Rachel Nordlinger is a Professor of Linguistics and Director of the Research Unit for Indigenous Language at the University of Melbourne's School of Languages and Linguistics. Her research focuses on documenting and describing Australian Indigenous languages, with a particular emphasis on syntactic and morphological theory. She has conducted extensive fieldwork with communities speaking Bilinarra, Wambaya, Gudanji, Murrinhpatha, and Marri Ngarr, contributing to language preservation efforts. She holds a PhD from Stanford University and has authored influential works including A Grammar of Wambaya and co-edited volumes like The Languages and Linguistics of Australia . Nordlinger is a Fellow of the Australian Academy of Humanities (2017) and leads major grants like the ARC Centre of Excellence for Dynamics of Language (2014-2026). Her work integrates linguistic theory with community-driven language revitalization projects, emphasizing the interconnectedness of language and cultural knowledge. Key research grants include projects on polysynthetic language processing (2021-2025), Indigenous language documentation, and cross-linguistic syntactic analysis. Nordlinger collaborates with institutions such as PARADISEC and the Kanamkek-Yile Ngala Museum to preserve endangered language materials. Her interdisciplinary approach bridges formal linguistic analysis with applied community linguistics.
Cindy Schneider is a Senior Lecturer in Linguistics at the University of New England (UNE), based in the School of Humanities, Arts, and Social Sciences. She specializes in language documentation, sociolinguistics, and applied linguistics, with a focus on Pacific languages. Her research explores language policy, literacy practices, and the intersection of language and law. Education: Cindy holds a BS in Business/Marketing (Delaware), GrDip Linguistics (UNE), MA in Linguistics (Oregon), PhD in Linguistics (UNE), and LLB (UNE). Research Interests span language documentation (Pacific languages), sociolinguistic policy, vernacular literacy, language and legal systems, and mutual intelligibility between related language varieties. She has extensive fieldwork experience in Vanuatu, Papua New Guinea, and Kenya. Publications include a monograph on the grammar of Abma (Vanuatu) and numerous articles on linguistic intelligibility, courtroom language dynamics, and language planning. Recent research focuses on language policy in multilingual courtrooms and language vitality in Pacific Island communities. Supervised over 20 graduate students in topics like language ecology, legal linguistics, and literacy practices. Recipient of multiple teaching commendations for courses such as LING244 (Language and the Law). Consultant for linguistic analyses in consumer law and authorship disputes. Community Engagement includes developing literacy resources in Suru Kavian and other Pacific languages, and organizing orthography workshops for Indigenous communities.
Professor Stephen Doherty is a psychologist and linguist at UNSW's Faculty of Arts, Design and Architecture, serving as Deputy Dean (Education) and leading the ADA Language Processing Research Lab. His work focuses on the psychology of language and technology, combining natural language processing with online/offline methods. He has secured over $3 million in research grants and led projects on misinformation detection, forensic analysis, cybersecurity, and subtitling effects. His academic roles include Deputy Dean overseeing education across 6 schools and 1,000 staff, emphasizing technology-enhanced learning and inclusive education. Research interests span psycholinguistics, computational linguistics, cybersecurity, and forensic linguistics. Notable projects include National Intelligence grants on disinformation, Facebook-funded research on online behavior modeling, and ARC-funded studies on digital humanities archives. Awards include UNSW ADA Research Fellowship and Dean's Early Career Researcher Awards. Publications emphasize eye-tracking studies in L2 learning, translation technology, and cognitive load effects of subtitles. He collaborates with institutions like Microsoft, FBI, and Avertro, and has contributed to over 40 journal articles, 17 book chapters, and 8 conference papers. His lab explores AI ethics, machine translation, and multimodal legal discourse. Grants total over $50 million in education innovations, including UNSW Learning & Teaching Innovation grants and industry partnerships. He advises on subtitling efficacy, lexical simplification, and forensic interpreting, maintaining labs focused on human-AI collaboration and digital forensics.
