Magdalena Łuniewska: a researcher of language development

MAGDALENA ŁUNIEWSKA

I am a researcher of language development and reading acquisition in monolingual and multilingual children. I am looking for answers to questions related to how children develop language and how this development can be measured.

PUBLICATIONS

PROJECTS

A photo of Magdalena Łuniewska and a child
Portrait photo of Magdalena Łuniewska

ABOUT ME

 

I am currently working at the Faculty of Psychology of the University of Warsaw in the scientific team MultiLADA, together with which I conduct research on the linguistic development of monolingual and multilingual children. 

 

I have defended two doctoral theses: in psychology at the Faculty of Psychology of the University of Warsaw (on the mental lexicon of children with typical language development and developmental language disorder) and in neuroscience at the Nencki Institute of Experimental Biology of the Polish Academy of Sciences (on the neural basis of phonological deficits in children with developmental dyslexia). I also completed a master's degree in psychology and a bachelor's degree in mathematics. 

 

I have co-authored dozens of scientific articles on the linguistic development of monolingual and multilingual children, methods of measuring linguistic development, characteristics of words used in research, and various aspects of reading development in children with developmental dyslexia. As a researcher, I have participated in multiple scientific projects using various research techniques (e.g., fMRI, eye-tracking, questionnaires), also conducted in international collaborations.

 

I am interested in language development and reading acquisition in monolingual and multilingual children, under conditions of typical development and under conditions of neurodiversity. I am also interested in issues related to the development of tools for assessing children's language development.

Papers in international peer-reviewed journals

2024

  • Muszyńska, K., Łuniewska, M., Dynak, A., Kolak, J., Lohrum, R., Otwinowska, A., … Haman, E. (2024). Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: evidence from Polish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 1–19. https://doi.org/10.1080/13670050.2024.2399639 (shared first authorship)
  • Łuniewska, M., Krysztofiak, M., & Haman, E. (2024). Parental report of vocabulary in 3- to 6-year-old Polish children: Reliable but not valid. International Journal of Language & Communication Disorders,  1–14, https://doi.org/10.1111/1460-6984.13101
  • Beck, J., Chyl, K., Dębska, A., Łuniewska, M., van Atteveldt, N., & Jednoróg, K. (2024). Letter–speech sound integration in typical reading development during the first years of formal education. Child Development, 95(4), e236–e252. https://doi.org/10.1111/cdev.14080
  • Hamdani, S., Chan, A., Kan, R., Chiat, S., Gagarina, N., Haman, E., Łuniewska, M., Polišenská, K., & Armon-Lotem, S. (2024). Identifying Developmental Language Disorder (DLD) in bilingual children during the pandemic: examining the potential of remote online assessments. International Journal of Speech-Language Pathology. http://dx.doi.org/10.1080/17549507.2024.2326095
  • Kamykowska, J., Łuniewska, M., Banasik-Jemielniak, N., Czaplewska, E., Kochańska, M., Krajewski, G., Maryniak, A., Wiejak, K., Krasowicz-Kupis, G., & Haman, E. (2024). Co-occurrence and cognitive basis of low language and low reading skills in children speaking a transparent language. Reading and Writing. https://doi.org/10.1007/s11145-024-10537-4
  • Wójcik, M., Beck, J., Chyl, K, Dynak, A., Dzięgiel-Fivet, G., Łuniewska, M., Grabowska, A., Jednoróg, k., & Dębska, A. (2024). Implicit learning deficit and dyslexia – do they go together? An fMRI and behavioral study. Language Learning. https://doi.org/10.1111/lang.12652

2023

  • Chyl, K., Gentile, F., Dębska, A., Dynak, A., Łuniewska, M., Wójcik, M., Bonte, M., & Jednoróg, K. (2023). Early reading skills and the ventral occipito-temporal cortex organization. Cortex, 160, 134-151. https://doi.org/10.1016/j.cortex.2023.01.004
  • Wolna, A., Łuniewska, M., Haman, E., & Wodniecka, Z. (2023). Polish norms for a set of colored drawings of 168 objects and 146 actions with predictors of naming performance. Behavior Research Methods, 55, 2706-2732.  https://doi.org/10.3758/s13428-022-01923-3

