Richard P. Meier is a Professor of Linguistics and currently serves as the Dean's Advisor on Language and Area Studies Programs in the College of Liberal Arts at The University of Texas at Austin. He joined the faculty in 1986 and held the position of Chair of the Department of Linguistics from 2006 to 2023. His educational background: B.A. in Anthropology, University of Chicago (1973) M.A. in Anthropology, Washington University in St. Louis (1975) Ph.D. in Linguistics, University of California, San Diego (1982) Prof. Meier's research centers on the linguistics of signed languages, especially American Sign Language (ASL), and first language acquisition. He explores how the visual-gestural modality of sign languages shapes linguistic organization and child language development, including studies on deaf children with autism. His recent work also examines the historical demography of the 19th-century American Deaf community. He was awarded the Robert D. King Centennial Professorship (2010-2023). Previously, he served as Associate Vice President for Research (1996-1999) and directed the ASL language program (2000-2010). Prof. Meier has directed dissertations in linguistics and teaches courses such as Research in Signed Languages (LIN 389V) and Language: A Helping Hand (UGS 302), with recent offerings through Spring 2025.
Ute Bohnacker is Professor of Linguistics at Uppsala University's Department of Linguistics and Philology and also holds the position of Reader in Scandinavian Languages. She has made significant contributions to the field of linguistics through her research on language acquisition, bilingualism, and narrative analysis, with particular focus on Germanic languages and multilingual child development in the Swedish context. Her research expertise spans first and second language acquisition, bilingualism, narrative structures, grammar, and discourse, with special interest in Germanic languages. Bohnacker's recent work has expanded into language assessment and impaired populations, examining both typical and atypical multilingual child language development. She has conducted morphosyntactic studies of Icelandic and Swedish child language, investigated word order and discourse pragmatics in adult second and third language learners, and contributed to theory-building in second language research regarding the influence of first and second languages on third language acquisition. Bohnacker's publication record from 2021-2025 reveals a consistent focus on bilingual language development across multiple language pairs (Turkish-Swedish, Arabic-Swedish, German-Swedish), with particular attention to narrative macrostructure, vocabulary development, and language assessment. Her work demonstrates a clear progression from theoretical linguistics to practical applications in educational and clinical settings, with increasing emphasis on developmental language disorders in bilingual contexts. She has been actively involved in the European network COST Action IS0804 on multilingualism and language impairment and has led the development of the Multilingual Assessment Instrument for Narratives (MAIN), now used worldwide. Currently, she leads the interdisciplinary BiLI-TAS project (funded by Vetenskapsrådet 2014-2019 and Riksbankens jubileumsfond 2020-) that maps language development in bilingual Turkish-, Arabic-, and German-speaking preschool children and early school-age children in Sweden. Bohnacker's research group examines language development in both heritage languages and Swedish, identifying typical developmental stages and warning signs for atypical development (language disorder). Her empirical results have direct relevance for theory-building in language acquisition research, language disorders, and speech therapy practice.
Dr. Justyna Kotowicz is an Assistant Professor at the Institute of Pedagogy, Jagiellonian University, specializing in bilingual education and sign language research. She holds a PhD in Social Sciences (Pedagogy) from Jagiellonian University (2016) and a Master's in Psychology from SWPS University (2017). Her work bridges deaf education, cognitive science, and linguistics. Jagiellonian University, PhD in Social Sciences (Pedagogy), 2016 SWPS University, Master's in Psychology, 2017 Pedagogical University, Master's in Rehabilitation Pedagogy (Surdopedagogy), 2010 Jagiellonian University, Master's in Romance Philology, 2010 Her research examines the linguistic and cognitive processes of deaf and hearing individuals using sign language, with a focus on bilingual education and reading skills in deaf populations. She has led international collaborations comparing French and Polish Sign Language development in children. Kotowicz's recent publications investigate neural mechanisms of sentence reading in deaf signers, bimodal bilingualism's impact on executive function, and sign-spoken language contact in Polish families. Her work integrates neuroscience, psycholinguistics, and educational theory. She has participated in projects funded by the French Government Scholarship, National Science Centre (NCN), and the Ministry of Science and Higher Education (MNISW), including creating a dictionary of legal/medical terms in Polish Sign Language.
