Professor Melanie Dirks is the Department Chair of Psychology at McGill University, specializing in Clinical Psychology and Developmental Science . Her research focuses on mapping social and emotional skills across childhood, adolescence, and young adulthood, with emphasis on peer/sibling relationships and their impact on psychological symptoms. Uses multimodal methodologies: observational studies, daily diaries, emotion recognition tasks Current projects: friendship quality maintenance, interpersonal victimization in youth, emotional communication dynamics Key research themes from publications include: Peer Relationships : Dissolution patterns, prosocial behavior, bullying, and dating aggression Emotional Processing : Vocal emotion recognition, neural reward responses, stress-neuroimaging links Contextual Influences : Family dynamics, socioeconomic status, post-pandemic social changes Her lab ( CASC Lab ) trains students in advanced social-emotional assessment techniques, with notable advisees including *Morningstar, *Gilbert, and *Santucci. Google Scholar articles (2014-2025) demonstrate expertise in developmental psychopathology, social neuroscience, and cross-cultural mental health determinants.
Christina Tånnander is an Industry doctoral student and Researcher at KTH Royal Institute of Technology's Division of Speech, Music and Hearing, collaborating with the Swedish Agency for Accessible Media (MTM). Her work focuses on advancing text-to-speech (TTS) synthesis for accessible media, producing spoken versions of textbooks and newspapers for individuals with reading difficulties such as dyslexia or low vision. Her research centers on TTS for long, information-rich texts, examining the relationship between written and spoken language. Key interests include neural TTS input representations (e.g., phonemic levels, pausing), text normalization, pronunciation generation, and evaluation methodologies for synthesized speech quality. She investigates how contextual framing and prosodic features impact listener perception in educational and journalistic content. Analysis of her publications (2013–2024) reveals consistent expertise in TTS evaluation using audience response systems, with recent emphasis (2023–2024) on neural prosody modeling, continuous phonological features, and English-accented Swedish synthesis. Her work bridges industrial application at MTM—where over 100 newspapers and 800 textbooks are annually processed—and academic innovation in speech technology.
Elizabeth Anne Warren is a researcher specializing in mathematics education, particularly focusing on Indigenous students and early childhood learning. Her work emphasizes culturally responsive pedagogy, language development in mathematical contexts, and strategies to support disadvantaged learners. She has collaborated extensively with educators to design effective teaching approaches for Indigenous communities and ESL students. Her research spans topics such as pattern generalization, algebraic thinking in young children, and the role of teacher assistants in cross-cultural educational settings. Warren has contributed to professional development frameworks for early years teachers in remote and disadvantaged areas, advocating for quality resources and pedagogical strategies to enhance student engagement. Key themes in her publications include bridging educational gaps for Indigenous learners, analyzing semiotic interactions in mathematics classrooms, and evaluating the impact of oral language on numeracy outcomes. Her work underscores the importance of holistic, culturally inclusive approaches to mathematics education. Notable collaborations: Jodie Miller, Tom Cooper, Annette Baturo Focus areas: Indigenous education, early algebraic thinking, ESL learners Geographic focus: Remote and disadvantaged regions in Australia
Nicola Halenko is a Senior Lecturer in Applied Linguistics at the University of Central Lancashire (UCLan), serving as Course Leader for the BA (Hons) TESOL with Modern Languages programme. She teaches on BA and MA TESOL programmes and supervises postgraduate/doctoral research projects focused on second language teaching and learning. Prior to academia, she taught English as a second language in Europe, Asia, and Australia. Research Interests: Second language pragmatics and pedagogy Study abroad effects on language development Formulaic language use and instructional interventions Email pragmatics in cross-cultural contexts Technology-enhanced language learning (CALL) Key Contributions: Edited volumes on email pragmatics and second language acquisition Co-authored over 24 peer-reviewed articles since 2011 Focus on practical applications of pragmatics research in EFL/EAP settings Her work bridges theoretical linguistics with classroom practice, emphasizing the role of pre-departure instruction and study abroad experiences in shaping pragmatic competence.
