Find Academic Supervisors

Gyula TankóView profile

Associate Professor

• Language Assessment
• English as a Foreign Language (EFL)
• Educational Testing
• +6 more

Gyula Tankó is a habilitated Associate Professor at the Department of English Applied Linguistics , School of English and American Studies, Eötvös Loránd University . His research focuses on language assessment validity , particularly for advanced-level English exams. Research interests include: Constructive justification of EFL school-leaving examinations Psychometric challenges in reading and listening comprehension assessments Alignment of national language policies with assessment practices Development of analytic rating scales for EAP (English for Academic Purposes) Cognitive processes in L2 listening behaviors Selected publications address topics like: Test fairness and generalizability Impact of punctuation errors on EFL assessment CEFR taxonomy in listening evaluation His work contributes to improving language proficiency certification and university admissions in Hungary. Contact : Email: tanko.gyula@btk.elte.hu Address: Room 430, Eötvös Loránd University, Faculty of Humanities, Rákóczi út 5, Budapest, H-1088

Lynn DempseyView profile

Associate Professor

• Narrative Comprehension
• Child Language Development
• Language Impairments in Children
• +4 more

Lynn Dempsey is an Associate Professor in Applied Linguistics and Associate Dean of Undergraduate Studies in the Faculty of Social Sciences at Brock University. She holds a PhD in Rehabilitation Sciences from the University of Western Ontario (2005), an M.Sc. in Speech-Language Pathology, and degrees in Psychology and Social Work from McMaster University. A certified Speech-Language Pathologist, her research focuses on narrative comprehension in preschool children with and without language impairments, emphasizing story representation, early literacy development, and the application of the ICF framework in clinical assessment. Dr. Dempsey directs the Child Language Laboratory and contributes to the LifeSpan Development Centre. Her teaching spans courses in child language acquisition, language disorders, and clinical evaluation. She has held leadership roles including Chair of the Department of Applied Linguistics (2020-2023), Graduate Program Director, and member of ethics and academic committees. Her publications emphasize methodologies for assessing story comprehension, the impact of play-based interventions, and literacy support for children with hearing impairments. Dr. Dempsey’s work bridges developmental psychology, speech-language pathology, and educational practices. Her research consistently examines how narrative structures, background knowledge, and clinical frameworks influence young children’s language development. Recent studies explore emotion categorization in children’s language and the validity of assessment tools for pre-readers.

Rachel BurkeView profile

Associate Professor

• Applied Linguistics
• TESOL Education
• Cultural and Linguistic Diversity (CALD)
• +4 more

Associate Professor Rachel Burke is an Applied Linguist and TESOL educator in the School of Education at the University of Newcastle, affiliated with the College of Human and Social Futures. Her research focuses on linguistically and culturally diverse educational contexts, critical examination of policy impacts, and praxis-driven approaches to language education. She holds a PhD and has extensive experience in refugee education, forced migration studies, and equity in higher education. Research Interests: Dr. Burke’s work spans sociolinguistics, TESOL curriculum development, and educational equity for marginalized groups. Her recent projects explore the linguistic experiences of refugee/asylum seeker students, ethics in fragile research contexts, and digital empowerment for displaced learners. She employs critical discourse analysis to examine structural inclusion/exclusion mechanisms in education systems. Key Contributions: Her 2023 co-authored book Questioning Care in Higher Education challenges conventional definitions of academic service. Over 26 peer-reviewed articles and 12 book chapters address topics like EMI in Vietnam, mental health in teacher education, and policy barriers for asylum seekers. She has secured $418k in grants including the Scanlon Foundation’s Unity Works initiative supporting refugee employment. Grants & Impact: Leads projects like Refugee Mothers & Children Toolkit (Perpetual Limited, 2021) and co-leads the Co-designing Legal Literacy Resources grant (2024). Her work informs institutional policies on linguistic equity and asylum seeker access to education. Supervision: Supervises 12 current PhD students researching topics from EFL pedagogy in Vietnam to wellbeing in primary education. Her mentorship focuses on ethical research practices in sensitive contexts.

