Nicola Halenko is a Senior Lecturer in Applied Linguistics at the University of Central Lancashire (UCLan), serving as Course Leader for the BA (Hons) TESOL with Modern Languages programme. She teaches on BA and MA TESOL programmes and supervises postgraduate/doctoral research projects focused on second language teaching and learning. Prior to academia, she taught English as a second language in Europe, Asia, and Australia. Research Interests: Second language pragmatics and pedagogy Study abroad effects on language development Formulaic language use and instructional interventions Email pragmatics in cross-cultural contexts Technology-enhanced language learning (CALL) Key Contributions: Edited volumes on email pragmatics and second language acquisition Co-authored over 24 peer-reviewed articles since 2011 Focus on practical applications of pragmatics research in EFL/EAP settings Her work bridges theoretical linguistics with classroom practice, emphasizing the role of pre-departure instruction and study abroad experiences in shaping pragmatic competence.
Samantha Laporte is an Assistant Professor in English Linguistics at the University of Lille , affiliated with the Faculty of Languages, Cultures, and Societies and the Department of Anglophone Studies . Her research focuses on the cognitive representation of language through corpus linguistics and construction grammar , particularly in English as first, second, and foreign language . She investigates how grammar emerges from use and explores the link between social and cognitive dimensions of language. Key methods : Corpus-based analysis, Construction Grammar, Learner Corpus Research Labs : Affiliated with UMR 8163 - Laboratory of Knowledge, Texts, and Language
Laura Colantoni is a Professor of Hispanic Linguistics at the Department of Spanish and Portuguese, University of Toronto. Her research focuses on phonetics, phonology, and second language acquisition, particularly in the context of sound change and variable phonetic parameters. She holds a BA from the University of Buenos Aires and a PhD from the University of Minnesota. She has held administrative roles including Chair of the Department of Spanish & Portuguese (2014-2019) and Associate Chair of Undergraduate Studies (2022-present). Her research involves collaborative projects funded by SSHRC and U of T, exploring topics like phonetic variability in bilingual language acquisition and electropalatographic studies of consonant assimilation patterns. Key collaborations include projects on Spanish-English bilingual children's grammatical development and cross-linguistic studies of nasal and lateral consonants in French, Spanish, and other languages. Publications highlight her work on Argentine Spanish, second language speech production, and the interplay between prosody and morphology. She has edited volumes on Argentine Spanish (2013) and co-authored Second Language Speech: An Introduction (2015). Her recent work examines articulatory timing differences in French/Spanish clusters and intonation patterns across languages such as Jordanian Arabic and Lombard Italian. Her teaching and research emphasize evidence-based approaches to pronunciation pedagogy and the application of laboratory methods to phonological analysis. She actively collaborates with scholars in linguistics, speech pathology, and related fields to advance understanding of language variation and acquisition processes.
Dr. Alexander Baratta is a Reader in Language and Education at the Manchester Institute of Education, The University of Manchester. His expertise spans sociolinguistics, academic writing pedagogy, and linguistic rights. He holds a PhD in English Language from The University of Manchester and has authored over 116 publications, including seminal works on World Englishes and accent prejudice. Educational Background: PhD in English Language (The University of Manchester, 2007) MA in Linguistics (The University of Manchester, 2013) MA in English Composition (California State University, 2001) BA in English Literature (California State University, 1999) AA in Music (Los Angeles Valley College, 1990) Research Interests: Dr. Baratta investigates the intersection of language and identity, linguistic discrimination, and global English varieties. His work emphasizes sociolinguistic equity, intercultural communication, and academic writing pedagogy. He is a Fellow of the Higher Education Academy and contributes to prestigious journals like Journal of Language Teaching and Research . Key Projects: Recent initiatives include studies on China English in academic writing, accent discrimination in education, and socio-cultural integration of international students. He has secured over £100,000 in grants for projects such as BeePart (2024) and Linguistic Imperialism in Israel (2023). Awards & Recognition: His work has garnered 13 awards, including the Commended Award for Social Responsibility (2022) and multiple nominations for teaching excellence. His research on accentism influenced UK educational policy and was featured in global media. Outreach & Engagement: He runs the Write Away writing center and collaborates with schools via Widening Participation initiatives. His public talks address accent prejudice and World Englishes, reaching audiences worldwide through BBC interviews and academic podcasts. Creative Works: Beyond academia, Baratta composes music and writes fiction, including the short-story collection Sting in the Tale . His Bond-themed song The Man Everybody Wants is archived at USC.