Liang Tao is a Professor of Linguistics and the Chinese Coordinator at the College of Arts and Sciences, Ohio University. He is affiliated with the Department of Linguistics and contributes significantly to the fields of Chinese linguistics, discourse analysis, and psycholinguistics. Education: Ph.D. in Linguistics, University of Colorado, Boulder, 1993 Cognitive Science Certificate, Institute of Cognitive Science, University of Colorado, Boulder, 1993 Liang Tao’s research focuses on interactional linguistics and discourse analysis of Mandarin Chinese, with an emphasis on usage-based models of language and grammaticalization. His work explores second language learning, particularly the cognitive mechanisms of memory and their pedagogical implications. He investigates the grammar of Chinese and English, psycholinguistic processing, and the interplay between language, culture, and cognition. His recent publications highlight self-repair in conversation, tone perception, and metalinguistic awareness in language learners. The 15 most recent articles reflect a strong trend in discourse processing, particularly in Mandarin Chinese conversation, with subfields including self-repair, tone perception, usage-based change, and bilingual processing. Keywords span psycholinguistics, cognitive science, and language acquisition, indicating an interdisciplinary approach grounded in empirical and theoretical linguistics. Scientific Awards: Fellow, Psychonomic Society Liang Tao has been involved in research grants, including serving as Principal Investigator on the Ohio University 1804 Grant for improving pronunciation in Chinese learners using speech recognition strategies. He has collaborated extensively with researchers such as Chao-Yang Lee, Alice F. Healy, and Zinny Bond on projects related to speech perception and cognitive processing. Though a grant proposal to the US Department of Education was denied, his ongoing research activity is evident through regular presentations at national and international conferences. While no specific lab or research team is named, his frequent collaborations and focus on experimental psycholinguistics suggest an active research group or network, particularly in speech processing and second language acquisition at Ohio University.
Samuel Barclay is a Senior Lecturer in Teaching English to Speakers of Other Languages (TESOL) at Nottingham Trent University, affiliated with the School of Arts & Humanities and the Department of Arts and Humanities. He specializes in vocabulary learning, instruction, and assessment, as well as course and materials design for English for Academic Purposes (EAP). His research centers on second language vocabulary acquisition, focusing on the impact of intralexical, contextual, and individual factors on learning burden and retention. He is actively involved in EAP materials design and evaluation, and supervises BA, MA, and PhD research in vocabulary acquisition and curriculum development. The recent publications reflect a strong trend in vocabulary-focused applied linguistics, combining psycholinguistic analysis with pedagogical innovation. Key themes include vocabulary retention and decay, technology-enhanced learning, and empirical studies on word features such as part of speech and length. His work bridges theoretical insights with practical classroom applications. Professional Affiliations and Service: Committee Member, Vocabulary Special Interest Group, British Association of Applied Linguistics (BAAL) Committee Member, Teaching, Assessment, and Feedback SIG, British Association of Lecturers in EAP (BALEAP) Reviewer for international journals and conferences Member, American Association for Applied Linguistics Member, Japan Association of Language Teachers Member, Japan Association of College English Teachers Supervision and Grants: He supervises undergraduate and postgraduate dissertation projects and PhD proposals in second language vocabulary and course design. He co-leads an international collaboration (MA TESOL) with Da Nang University, Vietnam, under the VN-UK partnership, contributing to global academic development. Labs and Teams: As Materials and Assessment Lead for the Pre-sessional English for Academic Purposes (PEAP) course, he leads a team responsible for curriculum development, teacher training, and assessment design, ensuring pedagogical consistency and effectiveness.
Hanh Thi Nguyen is a Professor of Applied Linguistics in the Department of English and Applied Linguistics at Hawaii Pacific University, College of Liberal Arts. She earned her Ph.D. in English Language and Linguistics from the University of Wisconsin-Madison and holds a B.A. from the University of Hue, Vietnam. Her research centers on conversation analysis, interactional competence, second language acquisition, pragmatics, classroom and workplace discourse, learner identity, and Vietnamese linguistics . She explores how language learners develop communicative abilities across contexts, from classrooms to professional settings, using detailed interactional data. Her work bridges theory and pedagogy, informing language teaching and assessment practices. Dr. Nguyen has published extensively, including books such as Developing Interactional Competence at the Workplace (2024) and Developing Interactional Competence: A Conversation Analytic Study of Patient Consultations in Pharmacy (2012), and co-edited volumes on conversation analysis and Vietnamese pragmatics. Her recent articles examine epistemic stance, language ideologies in family talk, and computer-mediated language learning, showing a growing interest in longitudinal development and multimodal interaction. She has received numerous awards and grants, including the Golden Apple Award for Excellence in Scholarship (2019), multiple Faculty Development Grants, and a 2024 U.S. Department of State grant as Principal Investigator. She has served on editorial boards for journals such as RELC Journal and TESOL International Journal . Dr. Nguyen mentors students and collaborates widely, with frequent co-authorship with scholars like Taiane Malabarba and Minh Thi Thuy Nguyen. She teaches courses in sociolinguistics, discourse analysis, corpus linguistics, and language assessment. She also leads research labs and teams focused on conversation analysis and language socialization, and continues to present at major international conferences through 2025.
