Speakers & moderators
Annette Bradford’s research centers on the internationalization of higher education and has a special focus on English-medium instruction in Japan. Annette is co-editor for Routledge’s Focus on English-Medium Instruction in Higher Education series. She is a board member of ICLHE and a founding leadership team member of the ICLHE East Asia Regional Group.
Emma Dafouz is an Associate Professor in the Department of English Studies at Complutense University of Madrid (UCM), Spain. Since the 2000s her research deals with understanding the roles of language in education, both in Bilingual/CLIL programs, and more recently, in English-medium higher education. She was a member of the CRUE (Spanish Rector's Conference, subgroup for Language Policies) and co-author of the framework document on Language Policies and the Internationalization of Spanish Universities. At present Dr Dafouz is Chair of the Spanish Regional Group of ICLHE. Her most recent book, titled ROAD-MAPPING English-medium education in the Internationalised University (co-authored with Ute Smit), was published in Palgrave Macmillan in 2020.
Inma Fortanet-Gómez is a Professor at the Department of English Studies, Universitat Jaume I, Castelló, Spain. Her research focuses on integrated content and language in higher education, and language policy research in multilingual contexts, as well as academic multimodal discourse analysis. Among her recent publications, "Building a Language Policy for Quality Multilingualism in Higher Education: From Theory to Practice", in Fernando D. Rubio-Alcalá and Do Coyle (Eds.) Developing and Evaluating Quality Bilingual Practices in Higher Education (Multilingual Matters, 2021) and "The dimensions of EMI in the International Classroom: Training Teachers for the Future University", in M. Mar Sánchez (Ed.) Teacher Training for English-Medium Instruction in Higher Education (IGI Global, 2020).
Rick de Graaff
Rick de Graaff is professor of foreign language pedagogy and multilingual education at Utrecht University and University of Applied Sciences Utrecht. His research focuses on curriculum design and professional development in a functional approach to language teaching and in content and language integrated learning in primary, secondary and higher education.
Rick de Graaff
René Gabriëls is a lecturer at Maastricht University (The Netherlands). His main fields of research are in social philosophy, sociolinguistics, philosophy of language and sociology of stratification. His research focuses on democracy, inequality, human rights, linguistic justice, poverty and the relation between semantics and pragmatics. He has written books about intellectuals, racism and local democracy and articles on the above-mentioned topics. Currently he is doing research on English-medium instruction (EMI) at universities and on food banks in the Netherlands.
John Harbord is academic writing advisor at the Faculty of Arts and Social Sciences at Maastricht University. From 1998 to 2015, he was director of the Center for Academic Writing at Central European University, then located in Hungary. He has worked as a consultant helping to develop writing support programmes, train staff in the disciplines on using writing in their courses, and advising university administrators and education programmes in the Caucasus, Central Asia, the Balkans, the Czech Republic, and Turkey. His research interests include educational policy relating to language use and plagiarism, and the adaptation of international models of writing support across borders.
Anna Kristina Hultgren holds a DPhil in Sociolinguistics (Oxford, 2009) and an MA in English and French Language (Copenhagen, 1999). Kristina is currently Senior Lecturer in English Language and Applied Linguistics at The Open University, UK, and Future Leaders Fellow at UK Research and Innovation. Since 2020, she is leading a seven-year interdisciplinary project funded with £1.1 million by the UK Research and Innovation on English as a Medium of Instruction. With collaborators at six European universities, the project seeks to apply theories, methodologies and concepts from political science to arrive at a deeper understanding of why universities increasingly teach in English. Prior to this, Kristina’s been involved, as PI and Co-I, in seven externally funded research projects on the role and status of English in the world, particularly in education, and has researched contexts as diverse as Denmark, Sweden, UK, Ghana, India, Hong Kong, the Philippines and Nepal. Kristina serves on the editorial boards of the Journal of English-Medium Instruction and the Journal of English for Research Publication Purposes and the Routledge Studies in English-Medium Instruction. She has authored numerous research articles and book chapters and edited and co-edited several books and journal special issues.
Prof. Ofra Inbar-Lourie lectures in the multilingual education department in the School of Education at Tel-Aviv University. Her research areas include language policy and the language of instruction, teacher education with a focus on language teachers, and language assessment, with an emphasis on language assessment literacy.