• Serbian as a Foreign Language
• Linguistics
• Serbian Language
• +3 more

Biljana Babić serves as an Assistant Professor in the Department of Serbian Language and Linguistics at the Faculty of Philosophy, University of Novi Sad, a position she attained in 2019 after progressive academic appointments since 2007. Her teaching portfolio spans core Serbian language domains including phonology, morphology, and specialized instruction in Serbian as a foreign language pedagogy, reflecting deep integration of theoretical linguistics with practical language education. Her academic foundation includes rigorous training within the same institution: Doctorate (2016): Focus on intralinguistic errors in beginner-level Serbian language acquisition Master's Degree (2010): Development of morphological-syntactic verb dictionaries for foreign learners Diploma (2000): Serbian Language and Literature specialization Babić's research program systematically investigates challenges in Serbian language acquisition by non-native speakers, with concentrated analysis on morphological errors, case usage complications, and verb prefixation patterns. Her work bridges theoretical linguistic frameworks with classroom applications, particularly through lexicographic innovations like minimal verb dictionaries that address specific learner difficulties at beginner proficiency levels. Publication analysis from 2007-2018 reveals consistent thematic evolution: beginning with diagnostic grammar testing (2007), progressing to detailed error taxonomy in present tense formation (2014) and accusative case usage (2018), while concurrently developing pedagogical resources like the "Let's Learn Serbian" dictionary series (2011). This trajectory demonstrates methodological maturation from observational studies to comprehensive error analysis integrated with practical teaching tools. No formal scientific awards are documented in the available records, though her scholarship appears recognized through publication in established venues like Contributions to Language Studies and peer-reviewed conference proceedings at the Faculty of Philosophy. Professional activities emphasize curriculum development and resource creation rather than grant-funded projects or graduate supervision. Her contributions center on refining Serbian language pedagogy through empirical analysis of learner challenges, particularly evident in the methodological applications course she teaches and the development of standardized testing materials for A1/A2 proficiency levels.

Susy MacqueenView profile

Associate Professor

• Language Assessment
• Second Language Acquisition
• Healthcare Communication
• +3 more

Associate Professor Susy Macqueen is an applied linguist at ANU's School of Literature, Languages and Linguistics specializing in language assessment fairness and healthcare communication. As Co-President of ALTAANZ, she advances ethical language testing standards. Her research examines how language assessments impact high-stakes decisions in migration, healthcare, and education. Current projects focus on telehealth communication safety and Indigenous language education programs. Recent publications analyze laughter in emergency departments, fatigue intervention accessibility, and multicultural policy frameworks. Research consistently addresses equity issues in language proficiency evaluation. Awarded the ILTA/SAGE Best Book Award (2020) for her work on professional language assessment. Leads evaluations of Australia's English Language Learning for Indigenous Children program and develops emergency communication resources.

Suzanne FlynnView profile

Professor

• Second Language Acquisition
• Linguistics
• Syntax
• +4 more

Suzanne Flynn is a Professor of Foreign Languages and Linguistics at the Massachusetts Institute of Technology (MIT), affiliated with the Department of Linguistics and Philosophy. Her research focuses on Second Language Acquisition (SLA), Syntax, Semantics, and the intersection of Universal Grammar with language learning mechanisms. She has contributed significantly to theories such as the Cumulative-Enhancement Model for multilingualism and the Parameter-Setting Model in SLA. Education: Not explicitly mentioned, but her academic roles and publications suggest advanced degrees in Linguistics. Affiliations: MIT Linguistics and Philosophy Department, involvement in academic societies and conferences. Her work explores syntactic and semantic factors in SLA, including free relative clauses, third language acquisition, and the role of cognitive constraints in language learning. Key contributions include co-editing volumes on SLA theories and co-authoring foundational texts like Theoretical Second Language Acquisition (2006). She has also published extensively in journals such as Behavior and Brain Sciences and International Journal of Multilingualism . Research Themes: Universal Grammar, syntactic parameters, comparative language acquisition (children vs. adults). Though no specific awards are listed, her impactful publications and academic leadership reflect scholarly recognition. Her advising and grants are not detailed here, but she has supervised collaborative projects with colleagues like B. Lust and G. Martohardjono. She is involved in the MIT Linguistics community, contributing to pedagogical innovation and theoretical discourse in language studies.

