Thomas Lischeid is a Professor for German Language Learning at the Weingarten University of Education since 2010. His work spans German didactics, media symbolism, and discourse analysis, with a focus on text/media interplay and orthography education. Education: Dr. phil. (1998, Ruhr University Bochum) Teaching Experience: Lecturer roles at Ruhr University Bochum (1997-2001), University of Wuppertal (2002), University of Siegen (2003-2005), Acting Chair at University of Hildesheim (2007-2009) and Greifswald (2009-2010) Research Interests include multimodal representation (infographics), language reflexion, crisis narratives, and orthography education. His publications explore intermediality, Nazi book burning symbolism, and Kafka's pedagogical relevance. Recent Publications address media oscillations during crises, poetic film analysis, and intermedial diagrammatics. He also contributed to seminal handbooks like Kernbegriffe der Sprachdidaktik . Scientific Focus Discourse-semiotic analysis of normalism Media symbolism in educational contexts German as a second language
Hélène Giraudo is a CNRS researcher affiliated with the Cognition, Languages, Language, Ergonomics (CLLE) at University of Toulouse Jean Jaurès. She works in the Languages and Language team, focusing on psycholinguistics and cognitive psychology. Research Interests: Her work bridges cognitive psychology and psycholinguistics, with emphasis on morphological processing, mental lexicon modeling, and language acquisition. Key areas include affix processing, written production in children, and bilingualism. Morphological decomposition in French Phonotactic constraints in L1 acquisition Word perception in expert vs. apprentice readers Article Trends: Recent publications explore morphological salience in French words, cross-linguistic priming effects, and L2 processing mechanisms. She frequently uses experimental methods like letter-search tasks and masked priming. Teaching: She teaches psycholinguistics and linguistics at University of Toulouse Jean Jaurès, integrating her research into courses on cognitive psychology and language sciences.
Prof. Dr. Hayrullah Kahya is a full-time faculty member at the Faculty of Education, Yildiz Technical University , where he has served since 2011. Appointed as an Assistant Professor in 2011, he was promoted to Associate Professor in 2018 and Professor in 2023. He conducted research at Indiana University Bloomington (2014–2015) under a TÜBİTAK scholarship and has coordinated the Erasmus Program for his department from 2015–2024. He is the founder and editor-in-chief of the IBAD Journal of Social Sciences (since 2016). Education : PhD in Turkish Language Education (Marmara University, 2010) Academic Roles : Assistant Professor (2011), Associate Professor (2018), Professor (2023) International Collaboration : Visiting Scholar at Indiana University (2014–2015) His research focuses on Turkology , Turkish Language Education , and Teaching Turkish as a Foreign Language . His work includes discourse analysis of Ottoman Turkish children’s literature, migration studies through Turkmen genealogy texts like Shajara-i Tarākima , and adaptation of Turkish literature for special education (e.g., Braille versions for visually impaired learners). He has explored syntax flexibility in Turkish, historical media (e.g., Angeliaforos Çocuklar İçün ), and cultural integration through language teaching methods. His publications include two books and numerous articles in SSCI (Q1) , AHCI (Q1) , and Scopus databases. Key projects involve the Uyum Çocuk (Harmonization Child) platform , addressing social sustainability through migrant integration, and critical editions of historical Turkic texts like Mûnisû’l-Uşşâk and Firdavsu’l-İkbal . His editorial work on the IBAD Journal of Social Sciences highlights his commitment to academic dissemination.
Fary Silate Ka is a linguist and researcher at the Cheik Anta Diop University , where he leads the IFAN Linguistics Laboratory. A Doctor of Linguistics from the University of Paris 3, he specializes in Senegalese languages of the West Atlantic Group, with a focus on dialectology, standardization, and orthography. Languages mastered: Pulaar-Fulfulde, Wolof, French, English Former Director of National Languages (2008–2010) Current President of the Senegalese Academy of National Languages His research spans linguistic standardization challenges, dialectal variations, and trilingual lexicon development. Key publications include works on consonantal alternations and orthography unification for Pulaar/Fulfulde. Selected presentations and editorial work highlight his expertise in African language preservation and publishing frameworks.
