Stanislava acquired her PhD in Psychology (2003) and Masters in Psychology (1999) at the University of Belgrade. She acquired BA in Psychology at the University of Novi Sad. Before joining the Discipline of Speech amp; Langue Therapy at NUI Galway in 2006, Stanislava worked as a research assistant at the Ludwig-Maximillians University in Munich. She was visiting research fellow at the University of Leipzig 1999-2004 and a research fellow funded by Deutsche Akademishe Austauschdienst (DAAD) scholarship at the Max-Plan Institute for Cognitive Neuroscience in Leipzig. Stanislava was ateaching assistant at the University of Novi Sad 1995-2001.Throughout her career Stanislava was interested in language and researched and taught about different aspects of language. Stanislavas research interests are in linguistic diversityincluding bi- and multilingualism, use of language in socially and economically diverse groups, and comparison between typical and atypical language acquisition.

o Language assessment in bi- and multilingual children Language assessment of multilingual people poses interesting challengesbecause each multilingual person has a unique experience related to languages they speak which will influence performance in each of their languages. Because of that, and in particular at the early stages of language development,it is sometimes difficult to differentiate between multilingual children who are typically developing and those who have impaired ability to acquire languages. In order to provide language support to children who need it, accurate language assessment is of utmost importance. For that purpose and within COST Action ISO804Language Impairment in a Multilingual Society a number of language assessment tools were developed that havecomparable versions across languages. I am particularly interested in crosslinguistic non-word repetition; sentence repetition in English and Irish and narrative assessment MAIN in Irish and English. I currently lead two research projects that utilise those tasks: 1. Language assessment of monolingual and multilingual children in schoolsThis project uses crosslinguistic non-word repetition task and sentence repetition task in EnglishPolishRussian to assess language abilities of children age 5-7. Polish and Russian sentence repetition tasks were used to assess children who speak those languages. So far, results have indicated that crosslinguistic non-word repetition has good sensitivity and specificity when used with both monolingual and multilingual children. While sentence repetition task had good sensitivity and specificity in the monolingual group, it was not discriminative enough for children acquiringEnglish, although comparison of sentence repetition across childrens languages provided useful information. This project is a longitudinal study that will run until 2021.2. Language assessment of children in speech amp; language servicesThis project uses crosslinguistic non-word repetition task and sentence repetition task in EnglishPolishRussianSyrian Arabic to assist speech amp; language therapists in language assessment of children referred to their services. We are trying out an innovative coding and scoring system that might assist monolingual English speaking speech amp; language therapist when assessing multilingual children.Minority Languages: IrishEnglish Bilingualism The use of English and Irish in Irish society and education system offers the possibility to compare acquisition of the two languages that are morphologically and syntactically different. Some children who grow up as monolingual English speakers are immersed into all Irish schools where during the first few years the exclusive medium of teaching is Irish. On the other hand, native speakers of Irish are exposed to English through media from very early age, and also through education later in life. All children educated through English learn Irish as second language. This offers a rich ground for comparison of language acquisition in those different groups. We compare narrative production, use of grammar, and sentence repetition in those different groups.

Teaching specialisms: Psycholinguistics Research methods Cognitive psychology