From Maj-Britt.MosegaardHansen at manchester.ac.uk Thu Oct 1 12:52:54 2009 From: Maj-Britt.MosegaardHansen at manchester.ac.uk (Maj-Britt Mosegaard Hansen) Date: Thu, 1 Oct 2009 13:52:54 +0100 Subject: Lectureship in French Studies, University of Manchester Message-ID: Lectureship in French Studies (any research specialism) University of Manchester, United Kingdom Available: January 2010 Application deadline: October 20, 2009 For further particulars and application forms, see: http://www.manchester.ac.uk/aboutus/jobs/academic/vacancy/index.htm?ref=165474 From kimjinok at yahoo.com Thu Oct 1 14:13:57 2009 From: kimjinok at yahoo.com (Jin-Ok KIM) Date: Thu, 1 Oct 2009 07:13:57 -0700 Subject: Call - Plurilingualism and pluriculturalism - Paris June 2010 Message-ID: International Conference Plurilingualism and pluriculturalism in a globalised world : which pedagogy? Paris, 17th-19th June 2010   Call for papers Organised jointly by the research team Pluralité des Langues et des Identités en Didactique : Acquisition, Médiations (PLIDAM) of the Institut National des Langues et Civilisations Orientales (INALCO) in Paris, France and the SOAS-UCL Centre for Excellence in Teaching and Learning ‘Languages of the Wider World’ (LWW CETL) in London, UK, this International Conference will bring together lecturers and teachers to discuss topics and theoretical disciplinary backgrounds for a plurilingual and pluricultural perspective in education.   Today, Language Learning and Teaching needs to position itself in relation to an internationalised context of knowledge, tools for assessing competences adaptable to a globalised world and in relation to societies in which affiliations are apprehended as diverse. The impact of globalisation can be seen in political structures (states, national and international institutions), in social structures (urban life, family and individual stories and trajectories) and in dynamic communications (information and social networks). In this multidimensional context, characterized by international mobility, mixed affiliations and social and cultural representations, languages, which have become less and less foreign as well as those which have a more and more hegemonic position, are also perceived as both technological and social instruments.   The conference follows the wide debate launched with the publication, in 2008, of the Précis du plurilinguisme et du pluriculturalisme (Handbook of multilingualism and multiculturalism), Editions des archives contemporaines. The conference seeks to identify the changes and the new theoretical disciplinary dimensions which are emblematic of this new perspective within the field of Language and Culture Pedagogy, by answering the following questions:   - How can Language and Culture Pedagogy be redefined as Plurilingual and Pluricultural ? - How can its fields of reference, first limited to the discipline of “Applied Linguistics” in the 20th century, now be widened ?   Notions and concepts which have emerged or are gaining acceptance in Europe (Common European Framework, European Portfolios, etc.) shall be analysed and developed through the following: - The social actor and the valorisation of his/her strategies in the field of language and culture teaching. - The symbolic dimension of languages and cultures in the dynamic construction of identities and how it is taken into account into teaching.  - The social role played by languages and cultures in different forms of mobility – geographic, social, economic – and acknowledgement of experience as a capital and its dimension in language learning.  - The power struggle between languages and the national, regional and local representations that make up a plurilingual environment, the resultant institutional logic and their impact on learning. - The different forms of mediations – institutionalised or unstable –that compensate for conflict situations specific to a heterogeneous educational environment. - The changes within these notions as they confront other ideologies, traditions or  communicative patterns, as well as their adaptation in other languages.   Abstract of up to 2500 characters (references included) will be required to present  theoretical background, key words, the kind of data or corpora used as well as the methodological approach. This should be sent with the attached questionnaire (to be filled in) to colloque-plidam-2010 at yahoogroupes.fr before 30th November 2009.   Languages for the conference are French and English. Conference proposals will be blindly reviewed by two readers and papers accepted for publication after the conference will only be published after a second assessment.   Conference Scientific Committee Ahmed Boukous, Royal Institute of Amazigh Culture, Rabat, Morocco Aline Gohard Radenkovic, University of Fribourg , Switzerland Hideo Hosokawa, Waseda University, Tokyo, Japan Claire Kramsch, University of California at Berkeley, USA Danielle Lévy, University of Macerata, Italy Samir Marzouki, University of Manouba, Tunis, Tunisia Jean Paul Narcy-Combes, DILTEC, Université of Paris III, France Nishiyama Noriyuki, Kyoto University, Japan Fu Rong, University of Foreign Studies, Beijing, China Claire Saillard, Université de Paris Diderot-Paris VII, France Hugh Starkey, Institute of Education, University of London, United Kingdom Monika Szirmai, Hiroshima International University, Japan Li-Hua Zheng, Guangdong University of Foreign, China   SOAS-UCL Centre for Excellence in ‘”Languages of the Wider World”, University of London: Itesh Sachdev, Michalis Sivvas, Joanne Eastlake, Noriko Iwasaski,, Jane Fenoulhet (UCL,University of London).   PLIDAM, INALCO: Joël Bellassen, Pierre Martinez, Patrick Maurus, Thomas Szende, Geneviève Zarate   Organising Committee, PLIDAM, INALCO (coordinator Geneviève Zarate) Evelyne Argaud, Georges Alao, Martine Derivry, Heba Lecocq, Jin-ok Kim, Nozomi Takahashi, Lin Chi-Miao, Ali Saoudé, Soyoung Roger, Elli Suzuki.   * * * * * To send with your proposal   Last name (in capitals) : First name : Sexe : Male /Female Title/post : (For PhD Students, name of research supervisor:                    ) Your Institution (name, city, country) : Address : Tel : email : From thuumo at utu.fi Tue Oct 13 07:23:27 2009 From: thuumo at utu.fi (Tuomas Huumo) Date: Tue, 13 Oct 2009 10:23:27 +0300 Subject: Workshop on partitives / SLE 2010 Message-ID: Partitives Silvia Luraghi, Università di Pavia Tuomas Huumo, University of Tartu We invite papers to a crosslinguistic workshop on partitives, to be organized at the 2010 Annual SLE (Societas Lingustica Europaea) Meeting in Vilnius, Lithuania (2 - 5 September, 2010). Please send draft abstracts to both of us no later than November 8, 2009 (final abstracts must be submitted by January 1, 2010) at the following addresses: silvia.luraghi at unipv.it tuomas.huumo at utu.fi Some languages, notably Baltic Finnic and Basque, have a partitive case, which is usually said to indicate partial affectedness of patients (cf. Blake 2001: 151). Such function is also attributed to other cases in languages that do not have a separate partitive, as in the case of the Hungarian partitive/ablative, and the partitive/genitive of various Indo-European languages (a separate partitive, lexically restricted, also exists in Russian). Depending on the language, the use of partitives may be more or less restricted. In Basque, for example, the partitive occurs in negative sentences and it can indicate either the object of transitive verbs or the subject on intransitive verbs (in other words, it can substitute the absolutive case in negative sentences). A connection between negation and partitive(genitive) also occurs in the Slavic and the Baltic Finnic languages. The alternation between the partitive and other cases sometimes also has connections with aspect: this has been argued for Baltic Finnic, Slavic (see e.g. Fischer 2004), and possibly Sanskrit (Dahl 2009). In fact, partitivity is not only a possible feature of patients: in Finnish existentials, for examples, even agentive intransitive verbs such as juosta ‘run’, opiskella ‘study’, etc., take partitive subjects. In some Indo-European languages, besides partitive objects and partitive subjects (mostly with unaccusative verbs, cf. Conti 2009 on Ancient Greek), partitive adverbials also exist, for example in time expressions (such as Nachts ‘during the night’ in German). In Ancient Greek, some locative occurrences of the partitive genitive are attested (see Luraghi 2003, 2009): è# halòs è# epì gês or sea:GEN or on land:GEN “either at sea or on land” (Homer, Od. 12.26-27). In one of the few existing cross-lingustic description of partitives, Moravcsik (1978: 272) summarizes typical semantic correlates of partitives as follows: a. the definitness-indefinitness of the noun phrase; b. the extent to which the object is involeved in the event; c. the completedness versus non-completedness of the event; d. whether the sentence is affirmative or negative. Moravcsik further remarks that marking difference brought about by the partitive “does not correlate with any difference in semantic case function”. Thus, the use of the partitive seems to be at odds with the basic function of cases, that is “marking dependent nouns for the type of relationship they bear to their heads” (Blake 2001: 1): rather than to indicate a specific grammatical or semantic relation that a NP bears to the verb, the partitive seems to indicate indeterminacy (in various manners). In fact, this has been noted by several authors. For example, Laka (1993: 158) suggestes that “what is referred to as ‘partitive case’ in Basque is a polar determiner, much like English any”. In Finnish, the functions of the partitive are also related to indeterminacy, unboundedness and polarity, and it is noteworthy that the partitive is not the sole marker of any grammatical function but participates in a complementary distribution with other cases in all its main functions, i. e. as marker of the object (PART~ACC), the existential subject (PART~NOM) and the predicate nominal (PART~NOM). In this connection, one must mention the so-called partitive article of some Romance varieties, which derives from the preposition which has substituted the Latin genitive (Latin de). In French, the partitive article is clearly a determiner and not a case marker, as shown by its distribution: L’enfant joue dans le jardin / un enfant joue dans le jardin the child plays in the garden / a child plays in the garden Les enfants jouent dans le jardin / des enfants jouent dans le jardin the childred play in the garden / some(=part. art.) childred play in the garden The brief survey above shows that there are striking similarities among partitives across languages, which are not limited to the indication of partial affectedness. However, reaserch on partitives is mostly limited to individual languages. In this workshop we would like to bring together and compare data from different languages in which a case (or an adposition, as in French) are classified as partitive. Possible topics for the workshop include, but are not limited to, the following: (a) The distribution of partitives in different syntactic positions (objects, subjects, other roles) and across constructions; (b) Partitives as determiners; (c) Types of verbs with which partitive subjects (or objects) can occur; (d) The diachrony of partitives: what are the sources of partitive markers? What is the diachronic relation between ablative, genitive, and partitive? (cf. Heine and Kuteva 2002: 32-33, 241); (e) Do partitives always start out as possible substitutes for the object case and then extend to subjects and possibly to other roles? (data from French and other early Romance varieties would be in order regarding this point); (f) Partitives as non-canonical grammatical markers: Finnish partitive subjects and objects have been treated under the heading of ‘non-canonical marking’ (Sands and Campbell 2001). However, it is highly questionable that the occurrence of partitive subjects and objects marked by a partitive article, as in French, should also be considered under this heading. Is the change from case marker (including adpositions) some kind of grammaticalization process and at what stage should a morpheme start to be considered a determiner, rather than a case marker? (g) Discourse functions of partitives: Since partitives indicate indeterminacy, it might be expected that they are not topical elements in discourse. For instance, Helasvuo (2001) has shown that the referents of Finnish partitive subjects (unlike those of nominative subjects) are typically not tracked in discourse. What is the discourse function of partitives crosslinguistically? (h) Semantic roles and referential functions of partitives. (i) Partitives, aspect and quantification: The Baltic Finnic partitive object is well-known for its function of indicating aspectual unboundedness. Other BF partitives (existential, copulative) do not share the aspectual function proper but often indicate an incremental theme (in the sense of Dowty 1991), which gives rise to unbounded “nominal aspect” (Huumo 2003, 2009). What are the aspectual and quantificational functions of partitives crosslinguistically? References Blake, Barry 2001. Case. Cambridge: Cambridge UP. Conti, Luz 2008. Zum Genitiv bei impersonalen Konstruktionen im Altgriechischen. Paper read at the XIII. Fachtagung der Indogermanischen Gesellschaft, Salzburg 22.9.-27.9.2008. Dahl, Eystein 2009 Some semantic and pragmatic aspects of object alternation in Early Vedic. In J. Barðdal and S. Chelliah (eds) The Role of Semantics and Pragmatics in the Development of Case. Amsterdam: John Benjamins Dowty, David 1991. Thematic proto-roles and argument selection. Language 67, 547–619. Fischer, Susann 2004. Partitive vs. Genitive in Russian and Polish: an empirical study on case alternation in the object domain. In S. Fischer, R. van de Vijver and R. Vogel (eds.), Experimental Studies in Linguistics. I, LiP 21. 123-137. Heine, Bernd and Tania Kuteva 2002. World Lexicon of Grammaticalization. Cambridge: CUP. Helasvuo, Marja-Liisa 2001. Syntax in the Making: The emergence of syntactic units in Finnish conversation. Amsterdam: Benjamins. Huumo, Tuomas 2003. Incremental Existence: The World According to the Finnish Existential Sentence. Linguistics 41/3: 461–493 Huumo, Tuomas 2009. Fictive dynamicity, nominal aspect, and the Finnish copulative construction. Cognitive Linguistics 20/1: 43–70. Laka, Itziar 1993. Unergatives that Assign Ergative, Unaccusatives that Assign Accusative. MITWPL 18: 149-172. Luraghi, Silvia 2003. On the Meaning of Prepositions and Cases. A Study of the Expression of Semantic Roles in Ancient Greek. Amsterdan: Benjamins. Luraghi, Silvia 2009. The internal structure of adpositional phrases. In J. Helmbrecht Y.  Nishina, Y.M. Shin, S. Skopeteas, E. Verhoeven, eds., Form and Function in Language Research: Papers in honour of Christian  Lehmann. Berlin/ New York, Mouton de Gruyter, 231-254. Moravcsik, Edith 1978. On the case marking of objects. In Joseph Greenberg et al. (eds.) Universals of Human Language, vol IV. Syntax. Stanford University Press, 249-290. Sands, Kristina and Lyle Campbell 2001. Non-canonical subjects and objects in Finnish. In A. Aikenvald, R. M. W. Dixon, and M. Onishi (eds.) Non-canonical Marking of Subjects and Objects. Amsterdam: Benjamins, 251-305. From fontainel at Cardiff.ac.uk Tue Oct 13 21:25:59 2009 From: fontainel at Cardiff.ac.uk (Lise Fontaine) Date: Tue, 13 Oct 2009 22:25:59 +0100 Subject: LinC Summer School in Systemic Functional Linguistics at Cardiff University Message-ID: Hello, We hope that this announcement may be of interest to some. with best wishes Lise Fontaine We are pleased to announce the 1st LinC summer school in Systemic Functional Linguistics to be held at Cardiff University from September 14-16 inclusive, 2010, with welcome and registration taking place on September 13th. Course Team Cardiff University Lecturers: Dr Lise Fontaine, Dr Tom Bartlett, and Dr Gerard O'Grady and special guest lecturers: Michael Halliday, University of Sydney and Macquarie University Ruqaiya Hasan, Macquarie University Geoff Thompson, University of Liverpool Mick O'Donnell, Universidad Autónoma de Madrid About the summer school Systemic Functional Linguistics (SFL) is an increasingly popular framework for understanding and analysing language in use. At the very foundation of SFL is the view of language as a social function. As Halliday states, the internal organization of language is not arbitrary but embodies a positive reflection of the functions that language has evolved to serve in the life of social man (1970:26). The functions of language include both the functions that language serves (i.e. how people use language) and linguistic functions (i.e. the grammatical and semantic roles assigned to parts of language). It is this focus on the functions of language that has lead to the successful application of SFL in areas such as language teaching, literacy, computational approaches to language, counselling, research in language and communication and many more. The goal of the summer school is to offer research training in both understanding the SFL theory of language and applying it to real-world challenges. The summer school will run two parallel courses; one at an introductory level and one at an advanced level. Participants should apply to one or the other depending on their previous experience. Both courses are suitable for professionals and students who have an interest in learning more about Systemic Functional Linguistics and its applications. The introductory level will cover a basic introduction to Systemic Functional Linguistics, including coverage of the main or core concepts, and it will teach participants how to analyse language using the framework. The focus will be equally spread between lectures and hands-on practical analysis. No prior experience is needed for this program. This course will be appropriate for both professionals who feel an understanding of SFL and/or language description would be an asset in their work and students who are considering study or research using the Systemic Functional