Susan Sayehli is an Associate Professor at the Department of Swedish Language and Multilingualism , Stockholm University. She specializes in psycholinguistics and second language acquisition, with a focus on crosslinguistic influence and morphosyntactic processing. Research Interests: Neurocognitive aspects of language learning Focus intonation development in Swedish children Policy impact on SFL (Spanish/French/German) education ERP and eye-tracking methodologies for language processing Urban-rural educational disparities in language programs Current Projects: TAL – Alignment study on oral proficiency in Swedish schools Att lära sig fokusera – Intonation perception in Stockholm/Skåne children Prior Projects: SWOP2 – Swedish word order processing in L2 learners PSUII – Precursors of sign use in intersubjectivity
Marco Bianchi serves as Senior Lecturer and Head of the Department of Nordic Languages at Uppsala University, where he also acts as Proinspector at Gotland Nation. His academic leadership extends to editorial roles as Editor of Futhark: International Journal of Runic Studies and member of the Samnordisk runetext database committee. His educational trajectory includes a PhD in Nordic Languages from Uppsala University (2010) and a lic.phil. degree in general history, Old Norse philology, and comparative Old Germanic linguistics from the University of Zurich (2003). PhD in Nordic Languages, Uppsala University (2010) lic.phil. in History/Old Norse/Comparative Germanic Linguistics, University of Zurich (2003) Bianchi's research centers on runology, historical sociolinguistics, and Germanic language history, with particular emphasis on textual boundaries and sociocultural contexts of runic inscriptions. His current Eternity Runes Project investigates interdisciplinary connections between epigraphy, semiotics, and Viking Age communication practices, revealing how runestones functioned as social media in early Scandinavian societies. Methodologically, he bridges digital humanities with traditional philological analysis to decode multilinear inscriptions and para-graphic elements. His 12+ publications since 2007 demonstrate consistent focus on runic studies, evolving from technical analyses of inscription boundaries (2012) to contemporary digital corpus management (2022). Key thematic clusters include sociolinguistic interpretations of runestones, editorial standardization for international databases, and critical reassessments of historical runology pioneers like Otto von Friesen. Bianchi actively shapes the field through graduate supervision and editorial stewardship, mentoring students like Sonja Entzenberg and Simon Karlin Björk while guiding Futhark 's publication strategy. His work receives international recognition through citations in Wikipedia and academic discourse, though formal awards aren't documented.
Elina Mäki-Torkko is a Professor of Medical Audiology at Örebro University's Department of Medical Sciences, affiliated with the Faculty of Medicine and Health since November 2016. She also leads the Audiology Research Centre at Örebro University Hospital and serves as a Senior Consultant in Audiology there. Additionally, she holds positions as an Associate Professor at the University of Oulu, Finland (since 2007), Visiting Professor at Linköping University (since 2017), and Scientific Advisor in Audiology at Sweden's National Board of Health and Welfare. Her research focuses on auditory epidemiology, particularly age-related hearing loss, and the benefits of cochlear implants in adults. She has led collaborative projects such as the ARHI study investigating genetic and environmental factors in hearing impairment. Her work includes longitudinal studies on cochlear implant outcomes, sensory functioning in aging populations, and the development of clinical tools like the Hearing and Functioning in Everyday Life Questionnaire (HFEQ). She has also contributed to understanding the impact of cardiovascular health on hearing deterioration and noise-induced hearing loss in adolescents. Key collaborations include work with the University of Oulu on epidemiological studies and international projects analyzing tinnitus and hearing aid rehabilitation. Her research emphasizes translational outcomes, aiming to improve clinical practices and patient quality of life through evidence-based interventions.
Krister Schönström is an Associate Professor and subject leader for Sign Language at Stockholm University's Department of Linguistics. He teaches courses on Swedish Sign Language and supervises students at all academic levels, including doctoral candidates. His research focuses on multilingualism among deaf individuals, language acquisition, and sign language proficiency assessment. Key projects include 'Promoting the reading of deaf students in sign language-based classrooms' (Skolfi-funded) and 'The multilingual situation of deaf refugees in Sweden' (VR-funded). He leads the 'From speech to sign' project on second language acquisition of sign language (RJ-funded 2017-2019). His work explores visual language learning dynamics, translanguaging in multilingual classrooms, and developing sign language proficiency tests. Collaborations include FORTE-funded research on deafblindness communication with Linköping University. Education: Not explicitly detailed in text Research Projects: Mulder (deaf refugees), Skolfi reading project, FORTE deafblindness study Grants: VR, Skolfi, Riksbankens Jubileumsfond, FORTE Labs/Teams: Sign Language section leadership, collaborative work on multilingual deaf education His research spans bilingualism's bimodal aspects, second language acquisition challenges, and practical tools like sign language proficiency assessments. He emphasizes the visual modality's role in deaf learners' literacy and communication strategies.