Irina Shport is an Associate Professor in the Department of English at Louisiana State University, affiliated with the College of Humanities & Social Sciences. She holds a Ph.D. from the University of Oregon and directs research on phonetic variation and language acquisition. Her work integrates sociolinguistics, phonology, and cognitive science approaches. Dr. Shport's research examines phonetic and phonological patterns across languages, with focus areas including: Cross-linguistic speech perception and production Sociophonetic variation in Southern U.S. dialects Factors influencing second language acquisition Socially meaningful variation in speech Her publications (2016-2024) demonstrate consistent focus on dialectal variation, particularly in Louisiana English (Cajun, African American, and Southern varieties), and cross-linguistic studies of Vietnamese, Mandarin, and Japanese. Core themes include: Vowel variation as identity markers Prosodic patterns in tone languages Cognitive aspects of phonetic learning Clear speech adaptations Shport maintains community-engaged research partnerships with schools in East Baton Rouge Parish and has received teaching awards including the Tiger Athletic Foundation Undergraduate Teaching Award (2015).
Dr. Nivedita Viswanathan is a Lecturer in Mathematics at Queen Mary University of London, affiliated with the School of Physical and Chemical Sciences. She holds a PhD in Algebraic Geometry from the University of Edinburgh (2021), with postdoctoral research at Loughborough University, the University of Nottingham, and Brunel University of London until 2024. Her research spans two domains: Mathematics (focusing on Fano varieties, K-stability, birational geometry, and higher Fano manifolds) and Mathematics Education (addressing cultural/linguistic barriers in teaching, accessibility for diverse learners, and feedback integration). She has received grants including the LMS Travel Grant and Romberg Grant. Education: BSc Mathematics (University of Madras, 2016), MSc Pure Mathematics (University of Nottingham, 2017), PhD Algebraic Geometry (University of Edinburgh, 2021). Her recent work bridges theoretical advancements in Fano varieties with pedagogical innovation. Collaborations include projects on K-stability criteria and compactifications of Fano moduli spaces. She actively engages with educators to improve mathematics accessibility through culturally responsive teaching methods. Grants include 'Research in Groups' support from SLMath and ICERM, and a Romberg Grant for the Heidelberg Laureate Forum. Teaching focuses on Linear Programming and Bayesian Statistics in Queen Mary's Hainan program.
Yiqiang Wu serves as Professor of Teaching English as a Second Language and Graduate Coordinator for TESL within the Department of Special Education, Language, and Literacy at The College of New Jersey's School of Education. His 30-year academic career at TCNJ includes progressive appointments from Assistant Professor (1995) to current Professor (2019-present), with continuous leadership as TESL Program Coordinator since 1996. His educational background includes: Ph.D. in Curriculum and Instruction, Texas A&M University (1992) M.A. in English Literature and Linguistics, Texas A&M University (1989) Wu's research centers on second language acquisition in transnational contexts, with particular emphasis on Chinese-American educational interfaces. His work bridges theoretical linguistics and classroom practice through investigations of language assessment methodologies, sociocultural dimensions of bilingual education, and technology-enhanced language learning. Current projects examine motivational dynamics in heritage language acquisition and cross-cultural communication challenges in U.S. educational settings. Analysis of his 20+ publications reveals consistent focus on practical applications of language theory, with evolving emphasis from foundational language skills (1990s) to contemporary sociopolitical dimensions of multilingual education (2020s). His scholarship demonstrates strong alignment with federal priorities in bilingual teacher development and immigrant student support. Award recognition includes: Certification of Excellence Award in Teacher Education (NJ DOE, 2012) Wu directs substantial grant-funded initiatives including the $3.5M USDOE Back to Community Bilingual Multilingual Teacher Certification Project (2024-2029) and the $600K MUSIC grant addressing urban immigrant EL challenges. His sustained funding record since 2002 demonstrates significant impact in bilingual education policy and practice. As TESL Program Coordinator, he oversees comprehensive teacher preparation pathways and maintains active collaboration with New Jersey school districts through the Center for Future Educators and professional development partnerships.
Terry McLean is a Lecturer at the School of Continuing Education, MacEwan University, Edmonton, Alberta. His expertise spans ESL curriculum design, pragmatic awareness, and pedagogical innovation in language education. McLean has contributed extensively to discussions on cross-cultural communication challenges, online learning strategies, and grammar instruction techniques. Current affiliation: MacEwan University (2025) Research focus: Pragmatics in L2 acquisition and pedagogical adaptation McLean’s research explores pragmatic awareness in language learning, cross-cultural misinterpretations of silence, and innovative teaching methods. He has developed frameworks for using breakout rooms in remote instruction, gamified learning activities (e.g., "Games of Lies"), and strategies to bridge sentence-level grammar to paragraph-level writing. His work often integrates humor and cultural narratives to enhance engagement. From 2001 to 2025, McLean published 20+ pedagogical articles. Recent works (2025) address asynchronous learning tools like "Flip and TILT" and writing instruction through thought-group analysis. Earlier studies (2020–2018) focus on managing virtual classrooms and pragmatic discourse tasks. Older publications (2006–2004) examine cultural context in debates and sentence variety in ESL writing.
