Grant Douglas Profile

Profiles

Grant Douglas is co-director, ICIE (IÉSEG Center for Intercultural Engagement), Lille, France.

Grant Douglas

Grant has been involved in international education and training in different capacities since 1991. Originally from Newcastle- Upon-Tyne in the North-East of England, Grant is a long-term expatriate who has lived and worked in France for over 30 years. He was in charge of the International Relations Service of different higher education institutes for 17 years. Since 2000, Grant has focused on the conception, organization and implementation of undergraduate, post-graduate and professional development study and training programmes with an international and intercultural dimension.

Grant is currently in charge of developing the intercultural communication/diversity management track at IÉSEG School of Management. He is vice-president of SIETAR France (Society for Intercultural Training, Education and Research), and a council member of IACCM (International Association of Cross-Cultural Competence and Management). Grant is also a long-standing member of the Global Community Dialogue on Leadership, Diversity and Change (GCD).

In recent years Grant’s focus has moved more from a purely international/intercultural perspective to a more broadly diversity and inclusion perspective which is reflected in his participation in projects aimed at fostering more diversity and inclusion in higher education institutes and in making them zero tolerant of physical and verbal harassment. He is currently involved in an international research project examining the International Student Experience (ISE) as well as two internal IÉSEG projects designed to increase student engagement and inclusion and eradicate verbal and physical harassment. When he is not at work, Grant likes to spend time cultivating his vegetable patch, listening to music, and following his local soccer team, LOSC.


Work for CID:
Grant Douglas serves as a reviewer for French.

Hala Asmina Guta Profile

Profiles

Hala Asmina Guta is Associate Professor of Mass Communication at Qatar University, Doha, Qatar.

 

Hala Guta

She holds a PhD in Mass Communication from Ohio University, USA. Prior to Qatar University, she taught at Ohio University and in Saudi Arabia. Her research interests include global and transnational communication, gendered communication, communication for social change; and the intersection of communication, culture, and identity. Her publications and conference presentations include papers on the role of culture in communication, communication role in peace building in societies emerging from conflict, and the role media and other cultural institutions play in social change and the construction of identity.

Selected Publications:

Guta, H. (2020). Periphery of the peripheries: Women in Al Jazeera Arabic news. Journal of Applied Journalism and Media Studies. DOI: https://doi.org/10.1386/ajms_00032_1

Guta, H. (2020).  Sectarian politics online: Bahrain and Saudi Arabia. In M. Karolak & N. Allam (Eds.), Gulf Cooperation Council culture and identities in the new millennium: Resilience, transformation, (re)creation and diffusion (pp. 33-52). Singapore: Palgrave Macmillan.

Guta, H. (2019).  Al Jazeera: Non-violence and peace journalism. In H. Sadig (Ed.), Al Jazeera in the Gulf and the World: Is it redefining global communication ethics? (pp. 191-220). Singapore: Palgrave Macmillan.

Guta, H., & Karolak, M. (2015). Veiling and blogging: Social media as sites of identity negotiation and expression among Saudi women. Journal of International Women’s Studies, 16(2), 115-127.

Karolak, M., & Guta, H. (2015). Intercultural communication in the context of Saudi Arab tertiary education. In R. Raddawi (Ed.), Intercultural communication with Arabs: Studies in educational, professional and societal contexts (pp.41-56). New York: Springer.

Guta, H. (2010). Mass media and peace-building in Sudan. In C. Nwokeafor & K. Langmia (Eds.), Media and technology in emerging African democracies (pp. 155-176). Lanham, MD: University Press of America.

Guta, H. (2009). The politicization of the education system: Implications for peace in Sudan. Africa Media Review, 17(1&2), 77-94.


Work for CID:
Hala Asmina Guta serves as a reviewer for Arabic.

Constance Mbassi Manga Profile

ProfilesConstance Mbassi Manga is currently a Ph.D. student at Lancaster University, UK, writing her thesis on Camfranglais in use by diasporic Cameroonians living in Western cities, from a sociolinguistic and ethnographic perspective.

