Welcome to the 2025 Symposium
DENDRINOS, Bessie: Professor Emerita and director of the Research Institute for Multilingualism and Language Policy at the National and Kapodistrian University of Athens (NKUA), as well as president of the Examination Board of the Greek national foreign languages examination suite (known as KPG). She publishes in English and Greek, but her work has also appeared in Spanish, Portuguese and French. Email: vdendrin[at]enl[dot]uoa[dot]gr
Challenges and Theoretical and Methodological Proposals for a Sociolinguistics Committed to Social Justice
This presentation, based on insights from the EquiLing research project (2020–2024), explores the potential of Participatory Action Research (PAR) as both a tool for analyzing the role of language in social inequality and a means of transforming sociolinguistics into an educational instrument for social change. PAR fosters critical awareness and collective action, bridging academic research with social intervention to address linguistic injustice. It also highlights how critical pedagogy enables students to reframe linguistic inequalities as structural and political issues.
In the first part, “Ethical and Epistemological Challenges”, Luisa Martín Rojo examines the key ethical and epistemological challenges that arise in this approach, particularly the structural asymmetries in higher education, the diverse social positions of participants (from privilege to subalternity), and the entrenched habitus of resignation shaped by monolingual ideologies and dominant linguistic models.
In the second part, “Theoretical and Methodological Proposals: Epistemic and Conscientization Communities”, Maite Puigdevall discusses how overcoming these challenges requires the creation of conscientization-based spaces and epistemic communities, where participants can share experiences of inequality and collaboratively develop strategies for change. These communities serve as key platforms for collective reflection, knowledge production, and action, fostering deeper engagement with linguistic injustice.
MARTÍN ROJO, Luisa: Professor at the Universidad Autónoma de Madrid (UAM) and Director of MIRCo-UAM (Multilingualism, Discourse, and Communication). She specializes in sociolinguistics and Critical Discourse Analysis, focusing on multilingualism, migration, and linguistic inequality. Co-founder and former president of the EDiSo Association for Studies on Discourse and Society (2012–2017). Co-Principal Investigator (PI) of the project “Towards a new linguistic citizenship: action-research for the recognition of speakers in the Madrid educational context”. Email: luisa.rojo[at]uam[dot]es
PUIGDEVALL SERRALVO, Maite: Professor at the Open University of Catalonia (UOC). She researches sociolinguistics, language policy, and identity, particularly in relation to minority languages and linguistic diversity in Catalonia. She is currently the Co-Principal Investigator (PI) of the project “New Speakers as Agents of Sociolinguistic Transformation in Catalonia.”. Email: mpuigdevallse[at]uoc[dot]edu
Panel: EquiLing: the role of language in the construction of contemporary inequalities
This panel presents key insights from the EquiLing research project, showcasing participatory experiences aimed at intervening in the current sociolinguistic order and addressing linguistic inequalities. Through case studies from the Basque Country, Catalonia, and Galicia, we examine how language plays a central role in shaping contemporary social inequalities and explore strategies for fostering more inclusive linguistic policies and practices.
Estibaliz Amorrortu discusses how young Basque speakers in Bilbao, through collective reflection and experimentation, managed to transform their linguistic practices and reclaim space for Basque in an overwhelmingly Spanish-speaking environment. Joan Pujolar presents the Vincles project, a collaboration between researchers and a cultural NGO to create a language-learning space that promotes social contact and empowerment for migrants facing poverty and racism. Gabriela Prego explores a participatory initiative in Galicia, where secondary school students identified inequalities in the distribution of linguistic resources and recognition. Observing that Galician toponyms were not incorporated into new digital platforms, they mobilized to address this issue, engaging with local authorities and companies like Google to advocate for change.
By addressing these diverse cases, the panel seeks to deepen our understanding of language’s role in the reproduction of inequalities and how participatory action can challenge dominant sociolinguistic structures.
