Multilingual Programmes Professors and Supervisors | ApplySharif

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Elvira Fidalgo FranciscoView profile

Professor

University of Santiago de CompostelaSpain

Elvira Fidalgo Francisco is University Professor of Romance Philology at the University of Santiago de Compostela, where she has taught since 2020. She is affiliated with the Department of Galician Philology in the Faculty of Philology and leads the research group Romance (Philology, Medieval Literature). Education: PhD in Philology, University of Santiago de Compostela, 1992 – Thesis: Gautier, Berceo, Alfonso X: narrative structures in medieval Romanesque literature with a Marian character (Extraordinary Doctorate Award) Research Focus: Her research revolves around three core axes: Galician-Portuguese troubadour poetry and its linguistic-literary expression. Hagiographic literature, especially Marian miracle collections. The Cantigas de Santa María of Alfonso X, approached from textual, codicological, gender, and performance perspectives. She currently directs the Cantigas de Santa María Project at the Ramón Piñeiro Center for Humanities Research. Scientific Awards & Distinctions: Extraordinary Doctorate Award (1992) Five officially recognised six-year research periods (“sexenios de investigación”) Research Projects & Grants: She has been principal investigator or team leader in numerous publicly funded projects, including: PAAGA – Project for the Apprenticeship and Assessment of Galician Language Galician-Portuguese songbooks: critical edition and study (print & digital) Visual culture and book culture in the Crown of Castile (1284–1350) Network of Interdisciplinary Medieval Studies (consolidation grants) The lexicon of suffering in troubadours Epic style in Galician-Portuguese and Castilian versions of French texts Literary sirventes in medieval Romance lyric poetry Metaliterary debate in medieval Romance lyric poetry Teaching & Supervision: She has supervised numerous MA dissertations and PhD theses and was Coordinator of the Official Interuniversity Master’s Programme in Publishing (2008–2013).

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Helen SadigView profile

Associate Professor

University of LeedsUnited Kingdom

Helen Sadig is an Associate Professor at the University of Leeds, affiliated with the School of Languages, Cultures and Societies and the Language Centre. She specializes in English for Academic Purposes (EAP), English as an Additional Language (EAL), and linguistically informed language teaching methodologies, delivering teaching across undergraduate, postgraduate taught, and postgraduate research levels. Educational Background: BA Hons in Linguistics with Education Studies MA in Linguistics and English Language Teaching Licentiate Diploma in TESOL & Certificate in TESOL OCN Dyslexia Awareness Helen’s research focuses on metalinguistic approaches in EAP, exploring how EAL and EAP paradigms can be aligned to enhance academic literacies. She co-leads a collaborative project with the Library learning development team to embed academic literacy development in the School’s postgraduate taught curriculum, particularly within MA programmes in Linguistics, MAPLIS, and Translation & Interpreting. Although no recent publications are listed, her scholarly work centers on pedagogical innovation and partnership-based approaches in language education, reflecting a strong commitment to enhancing student learning experiences in multilingual academic environments. Scientific Awards and Recognitions: Excellence and Innovation Fellowship, Leeds Institute for Teaching Excellence (LITE), 2018–2019 Helen has held significant educational leadership roles, including Director of Student Education (2019–2022), Programme Leader for ELU (2015–2017), and served as a Reviewer and Mentor in the University of Leeds Professional Recognition in Student Education (PRiSE) scheme from 2020 to 2024. She has also acted as an external examiner at SOAS (2015–2019) and Queen Mary University of London (2018–2022), contributing to national academic quality assurance. She is actively involved in professional communities, including BALEAP, AULC, IATEFL, NATESOL, and the Community of Practice on Internationalisation of Teaching and Learning (CoP-ITL). Her teaching extends beyond standard EAP courses to include bespoke training for international GPs, trainee lecturers, and school outreach participants, demonstrating a broad commitment to inclusive and accessible language education.

