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.
Sabine Manzel is a Full Professor for Didactics of Social Sciences at the Institute of Political Science , University of Duisburg-Essen. She founded and leads the CIVES School of Civic Education , focusing on innovative teacher training and empirical research in citizenship education.
Jean-Luc Fournet, Professor at the Collège de France since 2015, holds the Written Culture in Late Antiquity and Byzantine Papyrology chair. His research focuses on papyrology, multilingual societies, and the Christianization of written culture in Egypt (4th-7th centuries). He directs the Studia Papyrologica et Aegyptiaca Parisina publication series and co-edits Archiv für Papyrusforschung . Key Research Areas: Late Antique educational institutions Byzantine papyrology Coptic language development Cultural transmission in Egypt Manuscript archaeology His publications include monographs on Dioscorus of Aphrodite's library and the rise of Coptic. Current projects involve the Ergaleion database for material culture lexicography, connecting papyrological and archaeological evidence. Scientific Recognition: CNRS Bronze Medal (1999) Director of Studies at École Pratique des Hautes Études (cumulative 2017-) Editorial leadership in papyrology He actively participates in interdisciplinary workshops and symposia, including the Ergaleion series (2022-2023) addressing material culture-lexicon relationships.
Nicoletta Pireddu is a Professor in the Department of Italian at Georgetown University's College of Arts & Sciences. She currently serves as the Inaugural Director of the Georgetown Humanities Initiative and remains an active member of the Global and Comparative Literature Program Steering Committee after directing it until Academic Year 2023-24. Her distinguished career spans over two decades at Georgetown, where she previously served as Interim Chair of the Italian Department and Director of Graduate Studies in Italian. Italian laurea from Università degli Studi di Verona Dottorato di ricerca in English and American Literatures from Università di Venezia "Ca' Foscari" M.A. and Ph.D. in Comparative Literature from UCLA Professor Pireddu's research centers on European literary and cultural relations from the 19th century to present, with particular focus on Italian, French, and British domains. Her work explores national and transnational identities, borders and migration, literary and critical theories, cosmopolitanism, Mediterranean and island studies, and the intersection of anthropology and literature. She has pioneered scholarship on early science-fiction and translation studies, examining how literature engages with scientific concepts and cultural exchanges. Her extensive publication record includes over eighty articles in leading journals such as Comparative Literature, Romanic Review, and Journal of European Studies, along with numerous book-length publications. Her recent work shows a strong emphasis on cultural cosmopolitanism, as evidenced by her René Wellek Prize-winning edited volume Migrating Minds: Theories and Practices of Cultural Cosmopolitanism (2022) and the subsequent scholarly journal she co-founded bearing the same name. René Wellek Prize (2023) for Best Edited Essay Collection Condé Nast Award for excellence in research, teaching, service and leadership (2023) Cawley Career Champion Award (2024) American Association for Italian Studies book award (2003) Dean's Award for Excellence in Teaching (2005) Professor Pireddu has secured significant research funding from prestigious institutions including the National Endowment for the Humanities, the Howard Foundation at Brown University, and the Italian Foreign Ministry. She has mentored numerous students through innovative seminars exploring topics like European consciousness, food and fashion in "made in Italy," the avant-garde in literature and arts, and the representation of mafia in literature and film. As the inaugural Director of the Georgetown Humanities Initiative, she has fostered interdisciplinary collaboration across campus, championing the Medical Humanities Program and organizing the 2019 American Comparative Literature Association annual conference at Georgetown. Her current work centers on the Ignatius Seminar on Borders, continuing her longstanding engagement with Mediterranean Crossings and transnational cultural flows.
