From M.Saxton at westminster.ac.uk Mon Dec 1 10:37:26 2003 From: M.Saxton at westminster.ac.uk (Matthew Saxton) Date: Mon, 1 Dec 2003 10:37:26 -0000 Subject: Little linguist: summary Message-ID: Many thanks to those people who took the trouble to address my question about the provenance of 'child as little linguist.' The responses were many, varied and interesting. My own suspicion was Chomsky, and I was not alone in this, but Robin Campbell and Patrick Griffiths, trace it back further: Sully, J. (1895). Studies of Childhood. London: Longmans, Green & Co. (Chapter V). For linguistic train spotters (all of us?), you will observe that the date differs from the one offered by Robin in his posting. The catalogue at Senate House library in London was my source here. However, the "little linguist" may be even older than this. Isabelle Barrière suggests I track down the writings of Jan Amos Komensky from the 17th century (I'll try!). More recent incarnations suggested to me include: (1) Lila Gleitman from an early Cognition article and (2) Virginia Valian from her work in the early 1980s. Finally, the child has also made its appearance as a "little scientist", for example, in: Gopnik, A. & Meltzoff, A. (1997). Words, thoughts and theories. Cambridge, MA: MIT Press. From tomasello at eva.mpg.de Tue Dec 2 09:04:32 2003 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Tue, 2 Dec 2003 10:04:32 +0100 Subject: question In-Reply-To: <3FAA5986.BBF6B1BA@kronos.ling.uni-potsdam.de> Message-ID: I am interested in specific proposals about precisely what is in Universal Grammar - like a list or inventory (Jackendoff's new book provides one example). Please send references to me directly, and I will share results if there are interesting responses. Thanks in advance, Mike Tomasello From maurely.velazquez_de_schermaier at boku.ac.at Tue Dec 2 14:49:48 2003 From: maurely.velazquez_de_schermaier at boku.ac.at (Velazquez de Schermaier Maurely) Date: Tue, 2 Dec 2003 15:49:48 +0100 Subject: how many words can be learn and use Message-ID: Does anybody knows how many words can a person learn (pro day?) and use (?!) and how does is vary between L1, L2 oder L3? It would be interesting in order to learn other languages. Thanks in advance! Maurely From marta.casla at uam.es Tue Dec 2 16:47:51 2003 From: marta.casla at uam.es (marta.casla at uam.es) Date: Tue, 2 Dec 2003 16:47:51 MET Subject: reference to the addressee Message-ID: Dear all: Does anybody know any task to elicitate references to the addressee? We are interested on the elicitation of different forms related to the listener within the same task (i.e. not just personal pronouns but imperatives, finite forms, possesives, etc.) Any suggestion will be helpful. Thank's in advance, ----------------------------------------------------- Marta Casla Dpto. de Psicología Evolutiva y de la Educación Universidad Autónoma de Madrid Campus de Cantoblanco 28049- Madrid Spain ------------------------------------------------------ -------------------------------------------------------------------------- Mensaje enviado mediante una herramienta Webmail integrada en *El Rincon*: ------------->>>>>>>> https://rincon.uam.es <<<<<<<<-------------- From b.j.richards at reading.ac.uk Tue Dec 2 16:12:16 2003 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Tue, 2 Dec 2003 16:12:16 +0000 Subject: how many words can be learn and use In-Reply-To: <3FCCB49B.22600.54DE6F@localhost> Message-ID: As a starter you might try Klaus Wagner's (1985) article "How much do children say in a day", Journal of Child Language Vol.12, 475-87. Brian ============================================== Professor Brian J. Richards School of Education University of Reading Bulmershe Court Earley Reading RG6 1HY UK Tel 0118 9875123 (x 4814) ============================================== On Tue, 2 Dec 2003, Velazquez de Schermaier Maurely wrote: > Does anybody knows how many words can a person learn (pro day?) and > use (?!) and how does is vary between L1, L2 oder L3? > It would be interesting in order to learn other languages. > Thanks in advance! > Maurely > > > From lanhamml at slu.edu Tue Dec 2 17:07:45 2003 From: lanhamml at slu.edu (lanhamml) Date: Tue, 2 Dec 2003 11:07:45 -0600 Subject: Mor and Post in CLAN Message-ID: Dear Brian, Deborah Hwa-Froelich and I are currently trying to use mor, post, and freq to analyze child functions in coded files. Our challenges are as follows: 1. We are using the command mor +re *sample.cha in order to get a mor line to later calculate prepositions and conjunctions. The message that appears is 'can't open file ar.cut quitting' 2. We need to run post (I think) in order to run frequencies on the mor line for prepositions. The command we are planning to use is post *sample.cha. 3. Lastly, we plan to use the command freq +s at prepositions.cut +f sample.cha. I've tried to run some of these commands and have received the message, 'can't find engdb.' The website has changed somewhat since June. Will you please let me know where I should look to download that newest engdb? Also, please let me know if I am using the incorrect commands to analyze our data files. Thanks so much. Any and all help is appreciated. Kindest regards, Melissa Lanham From maurely.velazquez_de_schermaier at boku.ac.at Wed Dec 3 10:02:03 2003 From: maurely.velazquez_de_schermaier at boku.ac.at (Velazquez de Schermaier Maurely) Date: Wed, 3 Dec 2003 11:02:03 +0100 Subject: how many words can be learn and use In-Reply-To: Message-ID: Thank you very much! Maurely On 2 Dec 2003 at 16:12, Brian Richards wrote: > As a starter you might try Klaus Wagner's (1985) article "How much do > children say in a day", Journal of Child Language Vol.12, 475-87. > > > Brian > > ============================================== > Professor Brian J. Richards > School of Education > University of Reading > Bulmershe Court > Earley > Reading RG6 1HY > UK Tel 0118 9875123 (x 4814) > ============================================== > > On Tue, 2 Dec 2003, Velazquez de Schermaier Maurely wrote: > > > Does anybody knows how many words can a person learn (pro day?) and > > use (?!) and how does is vary between L1, L2 oder L3? It would be > > interesting in order to learn other languages. Thanks in advance! > > Maurely > > > > > > > > Mit freundlichen Grüßen! Maurely Velázquez de Schermaier From bthompso at usm.maine.edu Wed Dec 3 17:01:27 2003 From: bthompso at usm.maine.edu (R. Bruce Thompson) Date: Wed, 3 Dec 2003 12:01:27 -0500 Subject: Hungry Caterpillar Message-ID: Dear Colleagues, I am working on a project that is exploring the frequency and types of test-questions to preschoolers during book reading. I have a large sample of transcripts from low SES mother-child dyads, reading the Hungry Caterpillar, by Eric Carl, and was wondering if anyone on this list has ever used that book in a similar context with high SES ("middle-class") families. I am interested in making comparisons across several age groups (2 - 5) of mothers' use of questions about names/labels, action and causation. Does anyone have data using that book, that they would like to share? Thanks very much! Bruce. *********************************** Robert Bruce Thompson, Ph.D. Department of Psychology University of Southern Maine Science Building 536 96 Falmouth Street Portland, Maine 04102 Office Tel: 207.780.4739 Development Lab: 207.780.4257 Fax: 207.780.4974 *********************************** From raymondw at csufresno.edu Wed Dec 3 17:53:58 2003 From: raymondw at csufresno.edu (Ray Weitzman) Date: Wed, 3 Dec 2003 09:53:58 -0800 Subject: how many words can be learn and use Message-ID: You might also want to check out the following two books by Betty Hart and Todd Risley: Meaningful Differences (1995) Paul H. Brookes Publishing Co. The Social World of Children Learning to Talk (1999) Ray Weitzman ----- Original Message ----- From: "Velazquez de Schermaier Maurely" To: "Brian Richards" ; Sent: Wednesday, December 03, 2003 2:02 AM Subject: Re: how many words can be learn and use Thank you very much! Maurely On 2 Dec 2003 at 16:12, Brian Richards wrote: > As a starter you might try Klaus Wagner's (1985) article "How much do > children say in a day", Journal of Child Language Vol.12, 475-87. > > > Brian > > ============================================== > Professor Brian J. Richards > School of Education > University of Reading > Bulmershe Court > Earley > Reading RG6 1HY > UK Tel 0118 9875123 (x 4814) > ============================================== > > On Tue, 2 Dec 2003, Velazquez de Schermaier Maurely wrote: > > > Does anybody knows how many words can a person learn (pro day?) and > > use (?!) and how does is vary between L1, L2 oder L3? It would be > > interesting in order to learn other languages. Thanks in advance! > > Maurely > > > > > > > > Mit freundlichen Grüßen! Maurely Velázquez de Schermaier From eisenbergs at mail.montclair.edu Wed Dec 3 18:54:39 2003 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Wed, 3 Dec 2003 13:54:39 -0500 Subject: 1st and 2nd person Message-ID: In English, if you want to provide opportunities for 3rd person singular present tense, you can have the child talk about an habitual event (e.g., what does Ernie do every day when he wakes up?). This could be adapted to first person as well (tell me what you do every morning after you wake up) or second person (guess what I do every morning after I wake up). You can also ask the child to explain how to do something. For example, for second person: I've never played soccer. Can you tell me how to play? or for first person: I hear you're reallu good at soccer. What do you do that makes you so good? This works for the present tense in English because it's used to code habitual events. Sarita Eisenberg "Blom, W.B.T." wrote: > Dear all, > > At this moment we are designing an experiment to elicit the various > forms of the verbal agreement paradigm in monolingual Dutch children > ranging in age between 3 and 6. Our aim is to collect longitudinal and > cross-sectional data from the different age groups. We would like to > ask whether anyone knows of a technique to elicit 1st and 2nd person > singular (present tense). It is crucial that children use the 1st and > 2nd person singular pronoun (and that they do not use proper names > instead!) and that the children use both the inflected verb as well as > the pronoun. > > We are grateful for any hints, comments and literature suggestions. > > Elma Blom > > Dutch Linguistics Department/Amsterdam Center for Language and > Communication > > Amsterdam University > -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Dec 4 04:38:13 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Dec 2003 23:38:13 -0500 Subject: Brent corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a large corpus of speech from mothers to their preverbal infants. This corpus was collected by Michael Brent and Jeff Siskind and is probably now the largest collection of transcripts fully linked to audio in CHILDES. As I will note in my next message, it is a particularly nice illustration of the new CHILDES feature of a "Browsable Corpus". Thanks to Michael and Jeff for this new corpus. Here is the readme. Further documentation on the details of there method will be included in the manual and on the web. --Brian MacWhinney This corpus includes about 100 hours of recordings from mothers of preverbal children. All of the transcripts are completely linked to the audio. Recordings and transcripts are available for 16 mother-child pairs. 