From macw at cmu.edu Mon Sep 1 02:25:43 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 31 Aug 2003 22:25:43 -0400 Subject: CLAN and Praat update Message-ID: Dear Info-CHILDES, Recent changes in the Windows XP filing system appear to have broken the "Send to Praat" method we were using to link CLAN to Praat. However, Paul Boersma sent us updated code for the link which Leonid has now included in CLAN. So, if you are using XP and want to use the link between CLAN and Praat, you should download a new version of CLAN to use with the newest version of Praat and everything should work well, as it did before. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Thu Sep 4 10:53:36 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 4 Sep 2003 11:53:36 +0100 Subject: colour Message-ID: It is often claimed that very young infants do not see the colour /blue/. I am trying to understand whether that means they do not distinguish blue from other colours like green, yellow, or whether the claim is stronger and that a blue object on a white background is not seen at all except a blurred form by, say, the 1 month old, whereas a black or red object on a white background is?? Any quick info putting me right on this would be most appreciated. thanks in anticipation Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From mea149 at psu.edu Thu Sep 4 11:13:49 2003 From: mea149 at psu.edu (Marnie E. Arkenberg) Date: Thu, 4 Sep 2003 07:13:49 -0400 Subject: comprehensive online dictionary with pics? Message-ID: I am looking for a comprehensive online dictionary and/or encyclopedia with pictures included in the definitions. I have found several children's dictionaries, but nothing on par with, for example, the unabridged Oxford English dictionary. Is anyone aware of either a site or software that is comprehensive in terms of pictures (I am looking for pictures for both concrete and abstract words)? Furthermore, could anyone steer me toward word learning research incorporating this kind of technology? Thanks to anyone who can help! Marnie Arkenberg _____________________________________________________ Marnie E. Arkenberg, Doctoral Candidate Department of Psychology 353 Moore Building The Pennsylvania State University University Park, PA 16801 (814) 863-2308 mea149 at psu.edu "Child development is for kids."- Adrienne Root (2002) From lcollins at alcor.concordia.ca Mon Sep 8 14:24:12 2003 From: lcollins at alcor.concordia.ca (laura collins) Date: Mon, 8 Sep 2003 10:24:12 -0400 Subject: Tenure-track position in Applied Linguistics Message-ID: APPLIED LINGUISTICS The Department of Education's TESL Centre at Concordia University invites applications for a tenure-track position in the field of Applied Linguistics, in the area of language testing/evaluation and research methodologies. Experience in teaching and research related to one or more of the following areas would also be an asset: teacher training; corpus linguistics; and curriculum development. The Department is seeking a colleague who can teach successfully in both undergraduate and graduate programs and contribute to the academic administration of the programs. The successful candidate will join a dynamic team of active researchers and have the opportunity to make use of Concordia's Sage Lab, a state of the art language learning research facility. Applicants must also have a completed PhD, an excellent command of English, and a record of publications, conference presentations, and research grants. A functional knowledge of French would be an asset and is required of candidates who indicate teacher training as an area of expertise. Subject to budgetary approval, we anticipate filling this position, normally at the rank of Assistant Professor, for July 1, 2004. Applications should consist of a letter of intent, a curriculum vitae, a list of publications, a statement of teaching and research interests, and three letters of reference. Review of applications will begin on November 1, 2003 and continue until the position is filled. Concordia University is committed to employment equity and encourages applications from women, aboriginal peoples, visible minorities and disabled persons. Send applications to: Ellen Jacobs Chair, Department of Education Concordia University 1455 de Maisonneuve West Montreal, Quebec H3G 1M8 Canada telephone: (514) 848 2424 ext. 2033 fax: (514) 848 4520 -------------- next part -------------- An HTML attachment was scrubbed... URL: From yrose at mun.ca Tue Sep 9 00:44:16 2003 From: yrose at mun.ca (Yvan Rose) Date: Mon, 8 Sep 2003 22:14:16 -0230 Subject: ChildPhon on CHILDES Message-ID: Dear all, The latest version of ChildPhon, a software developed within FileMaker Pro for the Macintosh and recently offered as freeware to the research community is now available through the CHILDES website , under in a new section specifically titled "Phonology and Fonts". http://childes.psy.cmu.edu/ Among other planned improvements, a Windows-compatible version, as well as an interface to allow for double-blind transcriptions will make their way into updated versions of ChilPhon within the next few months. Eventually, we hope that ChildPhon will become fully integrated into CLAN and new versions of other CHILDES or TalkBank software. Additional information, as well as an introductory paper to the tool can also be found at the following web address: http://www.ucs.mun.ca/~yrose/ChildPhon.html Comments or inquiries should be send directly to me at: yrose at mun.ca Thank you for your interest in this new tool. Yvan Rose Assistant Professor Department of Linguistics Memorial University of Newfoundland From g0300901 at nus.edu.sg Tue Sep 9 03:46:34 2003 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Tue, 9 Sep 2003 11:46:34 +0800 Subject: Nair Study quoted in Bhatia & Ritchie Message-ID: Dear all, I'm trying to find a study that's quoted extensively in Bhatia T.K. & W.C. Ritchie. 1999. The bilingual child: some issues and perspectives. Handbook of child language acquisition, ed. by Bhatia & Ritchie, 457-491. San Diego: Academic Press. Nair, R.B 1984. Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 54, 51-90 I've tried searching for it from chibib, Linguitics & Langugage Behaviour Abstracts, and browsing through various volumes of the journal Indian Linguistics, but I can't seem to locate it. Does anyone know where I can gain access to this article? Thanks in advance. Hazel See ________________________________________________________________ Hazel See, Graduate research student Department of English language & literature National University of Singapore Blk AS5, 7 Arts Link, Singapore 117570 Email: g0300901 at nus.edu.sg From g0300901 at nus.edu.sg Tue Sep 9 05:23:21 2003 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Tue, 9 Sep 2003 13:23:21 +0800 Subject: Nair Study quoted in Bhatia & Ritchie Message-ID: My apologies, the page ref in Bhatia & Ritchie should be 569-643 instead. -----Original Message----- From: See Lei Chia, Hazel Sent: Tue 09/09/2003 11:46 To: info-childes at mail.talkbank.org Cc: Subject: Nair Study quoted in Bhatia & Ritchie Dear all, I'm trying to find a study that's quoted extensively in Bhatia T.K. & W.C. Ritchie. 1999. The bilingual child: some issues and perspectives. Handbook of child language acquisition, ed. by Bhatia & Ritchie, 457-491. San Diego: Academic Press. Nair, R.B 1984. Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 54, 51-90 I've tried searching for it from chibib, Linguitics & Langugage Behaviour Abstracts, and browsing through various volumes of the journal Indian Linguistics, but I can't seem to locate it. Does anyone know where I can gain access to this article? Thanks in advance. Hazel See ________________________________________________________________ Hazel See, Graduate research student Department of English language & literature National University of Singapore Blk AS5, 7 Arts Link, Singapore 117570 Email: g0300901 at nus.edu.sg From snehab at utdallas.edu Tue Sep 9 14:07:06 2003 From: snehab at utdallas.edu (Sneha V. Bharadwaj) Date: Tue, 9 Sep 2003 09:07:06 -0500 Subject: Nair Study quoted in Bhatia & Ritchie Message-ID: You may want to contact the central Institute of Indian Languages. They may be able to send you a copy of the Nair article. CENTRAL INSTITUTE OF INDIAN LANGUAGES Department of Secondary and Higher Education Ministry of Human Resource Development Government of India Manasaganotri, Hunsur Road, Mysore 570006 Tel: (0821)2515820 Fax: (0821)2515032 (Off) Sneha Bharadwaj ----- Original Message ----- From: "See Lei Chia, Hazel" To: Sent: Monday, September 08, 2003 10:46 PM Subject: Nair Study quoted in Bhatia & Ritchie > Dear all, > > I'm trying to find a study that's quoted extensively in Bhatia T.K. & W.C. Ritchie. 1999. The bilingual child: some issues and perspectives. Handbook of child language acquisition, ed. by Bhatia & Ritchie, 457-491. San Diego: Academic Press. > > Nair, R.B 1984. Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 54, 51-90 > > I've tried searching for it from chibib, Linguitics & Langugage Behaviour Abstracts, and browsing through various volumes of the journal Indian Linguistics, but I can't seem to locate it. Does anyone know where I can gain access to this article? Thanks in advance. > > Hazel See > > ________________________________________________________________ > > Hazel See, Graduate research student > > Department of English language & literature > > National University of Singapore > > Blk AS5, 7 Arts Link, Singapore 117570 > > Email: g0300901 at nus.edu.sg > > From anderson at mail.fpg.unc.edu Fri Sep 12 17:45:20 2003 From: anderson at mail.fpg.unc.edu (Kathleen Anderson) Date: Fri, 12 Sep 2003 13:45:20 -0400 Subject: Research Assistant Position Message-ID: The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill is seeking a full-time Research Assistant (RA) for a multidisciplinary research project examining the communication skills of young males with fragile X syndrome and Down syndrome. As a member of the research project staff, the RA will assist with the children’s language assessments. Participating families reside in North Carolina, Georgia, South Carolina, Maryland, and Virginia. Requirements include a BA/BS in psychology, education, communication, or related field and two years experience working with children with developmental disabilities. Availability for travel (approximately 5-6 nights per month) also is required. For more information, please contact Kathleen Anderson, Project Coordinator, at kathleen_anderson at unc.edu or 919.843.5422; or you may fax your resume to 919.966.7532. -- Kathleen Anderson, M.Ed. Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill 105 Smith Level Road/CB# 8180 Chapel Hill, NC 27599-8180 phone:919-843-5422/fax:919-966-7532 From ks7t at andrew.cmu.edu Mon Sep 15 15:14:08 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 15 Sep 2003 11:14:08 -0400 Subject: Job Posting Message-ID: Research Assistant Professorship or Post-doctoral Fellowship in Cognitive Neuroscience of Language, The University of Hong Kong Applications are invited for appointment as Research Assistant Professor (Ref: RF-2003/2004-43) or Post-doctoral Fellow (Ref: RF-2003/2004-44) in the Joint Laboratories for Language and Cognitive Neuroscience of the Department of Linguistics at the University of Hong Kong. The appointment will be made for 2 to 3 years tenable from as soon as possible but not later than August 31, 2004. Applicants should possess a Ph.D. in cognitive psychology, linguistics, cognitive neuroscience, or related fields. The appointee will join our interdisciplinary group that employs state-of-the-art fMRI and PET techniques to investigate how the brain reads and produces language, in particular, the Chinese language. Applicants should have expert knowledge of cognitive science and advanced fMRI techniques. Knowledge of the Chinese language is a plus. The appointee who has two-or-more-year post-doctoral experience and a proven publication record may be appointed as Research Assistant Professor. Annual salaries [attracting contract-end gratuity and University contribution to a retirement benefits scheme, totaling up to 15% of basic salary for Research Assistant Professor] are on the following scales (which are subject to review from time to time in accordance with the University's established mechanism): Post-doctoral Fellow : HK$372,060 - $489,420 (4 points) per annum; Research Assistant Professor : HK$518,580 - 631,080 (4 points) per annum. (Currently US$1 is appropriately equal to HK$7.8.) At current rates, salaries tax will not exceed 15% of gross income. The appointment carries leave and medical/dental benefits. Applicants should submit an application form, a cover letter, resume, and three letters of reference by October 15, 2003 to: Dr. Li-Hai Tan, Department of Linguistics, University of Hong Kong, Pokfulam Road, Hong Kong (email: tanlh at hku.hk). Application forms (272/302 amended) can be obtained at https://extranet.hku.hk/apptunit; or from the Appointments Unit (Senior), Registry, The University of Hong Kong, Hong Kong (Fax (852) 2540 6735 or 2559 2058; E-mail: apptunit at reg.hku.hk). From plahey at mindspring.com Wed Sep 17 19:06:49 2003 From: plahey at mindspring.com (Peg Lahey) Date: Wed, 17 Sep 2003 15:06:49 -0400 Subject: ANNOUNCING BAMFORD-LAHEY SCHOLARS FOR 2003-4 Message-ID: BAMFORD-LAHEY SCHOLARS FOR 2003-2004 The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children. Its current focus is on developmental language disorders of children. There is concern about a shortage of doctoral level professionals interested in pursuing careers in research and in teaching future Speech-Language Pathologists. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders. To accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program and who intend to specialize in children's language disorders. We are very proud to announce the Bamford-Lahey Scholars for 2003-2004. Based on review of applications by independent professionals in the field, six applicants were selected from a pool of highly qualified applicants. A picture of each along with a short biography is available on our website at http://bamford-lahey.org/scholars.html. The winners, presented alphabetically, are: Maria Breah-Spahn, University of South Florida Lisa Hammett, University of Georgia Kimberly Keller, Florida State University Amanda Owen, Purdue University Cynthia Puranik, University of Florida Heather Rusiewicz, University of Pittsburgh. More information about these scholarships is available on our website http://www.bamford-lahey.org/scholarships.html. Applications for 2004 scholarships as well as any changes in the program will be on our website by January of 2004. Completed applications for next year's awards will be due April 1, 2004. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cmartinot at free.fr Thu Sep 18 13:39:03 2003 From: cmartinot at free.fr (Claire Martinot) Date: Thu, 18 Sep 2003 15:39:03 +0200 Subject: Sound acquisition Message-ID: Dear all, A colleague of mine, in diachronic Linguistics, asks me the following question about sound acquisition : Is it true that the acquisition of /y/ by French children implies that of both /i/ ans /u/ ? If your are aware or recent experimental research, could you please let me know some references therin ? Same question concerning the acquisition of /w/ vis-a-vis /i/ and /u/ by Korean children. PS. /y/ : /front rounded vowel/ ; /w/ : /back unrounded vowel/ Thanks in advance for your answer Claire Martinot Université René Descartes, Paris 5 From theaksto at fs1.fse.man.ac.uk Mon Sep 22 11:40:20 2003 From: theaksto at fs1.fse.man.ac.uk (Anna L Theakston) Date: Mon, 22 Sep 2003 11:40:20 +0000 Subject: IASCL Membership fee Message-ID: I have recently received a cheque for 50 pounds sterling from somebody wishing to join the IASCL. As no registration form or identifying information was enclosed, I don't know who this is from. If you have recently sent payment, please contact me with your details ASAP. I have a postmark on the envelope so I know this person's affiliation. Thanks. Anna Theakston Dr. Anna Theakston IASCL Treasurer Dept. of Psychology University of Manchester Oxford Road Manchester, M13 9PL UK Tel: (0)161 275 2600 Email: theaksto at psy.man.ac.uk From macw at cmu.edu Mon Sep 22 17:46:37 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 22 Sep 2003 13:46:37 -0400 Subject: Job posting Message-ID: The Department of Psychology at the UNIVERSITY OF SOUTH FLORIDA invites applications for two new appointments of full-time, tenure-track, assistant professors with service to begin as early as August 7, 2004. Applicants should send statements describing their research program and their teaching interests, a CV, and up to five reprints and preprints. Three letters of recommendation should be sent directly to the chair of the search committee at the address below. Applicants should show evidence of outstanding research and teaching potential. Each of the successful applicants will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance. Applicants must have the Ph.D. degree by the time of the appointment. Post-doctoral experience is highly desirable. We have a strong preference for applicants whose research bridges subdisciplines of Psychology. We are seeking truly outstanding psychologists whose program of research focuses on ANY area of psychology and who are conducting empirical, theory-driven research with humans. The domain of the search ranges across the spectrum of psychological science. The department has particular needs in some areas (such as, but not limited to, Social, Developmental, and Cognitive). We have a special interest in a Cognitive Neuroscientist