Dr. Natalia Meir

Dr.
Dr. Natalia Meir
Rank: 
Division: 
Office: 
Office Hours: 

Fields of interest

  • Language contact and cross-linguistic influence
  • Monolingual and Bilingual Sentence Processing 
  • Heritage Language across the lifespan
  • Language development in atypical populations (Autism Spectrum Disorder, Hearing Impairment, Specific Language Impairment)

 

 

CV

EDUCATION:

2017 - Internship – City University of New York (CUNY), The Graduate Center and College of Staten Island. (Dr. Irina Sekerina) "Acquisition of Case morphology in bilingual Russian-Hebrew speaking children: an eye-tracking study".

2017 – 2018, Post-Doc., Department of Communication Sciences and Disorders, University of Haifa (supervisor Dr. Rama Novogrodsky) project title “Linguistic abilities of children with Specific Language Impairment (SLI), children with High Functioning Autism (ASD), and children with Hearing Impairment (HI): a comparative study.”

2016 - 2017, Post-Doc., Bar-Ilan University, GIF Grant (PI: Dr. Galit W. Sassoon): Dimensions and gradability in grammar and cognition: a behavioral and ERP study on language processing.

2012 – 2016, PhD.  Department of English Literature and Linguistics, Bar-Ilan University. PhD Dissertation: Linguistic profiles of bilingual Russian-Hebrew speaking children: effects of bilingualism and SLI (advisor: Prof. Sharon Armon-Lotem)

2007 – 2011 MA (Summa Cum Laude), Department of English Literature and Linguistics, Bar-Ilan University.  Thesis: Discourse Markers in Narrative of Bilingual Russian-Hebrew speaking pre-school children. (advisor: Prof. Joel Walters).

1994-1999 BA, English Department, Moscow State Pedagogical University (Russia).

FELLOWSHIPS AND AWARDS:

2018 The tri-annual Alon Fellowship for Outstanding Young Researchers

2017 The Israeli Academy of Science and Humanities: An internship award

2017 Institutional Postdoctoral Fellowship, University of Haifa

2017 Formal Approaches to Slavic Linguistics 26 (FASL26): conference travel award

2017 COST IS1406 “Enhancing children's oral language skills across Europe and beyond”: training school award

2015 Bar-Ilan Rector Prize for Excellence in Academic Studies

2014 Wolf Fund Scholarship for Academic Excellence

2012 Bar-Ilan University President's Scholarship to Outstanding PhD Students

Teaching Positions:

2018 – current – Senior Lecturer, Department of English Literature and Linguistics, Bar-Ilan University.

2015  - 2018  – External Lecturer, Department of English Literature and Linguistics, Bar-Ilan University.

2013 – 2018 - External Lecturer, Department of Communication Disorders (Language and Speech Pathology and Audiology), Hadassah College

2013 – Teaching Assistant, Department of English Literature and Linguistics, Bar-Ilan University.

Research Positions:

2014 – 2016 - Consultant - ISF 863/14– PI1 “Disentangling Specific Language Impairment (SLI) and socioeconomic influences on language acquisition and emergent literacy among preschool children with and without SLI from two bilingual disadvantaged populations"

2011-2014  – Research  Coordinator - GIF 1113/2010 “How can a teacher tell if a bilingual child has language impairment: A study of the language of Russian-Hebrew and Russian-German migrant children in preschool and school years”.

2008-2010 – Research Assistant -  BMBF funded project “Language Acquisition as a Window to Social Integration among Russian Language Minority Children in Germany and Israel.”

ADMINISTRATIVE POSITIONS

2019 – current – Ethics Committee Member (Faculty of Humanities), Bar-Ilan University  

2019 - current - Coordinator for Linguistics in Clinical Research Program

NETWORKS AND RESEARCH GROUPS

2018-present – a member of the Multilingual and Multicultural Affairs Committee of the International Association of Logopedics and Phoniatrics (IALP)

2016-present – collaborating with Language Abilities in Children with Autism (LACA): PI Dr. Rama Novogrodsky

2016- 2017 – Working Group Member, Working Group 7, COST Action IS01306 “New Speakers in a Multilingual Europe - Opportunities and Challenges.” (http://www.nspk.org.uk/ )

2010-2013 – Action Secretary, COST Action IS0804 “Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment.” (http://www.bi-sli.org/ )

 

REFEREE/ REVIEWER / EDITOR

Associate Editor for Applied Psycholinguistics (2019- present)

Ad Hoc Reviewer for: Applied Psycholinguistics, Linguistic Approaches to Bilingualism, International Journal of Bilingualism, International Journal of Bilingual Education and Bilingualism, First Language, Glossa, Language Acquisition, Language Learning, Journal of Child Language, Heritage Language Journal, Journal of Cognition, Journal of Pragmatics, Frontiers in Psychology, Journal of Communication Disorders, Journal of Speech, Language, and Hearing Research, American Journal of Speech-Language Pathology, Autism & Developmental Language Impairments, Autism Research, Clinical Linguistics & Phonetics, International Journal of Language & Communication Disorders,Second Language Research, PlosONE, Science of Learning, Psychology of Language and Communication, Written Language and Literacy.

Publications

2021

Meir, N., Joffe, S., Shabtaev, R., Walters, J. & Armon-Lotem, S., (forthcoming). Heritage Languages in Israel: The multilingual tapestry with Hebrew threads. In S. Montrul & M. Polinsky (Eds.) The Cambridge Handbook of Heritage Languages and Linguistics (pp. 129-155). Cambridge: Cambridge University Press.

Meir, N.,  Avramenko*, M.,  & Verkhovtceva*, T. (forthcoming). Israeli Russian: The case of the accusative case in bilinguals acquiring Russian as a Heritage Language and Hebrew as a Majority Societal Language. Russian Journal of Linguistics. 

Meir, N. & Polinsky, M. (2021). Restructuring in Heritage grammars: Adjectival and numerical phrases in Israeli Russian. Linguistic Approaches to Bilingualism, 11(2), 222 - 258 DOI: https://doi.org/10.1075/lab.18069.mei

Otwinowska, A. Meir, N., Ringblom, N., Karpava, S., & La Morgia, F. (2021) Language and literacy transmission in heritage language: evidence from Russian-speaking families in Cyprus, Ireland, Israel and Sweden, Journal of Multilingual and Multicultural Development, 42(4), 357-382. DOI: 10.1080/01434632.2019.1695807  

2020

Meir, N. & Novogrodsky. R. (2020). Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language, 40(4), 341-366.  https://doi.org/10.1177/0142723719849981

Rodina, Y., Kupisch, T., Meir, N., Mitrofanova, N., Urek, O., & Westergaard, M. (2020). Internal and External Factors in Heritage Language Acquisition: Evidence from Heritage Russian in Israel, Germany, Norway, Latvia and the UK. Frontiers in Education. DOI: https://doi.org/10.3389/feduc.2020.00020

Novogrodsky, R. & Meir. N. (2020).  Age, Frequency and Iconicity in early sign language acquisition: Evidence from the Israeli Sign language Communicative Inventory (ISL-CDI). Applied Psycholinguistics, 41(4), 817-845. https://doi.org/10.1017/S0142716420000247

Antonijevic-Elliott, S., Lyons, R., O’ Malley, M.P., Meir, N., Haman, E., Banasik,N., Carroll, C., McMenamin, R., Rodden M., & Fitzmaurice, Y. (2020) Language assessment of monolingual and multilingual children using non-word and sentence repetition tasks, Clinical Linguistics & Phonetics, 34(4), 293-311.   https://doi.org/10.1080/02699206.2019.1637458

Meir, N., Parshina, O., & Sekerina, I.A. (2020). The Interaction of Morphological Cues in Bilingual Sentence Processing: An Eye-Tracking Study. In Megan M. Brown and Alexandra Kohut Eds.),  BUCLD 44: Proceedings of the 44th annual Boston University Conference on Language Development. Somerville (pp. 376-389). MA: Cascadilla Press.

Novogrodsky. R. & Meir, N. (2020). Multilingual Children with Special Needs in Early Education. In Schwartz. M. (Ed). The Handbook of Early Language Education. Berlin: Springer.

Scharff Rethfeldt, W., McNeilly, L., Abutbul-Oz, H., Blumenthal, M., Garcia de Goulart, B., Hunt, E., Laasonen, M. R., Levey, S., Meir, N., Moonsamy, S., Mophosho, M., Salameh, E.-K., Smolander, S., Taiebine, M., Thordardottir, E. (2020). Common Questions by Parents and Caregivers of Bilingual/Multilingual Children and Informed, Evidence-based Answers. International Association of Communication Sciences and Disorders (IALP).

2019

Meir, N. & Novogrodsky. R. (2019). Prerequisites of pronoun use in monolingual and bilingual children with High Functioning Autism (HFA) and typical language development. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02289

Armon-Lotem, S., & Meir, N. (2019). The nature of exposure and input in early bilingualism. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 193–212). Cambridge, UK: Cambridge University Press.

2018

Meir, N. (2018). Morpho-syntactic abilities of unbalanced bilingual children: A closer look at the Weaker Language. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01318

Janssen, B. & Meir, N. (2018). Production, Comprehension and Repetition of Accusative Case by Monolingual Russian and Bilingual Russian-Dutch and Russian-Hebrew Children. Linguistic Approaches to Bilingualism, 9(4-5), 736-765. http://doi.org/10.1075/lab.17021.jan

Novogrodsky, R.,* Meir, N.,*  &Michael, R. (2018). Morpho-syntactic abilities of normal-hearing and hearing-impaired toddlers: evidence from a sentence repetition task. International Journal of Language & Communication Disorders, 53(4), 811-824. https://doi.org/10.1111/1460-6984.12386  (*the authors declare an equal contribution)

2017

Meir, N. (2017). Effects of Specific Language Impairment (SLI) and bilingualism on verbal short-term memory. Linguistic Approaches to Bilingualism, 7(3-4), 301–330. https://doi.org/10.1075/lab.15033.mei

Meir, N. & Armon-Lotem, S. (2017). Separate and combined effects of socioeconomic status (SES) and bilingualism on linguistic abilities and verbal short-term memory. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01442  

Meir, N., Walters, J. & Armon-Lotem, S. (2017). Bi-directional cross-linguistic influence in bilingual Russian-Hebrew speaking children. Linguistic Approaches to Bilingualism, 7(5), pp. 514–553. https://www.jbe-platform.com/content/journals/10.1075/lab.15007.mei

Meir, N. & Armon-Lotem, S. (2017). Delay or deviance: old question – new evidence from bilingual children with Specific Language Impairment (SLI).  In M. LaMendola & J. Scott (Eds), BUCLD 41: Proceedings of the 41st annual Boston University Conference on Language Development (pp. 495-508). Somerville, MA: Cascadilla Press.

2016

Meir, N., Walters, J., & Armon-Lotem, S. (2016). Disentangling bilingualism from SLI using Sentence Repetition Tasks: The impact of L1 and L2 properties. International Journal of Bilingualism, 20(4), pp. 421-452. https://doi.org/10.1177/1367006915609240

Armon-Lotem, S. & Meir, N. (2016). Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: Evidence from Russian and Hebrew. International Journal of Language & Communication Disorders, 51(6), 715-731. doi: 10.1111/1460-6984.12242

2015

Meir, N. & Armon-Lotem, S. (2015). Disentangling bilingualism from SLI in Heritage Russian: The impact of L2 properties and length of exposure to the L2. In Cornelia Hamann and Esther Ruigendijk (Eds). Language Acquisition and Development: Proceedings of GALA 2013 (pp.299-314). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

Janssen, B., Meir, N., Baker, A., & Armon-Lotem, S. (2015). On-line Comprehension of Russian Case Cues in Monolingual Russian and Bilingual Russian-Dutch and Russian-Hebrew Children. In E. Grillo, & K. Jepson (Eds), BUCLD 39: Proceedings of the 39th annual Boston University Conference on Language Development (pp. 266-278). Somerville, MA: Cascadilla Press.

Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.). (2015). Methods for assessing multilingual children:  disentangling bilingualism from Specific Language Impairment. Bristol: Multilingual Matters.

Courses

37-184 - Introduction to Linguistics

37-517 - Research Methods in Linguistics  

37-9000 - Autism: Language, Theory of Mind and Executive Function

37 - 9010 - Adult Bilingualism/Multilingualism

37-547 - Bilingual and monolingual sentence processing

37-9050 - Grammars of Heritage Languages 

Research

  • Language contact and cross-linguistic influence
  • Monolingual and Bilingual Sentence Processing 
  • Heritage Language across the Lifespan
  • Heritage Russian
  • Language development in atypical populations (Autism Spectrum Disorder, Hearing Impairment, Specific Language Impairment)

Student Theses - completed​​​​​​:

  1. Iris Hindi (MA thesis equivalent): The relationship between Theory of Mind (ToM) and morpho-syntactic abilities: Evidence from Bilingual English-Hebrew speaking children with Autism Spectrum Disorder (Bi-ASD) and Typical Language Development (Bi-TLD).

Student Theses - in progress:

  1. Alina Bihovsky (PhD): Efficacy of treatment in L1 and L2 in Russian/Hebrew bilingual people with aphasia (joint PhD supervision with Prof. Michal Ben-Shachar)
  2. Muna Abed El-Raziq (PhD): Language Profiles of Palestinian Arabic-speaking children with ASD: an investigation of the underlying mechanisms (joint PhD supervision with Prof. Elinor Saiegh-Haddad)
  3. Marina Avramenko (MA thesis equivalent): Heritage Russian in Contact with Hebrew: A Study of Requests
  4. Sid Gordon (MA thesis): The Effect of Childhood Linguistic Environment on Adult End-state Heritage Language (English) Proficiency
  5. Clara Fridman (MA thesis): HL-Russian in contact with Hebrew and English: A comparative study of cross-linguistic influence in the domain of morpho-syntax.
  6. Adina Livni (MA thesis): Morphological Processing in Heritage and L2 English in Israel: Effects of Linguistic and Cognitive Factors.
  7. Sagit Bar-On (MA thesis). Requests and apologies in two languages of bilingual speakers:  comparison of Heritage English speakers and English- and Hebrew-dominant bilinguals.

Proposals in Preparation:

  1. Tanja Verkhovtceva (PhD): Processing skills of Adult Heritage-Russian Speakers in Israel.
  2. Marianna Beradze (MA thesis equivalent): The use of “um” and “uh” as Pragmatic Markers in bilingual and monolingual children with ASD.

Media

https://www.newsru.co.il/israel/06aug2017/bilingual_501.html