Current Projects
- DFG Research Network: "Family Language Policies—Linguistic Repertoires, Practices, and Ideologies" (2024–2027): Overview of the Network
- European University for Well-being (EUniWell): “Lived Multilingualism within EUniWell” (LIME) Project: Further information: https://www.euniwell.eu/what-we-offer/seed-funding-programme/projects-of-the-eighth-seed-funding-call-2025/lime-lived-multilingualism-within-euniwell
- European University for Well-being (EUniWell): “Lesser-Used Languages Classroom” (LULaC) project: Further information: https://uni-koeln.de/universitaet/aktuell/meldungen/meldungen-detail/internationales-projekt-erarbeitet-digitale-lehrmaterialien-fuer-selten-unterrichtete-sprachen
- The Greek Diaspora Project (SEESOX, University of Oxford): http://seesoxdiaspora.org/about/ - The New Greek Diaspora in Germany: http://seesoxdiaspora.org/research/the-new-greek-diaspora-in-germany Pratsinakis M., Panagiotopoulou J. A., Anastasopoulou M., Anastasakis O. (2025). "The Greek diaspora in Germany: migration, integration, identity, relations with Greece, and prospects of return". (in Greek: Η ελληνική διασπορά στη Γερμανία: μετανάστευση, ενσωμάτωση, ταυτότητα, σχέσεις με την Ελλάδα και προοπτική επιστροφής) Dianeosis. https://www.dianeosis.org/wp-content/uploads/2025/10/Diaspora_Ger_posotiki.pdf
- BioDAS: Educational and Language Biographies in (Trans-)National Educational Contexts – Comparative Studies at German Schools Abroad: https://www.hf.uni-koeln.de/41793
- TrEdBio: Transnational Educational Biographies of Newly Migrated Children and Youth Between Greece and Germany: https://www.hf.uni-koeln.de/42364
- FaMiLanG: Language Policy in (Newly) Migrated Families in Germany: https://www.hf.uni-koeln.de/42423
- TranslaPed: Translanguaging Pedagogy in Multilingual Daycare Centers and Schools in North Rhine-Westphalia: https://www.hf.uni-koeln.de/42373
- Transition-inklusiv: Transition to School from the Perspective of Children: https://www.hf.uni-koeln.de/42392
Ongoing Dissertations: Working Titles
Fabienne Bohler: Parent-teacher conferences with the support of interpreters in daycare centers.
Clara Dettki: (Multi-)Linguism and Family(ies) in a Migration Society—Reconstructing Familial Language Practices Across Everyday Life, Education, and Community. (LMU Munich; co-supervised)
Egzona Gashi: Transnational (Educational) Biographies of Children, Adolescents, and Parents Between Albania, Greece, and Germany
Eileen Geißler: German Schools Abroad in France: Language Biographies, Institutional Perceptions, and Parental Expectations Regarding (Elite) Education
Maria J. Hammel: Professional Development in Language Education in a Migration Society: Reconstructing the Language Policy Conditions, Perspectives, and Practices of Educational Professionals in Relation to Translanguaging in Multilingual Daycare Centers
Kira Molkentin: Integrating Diversity and Anti-Racism Sensitivity into the Higher Education Curriculum—A Multi-Perspective Analysis of a General Medicine Teaching Format.
Diana Samani: Lived Multilingualism Meets the Monolingual Language Policies of German Educational Institutions: Language and Educational Experiences of Children and Adolescents from Refugee Families.
Maria Weichselbaum: Children Talk About Language(s)—Interviews with Children on the Topic of Multilingualism in Preschool Settings.
Completed Dissertations
Nadine Christmann (2018). Dealing with Migration-Related Multilingualism in the Everyday Pedagogical Practice of Early Childhood and Elementary Education. Comparative Ethnographies on Language Education in Luxembourg and Rhineland-Palatinate. University of Cologne.
Bernadette Bernasconi (2015). Children on the Move. A Reconstruction of Collective Orientations in the Experience of Travel and Foreignness. Opladen: Budrich UniPress. (Second opinion)
Sylvie Borel (2024). Participation- and Education-Oriented Speech Therapy with Children? – An Ethnographic Analysis of Therapist-Child Interactions. Wiesbaden: VS Springer Verlag.
Sarah Franke (2015). Practice-Oriented Requirements in School Social Work—An Ethnographic Case Study. University of Cologne. (Second Review)
Vanessa Henke (2020). Learning Opportunities in the Transition from Preschool to Elementary School – Shaping Readiness for the Transition. Münster: Waxmann. (Second review)
Wiebke Hortsch (2015). Language Education in Early Childhood and Elementary School.
Ethnographic Field Studies on the Transition of Children with a Migration Background in Germany and Finland. Bad Heilbrunn: Klinkhardt.
Aysel Kart (2025). Translanguaging and Self-Regulated Learning: Multilingualism as a Resource for Educational Success. Bielefeld: Transcript. (Third Review)
Eleni Louloudi (2023). Investigating Teachers’ Perspectives on Critical Literacies: A Comparison of Case Studies in Canada and Europe. Wiesbaden: VS Springer Verlag.
Simone Mortini (2021). Emergent Multilingual Children’s Agency within Translanguaging Practices with Peers and Practitioners in Formal and Non-formal Early Childhood Education Settings in Luxembourg. University of Luxembourg. (Second Review)
Timo Neubert (2026). Educational and Linguistic Biographical Experiences of Graduates of German Schools Abroad: A Comparative Study. Wiesbaden: VS Springer Verlag.
Sarah Rühle (2015). Diversity, Curriculum, and Educational Structures. A Comparative Study in Germany and Finland. Münster: Waxmann. (Second review)
Nathalie Thomauske (2017). Silenced in Daycare and at Home: A German-French Comparison of Language Policies and Practices. (Third-party review)
Yasemin Uçan (2022). Multilingualism as an Educational Goal. A Qualitative Study on Education and Parenting in the Context of Migration. Series: Inclusion and Education in Migration Societies. Wiesbaden: VS Springer Verlag. (Second review)
Matthias Wagner (2020). “Foreign” Children in German Educational Institutions? Biographical Reflections on Experiences of Difference and Racism. Series: Inclusion and Education in Migration Societies. Wiesbaden: VS Springer Verlag.
Christina Winter (2021). Multilingualism at the Intersection of Linguistic Empowerment and Othering: An Ethnographic Study in Early Childhood Education. Wiesbaden: VS Springer Verlag. (Second review)