Penelope Collins , a Professor at the School of Education, University of California, Irvine , specializes in linguistically diverse literacy development from early childhood to high school, focusing on bilingual education, reading disabilities, and digital interventions. Her research integrates bilingual narrative tools literacy analytics language sampling methodologies educational technology to address equity in literacy outcomes. Recent publications explore AI-driven reading platforms writing pedagogy innovations language processing diagnostics STEM education access for English learners. Scientific Contributions Provost Faculty Fellow Leading meta-analyses on adolescent writing Developed digital tools for ADHD classroom management Early Grade Reading Assessment (EGRA) analysis
Dr. John Mynott is a Senior Lecturer and Dean for Portfolio and Programme Development at the University of Aberdeen School of Education . Joining in 2020 after a career as a Primary School teacher and Headteacher, he focuses on curriculum design, collaborative learning, and digital educational contexts. Roles: Dean (2024-ongoing), Head of Initial Teacher Education (2020-2025) Key research areas: Lesson Study, professional learning over time, digital collaboration facilitation His research explores collaboration mechanics in educational settings, including Lesson Study implementation diversity, factors influencing professional learning sustainability , and facilitator roles in mitigating barriers. He also investigates digital collaboration dynamics through international projects in the US and Europe. Recent publications emphasize virtual observation tools , digital reflection frameworks , and collaboration matrix design . His work has been recognized with an Emerald Literati Highly Commended Paper in 2020. Collaborations: Texas (professional learning), Germany (Lesson Study quality), European teacher educator storytelling project Leadership: Chair of Programme Management Committee, innovator in curriculum access expansion As an active researcher and practitioner , he advocates for well-structured, inclusive curricula and serves as Academic Representative on WALS ECR Committee.
Prof. Vsevolod Kapatsinski holds the position of Professor and Department Head in the Department of Linguistics at the University of Oregon's College of Arts and Sciences. His research focuses on computational learning theory, language change mechanisms, and usage-based linguistic approaches. He earned a Ph.D. in Linguistics & Cognitive Science from Indiana University (2009) and an M.A. in Linguistics from the University of New Mexico (2005). His work bridges theoretical linguistics with experimental methods, emphasizing statistical learning, morphological theory, and sound change. Notable contributions include studies on cue reweighting in language learning, hierarchical inference in phonological variation, and the role of frequency in linguistic processing. Kapatsinski leads the Usage-Based Language Lab (UBLab), exploring language production, acquisition, and diachronic change through behavioral and computational experiments. Recent research highlights include analyzing morphological systems in agglutinative languages, developing theories of repetition in speech production, and investigating the interplay between type/token frequency in linguistic representation. His publications span journals such as Cognition, Frontiers in Psychology, and Language, with a focus on cognitive and statistical mechanisms driving linguistic structure. Prof. Kapatsinski’s research is supported by interdisciplinary grants and collaborations, contributing to both theoretical advancements and methodological innovations in linguistics. He maintains an active role in mentoring graduate students and advancing the field through his editorial work and conference participation.
Abdel-Khalig Ali is an Associate Professor of Arabic Language and Linguistics at the University of Toronto, affiliated with the Department of Near and Middle Eastern Civilizations. He specializes in the phonology of contemporary Sudanese Arabic dialects and is on leave from July 2025 to June 2026. Education: PhD, University of Toronto Research Interests: His work focuses on synchronic and diachronic phonology, prosodic structure, morphophonology, and the interaction between phonology and syntax. Key topics include the phonology-syntax interface, metrical structure, and the emergence of morphophonological features in spoken Arabic dialects. Publications: Recent works include Perspectives on Arabic Linguistics XXXIII (2021), Post-lexical strata... (2019), and Prosodic domains... (2017), exploring themes like phrasal phonology, syllabification, and Sudanese Arabic dialectal features. Teaching and research are central to his career, emphasizing dialectal analysis and linguistic theory.
