Eduardo Negueruela-Azarola is a Lecturer in Spanish and Portuguese at Princeton University. He holds a PhD in Applied Linguistics from Pennsylvania State University and an MA in TESOL from West Virginia University. His research focuses on Second Language Acquisition (SLA) from a sociocultural perspective, emphasizing participatory action research, concept-based instruction, and teacher professional development. He has directed Spanish language programs at the University of Massachusetts Amherst, University of Miami, and ILCE Universidad de Navarra. As an invited professor, he has taught at institutions including Universidade de São Paulo and Universitat Pompeu Fabra. His work explores creativity, multiliteracies, and the role of storytelling in L2 learning. Recent publications (2023-2024) address temporality in social sciences, sociocultural mediation, and Spanish L2 pedagogy. He co-edited a Routledge book (2023) and received the 250th Anniversary Fund for Innovation in Undergraduate Education grant. A poetry collection, *Tropología*, earned him the 2008 Primer premio nuevos valores de la poesía hispana.
Scott Taylor is an Assistant Teaching Professor and Coordinator of Elementary French at the University of Missouri's College of Arts and Science. His research spans French theatre and performance studies, with specializations in theatre semiotics and foreign language pedagogy. Research interests include: French theatre from medieval farce to absurdist works Digital media in language education Community-based theatre production Performance as ethnographic method Publications examine directing methodologies, language pedagogy innovations, and include translations of French classics. Recent work explores Molière adaptations and semiotic approaches to Québécois theatre.
Jo Ann Arinder is an academic researcher and professional focused on E-Learning, Classroom Technology, and innovative teaching methodologies. She is affiliated with the College of Education at the University of Oregon, where she currently supports technology integration and advocacy for Digital Equity. Her work bridges educational practices with emerging technologies, emphasizing accessibility and inclusivity in learning environments. Education: PhD in Language, Literacy, and Technology, College of Education, Washington State University (2023) Graduate Certificate in Education Technology across the Curriculum, Washington State University (2020) MEd in Adult and Higher Education with a minor in Teaching English to Speakers of Other Languages (TESOL Certified), Western Washington University (2018) BA in History, New Mexico State University (2016) BA in Interdisciplinary Studies with minors in English and History, New Mexico State University (2012) Research Interests: Dr. Arinder's research explores the application of extended reality (XR) and virtual reality (VR) in education, particularly leveraging 360° video for immersive learning experiences. She investigates Multiliteracies, language acquisition methodologies, and learner-centered design to enhance educational outcomes. Her work emphasizes technology's role in democratizing access to learning resources and fostering equitable educational opportunities. Advising & Grants: No formal advisees or grant details are explicitly mentioned in the provided text. Her focus appears to be on institutional support for technology and research rather than direct student mentorship.
Dr. Wenyu Guo serves as Assistant Professor of Literacy Studies in the College of Education at the University of South Florida, specializing in transnational literacy practices of immigrant youth of Color and their families. Her community-engaged research promotes anti-oppressive multiliteracies education across schools, homes, and digital spaces using critical theories of literacy and decolonization frameworks. Her educational background includes: Ph.D. in Teaching & Learning, University of South Carolina Certificate of Graduate Study in Qualitative Research, University of South Carolina Dr. Guo's research centers on two primary goals: (1) examining how transnational youth of Color engage in sociopolitical learning through literacies, and (2) investigating immigrant parents' family literacy practices and ethnic-racial socialization. She employs participatory action research and multi-sited ethnography to develop justice-oriented literacy interventions that challenge systemic oppression in educational contexts. Her recent publications reveal consistent thematic focus on anti-Asian racism through children's literature, transnational family literacy, and multiracial solidarity development. Methodologically, her work combines critical discourse analysis with community-based participatory design, often centering Chinese American communities in the Southern U.S. and leveraging digital platforms for transnational knowledge exchange. Professional recognition includes: Early Career Educator of Color Leadership Fellow, NCTE (2024-2025) Outstanding Undergraduate Teaching Award, USF (2025) Outstanding International Graduate Student Award, USC (2023) Research funding comprises: ACTFL Research Grant (2023) : Co-PI for $5,000 project on antiracist translanguaging pedagogy using Asian American children's literature SPARC Graduate Research Grant (2020) : PI for $2,900 study on Asian American children's bicultural identity negotiation She co-founded Tampa Bay's Community Literacies Lab, providing biweekly workshops for immigrant families that integrate cultural storytelling, digital literacy, and critical race discussions to foster equitable language practices and unpack transnational experiences.
