Salomé Sanchez is a French language instructor and examiner for CertAcles/ACCUA proficiency assessments at the University of Jaen. She operates within the university's language education framework, delivering instruction and evaluating student competency in French language skills through standardized testing protocols. Her professional focus spans French Language Teaching methodologies, Language Assessment systems, and Applied Linguistics, with specialization in Second Language Acquisition and Foreign Language Pedagogy. This expertise directly supports curriculum development for language proficiency certification programs.
Whitney Chappell is an Associate Professor in the Department of Modern Languages and Literatures at the University of Texas at San Antonio (UTSA), where she has been teaching since 2013. She holds appointments within the College of Liberal and Fine Arts, contributing to both undergraduate and graduate programs focused on Spanish linguistics and language education. Originally from the Chicago area, she has developed a strong connection to San Antonio's bilingual and bicultural environment. Dr. Chappell earned her academic credentials from prestigious institutions: a B.A. in Spanish and English from the University of Illinois, an M.A. in English (Linguistics) from Northern Illinois University, and a Ph.D. in Spanish Linguistics from The Ohio State University. Her educational background reflects her interdisciplinary approach to language study, bridging literary and linguistic perspectives. Her research focuses on how Spanish speakers negotiate identities through variable pronunciations, particularly examining sociophonetic perception across different speaker profiles. She has made significant contributions to understanding how heritage speakers, native speakers, and L2 learners process sociolinguistic variation in Spanish, with particular attention to coda /s/ realization across dialects. Her work spans sociolinguistics, phonetics, second language acquisition, and heritage language studies, demonstrating her commitment to understanding the complex relationship between language variation and social meaning. Analysis of her publication record from 2016-2024 reveals consistent research on Spanish sociophonetics, with particular emphasis on how listeners interpret social meaning from phonetic variation. Her work increasingly incorporates intersectional approaches, examining how linguistic variation intersects with race, gender, and class in shaping social evaluations. A notable trend is her expansion from laboratory-based perception studies to more critical examinations of how language variation functions within sociopolitical contexts, particularly regarding immigrant experiences and racialized language ideologies. Fulbright Scholar Award (2019, United States Department of State, Bureau of Educational and Cultural Affairs) While specific details about her grant funding aren't provided in the text, her Fulbright award suggests significant external research support. Her extensive presentation record at national and international conferences indicates active participation in scholarly communities and likely involvement in collaborative research projects. Dr. Chappell appears to mentor graduate students in linguistics, particularly those interested in sociolinguistic methodology and Spanish language variation, though specific advisees aren't named in the provided materials. Dr. Chappell's research appears to be conducted both independently and through collaborations with scholars across institutions. Her work employs experimental methodologies including matched-guise tests, AX discrimination tasks, and statistical analysis of speech data, suggesting access to laboratory facilities for speech perception and production research. Her frequent presentations at international venues indicate participation in global research networks focused on Spanish sociolinguistics.
Claudy Oomen is an Educational Consultant/Trainer at the Educational Development & Training unit within the Faculty of Social and Behavioral Sciences at Utrecht University. Her work focuses on Applied Data Science in educational contexts, including practice-oriented research and collaborative projects between higher education institutions and schools. 2020: Evaluated bachelor selection procedures for PPE and UCU programs. 2017: Studied successful collaborations between educational institutions and published on learning organizations for School aan Zet. 2010-2015: Advised on quality frameworks for cultural education and language performance monitoring in secondary schools. 2001: Authored a doctoral thesis on self-monitoring in normal and aphasic speech (Utrecht University). Her research bridges data science applications with educational development, emphasizing practical outcomes and organizational learning. Publications span academic collaboration, speech pathology, and curriculum design. Contact: cceoomen@uu.nl or c.c.e.oomen@uu.nl .
Dr. Willem Rump is a part-time lecturer at Utrecht University’s Faculty of Science, Department of Pharmaceutical Sciences, since May 2007. He specializes in written communication in Dutch for pharmacy students and introduced the 'Taaltoets' (Dutch language proficiency test) in 2009. He serves as secretary of the UPPER Institutional Review Board (IRB) and the Science-Geo Ethics Review Board (SG ERB) since 2018. Additionally, he coordinates the UPPER network for pharmaceutical practice research and internships, a role held since 2004. Educational Background: Linguist (Phonetics), Utrecht University PhD in perceived prominence of accented syllables in synthetic speech, Eindhoven Technical University His research expertise spans pharmaceutical practice, ethics in human-subject research, and linguistic factors influencing synthetic speech naturalness. He integrates his phonetics background into teaching Dutch communication skills, focusing on temporal elements like duration and pausing in speech perception. His work supports pharmacy education curricula, including courses such as Pharmaceutical Dutch (FA-BA131) and Dutch Language Proficiency (FA-MA102). Scientific Awards: BKO (Basic Teaching Qualification) Dr. Rump contributes to the development of academic systems through his coordination of the UPPER network and participation in ethics review boards. His contact details include the David de Wied Building, room 1.09, and multiple email addresses for departmental and network-related communication.