• Intermedial Semiotics
• Comparative Poetics
• Speculative Music
• +3 more

Fionn C. Bennett is a Lecturer at the University of Reims Champagne-Ardenne, affiliated with the CIRLEP research team (section 11). His academic work bridges philosophy, language sciences, and interdisciplinary humanities. He focuses on intermedial semiotics, comparative poetics, and speculative music, while contributing to environmental humanities and multilingual didactics. His research explores intersections between ancient Greek poetics, musicology, and philosophical thought, often analyzing how artistic forms encode cultural and cosmological frameworks. Recent work interrogates pre-modern models for human-environment relations, applying semiotic theories to contemporary ecological discourse. He also critiques modern language proficiency assessment norms and investigates ethnoecological glossopoiesis in early Irish contexts. Bennett has published extensively since 2000, with over 20 peer-reviewed articles in journals like Humanities , International Review of the Aesthetics and Sociology of Music , and Revue de Métaphysique et Morale . Upcoming 2019 publications address cosmopolitical ethics and interdisciplinary methodologies. His work frequently combines philosophical analysis with empirical research in musicology, linguistics, and classical studies. Despite no listed scientific awards, his prolific output and cross-disciplinary approach indicate significant academic engagement. He is part of a large research team (CIRLEP) involving 39 main researchers, 35 doctoral students, and multiple affiliated institutions. Contact: fionn.bennett@univ-reims.fr

David SlompView profile

Professor

• Writing Assessment
• Literacy Education
• Classroom Assessment
• +3 more

Dr. David Slomp serves as Associate Dean of Graduate Studies and Research and Professor in the Faculty of Education at the University of Lethbridge. Previously holding positions at the University of Ottawa and University of Alberta, he specializes in writing assessment and literacy education across educational levels. His leadership includes co-directing the MEd General program in Curriculum and Assessment and serving as Co-Editor-in-Chief of Assessing Writing . His educational background features a Master's degree in Teaching English as a Second Language and a PhD in Secondary Education focused on writing assessment. Key research interests include principled assessment design, ethics and validity in writing evaluation, and writing development across the lifespan. His work critically examines justice, fairness, and equity in literacy assessment practices. Recent publications (2019-2025) demonstrate consistent focus on workplace communication assessment, digital literacy frameworks, and dismantling anti-Black assessment practices. Key trends include sociocognitive construct development, equity-centered design, and big data implications for formative assessment. His scholarship bridges theoretical rigor with practical classroom applications. Dr. Slomp's scientific contributions have been recognized through prestigious awards: Graduate Student Teaching Award, University of Alberta Writing Program Certificate of Excellence, Conference on College Composition and Communication President's Achievement Award, University of Alberta Issak Walton Killam Memorial Scholarship Board of Governor's Teaching Chair, University of Lethbridge As Associate Dean and MEd program co-director, he mentors graduate students and shapes curriculum development. His editorial leadership at Assessing Writing significantly influences global assessment scholarship. Current projects address workplace English communication frameworks and equity-centered design principles through major collaborative research initiatives. Dr. Slomp actively contributes to scholarly communities through editorial work and professional organizations, advancing writing assessment theory and practice globally while addressing contemporary challenges in digital literacy and assessment justice.

