Maria Victoria Aguilar Sebastian is a Professor of Arabic Language at the Department of Arabic and Islamic Studies, Universidad de Murcia since 1992. She coordinates the EALE research group focused on Teaching-Learning of Foreign Languages (Arabic and Spanish) and has led multiple projects on Arabic language education in multicultural contexts. Doctorate from Universidad Complutense de Madrid (1991) Specializes in Arabic as a Foreign Language (TAFL), Diglossia, and Moroccan Dialect Developed comprehensive Arabic teaching methodologies including Nishan, Alatul, and Letters and Meanings series Her research explores the integration of Arabic varieties in Spain's educational system, challenging traditional dissociation between Modern Standard Arabic and Darija. She has contributed to the European Reference Framework adaptation for Arabic instruction. Key publication trends show focus on: Communicative approaches for Arabic learning Technology-enhanced language instruction Dialectal and standard Arabic co-teaching Arabic language policy in Europe Historical sociolinguistics in al-Andalus
Bei Cheng is a Lecturer in Chinese within the Department of East Asian Languages and Literatures at the Dietrich School of Arts and Sciences, University of Pittsburgh. They specialize in teaching Chinese language courses tailored for heritage speakers and beginners. Education: MA (University of Iowa, 2016), BA (East China Normal University, 2014) Courses taught: Chinese for Heritage Speakers (CHIN 0005), First Year Chinese (CHIN 0001-0002), Second Year Chinese (CHIN 0004), Third Year Chinese (CHIN 1020-1021) Office hours: Monday 3-4 pm, Wednesday 2-4 pm, Thursday 11 am-12 noon (Fall 2019) Research interests focus on language education and pedagogical strategies for Chinese as a second/foreign language. Their work emphasizes curriculum development for diverse learner populations, particularly heritage speakers. Contact: 2726 Cathedral of Learning, beicheng@pitt.edu.
Dr. Julie Sellers serves as Professor and Chair of the Department of World and Classical Languages at Benedictine College, where she additionally coordinates the first-year Spanish sequence and acts as Department Assessment Coordinator. A native Kansan with extensive academic credentials, she previously held teaching positions at Fairmont State University, Laramie County Community College, and the University of Wyoming, and served as Foreign Language Training Specialist for the Wyoming Department of Education. Her educational background includes: Ph.D. in Education, University of Wyoming M.A. in International Studies, University of Wyoming M.A. in Spanish Literature, Kansas State University B.A. in French and Spanish, Kansas State University Federally Certified Court Interpreter (English Spanish) Dr. Sellers' research spans Caribbean cultural identity through music (particularly Dominican merengue and bachata), adult language acquisition pedagogy, and interpreter training. Her work reveals how musical genres construct national narratives while exploring innovative teaching methodologies for language proficiency. She also contributes to L.M. Montgomery studies through quixotic literary analysis of Anne of Green Gables, demonstrating interdisciplinary connections between cultural identity and literary interpretation. Recent publications (2022-2023) emphasize digital-age language teaching innovations and evolving bachata cultural narratives, while earlier works (2004-2018) established foundational research on Dominican musical identity. This trajectory shows consistent focus on language, culture, and pedagogy with increasing attention to technological integration in education. Her scholarly excellence has been recognized through: Kansas World Language Association’s Teacher of the Year (2017) West Virginia Foreign Language Teacher of the Year (Post-Secondary) (2013) Honorable Mention, Guy Alexandre Paper Prize (2020) As department chair and assessment coordinator, Dr. Sellers shapes curriculum development while applying her court interpreter experience to practical language applications. Her editorial work for McGraw-Hill Higher Education and state/federal interpreter certification demonstrate commitment to bridging academic theory and real-world language practice, though specific grant details remain unmentioned in available sources. No dedicated research laboratories are referenced, though her collaborative publications indicate productive academic partnerships, particularly with Laura Kanost in interpreter training literature.