Linguistics. The advanced level is intended for those who already have some experience with Systemic Functional Linguistics and who want to further their knowledge and experience. The main goal of the course in this level is to consider more challenging areas of language description and use with a focus on real-world applications (e.g. language teaching, education, literacy). This course would be appropriate for those with some experience in Systemic Functional Linguistics such as professionals (e.g. language teachers, educators, computational linguists, psychologists) and PhD students. The advanced course will offer researchers training in a range of analytical methods and tools to enhance qualitative research in areas related to language and communication. Outline of the Programme Special lectures by Professor Michael Halliday and Professor Ruqaiya Hasan will be open to all participants. Introductory Course -The functions of language: linguistic representations of personal experience (experiential functions); interaction through language (interpersonal functions); language as text (textual functions) -How to analyse the clause in a multi-functional framework -Spoken language: introducing to phonology and intonation -Introduction to relevant software for analysing language (e.g. UAM CorpusTool, PRAAT) Advanced Course -Corpus Linguistics within Systemic Functional Linguistics -Advanced applications using the UAM CorpusTool -Advanced topics in the sounds of language -Advanced topics in the multi-functional analysis of the clause -Advanced workshops in analysing discourse -Workshops with hands-on experience in specific applications of SFL Application for participation: Please register your interest in the program as soon as possible to help us with the organisation of the summer school. There are a limited number of places available so please book early. The summer school will only run if the minimum number of places are filled. Course fee The registration fee for the full three days of the summer school will be announced soon. We are committed to keeping the fee as low as possible so that it is accessible to all who want to attend. The fee will include course materials, bibliography, and Certificate of Attendance. University accommodation will be available to participants and there are also many other options including bread and breakfast guest houses and hotels. Meals and refreshments will not be included in the registration fee. There is a cafeteria in the building and there are many local shops, pubs and cafes in the immediate area for those who want to purchase their own food and refreshments rather than bring their own. For further information, please contact: Lise Fontaine, Tom Bartlett or Gerard O'Grady Email: linc2010 at cardiff.ac.uk website: http://www.cf.ac.uk/encap/linc [coming soon] From spike at uoregon.edu Wed Oct 14 14:17:47 2009 From: spike at uoregon.edu (Spike Gildea) Date: Wed, 14 Oct 2009 07:17:47 -0700 Subject: Extension: Call for workshop proposals, InField 2010 Message-ID: **Apologies for Cross-postings** We have received several requests for an extension to the deadline, in most cases because a bureaucratic approval process requires more time. As such, we announce an extension of the deadline for all proposals. MODIFIED CALL FOR PROPOSALS New deadline for receipt of proposals: October 28, 2009 Selection of proposals: November 13, 2009 Workshops on Language Documentation, Maintenance, and Revitalization to be held as part of InField 2010 Institute on Field Linguistics and Language Documentation University of Oregon June 21st – July 2nd, 2010 The Organizing Committee of InField solicits applications for workshops in language documentation, language maintenance, and/or language revitalization to be held as part of the second Institute on Field Linguistics and Language Documentation, at the University of Oregon from June 22nd to July 2nd, 2010. Our immediate purpose is to offer practical training to current or potential fieldworkers and speech community members; we also plan to add to the body of freely available training materials online. We particularly seek proposals from current practitioners in this area, who would like to teach a workshop of two to eight hours in length to an audience of practicing linguists, graduate students in linguistics, and/or language activists with an interest in documenting, maintaining, or revitalizing their particular language of interest. A preliminary list of desired workshop topics for InField 2010 appears on the next page We solicit proposals for these topics, but we are also open to additional proposals that bring fresh ideas to InField, and these delineations of topic are not fixed, e.g., a proposal could link two or more of these topics into a single workshop. The proposal should be a maximum of 2 pages in length, and should include: topic (specify number if already in list; if new, rationale for including it as part of InField), proposed length (in hours), a brief description of workshop content (general lesson plan and level, e.g., beginning, intermediate, advanced), how it would be taught (balance of theory, examples, hands-on exercises), and what experience qualifies you to teach it (we encourage students and language activists to apply). Workshop instructors will receive reimbursement for travel, room and board, and a modest honorarium. Questions should be directed to Spike Gildea ; completed proposals should be submitted to InField 2010 . Preliminary Workshop Category / Title Hours *Plenaries* *1. Steps in language documentation*: How do I conceptualize a documentation, revitalization, or maintenance project? 5 hrs *2. Models of language documentation and revitalization*: What models of language maintenance and revitalization work? Different models for different communities; presentations by community members on what they have done, challenges they have faced, and their successes 10 hrs *Technology* *3. Audio recording*: How do I make a good recording? How do I work with digital media files? Choosing and maintaining equipment; recording techniques; metadata; practice and analysis of results; editing sound files; sampling rates; compression; introduction to sound-editing software 7 hrs *4. Video recording and editing*. Introduction to video recording and basics of video editing for fieldwork. 9 hrs *5. Data Management and Archiving*. Managing, converting, storing, and manipulating your data; using available archives and creating an archivable corpus; data accessibility and mobilization. 6 hrs *6. Principles of database design*: What are the best uses of a database, and how do I make a good one? Database features; design considerations; practice in database queries and scripts; exporting and importing; comparison of database software; creation of databases for different linguistic purposes. 8 hrs *7. Aligning text to audio and video using ELAN.* Using ELAN software to create archival text/audio and text/video alignments; interlinearized glossing; conceptualizing the structure of a transcript of spoken language 9 hrs *8. Toolbox/FLEX*. Multipurpose data management software 6 hrs *Transcription and Lexicography* *9. Orthography*: Which orthography should I use? Issues in orthography; working with communities for developing working orthographies 7 hrs *10. Lexicography*: How do I make a dictionary? Principles of lexicography; dictionaries for different purposes; software for dictionary creation 7 hrs *11. Transcription Conventions for discourse transcription, intonation.* 8 hrs *Field Methodologies and Ethics* *12. Life in the field*: How do I succeed in the field? A discussion-based workshop on the personal, practical, and social dimensions of fieldwork. Separate workshops targeted at audiences of specific levels of experience. 6 hrs *13. Ethical issues in fieldwork: Case studies.* Eight seminar presentations on specific ethical concerns and ways to promote the highest ethical standards in fieldwork. Each should be led by a different presenter / facilitator, about half scholars and half language activists. 12 hrs *14. Field phonetics.* Introduction to recording and digitization, transcription, and acoustic analysis using Praat software and other techniques 6 hrs *15. Ethnobiology.* How does the language community categorize and label the natural world? Areas of focus: botany and ecosystems, mammals, reptiles, amphibians, fish and insects 8 hrs *16. Survey Methods.* How many speakers are there of my language? When is it used by which groups? 5 hrs *Language Maintenance and Revitalization* *17. Introduction to linguistics for language activists.* What can linguistics teach me to help me maintain/revitalize my language? 10 hrs *18. Language activism.* What skills do community language activists need? How can these skills be transferred more widely at the community/grassroots level? 7 hrs *19. Language resources and the community.* How can I provide technical support for my community? How can I develop materials or work with materials already at hand to best help my community? Creating and using materials to meet the needs of a unique community; from documentation to pedagogy and revitalization 4 hrs *20. Grant writing for language activists and linguists*: How can I write a successful grant proposal? Identifying appropriate granting agencies; structuring grant proposals; making a convincing case for support 10 hrs *21. Pedagogical Grammars.* How to make grammatical analysis accessible and useful to language learners and language programs. 10 hrs *22. Teaching Methods. *A practical approach to the consideration of models for revitalizing endangered languages. Among models to be compared are early childhood immersion, master-apprentice, and classroom-based programs. The ultimate goal is to support enduring multilingualism. 10 hrs *23. Classroom Materials and Technology.* In this hands-on course, students explore ways to make materials for classroom or home use. Students use latest technologies to create learning materials and practice using them as both teachers and learners 10 hrs From bischoff.st at gmail.com Wed Oct 14 18:14:34 2009 From: bischoff.st at gmail.com (s.t. bischoff) Date: Wed, 14 Oct 2009 14:14:34 -0400 Subject: FUNKNET Digest, Vol 73, Issue 3 In-Reply-To: Message-ID: I think the LinC Summer School in Systemic Functional Linguistics at Cardiff University post is the second that has noted a workshop on Functionalism on the listserv in the last couple of months...I'm curious to know if there will be anything similar in the States...does anyone know of future workshops on Functionalism planned to be held in the USA? Thanks, Shannon Bischoff On Wed, Oct 14, 2009 at 1:00 PM, wrote: > Send FUNKNET mailing list submissions to > funknet at mailman.rice.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.rice.edu/mailman/listinfo/funknet > or, via email, send a message with subject or body 'help' to > funknet-request at mailman.rice.edu > > You can reach the person managing the list at > funknet-owner at mailman.rice.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of FUNKNET digest..." > > > Today's Topics: > > 1. LinC Summer School in Systemic Functional Linguistics at > Cardiff University (Lise Fontaine) > 2. Extension: Call for workshop proposals, InField 2010 > (Spike Gildea) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Tue, 13 Oct 2009 22:25:59 +0100 > From: "Lise Fontaine" > Subject: [FUNKNET] LinC Summer School in Systemic Functional > Linguistics at Cardiff University > To: > Message-ID: <4AD4FE77020000060008C301 at zgrw02.cf.ac.uk> > Content-Type: text/plain; charset=ISO-8859-1 > > Hello, > > We hope that this announcement may be of interest to some. > > with best wishes > Lise Fontaine > > We are pleased to announce the 1st LinC summer school in Systemic > Functional Linguistics to be held at Cardiff University from September 14-16 > inclusive, 2010, with welcome and registration taking place on September > 13th. > > Course Team > Cardiff University Lecturers: > Dr Lise Fontaine, Dr Tom Bartlett, and Dr Gerard O'Grady > > and special guest lecturers: > Michael Halliday, University of Sydney and Macquarie University > Ruqaiya Hasan, Macquarie University > Geoff Thompson, University of Liverpool > Mick O'Donnell, Universidad Aut?noma de Madrid > > About the summer school > Systemic Functional Linguistics (SFL) is an increasingly popular framework > for understanding and analysing language in use. At the very foundation of > SFL is the view of language as a social function. As Halliday states, the > internal organization of language is not arbitrary but embodies a positive > reflection of the functions that language has evolved to serve in the life > of social man (1970:26). The functions of language include both the > functions that language serves (i.e. how people use language) and linguistic > functions (i.e. the grammatical and semantic roles assigned to parts of > language). It is this focus on the functions of language that has lead to > the successful application of SFL in areas such as language teaching, > literacy, computational approaches to language, counselling, research in > language and communication and many more. The goal of the summer school is > to offer research training in both understanding the SFL theory of language > and applying it to real-world c > hallenges. > > The summer school will run two parallel courses; one at an introductory > level and one at an advanced level. Participants should apply to one or the > other depending on their previous experience. Both courses are suitable for > professionals and students who have an interest in learning more about > Systemic Functional Linguistics and its applications. > > The introductory level will cover a basic introduction to Systemic > Functional Linguistics, including coverage of the main or core concepts, and > it will teach participants how to analyse language using the framework. The > focus will be equally spread between lectures and hands-on practical > analysis. No prior experience is needed for this program. This course will > be appropriate for both professionals who feel an understanding of SFL > and/or language description would be an asset in their work and students who > are considering study or research using the Systemic Functional Linguistics. > > The advanced level is intended for those who already have some experience > with Systemic Functional Linguistics and who want to further their knowledge > and experience. The main goal of the course in this level is to consider > more challenging areas of language description and use with a focus on > real-world applications (e.g. language teaching, education, literacy). This > course would be appropriate for those with some experience in Systemic > Functional Linguistics such as professionals (e.g. language teachers, > educators, computational linguists, psychologists) and PhD students. The > advanced course will offer researchers training in a range of analytical > methods and tools to enhance qualitative research in areas related to > language and communication. > > Outline of the Programme > Special lectures by Professor Michael Halliday and Professor Ruqaiya Hasan > will be open to all participants. > > Introductory Course > -The functions of language: linguistic representations of personal > experience (experiential functions); interaction through language > (interpersonal functions); language as text (textual functions) > -How to analyse the clause in a multi-functional framework > -Spoken language: introducing to phonology and intonation > -Introduction to relevant software for analysing language (e.g. UAM > CorpusTool, PRAAT) > > Advanced Course > -Corpus Linguistics within Systemic Functional Linguistics > -Advanced applications using the UAM CorpusTool > -Advanced topics in the sounds of language > -Advanced topics in the multi-functional analysis of the clause > -Advanced workshops in analysing discourse > -Workshops with hands-on experience in specific applications of SFL > > Application for participation: Please register your interest in the program > as soon as possible to help us with the organisation of the summer school. > There are a limited number of places available so please book early. > The summer school will only run if the minimum number of places are filled. > > Course fee > The registration fee for the full three days of the summer school will be > announced soon. We are committed to keeping the fee as low as possible so > that it is accessible to all who want to attend. The fee will include course > materials, bibliography, and Certificate of Attendance. > > University accommodation will be available to participants and there are > also many other options including bread and breakfast guest houses and > hotels. > Meals and refreshments will not be included in the registration fee. There > is a cafeteria in the building and there are many local shops, pubs and > cafes in the immediate area for those who want to purchase their own food > and refreshments rather than bring their own. > > For further information, please contact: > Lise Fontaine, Tom Bartlett or Gerard O'Grady > > Email: linc2010 at cardiff.ac.uk > website: http://www.cf.ac.uk/encap/linc [coming soon] > > > > > > ------------------------------ > > Message: 2 > Date: Wed, 14 Oct 2009 07:17:47 -0700 > From: Spike Gildea > Subject: [FUNKNET] Extension: Call for workshop proposals, InField > 2010 > To: "FUNKNET -- Discussion of issues in Functional Linguistics > " > Message-ID: <4AD5DD8B.2000501 at uoregon.edu> > Content-Type: text/plain; charset=windows-1252; format=flowed > > **Apologies for Cross-postings** > > We have received several requests for an extension to the deadline, in > most cases because a bureaucratic approval process requires more time. > As such, we announce an extension of the deadline for all proposals. > > MODIFIED CALL FOR PROPOSALS > > New deadline for receipt of proposals: October 28, 2009 > Selection of proposals: November 13, 2009 > > Workshops on Language Documentation, Maintenance, and Revitalization > > to be held as part of > > InField 2010 > Institute on Field Linguistics and Language Documentation > > University of Oregon > June 21st ? July 2nd, 2010 > > > The Organizing Committee of InField solicits applications for workshops > in language documentation, language maintenance, and/or language > revitalization to be held as part of the second Institute on Field > Linguistics and Language Documentation, at the University of Oregon from > June 22nd to July 2nd, 2010. Our immediate purpose is to offer practical > training to current or potential fieldworkers and speech community > members; we also plan to add to the body of freely available training > materials online. > > We particularly seek proposals from current practitioners in this area, > who would like to teach a workshop of two to eight hours in length to an > audience of practicing linguists, graduate students in linguistics, > and/or language activists with an interest in documenting, maintaining, > or revitalizing their particular language of interest. A preliminary > list of desired workshop topics for InField 2010 appears on the next > page We solicit proposals for these topics, but > we are also open to additional proposals that bring fresh ideas to > InField, and these delineations of topic are not fixed, e.g., a proposal > could link two or more of these topics into a single workshop. > > The proposal should be a maximum of 2 pages in length, and should > include: topic (specify number if already in list; if new, rationale for > including it as part of InField), proposed length (in hours), a brief > description of workshop content (general lesson plan and level, e.g., > beginning, intermediate, advanced), how it would be taught (balance of > theory, examples, hands-on exercises), and what experience qualifies you > to teach it (we encourage students and language activists to apply). > > Workshop instructors will receive reimbursement for travel, room and > board, and a modest honorarium. > > Questions should be directed to Spike Gildea ; > completed proposals should be submitted to InField 2010 > . > > > Preliminary Workshop Category / Title Hours > *Plenaries* > *1. Steps in language documentation*: How do I conceptualize a > documentation, revitalization, or maintenance project? 