Dr. Caroline Riches is an Associate Professor at McGill University’s Department of Integrated Studies in Education , specializing in Second Language Education . She serves as the DISE Program Co-Director for Teacher Education/MATL and is affiliated with the Second Language Education group. Her research focuses on language teacher professional identity, sociolinguistics in education, second language acquisition, and online learning pedagogy. Educational Background : Ph.D., Second Language Education (2001), McGill University M.Sc., Psycholinguistics (1984), University of Alberta B.A. Honours, Linguistics (1982), University of Alberta Her research explores teacher education program reform, multilingual development, and instructional strategies for English language learners. She has co-edited works on Canadian teacher education and contributed to key publications on curriculum design and sociolinguistic contexts. Scientific Contributions : Pioneering studies on multilingual parent perceptions in Montréal Leadership in emergent teacher education program design Analysis of cross-modal literacy challenges Dr. Riches collaborates extensively on program evaluations and policy development in teacher education, with a focus on balancing innovation and tradition.
Andrea Tochelli-Ward, Ph.D., is an Associate Professor in the Education Department at Le Moyne College, where she has served as Accreditation Coordinator since 2020. A former elementary and middle school teacher, she specializes in elementary literacy methods, literacy assessment, and integrating children’s literature into K-12 instruction. Education: Ph.D. in Curriculum, Instruction, and the Science of Learning (Reading Education concentration) Masters of Education in Literacy Specialist Masters of Science in Education (Childhood Education, grades 1-6) Bachelor of Arts in Psychology Her research focuses on multimodal compositions, teacher reflective practices, and using children’s literature for culturally responsive teaching. She has contributed to publications on literacy instruction, scaffolding strategies, and transmediation in classrooms. Andrea collaborates with the Diverse Book Finder as a book coder and has participated in NSF/NSA-sponsored GenCyber grants as a Pedagogical Expert. Her work bridges educator preparation, professional development through video reflection, and inclusive curriculum design.
Professor James Tognolini is a leading academic in educational measurement and assessment at the University of Sydney, serving as Director of the Centre for Educational Measurement and Assessment (CEMA). He holds adjunct roles at the University of Wollongong and the University of Western Australia. With a background spanning academia, government, and industry, his career includes leadership at Pearson and the Australian Council for Educational Research (ACER). His expertise centers on standards-referenced assessment, psychometrics, and leveraging data to improve educational outcomes globally. Educationally qualified with a BEd (UWA), MEd (Murdoch), and PhD (Murdoch), Tognolini’s research focuses on refining measurement models (e.g., Rasch Models), system-wide assessment frameworks, and teacher/data literacy. He has established assessment centers in institutions worldwide, including India, UAE, and China, and advised governments on educational policy and testing systems. His international engagements include keynote addresses in Singapore, Hong Kong, UAE, India, and South Africa, alongside collaborations with organizations like UNESCO and the Asian Development Bank. Current research explores data-driven leadership, teacher performance assessment, and cross-cultural educational measurement. Key grants include work on teacher quality indicators (NSW Department of Education) and online work-integrated learning equity (Curtin University). He supervises PhD students in areas like TESOL translanguaging, mathematics assessment reform, and teacher professional development. Tognolini is affiliated with the Pearson Psychometric Laboratory and has contributed to projects such as India’s Centre for Assessment, Evaluation and Research (CAER) and Jordan’s National Testing Strategy review. His work balances theoretical psychometrics with practical applications for systemic educational improvement.