Carmel O’Shannessy is a Senior Lecturer at the Australian National University’s School of Literature, Languages and Linguistics and an affiliate of the ARC Centre of Excellence for the Dynamics of Language (CoEDL) . Her work focuses on language contact, mixed languages, and child language acquisition, particularly in Indigenous Australian communities. Education: PhD in Linguistics (University of Sydney, Australia; Max Planck Institute for Psycholinguistics, The Netherlands, 2007) She has documented the development of Light Warlpiri , a new mixed language, since its emergence. Her research explores how children and adults contribute to contact-induced language change, with fieldwork in Central Australia since 1996. Key projects include her ARC Future Fellowship grant for tracking Indigenous children’s language development. Recent publications span topics like typology of Australian contact languages, child-directed speech modifications in Warlpiri, and sociolinguistic dynamics of youth language varieties. Her work appears in journals such as Journal of Pidgin and Creole Languages and Languages , as well as edited volumes like The Oxford Guide to Australian Languages . Scientific Awards: ARC Future Fellowship She has mentored students including Francois-Xavier Faucounau , Annie Kwai , and Zobule . Her interdisciplinary approach combines linguistic analysis, digital tools (e.g., the Little Kids Learning Languages app), and community collaboration. Labs/Teams: ARC Centre of Excellence for the Dynamics of Language (CoEDL)
Dr. Hugues Peters is a Senior Lecturer in French Studies within the School of Humanities and Languages at the University of New South Wales (UNSW Sydney). With international teaching experience across multiple institutions, he specializes in French linguistics and second language acquisition. His academic journey includes positions at the University of the West Indies, Mona, and research roles at the University of Brussels Phonetic Institute and the University of Geneva Department of Linguistics. Dr. Peters earned his Master in Romance Philology from Université Libre de Bruxelles and his PhD in French Linguistics from Pennsylvania State University. His educational background is complemented by a Teaching Certificate from Université Libre de Bruxelles/UNSW Sydney, establishing a strong foundation for his expertise in language pedagogy. His research focuses on the intersection of French grammar, second language acquisition, and gender inclusivity in language. Dr. Peters has made significant contributions to understanding morphosyntactic aspects of French, particularly regarding gender marking and inclusive language practices. His work bridges theoretical linguistics with practical applications in language teaching, emphasizing how linguistic insights can inform pedagogical approaches. He has developed innovative resources like the UWI French L2 Corpus to support research in second language acquisition. Dr. Peters' publication record demonstrates a clear trajectory toward examining gender inclusivity and neutrality in language teaching, with increasing emphasis on practical applications in foreign language classrooms. His work spans theoretical linguistics, applied language studies, and practical pedagogy, showing how linguistic research directly informs teaching practices. Recent publications particularly highlight the evolving landscape of gender-inclusive language in French education. 2024 Award for excellence in educational mentorship, Faculty of Arts, Design and Architecture, UNSW Sydney Distinguished Researcher award, Mona Campus, Office of the Principal, in recognition of outstanding research in the Faculty of Arts and Education, UWI, Mona (Oct. 11, 2001) Dr. Peters has supervised numerous graduate students across multiple institutions, demonstrating his commitment to academic mentorship. His supervision portfolio includes PhD candidates working on diverse topics from Arabic morphology to English collocations and French language acquisition. He has also guided numerous MA and BA Honors theses on French linguistics, language teaching methodologies, and cultural aspects of language. His collaborative supervision approach, often partnering with colleagues from related disciplines, reflects the interdisciplinary nature of modern language studies. Dr. Peters actively applies his research findings directly to his teaching practice at UNSW, particularly in developing inclusive language approaches for French instruction.
Associate Professor Sunny Boy Mahboob-Brumby is affiliated with the University of Sydney's Faculty of Arts and Social Sciences, Department of Linguistics. He holds a PhD in Linguistics from Indiana University (2003). His research focuses on language policies, World Englishes, and applied linguistics. Mahboob has served as Editor and Associate Editor of TESOL Quarterly and contributes to Linguistics and the Human Sciences . Education: BA (Karachi), MA (Karachi), MA (Indiana), MEd (Sydney), PhD (Indiana). Research Interests: Language variation in global contexts, non-native English speakers in TESOL, multilingual education policies. He critiques colonial legacies in language teaching and advocates for dynamic language proficiency models. Articles Overview: Recent work addresses English medium instruction in Pakistan, non-native teacher identities, and genre pedagogy. His 2021 article linked World Englishes to environmental issues, while 2018 work redefined TESOL pedagogy through dynamic language frameworks. Awards: 2012 National Talent Pool Fellow, 2006 University of Sydney Teaching Award, 2005 APRU Fellowship. Advising/Grants: Supervises research on Chinese language textbooks. Co-edited volumes on GCC education challenges (2017) and spirituality in ELT (2018). Led the SLATE project integrating genre pedagogy with e-learning. Labs/Teams: Involved in the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) initiative, promoting feedback-driven writing development.