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Äli LeijenView profile

Professor

University of TartuEstonia

Äli Leijen is a Professor of Teacher Education at the University of Tartu’s Faculty of Social Sciences, leading the Institute of Education since 2014. Her roles include heading research centers and serving as a visiting scholar at institutions like the Helsinki Collegium of Advanced Studies. She has held continuous academic positions at the Institute of Education since 2006, with earlier roles including Senior Research Fellow and Programme Director. Education: PhD in Education from Utrecht University (2008) Research Master’s in Educational Training and Systems Design from Twente University (2004) BA in Educational Sciences from the University of Tartu (2001) Research Interests: Focus on ICT integration in education, reflection processes in teacher training, professional identity development in arts education, and inclusive pedagogical practices. Her work emphasizes technology-enhanced learning, teacher agency, and sustainable education systems. Publications: Over 50 scholarly works, with recent contributions addressing teacher-student relationships, sustainability in education, and inclusive practices. Key themes include curriculum coherence, agency development, and multilingual education policy. Awards: Recognized for contributions to educational research, including a 2021 national award for foreign-language publications and a 2014 best publication award in Estonian. Received the University of Tartu Decoration (2011) and international conference accolades. Grants & Leadership: Principal investigator on EU-funded projects like ACTTEA (€286k) and national initiatives on doctoral education. Led studies on teacher shortages and inclusive education policy. Served on editorial boards for journals like the European Journal of Teacher Education and founded the Estonian Young Academy of Sciences. Labs/Teams: Active in cross-institutional research networks, including the Video-Supported Collaborative Learning (VCL) project and the Baltic American Freedom Foundation (BAFF) program. Collaborates internationally on teacher education frameworks and digital pedagogy.

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Johanna KomppaView profile

Academic

University of HelsinkiFinland

Johanna Komppa is a Senior University Lecturer at the University of Helsinki's Department of Finnish, Finno-Ugrian and Scandinavian Studies within the Finnish Language Teachers' Academy. She holds a Docent title and supervises the Doctoral Programme in Language Studies. Her primary roles include academic leadership, research supervision, and curriculum development in language education. Komppa has a Ph.D. in Finnish Language from the University of Helsinki (2002) and pedagogical training in teacher education (2002). Research Interests : Komppa focuses on Second Language Acquisition (L2A), particularly Finnish for professional purposes and multilingual workplace environments. Her work explores language policy implementation, intercultural communication in healthcare settings, and digital tools for language learning. Key themes include immigrant integration, organizational language awareness, and the role of technology in professional language development. Recent Projects : She leads initiatives such as 'Language learning at work' (2022–2027) and 'Entering working life' (2024–2028), funded by the Academy of Finland. These projects investigate language support systems for culturally diverse professionals and longitudinal studies of immigrant expertise integration. She also co-manages the 'Language Boost' project (2021–2024), developing multilingual education frameworks. Recognition : Komppa was elected a member of the Teachers' Academy (2022) and received the 2013 August Ahlqvist Thesis Award. Her 2025 work on recruitment language strategies earned a Jury’s Special Mention. She actively contributes to academic discourse through over 65 peer-reviewed publications and 131 professional activities, including media appearances on immigration language policies and organizational language practices. Advisory & Grants : As a pre-examiner of doctoral theses and research project leader, Komppa has secured €2.1M in funding over 15+ projects. Her work bridges academia and industry, collaborating with hospitals, educational institutions, and governmental bodies to improve language-sensitive workplace environments. Labs/Teams : Leads the Professional Language Learning Lab, focusing on action research in healthcare and corporate settings. Collaborates with the Multilingual Workforce Research Group to develop innovative language support models for global professionals.

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Ratha PerumalView profile

Lecturer

King’s College LondonUnited Kingdom

Ratha Perumal is a PhD candidate at King’s College London and holds a part-time academic post as an hourly paid lecturer. She concurrently serves as Programme Director at the University of East London, focusing on curriculum design and development in undergraduate and postgraduate programs. Her research centers on educational inequity and attainment disparities, particularly for racially-minoritized students and multilingual learners with English as an Additional Language (EAL). Her doctoral work, supervised by Dr. Ayo Mansaray, Professor Meg Maguire, and Dr. Emma Towers, employs a Bourdieusian framework to analyze qualitative data on degree-award gaps. She is affiliated with King’s Research Centre for Public Policy Research (CPPR), which explores social justice in education and policy contexts. Ratha’s pedagogical research emphasizes strategies to support multilingual learners, aligning with UN Sustainable Development Goals related to equitable education. She has presented at conferences such as BERA and contributed to initiatives addressing LGBTQ+ inclusion in science education.

