Find Academic Supervisors

• Second Language Acquisition
• Linguistic Diversity
• Japanese Secret Language Lexical Innovation
• +3 more

Dr. Niamh Kelly is an Assistant Professor in the School of Applied Language & Intercultural Studies at Dublin City University, with over 20 years of experience in teaching Japanese language, translation, and Japan-related studies. Her research focuses on second language acquisition, linguistic diversity, and lexical innovation processes in Japanese secret languages. She has received funding from the Japan Foundation and contributed to the Oshu Nihongo Kyozai Bank Project. Key achievements include the European Label for Innovation and Teaching (2006) awarded to her Transferable Skills Project. Education: B.A., M.Phil., D.Ed. (degrees unspecified). Research interests span morphological word-formation in Japanese secret languages, foreign language pedagogy, and multilingual education. She has authored/co-authored Japanese language courses with Hodder Education and published widely in peer-reviewed journals. Awards: Recipient of the European Label for Innovation and Teaching (2006). Grants: Japan Foundation funding (twice) supporting research and professional development in Saitama, Japan. Teaching & Grants: Extensive experience in Japanese language instruction, including innovative digital pedagogy (e.g., Facebook integration). Active in curriculum development projects promoting linguistic diversity and inclusive education.

Marianne GullbergView profile

Professor

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

Marianne Gullberg is a Professor of Psycholinguistics at Lund University, where she serves as Director of the Lund University Humanities Lab and Director of Huminfra , Sweden's national infrastructure for humanities research. She leads the research programs TEAM (Transdisciplinary Approaches to Learning, Acquisition, Multilingualism) and LAMiNATE (Language Acquisition, Multilingualism, and Teaching) , and previously co-founded the Nijmegen Gesture Centre at the Max Planck Institute for Psycholinguistics. Research Focus : Adult second language acquisition, bilingual processing, gesture production/comprehension, and multimodal communication. Leadership : President of the International Society for Gesture Studies , Vice-president of the European Second Language Association (2000-2007), and active in national and international academic societies. Honors : 2019: European Second Language Association Distinguished Scholar Award 2019: Swenson Prize in Humanities 2014: Rausing Prize in Humanities 2013: Wallenberg Scholar 2010: Lars & Eva Gårding’s Prize in Linguistics Multiple academy memberships including Academia Europaea and Royal Swedish Academy of Sciences Editorial Roles : Editor/Associate Editor for Language Learning , Frontiers in Psychology: Language Sciences , Gesture , and others.

McQueen JamesView profile

Professor

• Speech Perception
• Second Language Acquisition
• Speech Processing
• +3 more

James McQueen is a Professor at Radboud University, Netherlands, currently holding the position of Professor of Speech and Learning in the School of Psychology and Artificial Intelligence. He previously served as Professor of Learning and Plasticity in the School of Educational Sciences (2009–2015). His academic journey includes roles at the Max Planck Institute for Psycholinguistics and the MRC Applied Psychology Unit in Cambridge. Education: B.A. (Honours, 2.1; Distinction in Prelims) in Experimental Psychology, University of Oxford (1987) Ph.D. in Psycholinguistics, University of Cambridge (1992) Research Interests: McQueen’s work focuses on speech perception, spoken-word recognition, second language acquisition, and perceptual learning in speech. His research explores how listeners adapt to phonological reduction and the neural mechanisms underlying word learning. He has led major grants including the NWO Gravitation Consortium “Language in Interaction” (€27.6M) and projects on auditory category learning and language processing. Awards: 2016: Fellow of the Association for Psychological Science 2014: Fellow of the Psychonomic Society 1997: Cognitive Psychology Award, British Psychological Society Advising & Grants: McQueen has supervised over 30 graduate students and postdoctoral fellows. His grants include ESRC, DFG, and NWO-funded projects on topics ranging from sign language segmentation to neural correlates of lexical learning. He has coordinated major initiatives like the “Decoding Continuous Speech” project at MPI. Institutional Roles: He has held leadership roles such as Chairing PhD defenses (since 2017), Speaker for the Language and Communication Research Theme at the Donders Institute (2010–2016), and editorial board memberships for journals like Cognition and Journal of Memory and Language . Labs & Teams: McQueen is affiliated with the Donders Institute for Brain, Cognition and Behaviour and contributed to the Max Planck Institute for Psycholinguistics, focusing on interdisciplinary research in language and cognition.