Elena Nicoladis is the Department Head and a Professor at the Department of Psychology within the Irving K. Barber Faculty of Arts and Social Sciences at the University of British Columbia Okanagan. Her research focuses on bilingual first language acquisition, second language learning, and the role of gestures in communication and cognitive development. She is currently accepting graduate students but has specified that she is not considering Psychology graduate applicants for the September 2026 intake.
Louis-Martin Guay is an Associate Professor at the School of Design within the Faculty of Planning at Université de Montréal. He has been teaching game design at the university since 2007, following 8 years of professional experience at Ubisoft. His office is located in room 1037 of the Faculty of Planning building, and he can be reached at 514 343-6111 ext. 2803. Guay's research interests focus on applied game design, game design methodology, games and education, the history and culture of video games, scenic interactions, second-person game design, spontaneous theater, and improvisation. His work spans across multiple disciplines including Game Design, Video Game Studies, Creativity, and Media Arts. He has developed expertise in both theoretical and practical aspects of game design, with particular attention to how games can be used for education and social purposes. His recent publications show a consistent focus on innovative applications of game design principles across various contexts. His work examines how games can facilitate language learning for preschoolers, develop empathy through game mechanics, and create socially responsible entertainment. He also explores the transformation of traditional tabletop role-playing games into virtual environments and the philosophical foundations of player experience. Guay has supervised numerous graduate students working on diverse aspects of game design, from casual games to persuasive role-playing mechanics. His research has been supported by funding from FRQSC, including the project 'T'es-tu GAME?' (2021-2024) which developed a video game to optimize social skills in youth, and 'MR ROBOTO' (2013-2017), a project on interactive ludic fiction. As an educator, Guay teaches courses including Introduction to Video Game Design, Fundamental Concepts of Games, Games, Experiences and Interactions, Games and Learning Design, Ludic Objects, and Final Year Projects. He is involved with multiple academic programs including Industrial Design, Video Game Major, and various Master's programs in Planning, Cinema, and Media Arts.
Ján Strelinger serves as a Senior Lecturer at the Department of English Language, Faculty of Applied Languages, University of Economics in Bratislava, where he has contributed to academic programs since 2008 with expertise spanning language pedagogy and cross-cultural business communication. His educational foundation includes a second degree in Translating and Interpreting (English-Italian) from Comenius University (1991) and a third degree in International Economic Relations from the University of Economics in Bratislava (2016), complemented by professional development through study stays at Universitá di Padova (2003), Universitá per stranieri di Siena (2006), and UC Berkeley (2007). Strelinger's research critically examines Language Teaching methodologies for business contexts, Translation Studies in EU documentation, Consumer Behavior in sustainable food systems, and Cultural Diplomacy in international negotiations. His work bridges linguistic theory with practical applications in economics and management education, emphasizing innovative approaches to multilingual professional communication. Analysis of his publications reveals a consistent focus on adapting language education to global business demands, with significant contributions to understanding Slovak consumer patterns in organic food markets and developing pedagogical frameworks for cross-cultural negotiation competence. No major scientific awards or fellowships were documented in the source material. He has supervised 2 Bachelor's theses and secured research funding through KEGA grants: KEGA Project (2018-2019): 'Ideational idioms in Business English communication' (Co-investigator) KEGA Project (2024): 'Innovative Methods in Teaching Business Negotiations in English' (Co-investigator) His recent Erasmus mobility at Universidad de País Vasco EHU (March 2024) underscores ongoing international collaboration in language education.
