The research of Project MIND is performed by a project team of three researchers and a research coordinator. This project team is guided by three experiences researchers in the field of language acquisition.

After having obtained a Bachelor’s degree in both Literary Studies and Dutch language and culture, Darlene Keydeniers finished her research master studies in Linguistics at the University of Amsterdam. During her studies, she focused on child language acquisition in her research on first language acquisition, multilingualism and language disorders. Darlene wrote her master’s thesis on the language development of preterm-born children in the Sophia Children’s  Hospital.  She has also been part of the Progracy project team at the University of Amsterdam, where she investigated the relation between implicit learning, grammar and reading and writing skills. Her broad research interests in child language acquisition and her experience with young children perfectly come together in the current project.
Darlene Keydeniers MA


Anne-Mieke Thieme obtained her Research Master’s degree in Linguistics at Leiden University, specialising in multilingualism and sociolinguistics. During her studies, she was involved in various projects about the language education and development of (young) children. In 2018, Anne-Mieke did a research internship at Project MIND, during which she administered English language tasks at the bilingual daycares centres and researched children’s wellbeing. After graduation, she contributed to several research projects about multilingualism, language education, and language policy at the University of Amsterdam. Since September 2020, Anne-Mieke is working as a research officer at Project MIND.

Anne-Mieke Thieme MA


Josje Verhagen studied General Linguistics at the University of Amsterdam. She obtained her doctoral degree in second language acquisition at the VU University in Amsterdam and the Max Planck Institute for Psycholinguistics, after which she conducted several research projects concerning bilingualism in young children at the University of Utrecht. These projects include a small-scale research on bilingual daycare organizations in Amsterdam and a nationwide research on the effectiveness of preschool education. To investigate this, Josje analyzed toddler data gathered at daycare and preschool organizations as well as observations that map the linguistic input provided by the childcare workers. Josje’s research interests are bilingualism, young children, the relation between language input on language development and the effect of non-linguistic factors (for example: memory) on language development.


Dr. Josje Verhagen
Assistant professor


Eva Vos obtained her Master’s degree in Culture, Organization and Management at the VU University Amsterdam. As part of the project “Stad&Taal” (City&Language), she wrote her master’s thesis about the effect of visiting museums in integration programs. Eva has worked for the Free University of Amsterdam for several years, as a policy officer and as a representative in Colombia, South America. During her years in Columbia, Eva has developed a Dutch lesson program for children. Within project MIND, Eva is responsible for coordinating the project, gathering data and communicating with the daycare organizations and the parents.


Eva Vos MSc
Folkert Kuiken studied French at the University of Groningen and General Linguistics at the University of Amsterdam. In 1988, he obtained his doctoral degree in language development in young children, after which he started working as a professor in second language acquisition. In 2005, Folkert was appointed as professor by special appointment in Dutch as a second language at the University of Amsterdam, a special chair of the City of Amsterdam. Folkert has (co-)written several courses and handbooks about (second) language acquisition.
Prof. dr. Folkert Kuiken
Project leader
Suzanne Aalberse studied Dutch language and literature at the University of Utrecht (specialization track language variation and language change) and Chinese and linguistics at the University of Wisconsin in Madison. In 2009, she obtained her doctoral degree in the role of politeness and simplification strategies in the loss of du (the ancient form of the modern ‘jij’ (you, informal)). In Nijmegen, Suzanne has done research on the ‘dutchification’ of migrant languages in the Netherlands. The main focus in her research is the effect of language contact on language development. Since 2013, Suzanne works as an assistant professor Dutch Linguistics at the University of Amsterdam.


Dr. Suzanne Aalberse
Sible Andringa is an expert in the field of second language acquisition. His PhD thesis focused on the effectiveness of explicit second language education compared to implicit learning. His main interests are second language acquisition, the relation between second language acquisition and age and the relation between working memory and language learning.


Dr. Sible Andringa