Anita SzakayView profile

Senior Lecturer

• Experimental Sociophonetics
• Psycholinguistics
• Second Dialect Acquisition
• +4 more

Anita Szakay is a Senior Lecturer in the Department of Linguistics at Macquarie University, affiliated with the Centre for Language Sciences (CLaS) and the Hearing Research Centre. Her research focuses on experimental sociophonetics, psycholinguistics, and sociophonetic effects on bilingual speech perception. She holds a PhD from the University of British Columbia (2013) and prior degrees from the University of Canterbury, including a BA (2004), Honours (2005), and MA (2007). Her work examines second dialect acquisition in L2 speakers, code-switching phonetics, and prosodic variation across ethnic varieties of English. Key projects include the Visualising Voice and Speech (VisVoiS) initiative and studies on Australian English dialect features like creaky voice prevalence and glottalisation patterns. She has supervised multiple research projects on bilingualism, perceptual cues, and neuro-dynamics of language switching. Her research outputs span 2006–2024, with notable contributions to phonetic perception, sociolinguistic variation, and neurolinguistic studies. Collaborations include work on Māori English, Pasifika English in Western Sydney drill rap culture, and acoustic analysis of ethnolects in London and New Zealand.

Claudia Sánchez-GutiérrezView profile

Associate Professor

• Second Language Acquisition
• Spanish Linguistics
• Learner Corpora
• +5 more

Claudia Sánchez-Gutiérrez is an Associate Professor of Spanish and Director of the First-Year Spanish Program at the University of California, Davis, within the College of Letters and Science's Spanish and Portuguese Department. She holds a Ph.D. and multiple M.A. and B.A. degrees in Spanish Linguistics and Philology from the University of Salamanca. Her research focuses on second language acquisition, morphological awareness, and pedagogical applications of learner corpora. She has advised numerous doctoral students who now hold academic and research roles at institutions like the University of Toronto and Northwestern University. She teaches courses ranging from elementary Spanish to advanced applied linguistics and syntax. Key roles include Assistant Editor of the Journal of Spanish Language Teaching , Chair of the Graduate Committee, and involvement in Mellon Foundation initiatives. Awards include the UC Davis College of Letters & Science Teaching Award and the AAUSC Excellence in Language Program Direction Award. Her publications span 20+ peer-reviewed articles and book chapters, emphasizing L2 Spanish morphology, textbook analysis, and online language teaching innovations. She has secured grants for online course development and curriculum enhancement, reflecting her commitment to advancing language education through technology and empirical research.

Lauren CalandruccioView profile

Professor

• Auditory Perception
• Speech-in-Noise Recognition
• Bilingualism and Language Processing
• +3 more

Dr. Lauren Calandruccio is a Professor in the Department of Psychological Sciences at Case Western Reserve University, affiliated with the College of Arts and Sciences. She serves as the Principal Investigator of the Speech and Auditory Research Lab (SpARLab) and directs the IMPACT program, a collaborative mentoring initiative with Hampton University. Her expertise spans auditory perception, speech recognition in adverse conditions, and clinical audiology with a focus on bilingual populations and hearing-impaired listeners. Dr. Calandruccio holds a B.A. in Speech and Hearing Sciences from Indiana University, an M.A. in Audiology from Indiana University, and a Ph.D. in Audiology from Syracuse University. Her postdoctoral training at Northwestern University furthered her research in auditory neuroscience and clinical applications. Her research focuses on improving speech understanding in noisy environments for listeners with normal hearing and hearing loss, including those who speak English as a second language. Key contributions include the development of the Children’s English/Spanish Speech Recognition Test (ChEgSS) and the Audiolab simulation tool licensed to Simucase. She has secured funding from the National Institute on Deafness and Other Communication Disorders (NIDCD), the American Academy of Audiology Foundation, and other organizations. Dr. Calandruccio’s work emphasizes cultural competence in audiology practice, particularly for linguistically diverse populations. Her lab’s research spans pediatric audiology, bilingual speech processing, and innovative clinical training methods. She has mentored numerous graduate and undergraduate students, many of whom continue in academic and clinical roles. Recognition includes the Louis D. Beaumont University Professorship. Ongoing projects explore masked speech recognition in bilingual children and the development of culturally responsive audiological assessments.

