Publications: Researchers


Bilingualism delays the onset of behavioral but not aphasic forms of frontotemporal dementia

Alladi, S., Bak, T., Shailaja, M., Gollahalli, D., Rajan, A., Surampudi, B., Hornberger, M., Duggirala, V., Chaudhuri, JR. and Kaul, S. (2017). ‘Bilingualism delays the onset of behavioral but not aphasic forms of frontotemporal dementia’. Neuropsychologia, 99, pp.207-212. 


The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders

Andrés-Roqueta, C. & Katsos, N. (2017). ‘The Contribution of Grammar, Vocabulary and Theory of Mind in Pragmatic Language Competence in Children with Autistic Spectrum Disorders’. Frontiers in psychology, 8, p.996. 


The effect of childhood multilingualism and bilectalism on implicature understanding

Antoniou, K. & Katsos, N. (2017). ‘The effect of childhood multilingualism and bilectalism on implicature understanding’. Applied Psycholinguistics, 38(4), pp.787-833.


Collaboration, connectedness, champions: approaches within government

Ayres-Bennett, W. (2018). ‘Collaboration, connectedness, champions: approaches within government’, in Kelly, M. (ed.) Languages after Brexit. How the UK Speaks to the World. Palgrave Macmillan, pp.231-239.


Celebrating languages and multilingualism in the UK and beyond: a pop-up museum of languages for the UK

Ayres-Bennett, W. (2019). Celebrating languages and multilingualism in the UK and beyond: a pop-up museum of languages for the UK. In Gahtan, M, Cannata, N, Sonmez, M. (Ed.), Language and the Display of Intangible Cultural Heritage (pp.188-205). Routledge Museum and Heritage Studies.


From Haugen’s codification to Thomas’s purism: assessing the role of description and prescription, prescriptivism and purism in linguistic standardisation

Ayres-Bennett, W. (2019). From Haugen’s codification to Thomas’s purism: assessing the role of description and prescription, prescriptivism and purism in linguistic standardisation. Language Policy, available online at https://link.springer.com/article/10.1007/s10993-019-09521-4


Standard languages, norms and variation: New perspectives within a multilingual research project.

Ayres-Bennett, W., Bellamy, J., Krogull, A., McLelland, N., Wu, J. and Zhao, H. (2019). Standard languages, norms and variation: New perspectives within a multilingual research project. Language Variation. A factor of increasing complexity and a challenge for language policy within Europe (pp. 67-81). Amsterdam: EFNIL.


Cooking pasta in La Paz

Bak, T. (2016). ‘Cooking pasta in La Paz’. Linguistic Approaches to Bilingualism, 6(5), pp.699-717.


Language lessons to help protect against dementia

Bak, T. (2016). ‘Language lessons to help protect against dementia’. British Medical Journal, 354(5039), p.442.


The impact of bilingualism on cognitive functions across the lifespan and in brain diseases

Bak, T. (2016). ‘The impact of bilingualism on cognitive functions across the lifespan and in brain diseases’. European Journal of Neurology, 23(2), p.887. 


Biology enters the scene—a new perspective on bilingualism, cognition, and dementia

Bak, T. & Robertson, I. (2017). ‘Biology enters the scene—a new perspective on bilingualism, cognition, and dementia’. Neurobiology of Aging, 50, pp. iii-iv.


Prescription and tradition: establishing standards across time and space (multilingual matters 165)

Bellamy, J. (2018). ‘Prescription and tradition: establishing standards across time and space (multilingual matters 165). Language & History, 61(3), pp.132-134.


Cognitive effects of Gaelic medium education on primary school children in Scotland

Cape, R., Vega-Mendoza, M., Bak, T. and Sorace, A. (2018). ‘Cognitive effects of Gaelic medium education on primary school children in Scotland’. International Journal of Bilingual Education and Bilingualism. Published online 29 November 2018.


Languages in Northern Ireland: Policy and Practice

Carruthers, J. & Ó Mainnín, M.B. (2018). ‘Languages in Northern Ireland: Policy and Practice’, in Kelly, M. (ed.) Languages after Brexit. How the UK Speaks to the World. Palgrave Macmillan, pp.159-172. 


Bilingualism, social cognition and executive functions: A tale of chickens and eggs

Cox, S., Bak, T., Allerhand, M., Redmond, P., Starr, J., Deary, I. and MacPherson, S. (2016). ‘Bilingualism, social cognition and executive functions: A tale of chickens and eggs’. Neuropsychologia, 91, pp.299-306.


