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Daniel Bermuth is a Researcher at the Chair of Software Engineering within the Institute for Software & Systems Engineering at the University of Augsburg . His work focuses on the intersection of Machine Learning and Collaborative Robotics , with a particular emphasis on Software-driven Robotics and Automation . Education Master in Computer Science (2017-2020), University of Augsburg Bachelor in Computer Science (2014-2017), University of Augsburg Research Interests Development of AI-based safety mechanisms for human-robot collaboration Real-time human pose estimation using RGBD imaging and voxel fusion techniques Efficient spoken language understanding architectures via n-grams, tries, and finite state transducers Privacy-aware voice assistants operating in offline environments Fast speech-to-text models for multilingual applications Publications demonstrate expertise in Robotics , Artificial Intelligence , Computer Vision , and Natural Language Processing . Key subfields include Human-Robot Interaction , 3D Pose Estimation , Speech Recognition , Privacy-preserving AI , Efficient Parsing Algorithms , and Multilingual Language Models . Laboratory Works within the Institute for Software & Systems Engineering under Prof. Dr. Wolfgang Reif Active in developing software solutions for robotics and speech processing

• Machine Learning
• Collaborative Robotics
• Software-driven Robotics
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Linda Borger is a Lecturer at the Department of Education and Special Education, University of Gothenburg. She specializes in educational assessment and grading , with a focus on large-scale measurements and linguistic competence evaluation. Research environments: Language Learning, Assessment and Teaching (LUBS), Prerequisites Education Results (FUR) Her current projects include: Investigating relationships between PISA results, Swedish grades, and science/mathematics achievement Longitudinal study of English writing skills in Grade 9 students (2000-2022) via automated text analysis She teaches courses in: Assessment and grading Classical and modern test theory PIL303: Broadened Teacher Competence Her research involves collaborations with: Stefan Johansson (GU) Rolf Strietholt (TU Dortmund) Eva Olsson (Marcus and Amalia Wallenberg Memorial Foundation project)

• Educational Assessment and Grading
• Large-Scale Educational Measurements
• Test Development and Validation
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Monica Alaez-Galan is a Lecturer in the Information-Communication department at the University of Toulouse, specifically affiliated with IUT A Paul Sabatier. Her work focuses on foreign language acquisition through debate-based methodologies and digital pedagogical tools. Position: Spanish Lecturer at University of Toulouse Institutional Affiliation: IUT A Paul Sabatier Research Focus: Debate as a teaching tool, enaction theory, co-verbality Her research integrates theories of enaction, co-verbality, and ergonomics to enhance oral proficiency and motivation in specialized Spanish education. She develops the FABLang methodology, combining language training with technology-driven, interdisciplinary approaches. Publications highlight her work on competency-based frameworks (2024), debate-driven language systems (2023), and digital pedagogy evolution (2016). Her articles frequently explore the intersection of technology, motivation, and oral communication skills. She contributes to academic discourse through editorial roles in journals like Les Cahiers du GÉRES and participates in conferences such as APLIUT (2022), RANACLES (2023), and FABLAB Festival (2016). She collaborates with networks including GERES (Study and Research Group in Specialized Spanish) and APLIUT (Association of Language Teachers of University Institutes of Technology).

• Foreign Language Acquisition
• Didactics of Specialized Languages
• Enaction Theory
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Yusuke Kondo is an Associate Professor at the Global Education Center, Waseda University , where he has worked since 2014. He holds a PhD from Waseda University and specializes in foreign language education , with a focus on language testing , learner corpus studies , and automated scoring systems . PhD in Education from Waseda University (2010) Master's and Bachelor's degrees in English Language and Literature from Waseda University His research bridges second language acquisition and educational technology , emphasizing the development of automated speech evaluation systems for Japanese English learners. He has pioneered longitudinal learner corpus projects to track speaking proficiency over time. 15+ peer-reviewed articles on speech scoring, corpus linguistics, and language testing Key projects include JSPS-funded studies on syntactic complexity and L2 developmental indicators Dr. Kondo has received awards for his contributions, including the JACET Newcomer Award (2012) and a presentation award from the Japan Society for Testing (2007). His work impacts language education policy and technology-enhanced learning , with applications in university-level courses and high school programs.

