Find Academic Supervisors

Margarita Machado-CasasView profile

Professor

• Bilingual Education
• Multilingual Education
• Educational Equity
• +6 more

Dr. Margarita Machado-Casas serves as Full Professor in the Department of Dual Language and English Learner Education at San Diego State University and holds the presidency of the National Association for Bilingual Education (NABE). A nationally recognized scholar in bilingual, multicultural, and transnational education, she directs research focused on immigrant, Indigenous, Afro-descendant, and multilingual communities through interdisciplinary lenses of identity, agency, and equity. Her academic foundation includes a Ph.D. from the University of North Carolina at Chapel Hill (IMPACT Award recipient) and a postdoctoral fellowship at the Frank Porter Graham Institute with Duke University collaboration. This training underpins her community-engaged scholarship that bridges academic research with real-world policy impact. Dr. Machado-Casas's research program centers on dismantling systemic barriers through culturally sustaining pedagogies. Key themes include affirming cultural memory in bilingual spaces, developing equitable assessment frameworks, and implementing the VERDAD model for family engagement. Her work consistently prioritizes community co-creation, as demonstrated in Nicaragua's first multilingual master's program for Afro-Indigenous communities. Analysis of her 15+ recent publications reveals persistent focus on pandemic impacts on bilingual education, STEM access disparities for Latina educators, and transnational approaches to minoritized student equity. These works increasingly integrate digital tools while maintaining critical consciousness foundations. Her scientific recognition includes: IMPACT Award during doctoral studies at UNC Chapel Hill Award-winning author of Handbook of Latinos in Education As a policy leader, Dr. Machado-Casas served on the Biden-Harris National Education Policy Committee and advises Latin American education ministries. She co-founded CUPE/BESO (the nation's largest bilingual student organization) and leads entrepreneurial ventures through ISET Pathway and Global Supply Exchange, demonstrating sustained commitment to translating research into systemic change. Her leadership extends beyond traditional academia into community advocacy and international policy development, creating unique pathways for students to engage in transformative educational work across institutional boundaries.

Koji MiwaView profile

Associate Professor

• Psycholinguistics
• Word Recognition
• Bilingualism
• +4 more

Dr. Koji Miwa is an Associate Professor at Nagoya University's Graduate School of Humanities, specializing in psycholinguistics with a focus on experimental approaches to understanding how language is processed in the mind. His academic journey includes a Ph.D. in Linguistics from the University of Alberta, followed by postdoctoral work at the University of Tübingen before joining Nagoya University in 2017. Ph.D. in Linguistics, University of Alberta (2007-2013) M.A. in Linguistics, University of Alberta (2004-2007) B.A., Mount Royal College (2002-2004) Dr. Miwa's research primarily investigates how complex words are represented and processed in the mind, with special attention to bilingual reading processes where two languages coexist in a single mind. His work employs sophisticated methodologies including eye-tracking technology to measure real-time cognitive processing during language tasks. He examines morphological decomposition, cross-linguistic influences, and the cognitive mechanisms underlying efficient language processing, with particular emphasis on Japanese-English bilingualism and morphographic scripts. His research consistently explores how humans process complex linguistic information effortlessly and efficiently, often at subconscious levels. Dr. Miwa's recent publications reveal an expanding research program that now includes metaphor comprehension, analogical reasoning, and event role conceptualization across languages. His work bridges theoretical linguistics with empirical cognitive science, often employing advanced statistical modeling techniques like generalized additive mixed models to analyze complex language behavior data. The ENglish Reading Online (ENRO) Project represents a significant contribution to large-scale data collection in second language reading research. Izaak Walton Killam Memorial Scholarship (2010) Roger S. Smith Undergraduate Researcher's Award (2006) As an educator, Dr. Miwa emphasizes balanced development across multiple dimensions of life and learning. His supervision style focuses on cultivating mindfulness, service, and knowledge in students. He serves on editorial boards for PeerJ, Frontiers in Psychology, and Studies in Language Sciences, contributing significantly to scholarly review processes. His research lab at Nagoya University maintains active international collaborations, particularly with researchers in Canada, Europe, and other parts of Asia. Dr. Miwa also maintains a thoughtful personal mission statement that emphasizes living a balanced life while considering fundamental questions about existence.

