Team AMALLE

Adrienn Fekete holds a PhD in English Applied Linguistics and TEFL/TESOL and is an assistant professor at the Department of English Applied Linguistics, University of Pécs. She is a member of the AMALLE (Emotional Multiliteracy for Adult Learners and their Language Teachers) research group and has collaborated on several national and international research projects. Her research focuses on intercultural, well-being, and educational psychology in language education, particularly intercultural empathy, openness, and individual differences from a complexity theory perspective. She teaches courses in educational psychology, intercultural communication, and language teaching methodology, including educational drama. She has been a visiting professor at several Spanish universities. She is currently writing a monograph entitled Complexity Theory in Educational Psychology: Learning and Teaching as Dynamic Systems, forthcoming with Routledge.

Spanish as a Second Language Teacher in the Spanish Courses at the University of Zaragoza. PhD candidate in the Languages and Cultures program at the University of Huelva.

A university professor and doctoral candidate in English Philology at the University of Huelva, she is also an affiliated member of COIDESO, the Center for Research in Contemporary Thought and Innovation for Social Development at the same university. Her research focuses on embodied approaches to second language learning, with particular emphasis on the role of bodily engagement, multimodality, and cognitive processes in L2 acquisition. Her doctoral thesis analyzes how bodily actions and sensorimotor experiences contribute to meaning-making and promote language development. Her broader academic interests lie primarily in English as a Foreign Language (EFL) teaching, especially approaches based on embodied cognition and multimodal learning.

She holds a PhD in Social Sciences and Education from the University of Huelva (Spain), a degree in Italian Studies from the University of Wrocław (Poland), and a master's degree in Language and Literature in Contrast from the University of Huelva. Her research focuses on language learning, the use of AI and LLMs as educational tools, and their implications for student perception.

Her main research interests are teaching foreign languages through affectivity, interculturality, and music. More specifically, she studies the effectiveness of contemporary country music in learning Spanish as a Foreign Language (SFL). She is a member of the ReALL research group and the COIDESO research center, both based at the University of Huelva. As a teacher, she has worked in various secondary schools in Spain, England, and Portugal. She has also worked in Official Language Schools in Andalusia.

Christina Torres is an Assistant Professor of TESOL in the Department of Modern Languages and Literatures at the University of Central Florida. She has taught TESOL teacher-training courses at both the undergraduate and MA TESOL levels, along with courses in the undergraduate Applied Linguistics minor. She coordinates the department's virtual Center of Language Outreach, Research and Study (COLORS) which provides online teacher education and language learning services through experiential learning. She was awarded a Fulbright postdoctoral/early career research grant (Huelva, Spain, 2024-2025) Her research interests focus on TESOL teacher education, virtual exchange, multiliteracies, and written corrective feedback for L2 writers.

Is an Associate Professor in the Department of Languages at the Universidade do Estado do Rio de Janeiro (UERJ), Brazil, where she teaches and supervises undergraduate and graduate research in the Graduate Program in Language and Linguistics (PPLIN). She holds a PhD in Language Studies from the Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). Her research focuses on teacher education, emotions and emotional labor, beliefs, identities, multimodal narratives, and visual narratives. She coordinates the research group Language, Teaching and Work (CNPq), registered with the Brazilian National Council for Scientific and Technological Development.

Assistant Professor of Spanish and Applied Linguistics at Dublin City University. She completed her master's and doctoral degrees in Linguistics at the University of North Carolina at Chapel Hill. Her research lies at the intersection of the acquisition and pedagogy of Spanish as a heritage and foreign language, with a particular focus on teacher training. She is especially interested in teacher agency: how teachers articulate their pedagogical objectives in dialogue with educational policies, sociopolitical dynamics, and linguistic ideologies that shape each context. Her work reflects a strong commitment to social justice, educational innovation, and strengthening the link between research and practice.

Substitute Professor and PhD candidate in the Languages and Cultures program at the University of Huelva, Spain. He is a member of the COIDESO research center and combines his professional teaching experience in different contexts—having taught in secondary education, the Official Language School, and at the University—with his current research, which focuses on the teaching of English as a foreign language (ESL), specifically on the study of teachers' beliefs and practices regarding multilingualism in adult language learning and affective multiliteracy.

Master's degree in Teaching Spanish as a Foreign Language (Menéndez Pelayo International University), DEA (Diploma of Advanced Studies) in English Philology (University of Huelva), Bachelor's degrees in Linguistics (Complutense University of Madrid), Social and Cultural Anthropology, and Journalism (University of Seville). Her main lines of research are: teaching Spanish as a Foreign Language, affective factors in second language acquisition, sociolinguistics, CDA (Content and Language Analysis), linguistic ideologies, and Spanish for heritage and first-generation speakers.

She holds a PhD in Philology with International Distinction and an Extraordinary Doctoral Award, and a degree in Journalism. She also has several postgraduate qualifications in the fields of Communication, Pedagogy, Translation, and Interpreting. She has been a Margarita Salas postdoctoral researcher and collaborates on competitive national and international research projects. Her academic and professional career has developed in various European contexts, particularly in Spain, Austria, Portugal, Norway, and Slovakia. Her main lines of research focus on foreign language teaching from different perspectives, such as interculturality, media literacy, and CLIL methodology.

A doctoral candidate in Languages and Cultures and a lecturer in the Department of Philology at the University of Huelva, she researches the reading process of Spanish as an additional language. She holds a degree in Hispanic Philology from the University of Jaén and two master's degrees from the University of Granada. She has been a research trainee on a competitive project funded by the Regional Government of Andalusia and has undertaken research stays at Aix-Marseille University (France) and the Catholic University of Leuven (Belgium). She is a member of the ReALL Research Group (HUM-657) and COIDESO. Her publications and presentations focus on reading, adult literacy, multilingualism, and language teaching.

Head of the unit developing the SACIC project for the development and improvement of Spanish as a Foreign Language (ELE) teaching centers. Holds a degree in Hispanic Philology and postgraduate training in ELE teaching, educational quality, quality management systems, and organizational administration. A predoctoral researcher with the REALL group on the project “Affective Multiliteracies for Adult Learners and their Additional Language Educators (AMALLE),” her work focuses on identifying best practices in second language (ELE) programs for adult migrants.

Assistant Professor in the Department of English and German Philology at the University of Granada. Her research focuses on second language acquisition and bilingualism, with particular attention to the syntax-discourse interface. She employs corpus-based and experimental production methods such as acceptability judgments, reaction times, and eye-tracking. Her doctoral thesis addressed the acquisition of referential expressions in bilingual adults through the triangulation of corpus and experimental data. This line of research is fully aligned with the investigations carried out at BilinguaLab, a laboratory of which she is a member and recently became director. Her results have been presented at international conferences and some have been published in high-impact, open-access journals.