Yang YangView profile

Lecturer

• Second Language Acquisition
• Chinese Language Pedagogy
• Chinese Cultural Communication
• +3 more

Yang Yang is a Lecturer in the Global Languages department at Massachusetts Institute of Technology (MIT). She holds a B.A. in Teaching Chinese as a Second Language from Xi’an International Studies University and an M.A. in Teaching English to Speakers of Other Languages from Adelphi University. Currently, she is pursuing a second M.A. in Teaching Chinese as a Second Language at Middlebury College. Her pedagogical interests focus on second language acquisition, Chinese language pedagogy, and cultural communication. Prior to MIT, she developed a Chinese culture and language program at Quincy Asian Resources, Inc., and served as an online tutor for the Center for Talented Youth at Johns Hopkins University. Her professional experience includes teaching at Middlebury Language Schools and creating curriculum for diverse learner demographics. Yang’s expertise emphasizes culturally responsive teaching methodologies and bridging linguistic and cultural gaps in language education. She contributes to the MIT Global Languages initiative by fostering intercultural competency and language proficiency among students. Educational Background: B.A., Teaching Chinese as a Second Language, Xi’an International Studies University (China) M.A., Teaching English to Speakers of Other Languages, Adelphi University (New York) Pursuing M.A., Teaching Chinese as a Second Language, Middlebury College Her research interests explore effective instructional strategies for heritage learners and integrating technology into language acquisition. While no specific awards are listed, her academic trajectory reflects a commitment to advancing language pedagogy through continuous professional development.

Barbara Sophie Hänel-FaulhaberView profile

Professor

• German Sign Language (DGS)
• Language Acquisition in Hearing-Impaired Children
• Inclusive Education
• +5 more

Prof. Dr. Barbara Sophie Hänel-Faulhaber is a Professor at the University of Hamburg’s Faculty of Education , specializing in German Sign Language (DGS) and audiopedagogy . Her research focuses on language acquisition and processing in DGS , particularly among deaf children and inclusive educational settings . She leads the Deafness, Language and Learning Lab (D2L) and contributes to the faculty’s core research area Literacy in Diversity Settings . Education: Dr. phil. in Sign Languages (University of Hamburg, 1999–2003) Magister Artium in Sign Languages, Linguistics (University of Hamburg, 1996–1999) Double Degree in Deaf Education, Elementary Education (LMU Munich, 1992–1996) Her work examines bimodal-bilingual education , iconicity in early sign learning , and structural conditions in inclusive daycare centers . She develops diagnostic tools like the DGS-Version of MBK 0 for assessing numerical competencies in deaf children. Current projects include Coactivation of Difference (2023–2026) and Sign4Inclusion (Math) (2023–2024). Scientific Awards: Institutional Prize for German Language 2023 Heinrich Böll Stiftung Promotionsstipendium (1999–2003) Wilhelm-Stiftung Post Doc Fellowship (2005) She collaborates with institutions like the Institute of German Sign Language and Deaf Communication and the Graduate School Martha Muchow , with recent publications spanning sign language diagnostics , inclusive pedagogy , and cross-modal literacy studies .

Megan SiczekView profile

Associate Professor

• Second Language Writing
• Internationalization of Higher Education
• Oral Academic Discourse Socialization
• +3 more

Megan Siczek is the Director and Associate Professor in the English for Academic Purposes (EAP) program at George Washington University, coordinating undergraduate instruction. Her research focuses on second language writing, internationalization of higher education, and oral academic discourse socialization. She has authored two books with the University of Michigan Press: International Students in First-Year Writing: A Journey Through Socio-academic Space (2018) and an edited collection Pedagogical Innovations in Oral Academic Communication (2022). Her work addresses international student integration, global citizenship education, and curriculum development in multilingual academic contexts. Her publications span journals like Journal of Second Language Writing , TESL Canada Journal , and Compare: A Journal of Comparative and International Education . Research themes include international student agency during crises, peer review dynamics, and diagnostic assessment methodologies in EAP programs. She actively supports GW’s internationalization initiatives through academic collaborations and curricular reforms. Professor Siczek’s contributions bridge theory and practice, emphasizing the intersection of language education, global competencies, and institutional policy. Her edited volumes and collaborative projects highlight interdisciplinary approaches to fostering inclusive academic environments for multilingual learners.