Book review: New Speakers of Minority Languages: Linguistic Ideologies and Practices

Dunlevy, D.A. (2019). Book review: Cassie Smith‑Christmas, Noel P. Ó Murchadha, Michael Hornsby, Máiréad Moriarty (eds.): New Speakers of Minority Languages: Linguistic Ideologies and Practices. Language Policy, 18(4), pp.617-619.


Book review: Expanding the Linguistic Landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource

Dunlevy, D.A. (2019). Book review: Martin Pütz & Neele Mundt (eds.): Expanding the Linguistic Landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource. Linguistic Landscape: An International Journal, 5(3), pp. 330-333.


Blurred Lines: The effect of regional borders on the LL in Northern Spain

Dunlevy, D.A. (2020). Blurred Lines: The effect of regional borders on the LL in Northern Spain. In Malinowski, D, Tufi, S. (Ed.), Questioning Boundaries, Opening Spaces: Reterritorialising Linguistic Landscapes, London: Bloomsbury.


Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions

Ellefson, M., Baker, S. and Gibson, J. (2018). ‘Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions’. Journal of Cognition and Development, 20(2), pp.253-277.


Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y. (2018). ‘Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation’. International Journal of Multilingualism. Published online 26 September 2018.


Inversion and finiteness in Spanish and English: Developmental evidence from the optional infinitive and optional inversion stages

Grinstead, J., Vega-Mendoza, M. and Goodall, G. (2018). ‘Inversion and finiteness in Spanish and English: Developmental evidence from the optional infinitive and optional inversion stages’. Language, 94(3), pp.575-610.


Transfer at L3 initial stages: comparing Mandarin temporal-aspectual sentence final particles in L2 and L3 grammars

Guo, Y. & Yuan, B. (2019). Transfer at L3 initial stages: comparing Mandarin temporal-aspectual sentence final particles in L2 and L3 grammars. International Journal of Chinese Language Education, 6, pp.65-84.


The Typological Effect on Chinese Resultative Construction L2 Processing: An Eye Tracking Study

He, M., Lu, S. and Zhang, Y. (2019). ‘The Typological Effect on Chinese Resultative Construction L2 Processing: An Eye Tracking Study’. Chinese Teaching in the World, 33(2), pp.244-257.


The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis

Howard, K., Katsos, N. and Gibson, J. (2019). ‘The school experiences of bilingual children on the autism spectrum: An interpretative phenomenological analysis’. Research in Developmental Disabilities. 87, pp.9-20.


Using interpretative phenomenological analysis in autism research

Howard, K., Katsos, N. and Gibson, J. (2019). ‘Using interpretative phenomenological analysis in autism research’. Autism, 23(7), pp.1871-1876


Relations between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children

Kašćelan D., Katsos N. and Gibson, JL. (2019). Relations between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children. Journal of autism and developmental disorders, 49(6), pp.2509-2523.


Re-Imagining" the Homeland? Languages and National Belonging in Ukrainian Diasporas since the Euromaidan

Kozachenko, I. (2018). ‘Re-Imagining" the Homeland? Languages and National Belonging in Ukrainian Diasporas since the Euromaidan’. East/West: Journal of Ukrainian Studies, 5(2).  


Fighting for the Soviet Union 2.0: Digital nostalgia and national belonging in the context of the Ukrainian crisis

Kozachenko, I. (2019). ‘Fighting for the Soviet Union 2.0: Digital nostalgia and national belonging in the context of the Ukrainian crisis’. Communist and Post-Communist Studies, 52(1), pp.1-10.


Diasporic Nation-Building: the Reinvention of National Belonging within Ukrainian Diaspora

Kozachenko, I. (2020). Diasporic Nation-Building: the Reinvention of National Belonging within Ukrainian Diaspora. In Oleinikova, O., Bayeh, J. (Ed.), Democracy, Diaspora, Territory: Europe and Cross-Border Politics, London: Routledge, pp. 112-126.


Ukraine’s Multilingualism: Introduction

Kozachenko, I. & Finnin, R. (2020). Ukraine’s Multilingualism: Introduction. Journal of Soviet and Post-Soviet Politics and Society, 6(1), pp.1-10.


Understudied factors contributing to variability in cognitive performance related to language learning

Long, M. R., Vega-Mendoza, M., Rohde, H., Sorace, A. and Bak, T. H. (2019). Understudied factors contributing to variability in cognitive performance related to language learning. Bilingualism: Language and Cognition, Published online 4 November 2019, pp.1-11.


Listener-adapted speech: bilinguals adapt in a more sensitive way

Lorge, I. & Katsos, N. (2018). ‘Listener-adapted speech: bilinguals adapt in a more sensitive way’. Linguistic Approaches to Bilingualism, 9(3), pp.376–397.