David Lasagabaster is Professor of Applied Linguistics at the University of the Basque Country UPV/EHU, Spain. His research revolves around EMI (English-Medium Instruction), CLIL (Content and Language Integrated Learning), attitudes and motivation, and multilingualism. He has published widely in international journals, books and edited books. Among others, he has co-edited “English-medium Instruction at Universities: Global Challenges” (Multilingual Matters, 2013), “Motivation and Foreign Language Learning: From Theory to Practice” (John Benjamins, 2014), and “Language Use in English-medium Instruction at University: International Perspectives in Teacher Practice” (Routledge, 2021).
Alma Maldonado-Maldonado earned her Ph.D. at the Boston College’s Center for International Higher Education in the U.S. From 2004 to 2009 Maldonado was an Assistant Professor at the Center for the Study of Higher Education at the University of Arizona. Since 2010 she is a researcher at the Departamento de Investigaciones Educativas (DIE) at the Center for Research and Advanced Studies (CINVESTAV) in Mexico City. Her research focuses on comparative policies in higher education (in particular in Latin America), globalization, academic mobility and international organizations.
Dr. T.J. Ó Ceallaigh is Director of Postgraduate Studies in Education at Mary Immaculate College (MIC), Limerick. His main research interests focus on the pedagogy required for the successful integration of language and content instruction and on initial teacher education and CPD, with particular reference to language immersion and bilingual contexts. Recent publications include articles in the International Journal of Bilingualism and Bilingual Education, Journal of Immersion and Content-Based Language Education, Educational Management, Administration and Leadership as well as a co-edited volume on teacher development for immersion and content-based instruction (John Benjamins, 2020). T.J. participates actively in Irish and international immersion communities, serves as a consultant to immersion programs, and speaks regularly at conferences.
Kerttu Rozenvalde is a research fellow in language policy at the University of Tartu. Among her fields of research are language policies and higher education policies, particularly in Estonia and Latvia. She is currently conducting a research project on language use and attitudes in a multilingual university in Estonia in order to understand the relationship between the sustainability of Estonian as language of higher education, and multilingual language use in university. Her PhD thesis investigated language policies in higher education comparatively in Estonia and Latvia.
Maria Sabaté-Dalmau is associate professor at the English and Linguistics Department at the Universitat de Lleida. She conducts sociolinguistics research on multilingual policies, practices and transnational ideologies and identities in EMI, within the research group Circle of Applied Linguistics (CLA), with a funded research project entitled The global competence of university students: A pilot study of curriculum internationalization (GLOCIC). She is Deputy Head of the Catalan Sociolinguistics Society and Associate Editor of International Journal of the Sociology of Language. Her latest publications are available here.
Ute Smit is professor of English Linguistics at the University of Vienna, Austria. Her applied linguistic research focuses mainly on English in, and around, education. Besides involvement in various international research projects, Ute is a board member of ICLHE (Integrating Content and Language in Higher Education).
Dr Aisha Siddiqa, Research Associate in ZHAW since 2020, completed her PhD in Linguistics (2018, Université Cote d’Azur), focusing on the acquisition of second language pragmatics by young English as foreign language learners in France. Her research interests include the interface between pragmatics and second language acquisition, English medium instruction and internationalization of the curriculum.
Josep Soler is Senior Lecturer in Applied English Linguistics at Stockholm University. He has published extensively on language policy and the internationalisation of higher education, with Estonia as a focal point of interest. Other research interests of his include: the politics of English as a global language, academic publishing, and the sociolinguistics of minority languages, with particular attention to Catalonia.
Patrick Studer is Professor of Applied Linguistics in ZHAW since 2012, with a research focus on language as an institutionalized social practice, particularly English as a World Language and English in Higher Education. Patrick Studer is a founding member and secretary of the association ICLHE (Integrating Content and Language in Higher Education). He has published widely on language ideology, EMI and internationalization.
Svetlana Suchkova is an associate professor, teacher trainer, and materials developer. Currently, she directs the Academic Writing Center at the Higher School of Economics, Moscow. She holds a Ph.D. degree in philology. She authored and co-authored a number of EFL textbooks for university students and researchers, among them English for Academics series (CUP, 2014, 2015), How to Write a Research Article (Nauka, 2020). Her areas of interest are writing for research publication purposes, public speaking, and teacher training.
