From feldman at stripe.colorado.edu Tue Mar 4 16:01:56 2003 From: feldman at stripe.colorado.edu (FELDMAN ANDREA) Date: Tue, 4 Mar 2003 09:01:56 -0700 Subject: Codeswitching Message-ID: I am forwarding a message from one of my students regarding the proper term for "codeswitching" in Spanish. Thank you. Andrea Feldman ---------- Forwarded message ---------- Date: Sun, 2 Mar 2003 15:55:39 -0700 From: Tanner Moxcey To: FELDMAN ANDREA Subject: Question:) hello, I just have a quick question for you. As I am finishing up writing the part of my paper about codeswitching, I have used the word in italics and now want to go back and change those to fit the Spanish of the rest of the paper. Most of the reading I have done on it is in English, so I can't find the proper word for "codeswitching" in Spanish. Do you happen to know it or how they refer to it? Thanks! - Tanner Moxcey From rmontes at siu.buap.mx Tue Mar 4 16:34:57 2003 From: rmontes at siu.buap.mx (MONTES MIRO ROSA GRACIELA) Date: Tue, 4 Mar 2003 10:34:57 -0600 Subject: Codeswitching In-Reply-To: Message-ID: FELDMAN ANDREA escribió: > I am forwarding a message from one of my students regarding the proper > term for "codeswitching" in Spanish. I've used "cambio" o "intercambio de códigos". Rosa Montes, BUAP From jliceras at uottawa.ca Tue Mar 4 19:59:52 2003 From: jliceras at uottawa.ca (juana liceras) Date: Tue, 4 Mar 2003 14:59:52 -0500 Subject: Codeswitching In-Reply-To: <20030304163457.2625.qmail@mx01.siu.buap.mx> Message-ID: We have use ALTERNANCIA DE CODIGOS Juana _______________________________________________________ Juana M. Liceras Professor, General and Spanish Linguistics University of Ottawa, Dept. of Modern Languages and Dept. of Linguistics 70 Laurier East, Ottawa, Ontario K1N 6N5, CANADA Telephone: (613) 562-5800 Ext. 3742 Telefax: (613) 562-5138 E-mail: jliceras at uottawa.ca _________________________________________________________________________ > From: "MONTES MIRO ROSA GRACIELA" > Date: Tue, 04 Mar 2003 10:34:57 -0600 > To: FELDMAN ANDREA > Cc: Info-childes at mail.talkbank.org > Subject: Re: Codeswitching > > FELDMAN ANDREA escribió: > >> I am forwarding a message from one of my students regarding the proper >> term for "codeswitching" in Spanish. > > I've used "cambio" o "intercambio de códigos". > > Rosa Montes, BUAP > -------------- next part -------------- An HTML attachment was scrubbed... URL: From silliman at chuma1.cas.usf.edu Wed Mar 5 02:25:32 2003 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Tue, 4 Mar 2003 21:25:32 -0500 Subject: Codeswitching - Reply Message-ID: In consulting with one of my doctoral students, Maria Brea-Spahn, who is a fluent bilingual, she would use the following term: conmutación de idiomas. The basis for her choice is that it appears in a Castilian Spanish dictionary and is used in the academic Dominican "register." The term is also translatable to English: commutation (which means changing the parts without affecting the result). Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences University of South Florida PCD 4021C Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822; (813) 974-8421 E-mail: silliman at chuma1.cas.usf.edu -----Original Message----- From: juana liceras [mailto:jliceras at uottawa.ca] Sent: Tuesday, March 04, 2003 3:00 PM To: MONTES MIRO ROSA GRACIELA; FELDMAN ANDREA Cc: Info-childes at mail.talkbank.org Subject: Re: Codeswitching We have use ALTERNANCIA DE CODIGOS Juana _______________________________________________________ Juana M. Liceras Professor, General and Spanish Linguistics University of Ottawa, Dept. of Modern Languages and Dept. of Linguistics 70 Laurier East, Ottawa, Ontario K1N 6N5, CANADA Telephone: (613) 562-5800 Ext. 3742 Telefax: (613) 562-5138 E-mail: jliceras at uottawa.ca _________________________________________________________________________ > From: "MONTES MIRO ROSA GRACIELA" > Date: Tue, 04 Mar 2003 10:34:57 -0600 > To: FELDMAN ANDREA > Cc: Info-childes at mail.talkbank.org > Subject: Re: Codeswitching > > FELDMAN ANDREA escribió: > >> I am forwarding a message from one of my students regarding the proper >> term for "codeswitching" in Spanish. > > I've used "cambio" o "intercambio de códigos". > > Rosa Montes, BUAP > -------------- next part -------------- An HTML attachment was scrubbed... URL: From CMartinot at aol.com Wed Mar 5 13:38:22 2003 From: CMartinot at aol.com (CMartinot at aol.com) Date: Wed, 5 Mar 2003 08:38:22 EST Subject: games in a foreign language Message-ID: Dear info-childes, A student of mine is doing her research about the use of games in a foreign language course (adults). Can somebody give me references on this subject (english or french) ? Thanks very much in advance -------------- next part -------------- An HTML attachment was scrubbed... URL: From anne.kolatsis at mailbox.uq.edu.au Thu Mar 6 04:34:55 2003 From: anne.kolatsis at mailbox.uq.edu.au (Anne Kolatsis) Date: Thu, 6 Mar 2003 14:34:55 +1000 Subject: games in a foreign language In-Reply-To: Message-ID: Hello, There is a book by Jill Hadfield that is useful. Also, Mario Rinvoluccri writes in this area and anything by him may be worth considering. I have included 2 dated but useful (English) references below. TitleAdvanced communication games : a collection of games and activities for intermediate and advanced students of English / Jill Hadfield. PublisherSunbury-on-Thames, Middlesex : Nelson & Sons, 1987. Author Rinvolucri, Mario. Title Grammar games : cognitive, affective, and drama activities for EFL students / Mario Rinvolucri. Publisher Cambridge [Cambridgeshire] ; New York : Cambridge University Press, 1984. Anne Purcell Kolatsis Graduate School of Education University of Queensland St Lucia, QLD, 4072 AUSTRALIA At 08:38 5/03/2003 -0500, you wrote: >Dear info-childes, >A student of mine is doing her research about the use of games in a >foreign language course (adults). Can somebody give me references on this >subject (english or french) ? >Thanks very much in advance -------------- next part -------------- An HTML attachment was scrubbed... URL: From Sharon.Unsworth at let.uu.nl Thu Mar 6 10:29:57 2003 From: Sharon.Unsworth at let.uu.nl (Unsworth, Sharon) Date: Thu, 6 Mar 2003 11:29:57 +0100 Subject: GALA 2003 - Call for Papers Message-ID: ***FINAL CALL FOR PAPERS*** The 10th GALA conference (Generative Approaches to Language Acquisition) will be held in at UiL-OTS/Utrecht University, The Netherlands, September 4th-6th 2003. The general conference will be preceded by two workshops on Thursday morning, a 'Learnability Hierarchies and Input' workshop and a 'Child L2 Acquisition' workshop. We welcome abstracts on all types of language acquisition (including normal/impaired/bilingual L1, child/adult L2) and on all aspects of linguistic theory (including syntax, phonology, morphology, lexicon, semantics and pragmatics). Invited speakers: Harald Clahsen (University of Essex) Elan Dresher (University of Toronto) Jill de Villiers (Smith College, Northampton Mass.) Bonnie D. Schwartz (University of Hawai'i) Robin Clark (University of Pennsylvania) Abstract guidelines: *Each paper will be 20 minutes, plus 10 minutes for questions. *Abstracts should be no more than 2 pages including figures and references, 12 point font with 1'' margins. *At most one individual and one joint abstract per author will be considered for the main session. *Please send an anonymous abstract by e-mail as an attachment to: gala2003 at let.uu.nl *Acceptable formats are MS Word and PDF. *Please include the following information in the body of the message: name, affiliation, title of the paper, postal address, e-mail address, summer address, whether you want to be considered for a poster and/or a paper and whether you wish to submit for the main session or one of the workshops. Deadline for receipt of abstracts: April 1st 2003 See website for further details: http://www-uilots.let.uu.nl/conferences/Gala/gala_2003_homepage.htm From Roberta at UDel.Edu Tue Mar 11 14:38:45 2003 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Tue, 11 Mar 2003 09:38:45 -0500 Subject: No subject Message-ID: !!! POSITION ANNOUNCEMENT !!! > > > >We are looking for a project director for our 5-year, NICHD-funded > >study of children with or at risk for learning difficulites in > >mathematics and reading at the Universtiy of Delaware. Post doc > >preferred but strong ABDs or highly experienced predocs also will be > >considered. This is a great opportunity for a person who is interested > >in children's mathematics /reading development and who wants to be a > >member of a highly productive research team. Major responsibilties > >include coordination of data collection in the schools, data > >management/analysis, and paper preparation. This is a full-time > >professional position with full UD benefits and a competitive salary. > >Starting date is negotiable but June or July 2003 is preferred. > > > >If you are interested or know of anyone who might be interested, please > >contact Dr. Nancy Jordan (njordan at udel.edu). > >. > > From snehab at utdallas.edu Wed Mar 12 13:26:13 2003 From: snehab at utdallas.edu (Sneha V. Bharadwaj) Date: Wed, 12 Mar 2003 07:26:13 -0600 Subject: Infant vocalizations Message-ID: Hello, I was looking for the mostly commonly used descriptor for vocalizations such as (squeals, grunts, growls, raspberries, whispers and yells) as opposed to vocalizations that are mostly (vowel-like, consonant-like, consonant, vowel, CV, V, CVC etc). Thank you. Sincerely Sneha Bharadwaj -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jean-Pierre.Chevrot at u-grenoble3.fr Thu Mar 13 15:17:46 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Thu, 13 Mar 2003 16:17:46 +0100 Subject: Compaison between French and English verb systems Message-ID: One of my student planes to compare the acquisition of written verb morphology in English and in French. We need references about linguistic and statistic comparisons between verb systems in these two languages. If you know some references... Thanks for your help Jean-Pierre Chevrot From langconf at bu.edu Fri Mar 14 20:41:55 2003 From: langconf at bu.edu (Boston University Conference on Language Development) Date: Fri, 14 Mar 2003 15:41:55 -0500 Subject: CALL FOR PAPERS - 28th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Message-ID: **************************************************************************** CALL FOR PAPERS THE 28th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT OCTOBER 31, NOVEMBER 1 & 2, 2003 Keynote Speaker: Janet Dean Fodor, City University of New York Plenary Speaker: Mabel Rice, University of Kansas **************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Presentations will be 20 minutes long followed by a 10 minute question period. Posters will be on display for a full day with two attended sessions during the day. **************************************************************************** NEW THIS YEAR Posters: BUCLD is soliciting abstracts for posters as well as papers. Please indicate at the time of submission whether you would like your proposal to be considered for a poster, a paper, or both. Electronic submission: To facilitate the abstract submission process, abstracts will be submitted using the form available as of April 1 at the conference website. **************************************************************************** ABSTRACT FORMAT AND CONTENT All abstracts must be submitted as PDF documents. Free services/software for creating PDF documents are available from several sources, including: http://www.adobe.com/ (free trial: five free documents) http://www.pdf995.com/ (downloadable software with advertising) The abstract should be anonymous, clearly titled and no more than 450 words in length. Abstracts longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the abstract. Abstracts submitted must represent original, unpublished research. An excellent example of format and style for abstracts is available on the LSA website at http://www.lsadc.org/web2/dec02bulletin/model.html. **************************************************************************** SUBMISSION INSTRUCTIONS All abstracts must be submitted via the conference website, http://www.bu.edu/LINGUISTICS/APPLIED/conference.html. Specific instructions for abstract submission will be available on this website after April 1, 2003. Abstracts will be accepted between April 1 and May 15. Contact information for EACH author must be submitted along with the abstract. At the time of submission you will be asked whether you would like your proposal to be considered for a poster, a paper, or both. Although each author may submit as many abstracts as desired, we will accept for presentation by each submitter: (a) a maximum of 1 first authored paper/poster, and (b) a maximum of 2 papers/posters in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2003. Late abstracts will not be considered, whatever the reason for the delay. We regret that we cannot accept abstract submissions by fax or email. Submissions via surface mail will only be accepted in special circumstances, on a case by case basis. **************************************************************************** ABSTRACT SELECTION Each abstract is blind reviewed by 5 reviewers from a panel of more than 80 international scholars. Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by email. Pre-registration materials and preliminary schedule will be available in late August, 2003. All authors who present at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2004. If your paper is accepted, you will need to submit a 150-word abstract including title, author(s)and affiliation(s). This abstract will be in the conference handbook. Guidelines will be provided along with notification of acceptance. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. **************************************************************************** FURTHER INFORMATION Information regarding the conference may be accessed at http://www.bu.edu/LINGUISTICS/APPLIED/conference.html Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at bu.edu From macswan at asu.edu Sat Mar 15 01:24:25 2003 From: macswan at asu.edu (Jeff MacSwan) Date: Fri, 14 Mar 2003 18:24:25 -0700 Subject: 4th International Symposium on Bilingualism - Full Conference Program Now Available Online Message-ID: 4th International Symposium on Bilingualism April 30 - May 3, 2003 http://isb4.asu.edu/ The complete ISB4 conference program is now available online, featuring nearly 400 talks by scholars from more than 50 countries. You can browse by session, date and time, or author. Scheduling details and abstracts may be viewed online. To view the program, please visit http://isb4.asu.edu/program.htm and select "Online Program." For other information regarding ISB4, please visit http://isb4.asu.edu/. From immordma at gse.harvard.edu Mon Mar 17 15:36:38 2003 From: immordma at gse.harvard.edu (Mary Helen Immordino-Yang) Date: Mon, 17 Mar 2003 10:36:38 -0500 Subject: Prosodic Development Message-ID: Hi, I am a doctoral student in human development at the Harvard Graduate School of Education and I am interested in prosodic development in normal and brain-damaged children. I have some language production data from my daughter (now 13 months) as well as some data from two hemispherectomized adolescent boys, one missing his right and one missing his left hemisphere. I am posting this message to solicit suggestions for analytical procedures that might be suitable for my data and questions, and to inquire about any possibly relevant areas of work (e.g. unpublished theses or current work) that I may have missed in my review (see below). Also, if there were anyone on the list working on related issues, I would love to correspond about methods, findings, and other issues. Briefly, I am interested in the development of language functions normally associated with the right hemisphere, including things like intonation, stress, and perhaps effective conversational monitoring and turn taking. I am also interested in the development of the relationship between these right hemisphere functions and the more traditional, "left-hemisphere" aspects of language (syntax, the lexicon, etc.). As these right hemisphere functions essentially contribute the affective (and social/interactive) components of speech, I would like to analyze prosodic development as an affective/social phenomenon, rather than from the perspective of syntactic bootstrapping or intonational phonology. For examples, I am interested in the development of questioning intonations and sarcastic tone of voice. In general, I am interested in the development of the cognitive and neuropsychological relationship between language and emotion. I see several bodies of work as relevant to my interests. (If anyone has other suggestions or would like references, please let me know.) These include neuropsychological work on language and emotion in adults and children with brain damage, SLI and schizophrenia, work on emotion and prosody in infant-directed speech, work on the development of irony and sarcasm in childhood, work on emotion/affect in language development, work on the development of emotional versus linguistic facial expressions in the deaf, and work on prosody and fundamental frequency in early language development. Any thoughts or suggestions would be much appreciated! Thanks, Mary Helen Immordino-Yang Mary Helen Immordino-Yang, Ed.M. Doctoral Candidate in Human Development and Psychology Harvard University Graduate School of Education immordma at gse.harvard.edu From Claudio_Toppelberg at hms.harvard.edu Wed Mar 19 05:52:28 2003 From: Claudio_Toppelberg at hms.harvard.edu (Toppelberg Claudio) Date: Wed, 19 Mar 2003 00:52:28 -0500 Subject: Research Coordinator Announcement Message-ID: Research Coordinator Harvard Project on Language and Child Psychiatry Description: Full time, Judge Baker Children’s Center salaried position supported by a 5-year National Institute of Mental Health research grant, complete with benefit package. Start date: Spring 2003. Two-year commitment minimum but funding available up to at least 4.5 years. Bilingual Spanish/English research coordinator, in charge of bilingual child and family evaluations, supervising junior research assistants and volunteers, and scoring, entering and analyzing data. Evaluations include testing (extensive child language assessment in both Spanish and English; cognitive and achievement testing), diagnostic psychiatric interviews, and administration of questionnaires/surveys (for emotional/behavioral problems, and sociodemographic, acculturation, immigration and other risk factors and variables). Training will be provided. This position is ideal for someone: Building up a career and planning to apply for and seek acceptance by the best PhD programs and Medical Schools in the country. Strongly interested in research, empirical publications (data available now) and a possible research/academic career. We offer: Access to libraries, facilities and multiple opportunities at Harvard and Children’s Hospital Boston Being part of a collegial research team in a major academic/research center Regular research meetings, supervision and training Support for research and study pre-doctoral and doctoral grant applications The chance to acquire or perfect highly sought-after Spanish research skills. Requirements: Proficiency in both Spanish and English Bachelor's degree in: psychology, child development, cognitive sciences, speech pathology, language acquisition, education, social work, biology or related fields (master's or doctoral degrees desirable but not required). Excellent computer skills including MS Word (advanced skills), Excel, Internet Explorer, email and Endnote (or other bibliographical software). Experience with statistical packages and data management (entry, checking). Preferred but not required: Experience with psychological and language test administration, in language research and/or in psychiatric or developmental research. Master’s or doctoral degree (in above-mentioned fields). For more info about the project or Judge Baker Children’s Center click to view: Harvard Research: Child Language Development & Developmental Psychopathology [http://www.hmcnet.harvard.edu/psych/redbook/86.htm] Judge Baker Children's Center: Childhood Bilingualism and Developmental Psychopathology [http://www.jbcc.harvard.edu/research/research1.htm#Bilingual] Judge Baker Children's Center/ Children's Hospital Academic Teaching Conference [http://www.jbcc.harvard.edu/lectures.htm] To apply: Please send: 1.) Letter of interest and resume (via email attachment to lisa.maloney at tch.harvard.edu and followed by hard copies), 2.) Three letters of reference, 3.) College transcripts, To: Claudio O. Toppelberg, MD Principal Investigator, Project on Language and Child Psychiatry Judge Baker Children's Center, Harvard Medical School 3 Blackfan Circle Boston, Massachusetts 02115-5794 For inquiries, please contact: Lisa Maloney, MA at: 617 232 8390 x2634 or by e-mail: lisa.maloney at tch.harvard.edu The Judge Baker Children's Center is an Affirmative Action/Equal Opportunity Employer. We place a strong emphasis on the values of equality, diversity, and compassion. From rasier at lige.ucl.ac.be Thu Mar 20 14:20:52 2003 From: rasier at lige.ucl.ac.be (Laurent Rasier) Date: Thu, 20 Mar 2003 15:20:52 +0100 Subject: (variation in) interlanguage prosody Message-ID: Dear all, I'm looking for the following article : The analysis of variation in interlanguage prosody and its methods by Akiko Kato. This research paper has been presented at the SLRF conference that took place at the University of Wisconsin-Madison in September 2000. I would be very grateful to anyone who could tell me where I can find this paper. Any other references on the issue of interlanguage prosody and variation in interlanguage prosody are of course welcome. Also, could anyone tell me if it is possible to analyze prosody within the CHILDES-framework? In my Ph.D. research I'm looking at the acquisition of the Dutch and French accent systems in advanced foreign language learners and would like to analyze my corpus automatically. Any pointers would greatly be appreciated. I thank you for your help! I will post a summary of the reactions I will get. Best regards, Laurent Rasier Laurent Rasier Université catholique de Louvain - UCL Département d'Etudes germaniques Unité de linguistique germanique - LIGE Place Blaise Pascal, 1 B-1348 Louvain-la-Neuve e-mail: rasier at lige.ucl.ac.be -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Mon Mar 24 10:23:26 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Mon, 24 Mar 2003 10:23:26 -0000 Subject: PhD studentships available Message-ID: We have four PhD bursaries currently available within the Psychology department at City University, London, to start in Autumn 2003. Two cover fees and a maintenance grant; the other two are for home fees. Within the department we have strengths in research in language development including developmental and acquired language impairments, cross-cultural/cross-linguistic language development, cognitive psychology of autism, and biopsychology of gender development, among other topics. We also have a fully equipped baby lab with preferential looking and behavioural testing facilities. See http://www.city.ac.uk/psychology/developmental.htm for further information on the research focus of developmentalists within the department and http://www.city.ac.uk/social/phdresearch.htm for more information on the bursaries. The closing date is 31st May. Please pass this information on to any interested undergraduate or masters' students you may know. Thank you very much Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From cchan at conncoll.edu Mon Mar 24 17:07:19 2003 From: cchan at conncoll.edu (Camille Hanlon) Date: Mon, 24 Mar 2003 12:07:19 -0500 Subject: Each Message-ID: Dear Info-childes, This note is in response to Tom Roeper's inquiry about work on each. I have responded directly to Tom, but it occurred to me that my message might also be of more general interest to the group. Some years ago I published a study of the acquisition of a group of English quantifiers that I called set-relational quantifiers. This group includes the terms all, some, no, none, each, every, any, another, other,both, either, and neither , as they are used to quantify nominals. Subsequently I used the conceptual model constructed to predict the developmental sequence for American English speakers to do a comparative study of seven modern Indo-European languages and classical Greek and Latin. The empirical data were provided by native informants, except, of course, for classical Greek and Latin, where I had to make do with a classicist colleague. The results of these studies are reported in the following papers: Hanlon, Camille. (1987). Acquisition of set-relational quantifiers in early childhood. Genetic, Social, and General Psycholgy Monographs, 113, (2), 213-264. (Genetic is the older term for Developmental and has no biological implication in this usage.) Hanlon, Camille, & Silverberg, Joann. (1998). Semantic and pragmatic aspects of set-relational reference in modern Indo-European languages. Pragmatics, 8, 543-554. The conceptual structures necessary to fully control this semantic domain in everyday reference form a highly elaborated, multi-layered