MemberCarla Suhr

Dr. Carla Suhr joined the Spanish and Portuguese Department at UCLA in 2016 after finishing her PhD at the Universidad Complutense de Madrid. Professor Suhr focuses her academic work on the integration of culture, language, and cognition as a way to improve cross-cultural communication and inclusive teaching. She has worked in the field of Spanish linguistics and service-learning for the past 13 years at organizations such as Universidad Complutense de Madrid and University of New Haven, and her experience as a Spanish teacher trainer provides her the ability to implement diverse teaching strategies towards a specific project, program, and course. She cofounded IDESLI International Institute of Linguistics in San Francisco in 2009, where she directed the Language Courses and developed programs geared to industries conducting businesses with Spanish-speaking countries and professionals as well as non-profit organizations working with the Latino community. She currently teaches Spanish and Service-learning courses in the Department of Spanish and Portuguese at UCLA, from which she emphasizes the positive learning outcomes attained from connecting students with the community. Learn more about these courses here Her current area of research is within the cognitive sciences, specifically on conceptualization processes and how this understanding enables us to acquire strategies as a valuable tool for Second Language Acquisition.

MemberCarolyn O'Meara

​I conduct research to collect empirical data from languages spoken throughout the world in order to inform our general understanding of Language. My work contributes to this endeavor by providing basic research on indigenous languages of Mexico, with a particular emphasis on data from Seri, a language isolate spoken in northwestern Mexico. I am especially interested in issues related to lexical semantics, spatial and temporal reference, as well as discourse structure. A common thread throughout my research is the relationship between language, cognition and culture. 

MemberMargaret Freeman

…urnal of English Linguistics 32.2: 147-150.
2004     Grounded spaces in the poetry of Emily Dickinson. In Stylistics, 201-210. Paul Simpson, ed.. London and New York: Routledge.
2002     Cognitive Mapping in Literary Analysis. Style 36.3: 466-83. CSN 1400262
2002     The body in the word: A cognitive approach to the shape of a poetic text . In Cognitive Stylistics: Language and Cognition in Text Analysis 23-47. Eds. Elena Semino and Jonathan Culpeper John Benjamins Publishing Company. CSN 1427864
2002     Momentary stays, exploding forces: A cognitive linguistic approach to the poetics of Emily Dickinson and Robert Frost. Journal of English Linguistics 30.1: 73-90. CSN 1400172
2001     Emily Dickinson’s double language: An introduction to the writi…

  Margaret H. Freeman is Professor Emerita, Los Angeles Valley College, and co-director of Myrifield Institute for Cognition and the Arts ( She was a founding member and first president (1988-1992) of the Emily Dickinson International Society and moderates the monthly meetings of the Emily Dickinson Reading Circle at Myrifield in Heath, MA. She is a co-editor of the Oxford University Press series in Cognition and Poetics. Her research interests include cognitive poetics, aesthetics, linguistics, and literature. A list of her scholarly publications may be found at  

MemberMaria L. J. Lauret

I am an interdisciplinary scholar of multilingual American literature, especially in relation to migration. An African Americanist, feminist, and eternal student of American literature and society, I am interested in the aesthetic, cognitive, emotional and not least  political potential of combining and mixing languages in life and in literary texts produced in the Americas. My own multilingualism is (as yet) confined to classic European languages, but I have worked on and with other languages in my latest monograph, Wanderwords.

MemberBabette Verhoeven

An Anglophile since early childhood, I completed my degree in English Language & Literature in Amsterdam, before moving to the UK. There, I started out as a secondary school English teacher and I am now a part-time English teacher in a 6th form college (where I teach mostly A level English Language). Since September 2016, I am also a part-time PhD student, researching English teachers’ cognition with regard to ‘Knowledge About Language’ and its relationship to current language ideologies. In my research, I employ Corpus Linguistics methodologies in order to locate language ideologies in general, public, as well as educational discourses. My interest in Linguistics has also led me to become a Linguistics Olympiad problem writer in 2011. I also work as a Principal Examiner for A level English Language and produce A level English teaching resources for As well as being a native speaker of Dutch, I speak fluent English & German and have some proficiency in a few other languages. Perhaps not surprisingly, I am a keen learner of languages and have interests in Corpus Linguistics, Critical Discourse Analysis, Linguistic Typology, Cognitive Linguistics, & Bilingualism/Multilingualism.