From roberts at mail.fpg.unc.edu Fri Apr 1 15:22:57 2005 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Fri, 1 Apr 2005 10:22:57 -0500 Subject: Language Research Positions at UNC-Chapel Hill Message-ID: We are seeking to fill two full time positions on an NIH supported study comparing the speech and language development of children with fragile X syndrome and children with Down syndrome. This multidisciplinary research study is being conducted at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. The desired educational background is a Bachelor’s, Master’s or Doctoral Degree in communication studies, psychology, speech and hearing sciences, or related fields (speech-language pathologists are encouraged to apply). Applicants should also have experience working with children with developmental disabilities. Job responsibilities include administering standardized speech and language tests, eliciting language samples, scoring data, and optional involvement in manuscript preparation. Training is provided, and some overnight travel is required. We are looking for individuals who take initiative, pay attention to details, and have excellent interpersonal skills. If you are interested in applying for this position, please send your resume and the names of three references to Joanne Roberts at joanne_roberts at unc.edu. You may also fax your resume to 919-966-7532. For more information about this project, please see our website at www.carolinacommunicationproject.org . EOE. Joanne E. Roberts, Ph.D. Senior Scientist & Professor of Speech and Hearing Sciences & Research Professor of Pediatrics Frank Porter Graham Child Development Institute 105 Smith Level Road, CB# 8180 University of North Carolina at Chapel Hill Chapel Hill, NC 27599-8180 (919) 966-7164 (919) 966-7532 (fax) From gabrielledurana at yahoo.com Sun Apr 3 22:01:24 2005 From: gabrielledurana at yahoo.com (Gabrielle Durana) Date: Sun, 3 Apr 2005 15:01:24 -0700 Subject: Yahoo! Auto Response Message-ID: Votre message etait presque perdu mais heureusement je suis la pour vous donner la nouvelle adresse electronique de Gabrielle: gabrielle_figueroa at yahoo.com A bientot -------------------- Original Message: X-YahooFilteredBulk: 128.2.64.233 Authentication-Results: mta270.mail.scd.yahoo.com from=mail.talkbank.org; domainkeys=neutral (no sig) X-Originating-IP: [128.2.64.233] Return-Path: Received: from 128.2.64.233 (HELO mail.talkbank.org) (128.2.64.233) by mta270.mail.scd.yahoo.com with SMTP; Sun, 03 Apr 2005 15:01:21 -0700 Date: Sun, 3 Apr 2005 18:00:01 -0500 Subject: info-childes Digest - 04/03/05 From: To: MIME-Version: 1.0 Content-Type: multipart/mixed; boundary="=-- LetterRip Digest ----=" Sender: Precedence: Bulk List-Software: LetterRip Pro 4.0.2 by LetterRip Software, LLC. List-Unsubscribe: X-LR-SENT-TO: yahoo.com --=-- LetterRip Digest ----= Content-Type: text/plain; charset _________________________________________________________ DO YOU YAHOO!? Get your free @yahoo.com address at http://mail.yahoo.com From W.B.T.Blom at uva.nl Mon Apr 4 09:31:41 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 4 Apr 2005 11:31:41 +0200 Subject: Workshop Experimental Methods in Language Acquisition Research (EMLAR II) Message-ID: Apologies for cross-posting First Announcement: EMLAR II Workshop Experimental Methods in Language Acquisition Research After the success of EMLAR I, the Netherlands Graduate School of Linguistics (LOT) will hold its second 2-day workshop on the issue of Experimental Methods in Language Acquisition Research. EMLAR II is for PhD and advanced MA-students (other researchers are in principle welcome as well) with lectures and smaller interactive sessions on the different methodologies used in language acquisition research. This year’s program consists of a series of nine lectures, each on a different method, and six smaller hands-on sessions. In addition, all tutors, who are experienced researchers, will make themselves available for individual consultations. To view the program, please visit: http://www.let.uu.nl/~Sharon.Unsworth/personal/emlarII.htm EMLAR II will be held November 16th and 17th 2005 at Utrecht University, The Netherlands. The workshop is free for members of LOT. The fee for participants from institutes and universities that are not part of LOT is € 50. This includes access to the entire program, beverages and a reception. Registration will start in May 2005 and continue until October 2005. Please note that there will be a limited number of places for the smaller sessions. These will be assigned on a first come, first served basis. -------------- next part -------------- An HTML attachment was scrubbed... URL: From peter.marschik at meduni-graz.at Mon Apr 4 16:07:55 2005 From: peter.marschik at meduni-graz.at (Peter Marschik) Date: Mon, 4 Apr 2005 18:07:55 +0200 Subject: Fifth Graz Symposium on Developmental Neurology. Message-ID: Dear colleagues, dear friends, >From May 19 to 21, 2005 we shall be hosting the Fifth Graz Symposium on Developmental Neurology. The Final Programme is now available at the Symposium's website. > Please note that the early registration fee is extended to April 4. We hope to welcome you in Graz (again). With warm regards Yours sincerely Christa Einspieler, Peter Wolff and Heinz Prechtl Dr. Christa Einspieler, Professor (Developmental Physiology and Developmental Neurology) Institute of Physiology Center for Physiological Medicine Medical University of Graz Harrachgasse 21, A - 8010 Graz, Austria www.developmental-neurology.info www.general-movements-trust.info E-mail: christa.einspieler at meduni-graz.at Phone: +43 316 380 4266 Fax: +43 316 380 9630 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aris.Xanthos at unil.ch Mon Apr 4 22:44:32 2005 From: Aris.Xanthos at unil.ch (Aris Xanthos) Date: Tue, 5 Apr 2005 00:44:32 +0200 Subject: Final CFP - extended deadline: Psychocomputational Models of Language Acquisition Message-ID: [Apologies for multiple postings] *** Final Call for Papers *** *** Extended Deadline: 11 April *** Psychocomputational Models of Human Language Acquisition Workshop at ACL 2005 29-30 June 2005 at University of Michigan Ann Arbor http://www.colag.cs.hunter.cuny.edu/psychocomp Workshop Topic -------------- The workshop, which is a follow-up to the successful workshop held at COLING in 2004, will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with, or motivated by research in psycholinguistics, developmental psychology with particular emphasis on the acquisition of syntax, though work on the acquisition of morphology, phonology and other levels of linguistic description is also welcome. The workshop will be taking place at the same time as CoNLL-2005 (http://cnts.uia.ac.be/conll/cfp.html) and we expect there to be sufficient interest for a plenary session of papers that are relevant to both audiences. There will also be a plenary session for Mark Steedman's invited talk. Invited Talks ------------- Mark Steedman, University of Edinburgh Brian MacWhinney, Carnegie Mellon University Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. These have generally been motivated primarily by engineering concerns. There have been only a few venues in which computational models of human (first) language acquisition are the focus. In the light of recent results in developmental psychology, indicating that very young infants are capable of detecting statistical patterns in an audible input stream, statistically motivated approaches have gained in plausibility. However, this raises the question of whether or not a psychologically credible statistical learning strategy can be successfully exploited in a full-blown psychocomputational acquisition model, and the extent to which such algorithms must use domain-specific knowledge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, grammatical inference, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of other areas of language are also welcome. Papers are invited on, but not limited to, the following topics: * Models that employ statistical/probabilistic grammars; * Formal learning theoretic and grammar induction models that incorporate psychologically plausible constraints; * Models that employ language models from corpus linguistics; * Models that address the question of learning bias in terms of innate linguistic knowledge versus domain general strategies * Models that can acquire natural language word-order; * Hybrid models that cross established paradigms; * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework, Optimality Theory, or Construction Grammar); * Models that combine parsing and learning; * Models that have a cross-linguistic or bilingual perspective; * Empirical models that make use of child-directed corpora; * Comparative surveys, across multiple paradigms, that critique previously published studies; Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Important Dates --------------- Please note that the turnaround time for accepted papers is quite short. Deadline for main session paper submission: April 11, 2005 Notification of acceptance: May 5, 2005 Deadline for camera-ready papers: May 17, 2005 Conference: June 29-30, 2005 Workshop Organizers ------------------- * William Gregory Sakas (Chair), City University of New York, USA (sakas at hunter.cuny.edu) * Alexander Clark, Royal Holloway, University of London, UK (alexc at cs.rhul.ac.uk) * James Cussens, University of York, UK (jc at cs.york.ac.uk) * Aris Xanthos, University of Lausanne, Switzerland (aris.xanthos at unil.ch) Program Committee ----------------- * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Nick Chater, University of Warwick, UK * Stephen Clark, University of Edinburgh, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Elan Dresher, University of Toronto, Canada * Jeff Elman, University of California, San Diego, USA * Jerry Feldman, University of California, Berkeley, USA * John Goldsmith, University of Chicago, USA * John Hale, University of Michigan, USA * Mark Johnson, Brown University, USA * Vincenzo Lombardo, Universita di Torino, Italy * Paola Merlo, University of Geneva, Switzerland * Sandeep Prasada, City University of New York, USA * Dan Roth, University of Illinois