Find Academic Supervisors

Anne Therese FrederiksenView profile

Assistant Professor

• Psycholinguistics
• Bilingualism
• Bimodal Bilingualism
• +7 more

Anne Therese Frederiksen is an Assistant Professor in the Department of Communication, Arts, Sciences, and Disorders at Brooklyn College, City University of New York (CUNY). She is a cognitive scientist and linguist whose research focuses on Deaf and bilingual language processing and its interaction with cognition. She previously held postdoctoral positions at the University of California, Irvine, where she worked with Dr. Judith Kroll in the Bilingualism, Mind, and Brain Lab, supported by the National Science Foundation and the UC Irvine Chancellor’s Postdoctoral Fellowship. PhD in Linguistics and Cognitive Science, University of California, San Diego BA and MA in Linguistics, University of Copenhagen Her research interests center on psycholinguistics, bilingualism (especially bimodal bilingualism), sign language (particularly American Sign Language), sentence processing, pronoun resolution, and the role of gesture in discourse. She investigates how language and cognition interact, using insights from Deaf signers and hearing bimodal bilinguals to understand broader cognitive mechanisms. The trends in her recent publications reveal a strong focus on reference tracking, pronoun use, and thematic roles in ASL and bilingual contexts. Her work integrates psycholinguistic experimentation with discourse analysis, exploring how spatial grammar, semantics, and pragmatics shape language use in signed languages. She frequently examines how L1 influences L2 acquisition cross-modally and how cognitive control operates in bimodal bilinguals. Her scientific awards include: National Science Foundation Postdoctoral Fellowship UC Irvine Chancellor’s Postdoctoral Fellowship She mentors undergraduate students interested in psycholinguistics, bilingualism, and sign language, and has been involved in numerous research projects funded by competitive grants. She collaborates with leading labs such as the Mayberry Lab for Multimodal Language Development at UCSD and the Bilingualism, Mind, and Brain Lab at UC Irvine. Her work continues to advance understanding of how language modality shapes cognitive processes. She is actively conducting research and supervising student projects in the areas of ASL processing, bilingual cognition, and gesture. Her lab affiliations include the Bilingualism, Mind, and Brain Lab at UC Irvine, and she maintains an active research profile with ongoing publications and conference presentations.

Kadir GÖKGÖZView profile

Associate Professor

• Sign Language Linguistics
• Cross-Modal Typology
• Age Effects in Language Acquisition
• +7 more

Kadir GÖKGÖZ is an Associate Professor in the Department of Linguistics at Boğaziçi University, specializing in sign language linguistics with primary focus on Turkish Sign Language (TİD) and cross-modal typological studies. His research bridges theoretical syntax, phonology, and language acquisition within deaf communities. Education: PhD in Linguistics, Purdue University (2013) MA in Linguistics, Boğaziçi University (2009) BA in Linguistics (Minor), Boğaziçi University (2006) BA in Foreign Language Education, Boğaziçi University (2006) Research Focus: Professor Gökgöz investigates age effects in language acquisition, bimodal bilingualism, classifier systems, and syntax-phonology interfaces in sign languages. His work emphasizes how modality (visual-gestural vs. spoken) shapes linguistic structure, particularly examining negation, verb morphology, and discourse strategies in TİD. Recent studies demonstrate how age of acquisition impacts morphosyntactic processing and verbal fluency in deaf signers. Publication Trends: His 15 most recent articles (2020-2024) reveal consistent focus on age-of-acquisition effects across morphosyntax, discourse, and phonology domains. Key patterns include: (1) systematic investigation of classifier predicates and verb agreement; (2) cross-modal comparisons of syntactic phenomena; (3) computational approaches to sign language annotation; and (4) experimental analyses of reference tracking and telicity marking. Scientific Recognition: Winner of Best Article Contributing to Linguistic Diversity (2022) Impact Award for Established Investigators (2022) Research Leadership: As Principal Investigator for Boğaziçi University Research Fund #14458 (2018-2020), he developed linguistics-supported preschool story interventions for deaf children with hearing parents. He served as Turkish contact for the €5M Horizon 2020 Sign-Hub project (2016-2020), preserving European sign language heritage. His lab work includes directing the Sign Language Linguistics Lab at Boğaziçi University and previously managing the Sign Language Acquisition Lab at University of Connecticut. Academic Service: Teaches undergraduate courses including Sign Language Linguistics (LING 414) and graduate seminars on Sign Language Morpho-Syntax (LING 582), mentoring numerous students in TİD research.

