Find Academic Supervisors

• Psycholinguistics
• Language Production
• Individual Differences in Language
• +2 more

Zeshu Shao is a Lecturer at the School of Psychology, University of Aberdeen, specializing in psycholinguistics with primary interest in individual differences in language psychology. Affiliated with the School of Psychology since 2018, Shao serves as MSc Programme Coordinator, Education Committee Member, School Disability Officer, and International Study Centre link tutor. Education: BSc in Applied Psychology at Nankai University (2004, China) MSc in Psychology at University of Nottingham (2006, UK) PhD at Max Planck Institute for Psycholinguistics (2013, Netherlands) Post-doctoral research fellow at Max Planck Institute for Psycholinguistics (2013-2017) Shao's research centers on cognitive, linguistic, and social factors affecting first and second language communication. Key areas include language production mechanisms, individual differences in lexical access, naming paradigms, and the role of executive control in speech. Current work examines orthographic influences on spoken word production, contextual effects in question answering, and social network impacts on language processing. The research employs experimental paradigms like blocked cyclic naming, picture-word interference, and Stroop tasks with EEG analysis. Publication trends show consistent focus on psycholinguistic mechanisms since 2011, with increasing emphasis on individual differences and neural correlates. Recent work (2020-2023) explores orthographic processing, contextual priming, and frequency effects in noun phrase production, demonstrating methodological evolution toward neurocognitive approaches. Scientific Awards: Shao provides academic leadership as MSc Programme Coordinator and serves on the Education Committee. While specific grants aren't detailed in available materials, research spans multiple international collaborations including Max Planck Institute, University of Nottingham, and Dutch institutions. The work supports Aberdeen's research vision in cognitive psychology and language sciences. Laboratory work appears centered in the School of Psychology's research facilities, with emphasis on experimental psycholinguistics and cognitive testing environments. Current projects continue investigating language production mechanisms and individual variability factors.

• Interpreting Studies
• Cognitive Load Theory
• Extended Realities in Language Technologies
• +3 more

Anne Catherine Gieshoff is a Researcher at the ZHAW School of Applied Linguistics, affiliated with the Institute of Multilingual Communication. Her work focuses on cognitive aspects of interpreting, technology integration in language professions, and multilingual healthcare communication. She holds a Ph.D. from Johannes Gutenberg University Mainz (2018) and has extensive professional experience in translation and cross-border project management. Education includes a Ph.D. in Interpreting Studies (2018), M.A. in Conference Interpreting (2013-2018), and studies in multilingual communication at institutions across Europe. Her research explores cognitive load in interpreting, augmented reality applications, and ELF (English as a Lingua Franca) dynamics in professional settings. Recent publications address topics like augmented reality usability for interpreters, cognitive load measurement frameworks, and machine translation in healthcare. She leads projects such as 'Use of machine translation apps in clinical contexts' and 'Assessment of multimodal interpreting technologies'. Key Projects: DigiLinguo (language barriers in public institutions), AR interpreter usability studies, and ELF density analysis Teaching: Courses on descriptive statistics, multilingualism in professional contexts, and communication science in virtual spaces Labs/Teams: Member of TREC (Translation, Research, Empiricism and Cognition) and IATIS (International Association for Translation and Intercultural Studies)

Jennifer HowellView profile

Professor

• Online Learning
• Educational Technologies
• Digital Pedagogy
• +4 more

Professor Jennifer Howell is Pro Vice-Chancellor (Global Engagement) at the University of Western Australia (UWA), overseeing internationalisation strategy and global partnerships. She holds a PhD from Queensland University of Technology and is a Harvard Graduate School of Education alumna. Her research focuses on digital pedagogy, online learning technologies, and the operationalisation of international collaborations. Key interests include digital badging for learning pathways and immersive virtual/augmented learning tools. With 21+ years in higher education leadership, her career spans roles as Associate Deputy Vice-Chancellor (Learning & Teaching) at Curtin University and Dean of Learning & Teaching in the Faculty of Humanities. She has pioneered strategic initiatives like micro-credentials, learning platforms, and offshore campus redevelopments. Howell actively contributes to education policy through roles on national committees including the Australian Council of Deans in Education and the Council for the Humanities, Arts and Social Sciences. Her $1.6M externally funded research explores STEM education through robotics, digital pedagogy frameworks, and accessibility in e-learning. Notable projects include usability studies for adaptive exercise apps and collaborative learning tools for students with disabilities. Howell advocates for embedding technology innovations into operational educational practices to ensure effective transformation. Education: PhD (Queensland University of Technology), Harvard Graduate School of Education Key Roles: Pro Vice-Chancellor (Global Engagement), UWA; Formerly Deputy VC (Learning & Teaching), Curtin Committees: Australian Technology Network (ATN) Universities Australia DVCA Group TEQSA (Tertiary Education Quality and Standards Agency) Grants: $1.6M in external research funding across international collaborations Her advisory work includes school boards (e.g., Lesmurdie Senior High School) and curriculum bodies like the School Curriculum and Standards Authority (SCASA). Howell’s publications emphasize bridging theory-practice gaps in digital learning and leveraging technology for inclusive education.