at Urbana-Champaign, USA * Jenny Saffran, University of Wisconsin, Madison, USA * Ivan Sag, Stanford University, USA * Ed Stabler, University of California, Los Angeles, USA * Mark Steedman, University of Edinburgh, UK * Suzanne Stevenson, University of Toronto, Canada * Patrick Sturt, University of Glasgow, UK * Charles Yang, Yale University, USA Paper Submission ---------------- Submissions should follow the two-column format of ACL proceedings and should not exceed eight (8) pages, including references. We strongly recommend the use of ACL LaTeX style files or Microsoft Word Style files tailored for this year's conference. They are available at http://www.aclweb.org/acl2005/styles/. High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: psycho.comp at hunter.cuny.edu. The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. Workshop contact: ----------------- email: psycho.comp at hunter.cuny.edu web: http://www.colag.cs.cuny.edu/psychocomp or William Gregory Sakas Department of Computer Science, North 1008 Hunter College, City University of New York 695 Park Avenue New York, NY 10021 USA 1 (212) 772.5211 - voice 1 (212) 772.5219 - fax sakas at hunter.cuny.edu From cschutze at ucla.edu Tue Apr 5 00:59:30 2005 From: cschutze at ucla.edu (Carson Schutze) Date: Mon, 4 Apr 2005 17:59:30 -0700 Subject: Call for Submissions: Speech error workshop Message-ID: Announcing a Workshop on THE STATE OF THE ART IN SPEECH ERROR RESEARCH in conjunction with the LSA Institute in Cambridge, Mass. July 30-31, 2005 Organizers: Vic Ferreira (UCSD), Carson Schütze (UCLA) ABSTRACT DEADLINE for talks and posters: April 11, 2005* Abstracts are solicited for original research on any aspect of speech errors (a.k.a. slips of the tongue, including slips of the hand in signed languages) in adults or children. The workshop will emphasize research that has ramifications for models of language production or theories of linguistic competence (or both). Of special interest are studies incorporating brain measures or computational approaches, and work that addresses the efficacy of research methods that have been or could be applied to speech error research. Specifically encouraged are submissions that deal with languages other than English or that involve cross-linguistic comparisons. Also particularly welcome is work on the speech of populations with neurological impairments. *Due to the lateness of this announcement, a small extension may be possible. If you would like to submit but have a problem with the deadline, please contact the organizers at slips at psy.ucsd.edu For a detailed description of the goals of the workshop and submission guidelines, see http://web.mit.edu/lsa2005/events/schutze_ferreira.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From olle at ling.su.se Tue Apr 5 07:14:03 2005 From: olle at ling.su.se (Olle Engstrand) Date: Tue, 5 Apr 2005 09:14:03 +0200 Subject: How do young chyildren say /r/? Message-ID: Dear colleagues, could anybody refer me to what studies there may be of young children's (around 2 years and up) realizations of /r/? Many thanks, Olle Engstrand -- Olle Engstrand, PhD Professor of Phonetics Department of Linguistics Stockholm University SE-10691 Stockholm, SWEDEN Web: http://www.ling.su.se/staff/olle/olle.html Tel: +46 8 161245, 162347 Mobile phone: +46 70 2467423 Fax: +46 8 155381 From Florence.Chenu at univ-lyon2.fr Tue Apr 5 11:46:19 2005 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Tue, 5 Apr 2005 13:46:19 +0200 Subject: ELA2005 Emergence of Language Abilities - FINAL CALL - deadline extended Message-ID: Apologies for multiple copies. ****************************************************** *** Final Call for Papers *** *** Extended Deadline: 20 April *** ****************************************************** ELA 2005 Emergence of language abilities: ontogeny and phylogeny Lyon, December 8-10, 2005 www.ddl.ish-lyon.cnrs.fr/ELA2005 ddl-ela2005 at ish-lyon.cnrs.fr Final announcement and call for papers (English version first – la version française se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert, University of Nijmegen, Holland Thomas Lee, Chinese University of Hong Kong, Hong Kong Peter MacNeilage, The University of Texas, USA Jacques Vauclair, University of Provence, France Maryline M. Vihman, University of Wales, UK ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early ontogenetic development and its relation to the phylogeny of language. It is generally assumed in the field of the ontogeny of language that the child’s first years of life are particularly crucial. This period is even sometimes considered as predictive at least in the short term, of the later abilities to communicate. During these first two years, phonetico-phonological, lexical and morpho-syntactic skills chronologically emerge. Explanations are provided for this sequence of development: the increase of articulatory control allows for example for the growth and diversification of vocabulary. Similarly, once a certain amount of words is acquired, the child starts to combine linguistic units and develops the morpho-syntactic aspects of his/her native language. The study of the development of communication also needs to include the gestural component since children use commonly also gestures instead of words. Ontogenesis was often proposed as a source of knowledge about phylogenesis by virtue of the famous principle according to which “ontogenesis recapitulates phylogenesis”. However, the validity of this principle that initially has concerned a specific domain (embryology) deserves careful evaluation in its applications to specific domains. The first aim of this conference is to bring together researchers working on the development of phonetico-phonological, lexical and morpho-syntactic developments in children under age 3. Our second aim is to evaluate if, and to what extent, language is a domain to which this principle applies. In the pursuit of that goal, we request the contribution of researchers addressing the issue of similarities and differences between the development of language in children and in early hominids. Topics * Comparisons between ontogenetic and phylogenetic development, * Language development before age thee: phonetics, phonology, lexical semantics, morphosyntax, * Communicative media (gestural and oral), * Crosslinguistic and cross-species comparisons, *********************************************************** ORGANIZING COMMITTEE Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** SCIENTIFIC COMMITTEE Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** DEADLINES * April 20: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comité d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2005 at ish-lyon.cnrs.fr * July, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. *********************************************************** REGISTRATION Before Septembre, 30 - Non-Students : 150 euros - Students : 70 euros Late registration - Non-Students : 170 euros - Students : 90 euros Registration fees include: conference participation, conference program, coffee breaks, cruise, diner and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more information on the conference: Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l’Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-60 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 ****************************************************** VERSION FRANÇAISE www.ddl.ish-lyon.cnrs.fr/ELA2005 CONFÉRENCIERS INVITÉS: Paula Fikkert, Université de Nimègue, Hollande Thomas Lee, Université chinoise de Hong Kong, Hong Kong Peter MacNeilage, Université du Texas, USA Jacques Vauclair, Université de Provence, France Maryline M. Vihman, Université de Wales, UK ****************************************************** LANGUE DE LA CONFÉRENCE : français/anglais ****************************************************** Le thème général de cette conférence est l’ontogenèse précoce du langage et ses relations à la phylogenèse. Sur le plan ontogénétique, il est communément admis que les premières manifestations verbales de l’enfant sont particulièrement déterminantes de son développement linguistique ultérieur. Certains vont même jusqu’à leur attribuer une valeur prédictive au moins à court et moyen termes des habiletés à communiquer. Les premières années voient émerger chronologiquement chez l’enfant des compétences sur les plans phonético-phonologiques, lexicaux et morphosyntaxiques. Il est possible de rendre compte de l’ordre observé : la maîtrise croissante du contrôle articulatoire favorise par exemple un développement et une diversification du répertoire lexical. De même, à partir d’une certaine quantité de vocabulaire, l’enfant entre dans la combinaison des unités linguistiques et développe les aspects morpho-syntaxiques de sa langue maternelle. L’étude du développement de la communication ne saurait ignorer non plus sa composante gestuelle : tous les enfants utilisent certains gestes à la place des mots. L’ontogenèse a souvent été proposée comme une source de renseignements sur la phylogenèse en vertu du fameux principe selon lequel l’ontogenèse récapitulerait la phylogenèse. Cependant, la validité de ce principe proposé initialement dans un domaine spécifique (embryologie) est actuellement discutée dans ses applications à d’autres domaines. Le premier objectif de cette conférence est de rassembler des chercheurs travaillant sur le développement de la production phonético-phonologique, lexicale et morpho-syntaxique avant trois ans. La production pourra inclure également les gestes. Le deuxième objectif sera d’évaluer si et dans quelle mesure le langage est un domaine auquel ce principe peut s’appliquer. Dans cette discussion, nous sollicitons la contribution de chercheurs s’intéressant à la question des similarités et des différences entre l’émergence du langage chez l’enfant et chez les premiers hominidés. Thèmes * Comparaisons entre ontogenèse et phylogenèse, * Développement du langage avant 3 ans : phonétique, phonologie, sémantique lexicale, morphosyntaxe, * Média de communication (gestes et oral), * Comparaisons à travers les langues et à travers les espèces *********************************************************** COMITÉ D’ORGANISATION Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** COMITÉ SCIENTIFIQUE Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** CALENDRIER * 20 avril 2005 : date limite de l’envoi des résumés Les participants intéressés sont invités à envoyer en 3 exemplaires : 1) - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées électroniques - 3 mots-clés - un résumé en deux pages maximum (références incluses) 2) un document séparé comprenant : - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées postales et électroniques - type de materiel souhaitée pour la présentation orale : vidéoprojecteur, rétroprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comité d'organisation du colloque « ELA 2005 » Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent également être adressés par e-mail à : ddl-ela2005 at ish-lyon.cnrs.fr * 1 july 2005 : réception de la notification de l’acceptation de la communication. En fonction de la structure du programme, la communication sera acceptée en tant que présentation orale (20 minutes + 10 minutes de question) ou en tant que communication affichée. *********************************************************** INSCRIPTIONS Avant 30 septembre 2005 Chercheurs, enseignants/chercheurs : 150 euros Etudiants : 70 euros Après 30 septembre 2005 Chercheurs, enseignants/chercheurs : 170 euros Etudiants : 90 euros Les droits d’inscription comprennent : l’accès au colloque, le programme, les actes, les pauses cafés, la visite de Lyon, le banquet/croisière. (le mode de paiement sera spécifié dans une troisième circulaire aux conférenciers retenus) *********************************************************** Pour toutes informations complémentaires : Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l’Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 From ks7t at andrew.cmu.edu Wed Apr 6 13:46:58 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 6 Apr 2005 09:46:58 -0400 Subject: Call for papers Workshop Variation in Inflection Message-ID: Call for papers Workshop Variation in Inflection December 19-20, 2005 University of Amsterdam Invited speakers: David Adger (Queen Mary University of London) Anthony Kroch (University of Pennsylvania) Cecilia Poletto (University of Padua) Tom Roeper (University of Massachusetts/Amherst) Bonnie Schwartz (University of Hawai’i at Manoa) What are the factors that cause deflection? In order to answer this question, the Meertens Institute (KNAW) and the Amsterdam Center for Language and Communication (UvA) have started a research-program called Variation in Inflection, or simply Variflex. Two types of factors may be relevant: internal factors related to the linguistic system and external, sociolinguistic factors. Typological variation (including dialect differences) and variation observed in the development of monolingual children are telling with regard to the boundaries set by our linguistic system. Typological variation and variation in L2 acquisition provide information with regard to external factors. Thus, a second question addressed in the Variflex program is: What are the boundaries of variation in inflection? Empirical data suggest that the variation space of inflectional morphology is huge. Even within one language system there are various paradigms, dialects differ in inflectional contrasts and variation surfaces in various stages in the process of the acquisition of inflection. The amount of observed variation in inflectional morphology (at the interface of morphology and syntax) contrasts strikingly with other observed variation such as word order phenomena (syntax proper). Typological comparisons suggest that there are natural classes of inflectional features that are hierarchically organized, patterns of syncretism within a language suggest metaparadigmatic structure, the “errors” that children make seem pre-determined and, diachronically, not every possible change to inflectional paradigms has actually taken place. To determine the variation space of agreement inflection in Dutch Variflex takes a multidisciplinary approach that focuses on dialect variation, L1 acquisition, L2 acquisition and language change. The overall research question of the program is: Is deflection the effect of language contact, or to be more specific, the effect of imperfect second language acquisition that characterizes language contact situations, given that the output of this group of learners forms the input of a new group of first language acquirers? In this workshop the first results of Variflex will be discussed to a wider public. The above panel of specialists is invited to give presentations on related matters, on the basis of their own research, and to discuss all angles of the multidisciplinary approach. The rest of the program consists of selected papers on the issue of variation in inflection. Selected papers should address one or more of the specific questions below: Delimiting the variation space · Successful, quick and almost errorless acquisition of agreement inflection by monolingual children suggests UG-driven learning, where UG delimits the hypothesis space of a language-learning child. What would be a UG-driven model for the acquisition of inflection? In this respect the recent discussion on the nature of the language faculty (Hauser, Chomsky & Fitch (2002)) and the reaction of Jackendoff & Pinker (2004) may be interesting. · Linguists disagree on the issue of whether or not inflectional paradigms exist as mental objects (Bobaljik, 2001). Paradigms-as-mental-objects are argued to play a role in the acquisition of inflection (Pinker, 1986; Baker, 1991; Wunderlich, 1995). What would be the delimiting role (and hence advantage) of paradigm-structure? · On the basis of typological studies such as Greenberg (1967), innate feature hierarchies have been proposed for person and number features (Noyer 1997; Harley & Ritter 2001). What is the status of these hierarchies, empirical support for their existence and theoretical motivation? Determining other influences on variation · In the literature on L2 acquisition of morphology, it has been argued that children and adults pass through similar stages (Dulay & Burt 1974; Vermeer 1986). This may suggest that adult learners are as successful as children with regard to the acquisition of inflection. Other observations contradict this conclusion (Johnson & Newport 1989; Prévost & White 2000; Lardière 2001; Schwartz 2003, 2004). Is there evidence for critical age effects with respect to the acquisition of inflection? · Theories on L1-transfer in L2 acquisition make different prediction with respect to transfer (Vainikka & Young-Scholten, 1994; Eubank 1993/1994, Schwartz & Sprouse, 1994). Is inflection in the DP and IP influenced by L1 transfer? · The Language Contact hypothesis for deflection is supported by the comparison between, for instance, Icelandic and African. Is the Language Contact hypothesis supported by other cross-linguistic data; i.e., do languages that have a history with much contact indeed show much deflection, and vice versa? Variation and theoretical models: How do different models treat inflectional contrasts? Which model is most successful? Below, we give three examples of apparently promising theories. Each model raises new questions, though: · Principles & Parameters theory (Chomsky, 1981) accounts for variation between languages with language-specific parameter settings. The parameters themselves are universal, just like the principles of grammar. Typologists (Rohrbacher, 1984) and acquisitionists (Wexler, 1998) working within this framework have argued for strong correlations between micro- and macro-level variation. If each inflectional feature is represented by a parameter, the notion of parameter becomes vacuous. Thus, are parameters appropriate in explaining the huge amount of variation in inflection? · Distributed Morphology (Halle & Marantz, 1993) accounts for the variation between languages by means of language-specific Impoverishment rules and underspecification. In this framework, (micro-) variation in inflection is independent of (macro-)variation in syntax. How does such a model account for universal patterning, however? · Optimality Theory (Bresnan, 2001) accounts for variation between languages and for developmental patterns by means of variation in constraint ranking (either language-specific or for a specific developmental stage). Restrictions come from universality of the constraints. Can/Should related geographic, diachronic and developmental varieties be explained by related constraint rankings? Program The workshop is meant for linguists with an interest in one or more of these areas: theoretical linguistics, morphosyntax, typology, dialect variation, L1 and L2 acquisition and/or language change. The program partly consists of presentations and partly of (panel-)discussions with the audience (including organizers). The first results of Variflex will be presented, and the five invited speakers will present their own, related, work. In addition to these presentations, we will select no more than eight speakers, who are each given 30 minutes for their presentation followed by 15 minutes for questions and discussion. The workshop will take place on 19-20 December 2005 at the University of Amsterdam. Reimbursement We hope to be able to partially reimburse travel costs and costs for overnight stay for selected speakers. Guidelines for submission Abstracts (in Times New Roman 12 point font with 1” margins) should be no more than 2 pages including figures, examples and references. Please send your abstract anonymously by e-mail as an attachment to w.b.t.blom at uva.nl . Acceptable formats are attachments as MS Word or PDF documents. Please include the following information in the body of the message: 1. Name 2. Affiliation 3. Title of the paper 4. Postal address 5. E-mail address 6. Summer address (if different) Deadline for submission: June 15, 2005 Notice of acceptance: September 15, 2005 Organizing committee Elma Blom, Jan de Jong, Alies MacLean, Fred Weerman Variflex-members: Hans Bennis (Meertens Institute/KNAW, UvA), Fred Weerman (UvA/ACLC), Elma Blom (child and