2022

  • Łuniewska, M., Wójcik, M., & Jednoróg, K. (2022). The effect of inter-letter spacing on reading performance and eye movements in typically reading and dyslexic children. Learning and Instruction, 80, 101576. https://doi.org/10.1016/j.learninstruc.2021.101576
  • Łuniewska, M., Wójcik, M., Kołak, J., Mieszkowska, K., Wodniecka, Z., & Haman, E. (2022). Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties. Language Acquisition, 29(2), 135-164. https://doi.org/10.1080/10489223.2021.1973475
  • Kartushina, N., et al. (Łuniewska, M. as one of 50 coauthors). COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains. Language Development Research, 2022, 2 (1), https://doi.org/10.34842/abym-xv34

2021

  • Dębska, A., Łuniewska, M., Zubek, J., Chyl, K., Dynak, A., Dzięgiel-Fivet, G., Plewko, J., Jednoróg, K., & Grabowska, A. (2021). The cognitive basis of dyslexia in school-aged children: A multiple case study in a transparent orthography. Developmental Science, 24(5), e13173. https://doi.org/10.1111/desc.13173 (shared first authorship)
  • Chyl, K., Kossowski, B., Wang, S., Dębska, A., Łuniewska, M., Marchewka, A., Wypych, M., Bunt, M. van den, Mencl, W., Pugh, K., & Jednoróg, K. (2021). The brain signature of emerging reading in two contrasting languages. NeuroImage, 225, 117503. https://doi.org/10.1016/j.neuroimage.2020.117503
  • Dębska, A., Banfi, C., Chyl, K., Dzięgiel-Fivet, G., Kacprzak, A., Łuniewska, M., Plewko, J., Grabowska, A., Landerl, K., & Jednoróg, K. (2021). Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit. Brain Structure and Function, 226, 1467-1478. https://doi.org/10.1007/s00429-021-02255-2
  • Dynak, A., Kossowski, B., Chyl, K., Dębska, A., Dzięgiel-Fivet, D., Łuniewska, M., Plewko, J., Haman, E., & Jednoróg, K. (2021). Separating the influences of late talking and dyslexia on brain structure. Journal of Abnormal Psychology, 130(3), 286-296. https://doi.org/10.1037/abn0000668

2019

  • Łuniewska, M., Chyl, K., Dębska, A., Banaszkiewicz, A., Żelechowska, A., Marchewka, A., Grabowska, A., & Jednoróg, K. (2019). Children with dyslexia and familial risk for dyslexia present atypical development of the neuronal phonological network. Frontiers in Neuroscience, 13, 1287. https://doi.org/10.3389/fnins.2019.01287
  • Łuniewska, M., Wodniecka, Z., Miller, C. A., Smolík, F., Butcher, M., Chondrogianni, V., ... & Haman, E. (2019). Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian. PloS ONE, 14(8). https://doi.org/10.1371/journal.pone.0220611
  • Dębska, A., Chyl, K., Dzięgiel, G., Kacprzak, A., Łuniewska, M., Plewko, J., Marchewka, A., Grabowska, A., & Jednoróg, K. (2019). Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study. Developmental Cognitive Neuroscience, 39, 100683. https://doi.org/10.1016/j.dcn.2019.100683
  • Hansen, P., Łuniewska, M., Simonsen, H. G., Haman, E., Mieszkowska, K., Kołak, J., & Wodniecka, Z. (2019). Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods. International Journal of Bilingualism, 23(2), 437-456. https://doi.org/10.1177/1367006917733067