Lisa DrydenView profile

Professor

• Literacy Education
• Reading Instruction
• Culturally Responsive Teaching
• +3 more

Lisa Dryden, Ph.D., is a Professor of Graduate Reading at Texas Wesleyan University's School of Education. She holds a Ph.D. from Florida State University, an M.Ed. and B.S. from Louisiana State University. Her expertise spans literacy education, culturally responsive teaching, and language acquisition. Dr. Dryden teaches courses such as Teaching Adolescents Writing and Literature and Reading in the Content Areas , emphasizing practical pedagogical strategies for diverse learners. Her research focuses on integrating literature into curricula, supporting English Language Learners, and fostering critical thinking through literacy. Dr. Dryden has presented widely at national and international conferences on topics such as guided reading practices, culturally responsive teaching, and literacy development. Her publications include book reviews in The Wesleyan Graduate Review and peer-reviewed articles on literacy instruction, cultural factors in education, and early childhood learning. Despite no formal awards listed, her contributions to literacy education and teacher training reflect a commitment to equitable and innovative educational practices. She has advised no named students but contributes significantly to graduate education through course development and scholarly engagement. Her work often bridges theory and practice, addressing challenges in K-12 literacy and teacher preparation. Collaborative projects and presentations highlight her dedication to fostering inclusive learning environments and advancing literacy strategies across diverse educational settings.

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.

Viktoria BashamView profile

Lecturer

• Folklore
• Vampire Studies
• Slavic Languages
• +1 more

Viktoria Basham serves as a Lecturer at Salisbury University's Clarke Honors College, where she acts as Honors Advisor for freshmen/sophomores and Assistant Director of the Nationally Competitive Fellowships Office. Her educational background includes: PhD in Slavic Languages and Literatures (University of Virginia, 2017) MA in Slavic Languages and Literatures (University of Virginia, 2012) BA in Russian Area Studies (Washington and Lee University, 2010) Her scholarly work focuses on folklore with specialized expertise in vampire studies, leveraging fluency in English, Bulgarian, and Russian. Research trends indicate deep interdisciplinary connections between Slavic cultural traditions and supernatural narratives. Key recognition includes: Teaching/Research Fulbright Scholar Award (2024-2025) She actively mentors student research projects and advises the Honors Student Association, demonstrating commitment to undergraduate scholarly development through personalized guidance and fellowship preparation support.

• Clinical Linguistics
• Psycholinguistics
• Aphasia
• +5 more

Dr. Anna Rosenkranz is a researcher at the Institute for German Linguistics, specializing in Clinical Linguistics at Philipps-Universität Marburg. She holds a visiting professorship at the Department of Educational and Rehabilitation Sciences, University of Cologne (2024-2025), focusing on language disorders in neurologically impaired populations. Her career spans institutions including Ruhr-Universität Bochum and University of Reading, with a PhD in Linguistics (2015). Current affiliations: Philipps-Universität Marburg (since 2019), University of Cologne (2024-2025) Education: PhD Linguistics (Bochum), MA Speech Science (Marburg), BA Linguistics (Bochum) Rosenkranz's research bridges clinical linguistics and neuropsychology, focusing on: Executive function contributions to word retrieval in aphasia Complex semantic processing in cognitive communication disorders Diagnostic tools for subtle post-brain-injury communication deficits Psycholinguistic models of verbal fluency in psychiatric and neurological conditions Digital participation barriers for speech-language impaired individuals Her work emphasizes practical applications in speech therapy, including the development of the KomplexSem test and FAVRES-D assessment. Recent publications analyze digital accessibility challenges, semantic processing, and cognitive-linguistic interactions across conditions like schizophrenia and dementia. Professional activities include: Co-developer of cognitive-communication screening tools (CCCABI-DE, KomplexSem) Coordinator of continuing education programs (2022-2024) Keynote speaker at international workshops on language production and neurorehabilitation Contributor to BMBF-funded projects on 'small disciplines with high potential'

