Ryuko Kubota is a Professor in the Department of Language and Literacy Education at the University of British Columbia (UBC), Faculty of Education, since 2009. Her research spans critical applied linguistics , race and language education , and decolonial pedagogies . She has contributed extensively to understanding language ideologies , multicultural education , and critical literacies . Education: BA in English Linguistics, Rikkyo University (1980) MAT in TESOL, School for International Training (1987) PhD in Education, OISE/University of Toronto (1992) Her research interests focus on the intersection of race, language policies, and critical pedagogies. She examines neoliberal paradoxes in language learning, translingual practices , and antiracist engagement in global contexts. Her work addresses systemic inequities in English language education and immersion programs . Recent publications highlight critical approaches to World Englishes , AI-assisted writing , and raciolinguistic hegemony . These studies span interdisciplinary sub-fields including critical race theory , decolonial education , and language teacher identity . Scientific awards include the DSSA Award 2020 . She supervises graduate students like Charu Gupta (PhD) and collaborates with institutions such as the Language Sciences Institute at UBC. Her teaching includes courses on critical multicultural education and language politics .
Steven G. Kellman is a Professor of English at the University of Texas at San Antonio (UTSA), where he has taught since 1976. A leading scholar in comparative literature and literary translingualism, he was UTSA's first Ashbel Smith Professor (1995-2000) and has received numerous accolades including the National Book Critics Circle Balakian Citation and the New York Society Library Award for Biography. His academic foundation includes: Ph.D. in Comparative Literature, University of California at Berkeley (1972) M.A. in Comparative Literature, University of California at Berkeley (1969) B.A. in English & General Literature, State University of New York at Binghamton (1967) Kellman's research focuses on comparative literature, modern and contemporary literature, prose fiction, literary translingualism, film, and biography. He pioneered the study of writers who create in non-native languages, examining how linguistic displacement fuels creativity and shapes identity across cultural boundaries. His work bridges literary analysis with cultural history, particularly in American literature and biography. His recent publications demonstrate sustained engagement with translingualism, pandemic-era literary interpretation, and biographical recovery of marginalized voices. Articles from 2022-2025 reveal consistent thematic threads: re-examining classic texts like Camus' The Plague through contemporary crises, analyzing translingual writing as spiritual practice, and recovering erased narratives in literary partnerships. Honors include the National Book Critics Circle Nona Balakian Citation (2006), New York Society Library Award for Biography (2006), and Gemini Ink Literary Excellence Award (2008). Additional distinctions: UTSA COLFA Researcher of the Year Award (2019-2020) McGinnis-Ritchie Award for Nonfiction (2008) San Antonio Public Library Foundation Arts and Letters Award (2005) Two UTSA President's Distinguished Achievement Awards in Research Excellence (1990-91, 2005-2006) Kellman has secured prestigious fellowships including the Fulbright Distinguished Chair at Sofia University and Harvard's John E. Sawyer Fellowship. He served four terms on the National Book Critics Circle board and edits Brill's Literary Multilingualism series, demonstrating sustained commitment to advancing literary scholarship through editorial leadership and institutional service.
Dr. Martha Sidury Christiansen is a Professor of Applied Linguistics/TESOL at the University of Texas at San Antonio , where she serves in the College of Education and Human Development . She is the Principal Investigator of Project RESPETO , a NSF-funded initiative exploring racial equity in engineering education. Her work spans sociolinguistics, digital literacies, and raciolinguistic analysis, with a focus on transnational multilingual communities. Born in Veracruz, Mexico Ph.D. in Foreign/Second Language Education (Ohio State University, 2013) M.A. in English Composition (Indiana University, 2007) B.A. in English Language Teaching (Universidad Veracruzana, 2002) Her research examines how transnational youth navigate digital spaces through multiliteracies , challenges Western academic writing norms via Mexican decolonial methodologies , and investigates raciolinguistic intersections in identity formation. The 15 most recent publications reveal a strong focus on digital communication , transnationalism , and critical pedagogy across journals like TESOL Quarterly and Language@Internet . 2023-2025: Expanding raciolinguistic frameworks in digital contexts 2021-2022: Analyzing multimodal identity construction 2019-2020: Exploring Mexican bilinguals' online language use She has received multiple honors including ACUE Fellow (2023), Fulbright Scholar (2017), and Faculty Leadership Fellow (2021-2022). Her presentations at conferences like ICOLLITE and DDVM Lab highlight her expertise in critical sociolinguistic awareness and digital discourse analysis . Dr. Christiansen actively consults for nonprofits on linguistic equity and multilingual education .
