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Henriëtte HendriksView profile

Professor

• Cognitive Linguistics
• First Language Acquisition
• Second Language Acquisition
• +3 more

Henriëtte Hendriks is a Professor in Language Acquisition and Cognition at the University of Cambridge, affiliated with the Faculty of Modern and Medieval Languages and Linguistics and the Theoretical and Applied Linguistics (TAL) department. She leads the Cambridge Processing and Acquisition of Language lab (CAMPAL) and serves as Deputy Director of the Centre for Lifelong Learning and Individualised Cognition (CLIC). Education: Sinology at Leiden University Early Career: Coordinator at Max-Planck Institute for Psycholinguistics (DFG/ESF projects) Her research explores how languages encode concepts (person, time, space, causality) and their impact on language acquisition. Key themes include: Cognitive Linguistics and Language-Cognition Interfaces First and Second Language Acquisition Mechanisms Multilingualism and Cognitive Flexibility Typological Variation in Semantic Structures Deictic Terms and Dynamic Space Representation Recent publications focus on motion event typology across English, German, French, and Uyghur, examining cross-linguistic influences in acquisition processes. Her work combines experimental methods with syntactic analysis to study semantic mapping and grammaticalization in multilingual contexts. Current projects include: Centre for Lifelong Learning and Individualised Cognition (CLIC) - Principal Investigator MEITS Project (Strand 5) - Co-Investigator Cambridge Language Sciences Incubator projects on cognitive pacing and parental linguistic contributions International DeicTeS project on deictic meaning processes Labs & Teams: Cambridge Processing and Acquisition of Language lab (CAMPAL) Collaborations with Zoe Kourtzi, Vicky Leong, and Clare Hughes

Ben ClarkeView profile

Professor

• Mathematics Education
• Educational Psychology
• Special Education
• +3 more

Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.

Yuuko Uchikoshi TonkovichView profile

Professor

• Early Childhood
• Multilingual Learners
• Bilingualism and Bilingual Education
• +12 more

Yuuko Uchikoshi Tonkovich is a Professor at the School of Education, University of California, Davis, where she has served since 2004, advancing from Assistant to Associate and then to full Professor. Her work centers on language and literacy development in young dual language learners, with a focus on bilingualism, early literacy, and the role of family and media in language acquisition. Her research interests include: Early Childhood Development Multilingual Learners and Bilingual Education Language Acquisition and Literacy Parent-Child Interaction and Home Language Environment Quantitative Analysis of Educational Outcomes Educational Television and Multimedia Her recent publications span topics such as cognitive distancing in parent-child reading, morphological awareness in bilingual readers, and the impact of teacher language use in multilingual classrooms. The research consistently emphasizes longitudinal, cross-cultural, and interdisciplinary approaches, particularly focusing on Chinese American and Mexican American immigrant families. Her scientific awards include: AERA Vocabulary SIG Notable Vocabulary Researcher Award (2025) Foundation for Child Development Young Scholars Program Grant International Reading Association Dissertation Fellowship and Finalist Award Harvard Graduate School of Education Fellowships She has advised numerous research projects and secured significant funding from NIH/NICHD, the Foundation for Child Development, and other organizations. She teaches courses such as Language Development, Early Literacy, and Research on Text Comprehension. She is actively involved in national initiatives, serving on the Technical Advisory Group for the First 5 California Dual Language Learner Study and as Associate Editor of Applied Psycholinguistics . She leads the Language & Literacy Development Lab at UC Davis, which investigates the cognitive, linguistic, and socio-emotional development of dual language learners.

Mohammad T. AlhawaryView profile

Professor

• Arabic Second Language Acquisition
• Arabic Language Pedagogy
• Bilingualism
• +9 more

Mohammad T. Alhawary is Professor of Arabic Linguistics and Second Language Acquisition at the University of Michigan's Middle East Studies department within the College of Literature, Science, and the Arts. He serves as Director of both the MA Program in Arabic for Professional Purposes (APP) and the MA Program in Teaching Arabic as a Foreign Language (TAFL). His educational background includes a Ph.D. from Georgetown University (1999). Prior to joining the University of Michigan, he contributed to developing Arabic and Middle Eastern Studies programs at various US institutions. Professor Alhawary's research spans both theoretical and applied Arabic linguistics, with particular focus on second language acquisition processes. His work examines how factors like age, input quality, output practice, and first language transfer affect Arabic language learning. He has made significant contributions to understanding Arabic language pedagogy, curriculum design, proficiency testing, and the application of technology in language learning. His research also extends to bilingualism, multilingualism, language impairment, and Arabic medieval grammatical traditions. His publications reflect a strong trajectory in Arabic linguistics research, with recent works focusing on practical language teaching applications, reading comprehension mechanisms, code-switching patterns in digital communication, and multilingual acquisition processes. The 2023 publication 'Teaching Arabic as a Foreign Language' represents his latest contribution to language pedagogy methodology. 2019 AATA Book Award for 'Arabic Second Language Learning and Effects of Input, Transfer, and Typology' As an academic leader, Professor Alhawary serves as Executive Director of the American Association of Teachers of Arabic and edits both the Journal of Arabic Linguistics Tradition and Al-'Arabiyya journal. He continues to develop empirical research on Arabic second language acquisition to inform teaching practices both in America and globally.