Susan H. Lederer is a Professor in the Department of Communication Sciences and Disorders at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. She has been a faculty member at Adelphi since 1997, progressing from Assistant to Associate to Full Professor. Her office is located in the Hy Weinberg Center, and she can be reached at lederer@adelphi.edu or 516.877.4781. Dr. Lederer earned her academic degrees from New York University: Ph.D., New York University (1996) M.A., New York University (1981) B.S., New York University (1979) Dr. Lederer's research focuses on speech and language disorders in young children, with particular emphasis on emergent literacy, pretend play, and the integration of yoga and mindfulness practices for children. Her work explores evidence-based models of assessment and intervention for young children with speech and language disorders, early lexical acquisition, and innovative approaches to language development. She has developed 'StoryBook Yoga,' an integrated literacy, movement, and music program designed to nurture physical, cognitive, linguistic, social, and emotional development in children through evidence-based shared book reading experiences. Her research demonstrates consistent innovation in connecting mindfulness practices with language intervention, showing how breathing techniques and yoga can support executive function and self-regulation in children with communication challenges. Dr. Lederer has received numerous honors and recognitions for her work: Alumnus of Distinction by New York University (2003) Nominated Advisor of the Year by Adelphi Student Government (Spring 2003) Nominated Professor of the Year by Adelphi Student Government (Spring 2001) Mom's Choice Awards for her children's books 'I CAN SAY THAT' (2007), 'I CAN DO THAT' (2009), and 'I CAN PLAY THAT' (2010) As an advisor, Dr. Lederer has chaired numerous master's theses and undergraduate honors theses, focusing on topics related to language development, yoga interventions, and literacy acquisition. She has secured multiple Adelphi faculty development grants, including the Preschool Healthy Hearing Program (2023 with Y. Serpanos) and an Adelphi instructional technology grant. Her mentorship has produced award-winning research, particularly in the areas of yoga interventions for children with special needs and shared book reading techniques for language development. At the Hy Weinberg Center for Communication Disorders, Dr. Lederer created TOTalk, KIDTalk, and PRE-Read language and literacy enrichment groups for two- to five-year-old children with and without language impairments. These programs have served well over 1,000 children and 1,000 student interns, and have inspired additional social-communication groups for children and adolescents as signature programs for the center.
Cynthia Sanders serves as Associate Professor in the Department of ASL and Interpreting Education at Rochester Institute of Technology's National Technical Institute for the Deaf (NTID). She teaches advanced ASL courses including American Sign Language IV, VII, Intermediate ASL II, and Linguistics of ASL, requiring students to engage with Deaf communities and achieve specified ACTFL proficiency levels. Her research focuses on ASL linguistics (particularly pragmatics and speech act theory), innovative curriculum development for workplace settings, and Deaf cultural studies . Recent work examines indirect message interpretation in ASL, e-curriculum design, and historical analysis of residential schools' cultural impacts. Teaching emphasizes cultural protocols alongside linguistic competence, with courses requiring community engagement and advanced narrative construction. Scholarly output from 2010-2013 shows consistent focus on practical ASL applications, with the ASL at Work curriculum system representing significant pedagogical contribution. Publications demonstrate methodological diversity spanning theoretical linguistics, educational technology, and sociocultural analysis, particularly addressing workplace communication needs and historical assimilation contexts. Recognition includes: Seed Funding Award from Provost's Sponsored Research Services (2013) for "OH-I-SEE" project Dr. Sanders maintains active research-teaching integration through NTID's Rosica Hall Research Festival and collaborations with Dawn Sign Press. Her work addresses critical gaps in professional ASL development while contributing to broader understanding of Deaf cultural preservation and workplace integration challenges.