Susan RookView profile

Lecturer

• Primary Literacy Education
• Creative Pedagogies
• Children's Literature
• +5 more

Dr. Susan Rook is a Lecturer in Literacy at RMIT University's School of Education since July 2023. Previously, she served as a Senior Lecturer at Leeds Beckett University (2018-2023) and held teaching roles in primary schools from 2001-2018. She earned her doctorate in January 2024, focusing on inference teaching methodologies in primary schools and the role of process drama in fostering student engagement. Her research emphasizes creative pedagogies, student agency in literacy practices, and promoting reading for pleasure. Education: Awarded PhD in January 2024 (thesis: inference teaching strategies and text selection). Research interests include postmodern children’s literature, challenging gender stereotypes, AI applications in language education, and inclusive pedagogy. She actively collaborates with schools to implement innovative teaching methods and is a member of UKLA, ALEA, PETAA, and other literacy organizations. Teaching focuses on early literacy, reading/writing pedagogy, and literature-based learning. Supervised projects include an exploration of single-sex education and gender identity representation in cinema (December 2024). Courses developed include Teaching Upper Primary Literacy and English and Teaching Early Literacy.

• Migration Studies
• Portuguese Emigration
• Refugee Integration
• +2 more

Claudia Pereira is Professor and Assistant Researcher in the Department of Sociology at ISCTE - University Institute of Lisbon, where she co-coordinates the Migrations, Mobility and Ethnicity research group at CIES-Iscte. She serves as scientific coordinator of the Observatory of Emigration and co-coordinates the Erasmus Mundus International Master's in Humanitarian Response, Health and Displacement. Her research examines Portuguese emigration patterns, Nepalese labor migration, refugee integration policies, and postcolonial continuities in migration. Fieldwork includes ethnographic studies in India, England, Palestine, Ethiopia, and Thailand. She has held government positions including Secretary of State for Integration and Migration. Education: Ph.D. in Anthropology (ISCTE-IUL) Post-doctorate in Sociology B.A. in Social Anthropology (ISCTE-IUL) Research Projects: Observatory of Emigration (scientific coordinator) Nepalese migration to Portugal Portuguese emigration statistical reports

• Bilingualism
• Multilingualism
• Chinese Linguistics
• +4 more

Dr. Yanyu Guo is a tenured Lecturer in Chinese Linguistics and Applied Linguistics at University College Cork (UCC), Ireland, and serves as Director of the MA Teaching Chinese to Speakers of Other Languages (MA-TCSOL) program. She is a board member of the Committee on Linguistics Theories and Language Education Research under the International Society for Chinese Language Teaching. Previously, she held positions at Tsinghua University (2011-2013) and the University of Cambridge (2013-2020), where she conducted AHRC-funded postdoctoral research on multilingualism and bilingualism. Her research focuses on bilingualism and multilingualism across the lifespan, formal linguistics (syntax-semantics interface), Chinese linguistics, language processing, and the application of generative artificial intelligence in Chinese language instruction. She leads two trilingualism projects (English-Irish-Chinese and English-Korean-Chinese) funded by Enterprise Ireland and the Royal Irish Academy, and collaborates internationally with institutions in Spain, China, and the UK. Dr. Guo’s peer-reviewed publications span 15 years, covering L2/L3 acquisition of Chinese aspect markers, sentence-final particles, yes-no questions, and syntactic transfer. Her work integrates generative linguistics with pedagogical applications, emphasizing the role of linguistic distance, typological differences, and prior language experience in shaping multilingual grammars. Scientific Awards and Grants: Trinity College External Studentship (Cambridge PhD funding) AHRC-funded Postdoctoral Fellowship (MEITS project) Enterprise Ireland Grant for 'Diversity and Unity among Multilinguals' (2023-2024) Royal Irish Academy Grant for 'Linguistic Distance and Second Language Proficiency' (2025-2026) She has supervised two completed PhD projects and is currently advising five PhD candidates at UCC, with a focus on generative approaches to multilingual acquisition and Chinese linguistics. Her research groups include the Cambridge-Chinese University of Hong Kong Joint Laboratory for Bilingualism and collaborations with the International Association of Chinese Linguistics.