Christine Rizkallah is a Senior Lecturer in the School of Computing and Information Systems at the University of Melbourne, Australia. She joined the university in December 2021 after serving as a Lecturer at the University of New South Wales (UNSW) from April 2018 to December 2021. Her research focuses on interactive theorem proving, formal verification, programming languages, and systems, with an emphasis on building practical tools for high-assurance software development. She leads a research group working on the Cogent and Dargent languages, aiming to reduce the burden of formal verification in systems programming. Education: PhD in Computer Science, Universität des Saarlandes and Max-Planck-Institut für Informatik, Germany (2015), thesis: Verification of Program Computations , supervised by Prof. Dr. Kurt Mehlhorn. MSc in Computer Science, Universität des Saarlandes, Germany (2009), thesis: Proof Representations for Higher Order Logic , supervised by Prof. Dr. Gert Smolka and Dr. Chad E. Brown. BSc in Computer Science, German University in Cairo, Egypt (2007), thesis: X2-Planner: A Hierarchical Task Network Planner for Real Time Gaming Applications , supervised by Prof. Dr. Slim Abdennadher and Dr. Thorsten Maier. Her research interests lie at the intersection of programming languages and formal methods. She develops domain-specific languages with strong type systems and verified compilers to enable trustworthy software systems. Her work spans algorithms, logic, security, and social choice theory, reflecting a strong interdisciplinary approach. She has published extensively in top venues such as POPL, ICFP, ASPLOS, JAR, and PACMPL, with a focus on certifying compilation, refinement verification, and mechanized reasoning. Her recent publications reveal a consistent focus on formal verification of systems software, particularly through the Cogent language and its ecosystem. Key themes include verified data layout refinement (Dargent), property-based testing, termination analysis, cost modeling, and integration with foreign functions. Her work combines theoretical rigor with practical implementation, often involving mechanized proofs in Isabelle/HOL and Coq. Scientific Awards and Recognition: Distinguished Artefact Award at SLE'22 (awarded to Zilin Chen for work under her supervision). First Prize, SPLASH'22 Student Research Competition (undergraduate), won by Raphael Douglas Giles. Second Prize, ACM-wide Student Research Competition (undergraduate, 2023), won by Raphael Douglas Giles. She has supervised numerous PhD, Masters, and Honours students, many of whom have continued in academia or industry research roles. She has received research funding through institutional support and collaborative grants, though specific grants are not detailed in the provided text. She is actively involved in the programming languages community, serving on program committees for POPL, ICFP, CPP, PLDI, and others, and holding leadership roles such as Program Chair for FUNARCH'25 and Diversity and Inclusion Co-Chair for PLDI'25. She teaches core courses including Declarative Programming and Models of Computation at the University of Melbourne. She leads a vibrant research team and collaborates widely across institutions including UNSW, University of Pennsylvania, and international partners. Her lab focuses on building verified systems using functional programming and formal methods, with strong ties to the DeepSpec project and the Isabelle/HOL community.
Inès Saddour is a Lecturer in the Department of French as a Foreign Language Studies (DEFLE) at the University of Toulouse – Jean Jaurès and a researcher at the NeuroPsychoLinguistics Laboratory (LNPL). She specializes in second language acquisition among adult migrants, with a focus on cognitive, linguistic, and sociocultural development. Her research interests include: Second language acquisition in natural and institutional settings Language socialization and context in language development Perception and encoding of events in L1 and L2 Expression of temporality and causality in L2 French Multimodal behavior analysis, particularly gesture in communication Intercultural sensitivity and cultural adaptation of migrants Her recent publications reveal a strong focus on longitudinal studies of Syrian and Tunisian learners of French, using multimodal and psycholinguistic methods such as eye-tracking and corpus analysis. Key trends include the role of orthography in L3 pronunciation, agentivity in causal constructions, and the development of verbal morphology in spoken and written L2 French. She leads the ANR-funded CLASS project (2021–2025) on intercultural sensitivity and language acquisition in Syrian learners, and was co-leader of the SOFRA project (2018–2020) on Syrian asylum seekers. She also co-leads the DEFLUND study on Swedish-speaking learners in France. She has served as editor-in-chief of the Cahiers de l’AFLS (2014–2020), co-edited volumes on tense and modality, and contributes to major research networks including RéAL2 and GIS RéAL2. She teaches research methodology, linguistic development, and French corpus studies at Master’s level. She is the thematic axis coordinator for Migration at RéAL2 and is responsible for Open Science and Digital Sobriety at LNPL. She also co-leads the Master E2F program and serves as webmaster for the DEFLE department.
