society. Madhura Joshi's publications span journal articles, book chapters, and conference communications, with a strong focus on sociolinguistic analysis of Indian social practices, language teaching methodologies, and cultural representations. Her recent work investigates ecofeminism, health and colonization, and feedback mechanisms in language education, reflecting a growing interdisciplinary engagement with postcolonial and environmental themes. Very Honorable Mention with unanimous congratulations from the jury for Doctorate (2012) She has held significant academic responsibilities, including serving as President of the Society for Activities and Research on Indian Worlds (SARI) since 2020 and as Deputy Director of the Department of Languages and Cultures at Toulouse 1 Capitole (2021–2023). She also manages the multilingual scientific journal Miroirs . There is no mention of research grants, student advising, or laboratory affiliations in the provided texts.
