Dr. Nienke Smit is an Assistant Professor in the Department of Education at Utrecht University's Faculty of Social and Behavioural Sciences. Her research focuses on scaffolding processes, adaptive teaching, and classroom observational research from a complex dynamic systems perspective. Specializes in teacher-student interaction Expert in adaptive instruction and observational methods Collaborates with Data Science department Develops tools for classroom observation Research interests include language learning and teaching , judgment and decision-making in education , and professional development of teachers . She leads projects like Eye Get It (joint attention in classrooms) and a replication study on adaptive instruction effectiveness. Her work applies dynamic systems theory to second language development and foreign language pedagogy. Recent publications address translanguaging in multilingual classrooms, replication studies , and process-oriented research . She teaches at Utrecht's Graduate School of Teaching and works on initiatives to reduce teacher shortages through improved training programs.
Sible Andringa is Professor of Second Language Pedagogy at the University of Amsterdam's Faculty of Humanities, officially inaugurated on June 16, 2023. Dr. Andringa serves as Academic Director of the Institute for Dutch Language Education (INTT), Coordinator of the Language Learning, Literacy and Multilingualism research group, and Coordinator of the Master's program in Dutch as a Second Language and Multilingualism. Dr. Andringa's research focuses on second language acquisition and bilingualism, specifically investigating the added value of explicit instruction, how input distribution affects language learning outcomes, and the role of awareness in language learning trajectories. Key ongoing projects include the Meta-LLL project examining how literacy shapes language learning, the SLA4All initiative for reproducing SLA research with non-academic samples, and the OASIS project creating accessible research summaries for practitioners. Previously, Dr. Andringa led Project MIND studying bilingual daycare effects and contributed to the Stilis project on listening proficiency. As General Editor of the Dutch Journal of Applied Linguistics (DuJAL), Dr. Andringa promotes open science principles in language research. Recent publications demonstrate a focus on addressing sampling biases in SLA research, open access publishing ethics, and practical applications of language acquisition research for educational settings. Academic Director, Institute for Dutch Language Education (INTT) Coordinator, Language Learning, Literacy and Multilingualism research group Coordinator, Master's program Dutch as a Second Language and Multilingualism General Editor, Dutch Journal of Applied Linguistics (DuJAL) Member, Mastery Team for Modern Foreign Languages Member, OASIS project team Member, IRIS database advisory group Dr. Andringa supervises PhD candidates including Kyra Hanekamp and Darlene Keydeniers, particularly in research related to bilingual daycare environments and language development. The research program has received funding from the Dutch ministry of Social Affairs for Project MIND and continues to secure support for ongoing projects examining language learning mechanisms. Dr. Andringa leads the Language Learning, Literacy, and Multilingualism research group which investigates language and literacy acquisition across the lifespan, with emphasis on how language skills are learned, maintained, and used in educational contexts. The group meets weekly to discuss projects, plans, funding opportunities, and research topics while promoting collaboration, methodological innovation, and open science principles.
Kristina S. Weißmüller is Assistant Professor in Political Science and Public Administration at Vrije Universiteit Amsterdam. Her research examines public sector corruption, bureaucratic rule-breaking, and decision-making psychology in administrative contexts. She leads the multinational CorPuS project on public sector corruption and has secured funding for research on anti-corruption strategies. Her work integrates experimental methods and behavioral approaches to study integrity violations and organizational ethics. Recent publications investigate micro-foundations of corruption, public employee well-being, digital governance, and prosocial rule-breaking. Her research demonstrates methodological innovation through vignette studies, experiments, and systematic reviews applied to public administration challenges.