Dr. Xolisa Guzula is a Senior Lecturer in Applied Language and Literacy Studies at the University of Cape Town, specializing in multilingual and multiliteracies education. She has 24+ years of experience across research, teaching, and literacy activism. Education: PhD in Education (University of Cape Town, 2021) MPhil in Education Administration, Planning and Social Policy (UCT, 2011) Bachelor of Primary Education (UCT, 1997) Her research focuses on multilingual education , literacy as social practice , and language policy in post-apartheid contexts . She critiques skills-based literacy approaches and advocates for rich literacies frameworks that recognize children's full linguistic repertoires. Her recent publications analyze: third space learning models (2022), decolonial language policy (2021), simultaneous biliteracy development (2019), digital writing support (2017), and multimodal translanguaging (2016). These works collectively emphasize the importance of contextual knowledge , critical pedagogy , and language equity in South African education. Scientific Recognition: 2020 IBBY/Exclusive Books award for translation of The Elders at the Door 2024 IBBY/Exclusive Books award for translation of Sing Nala 2022 IBBY Honour List selection for The Singing Stone translation As co-founder of the Vulindlela Reading Clubs and Stars of Today Literacy Club , she has been instrumental in establishing community-based literacy initiatives across South Africa. Her work with the Bua-lit Language and Literacy Collective challenges deficit views of African language-speaking children's educational resources.
Miklos Fenyves is an Assistant Professor in the Department of Dutch Studies at the Faculty of Humanities and Social Sciences, Gáspár Károli Reformed University. Born in Budapest in 1974, he holds a PhD in literary studies from the University of Szeged (2006) with a dissertation on Thomas Bernhard's prose. His academic background includes MA degrees in German language and literature (1998, JATE), Hungarian language and literature (2000, University of Szeged), and Dutch Studies (2001, ELTE). Dr. Fenyves is a multilingual scholar with C2 proficiency in German and Dutch, C1 in English and French. His research focuses on Dutch and Flemish literature, literary translation, and Austrian literature, with particular expertise in Thomas Bernhard's works. His publication record spans from 1999 to 2023, demonstrating sustained scholarly activity in Central European literary studies. His research output shows a consistent focus on Austrian and German-language literature, with particular emphasis on narrative theory and literary analysis. His recent work has expanded to include contemporary European authors like Stefan Hertman, while maintaining his longstanding interest in 20th century Central European literary traditions. His scholarship often bridges Hungarian and German-language literary cultures. As an academic, Fenyves has contributed significantly to edited volumes on Austro-Hungarian literary and cultural history, including 'Habsburg bewegt: Topografien der Österreichisch-Ungarischen Monarchie' (2013) and 'Utak és kalauzok. Változatok az Osztrák-Magyar Monarchia topográfiájára' (2012). His work demonstrates deep engagement with the cultural topography of the former Austro-Hungarian Empire.
Mari Nygård is a Professor of Norwegian Language Didactics and Head of Department at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). She holds both a master's degree and doctorate in Nordic languages from NTNU, establishing her expertise in linguistic and educational domains. Her research focuses on grammar and grammar didactics, language learning and linguistic awareness, Norwegian as a second language, writing development, and multilingual education. Nygård's work bridges theoretical linguistics with practical classroom applications, particularly in teacher education contexts where she examines how future teachers understand and implement grammatical concepts. Analysis of her recent publications reveals a strong emphasis on empirical studies of student writing, particularly among early writers and multilingual learners. Her research consistently connects grammatical theory with pedagogical practice, exploring how visualization techniques, structured programs, and research-based approaches can enhance grammar education. She frequently collaborates with colleagues like Heidi Brøseth and Randi Solheim on projects examining teacher knowledge and professional development. Nygård actively supervises master's students, as evidenced by her involvement in theses examining grammatical understanding among teachers and writing development in multilingual contexts. Her media presence through NRK's Språksnakk program demonstrates her commitment to public engagement with linguistic topics.
Lena Sowada , a researcher at the Department of Romance Studies of the University of Heidelberg , focuses on historical sociolinguistics, language contact, and writing practices in multilingual contexts. Since 2022, she has been a member of the Junge Akademie of the Heidelberger Akademie der Wissenschaften. PhD (2019) in cotutelle between Heidelberg University and Université Paul-Valéry Montpellier 3 BA in Spanish and French Linguistics Her research explores French language history (19th-20th centuries) Writing practices of less-experienced scribes Language contact in bilingual spaces (e.g., Alsace-Lorraine, Balearic Islands) Recent projects examine multilingualism and WWII correspondence. Her publications analyze Ego-documents from WWI Discursive traditions in private texts Orthographic challenges in historical writing She coordinates Erasmus programs for Spain and serves on the university's research commission.
