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Dagmar Abendroth-Timmer is a Professor in Romance Studies - Didactics at the University of Siegen, Faculty I. She is a leading figure in foreign language didactics, with a strong focus on action-oriented teaching, multilingualism, teacher education, and digital learning environments. Her research is deeply international, involving collaborations across Europe through projects like LANGSCAPE, ENROPE, and ViMuLEnc. University: University of Siegen School: Faculty I Department: Romance Studies - Didactics Position: Professor Email: abendroth@romanistik.uni-siegen.de Her research interests include foreign language didactics, multilingual and intercultural education, teacher professionalization, empirical research methods, and digital learning. She has made significant contributions to the development of action-oriented language teaching models, particularly in digital and multilingual contexts. Her recent publications explore virtual multilingual encounters, translanguaging, and identity formation in language classrooms. The recent articles reflect a strong trend toward digitalization in language education, with a focus on virtual exchange, teacher training in digital environments, and the role of multilingualism in online learning. There is a consistent emphasis on reflective practice, identity, and critical pedagogy across her work. She is actively involved in academic leadership, serving as a network consultant for LANGSCAPE and coordinating international projects. She has contributed to numerous edited volumes and special journal issues, particularly on plurilingualism and teacher education. Dagmar Abendroth-Timmer supervises research assistants and contributes to curriculum development in teacher education. She is engaged in ongoing research projects such as ViMuLEnc, which explores virtual multilingual learning encounters, and drama pedagogy in language teaching. Her work bridges theory and practice, aiming to enhance both teacher training and classroom instruction in foreign languages.

• Foreign Language Didactics
• Action-Oriented Language Teaching
• Multilingualism
• +10 more

Dr. Billian Otundo is a postdoctoral researcher at the Cluster of Excellence Africa Multiple and habilitation candidate at the Department of English Linguistics, University of Bayreuth (Germany). She investigates multilingual African learning spaces through translanguaging frameworks, focusing on the intersection of language, identity, and digital innovations in Kenya. Her research integrates quantitative and qualitative methodologies with tools like SPSS, R, Praat, and MAXQDA. Co-convener of Postdoctoral Working Groups at Africa Multiple Collaborating with University of Cologne’s Phonetic Laboratory on Kenyan English and Kiswahili intonation Research Interests: Sociolinguistics, World Englishes, Translanguaging, Code-switching, Sociophonetics, Decolonisation of Linguistics Curriculum, and Educational Linguistics. She examines language attitudes, variation in intonation, and inclusion policies in African education systems. Scientific Awards: DFG Postdoctoral Grant (2022) TWAS-DFG Cooperation Grant (2021) NWO-WOTRO Funding (2018) BIGSAS Doctoral Fellowship (2011-2015) Dr. Otundo actively contributes to academic service as an editorial board member of the Journal of Linguistics, Literary and Communication Studies and the Africa Multiple publication series. She founded the Philippines-Kenya Education Network and consults on inclusive policy design for Kenya’s Bungoma County Government.

• Sociolinguistics
• Multilingualism
• Translanguaging
• +16 more

Dr. Katrin Huxel is a researcher at the University of Münster and a member of the Council for Migration (RfM). Her work focuses on anti-racist interventions in education, particularly addressing linguistic discrimination ('linguicism') and advocating for multilingual teaching reforms in Germany. She has contributed to BMBF-funded projects like MIKS 1 and 2, which explore multilingual strategies in primary schools. Her research emphasizes the transformation of migrant language skills into cultural capital and critiques the monolingual bias in educational systems. She proposes networked multilingual teaching aligned with post-migrant societal realities, integrating translanguaging strategies to validate students' linguistic diversity. In her 2020 RfM commentary, she analyzes trends in language policy, racial equity in education, and systemic barriers affecting multilingual learners. No awards or student advisement roles are documented.