• Formal Semantics
• Mesoamerican Languages
• Indigenous Sign Languages
• +7 more

Robert Henderson is a Professor of Linguistics at the University of Arizona, with appointments in Cognitive Science and Second Language Acquisition and Teaching. His research focuses on formal semantics, particularly in indigenous languages of Mesoamerica, including Mayan languages and their sign languages. He leads and collaborates on projects such as documenting village sign languages in Mesoamerica, analyzing morphosemantics of plurality in languages like Hiaki and Seri, and developing NLP tools for Mesoamerican languages through the MesoUD initiative. His work emphasizes documentation, revitalization, and computational modeling of endangered languages. Key research areas include pluractionality, sign language documentation, and the intersection of phonetics/phonology with morphosyntax. He has secured NSF and CNRS grants for projects on Mesoamerican languages, including collaborations with institutions like Indiana University and CNRS. His methodologies integrate fieldwork, computational linguistics, and theoretical frameworks in semantics and syntax. Henderson’s recent publications address topics like incremental plurality in Hualapai, vowel deletion in Uspanteko, and the sociolinguistics of dogwhistle communication. His work bridges theoretical linguistics with applied challenges in language documentation and revitalization, particularly for endangered Indigenous languages.

Naja Ferjan RamírezView profile

Associate Professor

• American Sign Language Bilingualism
• Brain and language
• First Language Acquisition
• +5 more

Naja Ferjan Ramírez is an Associate Professor at the University of Washington's Department of Linguistics. She specializes in understanding variability in linguistic and brain development among children from diverse backgrounds. Her work integrates methodologies like magnetoencephalography (MEG), naturalistic home recordings, and lab-based behavioral measures. Education: Ph.D. in Linguistics and Cognitive Science, UC San Diego (2013) B.Sc. in Neuroscience, Brown University (2007) Research Interests: Focuses on language acquisition, bilingualism (particularly ASL-English), speech perception, and neurocognitive mechanisms underlying language learning. Explores how sociocultural factors influence developmental trajectories in children's linguistic and neural systems. No awards or grants explicitly listed in the provided text. Current work emphasizes interdisciplinary approaches to assess language environments and their impact on early cognitive development.

Hal Daumé IIIView profile

Professor

• Natural Language Processing
• Machine Learning
• Artificial Intelligence
• +5 more

Hal Daumé III is a Professor and Volpi-Cupal Family Endowed Professor in the Department of Computer Science at the University of Maryland, with appointments in both Computer Science and Language Science. He leads the TRAILS Institute (Trustworthy AI in Law & Society) and teaches courses on generative AI, trustworthy machine learning, and human-AI interaction. His research focuses on natural language processing (NLP), machine learning, and developing AI systems that minimize societal harms. Key interests include interactive learning paradigms and fairness in AI. Daumé holds a Ph.D. in Computer Science from the University of Southern California (2006). He is affiliated with the Computational Linguistics and Information Processing Lab (CLIP), the Human-Computer Interaction Lab (HCIL), and the Center for Machine Learning. His work bridges technical innovation with ethical considerations, emphasizing inclusivity and human-centered AI design. Notable contributions include the textbook A Course in Machine Learning , open-source NLP tools, and foundational papers on fairness, bias mitigation, and human-AI collaboration. Awards include the Qualcomm Innovation Fellowship (2011) and recognition for sustainability initiatives through UMD's 'Fearless Ideas' program. He advises a vibrant group of Ph.D. students exploring topics like peer-review dynamics, language technology disparities, and AI ethics. Daumé actively promotes responsible AI practices, advocating for inclusive conference organization and ethical guidelines in AI development. His research spans technical advancements and societal impact, aiming to ensure AI systems align with human values and reduce real-world inequities.

