Find Academic Supervisors

LI-JEN KUOView profile

Associate Professor

• Bilingual Education
• Literacy Development
• Cognitive Science of Learning
• +3 more

Dr. Li-Jen Kuo is an Associate Professor in the Department of Teaching, Learning & Culture at Texas A&M University (TAMU). She holds a Ph.D. in Cognitive Science of Teaching & Learning from the University of Illinois at Urbana-Champaign, along with M.A. degrees in Linguistics and Language Learning & Policy from UIUC and Stanford University, respectively. Her research focuses on cross-linguistic literacy, bilingual education, and cognitive aspects of learning. She directs the TAMU World Languages Academy and Teacher Academy, emphasizing multilingual education and teacher development. Key projects include the Cross-Linguistic Literacy & Cognition Research Group and editorships in Reading Research Quarterly and International Journal of Bilingual Education . Dr. Kuo has advised numerous doctoral students and led search committees for literacy/ESL faculty roles. Her awards include the Fulbright-Hays Fellowship (2024-2025) and the National Academy of Education/Spencer Postdoctoral Fellowship (2008-2010). Her work bridges theory and practice, examining interventions for ELLs, technology integration, and bilingual cognitive development.

Janet van HellView profile

Professor

• Bilingualism
• Second Language Acquisition
• Neurocognitive Processes in Language Development
• +3 more

Janet van Hell is Professor of Psychology and Linguistics at Pennsylvania State University , where she also serves as Co-Director of the Social, Life, and Engineering Sciences Imaging Center (SLEIC) and Co-Director of the Center for Language Science . She leads the Bilingualism and Language Development (BiLD) Lab , investigating neurocognitive aspects of bilingual language use. Education: Ph.D., University of Amsterdam, 1998 Research Interests: Her work centers on bilingualism , second language acquisition , and the neurocognitive mechanisms underlying language development. Using EEG/ERP , behavioral, and linguistic techniques, her lab explores cross-language interaction, code-switching, and foreign-accented speech comprehension. The ‘brain bus’ , a mobile EEG lab, extends her research into schools and public outreach. Publications Overview: Her recent publications span bilingual phonetics , syntax processing , memory consolidation , and executive control , with a focus on EEG/ERP methodologies and experimental behavioral paradigms . Studies often involve heritage speakers , child bilinguals , and late L2 learners . Advising & Collaborations: Advises numerous PhD students and postdocs, many co-authoring papers (marked with *). Collaborates across Psychology, Linguistics, and Neuroscience departments. Leads outreach via the ‘brain bus’ for public engagement in science. Labs & Centers: BiLD Lab – Bilingualism and Language Development Lab SLEIC – Co-Director, Social, Life, and Engineering Sciences Imaging Center Center for Language Science – Co-Director

Inbal ArnonView profile

Professor

• Language acquisition
• Psycholinguistics
• Statistical learning
• +4 more

Professor Inbal Arnon leads the Language Learning and Processing Lab at the Hebrew University of Jerusalem , focusing on how language knowledge emerges through cognitive mechanisms in first and second language acquisition. Her research bridges Cognitive Science , Linguistics , and Psychology , with a special emphasis on statistical learning, Zipfian distributions, and multiword units. Current projects include funded studies on learnability advantages of Zipfian distributions in language Investigations into cross-species communication through whale song analysis Developmental trajectories of statistical learning in children Her methodological approach combines computational modeling, experimental studies, and corpus analysis. Arnon’s work has been highlighted in Science , The New York Times , and Haaretz , with a particular focus on how cognitive biases shape language structure over time. The lab maintains a diversity commitment to recruit underrepresented groups in sciences and hosts a public-facing research space at the Bloomfield Science Museum . Arnon’s team actively explores cultural transmission mechanisms and language evolution through interdisciplinary collaborations.

Kara Morgan-ShortView profile

Professor

• Second Language Acquisition
• Neurolinguistics
• Psycholinguistics
• +4 more

Professor Kara Morgan-Short holds a joint appointment at the University of Illinois at Chicago in the Department of Hispanic and Italian Studies and the Department of Psychology. She directs the Cognition of Second Language Acquisition Laboratory and is affiliated with the Laboratory of Integrative Neuroscience. Her research focuses on the cognitive and neural mechanisms underlying second language acquisition, integrating linguistics, cognitive psychology, and neuroscience. She has held editorial roles for Language Learning and contributed to advancing open science practices in applied linguistics. Education: PhD in Spanish Linguistics (Georgetown University, 2007), MATL in Spanish (University of Southern Mississippi, 1998), BA in Humanities (UT Austin, 1991). Research interests include the role of declarative/procedural memory, attention, and context in SLA. She employs behavioral and electrophysiological methods (e.g., ERP) to study linguistic and cognitive processes. Key grants include NSF funding for doctoral research (2018–2022) and Language Learning grants (2014–2016). Awards include the 2018 Excellence in Teaching Award and the 2009 Harold N. Glassman Dissertation Award. Her work emphasizes interdisciplinary approaches to understanding bilingualism and SLA at both behavioral and neurocognitive levels.