Associate Professor Sunny-Boy Ahmar Mahboob is a distinguished linguist at the University of Sydney, where he serves as Degree Coordinator for the Master of Crosscultural and Applied Linguistics program within the Department of Linguistics, Faculty of Arts and Social Sciences. With extensive experience in applied linguistics and language education, Dr. Mahboob has established himself as a leading expert in World Englishes, TESOL, and language variation research, both nationally and internationally. Dr. Mahboob's educational background includes: BA from Karachi MA from Karachi MA from Indiana University MEd from Sydney PhD from Indiana University (2003) Dr. Mahboob's primary research focuses on language variation in global contexts, with particular attention to World Englishes, the NNEST (Non-Native English Speaking Teachers) movement, language policy, and decolonial approaches to linguistics. His work critically examines how language policies and practices affect educational outcomes and social justice, especially in postcolonial contexts like Pakistan and the Middle East. He pioneered 'appliable linguistics' - an approach that bridges theoretical linguistics with practical applications in education and policy, emphasizing the need for linguistic theories to address real-world problems. His recent publications reveal a strong trajectory toward decolonial linguistics, with increasing focus on subaltern perspectives, environmental connections to language diversity, and critical examinations of colonial legacies in language education. Dr. Mahboob's work consistently addresses power dynamics in language teaching and the need for more inclusive approaches that value linguistic diversity across educational contexts from primary schools to universities. Dr. Mahboob has received numerous prestigious awards: 2019: Australia's Research Field Leader in English Language and Literature (The Australian's Research magazine) 2012: Fellow of the National Talent Pool; President's Programme for Highly Qualified Overseas Pakistanis 2006: Faculty of Arts and Social Sciences Teaching Award, University of Sydney 2005: Teaching Initiative Award and Fellow of the Association of Pacific Rim Universities 2004: ECU Research and Creativity Award 2002: 'Distinguished President Award' from INTESOL, Indianapolis As an academic mentor, Dr. Mahboob supervises research students including Ruohong CAO (Developing Mandarin Learning Materials for Young Learners in Australia through Positive Discourse Analysis) and Tracy GAO (Evaluating Chinese Language Textbooks: A Sociosemiotic Perspective). His editorial work includes serving as Editor of TESOL Quarterly (2014-2017) and Associate Editor for multiple linguistics journals. Dr. Mahboob has secured significant research funding for projects including the SLATE (Scaffolding Literacy in Academic and Tertiary Environments) project and indigenous language funding initiatives in Australia. Dr. Mahboob founded and leads the International Free Linguistics Conference series, which has become an important platform for critical and alternative approaches to linguistics. His 'SLATE project' focuses on genre-based pedagogy for academic writing, and he actively collaborates with researchers across multiple continents through the World Englishes research network. His recent work increasingly explores the connections between language diversity and environmental sustainability, positioning linguistic ecology as a critical component of broader ecological concerns.
Kelly Medina-López is an Assistant Professor in the Department of Humanities & Communication, focusing on Latinx rhetorics, border studies, and decolonial methodologies. Her work intersects social justice with translingual practices and place-based epistemologies. Key research areas include racioalphabetic ideologies, myth-as-methodology, and the intersection of embodiment and spatial identity. Research Focus: Latinx rhetoric, border rhetorics, feminist/indigenous methodologies Key Concepts: Querencia, rasquache aesthetics, translingual pedagogy Her publications explore the US-Mexico border's rhetorical landscapes and the role of myth in knowledge production. Recent works analyze alternative writing systems as acts of resistance and the cultural significance of New Mexico's place narratives. Advising and grant details are not documented in the provided materials.
Dr. Mia You is a translingual poet and Assistant Professor at Utrecht University’s Department of Languages, Literature and Communication within the School of Humanities. She specializes in modern and contemporary literature, focusing on intersections between poetry, feminist theory, and global English. PhD in English from UC Berkeley MA in Regional Studies: East Asia from Harvard University BA in English Literature from Stanford University Her research explores creative humanities, translingualism, and sustainability through projects like the NWO-VENI Grant: Poetry in the Age of Global English . She contributes to the UN Sustainable Development Goals, particularly Gender Equality and Sustainable Cities. Mia’s recent publications analyze bilingual practices, meme aesthetics, and literary resistance. She actively organizes conferences such as Against Extinction and collaborates with institutions like UNESCO City of Literature. NWO-VENI Grant (2022): Fellowship awarded competitively C. C. S. Crone Stipend (2018): Prize for non-fiction books As a member of the Creative Critical Approaches to the Health Humanities initiative and co-organizer of translingual writing workshops, Mia bridges art, literature, and societal change.