Tiffany Daigle is an Adjunct Professor in the English and University Composition Program at Colorado State University. She holds an M.A. in TEFL/TESL and a B.A. in English Linguistics from CSU, with minors in Japanese and Linguistics & Cultural Interdisciplinary Studies. Her research focuses on applied linguistics, particularly speech acts in Japanese learners of English. She has taught yoga and Krav Maga, and her academic journey includes study abroad experiences in Japan and England, as well as a 200 RYT certification in Spain. Her courses emphasize composition, rhetoric, and professionalism in academic writing. Education: M.A. in TEFL/TESL (CSU); B.A. in English Linguistics (CSU) Research Interests: Applied Linguistics, Second Language Acquisition, TESOL methodology, rhetoric Dr. Daigle’s publications include a book review on competence-based models in foreign language education. She is passionate about supporting first-generation students and integrates interdisciplinary approaches into her teaching. Her office hours are held in-person and via Zoom, fostering accessibility for students. Her academic career is marked by resilience and a dedication to education, reflecting her journey as a first-generation scholar and single parent. She actively engages in professional development through certifications in Krav Maga and yoga, blending academic rigor with personal adventure.
Chun Hong Yan is a doctoral researcher and tutor at the Southampton Education School, University of Southampton. They hold multiple advanced degrees including an MA in Education from UCL Institute of Education, an MA in Teaching Chinese as a Foreign Language (Distinction) from The Hong Kong Polytechnic University, a Postgraduate Diploma in Education, and a BA in Chinese Language and Literature (First Class Honours) from The Chinese University of Hong Kong. Their educational background includes: MA in Education, University College London, Institute of Education MA in Teaching Chinese as a Foreign Language (Distinction), The Hong Kong Polytechnic University Postgraduate Diploma in Education, The Chinese University of Hong Kong BA in Chinese Language and Literature (First Class Honours), The Chinese University of Hong Kong Chun Hong Yan's research focuses on the intersection of migration and education, with particular emphasis on teaching Chinese as a first and second language, Confucianism's influence on educational practices, and socio-material perspectives in educational sociology. Their work often examines the experiences of Hong Kong migrants in the UK education system, exploring how cultural, linguistic, and social factors shape educational outcomes and integration processes. Through a socio-material lens, they investigate how physical spaces, objects, and technologies interact with human agency in educational settings, offering nuanced insights into the complexities of migration-related educational challenges. Their recent publications demonstrate a clear trajectory in examining educational experiences of East Asian communities in the UK, particularly focusing on Hong Kong migrants. These works span Chinese language curriculum development, migration decision-making processes, English language accessibility, and the broader challenges faced by East Asian students in UK higher education. This body of work reveals a consistent commitment to understanding how educational systems can better serve diverse migrant populations. Chun Hong Yan has been recognized for their scholarly contributions, receiving the Hong Kong Studies Association Annual Conference Best Paper Award in 2025. Hong Kong Studies Association Annual Conference Best Paper Award (2025) As an educator, Chun Hong Yan has served as a tutor for undergraduate modules including EDUC 6353 - Understanding Education Research and EDUC 6455 - Education and Society. Prior to their doctoral studies, they gained practical teaching experience as a language educator in a Hong Kong secondary school, providing valuable real-world context for their academic research. Chun Hong Yan is an active member of the Centre for Research in Inclusion at the University of Southampton, contributing to collaborative projects that examine educational equity and access for diverse student populations. Their work bridges theoretical insights with practical applications, aiming to inform both educational policy and classroom practice.