• Educational Assessment
• Self-Regulated Learning
• Formative Feedback
• +4 more

Ernesto Panadero Calderón is a Professor at the University of Deusto's Faculty of Education and Sport, Department of Education. His research spans educational assessment, self-regulated learning, and feedback mechanisms, with a focus on practical applications in teacher training and technology-enhanced learning environments. His work critically examines assessment design during crises like the COVID-19 pandemic, addressing teacher well-being and equity challenges. Research Focus: Dr. Panadero investigates the psychology of learning through formative assessment tools. Key areas include: Rubric efficacy and design for cognitive engagement Peer/self-assessment models to enhance metacognition Technology integration in feedback processes Teacher development in assessment literacy Socio-emotional factors in educational transitions Publication Trends: His recent articles (2020-2025) demonstrate a strong emphasis on empirical studies of assessment interventions. Dominant themes include crisis-responsive pedagogy, eye-tracking analysis of rubric processing, and meta-reviews of feedback models. Cross-cultural comparisons (e.g., Spain-US assessment criteria) and longitudinal designs feature prominently. Grants & Advising: While specific grants aren't detailed, his prolific output suggests sustained funding. He mentors doctoral candidates in education research, focusing on assessment innovation and self-regulation. Collaborative projects often involve international networks across Europe and the Americas.

• Language development in deaf children
• Literacy development in deaf children
• British Sign Language acquisition
• +7 more

Dr. Kate Rowley is a Lecturer in Deafness, Cognition & Language at University College London (UCL), where she also serves as deputy director of the UCL Deafness, Cognition & Language Research Centre (DCAL) since February 2023. A Deaf researcher raised in a deaf family in Cornwall, Dr. Rowley brings both personal and professional expertise to her work, maintaining active involvement in the deaf community. Her research and teaching focus primarily on language and literacy development of deaf children, with strong advocacy for bilingual education approaches that recognize both sign language and written/spoken language as essential components. Dr. Rowley's educational background includes: Bachelor of Science in Deaf Studies from University of Bristol (2004) Master of Arts in Linguistics from University College London (2006) Master of Science in Psychology Research from University College London (completed with merit) PhD in Experimental Psychology from University College London (2018), with thesis titled 'Visual Word Recognition in Deaf Readers: the interplay between orthographic, semantic & phonological information' Her research spans language acquisition and literacy development among deaf children, examining how deaf children learn and process British Sign Language (BSL) and English. Dr. Rowley has conducted significant research on language attitudes within the British Deaf community, regional variations in BSL, and the impact of external factors like face masks on deaf communication. Her work consistently bridges theoretical psycholinguistics with practical applications for deaf education. Dr. Rowley's publication record demonstrates sustained focus on deaf language development across multiple dimensions, integrating experimental methods with community-based research to ensure practical relevance. Her recent work shows increasing attention to language attitudes, sign language variation, and the social dimensions of deaf communication alongside her foundational work on reading processes in deaf individuals. Dr. Rowley has secured significant research funding, including leading the ESRC project 'Language Comprehension in Deaf Children' (2021-2024), which collected data from 200 deaf people across the UK. She is also collaborating as co-investigator on another ESRC project 'Understanding Variation in Reading Progress in Deaf Children' (commencing April 2024). She provides consultancy services through Language Wise Consultancy and develops language modules for professionals working with deaf children. As an active community member, Dr. Rowley serves as governor for Hamilton Lodge (a deaf school in Brighton), maintains strong relationships with deaf schools in Southeast England, and regularly delivers training on sign language acquisition, cognitive development, and literacy intervention strategies. She is on the editorial board of First Language journal and serves as trustee for several deaf community organizations.