adult L2 acquisition, IP-DP inflection, UvA/ACLC), Jan de Jong (impaired bilingual acquisition, IP-DP inflection, UvA/ACLC), Daniela Polišenská (monolingual L1 acquisition, IP-DP inflection, UvA/ACLC), Alies MacLean (dialect variation, IP-DP inflection, Meertens Institute/KNAW), Suzanne Aalberse (diachrony, loss of 2nd person, UvA/ACLC), Maren Pannemann (bilingual acquisition, DP, UvA/ACLC), Antje Orgassa (impaired bilingual acquisition, IP-DP inflection, UvA/ACLC) Website http://home.hum.uva.nl/variflex/index.htm From ellmcf at nus.edu.sg Sat Apr 9 02:42:01 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sat, 9 Apr 2005 10:42:01 +0800 Subject: New book: J. Jaeger, Kids' Slips Message-ID: Dear all, Jeri Jaeger's new book is just out, Jaeger, J. J. (2005). _Kids' slips: what young children's slips of the tongue reveal about language development_, Lawrence Erlbaum Associates. I've read it, and I strongly recommend it. There's an impressive amount of information, data and analytical insight, and it's great *fun* to read, not least. Here's a description, from the book's URL at https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-3579-2: "The study of speech errors, or "slips of the tongue," is a time-honored methodology which serves as a window to the representation and processing of language and has proven to be the most reliable source of data for building theories of speech production planning. However, until Kids' Slips, there has never been a corpus of such errors from children with which to work. This is the first developmental linguistics research volume to document how online processing is revealed in young children, ages 18 months through 5 years, through their slips of the tongue. Thus, this text provides a new methodology and data source, which will greatly expand our ability to uncover the details of early language development. Professor Jaeger's groundbreaking book incorporates both details of her methodology and findings with implications for different aspects of language development, including phonetics and phonology, the lexicon, semantics, morphology, and syntax. While all the child data is included in the book, a Web site hosted by the author provides readers with the adult data as well. Kids' Slips targets those who study language development in linguistics, developmental psychology, and speech and hearing, as well as those who study language representation and processing more generally in the same disciplines." Enjoy! Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== From olle at ling.su.se Sat Apr 9 12:58:13 2005 From: olle at ling.su.se (Olle Engstrand) Date: Sat, 9 Apr 2005 14:58:13 +0200 Subject: Young children's acquisition and realization of /r/ Message-ID: Dear Colleagues, many thanks to all who have responded to my request concerning small children's realization of /r/. Here is a list of the suggested references. Best wishes, Olle E --- Chabanal, Damien 2004 'Production des variables sociolinguistiques ////l// et ////R// chez l'enfant francophone' at http://www.lpl.univ-aix.fr/jep-aln04/proceed/actes/jep2004/Chabanal.pdf Chevrot, J.-P., Beaud, L. & Varga, R. (2000). Developmental data on a French sociolinguistic variable: the word-final post-consonantal ////R//, Language Variation and Change, 12(3), 295-319. Edwards, Mary Louise - there is an M.A. thesis on children's acquisition of liquids (including American ////r//) published by this author in the Ohio State University Working Papers in Linguistics in the early 70's. Fongaro-Leverin, S. (1992). Der Erwerb des Lautsystems und die Phonologischen Prozesse sich normal entwickelnder Kinder: Ein Interlinguistischer Vergleich Deutsch/Portugiesisch. Unveröffentlichte Dissertation, Ludwig-Maximilian-Universität, München. Fox, A.V. (2003) Kindliche Aussprachestörungen. Phonologischer Erwerb - Differentialdiagnostik - Therapie. Idstein: Schulz-Kirchner. Fox, A.V., & Dodd, B.J. (1999). Der Erwerb des phonologischen Systems in der deutschen Sprache. Sprache - Stimme - Gehör(23), 183-191. Goad H and Y Rose 2004. Input Elaboration, Head Faithfulness and Evidence for Representation in the Acquisition of Left-edge Clusters in West Germanic. In R. Kager, J. Pater & W. Zonneveld (2004), Constraints in phonological acquisition.Cambridge: CUP, pp. 109-157. Goldstein, B.A., & Iglesias, A. (1996). Phonological patterns in normally developing Spanish-speaking children 3- 4- year-olds of Puerto Rican descent. Language, Speech, and Hearing Services in School, 27, 82-90. Grech, H. (1998). Phonological development of normal Maltese-speaking children, unveröffentlichte PhD-Thesis, Centre of Audiology, Education of the Deaf and Speech Pathology Manchester University. Heselwood, B.C. & Howard, S.J. (2002) The realisation of English liquids in impaired speech: a perceptual and instrumental study. In Windsor, F., Hewlett, N. & Kelly, L. (eds) Themes in Clinical Linguistics and Phonetics. New York: Lawrence Erlbaum. Holm, A. (1998). Speech development and disorders in bilingual children. Unveröffentlichte PhD-Thesis, Department of Speech Newcastle University. Jones, M: http://kiri.ling.cam.ac.uk/mark/labiodentalR.html (An Acoustic Study of Labiodental /r/ in British English.) Krüger, B. (1998). Produktionsvariabilität im frühen Lauterwerb: Eine Typologie kindlicher Abweichungen von Modellwörtern. Unveröffentlichte Dissertation, Christian-Albrechts-Universität, Kiel. Magnusson, E. (1983). The phonology of language disordered children: production, perception, awareness. Lund, Sweden: CWK Gleerup. Mowrer, D.E., & Burger, S. (1991). A comparative analysis of phonological acquisition of consonants in the speech of 2;5 - 6 - year - old Xhosa- and English- speaking children. Clinical Linguistics and Phonetics, 5(2), 139-164. Nettelblad, U. (1983). Developmental studies of dysphonology in children. Lund: CWK Gleerup. Pey, C., Ingram, D., & List, H. (1987). A comparison of initial consonant acquisition in English and Quiche. In K. Nelson & A. van Kleek, Children's Language (S.175-190). Hillsdale: Erlbaum. Piske, T. (1998). Artikulatorische Muster und ihre Entwicklung im L1-Lautwerwerb, Dissertation an der Christian-Albrechts-Universität, Kiel. Prather, E., Hendrick, D., & Kern, C. (1975). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40, 179-191. Schäfer, B. & Fox, A.V. (in preparation) The acquisition of word realisation consistency and the phonological acquistion of German-speaking two-year-olds. Amayreh, M.M., & Dyson, A.T. (1998). The acquisition of Arabic consonants. Journal of Speech, Language, and Hearing Research, 41, 642-653. Bortolini, U., & Leonard, L. (1991). The speech of phonologically disordered children acquiring Italian. Clinical Linguistics and Phonetics, 5(1), 1-12. Dodd, B. (1995). Differential diagnosis and treatment of children with speech disorder. London: Whurr Publisher. Elsen, H. (1991). Erstspracherwerb - Der Erwerb des deutschen Lautsystems. Wiesbaden: Deutscher Universitäts Verlag. So, L., & Dodd, B. (1995). The acquisition of phonology in Cantonese-speaking children. Journal of Child Language, 22, 473-495. Vihman, M.M. and Barry McLaughlin, Bilingualism and second language acquisitiion in preschool children, in C. J. Brainerd & M. Pressley (eds.),/ Verbal Processes in Children./ NY: Springer-Verlag, 1982. -- Olle Engstrand, PhD Professor of Phonetics Department of Linguistics Stockholm University SE-10691 Stockholm, SWEDEN Web: http://www.ling.su.se/staff/olle/olle.html Tel: +46 8 161245, 162347 Mobile phone: +46 70 2467423 Fax: +46 8 155381 -------------- next part -------------- An HTML attachment was scrubbed... URL: From nada at swissinfo.org Sun Apr 10 07:04:53 2005 From: nada at swissinfo.org (nada at swissinfo.org) Date: Sun, 10 Apr 2005 07:04:53 +0000 Subject: metronome! In-Reply-To: Message-ID: Hi All i have the DB88 metronome and it is the first time for me to use it. i want to control the speed of the productions as the utterances should be measured and follow the speed of 2.5 syllable/second. Any Volunteer! Nada _______________________________________________________________________ Your Site for Swiss Maps: http://www.swissinfo-geo.org/ From lag5 at Lehigh.EDU Mon Apr 11 20:56:50 2005 From: lag5 at Lehigh.EDU (Laura M. Gonnerman) Date: Mon, 11 Apr 2005 16:56:50 -0400 Subject: Conference announcement Message-ID: Would you post the following conference announcement? Thanks, Laura Gonnerman __________________________________________________________________ We are pleased to announce a conference on Words and the World: How Words Capture Human Experience. The focus of this conference will be linguistic universals and diversity and implications for the language-thought interface. The conference will take place at Lehigh University in Bethlehem, Pennsylvania, U.S., on June 6 & 7, 2005. Invited speakers are: Juergen Bohnemeyer Lera Boroditsky Melissa Bowerman Eve Clark Dedre Gentner Cliff Goddard Roberta Golinkoff Kathy Hirsh-Pasek Mutsumi Imai John Lucy Asifa Majid Barbara Malt Terry Regier Debi Roberson Ann Senghas Phil Wolff We invite submissions for poster presentations as well as registrations to attend without a presentation. Travel awards will be available to several graduate students. For complete information, please visit: www.lehigh.edu/~inwords/index.htm co-organizers: Barbara Malt (Lehigh University) and Phil Wolff (Emory University) ******************************* Laura M. Gonnerman Assistant Professor Department of Psychology Chandler-Ullmann Hall Rm 339 17 Memorial Drive East Lehigh University Bethlehem, PA 18015 lag5 at lehigh.edu phone: 610 758-4967 fax: 610 758-6277 ******************************* From macw at mac.com Mon Apr 11 21:46:05 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 11 Apr 2005 17:46:05 -0400 Subject: conference at Lehigh Message-ID: We are pleased to announce a conference on Words and the World: How Words Capture Human Experience. The focus of this conference will be linguistic universals and diversity and implications for the language-thought interface. The conference will take place at Lehigh University in Bethlehem, Pennsylvania, U.S., on June 6 & 7, 2005. Invited speakers are: Juergen Bohnemeyer Lera Boroditsky Melissa