Ph.D. Educational Studies,
Language Acquisition Program, McGill
Ph.D. Brain and Cognitive
University of Rochester,
of Southern California,
of Southern California, 1999
Applied Linguistics, University
of Toronto, 1993
Ph.D. Cognitive Science, Brown University, 2004
Ph.D. Psychology, University of Illinois,
Ph.D. Psychology, McGill University, 1985
Experimental Psychology and Communication Disorders, University of South
Experimental Psychology, University
of Calgary, 1995
Ph.D. Psychology, Department of
Educational Psychology and Special Needs, University of London
Institute of Education, 1998
Cognitive Neuroscience, Free University of Berlin / Max Planck Institute for Human
Cognitive and Brain Sciences, 2000
Communicative Disorders, University
Experimental Psychology, State
University of NY,
Ballinger (Ph.D. Educational Studies, Acquisition Program, McGill
I am interested in researching the role of teacher scaffolding and strategy
instruction in promoting L2 development and collaboration during classroom
peer interaction; using biliteracy and cross-linguistic instructional
approaches to build bilingual students’ overall language awareness; and
investigating the influence of sociolinguistic context on students’ language
production and language choices in bilingual classrooms. My research has
taken place in Canadian and U.S. immersion contexts.
Sato, M., & Ballinger, S. (Eds.). (In Press).
Peer interaction and second
language learning: Pedagogical potential and research agenda [Series:
Language Learning and Language Teaching]. Amsterdam: John Benjamins.
Ballinger, S. (2015). Linking content, linking students: A cross-linguistic
pedagogical intervention. In J. Cenoz & D. Gorter (Eds.), Multilingual
education: New perspectives. Cambridge: Cambridge University Press.
Lyster, R., Quiroga, J., & Ballinger, S. (2013). The effects of biliteracy
instruction on morphological awareness. Journal of Immersion and
Content-Based Language Education, 1(2), 169–197.
Ballinger, S. (2013). Towards a cross-linguistic pedagogy: Biliteracy and
reciprocal learning strategies in French immersion. Journal of Immersion
and Content-Based Language Education, 1(1), 131–148.
Sato, M., & Ballinger, S. (2012).
Raising language awareness in peer interaction: A cross-context,
cross-method examination. Language Awareness 21(1–2), 157-179.
Ballinger, S., & Lyster, R. (2011). Student and teacher language use in a
two-way Spanish/English immersion school. Language Teaching Research, 15(3),
Lyster, R., Collins, L., & Ballinger, S. (2009). Linking languages through a
bilingual read-aloud project. Language Awareness, 18, 366–383.
Clayards (Ph.D. Brain and Cognitive Sciences, University of
My research explores the role of phonetic variability in speech perception
and how listeners and learners adapt to the phonetic patterns of their
linguistic environment and what happens when those patterns change. I run
studies on speech production and perception, often involving eye-tracking.
Bang, H.Y., Clayards, M., Goad, H. (2015) A child specific compensatory
mechanism in the acquisition of English /s/. In E. Grillo & K. Jepson
(Eds.), Proceedings of the 39th Boston Conference on Child
Language: Cascadilla Press. pp. 75-87.
Clayards, M., Niebuhr, O., Gaskell, M.G. (2015) The time-course of auditory
and language-specific mechanisms in compensation for sibilant assimilation.
Attention, Perception & Psychophysics. 77:1, 311-328. doi:
Brosseau-Lapré, F., Rvachew, S., Clayards, M., Dixon, D. (2013) Stimulus
variability and perceptual learning of non-native vowel categories. Applied Psycholinguistics. 34 (3), 419-441 doi:10.1017/S0142716411000750
Niebuhr, O., Clayards, M., Meunier, C., Lancia, L. (2011) On place
assimilation within sibilant sequences – comparing French and English.
Journal of Phonetics, 39, 429-451.