AMORRORTU, Estibaliz: Professor at the University of Deusto. Her research focuses on language and society, linguistic attitudes, ideologies, and speaker activation, mainly in the Basque context. She is currently the Principal Investigator (PI) of the project “Processes of Sociolinguistic Transformation in the Basque Context: Speakers, Practices, and Agency (EquiLing-Basq).” Email: esti.amorrortu[at]deusto[dot]es
PREGO, Gabriela: Professor at the University of Santiago de Compostela. She specializes in critical sociolinguistics and interactional analysis, focusing on multilingual communicative practices and speakers’ repertoires in Galicia. She is currently the Principal Investigator (PI) of the project “Spaces of Sociolinguistic Transformation in the Galician Educational Context: Speakers’ Agency, Multilingual Repertoires, and (Meta)Communicative Practices.” Email: gabriela.prego[at]usc[dot]es
PUJOLAR, Joan: Professor of Sociolinguistics at the Open University of Catalonia (UOC). His research explores language ideologies, linguistic practices, and the emergence of “new speakers” in Catalonia and beyond. He is currently the Co-Principal Investigator (PI) of the project “New Speakers as Agents of Sociolinguistic Transformation in Catalonia.” Email: jpujolar[at]uoc[dot]edu
SWANENBERG, Jos: Professor of Diversity in Language and Culture at Tilburg University, and senior researcher at the Meertens Institute of the Royal Netherlands Academy of Arts and Sciences in Amsterdam. He co-edited Language and Culture on the Margins. Global/Local Interactions (2019) and Language Policies and the Politics of Language Practices (2021). (Photo: Monique Kooijmans.) Email: A.P.C.Swanenberg[at]tilburguniversity[dot]edu
Roundtable: Action research for social justice in education
This panel will explore key concepts for using action research as a transformative tool to promote social justice through language in education. Speakers will discuss how participatory approaches can challenge social and linguistic inequalities while fostering engaged research. Ben Rampton will examine universities’ role in promoting linguistic citizenship, addressing potentials, constraints, and sustainability. Virginia Unamuno will explore how role distribution makes educational actions political, focusing on methodological challenges like agenda-setting, authority negotiation, and shared theorizing. Christina Hedman will discuss how researchers and educators can engage with criticality, multilingualism, multimodality, aesthetics, and ethics to challenge neoliberal, nationalist, and ableist views on language, literacy, education, and migration. Miren Otxotorena will explore how agency is formed through interaction, influenced by social position, resources, and collective dynamics, and stress the importance of critical self-reflection to challenge conformity and resignation.
RAMPTON, Ben: Professor of Applied Linguistics and Sociolinguistics at King’s College London. He was the founding Director of the Centre for Language, Discourse & Communication, directed the King’s Interdisciplinary Social Science Doctoral Training Centre (2011–2014), and served as the founding Convener of the Linguistic Ethnography Forum (2001–2009). His work involves ethnographic and interactional discourse analysis, drawing on research in anthropology, sociology, cultural studies, and security studies. Email: ben.rampton[at]kcl[dot]ac[dot]uk
HEDMAN, Christina: Holds a position as Professor of Swedish as Second Language, Stockholm University. Her research focus is on language, education and migration from a critical perspective, building on Linguistic Ethnography and Action Research. Recent work is published in journals like Applied Linguistics and Scandinavian Journal of Educational Research. Email: christina.hedman[at]su[dot]se
UNAMUNO, Virginia: Researcher at CONICET (Argentina). Her work focuses on multilingual education, sociolinguistic ethnography, and indigenous language revitalization in Latin America, applying a collaborative methodology with Wichí organizations in the Chaco region. Email: vir.unamuno{at]gmail[dot]com
OTXOTORENA-ARANGUREN, Miren: Researcher at the Universidad Autónoma de Madrid (UAM), specializing in critical sociolinguistics. She studies how Spanish nationalism shapes the treatment of speakers of languages such as Basque, Catalan, and Galician, particularly in multilingual higher education contexts. Email: miren.otxotorena[at]uam[dot]es