8 of these were recruited without regard to the education level of the mother but, as it turned out, all had at least a bachelor's degree. Subsequently, 8 more mother-child pairs were recruited with the requirement that the mother must not have completed more than 2 years of college. The education levels of each of the subjects can be viewed by clicking here. 6 of the 8 lower-education subjects completed all or almost all of the sessions, but the remaining 2 provided only about 7 usable sessions each. Each mother-infant pair was recorded in their home during approximately 14 sessions lasting 1.5 to 2 hours each. Sessions were separated by approximately 2 weeks during the period when the child was between 9 and 15 months old. The mother and child were left alone during the recording session. The middle 75 minutes of each session were extracted, digitized, and transcribed. Some details of the methods can be found in our paper: Brent, M. R. & Siskind, J. M (2001). The role of exposure to isolated words in early vocabulary development. Cognition, 81, 31-44. If you use these data, please cite that paper. From macw at cmu.edu Thu Dec 4 04:44:19 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Dec 2003 23:44:19 -0500 Subject: Browsable Corpus Message-ID: Dear Info-CHILDES, I would like to call your attention to a new facility that we have developed at the CHILDES and TalkBank web sites over the last month. This is the facility of being able to directly play audio and video from transcripts over the web. For CHILDES materials, the best ways to access data in this new format is from http://childes.psy.cmu.edu/data/audlinked/index2.html and http://xml.talkbank.org:8888/talkbank/file/childes/video/ The first link is for CHILDES data linked to audio. The second is for CHILDES transcripts linked to video. For TalkBank data, not everything is linked yet from this URL, but a lot is: http://xml.talkbank.org:8888/talkbank/file/talkbank/ Right now, you can only play one utterance at a time by clicking on the speaker ID where you see a blue-underlined link. Soon we hope to implement continuous playback too and then other features, including a new blog-type commentary facility. You need a modern browser and QuickTime 5 or 6 for this to work. I would love to hear comments about this facility, including problems with getting it to work. --Brian MacWhinney, CMU From macw at cmu.edu Thu Dec 4 04:48:11 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Dec 2003 23:48:11 -0500 Subject: Thanks Message-ID: Dear Info-CHILDES, I am happy to announce that NIH has told me that they will be funding the CHILDES Project for five more years. Actually, I was pretty sure that it would be funded after receiving glowing evaluations on the "pink sheets" back in late June. However, NIH told me that nothing would be official until now, so I decided to wait on announcing this. Without a doubt, the crucial factor in the extremely positive NIH evaluation was the fact that I was able to submit 300 letters from all of you detailing how you have been using the data. So, thanks once more for all your support. I hope we can all continue using these data to learn still more about the remarkable process of first language acquisition. --Brian MacWhinney From cchaney at sfsu.edu Thu Dec 4 23:44:43 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 4 Dec 2003 15:44:43 -0800 Subject: Thanks In-Reply-To: Message-ID: Hooray for NIH and Info-childes. What good news. Carolyn Chaney On Wed, 3 Dec 2003, Brian MacWhinney wrote: > Dear Info-CHILDES, > I am happy to announce that NIH has told me that they will be funding the > CHILDES Project for five more years. Actually, I was pretty sure that it > would be funded after receiving glowing evaluations on the "pink sheets" > back in late June. However, NIH told me that nothing would be official > until now, so I decided to wait on announcing this. Without a doubt, the > crucial factor in the extremely positive NIH evaluation was the fact that I > was able to submit 300 letters from all of you detailing how you have been > using the data. So, thanks once more for all your support. I hope we can > all continue using these data to learn still more about the remarkable > process of first language acquisition. > > --Brian MacWhinney > > From g.morgan at city.ac.uk Fri Dec 5 16:24:12 2003 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Fri, 5 Dec 2003 16:24:12 -0000 Subject: job advertisement Message-ID: Job advertisement RESEARCH POSITION IN SIGN LANGUAGE TRANSCRIPTION Department of Language and Communication Science City University London, UK http://www.city.ac.uk/lcs/ Duration and starting date: The 12 month full time position will begin as soon as possible in 2004, with a flexible start date. Salary: £22,000 - £27,000 DESCRIPTION OF PROJECT Sharing BSL acquisition data The research project, funded by the ESRC, aims to adapt a transcription system widely used in spoken language research to the study of British Sign Language (BSL) in order to support our current research concerning BSL development. The Child Language Data Exchange System (CHILDES) is one of the best-known transcription, coding and analysis software available for the study of child language (see MacWhinney, 2000). In the past four years a transcription and coding system for American (ASL) and Dutch Sign Languages (LSN) based within the CHILDES programme has been developed by Hoiting & Slobin (see http://www.colorado.edu/slhs/btsweb/). We aim to adapt the BTS to BSL and enable an already collected data archive to be transcribed and coded for further analyses. We are looking for a research assistant who will benefit from training on BTS, actively contribute to the development of the transcription system under our supervision, to decision making regarding the data coding and to the dissemination of the results of this project to the broader academic community. The successful candidate will also be eligible to take Masters level courses in Sign Language linguistics and Deaf studies run in the department as part of their training. Required qualifications: First degree or higher in Psychology, Linguistics or related discipline Desired: 1. Knowledge of BSL or fluency in another signed language; 2. Ability to carry out basic linguistic analysis; 3. Experience working with child language transcriptions in the CHILDES programme; 4. Abilities to work independently and as a member of a team; 5. Organized and with good time management skills. Application: Please send (1) a cover letter of interest describing research interests, goals and career plans, (2) a current curriculum vitae (3) names of three referees. Address for Applications: Dr. Gary Morgan Department of Language and Communication Science City University, London, Northampton Sq, EC1V 0HB, UK g.morgan at city.ac.uk -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Dec 5 18:26:02 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Dec 2003 13:26:02 -0500 Subject: New Dutch corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of three additional components of the Bol-Kuiken corpus from Gerard Bol and Folkert Kuiken of Amsterdam. The earlier corpus in CHILDES had samples from 20 Dutch SLI children. The full collection now has 20 SLI children, 20 Down syndrome children and adolescents, 31 normally-developing controls (some recorded twice), and 20 children with hearing impairment. All four sets of data use parallel methods for data collection, thereby maximizing the possibilities for comparison. Many thanks to Gerard and Folkert for the contribution of this full corpus. --Brian MacWhinney From als at ip.pt Wed Dec 10 01:51:47 2003 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Wed, 10 Dec 2003 01:51:47 -0000 Subject: Second Call for papers - Second Lisbon Meeting on Language Acquisition Message-ID: Second Lisbon Meeting on Language Acquisition with special reference to Romance Languages Date: 01-Jun-2004 - 04-Jun-2004 Location: Lisbon, Portugal Contact Email: LALisbonMeeting at mail.fl.ul.pt Meeting URL: http://www.fl.ul.pt/eventos/LALisbonMeeting/ Call Deadline: 31-December-2003 Meeting Description: The 2nd Lisbon Meeting on Language Acquisition with Special Reference to Romance Languages takes place ten years after its first edition. Each day of the conference will be dedicated to one of the following topics within the field of language acquisition: (i) Language Development and Language Disorders; (ii) L1 Phonology; (iii) Bilingualism and Second Language; (iv) L1 Syntax. The conference will include: - 6 plenary lectures presented by the following invited speakers Teresa Guasti (U. Milano-Bicocca) Nina Hyams (UCLA) José Morais (U. Libre de Bruxelles) Michel Paradis (McGill U.) Marilyn Vihman (U. Wales, Bangor) Jill de Villiers (Smith College, NY) - panel sessions organized by: Katherine Demuth (Brown U.) Michèle Kail (CNRS) Jürgen Meisel (U. Hamburg) Luigi Rizzi (U. Siena) & Teresa Guasti (U. Milano-Bicocca) - 1 six hours workshop on CHILDES, organized by Brian MacWhinney (Carnegie Mellon) Call for papers: Second Lisbon Meeting on Language Aquisition welcomes the submission of abstracts on any area mentioned in the Second Lisbon Meeting 2004 page. Abstracts should be written in English and not exceed two pages 12pt (ideally one page for text plus one page for references and/or figures). The author's name, address, e-mail and affiliation should be given in a separate page; in this separate page, the author(s) should mention whether they are submitting the abstract for a paper presentation, a poster presentation or both. Submissions should be sent both electronically (Word or PDF format; PDF is required if the abstract contains special fonts/symbols) and by regular mail to the following addresses: Electronic address LALisbonMeeting at mail.fl.ul.pt Regular mail 2nd Lisbon Meeting on Language Acquisition Departamento de Linguística Geral e Românica Faculdade de Letras, Universidade de Lisboa 1600-214 Lisboa, Portugal -------------- next part -------------- An HTML attachment was scrubbed... URL: From kathryn at multilingual-matters.com Wed Dec 10 09:11:46 2003 From: kathryn at multilingual-matters.com (Kathryn King) Date: Wed, 10 Dec 2003 09:11:46 +0000 Subject: New book from Multilingual Matters Message-ID: -----Original message----- Subject: New book from Multilingual Matters To: info-childres at mail.talkbank.org From: Kathryn King Reply-To: Kathryn King Date: Wed, 5 Nov 2003 14:33:47 +0000 Message-ID: <5P1wmzDLpQq$MASH at mml.efar.co.uk> BILINGUAL CHILDREN'S LANGUAGE AND LITERACY DEVELOPMENT Edited by Roger Barnard and Ted Glynn (University of Waikato) Key Features · New Zealand has awoken to the complex linguistic and cultural diversity in its midst, but has no national languages policy. This book sets out the current situation and the key elements for the future · The case studies present challenges for bilingual children's language development which are common to many situations and will help teachers make decisions for their students Description This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made. Contents Introduction Roger Barnard 1. Languages In New Zealand: Population, Politics and Policy Roger Peddie 2. A Community Elder's Role in Improving Reading and Writing for Maori Students Ted Glynn & Mere Berryman 3. Reciprocal Language Learning for Mäori Students and Parents Mere Berryman & Ted Glynn 4. Samoan Children's Bilingual Language and Literacy Development John McCaffery & Patisepa Tuafuti, in association with Shirley Maihi, Lesley Elia, Nora Ioapo & Saili Aukuso 5. A Five-Year-Old Samoan Boy in a New Zealand Classroom Elaine W. Vine 6. Students from Diverse Language Backgrounds in the Primary Classroom Penny Haworth 7. Private Speech in the Primary Classroom: Jack, a Korean Learner Roger Barnard 8.The Construction of Learning Contextsfor Deaf Bilingual Learners Rachel Locker McKee & Yael Biederman 9. Community Language Teacher Education Needs in New Zealand Nikhat Shameem 10. Students as Data Gatherers in Language-in-Education Planning Donna Starks & Gary Barkhuizen 11. Responding to language diversity: A way forward for New Zealand education Ted Glynn Editor information Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective. Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings. Child Language and Child Development No.4 October 2003 Format: 210 x 148mm 272pp Hbk ISBN 1-85359-712-0 £69.95/ US$109.95 / CAN$159.95 Pbk ISBN 1-85359-711-2 £27.95 / US$44.95 / CAN$64.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 20% discount to any address in the world, plus shipping (airmail where appropriate). Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com -----End of original message from Kathryn King----- Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From h.vanderlely at ucl.ac.uk Wed Dec 10 14:49:09 2003 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Wed, 10 Dec 2003 14:49:09 +0000 Subject: UCL PhD studentship Message-ID: An HTML attachment was scrubbed... URL: From Helena.Taelman at ua.ac.be Wed Dec 10 17:18:01 2003 From: Helena.Taelman at ua.ac.be (Helena Taelman) Date: Wed, 10 Dec 2003 18:18:01 +0100 Subject: invitation 15th NET symposium Message-ID: 15th NET symposium February 6, 2004 University of Antwerp http://pcger33.uia.ac.be/joris/NET/netsymp.php The NET symposium is a yearly meeting of Dutch and Flemish language acquisition researchers. This year the symposium will be held at the University of Antwerp. John Locke has been invited as the keynote speaker. Most talks will be presented in Dutch except for the keynote talk. No preregistration or conference fee is required. Please consult our website for further information. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 564 bytes Desc: not available URL: From sirgreg at speakeasy.net Wed Dec 10 20:00:58 2003 From: sirgreg at speakeasy.net (Greg Troyan) Date: Wed, 10 Dec 2003 20:00:58 +0000 Subject: Software Designer Job Opportunity Message-ID: SOFTWARE DESIGNER SAN FRANCISCO STATE UNIVERSITY San Francisco State University (SFSU) is seeking a software designer with strong competencies in HTML, Java, and database development. The candidate will be a part of a new research project on the Multimedia Assessment of American Sign Language (ASL) Proficiency for Deaf Students. This 3-year project is funded by the U.S. Department of Education. The software designer will be employed part time during test development and test revision phases of the research project (anticipate 250 hours during the first year depending on the design and modification of the test ). He/she will be primarily responsible for developing the software used to deliver the new Multimedia Test of American Sign Language (MM-TASL) to deaf students. The software designer will provide expertise that will leverage technology to deliver a more reliable, valid, and useful assessment. This individual will work closely with the Principal Investigator and other members of the research team including the Test and Measurement Specialist, Videographer, Computer Programmer and Graphic Artist. QUALIFICATIONS REQUIRED: B.A. in Computer Science or related field experience; 5+ years of professional experience designing software of comparable complexity. DESIRED: Knowledge of ASL, Psychology, or Linguistics. CONTACT INFORMATION: For additional information, please contact: Dr. Philip Prinz San Francisco State University e-mail: pm at sfsu.edu Applicants interested in applying for the position can access an application form on the San Francisco State University Human Resources website: http://www.sfsu.edu/~hrwww/jobsearch/1027.html Job # 7681.39 Please send a resume and names of two references to Dr. Prinz. SFSU Non-Discriminatory Employment Practice It is the policy of San Francisco State University (SFSU) to seek to hire individual members of ethnic minority groups, women, and individuals with disabilities and deafness. From sirgreg at speakeasy.net Wed Dec 10 20:01:58 2003 From: sirgreg at speakeasy.net (Greg Troyan) Date: Wed, 10 Dec 2003 20:01:58 +0000 Subject: Project Coordinator Job Opportunity Message-ID: PROJECT COORDINATOR POSITION SAN FRANCISCO STATE UNIVERSITY San Francisco State University (SFSU) is seeking a Project Coordinator for an exciting new research project on the Multimedia Assessment of American Sign Language (ASL) Proficiency for Deaf Students. This 3-year project is funded by the U.S. Department of Education. The Project Coordinator will be employed between 10 and 20 hours weekly and will work closely with the Principal Investigator in conducting the research project. He/she will oversee the day-to-day activities of the project. The Project Coordinator will be primarily responsible for managing a diverse team of professionals including research assistants, teachers, clerical assistant as well as coordinating work with special consultants (psychometrician, video producer, ASL linguist, computer programmer, graphic artist). The Project Coordinator will serve as the liaison between the SFSU research project and school sites and he/she will train and supervise project Research Assistants and teachers. The Project Coordinator will work closely with the Principal Investigator in selecting Deaf student participants for the research study. The Project Coordinator will supervise the field testing of the Multimedia Test of ASL at target schools. QUALIFICATIONS REQUIRED: B.A. in Psychology, Education, Linguistics, Communication Studies or related field; fluency in American Sign Language (ASL); experience in project management (including supervision of personnel and budgets); excellent interpersonal communication skills PREFFERED: Native ASL signing proficiency; knowledge of ASL linguistics and ASL assessment; teaching and/or educational administrative experience; involvement in designing and/or implementing research on deafness and sign language CONTACT INFORMATION: For additional information, please contact: Dr. Philip Prinz San Francisco State University e-mail: pm at sfsu.edu Applicants interested in applying for the position can access an application form on the San Francisco State University Human Resources website: http://www.sfsu.edu/~hrwww/jobsearch/1027.html Job # JOB#7679.37 Please send a resume and names of two references to Dr. Prinz. SFSU Non-Discriminatory Employment Practice It is the policy of San Francisco State University (SFSU) to seek to hire individual members of ethnic minority groups, women, and individuals with disabilities and deafness. From sirgreg at speakeasy.net Wed Dec 10 20:03:00 2003 From: sirgreg at speakeasy.net (Greg Troyan) Date: Wed, 10 Dec 2003 20:03:00 +0000 Subject: American Sign Language Linguistic Specialist Job Opportunity Message-ID: AMERICAN SIGN LANGUAGE (ASL) LINGUISTIC SPECIALIST SAN FRANCISCO STATE UNIVERSITY San Francisco State University (SFSU) is seeking an American Sign Language (ASL) Linguistic Specialist for an exciting new research project on the Multimedia Assessment of American Sign Language (ASL) Proficiency for Deaf Students. This 3-year project is funded by the U.S. Department of Education. The ASL Linguistic Specialist will be employed part time during test development and test revision phases of the research project (approximately 4-8 hours per week during the first year of the project). He/she will be primarily responsible for consulting in developing subtests and items for the new Multimedia Test of American Sign Language (MM-TASL). The ASL Linguistic Specialist will provide expertise in terms of the evaluation of ASL linguistic correctness/appropriateness of ASL test items. This individual will work closely with the Principal Investigator and other members of the research team including the Test and Measurement Specialist, Videographer, Computer Programmer and Graphic Artist. QUALIFICATIONS REQUIRED: B.A. in Linguistics, Psychology, Education, Communication Studies or related field experience; Training and expertise in ASL linguistics; and native proficiency and fluency in American Sign Language (ASL). CONTACT INFORMATION: For additional information, please contact: Dr. Philip Prinz San Francisco State University e-mail: pm at sfsu.edu Applicants interested in applying for the position can access an application form on the San Francisco State University Human Resources website: http://www.sfsu.edu/~hrwww/jobsearch/1027.html Job # 7685.39 SFSU Non-Discriminatory Employment Practice It is the policy of San Francisco State University (SFSU) to seek to hire individual members of ethnic minority groups, women, and individuals with disabilities and deafness. From amykhasky at hotmail.com Mon Dec 15 10:43:41 2003 From: amykhasky at hotmail.com (amy khasky) Date: Mon, 15 Dec 2003 10:43:41 +0000 Subject: Language on the web Message-ID: Hello, I am a doctoral student at the University of London Royal Holloway, studying under the supervision of Dr. Matthew Saxton. We are investigating children's grammatical intuitions. Recently, we developed a web survey for adult participants. We would greatly appreciate your help in drawing participants/students/colleagues/friends to our web site: http://www-rohan.sdsu.edu/~khasky The study takes about 25 minutes to complete and is anonymous: We do not request your name or address. since this is a study on grammatical intuitions, linguists and child language researchers should not participate themselves. Please direct all inquiries to M.Saxton at wmin.ac.uk or to amykhasky at hotmail.com Thank you in advance for your help, Amy Khasky Department of Psychology University of London, Royal Holloway _________________________________________________________________ Shop online for kids� toys by age group, price range, and toy category at MSN Shopping. No waiting for a clerk to help you! http://shopping.msn.com From m.perkins at sheffield.ac.uk Mon Dec 15 17:43:00 2003 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Mon, 15 Dec 2003 17:43:00 -0000 Subject: MSc at Sheffield Message-ID: The University of Sheffield, UK Department of Human Communication Sciences offers an MSc in Human Communication Sciences Research. This full-time (1 yr) and part-time (2 yrs) course provides an opportunity for Speech and Language Therapists to explore the research implications of their clinical work, and for Linguists and Psychologists to apply their theoretical and analytical knowledge to the study of communication disorders. Human Communication Sciences is a multidisciplinary area which focuses on typical and atypical communication. It includes linguistics, phonetics, psychology, speech and language pathology and cognitive neuroscience, and is approached from the multiple perspectives of behavioural, cognitive and medical science. The Department of Human Communication Sciences at Sheffield is one of the leading departments of its kind in the UK, and offers research and teaching expertise in all these areas. It is also recognised by the ESRC as a research training outlet. The course aims to provide: - a sound understanding of current research in human communication sciences - training in research methods and design, and use of a range of analytical approaches - a foundation for PhD research COURSE CONTENT: Core Modules: Current Research in Human Communication Sciences; Research Methods; Methods in Clinical Linguistics; Critical Analysis of Research Literature; Professional Skills; ICT Applications; Research Project (student's own choice of topic) Option modules: Developmental Communication Disorders; Acquired Communication Disorders. Further options are available in a range of areas including Health, Psychology and Linguistics. TEACHING METHODS: Mainly in small group tutorials and workshops to ensure that every student has the chance to take an active part. Students are encouraged to take advantage of the wide range of excellent clinical observation facilities available. ENTRY REQUIREMENTS: A good BA or BSc degree (1st class, upper 2nd or equivalent) in a relevant discipline such as Speech and Language Therapy, Linguistics or Psychology. Fees: UK and European Union: Full time £2,940, Part time (per annum) £1,470 Rest of the world: Full time £10,200, Part time (per annum) £5,100 For further information, see http://www.shef.ac.uk/~spsu/ or contact: Professor Mick Perkins Course Director Phone: 0114 2222408 E-mail: m.perkins at sheffield.ac.uk Mrs Chris Thomas Admissions Secretary Phone: 0114 222 2405 E-mail: c.a.thomas at sheffield.ac.uk -------------- next part -------------- An HTML attachment was scrubbed... URL: From eclark at psych.stanford.edu Mon Dec 15 19:23:30 2003 From: eclark at psych.stanford.edu (Eve V. Clark) Date: Mon, 15 Dec 2003 11:23:30 -0800 Subject: Child Language Research Forum 2004 / CALL for PAPERS Message-ID: The next STANFORD CHILD LANGUAGE RESEARCH FORUM will take place on: April 16-17, 2004 (Friday-Sunday) TOPIC: CONSTRUCTIONS IN EARLY ACQUISITION How do children learn constructions--noun phrases, verb phrases, and other phrase types? Do they begin with specific lexical items in a construction and use only those? To what extent do they build from 'verb islands' or 'noun islands' in early constructions? Which constructions emerge first? What criteria should we use in establishing productivity? What makes constructions easy vs. hard to acquire? Can children's bases for inferences about the relevant noun or verb meanings be identified? Are there consistent patterns across children in the acquisition of constructions? Are there differences from one verb type to another, or from intransitive to transitive? Are differences attributable to differences in frequencies in child- directed speech? What cross- linguistic comparisons are available? Which constructions have been considered in studies of children's early syntactic forms? Abstracts are due on or before January 1, 2004; submitters will be informed of all decisions by February 15, 2004. Format for abstracts: 1. one page, double-spaced, font-size 12, with TITLE and ABSTRACT only; 2. one page, with the abstract/poster title, name, affiliation, full mailing address, and email. Submit paper/poster abstracts plus author information BY EMAIL to: eclark at psych.stanford.edu, marked " CLRF-2004" in the header line. Check the CLRF website for information about registration, hotels, and any further announcements about the meeting, www-csli.stanford.edu/~clrf (Anyone unable to submit by email should send their abstracts and identifying information to: CLRF-2004, Department of Linguistics, Margaret Jacks Hall (Bldg 460), Stanford University, Stanford, CA 94305-2150, USA ) -------------- next part -------------- An HTML attachment was scrubbed... URL: From edwards.212 at osu.edu Mon Dec 15 19:41:35 2003 From: edwards.212 at osu.edu (Jan Edwards) Date: Mon, 15 Dec 2003 14:41:35 -0500 Subject: microphone question Message-ID: Hi everyone, After years of using head-mounted microphones with young children, I've decided to go back to using a table-top microphone. I have never gotten great quality with head-mounted microphones (even very good ones) and some of the youngest children have been reluctant to wear them. Can anyone recommend a good unidirectional or cardioid tabletop microphone that they have been happy with? We are often recording at preschools (in our own room, but there is always noise from the hall and from other rooms), so external noise combined with quiet little two-year-old voices is an issue. Thanks so much. Yours, Jan Edwards From asheldon at tc.umn.edu Mon Dec 15 20:10:59 2003 From: asheldon at tc.umn.edu (Amy L Sheldon) Date: Mon, 15 Dec 2003 14:10:59 -0600 Subject: microphone question In-Reply-To: <5.1.1.5.2.20031215142959.01f19e28@pop.service.ohio-state.edu> Message-ID: i used lapel mikes and a battery pack that sat in a vest pocket that i made for 3-5 yr olds. it worked just fine. better than tabletop or hanging mikes did. this was in the late 80's i employed an audio engineeer to mix the three voices onto the videotape sound track. it produced crystal clear speech, and muted voices in the background down the hall. there should be miniaturized versions of lapel systems, and wireless, now. amy sheldon On Mon, 15 Dec 2003, Jan Edwards wrote: > Hi everyone, > > After years of using head-mounted microphones with young children, I've > decided to go back > to using a table-top microphone. I have never gotten great quality with > head-mounted microphones > (even very good ones) and some of the youngest children have been reluctant > to wear them. > Can anyone recommend a good unidirectional or cardioid tabletop microphone > that they have > been happy with? We are often recording at preschools (in our own room, > but there is always noise > from the hall and from other rooms), so external noise combined with quiet > little two-year-old voices > is an issue. Thanks so much. > > Yours, > Jan Edwards > > > From evan.j.kidd at man.ac.uk Tue Dec 16 15:57:51 2003 From: evan.j.kidd at man.ac.uk (Evan Kidd) Date: Tue, 16 Dec 2003 15:57:51 +0000 Subject: Ph.D. studentships