Maria Elisa Fina is a Researcher (RtdB) at Ca' Foscari University of Venice, affiliated with the Department of Comparative Linguistic and Cultural Studies and the Interdepartmental School of Economics, Languages and Entrepreneurship for International Exchanges. Her work focuses on multimodal analysis of cultural heritage communication, translation studies, and audiovisual translation. She teaches courses in translation technologies, post-editing, and audiovisual translation at both undergraduate and master's levels. Education: Bachelor's in Literary and Technical-Scientific Translation (University of Salento, 2011) PhD in Linguistic, Historical-Literary, and Intercultural Studies (Ca' Foscari University, 2016) Research Interests: Multimodal analysis of audio guides, intersemiotic translation, museum communication for children, digital storytelling, and accessibility in cultural mediation. She has contributed to projects like DIETALY (PRIN 2020) and iNEST Tourism, exploring translation in cultural heritage contexts. Notable Achievements: Winner of the AIA/Carocci PhD Prize 2017 for best PhD thesis in Anglistica Published Investigating Effective Audio Guiding (Carocci, 2018) Recipient of the 2021 Ca' Foscari Excellence Award Teaching: Courses include Translation and Post-Editing Technologies , Audiovisual Translation and Audiodescription , and Translation Technologies: Tools and Methods . She emphasizes practical skills in translation technology and digital tools. Lab/Team Affiliations: Collaborates with research groups on accessibility in cultural heritage, digital humanities, and language mediation. Active in editorial boards of Trans-Kata and Le Simplegadi .
Dr. Donna Wake serves as Professor and Director of Assessment and Accreditation at the University of Central Arkansas College of Education, leveraging her Ed.D. in Curriculum, Instruction, and Technology in Education from Temple University with specialized focus on literature and language arts. Her leadership spans accreditation oversight and scholarly contributions to teacher education reform. Her academic credentials include: Ed.D. in Curriculum, Instruction, and Technology in Education (Literature/Language Arts) - Temple University M.A. in Education - La Salle University M.A. in Art History - University of Arkansas at Little Rock B.A. in English Literature - Hendrix College Dr. Wake's research establishes her as a leading voice in literacy development , educational technology integration , and equity-focused pedagogy . She pioneers work on critical literacy frameworks for diverse classrooms, arts-infused instructional strategies , and teacher narrative analysis . Her scholarship consistently addresses systemic barriers in rural education while advocating for culturally responsive teaching and multiliteracies as tools for empowerment. Current investigations examine digital equity in remote learning contexts and school librarians' evolving leadership roles. Analysis of her 2019-2025 publications reveals three dominant trajectories: (1) Technology-mediated equity solutions addressing the digital divide in Southern rural schools, (2) School librarian innovation in creating collaborative digital spaces during pandemic disruptions, and (3) Critical examinations of discipline disproportionality through Grow Your Own teacher pipeline initiatives. Her work bridges theoretical frameworks with Arkansas-specific implementation challenges. No scientific awards are documented in available sources. As an educator, Dr. Wake teaches graduate courses including Digital Equity & Culturally Responsive Teaching in the Digital Age (EDDL 7342), Literacy Seminar for Teachers (MAT 6320), and Qualitative Research (CLEI 8315). Though specific advisees aren't listed, her role involves mentoring future educators through the Ph.D. in Change Leadership program. She contributes to grant initiatives including GEAR UP and Upward Bound, focusing on college access for underrepresented Arkansas students. Dr. Wake actively engages with the Arkansas Leadership Academy and Arkansas Public School Resource Center, developing statewide professional learning communities that connect university research with K-12 practice. Her current projects examine technology acceptance among preservice librarians and longitudinal demographic impacts on ESSA accountability metrics.