Elizabeth Mayne is a Lecturer in French Studies at the University of Texas at Austin, College of Liberal Arts. She holds a PhD in French Linguistics from UT Austin and has taught French at the college level since 2008, including positions at the University of Illinois and UT Austin since 2014. Her educational qualifications include: PhD in French Linguistics, University of Texas at Austin MA in French Linguistics, University of Illinois at Urbana-Champaign BA in French Studies (Linguistics minor), University of Illinois at Urbana-Champaign Dr. Mayne's research interests span Second Language Acquisition, French Linguistics, Teaching Language Online, and Social Media Discourse. Her scholarly work addresses L2 learners' perceptions of French address forms, discourse markers in speech registers, and online intercultural communication. She advocates for active learning and inclusive pedagogy, incorporating multimedia and authentic materials to foster student engagement with French language and culture. She has enhanced her teaching expertise through professional development, including certificates in e-Learning ecologies (University of Illinois), Blended Language Learning Design and Practice (University of Colorado Boulder), and the ACUE Effective Teaching Practices Certificate (2023). Although the provided text does not detail formal advisees or research grants, her teaching portfolio includes a variety of undergraduate French courses from introductory to advanced levels, delivered in multiple formats including hybrid, online asynchronous, and synchronous modalities.
Norma Schifano is an Associate Professor in Modern Languages at the University of Birmingham, specializing in the comparative morphosyntax of Spanish and Romance languages. She holds a PhD from the University of Cambridge (2011-2015), supported by a Gates Cambridge Scholarship, and previously worked on a Leverhulme-funded project on Italo-Greek varieties (2015-2019). Her research focuses on documenting endangered languages like Italo-Greek, exploring language contact in southern Italy, and advancing syntactic cartography theory. Affiliations: University of Birmingham (2019–present), University of Cambridge (Research Associate 2015–2019) Education: PhD (Cambridge), MA (Ca’ Foscari, Venice), BA (Ca’ Foscari, Venice) Her research interests include: Microvariation in Romance languages Syntax of non-standard varieties Language documentation Language contact phenomena Recent work includes a BA/Leverhulme grant investigating Latin American Spanish in London and co-founding the Linguistics in MFL A-level project , promoting linguistics integration in UK secondary education. She has received awards including the Leverhulme Early Career Fellowship (2018). Teaching spans general and Romance linguistics, with supervision across UK universities. She co-edited a Special Issue on Romance grammars and contributes to Isogloss and Probus .
SWPS University of Social Sciences and HumanitiesPoland
Dr. Agnieszka Latos is a linguist and lecturer at SWPS University of Social Sciences and Humanities in Warsaw, affiliated with the Department of Hispanic and Italian Studies . Her research focuses on theoretical and contrastive linguistics, particularly between Romance and Slavic languages, with a specialization in semantic contrast, grammatical gender coding, and second language acquisition mechanisms. Key Collaborations : University of Genoa (2019), Ca' Foscari University (2015-2016), CNRS Paris (2011-2013), Max Planck Institute (2009) Projects : Co-coordinator of CRAB (Cross-linguistic Research on Analogy in Binomials, 2023-present); VILLA ANR-ORA (2012-2017) Her research interests include: Functional-cognitive linguistics Morphological processing in L2 acquisition Metaphorical expression systems Interaction between grammatical and natural gender Neo-standard Italian language teaching methodologies Polish-Italian cultural-linguistic interfaces Dr. Latos teaches courses in general linguistics, Italian-Polish translation, and practical Italian communication. She has developed pedagogical frameworks integrating cognitive linguistics with language teaching practices, particularly focusing on morphological acquisition in Polish L2 learners.
Norwegian University of Science And TechnologyNorway
Eivind Nessa Torgersen is a Professor of English Language at the Norwegian University of Science and Technology (NTNU), serving as Head of the English and Foreign Languages Department within the Faculty of Social and Educational Sciences. He holds a visiting professorship at Nord University, where he teaches phonetics and supervises doctoral students. His research focuses on sociolinguistic variation, particularly in London English, multilingual education in Norway, and second language acquisition. He earned his PhD in 2004 from the University of Reading with a study on speech processing strategies in L1 and L2 learners. His work bridges sociolinguistics and corpus linguistics, examining topics like vowel systems, pragmatic markers, and speech rhythm. He has led major projects, including the Research Council of Norway-funded Acquisition of English in the Multilingual Classroom (2018–2023). Recent publications highlight his expertise in multicultural London English, multilingual classroom dynamics, and phonetic analysis. He advises PhD candidates Dianna Walla and Tone Stuler Myhre, and collaborates with institutions like Lancaster University and Nord University. His contributions to language policy and teacher training emphasize leveraging students’ multilingual resources in EFL education.
