Notes on Contributors

Sedat Akayoglu is an Associate Professor at the Department of Foreign Language Education, Bolu Abant Izzet Baysal University in Turkiye, Turkey. His research interests include teacher education, computer assisted language learning, computer‐mediated communication, telecollaboration, and intercultural education.

Elisabeth Allgäuer‐Hackl worked as a teacher (Spanish, English, German as a second language, French, multilingualism) in schools and taught adult education in Latin America and in Vorarlberg (Austria). Additionally, she was a freelance writer in the programme “mehrSprache” set up by okay.zusammen leben (Vorarlberg). She has developed multilingual teaching and learning concepts. Her current focus is on in‐service teacher training and school development in connection with multilingual education and whole school curricula. As a member of the DyME research team at Innsbruck University, her main research interests are multilingual/metalinguistic awareness, language management and language maintenance strategies in educational contexts, (early) multilingual development, and inclusive (multilingual) teaching methodology.

Michele Back is an Associate Professor, World Languages Education, at the University of Connecticut, USA, where she conducts research in language teacher development; study abroad; the intersections of race and discourse; the role of discourse in constructing identities; and how translanguaging and multilingual ecology can transform schools and other communities of practice. She has published articles in the Modern Language Journal, Foreign Language Annals, TESOL Quarterly, and Teaching and Teacher Education, and the monograph Transcultural Performance: Negotiating Globalized Indigenous Identities (Palgrave, 2015). She has also coedited Racialization and Language: Interdisciplinary Perspectives from Perú (Routledge, 2018) and Racismo y lenguaje (PUCP, 2017) with Dr. Virginia Zavala.

Marianne Bakró‐Nagy is a Professor Emerita at the Hungarian Research Centre for Linguistics, Budapest, and the University of Szeged, Hungary. Her research focuses on historical changes of highly endangered languages in Western Siberia on the verge of extinction; many varieties are extinct already. Identifying these changes allows the study and description of the impact of language contact on diachronic processes that influence considerably language use and grammatical structure. She was a member of the “Ob‐Ugric languages: Conceptual structures, lexicon, constructions, categories” ESF EuroBabel project and is co‐editor of The Oxford Guide to the Uralic Languages (2022). Bakró‐Nagy is a member of Academia Europaea.

Elisabetta Bonvino is a Full Professor in Second Language Education at the University of Roma Tre, Italy. She holds a Ph.D. in Linguistics from École Pratique des Hautes Études (Paris). Currently, Elisabetta Bonvino is the scientific coordinator of the Italian L2 Certification (Certit) at Roma Tre. She has actively participated in transnational projects on plurilingualism, such as REDINTER, EVAL‐IC (ÉVALuation des compétences en InterCompréhension) and is currently involved in the PEP Project (Promouvoir L’éducation Plurilingue/Promoting Plurilingual Education). Her scientific focus includes plurilingualism and intercomprehension among Romance languages, the assessment of linguistic skills, and the analysis of spoken language by both native and non‐native speakers.

Praew Bupphachuen is a Master’s student in Teaching English to Speakers of Other Languages (MA TESOL) at Michigan State University, USA. Her main research interests center around project‐based teaching, differentiated instruction, and language teacher identity.

Yuko Goto Butler is a Professor of Educational Linguistics at the Graduate School of Education at the University of Pennsylvania, USA. She also serves as the director of Teaching English to Speakers of Other Languages (TESOL) program at Penn. Her research focuses on the improvement of second and foreign language pedagogy and assessment among young learners in the U.S. and Asia in response to the diverse needs of increasing globalization and digitalization.

Michael Byram studied languages at King’s College Cambridge, wrote a PhD in Danish literature, and then taught French and German in secondary and adult education. He then moved to Durham University from 1980 in the School of Education and is now a Professor Emeritus there and Guest Research Professor at Sofia University, Bulgaria. In the 2000s, he was Adviser to the Language Policy Division of the Council of Europe, and then involved in work on the Reference Framework of Competences for Democratic Culture and the accompanying Portfolio. He recently co‐edited with Mike Fleming and Joe Sheils Quality and Equity in Education: A Practical Guide to the Council of Europe Vision of Education for Plurilingual, Intercultural and Democratic Citizenship, and with Maria Stoicheva, The Experience of Examining the PhD: An International Comparative Study of Processes and Standards of Doctoral Examination.

Michel Candelier is a Professor Emeritus at the University of Le Mans (France) and has devoted three decades of research to the didactics of plurilingualism and its implementation. He has coordinated several European projects funded by European institutions, notably the EVLANG project (Awakening to languages/Multilingual language awareness) and the CARAP/FREPA project (Framework of Reference for Pluralistic Approaches to Languages and Cultures). His recent publications deal with educating teachers for pluralistic approaches, integrated language teaching, and language‐sensitive subject teaching. He is Honorary President of two international associations: EDiLiC—Éducation et diversité linguistique et culturelle and FIPLV—Fédération internationale des professeurs de langues vivantes.

Jasone Cenoz is a member of the Advisory Board for the Organization of Ibero‐American States (Organización de Estados Iberoamericanos) and a former Professor of Education at the University of the Basque Country UPV/EHU, Spain. She has published extensively and has presented her work at conferences and seminars in many countries. Some of her recent publications in collaboration with Durk Gorter are The Minority Language as a Second Language (2024), A Panorama of Linguistic Landscape Studies (2023), and Pedagogical Translanguaging (2021).

Susan Coetzee‐Van Rooy is a Research Professor in UPSET in the Faculty of Humanities at the North‐West University in South Africa. UPSET is a research entity that focuses on the “Understanding and processing of language in complex settings.” She studies the multilingual repertoires of people and is always busy with thought experiments to determine which research methods best answer which types of research questions. The research methods that she uses include language portraits, language repertoire surveys, language history interviews, social networks, and ethnographies of communication. She is a B2 rated researcher at the National Research Foundation in South Africa.

Simon Coffey is a Reader in Languages Education at King’s College London, where he is Director of the Initial Teacher Education program and subject lead for languages. His research aims to expand common conceptions of “language” and “learning” by adopting a sociohistorical lens, focusing both on the affective‐emotional dimension of language learning and the historiography of language learning and teaching, with special reference to the teaching of French in England.

Diego Cortés Velásquez is an Associate Professor of Second Language Education at Roma Tre University, Italy. He earned his Ph.D. in 2013 with a thesis on oral intercomprehension among Romance languages. His research interests include plurilingualism, task‐based language teaching, cross‐cultural pragmatics, and telecollaborative exchanges in language learning. He has actively participated in transnational projects on plurilingualism, such as REDINTER, EVAL‐IC (ÉVALuation des compétences en InterCompréhension) and is currently involved in the PEP Project (Promouvoir L’éducation Plurilingue/Promoting Plurilingual Education). He serves as a member of the Italian L2 Certification (Certit) board and is Assistant Editor of the ISLA (Instructed Second Language Acquisition) journal.

Kelly Frances Davidson is an Associate Professor of French and Foreign Language Education and Coordinator of the Foreign Language Education Graduate Program at Valdosta State University in Valdosta, Georgia, in the United States. She teaches undergraduate and graduate courses in French and language education. Her research interests include early language learning and social justice and community engagement. She has served as the Chair of the Language Learning for Children and the Teaching and Learning of Culture ACTFL Special Interest Groups. She is the Editor for Learning Languages, the journal of the National Network for Early Language Learning, and is the co‐editor of How We Take Action: Social Justice in PreK‐16 Language Classrooms (2023).

Peter I. De Costa is a Professor in the Department of Linguistics, Languages & Cultures, and...