The differential coding of perception in the world’s languages

Majid, A., Roberts, SG, Cilissen, L, Ozturk, ... and others. (2018). ‘The differential coding of perception in the world's languages’. Proceedings of the National Academy of Sciences, 145(45), pp.11369-11376.


Dissenting Voices?

McGlade, R. (2018). ‘Dissenting Voices?’. European Comic Art, 11(1).  


Review: Jorge Català Carrasco, Vanguardia y humorismo gráfico en crisis

McGlade, R. (2018). ‘Review: Jorge Català Carrasco, Vanguardia y humorismo gráfico en crisis’. Hispanic Research Journal, 19(3), pp.315-317.


Review: Vicent Sanchis, Franco contra Flash Gordon: La censura franquista aplicada a les publicacions infantils i juvenils (1936-1977)

McGlade, R. (2018). ‘Review: Vicent Sanchis, Franco contra Flash Gordon: La censura franquista aplicada a les publicacions infantils i juvenils (1936-1977)’. European Comic Art, 11(2), pp.138-140.


Towards an interdisciplinary lifetime approach to multilingualism: from implicit assumptions to current evidence

Mehmedbegovic, D. & Bak, T. (2017). ‘Towards an interdisciplinary lifetime approach to multilingualism: from implicit assumptions to current evidence’. European Journal of Language Policy, 9(2), pp.149-167.


Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood

Newbury, D., Gibson, J., Conti-Ramsden, G., Pickles, A., Durkin, K. and Toseeb, U. (2019). Using Polygenic Profiles to Predict Variation in Language and Psychosocial Outcomes in Early and Middle Childhood. Journal of Speech, Language, and Hearing Research, 62(9), pp.3381-3396.


Bilingualism and the severity of post-stroke aphasia

Paplikar, A., Mekala, S., Bak, T., Dharamkar, S., Alladi, S. and Kaul, S. (2018). ‘Bilingualism and the severity of post-stroke aphasia’. Aphasiology, 33(1), pp.58-72. 


Reporting in Experimental Philosophy: Current Standards and Recommendations for Future Practice

Polonioli, A., Vega-Mendoza, M., Blankinship, B. and Carmel, D. (2018). ‘Reporting in Experimental Philosophy: Current Standards and Recommendations for Future Practice’. Review of Philosophy and Psychology, pp.1-25.


Comparative Effects of Education and Bilingualism on the Onset of Mild Cognitive Impairment

Ramakrishnan, S., Mekala, S., Mamidipudi, A., Yareeda, S., Mridula, R., Bak, T., Alladi, S. and Kaul, S. (2017). ‘Comparative Effects of Education and Bilingualism on the Onset of Mild Cognitive Impairment’. Dementia and Geriatric Cognitive Disorders, 44(3-4), pp.222-231.


Motivations for emotional expression and emotion regulation strategies in Chinese school-aged children

Rao, Z. & Gibson, J. (2018). ‘Motivations for emotional expression and emotion regulation strategies in Chinese school-aged children’. Motivation and Emotion, 43(3), pp.371-386.


We Are Multilingual!

Strand 4. (2019). 'We Are Multilingual!'. A pack of online teaching materials aimed to support multilingual identity formation in support of greater engagement with language learning and well-being in schools. The materials are ready to use in the classroom (slides, teacher's notes, worksheets) and freely available online, for use by languages teachers in UK secondary schools. Over 230 people have downloaded the materials.


Practitioner Review: Multilingualism and neurodevelopmental disorders - an overview of recent research and discussion of clinical implications

Uljarević, M., Katsos, N., Hudry, K. and Gibson, J. (2016). ‘Practitioner Review: Multilingualism and neurodevelopmental disorders - an overview of recent research and discussion of clinical implications’. Journal of Child Psychology and Psychiatry, 57(11), pp.1205-1217. 


Resisting attraction: Individual differences in executive control are associated with subject-verb agreement errors in production

Veenstra, A., Antoniou, K., Katsos, N. and Kissine, M. (2018). ‘Resisting attraction: Individual differences in executive control are associated with subject-verb agreement errors in production’. Journal of experimental psychology. Learning, memory, and cognition, 44(8), pp.1242-1253.


Dementia and Multilingualism

Vega-Mendoza, M., Alladi, S. and Bak, T. (2019). ‘Dementia and Multilingualism’, in Schwieter, J.W. (ed.) The Handbook of the Neuroscience of Multilingualism. Wiley Blackwell.