From ann at hawaii.edu  Fri Nov  2 20:50:06 2001
From: ann at hawaii.edu (Ann Peters)
Date: Fri, 2 Nov 2001 10:50:06 -1000
Subject: accent (fwd)
Message-ID: <FRI.2.NOV.2001.105006.1000.ANN@HAWAII.EDU>

Dear colleagues,
This query doesn't really fall in my area of expertise. Can any of you
help?
thank you
ann

****************************
Dr. Ann M. Peters, Professor
Department of Linguistics
University of Hawai`i               email: ann at hawaii.edu
1890 East West Road, Rm 569         phone: 808 956-3241
Honolulu, HI  96822                 fax:   808 956-9166
http://www2.hawaii.edu/~ann/

---------- Forwarded message ----------
Date: Thu, 1 Nov 2001 15:51:54 -1000
From: Emily <emily at china10k.com>
To: ann at hawaii.edu
Subject: accent

Dear Ann

I got your name from the web-site of hong kong university.

I am a Hong Kong Chinese education in the US.  I graduated as top of
engineering school at stanford and have an MBA from harvard.  i worked for
years for a US firm.  while my own english is ok-american accent, i have
noticed the immediate discrimination american firms have against people with
accent.

I am thinking of starting an accent school in china.  Looking at my own
experience, I think it's hard to change accent when a person is older.
therefore, instead of force-feeding adults, i am thinking of starting by
giving young kids (age 5 to 7)a chance to listen and speak to natives.  I am
trying to get advice from liguists like yourself to see if this is the right
approach. What do you think?

I don't know if this is your area of expertise.  If not, could you please
give me some suggestions as to who to contact?

Thanks
Emily Yau


From macw at cmu.edu  Mon Nov  5 16:28:57 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 5 Nov 2001 11:28:57 -0500
Subject: Conference Announcement
In-Reply-To: <v0422080bb80c645c79d3@[193.48.145.53]>
Message-ID: <MON.5.NOV.2001.112857.0500.MACW@CMU.EDU>

CONFERENCE ANNOUNCEMENT
Early lexicon acquisition: normal and pathological development
Lyon, December 5-8, 2001
******************************************************

PLENARY SPEAKERS:
Barbara Davis
Michele Guidetti
Jean-Adolphe Rondal
Marc Bornstein
Marten Eriksson

Conference venue
Institut des Sciences de l'Homme
14, avenue Berthelot
69363 Lyon cedex 07
France
Room: Marc Bloch 4th floor
Tel : +33 (0)4-72-72-64-12
Fax : +33 (0)4-72-72-65-90

PRELIMINARY PROGRAM

WEDNESDAY 5TH DECEMBER

4:00 pm - 8:00 pm: Registration: Room Elise Rivet, 4th floor
6:30 pm : Welcome cocktail : Room Elise Rivet, 4th floor

THURSDAY 6TH DECEMBER

8.00 am - 9.00 am Registration ISH, Salle Elise Rivet, 4th floor
9.00 am - 9.30 am Opening
9.30 am - 10.30am Invited speaker: Mårten Eriksson
Children's words in inventories and tests: what questions do they answer?
10.30 am - 11.00 am Tea/Coffee breack, Room Elise Rivet (4th floor)
11.00 am - 11.30 am Katharina Rohlfing
The first step into the acquisition of UNDER
11.30 am - 12.00 pm Margaret Friend & Kelly Diaz
The consistency of parent report and its relation to child performance
12.00 pm - 1.30 pm Lunch
1.30 pm - 2.00 pm Sandra Waxman, Amy Booth & Irena Braun
The power of early word-learning
2.00 pm - 2.30 pm Angelika Wittek & Douglas Behrend
Children use novel verbs to determine an actors' intention: Evidence
from the behavioral reenactment task
2.30 pm - 3.30 pm Invited speaker: Michèle Guidetti
What is the conventional gestures's contribution to our knowledge of
early lexical acquisition
3.30 pm - 4.00 pm Tea/Coffee break, Room Elise Rivet (4th floor)
4.00 pm - 4.30 pm Christophe Parisse & Marie-Thérèse LeNormand
Early lexical development in English and French children aged 1;6 to 2;6
4.30 pm - 5.00 pm Marilyn Shatz & Andrea Backscheider
The development of non-object lexical categories in two-year-olds
6.00 pm Boat Trip & Dinner


FRIDAY 7TH DECEMBER

9.00 am - 10.00 am Invited speaker: Jean-Adolphe Rondal
Développement lexical chez les sujets retardés mentaux
10.00 am - 10.30 am Andrea Warner-Czyz & Barbara Davis
Acoustic characteristics of early vocabulary in a young cochlear
implant recipient: Relationship to auditory access
10.30 am - 11.00 am Christina Kauschke
Normal and delayed lexical development in German
11.00 am - 11.30 am Tea/Coffee breack, Room Elise Rivet (4th floor)
11.30 am - 12.00 pm Sophie Kern & Sophie Gonnand
Lexical development in French toddlers
12.00 pm - 12.30 pm Anne Baker & BeppieVan den Bogaerde
Nouns and verbs in the early lexicon of children learning a sign language
12.30 pm - 2.00 pm Lunch
2.00 pm - 3.30 pm Poster Session
Room Ennat Léger, André Frossard, Georges Lyvet (basement)
3.30 pm - 4.00 pm Tea / Coffee break, Room Elise Rivet (4th floor)
4.00 pm - 4.30 pm Marie Leroy
Acquisition du lexique d'un point de vue prosodique et
posturo-mimo-gestuel: Etude longitudinale des premières
verbalisations d'un enfant (de 0,2 à 1,10)
4.30 pm - 5.00 pm Joan Furey & Ruth Watkins
The first 50 words: An examination of concurrent phonological and
lexical development
6:00 pm - 7.00 pm Guided tour: " Les traboules "

SATURDAY 8TH DECEMBER

9.00 am - 10.00 am Invited speaker: Barbara Davis
Phonetic and perceptual influences on early lexical acquisition:
Methods and data
10.00 am - 10.30 am Helena Taelman & Steven Gillis
Variation in children's early production of multisyllabic words:
'defective' lexical representations or processing limitations?
10.30 am - 11.00 am Erika Hoff
Phonological memory and word learning in 20-month-olds
11.00 am - 11.30 am Tea / Coffee break, Room Elise Rivet (4th floor)
11.30 am - 12.00 pm Daniel Swingley
Phonetic representation in the developing lexicon
12.00 pm - 12.30 pm Lorraine McCune
Motion, perception and action: Do mirror neurons potentiate
linguistic encoding of relational meanings in the single word period
and beyond?
12.30 pm - 1.30 pm Lunch
1.30 pm - 2.00 pm Dorit Ravid & Rola Farah
The early plural lexicon of palestinian arabic: A longitudinal case study
2.OO pm - 2.30 pm Sabine Klampfer
Early lexicon acquisition from a morphological perspective: Austrian
children's developmental changes from pre- to protomorphology
2.30 pm - 3.30 pm Invited Speaker: Marc Bornstein
3.30 pm - 4.00 pm Tea / Coffee break
Room Elise Rivet (4th floor)
4.00 pm - 4.30 pm Donna Vear, Letitia Naigles, Erika Hoff & Eliane Ramos
An investigation of the syntactic flexibility within young children's
early verb development: Evidence from a cross-sectional diary study
4.30 pm - 5.00 pm Edy Veneziano
Lexical acquisition and the beginnings of combinatorial speech: some
complex relations in two French-acquiring children
5.30 pm Closing remarks

POSTERS PROGRAM

ROOM ENNAT LÉGER (BASEMENT)

1 - Larisa Avram & Martine Coene Acquisition of auxiliaries and
determiners in early child romanian
2 - Sigal Uziel-Karl Early morphological development: Evidence from
the acquisition of verb morphology in child Hebrew
3 - Jacqueline Van Kampen Bootstraps for below two
4 - Joost van de Weijer The importance of single-word utterances for
early word recognition
5 - Karine Duvignau De la métaphore analogique verbale à
l'acquisition précoce du lexique: pour la mise au point d'un outil
d'acquisition du lexique des verbes basé sur l'analogie


ROOM ANDRÉ FROSSARD (BASEMENT)

6 - Marina Arabatzi, Laurence Chillier, Stéphane Cronel-Ohayon,
Thierry Deonna, Sébastien Dubé, Ulrich Frauenfelder, Cornélia Hamann,
Luigi Rizzi, Michal Starke & Pascal Zesiger
The acquisition of French pronouns in normal children and in children
with specific language impairment (SLI)
7 - Valentina Jacob & Laura D'Odorico
Prosodical and lexical aspects of maternal linguistic input to
late-talking toddlers. A study in the second year of life
8 - Pascal Zesiger, Marie-thérèse Le Normand, Marina Arabatzi,
Laurence Chillier, Thierry Deonna, Sébastien Dubé, Ulrich
Frauenfelder, Cornélia Hamann, Sébastien Cronel-Ohayon, Luigi Rizzi &
Michal Starke
Development and production of morphosyntactic categories in French
speaking children with SLI
9 - Mirco Fasolo & Laura D'Odorico
Vocabulary composition of late-talking children: a longitudinal
research from eigtheen to thirty months of age
10 - Alessandra Assanelli, Nicoletta Salerni & Fabia Franco
Linguistic delay and gestural communication
11 - Karla McGrégor & Nina Capone Contributions of genetic,
environmental, and health-related factors to the acquisition of early
gestures and words: A longitudinal case study of quadruplets


ROOM GEORGES LYVET (BASEMENT)

12 - Susan Ellis Weismer, Virginia Marchman & Julia Evans
Continuity of lexical-grammatical development in typical and late
talking toddlers
13 - Paul Fletcher, Twila Tardif, Zhang Zhi-yiang & Liang Wei-Lan
Early lexical learning in mandarin evidence from parent report
14 - Marc Bornstein & Annick De Houwer
Lexical knowledge at 13 months: a study of Dutch and French bilingual
and monolingual children based on the MacArthur CDI
15 - Elena Nicoladis
Choosing the right words for the context: Evidence from
Chinese-English bilinguals
16 - Florence Labrell, Dominique Bassano, Christian Champaud,
Philippe Bonnet, F. Le Metayer, S. Chemlal
Une comparaison entre production spontanée et rapports parentaux: le
lexique de production à 30 mois


REGISTRATION
For further information see
http://www.ddl.ish-lyon.cnrs.fr/ela2001/home.html or contact Sophie
Kern: sophie.kern at ish-lyon.cnrs.fr


From rainbird at is.dal.ca  Tue Nov  6 03:28:38 2001
From: rainbird at is.dal.ca (Mandy Kay-Raining Bird)
Date: Tue, 6 Nov 2001 01:28:38 -0200
Subject: French acquisition
Message-ID: <TUE.6.NOV.2001.012838.0200.RAINBIRD@IS.DAL.CA>

Maya Hickmann did a review of the literature in 1997.

Hickmann, M. (1997). The acquisition of French as a native language:
Structural and functional determinants in a crosslinguistic perspective.
Journal of Speech-language Pathology and Audiology, 21, 236-257.

Sincerely, Mandy

**********************************************
Elizabeth Kay-Raining Bird, PhD
School of Human Communication Disorders
Dalhousie University
5599 Fenwick Street
Halifax, NS Canada B3H 1R2
(902) 494-5152   Voice
(902) 494-5151   Fax
E-mail: rainbird at is.dal.ca
**********************************************


From John.Grinstead at uni.edu  Mon Nov  5 17:58:50 2001
From: John.Grinstead at uni.edu (John Grinstead)
Date: Mon, 5 Nov 2001 11:58:50 -0600
Subject: French Child Language Acquisition: Wh- & other Left Peripheral
 Constructions
Message-ID: <MON.5.NOV.2001.115850.0600.JOHN.GRINSTEAD@UNI.EDU>

Dear All,

This is an excellent paper on the acquisition of child French. It
looks not only at wh- questions, but also at imperatives and a number
of other left-peripheral constructions in a careful, sophisticated
way.

Hulk, Aafke (1996). The syntax of wh- questions in child french.
Amsterdam Series in Child Language Development, 5(68), 129-172.


John





||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
||||||||||
John Grinstead
Assistant Professor
Department of Modern Languages
Baker 271
University of Northern Iowa
Cedar Falls, Iowa  50614-0504

Tel.  (319) 273-2417
Fax. (319) 273-2848
John.Grinstead at uni.edu
http://www.uni.edu/grinstea/
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
||||||||||
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From hgoad at po-box.mcgill.ca  Mon Nov  5 17:21:28 2001
From: hgoad at po-box.mcgill.ca (Heather Goad)
Date: Mon, 5 Nov 2001 13:21:28 -0400
Subject: French Child Language
Message-ID: <MON.5.NOV.2001.132128.0400.HGOAD@POBOX.MCGILL.CA>

Dear colleagues,

A recent thesis on the acquisition of Québec French phonology is the 
following, with data from two children:

Rose, Yvan (2000) Headedness and prosodic licensing in the L1 
acquisition of phonology. PhD thesis, McGill University.

Cheers,
Heather Goad.


***********************
Heather Goad
Associate Professor
Dept. of Linguistics
McGill University
1085 Av. Penfield
Montréal (Qué)
Canada H3A 1A7

Tel: (514) 398-4223
Fax: (514) 398-7088
***********************


From doneill at watarts.uwaterloo.ca  Mon Nov  5 19:06:17 2001
From: doneill at watarts.uwaterloo.ca (Daniela O'Neill)
Date: Mon, 5 Nov 2001 14:06:17 -0500
Subject: postdoctoral position
Message-ID: <MON.5.NOV.2001.140617.0500.DONEILL@WATARTS.UWATERLOO.CA>

POSTDOCTORAL POSITION AVAILABLE

A postdoctoral position is available in my laboratory - the UW Centre for
Child Studies: Toddler and Preschool Lab --in the Department of Psychology
at the University of Waterloo, Canada. This position is supported by a
Premier's Research Excellence Award and provides an annual stipend of
$30,000-$35,000 (commensurate with experience) with excellent benefits
plus $2000 per year for conference travel. There are no citizenship
restrictions and all qualified applicants are encouraged to apply. The
duration of the award is 2 years.

The start date is flexible, but preferably between July 1 2002 and
September 15 2002.

The successful applicant would primarily be involved in ongoing
longitudinal and cross-sectional research investigating the relation
between narrative ability in preschool-aged children and academic
competence, particularly in the area of mathematics and problem-solving,
once children enter school. This research is motivated by an initial
longitudinal study of mine revealing a predictive relation between
preschool-aged children's narrative perspective-taking abilities and their
later mathematical competence when they entered kindergarten and Grade 1
(O'Neill & Pearce, in preparation and presented at SRCD in 2001). The
successful applicant would be involved in all aspects of the design and
completion of further studies pertaining to this topic.

Further information about this project and other ongoing projects in my
lab can be found at my lab's website at www.childstudies.uwaterloo.ca. The
University of Waterloo is located in Waterloo, Ontario, about one hour
west of Toronto. More information about the greater Kitchener-Waterloo
region can be found on our website at
www.childstudies.uwaterloo.ca/doct_program.htm#Surrounding.  Residents
enjoy a low cost of living (e.g., a one-bedroom apartment typically
averages $600/month).

Applicants should include a curriculum vitae, a statement of research
interests, three letters of reference, and samples of their scholarly work
(optional).

I will begin to review applications Jan. 7 2002 until the position is
filled.

I am on sabbatical this year at Stanford University until June 30, 2002.
Therefore, applications should be sent to me at the following address:

Dr. Daniela O'Neill
PREA Postdoctoral Position
Dept. of Psychology
Stanford University
Stanford, CA 94305-2130
U.S.A.

Informal inquiries can be directed to me by email (doneill at uwaterloo.ca)
or by phone (650-723-0027).


From annabelledavid at hotmail.com  Fri Nov  9 15:19:58 2001
From: annabelledavid at hotmail.com (Annabelle David)
Date: Fri, 9 Nov 2001 15:19:58 +0000
Subject: LARSP
Message-ID: <FRI.9.NOV.2001.151958.0000.ANNABELLEDAVID@HOTMAIL.COM>

Dear all,

I was wondering if anybody knew of a French version of the LARSP(Language
Assessment, Remediation Screening Procedure) or something similar.

Thanks

Annabelle



Annabelle David
Department of Speech
University of Newcastle
King George VI Building

_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp


From Nickhimali at aol.com  Fri Nov  9 20:02:09 2001
From: Nickhimali at aol.com (Nickhimali at aol.com)
Date: Fri, 9 Nov 2001 15:02:09 EST
Subject: Sri Lankan language data
Message-ID: <FRI.9.NOV.2001.150209.EST.>

Dear all,
If anyone has any information about language acquisition data on Sinhala (a
language in Sri Lanka) please let me know. I am particularly interested in
morpheme acquisition.
Thanks
Himali


From karin at ruccs.rutgers.edu  Fri Nov  9 18:46:52 2001
From: karin at ruccs.rutgers.edu (karin at ruccs.rutgers.edu)
Date: Fri, 9 Nov 2001 13:46:52 -0500
Subject: lang questionnaires for ages 3 & up
Message-ID: <FRI.9.NOV.2001.134652.0500.>

Does anyone have recommendations for language development
questionnaires that are appropriate for screening children who are 3
to 10 years of age.  I am specifically interested in questionnaires
that parents can complete quickly and easily (i.e., something akin to
the short forms of the CDI but for older children).

Thanks,

Karin Stromswold (karin at ruccs.rutgers.edu)


From P.Griffiths at yorksj.ac.uk  Mon Nov 12 12:48:52 2001
From: P.Griffiths at yorksj.ac.uk (Patrick Griffiths)
Date: Mon, 12 Nov 2001 12:48:52 -0000
Subject: British version of the MacArthur CDI?
Message-ID: <MON.12.NOV.2001.124852.0000.P.GRIFFITHS@YORKSJ.AC.UK>

Hello

I'd be most grateful for an email or other contact address for a UK
adaptation of the CDI. It's wanted for smallscale use on a student project.

Thanks

Patrick Griffiths



York St John College
Lord Mayor's Walk
YO31 7EX
England

Tel +44 (0)1904 716787
Fax +44 (0)1904 716915
        (centrally, not direct to me)
Email: p.griffiths at yorksj.ac.uk
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From fazio.13 at osu.edu  Mon Nov 12 13:37:27 2001
From: fazio.13 at osu.edu (Barbara Fazio)
Date: Mon, 12 Nov 2001 08:37:27 -0500
Subject: digital video and audio system
Message-ID: <MON.12.NOV.2001.083727.0500.FAZIO.13@OSU.EDU>

I need a system in my lab that will allow me to produce short video segments to later show on laptop computers. Therefore, I need to be able to produce digital audio and video as well as record digital audio and video. I am in the process of converting my equipment from analog to digital. In my former system, I had a mounted camera with a remote control and an omni-directional microphone both feeding into VCR system with a mixer. The system also included a PC workstation complete with hardware and software that allowed me to convert the analog videos to compressed digital video. I would appreciate any suggestions for digital video and audio equipment and/or computer hardware and software.  Thanks!

Barbara Fazio fazio.13 at osu.edu



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From nippold at OREGON.UOREGON.EDU  Mon Nov 12 16:50:45 2001
From: nippold at OREGON.UOREGON.EDU (Marilyn Nippold)
Date: Mon, 12 Nov 2001 08:50:45 -0800
Subject: British version of the MacArthur CDI?
Message-ID: <MON.12.NOV.2001.085045.0800.NIPPOLD@OREGON.UOREGON.EDU>

British version of the MacArthur CDI?Contact Tom Klee at University of Newcastle.  He has been
using the British CDI in research.
  ----- Original Message ----- 
  From: Patrick Griffiths 
  To: 'info-childes at mail.talkbank.org' 
  Sent: Monday, November 12, 2001 4:48 AM
  Subject: British version of the MacArthur CDI?


  Hello 

  I'd be most grateful for an email or other contact address for a UK adaptation of the CDI. It's wanted for smallscale use on a student project.

  Thanks 

  Patrick Griffiths 




  York St John College 
  Lord Mayor's Walk 
  YO31 7EX 
  England 

  Tel +44 (0)1904 716787 
  Fax +44 (0)1904 716915 
          (centrally, not direct to me) 
  Email: p.griffiths at yorksj.ac.uk 

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From DaleP at health.missouri.edu  Mon Nov 12 18:05:13 2001
From: DaleP at health.missouri.edu (Dale, Philip S.)
Date: Mon, 12 Nov 2001 12:05:13 -0600
Subject: British version of the MacArthur CDI?
Message-ID: <MON.12.NOV.2001.120513.0600.DALEP@HEALTH.MISSOURI.EDU>

For a reasonably up-to-date listing of adaptations of the MacArthur CDI into
other languages (including dialect variations of English and some other
languages), check the CDI website at

http://www.sci.sdsu.edu/cdi/ <http://www.sci.sdsu.edu/cdi/>

Philip Dale


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From macw at cmu.edu  Mon Nov 12 19:25:21 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 12 Nov 2001 14:25:21 -0500
Subject: digital video and audio system
In-Reply-To: <002401c16b7f$2ecd2720$9c00a8c0@psy.ohiostate.edu>
Message-ID: <MON.12.NOV.2001.142521.0500.MACW@CMU.EDU>

Dear Barbara and Info-CHILDES,
  Regarding your interest in digital video, I wonder if you have taken a
look at the advice I have compiled at http://talkbank.org/digitalvideo/
  These suggestions were compiled at the beginning of the year.  Since then,
several major changes have occurred in this area in terms of availability of
new products and new formats.   In particular,
1. The new Macintosh G4 now has full support for mastering your own MPEG-2
DVD movies. 
2. I have learned it may be best to us the Sony DSR-11 with the DV-CAM
format for various archiving and and data transfer processes.  Mini-DV is
not a bad format, but for some purposes the standard (professional) DV
format may be better.
3. On Windows it is possible to digitize into Motion JPEG format in real
time on high end machines.  I don¹t recommend this for data that would
eventually be contributed to CHILDES, since this format is tightly
controlled by Microsoft.

I will try to update these pages soon to reflect these new changes.
Regarding the other issues of cameras, microphones, etc. the web pages from
the URL given above are still all very up to date.

