Anna Pot is a Postdoctoral Scholar in the Department of Psychology at Stanford University, specializing in Affective Science. Her research focuses on the intersection of language, aging, and cognitive processes, particularly in multilingual/migrant populations. Key areas include language barriers affecting elderly migrants, cognitive effects of bilingualism in aging adults, and the role of language use in promoting wellbeing. Research interests emphasize sociolinguistic factors impacting health outcomes, intergenerational communication challenges, and neurocognitive aspects of language proficiency. She investigates how multilingualism influences cognitive reserve and how language policies can support aging populations. Her work has explored topics such as phonetic convergence in interactions, alcohol's impact on language production, and diagnostic tools for academic literacy. This spans both theoretical contributions (e.g., cognitive models of bilingual aging) and applied solutions (e.g., language awareness programs for migrant communities).
Sarah J. Shin is a Professor of Education at the University of Maryland, Baltimore County (UMBC), affiliated with the College of Arts, Humanities, and Social Sciences. She holds a Ph.D. in Linguistics from the University of Michigan and a B.S. in Communication from Cornell University. Her research focuses on bilingualism, heritage language education, TESOL teacher preparation, and language policy. Dr. Shin has authored/co-authored influential books such as Bilingualism in Schools and Society and Linguistics for Language Teachers , and serves on editorial boards for journals like the Journal of Language, Identity, and Education . Dr. Shin’s professional roles include former Co-Director of the TESOL graduate program (2003–2016), ACE Fellow (2017–2018), and Associate Provost for Academic Affairs (2018–2022). She has received the prestigious UMBC Presidential Research Professorship (2017–2020). Her teaching spans courses on bilingualism, TESOL methodology, and academic language development. Her research explores heritage language maintenance, transnational adoptive families’ language policies, and the sociocultural dimensions of bilingual education. Over 30+ peer-reviewed articles and book chapters reflect her contributions to understanding language education, policy, and multicultural contexts. Dr. Shin’s work emphasizes practical applications for educators and advocates for equitable language policies in diverse educational settings.
Ana Maria Costa Lopes is a Professor at the Polytechnic Institute of Viseu's School of Education (Escola Superior de Educação de Viseu), where she has been serving as a Coordinating Professor since 2020. She holds leadership positions in the Foreign Languages Department and has previously served as Coordinator of the Foreign Languages Department, Vice-President of the Technical Scientific Council, and Secretary of the Scientific Council. Her educational background includes a PhD in Letters with specialization in American Studies from the University of Beira Interior (2009), a Master's in Anglo-Portuguese Studies from NOVA University Lisbon (1995), and a Bachelor's in Modern Languages and Literatures with a focus on English and German Studies from the University of Coimbra (1981). She is fluent in English (C2 level) and has basic proficiency in French, German, and Italian. Her research spans multiple areas within Humanities, with particular focus on American Studies, Native American subjectivity, identity, oral tradition, subjective space, colonial and post-colonial spaces, borders, geocriticism, heterotopia, translation, imagination/representation, space studies, finitude, and travel literature. Her work demonstrates strong interdisciplinary connections between literature, cultural studies, spatial theory, and language education. Her recent publications reveal a growing interest in the intersection of language education, digital technologies, and pedagogical innovation, with numerous studies on foreign language learning in higher education, multimodal creativity, and storytelling as pedagogical tools. She has also maintained her foundational research in American literature, particularly focusing on spatial representation and identity formation. Active participant in multiple research projects including HARVEST (2023-2024), APSASeG (2022-2024), and others focused on language education and pedagogical innovation Regular member of academic committees including scientific and organizational committees for conferences on language teaching and literary studies Active participant in recruitment and evaluation juries for academic positions Her academic leadership extends to supervising master's theses and participating in examination committees both in Portugal and internationally, including at the Federal University of Goiás in Brazil.