Bowerman Eve Clark Dedre Gentner Cliff Goddard Roberta Golinkoff Kathy Hirsh-Pasek Mutsumi Imai John Lucy Asifa Majid Barbara Malt Terry Regier Debi Roberson Ann Senghas Phil Wolff We invite submissions for poster presentations as well as registrations to attend without a presentation. Travel awards will be available to several graduate students. For complete information, please visit: www.lehigh.edu/~inwords/index.htm co-organizers: Barbara Malt (Lehigh University) and Phil Wolff (Emory University) From Thomas.Klee at newcastle.ac.uk Tue Apr 12 10:48:29 2005 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Tue, 12 Apr 2005 11:48:29 +0100 Subject: Chair of Speech & Language Pathology/Science at University of Newcastle upon Tyne Message-ID: The University of Newcastle upon Tyne is seeking to appoint a Chair (Full Professor) of Speech & Language Pathology/Science based in the School of Education, Communication & Language Sciences. The School is seeking a forward-looking, experienced and highly motivated individual to enhance further its outstanding research and teaching profile in speech and language pathology, and to contribute to strategic leadership. The Chair will be expected to pursue external funding opportunities, to attract and supervise research students, and to contribute to the delivery and management of teaching programmes. Applications are invited from candidates who have an international reputation for research excellence and expertise in one or more of the following areas: acquired language disorders, the neuropsychology of language, or child language development and/or disorders. Informal enquiries may be made to Professor Li Wei, Head of School on 0191 222 6760 li.weincl.ac.uk, or Professor David Howard on 0191 222 7451 david.howardncl.ac.uk. Further particulars are available at: http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=G361 Job reference G361 To apply for this position, you should submit your application, quoting reference number G361, giving full details of your qualifications and exerpeince, to the address below. Address for Applications: Mrs Judith Jackson, Senior Appointments Co-ordinator Human Resources Section, 1 Park Terrace University of Newcastle upon Tyne Newcastle upon Tyne NE1 7RU United Kingdom Application Deadline: 29-Apr-2005 Contact Information: Professor David Howard Email: david.howardncl.ac.uk Phone: +44.191.222.7451 Fax: +44.191.222.6518 From ks7t at andrew.cmu.edu Tue Apr 12 13:25:21 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 12 Apr 2005 09:25:21 -0400 Subject: Position Announcement-LONDON SOUTH BANK UNIVERSITY Message-ID: LONDON SOUTH BANK UNIVERSITY FACULTY OF ARTS & HUMAN SCIENCES DEPARTMENT OF PSYCHOLOGY PROFESSOR OF PSYCHOLOGY #46,098 - #62,250 PA We seek an experienced individual to join us in one of the areas of Cognitive, Social or Developmental Psychology. You should have a National, or preferably International, reputation, a proven record of attracting external research funding and experience of professional issues. You will provide leadership in the development of research and help develop the academic and professional profile of the department. You will also be expected to contribute to developing high quality courses at undergraduate and postgraduate levels and to the life of the department as a whole. To commence September 2005. For an informal discussion please contact Dr. Christopher Sterling, Head of Department, on 020 7815 5887 or sterlicm at lsbu.ac.uk For further details and an application form please visit www.lsbu.ac.uk/humanres or send a stamped addressed envelope to the Human Resources Department, London South Bank University, 103 Borough Road, London SE1 0AA, telephone 020 7815 6223 (24 hour answering service). Please quote the reference: EPS3. Closing date for receipt of applications: 29 April 2005. An Equal Opportunities Employer. From a.crutchley at hud.ac.uk Tue Apr 12 16:23:21 2005 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Tue, 12 Apr 2005 17:23:21 +0100 Subject: bilingualism and autism Message-ID: Does anyone know of work on bilingual children who are on the autistic spectrum? Many thanks, Alison ........................................................................ ......... Dr Alison Crutchley Lecturer in English Language School of Music & Humanities University of Huddersfield Queensgate, Huddersfield HD1 3DH http://www.hud.ac.uk/mh/english/staff/academic.htm +44 (0) 1484 478429 a.crutchley at hud.ac.uk ........................................................................ ......... -------------- next part -------------- An HTML attachment was scrubbed... URL: From dthal at mail.sdsu.edu Tue Apr 12 19:18:48 2005 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 12 Apr 2005 12:18:48 -0700 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: Message-ID: Hi Annette, Virginia Volterra, Olga Capirci, and Cristina Caselli continue to do work in this area. They just completed a longitudinal study of 3 children that may interest you. Virginia's email address is v.volerra at istc.cnr.it. Hope you and Mark are well. Donna At 03:12 AM 3/30/2005, Professor Annette Karmiloff-Smith wrote: >Have there been studies (apart from Susan Goldin-Meadow's fascinating >studies) of the natural gesturing of infants and toddlers? And any of >their gesturing during sleep? >All pointers most gratefully received. >best wishes for Easter to all, >Annette > > >-- > > >________________________________________________________________ >Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, >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 > Donna J. Thal, Ph.D. Distinguished Professor School of Speech, Language, and Hearing Sciences San Diego State University Joint Doctoral Program in Language and Communicative Disorders San Diego State University and University of California, San Diego Research Scientist Center for Research on Language University of California, San Diego Address: Developmental Psycholinguistics Laboratory 6330 Alvarado Road Suite 231 San Diego, CA 92120-1850 Phone: Lab 619-594-6350 Office 619-594-7110 Fax 619-594-4570 http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL -------------- next part -------------- An HTML attachment was scrubbed... URL: From jordan.zlatev at ling.lu.se Wed Apr 13 09:32:16 2005 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Wed, 13 Apr 2005 11:32:16 +0200 Subject: PhD student position Message-ID: The Faculty of Humanities at Lund University, Sweden is announcing a Ph.D. student position in General Linguistics / Cognitive Science / Semiotics, within the project Stages in the Evolution and Development of Sign Use (SEDSU) Reference number: 2019 Beginning: September 1st, 2005 Information: Jordan Zlatev, Department of Linguistics, Center for Languages and Literature, Box 201, 22100 Lund, Sweden Telephone: +46-46-2228448 Email: The candidates will be judged primarily on the basis of their capacity to complete the doctoral program, and must prior to sending in an application have a conversation (possibly by telephone) with the project leaders of the SEDSU project (Jordan Zlatev, Peter Gärdenfors and Göran Sonesson). The SEDSU project is financed by the EU-commission, and involves collaboration with research groups in London, Portsmouth, Leipzig, Rome and Marseille. The principal goal is to uncover the origins of human cognitive uniqueness, and for that purpose a number of cross-species comparative studies are to be performed involving human beings and great apes. The applicant having been assigned the position is expected to contribute actively to the SEDSU project, and in particular to a detailed study comparing the interaction within mother-child dyads among humans and apes. Documented interest in this area is therefore a requirement, and any background studies concerning human infants and/or apes is a plus, though not a prerequisite. Knowledge of Swedish is similarly not a requirement, but the holder of the position is expected to put efforts into developing a workable level of competence in the Swedish language as soon as possible. The announced Ph.D. student position involves 4 years, “netto” (i.e. without counting any time for parental leave or long-time illness), with a progressively increasing salary. The holder of the position is expected to contribute to the research environment within the project through his or her presence at the Departments involved (Linguistics, Cognitive Science and Semiotics) and through active participation in Ph.D. courses and seminars. Applications are to be sent in 2 parts, one to “Registrator, Lunds universist, Box 117, 221 00 Lund, Sweden” and one to the Department of Linguistics (for address, see above). To “Registrator” should be sent: -Application form -CV -Ph.D plan (i.e. a very short description of the planned Ph.D. work) -Grades and Diplomas -Any other certificates that the candidate wishes to appeal to To the Department of Linguistics should be sent: -all the above -Bachelors and Masters theses The application should arrive no later that May 4, 2005. Specify clearly the reference number. All grades, diplomas and any other certificates should be certified – if you are sending photocopies, you must ask a person who knows you write his or her name, address, telephone number and signature on the copy. Application forms in Swedish can be downloaded from the following site: http://www.ht.lu.se/intranet/Blank_ans_nyant_FU2.pdf (If you need help in translating the application form, contact Jordan.Zlatev at ling.lu.se). *************************************************** Jordan Zlatev, Associate Professor Department of Linguistics Center for Languages and Literature Lund University Box 201 221 00 Lund, Sweden email: jordan.zlatev at ling.lu.se http://www.ling.lu.se/persons/JordanZlatev.html *************************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4035 bytes Desc: not available URL: From frasse at ling.su.se Wed Apr 13 10:16:17 2005 From: frasse at ling.su.se (Francisco Lacerda) Date: Wed, 13 Apr 2005 12:16:17 +0200 Subject: Special session on Early Language Acquisition: Infant Studies, Animal Models and Theories at Interspeech 2005 Message-ID: Dear