Bejjanki, V.R., Clayards, M., Knill, D.C., Aslin, R.N., (2011) Cue
integration in categorical tasks: insights from audio-visual speech
perception. PLOS one 6(5): e19812. doi:10.1371/journal.pone.0019812
Clayards, M., Tanenhaus, M.K., Aslin, R.N., Jacobs, R.A., (2008) Perception
of speech reflects optimal use of probabilistic speech cues. Cognition,
Fred Genesee (Ph.D. Psychology, McGill University, 1974)
My research interests include the effectiveness of alternative forms of bilingual
and immersion education for both majority and minority language students;
language acquisition in pre-school children who are learning two languages
simultaneously; language development in cross-language adopted children; and
the language and academic development of students in bilingual programs who
are at-risk for language or reading impairment.
Genesee, F. (submitted). Language
development in internationally-adopted children: A special case of early
second language learning.
Genesee, F., (submitted).
Communication patterns between internationally-adopted children and their
mothers: Implications for language development.
Genesee, F., Paradis, J.,
& Crago, M.
Language Development and Disorders: A Handbook on Bilingualism and Second
Maryland: Brookes Publishing.
Comeau, L., &
Genesee, F. (in press). A
comparison of bilingual and monolingual children’s conversational
repairs. First Language.
Genesee, F., & Jared, D.
(2008). Literacy development in early French immersion programs. Canadian
Psychologist, 49(2), 140-147.
Genesee, F. (2007). French immersion and
at-risk students: A review of research findings. Canadian Modern Language
Review, 63, 655-688.
Genesee, F., & Mendelson, M. (2007). Bilingual
children’s repairs of breakdowns in communication. Journal of Child
Zwanziger, E., Allen, S.E.M.,
Genesee, F. (2006).
Crosslinguistic influence in bilingual acquisition. Journal of Child
Language, 32, 893-910.
Goad (Ph.D. Linguistics, University of
Southern California, 1994)
My research investigates the acquisition of phonology. I am principally
concerned with examining the role that representations play in defining the
notion ‘possible grammar’ in acquisition. In first language
acquisition, my research focuses on the acquisition of constituency and how
this can account for patterns in the development of clusters, word-final
consonants, stress and segmental acquisition. In second language acquisition,
my work focuses on providing prosodic explanations for patterns observed in
the acquisition of functional morphology, an area in which syntactic
explanations are typically provided.
Goad, H. 2011. The representation of sC clusters. In
M. van Oostendorp, C. Ewen, E. Hume & K. Rice (eds.) The Blackwell companion
to phonology. Oxford: Wiley-Blackwell, pp. 898-923.
Goad, H. & L. White. 2009. Prosodic transfer and the
representation of determiners in Turkish-English interlanguage. In N. Snape,
Y.-k. I. Leung & M. Sharwood Smith (eds) Representational deficits in SLA:
Studies in Honor of Roger Hawkins. Amsterdam: John Benjamins, pp. 1-26.
Goad, H. & L. White. 2008. Prosodic structure and
the representation of L2 functional morphology: A nativist approach. Lingua
Goad, H. & M. Buckley. 2006. Prosodic structure in
child French: Evidence for the foot. Catalan Journal of Linguistics 5:
109-142. Special issue on the Acquisition of Romance Languages.
Goad, H. & Y. Rose. 2004. Input elaboration, head
faithfulness and evidence for representation in the acquisition of left-edge
clusters in West Germanic. In R. Kager, J. Pater & W. Zonneveld, eds.,
Constraints in phonological acquisition, 109-157. Cambridge: Cambridge
Gonnerman (Ph.D. Linguistics, University of
Southern California, 1999)
My two main areas of interest are: 1) the structure of the lexical semantic
system; and 2) the acquisition, representation, and processing of
morphologically complex words in English and other languages. To explore
these areas, I use a combination of research in acquisition, normal adult
processing, language loss in Alzheimer's disease and other disorders,
connectionist modeling, and neuroimaging.
Gonnerman, L.M., Seidenberg, M.S., & Andersen, E.S.
(2007). Graded semantic and phonological similarity effects in priming:
Evidence for a distributed connectionist approach to morphology. Journal of
Experimental Psychology: General, 136, 323-345.