Daniela Aleksandrova is an Assistant Professor at the Foreign Languages and Cultures Department of New Bulgarian University . With a PhD in Spanish Philology from Sofia University (2012), she teaches courses in Spanish morphology, syntax, practical grammar, and translation, while also serving as a DELE exam committee member. Her research focuses on Spanish Golden Age literature, lexical-semantic analysis of aggression and compassion in picaresque novels, and modern language teaching methodologies. Education: PhD in Spanish Philology (2012, Sofia University), MA in Spanish Philology (2000, Sofia University) Her academic contributions include analyzing historical Spanish orthography, digital era language education challenges, and socio-cultural competence in ELE (Enseñanza del Español). She has presented at international conferences on military culture, Spanish pedagogy, and literary analysis. Daniela has published extensively on topics including lexicology, didactic methods, and intercultural communication in Spanish literature and language education. Daniela Aleksandrova's publications reveal trends in: Historical and lexical analysis of Spanish literature (16th-century texts) Didactic approaches to language teaching (motivation, gap-filling exercises, multimedia tools) Interdisciplinary studies combining cultural, military, and literary history
Dr. Lin Chen is an Assistant Professor in the Department of Educational Psychology at the University of Illinois, Urbana-Champaign, with additional appointments at the Beckman Institute for Advanced Science and Technology and the Department of Linguistics. She directs the interdisciplinary Language, Brain, and Technology Lab, focusing on understanding the cognitive and neural mechanisms underlying first and second language processes and their roles in knowledge learning. Her research program centers on cognitive neuroscience of language, psycholinguistics, and applications of AI language models in reading, with particular emphasis on Chinese language processing. Dr. Chen employs diverse methodologies including behavioral studies, eye-tracking, ERPs, co-registration of eye-tracking and EEG, and generative AI language models in conjunction with immersive technologies. Her groundbreaking Character-Word Dual Function model has significantly advanced understanding of how orthographic and semantic processes interact in reading Chinese compounds, with important implications for teaching Chinese as a second language. Analysis of her recent publications reveals a consistent focus on Chinese language processing, particularly examining the dual role of characters and words in reading. Her work demonstrates how understanding writing system structure enhances language learning approaches, with significant contributions to both theoretical models of reading and practical applications for language instruction. Her research bridges educational psychology, cognitive science, and neuroscience to develop evidence-based approaches to language education. Dr. Chen actively mentors graduate students and is recruiting PhD students for the 2025-2026 academic year. She teaches courses including Eye Tracking in Reading Research (EPSY590), Language, Brain, and Technology (EPSY590), Cognitive Psychology Research Method (EPSY590), Child Language and Education (EPSY 401), and Learning from Text (EPSY 427). The Language, Brain, and Technology Lab, supported by the U.S. National Science Foundation, represents a cutting-edge research environment where cognitive science, neuroscience, and educational technology converge to address fundamental questions about language processing and learning.
Rachel Berthiaume is a Full Professor and Department Director in the Department of Didactics at the Faculty of Education Sciences, University of Montreal. She has been a faculty member since June 1, 2008, and holds a Ph.D. in Applied Linguistics from UQAM (2008), an M.A. in Didactics (2002), and a Bachelor's degree in Linguistics (2000), all from UQAM. Her educational background includes: Ph.D. in Applied Linguistics, UQAM (2008) M.A. in Didactics, UQAM (2002) Bachelor's degree in Linguistics, UQAM (2000) Dr. Berthiaume's research focuses on morphological processing in reading acquisition, particularly among students with learning difficulties and deaf students. She investigates how morphological awareness contributes to reading development and develops educational interventions to support literacy. Her work has led to validated frameworks for evaluating morphological knowledge in primary students (grades 1-6) and practical educational resources like the co-edited manual La morphologie pour mieux lire et écrire for French-speaking primary students. Her research program has been consistently funded by major Canadian research councils including SSHRC and FRQSC, examining morphological knowledge development, reading comprehension strategies, and effective teaching approaches for students with learning difficulties. These projects have resulted in numerous scientific publications, conference presentations, and professional development activities. Dr. Berthiaume has supervised 10 completed master's theses and 4 doctoral dissertations, with several students currently working under her supervision. Her mentoring extends to postdoctoral researchers, including Marie-Pier Godin (2018-2020). She actively bridges research and practice through her association with CTREQ (Centre de transfert pour la réussite scolaire au Québec) and as a member of the scientific committee of the Quebec Literacy Research and Transfer Network. Her co-edited volume Morphological Processing and Literacy Development: Current Issues and Research (Routledge, 2018) represents a significant scholarly contribution to understanding how morphology influences reading, spelling, and vocabulary development across diverse learner populations.