2018

  • Łuniewska, M., Chyl, K., Dębska, A., Kacprzak, A., Plewko, J., Szczerbiński, M., Szewczyk, J., Grabowska, A., & Jednoróg, K. (2018). Neither action nor phonological video games make dyslexic children read better. Scientific Reports, 8, 549. https://doi.org/10.1038/s41598-017-18878-7
  • Abbot-Smith, K., Morawska-Patera, P., Spruce, M., Łuniewska, M., & Haman, E. (2018). Using parental questionnaires to investigate the home language proficiency of bilingual children. Child Language Teaching and Therapy, 34(2), 155-170.https://doi.org/10.1177/0265659018780958
  • Chyl, K., Kossowski, B., Dębska, A., Łuniewska, M., Marchewka, A., Pugh, K.R., & Jednoróg, K. (2018). Reading Acquisition in Children: Developmental Processes and Dyslexia-Specific Effects. Journal of the American Academy of Child &Adolescent Psychiatry, 58(10), 948-960. https://doi.org/10.1016/j.jaac.2018.11.007
  • Chyl, K., Kossowski, B., Dębska, A., Łuniewska, M., Banaszkiewicz, A., Żelechowska, A., Frost, S. J., Mencl, W. E., Wypych, M., Marchewka, A., &  Jednoróg, K. (2018). Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks. Journal of Child Psychology and Psychiatry, 59 (1), 76-87. https://doi.org/10.1111/jcpp.12774
  • Plewko, J., Chyl, K., Bola, Ł., Łuniewska, M., Dębska, A., Banaszkiewicz, A., Wypych, M., Marchewka, A., Van Atteveldt, N., & Jednoróg, K. (2018). Letter and speech sound association in emerging readers with familial risk of dyslexia. Frontiers in Human Neuroscience, 12, 393. https://doi.org/10.3389/fnhum.2018.00393

2017

  • Gatt, D., Attard, D., Łuniewska, M., & Haman, E. (2017). The effects of bilingual status on lexical comprehension and production in Maltese five-year-old children: A LITMUS-CLT study. Clinical Linguistics & Phonetics, 31 (11-12), 844–873. http://dx.doi.org/10.1080/02699206.2017.1310930
  • Haman, E., Łuniewska, M., Hansen, P., Simonsen, H. G., Chiat, S., Bjekić, J., …, & Armon-Lotem, S. (2017). Noun and verb knowledge in monolingual preschool children across 17 languages: Data from cross-linguistic lexical tasks (LITMUS-CLT). Clinical Linguistics & Phonetics, 31 (11-12), 818–843. http://dx.doi.org/10.1080/02699206.2017.1308553
  • Haman, E., Wodniecka, Z., Marecka, M., Szewczyk, J., Białecka-Pikul, M., Otwinowska, A., Mieszkowska, K., Łuniewska, M., Kołak, J., Miękisz, A., Kacprzak, A., Banasik, N., & Foryś-Nogala, M. (2017). How does language exposure predict home language growth in bilingual migrant children? Evidence from Polish-English bilinguals. Frontiers in Psychology, 8, 1444.http://doi.org/10.3389/fpsyg.2017.01444
  • Hansen, P., Simonsen, H., Łuniewska, M., & Haman, E. (2017). Validating the psycholinguistic aspects of LITMUS-CLT: Evidence from Polish and Norwegian. Clinical Linguistics & Phonetics, 31, 11-12, 910–930. http://dx.doi.org/10.1080/02699206.2017.1307455
  • Mieszkowska, K., Łuniewska, M., Kołak, J., Kacprzak, A., Wodniecka, Z., & Haman, E. (2017). Home language will not take care of itself: vocabulary knowledge in trilingual children in the UK. Frontiers in Psychology, 8, 1358. https://doi.org/10.3389/fpsyg.2017.01358
  • Miękisz, A., Haman, E., Łuniewska, M., Kuś, K., O’Toole, C., & Katsos, N. (2016). The impact of a first-generation immigrant environment on the heritage language: productive vocabularies of Polish toddlers living in the UK and Ireland. International Journal of Bilingual Education and Bilingualism, 20, 183-200. http://dx.doi.org/10.1080/13670050.2016.1179259

2016

  • Łuniewska, M., Haman, E., Armon-Lotem, S., Etenkowski, B., Southwood, F., Anđelković, D., …. & Ünal-Logacev, Ö. (2016). Ratings of age of acquisition of 299 words across 25 languages: Is there a cross-linguistic order of words? Behavior Research Methods, 48(3), 1154–1177. https://doi.org/10.3758/s13428-015-0636-6
  • Dębska, A., Łuniewska, M., Chyl, K., Banaszkiewicz, A., Żelechowska, A., Wypych, M., Marchewka, A., Pugh, K.R., & Jednoróg, K. (2016). Neural basis of phonological awareness in beginning readers with familial risk of dyslexia - results from shallow orthography, NeuroImage, 132. 406-416. https://doi.org/10.1016/j.neuroimage.2016.02.063