Constance Mbassi Manga
Photo credit: Ewane Nja Kwa

A French native of Cameroonian origin, she was raised multilingual and has been working in the field of language for 30+ years, in various capacities (from working as a freelance translator and interpreter, then heading her own translation agency, and later as a Team Lead/an Account Director in Marketing Communications). Moreover, she spent her childhood in a highly multilingual country (Cameroon, where over 250 languages are spoken), speaking 4 languages (2 African languages, English, French) from birth, learning a 5th (German) from the age of 10. She has always been fascinated by language practices and by the unique and powerful link that people draw between the language(s) they speak and who they are.

In terms of academic study, she was introduced to the study of multilingualism and sociolinguistics during her Masters at Kings College London; her Masters thesis focused on ‘Language Practices of Francophone Cameroonians in London.’ Since that time, she has been interested in language practices of non-European background adults in diasporic contexts, and how these tie in with ideologies of language, home and ‘belonging’.

Sample Publication:

Mbassi Manga, C. (2019). A case study of Camfranglais in superdiverse contexts: France, the UK and the USA. In R. Siebetcheu & S. Machetti (Eds.), Le camfranglais dans le monde global Contextes migratoires et perspectives sociolinguistiques (175-191). Paris, France: L’Harmattan.


Work for CID:
Constance Mbassi Manga serves as a reviewer for French.

Suzie Suriam Wordofa Profile

ProfilesDr. Suzie Suriam Wordorfa was born in mainland France. Her roots are in Martinique, in the Caribbean. She studied French Literature, Comparative Literature, and Linguistics in Paris before getting her Ph.D. in French and Francophone Studies at the University of Montreal.

Suzie Wordofa

She has taught French/Francophone Language and Culture mostly at the college level for over 20 years. She lives in California with her family and chairs the French Department of a premium language institute.


Work for CID:
Suzie Suriam Wordofa translated KC33: Moral Conflict into French. She also serves as a reviewer for French.

Claire Philippe Profile

Profiles

Claire Philippe, MA, is a senior lecturer in French as a Foreign Language and works at IÉSEG School of Management, Paris, France.

Claire PHILIPPEShe teaches French at all levels and works daily in an organization that counts over 100 nationalities drawn from every continent. Before joining IESEG, Claire worked in Marketing in England and later joined a digital company operating in a multicultural context on 15 markets. Claire then decided to change professional orientation and spent time in Savannakhet, Laos, teaching French. Since then she has taught French in several companies, in Paris, working with students from different professional and cultural backgrounds.

She holds a diploma in Management from the school of Management Leonard de Vinci and a Master 2 in Language didactic from La Sorbonne. At IESEG, in addition of her lecturer position she is part of one of IÉSEG’s centers of excellence, IÉSEG Center for Intercultural Engagement (ICIE).


Work for CID:
Claire Philippe serves as a reviewer for French.

Giovanna Carloni Profile

ProfilesGiovanna Carloni, PhD, is a lecturer at the University of Urbino, Italy.

Her fields of expertise are applied linguistics, foreign language education, teaching Italian as a second and foreign language, intercultural and global competence, educational technology, virtual exchange, teacher training, corpus linguistics, English linguistics, EAP (English for Academic Purposes) and ESP (English for Specific Purposes),  CLIL (Content and Language Integrated Learning), and internationalization in higher education. She worked as project coordinator for the CLIL Internationalization project at the University of Urbino, Italy, where she was also responsible for providing the content instructors engaged in the project with CLIL methodological support. As project coordinator, she devised the digitally-enhanced theoretical and methodological CLIL framework that the University of Urbino has adopted. Furthermore, she has been responsible for the design and implementation of virtual exchange from an intercultural perspective with universities in the USA, Australia, and South Africa for about a decade. Among her publications:

Books and edited volumes

Carloni, G. (2020). Digitally-enhanced practices and open pedagogy in English-taught programs: Flexible learning for local and global settings in higher education. Milan: Franco Angeli.

Carloni, G. (2016). Corpus linguistics and English teaching materials. Milan: Franco Angeli.

Carloni, G. (2015). CLIL in higher education and the role of corpora: A blended model of consultation services and learning environments. Venice: Edizioni Ca’ Foscari.

Carloni, G. (Ed.). (2015). Insegnare italiano a stranieri. Percorsi operativi. Milano: Franco Angeli.

