Category: Profiles

Steven Darian Profile

Profiles

Steven Darian is Professor Emeritus, Rutgers University, Camden, NJ.

 

Steven Darian

Darian’s Ph.D. is from New York University, in Applied Linguistics. He has used language as his Archimedes fulcrum, to dig into everything from science to religion. He has taught at the University of Pennsylvania and Columbia University. He has been lucky enough to have had 3 Fulbrights, and has lived, worked, and studied in 9 or 10 countries. He has written a dozen books, both scholarly and popular; the last one being The Wanderer: Travels & Adventures Beyond the Pale. The next, The Heretic’s Book of Death & Laughter: The Role of Religion in Just About Everything, is due out later this year.

Work for CID:

Steven Darian wrote a guest post, and described his Fulbright experience in Uzbekistan, 1997-1998.

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 has served 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 has served as a reviewer for Arabic.

Constance Mbassi Manga Profile

ProfilesConstance Mbassi Manga earned her Ph.D. from Lancaster University, UK, and wrote 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’.

Selected Publications:

Mbassi Manga, C. (2025). Language, home and belonging in migratory contexts: The case of Camfranglais. London: Routledge. (To be published June 10th, 2025)

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 is the author of KC108: Superdiversity, has translated that into French, translated KC23: Afrocentricity into French, and also has served 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 has served 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 has served 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

Abid, 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.

Abid, 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.

Abid, 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.

Abid, 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 is Marketing Manager at Buzzwoo Asia in Chiang Mai, Thailand.

 

 

Marlena Pompino

Marlena Pompino holds an undergraduate double major in English Studies, focusing on Linguistics, and Economic Sciences, with a minor in Intercultural German Studies. She spent one 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. She further holds certificates in Diversity Leadership, Balanced Leadership and Change Management.

See her LinkedIn profile for further information.

Work for CID:

Marlena Pompino has translated KC9: Communicative Competence, KC10: Cross-cultural Dialogue, KC11: Intercultural Discourse and Communication, KC27: Globalization, KC30: Critical Intercultural Communication, KC78: Language and Intercultural Communication, KC84: Double Intercultural Dialogue, KC88: Critical Cultural Linguistics, KC92: Kintsugi, KC95: Transnational Media, KC97: Anti-Racist Education, KC100: Transcultural Communication, KC102: Inclusive Communication, KC107: Interculturality, and KC108: Superdiversity  into German.

Maria Hussain Profile

ProfilesMaria Hussain is a Lecturer in Management at Leeds University Business School, a Senior Fellow of the Higher Education Academy and a Certified Business and Management Educator.

Her expertise lies in; inclusive management education, intercultural communication and organisational culture relating to EDI (race- equity) in complex organisations. Maria was recently recognised for her contribution to global intercultural competence in Management education in UPSIGN‘s 2022/23 list of 75 notable British Pakistani academics, trainers and teachers to mark Pakistan’s 75th anniversary of Independence. UPSIGN is a charity that works globally to promote mentoring, support and the education of UK-based British Pakistanis (and Pakistanis) and highlighting their work in education and academia. UPSIGN is also committed to working towards the UN SDG’s and reducing the impact of the climate emergency.

Maria is a co-opted member of the British Academy Management national Council, providing steer on equity and inclusive educational practice within Business Education. She has recently been appointed to the Chartered Association of Business Schools national EDI Committee. In 2022, she was also appointed as a national Race Equality Charter institutional application reviewer at Advance HE. Institutionally, Maria co-chairs the Muslim Staff Network, the first faith-based staff network in the sector. This important work has influenced university-wide EDI policy and ongoing implementation on the intersection of race-religion in addressing outcomes and awarding ‘gaps.’

Furthermore, Maria has recently won a prestigious fellowship at the Leeds Institute of Teaching Excellence. Her research project entitled: Enhancing the value placed on diversity: from the international classroom to the global workplace explores attitudes towards diversity from both student and employer perspectives.

Recent publication:
Hussain, M. (2021). Creating cultural insights: Making inroads into cultural exchange. In A. Manning, & S. Colaiacomo (Eds.), Innovations in internationalisation at home (pp 75-91). Cambridge, UK: Cambridge Scholarly Publishing.

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.