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Octavia HarrisView profile

Senior Lecturer

Nottingham Trent UniversityUnited Kingdom

Octavia Harris is a Senior Lecturer in the School of Arts & Humanities at Nottingham Trent University, affiliated with the Nottingham Institute of Languages and Intercultural Communication. She serves as the EFL and Business English Subject Coordinator for the University Language Programme (ULP), where she leads modules at stages 5 and 7. Her teaching extends to in-sessional English for MA ELT/TESOL and Law students, highlighting her role in supporting academic language development across disciplines. Her research focuses on innovative pedagogies in academic writing, particularly fostering critical voice and self-reflective writing . She employs action research methodologies to explore how contact languages and exemplar-based instruction can enhance student learning. Her work emphasizes student empowerment and academic literacy in multilingual higher education contexts. The available publications indicate a strong trend in using exemplars and pedagogical principles to bridge learning gaps and develop critical writing skills. Her research aligns closely with applied linguistics, language education, and curriculum development in university settings. Professional Affiliations: Member, Society for Caribbean Linguistics Octavia Harris actively contributes to academic discourse through conference presentations and research seminars. She has presented at BALEAP events and hosted seminars at Nottingham Language Centre, demonstrating ongoing scholarly engagement. While no formal advising or grant information is available, her leadership in curriculum coordination and module development reflects significant academic responsibility. She is involved in research seminars and professional conferences, contributing to the broader ELT and applied linguistics community. Her work supports both undergraduate and postgraduate language learners, particularly in academic and professional contexts.

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Ophelie CastellaniView profile

Senior Lecturer

Nottingham Trent UniversityUnited Kingdom

Dr Ophélie Castellani is a Senior Lecturer in the School of Arts & Humanities at Nottingham Trent University, affiliated with the Department of Humanities and the Nottingham Institute of Languages and Intercultural Communication (NILIC). She teaches French at multiple levels within the University Language Programme and contributes to linguistics and history modules. Research Interests: Her work centers on sociolinguistics, particularly linguistic discrimination, language attitudes, multilingualism, and language attrition. She investigates how political events like Brexit influence the language behaviors and identities of French migrants in England. Her research also explores translanguaging and minority language maintenance in diasporic communities. The recent publications reflect a strong focus on the sociopolitical dimensions of language use, especially among French-speaking populations in the UK. Themes include identity negotiation, code-switching, and the effects of limited English proficiency on integration. Her methodological approach combines qualitative analysis with sociocultural theory. Member, Association for French Language Studies (AFLS) Assistant Editor, Trent Notes on Linguistics Member, PRELIM3 project She supervises undergraduate dissertations in French studies and has contributed as a research assistant on projects related to linguistic exclusion and health communication. She joined NTU permanently in 2023 after completing her PhD there, building on prior teaching experience in France and England. Her academic work is embedded in collaborative research networks and interdisciplinary language education initiatives, particularly through NILIC’s mission to promote intercultural communication.

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Mario ManresaView profile

Assistant Professor

University College DublinIreland

Dr Mario Manresa is an Assistant Professor (Ad Astra Fellow) in the School of Biomolecular and Biomedical Science at University College Dublin , working from the Conway Institute. He also served as Principal Investigator in the UCD School of Medicine (2022) and held post-doctoral positions at UC San Diego and Harvard Medical School. His research programme dissects how intestinal fibroblasts transition from homeostatic to inflammatory phenotypes and how these cells dialog with innate immune cells in chronic inflammatory disorders such as inflammatory bowel disease (IBD) and eosinophilic esophagitis (EoE). Education & Training PhD – University College Dublin Post-doctoral Fellowship – University of California San Diego, Pediatrics (2018–2021) Post-doctoral Fellowship – Harvard Medical School, Brigham and Women’s Hospital, Pathology (2017–2018) Post-doctoral Fellowship – University College Dublin, Medicine (2016–2017) Research Interests Dr Manresa’s laboratory employs primary human cell culture, co-culture systems, flow cytometry and transcriptomics to understand: molecular drivers (TNF-superfamily cytokines such as TWEAK and LIGHT) that switch fibroblasts toward pathogenic phenotypes; micro-environmental modulators (hypoxia, extracellular matrix composition) shaping fibroblast behaviour; therapeutic restoration of WNT pathway homeostasis to resolve inflammation; interactions between inflammatory fibroblasts and monocytes/macrophages that perpetuate mucosal inflammation. Grant Support & Collaborations UCD Conway Institute Director’s Strategic Award – Ad Astra & Emerging Investigators (2022–2024) Enterprise Ireland / UCD Project Grant – pancreatic cancer-on-chip model of immune cell infiltration (2023–2025) Teaching & Mentoring He coordinates two undergraduate modules—“Cell Signalling” and “Molecular Basis of Disease”—and currently supervises PhD theses, having mentored post-doctoral researcher Carlos Matellan Martin. Professional Service Dr Manresa serves as a peer reviewer for Digestive Diseases Week and is multilingual (English, Spanish, Italian), facilitating international collaboration.