University of Illinois Urbana-ChampaignUnited States
Vania Castro is a Teaching Assistant Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. She specializes in leveraging technology to address educational challenges, particularly in underserved regions of Brazil. Education and Academic Journey: Ph.D. in Applied Linguistics from Federal University of Minas Gerais (UFMG), Brazil (May 2021) Visiting Scholar at University of Illinois Urbana-Champaign (2019-2020) under CAPES/PrInt program Fulbright Scholar at Florida State University (2015-2016) Research Focus: Vania's research explores the integration of mobile learning and artificial intelligence in education, with a particular emphasis on multiliteracies and teacher training. Her work includes developing frameworks for implementing curriculum standards in Brazil and supporting educators through technology in resource-constrained environments. Prior Academic Roles: She held the Werner Baer Post-Doctoral Position at the Lemann Center for Brazilian Studies (2022-2023) and has been actively involved in cross-institutional collaborations between Brazil and the United States.
Pirita Seitamaa-Hakkarainen is a Professor of Craft Studies at the University of Helsinki and Docent at Aalto University. She leads the Co-inquiry, co-design, co-teaching, and co-regulation (Co4-Lab) laboratory and contributes to the Maker@STEAM research group. Her work bridges cognitive theories of design with collaborative learning environments, emphasizing materiality and knowledge building in education. University of Helsinki: Professor of Craft Studies Aalto University: Docent Her research focuses on: Cognitive theories of design processes and expertise development Collaborative learning and social creativity in maker education Role of external representations (sketching, visualization) in design Scaffolding mechanisms in craft and technology education Materiality in digital age pedagogy Knowledge building theory applications Recent publications (2020-2025) demonstrate sustained output in collaborative design education, virtual reality learning environments, and STEAM pedagogy. Her work consistently explores intersections between cognition, collaboration, and digital/material artifacts in educational settings.
Professor Maria Papadopoulou is a faculty member in the Department of Language and History at the School of Early Childhood Education, Aristotle University of Thessaloniki. Her expertise spans literacies, multilingual education, refugee integration, and multimodal communication. She has held roles in curriculum development, teacher training, and policy analysis, focusing on inclusive practices for marginalized groups. Education & Professional Background: Established career in early childhood and language education with a focus on refugee and multilingual contexts. Administrative Roles: Contributed to academic governance and international conferences, including the Hellenic Semiotics Society. Her research emphasizes critical literacy, digital tools in education, and refugee education policy. Key projects include interventions for noise awareness in preschools and studies on Roma literacy practices. She has collaborated with NGOs and policymakers to bridge theory and practice in multicultural education settings. Publications span over 30 years, addressing topics like semiotics in advertising, multimodal texts, and task-based language teaching. Her work highlights the interplay between cultural context, technology, and pedagogy to foster inclusive learning environments.
Claudine KIRSCH is a Full Professor of didactics of languages and literacies at the University of Luxembourg's Faculty of Humanities, Education and Social Sciences. She is affiliated with the Institute for Research on Multilingualism (MLing) and holds positions at the Maison des Sciences Humaines (MSH). Her career includes nine years as a primary school teacher in Luxembourg, followed by academic roles at Goldsmiths, University of London, where she coordinated courses in multilingual education and teacher training. Education & Career: Bachelor's in Education from ISERP, Luxembourg Masters and PhD in Education from Goldsmiths, University of London Visiting tutor at University of Luxembourg (PhD period) Lecturer at Goldsmiths (2003-2011), coordinating bilateral exchange programs with France/Germany/Spain Research Focus: Specializes in multilingualism, translanguaging practices, early childhood education, and digital media's role in language learning. Her work emphasizes family language policies, professional development for educators, and the impact of digital tools like the iTEO app in multilingual classrooms. Key Projects (2013–present): iTEO: Language learning app for preschools (2013-2017) MuLiPEC: Multilingual pedagogies in early childhood (2016-2019) COMPARE: Multiliteracy collaboration in crèches (2020-2023) COVID-KIDS: Pandemic impacts on children's well-being (2020-2022) EUKO: Digital media use by European youth (2023-2026) AGENTIVE: Cross-sectoral multilingual resources in ECEC (2024-2026) Supervision & Grants: Supervised 7 PhD students (e.g., on translanguaging in schools, multilingual family dynamics) and coordinated projects funded by Luxembourg National Research Fund (FNR), Ministry of Education, and Erasmus+. Co-supervised students at Goldsmiths (2008-2011). Contributions: Authored publications on multilingualism in ORBilu, developed teacher training programs, and led initiatives like BilingualismMatters@Luxembourg. Active in policy analysis for plurilingual education in Luxembourg's early childhood sector.