Bronson HuiView profile

Assistant Professor

• Second Language Acquisition
• Applied Psycholinguistics
• Vocabulary Learning and Teaching
• +4 more

Bronson Hui is an Assistant Professor of Second Language Acquisition at the University of Maryland, College Park, within the School of Languages, Literatures, and Cultures (SLLC). He is also a member of the Maryland Language Science Center. His research focuses on applied psycholinguistics, particularly second language acquisition in instructed contexts, multi-modal input, vocabulary learning, and open science practices. Hui holds a Ph.D. in Second Language Studies from Michigan State University, an M.S. in Applied Linguistics from the University of Oxford, and dual B.A./B.Ed. degrees in English Language and Education from the University of Hong Kong. Education: Ph.D., Second Language Studies, Michigan State University M.S., Applied Linguistics and Second Language Acquisition, University of Oxford B.A. & B.Ed., English Language and Linguistics / Language Education, University of Hong Kong His research interests include experimental methods in SLA, quantitative analysis, and the use of AI tools in meta-research. He has published in journals like Studies in Second Language Acquisition , Language Learning , and Applied Psycholinguistics . Hui serves on the editorial boards of TESOL Quarterly and Studies in Second Language Acquisition . He teaches courses such as Second Language Research Methodologies , Psycholinguistics , and Vocabulary Acquisition in Instructional Contexts . Hui actively advises graduate students in empirical studies, dissertation research, and grant proposals. His work emphasizes open science practices, including pre-registration, data sharing, and reproducible analyses. Hui has developed workshops on R programming for applied linguists, emphasizing ethical data practices and open-source tools. He collaborates internationally on projects like the ASReview tutorial for meta-research and has contributed to book projects on quantitative methods in applied linguistics.

Gretchen SundermanView profile

Professor

• Psycholinguistics
• Bilingualism
• Second Language Acquisition
• +3 more

Gretchen Sunderman is a Professor and Associate Chair for Undergraduate Studies in the Department of Modern Languages and Linguistics at Florida State University. She holds an office in Diffenbaugh Building 324 and can be reached at gsunderman@fsu.edu . Her research focuses on psycholinguistics, bilingualism, and second language acquisition, with particular attention to cognitive control mechanisms in language processing. Her research interests include the bilingual lexicon, inhibitory control in bilingual production, and individual differences in language processing. She has contributed to understanding the dynamics of second language acquisition through studies on executive functions, language switching, and the role of working memory in language learning. Dr. Sunderman teaches courses such as Introduction to Linguistics, Psycholinguistics, and Bilingualism. Her work bridges cognitive psychology, applied linguistics, and education, addressing topics like code-switching, heritage language learners, and the impact of technology on bilingual education. Her advising and grant activities are not explicitly detailed in the provided materials, though her extensive publications reflect a strong focus on collaborative research in cognitive and applied linguistics.

Pavel TrofimovichView profile

Professor

• Second Language Acquisition
• Applied Linguistics
• Psycholinguistics
• +7 more

Pavel Trofimovich is a Professor of Applied Linguistics at Concordia University's Department of Education, where he has worked since 2003. His research bridges psycholinguistic, sociolinguistic, and pedagogical dimensions of second language acquisition. PhD in Educational Psychology/Applied Linguistics (University of Illinois at Urbana-Champaign, 2003) MA in Teaching English as an International Language (University of Illinois at Urbana-Champaign, 1998) BA in English Philology (University of Latvia, 1996) Key research areas include cognitive processing in L2 speech acquisition, social variables affecting language learning, and comprehensibility in lingua franca interactions. His Concordia Applied Linguistics Lab (co-directed with Kim McDonough) employs mixed methods including eye-tracking and physiological sensors to study multilingual communication. Recent publications (2023-2025) focus on metaperception in L2 interaction, accent bias in employment, and nonverbal behaviors in communication success. Collaborative projects with students and SSHRC grants (e.g., 2021-2025 foreign accent bias study) demonstrate his applied focus on real-world language challenges. Current PhD students: Anamaria Bodea, Thao-Nguyen Nina Le, Chaoqun Zheng Former students now hold academic positions globally (University of Alberta, Waseda University, etc.)