for the study of language development Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3196 bytes Desc: not available URL: From m.grenier at etoncollege.org.uk Tue Dec 16 18:29:45 2003 From: m.grenier at etoncollege.org.uk (m.grenier at etoncollege.org.uk) Date: Tue, 16 Dec 2003 18:29:45 -0000 Subject: please unsubscribe Message-ID: -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Dec 16 20:02:24 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 16 Dec 2003 15:02:24 -0500 Subject: Liz Bates In-Reply-To: Message-ID: ------ Forwarded Message From: "Jeff Elman" Date: Sun, 14 Dec 2003 10:48:06 -0800 To: Subject: FW: Liz Bates From: Jeff Elman [mailto:elman at crl.ucsd.edu] Sent: Sunday, December 14, 2003 9:33 AM Subject: Liz Bates It is with a very deep sadness that we write to tell you of the death of Elizabeth Bates. Liz passed away Saturday evening, December 13 after a courageous year-long battle with pancreatic cancer. At the end, Liz was at home with her husband George and her daughter Julia, other close family members, and all surrounded by many friends in body and spirit. Over a three decade career, Liz established herself as a world leader in a number of fields -- child development, language acquisition, aphasia research, cross-linguistic research, and adult psycholinguistics. She was passionate about science and about ideas. Fearless and bold in following these ideas wherever they took her, and unafraid of controversy, Liz inspired many to follow in her footsteps. But to her many friends around the world, Liz will also be remembered for her enormous generosity and joie de vivre. She was tremendously loyal and supportive to her students, and took great joy in their accomplishments. She was unstinting in her efforts to promote the careers of friends and colleagues, and played a key role in building bridges with research groups around the world. Liz was larger than life, and was a large part of many people's lives. We shall miss her terribly. ------ The family requests that in lieu of flowers, contributions be sent to the Elizabeth Bates Graduate Research Fund, c/o Center for Research in Language - MC 0526; University of California, San Diego; La Jolla, California 92093-0526. In keeping with Liz's deep commitment to supporting students, this fund will be used to assist graduate students in their research, emphasizing the many areas in which Liz herself made pioneering contributions. ------ End of Forwarded Message From smoineau at crl.ucsd.edu Tue Dec 16 22:38:01 2003 From: smoineau at crl.ucsd.edu (Suzanne Moineau) Date: Tue, 16 Dec 2003 14:38:01 -0800 Subject: please unsubscribe Message-ID: -------------- next part -------------- An HTML attachment was scrubbed... URL: From ghimenton at yahoo.com Wed Dec 17 09:19:26 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Wed, 17 Dec 2003 01:19:26 -0800 Subject: DIALECT ACQUISITION Message-ID: I am commencing a research on the dialect acquisition of children (ages 5- 6 and 8-10) in the Veneto Region, in Italy. Have any studies been conducted in the field of the dialect acquisition in Italy and more precisely in the Veneto Region? Regards Anna Ghimenton --------------------------------- Do you Yahoo!? New Yahoo! Photos - easier uploading and sharing -------------- next part -------------- An HTML attachment was scrubbed... URL: From rchumak at acs.ryerson.ca Thu Dec 18 17:03:05 2003 From: rchumak at acs.ryerson.ca (Roma Chumak-Horbatsch) Date: Thu, 18 Dec 2003 13:03:05 -0400 Subject: history of child language research Message-ID: Dear colleagues, I am looking for a reading (article, book chapter) for my undergraduate students which outlines the history and direction of child language research. Any suggestions? I will post responses. Thank you and best wishes for a glorious holiday! Roma -- |-------------------------------------| | Roma CHUMAK-HORBATSCH Ph.D. | | School of Early Childhood Education | | Ryerson University | | 350 Victoria Street | | Toronto, Ontario M5B 2K3 | | Tel: (416) 979 5000 XT 6334 | |-------------------------------------| From mcconvell at ozemail.com.au Fri Dec 19 22:00:40 2003 From: mcconvell at ozemail.com.au (Patrick McConvell) Date: Sat, 20 Dec 2003 09:00:40 +1100 Subject: Combining text level metadata with tier data in queries/CLAN training Message-ID: Dear Brian & colleagues, We are a group of seven researchers (including four Ph.D students) in the ACLA (Aboriginal Child Language Acquisition) project beginning work this year on children¹s language and the input they receive in bilingual/multilingual Central Australian communities. We are collecting digital video data and beginning to transcribe using CHAT & CLAN. We are interested in the CLAN analysis tools but have not done much coding or used that part of the program at all yet. We also see a need for a database of information separate from the CLAN program for information (metadata) on a-v resources, transcripts, participants and sessions. We are working out how this will interact with CLAN, particularly the headers, with the help of Melbourne University Computer Science department. As far as we can see from the CLAN Manual, CLAN tools (programs) operate either on headers or tiers, but not on both together. We are particularly concerned with answering such questions as Œwhat combinations of words/syntactic elements occur with children between certain ages eg 18 and 24 months?¹. If using CLAN alone this would involve a combination of information from headers and tiers (the latter analyzed by COMBO or a similar tool). If we are correct that no single tool would bring these two sets of data together (participant age and some combination of linguistic elements on a tier), then presumably one process could be Œpiped¹ into another to filter the participants as to age at the time of recording. However we have not found any such filtering tool described in the CLAN manual. In section 7.7 (pp.146-7) there are exercises which refer explicitly to comparing children at age 20 and 32 months in various ways using MLU. It is not clear to us, however, what mechanism is used to filter out these cohorts of children from others, unless perhaps it is a manual process. It is probable that we have missed something basic here, so please let us know. The answer to this question and similar ones is important to us in designing our database and its interface with CLAN. We are also needing assistance with learning the coding and analysis levels of CLAN. We are managing with a brief self-run workshop to bootstrap ourselves for the transcription level in February 2004. However we would be glad to correspond with an advanced user who might act as a tutor for a training session in Australia later in 2004. Season's greetings Patrick McConvell, AIATSIS, Canberra mcconvell at ozemail.com.au Jane Simpson, U Sydney jhs at mail.usyd.edu.au Gillian Wigglesworth U Melbourne, gillianw at unimelb.edu.au From ghimenton at yahoo.com Tue Dec 23 18:54:56 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Tue, 23 Dec 2003 10:54:56 -0800 Subject: DIALECT IN VENETO SUMMARY Message-ID: Dear Members, I would like to thank all of you for the interest and help shown in my research. Here is a brief summary of all the addresses of the researchers working in the field of dialectology in the Veneto Region.I would like to thank you all once again.Best WishesAnna Ghimenton If anyone knows, then it should be Cecilia Poletto: cecilia polettoE-mail Address(es): cecilia.poletto at unipd.it Good luck!Jeannette Schaeffer There are studies in Brazil on the acquisition of Talian, a dialect originally from the Veneto area.Best regards,Prof. Dr.Leonor Scliar-Cabral One person who might be helpful is Umberta Bortolini who is affiliated with the University in Padova.Cheers,Giuliana Miolo --------------------------------- Do you Yahoo!? Yahoo! Photos - Get your photo on the big screen in Times Square -------------- next part -------------- An HTML attachment was scrubbed... URL: From pm at sfsu.edu Sat Dec 27 18:10:24 2003 From: pm at sfsu.edu (Philip M Prinz) Date: Sat, 27 Dec 2003 10:10:24 -0800 Subject: films on language acqusition In-Reply-To: Message-ID: > > Hello! > > I will be teaching an upper division undergraduate course on "language > acquisition in children" spring semester 2004. Can anyone recommend > recent films on language acquisition/development? Any information on > the films and ordering information would be greatly appreciated. > > Thank you. > > Philip Prinz > pm at sfsu.edu > From macw at cmu.edu Sat Dec 27 19:34:47 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 27 Dec 2003 14:34:47 -0500 Subject: films on language acqusition In-Reply-To: Message-ID: Phil, If you go to the CHILDES home page at http://childes.psy.cmu.edu and click on the link called "Tips for Teachers" you will be taken to a page with further info. Link 6 on that page takes you to a discussion of various films for teaching language development. --Brian MacWhinney On 12/27/03 1:10 PM, "Philip M Prinz" wrote: > > >> >> Hello! >> >> I will be teaching an upper division undergraduate course on "language >> acquisition in children" spring semester 2004. Can anyone recommend >> recent films on language acquisition/development? Any information on >> the films and ordering information would be greatly appreciated. >> >> Thank you. >> >> Philip Prinz >> pm at sfsu.edu >> > > > > From pm at sfsu.edu Sat Dec 27 23:29:45 2003 From: pm at sfsu.edu (Philip M Prinz) Date: Sat, 27 Dec 2003 15:29:45 -0800 Subject: films on language acquisition In-Reply-To: Message-ID: Hi Brian, Many thanks for the information on the Link to films. If anyone has any other recommendations on films on language acquisition please email me. Many thanks. Happy New Year. Philip Prinz On Dec 27, 2003, at 11:34 AM, Brian MacWhinney wrote: > Phil, > If you go to the CHILDES home page at http://childes.psy.cmu.edu and > click > on the link called "Tips for Teachers" you will be taken to a page with > further info. Link 6 on that page takes you to a discussion of various > films for teaching language development. > > --Brian MacWhinney > > > > On 12/27/03 1:10 PM, "Philip M Prinz" wrote: > >> >> >>> >>> Hello! >>> >>> I will be teaching an upper division undergraduate course on >>> "language >>> acquisition in children" spring semester 2004. Can anyone recommend >>> recent films on language acquisition/development? Any information on >>> the films and ordering information would be greatly appreciated. >>> >>> Thank you. >>> >>> Philip Prinz >>> pm at sfsu.edu >>> >> >> >> >> > > > > From macw at cmu.edu Mon Dec 29 00:05:50 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 28 Dec 2003 19:05:50 -0500 Subject: new Spanish-Catalan-English corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus from Mireia Llinas-Grau of Barcelone and Ana Isabel Ojeo of Oveido. The corpus includes files from three children 1. Jordina, a Catalan girl, from 1;7 - 2;10. These files are in /romance/catalan/jordina 2. Yasmin, a trilingual girl from Barcelona from 1;10 to 2;9. Although the bulk of the sentences are in Castillian, there are heavy influences throughout from Catalan and English, so these data are in /bilingual/yasmin 3. Irene, as Asturian girl, from 0;11 to 3.2. These data are in /romance/spanish/irene The emphasis in the project was on the early development of grammatical categories. The documentation file will also be divided across these three directories. Many thanks to Mireia and Ana for this nice corpus. --Brian MacWhinney From santelmannl at pdx.edu Mon Dec 29 05:08:51 2003 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Sun, 28 Dec 2003 21:08:51 -0800 Subject: films on language acqusition In-Reply-To: Message-ID: One nice newer film is called: The Secret Life of the Brain. Episode 2 focuses on language and the child's brain, and talks a bit about children's language delay/disorder, lateralization and hemispherectomies. There might be other things, it's been about a year since I've shown it. http://www.pbs.org/wnet/brain/episode2/index.html I also like several episodes from Scientific American Frontiers: http://www.pbs.org/saf/previous.htm Growing up Different, from 2001; it has segments on children with William Syndrome, Autism, and a Cochlear Implant: http://www.pbs.org/saf/1205/index.html There's also a program from this series that has a segment showing a man with a split brain. I show this often in psycholinguistics. All of these videos are available from PBS for about $25. Some of the Scientific American ones are also available online if you've got access to a reliable internet connection on which to show it. Lynn At 10:10 AM 12/27/2003 -0800, Philip M Prinz wrote: >>Hello! >> >>I will be teaching an upper division undergraduate course on "language >>acquisition in children" spring semester 2004. Can anyone recommend >>recent films on language acquisition/development? Any information on the >>films and ordering information would be greatly appreciated. >> >>Thank you. >> >>Philip Prinz >>pm at sfsu.edu > **************************************************************************** Lynn Santelmann, Ph.D. Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From M.Saxton at westminster.ac.uk Mon Dec 1 10:37:26 2003 From: M.Saxton at westminster.ac.uk (Matthew Saxton) Date: Mon, 1 Dec 2003 10:37:26 -0000 Subject: Little linguist: summary Message-ID: Many thanks to those people who took the trouble to address my question about the provenance of 'child as little linguist.' The responses were many, varied and interesting. My own suspicion was Chomsky, and I was not alone in this, but Robin Campbell and Patrick Griffiths, trace it back further: Sully, J. (1895). Studies of Childhood. London: Longmans, Green & Co. (Chapter V). For linguistic train spotters (all of us?), you will observe that the date differs from the one offered by Robin in his posting. The catalogue at Senate House library in London was my source here. However, the "little linguist" may be even older than this. Isabelle Barri?re suggests I track down the writings of Jan Amos Komensky from the 17th century (I'll try!). More recent incarnations suggested to me include: (1) Lila Gleitman from an early Cognition article and (2) Virginia Valian from her work in the early 1980s. Finally, the child has also made its appearance as a "little scientist", for example, in: Gopnik, A. & Meltzoff, A. (1997). Words, thoughts and theories. Cambridge, MA: MIT Press. From tomasello at eva.mpg.de Tue Dec 2 09:04:32 2003 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Tue, 2 Dec 2003 10:04:32 +0100 Subject: question In-Reply-To: <3FAA5986.BBF6B1BA@kronos.ling.uni-potsdam.de> Message-ID: I am interested in specific proposals about precisely what is in Universal Grammar - like a list or inventory (Jackendoff's new book provides one example). Please send references to me directly, and I will share results if there are interesting responses. Thanks in advance, Mike Tomasello From maurely.velazquez_de_schermaier at boku.ac.at Tue Dec 2 14:49:48 2003 From: maurely.velazquez_de_schermaier at boku.ac.at (Velazquez de Schermaier Maurely) Date: Tue, 2 Dec 2003 15:49:48 +0100 Subject: how many words can be learn and use Message-ID: Does anybody knows how many words can a person learn (pro day?) and use (?!) and how does is vary between L1, L2 oder L3? It would be interesting in order to learn other languages. Thanks in advance! Maurely From marta.casla at uam.es Tue Dec 2 16:47:51 2003 From: marta.casla at uam.es (marta.casla at uam.es) Date: Tue, 2 Dec 2003 16:47:51 MET Subject: reference to the addressee Message-ID: Dear all: Does anybody know any task to elicitate references to the addressee? We are interested on the elicitation of different forms related to the listener within the same task (i.e. not just personal pronouns but imperatives, finite forms, possesives, etc.) Any suggestion will be helpful. Thank's in advance, ----------------------------------------------------- Marta Casla Dpto. de Psicolog?a Evolutiva y de la Educaci?n Universidad Aut?noma de Madrid Campus de Cantoblanco 28049- Madrid Spain ------------------------------------------------------ -------------------------------------------------------------------------- Mensaje enviado mediante una herramienta Webmail integrada en *El Rincon*: ------------->>>>>>>> https://rincon.uam.es <<<<<<<<-------------- From b.j.richards at reading.ac.uk Tue Dec 2 16:12:16 2003 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Tue, 2 Dec 2003 16:12:16 +0000 Subject: how many words can be learn and use In-Reply-To: <3FCCB49B.22600.54DE6F@localhost> Message-ID: As a starter you might try Klaus Wagner's (1985) article "How much do children say in a day", Journal of Child Language Vol.12, 475-87. Brian ============================================== Professor Brian J. Richards School of Education University of Reading Bulmershe Court Earley Reading RG6 1HY UK Tel 0118 9875123 (x 4814) ============================================== On Tue, 2 Dec 2003, Velazquez de Schermaier Maurely wrote: > Does anybody knows how many words can a person learn (pro day?) and > use (?!) and how does is vary between L1, L2 oder L3? > It would be interesting in order to learn other languages. > Thanks in advance! > Maurely > > > From lanhamml at slu.edu Tue Dec 2 17:07:45 2003 From: lanhamml at slu.edu (lanhamml) Date: Tue, 2 Dec 2003 11:07:45 -0600 Subject: Mor and Post in CLAN Message-ID: Dear Brian, Deborah Hwa-Froelich and I are currently trying to use mor, post, and freq to analyze child functions in coded files. Our challenges are as follows: 1. We are using the command mor +re *sample.cha in order to get a mor line to later calculate prepositions and conjunctions. The message that appears is 'can't open file ar.cut quitting' 2. We need to run post (I think) in order to run frequencies on the mor line for prepositions. The command we are planning to use is post *sample.cha. 3. Lastly, we plan to use the command freq +s at prepositions.cut +f sample.cha. I've tried to run some of these commands and have received the message, 'can't find engdb.' The website has changed somewhat since June. Will you please let me know where I should look to download that newest engdb? Also, please let me know if I am using the incorrect commands to analyze our data files. Thanks so much. Any and all help is appreciated. Kindest regards, Melissa Lanham From maurely.velazquez_de_schermaier at boku.ac.at Wed Dec 3 10:02:03 2003 From: maurely.velazquez_de_schermaier at boku.ac.at (Velazquez de Schermaier Maurely) Date: Wed, 3 Dec 2003 11:02:03 +0100 Subject: how many words can be learn and use In-Reply-To: Message-ID: Thank you very much! Maurely On 2 Dec 2003 at 16:12, Brian Richards wrote: > As a starter you might try Klaus Wagner's (1985) article "How much do > children say in a day", Journal of Child Language Vol.12, 475-87. > > > Brian > > ============================================== > Professor Brian J. Richards > School of Education > University of Reading > Bulmershe Court > Earley > Reading RG6 1HY > UK Tel 0118 9875123 (x 4814) > ============================================== > > On Tue, 2 Dec 2003, Velazquez de Schermaier Maurely wrote: > > > Does anybody knows how many words can a person learn (pro day?) and > > use (?!) and how does is vary between L1, L2 oder L3? It would be > > interesting in order to learn other languages. Thanks in advance! > > Maurely > > > > > > > > Mit freundlichen Gr??en! Maurely Vel?zquez de Schermaier From bthompso at usm.maine.edu Wed Dec 3 17:01:27 2003 From: bthompso at usm.maine.edu (R. Bruce Thompson) Date: Wed, 3 Dec 2003 12:01:27 -0500 Subject: Hungry Caterpillar Message-ID: Dear Colleagues, I am working on a project that is exploring the frequency and types of test-questions to preschoolers during book reading. I have a large sample of transcripts from low SES mother-child dyads, reading the Hungry Caterpillar, by Eric Carl, and was wondering if anyone on this list has ever used that book in a similar context with high SES ("middle-class") families. I am interested in making comparisons across several age groups (2 - 5) of mothers' use of questions about names/labels, action and causation. Does anyone have data using that book, that they would like to share? Thanks very much! Bruce. *********************************** Robert Bruce Thompson, Ph.D. Department of Psychology University of Southern Maine Science Building 536 96 Falmouth Street Portland, Maine 04102 Office Tel: 207.780.4739 Development Lab: 207.780.4257 Fax: 207.780.4974 *********************************** From raymondw at csufresno.edu Wed Dec 3 17:53:58 2003 From: raymondw at csufresno.edu (Ray Weitzman) Date: Wed, 3 Dec 2003 09:53:58 -0800 Subject: how many words can be learn and use Message-ID: You might also want to check out the following two books by Betty Hart and Todd Risley: Meaningful Differences (1995) Paul H. Brookes Publishing Co. The Social World of Children Learning to Talk (1999) Ray Weitzman ----- Original Message ----- From: "Velazquez de Schermaier Maurely" To: "Brian Richards" ; Sent: Wednesday, December 03, 2003 2:02 AM Subject: Re: how many words can be learn and use Thank you very much! Maurely On 2 Dec 2003 at 16:12, Brian Richards wrote: > As a starter you might try Klaus Wagner's (1985) article "How much do > children say in a day", Journal of Child Language Vol.12, 475-87. > > > Brian > > ============================================== > Professor Brian J. Richards > School of Education > University of Reading > Bulmershe Court > Earley > Reading RG6 1HY > UK Tel 0118 9875123 (x 4814) > ============================================== > > On Tue, 2 Dec 2003, Velazquez de Schermaier Maurely wrote: > > > Does anybody knows how many words can a person learn (pro day?) and > > use (?!) and how does is vary between L1, L2 oder L3? It would be > > interesting in order to learn other languages. Thanks in advance! > > Maurely > > > > > > > > Mit freundlichen Gr??en! Maurely Vel?zquez de Schermaier From eisenbergs at mail.montclair.edu Wed Dec 3 18:54:39 2003 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Wed, 3 Dec 2003 13:54:39 -0500 Subject: 1st and 2nd person Message-ID: In English, if you want to provide opportunities for 3rd person singular present tense, you can have the child talk about an habitual event (e.g., what does Ernie do every day when he wakes up?). This could be adapted to first person as well (tell me what you do every morning after you wake up) or second person (guess what I do every morning after I wake up). You can also ask the child to explain how to do something. For example, for second person: I've never played soccer. Can you tell me how to play? or for first person: I hear you're reallu good at soccer. What do you do that makes you so good? This works for the present tense in English because it's used to code habitual events. Sarita Eisenberg "Blom, W.B.T." wrote: > Dear all, > > At this moment we are designing an experiment to elicit the various > forms of the verbal agreement paradigm in monolingual Dutch children > ranging in age between 3 and 6. Our aim is to collect longitudinal and > cross-sectional data from the different age groups. We would like to > ask whether anyone knows of a technique to elicit 1st and 2nd person > singular (present tense). It is crucial that children use the 1st and > 2nd person singular pronoun (and that they do not use proper names > instead!) and that the children use both the inflected verb as well as > the pronoun. > > We are grateful for any hints, comments and literature suggestions. > > Elma Blom > > Dutch Linguistics Department/Amsterdam Center for Language and > Communication > > Amsterdam University > -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Dec 4 04:38:13 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Dec 2003 23:38:13 -0500 Subject: Brent corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a large corpus of speech from mothers to their preverbal infants. This corpus was collected by Michael Brent and Jeff Siskind and is probably now the largest collection of transcripts fully linked to audio in CHILDES. As I will note in my next message, it is a particularly nice illustration of the new CHILDES feature of a "Browsable Corpus". Thanks to Michael and Jeff for this new corpus. Here is the readme. Further documentation on the details of there method will be included in the manual and on the web. --Brian MacWhinney This corpus includes about 100 hours of recordings from mothers of preverbal children. All of the transcripts are completely linked to the audio. Recordings and transcripts are available for 16 mother-child pairs. 8 of these were recruited without regard to the education level of the mother but, as it turned out, all had at least a bachelor's degree. Subsequently, 8 more mother-child pairs were recruited with the requirement that the mother must not have completed more than 2 years of college. The education levels of each of the subjects can be viewed by clicking here. 6 of the 8 lower-education subjects completed all or almost all of the sessions, but the remaining 2 provided only about 7 usable sessions each. Each mother-infant pair was recorded in their home during approximately 14 sessions lasting 1.5 to 2 hours each. Sessions were separated by approximately 2 weeks during the period when the child was between 9 and 15 months old. The mother and child were left alone during the recording session. The middle 75 minutes of each session were extracted, digitized, and transcribed. Some details of the methods can be found in our paper: Brent, M. R. & Siskind, J. M (2001). The role of exposure to isolated words in early vocabulary development. Cognition, 81, 31-44. If you use these data, please cite that paper. From macw at cmu.edu Thu Dec 4 04:44:19 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Dec 2003 23:44:19 -0500 Subject: Browsable Corpus Message-ID: Dear Info-CHILDES, I would like to call your attention to a new facility that we have developed at the CHILDES and TalkBank web sites over the last month. This is the facility of being able to directly play audio and video from transcripts over the web. For CHILDES materials, the best ways to access data in this new format is from http://childes.psy.cmu.edu/data/audlinked/index2.html and http://xml.talkbank.org:8888/talkbank/file/childes/video/ The first link is for CHILDES data linked to audio. The second is for CHILDES transcripts linked to video. For TalkBank data, not everything is linked yet from this URL, but a lot is: http://xml.talkbank.org:8888/talkbank/file/talkbank/ Right now, you can only play one utterance at a time by clicking on the speaker ID where you see a blue-underlined link. Soon we hope to implement continuous playback too and then other features, including a new blog-type commentary facility. You need a modern browser and QuickTime 5 or 6 for this to work. I would love to hear comments about this facility, including