--Brian MacWhinney
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From PAS04747 at pomona.edu  Mon Nov 12 22:18:56 2001
From: PAS04747 at pomona.edu (Patricia Smiley)
Date: Mon, 12 Nov 2001 14:18:56 -0800
Subject: Postdoctoral Position Announcement
Message-ID: <MON.12.NOV.2001.141856.0800.PAS04747@POMONA.EDU>

	Postdoctoral Fellowship Position in Linguistics and Cognitive
Science at Pomona College.  Two or two and a half years (four or five
semesters) Mellon post-doctoral Fellowship in Linguistics and Cognitive
Science at Pomona College at the assistant professor level, starting either
January 2002 (five semesters) or September 2002 (four semesters).
Opportunities for research coupled with undergraduate teaching in a dynamic
department at a nationally ranked liberal arts college with a diverse
student body. Teaching load of one course per semester, including one course
in area of specialization each year. The interests of the faculty include
pragmatics, semantics, syntax, 1st/2nd language acquisition and
bilingualism, psycholinguistics, neurolinguistics, sociolinguistics and the
philosophy of language. We welcome applications from candidates in
Linguistics, Cognitive Psychology and Neuroscience with compatible
interests. PhD in hand by date of appointment, January or June 2002. Pomona
College is an Equal Opportunity Employer. We especially encourage
applications from women and minority candidates.  Please send dossier,
including letter of application, representative publications/writing
samples, and three letters of recommendation, to Jay Atlas, Cognitive
Science Coordinator, Pearsons Hall, Pomona College, Claremont, CA   91711.
The department will begin reviewing applications 10 December 2001 and
continue until position is filled.

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From P.Griffiths at yorksj.ac.uk  Tue Nov 13 11:56:27 2001
From: P.Griffiths at yorksj.ac.uk (Patrick Griffiths)
Date: Tue, 13 Nov 2001 11:56:27 -0000
Subject: SUMMARY: British version of the MacArthur CDI?
Message-ID: <TUE.13.NOV.2001.115627.0000.P.GRIFFITHS@YORKSJ.AC.UK>

The following people were kind enough to respond to my query of 12 November
regarding a UK adaptation of the CDI.  Many thanks to all of you!

Sonia Mariscal
Carmel Houston-Price
Annabelle David
Virginia Marchman
A.Karmiloff-Smith
Marilyn Nippold
Philip Dale
Tom Klee

Here is a list of the main points that I very much appreciate having gained:

A section of the CDI website lists adaptations and contact information:
	http://www.sci.sdsu.edu/cdi/foreign.html

A 412-item form "typically" used for the age range 11-26 months, can be
downloaded from the Oxford Baby Lab website:

	http://epwww.psych.ox.ac.uk/babylab/BabyLabResearch.htm

This is described in a paper by Antonia Hamilton, Kim Plunkett & Graham
Schafer (2000)  JCL 27: 689-705.

Tom Klee and Claire Harrison, at the U of Newcastle upon Tyne, did a British
English adaptation of the Toddler CDI, which they gave a paper on at the
most recent Child Language Seminar.

A 100-item short form of the CDI, adapted to British English, was developed
by Philip Dale. See the following paper:

Plomin et al (1998) Nature Neuroscience, 1: 324-8.

Again, my thanks

Patrick Griffiths


York St John College
Lord Mayor's Walk
YO31 7EX
England

Tel +44 (0)1904 716787
Fax +44 (0)1904 716915
        (centrally, not direct to me)
Email: p.griffiths at yorksj.ac.uk
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From wulfeck at crl.ucsd.edu  Wed Nov 14 19:29:27 2001
From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck)
Date: Wed, 14 Nov 2001 11:29:27 -0800
Subject: SDSU Job Announcement:  Associate V. P. for Research and Dean of
 the Graduate Division
Message-ID: <WED.14.NOV.2001.112927.0800.WULFECK@CRL.UCSD.EDU>

							JOB ANNOUNCEMENT
			Associate Vice President for Research and Dean of the Graduate Division
						San Diego State University


San Diego State University is seeking an innovative and energetic academic
leader to serve as Associate Vice President for Research and Dean of the
Graduate Division of a highly dynamic, major university.  San Diego State
University is the largest of the twenty-three campuses in the California
State University system with a highly diverse student population of over
34,000 students, including 6,000 graduate students.  With 65 masters
programs and 13 joint doctoral programs, San Diego State University is
currently designated as a Doctoral/Research Intensive University by the
Carnegie Foundation and soon expects to be Doctoral/Research Extensive.
During the past academic year, San Diego State University received $124
million in external grants and contracts.  Additional information about the
University is available at www.sdsu.edu.

The Associate Vice President for Research and Dean of the Graduate Division
is responsible for university-wide advocacy for research, scholarship and
graduate education.  The successful candidate will be a major force in
determining the research direction of the university.  The Associate Vice
President reports to the Provost, is a member of the Academic Deans'
Conference and is expected to provide leadership and coordination of all
research and graduate activities at San Diego State University.  These
responsibilities include chairing the Graduate Council, administering and
overseeing the regulatory research committees, representing the university
externally to major funding agencies, and providing leadership for all
aspects of graduate education.  The Associate Vice President and Dean of the
Graduate Division serves as an ex-officio member of the Board of Directors
of the San Diego State University Foundation, the university auxiliary that
administers grants and contracts and property on behalf of the university.

Qualifications:
The successful candidate must possess an earned doctorate, and have a
history of funding and scholarly productivity, mentoring and directing
theses and dissertations of graduate students, and experience as an academic
administrator with an emphasis on graduate education.  The candidate must
have a demonstrated commitment to the recruitment and retention of graduate
students from underrepresented groups.

Applications/Nominations:
Nominations are welcome, and candidates may apply directly by sending a
letter of application, curriculum vitae, and the names, addresses and
phone/fax numbers of at least five referees.  Referees will be contacted
only with permission of the candidate.  The review of applications will
begin on January 18, 2002 and will continue until the position is filled.
Preferred starting date is July 1, 2002.

Please send all communications to: Office of the Provost, Associate Vice
President for Research and Dean of the Graduate Division Search Committee,
San Diego State University, 5500 Campanile Drive, San Diego State
University, CA 92182-8010.

San Diego State University is an Equal Opportunity employer and does not
discriminate against persons on the basis of race, religion, national
origin, sexual orientation, gender, marital status, age or disability.
Women, ethnic minorities and persons with disabilities are encouraged to
apply.


From roberts at mail.fpg.unc.edu  Thu Nov 15 19:21:13 2001
From: roberts at mail.fpg.unc.edu (Joanne Roberts)
Date: Thu, 15 Nov 2001 14:21:13 -0500
Subject: POST-DOCTORAL RESEARCH FELLOWSHIP
Message-ID: <THU.15.NOV.2001.142113.0500.ROBERTS@MAIL.FPG.UNC.EDU>

POST-DOCTORAL RESEARCH FELLOWSHIP:  Postdoctoral Research Training
Program in Neurodevelopmental Disorders at the University of North
Carolina is seeking fellows to work on project studying the language
skills of young males with fragile X syndrome and autism.  Funded by
National Institute of Child Health and Human Development emphasizes
research training in both
the biological basis and clinical manifestations of urodevelopmental
disorders. Start date July 1, 2002.   For more information, see our web
sites at:  www.ndrc.unc.edu, or
www.fpg.unc.edu/~depot/pages/postdoc3.html.  Also contact Dr. Joanne
Roberts at email: Joanne_Roberts at unc.edu  or call 919-966-7164. The
University of North Carolina is an Equal Opportunity Employer.

--
Joanne Roberts, Ph.D.
Frank Porter Graham Child Development Center, CB# 8180
UNC Chapel Hill
105 Smith Level Road
Chapel Hill, NC 27599-8180
Phone:  919/966-7164
Fax:   919/966-7532

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From aholland at email.arizona.edu  Mon Nov 19 18:22:13 2001
From: aholland at email.arizona.edu (Audrey Holland)
Date: Mon, 19 Nov 2001 11:22:13 -0700
Subject: Frog story and Native Americans
Message-ID: <MON.19.NOV.2001.112213.0700.AHOLLAND@EMAIL.ARIZONA.EDU>

One of my students and I are designing a study in which we plan to
use Frog story with Navajo, Hope and Tohono O'Odham children.  Does
anyone know of other work done on such children with Frog?  Thank you
in advance--Audrey Holland


From piathomsen at language.sdu.dk  Tue Nov 20 11:55:53 2001
From: piathomsen at language.sdu.dk (Pia Thomsen Jensen)
Date: Tue, 20 Nov 2001 12:55:53 +0100
Subject: The acquisition of transitives
Message-ID: <TUE.20.NOV.2001.125553.0100.PIATHOMSEN@LANGUAGE.SDU.DK>

I am working on Danish children's acquisition of constructions,
especially the transitive construction. Does anyone know of some
recent (empirical) work done on the subject?

Thanks

Pia Thomsen
The Odense Language Aquisition Center


From Edy.Veneziano at univ-nancy2.fr  Tue Nov 20 18:20:55 2001
From: Edy.Veneziano at univ-nancy2.fr (Edy Veneziano)
Date: Tue, 20 Nov 2001 19:20:55 +0100
Subject: Program - Congress on Explanation
Message-ID: <TUE.20.NOV.2001.192055.0100.>



                           LAST DEVELOPMENTS
              *******************************************
               Thank you for passing this information to
                     anyone likely to be interested in the event
              *******************************************

            Please find herewith the program of the Congress
         "Explanation : cognitive and communicational aspects"
            to be held in PARIS Nov. 30th and Dec. 1st 2001
                4, Avenue de l'Observatoire, Paris 6ème



                            FRIDAY Nov. 30th

8H30-9H30 Registration

9H30-10H : OUVERTURE DU COLLOQUE

10H-11H : PLENARY CONFERENCE
Christian HUDELOT
 Explication, explicitation, justification et mouvements discursifs chez
le jeune enfant.

11H30-13H PARALLEL SESSIONS
A1 : ACQUISITION and DEVELOPPEMENT of EXPLANATION (1)
Edy VENEZIANO
 La justification des désaccords entre la mère et l'enfant :
caractéristiques et effets.
Anne SALAZAR ORVIG
 Inscription dialogique des explications et explicitations précoces.
Isabelle GAUTHIER
 Persuader avant trois ans. Emploi de la conduite justificative par la
dyade mère-enfant au sein de la requête.
Aliyah MORGENSTERN & Martine SEKALI
 "i m'énève paque i m'énève".  Spécificité de l'explication verbale chez
l'enfant entre 2 et 3 ans : une articulation modale.

B1 :  EXPLANATIONS AT SCHOOL (1)
Joaquim DOLZ, Yves ALLEMBACH & Muriel  WACKER
 Produire une explication en chimie à l'école primaire Le jus de choux
rouge, un caméléon chimique.
Sylvie PLANE & Paul  CAPPEAU
 Aspects de l'hétérogénéité discursive dans des explications d'adultes
et d'enfants experts.
Daniel  BRIXHE
 Expliquer pour accéder à la pensée scientifique.
Annick WEIL-BARAIS & Naïma  BOUDA
 Expliquer la flottaison des corps à l'école primaire.

C1 :  FORMS AND FUNCTIONINGS OF EXPLANATION IN DISCOURSE (1)
Marie CARCASSONNE
 L'explication dans des récits de vie recueillis en interaction.
Chantal CLAUDEL, Marianne DOURY & Sophie MOIRAND
 Explication et argumentation : quelques discours "ordinaires" sur la
gestion des risques alimentaires.
Diane VINCENT & Denise DESHAIES
 Quelques conditions d'émergence de l'explication dans des discours
monologaux.
Chantal CHARNET
 Conduites explicatives en communication exolingue : parcours de
changements interculturels.

14H30-16H PARALLEL SESSIONS
A2 :  THEORY OF MIND  (->16H 30)
Maria Silvia BARBIERI, Elisabetta BASCELLI & Chiara  de CASTRO
 Certitude/incertitude : Le développement de la modalité épistémique.
Sandrine Le SOURN-BISSAOUI & Michel  DELEAU
 Conversations familiales, enculturation et développement d'une théorie
de l'esprit.
Emma BAUMGARTNER & Valentina DESSI
 Objets d'explications dans l'enfance : le monde  physique et le monde
social.
Edy VENEZIANO, Marie-Hélène PLUMET, Carole TARDIF & Sylvia CUPELLO
 Etude comparative de l'utilisation de la justification dans la
négociation de conflits chez des enfants autistes et des enfants
"témoins" de différents âges.
Véronique GÉRARDIN-COLLET & Christiane RIBONI
 Autisme et théorie de l'esprit, une défaillance à produire de
l'explication

B2 :  EXPLANATIONS AT SCHOOL (2)
Luci  BANKS-LEITE
 Le discours explicatif chez des enfants de l'école maternelle.
Jacques VUILLET & Jean-Marc COLLETTA
 Le rôle des formats dans l'émergence des conduites d'explication en
maternelle.
Marina PASCUCCI
 Conduites explicatives chez les enfants préscolaires .
Gilles SPIGOLON
 La synchronie conversationnelle, une condition nécessaire à
l'explication.

 C2 :  FORMS AND FUNCTIONINGS OF EXPLANATION IN DISCOURSE (2)
 Nadine  PROIA
 Processus d'abduction, biais de confirmation et situation clinique.
Florimond RAKOTONOELINA & Patricia  von MÜNCHOW
 Les configurations discursives de l'explication dans les forums de
discussions sur Internet.
Anna KIELISZCZYK
 Justification dans les préfaces-moyens de l'introduction.
Laurent FILLIETTAZ
 La posture explicative et la construction de l'interaction.


16H30-17H30 : POSTERS' SESSION
Lucile CADET
 Le travail de figuration : analyse des séquences explicatives de
journaux d'apprentissage.
Claude CORTIER & Christine SEGRETO
 Dispositifs d'entretiens, ateliers d'explicitations et partages de
connaissances à l'école primaire, quels objectifs pour les conduites
explicatives .
Vincent FAYOLLE
 Les styles de l'explication: réflexions sur la détermination textuelle
de micro-genres explicatifs.
Gaëlle FERRE
 Le rôle des marques posturo-mimo gestuelles dans le processus
d'explication.
Rosa-María GUERRERO QUINSAC
 Qu'est-ce qui se donne à voir de l'activité mentale des apprenants, à
travers ses questions et ses productions langagières .
Michel MARTINS-BALTAR
 L'évaluation de l'action par une explication "pourquoi".
Luis PASSEGGI
 Les constructions explicatives dans les textes
scientifiques-pédagogiques en portugais. Une approche de grammaire
cognitive.
Françoise REVAZ
 "Expliquer " et  comprendr " : deux procédures explicatives qui
répondent aux pourquoi.
Sandrine  REBOUL-TOURÉ
 Le mot  explication" dans des emplois discursifs : quels marquages
linguistiques .
Christine SANTODOMINGO
 Activité explicative et langue spécialisée chez des apprenants avancés.

17H30-18H30 : PLENARY CONFERENCE
Jean-Michel ADAM
 L'explication de type "(c'est) pourquoi"  entre action socio-discursive
et mise en texte.



                            SATURDAY DEC. 1st

9H-10H30 : PARALLEL SESSIONS
A3 :  EXPLANATIONS AT SCHOOL (3)
Marianne   HARDY
 La "s'explication".
Mireille FROMENT
 Fournir des causes, des raisons, des motivations et... lancer des
"vannes" dans des dialogues en milieu scolaire .
Nathalie AUGER
 Les enjeux de l'explication dans les interactions verbales d'une classe
de ZEP de Perpignan.
Karin  BACHMANN
 Etude des explications de type  pourquoi" dans des situations de
tutorat entre élèves.

B3 :  EXPLANATION, ARGUMENTATION, LOGIC AND ENONCIATION (1)
Sophie MOIRAND
 Un modèle dialogique e "'l'explication".
Georges-Elia  SARFATI
 Ce qu'il faut croire et supposer pour demander ou donner une
explication remarques sur le recours à la doxa.
Nadine   LUCAS
 Etude et modélisation de l'explication dans les textes.
Pierre-Yves RACCAH
  Explication, Signe et Cognition.

C3 :  FORMS AND FUNCTIONINGS OF EXPLANATION IN DISCOURSE (3)
Marty LAFOREST
 Expliquer pour convaincre, en situation de crise : le poids des
conditions de communication sur l'efficacité de l'acte d'explication.
Raluca ENESCU
 Explication d'un verdict et interprétation des témoignages présentés
lors d'un procès pénal fictif.
Annie BERGERON
 L'explication dans le discours instructionnel : enjeux argumentatifs et
interactionnels.
Marie-Cécile LORENZO-BASSON
 Une explication manipulatrice : le cas des démarches en vente directe.

11H-12H : POSTERS'  SESSION
Catherine BORÉ
 Explication et reformulations.
Valentina CHIESA MILLAR & Maria Luisa  SCHUBAUER-LEONI
 "Pourquoi il pleut et pourquoi il neige ?" : Etude d'une activité dans
l'interaction didactique.
Jean-Marc COLLETTA & Jacques  VUILLET
 Hétérogénéité des conduites explicatives enfantines et variation.
Sílvia DINUCCI FERNANDES
 La définition et l'explication chez le jeune enfant.
Virginie LAVAL & Josie BERNICOT
 Explications et fonctionnement métapragmatique : les connaissances des
enfants à propos des formes idiomatiques.
Kristine LUND
 Un modèle analytique pour les polylogues explicatifs : l'explication de
la démarche cognitive des élèves .
Fatima MAYA
 Expliquer le surnaturel dans un texte d'élève de cinquième.
Hocine NOUANI
 La conduite d'explication et l'origine sociale des enfants.
Jérémi SAUVAGE
 Les enjeux socio-cognitifs de l'explication métalinguistique chez le
jeune enfant.

12H-13H : PLENARY CONFERENCE
Clotilde PONTECORVO
 Explication et justification : raisonnement et moralité dans les
discours familiaux.

 14H30-16H :  PARALLEL SESSIONS
A4 : ACQUISITION and DEVELOPPEMENT of EXPLANATION (2)
Christiane PRENERON & Marie-Thérèse VASSEUR
 Désaccords, malentendus et explications dans les dialogues d'une
famille bilingue.
Emmanuelle CANUT
 Emergence de procédés explicatifs et apprentissage linguistique : étude
longitudinale du langage d'une enfant entre 2 et 3 ans.
Jacqueline RABAIN-JAMIN
 Conventions de communication et usage des justifications chez l'enfant
wolof de 3 à 6 ans (Sénégal).
Marta ROJO-TORRES avec la collaboration de membres du CEOP
 Communication entre jeunes enfants sourds et émergence des conduites
d'explication.

B3 :  EXPLANATION, ARGUMENTATION, LOGIC AND ENONCIATION (2)
Dominique DUCARD
 De la subjectivité dans le raisonnement : justification et
pseudo-explication.
Marion CAREL
 L'explication tautologique.
Laurent  DANON-BOILEAU
 Explication et approximation.
Giuseppe MANNO
 La justification des actes de discours directifs: une tentative de
dépassement de la théorie des actes de discours par la théorie de
l'action.

B4 :  DISCURSIVE GENRA AND EXPLANATION IN THE CHILD
Régine DELAMOTTE-LEGRAND
 L'explication entre enfants dans des situations de récit et de jeu.
Inès BEN REJEB
  Quand l'explication donne forme à la narration.
Nathalie LEWI-DUMONT
 Comment de jeunes enfants aveugles expliquent-ils un texte qu'ils
lisent ?

16H15-17H15 : PLENARY CONFERENCE
Jean-Blaise GRIZE
 Les discours explicatifs.

CLOSING SESSION AND
"VIN D'HONNEUR"

**************************************************************
The  registration form can be obtained :
* at the Website of the Congress :  www.vjf.cnrs.fr/umr8606/index.htm
* by writing to explicat at paris5.sorbonne.fr
* at the Congress venue on Nov. 30th
***************************************************************



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From beate at fcu.edu.tw  Thu Nov 22 00:55:12 2001
From: beate at fcu.edu.tw (beate luo)
Date: Thu, 22 Nov 2001 08:55:12 +0800
Subject: speech delay and bilingual education
Message-ID: <THU.22.NOV.2001.085512.0800.BEATE@FCU.EDU.TW>

dear all,

my friend, a German living in Greece, is educating her children bilingual. However, her 4 year old son's development is retarded (motor skills as well as cognition and speech) by about one year. He has started logotherapy two months ago. The therapist advised the mother to stop talking German to him as this would negatively influence his development and would actually be the reason for his speech delay. His mother's Greek is not very good and to stop talking to him would influence their communication a lot. She asked me if it would be generally advised against bilingual education in the case of speech delay and if it wouldn't be possible to do the therapy in Greek but the exercises at home in German as she is doing it at the moment. As I am not a specialist in this field, I would like to forward her questions to you.

This boy started to communicate orally only when he was already 2.6. His Greek was understandable only for his family until about September this year. In German he is lagging far behind in pronunciation and grammar but his vocabulary is somewhat bigger than in Greek. His mother told me that her son is not learning by himself and needs a lot of practice. He'd never been asking a lot and seems not to be interested in new things. He used to be very introverted but is now that he is going to kindergarden more open and socially active. There are still a lot of things he should know but still does not. Just a few days ago he learned the difference between day and night. To explain to him the differences between summer and winter has taken his mother several weeks. He as well needed a long time to learn the names of colors. And he can use a word only in the context in which it appeared when he learned it. In another situation the same word has to be learned again. He is not analyzing his speech but learning whole phrases. But his mother said that her impression was that he had no difficulties with the 2 languages as he can easily switch from one to the other and that he knows with whom to speak which language. She as well noticed that he could transfer what he had learned from one language to the other. She therefore is reluctant to give up speaking German to him and has asked for advice. She is experiencing a lot of pressure from the therapist, the kindergardenteachers and others who blame her son's speech delay to the bilingual education - something neither his mother nor I believe is true. As my friends family as well is not very supportive, she is now looking for advice from specialists.

I would very much appreciate any information or reference I could forward to her. Thanks in advance.