Sebastian RudolphView profile

Professor

• Artificial Intelligence
• Knowledge Representation and Reasoning
• Description Logics
• +7 more

Prof. Sebastian Rudolph is a Professor of Computational Logic at the Institute for Artificial Intelligence , Faculty of Computer Science , TU Dresden. Since 2021, he has been an Affiliate Member of the Faculty of Mathematics. His research spans theoretical and applied artificial intelligence, focusing on Knowledge Representation and Reasoning through formalisms like Description Logics, Existential Rules, and Formal Concept Analysis, with applications in Semantic Technologies. 2017 : ERC Consolidator Grant for decidability principles in logic-based knowledge representation 2006-2013 : Postdoctoral researcher, project leader, and Privatdozent at KIT's Institute AIFB 2011 : Habilitation at KIT Earlier : PhD in Algebra and teaching qualification in mathematics, physics, and computer science at TU Dresden His recent publications address decidability of logical reasoning, non-monotonic extensions in formal concept analysis, standpoint logics, and multiagent systems. He supervises the DeciGUT and KIMEDS projects, and is involved in the SECAI and ScaDS.AI centers. Teaching activities include courses on Theoretical Computer Science, Existential Rules, and Formal Concept Analysis.

Niclas AbrahamssonView profile

Professor

• Second Language Acquisition (SLA)
• Bilingualism Research
• Phonetics and Phonology
• +7 more

Niclas Abrahamsson is a Professor of Swedish as a Second Language at Stockholm University, where he also serves as the Director of the Centre for Research on Bilingualism . His research focuses on second language acquisition (SLA) , bilingualism , and phonological/phonetic development , particularly through the lens of age of acquisition and critical periods . He leads the MOB (Meta-research on Bilingualism) group, analyzing trends in bilingualism research and Swedish as a Second Language. PhD in Bilingualism (2001, Stockholm University) BA in Linguistics, Phonetics, and Psychology (1993) His research explores how age of onset and language aptitude influence nativelike attainment in L2 speakers, with a focus on voice onset time (VOT) analysis, neural constraints , and lexical deficits in bilinguals. His recent studies challenge the notion that bilingualism inherently causes linguistic costs, attributing observed deficits instead to second language acquisition processes. Abrahamsson has secured major grants from the Swedish Research Council (VR) , Bank of Sweden Tercentenary Foundation (RJ) , and Byggmästare Olle Engqvists Stiftelse . He supervises PhD students working on topics like Swedish compounding acquisition , language-dependent memory , and foreign accented speech perception . He teaches SLA, bilingual development, and psycholinguistics at all academic levels. Key Awards : VR Grant 2016-01630, RJ Sabbatical Grant SAB16-0051:1, Byggmästare Olle Engqvists Stiftelse Grant 200-0676 Abrahamsson's work frequently employs ERP studies and meta-analyses , emphasizing methodological rigor. He collaborates with institutions like the Multilingualism Lab and has contributed to foundational theories in critical period hypothesis and language aptitude research.

Vicky ChondrogianniView profile

Professor

• Bilingualism
• Language Development
• Psycholinguistics
• +3 more

Professor Vicky Chondrogianni holds the Personal Chair of Bilingualism and Language Development at the University of Edinburgh's School of Philosophy, Psychology and Language Sciences. She is affiliated faculty at CUNY Graduate Center's Department of Speech-Language-Hearing Sciences. Her research focuses on first/second language acquisition, child bilingualism, psycholinguistics, and developmental language disorders. She has held positions at Bangor University, Aalborg University, and the University of Reading before joining Edinburgh. Education: BA in Linguistics and Classics (University of Athens), MPhil in English and Applied Linguistics (University of Cambridge), PhD in Second Language Acquisition (University of Cambridge). Research interests include cross-linguistic aspects of acquisition in typically-developing and impaired children, production/comprehension relationships, and cognitive-language interactions. She currently supervises PhD students in topics like morphosyntax in bilingual children and employs eye-tracking methods. Grants/Projects: Includes studies on Gaelic-medium education, heritage children's eye-tracking data, and language disorders in multilingual settings. She has led over 20 projects since 2002, including work on Welsh-English bilingualism and L2 Greek acquisition. Labs/Teams: Active in Bilingualism Matters, a research center promoting bilingualism awareness. Serves as Editor for Linguistic Approaches to Bilingualism and holds roles in international associations like IASCL.