Gonnerman, L.M., (2007) Children’s recognition of novel
derived words. In Caunt-Nulton, H., Kulatilake, S., & Woo, I. (Eds.) BUCLD
31: Proceedings of the 31st annual Boston University Conference on Language
Development, (p. 251-261). Somerville, MA: Cascadilla Press.
Aronoff, J.M., Gonnerman, L.M., Almor, A., Kempler, D.,
& Andersen, E.S. . (2006). Information content versus relational knowledge:
Semantic deficits in patients with Alzheimer's disease.Neuropsychologia. 44,
Devlin, J.T., Jamison, H.L., Gonnerman, L.M., &
Matthews, P.M. (2006). The role of the posterior fusiform gyrus in reading.
Journal of Cognitive Neuroscience, 18 (6), 911-922.
Roy Lyster (Ph.D. Applied Linguistics, University of
My research investigates
second language acquisition in classroom settings, with a specific focus on
immersion and content-based classrooms. This program of research has
included observational and experimental studies of teacher-student
interaction, form-focused instruction, corrective feedback, and the role of
morphological awareness in biliteracy development.
Saito, K., & Lyster, R.
(in press). Effects of form-focused instruction
and corrective feedback on L2 pronunciation development
Japanese learners of English.
Lyster, R., & Ballinger,
S. (Eds.). (2011). Content-based language teaching. [Special Issue]. Language Teaching Research, 15 (3).
Lyster, R., & Saito, K.
(2010). Oral feedback in classroom SLA: A meta-analysis. Studies in
Second Language Acquisition, 32, 265-302.
Yang, Y., & Lyster, R.
(2010). Effects of form-focused practice and feedback on Chinese EFL
learners’ acquisition of regular and irregular past-tense forms. Studies
in Second Language Acquisition, 32, 235-263.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach.
Amsterdam: John Benjamins.
Aparna Nadig (Ph.D. Cognitive Science, Brown
My research focuses on
pragmatic development, social communication, and language and communication
in individuals with autism spectrum disorders. In particular I am interested
in how we use multiple sources of information (visual, prosodic, from
previous discourse, about our conversational partner) to arrive at a
speaker’s intended meaning, and how we do this in real time. Recent work in
my lab has focused on early word learning processes in autism and in typical
development, and on analyses of prosody and conversation in speakers with
autism spectrum disorders.
Nadig, A. & Shaw, H. (2011). Expressive
prosody in high-functioning autism: Increased pitch range and what it means
to listeners. Journal of Autism and Developmental Disorders, April
29, Epublication ahead of print.
Vivanti, G., McCormick, C., Young, G.,
Abucayan, F., Hatt., N., Nadig, A., Ozonoff, S. and Rogers, S. (2011).
Intact and impaired mechanisms of action understanding in autism. Developmental Psychology,
Nadig, A., Lee, I., Singh, L., Bosshart, K. &
Ozonoff, S. (2010). How does the topic of conversation affect verbal
exchange and eye gaze? A comparison between typical development and
high-functioning autism. Neuropsychologia, 48 (9), 2730-2739.
Nadig, A., Vivanti, G. & Ozonoff, S. (2009).
under different communicative demands: How do children with and without
autism adapt? Autism Research, 2, 1-14.
Vivanti, G., Nadig., A., Ozonoff, S., &
Rogers, S.J. (2008). What to children with autism attend to during imitation
tasks? Journal of Experimental Child Psychology, Special issue on
Imitation in Autism, 101, 186-205.
Nadig, A., Ozonoff, S., Young, G., Rozga, A.,
Sigman, M., & Rogers, S. J. (2007). A prospective study of response-to-name
in infants at risk for autism. Archives of Pediatrics and Adolescent
Medicine, Theme issue on Autism, 161(4), 378-383.
Nadig, A. & Sedivy, J. (2002). Evidence of
perspective-taking constraints in children's on-line reference resolution.
Science, 13(4), 329-336.