system, a magnificent testament to the human (higher primate?) mind. Reading through relevant transcripts of caregiver-child conversation gave me a lot of clues as to how these structures could be constructed, but before I finished the job, it was time to retire. Now its your turn to ask the questions and find the answers. Enjoy! Best wishes for a just and lasting peace everywhere, Camille Hanlon -------------- next part -------------- An HTML attachment was scrubbed... URL: From cchan at conncoll.edu Sun Mar 23 22:11:54 2003 From: cchan at conncoll.edu (Camille Hanlon) Date: Sun, 23 Mar 2003 17:11:54 -0500 Subject: Each Message-ID: > Dear Info-childes, > This note is in response to Tom Roeper's inquiry about work on each. I have responded directly to Tom, but it occurred to me that my message might also be of more general interest to the group. Some years ago I published a study of the acquisition of a group of English quantifiers that I called set-relational quantifiers. This group includes the terms all, some, no, none, each, every, any, another, other, both, either, and neither as they are used to quantify nominals. Subsequently I used the conceptual model constructed to predict the developmental sequence for American English speakers to do a comparative study of seven modern Indo-European languages and classical Greek and Latin. The empirical data were provided by native informants, except, of course, for classical Greek and Latin, where I had to make do with a classicist colleague. The results of these studies are reported in the following papers: Hanlon, Camille. (1987). Acquisition of set-relational quantifiers in early childhood. Genetic, Social, and General Psycholgy Monographs, 113, (2), 213-264. (Genetic is the older term for Developmental and has no biological implication in this usage.) Hanlon, Camille, & Silverberg, Joann. (1998). Semantic and pragmatic aspects of set-relational reference in modern Indo-European languages. Pragmatics, 8, 543-554. The conceptual structures necessary to fully control this semantic domain in everyday reference form a highly elaborated, multi-layered system, a magnificent testament to the human (higher primate?) mind. Reading through relevant transcripts of caregiver-child conversation gave me a lot of clues as to how these structures could be constructed, but before I finished the job, it was time to retire. Now its your turn to find the answers. Enjoy! Best wishes for a just and lasting peace everywhere, Camille Hanlon -------------- next part -------------- An HTML attachment was scrubbed... URL: From annabelledavid at hotmail.com Tue Mar 25 16:32:06 2003 From: annabelledavid at hotmail.com (Annabelle David) Date: Tue, 25 Mar 2003 16:32:06 -0000 Subject: French translations Message-ID: Just a couple of questions. What are TTR and MLU in French? What about content and system morphemes? Any help would be greatly appreciated. Thanks Annabelle David School of Education, Communication and Language Sciences (Speech) King George VI Bldg University of Newcastle From barriere at vonneumann.cog.jhu.edu Tue Mar 25 16:45:07 2003 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Tue, 25 Mar 2003 11:45:07 -0500 Subject: French translations In-Reply-To: <6CE8F2EE5703534AA83C99854DB98E13C2B316@bond.ncl.ac.uk> Message-ID: Dear Anabelle. MLU in French = MLE (Longueur Moyenne d'Enonces) TTR : the English expression is typically used Isabelle Barriere Department of Cognitive Science Johns Hopkins University At 04:32 PM 3/25/2003 +0000, Annabelle David wrote: >Just a couple of questions. > >What are TTR and MLU in French? >What about content and system morphemes? > >Any help would be greatly appreciated. Thanks > >Annabelle David >School of Education, Communication and Language Sciences (Speech) >King George VI Bldg >University of Newcastle From pss116 at bangor.ac.uk Wed Mar 26 20:10:17 2003 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Wed, 26 Mar 2003 20:10:17 +0000 Subject: Call for submissions, First Language Message-ID: Call for Papers: Special Issue of First Language: Guest Editor: Virginia C. Mueller Gathercole, University of Wales Bangor Theme: Language-specific influences on acquisition and cognition In recent years there has been a growing interest in the possible effects of language-specific structural properties on linguistic and cognitive development. This special issue will focus on evidence bearing on the specific ways in which linguistic differences across languages may affect what is learned early (or late) in language and/or cognition. Special attention will focus on aspects of development for which new data from a heretofore unexplored language is able to address the question of whether or not development follows a universal course. Of particular interest in the linguistic realm will be new data exploring whether or when late linguistic developments are due to the cognitive complexity of the concepts underlying the linguistic patterns, and when they might not be; of particular interest in the cognitive realm will be areas for which new cross-linguistic data reveal linguistic influences on the timing of development of cognitive concepts or on attentional patterns in young children. Possible topics might include (but are not restricted to): - Morphological or syntactic development and how language-specific differences affect or interact with differences in cognitive patterns of development. - How differences in the encoding of a certain domain of concepts (e.g., space, time, number, and so forth) across languages can differentially influence both linguistic and cognitive developments. - Potential interactions between linguistic and cognitive developments. - Linguistic influences on attention. - The theoretical interface between children's non-linguistic notions and linguistic categorizational or syntactic patterns. - Potential effects of linguistic input on conceptual development. - Empirical evidence of 'precocious' linguistic developments that are purported to be too difficult for children to learn. Especially relevant would be data addressing claims that children cannot develop certain linguistic constructs because of cognitive difficulties associated with those structures. - Evidence bearing on the theory of linguistic relativity. Deadline for submissions: 31 August 2003 Submissions and enquiries should be addressed to: V. C. Mueller Gathercole, School of Psychology, University of Wales Bangor, Bangor, Gwynedd LL57 2AS, Wales, U.K. email: v.c.gathercole at bangor.ac.uk -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R -------------- next part -------------- An HTML attachment was scrubbed... URL: From gagarina at zas.gwz-berlin.de Thu Mar 27 15:54:26 2003 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Thu, 27 Mar 2003 16:54:26 +0100 Subject: Aspect 2003: program Message-ID: Conference on the Acquisition of Aspect 9.-10. May 2003 (ZAS, Berlin) Friday, 9.05.03 9.00 – 9.30 Registration 9.30 Opening 9.45 – 10.45 Yasuhiro Shirai (invited speaker, Cornell University) The acquisition of tense-aspect morphology and the regular-irregular debate 10.45 – 11.20 Josephine Chen-Wilson (Newman College of Higher Education, Birmingham) An analysis of Mandarin speakers’ marking of the progressive aspect in naturalistic data Break 11.45– 12.20 Spyridoula Varlokosta, Sophia Delidaki (School of Linguistics and Applied Language Studies, The University of Reading) Testing the defective tense hypothesis: the acquisition of aspect and tense in Greek 12.20– 12.55 Ursula Stephany (University of Cologne), Maria Voeikova (Russian Academy of Sciences, Saint Petersburg), and Anastasia Christofidou (Greek Academy of Sciences, Athens) On the Early Development of Aspect in Greek and Russian Child Language: a Comparative Analysis Lunch 15.00 – 15.35 Dina Brun and Maria Babyonyshev (Yale University) On the Acquisition of Statives in Child Russian 15.35 – 16.10 Maria Babyonyshev and Dina Brun (Yale University) The Role of Aspect in the Acquisition of Passives in Child Russian Break 16.30 – 17.05 Nina Kazanina & Colin Phillips (University of Maryland, College Park) Temporal Frames-of-Reference in Development of Aspect 17.05 – 17.40 Natalia Gagarina (ZAS, Berlin) Language-specific influence on the acquisition of aspect (ZAS Project: work in progress) Dinner Saturday, 10.05.2003 09.30 – 10.30 Dagmar Bittner (ZAS, Berlin) Aspectual interpretation of early verb forms 10.30 – 11.05 Annerieke Boland Marked uses of aspect-tense morphology and situation type Break 11.30– 12.05 Susanne Rieckborn (University of Hamburg) The Acquisition of Tense and Aspect in German-French Bilingual Children 12.05– 12.40 Bettina Knipschild (University College Dublin/University of Essex) The link between V-to-T raising and the progressive aspect reading: evidence from early German/English bilingual acquisition Lunch 14.30 – 15.05 Liane Jeschull (University of Leipzig) What particle verbs have to do with grammatical aspect in early child English 15.05 – 15.40 Barbara Schmiedtova (MPI for Psycholinguistics, Nijmegen) The expression of temporal simultaneity and the use of aspect in second language acquisition of Czech Break 16.00 – 16.35 Ayumi Matsuo (MPI for Psycholinguistics, Nijmegen) Effects of Syntactic Complexity and Aspectual Class on Past Tense Production 16.35 – 17.10 Miren Hodgson (University of Massachusetts, Amherst) The Acquisition of Spanish Perfective Aspect: a study on children’s production and comprehension Waiting list: Verbal aspect in Polish: a cognitive linguistics perspective ("Adept" ); Why "dying" is difficult for Japanese learners of English (Alison Gabriele, Gita Martohardjono and William McClure Graduate Center, City University of New York) Posters: Acquisition of verbal aspect in French and Croatian (Claire Martinot, University René Descartes, Paris 5, Maja Andel and Sunil Kumar, University of Zagreb) Imperfectivity and “Aktionsart” in children narratives (Otilia da Costa e Sousa, Universidade Nova de Lisboa) Tense and Aspect in Child Russian (Dorota Kiebzak-Mandera, Jagellonian University, Cracow) The aspect and the types of action relation in Lithuanian children narrative discourse (Greta Lemanaite, Jagellonian University, Cracow) The complete conference program will be available online after 4.04. For the other information regarding the conference, please visit http://www.zas.gwz-berlin.de/events/aquis_2/ On behalf of the organising committee, Natalia Gagarina (will be away from ZAS till 15.04) From macw at cmu.edu Thu Mar 27 22:46:30 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 27 Mar 2003 17:46:30 -0500 Subject: New Spanish corpus Message-ID: Dear Info-CHILDES, I am happy to announce the contribution to CHILDES of a new large corpus of Spanish child language data from Marta Fernández Vázquez (Pamplona) and Javier Aguado Orea (Nottingham). The corpus follows 50 children at three time periods (3;0, 3;6, and 4;0) in a set of structured situations. The corpus is called fernaguado.zip and is available at http://childes.psy.cmu.edu/data/romance/spanish/ Many thanks to Marta and Javier for this excellent contribution. --Brian MacWhinney From eblasco at libero.it Fri Mar 28 06:33:25 2003 From: eblasco at libero.it (EDUARDO BLASCO FERRER) Date: Fri, 28 Mar 2003 07:33:25 +0100 Subject: R: New Spanish corpus Message-ID: Dear colleague: could I have a new updated Childes-CD to set off a research about sardinian first language? My address is always: Prof. Dr. Eduardo Blasco Ferrer, full prof. of Romance Languages and Psycholinguistics, Facoltà Scienze della Formazione, I-09123 Cagliari. Best thanks ...and PEACE. EBF ----- Original Message ----- From: Brian MacWhinney To: Sent: Thursday, March 27, 2003 11:46 PM Subject: New Spanish corpus Dear Info-CHILDES, I am happy to announce the contribution to CHILDES of a new large corpus of Spanish child language data from Marta Fernández Vázquez (Pamplona) and Javier Aguado Orea (Nottingham). The corpus follows 50 children at three time periods (3;0, 3;6, and 4;0) in a set of structured situations. The corpus is called fernaguado.zip and is available at http://childes.psy.cmu.edu/data/romance/spanish/ Many thanks to Marta and Javier for this excellent contribution. --Brian MacWhinney From lpxao at psychology.nottingham.ac.uk Fri Mar 28 11:47:53 2003 From: lpxao at psychology.nottingham.ac.uk (Javier) Date: Fri, 28 Mar 2003 11:47:53 +0000 Subject: New Spanish corpus INPORTANT NOTICE! In-Reply-To: Message-ID: Dear Info-CHILDES members: I am afraid Brian MacWhinney has got something wrong regarding the new Spanish corpus called FernandezAguado. This corpus is included in a new available file labelled fernaguado.zip I intend that this corpus has been made publicly