Diane Dagenais
Diane Dagenais is Professor in the Faculty of Education at Simon Fraser University where she teaches courses in French and English on languages and literacies. Her scholarship is situated in applied linguistics and focuses on multilingualism, multiliteracies, and second language education. Her research has been funded by the Social Sciences and Humanities Research Council of Canada and other sources and been published in a broad range of French and English scholarly and professional outlets. Building on the insights provided by scholarship on multimodality, plurilingualism, and translanguaging, her recent research is informed by work emerging across disciplines on new materialism and posthumanism. Her ongoing project documents encounters of multilingual learners, digital tools and literacy processes in and out of school.
Ruth Harman
Ruth Harman teaches courses on critical discourse analysis and second language literacy at the University of Georgia. She has published widely on critical applications of systemic functional linguistics (SFL), exploring the agentive meaning making processes of bilingual youth in subject English, science and after school arts programs. In recent years, she has expanded this conceptual framework to theorize an embodied, culturally sustaining approach to 21stcentury disciplinary instruction. This recent work focuses on translanguaging and multimedia approaches to critical knowledge generation. She is actively engaged in designing and implementing arts-based participatory programs with multilingual/ -dialectal youth in Athens, Georgia.
Kathleen Heugh
Kathleen Heugh is a socio-applied linguist whose research and teaching focuses on bilingual and multilingual education policies and practices. She has advised 35 national governments in Africa, Asia and Eastern Europe on language education policy, its implementation and teacher education. She led the first national sociolinguistic survey of South Africa and the first system-wide multilingual assessment of school students in the world. She has also undertaken system-wide and multi-country language education policy evaluation and research for governments and development agencies, including UNESCO. She co-ordinated an in-service teacher education programme in multilingual education (1997-2000), and a post-graduate programme for education officials and teacher educators from 15 African countries in multilingual education at the University of Cape Town (2000-2004). Much of her recent fieldwork is in remote and post-conflict communities in sub-Saharan Africa. In Australia she works with students from refugee and migrant backgrounds, and uses multilingual pedagogies in her teaching of English and linguistics at the University of South Australia. Together she and Christopher Stroud initiated the Southern Multilingualisms and Diversities Consortium; and with Piet van Avermaet, they edit the Bloomsbury Series, Multilingualisms and Diversities in Education.
Stef Slembrouck
Stef Slembrouck is a senior full professor in the Linguistics Department at Ghent University. He is also director of the University Language Centre at Ghent University. He has published extensively on language use, interaction and communication in institutional and professional contexts (education, social welfare, child protection, administration, health). A considerable part of his work concentrates on the nature and implications of globalization-affected multilingualism. He teaches courses on interactional analysis, sociolinguistics and theory and methods of second language acquisition research. He is currently preparing a monograph on the home visiting professional (Cambridge University Press, w/ Chris Hall and Karen Broadhurst). Other book publications include: “Globalization and Language in Contact. Scale, Migration, and Communicative Practices” (Bloomsbury 2009, w/ Mike Baynham and Jim Collins) and “The Multilingual Edge of Education” (Palgrave 2018, w/ Piet Van Avermaet, Koen Van Gorp, Sven Sierens and Katrijn Maryns).