VISION – European Center for Multilingualism in Teacher Education

Katarzyna Cybulska-Gómez de Celis is an Assistant Professor at the School of Humanities and Fine Arts of VIZJA University in Warsaw, where she currently holds the position of Dean’s Plenipotentiary for Education in the English Studies BA programme; she received her PhD in linguistics from the Institute of English Studies at the University of Warsaw. She was also recognized as one of the highest-rated instructors at the Open University of the University of Warsaw.

Adam Świątek, PhD, EMBA, is an Assistant Professor at the School of Humanities and Fine Arts at VIZJA University in Warsaw, where he specializes in teaching courses related to foreign language pedagogy and teacher education. Since the beginning of his academic and teaching career, he has been engaged in preparing future educators for the teaching profession.

Luis Javier Pentón Herrera, PhD., D.Litt. (Hab.) is an award-winning Spanish and English educator and a best-selling author. In 2024, he was selected as the 2024 TESOL Teacher of the Year, awarded by the TESOL International Association and National Geographic Learning.

Gessica De Angelis is Professor of Applied Linguistics/TESOL at the Department of Teacher Education, NTNU Trondheim, Norway. Her research focuses on multilingual education, multilingual language acquisition, and multilingual testing and assessment.

Jean-Marc Dewaele is Professor at VIZJA University, Warsaw, Poland; Honorary Professor at University College London and Emeritus Professor at Birkbeck, University of London. He has published and edited 10 books, around 400 papers and chapters on emotion and individual differences in multilingualism and foreign language learning.

Magdalena Smoleń-Wawrzusiszyn, Associate Professor and Habilitated Doctor in Linguistics, is a specialist in the Polish language whose research focuses on teaching and learning Polish as a foreign and heritage language, applied rhetoric, and discourse studies. She is the author and co-author of numerous scholarly publications, including the recent Lexicon of Emblems of Polish Culture (Lublin, 2025).

Małgorzata Foryś-Nogala is an assistant professor in psychology at the School of Human Sciences, VIZJA University. She obtained her PhD from the Faculty of Psychology at the University of Warsaw. Her research interests focus on individual differences in second and third language acquisition, cross-linguistic influences in multilingual learning, and the implicit and explicit learning of grammar and vocabulary.

Michał Wilczewski, Ph.D., is a University Professor specializing in intercultural communication at VIZJA University. His research focuses on language, communication, and the cultural adaptation of international students, business expatriates, and missionaries, funded by grants from the National Science Centre (NCN) and the National Agency for Academic Exchange (NAWA).

Ilona Banasiak is an Assistant Professor at the Faculty of Applied Linguistics at the University of Warsaw, Poland. She holds a PhD in Linguistics from Adam Mickiewicz University in Poznań. She has authored and co-authored numerous academic publications, including a contribution to the volume The Cambridge Handbook of Multilingual Education (2025). She has presented her research at leading international conferences, including EuroSLA (Tromsø), DIELE (Tokyo, Bangkok), the International Symposium on Bilingualism (Sydney), and the Sociolinguistics Symposium (Auckland). Her research interests include second language acquisition, family language policy, bi- and multilingual education, as well as teacher education.

Anna Becker is Founder and Director of the International Scholars Alliance and a Marie Skłodowska-Curie Fellow (2023–2025) at the Polish Academy of Sciences, Warsaw. Her research spans language, migration, identity, higher education policy, and comparative and international education, with a growing focus on epistemic justice and equitable academic spaces for internationally mobile scholars. Recipient of the Elizabeth Sherman Swing Award (2023), she has taught and researched across Germany, Switzerland, Poland, and the United States. She serves as Section Editor at Language Awareness and on the editorial boards of Cambridge Elements in Language and Power, Comparative Education Review, and the Springer Books Series on AI, Intercultural Communication, and Education, with publications and books in leading international venues. 