Dr Hanako Fujino is a Senior Lecturer in Japanese Language and Linguistics at Oxford Brookes University, affiliated with the School of Education, Humanities and Languages. She serves as the Subject Coordinator for Japanese Studies and teaches undergraduate modules including Japanese grammar, translation, and advanced communication. Her educational background includes a BA in Hispanic Studies and an MA in Theoretical Linguistics from Sophia University, Tokyo, followed by a PhD in Applied Linguistics from Universidad Complutense de Madrid. Her research evolved from first language acquisition in Spanish to second language learning of Japanese. Her research focuses on Japanese language pedagogy, particularly grammar perception among non-native learners, pragmatic awareness in beginner instruction, and intercultural competence development through study abroad. She integrates technology in language teaching, as seen in her work with Moodle-based listening assessments. Her recent publications highlight innovations in teaching materials and learner cognition in Japanese as a foreign language, primarily published in journals such as BATJ Journal and The Language Learning Journal , with a strong emphasis on practical classroom applications. Senior Fellow of the Higher Education Academy (2017) Member of British Association of Applied Linguistics (BAAL) Member of British Association of Teaching Japanese as a Foreign Language (BATJ) Member of Association of Japanese Language Teachers in Europe (AJE) External Examiner, University of Portsmouth (2017–) Dr Fujino has supervised curriculum development and contributed to pedagogical innovation in Japanese language education. She has organized key academic events such as the Brookes Learning and Teaching Conference and several Japan Foundation-hosted symposia in Spain. No specific grants are mentioned, but her leadership in curriculum and conference organization reflects significant academic engagement. She is associated with the Europe Japan Research Centre and the Applied Linguistics and Language in Education research group, contributing to both institutional and international scholarly networks in language education.
Professor Ursula Hurley is a Chair in Life Writing at the School of Arts, Media and Creative Technologies , University of Salford. She directs the English Research Centre and co-leads Equity, Diversity and Inclusion initiatives. Her career spans teaching, advertising, and community engagement before academia. Chair in Life Writing (2023) Co-lead for Equity, Diversity and Inclusion Founding Director of Salford’s Doctoral School (2018-2021) Her research bridges creative writing with digital fabrication , disability studies , and social engagement . She pioneered the UK’s first inclusive mobile FabLab (2016) and explores surrealist methodologies, gender politics, and interdisciplinary approaches to auto/biographical expression. Recent publications focus on failure pedagogy , postcolonial narratives , and experimental life writing . They reveal trends in: Disability-inclusive technology Decolonizing curricula Failure-positive leadership Hybrid critical/creative scholarship Scientific recognition includes: AHRC funding (2016) Multiple teaching awards As a PhD supervisor, she mentors projects on film theory to experimental essays and Jungian psychoanalysis . Her grant work spans community regeneration, digital inclusion, and educational resilience initiatives. She leads labs like the In the Making digital fabrication project and collaborates with teams in the English Research Centre and Creative Technology Research Centre .
Professor Takaaki Suzuki is affiliated with Kyoto Sangyo University's Faculty of Foreign Studies, Department of English. He holds a PhD in Linguistics from the University of Hawaii at Manoa and has extensive teaching experience in Japan and the U.S. His research focuses on psycholinguistics, exploring mechanisms of first and second language acquisition, Japanese/English language processing, and foreign language education. Research areas include experimental studies on children's language acquisition, comparative analysis of first vs. second language learning processes, and linguistic features of picture books influencing language input. His work integrates cognitive science perspectives with educational applications. Key contributions include publications on binding phenomena in SLA, syntactic complexity in children's literature, and cross-linguistic comparisons of mother-child communication. He is active in academic societies such as the Linguistic Society of America and Japanese Psychological Association.