5 hrs > *2. Models of language documentation and revitalization*: What models of > language maintenance and revitalization work? Different models for > different communities; presentations by community members on what they > have done, challenges they have faced, and their successes 10 hrs > > *Technology* > *3. Audio recording*: How do I make a good recording? How do I work with > digital media files? Choosing and maintaining equipment; recording > techniques; metadata; practice and analysis of results; editing sound > files; sampling rates; compression; introduction to sound-editing > software 7 hrs > *4. Video recording and editing*. Introduction to video recording and > basics of video editing for fieldwork. 9 hrs > *5. Data Management and Archiving*. Managing, converting, storing, and > manipulating your data; using available archives and creating an > archivable corpus; data accessibility and mobilization. 6 hrs > *6. Principles of database design*: What are the best uses of a > database, and how do I make a good one? Database features; design > considerations; practice in database queries and scripts; exporting and > importing; comparison of database software; creation of databases for > different linguistic purposes. 8 hrs > *7. Aligning text to audio and video using ELAN.* Using ELAN software to > create archival text/audio and text/video alignments; interlinearized > glossing; conceptualizing the structure of a transcript of spoken > language 9 hrs > *8. Toolbox/FLEX*. Multipurpose data management software 6 hrs > > *Transcription and Lexicography* > *9. Orthography*: Which orthography should I use? Issues in orthography; > working with communities for developing working orthographies 7 hrs > *10. Lexicography*: How do I make a dictionary? Principles of > lexicography; dictionaries for different purposes; software for > dictionary creation 7 hrs > *11. Transcription Conventions for discourse transcription, intonation.* > 8 hrs > > *Field Methodologies and Ethics* > *12. Life in the field*: How do I succeed in the field? A > discussion-based workshop on the personal, practical, and social > dimensions of fieldwork. Separate workshops targeted at audiences of > specific levels of experience. 6 hrs > *13. Ethical issues in fieldwork: Case studies.* Eight seminar > presentations on specific ethical concerns and ways to promote the > highest ethical standards in fieldwork. Each should be led by a > different presenter / facilitator, about half scholars and half language > activists. 12 hrs > *14. Field phonetics.* Introduction to recording and digitization, > transcription, and acoustic analysis using Praat software and other > techniques 6 hrs > *15. Ethnobiology.* How does the language community categorize and label > the natural world? Areas of focus: botany and ecosystems, mammals, > reptiles, amphibians, fish and insects 8 hrs > *16. Survey Methods.* How many speakers are there of my language? When > is it used by which groups? 5 hrs > > *Language Maintenance and Revitalization* > *17. Introduction to linguistics for language activists.* What can > linguistics teach me to help me maintain/revitalize my language? 10 hrs > *18. Language activism.* What skills do community language activists > need? How can these skills be transferred more widely at the > community/grassroots level? 7 hrs > *19. Language resources and the community.* How can I provide technical > support for my community? How can I develop materials or work with > materials already at hand to best help my community? Creating and using > materials to meet the needs of a unique community; from documentation to > pedagogy and revitalization 4 hrs > *20. Grant writing for language activists and linguists*: How can I > write a successful grant proposal? Identifying appropriate granting > agencies; structuring grant proposals; making a convincing case for > support 10 hrs > *21. Pedagogical Grammars.* How to make grammatical analysis accessible > and useful to language learners and language programs. 10 hrs > *22. Teaching Methods. *A practical approach to the consideration of > models for revitalizing endangered languages. Among models to be > compared are early childhood immersion, master-apprentice, and > classroom-based programs. The ultimate goal is to support enduring > multilingualism. 10 hrs > *23. Classroom Materials and Technology.* In this hands-on course, > students explore ways to make materials for classroom or home use. > Students use latest technologies to create learning materials and > practice using them as both teachers and learners 10 hrs > > > > > > End of FUNKNET Digest, Vol 73, Issue 3 > ************************************** > From kemmer at rice.edu Wed Oct 14 20:55:39 2009 From: kemmer at rice.edu (Suzanne Kemmer) Date: Wed, 14 Oct 2009 15:55:39 -0500 Subject: pre-doc positions in African languages at Humboldt U. Message-ID: Humboldt University of Berlin Institut of African Studies, CRC (SFB 632) “Information Structure” http://www.hu-berlin.de/ http://www.sfb632.uni-potsdam.de/ We are looking for two researchers (half-time position) to participate in the project “Predicate centered focus types: a sample based typological study on African languages” which is part of the Collaborative Research Center (SFB 632) on information structure (Potsdam and Berlin). The research in this project involves - typologically based language comparison in a planned language sample - fieldwork on one understudied African language - the possible start of a PhD project Candidates have at least a Master's degree in African or General Linguistics, and preferably are empirically oriented, have some knowledge in information structure and experience in at least one African language. The positions are vacant since September 1st. We therefore intend to fill them as soon as possible. Remuneration will be according to BAT-O IIa/2 (Anwendungs-TV HU). Please send your application and a C.V. in pdf format via e-mail to Prof. Tom Güldemann at the email below. Application Deadline: 19-Oct-2009 Application Email: gueldema at eva.mpg.de Contact Information: Dr. Ines Fiedler, ines.fiedler at rz.hu-berlin.de From v.evans at bangor.ac.uk Wed Oct 21 12:57:54 2009 From: v.evans at bangor.ac.uk (Vyv Evans) Date: Wed, 21 Oct 2009 13:57:54 +0100 Subject: NEW BOOK: How Words Mean by Vyvyan Evans Message-ID: ----------------------NEW BOOK RECENTLY PUBLISHED-------------------- How Words Mean: Lexical concepts, cognitive models and meaning construction By Vyvyan Evans www.vyvevans.net Published September 2009 by Oxford University Press "How Words Mean" introduces a new approach to the role of words and other linguistic units in the construction of meaning. It does so by addressing the interaction between non-linguistic concepts and the meanings encoded in language. It develops an account of how words are understood when we produce and hear language in situated contexts of use. It proposes two theoretical constructs, the lexical concept and the cognitive model. These are central to the accounts of lexical representation and meaning construction developed, giving rise to the Theory of Lexical Concepts and Cognitive Models (or LCCM Theory). The book integrates and advances recent developments in cognitive science, particularly in cognitive linguistics and cognitive psychology. It advances a framework for the understanding and analysis of meaning that is at once descriptively adequate and psychologically plausible. In so doing it also addresses current issues in lexical semantics and semantic compositionality, polysemy, figurative language, and the semantics of time and space, and is written in a way that will be accessible to students of linguistics and cognitive science at advanced undergraduate level and above. Part 1 Introduction 1. Words and meaning 2. Towards a new account of word meaning 3. Cognitive linguistics 4. Word meaning in LCCM Theory Part II Lexical representation 5. Symbolic units 6. Semantic structure 7. Lexical concepts 8. Polysemy 9. Conceptual structure 10. Cognitive models Part III Semantic compositionality 11. Lexical concept selection 12. Lexical concept integration 13. Interpretation Part IV Figurative language and thought 14. Metaphor and metonymy 15. The semantics of Time Part V Conclusion 16. LCCM Theory in context A sample chapter is available from the author’s website: www.vyvevans.net ----------------------------------------------------------------------------------------------- -- Gall y neges e-bost hon, ac unrhyw atodiadau a anfonwyd gyda hi, gynnwys deunydd cyfrinachol ac wedi eu bwriadu i'w defnyddio'n unig gan y sawl y cawsant eu cyfeirio ato (atynt). Os ydych wedi derbyn y neges e-bost hon trwy gamgymeriad, rhowch wybod i'r anfonwr ar unwaith a dilëwch y neges. Os na fwriadwyd anfon y neges atoch chi, rhaid i chi beidio â defnyddio, cadw neu ddatgelu unrhyw wybodaeth a gynhwysir ynddi. Mae unrhyw farn neu safbwynt yn eiddo i'r sawl a'i hanfonodd yn unig ac nid yw o anghenraid yn cynrychioli barn Prifysgol Bangor. Nid yw Prifysgol Bangor yn gwarantu bod y neges e-bost hon neu unrhyw atodiadau yn rhydd rhag firysau neu 100% yn ddiogel. Oni bai fod hyn wedi ei ddatgan yn uniongyrchol yn nhestun yr e-bost, nid bwriad y neges e-bost hon yw ffurfio contract rhwymol - mae rhestr o lofnodwyr awdurdodedig ar gael o Swyddfa Cyllid Prifysgol Bangor. www.bangor.ac.uk This email and any attachments may contain confidential material and is solely for the use of the intended recipient(s). If you have received this email in error, please notify the sender immediately and delete this email. If you are not the intended recipient(s), you must not use, retain or disclose any information contained in this email. Any views or opinions are solely those of the sender and do not necessarily represent those of the Bangor University. Bangor University does not guarantee that this email or any attachments are free from viruses or 100% secure. Unless expressly stated in the body of the text of the email, this email is not intended to form a binding contract - a list of authorised signatories is available from the Bangor University Finance Office. www.bangor.ac.uk From Julia.Ulrich at degruyter.com Tue Oct 20 12:33:47 2009 From: Julia.Ulrich at degruyter.com (Julia.Ulrich at degruyter.com) Date: Tue, 20 Oct 2009 14:33:47 +0200 Subject: De Gruyter re-launches its corporate image Message-ID: De Gruyter re-launches its corporate image To mark the 260th year of its existence, the publishing house of De Gruyter has radically re-thought and modernised its brand image. The aim of the re-launch is to standardise the company's image and presentation with an emphasis on the quality of the brand and with a common logo. Only two other brands will be continued within the overall framework of "De Gruyter" - "De Gruyter Mouton", which will be solely responsible for linguistics publications in English, and "De Gruyter Saur" exclusively for the field of library and information science. The "Max Niemeyer" brand will be totally integrated into De Gruyter as an imprint publisher, with the name only continuing in selected publications. Julia Ulrich Product Manager DE GRUYTER Genthiner Str. 13 10785 Berlin, Germany F +49 (0)30.260 05-322 julia.ulrich at degruyter.com www.degruyter.com Verlag Walter de Gruyter GmbH & Co. KG. Genthiner Str. 13. 10785 Berlin. Sitz Berlin. Amtsgericht Charlottenburg HR A 2065. Rechtsform: Kommanditgesellschaft. Komplementär: de Gruyter Verlagsbeteiligungs GmbH, Sitz Berlin, Amtsgericht Charlottenburg, HR B 46487. Geschäftsführer: Dr. Sven Fund Beiratsvorsitzender: Dr. Bernd Balzereit Abonnieren Sie unseren Newsletter unter www.degruyter.com/newsletter P sustainable thinking...please don't print this e-mail unless you really need to From paul at benjamins.com Wed Oct 21 18:21:31 2009 From: paul at benjamins.com (Paul Peranteau) Date: Wed, 21 Oct 2009 14:21:31 -0400 Subject: New Benjamins title: Garcia - The Motivated Sntax of Arbitrary Signs Message-ID: The Motivated Syntax of Arbitrary Signs. Cognitive constraints on Spanish clitic clustering. Erica C. García Studies in Functional and Structural Linguistics 61 2009. xv, 335 pp. Hardbound 978 90 272 1570 3 / EUR 105.00 / USD 158.00 This detailed study challenges the claim that syntax is arbitrary and autonomous, as well as the assumption that Spanish clitic clusters constitute grammaticalized units. Diverse--apparently unrelated--restrictions on clitic clustering in both simplex VP's and Accusative cum Infinitive structures are shown to be cognitively motivated, given the meaning of the individual clitics, and the compositional/interpretative routines those meanings motivate. The analysis accounts, in coherent and principled fashion, for the absolute non-occurrence of some clusters, and the interpretation-dependent acceptability of all remaining clitic combinations: cluster acceptability depends on the ease with which the given clitic combination can be processed to yield a congruent message; there is no point in combining clitics whose meanings preclude speedy processing of the cluster. The monograph goes beyond previous work on Spanish clitics in its wealth of data, the range of syntactic phenomena discussed, and its analytic scope. -------------------------------------------------------------------------------- Table of contents Chapter 1. Introduction Part I. The morphological roots of Spanish clitic syntax Chapter 2. The problem: unacceptable clitic clusters Chapter 3. The communicative value of clitic reference Chapter 4. Basic clitic syntax Chapter 5. Variable clitic-cluster acceptability Chapter 6. Accounting for all the uses of Sp. se Chapter 7. Accounting for the non-uses of Sp. se Part II. Clitic distribution in complex Verb-Phrases Chapter 8. The syntactic structure of AcI's Chapter 9. Clitic syntax in AcI's Chapter 10. Clitic placement in AcI's Chapter 11. Complex role/referent allotment in AcI's Chapter 12. Clitic placement in AcI and their look-alikes Chapter 13. Summary and conclusions Abbreviations Glossary References Corpus Subject index Author index Paul Peranteau (paul at benjamins.com) General Manager John Benjamins Publishing Company 763 N. 24th St. Philadelphia PA 19130 Phone: 215 769-3444 Fax: 215 769-3446 John Benjamins Publishing Co. website: http://www.benjamins.com From paul at benjamins.com Wed Oct 21 18:23:51 2009 From: paul at benjamins.com (Paul Peranteau) Date: Wed, 21 Oct 2009 14:23:51 -0400 Subject: New Benjamins title: Cyffer et al. - Negation Patterns in West African Languages and Beyond Message-ID: Negation Patterns in West African Languages and Beyond Edited by Norbert Cyffer, Erwin Ebermann and Georg Ziegelmeyer University of Vienna Typological Studies in Language 87 2009. vi, 368 pp. Hardbound 978 90 272 0668 8 / EUR 105.00 / USD 158.00 This volume deals with issues on negation patterns in languages of West Africa and the adjacent north and east. The first aim is to provide data on various aspects of negation in African languages. Although the topics addressed here reflect a great diversity of negation patterns, the following typological features have been identified to be prominent in our region: conflict or even incompatibility between negation and focus, use of other indirect means of negating non-indicative mood (covered under the term 'Prohibitive'), different negation patterns in different Tense-Aspect-Moods (e.g. Imperfective vs. Perfective), lack of negative indefinites, and disjunctive negative marking (often referred to as 'double negation'). The articles presented here show that areal factors have played a significant role in the development of negation strategies in the languages of West Africa and beyond. On the other hand genetic factors seem to be less prominent. -------------------------------------------------------------------------------- Table of contents Introduction Norbert Cyffer Negation of non-indicative mood in Hausa, Fulfulde and Kanuri Georg Ziegelmeyer The impact of clause types and focus control, aspect, modality, and referentiality on negation in Lamang and Hdi (Central Chadic) H. Ekkehard Wolff Quantification and polarity: Negative adverbial intensifiers ('never ever', 'not at all', etc.) in Hausa Philip J. Jaggar Negation patterns in Kanuri Norbert Cyffer Songhay verbal negation in its dialectal and areal context Petr Zima Negation in Jukun Anne Storch Negation marking in Igbo Ozo-mekuri Ndimele Aspects of discontinuous negation in Santome Tjerk Hagemeijer Negation in Gur languages: Genetic, areal and unique features Kerstin Winkelmann and Gudrun Miehe Double negation-marking: A case of contact-induced grammaticalization in West Africa? Klaus Beyer Negation in South Mande Valentin Vydrine From double negation to Portmanteau: Comparative sentence negation in Northern Samo Erwin Ebermann The system of negation in Berber Amina Mettouchi Verb-object-negative order in Central Africa Matthew S. Dryer Index Paul Peranteau (paul at benjamins.com) General Manager John Benjamins Publishing Company 763 N. 24th St. Philadelphia PA 19130 Phone: 215 769-3444 Fax: 215 769-3446 John Benjamins Publishing Co. website: http://www.benjamins.com From bischoff.st at gmail.com Wed Oct 21 19:50:52 2009 From: bischoff.st at gmail.com (s.t. bischoff) Date: Wed, 21 Oct 2009 15:50:52 -0400 Subject: LSA Message-ID: Hi all, (1) Is anyone going to be at the LSA, if so are they interested in having an informal get together? (2) Is anyone interested in proposing a panel on functional linguistics for the 2011 LSA meeting? I'm not an expert on functional linguistics, nor have I really had significant training in this area...therefore I would really like to here what people have to say, and get to know folks working in this area of linguistics (what there doing, why, etc.)