• Second Language Acquisition
• Grammar Instruction in Second Languages
• Corrective Feedback
• +3 more

Ahlem Ammar is a Full Professor in the Department of Didactics at the Faculty of Education, University of Montreal . Her research focuses on second language acquisition, particularly in grammar instruction , corrective feedback mechanisms , and metalinguistic awareness for French and English as second languages. She supervises doctoral and master's students in educational linguistics. Holder of a Ph.D. in Education (McGill University, 2003) Master's in Applied Linguistics (Concordia University, 1996) Master's in Civilization and English Literature (École Normale Supérieure de Tunis, 1993) Her publications examine corrective feedback effectiveness, task-based learning, and error analysis in second language contexts. Current research projects focus on collaborative writing tasks and written corrective feedback impacts for French L2 learners. Scientific Awards 2016 - University of Montreal Excellence Award for Graduate Supervision 2014 - Faculty of Education Excellence in Teaching Award She has secured multiple grants from FRQSC (Fonds de recherche du Québec - Société et culture) and SSHRC (CRSH) for studies on corrective feedback and L2 writing development. Her supervision has led to numerous successful PhD and MA completions.

• Experimental psychology
• memory
• source monitoring
• +3 more

Eriko Sugimori is an Associate Professor at the School of Human Sciences, Faculty of Human Sciences. She holds a Ph.D. in Education and has established herself as a prominent researcher in experimental psychology with a focus on memory processes and cognitive phenomena. Her research interests span across several key areas of experimental psychology: Memory and source monitoring processes Action and implicit memory Individual differences in cognitive processing Nostalgia and autobiographical memory Schizotypal personality traits and cognitive functioning Dr. Sugimori's work demonstrates a consistent pattern of investigating how cognitive processes interact with emotional states, social contexts, and perceptual experiences. Her research spans from basic cognitive mechanisms to applied settings in clinical, educational, and social contexts. A significant portion of her work examines how memory processes are influenced by emotional states, social interactions, and individual differences in personality traits. Among her notable achievements is the Japanese Psychological Association Excellent Paper Award received in 2006. Her research has been published in numerous high-impact journals across psychology and cognitive science. Dr. Sugimori has mentored numerous students through research projects and has been involved in various research collaborations across different institutions. Her work has received significant attention in the field, as evidenced by her 504 citations and h-index of 12 across 43 publications. She is actively involved in several professional organizations including the Japanese Society of Sport Psychology, Japanese Society of Applied Psychology, Psychonomic Society, Japanese Psychological Association, and Japanese Society of Cognitive Psychology, demonstrating her commitment to advancing psychological science across multiple subdisciplines.

Anna PotView profile

Researcher

• Affective Science
• Linguistics
• Cognitive Aging
• +3 more

Anna Pot is a Postdoctoral Scholar in the Department of Psychology at Stanford University, specializing in Affective Science. Her research focuses on the intersection of language, aging, and cognitive processes, particularly in multilingual/migrant populations. Key areas include language barriers affecting elderly migrants, cognitive effects of bilingualism in aging adults, and the role of language use in promoting wellbeing. Research interests emphasize sociolinguistic factors impacting health outcomes, intergenerational communication challenges, and neurocognitive aspects of language proficiency. She investigates how multilingualism influences cognitive reserve and how language policies can support aging populations. Her work has explored topics such as phonetic convergence in interactions, alcohol's impact on language production, and diagnostic tools for academic literacy. This spans both theoretical contributions (e.g., cognitive models of bilingual aging) and applied solutions (e.g., language awareness programs for migrant communities).

Rachel MayberryView profile

Professor

• Linguistics
• Psycholinguistics
• Neurolinguistics
• +3 more

Rachel Mayberry's Academic Profile Rachel I. Mayberry is a Professor in the Department of Linguistics at the University of California San Diego (UCSD), where she holds affiliations with the Center for Research on Language, Cognitive Science Program, and the Center for Academic Research and Training in Anthropogeny (CARTA). She holds a Ph.D. from McGill University, M.Sc. from Washington University, and B.A. from Drake University. Her work focuses on the critical period for language acquisition through sign language and deafness studies. Her research integrates psycholinguistic and neuroimaging methods to explore how delayed language exposure impacts syntactic processing, brain development, and reading proficiency in deaf individuals. Key areas include neurolinguistic processing differences between early and late first-language learners of ASL, the role of modality in syntactic comprehension, and the relationship between gesture and language development. Mayberry teaches courses such as Sign Language and Its Culture (Lign 7), Child Language Acquisition (Lign 171), and Biology and Environment in Language Acquisition (Lign 282). She has received grants from NIH, the Kavli Foundation, and the National Science Foundation. Her work has been published in high-impact journals like Developmental Science , Proceedings of the National Academy of Sciences , and Brain and Language . Notable contributions include demonstrating that critical period effects are stronger for first-language acquisition than second-language learning, and revealing how early language deprivation alters neural language pathways in adulthood. Her lab collaborates with institutions like the Salk Institute and UCSD's Neuroscience Program to bridge cognitive science and linguistics.