Sincerely yours,
Dr. Beate Luo

Feng-Chia University
Foreign Lanuage and Literature Teaching Section
Dept. of Humanities
100 Wen-Hua Rd.
Hsi-Tun District, 407
Taichung City
Taiwan, ROC
e-mail: beate at fcu.edu.tw 


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From vhouwer at uia.ac.be  Thu Nov 22 08:40:06 2001
From: vhouwer at uia.ac.be (Annick De Houwer)
Date: Thu, 22 Nov 2001 09:40:06 +0100
Subject: speech delay and bilingual education
In-Reply-To: <002f01c172f0$57ac1f20$5238868c@fcu.edu.tw>
Message-ID: <THU.22.NOV.2001.094006.0100.VHOUWER@UIA.AC.BE>

Dear Beate,

Just a very quick reply --- but please advise your friend NOT to give up
speaking the language she usually speaks with her child and feels
comfortable with. There is absolutely no evidence that shows that this would
help; on the contrary, there are many (unpublished, anecdotal, but still!!)
reports that when mothers stop talking their usual language to their child
in pre-school age, some children get very upset and even stop speaking
altogether for a while. I take up this issue (and others) in my brief
article, 'Two or More Languages in Early Childhood: Some General Points and
Practical Recommendations', first published in AILA News and since 1999
available through the website of the ERIC Clearinghouse on Languages and
Linguistics at http://www.cal.org/ericcll/digest/earlychild.html.

Also: you do not mention that this child has been tested for hearing
difficulties? This is often a 'blind spot' in bilingual situations: many
people expect bilingual children to develop slower, observe delayed
development, ergo bilingualism is the cause and must be eradicated, and
hence there is no search for other explanations. Unfortunately I know of
several families that had this happen to them and where after my advice to
have hearing checked it turned out the children had large hearing losses.

Best regards,


Annick De Houwer


****************
Annick De Houwer, PhD
Associate Professor

UIA-PSW
University of Antwerp
Universiteitsplein 1
B2610-Antwerpen
Belgium

tel +32-3_8202863
fax +32-3-8202882
email annick.dehouwer at ua.ac.be


Van: "beate luo" <beate at fcu.edu.tw>
Datum: Thu, 22 Nov 2001 08:55:12 +0800
Aan: <info-childes at mail.talkbank.org>
Onderwerp: speech delay and bilingual education


dear all,

my friend, a German living in Greece, is educating her children bilingual.
However, her 4 year old son's development is retarded (motor skills as well
as cognition and speech) by about one year. He has started logotherapy two
months ago. The therapist advised the mother to stop talking German to him
as this would negatively influence his development and would actually be the
reason for his speech delay. His mother's Greek is not very good and to stop
talking to him would influence their communication a lot. She asked me if it
would be generally advised against bilingual education in the case of speech
delay and if it wouldn't be possible to do the therapy in Greek but the
exercises at home in German as she is doing it at the moment. As I am not a
specialist in this field, I would like to forward her questions to you.

This boy started to communicate orally only when he was already 2.6. His
Greek was understandable only for his family until about September this
year. In German he is lagging far behind in pronunciation and grammar but
his vocabulary is somewhat bigger than in Greek. His mother told me that her
son is not learning by himself and needs a lot of practice. He'd never been
asking a lot and seems not to be interested in new things. He used to be
very introverted but is now that he is going to kindergarden more open and
socially active. There are still a lot of things he should know but still
does not. Just a few days ago he learned the difference between day and
night. To explain to him the differences between summer and winter has taken
his mother several weeks. He as well needed a long time to learn the names
of colors. And he can use a word only in the context in which it appeared
when he learned it. In another situation the same word has to be learned
again. He is not analyzing his speech but learning whole phrases. But his
mother said that her impression was that he had no difficulties with the 2
languages as he can easily switch from one to the other and that he knows
with whom to speak which language. She as well noticed that he could
transfer what he had learned from one language to the other. She therefore
is reluctant to give up speaking German to him and has asked for advice. She
is experiencing a lot of pressure from the therapist, the
kindergardenteachers and others who blame her son's speech delay to the
bilingual education - something neither his mother nor I believe is true. As
my friends family as well is not very supportive, she is now looking for
advice from specialists.

I would very much appreciate any information or reference I could forward to
her. Thanks in advance.


Sincerely yours,
Dr. Beate Luo

Feng-Chia University
Foreign Lanuage and Literature Teaching Section
Dept. of Humanities
100 Wen-Hua Rd.
Hsi-Tun District, 407
Taichung City
Taiwan, ROC
e-mail: beate at fcu.edu.tw





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From genesee at ego.psych.mcgill.ca  Thu Nov 22 15:05:04 2001
From: genesee at ego.psych.mcgill.ca (Fred Genesee)
Date: Thu, 22 Nov 2001 10:05:04 -0500
Subject: speech delay and bilingual education
In-Reply-To: <002f01c172f0$57ac1f20$5238868c@fcu.edu.tw>
Message-ID: <THU.22.NOV.2001.100504.0500.GENESEE@EGO.PSYCH.MCGILL.CA>

Beate:

It seems to be a widespread belief among speech and language therapists, not
all, that bilingual acquisition poses additional challenges to children with
language and other impairments. It is not clear where this belief comes from
because, in fact, there is not a lot of evidence on children with language
impairment who are raised bilingually.

However, the evidence that does exist does not support the recommendation to
drop one of the languages. Johanne Paradis, Martha Crago and I have
completed a
study of French-English bilingual children with SLI (using age-matched and
mlu-matched controls; monolingual and bilingual). We found that the impairment
of teh bilingual children was of the same nature generally as that of
monolingual children with SLI and, furthermore, it did not differ in severity
from that of monolingual children with SLI. In short, there was no evidence
from our study that bilingual exposure altered the nature or severity of these
children's impairment. In other words, it did not appear that their
exposure to
two languages was playing a causal role in their impairment.

As well, when one looks at the research on normal children who are raised
bilingually, there is the clear indication that dual language acquisition is
fundamentally the same as monolingual acquisition with the necessary proviso
that differences in the learning environments of bilingual children can impact
their language acquisition accordingly. Thus, children who have
inconsistent or
impoverished exposure in one of their two languages are likely to exhibit
poorer development in that language than in the other. In other words, the
research on normal bilingual acquisition indicates that the language
faculty is
capable of learning two languages as well as one, other things being equal.
This would lead me to believe that language impairment in bilingual
children is
not likely to be relieved by dropping one of the languages; impaired children
are likely to continue to exhibit problems in the remaining language. My
reading of the research suggests to me that language impairment is not
specific
to one or two languages but is fundamental to any and all languages that
impaired children learn.

Of course, it is dangerous and ill-advised to make specific recommendations
about indivdual children without detailed information about them and their
social environments. Children are all different and the circumstances in which
they learn and use their languages is different. The social and personal
fallout that comes from using two languages (or only one) must also be
considered seriously.  And clearly we have a lot more to learn about bilingual
language impairment -- it is probably not a unitary construct and we have only
just begun to understand even one form of it.

One final point with respect to the child you refer to, it sounds like he has
more than language problems, including cognitive and motor difficulties and,
thus, it is not clear how dropping one language would resolve the range of
challenges he faces.



Fred Genesee



At 08:55 AM 11/22/01 +0800, beate luo wrote:
>
> dear all,
>
> my friend, a German living in Greece, is educating her children bilingual.
> However, her 4 year old son's development is retarded (motor skills as well
> as cognition and speech) by about one year. He has started logotherapy two
> months ago. The therapist advised the mother to stop talking German to
him as
> this would negatively influence his development and would actually be the
> reason for his speech delay. His mother's Greek is not very good and to stop
> talking to him would influence their communication a lot. She asked me if it
> would be generally advised against bilingual education in the case of speech
> delay and if it wouldn't be possible to do the therapy in Greek but the
> exercises at home in German as she is doing it at the moment. As I am not a
> specialist in this field, I would like to forward her questions to you.
>
> This boy started to communicate orally only when he was already 2.6. His
> Greek was understandable only for his family until about September this
year.
> In German he is lagging far behind in pronunciation and grammar but his
> vocabulary is somewhat bigger than in Greek. His mother told me that her son
> is not learning by himself and needs a lot of practice. He'd never been
> asking a lot and seems not to be interested in new things. He used to be
very
> introverted but is now that he is going to kindergarden more open and
> socially active. There are still a lot of things he should know but still
> does not. Just a few days ago he learned the difference between day and
> night. To explain to him the differences between summer and winter has taken
> his mother several weeks. He as well needed a long time to learn the
names of
> colors. And he can use a word only in the context in which it appeared when
> he learned it. In another situation the same word has to be learned
again. He
> is not analyzing his speech but learning whole phrases. But his mother said
> that her impression was that he had no difficulties with the 2 languages as
> he can easily switch from one to the other and that he knows with whom to
> speak which language. She as well noticed that he could transfer what he had
> learned from one language to the other. She therefore is reluctant to
give up
> speaking German to him and has asked for advice. She is experiencing a
lot of
> pressure from the therapist, the kindergardenteachers and others who blame
> her son's speech delay to the bilingual education - something neither his
> mother nor I believe is true. As my friends family as well is not very
> supportive, she is now looking for advice from specialists.
>
> I would very much appreciate any information or reference I could forward to
> her. Thanks in advance.
>
>
> Sincerely yours,
> Dr. Beate Luo
>
> Feng-Chia University
> Foreign Lanuage and Literature Teaching Section
> Dept. of Humanities
> 100 Wen-Hua Rd.
> Hsi-Tun District, 407
> Taichung City
> Taiwan, ROC
> e-mail: <mailto:beate at fcu.edu.tw>beate at fcu.edu.tw
>
>



Psychology Department           phone: (514) 398-6022
McGill University               fax: (514) 398-4896
1205 Docteur Penfield Ave.
Montreal, Quebec
Canada
H3A 1B1


From mserra at psi.ub.es  Thu Nov 22 16:47:47 2001
From: mserra at psi.ub.es (Miquel Serra)
Date: Thu, 22 Nov 2001 17:47:47 +0100
Subject: speech delay and bilingual education
Message-ID: <THU.22.NOV.2001.174747.0100.MSERRA@PSI.UB.ES>

Beate,

although here in Catalunya the bilingual situation is quite peculiar
(spanish and catalan are two roman languages that share many basic
sintactic rules and also the culture) we have a very long experience
with SLI children, and other patologies, in this situation (spanish as
family language, school in catalan; TV, garden and street languages
depending on the area) and I suscribe absolutely what Annik and Fred
have said.
My comments do not mean that the communication and language habilities
(an other as Fred suggests) of this child should not be well planned in
case they will remain in Greece: for exemple working mainly in Greek
comprehension and very little in German production, and working it in
function of learning "language" (not German): For exemple, omissions of
weak initial syllables, articles, prepositions and pronouns, if not
major categories that for sure he is still not mastering.
According to my experience and data I would suggest to work more in this
error types than in any other. I can send some drafts or papers, not
about bilingualism, but obtained in bilingual children that finally we
decided to treat as monolingual for research purposes, attending only at
language problems (in both languages) and not as errors of one or
another, wich in terms of psycholinguistic processing are not valuable.
In this case, as in other, it is more important to communicate a lot and
in the most clear and tunned but challenging way to the child than do it
in one or an other language

Miquel.

--
Miquel Serra i Raventos
Catedratic del Departament de Psicologia Basica
Divisio de Ciencies de la Salut, UNIVERSITAT DE BARCELONA
P. de la Vall d'Hebron 171, 08035 Barcelona, Spain
Tel.  +34 (93) 3125136, Fax.  +34 (93) 402 13 63


From mka at otenet.gr  Thu Nov 22 20:48:09 2001
From: mka at otenet.gr (Mary Kastamoula)
Date: Thu, 22 Nov 2001 20:48:09 -0000
Subject: speech delay and bilingual education
Message-ID: <THU.22.NOV.2001.204809.0000.MKA@OTENET.GR>

Dear Dr. Beate,

it seems to me there is more than a language delay here! And there are many questions to consider.

1) Who has diagnosed the general cognitive and motor delay of the child? Was the child seen by a child psychiatrist/psychologist or a peadiatrician? This is important in evaluating language development. Is the language delay part of a general delay or is the delay specific to language skills?

2) The point about checking hearing is very valid and part of a routine when investigating language delay.

3) What is the child's play skills? Are they age appropriate?

4) How is the child communicating with siblings? In which language? What about the father?

I agree with the suggestion that the mother should use her own language to communicate with the child and not a language she does possess well. Or otherwise, if the mother cannot control input from greek relatives she should at least use her own language consistently.

I think is is not only a matter of what the mother will do. I recommend a general assessment of the child's cognitive and play skills by a good child psychologist and a visit to another speech and language therapist for a second opinion. This should be possible if the family lives in Athens.

Mary Kastamoula
Speech and Language Therapist
Greece
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From cath at roddy.demon.co.uk  Fri Nov 23 06:08:56 2001
From: cath at roddy.demon.co.uk (Catherine Davis)
Date: Fri, 23 Nov 2001 07:08:56 +0100
Subject: notation of schwa
Message-ID: <FRI.23.NOV.2001.070856.0100.CATH@RODDY.DEMON.CO.UK>

I am currently coding some data from a transcription of a language
disordered child and am unsure of the best way to notate the schwa
vowel.
I have found in other data it has been notated as 6 at u - using the
SAMPA transcription, or as 'uh' when not using SAMPA.  The disordered
language I am coding is written in IPA in the transcription and as it
is not the majority of the data and as the analysis is morphological
I don't think it is worth using either SAMPA or IPA, but I'm not
sure.
Any help would be greatly appreciated.
Thank you.

Catherine Davis
Speech and Language Therapist
25 Elm Grove
London N.8 9AH


From mka at otenet.gr  Fri Nov 23 14:30:02 2001
From: mka at otenet.gr (Mary Kastamoula)
Date: Fri, 23 Nov 2001 14:30:02 -0000
Subject: speech delay and bilingual education
Message-ID: <FRI.23.NOV.2001.143002.0000.MKA@OTENET.GR>

Dr Beate,

I understand what the situation is in a greek island where the specialists and the resources are not always there. It is an issue that there is not a bilingual therapist who could handle the family's bilingual situation and if the therapist is greek then therapy and generalisation unavoidably will be in greek. It would be a good idea for the future that the child is assessed by a bilibgual therapist.I know there are many greek speech and language therapists trained in Germany.

In the present case may be the father could be more involved as greek is his language and help witht the exercises so that the mother can feel that she can use german with the child. Whatever they decide in cooperation with their therapist I think consistency of the speakers is important so that the child can associate a language with a speaker e.g. mother german, father greek.


For your information here is the address and tel. of the Hellenic Association of Logopedists. You may ask for more information.

Feidippidou 8, 115 26 Athens
tel/fax  01 777 9901
info at logopedists.gr
www.logopedists.gr


I hope this is helpful and I wish the best to the family.

Mary Kastamoula
Speech and Language Therapist
Greece
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From davismcf at musc.edu  Sat Nov 24 06:52:51 2001
From: davismcf at musc.edu (Elise Davis McFarland)
Date: Sat, 24 Nov 2001 01:52:51 -0500
Subject: South African languages
Message-ID: <SAT.24.NOV.2001.015251.0500.DAVISMCF@MUSC.EDU>

Does anyone know of any articles or books on language acquisiton and/or
language disorders in children who speak Xhosa or Kwazulu (Zulu)?


From macw at cmu.edu  Sat Nov 24 18:00:28 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sat, 24 Nov 2001 13:00:28 -0500
Subject: notation of schwa
In-Reply-To: <v04210101b823940d77db@[158.152.150.246]>
Message-ID: <SAT.24.NOV.2001.130028.0500.MACW@CMU.EDU>

On 11/23/01 1:08 AM, "Catherine Davis" <cath at roddy.demon.co.uk> wrote:

> I am currently coding some data from a transcription of a language
> disordered child and am unsure of the best way to notate the schwa
> vowel.
> I have found in other data it has been notated as 6 at u - using the
> SAMPA transcription, or as 'uh' when not using SAMPA.  The disordered
> language I am coding is written in IPA in the transcription and as it
> is not the majority of the data and as the analysis is morphological
> I don't think it is worth using either SAMPA or IPA, but I'm not
> sure.
> Any help would be greatly appreciated.
> Thank you.
>
> Catherine Davis
> Speech and Language Therapist
> 25 Elm Grove
> London N.8 9AH
>
>

Dear Catherine,
  There are three ways to approach this problem: the easy way, the current
way, and the future way.
1.  The easy way.  Use SAMPA in CLAN.  But make sure that you create a
separate %pho line for this.  Mixing SAMPA on the main line is too
confusing.  If you aren't doing phonemic transcription throughout, I
wouldn't even worry about the schwa issue at all.  Given the fact that you
only care about morphology, I would go this route for now.
2.  The current way.  Use Hank Rogers IPA Font system on the %pho line in
CLAN, as in the Cruttenden data for example.  If you use this system, we
will eventually have to convert its IPA codes to Unicode, but we will have
to do this for several data sets anyway.
3.  The future way (not recommended except for the very brave).   Use
Unicode. If you are using Windows 2000, you can use the Arial Unicode MS
font which you can get from the CHILDES home page.  The nice thing about
Unicode is that it is pretty much guaranteed to be the font standard of the
future. SIL (Summer Institute of Linguistics) will be providing very
powerful tools for diacritic stacking and such.  However, if you only care
about notating on the phonemic level, then just putting your WordPad file
into the Arial Unicode font will work.  Currently CLAN does not support full
Unicode, but our new XCode program does.

--Brian MacWhinney


From ann at hawaii.edu  Sat Nov 24 19:00:29 2001
From: ann at hawaii.edu (Ann Peters)
Date: Sat, 24 Nov 2001 09:00:29 -1000
Subject: notation of schwa
Message-ID: <SAT.24.NOV.2001.090029.1000.ANN@HAWAII.EDU>

Dear Catherine,
I disagree with Brian about his comment: "Given the fact that you only
care about morphology, I would go this route [ignoring the schwa] for
now."
In my work with filler syllables that turn into grammatical morphemes,
tracking schwas is really crucial!  I have found that I can't do without a
%pho tier, but that is a lot of work!  I have also developed my own
notation for indicating vowel and nasal fillers on the main line. I
suspect Brian wouldn't approve, since it isn't sanctioned CHAT format, but
it does help me keep track of the fillers.
Ann Peters


****************************
Dr. Ann M. Peters, Professor
Department of Linguistics
University of Hawai`i               email: ann at hawaii.edu
1890 East West Road, Rm 569         phone: 808 956-3241
Honolulu, HI  96822                 fax:   808 956-9166
http://www2.hawaii.edu/~ann/


From silliman at chuma1.cas.usf.edu  Mon Nov 26 02:48:27 2001
From: silliman at chuma1.cas.usf.edu (Silliman, Elaine)
Date: Sun, 25 Nov 2001 21:48:27 -0500
Subject: speech delay and bilingual education
Message-ID: <SUN.25.NOV.2001.214827.0500.SILLIMAN@CHUMA1.CAS.USF.EDU>

The discussion on the possible causes of language delay in a child being
reared in a bilingual environment raised two important points. First, in a
child that appears to be as seriously delayed as described, the ruling out
of a hearing loss through a comprehensive audiological evaluation is an
essential first step. Second, one would hope that speech-language
pathologists would not attribute a language learning problem of this kind to
a child's bilingual education. As Fred Genesee points out, if a child has a
language impairment, that impairment will be found in both languages that
the child speaks, not just one.

A major clinical issue, however, is that many of the tools available for
diagnostic decision making are based on empirical studies of English
speaking children. Thus, an important issue concerns how to analyze the
level of language development in children whose languages differ
substantially from English morphosyntax. For an excellent discussion of the
issues involved in the cross-linguistic clinical analysis of language
samples, two recent sources are recommended:

Gutierrez-Clellen, V. F., Restrepo, M. A., Bedore, L., Pena, E., & Anderson.
R. (2000). Language sample analysis in Spanish-speaking children:
Methodological considerations. Language, Speech, & Hearing Services in
Schools, 31 (1), 88-98.

Leonard, L. B. (1999). The study of language acquisition across languages.
In O. L. Taylor & L. B. Leonard (Eds.), Language acquisition across North
America: Cross-cultural and cross-linguistic perspectives (pp. 3-18). San
Diego, CA: Singular Publishing.

Elaine Silliman

Professor
Communication Sciences and Disorders &
Cognitive and Neural Sciences
University of South Florida
PCD 4021C
Tampa, FL 33620
Voice mail: (813) 974-9812
Fax: (813) 974-0822/8421
E-mail: silliman at chuma1.cas.usf.edu

 -----Original Message-----
From: Mary Kastamoula [mailto:mka at otenet.gr]
Sent: Thursday, November 22, 2001 3:48 PM
To: info-childes at mail.talkbank.org
Subject: speech delay and bilingual education



Dear Dr. Beate,

it seems to me there is more than a language delay here! And there are many
questions to consider.

1) Who has diagnosed the general cognitive and motor delay of the child? Was
the child seen by a child psychiatrist/psychologist or a peadiatrician? This
is important in evaluating language development. Is the language delay part
of a general delay or is the delay specific to language skills?

2) The point about checking hearing is very valid and part of a routine when
investigating language delay.

3) What is the child's play skills? Are they age appropriate?

4) How is the child communicating with siblings? In which language? What
about the father?

I agree with the suggestion that the mother should use her own language to
communicate with the child and not a language she does possess well. Or
otherwise, if the mother cannot control input from greek relatives she
should at least use her own language consistently.

I think is is not only a matter of what the mother will do. I recommend a
general assessment of the child's cognitive and play skills by a good child
psychologist and a visit to another speech and language therapist for a
second opinion. This should be possible if the family lives in Athens.

Mary Kastamoula
Speech and Language Therapist
Greece


From morgen at idf.ext.jussieu.fr  Mon Nov 26 09:25:47 2001
From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN)
Date: Mon, 26 Nov 2001 10:25:47 +0100
Subject: notation of schwa
Message-ID: <MON.26.NOV.2001.102547.0100.MORGEN@IDF.EXT.JUSSIEU.FR>

I am really relieved with Ann Peters' answer about the notation of the
schwa. I was never able to enter my own French data in the CHILDES database
because of the transcription problem since I transcribe all the child's
utterances in IPA up to about 2;6 and cannot fill the main line. I must say
I haven't had the time to try again  (with all the recent progress that has
been made in CHAT) and I admire Ann Peters for having found her way. If we
want to be precise and work on the beginning of acquisition I really think
we cannot avoid phonetic transcription, at least in French. I would love to
share my data with the world through CHILDES (longitudinal data of at least
one French child from 1;8 to 3;3 but there also are other data in the lab)
but I don't know how to solve that problem.

