Dr Rachel Hatchard
Dr Rachel Hatchard
Senior Lecturer
My profile
Biography
Academic and professional qualifications
PhD Clinical Linguistics/ Aphasiology (University of Sheffield; Thesis: A construction-based approach to spoken language in aphasia)
MA Languages and Linguistics (University of Manchester)
PG Cert Learning and Teaching in Higher Education (University of Chester)
BA Hons German (University of Nottingham)
Languages
English (native language)
German (fluent; BA Hons German, with distinction in spoken German)
Basic knowledge: Portuguese (AS level, 2004), Dutch (AS level, 2005).
Expert reviewer
I have acted as an expert reviewer/judge for the following:
- Research articles on aphasia and child language submitted to the journals Cognitive Linguistics and Language and Cognition
- Applications for the British Aphasiology Society Special Award (research grant)
- Entries submitted for the British Aphasiology Society Annual Student Prizes
- Abstracts submitted for the British Aphasiology Society Clinical Symposium; the British Aphasiology Society Research Update Meeting; and the UK Cognitive Linguistics Conference.
Prizes and awards
Faculty Prize Scholarship to complete PhD, Faculty of Medicine, Dentistry and Health, University of Sheffield.
Membership of professional associations
Chair of the British Aphasiology Society (2019 - present)
BAS Representative on the UK Stroke Forum Steering Group (2018 - 2020)
Member, UK Cognitive Linguistics Association (2016 - present)
Member, International Cognitive Linguistics Association (2013 - present)
Fellow, Higher Education Academy (2007 - present)
Research outputs
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Books (authored/edited/special issues)
Hatchard, R. (2021) Cognitive Aphasiology – A usage-based approach to language in aphasia. John Benjamins Publishing Company.
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Chapters in books
Hatchard, R. (2019) 'Usage-based approach to language acquisition.' The SAGE encyclopedia of human communication sciences and disorders. Sage Publications,
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Journal articles
HATCHARD, R., LIEVEN, E. (2019) 'Inflection of nouns for grammatical number in spoken narratives by people with aphasia: how glass slippers challenge the rule-based approach.' Language and Cognition, 11(3) pp. 341-372.