Brigitte Stanké is an Associate Professor at the School of Speech-Language Pathology and Audiology, University of Montreal, specializing in literacy development and learning disorders. With dual doctorates in Biomedical Sciences and extensive training in speech therapy, audiology, and statistical mathematics, she bridges neurological, linguistic, and quantitative perspectives. Doctorate in Biomedical Sciences, University of Montreal Master's & Bachelor's in Speech Therapy & Audiology Bachelor of Science & Master's in Statistical Mathematics Her research focuses on reading/spelling disorders (dyslexia, dysorthography), universal pedagogy frameworks, assistive technologies for writing, and dyscalculia. She develops tools like ÉQOL (Quebec Lexical Spelling Scale) and investigates errorless learning models. Recent publications emphasize: Universal Design for Learning (UDL) implementation Lexical spelling acquisition through graphotactic/morphological instruction Assistive technology impacts on writing self-efficacy and anxiety reduction Longitudinal studies on orthographic development She has created pedagogical software (e.g., Madame Mo) and practical resources (e.g., The Wise Apprentice: Learning to Read and Spell ). Her work informs both clinical practice and inclusive education policies.
Donald J. Bolger serves as Associate Professor in the Department of Human Development and Quantitative Methodology within the College of Education at the University of Maryland, with additional affiliation to the Brain and Behavior Institute. His research integrates cognitive, neurobiological, and educational perspectives to investigate learning mechanisms and disorders. Dr. Bolger received his Ph.D. in Cognitive Psychology from the University of Pittsburgh and completed postdoctoral training in Neuroscience at Northwestern University, establishing his foundation in multimodal neuroimaging approaches. His primary research examines the neurocognitive substrates of reading acquisition and impairment across writing systems (English, Chinese, Korean), emphasizing how biological factors interact with environmental input to influence learning outcomes. Additional investigations explore executive function, working memory in ADHD, and emotional language processing in autism spectrum disorder. Methodologically, he combines fMRI, ERP, MEG, and behavioral paradigms in school-based and laboratory settings to translate basic findings into educational interventions. Analysis of his 15 most recent publications (2024-2019) reveals consistent focus on semantic processing mechanisms, cross-linguistic reading development, and neural plasticity through cognitive training. Key trends include ERP component analysis for language comprehension, visual word form area adaptations across writing systems, and emotional modulation of cognitive control in clinical populations—demonstrating his commitment to bridging neuroscience and educational practice. No specific scientific awards or major honors were documented in the provided materials. As faculty member, Dr. Bolger mentors graduate students in the Department of Human Development and Quantitative Methodology. His research has received institutional support including MPower seed grants for neuroscience and aging initiatives, though specific grant awards were not detailed. His school-based collaborations focus on developing evidence-based reading interventions for diverse learners. He directs the Laboratory for the Neural Bases of Reading and Language (LNRL), which maintains active partnerships with the Brain and Behavior Institute. The LNRL conducts cutting-edge research on reading development and disorders using combined neuroimaging and behavioral methodologies, with recent projects spanning multiple languages and clinical populations to address fundamental questions about learning mechanisms.
Lucie Taraldsen Medová serves as an Assistant Professor in the Department of Czech Language at the Faculty of Arts, Masaryk University, Brno. Holding M.Sc., M.Phil., and Ph.D. qualifications, she maintains an active academic presence with office D/D.412 at Arna Nováka 1 and contactable via phone 549 49 4671. Her research expertise centers on Czech linguistics with specialized focus on stylistics, syntax (particularly for translators), orthography, and didactic methodologies. She investigates the practical application of linguistic theory in educational contexts, comparative analysis of Czech language structures, and the integration of language norms into school curricula. Her work bridges theoretical linguistics with classroom pedagogy. Dr. Medová supervises master's theses in linguistics and mentors students through comprehensive pedagogical practice programs for both single-subject and combined teacher training tracks. Her extensive teaching portfolio spans over 20 courses annually, demonstrating deep commitment to Czech language education and teacher development.
Holger Juul is an Associate Professor at the Department of Nordic Studies and Linguistics, Faculty of Humanities, University of Copenhagen, a position he has held since 2009. He is researchwise affiliated with the Centre for Reading Research and teachingwise with the Audiologopedics programmes. His educational qualifications include: Ph.D. in Linguistics (2004) from the University of Copenhagen, dissertation: 'Spelling Problems in Danish' Cand.mag. (Master of Arts) in General Linguistics (1998) from the University of Copenhagen Professor Juul's research centers on Danish literacy, with core interests in reading and spelling acquisition, vocabulary development, phonetics, orthography, and language testing. His work addresses practical educational challenges such as decoding difficulties and spelling interventions, evidenced by major projects including 'Self-teaching of new vocabulary' (2015-2019) and 'Development of Speed in Reading' (2009-2013). Analysis of his 2024-2025 publications reveals consistent focus on Danish orthographic systems, vowel duration studies, and grapheme-phoneme mapping. This body of work demonstrates empirical approaches to enhancing reading fluency through linguistic analysis of Danish-specific challenges. No specific scientific awards are documented in the available information. Professor Juul actively supervises BA, MA, and PhD students, particularly encouraging empirical research in reading development. His teaching covers Danish phonetics, orthography, and language testing, with recorded lecture activities addressing dyslexia interventions and literacy assessment methodologies. He maintains active collaboration through the Centre for Reading Research and has engaged in international research networks as indicated by his institutional profile.
Rachel Hayes-Harb is a Professor of Linguistics at the University of Utah and Associate Dean in the Honors College. She co-directs the Speech Acquisition Lab , focusing on experimental studies of adult second language learners’ perception, phonolexical development, and speech production. Her institutional roles include former Director of the Office of Undergraduate Research (2014–2021) and leadership in mentoring initiatives. Education: PhD in Linguistics (University of Arizona, 2003) Professional Service: Programs Committee, Linguistic Society of America (2007–2010) Her research examines how adult learners acquire new sound systems, emphasizing phonological representations , cross-language perception , and orthographic effects . She investigates pre-existing perceptual sensitivity , accent bias , and social factors in input selection , often using auditory lexical decision tasks and AXB experiments. Recent publications analyze variability in Hindi consonant perception , orthography’s role in German devoicing acquisition , and social science open science practices . Key grants include a Sound-attenuated booth (2013) and HVPT methodology (2017–2018). Awards: Student’s Choice Award (2011), Faculty Fellow Award (2009) Teaching: Courses on General Linguistics, Special Topics, Ethics, and Senior Capstone (2023–2024)
Sarah Jagemann is a Junior Professor (W1) of Primary School Education with a focus on German Didactics at Freie Universität Berlin, affiliated with the Department of Education and Psychology. She joined the university in September 2022 and leads research in linguistic and cultural education. Her academic background includes a Dr. phil. from Leuphana Universität Lüneburg (2018) and prior positions at Universität Kassel and Bergische Universität Wuppertal. Research Interests: Jagemann investigates literacy acquisition, teacher professionalism in language education, inclusive writing instruction, spelling didactics, and multilingual learning environments. Her work emphasizes adaptive teaching strategies, self-efficacy in educators, and inclusive pedagogical frameworks for linguistically diverse classrooms. Publication Trends: Her recent articles (2020-2023) predominantly explore inclusive literacy education, teacher-student dialogues about writing systems, spelling development in secondary education, and diagnostic methodologies. Earlier works (2015-2019) focus on orthographic knowledge in preservice teachers and theoretical modeling of language pedagogy. Projects & Grants: She leads multiple research initiatives including CAPABLE (individual learning concepts), SeaLiS (self-efficacy in inclusive writing instruction), and KoKonS (collaborative literacy development). She also collaborates on the BMBF-funded Londi project for children with learning disorders. Teaching & Advising: She teaches courses like "Current Research Questions in German Didactics" and mentors student assistants. No formal PhD/Master's advisees are listed.
