Heidi Borghild Helgå is an Assistant Professor in Norwegian for foreigners at the Department of Language and Literature, Norwegian University of Science and Technology (NTNU). She holds a Master's degree in Nordic Linguistics from NTNU. Her academic interests focus on teaching methodologies, second language syntax, and generative grammar, alongside developing teaching aids and textbooks. She teaches all proficiency levels of Norwegian as a foreign language and has co-authored prominent textbooks such as "Norwegian on the Web 2" and its workbook. These resources align with the Common European Framework of Reference for Languages (CEFR), targeting B1-level competency. Her research includes a 2008 thesis on negation structures in Norwegian as a second language. Collaborations with colleagues like Olaf Husby and Lena Hveding highlight her commitment to practical language education. While no specific grants or awards are listed, her contributions to textbook development reflect significant academic engagement.
Dr. Curtis Gautschi is a Research Fellow at the ZHAW Zurich University of Applied Sciences, affiliated with the School of Applied Linguistics and the Institute of Language Competence. His work focuses on language testing, digital literacy, and English-Medium Instruction (EMI) in higher education. He has led and contributed to projects like CEFR for Sign Languages, Digital German assessment, and Seamless Writing, which examine language competence, automated evaluation, and writing support tools. Research interests include Automated writing evaluation and feedback systems English-Medium Instruction quality assurance Scenario-based literacy education in vocational contexts Integration of natural language processing in language assessment Impact of digitalization on academic writing Development of CEFR-aligned testing frameworks His publications span journals like Reading and Writing and Bulletin suisse de linguistique appliquée , as well as peer-reviewed conference contributions at events such as the EARLI Conference, EATAW, and the International Pragmatics Conference. Recent work explores automated writing feedback, CEFR level prediction, and EMI's role in educational social spheres.
Denise Löfflad is a research assistant and doctoral candidate at the Leibniz Institute for Knowledge Media (IWM) in the Language and AI in Education working group since May 2024. She is actively involved in the WoLKE project developing courses for prospective teachers on the reflective use of AI in educational contexts and creating computational linguistic tools to support German language teachers. Her research interests focus on the intersection of computational linguistics and educational technology, particularly in language teaching methodology, AI integration in education, and German as a foreign language instruction. She employs computational linguistic methods to develop practical AI tools that address real-world educational challenges in language learning and teaching. Löfflad's publication record demonstrates a strong focus on applying AI and computational linguistics to educational contexts. Her work spans developing grammar profiling tools for language learners, creating AI-based teacher training courses, designing digital literacy screening tools, and analyzing language complexity for educational materials. Her research shows a consistent pattern of bridging theoretical linguistic concepts with practical educational applications. As an active researcher, she regularly presents at academic conferences including the Austrian Linguistics Conference and specialized workshops on foreign language learning. She has also co-organized international workshops on AI methods supporting language education.
Stéphane PATIN is a Lecturer in Spanish Linguistics at the University of Paris Cité , affiliated with the Faculty of Societies and Humanities and the UFR of Intercultural Studies of Applied Languages (EILA) . His research focuses on political/media discourse analysis , corpus linguistics , textometry , and translation studies , particularly examining governmental translations and Eurolect varieties . He also explores didactic approaches in Spanish language education. PhD in Hispanic Studies (University of Artois, 2011) Advanced Studies Diploma (University of Paris 3/Paris 8, 2004) Research Trends include: Lexicometric analysis of Spanish political speeches (1988-2003) Comparative study of European parliamentary discourses Media representation of ethnic minorities Application of textometry to bilingual parallel corpora CEFR alignment in language teaching assessments Scientific Activities involve: Co-organizing international conferences on applied linguistics Participation in projects analyzing Eurolect legal texts (Rome) and peninsular convergence toward Europe (1961-1986) Leadership roles in student tutoring, Erasmus+ mobility, and recruitment Patin contributes to editorial boards, examination juries for CAPES/Aggregation, and serves on the board of the Spanish Association of Corpus Linguistics (2015-2017). His work bridges quantitative textual analysis with cross-cultural communication , emphasizing the intersection of political language, translation dynamics, and educational applications.