Dr. Susan Naeve-Velguth is Professor of Audiology and American Sign Language at Central Michigan University, where she serves as Chairperson of the Department of Communication Sciences and Disorders and Director of Community Engagement for the College of Health Professions. She holds a Certificate of Clinical Competence in Audiology (CCC-A) and maintains active membership in the American Academy of Audiology and American Speech, Language, and Hearing Association. Education: PhD in Communication Disorders, University of Minnesota (1995) MA in Audiology, University of Minnesota (1989) BS in Speech and Hearing Science, University of Minnesota (1986) Research Focus: Her work spans three interconnected domains: FM/DM assistive hearing technologies, interprofessional education models for healthcare training, and patient counseling efficacy in audiological practice. This research addresses critical gaps in clinical education methodologies and hearing rehabilitation technology optimization. Publication Analysis: Her 30-year publication record demonstrates progression from foundational sign language linguistics (early 1990s) to contemporary hearing technology innovation (2023). Recent works emphasize evidence-based clinical education techniques and FM system performance, while earlier contributions established frameworks for pediatric assessment and family counseling in audiology. Teaching: She instructs graduate-level Audiologic Rehabilitation (CSD 431) and undergraduate American Sign Language (ASL 101H), integrating clinical simulation and community engagement practices.
Zanthia Y. Smith serves as Associate Professor, Interim Chair, and Program Director for the BA-ASL program within the Department of Deaf Studies and Deaf Education at Lamar University. With 29 years of continuous faculty service, she teaches across undergraduate, graduate, and doctoral levels while leading departmental initiatives. Her academic foundation is entirely rooted at Lamar University: Ed.D. in Deaf Studies and Deaf Education (1999) M.S. in Deaf Education (1985) B.S. in Communication Disorders (1983) Professor Smith's work centers on Deaf Education and American Sign Language with emphasis on curriculum development for ASL programs. Her research integrates Deaf cultural studies , language acquisition methodologies , and accessible pedagogy . The BA-ASL program under her direction prepares students for careers requiring advanced ASL proficiency and cultural competence. Prior to academia, her 8 years of K-12 teaching experience provides critical practical grounding for her scholarly work.
Adam Frost is a Lecturer in the Department of Dual Language and English Learner Education at San Diego State University (SDSU), with additional teaching roles at UC San Diego and Mesa Community College. He holds an M.A. in Linguistics from Gallaudet University and a B.A. in Deaf Studies from California State University Northridge. Research Focus: Frost specializes in American Sign Language (ASL) linguistics, SignWriting, ASL literature, and bilingual education. His work includes developing written ASL resources and advocating for ASL teacher standards. Key areas include: ASL-English bilingualism in educational contexts International SignWriting workshops and corpus development Cross-cultural ASL literacy initiatives Publications: His 13 publications (2008–2021) emphasize SignWriting pedagogy, ASL technology, and bilingualism, with presentations across 5+ countries. Trends include collaborative research, digital tools for sign languages, and community-focused workshops. Service: As a board member of the San Diego ASL Teachers Association (SD-ASLTA), he supports local ASL educators and promotes teaching standards.
Svenna Pedersen serves as a Lecturer in the Department of Dual Language and English Learner Education at San Diego State University (SDSU), where she teaches American Sign Language (ASL) and Deaf Culture courses. She concurrently instructs at Gallaudet University, Mesa Community College, Grossmont College, and Southwestern College, demonstrating extensive commitment to ASL education across multiple academic institutions. Her educational background includes: MA in Deaf Studies (emphasis: ASL Teaching), Gallaudet University, 2007 BA in Communication Studies, Gallaudet University, 2005 Online DEFT Teaching Credential, Southwestern College, 2018 ASL Proficiency Interview Score 4+, 2016 California Subject Examination for Teachers (ASL), 2014 Professor Pedersen's research bridges ASL linguistics, cognitive neuroscience, and Deaf cultural studies. Her investigations into limb apraxia, sign span metrics, and neurological impacts on sign language production reveal the complex interplay between motor control and linguistic processing in visual languages. This work establishes critical baselines for understanding Deaf cognition and language disorders. Her publication record shows consistent conference presentations at major neuroscience and linguistics venues over the past decade, with pronounced focus on ASL production errors and neurological correlates. Collaborations with the Salk Institute highlight her integration of laboratory neuroscience with real-world Deaf community applications. Her professional recognitions include: Online DEFT Teaching Credential (Southwestern College, 2018) ASL Proficiency Interview Score 4+ (2016) California Subject Examination for Teachers (ASL, 2014) As an educator, Professor Pedersen oversees SDSU's ASL proficiency assessment program and teaches ASL from beginner to advanced levels. Her pedagogical approach integrates research findings with cultural immersion, drawing from 15+ years of experience teaching Deaf children and families. She emphasizes identity development alongside language acquisition, reflecting her commitment to holistic Deaf education. Though not leading a formal research laboratory, Professor Pedersen actively shapes the field through professional service on the San Diego ASLTA board and contributions to educational resources like Visual Language and Visual Learning's storybook apps. Her work consistently centers Deaf community perspectives in academic settings.