Gesa van den Broek is an Assistant Professor at Utrecht University's Faculty of Social and Behavioural Sciences , specializing in Education and Learning: Development in Interaction . Her research focuses on instructional design, cognitive psychology, and memory studies, particularly in foreign language pedagogy and higher education research. Areas of Expertise: Instructional Design, Cognitive Psychology, Memory Studies, Foreign Language Pedagogy Research Themes: Dynamics of Youth (DoY), Game Research, Higher Education Research Her recent work investigates retrieval practice mechanisms, stepwise worked examples, and multimedia learning effects. She actively collaborates on educational technology tools like ET_cam_home and participates in public engagement activities, including media contributions to Dutch outlets like Volkskrant and Trouw.
Dr. Elena Tribushinina is an Associate Professor at Utrecht University's Department of Languages, Literature and Communication , affiliated with the Institute for Language Sciences . Her expertise spans Child Multilingualism , Developmental Language Disorders , and Foreign Language Pedagogy , with a focus on educational interventions and cognitive mechanisms in language acquisition. Research Themes : Language Acquisition, Processing, and Disorders; Dynamics of Youth (DoY). Teaching : Courses in English Language and Culture (BA/MA), Multilingualism, and Topics in Language Acquisition. Her research investigates how bilingualism and language disorders interact in foreign language learning, using eye-tracking and intervention studies to differentiate between bilingual and DLD profiles. Recent projects include CodeTaal App for DLD children and support for Ukrainian refugee pupils. Key publication trends (2022–2025) reveal a focus on bilingual advantages , cross-linguistic transfer , connectives in discourse , and explicit instruction strategies for learners with DLD or dyslexia. She collaborates with institutions in Alberta , Antwerp , and Russia . She leads the research group Language Acquisition, Processing and Disorders and serves as Associate Editor for the Journal of Child Language . Her methodological toolkit includes eye-tracking , longitudinal studies , and meta-analyses of pedagogical interventions.
Sebastiaan Donszelmann is a Lecturer at the Faculty of Behavioural and Movement Sciences at the Vrije Universiteit Amsterdam , and is affiliated with the Teacher Academy LEARN! . His work bridges theoretical and practical aspects of language education. Education details are not explicitly provided, but his academic background includes a 2019 PhD titled Doeltaal-Leertaal: Didactiek, professionalisering en leereffecten , focusing on language teaching pedagogy and learning outcomes. His research interests emphasize innovative language teaching methodologies, particularly target language use in classrooms, language awareness, and metaphor-based educational practices. He explores how these approaches enhance citizenship development and second language acquisition, with studies on classroom immersion, teacher training, and curriculum design. Recent publications (2018-2020) highlight trends in language education research, including case studies on proficiency outcomes and editorial perspectives on interdisciplinary strategies. No scientific awards are mentioned. Sebastiaan advises no listed students and has no grants documented. He actively contributes to academic events such as organizing the ALA2018: Towards Language Aware Citizenship conference and delivering keynote lectures on topics like language anxiety and target language pedagogy. He is affiliated with the Teacher Academy LEARN! and teaches courses such as Didactiek 1 , Didactiek 2 , and the Educatieve Minor Didactiek . Additionally, he runs an ancillary business, Onderwijstraining in Amstelveen as director/owner since 2020.
Audrey Rousse-Malpat is an Assistant Professor of Language Learning at the University of Groningen, affiliated with the Department of European Languages and Cultures within the Faculty of Arts. She specializes in Second Language Acquisition, Foreign Language Education, and French linguistics, with a focus on dynamic usage-based approaches, translanguaging strategies, and humor in language learning. Her research explores instructional methodologies, particularly comparing structure-based and dynamic-usage-based teaching methods, and their impacts on oral and written proficiency. Dr. Rousse-Malpat is a member of the Young Arts Research Network (YARN) and serves as Treasurer of Anéla. Her work intersects linguistics, educational research, and pedagogy, emphasizing practical applications in classroom settings. She has organized international conferences, such as the 19th AILA World Congress, and supervised graduate research projects, including studies on translanguaging in English writing courses. Her contributions span peer-reviewed publications, edited volumes, and public engagement initiatives. Key research themes include the effectiveness of explicit vs. implicit instruction, humor convergence in L2 responses, and the role of translanguaging in multilingual education. She advocates for innovative language-teaching frameworks that prioritize student-centered, dynamic learning environments.
