From k.j.alcock at lancaster.ac.uk Tue Jun 1 08:45:15 2004 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Tue, 1 Jun 2004 09:45:15 +0100 Subject: baby mic vest In-Reply-To: <20040531194057.29190.qmail@web60301.mail.yahoo.com> Message-ID: I have done something similar with a minidisc and a stereo tieclip microphone, with a small, child-sized backpack. This has the advantage that the minidisc recorder is protected more, and is therefore suitable for outside use. We have been using it in dusty African villages, in fact, where the children are also very mobile and may move from hut to hut. A few of the 10 or so children we have used this with have been initially reluctant to put on the backpack but all have managed it in the end, and usually wanted to keep it after the session (so that we have started giving it as a gift to the children involved). We got our backpacks at the local market stall in the UK. We had previously tried hip-carried travel packs (of the variety that have a US name that is highly unacceptable in the UK!), but when carried over the child's shoulder they tended to slip off. Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 From a.karmiloff-smith at ich.ucl.ac.uk Thu Jun 3 13:46:15 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 3 Jun 2004 14:46:15 +0100 Subject: email address sought: Arthur Benton Message-ID: I just sent an email to Professor Arthur Benton at Iowa University according to the uni website but it bounced back. Does anyone know his email? Many thanks in anticipation. Annette K-S -- ________________________________________________________________ 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 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From sselimis at yahoo.gr Sat Jun 5 06:43:14 2004 From: sselimis at yahoo.gr (=?iso-8859-7?q?Stathis=20Selimis?=) Date: Sat, 5 Jun 2004 07:43:14 +0100 Subject: Sum: non-literal use of Motion Vs in child language Message-ID: Two weeks ago, I posted a query concerning recent work on (conceptual) metaphor and, more particularly, on non-literal use of Motion Verbs in child language. I wish to thank Brisard F., Ezdine E., Krainz S., Lakoff G., Matlock T., McCune L., Millians M., Muschard J., and Siqueira M., who responded. Here are the references I received (Most of them do not directly address my question, as the respondents acknowledged, however they may be helpful.): --Bloom, Paul. How Children Learn the Meaning of Words. --Herr-Israel, E. and McCune, L. (2003). Relational words, motion events and the transition to verb meanings. In N. Gagarina &I Gulzow (eds.) Verb grammar in the early stages of language acquisition. Netherlands: Kluwer Academic Publishers. --Maglio, P.P., & Matlock, T. (1999). The conceptual structure of information space. In Munro, A., Benyon, D., & Hook, K. (Eds.), Social navigation of information space (pp.155-173). Springer Verlag. --Matlock, T. (in press). Fictive motion as cognitive simulation. Memory & Cognition. --Matlock, T. (in press). The conceptual motivation of fictive motion. In G. Radden and R. Dirven (Eds.), Motivation in grammar. Amsterdam: John H. Benjamins. --Matlock, T., & Richardson, D.C. (2004). Do eye movements go with fictive motion? Proceedings of the 26th Annual Conference of the Cognitive Science Society. --Matlock, T., Ramscar, M., & Boroditsky, L. (2003). The experiential basis of meaning. Proceedings of the 25th Annual Conference of the Cognitive Science Society. --Talmy, Leonard. (2000). Toward a cognitive semantics. Cambridge, Mass.: MIT Press. --Winner, Ellen. (1988). The Point of Words. Stathis S. ______________________________________________ Stathis Selimis, Ph.D. student Dept. of Early Childhood Education, U. of Athens, Greece Tel. +30 210 9351375, +30 697 3848435 (mob.) Home address: Ellispontou 65, 171 24, Nea Smyrni E-mail: sselimis at yahoo.gr --------------------------------- Do You Yahoo!? Αποκτήστε την δωρεάν σας@yahoo.gr διεύθυνση στο Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rvoskaki at hotmail.com Mon Jun 7 13:10:44 2004 From: rvoskaki at hotmail.com (Rania Voskaki) Date: Mon, 7 Jun 2004 13:10:44 +0000 Subject: REFERENCES Message-ID: Dear members of info-childes, I need your help in order to find references (if there are any) about statistical linguistic analysis on greek childes corpus, using the ZIPF law. The law of Zipf concerns the possibility of occurence of an entry. If don't know any researches on greek childes corpus, maybe you can suggest me any researches on english. Thank you for your co-operation. Yours faithfully, Rania Voskaki, Aristotle University of Thessaloniki, Greece. _________________________________________________________________ Protect your PC - get McAfee.com VirusScan Online http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From kathryn at multilingual-matters.com Mon Jun 7 13:32:52 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 7 Jun 2004 14:32:52 +0100 Subject: New book from Multilingual Matters - Language Strategies for Bilingual Families by Suzanne Barron-Hauwaert Message-ID: Apologies for cross-postings LANGUAGE STRATEGIES FOR BILINGUAL FAMILIES The one-parent - one-language Approach Suzanne Barron-Hauwaert Suzanne has written a superbly clear and accessible account of the daily challenges of family life with several languages. Her recommendations are substantiated by extensive research and show great insight into children's language development. I particularly enjoyed the numerous case-studies of multilingual families, and I would warmly recommend this book as the 21st Century guide to parents of multilingual children. Helen Le Merle Key Features · Provides an inspiring approach to passing on two or more languages · Family case studies give a fascinating insight into being a multilingual family Description This book looks at how families can support and increase bilingualism through planned strategies. One such strategy is the one person-one language approach, where each parent speaks his or her language. Over a hundred families from around the world were questioned and thirty families were interviewed in-depth about how they pass on their language in bilingual or trilingual families. CONTENTS Introduction CHAPTER 1: The One-Parent-One Language Approach. What Is It? CHAPTER 2: The First Three Years And Establishing The One-Parent-One Language Approach CHAPTER 3: Starting School And Becoming Bicultural - One-Culture-One- Person? CHAPTER 4: Interaction Between Family Members And The One-Person-One Language Approach CHAPTER 5: One-Parent-One Language Families - Expectations And The Reality CHAPTER 7: Seven Strategies For Language Use Within The Family CHAPTER 8: THE ONE-PARENT-ONE LANGUAGE APPROACH IN THE 21ST CENTURY Suzanne Barron-Hauwaert is on the Editorial Board of the Bilingual Family Newsletter. Married to a Frenchman with three young children she has direct experience of bringing up children with two or three languages. They have lived as an expatriate family in Hungry, Egypt and Switzerland. Suzanne trained as a teacher of English as a second language and taught adults and children in Japan and Poland. In 1999 she completed a Master's dissertation on trilingual families and continues to research bilingual and trilingual families. Parents' and Teachers' Guides No. 7 May 2004 format 225 x 170mm xv + 224 pp Hbk ISBN 1-85359-715-5 £49.95 / US$79.95 / CAN$99.95 Pbk ISBN 1-85359-714-7 £14.95/ US$27.95/ CAN$39.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 20% discount to any address in the world, plus shipping (airmail where appropriate). Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From sselimis at yahoo.gr Mon Jun 7 17:12:42 2004 From: sselimis at yahoo.gr (=?iso-8859-7?q?Stathis=20Selimis?=) Date: Mon, 7 Jun 2004 18:12:42 +0100 Subject: Sum: non-literal use of motion Vs in child language (correction & addition) Message-ID: In the sum I posted regarding metaphor and non-literal uses of motion verbs in child language, there was an error in the following reference: --Matlock, T. (in press). The conceptual motivation of fictive motion. In G. Radden and R. Dirven (Eds.), Motivation in grammar. Amsterdam: John H. Benjamins. The correct reference is as follows: --Matlock, T. (in press). The conceptual motivation of fictive motion. In Günter Radden and Klaus-Uwe Panther, Studies in Linguistic Motivation [Cognitive Linguistics Research]. New York and Berlin: Mouton de Gruyter. I wish to thank Klaus-Uwe Panther and Linda Thornburg for the correction (as it is guessed, the contributors might have not been updated with all the new info). On the occasion of this correction, I add a list of references sent by Katalin Fenyvesi after I posted the summary. They do not directly address my query, however they may be useful. Here, the entire list is copied, although some books/papers may be very familiar to researchers concerned themselves with motion verbs. --Di Meola, Claudio (1994) Kommen und gehen #8211; eine kognitiv-linguistische Untersuchung der Polysemie deiktischer Bewegungsverben. Niemeyer: Tόbingen --Di Meola, Claudio (forthcoming). Non-deictic uses of the deictic motion verbs #8216;kommen#8217; and #8216;gehen#8217; in German. In: Lenz, F./ Bohnemeyer, J. (eds.) Deictic conceptualisation of space, time and person. Berlin/New York --Fillmore, Charles (1997) Lectures on Deixis. CSLI Publications. Center for the Study of Language and Information, Stanford, California Johnson, ---Mark (1987) The Body in the Mind. The Bodily Basis of Meaning, Imagination, and Reason. University of Chicago Press --Lakoff, G. (1987) Women, Fire and Dangerous Things: What Categories Reveal about the Mind. Chicago: University of Chicago Press --Miller, G.A. / Johnson-Laird, P.N. (1976) Language and Perception, Cambridge --Radden, Gόnter (1995) Motion Metaphorized: The case of ‘coming’ and ‘going’. In: Casad, E. H. (ed.) Cognitive Linguistics in the Redwoods. The Expansion of a New Paradigm in Linguistics. Berlin, 423-458. --Radden, Gόnter (2002) How metonymic are metaphors? In: Dirven, R. / Pφrings, R. (eds.) Metaphor and Metonymy in Comparison and Contrast. Mouton de Gruyter: Berlin/New York, 407-434 --Rappaport Hovav, Malka / Levin, Beth (1998) Building Verb Meanings. In: Butt, M. / Geuder, W. (eds.) The projection of Arguments: Lexical and Compositional Factors. CSLI Publications: Stanford CA, 97-134 --Rauh, Gisa (1981) On coming and going in English and German. In: Papers and Studies in Contrastive Linguistics 13, 53-68. --Talmy, L. (1985) Lexicalization patterns: semantic structure in lexical forms. In: Shopen, T. (ed.): Language Typology and Syntactic Description. Vol. 3. Grammatical Categories and the Lexicon. Cambridge, 57-149 Stathis S. --------------------------------- Do You Yahoo!? Αποκτήστε την δωρεάν σας@yahoo.gr διεύθυνση στο Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Mon Jun 7 17:38:44 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 7 Jun 2004 18:38:44 +0100 Subject: No subject In-Reply-To: Message-ID: The following paper deals with the related issue of polysemy, and suggests that Chinese is more polysemous than English (which is in turn more polysemous than Italian). Hunt, E. and Agnoli, F. (1991). The Whorfian hypothesis: a cognitive psychology perspective. Psychological Review, 98, 377-389. I hope this is helpful, Ann In message "Michele Mazzocco" writes: > Dear Info-childes, > > I am trying to find information regarding the relative frequency with > which homonyms occur in French, Spanish, or Chinese, relative to the > frequency in English. Or just the relative frequency of homonymy in any > of these languages. > > Thank you, > > Michele Mazzocco > > > > The materials in this e-mail are private and may contain Protected Health Information. > Please note that e-mail is not necessarily confidential or secure. Your use of e-mail > constitutes your acknowledgement of these confidentiality and security limitations. If > you are not the intended recipient, be advised that any unauthorized use, disclosure, > copying, distribution, or the taking of any action in reliance on the contents of this > information is strictly prohibited. If you have received this e-mail in error, please > immediately notify the sender via telephone or return e-mail. From bpearson at comdis.umass.edu Mon Jun 7 19:38:28 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Mon, 7 Jun 2004 15:38:28 -0400 Subject: VHS to DVD In-Reply-To: <20040607173844.EF349F4E4@webmail220.herald.ox.ac.uk> Message-ID: Dear InfoChildes, A *very* long time ago I asked for advice on how to transfer our VHS archive to digital form. Our criteria for the end product were as follows: 1. they could be played on a computer or a TV; 2. they could be further edited. 3. there was some editing to do on the original tapes. (That is, the original tapes contained several children on each tape, and each child's videos were distributed on several tapes. The tapes were shot with average video camcorders of the mid-1990s in available space in the children's public schools, so quality was uneven. Also, all of the subject children were African American and without careful lighting, some of their faces were too dark to see easily. Therefore, we needed to be able to do minimal editing during the process.) 4. Originally, I wanted to put all of a child's separate sessions into one file, but I abandoned that as less practical for the end-user. 5. We had a relatively new MAC G4 that could be devoted to the process. Several people responded to me privately, and of course Brian has the helpful resources on the Childes website. http://www.talkbank.org/dv/ After a lot of trial and error, some unnecessary investments, and many computer crashes, we moved the project to a PC-Pentium IV outfitted with a 140 gb external hard-drive, a DVD burner, and the programs mentioned below in the schematic of the process. Now that we have a system, and are nearing completion of the project, what we do seems pretty simple. Given the relatively "crude" end-product, it's hard to see what was so hard, but of course, it was. Here is the basic outline of what we ended up doing. (Those who want more detail can ask for our lab directions, but those are pretty specific to our electronics and our file systems, etc.) I'm *sure* there are other ways to do this, but this fits our equipment and the level of sophistication of our workers (and me). UMASS NIH LAB VIDEO ARCHIVE PROJECT (THE EASY SPEEDY WAY) Wj/bp 6-6-04 THERE ARE 5 STEPS TO THE PROCESS: 1. Dub the tape in PCTV (to an .avi file) 2. Clip the avi in Virtual Dub. 3. (Adjust lighting, if necessary in Movie Maker) 4. Convert avi to an mpg file (in Tempenc) 5. Transfer to final storage medium (with NERO) Step 1 happens in real time; steps 3 and 4 take about 2x real-time; and transfer to a storage medium can take about 10-12 minutes for each Gig. So this process, exclusive of time to fiddle with the file, takes a minimum of 3 1/2 and sometimes 5 1/2 times the length of the tape to be archived. I found it much easier to do on a PC than a MAC. (Things should have worked on the MAC, but it routinely crashed or software programs did not present all the advertised options.) Once the project was started, the challenge was to keep clearing enough space on our two hard-drives to accommodate the intermediate steps. We ended up getting a DVD burner for intermediate back-ups, but that’s another long-ish step too. Once again, I am happy to send our more detailed lab instructions, if they can be helpful to anyone. I apologize if I did not acknowledge everyone's help, for which I'm very grateful, before I lost track of their messages. The response of the info-childes community was, as ever, invaluable. Thank you. Barbara ***************************************** 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/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3861 bytes Desc: not available URL: From santelmannl at pdx.edu Mon Jun 7 23:11:23 2004 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 7 Jun 2004 16:11:23 -0700 Subject: Readings for Acquisition of the Lexicon class (FLA, SLA, bilingual) In-Reply-To: Message-ID: A very belated thanks to all those who replied to my query back in March about potential readings for a seminar on the acquistion of the lexicon. I received many helpful replies, and several extensive bibliographies. I've included a compilation of the readings suggested here. Best, Lynn Santelmann Thanks specifically to (and apologies to anyone I've left out): Sharon Armon Lotem Paul Bloom Maria Rosa Brea-Spahn Jasone Cenoz Eve Clark Katherine Demuth Esther Dromi Roberta Golinkoff Patrick Griffiths Marie Labelle Johanne Paradis Lisa Menn Twila Tardif Books Aitchison, J. (1994). Words in the Mind. Blackwell. Bloom, P. (2000). How Children Learn the Meanings of Words. MIT Press. Cenoz, J. Hufeisen, B. & Jessner, U. (Eds.) (2003). 'The Multilingual Lexicon'. Kluwer. Cenoz, J. & F. Genesee. 2001. Trends in bilingual acquisition. Amsterdam: John Benjamins. Chung, T.M. and Nation, P. (2003) 'Technical vocabulary in specialised texts.’ Reading in a Foreign Language, 15: 103-16. Coady, J. & Huckin, T. (1996). Second Language Vocabulary Acquisition : A Rationale for Pedagogy. Cambridge University Press. Clark, E. (1993). The lexicon in acquisition. Cambridge University Press. Clark, E. (2003). First Language Acquisition. Cambridge University Press. Golinkoff, R. M., Hirsh-Pasek, K., Bloom, L., Smith, L., Woodward, A., Akhtar, N. Tomasello, M.,& Hollich, G. (Eds.) (2000). Becoming a word learner: A debate on lexical acquisition. New York, NY: Oxford University Press. Hatch, E. & Brown, C. (1995). Vocabulary, Semantics and Language Education. Cambridge University Press. Hollich, G. J., Hirsh-Pasek, K., Golinkoff, R. M. (Eds.) (With Hennon, E., Chung, H. L., Rocroi, C., Brand, R. J., & Brown, E.) (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65 (3, Serial No. 262). Nation, P. (2001) Learning Vocabulary in another Language, Cambridge University Press. There is easy-to-use free software available to go with this book. Trott, K., Dobbinson, S., Griffiths, P. (2004). The Child Language Reader. Routledge. has some papers on L1 lexical acquisition, including: Richards and Malvern (2004) on lexical diversity Harris et al (1995) on early relationships between comprehension and production Second Language/ Bilingual Lexicon Articles Altarriba, J. & Gianico, J. (2003). Lexical ambiguity resolution across languages: A theoretical and empirical review. Experimental Psychology, 50 (3), 159-170. Alvarez, R., Holcomb, P., & Grainger, J. (2003). Accessing word meaning in two languages: An event related potential study of beginning bilinguals. Brain and Language, 87, 290-304. Carlisle, J. F., Beeman, M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459-478. Chung, T.M. and Nation, P. (2003) 'Technical vocabulary in specialised texts.’ Reading in a Foreign Language, 15: 103-16. Francis, W., Augustini, B., & Sáenz, S. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish- English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297. Hernandez, A., & Reyes, I. (2002). Within- and between - language priming differ: Evidence from repetition of pictures in Spanish-English bilinguals. Journal of Experimental Psychology, 28, 726-734. Kohnert, K. L., & Bates, E. (2002). Balancing bilinguals: lexical ... J Speech, Lang, Hearing Research, 45, 347-359. Kroll, J. F., & de Groot, M. B. (1997). Lexical and conceptual memory in the bilingual. In A.M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistics perspectives (pp. 169-200). Mahwah, NJ: Lawrence Erlbaum. Lindsey, K., Manis, F., & Bailey, C. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482-494. Marchman, V. A., & Martinez-Sussmann, C. (2002). Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish. Journal of Speech, Language, and Hearing Research, 45, 983-997. Marian, V., & Spivey, M. (2003). Bilingual and monolingual processing of competing lexical items. Applied Psycholinguistics, 24, 173-193. Marian, V., Spivey, M., & Hirsch, J. (2003). Shared and separate systems in bilingual language processing: Converging evidence from eyetracking and brain imaging. Brain and Language, 86, 70-82. Meschyan, G., & Hernandez, A. (2002). Is native-language decoding skill related to second-language learning? Journal of Educational Psychology: 94, 14-22. Oller, D. K., and Eilers, R. E. (Eds.) (2002). Language and literacy in bilingual children. Clevedon, UK: Multingual Matters. Osbourne, A., & Mulling, S. (2001). Use of morphological analysis by Spanish L1 ESOL learners. International Review of Applied Linguistics, 39, 153-159. Paradis, J. 1996. Phonological differentiation in a bilingual child: Hildegard revisited. In Procedding of the 20th Annual Boston University Conference on Language Development, A. Sringfellow, D. Cahana-Amitay, E. Hughes & A. Zukowski (eds.), 428-39. Somerville, MA: Cascadilla Press. Paradis, J. 1997. On continuity and he emergence of functional categories in bilingual first language acquisition. Language Acquisition 6: 91-124. Paradis, M. (2003). The bilingual Loch Ness Monster raises its non-asymmetric head again - or, why bother with such cumbersome notions as validity and reliability? Comments on Evans et al. (2002). Brain and Language, 87, 441-448. Park, C. D. (1980, April). Productivity of derivational morphemes among bilingual children. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA. (EDRS Document Reproduction Service No. 290 345) Patterson, J. L. (2002). Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics, 23, 493-508. Pearson. B., Fernandez, Lewedeg, V., & Oller, K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41-58. Articles: Monolingual/First Language Lexical Acquisition Agnew, J., Dorn, C., & Eden, G. (2004). Effect of intensive training on auditory processing and reading skills. Brain and Language, 88, 21-25. Akhtar, N., & Tomasello, M. (2000). The social nature of words and word learning. In R. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Simth, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 3-18). New York, NY: Oxford University Press. Alvarez, C., Carreiras, M., & Taft, M. (2001). Syllables and morphemes: Contrasting frequency effects in Spanish. Journal of Experimental Psychology, 27, 545-555. Archibald, J. 1995. The acquisition of stress. In J. Archibald (ed.), The Acquisition of Non-linear Phonology, pp. 81-110. Hillsdale, N.J.: Lawrence Erlbaum Associates. Archibald, J. 2000. Second language acquisition and linguistic theory. Oxford: Blackwell. Assink, E., Vooijs, C., & Knuijt, P. P. N. A. (2000). Prefixes as access units in visual word recognition: A comparison of Italian and Dutch data. Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189-208. Bailey, T. M., & Plunkett, K. (2002). Phonological specificity in early words. Cognitive Development, 17, 1265-1282. Bates, E., et al. (2003). Timed picture naming in seven languages. Psychonomic Bulletin and Review, 10 (2), 344-380. Bates, E., Marchman, V., Thal, D., Fenson, L. Dale, P. Reznick, J. S., Reilly, J., & Hartung, J. (1994). Developmental and stylistic in the composition of early vocabulary. Journal of Child Language, 21, 85-123. Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press. Beckman, M., & Edwards, J. (2000). The ontogeny of phonological categories and the primacy of lexical learning in linguistic development. Child Development, 71, 240-249. Berman, R. A. and. S. Armon-Lotem. 1997. How grammatical are early verbs? In Les Annales Litt?raires de l'Universit? de Besan?on, Besancon, France: 17-38 Berman, R. A. 1987. A developmental route: Learning about the form and use of complex nominals. Linguistics 27, 1057-1085. Berman, R. A. 1981. Regularity vs. anomaly: The acquisition of Hebrew inflectional morphology. Journal of Child Language 8. Berman, R. A. 1982. Verb-pattern alternation: The interface of morphology, syntax, and semantics in Hebrew child language. Journal of Child Language 9, 169-191. Berman, R. A. 1994b. Formal, lexical, and semantic factors in the acquisition of Hebrew resultative participles. In S. Gahl, A. Dolbey, and C. Johnson, eds., Berkeley Linguistic Society, Vol. 20, 82-92. Bloom, P. 1994. Possible names: The role of syntax-semantics mapping in the acquisition of nominals. In Gleitman & Landau (Eds.) The Acquisition of the Lexicon. Cambridge, MA: MIT Press. Bloom, L. (2000). The intentionality model of word learning: How to learn a word, any word. In R. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Simth, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 3-18). New York, NY: Oxford University Press. Bowerman, M. (1978). The acquisition of word meaning: An investigation into some current conflicts. In N. Waterson & C. Snow (Eds.), The development of communication (pp. 263-287). Chichester, England: Wiley. Bowerman, M. 1978. Learning the structure of causative verbs. Papers and Reports on Child Language Development 8, 142-187. Bowerman, M. (1989). Learning a semantic system: What role do cognitive predispositions play? In M. L. Rice & R. H. Schiefelbusch (Eds.), The teachability of language, (pp. 133-169). Baltimore: Paul Brookes. Broselow, E. & H-B. Park. Mora conservartion in second language prosody. In J. Archibald (ed.), The Acquisition of Non-linear Phonology, pp. 151-168. Hillsdale, N.J.: Lawrence Erlbaum Associates. Broselow, E., S. Chen, and C. Wang (1998) The emergence of the unmarked in second language acquisition, Studies in Second Language Acquisition 20, 261-280. Bybee, J. (1998). Morphology as Lexical Organization. In M. Hammond & M. Noonan (Eds.), Theoretical morphology: Approaches in modern linguistics (pp. 119-141). Carlisle, J. F. (1988). Knowledge of derivational morphology & spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266. Carlisle, J. F. (in press). Morphological processes influencing literacy learning. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Language and literacy: Development and disorders. New York: Guilford Press. Carlisle, J., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-253. Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195. Carlisle, J. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190. Carlisle, J. F., & Stone, A. (2003). The effects of morphological structure on children's reading of derived words in English. In E. Assink & D. Sandra (Eds.), Reading complex words: Cross-language studies (pp. 27-52). New York, NY: Kluwer Academic Publishers. Champion, A. (1997). Knowledge of suffixed words: A comparison of reading disabled and nondisabled readers. Annals of Dyslexia, 47, 29-55. Clark, E. (1995). Later lexical development and word formation. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language. (pp.393-412). LOCATION: Blackwell Publishing. Clark, E.V. and R. A. Berman. 1987. Types of linguistic knowledge: Interpreting and producing compound nouns. Journal of Child Language, 14, 547-568 Clark, E. (2003). First language acquisition. New York, NY: Cambridge University Press. Clark, E. V. 1994. The Lexicon in Acquisition. Cambridge University Press. 177-197 Costa, A., Caramazza, A., & Sebastian-Galles, N. (2000). The cognate facilitation effect: Implications for models of lexical access. Journal of Experimental Psychology, 26, 1283-1296. Costa, A., Colome, A., & Caramazza, A. (2000). Lexical access in speech production: The bilingual case. Psicologica, 21, 403-437. Derwing, B. (1976). Morpheme recognition and the learning of rules for derivational morphology, Ezquerra, M. (1993). La formacion de palabras en Espanol. Madrid, Spain: Arco Libros. Dromi, E. 1986. The one-word period as a stage in language development. In I. 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Reading Research Quarterly, 22, 66-81. Xu, F. and S. Pinker. 1995. Weird past tense forms. Journal of Child Language 22, 531-556. **************************************************************************** Lynn Santelmann, Ph.D. Associate Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From nsethura at indiana.edu Tue Jun 8 15:25:46 2004 From: nsethura at indiana.edu (Nitya Sethuraman) Date: Tue, 8 Jun 2004 10:25:46 -0500 Subject: Language Strategies for Bilingual Families In-Reply-To: Message-ID: Hello, I was interested in the recent book announcement posted to the list on language strategies used by bilingual families. The book focuses on the one-person, one-language strategy. This strategy seems to be the one most discussed in the literature, and I was wondering whether there was some guided reason for this (there is a consensus that this is the "best" strategy) or if it was for some other reason (it's the easiest strategy to study, most traditionally studied, etc.)? If you know of good articles and books, academic or more general, that compare various strategies parents use for raising their children bilingually, please email me or the list, and I will post a summary. Thanks, Nitya Sethuraman Postdoctoral Researcher Psychology Indiana University From pli at richmond.edu Tue Jun 8 16:15:38 2004 From: pli at richmond.edu (Ping Li) Date: Tue, 8 Jun 2004 12:15:38 -0400 Subject: No subject In-Reply-To: <20040607173844.EF349F4E4@webmail220.herald.ox.ac.uk> Message-ID: There are articles on Chinese homonym processing and related noun-verb homonyms, available on our website at http://cogsci.richmond.edu/ that might be helpful: Li, P., Shu, H., Yip, M., Y. Zhang, & Y. Tang. (2002). Lexical ambiguity in sentence processing: Evidence from Chinese. In M. Nakayma (ed.) Crosslinguistic Sentence Processing (pp. 111-129). Stanford, CA: Center for the Study of Language and Information Publications. Li, P., & Yip, M.C. (1998). Context effects and the processing of spoken homophones. Reading and Writing: An Interdisciplinary Journal, 10, 223-243. Li, P., Jin, Z., & Tan, L.H. (2004). Neural representations of nouns and verbs in Chinese: An fMRI study. NeuroImage, 21, 1533-1541. Best wishes, PL > The following paper deals with the related issue of polysemy, > and suggests that Chinese is more polysemous than English > (which is in turn more polysemous than Italian). > > Hunt, E. and Agnoli, F. (1991). The Whorfian hypothesis: a > cognitive psychology perspective. Psychological Review, 98, > 377-389. > > > I hope this is helpful, > > Ann > In message "Michele Mazzocco" > writes: >> Dear Info-childes, >> >> I am trying to find information regarding the relative frequency with >> which homonyms occur in French, Spanish, or Chinese, relative to the >> frequency in English. Or just the relative frequency of homonymy in >> any of these languages. >> >> Thank you, >> >> Michele Mazzocco >> >> >> >> The materials in this e-mail are private and may contain Protected >> Health Information. Please note that e-mail is not necessarily >> confidential or secure. Your use of e-mail constitutes your >> acknowledgement of these confidentiality and security limitations. If >> you are not the intended recipient, be advised that any unauthorized >> use, disclosure, copying, distribution, or the taking of any action in >> reliance on the contents of this information is strictly prohibited. >> If you have received this e-mail in error, please immediately notify >> the sender via telephone or return e-mail. From dcavar at indiana.edu Tue Jun 8 23:53:38 2004 From: dcavar at indiana.edu (Damir =?ISO-8859-2?B?xg==?=avar) Date: Tue, 8 Jun 2004 18:53:38 -0500 Subject: acquisition and morphology Message-ID: Hello, I am searching for literature on acquisition of morphology. In particular, I am interested in possible phases, whether there is some evidence for the acquisition of inflectional preceding derivational morphology in English or vice versa, whether there is such a phenomenon observed and documented in other languages, with other types of suffixes, prefixes, and infixes. Did somebody identify morphological acquisition phases and does this in any way correlate with quantitative properties of these morpheme types or any other property? I was pointed to Roger Brown's work from 1973. If there is something more (recent) on that, also quantitative analyses of morpheme distributions in different languages, and especially something on morphologically rich languages, I would be grateful for a hint! Another area of interest is related to the often mentioned correlation between morphological richness and lack of word order restrictions (and vice versa). Did somebody work on the relation between these two phenomena in language acquisition? (That is, presupposing a "late" (compared to lexical words) acquisition of morphology, is there a correlation between the amount or type of morphology acquired with the amount or type of word order variation in the target language? and so on... :-) ) Thanks and best wishes Damir -- Damir Cavar Web: http://mypage.iu.edu/~dcavar/ From kathryn at multilingual-matters.com Wed Jun 9 08:21:13 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Wed, 9 Jun 2004 09:21:13 +0100 Subject: Language Strategies for Bilingual Families In-Reply-To: <001301c44d6c$df523550$adc14f81@ads.iu.edu> Message-ID: Dear Nitya and all As the publisher of the book, may I be permitted to advise that the book does include 2 chapters on other strategies for language use within the family and concludes with suggestions of how the OPOL can be adapted for use in the 21st century. We also publish "A Parents' & Teachers guide to bilingualism" by Colin Baker which includes a discussion of other strategies besides OPOL. Further details on both books can be found on our website www.multilingual-matters.com where they can both be ordered at 20% discount (sorry for the plug!). Hope this helps. Kathryn King Marketing Manager In message <001301c44d6c$df523550$adc14f81 at ads.iu.edu>, Nitya Sethuraman writes >Hello, > >I was interested in the recent book announcement posted to the list on >language strategies used by bilingual families. The book focuses on the >one-person, one-language strategy. This strategy seems to be the one most >discussed in the literature, and I was wondering whether there was some >guided reason for this (there is a consensus that this is the "best" >strategy) or if it was for some other reason (it's the easiest strategy to >study, most traditionally studied, etc.)