...the LSA meeting seems a good place to have such an opportunity. I would be willing to add my time to the planning of such a panel. Cheers, Shannon From maarten.lemmens at univ-lille3.fr Fri Oct 23 19:08:17 2009 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Fri, 23 Oct 2009 21:08:17 +0200 Subject: JOB: position in ENGLISH LINGUISTICS, Lille, France Message-ID: PROFESSOR POSITION IN ENGLISH CORPUS LINGUISTICS *** Urgent deadline: *October 29, 16h Paris time* !!! *** Interested candidates are asked to contact Maarten Lemmens (maarten.lemmens at univ-lille3.fr) a.s.a.p. for further information and follow-up. Also please carefully read the information below on the application procedure. *** Pending final approval by the Minister of Education and Research, there will be a job opening at the university Lille 3, France for a professor position (tenure track) in English linguistics, with strong preference for candidates with expertise in Corpus Linguistics and/or syntactic theory (or theories). People working in usage-based grammar and corpus linguistics are thus particularly encouraged to apply for this position. Candidates should have a solid research record in the specified domain as revealed, primarily, by ample international peer-reviewed publications in the years following the PhD. The succesful candidate will be expected to direct MA and PhD students; prior experience for this is not required but will be a plus. Experience with project management is recommended as well. The candidate will be asked to integrate within one of the research axes of the reserach center “Savoirs, Textes, et Language” (see http://stl.recherche.univ-lille3.fr/ ). Teaching will be at undergraduate and graduate level; teaching load amounts to 192 hours a year (on average 6 hours per week, during 2 semesters of 12 weeks). Salary may vary depending on prior occupation, but should be minimally around 3,000 euro / month (excluding bonuses) to start with and increases every year. Working knowledge of French will suffice to apply, but the candidate will be expected to improve his/her knowledge of French over the first years after hiring. PROCEDURE In France, before you can apply for a tenure track position, you need to obtain a “qualification” at the level you want to apply for (in this case, “Professeur des Universités”). This is done on the basis of an evaluation of your file by a national committee (the CNU, Conseil National des Universités). While this may seem overly administrative hassle, it actually builds in openness to international researchers. French researchers wanting to apply for a Professor position need to have an “Habiliation à Diriger des Recherches (HDR)”, but the qualification procedure allows (non-French) researchers who do not have an “habilitation” but have a solid research file to qualify as well. In order to submit your file for qualification, you first need to sign up electronically, providing some basic information about yourself and your career. The (rigid!) deadline for signing up is * 29 October 2009, 16h00 (Paris time)*, so there is some urgency here. Actual submission of your file will be done later (deadline December 14). Signing up does not oblige you to actually apply for the job later, but you cannot apply for a job without the qualification. In fact, the qualification allows you to apply to *any* job anywhere in France. Information about the procedure for the qualification (and later “recrutement”) can be found here: http://www.enseignementsup-recherche.gouv.fr/cid22646/maitres-de-conferences-et-professeurs-des-universites-recrutement-agregation-detachement-mutations.html You sign up via the portal “Galaxie”: https://www.galaxie.enseignementsup-recherche.gouv.fr/ensup/candidats.html at the right upper corner, click on “acces Galaxie/qualification”, then choose the link for new candidats (“Si vous êtes un nouveau candidat ou si votre ancien numéro n'est plus reconnu par l'application, veuillez ”) and fill out the form. A login and password will be send to you via mail, via which you can go back and update the information till you have permanently submitted it (to be done *before* Oct. 29, 16h). -- Den bästa taktiken är inte alltid att hålla sig upprätt, utan att lära sig falla mjukt" (Kajsa Ingemarsson, "Små citroner gula", p. 292) -- Maarten (=Martin) Lemmens Professeur en linguistique et didactique des langues (Spécialités: linguistique anglaise & linguistique cognitive) Université Lille 3, B.P. 60149, 59653 Villeneuve d'Ascq Cedex, France Bureau B4.138; tél.: +33 (0)3.20.41.67.18 Membre de l'UMR 8163 Savoirs, Textes, Langage http://perso.univ-lille3.fr/~mlemmens Editor-in-Chief "CogniTextes" (revue de l'AFLiCo) http://cognitextes.revues.org/ Membre du bureau de l'Association Française de Linguistique Cognitive http://www.aflico.fr/ Board member of the International Cognitive Linguistics Association http://www.cogling.org/ -- From rebekkasiemens at umail.ucsb.edu Tue Oct 27 15:58:40 2009 From: rebekkasiemens at umail.ucsb.edu (Rebekka S. Siemens) Date: Tue, 27 Oct 2009 08:58:40 -0700 Subject: WAIL 2010 Call for Papers Message-ID: CALL FOR PAPERS Workshop on American Indigenous Languages Santa Barbara, CA April 30th-May 1st, 2010 The Linguistics department at the University of California, Santa Barbara announces its 13th annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas. Anonymous abstracts are invited for talks on any topic relevant to the study of language in the Americas. Talks will be 20 minutes, followed by 10 minutes for discussion. Abstracts should be 500 words or less (excluding examples and/or references) and can be submitted online at http://linguistlist.org/confcustom/wail2010. Hard copy submissions will be accepted from those who do not have internet access. Individuals may submit abstracts for one single-authored and one co-authored paper. Please indicate your source(s) and type(s) of data in the abstract (e.g. recordings, texts, conversational, elicited, narrative, etc.). For co-authored papers, please indicate who plans to present the paper as well as who will be in attendance. Special panel: This year's workshop will include a panel presented by academic and community-based researchers working on the documentation, description and revitalization of their heritage languages. Talks will be 20 minutes each, followed by a group discussion/question-and-answer period. Online submissions: Abstracts may be submitted in the following formats: PDF, RTF, or Microsoft Word document. Submit them online using Easy Abs at: linguistlist.org/confcustom/wail2010 For hard copy submissions: Please send four copies of your abstract, along with a 3x5 card with the following information: (1) your name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper; (7) whether your submission is for the general session or the Special Panel. Send hard copy submissions to: Workshop on American Indigenous Languages Attn: Daisy Rosenblum or Stephanie Morse Department of Linguistics University of California, Santa Barbara Santa Barbara, CA 93106 DEADLINE FOR RECEIPT OF ABSTRACTS: February 1st, 2010 Notification of acceptance will be by email no later than March 1st, 2009. General Information: Santa Barbara is situated on the Pacific Ocean near the Santa Yñez Mountains. The UCSB campus is located near the Santa Barbara airport. Participants may also fly into LAX airport in Los Angeles, which is approximately 90 miles southeast of the campus. Shuttle buses run between LAX and Santa Barbara. Information about hotel accommodations will be posted on our website (http://orgs.sa.ucsb.edu/nailsg/). For further information contact the conference coordinators, Daisy Rosenblum and Stephanie Morse, at wail.ucsb at gmail.com, or check out our website at http://orgs.sa.ucsb.edu/nailsg/ From Antoine.Guillaume at ish-lyon.cnrs.fr Wed Oct 28 07:31:01 2009 From: Antoine.Guillaume at ish-lyon.cnrs.fr (Antoine Guillaume) Date: Wed, 28 Oct 2009 08:31:01 +0100 Subject: Syntax of the World's Languages IV Message-ID: [Apologies for cross-posting] * * * * * * * * * * * * * * * * * * * * * * * * * * * Call for papers: 'Syntax of the World's Languages IV' Lyon, 23-26 September 2010 http://www.ddl.ish-lyon.cnrs.fr/colloques/SWL_IV/index.asp?Action=Edit&Langue=EN&Page= * * * * * * * * * * * * * * * * * * * * * * * * * * * Conference description In the same spirit as the previous conferences of this series ( SWL1 - Leipzig 2004, SWL2 - Lancaster 2006, and SWL3 - Berlin 2008), SWL4 will provide a forum for linguists working on the syntax of less widely studied languages or language varieties. Its main purpose is enlarging our knowledge and understanding of syntactic diversity. Contributions are expected to be data-driven, and the discussion of theoretical issues is appreciated to the extent that it helps to elucidate the data and remains understandable to persons that are not specialists of the relevant theory. All major theoretical frameworks are equally welcome, and papers that adopt a diachronic or comparative perspective are also welcome, as well as papers dealing with morphological or semantic issues, in so far as syntactic issues also play a major role. Conference venue The conference will be hosted by the Institut des Sciences de l’Homme (ISH) in Lyon (France) and is organized by the laboratoire Dynamique du Language (DDL) of the Centre National de la Recherche Scientifique (CNRS) and the Université Lumière Lyon II. Invited speakers Ekkehard König (Freie Universität Berlin) Lutz Marten (SOAS, London) Claire Moyse-Faurie (CNRS, Paris) Fernando Zúñiga (University of Zurich) Programme committee Felix Ameka (Leiden), Peter Austin (London), Balthasar Bickel (Leipzig), Koen Bostoen (Brussels), Isabelle Bril (Paris), Claudine Chamoreau (Paris-Mexico), Hilary Chappell (Paris), Misha Daniel (Moscow), Scott Delancey (Eugene, USA), Alexandre François (Paris), Spike Gildea (Eugene, USA), Martin Haspelmath (Leipzig), Dmitry Idiatov (Antwerpen), Mathias Jenny (Zurich), Petar Kehayov (Tartu), Seppo Kittilä (Helsinki), Ekkehard König (Berlin), Renée Lambert (Montréal), Lutz Marten (London), Annie Montaut (Paris), Claire Moyse (Paris), Irina Nikolaeva (London), Pollet Samvelian (Paris), Anna Siewierska (Lancaster), Anna Sörés (Lyon), Fernando Zúñiga (Zurich), Mark van de Velde (Paris), Alice Vittrant (Aix-en-Provence), Sylvie Voisin (Aix-en-Provence) Organizers Denis Creissels Antoine Guillaume Françoise Rose Call for papers Abstracts of no more than one page (plus possibly one additional page for examples), should be sent in PDF format to Denis Creissels (denis.creissels at univ-lyon2.fr) before 31st January 2010, with "SWL4" in the subject line. Submissions should be anonymous and refrain from self-reference. Please provide contact details (name, phone, fax) and the title of your presentation in the body of the email. Participants may not be involved in more than two abstracts, of which at most one may be single-authored. The conference will be held in English and French; abstracts may be submitted in either language. Notification of acceptance by the 31st of March 2010. Registration Conference fees: regular before 30th June 80€ between 1st July and 15th September 100€ student/unemployed before 30th June 40€ between 1st July and 15th September 60€ Note that, for administrative reasons, we will not be able to accept registrations after 15th September. A limited number of small grants might be available for participants with limited funding. Information will be announced later. Important dates 31st January 2010 Deadline for abstract submission 31st March 2010 Notification of acceptance 1st May 2010 Registration begins 30th June 2010 Early-bird registration ends 15th September 2010 Registration ends 23rd-26th September 2010 Conference Contact person Denis Creissels (denis.creissels at univ-lyon2.fr) Laboratoire Dynamique Du Langage Institut des Sciences de l'Homme 14 avenue Berthelot 69363 LYON Cedex 07 FRANCE Tel No.: 33(0)472727931 Fax. No.: 33(0)472726590 From ljuba at ling.su.se Wed Oct 28 14:10:53 2009 From: ljuba at ling.su.se (Ljuba Veselinova) Date: Wed, 28 Oct 2009 15:10:53 +0100 Subject: Professorship in Phonetics at the Department of Linguistics. Reference number SU 611-2353-09. Deadline for applications: November 30, 2009. In-Reply-To: <4AE84E5C.5060509@ling.su.se> Message-ID: ---------- Forwarded message ---------- From: Maria Koptjevskaja Tamm Date: Wed, Oct 28, 2009 at 2:59 PM Subject: Professorship in Phonetics at the Department of Linguistics. Reference number SU 611-2353-09. Deadline for applications: November 30, 2009. To: LINGTYP at listserv.linguistlist.org Professorship in Phonetics at the Department of Linguistics. Reference number SU 611-2353-09. Deadline for applications: November 30, 2009. The Department of Linguistics at Stockholm University has opened a call for a Professor in Phonetics, with special focus on Experimental Phonetics. The Phonetics Laboratory of the Department of Linguistics is experimentally oriented, in particular in the areas of language acquisition, speech perception and acoustic phonetics. To widen the scope of its current research in Phonetics, the Department of Linguistics seeks a professor in Phonetics with documented interest in experimental research in the areas of Speech Physiology and Speech Production as well as with the capacity to integrate the Phonetic research in a broad biological and general Phonetics perspective. Job description In addition to own research, the candidate is also expected to supervise students and to teach courses, in particular at the post-graduate and advanced levels. The candidate must also be prepared to participate in the Departments’ research and to initiate, organize and direct research projects. As professor, the candidate is expected to initiate and maintain research contacts with other Departments, both within Stockholm University and from other national or foreign Universities and High Schools, as well as to take leadership assignments within Stockholm University’s Department of Linguistics, including the associated administrative tasks. Qualifications To qualify for this professor position the candidate must have documented scientific and pedagogical merits (4 kap 5 § HF). The candidate’s scientific merits must be significantly higher than what is required for an associate professor. Evaluation The primary evaluation criterion will be the quality of the candidate’s scientific research. Scientific production in the areas of speech physiology and speech production are of high relevance for the evaluation of the candidate’s scientific profile. Documented experience of successful grant applications to external funding agencies as well as scientific breadth and team work are important evaluation aspects. Particular attention will be paid to the candidate’s pedagogical skills. Also the candidate’s administrative skills and ability to interact with the public and representing the Department’s research and developmental work will be taken into account. Application The application must comply with the guidelines published in www.su.se/nyanstallning. The candidate is encouraged to read the document “Meritering för anställning som lärare” (Evaluation criteria for teaching jobs), posted at the web-address above. Please note that no more than 10 scientific publications/documents are allowed as attachments to the application. Non-Swedish speaking applicants are expected to learn Swedish if selected for this professorship. For further information, please contact Francisco Lacerda, Professor in Phonetics, frasse at ling.su.se. Union representatives are Bo Ekengren (SACO), Lisbeth Häggberg (Fackförbundet ST), telephone +46-(0)8-16 2000 (switchboard), and Gunnar Stenberg (SEKO), telephone +46-(0)70-316 43 41. Please send your application marked with the reference number SU 611-2353-09 no later than November 30, 2009, to: Stockholm University The Registrar/PÄ SE-106 91 STOCKHOLM SWEDEN or by e-mail to: registrator at su.se. -- Prof. Maria Koptjevskaja Tamm Inst. för lingvistik, Stockholms universitet 106 91 Stockholm, Sverige tel. +46-(0)8-16 26 20 www.ling.su.se/staff/tamm -- ============================================================ Ljuba Veselinova Dept of Linguistics, Stockholm University, S-10691 Stockholm, Sweden Phone: +46-8-16-2332 Fax: +46-8-15 5389 URL : http://www.ling.su.se/staff/ljuba/ "We learn by going where we want to go." Julia Cameron ============================================================ From