• Anti-Racism in Education
• Multilingualism
• Linguistic Discrimination
• +3 more

Prof. Dr. Sascha Neumann is a full professor of educational science with a focus on social pedagogy at the Institute for Educational Science , Eberhard Karls University of Tübingen (since 2020). He previously held the Ordentlicher Professor position for Early Childhood Education and Childhood Studies at the University of Luxembourg (2017-2020) and associate professorship for educational research at the University of Freiburg (2013-2017). His research spans childhood studies, social pedagogy, participatory education, multilingualism in early childhood , and ethnographic analysis of educational fields . Current director of the Institute for Educational Science, University of Tübingen (since 2024) Led major research projects including the 2nd National Children's Report for Luxembourg (2023-2027) and COMPARE (2020-2023) on multiliteracy in early education Research Focus: Examines institutional childhood structures, language practices in multilingual environments, and children's well-being through qualitative, ethnographic methodologies. His work challenges traditional adult-child power dynamics and institutional norms. Publications: Co-author of foundational texts like Grundkurs Theorien der Sozialen Arbeit (2018, 2022). His peer-reviewed articles address pandemic impacts on children, translanguaging in daycare centers, and institutional participation frameworks. Collaborations: Works with institutions like the Luxembourg National Research Fund and Ministry of National Education, Childhood and Youth . Served as co-editor for multiple academic book series including Edition Soziale Arbeit and Grundrisse Erziehungswissenschaft .

• Social Pedagogy
• Childhood Studies
• Early Childhood Education
• +4 more

Dr. Tetiana Havlin is a Research Fellow in the Department of Social Sciences at the University of Siegen, Germany. She is affiliated with the DFG Research Unit 5183 transMID and teaches courses on migration, European studies, gender studies, urban sociology, and social movements. Her research focuses on migration sociology, gender studies, post-Soviet societies, and transnational networks. She holds a Ph.D. in Sociology from Karazin Kharkiv National University (2009) and has conducted research visits at institutions including Central European University and Lund University. She is active in professional organizations like the International Sociological Association and has reviewed for journals such as Europe-Asia Studies. Her teaching spans European integration, migration policies, urban sociology, and intersectional gender analyses. Recent lectures include 'Multilingualism and Translanguaging in Migration Studies' and 'Entrepreneurial Networks of Russian-Speaking Germans.' She has presented at international conferences on topics like immigrant agency, transnational identities, and Ukrainian protest cultures. Her work bridges sociological theory with empirical studies on mobility, cultural dynamics, and institutional change.

• Migration sociology
• Gender studies
• European studies
• +4 more

Prof. Silvia Maria Melo Pfeifer holds the Universitätsprofessor (W3) für Didaktik der romanischen Sprachen at the Faculty of Education, University of Hamburg , Germany. She also serves as a Research Fellow at CIDTFF, University of Aveiro, Portugal. Her work centers on multilingual education, heritage language pedagogy, intercomprehension, and linguistic landscapes , with extensive experience in international research collaborations. Key Projects : PEP (2023-2026), AGILE (2022-2025), BOLD (2022-2025), IDéAL (2022-2025), and CoMMiTTEd (2021-2023). Research Themes : Focus on plurilingual literacy, multilingual teacher training, digital language interaction, and critical approaches to heritage language education , analyzing how students negotiate identities in multilingual contexts. Her publications include edited volumes on multilingual teacher education (Springer, 2023) and peer-reviewed chapters on intercomprehension. She advocates for pedagogies that integrate students' entire linguistic repertoires , challenging monolingual norms in educational systems.

• Multilingualism
• Intercomprehension
• Intercultural Learning
• +4 more

Univ.-Prof. Dr. Lis Schüler has held the chair of Primary-School Pedagogy / German Didactics with a focus on literary education at the Free University of Berlin , Department of Education and Psychology, since November 2022. She leads the Learning and Research Workshop for Literary Education and is co-editor of the journal Die Grundschulzeitschrift (2012–2024). Education & Career Path 1992–1998: Teacher-training studies (Grund- und Mittelstufe), University of Hamburg 1999–2001: Referendariat and 2nd State Examination, Hamburg 2001–2008: Primary-school teacher and German subject leader, Hamburg 2008–2018: Research assistant and doctoral candidate, Universities of Hamburg and Kassel July 2018: PhD (University of Hamburg) – thesis on narrative patterns in 3rd-grade writing 2018–2022: Guest professorships and substitute chairs at TU Dresden and FU Berlin Since 11/2022: Full professorship (W3) at FU Berlin Research Focus Lis Schüler’s work centres on how children acquire literacy in rich literary contexts. She investigates literary learning , text writing , and the development of narrative competences in multilingual classrooms. A second strand examines elementary writing culture , exploring how preschool and primary pupils relate to script, spelling, and multimodal text design. Her empirical studies combine ethnographic classroom observation with didactic intervention, frequently analysing pupils’ texts for narrative patterns, intermedial references, and linguistic diversity. Recent Publications & Trends Across more than 150 publications (monographs, edited volumes, journal articles, handbook chapters), two trends stand out: (1) a continuous refinement of concepts for narrative pattern recognition in early writing, and (2) an increasing integration of multilingual perspectives into literary and writing didactics. The 2023 volume „Szenen aus der Schule“ exemplifies her collaborative, observation-based approach, while forthcoming 2025 contributions expand the dialogue between university learning workshops and school practice. Grants & Collaborations Member of the nationwide research network AG SchriftSPRACHerwerb (since 2018) Co-applicant in the federal Qualitätsoffensive Lehrerbildung project „Mehr Sprache(n) – mehr Kultur(n)“ (PRONET²) Principal organiser of the Long Night of Science literary events at FU Berlin Advising & Teaching Prof. Schüler teaches foundational and advanced courses in German didactics for primary education, coordinates the research colloquium, and supervises BA, MA and doctoral theses. Students arrange individual consultation slots via her assistant team ( sek-schueler@ewi-psy.fu-berlin.de ). Laboratory & Outreach She heads the Lern- und Forschungswerkstatt für Literarische Bildung , a university–school laboratory that invites classes to explore literature through creative writing, drama and multilingual storytelling, thereby generating authentic research data while fostering pupils’ literary engagement.