Adnan Mahmutovic is a Professor at the Department of English, Faculty of Humanities, Stockholm University. He has been lecturing at the department since 2007 and holds a PhD in English Literature from Stockholm University, as well as an MFA in Creative Writing from City University of Hong Kong. His academic expertise spans multiple areas: World Literature and Transnational Writing Postcolonial and Diasporic Literature Comics and Graphic Narrative Studies Creative Writing and Literary Editing Muslim and Islamic Cultural Studies Professor Mahmutovic's research focuses on the intersections of literature, space, and identity, particularly examining how writers navigate cultural and linguistic borders. His work explores how literary works claim space through dynamic relations between locations and orientations, as seen in his book "Claiming Space: Locations and Orientations in World Literatures" (2021). He has also made significant contributions to comics studies with "Visions of the Future in Comics" (2017) and "The Craft of Editing" (2018), which explores editorial practices in contemporary literature. His academic publications demonstrate a consistent engagement with postcolonial theory, particularly examining works by authors like Michael Ondaatje, Salman Rushdie, and Ben Okri. His early scholarly work "Ways of Being Free" (2012) established his interest in how migrant writers articulate existential conditions through their fictional worlds. More recent publications show an expansion into contemporary topics like Muslim-American writing, transnational superhero narratives, and Bosnian refugee experiences. Professor Mahmutovic has received numerous awards for his fiction writing and has served as a judge for prestigious literary prizes including the Neustadt Prize for Literature. He has also acted as fiction editor for "Two Thirds North," a journal of transnational writing, since 2010. His creative work complements his academic pursuits, with publications including "Thinner than a Hair" (2010), "How to Fare Well and Stay Fair" (2012), and "At the Feet of Mothers" (2020). His essay "Comics, War and Ordinary Miracles" has been adapted for BBC Radio, demonstrating the broader cultural impact of his work.
Dr. Dana Ferris is a Professor in the University Writing Program at the University of California, Davis (UC Davis). She previously held leadership roles including Director of the UWP, Associate Director of English for Multilingual Students, and Associate Director of UWP 1. Her academic career spans over three decades, including 18 years at California State University, Sacramento, where she directed the TESOL MA program and ESL writing programs. She earned her B.A. from UC Davis, M.A. degrees from California State University, Sacramento and the University of Southern California (Linguistics), and a Ph.D. in Applied Linguistics from USC. Her research focuses on second language literacy, teacher preparation, and response strategies for student writing. She has authored nine books and over 60 scholarly works, including Teaching L2 Composition and Written Corrective Feedback in Second Language Acquisition and Writing . Ferris has served as co-editor of the Journal of Second Language Writing and founding editor of the Journal of Response to Writing , contributing significantly to academic discourse in her field. Ferris has received numerous awards, including the Best Article Award from the Journal of Second Language Writing and three-time finalist for the President's Award for Scholarly Achievement. She actively contributes to academic governance, serving on boards for CATESOL and TESOL. Beyond academia, she is an avid San Francisco Giants fan and writer for their fan blog under the pseudonym DrLefty. Key Roles: Professor, UWP Leadership, Journal Editorships Education: B.A. UC Davis (English/Creative Writing), M.A. Sacramento State (TESOL), M.A./Ph.D. USC (Linguistics/Applied Linguistics) Research Themes: Second Language Writing, Corrective Feedback, Multilingual Education Professional Activities: Board Member of CATESOL, TESOL Committees, and CCCC Standing Committee on Second Language Writing Her work bridges theory and practice, emphasizing evidence-based approaches to writing pedagogy while advocating for inclusive practices in multilingual education. Ferris's publications and editorial contributions have shaped curricula and teaching methodologies globally.