James BlissView profile

Visiting Assistant Professor

• Critical Theory
• Black Feminism
• Queer Theory
• +2 more

James Bliss is Visiting Assistant Professor in the Department of Communication at Tulane University's School of Liberal Arts. He holds a PhD in Culture and Theory from UC Irvine and specializes in critical theory , Black feminism , and queer studies . His book In a Field of Static (2021) examines missed encounters between Black feminism and critical theory/cultural studies, analyzing debates like the theory wars, queer negativity vs. futurity, and intersectionality vs. assemblage theory. Research explores antiblackness, relationality, and subjectivity reconstruction through Black feminist frameworks. Current projects address anarchism/failure and Black feminist critiques of violence. Publications appear in Signs , Feminist Studies , and Routledge anthologies, emphasizing discursive violence, spatial politics, and pedagogical challenges of Black feminist texts. Articles consistently engage with racialized/gendered power structures and epistemic resistance.

Mark AronoffView profile

Professor

• Morphology
• Phonology
• Syntax
• +4 more

Mark Aronoff is a Distinguished Professor in the Department of Linguistics at Stony Brook University. His research focuses on morphology and its interfaces with phonology, syntax, semantics, and psycholinguistics. He has conducted pioneering work on morphological stems/roots, sign language structure, and the evolution of Al-Sayyid Bedouin Sign Language. Aronoff holds a Ph.D. from MIT (1974) and has served as Editor of Language (1995-2001), Associate Provost at Stony Brook (1998-2007), and LSA President (2005). He is a Fellow of AAAS and LSA and member of the American Academy of Arts and Sciences. Education: Ph.D. in Linguistics, Massachusetts Institute of Technology (1974) Research interests include: morphological rivalry, sign language syntax, writing system analysis, and language evolution. He has explored how spoken/written language relates to linguistic awareness and promotes linguistics education through innovative courses like LIN 200. Recent studies examine self-organization in English spelling systems and the emergence of grammatical structure in new languages. Notable awards include Fellowships from AAAS and LSA, alongside his role in the American Academy of Arts and Sciences. His work bridges theoretical linguistics with applied research, including collaborations on language revitalization and computational linguistics outreach programs. Grants and advising: Long-term involvement in NSF-funded projects studying Al-Sayyid Bedouin Sign Language, and mentorship of students through Stony Brook's Linguistics Department. Active in departmental administration and national linguistic societies. Labs/teams: Collaborator in interdisciplinary teams analyzing emerging sign languages and co-authoring influential textbooks like Contemporary Linguistics and What is Morphology?

Xiaojun BiView profile

Associate Professor

• Human-Computer Interaction
• Human-AI Interaction
• AI-powered Input Technologies
• +3 more

