Faculty Directory

Claire Foley

Affiliate Faculty Member

Photo of Claire Foley

Claire Foley

Ph.D.

Contact

Campion Hall 332c

Telephone: 617-552-6222

Email: foleycw@bc.edu

Education

  • Ph.D., Cornell University
  • D.É.S., University of Geneva
  • M.A., Cornell University
  • S.B., Massachusetts Institute of Technology

Research Interests

Linguistic theory and first language acquisition; Acquisition of languages beyond the first; Methodology in language acquisition research; Research-practice partnerships

Expertise

  • Cognitive and Social Development
  • Formative and Whole Person Education
  • Language Learning & Literacy

Department

DFE Department of Formative Education

Select Publications

Lust, B., Flynn, S., Foley, C., Henderson, C.R., & Gair, J.W. 2026. The Acquisition of Relativization. New York, NY: Cambridge University Press.

Foley, C. & Flynn, S. 2026. The role of the native language. In Herschensohn, J., Young-Scholten, M., Fernández Dobao, A., & Ho-Cheong Leung, A., eds. The Cambridge Handbook of Second Language Acquisition. 2nd ed. New York, NY: Cambridge University Press, 113-136.

Dye, C., and Foley, C. 2021. Elicited imitation in first language acquisition research: Cognitive grounding and cross-linguistic application. Martohardjono, G., and Flynn, S., eds., Language in development: A cross-linguistic perspective. Cambridge: MIT Press.

Blume, M., Pareja-Lora, A., Flynn, S., Foley, C., Caldwell, T., Reidy, J., Masci, J., and Lust, B. 2020. Enabling New Collaboration and Research Capabilities in Language Sciences: Management of Language Acquisition Data and Metadata With the Data Transcription and Analysis Tool. In Pareja-Lora, A., Blume, M., Lust, B., and Chiarcos, C., eds., Development of Linguistic Linked Open Data Resources for Collaborative Data-Intensive Research in the Language Sciences. Cambridge: MIT Press.

Dearing, E., Walsh, M., Sibley, E., Lee-St. John, T., Foley, C., & Raczek, S. 2016. Can community and school-based supports improve the achievement of first-generation immigrant children attending high-poverty schools? Child Development 87(3), 883-897.

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