Zoe HandleyView profile

Senior Lecturer

• Applied Linguistics
• Computer-Assisted Language Learning (CALL)
• Second Language Acquisition
• +5 more

Dr Zoe Handley is a Senior Lecturer in the Department of Education at the University of York . With a PhD in Informatics from the University of Manchester and a BSc in French Language Technology from UMIST, her career spans roles such as Research Fellow at the University of Nottingham (2007-2009) and Oxford University Press Research Fellow at the University of Oxford (2009-2011). She joined York in 2011 and was promoted to Senior Lecturer in 2017. Education BSc in French Language Technology, UMIST (2001) PhD in Informatics, University of Manchester (2006) Research Interests Her research focuses on second language oral fluency and computer-assisted language learning (CALL) . Key projects include a British Academy-funded investigation into fluency measurement and a British Council-funded study on study-abroad impacts on fluency. She also explores technology's role in pronunciation training, teacher cognition, and digital tools like wikis and smartphones. Scientific Awards Vice Chancellor’s Award for Teaching (2014) Oxford University Press Research Fellowship (2009-2011) Teaching & Leadership She has taught TESOL, applied linguistics, and research methods, leading innovations recognized by the Vice Chancellor. Administrative roles include Director of Taught Masters (2014-2016) and Programme Leader for the interdisciplinary MA in Social Research. Laboratory & Teams She is affiliated with the Centre for Advanced Studies in Language and Education (CASLE) , contributing to interdisciplinary research and supervising doctoral students in CALL-related areas.

Lise AbramsView profile

Professor

• Language and Memory
• Speech Production
• Tip-of-the-Tongue States
• +5 more

Lise Abrams serves as the Peter W. Stanley Professor of Linguistics and Cognitive Science and Chair of the Linguistics and Cognitive Science Department at Pomona College, where she has held faculty positions since 2018 after 20 years at the University of Florida. Her interdisciplinary work bridges psychology, linguistics, and cognitive science with a focus on lifespan language processing. Education: Ph.D., University of California, Los Angeles M.A., University of California, Los Angeles B.A., Pomona College (Psychology & Mathematics) Abrams investigates language-memory interactions across adulthood, specializing in word retrieval mechanisms, tip-of-the-tongue phenomena, and emotional influences on speech production. Her research examines how cognitive aging, bilingualism, and non-cognitive factors like anxiety affect communication, with particular attention to real-world challenges like proper name recall and taboo word interference. This work integrates experimental psychology with linguistic theory to explain everyday communication breakdowns. Her recent publications (2023-2025) reveal evolving trends toward emotional language processing in aging populations, examining laughter's anxiety-reducing effects, taboo word interactions, and cross-linguistic tip-of-the-tongue resolution. Abrams consistently explores how arousal and valence modulate age-related differences in speech production, connecting laboratory findings to practical communication challenges in older adults. Scientific Recognition: Fellow of Association for Psychological Science (2019) Marquis Lifetime Achievement Award (2019) Four society fellowships (APA, Gerontological Society, Psychonomic Society) Sigma Xi Young Investigator Award (2007) National mentorship awards from APA and Women in Cognitive Science Abrams has secured significant funding including National Institute on Aging grants for aging-language research and mentored numerous students through University of Florida's Academy of Distinguished Teaching Scholars. Her leadership extends to coordinating Pomona's Cognitive Science Section and collaborating with international consortia like Cam-CAN. As Principal Investigator of the Pomona College Cognitive Aging Lab, she directs research on speech production mechanisms using behavioral paradigms including picture-word interference and tip-of-the-tongue induction. Her team actively investigates cross-linguistic differences through Mandarin Chinese studies and examines emotional language processing in aging populations.