Djuddah Arthur Joost Leijen is an Associate Professor of English Language at the University of Tartu's Faculty of Arts and Humanities, Institute of Foreign Languages and Cultures since May 2022, and an Affiliated Researcher at Malmö University since November 2023. With a Doctoral Degree in Estonian and General Linguistics from the University of Tartu (2016), his career spans over 15 years of dedicated work in academic writing research, rhetoric and composition, and language education across Baltic and Nordic contexts. His educational background includes: Doctoral Degree in Estonian and General Linguistics, University of Tartu (2010-2016) Annual Dartmouth Summer Seminar for Composition Research (2013) MSc in Education Training and Systems Design, University of Twente, The Netherlands (2003-2004) Leijen's research focuses on academic writing traditions across cultures, metadiscourse analysis, peer review processes, and the application of AI in writing instruction. His cross-linguistic studies examine rhetorical structures and metadiscourse patterns in Estonian, Latvian, and Lithuanian academic texts, revealing both disciplinary similarities and language-specific features. Recent work increasingly addresses AI competence in higher education, exploring how generative AI tools impact academic writing practices while developing systematic approaches for integrating these technologies responsibly into writing instruction. His publication record demonstrates a clear progression from foundational work on peer review and second language writing to sophisticated cross-linguistic analyses and cutting-edge research on AI in academic communication. Recent publications like 'Decoding Metadiscourse Markers in Estonian Academic Texts' (2025) and 'AI Competence Frameworks and Policies in Higher Education' (2025) showcase his dual expertise in linguistic analysis and educational technology. Leijen has received recognition through significant editorial appointments including: European Editor for editorial teams (2024-present) Member of Kalbotyra Editorial Board (2023-present) Member of Journal of Academic Writing Editorial Board (2022-present) Chair of the European Association of Teaching Academic Writing (2017-present) Chair and founder of NB!Write (The Nordic and Baltic Network for Writing in Higher Education) (2016-present) As a supervisor and grant leader, Leijen has secured substantial funding including the €424,110 Estonian Research Council grant for 'Academic Writing in the Baltic States' (2020-2024) and currently leads the 'STARS: Self-Regulated Learning Tool for Academic Success' project (2024-2026, €62,941). His supervision portfolio includes doctoral candidates researching metadiscursive perspectives of Estonian academic text and master's students examining tabletop games in EFL instruction. Leijen co-founded Keelekord OÜ, a University of Tartu spin-off company, and hosts the 'Communicating Science Podcast,' which engages practitioners, students, and experts in dialogue about science communication in the Estonian context. Through these initiatives, he has developed comprehensive learning experiences that extend beyond traditional classroom boundaries to serve the entire university community and beyond.
Dr. Marta Pudło serves as an Assistant Professor in the Department of German-Language Literature and Culture within the Faculty of Humanities at John Paul II Catholic University of Lublin. Her academic profile combines rigorous scholarly research with extensive practical contributions to German language education in Poland, including national examination system development and student engagement initiatives. Her research focuses on innovative German language pedagogy, particularly phraseology acquisition through digital resources, intercultural communication frameworks, and the integration of music into language instruction. She develops practical methodologies for expanding linguistic competence through action-oriented literature teaching and technology-enhanced learning environments. Analysis of her publication history reveals consistent emphasis on practical application over theoretical discourse, with recurring themes of adapting teaching methods to Polish educational contexts while incorporating German didactic innovations. Her work demonstrates particular attention to examination systems and curriculum development for German language learners. Dr. Pudło has received institutional recognition through multiple team awards: 2nd Degree Team Award (2018) 4th Degree Team Award (2016) Team Award for co-organizing 'An der KUL ist Deutsch cool' competition (2015) She maintains significant service contributions as academic reviewer for Poland's Central Examination Board since 2011, evaluating German language exams across primary, lower secondary, and eighth-grade levels. Her leadership in organizing the annual 'An der KUL ist Deutsch cool' competition since 2014 demonstrates commitment to fostering German language engagement beyond traditional classroom settings. International collaboration forms a cornerstone of her professional development, evidenced by DAAD scholarships and Regensburg Bishop's funding supporting her academic work in Germany, connecting Polish and German educational traditions.