I have two requests:
1) Is there a way I can get IPA fonts for Macintosh in a recent edition for
FREE. Mine are very old and my Imac doesn't like having them on the hard
disk at all but all my data is already transcribed! We only have them for PC
in my lab and so do my colleagues in other labs.

2) Will there be a CHILDES workshop in Maddisson? I've lost practise and
know nothing of the progress made since at least 1994 for I've been working
on my data which is not in CHAT format.

Aliyah Morgenstern
Université Paris III - CNRS LEAPLE


From Edy.Veneziano at univ-nancy2.fr  Mon Nov 26 10:22:22 2001
From: Edy.Veneziano at univ-nancy2.fr (Edy Veneziano)
Date: Mon, 26 Nov 2001 11:22:22 +0100
Subject: notation of schwa
Message-ID: <MON.26.NOV.2001.112222.0100.>

Like Alya Morgenstern, I would also welcome an update on phonetic trnascription
within CHAT (associated with practice and availability of required
fonts/applications).
I agree with Ann that fine phonetic transcription is necessary for the
emergence of morphology and, for that matter - emergence - , at all levels of
language analysis.
However, I think that it is important to remind ourselves that this is a
necessary but not sufficient step to take, as time consuming transcriptions may
sometimes not make surface, or may be mistreated , at the analysis level .

Edy Veneziano



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From santelmannl at pdx.edu  Mon Nov 26 16:49:20 2001
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Mon, 26 Nov 2001 08:49:20 -0800
Subject: notation of schwa
In-Reply-To: <20011126093340.2C03E1A0@postfix2-1.free.fr>
Message-ID: <MON.26.NOV.2001.084920.0800.SANTELMANNL@PDX.EDU>

You can download a free set of IPA fonts from SIL (www.sil.org) under 
"software". I believe the fonts are called "Encore IPA" and they are a true 
type font that works with both Windows and Mac.

Lynn Santelmann

>I have two requests:
>1) Is there a way I can get IPA fonts for Macintosh in a recent edition for
>FREE. Mine are very old and my Imac doesn't like having them on the hard
>disk at all but all my data is already transcribed! We only have them for PC
>in my lab and so do my colleagues in other labs.
>
>2) Will there be a CHILDES workshop in Maddisson? I've lost practise and
>know nothing of the progress made since at least 1994 for I've been working
>on my data which is not in CHAT format.
>
>Aliyah Morgenstern
>Université Paris III - CNRS LEAPLE

*****************************************************************************************
Lynn Santelmann
Assistant Professor
Department of Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
Phone: 503-725-4140
Fax: 503-725-4139
e-mail: santelmannl at pdx.edu (last name + first initial)
web: www.web.pdx.edu/~dbls
Tommy pictures:
  http://www.netinteraction.com/thomas/Tommyhomepage.html
********************************************************************************************


From Katherine_Demuth at Brown.edu  Mon Nov 26 17:54:52 2001
From: Katherine_Demuth at Brown.edu (Katherine Demuth)
Date: Mon, 26 Nov 2001 12:54:52 -0500
Subject: South African languages
Message-ID: <MON.26.NOV.2001.125452.0500.KATHERINEDEMUTH@BROWN.EDU>

Hi Elise -

Susan Susman, at the University of Witwatersrand, has written  on the
acquisition of Zulu (IsiZulu), and she and I have an article on an
language delayed Zulu-learning child.  In addition, Susan is working
on materials for norming Zulu acquisition.

Sandile Gxilishe, at the University of Cape Town, is currently
working on the acquisition of Xhosa.

In addition, I have many articles  on the acquisition of closely
related Sesotho.


Best,
Katherine

>Does anyone know of any articles or books on language acquisiton and/or
>language disorders in children who speak Xhosa or Kwazulu (Zulu)?


--
*****************************
Katherine Demuth, Professor
Dept. of Cognitive & Linguistic Sciences
Brown University, Box 1978
Providence, RI 02912
TEL: (401) 863-1053
FAX: (401) 863-2255


From silliman at chuma1.cas.usf.edu  Wed Nov 28 17:09:19 2001
From: silliman at chuma1.cas.usf.edu (Silliman, Elaine)
Date: Wed, 28 Nov 2001 12:09:19 -0500
Subject: Katharine G. Butler Symposium, February 22-23, 2002
Message-ID: <WED.28.NOV.2001.120919.0500.SILLIMAN@CHUMA1.CAS.USF.EDU>

The Specialty Board on Child Language and the Special Interest Division 1:
Language Learning and Education of the American Speech-Language- Hearing
Association are jointly sponsoring the first Katharine G. Butler Symposium
on Child Language. The purpose of this symposium, to be held in San Jose,
California, is to honor Dr. Butler's lifetime of commitment in the area of
Child Language. A banquet in her honor on Saturday evening, February 23,
2002 will culminate the symposium.

Presenters:
Elizabeth Bates, Ph.D. -- Professor of Cognitive Science, Professor of
Psychology and Director of the Center for Research in Language at University
of California at San Diego.  Dr. Bates is interested in neural systems
supporting language in humans while carrying out their earlier
non-linguistic functions.  She purports the need for a new way of thinking
about language evolution and language development in the human brain, which
represents a dynamic, distributed, plastic approach.
Virginia Berninger, Ph.D. -- Professor of Educational Psychology and
Director of the NICHD-funded Multidisciplinary Learning Disability Center,
Literacy Trek Longitudinal Study, and the Write Stuff Intervention Project
at the University of Washington.  Among her interests is the integration of
brain imaging, family genetics, and treatment research.  She has constructed
a 3-tier model to make the case that early intervention is indicated for all
at-risk readers and continuing intervention is necessary for persisting
difficulties.
Catherine Snow, Ph.D. -- Henry Lee Shattuck Professor of Education at the
Harvard Graduate School of Education.  Her research interests include
children's language development as influenced by interaction with adults in
home and preschool settings, literacy development as related to language
skills as influenced by home and school factors, and issues related to the
acquisition of English oral and literacy skills by language minority
children.
Shirley Brice Heath, Ph.D., -- Professor of Linguistics and English at
Stanford University. A linguistic anthropologist, Dr. Heath's research has
centered on the out-of-school lives of young people in subordinated
communities.  Key themes in her work are adolescents' own language and
symbolic representations of themselves, as well as their leadership and
initiative in identifying and solving what they see as community problems.

This symposium will combine the presentations with small group discussions
that will address specific questions.

Registration
Early registration by 1/18/02 -- $165.00
Registration after 1/18/02 -- $185.00
Banquet in honor of Dr. Butler -- $45.00
To register, contact:
Ellen Schoch (Specialty Board on Child Language) at (973) 275-2825 or
e-mail: schochel at shu.edu <mailto:schochel at shu.edu>

A PDF registration form is available at:
http://education.wichita.edu/cds/faculty/apel/butler_symposium.htm
<http://education.wichita.edu/cds/faculty/apel/butler_symposium.htm>

Hotel
The symposium will be held at the beautiful and elegant Fairmont Hotel in
San Jose, CA. To take advantage of our special rate, please reserve your
room by 1/18/2002 by calling
1-800-346-5550. The Fairmont is located at 170 S. Market Street, San Jose,
CA.

SPECIAL RATE: $139.00 single/double.
$25.00 per additional person.

Elaine R. Silliman, Ph.D.
Professor
Communication Sciences & Disorders &
Cognitive & Neural Sciences
University of South Florida
PCD 4021C
Tampa, FL 33620
Voice mail: (813) 974-9812
Fax: (813) 974-0822/8421
E-mail: silliman at chuma1.cas.usf.edu


From beate at fcu.edu.tw  Thu Nov 29 01:47:23 2001
From: beate at fcu.edu.tw (beate luo)
Date: Thu, 29 Nov 2001 09:47:23 +0800
Subject: speech delay and bilingual education
Message-ID: <THU.29.NOV.2001.094723.0800.BEATE@FCU.EDU.TW>

dear all,

first, I want to thank you all for your contributions to my question if one language should be dropped if a child is speech delayed. My friend was very desperate when she asked me for help but all of your contibutions have helped her to come over this crisis and she asked me to forward a mail to you as well:

I want to thank you all very much for your mails. I did'nt expect so much interest, although I know, that there are a lot of children with this problem.
Indeed Your thoughts are very important for me. They help me not only in the discussions with the speach-therapist and teachers. The main thing for me is to know that my son gets the support he needs and that I do the best to help him. Living on a greek island is not easy if you have a problem like we have because there is no choice. We have to be happy that there is a speach-therapist at all!
After all I have to say that my son is doing very well in the therapy and even the therapist admits, that he makes progress in big steps. She stopped critizising, and she says now, that you can see the difference between children, where nobody helps at home and children with support. I take this as a compliment, but I didn't tell her, that I do allmost all exercises in german. 
 
Again I thank you very much for your interest and your support.
Sincerly 
Petra Scheiblich-Raftopoulos 

And here a summary of the responses:
Several people suggested a hearing test as hearing problems are often the cause of speech delay. I forgot to mention in my earlier mail that the boy had been tested and his hearing was o.k. He will have a thorough evaluation of all of his delays early next year (the waiting lists are long).
1. Anne Kolatsis gave a reference which discusses early bilingual development: Genesee, F. (1989) Early bilingual development: one language or two?, Journal of Child Language, 16, 1, 161-179.

2. Madalena Cruz-Ferreira gave her experiences of raising her trilingual kids and made a very good point: " Just to say that teachers, other adults and peers alike, all of them monolingual, *will* blame multilingualism on whatever problems a child may happen to develop. ... Your friend *will* have a huge problem eventually, when she finds that by switching over to another language she'll have lost precious contact with her child."

3.  Christiane Dietrich wrote: "there is NO evidence that children that are brought up bilingually are more prone to developing speech and language problems and it is highly unlikey to be the cause of your child's problems. Although sometimes parent-child interaction therapy is used as part of the therapy programme when working with children with delay, the reason for this is not that the parent's behaviour is causing the problem but there are sometimes changes that can be made that are beneficial for he child's improvment such as following the child's lead (e.g. frequently commenting on things that the child is already paying attention to)."

4. Susanne Dopke pointed out: "Strategies learned in one language can certainly be transferred to another and that is how the speech pathologist should handle it. Countries who have guidelines for speech pathologists working with culturally and linguistically diverse clients advise exactly that (eg. US, GB, Australia) The only consession I would make to the speech pathologist is that I would enlist the father's or another Greek carer's support to also implement the stratgies into the Greek input on a daily basis. The more helpful input a child with difficulties gets the better, and if a family wants their child to be bilingual that would ideally happen in both languages."

5. Christiane Hofbauer mentioned: "... I had indirectly to do with some children where the parents tried to educate their children monolingually in a foreign, not fluently spoken language. This caused problems in all of the children. So, in my opinion, the mother NEVER should try to speak only Greek with her son, if her Greek is not very good (besides the fact that a restricted communication with a child, which isn't very communicative, shouldn't help at all.)

6. Annick De Houwer advised the mother to NOT give up speaking the language she usually speaks with her child and feels comfortable with as here is absolutely no evidence that shows that this would help; on the contrary, there are many (unpublished, anecdotal, but still!!) reports that when mothers stop talking their usual language to their child in pre-school age, some children get very upset and even stop speaking altogether for a while. This issue (and others) are taken up in her brief article, 'Two or More Languages in Early Childhood: Some General Points and Practical Recommendations', first published in AILA News and since 1999 available through the website of the ERIC Clearinghouse on Languages and Linguistics at http://www.cal.org/ericcll/digest/earlychild.html .

7. Sharon Armon-Lotem wrote: "There is no research, that I know of, that shows any relations betweeen the two. It is traditionally assumed that bilingualism is good for you if you have no language problems (gives you a cognitive advantage, etc.). One thing is clear. Bilingualism is not a reason for language impairement (which have a yet unknown neurological source), though some say it causes language delay in some children. ... We want to try and see what efffect bilingualism has on language impairment). It will be a few years before we can say something definite. But your friend should trust her own judgement on this issue, though she might have to fight for it."

8. Annabelle David worte: "Stopping to speak one language to a child will certainly not do any good. I have been through many testimony of parents of children in that situation. Most speech therapist are not trained to deal with bilingual children. So the only thing that can go wrong for them is what they don't know about: bilingualism. Your friend really should talk to somebody who knows about bilingualism. Not any other person."

9. Fred Genesee as well stressed that there seems to be a widespread belief among speech and language therapists, not all, that bilingual acquisition poses additional challenges to children with language and other impairments. It is not clear where this belief comes from because, in fact, there is not a lot of evidence on children with language impairment who are raised bilingually.  He goes on saying: "However, the evidence that does exist does not support the recommendation to drop one of the languages. Johanne Paradis, Martha Crago and I have completed a study of French-English bilingual children with SLI (using age-matched and mlu-matched controls; monolingual and bilingual). We found that the impairment of the bilingual children was of the same nature generally as that of monolingual children with SLI and, furthermore, it did not differ in severity from that of monolingual children with SLI. In short, there was no evidence from our study that bilingual exposure altered the nature or severity of these children's impairment. In other words, it did not appear that their exposure to two languages was playing a causal role in their impairment. 
As well, when one looks at the research on normal children who are raised bilingually, there is the clear indication that dual language acquisition is fundamentally the same as monolingual acquisition with the necessary proviso that differences in the learning environments of bilingual children can impact their language acquisition accordingly. Thus, children who have inconsistent or impoverished exposure in one of their two languages are likely to exhibit poorer development in that language than in the other. In other words, the research on normal bilingual acquisition indicates that the language faculty is capable of learning two languages as well as one, other things being equal. This would lead me to believe that language impairment in bilingual children is not likely to be relieved by dropping one of the languages; impaired children are likely to continue to exhibit problems in the remaining language. My reading of the research suggests to me that language impairment is not specific to one or two languages but is fundamental to any and all languages that impaired children learn. 
Of course, it is dangerous and ill-advised to make specific recommendations about indivdual children without detailed information about them and their social environments. Children are all different and the circumstances in which they learn and use their languages is different. The social and personal fallout that comes from using two languages (or only one) must also be considered seriously.  And clearly we have a lot more to learn about bilingual language impairment -- it is probably not a unitary construct and we have only just begun to understand even one form of it. 
As  general rule it seems to me that in order to justify dropping one language in the case of a child who is growing up bilingual there should be well documented evidence of what the language difficulty is and specific expectations about how changing his life by dropping a language will resolve his difficulties. There are attendant problems for children when their lives are altered by simply dropping a language." 

10. Miquel Serra i Raventoswrote: "Although here in Catalunya the bilingual situation is quite peculiar (spanish and catalan are two roman languages that share many basic sintactic rules and also the culture) we have a very long experience with SLI children, and other patologies, in this situation (spanish as family language, school in catalan; TV, garden and street languages depending on the area) and I suscribe absolutely what Annick and Fred have said. My comments do not mean that the communication and language habilities (an other as Fred suggests) of this child should not be well planned in case they will remain in Greece: for example working mainly in Greek comprehension and very little in German production, and working it in function of learning "language" (not German): For exemple, omissions of weak initial syllables, articles, prepositions and pronouns, if not major categories that for sure he is still not mastering. According to my experience and data I would suggest to work more in this error types than in any other. In this case, as in other, it is more important to communicate a lot and in the most clear and tunned but challenging way to the child than do it in one or an other language.

11. Mary Kastamoula recommended a general assessment of the child's cognitive and play skills by a good child psychologist and a visit to another speech and language therapist for a second opinion as it seemed to her that there is more than a language delay here. Questions to consider are:
1) Is the language delay part of a general delay or is the delay specific to language skills?
2) The point about checking hearing is very valid and part of a routine when investigating language delay.
3) What is the child's play skills? Are they age appropriate?
4) How is the child communicating with siblings? In which language? What about the father?
She went on saying that she agrees with the suggestion that the mother should use her own language to communicate with the child and not a language she does not possess well. Or otherwise, if the mother cannot control input from greek relatives she should at least use her own language consistently.
She understands what the situation is in a greek island where the specialists and the resources are not always there. It is an issue that there is not a bilingual therapist who could handle the family's bilingual situation and if the therapist is greek then therapy and generalisation unavoidably will be in greek. It would be a good idea for the future that the child is assessed by a bilingual therapist.There are many greek speech and language therapists trained in Germany. In the present case may be the father could be more involved as greek is his language and help witht the exercises so that the mother can feel that she can use german with the child. Whatever they decide in cooperation with their therapist, consistency of the speakers is important so that the child can associate a language with a speaker e.g. mother german, father greek.

12. Elaine Silliman as well stressed the importance of an audiological evaluation as an essential first step. She goes on saying that one would hope that speech-language pathologists would not attribute a language learning problem of this kind to a child's bilingual education. As Fred Genesee points out, if a child has a language impairment, that impairment will be found in both languages that the child speaks, not just one. A major clinical issue, however, is that many of the tools available for diagnostic decision making are based on empirical studies of English speaking children. Thus, an important issue concerns how to analyze the level of language development in children whose languages differ substantially from English morphosyntax. For an excellent discussion of the issues involved in the cross-linguistic clinical analysis of language samples, two recent sources are recommended: 
Gutierrez-Clellen, V. F., Restrepo, M. A., Bedore, L., Pena, E., & Anderson. R. (2000). Language sample analysis in Spanish-speaking children: Methodological considerations. Language, Speech, & Hearing Services in Schools, 31 (1), 88-98.
Leonard, L. B. (1999). The study of language acquisition across languages. In O. L. Taylor & L. B. Leonard (Eds.), Language acquisition across North
America: Cross-cultural and cross-linguistic perspectives (pp. 3-18). San Diego, CA: Singular Publishing.

13. Barbara Conboy sent another reference:
Gutierrez-Clellen, V.F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302

I hope I didn't forget anybody. Thanks again.

Beate


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From bart.hollebrandse at let.uu.nl  Thu Nov 29 07:06:54 2001
From: bart.hollebrandse at let.uu.nl (Bart Hollebrandse)
Date: Thu, 29 Nov 2001 08:06:54 +0100
Subject: European Master's in Clinical Linguistics (EMCL)
Message-ID: <THU.29.NOV.2001.080654.0100.BART.HOLLEBRANDSE@LET.UU.NL>

The European Master's in Clinical Linguistics (EMCL) is a university
programme at advanced level (Master's type) in Clinical Linguistics,
providing an integrated training in both neurolinguistic theory and
clinical methods. Students with a background in linguistics or
psychology will become acquainted with the clinical situation, so
that they will be able to develop better assessment and treatment
materials. Speech and Language pathologists who follow this
programme will acquire more knowledge about theoretical
background of the langauge disorders and the relation between
language and the brain. It is envisaged that a certain cross-
fertilisation will take place as well, as a result of which speech and
language pathologists will contribute to the development of material
or tests, while students with a more theoretical background get
involved in clinical activities.

The programme comprises three terms and reflects the European
character of the EMCL. In the first term, the student will study at
his/her 'home university', i.e. the university where s/he is registered
for the EMCL. This term is similar at the participating institutions
and will consist of a number of core courses. During the second or
third term, the student should go to one of the other universities
sponsored by the European Union under Socrates, to do
specialised courses; the remaining term will be used for research
classes and is done at the home university again. Finally, the
student will write an MA-thesis and attend a summerschool or a
conference to finish the programme.
The Board-of-Studies consists of members of the participating
institution, i.e. the universities of Groningen (NL), Joensuu (FI),
Newcastle (UK), Oslo (N), Potsdam (D), Reading (UK) and Milan
(IT). In 2002-2003 the programme wille be ran at the universities of
Groningen (NL0 and Potsdam (D). All courses will be taught in
English. The deadline for sending in an application form is 1st of
March 2002.

For more information see our homepage:
http://www.let.rug.nl/emcl/
e-mail: emcl at let.rug.nl
Information packages (including an application form) will be available
from December 2001.
Prof. Dr. Roelien Bastiaanse
University of Groningen, Dept. Linguistics
PO Box 716, 9700 AS Groningen
The Netherlands
phone: +31 50 363 5558/5858 (secr)
fax:   +31 50 363 6855



Bart Hollebrandse
Utrecht institute of Linguistics OTS	
Trans 10, 3512 JK Utrecht, The Netherlands
tel: 31-30-2536213; fax: 31-30-2536000

Groningen University
Dutch Department
Oude Kijk in 't Jatstraat 26
Groningen
31-50-3635632
b.hollebrandse at let.rug.nl


From macw at cmu.edu  Fri Nov 30 01:43:05 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 29 Nov 2001 20:43:05 -0500
Subject: new IASCL book series
Message-ID: <THU.29.NOV.2001.204305.0500.MACW@CMU.EDU>

Dear Info-CHILDES,

  I am happy to announce the appearance of the first volume of a new book
series entitled "Trends in Language Acquisition Research" (TILAR). The
series editors are Steven Gillis and Annick DeHouwer.  The first volume is
entitled "Trends in Bilingual Acquisition" and the volume editors are Jasone
Cenoz and Fred Genesee.  Having read through and commented on all of these
articles, I can say that this is a really good book.  Moreover, IASCL
members can purchase it at a 60% discount.  The details about the book's
contents and an order form for IASCL members is in the attachment to this
letter.  If you are not a IASCL member, you can obtain a parallel order form
from http://childes.psy.cmu.edu/html/tilar1.pdf

--Brian MacWhinney


P.S. I am violating our info-childes rule of not posting attachments in this
case.  I think that rule should now be changed for book notices of this
type. So, if you need to post book notices with fancy formatting, just send
them to me and I will turn on the attachment posting facility, post the
notice, and then turn off attachment posting again.