who employs neuroimaging. We would consider candidates who utilize any form of neuroimaging, including electrophysiological, optical or radiological neuroimaging. These preferences notwithstanding, our intent is to allow the quality of the candidates to determine the directions of our growth. The University of South Florida is a metropolitan-based, Carnegie-designated Doctoral/Research-Extensive university enrolling more than 40,000 students. The department of Psychology (http://www.cas.usf.edu/psychology/content/index.htm ) has 33 faculty members. The Department is housed in a new building that provides ample space and facilities for research as well as a large, vibrant, psychological services center. The Psychology Building is located in close proximity to the Health Sciences complex on the USF campus, reflecting the strong relationship we maintain with such units as the Moffitt Cancer Center and Research Institute, The Florida Mental Health Institute and the Colleges of Medicine and Public Health. The University is planning to establish a major, state-funded, Center for the study of Alzheimer Disease. Facilities for radiological neuroimaging are available on campus. There are excellent facilities for electrophysiological neuroimaging in the department. For those interested in developmental processes, there are three NAEYC-accredited day care facilities on campus as well as two laboratory elementary schools. The salary is negotiable. Send materials to: Prof. William Sacco, Chair, Psychology Search Committee, Department of Psychology, University of South Florida, 4202 E. Fowler., PCD 4118G, Tampa, Florida, 33620-7200. The University of South Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida’s “Government in the Sunshine” and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Sonya Espinosa (813-974-2438). A review of the applications will begin on 12/15/03. In order to receive full consideration by the search committee your application must be received by this date. Applications received after this date will be reviewed and advanced, in cases of compelling merit, up to the conclusion of the search process. From macw at cmu.edu Tue Sep 23 22:19:13 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 23 Sep 2003 18:19:13 -0400 Subject: New set of English tagged corpora Message-ID: Dear Info-CHILDES, I have now produced a new set of morphologically tagged and disambiguated files for all of the English data, both from the USA and the UK. These corpora can be found from the CHILDES data page at http://childes.psy.cmu.edu/data/ Note the two links there labeled "tagged" -- one for the USA and one for the UK. Over the last year we have worked to make sure that all of the words in all of these corpora are recognized by MOR. This work is now done for all of the corpora with the exception of Manchester, Hall, Sachs, and Snow. After MOR was run on these corpora, which took about 30 minutes, I then ran the POST disambiguator which took another 30-40 minutes. Of course, the real work here was the work involved in making sure that every word was recognized by MOR in the first place. Once that was done, the rest was easy. The accuracy of the tagging seems quite high. It seems better than the 90% I calculated earlier, perhaps closer to 95%. Having now nearly finished tagging English, we will probably turn our attention back to finishing the MOR tagging for Spanish. Other languages that should receive attention soon include Mandarin, Cantonese, and Italian, since we have the beginnings of grammars and lexicons for them. I need to clarify the status of tagging for French, Dutch, and German. Good luck with these data and please send me questions, if you have any. --Brian MacWhinney, CMU From cech at louisiana.edu Wed Sep 24 18:38:06 2003 From: cech at louisiana.edu (Claude G. Cech) Date: Wed, 24 Sep 2003 13:38:06 -0500 Subject: job announcement Message-ID: An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Thu Sep 25 14:31:47 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 25 Sep 2003 15:31:47 +0100 Subject: literature on vocal development, child phonology Message-ID: A very useful book on this subject is: Marilyn Vihman: Phonological Development: The Origins of Language in the Child; Blackwell, 1996 For the more perceptual side of phonological development, see: Peter Jusczyk: The Discovery of Spoken Language; M.I.T. Press, 1997 Yours, Ann In message <200309251252.h8PCpxXJ031441 at server1.eblcom.ch> "Stefanie Stadler Elmer " writes: > This message is for dev-europe list members. Details of list are at > http://devpsy.lboro.ac.uk/psygroup/dev-europe.html > ----------------------------------------------------------------- > Dear colleagues > > could anyone please give me references, preferably new books, on > the following domain: early vocal development, child phonology. > > I am fascinated by the selection of chapters in > > Yeni-Komshian, G.H., Kavanagh, J.F., & Ferguson, C.A. (eds.) > (1980). Child phonology. New York: Academic Press. > > Or by > > Papousek, M. (1994). Vom ersten Schrei zum ersten Wort. > Bern: Huber. (From the first cry to the first word) > > Are there any new editions on this topics? > > Many thanks ! > > Stefanie Stadler Elmer > > +----------------------------------------------------------+ > : Mailing address: : > : : > : PD Dr. Stefanie Stadler Elmer : > : Dachsweg 8b : > : CH - 4410 Liestal : > : : > : phone: xx41-61-923 10 55 : > : e-mail: stadler at paed.unizh.ch : > : homepage: http://monet.physik.unibas.ch/~elmer/sse/ : > : : > +----------------------------------------------------------+ > > From barriere at vonneumann.cog.jhu.edu Thu Sep 25 15:02:39 2003 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Thu, 25 Sep 2003 11:02:39 -0400 Subject: literature on vocal development, child phonology In-Reply-To: Message-ID: Another very up to date and well written volume on this topic is Boysson-Bardies, B. de (1999) How language comes to children: from birth to 2 years. Cambridge: MIT press. Yours, Isabelle Barriere Department of Cognitive Science Johns Hopkins University At 03:31 PM 9/25/2003 +0100, Ann Dowker wrote: >A very useful book on this subject is: > >Marilyn Vihman: Phonological Development: The Origins of Language >in the Child; Blackwell, 1996 > >For the more perceptual side of phonological development, see: > >Peter Jusczyk: The Discovery of Spoken Language; M.I.T. Press, 1997 > > >Yours, > >Ann > >In message <200309251252.h8PCpxXJ031441 at server1.eblcom.ch> "Stefanie >Stadler Elmer " writes: > > This message is for dev-europe list members. Details of list are at > > http://devpsy.lboro.ac.uk/psygroup/dev-europe.html > > ----------------------------------------------------------------- > > Dear colleagues > > > > could anyone please give me references, preferably new books, on > > the following domain: early vocal development, child phonology. > > > > I am fascinated by the selection of chapters in > > > > Yeni-Komshian, G.H., Kavanagh, J.F., & Ferguson, C.A. (eds.) > > (1980). Child phonology. New York: Academic Press. > > > > Or by > > > > Papousek, M. (1994). Vom ersten Schrei zum ersten Wort. > > Bern: Huber. (From the first cry to the first word) > > > > Are there any new editions on this topics? > > > > Many thanks ! > > > > Stefanie Stadler Elmer > > > > +----------------------------------------------------------+ > > : Mailing address: : > > : : > > : PD Dr. Stefanie Stadler Elmer : > > : Dachsweg 8b : > > : CH - 4410 Liestal : > > : : > > : phone: xx41-61-923 10 55 : > > : e-mail: stadler at paed.unizh.ch : > > : homepage: > http://monet.physik.unibas.ch/~elmer/sse/ : > > : : > > +----------------------------------------------------------+ > > > > From L.Onnis at warwick.ac.uk Thu Sep 25 15:39:13 2003 From: L.Onnis at warwick.ac.uk (Luca Onnis) Date: Thu, 25 Sep 2003 16:39:13 +0100 Subject: Artificial Language Learning and Language Development Message-ID: A quick question: Can anyone point to papers in which the putative relationship between language development and AGL/ALL/statistical learning is explicitly questioned? Regards, Luca Onnis ---------------------------------------------------------------- Luca Onnis Department of Psychology University of Warwick CV4 7AL, Coventry, England Phone: 0044(0)2476523613 ---------------------------------------------------------------- From stemberg at interchange.ubc.ca Thu Sep 25 16:13:09 2003 From: stemberg at interchange.ubc.ca (Joseph Stemberger) Date: Thu, 25 Sep 2003 09:13:09 -0700 Subject: literature on vocal development, child phonology In-Reply-To: Message-ID: >>could anyone please give me references, preferably new books, on >>the following domain: early vocal development, child phonology. >> There is also: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. The Yeni-Komshian volume resulted from a conference, and there is also the volume that came from the NEXT similar conference: Ferguson, C.A., Menn, C.L., & Stoel-Gammon, C. (1992), Phonological development: Models, research, and implications. Timonium, MD: York Press. And a volume from a conference in 1995: Bernhardt, B, Gilbert, J., & Ingram, D. (1996), Proceedings of the UBC International Conference on Phonological Acquisition. Somerville, MA: Cascadilla Press. ---Joe Stemberger UBC From bpearson at comdis.umass.edu Thu Sep 25 17:01:35 2003 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 25 Sep 2003 13:01:35 -0400 Subject: literature on vocal development, child phonology In-Reply-To: Message-ID: Dear All, I apologize if this is a repetition, but I haven't seen Kim Oller's book mentioned: The emergence of the speech capacity. Erlbaum, 2000. Barbara On Thursday, September 25, 2003, at 10:31 AM, Ann Dowker wrote: > A very useful book on this subject is: > > Marilyn Vihman: Phonological Development: The Origins of Language > in the Child; Blackwell, 1996 > > For the more perceptual side of phonological development, see: > > Peter Jusczyk: The Discovery of Spoken Language; M.I.T. Press, 1997 > > > Yours, > > Ann > > In message <200309251252.h8PCpxXJ031441 at server1.eblcom.ch> "Stefanie > Stadler Elmer " writes: >> This message is for dev-europe list members. Details of list are at >> http://devpsy.lboro.ac.uk/psygroup/dev-europe.html >> ----------------------------------------------------------------- >> Dear colleagues >> >> could anyone please give me references, preferably new books, on >> the following domain: early vocal development, child phonology. >> >> I am fascinated by the selection of chapters in >> >> Yeni-Komshian, G.H., Kavanagh, J.F., & Ferguson, C.A. (eds.) >> (1980). Child phonology. New York: Academic Press. >> >> Or by >> >> Papousek, M. (1994). Vom ersten Schrei zum ersten Wort. >> Bern: Huber. (From the first cry to the first word) >> >> Are there any new editions on this topics? >> >> Many thanks ! >> >> Stefanie Stadler Elmer >> >> +----------------------------------------------------------+ >> : Mailing address: : >> : : >> : PD Dr. Stefanie Stadler Elmer : >> : Dachsweg 8b : >> : CH - 4410 Liestal : >> : : >> : phone: xx41-61-923 10 55 : >> : e-mail: stadler at paed.unizh.ch : >> : homepage: http://monet.physik.unibas.ch/~elmer/sse/ : >> : : >> +----------------------------------------------------------+ >> >> > > ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From mark_mitchell at kmug.org Sun Sep 28 23:51:24 2003 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Mon, 29 Sep 2003 08:51:24 +0900 Subject: Onset age for translation ability Message-ID: I have been assuming that young bilinguals or young children learning second languages do not 'translate' in productive speech, at least not beyond single lexical items (or single unanalyzed phrases learned as a whole). In contrast, young adolescents (around the onset of puberty) seem to have difficulties NOT translating when learning a second language. Thus, translations becomes the preferred strategy. So there would appear to be a tremendous flip-flop occurring within this domain (which presumably parallels the onset of analysis abilities in other domains, including nonlinguistic, as well?) Is this notion uncontroversial? If so, at what age does direct translation generally become possible? I would greatly appreciate any references to studies which assessed the onset of direct translation ability as well as (the empirically far more difficult to assess, presumably) the shift to translation as a preferred strategy second language tasks. Best to all, mark mitchell From jordan.zlatev at ling.lu.se Mon Sep 29 15:27:41 2003 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Mon, 29 Sep 2003 17:27:41 +0200 Subject: CFP - Language, Culture, Mind Message-ID: With apologies for cross-posting. ************************************ First Call for Papers ********************************** International Conference on Language, Culture and Mind Integrating perspectives and methodologies in the study of language 18-20 July 2004 University of Portsmouth, England www.unifr.ch/gefi/GP2/Portsmouth/ Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. The goal of this conference is to contribute to situating the study of language in a contemporary interdisciplinary dialogue. Many of the relevant disciplines have made highly significant theoretical, methodological and empirical advances during the last decade. We call for contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, cognitive and neurosciences, who wish both to impart their insights and findings, and learn from other disciplines. Preference will be given to submissions which emphasize interdisciplinarity, the interaction between culture, mind and language, and/or multi-methodological approaches in the language sciences. Topics include but are not limited to: * Biological and cultural evolution and language * Comparative study of communication systems * Cognitive and cultural schematization in language * Emergence of language in ontogeny and phylogeny * Language in multi-modal communication * Language and normativity * Language and thought, emotion and consciousness International Organizing Committee * Carmen Guarddon Anelo, Departamento de Filologias Extranjeras y sus Lingisticas, Universidad Nacional de Educacion a Distancia, Spain * Raphael Berthele, Departement fur Germanistik, Universite de Fribourg, Switzerland * Maria Cristobal, Department of English Philology I. Universidad Complutense de Madrid, Spain * Iraide Ibarretxe, Department of English Philology, University of Deusto / Department of Basque Philology, University of the Basque Country, Spain * Jordan Zlatev, Department of Linguistics Lund University / Department of Philosophy and Linguistics, Umea University, Sweden Local Organizing Committee, Department of Psychology, University of Portsmouth, England * Mike Fluck * Karl Nunkoosing * Vasu Reddy * Chris Sinha * Vera da Silva * Joerg Zinken Deadlines One page abstracts for 30-minute presentations should be submitted to Jordan Zlatev (jordan.zlatev at ling.lu.se) by January 15, 2004. Notification of acceptance by March 15, 2004. Abstracts will be reviewed by an International Scientific Committee, membership to be announced in the second call for papers. Chris Sinha Professor of Psychology of Language Head of Department of Psychology King Henry Building, King Henry I Street Portsmouth PO1 2DY Tel. +44 (0)2392 84 6312 Fax +44 (0)2392 84 6300 From ks7t at andrew.cmu.edu Mon Sep 29 20:08:36 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 29 Sep 2003 16:08:36 -0400 Subject: Job Posting Message-ID: Linguistics: Assistant Professor of Linguistics. University of Delaware. Tenure track position, beginning Autumn 2004. Specialization in Psycholinguistics (language processing, neurolinguistics, or first language acquisition). Candidate should have an active research program applying experimental methodology to one or more of the core areas of theoretical linguistics. Ph.D. required by time of appointment. Commitment to excellence in teaching at all levels, from introductory undergraduate courses to graduate research seminars. Competitive salary, excellent start-up package. Preliminary interviews likely at BU/NELS. To receive full consideration, send application materials (letter, curriculum vitae, three or more letters of recommendation and sample publications) by November 1, 2003 to Professor Peter Cole, Chair of the Linguistics Search Committee, Department of Linguistics, 42 E. Delaware Ave., Newark, DE 19716. E-mail: pcole at udel.edu; Voice: (302) 831-6806; Fax: (302) 831-6896; Department web site: http://www.ling.udel.edu/ling. The curriculum vitae and letters of reference shall be shared with departmental faculty. The UNIVERSITY OF DELAWARE is an Equal Opportunity Employer which encourages applications from Minority Group Members and Women. ____________________________________________________________________ Prof. Peter Cole Department of Linguistics University of Delaware Newark, DE 19716 USA 302-831-6829 (phone) 302-831-6896 (UD Linguistics fax) 503-217-8492 (e-fax personal fax [forwarded to me in my email]) pcole at udel.edu World Wide Web: http://www.ling.udel.edu/pcole/cole.html From edy.veneziano at paris5.sorbonne.fr Mon Sep 29 20:30:24 2003 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 29 Sep 2003 13:30:24 -0700 Subject: advise on videorecorder Message-ID: I need to buy a new videorecorder. Could someone helps me to choose a good model for recording natural interaction? Is Mini DV a good and necessary choice? Easiness of operation and stability of image-taking would be assets (I come from VHS-C and Hi8 formats...) Thank you in advance for any help. I will post all suggestions Edy Veneziano From boehning at kronos.ling.uni-potsdam.de Tue Sep 30 09:57:26 2003 