• Literary education
• Literacy acquisition
• Primary-school German didactics
• +4 more

Susanne Becker is Professor at IU International University teaching Social Work, with prior roles as Post-doctoral Researcher in Socio-cultural Diversity, Visiting Researcher at University of Cape Town and University of Birmingham, and Research Fellow at Ludwig-Maximilians-University Munich. Education: Diplom in Sociology, Ludwig-Maximilians University (LMU), Munich, Germany Ph.D. in Sociology, Goethe-University Frankfurt, Germany Research Focus: Becker conducts ethnographic studies on language ideologies' connections to economic inequalities and social stratification. Her expertise spans transnational migration systems, asylum seeker integration challenges, post-colonial power dynamics, and multilingual communication frameworks in institutional settings. Key Projects: Between accommodation and integration: comparing institutional arrangements for asylum-seekers (with Simona Pagano et al.) The challenges of migration, integration, and exclusion (WiMi initiative) Diversity of asylum seekers’ needs and aspirations (completed) Linguistic diversity and asylum (completed) Becker employs qualitative methodologies to analyze how language practices reinforce exclusionary structures in migration contexts. No student advisement records, scientific awards, or laboratory affiliations were documented in source materials.

• Social Inequalities
• Language and Society
• Transnational Migration
• +5 more

Professor Silvia Maria Melo Pfeifer is affiliated with the University of Hamburg , where she holds a professorship in Romance Languages Education at the Faculty of Education’s Department of Languages and Aesthetic Disciplines Education (EW4). She also maintains membership with the CIDTFF research center at the University of Aveiro, Portugal. Research Focus: Plurilingualism, intercultural communication, heritage language education, intercomprehension in Romance languages, and digital communication dynamics. Projects: Active in LiDS (Literacy in Diversity Settings), Galapro (Plurilingual Research Network), and DivER (Diversity in Education Research). Methodologies: Empirical studies on multilingual classrooms, critical analysis of language policies, and translanguaging frameworks. Recent Publications: Her work examines educational transitions in bilingual settings, linguistic landscape as pedagogical tool, and teacher training for intercomprehension. She explores the intersection of language, identity, and global citizenship through empirical research. Collaborations: Engages in European-wide initiatives like REPA (Reference Framework for Pluralistic Approaches), Miriadi, and Galanet, focusing on multilingual education and teacher development.

• Foreign Language Education
• Multilingualism
• Intercultural Communication
• +7 more