Samantha CurleView profile

Professor

• English Medium Instruction (EMI)
• Integrating Content and Language in Higher Education (ICLHE)
• Advanced Quantitative Research Methods (AQM)
• +4 more

Samantha Curle is a Reader in the Department of Education at the University of Bath, serving as Director of all MRes Programmes in the Humanities and Social Sciences Faculty. She also holds roles as Institutional Academic Lead for the South West Doctoral Training Partnership and Director of Studies for the MRes in Advanced Quantitative Methods. Her research focuses on English Medium Instruction (EMI) in global higher education, particularly its academic and linguistic outcomes, technology integration, and psychological dimensions. Career highlights include a PhD from the University of Oxford (2018) on stakeholders’ attitudes toward EMI in Japanese higher education. She has extensive editorial roles, including guest editorships at Frontiers in Educational Psychology and Data in Brief . Her expertise spans quantitative methods, applied linguistics, and bilingual education, contributing to UN Sustainable Development Goal 4 (Quality Education). Education: PhD (University of Oxford, 2018) MSc Research Methods (University of Oxford, 2014) Bachelor of Education (Open University of Hong Kong, 2010) Grants and Projects: Leading projects on EMI in Saudi Arabia, Brazil, and Hong Kong-UK collaboration Focus on educational inequalities in Spain using CART models Awards: Adjunct Professor (2024) Her research has yielded 88+ publications, emphasizing EMI’s role in STEM, teacher professional development, and sustainable education. She advises doctoral students on quantitative EMI studies and advocates for evidence-based policy in multilingual education.

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.

• Refugee Education
• Multiculturalism
• Academic Mobility
• +3 more

Dr. Nina Maadad is a Senior Lecturer in the School of Education at the University of Adelaide, affiliated with the Faculty of Arts, Business, Law and Economics. She holds a strong focus on global educational challenges, particularly refugee education, multiculturalism, and academic mobility. Her research spans multiple countries including Australia, Indonesia, Lebanon, Turkey, and Sweden. Key research interests include refugee integration, language acquisition in diverse contexts, and policy analysis in cross-cultural education systems. Dr. Maadad’s work often addresses the interplay between education systems and societal structures, with recent emphases on online learning dynamics post-2020 and multilevel factors affecting student outcomes in secular vs. religious schools. Her publications from 2020-2025 consistently analyze refugee education across geopolitical contexts, emphasizing systemic barriers faced by displaced populations. This includes studies on child marriage dynamics among refugee girls, comparative education policies for Arabic-speaking refugees, and the role of first language attrition in multilingual settings. No specific scientific awards or grants are explicitly mentioned in the provided materials, though her extensive publication record indicates significant academic contribution. Advising activities are not detailed here, but her research often collaborates with international teams addressing global educational inequities.

Karen OttewellView profile

Professor

• Contrastive Rhetoric
• Academic Literacy
• Language Testing
• +5 more

Karen Ottewell is a Professor of Contrastive Rhetoric and Written Articulacy at the University of Cambridge , serving as Acting Director of The Language Centre and Director of Academic Development & Training for International Students (ADTIS). She is a Fellow & Tutor of Lucy Cavendish College and contributes to academic governance through roles like Senate House Syndicate and Prevent & Freedom of Speech committee memberships. Education: Ed.D. (2021) and PhD (2000) from the University of Cambridge, MPhil in European Literature (1995), and MA in German Language & Literature (1994) from the University of St. Andrews Her research focuses on cultural influences on writing , contrastive rhetoric , and academic literacy , particularly for second-language postgraduate writers. She has pioneered frameworks for transitional support in written articulacy and consults internationally on academic literacy assessment practices. Recent publications and presentations highlight her work on English language testing for higher education admissions, assessment design , and cross-cultural academic communication . She has served as an External Examiner at multiple universities and received the Pilkington Teaching Prize for excellence in education. Current projects include developing academic literacy workshops for L2/L1 postgraduates and international consultancy on language assessment reform. She chairs panels on stakeholder collaboration in language testing and advocates for improved academic literacy support systems.