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Tue, 30 Sep 2003 11:57:26 +0200 Subject: What is "normal" in bilingual children? Message-ID: Dear members, I was recently asked for advice by a mother of a 3;5 year-old son who learns 3 languages as his mother tongue. Turkish is the language coming from the father, English from the mother and German from everywhere else (as they live in Germany) and sometimes from the parents, too. As I haven't dealt with much research on bilingualism, I have hardly any idea, what is normal for a child who has to acquire 3 languages simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), and it turns out his results equal a 2;5 year-old. Would a year delay be "normal" for such a child or is intervention indicated? And if intervention, then are there special approaches for those children? Thanks for any help! Marita Boehning ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany ***************************** From vhouwer at uia.ac.be Tue Sep 30 13:19:30 2003 From: vhouwer at uia.ac.be (Annick De Houwer) Date: Tue, 30 Sep 2003 14:19:30 +0100 Subject: What is "normal" in bilingual children? In-Reply-To: <3F795386.7C676A3E@kronos.ling.uni-potsdam.de> Message-ID: Hi Marita--- The problem you raise is really a very big one. It requires a very complex answer, but I will here, at the great danger of oversimplifying things, just write a few things that can perhaps help. As Barbara Pearson and others have shown, you can't really judge a bilingual child's knowledge on the basis of just one language (let alone, a CDI i one language). By definition, a bilingual child knows a lot more than just one language. But the problem is: there are no norms available that can easily and reliably used for bilingual children. In the mean time: what to do?? My own experience as a researcher in child bilingualism leads me to say that one should get as much information from all the people in the child's environment - from all the normal 'carriers' of each of the child's languages, and hear what they have to say. If a child is functioning well in all the languages he/she is exposed to, according to the people who know the child, there is no cause for undue concern. If the child does OK in one language, and not so well in the other, the child most likely has fewer opportunities to learn/use the weaker language, and more intense input might be a good 'remedy'. (It is quite normal for young bilingual children to know each of their languages to different extents.) A real problem exists if the child does not function well in any language. Then professional help is called for - and more input in all the child's languages. I'm sure that other colleagues will also attempt to respond. In the mean time, I hope the above can be of some help. Best regards, Annick De Houwer **************** Annick De Houwer, PhD Director, Research group Language, Communication and Socialization Dept. of Communication Campus Drie Eiken University of Antwerp Universiteitsplein 1 B2610-Antwerpen Belgium tel +32-3_8202863 fax +32-3-8202882 email annick.dehouwer at ua.ac.be > Van: "Marita Boehning" > Datum: Tue, 30 Sep 2003 11:57:26 +0200 > Aan: info-childes at mail.talkbank.org > Onderwerp: What is "normal" in bilingual children? > > Dear members, > I was recently asked for advice by a mother of a 3;5 year-old son who > learns 3 languages as his mother tongue. Turkish is the language coming > from the father, English from the mother and German from everywhere else > (as they live in Germany) and sometimes from the parents, too. > As I haven't dealt with much research on bilingualism, I have hardly any > idea, what is normal for a child who has to acquire 3 languages > simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), > and it turns out his results equal a 2;5 year-old. > Would a year delay be "normal" for such a child or is intervention > indicated? And if intervention, then are there special approaches for > those children? > > Thanks for any help! > > Marita Boehning > > > > ****************************** > Marita Boehning > Department of Linguistics > University of Potsdam > P.O. Box 60 15 53 > D - 14415 Potsdam > Germany > > ***************************** > > > From J.Aarssen at sardes.nl Tue Sep 30 13:26:07 2003 From: J.Aarssen at sardes.nl (Jeroen Aarssen) Date: Tue, 30 Sep 2003 15:26:07 +0200 Subject: What is "normal" in bilingual children? Message-ID: Hello Marita, I agree with Annick that you have to consult as many people as possible to get a basic idea of the child's level in each of the three languages. The problem of course is that if you suspect that a child lags behind in one, two or even all three languages, you may wonder in what way professionals can be of any help: generally, only one of the languages (most often the child's second, or third, language) is assessed. Here in The Netherlands we are facing similar problems. When an immigrant minority child (say a Turkish child age 2) is detected (for instance during a regular check-up in a child health care center) as to have "some kind of" language problem, the parents are usually referred to a special speech and language center for a more thorough assessment. At that point the system fails, because standardized diagnostic tools are only available in Dutch (as a first language, I must add). Generally speaking, there's no assessment at all of the child's development in Turkish (I should probably add here: "Turkish as it is spoken in The Netherlands" because it appears that norms are slowly changing). Recently, a project started in which speech samples of Turkish are taken into account in the assessment of Turkish children in the Netherlands. In this project interpreters are trained to assist the clinical linguists or speech therapists in analyzing the speech samples. It is of vital importance that the interpreter knows what information is relevant for the person who makes the diagnosis. As far as I know, this procedure seems to work well, but it is too early to be implemented on a large scale. Moreover, Turkish is just one of the many minority languages in this country; the dilemma is whether we should train interpreter speaking other languages (Arabic? Tamazight? Hindi? Sranan? and so on). By the way, I am not surprised by the one year delay in German for this trilingual child, on the basis of the CDI-equivalent. Don't forget, it's just one part of the picture! Best regards, Jeroen Aarssen ---------------------------------------------------------------------------- -------- Dr. Jeroen Aarssen S A R D E S, Language Unit P.O. Box 2357 / 3500 GJ Utrecht / The Netherlands / (+31)30-2326230 www.aarssen.net www.sardes.nl ---------------------------------------------------------------------------- -------- > Disclaimer: > Dit e-mailbericht is alleen bestemd voor de geadresseerde. > Aan de inhoud ervan kunnen geen rechten worden ontleend . ---------------------------------------------------------------------------- -------- -----Oorspronkelijk bericht----- Van: Annick De Houwer [mailto:vhouwer at uia.ac.be] Verzonden: dinsdag 30 september 2003 15:20 Aan: Marita Boehning; info-childes at mail.talkbank.org Onderwerp: Re: What is "normal" in bilingual children? Hi Marita--- The problem you raise is really a very big one. It requires a very complex answer, but I will here, at the great danger of oversimplifying things, just write a few things that can perhaps help. As Barbara Pearson and others have shown, you can't really judge a bilingual child's knowledge on the basis of just one language (let alone, a CDI i one language). By definition, a bilingual child knows a lot more than just one language. But the problem is: there are no norms available that can easily and reliably used for bilingual children. In the mean time: what to do?? My own experience as a researcher in child bilingualism leads me to say that one should get as much information from all the people in the child's environment - from all the normal 'carriers' of each of the child's languages, and hear what they have to say. If a child is functioning well in all the languages he/she is exposed to, according to the people who know the child, there is no cause for undue concern. If the child does OK in one language, and not so well in the other, the child most likely has fewer opportunities to learn/use the weaker language, and more intense input might be a good 'remedy'. (It is quite normal for young bilingual children to know each of their languages to different extents.) A real problem exists if the child does not function well in any language. Then professional help is called for - and more input in all the child's languages. I'm sure that other colleagues will also attempt to respond. In the mean time, I hope the above can be of some help. Best regards, Annick De Houwer **************** Annick De Houwer, PhD Director, Research group Language, Communication and Socialization Dept. of Communication Campus Drie Eiken University of Antwerp Universiteitsplein 1 B2610-Antwerpen Belgium tel +32-3_8202863 fax +32-3-8202882 email annick.dehouwer at ua.ac.be > Van: "Marita Boehning" > Datum: Tue, 30 Sep 2003 11:57:26 +0200 > Aan: info-childes at mail.talkbank.org > Onderwerp: What is "normal" in bilingual children? > > Dear members, > I was recently asked for advice by a mother of a 3;5 year-old son who > learns 3 languages as his mother tongue. Turkish is the language coming > from the father, English from the mother and German from everywhere else > (as they live in Germany) and sometimes from the parents, too. > As I haven't dealt with much research on bilingualism, I have hardly any > idea, what is normal for a child who has to acquire 3 languages > simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), > and it turns out his results equal a 2;5 year-old. > Would a year delay be "normal" for such a child or is intervention > indicated? And if intervention, then are there special approaches for > those children? > > Thanks for any help! > > Marita Boehning > > > > ****************************** > Marita Boehning > Department of Linguistics > University of Potsdam > P.O. Box 60 15 53 > D - 14415 Potsdam > Germany > > ***************************** > > > From genesee at ego.psych.mcgill.ca Tue Sep 30 13:30:26 2003 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 30 Sep 2003 09:30:26 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: <3F795386.7C676A3E@kronos.ling.uni-potsdam.de> Message-ID: Marita: I would like to add to Annick's comments, which I agree with based on our experiences in Montreal -- the amount of exposure children get to each language, especially children exposed to more than two languages, is important. We have found that often children progress faster in the language that they receive more exposure to. Since exposure can be quite variable in children exposed to 3 languages, let alone 2, it would be important to make sure that any judgements about teh child's language development are based on the language to which the child has the MOST exposure. This has a better chance of providing indications of the child's capacity for langauge. Looking at the language to which the child has least exposure might be telling you more about exposure than capacity. This is all particularly true if you are basing your judgements on vocabulary -- vocabulary development, in our experience in Montreal, seems to be particularly sensitive to exposure; although I must admit that this comment is more intuitive than empirically-based. We know that young bilingual children often do not score at teh same level as monolingual children on vocabulary measures if you look at each language separately. If you look at their combined vocabulary (different types), then you often find taht their vocabulary is equivalent to that of monolinguals -- this, of course, assumes adequate exposure to each language. It might also be worth pointing out that language impairment, or delay, even in monolingual children, is difficult to identify when children are as young as the son of your friend since the kinds of difficulties such childre have are often not qualitatively different from normally-developing children. What distinguishes many children with language impairment/delay is their difficulty in reaching age-appropriate levels of competence. But, of course, in the beginning, all children have impariments to the extent that they have not mastered the target system -- only time can reveal which children are truly delayed. Given all this, I think Annick's suggestion that, at the moment, a useful thing to do would be to ensure that the child has lots of rich, consitent and naturalistic exposure to all three languages is good advice -- in my opinion, this is adivsable for all bilingual and multilingual children. It has been our experience that exposure to the target languages from same-age peers can be particularly important for bilingual children -- it looks like peers may be as, or more important, language models than adults at some point in children's early langauge development -- again, just an impression. We have found that bilingual children often gravitate toward the language of their peers, even if that means, sometimes, moving away from the dominant language of the home. I hope this is helpful. Fred Genesee At 11:57 AM 30/09/2003 +0200, Marita Boehning wrote: >Dear members, > I was recently asked for advice by a mother of a 3;5 year-old son who >learns 3 languages as his mother tongue. Turkish is the language coming >from the father, English from the mother and German from everywhere else >(as they live in Germany) and sometimes from the parents, too. >As I haven't dealt with much research on bilingualism, I have hardly any >idea, what is normal for a child who has to acquire 3 languages >simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), >and it turns out his results equal a 2;5 year-old. >Would a year delay be "normal" for such a child or is intervention >indicated? And if intervention, then are there special approaches for >those children? > >Thanks for any help! > >Marita Boehning > > > >****************************** >Marita Boehning >Department of Linguistics >University of Potsdam >P.O. Box 60 15 53 >D - 14415 Potsdam >Germany > >***************************** > Psychology Department McGill University 1205 Docteur Penfield Ave. Montreal Quebec H3A 1B1 ph: 1-514-398-6022 fx: 1-514-398-4896 From genesee at ego.psych.mcgill.ca Tue Sep 30 14:00:21 2003 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 30 Sep 2003 10:00:21 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: Message-ID: Following up on Jeroen's note, it is generally believed that if a bilingual or trilingual child has an underlying language impairment, then it should be evident in all languages -- research by Johanne Paradis, Martha Crago, Mabel Rice, and myself provides some empirical support for this belief, at least in the case of French-English bilingual children in Montreal. Given the likely validity of this claim, any diagnosis of impairment in the case of bi/trilingual children should be based on an examination of their home languages. A judgement based on examination of one language only could well reflect simply the child's stage of development in that language given his or her exposure to the language. Normal patterns of early language development, especially under reduced exposure, could easily resemble what is also taken to be patterns of impairment -- deletion of verbal inflections in English, for example. Our research suggests that the patterns of impairment that bilingual children with language impairment are likely to exhibit in each language are likely to resemble those exhibited by monolingual children with impairment in the same languages . It would follow from this that one should use the same kind of indicators of impairment for monolingual children when examining a bilingual child, taking into account exposure and stage of development of course. And herein lies the rub, given that some bi/trilingual chldren may have reduced or inconsistent exposure to one or more of their languages, it can be difficult to know whether the child's stage of development is normal or not. There is surprisingly little research on language impairment in bilingual children, so much caution is called for in all this. Fred At 03:26 PM 30/09/2003 +0200, Jeroen Aarssen wrote: >Hello Marita, >I agree with Annick that you have to consult as many people as possible to >get a basic idea of the child's level in each of the three languages. The >problem of course is that if you suspect that a child lags behind in one, >two or even all three languages, you may wonder in what way professionals >can be of any help: generally, only one of the languages (most often the >child's second, or third, language) is assessed. >Here in The Netherlands we are facing similar problems. When an immigrant >minority child (say a Turkish child age 2) is detected (for instance during >a regular check-up in a child health care center) as to have "some kind of" >language problem, the parents are usually referred to a special speech and >language center for a more thorough assessment. At that point the system >fails, because standardized diagnostic tools are only available in Dutch (as >a first language, I must add). Generally speaking, there's no assessment at >all of the child's development in Turkish (I should probably add here: >"Turkish as it is spoken in The Netherlands" because it appears that norms >are slowly changing). >Recently, a project started in which speech samples of Turkish are taken >into account in the assessment of Turkish children in the Netherlands. In >this project interpreters are trained to assist the clinical linguists or >speech therapists in