colleagues, There will be a special session on Early Language Acquisition: Infant Studies, Animal Models and Theories at Interspeech 2005, in Lisbon, September 4-8 (http://www.interspeech2005.org/) Submissions to that special session are most welcome! Best regards, Francisco Lacerda _____________________________________________ Francisco Lacerda, Assoc. Professor Dpt of Linguistics Stockholm University SE-106 91 Stockholm Sweden Tel: +46-8-16 23 41 (office) +46-70-654 57 99 (mobile) Fax: +46-8-15 53 89 (office) +46-70-611 57 99 (mobile fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: From natasha at bonetmail.com Sat Apr 16 18:30:43 2005 From: natasha at bonetmail.com (Natasha Ringblom) Date: Sat, 16 Apr 2005 20:30:43 +0200 Subject: Bilingual language acquisition and maintenance Message-ID: Dear Colleagues, could anyone refer me to some later studies on social class (and even other sociolinguistic factors') influence on child bilingualism/minority language maintenance? Many thanks in advance, Natasha Ringblom Stockholms University -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Sat Apr 16 21:21:11 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Sat, 16 Apr 2005 17:21:11 -0400 Subject: Bilingual language acquisition and maintenance Message-ID: Dear Natasha, Rebecca Eilers, Alan Cobo-Lewis, and I *just* sent in a revised manuscript for a collection of papers entitled _Childhood Bilingualism_ (McCardle and Hoff, Eds.) that is to appear from Multilingual Matters. So I guess this is a prepublication plug! Our submission has a fairly general title, (Social Factors in Childhood Bilingualism) but the gist of it is just what you are asking about-- I think. In addition to our own work (some of which is in Oller & Eilers, 2002), we lean heavily on articles by Lambert and Taylor (1996) and Hakuta and D'Andrea (1992). I'll be glad to send it to you if you want (as a manuscript). There seems to be a "catch-22" for fostering childhood bilingualism. The key factor in most circumstances is minority language maintenance, as you indicate. Attitudes about maintenance often differ along social class lines, with higher SES families typically valuing the minority heritage more than lower SES. (That's pretty nicely shown in Lambert and Taylor, and also I think in their earlier book.) However, the lower SES families have more minority language capital than the higher SES families, who tend to use the majority language more. The other irony is that political attempts to suppress a language can encourage retention; whereas open acceptance typically allows people be too relaxed about it--and they let it slip away. That's obviously a simplification, but we felt it applied to what we observed in Miami. I'll be interested to learn from what point of view you're looking at the question. Till soon, Barbara *********************************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413-545-5023 fax: 545-0803 http://www.umass.edu/aae/ ----- Original Message ----- From: Natasha Ringblom To: info-childes at mail.talkbank.org Sent: Saturday, April 16, 2005 2:30 PM Subject: Bilingual language acquisition and maintenance Dear Colleagues, could anyone refer me to some later studies on social class (and even other sociolinguistic factors') influence on child bilingualism/minority language maintenance? Many thanks in advance, Natasha Ringblom Stockholms University -------------- next part -------------- An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Sun Apr 17 13:48:47 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Sun, 17 Apr 2005 09:48:47 -0400 Subject: Bilingual language acquisition and maintenance In-Reply-To: <000f01c542b2$670ec400$d494e353@tommyjobb> Message-ID: Natasha: you might want to take a look at a book by Susanne Dopke called "One Parent One Language" in which she talks about child rearing and interaction styles in families in Australia that promote maintenance of minority languages among minority children in in that country. Teh publisher was John Benjamins. We have a review chapter in which we look at research that examined the use of minority loanguages (such as Spanish) in minority language families in the U.S. and school-age children's acquisition of English and the minority language during the school years. Most of the research that looks at SES in this population in the U.S., aside from the volume that Barbara Pearson referred to, examines the relationship between SES and literacy development and academic achievement in minority language children. Fred At 08:30 PM 16/04/2005 +0200, Natasha Ringblom wrote: > > Dear Colleagues, > > could anyone refer me to some later studies on social class (and even other > sociolinguistic factors') influence on child bilingualism/minority language > maintenance? > > Many thanks in advance, > > Natasha Ringblom > Stockholms University From jbergerm at ucla.edu Mon Apr 18 19:59:05 2005 From: jbergerm at ucla.edu (Julia Berger-Morales) Date: Mon, 18 Apr 2005 12:59:05 -0700 Subject: Case in adult L1 German Message-ID: Dear colleagues, I am conducting research on the acquisition of nominal morphology in German and am finding that children often substitute Accusative for Dative Case, particularly 'den' for 'dem' in Dative contexts. My intuition as a native speaker of German is that this is a mistake that *adult* L1 speakers also make, but I haven't been able to find any quantitative data on this matter so far. Does anyone know of any studies that address Case errors and/or substitutions in adult L1 German? Thanks in advance, Julia Berger-Morales Dept. of Linguistics, UCLA From TJimerson at aol.com Mon Apr 18 20:05:12 2005 From: TJimerson at aol.com (TJimerson at aol.com) Date: Mon, 18 Apr 2005 16:05:12 EDT Subject: statistical software Message-ID: Hello.I was wondering if any one is aware of software packages that are designed to handle time-series designs and which will generate graphs for multiple base-line single subject designs. This is not something SPSS and excel can handle. Any thoughts? Thanks in advance. I'm looking for a stats program that will generate publication quality graphs :) Smiles Tiffany Hutchins -------------- next part -------------- An HTML attachment was scrubbed... URL: From betty at headbolt.com Tue Apr 19 05:07:18 2005 From: betty at headbolt.com (Betty Yu) Date: Mon, 18 Apr 2005 22:07:18 -0700 Subject: one-parent one-language/Grammont's principle Message-ID: Hello all, I am curious if there is convergence in current research on the usefulness (or not) of separating languages as a strategy for teaching children more than one language (e.g., one-parent/one-language, one-situation/one-language). Is there evidence that children really become confused by mixed linguistic input given that there's evidence that code-switching and other language mixing behaviors are quite normal in bilingual communities? I'm especially interested in this topic as it relates to children with language impairments. Thank you for your attention. Betty Doctoral Student at UC Berkeley/SFSU From ellmcf at nus.edu.sg Tue Apr 19 05:42:28 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Tue, 19 Apr 2005 13:42:28 +0800 Subject: one-parent one-language/Grammont's principle Message-ID: Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > From g0300901 at nus.edu.sg Tue Apr 19 10:15:30 2005 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Tue, 19 Apr 2005 18:15:30 +0800 Subject: one-parent one-language/Grammont's principle Message-ID: Hi Betty and everyone else interested in this "hot" topic I'm Hazel See, the student mentioned by Madalena. OK, here's my two cents worth, based on my understanding, there was some convergence on the usefulness of one-parent-one-language principle in communities with little or no support for the non-dominant language (see for e.g. Döpke, S. 1992. One parent, one language: an interactional approach. Amsterdam/Philadelphia: John Benjamins.) However, in communities such as Singapore, some parts of India or other multilingual communities, there is little current research on the differences in the various parenting policies with regards to nurturing bilingualism. My honours dissertation which contains several references that may be helpful, you may contact me at hazelsee at starhub.net.sg if interested: See, H.L.C (2003). The mixed language policy: an alternative to the one-person-one-language-policy for a child with bilingual caregivers. Unpublished Honours thesis. Singapore, National University of Singapore. and the following papers: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. <-- I've not had time to write up a full paper on this, so I only have the conference handouts and slides. Sorry about that. In addition, I found the following papers / articles extremely insightful: Juan-Garau, M and Perez-Vidal,C. (2001) Mixing and pragmatic parental strategies in early bilingual acquisition. J. Child Lang. 28 (2001), 59- 86. Noguchi, Mary Goebel.(1996). The bilingual parent as model for the bilingual child. Policy Science,Mar 1996, pp. 245-61 . (This is an English article published in a Japanese journal, so if you're keen, I've a copy of it.) Goodz, N.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. Bhaya Nair, R. (1991). Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 5, pp. 51-90. Regards Hazel -----Original Message----- From: info-childes at mail.talkbank.org 代表 Madalena Cruz-Ferreira Sent: 19/4/2005 (星期二) PM 1:42 To: Betty Yu; info-childes at mail.talkbank.org Cc: Subject: RE: one-parent one-language/Grammont's principle Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > From ehoff at fau.edu Tue Apr 19 13:49:03 2005 From: ehoff at fau.edu (Erika Hoff) Date: Tue, 19 Apr 2005 09:49:03 -0400 Subject: one-parent one-language/Grammont's principle In-Reply-To: Message-ID: As I report in my textbook, I looked and found no scientific basis for this piece of advice. Of course, that doesn't make it false. However, the research on bilingual infants' speech perception suggests that children exposed to two languages are capable of distinguishing them on the basis of phonological properties and don't need social indicators of which language is being used. As I read, Genesee, Crago, and Paradis's work on bilingual children with language impairments it suggests that they have similar problems in both their languages but not problems unique to being bilingual. Erika Hoff -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Madalena Cruz-Ferreira Sent: Tuesday, April 19, 2005 1:42 AM To: Betty Yu; info-childes at mail.talkbank.org Subject: RE: one-parent one-language/Grammont's principle Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > From bpearson at comdis.umass.edu Tue Apr 19 14:15:11 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Tue, 19 Apr 2005 10:15:11 -0400 Subject: one-parent one-language/Grammont's principle In-Reply-To: <199B30229FBE3B469594C9861EA4454917F905@MBOX21.stu.nus.edu.sg> Message-ID: Dear Infochildes, To add a little to the discussion of one- parent/one-language. I believe Margaret Deuchar and Suzanne Quay bring up the lack of evidence in favor of 1-parent/1-language. In their study, both parents used both languages (although they were pretty strict about separating the language by context (home, school, grandmom's house, etc). On the other hand, 1-p/1-l's tenaciousness as a folk principle attests to the fact that it generally works. The question becomes whether it is the only practice that works--and it clearly isn't. In our work in Miami, many of the parents were bilinguals and went comfortably back and forth between languages. Our recent analyses show that-- as Hazel indicates, the issue might be one of how much support each language gets. If parents split their input, they will likely favor the majority language and that will have the effect of decreasing support for the minority language. Then, if that language doesn't get enough input, the children won't be as bilingual as their parents. So our kids were usually served by having some monolingual caretakers. They may not have been served by their not switching, so much as by getting more (minority) input. I can't tell from the titles of Hazel's work what her methodology is, but it would be great to see some empirical work with Betty's question as an explicit focus. Our evidence here is "anecdotal"--but we found that language impaired children had equally rough times in both languages (we had one or two bilingual Downs Syndrome children in the parent study--not in our sample). A couple of parents switched to one language, but that wasn't a "cure." We had one case, though, where it ended up being useful. I don't think we've spoken about one of our subjects who developed a progressive hearing loss after age 2, which wasn't really diagnosed until about age 5. Not surprisingly, she had trouble becoming bilingual. In her case, most of the early input was in Spanish (she's an 85-15 child in our data) --until age 2 when the parents wanted her to switch to more English and arranged for more English input. It was a mystery (at the time) why she did not respond to more English--but I think the mystery has since been solved (!) It was not a question of who gave the input. Still a very open question, Till soon, Barbara On Apr 19, 2005, at 6:15 AM, See Lei Chia, Hazel wrote: > Hi Betty and everyone else interested in this "hot" topic > > I'm Hazel See, the student mentioned by Madalena. OK, here's my two > cents worth, based on my understanding, there was some convergence on > the usefulness of one-parent-one-language principle in communities > with little or no support for the non-dominant language (see for e.g. > > Döpke, S. 1992. One parent, one language: an interactional approach. > Amsterdam/Philadelphia: John Benjamins.) > > > > However, in communities such as Singapore, some parts of India or > other multilingual communities, there is little current research on > the differences in the various parenting policies with regards to > nurturing bilingualism. My honours dissertation which contains several > references that may be helpful, you may contact me at > hazelsee at starhub.net.sg if interested: > > > See, H.L.C (2003). The mixed language policy: an alternative to the > one-person-one-language-policy for a child with bilingual caregivers. > Unpublished Honours thesis. Singapore, National University of > Singapore. > > and the following papers: > > See, H. L. C. (2004). The mixed languages policy as a viable > alternative to the one person-one language policy: a case study. Paper > presented to the 6th Conference on General Linguistics, Universidade > de Santiago de Compostela. > > See, H. L. C. (2004). Exploring the role of caregivers' pragmatic > discourse strategies in mixed languages policy bilingualism. Paper > presented to the Second Lisbon Meeting on Language Acquisition, > Faculdade de Letras, Universidade de Lisboa. <-- I've not had time to > write up a full paper on this, so I only have the conference handouts > and slides. Sorry about that. > > > In addition, I found the following papers / articles extremely > insightful: > > Juan-Garau, M and Perez-Vidal,C. (2001) Mixing and pragmatic parental > strategies in early bilingual acquisition. J. Child Lang. 28 (2001), > 59- 86. > > Noguchi, Mary Goebel.(1996). The bilingual parent as model for the > bilingual child. Policy Science,Mar 1996, pp. 245-61 . (This is an > English article published in a Japanese journal, so if you're keen, > I've a copy of it.) > > Goodz, N.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. > > > Bhaya Nair, R. (1991). Monosyllabic English or disyllabic Hindi? > Language acquisition in a bilingual child. Indian Linguistics, 5, pp. > 51-90. > > Regards > > Hazel > > -----Original Message----- > From: info-childes at mail.talkbank.org 代表 Madalena Cruz-Ferreira > Sent: 19/4/2005 (星期二) PM 1:42 > To: Betty Yu; info-childes at mail.talkbank.org > Cc: > Subject: RE: one-parent one-language/Grammont's principle > > > > Hi Betty, > > One of my students, Hazel See, has done some work on this here in > Singapore for Mandarin-English bilinguals. > She has presented two papers, where she argues that a mixed-language > policy is no different from the OPOL policy in nurturing competent > child multilingualism, and that child mixes are evidence not of > confusion but of pragmatic fluency that matches that of the child's > environment. > The references are: > > See, H. L. C. (2004). The mixed languages policy as a viable > alternative to the one person-one language policy: a case study. Paper > presented to the 6th Conference on General Linguistics, Universidade > de Santiago de Compostela. > > See, H. L. C. (2004). Exploring the role of caregivers' pragmatic > discourse strategies in mixed languages policy bilingualism. Paper > presented to the Second Lisbon Meeting on Language Acquisition, > Faculdade de Letras, Universidade de Lisboa. > > Hazel is with the info-childes network, so she might want to add > details on her research. > > Madalena > > ====================================== > Madalena Cruz-Ferreira > Dept. English Language and Literature > National University of Singapore > ellmcf at nus.edu.sg > http://profile.nus.edu.sg/fass/ellmcf/ > ====================================== > > > > -----Original Message----- > > From: info-childes at mail.talkbank.org > > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > > Sent: Tuesday, 19 April, 2005 1:07 PM > > To: info-childes at mail.talkbank.org > > Subject: one-parent one-language/Grammont's principle > > > > > > Hello all, > > > > I am curious if there is convergence in current research on the > > usefulness (or not) of separating languages as a strategy for > > teaching > > children more than one language (e.g., one-parent/one-language, > > one-situation/one-language). Is there evidence that children really > > become confused by mixed linguistic input given that there's > evidence > > that code-switching and other language mixing behaviors are quite > > normal in bilingual communities? I'm especially interested in this > > topic as it relates to children with language impairments. > > > > Thank you for your attention. > > > > Betty > > Doctoral Student at UC Berkeley/SFSU > > > > > > > > > From genesee at ego.psych.mcgill.ca Tue Apr 19 14:53:53 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 19 Apr 2005 10:53:53 -0400 Subject: one-parent one-language/Grammont's principle In-Reply-To: Message-ID: We have been studying children who are learning English and French simultaneously in the home in the Montreal area for many years. Montreal is rather unique in that both English and French enjoy majority-like socio-cultural status -- both languages are widely valued and widely used and children have opportunities of hearing both languages from many other children, adults, and in the media. As a result, language usage patterns in other communities that might reflect the differential status of the languages under investigation is probably less of an issue here than elsewhere, although, arguably, it is always an issue to some extent. We have not observed any child who was confused as a result of parents mixing their languages; in fact, one of the most sophisticated bilingual children we studied came from a family in which the parents tended to mix their langauges quite a lot -- hardly evidence of confusion. Overall, we have found that French-English bilingual children in Montreal use their languages differentially and appropriately with parents and with strangers from very early in development -- from the two-word stage onward, and possibly earlier. However, we have not systematically looked a bilingual children's language development as a function of how much mixing there is in the input -- this is what would be needed to establish if confusion results form extensive mixing in the input. This research is not straightforward to do since identifying such families would be difficult because many parents do not admit readily to mixing their langauges a lot with their children because they believe that it is not recommended practice. In some communities, in fact, such as can be found in New Brunswick, English and French are mixed quite extensively -- on the one hand, this would be fertile ground for studying this issue. However, one would need to document how extensive adult mixing is and what form it takes and then use this as a basis