Vicky Chondrogianni

Senior Lecturer

University of Edinburgh
School of Philosophy, Psychology and Language Sciences
Linguistics and English Language

Tel: 0131 650 4020
Email: v.chondrogianni@ed.ac.uk
Web: https://edinburgh.academia.edu/VickyChondrogianni

Street: Room 2.07a, Dugald Stewart Building
City: 3 Charles Street, Edinburgh
Post code: EH8 9AD

Office hours
Wednesday 4-5pm or by appointment. Please email me to arrange a time.

Biography

Background

Selected publications

Puric, D., Vuksanović, J., & Chondrogianni, V. (2017). Cognitive advantages of immersion education after 1 year: Effects of amount of exposure. Journal of Experimental Child Psychology, 159, 296-309. DOI: 10.1016/j.jecp.2017.02.011

Roesch, A-D., & Chondrogianni, V. (2016). “Which mouse kissed the frog?”: Effects of age of onset, length of exposure and knowledge of case-marking on the comprehension of wh-questions in German-speaking simultaneous and early sequential bilingual children. Journal of Child Language, [JCL-11-14-126.R3]. DOI: 10.1017/S0305000916000015

Chondrogianni, V. & Marinis, T. (2014). Production of definite and indefinite articles in typically developing English-speaking children and children with SLI. Lingua. First view article: DOI: http://dx.doi.org/10.1016/j.lingua.2014.02.009 .

Chondrogianni, V. Marinis, T., Edwards, S. & Blom, E. (2014). Production and on-line comprehension of definite articles and clitic pronouns by Greek sequential bilingual children and monolingual children with Specific Language Impairment. Applied Psycholinguistics. First view article: DOI: http://dx.doi.org/10.1017/S0142716414000101 .

Jensen de Lopez, K. Sundahl Olsen, L. & Chondrogianni, V. (2014). Annoying Danish relatives: Comprehension and production of relative clauses in Danish typically developing children and children with SLI. Journal of Child Language, 41, 51-83.

Chondrogianni, V. & Marinis, T. (2011). Differential effects of internal and external factors on the development of vocabulary, morphology and complex syntax in successive bilingual children. Linguistic Approaches to Bilingualism, 1, 223-248.

Marinis, T. & Chondrogianni, V. (2011). Comprehension of pronouns and reflexives by English-speaking bilingual children. Journal of Neurolinguistics, 24, 202-212.

Responsibilities & affiliations

School responsibilities

Programme Director for the MSc in Developmental Linguistics

Deputy Director of Bilingualism Matters

PPLS Reserach Ethics Chair

External roles

Associate Editor for Linguistic Approaches to Bilingualism (John Benjamins)

Secretary for the International Association for the Study of Child Language (IASCL)

Member of the Editorial board for the Journal of Child Language and Second Language Research.

Teaching & PhD supervision

Undergraduate teaching

First Language acquisition (Semester 1 )

Language Pathology (Semester 2, Course Organiser)

Second Language Acquisition (Semester 2, Course Organiser)

Postgraduate teaching

First Language acquisition (Semester 1 )

Developmental Language Disorders (Semester 2, Course Organiser)

Second Language Acquisition (Semester 2, Course Organiser)

Open to PhD supervision enquiries?

Yes

Areas of interest for supervision

I am happy to supervise PhD projects on the development of morphosyntax and the lexicon in bilingual children with typical development and with developmental language disorders. I am keen to explore the implementation of novel methods such as eye tracking in this field. Please also see my list of publications for an idea about my research interests.

Current PhD students supervised

I am also currently supervising the following PhD projects:

CIty University of New York (CUNY): Georgia Drakopoulou, Production and processing of ambiguity in ASD children. (PI: Prof. Richard G. Schwartz)
Bangor University, UK: Athanasia Papastergiou. Language and cognitive abilities of Welsh-English bilingual children attending different educational programmes in Wales. ESRC-funded PhD studentship in Bilingualism (co-supervision with Dr. Eirini Sanoudaki & Dr. Enlli Thomas, Bangor University). Start September 2014.

Past PhD students supervised

Anne-Dorothee Roesch (2014). Comprehension and production of wh-questions in typically developing 2L1 and L2 French-German children with and without language impairment. Bangor University.