Kristine H. Onishi (Ph.D. Psychology,
University of Illinois, 2004)
I am interested in how we
become competent language users - how we learn the relevant sound and
conceptual structures for language and how we map between the two. My
research has examined (1) how infants (and adults) learn about the sound
structures of their native language. For example, how do speakers of English
learn that "fing" is a more likely word than "ngif"?; and (2) what types of
conceptual structures infants possess that enable language learning. For
example, do infants understand that other people act on the basis of goals
Chambers, K. E., Onishi,
K. H., & Fisher, C. (in press). Representations for phonotactic learning in
infancy. Language Learning and Development.
Chambers, K. E., Onishi,
K. H., & Fisher, C. (2010). A vowel is a vowel: Generalizing newly-learned
phonotactic constraints to new contexts. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 36(3), 821-828.
Seidl, A., Cristià, A.,
Bernard, A., & Onishi, K. H. (2009). Allophonic and phonemic contrasts in
infants' learning of sound patterns. Language Learning and Development,
Onishi, K.H., &
Baillargeon, R. (2005). Do 15-month-old infants understand false beliefs? Science, 308, 255-258.
(Ph.D. Psychology, McGill University, 1985)
My research interests lie mainly in the development of
language and communication. I am particularly interested in understanding the
underlying mechanisms and environmental factors that together determine the
course of early language development. My research in this area includes
cross-linguistic studies on word learning in typically-developing children
and high-functioning autistic children and the role of linguistic input in
early lexical and syntactic development. In these studies I have been investigating
what kinds of information (syntactic, semantic, or/and pragmatic) children
use when learning new words and sentence structures.
I recently began French-English, French-Japanese, and Japanese-English
bilingual studies to investigate how bilingual children acquire two distinct
verb argument structures and gesture production systems. In addition to
empirical studies, I am conducting computer modeling experiments and network
analysis to understand semantic representations and developmental mechanisms
Oshima-Takane, Y. (2006). Acquisition of
nouns and verbs in Japanese. In M.Nakayama,
R. Mazuka, Y.
Shirai, & P. Li
(Eds.), Handbook of East Asian Psycholinguistics: Japanese.
Guerriero, M.A.S., Oshima-Takane,
Y., & Kuriyama, Y.
(2006). The development of referential choice in English and Japanese: A
discourse-pragmatic perspective. Journal of Child Language, 3,
Oshima-Takane, Y., Satin, J., & Tint, A.
(2008). Rapid word-action mapping in French- and English-speaking children. Proceedings
Conference on Language Development, 347-359.
Somerville, MA: Cascadilla
Zvaigzne, M., Oshima-Takane, Y.,
Groleau, P., Nakamura, K., & Genesee, F.
(2008). The function of children’s iconic co-speech
gestures: A study with Japanese-French bilinguals and French monolinguals.
Proceedings of 32nd
Conference on language Development, 598-609.
Polka (Ph.D. Experimental Psychology
and Communication Disorders, University of South Florida, 1989)
My research focuses the
development of speech perception during infancy. The goal of this work is to
understand the skills and biases that the infants bring to this task and how
their speech processing changes with age and language experience to support
language processing. In my lab we are currently engaged in perception and
production research to test, refine and expand the Natural Referent Vowel (NRV)
model, a conceptual framework emerging from our previous developmental
cross-linguistic research.We are also pursing research exploring the effects
of early bilingualism on various levels of speech processing including
segmental (phonetic perception) and suprasegmental aspects (word
segmentation, discrimination and listening preferences in fluent speech). My
research expertise also includes work in the area of identification and
assessment of hearing loss in infants. Bridging these applied and clinical
fields I am interested in understanding how experience with otitis media
(middle ear infections) in infancy impacts the early development of speech
Polka, L. & Sundara, M, (in press). Word segmentation in monolingual
infants acquiring Canadian English and Canadian French: Native language,
cross-language, and cross-dialect comparisons, Infanc
Polka, L. & Bohn, O-S. (in press). Natural Referent Vowel (NRV)
framework: An emerging view of early phonetic development, Journal of
Mattock, K, Polka, L, & Rvachew, S., & Krehm, M. (2010) The first steps
in word learning are easier when the shoes fit: Comparing monolingual and
bilingual infants, Developmental Science, 13:1 229-243.
