MultiLADA is a research team

at the Faculty of Psychology

University of Warsaw


In research projects that we are currently conducting, we cooperate with researchers from a number of Polish, Norwegian and British institutions: the Institute of Psychology of the Polish Academy of Sciences, Oslo Metropolitan University (OsloMet), Universitetet i Oslo, Inland Norway University of Applied Sciences, University College London, Lancaster University and University of Cambridge. We also have experience in cooperation in international COST networking programs: A33, IS0804, IS1306, IS1406. International cooperation is important for our team because studies of bi- and multilingual language development should include both languages of the child and the two languages should be analyzed in a similar manner. We co-created and still co-create various tools for assessing language in multilingual children: LITMUS-CLT, LITMUS-SRep, LITMUS-MAIN. We use these tools in our own studies and lend them to other researchers for scientific purposes. We are currently carrying out two research projects with external funding: StarWords (NCN - OPUS programme) and PolkaNorski (NCN - GRIEG programme, financed by the Norway Grants). We also co-create Action II.3.7 "Multilingualism" under the strategic program of the University of Warsaw: Excellence Initiative - Research University and we participate in another strategic program of the University of Warsaw: Alliance 4EU+, under which we participate in the European Network for Psycholinguistic Research on Multilingualism and Multilingual Development.

Kiedy 1 + 1 ≠ 2, czyli jak dwujęzyczni przyswajają i przetwarzają język(i)


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How Does L1 and L2 Exposure Impact L1 Performance in Bilingual Children? Evidence from Polish-English Migrants to the United Kingdom


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Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom


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The impact of a first-generation immigrant environment on the heritage language: productive vocabularies of Polish toddlers living in the UK and Ireland


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Kiedy 1 + 1 ≠ 2, czyli jak dwujęzyczni przyswajają i przetwarzają język(i)


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Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods


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