• Second Language Acquisition
• L2 Writing
• French as a Foreign Language (FLE)
• +12 more

Cecilia Gunnarsson is an Associate Professor in Language Sciences at the University of Toulouse Jean Jaurès, affiliated with the NeuroPsychoLinguistics Laboratory (LNPL) and the Department of French as a Foreign Language Studies (DEFLE). She holds leadership roles as Axis 2 Manager in URI Octogone Lordat, Head of the Master's in French and Francophone Studies (DEFLE), and Co-Director of the Master's in Teaching Abroad (ESPE). Her academic work bridges research and pedagogy in second language acquisition, particularly in L2 French writing. Her research focuses on the cognitive and linguistic aspects of written production in both L1 and L2 French, with emphasis on fluency, complexity, and accuracy (FCA), working memory, and the oral/written interface—especially liaison and instance retrieval. She investigates how L2 learners develop writing automatization and how cognitive and emotional factors influence orthographic production. Her recent work uses experimental paradigms, such as dual-task methodologies, to differentiate controlled from automated writing processes. The analysis of her publications reveals a strong trajectory in psycholinguistics and applied linguistics, with a consistent focus on empirical and corpus-based methods. Her work spans developmental, cognitive, and educational dimensions of writing, with increasing interest in digital communication (e.g., instant messaging) and its impact on spelling. She frequently collaborates with researchers in neurolinguistics and cognitive psychology. Member, Scientific Committee, International Conference Les troubles du langage écrite : de l’enfance à l’âge adulte , 2012 Member and Organizer, Phonlex 2010 : Liaison and other sandhi phenomena Organizer, Conscila Workshop, ENS Paris, 2010: Multidisciplinary analysis of a student writing corpus She has supervised doctoral research, including a thesis on metacognitive strategies in vocabulary learning, and has co-edited several academic volumes. Her participation in national and international research networks—including ANR PHONLEX, GDR-CNRS APPVE, and GIS ReAL2—demonstrates her active role in the academic community. She also contributes to research valorization through conference organization and editorial work.

• Linguistics
• Phonetics and Speech Science
• Sociolinguistics
• +4 more

Tanya Flores is an Associate Professor at the University of Utah in the Department of World Languages and Cultures. She has held this position since 2022 and was promoted from Assistant Professor (2014-2022). She also served as Associate Chair of her department from 2021 to 2024. Her research spans linguistics, phonetics, sociolinguistics, and bilingualism, with a focus on Hispanic communities, hard-of-hearing children, and language contact situations. PhD in Hispanic Linguistics from Indiana University (2014) MA in Spanish and Portuguese from Indiana University (2009) MA in Spanish Literature from University of Oregon (2003) Her research explores phonetic variation in Spanish-speaking populations, including studies on Chilean radio speech, Japanese-Spanish bilinguals, and hard-of-hearing children. Key methodologies include acoustic analysis, speech accommodation studies, and longitudinal language development tracking. Her recent publications examine grammatical variation in Chilean Spanish and Peruvian speech patterns, while older works investigate code-switching and morphological adaptation in immigrant communities. Notable scientific awards include the Utah Presidential Leadership Fellow (2022-2023), University Research Committee Faculty Fellow Award (2018), and federal Graduate Assistance in Areas of National Need Fellowship (2013). She has secured grants from the Andrew W. Mellon Foundation and the COH International Travel Program for bilingualism research in Spain. Teaching activities include courses on Spanish phonetics , special topics in linguistics, and honors thesis supervision. Her grants and publications emphasize community-based research involving Latinx families of deaf/hard-of-hearing children and international collaborations studying language contact phenomena.

Ronen HershmanView profile

Research Fellow

• Cognitive Psychology
• Pupillometry
• Eye Movements
• +3 more

Ronen Hershman is a Research Fellow at the Department of Clinical Psychology I, University of Innsbruck. He specializes in cognitive psychology research with a focus on pupillometry, eye movements, and cognitive control mechanisms. His work primarily investigates numerical processing and conflict resolution using Stroop task paradigms. His research interests center on: Cognitive control mechanisms in conflict tasks Pupillometry as an indicator of cognitive effort Numerical cognition and processing Eye movement patterns in cognitive tasks Development of methodological tools for pupillometry analysis Hershman's publications demonstrate a consistent focus on cognitive conflict paradigms, particularly Stroop task variations, with an emphasis on temporal analysis of pupillary responses. His methodological work includes developing CHAP, an open-source pupillometry analysis software that has become a significant contribution to the field. He has taught courses including Research Seminar, Specific Clinical Research Methods, and specialized seminars on pupillometry and eye movement methodologies. His teaching portfolio includes both graduate and undergraduate level instruction in statistics and research methods.