• Discourse Analysis
• Political Communication
• Sociolinguistics
• +3 more

Mercedes Díez Prados is a Professor in the Department of Modern Philology at Universidad de Alcalá. Her research focuses on discourse analysis, political communication, and sociolinguistics, particularly examining evaluative language in political discourse and cross-cultural communication in business and education. She leads the research group 'Discourse, Identity and Cognition' and has coordinated multiple projects on emotion in language, anglicisms in specialized contexts, and EFL pedagogy. Principal Investigator for projects like 'Emoción y lenguaje en acción' (2014-2018) and co-investigator in studies on CLIL theories and anglicisms in tourism. Published extensively in discourse analysis journals and edited volumes, with a focus on persuasive strategies, metaphor use, and cohesion in political texts. Teaches courses in discourse analysis, argumentation, and EFL methodology across undergraduate and master's programs. Her work bridges cognitive linguistics and sociopolitical discourse, addressing how language constructs identity and persuasion in professional and political contexts. Recent studies explore nonverbal communication in business pitches and gender roles in media discourse.

• Human Cognition
• Language Evolution
• Narrative Studies
• +3 more

Andrew Feeney is an Assistant Professor in the Humanities Department at Northumbria University. His research focuses on human cognition, language evolution, and narrative studies. He holds a PhD in Linguistics (2014) and a BA (Hons) in Humanities (1986). Key research interests include the intersection of narrative structures with cognitive processes, evolutionary foundations of language, and biolinguistic frameworks. His work explores how language acquisition and usage reflect broader cognitive mechanisms. Recent publications examine language evolution's relationship to human cognition (Journal of Cognitive Science, 2021), biolinguistic theories (Cognitive Semiotics, 2018), and cognitive aspects of second language acquisition (2018 book chapter). These studies emphasize interdisciplinary approaches combining psychology, linguistics, and semiotics. No scientific awards are listed. He has supervised one academic work, though details are not provided. Research collaborations include cross-disciplinary projects in cognitive science and linguistics.

James McQueenView profile

Professor

• Spoken-word recognition
• Learning words in spoken language
• Second language acquisition
• +3 more

James McQueen is a Professor at the School of Psychology and Artificial Intelligence, Radboud University, Nijmegen, The Netherlands. He has held academic positions since 1990, including Professor of Speech and Learning (2015–present) and Professor of Learning and Plasticity (2009–2015), and has been a member of the Max Planck Institute for Psycholinguistics since 1993. Education : BA in Experimental Psychology (1987, University of Oxford), Ph.D. in Psycholinguistics (1992, University of Cambridge). McQueen specializes in spoken-word recognition , speech perception , and second language acquisition . His research explores perceptual learning in speech, memory consolidation for word learning, and brain-computer interfaces for auditory category learning. Current projects include individual differences in second-language acquisition and the lexical interface in spoken language processing. Scientific Awards : Fellow of the Association for Psychological Science (2016) Fellow of the Psychonomic Society (2014) The Cognitive Psychology Award, British Psychological Society (1997) MRC Studentship (1987) Exhibition, Corpus Christi College, Oxford (1985) He has supervised over 30 graduate students and postdoctoral fellows, including Attila Andics, Frank Eisner, and Atsuko Takashima. His leadership roles include chairing PhD defenses (2017–), coordinating institute projects at the Max Planck Institute, and serving on advisory boards for cognitive neuroscience and psycholinguistics programs.

