Grace Oakley is an Associate Professor at The University of Western Australia's Graduate School of Education, specializing in language and literacy education across Early Childhood and Primary years, with a strong focus on integrating ICTs and innovative teaching practices. She holds a BA(Hons), GradDipEd, MEd, and PhD from Edith Cowan University. Her research interests include mobile technologies for literacy learning, blended learning, and the application of augmented/virtual reality (XR) in education. She has led numerous grants and projects, including initiatives in Cambodia, Japan, and China, focusing on technology-enhanced teacher professional development and cross-cultural educational exchanges. Key roles include Deputy Dean of the Graduate School of Education (2020–present), Course Coordinator for Master of Teaching Primary (2009–2020), and leadership in curriculum committees and academic governance. She has received multiple awards for teaching excellence, including the AAUT Citation (2025) and ALEA Special Services Award (2024). Her work aligns with UN Sustainable Development Goals, particularly in quality education (SDG 4) and partnerships for the goals (SDG 17). She actively engages in international collaborations, keynote presentations, and policy advising to advance educational innovation globally.
Stephanie Riès is an Associate Professor in the Department of Speech, Language, and Hearing Sciences at San Diego State University, where she directs the Laboratory for the Brain Dynamics of Language. Her research specializes in the cognitive neuroscience of human language, examining brain dynamics in language production, control processes, and neural reorganization following brain disorders. Education: BS in Biology from University of Rennes 1 MS in Cognitive Neuroscience from Aix-Marseille University MS in Cellular Biology and Animal Physiology from University of Rennes 1 PhD in Cognitive Neuroscience from Aix-Marseille University Her work integrates electrophysiology (EEG, EMG) and neuroimaging to study language production mechanisms and compensatory plasticity in conditions like stroke, epilepsy, and brain tumors. Key research areas include bilingual interference resolution, speech monitoring mechanisms, and neural reorganization patterns. Recent publications focus on neural hierarchies in speech production, neuroplasticity in language recovery, and advanced brain mapping techniques. Article analyses reveal strong emphasis on electrophysiological methods (sEEG, ERP), bilingual cognition, and clinical translation of neuroscience findings. Dr. Riès leads significant research initiatives through her laboratory, investigating brain-behavior relationships using intracranial recordings and developing novel approaches for speech activity detection across neurological populations.
Prof. Dr. Marcus Hasselhorn is Acting Director at DIPF | Leibniz Institute for Educational Research and Information and serves as a professor in the Department of Educational Psychology at Goethe University Frankfurt's Department 05 Psychology & Sports Science . His career spans over 25 years of leadership roles in educational research, including geschäftsführender Direktor (2012-2019) at DIPF and speaker of the Hessian LOEWE Center IDeA (2008-2019). Professor of Psychology (2007-present) at DIPF Former Director roles (2012-2019) and ongoing Scientific Board membership Leadership in Leibniz Research Network Bildungspotenziale (2013-2025) Research focuses on the ontogenesis of learning prerequisites , learning disorders , and educational diagnostics , particularly examining individual development and adaptive education for at-risk children. His recent work includes computerized learning assessment systems ( LONDI , iLearn ), language acquisition interventions ( BiSS-Transfer ), and inclusive education frameworks ( INCLASS ). Scientific engagement includes: President of German Psychological Society (2006-2008) Editorial leadership in Zeitschrift für Erziehungswissenschaft (2017-2024) Scientific Board member at IDeA Center (2008-present) Advisory roles in Mercator Institute (2013-present) and Kassel University Council (2010-present) Active in developing diagnostic tools like the Frostig Developmental Test of Visual Perception-3 and leading the BRISE initiative for early childhood education. Current projects address neurobehavioral development ( ReAL ), mental health in schools ( Mentale Gesundheit ), and language acquisition ( TRIO ).