Timofey Aleksandrovich Berezner is a Lecturer and Junior Research Fellow at the National Research University Higher School of Economics (HSE), affiliated with the Faculty of Social Sciences and Department of Psychology. He serves as Deputy Head of the Department for student-related affairs and conducts research at the Laboratory for Cognitive Psychology of Digital Interface Users (HSE UX Lab). Since joining HSE in 2019, he has developed expertise in cognitive psychology, metacognition, and human-computer interaction. Education includes: Master's in Psychology (HSE, 2023) Bachelor's in Psychology (HSE, 2021) Professional retraining in Psychotherapy (2023-2024) Multiple professional development courses including Cognitive Science (Sofia, 2021), AI fundamentals (2024), and Schema Therapy (2023) Research focuses on: Cognitive processes in digital interfaces and learning environments Metacognitive regulation in decision-making and executive control Perceptual factors (disfluency effects, font psychology) AI-human cognition interactions His work bridges cognitive neuroscience with practical applications in UX design and education. Publication analysis reveals strong emphasis on: Metacognitive regulation mechanisms Perceptual influences on cognition Cognitive load measurement (NASA-TLX adaptation) Empirical studies of disfluency effects Human-AI interaction challenges Awards and Recognition: Best Teacher (2025) HSE High Professional Potential Group - New Researchers (2022-2023) Departmental commendation (2022) Winner of HSE Science Battles (2022) Professional activities include: Doctoral research on perceptual factors in metacognition Teaching cognitive psychology courses Membership in HSE UX Lab researching digital interface cognition External roles as AI-trainer at YandexGPT and lecturer at RANEPA
Michèle Minor-Corriveau is an Associate Professor and Master's coordinator at Laurentian University's School of Speech-Language Pathology with over 25 years of clinical experience as a Speech-Language Pathologist. She specializes in evidence-based literacy instruction for French minority-language settings and co-founded the AlphaGraphe initiative, producing 60+ open-access resources grounded in reading science. Her educational background includes: Ph.D. in Humanities, Laurentian University M.Sc.S. in Speech-Language Pathology, Laurentian University B.A. in Linguistics, Laurentian University Her research pioneers French literacy frameworks addressing unique challenges in minority-language education. She develops diagnostic tools for spelling analysis, validates language screening instruments for bilingual children, and creates decodable text systems using computational analysis (SATO software). Her work directly bridges clinical practice and classroom application, emphasizing phonemic awareness-to-orthography connections through embedded mnemonic alphabets. Recent publications (2018-2022) reveal concentrated efforts in assessment validation—particularly for preschool language mastery and bilingual populations—and French spelling error diagnostics. Over 80% of her work targets practical resource development for educators in minority contexts, often involving cross-institutional collaborations. Key recognitions include: Faculty of Health Teaching Excellence Award (2018) CNFS Scholarship for doctoral research (2009) She actively mentors graduate students as Master's coordinator and has secured $550,000+ in research funding. Her grant work focuses on instrument validation and resource adaptation for Francophone education, directly responding to Ontario Human Rights Commission findings on reading disability accommodations. Through AlphaGraphe and her blog, she disseminates evidence-based literacy tools to educators nationwide, maintaining direct engagement with school boards to ensure practical applicability in French minority classrooms.