Desirée Acebes de la Arada is a Lecturer in Scientific English at the University of Alcalá, affiliated with the Institute of Modern Languages. She teaches English for specific purposes in health science programs, including Physical Therapy and Pharmacy. She currently serves as Director of the Institute of Modern Languages and is responsible for the DELE (Diplomas de Español como Lengua Extranjera) examination. Education: Bachelor’s in English Philology – Universidad de León Master’s in Teaching Spanish – Universidad de Alcalá Doctoral Candidate in Spanish Language and Literature – Universidad de Alcalá Her research focuses on second language teaching for specific purposes, particularly in health sciences. She investigates pedagogical strategies, curriculum design, and language acquisition in professional contexts. Her work bridges applied linguistics and healthcare education, emphasizing effective communication in medical and pharmaceutical settings. Her publications and conference presentations explore English and Spanish language teaching in health professions, digital tools in language instruction, motivation, assessment, and intercultural communication. The trends in her research show a consistent focus on practical, context-driven language instruction tailored to healthcare students and professionals. Scientific Awards: No awards explicitly mentioned in the text. She has supervised various academic initiatives and led institutional language programs. As Director of the Institute of Modern Languages, she oversees language instruction, teacher training, and certification processes. She has not received mention of external grants, but her leadership role implies administrative and academic responsibility over funded or institutional programs. She has been involved in developing language curricula, teacher training, and assessment frameworks. Her international teaching experience in the United Kingdom, the United States, and Croatia enriches her pedagogical approach and cross-cultural understanding in language education.
Arlene John is an Assistant Professor at the Biomedical Signals and Systems (BSS) group within the Faculty of Electrical Engineering, Mathematics and Computer Science at the University of Twente. She holds a Ph.D. in Electrical and Electronic Engineering from University College Dublin (2022), with prior academic experience including a bachelor’s degree in Electrical and Electronics Engineering from the National Institute of Technology, Calicut (2017) and research internships at the Indian Institute of Science (2016) and Beijing University of Technology (2019). Bachelor: Electrical and Electronics Engineering, National Institute of Technology, Calicut (2017) Ph.D.: School of Electrical and Electronic Engineering, University College Dublin (2022) Her research focuses on biomedical signal processing, machine learning, explainable AI, and multisensor data fusion for wearable health monitoring devices. She has industry experience as a Project Manager at Bosch India Ltd. and a Machine Learning Mathematics Engineer at ASML Netherlands B.V., bridging technical sales, engineering strategy, and computational modeling. Recent publications emphasize language testing frameworks, CEFR alignment, and psychometric modeling for vocabulary and grammar assessment. These works span interdisciplinary themes in education, linguistics, and standardized evaluation systems.
Mª Angeles Solano Rodriguez is a researcher at the University of Murcia's Department of Language and Literature Teaching. Her work focuses on phraseology, paremiology, and translation studies with a strong emphasis on foreign language pedagogy. PhD in French Phraseology Member of the 'Phraseology, Paremiology and Translation' research group Previously part of 'Fonología y Lectura' research team Her research combines phraseological analysis with didactic strategies to enhance language acquisition. Key areas include: Pragmatic phraseological units Metacognitive learning frameworks Task-based language teaching Translation of literary idiomatic expressions Contrastive phraseology between languages Recent publications analyze phraseological patterns in Daniel Pennac's works, pragmatic markers in foreign language classrooms, and integrated phraseology projects for Spanish teaching. Her methodology emphasizes cognitive-emotional intersections in language learning and digital resource utilization for phraseological instruction.