Roles & Affiliations: Camilla Warnicke is an Associate Professor affiliated with Social Work at Örebro University. She currently serves as a visiting researcher at Stockholm University's Institute of Interpreting and Translation, and works part-time as a research funding advisor at Region Örebro County's Grants Office (RÖL). She is also a researcher and teacher at the Sign Language Interpreter and Deaf-Blind Interpreter Education program in Örebro. She holds an authorized interpreter certification between Swedish and Swedish Sign Language (STS). Research Interests: Her work focuses on social equality, participation, and interaction dynamics between individuals and society. Key areas include interpretation between Swedish and Swedish Sign Language, deaf populations, and deafblindness. She employs Conversation Analysis (CA) to study remote interpreting practices in services like the Swedish Video Relay Service (VRS). Collaborations: Active in multidisciplinary projects such as 'Remote interpreting between spoken and signed languages' (Region Örebro), 'Social equality and road safety' (funded by Swedish Transport Administration), and 'Better communication in congenital deafblindness' (Forte-funded with Linköping University). She also collaborates with the National Knowledge Center for Deafblind Issues (Nkcdb). Teaching & Supervision: Supervises doctoral student Charlotte Ryman at Örebro University's Department of Health Sciences. Teaches at undergraduate, postgraduate, and doctoral levels, including courses on remote interpreting and medical research funding. Leads courses at Stockholm University's sign language interpreting program. Awards & Recognition: None explicitly mentioned in the text. Labs & Teams: Part of research groups 'Deafblindness in a Multidisciplinary Perspective' and 'Social Work and Care across the Life Course (SAOL)'. Involved in initiatives like the 'Sign Language and Deaf-Blind Interpreter Education' program at Fellingsbro Folk High School.
Professor Mathias Broth at Linköping University's Department of Culture and Society (IKOS) specializes in multimodal interaction analysis, examining how humans coordinate communication through speech, gestures, and environmental cues. His research spans interaction in traffic environments, preschool mobility practices, and language-culture dynamics. Develops multimodal interaction analysis methodologies Studies traffic interaction between autonomous vehicles and human drivers Investigates preschool children's participation in traffic safety practices Explores communication in driver training contexts Research trends focus on embodied communication, showing how people coordinate gaze, gesture, and verbal cues in real-time interactions across different environments including: Traffic situations with autonomous vehicles Preschool group movements Driver training instruction Human-robot interaction Media production scenarios Second language classrooms Broth contributes to the Language and Culture research environment while supervising PhD students in interaction studies.
Marie Matérne is an Associate Professor of Social Work and licensed health and medical care counselor at Örebro University. She holds a PhD in Disability Research (2018) focusing on return-to-work after acquired brain injury. Her primary affiliation is with the School of Behavioural, Social and Legal Sciences, Department of Behavioural, Social and Legal Sciences. She leads the Social Work and Care in a Life Course Perspective (SAOL) research group. Marie’s research focuses on disability studies, stroke rehabilitation, traumatic brain injury, and psychosocial interventions. Key projects include developing rehabilitation programs for women with TBI, studying post-stroke quality of life, and evaluating the role of healthcare counselors. She collaborates internationally with researchers in Australia, the UK, Ireland, and Finland. Her teaching focuses on the Health and Medical Care Counselor Program, where she coordinates thesis and scientific theory courses. She has supervised four doctoral students, including Anette Granberg (defended 2014) and Alexandra Björck (ongoing). Recent publications (2023–2025) emphasize organizational readiness for disability interventions, stroke comorbidity impacts, and remote sign language interpreting. Her work bridges clinical practice and social policy, emphasizing interdisciplinary approaches to disability care. Marie serves on the editorial board of the National Competence Center for Traumatic Brain Injury and chairs the Stroke Team Council. She completed a 2024 research exchange at Sydney’s Ingham Institute.