analyzing the speech samples. It is of vital importance >that the interpreter knows what information is relevant for the person who >makes the diagnosis. As far as I know, this procedure seems to work well, >but it is too early to be implemented on a large scale. Moreover, Turkish is >just one of the many minority languages in this country; the dilemma is >whether we should train interpreter speaking other languages (Arabic? >Tamazight? Hindi? Sranan? and so on). > >By the way, I am not surprised by the one year delay in German for this >trilingual child, on the basis of the CDI-equivalent. Don't forget, it's >just one part of the picture! > >Best regards, > >Jeroen Aarssen > >---------------------------------------------------------------------------- >-------- >Dr. Jeroen Aarssen > >S A R D E S, Language Unit >P.O. Box 2357 / 3500 GJ Utrecht / The Netherlands / (+31)30-2326230 > >www.aarssen.net www.sardes.nl >---------------------------------------------------------------------------- >-------- >> Disclaimer: >> Dit e-mailbericht is alleen bestemd voor de geadresseerde. >> Aan de inhoud ervan kunnen geen rechten worden ontleend . >---------------------------------------------------------------------------- >-------- > > >-----Oorspronkelijk bericht----- >Van: Annick De Houwer [mailto:vhouwer at uia.ac.be] >Verzonden: dinsdag 30 september 2003 15:20 >Aan: Marita Boehning; info-childes at mail.talkbank.org >Onderwerp: Re: What is "normal" in bilingual children? > > >Hi Marita--- > >The problem you raise is really a very big one. It requires a very complex >answer, but I will here, at the great danger of oversimplifying things, just >write a few things that can perhaps help. >As Barbara Pearson and others have shown, you can't really judge a bilingual >child's knowledge on the basis of just one language (let alone, a CDI i one >language). By definition, a bilingual child knows a lot more than just one >language. But the problem is: there are no norms available that can easily >and reliably used for bilingual children. In the mean time: what to do?? My >own experience as a researcher in child bilingualism leads me to say that >one should get as much information from all the people in the child's >environment - from all the normal 'carriers' of each of the child's >languages, and hear what they have to say. If a child is functioning well in >all the languages he/she is exposed to, according to the people who know the >child, there is no cause for undue concern. If the child does OK in one >language, and not so well in the other, the child most likely has fewer >opportunities to learn/use the weaker language, and more intense input might >be a good 'remedy'. (It is quite normal for young bilingual children to know >each of their languages to different extents.) A real problem exists if the >child does not function well in any language. Then professional help is >called for - and more input in all the child's languages. >I'm sure that other colleagues will also attempt to respond. In the mean >time, I hope the above can be of some help. > >Best regards, > > >Annick De Houwer > > >**************** >Annick De Houwer, PhD >Director, Research group Language, Communication and Socialization > >Dept. of Communication >Campus Drie Eiken >University of Antwerp >Universiteitsplein 1 >B2610-Antwerpen >Belgium > >tel +32-3_8202863 >fax +32-3-8202882 >email annick.dehouwer at ua.ac.be > >> Van: "Marita Boehning" >> Datum: Tue, 30 Sep 2003 11:57:26 +0200 >> Aan: info-childes at mail.talkbank.org >> Onderwerp: What is "normal" in bilingual children? >> >> Dear members, >> I was recently asked for advice by a mother of a 3;5 year-old son who >> learns 3 languages as his mother tongue. Turkish is the language coming >> from the father, English from the mother and German from everywhere else >> (as they live in Germany) and sometimes from the parents, too. >> As I haven't dealt with much research on bilingualism, I have hardly any >> idea, what is normal for a child who has to acquire 3 languages >> simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), >> and it turns out his results equal a 2;5 year-old. >> Would a year delay be "normal" for such a child or is intervention >> indicated? And if intervention, then are there special approaches for >> those children? >> >> Thanks for any help! >> >> Marita Boehning >> >> >> >> ****************************** >> Marita Boehning >> Department of Linguistics >> University of Potsdam >> P.O. Box 60 15 53 >> D - 14415 Potsdam >> Germany >> >> ***************************** >> >> >> > Psychology Department McGill University 1205 Docteur Penfield Ave. Montreal Quebec H3A 1B1 ph: 1-514-398-6022 fx: 1-514-398-4896 From ks7t at andrew.cmu.edu Tue Sep 30 14:33:58 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 30 Sep 2003 10:33:58 -0400 Subject: Faculty Positions at the University of Iowa Message-ID: Faculty Positions at the University of Iowa Faculty Position/ Assistant Professor The Department of Speech Pathology and Audiology of the University of Iowa invites applications for a tenure track 12 month faculty position at the rank of Assistant Professor to begin Fall, 2004. Applicants with potential for excellence in research and teaching who have interests in areas of typical and/or atypical language development are being sought. This search is occurring in conjunction with a search for a mid-career faculty member with similar interests. Teaching opportunities for either position exist in normal language development, language and literacy, communication and developmental disabilities, preschool and school- age language impairment, or child phonology. A Ph.D. or equivalent is required. The CCC-SLP is preferred, but not required. Applicants should send a letter describing their research and teaching interests, a full curriculum vita, and three letters of recommendation to J. Bruce Tomblin, Department of Speech Pathology and Audiology, 7 WJSHC, University of Iowa, Iowa City, IA 52242-1012. Information about the position and the Department of Speech Pathology and Audiology can be found at http://www.shc.uiowa.edu/. The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply. Faculty Position/ Open Rank The Department of Speech Pathology and Audiology of the University of Iowa invites applications for a tenure track 12 month faculty position at the rank of Assistant through entry level Full Professor to begin Fall, 2004. Applicants are being sought with research and teaching interests in areas of typical and/or atypical language development. This search is occurring in conjunction with a search for junior level faculty member with similar interests. Teaching opportunities for either position exist in normal language development, language and literacy, communication and developmental disabilities, preschool and school-age language impairment, or child phonology. A productive research program is essential. A Ph.D. or equivalent is required. The CCC-SLP is not required. Applicants should send a full curriculum vita, a summary of future research plans, a statement of teaching philosophy, and three letters of recommendation to J. Bruce Tomblin, Department of Speech Pathology and Audiology, 7 WJSHC, University of Iowa, Iowa City, IA 52242-1012. Information about the position and the Department of Speech Pathology and Audiology can be found at http://www.shc.uiowa.edu/. The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply. Bruce Tomblin Department of Speech Pathology and Audiology University of Iowa 122 WJSHC Iowa City, IA 52242 J-Tomblin at uiowa.edu (319) 335-8745 Office and Lab (319) 335-8851 Fax From bpearson at comdis.umass.edu Tue Sep 30 14:43:54 2003 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Tue, 30 Sep 2003 10:43:54 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: Message-ID: Dear Infochildes, I am sure to be leaving someone out, but... I can only add that the people I know who are dealing with bilingualism in Communication Disorders are the team headed by Aquiles Iglesias at Temple. They have a contract from NIH to make a language test for 4 to 6 year old bilinguals (like the one we have here at UMass for African Americans). The other principals are Liz Pena at UTexas, and Vera Gutierrez- Clellen at San Diego State. (Vera also works a lot with Adelaida Restrepo at Georgia, who has also been vocal in the field.) The NIH test is nearing completion. I'm not sure whether it uses the "strongest language" or the "combined strengths" approaches that we have seen referred to this morning--or maybe both in different parts of the test. Perhaps one of the people on that project will weigh in on Marita's question. It's a thorny issue. Till soon, Barbara On Tuesday, September 30, 2003, at 09:19 AM, Annick De Houwer wrote: > Hi Marita--- > > The problem you raise is really a very big one. It requires a very > complex > answer, but I will here, at the great danger of oversimplifying > things, just > write a few things that can perhaps help. > As Barbara Pearson and others have shown, you can't really judge a > bilingual > child's knowledge on the basis of just one language (let alone, a CDI > i one > language). By definition, a bilingual child knows a lot more than just > one > language. But the problem is: there are no norms available that can > easily > and reliably used for bilingual children. In the mean time: what to > do?? My > own experience as a researcher in child bilingualism leads me to say > that > one should get as much information from all the people in the child's > environment - from all the normal 'carriers' of each of the child's > languages, and hear what they have to say. If a child is functioning > well in > all the languages he/she is exposed to, according to the people who > know the > child, there is no cause for undue concern. If the child does OK in one > language, and not so well in the other, the child most likely has fewer > opportunities to learn/use the weaker language, and more intense input > might > be a good 'remedy'. (It is quite normal for young bilingual children > to know > each of their languages to different extents.) A real problem exists > if the > child does not function well in any language. Then professional help is > called for - and more input in all the child's languages. > I'm sure that other colleagues will also attempt to respond. In the > mean > time, I hope the above can be of some help. > > Best regards, > > > Annick De Houwer > > > **************** > Annick De Houwer, PhD > Director, Research group Language, Communication and Socialization > > Dept. of Communication > Campus Drie Eiken > University of Antwerp > Universiteitsplein 1 > B2610-Antwerpen > Belgium > > tel +32-3_8202863 > fax +32-3-8202882 > email annick.dehouwer at ua.ac.be > >> Van: "Marita Boehning" >> Datum: Tue, 30 Sep 2003 11:57:26 +0200 >> Aan: info-childes at mail.talkbank.org >> Onderwerp: What is "normal" in bilingual children? >> >> Dear members, >> I was recently asked for advice by a mother of a 3;5 year-old son who >> learns 3 languages as his mother tongue. Turkish is the language >> coming >> from the father, English from the mother and German from everywhere >> else >> (as they live in Germany) and sometimes from the parents, too. >> As I haven't dealt with much research on bilingualism, I have hardly >> any >> idea, what is normal for a child who has to acquire 3 languages >> simultaneously. I looked at the German equivalent of the CDI >> (ELFRA-2), >> and it turns out his results equal a 2;5 year-old. >> Would a year delay be "normal" for such a child or is intervention >> indicated? And if intervention, then are there special approaches for >> those children? >> >> Thanks for any help! >> >> Marita Boehning >> >> >> >> ****************************** >> Marita Boehning >> Department of Linguistics >> University of Potsdam >> P.O. Box 60 15 53 >> D - 14415 Potsdam >> Germany >> >> ***************************** >> >> >> > > > ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From vclellen at mail.sdsu.edu Tue Sep 30 17:22:24 2003 From: vclellen at mail.sdsu.edu (Vera F. Gutierrez-Clellen) Date: Tue, 30 Sep 2003 10:22:24 -0700 Subject: Fwd: Re: What is "normal" in bilingual children? Message-ID: When we looked at the grammatical development of Spanish-English bilingual children (ages 4 to 6) in their strongest language we found that it is not different from monolinguals of that language. Because there are no standardized measures to determine the strongest language, we use a measure of grammaticality based on spontaneous language samples in each language. The same approach could be applied to assess relative acquisition of three or more languages. Vera > > >Dear Infochildes, > >I am sure to be leaving someone out, but... > >I can only add that the people I know who are dealing with >bilingualism in Communication Disorders are the team >headed by Aquiles Iglesias at Temple. They have a contract >from NIH to make a language test for 4 to 6 year old bilinguals (like >the one we have here at UMass for African Americans). > >The other principals are Liz Pena at UTexas, and Vera Gutierrez- >Clellen at San Diego State. (Vera also works a lot with Adelaida >Restrepo at Georgia, who has also been vocal in the field.) > >The NIH test is nearing completion. I'm not sure whether it uses the >"strongest language" or the "combined strengths" approaches that we have >seen referred to this morning--or maybe both in different parts of >the test. > >Perhaps one of the people on that project will weigh in on Marita's question. > >It's a thorny issue. >Till soon, >Barbara > > >On Tuesday, September 30, 2003, at 09:19 AM, Annick De Houwer wrote: > >>Hi Marita--- >> >>The problem you raise is really a very big one. It requires a very complex >>answer, but I will here, at the great danger of oversimplifying things, just >>write a few things that can perhaps help. >>As Barbara Pearson and others have shown, you can't really judge a bilingual >>child's knowledge on the basis of just one language (let alone, a CDI i one >>language). By definition, a bilingual child knows a lot more than just one >>language. But the problem is: there are no norms available that can easily >>and reliably used for bilingual children. In the mean time: what to do?? My >>own experience as a researcher in child bilingualism leads me to say that >>one should get as much information from all the people in the child's >>environment - from all the normal 'carriers' of each of the child's >>languages, and hear what they have to say. If a child is functioning well in >>all the languages he/she is exposed to, according to the people who know the >>child, there is no cause for undue concern. If the child does OK in one >>language, and not so well in the other, the child most likely has fewer >>opportunities to learn/use the weaker language, and more intense input might >>be a good 'remedy'. (It is quite normal for young bilingual children to know >>each of their languages to different extents.) A real problem exists if the >>child does not function well in any language. Then professional help is >>called for - and more input in all the child's languages. >>I'm sure that other colleagues will also attempt to respond. In the mean >>time, I hope the above can be of some help. >> >>Best regards, >> >> >>Annick De Houwer >> >> >>**************** >>Annick De Houwer, PhD >>Director, Research group Language, Communication and Socialization >> >>Dept. of Communication >>Campus Drie Eiken >>University of Antwerp >>Universiteitsplein 1 >>B2610-Antwerpen >>Belgium >> >>tel +32-3_8202863 >>fax +32-3-8202882 >>email annick.dehouwer at ua.ac.be >> >>>Van: "Marita Boehning" >>>Datum: Tue, 30 Sep 2003 11:57:26 +0200 >>>Aan: info-childes at mail.talkbank.org >>>Onderwerp: What is "normal" in bilingual children? >>> >>>Dear members, >>>I was recently asked for advice by a mother of a 3;5 year-old son who >>>learns 3 languages as his mother tongue. Turkish is the language coming >>>from the father, English from the mother and German from everywhere else >>>(as they live in Germany) and sometimes from the parents, too. >>>As I haven't dealt with much research on bilingualism, I have hardly any >>>idea, what is normal for a child who has to acquire 3 languages >>>simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), >>>and it turns out his results equal a 2;5 year-old. >>>Would a year delay be "normal" for such a child or is intervention >>>indicated? And if intervention, then are there special approaches for >>>those children? >>> >>>Thanks for any help! >>> >>>Marita Boehning >>> >>> >>> >>>****************************** >>>Marita Boehning >>>Department of Linguistics >>>University of Potsdam >>>P.O. Box 60 15 53 >>>D - 14415 Potsdam >>>Germany >>> >>>***************************** >>> >>> >> >> >> > >***************************************** >Barbara Zurer Pearson, Ph. D. >Project Manager, Research Assistant >Dept. of Communication Disorders >University of Massachusetts >Amherst MA 01003 > >413.545.5023 >fax: 545.0803 > >bpearson at comdis.umass.edu >http://www.umass.edu/aae/ -- Vera F. Gutierrez-Clellen, Ph.D. Professor School of Speech, Language, and Hearing Sciences, and SDSU/UCSD Joint Doctoral Program Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, CA 92182-1518 Office (619) 594-6645 Bilingual Child Language Research Laboratory (619) 594-2279 FAX: (619) 594-7109 From lhewitt at bgnet.bgsu.edu Tue Sep 30 18:43:55 2003 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Tue, 30 Sep 2003 14:43:55 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: <83E8AC17-F354-11D7-B1FD-000A959BF324@comdis.umass.edu> Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Sep 1 02:25:43 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 31 Aug 2003 22:25:43 -0400 Subject: CLAN and Praat update Message-ID: Dear Info-CHILDES, Recent changes in the Windows XP filing system appear to have broken the "Send to Praat" method we were using to link CLAN to Praat. However, Paul Boersma sent us updated code for the link which Leonid has now included in CLAN. So, if you are using XP and want to use the link between CLAN and Praat, you should download a new version of CLAN to use with the newest version of Praat and everything should work well, as it did before. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Thu Sep 4 10:53:36 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 4 Sep 2003 11:53:36 +0100 Subject: colour Message-ID: It is often claimed that very young infants do not see the colour /blue/. I am trying to understand whether that means they do not distinguish blue from other colours like green, yellow, or whether the claim is stronger and that a blue object on a white background is not seen at all except a blurred form by, say, the 1 month old, whereas a black or red object on a white background is?? Any quick info putting me right on this would be most appreciated. thanks in anticipation Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From mea149 at psu.edu Thu Sep 4 11:13:49 2003 From: mea149 at psu.edu (Marnie E. Arkenberg) Date: Thu, 4 Sep 2003 07:13:49 -0400 Subject: comprehensive online dictionary with pics? Message-ID: I am looking for a comprehensive online dictionary and/or encyclopedia with pictures included in the definitions. I have found several children's dictionaries, but nothing on par with, for example, the unabridged Oxford English dictionary. Is anyone aware of either a site or software that is comprehensive in terms of pictures (I am looking for pictures for both concrete and abstract words)? Furthermore, could anyone steer me toward word learning research incorporating this kind of technology? Thanks to anyone who can help! Marnie Arkenberg _____________________________________________________ Marnie E. Arkenberg, Doctoral Candidate Department of Psychology 353 Moore Building The Pennsylvania State University University Park, PA 16801 (814) 863-2308 mea149 at psu.edu "Child development is for kids."- Adrienne Root (2002) From lcollins at alcor.concordia.ca Mon Sep 8 14:24:12 2003 From: lcollins at alcor.concordia.ca (laura collins) Date: Mon, 8 Sep 2003 10:24:12 -0400 Subject: Tenure-track position in Applied Linguistics Message-ID: APPLIED LINGUISTICS The Department of Education's TESL Centre at Concordia University invites applications for a tenure-track position in the field of Applied Linguistics, in the area of language testing/evaluation and research methodologies. Experience in teaching and research related to one or more of the following areas would also be an asset: teacher training; corpus linguistics; and curriculum development. The Department is seeking a colleague who can teach successfully in both undergraduate and graduate programs and contribute to the academic administration of the programs. The successful candidate will join a dynamic team of active researchers and have the opportunity to make use of Concordia's Sage Lab, a state of the art language learning research facility. Applicants must also have a completed PhD, an excellent command of English, and a record of publications, conference presentations, and research grants. A functional knowledge of French would be an asset and is required of candidates who indicate teacher training as an area of expertise. Subject to budgetary approval, we anticipate filling this position, normally at the rank of Assistant Professor, for July 1, 2004. Applications should consist of a letter of intent, a curriculum vitae, a list of publications, a statement of teaching and research interests, and three letters of reference. Review of applications will begin on November 1, 2003 and continue until the position is filled. Concordia University is committed to employment equity and encourages applications from women, aboriginal peoples, visible minorities and disabled persons. Send applications to: Ellen Jacobs Chair, Department of Education Concordia University 1455 de Maisonneuve West Montreal, Quebec H3G 1M8 Canada telephone: (514) 848 2424 ext. 2033 fax: (514) 848 4520 -------------- next part -------------- An HTML attachment was scrubbed... URL: From yrose at mun.ca Tue Sep 9 00:44:16 2003 From: yrose at mun.ca (Yvan Rose) Date: Mon, 8 Sep 2003 22:14:16 -0230 Subject: ChildPhon on CHILDES Message-ID: Dear all, The latest version of ChildPhon, a software developed within FileMaker Pro for the Macintosh and recently offered as freeware to the research community is now available through the CHILDES website , under in a new section specifically titled "Phonology and Fonts". http://childes.psy.cmu.edu/ Among other planned improvements, a Windows-compatible version, as well as an interface to allow for double-blind transcriptions will make their way into updated versions of ChilPhon within the next few months. Eventually, we hope that ChildPhon will become fully integrated into CLAN and new versions of other CHILDES or TalkBank software. Additional information, as well as an introductory paper to the tool can also be found at the following web address: http://www.ucs.mun.ca/~yrose/ChildPhon.html Comments or inquiries should be send directly to me at: yrose at mun.ca Thank you for your interest in this new tool. Yvan Rose Assistant Professor Department of Linguistics Memorial University of Newfoundland From g0300901 at nus.edu.sg Tue Sep 9 03:46:34 2003 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Tue, 9 Sep 2003 11:46:34 +0800 Subject: Nair Study quoted in Bhatia & Ritchie Message-ID: Dear all, I'm trying to find a study that's quoted extensively in Bhatia T.K. & W.C. Ritchie. 1999. The bilingual child: some issues and perspectives. Handbook of child language acquisition, ed. by Bhatia & Ritchie, 457-491. San Diego: Academic Press. Nair, R.B 1984. Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 54, 51-90 I've tried searching for it from chibib, Linguitics & Langugage Behaviour Abstracts, and browsing through various volumes of the journal Indian Linguistics, but I can't seem to locate it. Does anyone know where I can gain access to this article? Thanks in advance. Hazel See ________________________________________________________________ Hazel See, Graduate research student Department of English language & literature National University of Singapore Blk AS5, 7 Arts Link, Singapore 117570 Email: g0300901 at nus.edu.sg From g0300901 at nus.edu.sg Tue Sep 9 05:23:21 2003 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Tue, 9 Sep 2003 13:23:21 +0800 Subject: Nair Study quoted in Bhatia & Ritchie Message-ID: My apologies, the page ref in Bhatia & Ritchie should be 569-643 instead. -----Original Message----- From: See Lei Chia, Hazel Sent: Tue 09/09/2003 11:46 To: info-childes at mail.talkbank.org Cc: Subject: Nair Study quoted in Bhatia & Ritchie Dear all, I'm trying to find a study that's quoted extensively in Bhatia T.K. & W.C. Ritchie. 1999. The bilingual child: some issues and perspectives. Handbook of child language acquisition, ed. by Bhatia & Ritchie, 457-491. San Diego: Academic Press. Nair, R.B 1984. Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 54, 51-90 I've tried searching for it from chibib, Linguitics & Langugage Behaviour Abstracts, and browsing through various volumes of the journal Indian Linguistics, but I can't seem to locate it. Does anyone know where I can gain access to this article? Thanks in advance. Hazel See ________________________________________________________________ Hazel See, Graduate research student Department of English language & literature National University of Singapore Blk AS5, 7 Arts Link, Singapore 117570 Email: g0300901 at nus.edu.sg From snehab at utdallas.edu Tue Sep 9 14:07:06 2003 From: snehab at utdallas.edu (Sneha V. Bharadwaj) Date: Tue, 9 Sep 2003 09:07:06 -0500 Subject: Nair Study quoted in Bhatia & Ritchie Message-ID: You may want to contact the central Institute of Indian Languages. They may be able to send you a copy of the Nair article. CENTRAL INSTITUTE OF INDIAN LANGUAGES Department of Secondary and Higher Education Ministry of Human Resource Development Government of India Manasaganotri, Hunsur Road, Mysore 570006 Tel: (0821)2515820 Fax: (0821)2515032 (Off) Sneha Bharadwaj ----- Original Message ----- From: "See Lei Chia, Hazel" To: Sent: Monday, September 08, 2003 10:46 PM Subject: Nair Study quoted in Bhatia & Ritchie > Dear all, > > I'm trying to find a study that's quoted extensively in Bhatia T.K. & W.C. Ritchie. 1999. The bilingual child: some issues and perspectives. Handbook of child language acquisition, ed. by Bhatia & Ritchie, 457-491. San Diego: Academic Press. > > Nair, R.B 1984. Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 54, 51-90 > > I've tried searching for it from chibib, Linguitics & Langugage Behaviour Abstracts, and browsing through various volumes of the journal Indian Linguistics, but I can't seem to locate it. Does anyone know where I can gain access to this article? Thanks in advance. > > Hazel See > > ________________________________________________________________ > > Hazel See, Graduate research student > > Department of English language & literature > > National University of Singapore > > Blk AS5, 7 Arts Link, Singapore 117570 > > Email: g0300901 at nus.edu.sg > > From anderson at mail.fpg.unc.edu Fri Sep 12 17:45:20 2003 From: anderson at mail.fpg.unc.edu (Kathleen Anderson) Date: Fri, 12 Sep 2003 13:45:20 -0400 Subject: Research Assistant Position Message-ID: The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill is seeking a full-time Research Assistant (RA) for a multidisciplinary research project examining the communication skills of young males with fragile X syndrome and Down syndrome. As a member of the research project staff, the RA will assist with the children?s language assessments. Participating families reside in North Carolina, Georgia, South Carolina, Maryland, and Virginia. Requirements include a BA/BS in psychology, education, communication, or related field and two years experience working with children with developmental disabilities. Availability for travel (approximately 5-6 nights per month) also is required. For more information, please contact Kathleen Anderson, Project Coordinator, at kathleen_anderson at unc.edu or 919.843.5422; or you may fax your resume to 919.966.7532. -- Kathleen Anderson, M.Ed. Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill 105 Smith Level Road/CB# 8180 Chapel Hill, NC 27599-8180 phone:919-843-5422/fax:919-966-7532 From ks7t at andrew.cmu.edu Mon Sep 15 15:14:08 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 15 Sep 2003 11:14:08 -0400 Subject: Job Posting Message-ID: Research Assistant Professorship or Post-doctoral Fellowship in Cognitive Neuroscience of Language, The University of Hong Kong Applications are invited for appointment as Research Assistant Professor (Ref: RF-2003/2004-43) or Post-doctoral Fellow (Ref: RF-2003/2004-44) in the Joint Laboratories for Language and Cognitive Neuroscience of the Department of Linguistics at the University of Hong Kong. The appointment will be made for 2 to 3 years tenable from as soon as possible but not later than August 31, 2004. Applicants should possess a Ph.D. in cognitive psychology, linguistics, cognitive neuroscience, or related fields. The appointee will join our interdisciplinary group that employs state-of-the-art fMRI and PET techniques to investigate how the brain reads and produces language, in particular, the Chinese language. Applicants should have expert knowledge of cognitive science and advanced fMRI techniques. Knowledge of the Chinese language is a plus. The appointee who has two-or-more-year post-doctoral experience and a proven publication record may be appointed as Research Assistant Professor. Annual salaries [attracting contract-end gratuity and University contribution to a retirement benefits scheme, totaling up to 15% of basic salary for Research Assistant Professor] are on the following scales (which are subject to review from time to time in accordance with the University's established mechanism): Post-doctoral Fellow : HK$372,060 - $489,420 (4 points) per annum; Research Assistant Professor : HK$518,580 - 631,080 (4 points) per annum. (Currently US$1 is appropriately equal to HK$7.8.) At current rates, salaries tax will not exceed 15% of gross income. The appointment carries leave and medical/dental benefits. Applicants should submit an application form, a cover letter, resume, and three letters of reference by October 15, 2003 to: Dr. Li-Hai Tan, Department of Linguistics, University of Hong Kong, Pokfulam Road, Hong Kong (email: tanlh at hku.hk). Application forms (272/302 amended) can be obtained at https://extranet.hku.hk/apptunit; or from the Appointments Unit (Senior), Registry, The University of Hong Kong, Hong Kong (Fax (852) 2540 6735 or 2559 2058; E-mail: apptunit at reg.hku.hk). From plahey at mindspring.com Wed Sep 17 19:06:49 2003 From: plahey at mindspring.com (Peg Lahey) Date: Wed, 17 Sep 2003 15:06:49 -0400 Subject: ANNOUNCING BAMFORD-LAHEY SCHOLARS FOR 2003-4 Message-ID: BAMFORD-LAHEY SCHOLARS FOR 2003-2004 The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children. Its current focus is on developmental language disorders of children. There is concern about a shortage of doctoral level professionals interested in pursuing careers in research and in teaching future Speech-Language Pathologists. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders. To accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program and who intend to specialize in children's language disorders. We are very proud to announce the Bamford-Lahey Scholars for 2003-2004. Based on review of applications by independent professionals in the field, six applicants were selected from a pool of highly qualified applicants. A picture of each along with a short biography is available on our website at http://bamford-lahey.org/scholars.html. The winners, presented alphabetically, are: Maria Breah-Spahn, University of South Florida Lisa Hammett, University of Georgia Kimberly Keller, Florida State University Amanda Owen, Purdue University Cynthia Puranik, University of Florida Heather Rusiewicz, University of Pittsburgh. More information about these scholarships is available on our website http://www.bamford-lahey.org/scholarships.html. Applications for 2004 scholarships as well as any changes in the program will be on our website by January of 2004. Completed applications for next year's awards will be due April 1, 2004. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cmartinot at free.fr Thu Sep 18 13:39:03 2003 From: cmartinot at free.fr (Claire Martinot) Date: Thu, 18 Sep 2003 15:39:03 +0200 Subject: Sound acquisition Message-ID: Dear all, A colleague of mine, in diachronic Linguistics, asks me the following question about sound acquisition : Is it true that the acquisition of /y/ by French children implies that of both /i/ ans /u/ ? If your are aware or recent experimental research, could you please let me know some references therin ? Same question concerning the acquisition of /w/ vis-a-vis /i/ and /u/ by Korean children. PS. /y/ : /front rounded vowel/ ; /w/ : /back unrounded vowel/ Thanks in advance for your answer Claire Martinot Universit? Ren? Descartes, Paris 5 From theaksto at fs1.fse.man.ac.uk Mon Sep 22 11:40:20 2003 From: theaksto at fs1.fse.man.ac.uk (Anna L Theakston) Date: Mon, 22 Sep 2003 11:40:20 +0000 Subject: IASCL Membership fee Message-ID: I have recently received a cheque for 50 pounds sterling from somebody wishing to join the IASCL. As no registration form or identifying information was enclosed, I don't know who this is from. If you have recently sent payment, please contact me with your details ASAP. I have a postmark on the envelope so I know this person's affiliation. Thanks. Anna Theakston Dr. Anna Theakston IASCL Treasurer Dept. of Psychology University of Manchester Oxford Road Manchester, M13 9PL UK Tel: (0)161 275 2600 Email: theaksto at psy.man.ac.uk From macw at cmu.edu Mon Sep 22 17:46:37 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 22 Sep 2003 13:46:37 -0400 Subject: Job posting Message-ID: The Department of Psychology at the UNIVERSITY OF SOUTH FLORIDA invites applications for two new appointments of full-time, tenure-track, assistant professors with service to begin as early as August 7, 2004. Applicants should send statements describing their research program and their teaching interests, a CV, and up to five reprints and preprints. Three letters of recommendation should be sent directly to the chair of the search committee at the address below. Applicants should show evidence of outstanding research and teaching potential. Each of the successful applicants will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance. Applicants must have the Ph.D. degree by the time of the appointment. Post-doctoral experience is highly desirable. We have a strong preference for applicants whose research bridges subdisciplines of Psychology. We are seeking truly outstanding psychologists whose program of research focuses on ANY area of psychology and who are conducting empirical, theory-driven research with humans. The domain of the search ranges across the spectrum of psychological science. The department has particular needs in some areas (such as, but not limited to, Social, Developmental, and Cognitive). We have a special interest in a Cognitive Neuroscientist who employs neuroimaging. We would consider candidates