Shahnaz, N., Miranda, T. &
Polka, L. (2008) Multi-frequency tympanometry in neonatal intensive care
unit & well babies, Journal of the American Academy of Audiology, 19 (5),
Rvachew, S. Alhaidary, A.
Mattock, K. & Polka, L. (2008), Emergence of corner vowels in the babble
produced by infants exposed to Canadian English or Canadian French, Journal
of Phonetics, 36, 564-577
Polka, L. Rvachew, S. & Molnar, M. (2008).
Speech perception by 6- to 8-month-olds in the presence of distracting
sound, Infancy, 13 (5) 421-439.
Sundara, M., Polka, L. & Molnar, M. (2008)
Development of coronal stop perception: Bilingual infants keep pace with
their monolingual peers Cognition, 108, 232-242.
Polka, L, Rvachew, s. & Mattock, K. (2007).
Experiential influences on speech perception and production during infancy.
E. Hoff & M. Shatz (Eds.) Handbook of Child Language Oxford: Blackwell.
Polka, L, & Rvachew, S. (2005) The impact
of otitis media with effusion on infant phonetic perception Infancy 8(2),
Susan Rvachew (Ph.D.
Experimental Psychology, University of Calgary, 1995)
Research interests are focused on phonological
development and disorders with specific research topics including: the role
of speech perception development in sound production learning; speech development
in infancy; efficacy of interventions for phonological disorders; and
computer applications in the treatment of phonological disorders. Current
projects include a randomized control trial of interventions to improve
speeach and phonological awareness
skills in pre-schoolers
with speech sound disorders and investigations of cross-linguistic
differences in the acoustic characteristics of vowels produced by infants.
Alhaidary, A., Mattock, K., &
Polka, L. (2008). Emergence of the corner vowels in the babble produced by
infants exposed to Canadian English or Canadian French. Journal of
Phonetics, 36, 564-577.
Rvachew, S. (2007).
Phonological processing and reading in children with speech sound disorders.
Journal of Speech-Language Pathology, 16, 260-270.
Rvachew, S., Chiang, P.,
& Evans, N. (2007). Characteristics of speech errors produced by children
with and without delayed phonological awareness skills. Language, Speech,
and Hearing Services in Schools, 38, 1-12.
Mela Sarkar (Ph.D.
My research focuses on the empowerment of
linguistically marginalized populations, specifically immigrant-origin youth
and Canadian Indigenous communities, through language acquisition and
education (sometimes their own, sometimes that of majority-language
speakers, who are too often monolingual). I work within a critical paradigm
and endeavour to involve community members in
research, for example using Participatory Action Research methodology, as
much as possible. Attempting to understand power imbalances and social
inequities based in language attitudes and use, and looking for ways to
redress them, is the common theme underlying my diverse areas of interest.
Past research areas: (1) The acquisition of aspects of
complex argument structure in early child French by both L1 and L2
populations (particularly Bengali-L1 preschoolers); (2) Routinized French L2
learning in a multiethnic Montreal “accueil” kindergarten; (3) South Asian
women in Montreal and sociocultural barriers to learning French in the COFI
classroom; (4) Young Muslim Montrealers and inclusive school policies in the
wake of 9-11.
Present research areas: (1) Nemitueg tli’suti napui’gnigtug,
teaching Mi’gmaq through images
in Listuguj—reclaiming an endangered language for community use; (2)
Learning to translanguage in and out of Montreal classrooms—going beyond
multilingualism to a unitary concept of “language mixing” in multiethnic
contact situations; (3) Language mixing, hybrid youth identities and
Caribbean Creole influences in Montreal and Toronto Hip-Hop lyrics.
Sarkar, M, & B. Low. (in press).
Multilingualism and popular culture. In M. Martin-Jones, A. Blackledge & A.
Creese (Eds.), Handbook of Multilingualism. London: Routledge.
Sarkar, M., J. Metallic, M.A.
Metallic. & J. Vicaire (in press). « Listugujg
nemitueg tli’suti napui’gnigtug »: Apprendre le mi’gmaq à l’âge
adulte à Listuguj. In L. Drapeau (Ed.), Les
langues autochtones du Québec: un patrimoine en danger. Montréal: Les
presses de l’Université du Québec.