• Foreign Language Education
• Language Testing
• Learner Corpus
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Dr. UEDA Sanae is a Senior Lecturer at the Department of Japanese Studies, The Chinese University of Hong Kong (CUHK). She holds a Ph.D. in Language and Culture from Kyoto University of Foreign Studies, Japan, and M.A. and B.A. degrees in Teaching Japanese as a Foreign Language from Osaka University, Japan. Educational Background Ph.D. in Language and Culture, Kyoto University of Foreign Studies (Japan) M.A. in Teaching Japanese as a Foreign Language, Osaka University (Japan) B.A. in Teaching Japanese as a Foreign Language, Osaka University (Japan) Her research focuses on advanced Japanese writing , textbook development , and oral proficiency assessment . She has contributed to collaborative learning frameworks integrating web-based and SNS technologies, alongside exploring compound verb acquisition in Hong Kong learners. Publication Trends span Japanese language pedagogy, textbook localization, and digital educational tools. Key themes include learner-proficiency evaluation, cross-cultural communication strategies, and technology-enhanced language instruction. Scientific Awards Outstanding Teaching Award 2016 (CUHK Faculty of Arts) Outstanding Teaching Award 2013 (CUHK Faculty of Arts) Enthusiasm in Teaching Award 2011 (CUHK Department of Japanese Studies) Excellence in Teaching Awards (2005-2006, 2010) (CUHK Department) Enthusiasm in Teaching Awards (2003-2004, 2004-2005) (CUHK Department) Dr. UEDA teaches courses such as Advanced Japanese Writing , Japanese Dialectology , and Advanced Spoken Japanese . She co-authored several localized Japanese textbooks, including the Minna no Nihongo Hong Kong Edition series.

• Japanese Language Education
• Applied Linguistics
• Second Language Acquisition
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Félix San Vicente serves as Professor of Spanish Linguistics at the University of Bologna's Forlì campus and directs CLIRO (Centro Linguistico dei Poli Scientifici-Didattici della Romagna), the Language Centre for Science and Education Campuses of Romagna. His academic position centers on Spanish language studies with institutional leadership in language resource development. San Vicente's primary research focuses on synchronic and diachronic Spanish lexicography, Spanish-Italian contrastive grammar, and language for specific purposes across political communication, social sciences, and artistic-cultural domains. He has extensively investigated new technologies in distance language learning, developing e-learning applications for Spanish as a second language. His work bridges theoretical linguistics with practical pedagogical applications, particularly in bilingual lexicography and grammatical description. Analysis of his recent publications reveals consistent emphasis on historical lexicography, grammatical description, and contrastive studies between Spanish and Italian. His work demonstrates methodological integration of historiographical approaches with contemporary language analysis, particularly regarding dictionary compilation and grammatical norms. Significant patterns include examination of 16th-18th century grammatical traditions and modern applications in language teaching. No scientific awards were documented in the source materials. Regarding academic advising and research funding, the available information does not specify doctoral students, major grants, or sponsored research projects. As CLIRO director, San Vicente leads institutional language services across Romagna campuses, overseeing initiatives in language certification, curriculum development, and digital learning resources that support both academic and professional language development for students and faculty.

• Spanish Linguistics
• Spanish Lexicography
• Contrastive Grammar (Spanish-Italian)
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Gabriella Vigliocco is a Professor of Psychology in the Department of Psychology at University College London, where she conducts research at the intersection of cognitive science, linguistics, and neuroscience. Her work focuses on psychological and neural mechanisms of human language use, with particular emphasis on how conceptual and linguistic information are integrated. Her educational background includes: Doctor of Philosophy from Universita degli Studi di Trieste (1995) Bachelor of Science from Universita degli Studi di Trieste (1990) Vigliocco's research spans cognitive and computational psychology, linguistics, neurosciences, applied and developmental psychology, biological psychology, and social and personality psychology. Her laboratory has made significant contributions including development of a theoretical framework for sentence production and explicit computational models of lexical semantic representation informed by cognitive science and neuroscience. Current research projects address the relationship between language and thought in spoken and signed languages, and the representation of abstract knowledge. Analysis of her recent publications reveals a strong focus on multimodal language processing, ecological approaches to cognition, and the integration of linguistic and conceptual information. Her work frequently examines how gesture and speech interact in communication, with particular attention to developmental contexts and language disorders. The research demonstrates interdisciplinary collaboration across psychology, linguistics, neuroscience, and computational modeling. Vigliocco leads the Doctoral Programme for the Ecological Study of the Brain at UCL since October 2018, mentoring the next generation of researchers in this emerging field. Her laboratory maintains active research in language processing, conceptual representation, and multimodal communication, with numerous publications spanning top journals in psychology, linguistics, and cognitive science.