? > >If you know of good articles and books, academic or more general, that >compare various strategies parents use for raising their children >bilingually, please email me or the list, and I will post a summary. > >Thanks, > >Nitya Sethuraman >Postdoctoral Researcher >Psychology >Indiana University > > > > > Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From snyder at linglab.net Wed Jun 9 20:37:02 2004 From: snyder at linglab.net (William Snyder) Date: Wed, 9 Jun 2004 13:37:02 -0700 Subject: acquisition and morphology Message-ID: [The following is being re-posted; I don't think it went out on the list the first time I sent it.] Dear Damir, In a paper with Ann Senghas and Kelly Inman, I examined one prime candidate for a direct link between inflectional morphology and syntax, and concluded (based on acquisitional evidence) that the link is not really all that strong. The reference is the following: Snyder, W., Senghas, A., and Inman, K. (2001) "Agreement morphology and the acquisition of noun-drop in Spanish." Language Acquisition 9:157-173. For related conclusions about word order and inflectional morphology, based on comparative rather than acquisitional evidence, I recommend the recent (2000 and later) work of Jonathan Bobaljik. Best, William --- Damir �avar wrote: > Hello, > > I am searching for literature on acquisition of morphology. In particular, I > am interested in possible phases, whether there is some evidence for the > acquisition of inflectional preceding derivational morphology in English or > vice versa, whether there is such a phenomenon observed and documented in > other languages, with other types of suffixes, prefixes, and infixes. Did > somebody identify morphological acquisition phases and does this in any way > correlate with quantitative properties of these morpheme types or any other > property? > > I was pointed to Roger Brown's work from 1973. If there is something more > (recent) on that, also quantitative analyses of morpheme distributions in > different languages, and especially something on morphologically rich > languages, I would be grateful for a hint! > > Another area of interest is related to the often mentioned correlation > between morphological richness and lack of word order restrictions (and vice > versa). Did somebody work on the relation between these two phenomena in > language acquisition? (That is, presupposing a "late" (compared to lexical > words) acquisition of morphology, is there a correlation between the amount > or type of morphology acquired with the amount or type of word order > variation in the target language? and so on... :-) ) > > > Thanks and best wishes > Damir > > > -- > Damir Cavar > Web: http://mypage.iu.edu/~dcavar/ > > > ===== Prof. William B. Snyder Department of Linguistics University of Connecticut From genesee at ego.psych.mcgill.ca Fri Jun 11 13:58:01 2004 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Fri, 11 Jun 2004 09:58:01 -0400 Subject: Language Strategies for Bilingual Families In-Reply-To: <001301c44d6c$df523550$adc14f81@ads.iu.edu> Message-ID: Nitya: Johanne Paradis, Martha Crago and I have just published a book with Brookes Publishers on Dual Language Development and Disorders (to appear in July 2004). It will probably answer many of your questions. Fred Genesee At 10:25 AM 08/06/2004 -0500, Nitya Sethuraman wrote: >Hello, > >I was interested in the recent book announcement posted to the list on >language strategies used by bilingual families. The book focuses on the >one-person, one-language strategy. This strategy seems to be the one most >discussed in the literature, and I was wondering whether there was some >guided reason for this (there is a consensus that this is the "best" >strategy) or if it was for some other reason (it's the easiest strategy to >study, most traditionally studied, etc.)? > >If you know of good articles and books, academic or more general, that >compare various strategies parents use for raising their children >bilingually, please email me or the list, and I will post a summary. > >Thanks, > >Nitya Sethuraman >Postdoctoral Researcher >Psychology >Indiana University > > > > > From hiromori at dc4.so-net.ne.jp Sat Jun 12 12:57:09 2004 From: hiromori at dc4.so-net.ne.jp (Hirohide Mori) Date: Sat, 12 Jun 2004 21:57:09 +0900 Subject: Call for Participation (JSLS2004) Message-ID: We would like to invite you to attend the Sixth Annual International Conference of the Japanese Society for Language Sciences (JSLS2004). Dates: July 17 (Sat.)- 18 (Sun.), 2004 Location: Hoshigaoka Campus, Aichi Shukutoku University (Nagoya, Aichi Prefecture) Plenary lectures: Bonnie Schwartz（University of Hawai'i at Manoa）“The L2 Child as Arbitrator” Yukio Otsu (Keio University) "Learning in the Ontogenesis of I-Language”　 Invited Symposium: Word Inflections in Second Language Acquisition: Dual-Processing Model vs. Connectionist Model Moderator: Yasushi Terao (University of Shizuoka) Symposium Participants: Kazuo Tamaoka (Hiroshima University), Shogo Makioka (Osaka Women's University), Shigenori Wakabayashi (Gunma Prefectural Women's University), Yasushi Terao (University of Shizuoka) Conference details can be found on the JSLS2004 webpage at http://cow.lang.nagoya-u.ac.jp/jsls/2004/conf-e.htm 32 Oral Presentations, 19 Poster Presentations (Please refer to: http://cow. lang.nagoya-u.ac.jp/jsls/2004/presenters.htm) Pre-registration information can be found at: http://cow.lang.nagoya-u.ac.jp/jsls/2004/registration-e.htm Discounted pre-registration fees are available until June 15, so we encourage you to register early. Hotel information (discounted conference rates) can be found at: http://act.jtb.co.jp/itd/scripts/jsls2004.asp Please note that in order to qualify for the discounted hotel rates, you must apply by June 25th. Please send all questions to Kei Nakamura at kei at aya.yale.edu. Susanne Miyata (JSLS2004 Conference Chairperson) Kei Nakamura (JSLS 2004 Conference Coordinator) Hirohide Mori (JSLS 2004 Conference Publicity Chairperson) From rvoskaki at hotmail.com Mon Jun 14 14:58:46 2004 From: rvoskaki at hotmail.com (Rania Voskaki) Date: Mon, 14 Jun 2004 14:58:46 +0000 Subject: THE ZIPF LOW IN LANGUAGE DEVELOPMENT Message-ID: Dear colleagues, I would be grateful to you if you could let me know whether there are any studies on the Zipf low cross-linguistically? I am very much interested in studies using developmental data. Thank you, Best wishes, Rania Voskaki PhD student Aristotle University of Thessaloniki _________________________________________________________________ The new MSN 8: advanced junk mail protection and 2 months FREE* http://join.msn.com/?page=features/junkmail From nsethura at indiana.edu Tue Jun 15 21:17:31 2004 From: nsethura at indiana.edu (Nitya Sethuraman) Date: Tue, 15 Jun 2004 16:17:31 -0500 Subject: Summary: Language strategies for bilingual families Message-ID: Hello, I posted a question last week regarding language strategies used by bilingual families, and in particular, the one-person, one-language strategy (OPOL). I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their informative responses. Below is a summary, divided into general comments (anonymous, since it wasn't always clear to me who wanted to be cited) and a list of suggested references: General Comments: "There is no empirical evidence showing that this [OPOL] is the best way to raise a child bilingually. There might be evidence (i.e. case studies) showing that it works well, but not to the exclusion of other approaches, at least none that I'm aware of. In fact, Naomi Goodz did a study quite some time ago (in the early 90's maybe) in which she found that parents who swore that they used the one-person, one-language strategy actually didn't." "There are lots of studies about this saying that adults give more complexity and richness in the input if they use an L1 with their child but I wanted to just say that I raised by daughter bilingually by both parents speaking their own L1 as it was just a lot easier for us. And one parent one language isn't 100% of the time just most of the time I think" "I do not know of any evidence suggesting that the one parent one language is better. Rather, it is a common practice. Indeed work by Ana Celia Zentella (check out her book "Growing up bilingual") provides case study evidence of how good children are at code switching and responding to appropriate register, in families in which multiple languages are spoken by both parents." "I know that in Miami, where I did a lot of research, one-parent one-language is NOT the norm (but the Latin community there is also not particularly successful at helping the next generation be truly bilingual)." "Ronjat followed that rule (citing a guy named Grammont-- I think that's the spelling) on the grounds that one person-one language would be less confusing for children. He then goes through his book soundly congratulating himself on his success in not confusing his child. The research since then I think has been fairly convincing in showing that it is actually quite hard to confuse children with two languages in the input so I doubt there is anything to the rule of Grammont. But I don't know of anyone who has addressed that empirically. The use of one parent-one language in research comes up when research questions are about bilingual children's language choice. It's easier to go to one place (i.e., the home) and find the two languages used than it is to visit the school once and the home another time. I've had to do the latter on one occasion when the child heard one language at home and one language at daycare. It was a pain." References: Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". Clevedon: Multilingual Matters. Includes a discussion of other strategies besides OPOL. Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual Families: The one-parent - one-language Approach. Multilingual Matters. 2 chapters on other strategies for language use within the family and concludes with suggestions of how the OPOL can be adapted for use in the 21st century. De Houwer, A. 1999. Environmental factors in early bilingual development: the role of parental beliefs and attitudes. Bilingualism and migration, ed. by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford; New York: Oxford University Press. Döpke, Susanne (1998). Can the principle of 'one person-one language' be disregarded as unrealistically elitist?. Australian Review of Applied Linguistics, 21, 1, 41-56. Döpke, Susanne (1992). One Parent, One Language: An Interactional Approach. Amsterdam ; Philadelphia : J. Benjamins Pub. Co. Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research project on a 2 year old that is in a foreign environment and exposed to multiple languages. Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learners. Brooks Publishing Company. In chapters 1 and 8 in particular we discuss different choices families make in how to make their children bilingual, and how to deal with these choices if their child presents with a language learning disorder. Goodz, Naomi S. (1994). Interactions between parents and children in bilingual families. Educating second language children: the whole child, the whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: CUP. Grammont ??? Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for parents. Cambridge: CUP. Lüdi, Georges & Bernard Py, ÊTRE BILINGUE, 2e. édition revue, Peter Lang, Éditions scientifiques européennes, Bern 2002 Not really about parents strategies, but a VERY good book about Bilingualism (in French). Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los Angeles: Parent's Guide Press. (www.pgpress.com) An additional parents' guide which is good, especially strong on considering the viewpoints of the children, as heritage learners. It helps especially in setting goals that are satisfying rather than frustrating. Author's Iranian emigree background is illuminating, and just a little different. Good on issues of learning to read different scripts. Noguchi, M. (1996): “The bilingual parent as model for the bilingual child”. Policy Science (this is a Japanese journal). Mar 1996. 245-61. Studies Japanese-English families living in Japan (mostly the families of linguists and language teachers). Noguchi suggests that the rigid consistency that caregivers are striving for in the one person-one language strategy may lead to "emotional strain or communication problems in the family". From her survey of Japanese-English bilingual caregivers, 79% (or 42 out of 53) of caregivers using the one person-one language policy listed problems with its use. These include the perception that the policy is "impolite or alienating" when used in the presence of non-speakers of the language, difficulties with adherence when living with extended families who are Japanese monolinguals, and increasing difficulties with insistence on the use of English to communicate with the English-speaking caregiver after these children attend Japanese-medium schools. In order to overcome some of these problems, she advocates that the bilingual caregivers’ roles would be better served if they can see themselves as "models of bilingualism and biculturalism" rather than "models of single languages". This can be achieved by a more flexible use of language where languages are alternated according to needs and circumstances. E.g., parents can teach children new vocabulary in two languages at the same time to support the child's bilingual development. Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, Mass., USA : Blackwell. This was the book most people referred me to in their responses. One person describes this as "Gives a general overview of language strategies used to raise bilingual children. She grouped the various strategies used under six broad types, of which the one person-one language policy is the first." Ronjat, Jules (1913). Le développement du langage observé chez un enfant bilingue. Paris : H. Champion. (not sure if this is the reference mentioned above???) See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at the Sixth General Linguistics Conference held in Santiago de Compostela titled "The mixed languages policy as a viable alternative to the one person-one language policy: a case study". If you're interested, I can send you a copy of my paper. Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In New York. Oxford: Blackwell Publishers. From dcavar at indiana.edu Tue Jun 15 23:21:51 2004 From: dcavar at indiana.edu (Damir =?ISO-8859-2?B?xg==?=avar) Date: Tue, 15 Jun 2004 18:21:51 -0500 Subject: MCLC 2004 workshop Message-ID: Date: 25-26 June 2004 Location: Indiana University - Bloomington, Indiana The Computational Linguistics Program of the Linguistics Department, the Cognitive Science Department of Indiana University are pleased to announce that the inaugural meeting of the Midwest Computational Linguistics Colloquium (MCLC) will take place the weekend of June 25-26. This meeting marks the first of what will become an annual conference devoted to issues in Cognitive Science and Computational Linguistics. Topics under discussion include grammar learnability and induction, integration of stochastic and symbolic models of grammar, architectural issues in grammar, and formal and computational models across various areas of Linguistics, including syntax, phonology, morphology, syntax, semantics and pragmatics. More information about the workshop can be found at the conference webpage: http://jones.ling.indiana.edu/~mclc/ Organizational Committee: Damir Cavar Mike Gasser Joshua Herring Toshikazu Ikuta Larry Moss Paul Rodrigues Giancarlo Schrementi DAY 1 - June 25th 9:00-9:40 Julija Televnaja Ontological Semantics of English Phrasal Verbs 9:40-10:20 Gumwon Hong, Ping Yu A Multilingual Segmentor by Using Viterbi Algorithm 10:20-11:00 Nitya Sethuraman and Aarre Laakso A Model of Verb Generalization 11:00-11:40 Andrew A. Cooper Promotion of Disfluency in Syntactic Parallelism 11:40-12:20 C. Anton Rytting Modeling Multiple Cues in Modern Greek Word Segmentation 12:20-14:00 Lunch 14:00-14:40 Christian F. Hempelmann YPS The Ynperfect Pun Selector 14:40-15:20 Victor Raskin, Christian F. Hempelmann, Katrina E. Triezenberg, Julija Televnaja, Krista Bennett, Evgueniya Malaya, and Dina Mohamed The Purdue Ontological Semantic Project 15:20-15:50 Coffee Break 15:50-16:30 Markus Dickinson and Detmar Meurers Error detection with discontinuous constituents 16:30-17:10 Victor Raskin, Christian F. Hemplelmann, and Katrina E. Triezenberg Semantic Forensics DAY 2 - June 26th 9:00-9:40 John A. Goldsmith, Yu Hu Morphological analysis: From signatures to Finite State Automata 9:40-10:20 Jiri Hana and Anna Feldman Portable Language Technology: The case of Czech and Russian 10:20-11:00 Joshua Herring Automatic Parallel Text Alignment 11:00-11:40 Stephen Hockema Finding Words in Speech: An investigation of American English 11:40-12:20 Giancarlo Schrementi, Paul Rodrigues, Damir Cavar Syntactic Parsing Using Mutual Information and Relative Entropy 12:20-14:00 Lunch 14:00-14:40 William G. Sakas The Subset Principle: Conspiracies and Incremental Learning 14:40-15:20 Ralph L. Rose The Relative Contribution of Syntactic and Semantic Prominence in Pronoun Reference Resolution 15:20-15:50 Coffee Break 15:50-16:30 Jihyun Park Simulating Human Sentence Processing with Probabilistic Parts of Speech Tagger 16:30-17:10 Joshua Herring, Paul Rodrigues Semantic Mapping Using Correspondence Analysis 17:20-18:20 Board Meeting 19:00 Party! Other colloquia: IU SyntaxFest 2004 (June 18-July 1) http://www.indiana.edu/~lingdept/syntax.html Workshop in Minimalist Theorizing (June 26-June 27) http://www.indiana.edu/~lingdept/syntax/minimalist/ From plahey at mindspring.com Tue Jun 15 23:34:59 2004 From: plahey at mindspring.com (Peg Lahey) Date: Tue, 15 Jun 2004 19:34:59 -0400 Subject: BLCF Grants Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION ANNOUNCES CHANGE IN GRANT FUNDING POLICY The Bamford-Lahey Children's Foundation has established a new policy regarding funding of its research and development grants. Until recently, each grant was evaluated on its own merit and decisions were made without regard to other applications. Because of an increase in applications and limited finances, this policy will change to a competitive review. This new policy applies to all grant applications under review and all future applications. Deadline for consideration for funding in 2005 is October 15, 2004; we expect to make announcement of results in February 2005. The number of projects funded will depend on the quality of the applications and the financial resources of the Foundation; it is possible that none of the applications will be funded or that more than one will be funded. See our website for other procedures http://www.bamford-lahey.org/guidelines.html. As usual, applications are only on an invited bases following evaluation of an initial letter-of-inquiry. The Foundation is particularly interested in funding research that will help establish the efficacy and effectiveness of language intervention practices with children as noted under Objectives on our website. We encourage letters-of-inquiry regarding such studies but will consider any inquiries related to our objectives. Margaret Lahey, Ed.D. President, Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at exchange.tc.columbia.edu Wed Jun 16 11:04:30 2004 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Wed, 16 Jun 2004 07:04:30 -0400 Subject: Summary: Language strategies for bilingual families Message-ID: Nitya, Thanks for that summary on OPOL strategies. It seems to me that learning to be bilingual in the early stages is relatively easy regardless of the conditions of input. What is harder is to maintain a language that is not the dominant one of the culture as the child gets older and goes to school etc. I'm wondering if the OPOL strategy helps in the language maintenance function if the child learns that one of the parents will only communicate in the non-dominant language. I think this often works when a child has parents or grandparents who really don't speak the local language. I wonder if it would be too hard to maintain all communication in the non-dominant language though if the parent really did speak the local language. Peter Gordon -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman Sent: Tue 6/15/2004 5:17 PM To: info-childes at mail.talkbank.org Cc: 'Nitya Sethuraman' Subject: Summary: Language strategies for bilingual families Hello, I posted a question last week regarding language strategies used by bilingual families, and in particular, the one-person, one-language strategy (OPOL). I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their informative responses. Below is a summary, divided into general comments (anonymous, since it wasn't always clear to me who wanted to be cited) and a list of suggested references: General Comments: "There is no empirical evidence showing that this [OPOL] is the best way to raise a child bilingually. There might be evidence (i.e. case studies) showing that it works well, but not to the exclusion of other approaches, at least none that I'm aware of. In fact, Naomi Goodz did a study quite some time ago (in the early 90's maybe) in which she found that parents who swore that they used the one-person, one-language strategy actually didn't." "There are lots of studies about this saying that adults give more complexity and richness in the input if they use an L1 with their child but I wanted to just say that I raised by daughter bilingually by both parents speaking their own L1 as it was just a lot easier for us. And one parent one language isn't 100% of the time just most of the time I think" "I do not know of any evidence suggesting that the one parent one language is better. Rather, it is a common practice. Indeed work by Ana Celia Zentella (check out her book "Growing up bilingual") provides case study evidence of how good children are at code switching and responding to appropriate register, in families in which multiple languages are spoken by both parents." "I know that in Miami, where I did a lot of research, one-parent one-language is NOT the norm (but the Latin community there is also not particularly successful at helping the next generation be truly bilingual)." "Ronjat followed that rule (citing a guy named Grammont-- I think that's the spelling) on the grounds that one person-one language would be less confusing for children. He then goes through his book soundly congratulating himself on his success in not confusing his child. The research since then I think has been fairly convincing in showing that it is actually quite hard to confuse children with two languages in the input so I doubt there is anything to the rule of Grammont. But I don't know of anyone who has addressed that empirically. The use of one parent-one language in research comes up when research questions are about bilingual children's language choice. It's easier to go to one place (i.e., the home) and find the two languages used than it is to visit the school once and the home another time. I've had to do the latter on one occasion when the child heard one language at home and one language at daycare. It was a pain." References: Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". Clevedon: Multilingual Matters. Includes a discussion of other strategies besides OPOL. Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual Families: The one-parent - one-language Approach. Multilingual Matters. 2 chapters on other strategies for language use within the family and concludes with suggestions of how the OPOL can be adapted for use in the 21st century. De Houwer, A. 1999. Environmental factors in early bilingual development: the role of parental beliefs and attitudes. Bilingualism and migration, ed. by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford; New York: Oxford University Press. Döpke, Susanne (1998). Can the principle of 'one person-one language' be disregarded as unrealistically elitist?. Australian Review of Applied Linguistics, 21, 1, 41-56. Döpke, Susanne (1992). One Parent, One Language: An Interactional Approach. Amsterdam ; Philadelphia : J. Benjamins Pub. Co. Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research project on a 2 year old that is in a foreign environment and exposed to multiple languages. Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learners. Brooks Publishing Company. In chapters 1 and 8 in particular we discuss different choices families make in how to make their children bilingual, and how to deal with these choices if their child presents with a language learning disorder. Goodz, Naomi S. (1994). Interactions between parents and children in bilingual families. Educating second language children: the whole child, the whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: CUP. Grammont ??? Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for parents. Cambridge: CUP. Lüdi, Georges & Bernard Py, ÊTRE BILINGUE, 2e. édition revue, Peter Lang, Éditions scientifiques européennes, Bern 2002 Not really about parents strategies, but a VERY good book about Bilingualism (in French). Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los Angeles: Parent's Guide Press. (www.pgpress.com) An additional parents' guide which is good, especially strong on considering the viewpoints of the children, as heritage learners. It helps especially in setting goals that are satisfying rather than frustrating. Author's Iranian emigree background is illuminating, and just a little different. Good on issues of learning to read different scripts. Noguchi, M. (1996): “The bilingual parent as model for the bilingual child”. Policy Science (this is a Japanese journal). Mar 1996. 245-61. Studies Japanese-English families living in Japan (mostly the families of linguists and language teachers). Noguchi suggests that the rigid consistency that caregivers are striving for in the one person-one language strategy may lead to "emotional strain or communication problems in the family". From her survey of Japanese-English bilingual caregivers, 79% (or 42 out of 53) of caregivers using the one person-one language policy listed problems with its use. These include the perception that the policy is "impolite or alienating" when used in the presence of non-speakers of the language, difficulties with adherence when living with extended families who are Japanese monolinguals, and increasing difficulties with insistence on the use of English to communicate with the English-speaking caregiver after these children attend Japanese-medium schools. In order to overcome some of these problems, she advocates that the bilingual caregivers’ roles would be better served if they can see themselves as "models of bilingualism and biculturalism" rather than "models of single languages". This can be achieved by a more flexible use of language where languages are alternated according to needs and circumstances. E.g., parents can teach children new vocabulary in two languages at the same time to support the child's bilingual development. Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, Mass., USA : Blackwell. This was the book most people referred me to in their responses. One person describes this as "Gives a general overview of language strategies used to raise bilingual children. She grouped the various strategies used under six broad types, of which the one person-one language policy is the first." Ronjat, Jules (1913). Le développement du langage observé chez un enfant bilingue. Paris : H. Champion. (not sure if this is the reference mentioned above???) See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at the Sixth General Linguistics Conference held in Santiago de Compostela titled "The mixed languages policy as a viable alternative to the one person-one language policy: a case study". If you're interested, I can send you a copy of my paper. Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In New York. Oxford: Blackwell Publishers. -------------- next part -------------- An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Wed Jun 16 13:37:21 2004 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Wed, 16 Jun 2004 09:37:21 -0400 Subject: Summary: Language strategies for bilingual families In-Reply-To: <769D70041BFF0A45A5EE71952FFCF1F902E9D720@tcex01.int.tc.col umbia.edu> Message-ID: To add a belated comment: In my experience studying simultaneous bilingual children, the OPOL strategy is more helpful for parents that for children -- parents who raise their children biingually need a strategy that is workable and that also, more importantly in my opinion, ensures that the child gets sufficient input on a consistent basis that they can acquire the two langauges fully. The OPOL strategy is useful in these regards. This is particularly true when one of the langauges is a minority language in the community at large. It is not sufficient to use two languages is some systematic way; children need relatively consistent, rich, and extensive exposure to each language to ensure full competence. Clearly, monolingula children get more input than they really need. But, not all children who are raised bilingually get enough input over time to become fully bilingual. Fred Genesee At 07:04 AM 16/06/2004 -0400, Gordon, Peter wrote: > > Nitya, > > Thanks for that summary on OPOL strategies. It seems to me that learning to > be bilingual in the early stages is relatively easy regardless of the > conditions of input. What is harder is to maintain a language that is not > the dominant one of the culture as the child gets older and goes to school > etc. I'm wondering if the OPOL strategy helps in the language maintenance > function if the child learns that one of the parents will only communicate in > the non-dominant language. I think this often works when a child has parents > or grandparents who really don't speak the local language. I wonder if it > would be too hard to maintain all communication in the non-dominant language > though if the parent really did speak the local language. > > Peter Gordon >> >> -----Original Message----- >> From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman >> Sent: Tue 6/15/2004 5:17 PM >> To: info-childes at mail.talkbank.org >> Cc: 'Nitya Sethuraman' >> Subject: Summary: Language strategies for bilingual families >> >> Hello, >> >> I posted a question last week regarding language strategies used by >> bilingual families, and in particular, the one-person, one-language strategy >> (OPOL). >> >> I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana >> Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, >> Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their >> informative responses. >> >> Below is a summary, divided into general comments (anonymous, since it >> wasn't always clear to me who wanted to be cited) and a list of suggested >> references: >> >> >> >> General Comments: >> >> "There is no empirical evidence showing that this [OPOL] is the best way to >> raise a child bilingually. There might be evidence (i.e. case studies) >> showing that it works well, but not to the exclusion of other approaches, at >> least none that I'm aware of. In fact, Naomi Goodz did a study quite some >> time ago (in the early 90's maybe) in which she found that parents who swore >> that they used the one-person, one-language strategy actually didn't." >> >> >> >> "There are lots of studies about this saying that adults give more >> complexity and richness in the input if they use an L1 with their child but >> I wanted to just say that I raised by daughter bilingually by both parents >> speaking their own L1 as it was just a lot easier for us. And one parent one >> language isn't 100% of the time just most of the time I think" >> >> >> >> "I do not know of any evidence suggesting that the one parent one >> language is better. Rather, it is a common practice. Indeed work by Ana >> Celia Zentella (check out her book "Growing up bilingual") provides case >> study evidence of how good children are at code switching and responding to >> appropriate register, in families in which multiple languages are spoken by >> both parents." >> >> >> >> "I know that in Miami, where I did a lot of research, one-parent >> one-language is NOT the norm (but the Latin community there is also not >> particularly successful at helping the next generation be truly bilingual)." >> >> >> >> "Ronjat followed that rule (citing a guy named Grammont-- I think that's the >> spelling) on the grounds that one person-one language would be less >> confusing for children. He then goes through his book soundly congratulating >> himself on his success in not confusing his child. The research since then >> I think has been fairly convincing in showing that it is actually quite hard >> to confuse children with two languages in the input so I doubt there is >> anything to the rule of Grammont. But I don't know of anyone who has >> addressed that empirically. >> The use of one parent-one language in research comes up when research >> questions are about bilingual children's language choice. It's easier to go >> to one place (i.e., the home) and find the two languages used than it is to >> visit the school once and the home another time. I've had to do the latter >> on one occasion when the child heard one language at home and one language >> at daycare. It was a pain." >> >> >> >> References: >> >> Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". >> Clevedon: Multilingual Matters. >> >> Includes a discussion of other strategies besides OPOL. >> >> >> >> Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual >> Families: The one-parent - one-language Approach. Multilingual Matters. >> >> 2 chapters on other strategies for language use within the family and >> concludes with suggestions of how the OPOL can be adapted for use in the >> 21st century. >> >> >> >> De Houwer, A. 1999. Environmental factors in early bilingual development: >> the role of parental beliefs and attitudes. Bilingualism and migration, ed. >> by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. >> >> >> >> Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: >> Theoretical Implications of a Case Study. Oxford; New York: Oxford >> University Press. >> >> >> >> Döpke, Susanne (1998). Can the principle of 'one person-one language' be >> disregarded as unrealistically elitist?. Australian Review of Applied >> Linguistics, 21, 1, 41-56. >> >> >> >> Döpke, Susanne (1992). One Parent, One Language: An Interactional >> Approach. >> Amsterdam ; Philadelphia : J. Benjamins Pub. Co. >> >> >> >> Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research >> project on a 2 year old that is in a foreign environment and exposed to >> multiple languages. >> >> >> >> Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language >> Development & Disorders: A Handbook on Bilingualism and Second Language >> Learners. Brooks Publishing Company. >> >> In chapters 1 and 8 in particular we discuss different choices families make >> in how to make their children bilingual, and how to deal with these choices >> if their child presents with a language learning disorder. >> >> >> >> Goodz, Naomi S. (1994). Interactions between parents and children in >> bilingual families. Educating second language children: the whole child, the >> whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: >> CUP. >> >> >> >> Grammont ??? >> >> >> >> Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for >> parents. Cambridge: CUP. >> >> >> >> Lüdi, Georges & Bernard Py, ÊTRE BILINGUE, 2e. édition revue, Peter >> Lang, >> Éditions scientifiques européennes, Bern 2002 >> >> Not really about parents strategies, but a VERY good book about Bilingualism >> (in French). >> >> Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los >> Angeles: Parent's Guide Press. (www.pgpress.com) >> >> An additional parents' guide which is good, especially strong on considering >> the viewpoints of the children, as heritage learners. It helps especially >> in setting goals that are satisfying rather than frustrating. Author's >> Iranian emigree background is illuminating, and just a little different. >> Good on issues of learning to read different scripts. >> >> >> >> Noguchi, M. (1996): “The bilingual parent as model for the bilingual >> child”. >> Policy Science (this is a Japanese journal). Mar 1996. 245-61. >> >> Studies Japanese-English families living in Japan (mostly the families of >> linguists and language teachers). Noguchi suggests that the rigid >> consistency that caregivers are striving for in the one person-one language >> strategy may lead to "emotional strain or communication problems in the >> family". From her survey of Japanese-English bilingual caregivers, 79% (or >> 42 out of 53) of caregivers using the one person-one language policy listed >> problems with its use. These include the perception that the policy is >> "impolite or alienating" when used in the presence of non-speakers of the >> language, difficulties with adherence when living with extended families who >> are Japanese monolinguals, and increasing difficulties with insistence on >> the use of English to communicate with the English-speaking caregiver after >> these children attend Japanese-medium schools. In order to overcome some of >> these problems, she advocates that the bilingual caregivers’ roles would >> be >> better served if they can see themselves as "models of bilingualism and >> biculturalism" rather than "models of single languages". This can be >> achieved by a more flexible use of language where languages are alternated >> according to needs and circumstances. E.g., parents can teach children new >> vocabulary in two languages at the same time to support the child's >> bilingual development. >> >> >> >> Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, Mass., USA : >> Blackwell. >> >> This was the book most people referred me to in their responses. One person >> describes this as "Gives a general overview of language strategies used to >> raise bilingual children. She grouped the various strategies used under six >> broad types, of which the one person-one language policy is the first." >> >> >> >> Ronjat, Jules (1913). Le développement du langage observé chez un enfant >> bilingue. Paris : H. Champion. (not sure if this is the reference >> mentioned above???) >> >> >> >> See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at the Sixth >> General Linguistics Conference held in Santiago de Compostela titled "The >> mixed languages policy as a viable alternative to the one person-one >> language policy: a case study". If you're interested, I can send you a copy >> of my paper. >> >> >> >> Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In >> New York. Oxford: Blackwell Publishers. >> >> >> >> >> > > From m.vihman at bangor.ac.uk Wed Jun 16 14:54:56 2004 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Wed, 16 Jun 2004 15:54:56 +0100 Subject: Summary: Language strategies for bilingual families In-Reply-To: <4.1.20040616093314.010279c8@ego.psych.mcgill.ca> Message-ID: I can't resist adding my bit as well! I have to say that, having raised two children speaking Estonian in highly monolingual USA (California - it was pretty monolingual in our neighborhood at least!), the one person/one language strategy seemed unlikely to work, if one of the languages was to be English: English just gets SO much support from the environment that if the minority or 'other' language isn't the ONLY one used in the home, the child will wind up with English only. In fact, my experience was that the majority of the Estonian children we knew soon quit using Estonian, even though both parents WERE Estonians (while I was/am an L2 user of Est.). I think we were successful in raising two children who still use the language as young adults primarily because we were both so focussed on the language (both of us linguists), and because the older child was as well, while the second child just followed the example of the first. So there was no answering back in English etc at any point, and Estonian has remained the primary language used among ourselves as a family. I don't think that my using my native English would have been helpful, although they might have learned and retained Estonian anyway, who can say? But there's no particular magic in OPOL as far as I can see, and in the case of highly monolingual larger contexts, I doubt that it is the best plan. marilyn vihman >To add a belated comment: > >In my experience studying simultaneous bilingual children, the OPOL >strategy is >more helpful for parents that for children -- parents who raise their children >biingually need a strategy that is workable and that also, more importantly in >my opinion, ensures that the child gets sufficient input on a consistent basis >that they can acquire the two langauges fully. The OPOL strategy is useful in >these regards. This is particularly true when one of the langauges is a >minority language in the community at large. It is not sufficient to use two >languages is some systematic way; children need relatively consistent, rich, >and extensive exposure to each language to ensure full competence. Clearly, >monolingula children get more input than they really need. But, not all >children who are raised bilingually get enough input over time to become fully >bilingual. > >Fred Genesee > >At 07:04 AM 16/06/2004 -0400, Gordon, Peter wrote: >> >> Nitya, >> >> Thanks for that summary on OPOL strategies. It seems to me that learning to >> be bilingual in the early stages is relatively easy regardless of the >> conditions of input. What is harder is to maintain a language that is not >> the dominant one of the culture as the child gets older and goes to school >> etc. I'm wondering if the OPOL strategy helps in the language maintenance >> function if the child learns that one of the parents will only >>communicate in >> the non-dominant language. I think this often works when a child >>has parents >> or grandparents who really don't speak the local language. I wonder if it >> would be too hard to maintain all communication in the non-dominant language >> though if the parent really did speak the local language. >> >> Peter Gordon >>> >>> -----Original Message----- >>> From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman >>> Sent: Tue 6/15/2004 5:17 PM >>> To: info-childes at mail.talkbank.org >>> Cc: 'Nitya Sethuraman' >>> Subject: Summary: Language strategies for bilingual families >>> >>> Hello, >>> >>> I posted a question last week regarding language strategies used by >>> bilingual families, and in particular, the one-person, >>>one-language strategy >>> (OPOL). >>> >>> I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana >>> Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, >>> Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their > >> informative responses. >>> >>> Below is a summary, divided into general comments (anonymous, since it >>> wasn't always clear to me who wanted to be cited) and a list of suggested >>> references: >>> >>> >>> >>> General Comments: >>> >>> "There is no empirical evidence showing that this [OPOL] is the best way to >>> raise a child bilingually. There might be evidence (i.e. case studies) >>> showing that it works well, but not to the exclusion of other >>>approaches, at >>> least none that I'm aware of. In fact, Naomi Goodz did a study quite some >>> time ago (in the early 90's maybe) in which she found that >>>parents who swore >>> that they used the one-person, one-language strategy actually didn't." >>> >>> >>> >>> "There are lots of studies about this saying that adults give more >>> complexity and richness in the input if they use an L1 with their child but >>> I wanted to just say that I raised by daughter bilingually by both parents > >> speaking their own L1 as it was just a lot easier for us. And >one parent one >>> language isn't 100% of the time just most of the time I think" >>> >>> >>> >>> "I do not know of any evidence suggesting that the one parent one >>> language is better. Rather, it is a common practice. Indeed work by Ana >>> Celia Zentella (check out her book "Growing up bilingual") provides case >>> study evidence of how good children are at code switching and responding to >>> appropriate register, in families in which multiple languages are spoken by >>> both parents." >>> >>> >>> >>> "I know that in Miami, where I did a lot of research, one-parent >>> one-language is NOT the norm (but the Latin community there is also not >>> particularly successful at helping the next generation be truly >>>bilingual)." >>> >>> >>> >>> "Ronjat followed that rule (citing a guy named Grammont-- I think >>>that's the >>> spelling) on the grounds that one person-one language would be less >>> confusing for children. He then goes through his book soundly >>>congratulating >>> himself on his success in not confusing his child. The research since then >>> I think has been fairly convincing in showing that it is actually >>>quite hard >>> to confuse children with two languages in the input so I doubt there is >>> anything to the rule of Grammont. But I don't know of anyone who has >>> addressed that empirically. >>> The use of one parent-one language in research comes up when research >>> questions are about bilingual children's language choice. It's easier to go >>> to one place (i.e., the home) and find the two languages used than it is to >>> visit the school once and the home another time. I've had to do the latter >>> on one occasion when the child heard one language at home and one language >>> at daycare. It was a pain." >>> >>> >>> >>> References: >>> >>> Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". >>> Clevedon: Multilingual Matters. >>> >>> Includes a discussion of other strategies besides OPOL. >>> >>> >>> >>> Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual >>> Families: The one-parent - one-language Approach. Multilingual Matters. >>> >>> 2 chapters on other strategies for language use within the family and >>> concludes with suggestions of how the OPOL can be adapted for use in the >>> 21st century. >>> >>> >>> >>> De Houwer, A. 1999. Environmental factors in early bilingual development: >>> the role of parental beliefs and attitudes. Bilingualism and >>>migration, ed. >>> by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. >>> >>> >>> >>> Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: >>> Theoretical Implications of a Case Study. Oxford; New York: Oxford >>> University Press. >>> >>> >>> >>> Döpke, Susanne (1998). Can the principle of 'one person-one language' be >>> disregarded as unrealistically elitist?. Australian Review of Applied >>> Linguistics, 21, 1, 41-56. >>> >>> >>> >>> Döpke, Susanne (1992). One Parent, One Language: An Interactional >>> Approach. >>> Amsterdam ; Philadelphia : J. Benjamins Pub. Co. >>> >>> >>> >>> Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research >>> project on a 2 year old that is in a foreign environment and exposed to > >> multiple languages. >>> >>> >>> >>> Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language >>> Development & Disorders: A Handbook on Bilingualism and Second Language >>> Learners. Brooks Publishing Company. >>> >>> In chapters 1 and 8 in particular we discuss different choices >>>families make >>> in how to make their children bilingual, and how to deal with these choices >>> if their child presents with a language learning disorder. >>> >>> >>> >>> Goodz, Naomi S. (1994). Interactions between parents and children in >>> bilingual families. Educating second language children: the whole >>>child, the >>> whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: >>> CUP. >>> >>> >>> >>> Grammont ??? >>> >>> >>> >>> Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for >>> parents. Cambridge: CUP. >>> >>> >>> >>> Lüdi, Georges & Bernard Py, ÊTRE BILINGUE, 2e. édition revue, Peter > >> Lang, >>> Éditions scientifiques européennes, Bern 2002 >>> >>> Not really about parents strategies, but a VERY good book about >>>Bilingualism >>> (in French). >>> >>> Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los >>> Angeles: Parent's Guide Press. (www.pgpress.com) >>> >>> An additional parents' guide which is good, especially strong on >>>considering >>> the viewpoints of the children, as heritage learners. It helps especially >>> in setting goals that are satisfying rather than frustrating. Author's >>> Iranian emigree background is illuminating, and just a little different. >>> Good on issues of learning to read different scripts. >>> >>> >>> >>> Noguchi, M. (1996): â*œThe bilingual parent as model for the bilingual >>> childâ*. >>> Policy Science (this is a Japanese journal). Mar 1996. 245-61. >>> >>> Studies Japanese-English families living in Japan (mostly the families of >>> linguists and language teachers). Noguchi suggests that the rigid >>> consistency that caregivers are striving for in the one person-one language >>> strategy may lead to "emotional strain or communication problems in the >>> family". From her survey of Japanese-English bilingual caregivers, 79% (or >>> 42 out of 53) of caregivers using the one person-one language policy listed >>> problems with its use. These include the perception that the policy is >>> "impolite or alienating" when used in the presence of non-speakers of the >>> language, difficulties with adherence when living with extended >>>families who >>> are Japanese monolinguals, and increasing difficulties with insistence on >>> the use of English to communicate with the English-speaking caregiver after >>> these children attend Japanese-medium schools. In order to overcome some of >>> these problems, she advocates that the bilingual caregiversâ*™ roles would >>> be >>> better served if they can see themselves as "models of bilingualism and >>> biculturalism" rather than "models of single languages". This can be >>> achieved by a more flexible use of language where languages are alternated >>> according to needs and circumstances. E.g., parents can teach children new >>> vocabulary in two languages at the same time to support the child's >>> bilingual development. >>> >>> >>> >>> Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, >>>Mass., USA : >>> Blackwell. >>> >>> This was the book most people referred me to in their responses. >>>One person >>> describes this as "Gives a general overview of language strategies used to >>> raise bilingual children. She grouped the various strategies >>>used under six >>> broad types, of which the one person-one language policy is the first." >>> >>> >>> >>> Ronjat, Jules (1913). Le développement du langage observé chez un enfant >>> bilingue. Paris : H. Champion. (not sure if this is the reference >>> mentioned above???) >>> >>> >>> >>> See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper >>>at the Sixth >>> General Linguistics Conference held in Santiago de Compostela titled "The >>> mixed languages policy as a viable alternative to the one person-one >>> language policy: a case study". If you're interested, I can send you a copy >>> of my paper. >>> > >> >>> >>> Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In >>> New York. Oxford: Blackwell Publishers. >>> >>> >>> >>> >>> >> >> -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From tukraine at uwyo.edu Thu Jun 17 19:30:50 2004 From: tukraine at uwyo.edu (Teresa Ukrainetz) Date: Thu, 17 Jun 2004 13:30:50 -0600 Subject: Summary: Language strategies for bilingual families In-Reply-To: Message-ID: It seems to me the evidence on which OPOL was based was reduced confusion between the two in toddlerhood, at language onset in Ronjat type studies. But the confusion was temporary and minor anyway -- basically kids were fine whichever way it was done as long as both languages were used interactively and respected. Somehow, this has been overextended to be the recommendation for language learning throughout childhood and then people are surprised that it doesn't hold. Teresa Ukrainetz On Wednesday, June 16, 2004, at 08:54 AM, Marilyn Vihman wrote: > I can't resist adding my bit as well! I have to say that, having > raised two children speaking Estonian in highly monolingual USA > (California - it was pretty monolingual in our neighborhood at > least!), the one person/one language strategy seemed unlikely to work, > if one of the languages was to be English: English just gets SO much > support from the environment that if the minority or 'other' language > isn't the ONLY one used in the home, the child will wind up with > English only. In fact, my experience was that the majority of the > Estonian children we knew soon quit using Estonian, even though both > parents WERE Estonians (while I was/am an L2 user of Est.). I think we > were successful in raising two children who still use the language as > young adults primarily because we were both so focussed on the > language (both of us linguists), and because the older child was as > well, while the second child just followed the example of the first. > So there was no answering back in English etc at any point, and > Estonian has remained the primary language used among ourselves as a > family. I don't think that my using my native English would have been > helpful, although they might have learned and retained Estonian > anyway, who can say? But there's no particular magic in OPOL as far as > I can see, and in the case of highly monolingual larger contexts, I > doubt that it is the best plan. > > marilyn vihman > >> To add a belated comment: >> >> In my experience studying simultaneous bilingual children, the OPOL >> strategy is >> more helpful for parents that for children -- parents who raise their >> children >> biingually need a strategy that is workable and that also, more >> importantly in >> my opinion, ensures that the child gets sufficient input on a >> consistent basis >> that they can acquire the two langauges fully. The OPOL strategy is >> useful in >> these regards. This is particularly true when one of the langauges is >> a >> minority language in the community at large. It is not sufficient to >> use two >> languages is some systematic way; children need relatively >> consistent, rich, >> and extensive exposure to each language to ensure full competence. >> Clearly, >> monolingula children get more input than they really need. But, not >> all >> children who are raised bilingually get enough input over time to >> become fully >> bilingual. >> >> Fred Genesee >> >> At 07:04 AM 16/06/2004 -0400, Gordon, Peter wrote: >>> >>> Nitya, >>> Thanks for that summary on OPOL strategies. It seems to me that >>> learning to >>> be bilingual in the early stages is relatively easy regardless of >>> the >>> conditions of input. What is harder is to maintain a language that >>> is not >>> the dominant one of the culture as the child gets older and goes to >>> school >>> etc. I'm wondering if the OPOL strategy helps in the language >>> maintenance >>> function if the child learns that one of the parents will only >>> communicate in >>> the non-dominant language. I think this often works when a child >>> has parents >>> or grandparents who really don't speak the local language. I >>> wonder if it >>> would be too hard to maintain all communication in the non-dominant >>> language >>> though if the parent really did speak the local language. >>> Peter Gordon >>>> >>>> -----Original Message----- >>>> From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman >>>> Sent: Tue 6/15/2004 5:17 PM >>>> To: info-childes at mail.talkbank.org >>>> Cc: 'Nitya Sethuraman' >>>> Subject: Summary: Language strategies for bilingual families >>>> >>>> Hello, >>>> >>>> I posted a question last week regarding language strategies used by >>>> bilingual families, and in particular, the one-person, >>>> one-language strategy >>>> (OPOL). >>>> >>>> I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana >>>> Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel >>>> See, >>>> Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee >>>> for their >> >> informative responses. >>>> >>>> Below is a summary, divided into general comments (anonymous, >>>> since it >>>> wasn't always clear to me who wanted to be cited) and a list of >>>> suggested >>>> references: >>>> >>>> >>>> >>>> General Comments: >>>> >>>> "There is no empirical evidence showing that this [OPOL] is the >>>> best way to >>>> raise a child bilingually. There might be evidence (i.e. case >>>> studies) >>>> showing that it works well, but not to the exclusion of other >>>> approaches, at >>>> least none that I'm aware of. In fact, Naomi Goodz did a study >>>> quite some >>>> time ago (in the early 90's maybe) in which she found that parents >>>> who swore >>>> that they used the one-person, one-language strategy actually >>>> didn't." >>>> >>>> >>>> >>>> "There are lots of studies about this saying that adults give more >>>> complexity and richness in the input if they use an L1 with their >>>> child but >>>> I wanted to just say that I raised by daughter bilingually by both >>>> parents >> >> speaking their own L1 as it was just a lot easier for us. And one >> parent one >>>> language isn't 100% of the time just most of the time I think" >>>> >>>> >>>> >>>> "I do not know of any evidence suggesting that the one parent one >>>> language is better. Rather, it is a common practice. Indeed work >>>> by Ana >>>> Celia Zentella (check out her book "Growing up bilingual") >>>> provides case >>>> study evidence of how good children are at code switching and >>>> responding to >>>> appropriate register, in families in which multiple languages are >>>> spoken by >>>> both parents." >>>> >>>> >>>> >>>> "I know that in Miami, where I did a lot of research, one-parent >>>> one-language is NOT the norm (but the Latin community there is >>>> also not >>>> particularly successful at helping the next generation be truly >>>> bilingual)." >>>> >>>> >>>> >>>> "Ronjat followed that rule (citing a guy named Grammont-- I think >>>> that's the >>>> spelling) on the grounds that one person-one language would be less >>>> confusing for children. He then goes through his book soundly >>>> congratulating >>>> himself on his success in not confusing his child. The research >>>> since then >>>> I think has been fairly convincing in showing that it is actually >>>> quite hard >>>> to confuse children with two languages in the input so I doubt >>>> there is >>>> anything to the rule of Grammont. But I don't know of anyone who >>>> has >>>> addressed that empirically. >>>> The use of one parent-one language in research comes up when >>>> research >>>> questions are about bilingual children's language choice. It's >>>> easier to go >>>> to one place (i.e., the home) and find the two languages used than >>>> it is to >>>> visit the school once and the home another time. I've had to do >>>> the latter >>>> on one occasion when the child heard one language at home and one >>>> language >>>> at daycare. It was a pain." >>>> >>>> >>>> >>>> References: >>>> >>>> Baker, Colin (1995/2000). "A Parents' & Teachers guide to >>>> bilingualism". >>>> Clevedon: Multilingual Matters. >>>> >>>> Includes a discussion of other strategies besides OPOL. >>>> >>>> >>>> >>>> Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual >>>> Families: The one-parent - one-language Approach. Multilingual >>>> Matters. >>>> >>>> 2 chapters on other strategies for language use within the family >>>> and >>>> concludes with suggestions of how the OPOL can be adapted for use >>>> in the >>>> 21st century. >>>> >>>> >>>> >>>> De Houwer, A. 1999. Environmental factors in early bilingual >>>> development: >>>> the role of parental beliefs and attitudes. Bilingualism and >>>> migration, ed. >>>> by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. >>>> >>>> >>>> >>>> Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: >>>> Theoretical Implications of a Case Study. Oxford; New York: Oxford >>>> University Press. >>>> >>>> >>>> >>>> Döpke, Susanne (1998). Can the principle of 'one person-one >>>> language' be >>>> disregarded as unrealistically elitist?. Australian Review of >>>> Applied >>>> Linguistics, 21, 1, 41-56. >>>> >>>> >>>> >>>> Döpke, Susanne (1992). One Parent, One Language: An Interactional >>>> Approach. >>>> Amsterdam ; Philadelphia : J. Benjamins Pub. Co. >>>> >>>> >>>> >>>> Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative >>>> research >>>> project on a 2 year old that is in a foreign environment and >>>> exposed to >> >> multiple languages. >>>> >>>> >>>> >>>> Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual >>>> Language >>>> Development & Disorders: A Handbook on Bilingualism and Second >>>> Language >>>> Learners. Brooks Publishing Company. >>>> >>>> In chapters 1 and 8 in particular we discuss different choices >>>> families make >>>> in how to make their children bilingual, and how to deal with >>>> these choices >>>> if their child presents with a language learning disorder. >>>> >>>> >>>> >>>> Goodz, Naomi S. (1994). Interactions between parents and children >>>> in >>>> bilingual families. Educating second language children: the whole >>>> child, the >>>> whole curriculum, the whole community, ed. by F. Genesee, 62-81. >>>> Cambridge: >>>> CUP. >>>> >>>> >>>> >>>> Grammont ??? >>>> >>>> >>>> >>>> Harding-Esch, E. and P. Riley. 2003. The bilingual family: a >>>> handbook for >>>> parents. Cambridge: CUP. >>>> >>>> >>>> >>>> LÃπdi, Georges & Bernard Py, Ã…TRE BILINGUE, 2e. édition revue, >>>> Peter >> >> Lang, >>>> Ã≈ditions scientifiques européennes, Bern 2002 >>>> >>>> Not really about parents strategies, but a VERY good book about >>>> Bilingualism >>>> (in French). >>>> >>>> Myles, Carey (2003). Raising Bilingual Children: A Parent's >>>> Guide. Los >>>> Angeles: Parent's Guide Press. (www.pgpress.com) >>>> >>>> An additional parents' guide which is good, especially strong on >>>> considering >>>> the viewpoints of the children, as heritage learners. It helps >>>> especially >>>> in setting goals that are satisfying rather than frustrating. >>>> Author's >>>> Iranian emigree background is illuminating, and just a little >>>> different. >>>> Good on issues of learning to read different scripts. >>>> >>>> >>>> >>>> Noguchi, M. (1996): â*˛The bilingual parent as model for the >>>> bilingual >>>> childâ*ˇ. >>>> Policy Science (this is a Japanese journal). Mar 1996. 