Dr. Emma Dafouz Milne (coordinator)

Associate professor in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. In the last years she has researched on CLIL in secondary and tertiary settings, with special emphasis on teacher discourse. She has published extensively in the area with articles in the Journal of Bilingualism and Bilingual Education (2007), the CLIL International Research Journal (2008) and has recently co-edited the volume entitled CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (2009) with Richmond Publishing. Since 2006 she directs the CLUE Project (Content and Language in University Education), financed by the Community of Madrid and the Universidad Complutense on the impact of CLIL in higher education. She also advises regional governments on bilingual teacher education. ​

Dr. Marciano Escutia López

Lecturer at the the Department of English Language and Linguistics at the Universidad Complutense de Madrid. His research work has centered around language acquisition: both his master thesis at the University of Illinois ("Aspects of the acquisition of Spanish reflexive pronouns by Engish speaking students") as well as his doctoral thesis at Universidad Complutense ("First steps in the acquisition of Spanish clitics by English speaking adults") are experimental theses about specific areas of Applied Linguistics.

Dr. Begoña Núñez Perucha

Lecturer in the Department of English Language and Linguistics at the Universidad Complutense de Madrid, Spain. Her research has focused on two primary areas: i) critical discourse studies, particularly addressing the relation between discourse, cognition and the sociocultural/ideological context (Núñez Perucha 2010, 2011) as well as issues of identity construction (Núñez Perucha, 2009; Hidalgo, Kraljevic y Núñez Perucha, 2013); and, ii) second language acquisition research from a discursive perspective, especially focusing on the use of genre and discourse based approaches for teaching academic writing (Núñez Perucha, 2016) and on the analysis of lecturing discourse in an EMI context (Dafouz Milne y Núñez Perucha 2009, 2010). She has participated in numerous national and international competitive funded projects and has served as external reviewer for several scientific journals. Among the awards she has received are the Graduate Student of Highest Distinction Award, the Outstanding Doctoral Thesis Award, and the Research Award of the Spanish Association of Applied Linguistics (6th Edition).

Dr. Elena Orduna Nocito

Lecturer in the Department of English Studies: Linguistics and Literature at the Universidad Complutense de Madrid (UCM), Spain. She has a Ph.D. in English Language and Linguistics. Her research is devoted to educational linguistics, more precisely to teaching English as a second language, the implementation of bilingual programmes within the European Higher Education Area (EHEA), University Language Policy issues, and on the incorporation of EMI in tertiary education in Spain. She has participated in research projects related to the field of second language teaching and bilingualism: AECLIL (Assessment and evaluation in CLIL), VESPA (Varieties of English for Specific Academic Purposes) y  EDICC (European Diploma for Intercultural Competence). Most of her publications are the result of this research and have been published in significant journals in the field such as Journal of Language Learning in Higher Education, Mouton de Gruyter and Peter Lang. At a professional level, from 2008 to 2017, she belonged to the executive committee of ACLES (Asociación Española de Centros de Lenguas de Enseñanza Superior) and she also held the position of Language Policy Director at the Universidad Francisco de Vitoria from 2014-2018. ​

Dr. Ariadna Sánchez-Hernández

Lecturer in the Department of English Studies at Complutense University of Madrid (UCM), and she holds a PhD in Applied Linguistics (2017) from Jaume I University. Her research interests include second language pragmatics and intercultural competence, with a special focus on the study abroad context and English-medium instruction (EMI). Her publications include articles in international journals (Journal of Pragmatics 2018, System 2018, English Language Teaching 2019) and in Spanish ones (ATLANTIS 2017, Porta Linguarum 2018), chapters in collective volumes (EUROSLA Series 2018; Peter Lang 2018; Routledge 2020), and she is the co-editor of the volume Learning Second Language Pragmatics beyond Traditional Contexts (Peter Lang 2018).

Dr. Davinia Sánchez García

Davinia Sánchez García obtained her PhD (with Honours) at Universidad Complutense de Madrid (UCM), where she combines her work as assistant professor in English and Linguistics with her role as educational developer. Her research interests include English-medium education (EME), (classroom) discourse analysis and teacher education, about which she has published articles in national and international journals (Portalinguarum 2018, ELIA 2018, CLIL Journal 2019, JICB 2020) and book chapters in international prestigious publishing houses (Springer 2020, Routledge 2020). Davinia has been a research member of the European Erasmus+ project ‘Educational Quality at Universities for Inclusive International Programmes’ (EQUiiP) and is currently also actively involved in the nationally funded research project ‘Understanding internationalization in HE from the student perspective’ (SHIFT), and the UCM research group ‘The Role of English in the Internationalization of Spanish Higher Education’ (EngInHE). She is also responsible for the teaching innovation project ‘Mentor-ING’, and a member of the transnational teacher education program ‘Two2Tango’, both trying to help teachers face the challenges and opportunities of the multilingual and multicultural learning space.

Sonia López Serrano

Sonia López-Serrano is a researcher at Universidad Complutense de Madrid and an English lecturer at the University of La Laguna. Her main research interests are the language learning potential of L2 writing tasks and written corrective feedback, and the effects of learning contexts on L2 vocabulary and pragmatic development. Her latest publications include a chapter in the book Writing and language learning: Advancing research agendas (John Benjamins) and an article in the journal Studies in Second Language Acquisition. She is also the co-editor of the volumen Learning context effects: Study abroad, formal instruction and international immersion clasrooms of the EuroSLA Studies series.

Andrea Martínez Celis

Visiting Professor in the Department of Financial Economics and Accounting and Modern Languages at Universidad Rey Juan Carlos since 2018 where she teaches Modern Language and English Language and its Didactics. She is also a predoctoral researcher in English Linguistics in the Department of English Studies at Universidad Complutense de Madrid since 2017. She holds a BA degree in English Studies and a Master's degree in English Linguistics from the same university. In her Bachelor studies, during her stay at University of Sussex, Brighton, she became interested in the topic of forensic linguistics and, more specifically, on the analysis of suicide letters carrying out a linguistic analysis on Virginia Woolf´s suicide letters. During her Master’s studies, switching to a new field of research, she focused on the role of pragmatics in English teaching and learning. Currently, she is pursuing a PhD on the role of intercultural competence in the internationalisation of higher education. In 2021, she carried out an international research stay as a visiting scholar at the University of Groningen, in the Netherlands. 

Dr. Ute Smit

Ute Smit is a Professor of English Linguistics at the University of Vienna. Her main research focus is on English used as a lingua franca and/or classroom language in various educational settings, by combining micro, meso and macro perspectives. Her publications, which include three authored books and numerous contributions in international journals (e.g. in Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Journal of Immersion and Content-Based Language Education, TESOL Quarterly, System), deal with classroom interaction, language policy and participant perspectives in EMEMUS (English Medium Education in Multilingual University Settings) and CLIL (Content and Language Integrated Learning). She was a co-founding member of the AILA Research Network on CLIL and Immersion Education and is presently a board member of the ICLHE (Integrating Content and Language in Higher Education) Association.

Irene Soriano Flórez

Irene Soriano is a PhD student in English Linguistics at Complutense University of Madrid (UCM). She holds a MA with Distinction in Applied Linguistics from University College London (UCL). She is a member of this UCM’s Research Group and of SHIFT research project, working as a research assistant, from which she has been awarded a FPI scholarship to follow her predoctoral research. Her main academic interest focuses on (trans)languaging practices and policies within the internationalisation processes of higher education. As a former intern in the Education Agency at the EU Commission, a qualified English teacher and a Europaeum Scholar she is devoted to education policies and practices.