Kathrin Kaufhold is an Associate Professor in Applied Linguistics at Stockholm University's Department of English. Her research examines academic writing practices in multilingual and interdisciplinary contexts, focusing on knowledge recontextualization, translanguaging strategies, and institutional communication dynamics. She coordinates undergraduate thesis projects and teaches academic writing, research methods, and sociolinguistics. Current research explores participation in academic writing dialogues Investigates English's role in multilingual university environments Examines institutional communication mediation processes Her work bridges theoretical frameworks from Vygotskian socio-cultural theory and genre pedagogy with practical applications in writing center operations and healthcare communication. She leads the Language and Power research network addressing contemporary linguistic challenges in polarized academic environments. Key collaborations include projects with: Karolina Wirdenäs (healthcare communication) Niina Hynninen (academic writing evolution) Maria Kuteeva (language policy in Nordic universities) Her teaching emphasizes: Academic writing development Research methodology applications Discourse analysis frameworks Applied linguistics principles
Eric Robertson is a Professor of Modern French Literary and Visual Culture at Royal Holloway, University of London. He holds affiliations with the Centre for Visual Cultures and the Humanities and Arts Research Institute. His career includes roles as Director of French and lecturer at Aberdeen University before joining Royal Holloway. Robertson specializes in avant-garde movements like Dada, Surrealism, and Cubism, with a focus on intersections between poetry and visual art. Education: MA and PhD in French and German from the University of Aberdeen, with a brief stint as a translator at the Council of Europe in Strasbourg. He has examined PhDs at multiple institutions, including Oxford and Sorbonne-Université. Research interests span 20th- and 21st-century French poetry, translingual writers (e.g., René Schickele), and exhibitions co-curated with institutions like the Kröller-Müller Museum and Turner Contemporary. Key publications include Arp: Painter, Poet, Sculptor (2007 R.H. Gapper Prize winner) and Blaise Cendrars: The Invention of Life (2022). Teaching focuses on French culture, cinema, and visual arts, including courses like Text and Image in France from Cubism to the Present . He mentors postgraduates exploring interdisciplinary modernist studies and avant-garde legacies. Awards include the Arp International Research Fellowship (2015) and the R.H. Gapper Book Prize (2007). He actively contributes to international exhibitions, such as the Arp: The Poetry of Forms tour (2017-18), and collaborates with galleries like Luxembourg + Co and Hauser & Wirth.
Mary Gallagher is Professor of French and Francophone Studies at University College Dublin, affiliated with the School of Languages, Cultures and Linguistics. She has held significant academic appointments at UCD since 1991, progressing from Lecturer to full Professor, and has served as a Visiting Professor in France, China, and Tunisia. Her scholarly leadership includes founding roles in the Association for the Study of Caribbean and African Literature in French (ASCALF) and the Irish Association of French and Francophone Studies (ADEFFI), where she was president from 2006 to 2008. She led the PRTLI-funded 'World Writing in French' research programme and has coordinated multiple Erasmus+ partnerships with institutions in the French Caribbean, Tunisia, and Vietnam. Education: BA in French and German, Trinity College Dublin DEA in French Literature, Université de Paris VII (Denis Diderot) Doctorat ès Lettres, Université de Paris VIII (Vincennes-Saint-Denis), supervised by Henri Meschonnic, viva chaired by Édouard Glissant Higher Diploma in Mediation and Diploma in Arbitration Law and Procedure, University College Dublin Her research focuses on postcolonial Francophone literature, Caribbean studies, Creole identity, migration, and ethical dimensions of writing. She has published extensively on Saint-John Perse, Lafcadio Hearn, and Paul Morand, with a recent emphasis on Holocaust testimony through her critical edition of Paul Léon’s letters from Drancy. Her work bridges literary scholarship, cultural critique, and historical recovery, often engaging with themes of displacement, memory, and transcultural dialogue. The 15 most recent publications illustrate a sustained engagement with global Francophone narratives, from Caribbean poetics and Creole hybridity to Shoah testimony and critiques of academic corporatism. Her scholarship reveals a trajectory from regional Caribbean studies to broader global and ethical concerns, emphasizing literary witness, intercultural translation, and the responsibilities of the intellectual in an age of globalization. Scientific Recognition and Editorial Roles: Editor of 22 issues of the biennial journal of ASCALF Editorial Board member, Journal of French and Francophone Philosophy (US) Editorial Board member, Forum Poetiki (Poland) Editorial committee roles for monograph series at Palgrave, Gallimard, Brill, and Peter Lang As an advisor and grant leader, she has supervised major research programmes and cross-institutional collaborations. She has not advised named students in the provided texts but has mentored through programme leadership and editorial guidance. She convened UCD’s Asia-Pacific Research Forum (2018–2022), now a formal Research Centre. Her work continues to shape interdisciplinary approaches to Francophone and postcolonial studies. Research Groups and Collaborations: Founder, Association of Francophone Postcolonial Studies (formerly ASCALF) President, Irish Association of French and Francophone Studies (ADEFFI, 2006–2008) Convenor, UCD Cross-College Asia-Pacific Research Forum (2018–2022) Initiator of Erasmus+ partnerships with Université des Antilles, Université de Tunis, and Université Nationale du Vietnam Developing an all-island Irish research group on Former French Island Colonies
Fares J. Karam is an Associate Professor of TESOL at the College of Education and Human Development, University of Nevada, Reno. He holds a Ph.D. in Education (English Education) from the University of Virginia, along with an MA and BA in English Language and Literature from the Lebanese University. His work spans teaching, research, and leadership roles in multilingual education contexts across Lebanon, the UAE, and the U.S. Specializes in immigrant/refugee multilingual learners' literacy development Focuses on critical dialogic pedagogy and raciolinguistic ideologies Active in policy advocacy through TESOL International Association Editorial board member of TESOL Quarterly and Journal of Language, Identity & Education Karam’s research appears in top journals like Research in the Teaching of English and TESOL Journal , with recent work exploring transliterate practices, social-emotional learning, and refugee education. His accolades include the AERA Distinguished Dissertation Award and TESOL’s NNEST Paper Award. 2022 NAEd/Spencer Postdoctoral Fellowship Semifinalist 2018 UNR College of Education Outstanding Research Award 2017 Bruce Gansneder Outstanding Dissertation Award 2016 TESOL NNEST Issues Award He previously served as a Senior English Consultant in the UAE, supporting EFL programming across public schools, and has contributed to curriculum design and teacher education frameworks emphasizing equity and identity-centered approaches.