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From ann at hawaii.edu  Fri Nov  2 20:50:06 2001
From: ann at hawaii.edu (Ann Peters)
Date: Fri, 2 Nov 2001 10:50:06 -1000
Subject: accent (fwd)
Message-ID: <FRI.2.NOV.2001.105006.1000.ANN@HAWAII.EDU>

Dear colleagues,
This query doesn't really fall in my area of expertise. Can any of you
help?
thank you
ann

****************************
Dr. Ann M. Peters, Professor
Department of Linguistics
University of Hawai`i               email: ann at hawaii.edu
1890 East West Road, Rm 569         phone: 808 956-3241
Honolulu, HI  96822                 fax:   808 956-9166
http://www2.hawaii.edu/~ann/

---------- Forwarded message ----------
Date: Thu, 1 Nov 2001 15:51:54 -1000
From: Emily <emily at china10k.com>
To: ann at hawaii.edu
Subject: accent

Dear Ann

I got your name from the web-site of hong kong university.

I am a Hong Kong Chinese education in the US.  I graduated as top of
engineering school at stanford and have an MBA from harvard.  i worked for
years for a US firm.  while my own english is ok-american accent, i have
noticed the immediate discrimination american firms have against people with
accent.

I am thinking of starting an accent school in china.  Looking at my own
experience, I think it's hard to change accent when a person is older.
therefore, instead of force-feeding adults, i am thinking of starting by
giving young kids (age 5 to 7)a chance to listen and speak to natives.  I am
trying to get advice from liguists like yourself to see if this is the right
approach. What do you think?

I don't know if this is your area of expertise.  If not, could you please
give me some suggestions as to who to contact?

Thanks
Emily Yau


From macw at cmu.edu  Mon Nov  5 16:28:57 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 5 Nov 2001 11:28:57 -0500
Subject: Conference Announcement
In-Reply-To: <v0422080bb80c645c79d3@[193.48.145.53]>
Message-ID: <MON.5.NOV.2001.112857.0500.MACW@CMU.EDU>

CONFERENCE ANNOUNCEMENT
Early lexicon acquisition: normal and pathological development
Lyon, December 5-8, 2001
******************************************************

PLENARY SPEAKERS:
Barbara Davis
Michele Guidetti
Jean-Adolphe Rondal
Marc Bornstein
Marten Eriksson

Conference venue
Institut des Sciences de l'Homme
14, avenue Berthelot
69363 Lyon cedex 07
France
Room: Marc Bloch 4th floor
Tel : +33 (0)4-72-72-64-12
Fax : +33 (0)4-72-72-65-90

PRELIMINARY PROGRAM

WEDNESDAY 5TH DECEMBER

4:00 pm - 8:00 pm: Registration: Room Elise Rivet, 4th floor
6:30 pm : Welcome cocktail : Room Elise Rivet, 4th floor

THURSDAY 6TH DECEMBER

8.00 am - 9.00 am Registration ISH, Salle Elise Rivet, 4th floor
9.00 am - 9.30 am Opening
9.30 am - 10.30am Invited speaker: M?rten Eriksson
Children's words in inventories and tests: what questions do they answer?
10.30 am - 11.00 am Tea/Coffee breack, Room Elise Rivet (4th floor)
11.00 am - 11.30 am Katharina Rohlfing
The first step into the acquisition of UNDER
11.30 am - 12.00 pm Margaret Friend & Kelly Diaz
The consistency of parent report and its relation to child performance
12.00 pm - 1.30 pm Lunch
1.30 pm - 2.00 pm Sandra Waxman, Amy Booth & Irena Braun
The power of early word-learning
2.00 pm - 2.30 pm Angelika Wittek & Douglas Behrend
Children use novel verbs to determine an actors' intention: Evidence
from the behavioral reenactment task
2.30 pm - 3.30 pm Invited speaker: Mich?le Guidetti
What is the conventional gestures's contribution to our knowledge of
early lexical acquisition
3.30 pm - 4.00 pm Tea/Coffee break, Room Elise Rivet (4th floor)
4.00 pm - 4.30 pm Christophe Parisse & Marie-Th?r?se LeNormand
Early lexical development in English and French children aged 1;6 to 2;6
4.30 pm - 5.00 pm Marilyn Shatz & Andrea Backscheider
The development of non-object lexical categories in two-year-olds
6.00 pm Boat Trip & Dinner


FRIDAY 7TH DECEMBER

9.00 am - 10.00 am Invited speaker: Jean-Adolphe Rondal
D?veloppement lexical chez les sujets retard?s mentaux
10.00 am - 10.30 am Andrea Warner-Czyz & Barbara Davis
Acoustic characteristics of early vocabulary in a young cochlear
implant recipient: Relationship to auditory access
10.30 am - 11.00 am Christina Kauschke
Normal and delayed lexical development in German
11.00 am - 11.30 am Tea/Coffee breack, Room Elise Rivet (4th floor)
11.30 am - 12.00 pm Sophie Kern & Sophie Gonnand
Lexical development in French toddlers
12.00 pm - 12.30 pm Anne Baker & BeppieVan den Bogaerde
Nouns and verbs in the early lexicon of children learning a sign language
12.30 pm - 2.00 pm Lunch
2.00 pm - 3.30 pm Poster Session
Room Ennat L?ger, Andr? Frossard, Georges Lyvet (basement)
3.30 pm - 4.00 pm Tea / Coffee break, Room Elise Rivet (4th floor)
4.00 pm - 4.30 pm Marie Leroy
Acquisition du lexique d'un point de vue prosodique et
posturo-mimo-gestuel: Etude longitudinale des premi?res
verbalisations d'un enfant (de 0,2 ? 1,10)
4.30 pm - 5.00 pm Joan Furey & Ruth Watkins
The first 50 words: An examination of concurrent phonological and
lexical development
6:00 pm - 7.00 pm Guided tour: " Les traboules "

SATURDAY 8TH DECEMBER

9.00 am - 10.00 am Invited speaker: Barbara Davis
Phonetic and perceptual influences on early lexical acquisition:
Methods and data
10.00 am - 10.30 am Helena Taelman & Steven Gillis
Variation in children's early production of multisyllabic words:
'defective' lexical representations or processing limitations?
10.30 am - 11.00 am Erika Hoff
Phonological memory and word learning in 20-month-olds
11.00 am - 11.30 am Tea / Coffee break, Room Elise Rivet (4th floor)
11.30 am - 12.00 pm Daniel Swingley
Phonetic representation in the developing lexicon
12.00 pm - 12.30 pm Lorraine McCune
Motion, perception and action: Do mirror neurons potentiate
linguistic encoding of relational meanings in the single word period
and beyond?
12.30 pm - 1.30 pm Lunch
1.30 pm - 2.00 pm Dorit Ravid & Rola Farah
The early plural lexicon of palestinian arabic: A longitudinal case study
2.OO pm - 2.30 pm Sabine Klampfer
Early lexicon acquisition from a morphological perspective: Austrian
children's developmental changes from pre- to protomorphology
2.30 pm - 3.30 pm Invited Speaker: Marc Bornstein
3.30 pm - 4.00 pm Tea / Coffee break
Room Elise Rivet (4th floor)
4.00 pm - 4.30 pm Donna Vear, Letitia Naigles, Erika Hoff & Eliane Ramos
An investigation of the syntactic flexibility within young children's
early verb development: Evidence from a cross-sectional diary study
4.30 pm - 5.00 pm Edy Veneziano
Lexical acquisition and the beginnings of combinatorial speech: some
complex relations in two French-acquiring children
5.30 pm Closing remarks

POSTERS PROGRAM

ROOM ENNAT L?GER (BASEMENT)

1 - Larisa Avram & Martine Coene Acquisition of auxiliaries and
determiners in early child romanian
2 - Sigal Uziel-Karl Early morphological development: Evidence from
the acquisition of verb morphology in child Hebrew
3 - Jacqueline Van Kampen Bootstraps for below two
4 - Joost van de Weijer The importance of single-word utterances for
early word recognition
5 - Karine Duvignau De la m?taphore analogique verbale ?
l'acquisition pr?coce du lexique: pour la mise au point d'un outil
d'acquisition du lexique des verbes bas? sur l'analogie


ROOM ANDR? FROSSARD (BASEMENT)

6 - Marina Arabatzi, Laurence Chillier, St?phane Cronel-Ohayon,
Thierry Deonna, S?bastien Dub?, Ulrich Frauenfelder, Corn?lia Hamann,
Luigi Rizzi, Michal Starke & Pascal Zesiger
The acquisition of French pronouns in normal children and in children
with specific language impairment (SLI)
7 - Valentina Jacob & Laura D'Odorico
Prosodical and lexical aspects of maternal linguistic input to
late-talking toddlers. A study in the second year of life
8 - Pascal Zesiger, Marie-th?r?se Le Normand, Marina Arabatzi,
Laurence Chillier, Thierry Deonna, S?bastien Dub?, Ulrich
Frauenfelder, Corn?lia Hamann, S?bastien Cronel-Ohayon, Luigi Rizzi &
Michal Starke
Development and production of morphosyntactic categories in French
speaking children with SLI
9 - Mirco Fasolo & Laura D'Odorico
Vocabulary composition of late-talking children: a longitudinal
research from eigtheen to thirty months of age
10 - Alessandra Assanelli, Nicoletta Salerni & Fabia Franco
Linguistic delay and gestural communication
11 - Karla McGr?gor & Nina Capone Contributions of genetic,
environmental, and health-related factors to the acquisition of early
gestures and words: A longitudinal case study of quadruplets


ROOM GEORGES LYVET (BASEMENT)

12 - Susan Ellis Weismer, Virginia Marchman & Julia Evans
Continuity of lexical-grammatical development in typical and late
talking toddlers
13 - Paul Fletcher, Twila Tardif, Zhang Zhi-yiang & Liang Wei-Lan
Early lexical learning in mandarin evidence from parent report
14 - Marc Bornstein & Annick De Houwer
Lexical knowledge at 13 months: a study of Dutch and French bilingual
and monolingual children based on the MacArthur CDI
15 - Elena Nicoladis
Choosing the right words for the context: Evidence from
Chinese-English bilinguals
16 - Florence Labrell, Dominique Bassano, Christian Champaud,
Philippe Bonnet, F. Le Metayer, S. Chemlal
Une comparaison entre production spontan?e et rapports parentaux: le
lexique de production ? 30 mois


REGISTRATION
For further information see
http://www.ddl.ish-lyon.cnrs.fr/ela2001/home.html or contact Sophie
Kern: sophie.kern at ish-lyon.cnrs.fr


From rainbird at is.dal.ca  Tue Nov  6 03:28:38 2001
From: rainbird at is.dal.ca (Mandy Kay-Raining Bird)
Date: Tue, 6 Nov 2001 01:28:38 -0200
Subject: French acquisition
Message-ID: <TUE.6.NOV.2001.012838.0200.RAINBIRD@IS.DAL.CA>

Maya Hickmann did a review of the literature in 1997.

Hickmann, M. (1997). The acquisition of French as a native language:
Structural and functional determinants in a crosslinguistic perspective.
Journal of Speech-language Pathology and Audiology, 21, 236-257.

Sincerely, Mandy

**********************************************
Elizabeth Kay-Raining Bird, PhD
School of Human Communication Disorders
Dalhousie University
5599 Fenwick Street
Halifax, NS Canada B3H 1R2
(902) 494-5152   Voice
(902) 494-5151   Fax
E-mail: rainbird at is.dal.ca
**********************************************


From John.Grinstead at uni.edu  Mon Nov  5 17:58:50 2001
From: John.Grinstead at uni.edu (John Grinstead)
Date: Mon, 5 Nov 2001 11:58:50 -0600
Subject: French Child Language Acquisition: Wh- & other Left Peripheral
 Constructions
Message-ID: <MON.5.NOV.2001.115850.0600.JOHN.GRINSTEAD@UNI.EDU>

Dear All,

This is an excellent paper on the acquisition of child French. It
looks not only at wh- questions, but also at imperatives and a number
of other left-peripheral constructions in a careful, sophisticated
way.

Hulk, Aafke (1996). The syntax of wh- questions in child french.
Amsterdam Series in Child Language Development, 5(68), 129-172.


John





||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
||||||||||
John Grinstead
Assistant Professor
Department of Modern Languages
Baker 271
University of Northern Iowa
Cedar Falls, Iowa  50614-0504

Tel.  (319) 273-2417
Fax. (319) 273-2848
John.Grinstead at uni.edu
http://www.uni.edu/grinstea/
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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From hgoad at po-box.mcgill.ca  Mon Nov  5 17:21:28 2001
From: hgoad at po-box.mcgill.ca (Heather Goad)
Date: Mon, 5 Nov 2001 13:21:28 -0400
Subject: French Child Language
Message-ID: <MON.5.NOV.2001.132128.0400.HGOAD@POBOX.MCGILL.CA>

Dear colleagues,

A recent thesis on the acquisition of Qu?bec French phonology is the 
following, with data from two children:

Rose, Yvan (2000) Headedness and prosodic licensing in the L1 
acquisition of phonology. PhD thesis, McGill University.

Cheers,
Heather Goad.


***********************
Heather Goad
Associate Professor
Dept. of Linguistics
McGill University
1085 Av. Penfield
Montr?al (Qu?)
Canada H3A 1A7

Tel: (514) 398-4223
Fax: (514) 398-7088
***********************


From doneill at watarts.uwaterloo.ca  Mon Nov  5 19:06:17 2001
From: doneill at watarts.uwaterloo.ca (Daniela O'Neill)
Date: Mon, 5 Nov 2001 14:06:17 -0500
Subject: postdoctoral position
Message-ID: <MON.5.NOV.2001.140617.0500.DONEILL@WATARTS.UWATERLOO.CA>

POSTDOCTORAL POSITION AVAILABLE

A postdoctoral position is available in my laboratory - the UW Centre for
Child Studies: Toddler and Preschool Lab --in the Department of Psychology
at the University of Waterloo, Canada. This position is supported by a
Premier's Research Excellence Award and provides an annual stipend of
$30,000-$35,000 (commensurate with experience) with excellent benefits
plus $2000 per year for conference travel. There are no citizenship
restrictions and all qualified applicants are encouraged to apply. The
duration of the award is 2 years.

The start date is flexible, but preferably between July 1 2002 and
September 15 2002.

The successful applicant would primarily be involved in ongoing
longitudinal and cross-sectional research investigating the relation
between narrative ability in preschool-aged children and academic
competence, particularly in the area of mathematics and problem-solving,
once children enter school. This research is motivated by an initial
longitudinal study of mine revealing a predictive relation between
preschool-aged children's narrative perspective-taking abilities and their
later mathematical competence when they entered kindergarten and Grade 1
(O'Neill & Pearce, in preparation and presented at SRCD in 2001). The
successful applicant would be involved in all aspects of the design and
completion of further studies pertaining to this topic.

Further information about this project and other ongoing projects in my
lab can be found at my lab's website at www.childstudies.uwaterloo.ca. The
University of Waterloo is located in Waterloo, Ontario, about one hour
west of Toronto. More information about the greater Kitchener-Waterloo
region can be found on our website at
www.childstudies.uwaterloo.ca/doct_program.htm#Surrounding.  Residents
enjoy a low cost of living (e.g., a one-bedroom apartment typically
averages $600/month).

Applicants should include a curriculum vitae, a statement of research
interests, three letters of reference, and samples of their scholarly work
(optional).

I will begin to review applications Jan. 7 2002 until the position is
filled.

I am on sabbatical this year at Stanford University until June 30, 2002.
Therefore, applications should be sent to me at the following address:

Dr. Daniela O'Neill
PREA Postdoctoral Position
Dept. of Psychology
Stanford University
Stanford, CA 94305-2130
U.S.A.

Informal inquiries can be directed to me by email (doneill at uwaterloo.ca)
or by phone (650-723-0027).


From annabelledavid at hotmail.com  Fri Nov  9 15:19:58 2001
From: annabelledavid at hotmail.com (Annabelle David)
Date: Fri, 9 Nov 2001 15:19:58 +0000
Subject: LARSP
Message-ID: <FRI.9.NOV.2001.151958.0000.ANNABELLEDAVID@HOTMAIL.COM>

Dear all,

I was wondering if anybody knew of a French version of the LARSP(Language
Assessment, Remediation Screening Procedure) or something similar.

Thanks

Annabelle



Annabelle David
Department of Speech
University of Newcastle
King George VI Building

_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp


From Nickhimali at aol.com  Fri Nov  9 20:02:09 2001
From: Nickhimali at aol.com (Nickhimali at aol.com)
Date: Fri, 9 Nov 2001 15:02:09 EST
Subject: Sri Lankan language data
Message-ID: <FRI.9.NOV.2001.150209.EST.>

Dear all,
If anyone has any information about language acquisition data on Sinhala (a
language in Sri Lanka) please let me know. I am particularly interested in
morpheme acquisition.
Thanks
Himali


From karin at ruccs.rutgers.edu  Fri Nov  9 18:46:52 2001
From: karin at ruccs.rutgers.edu (karin at ruccs.rutgers.edu)
Date: Fri, 9 Nov 2001 13:46:52 -0500
Subject: lang questionnaires for ages 3 & up
Message-ID: <FRI.9.NOV.2001.134652.0500.>

Does anyone have recommendations for language development
questionnaires that are appropriate for screening children who are 3
to 10 years of age.  I am specifically interested in questionnaires
that parents can complete quickly and easily (i.e., something akin to
the short forms of the CDI but for older children).

Thanks,

Karin Stromswold (karin at ruccs.rutgers.edu)


From P.Griffiths at yorksj.ac.uk  Mon Nov 12 12:48:52 2001
From: P.Griffiths at yorksj.ac.uk (Patrick Griffiths)
Date: Mon, 12 Nov 2001 12:48:52 -0000
Subject: British version of the MacArthur CDI?
Message-ID: <MON.12.NOV.2001.124852.0000.P.GRIFFITHS@YORKSJ.AC.UK>

Hello

I'd be most grateful for an email or other contact address for a UK
adaptation of the CDI. It's wanted for smallscale use on a student project.

Thanks

Patrick Griffiths



York St John College
Lord Mayor's Walk
YO31 7EX
England

Tel +44 (0)1904 716787
Fax +44 (0)1904 716915
        (centrally, not direct to me)
Email: p.griffiths at yorksj.ac.uk
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From fazio.13 at osu.edu  Mon Nov 12 13:37:27 2001
From: fazio.13 at osu.edu (Barbara Fazio)
Date: Mon, 12 Nov 2001 08:37:27 -0500
Subject: digital video and audio system
Message-ID: <MON.12.NOV.2001.083727.0500.FAZIO.13@OSU.EDU>

I need a system in my lab that will allow me to produce short video segments to later show on laptop computers. Therefore, I need to be able to produce digital audio and video as well as record digital audio and video. I am in the process of converting my equipment from analog to digital. In my former system, I had a mounted camera with a remote control and an omni-directional microphone both feeding into VCR system with a mixer. The system also included a PC workstation complete with hardware and software that allowed me to convert the analog videos to compressed digital video. I would appreciate any suggestions for digital video and audio equipment and/or computer hardware and software.  Thanks!

Barbara Fazio fazio.13 at osu.edu



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From nippold at OREGON.UOREGON.EDU  Mon Nov 12 16:50:45 2001
From: nippold at OREGON.UOREGON.EDU (Marilyn Nippold)
Date: Mon, 12 Nov 2001 08:50:45 -0800
Subject: British version of the MacArthur CDI?
Message-ID: <MON.12.NOV.2001.085045.0800.NIPPOLD@OREGON.UOREGON.EDU>

British version of the MacArthur CDI?Contact Tom Klee at University of Newcastle.  He has been
using the British CDI in research.
  ----- Original Message ----- 
  From: Patrick Griffiths 
  To: 'info-childes at mail.talkbank.org' 
  Sent: Monday, November 12, 2001 4:48 AM
  Subject: British version of the MacArthur CDI?


  Hello 

  I'd be most grateful for an email or other contact address for a UK adaptation of the CDI. It's wanted for smallscale use on a student project.

  Thanks 

  Patrick Griffiths 




  York St John College 
  Lord Mayor's Walk 
  YO31 7EX 
  England 

  Tel +44 (0)1904 716787 
  Fax +44 (0)1904 716915 
          (centrally, not direct to me) 
  Email: p.griffiths at yorksj.ac.uk 

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From DaleP at health.missouri.edu  Mon Nov 12 18:05:13 2001
From: DaleP at health.missouri.edu (Dale, Philip S.)
Date: Mon, 12 Nov 2001 12:05:13 -0600
Subject: British version of the MacArthur CDI?
Message-ID: <MON.12.NOV.2001.120513.0600.DALEP@HEALTH.MISSOURI.EDU>

For a reasonably up-to-date listing of adaptations of the MacArthur CDI into
other languages (including dialect variations of English and some other
languages), check the CDI website at

http://www.sci.sdsu.edu/cdi/ <http://www.sci.sdsu.edu/cdi/>

Philip Dale


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From macw at cmu.edu  Mon Nov 12 19:25:21 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 12 Nov 2001 14:25:21 -0500
Subject: digital video and audio system
In-Reply-To: <002401c16b7f$2ecd2720$9c00a8c0@psy.ohiostate.edu>
Message-ID: <MON.12.NOV.2001.142521.0500.MACW@CMU.EDU>

Dear Barbara and Info-CHILDES,
  Regarding your interest in digital video, I wonder if you have taken a
look at the advice I have compiled at http://talkbank.org/digitalvideo/
  These suggestions were compiled at the beginning of the year.  Since then,
several major changes have occurred in this area in terms of availability of
new products and new formats.   In particular,
1. The new Macintosh G4 now has full support for mastering your own MPEG-2
DVD movies. 
2. I have learned it may be best to us the Sony DSR-11 with the DV-CAM
format for various archiving and and data transfer processes.  Mini-DV is
not a bad format, but for some purposes the standard (professional) DV
format may be better.
3. On Windows it is possible to digitize into Motion JPEG format in real
time on high end machines.  I don?t recommend this for data that would
eventually be contributed to CHILDES, since this format is tightly
controlled by Microsoft.

I will try to update these pages soon to reflect these new changes.
Regarding the other issues of cameras, microphones, etc. the web pages from
the URL given above are still all very up to date.