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.
A.C. (Annelot) Vaatstra is a Lecturer at the Faculty of Arts, University of Groningen. She specializes in second language acquisition, sociolinguistics, and phonetics. Her work focuses on English for academic purposes and the phonological aspects of second language learning, particularly in Faroese-accented English contexts. She coordinates the English for Academic Purposes program and serves on the programme committee and as internship coach. Her research explores language transfer phenomena in second language phonology, with notable contributions on preaspiration patterns in Faroese-English bilingual contexts. She has presented at international conferences on topics such as phonetic transfer and sociolinguistic aspects of second language pronunciation. Dr. Vaatstra’s expertise bridges theoretical linguistics and applied language education, emphasizing practical applications for language teaching methodologies. She actively contributes to curriculum development and student mentorship in the Department of Linguistics & English as a Second Language.
Dr. Trenton Hagar is an Assistant Professor at Utrecht University's Department of Languages, Literature and Communication, College of Humanities, and affiliated with the Institute for Language Sciences. His work bridges linguistics, education, and intercultural communication. Expertise: English Language, Foreign Language Pedagogy, Intercultural Competence, Teacher Training, Higher Education Research His research focuses on multilingualism, inclusive pedagogy, and reflective practices in teacher education. Recent projects include Multilingual Reading Reflections (2022-2023) and Didactics of Receptive Teaching , examining how receptive multilingualism enhances participation in international academic settings. He teaches English language courses and develops educational frameworks for multilingual communication. His publications span topics like ICT-based language learning, TESOL principles, and intercultural competence.
Dr. Marie Steffens is an Assistant Professor in the Department of Languages, Literature and Communication at Utrecht University’s School of Humanities . Her work bridges language education, lexicography, and sociolinguistics, with a focus on multilingualism and digital tools. Expertise: Teaching of Culture in Second-Language Education, Online Education, Lexical Semantics, Discourse Analysis Research Themes: Applied Data Science, Dynamics of Youth, Higher Education Research, Migration and Societal Change Her recent publications examine language ideologies , Covid-19 neologisms in francophone dictionaries, and innovative language teaching methods like CLIL (Content and Language Integrated Learning). She actively contributes to projects addressing integration, educational equity, and digital lexicography. Collaborations include work with Sergio Baauw and others on initiatives such as the EDINA GoPro calendar for newcomers, and her research engages with transnational language dynamics in multilingual classrooms and healthcare settings.
Dr. Rob Zwitserlood is an Affiliated Researcher at the Humanities Institute for Language Sciences at Utrecht University and Senior Researcher at the Hogeschool Utrecht, Lectoraat Logopedie: Participatie door Communicatie . He has over 30 years of experience in special education for children with Developmental Language Disorders (DLD) at the Royal Dutch Auris Group. His research focuses on diagnostics, interventions, and metalinguistic therapies for DLD/Speech-Language Impairment (SLI). Education : Supervised MA/BA students in Speech Therapy Science, focusing on pronoun errors, narrative skills, and dummy verbs in SLI children. Research Interests : Morphosyntactic development, speech disfluency, metalinguistic training, and tablet-based interventions for DLD children. Activities : Invited speaker at international conferences (European Speech and Language Association, IASCL), organizer of academic events, and presenter of randomized controlled trials on language therapy tools.
Tina Krennmayr is an Assistant Professor at the Faculty of Social Sciences and Humanities, VU Amsterdam. Her research focuses on metaphor analysis within cognitive linguistics, particularly examining metaphor in news discourse, cross-cultural contexts, and foreign language learning environments. She actively contributes to both undergraduate and graduate programs in English Language and Communication Studies. Her research interests include: Applied cognitive linguistics Metaphor variation across discourse types Corpus-based metaphor identification Metaphor in foreign language pedagogy Development of metaphor analysis protocols (MIPVU) Dr. Krennmayr's publication record demonstrates consistent focus on metaphor distribution across registers and word classes, polysemy effects in metaphor comprehension, and cross-linguistic metaphor identification. Her work frequently employs corpus linguistics methodologies and examines metaphor in professional and educational settings, with particular attention to deliberate metaphor use in communication. Her scientific contributions include: Development of MIPVU protocol applications across multiple languages Research on metaphor in cross-cultural academic consultations Analysis of co-text effects in metaphor interpretation Investigations into metaphor's role in economic and news discourse She actively supervises PhD theses and teaches courses including Metaphor in Professional Settings and The Power of Metaphor, while contributing to sustainable development goals through linguistic research on communication frameworks. Her work connects metaphor theory with practical applications in language education and professional communication contexts.
Mr. Jasper Verstappen is an Assistant Professor at the Faculty of Law of the University of Groningen. His research focuses on contract law, property law, European law, consumer law, comparative law, and technology law. He holds a Master's in Dutch Private Law and a cum laude Master's in European Law from Maastricht University, where he also conducted external PhD research on smart contracts across French, German, English, and Dutch legal systems. Prior to academia, he worked as a senior consultant in financial services and served as a Blue Book Trainee with the European Commission. Research Interests: Professor Verstappen specializes in the intersection of technology and law, particularly blockchain, smart contracts, and tokenization. His work addresses legal risks in digital agreements, sustainability applications of LegalTech, and consumer protection in crypto environments. Notable contributions include developing a taxonomy for smart contracts and analyzing tokenization's role in property rights transfer. Teaching & Awards: He coordinates courses on e-commerce, IT law, and legal research skills. In 2024, he was nominated for the Best Practice in Teaching & Learning Award alongside colleagues. His pedagogical focus combines traditional legal education with modern digital literacy challenges. Grants & Projects: Engaged in interdisciplinary projects linking legal frameworks to emerging technologies, including sustainability-focused LegalTech initiatives. His work often bridges private law principles with EU regulatory developments in financial innovation and digital markets. Labs/Teams: Collaborates with the Transboundary Legal Studies group at Groningen and maintains ties with Maastricht University's legal research networks. Active in EU-funded legal-tech innovation projects focusing on automated contract enforcement systems.
Dr. Silvia Canto is an Assistant Professor of Spanish at Utrecht University, working within the Department of Languages, Literature and Communication in the Faculty of Humanities. She is affiliated with the Institute for Cultural Inquiry and coordinates Spanish language courses while contributing to the Educational Minor (ICT and language education) and the Master of Foreign Language Pedagogy program. Her primary research focuses on the integration of technology in language education, with particular emphasis on telecollaboration, virtual worlds, and synchronous computer-mediated communication. Canto's work explores task design and the added value of virtual exchanges in language curricula to enhance intercultural communication. Analysis of her recent publications (2021-2025) reveals a consistent focus on virtual reality applications in language learning, with increasing emphasis on high-immersion technologies. Her work spans both theoretical frameworks and practical implementations, with numerous publications examining virtual exchange programs, teacher training for digital environments, and the impact of immersive technologies on intercultural communicative competence development. Dr. Canto actively participates in European-funded research projects including E-LIVE (2022-2024), TeCoLa, TILA, NIFLAR, and EUROVERSITY, demonstrating her leadership in the field of technology-enhanced language learning. She serves as an external examiner for the International Baccalaureate and is a member of the Dutch National Expertise Team on Foreign Language Pedagogy. As a dedicated academic, she conducts peer reviews for prominent journals including ReCALL, CALICO, and CALL, and is an active member of professional associations such as Task Based Language Teaching (TBLT) and the European Association for Computer Assisted Language Learning (EuroCALL). Her work bridges theoretical research with practical applications in language teaching methodology, making significant contributions to the evolving landscape of digital language education.