245-61. >>>> >>>> Studies Japanese-English families living in Japan (mostly the >>>> families of >>>> linguists and language teachers). Noguchi suggests that the rigid >>>> consistency that caregivers are striving for in the one person-one >>>> language >>>> strategy may lead to "emotional strain or communication problems >>>> in the >>>> family". From her survey of Japanese-English bilingual >>>> caregivers, 79% (or >>>> 42 out of 53) of caregivers using the one person-one language >>>> policy listed >>>> problems with its use. These include the perception that the >>>> policy is >>>> "impolite or alienating" when used in the presence of non-speakers >>>> of the >>>> language, difficulties with adherence when living with extended >>>> families who >>>> are Japanese monolinguals, and increasing difficulties with >>>> insistence on >>>> the use of English to communicate with the English-speaking >>>> caregiver after >>>> these children attend Japanese-medium schools. In order to >>>> overcome some of >>>> these problems, she advocates that the bilingual caregiversâ*˙ >>>> roles would >>>> be >>>> better served if they can see themselves as "models of >>>> bilingualism and >>>> biculturalism" rather than "models of single languages". This can >>>> be >>>> achieved by a more flexible use of language where languages are >>>> alternated >>>> according to needs and circumstances. E.g., parents can teach >>>> children new >>>> vocabulary in two languages at the same time to support the child's >>>> bilingual development. >>>> >>>> >>>> >>>> Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, >>>> Mass., USA : >>>> Blackwell. >>>> >>>> This was the book most people referred me to in their responses. >>>> One person >>>> describes this as "Gives a general overview of language strategies >>>> used to >>>> raise bilingual children. She grouped the various strategies used >>>> under six >>>> broad types, of which the one person-one language policy is the >>>> first." >>>> >>>> >>>> >>>> Ronjat, Jules (1913). Le développement du langage observé chez >>>> un enfant >>>> bilingue. Paris : H. Champion. (not sure if this is the reference >>>> mentioned above???) >>>> >>>> >>>> >>>> See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at >>>> the Sixth >>>> General Linguistics Conference held in Santiago de Compostela >>>> titled "The >>>> mixed languages policy as a viable alternative to the one >>>> person-one >>>> language policy: a case study". If you're interested, I can send >>>> you a copy >>>> of my paper. >>>> >> >> >>>> >>>> Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican >>>> Children In >>>> New York. Oxford: Blackwell Publishers. >>>> >>>> >>>> >>>> >>>> >>> >>> > > > -- > > ------------------------------------------------------- > Marilyn M. Vihman | > Professor, Developmental Psychology | /\ > School of Psychology | / \/\ > University of Wales, Bangor | /\/ \ \ > The Brigantia Building | / \ \ > Penrallt Road |/ =======\=\ > Gwynedd LL57 2AS | > tel. 44 (0)1248 383 775 | B A N G O R > FAX 382 599 | > -------------------------------------------------------- > > From margaretmfleck at yahoo.com Fri Jun 18 17:37:19 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Fri, 18 Jun 2004 10:37:19 -0700 Subject: shapes, colors, numbers, parts Message-ID: Hi everyone, Here are three questions, all touching on issues of early word learning. Basically, I'm fishing for something that will jog someone's memory. (1) Can anyone point me at data on the acquisition (especially timing of acquisition) of words relating to -- shapes (e.g. triangle, heart) -- parts of objects (e.g. lid, handle) -- toileting tasks (e.g. poopy, diaper, change diaper) -- sounds other than animal noises (e.g. song, noise, "Wheels on the Bus") -- numbers (i.e. early production of words like "four", not true understanding of what it means to have four objects) -- modern electronic equipment (e.g. CD, VCR, remote control, computer, gameboy) Those categories of words seem to be absent (or largely absent) from the CDI and I'm trying to understand why. Except for the electronic equipment, much of which is simply too recent to have been included in the CDI. (2) Can anyone point me at data on the acquisition of morphology and syntax for nouns which might be more common in their plural, rather than singular, form? For example, "teeth" or "peas." (3) It is often claimed that kids learn color terms by first sorting objects by color and then starting to use the color words. Can anyone point me at data on the extent to which this is really true? E.g. how many kids just start using the color words (accurately) without first sorting physical objects? Many thanks for any pointers you can give me, Margaret (Margaret Fleck) From Ioulia.Kovelman at Dartmouth.EDU Fri Jun 18 19:55:46 2004 From: Ioulia.Kovelman at Dartmouth.EDU (Ioulia Kovelman) Date: Fri, 18 Jun 2004 15:55:46 EDT Subject: Postdoctoral Position Message-ID: Dear Info Childes, Please help us circulate the following information: Postdoctoral Position available: gesture, science learning and museum design Starting in September 2004 there will be a postdoctoral position available at Dartmouth college (www.dartmouth.edu/~educ/dunbar.shtml) and the Montshire museum of Science in Norwich Vermont (www.montshire.org), which is 2 miles from the college. The postdoctoral fellow will be working on an NSF funded project investigating the cognitive and social interactions that visitors to the Montshire museum of Science engage in while they are viewing exhibits. Using analyses of gesture, social interactions, and physical interactions with exhibits the overall goal of the project will be to facilitate the design of exhibits and learning at the museum, as well as publish articles on topics related to these issues. The postdoctoral fellowship is for two years. The postdoctoral fellow should have a background in analyzing real world interactions from a cognitive (broadly defined) and or a sociolinguistic perspective. The postdoctoral fellow will videotape interactions, analyze the interactions, using cognitive, social, linguistic and gestural dimensions, to determine the representations visitors invoke while they interact with a exhibits. This information will then be used by the museum designers to enhance the exhibits. The postdoctoral fellow will have the opportunity to interact and participate in studies with museum specialists, cognitive scientists, neuroscientists, and linguists in an entirely new approach to designing museum exhibits based upon analyses of human interactions. Dartmouth College is an Equal Opportunity Employer. Women and members of underrepresented groups are encouraged to apply. Include letter of application, vita, and dossier (including two letters of recommendation). Consideration of applications will begin Immediately, with a start date of September 1 2004. Salary is typical for NSF postdocs. Please apply to Prof. Kevin Dunbar Dept of Education, Hanover, NH 03755 email address: kevin.n.dunbar at dartmouth.edu A few words about Dartmouth and the Montshire museum: Dartmouth is a small, Ivy League university with an undergraduate body of about 4300 and a graduate and professional school enrollment of approximately 850. We offer Ph.D programs in all of the Sciences and there are a large number of postdoctoral fellows at the college; there is an extensive group whose research interests are focused on learning, education, mind and brain, and the Montshire museum of science is one the leading science museums in the North East. We are situated in Hanover NH and Norwich VT, traditional New England towns in the heart of winter skiing and summer lake resort areas. We are only a two hour drive from Boston and a three hour drive from Montreal. From ann.dowker at psy.ox.ac.uk Sat Jun 19 10:38:28 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 19 Jun 2004 11:38:28 +0100 Subject: shapes, colors, numbers, parts In-Reply-To: <20040618173719.90262.qmail@web60307.mail.yahoo.com> Message-ID: With regard to number: Durkin, K. et al (1986). The social and linguistic context of early number word use. British Journal of Developmental Psychology, 4, 269-288 Fuson. K. (1988). Children's Counting and Concepts of Number; Springer- Verlag Chapters 1 and 2 In message <20040618173719.90262.qmail at web60307.mail.yahoo.com> Margaret Fleck writes: > > Hi everyone, > > Here are three questions, all touching on issues of early word learning. > Basically, I'm fishing for something that will jog someone's memory. > > (1) Can anyone point me at data on the acquisition (especially timing of > acquisition) of words relating to > -- shapes (e.g. triangle, heart) > -- parts of objects (e.g. lid, handle) > -- toileting tasks (e.g. poopy, diaper, change diaper) > -- sounds other than animal noises (e.g. song, noise, "Wheels on the Bus") > -- numbers (i.e. early production of words like "four", not true > understanding of what it means to have four objects) > -- modern electronic equipment (e.g. CD, VCR, remote control, computer, > gameboy) > > Those categories of words seem to be absent (or largely absent) from the CDI > and I'm trying to understand why. Except for the electronic equipment, much > of which is simply too recent to have been included in the CDI. > > (2) Can anyone point me at data on the acquisition of morphology and syntax > for nouns which might be more common in their plural, rather than singular, > form? For example, "teeth" or "peas." > > (3) It is often claimed that kids learn color terms by first sorting objects > by color and then starting to use the color words. Can anyone point me at > data on the extent to which this is really true? E.g. how many kids just > start using the color words (accurately) without first sorting physical > objects? > > Many thanks for any pointers you can give me, > > Margaret > > (Margaret Fleck) > > From kathryn at multilingual-matters.com Tue Jun 22 10:31:06 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Tue, 22 Jun 2004 11:31:06 +0100 Subject: First issue published - International Journal of Multilingualism Message-ID: Apologies for cross-postings Multilingual Matters is pleased to announce the publication of the first issue of our new journal: International Journal of Multilingualism. Edited by Jasone Cenoz (University of Basque Country) and Ulrike Jessner (University of Innsbruck), the International Journal of Multilingualism is a scientific journal dedicated to the study of pscyholinguistic, sociolinguistic and educational aspects of multilingual acquisition and multilingualism. It goes beyond bilingualism and second language acquisition by focusing on different issues related to the acquisition and use of additional languages as well as sociolinguistic and educational contexts involving the use of more than two languages. The journal is concerned with theoretical and empirical issues in multilingualism such as early trilingualism, multilingual competence, multilingual education, multilingual literacy, multilingual representations in the mind or multilingual communities. It is an interdisciplinary journal which brings together the study of phenomena related to multilingualism which are currently studied by researchers in linguistics, psycholinguistics, sociolinguistics and education. Please find below a list of contents of the first issue: The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses Suzanne Flynn and Claire Foley (Department of Linguistics and Philosophy, Massachusetts Institute of Technology, Cambridge, MA, USA) Inna Vinnitskaya (Department of Linguistics, University of Ottawa, Ottawa, Canada) The Multilingual Lexicon: Modelling Selection and Control Kees de Bot (Department of Language and Communication, University of Groningen, The Netherlands) Learning a Community Language as a Third Language Michael Clyne, Claudia Rossi Hunt and Tina Isaakidis (Research Unit for Multilingualism and Cross Cultural Communication, University of Melbourne, Australia) Curriculum Decision-making in a Multilingual Context Elite Olshtain and Frieda Nissim-Amitai (Hebrew University, Jerusalem) Further details are available on our website: http://www.multilingual-matters.com/multi/journals/journals_ijm.asp where subscriptions can be entered. For further information contact the publisher Multilingual Matters by email: info at multilingual-matters.com Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From macw at mac.com Tue Jun 22 15:09:28 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 22 Jun 2004 11:09:28 -0400 Subject: mail test Message-ID: Dear Info-CHILDES, I am afraid that the info-childes and info-chibolts mailing lists were down over the weekend, but they are back now. If you tried to post and received a bounce message, please try again. Sorry about the inconvenience. --Brian MacWhinney From macw at mac.com Thu Jun 24 02:31:57 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 23 Jun 2004 22:31:57 -0400 Subject: Spanish MOR Message-ID: Dear Info-CHILDES, I have just recently completed training of a POST database for disambiguation of the Spanish morphological tags. The current version of the MOR tagger and the span.db POST database are available from the CHILDES server. I have run MOR and POST on the files in the Ornat, Marrero, and ColMex directories and those are now fully tagged and disambiguated. A brief glance over the results suggests that the disambiguator is not making any mistakes. However, there are a variety of transcription errors remaining in these files. For example, a common problem is omission of the accent on éste and ésta which leads to them being treated as demonstratives. You can either view these files one by one through the browsable XML facility or else download the whole directories as zip files. If anyone is interested in going through these files or other Spanish files to either clean up problems or note consistent gaps, that would be quite helpful. We intend to gradually process the remaining Spanish corpora through MOR over the next year or two. --Brian MacWhinney From jreighar at brookespublishing.com Thu Jun 24 20:06:07 2004 From: jreighar at brookespublishing.com (Jessica Reighard) Date: Thu, 24 Jun 2004 16:06:07 -0400 Subject: New book from Brookes Publishing - Dual Language Development and Disorders by Fred Genesee, Ph.D., Johanne Paradis, Ph.D., & Martha B. Crago, Ph.D. Message-ID: DUAL LANGUAGE DEVELOPMENT AND DISORDERS A Handbook on Bilingualism and Second Language Learners By Fred Genesee, Ph.D., Johanne Paradis, Ph.D., & Martha B. Crago, Ph.D. "In preparing this book, Genesee, Paradis, and Crago have struck a rare balance. They review scientific evidence, yet present case studies of fictional children; they declare their professional biases, yet are quick to point out instances in which a direction opposite their view is most appropriate. As a result of reading this work, an educator will be able to argue the evidence for different models of schooling, and policy makers will be able to address big questions such as whether bilingual programs can enable children to learn a second language as quickly as programs conducted exclusively in the second language. From the pages of this book, speech-language pathologists will have a means of determining whether a child's grammatical profile reflects some universal feature of language impairment or simply a pattern that is characteristic of the specific language being acquired. And, crucially, parents will have a clearer understanding of the factors to consider when deciding if they should use more than one language with their child in the home or enroll their child in a school where another language is spoken."--Laurence B. Leonard Key Benefits a.. Presents research, theory, and current best practices with respect to both normal and impaired dual language development. b.. Is organized around critical developmental and clinical issues of interest to professionals in the field. c.. Each chapter is organized around critical questions-- e.g., Is code-mixing normal? Why do bilingual children code-mix? Are bilingual children delayed in their language development? What should parents do in the home with children who are bilingual? d.. Most chapters contain "voices from the learner," consisting of detailed, extended excerpts of language from bilingual and second language learners to illustrate important points in the accompanying chapter. e.. Includes a glossary of technical or unfamiliar terms used in the book. Description This comprehensive, up-to-date resource on bilingual and second language acquisition dispels many myths about dual language development, helps professionals determine whether typical language development or a disorder is present, and answers key questions that might arise when working with children and parents. The authors offer in-depth explorations of the complex processes of bilingual and second language acquisition, the question of whether dual language learning affects cognitive development, the often misunderstood concept of code-mixing, and the issues surrounding effective diagnosis of disorders and intervention. A valuable reference for in-practice SLPs and educators and an ideal textbook for graduate students. Contents Chapter 1. Introduction Chapter 2. Language and Culture Chapter 3. The Language-Cognition Connection Chapter 4. Bilingual First Language Acquisition Chapter 5. Bilingual Code-Mixing Chapter 6. Second language Acquisition in Children Chapter 7. Schooling in a Second Language Chapter 8. Diagnosis and Intervention Fred Genesee, Ph.D., is a professor in the Department of Psychology at McGill University, Montreal, Quebec. Johanne Paradis, Ph.D., is an assistant professor in the Department of Linguistics at the University of Alberta, Edmonton. Martha Crago, Ph.D., is a professor in the School of Communication Sciences and Disorders at McGill University. July 2004 6 x 9 256 pages ISBN 1-55766-686-5 / US$35.00 20% discount for listserv members. Mention CHILDES when calling or write it in the savings code box when ordering online. To order call 1-800-638-3775 in the U.S.A. and Canada; 1-410-337-9580 for other international callers. Or use 24-hour secure online ordering at http://www.brookespublishing.com/genesee Jessica Reighard Marketing Director Brookes Publishing POB 10624 Baltimore, MD 21285 Phone: 410-337-9580 Fax: 410-337-8539 e-mail: jreighard at brookespublishing.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From mazuka at duke.edu Fri Jun 25 17:09:53 2004 From: mazuka at duke.edu (Reiko Mazuka) Date: Fri, 25 Jun 2004 13:09:53 -0400 Subject: Effects of Motherese on Adults Message-ID: Hi Everyone, We are trying to find out what (if any) effects motherese have on adults who listen to it, as opposed to adult directed speech. We would appreciate it very much if anyone can point us to studies that looked at such effects. Reiko Mazuka -- Reiko Mazuka, PhD Associate Professor & Director of Graduate Studies Department of Psychology: SHS Duke University, Durham, NC 27708-0085 tel 919-660-5702 fax 919-660-5726 From roberta at UDel.Edu Sat Jun 26 13:02:04 2004 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Sat, 26 Jun 2004 09:02:04 -0400 Subject: Effects of Motherese on Adults In-Reply-To: Message-ID: Hi Reiko!! Here is a citation to a study we did with adults on ID vs. AD in Chinese: Golinkoff, R. M., & Alioto, A. (1995). Infant-directed speech facilitates lexical learning in adults hearing Chinese: Implications for language acquisition. Journal of Child Language, 22, 703-726. I don't know of any other work with adults. All best, Roberta On Friday, June 25, 2004, at 01:09 PM, Reiko Mazuka wrote: > Hi Everyone, > > We are trying to find out what (if any) effects motherese have on > adults who listen to it, as opposed to adult directed speech. We > would appreciate it very much if anyone can point us to studies that > looked at such effects. > > Reiko Mazuka > > > > -- > Reiko Mazuka, PhD > Associate Professor & > Director of Graduate Studies > Department of Psychology: SHS > Duke University, Durham, NC 27708-0085 > tel 919-660-5702 > fax 919-660-5726 > _____________________________________________________ Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1288 bytes Desc: not available URL: From kei at aya.yale.edu Sat Jun 26 14:31:46 2004 From: kei at aya.yale.edu (Kei Nakamura) Date: Sat, 26 Jun 2004 23:31:46 +0900 Subject: JSLS 2004 Program Message-ID: The Sixth Annual International Conference of the Japanese Society for Language Sciences (JSLS) will be held in Nagoya (July 17-18, 2004). We look forward to seeing many of you there! JSLS2004 website: http://cow.lang.nagoya-u.ac.jp/jsls/2004/conf-e.htm The Sixth Annual International Conference of the Japanese Society for Language Sciences (JSLS2004) Program ------------------------------------------------------------------------------- ?July 17 (Saturday)? 9:00-9:50 Registration (Bldg 2, 5F, Lobby) 9:50-10:00 Opening Ceremony (Bldg 2, 6F, Lecture Hall) 10:00-12:00 Oral Presentations (Sessions 1 & 2) Session 1 [English/Japanese]: Chair Harumi Kobayashi (Tokyo Denki University) (Bldg 2, 6F, Lecture Hall) 10:00-10:25 Eastern Catalan vowel reduction is due to raising- not centralization Dylan Herrick (Mie University) [ENG] 10:30-10:55 Phonological recoding in intermediate Japanese-English bilinguals Jeffery Witzel (Sophia University) and Naoko Ouchi Witzel (The University of Electro-Communications) [ENG] 10:55-11:05 10 minute break 11:05-11:30 Inter-language activations and inhibitions in cognitive word processing by bilinguals in the Chinese and Japanese languages Katsuo Tamaoka (Hiroshima University), Yayoi Miyaoka (Hiroshima University of Economics), and Tatsuhiko Matsushita (Obirin University) [ENG] 11:35-12:00 The influence of parental discourse strategy on language mixing in bilingual language acquisition: a case study of a simultaneous Japanese-Chinese bilingual infant Tomoko Takahashi (Graduate School of Language and Culture, Osaka University) [JPN] Session 2 [Japanese]: Chair Hirohide Mori (Nihon University) (Bldg 2, 5F, 25A) 10:00-10:25 The emergence of the Japanese complementizer No Noriko Yoshimura and Akira Nishina (University of Shizuoka) [JPN] 10:30-10:55 Delegating Scrambling into the General Movement Strategy Shinya Uchishiba? [JPN] 10:55-11:05 10 minute break 11:05-11:30 The effect of discourse context on word order in sentence comprehension of Japanese children with Specific Language Impairment Yumiko Tanaka Welty (International University of Health and Welfare), Takaaki Suzuki (Kyoto Sangyo University), Jun Watanabe (Osaka University of Arts), Lisa Menn (University of Colorado, Boulder) [JPN] 11:35-12:00 Analysis of context-dependent interpretation of noun-phrase Ryusuke Kikuchi (Graduate School of Chukyo University), Hidetoshi Sirai (Chukyo University) [JPN] 12:00- 13:00 Lunch 13:00-14:00 Poster presentations (Bldg 2, 6F, Lobby) 1. Confucius & Socrates on names: Adjustment and correctness [Alternate] Chan Hoi Wuen Katherine (University of Hong Kong) [ENG] 2. Ways in which speakers place emphasis during story telling: A comparison of native vs. non-native advanced level speakers of Japanese [Alternate] Yuka Kurihara (Hosoe Junior High School)?Yuko Nakahama (Nagoya University Graduate School) 3. On the pragmatic and syntactic functions of the There-subject [Alternate] Chankyu Park?(Kon-Kuk University) [ENG] 4. A study of double-object and nominative object constructions Yahiro Hirakawa?(Tokyo Institute of Technology) [JPN] 5. A study of developmental errors in Japanese and Korean speaking children's utterances: a case of 'no' and 'ke(s)' Yoko Takasu (Dong Seoul College)?[JPN] 6. What can conditionals be used for? A case study of the emergence of semantic functions in children's Japanese Harry Solvang?(ATR Human Information Science Laboratories) [ENG] 7. Dual language acquisition and its factors in a child from an international marriage Naoko Yoshida?(Tokoha Gakuen University)?[JPN] 8. Emergence of grammar of two languages in utterances of a Spanish-Japanese bilingual child Aya Kutsuki?(Kobe University)?[ENG] 9. Some aspects of bilingual ability: Case studies of English-Japanese bilingual children Masahiko Minami?(San Francisco State University) [ENG] 10. Plosive acquisition study of Korean students of Japanese - Perception and pronunciation- Masako Fukuoka (Mie University)?[JPN] 11. L2 acquisition of Japanese case particle 'no' by native speakers of Chinese and English: A comparative study Yurika Akama (Natori First Junior High School)?Wataru Nakamura (Graduate School of International Cultural Studies, Tohoku University)[JPN] 12. The origin of CBS style: Through the consideration of the influence of Puritan plain style and Benjamin Franklin on the invention of CBS style Koji Morinaga (Ritsumeikan University) [ENG] 13. Foreign language learners' strategies for learning politeness expressions in Japanese Yoko Nonaka (Aichi Shukutoku University)?Masahiko Minami (San Francisco State University) [JPN] 14. Linguistic profiles of advanced learners of Japanese Kazue Kanno, Tomomi Hasegawa, Keiko Ikeda, & Yasuko Ito?(University of Hawai'i at Manoa) [JPN] 15. The development of noun phrases in Japanese EFL learners' interlanguage observed in a spoken learner corpus -Research and analysis with SST Corpus- Emiko Kaneko (ALC Press) [JPN] 16. "Adjustment" process in narrative discourse between Japanese native and non-native speakers Eunhee Sawa (Yamagata Junior College)?Fumio Watanabe ?(Yamagata University) [JPN] 17. Gender differences in motivational attitudes and investment for learning English: A pilot survey in a university department in Japan Yoko Sabatini (Temple University Japan) [ENG] 18. Teacher's reactions to foreign language learner's output Leticia Vicente Rasoamalala (Aichi Prefectural University ) [ENG] 19. Dynamic English and Japanese language learning tools Takako Aikawa , Lee Schwartz & Michel Pahud (Microsoft Research) [ENG] 14:00-15:15 Plenary 1: (Bldg 2, 6F, Lecture Hall) The L2 Child as Arbitrator [in English] Bonnie Schwartz (University of Hawai'i at Manoa) Yukio Otsu (Keio University), Chair 15:30-18:35 Oral Presentations (Sessions 3 & 4) Session 3 [English]: Chair Hidetosi Sirai (Chukyo University), Kei Nakamura (Keio University) (Bldg 2, 6F, Lecture Hall) 15:30-15:55 Anaphor licensing and island effects in relative clauses Yasuyuki Kitao(Osaka University)?[ENG] 16:00-16:25 The dual-mechanism model in Child Japanese: Evidence from nominal suffixation Yoko Udagawa (Meiji University)?[ENG] 16:25-16:35 10 minute break 16:35-17:00 An effect of touching object parts in learning novel part names among young children and adults Harumi Kobayashi (Tokyo Denki University) [ENG] 17:05-17:30 A study of responses to nonverbal expression of needs Mikiko Suzuki (Teachers College, Columbia University) [ENG] 17:30-17:40 10 minute break 17:40-18:05 Siblings' roles in relation to parental language input in family triadic interactions Hiroko Kasuya and Kayoko Uemura (Bunkyo Gakuin University) [ENG] 18:10-18:35 Socializing young children in public spaces Matthew Burdelski (UCLA /Osaka University) [ENG] Session 4 [Japanese]: Chair Yutaka Sato (International Christian University), Takaaki Suzuki (Kyoto Sangyo University) (Bldg 2, 5F, 25A) 15:30-15:55 Grading difficulty of tasks by comparing performance of native speakers and learners Naoki Takei and Kanji Akahori (Tokyo Institute of Technology) [JPN] 16:00-16:25 Learner contributions in teacher-centered classroom activities: -Focusing on layer building in classroom discourse- Yuka Kikuoka (Graduate School of Language and Culture, Osaka University)[JPN] 16:25-16:35 10 minute break 16:35-17:00 A comparative study of foreign language learners' motivation Fumie Kato (University of North Carolina at Charlotte) [JPN] 17:05-17:30 Acquisition of English clefts by Japanese EFL learners: With a focus on multiple foci Sayaka Suzuki (Poole Gakuin University/Osaka International University)?[JPN] 17:30-17:40 10 minute break 17:40-18:05 Co-construction of communication and how to describe the language development of learners of Japanese as a second language Takashi Yamashita (Osaka University, Graduate School of Language and Culture) [JPN] 18:10-18:35 Narrative construction through interactions between other-language speakers of Japanese - Negation and performance in the use of direct speech - Momoyo Shimazu (Osaka University, Graduate School of Language and Culture)[JPN] 18:45-20:00 Party (Bldg 1, 4F, Lounge) ?July 18 (Sunday)? 9:30-12:35 Oral Presentations (Sessions 5 & 6) Session 5 [English]: Chair ?Yuriko Oshima-Takane (McGill University), Kyoko Muraki (Nagoya University) (Bldg 2, 6F, Lecture Hall) 9:30-9:55 Pointing to otherness: Identity and conversation analysis Erica Lea Zimmerman (University of Hawai'i at Manoa) [ENG] 10:00-10:25 Activity transition in a student-centered language classroom Eric Hauser (The University of Electro-Communications) [ENG] 10:25-10:35 10 minute break 10:35-11:00 Durability of instruction effect: Recasts with prosodic emphasis Ritsuko Narita (University of Hawai'i at Manoa) [ENG] 11:05-11:30 Features of self-repair among Japanese EFL learners Jack Barrow (Osaka International University) [ENG] 11:30-11:40 10 minute break 11:40-12:05 Identifying predictors of attrition and retention in English as a foreign language: The study on Japanese adult learners Kimie Yamamoto (International Christian University) [ENG] 12:10-12:35 Factors related to the "Native Speaker Fallacy" among Japanese elementary school teachers Yuko Goto Butler (University of Pennsylvania) [ENG] Session 6 [Japanese]: Chair Tamiko Ogura (Kobe University), Hiroyuki Nisisawa (Tokiwa University) (Bldg 2, 5F, 25A) 9:30-9:55 The cross-sectional study of acquisition of Japanese sentence final particle by Korean learners: An error analysis Miki Tominami (Nihongo Kenkyusya)?Wataru Nakamura?(Graduate School of International Cultural Studies, Tohoku University) [JPN] 10:00-10:25 Development of children's conversational communication strategy: Focused on the relationship between intonation of sentence -final particles and direction of face Yoshiteru Furuta (Graduate School of Chukyo University) [JPN] 10:25-10:35 10 minute break 10:35-11:00 Acquisition order of sentence final particles Hidetoshi Sirai?Junko Shirai (Chukyo University)? Yoshiteru Furuta (Graduate School of Chukyo University) [JPN] 11:05-11:30 Japanese children's acquisition of case-markers: morphological case vs. abstract concept of case Noriko Iwasaki (University of California, Davis) [JPN] 11:30-11:40 10 minute break 11:40-12:05 Acquisition of Japanese finiteness: Adjectives and copulas Atsuko Shibasaki(Kanda ent Clinic)?Mabel L. Rice (University of Kansas) [JPN] 12:10-12:35 On the continuity of postposing in Japanese conversation Polly Szatrowski (University of Minnesota) [JPN] 12:35-13:30 Lunch 13:30-14:00 JSLS General Meeting 14:10-15:25 Plenary 2: [Japanese] (Bldg 2, 6F, Lecture Hall) Learning in the Ontogenesis of I-Language Yukio Otsu (Keio University) Shigenori Wakabayashi: Chair(Gunma Prefectural Women's University) 15:30-17:30 Invited Symposium [Japanese] (Bldg 2, 6F, Lecture Hall) Word Inflections in Second Language Acquisition: Dual-Processing Model vs. Connectionist Model Chair: Yasushi Terao (University of Shizuoka) Speakers: Katsuo Tamaoka (Hiroshima University) Shogo Makioka (Osaka Women's University) Shigenori Wakabayashi (Gunma Prefectural Women's University) Yasushi Terao (University of Shizuoka) 17:30-17:40 Closing Ceremony (Bldg 2, 6F, Lecture Hall) -------------- next part -------------- An HTML attachment was scrubbed... URL: From christinewagnerslp at yahoo.com Tue Jun 29 21:56:06 2004 From: christinewagnerslp at yahoo.com (Christine Wagner) Date: Tue, 29 Jun 2004 14:56:06 -0700 Subject: MLU & Omissions Message-ID: Dear CHILDES- List, I would appreciate any suggestions regarding the following topic: (1) I am interested in reading about MLU differences based on context (i.e., MLU in narrative samples vs. MLU in free-play samples or conversation samples). With great appreciation, Christine Wagner SDSU Graduate Student christinewagnerslp at yahoo.com --------------------------------- Do you Yahoo!? Yahoo! Mail - 50x more storage than other providers! -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere at cogsci.jhu.edu Tue Jun 29 22:15:10 2004 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Tue, 29 Jun 2004 18:15:10 -0400 Subject: MLU & Omissions In-Reply-To: <20040629215606.50193.qmail@web52102.mail.yahoo.com> Message-ID: Dear Christine, I am not sure whether this is what you want but there is paper by Bornsetin, Haynesm Painter & Genevro (2000) Child language with mother and with stranger at home and in the laboratory: a methodological study. Journal of Child language, 27: 407-420. measures include MLUand it has a good bibliography. Isabelle Barriere At 02:56 PM 6/29/2004 -0700, Christine Wagner wrote: >Dear CHILDES- List,"urn:schemas-microsoft-com:office:office" /> > > > >I would appreciate any suggestions regarding the following topic: > > > >(1) I am interested in reading about MLU differences based on context >(i.e., MLU in narrative samples vs. MLU in free-play samples or >conversation samples). > > > >With great appreciation, > > > >Christine Wagner > >SDSU Graduate Student > >christinewagnerslp at yahoo.com > > > >Do you Yahoo!? >Yahoo! >Mail - 50x more storage than other providers! -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Tue Jun 29 23:26:31 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Tue, 29 Jun 2004 19:26:31 -0400 Subject: MLU & Omissions Message-ID: Christine, The following article would be relevant. Although I don't recall if it directly compares sampling across contexts it does deal with MLU and potential influences on it (e.g. ellipsis as you would find in a conversational context but probably not in a narrative one). If you could post the references you get to this board or send them to me personally I would much appreciate it. Johnston, Judith R. An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language, & Hearing Research. Vol 44(1) Feb 2001, 156-164. Diane Pesco Christine Wagner wrote: > Dear CHILDES- List, > > > > I would appreciate any suggestions regarding the following topic: > > > > (1) I am interested in reading about MLU differences based on > context (i.e., MLU in narrative samples vs. MLU in free-play > samples or conversation samples). > > > > With great appreciation, > > > > Christine Wagner > > SDSU Graduate Student > > christinewagnerslp at yahoo.com > > > > > ------------------------------------------------------------------------ > Do you Yahoo!? > Yahoo! Mail > > - 50x more storage than other providers! -- Diane Pesco McGill University School of Communication Sciences & Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 From n.reissland at abdn.ac.uk Wed Jun 30 07:38:19 2004 From: n.reissland at abdn.ac.uk (Dr. N. Reissland) Date: Wed, 30 Jun 2004 08:38:19 +0100 Subject: MLU Message-ID: An HTML attachment was scrubbed... URL: From lhewitt at bgnet.bgsu.edu Wed Jun 30 17:14:30 2004 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Wed, 30 Jun 2004 13:14:30 -0400 Subject: more MLU and context references In-Reply-To: <20040629215606.50193.qmail@web52102.mail.yahoo.com> Message-ID: An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Tue Jun 1 08:45:15 2004 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Tue, 1 Jun 2004 09:45:15 +0100 Subject: baby mic vest In-Reply-To: <20040531194057.29190.qmail@web60301.mail.yahoo.com> Message-ID: I have done something similar with a minidisc and a stereo tieclip microphone, with a small, child-sized backpack. This has the advantage that the minidisc recorder is protected more, and is therefore suitable for outside use. We have been using it in dusty African villages, in fact, where the children are also very mobile and may move from hut to hut. A few of the 10 or so children we have used this with have been initially reluctant to put on the backpack but all have managed it in the end, and usually wanted to keep it after the session (so that we have started giving it as a gift to the children involved). We got our backpacks at the local market stall in the UK. We had previously tried hip-carried travel packs (of the variety that have a US name that is highly unacceptable in the UK!), but when carried over the child's shoulder they tended to slip off. Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 From a.karmiloff-smith at ich.ucl.ac.uk Thu Jun 3 13:46:15 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 3 Jun 2004 14:46:15 +0100 Subject: email address sought: Arthur Benton Message-ID: I just sent an email to Professor Arthur Benton at Iowa University according to the uni website but it bounced back. Does anyone know his email? Many thanks in anticipation. Annette K-S -- ________________________________________________________________ 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 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From sselimis at yahoo.gr Sat Jun 5 06:43:14 2004 From: sselimis at yahoo.gr (=?iso-8859-7?q?Stathis=20Selimis?=) Date: Sat, 5 Jun 2004 07:43:14 +0100 Subject: Sum: non-literal use of Motion Vs in child language Message-ID: Two weeks ago, I posted a query concerning recent work on (conceptual) metaphor and, more particularly, on non-literal use of Motion Verbs in child language. I wish to thank Brisard F., Ezdine E., Krainz S., Lakoff G., Matlock T., McCune L., Millians M., Muschard J., and Siqueira M., who responded. Here are the references I received (Most of them do not directly address my question, as the respondents acknowledged, however they may be helpful.): --Bloom, Paul. How Children Learn the Meaning of Words. --Herr-Israel, E. and McCune, L. (2003). Relational words, motion events and the transition to verb meanings. In N. Gagarina &I Gulzow (eds.) Verb grammar in the early stages of language acquisition. Netherlands: Kluwer Academic Publishers. --Maglio, P.P., & Matlock, T. (1999). The conceptual structure of information space. In Munro, A., Benyon, D., & Hook, K. (Eds.), Social navigation of information space (pp.155-173). Springer Verlag. --Matlock, T. (in press). Fictive motion as cognitive simulation. Memory & Cognition. --Matlock, T. (in press). The conceptual motivation of fictive motion. In G. Radden and R. Dirven (Eds.), Motivation in grammar. Amsterdam: John H. Benjamins. --Matlock, T., & Richardson, D.C. (2004). Do eye movements go with fictive motion? Proceedings of the 26th Annual Conference of the Cognitive Science Society. --Matlock, T., Ramscar, M., & Boroditsky, L. (2003). The experiential basis of meaning. Proceedings of the 25th Annual Conference of the Cognitive Science Society. --Talmy, Leonard. (2000). Toward a cognitive semantics. Cambridge, Mass.: MIT Press. --Winner, Ellen. (1988). The Point of Words. Stathis S. ______________________________________________ Stathis Selimis, Ph.D. student Dept. of Early Childhood Education, U. of Athens, Greece Tel. +30 210 9351375, +30 697 3848435 (mob.) Home address: Ellispontou 65, 171 24, Nea Smyrni E-mail: sselimis at yahoo.gr --------------------------------- Do You Yahoo!? ????????? ??? ?????? ???@yahoo.gr ????????? ??? Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rvoskaki at hotmail.com Mon Jun 7 13:10:44 2004 From: rvoskaki at hotmail.com (Rania Voskaki) Date: Mon, 7 Jun 2004 13:10:44 +0000 Subject: REFERENCES Message-ID: Dear members of info-childes, I need your help in order to find references (if there are any) about statistical linguistic analysis on greek childes corpus, using the ZIPF law. The law of Zipf concerns the possibility of occurence of an entry. If don't know any researches on greek childes corpus, maybe you can suggest me any researches on english. Thank you for your co-operation. Yours faithfully, Rania Voskaki, Aristotle University of Thessaloniki, Greece. _________________________________________________________________ Protect your PC - get McAfee.com VirusScan Online http://clinic.mcafee.com/clinic/ibuy/campaign.asp?cid=3963 From kathryn at multilingual-matters.com Mon Jun 7 13:32:52 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 7 Jun 2004 14:32:52 +0100 Subject: New book from Multilingual Matters - Language Strategies for Bilingual Families by Suzanne Barron-Hauwaert Message-ID: Apologies for cross-postings LANGUAGE STRATEGIES FOR BILINGUAL FAMILIES The one-parent - one-language Approach Suzanne Barron-Hauwaert Suzanne has written a superbly clear and accessible account of the daily challenges of family life with several languages. Her recommendations are substantiated by extensive research and show great insight into children's language development. I particularly enjoyed the numerous case-studies of multilingual families, and I would warmly recommend this book as the 21st Century guide to parents of multilingual children. Helen Le Merle Key Features ? Provides an inspiring approach to passing on two or more languages ? Family case studies give a fascinating insight into being a multilingual family Description This book looks at how families can support and increase bilingualism through planned strategies. One such strategy is the one person-one language approach, where each parent speaks his or her language. Over a hundred families from around the world were questioned and thirty families were interviewed in-depth about how they pass on their language in bilingual or trilingual families. CONTENTS Introduction CHAPTER 1: The One-Parent-One Language Approach. What Is It? CHAPTER 2: The First Three Years And Establishing The One-Parent-One Language Approach CHAPTER 3: Starting School And Becoming Bicultural - One-Culture-One- Person? CHAPTER 4: Interaction Between Family Members And The One-Person-One Language Approach CHAPTER 5: One-Parent-One Language Families - Expectations And The Reality CHAPTER 7: Seven Strategies For Language Use Within The Family CHAPTER 8: THE ONE-PARENT-ONE LANGUAGE APPROACH IN THE 21ST CENTURY Suzanne Barron-Hauwaert is on the Editorial Board of the Bilingual Family Newsletter. Married to a Frenchman with three young children she has direct experience of bringing up children with two or three languages. They have lived as an expatriate family in Hungry, Egypt and Switzerland. Suzanne trained as a teacher of English as a second language and taught adults and children in Japan and Poland. In 1999 she completed a Master's dissertation on trilingual families and continues to research bilingual and trilingual families. Parents' and Teachers' Guides No. 7 May 2004 format 225 x 170mm xv + 224 pp Hbk ISBN 1-85359-715-5 ?49.95 / US$79.95 / CAN$99.95 Pbk ISBN 1-85359-714-7 ?14.95/ US$27.95/ CAN$39.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 20% discount to any address in the world, plus shipping (airmail where appropriate). Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From sselimis at yahoo.gr Mon Jun 7 17:12:42 2004 From: sselimis at yahoo.gr (=?iso-8859-7?q?Stathis=20Selimis?=) Date: Mon, 7 Jun 2004 18:12:42 +0100 Subject: Sum: non-literal use of motion Vs in child language (correction & addition) Message-ID: In the sum I posted regarding metaphor and non-literal uses of motion verbs in child language, there was an error in the following reference: --Matlock, T. (in press). The conceptual motivation of fictive motion. In G. Radden and R. Dirven (Eds.), Motivation in grammar. Amsterdam: John H. Benjamins. The correct reference is as follows: --Matlock, T. (in press). The conceptual motivation of fictive motion. In Günter Radden and Klaus-Uwe Panther, Studies in Linguistic Motivation [Cognitive Linguistics Research]. New York and Berlin: Mouton de Gruyter. I wish to thank Klaus-Uwe Panther and Linda Thornburg for the correction (as it is guessed, the contributors might have not been updated with all the new info). On the occasion of this correction, I add a list of references sent by Katalin Fenyvesi after I posted the summary. They do not directly address my query, however they may be useful. Here, the entire list is copied, although some books/papers may be very familiar to researchers concerned themselves with motion verbs. --Di Meola, Claudio (1994) Kommen und gehen #8211; eine kognitiv-linguistische Untersuchung der Polysemie deiktischer Bewegungsverben. Niemeyer: T?bingen --Di Meola, Claudio (forthcoming). Non-deictic uses of the deictic motion verbs #8216;kommen#8217; and #8216;gehen#8217; in German. In: Lenz, F./ Bohnemeyer, J. (eds.) Deictic conceptualisation of space, time and person. Berlin/New York --Fillmore, Charles (1997) Lectures on Deixis. CSLI Publications. Center for the Study of Language and Information, Stanford, California Johnson, ---Mark (1987) The Body in the Mind. The Bodily Basis of Meaning, Imagination, and Reason. University of Chicago Press --Lakoff, G. (1987) Women, Fire and Dangerous Things: What Categories Reveal about the Mind. Chicago: University of Chicago Press --Miller, G.A. / Johnson-Laird, P.N. (1976) Language and Perception, Cambridge --Radden, G?nter (1995) Motion Metaphorized: The case of ?coming? and ?going?. In: Casad, E. H. (ed.) Cognitive Linguistics in the Redwoods. The Expansion of a New Paradigm in Linguistics. Berlin, 423-458. --Radden, G?nter (2002) How metonymic are metaphors? In: Dirven, R. / P?rings, R. (eds.) Metaphor and Metonymy in Comparison and Contrast. Mouton de Gruyter: Berlin/New York, 407-434 --Rappaport Hovav, Malka / Levin, Beth (1998) Building Verb Meanings. In: Butt, M. / Geuder, W. (eds.) The projection of Arguments: Lexical and Compositional Factors. CSLI Publications: Stanford CA, 97-134 --Rauh, Gisa (1981) On coming and going in English and German. In: Papers and Studies in Contrastive Linguistics 13, 53-68. --Talmy, L. (1985) Lexicalization patterns: semantic structure in lexical forms. In: Shopen, T. (ed.): Language Typology and Syntactic Description. Vol. 3. Grammatical Categories and the Lexicon. Cambridge, 57-149 Stathis S. --------------------------------- Do You Yahoo!? ????????? ??? ?????? ???@yahoo.gr ????????? ??? Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Mon Jun 7 17:38:44 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 7 Jun 2004 18:38:44 +0100 Subject: No subject In-Reply-To: Message-ID: The following paper deals with the related issue of polysemy, and suggests that Chinese is more polysemous than English (which is in turn more polysemous than Italian). Hunt, E. and Agnoli, F. (1991). The Whorfian hypothesis: a cognitive psychology perspective. Psychological Review, 98, 377-389. I hope this is helpful, Ann In message "Michele Mazzocco" writes: > Dear Info-childes, > > I am trying to find information regarding the relative frequency with > which homonyms occur in French, Spanish, or Chinese, relative to the > frequency in English. Or just the relative frequency of homonymy in any > of these languages. > > Thank you, > > Michele Mazzocco > > > > The materials in this e-mail are private and may contain Protected Health Information. > Please note that e-mail is not necessarily confidential or secure. Your use of e-mail > constitutes your acknowledgement of these confidentiality and security limitations. If > you are not the intended recipient, be advised that any unauthorized use, disclosure, > copying, distribution, or the taking of any action in reliance on the contents of this > information is strictly prohibited. If you have received this e-mail in error, please > immediately notify the sender via telephone or return e-mail. From bpearson at comdis.umass.edu Mon Jun 7 19:38:28 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Mon, 7 Jun 2004 15:38:28 -0400 Subject: VHS to DVD In-Reply-To: <20040607173844.EF349F4E4@webmail220.herald.ox.ac.uk> Message-ID: Dear InfoChildes, A *very* long time ago I asked for advice on how to transfer our VHS archive to digital form. Our criteria for the end product were as follows: 1. they could be played on a computer or a TV; 2. they could be further edited. 3. there was some editing to do on the original tapes. (That is, the original tapes contained several children on each tape, and each child's videos were distributed on several tapes. The tapes were shot with average video camcorders of the mid-1990s in available space in the children's public schools, so quality was uneven. Also, all of the subject children were African American and without careful lighting, some of their faces were too dark to see easily. Therefore, we needed to be able to do minimal editing during the process.) 4. Originally, I wanted to put all of a child's separate sessions into one file, but I abandoned that as less practical for the end-user. 5. We had a relatively new MAC G4 that could be devoted to the process. Several people responded to me privately, and of course Brian has the helpful resources on the Childes website. http://www.talkbank.org/dv/ After a lot of trial and error, some unnecessary investments, and many computer crashes, we moved the project to a PC-Pentium IV outfitted with a 140 gb external hard-drive, a DVD burner, and the programs mentioned below in the schematic of the process. Now that we have a system, and are nearing completion of the project, what we do seems pretty simple. Given the relatively "crude" end-product, it's hard to see what was so hard, but of course, it was. Here is the basic outline of what we ended up doing. (Those who want more detail can ask for our lab directions, but those are pretty specific to our electronics and our file systems, etc.) I'm *sure* there are other ways to do this, but this fits our equipment and the level of sophistication of our workers (and me). UMASS NIH LAB VIDEO ARCHIVE PROJECT (THE EASY SPEEDY WAY) Wj/bp 6-6-04 THERE ARE 5 STEPS TO THE PROCESS: 1. Dub the tape in PCTV (to an .avi file) 2. Clip the avi in Virtual Dub. 3. (Adjust lighting, if necessary in Movie Maker) 4. Convert avi to an mpg file (in Tempenc) 5. Transfer to final storage medium (with NERO) Step 1 happens in real time; steps 3 and 4 take about 2x real-time; and transfer to a storage medium can take about 10-12 minutes for each Gig. So this process, exclusive of time to fiddle with the file, takes a minimum of 3 1/2 and sometimes 5 1/2 times the length of the tape to be archived. I found it much easier to do on a PC than a MAC. (Things should have worked on the MAC, but it routinely crashed or software programs did not present all the advertised options.) Once the project was started, the challenge was to keep clearing enough space on our two hard-drives to accommodate the intermediate steps. We ended up getting a DVD burner for intermediate back-ups, but that?s another long-ish step too. Once again, I am happy to send our more detailed lab instructions, if they can be helpful to anyone. I apologize if I did not acknowledge everyone's help, for which I'm very grateful, before I lost track of their messages. The response of the info-childes community was, as ever, invaluable. Thank you. Barbara ***************************************** 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/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3861 bytes Desc: not available URL: From santelmannl at pdx.edu Mon Jun 7 23:11:23 2004 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 7 Jun 2004 16:11:23 -0700 Subject: Readings for Acquisition of the Lexicon class (FLA, SLA, bilingual) In-Reply-To: Message-ID: A very belated thanks to all those who replied to my query back in March about potential readings for a seminar on the acquistion of the lexicon. I received many helpful replies, and several extensive bibliographies. I've included a compilation of the readings suggested here. Best, Lynn Santelmann Thanks specifically to (and apologies to anyone I've left out): Sharon Armon Lotem Paul Bloom Maria Rosa Brea-Spahn Jasone Cenoz Eve Clark Katherine Demuth Esther Dromi Roberta Golinkoff Patrick Griffiths Marie Labelle Johanne Paradis Lisa Menn Twila Tardif Books Aitchison, J. (1994). Words in the Mind. Blackwell. Bloom, P. (2000). How Children Learn the Meanings of Words. MIT Press. Cenoz, J. Hufeisen, B. & Jessner, U. (Eds.) (2003). 'The Multilingual Lexicon'. Kluwer. Cenoz, J. & F. Genesee. 2001. Trends in bilingual acquisition. Amsterdam: John Benjamins. Chung, T.M. and Nation, P. (2003) 'Technical vocabulary in specialised texts.? Reading in a Foreign Language, 15: 103-16. Coady, J. & Huckin, T. (1996). Second Language Vocabulary Acquisition : A Rationale for Pedagogy. Cambridge University Press. Clark, E. (1993). The lexicon in acquisition. Cambridge University Press. Clark, E. (2003). First Language Acquisition. Cambridge University Press. Golinkoff, R. M., Hirsh-Pasek, K., Bloom, L., Smith, L., Woodward, A., Akhtar, N. Tomasello, M.,& Hollich, G. (Eds.) (2000). Becoming a word learner: A debate on lexical acquisition. New York, NY: Oxford University Press. Hatch, E. & Brown, C. (1995). Vocabulary, Semantics and Language Education. Cambridge University Press. Hollich, G. J., Hirsh-Pasek, K., Golinkoff, R. M. (Eds.) (With Hennon, E., Chung, H. L., Rocroi, C., Brand, R. J., & Brown, E.) (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65 (3, Serial No. 262). Nation, P. (2001) Learning Vocabulary in another Language, Cambridge University Press. There is easy-to-use free software available to go with this book. Trott, K., Dobbinson, S., Griffiths, P. (2004). The Child Language Reader. Routledge. has some papers on L1 lexical acquisition, including: Richards and Malvern (2004) on lexical diversity Harris et al (1995) on early relationships between comprehension and production Second Language/ Bilingual Lexicon Articles Altarriba, J. & Gianico, J. (2003). Lexical ambiguity resolution across languages: A theoretical and empirical review. Experimental Psychology, 50 (3), 159-170. Alvarez, R., Holcomb, P., & Grainger, J. (2003). Accessing word meaning in two languages: An event related potential study of beginning bilinguals. Brain and Language, 87, 290-304. Carlisle, J. F., Beeman, M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459-478. Chung, T.M. and Nation, P. (2003) 'Technical vocabulary in specialised texts.? Reading in a Foreign Language, 15: 103-16. Francis, W., Augustini, B., & S?enz, S. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish- English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297. Hernandez, A., & Reyes, I. (2002). Within- and between - language priming differ: Evidence from repetition of pictures in Spanish-English bilinguals. Journal of Experimental Psychology, 28, 726-734. Kohnert, K. L., & Bates, E. (2002). Balancing bilinguals: lexical ... J Speech, Lang, Hearing Research, 45, 347-359. Kroll, J. F., & de Groot, M. B. (1997). Lexical and conceptual memory in the bilingual. In A.M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistics perspectives (pp. 169-200). Mahwah, NJ: Lawrence Erlbaum. Lindsey, K., Manis, F., & Bailey, C. (2003). Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482-494. Marchman, V. A., & Martinez-Sussmann, C. (2002). Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish. Journal of Speech, Language, and Hearing Research, 45, 983-997. Marian, V., & Spivey, M. (2003). Bilingual and monolingual processing of competing lexical items. Applied Psycholinguistics, 24, 173-193. Marian, V., Spivey, M., & Hirsch, J. (2003). Shared and separate systems in bilingual language processing: Converging evidence from eyetracking and brain imaging. Brain and Language, 86, 70-82. Meschyan, G., & Hernandez, A. (2002). Is native-language decoding skill related to second-language learning? Journal of Educational Psychology: 94, 14-22. Oller, D. K., and Eilers, R. E. (Eds.) (2002). Language and literacy in bilingual children. Clevedon, UK: Multingual Matters. Osbourne, A., & Mulling, S. (2001). Use of morphological analysis by Spanish L1 ESOL learners. International Review of Applied Linguistics, 39, 153-159. Paradis, J. 1996. Phonological differentiation in a bilingual child: Hildegard revisited. In Procedding of the 20th Annual Boston University Conference on Language Development, A. Sringfellow, D. Cahana-Amitay, E. Hughes & A. Zukowski (eds.), 428-39. Somerville, MA: Cascadilla Press. Paradis, J. 1997. On continuity and he emergence of functional categories in bilingual first language acquisition. Language Acquisition 6: 91-124. Paradis, M. (2003). The bilingual Loch Ness Monster raises its non-asymmetric head again - or, why bother with such cumbersome notions as validity and reliability? Comments on Evans et al. (2002). Brain and Language, 87, 441-448. Park, C. D. (1980, April). Productivity of derivational morphemes among bilingual children. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA. (EDRS Document Reproduction Service No. 290 345) Patterson, J. L. (2002). Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics, 23, 493-508. Pearson. B., Fernandez, Lewedeg, V., & Oller, K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41-58. Articles: Monolingual/First Language Lexical Acquisition Agnew, J., Dorn, C., & Eden, G. (2004). Effect of intensive training on auditory processing and reading skills. Brain and Language, 88, 21-25. Akhtar, N., & Tomasello, M. (2000). The social nature of words and word learning. In R. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Simth, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 3-18). New York, NY: Oxford University Press. Alvarez, C., Carreiras, M., & Taft, M. (2001). Syllables and morphemes: Contrasting frequency effects in Spanish. Journal of Experimental Psychology, 27, 545-555. Archibald, J. 1995. The acquisition of stress. In J. Archibald (ed.), The Acquisition of Non-linear Phonology, pp. 81-110. Hillsdale, N.J.: Lawrence Erlbaum Associates. Archibald, J. 2000. Second language acquisition and linguistic theory. Oxford: Blackwell. Assink, E., Vooijs, C., & Knuijt, P. P. N. A. (2000). Prefixes as access units in visual word recognition: A comparison of Italian and Dutch data. Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189-208. Bailey, T. M., & Plunkett, K. (2002). Phonological specificity in early words. Cognitive Development, 17, 1265-1282. Bates, E., et al. (2003). Timed picture naming in seven languages. Psychonomic Bulletin and Review, 10 (2), 344-380. Bates, E., Marchman, V., Thal, D., Fenson, L. Dale, P. Reznick, J. S., Reilly, J., & Hartung, J. (1994). Developmental and stylistic in the composition of early vocabulary. Journal of Child Language, 21, 85-123. Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press. Beckman, M., & Edwards, J. (2000). The ontogeny of phonological categories and the primacy of lexical learning in linguistic development. Child Development, 71, 240-249. Berman, R. A. and. S. Armon-Lotem. 1997. How grammatical are early verbs? In Les Annales Litt?raires de l'Universit? de Besan?on, Besancon, France: 17-38 Berman, R. A. 1987. A developmental route: Learning about the form and use of complex nominals. Linguistics 27, 1057-1085. Berman, R. A. 1981. Regularity vs. anomaly: The acquisition of Hebrew inflectional morphology. Journal of Child Language 8. Berman, R. A. 1982. Verb-pattern alternation: The interface of morphology, syntax, and semantics in Hebrew child language. Journal of Child Language 9, 169-191. Berman, R. A. 1994b. Formal, lexical, and semantic factors in the acquisition of Hebrew resultative participles. In S. Gahl, A. Dolbey, and C. Johnson, eds., Berkeley Linguistic Society, Vol. 20, 82-92. Bloom, P. 1994. Possible names: The role of syntax-semantics mapping in the acquisition of nominals. In Gleitman & Landau (Eds.) The Acquisition of the Lexicon. Cambridge, MA: MIT Press. Bloom, L. (2000). The intentionality model of word learning: How to learn a word, any word. In R. Golinkoff, K. Hirsh-Pasek, L. Bloom, L. Simth, A. Woodward, N. Akhtar, M. Tomasello, & G. Hollich (Eds.), Becoming a word learner: A debate on lexical acquisition (pp. 3-18). New York, NY: Oxford University Press. Bowerman, M. (1978). The acquisition of word meaning: An investigation into some current conflicts. In N. Waterson & C. Snow (Eds.), The development of communication (pp. 263-287). Chichester, England: Wiley. Bowerman, M. 1978. Learning the structure of causative verbs. Papers and Reports on Child Language Development 8, 142-187. Bowerman, M. (1989). Learning a semantic system: What role do cognitive predispositions play? In M. L. Rice & R. H. Schiefelbusch (Eds.), The teachability of language, (pp. 133-169). Baltimore: Paul Brookes. Broselow, E. & H-B. Park. Mora conservartion in second language prosody. In J. Archibald (ed.), The Acquisition of Non-linear Phonology, pp. 151-168. Hillsdale, N.J.: Lawrence Erlbaum Associates. Broselow, E., S. Chen, and C. Wang (1998) The emergence of the unmarked in second language acquisition, Studies in Second Language Acquisition 20, 261-280. Bybee, J. (1998). Morphology as Lexical Organization. In M. Hammond & M. Noonan (Eds.), Theoretical morphology: Approaches in modern linguistics (pp. 119-141). Carlisle, J. F. (1988). Knowledge of derivational morphology & spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247-266. Carlisle, J. F. (in press). Morphological processes influencing literacy learning. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Language and literacy: Development and disorders. New York: Guilford Press. Carlisle, J., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-253. Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195. Carlisle, J. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190. Carlisle, J. F., & Stone, A. (2003). The effects of morphological structure on children's reading of derived words in English. In E. Assink & D. Sandra (Eds.), Reading complex words: Cross-language studies (pp. 27-52). New York, NY: Kluwer Academic Publishers. Champion, A. (1997). Knowledge of suffixed words: A comparison of reading disabled and nondisabled readers. Annals of Dyslexia, 47, 29-55. Clark, E. (1995). Later lexical development and word formation. In P. Fletcher & B. 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Reading Research Quarterly, 22, 66-81. Xu, F. and S. Pinker. 1995. Weird past tense forms. Journal of Child Language 22, 531-556. **************************************************************************** Lynn Santelmann, Ph.D. Associate Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From nsethura at indiana.edu Tue Jun 8 15:25:46 2004 From: nsethura at indiana.edu (Nitya Sethuraman) Date: Tue, 8 Jun 2004 10:25:46 -0500 Subject: Language Strategies for Bilingual Families In-Reply-To: Message-ID: Hello, I was interested in the recent book announcement posted to the list on language strategies used by bilingual families. The book focuses on the one-person, one-language strategy. This strategy seems to be the one most discussed in the literature, and I was wondering whether there was some guided reason for this (there is a consensus that this is the "best" strategy) or if it was for some other reason (it's the easiest strategy to study, most traditionally studied, etc.)? If you know of good articles and books, academic or more general, that compare various strategies parents use for raising their children bilingually, please email me or the list, and I will post a summary. Thanks, Nitya Sethuraman Postdoctoral Researcher Psychology Indiana University From pli at richmond.edu Tue Jun 8 16:15:38 2004 From: pli at richmond.edu (Ping Li) Date: Tue, 8 Jun 2004 12:15:38 -0400 Subject: No subject In-Reply-To: <20040607173844.EF349F4E4@webmail220.herald.ox.ac.uk> Message-ID: There are articles on Chinese homonym processing and related noun-verb homonyms, available on our website at http://cogsci.richmond.edu/ that might be helpful: Li, P., Shu, H., Yip, M., Y. Zhang, & Y. Tang. (2002). Lexical ambiguity in sentence processing: Evidence from Chinese. In M. Nakayma (ed.) Crosslinguistic Sentence Processing (pp. 111-129). Stanford, CA: Center for the Study of Language and Information Publications. Li, P., & Yip, M.C. (1998). Context effects and the processing of spoken homophones. Reading and Writing: An Interdisciplinary Journal, 10, 223-243. Li, P., Jin, Z., & Tan, L.H. (2004). Neural representations of nouns and verbs in Chinese: An fMRI study. NeuroImage, 21, 1533-1541. Best wishes, PL > The following paper deals with the related issue of polysemy, > and suggests that Chinese is more polysemous than English > (which is in turn more polysemous than Italian). > > Hunt, E. and Agnoli, F. (1991). The Whorfian hypothesis: a > cognitive psychology perspective. Psychological Review, 98, > 377-389. > > > I hope this is helpful, > > Ann > In message "Michele Mazzocco" > writes: >> Dear Info-childes, >> >> I am trying to find information regarding the relative frequency with >> which homonyms occur in French, Spanish, or Chinese, relative to the >> frequency in English. Or just the relative frequency of homonymy in >> any of these languages. >> >> Thank you, >> >> Michele Mazzocco >> >> >> >> The materials in this e-mail are private and may contain Protected >> Health Information. Please note that e-mail is not necessarily >> confidential or secure. Your use of e-mail constitutes your >> acknowledgement of these confidentiality and security limitations. If >> you are not the intended recipient, be advised that any unauthorized >> use, disclosure, copying, distribution, or the taking of any action in >> reliance on the contents of this information is strictly prohibited. >> If you have received this e-mail in error, please immediately notify >> the sender via telephone or return e-mail. From dcavar at indiana.edu Tue Jun 8 23:53:38 2004 From: dcavar at indiana.edu (Damir =?ISO-8859-2?B?xg==?=avar) Date: Tue, 8 Jun 2004 18:53:38 -0500 Subject: acquisition and morphology Message-ID: Hello, I am searching for literature on acquisition of morphology. In particular, I am interested in possible phases, whether there is some evidence for the acquisition of inflectional preceding derivational morphology in English or vice versa, whether there is such a phenomenon observed and documented in other languages, with other types of suffixes, prefixes, and infixes. Did somebody identify morphological acquisition phases and does this in any way correlate with quantitative properties of these morpheme types or any other property? I was pointed to Roger Brown's work from 1973. If there is something more (recent) on that, also quantitative analyses of morpheme distributions in different languages, and especially something on morphologically rich languages, I would be grateful for a hint! Another area of interest is related to the often mentioned correlation between morphological richness and lack of word order restrictions (and vice versa). Did somebody work on the relation between these two phenomena in language acquisition? (That is, presupposing a "late" (compared to lexical words) acquisition of morphology, is there a correlation between the amount or type of morphology acquired with the amount or type of word order variation in the target language? and so on... :-) ) Thanks and best wishes Damir -- Damir Cavar Web: http://mypage.iu.edu/~dcavar/ From kathryn at multilingual-matters.com Wed Jun 9 08:21:13 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Wed, 9 Jun 2004 09:21:13 +0100 Subject: Language Strategies for Bilingual Families In-Reply-To: <001301c44d6c$df523550$adc14f81@ads.iu.edu> Message-ID: Dear Nitya and all As the publisher of the book, may I be permitted to advise that the book does include 2 chapters on other strategies for language use within the family and concludes with suggestions of how the OPOL can be adapted for use in the 21st century. We also publish "A Parents' & Teachers guide to bilingualism" by Colin Baker which includes a discussion of other strategies besides OPOL. Further details on both books can be found on our website www.multilingual-matters.com where they can both be ordered at 20% discount (sorry for the plug!). Hope this helps. Kathryn King Marketing Manager In message <001301c44d6c$df523550$adc14f81 at ads.iu.edu>, Nitya Sethuraman writes >Hello, > >I was interested in the recent book announcement posted to the list on >language strategies used by bilingual families. The book focuses on the >one-person, one-language strategy. This strategy seems to be the one most >discussed in the literature, and I was wondering whether there was some >guided reason for this (there is a consensus that this is the "best" >strategy) or if it was for some other reason (it's the easiest strategy to >study, most traditionally studied, etc.)