Book chapters

  • Haman, E., Łuniewska, M., Wodniecka, Z., & Maryniak, A. (2018). Specyficzne zaburzenie językowe (SLI) i dwujęzyczność: pozorne związki i realne konsekwencje. In: E. Czaplewska (Ed.) Logopedia międzykulturowa (pp. 152–170). Gdańsk: Harmonia – Universalis
  • Łuniewska, M., Hansen, P., & Haman, E. (2016). Is there a road to universal assessment of lexical knowledge in multilingual children? Cross-cultural aspects of Cross-linguistic Lexical Tasks. In: H.-O. Enger, M. I. N. Knoph, K. E. Kristoffersen & M. Lind (Eds.), Helt fabelaktig! Festskrift til Hanne Gram Simonsen på 70-årsdagen [Absolutely fabulous! Festschrift for Hanne Gram Simonsen on her 70th birthday] (pp. 147–165). Oslo, Norway: Novus Forlag. 
  • Haman, E., Łuniewska, M., & Pomiechowska, B. (2015). Designing Cross-linguistic Lexical Tasks (CLTs) for bilingual preschool children. In: S. Armon-Lotem, J. de Jong & N. Meir (Eds.). Methods for assessing multilingual children: disentangling bilingualism from Language Impairment. Bristol: Multilingual Matters.
  • Łuniewska, M., Kołak, J., Kacprzak, A., Białecka-Pikul, M., Haman, E., & Wodniecka, Z. (2015). Wyzwania w diagnozie rozwoju językowego dzieci dwu- i wielojęzycznych. In: A. Myszka & E. Ornowicz-Kida (Eds.). Głos – Język – Komunikacja 2. Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego.

Psychometric instruments

  • Krasowicz-Kupis, G., Wiejak, K., Bedyńska, S., Błaszczak, A., Kaczan, R., Kaczmarek, M., Kochańska, M., Knopik, T., Krejtz, I., Łuniewska, M.,, Orylska, A., Papuda-Dolińska, B., Rycielski, P., Rydzewska, K., Sędek, G., Smoczyńska, M., & Zieliński, P. (2022). Bateria diagnostyczna KAPP dla dzieci i młodzieży ze specjalnymi potrzebami edukacyjnymi. Warszawa: Instytut Badań Edukacyjnych.
  • Smoczyńska, M., Haman, E., Kochańska, M., & Łuniewska, M. (2015). Standardowe Narzędzia do Oceny Wypowiedzi SNOW. Warszawa: Instytut Badań Edukacyjnych (ISBN: 978-83-65115-48-5)
  • Smoczyńska, M., Haman, E., Kochańska, M., & Łuniewska, M. (2015). Standardowe Narzędzia do Oceny Wypowiedzi SNOW. Podręcznik - Część 1: Opis i instrukcje. Warszawa: Instytut Badań Edukacyjnych (ISBN: 978-83-65115-47-8)
  • Smoczyńska, M., Haman, E., Maryniak, A., Czaplewska, E., Krajewski, G., Banasik, N., Kochańska, M., & Łuniewska, M. (2015). Test Rozwoju Językowego TRJ. Warszawa: Instytut Badań Edukacyjnych.
  • Smoczyńska, M., Krajewski, G., Łuniewska, M., Haman, E., Bulkowski, K., & Kochańska, M. (2015). Inwentarze rozwoju mowy i komunikacji (IRMIK): Słowa i Gesty, Słowa i Zdania: Podręcznik. Warsaw, Poland: Instytut Badań Edukacyjnych
  • Szewczyk, J., Smoczyńska, M., Haman, E., Łuniewska, M., Kochańska, M. Załupska, J. (2015). Test Powtarzania Pseudosłów TPP. Warszawa: Instytut Badań Edukacyjnych (ISBN: 978-83-65115-46-1)
  • Haman, E., Fronczyk, K., & Łuniewska, M. (2012). Obrazkowy Test Słownikowy - Rozumienie (OTSR). Podręcznik. Gdańsk: Pracownia Testów Psychologicznych i Pedagogicznych (ISBN: 978-83-61965-76-3)

