Alexandra Y. Aikhenvald is a Professor affiliated with James Cook University, recognized as a leading scholar in linguistic typology, Amazonian languages, and language contact. Her research focuses on grammatical structures, evidentiality, and endangered language documentation. She has authored over 160 publications, including seminal works like The Oxford Handbook of Evidentiality and The Cambridge Handbook of Linguistic Typology . Her work spans multiple languages, including Tariana (Amazonia), Manambu (Papua New Guinea), and Paumarí. She explores topics such as noun categorization, serial verbs, and multilingualism. Aikhenvald has edited volumes on grammaticalization, gender systems, and clause linking semantics. Her contributions bridge fieldwork, theoretical linguistics, and sociolinguistics, emphasizing cross-linguistic comparison. Key themes include language obsolescence in Papua New Guinea, areal diffusion in Amazonia, and the typology of evidentiality and possession. Her research highlights endangered language documentation and the sociocultural dimensions of linguistic diversity.
Dr. Jonathan Kummerfeld is a Senior Lecturer at the University of Sydney's School of Computer Science, specializing in Natural Language Processing (NLP) and AI collaboration. He holds a PhD from UC Berkeley and a B.Sc. from the University of Sydney, with postdoctoral research at the University of Michigan. His work focuses on enabling computers to collaborate effectively with humans through NLP, including interactive systems, dialogue, and crowdsourcing. Education: PhD in Computer Science, UC Berkeley (advised by Dan Klein), 2016 B.Sc. in Computer Science, University of Sydney (advised by James Curran), 2010 Postdoctoral Researcher at University of Michigan (2016–2021) Research Interests: Interactive Executable Semantic Parsing NLP Data Science for Messy Real-World Data AI Collaboration in Games and Dialogue His recent work explores empathetic AI systems, alignment algorithms, and AI-resilient interfaces. Over 50 publications span venues like ACL, NAACL, and ICML. Grants & Advising: CHIRON (DARPA): AI for recognizing opponent narratives Google/Amazon grants for annotation tools and dialogue systems Advising PhD student Kent O'Sullivan His lab develops tools like SLATE and contributes to dialogue corpora. Labs/Teams: Leads the Sydney NLP Lab, focusing on human-AI collaboration and scalable NLP systems.
Dr Gregory Dickson is an Honorary Lecturer at the School of Culture, History & Language, Australian National University. His work centers on Australian Kriol, Pidgin and Creole Languages, and sociolinguistics, with a focus on Indigenous languages and their documentation. PhD (Australian National University) BA (Hons) (University of Queensland) Certified Provisional Interpreter (Kriol-English) (NAATI) Gregory’s research spans language variation, dialectology, and bilingual education, emphasizing Australian Aboriginal Languages and endangered language revitalisation. His recent publications explore sociolinguistic trends, reflexive structures in Kriol, and translation practices within Indigenous communities. A notable project, Stories from the saltwater as told by the old Marra ladies (2010–2011), highlights his commitment to community linguistics. His email contact is Greg.Dickson@anu.edu.au.
Trevor Evans is an Associate Professor in the Department of History and Archaeology at Macquarie University, within the School of Humanities. He specializes in ancient languages, particularly post-classical Greek, and focuses on documentary texts, the Septuagint, and lexicography. Evans holds a BA (Hons) from the University of New England (1992) and a PhD from the University of Sydney (1998), supervised by John A.L. Lee. His career includes roles as a Research Officer and Macquarie University Research Fellow before joining the University of Oxford as an Assistant Editor of the Dictionary of Medieval Latin from British Sources and Senior Golding Fellow. Returning to Macquarie in 2007, he has held roles such as Senior Lecturer and Associate Professor, coordinating ancient-language teaching and directing the Macquarie Ancient Languages School (MALS). Educations: Bachelor of Arts (Hons) in Classics, University of New England (1992) PhD in Ancient Greek Linguistics, University of Sydney (1998) Research Interests: Evans’ work centers on ancient languages, including the linguistic analysis of Greek papyri and inscriptions, the Septuagint’s syntactic features, and lexicography. He explores sociolinguistic aspects of documentary texts, such as the Zenon Archive, and Hebrew influence on Greek biblical translations. His studies bridge textual criticism, historical linguistics, and cultural history. Recent Article Trends: Recent publications address Koine Greek in documentary sources, Septuagint syntax, and lexicographical challenges. His work emphasizes interdisciplinary approaches, combining textual evidence with sociolinguistic analysis to uncover linguistic and cultural dynamics in ancient texts. Awards: 2021: Elected Fellow of the Australian Academy of the Humanities Grants & Advising: Evans has led projects such as The Good, the Indifferent, and the Unintelligent: A Comparative Lexical Analysis of Three Books of the Septuagint (2018–present) and Written and spoken Greek from the fifth century CE (2014). He advises students on topics like Greek documentary texts and Septuagint language. Labs/Teams: As Director of the Macquarie Ancient Languages School (MALS), he oversees programs in ancient Greek, Latin, and Hebrew, fostering interdisciplinary language education.