Katherine Harrison is Associate Professor / Senior Lecturer at Linköping University’s Department of Theme (TEMA), unit Theme Gender (TEMAG). She leads critical, feminist and interdisciplinary research on AI, social robotics and smart-city governance, anchored in LiU profile areas Visual Digital Futures and Social Transformations . Education & academic trajectory: While explicit degrees are not listed in the supplied text, Harrison’s long scholarly record (≥25 works since 2008) and her rank of Associate Professor imply a completed PhD and subsequent habilitation equivalent in feminist STS/technology studies. Research interests revolve around three pillars: Ethics, trust and embodiment in human-robot interaction Datafication, visualisation & AI governance in smart sustainable cities Feminist and intersectional analyses of technological design and power She interrogates how algorithms, sensors and care robots mediate social relations, how “smart” infrastructures produce new forms of inclusion/exclusion, and how critical, participatory design can yield more equitable sociotechnical futures. Publication trends 2020-2025: Her recent articles shift from early-career studies of digital intimacy and dating platforms toward large collaborative projects on AI failure, data work, and governance of urban and robotic systems. Keywords span Computer Science, Human-Robot Interaction, Urban Studies, Gender Theory and Critical Data Studies, signalling a consolidation of interdisciplinary impact. Grants & awards: Grant capture mentioned includes Wallenberg WASP-HS projects on AI & autonomous systems, Formas funding for sustainable city research (49 M SEK shared across LiU), RJ grants for humanities (14 M SEK shared), and internally profiled Visual Digital Futures infrastructure, but no individual medals or fellowships are listed. Doctoral supervision & teams: She currently advises two PhD candidates (Maria Arnelid, Dominika Lisy) and one post-doc (Signe Bjerrekär Skov) and participates in collectives such as The Bodies Hub, CMBS, P6 research collective, and Tema Data Lab.
Anna Cabak Rédei is a Researcher at Lund University's Centre for Languages and Literature (SOL) within the Joint Faculties of Humanities and Theology. Her academic profile bridges cognitive semiotics, cultural studies, and perception psychology with significant contributions to rock art studies and narrative theory. Her research interests form an interconnected web of semiotic inquiry: Cognitive Semiotics and visual perception mechanisms Narrative structures in prehistoric and contemporary contexts Semiotic approaches to psychotherapy and existential analysis Translation theory across semiotic systems Scandinavian rock art and petroglyph interpretation Bakhtinian dialogism and philosophical implications Dr. Rédei's publication trajectory reveals a compelling evolution from theoretical semiotics toward applied archaeological interpretation, particularly through her leadership in the Swedish Research Council-funded project "From Shapes To Action." Her recent work demonstrates sophisticated integration of cognitive frameworks with material culture analysis, especially in examining how prehistoric Scandinavian rock art evolved from simple representations to complex narrative depictions. Her scholarly contributions span multiple disciplinary journals with consistent peer-reviewed output, though specific major awards aren't documented in available materials. Her work has attracted academic attention with readership across multiple research platforms and citations in rock art studies. Dr. Rédei actively contributes to academic supervision as evidenced by her role as assistant supervisor for doctoral research on agency and cognitive design processes. She currently participates in multiple research initiatives including "Framtida begravningsplatser" (Future Burial Places) through 2026 and previously contributed to the "Human Memory in the Digital Age" project at Pufendorf IAS. Her work is supported through the Cognitive Semiotics research environment at Lund University, where she collaborates with researchers across archaeology, psychology, and philosophy to advance theoretical frameworks for understanding human meaning-making across diverse media and historical periods.
Sandra Debreslioska is a postdoctoral researcher at the Centre for Languages and Literature, Lund University, specializing in General Linguistics. She leads a Swedish Research Council-funded project comparing gesture production in German (spoken language) and German Sign Language (DGS) to investigate multimodal language structures at the discourse level. Current project: 'Gestures in spoken and signed discourse' (2020-2024) Key research areas: Multimodal communication, discourse analysis, gesture studies, language acquisition Active collaborator in international gesture research Her research reveals that language modality significantly affects gesture patterns, particularly in information structure encoding and referent tracking. Gestures show systematic alignment with topic-comment structures and information status markers in both spoken and signed languages. Scientific recognition includes: Swedish Research Council funding Peer-reviewed conference presentations (2022-2024) Active participation in 18 academic activities She has published 14 research outputs including 6 peer-reviewed articles, 2 abstracts, and 2 book chapters, focusing on the relationship between gestures and language in multimodal contexts.
Sara Lenninger is an Associate Professor in Cognitive Semiotics at Kristianstad University's Faculty of Education, Department of After School Education. Her work bridges semiotic theory, cognitive science, and childhood education, focusing on visual communication and meaning-making processes in developmental contexts. Education: PhD in Semiotics, Lund University (2013) MA in Philosophy of Arts, Lund University Docent in Cognitive Semiotics, Lund University (2021) Research Focus: Dr. Lenninger investigates how visual signs convey meaning beyond verbal language, particularly in children's communication. Her cognitive semiotic approach examines picture interpretation in adult-child interactions to advance children's rights in educational and social settings. She integrates psychological insights with semiotic frameworks to decode developmental meaning-making processes. Publication Trends: Her 2024 outputs reveal concentrated exploration of aesthetic awareness in pedagogical environments, children's semiotic development, and visual narrative structures. Key themes include the application of Göran Sonesson's legacy to contemporary semiotics, pictoriality in art education, and non-verbal communication systems in childhood contexts. Scientific Recognition: No formal awards documented in source materials Academic Leadership: With 171 supervised students, Dr. Lenninger serves as deputy supervisor for PhD research on children's belonging in after-school communities. She leads the NEMO project (2019-2022) developing ECEC teacher curricula and co-directs an ongoing project (2023-2025) on pedagogical work for children's inclusion. Her grant portfolio includes EU-funded initiatives targeting autism spectrum disorder education and monitoring guidelines. Professional Engagement: As Swedish representative on the Nordic Association for Semiotic Studies board and Associate Editor of Cognitive Semiotics journal, she shapes international discourse. Her recent invited talks address democracy, inclusive education, and children's sense of belonging across Scandinavian academic forums.
