A5057563501- Language Development and Disorders
- Reading and Literacy Development
- Neurobiology of Language and Bilingualism
- Child and Animal Learning Development
- Language and Culture
- Linguistic Education and Pedagogy
- Multilingual Education and Policy
- Linguistic Studies and Language Acquisition
- Second Language Learning and Teaching
- Second Language Acquisition and Learning
- Early Childhood Education and Development
- Identity, Memory, and Therapy
- Child Development and Digital Technology
- Autism Spectrum Disorder Research
- Hearing Impairment and Communication
- Language, Discourse, Communication Strategies
- Phonetics and Phonology Research
- Family and Disability Support Research
- Management and Organizational Practices
- Renewable energy and sustainable power systems
- Natural Language Processing Techniques
- Speech and dialogue systems
- Education in Diverse Contexts
- Education and Cultural Studies
- EFL/ESL Teaching and Learning
University of Warsaw
2016-2025
Jagiellonian University
2018
Czech Academy of Sciences, Institute of Psychology
2018
Educational Research Institute
2014-2015
Significance Although much research has been devoted to the acquisition of number words, relatively little is known about other expressions quantity. We propose that order quantifiers related features inherent meaning each term. Four specific dimensions and use are found capture robust similarities in similar ways across 31 languages, representing 11 language types.
Most studies on bilingual language development focus children's second (L2). Here, we investigated first (L1) of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing and discourse. We compared Polish skills between their non-migrant monolingual peers, then the influence cumulative exposure to L1 L2 bilinguals' performance. examined whether high could possibly minimize gap monolinguals bilinguals. analyzed data from 233 typically developing...
This study develops a single elicitation method to test the acquisition of third-person pronominal objects in 5-year-olds for 16 languages. methodology allows us compare pronominals languages that lack object clitics ("pronoun languages") with employ relevant context ("clitic languages"), thus establishing robust cross-linguistic baseline domain clitic and pronoun production 5-year-olds. High rates are found our results, indicating children have pragmatic knowledge required select discourse...
This article investigates the cross-linguistic comparability of newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic...
Reading and telling stories to children improves their narrative skills, which is well-documented for monolinguals, but not bilinguals. We investigated whether bilingual narratives improve when the child provided with a model story. studied of Polish-English (n = 75, mean age 5;7 years; months) raised in UK. elicited through picture two modes: told spontaneously retold after by an adult experimenter. The bilinguals Polish English. study combined within-subject design, comparing bilinguals'...
This cross-linguistic study evaluates children's understanding of passives in 11 typologically different languages: Catalan, Cypriot Greek, Danish, Dutch, English, Estonian, Finnish, German, Hebrew, Lithuanian, and Polish. The intends to determine whether the reported gaps between comprehension active passive short full hold cross-linguistically. present offers two major findings. first is relative ease which 5-year-old children across languages are able comprehend constructions (compared...
This paper compared the vocabulary size of a group 250 bilinguals aged 24–36 months acquiring six different language pairs using an analogous tool, and attempted to identify factors that influence sizes ultimately place children at risk for delay. Each research used adaptations MacArthur-Bates Communicative Development Inventories: Words Sentences specially designed developmental background questionnaire gather information on impairment, demographic exposure variables. The results showed...
A long-standing issue in identifying developmental language disorder (DLD) multilingual children is differentiating between effects of experience and genuine impairment when clinicians often lack suitable norm-referenced assessments. In this tutorial we demonstrate, via a case study, that it feasible to identify DLD child using the CATALISE diagnostic criteria, Language Impairment Testing Multilingual Settings (LITMUS) assessment tools, telepractice.
In this longitudinal study, we compare the age of reaching early developmental milestones in bilingual and monolingual children between bilinguals' two languages. We present data from 302 Polish bilinguals (living outside Poland with various majority languages) monolinguals, aged M = 12.78 months on study entry (range: 0-24 months), matched sex, at entry, duration parental reporting, education. The under investigation include crawling, walking, babbling, first, 10th, 50th word, first...