available by Marta Fernandez Vazquez, from the Department of Education in the University of Navarra (Universidad de Navarra). However, please, NOTE THAT I HAVE NO RELATION TO THIS CORPUS. This confusion is due to the existence of another person working with Marta Fernandez Vazquez (Gerardo Aguado Alonso) who has got the same father's surname as me. My best wishes and gratefulness for Marta Fernandez Vazquez and her team, Javier Aguado Orea School of Psychology University of Nottingham _______________________ on 27/3/03 10:46 pm, Brian MacWhinney at macw at cmu.edu wrote: > Dear Info-CHILDES, > I am happy to announce the contribution to CHILDES of a new large corpus > of Spanish child language data from Marta Fernández Vázquez (Pamplona) and > Javier Aguado Orea (Nottingham). The corpus follows 50 children at three > time periods (3;0, 3;6, and 4;0) in a set of structured situations. The > corpus is called fernaguado.zip and is available at > http://childes.psy.cmu.edu/data/romance/spanish/ > Many thanks to Marta and Javier for this excellent contribution. > > --Brian MacWhinney > From macw at cmu.edu Fri Mar 28 16:16:08 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Mar 2003 11:16:08 -0500 Subject: Mistake Message-ID: Dear Info-CHILDES, My apologies to all concerned for the confusion regarding the Fernández-Aguado corpus. The true contributors are Marta Fernández Vázquez and Gerardo Aguado Alonso, both from the University of Pamplona. --Brian MacWhinney From macw at cmu.edu Fri Mar 28 16:26:47 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Mar 2003 11:26:47 -0500 Subject: Wugs on-line Message-ID: Dear Info-CHILDES, Jean Berko Gleason has kindly sent us her original copies of the famous set of 27 wug pictures from Berko, J. (1958) The child's learning of English morphology. Word, 14, 150-177. The jpeg versions of these pictures are not available for non-commercial use from http://childes.psy.cmu.edu/topics/ Many thanks to Jean for this nice contribution. --Brian MacWhinney From Jean-Pierre.Chevrot at u-grenoble3.fr Mon Mar 31 11:26:39 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Mon, 31 Mar 2003 13:26:39 +0200 Subject: Language of School Chidren - Deadline Extension Message-ID: (see above a French version) **************************************************************************** International Conference ORAL LANGUAGE OF SCHOOL CHILDREN: ACQUISITION, TEACHING, REMEDIATION Location: Institut Universitaire de Formation des Maîtres de l'Académie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. 23-24-25 October 2003 The deadline for submission is extended to : April 7, 2002 Organised by: Laboratoire de Linguistique et Didactique des Langues Etrangères et Maternelles (LIDILEM), IUFM de Grenoble / Université Stendhal Grenoble 3. * Scientific committee Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-François DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agnès FLORIN, Catherine GARITTE, Frédérique GAYRAUD, Michel GRANDATY, Jean-François HALTE, Itziar IDIAZABAL, Harriet JISA, Michèle KAIL, Sophie KERN, Agnès MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. * Organising committee Catherine BRISSAUD (catherinebrissaud at wanadoo.fr), Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr), Jean-Marc COLLETTA, (jean-marc.colletta at u-grenoble3.fr) , Clarisse DUC (clarisse.duc at grenoble.iufm.fr), Marielle RISPAIL (rispail.marielle at wanadoo.fr), Jean-Pascal SIMON (jean-pascal.simon at grenoble.iufm.fr). * Aims: Students' mastery of language is a recognized priority of the school system. However, pedagogical practices related to oral language are a complex issue for participants of the educational system. This is partly due to the fact that curricula and related teaching practices vary considerably, as do their underlying aims. These seemingly contradictory aims include the following: - to focus pedagogy on the learning of language structures or on the learning of conversational skills; - to teach standard usage or to encourage the ability to adapt one's language to various situations; - to favour communication and language practice or to favour reflection on and analysis of language and communication. The general aim of this meeting is to facilitate discussion of these issues and to encourage exchange between three communities: researchers in the field of oral language acquisition, researchers in oral didactics, and teachers and/or interested members of the school community. The conference's overall objectives are: - To promote dissemination in the wider educational community of research into the development of oral language and of research into associated teaching methodologies. - To compare ideas about such methodologies and to specify their relation to pedagogical practices and theories of development. - To encourage research into language development in school children. * Topics: Proposals are invited for oral presentations (length: 20 minutes followed by 10 minutes of discussion) or for posters (90cm*120cm ; 3 ft*4 ft) in the following areas. The organising committee reserves the right to switch format type (poster/oral) to develop the best possible program: 1. Description and modelling of language development: - Spoken or sign Languages (production, understanding, metalinguistic skills ) - Language acquisition (phonology, morphology, syntax, words) or communication skills (pragmatics and socio-linguistics, text based, prosody, body language). - Development under normal or other circumstances (SLI or delay related to other pathologies). - Development in monolingual or multilingual contexts. 2. Description and modelling of educational practices: - Analysis of official curricula, practices and contexts of oral teaching and learning, - Description of scholastic acquisition contexts and publics, - Development and validation of learning, training and remediation tools Proposals must include observation-based data (corpora or experiments). Particular attention will be given to proposals which both deal with developmental and didactic problems. Proposals concerning research on early development will be considered if the research is related to later development (longitudinal studies). * Submission of Proposals Please submit: 1/ one page with the following information: - The name(s) of the author(s), and their affiliation(s). - The postal and e-mail address of the first author, and her/his phone and fax numbers. - The title. - A list of keywords. 2/ one page of a clearly titled, 600-word abstract for review Official working languages are French and English. Send submissions: - By post : 8 copies to the following address: Clarisse DUC, Colloque Langage Oral 2003 IUFM de Grenoble, 30 avenue Marcelin Berthelot 38100 Grenoble FRANCE. - Or by fax : 33 (0) 4 76 74 73 37 - Or by e-mail to: oral2003 at grenoble.iufm.fr The proposals must be in an attached RTF file ; a postal copy is recommended if special fonts or symbols are used. * DEADLINE FOR SUBMISSION Extended to April 7, 2003. Notification of acceptance: May 30, 2003. Accommodation information will be provided later. *********************************************************************** Colloque International LE LANGAGE ORAL DE L'ENFANT SCOLARISE : ACQUISITION, ENSEIGNEMENT, REMEDIATION La date limite pour envoyer les propositions de communication est prolongée jusqu'au 7 avril 2003. 23-24-25 octobre 2003 Lieu : Institut Universitaire de Formation des Maîtres de l'Académie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. Organisateur : Laboratoire de Linguistique et Didactique des Langues Etrangères et Maternelles, IUFM de Grenoble / Université Stendhal Grenoble 3. Comité scientifique Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-François DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agnès FLORIN, Catherine GARITTE, Frédérique GAYRAUD, Michel GRANDATY, Jean-François HALTE, Itziar IDIAZABAL, Harriet JISA, Michèle KAIL, Sophie KERN, Agnès MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. Comité d'organisation Catherine BRISSAUD (catherinebrissaud at wanadoo.fr), Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr), Jean-Marc COLLETTA, (jean-marc.colletta at u-grenoble3.fr) , Clarisse DUC (clarisse.duc at grenoble.iufm.fr), Marielle RISPAIL (rispail.marielle at wanadoo.fr), Jean-Pascal SIMON(jean-pascal.simon at grenoble.iufm.fr). Présentation La maîtrise du langage est reconnue comme un objectif prioritaire de l' école. Face à cet objectif, la mise en ouvre effective d'une pédagogie de l' oral laisse perplexes les acteurs du système éducatif. En effet, les programmes et les pratiques pédagogiques hésitent entre plusieurs conceptions de l'enseignement de l'oral dont les objectifs sous-jacents flottent entre des pôles qui peuvent sembler contradictoires : - centrer la pédagogie sur l'apprentissage des structures linguistiques ou bien sur celui des habiletés conversationnelles ; - enseigner l'usage standard ou développer la capacité d'adapter son langage à toutes les situations sociales ; - favoriser la pratique de la langue et de la communication ou favoriser la réflexion sur la langue et sur la communication. L'objectif général de ce colloque est de favoriser la réflexion autour de ces conceptions en suscitant les échanges entre trois communautés : les chercheurs du domaine de l'acquisition du langage oral, les chercheurs en didactique de l'oral, les formateurs et les acteurs du système éducatif. Plus précisément, cet objectif se décline sous la forme de trois objectifs plus particuliers : - favoriser la diffusion des recherches sur la didactique et le développement du langage oral auprès des acteurs du système éducatif ; - recenser/confronter les conceptions en didactique de l'oral et préciser leurs relations avec les pratiques pédagogiques et les théories développementales ; - favoriser les recherches sur le développement langagier de l'enfant d'âge scolaire. Thématiques Nous vous invitons à soumettre des propositions de communications dans les domaines suivants : 1. description et modélisation du développement du langage : - langues parlées ou langues signées (production, réception, aspects métalangagiers), - acquisitions linguistiques (phonologie, morphologie, syntaxe, lexique) ou habiletés communicationnelles (aspects pragmatiques et sociolinguistiques, textualité, prosodie, gestualité), - développement ordinaire ou développement dans des circonstances particulières (troubles spécifiquement linguistiques ou associés à d'autres pathologies), - contextes monolingues ou contextes plurilingues. 2. descriptions et modélisations didactiques : - analyse des programmes, des pratiques et des situations d' enseignement-apprentissage de l'oral, - description des publics et des contextes scolaires d'acquisition, - développement et validation d'outils d'apprentissage, d'entraînement et de remédiation. Les propositions devront présenter des données issues d'observations, qu'il s'agisse de corpus, d'enquêtes ou d'expérimentations. Une attention particulière sera accordée aux propositions qui relient ou mettent en perspective les problématiques développementales et didactiques. Par ailleurs, le développement précoce pourra être abordé à condition d'être mis en relation avec le développement tardif (études longitudinales). Modalités de soumission des propositions Chaque proposition devra comprendre une première page avec les informations suivantes : - le ou les noms des auteurs, ainsi que leur affiliation, - les adresses postale et électronique du premier auteur, ainsi que son numéro de téléphone, - le titre, - une liste de mots clés. Une seconde page comportera le titre et le texte de la proposition (600 mots, environ une page). Les langues de travail du colloque sont le français et l'anglais. La modalité de présentation des communications retenues par le conseil scientifique sera décidée par le comité d'organisation. Selon cette décision, les communications seront orales (durée 20 mn + 10 mn de discussion) ou affichées (90 cm x 120 cm) lors de plages horaires réservées aux sessions de posters. Envoi des propositions par l'un des moyens suivants : 1) envoi postal de 8 copies à l'adresse suivante : Clarisse DUC, Colloque Langage Oral 2003, IUFM de Grenoble, 30 av. Marcelin Berthelot, F-38100 Grenoble, France. 2) télécopie au 33 (0)4 76 74 73 37. 