--Brian MacWhinney
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From PAS04747 at pomona.edu  Mon Nov 12 22:18:56 2001
From: PAS04747 at pomona.edu (Patricia Smiley)
Date: Mon, 12 Nov 2001 14:18:56 -0800
Subject: Postdoctoral Position Announcement
Message-ID: <MON.12.NOV.2001.141856.0800.PAS04747@POMONA.EDU>

	Postdoctoral Fellowship Position in Linguistics and Cognitive
Science at Pomona College.  Two or two and a half years (four or five
semesters) Mellon post-doctoral Fellowship in Linguistics and Cognitive
Science at Pomona College at the assistant professor level, starting either
January 2002 (five semesters) or September 2002 (four semesters).
Opportunities for research coupled with undergraduate teaching in a dynamic
department at a nationally ranked liberal arts college with a diverse
student body. Teaching load of one course per semester, including one course
in area of specialization each year. The interests of the faculty include
pragmatics, semantics, syntax, 1st/2nd language acquisition and
bilingualism, psycholinguistics, neurolinguistics, sociolinguistics and the
philosophy of language. We welcome applications from candidates in
Linguistics, Cognitive Psychology and Neuroscience with compatible
interests. PhD in hand by date of appointment, January or June 2002. Pomona
College is an Equal Opportunity Employer. We especially encourage
applications from women and minority candidates.  Please send dossier,
including letter of application, representative publications/writing
samples, and three letters of recommendation, to Jay Atlas, Cognitive
Science Coordinator, Pearsons Hall, Pomona College, Claremont, CA   91711.
The department will begin reviewing applications 10 December 2001 and
continue until position is filled.

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From P.Griffiths at yorksj.ac.uk  Tue Nov 13 11:56:27 2001
From: P.Griffiths at yorksj.ac.uk (Patrick Griffiths)
Date: Tue, 13 Nov 2001 11:56:27 -0000
Subject: SUMMARY: British version of the MacArthur CDI?
Message-ID: <TUE.13.NOV.2001.115627.0000.P.GRIFFITHS@YORKSJ.AC.UK>

The following people were kind enough to respond to my query of 12 November
regarding a UK adaptation of the CDI.  Many thanks to all of you!

Sonia Mariscal
Carmel Houston-Price
Annabelle David
Virginia Marchman
A.Karmiloff-Smith
Marilyn Nippold
Philip Dale
Tom Klee

Here is a list of the main points that I very much appreciate having gained:

A section of the CDI website lists adaptations and contact information:
	http://www.sci.sdsu.edu/cdi/foreign.html

A 412-item form "typically" used for the age range 11-26 months, can be
downloaded from the Oxford Baby Lab website:

	http://epwww.psych.ox.ac.uk/babylab/BabyLabResearch.htm

This is described in a paper by Antonia Hamilton, Kim Plunkett & Graham
Schafer (2000)  JCL 27: 689-705.

Tom Klee and Claire Harrison, at the U of Newcastle upon Tyne, did a British
English adaptation of the Toddler CDI, which they gave a paper on at the
most recent Child Language Seminar.

A 100-item short form of the CDI, adapted to British English, was developed
by Philip Dale. See the following paper:

Plomin et al (1998) Nature Neuroscience, 1: 324-8.

Again, my thanks

Patrick Griffiths


York St John College
Lord Mayor's Walk
YO31 7EX
England

Tel +44 (0)1904 716787
Fax +44 (0)1904 716915
        (centrally, not direct to me)
Email: p.griffiths at yorksj.ac.uk
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From wulfeck at crl.ucsd.edu  Wed Nov 14 19:29:27 2001
From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck)
Date: Wed, 14 Nov 2001 11:29:27 -0800
Subject: SDSU Job Announcement:  Associate V. P. for Research and Dean of
 the Graduate Division
Message-ID: <WED.14.NOV.2001.112927.0800.WULFECK@CRL.UCSD.EDU>

							JOB ANNOUNCEMENT
			Associate Vice President for Research and Dean of the Graduate Division
						San Diego State University


San Diego State University is seeking an innovative and energetic academic
leader to serve as Associate Vice President for Research and Dean of the
Graduate Division of a highly dynamic, major university.  San Diego State
University is the largest of the twenty-three campuses in the California
State University system with a highly diverse student population of over
34,000 students, including 6,000 graduate students.  With 65 masters
programs and 13 joint doctoral programs, San Diego State University is
currently designated as a Doctoral/Research Intensive University by the
Carnegie Foundation and soon expects to be Doctoral/Research Extensive.
During the past academic year, San Diego State University received $124
million in external grants and contracts.  Additional information about the
University is available at www.sdsu.edu.

The Associate Vice President for Research and Dean of the Graduate Division
is responsible for university-wide advocacy for research, scholarship and
graduate education.  The successful candidate will be a major force in
determining the research direction of the university.  The Associate Vice
President reports to the Provost, is a member of the Academic Deans'
Conference and is expected to provide leadership and coordination of all
research and graduate activities at San Diego State University.  These
responsibilities include chairing the Graduate Council, administering and
overseeing the regulatory research committees, representing the university
externally to major funding agencies, and providing leadership for all
aspects of graduate education.  The Associate Vice President and Dean of the
Graduate Division serves as an ex-officio member of the Board of Directors
of the San Diego State University Foundation, the university auxiliary that
administers grants and contracts and property on behalf of the university.

Qualifications:
The successful candidate must possess an earned doctorate, and have a
history of funding and scholarly productivity, mentoring and directing
theses and dissertations of graduate students, and experience as an academic
administrator with an emphasis on graduate education.  The candidate must
have a demonstrated commitment to the recruitment and retention of graduate
students from underrepresented groups.

Applications/Nominations:
Nominations are welcome, and candidates may apply directly by sending a
letter of application, curriculum vitae, and the names, addresses and
phone/fax numbers of at least five referees.  Referees will be contacted
only with permission of the candidate.  The review of applications will
begin on January 18, 2002 and will continue until the position is filled.
Preferred starting date is July 1, 2002.

Please send all communications to: Office of the Provost, Associate Vice
President for Research and Dean of the Graduate Division Search Committee,
San Diego State University, 5500 Campanile Drive, San Diego State
University, CA 92182-8010.

San Diego State University is an Equal Opportunity employer and does not
discriminate against persons on the basis of race, religion, national
origin, sexual orientation, gender, marital status, age or disability.
Women, ethnic minorities and persons with disabilities are encouraged to
apply.


From roberts at mail.fpg.unc.edu  Thu Nov 15 19:21:13 2001
From: roberts at mail.fpg.unc.edu (Joanne Roberts)
Date: Thu, 15 Nov 2001 14:21:13 -0500
Subject: POST-DOCTORAL RESEARCH FELLOWSHIP
Message-ID: <THU.15.NOV.2001.142113.0500.ROBERTS@MAIL.FPG.UNC.EDU>

POST-DOCTORAL RESEARCH FELLOWSHIP:  Postdoctoral Research Training
Program in Neurodevelopmental Disorders at the University of North
Carolina is seeking fellows to work on project studying the language
skills of young males with fragile X syndrome and autism.  Funded by
National Institute of Child Health and Human Development emphasizes
research training in both
the biological basis and clinical manifestations of urodevelopmental
disorders. Start date July 1, 2002.   For more information, see our web
sites at:  www.ndrc.unc.edu, or
www.fpg.unc.edu/~depot/pages/postdoc3.html.  Also contact Dr. Joanne
Roberts at email: Joanne_Roberts at unc.edu  or call 919-966-7164. The
University of North Carolina is an Equal Opportunity Employer.

--
Joanne Roberts, Ph.D.
Frank Porter Graham Child Development Center, CB# 8180
UNC Chapel Hill
105 Smith Level Road
Chapel Hill, NC 27599-8180
Phone:  919/966-7164
Fax:   919/966-7532

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From aholland at email.arizona.edu  Mon Nov 19 18:22:13 2001
From: aholland at email.arizona.edu (Audrey Holland)
Date: Mon, 19 Nov 2001 11:22:13 -0700
Subject: Frog story and Native Americans
Message-ID: <MON.19.NOV.2001.112213.0700.AHOLLAND@EMAIL.ARIZONA.EDU>

One of my students and I are designing a study in which we plan to
use Frog story with Navajo, Hope and Tohono O'Odham children.  Does
anyone know of other work done on such children with Frog?  Thank you
in advance--Audrey Holland


From piathomsen at language.sdu.dk  Tue Nov 20 11:55:53 2001
From: piathomsen at language.sdu.dk (Pia Thomsen Jensen)
Date: Tue, 20 Nov 2001 12:55:53 +0100
Subject: The acquisition of transitives
Message-ID: <TUE.20.NOV.2001.125553.0100.PIATHOMSEN@LANGUAGE.SDU.DK>

I am working on Danish children's acquisition of constructions,
especially the transitive construction. Does anyone know of some
recent (empirical) work done on the subject?

Thanks

Pia Thomsen
The Odense Language Aquisition Center


From Edy.Veneziano at univ-nancy2.fr  Tue Nov 20 18:20:55 2001
From: Edy.Veneziano at univ-nancy2.fr (Edy Veneziano)
Date: Tue, 20 Nov 2001 19:20:55 +0100
Subject: Program - Congress on Explanation
Message-ID: <TUE.20.NOV.2001.192055.0100.>



                           LAST DEVELOPMENTS
              *******************************************
               Thank you for passing this information to
                     anyone likely to be interested in the event
              *******************************************

            Please find herewith the program of the Congress
         "Explanation : cognitive and communicational aspects"
            to be held in PARIS Nov. 30th and Dec. 1st 2001
                4, Avenue de l'Observatoire, Paris 6?me



                            FRIDAY Nov. 30th

8H30-9H30 Registration

9H30-10H : OUVERTURE DU COLLOQUE

10H-11H : PLENARY CONFERENCE
Christian HUDELOT
 Explication, explicitation, justification et mouvements discursifs chez
le jeune enfant.

11H30-13H PARALLEL SESSIONS
A1 : ACQUISITION and DEVELOPPEMENT of EXPLANATION (1)
Edy VENEZIANO
 La justification des d?saccords entre la m?re et l'enfant :
caract?ristiques et effets.
Anne SALAZAR ORVIG
 Inscription dialogique des explications et explicitations pr?coces.
Isabelle GAUTHIER
 Persuader avant trois ans. Emploi de la conduite justificative par la
dyade m?re-enfant au sein de la requ?te.
Aliyah MORGENSTERN & Martine SEKALI
 "i m'?n?ve paque i m'?n?ve".  Sp?cificit? de l'explication verbale chez
l'enfant entre 2 et 3 ans : une articulation modale.

B1 :  EXPLANATIONS AT SCHOOL (1)
Joaquim DOLZ, Yves ALLEMBACH & Muriel  WACKER
 Produire une explication en chimie ? l'?cole primaire Le jus de choux
rouge, un cam?l?on chimique.
Sylvie PLANE & Paul  CAPPEAU
 Aspects de l'h?t?rog?n?it? discursive dans des explications d'adultes
et d'enfants experts.
Daniel  BRIXHE
 Expliquer pour acc?der ? la pens?e scientifique.
Annick WEIL-BARAIS & Na?ma  BOUDA
 Expliquer la flottaison des corps ? l'?cole primaire.

C1 :  FORMS AND FUNCTIONINGS OF EXPLANATION IN DISCOURSE (1)
Marie CARCASSONNE
 L'explication dans des r?cits de vie recueillis en interaction.
Chantal CLAUDEL, Marianne DOURY & Sophie MOIRAND
 Explication et argumentation : quelques discours "ordinaires" sur la
gestion des risques alimentaires.
Diane VINCENT & Denise DESHAIES
 Quelques conditions d'?mergence de l'explication dans des discours
monologaux.
Chantal CHARNET
 Conduites explicatives en communication exolingue : parcours de
changements interculturels.

14H30-16H PARALLEL SESSIONS
A2 :  THEORY OF MIND  (->16H 30)
Maria Silvia BARBIERI, Elisabetta BASCELLI & Chiara  de CASTRO
 Certitude/incertitude : Le d?veloppement de la modalit? ?pist?mique.
Sandrine Le SOURN-BISSAOUI & Michel  DELEAU
 Conversations familiales, enculturation et d?veloppement d'une th?orie
de l'esprit.
Emma BAUMGARTNER & Valentina DESSI
 Objets d'explications dans l'enfance : le monde  physique et le monde
social.
Edy VENEZIANO, Marie-H?l?ne PLUMET, Carole TARDIF & Sylvia CUPELLO
 Etude comparative de l'utilisation de la justification dans la
n?gociation de conflits chez des enfants autistes et des enfants
"t?moins" de diff?rents ?ges.
V?ronique G?RARDIN-COLLET & Christiane RIBONI
 Autisme et th?orie de l'esprit, une d?faillance ? produire de
l'explication

B2 :  EXPLANATIONS AT SCHOOL (2)
Luci  BANKS-LEITE
 Le discours explicatif chez des enfants de l'?cole maternelle.
Jacques VUILLET & Jean-Marc COLLETTA
 Le r?le des formats dans l'?mergence des conduites d'explication en
maternelle.
Marina PASCUCCI
 Conduites explicatives chez les enfants pr?scolaires .
Gilles SPIGOLON
 La synchronie conversationnelle, une condition n?cessaire ?
l'explication.

 C2 :  FORMS AND FUNCTIONINGS OF EXPLANATION IN DISCOURSE (2)
 Nadine  PROIA
 Processus d'abduction, biais de confirmation et situation clinique.
Florimond RAKOTONOELINA & Patricia  von M?NCHOW
 Les configurations discursives de l'explication dans les forums de
discussions sur Internet.
Anna KIELISZCZYK
 Justification dans les pr?faces-moyens de l'introduction.
Laurent FILLIETTAZ
 La posture explicative et la construction de l'interaction.


16H30-17H30 : POSTERS' SESSION
Lucile CADET
 Le travail de figuration : analyse des s?quences explicatives de
journaux d'apprentissage.
Claude CORTIER & Christine SEGRETO
 Dispositifs d'entretiens, ateliers d'explicitations et partages de
connaissances ? l'?cole primaire, quels objectifs pour les conduites
explicatives .
Vincent FAYOLLE
 Les styles de l'explication: r?flexions sur la d?termination textuelle
de micro-genres explicatifs.
Ga?lle FERRE
 Le r?le des marques posturo-mimo gestuelles dans le processus
d'explication.
Rosa-Mar?a GUERRERO QUINSAC
 Qu'est-ce qui se donne ? voir de l'activit? mentale des apprenants, ?
travers ses questions et ses productions langagi?res .
Michel MARTINS-BALTAR
 L'?valuation de l'action par une explication "pourquoi".
Luis PASSEGGI
 Les constructions explicatives dans les textes
scientifiques-p?dagogiques en portugais. Une approche de grammaire
cognitive.
Fran?oise REVAZ
 "Expliquer " et  comprendr " : deux proc?dures explicatives qui
r?pondent aux pourquoi.
Sandrine  REBOUL-TOUR?
 Le mot  explication" dans des emplois discursifs : quels marquages
linguistiques .
Christine SANTODOMINGO
 Activit? explicative et langue sp?cialis?e chez des apprenants avanc?s.

17H30-18H30 : PLENARY CONFERENCE
Jean-Michel ADAM
 L'explication de type "(c'est) pourquoi"  entre action socio-discursive
et mise en texte.



                            SATURDAY DEC. 1st

9H-10H30 : PARALLEL SESSIONS
A3 :  EXPLANATIONS AT SCHOOL (3)
Marianne   HARDY
 La "s'explication".
Mireille FROMENT
 Fournir des causes, des raisons, des motivations et... lancer des
"vannes" dans des dialogues en milieu scolaire .
Nathalie AUGER
 Les enjeux de l'explication dans les interactions verbales d'une classe
de ZEP de Perpignan.
Karin  BACHMANN
 Etude des explications de type  pourquoi" dans des situations de
tutorat entre ?l?ves.

B3 :  EXPLANATION, ARGUMENTATION, LOGIC AND ENONCIATION (1)
Sophie MOIRAND
 Un mod?le dialogique e "'l'explication".
Georges-Elia  SARFATI
 Ce qu'il faut croire et supposer pour demander ou donner une
explication remarques sur le recours ? la doxa.
Nadine   LUCAS
 Etude et mod?lisation de l'explication dans les textes.
Pierre-Yves RACCAH
  Explication, Signe et Cognition.

C3 :  FORMS AND FUNCTIONINGS OF EXPLANATION IN DISCOURSE (3)
Marty LAFOREST
 Expliquer pour convaincre, en situation de crise : le poids des
conditions de communication sur l'efficacit? de l'acte d'explication.
Raluca ENESCU
 Explication d'un verdict et interpr?tation des t?moignages pr?sent?s
lors d'un proc?s p?nal fictif.
Annie BERGERON
 L'explication dans le discours instructionnel : enjeux argumentatifs et
interactionnels.
Marie-C?cile LORENZO-BASSON
 Une explication manipulatrice : le cas des d?marches en vente directe.

11H-12H : POSTERS'  SESSION
Catherine BOR?
 Explication et reformulations.
Valentina CHIESA MILLAR & Maria Luisa  SCHUBAUER-LEONI
 "Pourquoi il pleut et pourquoi il neige ?" : Etude d'une activit? dans
l'interaction didactique.
Jean-Marc COLLETTA & Jacques  VUILLET
 H?t?rog?n?it? des conduites explicatives enfantines et variation.
S?lvia DINUCCI FERNANDES
 La d?finition et l'explication chez le jeune enfant.
Virginie LAVAL & Josie BERNICOT
 Explications et fonctionnement m?tapragmatique : les connaissances des
enfants ? propos des formes idiomatiques.
Kristine LUND
 Un mod?le analytique pour les polylogues explicatifs : l'explication de
la d?marche cognitive des ?l?ves .
Fatima MAYA
 Expliquer le surnaturel dans un texte d'?l?ve de cinqui?me.
Hocine NOUANI
 La conduite d'explication et l'origine sociale des enfants.
J?r?mi SAUVAGE
 Les enjeux socio-cognitifs de l'explication m?talinguistique chez le
jeune enfant.

12H-13H : PLENARY CONFERENCE
Clotilde PONTECORVO
 Explication et justification : raisonnement et moralit? dans les
discours familiaux.

 14H30-16H :  PARALLEL SESSIONS
A4 : ACQUISITION and DEVELOPPEMENT of EXPLANATION (2)
Christiane PRENERON & Marie-Th?r?se VASSEUR
 D?saccords, malentendus et explications dans les dialogues d'une
famille bilingue.
Emmanuelle CANUT
 Emergence de proc?d?s explicatifs et apprentissage linguistique : ?tude
longitudinale du langage d'une enfant entre 2 et 3 ans.
Jacqueline RABAIN-JAMIN
 Conventions de communication et usage des justifications chez l'enfant
wolof de 3 ? 6 ans (S?n?gal).
Marta ROJO-TORRES avec la collaboration de membres du CEOP
 Communication entre jeunes enfants sourds et ?mergence des conduites
d'explication.

B3 :  EXPLANATION, ARGUMENTATION, LOGIC AND ENONCIATION (2)
Dominique DUCARD
 De la subjectivit? dans le raisonnement : justification et
pseudo-explication.
Marion CAREL
 L'explication tautologique.
Laurent  DANON-BOILEAU
 Explication et approximation.
Giuseppe MANNO
 La justification des actes de discours directifs: une tentative de
d?passement de la th?orie des actes de discours par la th?orie de
l'action.

B4 :  DISCURSIVE GENRA AND EXPLANATION IN THE CHILD
R?gine DELAMOTTE-LEGRAND
 L'explication entre enfants dans des situations de r?cit et de jeu.
In?s BEN REJEB
  Quand l'explication donne forme ? la narration.
Nathalie LEWI-DUMONT
 Comment de jeunes enfants aveugles expliquent-ils un texte qu'ils
lisent ?

16H15-17H15 : PLENARY CONFERENCE
Jean-Blaise GRIZE
 Les discours explicatifs.

CLOSING SESSION AND
"VIN D'HONNEUR"

**************************************************************
The  registration form can be obtained :
* at the Website of the Congress :  www.vjf.cnrs.fr/umr8606/index.htm
* by writing to explicat at paris5.sorbonne.fr
* at the Congress venue on Nov. 30th
***************************************************************



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From beate at fcu.edu.tw  Thu Nov 22 00:55:12 2001
From: beate at fcu.edu.tw (beate luo)
Date: Thu, 22 Nov 2001 08:55:12 +0800
Subject: speech delay and bilingual education
Message-ID: <THU.22.NOV.2001.085512.0800.BEATE@FCU.EDU.TW>

dear all,

my friend, a German living in Greece, is educating her children bilingual. However, her 4 year old son's development is retarded (motor skills as well as cognition and speech) by about one year. He has started logotherapy two months ago. The therapist advised the mother to stop talking German to him as this would negatively influence his development and would actually be the reason for his speech delay. His mother's Greek is not very good and to stop talking to him would influence their communication a lot. She asked me if it would be generally advised against bilingual education in the case of speech delay and if it wouldn't be possible to do the therapy in Greek but the exercises at home in German as she is doing it at the moment. As I am not a specialist in this field, I would like to forward her questions to you.

This boy started to communicate orally only when he was already 2.6. His Greek was understandable only for his family until about September this year. In German he is lagging far behind in pronunciation and grammar but his vocabulary is somewhat bigger than in Greek. His mother told me that her son is not learning by himself and needs a lot of practice. He'd never been asking a lot and seems not to be interested in new things. He used to be very introverted but is now that he is going to kindergarden more open and socially active. There are still a lot of things he should know but still does not. Just a few days ago he learned the difference between day and night. To explain to him the differences between summer and winter has taken his mother several weeks. He as well needed a long time to learn the names of colors. And he can use a word only in the context in which it appeared when he learned it. In another situation the same word has to be learned again. He is not analyzing his speech but learning whole phrases. But his mother said that her impression was that he had no difficulties with the 2 languages as he can easily switch from one to the other and that he knows with whom to speak which language. She as well noticed that he could transfer what he had learned from one language to the other. She therefore is reluctant to give up speaking German to him and has asked for advice. She is experiencing a lot of pressure from the therapist, the kindergardenteachers and others who blame her son's speech delay to the bilingual education - something neither his mother nor I believe is true. As my friends family as well is not very supportive, she is now looking for advice from specialists.