Sayuri Hayakawa is an Assistant Professor in the Department of Psychology at Oklahoma State University, where she directs the Language, Cognition, and Behavior Lab. She joined OSU in January 2023 after serving as a Research Assistant Professor at Northwestern University from 2019-2022. Her educational background includes: PhD in Cognitive Psychology from the University of Chicago (2017) MA in Cognitive Psychology from the University of Chicago (2009) BA in Psychology from Boston University (2008) Dr. Hayakawa's research focuses on the impact of language and bilingual experience on cognition and behavior . Her work explores how linguistic factors influence judgment and decision making, with particular attention to risk assessment, moral dilemmas, and health-related choices. She investigates how using native versus foreign languages affects cognitive processes including memory, sensory perception, and mental imagery. Her research employs methodologies such as eye-tracking, behavioral experiments, and computational modeling to understand the complex interplay between language and thought. Analysis of Dr. Hayakawa's recent publications reveals strong thematic consistency across her work, with a central focus on the foreign language effect - how cognitive and emotional processes differ when operating in a non-native language. Her research spans multiple domains including medical decision-making, risk perception, memory, and semantic processing. A distinctive feature of her work is the application of basic cognitive research to real-world contexts, particularly healthcare settings where language differences could significantly impact patient outcomes. Dr. Hayakawa teaches undergraduate and graduate courses in Cognitive Psychology at Oklahoma State University. Previously at Northwestern University, she taught courses on Language and Cognition and Science Communication. Her teaching portfolio also includes experience with MBA-level courses on Negotiation, Leadership, and Management from her time at the University of Chicago. She directs the Language, Cognition, and Behavior Lab at Oklahoma State University, which appears to focus on the intersection of language processing, cognitive mechanisms, and real-world decision making. The lab likely involves both undergraduate and graduate students in research projects examining how language shapes thought across various contexts.
Prof. Krisztián Józsa is a Full Professor at the Teacher Training College of Selye János University. He holds a DSc degree and has held academic positions at institutions including the University of Szeged and Colorado State University. His primary roles include leading research on early childhood development and educational transitions. Education: MSc in Physics and Mathematics Education, József Attila University (1996) MEd in Pedagogy, University of Szeged (2000) PhD in Education, Eötvös Loránd University (2003) Habilitation in Education, University of Szeged (2013) Professorial Inaugural at University of Szeged (2018) Research focuses on child development in preschool and early school years, transitions between educational stages, mastery motivation, executive functions, and interventions for disadvantaged children. He has led projects such as the 'FOCUS App Assessment' (2017-2021) and 'Cross-Cultural Motivation Studies' (2011-2021). Over 75 publications include work in Journal of Intelligence , International Journal of Early Childhood , and Frontiers in Education . Current responsibilities include coordinating teacher training programs in preschool and elementary education, and supervising national/international research grants. His work emphasizes evidence-based interventions and cross-cultural educational comparisons.
Greta Gorsuch is a Professor in Applied Linguistics at Texas Tech University's Classical & Modern Languages & Literatures department. Her research focuses on second language acquisition, international teaching assistant (ITA) development, reading fluency methodologies, and language testing. She has authored/co-authored multiple books including Using Theories for Second Language Teaching and Learning and Second Language Testing for Student Evaluation and Classroom Research . Presentations: Over 20 keynotes and workshops on topics like ITA training, reading fluency, and language testing since 2011. Publications: 15+ peer-reviewed articles and chapters exploring L2 teaching methods, discourse intonation, and standardized testing. Edited Volumes: Two major edited collections on ITA research and working theories in TA development. Original Fiction: Author of literacy novels designed for adult language learners, including The Night Telephone and The Visitors . Her work emphasizes practical applications of linguistic theory, particularly in improving communication skills for ITAs and developing evidence-based instructional materials.
Ludger Paschen is a Researcher at the Leibniz-Zentrum Allgemeine Sprachwissenschaft (ZAS) in Berlin, specializing in the intersection of phonetics, phonology, and morphology. He leads the DFG-funded project AIRAL (Acoustic insights into the root-affix asymmetry across languages) and co-edits the Language Documentation Reference Corpus (DoReCo). His work focuses on cross-linguistic speech databases, prosody, segmental duration, and endangered languages. Education: PhD from University of Leipzig (2018), member of Research Training Group IGRA. Previously held positions as Substitute Professor at University of Potsdam and PostDoc at Max Planck Institute for the Science of Human History (Jena). Key research areas include: speech corpora design, acoustic analysis of morphological structure, prosodic phrasing, and the phonology-morphology interface. His projects leverage DoReCo to study typological patterns in segmental duration and word-internal pauses. Notable achievements include the 2024 publication of DoReCo 2.0 (53 languages), co-authored Nature Human Behaviour study on consonant lengthening universals, and multiple presentations at major linguistics conferences (ICPhS, DGfS, ICL). Collaborations involve institutions like CNRS, LMU Munich, and Sorbonne University. Teaching experience includes courses on Russian dialects, linguistic theories, and phonological length at Humboldt University and Potsdam University.
