Alberto Stefanelli is a Lecturer in the Department of Political Science & Statistics at Yale University, affiliated with the Institution for Social and Policy Studies (ISPS). His research focuses on radicalism, populism, affective polarization, and democratic representation, employing conjoint experiments and machine learning methodologies. He holds a Ph.D. from KU Leuven (2024) and has taught advanced courses in political methodology, including Conjoint Experiments and Structural Equations Modeling. Stefanelli's work bridges comparative politics and quantitative methods, with recent studies examining the relationship between populism and polarization across nations, the instrumental application of free speech norms by populists, and the ontological foundations of radical ideologies. He co-developed the cjsimPWR R package for conjoint experiment power analysis. His research has been published in journals such as Political Psychology , West European Politics , and International Journal of Public Opinion Research . He received the 2021 Berg-Schlosser Award for pedagogy at the ECPR Methods School, recognizing his contributions to teaching advanced statistical methods.
Else Berit Molde is an Assistant Professor at the University of Bergen's Department of Linguistic, Literary and Aesthetic Studies. Her research focuses on second language acquisition, Norwegian language education, and language policies in academic settings. She has led projects like NINjA (Norwegian in Academia), investigating language use among international researchers and educators. Key areas include attitudes toward language variation, pedagogical strategies for Norwegian as a second language, and the interplay between institutional policies and individual language choices. Her work spans qualitative studies on language attitudes, collaborative projects analyzing language proficiency needs in academia, and textbook development for Norwegian language learners. Notable publications include analyses of language choices in universities and the role of grammar in second language teaching. Molde frequently collaborates with institutions like Swansea University and the University of Tartu, presenting at international conferences on sociolinguistics and language pedagogy. Her contributions emphasize bridging theoretical frameworks with practical applications, particularly in multilingual academic environments.
Daniel Chornet is a faculty member in the Department of Communication at Saint Louis University-Madrid, affiliated with the College of Arts and Sciences. He holds a Ph.D. in Communication Studies from the University of Iowa and a B.A. in English Philology from Universitat de València, Spain. Ph.D. in Communication Studies, University of Iowa, USA M.A. in Communication Studies, University of Iowa, USA B.A. in English Philology, Universitat de València, Spain His research centers on intercultural communication, discourse analysis, and the ethnography of communication, with a focus on language use in personal relationships and media representation of immigrants. He employs dialogical and critical methodologies to explore how identity, power, and culture are negotiated through discourse. The recent publications reflect a consistent engagement with speech codes theory, pronoun use in Spanish, intercultural training, and the discursive construction of social identities. His work spans academic journals, book chapters, and pedagogical commentary, demonstrating a commitment to both theoretical advancement and practical teaching innovation. Professor Excellence Award (2014-2015) Professor Excellence Award (2013-2014) Chornet has served on the editorial boards of the Journal of International & Intercultural Communication, Journal of Intercultural Communication, Journal of Undergraduate Ethnography, and Communication Theory. He has mentored multiple undergraduate research projects published in the Journal of Undergraduate Ethnography. He has also organized academic conferences and delivered workshops on effective teaching and high-impact presentations for faculty and professionals. He is actively involved in pedagogical development through the Reinert Center for Transformative Teaching and Learning, contributing to faculty training and curriculum innovation at SLU-Madrid.