3) message électronique à : oral2003 at grenoble.iufm.fr ; les propositions, en pièce jointe, doivent être au format RTF (en cas d'usage de caractères spéciaux, l'envoi postal est souhaité). Date limite pour l'envoi des propositions : prolongée jusqu'au 7 avril 2003. Notification des acceptations : 30 mai. Des informations concernant les possibilités d'hébergement vous seront communiquées plus tard. From feldman at stripe.colorado.edu Tue Mar 4 16:01:56 2003 From: feldman at stripe.colorado.edu (FELDMAN ANDREA) Date: Tue, 4 Mar 2003 09:01:56 -0700 Subject: Codeswitching Message-ID: I am forwarding a message from one of my students regarding the proper term for "codeswitching" in Spanish. Thank you. Andrea Feldman ---------- Forwarded message ---------- Date: Sun, 2 Mar 2003 15:55:39 -0700 From: Tanner Moxcey To: FELDMAN ANDREA Subject: Question:) hello, I just have a quick question for you. As I am finishing up writing the part of my paper about codeswitching, I have used the word in italics and now want to go back and change those to fit the Spanish of the rest of the paper. Most of the reading I have done on it is in English, so I can't find the proper word for "codeswitching" in Spanish. Do you happen to know it or how they refer to it? Thanks! - Tanner Moxcey From rmontes at siu.buap.mx Tue Mar 4 16:34:57 2003 From: rmontes at siu.buap.mx (MONTES MIRO ROSA GRACIELA) Date: Tue, 4 Mar 2003 10:34:57 -0600 Subject: Codeswitching In-Reply-To: Message-ID: FELDMAN ANDREA escribi?: > I am forwarding a message from one of my students regarding the proper > term for "codeswitching" in Spanish. I've used "cambio" o "intercambio de c?digos". Rosa Montes, BUAP From jliceras at uottawa.ca Tue Mar 4 19:59:52 2003 From: jliceras at uottawa.ca (juana liceras) Date: Tue, 4 Mar 2003 14:59:52 -0500 Subject: Codeswitching In-Reply-To: <20030304163457.2625.qmail@mx01.siu.buap.mx> Message-ID: We have use ALTERNANCIA DE CODIGOS Juana _______________________________________________________ Juana M. Liceras Professor, General and Spanish Linguistics University of Ottawa, Dept. of Modern Languages and Dept. of Linguistics 70 Laurier East, Ottawa, Ontario K1N 6N5, CANADA Telephone: (613) 562-5800 Ext. 3742 Telefax: (613) 562-5138 E-mail: jliceras at uottawa.ca _________________________________________________________________________ > From: "MONTES MIRO ROSA GRACIELA" > Date: Tue, 04 Mar 2003 10:34:57 -0600 > To: FELDMAN ANDREA > Cc: Info-childes at mail.talkbank.org > Subject: Re: Codeswitching > > FELDMAN ANDREA escribi?: > >> I am forwarding a message from one of my students regarding the proper >> term for "codeswitching" in Spanish. > > I've used "cambio" o "intercambio de c?digos". > > Rosa Montes, BUAP > -------------- next part -------------- An HTML attachment was scrubbed... URL: From silliman at chuma1.cas.usf.edu Wed Mar 5 02:25:32 2003 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Tue, 4 Mar 2003 21:25:32 -0500 Subject: Codeswitching - Reply Message-ID: In consulting with one of my doctoral students, Maria Brea-Spahn, who is a fluent bilingual, she would use the following term: conmutaci?n de idiomas. The basis for her choice is that it appears in a Castilian Spanish dictionary and is used in the academic Dominican "register." The term is also translatable to English: commutation (which means changing the parts without affecting the result). Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences University of South Florida PCD 4021C Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822; (813) 974-8421 E-mail: silliman at chuma1.cas.usf.edu -----Original Message----- From: juana liceras [mailto:jliceras at uottawa.ca] Sent: Tuesday, March 04, 2003 3:00 PM To: MONTES MIRO ROSA GRACIELA; FELDMAN ANDREA Cc: Info-childes at mail.talkbank.org Subject: Re: Codeswitching We have use ALTERNANCIA DE CODIGOS Juana _______________________________________________________ Juana M. Liceras Professor, General and Spanish Linguistics University of Ottawa, Dept. of Modern Languages and Dept. of Linguistics 70 Laurier East, Ottawa, Ontario K1N 6N5, CANADA Telephone: (613) 562-5800 Ext. 3742 Telefax: (613) 562-5138 E-mail: jliceras at uottawa.ca _________________________________________________________________________ > From: "MONTES MIRO ROSA GRACIELA" > Date: Tue, 04 Mar 2003 10:34:57 -0600 > To: FELDMAN ANDREA > Cc: Info-childes at mail.talkbank.org > Subject: Re: Codeswitching > > FELDMAN ANDREA escribi?: > >> I am forwarding a message from one of my students regarding the proper >> term for "codeswitching" in Spanish. > > I've used "cambio" o "intercambio de c?digos". > > Rosa Montes, BUAP > -------------- next part -------------- An HTML attachment was scrubbed... URL: From CMartinot at aol.com Wed Mar 5 13:38:22 2003 From: CMartinot at aol.com (CMartinot at aol.com) Date: Wed, 5 Mar 2003 08:38:22 EST Subject: games in a foreign language Message-ID: Dear info-childes, A student of mine is doing her research about the use of games in a foreign language course (adults). Can somebody give me references on this subject (english or french) ? Thanks very much in advance -------------- next part -------------- An HTML attachment was scrubbed... URL: From anne.kolatsis at mailbox.uq.edu.au Thu Mar 6 04:34:55 2003 From: anne.kolatsis at mailbox.uq.edu.au (Anne Kolatsis) Date: Thu, 6 Mar 2003 14:34:55 +1000 Subject: games in a foreign language In-Reply-To: Message-ID: Hello, There is a book by Jill Hadfield that is useful. Also, Mario Rinvoluccri writes in this area and anything by him may be worth considering. I have included 2 dated but useful (English) references below. TitleAdvanced communication games : a collection of games and activities for intermediate and advanced students of English / Jill Hadfield. PublisherSunbury-on-Thames, Middlesex : Nelson & Sons, 1987. Author Rinvolucri, Mario. Title Grammar games : cognitive, affective, and drama activities for EFL students / Mario Rinvolucri. Publisher Cambridge [Cambridgeshire] ; New York : Cambridge University Press, 1984. Anne Purcell Kolatsis Graduate School of Education University of Queensland St Lucia, QLD, 4072 AUSTRALIA At 08:38 5/03/2003 -0500, you wrote: >Dear info-childes, >A student of mine is doing her research about the use of games in a >foreign language course (adults). Can somebody give me references on this >subject (english or french) ? >Thanks very much in advance -------------- next part -------------- An HTML attachment was scrubbed... URL: From Sharon.Unsworth at let.uu.nl Thu Mar 6 10:29:57 2003 From: Sharon.Unsworth at let.uu.nl (Unsworth, Sharon) Date: Thu, 6 Mar 2003 11:29:57 +0100 Subject: GALA 2003 - Call for Papers Message-ID: ***FINAL CALL FOR PAPERS*** The 10th GALA conference (Generative Approaches to Language Acquisition) will be held in at UiL-OTS/Utrecht University, The Netherlands, September 4th-6th 2003. The general conference will be preceded by two workshops on Thursday morning, a 'Learnability Hierarchies and Input' workshop and a 'Child L2 Acquisition' workshop. We welcome abstracts on all types of language acquisition (including normal/impaired/bilingual L1, child/adult L2) and on all aspects of linguistic theory (including syntax, phonology, morphology, lexicon, semantics and pragmatics). Invited speakers: Harald Clahsen (University of Essex) Elan Dresher (University of Toronto) Jill de Villiers (Smith College, Northampton Mass.) Bonnie D. Schwartz (University of Hawai'i) Robin Clark (University of Pennsylvania) Abstract guidelines: *Each paper will be 20 minutes, plus 10 minutes for questions. *Abstracts should be no more than 2 pages including figures and references, 12 point font with 1'' margins. *At most one individual and one joint abstract per author will be considered for the main session. *Please send an anonymous abstract by e-mail as an attachment to: gala2003 at let.uu.nl *Acceptable formats are MS Word and PDF. *Please include the following information in the body of the message: name, affiliation, title of the paper, postal address, e-mail address, summer address, whether you want to be considered for a poster and/or a paper and whether you wish to submit for the main session or one of the workshops. Deadline for receipt of abstracts: April 1st 2003 See website for further details: http://www-uilots.let.uu.nl/conferences/Gala/gala_2003_homepage.htm From Roberta at UDel.Edu Tue Mar 11 14:38:45 2003 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Tue, 11 Mar 2003 09:38:45 -0500 Subject: No subject Message-ID: !!! POSITION ANNOUNCEMENT !!! > > > >We are looking for a project director for our 5-year, NICHD-funded > >study of children with or at risk for learning difficulites in > >mathematics and reading at the Universtiy of Delaware. Post doc > >preferred but strong ABDs or highly experienced predocs also will be > >considered. This is a great opportunity for a person who is interested > >in children's mathematics /reading development and who wants to be a > >member of a highly productive research team. Major responsibilties > >include coordination of data collection in the schools, data > >management/analysis, and paper preparation. This is a full-time > >professional position with full UD benefits and a competitive salary. > >Starting date is negotiable but June or July 2003 is preferred. > > > >If you are interested or know of anyone who might be interested, please > >contact Dr. Nancy Jordan (njordan at udel.edu). > >. > > From snehab at utdallas.edu Wed Mar 12 13:26:13 2003 From: snehab at utdallas.edu (Sneha V. Bharadwaj) Date: Wed, 12 Mar 2003 07:26:13 -0600 Subject: Infant vocalizations Message-ID: Hello, I was looking for the mostly commonly used descriptor for vocalizations such as (squeals, grunts, growls, raspberries, whispers and yells) as opposed to vocalizations that are mostly (vowel-like, consonant-like, consonant, vowel, CV, V, CVC etc). Thank you. Sincerely Sneha Bharadwaj -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jean-Pierre.Chevrot at u-grenoble3.fr Thu Mar 13 15:17:46 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Thu, 13 Mar 2003 16:17:46 +0100 Subject: Compaison between French and English verb systems Message-ID: One of my student planes to compare the acquisition of written verb morphology in English and in French. We need references about linguistic and statistic comparisons between verb systems in these two languages. If you know some references... Thanks for your help Jean-Pierre Chevrot From langconf at bu.edu Fri Mar 14 20:41:55 2003 From: langconf at bu.edu (Boston University Conference on Language Development) Date: Fri, 14 Mar 2003 15:41:55 -0500 Subject: CALL FOR PAPERS - 28th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Message-ID: **************************************************************************** CALL FOR PAPERS THE 28th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT OCTOBER 31, NOVEMBER 1 & 2, 2003 Keynote Speaker: Janet Dean Fodor, City University of New York Plenary Speaker: Mabel Rice, University of Kansas **************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Presentations will be 20 minutes long followed by a 10 minute question period. Posters will be on display for a full day with two attended sessions during the day. **************************************************************************** NEW THIS YEAR Posters: BUCLD is soliciting abstracts for posters as well as papers. Please indicate at the time of submission whether you would like your proposal to be considered for a poster, a paper, or both. Electronic submission: To facilitate the abstract submission process, abstracts will be submitted using the form available as of April 1 at the conference website. **************************************************************************** ABSTRACT FORMAT AND CONTENT All abstracts must be submitted as PDF documents. Free services/software for creating PDF documents are available from several sources, including: http://www.adobe.com/ (free trial: five free documents) http://www.pdf995.com/ (downloadable software with advertising) The abstract should be anonymous, clearly titled and no more than 450 words in length. Abstracts longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the abstract. Abstracts submitted must represent original, unpublished research. An excellent example of format and style for abstracts is available on the LSA website at http://www.lsadc.org/web2/dec02bulletin/model.html. **************************************************************************** SUBMISSION INSTRUCTIONS All abstracts must be submitted via the conference website, http://www.bu.edu/LINGUISTICS/APPLIED/conference.html. Specific instructions for abstract submission will be available on this website after April 1, 2003. Abstracts will be accepted between April 1 and May 15. Contact information for EACH author must be submitted along with the abstract. At the time of submission you will be asked whether you would like your proposal to be considered for a poster, a paper, or both. Although each author may submit as many abstracts as desired, we will accept for presentation by each submitter: (a) a maximum of 1 first authored paper/poster, and (b) a maximum of 2 papers/posters in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2003. Late abstracts will not be considered, whatever the reason for the delay. We regret that we cannot accept abstract submissions by fax or email. Submissions via surface mail will only be accepted in special circumstances, on a case by case basis. **************************************************************************** ABSTRACT SELECTION Each abstract is blind reviewed by 5 reviewers from a panel of more than 80 international scholars. Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by email. Pre-registration materials and preliminary schedule will be available in late August, 2003. All authors who present at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2004. If your paper is accepted, you will need to submit a 150-word abstract including title, author(s)and affiliation(s). This abstract will be in the conference handbook. Guidelines will be provided along with notification of acceptance. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. **************************************************************************** FURTHER INFORMATION Information regarding the conference may be accessed at http://www.bu.edu/LINGUISTICS/APPLIED/conference.html Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at bu.edu From macswan at asu.edu Sat Mar 15 01:24:25 2003 From: macswan at asu.edu (Jeff MacSwan) Date: Fri, 14 Mar 2003 18:24:25 -0700 Subject: 4th International Symposium on Bilingualism - Full Conference Program Now Available Online Message-ID: 4th International Symposium on Bilingualism April 30 - May 3, 2003 http://isb4.asu.edu/ The complete ISB4 conference program is now available online, featuring nearly 400 talks by scholars from more than 50 countries. You can browse by session, date and time, or author. Scheduling details and abstracts may be viewed online. To view the program, please visit http://isb4.asu.edu/program.htm and select "Online Program." For other information regarding ISB4, please visit http://isb4.asu.edu/. From immordma at gse.harvard.edu Mon Mar 17 15:36:38 2003 From: immordma at gse.harvard.edu (Mary Helen Immordino-Yang) Date: Mon, 17 Mar 2003 10:36:38 -0500 Subject: Prosodic Development Message-ID: Hi, I am a doctoral student in human development at the Harvard Graduate School of Education and I am interested in prosodic development in normal and brain-damaged children. I have some language production data from my daughter (now 13 months) as well as some data from two hemispherectomized adolescent boys, one missing his right and one missing his left hemisphere. I am posting this message to solicit suggestions for analytical procedures that might be suitable for my data and questions, and to inquire about any possibly relevant areas of work (e.g. unpublished theses or current work) that I may have missed in my review (see below). Also, if there were anyone on the list working on related issues, I would love to correspond about methods, findings, and other issues. Briefly, I am interested in the development of language functions normally associated with the right hemisphere, including things like intonation, stress, and perhaps effective conversational monitoring and turn taking. I am also interested in the development of the relationship between these right hemisphere functions and the more traditional, "left-hemisphere" aspects of language (syntax, the lexicon, etc.). As these right hemisphere functions essentially contribute the affective (and social/interactive) components of speech, I would like to analyze prosodic development as an affective/social phenomenon, rather than from the perspective of syntactic bootstrapping or intonational phonology. For examples, I am interested in the development of questioning intonations and sarcastic tone of voice. In general, I am interested in the development of the cognitive and neuropsychological relationship between language and emotion. I see several bodies of work as relevant to my interests. (If anyone has other suggestions or would like references, please let me know.) These include neuropsychological work on language and emotion in adults and children with brain damage, SLI and schizophrenia, work on emotion and prosody in infant-directed speech, work on the development of irony and sarcasm in childhood, work on emotion/affect in language development, work on the development of emotional versus linguistic facial expressions in the deaf, and work on prosody and fundamental frequency in early language development. Any thoughts or suggestions would be much appreciated! Thanks, Mary Helen Immordino-Yang Mary Helen Immordino-Yang, Ed.M. Doctoral Candidate in Human Development and Psychology Harvard University Graduate School of Education immordma at gse.harvard.edu From Claudio_Toppelberg at hms.harvard.edu Wed Mar 19 05:52:28 2003 From: Claudio_Toppelberg at hms.harvard.edu (Toppelberg Claudio) Date: Wed, 19 Mar 2003 00:52:28 -0500 Subject: Research Coordinator Announcement Message-ID: Research Coordinator Harvard Project on Language and Child Psychiatry Description: Full time, Judge Baker Children?s Center salaried position supported by a 5-year National Institute of Mental Health research grant, complete with benefit package. Start date: Spring 2003. Two-year commitment minimum but funding available up to at least 4.5 years. Bilingual Spanish/English research coordinator, in charge of bilingual child and family evaluations, supervising junior research assistants and volunteers, and scoring, entering and analyzing data. Evaluations include testing (extensive child language assessment in both Spanish and English; cognitive and achievement testing), diagnostic psychiatric interviews, and administration of questionnaires/surveys (for emotional/behavioral problems, and sociodemographic, acculturation, immigration and other risk factors and variables). Training will be provided. This position is ideal for someone: Building up a career and planning to apply for and seek acceptance by the best PhD programs and Medical Schools in the country. Strongly interested in research, empirical publications (data available now) and a possible research/academic career. We offer: Access to libraries, facilities and multiple opportunities at Harvard and Children?s Hospital Boston Being part of a collegial research team in a major academic/research center Regular research meetings, supervision and training Support for research and study pre-doctoral and doctoral grant applications The chance to acquire or perfect highly sought-after Spanish research skills. Requirements: Proficiency in both Spanish and English Bachelor's degree in: psychology, child development, cognitive sciences, speech pathology, language acquisition, education, social work, biology or related fields (master's or doctoral degrees desirable but not required). Excellent computer skills including MS Word (advanced skills), Excel, Internet Explorer, email and Endnote (or other bibliographical software). Experience with statistical packages and data management (entry, checking). Preferred but not required: Experience with psychological and language test administration, in language research and/or in psychiatric or developmental research. Master?s or doctoral degree (in above-mentioned fields). For more info about the project or Judge Baker Children?s Center click to view: Harvard Research: Child Language Development & Developmental Psychopathology [http://www.hmcnet.harvard.edu/psych/redbook/86.htm] Judge Baker Children's Center: Childhood Bilingualism and Developmental Psychopathology [http://www.jbcc.harvard.edu/research/research1.htm#Bilingual] Judge Baker Children's Center/ Children's Hospital Academic Teaching Conference [http://www.jbcc.harvard.edu/lectures.htm] To apply: Please send: 1.) Letter of interest and resume (via email attachment to lisa.maloney at tch.harvard.edu and followed by hard copies), 2.) Three letters of reference, 3.) College transcripts, To: Claudio O. Toppelberg, MD Principal Investigator, Project on Language and Child Psychiatry Judge Baker Children's Center, Harvard Medical School 3 Blackfan Circle Boston, Massachusetts 02115-5794 For inquiries, please contact: Lisa Maloney, MA at: 617 232 8390 x2634 or by e-mail: lisa.maloney at tch.harvard.edu The Judge Baker Children's Center is an Affirmative Action/Equal Opportunity Employer. We place a strong emphasis on the values of equality, diversity, and compassion. From rasier at lige.ucl.ac.be Thu Mar 20 14:20:52 2003 From: rasier at lige.ucl.ac.be (Laurent Rasier) Date: Thu, 20 Mar 2003 15:20:52 +0100 Subject: (variation in) interlanguage prosody Message-ID: Dear all, I'm looking for the following article : The analysis of variation in interlanguage prosody and its methods by Akiko Kato. This research paper has been presented at the SLRF conference that took place at the University of Wisconsin-Madison in September 2000. I would be very grateful to anyone who could tell me where I can find this paper. Any other references on the issue of interlanguage prosody and variation in interlanguage prosody are of course welcome. Also, could anyone tell me if it is possible to analyze prosody within the CHILDES-framework? In my Ph.D. research I'm looking at the acquisition of the Dutch and French accent systems in advanced foreign language learners and would like to analyze my corpus automatically. Any pointers would greatly be appreciated. I thank you for your help! I will post a summary of the reactions I will get. Best regards, Laurent Rasier Laurent Rasier Universit? catholique de Louvain - UCL D?partement d'Etudes germaniques Unit? de linguistique germanique - LIGE Place Blaise Pascal, 1 B-1348 Louvain-la-Neuve e-mail: rasier at lige.ucl.ac.be -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Mon Mar 24 10:23:26 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Mon, 24 Mar 2003 10:23:26 -0000 Subject: PhD studentships available Message-ID: We have four PhD bursaries currently available within the Psychology department at City University, London, to start in Autumn 2003. Two cover fees and a maintenance grant; the other two are for home fees. Within the department we have strengths in research in language development including developmental and acquired language impairments, cross-cultural/cross-linguistic language development, cognitive psychology of autism, and biopsychology of gender development, among other topics. We also have a fully equipped baby lab with preferential looking and behavioural testing facilities. See http://www.city.ac.uk/psychology/developmental.htm for further information on the research focus of developmentalists within the department and http://www.city.ac.uk/social/phdresearch.htm for more information on the bursaries. The closing date is 31st May. Please pass this information on to any interested undergraduate or masters' students you may know. Thank you very much Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From cchan at conncoll.edu Mon Mar 24 17:07:19 2003 From: cchan at conncoll.edu (Camille Hanlon) Date: Mon, 24 Mar 2003 12:07:19 -0500 Subject: Each Message-ID: Dear Info-childes, This note is in response to Tom Roeper's inquiry about work on each. I have responded directly to Tom, but it occurred to me that my message might also be of more general interest to the group. Some years ago I published a study of the acquisition of a group of English quantifiers that I called set-relational quantifiers. This group includes the terms all, some, no, none, each, every, any, another, other,both, either, and neither , as they are used to quantify nominals. Subsequently I used the conceptual model constructed to predict the developmental sequence for American English speakers to do a comparative study of seven modern Indo-European languages and classical Greek and Latin. The empirical data were provided by native informants, except, of course, for classical Greek and Latin, where I had to make do with a classicist colleague. The results of these studies are reported in the following papers: Hanlon, Camille. (1987). Acquisition of set-relational quantifiers in early childhood. Genetic, Social, and General Psycholgy Monographs, 113, (2), 213-264. (Genetic is the older term for Developmental and has no biological implication in this usage.) Hanlon, Camille, & Silverberg, Joann. (1998). Semantic and pragmatic aspects of set-relational reference in modern Indo-European languages. Pragmatics, 8, 543-554. The conceptual structures necessary to fully control this semantic domain in everyday reference form a highly elaborated, multi-layered