Selected Articles

Carloni, G. (2021). Using a Community of Inquiry framework to foster students’ active learning. In K. Enomoto, R. Warner, & C. Nygaard (Eds.), Teaching and learning innovations in higher education (pp. 195-208).  Oxfordshire, UK: Libri Publishing.

Carloni G., & Zuccala B. (2020). Blending Italian through Skype: A diachronic and comparative account of a telecollaborative project. In J. Fornasiero, S. M. A. Reed, R. Amery, E. Bouvet, K. Enomoto, H. L. Xu (Eds.), Intersections in language planning and policy: Establishing connections in languages and cultures (pp. 279-298). Dordrecht: Springer Nature.

Carloni G., Grassi S., Virga A., & Zuccala B. (2018). Exploring the transnational connections between blended learning spaces, trans-institutional collaboration, and intercultural awareness in transformative telecollaborative projects. LEA – Lingue e letterature d’Oriente e d’Occidente, 7, 393-403. DOI:  http://dx.doi.org/10.13128/LEA-1824-484x-24403

Carloni G., & Zuccala B. (2018). Blending Italian ‘down-under’: Toward a theoretical framework and pragmatic guide for blending tertiary Italian language and culture courses through Skype-enhanced, pre-service teacher-centred telecollaboration. LEA – Lingue e letterature d’Oriente e d’Occidente, 7, 405-445. DOI: http://dx.doi.org/10.13128/LEA-1824-484x-24408

Carloni G., & Zuccala B. (2017). Blending Italian at Monash University through an Italian-Australian digital project: An analysis of students’ perceptions. LEA – Lingue e Letterature d’Oriente e d’Occidente, 6, 115-139. https://doi.org/10.13128/LEA-1824-484x-22333


Work for CID:
Giovanna Carloni participated in a CID/UNESCO focus group for the Futures of Education Initiative, and then provided an exercises for the addendum.

Nadia Abid Profile

Profiles

Nadia Abid is an assistant professor of Applied Linguistics in the English Department at Faculty of Arts and Humanities of Sfax (FLSH Sfax), Tunisia.

Nadia Abid

She obtained a joint PhD in Applied Linguistics from the University of Sfax, Tunisia and the University of Lorraine, France in 2012. She is currently a member of LAD (Laboratory on Approaches to Discourse, FLSH Sfax) and a coordinator of a Professional Master’s program in English for Communication.

She teaches TEFL (Teaching English as a Foreign Language), intercultural communication, ESP (English for Specific Purposes), TEYL (Teaching English to Young Learners), and theories of learning.

In her research, Nadia is interested in intercultural language learning and related issues including:  the development of intercultural communicative competence (ICC) in textbooks and virtual exchanges, the evaluation of the intercultural and global dimensions of EFL textbooks, learners’ attitudes, learners’ identity (re)construction in different intercultural contexts such as EFL classes, study abroad programs, and virtual exchanges.

Key publications

, N., & Moalla, A. (2020). The promotion of the good intercultural speaker through intercultural contacts in a Tunisian EFL textbook.  Language and Intercultural Communication, 20(1), 37-49.

, N., & Moalla, A. (2020). Tunisian students’ identity development in study abroad. I-LanD Journal: Negotiation of L2 Identities in the Age of Transnational Mobility. DOI: 10.26379/IL2020001_008.

, N., & Moalla, A. (2021). The intercultural speaker across time: A study of Tunisian EFL textbooks. Compare: A Journal of comparative and international education. https://doi.org/10.1080/03057925.2020.1853506.

, N.,  Moalla, A., & Omidvar, I. (2020). The use of a blog for the development of intercultural communicative competence: The case of Tunisian and American students. SHS Web of Conferences 88, 02011. LLT Forum. https://doi.org/10.1051/shsconf/20208802011.


Work for CID:
Nadia Abid reviews translations into Arabic.

Marlena Pompino Profile

ProfilesMarlena Pompino, MA, is Assistant to the Head of Sub-Saharan Africa Projects at the Max Planck Foundation for International Peace and Rule of Law in Heidelberg, Germany.