Kwok-kan Tam is Chair Professor of English and Dean of Humanities and Social Science at the Hang Seng University of Hong Kong. He is former Head and current member of the International Ibsen Committee, University of Oslo and Fellow of the Hong Kong Academy of the Humanities. He received his PhD in Comparative Literature from the University of Illinois at Urbana-Champaign. His recent publications include the following monographs: Ibsen, Power and the Self: Postsocialist Chinese Experimentations in Stage Performance and Film (2019); Chinese Ibsenism: Reinventions of Women, Class and Nation (2019); and The Englishized Subject: Postcolonial Writings in Hong Kong, Singapore and Malaysia (2019).
Keiko Tsuchiya is an Associate Professor at the International College of Arts and Sciences, Yokohama City University, Japan. She received an MA in English Language Teaching from Nottingham Trent University, and a PhD in Applied Linguistics from Nottingham University, UK. Her research involves multimodal analysis of healthcare interactions, ELF in workplace and CLIL in higher education in Japan. She is a co-editor of Content and Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy (2019, Palgrave, with María Dolores Pérez Murillo) and English as a Lingua Franca in Japan Towards Multilingual Practices (2020, Palgrave, with Mayu Konakahara).
Rias van den Doel was educated at Utrecht University and Trinity College Dublin, and has taught English and sociolinguistics to university students in the Netherlands, Spain, Poland and China. He is now affiliated to Utrecht University, where he runs courses in World Englishes, intercultural communication and pronunciation training. He has also been involved in facilitating and regulating EMI for the Faculty of Humanities. Rias’s chief research interest is English linguistic diversity and its consequences for language learning and EMI.
Christa van der Walt is professor in the Department of Curriculum Studies at Stellenbosch University, South Africa, where she is also Vice-Dean Research. Her research focuses on multilingual learning and teaching. She has published widely, contributing chapters to 16 books, co-editing three and she published the book Multilingual higher education, published by Multilingual Matters in 2013. A forthcoming publication is a book co-edited with Dr V Pfeiffer, entitled Multilingual classroom contexts: Transitions and transactions, published by SunMedia.
Philippe Van Parijs is a guest professor at the Universities of Louvain and Leuven and a Robert Schuman Fellow at the European University Institute (Florence). He was the founding director of Louvain’s Hoover Chair of Economic and Social Ethics from 1991 to 2016, and a regular visiting professor at Harvard University from 2004 to 2008 and at the University of Oxford from 2011 to 2015.
He is a member of Belgium’s Royal Academy of Sciences and a Fellow of the British Academy. He was awarded the Francqui Prize in 2001 and the Arkprijs voor het Vrije Woord in 2011. He is one of the founders of the Basic Income Earth Network and chairs its Advisory Board. He is (with Alex Housen and Nell Foster) the coordinator of the Marnix Plan for a Multilingual Brussels and (with Paul De Grauwe) of the Re-Bel initiative (“Rethinking Belgium’s institutions in the European context”). An opinion piece he published in May 2012 under the title «Picnic the Streets» triggered the civil disobedience movement that led to the pedestrianization of Brussels’ central lanes.
His books include Evolutionary Explanation in the Social Sciences (Rowman & Littlefield, 1981), Qu’est-ce qu’une société juste? (Seuil, 1991), Marxism Recycled (Cambridge U.P., 1993), Real Freedom for All (Oxford U.P. 1995), What’s Wrong with a Free Lunch? (Beacon Press, 2001), Just Democracy. The Rawls-Machiavelli Programme (ECPR 2011), Linguistic Justice for Europe and for the World (Oxford U.P. 2011), After the Storm. How to Save Democracy in Europe (Lannoo 2015, ed. with L. van Middelaar), Basic Income. A radical proposal for a free society and a sane economy (Harvard U.P. 2017, with Y. Vanderborght) and Belgium. Une utopie pour notre temps/ Belgium. Een utopie voor onze tijd (Académie royale de Belgique/ Polis, 2018).
Frank van Splunder holds a PhD in Applied Linguistics from Lancaster University. Currently, he teaches academic writing in a multilingual context at the University of Antwerp. The focus of his research is English as the language of globalization and its use in higher education in Flanders and the Netherlands. In addition, he writes on language and identity politics. He is the author of Language is Politics. Exploring an Ecological Approach to Language (Routledge, 2020).
Tho Vo is an English lecturer at the University of Economics Ho Chi Minh City (Vietnam). He has obtained his Ph.D in Education at Victoria University of Wellington (New Zealand) where he worked on the teachers’ and students’ use of digital technologies in the English-medium context of Vietnamese higher education. His research interests are in the areas of technology in language education and English-medium education.
