Keywords: phonetics and phonology, speech perception, bilingualism, adult second language acquisition
I am a Professor of Linguistics at the University of Utah, where I also serve as Associate Dean of Undergraduate Studies and Director of the Office of Undergraduate Research and Capstone Programs. My research focuses on a variety of phenomena related to the acquisition of the phonology of a second language (L2) by adult learners, specifically the development of L2 phoneme inventories and L2 phonolexical structure. My research typically involves experimental investigations of the perception of L2 sounds and the influence of various types of linguistic experience on L2 phonological development.
Read Rachel's article highlights from the journal archives by clicking here.
Keywords: expressive language skills
I am Junior professor for Developmental Language Disorders and I am based at the Department of Linguistics of the University of Potsdam (Germany). My research focuses on how children develop receptive and expressive language skills, starting from the first years of life until these skills are consolidated in grown-up children, adolescents and adults.
Together with my research team, we conduct experimental studies where typically-developing groups are compared to those of children and adolescents affected by developmental disorders (for example, Specific Language Impairment and Autistic Spectrum Disorders). We hope that the results of our research can be useful to understand the interaction of language with other cognitive abilities and so to develop new tools to promote early assessment and rehabilitation of language disorders.
Keywords: foreign-accented speech, dialects, speech in-noise, language attrition, bilingualism, anticipatory processing, eye-tracking technique
I am an Assistant Professor in Psycholinguistics at the Radboud University Nijmegen, where I also work as a statistical consultant in the Humanities Lab of the Faculty of Arts. My research interests cover a large variety of issues in speech perception. I am particularly interested in how speech is processed in challenging listening conditions (i.e. noise, speech reductions, foreign accents, dialects). Currently, I am also looking at how such conditions can influence moral decision making. In addition, I am interested in the role of various factors influencing bilingualism from childhood through adulthood. I often use the eye-tracking technique to shed light on the online processing of language by children and adults.
Read Susanne's article highlights from the journal archives by clicking here.
Keywords: second language learners, morphology, native morphological processing
I am an Assistant Professor of Spanish in the Department of World Languages, Literatures & Cultures at the University of Arkansas. My research centers on psycholinguistic aspects of second language (L2) acquisition, including bilingual and multilingual language processing and production. I am interested primarily in the nature of morphological processing and production in the L2 and heritage learner. Recent projects have focused on the production and processing of person, number, and gender agreement morphology by L2 and heritage Spanish, Arabic, and Swahili speakers.
Read Rebecca's article highlights from the journal archives by clicking here.
Keywords: oral fluency, pronunciation instruction, speech perception and production
I am Assistant Professor of Applied Linguistics in the Department of World Languages at the University of South Florida. My research examines second language speech development in and outside of the classroom, including the relationship between perception and production, L2 fluency development and attrition, and foreign language instructors’ beliefs and practices related to pronunciation. Currently, I am exploring the linguistic features that contribute to intelligibility, comprehensibility, and accentedness in beginning adult foreign language learners with a goal of better understanding the relationship among these constructs and how it develops over time.
Read Amanda's article highlights from the journal archives by clicking here.
Keywords: message planning, sentence planning, structural priming, implicit learning, bilingualism, cross-linguistic differences in language production and comprehension, memory for language, eye-tracking
I am a Lecturer in the School of Psychology at the University of Aberdeen (Scotland, UK). My research addresses questions in language production and memory for language. I am particularly interested in the ways that speakers with different linguistic backgrounds (monolinguals, bilinguals, language learners) plan what they are about to say, the way that linguistic experience shapes the planning process, and the way that language influences memory. I use a range of experimental methods (behavioural paradigms and eye-tracking) and I often rely on cross-linguistic comparisons to address these questions.
I am an Associate Professor at the School of Audiology and Speech Sciences at the University of British Columbia in Vancouver, Canada. Most broadly, my main research focus is on bilingual language development and second language acquisition. More specifically, my research has been examining the factors (biological, cognitive, social, and educational) that lead to a high degree of proficiency in a second language (including literacy skills: reading, writing, and spelling) for both children and adults, and I have also been investigating the language and cognitive development of bilingual children, both typically-developing and children with autism.
Read Stefka's article highlights from the journal archives by clicking here.
Keywords: bilingualism, morpho-syntax, heritage language development, Developmental Language Disorder, Autism Spectrum Disorder
I am a senior lecturer at the Department of English Literature and Linguistics, University of Bar-Ilan, Israel, where I also serve as a Coordinator for Linguistics in Clinical Research Program. My research interests cover monolingual and bilingual typical and atypical language development (including Autism Spectrum Disorder, Developmental Language Disorder, Hearing Impairment). I am exploring the relationship between language and cognition. I am also investigating Heritage Language development and maintenance across the lifespan with a goal to understand which linguistic and extra-linguistic factors shape child and adult Heritage Language grammars.
Keywords: Phonetics & phonology, speech perception, speech production, lexicon and word learning, bilingualism, second language acquisition
As a laboratory phonologist, I study the sound patterns of human languages. I am interested in topics such as sound category formation, development, and change. My primary area of research is bilingualism—in particular, the phonetics, phonology, and psycholinguistics of bilingualism and second language learning. My most recent research is concerned with understanding the nature of phonolexical representations in the bilingual (and bidialectal) mind, how such representations interact across languages, and how they change across a person’s life span. A secondary interest of mine concerns the impact of societal bilingualism in (historical) sound change. I use experimental approaches to examine speech production and perception, phonological encoding, and spoken word recognition in bilinguals and second language learners. I am Associate Professor of Spanish and Applied Linguistics at the University of Arizona. At Arizona, I teach and supervise research in the Hispanic Linguistics graduate program, the graduate interdisciplinary program in Second Language Acquisition and Teaching and the graduate interdisciplinary program in Cognitive Science.
Read Miguel's article highlights from the journal archives by clicking here.
Keywords: bilingual biliteracy acquisition, speech prosody, statistical learning, developmental dyslexia, poor comprehension
I am an Associate Professor in the Division of Speech and Hearing Sciences, the Faculty of Education at the University of Hong Kong. As Director of the Speech, Language and Reading Lab, I utilize both cognitive-behavioral and neurophysiological approaches to investigate (1) the neurocognitive mechanism that enables bilingual children to crack suprasegmental speech and orthographic codes in two different languages to formulate speech-print associations in the process of becoming biliterate; (2) the impact of music and tonal language learning experience on developmental neuroplasticity in the auditory cortex; and (3) effective intervention strategies for leveraging the strength of children with developmental dyslexia, poor reading comprehension, and/or autism spectrum disorders. My current research promotes the well-being of those children by providing a speech-language-literacy intervention program targeted at improving neurocognitive, linguistic and social-behavioral skills.
Read Shelley's article highlights from the journal archives by clicking here.
I am a Professor in the School of Education at the University of California, Davis. My research focuses on the language and literacy development of young children from linguistically, culturally, and economically diverse backgrounds. My current research focuses on the relationships among bilingual (English and heritage language) development, socio-emotional development, and executive function development in a longitudinal study with dual language learners from Spanish-speaking Mexican American families and Cantonese-speaking Chinese American families.