Ingela Holmström is a full-time Professor at the Department of Linguistics , Stockholm University , specializing in Swedish Sign Language (STS) and bilingualism . She serves as Head of the Sign Language Department and leads multiple research initiatives including the MULDER project (2024) on deaf migrants' multilingual situation , the LäsTecken project on deaf children's reading development , and the UTL2 project examining STS as a second language for hearing students . Research Themes : Deaf migrant language acquisition Bilingual education policy Visual-gestural modality instruction Language ideologies in Nordic countries Technological mediation in deaf education Key Methodologies include ethnographic classroom observations, longitudinal studies of cochlear implant users, and mixed-methods analysis of sign lexicon acquisition patterns. Her work demonstrates how able-bodied norms in Swedish bureaucracy create systemic barriers for deaf migrants, while highlighting translanguaging practices as both facilitators and complicators in multilingual classrooms.
Åsa Elwér is an Associate Professor (Docent) at Linköping University, affiliated with the Department of Behavioural Sciences and Learning and the Division of Education, Teaching and Learning (PEDI). Her research focuses on cognitive development, special needs education, and interventions for reading and mathematics difficulties. She leads projects like TextAD, aiming to develop adaptive digital tools for readers with disabilities, and the International Longitudinal Twin Study, investigating genetic and environmental influences on learning. Her work bridges education and neuroscience, particularly studying how cognitive and linguistic factors impact learning outcomes in populations with intellectual disabilities. Recent studies include randomized controlled trials of numeracy interventions and neural mechanisms underlying sign language use in deaf individuals. Key research areas span reading comprehension, arithmetic cognition, and early childhood literacy. She collaborates internationally, with studies involving Swedish, U.S., and Australian cohorts. Her articles frequently address developmental trajectories and cross-linguistic comparisons in educational outcomes. Advising and grants include leadership in special needs education initiatives, though specific grant details are not detailed. She contributes to educational policy through evidence-based interventions.
Karin Allard is a part-time Lecturer in Special Education at Örebro University, affiliated with the Department of Humanities, Education and Social Sciences. She holds a PhD in Education and focuses on multilingualism, translanguaging theory, and inclusion in deaf education. Her research explores language practices in sign language environments and policy implications for special education teachers. Education: PhD in Education from Örebro University (2013). Previous roles include preschool teacher, primary school educator (F-3), and special educator for deaf/hard-of-hearing students. Active in teacher training programs through the Swedish Labour Market Institute. Research Interests: Multilingual education, translanguaging implementation, deaf education inclusion, special educator professional development, and student health collaboration. She leads an educational development project on interprofessional collaboration between special education and social work programs. Key Projects: Collaboration for Inclusive Student Health Initiative, Nordic Network on Disability Research participation, and comparative studies on special educator training in Sweden/FInland. Published widely in journals like Journal of Deaf Studies and Deaf Education and Nordic Journal of Comparative Education . Professional Roles: Course manager for special education programs, thesis supervisor, and member of program councils. Engaged in peer-reviewing for Language Policy and academic networks like DHOPP (Sign Language Research). Labs/Teams: SpecUL - Special Education, Development and Learning research group; Education and Democracy research environment at HumUS.
Mårten Eriksson is a Professor at the University of Gävle specializing in Psychology, with research spanning decision-making, child language development, and psychosocial health. His work develops and validates assessment tools for language disorders and examines psychosocial factors in adolescent well-being. Research encompasses: Diagnostic protocols for language disorders in monolingual/bilingual children Psychometric development of communicative inventories Autonomy and quality of life relationships in adolescents Cognitive biases in social judgment Cross-cultural language acquisition patterns Publications demonstrate consistent focus on developmental assessment methodologies, particularly early identification of language disorders. Recent work emphasizes bilingual screening necessity, stability of diagnostic markers, and clinical applications of communicative inventories. Research shows strong interdisciplinary connections between developmental psychology, linguistics, and clinical practice.