Eva Gutierrez-SigutView profile

Senior Lecturer

• Cognitive psychology of language
• Reading
• Deafness
• +7 more

Dr. Eva Gutierrez-Sigut is a Senior Lecturer in the Department of Psychology at the University of Essex, where she has been employed since July 2019. Her academic journey includes a PhD in Cognitive Neuroscience from the University of La Laguna (Spain), followed by postdoctoral research at the Center for Mind and Brain at the University of California Davis, a research fellowship at the UCL Deafness, Cognition and Language research centre, and an independent research fellowship at the University of Valencia. Her research primarily focuses on how atypical language development due to early onset deafness impacts language and reading skills at both behavioral and neuropsychological levels. She investigates how deaf individuals process language and reading, with particular interest in phonological and semantic properties of language and their influence on reading attainment in deaf people. Her work explores the connections between visual-orthographic and semantic levels of language processing, which appear to have a stronger influence than phonological processing on deaf people's reading ability. Analysis of her recent publications reveals consistent themes across cognitive neuroscience, psycholinguistics, and deaf studies. Her research demonstrates that deaf readers automatically access phonological information but that this doesn't necessarily contribute to reading comprehension attainment. She has also shown that skilled deaf readers have stronger connections between orthographic and lexical-semantic processing levels. Her work on sign language processing indicates that deaf signers process both phonological and semantic information using similar—but not identical—mechanisms as hearing people. 2020: British Academy grant for 'COVID-19 and reduced access to communication: the challenges experienced by deaf people' Dr. Gutierrez-Sigut currently supervises at least one PhD student, Max James Handley. Her teaching responsibilities include Cognitive Psychology and Economics (EC956), Thinking and the Mind (PS104), Applied Psychology (PS118), Cognitive Psychology (PS425), MSc Psychology Research Project (PS900), Neurocognition of Human Interaction (PS935), and Advanced Cognitive Psychology (PS952). Her research has important implications for developing tools to identify deaf children who struggle with literacy and for creating training programs for deaf readers.

• Infant and child development
• Multisensory attention
• Cognitive development
• +5 more

Elizabeth V. Edgar serves as Assistant Professor of Psychology at Long Island University and Director of the Child Attention and Development Lab. Her research examines how early childhood attention mechanisms shape cognitive, language, and socio-emotional development through multisensory integration of sights and sounds. Her educational foundation includes: Ph.D. in Developmental Science from Florida International University M.S. in Developmental Sciences from Florida International University B.S. in Human Development and Family Studies from Pennsylvania State University Dr. Edgar's research program investigates attentional contributions to anxiety development across childhood using eye-tracking, EEG, behavioral observation, and computational modeling. She explores how neural and behavioral factors interact with environmental contexts to influence developmental trajectories, with emphasis on early identification strategies for at-risk youth. Her methodological expertise spans advanced statistics and innovative remote data collection techniques validated during pandemic conditions. Recent publications reveal three convergent research streams: computational modeling of attention biases in adolescent anxiety disorders, longitudinal prediction of language outcomes from infant multisensory processing, and neural correlates of risk assessment in social contexts. Cross-cutting themes include socioeconomic influences, bilingual exposure effects, and methodological adaptations for developmental neuroscience. Her honors include: Excellence in Research Award, Florida International University Department of Psychology (2022) Dissertation Year Fellowship, Florida International University Graduate School (2022) Best Thesis Award, Florida International University College of Arts, Sciences, and Education (2020) Following an NIMH T32 Postdoctoral Fellowship at Yale University Child Study Center, Dr. Edgar has secured competitive funding supporting her lab's multimodal research program. She mentors students in advanced analytical techniques while directing collaborative projects with Yale and Florida International University. The Child Attention and Development Lab employs integrated approaches including eye-tracking, EEG, and computational modeling to examine attention development. Recent work has pioneered remote assessment protocols for infant attention skills, maintaining research continuity during global disruptions while expanding methodological possibilities for developmental science.

Mojca Lukančič KomparaView profile

Associate Professor

• Lexicography
• Bilingualism
• Language Acquisition
• +4 more

Mojca Lukančič Kompara serves as Associate Professor at the University of Maribor's Faculty of Tourism, with additional part-time affiliation at the Faculty of Criminal Justice and Security. Holding a PhD and habilitation in English and Italian, she has taught university-level language courses since 2010 after beginning her career in 2004. Her research centers on lexicography—evidenced by 4 specialized dictionaries including Slovenia's first abbreviation dictionary—with current work on an extensive Slovene abbreviation compendium. She actively investigates bilingualism, language acquisition, translation, tourism linguistics, and LSP, publishing through Elsevier, Peter Lang, and journals like Lexikos. Her methodology emphasizes practical application in tourism contexts. Professor Kompara Lukančič currently leads two major projects: the Slovene dictionary of abbreviations and a professional monograph. Her project leadership history includes Erasmus+ initiatives (CUSHA 2016-2019, LanGuide 2019), Ministry of Culture funding (2018), and ARRS bilateral research (2018-2020). She teaches Italian for tourism through innovative techniques incorporating cultural immersion and movement-based acquisition, maintaining weekly office hours for student consultation.

