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): Project “Lived Multilingualism within EUniWell” (LIME): 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) Migrant 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 Children’s Perspective: 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 Society of Migration—Reconstructing Familial Language Practices Across Everyday Life, Education, and Community. (LMU Munich; co-advisor)
Egzona Gashi: Transnational (Educational) Biographies of Children, Adolescents, and Parents Between Albania, Greece, and Germany
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
Alma Jahn: German-Greek Interconnections on Pelion—From Occupied Territory to Place of Longing
Gaida Lefeuvre Mendoza: Off the Record, On the Agenda: Translanguaging and the Everyday Making of Language Policy in European University Alliances
Kira Molkentin: Integrating Diversity and Anti-Racism Awareness into Higher Education Curricula—A Multiperspective Analysis of a General Medicine Teaching Format
Diana Samani: Lived Multilingualism Meets the Monolingual Language Policy of German Educational Institutions: Language and Educational Experiences of Children and Adolescents from Refugee Families.
Maria Weichselbaum: Children Talk About Language(s)—Children’s Interviews on the Topic of Multilingualism in the Kindergarten Setting.
Completed Dissertations
Timo Neubert (2026). Educational and Linguistic Experiences of Graduates of German Schools Abroad: A Comparative Study. Wiesbaden: VS Springer Verlag.
Aysel Kart (2025). Translanguaging and Self-Regulated Learning: Multilingualism as a Resource for Educational Success. Bielefeld: Transcript. (Third-party review)
Sylvie Borel (2024). Participation- and Education-Oriented Speech Therapy with Children? – An Ethnographic Analysis of Therapist-Child Interactions. Wiesbaden: VS Springer Verlag.
Eleni Louloudi (2023). Investigating Teachers’ Perspectives on Critical Literacies: A Comparison of Case Studies in Canada and Europe. Wiesbaden: VS Springer Verlag.
Yasemin Uçan (2022). Multilingualism as an Educational Goal. A Qualitative Study on Upbringing and Parenting in the Context of Migration. Series: Inclusion and Education in Migration Societies. Wiesbaden: VS Springer Verlag. (Second Review)
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)
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)
Vanessa Henke (2020). Learning Opportunities in the Transition from Preschool to Elementary School—Shaping Readiness for the Transition. Münster: Waxmann. (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.
Nadine Christmann (2018). Dealing with Migration-Related Multilingualism in Everyday Pedagogical Practice in Early Childhood and Elementary Education. Comparative Ethnographies on Language Education in Luxembourg and Rhineland-Palatinate. University of Cologne.
Nathalie Thomauske (2017). Silenced in Daycare and at Home: A German-French Comparison of Language Policies and Practices. (Third-party review)
Bernadette Bernasconi (2015). Children on the Move. A Reconstruction of Collective Orientations in the Experience of Travel and Foreignness. Opladen: Budrich UniPress. (Second Review)
Sarah Franke (2015). Practice-Oriented Requirements in School Social Work—An Ethnographic Case Study. University of Cologne. (Second Review)
Wiebke Hortsch (2015). Language Education in Early Childhood and Elementary Education.
Ethnographic Field Studies on the Transition of Children with a Migration Background in Germany and Finland. Bad Heilbrunn: Klinkhardt.
Sarah Rühle (2015). Diversity, Curriculum, and Educational Structures. A Comparative Study in Germany and Finland. Münster: Waxmann. (Second Review)
Maria Kassis-Filippakou (2013). On the Assessment of Language Competence Among Adolescents with a Migration Background. A Qualitative Analysis. Münster: Waxmann. (Second opinion)
Marcel Klaas (2013). Perspectives on the Mixed-Age Elementary School Entry Level. A Multi-Perspective Analysis with Special Emphasis on the Reconstruction of Children’s Experiences. University of Cologne. (Second opinion)