problems with getting it to work. --Brian MacWhinney, CMU From macw at cmu.edu Thu Dec 4 04:48:11 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Dec 2003 23:48:11 -0500 Subject: Thanks Message-ID: Dear Info-CHILDES, I am happy to announce that NIH has told me that they will be funding the CHILDES Project for five more years. Actually, I was pretty sure that it would be funded after receiving glowing evaluations on the "pink sheets" back in late June. However, NIH told me that nothing would be official until now, so I decided to wait on announcing this. Without a doubt, the crucial factor in the extremely positive NIH evaluation was the fact that I was able to submit 300 letters from all of you detailing how you have been using the data. So, thanks once more for all your support. I hope we can all continue using these data to learn still more about the remarkable process of first language acquisition. --Brian MacWhinney From cchaney at sfsu.edu Thu Dec 4 23:44:43 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 4 Dec 2003 15:44:43 -0800 Subject: Thanks In-Reply-To: Message-ID: Hooray for NIH and Info-childes. What good news. Carolyn Chaney On Wed, 3 Dec 2003, Brian MacWhinney wrote: > Dear Info-CHILDES, > I am happy to announce that NIH has told me that they will be funding the > CHILDES Project for five more years. Actually, I was pretty sure that it > would be funded after receiving glowing evaluations on the "pink sheets" > back in late June. However, NIH told me that nothing would be official > until now, so I decided to wait on announcing this. Without a doubt, the > crucial factor in the extremely positive NIH evaluation was the fact that I > was able to submit 300 letters from all of you detailing how you have been > using the data. So, thanks once more for all your support. I hope we can > all continue using these data to learn still more about the remarkable > process of first language acquisition. > > --Brian MacWhinney > > From g.morgan at city.ac.uk Fri Dec 5 16:24:12 2003 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Fri, 5 Dec 2003 16:24:12 -0000 Subject: job advertisement Message-ID: Job advertisement RESEARCH POSITION IN SIGN LANGUAGE TRANSCRIPTION Department of Language and Communication Science City University London, UK http://www.city.ac.uk/lcs/ Duration and starting date: The 12 month full time position will begin as soon as possible in 2004, with a flexible start date. Salary: ?22,000 - ?27,000 DESCRIPTION OF PROJECT Sharing BSL acquisition data The research project, funded by the ESRC, aims to adapt a transcription system widely used in spoken language research to the study of British Sign Language (BSL) in order to support our current research concerning BSL development. The Child Language Data Exchange System (CHILDES) is one of the best-known transcription, coding and analysis software available for the study of child language (see MacWhinney, 2000). In the past four years a transcription and coding system for American (ASL) and Dutch Sign Languages (LSN) based within the CHILDES programme has been developed by Hoiting & Slobin (see http://www.colorado.edu/slhs/btsweb/). We aim to adapt the BTS to BSL and enable an already collected data archive to be transcribed and coded for further analyses. We are looking for a research assistant who will benefit from training on BTS, actively contribute to the development of the transcription system under our supervision, to decision making regarding the data coding and to the dissemination of the results of this project to the broader academic community. The successful candidate will also be eligible to take Masters level courses in Sign Language linguistics and Deaf studies run in the department as part of their training. Required qualifications: First degree or higher in Psychology, Linguistics or related discipline Desired: 1. Knowledge of BSL or fluency in another signed language; 2. Ability to carry out basic linguistic analysis; 3. Experience working with child language transcriptions in the CHILDES programme; 4. Abilities to work independently and as a member of a team; 5. Organized and with good time management skills. Application: Please send (1) a cover letter of interest describing research interests, goals and career plans, (2) a current curriculum vitae (3) names of three referees. Address for Applications: Dr. Gary Morgan Department of Language and Communication Science City University, London, Northampton Sq, EC1V 0HB, UK g.morgan at city.ac.uk -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Dec 5 18:26:02 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Dec 2003 13:26:02 -0500 Subject: New Dutch corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of three additional components of the Bol-Kuiken corpus from Gerard Bol and Folkert Kuiken of Amsterdam. The earlier corpus in CHILDES had samples from 20 Dutch SLI children. The full collection now has 20 SLI children, 20 Down syndrome children and adolescents, 31 normally-developing controls (some recorded twice), and 20 children with hearing impairment. All four sets of data use parallel methods for data collection, thereby maximizing the possibilities for comparison. Many thanks to Gerard and Folkert for the contribution of this full corpus. --Brian MacWhinney From als at ip.pt Wed Dec 10 01:51:47 2003 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Wed, 10 Dec 2003 01:51:47 -0000 Subject: Second Call for papers - Second Lisbon Meeting on Language Acquisition Message-ID: Second Lisbon Meeting on Language Acquisition with special reference to Romance Languages Date: 01-Jun-2004 - 04-Jun-2004 Location: Lisbon, Portugal Contact Email: LALisbonMeeting at mail.fl.ul.pt Meeting URL: http://www.fl.ul.pt/eventos/LALisbonMeeting/ Call Deadline: 31-December-2003 Meeting Description: The 2nd Lisbon Meeting on Language Acquisition with Special Reference to Romance Languages takes place ten years after its first edition. Each day of the conference will be dedicated to one of the following topics within the field of language acquisition: (i) Language Development and Language Disorders; (ii) L1 Phonology; (iii) Bilingualism and Second Language; (iv) L1 Syntax. The conference will include: - 6 plenary lectures presented by the following invited speakers Teresa Guasti (U. Milano-Bicocca) Nina Hyams (UCLA) Jos? Morais (U. Libre de Bruxelles) Michel Paradis (McGill U.) Marilyn Vihman (U. Wales, Bangor) Jill de Villiers (Smith College, NY) - panel sessions organized by: Katherine Demuth (Brown U.) Mich?le Kail (CNRS) J?rgen Meisel (U. Hamburg) Luigi Rizzi (U. Siena) & Teresa Guasti (U. Milano-Bicocca) - 1 six hours workshop on CHILDES, organized by Brian MacWhinney (Carnegie Mellon) Call for papers: Second Lisbon Meeting on Language Aquisition welcomes the submission of abstracts on any area mentioned in the Second Lisbon Meeting 2004 page. Abstracts should be written in English and not exceed two pages 12pt (ideally one page for text plus one page for references and/or figures). The author's name, address, e-mail and affiliation should be given in a separate page; in this separate page, the author(s) should mention whether they are submitting the abstract for a paper presentation, a poster presentation or both. Submissions should be sent both electronically (Word or PDF format; PDF is required if the abstract contains special fonts/symbols) and by regular mail to the following addresses: Electronic address LALisbonMeeting at mail.fl.ul.pt Regular mail 2nd Lisbon Meeting on Language Acquisition Departamento de Lingu?stica Geral e Rom?nica Faculdade de Letras, Universidade de Lisboa 1600-214 Lisboa, Portugal -------------- next part -------------- An HTML attachment was scrubbed... URL: From kathryn at multilingual-matters.com Wed Dec 10 09:11:46 2003 From: kathryn at multilingual-matters.com (Kathryn King) Date: Wed, 10 Dec 2003 09:11:46 +0000 Subject: New book from Multilingual Matters Message-ID: -----Original message----- Subject: New book from Multilingual Matters To: info-childres at mail.talkbank.org From: Kathryn King Reply-To: Kathryn King Date: Wed, 5 Nov 2003 14:33:47 +0000 Message-ID: <5P1wmzDLpQq$MASH at mml.efar.co.uk> BILINGUAL CHILDREN'S LANGUAGE AND LITERACY DEVELOPMENT Edited by Roger Barnard and Ted Glynn (University of Waikato) Key Features ? New Zealand has awoken to the complex linguistic and cultural diversity in its midst, but has no national languages policy. This book sets out the current situation and the key elements for the future ? The case studies present challenges for bilingual children's language development which are common to many situations and will help teachers make decisions for their students Description This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made. Contents Introduction Roger Barnard 1. Languages In New Zealand: Population, Politics and Policy Roger Peddie 2. A Community Elder's Role in Improving Reading and Writing for Maori Students Ted Glynn & Mere Berryman 3. Reciprocal Language Learning for M?ori Students and Parents Mere Berryman & Ted Glynn 4. Samoan Children's Bilingual Language and Literacy Development John McCaffery & Patisepa Tuafuti, in association with Shirley Maihi, Lesley Elia, Nora Ioapo & Saili Aukuso 5. A Five-Year-Old Samoan Boy in a New Zealand Classroom Elaine W. Vine 6. Students from Diverse Language Backgrounds in the Primary Classroom Penny Haworth 7. Private Speech in the Primary Classroom: Jack, a Korean Learner Roger Barnard 8.The Construction of Learning Contextsfor Deaf Bilingual Learners Rachel Locker McKee & Yael Biederman 9. Community Language Teacher Education Needs in New Zealand Nikhat Shameem 10. Students as Data Gatherers in Language-in-Education Planning Donna Starks & Gary Barkhuizen 11. Responding to language diversity: A way forward for New Zealand education Ted Glynn Editor information Roger Barnard is Chairman of the Department of General and Applied Linguistics at the University of Waikato, where he teaches postgraduate programmes in Second Language Teaching and Applied Linguistics. His current research interests focus on interaction in school and university classrooms, viewed from a sociocultural perspective. Ted Glynn is Foundation Professor of Teacher Eucation at the University of Waikato. He has a background in applied behaviour analysis, inclusive education, and bicultural and bilingual education as well as extensive experience in working to improve the literacy outcomes for Maori students in both mainstream and Maori immersion settings. Child Language and Child Development No.4 October 2003 Format: 210 x 148mm 272pp Hbk ISBN 1-85359-712-0 ?69.95/ US$109.95 / CAN$159.95 Pbk ISBN 1-85359-711-2 ?27.95 / US$44.95 / CAN$64.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 20% discount to any address in the world, plus shipping (airmail where appropriate). Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com -----End of original message from Kathryn King----- Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From h.vanderlely at ucl.ac.uk Wed Dec 10 14:49:09 2003 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Wed, 10 Dec 2003 14:49:09 +0000 Subject: UCL PhD studentship Message-ID: An HTML attachment was scrubbed... URL: From Helena.Taelman at ua.ac.be Wed Dec 10 17:18:01 2003 From: Helena.Taelman at ua.ac.be (Helena Taelman) Date: Wed, 10 Dec 2003 18:18:01 +0100 Subject: invitation 15th NET symposium Message-ID: 15th NET symposium February 6, 2004 University of Antwerp http://pcger33.uia.ac.be/joris/NET/netsymp.php The NET symposium is a yearly meeting of Dutch and Flemish language acquisition researchers. This year the symposium will be held at the University of Antwerp. John Locke has been invited as the keynote speaker. Most talks will be presented in Dutch except for the keynote talk. No preregistration or conference fee is required. Please consult our website for further information. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 564 bytes Desc: not available URL: From sirgreg at speakeasy.net Wed Dec 10 20:00:58 2003 From: sirgreg at speakeasy.net (Greg Troyan) Date: Wed, 10 Dec 2003 20:00:58 +0000 Subject: Software Designer Job Opportunity Message-ID: SOFTWARE DESIGNER SAN FRANCISCO STATE UNIVERSITY San Francisco State University (SFSU) is seeking a software designer with strong competencies in HTML, Java, and database development. The candidate will be a part of a new research project on the Multimedia Assessment of American Sign Language (ASL) Proficiency for Deaf Students. This 3-year project is funded by the U.S. Department of Education. The software designer will be employed part time during test development and test revision phases of the research project (anticipate 250 hours during the first year depending on the design and modification of the test ). He/she will be primarily responsible for developing the software used to deliver the new Multimedia Test of American Sign Language (MM-TASL) to deaf students. The software designer will provide expertise that will leverage technology to deliver a more reliable, valid, and useful assessment. This individual will work closely with the Principal Investigator and other members of the research team including the Test and Measurement Specialist, Videographer, Computer Programmer and Graphic Artist. QUALIFICATIONS REQUIRED: B.A. in Computer Science or related field experience; 5+ years of professional experience designing software of comparable complexity. DESIRED: Knowledge of ASL, Psychology, or Linguistics. CONTACT INFORMATION: For additional information, please contact: Dr. Philip Prinz San Francisco State University e-mail: pm at sfsu.edu Applicants interested in applying for the position can access an application form on the San Francisco State University Human Resources website: http://www.sfsu.edu/~hrwww/jobsearch/1027.html Job # 7681.39 Please send a resume and names of two references to Dr. Prinz. SFSU Non-Discriminatory Employment Practice It is the policy of San Francisco State University (SFSU) to seek to hire individual members of ethnic minority groups, women, and individuals with disabilities and deafness. From sirgreg at speakeasy.net Wed Dec 10 20:01:58 2003 From: sirgreg at speakeasy.net (Greg Troyan) Date: Wed, 10 Dec 2003 20:01:58 +0000 Subject: Project Coordinator Job Opportunity Message-ID: PROJECT COORDINATOR POSITION SAN FRANCISCO STATE UNIVERSITY San Francisco State University (SFSU) is seeking a Project Coordinator for an exciting new research project on the Multimedia Assessment of American Sign Language (ASL) Proficiency for Deaf Students. This 3-year project is funded by the U.S. Department of Education. The Project Coordinator will be employed between 10 and 20 hours weekly and will work closely with the Principal Investigator in conducting the research project. He/she will oversee the day-to-day activities of the project. The Project Coordinator will be primarily responsible for managing a diverse team of professionals including research assistants, teachers, clerical assistant as well as coordinating work with special consultants (psychometrician, video producer, ASL linguist, computer programmer, graphic artist). The Project Coordinator will serve as the liaison between the SFSU research project and school sites and he/she will train and supervise project Research Assistants and teachers. The Project Coordinator will work closely with the Principal Investigator in selecting Deaf student participants for the research study. The Project Coordinator will supervise the field testing of the Multimedia Test of ASL at target schools. QUALIFICATIONS REQUIRED: B.A. in Psychology, Education, Linguistics, Communication Studies or related field; fluency in American Sign Language (ASL); experience in project management (including supervision of personnel and budgets); excellent interpersonal communication skills PREFFERED: Native ASL signing proficiency; knowledge of ASL linguistics and ASL assessment; teaching and/or educational administrative experience; involvement in designing and/or implementing research on deafness and sign language CONTACT INFORMATION: For additional information, please contact: Dr. Philip Prinz San Francisco State University e-mail: pm at sfsu.edu Applicants interested in applying for the position can access an application form on the San Francisco State University Human Resources website: http://www.sfsu.edu/~hrwww/jobsearch/1027.html Job # JOB#7679.37 Please send a resume and names of two references to Dr. Prinz. SFSU Non-Discriminatory Employment Practice It is the policy of San Francisco State University (SFSU) to seek to hire individual members of ethnic minority groups, women, and individuals with disabilities and deafness. From sirgreg at speakeasy.net Wed Dec 10 20:03:00 2003 From: sirgreg at speakeasy.net (Greg Troyan) Date: Wed, 10 Dec 2003 20:03:00 +0000 Subject: American Sign Language Linguistic Specialist Job Opportunity Message-ID: AMERICAN SIGN LANGUAGE (ASL) LINGUISTIC SPECIALIST SAN FRANCISCO STATE UNIVERSITY San Francisco State University (SFSU) is seeking an American Sign Language (ASL) Linguistic Specialist for an exciting new research project on the Multimedia Assessment of American Sign Language (ASL) Proficiency for Deaf Students. This 3-year project is funded by the U.S. Department of Education. The ASL Linguistic Specialist will be employed part time during test development and test revision phases of the research project (approximately 4-8 hours per week during the first year of the project). He/she will be primarily responsible for consulting in developing subtests and items for the new Multimedia Test of American Sign Language (MM-TASL). The ASL Linguistic Specialist will provide expertise in terms of the evaluation of ASL linguistic correctness/appropriateness of ASL test items. This individual will work closely with the Principal Investigator and other members of the research team including the Test and Measurement Specialist, Videographer, Computer Programmer and Graphic Artist. QUALIFICATIONS REQUIRED: B.A. in Linguistics, Psychology, Education, Communication Studies or related field experience; Training and expertise in ASL linguistics; and native proficiency and fluency in American Sign Language (ASL). CONTACT INFORMATION: For additional information, please contact: Dr. Philip Prinz San Francisco State University e-mail: pm at sfsu.edu Applicants interested in applying for the position can access an application form on the San Francisco State University Human Resources website: http://www.sfsu.edu/~hrwww/jobsearch/1027.html Job # 7685.39 SFSU Non-Discriminatory Employment Practice It is the policy of San Francisco State University (SFSU) to seek to hire individual members of ethnic minority groups, women, and individuals with disabilities and deafness. From amykhasky at hotmail.com Mon Dec 15 10:43:41 2003 From: amykhasky at hotmail.com (amy khasky) Date: Mon, 15 Dec 2003 10:43:41 +0000 Subject: Language on the web Message-ID: Hello, I am a doctoral student at the University of London Royal Holloway, studying under the supervision of Dr. Matthew Saxton. We are investigating children's grammatical intuitions. Recently, we developed a web survey for adult participants. We would greatly appreciate your help in drawing participants/students/colleagues/friends to our web site: http://www-rohan.sdsu.edu/~khasky The study takes about 25 minutes to complete and is anonymous: We do not request your name or address. since this is a study on grammatical intuitions, linguists and child language researchers should not participate themselves. Please direct all inquiries to M.Saxton at wmin.ac.uk or to amykhasky at hotmail.com Thank you in advance for your help, Amy Khasky Department of Psychology University of London, Royal Holloway _________________________________________________________________ Shop online for kids? toys by age group, price range, and toy category at MSN Shopping. No waiting for a clerk to help you! http://shopping.msn.com From m.perkins at sheffield.ac.uk Mon Dec 15 17:43:00 2003 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Mon, 15 Dec 2003 17:43:00 -0000 Subject: MSc at Sheffield Message-ID: The University of Sheffield, UK Department of Human Communication Sciences offers an MSc in Human Communication Sciences Research. This full-time (1 yr) and part-time (2 yrs) course provides an opportunity for Speech and Language Therapists to explore the research implications of their clinical work, and for Linguists and Psychologists to apply their theoretical and analytical knowledge to the study of communication disorders. Human Communication Sciences is a multidisciplinary area which focuses on typical and atypical communication. It includes linguistics, phonetics, psychology, speech and language pathology and cognitive neuroscience, and is approached from the multiple perspectives of behavioural, cognitive and medical science. The Department of Human Communication Sciences at Sheffield is one of the leading departments of its kind in the UK, and offers research and teaching expertise in all these areas. It is also recognised by the ESRC as a research training outlet. The course aims to provide: - a sound understanding of current research in human communication sciences - training in research methods and design, and use of a range of analytical approaches - a foundation for PhD research COURSE CONTENT: Core Modules: Current Research in Human Communication Sciences; Research Methods; Methods in Clinical Linguistics; Critical Analysis of Research Literature; Professional Skills; ICT Applications; Research Project (student's own choice of topic) Option modules: Developmental Communication Disorders; Acquired Communication Disorders. Further options are available in a range of areas including Health, Psychology and Linguistics. TEACHING METHODS: Mainly in small group tutorials and workshops to ensure that every student has the chance to take an active part. Students are encouraged to take advantage of the wide range of excellent clinical observation facilities available. ENTRY REQUIREMENTS: A good BA or BSc degree (1st class, upper 2nd or equivalent) in a relevant discipline such as Speech and Language Therapy, Linguistics or Psychology. Fees: UK and European Union: Full time ?2,940, Part time (per annum) ?1,470 Rest of the world: Full time ?10,200, Part time (per annum) ?5,100 For further information, see http://www.shef.ac.uk/~spsu/ or contact: Professor Mick Perkins Course Director Phone: 0114 2222408 E-mail: m.perkins at sheffield.ac.uk Mrs Chris Thomas Admissions Secretary Phone: 0114 222 2405 E-mail: c.a.thomas at sheffield.ac.uk -------------- next part -------------- An HTML attachment was scrubbed... URL: From eclark at psych.stanford.edu Mon Dec 15 19:23:30 2003 From: eclark at psych.stanford.edu (Eve V. Clark) Date: Mon, 15 Dec 2003 11:23:30 -0800 Subject: Child Language Research Forum 2004 / CALL for PAPERS Message-ID: The next STANFORD CHILD LANGUAGE RESEARCH FORUM will take place on: April 16-17, 2004 (Friday-Sunday) TOPIC: CONSTRUCTIONS IN EARLY ACQUISITION How do children learn constructions--noun phrases, verb phrases, and other phrase types? Do they begin with specific lexical items in a construction and use only those? To what extent do they build from 'verb islands' or 'noun islands' in early constructions? Which constructions emerge first? What criteria should we use in establishing productivity? What makes constructions easy vs. hard to acquire? Can children's bases for inferences about the relevant noun or verb meanings be identified? Are there consistent patterns across children in the acquisition of constructions? Are there differences from one verb type to another, or from intransitive to transitive? Are differences attributable to differences in frequencies in child- directed speech? What cross- linguistic comparisons are available? Which constructions have been considered in studies of children's early syntactic forms? Abstracts are due on or before January 1, 2004; submitters will be informed of all decisions by February 15, 2004. Format for abstracts: 1. one page, double-spaced, font-size 12, with TITLE and ABSTRACT only; 2. one page, with the abstract/poster title, name, affiliation, full mailing address, and email. Submit paper/poster abstracts plus author information BY EMAIL to: eclark at psych.stanford.edu, marked " CLRF-2004" in the header line. Check the CLRF website for information about registration, hotels, and any further announcements about the meeting, www-csli.stanford.edu/~clrf (Anyone unable to submit by email should send their abstracts and identifying information to: CLRF-2004, Department of Linguistics, Margaret Jacks Hall (Bldg 460), Stanford University, Stanford, CA 94305-2150, USA ) -------------- next part -------------- An HTML attachment was scrubbed... URL: From edwards.212 at osu.edu Mon Dec 15 19:41:35 2003 From: edwards.212 at osu.edu (Jan Edwards) Date: Mon, 15 Dec 2003 14:41:35 -0500 Subject: microphone question Message-ID: Hi everyone, After years of using head-mounted microphones with young children, I've decided to go back to using a table-top microphone. I have never gotten great quality with head-mounted microphones (even very good ones) and some of the youngest children have been reluctant to wear them. Can anyone recommend a good unidirectional or cardioid tabletop microphone that they have been happy with? We are often recording at preschools (in our own room, but there is always noise from the hall and from other rooms), so external noise combined with quiet little two-year-old voices is an issue. Thanks so much. Yours, Jan Edwards From asheldon at tc.umn.edu Mon Dec 15 20:10:59 2003 From: asheldon at tc.umn.edu (Amy L Sheldon) Date: Mon, 15 Dec 2003 14:10:59 -0600 Subject: microphone question In-Reply-To: <5.1.1.5.2.20031215142959.01f19e28@pop.service.ohio-state.edu> Message-ID: i used lapel mikes and a battery pack that sat in a vest pocket that i made for 3-5 yr olds. it worked just fine. better than tabletop or hanging mikes did. this was in the late 80's i employed an audio engineeer to mix the three voices onto the videotape sound track. it produced crystal clear speech, and muted voices in the background down the hall. there should be miniaturized versions of lapel systems, and wireless, now. amy sheldon On Mon, 15 Dec 2003, Jan Edwards wrote: > Hi everyone, > > After years of using head-mounted microphones with young children, I've > decided to go back > to using a table-top microphone. I have never gotten great quality with > head-mounted microphones > (even very good ones) and some of the youngest children have been reluctant > to wear them. > Can anyone recommend a good unidirectional or cardioid tabletop microphone > that they have > been happy with? We are often recording at preschools (in our own room, > but there is always noise > from the hall and from other rooms), so external noise combined with quiet > little