who utilize any form of neuroimaging, including electrophysiological, optical or radiological neuroimaging. These preferences notwithstanding, our intent is to allow the quality of the candidates to determine the directions of our growth. The University of South Florida is a metropolitan-based, Carnegie-designated Doctoral/Research-Extensive university enrolling more than 40,000 students. The department of Psychology (http://www.cas.usf.edu/psychology/content/index.htm ) has 33 faculty members. The Department is housed in a new building that provides ample space and facilities for research as well as a large, vibrant, psychological services center. The Psychology Building is located in close proximity to the Health Sciences complex on the USF campus, reflecting the strong relationship we maintain with such units as the Moffitt Cancer Center and Research Institute, The Florida Mental Health Institute and the Colleges of Medicine and Public Health. The University is planning to establish a major, state-funded, Center for the study of Alzheimer Disease. Facilities for radiological neuroimaging are available on campus. There are excellent facilities for electrophysiological neuroimaging in the department. For those interested in developmental processes, there are three NAEYC-accredited day care facilities on campus as well as two laboratory elementary schools. The salary is negotiable. Send materials to: Prof. William Sacco, Chair, Psychology Search Committee, Department of Psychology, University of South Florida, 4202 E. Fowler., PCD 4118G, Tampa, Florida, 33620-7200. The University of South Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida?s ?Government in the Sunshine? and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Sonya Espinosa (813-974-2438). A review of the applications will begin on 12/15/03. In order to receive full consideration by the search committee your application must be received by this date. Applications received after this date will be reviewed and advanced, in cases of compelling merit, up to the conclusion of the search process. From macw at cmu.edu Tue Sep 23 22:19:13 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 23 Sep 2003 18:19:13 -0400 Subject: New set of English tagged corpora Message-ID: Dear Info-CHILDES, I have now produced a new set of morphologically tagged and disambiguated files for all of the English data, both from the USA and the UK. These corpora can be found from the CHILDES data page at http://childes.psy.cmu.edu/data/ Note the two links there labeled "tagged" -- one for the USA and one for the UK. Over the last year we have worked to make sure that all of the words in all of these corpora are recognized by MOR. This work is now done for all of the corpora with the exception of Manchester, Hall, Sachs, and Snow. After MOR was run on these corpora, which took about 30 minutes, I then ran the POST disambiguator which took another 30-40 minutes. Of course, the real work here was the work involved in making sure that every word was recognized by MOR in the first place. Once that was done, the rest was easy. The accuracy of the tagging seems quite high. It seems better than the 90% I calculated earlier, perhaps closer to 95%. Having now nearly finished tagging English, we will probably turn our attention back to finishing the MOR tagging for Spanish. Other languages that should receive attention soon include Mandarin, Cantonese, and Italian, since we have the beginnings of grammars and lexicons for them. I need to clarify the status of tagging for French, Dutch, and German. Good luck with these data and please send me questions, if you have any. --Brian MacWhinney, CMU From cech at louisiana.edu Wed Sep 24 18:38:06 2003 From: cech at louisiana.edu (Claude G. Cech) Date: Wed, 24 Sep 2003 13:38:06 -0500 Subject: job announcement Message-ID: An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Thu Sep 25 14:31:47 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 25 Sep 2003 15:31:47 +0100 Subject: literature on vocal development, child phonology Message-ID: A very useful book on this subject is: Marilyn Vihman: Phonological Development: The Origins of Language in the Child; Blackwell, 1996 For the more perceptual side of phonological development, see: Peter Jusczyk: The Discovery of Spoken Language; M.I.T. Press, 1997 Yours, Ann In message <200309251252.h8PCpxXJ031441 at server1.eblcom.ch> "Stefanie Stadler Elmer " writes: > This message is for dev-europe list members. Details of list are at > http://devpsy.lboro.ac.uk/psygroup/dev-europe.html > ----------------------------------------------------------------- > Dear colleagues > > could anyone please give me references, preferably new books, on > the following domain: early vocal development, child phonology. > > I am fascinated by the selection of chapters in > > Yeni-Komshian, G.H., Kavanagh, J.F., & Ferguson, C.A. (eds.) > (1980). Child phonology. New York: Academic Press. > > Or by > > Papousek, M. (1994). Vom ersten Schrei zum ersten Wort. > Bern: Huber. (From the first cry to the first word) > > Are there any new editions on this topics? > > Many thanks ! > > Stefanie Stadler Elmer > > +----------------------------------------------------------+ > : Mailing address: : > : : > : PD Dr. Stefanie Stadler Elmer : > : Dachsweg 8b : > : CH - 4410 Liestal : > : : > : phone: xx41-61-923 10 55 : > : e-mail: stadler at paed.unizh.ch : > : homepage: http://monet.physik.unibas.ch/~elmer/sse/ : > : : > +----------------------------------------------------------+ > > From barriere at vonneumann.cog.jhu.edu Thu Sep 25 15:02:39 2003 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Thu, 25 Sep 2003 11:02:39 -0400 Subject: literature on vocal development, child phonology In-Reply-To: Message-ID: Another very up to date and well written volume on this topic is Boysson-Bardies, B. de (1999) How language comes to children: from birth to 2 years. Cambridge: MIT press. Yours, Isabelle Barriere Department of Cognitive Science Johns Hopkins University At 03:31 PM 9/25/2003 +0100, Ann Dowker wrote: >A very useful book on this subject is: > >Marilyn Vihman: Phonological Development: The Origins of Language >in the Child; Blackwell, 1996 > >For the more perceptual side of phonological development, see: > >Peter Jusczyk: The Discovery of Spoken Language; M.I.T. Press, 1997 > > >Yours, > >Ann > >In message <200309251252.h8PCpxXJ031441 at server1.eblcom.ch> "Stefanie >Stadler Elmer " writes: > > This message is for dev-europe list members. Details of list are at > > http://devpsy.lboro.ac.uk/psygroup/dev-europe.html > > ----------------------------------------------------------------- > > Dear colleagues > > > > could anyone please give me references, preferably new books, on > > the following domain: early vocal development, child phonology. > > > > I am fascinated by the selection of chapters in > > > > Yeni-Komshian, G.H., Kavanagh, J.F., & Ferguson, C.A. (eds.) > > (1980). Child phonology. New York: Academic Press. > > > > Or by > > > > Papousek, M. (1994). Vom ersten Schrei zum ersten Wort. > > Bern: Huber. (From the first cry to the first word) > > > > Are there any new editions on this topics? > > > > Many thanks ! > > > > Stefanie Stadler Elmer > > > > +----------------------------------------------------------+ > > : Mailing address: : > > : : > > : PD Dr. Stefanie Stadler Elmer : > > : Dachsweg 8b : > > : CH - 4410 Liestal : > > : : > > : phone: xx41-61-923 10 55 : > > : e-mail: stadler at paed.unizh.ch : > > : homepage: > http://monet.physik.unibas.ch/~elmer/sse/ : > > : : > > +----------------------------------------------------------+ > > > > From L.Onnis at warwick.ac.uk Thu Sep 25 15:39:13 2003 From: L.Onnis at warwick.ac.uk (Luca Onnis) Date: Thu, 25 Sep 2003 16:39:13 +0100 Subject: Artificial Language Learning and Language Development Message-ID: A quick question: Can anyone point to papers in which the putative relationship between language development and AGL/ALL/statistical learning is explicitly questioned? Regards, Luca Onnis ---------------------------------------------------------------- Luca Onnis Department of Psychology University of Warwick CV4 7AL, Coventry, England Phone: 0044(0)2476523613 ---------------------------------------------------------------- From stemberg at interchange.ubc.ca Thu Sep 25 16:13:09 2003 From: stemberg at interchange.ubc.ca (Joseph Stemberger) Date: Thu, 25 Sep 2003 09:13:09 -0700 Subject: literature on vocal development, child phonology In-Reply-To: Message-ID: >>could anyone please give me references, preferably new books, on >>the following domain: early vocal development, child phonology. >> There is also: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. The Yeni-Komshian volume resulted from a conference, and there is also the volume that came from the NEXT similar conference: Ferguson, C.A., Menn, C.L., & Stoel-Gammon, C. (1992), Phonological development: Models, research, and implications. Timonium, MD: York Press. And a volume from a conference in 1995: Bernhardt, B, Gilbert, J., & Ingram, D. (1996), Proceedings of the UBC International Conference on Phonological Acquisition. Somerville, MA: Cascadilla Press. ---Joe Stemberger UBC From bpearson at comdis.umass.edu Thu Sep 25 17:01:35 2003 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 25 Sep 2003 13:01:35 -0400 Subject: literature on vocal development, child phonology In-Reply-To: Message-ID: Dear All, I apologize if this is a repetition, but I haven't seen Kim Oller's book mentioned: The emergence of the speech capacity. Erlbaum, 2000. Barbara On Thursday, September 25, 2003, at 10:31 AM, Ann Dowker wrote: > A very useful book on this subject is: > > Marilyn Vihman: Phonological Development: The Origins of Language > in the Child; Blackwell, 1996 > > For the more perceptual side of phonological development, see: > > Peter Jusczyk: The Discovery of Spoken Language; M.I.T. Press, 1997 > > > Yours, > > Ann > > In message <200309251252.h8PCpxXJ031441 at server1.eblcom.ch> "Stefanie > Stadler Elmer " writes: >> This message is for dev-europe list members. Details of list are at >> http://devpsy.lboro.ac.uk/psygroup/dev-europe.html >> ----------------------------------------------------------------- >> Dear colleagues >> >> could anyone please give me references, preferably new books, on >> the following domain: early vocal development, child phonology. >> >> I am fascinated by the selection of chapters in >> >> Yeni-Komshian, G.H., Kavanagh, J.F., & Ferguson, C.A. (eds.) >> (1980). Child phonology. New York: Academic Press. >> >> Or by >> >> Papousek, M. (1994). Vom ersten Schrei zum ersten Wort. >> Bern: Huber. (From the first cry to the first word) >> >> Are there any new editions on this topics? >> >> Many thanks ! >> >> Stefanie Stadler Elmer >> >> +----------------------------------------------------------+ >> : Mailing address: : >> : : >> : PD Dr. Stefanie Stadler Elmer : >> : Dachsweg 8b : >> : CH - 4410 Liestal : >> : : >> : phone: xx41-61-923 10 55 : >> : e-mail: stadler at paed.unizh.ch : >> : homepage: http://monet.physik.unibas.ch/~elmer/sse/ : >> : : >> +----------------------------------------------------------+ >> >> > > ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From mark_mitchell at kmug.org Sun Sep 28 23:51:24 2003 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Mon, 29 Sep 2003 08:51:24 +0900 Subject: Onset age for translation ability Message-ID: I have been assuming that young bilinguals or young children learning second languages do not 'translate' in productive speech, at least not beyond single lexical items (or single unanalyzed phrases learned as a whole). In contrast, young adolescents (around the onset of puberty) seem to have difficulties NOT translating when learning a second language. Thus, translations becomes the preferred strategy. So there would appear to be a tremendous flip-flop occurring within this domain (which presumably parallels the onset of analysis abilities in other domains, including nonlinguistic, as well?) Is this notion uncontroversial? If so, at what age does direct translation generally become possible? I would greatly appreciate any references to studies which assessed the onset of direct translation ability as well as (the empirically far more difficult to assess, presumably) the shift to translation as a preferred strategy second language tasks. Best to all, mark mitchell From jordan.zlatev at ling.lu.se Mon Sep 29 15:27:41 2003 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Mon, 29 Sep 2003 17:27:41 +0200 Subject: CFP - Language, Culture, Mind Message-ID: With apologies for cross-posting. ************************************ First Call for Papers ********************************** International Conference on Language, Culture and Mind Integrating perspectives and methodologies in the study of language 18-20 July 2004 University of Portsmouth, England www.unifr.ch/gefi/GP2/Portsmouth/ Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. The goal of this conference is to contribute to situating the study of language in a contemporary interdisciplinary dialogue. Many of the relevant disciplines have made highly significant theoretical, methodological and empirical advances during the last decade. We call for contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, cognitive and neurosciences, who wish both to impart their insights and findings, and learn from other disciplines. Preference will be given to submissions which emphasize interdisciplinarity, the interaction between culture, mind and language, and/or multi-methodological approaches in the language sciences. Topics include but are not limited to: * Biological and cultural evolution and language * Comparative study of communication systems * Cognitive and cultural schematization in language * Emergence of language in ontogeny and phylogeny * Language in multi-modal communication * Language and normativity * Language and thought, emotion and consciousness International Organizing Committee * Carmen Guarddon Anelo, Departamento de Filologias Extranjeras y sus Lingisticas, Universidad Nacional de Educacion a Distancia, Spain * Raphael Berthele, Departement fur Germanistik, Universite de Fribourg, Switzerland * Maria Cristobal, Department of English Philology I. Universidad Complutense de Madrid, Spain * Iraide Ibarretxe, Department of English Philology, University of Deusto / Department of Basque Philology, University of the Basque Country, Spain * Jordan Zlatev, Department of Linguistics Lund University / Department of Philosophy and Linguistics, Umea University, Sweden Local Organizing Committee, Department of Psychology, University of Portsmouth, England * Mike Fluck * Karl Nunkoosing * Vasu Reddy * Chris Sinha * Vera da Silva * Joerg Zinken Deadlines One page abstracts for 30-minute presentations should be submitted to Jordan Zlatev (jordan.zlatev at ling.lu.se) by January 15, 2004. Notification of acceptance by March 15, 2004. Abstracts will be reviewed by an International Scientific Committee, membership to be announced in the second call for papers. Chris Sinha Professor of Psychology of Language Head of Department of Psychology King Henry Building, King Henry I Street Portsmouth PO1 2DY Tel. +44 (0)2392 84 6312 Fax +44 (0)2392 84 6300 From ks7t at andrew.cmu.edu Mon Sep 29 20:08:36 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 29 Sep 2003 16:08:36 -0400 Subject: Job Posting Message-ID: Linguistics: Assistant Professor of Linguistics. University of Delaware. Tenure track position, beginning Autumn 2004. Specialization in Psycholinguistics (language processing, neurolinguistics, or first language acquisition). Candidate should have an active research program applying experimental methodology to one or more of the core areas of theoretical linguistics. Ph.D. required by time of appointment. Commitment to excellence in teaching at all levels, from introductory undergraduate courses to graduate research seminars. Competitive salary, excellent start-up package. Preliminary interviews likely at BU/NELS. To receive full consideration, send application materials (letter, curriculum vitae, three or more letters of recommendation and sample publications) by November 1, 2003 to Professor Peter Cole, Chair of the Linguistics Search Committee, Department of Linguistics, 42 E. Delaware Ave., Newark, DE 19716. E-mail: pcole at udel.edu; Voice: (302) 831-6806; Fax: (302) 831-6896; Department web site: http://www.ling.udel.edu/ling. The curriculum vitae and letters of reference shall be shared with departmental faculty. The UNIVERSITY OF DELAWARE is an Equal Opportunity Employer which encourages applications from Minority Group Members and Women. ____________________________________________________________________ Prof. Peter Cole Department of Linguistics University of Delaware Newark, DE 19716 USA 302-831-6829 (phone) 302-831-6896 (UD Linguistics fax) 503-217-8492 (e-fax personal fax [forwarded to me in my email]) pcole at udel.edu World Wide Web: http://www.ling.udel.edu/pcole/cole.html From edy.veneziano at paris5.sorbonne.fr Mon Sep 29 20:30:24 2003 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 29 Sep 2003 13:30:24 -0700 Subject: advise on videorecorder Message-ID: I need to buy a new videorecorder. Could someone helps me to choose a good model for recording natural interaction? Is Mini DV a good and necessary choice? Easiness of operation and stability of image-taking would be assets (I come from VHS-C and Hi8 formats...) Thank you in advance for any help. I will post all suggestions Edy Veneziano From boehning at kronos.ling.uni-potsdam.de Tue Sep 30 09:57:26 2003 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Tue, 30 Sep 2003 