• Cognitive Psychology
• Computational Psychology
• Linguistics
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Dr. Merle Mahon is an Associate Professor in the Language & Cognition department within the Division of Psychology and Language Science at University College London. She also serves as the DMEC Chair for the ImPACT Trial at the University of Nottingham starting July 2025. Her academic career spans several decades with continuous contributions to deaf education and language development research. Her educational background includes a PhD from University College London (1998), a BA (Hons) from the University of South Africa, Pretoria (1978), and a BA from the University of the Witwatersrand (1972). She holds professional certifications including Stage I Communication Skills with Deaf People (1985) and a Certificate of Advanced Clinical Studies in Speech Therapy for Deaf People. Dr. Mahon's research program focuses on deaf children's spoken language development, the role of gesture in language acquisition, and bi/multilingualism, particularly examining how children learn spoken English when it's an additional language at home. She employs both qualitative and quantitative methods including Conversation Analysis, questionnaire techniques, and experimental designs, with significant emphasis on longitudinal video data collection and analysis. Her publication record reveals consistent research productivity with 61 outputs, including numerous high-impact studies published in leading journals. Her work demonstrates strong thematic continuity in deaf education, cochlear implant outcomes, and language development, with recent expansion into virtual reality rehabilitation approaches through the BEARS project and international comparative studies in Chile. Member of UCL Academic Board and Research Degrees Committee (since 2023) Departmental Graduate Tutor at UCL (since 2016) Member of Centre for Literacy and Multilingualism CeLM, Reading University (since 2013) Associate Member of British Association of Teachers of the Deaf (since 2012) Founding member of Consortium for Research in Deaf Education (CRIDE) (since 2007) Editorial board member for Deafness and Education International (since 2005) Member of Royal College of Speech and Language Therapists (since 1977) As Departmental Graduate Tutor, Dr. Mahon supervises PhD students including Mario Bustos (with Dr. Fiona Kyle) and Disa Witkowska (with Prof. Courtenay Norbury). She currently leads the multi-centre BEARS study funded by the NIHR, examining outcomes for deaf children and teenagers who use bilateral cochlear implants. Her collaborative network spans institutions including Cambridge University, Imperial College London, and Guys and St Thomas' Hospitals Trust.

• Deaf children's spoken language development
• Gesture in language development
• Bi/multilingualism
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Sally Baker is a Senior Lecturer of Language and Literacies in the School of Education at the University of New South Wales (UNSW), within the Faculty of Arts, Design & Architecture. She serves as the Education focal point in the Forced Migration Research Network (FMRN@UNSW) and chairs the Refugee Education Special Interest Group. Her research explores issues of equity in higher education, with specific focus on refugee education, higher education equity and language policy, educational experiences of students from culturally and linguistically diverse migrant and refugee backgrounds, academic language and literacies, transitions, methodological and ethical issues with research in 'fragile contexts', and qualitative longitudinal research. She has developed expertise in navigating ethical considerations when conducting research with vulnerable populations. Dr. Baker's recent publications demonstrate a strong focus on refugee education pathways, equity in higher education, and the challenges faced by culturally and linguistically diverse students. Her work spans multiple disciplines including education policy, social justice, refugee studies, and language education, with particular emphasis on Australian contexts while maintaining international relevance. She frequently collaborates with researchers across Australian institutions and internationally. Invited speaker at Refugee Alternatives conference at UNSW (2017) Recipient of Visiting Fellowship at Cape Peninsula University of Technology (2017) Featured Symposium representative at British Educational Research Association conference (2017) Dr. Baker has secured significant research funding including projects with the NSW Department of Education and the National Centre for Student Equity in Higher Education, focusing on equity initiatives, university responses to enhancing equity in post-COVID landscapes, and opportunities and challenges for CALDMR students in online learning environments. She collaborates on the Australian Refugee Integration Research Database (ARRID) and leads projects examining parents' expectations, oracy in schools, and HyFlex teaching impacts on equity. She is actively engaged with the Forced Migration Research Network at UNSW, the Kaldor Centre Emerging Scholars Network, and serves as Chair of the Refugee Education Special Interest Group, demonstrating strong commitment to community engagement and knowledge translation in her field.