LLOMPART, Júlia: Associate professor at the Universitat Autònoma de Barcelona (UAB). She specializes in educational sociolinguistics, focusing on interactional and research-based approaches to education. Email: julia.llompart[at]uab[dot]es
Le legislación como (in)acción: relevancia y límites de la Carta Europea para las Lenguas Regionales o Minoritarias
Legislation as (in)action: relevance and limits of the European Charter for Regional or Minority Languages
Pese a su diversidad lingüística, Europa refleja injusticias sociolingüísticas históricas, arraigadas en el proceso de formación de los Estados liberales. Estas desigualdades suelen perpeturarse a través de las políticas lingüísticas implementadas, que son consecuencia y, a la vez, causa de dichas desigualdades. La Carta Europea de Lenguas Regionales o Minoritarias (CELRM, 1992) simboliza un esfuerzo teórico para proteger estas lenguas y preservar la riqueza cultural. Sin embargo, de los 46 Estados del Consejo de Europa, solo en 25 está vigente. A pesar de su relevancia, el diseño de la CELRM presenta limitaciones, entre ellas la ausencia de obligatoriedad, la falta de sanciones en caso de incumplimiento y algunas ambigüedades interpretativas. Al analizar el «esfuerzo estatal» (Ramallo, 2019), se evidencia que la CELRM resulta insuficiente. Para transformarla de símbolo a herramienta efectiva, se requieren compromisos vinculantes, financiación clara y un cambio radical en las políticas, priorizando la justicia lingüística sobre las jerarquías hegemónicas.
Despite its linguistic diversity, Europe reflects historical sociolinguistic injustices, rooted in the process of the formation of liberal States. These inequalities are often perpetuated by the language policies implemented, which are both a consequence and a cause of these inequalities. The European Charter for Regional or Minority Languages (CELRM, 1992) symbolises a theoretical effort to protect these languages and preserve cultural wealth. However, out of the 46 states of the Council of Europe, it is in force in only 25. Despite its relevance, the design of CELRM has limitations, including the lack of enforceability, the lack of sanctions in case of non-compliance and some interpretative ambiguities. When analysing the ‘state effort’ (Ramallo, 2019), it becomes clear that CELRM, lacking coercive mechanisms and relying on variable interpretations, is insufficient. To transform it from a symbol into an effective tool, binding commitments, clear funding and a radical change in policies are required, prioritising linguistic justice over hegemonic hierarchies.
RAMALLO, Fernando: Professor at the University of Vigo. His research focuses on sociolinguistics and language planning, particularly the status of Galician and the revitalization of minority languages. He was a member of the Expert Committee of the European Charter for Regional or Minority Languages (2013–2019). Email: framallo[at]uvigo[dot]ga
JUNGNER-NORDGREN, Anna works as a Senior Advisor in Nordic and international affairs at the Swedish Assembly of Finland. She is also Vice President of the Network to Promote Linguistic Diversity. She has a background at the Nordic Council of Ministers. (Photo: Sara Forsius.) Email: anna.jungner-nordgren[at]folktinget[dot]fi
Language policy, social justice and multilingualism in Canada: Calls for inclusion and linguistic de-hierarchization in education and society
This presentation examines labels related to official bilingualism in Canadian public discourse and education. The ideological underpinning of such labels originates in the colonial past of the country in some cases and in others relates to native speaker myths or monolithic conceptualizations of language. I highlight the problematic nature of the label “linguistic duality” as an imagined core fabric of Canadian society and argue that emphasizing multilingualism would be more natural and promote linguistic inclusion, equity, and diversity. I discuss strategies and actions that can lead to a transition from the existing linguistic hierarchization paradigm to more harmonious linguistic pluralism, also recognizing the long-neglected status and role of Indigenous languages.