<title>Abstract</title> This study investigates children’s narrative skills, using the Multilingual Assessment Instrument for Narratives (MAIN), a theory-based tool adapted to 100 languages. How do overall including use of factual and inferred components, development complete episodes, differ across languages between monolinguals bilinguals? To answer this, we examined 2608 comparable fictional narratives 1189 monolingual bilingual children aged 3-13 years, speaking 33 Children told or...
Abstract Background The challenge of assessing all languages multilingual children by clinicians who do not speak the children's heritage is a global problem amplified increase in recent migration as well lack available assessment tools. Aim To evaluate feasibility using novel scoring schema to assist English‐speaking speech and language therapists (SLTs) practising Ireland Polish Sentence‐Repetition (SRep) Tasks collaboration with teachers, profile compare performance across their this...
The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period increased time at home with caregivers, limited access external sources (e.g., daycares) provides a unique opportunity examine associations between caregiver-child activities language development. vocabularies 1742 children aged 8-36 months across 13 countries 12 languages were evaluated beginning end first lockdown their respective...
Abstract This article presents the results of a survey on yet under-researched aspects remote learning and difficulties in higher education during initial stage (March – June 2020) COVID-19 pandemic. A total 2182 students from University Warsaw Poland completed two-part questionnaire regarding academic achievements year 2019/2020, living conditions stress related to pandemic, as well basic demographic information, Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out three...
Language input is crucial for language acquisition and especially children's vocabulary size. Bilingual children receive reduced in each of their languages, compared to monolinguals, are reported have smaller vocabularies, at least one languages. Vocabulary trilingual has been largely understudied; only a few case studies published so far. Moreover, rarely contrasted with outcomes bilingual monolingual peers. We present comparison trilingual, bilingual, (total 56 participants, aged 4;5-6;7,...
The number of children speaking more than one language as well the languages spoken in Ireland has increased significantly posing a problem for timely identification with disorder. current study aims to profile performance monolingual and multilingual on processing tasks: non-word repetition (NWR) sentence (SR). We used: (1) Crosslinguistic (CL) English Language-Specific (LS) NWR (2) SR English, Polish Russian. Children's socioeconomic status, emergence, age exposure (AoE) percentage at home...
We present a new set of subjective Age Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, Western Armenian. The were collected total 173 participants highly reliable each language. applied the same method data collection as used previous study on 25 which allowed us to create database fully comparable AoA 32 languages. found...
The expressive lexical skills of 53 Polish bilinguals aged 24–36 months living in the UK and Ireland were assessed using British English adaptations MacArthur-Bates Communicative Development Inventories. vocabulary scores compared to those monolinguals matched for age, gender parental education. born two parents mostly lived outside Poland since birth. Results showed substantial differences Total Conceptual Vocabulary single-language between groups. However, groups did not differ on...
Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates concurrence between two new from recent COST Action IS0804 (Bi-SLI), and differences children across different migrant communities. Approach: Two battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: direct assessment tool Cross-linguistic Lexical Tasks (CLT) reporting instrument Parents Bilingual Children Questionnaire (PaBiQ),...
Word knowledge and the speed of word processing in monolingual children adults are influenced by properties, such as age acquisition (AoA), imageability, frequency. Understanding how different properties words contribute to ease bilingual is a critical step for establishing models childhood bilingualism. However, joint impact these has not been so far assessed children. Here, we compared AoA, frequency on accuracy response times picture naming recognition tasks We used Cross-Linguistic...
In this study, we present the first database of pictures and their corresponding psycholinguistic norms for Polish: CLT database. norming used from Cross-Linguistic Lexical Tasks (CLT): a set colored drawings 168 object 146 actions. The were carefully created to provide valid tool multicultural comparisons. are accompanied by Naming latencies, Name agreement, Goodness depiction, Image Concept familiarity, Age acquisition, Imageability, frequency, Word complexity. We also report analyses...