Sally Rachel Cook is an Honorary Research Fellow at Birkbeck, University of London. Her research focuses on multilingualism, second language acquisition, and social justice, with particular attention to the lived language experiences of asylum seekers, refugees, and survivors of torture, trauma, and modern slavery. Her work is situated within Applied Linguistics and informed by phenomenological and ethnographic approaches. She has conducted long-term qualitative research within therapeutic and support settings for forcibly displaced persons. She is currently applying this work through collaborative staff-development workshops for practising teachers addressing multilingualism and trauma.

Department of Linguistics – Multilingualism, Technische Universität Darmstadt, Germany

University of Vienna, Postdoctoral Researcher and Co-Head of the Language Teaching and Learning Research Group. Centre for Teacher Education.

Represented by the Principal, Magdalena Drzewucka, M.A

Małgorzata Żytko is an Associate Professor and Habilitated Doctor in the Humanities, working at the Faculty of Education at the University of Warsaw. She is an active member of the Association for Teacher Education in Europe (ATEE) and the Polish Pedagogical Society (PTP). She is engaged in educational initiatives at the local government level and serves as an expert on the Warsaw Education Council, appointed by the Mayor of Warsaw. Her research focuses on the psychological, pedagogical, and social dimensions of child development and education, the professional development of teachers, and the design and implementation of innovative educational solutions for primary schooling. She is the author of numerous scholarly publications and coordinates research projects funded through both national and international grants.

Peter De Costa is a Professor in the Departments of Linguistics, Languages & Cultures and Teacher Education at Michigan State University. His research areas include emotions, identity and, ideology in SLA and Second Language Teacher Education. He is an associate editor of The Modern Language Journal, a former co-editor of TESOL Quarterly, and a Past President of the American Association for Applied Linguistics.

Ana Maria F. Barcelos is Full Professor of English and Applied Linguistics in the Graduate Program in Letters at the Federal University of Viçosa (UFV), Brazil. She holds a Ph.D. in Applied Linguistics from the University of Alabama, USA, and completed postdoctoral research at Carleton University, Canada, and the University of Florida, USA.

Daniel Xerri is an Associate Professor in Applied Linguistics and TESOL at the University of Malta, and the Chairperson of the ELT Council. He has published widely on different areas of English language education. His main research interests are teacher research and professional learning. His most recent book is The Rise of English as a Glocal Language: Reimagining its Role in an Era of Deglobalisation (Springer, 2026). www.danielxerri.com

Michael T. Maksimchuk is an educational consultant, researcher, and former science educator specializing in educational assessment, formative assessment practices, curriculum design, and the integration of emerging technologies in teaching and learning. He currently serves as an Assessment Consultant at Kent Intermediate School District in Michigan, USA, where he leads professional learning initiatives and supports districts in developing balanced systems of assessment that promote equitable and meaningful learning experiences for all students.

Jaber Kamali, PhD, affiliated with Ibn Haldun University, Istanbul, Türkiye, is the Editor-in-Chief of the Language Teacher Education Research Journal and TESOL Coordinator at IHU. He has published on various aspects of teacher education in international journals, including TESOL Quarterly, the European Journal of Teacher Education, Language Teaching Research, International Journal of Educational Technology in Higher Education, and International Journal of Multilingualism, among others, and also edited and is editing some edited collections and special issues such as the one on Technology-Enhanced Language Teacher Education in the Technology in Language Teaching & Learning journal. He was also among the top-cited authors of Wiley publications in 2020-2021. His latest publication, "Language as Power in Language Teacher Education Ecosystem," is published in the Cambridge Elements series.

Huseyin Uysal is a Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. He holds a PhD degree in Curriculum and Instruction with a specialization in ESOL/Bilingual Education from the University of Florida. His work appeared in venues such as TESOL Journal, TESOL Quarterly, Linguistics and Education, and Urban Education as well as Bloomsbury, and Springer. He is currently serving as the Editor-in-Chief of the Journal of Education for Multilingualism, and the Co-Editor of the Journal of Education, Language, and Ideology.

