Csilla Bartha, has coordinated several national, regional and EU projects in the fields of sociolinguistics, bi- and multilingualism, minority languages, (within and beyond the borders of Hungary), multimodal languaging, language rights, language ideologies, linguistic discrimination, social justice, educational linguistics, based on sociocultural diversity, local epistemologies and reflexive critical approaches to learning, unbiased knowledge production in the posthuman era of globalization. A number of unprecedented, gap-filling corpus-based research have been carried out on the grammatical description of the Hungarian Sign Language, the situation of the sign language user deaf community, the diverse arrangements and ways of Hungarian Sign Language - Hungarian language socialization, as well as on sociolinguistically diverse multimodal practices of the signing community. Besides, important educational linguistic and transdisciplinary research has also been carried out in Romani-Hungarian bilingual Roma communities, and within other linguistic minorities in Hungary, as well as within Hungarian ethnic communities outside the country. Her research-based theoretical and methodological outcomes and the elaborated, digitally accessible materials, developments rely on solid sociocultural, diversity- and resource-based considerations that view children as diverse auditory or visually oriented learners with different backgrounds, existing resources and strengths. Her programs and practices in partnership with local communities build on the complex semiotic repertoire of home language variants, local knowledge, cultural and (trans)linguistic practices. The culturally reflexive and linguistically sustainable multilingual approach may help deaf, Roma and all children with any linguistic otherness to develop a solid language foundation, to develop metalinguistic-metapragmatic awareness, to learn school subjects more effectively, and to develop higher level of literacy skills and digital competencies, strengthen social, emotional competencies and self-confidence. Results also contribute to the empowerment of disadvantaged communities, to the reduction of early school leaving, to the alleviation of labour shortages, and to the increase of economic competitiveness in the longer term.