Xiaojun Bi is an Associate Professor in the Department of Computer Science at Stony Brook University's College of Engineering and Applied Sciences. He has been at Stony Brook since January 2017 and was promoted to Associate Professor with tenure in August 2022. Prior to joining Stony Brook, he worked as a Research Scientist at Google LLC. in California. His research focuses on Human-Computer Interaction, Human-AI Interaction, AI-powered Input Technologies, Multimodal Interaction, Probabilistic Modeling of User Interaction, and Accessible Input Technologies. Dr. Bi received his educational training from prestigious institutions: Ph.D. in Computer Science from the University of Toronto, working with Professor Ravin Balakrishnan Master's degree in Computer Science from Tsinghua University Bachelor's degree in Automation from Tsinghua University Dr. Bi's research centers on advancing human-computer interaction through AI-powered technologies. His work specifically addresses text entry systems, gesture recognition, and accessibility solutions for users with disabilities. His innovations, including keyboard correction and completion algorithms, bimanual gesture typing, and personalized language models for text entry, have been integrated into Google's stock keyboard and used by Android users worldwide. His research bridges theoretical modeling with practical applications, focusing on how probabilistic models can enhance user interaction experiences across various platforms. Dr. Bi has received numerous prestigious awards for his contributions to the field: Multiple Best Paper and Honorable Mention Awards at CHI and UIST conferences (2011-2023) 2019 UIST Best Paper Award Google Faculty Research Awards (2017, 2018) 2018 Outstanding Young Leader in HCI (ICACHI) 2019 Research Excellence Award in the Department of Computer Science 2023 Google Award for Inclusion Research Recipient of 33 US patents Dr. Bi has successfully secured significant research funding, including an NIH R01 grant as PI in February 2024 for researching intelligent writing systems on smartphones for blind users, and an NSF grant as PI in June 2021. He has advised numerous PhD students, with current advisees including Yu-Jung Ko, Yan Ma, Hang Zhao, Dan Zhang, Jeremy Chu, and Tony Li. His graduated PhD students include Suwen Zhu, Wenzhe Cui, Maozheng Zhao, and Zhi Li, who have gone on to make significant contributions in the field of HCI. Dr. Bi leads an active research lab at Stony Brook University focused on cutting-edge human-computer interaction technologies. His lab has produced numerous influential publications in top-tier venues like CHI and UIST, with over 50 publications in these premier conferences. The lab's work spans multiple areas including AI-powered text entry, accessibility technologies, and multimodal interaction systems. Dr. Bi also co-hosted the 5th Summer School on Computational Interaction at Columbia University in July 2019, demonstrating his commitment to training the next generation of HCI researchers.

• Deaf Education
• Bilingualism in Deaf Children
• Signed Language Assessment
• +4 more

Lynn McQuarrie, PhD, is a Professor of Educational Psychology and the David Peikoff Endowed Chair in Deaf Studies at the University of Alberta’s Faculty of Education. She serves as Interim Director of the Western Canadian Centre for Deaf Studies (WCCDS). Her research focuses on dual language (ASL-English) learning in deaf children and the interplay of signed and spoken languages in reading acquisition. Funded by the Social Sciences and Humanities Research Council (SSHRC) and the U.S. National Science Foundation (NSF), her work emphasizes bilingual deaf education and assessment tools. Dr. McQuarrie teaches courses such as EDPY 470: Deaf Education: An Introduction and Survey and supervises graduate research through EDPY 903: Directed Research Project . Her publications explore phonological awareness, language assessment, and literacy development in bilingual deaf learners. Her research collaborations span Canada and internationally, with a focus on equitable educational practices for deaf communities. She has extensive classroom experience working with deaf children in diverse settings. Funding sources include major grants from SSHRC and NSF, supporting projects such as signed language assessment frameworks and cognitive processes in bilingual learners. Her work is disseminated through the WCCDS website and peer-reviewed journals like Sign Language Studies and American Annals of the Deaf .

Eckart FrahmView profile

Professor

• Assyrian and Babylonian history
• Cuneiform scholarly texts
• Ancient Mesopotamian literature
• +4 more

Eckart Frahm is the John M. Musser Professor of Near Eastern Languages & Civilizations at Yale University, where he also serves as Director of Graduate Studies and Faculty Affiliate of the Anthropology Division at the Peabody Museum. He holds a PhD from Göttingen University (1996) and a Habilitation from Heidelberg University (2007). Frahm specializes in Assyrian and Babylonian history, ancient Mesopotamian cuneiform texts, and the interplay between literature, religion, and politics in antiquity. His research focuses on Assyrian royal inscriptions, Babylonian commentaries, and the legacy of Mesopotamian scholarship. Frahm directs the NEH-funded Cuneiform Commentaries Project and co-edits the series Guides to the Mesopotamian Textual Record . He has authored seminal works like Assyria: The Rise and Fall of the World’s First Empire (2023) and Babylonian and Assyrian Text Commentaries (2011). Frahm’s awards include Corresponding Membership in the German Archaeological Institute (2007). His teaching spans courses on Assyrian history, ancient Near Eastern languages, and biblical contexts. He has curated exhibitions at the Peabody Museum and advised projects at institutions like the American Center for Oriental Research in Jordan.