? > >If you know of good articles and books, academic or more general, that >compare various strategies parents use for raising their children >bilingually, please email me or the list, and I will post a summary. > >Thanks, > >Nitya Sethuraman >Postdoctoral Researcher >Psychology >Indiana University > > > > > Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From snyder at linglab.net Wed Jun 9 20:37:02 2004 From: snyder at linglab.net (William Snyder) Date: Wed, 9 Jun 2004 13:37:02 -0700 Subject: acquisition and morphology Message-ID: [The following is being re-posted; I don't think it went out on the list the first time I sent it.] Dear Damir, In a paper with Ann Senghas and Kelly Inman, I examined one prime candidate for a direct link between inflectional morphology and syntax, and concluded (based on acquisitional evidence) that the link is not really all that strong. The reference is the following: Snyder, W., Senghas, A., and Inman, K. (2001) "Agreement morphology and the acquisition of noun-drop in Spanish." Language Acquisition 9:157-173. For related conclusions about word order and inflectional morphology, based on comparative rather than acquisitional evidence, I recommend the recent (2000 and later) work of Jonathan Bobaljik. Best, William --- Damir ?avar wrote: > Hello, > > I am searching for literature on acquisition of morphology. In particular, I > am interested in possible phases, whether there is some evidence for the > acquisition of inflectional preceding derivational morphology in English or > vice versa, whether there is such a phenomenon observed and documented in > other languages, with other types of suffixes, prefixes, and infixes. Did > somebody identify morphological acquisition phases and does this in any way > correlate with quantitative properties of these morpheme types or any other > property? > > I was pointed to Roger Brown's work from 1973. If there is something more > (recent) on that, also quantitative analyses of morpheme distributions in > different languages, and especially something on morphologically rich > languages, I would be grateful for a hint! > > Another area of interest is related to the often mentioned correlation > between morphological richness and lack of word order restrictions (and vice > versa). Did somebody work on the relation between these two phenomena in > language acquisition? (That is, presupposing a "late" (compared to lexical > words) acquisition of morphology, is there a correlation between the amount > or type of morphology acquired with the amount or type of word order > variation in the target language? and so on... :-) ) > > > Thanks and best wishes > Damir > > > -- > Damir Cavar > Web: http://mypage.iu.edu/~dcavar/ > > > ===== Prof. William B. Snyder Department of Linguistics University of Connecticut From genesee at ego.psych.mcgill.ca Fri Jun 11 13:58:01 2004 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Fri, 11 Jun 2004 09:58:01 -0400 Subject: Language Strategies for Bilingual Families In-Reply-To: <001301c44d6c$df523550$adc14f81@ads.iu.edu> Message-ID: Nitya: Johanne Paradis, Martha Crago and I have just published a book with Brookes Publishers on Dual Language Development and Disorders (to appear in July 2004). It will probably answer many of your questions. Fred Genesee At 10:25 AM 08/06/2004 -0500, Nitya Sethuraman wrote: >Hello, > >I was interested in the recent book announcement posted to the list on >language strategies used by bilingual families. The book focuses on the >one-person, one-language strategy. This strategy seems to be the one most >discussed in the literature, and I was wondering whether there was some >guided reason for this (there is a consensus that this is the "best" >strategy) or if it was for some other reason (it's the easiest strategy to >study, most traditionally studied, etc.)? > >If you know of good articles and books, academic or more general, that >compare various strategies parents use for raising their children >bilingually, please email me or the list, and I will post a summary. > >Thanks, > >Nitya Sethuraman >Postdoctoral Researcher >Psychology >Indiana University > > > > > From hiromori at dc4.so-net.ne.jp Sat Jun 12 12:57:09 2004 From: hiromori at dc4.so-net.ne.jp (Hirohide Mori) Date: Sat, 12 Jun 2004 21:57:09 +0900 Subject: Call for Participation (JSLS2004) Message-ID: We would like to invite you to attend the Sixth Annual International Conference of the Japanese Society for Language Sciences (JSLS2004). Dates: July 17 (Sat.)- 18 (Sun.), 2004 Location: Hoshigaoka Campus, Aichi Shukutoku University (Nagoya, Aichi Prefecture) Plenary lectures: Bonnie Schwartz?University of Hawai'i at Manoa??The L2 Child as Arbitrator? Yukio Otsu (Keio University) "Learning in the Ontogenesis of I-Language?? Invited Symposium: Word Inflections in Second Language Acquisition: Dual-Processing Model vs. Connectionist Model Moderator: Yasushi Terao (University of Shizuoka) Symposium Participants: Kazuo Tamaoka (Hiroshima University), Shogo Makioka (Osaka Women's University), Shigenori Wakabayashi (Gunma Prefectural Women's University), Yasushi Terao (University of Shizuoka) Conference details can be found on the JSLS2004 webpage at http://cow.lang.nagoya-u.ac.jp/jsls/2004/conf-e.htm 32 Oral Presentations, 19 Poster Presentations (Please refer to: http://cow. lang.nagoya-u.ac.jp/jsls/2004/presenters.htm) Pre-registration information can be found at: http://cow.lang.nagoya-u.ac.jp/jsls/2004/registration-e.htm Discounted pre-registration fees are available until June 15, so we encourage you to register early. Hotel information (discounted conference rates) can be found at: http://act.jtb.co.jp/itd/scripts/jsls2004.asp Please note that in order to qualify for the discounted hotel rates, you must apply by June 25th. Please send all questions to Kei Nakamura at kei at aya.yale.edu. Susanne Miyata (JSLS2004 Conference Chairperson) Kei Nakamura (JSLS 2004 Conference Coordinator) Hirohide Mori (JSLS 2004 Conference Publicity Chairperson) From rvoskaki at hotmail.com Mon Jun 14 14:58:46 2004 From: rvoskaki at hotmail.com (Rania Voskaki) Date: Mon, 14 Jun 2004 14:58:46 +0000 Subject: THE ZIPF LOW IN LANGUAGE DEVELOPMENT Message-ID: Dear colleagues, I would be grateful to you if you could let me know whether there are any studies on the Zipf low cross-linguistically? I am very much interested in studies using developmental data. Thank you, Best wishes, Rania Voskaki PhD student Aristotle University of Thessaloniki _________________________________________________________________ The new MSN 8: advanced junk mail protection and 2 months FREE* http://join.msn.com/?page=features/junkmail From nsethura at indiana.edu Tue Jun 15 21:17:31 2004 From: nsethura at indiana.edu (Nitya Sethuraman) Date: Tue, 15 Jun 2004 16:17:31 -0500 Subject: Summary: Language strategies for bilingual families Message-ID: Hello, I posted a question last week regarding language strategies used by bilingual families, and in particular, the one-person, one-language strategy (OPOL). I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their informative responses. Below is a summary, divided into general comments (anonymous, since it wasn't always clear to me who wanted to be cited) and a list of suggested references: General Comments: "There is no empirical evidence showing that this [OPOL] is the best way to raise a child bilingually. There might be evidence (i.e. case studies) showing that it works well, but not to the exclusion of other approaches, at least none that I'm aware of. In fact, Naomi Goodz did a study quite some time ago (in the early 90's maybe) in which she found that parents who swore that they used the one-person, one-language strategy actually didn't." "There are lots of studies about this saying that adults give more complexity and richness in the input if they use an L1 with their child but I wanted to just say that I raised by daughter bilingually by both parents speaking their own L1 as it was just a lot easier for us. And one parent one language isn't 100% of the time just most of the time I think" "I do not know of any evidence suggesting that the one parent one language is better. Rather, it is a common practice. Indeed work by Ana Celia Zentella (check out her book "Growing up bilingual") provides case study evidence of how good children are at code switching and responding to appropriate register, in families in which multiple languages are spoken by both parents." "I know that in Miami, where I did a lot of research, one-parent one-language is NOT the norm (but the Latin community there is also not particularly successful at helping the next generation be truly bilingual)." "Ronjat followed that rule (citing a guy named Grammont-- I think that's the spelling) on the grounds that one person-one language would be less confusing for children. He then goes through his book soundly congratulating himself on his success in not confusing his child. The research since then I think has been fairly convincing in showing that it is actually quite hard to confuse children with two languages in the input so I doubt there is anything to the rule of Grammont. But I don't know of anyone who has addressed that empirically. The use of one parent-one language in research comes up when research questions are about bilingual children's language choice. It's easier to go to one place (i.e., the home) and find the two languages used than it is to visit the school once and the home another time. I've had to do the latter on one occasion when the child heard one language at home and one language at daycare. It was a pain." References: Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". Clevedon: Multilingual Matters. Includes a discussion of other strategies besides OPOL. Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual Families: The one-parent - one-language Approach. Multilingual Matters. 2 chapters on other strategies for language use within the family and concludes with suggestions of how the OPOL can be adapted for use in the 21st century. De Houwer, A. 1999. Environmental factors in early bilingual development: the role of parental beliefs and attitudes. Bilingualism and migration, ed. by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford; New York: Oxford University Press. D?pke, Susanne (1998). Can the principle of 'one person-one language' be disregarded as unrealistically elitist?. Australian Review of Applied Linguistics, 21, 1, 41-56. D?pke, Susanne (1992). One Parent, One Language: An Interactional Approach. Amsterdam ; Philadelphia : J. Benjamins Pub. Co. Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research project on a 2 year old that is in a foreign environment and exposed to multiple languages. Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learners. Brooks Publishing Company. In chapters 1 and 8 in particular we discuss different choices families make in how to make their children bilingual, and how to deal with these choices if their child presents with a language learning disorder. Goodz, Naomi S. (1994). Interactions between parents and children in bilingual families. Educating second language children: the whole child, the whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: CUP. Grammont ??? Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for parents. Cambridge: CUP. L?di, Georges & Bernard Py, ?TRE BILINGUE, 2e. ?dition revue, Peter Lang, ?ditions scientifiques europ?ennes, Bern 2002 Not really about parents strategies, but a VERY good book about Bilingualism (in French). Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los Angeles: Parent's Guide Press. (www.pgpress.com) An additional parents' guide which is good, especially strong on considering the viewpoints of the children, as heritage learners. It helps especially in setting goals that are satisfying rather than frustrating. Author's Iranian emigree background is illuminating, and just a little different. Good on issues of learning to read different scripts. Noguchi, M. (1996): ?The bilingual parent as model for the bilingual child?. Policy Science (this is a Japanese journal). Mar 1996. 245-61. Studies Japanese-English families living in Japan (mostly the families of linguists and language teachers). Noguchi suggests that the rigid consistency that caregivers are striving for in the one person-one language strategy may lead to "emotional strain or communication problems in the family". From her survey of Japanese-English bilingual caregivers, 79% (or 42 out of 53) of caregivers using the one person-one language policy listed problems with its use. These include the perception that the policy is "impolite or alienating" when used in the presence of non-speakers of the language, difficulties with adherence when living with extended families who are Japanese monolinguals, and increasing difficulties with insistence on the use of English to communicate with the English-speaking caregiver after these children attend Japanese-medium schools. In order to overcome some of these problems, she advocates that the bilingual caregivers? roles would be better served if they can see themselves as "models of bilingualism and biculturalism" rather than "models of single languages". This can be achieved by a more flexible use of language where languages are alternated according to needs and circumstances. E.g., parents can teach children new vocabulary in two languages at the same time to support the child's bilingual development. Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, Mass., USA : Blackwell. This was the book most people referred me to in their responses. One person describes this as "Gives a general overview of language strategies used to raise bilingual children. She grouped the various strategies used under six broad types, of which the one person-one language policy is the first." Ronjat, Jules (1913). Le d?veloppement du langage observ? chez un enfant bilingue. Paris : H. Champion. (not sure if this is the reference mentioned above???) See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at the Sixth General Linguistics Conference held in Santiago de Compostela titled "The mixed languages policy as a viable alternative to the one person-one language policy: a case study". If you're interested, I can send you a copy of my paper. Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In New York. Oxford: Blackwell Publishers. From dcavar at indiana.edu Tue Jun 15 23:21:51 2004 From: dcavar at indiana.edu (Damir =?ISO-8859-2?B?xg==?=avar) Date: Tue, 15 Jun 2004 18:21:51 -0500 Subject: MCLC 2004 workshop Message-ID: Date: 25-26 June 2004 Location: Indiana University - Bloomington, Indiana The Computational Linguistics Program of the Linguistics Department, the Cognitive Science Department of Indiana University are pleased to announce that the inaugural meeting of the Midwest Computational Linguistics Colloquium (MCLC) will take place the weekend of June 25-26. This meeting marks the first of what will become an annual conference devoted to issues in Cognitive Science and Computational Linguistics. Topics under discussion include grammar learnability and induction, integration of stochastic and symbolic models of grammar, architectural issues in grammar, and formal and computational models across various areas of Linguistics, including syntax, phonology, morphology, syntax, semantics and pragmatics. More information about the workshop can be found at the conference webpage: http://jones.ling.indiana.edu/~mclc/ Organizational Committee: Damir Cavar Mike Gasser Joshua Herring Toshikazu Ikuta Larry Moss Paul Rodrigues Giancarlo Schrementi DAY 1 - June 25th 9:00-9:40 Julija Televnaja Ontological Semantics of English Phrasal Verbs 9:40-10:20 Gumwon Hong, Ping Yu A Multilingual Segmentor by Using Viterbi Algorithm 10:20-11:00 Nitya Sethuraman and Aarre Laakso A Model of Verb Generalization 11:00-11:40 Andrew A. Cooper Promotion of Disfluency in Syntactic Parallelism 11:40-12:20 C. Anton Rytting Modeling Multiple Cues in Modern Greek Word Segmentation 12:20-14:00 Lunch 14:00-14:40 Christian F. Hempelmann YPS The Ynperfect Pun Selector 14:40-15:20 Victor Raskin, Christian F. Hempelmann, Katrina E. Triezenberg, Julija Televnaja, Krista Bennett, Evgueniya Malaya, and Dina Mohamed The Purdue Ontological Semantic Project 15:20-15:50 Coffee Break 15:50-16:30 Markus Dickinson and Detmar Meurers Error detection with discontinuous constituents 16:30-17:10 Victor Raskin, Christian F. Hemplelmann, and Katrina E. Triezenberg Semantic Forensics DAY 2 - June 26th 9:00-9:40 John A. Goldsmith, Yu Hu Morphological analysis: From signatures to Finite State Automata 9:40-10:20 Jiri Hana and Anna Feldman Portable Language Technology: The case of Czech and Russian 10:20-11:00 Joshua Herring Automatic Parallel Text Alignment 11:00-11:40 Stephen Hockema Finding Words in Speech: An investigation of American English 11:40-12:20 Giancarlo Schrementi, Paul Rodrigues, Damir Cavar Syntactic Parsing Using Mutual Information and Relative Entropy 12:20-14:00 Lunch 14:00-14:40 William G. Sakas The Subset Principle: Conspiracies and Incremental Learning 14:40-15:20 Ralph L. Rose The Relative Contribution of Syntactic and Semantic Prominence in Pronoun Reference Resolution 15:20-15:50 Coffee Break 15:50-16:30 Jihyun Park Simulating Human Sentence Processing with Probabilistic Parts of Speech Tagger 16:30-17:10 Joshua Herring, Paul Rodrigues Semantic Mapping Using Correspondence Analysis 17:20-18:20 Board Meeting 19:00 Party! Other colloquia: IU SyntaxFest 2004 (June 18-July 1) http://www.indiana.edu/~lingdept/syntax.html Workshop in Minimalist Theorizing (June 26-June 27) http://www.indiana.edu/~lingdept/syntax/minimalist/ From plahey at mindspring.com Tue Jun 15 23:34:59 2004 From: plahey at mindspring.com (Peg Lahey) Date: Tue, 15 Jun 2004 19:34:59 -0400 Subject: BLCF Grants Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION ANNOUNCES CHANGE IN GRANT FUNDING POLICY The Bamford-Lahey Children's Foundation has established a new policy regarding funding of its research and development grants. Until recently, each grant was evaluated on its own merit and decisions were made without regard to other applications. Because of an increase in applications and limited finances, this policy will change to a competitive review. This new policy applies to all grant applications under review and all future applications. Deadline for consideration for funding in 2005 is October 15, 2004; we expect to make announcement of results in February 2005. The number of projects funded will depend on the quality of the applications and the financial resources of the Foundation; it is possible that none of the applications will be funded or that more than one will be funded. See our website for other procedures http://www.bamford-lahey.org/guidelines.html. As usual, applications are only on an invited bases following evaluation of an initial letter-of-inquiry. The Foundation is particularly interested in funding research that will help establish the efficacy and effectiveness of language intervention practices with children as noted under Objectives on our website. We encourage letters-of-inquiry regarding such studies but will consider any inquiries related to our objectives. Margaret Lahey, Ed.D. President, Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at exchange.tc.columbia.edu Wed Jun 16 11:04:30 2004 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Wed, 16 Jun 2004 07:04:30 -0400 Subject: Summary: Language strategies for bilingual families Message-ID: Nitya, Thanks for that summary on OPOL strategies. It seems to me that learning to be bilingual in the early stages is relatively easy regardless of the conditions of input. What is harder is to maintain a language that is not the dominant one of the culture as the child gets older and goes to school etc. I'm wondering if the OPOL strategy helps in the language maintenance function if the child learns that one of the parents will only communicate in the non-dominant language. I think this often works when a child has parents or grandparents who really don't speak the local language. I wonder if it would be too hard to maintain all communication in the non-dominant language though if the parent really did speak the local language. Peter Gordon -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman Sent: Tue 6/15/2004 5:17 PM To: info-childes at mail.talkbank.org Cc: 'Nitya Sethuraman' Subject: Summary: Language strategies for bilingual families Hello, I posted a question last week regarding language strategies used by bilingual families, and in particular, the one-person, one-language strategy (OPOL). I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their informative responses. Below is a summary, divided into general comments (anonymous, since it wasn't always clear to me who wanted to be cited) and a list of suggested references: General Comments: "There is no empirical evidence showing that this [OPOL] is the best way to raise a child bilingually. There might be evidence (i.e. case studies) showing that it works well, but not to the exclusion of other approaches, at least none that I'm aware of. In fact, Naomi Goodz did a study quite some time ago (in the early 90's maybe) in which she found that parents who swore that they used the one-person, one-language strategy actually didn't." "There are lots of studies about this saying that adults give more complexity and richness in the input if they use an L1 with their child but I wanted to just say that I raised by daughter bilingually by both parents speaking their own L1 as it was just a lot easier for us. And one parent one language isn't 100% of the time just most of the time I think" "I do not know of any evidence suggesting that the one parent one language is better. Rather, it is a common practice. Indeed work by Ana Celia Zentella (check out her book "Growing up bilingual") provides case study evidence of how good children are at code switching and responding to appropriate register, in families in which multiple languages are spoken by both parents." "I know that in Miami, where I did a lot of research, one-parent one-language is NOT the norm (but the Latin community there is also not particularly successful at helping the next generation be truly bilingual)." "Ronjat followed that rule (citing a guy named Grammont-- I think that's the spelling) on the grounds that one person-one language would be less confusing for children. He then goes through his book soundly congratulating himself on his success in not confusing his child. The research since then I think has been fairly convincing in showing that it is actually quite hard to confuse children with two languages in the input so I doubt there is anything to the rule of Grammont. But I don't know of anyone who has addressed that empirically. The use of one parent-one language in research comes up when research questions are about bilingual children's language choice. It's easier to go to one place (i.e., the home) and find the two languages used than it is to visit the school once and the home another time. I've had to do the latter on one occasion when the child heard one language at home and one language at daycare. It was a pain." References: Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". Clevedon: Multilingual Matters. Includes a discussion of other strategies besides OPOL. Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual Families: The one-parent - one-language Approach. Multilingual Matters. 2 chapters on other strategies for language use within the family and concludes with suggestions of how the OPOL can be adapted for use in the 21st century. De Houwer, A. 1999. Environmental factors in early bilingual development: the role of parental beliefs and attitudes. Bilingualism and migration, ed. by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford; New York: Oxford University Press. D?pke, Susanne (1998). Can the principle of 'one person-one language' be disregarded as unrealistically elitist?. Australian Review of Applied Linguistics, 21, 1, 41-56. D?pke, Susanne (1992). One Parent, One Language: An Interactional Approach. Amsterdam ; Philadelphia : J. Benjamins Pub. Co. Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research project on a 2 year old that is in a foreign environment and exposed to multiple languages. Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learners. Brooks Publishing Company. In chapters 1 and 8 in particular we discuss different choices families make in how to make their children bilingual, and how to deal with these choices if their child presents with a language learning disorder. Goodz, Naomi S. (1994). Interactions between parents and children in bilingual families. Educating second language children: the whole child, the whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: CUP. Grammont ??? Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for parents. Cambridge: CUP. L?di, Georges & Bernard Py, ?TRE BILINGUE, 2e. ?dition revue, Peter Lang, ?ditions scientifiques europ?ennes, Bern 2002 Not really about parents strategies, but a VERY good book about Bilingualism (in French). Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los Angeles: Parent's Guide Press. (www.pgpress.com) An additional parents' guide which is good, especially strong on considering the viewpoints of the children, as heritage learners. It helps especially in setting goals that are satisfying rather than frustrating. Author's Iranian emigree background is illuminating, and just a little different. Good on issues of learning to read different scripts. Noguchi, M. (1996): ?The bilingual parent as model for the bilingual child?. Policy Science (this is a Japanese journal). Mar 1996. 245-61. Studies Japanese-English families living in Japan (mostly the families of linguists and language teachers). Noguchi suggests that the rigid consistency that caregivers are striving for in the one person-one language strategy may lead to "emotional strain or communication problems in the family". From her survey of Japanese-English bilingual caregivers, 79% (or 42 out of 53) of caregivers using the one person-one language policy listed problems with its use. These include the perception that the policy is "impolite or alienating" when used in the presence of non-speakers of the language, difficulties with adherence when living with extended families who are Japanese monolinguals, and increasing difficulties with insistence on the use of English to communicate with the English-speaking caregiver after these children attend Japanese-medium schools. In order to overcome some of these problems, she advocates that the bilingual caregivers? roles would be better served if they can see themselves as "models of bilingualism and biculturalism" rather than "models of single languages". This can be achieved by a more flexible use of language where languages are alternated according to needs and circumstances. E.g., parents can teach children new vocabulary in two languages at the same time to support the child's bilingual development. Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, Mass., USA : Blackwell. This was the book most people referred me to in their responses. One person describes this as "Gives a general overview of language strategies used to raise bilingual children. She grouped the various strategies used under six broad types, of which the one person-one language policy is the first." Ronjat, Jules (1913). Le d?veloppement du langage observ? chez un enfant bilingue. Paris : H. Champion. (not sure if this is the reference mentioned above???) See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at the Sixth General Linguistics Conference held in Santiago de Compostela titled "The mixed languages policy as a viable alternative to the one person-one language policy: a case study". If you're interested, I can send you a copy of my paper. Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In New York. Oxford: Blackwell Publishers. -------------- next part -------------- An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Wed Jun 16 13:37:21 2004 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Wed, 16 Jun 2004 09:37:21 -0400 Subject: Summary: Language strategies for bilingual families In-Reply-To: <769D70041BFF0A45A5EE71952FFCF1F902E9D720@tcex01.int.tc.col umbia.edu> Message-ID: To add a belated comment: In my experience studying simultaneous bilingual children, the OPOL strategy is more helpful for parents that for children -- parents who raise their children biingually need a strategy that is workable and that also, more importantly in my opinion, ensures that the child gets sufficient input on a consistent basis that they can acquire the two langauges fully. The OPOL strategy is useful in these regards. This is particularly true when one of the langauges is a minority language in the community at large. It is not sufficient to use two languages is some systematic way; children need relatively consistent, rich, and extensive exposure to each language to ensure full competence. Clearly, monolingula children get more input than they really need. But, not all children who are raised bilingually get enough input over time to become fully bilingual. Fred Genesee At 07:04 AM 16/06/2004 -0400, Gordon, Peter wrote: > > Nitya, > > Thanks for that summary on OPOL strategies. It seems to me that learning to > be bilingual in the early stages is relatively easy regardless of the > conditions of input. What is harder is to maintain a language that is not > the dominant one of the culture as the child gets older and goes to school > etc. I'm wondering if the OPOL strategy helps in the language maintenance > function if the child learns that one of the parents will only communicate in > the non-dominant language. I think this often works when a child has parents > or grandparents who really don't speak the local language. I wonder if it > would be too hard to maintain all communication in the non-dominant language > though if the parent really did speak the local language. > > Peter Gordon >> >> -----Original Message----- >> From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman >> Sent: Tue 6/15/2004 5:17 PM >> To: info-childes at mail.talkbank.org >> Cc: 'Nitya Sethuraman' >> Subject: Summary: Language strategies for bilingual families >> >> Hello, >> >> I posted a question last week regarding language strategies used by >> bilingual families, and in particular, the one-person, one-language strategy >> (OPOL). >> >> I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana >> Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, >> Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their >> informative responses. >> >> Below is a summary, divided into general comments (anonymous, since it >> wasn't always clear to me who wanted to be cited) and a list of suggested >> references: >> >> >> >> General Comments: >> >> "There is no empirical evidence showing that this [OPOL] is the best way to >> raise a child bilingually. There might be evidence (i.e. case studies) >> showing that it works well, but not to the exclusion of other approaches, at >> least none that I'm aware of. In fact, Naomi Goodz did a study quite some >> time ago (in the early 90's maybe) in which she found that parents who swore >> that they used the one-person, one-language strategy actually didn't." >> >> >> >> "There are lots of studies about this saying that adults give more >> complexity and richness in the input if they use an L1 with their child but >> I wanted to just say that I raised by daughter bilingually by both parents >> speaking their own L1 as it was just a lot easier for us. And one parent one >> language isn't 100% of the time just most of the time I think" >> >> >> >> "I do not know of any evidence suggesting that the one parent one >> language is better. Rather, it is a common practice. Indeed work by Ana >> Celia Zentella (check out her book "Growing up bilingual") provides case >> study evidence of how good children are at code switching and responding to >> appropriate register, in families in which multiple languages are spoken by >> both parents." >> >> >> >> "I know that in Miami, where I did a lot of research, one-parent >> one-language is NOT the norm (but the Latin community there is also not >> particularly successful at helping the next generation be truly bilingual)." >> >> >> >> "Ronjat followed that rule (citing a guy named Grammont-- I think that's the >> spelling) on the grounds that one person-one language would be less >> confusing for children. He then goes through his book soundly congratulating >> himself on his success in not confusing his child. The research since then >> I think has been fairly convincing in showing that it is actually quite hard >> to confuse children with two languages in the input so I doubt there is >> anything to the rule of Grammont. But I don't know of anyone who has >> addressed that empirically. >> The use of one parent-one language in research comes up when research >> questions are about bilingual children's language choice. It's easier to go >> to one place (i.e., the home) and find the two languages used than it is to >> visit the school once and the home another time. I've had to do the latter >> on one occasion when the child heard one language at home and one language >> at daycare. It was a pain." >> >> >> >> References: >> >> Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". >> Clevedon: Multilingual Matters. >> >> Includes a discussion of other strategies besides OPOL. >> >> >> >> Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual >> Families: The one-parent - one-language Approach. Multilingual Matters. >> >> 2 chapters on other strategies for language use within the family and >> concludes with suggestions of how the OPOL can be adapted for use in the >> 21st century. >> >> >> >> De Houwer, A. 1999. Environmental factors in early bilingual development: >> the role of parental beliefs and attitudes. Bilingualism and migration, ed. >> by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. >> >> >> >> Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: >> Theoretical Implications of a Case Study. Oxford; New York: Oxford >> University Press. >> >> >> >> D??pke, Susanne (1998). Can the principle of 'one person-one language' be >> disregarded as unrealistically elitist?. Australian Review of Applied >> Linguistics, 21, 1, 41-56. >> >> >> >> D??pke, Susanne (1992). One Parent, One Language: An Interactional >> Approach. >> Amsterdam ; Philadelphia : J. Benjamins Pub. Co. >> >> >> >> Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research >> project on a 2 year old that is in a foreign environment and exposed to >> multiple languages. >> >> >> >> Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language >> Development & Disorders: A Handbook on Bilingualism and Second Language >> Learners. Brooks Publishing Company. >> >> In chapters 1 and 8 in particular we discuss different choices families make >> in how to make their children bilingual, and how to deal with these choices >> if their child presents with a language learning disorder. >> >> >> >> Goodz, Naomi S. (1994). Interactions between parents and children in >> bilingual families. Educating second language children: the whole child, the >> whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: >> CUP. >> >> >> >> Grammont ??? >> >> >> >> Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for >> parents. Cambridge: CUP. >> >> >> >> L??di, Georges & Bernard Py, ??TRE BILINGUE, 2e. ??dition revue, Peter >> Lang, >> ??ditions scientifiques europ??ennes, Bern 2002 >> >> Not really about parents strategies, but a VERY good book about Bilingualism >> (in French). >> >> Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los >> Angeles: Parent's Guide Press. (www.pgpress.com) >> >> An additional parents' guide which is good, especially strong on considering >> the viewpoints of the children, as heritage learners. It helps especially >> in setting goals that are satisfying rather than frustrating. Author's >> Iranian emigree background is illuminating, and just a little different. >> Good on issues of learning to read different scripts. >> >> >> >> Noguchi, M. (1996): ???The bilingual parent as model for the bilingual >> child???. >> Policy Science (this is a Japanese journal). Mar 1996. 