two-year-old voices > is an issue. Thanks so much. > > Yours, > Jan Edwards > > > From evan.j.kidd at man.ac.uk Tue Dec 16 15:57:51 2003 From: evan.j.kidd at man.ac.uk (Evan Kidd) Date: Tue, 16 Dec 2003 15:57:51 +0000 Subject: Ph.D. studentships for the study of language development Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3196 bytes Desc: not available URL: From m.grenier at etoncollege.org.uk Tue Dec 16 18:29:45 2003 From: m.grenier at etoncollege.org.uk (m.grenier at etoncollege.org.uk) Date: Tue, 16 Dec 2003 18:29:45 -0000 Subject: please unsubscribe Message-ID: -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Dec 16 20:02:24 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 16 Dec 2003 15:02:24 -0500 Subject: Liz Bates In-Reply-To: Message-ID: ------ Forwarded Message From: "Jeff Elman" Date: Sun, 14 Dec 2003 10:48:06 -0800 To: Subject: FW: Liz Bates From: Jeff Elman [mailto:elman at crl.ucsd.edu] Sent: Sunday, December 14, 2003 9:33 AM Subject: Liz Bates It is with a very deep sadness that we write to tell you of the death of Elizabeth Bates. Liz passed away Saturday evening, December 13 after a courageous year-long battle with pancreatic cancer. At the end, Liz was at home with her husband George and her daughter Julia, other close family members, and all surrounded by many friends in body and spirit. Over a three decade career, Liz established herself as a world leader in a number of fields -- child development, language acquisition, aphasia research, cross-linguistic research, and adult psycholinguistics. She was passionate about science and about ideas. Fearless and bold in following these ideas wherever they took her, and unafraid of controversy, Liz inspired many to follow in her footsteps. But to her many friends around the world, Liz will also be remembered for her enormous generosity and joie de vivre. She was tremendously loyal and supportive to her students, and took great joy in their accomplishments. She was unstinting in her efforts to promote the careers of friends and colleagues, and played a key role in building bridges with research groups around the world. Liz was larger than life, and was a large part of many people's lives. We shall miss her terribly. ------ The family requests that in lieu of flowers, contributions be sent to the Elizabeth Bates Graduate Research Fund, c/o Center for Research in Language - MC 0526; University of California, San Diego; La Jolla, California 92093-0526. In keeping with Liz's deep commitment to supporting students, this fund will be used to assist graduate students in their research, emphasizing the many areas in which Liz herself made pioneering contributions. ------ End of Forwarded Message From smoineau at crl.ucsd.edu Tue Dec 16 22:38:01 2003 From: smoineau at crl.ucsd.edu (Suzanne Moineau) Date: Tue, 16 Dec 2003 14:38:01 -0800 Subject: please unsubscribe Message-ID: -------------- next part -------------- An HTML attachment was scrubbed... URL: From ghimenton at yahoo.com Wed Dec 17 09:19:26 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Wed, 17 Dec 2003 01:19:26 -0800 Subject: DIALECT ACQUISITION Message-ID: I am commencing a research on the dialect acquisition of children (ages 5- 6 and 8-10) in the Veneto Region, in Italy. Have any studies been conducted in the field of the dialect acquisition in Italy and more precisely in the Veneto Region? Regards Anna Ghimenton --------------------------------- Do you Yahoo!? New Yahoo! Photos - easier uploading and sharing -------------- next part -------------- An HTML attachment was scrubbed... URL: From rchumak at acs.ryerson.ca Thu Dec 18 17:03:05 2003 From: rchumak at acs.ryerson.ca (Roma Chumak-Horbatsch) Date: Thu, 18 Dec 2003 13:03:05 -0400 Subject: history of child language research Message-ID: Dear colleagues, I am looking for a reading (article, book chapter) for my undergraduate students which outlines the history and direction of child language research. Any suggestions? I will post responses. Thank you and best wishes for a glorious holiday! Roma -- |-------------------------------------| | Roma CHUMAK-HORBATSCH Ph.D. | | School of Early Childhood Education | | Ryerson University | | 350 Victoria Street | | Toronto, Ontario M5B 2K3 | | Tel: (416) 979 5000 XT 6334 | |-------------------------------------| From mcconvell at ozemail.com.au Fri Dec 19 22:00:40 2003 From: mcconvell at ozemail.com.au (Patrick McConvell) Date: Sat, 20 Dec 2003 09:00:40 +1100 Subject: Combining text level metadata with tier data in queries/CLAN training Message-ID: Dear Brian & colleagues, We are a group of seven researchers (including four Ph.D students) in the ACLA (Aboriginal Child Language Acquisition) project beginning work this year on children?s language and the input they receive in bilingual/multilingual Central Australian communities. We are collecting digital video data and beginning to transcribe using CHAT & CLAN. We are interested in the CLAN analysis tools but have not done much coding or used that part of the program at all yet. We also see a need for a database of information separate from the CLAN program for information (metadata) on a-v resources, transcripts, participants and sessions. We are working out how this will interact with CLAN, particularly the headers, with the help of Melbourne University Computer Science department. As far as we can see from the CLAN Manual, CLAN tools (programs) operate either on headers or tiers, but not on both together. We are particularly concerned with answering such questions as ?what combinations of words/syntactic elements occur with children between certain ages eg 18 and 24 months??. If using CLAN alone this would involve a combination of information from headers and tiers (the latter analyzed by COMBO or a similar tool). If we are correct that no single tool would bring these two sets of data together (participant age and some combination of linguistic elements on a tier), then presumably one process could be ?piped? into another to filter the participants as to age at the time of recording. However we have not found any such filtering tool described in the CLAN manual. In section 7.7 (pp.146-7) there are exercises which refer explicitly to comparing children at age 20 and 32 months in various ways using MLU. It is not clear to us, however, what mechanism is used to filter out these cohorts of children from others, unless perhaps it is a manual process. It is probable that we have missed something basic here, so please let us know. The answer to this question and similar ones is important to us in designing our database and its interface with CLAN. We are also needing assistance with learning the coding and analysis levels of CLAN. We are managing with a brief self-run workshop to bootstrap ourselves for the transcription level in February 2004. However we would be glad to correspond with an advanced user who might act as a tutor for a training session in Australia later in 2004. Season's greetings Patrick McConvell, AIATSIS, Canberra mcconvell at ozemail.com.au Jane Simpson, U Sydney jhs at mail.usyd.edu.au Gillian Wigglesworth U Melbourne, gillianw at unimelb.edu.au From ghimenton at yahoo.com Tue Dec 23 18:54:56 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Tue, 23 Dec 2003 10:54:56 -0800 Subject: DIALECT IN VENETO SUMMARY Message-ID: Dear Members, I would like to thank all of you for the interest and help shown in my research. Here is a brief summary of all the addresses of the researchers working in the field of dialectology in the Veneto Region.I would like to thank you all once again.Best WishesAnna Ghimenton If anyone knows, then it should be Cecilia Poletto: cecilia polettoE-mail Address(es): cecilia.poletto at unipd.it Good luck!Jeannette Schaeffer There are studies in Brazil on the acquisition of Talian, a dialect originally from the Veneto area.Best regards,Prof. Dr.Leonor Scliar-Cabral One person who might be helpful is Umberta Bortolini who is affiliated with the University in Padova.Cheers,Giuliana Miolo --------------------------------- Do you Yahoo!? Yahoo! Photos - Get your photo on the big screen in Times Square -------------- next part -------------- An HTML attachment was scrubbed... URL: From pm at sfsu.edu Sat Dec 27 18:10:24 2003 From: pm at sfsu.edu (Philip M Prinz) Date: Sat, 27 Dec 2003 10:10:24 -0800 Subject: films on language acqusition In-Reply-To: Message-ID: > > Hello! > > I will be teaching an upper division undergraduate course on "language > acquisition in children" spring semester 2004. Can anyone recommend > recent films on language acquisition/development? Any information on > the films and ordering information would be greatly appreciated. > > Thank you. > > Philip Prinz > pm at sfsu.edu > From macw at cmu.edu Sat Dec 27 19:34:47 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 27 Dec 2003 14:34:47 -0500 Subject: films on language acqusition In-Reply-To: Message-ID: Phil, If you go to the CHILDES home page at http://childes.psy.cmu.edu and click on the link called "Tips for Teachers" you will be taken to a page with further info. Link 6 on that page takes you to a discussion of various films for teaching language development. --Brian MacWhinney On 12/27/03 1:10 PM, "Philip M Prinz" wrote: > > >> >> Hello! >> >> I will be teaching an upper division undergraduate course on "language >> acquisition in children" spring semester 2004. Can anyone recommend >> recent films on language acquisition/development? Any information on >> the films and ordering information would be greatly appreciated. >> >> Thank you. >> >> Philip Prinz >> pm at sfsu.edu >> > > > > From pm at sfsu.edu Sat Dec 27 23:29:45 2003 From: pm at sfsu.edu (Philip M Prinz) Date: Sat, 27 Dec 2003 15:29:45 -0800 Subject: films on language acquisition In-Reply-To: Message-ID: Hi Brian, Many thanks for the information on the Link to films. If anyone has any other recommendations on films on language acquisition please email me. Many thanks. Happy New Year. Philip Prinz On Dec 27, 2003, at 11:34 AM, Brian MacWhinney wrote: > Phil, > If you go to the CHILDES home page at http://childes.psy.cmu.edu and > click > on the link called "Tips for Teachers" you will be taken to a page with > further info. Link 6 on that page takes you to a discussion of various > films for teaching language development. > > --Brian MacWhinney > > > > On 12/27/03 1:10 PM, "Philip M Prinz" wrote: > >> >> >>> >>> Hello! >>> >>> I will be teaching an upper division undergraduate course on >>> "language >>> acquisition in children" spring semester 2004. Can anyone recommend >>> recent films on language acquisition/development? Any information on >>> the films and ordering information would be greatly appreciated. >>> >>> Thank you. >>> >>> Philip Prinz >>> pm at sfsu.edu >>> >> >> >> >> > > > > From macw at cmu.edu Mon Dec 29 00:05:50 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 28 Dec 2003 19:05:50 -0500 Subject: new Spanish-Catalan-English corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus from Mireia Llinas-Grau of Barcelone and Ana Isabel Ojeo of Oveido. The corpus includes files from three children 1. Jordina, a Catalan girl, from 1;7 - 2;10. These files are in /romance/catalan/jordina 2. Yasmin, a trilingual girl from Barcelona from 1;10 to 2;9. Although the bulk of the sentences are in Castillian, there are heavy influences throughout from Catalan and English, so these data are in /bilingual/yasmin 3. Irene, as Asturian girl, from 0;11 to 3.2. These data are in /romance/spanish/irene The emphasis in the project was on the early development of grammatical categories. The documentation file will also be divided across these three directories. Many thanks to Mireia and Ana for this nice corpus. --Brian MacWhinney From santelmannl at pdx.edu Mon Dec 29 05:08:51 2003 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Sun, 28 Dec 2003 21:08:51 -0800 Subject: films on language acqusition In-Reply-To: Message-ID: One nice newer film is called: The Secret Life of the Brain. Episode 2 focuses on language and the child's brain, and talks a bit about children's language delay/disorder, lateralization and hemispherectomies. There might be other things, it's been about a year since I've shown it. http://www.pbs.org/wnet/brain/episode2/index.html I also like several episodes from Scientific American Frontiers: http://www.pbs.org/saf/previous.htm Growing up Different, from 2001; it has segments on children with William Syndrome, Autism, and a Cochlear Implant: http://www.pbs.org/saf/1205/index.html There's also a program from this series that has a segment showing a man with a split brain. I show this often in psycholinguistics. All of these videos are available from PBS for about $25. Some of the Scientific American ones are also available online if you've got access to a reliable internet connection on which to show it. Lynn At 10:10 AM 12/27/2003 -0800, Philip M Prinz wrote: >>Hello! >> >>I will be teaching an upper division undergraduate course on "language >>acquisition in children" spring semester 2004. Can anyone recommend >>recent films on language acquisition/development? Any information on the >>films and ordering information would be greatly appreciated. >> >>Thank you. >> >>Philip Prinz >>pm at sfsu.edu > **************************************************************************** Lynn Santelmann, Ph.D. Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls *****************************************************************************