Marzena Żygis is a Senior Researcher in the Laboratory Phonology Research Area at the Leibniz Centre for General Linguistics (ZAS), Berlin. She holds a habilitation in General Linguistics from Humboldt-Universität zu Berlin (2017) and a Dr. phil. in German Linguistics (summa cum laude, 1999). Her research focuses on phonetics and phonology, particularly segmental/prosodic representations, facial expressions in speech, whispered speech acoustics, and socio-phonetic aspects of German-Polish bilingualism. She leads the ATTIT project (2023–2026), funded by the German-Polish Science Foundation, investigating attitudes toward foreign accents in Polish-German contexts. Key projects include PROSPER (2020–2023, DFG-funded) on whispered speech prosody and GRANITUS (2020–2023) on grammatical tinnitus in accent perception. She has held research stays at the University of Kent (2014–2017) and UniTech Institute of Technology, Auckland (2019). Her work bridges theoretical and experimental linguistics, with contributions to journals like Language and Cognition and Journal of the International Phonetic Association . Zygis serves as an Associate Editor for the Journal of the International Phonetic Association (since 2020) and reviewer for ERC grants. She actively participates in academic committees and international conferences, including Interspeech and Laboratory Phonology meetings. Her research emphasizes interdisciplinary methods, integrating acoustic analysis, experimental psychology, and sociolinguistics.
Melanie J. Bell is a Professor of Quantitative Linguistics at Anglia Ruskin University (ARU), affiliated with the Faculty of Arts, Humanities, Education and Social Sciences, and the School of Humanities and Social Sciences in Cambridge. Her research focuses on the relationship between phonetic detail and word meaning, particularly in compound nouns, and explores how variability in pronunciation and interpretation reflect linguistic and cognitive processes. Dr. Bell holds a PhD in English and Applied Linguistics from the University of Cambridge, alongside an MPhil and BA in Natural Sciences from the same institution. She has received significant funding, including a Mercator Fellowship (2015–2018) and an EU Horizon 2020 Marie Curie Fellowship (2017–2018). Her research interests include the mental lexicon, prosody, semantic transparency, and second language acquisition. She has co-authored influential studies on compound interpretation, computational modeling of bilingual lexicons, and the role of predictability in language processing. Grants : Mercator Fellowship (German Science Foundation) EU Horizon 2020 Marie Curie Fellowship British Academy Skills Acquisition Award (2013) Teaching : Introduction to Linguistics, Phonetics/Phonology, and Research Methods in Applied Linguistics. Collaborations : Projects with the University of Tübingen, University of Düsseldorf, and University of Jena. Dr. Bell is a Senior Fellow of the UK Higher Education Academy and a member of the UK Cognitive Linguistics Association and ESRC peer review college.
Nalan Babür is an Assistant Professor at Bogazici University specializing in Special Education, with a focus on reading and spelling development in Turkish, phonological awareness, and bilingual literacy. She holds a Ph.D. from the University of Arizona in Special Education/Learning Disabilities, with minors in Educational Psychology and Measurement Techniques. Her research interests center on Turkish literacy challenges, including developmental dyslexia, cognitive processes in spelling, and educational interventions for children with learning disabilities. She has conducted numerous studies on phonological awareness, rapid automatized naming (RAN), and bilingual reading acquisition in Turkish-English contexts. Key projects include the EU-funded PSIWELL initiative promoting social inclusion for families of children with special needs, and the TUBITAK-funded study on literacy acquisition variables in monolingual and bilingual Turkish children. She has also led projects adapting standardized cognitive and achievement tests for Turkish populations. Recent publications examine spelling processes in Turkish third graders, cross-linguistic literacy comparisons, and psychometric test development. Her work bridges theory and practice, informing inclusive education strategies and teacher training programs. Babür has advised multiple thesis students exploring topics like teacher perceptions of literacy instruction and cognitive correlates of reading ability. She actively collaborates on interdisciplinary teams addressing literacy challenges and policy recommendations.