SLAVKOV, Nikolay: Professor and Research Chair in Language Policy at the Official Languages and Bilingualism Institute (OLBI) of the University of Ottawa. He is interested in bilingualism and multilingualism from various perspectives, including social, pedagogical, linguistic, and psychological. His current research spans language pedagogy and innovation, family language policy, and ideology. Email: nikolay.slavkov[at]uottawa[dot]ca
TAYLOR, Shelley: Professor of Applied Linguistics, works in English, French and Danish. Her research has included introducing the CEFR across FSL programs in Ontario, advising Greenland’s Ministry of Education on trilingual language-in-education policy, and providing ‘trainer of trainer’ workshops on mother-tongue based materials development for 122 ādivāsi/Indigenous languages in Nepal. Email: taylor[at]uwo[dot]ca
Recap and discussion
MOLINA, Clara: Associate Professor at the Universidad Autónoma de Madrid (UAM). Her research focuses on educational sociolinguistics, multilingual biographies and trajectories, and language policy in school contexts, with special attention to identity, emotion, and language ideologies. Email: clara.molina[at]uam[dot]es
Language, anticipation, and the (un)making of futures: The university as a terrain of struggle
In this talk, I engage with wider calls to focus on desire and future anticipation as terrains of struggle for the (re)articulation of competing political economies and the institutional ordering of practices, categories and trajectories of socialisation that contribute to (dis)enable such economies in the everyday life. Drawing on fieldwork carried out over the years in different research sites, I take the space of UK higher education as an entry point to a larger infrastructural web that connects circulating knowledge, actors and (non)governmental organisations. More specifically, I examine speculative narration as a key modality in the semiotic packaging of recognisable models of personhood as university students (un)learn to become desirable professionals of the future and, in the process, prefigure alternative worlds. In so doing, I consider some disciplinary implications for the sociolinguistic study of activism and linguistic citizenship if we are to anticipate non-expected forms of sociability.
PÉREZ-MILANS, Miguel: Professor at University College London. He authored Urban Schools and English Language Education in Late Modern China (2013) and co-edited The Oxford Handbook of Language Policy and Planning (2018). He is Co-Director of the UCL Centre for Applied Linguistics and former Co-Editor-in-Chief of Language Policy and Language, Culture and Society. Email: m.milans[at]ucl[dot]ac[dot]uk
CODÓ OLSINA, Eva: Professor of English Linguistics at the Universitat Autònoma de Barcelona (UAB). Her research focuses on sociolinguistics, multilingualism, migration, and language policies in public and educational institutions. She is the co-editor-in-chief of the international journal Multilingua and served as Co-President elect of the EDiSo Association for Studies on Discourse and Society (2019–2023). Email: eva.codo[at]uab[dot]cat
Panel: European University alliances – Multilingual policies for research, academic collaboration and communication of research results
European University Alliances (EUAs) are long-term structural cooperations between higher education institutions (HEIs) in Europe that were developed to improve the international competitiveness of HEIs in Europe and to promote European values and identity. EUAs are by nature multilingual because their members Universities are based in several countries and staff as well as students bring a wealth of languages with them. In practice, English seems to dominate EUAs, with some offering content courses only in English, using only English for communication, and academic collaboration taking place mainly through English. Within the last 5 years, some EUAs developed language policies to guide language use within their alliance, but it is unclear how these are being implemented. This panel brings together members from five EUAs to discuss their experiences about the development of multilingual policies and their implementation. Panel members will share examples of good practice, as well as controversies, challenges and lessons learnt.