Mindy Morgan is an Associate Professor in the Department of Anthropology at Michigan State University and an affiliated faculty member of the American Indian Studies Program. Her research centers on language ideologies and literacy practices within Native communities, examining how Indigenous languages (including Assiniboine, Gros Ventre, and Ojibwe) interact with English and how dominant language ideologies impact language transmission. She investigates historical and contemporary strategies for cultural and linguistic revitalization across Native American communities. Her primary publication is the 2009 book 'The Bearer of This Letter', analyzing literacy practices in the Fort Belknap Indian Community. Her scholarly work spans anthropology, linguistics, and ethnohistory with consistent focus on Indigenous language preservation. Dr. Morgan has received the following scientific recognition: Fulbright Scholar (2011-2012) She served as interim director of MSU's American Indian Studies Program (2009) and the CIC-American Indian Studies Graduate Consortium (2010-2011). Her collaborative work includes developing language immersive events with MSU's Ojibwe language program and conducting Fulbright-funded research at Croatia's University of Zadar. Her current projects focus on the Office of Indian Affairs periodical 'Indians At Work' (1933-1945) and university-level Ojibwe language maintenance initiatives.
Ryan Moore is an Assistant Professor in the School of Information at The University of Texas at Austin, where his research examines media and technology use across the lifespan with a focus on older adults. He investigates how individuals can effectively use technology to pursue goals while building resilience against online threats like scams and misinformation through methods including digital trace data analysis, experiments, and computational linguistics. Education: PhD, Stanford University MA, Stanford University BS, The Ohio State University Moore's work centers on aging, deception, digital literacy, and human-computer interaction, emphasizing practical solutions for vulnerable populations. His research combines technical analysis with social science to address real-world challenges in technology adoption and online safety for older adults, particularly regarding misinformation resilience and digital inclusion. His recent publications (2020-2024) reveal consistent focus on misinformation interventions for older adults and communities of color, virtual reality applications in elder care, and political information behavior across age groups. These studies demonstrate methodological diversity while maintaining thematic coherence around technology's societal impacts. Awards: Nathan Maccoby Dissertation Award, Department of Communication, Stanford University Top paper award, Communication and Technology Division, International Communication Association Top student paper award, Political Communication Division, International Communication Association Top paper award, Communication and Aging Division, National Communication Association Moore actively collaborates with interdisciplinary teams including the Stanford Social Media Lab and Stanford Lifespan Development Lab during his doctoral work, and currently leads projects developing technology-based strategies against fraud. His New Map of Life Fellowship at the Stanford Center on Longevity informs ongoing work at the intersection of aging and digital resilience.
Alison Joan Murray Levine serves as Professor and Associate Dean for Faculty Affairs in the Department of French at the University of Virginia. A Charlottesville native, she earned her PhD in French studies from UVA after completing undergraduate and graduate work at Haverford and Bryn Mawr Colleges. With over two decades of academic experience including prior appointments at UNC Wilmington and Colby College, she has established herself as a leading scholar in French documentary film and cultural history. Her educational background includes: Bachelor of Arts (BA) from Haverford College (1989) Master of Arts (MA) from Bryn Mawr College (1991) Doctor of Philosophy (PhD) in French Studies from University of Virginia (1998) Levine's research focuses on twentieth and twenty-first century French cultural history through the lens of documentary film. She examines how cinematic representations engage with French national identity, particularly regarding rural spaces, colonial legacies, and postcolonial realities. Her work reveals the complex interplay between spatial representation and political discourse in French society, with recent scholarship emphasizing viewer experience in contemporary documentaries about wilderness, farms, and urban margins. Analysis of her publications shows an evolving trajectory from interwar French documentary ( Framing the Nation , 2010) to contemporary explorations of ecological citizenship and food politics. Her scholarship consistently connects documentary form with sociopolitical contexts, demonstrating how films negotiate France's relationship with its colonial past and rural present. Recent work increasingly engages with environmental concerns and sustainable food systems through cinematic representation. Her scholarly contributions have been recognized through: All-University Teaching Award (2012) NEH Distinguished Teaching Professorship (2012-2015) UVA College Fellowship (2018-2021) As Associate Dean for Faculty Affairs, Levine oversees significant academic operations while maintaining an active teaching schedule spanning graduate seminars on documentary theory and undergraduate courses like Contemporary France in Film and Media . Her pedagogical innovations include developing digital storytelling workshops and second-language film pedagogy approaches, reflecting her commitment to integrating visual literacy across French curriculum. Though not explicitly documented in her profile, her research likely involves collaboration with French film archives and cultural institutions, particularly regarding her work on colonial expeditions and contemporary rural documentaries. Her extracurricular interests in farming and photography directly inform her scholarly focus on agricultural landscapes and visual representation.