11:57:26 +0200 Subject: What is "normal" in bilingual children? Message-ID: Dear members, I was recently asked for advice by a mother of a 3;5 year-old son who learns 3 languages as his mother tongue. Turkish is the language coming from the father, English from the mother and German from everywhere else (as they live in Germany) and sometimes from the parents, too. As I haven't dealt with much research on bilingualism, I have hardly any idea, what is normal for a child who has to acquire 3 languages simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), and it turns out his results equal a 2;5 year-old. Would a year delay be "normal" for such a child or is intervention indicated? And if intervention, then are there special approaches for those children? Thanks for any help! Marita Boehning ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany ***************************** From vhouwer at uia.ac.be Tue Sep 30 13:19:30 2003 From: vhouwer at uia.ac.be (Annick De Houwer) Date: Tue, 30 Sep 2003 14:19:30 +0100 Subject: What is "normal" in bilingual children? In-Reply-To: <3F795386.7C676A3E@kronos.ling.uni-potsdam.de> Message-ID: Hi Marita--- The problem you raise is really a very big one. It requires a very complex answer, but I will here, at the great danger of oversimplifying things, just write a few things that can perhaps help. As Barbara Pearson and others have shown, you can't really judge a bilingual child's knowledge on the basis of just one language (let alone, a CDI i one language). By definition, a bilingual child knows a lot more than just one language. But the problem is: there are no norms available that can easily and reliably used for bilingual children. In the mean time: what to do?? My own experience as a researcher in child bilingualism leads me to say that one should get as much information from all the people in the child's environment - from all the normal 'carriers' of each of the child's languages, and hear what they have to say. If a child is functioning well in all the languages he/she is exposed to, according to the people who know the child, there is no cause for undue concern. If the child does OK in one language, and not so well in the other, the child most likely has fewer opportunities to learn/use the weaker language, and more intense input might be a good 'remedy'. (It is quite normal for young bilingual children to know each of their languages to different extents.) A real problem exists if the child does not function well in any language. Then professional help is called for - and more input in all the child's languages. I'm sure that other colleagues will also attempt to respond. In the mean time, I hope the above can be of some help. Best regards, Annick De Houwer **************** Annick De Houwer, PhD Director, Research group Language, Communication and Socialization Dept. of Communication Campus Drie Eiken University of Antwerp Universiteitsplein 1 B2610-Antwerpen Belgium tel +32-3_8202863 fax +32-3-8202882 email annick.dehouwer at ua.ac.be > Van: "Marita Boehning" > Datum: Tue, 30 Sep 2003 11:57:26 +0200 > Aan: info-childes at mail.talkbank.org > Onderwerp: What is "normal" in bilingual children? > > Dear members, > I was recently asked for advice by a mother of a 3;5 year-old son who > learns 3 languages as his mother tongue. Turkish is the language coming > from the father, English from the mother and German from everywhere else > (as they live in Germany) and sometimes from the parents, too. > As I haven't dealt with much research on bilingualism, I have hardly any > idea, what is normal for a child who has to acquire 3 languages > simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), > and it turns out his results equal a 2;5 year-old. > Would a year delay be "normal" for such a child or is intervention > indicated? And if intervention, then are there special approaches for > those children? > > Thanks for any help! > > Marita Boehning > > > > ****************************** > Marita Boehning > Department of Linguistics > University of Potsdam > P.O. Box 60 15 53 > D - 14415 Potsdam > Germany > > ***************************** > > > From J.Aarssen at sardes.nl Tue Sep 30 13:26:07 2003 From: J.Aarssen at sardes.nl (Jeroen Aarssen) Date: Tue, 30 Sep 2003 15:26:07 +0200 Subject: What is "normal" in bilingual children? Message-ID: Hello Marita, I agree with Annick that you have to consult as many people as possible to get a basic idea of the child's level in each of the three languages. The problem of course is that if you suspect that a child lags behind in one, two or even all three languages, you may wonder in what way professionals can be of any help: generally, only one of the languages (most often the child's second, or third, language) is assessed. Here in The Netherlands we are facing similar problems. When an immigrant minority child (say a Turkish child age 2) is detected (for instance during a regular check-up in a child health care center) as to have "some kind of" language problem, the parents are usually referred to a special speech and language center for a more thorough assessment. At that point the system fails, because standardized diagnostic tools are only available in Dutch (as a first language, I must add). Generally speaking, there's no assessment at all of the child's development in Turkish (I should probably add here: "Turkish as it is spoken in The Netherlands" because it appears that norms are slowly changing). Recently, a project started in which speech samples of Turkish are taken into account in the assessment of Turkish children in the Netherlands. In this project interpreters are trained to assist the clinical linguists or speech therapists in analyzing the speech samples. It is of vital importance that the interpreter knows what information is relevant for the person who makes the diagnosis. As far as I know, this procedure seems to work well, but it is too early to be implemented on a large scale. Moreover, Turkish is just one of the many minority languages in this country; the dilemma is whether we should train interpreter speaking other languages (Arabic? Tamazight? Hindi? Sranan? and so on). By the way, I am not surprised by the one year delay in German for this trilingual child, on the basis of the CDI-equivalent. Don't forget, it's just one part of the picture! Best regards, Jeroen Aarssen ---------------------------------------------------------------------------- -------- Dr. Jeroen Aarssen S A R D E S, Language Unit P.O. Box 2357 / 3500 GJ Utrecht / The Netherlands / (+31)30-2326230 www.aarssen.net www.sardes.nl ---------------------------------------------------------------------------- -------- > Disclaimer: > Dit e-mailbericht is alleen bestemd voor de geadresseerde. > Aan de inhoud ervan kunnen geen rechten worden ontleend . ---------------------------------------------------------------------------- -------- -----Oorspronkelijk bericht----- Van: Annick De Houwer [mailto:vhouwer at uia.ac.be] Verzonden: dinsdag 30 september 2003 15:20 Aan: Marita Boehning; info-childes at mail.talkbank.org Onderwerp: Re: What is "normal" in bilingual children? Hi Marita--- The problem you raise is really a very big one. It requires a very complex answer, but I will here, at the great danger of oversimplifying things, just write a few things that can perhaps help. As Barbara Pearson and others have shown, you can't really judge a bilingual child's knowledge on the basis of just one language (let alone, a CDI i one language). By definition, a bilingual child knows a lot more than just one language. But the problem is: there are no norms available that can easily and reliably used for bilingual children. In the mean time: what to do?? My own experience as a researcher in child bilingualism leads me to say that one should get as much information from all the people in the child's environment - from all the normal 'carriers' of each of the child's languages, and hear what they have to say. If a child is functioning well in all the languages he/she is exposed to, according to the people who know the child, there is no cause for undue concern. If the child does OK in one language, and not so well in the other, the child most likely has fewer opportunities to learn/use the weaker language, and more intense input might be a good 'remedy'. (It is quite normal for young bilingual children to know each of their languages to different extents.) A real problem exists if the child does not function well in any language. Then professional help is called for - and more input in all the child's languages. I'm sure that other colleagues will also attempt to respond. In the mean time, I hope the above can be of some help. Best regards, Annick De Houwer **************** Annick De Houwer, PhD Director, Research group Language, Communication and Socialization Dept. of Communication Campus Drie Eiken University of Antwerp Universiteitsplein 1 B2610-Antwerpen Belgium tel +32-3_8202863 fax +32-3-8202882 email annick.dehouwer at ua.ac.be > Van: "Marita Boehning" > Datum: Tue, 30 Sep 2003 11:57:26 +0200 > Aan: info-childes at mail.talkbank.org > Onderwerp: What is "normal" in bilingual children? > > Dear members, > I was recently asked for advice by a mother of a 3;5 year-old son who > learns 3 languages as his mother tongue. Turkish is the language coming > from the father, English from the mother and German from everywhere else > (as they live in Germany) and sometimes from the parents, too. > As I haven't dealt with much research on bilingualism, I have hardly any > idea, what is normal for a child who has to acquire 3 languages > simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), > and it turns out his results equal a 2;5 year-old. > Would a year delay be "normal" for such a child or is intervention > indicated? And if intervention, then are there special approaches for > those children? > > Thanks for any help! > > Marita Boehning > > > > ****************************** > Marita Boehning > Department of Linguistics > University of Potsdam > P.O. Box 60 15 53 > D - 14415 Potsdam > Germany > > ***************************** > > > From genesee at ego.psych.mcgill.ca Tue Sep 30 13:30:26 2003 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 30 Sep 2003 09:30:26 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: <3F795386.7C676A3E@kronos.ling.uni-potsdam.de> Message-ID: Marita: I would like to add to Annick's comments, which I agree with based on our experiences in Montreal -- the amount of exposure children get to each language, especially children exposed to more than two languages, is important. We have found that often children progress faster in the language that they receive more exposure to. Since exposure can be quite variable in children exposed to 3 languages, let alone 2, it would be important to make sure that any judgements about teh child's language development are based on the language to which the child has the MOST exposure. This has a better chance of providing indications of the child's capacity for langauge. Looking at the language to which the child has least exposure might be telling you more about exposure than capacity. This is all particularly true if you are basing your judgements on vocabulary -- vocabulary development, in our experience in Montreal, seems to be particularly sensitive to exposure; although I must admit that this comment is more intuitive than empirically-based. We know that young bilingual children often do not score at teh same level as monolingual children on vocabulary measures if you look at each language separately. If you look at their combined vocabulary (different types), then you often find taht their vocabulary is equivalent to that of monolinguals -- this, of course, assumes adequate exposure to each language. It might also be worth pointing out that language impairment, or delay, even in monolingual children, is difficult to identify when children are as young as the son of your friend since the kinds of difficulties such childre have are often not qualitatively different from normally-developing children. What distinguishes many children with language impairment/delay is their difficulty in reaching age-appropriate levels of competence. But, of course, in the beginning, all children have impariments to the extent that they have not mastered the target system -- only time can reveal which children are truly delayed. Given all this, I think Annick's suggestion that, at the moment, a useful thing to do would be to ensure that the child has lots of rich, consitent and naturalistic exposure to all three languages is good advice -- in my opinion, this is adivsable for all bilingual and multilingual children. It has been our experience that exposure to the target languages from same-age peers can be particularly important for bilingual children -- it looks like peers may be as, or more important, language models than adults at some point in children's early langauge development -- again, just an impression. We have found that bilingual children often gravitate toward the language of their peers, even if that means, sometimes, moving away from the dominant language of the home. I hope this is helpful. Fred Genesee At 11:57 AM 30/09/2003 +0200, Marita Boehning wrote: >Dear members, > I was recently asked for advice by a mother of a 3;5 year-old son who >learns 3 languages as his mother tongue. Turkish is the language coming >from the father, English from the mother and German from everywhere else >(as they live in Germany) and sometimes from the parents, too. >As I haven't dealt with much research on bilingualism, I have hardly any >idea, what is normal for a child who has to acquire 3 languages >simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), >and it turns out his results equal a 2;5 year-old. >Would a year delay be "normal" for such a child or is intervention >indicated? And if intervention, then are there special approaches for >those children? > >Thanks for any help! > >Marita Boehning > > > >****************************** >Marita Boehning >Department of Linguistics >University of Potsdam >P.O. Box 60 15 53 >D - 14415 Potsdam >Germany > >***************************** > Psychology Department McGill University 1205 Docteur Penfield Ave. Montreal Quebec H3A 1B1 ph: 1-514-398-6022 fx: 1-514-398-4896 From genesee at ego.psych.mcgill.ca Tue Sep 30 14:00:21 2003 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 30 Sep 2003 10:00:21 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: Message-ID: Following up on Jeroen's note, it is generally believed that if a bilingual or trilingual child has an underlying language impairment, then it should be evident in all languages -- research by Johanne Paradis, Martha Crago, Mabel Rice, and myself provides some empirical support for this belief, at least in the case of French-English bilingual children in Montreal. Given the likely validity of this claim, any diagnosis of impairment in the case of bi/trilingual children should be based on an examination of their home languages. A judgement based on examination of one language only could well reflect simply the child's stage of development in that language given his or her exposure to the language. Normal patterns of early language development, especially under reduced exposure, could easily resemble what is also taken to be patterns of impairment -- deletion of verbal inflections in English, for example. Our research suggests that the patterns of impairment that bilingual children with language impairment are likely to exhibit in each language are likely to resemble those exhibited by monolingual children with impairment in the same languages . It would follow from this that one should use the same kind of indicators of impairment for monolingual children when examining a bilingual child, taking into account exposure and stage of development of course. And herein lies the rub, given that some bi/trilingual chldren may have reduced or inconsistent exposure to one or more of their languages, it can be difficult to know whether the child's stage of development is normal or not. There is surprisingly little research on language impairment in bilingual children, so much caution is called for in all this. Fred At 03:26 PM 30/09/2003 +0200, Jeroen Aarssen wrote: >Hello Marita, >I agree with Annick that you have to consult as many people as possible to >get a basic idea of the child's level in each of the three languages. The >problem of course is that if you suspect that a child lags behind in one, >two or even all three languages, you may wonder in what way professionals >can be of any help: generally, only one of the languages (most often the >child's second, or third, language) is assessed. >Here in The Netherlands we are facing similar problems. When an immigrant >minority child (say a Turkish child age 2) is detected (for instance during >a regular check-up in a child health care center) as to have "some kind of" >language problem, the parents are usually referred to a special speech and >language center for a more thorough assessment. At that point the system >fails, because standardized diagnostic tools are only available in Dutch (as >a first language, I must add). Generally speaking, there's no assessment at >all of the child's development in Turkish (I should probably add here: >"Turkish as it is spoken in The Netherlands" because it appears that norms >are slowly changing). >Recently, a project started in which speech samples of Turkish are taken >into account in the assessment of Turkish children in the Netherlands. In >this project interpreters are trained to assist the clinical linguists or >speech therapists in analyzing the speech samples. It is of vital importance >that the interpreter knows what information is relevant for the person who >makes the diagnosis. As far as I know, this procedure seems to work well, >but it is too early to be implemented on a large scale. Moreover, Turkish is >just one of the many minority languages in this country; the dilemma is >whether we should train interpreter speaking other languages (Arabic? >Tamazight? Hindi? Sranan? and so on). > >By the way, I am not surprised by the one year delay in German for this >trilingual child, on the basis of the CDI-equivalent. Don't forget, it's >just one part of the picture! > >Best regards, > >Jeroen Aarssen > >---------------------------------------------------------------------------- >-------- >Dr. Jeroen Aarssen > >S A R D E S, Language Unit >P.O. Box 2357 / 3500 GJ Utrecht / The Netherlands / (+31)30-2326230 > >www.aarssen.net www.sardes.nl >---------------------------------------------------------------------------- >-------- >> Disclaimer: >> Dit e-mailbericht is alleen bestemd voor de geadresseerde. >> Aan de inhoud ervan kunnen geen rechten worden ontleend . >---------------------------------------------------------------------------- >-------- > > >-----Oorspronkelijk bericht----- >Van: Annick De Houwer [mailto:vhouwer at uia.ac.be] >Verzonden: dinsdag 30 september 2003 15:20 >Aan: Marita Boehning; info-childes at mail.talkbank.org >Onderwerp: Re: What is "normal" in bilingual children? > > >Hi Marita--- > >The problem you raise is really a very big one. It requires a very complex >answer, but I will here, at the great danger of oversimplifying things, just >write a few things that can perhaps help. >As Barbara Pearson and others have shown, you can't really judge a bilingual >child's knowledge on the basis of just one language (let alone, a CDI i one >language). By definition, a bilingual child knows a lot more than just one >language. But the problem is: there are no norms available that can easily >and reliably used for bilingual children. In the mean time: what to do?? My >own experience as a researcher in child bilingualism leads me to say that >one should get as much information from all the people in the child's >environment - from all the normal 'carriers' of each of the child's >languages, and hear what they have to say. If a child is functioning well in >all the languages he/she is exposed to, according to the people who know the >child, there is no cause for undue concern. If the child does OK in one >language, and not so well in the other, the child most likely has fewer >opportunities to learn/use the weaker language, and more intense input might >be a good 'remedy'. (It is quite normal for young bilingual children to know >each of their languages to different extents.) A real problem exists if the >child does not function well in any language. Then professional help is >called for - and more input in all the child's languages. >I'm sure that other colleagues will also attempt to respond. In the mean >time, I hope the above can be of some help. > >Best regards, > > >Annick De Houwer > > >**************** >Annick De Houwer, PhD >Director, Research group Language, Communication and Socialization > >Dept. of Communication >Campus Drie Eiken >University of Antwerp >Universiteitsplein 1 >B2610-Antwerpen >Belgium > >tel +32-3_8202863 >fax +32-3-8202882 >email annick.dehouwer at ua.ac.be > >> Van: "Marita Boehning" >> Datum: Tue, 30 Sep 2003 11:57:26 +0200 >> Aan: info-childes at mail.talkbank.org >> Onderwerp: What is "normal" in bilingual children? >> >> Dear members, >> I was recently asked for advice by a mother of a 3;5 year-old son who >> learns 3 languages as his mother tongue. Turkish is the language coming >> from the father, English from the mother and German from everywhere else >> (as they live in Germany) and sometimes from the parents, too. >> As I haven't dealt with much research on bilingualism, I have hardly any >> idea, what is normal for a child who has to acquire 3 languages >> simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), >> and it turns out his results equal a 2;5 year-old. >> Would a year delay be "normal" for such a child or is intervention >> indicated? And if intervention, then are there special approaches for >> those children? >> >> Thanks for any help! >> >> Marita Boehning >> >> >> >> ****************************** >> Marita Boehning >> Department of Linguistics >> University of Potsdam >> P.O. Box 60 15 53 >> D - 14415 Potsdam >> Germany >> >> ***************************** >> >> >> > Psychology Department McGill University 1205 Docteur Penfield Ave. Montreal Quebec H3A 1B1 ph: 1-514-398-6022 fx: 1-514-398-4896 From ks7t at andrew.cmu.edu Tue Sep 30 14:33:58 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 30 Sep 2003 10:33:58 -0400 Subject: Faculty Positions at the University of Iowa Message-ID: Faculty Positions at the University of Iowa Faculty Position/ Assistant Professor The Department of Speech Pathology and Audiology of the University of Iowa invites applications for a tenure track 12 month faculty position at the rank of Assistant Professor to begin Fall, 2004. Applicants with potential for excellence in research and teaching who have interests in areas of typical and/or atypical language development are being sought. This search is occurring in conjunction with a search for a mid-career faculty member with similar interests. Teaching opportunities for either position exist in normal language development, language and literacy, communication and developmental disabilities, preschool and school- age language impairment, or child phonology. A Ph.D. or equivalent is required. The CCC-SLP is preferred, but not required. Applicants should send a letter describing their research and teaching interests, a full curriculum vita, and three letters of recommendation to J. Bruce Tomblin, Department of Speech Pathology and Audiology, 7 WJSHC, University of Iowa, Iowa City, IA 52242-1012. Information about the position and the Department of Speech Pathology and Audiology can be found at http://www.shc.uiowa.edu/. The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply. Faculty Position/ Open Rank The Department of Speech Pathology and Audiology of the University of Iowa invites applications for a tenure track 12 month faculty position at the rank of Assistant through entry level Full Professor to begin Fall, 2004. Applicants are being sought with research and teaching interests in areas of typical and/or atypical language development. This search is occurring in conjunction with a search for junior level faculty member with similar interests. Teaching opportunities for either position exist in normal language development, language and literacy, communication and developmental disabilities, preschool and school-age language impairment, or child phonology. A productive research program is essential. A Ph.D. or equivalent is required. The CCC-SLP is not required. Applicants should send a full curriculum vita, a summary of future research plans, a statement of teaching philosophy, and three letters of recommendation to J. Bruce Tomblin, Department of Speech Pathology and Audiology, 7 WJSHC, University of Iowa, Iowa City, IA 52242-1012. Information about the position and the Department of Speech Pathology and Audiology can be found at http://www.shc.uiowa.edu/. The University of Iowa is an Equal Opportunity/Affirmative Action Employer. Women and minorities are encouraged to apply. Bruce Tomblin Department of Speech Pathology and Audiology University of Iowa 122 WJSHC Iowa City, IA 52242 J-Tomblin at uiowa.edu (319) 335-8745 Office and Lab (319) 335-8851 Fax From bpearson at comdis.umass.edu Tue Sep 30 14:43:54 2003 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Tue, 30 Sep 2003 10:43:54 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: Message-ID: Dear Infochildes, I am sure to be leaving someone out, but... I can only add that the people I know who are dealing with bilingualism in Communication Disorders are the team headed by Aquiles Iglesias at Temple. They have a contract from NIH to make a language test for 4 to 6 year old bilinguals (like the one we have here at UMass for African Americans). The other principals are Liz Pena at UTexas, and Vera Gutierrez- Clellen at San Diego State. (Vera also works a lot with Adelaida Restrepo at Georgia, who has also been vocal in the field.) The NIH test is nearing completion. I'm not sure whether it uses the "strongest language" or the "combined strengths" approaches that we have seen referred to this morning--or maybe both in different parts of the test. Perhaps one of the people on that project will weigh in on Marita's question. It's a thorny issue. Till soon, Barbara On Tuesday, September 30, 2003, at 09:19 AM, Annick De Houwer wrote: > Hi Marita--- > > The problem you raise is really a very big one. It requires a very > complex > answer, but I will here, at the great danger of oversimplifying > things, just > write a few things that can perhaps help. > As Barbara Pearson and others have shown, you can't really judge a > bilingual > child's knowledge on the basis of just one language (let alone, a CDI > i one > language). By definition, a bilingual child knows a lot more than just > one > language. But the problem is: there are no norms available that can > easily > and reliably used for bilingual children. In the mean time: what to > do?? My > own experience as a researcher in child bilingualism leads me to say > that > one should get as much information from all the people in the child's > environment - from all the normal 'carriers' of each of the child's > languages, and hear what they have to say. If a child is functioning > well in > all the languages he/she is exposed to, according to the people who > know the > child, there is no cause for undue concern. If the child does OK in one > language, and not so well in the other, the child most likely has fewer > opportunities to learn/use the weaker language, and more intense input > might > be a good 'remedy'. (It is quite normal for young bilingual children > to know > each of their languages to different extents.) A real problem exists > if the > child does not function well in any language. Then professional help is > called for - and more input in all the child's languages. > I'm sure that other colleagues will also attempt to respond. In the > mean > time, I hope the above can be of some help. > > Best regards, > > > Annick De Houwer > > > **************** > Annick De Houwer, PhD > Director, Research group Language, Communication and Socialization > > Dept. of Communication > Campus Drie Eiken > University of Antwerp > Universiteitsplein 1 > B2610-Antwerpen > Belgium > > tel +32-3_8202863 > fax +32-3-8202882 > email annick.dehouwer at ua.ac.be > >> Van: "Marita Boehning" >> Datum: Tue, 30 Sep 2003 11:57:26 +0200 >> Aan: info-childes at mail.talkbank.org >> Onderwerp: What is "normal" in bilingual children? >> >> Dear members, >> I was recently asked for advice by a mother of a 3;5 year-old son who >> learns 3 languages as his mother tongue. Turkish is the language >> coming >> from the father, English from the mother and German from everywhere >> else >> (as they live in Germany) and sometimes from the parents, too. >> As I haven't dealt with much research on bilingualism, I have hardly >> any >> idea, what is normal for a child who has to acquire 3 languages >> simultaneously. I looked at the German equivalent of the CDI >> (ELFRA-2), >> and it turns out his results equal a 2;5 year-old. >> Would a year delay be "normal" for such a child or is intervention >> indicated? And if intervention, then are there special approaches for >> those children? >> >> Thanks for any help! >> >> Marita Boehning >> >> >> >> ****************************** >> Marita Boehning >> Department of Linguistics >> University of Potsdam >> P.O. Box 60 15 53 >> D - 14415 Potsdam >> Germany >> >> ***************************** >> >> >> > > > ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From vclellen at mail.sdsu.edu Tue Sep 30 17:22:24 2003 From: vclellen at mail.sdsu.edu (Vera F. Gutierrez-Clellen) Date: Tue, 30 Sep 2003 10:22:24 -0700 Subject: Fwd: Re: What is "normal" in bilingual children? Message-ID: When we looked at the grammatical development of Spanish-English bilingual children (ages 4 to 6) in their strongest language we found that it is not different from monolinguals of that language. Because there are no standardized measures to determine the strongest language, we use a measure of grammaticality based on spontaneous language samples in each language. The same approach could be applied to assess relative acquisition of three or more languages. Vera > > >Dear Infochildes, > >I am sure to be leaving someone out, but... > >I can only add that the people I know who are dealing with >bilingualism in Communication Disorders are the team >headed by Aquiles Iglesias at Temple. They have a contract >from NIH to make a language test for 4 to 6 year old bilinguals (like >the one we have here at UMass for African Americans). > >The other principals are Liz Pena at UTexas, and Vera Gutierrez- >Clellen at San Diego State. (Vera also works a lot with Adelaida >Restrepo at Georgia, who has also been vocal in the field.) > >The NIH test is nearing completion. I'm not sure whether it uses the >"strongest language" or the "combined strengths" approaches that we have >seen referred to this morning--or maybe both in different parts of >the test. > >Perhaps one of the people on that project will weigh in on Marita's question. > >It's a thorny issue. >Till soon, >Barbara > > >On Tuesday, September 30, 2003, at 09:19 AM, Annick De Houwer wrote: > >>Hi Marita--- >> >>The problem you raise is really a very big one. It requires a very complex >>answer, but I will here, at the great danger of oversimplifying things, just >>write a few things that can perhaps help. >>As Barbara Pearson and others have shown, you can't really judge a bilingual >>child's knowledge on the basis of just one language (let alone, a CDI i one >>language). By definition, a bilingual child knows a lot more than just one >>language. But the problem is: there are no norms available that can easily >>and reliably used for bilingual children. In the mean time: what to do?? My >>own experience as a researcher in child bilingualism leads me to say that >>one should get as much information from all the people in the child's >>environment - from all the normal 'carriers' of each of the child's >>languages, and hear what they have to say. If a child is functioning well in >>all the languages he/she is exposed to, according to the people who know the >>child, there is no cause for undue concern. If the child does OK in one >>language, and not so well in the other, the child most likely has fewer >>opportunities to learn/use the weaker language, and more intense input might >>be a good 'remedy'. (It is quite normal for young bilingual children to know >>each of their languages to different extents.) A real problem exists if the >>child does not function well in any language. Then professional help is >>called for - and more input in all the child's languages. >>I'm sure that other colleagues will also attempt to respond. In the mean >>time, I hope the above can be of some help. >> >>Best regards, >> >> >>Annick De Houwer >> >> >>**************** >>Annick De Houwer, PhD >>Director, Research group Language, Communication and Socialization >> >>Dept. of Communication >>Campus Drie Eiken >>University of Antwerp >>Universiteitsplein 1 >>B2610-Antwerpen >>Belgium >> >>tel +32-3_8202863 >>fax +32-3-8202882 >>email annick.dehouwer at ua.ac.be >> >>>Van: "Marita Boehning" >>>Datum: Tue, 30 Sep 2003 11:57:26 +0200 >>>Aan: info-childes at mail.talkbank.org >>>Onderwerp: What is "normal" in bilingual children? >>> >>>Dear members, >>>I was recently asked for advice by a mother of a 3;5 year-old son who >>>learns 3 languages as his mother tongue. Turkish is the language coming >>>from the father, English from the mother and German from everywhere else >>>(as they live in Germany) and sometimes from the parents, too. >>>As I haven't dealt with much research on bilingualism, I have hardly any >>>idea, what is normal for a child who has to acquire 3 languages >>>simultaneously. I looked at the German equivalent of the CDI (ELFRA-2), >>>and it turns out his results equal a 2;5 year-old. >>>Would a year delay be "normal" for such a child or is intervention >>>indicated? And if intervention, then are there special approaches for >>>those children? >>> >>>Thanks for any help! >>> >>>Marita Boehning >>> >>> >>> >>>****************************** >>>Marita Boehning >>>Department of Linguistics >>>University of Potsdam >>>P.O. Box 60 15 53 >>>D - 14415 Potsdam >>>Germany >>> >>>***************************** >>> >>> >> >> >> > >***************************************** >Barbara Zurer Pearson, Ph. D. >Project Manager, Research Assistant >Dept. of Communication Disorders >University of Massachusetts >Amherst MA 01003 > >413.545.5023 >fax: 545.0803 > >bpearson at comdis.umass.edu >http://www.umass.edu/aae/ -- Vera F. Gutierrez-Clellen, Ph.D. Professor School of Speech, Language, and Hearing Sciences, and SDSU/UCSD Joint Doctoral Program Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, CA 92182-1518 Office (619) 594-6645 Bilingual Child Language Research Laboratory (619) 594-2279 FAX: (619) 594-7109 From lhewitt at bgnet.bgsu.edu Tue Sep 30 18:43:55 2003 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Tue, 30 Sep 2003 14:43:55 -0400 Subject: What is "normal" in bilingual children? In-Reply-To: <83E8AC17-F354-11D7-B1FD-000A959BF324@comdis.umass.edu> Message-ID: An HTML attachment was scrubbed... URL: