FUNKNET Digest, Vol 73, Issue 3

s.t. bischoff at
Wed Oct 14 18:14:34 UTC 2009

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?

Shannon Bischoff

On Wed, Oct 14, 2009 at 1:00 PM, <funknet-request at> wrote:

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> 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" <fontainel at>
> Subject: [FUNKNET] LinC Summer School in Systemic Functional
>        Linguistics     at      Cardiff University
> To: <funknet at>
> Message-ID: <4AD4FE77020000060008C301 at>
> 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
> website: [coming soon]
> ------------------------------
> Message: 2
> Date: Wed, 14 Oct 2009 07:17:47 -0700
> From: Spike Gildea <spike at>
> Subject: [FUNKNET] Extension: Call for workshop proposals, InField
>        2010
> To: "FUNKNET -- Discussion of issues in Functional Linguistics
>        <funknet at>" <funknet at>
> Message-ID: <4AD5DD8B.2000501 at>
> 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.
> 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 <spike at>;
> completed proposals should be submitted to InField 2010
> <infield at>.
> 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
> **************************************

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