Linguistique

Emily STANFORD

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Dr Emily STANFORD

Chargée d’enseignement suppléante-postdoctorante

L706
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ADDITIONAL INFORMATION / INFORMATION SUPPLÉMENTAIRE

Office and Office Hour / Bureau et heure de réception

Research Interests / Recherche

Emily Stanford holds a PhD in Linguistics from the University of Geneva with a specialization in Psycholinguistics. Her ongoing postdoctoral research at the University of Geneva, which is an extension of the ERC-funded Syntactic Cartography and Locality in Adult Grammar and Language Acquisition (SynCart) project, investigates whether the acquisition of syntax in typical development is determined by the geometry of the syntactic tree. In addition, she is the recipient of an Early Postdoc Mobility grant awarded by the Swiss National Science Foundation (SNSF) for which she is currently a visiting postdoctoral researcher at the Università degli Studi di Milano-Bicocca. Her SNSF research aims to examine the diagnostic validity of novel language-independent measures when assessing multilingual children for syntactic impairment.

Emily is an interdisciplinary enthusiast who believes strongly in the power of uniting rather than demarcating disciplines, in particular when it comes to language acquisition research. Although she has a background in theoretical linguistics, she has worked closely with researchers in the Psycholinguistics department at the University of Geneva for the last several years, collaborating on numerous projects investigating the language-cognition interface and supervising more than 30 students in the speech-language therapy MA program. She is passionate about using formal syntactic principles to design theory-guided tools for evaluating the syntactic abilities of mono and multilingual children with suspected language impairment as well as developing innovative evidence-based remediation strategies. The pathologies with which she has specialized expertise are Developmental Language Disorder, Specific Learning Difficulties, Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder.

Finally, Emily has 14 years of English Foreign Language (EFL) teaching experience and is especially drawn to working with English L2 learners with literacy and language difficulties. In addition to her other qualifications, she is currently working towards a Diploma in Teaching English to Speakers of Other Languages (DELTA) as well as a Diploma in Strategic Teaching Support for Dyslexia and Literacy.


Linguistique