Maj-Britt.MosegaardHansen at manchester.ac.uk Thu Oct 1 12:52:54 2009 From: Maj-Britt.MosegaardHansen at manchester.ac.uk (Maj-Britt Mosegaard Hansen) Date: Thu, 1 Oct 2009 13:52:54 +0100 Subject: Lectureship in French Studies, University of Manchester Message-ID: Lectureship in French Studies (any research specialism) University of Manchester, United Kingdom Available: January 2010 Application deadline: October 20, 2009 For further particulars and application forms, see: http://www.manchester.ac.uk/aboutus/jobs/academic/vacancy/index.htm?ref=165474 From kimjinok at yahoo.com Thu Oct 1 14:13:57 2009 From: kimjinok at yahoo.com (Jin-Ok KIM) Date: Thu, 1 Oct 2009 07:13:57 -0700 Subject: Call - Plurilingualism and pluriculturalism - Paris June 2010 Message-ID: International Conference Plurilingualism and pluriculturalism in a globalised world : which pedagogy? Paris, 17th-19th June 2010 ? Call for papers Organised jointly by the research team Pluralit? des Langues et des Identit?s en Didactique : Acquisition, M?diations (PLIDAM) of the Institut National des Langues et Civilisations Orientales (INALCO) in Paris, France and the SOAS-UCL Centre for Excellence in Teaching and Learning ?Languages of the Wider World? (LWW CETL) in London, UK, this International Conference will bring together lecturers and teachers to discuss topics and theoretical disciplinary backgrounds for a plurilingual and pluricultural perspective in education. ? Today, Language Learning and Teaching needs to position itself in relation to an internationalised context of knowledge, tools for assessing competences adaptable to a globalised world and in relation to societies in which affiliations are apprehended as diverse. The impact of globalisation can be seen in political structures (states, national and international institutions), in social structures (urban life, family and individual stories and trajectories) and in dynamic communications (information and social networks). In this multidimensional context, characterized by international mobility, mixed affiliations and social and cultural representations, languages, which have become less and less foreign as well as those which have a more and more hegemonic position, are also perceived as both technological and social instruments. ? The conference follows the wide debate launched with the publication, in 2008, of the Pr?cis du plurilinguisme et du pluriculturalisme (Handbook of multilingualism and multiculturalism), Editions des archives contemporaines. The conference seeks to identify the changes and the new theoretical disciplinary dimensions which are emblematic of this new perspective within the field of Language and Culture Pedagogy, by answering the following questions: ? - How can Language and Culture Pedagogy be redefined as Plurilingual and Pluricultural ? - How can its fields of reference, first limited to the discipline of ?Applied Linguistics? in the 20th century, now be widened ? ? Notions and concepts which have emerged or are gaining acceptance in Europe (Common European Framework, European Portfolios, etc.) shall be analysed and developed through the following: - The social actor and the valorisation of his/her strategies in the field of language and culture teaching. - The symbolic dimension of languages and cultures in the dynamic construction of identities and how it is taken into account into teaching. ?- The social role played by languages and cultures in different forms of mobility ? geographic, social, economic ? and acknowledgement of experience as a capital and its dimension in language learning. ?- The power struggle between languages and the national, regional and local representations that make up a plurilingual environment, the resultant institutional logic and their impact on learning. - The different forms of mediations ? institutionalised or unstable ?that compensate for conflict situations specific to a heterogeneous educational environment. - The changes within these notions as they confront other ideologies, traditions or? communicative patterns, as well as their adaptation in other languages. ? Abstract of up to 2500 characters (references included) will be required to present? theoretical background, key words, the kind of data or corpora used as well as the methodological approach. This should be sent with the attached questionnaire (to be filled in) to colloque-plidam-2010 at yahoogroupes.fr before 30th November 2009. ? Languages for the conference are French and English. Conference proposals will be blindly reviewed by two readers and papers accepted for publication after the conference will only be published after a second assessment. ? Conference Scientific Committee Ahmed Boukous, Royal Institute of Amazigh Culture, Rabat, Morocco Aline Gohard Radenkovic, University of Fribourg , Switzerland Hideo Hosokawa, Waseda University, Tokyo, Japan Claire Kramsch, University of California at Berkeley, USA Danielle L?vy, University of Macerata, Italy Samir Marzouki, University of Manouba, Tunis, Tunisia Jean Paul Narcy-Combes, DILTEC, Universit? of Paris III, France Nishiyama Noriyuki, Kyoto University, Japan Fu Rong, University of Foreign Studies, Beijing, China Claire Saillard, Universit? de Paris Diderot-Paris VII, France Hugh Starkey, Institute of Education, University of London, United Kingdom Monika Szirmai, Hiroshima International University, Japan Li-Hua Zheng, Guangdong University of Foreign, China ? SOAS-UCL Centre for Excellence in ??Languages of the Wider World?, University of London: Itesh Sachdev, Michalis Sivvas, Joanne Eastlake, Noriko Iwasaski,, Jane Fenoulhet (UCL,University of London). ? PLIDAM, INALCO: Jo?l Bellassen, Pierre Martinez, Patrick Maurus, Thomas Szende, Genevi?ve Zarate ? Organising Committee, PLIDAM, INALCO (coordinator Genevi?ve Zarate) Evelyne Argaud, Georges Alao, Martine Derivry, Heba Lecocq, Jin-ok Kim, Nozomi Takahashi, Lin Chi-Miao, Ali Saoud?, Soyoung Roger, Elli Suzuki. ? * * * * * To send with your proposal ? Last name (in capitals)?: First name?: Sexe?: Male /Female Title/post?: (For PhD Students, name of research supervisor:????? ??????????????) Your Institution (name, city, country)?: Address?: Tel?: email?: From thuumo at utu.fi Tue Oct 13 07:23:27 2009 From: thuumo at utu.fi (Tuomas Huumo) Date: Tue, 13 Oct 2009 10:23:27 +0300 Subject: Workshop on partitives / SLE 2010 Message-ID: Partitives Silvia Luraghi, Universit? di Pavia Tuomas Huumo, University of Tartu We invite papers to a crosslinguistic workshop on partitives, to be organized at the 2010 Annual SLE (Societas Lingustica Europaea) Meeting in Vilnius, Lithuania (2 - 5 September, 2010). Please send draft abstracts to both of us no later than November 8, 2009 (final abstracts must be submitted by January 1, 2010) at the following addresses: silvia.luraghi at unipv.it tuomas.huumo at utu.fi Some languages, notably Baltic Finnic and Basque, have a partitive case, which is usually said to indicate partial affectedness of patients (cf. Blake 2001: 151). Such function is also attributed to other cases in languages that do not have a separate partitive, as in the case of the Hungarian partitive/ablative, and the partitive/genitive of various Indo-European languages (a separate partitive, lexically restricted, also exists in Russian). Depending on the language, the use of partitives may be more or less restricted. In Basque, for example, the partitive occurs in negative sentences and it can indicate either the object of transitive verbs or the subject on intransitive verbs (in other words, it can substitute the absolutive case in negative sentences). A connection between negation and partitive(genitive) also occurs in the Slavic and the Baltic Finnic languages. The alternation between the partitive and other cases sometimes also has connections with aspect: this has been argued for Baltic Finnic, Slavic (see e.g. Fischer 2004), and possibly Sanskrit (Dahl 2009). In fact, partitivity is not only a possible feature of patients: in Finnish existentials, for examples, even agentive intransitive verbs such as juosta ?run?, opiskella ?study?, etc., take partitive subjects. In some Indo-European languages, besides partitive objects and partitive subjects (mostly with unaccusative verbs, cf. Conti 2009 on Ancient Greek), partitive adverbials also exist, for example in time expressions (such as Nachts ?during the night? in German). In Ancient Greek, some locative occurrences of the partitive genitive are attested (see Luraghi 2003, 2009): ?# hal?s ?# ep? g?s or sea:GEN or on land:GEN ?either at sea or on land? (Homer, Od. 12.26-27). In one of the few existing cross-lingustic description of partitives, Moravcsik (1978: 272) summarizes typical semantic correlates of partitives as follows: a. the definitness-indefinitness of the noun phrase; b. the extent to which the object is involeved in the event; c. the completedness versus non-completedness of the event; d. whether the sentence is affirmative or negative. Moravcsik further remarks that marking difference brought about by the partitive ?does not correlate with any difference in semantic case function?. Thus, the use of the partitive seems to be at odds with the basic function of cases, that is ?marking dependent nouns for the type of relationship they bear to their heads? (Blake 2001: 1): rather than to indicate a specific grammatical or semantic relation that a NP bears to the verb, the partitive seems to indicate indeterminacy (in various manners). In fact, this has been noted by several authors. For example, Laka (1993: 158) suggestes that ?what is referred to as ?partitive case? in Basque is a polar determiner, much like English any?. In Finnish, the functions of the partitive are also related to indeterminacy, unboundedness and polarity, and it is noteworthy that the partitive is not the sole marker of any grammatical function but participates in a complementary distribution with other cases in all its main functions, i. e. as marker of the object (PART~ACC), the existential subject (PART~NOM) and the predicate nominal (PART~NOM). In this connection, one must mention the so-called partitive article of some Romance varieties, which derives from the preposition which has substituted the Latin genitive (Latin de). In French, the partitive article is clearly a determiner and not a case marker, as shown by its distribution: L?enfant joue dans le jardin / un enfant joue dans le jardin the child plays in the garden / a child plays in the garden Les enfants jouent dans le jardin / des enfants jouent dans le jardin the childred play in the garden / some(=part. art.) childred play in the garden The brief survey above shows that there are striking similarities among partitives across languages, which are not limited to the indication of partial affectedness. However, reaserch on partitives is mostly limited to individual languages. In this workshop we would like to bring together and compare data from different languages in which a case (or an adposition, as in French) are classified as partitive. Possible topics for the workshop include, but are not limited to, the following: (a) The distribution of partitives in different syntactic positions (objects, subjects, other roles) and across constructions; (b) Partitives as determiners; (c) Types of verbs with which partitive subjects (or objects) can occur; (d) The diachrony of partitives: what are the sources of partitive markers? What is the diachronic relation between ablative, genitive, and partitive? (cf. Heine and Kuteva 2002: 32-33, 241); (e) Do partitives always start out as possible substitutes for the object case and then extend to subjects and possibly to other roles? (data from French and other early Romance varieties would be in order regarding this point); (f) Partitives as non-canonical grammatical markers: Finnish partitive subjects and objects have been treated under the heading of ?non-canonical marking? (Sands and Campbell 2001). However, it is highly questionable that the occurrence of partitive subjects and objects marked by a partitive article, as in French, should also be considered under this heading. Is the change from case marker (including adpositions) some kind of grammaticalization process and at what stage should a morpheme start to be considered a determiner, rather than a case marker? (g) Discourse functions of partitives: Since partitives indicate indeterminacy, it might be expected that they are not topical elements in discourse. For instance, Helasvuo (2001) has shown that the referents of Finnish partitive subjects (unlike those of nominative subjects) are typically not tracked in discourse. What is the discourse function of partitives crosslinguistically? (h) Semantic roles and referential functions of partitives. (i) Partitives, aspect and quantification: The Baltic Finnic partitive object is well-known for its function of indicating aspectual unboundedness. Other BF partitives (existential, copulative) do not share the aspectual function proper but often indicate an incremental theme (in the sense of Dowty 1991), which gives rise to unbounded ?nominal aspect? (Huumo 2003, 2009). What are the aspectual and quantificational functions of partitives crosslinguistically? References Blake, Barry 2001. Case. Cambridge: Cambridge UP. Conti, Luz 2008. Zum Genitiv bei impersonalen Konstruktionen im Altgriechischen. Paper read at the XIII. Fachtagung der Indogermanischen Gesellschaft, Salzburg 22.9.-27.9.2008. Dahl, Eystein 2009 Some semantic and pragmatic aspects of object alternation in Early Vedic. In J. Bar?dal and S. Chelliah (eds) The Role of Semantics and Pragmatics in the Development of Case. Amsterdam: John Benjamins Dowty, David 1991. Thematic proto-roles and argument selection. Language 67, 547?619. Fischer, Susann 2004. Partitive vs. Genitive in Russian and Polish: an empirical study on case alternation in the object domain. In S. Fischer, R. van de Vijver and R. Vogel (eds.), Experimental Studies in Linguistics. I, LiP 21. 123-137. Heine, Bernd and Tania Kuteva 2002. World Lexicon of Grammaticalization. Cambridge: CUP. Helasvuo, Marja-Liisa 2001. Syntax in the Making: The emergence of syntactic units in Finnish conversation. Amsterdam: Benjamins. Huumo, Tuomas 2003. Incremental Existence: The World According to the Finnish Existential Sentence. Linguistics 41/3: 461?493 Huumo, Tuomas 2009. Fictive dynamicity, nominal aspect, and the Finnish copulative construction. Cognitive Linguistics 20/1: 43?70. Laka, Itziar 1993. Unergatives that Assign Ergative, Unaccusatives that Assign Accusative. MITWPL 18: 149-172. Luraghi, Silvia 2003. On the Meaning of Prepositions and Cases. A Study of the Expression of Semantic Roles in Ancient Greek. Amsterdan: Benjamins. Luraghi, Silvia 2009. The internal structure of adpositional phrases. In J. Helmbrecht Y.? Nishina, Y.M. Shin, S. Skopeteas, E. Verhoeven, eds., Form and Function in Language Research: Papers in honour of Christian? Lehmann. Berlin/ New York, Mouton de Gruyter, 231-254. Moravcsik, Edith 1978. On the case marking of objects. In Joseph Greenberg et al. (eds.) Universals of Human Language, vol IV. Syntax. Stanford University Press, 249-290. Sands, Kristina and Lyle Campbell 2001. Non-canonical subjects and objects in Finnish. In A. Aikenvald, R. M. W. Dixon, and M. Onishi (eds.) Non-canonical Marking of Subjects and Objects. Amsterdam: Benjamins, 251-305. From fontainel at Cardiff.ac.uk Tue Oct 13 21:25:59 2009 From: fontainel at Cardiff.ac.uk (Lise Fontaine) Date: Tue, 13 Oct 2009 22:25:59 +0100 Subject: LinC Summer School in Systemic Functional Linguistics at Cardiff University Message-ID: Hello, We hope that this announcement may be of interest to some. with best wishes Lise Fontaine We are pleased to announce the 1st LinC summer school in Systemic Functional Linguistics to be held at Cardiff University from September 14-16 inclusive, 2010, with welcome and registration taking place on September 13th. Course Team Cardiff University Lecturers: Dr Lise Fontaine, Dr Tom Bartlett, and Dr Gerard O'Grady and special guest lecturers: Michael Halliday, University of Sydney and Macquarie University Ruqaiya Hasan, Macquarie University Geoff Thompson, University of Liverpool Mick O'Donnell, Universidad Aut?noma de Madrid About the summer school Systemic Functional Linguistics (SFL) is an increasingly popular framework for understanding and analysing language in use. At the very foundation of SFL is the view of language as a social function. As Halliday states, the internal organization of language is not arbitrary but embodies a positive reflection of the functions that language has evolved to serve in the life of social man (1970:26). The functions of language include both the functions that language serves (i.e. how people use language) and linguistic functions (i.e. the grammatical and semantic roles assigned to parts of language). It is this focus on the functions of language that has lead to the successful application of SFL in areas such as language teaching, literacy, computational approaches to language, counselling, research in language and communication and many more. The goal of the summer school is to offer research training in both understanding the SFL theory of language and applying it to real-world challenges. The summer school will run two parallel courses; one at an introductory level and one at an advanced level. Participants should apply to one or the other depending on their previous experience. Both courses are suitable for professionals and students who have an interest in learning more about Systemic Functional Linguistics and its applications. The introductory level will cover a basic introduction to Systemic Functional Linguistics, including coverage of the main or core concepts, and it will teach participants how to analyse language using the framework. The focus will be equally spread between lectures and hands-on practical analysis. No prior experience is needed for this program. This course will be appropriate for both professionals who feel an understanding of SFL and/or language description would be an asset in their work and students who are considering study or research using the Systemic Functional