Marlena Pompino

Marlena Pompino has an undergraduate double major in English Studies, focusing on Linguistics, and Economic Sciences, with a minor in Intercultural German Studies. She spent her final year in Namibia, in order to learn more about that beautiful continent and its diverse cultures, tribes, and people. She also holds a postgraduate degree in Media and Communication Management from the Macromedia University of Applied Sciences in Cologne. Her thesis was titled: Interculturality: Between real diversity and fake stereotypes – a comparative content analysis of corporate content communication around the world.

See her LinkedIn profile for further information.


Work for CID:
Marlena Pompino translated KC27: GlobalizationKC84: Double Intercultural DialogueKC92: Kintsugi, and KC95: Transnational Media into German.

Maria Hussain Profile

ProfilesMaria Hussain is the ‘Faculty International Tutor’ at Leeds University Business School and a Senior Fellow of the Higher Education Academy, University of Leeds, Leeds, UK.

Her expertise lies in applied linguistics, international and transnational education and intercultural communication. Maria is part of the Intercultural Connector newsletter team for the World Council on Intercultural Council (WGCIC), as well being a recently appointed ambassador for the PEaCH project (Eramus Plus funded) promoting multilingualism in childhood. Furthermore, she is also a SIG co-lead for UKAT on supporting international students through intercultural Personal Tutoring. Maria has taught a wide range of both home and international students in higher education contexts. Currently, her diverse role includes; working with Study Abroad students, making recommendations on provision for international students and furthermore, the embedding of internationalisation opportunity across her faculty. Maria’s research interests include; academic literacies, ‘internationalisation at home,’ interculturality, critical reflective writing and course design.

For further information please see Maria’s work profile

Please connect with her on LinkedIn


Work for CID:
Maria Hussain participated in the the CID/UNESCO focus groups for the Futures of Education Initiative.

Maura Di Mauro Profile

ProfilesMaura Di Mauro teaches Intercultural Management at the Catholic University of the Sacred Heart of Piacenza, Italy, and in other universities.

Maura Di Mauro

She is an Intercultural Trainer, Consultant and Coach, and an expert on Sustainability and Social Innovation. She has experience in assessment and development center activities for large multinational groups, both in Italy and abroad, in training managerial teams on the development of their intercultural and global skills, on leading multicultural teams, and on Diversity and Inclusion Management Design Strategies. From 2016 to 2019 she was the President of SIETAR Italia, and Board Member of SIETAR Europe, and has served as consultant to ISMU Foundation and other groups for research and training projects.

Publications include:

Di Mauro, M. (2021). Includere e valorizzare le competenze dei Migranti: TRAINING toolkit sul diversity management. ISMU Foundation.

Boerchi, D., Di Mauro, M., & Sarli, A. (2020). Guidelines for the identification and assessment of migrants’ soft skills. ISMU Foundation.

Di Mauro, M., & Gehrke, B. (2019). Feeling Italian. SIETAR Italia

Di Mauro, M., & Taratuhina, Y. (Eds.). (2019). East and West relations bridging: SIETAR Russia and SIETAR Europa 2018 Conference Proceedings.

Di Mauro, M. & Gehrke, B. (Eds.). (2018). Multicultural identities: Challenging the sense of belonging, Conference proceeding of IX SIETAR Italia International Conference. Fondazione Intercultura.

Di Mauro, M. (2016). Tourism: An opportunity for mobility and intercultural encounters. Intercultural Training and Consulting for the development of the tourism industry. In E. J. Nash, N. C. Brown, & L. Bracci (Eds.), Intercultural horizons: Identities, relationships and languages in migration (vol. 4). Newcastle upon Tyne, UK: Cambridge Scholars.

Di Mauro, M. (2015). The extension of intercultural competence today: from individual effectiveness, to innovative, responsible and sustainable practices. In L. Bracci, N. C. Brown, & E. J. Nash (Eds.), Intercultural horizons: Intercultural competence – key to the new multicultural societies of the globalized world (vol. 3). Newcastle upon Tyne, UK: Cambridge Scholars.


Work for CID:

Maura Di Mauro participated in a CID/UNESCO focus group for the Futures of Education Initiative, and wrote ICD Exercise #2.