Other publications

  • Yap, N. T., Razak, R. A., Haman, E., Łuniewska, M., & Treffers-Daller, J. (2017). Construction of the Malay Cross-linguistic Lexical Task: a preliminary report. Language Studies Working Papers, 8, 47–61.
  • Haman, E., Wodniecka, Z., Kołak, J., Łuniewska, M., & Mieszkowska, K. (2014). Social Aspects of Psycholinguistic Research: Reflections on the Ongoing Study of Cognitive and Linguistic Development of Polish Immigrant Children. In M. Olpińska-Szkiełko & L. Bertelle (Eds.). Zweisprachigkeit und Bilingualer Unterricht. Frankfurt am Main: Peter Lang. ISBN 978-3-631-65277-0, E-ISBN 978-3-653-04395-2
  • Haman, E., Łuniewska, M., & Fronczyk, K. (2014). Wykorzystanie pojęcia normy w badaniach ilościowych nad rozwojem słownika umysłowego. Poradnik Językowy, 04/2014, 39 – 53.
  • Otwinowska, A. i in. (2012). Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy. Neofilolog 39, 7–29. [15 co-authors, Magdalena Łuniewska among them]
  • Haman, E., Etenkowski, B., Łuniewska, M., Szwabe, J., Dąbrowska, E., Szreder, M., & Łaziński, M. (2011). Polish CDS Corpus. TalkBank, ISBN: 978-1-59642-383-0. Access: https://childes.talkbank.org/access/Slavic/Polish/Polish-CDS.html

SELECTED PUBLICATIONS

Cross-Linguistic Lexical Tasks CLTs

Since 2011, I have been involved in the development of the Cross-Linguistic Lexical Tasks CLTs: an innovative method that aims to comparatively measure children's vocabulary in different languages. CLTs are picture recognition and picture naming tasks used to measure the vocabulary of children between the ages of 3 and 6. Currently, there are about 40 language versions of CLTs developed according to a universal cross-linguistic procedure that I co-developed (Haman, Łuniewska & Pomiechowska, 2015). I am involved in the development of CLTs on all possible fronts: I support the authors in the development of new language versions, conduct research using the Polish (and not only) version of the CLT, study the validity and reliability of the CLT, check whether the CLT can be replaced by a questionnaire filled out by parents. I am eager to share the experience I have gathered by co-developing the tasks in more than 30 language versions in next projects.

The results of research related to the use and development of the CLT have been published in a series of publications, e.g. Łuniewska et al., 2022, Łuniewska et al., 2019, Łuniewska et al., 2016, Wolna et al., 2023, Hansen et al., 2019,  Haman et al., 2017, Hansen et al., 2017.

The project originates from the COST Bi-SLI action and currently it is funded in the Excellence Initiative – Research University (2020-2026) program at the University of Warsaw and carried out by the MultiLADA lab. More about CLTs: here.  

Parenting in a non-native language

Since 2024, I have been conducting research on the linguistic, cognitive and emotional functioning of children raised in so-called “intentional bilingualism.” In Poland, more and more families are introducing - in addition to Polish - an additional language of communication at home, most often English. According to preliminary estimates, parents in up to 7% of families of high socioeconomic status choose to speak English to their children at least some of the time, even though they come from monolingual families and have lived in Poland all their lives and learned English at school. To date, there has been no systematic study of how the linguistic development of children raised in such a linguistic situation proceeds.

The project is funded by National Science Centre, project's description: here.

PolkaNorski

In Polish-Norwegian cooperation, as the MultiLADA team, we conducted research on the trajectory of language development and the development of world knowledge in three groups of children: monolingual children in Poland, monolingual children in Norway and Polish-Norwegian bilingual children. In the PolkaNorski project, I was the leader of a study in which we examined how monolingual and bilingual children develop vocabulary. We used the Polish and Norwegian versions of the CLTs. Analyses of the data collected in the part of the project for which I was responsible will make it possible to determine what scores on the CLT are typical for children of a certain age, how these scores differ between Polish- and Norwegian-speaking children, and what factors related to the children (e.g., time of exposure to languages), and to words (e.g., age of word acquisition or whether the word is a cognate) affect scores on the CLT.