Yuly Asencion Delaney serves as Professor in the Department of Global Languages and Cultures at Northern Arizona University, where her research centers on Spanish language pedagogy and teacher development. Her scholarly profile demonstrates sustained engagement with language education through recent publications and an h-index of 8. Her primary research domains include teacher training methodologies for novice Spanish educators, with particular emphasis on reflective practices within digital communities of practice. She investigates corpus linguistics applications in language classrooms and examines pedagogical challenges in mixed-ability settings involving heritage and non-heritage Spanish learners. Additional focus areas encompass heritage speaker writing development, Spanish subjunctive discourse functions, and speech act pragmatics. Analysis of her 2020-2023 publications reveals an interdisciplinary trajectory merging applied linguistics with educational technology. Key trends include the adoption of corpus tools for vocabulary instruction, exploration of social media platforms like Instagram for language acquisition, and nuanced studies of heritage learner dynamics in beginner courses. Her work consistently addresses practical classroom applications while contributing to theoretical frameworks in second language acquisition and teacher education.
Dr. Yeji Han is a Senior Lecturer in Korean and Linguistics at York St John University's School of Education, Language and Psychology, where she serves as Programme Lead for the BA Korean degree. With qualifications including a BA from South Korea, MA from the US, and PhD from Canada, she holds Fellowship of the Higher Education Academy (FHEA) status. Her research interests center on applied linguistics, particularly second language learning and use. Her PhD dissertation focused on motivation and its influence on language use among Vietnamese learners of Korean. She has continued to explore topics including motivation, foreign language enjoyment, mobile communication, multimodal language use, study abroad experiences, and intercultural communication. Currently, she is Co-Investigator on two externally-funded projects: 'Mobile-assisted language learning among Korean language learners' (funded by Academy of Korean Studies with USD 20,000) and 'Mental health suffering due to English fever in South Korea' (funded by Academy of Medical Sciences with GBP 22,600). Dr. Han's recent publications demonstrate strong trends in understanding emotional factors in language learning, particularly examining foreign language enjoyment in relation to cultural contexts, and investigating motivational profiles of Korean language learners. Her work spans multiple subfields including regulatory focus theory, L2 self-concept, and the psychological aspects of language acquisition. She is an active member of the academic community, serving as: Member of British Association for Applied Linguistics (BAAL) Board member of The Korea Contents Association (KoCon) Proposer of BAAL's Asian Language Education in Global Contexts SIG Ad-hoc reviewer for multiple journals including Journal of Second Language Writing and Journal of Multilingualism and Multilingual Development Reviewer of book proposals for major academic publishers Dr. Han has significant experience in educational impact activities, having served as an editorial board member for government-authorized English textbooks for South Korean secondary schools (2012-2014), and regularly participating as a plenary speaker and seminar leader for English teacher societies in South Korea. In the UK, she has hosted externally-funded public engagement events focused on Korean language and cultural artifacts.
Vincenzo Pinello is an Associate Professor in the Humanities school at the University of Palermo, specializing in Italian Linguistics (LIFI-01/A designation). His teaching responsibilities span multiple programs including Languages and Literature-Intercultural Studies, Primary Education, and the Letters program, where he teaches Italian Linguistics, Language and Textuality, and Italian L1/L2 teaching methodologies for primary and preschool education. Professor Pinello's research focuses on textual linguistics with particular emphasis on valence grammar, language variation, and the sociopolitical dimensions of language. His work bridges theoretical linguistics with practical applications, especially in the context of teaching Italian as both a first and second language. He has developed the variational competence model for Italian language learning, with specific case studies involving Chinese-speaking students at the University of Palermo. His scholarship demonstrates consistent attention to anti-mafia discourse analysis, particularly examining textual solutions and language choices in the works of journalists like Giuseppe Fava. The trajectory of his recent publications reveals a cohesive research program exploring how linguistic structures interact with sociopolitical contexts, especially through witness narratives and civil autobiography. His work on Felicia Bartolotta Impastato's language represents a significant contribution to understanding how orality and writing function in anti-mafia testimony. Professor Pinello also investigates the application of valence grammar to bring linguistic reality back to grammatical text analysis, showing methodological innovation in his field. As an educator, Pinello has organized academic seminars such as the 'Le parole che ho sempre voluto' series, which brings together writers, poets, and scholars to discuss language, writing, and memory. His teaching approach integrates theoretical knowledge with practical application, emphasizing the importance of understanding language variation in educational contexts, particularly through his work on immersive learning for migrants and diverse student populations.
