Find Academic Supervisors

Jeff MacSwanView profile

Professor

• Bilingualism
• Codeswitching
• Applied Linguistics
• +3 more

Jeff MacSwan is a Professor of Applied Linguistics and Language Education at the University of Maryland's College of Education, with affiliations in the Department of Linguistics and the Maryland Language Science Center. He also holds a joint appointment in Neuroscience and Cognitive Science. His research focuses on bilingualism, codeswitching, and their implications for educational policy, particularly for multilingual students. MacSwan has authored and edited seminal works, including Grammatical Theory and Bilingual Codeswitching and Codeswitching in the Classroom . He serves as editor of the International Multilingual Research Journal and has contributed to national committees such as the National Academies' study on Dual Language Learners. MacSwan received the 2021 AERA Lifetime Achievement Award and Leadership through Scholarship Award for his transformative work in bilingual education theory and practice. His advocacy challenges language-deficit perspectives, emphasizing translanguaging as a pedagogical asset. MacSwan's interdisciplinary approach bridges linguistics, education, and cognitive science. His lab addresses policy-relevant research on language assessment validity and equitable educational practices for linguistic minorities. He collaborates with institutions like the National Education Policy Center, advancing evidence-based policies for multilingual learners.

Laura CallahanView profile

Teaching Professor

• Codeswitching
• Language Contact Phenomena
• Language and Identity
• +3 more

Laura Callahan is a Teaching Professor in the Department of Modern Languages & Literatures at Santa Clara University, within the College of Arts and Sciences. She holds a B.A. and M.A. in Spanish from San José State University and a Ph.D. in Hispanic Linguistics from the University of California, Berkeley. She has taught at multiple institutions, including San José State University, UC Berkeley, Michigan State University, and the City College of New York (CUNY). Her research focuses on codeswitching, language contact phenomena, intercultural communication, heritage language maintenance, and linguistic landscapes. She has authored books such as Spanish and English in U.S. Service Encounters and Spanish/English Codeswitching in a Written Corpus , and edited Spanish and Portuguese across Time, Place, and Borders . Her recent publications analyze linguistic landscapes in California and intercultural competence in Spanish education. She teaches courses such as LEAD 101, Spanish language courses, and specialized topics like Immigration Stories and the structure of the Spanish language.

• Creole linguistics
• Language contact and multilingualism
• Syntax of Gbe and Kwa languages
• +3 more

Prof. dr. Enoch O. Aboh is Professor of Linguistics at the University of Amsterdam , Faculty of Humanities, Department of Literature and Linguistics. His office is located at Spuistraat 134, room 647, and he can be contacted at e.o.aboh@uva.nl . Research Interests: Prof. Aboh’s work lies at the intersection of formal syntax, language contact, and learnability. He investigates creole formation , multilingual ecologies , Gbe and Kwa syntax , cartographic approaches to clause structure , and sign language morphosyntax . A recurring theme is the emergence and evolution of grammatical systems under contact, approached through both descriptive fieldwork and formal theoretical modelling. His publications reveal a methodological breadth spanning experimental studies with kindergarteners on statistical learning, computational detection of loanwords, and fine-grained syntactic analyses of serial verb constructions, predication patterns, and determiner systems. This spectrum underscores his commitment to integrating cognitive, typological, and formal perspectives on language. Awards & Recognition: While no specific prizes are listed in the current material, Prof. Aboh’s extensive editorial and collaborative work—evidenced by numerous co-edited volumes and Festschrift contributions—attests to his standing in the field. Students & Grants: Details on PhD advisees or funded projects are not provided in the source text. Labs & Teams: No dedicated laboratory or research group names are mentioned, yet his affiliation with the Amsterdam Center for Language and Communication (ACLC) can be inferred from the institutional context.

