School of Humanities & Languages

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I am a doctoral researcher at CLE, the University of Edinburgh 's philosophy, psychology and linguistic sciences, working in collaboration with Jenny Culbertson. I am generally interested in how humans handle the voices of their mother tongue and how the language system changes over time. I am interested in understanding the learner's bias in the relative ordering of nominal qualifiers (especially indicators, numbers, adjectives). Learners facing new artificial languages ​​tend to accept the order of these qualifiers corresponding to language typology. We test the robustness of this effect by examining different language groups to see if these preferences are derived from potential cognitive bias or derived from the learning effect of learner L1.

In public schools throughout the United States, the population of English learners (ELL) has increased steadily over the past decade. English learners are made up of groups of different ethnic groups and languages. In New Jersey schools, the majority of English learners are Spanish native speakers. However, more than 187 languages ​​are used in state-wide public schools. Students who speak other languages ​​at home, especially those with limited English ability

English Learner (ELL) - Children whose mother tongue is not English - are the fastest growing groups of public school students, accounting for nearly 9% of the public school population. Nationwide, ELL students are underestimated with special educational programs, but this differs greatly nationwide. Several experts suggest that under-representation or under-representation of ELL students may depend on the size of the population within the school district. The view of Keller-Allen (2006) for ELL students is as follows.