Simona ANASTASIO is an Associate Professor in the Department of Language Sciences at the University of Toulouse – Jean Jaurès, where she conducts research at the NeuroPsychoLinguistics Laboratory (LNPL, UR 4156). She is also affiliated with two CNRS research units: UMR 7023 SFL and UMR 8163 STL. Her teaching spans multiple programs, including Units and Diversities of Languages, FLE methodologies, child language development, and second language learning at both undergraduate and graduate levels. University: University of Toulouse – Jean Jaurès Department: Department of Language Sciences Research Lab: NeuroPsychoLinguistics Laboratory (LNPL, UR 4156) Additional Affiliations: UMR 7023 SFL CNRS, UMR 8163 STL CNRS Her research centers on second language acquisition, linguistic typology, and the interface between language and cognition, particularly in the expression of spatial and temporal relations. She employs qualitative and quantitative methods based on oral and written corpus analysis. Her work investigates crosslinguistic influence, inter- and intra-typological variations, and the didactic implications of acquisition research. She has led and participated in several major research projects, including WRIMOTEF, ADMIT, and CAUSEMOTYP, focusing on motion events, migrant integration, and linguistic relativism. The recent publications and conference presentations reflect a strong thematic concentration on motion event construal in L2 French and Italian, with growing attention to pedagogical applications and cognitive underpinnings. Her work frequently compares learners with different L1 backgrounds (e.g., French, English) and analyzes both oral and written productions across proficiency levels. Scientific Affiliations: Member, Second Language Acquisition Network (ReAL2) Member, Romance Linguistics Society (SLR) Member, French Association of Cognitive Linguistics (AFLICO) Member, Italian Association of Applied Linguistics (AItLA) Member, International Society for Applied Psycholinguistics (ISAPL) She actively contributes to the academic community through editorial reviews for journals such as International Review of Applied Linguistics , Discours , and Language and Cognition , and serves on scientific committees for international conferences. She has organized workshops and conferences on linguistic relativism, motion and cognition, and discourse in multilingual contexts. Her current projects involve corpus-based research with practical applications in language teaching and migrant education. Laboratories and Research Teams: NeuroPsychoLinguistics Laboratory (LNPL) UMR 7023 SFL CNRS UMR 8163 STL CNRS Participation in DOC (Didactique, Oral, Corpus) project
Inès Saddour is a Lecturer in the Department of French as a Foreign Language Studies (DEFLE) at the University of Toulouse – Jean Jaurès and a researcher at the NeuroPsychoLinguistics Laboratory (LNPL). She specializes in second language acquisition among adult migrants, with a focus on cognitive, linguistic, and sociocultural development. Her research interests include: Second language acquisition in natural and institutional settings Language socialization and context in language development Perception and encoding of events in L1 and L2 Expression of temporality and causality in L2 French Multimodal behavior analysis, particularly gesture in communication Intercultural sensitivity and cultural adaptation of migrants Her recent publications reveal a strong focus on longitudinal studies of Syrian and Tunisian learners of French, using multimodal and psycholinguistic methods such as eye-tracking and corpus analysis. Key trends include the role of orthography in L3 pronunciation, agentivity in causal constructions, and the development of verbal morphology in spoken and written L2 French. She leads the ANR-funded CLASS project (2021–2025) on intercultural sensitivity and language acquisition in Syrian learners, and was co-leader of the SOFRA project (2018–2020) on Syrian asylum seekers. She also co-leads the DEFLUND study on Swedish-speaking learners in France. She has served as editor-in-chief of the Cahiers de l’AFLS (2014–2020), co-edited volumes on tense and modality, and contributes to major research networks including RéAL2 and GIS RéAL2. She teaches research methodology, linguistic development, and French corpus studies at Master’s level. She is the thematic axis coordinator for Migration at RéAL2 and is responsible for Open Science and Digital Sobriety at LNPL. She also co-leads the Master E2F program and serves as webmaster for the DEFLE department.
Fay Shin is a Professor and Chair in the Department of Teacher Education at California State University, Long Beach, within the College of Education. She plays a leadership role in shaping teacher preparation programs with a strong emphasis on English language development and bilingual education. Her educational background includes: Ph.D. in Education, University of Southern California M.S. in Teaching English as a Second Language, University of Southern California B.A. in Psychology, University of California, Los Angeles Multiple Subject Teaching Credential, California State University, Los Angeles Fay Shin's research focuses on literacy and bilingual education, particularly in the context of science instruction for English language learners. She has developed evidence-based curricula that integrate language development with content standards, influencing classroom practices across the United States. Her work emphasizes free voluntary reading, heritage language development, and equitable access to education for multilingual students. The trends in her publications and presentations reveal a sustained commitment to improving educational outcomes for English learners through integrated content and language instruction, teacher preparation, and policy advocacy. Her work spans curriculum design, pedagogical strategies, and systemic support for bilingual programs. She is an active presenter and keynote speaker at national and international conferences, including TESOL, AERA, and CABE, where she shares insights on effective strategies for second language acquisition and literacy development. Fay Shin mentors future educators through her leadership in teacher education programs and has contributed significantly to professional development across school districts. She has led initiatives such as the Bilingual Teacher Educators Project and conducted workshops on ELD standards implementation. While specific grant details are not listed, her extensive outreach and curriculum development suggest active engagement in funded educational projects. She is involved in various professional communities and collaborates with institutions nationally and internationally, including school districts, universities, and educational associations, to advance bilingual and literacy education.
Hyun-Sook Kang is an Associate Professor at the University of Illinois at Urbana-Champaign with multiple affiliations across the institution. She holds appointments in the College of Education's Department of Education Policy, Organization and Leadership, as well as the Center for East Asian and Pacific Studies, the Center for the Study of Global Gender Equity, and the Center for Global Studies. Dr. Kang earned her Ph.D. in Educational Linguistics from the University of Pennsylvania's Graduate School of Education in 2007. Prior to her current position, she served on the faculty in the Linguistics Department at the University of Illinois, Illinois State University, and the University of Texas at San Antonio. Dr. Kang's research focuses on language practice and ideology in relation to global mobility, including immigration and study abroad. Her work examines student agency, belief, and identity in educational contexts with implications for teacher development and internationalization of education. She is particularly interested in ontological, epistemological, and methodological considerations in educational research. Her scholarship bridges linguistic theory with practical applications in diverse educational settings. Her recent publications demonstrate a strong emphasis on international education, language teaching, and the impact of technology on learning. The research spans study abroad experiences, online language education, teacher development, and equity considerations in global contexts. Her work often employs mixed-methods approaches and focuses on Korean and East Asian language learners in international settings. Dr. Kang serves as Co-Editor of the Journal of Language, Identity, and Education and sits on the editorial boards of several academic journals including the European Journal of Education, Study Abroad Research in Second Language Acquisition and International Education, Humanities & Social Sciences Communications, International Journal of Qualitative Methods, Language and Assessment, and Language-Related Research. As an educator, Dr. Kang teaches courses related to global education, education and globalization, learning technologies, and instructional design. She has contributed significantly to the field through her editorial work, research publications, and service on professional committees including the American Association for Applied Linguistics and the Comparative and International Education Society.
Mark Tutton is a Senior Lecturer in French and Francophone Studies at the School of International Studies and Education, University of Technology Sydney. With dual Australian and French citizenship, he coordinates the French language and culture program and has extensive experience in linguistics education across Australia and France since 2004. PhD in Linguistics (University of New South Wales, 2010) Graduate Diploma of Teaching and Learning (University of Southern Queensland, 2018) MA in Linguistics (University of Lille, 2005) MèsL (BA equivalent) in Linguistics (Sorbonne Nouvelle, 2004) BA in Communication and International Studies (UTS, 2001) His research focuses on spatial language and multimodal communication, particularly comparing English and French locative expressions through gestural and cognitive frameworks. Recent work explores foreign language anxiety in online learning environments and the impact of AI on language pedagogy. Articles span topics in spatial semantics, English-French contrastive linguistics, and technology-enhanced language learning. Key themes include metaphorical resource conceptualization, prospective location in motion verbs, and static/motion-framed locative expressions. Mark teaches French language and culture at all levels (A1-C1 ECFR) while advocating for concrete, relatable explanations of abstract linguistic concepts to enhance student learning experiences.