Pavel Trofimovich is a Professor of Applied Linguistics at Concordia University's Department of Education, where he has worked since 2003. His research bridges psycholinguistic, sociolinguistic, and pedagogical dimensions of second language acquisition. PhD in Educational Psychology/Applied Linguistics (University of Illinois at Urbana-Champaign, 2003) MA in Teaching English as an International Language (University of Illinois at Urbana-Champaign, 1998) BA in English Philology (University of Latvia, 1996) Key research areas include cognitive processing in L2 speech acquisition, social variables affecting language learning, and comprehensibility in lingua franca interactions. His Concordia Applied Linguistics Lab (co-directed with Kim McDonough) employs mixed methods including eye-tracking and physiological sensors to study multilingual communication. Recent publications (2023-2025) focus on metaperception in L2 interaction, accent bias in employment, and nonverbal behaviors in communication success. Collaborative projects with students and SSHRC grants (e.g., 2021-2025 foreign accent bias study) demonstrate his applied focus on real-world language challenges. Current PhD students: Anamaria Bodea, Thao-Nguyen Nina Le, Chaoqun Zheng Former students now hold academic positions globally (University of Alberta, Waseda University, etc.)
Ray Reutzel is a Research Fellow at the Emma Eccles Jones College of Education and Human Services , affiliated with the Center for the School of the Future at Utah State University. His work focuses on literacy instruction, reading comprehension strategies, and teacher training in early childhood education. Research Fellow, Center for the School of the Future, Utah State University Research Interests: Dr. Reutzel’s research emphasizes improving reading instruction through evidence-based practices, including silent reading scaffolding, alphabet knowledge instruction, and text structure analysis. He explores the role of teacher preparation programs, Common Core Standards implementation, and literacy environment design in elementary education. Article Trends: His publications highlight strategies for supporting struggling readers, integrating informational texts into writing instruction, and enhancing fluency and comprehension through structured interventions. Key subfields include collaborative teaching, text structure pedagogy, and educational policy analysis. Labs & Teams: He contributes to research at the Center for the School of the Future, focusing on innovative literacy frameworks and classroom practices.
Susana Araújo serves as Associate Researcher at CICPSI Research Unit within the University of Lisbon's Faculty of Psychology. She coordinates the Cognition in Context Group (CO2) since 2023 and holds Senior Investigator status in the Memory & Language team, specializing in neurocognitive mechanisms of reading acquisition and disorders using EEG-ERPs and eye-tracking methodologies. Education: PhD in Experimental and Cognitive Psychology (University of Algarve, Portugal; Donders Institute, Netherlands) Postdoctoral Fellowships (2012-2017) Her research critically examines literacy's impact on cognitive systems through investigations of visual word recognition , reading disorders , and rapid automatized naming . Current work explores how handwriting training influences graph recognition and identifies neurophysiological markers of dyslexia using multimodal assessment tools. Publication trends reveal sustained focus on cross-population comparisons (literate/illiterate adults) and meta-analytic approaches to naming-speed deficits. Her work bridges cognitive neuroscience with educational interventions, particularly in developmental dyslexia contexts. Scientific Recognition: FCT Postdoctoral Fellowship (2012-2017) FCT-Investigator Starting Grant (2017-2021) with highest Career Development score FCT CEEC-Ind Individual Contract She directs multiple FCT-funded projects including LEMON (2020-2024; €158,684) as Principal Investigator and VOrtEx (2018-2021; €183,590) as Co-PI. Her grant portfolio spans developmental dyslexia characterization, orthographic processing, and statistical learning deficits across eight funded projects since 2007. As CO2 Group Coordinator, she integrates multiple research teams under CICPSI while maintaining collaboration with the Max Planck Institute for Psycholinguistics where she served as Visiting Researcher in 2015.
Natasha Janzen-Ulbricht is a Lecturer in the Didactics of English at the Institute of English Philology (WE6) within the Department of Philosophy and Humanities at Freie Universität Berlin . Her research focuses on integrating theater and movement-based teaching methods into language education, examining their impact on learning outcomes and group cohesion. Key areas of her work include: Developing gesture-based strategies for teaching spatial terms and prepositions. Combining quantitative (e.g., speech rate analysis) and qualitative (e.g., classroom storytelling) research methodologies. Collaborating with urban and rural schools in Germany and conducting international teaching experiments in the Netherlands, Czech Republic, and Poland. Her recent publications explore the intersection of embodied cognition and foreign language fluency , emphasizing the role of codified gestures in enhancing language acquisition. She is a member of the International Society for Gesture Studies and authorized to examine Master’s theses in English teaching at Freie Universität Berlin.