I would very much appreciate any information or reference I could forward to her. Thanks in advance.


Sincerely yours,
Dr. Beate Luo

Feng-Chia University
Foreign Lanuage and Literature Teaching Section
Dept. of Humanities
100 Wen-Hua Rd.
Hsi-Tun District, 407
Taichung City
Taiwan, ROC
e-mail: beate at fcu.edu.tw 


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From vhouwer at uia.ac.be  Thu Nov 22 08:40:06 2001
From: vhouwer at uia.ac.be (Annick De Houwer)
Date: Thu, 22 Nov 2001 09:40:06 +0100
Subject: speech delay and bilingual education
In-Reply-To: <002f01c172f0$57ac1f20$5238868c@fcu.edu.tw>
Message-ID: <THU.22.NOV.2001.094006.0100.VHOUWER@UIA.AC.BE>

Dear Beate,

Just a very quick reply --- but please advise your friend NOT to give up
speaking the language she usually speaks with her child and feels
comfortable with. There is absolutely no evidence that shows that this would
help; on the contrary, there are many (unpublished, anecdotal, but still!!)
reports that when mothers stop talking their usual language to their child
in pre-school age, some children get very upset and even stop speaking
altogether for a while. I take up this issue (and others) in my brief
article, 'Two or More Languages in Early Childhood: Some General Points and
Practical Recommendations', first published in AILA News and since 1999
available through the website of the ERIC Clearinghouse on Languages and
Linguistics at http://www.cal.org/ericcll/digest/earlychild.html.

Also: you do not mention that this child has been tested for hearing
difficulties? This is often a 'blind spot' in bilingual situations: many
people expect bilingual children to develop slower, observe delayed
development, ergo bilingualism is the cause and must be eradicated, and
hence there is no search for other explanations. Unfortunately I know of
several families that had this happen to them and where after my advice to
have hearing checked it turned out the children had large hearing losses.

Best regards,


Annick De Houwer


****************
Annick De Houwer, PhD
Associate Professor

UIA-PSW
University of Antwerp
Universiteitsplein 1
B2610-Antwerpen
Belgium

tel +32-3_8202863
fax +32-3-8202882
email annick.dehouwer at ua.ac.be


Van: "beate luo" <beate at fcu.edu.tw>
Datum: Thu, 22 Nov 2001 08:55:12 +0800
Aan: <info-childes at mail.talkbank.org>
Onderwerp: speech delay and bilingual education


dear all,

my friend, a German living in Greece, is educating her children bilingual.
However, her 4 year old son's development is retarded (motor skills as well
as cognition and speech) by about one year. He has started logotherapy two
months ago. The therapist advised the mother to stop talking German to him
as this would negatively influence his development and would actually be the
reason for his speech delay. His mother's Greek is not very good and to stop
talking to him would influence their communication a lot. She asked me if it
would be generally advised against bilingual education in the case of speech
delay and if it wouldn't be possible to do the therapy in Greek but the
exercises at home in German as she is doing it at the moment. As I am not a
specialist in this field, I would like to forward her questions to you.

This boy started to communicate orally only when he was already 2.6. His
Greek was understandable only for his family until about September this
year. In German he is lagging far behind in pronunciation and grammar but
his vocabulary is somewhat bigger than in Greek. His mother told me that her
son is not learning by himself and needs a lot of practice. He'd never been
asking a lot and seems not to be interested in new things. He used to be
very introverted but is now that he is going to kindergarden more open and
socially active. There are still a lot of things he should know but still
does not. Just a few days ago he learned the difference between day and
night. To explain to him the differences between summer and winter has taken
his mother several weeks. He as well needed a long time to learn the names
of colors. And he can use a word only in the context in which it appeared
when he learned it. In another situation the same word has to be learned
again. He is not analyzing his speech but learning whole phrases. But his
mother said that her impression was that he had no difficulties with the 2
languages as he can easily switch from one to the other and that he knows
with whom to speak which language. She as well noticed that he could
transfer what he had learned from one language to the other. She therefore
is reluctant to give up speaking German to him and has asked for advice. She
is experiencing a lot of pressure from the therapist, the
kindergardenteachers and others who blame her son's speech delay to the
bilingual education - something neither his mother nor I believe is true. As
my friends family as well is not very supportive, she is now looking for
advice from specialists.

I would very much appreciate any information or reference I could forward to
her. Thanks in advance.


Sincerely yours,
Dr. Beate Luo

Feng-Chia University
Foreign Lanuage and Literature Teaching Section
Dept. of Humanities
100 Wen-Hua Rd.
Hsi-Tun District, 407
Taichung City
Taiwan, ROC
e-mail: beate at fcu.edu.tw





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From genesee at ego.psych.mcgill.ca  Thu Nov 22 15:05:04 2001
From: genesee at ego.psych.mcgill.ca (Fred Genesee)
Date: Thu, 22 Nov 2001 10:05:04 -0500
Subject: speech delay and bilingual education
In-Reply-To: <002f01c172f0$57ac1f20$5238868c@fcu.edu.tw>
Message-ID: <THU.22.NOV.2001.100504.0500.GENESEE@EGO.PSYCH.MCGILL.CA>

Beate:

It seems to be a widespread belief among speech and language therapists, not
all, that bilingual acquisition poses additional challenges to children with
language and other impairments. It is not clear where this belief comes from
because, in fact, there is not a lot of evidence on children with language
impairment who are raised bilingually.

However, the evidence that does exist does not support the recommendation to
drop one of the languages. Johanne Paradis, Martha Crago and I have
completed a
study of French-English bilingual children with SLI (using age-matched and
mlu-matched controls; monolingual and bilingual). We found that the impairment
of teh bilingual children was of the same nature generally as that of
monolingual children with SLI and, furthermore, it did not differ in severity
from that of monolingual children with SLI. In short, there was no evidence
from our study that bilingual exposure altered the nature or severity of these
children's impairment. In other words, it did not appear that their
exposure to
two languages was playing a causal role in their impairment.

As well, when one looks at the research on normal children who are raised
bilingually, there is the clear indication that dual language acquisition is
fundamentally the same as monolingual acquisition with the necessary proviso
that differences in the learning environments of bilingual children can impact
their language acquisition accordingly. Thus, children who have
inconsistent or
impoverished exposure in one of their two languages are likely to exhibit
poorer development in that language than in the other. In other words, the
research on normal bilingual acquisition indicates that the language
faculty is
capable of learning two languages as well as one, other things being equal.
This would lead me to believe that language impairment in bilingual
children is
not likely to be relieved by dropping one of the languages; impaired children
are likely to continue to exhibit problems in the remaining language. My
reading of the research suggests to me that language impairment is not
specific
to one or two languages but is fundamental to any and all languages that
impaired children learn.

Of course, it is dangerous and ill-advised to make specific recommendations
about indivdual children without detailed information about them and their
social environments. Children are all different and the circumstances in which
they learn and use their languages is different. The social and personal
fallout that comes from using two languages (or only one) must also be
considered seriously.  And clearly we have a lot more to learn about bilingual
language impairment -- it is probably not a unitary construct and we have only
just begun to understand even one form of it.

One final point with respect to the child you refer to, it sounds like he has
more than language problems, including cognitive and motor difficulties and,
thus, it is not clear how dropping one language would resolve the range of
challenges he faces.



Fred Genesee



At 08:55 AM 11/22/01 +0800, beate luo wrote:
>
> dear all,
>
> my friend, a German living in Greece, is educating her children bilingual.
> However, her 4 year old son's development is retarded (motor skills as well
> as cognition and speech) by about one year. He has started logotherapy two
> months ago. The therapist advised the mother to stop talking German to
him as
> this would negatively influence his development and would actually be the
> reason for his speech delay. His mother's Greek is not very good and to stop
> talking to him would influence their communication a lot. She asked me if it
> would be generally advised against bilingual education in the case of speech
> delay and if it wouldn't be possible to do the therapy in Greek but the
> exercises at home in German as she is doing it at the moment. As I am not a
> specialist in this field, I would like to forward her questions to you.
>
> This boy started to communicate orally only when he was already 2.6. His
> Greek was understandable only for his family until about September this
year.
> In German he is lagging far behind in pronunciation and grammar but his
> vocabulary is somewhat bigger than in Greek. His mother told me that her son
> is not learning by himself and needs a lot of practice. He'd never been
> asking a lot and seems not to be interested in new things. He used to be
very
> introverted but is now that he is going to kindergarden more open and
> socially active. There are still a lot of things he should know but still
> does not. Just a few days ago he learned the difference between day and
> night. To explain to him the differences between summer and winter has taken
> his mother several weeks. He as well needed a long time to learn the
names of
> colors. And he can use a word only in the context in which it appeared when
> he learned it. In another situation the same word has to be learned
again. He
> is not analyzing his speech but learning whole phrases. But his mother said
> that her impression was that he had no difficulties with the 2 languages as
> he can easily switch from one to the other and that he knows with whom to
> speak which language. She as well noticed that he could transfer what he had
> learned from one language to the other. She therefore is reluctant to
give up
> speaking German to him and has asked for advice. She is experiencing a
lot of
> pressure from the therapist, the kindergardenteachers and others who blame
> her son's speech delay to the bilingual education - something neither his
> mother nor I believe is true. As my friends family as well is not very
> supportive, she is now looking for advice from specialists.
>
> I would very much appreciate any information or reference I could forward to
> her. Thanks in advance.
>
>
> Sincerely yours,
> Dr. Beate Luo
>
> Feng-Chia University
> Foreign Lanuage and Literature Teaching Section
> Dept. of Humanities
> 100 Wen-Hua Rd.
> Hsi-Tun District, 407
> Taichung City
> Taiwan, ROC
> e-mail: <mailto:beate at fcu.edu.tw>beate at fcu.edu.tw
>
>



Psychology Department           phone: (514) 398-6022
McGill University               fax: (514) 398-4896
1205 Docteur Penfield Ave.
Montreal, Quebec
Canada
H3A 1B1


From mserra at psi.ub.es  Thu Nov 22 16:47:47 2001
From: mserra at psi.ub.es (Miquel Serra)
Date: Thu, 22 Nov 2001 17:47:47 +0100
Subject: speech delay and bilingual education
Message-ID: <THU.22.NOV.2001.174747.0100.MSERRA@PSI.UB.ES>

Beate,

although here in Catalunya the bilingual situation is quite peculiar
(spanish and catalan are two roman languages that share many basic
sintactic rules and also the culture) we have a very long experience
with SLI children, and other patologies, in this situation (spanish as
family language, school in catalan; TV, garden and street languages
depending on the area) and I suscribe absolutely what Annik and Fred
have said.
My comments do not mean that the communication and language habilities
(an other as Fred suggests) of this child should not be well planned in
case they will remain in Greece: for exemple working mainly in Greek
comprehension and very little in German production, and working it in
function of learning "language" (not German): For exemple, omissions of
weak initial syllables, articles, prepositions and pronouns, if not
major categories that for sure he is still not mastering.
According to my experience and data I would suggest to work more in this
error types than in any other. I can send some drafts or papers, not
about bilingualism, but obtained in bilingual children that finally we
decided to treat as monolingual for research purposes, attending only at
language problems (in both languages) and not as errors of one or
another, wich in terms of psycholinguistic processing are not valuable.
In this case, as in other, it is more important to communicate a lot and
in the most clear and tunned but challenging way to the child than do it
in one or an other language

Miquel.

--
Miquel Serra i Raventos
Catedratic del Departament de Psicologia Basica
Divisio de Ciencies de la Salut, UNIVERSITAT DE BARCELONA
P. de la Vall d'Hebron 171, 08035 Barcelona, Spain
Tel.  +34 (93) 3125136, Fax.  +34 (93) 402 13 63


From mka at otenet.gr  Thu Nov 22 20:48:09 2001
From: mka at otenet.gr (Mary Kastamoula)
Date: Thu, 22 Nov 2001 20:48:09 -0000
Subject: speech delay and bilingual education
Message-ID: <THU.22.NOV.2001.204809.0000.MKA@OTENET.GR>

Dear Dr. Beate,

it seems to me there is more than a language delay here! And there are many questions to consider.

1) Who has diagnosed the general cognitive and motor delay of the child? Was the child seen by a child psychiatrist/psychologist or a peadiatrician? This is important in evaluating language development. Is the language delay part of a general delay or is the delay specific to language skills?

2) The point about checking hearing is very valid and part of a routine when investigating language delay.

3) What is the child's play skills? Are they age appropriate?

4) How is the child communicating with siblings? In which language? What about the father?

I agree with the suggestion that the mother should use her own language to communicate with the child and not a language she does possess well. Or otherwise, if the mother cannot control input from greek relatives she should at least use her own language consistently.

I think is is not only a matter of what the mother will do. I recommend a general assessment of the child's cognitive and play skills by a good child psychologist and a visit to another speech and language therapist for a second opinion. This should be possible if the family lives in Athens.

Mary Kastamoula
Speech and Language Therapist
Greece
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From cath at roddy.demon.co.uk  Fri Nov 23 06:08:56 2001
From: cath at roddy.demon.co.uk (Catherine Davis)
Date: Fri, 23 Nov 2001 07:08:56 +0100
Subject: notation of schwa
Message-ID: <FRI.23.NOV.2001.070856.0100.CATH@RODDY.DEMON.CO.UK>

I am currently coding some data from a transcription of a language
disordered child and am unsure of the best way to notate the schwa
vowel.
I have found in other data it has been notated as 6 at u - using the
SAMPA transcription, or as 'uh' when not using SAMPA.  The disordered
language I am coding is written in IPA in the transcription and as it
is not the majority of the data and as the analysis is morphological
I don't think it is worth using either SAMPA or IPA, but I'm not
sure.
Any help would be greatly appreciated.
Thank you.

Catherine Davis
Speech and Language Therapist
25 Elm Grove
London N.8 9AH


From mka at otenet.gr  Fri Nov 23 14:30:02 2001
From: mka at otenet.gr (Mary Kastamoula)
Date: Fri, 23 Nov 2001 14:30:02 -0000
Subject: speech delay and bilingual education
Message-ID: <FRI.23.NOV.2001.143002.0000.MKA@OTENET.GR>

Dr Beate,

I understand what the situation is in a greek island where the specialists and the resources are not always there. It is an issue that there is not a bilingual therapist who could handle the family's bilingual situation and if the therapist is greek then therapy and generalisation unavoidably will be in greek. It would be a good idea for the future that the child is assessed by a bilibgual therapist.I know there are many greek speech and language therapists trained in Germany.

In the present case may be the father could be more involved as greek is his language and help witht the exercises so that the mother can feel that she can use german with the child. Whatever they decide in cooperation with their therapist I think consistency of the speakers is important so that the child can associate a language with a speaker e.g. mother german, father greek.


For your information here is the address and tel. of the Hellenic Association of Logopedists. You may ask for more information.

Feidippidou 8, 115 26 Athens
tel/fax  01 777 9901
info at logopedists.gr
www.logopedists.gr


I hope this is helpful and I wish the best to the family.

Mary Kastamoula
Speech and Language Therapist
Greece
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From davismcf at musc.edu  Sat Nov 24 06:52:51 2001
From: davismcf at musc.edu (Elise Davis McFarland)
Date: Sat, 24 Nov 2001 01:52:51 -0500
Subject: South African languages
Message-ID: <SAT.24.NOV.2001.015251.0500.DAVISMCF@MUSC.EDU>

Does anyone know of any articles or books on language acquisiton and/or
language disorders in children who speak Xhosa or Kwazulu (Zulu)?


From macw at cmu.edu  Sat Nov 24 18:00:28 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sat, 24 Nov 2001 13:00:28 -0500
Subject: notation of schwa
In-Reply-To: <v04210101b823940d77db@[158.152.150.246]>
Message-ID: <SAT.24.NOV.2001.130028.0500.MACW@CMU.EDU>

On 11/23/01 1:08 AM, "Catherine Davis" <cath at roddy.demon.co.uk> wrote:

> I am currently coding some data from a transcription of a language
> disordered child and am unsure of the best way to notate the schwa
> vowel.
> I have found in other data it has been notated as 6 at u - using the
> SAMPA transcription, or as 'uh' when not using SAMPA.  The disordered
> language I am coding is written in IPA in the transcription and as it
> is not the majority of the data and as the analysis is morphological
> I don't think it is worth using either SAMPA or IPA, but I'm not
> sure.
> Any help would be greatly appreciated.
> Thank you.
>
> Catherine Davis
> Speech and Language Therapist
> 25 Elm Grove
> London N.8 9AH
>
>

Dear Catherine,
  There are three ways to approach this problem: the easy way, the current
way, and the future way.
1.  The easy way.  Use SAMPA in CLAN.  But make sure that you create a
separate %pho line for this.  Mixing SAMPA on the main line is too
confusing.  If you aren't doing phonemic transcription throughout, I
wouldn't even worry about the schwa issue at all.  Given the fact that you
only care about morphology, I would go this route for now.
2.  The current way.  Use Hank Rogers IPA Font system on the %pho line in
CLAN, as in the Cruttenden data for example.  If you use this system, we
will eventually have to convert its IPA codes to Unicode, but we will have
to do this for several data sets anyway.
3.  The future way (not recommended except for the very brave).   Use
Unicode. If you are using Windows 2000, you can use the Arial Unicode MS
font which you can get from the CHILDES home page.  The nice thing about
Unicode is that it is pretty much guaranteed to be the font standard of the
future. SIL (Summer Institute of Linguistics) will be providing very
powerful tools for diacritic stacking and such.  However, if you only care
about notating on the phonemic level, then just putting your WordPad file
into the Arial Unicode font will work.  Currently CLAN does not support full
Unicode, but our new XCode program does.

--Brian MacWhinney


From ann at hawaii.edu  Sat Nov 24 19:00:29 2001
From: ann at hawaii.edu (Ann Peters)
Date: Sat, 24 Nov 2001 09:00:29 -1000
Subject: notation of schwa
Message-ID: <SAT.24.NOV.2001.090029.1000.ANN@HAWAII.EDU>

Dear Catherine,
I disagree with Brian about his comment: "Given the fact that you only
care about morphology, I would go this route [ignoring the schwa] for
now."
In my work with filler syllables that turn into grammatical morphemes,
tracking schwas is really crucial!  I have found that I can't do without a
%pho tier, but that is a lot of work!  I have also developed my own
notation for indicating vowel and nasal fillers on the main line. I
suspect Brian wouldn't approve, since it isn't sanctioned CHAT format, but
it does help me keep track of the fillers.
Ann Peters


****************************
Dr. Ann M. Peters, Professor
Department of Linguistics
University of Hawai`i               email: ann at hawaii.edu
1890 East West Road, Rm 569         phone: 808 956-3241
Honolulu, HI  96822                 fax:   808 956-9166
http://www2.hawaii.edu/~ann/


From silliman at chuma1.cas.usf.edu  Mon Nov 26 02:48:27 2001
From: silliman at chuma1.cas.usf.edu (Silliman, Elaine)
Date: Sun, 25 Nov 2001 21:48:27 -0500
Subject: speech delay and bilingual education
Message-ID: <SUN.25.NOV.2001.214827.0500.SILLIMAN@CHUMA1.CAS.USF.EDU>

The discussion on the possible causes of language delay in a child being
reared in a bilingual environment raised two important points. First, in a
child that appears to be as seriously delayed as described, the ruling out
of a hearing loss through a comprehensive audiological evaluation is an
essential first step. Second, one would hope that speech-language
pathologists would not attribute a language learning problem of this kind to
a child's bilingual education. As Fred Genesee points out, if a child has a
language impairment, that impairment will be found in both languages that
the child speaks, not just one.

A major clinical issue, however, is that many of the tools available for
diagnostic decision making are based on empirical studies of English
speaking children. Thus, an important issue concerns how to analyze the
level of language development in children whose languages differ
substantially from English morphosyntax. For an excellent discussion of the
issues involved in the cross-linguistic clinical analysis of language
samples, two recent sources are recommended:

Gutierrez-Clellen, V. F., Restrepo, M. A., Bedore, L., Pena, E., & Anderson.
R. (2000). Language sample analysis in Spanish-speaking children:
Methodological considerations. Language, Speech, & Hearing Services in
Schools, 31 (1), 88-98.

Leonard, L. B. (1999). The study of language acquisition across languages.
In O. L. Taylor & L. B. Leonard (Eds.), Language acquisition across North
America: Cross-cultural and cross-linguistic perspectives (pp. 3-18). San
Diego, CA: Singular Publishing.

Elaine Silliman

Professor
Communication Sciences and Disorders &
Cognitive and Neural Sciences
University of South Florida
PCD 4021C
Tampa, FL 33620
Voice mail: (813) 974-9812
Fax: (813) 974-0822/8421
E-mail: silliman at chuma1.cas.usf.edu

 -----Original Message-----
From: Mary Kastamoula [mailto:mka at otenet.gr]
Sent: Thursday, November 22, 2001 3:48 PM
To: info-childes at mail.talkbank.org
Subject: speech delay and bilingual education



Dear Dr. Beate,

it seems to me there is more than a language delay here! And there are many
questions to consider.

1) Who has diagnosed the general cognitive and motor delay of the child? Was
the child seen by a child psychiatrist/psychologist or a peadiatrician? This
is important in evaluating language development. Is the language delay part
of a general delay or is the delay specific to language skills?

2) The point about checking hearing is very valid and part of a routine when
investigating language delay.

3) What is the child's play skills? Are they age appropriate?

4) How is the child communicating with siblings? In which language? What
about the father?

I agree with the suggestion that the mother should use her own language to
communicate with the child and not a language she does possess well. Or
otherwise, if the mother cannot control input from greek relatives she
should at least use her own language consistently.

I think is is not only a matter of what the mother will do. I recommend a
general assessment of the child's cognitive and play skills by a good child
psychologist and a visit to another speech and language therapist for a
second opinion. This should be possible if the family lives in Athens.