Gerd Grupe serves as Professor of Ethnomusicology and Vice Rector for Research at the University of Music and Performing Arts Graz (KUG), where he has held his faculty position since 2002. His academic career spans multiple institutions including Free University Berlin, Frankfurt am Main, Hildesheim, Bayreuth, and Krems. His educational background includes doctorate in Comparative Musicology (1990, FU Berlin) with dissertation on Afro-Jamaican Kumina music, and habilitation (1996) on Shona music published as The Art of Mbira Playing (2004). His research spans sub-Saharan African music , African-American traditions , Central Javanese gamelan , and cross-cultural comparative studies , with fieldwork in Jamaica, Zimbabwe, and India. His scholarly output reveals consistent focus on traditional African musical systems (particularly Shona mbira and Jamaican Kumina), notation challenges in oral traditions , and pedagogical approaches to non-Western music . The article corpus demonstrates progression from specific case studies (Kumina, 1990s) toward broader theoretical frameworks (2000s) examining cognitive dimensions, performance practices, and cross-cultural learning methodologies. As academic leadership, he established KUG's Central Javanese Gamelan ensemble (2004) for research and teaching, and co-edits the Translingual Discourse in Ethnomusicology journal while editing Grazer Beiträge zur Ethnomusicologie . His work bridges performance practice, cognitive analysis, and cultural context with emphasis on learning through performance methodology.
Keith Gilyard is the Edwin Erle Sparks Professor of English and African American Studies at Pennsylvania State University. His research focuses on African American literature, rhetoric, and pedagogy, with a particular emphasis on cultural politics and educational equity. He holds a BS from City University New York, an MFA from Columbia University, and an EdD from New York University. His work bridges literary analysis, sociolinguistics, and educational theory, addressing topics such as African American discourse patterns, the role of language in cultural identity, and the intersection of rhetoric with social justice movements. Key themes include critical pedagogy, translingualism, and the rhetorical strategies used in Black activism. Gilyard has been recognized for his contributions, including the 2013 CCCC Exemplar Award and his leadership as NCTE President. His publications often examine historical figures like Langston Hughes and Haki R. Madhubuti, alongside contemporary issues such as high-stakes testing and globalization's impact on education. He has advised numerous graduate students (though specific names are not listed here) and contributed to curricular reforms emphasizing anti-isolationist educational practices. His writings frequently critique linguistic prejudice and advocate for inclusive language policies in schools and communities.
Dr. Kate Seltzer is an Assistant Professor in the College of Education at Rowan University, specializing in critical literacy, technology integration, and multilingual education. Her work focuses on leveraging student bilingualism through translanguaging pedagogies, challenging oppressive language ideologies, and fostering inclusive classroom environments. She co-authored influential works such as The Translanguaging Classroom and Translanguaging: A CUNY-NYSIEB Guide for Educators . Education: B.A. in English and Women’s Studies from George Washington University; M.S. in Secondary English Education from CUNY Lehman College; Ph.D. in Urban Education from CUNY Graduate Center. Research emphasizes expanding English-medium spaces to include diverse student language practices, particularly for emergent bilinguals. Key areas include raciolinguistic literacies, culturally sustaining pedagogy, and teacher professional development. Her publications (2021-2025) explore virtual learning integration, critical translingual approaches, and anti-oppressive classroom strategies. Dr. Seltzer collaborates with the CUNY-NYSIEB Project, advocating for bilingualism maintenance and equitable education. Her teaching focuses on bilingual education methods and culturally responsive instruction.
