Portfolio

Education

• B.A. Beloit College
• M.A. Université François-Rabelais de Tours
• Ph.D.Université François-Rabelais de Tours

Research Interests

My research focuses on bilingual language development. I am particularly interested in the acquisition of French in sequential and simultaneous bilinguals, as well as in children with typical and atypical development.

I am currently working on a SSHRC-funded project (Language Experience and Linguistic Complexity in Child Bilingual Development: A Cross-learner Comparison) which focuses on the impact of language exposure on various language measures (sentence repetition, non-word repetition and standardized tests) in children acquiring French in early total immersion and in francophone school settings.

Teaching Interests:

I hold a joint appointment in the Department of Linguistics and the Department of Modern Languages, Literatures and Cultures. I teach classes in linguistics as well as French language courses at both the intermediate and advanced levels.

Contact Info:

• Office: SN-4043
• Telephone: (709) 864-6206
• Email: mscheidnes[a]mun.ca

Publications

Scheidnes, M., & Redmond, L. (2024). Is object relative clause comprehension particularly sensitive to quantity of language exposure in sequential bilingual children? In H. Weifeng & C. Brebner (Eds.), Typical and Atypical Language Development in Cultural and Linguistic Diversity (pp. 64–82). Routledge.

Scheidnes, M., Tuller, L., & Prévost, P. (2020). Object clitic production in French-speaking L2 children and children with SLI: A longitudinal comparison of elicited and spontaneous language. Linguistic Approaches to Bilingualism.

Scheidnes, M. (2020). Sentence repetition and non-word repetition in early total French immersion. Applied Psycholinguistics, 41, 107–131.

Scheidnes, M., & Tuller, L. (2019). Using clausal embedding to identify language impairment in sequential bilinguals. Bilingualism: Language and Cognition, 22, 949–967.

Scheidnes, M., & Redmond, L. (2019). Object relative clause comprehension in L2 children with limited L2 exposure. In M. M. Brown & B. Dailey (Eds.), BUCLD 43: Proceedings of the 43nd Annual Boston University Conference on Language Development (Vol. 2, pp. 599–611). Somerville, MA. Cascadilla Press.

Scheidnes, M. (2018). A longitudinal comparison of object clitic production in the spontaneous language of L2 children and children with SLI. In A. B. Bertolini & M. J. Kaplan (Eds.), BUCLD 42: Proceedings of the 42nd Annual Boston University Conference on Language Development (Vol. 2, pp. 694–707). Somerville, MA: Cascadilla Press.

Scheidnes, M., & Tuller, L. (2016). Assessing successive bilinguals in two languages: A longitudinal look at English-speaking children in France. Journal of Communication Disorders, 64, 45–61.

Scheidnes, M. (2015). Gender marking strategies in L2 children and monolingual children with SLI. In C. Hamann & E. Ruigendijk (Eds.), Language Acquisition and Development: Proceedings of Gala 2013 (pp. 416–428). Newcastle upon Tyne: Cambridge Scholars Publishing.

Tuller, L., Abboud, L., Ferré, S., Fleckstein, A., Prévost, P., dos Santos, C., Scheidnes, M., Zebib, R. (2015). Specific language impairment and bilingualism: Assembling the pieces. In C. Hamann & E. Ruigendijk (Eds.), Language Acquisition and Development: Proceedings of Gala 2013 (pp. 533–567). Newcastle upon Tyne: Cambridge Scholars Publishing.

Scheidnes, M., & Tuller, L. (2014). L2 children embed normally, but children with SLI do not. In A. Fieis & M. J. Freitas (Eds.), New Directions in the Acquisition of Romance Languages: Selected Proceedings of the Romance Turn V (pp. 261–284). Newcastle upon Tyne: Cambridge Scholars Publishing

Scheidnes, M. (2012). Development of Child L2 French: What is Typical? (Unpublished Doctoral Dissertation). Université François Rabelais - Tours.