Cindy Brantmeier is Professor of Applied Linguistics with a primary appointment in Global Studies at Washington University in St. Louis. She serves as Director of Applied Linguistics, overseeing the interdisciplinary PhD program and undergraduate minor. Her academic affiliations include courtesy appointments in the Department of Romance Languages and Literatures and the Department of Psychological and Brain Sciences. As Faculty Scholar at the Institute for Public Health and Faculty Fellow for International Research with Human Subjects in the Office of the Vice Chancellor for Research, she bridges academic research with practical healthcare applications. Dr. Brantmeier's research spans interdisciplinary domains connecting applied linguistics, social psychology, and public health. Her work focuses on language acquisition, second language reading across cultures, health literacy, and linguistic diversity in healthcare settings. She has conducted extensive research on self-assessment methodologies, reading strategies, and individual learner differences. Her laboratory research connects to practical applications with refugee and immigrant communities in St. Louis, particularly examining communication challenges in healthcare contexts for linguistically diverse populations. Her publications reveal a strong emphasis on cross-cultural language research, with significant focus on Chinese EFL learners and Spanish language acquisition. The research demonstrates consistent exploration of how working memory, self-assessment, and individual differences impact second language reading comprehension. Recent work increasingly addresses healthcare communication challenges during the pandemic, showing evolution from theoretical language acquisition research toward practical public health applications. Washington University's 2012 Emerson Excellence in Teaching Award Five-time winner of outstanding graduate student mentoring award 2019 Merle E Simmons Distinguished Alumna (Indiana University) Distinguished Visiting Professor at Northeast Normal University, China (2016-2021) Keynote speaker at UNESCO International Conference on Literacy Professor Brantmeier has secured research funding from diverse sources including the US State Department, National Strategic Language Initiative, Africa Initiative Pilot Grant Program, Educational Testing Service, and American Council on the Teaching of Foreign Languages. She has mentored numerous graduate students, with recent PhD graduates securing tenure-track positions at prestigious institutions including the United States Air Force Academy and the Defense Language Institute. As Director of the Language Research Laboratory, she leads interdisciplinary research teams examining language use in healthcare settings and second language acquisition processes. Her international engagement includes delivering plenary addresses across five continents and serving as Co-Editor of Reading in a Foreign Language journal. Current initiatives focus on patient-provider communication in obstetrics and gynecology, funded by the Maimonides Research and Development Foundation, demonstrating continued relevance of her work to critical healthcare communication challenges.
Dr. Manuela Pinto is an Assistant Professor at Utrecht University's Department of Languages, Literature and Communication, with affiliations to the Institute for Language Sciences and the Dynamics of Youth (DoY) research theme. Her work bridges formal linguistics (Generative Grammar) with applied language education, focusing on second language acquisition, psycholinguistics, and intercultural communication. PhD in Linguistics (Utrecht, 1997) - Thesis: Licensing and Interpretation of Inverted Subjects in Italian MA in General Linguistics (Utrecht, 1991) MA in German Language/Literature (Italy, 1986) Research spans child language development, bilingualism, and societal applications through projects like: Coloring Book - Digital method for assessing language comprehension in children KleurenSchat - Dutch vocabulary assessment tool Nederlands voor Alle Kinderen (NvAK) - Language tracking for newcomer children Community Engaged Learning projects with migrants' organizations Recent publications focus on: Syntactic theory and microcontact phenomena Ecological validity in language testing Aspectual properties in L2 acquisition Intercultural pragmatics in advertising She has received research grants for: Heritage Storytelling projects Bidirectional Storytelling initiatives Additional contributions include: Coordinating typological databases Organizing international conferences (Going Romance, ISB symposia) Founding Growingupbilingual.org information service
Dr. Jimmy van Rijt is an Associate Professor at Utrecht University’s Department of Languages, Literature and Communication, specializing in Language and Education. He bridges linguistic theory with practical pedagogy, focusing on grammar instruction, teacher education, and enhancing student understanding through metaconcepts. His work spans secondary and higher education, with administrative roles in programs like Alfa4All and Masterlanguage. Research Interests: Van Rijt explores how grammatical understanding impacts reading comprehension, pragmatic interventions in writing, and reflective thinking in language classrooms. His studies integrate cognitive development and curriculum design, particularly in Dutch education. Publications: His 15 most recent articles (2024–2025) address grammar pedagogy, linguistic reasoning, blended learning, and pragmatic education, reflecting a blend of theoretical and applied research in linguistics and education. Editorial Roles: He serves as editor for L1-Educational Studies in Language and Literature (unpaid) and contributes to the Professional Didactic Manual (unpaid) and Skilled with Professional Content (paid). He co-coordinates the ARLE Special Interest Group in Educational Linguistics. Professional Networks: Van Rijt collaborates with institutions like Tilburg University and Fontys Hogescholen, and contributes to national projects such as DoY (Dynamics of Youth). His work influences teacher training curricula and policy in Dutch language education.