Carol PaddenView profile

Professor

• Sign Language Studies
• Linguistics
• Deaf Culture
• +3 more

Carol Padden is a Professor in the Department of Communication at the University of California, San Diego (UCSD). Her research focuses on language, communication, and culture, with a particular emphasis on sign languages such as American Sign Language (ASL) and the emergence of new sign languages. She has explored how sign languages develop in diverse social contexts and their implications for theories of communication and cultural evolution. Education: She earned her Ph.D. in Linguistics from UCSD (1983) and a B.S. in Linguistics from Georgetown University (1978). Research Interests: Padden investigates the structural properties of sign languages, the role of iconicity in linguistic systems, and the sociocultural dynamics of deaf communities. Her work bridges linguistics, anthropology, and disability studies, addressing themes such as language evolution, cultural identity, and the impact of modern technologies like cochlear implants on deaf communities. Collaborations with scholars like Wendy Sandler and Mark Aronoff have yielded groundbreaking studies on sign language emergence and the interplay between language and culture. Publications: Key works include *Inside Deaf Culture* (2005), *Deaf in America: Voices from a Culture* (1988), and numerous journal articles on sign language syntax, iconicity, and sociolinguistics. Her research has been featured in *Proceedings of the National Academy of Sciences* and *Cognition*, among others. Awards and Grants: While no specific awards are listed, her extensive contributions to sign language studies and deaf culture have been widely recognized in academic circles. She has collaborated on grants exploring language emergence and cultural solutions to communication challenges.

• Neuroscience
• Language Acquisition
• Cognitive Psychology
• +5 more

Elissa L Newport is a Professor at Georgetown University and serves as the Director of the Center for Brain Plasticity and Recovery. She holds the George Bergeron Professorship across Neurology, Rehabilitation Medicine, Psychology, and Linguistics. Previously, she was the George Eastman Professor at the University of Rochester, where she chaired the Department of Brain and Cognitive Sciences for 12 years. Education: Ph.D. in Cognitive Psychology from the University of Pennsylvania (1975), B.A. with Honors in Psychology from Barnard College. Research Interests: Dr. Newport investigates language acquisition, brain plasticity, and recovery from early-life brain injuries. Her work combines neuroscience, cognitive psychology, and linguistics to explore hemispheric specialization, statistical learning, and neural reorganization after stroke. Scientific Awards: Fellow, Association for Psychological Science Fellow, Society of Experimental Psychologists Fellow, Cognitive Science Society Fellow, American Academy of Arts and Sciences Fellow, National Academy of Sciences William James Lifetime Achievement Award Benjamin Franklin Medal in Computer and Cognitive Science American Psychological Association Distinguished Contribution Award Grants: Supported by NIH, NSF, McDonnell Foundation, and Packard Foundation. Labs: Leads the Learning and Development Lab and the Pediatric Stroke Research Project, focusing on language recovery mechanisms and developmental plasticity.