• Applied Linguistics
• Second Language Acquisition
• English Language Education
• +4 more

Chris Sheppard is a Professor at Waseda University's Faculty of Science and Engineering, School of Creative Science and Engineering. He holds concurrent appointments at the Faculty of International Research and Education across multiple graduate schools including the Graduate School of International Culture and Communication Studies and the Graduate School of Japanese Applied Linguistics. As a Concurrent Researcher at the Waseda Research Institute for Science and Engineering (2024-2026), he bridges engineering and language education disciplines. His educational background includes a Ph.D. from the University of Auckland (2007), a Master's from Chiba University (1997), and dual Bachelor's degrees in Arts and Science from Victoria University of Wellington. His research focuses on Applied Linguistics, Second Language Acquisition, and Critical Thinking development within language education contexts. Professor Sheppard's scholarly work demonstrates strong emphasis on phonological acquisition, particularly in Japanese learners of English, with significant contributions to understanding discrimination training for sound contrasts and vowel category formation. His research also explores task-based language teaching methodologies, critical thinking development across languages, and the impact of ability grouping in ESP contexts. His publications reveal a consistent trajectory examining how cognitive processes interact with language learning, particularly regarding perception, production, and critical evaluation skills. He has led multiple significant research projects including 'The mechanism of the acquisition of rhythm at the lexical level' (2016-2019) and 'Understanding, measuring, and promoting crucial 21st century skills' (2015-2019), which produced 284 outputs including 60 academic papers. His teaching responsibilities include supervising Master's theses and conducting seminars in Applied Information Science, demonstrating his interdisciplinary approach connecting language education with information science.

• Computational linguistics
• Hesitation phenomena
• Fluency
• +5 more

Ralph Leon Rose is an Associate Professor at Waseda University's Faculty of Science and Engineering, specializing in computational linguistics and second language acquisition. Holding a Ph.D. in Linguistics from Northwestern University (2005), his career spans over 30 years in language education across Japanese institutions including Gunma Prefectural Women's University and Notre Dame Seishin Women's Junior College. His research focuses on hesitation phenomena , speech fluency measurement , and computer-assisted language learning . Recent work analyzes filled pauses across languages, develops AI-powered vocabulary assessment tools (VocQGen), and investigates ethical implications of disfluencies in AI speech. His publications reveal consistent exploration of how temporal speech variables affect second language perception and production. AY2018 e-Teaching Award from Waseda University Cognitive Science Fellow at Northwestern University Rose leads multiple research projects including Automatic generation of vocabulary quiz items and Modeling speech fluency for e-learning . His lab develops practical tools like Fluidity (real-time fluency feedback), JESPR (self-paced reading tasks), and the Crosslinguistic Corpus of Hesitation Phenomena . As an active member of ISCA, IEEE, and EUROCALL, he contributes to shaping ethical standards in AI speech applications while maintaining strong industry connections through regular media appearances and conference keynotes.

Perera Santana, Juana ÁngelesView profile

Professor

• Children's Literature
• Literary Education
• Language Teaching
• +3 more

Juana Ángeles Perera Santana serves as a Professor in the Department of Specific Didactics at the University of Las Palmas de Gran Canaria, specializing in Language and Literature Didactics within the Social and Legal Sciences branch. Her work bridges educational theory and classroom practice with a focus on children's literature and pedagogical innovation. Her academic credentials include a 2016 doctoral thesis on Canarian children's literature completed at ULPGC. Research interests center on literary education methodologies, with particular emphasis on: Integration of children's literature in primary/early childhood education Development of reading/writing skills through creative approaches Gender representation in contemporary storytelling Interdisciplinary teaching strategies for language acquisition Recent publications (2017-2023) reveal evolving focus from foundational language didactics to analyzing modern media influences like Disney narratives, while maintaining commitment to cooperative learning frameworks. Her work consistently addresses practical classroom applications across educational levels. Scientific recognition includes: No formal awards documented in current records As a dedicated mentor, she has supervised over 20 final degree projects (2021-2023) covering reading promotion, diversity education, and emotional literacy through literature. Though no funded projects appear in current records, her active participation in research groups demonstrates collaborative scholarship. She contributes to 'gir iatext' (Didactics, Learning and Motivation in Specific Contexts) and 'iu de análisis y aplicaciones textuales' (Textual Analysis and Applications Unit), focusing on practical didactic implementations of literary theory.