Linguistics. The advanced level is intended for those who already have some experience with Systemic Functional Linguistics and who want to further their knowledge and experience. The main goal of the course in this level is to consider more challenging areas of language description and use with a focus on real-world applications (e.g. language teaching, education, literacy). This course would be appropriate for those with some experience in Systemic Functional Linguistics such as professionals (e.g. language teachers, educators, computational linguists, psychologists) and PhD students. The advanced course will offer researchers training in a range of analytical methods and tools to enhance qualitative research in areas related to language and communication. Outline of the Programme Special lectures by Professor Michael Halliday and Professor Ruqaiya Hasan will be open to all participants. Introductory Course -The functions of language: linguistic representations of personal experience (experiential functions); interaction through language (interpersonal functions); language as text (textual functions) -How to analyse the clause in a multi-functional framework -Spoken language: introducing to phonology and intonation -Introduction to relevant software for analysing language (e.g. UAM CorpusTool, PRAAT) Advanced Course -Corpus Linguistics within Systemic Functional Linguistics -Advanced applications using the UAM CorpusTool -Advanced topics in the sounds of language -Advanced topics in the multi-functional analysis of the clause -Advanced workshops in analysing discourse -Workshops with hands-on experience in specific applications of SFL Application for participation: Please register your interest in the program as soon as possible to help us with the organisation of the summer school. There are a limited number of places available so please book early. The summer school will only run if the minimum number of places are filled. Course fee The registration fee for the full three days of the summer school will be announced soon. We are committed to keeping the fee as low as possible so that it is accessible to all who want to attend. The fee will include course materials, bibliography, and Certificate of Attendance. University accommodation will be available to participants and there are also many other options including bread and breakfast guest houses and hotels. Meals and refreshments will not be included in the registration fee. There is a cafeteria in the building and there are many local shops, pubs and cafes in the immediate area for those who want to purchase their own food and refreshments rather than bring their own. For further information, please contact: Lise Fontaine, Tom Bartlett or Gerard O'Grady Email: linc2010 at cardiff.ac.uk website: http://www.cf.ac.uk/encap/linc [coming soon] From spike at uoregon.edu Wed Oct 14 14:17:47 2009 From: spike at uoregon.edu (Spike Gildea) Date: Wed, 14 Oct 2009 07:17:47 -0700 Subject: Extension: Call for workshop proposals, InField 2010 Message-ID: **Apologies for Cross-postings** We have received several requests for an extension to the deadline, in most cases because a bureaucratic approval process requires more time. As such, we announce an extension of the deadline for all proposals. MODIFIED CALL FOR PROPOSALS New deadline for receipt of proposals: October 28, 2009 Selection of proposals: November 13, 2009 Workshops on Language Documentation, Maintenance, and Revitalization to be held as part of InField 2010 Institute on Field Linguistics and Language Documentation University of Oregon June 21st ? July 2nd, 2010 The Organizing Committee of InField solicits applications for workshops in language documentation, language maintenance, and/or language revitalization to be held as part of the second Institute on Field Linguistics and Language Documentation, at the University of Oregon from June 22nd to July 2nd, 2010. Our immediate purpose is to offer practical training to current or potential fieldworkers and speech community members; we also plan to add to the body of freely available training materials online. We particularly seek proposals from current practitioners in this area, who would like to teach a workshop of two to eight hours in length to an audience of practicing linguists, graduate students in linguistics, and/or language activists with an interest in documenting, maintaining, or revitalizing their particular language of interest. A preliminary list of desired workshop topics for InField 2010 appears on the next page We solicit proposals for these topics, but we are also open to additional proposals that bring fresh ideas to InField, and these delineations of topic are not fixed, e.g., a proposal could link two or more of these topics into a single workshop. The proposal should be a maximum of 2 pages in length, and should include: topic (specify number if already in list; if new, rationale for including it as part of InField), proposed length (in hours), a brief description of workshop content (general lesson plan and level, e.g., beginning, intermediate, advanced), how it would be taught (balance of theory, examples, hands-on exercises), and what experience qualifies you to teach it (we encourage students and language activists to apply). Workshop instructors will receive reimbursement for travel, room and board, and a modest honorarium. Questions should be directed to Spike Gildea ; completed proposals should be submitted to InField 2010 . Preliminary Workshop Category / Title Hours *Plenaries* *1. Steps in language documentation*: How do I conceptualize a documentation, revitalization, or maintenance project? 5 hrs *2. Models of language documentation and revitalization*: What models of language maintenance and revitalization work? Different models for different communities; presentations by community members on what they have done, challenges they have faced, and their successes 10 hrs *Technology* *3. Audio recording*: How do I make a good recording? How do I work with digital media files? Choosing and maintaining equipment; recording techniques; metadata; practice and analysis of results; editing sound files; sampling rates; compression; introduction to sound-editing software 7 hrs *4. Video recording and editing*. Introduction to video recording and basics of video editing for fieldwork. 9 hrs *5. Data Management and Archiving*. Managing, converting, storing, and manipulating your data; using available archives and creating an archivable corpus; data accessibility and mobilization. 6 hrs *6. Principles of database design*: What are the best uses of a database, and how do I make a good one? Database features; design considerations; practice in database queries and scripts; exporting and importing; comparison of database software; creation of databases for different linguistic purposes. 8 hrs *7. Aligning text to audio and video using ELAN.* Using ELAN software to create archival text/audio and text/video alignments; interlinearized glossing; conceptualizing the structure of a transcript of spoken language 9 hrs *8. Toolbox/FLEX*. Multipurpose data management software 6 hrs *Transcription and Lexicography* *9. Orthography*: Which orthography should I use? Issues in orthography; working with communities for developing working orthographies 7 hrs *10. Lexicography*: How do I make a dictionary? Principles of lexicography; dictionaries for different purposes; software for dictionary creation 7 hrs *11. Transcription Conventions for discourse transcription, intonation.* 8 hrs *Field Methodologies and Ethics* *12. Life in the field*: How do I succeed in the field? A discussion-based workshop on the personal, practical, and social dimensions of fieldwork. Separate workshops targeted at audiences of specific levels of experience. 6 hrs *13. Ethical issues in fieldwork: Case studies.* Eight seminar presentations on specific ethical concerns and ways to promote the highest ethical standards in fieldwork. Each should be led by a different presenter / facilitator, about half scholars and half language activists. 12 hrs *14. Field phonetics.* Introduction to recording and digitization, transcription, and acoustic analysis using Praat software and other techniques 6 hrs *15. Ethnobiology.* How does the language community categorize and label the natural world? Areas of focus: botany and ecosystems, mammals, reptiles, amphibians, fish and insects 8 hrs *16. Survey Methods.* How many speakers are there of my language? When is it used by which groups? 5 hrs *Language Maintenance and Revitalization* *17. Introduction to linguistics for language activists.* What can linguistics teach me to help me maintain/revitalize my language? 10 hrs *18. Language activism.* What skills do community language activists need? How can these skills be transferred more widely at the community/grassroots level? 7 hrs *19. Language resources and the community.* How can I provide technical support for my community? How can I develop materials or work with materials already at hand to best help my community? Creating and using materials to meet the needs of a unique community; from documentation to pedagogy and revitalization 4 hrs *20. Grant writing for language activists and linguists*: How can I write a successful grant proposal? Identifying appropriate granting agencies; structuring grant proposals; making a convincing case for support 10 hrs *21. Pedagogical Grammars.* How to make grammatical analysis accessible and useful to language learners and language programs. 10 hrs *22. Teaching Methods. *A practical approach to the consideration of models for revitalizing endangered languages. Among models to be compared are early childhood immersion, master-apprentice, and classroom-based programs. The ultimate goal is to support enduring multilingualism. 10 hrs *23. Classroom Materials and Technology.* In this hands-on course, students explore ways to make materials for classroom or home use. Students use latest technologies to create learning materials and practice using them as both teachers and learners 10 hrs From bischoff.st at gmail.com Wed Oct 14 18:14:34 2009 From: bischoff.st at gmail.com (s.t. bischoff) Date: Wed, 14 Oct 2009 14:14:34 -0400 Subject: FUNKNET Digest, Vol 73, Issue 3 In-Reply-To: Message-ID: I think the LinC Summer School in Systemic Functional Linguistics at Cardiff University post is the second that has noted a workshop on Functionalism on the listserv in the last couple of months...I'm curious to know if there will be anything similar in the States...does anyone know of future workshops on Functionalism planned to be held in the USA? Thanks, Shannon Bischoff On Wed, Oct 14, 2009 at 1:00 PM, wrote: > Send FUNKNET mailing list submissions to > funknet at mailman.rice.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.rice.edu/mailman/listinfo/funknet > or, via email, send a message with subject or body 'help' to > funknet-request at mailman.rice.edu > > You can reach the person managing the list at > funknet-owner at mailman.rice.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of FUNKNET digest..." > > > Today's Topics: > > 1. LinC Summer School in Systemic Functional Linguistics at > Cardiff University (Lise Fontaine) > 2. Extension: Call for workshop proposals, InField 2010 > (Spike Gildea) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Tue, 13 Oct 2009 22:25:59 +0100 > From: "Lise Fontaine" > Subject: [FUNKNET] LinC Summer School in Systemic Functional > Linguistics at Cardiff University > To: > Message-ID: <4AD4FE77020000060008C301 at zgrw02.cf.ac.uk> > Content-Type: text/plain; charset=ISO-8859-1 > > Hello, > > We hope that this announcement may be of interest to some. > > with best wishes > Lise Fontaine > > We are pleased to announce the 1st LinC summer school in Systemic > Functional Linguistics to be held at Cardiff University from September 14-16 > inclusive, 2010, with welcome and registration taking place on September > 13th. > > Course Team > Cardiff University Lecturers: > Dr Lise Fontaine, Dr Tom Bartlett, and Dr Gerard O'Grady > > and special guest lecturers: > Michael Halliday, University of Sydney and Macquarie University > Ruqaiya Hasan, Macquarie University > Geoff Thompson, University of Liverpool > Mick O'Donnell, Universidad Aut?noma de Madrid > > About the summer school > Systemic Functional Linguistics (SFL) is an increasingly popular framework > for understanding and analysing language in use. At the very foundation of > SFL is the view of language as a social function. As Halliday states, the > internal organization of language is not arbitrary but embodies a positive > reflection of the functions that language has evolved to serve in the life > of social man (1970:26). The functions of language include both the > functions that language serves (i.e. how people use language) and linguistic > functions (i.e. the grammatical and semantic roles assigned to parts of > language). It is this focus on the functions of language that has lead to > the successful application of SFL in areas such as language teaching, > literacy, computational approaches to language, counselling, research in > language and communication and many more. The goal of the summer school is > to offer research training in both understanding the SFL theory of language > and applying it to real-world c > hallenges. > > The summer school will run two parallel courses; one at an introductory > level and one at an advanced level. Participants should apply to one or the > other depending on their previous experience. Both courses are suitable for > professionals and students who have an interest in learning more about > Systemic Functional Linguistics and its applications. > > The introductory level will cover a basic introduction to Systemic > Functional Linguistics, including coverage of the main or core concepts, and > it will teach participants how to analyse language using the framework. The > focus will be equally spread between lectures and hands-on practical > analysis. No prior experience is needed for this program. This course will > be appropriate for both professionals who feel an understanding of SFL > and/or language description would be an asset in their work and students who > are considering study or research using the Systemic Functional Linguistics. > > The advanced level is intended for those who already have some experience > with Systemic Functional Linguistics and who want to further their knowledge > and experience. The main goal of the course in this level is to consider > more challenging areas of language description and use with a focus on > real-world applications (e.g. language teaching, education, literacy). This > course would be appropriate for those with some experience in Systemic > Functional Linguistics such as professionals (e.g. language teachers, > educators, computational linguists, psychologists) and PhD students. The > advanced course will offer researchers training in a range of analytical > methods and tools to enhance qualitative research in areas related to > language and communication. > > Outline of the Programme > Special lectures by Professor Michael Halliday and Professor Ruqaiya Hasan > will be open to all participants. > > Introductory Course > -The functions of language: linguistic representations of personal > experience (experiential functions); interaction through language > (interpersonal functions); language as text (textual functions) > -How to analyse the clause in a multi-functional framework > -Spoken language: introducing to phonology and intonation > -Introduction to relevant software for analysing language (e.g. UAM > CorpusTool, PRAAT) > > Advanced Course > -Corpus Linguistics within Systemic Functional Linguistics > -Advanced applications using the UAM CorpusTool > -Advanced topics in the sounds of language > -Advanced topics in the multi-functional analysis of the clause > -Advanced workshops in analysing discourse > -Workshops with hands-on experience in specific applications of SFL > > Application for participation: Please register your interest in the program > as soon as possible to help us with the organisation of the summer school. > There are a limited number of places available so please book early. > The summer school will only run if the minimum number of places are filled. > > Course fee > The registration fee for the full three days of the summer school will be > announced soon. We are committed to keeping the fee as low as possible so > that it is accessible to all who want to attend. The fee will include course > materials, bibliography, and Certificate of Attendance. > > University accommodation will be available to participants and there are > also many other options including bread and breakfast guest houses and > hotels. > Meals and refreshments will not be included in the registration fee. There > is a cafeteria in the building and there are many local shops, pubs and > cafes in the immediate area for those who want to purchase their own food > and refreshments rather than bring their own. > > For further information, please contact: > Lise Fontaine, Tom Bartlett or Gerard O'Grady > > Email: linc2010 at cardiff.ac.uk > website: http://www.cf.ac.uk/encap/linc [coming soon] > > > > > > ------------------------------ > > Message: 2 > Date: Wed, 14 Oct 2009 07:17:47 -0700 > From: Spike Gildea > Subject: [FUNKNET] Extension: Call for workshop proposals, InField > 2010 > To: "FUNKNET -- Discussion of issues in Functional Linguistics > " > Message-ID: <4AD5DD8B.2000501 at uoregon.edu> > Content-Type: text/plain; charset=windows-1252; format=flowed > > **Apologies for Cross-postings** > > We have received several requests for an extension to the deadline, in > most cases because a bureaucratic approval process requires more time. > As such, we announce an extension of the deadline for all proposals. > > MODIFIED CALL FOR PROPOSALS > > New deadline for receipt of proposals: October 28, 2009 > Selection of proposals: November 13, 2009 > > Workshops on Language Documentation, Maintenance, and Revitalization > > to be held as part of > > InField 2010 > Institute on Field Linguistics and Language Documentation > > University of Oregon > June 21st ? July 2nd, 2010 > > > The Organizing Committee of InField solicits applications for workshops > in language documentation, language maintenance, and/or language > revitalization to be held as part of the second Institute on Field > Linguistics and Language Documentation, at the University of Oregon from > June 22nd to July 2nd, 2010. Our immediate purpose is to offer practical > training to current or potential fieldworkers and speech community > members; we also plan to add to the body of freely available training > materials online. > > We particularly seek proposals from current practitioners in this area, > who would like to teach a workshop of two to eight hours in length to an > audience of practicing linguists, graduate students in linguistics, > and/or language activists with an interest in documenting, maintaining, > or revitalizing their particular language of interest. A preliminary > list of desired workshop topics for InField 2010 appears on the next > page We solicit proposals for these topics, but > we are also open to additional proposals that bring fresh ideas to > InField, and these delineations of topic are not fixed, e.g., a proposal > could link two or more of these topics into a single workshop. > > The proposal should be a maximum of 2 pages in length, and should > include: topic (specify number if already in list; if new, rationale for > including it as part of InField), proposed length (in hours), a brief > description of workshop content (general lesson plan and level, e.g., > beginning, intermediate, advanced), how it would be taught (balance of > theory, examples, hands-on exercises), and what experience qualifies you > to teach it (we encourage students and language activists to apply). > > Workshop instructors will receive reimbursement for travel, room and > board, and a modest honorarium. > > Questions should be directed to Spike Gildea ; > completed proposals should be submitted to InField 2010 > . > > > Preliminary Workshop Category / Title Hours > *Plenaries* > *1. Steps in language documentation*: How do I conceptualize a > documentation, revitalization, or maintenance project? 