Mary Kastamoula
Speech and Language Therapist
Greece


From morgen at idf.ext.jussieu.fr  Mon Nov 26 09:25:47 2001
From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN)
Date: Mon, 26 Nov 2001 10:25:47 +0100
Subject: notation of schwa
Message-ID: <MON.26.NOV.2001.102547.0100.MORGEN@IDF.EXT.JUSSIEU.FR>

I am really relieved with Ann Peters' answer about the notation of the
schwa. I was never able to enter my own French data in the CHILDES database
because of the transcription problem since I transcribe all the child's
utterances in IPA up to about 2;6 and cannot fill the main line. I must say
I haven't had the time to try again  (with all the recent progress that has
been made in CHAT) and I admire Ann Peters for having found her way. If we
want to be precise and work on the beginning of acquisition I really think
we cannot avoid phonetic transcription, at least in French. I would love to
share my data with the world through CHILDES (longitudinal data of at least
one French child from 1;8 to 3;3 but there also are other data in the lab)
but I don't know how to solve that problem.

I have two requests:
1) Is there a way I can get IPA fonts for Macintosh in a recent edition for
FREE. Mine are very old and my Imac doesn't like having them on the hard
disk at all but all my data is already transcribed! We only have them for PC
in my lab and so do my colleagues in other labs.

2) Will there be a CHILDES workshop in Maddisson? I've lost practise and
know nothing of the progress made since at least 1994 for I've been working
on my data which is not in CHAT format.

Aliyah Morgenstern
Universit? Paris III - CNRS LEAPLE


From Edy.Veneziano at univ-nancy2.fr  Mon Nov 26 10:22:22 2001
From: Edy.Veneziano at univ-nancy2.fr (Edy Veneziano)
Date: Mon, 26 Nov 2001 11:22:22 +0100
Subject: notation of schwa
Message-ID: <MON.26.NOV.2001.112222.0100.>

Like Alya Morgenstern, I would also welcome an update on phonetic trnascription
within CHAT (associated with practice and availability of required
fonts/applications).
I agree with Ann that fine phonetic transcription is necessary for the
emergence of morphology and, for that matter - emergence - , at all levels of
language analysis.
However, I think that it is important to remind ourselves that this is a
necessary but not sufficient step to take, as time consuming transcriptions may
sometimes not make surface, or may be mistreated , at the analysis level .

Edy Veneziano



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From santelmannl at pdx.edu  Mon Nov 26 16:49:20 2001
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Mon, 26 Nov 2001 08:49:20 -0800
Subject: notation of schwa
In-Reply-To: <20011126093340.2C03E1A0@postfix2-1.free.fr>
Message-ID: <MON.26.NOV.2001.084920.0800.SANTELMANNL@PDX.EDU>

You can download a free set of IPA fonts from SIL (www.sil.org) under 
"software". I believe the fonts are called "Encore IPA" and they are a true 
type font that works with both Windows and Mac.

Lynn Santelmann

>I have two requests:
>1) Is there a way I can get IPA fonts for Macintosh in a recent edition for
>FREE. Mine are very old and my Imac doesn't like having them on the hard
>disk at all but all my data is already transcribed! We only have them for PC
>in my lab and so do my colleagues in other labs.
>
>2) Will there be a CHILDES workshop in Maddisson? I've lost practise and
>know nothing of the progress made since at least 1994 for I've been working
>on my data which is not in CHAT format.
>
>Aliyah Morgenstern
>Universit? Paris III - CNRS LEAPLE

*****************************************************************************************
Lynn Santelmann
Assistant Professor
Department of Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
Phone: 503-725-4140
Fax: 503-725-4139
e-mail: santelmannl at pdx.edu (last name + first initial)
web: www.web.pdx.edu/~dbls
Tommy pictures:
  http://www.netinteraction.com/thomas/Tommyhomepage.html
********************************************************************************************


From Katherine_Demuth at Brown.edu  Mon Nov 26 17:54:52 2001
From: Katherine_Demuth at Brown.edu (Katherine Demuth)
Date: Mon, 26 Nov 2001 12:54:52 -0500
Subject: South African languages
Message-ID: <MON.26.NOV.2001.125452.0500.KATHERINEDEMUTH@BROWN.EDU>

Hi Elise -

Susan Susman, at the University of Witwatersrand, has written  on the
acquisition of Zulu (IsiZulu), and she and I have an article on an
language delayed Zulu-learning child.  In addition, Susan is working
on materials for norming Zulu acquisition.

Sandile Gxilishe, at the University of Cape Town, is currently
working on the acquisition of Xhosa.

In addition, I have many articles  on the acquisition of closely
related Sesotho.


Best,
Katherine

>Does anyone know of any articles or books on language acquisiton and/or
>language disorders in children who speak Xhosa or Kwazulu (Zulu)?


--
*****************************
Katherine Demuth, Professor
Dept. of Cognitive & Linguistic Sciences
Brown University, Box 1978
Providence, RI 02912
TEL: (401) 863-1053
FAX: (401) 863-2255


From silliman at chuma1.cas.usf.edu  Wed Nov 28 17:09:19 2001
From: silliman at chuma1.cas.usf.edu (Silliman, Elaine)
Date: Wed, 28 Nov 2001 12:09:19 -0500
Subject: Katharine G. Butler Symposium, February 22-23, 2002
Message-ID: <WED.28.NOV.2001.120919.0500.SILLIMAN@CHUMA1.CAS.USF.EDU>

The Specialty Board on Child Language and the Special Interest Division 1:
Language Learning and Education of the American Speech-Language- Hearing
Association are jointly sponsoring the first Katharine G. Butler Symposium
on Child Language. The purpose of this symposium, to be held in San Jose,
California, is to honor Dr. Butler's lifetime of commitment in the area of
Child Language. A banquet in her honor on Saturday evening, February 23,
2002 will culminate the symposium.

Presenters:
Elizabeth Bates, Ph.D. -- Professor of Cognitive Science, Professor of
Psychology and Director of the Center for Research in Language at University
of California at San Diego.  Dr. Bates is interested in neural systems
supporting language in humans while carrying out their earlier
non-linguistic functions.  She purports the need for a new way of thinking
about language evolution and language development in the human brain, which
represents a dynamic, distributed, plastic approach.
Virginia Berninger, Ph.D. -- Professor of Educational Psychology and
Director of the NICHD-funded Multidisciplinary Learning Disability Center,
Literacy Trek Longitudinal Study, and the Write Stuff Intervention Project
at the University of Washington.  Among her interests is the integration of
brain imaging, family genetics, and treatment research.  She has constructed
a 3-tier model to make the case that early intervention is indicated for all
at-risk readers and continuing intervention is necessary for persisting
difficulties.
Catherine Snow, Ph.D. -- Henry Lee Shattuck Professor of Education at the
Harvard Graduate School of Education.  Her research interests include
children's language development as influenced by interaction with adults in
home and preschool settings, literacy development as related to language
skills as influenced by home and school factors, and issues related to the
acquisition of English oral and literacy skills by language minority
children.
Shirley Brice Heath, Ph.D., -- Professor of Linguistics and English at
Stanford University. A linguistic anthropologist, Dr. Heath's research has
centered on the out-of-school lives of young people in subordinated
communities.  Key themes in her work are adolescents' own language and
symbolic representations of themselves, as well as their leadership and
initiative in identifying and solving what they see as community problems.

This symposium will combine the presentations with small group discussions
that will address specific questions.

Registration
Early registration by 1/18/02 -- $165.00
Registration after 1/18/02 -- $185.00
Banquet in honor of Dr. Butler -- $45.00
To register, contact:
Ellen Schoch (Specialty Board on Child Language) at (973) 275-2825 or
e-mail: schochel at shu.edu <mailto:schochel at shu.edu>

A PDF registration form is available at:
http://education.wichita.edu/cds/faculty/apel/butler_symposium.htm
<http://education.wichita.edu/cds/faculty/apel/butler_symposium.htm>

Hotel
The symposium will be held at the beautiful and elegant Fairmont Hotel in
San Jose, CA. To take advantage of our special rate, please reserve your
room by 1/18/2002 by calling
1-800-346-5550. The Fairmont is located at 170 S. Market Street, San Jose,
CA.

SPECIAL RATE: $139.00 single/double.
$25.00 per additional person.

Elaine R. Silliman, Ph.D.
Professor
Communication Sciences & Disorders &
Cognitive & Neural Sciences
University of South Florida
PCD 4021C
Tampa, FL 33620
Voice mail: (813) 974-9812
Fax: (813) 974-0822/8421
E-mail: silliman at chuma1.cas.usf.edu


From beate at fcu.edu.tw  Thu Nov 29 01:47:23 2001
From: beate at fcu.edu.tw (beate luo)
Date: Thu, 29 Nov 2001 09:47:23 +0800
Subject: speech delay and bilingual education
Message-ID: <THU.29.NOV.2001.094723.0800.BEATE@FCU.EDU.TW>

dear all,

first, I want to thank you all for your contributions to my question if one language should be dropped if a child is speech delayed. My friend was very desperate when she asked me for help but all of your contibutions have helped her to come over this crisis and she asked me to forward a mail to you as well:

I want to thank you all very much for your mails. I did'nt expect so much interest, although I know, that there are a lot of children with this problem.
Indeed Your thoughts are very important for me. They help me not only in the discussions with the speach-therapist and teachers. The main thing for me is to know that my son gets the support he needs and that I do the best to help him. Living on a greek island is not easy if you have a problem like we have because there is no choice. We have to be happy that there is a speach-therapist at all!
After all I have to say that my son is doing very well in the therapy and even the therapist admits, that he makes progress in big steps. She stopped critizising, and she says now, that you can see the difference between children, where nobody helps at home and children with support. I take this as a compliment, but I didn't tell her, that I do allmost all exercises in german. 
 
Again I thank you very much for your interest and your support.
Sincerly 
Petra Scheiblich-Raftopoulos 

And here a summary of the responses:
Several people suggested a hearing test as hearing problems are often the cause of speech delay. I forgot to mention in my earlier mail that the boy had been tested and his hearing was o.k. He will have a thorough evaluation of all of his delays early next year (the waiting lists are long).
1. Anne Kolatsis gave a reference which discusses early bilingual development: Genesee, F. (1989) Early bilingual development: one language or two?, Journal of Child Language, 16, 1, 161-179.

2. Madalena Cruz-Ferreira gave her experiences of raising her trilingual kids and made a very good point: " Just to say that teachers, other adults and peers alike, all of them monolingual, *will* blame multilingualism on whatever problems a child may happen to develop. ... Your friend *will* have a huge problem eventually, when she finds that by switching over to another language she'll have lost precious contact with her child."

3.  Christiane Dietrich wrote: "there is NO evidence that children that are brought up bilingually are more prone to developing speech and language problems and it is highly unlikey to be the cause of your child's problems. Although sometimes parent-child interaction therapy is used as part of the therapy programme when working with children with delay, the reason for this is not that the parent's behaviour is causing the problem but there are sometimes changes that can be made that are beneficial for he child's improvment such as following the child's lead (e.g. frequently commenting on things that the child is already paying attention to)."

4. Susanne Dopke pointed out: "Strategies learned in one language can certainly be transferred to another and that is how the speech pathologist should handle it. Countries who have guidelines for speech pathologists working with culturally and linguistically diverse clients advise exactly that (eg. US, GB, Australia) The only consession I would make to the speech pathologist is that I would enlist the father's or another Greek carer's support to also implement the stratgies into the Greek input on a daily basis. The more helpful input a child with difficulties gets the better, and if a family wants their child to be bilingual that would ideally happen in both languages."

5. Christiane Hofbauer mentioned: "... I had indirectly to do with some children where the parents tried to educate their children monolingually in a foreign, not fluently spoken language. This caused problems in all of the children. So, in my opinion, the mother NEVER should try to speak only Greek with her son, if her Greek is not very good (besides the fact that a restricted communication with a child, which isn't very communicative, shouldn't help at all.)

6. Annick De Houwer advised the mother to NOT give up speaking the language she usually speaks with her child and feels comfortable with as here is absolutely no evidence that shows that this would help; on the contrary, there are many (unpublished, anecdotal, but still!!) reports that when mothers stop talking their usual language to their child in pre-school age, some children get very upset and even stop speaking altogether for a while. This issue (and others) are taken up in her brief article, 'Two or More Languages in Early Childhood: Some General Points and Practical Recommendations', first published in AILA News and since 1999 available through the website of the ERIC Clearinghouse on Languages and Linguistics at http://www.cal.org/ericcll/digest/earlychild.html .

7. Sharon Armon-Lotem wrote: "There is no research, that I know of, that shows any relations betweeen the two. It is traditionally assumed that bilingualism is good for you if you have no language problems (gives you a cognitive advantage, etc.). One thing is clear. Bilingualism is not a reason for language impairement (which have a yet unknown neurological source), though some say it causes language delay in some children. ... We want to try and see what efffect bilingualism has on language impairment). It will be a few years before we can say something definite. But your friend should trust her own judgement on this issue, though she might have to fight for it."

8. Annabelle David worte: "Stopping to speak one language to a child will certainly not do any good. I have been through many testimony of parents of children in that situation. Most speech therapist are not trained to deal with bilingual children. So the only thing that can go wrong for them is what they don't know about: bilingualism. Your friend really should talk to somebody who knows about bilingualism. Not any other person."

9. Fred Genesee as well stressed that there seems to be a widespread belief among speech and language therapists, not all, that bilingual acquisition poses additional challenges to children with language and other impairments. It is not clear where this belief comes from because, in fact, there is not a lot of evidence on children with language impairment who are raised bilingually.  He goes on saying: "However, the evidence that does exist does not support the recommendation to drop one of the languages. Johanne Paradis, Martha Crago and I have completed a study of French-English bilingual children with SLI (using age-matched and mlu-matched controls; monolingual and bilingual). We found that the impairment of the bilingual children was of the same nature generally as that of monolingual children with SLI and, furthermore, it did not differ in severity from that of monolingual children with SLI. In short, there was no evidence from our study that bilingual exposure altered the nature or severity of these children's impairment. In other words, it did not appear that their exposure to two languages was playing a causal role in their impairment. 
As well, when one looks at the research on normal children who are raised bilingually, there is the clear indication that dual language acquisition is fundamentally the same as monolingual acquisition with the necessary proviso that differences in the learning environments of bilingual children can impact their language acquisition accordingly. Thus, children who have inconsistent or impoverished exposure in one of their two languages are likely to exhibit poorer development in that language than in the other. In other words, the research on normal bilingual acquisition indicates that the language faculty is capable of learning two languages as well as one, other things being equal. This would lead me to believe that language impairment in bilingual children is not likely to be relieved by dropping one of the languages; impaired children are likely to continue to exhibit problems in the remaining language. My reading of the research suggests to me that language impairment is not specific to one or two languages but is fundamental to any and all languages that impaired children learn. 
Of course, it is dangerous and ill-advised to make specific recommendations about indivdual children without detailed information about them and their social environments. Children are all different and the circumstances in which they learn and use their languages is different. The social and personal fallout that comes from using two languages (or only one) must also be considered seriously.  And clearly we have a lot more to learn about bilingual language impairment -- it is probably not a unitary construct and we have only just begun to understand even one form of it. 
As  general rule it seems to me that in order to justify dropping one language in the case of a child who is growing up bilingual there should be well documented evidence of what the language difficulty is and specific expectations about how changing his life by dropping a language will resolve his difficulties. There are attendant problems for children when their lives are altered by simply dropping a language." 

10. Miquel Serra i Raventoswrote: "Although here in Catalunya the bilingual situation is quite peculiar (spanish and catalan are two roman languages that share many basic sintactic rules and also the culture) we have a very long experience with SLI children, and other patologies, in this situation (spanish as family language, school in catalan; TV, garden and street languages depending on the area) and I suscribe absolutely what Annick and Fred have said. My comments do not mean that the communication and language habilities (an other as Fred suggests) of this child should not be well planned in case they will remain in Greece: for example working mainly in Greek comprehension and very little in German production, and working it in function of learning "language" (not German): For exemple, omissions of weak initial syllables, articles, prepositions and pronouns, if not major categories that for sure he is still not mastering. According to my experience and data I would suggest to work more in this error types than in any other. In this case, as in other, it is more important to communicate a lot and in the most clear and tunned but challenging way to the child than do it in one or an other language.

11. Mary Kastamoula recommended a general assessment of the child's cognitive and play skills by a good child psychologist and a visit to another speech and language therapist for a second opinion as it seemed to her that there is more than a language delay here. Questions to consider are:
1) Is the language delay part of a general delay or is the delay specific to language skills?
2) The point about checking hearing is very valid and part of a routine when investigating language delay.
3) What is the child's play skills? Are they age appropriate?
4) How is the child communicating with siblings? In which language? What about the father?
She went on saying that she agrees with the suggestion that the mother should use her own language to communicate with the child and not a language she does not possess well. Or otherwise, if the mother cannot control input from greek relatives she should at least use her own language consistently.
She understands what the situation is in a greek island where the specialists and the resources are not always there. It is an issue that there is not a bilingual therapist who could handle the family's bilingual situation and if the therapist is greek then therapy and generalisation unavoidably will be in greek. It would be a good idea for the future that the child is assessed by a bilingual therapist.There are many greek speech and language therapists trained in Germany. In the present case may be the father could be more involved as greek is his language and help witht the exercises so that the mother can feel that she can use german with the child. Whatever they decide in cooperation with their therapist, consistency of the speakers is important so that the child can associate a language with a speaker e.g. mother german, father greek.

12. Elaine Silliman as well stressed the importance of an audiological evaluation as an essential first step. She goes on saying that one would hope that speech-language pathologists would not attribute a language learning problem of this kind to a child's bilingual education. As Fred Genesee points out, if a child has a language impairment, that impairment will be found in both languages that the child speaks, not just one. A major clinical issue, however, is that many of the tools available for diagnostic decision making are based on empirical studies of English speaking children. Thus, an important issue concerns how to analyze the level of language development in children whose languages differ substantially from English morphosyntax. For an excellent discussion of the issues involved in the cross-linguistic clinical analysis of language samples, two recent sources are recommended: 
Gutierrez-Clellen, V. F., Restrepo, M. A., Bedore, L., Pena, E., & Anderson. R. (2000). Language sample analysis in Spanish-speaking children: Methodological considerations. Language, Speech, & Hearing Services in Schools, 31 (1), 88-98.
Leonard, L. B. (1999). The study of language acquisition across languages. In O. L. Taylor & L. B. Leonard (Eds.), Language acquisition across North
America: Cross-cultural and cross-linguistic perspectives (pp. 3-18). San Diego, CA: Singular Publishing.

13. Barbara Conboy sent another reference:
Gutierrez-Clellen, V.F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302

I hope I didn't forget anybody. Thanks again.

Beate


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From bart.hollebrandse at let.uu.nl  Thu Nov 29 07:06:54 2001
From: bart.hollebrandse at let.uu.nl (Bart Hollebrandse)
Date: Thu, 29 Nov 2001 08:06:54 +0100
Subject: European Master's in Clinical Linguistics (EMCL)
Message-ID: <THU.29.NOV.2001.080654.0100.BART.HOLLEBRANDSE@LET.UU.NL>

The European Master's in Clinical Linguistics (EMCL) is a university
programme at advanced level (Master's type) in Clinical Linguistics,
providing an integrated training in both neurolinguistic theory and
clinical methods. Students with a background in linguistics or
psychology will become acquainted with the clinical situation, so
that they will be able to develop better assessment and treatment
materials. Speech and Language pathologists who follow this
programme will acquire more knowledge about theoretical
background of the langauge disorders and the relation between
language and the brain. It is envisaged that a certain cross-
fertilisation will take place as well, as a result of which speech and
language pathologists will contribute to the development of material
or tests, while students with a more theoretical background get
involved in clinical activities.

The programme comprises three terms and reflects the European
character of the EMCL. In the first term, the student will study at
his/her 'home university', i.e. the university where s/he is registered
for the EMCL. This term is similar at the participating institutions
and will consist of a number of core courses. During the second or
third term, the student should go to one of the other universities
sponsored by the European Union under Socrates, to do
specialised courses; the remaining term will be used for research
classes and is done at the home university again. Finally, the
student will write an MA-thesis and attend a summerschool or a
conference to finish the programme.
The Board-of-Studies consists of members of the participating
institution, i.e. the universities of Groningen (NL), Joensuu (FI),
Newcastle (UK), Oslo (N), Potsdam (D), Reading (UK) and Milan
(IT). In 2002-2003 the programme wille be ran at the universities of
Groningen (NL0 and Potsdam (D). All courses will be taught in
English. The deadline for sending in an application form is 1st of
March 2002.

For more information see our homepage:
http://www.let.rug.nl/emcl/
e-mail: emcl at let.rug.nl
Information packages (including an application form) will be available
from December 2001.
Prof. Dr. Roelien Bastiaanse
University of Groningen, Dept. Linguistics
PO Box 716, 9700 AS Groningen
The Netherlands
phone: +31 50 363 5558/5858 (secr)
fax:   +31 50 363 6855



Bart Hollebrandse
Utrecht institute of Linguistics OTS	
Trans 10, 3512 JK Utrecht, The Netherlands
tel: 31-30-2536213; fax: 31-30-2536000

Groningen University
Dutch Department
Oude Kijk in 't Jatstraat 26
Groningen
31-50-3635632
b.hollebrandse at let.rug.nl


From macw at cmu.edu  Fri Nov 30 01:43:05 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 29 Nov 2001 20:43:05 -0500
Subject: new IASCL book series
Message-ID: <THU.29.NOV.2001.204305.0500.MACW@CMU.EDU>

Dear Info-CHILDES,

  I am happy to announce the appearance of the first volume of a new book
series entitled "Trends in Language Acquisition Research" (TILAR). The
series editors are Steven Gillis and Annick DeHouwer.  The first volume is
entitled "Trends in Bilingual Acquisition" and the volume editors are Jasone
Cenoz and Fred Genesee.  Having read through and commented on all of these
articles, I can say that this is a really good book.  Moreover, IASCL
members can purchase it at a 60% discount.  The details about the book's
contents and an order form for IASCL members is in the attachment to this
letter.  If you are not a IASCL member, you can obtain a parallel order form
from http://childes.psy.cmu.edu/html/tilar1.pdf

--Brian MacWhinney


P.S. I am violating our info-childes rule of not posting attachments in this
case.  I think that rule should now be changed for book notices of this
type. So, if you need to post book notices with fancy formatting, just send
them to me and I will turn on the attachment posting facility, post the
notice, and then turn off attachment posting again.

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