• Language Policy in Education
• Language Ideology and Socialization
• Immigration and Transnationalism
• +3 more

Ronald Fuentes is an Associate Professor and Director of Online Programs in the Department of English at the University of Memphis. His research focuses on language policy in education, immigration impacts on multilingualism, and transnational identity dynamics. He holds a Ph.D. in Sociolinguistics from the University of Washington, alongside a MAT in TESOL and a BA from the University of British Columbia. His research explores how immigration shapes language attitudes and practices, particularly in educational contexts. Fuentes examines language policy implementation in universities and K-12 settings, with recent work analyzing gender-inclusive language adoption and transnational family language maintenance strategies. He has published extensively on topics such as heritage language teaching in diaspora communities and structural barriers faced by immigrant students in higher education. His articles consistently address the interplay between institutional policies and individual agency, revealing both opportunities and constraints in multilingual education systems. Current projects investigate language planning in non-traditional migration regions and digital pedagogy for online language learners. As Director of Online Programs, Fuentes oversees innovative instructional design for distance learning initiatives while maintaining active grant-funded research on ESL program efficacy and transnational student support systems. His work bridges sociolinguistic theory and applied educational practice, contributing to both academic discourse and real-world policy recommendations.

Véronique HosteView profile

Professor

• Computational Linguistics
• Natural Language Processing
• Machine Learning
• +7 more

Véronique Hoste is Senior Full Professor of Computational Linguistics at Ghent University's Faculty of Arts and Philosophy, where she serves as Department Head of Translation, Interpreting and Communication and Director of the LT3 language technology research team. She also holds the position of Research Director for the Faculty of Arts and Philosophy. Her educational background includes a PhD in Computational Linguistics from the University of Antwerp (2005) focused on optimization in machine learning for coreference resolution. Key research areas encompass machine learning for natural language processing, semantic and discourse modeling, including specialized work in event detection, entity/event coreference resolution, irony detection, and emotion analysis. Hoste's publication trends reveal strong interdisciplinary focus, with recent work bridging NLP with crisis communication, digital humanities, and ethical AI. Her team develops high-quality datasets (e.g., EmoTwiCS for emotion trajectories) and collaborates extensively with commercial partners on projects like SentEMO for aspect-based sentiment analysis. Current research emphasizes multimodal emotion analysis, fuzzy rough set methods for sentiment detection, and cross-document event coreference. Elected member of the Royal Flemish Academy of Belgium for Science and the Arts (KVAB) Francqui Chair appointment by Université Libre de Bruxelles (2023-2024) Co-founded LT3 spin-off AlfaSent (2024) for customer feedback analysis Authored first Dutch-language book on NLP: "Taaltechnologie ontrafeld" She actively supervises multiple PhD students on projects including Common-sense knowledge in irony detection (Common-sense), cross-document event coreference (Encore), and empathy modeling in conversational agents (FlandersAI). Her team secures funding through interdisciplinary collaborations like NewsDNA for news recommendation and METRICS for emotion trajectory analysis. Hoste also engages in public outreach through the "AI at school" initiative and advises on language technology integration in high school curricula. The LT3 laboratory under her leadership maintains strong industry partnerships and develops practical NLP tools including EmotioNL and Automatic Term Extraction systems, while advancing core research through projects like CLARIAH-VL for data curation.

Holly J. NibertView profile

Associate Professor

• Second Language Acquisition
• Spanish Phonetics and Phonology
• Language Program Administration
• +3 more

Holly J. Nibert is an Associate Professor of Hispanic Linguistics and Director of the Spanish Language Program in the Department of Spanish and Portuguese at The Ohio State University. Her research focuses on second language acquisition (SLA) of Spanish phonology and phonetics within the revised Speech Learning Model (SLM-r). She also emphasizes principles of teaching Spanish as a second language, instructor training, and language program administration. Education: Ph.D. in Spanish Linguistics, University of Illinois at Urbana-Champaign (2000) M.A. in Spanish Linguistics, University of Illinois at Urbana-Champaign (1991) B.A. in Spanish, University of Illinois at Urbana-Champaign (1989) Research interests span Spanish phonetics/phonology SLA, pedagogical techniques, and leadership in language program administration. Her recent work examines applying leadership studies to program direction. She co-authored two Spanish textbooks: ¡Arriba! and Día a día . Key awards include the 2013 WMU Distinguished Teaching Award and multiple teaching accolades as a graduate TA. Her work bridges theoretical SLA research with practical classroom applications, including curriculum design and international teaching assistant training. Her contributions to the field include advancing techniques for SLA of segmental and prosodic features, as well as leadership strategies for language programs. She previously directed Western Michigan University's First-Year Spanish Program for 15 years before joining OSU in 2014.