O’ROURKE, Bernadette: Professor of Sociolinguistics at the University of Glasgow and Associate Director of ArtsLab. Her sociolinguistic work focuses on societal multilingualism, language ideologies and language policy. Chair of EU COST Action on New Speakers in a Multilingual Europe (2013-2017). She is currently leading the “Languaging in Europe” work package on the Horizon Europe project MultiLX. Email: bernadette[dot]orourke[at]glasgow[dot]ac[dot]uk
TSAMADOU-JACOBERGER, Irini: of Greek linguistics and sociolinguistics at the University of Strasbourg, Former director of GEO, the Research Centre for Oriental, Slavic and Modern Greek Studies, and Associated Member of the Research Centre for Linguistics, Languages and Discourse. Her research and publications focus on General Linguistics, Discourse Analysis, Contact linguistics, Plurilingualism, Representations and their construction in discourse. Vice President for European and International Affairs at UNISTRA from 01.2017 to 04.2025. Email: jacoberg[at]unistra[dot]fr
JESSNER-SCHMID, Ulrike: Professor at the University of Innsbruck (Austria), the University of Pannonia, Veszprem (Hungary) and an Extraordinary Professor at North West University (South Africa). She has published widely in the field of multilingualism and has been engaged in the development of the research area of third language acquisition/multilingualism as a Founding Member and President of the International Association of Multilingualism. Email: Ulrike[dot]Jessner[at]uibk[dot]ac[dot]at
PÉREZ CAÑADO, María Luisa: Professor at the Department of English Philology of the University of Jaén, Spain, where she is also WP Leader for plurilingual and intercultural education in the NEOLAiA University Alliance. She is the coordinator of an intercollegiate MA degree on bilingual education and has been granted the Ben Massey Award for the quality of her scholarly contributions in higher education. Email: mlperez[at]ujaen[dot]es
MARINIS, Theodoros: Professor of Multilingualism and Director of the Centre for Multilingualism, University of Konstanz. His research focuses on language acquisition and processing in multilingual children. He is part of the EU-funded project ‘Act and connect for integration: language learning & cultural awareness’ that supports the integration/inclusion of migrant children/adolescents in education. Email: t.marinis[at]uni-konstanz.de
The CoARA Multilingualism WG for linguistic justice in research and publishing
During the past decade, several international initiatives aim to incentivise, reflect and reward the plural characteristics of high-quality research and to support diverse and inclusive research cultures. In 2022, an Agreement on Reforming Research Assessment was published, which has been signed by over 800 organisations, and who may become members of the Coalition for Advancing Research Assessment (CoARA). CoARA members are committed to a variety of obligations, including recognizing broad diversity of research contributions irrespective of language, and moving away from databases and metrics that are language biased based. The CoARA alliance has 13 thematic working-groups, including one on multilingualism and language biases in research assessment, in which ECSPM is a member. In this session, Janne Pölönen and Josep M. Cots talk about CoARA’s vision, how the Multilingualism WG is serving CoARA’s mission, and how the endeavours of the WG support organisations to overcome language barriers and biases in research assessment.
PÖLÖNEN, Janne: Secretary General for Publication Forum at Federation of Finnish Learned Societies (TSV). He is a member of the CoARA Steering Board, coordinator of CoARA WG on Multilingualism and Language Biases in Research Assessment, and advocate for the Helsinki Initiative on Multilingualism in Scholarly Communication. Email: janne.polonen[at]tsv[dot]fi
COTS, Josep M: Professor of English and applied linguistics at the Faculty of Arts of the University of Lleida. In his research he adopts a qualitative approach (sociolinguistic ethnography and discourse analysis) to study the development of multilingual and intercultural competence in the context of specific language policies in secondary and tertiary education. Email: josepm[dot]cots[at]udl[dot]cat
LENOIR, Rafaella: Researcher at the Universidad Autónoma de Madrid (UAM), where she represents the institution in the Coalition for Advancing Research Assessment (CoARA). She also leads the institutional coordination of Open Science at the university. Email: rafaella.lenoir[at]uam[dot]es
Presentation of the ECSPM Declaration for Multilingualism and future actions
GÍSLADÓTTIR, Guðrún: General Secretary of ECSPM, co-chair of EARights, fine arts photographer and translator, she studied Scandinavian Languages and Linguistics. A polyglot, she is author of “Languages as ways of being: The linguistic biography of a Nordic nomad”, in The Dominant Language Constellations Approach in Education and Language Acquisition (Springer 2022). Email: cc[at]gudrun[dot]cc
Roundtable: Implementing an ERASMUS+ European Teacher Academy project
Cross-border teacher-training programmes for future and practicing teachers involve many linguistic challenges. The participants do not have a common language nor the same level or command of a single training language, affecting engagement and comprehension. Erasmus+ Teacher Academy projects are required to address the multilingual challenge but have they really done so and how? What is the best way to deal with this challenge, ensuring inclusivity of all participants, making sure that there will be expedient dissemination of the materials and resources produced and securing their sustainability? Do we opt for a common lingua franca with localized support, implement a fully multilingual approach, integrate the languages of participating institutions? Do we involve AI and digital technology to help us? Do we explore different multilingual strategies, from parallel translation and interpretation to hybrid plurilingual models? Each approach carries implementation challenges, from logistical constraints to ensuring pedagogical effectiveness. What are the best strategies for balancing linguistic diversity with practical training needs?