Rick Strelan is an Honorary Associate Professor in Religious Studies at the School of Historical and Philosophical Inquiry, The University of Queensland. He is also a Senior Lecturer in Studies in Religion and serves as the undergraduate Religious Studies adviser. PhD (UQ), BA (Hons) (UQ), Dip Theol (Melb Coll Div) Dr Strelan's research focuses on the Acts of the Apostles, the Gospel of Luke, Early Christianity, and New Testament Greek. His work explores the cultural and historical contexts of biblical texts, examining themes such as divine encounters, religious syncretism, and the social dynamics of early Christian communities. His recent publications analyze iconographic and linguistic elements in Acts, including cultic movements, divine recognition narratives, and socio-cultural interpretations of key episodes. He has contributed to understanding the function of biblical figures like Tabitha and Gamaliel, and the theological implications of Luke's writings. Dr Strelan has supervised numerous PhD and Master's theses in areas such as Christian theology, biblical eschatology, and religious identity, with a particular focus on the Sabbath in Luke-Acts, the role of the dikaioi in the Gospel of Luke, and early Christian traditions about figures like Martha and Radha. He received a UQ Teaching & Learning Strategic Grant (2007-2009) for "Religion Bazaar - Immersive Learning in Second Life" and is available for supervision in religious studies and biblical research.
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.
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.
Dr. Yuri Cath is a Senior Lecturer in the Department of Politics, Media and Philosophy at La Trobe University, Australia, where he has been employed since February 2015, initially as a Lecturer before being promoted to Senior Lecturer in July 2019. Prior to joining La Trobe, he held academic positions at the University of East Anglia (2012-2014) and served as an AHRC Research Fellow at the University of St Andrews (2008-2012). His educational background includes a PhD in Philosophy from the Australian National University (2009), an MA from the University of Auckland, and a BFA also from the University of Auckland. Dr. Cath's research primarily focuses on epistemological questions concerning the nature and sources of different kinds of knowledge, with particular emphasis on the distinction between knowledge-how and knowledge-that, and the implications of these distinctions for debates in philosophy of mind and moral philosophy. His work often explores the relationship between testimony and various forms of 'knowing-wh', including 'what it is like'-knowledge, knowing-why, and knowing-how. He has developed a distinctive approach that combines elements of intellectualism and Ryleanism, which he calls 'practical attitude intellectualism.' His recent work has examined transformative experiences, social dimensions of knowing-how, and the retention of phenomenal knowledge through imagination, memory, and recognition. Dr. Cath's publications reveal a consistent trajectory exploring the boundaries between different forms of knowledge, with a special focus on how knowledge-how relates to abilities, skills, and propositional knowledge. His work has been influential in contemporary debates about the nature of knowledge, particularly in challenging strict dichotomies between theoretical and practical knowledge. His 2024 Element 'Knowing What It Is Like' represents a significant contribution to understanding phenomenal knowledge, while his 2025 article 'Transformative experiences and the equivocation objection' offers a novel critique of L.A. Paul's influential work on transformative experiences. Dr. Cath has demonstrated expertise across multiple philosophical domains, with publications spanning epistemology, philosophy of mind, metaphilosophy, and philosophical methodology. His work often bridges conceptual analysis with considerations of practical epistemic concerns, making significant contributions to our understanding of how different forms of knowledge function both theoretically and in practical contexts.