Dr. Sahar Soltani is a Research Fellow at the Department of Architecture, Monash University, affiliated with the Future Building Initiative lab and the Australian Research Centre for Interactive and Virtual Environments (IVE). She holds a PhD in Architecture from the University of South Australia (2021), complemented by a Bachelor and Master of Architectural Engineering from Iran. Her research focuses on computational sustainability, industrialised construction, and Industry 4.0 technologies, with emphasis on bridging academic and industry needs through collaborative projects. Her expertise spans spatial analysis for social sustainability, digital transformation in construction (e.g., BIM, Mixed Reality), and education innovation. Key projects include: Leading Building 4.0 CRC initiatives for construction productivity and skills training Evaluating regional construction hubs and modern methods of construction (MMC) Developing frameworks for AI integration in technical education Dr. Soltani collaborates with institutions like RMIT, University of Adelaide, and Technical University of Denmark, and actively engages with industry partners to ensure practical outcomes. Her work addresses challenges in sustainable built environments, digital collaboration, and workforce upskilling. Research outputs include over 18 peer-reviewed articles and conference papers, focusing on topics like mixed reality in education, Industry 4.0 applications in transportation, and spatial configuration for social equity. She supervises graduate research students and reviews for journals such as Buildings , Architectural Science Review , and Smart and Sustainable Built Environment . Future work continues to explore AI-driven construction solutions, digital twin technologies, and the socio-technical dimensions of industrialised building systems.
Weifeng Han is a Senior Lecturer in Inclusive Education Futures at Flinders University's College of Education, Psychology and Social Work. With dual PhDs in Linguistics and Speech Pathology , their research focuses on culturally and linguistically diverse (CALD) language development/disorders, interprofessional practice (IPP), and early language literacy policy in inclusive education contexts. PhD in Speech Pathology PhD in Linguistics MA in Applied Linguistics BA in English Research explores language development variations across cultural contexts, diagnostic/intervention strategies in multilingual settings, and evidence-based projects addressing social inclusion. Key themes include: Bilingual language development Developmental language disorders Assistive technology in education UN Sustainable Development Goals (Education) Recent publications analyze digital mental health interventions, dysgraphia interventions, and semantic acquisition in L2 learners. Awards include IELTS Research Grant (2020-2022) and Ember Venning Scholarships (2016-2017).
Mark Tutton is a Senior Lecturer in French and Francophone Studies at the School of International Studies and Education, University of Technology Sydney. With dual Australian and French citizenship, he coordinates the French language and culture program and has extensive experience in linguistics education across Australia and France since 2004. PhD in Linguistics (University of New South Wales, 2010) Graduate Diploma of Teaching and Learning (University of Southern Queensland, 2018) MA in Linguistics (University of Lille, 2005) MèsL (BA equivalent) in Linguistics (Sorbonne Nouvelle, 2004) BA in Communication and International Studies (UTS, 2001) His research focuses on spatial language and multimodal communication, particularly comparing English and French locative expressions through gestural and cognitive frameworks. Recent work explores foreign language anxiety in online learning environments and the impact of AI on language pedagogy. Articles span topics in spatial semantics, English-French contrastive linguistics, and technology-enhanced language learning. Key themes include metaphorical resource conceptualization, prospective location in motion verbs, and static/motion-framed locative expressions. Mark teaches French language and culture at all levels (A1-C1 ECFR) while advocating for concrete, relatable explanations of abstract linguistic concepts to enhance student learning experiences.
Nobu Akagi is an Associate Lecturer at The University of Sydney, affiliated with the Faculty of Arts and Social Sciences. He holds a PhD in Cognitive Science from Macquarie University, specializing in language acquisition. His research focuses on Japanese linguistics, technology-enhanced language education, and positive psychology's role in language learning. Prior roles include Japanese language teaching at UNSW and Macquarie University. Education: PhD in Cognitive Science (Macquarie University) MA (Macquarie University) MAPPCC (East London University) Graduate Diploma in Learning and Teaching (Griffith University) BCogSci (University of Western Australia) Research Interests: Dr. Akagi’s work bridges formal linguistics and pedagogy. He investigates syntactic-semantic interfaces in Japanese, first/second language acquisition mechanisms, and innovative uses of technology in language classrooms. Recent projects explore how optimism influences language learning outcomes and the ethical implications of machine translation in language education. Recent Research Trends: His conference presentations highlight a dual focus on technology integration (machine translation’s impact on learners) and foundational linguistic inquiry (child language acquisition patterns). Work on Yakuwari-go in film translation showcases his interest in applied linguistics. Grants & Awards: No scientific awards listed. Teaching & Supervision: Teaches Japanese language courses at all levels. Supervises research in technology-enhanced language teaching, positive psychology applications, and syntactic-semantic interfaces. Labs/Teams: No dedicated lab mentioned, but collaborates with education technology initiatives within the Faculty.