Dr. Peter Kirkpatrick is an Associate Professor in the Department of Foreign Language at Virginia Commonwealth University (VCU) within the School of World Studies. He co-founded the Film Studies program and serves as Co-Director of the French Film Festival alongside Françoise Ravaux-Kirkpatrick. His roles include Coordinator of the French Section and membership on the University Council. Education: Ph.D., University of Virginia, 1992 M.A., University of Virginia, 1988 B.A., University of Richmond, 1986 Dr. Kirkpatrick’s research bridges French language and culture, film studies, and interdisciplinary applications of structural equation modeling in educational and behavioral genetics. He has pioneered courses on film subtitling with Digimage, established VCU’s global academic partnerships, and explored language education policies in Asia, the Middle East, and Thailand. His recent publications span structural equation modeling advancements, genetic influences on cognitive traits, and language education frameworks. Collaborations with institutions like La Fémis and the Cinémathèque française highlight his integration of humanities with quantitative methodologies. Scientific Awards and Honors: 2005 Service Excellence Award (VCU College of Humanities and Sciences) Chevalier dans l’Ordre des Arts et des Lettres (French government) Chevalier dans l’Ordre des Palmes Académiques (French government) 2011 Médaille Beaumarchais (French Writers' Guild, SACD) Dr. Kirkpatrick’s leadership in VCU’s Office of International Education (2003–2008) expanded international student populations and established 15 global university partnerships. He remains active in academic diplomacy, film festival programming, and statistical-genetic research.
Valeriy Vladylenovych Naumyk is a distinguished Professor and currently serves as the Vice-Rector for Scientific and Pedagogical Work and International Activities at Zaporizhzhia Polytechnic University. He is affiliated with the Engineering-Physical Faculty, specifically within the Department of Machines and Technology of Foundry Production, where he has made significant contributions to metallurgical science and engineering education. Professor Naumyk completed his higher education at Zaporizhzhia Machine-Building Institute named after V.Ya. Chubar in 1993, specializing in 'Machinery and technology of foundry production'. He earned his Doctor of Technical Sciences degree in 2010 with a dissertation titled 'Development of theoretical foundations for obtaining high-quality castings from copper and nickel alloys under controlled crystallization conditions' in the specialty 05.16.04 'foundry production'. His research focuses on the development and improvement of modern technological processes for obtaining high-quality castings and ingots, methods for studying material properties, and the development of new casting alloys for aviation and power engineering. Professor Naumyk's work bridges fundamental materials science with practical industrial applications, particularly in high-temperature environments where material performance is critical. Analysis of his recent publications (2022-2025) reveals a strong focus on heat-resistant nickel alloys, particularly ZhS3DK-VI, with significant work on modification techniques using yttrium and titanium carbonitride to improve mechanical properties. His research increasingly incorporates additive manufacturing technologies and hot isostatic pressing to address defects in cast components, with particular attention to turbine blade production for gas turbine engines. The publications demonstrate a progression from traditional casting methods toward more advanced manufacturing techniques while maintaining focus on material performance under extreme conditions. Honorary Certificate of Zhovtnevyi District Administration (2003) Badge 'For Impeccable Work' III degree (2011) Certificate of Zaporizhzhia Regional State Administration (2012) Order 'For Merit to the Zaporizhzhia Region' III degree (2015) Certificate of Verkhovna Rada of Ukraine for merits to the Ukrainian people (2017) Order 'For Merit to the Zaporizhzhia Region' I degree (2020) Diploma of Academician of the Academy of Sciences of Higher Education of Ukraine (2023) Professor Naumyk has been actively involved in educational leadership as Vice-Rector while maintaining a robust research program. His international engagement includes a 2023 internship in Cardiff, Wales focused on 'Capacity Building in Physical Sciences and Engineering and English Language Proficiency for Teachers.' He has supervised numerous students and contributed significantly to Ukraine's metallurgical research community through his extensive publication record (over 170 scientific works including 10 Ukrainian patents, 5 textbooks approved by the Ministry of Education and Science of Ukraine, and a monograph).