Professor Mairead MacSweeney is a leading cognitive neuroscientist at University College London's Institute of Cognitive Neuroscience, where she serves as Deputy Director. She was previously the Director of the UCL Deafness, Cognition and Language Research Centre (DCAL) from 2017-2023 and currently holds a prestigious Wellcome Trust Senior Research Fellowship (2022-2028). Her work bridges the Institute of Cognitive Neuroscience with the DCAL research center, contributing significantly to UCL's reputation in neuroscience and deaf studies. Her educational background includes a Doctor of Philosophy from University College London (1998) and a Bachelor of Science from the University of Northumbria at Newcastle (1993). Her academic career trajectory shows progressive responsibility, starting as a Postdoctoral Research Fellow at UCL in 1998, then advancing through various Wellcome-funded fellowships before reaching her current professorship. MacSweeney's research fundamentally explores how the brain processes language in people born profoundly deaf, examining how altered sensory experiences shape neural organization. Her work demonstrates that 'auditory' brain regions can process visual input when hearing is absent from birth, and that signed and spoken languages engage similar neural networks. This research has significant theoretical implications for understanding brain plasticity and practical applications for deaf education. Her methodology combines functional MRI (fMRI), behavioral analysis, and electroencephalography (EEG) to investigate language, literacy, and cognitive processing in deaf populations. Her recent publications reveal a consistent focus on language processing in deaf individuals, with increasing attention to developmental trajectories from infancy through adulthood. The research shows interdisciplinary connections between cognitive neuroscience, linguistics, developmental psychology, and education, with particular emphasis on bimodal bilingualism (spoken language plus sign language), cross-modal plasticity, and the neural basis of reading in deaf populations. Her work increasingly incorporates longitudinal designs and comparative approaches between deaf and hearing populations. Wellcome Trust Senior Research Fellow (2022-2028) Professor MacSweeney actively supervises undergraduate and MSc research projects and teaches across multiple Masters-level courses in the Faculty of Brain Sciences and Faculty of Population Health Sciences. Her research program is substantially supported by Wellcome Trust funding, indicating major institutional investment in her work on sensory and language experience effects on neural systems. She has secured continuous research funding through multiple competitive Wellcome fellowships since 2001, demonstrating sustained research excellence. MacSweeney leads research within the Visual Communication research group at the UCL Institute of Cognitive Neuroscience and has been central to DCAL's research activities. Her work connects with broader initiatives studying British Sign Language and deaf cognition, contributing to DCAL's mission of conducting world-class research to empower deaf people. She collaborates with researchers across UCL departments including Linguistics, Experimental Psychology, and Language and Cognition, reflecting the interdisciplinary nature of her work.