Quanisha Charles, Ph.D., is an Associate Professor of English at North Central College, specializing in English Composition and Teaching English to Speakers of Other Languages (TESOL). With over 15 years of experience teaching domestically and internationally in South Korea, China, Vietnam, and Lebanon, she focuses on race constructs in English language teaching identity and pedagogy, narratives of Black teachers of English, and intercultural communication. State License in English for Speakers of Other Languages Certificates in Business English and Teaching English as a Foreign Language Her research bridges Critical Race Theory with TESOL, emphasizing transnational Black feminism and equity in education. Recent publications analyze multilingual leadership, pandemic pedagogies, and intercultural strategies. She serves on the TESOL Journal editorial board and the international study abroad committee, advocating for social responsibility in TESOL. Awards include the Fulbright Specialist Roster and the 24-25 Alumni Ambassador designation. Collaborates with international communities Advocacy leader in TESOL’s Social Responsibility Interest Section Recipient of DOS/ECA and World Learning Fulbright Specialist Roster
Zoe Higheagle Strong is an Associate Professor in the Department of Educational Psychology at Washington State University (WSU) and serves as Vice Provost for Native American Relations and Programs, Tribal Liaison to the President. She leads the Office of Tribal Relations, Native American Programs, and the Center for Native American Research and Collaboration. Her research focuses on culturally sustaining approaches to support Indigenous education and address systemic barriers faced by diverse student populations. Dr. Strong holds a Ph.D., M.Ed., and B.A. in Psychology from the University of Washington and Seattle Pacific University. Her work emphasizes social-emotional learning, identity safety, and equitable educational practices. Key grants include leadership in initiatives like the 'Culturally Sustaining and Revitalizing Approach to Native American Undergraduate Recruitment' and the 'Culturally Responsive Indigenous Science (CRIS)' project. Her research interests span peer intervention dynamics, cultural epistemology, and tribal nation-building through education. Teaching focuses include qualitative research methods and Indigenous methodologies. Recent publications explore third-party peer interventions, data disaggregation for identity safety, and Nez Perce college readiness frameworks. Grants total over $8M, emphasizing tribal partnerships and STEM education. Her advocacy includes the Executive Policy 41 on Tribal Engagement and collaborations with 13 Northwest Tribes. She prioritizes creating safe, culturally affirming learning environments for marginalized communities.