system, a magnificent testament to the human (higher primate?) mind. Reading through relevant transcripts of caregiver-child conversation gave me a lot of clues as to how these structures could be constructed, but before I finished the job, it was time to retire. Now its your turn to ask the questions and find the answers. Enjoy! Best wishes for a just and lasting peace everywhere, Camille Hanlon -------------- next part -------------- An HTML attachment was scrubbed... URL: From cchan at conncoll.edu Sun Mar 23 22:11:54 2003 From: cchan at conncoll.edu (Camille Hanlon) Date: Sun, 23 Mar 2003 17:11:54 -0500 Subject: Each Message-ID: > Dear Info-childes, > This note is in response to Tom Roeper's inquiry about work on each. I have responded directly to Tom, but it occurred to me that my message might also be of more general interest to the group. Some years ago I published a study of the acquisition of a group of English quantifiers that I called set-relational quantifiers. This group includes the terms all, some, no, none, each, every, any, another, other, both, either, and neither as they are used to quantify nominals. Subsequently I used the conceptual model constructed to predict the developmental sequence for American English speakers to do a comparative study of seven modern Indo-European languages and classical Greek and Latin. The empirical data were provided by native informants, except, of course, for classical Greek and Latin, where I had to make do with a classicist colleague. The results of these studies are reported in the following papers: Hanlon, Camille. (1987). Acquisition of set-relational quantifiers in early childhood. Genetic, Social, and General Psycholgy Monographs, 113, (2), 213-264. (Genetic is the older term for Developmental and has no biological implication in this usage.) Hanlon, Camille, & Silverberg, Joann. (1998). Semantic and pragmatic aspects of set-relational reference in modern Indo-European languages. Pragmatics, 8, 543-554. The conceptual structures necessary to fully control this semantic domain in everyday reference form a highly elaborated, multi-layered system, a magnificent testament to the human (higher primate?) mind. Reading through relevant transcripts of caregiver-child conversation gave me a lot of clues as to how these structures could be constructed, but before I finished the job, it was time to retire. Now its your turn to find the answers. Enjoy! Best wishes for a just and lasting peace everywhere, Camille Hanlon -------------- next part -------------- An HTML attachment was scrubbed... URL: From annabelledavid at hotmail.com Tue Mar 25 16:32:06 2003 From: annabelledavid at hotmail.com (Annabelle David) Date: Tue, 25 Mar 2003 16:32:06 -0000 Subject: French translations Message-ID: Just a couple of questions. What are TTR and MLU in French? What about content and system morphemes? Any help would be greatly appreciated. Thanks Annabelle David School of Education, Communication and Language Sciences (Speech) King George VI Bldg University of Newcastle From barriere at vonneumann.cog.jhu.edu Tue Mar 25 16:45:07 2003 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Tue, 25 Mar 2003 11:45:07 -0500 Subject: French translations In-Reply-To: <6CE8F2EE5703534AA83C99854DB98E13C2B316@bond.ncl.ac.uk> Message-ID: Dear Anabelle. MLU in French = MLE (Longueur Moyenne d'Enonces) TTR : the English expression is typically used Isabelle Barriere Department of Cognitive Science Johns Hopkins University At 04:32 PM 3/25/2003 +0000, Annabelle David wrote: >Just a couple of questions. > >What are TTR and MLU in French? >What about content and system morphemes? > >Any help would be greatly appreciated. Thanks > >Annabelle David >School of Education, Communication and Language Sciences (Speech) >King George VI Bldg >University of Newcastle From pss116 at bangor.ac.uk Wed Mar 26 20:10:17 2003 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Wed, 26 Mar 2003 20:10:17 +0000 Subject: Call for submissions, First Language Message-ID: Call for Papers: Special Issue of First Language: Guest Editor: Virginia C. Mueller Gathercole, University of Wales Bangor Theme: Language-specific influences on acquisition and cognition In recent years there has been a growing interest in the possible effects of language-specific structural properties on linguistic and cognitive development. This special issue will focus on evidence bearing on the specific ways in which linguistic differences across languages may affect what is learned early (or late) in language and/or cognition. Special attention will focus on aspects of development for which new data from a heretofore unexplored language is able to address the question of whether or not development follows a universal course. Of particular interest in the linguistic realm will be new data exploring whether or when late linguistic developments are due to the cognitive complexity of the concepts underlying the linguistic patterns, and when they might not be; of particular interest in the cognitive realm will be areas for which new cross-linguistic data reveal linguistic influences on the timing of development of cognitive concepts or on attentional patterns in young children. Possible topics might include (but are not restricted to): - Morphological or syntactic development and how language-specific differences affect or interact with differences in cognitive patterns of development. - How differences in the encoding of a certain domain of concepts (e.g., space, time, number, and so forth) across languages can differentially influence both linguistic and cognitive developments. - Potential interactions between linguistic and cognitive developments. - Linguistic influences on attention. - The theoretical interface between children's non-linguistic notions and linguistic categorizational or syntactic patterns. - Potential effects of linguistic input on conceptual development. - Empirical evidence of 'precocious' linguistic developments that are purported to be too difficult for children to learn. Especially relevant would be data addressing claims that children cannot develop certain linguistic constructs because of cognitive difficulties associated with those structures. - Evidence bearing on the theory of linguistic relativity. Deadline for submissions: 31 August 2003 Submissions and enquiries should be addressed to: V. C. Mueller Gathercole, School of Psychology, University of Wales Bangor, Bangor, Gwynedd LL57 2AS, Wales, U.K. email: v.c.gathercole at bangor.ac.uk -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R -------------- next part -------------- An HTML attachment was scrubbed... URL: From gagarina at zas.gwz-berlin.de Thu Mar 27 15:54:26 2003 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Thu, 27 Mar 2003 16:54:26 +0100 Subject: Aspect 2003: program Message-ID: Conference on the Acquisition of Aspect 9.-10. May 2003 (ZAS, Berlin) Friday, 9.05.03 9.00 ? 9.30 Registration 9.30 Opening 9.45 ? 10.45 Yasuhiro Shirai (invited speaker, Cornell University) The acquisition of tense-aspect morphology and the regular-irregular debate 10.45 ? 11.20 Josephine Chen-Wilson (Newman College of Higher Education, Birmingham) An analysis of Mandarin speakers? marking of the progressive aspect in naturalistic data Break 11.45? 12.20 Spyridoula Varlokosta, Sophia Delidaki (School of Linguistics and Applied Language Studies, The University of Reading) Testing the defective tense hypothesis: the acquisition of aspect and tense in Greek 12.20? 12.55 Ursula Stephany (University of Cologne), Maria Voeikova (Russian Academy of Sciences, Saint Petersburg), and Anastasia Christofidou (Greek Academy of Sciences, Athens) On the Early Development of Aspect in Greek and Russian Child Language: a Comparative Analysis Lunch 15.00 ? 15.35 Dina Brun and Maria Babyonyshev (Yale University) On the Acquisition of Statives in Child Russian 15.35 ? 16.10 Maria Babyonyshev and Dina Brun (Yale University) The Role of Aspect in the Acquisition of Passives in Child Russian Break 16.30 ? 17.05 Nina Kazanina & Colin Phillips (University of Maryland, College Park) Temporal Frames-of-Reference in Development of Aspect 17.05 ? 17.40 Natalia Gagarina (ZAS, Berlin) Language-specific influence on the acquisition of aspect (ZAS Project: work in progress) Dinner Saturday, 10.05.2003 09.30 ? 10.30 Dagmar Bittner (ZAS, Berlin) Aspectual interpretation of early verb forms 10.30 ? 11.05 Annerieke Boland Marked uses of aspect-tense morphology and situation type Break 11.30? 12.05 Susanne Rieckborn (University of Hamburg) The Acquisition of Tense and Aspect in German-French Bilingual Children 12.05? 12.40 Bettina Knipschild (University College Dublin/University of Essex) The link between V-to-T raising and the progressive aspect reading: evidence from early German/English bilingual acquisition Lunch 14.30 ? 15.05 Liane Jeschull (University of Leipzig) What particle verbs have to do with grammatical aspect in early child English 15.05 ? 15.40 Barbara Schmiedtova (MPI for Psycholinguistics, Nijmegen) The expression of temporal simultaneity and the use of aspect in second language acquisition of Czech Break 16.00 ? 16.35 Ayumi Matsuo (MPI for Psycholinguistics, Nijmegen) Effects of Syntactic Complexity and Aspectual Class on Past Tense Production 16.35 ? 17.10 Miren Hodgson (University of Massachusetts, Amherst) The Acquisition of Spanish Perfective Aspect: a study on children?s production and comprehension Waiting list: Verbal aspect in Polish: a cognitive linguistics perspective ("Adept" ); Why "dying" is difficult for Japanese learners of English (Alison Gabriele, Gita Martohardjono and William McClure Graduate Center, City University of New York) Posters: Acquisition of verbal aspect in French and Croatian (Claire Martinot, University Ren? Descartes, Paris 5, Maja Andel and Sunil Kumar, University of Zagreb) Imperfectivity and ?Aktionsart? in children narratives (Otilia da Costa e Sousa, Universidade Nova de Lisboa) Tense and Aspect in Child Russian (Dorota Kiebzak-Mandera, Jagellonian University, Cracow) The aspect and the types of action relation in Lithuanian children narrative discourse (Greta Lemanaite, Jagellonian University, Cracow) The complete conference program will be available online after 4.04. For the other information regarding the conference, please visit http://www.zas.gwz-berlin.de/events/aquis_2/ On behalf of the organising committee, Natalia Gagarina (will be away from ZAS till 15.04) From macw at cmu.edu Thu Mar 27 22:46:30 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 27 Mar 2003 17:46:30 -0500 Subject: New Spanish corpus Message-ID: Dear Info-CHILDES, I am happy to announce the contribution to CHILDES of a new large corpus of Spanish child language data from Marta Fern?ndez V?zquez (Pamplona) and Javier Aguado Orea (Nottingham). The corpus follows 50 children at three time periods (3;0, 3;6, and 4;0) in a set of structured situations. The corpus is called fernaguado.zip and is available at http://childes.psy.cmu.edu/data/romance/spanish/ Many thanks to Marta and Javier for this excellent contribution. --Brian MacWhinney From eblasco at libero.it Fri Mar 28 06:33:25 2003 From: eblasco at libero.it (EDUARDO BLASCO FERRER) Date: Fri, 28 Mar 2003 07:33:25 +0100 Subject: R: New Spanish corpus Message-ID: Dear colleague: could I have a new updated Childes-CD to set off a research about sardinian first language? My address is always: Prof. Dr. Eduardo Blasco Ferrer, full prof. of Romance Languages and Psycholinguistics, Facolt? Scienze della Formazione, I-09123 Cagliari. Best thanks ...and PEACE. EBF ----- Original Message ----- From: Brian MacWhinney To: Sent: Thursday, March 27, 2003 11:46 PM Subject: New Spanish corpus Dear Info-CHILDES, I am happy to announce the contribution to CHILDES of a new large corpus of Spanish child language data from Marta Fern?ndez V?zquez (Pamplona) and Javier Aguado Orea (Nottingham). The corpus follows 50 children at three time periods (3;0, 3;6, and 4;0) in a set of structured situations. The corpus is called fernaguado.zip and is available at http://childes.psy.cmu.edu/data/romance/spanish/ Many thanks to Marta and Javier for this excellent contribution. --Brian MacWhinney From lpxao at psychology.nottingham.ac.uk Fri Mar 28 11:47:53 2003 From: lpxao at psychology.nottingham.ac.uk (Javier) Date: Fri, 28 Mar 2003 11:47:53 +0000 Subject: New Spanish corpus INPORTANT NOTICE! In-Reply-To: Message-ID: Dear Info-CHILDES members: I am afraid Brian MacWhinney has got something wrong regarding the new Spanish corpus called FernandezAguado. This corpus is included in a new available file labelled fernaguado.zip I intend that this corpus has been made publicly