• Refugee Education
• Higher Education Equity
• Language Policy
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Konstantin Sering is a researcher at the University of Tübingen within the Faculty of Philosophy, specifically working at the Seminar for Linguistics as part of the Quantitative Linguistics group. His academic journey bridges physics and psychology with computational linguistics, culminating in his 2023 PhD thesis on the PAULE (Predictive Articulatory speech synthesis Utilizing Lexical Embeddings) model. He maintains active collaborations with the Cognitive Modeling Group led by Martin V. Butz and the Quantitative Linguistics Group led by Harald Baayen. Sering's research interests center on the computational modeling of human speech production, with particular focus on the articulatory aspects of language. He approaches spoken language from the perspective of computer-aided modeling and simulation, extending the VocalTractLab model to produce spontaneous human speech. His work emphasizes the information-bearing nature of language over its meaning-bearing aspects, investigating how language signals contextual states and conditions. He combines artificial neural networks with predictive forward approaches to model vocal tract control parameters across multiple target spaces, including meaning and acoustic representations. Analysis of Sering's publication record reveals a consistent trajectory in articulatory speech synthesis and quantitative linguistics. His work demonstrates increasing sophistication in modeling the human speech apparatus, with recent publications focusing on improving the PAULE model through speech/non-speech classification, somatosensory feedback integration, and benchmarking methodologies. His research spans both theoretical computational linguistics and practical applications, with strong connections to cognitive science and psycholinguistics. The publications show interdisciplinary collaboration across linguistics, computer science, and cognitive psychology. Sering actively contributes to the academic community through teaching and software development. He has taught courses including Introduction to Psycholinguistics, Physics of Human Speech Production, and seminars on Predictive Articulatory Speech Synthesis. As software author and maintainer, he has developed several important tools for the field: Articubench (an articulatory speech synthesis benchmark), PAULE (his namesake speech synthesis model), create_vtl_corpus, and contributions to pyndl and other packages. His technical expertise spans Python, R, and specialized instrumentation for speech analysis. Based in room 188 at Keplerstr. 2 in Tübingen, Sering maintains an active research program with regular publications and software releases since 2013. His work environment benefits from the resources of the University of Tübingen's linguistics infrastructure and collaborative opportunities across disciplines.

• Quantitative Linguistics
• Speech Production
• Articulatory Speech Synthesis
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Sussi Olsen is an Academic Research Staff member (Researcher) in the Department of Nordic Studies and Linguistics at the University of Copenhagen, employed at the Center for Sprogteknologi (CST) since 1997. Her work centers on developing and validating linguistic resources for language technology applications. Education: Masters degree in Spanish and Computational Linguistics, University of Copenhagen Her research spans technological language resources, morphological/syntactic/semantic annotation, computational lexicography, corpus linguistics, and resource validation. She specializes in Danish language processing and EU-level language technology infrastructure, with expertise in historical Danish (19th century) and multilingual resource integration. Her work bridges theoretical linguistics and practical NLP applications. Recent publications (2023-2025) reveal a strategic focus on semantic resource development for Danish, including formal lexicons (COR.SEM), language model evaluation frameworks, and sign language-spoken language integration. These works demonstrate convergence between lexical semantics, benchmarking methodologies, and European language equality initiatives, particularly through EU-funded projects like the European Language Equality agenda. She actively contributes to EU language technology projects including the Central Word Register for Danish (COR), European Language Grid, Federated TermBank, and ELEXIS. Her project portfolio shows sustained engagement with terminology management, semantic annotation standards, and resource validation since 2008. She has presented extensively on historical Danish language processing and semantic annotation methodologies. Olsen is affiliated with the Center for Sprogteknologi and participates in the DigHumLab project. She holds governance roles as Member of the Board of Representatives and Board of Directors of the Danish Language Council, and formerly chaired the Society of Lexicographers in Denmark.

• Computational Linguistics
• Corpus Linguistics
• Lexicography
• +3 more

Emily Brewer serves as Teaching Assistant Professor and MS Program Director in the Department of Communication Sciences & Disorders at East Carolina University. A certified speech-language pathologist and Auditory-Verbal Therapist, she specializes in lifespan hearing loss interventions with clinical expertise spanning pediatric habilitation and adult cochlear implant rehabilitation. Her educational foundation includes a Master of Science in Speech, Language and Auditory Pathology from East Carolina University (2008). Dr. Brewer's clinical focus centers on evidence-based auditory rehabilitation methodologies, particularly for post-cochlear implantation adults and children using hearing technology. Her work emphasizes developing listening-spoken language outcomes through auditory-verbal therapy and early intervention strategies, addressing critical needs in hearing loss management across developmental stages. This specialization directly informs her teaching in auditory rehabilitation and communication sciences coursework. As MS Program Director, she oversees curriculum development and student training while maintaining active clinical engagement. Her leadership extends to previous service on ECU's Adult Cochlear Implant Team, where she conducted communication evaluations and provided specialized auditory rehabilitation services, demonstrating integrated clinical-academic practice.

• Speech-Language Pathology
• Audiology
• Rehabilitation Sciences
• +3 more