Miss Jingwen Wang is a researcher at the University of Southampton specializing in L2 pronunciation assessment, Adaptive Comparative Judgment, and statistics in applied linguistics. Her work focuses on language testing methodologies, particularly within the CEFR framework and Pearson Test of English (PTE) Academic. Her research explores: Speech intelligibility evaluation AI-driven speaking assessment tools Test validity and washback effects Comparative judgment methodologies Recent publications analyze PTE Academic test revisions, peer feedback mechanisms, and CEFR phonology descriptors. She has presented at international conferences on these topics since 2022. Her external roles include speaking engagements on assessment frameworks: 2024: Forum on washback effects 2024: Speech intelligibility constructs 2023: Adaptive Comparative Judgment for peer marking 2023: CEFR phonology descriptors 2022: Comparative judgment for L2 speech
Seiji Fukushima is Professor at Waseda University's Faculty of International Research and Education, Graduate School of Japanese Applied Linguistics, where he leads research on language policy and intercultural education. He holds a PhD from Waseda University and has served as Senior Japanese Language Specialist for the Japan Foundation across four continents (Brazil, UK, Hungary, Uzbekistan). His academic appointments include positions at Tokyo Woman's Christian University and Shanghai Foreign Studies University. Education includes: PhD in Japanese Applied Linguistics (Waseda University, 2009) MA in Japanese Applied Linguistics (Waseda University, 2003) Art Major (Wagner College, 1992) BA in Human Sciences (Keio University, 1990) Research focuses on language education policy development across transnational contexts, examining how Japanese language instruction facilitates intercultural citizenship. His work explores: Plurilingual competence development in heritage communities Policy implementation frameworks for migrant language education Digital mediation in intercultural communication Decolonizing approaches to language pedagogy Transnational teacher training methodologies Publications demonstrate consistent focus on language policy contextualization, with recent emphasis on CEFR implementation in Asian contexts, digital learning environments, and heritage language maintenance. Article keywords reveal strong thematic clusters in policy implementation (34%), intercultural competence (28%), and educational technology (22%). Awards include: Waseda University Teaching Award (2023) Waseda University Teaching Award President's Award (2020) Advises 38+ graduate students on topics spanning heritage language preservation to policy reform. Leads major JSPS-funded projects: International Collaborative Research on Translingual Networks (2024-2029) Development of Japanese Heritage Language Corpus (2020-2025) Japanese Education in Mobility Era (2020-2024) Directs the Fukushima Laboratory at Waseda, coordinating international teams for field research in Vietnam, Brazil, and Western Balkans. Serves on government committees including JICA's Technical Advisory Board and Cultural Affairs Agency's Language Education Committee.
Livia Novi serves as a Lecturer for Special Assignments at the University of Münster's Language Center, coordinating Italian courses and UNIcert® examinations while advising Italian Studies students at the Romance Languages Department. Born in Rome (1965), she brings decades of cross-institutional experience from Münster, Bayreuth, Osnabrück, and Munich's Adult Education Center where she headed the Romance Languages Department (2011-2020). Her educational foundation includes: Master of Arts in History and Literature (University of Osnabrück, 1994) Master's in Didactics of Italian as Foreign Language (Ca' Foscari University Venice, 2011) Novi's research bridges Italian language pedagogy for German speakers with migration history and intercultural communication . Her work examines textbook evolution, language policy frameworks, and flipped classroom methodologies while analyzing Italian diaspora communities through historical and sociological lenses. Current projects focus on autonomous learning strategies and certification systems. Publication trends reveal a strategic shift from 1999-2007 migration studies toward 2012-2023 language education specialization. Recent works dissect intercultural competence development in teaching materials, German-Italian contrastive analysis, and policy implementation for Italian language certification, demonstrating consistent interdisciplinary rigor across 15 scholarly contributions. Professional engagement includes board membership in ADI (Associazione dei Docenti d'Italiano in Germania) since 2012 and lecturer roles in Ca' Foscari University's Master's program (2015-2021). Her advisory work spans curriculum design for cross-level Italian courses (A1-C1), subject-specific instruction for humanities students, and teacher training coordination across German educational institutions. Novi collaborates extensively through research networks including the Essen-Duisburg 'Living Many Worlds' project (2001-2003) on migrant youth experiences, while maintaining active roles in language certification development and textbook consultation for German-speaking Italian learners.