Sarkar, M., & M.A. Metallic. (2009).
Indigenizing the structural syllabus: The challenge of revitalizing Mi’gmaq
in Listuguj. Canadian Modern Language Review, 66(1), 49-71.
Sarkar, M. (2009). "Still reppin'
por mi gente": the transformative power of language mixing in Quebec
Hip-Hop. In H.S. Alim, A. Ibrahim & A. Pennycook (Eds.),
Global linguistic flows: Hip Hop cultures, youth
identities, and the politics of language (pp.
139-157). New York, NY: Routledge.
Low, B., M. Sarkar, & L. Winer. (2009). "Chus mon
propre Bescherelle": Challenges from the Hip-Hop nation to the Quebec
nation. Journal of Sociolinguistics, 13/1, 59-82.
Sarkar, M., C. Lavoie & A. Desautels.
(2006). Politiques interculturelles et pratiques scolaires en milieu
multiethnique montréalais: apprendre sur le tas? Proceedings of the
Annual Conference of the Canadian Association for the Practical Study of the
Law and Education, 2006 (pp. 762-789).
Sarkar, M. (2005). “A l’école on parle français”:
second language acquisition and the creation of community in a multiethnic
Montreal kindergarten. In F. Salili & R. Hoosain (eds.), Language in
multicultural education (Research in Multicultural Education and
International Perspectives series) (pp. 310-342). Greenwich, CT: Information
Sarkar, M. (2002). Saute ça/”Jump this!”: The
acquisition of the faire faire causative by first and second language
learners of French. Annual Review of Language Acquisition, 2, 157‑201.
Savage (Ph.D. Psychology, Department of
Educational Psychology and Special Needs, University of London Institute of
I have a range of interests in children's reading
and spelling acquisition, including research on basic cognitive processes in
normal early reading development such as analogy and inference-use, the
cognitive processing problems in poor readers and dyslexics, such as
phonological awareness, and rapid naming and the early identification and
effective intervention for reading and spelling problems in schools.
I also aim to develop effective school-based
mechanisms to identify children who might be at-risk of reading difficulties
at the end of kindergarten and beginning of grade 1 and to intervene to
support early reading in a preventative fashion in grade 1 using
well-replicated reading intervention studies emphasizing either phonemic
rules or rime-based analogies. I am also interested in cross-linguistic
aspects of this work particularly in bilingual Quebec schools.
I currently hold parts of two large co-researcher
grant from FQRSC to explore the effectiveness of the ABRACADABRA
computer-based literacy intervention project:
http://abralite.concordia.ca. This research program explores the
effectiveness of the system in facilitating reading development in 'at-risk'
children in grade 1. This multi-disciplinary work commands significant
interest from schools and school boards. Evaluations of this exciting
learning technology are ongoing in a number of schools in Quebec across
Canada and around the world. A French version of ABRA is currently in
development. In addition I hold funding from the Ministry of Education to
explore similarities in Teaching in English and French, and a William Dawson
Scholarship to explore technology, literacy and classroom practices.
Di Stasio, M., Savage, R. S., & Abrami, P. (2011). A
follow up study of the ABRACADABRA web-literacy intervention in grade 1.
Journal of Research in Reading. DOI: 10.1111/j.1467-9817.2010.01469.x.
(Paper published online first in Wiley Early view).
Erdos, C., Genesee, F., Savage, R. S., & Haigh, C.
A. (2011). Individual differences in second language reading acquisition: A
study of early French immersion students. International Journal of
Bilingualism, 15, 1, 3-25. DOI: 10.1177/1367006910371022).
Haigh, C., Savage, R.S., Genesee, F., & Erdos, C.
(2011).The role of onset-rime awareness in second language reading
acquisition. Journal of Research in Reading (special issue on bilingualism,
34, 1, 94-113. DOI: 10.1111/j.1467-9817.2010.01475.x.
Savage, R. S., Deault, L., Daki, J., & Aouad, J.