Philip Combiths, PhD, CCC-SLP, is an Assistant Professor in the Department of Speech and Hearing Science at the University of Iowa. His research focuses on leveraging multilingual language acquisition and clinical linguistics to improve interventions for speech-language disorders, particularly for minoritized and understudied populations. He emphasizes linguistically informed assessment and intervention tools to enhance equitable care. Dr. Combiths teaches courses such as Phonological Development and Disorders and Multilingualism in Communication Sciences and Disorders . His work includes developing automated phonological analysis tools (e.g., AutoPATT) and investigating telepractice applications for speech therapy. He leads the Clinical Linguistics and Disparities Lab , advancing research on cross-linguistic transfer in bilingual children and perceptual challenges in speech sound disorders. Key research themes include phonological complexity in intervention, essentialist critiques in linguistic science, and resilience-building in clinical training. His contributions span peer-reviewed articles in Clinical Linguistics & Phonetics and interdisciplinary journals, reflecting a commitment to evidence-based practice and global engagement in speech-language pathology.
Prof. Gülcan Erçetin is a Professor of Foreign Language Education at Boğaziçi University’s Faculty of Education. She holds a Ph.D. from the University of Arizona (2001) and has held roles such as Chair of the Foreign Language Education Department and Associate Dean of the Faculty of Education. Her research focuses on second language learning in multimedia environments, mobile-assisted language learning, and the cognitive underpinnings of L2 reading, including working memory and eye-tracking studies. She has directed numerous theses and secured grants from the European Commission and TÜBİTAK. Awards include the YÖK Akademik Support Award (2015) and BÜVAK Research Excellence Award (2013). Her work bridges cognitive science and language education, with over 30 publications in journals like Applied Psycholinguistics and TESOL Quarterly . Education: Ph.D., University of Arizona (2001); M.A., Boğaziçi University (1995); B.A., Istanbul University (1990) Research interests emphasize technology-enhanced language learning and cognitive factors in SLA. Recent studies examine mobile gloss use, working memory’s role in L2 reading, and bilingual reading acquisition. She has led projects on literacy networks (COST Action IS1401) and mobile learning for at-risk youth. Awards highlight her contributions to applied linguistics and education. She serves on editorial boards for Computer Assisted Language Learning and TESOL Quarterly . Her teaching spans advanced research methods, second language testing, and program evaluation.
Univ.-Prof. Dr. Luca Melchior serves as Head of the Institute of German Studies at Alpen-Adria-Universität Klagenfurt, where he holds a full professorship in German Studies. His academic roles include Deputy Head of Institute and leadership in subject didactics initiatives. Specializing in general linguistics, applied linguistics, and sociolinguistics, his research focuses on multilingualism, Romance studies, and language policy with particular emphasis on Friulian and Occitan dialects. His research priorities span lexicography, historical linguistics networks, and linguistic documentation. Notable projects include analyses of Hugo Schuchardt's correspondence networks and contributions to Friulian language standardization. He leads the Linguistics and Literature team alongside colleagues like Barbara Neymeyr and Sabrina Gardener, and coordinates the Austrian Forum for German Didactics (ÖFDD). Recent publications (2015–2019) explore multilingual urban dynamics, linguistic networks, and collaborative lexicography methods. His work bridges historical linguistic analysis with contemporary issues in minority language preservation and digital humanities applications. Teaching activities focus on German didactics methodologies and Romance philology. Professional activities include editorial roles for ide – information on German didactics and participation in literary conferences. Office hours are by appointment via email at N.1.55 campus location.
Prof. Sofie Loyens is a Professor of Psychology at Utrecht University's Faculty of Social and Behavioural Sciences. Her research focuses on instructional design, motivation theories, and critical pedagogy with an emphasis on problem-based learning environments. She holds an inaugural lecture date of 18 November 2016 and serves as an external examiner at Leiden University. Her expertise spans learning environments, student motivation, and higher education dynamics. Key research themes include the impact of teaching methods on student engagement and the role of relationship quality in academic settings. Recent work explores problem-based learning effectiveness through systematic reviews and meta-analyses. Publications highlight studies on ADHD interventions, adult critical thinking via video lectures, and the motivational effects of different learning approaches. While no specific awards are listed, her extensive contributions to educational psychology reflect sustained scholarly impact. She advises on study crafting strategies to improve student well-being and academic outcomes.