Kerstin Theinert is a Senior Academic Councillor in English at the Weingarten University of Education, a key institution for teacher training in Germany. She has held acting professorships at Ludwig Maximilian University of Munich and Technical University of Braunschweig, and has been continuously affiliated with teacher education institutions in Baden-Württemberg. Her academic career is deeply embedded in English and French language didactics, with a focus on pedagogical innovation and inclusive classroom practices. Her research interests lie at the intersection of language teaching, multilingualism, and teacher education. She specializes in reciprocal teaching and learning (WELL) , multilingual reading theatre (MELT) , and reading fluency development in heterogeneous classrooms. She has pioneered methods for integrating digital media and multilingual scripts into foreign language instruction, promoting inclusive and engaging learning environments. The most recent publications reflect a strong thematic focus on multilingualism, reading promotion, drama pedagogy, and digitalization. Her work consistently addresses inclusive and innovative teaching practices, particularly for trainee teachers and diverse student populations. A recurring theme is the use of performance-based and cooperative learning strategies to enhance language awareness and communicative competence. Her scientific awards highlight the impact of her work, particularly the Erasmus+ project MELT, which received the 'Success Story 2017' award and a quality seal from PAD, recognizing it as an exemplary initiative in European school education. Kerstin Theinert has supervised multiple third-party funded research projects, including the BMBF-funded 'Teacher Education goes Digital' and the FuN project on classroom heterogeneity. She has also led international collaborations with institutions in Switzerland, Luxembourg, and the UK. Her work includes extensive curriculum development, textbook authorship, and teacher training programs, demonstrating a strong commitment to bridging research and practice in language education. She is actively involved in academic communities, including the German Society for Foreign Language Research (DGFF) and the Association for English and Multilingualism (E&M). Her lectures and workshops are regularly invited at national and international conferences, reflecting her recognized expertise in language didactics and multilingual pedagogy.

• English Language Didactics
• Foreign Language Teaching
• Multilingualism in Education
• +7 more

Professor Işıl Uluçam-Wegmann is full Professor of Turkish Studies at the University of Duisburg-Essen, Faculty of Humanities, where she leads the Institute of Turkish Studies. She is responsible for linguistics-oriented teaching, research, and administration, and serves as library officer, examination coordinator, and academic adviser for the Cultural Management programme. Education Doctoral dissertation (2007): "Konnexität, Kohäsion, Kohärenz: eine textlinguistische Analyse schriftlicher Texte türkisch-deutsch Bilingualer", University of Duisburg-Essen. Bachelor’s degree (final thesis in linguistics). Research Interests Her work lies at the intersection of text linguistics , multilingual education , and writing pedagogy . She investigates how bilingual learners develop literacy in both Turkish and German, designs evidence-based interventions to support subject-integrated writing, and explores translanguaging approaches in heritage-language classrooms. Current emphases include genre-based writing instruction, emotion discourse in narratives, and cross-curricular literacy promotion. Research Funding & Projects Since 10/2017: "Writing in subject lessons at secondary level I including Turkish" – intervention study funded by the German Federal Ministry of Education and Research (BMBF). 10/2014–09/2017: "Writing in Subject Lessons at Secondary Level I with the Inclusion of Turkish" – empirical BMBF project on writing-promoting concepts. Ongoing: Text-type-based promotion of written language skills in Turkish heritage language teaching. Editorial & Academic Responsibilities Co-editor of two major open-access volumes: Schreibförderung im Fachunterricht der Sekundarstufe I (2022) and Schreiben im Fachunterricht der Sekundarstufe I unter Einbeziehung des Türkischen (2019). Administrator of oral and written examinations in Turkish Studies. Developer of bilingual teaching materials and mentor to teacher-trainees. Library officer and contact person for the "Cultural Management" degree programme.

• Turkish linguistics
• Multilingualism
• Bilingual education
• +4 more

Janieta Bartz is a Professor of Disability Studies at Hochschule Düsseldorf since 2022. Previously, she held positions at the Technical University of Dortmund and the International University Erfurt. Her work bridges Education for the Disabled , Inclusive Pedagogy , and Religious Education , with a focus on Universal Design for Learning (UDL) and Resilience/Vulnerability in social contexts. Research Highlights: Inclusive education systems and barrier-free university didactics Intersectionality and ableism in social work Religion, values, and cultural diversity in pedagogy Digital participation and resilience during the pandemic Projects include collaborations with the Technical University Dortmund on inclusive teacher training (DoProfiL, BMBF-funded), research on worldview diversity in education, and initiatives like the Disability Pride Day at HSD. She has authored/co-authored over 20 publications and delivered international keynotes on topics such as "Social Distancing and Resilience" and "Inclusive Teacher Education" .