(2011). Orthographic analogies and early reading: Evidence from a multiple
clue word paradigm. Journal of Educational Psychology, 103, 1, 190-205. DOI:
Savage, R. S., Erten, O., Abrami, P., Hipps, G.,
Comaskey, E., & van Lierop, D. (2010). ABRACADABRA in the hands of teachers:
The effectiveness of a web-based literacy intervention in grade 1 language
arts programs. Computers and Education, 55, 911-922.
Steinhauer (Ph.D. Cognitive
Neuroscience, Free University of Berlin/Max Planck Institute for Human
Cognitive and Brain Sciences, 2000)
My research focuses on the cognitive neuroscience of language and uses
primarily the technique of event-related brain potentials (ERPs). With respect to
language acquisition, one main interest lies in how brain mechanisms
underlying language processing change with increasing proficiency during late
second language acquisition (SLA). For
instance, a current research program with Fred Genesee and Lydia White
examines whether biological constraints, such as critical periods, prevent a
late learner’s brain from processing the second language like native
speakers. Other areas of interest include the respective learning
environment, individual differences, and L1 grammar transfer. In addition to
longitudinal studies in natural language, I have used artificial language
learning paradigms (BROCANTO) as a test-tube model for SLA,
also addressing issues of implicit versus explicit learning conditions.
Several other ERP projects explore the processing costs of code-switching in
balanced and unbalanced French/English bilinguals, and employ the mismatch
negativity (MMN) to study phoneme perception in bilinguals (with Linda Polka,
Shari Baum, Heather Goad, Fred Genesee, and Debra Titone).
K., White, E. J., &
Drury, J. E. (2009). Temporal dynamics of late second
acquisition: Evidence from event-related brain potentials. Second Language
Research, 25 (1), 13-41.
K. (2006). How dynamic is second language acquisition? Applied
Psycholinguistics, 27 (1), 92-95.
J., Goad, H., Steinhauer,
K. (2006). The trouble with [h]: Evidence from ERPs. In:
O’Brien, M.G. (ed.), GASLA-2006 Proceedings, 80-87.
Somerville, MA, USA:
K. (2003). Electrophysiological correlates of prosody and
punctuation. Brain and
Language, 86 (1),
A.D., Steinhauer, K. & Pfeifer, E. (2002). Brain
signatures of artificial language acquisition: Evidence challenging the
critical period hypothesis. Proceedings of the National Academy of Sciences USA, 99, 529-534
K., Friederici, A.D.,
& Alter, K. (1999). Brain potentials indicate immediate use
of prosodic cues in natural speech processing. Nature Neuroscience, 2, 191-196.
Elin Thordardottir (Ph.D.
Communicative Disorders, University of Wisconsin-Madison, 1998)
research focuses on the normal language development of monolingual and
bilingual children, and in primary (specific) language impairment in
children – its underlying nature, clinical diagnosis and therapeutic
intervention with various linguistic groups...
research has included studies on the normal development of Quebec French and
of Icelandic, including examination of the diagnostic accuracy of various
language measures for the identification of language impairment in these
languages. In my work on primary (specific) language impairment, I have been
particularly interested in the effect of working memory and processing
limitations on children's language learning and use, including the role of
processing measures for diagnostic purposes. Other previous research has
focused on the efficacy of clinical language intervention, in particular for
Current projects focus on the role of amount of bilingual exposure on
bilingual development in children acquiring French and English as well as
other language combinations. I am also currently conducting a study of the
development of Icelandic as an L2 and am developing a language test for that
Elin Thordardottir (2011). The relationship between bilingual exposure
and vocabulary development. International Journal of Bilingualism,
DOI: 10.1177/1367006911403202, pp. 1-20.
Elin Thordardottir, Kehayia, E., Mazer, B., Lessard, N., Majnemer, A.,
Sutton, A., Trudeau, N., & Chilingarian, G. (2011). Sensitivity and
specificity of French language measures for the identification of Primary
Language Impairment at age 5. Journal of Speech, Language and Hearing
Research, 54, 580-597.