Ros McLellanView profile

Associate Professor

• Student wellbeing
• Achievement motivation
• Mathematics anxiety
• +5 more

Ros McLellan is an Associate Professor in Teacher Education and Development at the University of Cambridge's Faculty of Education , concurrently serving as Director of Learning & Teaching . She holds a PhD in Science Education (King's College London), MPhil in Psychology of Education (Cambridge), and PGCE in Secondary Mathematics. Her research focuses on student wellbeing, motivation, mathematics anxiety, and teacher learning, with a psychological lens. Research Interests: Student motivation, wellbeing, mathematics anxiety, teacher professional development, gender and achievement disparities, creativity in education. Collaborations: Leads school-university partnerships in Kazakhstan and the UK, including projects on student well-being and education transitions. Professional Roles: British Educational Research Association (BERA) Council member and Chair of its Publications Committee; co-convenes the European Educational Research Association's Health and Wellbeing Education network. Her recent work explores mindfulness-based interventions, bullying victimization across nations, and the impact of SEL programs on adolescent behavior. Over 50 peer-reviewed publications span journals like Frontiers in Education , Child Indicators Research , and Journal of Adolescence . Current projects include analyzing UKSA program impacts and Kazakhstan school well-being initiatives. She advises doctoral students focusing on psychological perspectives of education-related research topics.

Ji-young ShinView profile

Assistant Professor

• Language assessment
• Corpus linguistics
• Educational technology
• +4 more

Ji-young Shin serves as an Assistant Professor in the Teaching Stream within Education Studies at the University of Toronto Mississauga's Department of Language Studies. Her position integrates teaching, research, and practical application in language education with emphasis on assessment innovation and technology integration. Her academic credentials include: PhD in English / Second Language Studies & ESL from Purdue University, USA MS in Educational Psychology & Research Methodology from Purdue University, USA MA in Teaching English to Speakers of Other Languages (TESOL) from Hankuk University of Foreign Studies, South Korea BA in English Education (Japanese minor) from Hankuk University of Foreign Studies, South Korea Shin's research program focuses on language assessment, corpus linguistics, and technology-mediated pedagogy. She employs mixed methods with quantitative emphasis, utilizing corpus-informed computational analysis and latent-trait modeling complemented by qualitative discourse analysis. Her work addresses critical gaps in second language acquisition, educational measurement, and digital learning environments, particularly regarding AI applications and test validation across diverse language contexts. Her publication trajectory from 2017-2025 demonstrates consistent innovation in language assessment methodologies and technology integration. Key themes include AI-powered chatbots for L2 Korean instruction, online vocabulary testing for Spanish, and corpus-based writing pedagogy. Her work shows increasing focus on artificial intelligence applications and cross-linguistic validation studies, reflecting evolving priorities in language education research. Shin has secured competitive research funding including: Global Classrooms Grant (2025–2026) for VR-enhanced intercultural competence Black, Indigenous, and/or Racialized Scholar Grant (2025–2026) for cross-border AI language learning IRCC Engage3 Project (2022–2024) as Co-PI on VR/AI educational advancement Advancement Fund Plus (2022) for generative AI in teacher education British Council Award (2019) for technology-mediated assessment development She teaches advanced courses including 'The Future of Ed Tech: Active Learning Classrooms and Artificial Intelligence' (EDS285) and supervises community-based experiential learning (EDS388). Her grant portfolio indicates active supervision of research assistants and collaboration with international teams focused on AI implementation and assessment validation. Current projects explore generative AI for language learning across diverse contexts and virtual reality applications in teacher education. While specific laboratory infrastructure isn't documented, her collaborative publications with researchers across Korea, Spain, and the United States suggest participation in international research networks focused on language assessment technology and corpus applications.