Dr. Kate Rowley is a Lecturer in Deafness, Cognition & Language at University College London (UCL), where she also serves as deputy director of the UCL Deafness, Cognition & Language Research Centre (DCAL) since February 2023. A Deaf researcher raised in a deaf family in Cornwall, Dr. Rowley brings both personal and professional expertise to her work, maintaining active involvement in the deaf community. Her research and teaching focus primarily on language and literacy development of deaf children, with strong advocacy for bilingual education approaches that recognize both sign language and written/spoken language as essential components. Dr. Rowley's educational background includes: Bachelor of Science in Deaf Studies from University of Bristol (2004) Master of Arts in Linguistics from University College London (2006) Master of Science in Psychology Research from University College London (completed with merit) PhD in Experimental Psychology from University College London (2018), with thesis titled 'Visual Word Recognition in Deaf Readers: the interplay between orthographic, semantic & phonological information' Her research spans language acquisition and literacy development among deaf children, examining how deaf children learn and process British Sign Language (BSL) and English. Dr. Rowley has conducted significant research on language attitudes within the British Deaf community, regional variations in BSL, and the impact of external factors like face masks on deaf communication. Her work consistently bridges theoretical psycholinguistics with practical applications for deaf education. Dr. Rowley's publication record demonstrates sustained focus on deaf language development across multiple dimensions, integrating experimental methods with community-based research to ensure practical relevance. Her recent work shows increasing attention to language attitudes, sign language variation, and the social dimensions of deaf communication alongside her foundational work on reading processes in deaf individuals. Dr. Rowley has secured significant research funding, including leading the ESRC project 'Language Comprehension in Deaf Children' (2021-2024), which collected data from 200 deaf people across the UK. She is also collaborating as co-investigator on another ESRC project 'Understanding Variation in Reading Progress in Deaf Children' (commencing April 2024). She provides consultancy services through Language Wise Consultancy and develops language modules for professionals working with deaf children. As an active community member, Dr. Rowley serves as governor for Hamilton Lodge (a deaf school in Brighton), maintains strong relationships with deaf schools in Southeast England, and regularly delivers training on sign language acquisition, cognitive development, and literacy intervention strategies. She is on the editorial board of First Language journal and serves as trustee for several deaf community organizations.
Dr. Kathryn Mason is a Research Fellow at University College London specializing in Language & Cognition within the Deafness Cognition and Language Research Centre (DCAL). She holds an honorary researcher position at the UCL Institute of Education and coordinates the Collaborative Social Science Domain Early Career Researcher Network. Her work bridges developmental psychology, cognitive science, and educational practice with focus on deaf and hearing children. Her educational background includes a Master of Science from the Open University (2009) and a Bachelor of Science from the University of Manchester (2004). She completed her doctoral research at DCAL, University College London, where she designed and evaluated school-based interventions targeting deaf children's executive function skills. Dr. Mason's research centers on language, literacy, and cognitive development in children, with particular expertise in deaf populations. She investigates how children acquire language, thinking, and problem-solving skills (executive functions), examining mechanisms that make certain activities effective for developmental support. Her work includes large-scale longitudinal studies such as the "Preschool Language and Literacy project" and "Understanding Reading Success," and explores the impact of music training on children's cognitive and social development. She has made significant contributions to understanding specific language impairments in deaf sign language users. Her publication record shows a strong focus on cognitive development in deaf children, with a notable emphasis on music-based interventions for enhancing executive functions (2018-2021). Her research spans multiple disciplines including developmental psychology, linguistics, cognitive science, and educational intervention design, often addressing practical applications for educational settings through rigorous experimental methodologies. Dr. Mason currently serves as a Postdoctoral Research Fellow on major longitudinal studies at DCAL and coordinates early career researcher networks. While specific grant details aren't provided in source materials, her involvement in large-scale projects indicates substantial research funding support. She has not published information about doctoral advisees in available materials. Her primary research affiliation is with DCAL at University College London, a leading center for deafness and sign language research. She collaborates extensively with the UCL Institute of Education and participates in interdisciplinary networks focused on social science research, working with psychologists, linguists, and education specialists to advance understanding of child development in diverse populations.
Dr. Meaghan Spedden is a Research Fellow at University College London's Institute of Cognitive Neuroscience, specializing in neuroimaging of language processing and motor control. She works within the MEG group at the Functional Imaging Laboratory under Professor Gareth Barnes, developing innovative optically pumped magnetometer (OPM) techniques for concurrent brain-spinal cord imaging. Her research bridges movement neuroscience and language processing, with dual projects focusing on: (1) developing novel OPM-based scanning for simultaneous brain-spinal cord activity recording to understand neural communication in motor control, and (2) investigating brain activity in deaf children during reading and sign language using OPM technology. Key research areas include neuroimaging methodology, neural communication pathways, developmental motor learning, and cross-modal language processing. Her publication trends demonstrate expertise in wearable MEG technology, with recent work emphasizing spinal cord biomagnetism, corticomuscular connectivity, and developmental neuroplasticity. Articles reveal strong focus on methodological innovation in neuroimaging, particularly for dynamic natural movements and pediatric populations. Spedden collaborates extensively with the Visual Communication Group at the Institute for Cognitive Neuroscience and the MEG group at the Functional Imaging Laboratory. Her technical work involves advanced OPM-MEG development, real-time magnetic field correction, and computational modeling for neural source localization.