KARAVAS, Kia: Professor, Department of English Language and Literature, Deputy director of the Research Centre for Language Teaching, Testing and Assessment (RCeL) and a member of the scientific committee of the Centre of Excellence for Multilingualism and Language Policy of the National and Kapodistrian University of Athens and Member of the Expert Group on Multilingualism of the CIVIS University Alliance. Email: ekarava[at]enl[dot]uoa[dot]gr
MITSIKOPOULOU, Bessie: Professor at the Department of English, University of Athens (NKUA). She specialises in educational and applied linguistics, digital media in language education and literacy. Her most recent books on the use of ICT are: Digital Media in Foreign Language Education (Pedio, 2022), and Rethinking Online Education: Media, Ideologies, and Identities (Routledge, 2015). Email: mbessie[at]enl[dot]uoa[dot]gr
YOUNG, Andrea: Professor of English & Applied Linguistics at the University of Strasbourg, as well as a Professor II of Early Childhood Education and Multilingualism at Inland Norway University of Applied Sciences. Her research and teaching interests include teacher education for the support of second language acquisition, home/school educational partnerships, teacher language awareness and plurilingual and intercultural education. Email: andrea.young[at]unistra[dot]fr
LE LEVIER, Hélène: Lecturer in language sciences at the Faculty of Education of the University of Strasbourg. Prior to her appointment at university, she was a French teacher in secondary education. Her research focuses on Language Didactics and Sociolinguistics, while she is interested in the development of literacy and language awareness in monolingual and multilingual contexts. Email: hlelevier]at]unistra[dot]fr
MELO-PFEIFER, Sílvia: Professor at the Faculty of Education of the University of Hamburg (Germany), in the domain of French and Spanish teacher education. She obtained her PhD in Foreign Language Education at the University of Aveiro (Portugal). Her research interests cover multilingual language and teacher education, researching multilingualism and multilingually, and the use of art-based approaches in education. Email: silvia.melo-pfeifer[at]uni-hamburg[dot]de
BARNI, Monica: Professor of Educational Linguistics at the Sapienza Università di Roma. She is Director of the Sapienza University Language Center and coordinates the Research Unit for the Study of Linguistic Diversity and Multimodality at the Sapienza Department of Humanities and Modern Culture. Her research activity focuses on teaching, learning and assessment of languages and analysis and impact of national and European language policies. Email: monica.barni[at]uniroma1[dot]it
GADOMSKA, Agnieszka: Assistant Professor, Head of the Department of English and of Postgraduate diploma studies in TEFL at SWPS University in Warsaw, Poland. Author of the nation-wide E-Academy of the Future Project, her research focuses on digital materials design and adaptation in glottodidactics, pre-/ and in-service teacher education, CEFR Companion Volume- application in practice. Email: agadomska[at]swps[dot]edu[dot]pl
MINARDI, Silvia is a school teacher. She holds a PhD in linguistics. Chair of the association Lingua e Nuova Didattica, she is a member of the Language Policy Expert Group for the Council of Europe and a language teacher educator for the ECML (Graz). Email: silvia.minardi[at]gmail[dot]com
ALSTAD, Gunhild T: Professor in educational linguistics at the Faculty of Education, University of Inland Norway where she currently is Vice Dean of Education and head of the research group Language Teaching and Learning in Multilingual Contexts. Her research interests involve second language/multilingual pedagogy in early childhood education and language ideologies in education. Email: gunhild.alstad[at]inn[dot]no
NORDANGER, Marte: Associate professor at University of Inland Norway. She holds a Ph.D in second language acquisition from the University of Bergen. Her published research includes works on adult language development from a usage-based perspective, and the consequences of migration and citizenship requirements for refugees and language teachers.. Email: marte[dot]nordanger[at]inn[dot]no
Roundtable: The impact of language politics and policies on translation, interpretation, and cross-linguistic practices
This panel will explore the impact of language politics and policies on translation, interpretation, and cross-linguistic practices. Loredana Polezzi will reflect on how the current return to linguistic nationalism is pushing us back towards rigid ‘silos’ models of languages and, in doing so, also altering the way translation and interpreting are perceived by (institutional) users and non-specialists. Peter Szabo will highlight how nationalist, monolingual ideologies reshape institutional interpreting, revealing contradictions between discourse and multilingual realities. Effie Fragkou will discuss Greece’s Public Service Interpreter Register and how nationalist language ideologies justify restrictive migration policies. Maria Roccaforte will address the marginalization of sign languages, emphasizing how rigid language distinctions affect sign language interpreting and policymaking. Finally, Aleksandar Trklja will explore how AI-driven translation reinforces linguistic hierarchies, necessitating policy adaptations for language equity. Together, these contributions highlight the evolving landscape of language policies and their implications for linguistic diversity and social inclusion.