Joline Schmallenbach is a Scientific Associate and research assistant in the Department of German Studies at the University of Siegen, Faculty I. She is actively engaged in research on socio- and discourse linguistics, particularly focusing on political communication, legal linguistics, and corpus-based analysis. She contributes to the Discourse Monitor project and serves as Managing Editor of the International Journal of Language and Law . Additionally, she is a board member of diskursiv – Academy for Participatory Communication e.V. Research Interests: Discourse and socio-linguistics Corpus linguistics and digital methods Legal and political communication Strategic communication and framing Language in lobbying and public discourse Adult and academic education Her recent publications and projects reflect a strong trend toward analyzing strategic language use in politics and law, particularly through corpus-based and qualitative methods. She is deeply involved in creating open educational resources and digital tools for linguistic research and teaching. Her work often addresses public understanding of legal texts, greenwashing, and the linguistic mechanisms of political influence. Scientific Contributions: Managing Editor, International Journal of Language and Law Board Member, diskursiv – Academy for Participatory Communication e.V. Contributor to the Discourse Monitor and its Glossary of Strategic Communication Project involvement in digGer and digGer|net (OER for German Studies) Joline Schmallenbach advises on discourse research methodologies and has contributed to evaluation projects on legal text comprehensibility. She teaches courses such as Introduction to Corpus Linguistics and Political Communication , integrating research and pedagogy. She is also involved in collaborative research grants related to digital competencies and public discourse analysis. Labs and Research Teams: Research Group Discourse Monitor and Discourse Intervention Team member in computer-assisted socio- and discourse linguistics at the University of Siegen
Terry A. Osborn is a Professor of Education at the University of South Florida's College of Education, Sarasota-Manatee campus. He previously served as Interim Chancellor, Vice Chancellor of Academic and Student Affairs, and Dean of the College of Education at USF Sarasota-Manatee. His administrative roles also include leadership positions at Fordham University, Queens College (CUNY), and the University of Connecticut. Osborn taught secondary German before entering higher education. **Education**: Ph.D., University of Connecticut (1998) M.A., University of Tennessee—Knoxville (1993) B.A., Berry College (1987) **Research Interests**: Osborn focuses on applied linguistics in education, foreign/world language education, and interdisciplinary education. He emphasizes critical pedagogy, social justice, and equity in language education. His work critiques traditional paradigms and advocates for transdisciplinary approaches to curriculum design. **Awards**: His contributions include the American Educational Studies Association Critics’ Choice Award (2001) for *Critical reflection and the foreign language classroom* and the Dean’s Commendation on Excellence in Teaching (2005). He has been nominated for prestigious awards such as the Phi Delta Kappa Outstanding Dissertation Award (1998) and the Berry College Alumni Association Outstanding Achievement Award (2006). **Grants & Projects**: Osborn has led initiatives like the *Summer Arts-Integrated Literacy (SAIL) Initiative* (funded by United Way Suncoast) and the *Collaboration, Arts Integration, and the Common Core State Standards* project (supported by the Weller Arts Education Program). He has also evaluated the Project Elevate Grant for Sarasota County Schools. **Labs/Teams**: As Dean, he established the Center for Partnerships for Arts-Integrated Teaching (PAInT) at USF Sarasota-Manatee, which focuses on interdisciplinary education and community partnerships.
Jennifer Ritterhouse is a Professor of History at George Mason University, specializing in 20th-century U.S. history with a focus on the American South, African American history, women and gender studies, and childhood studies. She holds degrees from Harvard University (B.A.) and the University of North Carolina at Chapel Hill (M.A., Ph.D.). Her research explores the intersection of race, class, and gender in Southern history. Notable works include *Discovering the South: One Man's Travels Through a Changing America in the 1930s* (2017), which won a Family History Book Award, and *Growing Up Jim Crow* (2006), which examines how children learned racial hierarchies. Current projects include a book on Betsy Brinson and the Southern Women’s Rights Project, highlighting intersectional feminist activism. Ritterhouse teaches courses on U.S. South history, research methods, and 20th-century America. Her recent publications (2017–2023) focus on sociolinguistics, heritage language education, census methodologies, and identity politics. She has advised three doctoral dissertations and is affiliated with GMU’s Women and Gender Studies program. Her awards include the 2017 Family History Book Award and an Honorable Mention from the Gustavus Myers Center. She maintains an active research agenda, combining historical scholarship with critical analyses of contemporary issues in education and public policy.
Hamish Chalmers is a Senior Departmental Lecturer and Course Director of the MSc Applied Linguistics for Language Teaching (ALLT) at the University of Oxford. He co-directs the Oxford Education Deanery and oversees the International Database of Education Systematic Reviews (IDESR.org). His roles include lecturing on the MSc Applied Linguistics & Second Language Acquisition (ALSLA) and supervising doctoral students. His research focuses on evaluating pedagogical approaches for multilingual learners, particularly the use of first languages in English-medium classrooms. Methodological interests include randomized trials and systematic reviews, with advocacy for user engagement in research. He leads the REAL (Research in EAL) group at the Department of Education. Notable projects include setting research priorities for EAL education and assessing inter-instrument reliability in educational research. He has been funded by the John Fell Fund and the Education Endowment Foundation (EEF). Current doctoral students include Eman Albalooshi, Xiaoying Wu, and Catherine Hamilton. Key publications include The ResearchED Guide to English As an Additional Language and studies on translanguaging pedagogy, EAL learner outcomes, and systematic review methodologies. His work emphasizes evidence-based practices and addresses gaps in multilingual education research.