Eric Mandelbaum is a Professor of Philosophy at Baruch College, City University of New York (CUNY), where he holds the Ruth Printz O'Hara '52 Professorship. He also maintains an appointment at the CUNY Graduate Center Department of Philosophy. His scholarly work bridges philosophy and cognitive science, with a particular focus on the nature of belief, mental representation, and cognitive architecture. Professor Mandelbaum's primary research interests include Philosophy of Cognitive Science and Philosophy of Mind, with significant contributions to understanding belief systems. His work has developed the influential Spinozan model of belief fixation, which posits that merely contemplating a proposition entails believing it, with rejection requiring a separate, effortful process. He has also advanced a fragmented model of belief storage, challenging the traditional unified web of belief in favor of multiple, context-sensitive belief stores. His research extends to language of thought hypothesis, implicit bias, and the psychological immune system that governs belief change. Analysis of Mandelbaum's publication record reveals a consistent trajectory of integrating philosophical analysis with empirical findings from psychology and cognitive science. His recent work demonstrates an increasingly interdisciplinary approach, connecting belief science to mental health applications, language processing, and social cognition. A distinctive feature of his scholarship is the development of mechanistic explanations for seemingly incompatible aspects of belief, showing how belief can simultaneously be discerning, credulous, rational, and irrational. Ruth Printz O'Hara '52 Professorship While specific details about Professor Mandelbaum's advising activities are not explicitly documented in the available information, his extensive publication record featuring numerous collaborations suggests active mentorship and research leadership. His work appears to be supported by institutional resources at CUNY, and likely external research grants given the scope and interdisciplinary nature of his investigations into belief systems and cognitive architecture. His frequent co-authorship with researchers across multiple institutions indicates participation in collaborative research networks. Professor Mandelbaum's research is conducted through collaborative networks spanning philosophy, psychology, and cognitive science disciplines. His frequent co-authorship with scholars like Nicolas Porot, Jake Quilty-Dunn, and others suggests leadership in research teams focused on belief systems, language of thought, and implicit cognition. These collaborations demonstrate his commitment to interdisciplinary approaches that bridge philosophical analysis with empirical cognitive science.
Daniel Hanus is a Researcher at the Max Planck Institute for Evolutionary Anthropology in the Department of Comparative Cultural Psychology . He coordinates the Wolfgang Köhler Primate Research Center and Global Primate Study Network, with over 15 years of experience in African chimpanzee sanctuaries. His work spans Physical cognition Causal understanding Visual illusions Numerical competence Meta-cognition research in human and non-human primates. As an International Primatological Society member and ad hoc reviewer for journals like Animal Behaviour and Science , he contributes to methodological advancements. He teaches at the University of Leipzig and has held visiting positions at Free University Berlin and University of Tübingen. Hanus's research combines fieldwork at chimpanzee sanctuaries with controlled experiments to explore cognitive evolution. His 2025 publications in Nature Communications and Animal Behaviour examine neural precursors of language and social attention mechanisms, while 2023 work in Nature Ecology & Evolution reveals cognitive stability across primate development. 2009 Poster Competition Winner, Workshop on Cognition and Evolution, Rovereto 2003 Poster Competition Winner, German Primatological Society, Leipzig He coordinates research collaborations with Chimfunshi (Zambia) Tacugama (Sierra Leone) LCRP (Liberia) sanctuaries and maintains active research stays at Ngamba Island (Uganda) and Tchimpounga (Congo). Fluency in German, English, and French supports cross-cultural research initiatives.
