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Bettina Kümmerling-Meibauer is a Full Professor of German Literature and Literary Didactics at the Eberhard Karls University of Tübingen, specializing in children's literature, picturebook research, and intermedial studies. With a habilitation from Tübingen (2001) and a PhD from Cologne (1990), she has held guest professorships in Sweden and Austria, declined a chair at the Free University of Bolzano (2014), and led EU-funded projects like Canon Constitution and Canon Change in Children's Literature (2017) and The Digital Literacy and Multimodal Practices of Young Children (2015–2019). Her research spans avant-garde children's literature, Jewish children's books, and early literacy. Education : PhD in German Philology (University of Cologne, 1990); Habilitation in Children's Literature (Tübingen, 2001). Her research interests focus on intersections between children's and adult literature, avant-garde aesthetics in picturebooks, and the political dimensions of children's media. She has co-edited The Routledge Companion to Picturebooks (2018) and Canon Constitution and Canon Change in Children's Literature (2017). Recent publication trends highlight her work on cognitive challenges in picturebooks, the impact of digital media on young adult literature, and the legacy of classical myths in contemporary children's works. She has also explored topics like propaganda in GDR photographic books and multilingual children's literature. Scientific awards include the 2017 ChLA Edited Book Award for Children’s Literature and the Avant-Garde (co-edited with Elina Druker). She serves on editorial boards for journals like International Research in Children’s Literature and Libri & Liberi . Advising includes completed doctorates on topics like Swedish fantasy reception in Germany, initiation novels in 20th-century children's literature, and gender discourse in Erich Kästner adaptations. She has advised on international doctoral projects in the UK, Belgium, South Africa, Portugal, Sweden, and Spain.

• Children's Literature
• Picturebook Research
• European Avant-Garde Movements
• +۱۰ مورد دیگر

Univ.-Prof. Dr. Katja Heim is a prominent academic in the field of English Didactics, currently serving at the Institute of English Philology (WE6) at Freie Universitaet Berlin . With extensive experience in primary and secondary English education, her work focuses on social inclusion , learner autonomy , and hybrid/digital learning environments . She has held various academic positions including Freie Universitaet Berlin since 2024, after roles at Duisburg-Essen and other institutions. PhD in English Didactics Specializes in project-based teacher education Expert in bilingual learning in primary schools Her research emphasizes democratic classroom practices , multimodal texts , and technology integration in language teaching. Notable contributions include coordinated projects on digital media in teacher training and publications on inclusive education strategies. While her recent articles highlight hybrid learning and learner autonomy frameworks, her career spans over two decades of academic development in English education. Key research trends include: Blended learning implementation Bilingual education models Action research methodology

• Didactics of English
• Social Inclusion in Education
• Blended and Digital Learning
• +۵ مورد دیگر

Dr. Goutam Karmakar is an Assistant Professor at the Department of English, School of Humanities, University of Hyderabad, India. He holds an Alexander von Humboldt Postdoctoral Fellowship at the Multidisciplinary Environmental Studies in the Humanities (MESH) at the University of Cologne, Germany, and is an honorary research associate at Durban University of Technology’s Faculty of Arts and Design, South Africa. His research focuses on subaltern environmentalism, decolonial ecologies, and Global South literature, examining environmental injustice, epistemic violence, and colonial legacies. He has held prestigious fellowships at institutions including the University of South Africa, University of Ghana, and Linnaeus University. Education: PhD in English from National Institute of Technology Durgapur, India. Previous academic roles include Senior Lecturer at Universiti Sains Malaysia and Visiting Scholar at the Rachel Carson Centre (LMU Munich). Research Interests: His work bridges literary studies with environmental justice, advocating for decolonial frameworks rooted in Indigenous and marginalized knowledges. Key themes include climate coloniality, infrastructural violence, and planetary sustainability through African and South Asian case studies. Publications: Over 30 peer-reviewed articles in journals like ISLE , Journal of Postcolonial Writing , and Scrutiny2 , plus multiple edited special issues on environmental humanities, decoloniality, and African literature. Awards: Alexander von Humboldt Fellowship, MIASA Junior Fellowship, NRF Postdoctoral Fellowship. Grants: Multiple international fellowships supporting his research on environmental injustice in Nigeria and South Africa. Labs/Teams: Active collaborator in MESH (University of Cologne) and part of global environmental humanities networks.