Anselmo Marielle serves as an Associate Professor at Institut National des Langues et Civilisations Orientales (INALCO), specializing in French language and literature within CNU Discipline 09. His institutional affiliation demonstrates deep integration with INALCO's mission of linguistic and cultural education. His research activities center around literature and multilingualism, conducted through the PLIDAM research team. Marielle's scholarly focus specifically examines teaching literature within multilingual contexts, reflecting INALCO's commitment to linguistic diversity. Teaching represents a significant dimension of Marielle's professional activities, with expertise spanning Literature and teaching, Teaching theories and methodologies, FLE (French as a Foreign Language) at levels B1 to C1, University French C1, and French-speaking literature C1. His pedagogical approach emphasizes advanced language proficiency within academic contexts. Marielle holds substantial administrative responsibilities at INALCO, including membership on the Board of Directors (2023-present), the Social Administration Committee (2023-present), leadership of the institution's first Writing Residency program (2023), and co-organization of the Inalco Multilingual Short Story Competition (2020). These roles demonstrate his active contribution to institutional development and promotion of multilingual literary expression.
Gábor Kata is a Lecturer at INALCO (National Institute of Oriental Languages and Civilizations) in Paris, France. He works within the Computer Science Multilingualism department, contributing to the ERTIM research team . His expertise spans Computational Semantics , Syntax-Semantics Interface , and Natural Language Processing (NLP) . CNU Discipline: 27 - Computer Science Areas of Expertise: Europe Teaching Themes: Lexical Semantics, Computational Semantics, Linguistics for NLP, NLP His research focuses on Computational Semantics and Syntax-Semantics Interface , with particular attention to NLP applications. His scholarly output reveals trends in semantic relation extraction , anomaly detection in text data , and knowledge base population using both supervised and unsupervised learning approaches. This work often employs graph-based methods and vector space analysis across multilingual contexts.
María Dolores López Jiménez serves as Full Professor in the Department of Philology and Translation at the University of Pablo de Olavide, specializing in English Philology with a research focus on second language acquisition, lexicology, and intercultural competence. Her work critically examines sociocultural representation and lexical components in Spanish and English language textbooks, particularly within bilingual education frameworks. Education PhD in English Philology from the University of Seville (2009), thesis: Empirical study of the lexical component in pedagogical materials of English and Spanish as non-native languages (L2) , supervised by Dr. Christian Abelló Contesse. Her research centers on textbook analysis for L2 acquisition, with pioneering work on lexical collocations , sociocultural diversity , and intercultural competence in educational materials. She investigates how cultural pluralism is represented in Andalusian bilingual school textbooks and analyzes vocabulary structures across Spanish and English pedagogical resources, emphasizing inclusive curriculum design for international student populations. Analysis of her 2013-2022 publications reveals a methodological evolution from lexical-empirical studies to critical sociocultural examinations, consistently addressing gaps in cultural representation and pedagogical efficacy of language materials. Her work demonstrates increasing focus on longitudinal impacts of textbook content on L2 historical writing and intercultural development. Scientific Awards No awards documented in available sources. As faculty in UPO's Doctoral Program in Philological, Translation and Cultural Studies, she supervises advanced research though specific advisees aren't listed. No grant details appear in the provided materials. No laboratory or research team affiliations are specified in current documentation.
Francisco José Lorenzo Bergillos is a Professor at Universidad Pablo de Olavide in the Department of Philology and Translation . His research focuses on Bilingual Education , Content and Language Integrated Learning (CLIL) , and Language Policy , with significant work on Second Language Acquisition and Historical Literacy . He has published extensively on bilingual program implementation in monolingual regions, particularly in Andalusia, Spain. His scholarly work examines the interdependence of language and content in CLIL, disciplinary literacies across Europe, and the role of connectives in L2 academic writing . Using computational tools like Coh-Metrix, he has tracked longitudinal language development in bilingual history education. His research also addresses equity in bilingual systems and policy adaptation to regional contexts. Key trends in his publications include empirical validation of CLIL effectiveness, analysis of cognitive academic language proficiency (CALP) , and critiques of one-size-fits-all educational models . He emphasizes the need for complex research frameworks in bilingual studies and has contributed to debates on language integration strategies in non-traditional contexts.
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