Blake Johnson is an Associate Professor and Honorary Professor at the School of Psychological Sciences, Macquarie University, affiliated with the Hearing CRC. His research focuses on brain mechanisms underlying perception, cognition, motor control, and mental imagery, utilizing advanced neuroimaging techniques like MEG and EEG. He leads projects investigating speech motor control in children with developmental disorders, such as Childhood Apraxia of Speech (CAS), and has pioneered methodologies combining MEG with speech tracking systems. Research Interests: Johnson's work spans cognitive neuroscience, neuroimaging, and developmental psychology. Key areas include speech production mechanisms, neural correlates of motor control, auditory processing abnormalities in disorders like stuttering and autism, and the application of MEG/EEG for understanding brain dynamics. His studies often integrate multimodal data to explore how neural activity coordinates with behavioral outcomes. Recent Projects: Active projects include investigating the neural origins of motor disorders in CAS (2022–2023) and developing MEG-articulography techniques for speech research (2016–2020). He collaborates internationally, focusing on brain mechanisms in speech motor control and developmental neuroplasticity. Articles Trends: His publications emphasize MEG/EEG applications in speech and motor systems, with recent work on beta-band rhythms in speech production, emotional distractor suppression, and lateralized linguistic processing. These studies highlight innovative methods for linking neural activity to behavioral and developmental outcomes. Grants & Collaborations: Leads 29 projects since 2008, including the Bio-semi EEG system (ongoing) and collaborations on childhood apraxia. His lab is part of the Hearing CRC, fostering translational research in auditory and speech neuroscience. Labs/Teams: Based at Macquarie’s School of Psychological Sciences, his team specializes in neuroimaging and developmental neuroscience, contributing to both fundamental and applied research in hearing and speech disorders.
Dr. Alice Vialard is a Senior Lecturer in Urban Design at the School of Architecture, Design and Planning, University of Sydney. Her research focuses on urban morphology, space syntax, and cognitive mechanisms in urban environments. She holds a PhD in Urban Design from Georgia Tech (2013) with a thesis on 'A typology of block-face.' Her work bridges quantitative analysis of urban interfaces and the cognitive aspects of urban intelligibility. Prior to joining Sydney, she taught and studied in France, USA, UAE, and the UK, bringing a multicultural lens to her academic pursuits. Research Interests: Urban design theory, building-urban scale relationships, cognitive mechanisms in spatial navigation, and quantitative urban analysis. Notable contributions include studies on post-war urban reconstruction and cognitive mapping in city exploration. Publications highlight her work across urban history, spatial analysis, and cognitive science. Recent trends focus on integrating informal settlements, post-war urban form, and 19th-century urban interventions. No scientific awards are listed, though her extensive international collaborations and teaching experience underscore her academic impact. Advising and grants: No specific advisees or grants are detailed. Her research has been disseminated through journals like Urban Planning and conferences such as the International Symposium on Space Syntax. She contributes to urban design pedagogy, blending theoretical and applied perspectives. Labs/Teams: Not explicitly mentioned, but her work aligns with interdisciplinary urban design and planning initiatives at the School of Architecture, Design and Planning.
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.
Dr Alireza Ahadi is a PartTime Lecturer at the Faculty of Engineering & Information Technology , University of Technology Sydney. He holds a PhD in Data Analytics from UTS (2018) and has previously worked as a postdoctoral researcher at Macquarie University (2019-2022) focusing on skills analytics and educational data mining. Education: PhD in Data Analytics (UTS, 2018), Master of Information Technology Extended (UTS, 2013), Bachelor in Computer Science (UTS, 2010). Current Role: Teaching IT and Science subjects at UTS with expertise in databases, programming languages, and data science. Research Interests center on data-driven educational solutions , including text mining in education, skills gap analysis between academia and job markets, code comprehension studies, and miRNA regulation in cancer research. His work integrates machine learning with curriculum analytics to improve educational outcomes and workforce alignment. Recent publications (15 most) reveal trends in applying NLP to educational data, eye-tracking analysis for programming behavior, and skills analytics engines for curriculum-job market mapping. His 2022 article on skills gap identification using Burning Glass data highlights his focus on real-world educational impact. Teaching Experience includes coordination and lecturing in core subjects like Database Fundamentals, Programming Languages, and Data Structures at UTS. He also explores educational data mining , optimization of analytics engines , and recommendation system design in pedagogical contexts.
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).