Xiaoke Jia serves as Senior Lecturer in Chinese Language and coordinator of the Chinese language program within Bowdoin College's Asian Studies Program. Holding an M.A. in Linguistics and Applied Linguistics from Beijing Normal University and a B.A. from Henan University, he brings extensive expertise in Chinese language pedagogy developed through teaching roles at Princeton University, Bowdoin College, and international programs. Education: M.A. in Linguistics and Applied Linguistics, Beijing Normal University B.A., Henan University Dr. Jia's research centers on language pedagogy, second language acquisition, and Chinese lexicology, with current focus on innovative program development strategies. He pioneers approaches integrating cultural experiences through project-based learning, incorporates Chinese literature into advanced courses, and cultivates international study partnerships. His work emphasizes authentic cultural exposure and leverages Chinese culinary traditions to deepen linguistic understanding. Analysis of his 13 conference presentations (2014-2023) reveals consistent specialization in advanced Chinese language instruction, particularly literary integration, writing skill development, and cultural contextualization. His research demonstrates evolving methodology from quantitative textbook analysis to creative literary applications, addressing challenges in teaching higher-level Chinese through avant-garde literature, rhetorical devices, and genre-based writing. Dr. Jia's teaching career spans Princeton University (2010-2013), Bowdoin College (2008-2010 and current), Princeton in Beijing program (multiple summers including 2020-2021), and Beijing-based institutions. He actively contributes to professional communities through the New England Chinese Language Teachers Association and ACTFL conferences, while connecting language learning with cultural immersion through Chinese culinary practices.
Natasha Trajkovski is a Postdoctoral Research Fellow at the Australian Stuttering Research Centre (ASRC) within the Faculty of Health at the University of Technology Sydney (UTS). Her research focuses on stuttering interventions for pre-school children, including randomized controlled trials comparing treatment programs like the Lidcombe and Westmead Programs. She specializes in syllable-timed speech therapy and parental involvement in early intervention. Research Interests : Stuttering intervention methodologies Clinical trials in pediatric speech disorders Behavioral therapy for speech fluency Family-centered treatment approaches Publications : Her work emphasizes evidence-based practices, such as evaluating the efficacy of syllable-timed speech and parental roles in therapy. Key studies include randomized trials and case reports analyzing treatment outcomes and theoretical underpinnings. Lab/Affiliation : Part of the Australian Stuttering Research Centre, a leading institution for stuttering research and clinical innovation.
Dr. Declan Downey is an Assistant Professor and Lecturer in the School of History at University College Dublin (UCD). He specializes in Modern European and Japanese Diplomatic History, with a focus on Irish émigré elites in Spain, Austria, and the Netherlands. His research bridges early modern nobility, Habsburg strategies, and transatlantic relations. Downey has held administrative roles such as Director of Examinations and Co-Coordinator of the BCL Degree in Law with History. He is a Corresponding Member of Spain’s Royal Academy of History, the first Irish citizen to achieve this honor, and has been recognized with prestigious awards including the Austrian Order of Merit and the Japanese Foreign Minister's Commendation. His teaching interests emphasize historical methodology, clarity, and empirical evidence. Downey has supervised numerous PhD and M.Litt. students, focusing on topics like Irish military history and Japanese diplomatic relations. He is also a co-director of major research projects, including the 'Wild Geese Regiments Database Project' and the Irish in Spain and Iberian Trans-Atlantic World initiative. Education: PhD in History from the University of Cambridge (1994), MA from University College Dublin, BA from Maynooth University. Professional activities include roles as a Trustee of the Chester Beatty Library, member of the Executive Committee of the Council for Hispano-Irish Historical Studies, and advisor to the European Commission on Japanese-EU relations. His language fluency spans Dutch, French, German, Irish, Japanese, Latin, Spanish, and Swedish. Research highlights include publications on Habsburg strategies, Irish mercenary regiments in Spain, and Japanese-European diplomatic history. His work often examines cultural exchange and nobility dynamics across Europe and Asia. Grants include funding from Ireland’s Higher Education Authority for collaborative TCD-UCD projects. Current supervision includes a study on aristocratic ascent in Europe. Downey’s interdisciplinary approach integrates military, diplomatic, and cultural history to explore global and regional interconnectedness.
John Hosp is a Professor at the University of Massachusetts Amherst, affiliated with the Department of Student Development (SD) in the School of Education. His roles include academic research and teaching in special education and assessment methodologies. He holds a B.A. from Hobart College (1992), an M.S. (CAGS) from Rochester Institute of Technology (1995), and a Ph.D. from Vanderbilt University (2002). His research focuses on data-driven educational decision-making, curriculum-based measurement, and addressing disproportionate representation of minority students in special education. He has extensively studied reading/literacy instruction, assessment tools for science and math, and interventions for students with learning disabilities. Notable contributions include works on improving screening efficiency in literacy, analyzing oral reading fluency metrics, and synthesizing ELL intervention strategies. His publications emphasize practical applications of assessment data to enhance teaching and learning outcomes.