Gabriel CamachoView profile

Assistant Professor

• Social Psychology
• Racial Justice
• Stigma and Prejudice
• +6 more

Gabriel Camacho is an Assistant Professor of Psychology at John Jay College of Criminal Justice , part of the City University of New York (CUNY) system. His research focuses on stigma, racial and social justice, and the experiences of marginalized groups. Education: B.A. in Psychology, University of Virginia (2012) M.S. in Social Psychology, University of Connecticut (2016) Ph.D. in Social Psychology, University of Connecticut (2020) Research Interests: Dr. Camacho studies how stigmatized identities affect perceptions, behaviors, and mental health. Key areas include racial profiling of Black men, effectiveness of prejudice reduction strategies like codeswitching, and health disparities among Latinx populations. His work also examines identity threat in immigrant communities and the role of cultural symbols (e.g., national flags, language services) in shaping stigma. Recent Trends in Publications: His recent work emphasizes experimental studies on intersectional stigma, such as how college apparel mitigates racial profiling risks and how Spanish-language health services impact Latinx patients. Collaborative projects include analyzing neighborhood demographics and their psychological effects on minority groups. Awards & Grants: APS RISE Award (2020) NSF HSI Grant (2020) John Jay Faculty Covid Recovery Award (2021) Teaching & Academic Contributions: Teaches courses in social psychology, research methods, and stigma-focused seminars. Active member of APA, APS, NLPA, and SPSSI. Directs the Stigma & Identity Lab , which explores identity threat, health equity, and academic guilt among immigrant students.

Kendra V. DickinsonView profile

Assistant Professor

• Sociolinguistics
• Morphosyntactic Variation
• Language Contact
• +4 more

Kendra V. Dickinson is an Assistant Professor at Rutgers, The State University of New Jersey, affiliated with the Latin American, Iberian, and Luso-Afro-Brazilian Literatures and Cultures (LAILAB) program. Her work bridges sociolinguistics, morphosyntactic variation, and language contact, with a focus on Spanish and Portuguese. She holds a Ph.D. in Hispanic Linguistics from The Ohio State University (2022), preceded by an MA in Hispanic Linguistics (Ohio State, 2018) and an MA in Applied Linguistics (Boston University, 2016). She also earned a BA in Spanish from the University of Illinois at Urbana-Champaign (2011). Her research employs diverse methodologies, including corpus analysis, sociolinguistic interviews, and quantitative/qualitative analysis, to study how social contexts influence language variation and change. Key topics include past participle variation in Spanish/Portuguese, language brokering among U.S. Latinx communities, and morphological learning in child Spanish acquisition. Recent projects explore digital language contact via memes and computational approaches to linguistic diversity. Her scholarly contributions span 11 articles since 2018, with 2025 publications focusing on cross-dialectal Portuguese analysis and computational linguistics applications. While no awards are listed, her work demonstrates expertise in multilingualism, heritage language education, and sociolinguistic theory.

Suzanne GrahamView profile

Professor

• Second Language Acquisition
• Language Learning Strategies
• Motivation in Language Education
• +5 more

Professor Suzanne Graham is a Professor of Language and Education at the University of Reading’s Institute of Education. Her work focuses on second language learning strategies, motivation, and the application of technology in language education. She leads the Unit of Assessment in Education and has contributed to major interdisciplinary projects like the Creative Multilingualism initiative funded by the AHRC. Her research explores how creative pedagogical approaches enhance language learning, particularly in secondary school contexts. Key projects include the Digital Empowerment in Language Teaching (DELTEA), examining technology’s role in primary language learning, and Access and Higher Education, adapting online materials for deaf students. She supervises numerous PhD and EdD students in areas such as learner self-efficacy, vocabulary development, and listening comprehension. Graham holds editorial roles for journals like Language Learning Journal and has advised on national language education policies in the UK. Her work bridges research and practice, aiming to improve language teaching methodologies and curricula. Recent publications (2020–2025) address vocabulary learning through listening, self-regulation in L2 listening, and inclusive language education for visually impaired learners. She collaborates with institutions like the University of Cambridge, Southampton, and international partners through projects such as The Language Magician, an assessment tool for primary languages.

Myles DurkeeView profile

Associate Professor

• Psychology
• Race and Ethnicity
• Education
• +5 more

Myles Durkee is an Associate Professor of Psychology at the University of Michigan's College of Literature, Science, and the Arts , affiliated with the Department of Psychology . His research focuses on racial dynamics, cultural invalidations, and code-switching, examining their impacts on mental health, identity development, and academic achievement among marginalized groups. Dr. Durkee holds a B.A. from Pomona College and a Ph.D. in Educational Psychology from the University of Virginia, with postdoctoral training at the University of Chicago and University of Michigan. He explores how youth of color navigate racialized contexts, adapt behavior, and internalize racial messages. His work has been recognized with the James S. Jackson Emerging Scholar Award (2024) , highlighting contributions to research on Black Americans. Key themes include racial microaggressions in schools, activism's mental health implications, and the psychological toll of codeswitching in professional settings. Recent publications address discrimination's role in suicide risk among Black young adults, impostor syndrome among Black undergraduates, and strategies to retain faculty of color in academia. His research bridges developmental psychology, sociology, and public health, emphasizing systemic inequities and identity processes.

Rita SafariantsView profile

Assistant Professor

• Soviet Cinema
• Post-Soviet Cinema
• Russian Literature
• +6 more

Rita Safariants is an Assistant Professor of Russian in the Department of Modern Languages and Cultures at the University of Rochester, School of Arts & Sciences. She holds a PhD from Yale University. Her research focuses on late-Soviet/post-Soviet cinema, Russian literature, and the interplay between music, media, and cultural identity. She is completing a monograph on Soviet rock films and their role in Soviet collapse, and another project examining the KGB’s relationship with late-Soviet counterculture. Her scholarly work bridges film studies, musicology, and cultural history, with a particular emphasis on gender performance, adaptation of literary works, and the socio-political dimensions of rock music in authoritarian contexts. She teaches courses such as Russian Cinema after the Fall and Hipsters, Rebels and Rock Stars in Russian Literature and Culture. Her publications explore topics like rock music’s impact on Soviet film audiences, gender in Russian popular music, and Dostoevsky adaptations. Her research has been supported by prestigious fellowships, including the Andrew W. Mellon Postdoctoral Fellowship and grants from Vassar College. Education: PhD, Yale University Research Projects: Book: Soviet Rock on Screen: The Life, Death, and Resurrection of a Film Genre Book Project: The Bureaucracy of Rock-n-Roll: the KGB and Late-Soviet Counterculture Awards include the Dobro Slovo National Honor Society (2018) and the AAASS New England Graduate Student Essay Prize (2005-2006). Her work challenges traditional narratives of state-culture relations in late Soviet society.

Cathy Lonngren-SampaioView profile

Lecturer

• bilingualism
• codeswitching
• corpus linguistics
• +6 more

Dr. Cathy Lonngren-Sampaio is a Lecturer in English Language & Communication at the School of Creative Arts, University of Hertfordshire. She also collaborates with the Languages department to deliver beginner Spanish instruction to level 4 students. Her academic credentials include PhD, MA, BA, and PGCE qualifications. Her research focuses on bilingual language phenomena, particularly using corpus linguistic methodology to investigate bilingual language use. Her doctoral work examined code-switching in naturalistic spoken English/Portuguese (Brazilian) through a self-collected and coded corpus. She has expanded her research to incorporate eye-tracking technology to study word access in both bilingual children and adults. Her primary research areas include bilingualism, codeswitching, corpus linguistics, eye-tracking methodology, TEFL, phonetics and phonology, pragmatics, computer-mediated discourse, and grammar. She has conducted significant research on bilingual children's language patterns and visual word recognition processes. Dr. Lonngren-Sampaio led the research project 'Word Access in monolingual and bilingual speakers: An Eye Tracking Study' (2017-2018), which investigated word selection processes in monolingual and bilingual children and adults, contributing to understanding literacy development in bilingual contexts.