Takaaki Suzuki is Professor of Political Science and Director of the Asian Studies Program at Ohio University's College of Arts and Sciences. He is affiliated with the School of International Studies and Languages and holds academic appointments in International Studies, Asian Studies, and Political Science. His office is located in Bentley Annex 231. Education: B.A. in Government and East Asian Studies, Oberlin College M.A. in International Affairs and Certificate in East Asian Studies, School of International and Public Affairs, Columbia University Ph.D. in Political Science, Columbia University (1995) Dr. Suzuki’s research focuses on Comparative Politics and International Relations , with deep expertise in Japanese politics and Comparative Political Economy . His work examines the interplay between domestic institutions and international pressures in shaping macroeconomic and administrative policy in Japan. He has extensively studied the persistence of neoliberal policies, the evolution of the developmental state, fiscal reform, nationalism, and institutional change in post-Cold War Japan. His research is regionally anchored in East Asia, particularly Japan, where he has conducted fieldwork supported by the Japan Foundation, Social Science Research Council, and American Council of Learned Societies. His recent publications reveal a consistent thematic focus on the resilience and adaptation of Japan's political economy, especially in the face of globalization and economic crisis. The articles span topics such as neoliberal hybridization, budgetary politics, nationalism, and administrative reform, indicating a strong interdisciplinary approach combining political science, economics, and historical institutionalism. Scientific Awards and Honors: College of Arts & Sciences Outstanding Teacher Award Matsushita Postdoctoral Fellowship, Columbia University Visiting Scholar, Reischauer Institute, Harvard University Dr. Suzuki has received significant external funding for his research from leading academic foundations. He advises and mentors students through the Asian Studies Program and teaches courses such as Comparative Politics, Politics and Government of Japan, and the Graduate Seminar in Comparative Politics. He is currently leading a project on institutional change and inequality in Japan and co-authoring a study on macroeconomic policy divergence between Germany and Japan with James Mosher. He is affiliated with interdisciplinary research units including the Asian Studies Program and contributes to the academic mission through teaching, research, and program leadership.
Dana Scott Bourgerie is a Professor in the Department of Asian and Near Eastern Languages at Brigham Young University's College of Humanities. He holds a Ph.D. in East Asian Languages and Linguistics from The Ohio State University and has been a key figure in Chinese language education and research. He served as Department Chair (2015–2021) and is the founding director of the Chinese Flagship Center at BYU. Education: Ph.D., East Asian Languages and Linguistics, The Ohio State University (1990) M.A., East Asian Languages and Linguistics (Chinese Linguistics), The Ohio State University (1987) B.A., Linguistics, Chinese, French, University of Minnesota (1982) Professor Bourgerie's research centers on Chinese linguistics, with a focus on sociolinguistics, dialectology (especially Yue and Hakka), and language acquisition. He investigates non-standard varieties of Chinese and the language practices of the Chinese diaspora in Southeast Asia. His work also advances the pedagogy and assessment of advanced Chinese learners. His research bridges theoretical linguistics and practical language teaching, contributing significantly to Chinese as a second language education. His recent scholarly output reflects a strong trend in sociolinguistic fieldwork, heritage language dynamics, and innovative assessment methods. The articles span dialect documentation, identity in language use, technology-enhanced evaluation, and curriculum development for advanced learners. His work emphasizes real-world applications in multilingual communities and educational settings. Scientific Awards and Honors: James Barker Lectureship, BYU College of Humanities (2017) College of Humanities Scheuber and Veinz Professorship (2010–2014) Honorary Professor, Nanjing University Overseas Education College (2009–2012) Fulbright-Hayes Fellow, U.S. Department of Education (1988–1989) Professor Bourgerie has played a major role in academic leadership and service. He was president of the Chinese Language Teachers Association and is the founding director of the Chinese Flagship Center at BYU. He currently serves as editor of Chinese as a Second Language and directs the Cambodian Oral History Project. His grant work includes long-term involvement in the National Language Flagship Program (2002–2014). He has advised numerous initiatives in curriculum design, heritage education, and language policy. He leads the Cambodian Oral History Project, which documents linguistic and cultural narratives of Chinese-Cambodian communities. His professional affiliations include the Cantonese Language Association and the Chinese Language Teachers Association, where he has held editorial and leadership roles for decades.