• Subaltern Environmentalism
• Decolonial Ecologies
• Global South Literary Studies
• +۴ مورد دیگر

Thorsten Merse is Professor of English as a Foreign Language (EFL) Education at the University of Duisburg-Essen, focusing on Anglophone Literatures and Cultures. His research explores inter- and transcultural learning, cultural diversity, pedagogies of teaching literature, and digital education in EFL. He emphasizes LGBTIQ* diversity and Queer Theory in English language teaching, as well as teachers’ digital competences. He joined UDE in 2021 after positions at the University of Münster (2011–2016) and University of Munich (2016–2021), where he completed his PhD in 2017. PhD in English Education (LMU Munich, 2017) MA in English and Biology (WWU Münster) His research combines theoretical and conceptual frameworks, including meta-views on conducting EFL research. Recent work addresses queer pedagogies, global citizenship, and digital textualities. He co-edits publications such as Re-thinking Picturebooks for Intermediate and Advanced Learners (2023) and Global Citizenship in Foreign Language Education (2022). Articles highlight intersections of queer theory, digital education, and cultural diversity in ELT. Deutsche Gesellschaft für Fremdsprachenforschung (DGFF) Deutscher Anglistikverband (Beirat) International Association of Teachers of English as a Foreign Language (IATEFL) Merse supervises doctoral candidates like Lena Hertzel (Decolonizing Cultural Learning in EFL) and Albert Biel (Queer Teaching Processes in English). He coordinates interdisciplinary projects under the BMBF-funded Qualitätsoffensive Lehrerbildung and contributes to graduate school initiatives (GKQL). His lab work includes the EFL Lab (formerly SLZ), which integrates digital tools and queer pedagogies into language education.

• English as a Foreign Language (EFL) Education
• Anglophone Literatures and Cultures
• Intercultural and Transcultural Learning
• +۶ مورد دیگر

Prof. Andrea Sabisch is a University Professor of Fine Arts and Aesthetic Education at the University of Hamburg's Faculty of Education. She holds a PhD from Dortmund University and has held academic roles including a visiting professorship at Oldenburg University. Her research focuses on visual education, aesthetic experience theories, and interdisciplinary art pedagogy. Member: German Society for Educational Sciences (DGfE) Founder: German-speaking art pedagogy colloquium at the Evangelical Academy Loccum Leadership roles: Chair of Hamburg Society for Fine Arts, Faculty Council member Research interests include visual education, aesthetic experience documentation, and the intersection of visual arts with pedagogy. She leads the DFG-funded 'Visuelle Bildung' research project and has authored influential works like Becoming an Image (2018) and Staging the Search (2007). Her editorial work includes series like Forming Theory and Art Pedagogical Positions . Active in academic governance, she contributes to both national and international educational initiatives.

• Aesthetic Education
• Art Education
• Educational Science
• +۳ مورد دیگر

Amanda Halter is a Research Associate in American Studies at Friedrich Schiller University Jena (FSU Jena) since 2019 and a PhD Candidate at the same institution. Her academic journey began with an AA in General Studies (2005-2009) and BS in Adolescent English Education (2009-2011), followed by an MA in English and American Studies (2014-2015) at FSU Jena. Research Interests : Children's and Young Adult Literature Ecocriticism Anthropocene Studies Adaptation Studies (Film/Literature) Place-Based Environmental Pedagogy Decolonization in Education Her recent publications focus on environmental violence in YA fiction, decolonial pedagogy through picturebooks, and post-pandemic educational models. The work bridges ecocritical theory , adaptation studies , and pedagogical innovation , with strong ties to sustainability education and intercultural learning . Affiliations : Ecocriticism Research Collective (FSU Jena) German Association of American Studies (DGfA) Young Adult Studies Association (YASA)

• Children's and Young Adult Literature
• Ecocriticism
• The Anthropocene in Literature and Culture
• +۶ مورد دیگر

Prof. Dr. Theresa Summer is a leading academic at the Department of English Didactics, Otto-Friedrich-Universität Bamberg. Appointed as a Jr.-Professur in 2021 and promoted to full Professor in 2025, she specializes in technology-integrated language pedagogy, sustainable education, and critical approaches to taboo topics. Her work bridges theory and practice through interdisciplinary seminars and global collaborations. Key Research Themes : Global Citizenship Education, Virtual Reality/AI in ELT, Pop Culture Literacy, Mental Health Integration, Critical Environmental Literacy, Grammar Instruction. Leadership Roles : Speaker of ZLB (Center for Teacher Education), Co-Leader of DiSo-SGW project (digital sovereignty in teacher education), Co-Editor of Englisch 5-10 journal. Academic Contributions include 15+ recent publications on immersive technologies, taboo topics in ELT, and eco-pedagogy. Notably, she co-edited Mental Health in English Language Education (2024) and Taboos and Controversial Issues in Foreign Language Education (2023). Her ELT Survey project compares learner perspectives across Germany, Norway, and Poland. Scientific Honors : Recipient of the Bildungsforschungspreis (2012), Hochschullehre certificate (2018). Teaching Philosophy : Focuses on multimodal texts, pop culture, and grammar instruction, emphasizing theory-practice integration. Interdisciplinary Collaborations span digital literacy, environmental justice, and social-emotional learning. She leads symposia on taboo topics and co-organizes international conferences like WorldCALL2023 and the TEFL Lecture Series . Her SchulPrax project (with Prof. Barbara Drechsel) redefines practical teacher training in Bavaria.

