MultiLADA is a research team

at the Faculty of Psychology

University of Warsaw


Our team focuses on the study of language development in monolingual, bilingual, and multilingual children. Collaborating with researchers from Poland, Norway, and the United Kingdom, we explore how young children acquire languages in diverse environments. Currently, our research partners are affiliated with the following institutions:

  • Oslo Metropolitan University
  • University of Oslo
  • Inland Norway University of Applied Sciences
  • University College London
  • Institute of Psychology, Polish Academy of Sciences

International collaboration is crucial for us, as studying multilingualism requires a comprehensive understanding of all the languages a child uses. We co-develop specialized tools to assess the language skills of multilingual children, such as LITMUS-CLT, LITMUS-SRep and LITMUS-MAIN

Recently, we successfully completed two major research projects:

  • StarWords – funded by the National Science Centre (OPUS program)
  • PolkaNorski – co-financed by the EEA and Norway Grants under the GRIEG program

We are also active participants in strategic programs at the University of Warsaw, including "Excellence Initiative - Research University" and the 4EU+ Alliance, which unites researchers across Europe. Within these initiatives, we contribute to building the European Network for Psycholinguistic Research on Multilingualism and Multilingual Development.

Thanks to our efforts, the language development of multilingual children is becoming increasingly understood and supported.

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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