Andrea Perales-Fernández-de-Gamboa is an Assistant Professor at the University of the Basque Country (UPV/EHU). Her research focuses on multilingual and intercultural education, Culturally Sustaining Pedagogies, with particular attention to educational contexts marked by linguistic and cultural diversity. Her work explores how language, identity, and power intersect in school settings, and how educational practices can contribute to more equitable and inclusive learning environments. She has participated in several competitive research projects related to language education and teacher training, contributing to both empirical and theoretical developments in the field. In addition to her research and teaching activities, she regularly serves as an external reviewer for peer-reviewed academic journals, collaborating with the international research community. Her academic work is grounded in a strong commitment to socially responsive education and critical perspectives on language and culture.

Jaione Díaz Mazquiaran  is a lecturer and postdoctoral researcher at Mondragon University in the Basque Country. She holds two master’s degrees: one in Bilingual Education from Illinois State University, and another in Intercultural Communication and TESOL from the University of Maryland, Baltimore County, where she studied as a Fulbright Scholar. She earned her PhD in Education from Monash University in Melbourne, Australia. Her research explored the language practices and perceptions of students from migrant backgrounds in Basque-medium instruction, as well as the influence of parental and teacher language beliefs and expectations. With an international profile, she has studied and worked as a language teacher and academic advisor in multilingual contexts across Canada, the United States, Scotland, Spain, Turkey, Bolivia, and Australia, and has presented her work at national and international conferences. She recently served as the 2025 Alan R. King Visiting Scholar in Sociolinguistics in Wales. In addition, she teaches undergraduate and postgraduate courses related to applied linguistics research and sociolinguistics, and is currently involved in a POCTEFA joint project on multilingualism in cross-border contexts.

Boglárka Spissich is a practising EFL teacher and teacher trainer. She is a lecturer at Széchenyi István University of Győr, Faculty of Humanities, Education and Social Sciences. She holds a PhD in Language Pedagogy and English Applied Linguistics, specialising in the use of digital tools for language learning, especially social media and video games. Her research focuses on how social media platforms and video games can support second language development, particularly in relation to learner engagement, informal learning practices, and the development of communicative competence in digitally mediated contexts. Another strand of her research looks at the pedagogical implications of these environments, particularly how teachers can support learner participation and make informed use of digital resources. As Vice-President of TESOL-Hungary, she takes part in organising events for EFL teachers and regularly presents at international conferences.

Anne Burns is an Honorary Professor at the University of New South Wales, Sydney, and an Adjunct Professor at Curtin University, Perth. She is also Professor Emerita at Aston University, Birmingham, and has been a Visiting Professor at UNITEC Auckland, the University of Stockholm, The Education University, Hong Kong, Soka University and Kanda University of International Studies, Tokyo, and Thammasat University, Bangkok. She specialises in Applied Linguistics, TESOL and Language Education and has taught, supervised and published extensively, specifically in the areas of teaching speaking, genre theory, language teacher education, qualitative research and action research.

Artzai Gaspar holds a PhD in Language Education from the University of the Basque Country (UPV/EHU). He is currently an Assistant Professor at the Public University of Navarre (UPNA) in the area of Language and Literature Education. He is an active member of the research group Linguistics and Intangible Heritage (UPNA) and a researcher affiliated with the Institute for Advanced Social Research I-Communitas (UPNA). His research focuses on the teaching of academic language, the development of communicative competence, and the didactics of minority languages in multilingual contexts. He has published articles and book chapters in peer-reviewed journals and has presented his work at national and international conferences. In addition, he teaches undergraduate and postgraduate courses related to language education, research in applied linguistics, and sociolinguistics.

Mikel Gartziarena is an Assistant Professor in the Department of Language and Literature Didactics at the Faculty of Education, Philosophy and Anthropology, University of the Basque Country (EHU). He holds an international PhD in Education, Applied Linguistics (Cum Laude; Extraordinary Doctoral Award in Education Sciences, 2023). His research focuses on teachers' beliefs and attitudes toward minoritised languages and multilingualism, multilingual language teaching approaches, and the sociolinguistic factors essential to the revitalisation and use of minoritised languages.