• Foreign Language Pedagogy
• Global Citizenship Education
• Sustainable Development Education
• +۱۳ مورد دیگر

Prof. Dr. Gila Schauer serves as Professor of English and Applied Linguistics at the University of Erfurt, holding the Chair of Applied Linguistics with a focus on English within the Faculty of Philosophy. She also functions as the deputy faculty equality officer and has held significant administrative roles including former Dean of the Faculty of Philosophy (2017-2019). Her academic career spans prestigious institutions including Lancaster University where she served as Lecturer and Director of EAP/Study Skills Programs, and the University of Nottingham where she completed her doctoral studies. Education: M.A. in English Studies with distinction (2001), University of Nottingham Ph.D. in English Studies (2005), University of Nottingham (supervised by Prof. Dr. Zoltan Dörnyei and Prof. Dr. Svenja Adolphs) Dr. Schauer's research program centers on applied linguistics with emphasis on pragmatic development in second language learners, particularly young learners. Her work investigates how learners acquire pragmatic competence across different cultural contexts, with special attention to speech acts including apologies, thanking, and disagreement strategies. She has pioneered research on using children's literature and graphic novels as teaching tools for pragmatic instruction, demonstrating how these materials can address diversity issues and prepare children for crisis communication situations. Her research bridges theoretical pragmatics with practical classroom applications, examining both textbook materials and authentic learner production. Her recent publications reveal a strategic evolution toward examining pragmatic instruction for young learners through visual narratives. She has developed the concept of 'Survival English' for children, advocating for language education that prepares students for crisis communication scenarios. Her work on graphic novels has demonstrated their effectiveness in teaching pragmatic competence while addressing important social issues like health and bullying in educational contexts. Current doctoral supervision: L2 pragmatics in foreign language contexts, motivation of L2 learners in different teaching contexts Master's thesis supervision: Discourse in social media, discourse and gender, diversity and language teaching, intercultural competence External examination: Doctoral theses at Leuphana University, Lancaster University, Vrije Universiteit Brussels Dr. Schauer is an active member of the academic community, serving as a reviewer for numerous journals including Journal of Pragmatics, Language Teaching Research, and TESOL Quarterly. She belongs to several professional associations including the International Association for Teaching Pragmatics (ITAP), Gesellschaft für Angewandte Linguistik (GAL), and Early Language Learning Research Association (ELLRA). Her research has been supported by funding agencies including the German Academic Exchange Service (DAAD) and the German Research Foundation (DFG).

• Applied Linguistics
• Second Language Acquisition
• Pragmatics
• +۵ مورد دیگر

Dr. Luise Kieckhöfel is a Researcher at the Johannes Gutenberg University Mainz’s German Institute, focusing on Modern German Literature and Reading/Literature Didactics. Previously, she held research positions at Heidelberg University of Education (2017–2023) and worked as a trainee teacher in Erfurt (2008–2014). Her work centers on picturebooks, emotions in literary reception, and reading promotion across age groups. She actively collaborates on major projects like the BMBF-funded LegelitE initiative (2021–2023) and the DFG-supported BIËMO project (2017–2020). Education: Studies in Childhood Education/Art and Primary School Teaching at University of Erfurt (2008–2014). Key research areas include literacy education, diversity in literature, and political education through texts. She has published extensively on picturebook analysis, emotional engagement in reading, and adult literacy programs. Her recent monograph (2025) explores emotional dimensions of picturebook reception in young children. Professional Development: Leads advanced training programs for teachers on reading promotion in Rhineland-Palatinate and Baden-Württemberg. Developed educational materials for the VHS Lesetrainer app. Active in presenting research at conferences like the International Lake Constance Symposium and Potsdam Research Institute events. Current Projects: Co-leads the 'Reading Rooms in All-Day Schools' initiative (since 2024) and contributes to teacher training programs focusing on low-literacy populations. Her work bridges literary studies with educational practice, emphasizing inclusive and emotionally responsive pedagogy.

• Children's Literature
• Literary Reception Studies
• Emotional Development in Education
• +۳ مورد دیگر