5 hrs > *2. Models of language documentation and revitalization*: What models of > language maintenance and revitalization work? Different models for > different communities; presentations by community members on what they > have done, challenges they have faced, and their successes 10 hrs > > *Technology* > *3. Audio recording*: How do I make a good recording? How do I work with > digital media files? Choosing and maintaining equipment; recording > techniques; metadata; practice and analysis of results; editing sound > files; sampling rates; compression; introduction to sound-editing > software 7 hrs > *4. Video recording and editing*. Introduction to video recording and > basics of video editing for fieldwork. 9 hrs > *5. Data Management and Archiving*. Managing, converting, storing, and > manipulating your data; using available archives and creating an > archivable corpus; data accessibility and mobilization. 6 hrs > *6. Principles of database design*: What are the best uses of a > database, and how do I make a good one? Database features; design > considerations; practice in database queries and scripts; exporting and > importing; comparison of database software; creation of databases for > different linguistic purposes. 8 hrs > *7. Aligning text to audio and video using ELAN.* Using ELAN software to > create archival text/audio and text/video alignments; interlinearized > glossing; conceptualizing the structure of a transcript of spoken > language 9 hrs > *8. Toolbox/FLEX*. Multipurpose data management software 6 hrs > > *Transcription and Lexicography* > *9. Orthography*: Which orthography should I use? Issues in orthography; > working with communities for developing working orthographies 7 hrs > *10. Lexicography*: How do I make a dictionary? Principles of > lexicography; dictionaries for different purposes; software for > dictionary creation 7 hrs > *11. Transcription Conventions for discourse transcription, intonation.* > 8 hrs > > *Field Methodologies and Ethics* > *12. Life in the field*: How do I succeed in the field? A > discussion-based workshop on the personal, practical, and social > dimensions of fieldwork. Separate workshops targeted at audiences of > specific levels of experience. 6 hrs > *13. Ethical issues in fieldwork: Case studies.* Eight seminar > presentations on specific ethical concerns and ways to promote the > highest ethical standards in fieldwork. Each should be led by a > different presenter / facilitator, about half scholars and half language > activists. 12 hrs > *14. Field phonetics.* Introduction to recording and digitization, > transcription, and acoustic analysis using Praat software and other > techniques 6 hrs > *15. Ethnobiology.* How does the language community categorize and label > the natural world? Areas of focus: botany and ecosystems, mammals, > reptiles, amphibians, fish and insects 8 hrs > *16. Survey Methods.* How many speakers are there of my language? When > is it used by which groups? 5 hrs > > *Language Maintenance and Revitalization* > *17. Introduction to linguistics for language activists.* What can > linguistics teach me to help me maintain/revitalize my language? 10 hrs > *18. Language activism.* What skills do community language activists > need? How can these skills be transferred more widely at the > community/grassroots level? 7 hrs > *19. Language resources and the community.* How can I provide technical > support for my community? How can I develop materials or work with > materials already at hand to best help my community? Creating and using > materials to meet the needs of a unique community; from documentation to > pedagogy and revitalization 4 hrs > *20. Grant writing for language activists and linguists*: How can I > write a successful grant proposal? Identifying appropriate granting > agencies; structuring grant proposals; making a convincing case for > support 10 hrs > *21. Pedagogical Grammars.* How to make grammatical analysis accessible > and useful to language learners and language programs. 10 hrs > *22. Teaching Methods. *A practical approach to the consideration of > models for revitalizing endangered languages. Among models to be > compared are early childhood immersion, master-apprentice, and > classroom-based programs. The ultimate goal is to support enduring > multilingualism. 10 hrs > *23. Classroom Materials and Technology.* In this hands-on course, > students explore ways to make materials for classroom or home use. > Students use latest technologies to create learning materials and > practice using them as both teachers and learners 10 hrs > > > > > > End of FUNKNET Digest, Vol 73, Issue 3 > ************************************** > From kemmer at rice.edu Wed Oct 14 20:55:39 2009 From: kemmer at rice.edu (Suzanne Kemmer) Date: Wed, 14 Oct 2009 15:55:39 -0500 Subject: pre-doc positions in African languages at Humboldt U. Message-ID: Humboldt University of Berlin Institut of African Studies, CRC (SFB 632) ?Information Structure? http://www.hu-berlin.de/ http://www.sfb632.uni-potsdam.de/ We are looking for two researchers (half-time position) to participate in the project ?Predicate centered focus types: a sample based typological study on African languages? which is part of the Collaborative Research Center (SFB 632) on information structure (Potsdam and Berlin). The research in this project involves - typologically based language comparison in a planned language sample - fieldwork on one understudied African language - the possible start of a PhD project Candidates have at least a Master's degree in African or General Linguistics, and preferably are empirically oriented, have some knowledge in information structure and experience in at least one African language. The positions are vacant since September 1st. We therefore intend to fill them as soon as possible. Remuneration will be according to BAT-O IIa/2 (Anwendungs-TV HU). Please send your application and a C.V. in pdf format via e-mail to Prof. Tom G?ldemann at the email below. Application Deadline: 19-Oct-2009 Application Email: gueldema at eva.mpg.de Contact Information: Dr. Ines Fiedler, ines.fiedler at rz.hu-berlin.de From v.evans at bangor.ac.uk Wed Oct 21 12:57:54 2009 From: v.evans at bangor.ac.uk (Vyv Evans) Date: Wed, 21 Oct 2009 13:57:54 +0100 Subject: NEW BOOK: How Words Mean by Vyvyan Evans Message-ID: ----------------------NEW BOOK RECENTLY PUBLISHED-------------------- How Words Mean: Lexical concepts, cognitive models and meaning construction By Vyvyan Evans www.vyvevans.net Published September 2009 by Oxford University Press "How Words Mean" introduces a new approach to the role of words and other linguistic units in the construction of meaning. It does so by addressing the interaction between non-linguistic concepts and the meanings encoded in language. It develops an account of how words are understood when we produce and hear language in situated contexts of use. It proposes two theoretical constructs, the lexical concept and the cognitive model. These are central to the accounts of lexical representation and meaning construction developed, giving rise to the Theory of Lexical Concepts and Cognitive Models (or LCCM Theory). The book integrates and advances recent developments in cognitive science, particularly in cognitive linguistics and cognitive psychology. It advances a framework for the understanding and analysis of meaning that is at once descriptively adequate and psychologically plausible. In so doing it also addresses current issues in lexical semantics and semantic compositionality, polysemy, figurative language, and the semantics of time and space, and is written in a way that will be accessible to students of linguistics and cognitive science at advanced undergraduate level and above. Part 1 Introduction 1. Words and meaning 2. Towards a new account of word meaning 3. Cognitive linguistics 4. Word meaning in LCCM Theory Part II Lexical representation 5. Symbolic units 6. Semantic structure 7. Lexical concepts 8. Polysemy 9. Conceptual structure 10. Cognitive models Part III Semantic compositionality 11. Lexical concept selection 12. Lexical concept integration 13. Interpretation Part IV Figurative language and thought 14. Metaphor and metonymy 15. The semantics of Time Part V Conclusion 16. LCCM Theory in context A sample chapter is available from the author?s website: www.vyvevans.net ----------------------------------------------------------------------------------------------- -- Gall y neges e-bost hon, ac unrhyw atodiadau a anfonwyd gyda hi, gynnwys deunydd cyfrinachol ac wedi eu bwriadu i'w defnyddio'n unig gan y sawl y cawsant eu cyfeirio ato (atynt). Os ydych wedi derbyn y neges e-bost hon trwy gamgymeriad, rhowch wybod i'r anfonwr ar unwaith a dil?wch y neges. Os na fwriadwyd anfon y neges atoch chi, rhaid i chi beidio ? defnyddio, cadw neu ddatgelu unrhyw wybodaeth a gynhwysir ynddi. Mae unrhyw farn neu safbwynt yn eiddo i'r sawl a'i hanfonodd yn unig ac nid yw o anghenraid yn cynrychioli barn Prifysgol Bangor. Nid yw Prifysgol Bangor yn gwarantu bod y neges e-bost hon neu unrhyw atodiadau yn rhydd rhag firysau neu 100% yn ddiogel. Oni bai fod hyn wedi ei ddatgan yn uniongyrchol yn nhestun yr e-bost, nid bwriad y neges e-bost hon yw ffurfio contract rhwymol - mae rhestr o lofnodwyr awdurdodedig ar gael o Swyddfa Cyllid Prifysgol Bangor. www.bangor.ac.uk This email and any attachments may contain confidential material and is solely for the use of the intended recipient(s). If you have received this email in error, please notify the sender immediately and delete this email. If you are not the intended recipient(s), you must not use, retain or disclose any information contained in this email. Any views or opinions are solely those of the sender and do not necessarily represent those of the Bangor University. Bangor University does not guarantee that this email or any attachments are free from viruses or 100% secure. Unless expressly stated in the body of the text of the email, this email is not intended to form a binding contract - a list of authorised signatories is available from the Bangor University Finance Office. www.bangor.ac.uk From Julia.Ulrich at degruyter.com Tue Oct 20 12:33:47 2009 From: Julia.Ulrich at degruyter.com (Julia.Ulrich at degruyter.com) Date: Tue, 20 Oct 2009 14:33:47 +0200 Subject: De Gruyter re-launches its corporate image Message-ID: De Gruyter re-launches its corporate image To mark the 260th year of its existence, the publishing house of De Gruyter has radically re-thought and modernised its brand image. The aim of the re-launch is to standardise the company's image and presentation with an emphasis on the quality of the brand and with a common logo. Only two other brands will be continued within the overall framework of "De Gruyter" - "De Gruyter Mouton", which will be solely responsible for linguistics publications in English, and "De Gruyter Saur" exclusively for the field of library and information science. The "Max Niemeyer" brand will be totally integrated into De Gruyter as an imprint publisher, with the name only continuing in selected publications. Julia Ulrich Product Manager DE GRUYTER Genthiner Str. 13 10785 Berlin, Germany F +49 (0)30.260 05-322 julia.ulrich at degruyter.com www.degruyter.com Verlag Walter de Gruyter GmbH & Co. KG. Genthiner Str. 13. 10785 Berlin. Sitz Berlin. Amtsgericht Charlottenburg HR A 2065. Rechtsform: Kommanditgesellschaft. Komplement?r: de Gruyter Verlagsbeteiligungs GmbH, Sitz Berlin, Amtsgericht Charlottenburg, HR B 46487. Gesch?ftsf?hrer: Dr. Sven Fund Beiratsvorsitzender: Dr. Bernd Balzereit Abonnieren Sie unseren Newsletter unter www.degruyter.com/newsletter P sustainable thinking...please don't print this e-mail unless you really need to From paul at benjamins.com Wed Oct 21 18:21:31 2009 From: paul at benjamins.com (Paul Peranteau) Date: Wed, 21 Oct 2009 14:21:31 -0400 Subject: New Benjamins title: Garcia - The Motivated Sntax of Arbitrary Signs Message-ID: The Motivated Syntax of Arbitrary Signs. Cognitive constraints on Spanish clitic clustering. Erica C. Garc?a Studies in Functional and Structural Linguistics 61 2009. xv, 335 pp. Hardbound 978 90 272 1570 3 / EUR 105.00 / USD 158.00 This detailed study challenges the claim that syntax is arbitrary and autonomous, as well as the assumption that Spanish clitic clusters constitute grammaticalized units. Diverse--apparently unrelated--restrictions on clitic clustering in both simplex VP's and Accusative cum Infinitive structures are shown to be cognitively motivated, given the meaning of the individual clitics, and the compositional/interpretative routines those meanings motivate. The analysis accounts, in coherent and principled fashion, for the absolute non-occurrence of some clusters, and the interpretation-dependent acceptability of all remaining clitic combinations: cluster acceptability depends on the ease with which the given clitic combination can be processed to yield a congruent message; there is no point in combining clitics whose meanings preclude speedy processing of the cluster. The monograph goes beyond previous work on Spanish clitics in its wealth of data, the range of syntactic phenomena discussed, and its analytic scope. -------------------------------------------------------------------------------- Table of contents Chapter 1. Introduction Part I. The morphological roots of Spanish clitic syntax Chapter 2. The problem: unacceptable clitic clusters Chapter 3. The communicative value of clitic reference Chapter 4. Basic clitic syntax Chapter 5. Variable clitic-cluster acceptability Chapter 6. Accounting for all the uses of Sp. se Chapter 7. Accounting for the non-uses of Sp. se Part II. Clitic distribution in complex Verb-Phrases Chapter 8. The syntactic structure of AcI's Chapter 9. Clitic syntax in AcI's Chapter 10. Clitic placement in AcI's Chapter 11. Complex role/referent allotment in AcI's Chapter 12. Clitic placement in AcI and their look-alikes Chapter 13. Summary and conclusions Abbreviations Glossary References Corpus Subject index Author index Paul Peranteau (paul at benjamins.com) General Manager John Benjamins Publishing Company 763 N. 24th St. Philadelphia PA 19130 Phone: 215 769-3444 Fax: 215 769-3446 John Benjamins Publishing Co. website: http://www.benjamins.com From paul at benjamins.com Wed Oct 21 18:23:51 2009 From: paul at benjamins.com (Paul Peranteau) Date: Wed, 21 Oct 2009 14:23:51 -0400 Subject: New Benjamins title: Cyffer et al. - Negation Patterns in West African Languages and Beyond Message-ID: Negation Patterns in West African Languages and Beyond Edited by Norbert Cyffer, Erwin Ebermann and Georg Ziegelmeyer University of Vienna Typological Studies in Language 87 2009. vi, 368 pp. Hardbound 978 90 272 0668 8 / EUR 105.00 / USD 158.00 This volume deals with issues on negation patterns in languages of West Africa and the adjacent north and east. The first aim is to provide data on various aspects of negation in African languages. Although the topics addressed here reflect a great diversity of negation patterns, the following typological features have been identified to be prominent in our region: conflict or even incompatibility between negation and focus, use of other indirect means of negating non-indicative mood (covered under the term 'Prohibitive'), different negation patterns in different Tense-Aspect-Moods (e.g. Imperfective vs. Perfective), lack of negative indefinites, and disjunctive negative marking (often referred to as 'double negation'). The articles presented here show that areal factors have played a significant role in the development of negation strategies in the languages of West Africa and beyond. On the other hand genetic factors seem to be less prominent. -------------------------------------------------------------------------------- Table of contents Introduction Norbert Cyffer Negation of non-indicative mood in Hausa, Fulfulde and Kanuri Georg Ziegelmeyer The impact of clause types and focus control, aspect, modality, and referentiality on negation in Lamang and Hdi (Central Chadic) H. Ekkehard Wolff Quantification and polarity: Negative adverbial intensifiers ('never ever', 'not at all', etc.) in Hausa Philip J. Jaggar Negation patterns in Kanuri Norbert Cyffer Songhay verbal negation in its dialectal and areal context Petr Zima Negation in Jukun Anne Storch Negation marking in Igbo Ozo-mekuri Ndimele Aspects of discontinuous negation in Santome Tjerk Hagemeijer Negation in Gur languages: Genetic, areal and unique features Kerstin Winkelmann and Gudrun Miehe Double negation-marking: A case of contact-induced grammaticalization in West Africa? Klaus Beyer Negation in South Mande Valentin Vydrine From double negation to Portmanteau: Comparative sentence negation in Northern Samo Erwin Ebermann The system of negation in Berber Amina Mettouchi Verb-object-negative order in Central Africa Matthew S. Dryer Index Paul Peranteau (paul at benjamins.com) General Manager John Benjamins Publishing Company 763 N. 24th St. Philadelphia PA 19130 Phone: 215 769-3444 Fax: 215 769-3446 John Benjamins Publishing Co. website: http://www.benjamins.com From bischoff.st at gmail.com Wed Oct 21 19:50:52 2009 From: bischoff.st at gmail.com (s.t. bischoff) Date: Wed, 21 Oct 2009 15:50:52 -0400 Subject: LSA Message-ID: Hi all, (1) Is anyone going to be at the LSA, if so are they interested in having an informal get together? (2) Is anyone interested in proposing a panel on functional linguistics for the 2011 LSA meeting? I'm not an expert on functional linguistics, nor have I really had significant training in this area...therefore I would really like to here what people have to say, and get to know folks working in this area of linguistics (what there doing, why, etc.)