Dr. Victor Fujimoto serves as Professor and Director of the In Vitro Fertilization Program at the University of California San Francisco (UCSF), specializing in reproductive endocrinology and fertility. A former fertility patient himself, he emphasizes patient education about reproductive potential and treatment options while leveraging expertise in noninvasive gynecologic techniques. His academic journey includes an MD from University of California San Diego School of Medicine (1986), Obstetrics and Gynecology residency at Mayo Clinic (1990), and Reproductive Endocrinology fellowship at UCSF Medical Center (1993). Prior to UCSF, he began clinical practice at the University of Washington. Dr. Fujimoto's clinical focus centers on advancing in vitro fertilization protocols and noninvasive treatments for female infertility, with particular attention to emotional aspects of fertility challenges. His work integrates patient-centered care with innovative reproductive technologies at UCSF's Center for Reproductive Health. As IVF Program Director, he leads multidisciplinary teams across UCSF's San Francisco Bay Area facilities, overseeing comprehensive services including ICSI, IUI, ovulation induction, and preimplantation genetic testing. His Japanese language proficiency supports care for diverse patient populations within Northern California's fertility community.
Amber Dudley is a Research Fellow in Foreign Language Education at the Department of Education, University of York. She joined in 2021 after completing her ESRC-funded PhD in Second Language Acquisition at the University of Southampton (2017-2020). Her work focuses on linguistic development in French learners, pedagogical assessments, and language proficiency studies. PhD in Second Language Acquisition (University of Southampton) Research on morphosyntax acquisition and GCSE exam lexical content Her research projects include analyzing lexical frequency in UK GCSE exams for French/German/Spanish, piloting subject-knowledge tests for language practitioners, and studying language proficiency components in 16-year-old learners. She collaborates with Emma Marsden, Inge Alferink, Giulia Bovolenta, and Victoria Hobson. Centre for Advanced Studies in Language and Education (CASLE) member
Arne Kristian Karlsen Amdal is a Senior Lecturer at the Department of Teacher Education , Norwegian University of Science and Technology (NTNU), specializing in mathematics didactics. His work focuses on innovative teaching methods and digital tools in mathematics education. University : Norwegian University of Science and Technology School : Faculty of Social and Educational Sciences Department : Department of Teacher Education Email : arne.amdal@ntnu.no Research interests include: Mathematics education and didactic strategies Integration of digital tools (e.g., GeoGebra) in teaching Student-generated examples and problem-solving techniques Assessment literacy in vocational education Semiotic analysis in mathematical writing His publications highlight applications of dynamic geometry software, assessment practices, and classroom-based pedagogical experiments. Amdal has presented at international conferences in Iceland, Estonia, and Spain, emphasizing practical implementations of educational technology.