John ArchibaldView profile

Professor

• Second Language Acquisition
• Third Language Phonology
• Language Learnability
• +3 more

John Archibald is a Professor at the School of Languages, Linguistics and Cultures, University of Victoria, specializing in second and third language phonology. His work bridges phonological theory with empirical studies on multilingual acquisition, focusing on feature mapping, transfer effects, and input processing. PhD, University of Toronto Fellow of the Royal Society of Canada (2020) Research interests include L2/L3 phonology , language learnability , and multilingual mental representation . His theoretical work addresses Plato’s Problem (input poverty), Orwell’s Problem (input resistance), and Escher’s Problem (illusory phonological perception). Recent publications analyze Contrastive Hierarchy applications, pitch accent acquisition , feature dependency , and phonological redeployment . Awards include the Canadian Linguistic Association Lifetime Achievement Award (2021) and SSHRC-funded L3 phonology research . He co-edits Contemporary Linguistic Analysis and teaches courses on linguistics, child language acquisition, and advanced L2/L3 research.

İrem Duman ÇakırView profile

Academic

• Linguistic diversity in urban areas
• Multilingual and multiethnic settings
• Linguistic Landscape & Soundscape
• +2 more

İrem Duman Çakır is a Research Associate and coordinator of the DFG Research Unit “Emerging Grammars in Language-Contact Situations: A Comparative View” (RUEG-Z) at the Institute for German Language and Linguistics, Faculty of Linguistics and Literature, Humboldt University of Berlin. Since 2019 she has been pursuing a doctoral degree in German Linguistics at the same university. Education 2014 – 2018: M.A. in Foreign Language Linguistics, University of Potsdam (focus: French/Language Acquisition & Communication) 2008 – 2012: B.A. in Translation & Interpreting (French), Yıldız Technical University Research Interests Her work centres on linguistic diversity in urban areas , with particular emphasis on multilingual and multiethnic settings . Employing linguistic-landscape and soundscape methodologies alongside linguistic ethnography , she investigates how speakers negotiate linguistic resources and construct identities in highly diverse city spaces such as Berlin’s street markets. Scientific Output & Trends Across her publications she consistently explores the interplay between visual and acoustic linguistic landscapes and everyday multilingual practices . Her 2025 article delves into language attitudes revealed by market signage, while the 2023 piece examines resource negotiation in situ. Collaborative works in 2021 extend the scope to comparative landscape studies and codeswitching in commercial interactions, collectively mapping the sociolinguistic complexity of contemporary Berlin. Teaching Winter 2022/23: Sociolinguistic Survey Methods (BA German & Linguistics) Winter 2021/22: Language Structures – Turkish as a Heritage Language (Certificate course) Winter 2020/21: Soziolinguistische Erhebungsmethoden (MA Linguistics) Summer 2020: Qualitative Methods in Sociolinguistics (MA Linguistics) Grants & Funding 2018 – 2021: PoGS Doctoral Scholarship, Minister for Science, Research and Culture of the State of Brandenburg Since 2021: Research Unit “Emerging Grammars in Language-Contact Situations” (DFG – RUEG-Z), Coordinator 2017 – 2021: Collaborative Research Centre 1287 “Limits of Variability” (DFG – SFB 1287), Project A01 Professional Membership & Labs She is an active member of the interdisciplinary Center “Language in Urban Diversity” at Humboldt University, which brings together scholars investigating multilingual practices in contemporary cities.

• Bilingualism
• Codeswitching
• Spanish Phonetics and Phonology
• +3 more

Sara Stefanich is an Adjunct Lecturer at Northwestern University, where she contributes to Spanish language instruction. Previously, she served as a coordinator in the Spanish Basic Language Program at the University of Illinois at Chicago (UIC) and taught a range of courses from beginner Spanish to advanced grammar and linguistics. She earned her Ph.D. in Hispanic Linguistics with a concentration in Second Language Teaching from UIC in 2019. Her research focuses on bilingualism and codeswitching, Spanish phonetics and phonology, and methodological considerations in bilingualism research, including language mode and dominance assessments. She spent a year in the Basque region of Spain teaching English through the Auxiliares de Conversación program. At Northwestern, she engages in teaching and advises students, while also pursuing her personal interests in reading and fitness activities like boxing and yoga. Her work bridges linguistic theory with practical applications in language education.