245-61. >> >> Studies Japanese-English families living in Japan (mostly the families of >> linguists and language teachers). Noguchi suggests that the rigid >> consistency that caregivers are striving for in the one person-one language >> strategy may lead to "emotional strain or communication problems in the >> family". From her survey of Japanese-English bilingual caregivers, 79% (or >> 42 out of 53) of caregivers using the one person-one language policy listed >> problems with its use. These include the perception that the policy is >> "impolite or alienating" when used in the presence of non-speakers of the >> language, difficulties with adherence when living with extended families who >> are Japanese monolinguals, and increasing difficulties with insistence on >> the use of English to communicate with the English-speaking caregiver after >> these children attend Japanese-medium schools. In order to overcome some of >> these problems, she advocates that the bilingual caregivers??? roles would >> be >> better served if they can see themselves as "models of bilingualism and >> biculturalism" rather than "models of single languages". This can be >> achieved by a more flexible use of language where languages are alternated >> according to needs and circumstances. E.g., parents can teach children new >> vocabulary in two languages at the same time to support the child's >> bilingual development. >> >> >> >> Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, Mass., USA : >> Blackwell. >> >> This was the book most people referred me to in their responses. One person >> describes this as "Gives a general overview of language strategies used to >> raise bilingual children. She grouped the various strategies used under six >> broad types, of which the one person-one language policy is the first." >> >> >> >> Ronjat, Jules (1913). Le d??veloppement du langage observ?? chez un enfant >> bilingue. Paris : H. Champion. (not sure if this is the reference >> mentioned above???) >> >> >> >> See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at the Sixth >> General Linguistics Conference held in Santiago de Compostela titled "The >> mixed languages policy as a viable alternative to the one person-one >> language policy: a case study". If you're interested, I can send you a copy >> of my paper. >> >> >> >> Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In >> New York. Oxford: Blackwell Publishers. >> >> >> >> >> > > From m.vihman at bangor.ac.uk Wed Jun 16 14:54:56 2004 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Wed, 16 Jun 2004 15:54:56 +0100 Subject: Summary: Language strategies for bilingual families In-Reply-To: <4.1.20040616093314.010279c8@ego.psych.mcgill.ca> Message-ID: I can't resist adding my bit as well! I have to say that, having raised two children speaking Estonian in highly monolingual USA (California - it was pretty monolingual in our neighborhood at least!), the one person/one language strategy seemed unlikely to work, if one of the languages was to be English: English just gets SO much support from the environment that if the minority or 'other' language isn't the ONLY one used in the home, the child will wind up with English only. In fact, my experience was that the majority of the Estonian children we knew soon quit using Estonian, even though both parents WERE Estonians (while I was/am an L2 user of Est.). I think we were successful in raising two children who still use the language as young adults primarily because we were both so focussed on the language (both of us linguists), and because the older child was as well, while the second child just followed the example of the first. So there was no answering back in English etc at any point, and Estonian has remained the primary language used among ourselves as a family. I don't think that my using my native English would have been helpful, although they might have learned and retained Estonian anyway, who can say? But there's no particular magic in OPOL as far as I can see, and in the case of highly monolingual larger contexts, I doubt that it is the best plan. marilyn vihman >To add a belated comment: > >In my experience studying simultaneous bilingual children, the OPOL >strategy is >more helpful for parents that for children -- parents who raise their children >biingually need a strategy that is workable and that also, more importantly in >my opinion, ensures that the child gets sufficient input on a consistent basis >that they can acquire the two langauges fully. The OPOL strategy is useful in >these regards. This is particularly true when one of the langauges is a >minority language in the community at large. It is not sufficient to use two >languages is some systematic way; children need relatively consistent, rich, >and extensive exposure to each language to ensure full competence. Clearly, >monolingula children get more input than they really need. But, not all >children who are raised bilingually get enough input over time to become fully >bilingual. > >Fred Genesee > >At 07:04 AM 16/06/2004 -0400, Gordon, Peter wrote: >> >> Nitya, >> >> Thanks for that summary on OPOL strategies. It seems to me that learning to >> be bilingual in the early stages is relatively easy regardless of the >> conditions of input. What is harder is to maintain a language that is not >> the dominant one of the culture as the child gets older and goes to school >> etc. I'm wondering if the OPOL strategy helps in the language maintenance >> function if the child learns that one of the parents will only >>communicate in >> the non-dominant language. I think this often works when a child >>has parents >> or grandparents who really don't speak the local language. I wonder if it >> would be too hard to maintain all communication in the non-dominant language >> though if the parent really did speak the local language. >> >> Peter Gordon >>> >>> -----Original Message----- >>> From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman >>> Sent: Tue 6/15/2004 5:17 PM >>> To: info-childes at mail.talkbank.org >>> Cc: 'Nitya Sethuraman' >>> Subject: Summary: Language strategies for bilingual families >>> >>> Hello, >>> >>> I posted a question last week regarding language strategies used by >>> bilingual families, and in particular, the one-person, >>>one-language strategy >>> (OPOL). >>> >>> I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana >>> Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel See, >>> Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee for their > >> informative responses. >>> >>> Below is a summary, divided into general comments (anonymous, since it >>> wasn't always clear to me who wanted to be cited) and a list of suggested >>> references: >>> >>> >>> >>> General Comments: >>> >>> "There is no empirical evidence showing that this [OPOL] is the best way to >>> raise a child bilingually. There might be evidence (i.e. case studies) >>> showing that it works well, but not to the exclusion of other >>>approaches, at >>> least none that I'm aware of. In fact, Naomi Goodz did a study quite some >>> time ago (in the early 90's maybe) in which she found that >>>parents who swore >>> that they used the one-person, one-language strategy actually didn't." >>> >>> >>> >>> "There are lots of studies about this saying that adults give more >>> complexity and richness in the input if they use an L1 with their child but >>> I wanted to just say that I raised by daughter bilingually by both parents > >> speaking their own L1 as it was just a lot easier for us. And >one parent one >>> language isn't 100% of the time just most of the time I think" >>> >>> >>> >>> "I do not know of any evidence suggesting that the one parent one >>> language is better. Rather, it is a common practice. Indeed work by Ana >>> Celia Zentella (check out her book "Growing up bilingual") provides case >>> study evidence of how good children are at code switching and responding to >>> appropriate register, in families in which multiple languages are spoken by >>> both parents." >>> >>> >>> >>> "I know that in Miami, where I did a lot of research, one-parent >>> one-language is NOT the norm (but the Latin community there is also not >>> particularly successful at helping the next generation be truly >>>bilingual)." >>> >>> >>> >>> "Ronjat followed that rule (citing a guy named Grammont-- I think >>>that's the >>> spelling) on the grounds that one person-one language would be less >>> confusing for children. He then goes through his book soundly >>>congratulating >>> himself on his success in not confusing his child. The research since then >>> I think has been fairly convincing in showing that it is actually >>>quite hard >>> to confuse children with two languages in the input so I doubt there is >>> anything to the rule of Grammont. But I don't know of anyone who has >>> addressed that empirically. >>> The use of one parent-one language in research comes up when research >>> questions are about bilingual children's language choice. It's easier to go >>> to one place (i.e., the home) and find the two languages used than it is to >>> visit the school once and the home another time. I've had to do the latter >>> on one occasion when the child heard one language at home and one language >>> at daycare. It was a pain." >>> >>> >>> >>> References: >>> >>> Baker, Colin (1995/2000). "A Parents' & Teachers guide to bilingualism". >>> Clevedon: Multilingual Matters. >>> >>> Includes a discussion of other strategies besides OPOL. >>> >>> >>> >>> Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual >>> Families: The one-parent - one-language Approach. Multilingual Matters. >>> >>> 2 chapters on other strategies for language use within the family and >>> concludes with suggestions of how the OPOL can be adapted for use in the >>> 21st century. >>> >>> >>> >>> De Houwer, A. 1999. Environmental factors in early bilingual development: >>> the role of parental beliefs and attitudes. Bilingualism and >>>migration, ed. >>> by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. >>> >>> >>> >>> Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: >>> Theoretical Implications of a Case Study. Oxford; New York: Oxford >>> University Press. >>> >>> >>> >>> D??pke, Susanne (1998). Can the principle of 'one person-one language' be >>> disregarded as unrealistically elitist?. Australian Review of Applied >>> Linguistics, 21, 1, 41-56. >>> >>> >>> >>> D??pke, Susanne (1992). One Parent, One Language: An Interactional >>> Approach. >>> Amsterdam ; Philadelphia : J. Benjamins Pub. Co. >>> >>> >>> >>> Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative research >>> project on a 2 year old that is in a foreign environment and exposed to > >> multiple languages. >>> >>> >>> >>> Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual Language >>> Development & Disorders: A Handbook on Bilingualism and Second Language >>> Learners. Brooks Publishing Company. >>> >>> In chapters 1 and 8 in particular we discuss different choices >>>families make >>> in how to make their children bilingual, and how to deal with these choices >>> if their child presents with a language learning disorder. >>> >>> >>> >>> Goodz, Naomi S. (1994). Interactions between parents and children in >>> bilingual families. Educating second language children: the whole >>>child, the >>> whole curriculum, the whole community, ed. by F. Genesee, 62-81. Cambridge: >>> CUP. >>> >>> >>> >>> Grammont ??? >>> >>> >>> >>> Harding-Esch, E. and P. Riley. 2003. The bilingual family: a handbook for >>> parents. Cambridge: CUP. >>> >>> >>> >>> L??di, Georges & Bernard Py, ??TRE BILINGUE, 2e. ??dition revue, Peter > >> Lang, >>> ??ditions scientifiques europ??ennes, Bern 2002 >>> >>> Not really about parents strategies, but a VERY good book about >>>Bilingualism >>> (in French). >>> >>> Myles, Carey (2003). Raising Bilingual Children: A Parent's Guide. Los >>> Angeles: Parent's Guide Press. (www.pgpress.com) >>> >>> An additional parents' guide which is good, especially strong on >>>considering >>> the viewpoints of the children, as heritage learners. It helps especially >>> in setting goals that are satisfying rather than frustrating. Author's >>> Iranian emigree background is illuminating, and just a little different. >>> Good on issues of learning to read different scripts. >>> >>> >>> >>> Noguchi, M. (1996): ?*?The bilingual parent as model for the bilingual >>> child?*?. >>> Policy Science (this is a Japanese journal). Mar 1996. 245-61. >>> >>> Studies Japanese-English families living in Japan (mostly the families of >>> linguists and language teachers). Noguchi suggests that the rigid >>> consistency that caregivers are striving for in the one person-one language >>> strategy may lead to "emotional strain or communication problems in the >>> family". From her survey of Japanese-English bilingual caregivers, 79% (or >>> 42 out of 53) of caregivers using the one person-one language policy listed >>> problems with its use. These include the perception that the policy is >>> "impolite or alienating" when used in the presence of non-speakers of the >>> language, difficulties with adherence when living with extended >>>families who >>> are Japanese monolinguals, and increasing difficulties with insistence on >>> the use of English to communicate with the English-speaking caregiver after >>> these children attend Japanese-medium schools. In order to overcome some of >>> these problems, she advocates that the bilingual caregivers?*? roles would >>> be >>> better served if they can see themselves as "models of bilingualism and >>> biculturalism" rather than "models of single languages". This can be >>> achieved by a more flexible use of language where languages are alternated >>> according to needs and circumstances. E.g., parents can teach children new >>> vocabulary in two languages at the same time to support the child's >>> bilingual development. >>> >>> >>> >>> Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, >>>Mass., USA : >>> Blackwell. >>> >>> This was the book most people referred me to in their responses. >>>One person >>> describes this as "Gives a general overview of language strategies used to >>> raise bilingual children. She grouped the various strategies >>>used under six >>> broad types, of which the one person-one language policy is the first." >>> >>> >>> >>> Ronjat, Jules (1913). Le d??veloppement du langage observ?? chez un enfant >>> bilingue. Paris : H. Champion. (not sure if this is the reference >>> mentioned above???) >>> >>> >>> >>> See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper >>>at the Sixth >>> General Linguistics Conference held in Santiago de Compostela titled "The >>> mixed languages policy as a viable alternative to the one person-one >>> language policy: a case study". If you're interested, I can send you a copy >>> of my paper. >>> > >> >>> >>> Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican Children In >>> New York. Oxford: Blackwell Publishers. >>> >>> >>> >>> >>> >> >> -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From tukraine at uwyo.edu Thu Jun 17 19:30:50 2004 From: tukraine at uwyo.edu (Teresa Ukrainetz) Date: Thu, 17 Jun 2004 13:30:50 -0600 Subject: Summary: Language strategies for bilingual families In-Reply-To: Message-ID: It seems to me the evidence on which OPOL was based was reduced confusion between the two in toddlerhood, at language onset in Ronjat type studies. But the confusion was temporary and minor anyway -- basically kids were fine whichever way it was done as long as both languages were used interactively and respected. Somehow, this has been overextended to be the recommendation for language learning throughout childhood and then people are surprised that it doesn't hold. Teresa Ukrainetz On Wednesday, June 16, 2004, at 08:54 AM, Marilyn Vihman wrote: > I can't resist adding my bit as well! I have to say that, having > raised two children speaking Estonian in highly monolingual USA > (California - it was pretty monolingual in our neighborhood at > least!), the one person/one language strategy seemed unlikely to work, > if one of the languages was to be English: English just gets SO much > support from the environment that if the minority or 'other' language > isn't the ONLY one used in the home, the child will wind up with > English only. In fact, my experience was that the majority of the > Estonian children we knew soon quit using Estonian, even though both > parents WERE Estonians (while I was/am an L2 user of Est.). I think we > were successful in raising two children who still use the language as > young adults primarily because we were both so focussed on the > language (both of us linguists), and because the older child was as > well, while the second child just followed the example of the first. > So there was no answering back in English etc at any point, and > Estonian has remained the primary language used among ourselves as a > family. I don't think that my using my native English would have been > helpful, although they might have learned and retained Estonian > anyway, who can say? But there's no particular magic in OPOL as far as > I can see, and in the case of highly monolingual larger contexts, I > doubt that it is the best plan. > > marilyn vihman > >> To add a belated comment: >> >> In my experience studying simultaneous bilingual children, the OPOL >> strategy is >> more helpful for parents that for children -- parents who raise their >> children >> biingually need a strategy that is workable and that also, more >> importantly in >> my opinion, ensures that the child gets sufficient input on a >> consistent basis >> that they can acquire the two langauges fully. The OPOL strategy is >> useful in >> these regards. This is particularly true when one of the langauges is >> a >> minority language in the community at large. It is not sufficient to >> use two >> languages is some systematic way; children need relatively >> consistent, rich, >> and extensive exposure to each language to ensure full competence. >> Clearly, >> monolingula children get more input than they really need. But, not >> all >> children who are raised bilingually get enough input over time to >> become fully >> bilingual. >> >> Fred Genesee >> >> At 07:04 AM 16/06/2004 -0400, Gordon, Peter wrote: >>> >>> Nitya, >>> Thanks for that summary on OPOL strategies. It seems to me that >>> learning to >>> be bilingual in the early stages is relatively easy regardless of >>> the >>> conditions of input. What is harder is to maintain a language that >>> is not >>> the dominant one of the culture as the child gets older and goes to >>> school >>> etc. I'm wondering if the OPOL strategy helps in the language >>> maintenance >>> function if the child learns that one of the parents will only >>> communicate in >>> the non-dominant language. I think this often works when a child >>> has parents >>> or grandparents who really don't speak the local language. I >>> wonder if it >>> would be too hard to maintain all communication in the non-dominant >>> language >>> though if the parent really did speak the local language. >>> Peter Gordon >>>> >>>> -----Original Message----- >>>> From: info-childes at mail.talkbank.org on behalf of Nitya Sethuraman >>>> Sent: Tue 6/15/2004 5:17 PM >>>> To: info-childes at mail.talkbank.org >>>> Cc: 'Nitya Sethuraman' >>>> Subject: Summary: Language strategies for bilingual families >>>> >>>> Hello, >>>> >>>> I posted a question last week regarding language strategies used by >>>> bilingual families, and in particular, the one-person, >>>> one-language strategy >>>> (OPOL). >>>> >>>> I would like to thank Barbara Conboy, Jeff Fisher, Gary Morgan, Ana >>>> Schwartz, Johanne Paradis, Barbara Pearson, Elena Nicoladis, Hazel >>>> See, >>>> Kathryn King, Mayr Erbaugh, Marie-Rose Bomgren, and Fred Genesee >>>> for their >> >> informative responses. >>>> >>>> Below is a summary, divided into general comments (anonymous, >>>> since it >>>> wasn't always clear to me who wanted to be cited) and a list of >>>> suggested >>>> references: >>>> >>>> >>>> >>>> General Comments: >>>> >>>> "There is no empirical evidence showing that this [OPOL] is the >>>> best way to >>>> raise a child bilingually. There might be evidence (i.e. case >>>> studies) >>>> showing that it works well, but not to the exclusion of other >>>> approaches, at >>>> least none that I'm aware of. In fact, Naomi Goodz did a study >>>> quite some >>>> time ago (in the early 90's maybe) in which she found that parents >>>> who swore >>>> that they used the one-person, one-language strategy actually >>>> didn't." >>>> >>>> >>>> >>>> "There are lots of studies about this saying that adults give more >>>> complexity and richness in the input if they use an L1 with their >>>> child but >>>> I wanted to just say that I raised by daughter bilingually by both >>>> parents >> >> speaking their own L1 as it was just a lot easier for us. And one >> parent one >>>> language isn't 100% of the time just most of the time I think" >>>> >>>> >>>> >>>> "I do not know of any evidence suggesting that the one parent one >>>> language is better. Rather, it is a common practice. Indeed work >>>> by Ana >>>> Celia Zentella (check out her book "Growing up bilingual") >>>> provides case >>>> study evidence of how good children are at code switching and >>>> responding to >>>> appropriate register, in families in which multiple languages are >>>> spoken by >>>> both parents." >>>> >>>> >>>> >>>> "I know that in Miami, where I did a lot of research, one-parent >>>> one-language is NOT the norm (but the Latin community there is >>>> also not >>>> particularly successful at helping the next generation be truly >>>> bilingual)." >>>> >>>> >>>> >>>> "Ronjat followed that rule (citing a guy named Grammont-- I think >>>> that's the >>>> spelling) on the grounds that one person-one language would be less >>>> confusing for children. He then goes through his book soundly >>>> congratulating >>>> himself on his success in not confusing his child. The research >>>> since then >>>> I think has been fairly convincing in showing that it is actually >>>> quite hard >>>> to confuse children with two languages in the input so I doubt >>>> there is >>>> anything to the rule of Grammont. But I don't know of anyone who >>>> has >>>> addressed that empirically. >>>> The use of one parent-one language in research comes up when >>>> research >>>> questions are about bilingual children's language choice. It's >>>> easier to go >>>> to one place (i.e., the home) and find the two languages used than >>>> it is to >>>> visit the school once and the home another time. I've had to do >>>> the latter >>>> on one occasion when the child heard one language at home and one >>>> language >>>> at daycare. It was a pain." >>>> >>>> >>>> >>>> References: >>>> >>>> Baker, Colin (1995/2000). "A Parents' & Teachers guide to >>>> bilingualism". >>>> Clevedon: Multilingual Matters. >>>> >>>> Includes a discussion of other strategies besides OPOL. >>>> >>>> >>>> >>>> Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual >>>> Families: The one-parent - one-language Approach. Multilingual >>>> Matters. >>>> >>>> 2 chapters on other strategies for language use within the family >>>> and >>>> concludes with suggestions of how the OPOL can be adapted for use >>>> in the >>>> 21st century. >>>> >>>> >>>> >>>> De Houwer, A. 1999. Environmental factors in early bilingual >>>> development: >>>> the role of parental beliefs and attitudes. Bilingualism and >>>> migration, ed. >>>> by G. Extra and L.Verhoeven, 75-95. New York: Mouton de Gruyter. >>>> >>>> >>>> >>>> Deuchar, Margaret and Suzanne Quay (2000). Bilingual Acquisition: >>>> Theoretical Implications of a Case Study. Oxford; New York: Oxford >>>> University Press. >>>> >>>> >>>> >>>> D??pke, Susanne (1998). Can the principle of 'one person-one >>>> language' be >>>> disregarded as unrealistically elitist?. Australian Review of >>>> Applied >>>> Linguistics, 21, 1, 41-56. >>>> >>>> >>>> >>>> D??pke, Susanne (1992). One Parent, One Language: An Interactional >>>> Approach. >>>> Amsterdam ; Philadelphia : J. Benjamins Pub. Co. >>>> >>>> >>>> >>>> Fisher, Jeff (JFisher777 at aol.com) is currently doing a qualitative >>>> research >>>> project on a 2 year old that is in a foreign environment and >>>> exposed to >> >> multiple languages. >>>> >>>> >>>> >>>> Genesee, Fred, Johanne Paradis, and Martha B. Crago (2004). Dual >>>> Language >>>> Development & Disorders: A Handbook on Bilingualism and Second >>>> Language >>>> Learners. Brooks Publishing Company. >>>> >>>> In chapters 1 and 8 in particular we discuss different choices >>>> families make >>>> in how to make their children bilingual, and how to deal with >>>> these choices >>>> if their child presents with a language learning disorder. >>>> >>>> >>>> >>>> Goodz, Naomi S. (1994). Interactions between parents and children >>>> in >>>> bilingual families. Educating second language children: the whole >>>> child, the >>>> whole curriculum, the whole community, ed. by F. Genesee, 62-81. >>>> Cambridge: >>>> CUP. >>>> >>>> >>>> >>>> Grammont ??? >>>> >>>> >>>> >>>> Harding-Esch, E. and P. Riley. 2003. The bilingual family: a >>>> handbook for >>>> parents. Cambridge: CUP. >>>> >>>> >>>> >>>> L??di, Georges & Bernard Py, ??TRE BILINGUE, 2e. ??dition revue, >>>> Peter >> >> Lang, >>>> ??ditions scientifiques europ??ennes, Bern 2002 >>>> >>>> Not really about parents strategies, but a VERY good book about >>>> Bilingualism >>>> (in French). >>>> >>>> Myles, Carey (2003). Raising Bilingual Children: A Parent's >>>> Guide. Los >>>> Angeles: Parent's Guide Press. (www.pgpress.com) >>>> >>>> An additional parents' guide which is good, especially strong on >>>> considering >>>> the viewpoints of the children, as heritage learners. It helps >>>> especially >>>> in setting goals that are satisfying rather than frustrating. >>>> Author's >>>> Iranian emigree background is illuminating, and just a little >>>> different. >>>> Good on issues of learning to read different scripts. >>>> >>>> >>>> >>>> Noguchi, M. (1996): ?*?The bilingual parent as model for the >>>> bilingual >>>> child?*?. >>>> Policy Science (this is a Japanese journal). Mar 1996. 245-61. >>>> >>>> Studies Japanese-English families living in Japan (mostly the >>>> families of >>>> linguists and language teachers). Noguchi suggests that the rigid >>>> consistency that caregivers are striving for in the one person-one >>>> language >>>> strategy may lead to "emotional strain or communication problems >>>> in the >>>> family". From her survey of Japanese-English bilingual >>>> caregivers, 79% (or >>>> 42 out of 53) of caregivers using the one person-one language >>>> policy listed >>>> problems with its use. These include the perception that the >>>> policy is >>>> "impolite or alienating" when used in the presence of non-speakers >>>> of the >>>> language, difficulties with adherence when living with extended >>>> families who >>>> are Japanese monolinguals, and increasing difficulties with >>>> insistence on >>>> the use of English to communicate with the English-speaking >>>> caregiver after >>>> these children attend Japanese-medium schools. In order to >>>> overcome some of >>>> these problems, she advocates that the bilingual caregivers?