Jennifer Valcke is an Educational Developer for the unit for Teaching and Learning at Karolinska Institutet (KI) in Stockholm, Sweden. Her role includes teaching, training and advising on issues related to curricular integration, sustainable education, international education, intercultural education and English-Medium Education (EME); and she also provides support for educational leaders to implement educational strategies.
Robert Wilkinson is a visiting Research Fellow in the Department of Philosophy at Maastricht University (Netherlands) and conducts research on English-medium instruction (EMI) and multilingualism. He worked at the Language Centre of the same university, and previously in Scotland, Czechoslovakia and France. He has run training courses and consultancies in EMI and Languages for Specific Purposes in many countries. He is currently chair of the ICLHE Association.
Beatrice Zuaro is a PhD candidate at the Department of English of Stockholm University. Her PhD project is an investigation of English-medium Instruction (EMI), specializing in the context of Italian Higher Education. The project takes into consideration a number of aspects of Italian EMI, namely: higher education institutions’ policies; lecturers’ reported experiences; classroom discourse; the pragmatics of oral assessment. Her research interests encompass language policy and language ideologies, English-medium instruction, internationalization, multilingualism and academic discourse in general.
Sally Wyatt is Professor of Digital Cultures and Associate Dean for Research in the Faculty of Arts and Social Sciences. Her own research focuses on the use of digital technologies in healthcare and in the production of knowledge in the social sciences and the humanities. Wyatt started her own university education at McGill University in Montreal, Quebec, Canada in 1976. That was the year the newly elected Parti Québécois introduced Law 101 to make French the official language and to protect indigenous languages.
Leonie Cornips studied Dutch Linguistics at the University of Amsterdam (UvA, 1989), and published her PhD dissertation at this university (1994). Since 1994 she is affiliated at the department of Language Variation at the Meertens Institute, and since 2019 at NL-Lab, Humanities Cluster of the Royal Netherlands Academy of Arts and Sciences. Cornips is also professor “Languageculture in Limburg” at Maastricht University since 2011 and since then her research has also focused on local identity constructions through language practices including linguistic place-making and belonging. At present she explores nonhuman animal languages problematizing the a priori distinction between human and animal and/or culture and nature. She conceptualizes language as a multimodal, embodied and multisensorial phenomenon from a posthumanism perspective. She is conducting ethnographic field work among industrial dairy farms in the Netherlands Cornips is a board member of van de Netherlands Graduate School of Linguistics Landelijke Onderzoeksschool Taalwetenschap and a member of the Maatschappij der Nederlandse Letteren. She supervised the Limburg-portal in de DBNL. As a researcher she was involved in various European projects like AThEME, COST New Speakers and PARTE. Currently she is involved in the ‘Multilectal Literacy in Education’ project. Research output can be found here.
Elisabeth Wesseling is professor of Cultural Memory, Gender and Diversity, and the Director of the Centre for Gender and Diversity at the Faculty of Arts and Social sciences of Maastricht University. She publishes on the ways in which children's media have legitimised, silenced, and remembered the separation of indigenous children from their birth families in the Dutch East Indies between 1890 and 1940, also focusing on echoes of colonial child separation projects in contemporary post-colonial societies. She is a board member of the International Research Society for Children's Literature (IRSCL) and a participant in the international research network COAVC (Children as Objects and Agents of (Post-)Colonial Change).
Branka Drljača Margić is an Associate Professor in the English Department at the University of Rijeka, Croatia, and a Visiting Professor in the Department of Foreign Languages, Literatures and Modern Cultures at the University of Turin. She obtained a PhD in English linguistics from the University of Zagreb. During her PhD studies, she was also a Visiting Research Fellow at Queen Mary University of London, and was awarded the British Scholarship Trust Memorial Prize in recognition of valuable research. Her research interests include English-medium instruction (EMI), English as a global language, language contact and attitudes. She has published over forty scholarly papers, presented at over forty international scientific conferences, run five national and international research projects on EMI, and co-organised seven international scientific congresses. She has also developed the Language support for teachers in EMI lifelong learning programme. Branka is co-author of Uncovering English-Medium Instruction: Glocal Issues in Higher Education (Peter Lang, 2017), and one of the contributors to TAEC EMI Handbook (2019).