Pascal Mark Gygax is a faculty member at the University of Fribourg , specifically within the Faculty of Philosophy under the Department of Psychology . His academic career spans psycholinguistics, cognitive psychology, and gender studies, focusing extensively on how language structures influence gender perceptions and cognitive biases. With a research profile marked by experimental methodologies, Gygax has published 64 works, including a 2021 book Does the Brain Think Masculine? that critically examines the psycholinguistic impacts of gender-fair language reforms. Role: Researcher at Department of Psychology, University of Fribourg Key Collaborations: Sandrine Zufferey, Ute Gabriel, Anton Öttl Research Focus: Gygax investigates the cognitive mechanisms behind gender representation in language, particularly how grammatical gender systems (e.g., French, German) perpetuate male-dominated mental models. His work explores: Experimental validation of gender-neutral pronouns Discourse connective processing across age groups Impact of language reform on occupational stereotypes Cross-linguistic comparisons of gender perception Implicit bias in performance evaluation (e.g., magic tricks) Recent Publications (2023-2025) demonstrate methodological rigor in studying: Neological intuition in Romance languages Temporal focus and spatial cognition Connective mastery in L2 contexts Participant variability in experimental linguistics Gender ratio norms across global languages Pragmatic constraints on causal connectives Scientific Contributions: While no explicit awards are listed, Gygax's work has significantly advanced: Development of experimental paradigms for gender perception studies Creation of multilingual datasets on role noun norms Validation of facial feedback mechanisms through collaborative research Understanding of discourse coherence in educational contexts Advising & Collaborations: Though specific students aren't named, Gygax collaborates with: Development of the Routledge Handbook of Experimental Linguistics Leadership in SNSF-funded projects Contributions to debates on inclusive language policies
Dr. Heather M. O'Brien-Takahashi is a multidisciplinary artist and academic currently serving as Assistant Professor of Cinema within the School of Media Arts at Southern Illinois University Carbondale. With an MFA from California Institute of the Arts, her artistic practice spans film/video, photography, and installation art that critically examines familial archives, nationhood constructs, and memory accuracy illusions. Educational background Teaching experience across four continents International exhibition history Research focus areas Her creative research explores intersections between expanded cinema, psychoanalysis, and decolonial theory through experimental formats. Recent projects like like the delayed rays of a star (2024) investigate Lebanese temporal politics while older works such as Where this photograph was found (2017) interrogate WWII legacy through family archives. Funded by organizations including The Mellon Foundation, European Commission ERASMUS+, and American University of Beirut Research Board, her practice incorporates diverse methodologies like FLOATS' maritime anthropology and Byrdcliffe Guild's ecological engagement. Collaborations with artist Jonathan Takahashi and scholars like Juli Carson demonstrate her interdisciplinary approach.
Perla Gámez is an Associate Professor in the Department of Psychology at Loyola University Chicago. Her research focuses on language and literacy development, particularly for Dual Language Learners and English Language Learners, examining how linguistic environments across classrooms, homes, and museums impact developmental outcomes from preschool through adolescence. PhD and MA in Developmental Psychology from the University of Chicago BA in Psychology from the University of Illinois at Chicago Her work employs both naturalistic observation and experimental methods, with funding from the National Institutes of Health, National Science Foundation, and William T. Grant Foundation. She teaches courses including PSYC 273 Developmental Psychology , PSYC 307 Psychology of Language , and PSYC 540 Psychology of Language Development . Recent research trends include narrative skill analysis in bilingual populations, syntactic priming mechanisms, and vocabulary acquisition influenced by socioeconomic factors. Notable awards include the Edwin T. and Vivijeanne F. Sujack Award for Teaching Excellence .
Dr. Kamal K. Sridhar is a distinguished Professor at Stony Brook University, specializing in sociolinguistics with a focus on language maintenance, bilingualism, and World Englishes. She holds an MA in TESOL and a PhD in Applied Linguistics from the University of Illinois at Urbana-Champaign. From 1986-1997, she directed the TESOL programs and served as Director of ESL at Stony Brook. Her research explores linguistic preservation among Asian Indian communities, particularly the Thanjavur Marathi speakers. She has authored over 30 journal articles and book chapters, including her seminal work English in Indian Bilingualism (1989). Dr. Sridhar has held editorial roles in prestigious journals such as TESOL Quarterly and contributed to the Encarta of World Englishes . Her work bridges theoretical linguistics with practical pedagogy, addressing global language policy and multicultural education challenges. Education: PhD in Applied Linguistics, University of Illinois at Urbana-Champaign MA in TESOL, University of Illinois at Urbana-Champaign Research Interests: Language maintenance strategies among diasporic communities Indigenized Englishes and sociolinguistic variation Bilingual education policies in multilingual societies Cultural dimensions of language use in South Asia Her publications analyze language dynamics in India and global diasporas, emphasizing pragmatic aspects of English usage and the role of language in identity formation. Recent work focuses on sustaining endangered languages like Thanjavur Marathi despite centuries of migration.