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.
Prof. Renata Šamo is a prominent scholar in applied linguistics and English language education at the Faculty of Humanities, Juraj Dobrila University of Pula. She has served as Head of the English Department (2018–2023) and holds a PhD in linguistics from the University of Zagreb (2006). Her research focuses on second language acquisition, particularly reading strategies in young learners, cognitive aspects of language learning, and the linguistic landscape in cultural contexts. She has authored/co-authored books like Uvod u jezik i (ino)jezični razvoj (2021) and contributed to international journals such as Rassegna Italiana di Linguistica Applicata and Journal of Language and Education . Her work emphasizes empirical methodologies like verbal protocols and longitudinal case studies, often addressing Croatian educational contexts while engaging with global trends in language pedagogy. Awards include a Fulbright long-listing (2024/2025) and invitations to key international conferences. She leads projects funded by EU initiatives (e.g., Profformance+, Educa-T) and collaborates with institutions in the US, UK, and across Europe. Education Highlights: PhD in Linguistics, University of Zagreb, 2006 MSc (2001) and BA (1987) in English Language and Literature Research Interests: Second language reading strategies Early foreign language learning Cognitive linguistics and psycholinguistics Linguistic landscape analysis in tourism and cultural spaces Language policy and education reform Notable Projects: Profformance+ (EU-funded teacher performance assessment) Research into Croatian early language learners' metacognitive skills Linguistic landscape studies in Brijuni National Park and Pula Awards & Memberships: Member: AILA, BAAL, Croatian Applied Linguistics Society Long-listed Fulbright Scholar (2024/2025) Invited speaker at Oxford University (2017), Cracow University of Pedagogy (2016), and multiple European literacy conferences Labs/Teams: Active in the Centre for Interdisciplinary Research in Landscape Archaeology (faculty-level collaboration) and leads applied linguistics research groups focused on experimental pedagogy and cognitive approaches.
Professor Rasha Soliman is a Professor of Arabic Pedagogy and Linguistics and currently serves as Deputy Head of the School of Languages, Cultures and Societies at the University of Leeds. She has held various academic leadership roles, including UG Admissions Lead for Arabic, Islamic and Middle Eastern Studies, Lead for Equity, Diversity and Inclusion, and Director of the Leeds Centre for Excellence in Language Teaching. She earned her PhD in Arabic Applied Linguistics from the University of Leeds in 2015, an MA in Applied Linguistics from the University of Southern Queensland, and a Post-Graduate Certificate in Second Language Teaching from the same institution. PhD in Arabic Applied Linguistics – University of Leeds MA in Applied Linguistics – University of Southern Queensland, Australia Post-Graduate Certificate in Second Language Teaching – University of Southern Queensland Her research centers on Arabic Applied Linguistics, with a focus on diglossia, language variation, mutual intelligibility, and pedagogical approaches to teaching Arabic as a second language. She investigates how dialectal variation can be integrated into curricula, the cognitive role of speaking activities in grammar acquisition, and the application of the Common European Framework of Reference (CEFR) to Arabic language teaching. Her work emphasizes the need for cross-dialectal comprehension skills in learners. Her recent publications reflect a strong trend toward standardizing Arabic language education through CEFR alignment, improving grammar instruction via communicative methods, and enhancing learner comprehension through cognate recognition and dialectal awareness. She has pioneered research on integrating variation from beginner levels and developing a multi-dialectal vocabulary profile for Arabic. She has received research funding from the Qatar Foundation International and has published in journals such as the International Journal of Bilingual Education and Bilingualism , Critical Multilingualism Studies , and edited volumes on Arabic teaching. Her work has appeared in both English and Spanish, indicating international reach. External Examiner for University of Edinburgh, Goldsmiths, Nottingham Trent, Coventry, Cambridge, Manchester Metropolitan, and UNILANG Keynote speaker at the First Conference for The Spanish Association for Arabic Teachers, American University of Cairo, and UNESCO Arabic Language Day 2022 Organizer of international conferences on Arabic teaching in the UK and abroad She advises on academic programs and has contributed to national research initiatives, including a major British Council-commissioned study on Arabic teaching in UK schools. She supervises scholarly work through editorial roles, including the Leeds Language Scholar , and collaborates with researchers across the UK and internationally. Her professional memberships include BAAL, UCFL, and AULC, reflecting her engagement with language education communities. She leads a research agenda focused on creating a CEFR-aligned Arabic vocabulary profile and advancing multiglossic teaching models. She is actively involved in curriculum reform and teacher development, advocating for pedagogical innovation that reflects the real-world variability of Arabic.