Anna-Marie Kjøde Olsen serves as a Research Fellow in Norwegian as a second language at the University of Bergen's Department of Linguistic, Literary and Aesthetic Studies, commencing her doctoral fellowship in August 2021. Her institutional affiliation includes active participation in the NINjA (Norwegian in Academia) project investigating language dynamics among international academics, while she remains on leave from UiB's Norwegian Language Courses teaching position (2021-2025). Her research focuses on vocabulary development trajectories in low-educated adult Norwegian L2 learners and institutional language policy implementation within academia. She examines how international employees navigate Norwegian-English language tensions, employing grounded theory and qualitative methodologies to analyze language learning processes and policy-practice gaps in higher education settings. Her interdisciplinary approach bridges second language acquisition theory with sociolinguistic analysis of academic workplaces. Publications from 2018-2023 reveal consistent thematic concentration on Norwegian L2 acquisition (particularly vocabulary development in adult learners) and language policy in internationalized academia. Her work demonstrates methodological rigor through in-depth interviews and empirical studies, contributing to understanding low-educated learner challenges and institutional language practices. Key trends include longitudinal vocabulary analysis, qualitative policy implementation studies, and comparative investigations of Norwegian-English language use among international academics. Funded through a doctoral fellowship within the ALAN project (Adult Acquisition of Norwegian as a second language), she operates under primary supervision by Ann-Kristin Helland Gujord at UiB. While not currently advising students as a PhD candidate herself, her research informs language pedagogy and institutional policy development through collaborative academic networks. She maintains active membership in the NINjA research collective and previously contributed to Swansea University's Lexical Studies Research Group during her 2022-2023 research residency. Her institutional engagements focus on language policy implementation teams and vocabulary acquisition research networks, facilitating cross-institutional collaboration on Norwegian language education challenges.
April Bleske-Rechek is a Professor of Psychology at the University of Wisconsin-Eau Claire, where she leads the Individual Differences and Evolutionary Psychology (IDEP) lab. Her research focuses on evolutionary psychology, individual/group differences in cognitive abilities, personality traits, and relationship attitudes, with publications in journals like Human Nature and Personality and Individual Differences . Education: BA in Psychology and Spanish (1996) from UW-Madison, PhD in Psychology (2001) from the University of Texas at Austin, postdoctoral research at Vanderbilt University. Research: Explores evolutionary underpinnings of human behavior, including mating strategies, sex differences, friendship dynamics, and science literacy. Advocates for free expression through Heterodox Academy and FIRE. Teaching: Offers courses in Research Methods, Evolutionary Psychology, Personality Psychology, and Advanced Statistical Methods. Recognized with multiple awards, including UWEC’s Excellence in Mentoring and Teaching, and CUR’s Mid-Career Mentoring Award. Key Publications: Recent work examines Advanced Placement equity, reactions to sex differences, and evolutionary perspectives on harm perception. Scientific Awards: UWEC College of Arts & Sciences Career Excellence in Teaching (2021), UW System Board of Regents Teaching Excellence Award nominee (2017), Council of Undergraduate Research Mid-Career Mentoring Award.
Jody Neathery-Castro is an Associate Professor in the Department of Political Science within the College of Arts and Sciences at the University of Nebraska at Omaha (UNO). She teaches a wide range of undergraduate and graduate courses, including Introduction to Political Science, Comparative Politics, Gender and Global Politics, Politics in Western Europe, Politics in France, and Politics and Film. Her academic work bridges research and pedagogy, with a strong commitment to civic engagement and service-learning. Her research centers on French politics, the politics and economics of culture, governmental responses to cultural politics, and the global role of the French language, particularly within the international organization La Francophonie. She also actively contributes to the scholarship of teaching and learning, focusing on innovative pedagogical methods such as service-learning, especially in first-year courses aimed at fostering civic engagement. The recent publications and research interests of Dr. Neathery-Castro reflect a dual focus: one on the political dynamics of culture and language in France and the Francophone world, and another on effective teaching practices in political science education. Her work appears in journals such as Social Science Quarterly, Québec Studies, The French Review, Academic Exchange Quarterly, and Metropolitan Universities, indicating interdisciplinary engagement across political science, cultural studies, and higher education research. Scientific Awards and Honors: College of Arts and Sciences Excellence in Service Award (2011) College of Arts and Sciences Excellence in Teaching Award (2007) Omicron Delta Kappa member (2007) UNO Excellence in Teaching Award (2007) Outstanding Faculty in Service Learning Award (2001) Dr. Neathery-Castro has demonstrated sustained excellence in both teaching and service. She has advised numerous students and contributed significantly to curriculum development, particularly in integrating service-learning into political science education. While specific grant details are not mentioned, her award-winning work in service-learning suggests active involvement in educational innovation and community partnerships. She continues to publish and teach, remaining an engaged and influential faculty member at UNO.