Amy M. LiebermanView profile

Associate Professor

• Deaf Studies
• Language & Literacy Education
• Language Acquisition
• +3 more

Dr. Amy M. Lieberman is an Associate Professor in the Language & Literacy Education Department at Boston University's Wheelock College of Education & Human Development, and serves as Director of Doctoral Studies. Her research focuses on how deaf children acquire American Sign Language (ASL), emphasizing visual learning and language processing. Education: PhD in Special Education, University of California, Berkeley & San Francisco State University MA in Education (Cognition and Development), University of California, Berkeley BA in Human Biology, Stanford University Research Interests: Dr. Lieberman's work explores language acquisition in deaf children, bilingualism, and the impact of early language exposure on cognitive development. She leads NIH-funded studies on word learning and attention in deaf children and adults, emphasizing ASL's visual modality. Grants & Funding: NIH-funded investigation into ASL learning and attention in deaf children Labs/Teams: Collaborates with BU Wheelock's Deaf Studies program, focusing on multilingual education strategies for deaf students.

Shonna TrinchView profile

Professor

• Sociolinguistics
• Forensic Linguistics
• Gentrification
• +7 more

Shonna Trinch is a Professor in the Department of Anthropology at John Jay College of Criminal Justice, part of the City University of New York (CUNY). Her expertise spans Sociolinguistics , Linguistic Anthropology , and Forensic Linguistics , with a focus on gentrification, gender-related violence, and Spanish-English bilingualism. Education : PhD (1999) and MA (1995) in Spanish Linguistics, University of Pittsburgh; Graduate Certificate in Latin American Studies (1996); BA (1990) from Pennsylvania State University. Her research examines how language shapes urban spaces through storefront signs in Brooklyn’s gentrification processes and analyzes narratives of domestic violence and sexualized assault within legal and sociolegal institutions. She co-founded the student-led theater program Seeing Rape , which addresses campus rape through performance. Recent publications explore themes like Language and Place , Urban Redevelopment , and Bilingualism in Legal Systems , reflecting her interdisciplinary approach combining sociolinguistics, political anthropology, and gender studies. Scientific Awards : CUNY Fine and Performing Arts Course Design Award (2017). Trinch’s work has also secured grants from the National Science Foundation (2010-2012) and funding from the New York City Council, U.S. Senator Charles Schumer’s office, and John Jay College’s Student Council. Her program Seeing Rape has staged over 75 student-written plays, reaching 20,000+ attendees.

Aneta PavlenkoView profile

Professor

• Multilingualism
• Bilingualism
• Forensic linguistics
• +7 more

Aneta Pavlenko is an Affiliated Research Professor at the Center for Multilingualism in Society across the Lifespan at the University of Oslo, Faculty of Humanities, Department of Linguistics and Scandinavian Studies. She previously served as Past President of the American Association for Applied Linguistics (2014-2015) and chaired the 2014 AAAL conference in Portland. Pavlenko maintains an active research program focusing on multilingualism, bilingualism, and forensic linguistics, with particular emphasis on language and identity, crosslinguistic influence, and narratives in multilingual contexts. Her research interests span multiple dimensions of multilingualism, including bilingual cognition , language ideologies , and forensic applications of linguistic knowledge. Pavlenko's work frequently examines how language proficiency affects legal comprehension, particularly regarding Miranda rights for non-native English speakers. She also investigates linguistic landscapes, historical multilingualism, and the emotional dimensions of language use in second languages. Pavlenko's publications reveal a strong focus on the intersection of language, law, and identity, with numerous articles exploring how multilingual speakers navigate legal systems and how language policies affect rights comprehension. Her recent work includes examining multilingual ghost signs in historical memory landscapes and analyzing how Russian has become commodified across Europe. TESOL Award for Distinguished Research (2009) British Association for Applied Linguistics Best Book of the Year Award (2006) AAAL Research Article Award (2021) AAAL Distinguished Scholarship and Service Award (2023) Chair of the 2014 AAAL conference in Portland As a leading scholar in applied linguistics, Pavlenko has contributed significantly to understanding how language shapes identity and cognition in multilingual contexts. Her work bridges theoretical linguistics with practical applications in legal settings, language education, and policy development. She has been instrumental in highlighting the challenges faced by non-native speakers in legal contexts and advocating for improved communication of rights across language barriers.