Dr. Eva Gutierrez-Sigut is a Senior Lecturer in the Department of Psychology at the University of Essex, where she has been employed since July 2019. Her academic journey includes a PhD in Cognitive Neuroscience from the University of La Laguna (Spain), followed by postdoctoral research at the Center for Mind and Brain at the University of California Davis, a research fellowship at the UCL Deafness, Cognition and Language research centre, and an independent research fellowship at the University of Valencia. Her research primarily focuses on how atypical language development due to early onset deafness impacts language and reading skills at both behavioral and neuropsychological levels. She investigates how deaf individuals process language and reading, with particular interest in phonological and semantic properties of language and their influence on reading attainment in deaf people. Her work explores the connections between visual-orthographic and semantic levels of language processing, which appear to have a stronger influence than phonological processing on deaf people's reading ability. Analysis of her recent publications reveals consistent themes across cognitive neuroscience, psycholinguistics, and deaf studies. Her research demonstrates that deaf readers automatically access phonological information but that this doesn't necessarily contribute to reading comprehension attainment. She has also shown that skilled deaf readers have stronger connections between orthographic and lexical-semantic processing levels. Her work on sign language processing indicates that deaf signers process both phonological and semantic information using similar—but not identical—mechanisms as hearing people. 2020: British Academy grant for 'COVID-19 and reduced access to communication: the challenges experienced by deaf people' Dr. Gutierrez-Sigut currently supervises at least one PhD student, Max James Handley. Her teaching responsibilities include Cognitive Psychology and Economics (EC956), Thinking and the Mind (PS104), Applied Psychology (PS118), Cognitive Psychology (PS425), MSc Psychology Research Project (PS900), Neurocognition of Human Interaction (PS935), and Advanced Cognitive Psychology (PS952). Her research has important implications for developing tools to identify deaf children who struggle with literacy and for creating training programs for deaf readers.
Professor Ros Herman is a distinguished academic at City St George's, University of London, where she works part-time teaching, conducting research, and running the Sign Language & Reading Assessment Clinic. As a Professor in the Language & Communication Science Division within the School of Health Sciences, she has established herself as a leading expert in British Sign Language development and communication with deaf children. Her educational background includes qualifying as a Speech and Language Therapist at Reading University, completing an MSc in Human Communication at the University of London, and earning her PhD at City, University of London. This strong clinical and academic foundation has informed her decades-long career bridging theory and practice. Professor Herman's research focuses primarily on language development in British Sign Language (BSL), communication and reading skills in deaf people, and assessment methodologies for deaf children. She has made groundbreaking contributions by developing the BSL Receptive Skills Test (1999) and BSL Production Test (2004), which remain the only norm-referenced sign language assessments globally. Her work has significantly influenced deaf education and assessment practices worldwide, with her tests translated into multiple sign languages. Analysis of her recent publications reveals a consistent focus on advancing assessment tools for deaf children, understanding reading development in deaf populations, and developing effective communication interventions. Her research increasingly incorporates multidisciplinary approaches, collaborating with experts in psychology, linguistics, and education to address complex challenges in deaf education and language development. Developed the only norm-referenced BSL assessment tools globally (BSL Receptive Skills Test, BSL Production Test) Played key role in UK National Monitoring Protocol for Deaf Infants & Children (2004) Recipient of significant research funding including Nuffield Foundation and Heather van der Lely Foundation grants Research affiliate of Deafness, Cognition & Language Research Centre at UCL Professor Herman actively supervises numerous research students focusing on deaf children's language development, communication interventions, and assessment methodologies. Her leadership extends to major funded projects investigating reading and dyslexia in deaf children. She runs the Sign Language and Reading Assessment Clinic at the Roberta Williams Speech and Language Therapy Centre, providing clinical assessments for child and adult BSL users. Her collaborative research network includes prominent scholars like Prof Penny Roy, Prof Gary Morgan, and Prof Bencie Woll, reflecting her central position in the international deaf research community.
