Professor of Bi-Multilingualism
A bit about Ludovica Serratrice
My journey in the field of bilingualism and language development starts in 1990 with a diploma in conference interpreting at the SSIT (Milan), followed by a degree in English and French languages and literatures from the IULM (Milan), an MA in language acquisition from the University of Essex, and a PhD in linguistics from the University of Edinburgh in 2000.
I joined the University of Manchester in 1999 where I originally came for a two-year post doctoral position. Since then I have worked on language development in both monolingual and bilingual children and more recently on bilingual adults. I have a specific interest in linguistic phenomena that cut across language structure and language use; issues of referential and syntactic choice have featured prominently in my work.
Teaching on the BSc Speech and Language Therapy over the last ten years has given me an insight into atypical language development and into the role played by linguistic and cultural diversity in the acquisition process.
My recent and current research projects include a focus on analogical reasoning in syntactic choice; the relationship between language experience, executive function skills and referential choice; and the bilingual co-activation of morpho-syntactic structures during online sentence comprehension.
In 2016, I joined the University of Reading as Professor of Bi-Multilingualism.
My Role in LuCiD
I'm a co-investigator on a project led by Thea Cameron-Faulkner, investigating language and literacy practices in low socio-economic status multilingual families.
In phase 1, I was involved in WP14 (Cross-linguistic and cross-cultural differences in pre-linguistic gestures) and I led on WP10 (The comprehension and production of restrictive relative clauses).
LuCiD publications (23) by Ludovica Serratrice
Cameron-Faulkner, T., Malik, N., Steele, C., Coretta, S., Serratrice, L. & Lieven, E. V. M. (in press) (2020). A cross cultural analysis of early prelinguistic gesture development and its relationship to language development. Child Development.
Serratrice, L., De Cat, Cécile. (2019). Individual differences in the production of referential expressions: The effect of language proficiency, language exposure and executive function in bilingual and monolingual children. Bilingualism: Language and Cognition DOI: 10.1017/S1366728918000962
Serratrice, L. (2018). Becoming bilingual in early childhood. Cambridge University Press.
Hervé, C., Serratrice, L. (2018). The development of determiners in the context of French-English bilingualism: A cross-linguistic influence. Journal of Child Language, 45(3), 767-787.
Miller, D., Bayram, F., Rothman, J., Serratrice, L. (2018). Bilingual cognition and language: the state of the science across its subfields. John Benjamins Publishing Company.
Finch, K., Theakston, A., Serratrice, L. (2018). Teaching modern foreign languages in multilingual classrooms: An exmaination of Key Stage 2 teachers' experiences. Language Learning Journal, DOI: 10.1080/09571736.2018.1448432
Denhovska, N., Serratrice, L., Payne, J. (2018). Frequency and working memory effects in incidental learning of a compplex agreement pattern. Lingua, 207, 49-70.
MacDonald, R., Brandt, S., Theakston, A., Lieven, E. & Serratrice, L. (2018). Animacy and children's processing of subject and object relative clauses. Poster presented at the Child Language Symposium, Reading, UK
Denhovska, N., Serratrice, L. (2017). Incidental learning of gender agreement in L2. Journal of Psycholinguistic Research, 46(5), 1187-1211.
MacDonald, R. G., Serratrice, L., Brandt, S., Theakston, A., & Lieven, E. (2017). Animacy and children's online processing of restrictive relative clauses. Paper presented at the European Conference on Eye Movements (ECEM), Wuppertal, Germany.
MacDonald, R. G, Serratrice, L., Brandt, S., Lieven, E., & Theakston, A. (2017). The effect of animacy on children's online processing of relative clauses. Paper presented at Architectures and Mechanisms of Language Processing (AMLap), Lancaster, UK.
De Cat, C., Gusnanto, A., Serratrice, L. (2017). Identifying a threshold for the executive function advantage in bilingual children. Studies in Second Language Acquisition, (40)1, 119-151.
Cameron-Faulkner, T., Macdonald, R., Serratrice, L., Melville, J., & Gattis, M. (2017). Plant Yourself Where Language Blooms: Direct Experience of Nature Changes How Parents and Children Talk about Nature. Children, Youth and Environments, 27 (2), 110-124.
C. De Cat, L. Serratrice (2017). The Bilingual Profile Index: a new, gradient measure of language experience. Studies in Second Language Acquisition, Page: 119-151.
Hesketh, A., Serratrice, L., Ashworth, R. (2016). Encouraging use of subordination in children's narratives: A classroom-based priming study. Language Learning and Development, 12(4) 413-428.
Hervé, C., Serratrice, L., Corley, M. (2016). Dislocations in French-English bilingual children: An elicitation study. Bilingualism: Language and Cognition 19(5), 987-1000
L. Serratrice, C. De Cat, S. Berends. (2016). Inhibitory control, working memory and language experience in the referential choices of monolingual and bilingual children. L. Serratrice, C. De Cat, S. Berends presented this poster.
Serratrice, L., Allen, S. (2015). The acquisition of reference. John Benjamins Publishing Company.
Serratrice, L., Hervé, C. (2015). Referential expressions in bilingual acquisition. In The acquisition of reference (eds. L. Serratrice, S. Allen) John Benjamins, 311-333.
Denhovska, N., Serratrice, L., Payne, J. (2015). Acquisition of second language grammar under incidental learning conditions: The role of frequency and working memory. Language Learning 66(1) 1-32.
Serratrice, L., Hesketh, A., Ashworth, R. (2015). The use of reported speech in children's narratives: A priming study. First Language 35(1), 68-87.
Serratrice, L. & Durrant, S. (2015). Confused? Nursery World Magazine, 21 September, 22-24.
Nitschke, S., Serratrice, L., Kidd, E. (2014). The effect of linguistic nativeness in structural priming comprehension. Language, Cognition and Neuroscience, 29(5), 525-542.