J. Elliott CasalView profile

Assistant Professor

• Applied Linguistics
• Corpus Linguistics
• Corpus-based Language Teaching
• +7 more

J. Elliott Casal serves as an Assistant Professor in the Department of English at the University of Memphis, where his research centers on applied linguistics with emphases in corpus linguistics, discipline-specific writing, and genre-based language pedagogy. His work bridges theoretical frameworks with practical applications for language teaching and academic literacy development across diverse disciplinary contexts. His academic credentials include: Ph.D. (2016-2020) from Pennsylvania State University M.A. (2012-2014) from Ohio University B.A. (2004-2008) from Ohio University Casal's research investigates functional linguistic conventions in professional communication, development of discipline-specific literacies, and corpus tool integration in language education. His scholarship critically examines syntactic complexity, phraseological patterns, and academic literacy across disciplines through both quantitative corpus analysis and qualitative assessments of learner agency, creativity, and intentionality in writing development. Analysis of his 15 most recent publications (2019-2024) reveals consistent focus on corpus-driven methodologies applied to academic writing across STEM and humanities disciplines. Key trends include syntactic complexity development in L2 legal writing, AI-writing detection ethics, frame-based formulaic features in academic genres, and cross-disciplinary variation in research article structures, demonstrating evolving applications of corpus linguistics to contemporary language education challenges.

Sadam IssaView profile

Associate Professor

• Arabic Studies
• Political Cartoons
• Discourse Analysis
• +4 more

Sadam Issa serves as Associate Professor of Arabic Studies within Michigan State University's Department of Linguistics, Languages, and Cultures (College of Arts & Letters). He teaches comprehensive Arabic language sequences from first-year through fourth-year levels, alongside specialized courses in Arabic society, literature, media, and Levantine dialects, while directing MSU's Arabic Study Abroad Program in Amman, Jordan. As a certified Oral Proficiency Interviewer (ACTFL), he actively advances language assessment standards. His research integrates discourse analysis, sociolinguistics, and visual rhetoric with language pedagogy, prominently featuring Arabic political cartoons—currently the subject of a book project—and comics-based instructional methods. Investigations span classroom anxiety, technology-enhanced learning, politeness strategies in Jordanian advertisements, and revolutionary folk music, revealing consistent focus on sociocultural dimensions of Arabic communication. Recent publications demonstrate interdisciplinary convergence: visual media (political cartoons/comics) increasingly informs language education research, while sociolinguistic analyses of Arabic media evolve toward comparative cultural studies, particularly regarding conflict representation and religious discourse. Scientific recognition includes: Open Educational Resources (OER) Leadership Awards (Michigan State University, 2021) Honor Instruction Award (Michigan State University, 2021) Fulbright Foreign Language Teaching Assistant (U.S. Department of State, 2006-2007) Issa pioneers curriculum innovation through OER textbooks for first/second-semester Arabic and hybrid learning models, receiving institutional awards for educational leadership. His study abroad program and OPI certification underscore commitment to experiential learning and proficiency-based assessment.

• TESOL
• Multilingual Education
• Language Teacher Education
• +8 more

Professor Barbara Skinner is a Professor of TESOL and Education at Ulster University's School of Education, based at the Coleraine campus. She serves as Director of Development and Partnerships for the School of Education and is a member of the School's Senior Management Team. Dr. Skinner was the first lecturer in Ulster's Centre for English Language Teaching (CELT) and moved to the School of Education to become Course Director of MA TESOL in 2006. Her educational background includes a Doctorate of Education from the University of Bristol (2014). Originally from Cornwall, she has extensive experience teaching ESOL and EAP, and has served as a UCLES examiner and IELTS examiner. Professor Skinner's research focuses on language teacher education, higher education pedagogy, and intercultural competence. Her current work explores minority language pupils in Northern Ireland, examining their educational attainment, home-school partnerships between schools and migrant parents, and the socio-emotional well-being of refugee pupils. She also investigates teacher talk and second language teacher education, with particular interest in conversation analysis, threshold concepts, and teacher identity. Her research has resulted in numerous publications in key international journals including the English Language Teaching Journal, Journal of Studies in International Education, and Journal of Education for Teaching. Professor Skinner has secured significant funding from external sources including the British Council, UKISA, and international partners in Spain, Korea, China, and Central Asia, with recent projects focusing on inclusive English language teaching across multiple countries. Sustained educational excellence award (2021) Professional Practice Innovation award (2021) Distinguished teaching fellowship - highly commended (2010) Excellence in International Partnership award (2020) Professor Skinner is actively involved in doctoral supervision and examination, and serves as Northern Ireland representative for the British Educational Research Association (BERA). She is an Editor of the BERA Blog and a member of BERA Publications Committee. Her professional activities include reviewing for several prestigious journals and mentoring new reviewers globally. She leads multiple international projects, including the MA TESOL dual award program between Kazakhstan and Northern Ireland, demonstrating her commitment to advancing language education worldwide.