The project was funded by National Science Centre, carried out by MultiLADA, and project's PIs were prof. Ewa Haman and prof. Nina Gram Garmann. More about PolkaNorski: here.

The neural basis of developmental dyslexia

As a researcher and later a PhD student at the Nencki Institute of Experimental Biology of the Polish Academy of Sciences, I was involved in a series of projects on the neural basis of developmental dyslexia. We used functional magnetic resonance imaging (fMRI) and various cognitive tasks to find out what deficits - such as phonological and those related to rapid automatic naming - might be present in children with developmental dyslexia. The longitudinal studies we conducted allowed us to observe learning-related changes in brain functioning during phonological, reading or letter-to-sound matching tasks in typically developing children and children with dyslexia. The results of the projects were described in a series of publications, including: Dębska & Łuniewska et al., 2021, Łuniewska et al., 2018, Łuniewska et al., 2019, Beck et al., 2024, Wójcik et al., 2024, Chyl et al., 2023, Chyl et al., 2021, Dębska et al., 2021, Dynak et al., 2021, Dębska et al., 2019, Chyl et al., 2018a, Chyl et al., 2018b, Dębska et al., 2016.

The projects were funded by National Science Centre, carried out in the Laboratory of Language Neurobiology, and headed by prof. Katarzyna Jednoróg and prof. Anna Grabowska.

The role of visual crowding in developmental dyslexia

At the Nencki Institute of Experimental Biology of the Polish Academy of Sciences,  I led a project to verify whether reading difficulties in children with developmental dyslexia could be due to the phenomenon of visual crowding, whereby stimuli (letters) presented close to other stimuli (other letters in a word) are more difficult to recognize than the same stimuli presented individually. In the study, I assessed reading skills and used eye-tracking techniques to analyze reading behavior in typical readers and children with dyslexia. The results of the project showed that text spacing - that is, increasing the spacing between letters and words in a text, reducing the effect of visual crowding - equally improves reading in dyslexic children and typically developing children. The results of the project are described in the publication Łuniewska et al.., 2022.

The project I led was funded by National Science Centre, carried out in the Laboratory of Language Neurobiology, and supervised by prof. Katarzyna Jednoróg.

Comprehensive Analysis of Cognitive Processes

In a project implemented by the Educational Research Institute and SWPS University, we created a battery of tools to assess the cognitive functioning of children and adolescents aged 3 months to 25 years. The battery of tests was developed in a way that takes into account the diverse educational needs of children and adolescents, including the needs of those with experience of migration, intellectual disabilities, visual or hearing dysfunction, language disorders, learning disorders, ADHD or autism spectrum disorders, but also the needs of those with above-average cognitive potential. My role in the project was to provide psychometric consultation, conduct data analysis and develop norms for some of the tests in the battery. The developed battery of tests was awarded the Prize of the Minister of Education and Higher Education for Outstanding Implementation Achievement in 2024. The project was headed on the IBE side by Prof. Grażyna Krasowicz-Kupis, and on the SWPS side by Prof. Grzegorz Sędek. 

Morę about the project (in Polish): here.

StarWords

In the StarWords project, we created a mobile application in which parents conducted a kind of speech log of their children. Thanks to the data collected in the project, we will learn at what age monolingual and bilingual children reach milestones in language development. Currently in the project, I am responsible for analyzing the characteristics of the first words reported by parents. 

The project was funded by National Science Centre, carried out by MultiLADA, and project's PIs was prof. Ewa Haman and the post-doc in the project (main investigator) was Karolina Muszyńska. More about StarWords: here.

SELECTED PROJECTS

Student courses

In 2015-2024, I taught at the University of Warsaw such subjects as:

  • Experimental Psycholinguistics
  • Experimental psychology
  • Eye-tracking laboratory
  • Introduction to cognitive neuroscience
  • Statistics
  • Application of Excel in research
  • Methodology of psychological studies

Commercial courses

I teach courses on what I know best, including:

  • webinars for teachers on supporting the development of bilingual children
  • workshops for teachers on language development disorders and dyslexia
  • workshops on using Excel
  • classes on multilingualism (in families, school, and business communication)

Dissertations

I conduct student internships, group research projects, seminars and theses (undergraduate, master's, and doctoral) in psychology and cognitive science.

TEACHING

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