Giulia BovolentaView profile

Lecturer

• Language Learning
• Cognitive Psychology
• Second Language Acquisition
• +3 more

Giulia Bovolenta is a Lecturer at the School of Arts, Culture and Language, Bangor University. Her research focuses on cognitive mechanisms underlying adult second language learning, particularly how individual differences and input properties affect language processing and encoding. She is PI of the 2023-2025 project 'Investigating the nature of difficulty in language learning with EEG' and has received the Leverhulme Trust Early Career Fellowship (2022) and the 2024 Learned Society of Wales Best Poster Prize. Her work explores memory utilization in L2 morphology learning, declarative memory's role in generalization, and prediction errors' impact on syntactic acquisition. She has published widely on topics like verb surprisal effects, artificial language learning, and vocabulary assessment methodologies. Bovolenta actively engages in public outreach, including talks at the Hidden Worlds Science Festival and academic poster presentations. Current research investigates declarative memory's role in explicit vs. item-based learning through pilot studies and EEG-based experiments. She collaborates with institutions like the Learned Society of Wales and mentors PhD students in psycholinguistics and language acquisition.

Laura KellyView profile

Associate Professor

• Elementary Literacy
• ESL/Bilingual Education
• Urban Education Policy
• +4 more

Laura Kelly is an Associate Professor of Educational Studies at Rhodes College, specializing in elementary literacy and ESL/bilingual education. Her work focuses on culturally and linguistically diverse educational contexts, with particular attention to urban education policy, immigration, and Latinx children's literature. She previously served as a K-12 classroom teacher for eight years and holds National Board Certification in Early to Middle Childhood Reading and Language Arts. Dr. Kelly’s research emphasizes biliteracy development, translanguaging practices, and culturally informed pedagogy. She leads the Childhood Biliteracy Research Collaborative, engaging students in community-based literacy projects. Her teaching portfolio includes courses like Urban Education Policy, Education & Immigration, and Latinx Children's Literature. Her scholarship critically examines the impact of political policies such as 'critical race theory' bans on elementary education, advocating for inclusive curricula that honor student diversity. She has published extensively on topics ranging from bilingual book analysis to translanguaging in community spaces. Education: Doctorate in Learning, Literacies, and Technologies from Arizona State University Awards: National Board Certification (Early to Middle Childhood Reading/Language Arts) Labs/Teams: Childhood Biliteracy Research Collaborative

Steve MorrisView profile

Researcher

• Applied Linguistics
• Sociolinguistics
• Language Policy
• +3 more

Steve Morris is a Researcher in Applied Linguistics at Swansea University's School of Culture and Communication (College of Arts and Humanities). With over 30 years of experience in Welsh language education and policy, he has contributed significantly to sociolinguistics, language planning, and corpus linguistics. He joined the university in 1991 as a lecturer in Continuing Education before transferring to his current role in 2010. His research focuses on the interdisciplinary interface between Applied Linguistics and Welsh language revitalization. Notable contributions include founding the ALAW network (2017) and co-leading the National Corpus of Contemporary Welsh (CorCenCC) project. He serves on key committees like the Welsh Government’s Welsh for Adults Scrutiny Committee and the Higher Education Academy. Key achievements include policy-influencing work on Welsh language centers (Canolfannau Cymraeg) and developing core vocabulary lists for adult learners aligned with Common European Framework levels. His work bridges research, policy, and education through collaborative projects with national and EU institutions. Publications span corpus linguistics, language policy, and pedagogical strategies, with recent focus on Welsh lexical analysis and educational tool development. Awards include Fellowship of the Higher Education Academy.