Dr hab. Joanna Jereczek-Lipińska, prof. UG is an Associate Professor at the University of Gdańsk's Faculty of Languages, where she leads the Division of Romance Linguistics and serves as Deputy Dean for Education. Her academic career spans over two decades of research and leadership in Romance philology and discourse studies. Head of Division, Division of Romance Linguistics Deputy Dean for Education, Faculty of Languages Associate Professor, Institute of Romance Philology Specializing in discourse analysis and political communication , her work examines: Fixed vs. free discourse in French political contexts Intersections of semiotics and language didactics Self-reference patterns in parliamentary debates Globalization's impact on linguistic diversity Translation studies with computational applications Irony and sarcasm as rhetorical tools Her recent publications reveal a focus on French political discourse (2007-2018), particularly government questioning sessions, combined with innovative approaches to language teaching and semantic mechanisms . While no explicit awards are listed, her habilitation degree ( dr hab. ) and professor title indicate significant academic achievements.
Christine Paul serves as a Scientific Associate in the Department of German Didactics within the Department of Education and Psychology at Freie Universität Berlin, specializing in linguistic and cultural education. Currently on leave while fulfilling duties at Technische Universität Dresden, her expertise spans multilingual pedagogy, German as a second language, and conversation analysis, with significant contributions to corpus linguistics through the Wendekorpus project documenting German reunification narratives. Education: PhD in Linguistics (2016), Freie Universität Berlin First State Examination in German and Spanish (2006), Freie Universität Berlin Graduate Fellowship, Evangelisches Studienwerk Villigst (2009-2013) Study Abroad, Pontificia Universidad Católica del Peru, Lima (2001-2002) Research Focus: Dr. Paul investigates multilingual identity construction in educational settings, analyzing how students navigate spoken vs. academic language varieties through conversation analysis and cognitive linguistics frameworks. Her work bridges theoretical linguistics with classroom practice, particularly examining meaning negotiation in multilingual dialogues and historical language shifts in post-reunification Germany, often utilizing corpus-based methodologies to reveal subtle pragmatic patterns. Publication Evolution: Early career works (2010-2015) established her expertise in temporal inference and retrospective utterances within conversation analysis. Recent publications (2019-2023) demonstrate strategic expansion into digital education spaces and multilingual identity, culminating in 2023's examination of linguistic diversity on school websites. Her research consistently centers on language as a tool for identity construction within institutional contexts, with growing emphasis on intersectional factors like gender and migration background. Academic Engagement: As co-developer of the Wendekorpus audio archive and contributor to the Learning and Research Workshop for Literary Education, she actively shapes pedagogical resources. Her 2024 conference presentation on multilingual female students' self-identification continues her trajectory of connecting linguistic theory to real-world educational challenges through empirical discourse analysis.
Prof. J.J.M. Schoonen (Rob) serves as Professor at the Centre for Language Studies and Department of Language and Communication at Radboud University, holding the Chair in Applied Linguistics. His research focuses on language assessment, language proficiency, and second language acquisition with particular emphasis on writing and reading interrelationships. His scholarly work investigates semantic networks in bilingual reading comprehension, L2 writing development across educational stages, and CEFR-aligned language testing frameworks. Key methodological approaches include individual differences studies and longitudinal modeling of linguistic competences, primarily within Dutch as a second language contexts. Recent publications reveal consistent thematic focus on cognitive and social aspects of language assessment, with increasing attention to bilingual children's lexical processing and EFL writing proficiency modeling. The research demonstrates strong integration of theoretical frameworks with practical assessment applications. Scientific recognition includes: 2000: ACTFL-NFMLTA/MLJ Paul Pimsleur Award for Research in Foreign Language Education Prof. Schoonen contributes significantly through institutional leadership as Chair of Radboud in'to Languages' Advisory Board and Member of the Certificate Dutch as a Foreign Language (CNaVT) Board of Directors. His teaching portfolio spans cognitive aspects of language assessment, literacy, and research design across Bachelor's and Master's programs. He leads the 'Language Learning Teaching and Testing' research group, coordinating empirical studies on language acquisition processes and assessment validity in multilingual educational settings.