Anne MahoneyView profile

Academic

• Classical tradition and reception
• Linguistics
• Ancient drama
• +6 more

Anne Mahoney is an Associate Teaching Professor in the Department of Classical Studies at Tufts University, where she has taught since 2004. Her research focuses on meter and poetics , neo-Latin post-Renaissance, and ancient drama . She is deeply involved in teaching historical linguistics, Latin, Greek, and Sanskrit languages, and revived Tufts' course on ancient mathematics . PhD, Boston University (2000) MA, Classical Studies (1996) MA, Mathematics (1985) BA, Mathematics and Economics (1979) Mahoney's publications include reviews of neo-Latin poetry, analyses of Greek and Roman drama, and chapters on meter and song in Aristophanes. Her work bridges classical scholarship with interdisciplinary approaches, emphasizing linguistics , dramatic literature , and ancient mathematics . She is an editor for the Bryn Mawr Classical Review and Classical Outlook , and participates in committees like the University Faculty Senate and Committee on Translation of Classical Authors . Her teaching spans courses like Historical Linguistics , Greek and Roman Tragedy , and Mathematics in Antiquity , reflecting her dual expertise in classics and mathematics. She holds fluency in Latin, Greek, Sanskrit, and modern languages like Spanish and German.

Tatiana Nekrasova-BekerView profile

Associate Professor

• Second Language Acquisition
• Applied Linguistics
• TESOL (Teaching English to Speakers of Other Languages)
• +5 more

Dr. Tatiana Nekrasova-Beker is an Associate Professor of Applied Linguistics and TEFL-TESL at Colorado State University, affiliated with the English departments (undergraduate and graduate). She specializes in second language acquisition, corpus-based research, and ESP methodology, collaborating with the Programs for Learning Academic and Community English (PLACE) to support international students and faculty. Her roles include teaching graduate courses in the TEFL/TESL program and designing language materials for discipline-specific contexts. Education : - PhD in Applied Linguistics from Northern Arizona University - M.A. in Applied Linguistics from Georgia State University Research Interests : Usage-based approaches to L2 acquisition, formulaic language in fluency, corpus analysis of discipline-specific discourse, ESP course design, and assessment methodologies. Her work bridges theoretical insights with practical applications in engineering, business, and academic contexts. Publications : Dr. Nekrasova-Beker’s research focuses on lexical patterns in engineering discourse, ESP curriculum development, and L2 assessment. Recent work includes studies on vocabulary demands in Russian engineering education and corpus-based analyses of engineering sub-disciplines. Collaborations and Teaching : Collaborates with PLACE to enhance language support programs. Teaches courses such as E526 (TESL methods), E527 (SLA theories), and E634 (ESP curriculum design). Engages students in project-based learning and intercultural communication studies. Personal Interests : Enjoys traveling, exploring Colorado’s natural beauty with her family, gardening, and running.

Marilyn AbbottView profile

Professor

• Second Language Assessment
• Teacher Development
• ESL Literacy
• +3 more

Marilyn Abbott is a Professor in the Department of Educational Psychology at the University of Alberta’s Faculty of Education, specializing in second language learning, assessment, and teacher development. She holds a PhD and has contributed extensively to the field of TESL through research on equitable instructional practices, portfolio-based assessment, and professional development for educators. Her work emphasizes strategies to support multilingual learners in K-12 and adult education contexts. Research Interests: Dr. Abbott’s research focuses on second language reading and listening strategies, teacher professional development, and the design of equitable assessment frameworks. She has explored innovative approaches to integrating technology in language learning, such as using memes and online platforms, while advocating for learner-centered pedagogy. Grants & Awards: Abbott has led over a dozen funded research projects, including SSHRC grants on language assessment policies and community-driven professional development. She received the ILTA Best Article Award for her work on ESL reading strategies and has been recognized for advancing provincial assessment practices in Alberta. Teaching & Supervision: She teaches courses like TESL Capping Project, Language Learning Strategies, and Assessment in ESL. Her supervision spans over 40 graduate students, with many focusing on digital literacy, portfolio assessment, and intercultural communication in language education. Labs/Teams: She collaborates with Immigration Research West (IRW) and the SSHRC-funded Pathways to Prosperity project, advancing newcomer integration through evidence-based language training. Her work also intersects with visual language research through the NSF-funded Visual Language and Visual Learning Center.