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Satu ManninenView profile

Professor

Lund UniversitySweden

Satu Manninen is a Professor in English Linguistics and Manager of Research and Research Education at the Centre for Languages and Literature , Lund University. She has coordinated the international MA programme in Languages and Linguistics and serves as an editor for the Lund Journal of English Studies and the Lund Studies in English book series. Education : Ph.D. in Theoretical Linguistics (University of Edinburgh, 1999), MA/BA in English Philology (University of Tampere) with second-subject studies in Nordic Philology, Journalism, Social Psychology, and Psychology. Research Focus : Her work spans theoretical syntax (Finnish and Finnic languages), academic writing in non-native contexts, and ideophones/expressive vocabulary in Finnish, English, and Swedish. She examines dictionary definitions, translation strategies, and multimodal narratives (comics, cartoons) with Dr. Maria Wiktorsson. Key Article Trends : Recent publications address ideophones in multimodal texts, pedagogical mentorship models for doctoral students, academic writing frameworks, and reduplicative compounds in English. Collaborative projects emphasize cross-linguistic translation and corpus-based analysis. Scientific Awards : Qualified Teaching Practitioner, The Joint Faculties of Humanities and Theology (2025). Teaching & Administrative Roles : She has taught courses in generative syntax , lexical semantics , language and gender , and academic writing at all levels (BA, MA, PhD). Administrative duties include membership in the Academic Appointments Board and leadership of research education. Labs & Collaborations : Collaborated with Malmö University (Dr. Maria Wiktorsson) on ideophones and translation studies, and with the German Unit at Lund on literary translation projects. Involved in pedagogical development work at University of Alicante (2024).

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Lene NordrumView profile

Associate Professor

Lund UniversitySweden

Lene Nordrum serves as an Associate Professor in English Linguistics at Lund University's Centre for Languages and Literature (SOL) within the Faculty of Humanities and Theology. She additionally works as an academic developer at the Centre for Engineering Education (LTH), demonstrating her cross-faculty contributions to the university. Her institutional roles include Coordinator for English courses for university staff and for commissioned education at the Centre for Languages and Literature. Dr. Nordrum's research spans several interconnected areas in linguistics and education. Her primary interests include English for Specific Purposes (particularly in academic contexts), multimodal communication analysis, contrastive linguistics comparing English with Scandinavian languages, and systemic functional linguistics. Her methodological approach is predominantly corpus-based, utilizing monolingual, multilingual, and learner corpora to investigate linguistic phenomena. She has developed significant expertise in writing pedagogy, with special focus on Content and Language Integrated Learning approaches within engineering and science disciplines, bridging language education with STEM fields. Her recent scholarly work shows a growing emphasis on doctoral education, particularly through pedagogical mentorship models for doctoral students. The trajectory of her publications demonstrates movement from specialized linguistic analysis toward broader educational applications, reflecting her dual roles in both linguistics research and academic development. Her scientific recognition includes: Meriterad Lärare HT award (2025) for teaching excellence Election to Vetenskapssocieteten i Lund (2024), a prestigious scientific society The Stig Johansson bursary for best poster presentation at the 32nd ICAME conference (2011) Nordrum actively contributes to doctoral education through multiple projects, including the "Pedagogical mentorship programme for doctoral students: Two pilot projects" (2022-2024) and "Writing feedback and student engagement: A teacher perspective" (2022-2023). She frequently engages in pedagogical development work, serves as an external reviewer for PhD theses, and participates in national and international academic forums. Her work on "Agency in academic writing" (2011-2013) established early foundations for her current focus on academic writing support. She is actively involved with several academic networks including the Nordic Society for Systemic Functional Linguistics and contributes to the research community through peer review activities for publishers like John Benjamins. Her participation in the Centre for Engineering Education demonstrates her commitment to interdisciplinary collaboration between humanities and technical disciplines.