Patsy Duff is a Professor at the Department of Language and Literacy Education within the Faculty of Education at the University of British Columbia (UBC). She holds the title of Distinguished University Scholar and is a Fellow of the Royal Society of Canada (FRSC) , reflecting her significant academic contributions. Research Focus: Bilingual/multilingual education, decolonizing methodologies, heritage language policy, identity negotiation in language learning, and sociocultural dimensions of language instruction. Key Themes: Her work examines multilingual socialization, language ideologies, and the intersection of pop culture with language pedagogy, particularly in Chinese and English as additional languages. Publications: Over the past decade, her research has emphasized family language policy, English medium instruction, and transnational identity formation. She has contributed to foundational texts on case study research and language socialization, establishing frameworks for qualitative applied linguistics. Scientific Awards: Fellow of the Royal Society of Canada (FRSC) Distinguished University Scholar, UBC Collaborations: Patsy Duff has collaborated with scholars like Heidi Byrnes, Sharoni Zappa-Hollman, and Debra Li on projects exploring language policy, socialization, and multilingual education. Her work bridges academic discourse with practical language teaching strategies.
Dr. Dominique Skye McDaniel is an Assistant Professor of English Education in the Department of English at Kennesaw State University’s College of Humanities and Social Sciences. She teaches and researches at the intersection of literacy, digital media, and social justice, centering the voices of Black and Brown adolescents in online spaces. Education Ph.D. in Educational Studies (Teacher Education concentration, Literacy & English Education cognates), University of North Carolina at Greensboro, 2022 North Carolina teaching licensure: Elementary Education, Middle Grades Language Arts, High School English, Reading Research Interests Dr. McDaniel’s scholarship interrogates how adolescents leverage social media for civic engagement and activism. She develops Culturally Digitized Pedagogy , a framework that marries culturally sustaining teaching with critical digital literacies. Her work explores how justice-oriented teacher education can amplify youth voice, particularly for Black and Brown teens whose digital practices resist systemic inequities. Her recent publications trace patterns across case studies of teen activists, demonstrating how multimodal composition on platforms such as TikTok, Twitter, and Instagram becomes a conduit for civic participation. Collectively, her articles argue that educators must reimagine curricula to honor students’ out-of-school literacies and position youth as co-researchers in the struggle for educational justice. Awards & Honors 2023 James Berlin Memorial Outstanding Dissertation Award, NCTE-CCC 2024 Richard A. Meade Award for Research in English Education, ELATE/NCTE Grants & Funding #OnlineLiteraciesMatter: Take Two – KSU Radow College Seed Grant, $7,500 (PI, 2024) Project CULTURE Phase II – KSU Radow College Project Development Grant, $2,300 (PI, 2023) Project CULTURE Phase I – KSU Radow College Extramural Funding Seed Grant, $7,500 (PI, 2022) Mentoring Culturally and Linguistically Diverse Preservice English Teachers – KSU Division of Organizational Effectiveness & Inclusive Excellence Grant, $8,000 (PI, 2023) Labs & Collaborations Dr. McDaniel directs Project CULTURE, a multi-phase professional learning community that mentors BIPOC preservice English teachers. She currently co-leads the #BlackBookTok study with Dr. Sarah Jerasa (Clemson University), examining how Black youth curate literary cultures on TikTok to resist dominant narratives. These collaborative projects position her at the forefront of justice-oriented English teacher preparation in the digital age.