available by Marta Fernandez Vazquez, from the Department of Education in the University of Navarra (Universidad de Navarra). However, please, NOTE THAT?I HAVE NO RELATION TO THIS CORPUS. This confusion is due to the existence of another person working with Marta Fernandez Vazquez (Gerardo Aguado Alonso) who has got the same father's surname as me. My best wishes and gratefulness for Marta Fernandez Vazquez and her team, Javier Aguado Orea School of Psychology University of Nottingham _______________________ on 27/3/03 10:46 pm, Brian MacWhinney at macw at cmu.edu wrote: > Dear Info-CHILDES, > I am happy to announce the contribution to CHILDES of a new large corpus > of Spanish child language data from Marta Fern?ndez V?zquez (Pamplona) and > Javier Aguado Orea (Nottingham). The corpus follows 50 children at three > time periods (3;0, 3;6, and 4;0) in a set of structured situations. The > corpus is called fernaguado.zip and is available at > http://childes.psy.cmu.edu/data/romance/spanish/ > Many thanks to Marta and Javier for this excellent contribution. > > --Brian MacWhinney > From macw at cmu.edu Fri Mar 28 16:16:08 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Mar 2003 11:16:08 -0500 Subject: Mistake Message-ID: Dear Info-CHILDES, My apologies to all concerned for the confusion regarding the Fern?ndez-Aguado corpus. The true contributors are Marta Fern?ndez V?zquez and Gerardo Aguado Alonso, both from the University of Pamplona. --Brian MacWhinney From macw at cmu.edu Fri Mar 28 16:26:47 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Mar 2003 11:26:47 -0500 Subject: Wugs on-line Message-ID: Dear Info-CHILDES, Jean Berko Gleason has kindly sent us her original copies of the famous set of 27 wug pictures from Berko, J. (1958) The child's learning of English morphology. Word, 14, 150-177. The jpeg versions of these pictures are not available for non-commercial use from http://childes.psy.cmu.edu/topics/ Many thanks to Jean for this nice contribution. --Brian MacWhinney From Jean-Pierre.Chevrot at u-grenoble3.fr Mon Mar 31 11:26:39 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Mon, 31 Mar 2003 13:26:39 +0200 Subject: Language of School Chidren - Deadline Extension Message-ID: (see above a French version) **************************************************************************** International Conference ORAL LANGUAGE OF SCHOOL CHILDREN: ACQUISITION, TEACHING, REMEDIATION Location: Institut Universitaire de Formation des Ma?tres de l'Acad?mie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. 23-24-25 October 2003 The deadline for submission is extended to : April 7, 2002 Organised by: Laboratoire de Linguistique et Didactique des Langues Etrang?res et Maternelles (LIDILEM), IUFM de Grenoble / Universit? Stendhal Grenoble 3. * Scientific committee Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-Fran?ois DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agn?s FLORIN, Catherine GARITTE, Fr?d?rique GAYRAUD, Michel GRANDATY, Jean-Fran?ois HALTE, Itziar IDIAZABAL, Harriet JISA, Mich?le KAIL, Sophie KERN, Agn?s MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. * Organising committee Catherine BRISSAUD (catherinebrissaud at wanadoo.fr), Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr), Jean-Marc COLLETTA, (jean-marc.colletta at u-grenoble3.fr) , Clarisse DUC (clarisse.duc at grenoble.iufm.fr), Marielle RISPAIL (rispail.marielle at wanadoo.fr), Jean-Pascal SIMON (jean-pascal.simon at grenoble.iufm.fr). * Aims: Students' mastery of language is a recognized priority of the school system. However, pedagogical practices related to oral language are a complex issue for participants of the educational system. This is partly due to the fact that curricula and related teaching practices vary considerably, as do their underlying aims. These seemingly contradictory aims include the following: - to focus pedagogy on the learning of language structures or on the learning of conversational skills; - to teach standard usage or to encourage the ability to adapt one's language to various situations; - to favour communication and language practice or to favour reflection on and analysis of language and communication. The general aim of this meeting is to facilitate discussion of these issues and to encourage exchange between three communities: researchers in the field of oral language acquisition, researchers in oral didactics, and teachers and/or interested members of the school community. The conference's overall objectives are: - To promote dissemination in the wider educational community of research into the development of oral language and of research into associated teaching methodologies. - To compare ideas about such methodologies and to specify their relation to pedagogical practices and theories of development. - To encourage research into language development in school children. * Topics: Proposals are invited for oral presentations (length: 20 minutes followed by 10 minutes of discussion) or for posters (90cm*120cm ; 3 ft*4 ft) in the following areas. The organising committee reserves the right to switch format type (poster/oral) to develop the best possible program: 1. Description and modelling of language development: - Spoken or sign Languages (production, understanding, metalinguistic skills ) - Language acquisition (phonology, morphology, syntax, words) or communication skills (pragmatics and socio-linguistics, text based, prosody, body language). - Development under normal or other circumstances (SLI or delay related to other pathologies). - Development in monolingual or multilingual contexts. 2. Description and modelling of educational practices: - Analysis of official curricula, practices and contexts of oral teaching and learning, - Description of scholastic acquisition contexts and publics, - Development and validation of learning, training and remediation tools Proposals must include observation-based data (corpora or experiments). Particular attention will be given to proposals which both deal with developmental and didactic problems. Proposals concerning research on early development will be considered if the research is related to later development (longitudinal studies). * Submission of Proposals Please submit: 1/ one page with the following information: - The name(s) of the author(s), and their affiliation(s). - The postal and e-mail address of the first author, and her/his phone and fax numbers. - The title. - A list of keywords. 2/ one page of a clearly titled, 600-word abstract for review Official working languages are French and English. Send submissions: - By post : 8 copies to the following address: Clarisse DUC, Colloque Langage Oral 2003 IUFM de Grenoble, 30 avenue Marcelin Berthelot 38100 Grenoble FRANCE. - Or by fax : 33 (0) 4 76 74 73 37 - Or by e-mail to: oral2003 at grenoble.iufm.fr The proposals must be in an attached RTF file ; a postal copy is recommended if special fonts or symbols are used. * DEADLINE FOR SUBMISSION Extended to April 7, 2003. Notification of acceptance: May 30, 2003. Accommodation information will be provided later. *********************************************************************** Colloque International LE LANGAGE ORAL DE L'ENFANT SCOLARISE : ACQUISITION, ENSEIGNEMENT, REMEDIATION La date limite pour envoyer les propositions de communication est prolong?e jusqu'au 7 avril 2003. 23-24-25 octobre 2003 Lieu : Institut Universitaire de Formation des Ma?tres de l'Acad?mie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. Organisateur : Laboratoire de Linguistique et Didactique des Langues Etrang?res et Maternelles, IUFM de Grenoble / Universit? Stendhal Grenoble 3. Comit? scientifique Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-Fran?ois DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agn?s FLORIN, Catherine GARITTE, Fr?d?rique GAYRAUD, Michel GRANDATY, Jean-Fran?ois HALTE, Itziar IDIAZABAL, Harriet JISA, Mich?le KAIL, Sophie KERN, Agn?s MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. Comit? d'organisation Catherine BRISSAUD (catherinebrissaud at wanadoo.fr), Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr), Jean-Marc COLLETTA, (jean-marc.colletta at u-grenoble3.fr) , Clarisse DUC (clarisse.duc at grenoble.iufm.fr), Marielle RISPAIL (rispail.marielle at wanadoo.fr), Jean-Pascal SIMON(jean-pascal.simon at grenoble.iufm.fr). Pr?sentation La ma?trise du langage est reconnue comme un objectif prioritaire de l' ?cole. Face ? cet objectif, la mise en ouvre effective d'une p?dagogie de l' oral laisse perplexes les acteurs du syst?me ?ducatif. En effet, les programmes et les pratiques p?dagogiques h?sitent entre plusieurs conceptions de l'enseignement de l'oral dont les objectifs sous-jacents flottent entre des p?les qui peuvent sembler contradictoires : - centrer la p?dagogie sur l'apprentissage des structures linguistiques ou bien sur celui des habilet?s conversationnelles ; - enseigner l'usage standard ou d?velopper la capacit? d'adapter son langage ? toutes les situations sociales ; - favoriser la pratique de la langue et de la communication ou favoriser la r?flexion sur la langue et sur la communication. L'objectif g?n?ral de ce colloque est de favoriser la r?flexion autour de ces conceptions en suscitant les ?changes entre trois communaut?s : les chercheurs du domaine de l'acquisition du langage oral, les chercheurs en didactique de l'oral, les formateurs et les acteurs du syst?me ?ducatif. Plus pr?cis?ment, cet objectif se d?cline sous la forme de trois objectifs plus particuliers : - favoriser la diffusion des recherches sur la didactique et le d?veloppement du langage oral aupr?s des acteurs du syst?me ?ducatif ; - recenser/confronter les conceptions en didactique de l'oral et pr?ciser leurs relations avec les pratiques p?dagogiques et les th?ories d?veloppementales ; - favoriser les recherches sur le d?veloppement langagier de l'enfant d'?ge scolaire. Th?matiques Nous vous invitons ? soumettre des propositions de communications dans les domaines suivants : 1. description et mod?lisation du d?veloppement du langage : - langues parl?es ou langues sign?es (production, r?ception, aspects m?talangagiers), - acquisitions linguistiques (phonologie, morphologie, syntaxe, lexique) ou habilet?s communicationnelles (aspects pragmatiques et sociolinguistiques, textualit?, prosodie, gestualit?), - d?veloppement ordinaire ou d?veloppement dans des circonstances particuli?res (troubles sp?cifiquement linguistiques ou associ?s ? d'autres pathologies), - contextes monolingues ou contextes plurilingues. 2. descriptions et mod?lisations didactiques : - analyse des programmes, des pratiques et des situations d' enseignement-apprentissage de l'oral, - description des publics et des contextes scolaires d'acquisition, - d?veloppement et validation d'outils d'apprentissage, d'entra?nement et de rem?diation. Les propositions devront pr?senter des donn?es issues d'observations, qu'il s'agisse de corpus, d'enqu?tes ou d'exp?rimentations. Une attention particuli?re sera accord?e aux propositions qui relient ou mettent en perspective les probl?matiques d?veloppementales et didactiques. Par ailleurs, le d?veloppement pr?coce pourra ?tre abord? ? condition d'?tre mis en relation avec le d?veloppement tardif (?tudes longitudinales). Modalit?s de soumission des propositions Chaque proposition devra comprendre une premi?re page avec les informations suivantes : - le ou les noms des auteurs, ainsi que leur affiliation, - les adresses postale et ?lectronique du premier auteur, ainsi que son num?ro de t?l?phone, - le titre, - une liste de mots cl?s. Une seconde page comportera le titre et le texte de la proposition (600 mots, environ une page). Les langues de travail du colloque sont le fran?ais et l'anglais. La modalit? de pr?sentation des communications retenues par le conseil scientifique sera d?cid?e par le comit? d'organisation. Selon cette d?cision, les communications seront orales (dur?e 20 mn + 10 mn de discussion) ou affich?es (90 cm x 120 cm) lors de plages horaires r?serv?es aux sessions de posters. Envoi des propositions par l'un des moyens suivants : 1) envoi postal de 8 copies ? l'adresse suivante : Clarisse DUC, Colloque Langage Oral 2003, IUFM de Grenoble, 30 av. Marcelin Berthelot, F-38100 Grenoble, France. 2) t?l?copie au 33 (0)4 76 74 73 37. 3) message ?lectronique ? : oral2003 at grenoble.iufm.fr ; les propositions, en pi?ce jointe, doivent ?tre au format RTF (en cas d'usage de caract?res sp?ciaux, l'envoi postal est souhait?). Date limite pour l'envoi des propositions : prolong?e jusqu'au 7 avril 2003. Notification des acceptations : 30 mai. Des informations concernant les possibilit?s d'h?bergement vous seront communiqu?es plus tard.