Dr Faidra Faitaki

Piloting a drama-based oral language intervention - Faidra Faitaki, Sophie Liggins, Victoria A. Murphy, 2025 Children’s oral language skills at the earliest stages of education are known to determine their success at school later on. Improving oral language skills is a...

📣 Delighted that our article reporting the findings of a pilot study investigating the effectiveness of a novel oral language intervention conducted through the medium of #drama, has now been published #openaccess at First Language: journals.sagepub.com/doi/10.1177/... @oxforddeptofed.bsky.social 🥳

Aw, thanks Kedi!

Also interested in & working on sequential bilingualism/early language learning - happy to connect! 🙂

a man says " and it has everything " in front of a world map ALT: a man says " and it has everything " in front of a world map

🚨🚨 Out TODAY in Psych Bulletin!! 🚨🚨

After 5 long years, the NSF meta-analysis I led on children's gender stereotypes about STEM and verbal abilities just came out today in Psych Bulletin!!

In the words of great cultural critic Stefon, it has everything...

doi.org/10.1037/bul0...

Informative & thoughtful thread about international students' proficiency, university requirements, and academic attainment 👇🏼

Tools of the Trade: A Guide to Sociodemographic Reporting for Researchers, Reviewers, and Editors In recent years, psychological researchers have been heavily criticized for generalizing broadly from narrow samples, a concern that intersects with questions about the validity, reproducibility, r...

Excited to share a new paper offering guidance for demographic reporting for authors, editors, and reviewers in developmental research. An enjoyable collaboration with the MB Demographics group!
www.tandfonline.com/doi/full/10....

Leeds has a fully funded scholarship program for undergraduate and Masters study for Gaza students.

**Tell Everyone**

www.leeds.ac.uk/masters-scho...

PGDip in English as an Additional Language | University of Oxford About the courseThe PGDip in English as an Additional Language (EAL) is designed for education professionals working with multilingual learners in the national and international sectors. This

We have just launched two online, part time Postgraduate Diplomas at Oxford. One in English as an Additional language and the other in Early Childhood Education. Perfect for in service teachers wishing to gain formal qualifications in these areas.
EAL: bit.ly/3Y5FceH
ECE: bit.ly/4emVV35
#EduSky

📣 If your (Oxfordshire-based) primary school is interested in taking part in a knowledge exchange discussion (can be organised as CPD) about using drama in the classroom, get in touch with me to talk more at: faidra.faitaki@education.ox.ac.uk. Thank you #EduSky🍎! 🌸

So happy to be speaking to @hwc001.bsky.social about our little drama-based oral language intervention pilot! To find out if using drama activities can help develop primary-school children's oral language, have a listen to the new episode of the Oxford Education Deanery Podcast! 🎧🎭🤓

Congratulations, Kedi! 🥳🥳🥳

screenshot of title and authors of paper + map with 18 colorful box callouts showing where datasets came from

GOOD MORNING BLUESKY!
Very excited about this new paper:

www.pnas.org/doi/10.1073/pnas.2300671120

Key Q: what predicts how much young kids (👶)talk?

How much 🗣 kids heard predicted how much 👶talked, but other factors, e.g. mom’s education, didn’t. #PsychSci #DevPsy 🗣💬

INCOMING SUMMARY🧵ALERT 1/14

How to pick more beautiful colors for your data visualizations - Datawrapper Blog Choosing good colors for your charts is hard. This article tries to make it easier.

Really useful blog about picking colours for data visualisation blog.datawrapper.de/beautifulcol... #dataviz

Thanks for sharing, lovely Cate! 💖

Line drawing of a ribbon wrapped around a heart reading "Every language varies; every language changes; every language matters"

I made a coloring sheet for some reading week de-stressing for my #Linguistics / composition students

📢 Our paper (w/ the brilliant Hamish Chalmers & Victoria Murphy) reporting on a Priority Setting Partnership in which users of EAL research (teachers, support staff, parents) were asked to decide the Top 10 priorities for future research on EAL, is 🔓 & out now! Have a read & tell us your thoughts!👇🏼

I totally agree! And to add to that, learning science tells us that reducing stress, anxiety, and alienation is critical for learning. So anyone teaching in a way that heightens those negative emotions in students is not practicing learning science.

Censorship does happen in science. It's just not happening to the people who think they are being censored.

Amazing! Massive congratulations! 🌸

Dr Sophie Liggins introducing the Lex15.

Dr Faidra Faitaki explaining the importance of accurate vocabulary assessment in young learners.

Chuffed to have co-presented our paper on the #Lex15, a new test for assessing productive #vocabulary in young (multilingual) children, at #LTF2023 organised by UKALTA at the British Council this morning! Impressed by all the interesting talks, the supportive crowd & thought-provoking discussions! 🤗

Structural priming = facilitation of sentence structure by recent exposure to that structure. Production & comprehension are hard to compare, as data types different: choices vs. RTs. We therefore used the MAZE task to gather both types of data in both modalities: www.tandfonline.com/eprint/ZFZXZ...

Congratulations! 👏🏼

"The perception of rhythm in language" by Anne Cutler. It's short but you won't forget it :)

Here's a blog post explaining why it's great. It contains a link to the paper.

www.kith.org/words/2022/0...

Welcome, Cate! 🌸

New #linguistics paper out with Annie Holtz in Infant & Child Development: “Examining the female-talker default in experimental language acquisition research”! In this paper, we examine the practice of using women’s voices in stimuli designed to test children’s language abilities

The linguistic elephant in scientific publishing: http://osf.io/5zxaf/

Are you going to the #NALDIC31 conference? If so, catch the brilliant Dr Sophie Liggins presenting our poster on 'Developing Oral Language through Drama', to find out about the project we just completed! We look forward to your comments & questions! 🤗

Plots showing the pupillary response over time. The baseline corrected pupillary response (pupil area) is plotted in arbitrary units along the y axis. Time, in msec, is indicated along the x axis, with the 0 timepoint indicating the start of the 3000 msec silent period or masked period before target sentence onset. The pupil trace concludes 8000 msec later. The lefthand plot is the aggregate for all silent trials while the righthand window is the aggregate for all masked trials. Solid lines correspond to pupil responses to clearly spoken sentences and dashed lines to casually spoken sentences. Drawn windows show where the pre-target windows (red boxes; analyzed post hoc) and the target sentence (purple boxes) windows fit in the larger pupillary response.

Hello, I have some new science! @emilymyers.bsky.social, Cristal Giorio, and @uconnlablab.bsky.social and I asked whether people expend more effort when listening to clear or casual speech by measuring the size of their pupils. A brief 🧵. Read the full paper here: journals.lww.com/ear-hearing/...