*? >>>> roles would >>>> be >>>> better served if they can see themselves as "models of >>>> bilingualism and >>>> biculturalism" rather than "models of single languages". This can >>>> be >>>> achieved by a more flexible use of language where languages are >>>> alternated >>>> according to needs and circumstances. E.g., parents can teach >>>> children new >>>> vocabulary in two languages at the same time to support the child's >>>> bilingual development. >>>> >>>> >>>> >>>> Romaine, Suzanne (1995). Bilingualism. Oxford, UK ; Cambridge, >>>> Mass., USA : >>>> Blackwell. >>>> >>>> This was the book most people referred me to in their responses. >>>> One person >>>> describes this as "Gives a general overview of language strategies >>>> used to >>>> raise bilingual children. She grouped the various strategies used >>>> under six >>>> broad types, of which the one person-one language policy is the >>>> first." >>>> >>>> >>>> >>>> Ronjat, Jules (1913). Le d??veloppement du langage observ?? chez >>>> un enfant >>>> bilingue. Paris : H. Champion. (not sure if this is the reference >>>> mentioned above???) >>>> >>>> >>>> >>>> See, Hazel (g0300901 at nus.edu.sg): I recently presented a paper at >>>> the Sixth >>>> General Linguistics Conference held in Santiago de Compostela >>>> titled "The >>>> mixed languages policy as a viable alternative to the one >>>> person-one >>>> language policy: a case study". If you're interested, I can send >>>> you a copy >>>> of my paper. >>>> >> >> >>>> >>>> Zentella, Ana Celia (1997). Growing Up Bilingual: Puerto Rican >>>> Children In >>>> New York. Oxford: Blackwell Publishers. >>>> >>>> >>>> >>>> >>>> >>> >>> > > > -- > > ------------------------------------------------------- > Marilyn M. Vihman | > Professor, Developmental Psychology | /\ > School of Psychology | / \/\ > University of Wales, Bangor | /\/ \ \ > The Brigantia Building | / \ \ > Penrallt Road |/ =======\=\ > Gwynedd LL57 2AS | > tel. 44 (0)1248 383 775 | B A N G O R > FAX 382 599 | > -------------------------------------------------------- > > From margaretmfleck at yahoo.com Fri Jun 18 17:37:19 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Fri, 18 Jun 2004 10:37:19 -0700 Subject: shapes, colors, numbers, parts Message-ID: Hi everyone, Here are three questions, all touching on issues of early word learning. Basically, I'm fishing for something that will jog someone's memory. (1) Can anyone point me at data on the acquisition (especially timing of acquisition) of words relating to -- shapes (e.g. triangle, heart) -- parts of objects (e.g. lid, handle) -- toileting tasks (e.g. poopy, diaper, change diaper) -- sounds other than animal noises (e.g. song, noise, "Wheels on the Bus") -- numbers (i.e. early production of words like "four", not true understanding of what it means to have four objects) -- modern electronic equipment (e.g. CD, VCR, remote control, computer, gameboy) Those categories of words seem to be absent (or largely absent) from the CDI and I'm trying to understand why. Except for the electronic equipment, much of which is simply too recent to have been included in the CDI. (2) Can anyone point me at data on the acquisition of morphology and syntax for nouns which might be more common in their plural, rather than singular, form? For example, "teeth" or "peas." (3) It is often claimed that kids learn color terms by first sorting objects by color and then starting to use the color words. Can anyone point me at data on the extent to which this is really true? E.g. how many kids just start using the color words (accurately) without first sorting physical objects? Many thanks for any pointers you can give me, Margaret (Margaret Fleck) From Ioulia.Kovelman at Dartmouth.EDU Fri Jun 18 19:55:46 2004 From: Ioulia.Kovelman at Dartmouth.EDU (Ioulia Kovelman) Date: Fri, 18 Jun 2004 15:55:46 EDT Subject: Postdoctoral Position Message-ID: Dear Info Childes, Please help us circulate the following information: Postdoctoral Position available: gesture, science learning and museum design Starting in September 2004 there will be a postdoctoral position available at Dartmouth college (www.dartmouth.edu/~educ/dunbar.shtml) and the Montshire museum of Science in Norwich Vermont (www.montshire.org), which is 2 miles from the college. The postdoctoral fellow will be working on an NSF funded project investigating the cognitive and social interactions that visitors to the Montshire museum of Science engage in while they are viewing exhibits. Using analyses of gesture, social interactions, and physical interactions with exhibits the overall goal of the project will be to facilitate the design of exhibits and learning at the museum, as well as publish articles on topics related to these issues. The postdoctoral fellowship is for two years. The postdoctoral fellow should have a background in analyzing real world interactions from a cognitive (broadly defined) and or a sociolinguistic perspective. The postdoctoral fellow will videotape interactions, analyze the interactions, using cognitive, social, linguistic and gestural dimensions, to determine the representations visitors invoke while they interact with a exhibits. This information will then be used by the museum designers to enhance the exhibits. The postdoctoral fellow will have the opportunity to interact and participate in studies with museum specialists, cognitive scientists, neuroscientists, and linguists in an entirely new approach to designing museum exhibits based upon analyses of human interactions. Dartmouth College is an Equal Opportunity Employer. Women and members of underrepresented groups are encouraged to apply. Include letter of application, vita, and dossier (including two letters of recommendation). Consideration of applications will begin Immediately, with a start date of September 1 2004. Salary is typical for NSF postdocs. Please apply to Prof. Kevin Dunbar Dept of Education, Hanover, NH 03755 email address: kevin.n.dunbar at dartmouth.edu A few words about Dartmouth and the Montshire museum: Dartmouth is a small, Ivy League university with an undergraduate body of about 4300 and a graduate and professional school enrollment of approximately 850. We offer Ph.D programs in all of the Sciences and there are a large number of postdoctoral fellows at the college; there is an extensive group whose research interests are focused on learning, education, mind and brain, and the Montshire museum of science is one the leading science museums in the North East. We are situated in Hanover NH and Norwich VT, traditional New England towns in the heart of winter skiing and summer lake resort areas. We are only a two hour drive from Boston and a three hour drive from Montreal. From ann.dowker at psy.ox.ac.uk Sat Jun 19 10:38:28 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 19 Jun 2004 11:38:28 +0100 Subject: shapes, colors, numbers, parts In-Reply-To: <20040618173719.90262.qmail@web60307.mail.yahoo.com> Message-ID: With regard to number: Durkin, K. et al (1986). The social and linguistic context of early number word use. British Journal of Developmental Psychology, 4, 269-288 Fuson. K. (1988). Children's Counting and Concepts of Number; Springer- Verlag Chapters 1 and 2 In message <20040618173719.90262.qmail at web60307.mail.yahoo.com> Margaret Fleck writes: > > Hi everyone, > > Here are three questions, all touching on issues of early word learning. > Basically, I'm fishing for something that will jog someone's memory. > > (1) Can anyone point me at data on the acquisition (especially timing of > acquisition) of words relating to > -- shapes (e.g. triangle, heart) > -- parts of objects (e.g. lid, handle) > -- toileting tasks (e.g. poopy, diaper, change diaper) > -- sounds other than animal noises (e.g. song, noise, "Wheels on the Bus") > -- numbers (i.e. early production of words like "four", not true > understanding of what it means to have four objects) > -- modern electronic equipment (e.g. CD, VCR, remote control, computer, > gameboy) > > Those categories of words seem to be absent (or largely absent) from the CDI > and I'm trying to understand why. Except for the electronic equipment, much > of which is simply too recent to have been included in the CDI. > > (2) Can anyone point me at data on the acquisition of morphology and syntax > for nouns which might be more common in their plural, rather than singular, > form? For example, "teeth" or "peas." > > (3) It is often claimed that kids learn color terms by first sorting objects > by color and then starting to use the color words. Can anyone point me at > data on the extent to which this is really true? E.g. how many kids just > start using the color words (accurately) without first sorting physical > objects? > > Many thanks for any pointers you can give me, > > Margaret > > (Margaret Fleck) > > From kathryn at multilingual-matters.com Tue Jun 22 10:31:06 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Tue, 22 Jun 2004 11:31:06 +0100 Subject: First issue published - International Journal of Multilingualism Message-ID: Apologies for cross-postings Multilingual Matters is pleased to announce the publication of the first issue of our new journal: International Journal of Multilingualism. Edited by Jasone Cenoz (University of Basque Country) and Ulrike Jessner (University of Innsbruck), the International Journal of Multilingualism is a scientific journal dedicated to the study of pscyholinguistic, sociolinguistic and educational aspects of multilingual acquisition and multilingualism. It goes beyond bilingualism and second language acquisition by focusing on different issues related to the acquisition and use of additional languages as well as sociolinguistic and educational contexts involving the use of more than two languages. The journal is concerned with theoretical and empirical issues in multilingualism such as early trilingualism, multilingual competence, multilingual education, multilingual literacy, multilingual representations in the mind or multilingual communities. It is an interdisciplinary journal which brings together the study of phenomena related to multilingualism which are currently studied by researchers in linguistics, psycholinguistics, sociolinguistics and education. Please find below a list of contents of the first issue: The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses Suzanne Flynn and Claire Foley (Department of Linguistics and Philosophy, Massachusetts Institute of Technology, Cambridge, MA, USA) Inna Vinnitskaya (Department of Linguistics, University of Ottawa, Ottawa, Canada) The Multilingual Lexicon: Modelling Selection and Control Kees de Bot (Department of Language and Communication, University of Groningen, The Netherlands) Learning a Community Language as a Third Language Michael Clyne, Claudia Rossi Hunt and Tina Isaakidis (Research Unit for Multilingualism and Cross Cultural Communication, University of Melbourne, Australia) Curriculum Decision-making in a Multilingual Context Elite Olshtain and Frieda Nissim-Amitai (Hebrew University, Jerusalem) Further details are available on our website: http://www.multilingual-matters.com/multi/journals/journals_ijm.asp where subscriptions can be entered. For further information contact the publisher Multilingual Matters by email: info at multilingual-matters.com Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From macw at mac.com Tue Jun 22 15:09:28 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 22 Jun 2004 11:09:28 -0400 Subject: mail test Message-ID: Dear Info-CHILDES, I am afraid that the info-childes and info-chibolts mailing lists were down over the weekend, but they are back now. If you tried to post and received a bounce message, please try again. Sorry about the inconvenience. --Brian MacWhinney From macw at mac.com Thu Jun 24 02:31:57 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 23 Jun 2004 22:31:57 -0400 Subject: Spanish MOR Message-ID: Dear Info-CHILDES, I have just recently completed training of a POST database for disambiguation of the Spanish morphological tags. The current version of the MOR tagger and the span.db POST database are available from the CHILDES server. I have run MOR and POST on the files in the Ornat, Marrero, and ColMex directories and those are now fully tagged and disambiguated. A brief glance over the results suggests that the disambiguator is not making any mistakes. However, there are a variety of transcription errors remaining in these files. For example, a common problem is omission of the accent on ?ste and ?sta which leads to them being treated as demonstratives. You can either view these files one by one through the browsable XML facility or else download the whole directories as zip files. If anyone is interested in going through these files or other Spanish files to either clean up problems or note consistent gaps, that would be quite helpful. We intend to gradually process the remaining Spanish corpora through MOR over the next year or two. --Brian MacWhinney From jreighar at brookespublishing.com Thu Jun 24 20:06:07 2004 From: jreighar at brookespublishing.com (Jessica Reighard) Date: Thu, 24 Jun 2004 16:06:07 -0400 Subject: New book from Brookes Publishing - Dual Language Development and Disorders by Fred Genesee, Ph.D., Johanne Paradis, Ph.D., & Martha B. Crago, Ph.D. Message-ID: DUAL LANGUAGE DEVELOPMENT AND DISORDERS A Handbook on Bilingualism and Second Language Learners By Fred Genesee, Ph.D., Johanne Paradis, Ph.D., & Martha B. Crago, Ph.D. "In preparing this book, Genesee, Paradis, and Crago have struck a rare balance. They review scientific evidence, yet present case studies of fictional children; they declare their professional biases, yet are quick to point out instances in which a direction opposite their view is most appropriate. As a result of reading this work, an educator will be able to argue the evidence for different models of schooling, and policy makers will be able to address big questions such as whether bilingual programs can enable children to learn a second language as quickly as programs conducted exclusively in the second language. From the pages of this book, speech-language pathologists will have a means of determining whether a child's grammatical profile reflects some universal feature of language impairment or simply a pattern that is characteristic of the specific language being acquired. And, crucially, parents will have a clearer understanding of the factors to consider when deciding if they should use more than one language with their child in the home or enroll their child in a school where another language is spoken."--Laurence B. Leonard Key Benefits a.. Presents research, theory, and current best practices with respect to both normal and impaired dual language development. b.. Is organized around critical developmental and clinical issues of interest to professionals in the field. c.. Each chapter is organized around critical questions-- e.g., Is code-mixing normal? Why do bilingual children code-mix? Are bilingual children delayed in their language development? What should parents do in the home with children who are bilingual? d.. Most chapters contain "voices from the learner," consisting of detailed, extended excerpts of language from bilingual and second language learners to illustrate important points in the accompanying chapter. e.. Includes a glossary of technical or unfamiliar terms used in the book. Description This comprehensive, up-to-date resource on bilingual and second language acquisition dispels many myths about dual language development, helps professionals determine whether typical language development or a disorder is present, and answers key questions that might arise when working with children and parents. The authors offer in-depth explorations of the complex processes of bilingual and second language acquisition, the question of whether dual language learning affects cognitive development, the often misunderstood concept of code-mixing, and the issues surrounding effective diagnosis of disorders and intervention. A valuable reference for in-practice SLPs and educators and an ideal textbook for graduate students. Contents Chapter 1. Introduction Chapter 2. Language and Culture Chapter 3. The Language-Cognition Connection Chapter 4. Bilingual First Language Acquisition Chapter 5. Bilingual Code-Mixing Chapter 6. Second language Acquisition in Children Chapter 7. Schooling in a Second Language Chapter 8. Diagnosis and Intervention Fred Genesee, Ph.D., is a professor in the Department of Psychology at McGill University, Montreal, Quebec. Johanne Paradis, Ph.D., is an assistant professor in the Department of Linguistics at the University of Alberta, Edmonton. Martha Crago, Ph.D., is a professor in the School of Communication Sciences and Disorders at McGill University. July 2004 6 x 9 256 pages ISBN 1-55766-686-5 / US$35.00 20% discount for listserv members. Mention CHILDES when calling or write it in the savings code box when ordering online. To order call 1-800-638-3775 in the U.S.A. and Canada; 1-410-337-9580 for other international callers. Or use 24-hour secure online ordering at http://www.brookespublishing.com/genesee Jessica Reighard Marketing Director Brookes Publishing POB 10624 Baltimore, MD 21285 Phone: 410-337-9580 Fax: 410-337-8539 e-mail: jreighard at brookespublishing.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From mazuka at duke.edu Fri Jun 25 17:09:53 2004 From: mazuka at duke.edu (Reiko Mazuka) Date: Fri, 25 Jun 2004 13:09:53 -0400 Subject: Effects of Motherese on Adults Message-ID: Hi Everyone, We are trying to find out what (if any) effects motherese have on adults who listen to it, as opposed to adult directed speech. We would appreciate it very much if anyone can point us to studies that looked at such effects. Reiko Mazuka -- Reiko Mazuka, PhD Associate Professor & Director of Graduate Studies Department of Psychology: SHS Duke University, Durham, NC 27708-0085 tel 919-660-5702 fax 919-660-5726 From roberta at UDel.Edu Sat Jun 26 13:02:04 2004 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Sat, 26 Jun 2004 09:02:04 -0400 Subject: Effects of Motherese on Adults In-Reply-To: Message-ID: Hi Reiko!! Here is a citation to a study we did with adults on ID vs. AD in Chinese: Golinkoff, R. M., & Alioto, A. (1995). Infant-directed speech facilitates lexical learning in adults hearing Chinese: Implications for language acquisition. Journal of Child Language, 22, 703-726. I don't know of any other work with adults. All best, Roberta On Friday, June 25, 2004, at 01:09 PM, Reiko Mazuka wrote: > Hi Everyone, > > We are trying to find out what (if any) effects motherese have on > adults who listen to it, as opposed to adult directed speech. We > would appreciate it very much if anyone can point us to studies that > looked at such effects. > > Reiko Mazuka > > > > -- > Reiko Mazuka, PhD > Associate Professor & > Director of Graduate Studies > Department of Psychology: SHS > Duke University, Durham, NC 27708-0085 > tel 919-660-5702 > fax 919-660-5726 > _____________________________________________________ Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1288 bytes Desc: not available URL: From kei at aya.yale.edu Sat Jun 26 14:31:46 2004 From: kei at aya.yale.edu (Kei Nakamura) Date: Sat, 26 Jun 2004 23:31:46 +0900 Subject: JSLS 2004 Program Message-ID: The Sixth Annual International Conference of the Japanese Society for Language Sciences (JSLS) will be held in Nagoya (July 17-18, 2004). We look forward to seeing many of you there! JSLS2004 website: http://cow.lang.nagoya-u.ac.jp/jsls/2004/conf-e.htm The Sixth Annual International Conference of the Japanese Society for Language Sciences (JSLS2004) Program ------------------------------------------------------------------------------- ?July 17 (Saturday)? 9:00-9:50 Registration (Bldg 2, 5F, Lobby) 9:50-10:00 Opening Ceremony (Bldg 2, 6F, Lecture Hall) 10:00-12:00 Oral Presentations (Sessions 1 & 2) Session 1 [English/Japanese]: Chair Harumi Kobayashi (Tokyo Denki University) (Bldg 2, 6F, Lecture Hall) 10:00-10:25 Eastern Catalan vowel reduction is due to raising- not centralization Dylan Herrick (Mie University) [ENG] 10:30-10:55 Phonological recoding in intermediate Japanese-English bilinguals Jeffery Witzel (Sophia University) and Naoko Ouchi Witzel (The University of Electro-Communications) [ENG] 10:55-11:05 10 minute break 11:05-11:30 Inter-language activations and inhibitions in cognitive word processing by bilinguals in the Chinese and Japanese languages Katsuo Tamaoka (Hiroshima University), Yayoi Miyaoka (Hiroshima University of Economics), and Tatsuhiko Matsushita (Obirin University) [ENG] 11:35-12:00 The influence of parental discourse strategy on language mixing in bilingual language acquisition: a case study of a simultaneous Japanese-Chinese bilingual infant Tomoko Takahashi (Graduate School of Language and Culture, Osaka University) [JPN] Session 2 [Japanese]: Chair Hirohide Mori (Nihon University) (Bldg 2, 5F, 25A) 10:00-10:25 The emergence of the Japanese complementizer No Noriko Yoshimura and Akira Nishina (University of Shizuoka) [JPN] 10:30-10:55 Delegating Scrambling into the General Movement Strategy Shinya Uchishiba? [JPN] 10:55-11:05 10 minute break 11:05-11:30 The effect of discourse context on word order in sentence comprehension of Japanese children with Specific Language Impairment Yumiko Tanaka Welty (International University of Health and Welfare), Takaaki Suzuki (Kyoto Sangyo University), Jun Watanabe (Osaka University of Arts), Lisa Menn (University of Colorado, Boulder) [JPN] 11:35-12:00 Analysis of context-dependent interpretation of noun-phrase Ryusuke Kikuchi (Graduate School of Chukyo University), Hidetoshi Sirai (Chukyo University) [JPN] 12:00- 13:00 Lunch 13:00-14:00 Poster presentations (Bldg 2, 6F, Lobby) 1. Confucius & Socrates on names: Adjustment and correctness [Alternate] Chan Hoi Wuen Katherine (University of Hong Kong) [ENG] 2. Ways in which speakers place emphasis during story telling: A comparison of native vs. non-native advanced level speakers of Japanese [Alternate] Yuka Kurihara (Hosoe Junior High School)?Yuko Nakahama (Nagoya University Graduate School) 3. On the pragmatic and syntactic functions of the There-subject [Alternate] Chankyu Park?(Kon-Kuk University) [ENG] 4. A study of double-object and nominative object constructions Yahiro Hirakawa?(Tokyo Institute of Technology) [JPN] 5. A study of developmental errors in Japanese and Korean speaking children's utterances: a case of 'no' and 'ke(s)' Yoko Takasu (Dong Seoul College)?[JPN] 6. What can conditionals be used for? A case study of the emergence of semantic functions in children's Japanese Harry Solvang?(ATR Human Information Science Laboratories) [ENG] 7. Dual language acquisition and its factors in a child from an international marriage Naoko Yoshida?(Tokoha Gakuen University)?[JPN] 8. Emergence of grammar of two languages in utterances of a Spanish-Japanese bilingual child Aya Kutsuki?(Kobe University)?[ENG] 9. Some aspects of bilingual ability: Case studies of English-Japanese bilingual children Masahiko Minami?(San Francisco State University) [ENG] 10. Plosive acquisition study of Korean students of Japanese - Perception and pronunciation- Masako Fukuoka (Mie University)?[JPN] 11. L2 acquisition of Japanese case particle 'no' by native speakers of Chinese and English: A comparative study Yurika Akama (Natori First Junior High School)?Wataru Nakamura (Graduate School of International Cultural Studies, Tohoku University)[JPN] 12. The origin of CBS style: Through the consideration of the influence of Puritan plain style and Benjamin Franklin on the invention of CBS style Koji Morinaga (Ritsumeikan University) [ENG] 13. Foreign language learners' strategies for learning politeness expressions in Japanese Yoko Nonaka (Aichi Shukutoku University)?Masahiko Minami (San Francisco State University) [JPN] 14. Linguistic profiles of advanced learners of Japanese Kazue Kanno, Tomomi Hasegawa, Keiko Ikeda, & Yasuko Ito?(University of Hawai'i at Manoa) [JPN] 15. The development of noun phrases in Japanese EFL learners' interlanguage observed in a spoken learner corpus -Research and analysis with SST Corpus- Emiko Kaneko (ALC Press) [JPN] 16. "Adjustment" process in narrative discourse between Japanese native and non-native speakers Eunhee Sawa (Yamagata Junior College)?Fumio Watanabe ?(Yamagata University) [JPN] 17. Gender differences in motivational attitudes and investment for learning English: A pilot survey in a university department in Japan Yoko Sabatini (Temple University Japan) [ENG] 18. Teacher's reactions to foreign language learner's output Leticia Vicente Rasoamalala (Aichi Prefectural University ) [ENG] 19. Dynamic English and Japanese language learning tools Takako Aikawa , Lee Schwartz & Michel Pahud (Microsoft Research) [ENG] 14:00-15:15 Plenary 1: (Bldg 2, 6F, Lecture Hall) The L2 Child as Arbitrator [in English] Bonnie Schwartz (University of Hawai'i at Manoa) Yukio Otsu (Keio University), Chair 15:30-18:35 Oral Presentations (Sessions 3 & 4) Session 3 [English]: Chair Hidetosi Sirai (Chukyo University), Kei Nakamura (Keio University) (Bldg 2, 6F, Lecture Hall) 15:30-15:55 Anaphor licensing and island effects in relative clauses Yasuyuki Kitao(Osaka University)?[ENG] 16:00-16:25 The dual-mechanism model in Child Japanese: Evidence from nominal suffixation Yoko Udagawa (Meiji University)?[ENG] 16:25-16:35 10 minute break 16:35-17:00 An effect of touching object parts in learning novel part names among young children and adults Harumi Kobayashi (Tokyo Denki University) [ENG] 17:05-17:30 A study of responses to nonverbal expression of needs Mikiko Suzuki (Teachers College, Columbia University) [ENG] 17:30-17:40 10 minute break 17:40-18:05 Siblings' roles in relation to parental language input in family triadic interactions Hiroko Kasuya and Kayoko Uemura (Bunkyo Gakuin University) [ENG] 18:10-18:35 Socializing young children in public spaces Matthew Burdelski (UCLA /Osaka University) [ENG] Session 4 [Japanese]: Chair Yutaka Sato (International Christian University), Takaaki Suzuki (Kyoto Sangyo University) (Bldg 2, 5F, 25A) 15:30-15:55 Grading difficulty of tasks by comparing performance of native speakers and learners Naoki Takei and Kanji Akahori (Tokyo Institute of Technology) [JPN] 16:00-16:25 Learner contributions in teacher-centered classroom activities: -Focusing on layer building in classroom discourse- Yuka Kikuoka (Graduate School of Language and Culture, Osaka University)[JPN] 16:25-16:35 10 minute break 16:35-17:00 A comparative study of foreign language learners' motivation Fumie Kato (University of North Carolina at Charlotte) [JPN] 17:05-17:30 Acquisition of English clefts by Japanese EFL learners: With a focus on multiple foci Sayaka Suzuki (Poole Gakuin University/Osaka International University)?[JPN] 17:30-17:40 10 minute break 17:40-18:05 Co-construction of communication and how to describe the language development of learners of Japanese as a second language Takashi Yamashita (Osaka University, Graduate School of Language and Culture) [JPN] 18:10-18:35 Narrative construction through interactions between other-language speakers of Japanese - Negation and performance in the use of direct speech - Momoyo Shimazu (Osaka University, Graduate School of Language and Culture)[JPN] 18:45-20:00 Party (Bldg 1, 4F, Lounge) ?July 18 (Sunday)? 9:30-12:35 Oral Presentations (Sessions 5 & 6) Session 5 [English]: Chair ?Yuriko Oshima-Takane (McGill University), Kyoko Muraki (Nagoya University) (Bldg 2, 6F, Lecture Hall) 9:30-9:55 Pointing to otherness: Identity and conversation analysis Erica Lea Zimmerman (University of Hawai'i at Manoa) [ENG] 10:00-10:25 Activity transition in a student-centered language classroom Eric Hauser (The University of Electro-Communications) [ENG] 10:25-10:35 10 minute break 10:35-11:00 Durability of instruction effect: Recasts with prosodic emphasis Ritsuko Narita (University of Hawai'i at Manoa) [ENG] 11:05-11:30 Features of self-repair among Japanese EFL learners Jack Barrow (Osaka International University) [ENG] 11:30-11:40 10 minute break 11:40-12:05 Identifying predictors of attrition and retention in English as a foreign language: The study on Japanese adult learners Kimie Yamamoto (International Christian University) [ENG] 12:10-12:35 Factors related to the "Native Speaker Fallacy" among Japanese elementary school teachers Yuko Goto Butler (University of Pennsylvania) [ENG] Session 6 [Japanese]: Chair Tamiko Ogura (Kobe University), Hiroyuki Nisisawa (Tokiwa University) (Bldg 2, 5F, 25A) 9:30-9:55 The cross-sectional study of acquisition of Japanese sentence final particle by Korean learners: An error analysis Miki Tominami (Nihongo Kenkyusya)?Wataru Nakamura?(Graduate School of International Cultural Studies, Tohoku University) [JPN] 10:00-10:25 Development of children's conversational communication strategy: Focused on the relationship between intonation of sentence -final particles and direction of face Yoshiteru Furuta (Graduate School of Chukyo University) [JPN] 10:25-10:35 10 minute break 10:35-11:00 Acquisition order of sentence final particles Hidetoshi Sirai?Junko Shirai (Chukyo University)? Yoshiteru Furuta (Graduate School of Chukyo University) [JPN] 11:05-11:30 Japanese children's acquisition of case-markers: morphological case vs. abstract concept of case Noriko Iwasaki (University of California, Davis) [JPN] 11:30-11:40 10 minute break 11:40-12:05 Acquisition of Japanese finiteness: Adjectives and copulas Atsuko Shibasaki(Kanda ent Clinic)?Mabel L. Rice (University of Kansas) [JPN] 12:10-12:35 On the continuity of postposing in Japanese conversation Polly Szatrowski (University of Minnesota) [JPN] 12:35-13:30 Lunch 13:30-14:00 JSLS General Meeting 14:10-15:25 Plenary 2: [Japanese] (Bldg 2, 6F, Lecture Hall) Learning in the Ontogenesis of I-Language Yukio Otsu (Keio University) Shigenori Wakabayashi: Chair(Gunma Prefectural Women's University) 15:30-17:30 Invited Symposium [Japanese] (Bldg 2, 6F, Lecture Hall) Word Inflections in Second Language Acquisition: Dual-Processing Model vs. Connectionist Model Chair: Yasushi Terao (University of Shizuoka) Speakers: Katsuo Tamaoka (Hiroshima University) Shogo Makioka (Osaka Women's University) Shigenori Wakabayashi (Gunma Prefectural Women's University) Yasushi Terao (University of Shizuoka) 17:30-17:40 Closing Ceremony (Bldg 2, 6F, Lecture Hall) -------------- next part -------------- An HTML attachment was scrubbed... URL: From christinewagnerslp at yahoo.com Tue Jun 29 21:56:06 2004 From: christinewagnerslp at yahoo.com (Christine Wagner) Date: Tue, 29 Jun 2004 14:56:06 -0700 Subject: MLU & Omissions Message-ID: Dear CHILDES- List, I would appreciate any suggestions regarding the following topic: (1) I am interested in reading about MLU differences based on context (i.e., MLU in narrative samples vs. MLU in free-play samples or conversation samples). With great appreciation, Christine Wagner SDSU Graduate Student christinewagnerslp at yahoo.com --------------------------------- Do you Yahoo!? Yahoo! Mail - 50x more storage than other providers! -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere at cogsci.jhu.edu Tue Jun 29 22:15:10 2004 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Tue, 29 Jun 2004 18:15:10 -0400 Subject: MLU & Omissions In-Reply-To: <20040629215606.50193.qmail@web52102.mail.yahoo.com> Message-ID: Dear Christine, I am not sure whether this is what you want but there is paper by Bornsetin, Haynesm Painter & Genevro (2000) Child language with mother and with stranger at home and in the laboratory: a methodological study. Journal of Child language, 27: 407-420. measures include MLUand it has a good bibliography. Isabelle Barriere At 02:56 PM 6/29/2004 -0700, Christine Wagner wrote: >Dear CHILDES- List,"urn:schemas-microsoft-com:office:office" /> > > > >I would appreciate any suggestions regarding the following topic: > > > >(1) I am interested in reading about MLU differences based on context >(i.e., MLU in narrative samples vs. MLU in free-play samples or >conversation samples). > > > >With great appreciation, > > > >Christine Wagner > >SDSU Graduate Student > >christinewagnerslp at yahoo.com > > > >Do you Yahoo!? >Yahoo! >Mail - 50x more storage than other providers! -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Tue Jun 29 23:26:31 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Tue, 29 Jun 2004 19:26:31 -0400 Subject: MLU & Omissions Message-ID: Christine, The following article would be relevant. Although I don't recall if it directly compares sampling across contexts it does deal with MLU and potential influences on it (e.g. ellipsis as you would find in a conversational context but probably not in a narrative one). If you could post the references you get to this board or send them to me personally I would much appreciate it. Johnston, Judith R. An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language, & Hearing Research. Vol 44(1) Feb 2001, 156-164. Diane Pesco Christine Wagner wrote: > Dear CHILDES- List, > > > > I would appreciate any suggestions regarding the following topic: > > > > (1) I am interested in reading about MLU differences based on > context (i.e., MLU in narrative samples vs. MLU in free-play > samples or conversation samples). > > > > With great appreciation, > > > > Christine Wagner > > SDSU Graduate Student > > christinewagnerslp at yahoo.com > > > > > ------------------------------------------------------------------------ > Do you Yahoo!? > Yahoo! Mail > > - 50x more storage than other providers! -- Diane Pesco McGill University School of Communication Sciences & Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 From n.reissland at abdn.ac.uk Wed Jun 30 07:38:19 2004 From: n.reissland at abdn.ac.uk (Dr. N. Reissland) Date: Wed, 30 Jun 2004 08:38:19 +0100 Subject: MLU Message-ID: An HTML attachment was scrubbed... URL: From lhewitt at bgnet.bgsu.edu Wed Jun 30 17:14:30 2004 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Wed, 30 Jun 2004 13:14:30 -0400 Subject: more MLU and context references In-Reply-To: <20040629215606.50193.qmail@web52102.mail.yahoo.com> Message-ID: An HTML attachment was scrubbed... URL: