Home / Faculty Tagged / Tamara Sorenson Duncan
Friday, March 22, 2024
Congratulations to Professors Beth MacLeod and Tamara Sorenson Duncan on receiving SSHRC Insight Development Grants in the February 2023 competition. Beth’s project “Individual variation in the perception-production link: evidence from phonetic imitation,” with a co-applicant at the University of Ottawa, explores the link between the way an... More
Tuesday, January 16, 2024
The School of Linguistics and Language Studies proudly offers a practicum in Speech Language Pathology (SLP) through LING 4604. This field placement course allows students to pursue personal learning objectives related to the clinical application of research in psycholinguistics, communication differences and disabilities, and language... More
Tuesday, November 14, 2023
Two SLaLS faculty members are featured in the inaugural edition of the Faculty of Arts and Social Sciences (FASS) Research Review - a publication that celebrates the vibrant, multidisciplinary landscape of research within FASS. Professor Erik Anonby, an expert on languages of the Middle East, is featured for his work supporting endangered language... More
Monday, October 30, 2023
As part of Carleton University’s 5th Annual Inclusion Week, students in Professor Tamara Sorenson Duncan’s LING/ALDS 3604 Communication Differences II course organized and hosted an information fair in St. Patrick’s building. The event, which took place on October 17, 2023, brought students, faculty, and staff together to learn more about... More
Monday, April 17, 2023
Discover "What is Adult Dyslexia — A Guide for Adult Dyslexics," a self-published ebook by Mikaÿla Perrier, a fourth-year Cognitive Science student, and learn about how Dyslexia presents differently in adulthood. This work grew from LING 4901, an independent study that Mikaÿla completed in the summer term of ’22, supervised by Tamara... More
Congratulations, Dr. Tamara Sorenson Duncan for receiving the Early Career Research Award. This award is designed to support the development of research programs by newer faculty members in FASS. “The impact of the COVID-19 pandemic and related school closures is only beginning to be understood, with concerns especially pertinent for students... More
Friday, February 25, 2022
LING/ALDS 3604 would like to extend a huge thank you to Mme. Lockhart for sharing her insights and experience surrounding the Structured Literacy Approach. Also, a huge thank you to students, Mikayla Perrier and Helena Veenkamp, who interviewed Mme. Lockhart. This interviewed was shared with the 3604 class and provided students with an opportunity... More
Tuesday, November 30, 2021
The Canadian Association of Second Language Teachers has put together a video series called Languages Build. In the fourth installment, they interview Tamara Sorenson Duncan about second language learning in students with exceptionalities. If you're interested in learning more, you can watch the 5 minute video... More
Tuesday, October 5, 2021
Instead of writing a traditional term paper, Megan Hooper created this fantastic video illustrating what she learned in LING 4901 this summer. This video discusses heritage language maintenance among families who have moved internationally.... More
Monday, April 12, 2021
Emma Bornheimer recently presented her undergraduate thesis work about netspeak use and autism at the American Association for Applied Linguistics virtual conference. This work examines netspeak, specifically on reddit, and found that self-identified autistic individuals, when compared to Reddit users generally, exhibited a similar variety of... More
Wednesday, March 3, 2021
New research from Tamara Sorenson Duncan and her collaborators at Dalhousie University considers the skills children with ASD use to understand what they read. Using a statistical method to summarize existing research, they found that the reading comprehension of children with ASD was related to a similar extent to both their ability to read... More
Monday, February 1, 2021
This recently published study investigates the relation between children's understanding of canonical and non-canonical sentences (presented in the spoken domain) and their general reading comprehension. These results demonstrate that, at least in the 5th grade, English-speaking children use their understanding of canonical sentences to... More
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