Elin Thordardottir (2010). Towards evidence based practice in language
intervention for bilingual children. Journal of Communication Disorders,
Namazi, M. & Elin Thordardottir (2010). A working memory, not a
bilingual advantage in controlled attention. International Journal of
Bilingual Education and Bilingualism, 13, 597-616.
Elin Thordardottir, Kehayia, E., Lessard, N., Sutton, A. & Trudeau, N.
(2010). Typical performance on tests of language knowledge and language
processing of French-speaking 5-year-olds. Canadian Journal of Speech
Language Pathology and Audiology, 34, 5-16.
Elin Thordardottir (2008). Language specific effects of task demands on
the manifestation of specific language impairment: A comparison of English
and Icelandic. Journal of Speech, Language and Hearing Research, 51,
Debra Titone (Ph.D.
Experimental Psychology, State University of NY, Binghamton, 1995)
I am interested in how the processes involved in, and experiences obtained
during first and second language acquisition relate to: (1) monolingual and
bilingual language processing in adults, (2) formulaic and figurative
language competency in adults and children, (3) the ability to acquire novel
linguistic information in adults, (4) the enhancement of general cognitive
capacities such as cognitive control in adults (e.g., inhibition and working
memory), and (5) language breakdown in special populations (e.g.,
Whitford, V., & Titone, D.
(in press). Second Language Experience Modulates First and Second Language
Word Frequency Effects: Evidence from Eye Movement Measures of Natural
Paragraph Reading. Psychonomic Bulletin & Review.
Titone, D., Libben, M.,
Mercier, J., Whitford, V., & Pivneva, I. (2011). Bilingual Lexical Access
during L1 Sentence Reading: The Effects of L2 Knowledge, Semantic
Constraint, and L1–L2 Intermixing. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 37, 1412-1431.
Westbury, C. & Titone, D.
(2011). Idiom processing in younger and older adults: Age-related effects
due to semantic decomposability, Psychology & Aging, 26, 467-474.
Levy, D.L., Coleman, M.A.,
Sung, H., Ji, F., Mendell, N.R., & Titone, D. (2010). The Genetic Basis of
Thought Disorder and Language and Communication Disturbances in
Schizophrenia. Journal of Neurolinguistics, 23, 176 – 192.
Libben, M. & Titone, D.
(2009), Bilingual language processing in context: Evidence from eye movement
recordings during reading. Journal of Experimental Psychology: Learning,
Memory, & Cognition, 35, 381-390.
White (Ph.D. Linguistics, McGill
My research centers on the unconscious linguistic
competence acquired by second language (L2) learners, with special
consideration given to the role of Universal Grammar. A major goal is to
arrive at a more precise specification of the nature of L2 mental
representation, identifying those properties of the learner grammar which are
constrained by universal principles and parameters, as well the role of other
factors (mother tongue, processing, learnability
considerations, age, etc.) in determining the nature of the representation.
To explore these issues, I conduct experimental research into unconscious and
abstract syntactic properties in the early stages of L2 acquisition and
during the course of development, as well as examining the nature of L2
Belikova, A. & L. White. 2009. Evidence
for the Fundamental Difference Hypothesis or not? Island constraints
revisited. Studies in Second Language Acquisition 31: 1-24.
Goad, H. &
L. White. 2008. Prosodic structure and the representation of L2
functional morphology: a nativist
approach. Lingua 118: 577-594.
L. White & C. Jourdan
(eds.). 2006. L2 acquisition and
creole genesis: dialogues.
2003. Second language acquisition and Universal Grammar.
2007. Some puzzling features of L2 features. In J.
Zobl & H.
Goodluck (eds.), The role of features in second
language acquisition (pp. 301-326).
White, L., E.
Valenzuela, M. Kozlowska-Macgregor
& Y-K. I. Leung. 2004. Gender agreement in nonnative Spanish:
evidence against failed features. Applied Psycholinguistics 25:
White, L., A. Belikova, P. Hagstrom, T. Kupisch
& Ö. Özçelik. 2009. Restrictions on definiteness in L2
English. Proceedings of the 33rd
on Language Development.