...the LSA meeting seems a good place to have such an opportunity. I would be willing to add my time to the planning of such a panel. Cheers, Shannon From maarten.lemmens at univ-lille3.fr Fri Oct 23 19:08:17 2009 From: maarten.lemmens at univ-lille3.fr (Maarten Lemmens) Date: Fri, 23 Oct 2009 21:08:17 +0200 Subject: JOB: position in ENGLISH LINGUISTICS, Lille, France Message-ID: PROFESSOR POSITION IN ENGLISH CORPUS LINGUISTICS *** Urgent deadline: *October 29, 16h Paris time* !!! *** Interested candidates are asked to contact Maarten Lemmens (maarten.lemmens at univ-lille3.fr) a.s.a.p. for further information and follow-up. Also please carefully read the information below on the application procedure. *** Pending final approval by the Minister of Education and Research, there will be a job opening at the university Lille 3, France for a professor position (tenure track) in English linguistics, with strong preference for candidates with expertise in Corpus Linguistics and/or syntactic theory (or theories). People working in usage-based grammar and corpus linguistics are thus particularly encouraged to apply for this position. Candidates should have a solid research record in the specified domain as revealed, primarily, by ample international peer-reviewed publications in the years following the PhD. The succesful candidate will be expected to direct MA and PhD students; prior experience for this is not required but will be a plus. Experience with project management is recommended as well. The candidate will be asked to integrate within one of the research axes of the reserach center ?Savoirs, Textes, et Language? (see http://stl.recherche.univ-lille3.fr/ ). Teaching will be at undergraduate and graduate level; teaching load amounts to 192 hours a year (on average 6 hours per week, during 2 semesters of 12 weeks). Salary may vary depending on prior occupation, but should be minimally around 3,000 euro / month (excluding bonuses) to start with and increases every year. Working knowledge of French will suffice to apply, but the candidate will be expected to improve his/her knowledge of French over the first years after hiring. PROCEDURE In France, before you can apply for a tenure track position, you need to obtain a ?qualification? at the level you want to apply for (in this case, ?Professeur des Universit?s?). This is done on the basis of an evaluation of your file by a national committee (the CNU, Conseil National des Universit?s). While this may seem overly administrative hassle, it actually builds in openness to international researchers. French researchers wanting to apply for a Professor position need to have an ?Habiliation ? Diriger des Recherches (HDR)?, but the qualification procedure allows (non-French) researchers who do not have an ?habilitation? but have a solid research file to qualify as well. In order to submit your file for qualification, you first need to sign up electronically, providing some basic information about yourself and your career. The (rigid!) deadline for signing up is * 29 October 2009, 16h00 (Paris time)*, so there is some urgency here. Actual submission of your file will be done later (deadline December 14). Signing up does not oblige you to actually apply for the job later, but you cannot apply for a job without the qualification. In fact, the qualification allows you to apply to *any* job anywhere in France. Information about the procedure for the qualification (and later ?recrutement?) can be found here: http://www.enseignementsup-recherche.gouv.fr/cid22646/maitres-de-conferences-et-professeurs-des-universites-recrutement-agregation-detachement-mutations.html You sign up via the portal ?Galaxie?: https://www.galaxie.enseignementsup-recherche.gouv.fr/ensup/candidats.html at the right upper corner, click on ?acces Galaxie/qualification?, then choose the link for new candidats (?Si vous ?tes un nouveau candidat ou si votre ancien num?ro n'est plus reconnu par l'application, veuillez ?) and fill out the form. A login and password will be send to you via mail, via which you can go back and update the information till you have permanently submitted it (to be done *before* Oct. 29, 16h). -- Den b?sta taktiken ?r inte alltid att h?lla sig uppr?tt, utan att l?ra sig falla mjukt" (Kajsa Ingemarsson, "Sm? citroner gula", p. 292) -- Maarten (=Martin) Lemmens Professeur en linguistique et didactique des langues (Sp?cialit?s: linguistique anglaise & linguistique cognitive) Universit? Lille 3, B.P. 60149, 59653 Villeneuve d'Ascq Cedex, France Bureau B4.138; t?l.: +33 (0)3.20.41.67.18 Membre de l'UMR 8163 Savoirs, Textes, Langage http://perso.univ-lille3.fr/~mlemmens Editor-in-Chief "CogniTextes" (revue de l'AFLiCo) http://cognitextes.revues.org/ Membre du bureau de l'Association Fran?aise de Linguistique Cognitive http://www.aflico.fr/ Board member of the International Cognitive Linguistics Association http://www.cogling.org/ -- From rebekkasiemens at umail.ucsb.edu Tue Oct 27 15:58:40 2009 From: rebekkasiemens at umail.ucsb.edu (Rebekka S. Siemens) Date: Tue, 27 Oct 2009 08:58:40 -0700 Subject: WAIL 2010 Call for Papers Message-ID: CALL FOR PAPERS Workshop on American Indigenous Languages Santa Barbara, CA April 30th-May 1st, 2010 The Linguistics department at the University of California, Santa Barbara announces its 13th annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas. Anonymous abstracts are invited for talks on any topic relevant to the study of language in the Americas. Talks will be 20 minutes, followed by 10 minutes for discussion. Abstracts should be 500 words or less (excluding examples and/or references) and can be submitted online at http://linguistlist.org/confcustom/wail2010. Hard copy submissions will be accepted from those who do not have internet access. Individuals may submit abstracts for one single-authored and one co-authored paper. Please indicate your source(s) and type(s) of data in the abstract (e.g. recordings, texts, conversational, elicited, narrative, etc.). For co-authored papers, please indicate who plans to present the paper as well as who will be in attendance. Special panel: This year's workshop will include a panel presented by academic and community-based researchers working on the documentation, description and revitalization of their heritage languages. Talks will be 20 minutes each, followed by a group discussion/question-and-answer period. Online submissions: Abstracts may be submitted in the following formats: PDF, RTF, or Microsoft Word document. Submit them online using Easy Abs at: linguistlist.org/confcustom/wail2010 For hard copy submissions: Please send four copies of your abstract, along with a 3x5 card with the following information: (1) your name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper; (7) whether your submission is for the general session or the Special Panel. Send hard copy submissions to: Workshop on American Indigenous Languages Attn: Daisy Rosenblum or Stephanie Morse Department of Linguistics University of California, Santa Barbara Santa Barbara, CA 93106 DEADLINE FOR RECEIPT OF ABSTRACTS: February 1st, 2010 Notification of acceptance will be by email no later than March 1st, 2009. General Information: Santa Barbara is situated on the Pacific Ocean near the Santa Y?ez Mountains. The UCSB campus is located near the Santa Barbara airport. Participants may also fly into LAX airport in Los Angeles, which is approximately 90 miles southeast of the campus. Shuttle buses run between LAX and Santa Barbara. Information about hotel accommodations will be posted on our website (http://orgs.sa.ucsb.edu/nailsg/). For further information contact the conference coordinators, Daisy Rosenblum and Stephanie Morse, at wail.ucsb at gmail.com, or check out our website at http://orgs.sa.ucsb.edu/nailsg/ From Antoine.Guillaume at ish-lyon.cnrs.fr Wed Oct 28 07:31:01 2009 From: Antoine.Guillaume at ish-lyon.cnrs.fr (Antoine Guillaume) Date: Wed, 28 Oct 2009 08:31:01 +0100 Subject: Syntax of the World's Languages IV Message-ID: [Apologies for cross-posting] * * * * * * * * * * * * * * * * * * * * * * * * * * * Call for papers: 'Syntax of the World's Languages IV' Lyon, 23-26 September 2010 http://www.ddl.ish-lyon.cnrs.fr/colloques/SWL_IV/index.asp?Action=Edit&Langue=EN&Page= * * * * * * * * * * * * * * * * * * * * * * * * * * * Conference description In the same spirit as the previous conferences of this series ( SWL1 - Leipzig 2004, SWL2 - Lancaster 2006, and SWL3 - Berlin 2008), SWL4 will provide a forum for linguists working on the syntax of less widely studied languages or language varieties. Its main purpose is enlarging our knowledge and understanding of syntactic diversity. Contributions are expected to be data-driven, and the discussion of theoretical issues is appreciated to the extent that it helps to elucidate the data and remains understandable to persons that are not specialists of the relevant theory. All major theoretical frameworks are equally welcome, and papers that adopt a diachronic or comparative perspective are also welcome, as well as papers dealing with morphological or semantic issues, in so far as syntactic issues also play a major role. Conference venue The conference will be hosted by the Institut des Sciences de l?Homme (ISH) in Lyon (France) and is organized by the laboratoire Dynamique du Language (DDL) of the Centre National de la Recherche Scientifique (CNRS) and the Universit? Lumi?re Lyon II. Invited speakers Ekkehard K?nig (Freie Universit?t Berlin) Lutz Marten (SOAS, London) Claire Moyse-Faurie (CNRS, Paris) Fernando Z??iga (University of Zurich) Programme committee Felix Ameka (Leiden), Peter Austin (London), Balthasar Bickel (Leipzig), Koen Bostoen (Brussels), Isabelle Bril (Paris), Claudine Chamoreau (Paris-Mexico), Hilary Chappell (Paris), Misha Daniel (Moscow), Scott Delancey (Eugene, USA), Alexandre Fran?ois (Paris), Spike Gildea (Eugene, USA), Martin Haspelmath (Leipzig), Dmitry Idiatov (Antwerpen), Mathias Jenny (Zurich), Petar Kehayov (Tartu), Seppo Kittil? (Helsinki), Ekkehard K?nig (Berlin), Ren?e Lambert (Montr?al), Lutz Marten (London), Annie Montaut (Paris), Claire Moyse (Paris), Irina Nikolaeva (London), Pollet Samvelian (Paris), Anna Siewierska (Lancaster), Anna S?r?s (Lyon), Fernando Z??iga (Zurich), Mark van de Velde (Paris), Alice Vittrant (Aix-en-Provence), Sylvie Voisin (Aix-en-Provence) Organizers Denis Creissels Antoine Guillaume Fran?oise Rose Call for papers Abstracts of no more than one page (plus possibly one additional page for examples), should be sent in PDF format to Denis Creissels (denis.creissels at univ-lyon2.fr) before 31st January 2010, with "SWL4" in the subject line. Submissions should be anonymous and refrain from self-reference. Please provide contact details (name, phone, fax) and the title of your presentation in the body of the email. Participants may not be involved in more than two abstracts, of which at most one may be single-authored. The conference will be held in English and French; abstracts may be submitted in either language. Notification of acceptance by the 31st of March 2010. Registration Conference fees: regular before 30th June 80? between 1st July and 15th September 100? student/unemployed before 30th June 40? between 1st July and 15th September 60? Note that, for administrative reasons, we will not be able to accept registrations after 15th September. A limited number of small grants might be available for participants with limited funding. Information will be announced later. Important dates 31st January 2010 Deadline for abstract submission 31st March 2010 Notification of acceptance 1st May 2010 Registration begins 30th June 2010 Early-bird registration ends 15th September 2010 Registration ends 23rd-26th September 2010 Conference Contact person Denis Creissels (denis.creissels at univ-lyon2.fr) Laboratoire Dynamique Du Langage Institut des Sciences de l'Homme 14 avenue Berthelot 69363 LYON Cedex 07 FRANCE Tel No.: 33(0)472727931 Fax. No.: 33(0)472726590 From ljuba at ling.su.se Wed Oct 28 14:10:53 2009 From: ljuba at ling.su.se (Ljuba Veselinova) Date: Wed, 28 Oct 2009 15:10:53 +0100 Subject: Professorship in Phonetics at the Department of Linguistics. Reference number SU 611-2353-09. Deadline for applications: November 30, 2009. In-Reply-To: <4AE84E5C.5060509@ling.su.se> Message-ID: ---------- Forwarded message ---------- From: Maria Koptjevskaja Tamm Date: Wed, Oct 28, 2009 at 2:59 PM Subject: Professorship in Phonetics at the Department of Linguistics. Reference number SU 611-2353-09. Deadline for applications: November 30, 2009. To: LINGTYP at listserv.linguistlist.org Professorship in Phonetics at the Department of Linguistics. Reference number SU 611-2353-09. Deadline for applications: November 30, 2009. The Department of Linguistics at Stockholm University has opened a call for a Professor in Phonetics, with special focus on Experimental Phonetics. The Phonetics Laboratory of the Department of Linguistics is experimentally oriented, in particular in the areas of language acquisition, speech perception and acoustic phonetics. To widen the scope of its current research in Phonetics, the Department of Linguistics seeks a professor in Phonetics with documented interest in experimental research in the areas of Speech Physiology and Speech Production as well as with the capacity to integrate the Phonetic research in a broad biological and general Phonetics perspective. Job description In addition to own research, the candidate is also expected to supervise students and to teach courses, in particular at the post-graduate and advanced levels. The candidate must also be prepared to participate in the Departments? research and to initiate, organize and direct research projects. As professor, the candidate is expected to initiate and maintain research contacts with other Departments, both within Stockholm University and from other national or foreign Universities and High Schools, as well as to take leadership assignments within Stockholm University?s Department of Linguistics, including the associated administrative tasks. Qualifications To qualify for this professor position the candidate must have documented scientific and pedagogical merits (4 kap 5 ? HF). The candidate?s scientific merits must be significantly higher than what is required for an associate professor. Evaluation The primary evaluation criterion will be the quality of the candidate?s scientific research. Scientific production in the areas of speech physiology and speech production are of high relevance for the evaluation of the candidate?s scientific profile. Documented experience of successful grant applications to external funding agencies as well as scientific breadth and team work are important evaluation aspects. Particular attention will be paid to the candidate?s pedagogical skills. Also the candidate?s administrative skills and ability to interact with the public and representing the Department?s research and developmental work will be taken into account. Application The application must comply with the guidelines published in www.su.se/nyanstallning. The candidate is encouraged to read the document ?Meritering f?r anst?llning som l?rare? (Evaluation criteria for teaching jobs), posted at the web-address above. Please note that no more than 10 scientific publications/documents are allowed as attachments to the application. Non-Swedish speaking applicants are expected to learn Swedish if selected for this professorship. For further information, please contact Francisco Lacerda, Professor in Phonetics, frasse at ling.su.se. Union representatives are Bo Ekengren (SACO), Lisbeth H?ggberg (Fackf?rbundet ST), telephone +46-(0)8-16 2000 (switchboard), and Gunnar Stenberg (SEKO), telephone +46-(0)70-316 43 41. Please send your application marked with the reference number SU 611-2353-09 no later than November 30, 2009, to: Stockholm University The Registrar/P? SE-106 91 STOCKHOLM SWEDEN or by e-mail to: registrator at su.se. -- Prof. Maria Koptjevskaja Tamm Inst. f?r lingvistik, Stockholms universitet 106 91 Stockholm, Sverige tel. +46-(0)8-16 26 20 www.ling.su.se/staff/tamm -- ============================================================ Ljuba Veselinova Dept of Linguistics, Stockholm University, S-10691 Stockholm, Sweden Phone: +46-8-16-2332 Fax: +46-8-15 5389 URL : http://www.ling.su.se/staff/ljuba/ "We learn by going where we want to go." Julia Cameron ============================================================