Maj Schian Nielsen is a Senior Research Librarian at the University Library of the University of Agder. Her work focuses on multilingualism, crosslinguistic awareness, and German language pedagogy. She is affiliated with the research groups 'Media and Communication Studies' and 'Multilingualism in Society and Education (MUSE).' University of Agder Research Groups: Media and Communication Studies, MUSE Her research explores how multilingual awareness can enhance grammar instruction in German third-language (L3) teacher education programs across Denmark and Norway. Recent publications analyze curriculum structures, educational materials, and the integration of generative AI tools like ChatGPT in multilingual education contexts. Scientific output trends reveal a focus on: Cross-linguistic pedagogy L3 German acquisition Grammar teaching methodologies AI applications in language learning Teacher training for multilingual classrooms Systemic Functional Linguistics (SFL) frameworks She has not been publicly recognized with scientific awards listed in the available data.
Magnus Dahlstedt is Professor of Social Work at Linköping University's Department of Culture and Society (IKOS) since 2019, previously holding the same position at ISV (Institution for Social and Welfare Studies) from 2015-2019. He has been responsible for the research environment and doctoral education in Social Work at Linköping University from 2016 to 2023. His academic journey began with a PhD in Ethnicity from Linköping University in 2005, followed by becoming a docent (associate professor) in 2009 and a biträdande professor (associate professor) in 2014 before achieving full professorship in 2015. Dahlstedt's research centers on citizenship formation in contemporary society shaped by welfare policy transformations and international migration. His work examines how citizenship is concretely formed in segregated urban environments, focusing particularly on the gap between formal rights and substantive living conditions. He investigates social pedagogical efforts across public policy, education, and the non-profit sector, with special attention to vulnerable groups including young people with foreign backgrounds in urban peripheries. His methodological approach is interdisciplinary, grounded in critical power analysis, discourse analysis, and ideological critique, often involving cross-disciplinary research collaborations. His recent publications reveal consistent thematic focus on migration, social inclusion, and urban segregation, with particular emphasis on how sports can serve as tools for social purposes in marginalized communities. The research shows increasing attention to longitudinal studies of migrants' trajectories and the role of different educational contexts (high school, folk high schools, study associations) in integration processes. Dahlstedt's work demonstrates strong policy relevance, with findings frequently presented in government agency reports and informing public debate on segregation and inclusion. Researcher at Center for Community Strategies Research (2018-2021) Member of Mimerrådet, National Program for Folk Education Research (since 2014) Department Head at Remeso, Linköping University (2012-2015) Dahlstedt actively contributes to public discourse through media appearances, public lectures, and alternative writing projects including the anthology 'Brandtal' (2023) and 'Hårdare kan ingen vara' (2023), while preparing 'En professors dagbok' for publication in fall 2024. His research is funded by multiple agencies including Vetenskapsrådet, Norrköping Research and Development Fund, and the Swedish Crime Prevention Council.
Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.
Dr. Yea-Fen Chen serves as Professor and Director of the Chinese Flagship Center at Indiana University Bloomington within the Hamilton Lugar School of Global and International Studies. A recognized leader in Chinese language pedagogy with over three decades of teaching experience since 1989, she holds a PhD in Foreign Language Education from Indiana University. Her research spans critical areas in language education including foreign language pedagogy, learning strategies, second language acquisition, heritage language learner dynamics, technology-integrated teaching methodologies, and pedagogical applications of Chinese language films. This work directly informs her development of innovative curricula for Mandarin instruction. Dr. Chen has held significant leadership positions including Executive Director of the Chinese Language Teachers Association (U.S.) from 2010-2014 and ongoing service as AP Chinese Course and Exam consultant for the College Board since 2006. She co-authored foundational textbooks such as Integrated Chinese and previously coordinated Chinese and Asian Studies programs at the University of Wisconsin-Milwaukee and National Taiwan Normal University. She directs the Chinese Flagship Center, which operates under the Hamilton Lugar School framework to advance students' Chinese proficiency to professional levels through immersive academic programming.
Dr. Nemanja Stanišić is a Full Professor at Singidunum University's Faculty of Business, with a distinguished academic career spanning over 15 years. He holds a Ph.D. in Corporate Finance from Singidunum University (2010), an MBA in Finance from Lincoln University (2007), and a Bachelor's in Accounting from the University of Belgrade (2005). His expertise focuses on Corporate Finance, Banking, Audit, and Applied Statistical Analysis. His research integrates quantitative methods with economic theory, addressing topics such as audit opinion prediction using AI, tourism destination competitiveness, financial distress dynamics, and air pollution health impacts. He co-authored textbooks including Contemporary Exchange and E-business (2010) and Financial Statement Analysis (2024), and served as Editor-in-Chief of The European Journal of Applied Economics . He teaches courses from Financial Accounting to Advanced Financial Engineering at undergraduate, master's, and Ph.D. levels. The 15 most recent publications highlight his interdisciplinary approach: 7 in Finance/Audit, 5 in Tourism/Hospitality, and 3 in Environmental Health. Key trends include applying machine learning to audit quality (2023), multilevel modeling for hospitality satisfaction (2015-2019), and air pollution mortality analysis (2016). His work appears in high-impact journals like Tourism Management (IF 10.125) and Environmental Health (IF 4.986). He held administrative roles including Rector (2020-2021) and Vice President of Singidunum University. He served as Vice Dean for Student Affairs (2010-2011) and participated in TEMPUS projects for educational reform. He mentors graduate students extensively, advising 100+ bachelor's, 57 master's, and 4 doctoral theses, including international candidates. His visiting professorship at Bangkok's ICO NIDA and teaching in Austria-Singidunum joint programs reflect global engagement. Professional development includes advanced training at Utrecht University (Bayesian Modeling, 2019), Stanford (Mentoring, 2010), and NYU (Valuation, 2012). He reviews for top journals like Annals of Tourism Research and Cornell Hospitality Quarterly , with 1017 Google Scholar citations and 349 Scopus citations. Current research involves the Science Fund of Serbia's TOURCOMSERBIA project evaluating tourism competitiveness models.
Dustin Tingley is a Professor of Government at Harvard University and holds a joint appointment at the Harvard Kennedy School of Public Policy . He serves as Interim Vice Provost for Advances in Learning and directs the Data Science and Technology Group and the Harvard Initiative on Learning and Teaching . He earned a PhD in Politics from Princeton and a BA in political science and math from the University of Rochester. Key Roles : Deputy Vice Provost (past), Chair of Harvard's Standing Committee on Climate Education Research Focus : Climate change politics, data science, causal inference, and international political economy His recent work explores the political economy of climate transitions , public opinion on carbon policies , and machine learning applications in social sciences . He co-founded ABLConnect , a repository for active learning pedagogy, and organized conferences on causal mechanisms , teaching with AI , and equitable classrooms . Awards : Gladys M. Kammerer Award (2015) for co-authored book Sailing the Water’s Edge Notable Publications : Uncertain Futures: How to Unlock the Climate Impasse (2023, with Alex Gazmararian) The Political Economy of the Clean Energy Transition (2025)
Niclas Abrahamsson is a Professor of Swedish as a Second Language at Stockholm University, where he also serves as the Director of the Centre for Research on Bilingualism . His research focuses on second language acquisition (SLA) , bilingualism , and phonological/phonetic development , particularly through the lens of age of acquisition and critical periods . He leads the MOB (Meta-research on Bilingualism) group, analyzing trends in bilingualism research and Swedish as a Second Language. PhD in Bilingualism (2001, Stockholm University) BA in Linguistics, Phonetics, and Psychology (1993) His research explores how age of onset and language aptitude influence nativelike attainment in L2 speakers, with a focus on voice onset time (VOT) analysis, neural constraints , and lexical deficits in bilinguals. His recent studies challenge the notion that bilingualism inherently causes linguistic costs, attributing observed deficits instead to second language acquisition processes. Abrahamsson has secured major grants from the Swedish Research Council (VR) , Bank of Sweden Tercentenary Foundation (RJ) , and Byggmästare Olle Engqvists Stiftelse . He supervises PhD students working on topics like Swedish compounding acquisition , language-dependent memory , and foreign accented speech perception . He teaches SLA, bilingual development, and psycholinguistics at all academic levels. Key Awards : VR Grant 2016-01630, RJ Sabbatical Grant SAB16-0051:1, Byggmästare Olle Engqvists Stiftelse Grant 200-0676 Abrahamsson's work frequently employs ERP studies and meta-analyses , emphasizing methodological rigor. He collaborates with institutions like the Multilingualism Lab and has contributed to foundational theories in critical period hypothesis and language aptitude research.
Pascale Trevisiol Okamura is an Associate Professor in Language Sciences and Language Teaching at Sorbonne Nouvelle University, affiliated with the DILTEC research team (EA 2288). Her primary role includes teaching language acquisition and foreign language didactics within the UFR of Literature, Linguistics, and Didactics (LLD). She co-heads the Master 2 program in Language Teaching (FLE/FLS) and holds administrative roles in departmental councils and educational committees. Education Background: Lecturer at Sorbonne Nouvelle University since 2015 Previously taught at Université de Poitiers (2010–2015) and Université Paris 8 (2007–2010) French teaching assistant at Hokkaido University, Japan Research Focus: Specializes in third language acquisition (L3), crosslinguistic influence, and the interface between language acquisition and didactics. Key themes include: Discourse construction in L3 French Input processing and initial language exposure Development of teaching materials for FLE Plurilingual practices among language teachers Current projects involve multilingualism in primary education, Tamil-speaking learners' L3 French acquisition, and reflexive training in research. Teaching & Supervision: Co-supervises doctoral research on topics such as L3 French acquisition in Chinese contexts, translinguistic discourse influences, and plurilingual teacher practices. Teaches advanced courses on language acquisition theories and FLE methodology. Labs/Teams: Member of the Second Language Acquisition Network (ReAL2) and part of the DILTEC team, focusing on language didactics and multilingualism research.
Ahmed Ferhadi is a Clinical Professor of Middle Eastern & Islamic Studies at New York University (NYU), specializing in linguistics with a focus on Second Language Acquisition, Sociolinguistics, and Language Testing. He holds a PhD in Linguistics from the University of Michigan (1990), an MA in Teaching Arabic as a Foreign Language (TAFL) from the same institution, and an M.S. in Applied Linguistics from the University of Edinburgh. His teaching career spans institutions like Princeton University, Columbia University, and Kurdish universities such as Salahuddin and Suleimaniyya Universities. He pioneered video-based language performance evaluation methods during his tenure at Middlebury College in 1991, which became a standard practice. Ferhadi has also served in high-level advisory roles, including President of the Association of American Teachers of Arabic (AATA) since 2017 and Distinguished Global Scholar of Kurdish Studies at American University (2010). Research interests include Kurdish language standardization, advanced Arabic pedagogy, and the sociopolitical dimensions of language. His projects include a Kurdish standardization initiative and curriculum development for advanced Arabic learners. Ferhadi has received numerous accolades, including the Golden Teaching Award (NYU 2000) and Top Language Award (U.S. Department of State 2006). His publications span linguistic theory, pedagogical techniques, and cultural studies, with recent works addressing Arabic dialect dynamics and Kurdish language policy. Ferhadi’s work bridges academic rigor with practical applications, emphasizing technology’s role in modern language education.
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 .
Hong Huaqing is a Professor and doctoral supervisor at the Corpus Research Institute of Shanghai International Studies University. He holds roles as honorary director of the Chinese Corpus Linguistics Research Association and international expert at Peking University's Education Development Center. Formerly, he worked at Nanyang Technological University (Singapore) in roles such as researcher at the Learning Research and Development Center and director of the e-Learning Center of the Lee Kong Chian School of Medicine. His research spans machine translation, natural language processing, corpus linguistics, and educational technology. He supervises master's and doctoral students, co-supervises postdoctoral researchers, and focuses on smart education driven by big data analysis and innovative learning ecosystems. Research emphasizes corpus-based methods applied to language education, including computational frameworks for student engagement, wearable sensors in learning analytics, and cross-linguistic rhetoric studies. His work bridges technological innovation (e.g., AI-driven tutorial systems) with pedagogical practice, addressing challenges in non-English language education and teacher training.
Georgios Neokleous is a Professor of English in the Department of Teacher Education at the Norwegian University of Science and Technology (NTNU), within the Faculty of Social and Educational Sciences. He holds a PhD in Education from Saint Louis University (2014), focusing on home language use in EAL classrooms. His career began as an EFL/ESL teacher, with extensive experience across Europe and the U.S., and he has developed specialized courses for diverse learner groups. Neokleous’ research emphasizes multilingualism, translanguaging pedagogy, and inclusive literacy practices in linguistically diverse classrooms. Education: PhD in Education, Saint Louis University, 2014 Masters and Bachelor’s degrees (implied, not explicitly stated) Research Interests: Neokleous explores the integration of students’ home languages in EAL settings, translanguaging as a pedagogical tool, and assessment strategies in multilingual environments. His work bridges theory and practice, addressing challenges in teacher education and classroom diversity. Recent trends in his publications highlight cross-national comparisons (e.g., Norway-Cyprus studies), innovative teaching methodologies, and the role of technology in modern classrooms. Advising & Grants: Supervises students at BA, MA, and PhD levels. Collaborates with international researchers like Anna Krulatz and Sviatlana Karpava. Active in organizing academic events, including TESOL International and ECER conferences. Labs/Teams: Engaged in collaborative research groups focused on multilingual education, such as the ‘Learning and Teaching English in the Multilingual Classroom’ initiative. His work often intersects with institutions like the University of Cyprus and Multilingual Matters publishing.
Thomas Pepinsky holds the prestigious Walter F. LaFeber Professorship of Government and Public Policy at Cornell University, where he is a faculty member in the Department of Government within the College of Arts and Sciences. He additionally serves as a Nonresident Senior Fellow at the Brookings Institution, bridging academic research with policy engagement. His academic career, which began at Cornell in 2008 after earning his Ph.D. from Yale University, has established him as a leading scholar in comparative politics with deep regional expertise in Southeast Asia. Professor Pepinsky's research examines the complex interactions between political and economic systems globally, with particular attention to democratic backsliding in Southeast Asia and Europe, the evolution of social categories like ethnicity in the Malay world, and methodological approaches to social science explanation. His work consistently connects theoretical political science with empirical analysis of real-world political phenomena, often employing innovative methodological frameworks to understand complex political dynamics across different contexts. His scholarly output demonstrates a clear trajectory from foundational work on Southeast Asian politics to increasingly comparative analyses examining democratic erosion, electoral behavior during political transitions, historical persistence of political attitudes, and the intersection of social categories with political economy. Recent publications reveal growing attention to contemporary crises including refugee flows, pandemic politics, and the challenges to democratic institutions worldwide. Among his significant professional activities, Dr. Pepinsky serves as editor of the Journal of East Asian Studies and is a co-founder and Executive Board member of the Southeast Asia Research Group (SEAREG). He also contributes to the Association for Analytical Learning about Islam and Muslim Societies (AALIMS) and the International Political Economy Society (IPES), reflecting his interdisciplinary approach. At Cornell, he actively participates in the Southeast Asia Program (SEAP) and teaches courses including Introduction to Comparative Government and Politics, Southeast Asian Politics at both undergraduate and graduate levels, and independent study opportunities. His international scholarly engagement is evident through visiting appointments at institutions including Amsterdam, the Australian National University, Freiburg, Griffith University, the Hertie School, and the National University of Singapore.
Sijia Yao is an Assistant Professor of Chinese Language and Culture at Soka University of America. She holds a Ph.D. in Comparative Literature from Purdue University. Her research focuses on comparative and Sinophone literature/media studies, love/affect studies, critical theory, and post-socialism. Yao teaches courses such as CHI 401 (Cultural History of China) and Learning Cluster 200 (Sinophone Cinema). Her scholarship includes the book *Cosmopolitan Love: Utopian Vision in D.H. Lawrence and Eileen Chang* (2023) and peer-reviewed articles analyzing Chinese literature, film, and cultural phenomena. Yao has received grants for Chinese language education research and teaching excellence awards at the University of Nebraska-Lincoln. She has reviewed works in Sinophone studies, including Lily Wong’s *Transpacific Attachments*.
Jason Goulah is a Professor at DePaul University’s College of Education, where he directs the Institute for Daisaku Ikeda Studies in Education and the Value-Creating Education for Global Citizenship Doctoral Program. His work bridges Ikeda/Soka studies, transformative learning, and socioecological approaches to language education. Education: Ph.D. in Education, State University of New York, Buffalo LL.M. in International Law, Kwansei Gakuin University, Japan His research explores intersections of language, culture, identity, and sustainability, with a focus on Soka education, global citizenship, and eco-ethical consciousness. He has published extensively in journals and edited volumes, including works on climate change in TESOL and the role of dialogue in peacebuilding. Scientific Awards: 2018 DeGarmo Award for Exemplary Scholarship 2015 American Educational Studies Association Critics Choice Book Award 2013 DePaul University Excellence in Teaching Award 2009 Stephen A. Freeman Award for Best Language Education Article He has held visiting positions at the University of Guelph-Humber, Soka University of America, and the University of Evansville, and has developed curriculum for Chicago Public Schools and New York City Schools. His recent articles analyze Anthropocene-era education and East-West philosophical convergences.