Adam Smith is a Senior Lecturer in the Department of Linguistics at Macquarie University. He specializes in corpus linguistics, focusing on language variation over time and across regions, lexicography, and editing practices. As Course Director for the Graduate Certificate of Editing and Electronic Publishing, he oversees curriculum development and teaches undergraduate linguistics units. His research centers on Australian and New Zealand English dialects, with particular attention to grammatical structures, historical language change, and sociolinguistic influences. Notable projects include Linguistic Epicenters: Empirical Perspectives on Regional and International Influences on World Englishes (2018-2019) and Shifting Attitudes to Immigration (2021). Collaborations span global institutions, with emphasis on parliamentary discourse analysis and corpus-driven methodologies. Smith leads three major datasets: the Australian Corpus of English , International Corpus of English , and Australian Radio Talkback Corpus . His work bridges computational linguistics and traditional lexicography, addressing challenges in terminology clarity and register analysis across medical, legal, and political domains. Key Themes: Epicentral influence, language policy, historical syntax Methodologies: Corpus linguistics, multidimensional analysis, comparative dialectology
Dr Hong Cai is a Senior Lecturer at the School of Social Sciences, University of Adelaide, affiliated with the Faculty of Arts, Business, Law and Economics. She specializes in Chinese linguistics, translation studies, and teaching Chinese as a foreign language. Her research explores Chinese functional syntax/semantics, linguistic landscape analysis, and cross-cultural communication. Current research projects include 'Nurturing Australia's Little Multilingual Minds' (focusing on bilingual education) and initiatives to enhance intercultural communication through language. She teaches Chinese language/linguistics to undergraduates and supervises MA students in the MAITTC program (Master of Arts in Interpretation, Translation & Transcultural Communication). Eligible to supervise Masters/PhD candidates in related fields. Active in professional activities promoting language education and cultural exchange.
Mark Johnson is a Professor at Macquarie University's School of Computing, affiliated with the Centre for Language Sciences (CLaS). His research focuses on computational linguistics, natural language processing, and machine learning, with contributions to parsing algorithms, child language acquisition models, and generative AI systems. He leads projects on generative models of life stories, logistics optimization algorithms, and visual dialogue systems using deep neural networks. Research interests include natural language understanding, data augmentation techniques, and model robustness. Notable projects involve developing frameworks for synthetic training data, OOD detection, and integrating named entity recognition with context tags. His work emphasizes practical applications in dialog systems, document analysis, and language model optimization. Collaborations span cross-linguistic studies and AI-driven visualization systems. Key achievements include over 200 research outputs, including influential articles on child language acquisition models and OOD detection. He oversees projects funded by MQRC and industry partnerships, focusing on advancing NLP and AI methodologies. His lab, CLaS, fosters interdisciplinary research in language sciences and computational methods.
Narah Lee is a Lecturer in Korean at the School of Languages and Cultures, University of Queensland. She earned her PhD in linguistics from the Australian National University and has taught Korean language and culture at multiple institutions. Her research focuses on pragmatics, discourse analysis, and sociolinguistics, particularly within Korean language contexts. Bachelor of Arts, Sogang University Masters (Research), Sogang University Doctor of Philosophy, Australian National University Lee’s research explores the pragmatic dimensions of Korean language use, including politeness, speech acts, and referential choices. Her work spans both native and second-language speakers, with a particular emphasis on socio-pragmatic competence in Korean as a foreign language. Recent studies analyze digital discourse in YouTube comment sections, highlighting impoliteness and toxic communication patterns. Her publications include analyses of subject expression/omission in spoken Korean, kinship terms, and cross-cultural comparisons with Japanese and Chinese. She is available for supervision and leads projects such as 'The perception and realisation of (im)politeness in Korean' and 'Person referencing in discourse as an interpersonal strategy.' Lee has received funding from the Academy of Korean Studies (2022-2023) for politeness research. She actively presents at international conferences, including the International Pragmatics Conference and Japanese/Korean Linguistics Conference, focusing on topics like apology strategies and hybrid word interpretation.
Yanyin Zhang is a Senior Lecturer at the School of Culture, History & Language, Australian National University. Her research focuses on second language acquisition of Chinese, pedagogical practices, and international student language challenges. She holds a PhD and has published extensively on L2 Chinese syntax, teaching methodologies, and comparative language education. Key research areas include: Chinese as a second language syntax, pedagogical practice reflection, and curriculum development. Her work emphasizes the interplay between input structures and learning outcomes, particularly in existential constructions and grammatical morphemes. Notable publication: Frontiers of L2 Chinese Language Education: A Global Perspective (2021) Research Projects: "Teachable and learnable? From input to learning outcome in L2 Chinese acquisition" (2020-2023) "Second Language Acquisition and Processability: Theory and Practice" (2017-2018) Her recent work explores future directions in L2 pedagogy, family case studies in morphology acquisition, and the application of processability theory in Chinese instruction.