Catherine Caldwell-Harris is an Associate Professor in the Department of Psychological & Brain Sciences at Boston University. She holds a PhD from UC San Diego (1991), studying under Elizabeth Bates, Jeffrey Elman, and others. Her research integrates cognitive psychology, linguistics, and neuroscience, focusing on language processing, emotion, and bilingualism. Key contributions include documenting heightened emotional reactivity in native vs. second languages and pioneering work on repetition blindness in visual cognition. Her research interests encompass second language acquisition, emotional language processing, and autism spectrum disorders. Notable projects include cross-cultural studies on Russian, Mandarin, and Spanish bilinguals, and investigations into the Personality-Culture Clash hypothesis regarding mental health and cultural values alignment. She collaborates internationally, notably with German colleagues on consciousness studies using repetition blindness paradigms. Publications span over three decades, addressing topics like neurodivergent language strategies, affective neuroscience, and bilingual ethical decision-making. Her work bridges theoretical models (e.g., emergentist accounts of language learning) with empirical findings in psycholinguistics and cognitive science. She maintains active involvement in deaf education research, exploring ASL's role in supporting English literacy among deaf children.
Dr Megan Birney is an Associate Professor in the School of Education at the University of Birmingham, specializing in social psychology. Her research spans identity processes, intergroup relations, social influence, toxic behaviors, and conspiracy theories. PhD Psychology (University of Exeter) MSc Social & Organisational Psychology (University of Exeter, with distinction) BSc Psychology & Interdisciplinary Studies (Virginia Tech, USA) Megan's work explores how social identity shapes behavior, including studies on language-based stigma, non-native accents, and the psychological underpinnings of obedience and conspiracy theories. She has published extensively on these topics. Her recent publications include research on spitefulness and science denial, adolescent masculinity perceptions, and engaged followership in toxic science. These works intersect psychology, political behavior, and ethical experimentation. Scientific Awards : Fellow of the Higher Education Academy Editorial Roles : Associate Editor for the Journal of Language and Social Psychology and Psychology of Language & Communication Memberships : Full Member of the European Association of Social Psychology (EASP) Megan supervises PhD students on identity processes, intergroup relations, language, and marginalization. She has held academic positions at the University of St. Andrews, University of Chester, and Staffordshire University.
Professor John T. Koch (PhD, Harvard 1985) is a Senior Fellow and Project Leader at the Centre for Advanced Welsh and Celtic Studies (CAWCS), University of Wales. An interdisciplinary expert in Celtic studies, historical linguistics, and archaeogenetics, he has led major AHRC-funded projects like Culture and Celtic Speech and Atlantic Europe in the Metal Ages . His work spans linguistic reconstruction, Bronze Age Europe, Celtic mythology, and ancient DNA analysis. Education : PhD in Celtic Languages and Literature, Harvard University (1985) Affiliation : CAWCS, University of Wales Role : Senior Fellow and Project Leader His research bridges linguistics, archaeology, and genetics, focusing on Celtic origins, Tartessian inscriptions, and Celto-Germanic vocabulary. Recent publications reflect collaborations with geneticists and archaeologists, emphasizing the archaeogenetic revolution's impact on Celtic studies. Koch is a leading voice in the Celtic from the West theory, challenging traditional models of Celtic expansion. Koch's articles reveal a strong interdisciplinary focus. These works analyze Bronze Age maritime networks, linguistic contact zones, and genetic dispersals, with recurring themes such as Celtic mythology, ancient DNA data interpretation, and epigraphic evidence from Iberia and Britain. Scientific Awards and Honors : Member of the Order of Australia (AM) Fellow of the Learned Society of Wales (FLSW) Grants and Leadership : Koch directed two AHRC-funded projects on Celtic languages and Atlantic Europe's prehistory. He co-founded and organized international forums on Celtic origins, archaeogenetics, and linguistics, including events at Oxford, Aberystwyth, and Uppsala. His supervision includes PhD research on Pictish inscriptions, Classical Celtic references, and Welsh phonology.