Prof. Dr. Natalia Gagarina serves as Head of Research Area 2 'Language Development & Multilingualism' at the Leibniz-Centre General Linguistics (ZAS) and is Vice Director of ZAS since October 2022. She holds positions as an extraordinary professor at Humboldt-Universität zu Berlin since September 2020 and visiting professor at Uppsala University since December 2017. During the autumn semester 2025, she will serve as substitute professor for Prof. Dr. Katrin B. Karl at the Institute of Slavic Languages and Literatures at the University of Bern. Her research focuses on monolingual and bilingual (a)typical language acquisition in the areas of lexicon, morphosyntax, discourse, aspect, and anaphors. In recent years, she has intensively studied the macro- and microstructure of narratives and developed language assessment methods for multilingual children. Her work spans theoretical linguistics, language acquisition, heritage languages, and clinical applications for identifying language disorders in bilingual populations. Prof. Gagarina leads multiple significant research projects including 'Real-time register comprehension in adolescent heritage speakers' languages' (CRC 1412-Register C03), 'Diagnosis of language abilities in multilingual children: Validation of a test battery,' and 'Dynamics of Verbal Aspect and (Pro)Nominal Reference in Language Contact.' Her publications demonstrate consistent output in high-impact venues with a focus on heritage language syntax, narrative structure, and language assessment methodologies. Her scientific achievements have been recognized through prestigious awards including membership in the philosophical-historical class of the Austrian Academy of Sciences (May 2023) and the 'Open Access - OpenScience' Prize from the Deutsche Gesellschaft für Sprachwissenschaft. She has also received the 'Bebilin: Das beste Unterrichtsmaterial' Award for online language support materials. Prof. Gagarina actively supervises doctoral students and collaborates internationally with researchers across Europe and North America. Her work bridges theoretical linguistics with practical applications in education and clinical settings, particularly in developing assessment tools for multilingual children and understanding the architecture of bilingual language development from first words to literacy.
Kevin Hirschi, Ph.D., is an Assistant Professor in the Bicultural-Bilingual Studies Department at the University of Texas at San Antonio (UTSA) within the College of Education and Human Development. He specializes in second language acquisition (SLA) with a focus on pronunciation, technology for language analysis, and corpus linguistics. Ph.D. in Applied Linguistics (Northern Arizona University, 2024) His research explores the intersection of technology and SLA, particularly using machine learning for pronunciation evaluation, mobile-assisted learning, and discourse intonation. He has taught language pedagogy courses in three countries and has over 15 years of experience in ESL instruction, international teaching assistant training, and self-access learning systems. Selected Awards: Most Promising Graduate Student Research Scholar 2023 (Northern Arizona University) Presidential Fellow, Northern Arizona University ($9000, 2019-2023) Gates Millennium Scholar ($5000, 2001-2006) Grants: Office of Undergraduate Research and Creative Activity Faculty CURE Development Grant ($7000, 2023-2024) TIRF 2023 Doctoral Dissertation Grant ($2500) Duolingo Dissertation Research Grant ($5000, 2022-2023) Language Learning Dissertation Grant ($2000, 2022-2023)
Rachel Landsman is an Instructor of Psychology in the Department of Psychiatry at Harvard Medical School and serves as an Attending Pediatric Neuropsychologist in the Deaf and Hard of Hearing Program within the Department of Otolaryngology and Communication Enhancement at Boston Children's Hospital. Her clinical expertise focuses on providing comprehensive neuropsychological assessment services to deaf and hard of hearing children, teens, and families affected by medical/neurological, developmental, and psychological concerns. Undergraduate: University of Wisconsin, Madison, WI Graduate: Chicago School of Professional Psychology, Chicago, IL Internship: Kennedy Krieger Institute-Johns Hopkins University School of Medicine, Baltimore, MD Fellowship: Pediatric Medical Psychology, Johns Hopkins University School of Medicine, Baltimore, MD Fellowship: Pediatric Neuropsychology, Medical College of Wisconsin, Milwaukee, WI Dr. Landsman specializes in working with deaf and hard of hearing (DHH) populations with particular expertise in identifying Autism Spectrum Disorder in DHH individuals. Her research focuses on understanding cognitive and psychosocial profiles of DHH individuals, assessing outcomes for Cochlear Implant candidates, and establishing equitable neuropsychological care. She has developed specialized assessment methodologies for children with hearing loss across multiple diagnostic categories including ADHD, anxiety disorders, developmental disabilities, and learning disorders. Her recent publications demonstrate a strong research trajectory examining the intersection of deafness/hard of hearing and neurodevelopmental conditions, with particular attention to diagnostic validity and language accessibility. Her work addresses critical gaps in assessment tools for DHH children with autism spectrum disorders and emphasizes the importance of accessible language for optimal developmental outcomes. As an academic faculty member, Dr. Landsman supervises psychology and neuropsychology fellows, contributing to the training pipeline for future specialists in pediatric neuropsychology. Her clinical supervision focuses on developing culturally competent assessment practices for DHH populations. Within the interdisciplinary Deaf and Hard of Hearing Program at Boston Children's Hospital, Dr. Landsman collaborates with audiologists, speech-language pathologists, physicians, and education specialists to provide comprehensive care that emphasizes communication access, language proficiency, and social-emotional well-being for DHH children and their families.