Robert Godwin-Jones is a Professor in the Department of Foreign Language at Virginia Commonwealth University's College of Humanities and Sciences, where he has served since 1979. He holds the position of Foreign Language Liaison and maintains active scholarly contributions through his "German Stories" digital repository and "Communicating Across Cultures" blog, focusing on technology-enhanced language pedagogy and intercultural communication. His educational background includes: B.A. in French and German from Franklin and Marshall College (1971) M.A. in Comparative Literature (German, French, and English) (1973) Ph.D. in Comparative Literature from the University of Illinois Urbana-Champaign (1977) Dr. Godwin-Jones specializes in Computer-Assisted Language Learning (CALL), with research spanning artificial intelligence applications, virtual reality environments, and digital literacies for language learners. His work examines how emerging technologies transform second language acquisition through ecological semiotics, distributed agency models, and multimodal communication frameworks. He investigates pedagogical translanguaging strategies for less commonly taught languages and analyzes authenticity in AI-mediated language interactions, particularly in pragmatics and writing development. Analysis of his 2021-2025 publications reveals three dominant trajectories: (1) generative AI integration in language instruction with emphasis on ethical implementation and threat mitigation; (2) extended reality applications creating immersive language spaces in the metaverse; and (3) ecological approaches connecting smart devices, ambient intelligence, and situated learning contexts. His scholarship consistently bridges theoretical frameworks with practical classroom applications across 19th-century German literature studies and contemporary language education. He maintains active professional engagement through memberships in: Delta Phi Alpha German Honorary Society Phi Kappa Phi Honorary Society Modern Language Association American Association of Teachers of German American Association of Teachers of French Foreign Language Association of Virginia As director of the "German Stories" project since 1994, he has curated verified editions of 19th-century German narratives with English translations under Creative Commons licensing, creating what has become a foundational resource for literary study and language acquisition. His blog extends this work through contemporary analyses of intercultural communication challenges, while his scholarly leadership in organizations like CALICO shapes national discourse on technology in language education. His laboratory functions as the "German Stories" digital ecosystem, which has evolved into a comprehensive platform hosting annotated texts, pedagogical resources, and research archives. This environment supports both formal classroom instruction and informal learning communities, demonstrating his commitment to porous classroom models that integrate physical and digital learning spaces.
Zeshu Shao is a Lecturer at the School of Psychology, University of Aberdeen, specializing in psycholinguistics with primary interest in individual differences in language psychology. Affiliated with the School of Psychology since 2018, Shao serves as MSc Programme Coordinator, Education Committee Member, School Disability Officer, and International Study Centre link tutor. Education: BSc in Applied Psychology at Nankai University (2004, China) MSc in Psychology at University of Nottingham (2006, UK) PhD at Max Planck Institute for Psycholinguistics (2013, Netherlands) Post-doctoral research fellow at Max Planck Institute for Psycholinguistics (2013-2017) Shao's research centers on cognitive, linguistic, and social factors affecting first and second language communication. Key areas include language production mechanisms, individual differences in lexical access, naming paradigms, and the role of executive control in speech. Current work examines orthographic influences on spoken word production, contextual effects in question answering, and social network impacts on language processing. The research employs experimental paradigms like blocked cyclic naming, picture-word interference, and Stroop tasks with EEG analysis. Publication trends show consistent focus on psycholinguistic mechanisms since 2011, with increasing emphasis on individual differences and neural correlates. Recent work (2020-2023) explores orthographic processing, contextual priming, and frequency effects in noun phrase production, demonstrating methodological evolution toward neurocognitive approaches. Scientific Awards: Shao provides academic leadership as MSc Programme Coordinator and serves on the Education Committee. While specific grants aren't detailed in available materials, research spans multiple international collaborations including Max Planck Institute, University of Nottingham, and Dutch institutions. The work supports Aberdeen's research vision in cognitive psychology and language sciences. Laboratory work appears centered in the School of Psychology's research facilities, with emphasis on experimental psycholinguistics and cognitive testing environments. Current projects continue investigating language production mechanisms and individual variability factors.