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Leo LeppänenView profile

Researcher

University of HelsinkiFinland

Leo Leppänen is a Postdoctoral Researcher at the University of Helsinki's Department of Computer Science, currently working at the MOOC Center. His research spans automated natural language generation, educational data mining, learning analytics, and computer science education. PhD in Computer Science (2023) MSc in Computer Science (2017) BA in Language Technology (2015) His work investigates AI-generated content applications, particularly LLMs' impact on education and journalism. Recent projects include analyzing student confidence gaps, studying AI ethics in MOOCs, and developing cross-lingual embeddings for news media. Research trends show increasing focus on Large Language Models (LLMs), with studies comparing pre- and post-LLM student responses, analyzing LLM integration in classrooms, and exploring AI's role in journalism. His publications span conferences like AIED, ITiCSE, and Koli Calling. Pro Gradu Award for Exceptional Master's Thesis (2017) Researcher of the Year Award (2018) Active in academic service, Leppänen serves as Programme Committee Member for ACM conferences and peer-reviewer for Journalism Practice journal. His projects include RAPHAEL (Planetary Health Education) and Generative AI in Journalism (2025-2028).

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Tamara Sladoljev-AgejevView profile

Senior Lecturer

University of ZagrebCroatia

Tamara Sladoljev-Agejev, PhD, is a Senior Lecturer at the University of Zagreb, Faculty of Economics & Business, where she has taught English for Business and Economics since 1998 and served as a full-time faculty member since 2005. She is affiliated with the Business Foreign Languages Faculty and teaches courses ranging from Business English and Academic Writing to English for Accounting and Finance. Education 2018 – PhD in Cognitive Science, University of Zagreb 2002 – Postgraduate Diploma in European Studies (Diplôme universitaire, Etudes européennes), Université Panthéon-Assas Paris II & University of Zagreb 1993 – MA in English and French Language and Literature, University of Zagreb Research Focus Dr Sladoljev-Agejev’s scholarship lies at the intersection of cognitive science, computational linguistics, and applied linguistics. She investigates how readers—especially second-language learners—comprehend and summarize complex academic and professional texts, and how technology can support the development of these skills. Her work has contributed novel insights into rhetorical-structure-aware pedagogy, automated summary evaluation, and evidence-based instructional design for English for Academic/Specific Purposes (EAP/ESP). Publication Trends Across more than twenty peer-reviewed articles, book chapters, and conference proceedings (2004–2025), her research exhibits a consistent trajectory: from early classroom-centred studies on syllabus design and motivation, through empirical investigations of reading strategies and note-taking, to cutting-edge computational analyses of summary coherence and the integration of AI writing tools in multilingual university contexts. The disciplinary keywords that emerge are English for Academic/Specific Purposes, second-language reading and writing, automated text analysis, and higher-education pedagogy. Professional Service & Memberships Board member, Association of LSP Teachers at Higher Education Institutions (since 2020) Scientific Committee member, European Literacy Network II Summit (2024) Member, European Association for the Teaching of Academic Writing Former board member, Croatian Applied Linguistics Society (2010–2012) Member, Association for Computational Linguistics (2019–2020) Teaching & Student Support Dr Sladoljev-Agejev coordinates and teaches on multiple compulsory and elective English courses within the Bachelor and Master programmes at her faculty. Her office hours are held on Tuesdays or Wednesdays 12:30–14:00 (by email appointment), and she actively mentors students in academic writing and research methods. No specific doctoral or master’s advisees are listed in the provided material.