Josh DahmenView profile

Researcher

• Interactional linguistics
• Conversation analysis
• Australian Aboriginal languages
• +6 more

Josh Dahmen is a Researcher at the School of Culture, History & Language, Australian National University (ANU), specializing in Australian Aboriginal languages through fieldwork on the endangered Jaru language of Western Australia. He concurrently serves as an Associate Lecturer at Macquarie University, contributing to linguistics education. His research profile centers on: Interactional linguistics and conversation analysis methodologies Documentation of Australian First Nations languages Language socialisation processes in remote communities Multimodal communication and spatial cognition Bilingual speech dynamics in creole contexts Employing video recordings and qualitative analysis, his work examines how language structures social interaction in Indigenous Australian settings. Analysis of his 2020-2025 publications reveals consistent focus on grammatical structures in conversational contexts, with increasing attention to spatial reference systems and interjections across multiple Australian languages. His research bridges linguistic theory with urgent language preservation needs. Dahmen actively contributes to two major Australian Research Council projects: Body, Language and Socialisation Across Cultures (led by Emeritus Professor Alan Rumsey) Conversational Interaction in Aboriginal and Remote Australia (led by Associate Professor Joe Blythe) These frameworks support his collaborative investigations into language contact phenomena and socialisation practices.

Christopher BryantView profile

Visiting Professor

• Natural Language Processing
• Grammatical Error Correction
• Codeswitching Analysis
• +4 more

Christopher Bryant is a Visiting Professor in the Natural Language and Information Processing group at the University of Cambridge's Department of Computer Science and Technology. He holds a PhD from the University of Cambridge (2019), supervised by Prof. Ted Briscoe, and previously worked as a Research Assistant at the National University of Singapore under Prof. Hwee Tou Ng. His research focuses on grammatical error correction (GEC), automatic annotation, and codeswitching analysis. He developed the ERRor ANnotation Toolkit (ERRANT), widely used in GEC research, and led the BEA-2019 Shared Task. Bryant also serves as an Applied AI Research Scientist at Writer, Inc., and maintains active collaborations in NLP. Education: PhD in Computer Science, University of Cambridge (2019) MSc in Speech and Language Processing, University of Edinburgh (Year not specified) MA(Hons) in Chinese and Linguistics, University of Edinburgh (Year not specified) Research Interests: Automatic grammatical error detection/correction (GEC) for non-native English Codeswitching analysis in multilingual contexts Robust evaluation methodologies and artificial data generation Discourse parsing and linguistic annotation frameworks Applications of large language models in educational technology Key Contributions: ERRANT: Open-source tool for GEC error annotation and evaluation BEA-2019 Shared Task on GEC for educational applications Industry collaboration with Writer, Inc. on AI-driven writing tools Grants & Collaborations: Supported by the Institute for Automated Language Teaching and Assessment (ALTA) during his PhD. Active in academic-industrial partnerships through his role at Writer.

Daniel J. SmithView profile

Associate Professor

• Linguistics
• Sociolinguistics
• Spanish Linguistics
• +3 more

Dr. Daniel J. Smith is an Associate Professor of Spanish at Clemson University's Department of Languages within the College of Arts and Humanities. His research focuses on linguistics and sociolinguistics, particularly Spanish-English bilingualism, language contact, and second language acquisition. He holds a Ph.D. in Ibero-Romance Philology and Linguistics from the University of Texas at Austin, along with degrees from Bob Jones University and the University of Georgia. His work examines how social and grammatical forces shape language in bilingual contexts, emphasizing practical applications for language education. He has published extensively in journals like The International Journal of Bilingualism and Southwest Journal of Linguistics , with a focus on codeswitching, morpheme acquisition, and sociolinguistic factors influencing language use in the U.S. His recent book (2024) explores language shift in small-town and rural American communities. Dr. Smith has presented at numerous national and international conferences, contributing to both theoretical and applied linguistics. His research bridges academic inquiry with pedagogical strategies, addressing how bilingualism impacts language structure and educational practices. His studies on children’s bilingual acquisition and language policy highlight the intersection of family, community, and institutional influences on linguistic behavior. While no specific grants or advising activities are listed, his publications reflect sustained engagement with language contact phenomena across diverse populations. He maintains an active research agenda examining regional variations in the U.S. South and the evolving dynamics of Spanish-English bilingualism in immigrant communities.