• Disability Studies
• Inclusive Education
• Universal Design for Learning
• +3 more

Daniela Merklinger is Professor of German Didactics in Primary School at the University of Erfurt's Faculty of Education. She holds a professorship specifically focused on German language instruction in primary education settings and maintains an active research and publication profile in literacy development, writing instruction, and multilingual education. Her research interests center on German didactics in primary school contexts, with particular emphasis on literacy development, writing instruction through dictation methods, literary learning, and multilingual education. Merklinger explores how children develop writing skills, particularly through innovative approaches like dictation, and investigates dialogic teaching methods that facilitate language acquisition and literary understanding in diverse classroom settings. Her recent publications demonstrate a consistent focus on practical applications of educational theory in primary classrooms, with a growing emphasis on multilingualism and inclusive education practices. The research trajectory shows progression from foundational work on writing development to more complex investigations of dialogic teaching, classroom observation techniques, and responses to contemporary educational challenges like migration and linguistic diversity. Merklinger actively contributes to academic discourse through numerous publications including monographs, edited volumes, and journal articles in prominent German educational journals such as Die Grundschulzeitschrift and Grundschule Deutsch. Her work frequently appears in special issues she co-edits, demonstrating leadership in shaping discussions around primary education topics. As an educator and researcher, Merklinger emphasizes practical classroom applications of educational theory, with particular attention to observation techniques, dialogic teaching methods, and inclusive approaches to language instruction that accommodate diverse learners in contemporary primary school settings.

• German Didactics
• Primary School Education
• Literacy Development
• +4 more

Lara-Stephanie Krause-Alzaidi is an academic researcher at the Institute for African Studies , University of Leipzig , currently on leave. She has held this position since August 2018, following teaching roles at the University of Cape Town (2015-2018) and professional experience at NGO SHINE Literacy (2016). Her work bridges language education , sociolinguistics , and decolonial pedagogy , focusing on multilingual practices in South African contexts. PhD in African Languages and Literatures (2015-2020) MA in African Studies (2009-2012) BA in African Studies (2006-2010) Research focuses on translanguaging, postcolonial language policies, and educational equity in township schools. Her publications examine: Language ideologies in South African classrooms Multilingual writing practices Urban literacy practices Postcolonial pedagogy Language and identity Decolonizing curricula

• Language Education
• Sociolinguistics
• African Languages
• +3 more

Christian Kramer is a Lecturer in English Didactics at the Institute for English and American Studies, School of Linguistics and Cultural Studies, Carl von Ossietzky University of Oldenburg. He forms part of the core team of three scholars in the English Didactics department alongside Prof. Dr. Wolfgang Gehring and Dr. Sylke Bakker. His current teaching responsibilities for Summer Term 2025 include Principles of Language Teaching and Learning, Digital EFL Learning, and supervision of student teaching experiences. Dr. Kramer earned his PhD in EFL Teaching/English Didactics from the University of Oldenburg in 2022 with his thesis 'Der kollaborative Einsatz plurilingualer Techniken von fortgeschrittenen Lerner:innen des Englischen als Fremdsprache – Gesprächsanalytische Zugänge an der Schnittstelle von englischer Fremdsprachendidktik und Mehrsprachigkeitsdidaktik,' which he successfully defended with 'magna cum laude' honors. Prior to this, he completed a Master of Arts in Language Sciences at the University of Bremen in 2015 and a Bachelor of Arts in English studies/philosophy at the University of Oldenburg in 2011. His research program centers on plurilingualism and multilingualism in educational contexts, with particular emphasis on translanguaging practices, queer and diversity education in foreign language teaching, and the intersection of English as a Foreign Language (EFL) and English as a Multilingual Language (EMLF). Dr. Kramer investigates how collaborative approaches to language learning can enhance students' plurilingual competence and how digital media can be leveraged to support multilingual education. His work consistently bridges theoretical frameworks with practical classroom applications. As a key contributor to the international TEACUP project (Teacher, Culture, Pluri), an Erasmus+ initiative, Dr. Kramer has helped develop educational modules that promote plurilingual and pluricultural approaches in foreign language teacher education across seven institutions from five countries. This work reflects his commitment to creating sustainable solutions for integrating plurilingual perspectives into language teaching practices worldwide. 2024 monograph on collaborative multilingualism in educational contexts Research on telecollaboration for professional identity development Studies on linguistic landscaping as a tool for multilingual competence Dr. Kramer has presented his research at numerous international conferences across Europe, focusing on plurilingual strategies in EFL learning, translanguaging in digital contexts, and cultural diversity in language education. His work demonstrates a consistent commitment to connecting current research with classroom practice and fostering a plurilingual and pluricultural mindset among future language teachers.

• Plurilingualism
• Multilingualism
• English as a Foreign Language
• +6 more