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Cecilia BengtssonView profile

Senior Tutor

Royal Academy of ArtNetherlands

Cecilia Bengtsson (1984) is a Swedish artist and educator currently serving as Senior Tutor at the Fine Art department of the Royal Academy of Art, The Hague (KABK). She also chairs the study programme committee at KABK, combining her artistic practice with teaching and broader educational concerns. Her educational background includes: Artistic Research Master, KABK (2012-2014) BA in Fine Arts, Gerrit Rietveld Academie, Amsterdam (2007-2011) Music direction (cello), Lunnevads Folkhögskola, Sweden (2003-2004) Bengtsson's artistic practice spans sculptural performances, video works, and sound installations that explore the formation of the self and the boundaries that define 'the other.' Her work often departs from notions of loss to investigate the interrelation between forming entities and singular versus communal experiences. She has exhibited widely at venues including de Appel, Lumen Travo, STROOM, and Inter Art Centre. Her recent artistic output (2016-2023) shows a consistent exploration of vulnerability, spatial awareness, and embodied experience, with recurring themes of falling, dissolution, and transformation. Works like Unsubstantial clarity (2019) and the Density relation series (2017) demonstrate her interest in material transformation and the relationship between physical substances and human experience. She has received notable support through: Prins Bernhard Grant Amsterdam Fonds voor de Kunsten Gemeente Amsterdam Grant As an educator, she has been tutoring at KABK since 2017 and previously served as a critic at the Gerrit Rietveld Academie (2014-2016). Her pedagogical approach appears deeply connected to her artistic practice, emphasizing embodied experience and conceptual exploration through residencies at Inter Arts Centre in Malmö, Mothers In Arts Residency, and OAZO Residency.

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Isabel O'KeeffeView profile

Research Fellow

Macquarie UniversityAustralia

Roles: Part-time Lab Coordinator for the Child Language Lab at Macquarie University's Department of Linguistics; Research Associate at Sydney Conservatorium of Music (University of Sydney); Chief Investigator for an Endangered Languages Documentation Programme (SOAS, London) project on Kunbarlang. PhD in Linguistics from the University of Melbourne Research Interests: Intersections of language, song, and emotions; preservation of Indigenous languages and performance traditions; child language acquisition. Her work focuses on Western Arnhem Land communities and endangered languages like Kunbarlang. Article Trends: Research spans child healthcare (2023), digital archiving of oral traditions (2018), and linguistic-musical analysis of Indigenous traditions (2010). Themes include cultural preservation, multilingualism, and health equity. Grants: Funded by the Endangered Languages Documentation Programme (SOAS, London). Labs & Collaborations: Works with the Child Language Lab (led by Distinguished Professor Katherine Demuth) and engages in national Indigenous health initiatives.

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Linn HolmbergView profile

Associate Professor

Stockholm UniversitySweden

Linn Holmberg serves as Associate Professor of History of Ideas at Stockholm University's Department of Culture and Aesthetics, where she also directs the Doctoral Programme in History of Ideas. Her academic career spans roles including research fellow at Uppsala University's Institute for Housing and Urban Research (2015-2016), postdoctoral researcher in Cultural History, and admission to the Pro Futura Scientia programme (2020-2025) at the Swedish Collegium for Advanced Study. Her research centers on knowledge management in early modern Europe (1450-1800), with particular focus on alphabetically-organized reference works like dictionaries and encyclopedias. She investigates how these media transformed knowledge communication, consumption, and conceptualization during the long eighteenth century, examining emotional responses to democratized learning and the materiality of texts. Holmberg champions interdisciplinary approaches merging History of Ideas, Book History, Cultural History, and History of Knowledge, frequently working with multilingual dictionaries, periodicals, and unpublished manuscripts to reconstruct intellectual networks. Her scholarly contributions reveal patterns: heavy emphasis on stranded/unpublished encyclopedic projects across Europe (Sweden, France, Spain), transnational analysis of dictionary impacts, and critical historiography of knowledge democratization. Key trends include emotional responses to reference works ('weapons in the hands of fools'), material artifact studies of manuscripts, and microhistorical reconstructions of failed knowledge projects. Royal Swedish Academy of Letters, History, and Antiquities’ award for prize-worthy dissertation (2015) Johan Nordström’s and Sten Lindroth’s prize for scholarly excellence (2016) Holmberg supervises two PhD students while teaching undergraduate and graduate courses spanning antiquity to the French Revolution, including Enlightenment studies and History of Knowledge methodology. Her current project Dictionary Craze: Transforming Knowledge across Early Modern Europe (2020-2025), funded by Riksbankens Jubileumsfond, examines dictionary impacts across six European nations using published works, manuscripts, and journal debates. She co-founded the Portal 1700 research group and Seminar of Premodern Texts at Stockholm University, fostering collaborative analysis of premodern knowledge systems.

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