FRAGKOU, Effrossyni: Associate Lecturer at the National and Kapodistrian University of Athens and a course director at York University, Glendon College. She specializes in medical and public service interpreting, translation, terminology, and pedagogy. A co-editor of the Handbook of Research on Medical Interpreting (2020), she actively publishes and participates in international conferences. Email: effie.fragkou[at]gmail[dot]com
POLEZZI, Loredana: D’Amato Chair in Italian and Italian American Studies, Stony Brook University (USA) and Honorary Professor of Translation Studies, Cardiff University (UK). Her work sits at the intersection of translation, multilingualism and mobility studies. She is co-editor of the leading international journal The Translator and one of the founding editors of the ‘Transnational Modern Languages’ book series, published by Liverpool University Press. Email: loredana.polezzi[at]stonybrook[dot]edu
SZABÓ, Péter K: Staff interpreter at the European Parliament. He has been involved in the university training of interpreter students, and the assessment of interpreters in inter-institutional accreditation and EPSO tests for the EU institutions. He started pursuing ethnographic language policy research observing situated multilingual performances in the European Parliament to investigate ongoing change in language ideologies and practice, earning a PhD at Tilburg University in 2021. Email: peter.szabo[at]europarl[dot]europa[dot]eu
ROCCAFORTE, Maria: Professor of Educational Linguistics at Sapienza University of Rome (Department of Humanities and Modern Cultures). Her research interests include the linguistics of sign languages, eye-tracking methodology in second language research, Italian language teaching for deaf learners, sign language teaching, and multimodality in language teaching. Email: maria.roccaforte[at]uniroma1[dot]it
SAIZ LOBADO, Ester: Assistant Professor at Universidad Autónoma de Madrid (UAM), lecture in the degree of Translation and Interpreting. Her research explores linguistic landscapes in Madrid’s multicultural neighbourhoods and protest movements, as well as CDA analysis of media discourse. Email: ester[dot]saizdelobado[at]uam[dot]es
GRAD, Héctor: Associate Professor of Social Anthropology at the Universidad Autónoma de Madrid. His research focuses on how personal values, coloniality, and the construction of nationalism affect social identities, as well as linguistic and intercultural relations, being teaching responsible of Intercultural Communication in Translation & Interpretation degree. He served as the Spanish Deputy Representative of the RAREN Network of the EUMC (2000–2001). Email: hector.grad[at]uam[dot]es
Recap and discussion with symposium participants about issues to investigate in the future and questions to raise
FISHER, Linda: Professor in Languages Education, University of Cambridge, UK Education Strand Lead, the MEITS project and co-investigator, Education strand of Creative Multilingualism. Her current research interests are in multilingualism, multilingual identity, motivation, the academic and social integration of learners with English as an Additional Language, second language teacher education, and metaphor in relation to belief formation. Email: lgf20[at]cam[dot]ac[dot]uk