Leonarda PrelaView profile

Researcher

• First and Second Language Acquisition
• Bilingualism in Adults
• Cognitive Linguistics
• +3 more

Dr. Leonarda Prela is a doctoral researcher at the Chair of Language and Cognition (Alexander von Humboldt-Professorship) within the Department of English and American Studies at Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU). Her research investigates the interplay between cognitive abilities and linguistic performance in adult bilingual speakers of Greek and English, focusing on factors influencing first and second language acquisition. Research Focus : Relationship between L1 and L2 in bilinguals Cognitive predictors of language attainment Role of education and input quality/quantity Recent Publications Analyzed : 2024 study on age effects in heritage vs. late L2 learners 2022 investigation of aptitude-experience interactions in Greek-English bilinguals Contact: leonarda.prela@fau.de

Esther de LeeuwView profile

Associate Professor

• Multilingualism
• Bilingualism
• L1 attrition
• +6 more

Esther de Leeuw is a Reader in Experimental Linguistics and Phonetics at Queen Mary University of London (QMUL), part of the School of Languages, Linguistics and Film. She holds a PhD from Queen Margaret University (Edinburgh) and completed postdoctoral research at the University of Munich and York University. Her research focuses on multilingualism, bilingualism, first language attrition, and phonetic/phonological processes. She directs QMUL's Phonetics Laboratory and co-founded Multilingual Capital, a resource for London communities. De Leeuw teaches modules on multilingualism, sociophonetics, and acoustic analysis of speech, and supervises PhD students exploring topics like bilingual pitch range and L2 perception-production links. She has held visiting fellowships in Germany and Canada, and is an Associate Editor for Second Language Research . Education: PhD in Linguistics, Queen Margaret University (2009) Magistra Artium (MA), University of Trier (Germany) Studies at University of Utrecht (Netherlands) and Northwest Community College (Canada) Research Interests: Social, cognitive, and linguistic factors in multilingual speech; phonetic/phonological attrition; bilingual executive control; sociophonetic variation. Recent work includes studies on Japanese-English bilingual pitch range, Sylheti-English prosody, and L2 perception-production disconnects. Grants & Collaborations: Led projects on phonetic attrition funded through Humboldt Fellowship and UK-based grants. Collaborates internationally with institutions including the University of Munich and the BBC Pronunciation Unit. Current research explores gender perception shifts in late bilinguals and L2 cross-modal priming effects. Labs/Initiatives: Director of QMUL Phonetics Lab, co-founder of Multilingual Capital (advocating multilingualism benefits in education).

Kim McDonoughView profile

Professor

• Second Language Acquisition
• Psycholinguistics
• Task-Based Language Teaching
• +4 more

Kim McDonough is a Professor in Applied Linguistics at Concordia University's Department of Education since 2010. Her research focuses on psycholinguistic approaches to second language acquisition, classroom-based interaction studies, and task-based language teaching.

Patricia J. BrooksView profile

Professor

• Language Development
• Language Learning
• Individual Differences in Cognition
• +12 more

Patricia J. Brooks is a Professor in the Department of Psychology at the College of Staten Island, City University of New York (CUNY). She serves as Director of the Language Learning Laboratory and is an active member of the Doctoral Faculty at The Graduate Center, CUNY, contributing to PhD programs in Psychology, Educational Psychology, and Speech-Language-Hearing Sciences. Education: PhD, New York University MA, New York University BA, Johns Hopkins University Her research focuses on individual differences in language learning across the lifespan, with an emphasis on adult second language acquisition and child language development. She employs experimental methods and computer-based games to study speech perception and production in both typical and atypical development. She also has a strong interest in pedagogy, particularly active learning, mentoring, and the use of technology in education. Her recent publications span diverse areas including statistical learning in developmental disorders, narrative evaluation in children, phonological processing, and innovative teaching practices such as Wikipedia editing in the classroom. These works reflect a consistent theme of understanding cognitive and social mechanisms in language development and applying that knowledge to educational contexts. Scientific Service and Leadership: Faculty Advisor, Graduate Student Teaching Association, American Psychological Association (Division 2) She has authored and edited key academic texts such as Language Development (2012), Encyclopedia of Language Development (2014), and Cognitive Development in Digital Contexts (2017). Her work bridges experimental psychology, linguistics, and educational practice. She is actively involved in research mentorship and graduate training, contributing to the development of future scholars in psychology and education. Her laboratory supports interdisciplinary research on language and cognition, and she collaborates widely across institutions and disciplines.