Lisbeth Ljosdal Skreland is an Associate Professor at the Department of Education, University of Agder, focusing on kindergarten pedagogy, teacher professionalism, and social justice in educational settings. She actively collaborates with researchers like Tale Steen-Johnsen and contributes to Norwegian and international journals. Education: PhD in Early Childhood Education (2016, University of Agder) Research Interests: Her work explores emotional labor in teaching, epistemic injustice in refugee parenting programs, and the role of rules in democratic kindergarten practices. She combines ethnographic methods with critical theory to analyze teacher-student dynamics and institutional power structures. Scientific Contributions: Recent articles address play-based learning, educational artifacts (e.g., lamination machines), and the intersection of neuroscience with pedagogical practices. Her research often highlights marginalized voices in education systems. Collaborations: She works closely with institutions like Cappelen Damm Akademisk and Routledge on qualitative methodologies and contributes to policy discussions through publications in Nordic journals.
Cristina ARIZZI is a Researcher in the Department of Humanities at the University of Catania, specializing in English Language, Translation, and Linguistics. She teaches courses including English Language and Translation 1 and 2, and Sectoral Languages and English Translation, with regular office hours held both in person at the Former Military District in Ragusa Ibla and online. Her research interests span a wide range of contemporary linguistic and translational themes, including: Discourse analysis and persuasion in political communication Sociolinguistic variation in contemporary English Audiovisual translation and subtitling Digital language learning and informal input Hate speech and media communication Transcreation, localization, and SEO translation Neologisms, word formation, and appraisal theory Intercultural communication and language barriers Semiotics in social media The thesis topics she supervises reflect a strong focus on real-world applications of linguistic theory, particularly in digital and corporate environments. Her students explore issues such as fake news, documentary subtitling, corporate localization, and the role of English in global markets. She is actively involved in academic administration, regularly announcing exam schedules, office hour changes, and departmental events such as the interdisciplinary conference 'CONSTRUCTING NARRATIVES: PERSPECTIVES ON POWER AND IDEOLOGY.' She also supports junior tutoring initiatives to strengthen student language skills. Office: Former Military District, 1st floor, Ragusa Ibla Office Hours: Tuesdays 10:00–12:00 (in person), Wednesdays 10:00–12:00 (online by reservation) There is no mention of scientific awards or publications in the provided texts, but her sustained engagement with student supervision and curriculum delivery indicates an active academic career.
Valeria Di Clemente is an Associate Professor of German Philology and Linguistics at the University of Catania, Department of Humanities, and is based at the Special Teaching Structure of Foreign Languages and Literatures in Ragusa. She holds teaching responsibilities in Germanic Philology, Diachrony of Linguistic Change, and German Language within degree programs in Linguistic and Intercultural Mediation and Linguistic Sciences. Since March 2023, she has served as Chair of the Bachelor's program in Linguistic and Intercultural Mediation. Her academic journey includes a PhD from the University of Siena-Arezzo and prior roles as a fixed-term researcher at the same institution from 2011 to 2019. PhD in Germanic Philology and Linguistics, University of Siena-Arezzo (2004) Graduated in Foreign Languages and Literatures, University "G. d'Annunzio" of Chieti-Pescara (1999) National Scientific Qualification for Associate Professor (2015) C2 Certification in German, Goethe-Institut Freiburg (2002) Her research centers on medieval Germanic languages, with a focus on medical literature, historical linguistics, anthroponymy, and cultural influences in medieval Scotland. She investigates Early Scots, The Bruce, the Declaration of Arbroath, and the interplay between Germanic and other cultures. Her interests also extend to Old and Middle English, Old Norse, Middle Dutch, and contemporary adaptations of medieval texts. She emphasizes the pedagogical applications of historical linguistics in modern language learning. Her recent publications span topics such as Scandinavian runic inscriptions, medieval medical translations (e.g., Capsula Eburnea ), royal women in medieval Scandinavia, and narrative strategies in John Barbour’s The Bruce . These works reflect a consistent focus on textual analysis, cultural identity, and cross-linguistic contact in medieval Europe. Scientific Awards: Recipient of the Scardigli Prize (2011) for her monograph on 11th–12th century German medical-pharmaceutical texts. Valeria Di Clemente actively mentors academic work through her role in thesis supervision and research projects. She has led multiple funded research initiatives, including projects on Germanic heritage in medieval Scotland, medieval women’s status, and textual transmission of medical knowledge. She is a key organizer of the annual "Giornate Iblee della Germanistica" and has contributed to conferences on power, language, and gender. She is also co-director of the academic series Pronoéo (Agorà) and contributes biographical entries to the online Enciclopedia delle donne . Her lab and team involvement includes participation in the SWART research group and the PiACeRi 2024 EGEM project on Germanic and Mediterranean Europe.