for studying children's mxiing. Children who grow up in such communities might mix a lot -- not because they are confused, but because this is a communicative norm in their community. In a quasi-experimental study with Liane Comeau (it was her PhD dissertation research), we examined how much 3-year old French-English bilingual children mixed with an unfamiliar interlocutor who changed her rates of mixing from one session to another, on different days. We found that even these young bilinguals and even the least proficient ones, matched the adults rates of mixing -- suggesting to us that bilingual children who mix are often being responsive to the input they are hearing. Thsu, extensive child bilingual code-mixing may reflect language socialization (see Liz Lanza's work in Norway). It might also reflect lack of full proficiency in one or both languages -- the children we have studied often code-mix from their weaker into their stronger language because there are lexical gaps in the weaker language. Thus, a child who does not get sufficient input in one or both of his/her languages might code-mix a lot in order to fill these gaps. IThere are probably multiple, non-mutually exclusive reasons for child code-mixing. Fred At 10:07 PM 18/04/2005 -0700, Betty Yu wrote: >Hello all, > > I am curious if there is convergence in current research on the >usefulness (or not) of separating languages as a strategy for teaching >children more than one language (e.g., one-parent/one-language, >one-situation/one-language). Is there evidence that children really >become confused by mixed linguistic input given that there's evidence >that code-switching and other language mixing behaviors are quite >normal in bilingual communities? I'm especially interested in this >topic as it relates to children with language impairments. > >Thank you for your attention. > >Betty >Doctoral Student at UC Berkeley/SFSU > > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From nratner at hesp.umd.edu Tue Apr 19 15:29:18 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 19 Apr 2005 11:29:18 -0400 Subject: resources for dyslexic/dysgraphic children in Shanghai? Message-ID: A colleague's child (home base, Shanghai) has been diagnosed with reading and writing disabilities. Do any list members know of an appropriate consultant in that area that the family might talk to? Nan Ratner Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From barriere at cogsci.jhu.edu Tue Apr 19 20:17:04 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Tue, 19 Apr 2005 16:17:04 -0400 Subject: resources for dyslexic/dysgraphic children in Shanghai? In-Reply-To: Message-ID: Hi, Dr Susan Rickard-Liow has worked on this. She is based at the National University of Singapore and may be able to help you. Her e-mail is: swksusan at nus.edu.sg Cheers, Isabelle Barriere, PhD Cognitive Science Johns Hopkins University At 11:29 AM 4/19/2005 -0400, Nan Ratner wrote: >A colleague's child (home base, Shanghai) has been diagnosed with >reading and writing disabilities. Do any list members know of an >appropriate consultant in that area that the family might talk to? >Nan Ratner > > >Nan Bernstein Ratner, Ed.D. >Chairman >Department of Hearing and Speech Sciences >University of Maryland >College Park, MD 20742 > >301-405-4217 >301-314-2023 (FAX) > >nratner at hesp.umd.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From annabelledavid at hotmail.com Tue Apr 19 21:18:32 2005 From: annabelledavid at hotmail.com (Annabelle David) Date: Tue, 19 Apr 2005 22:18:32 +0100 Subject: one-parent one-language/Grammont's principle Message-ID: Hello Betty and everybody else, I am not sure about overall general effects of mixing and but you might be interested to know that in my longitudinal study of 13 children growing up with French and English in One parent - One language families, I found a correlation between the code-switching of the parents and thta of the children. Annabelle David, PhD University of Newcastle -------Original Message------- From: Madalena Cruz-Ferreira Date: 04/19/05 06:43:57 To: Betty Yu; info-childes at mail.talkbank.org Subject: RE: one-parent one-language/Grammont's principle Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From betty at headbolt.com Fri Apr 22 06:00:37 2005 From: betty at headbolt.com (Betty Yu) Date: Thu, 21 Apr 2005 23:00:37 -0700 Subject: acquisition norms and language tests in Mandarin In-Reply-To: <6.1.0.6.2.20050421110402.03b14030@yellow.ucdavis.edu> Message-ID: Hi All, Here is a summary of a few references on Mandarin- Chinese acquisition norms and languages tests. Thanks for your help. Betty UC Berkeley/SFSU Li, P., Tan, L.H., Bates, E., Tzeng, O. (eds.) (2005). Handbook of East Asian Psycholinguistics: Chinese. Cambridge, U.K.: Cambridge University Press. Chung, T.R. & Gordon, P. (1998). Learnability of the Chinese Dative Alternation. Procedings of the 21st Boston University Conference on Language Development. Sommerville, Mass: Cascadilla Press. Vigil, D.C. (2002). Cultural variations in attention regulation: a comparative analysis of British and Chinese-immigrant populations. International Journal of Language & Communication Disorders, 433-458. Legendre, G., Hagstrom, P., Chen-Main, J., Tao, L., & Smolensky, P. (In press). Deriving output probabilities in child Mandarin from a dual-optimization grammar, Lingua. Levy and Cruz. (2003) CDQ 24(3) 2003 - regarding vocabulary acquisition of Mandarin children Wu, Jiang (1997). Language, play and general development for Chinese infant-toddlers: Using adapted assessments. Unpublished doctoral dissertation, University of Colorado, Boulder. CHAT-23 Checklist for Autism in Toddlers with Chinese children. August 5, 2004 CME author Charles Vega, MD FAAFP and News author Laurie Barclay, MD Zhou, J. (2002). Pragmatic development of Mandarin speaking children: from 14 month to 32 month, NJ: Nanjing Normal University Press, China. �ܾ��� �����ͯ����������չ���Ͼ�ʦ����ѧ�����磬2002�ꡣ Lu-Chun Lin and Cynthia Johnson Presented at the ASHA convention in 2003 on the Performance of Taiwanese Monolingual & Bilingual Preschoolers on the PPVT. Hua, Zhu. (2002). Phonological Development in Specific Contexts. Clevedon: Multilingual Matters. ���ʿ��������� (1987). ���냺�Z�Եİlչ��һ�������ķ�������������ƌWͨӍ��No. 5 �������S��Ԯ (1979). �����������q��ͯ�Z�԰lչӛ䛵ij�����������������ƌWͨӍ��No. 2 �����ǵ� (1984). ��3-6 �q��ͯ�Z�԰lչӛ䛵ij���������, �Ї�����W��, 1984 ��W�g���Փ�ġ� �����r (1992). ��1-5 �q��ͯ�\�÷�λ�~����λ���~��r���{���������������W��1992, no. 3, 49-51 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3533 bytes Desc: not available URL: From Julian.Pine at liverpool.ac.uk Fri Apr 22 14:13:21 2005 From: Julian.Pine at liverpool.ac.uk (Julian Pine) Date: Fri, 22 Apr 2005 15:13:21 +0100 Subject: OI errors and modal constructions in Dutch and German Message-ID: Dear info-childers, My colleagues and I are currently doing some work in which we model developmental changes in the level of OI errors in different languages as a function of children's ability to produce progressively longer utterances. The model basically simulates OI errors by learning them from more complex verb constructions such as modal constructions in Dutch and German. However, while running simulations of Dutch and German children, we have found what look like systematic cross-linguistic differences both in the proportion of OI errors in children's speech and in the proportion of modal constructions in the input across the two languages (with German children showing lower rates of OI errors and German mothers showing lower rates of modal constructions). What we would like to know is: a) Whether either or both of these differences are already well established in the literature, and if so where we can read about them and b) Whether there is any obvious explanation of the difference in the proportion of modal constructions in Dutch and German mothers' speech. Our intuition is that this second difference reflects the fact that there are some functions which it is more natural to express using modal constructions in Dutch and simple finite constructions in German, but we would be grateful for any pointers that people could give us to analyses of Dutch and German (and the differences between them) that would help us to flesh this out. Regards Julian Pine School of Psychology University of Liverpool Bedford Street South Liverpool L69 7ZA United Kingdom From hwafroda at slu.edu Fri Apr 22 14:38:39 2005 From: hwafroda at slu.edu (Deborah Hwa-Froelich, Ph.D.) Date: Fri, 22 Apr 2005 09:38:39 -0500 Subject: acquisition norms and language tests in Mandarin Message-ID: Dear all, I am looking for speech or phonological references related to acquisition of Vietnamese. Does anyone know of any? Thanks in advance for your help. Deborah Hwa-Froelich From langconf at acs.bu.edu Fri Apr 22 16:08:08 2005 From: langconf at acs.bu.edu (BUCLD) Date: Fri, 22 Apr 2005 12:08:08 -0400 Subject: BUCLD 30 Lunch Symposium Message-ID: The Boston University Conference on Language Development is pleased to announce the topic of the lunch symposium for BUCLD 30 (November 4-6 at Boston University): "Statistical Learning in Language Development: What is it, What is its Potential, and What are its Limitations?" The symposium speakers will be Jeff Elman (University of California at San Diego), LouAnn Gerken (University of Arizona) and Mark Johnson (Brown University). The conference will also include a keynote address by Janet Werker ("Speech Perception and Language Acquisition: Comparing Monolingual and Bilingual Infants") and a plenary talk by Harald Clahsen ("Grammatical Processing in First and Second Language Learners"). Further information is available on the BUCLD website ( http://www.bu.edu/linguistics/APPLIED/BUCLD ). The call for papers (deadline May 15) can be found at < http://www.bu.edu/linguistics/APPLIED/BUCLD/callforpapers.htm >. From ann.dowker at psy.ox.ac.uk Sat Apr 23 18:50:31 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 23 Apr 2005 19:50:31 +0100 Subject: acquisition norms and language tests in Mandarin In-Reply-To: <42690C6F.7D46C55@slu.edu> Message-ID: I think that Diana Deutsch has carried out a couple of studies on pitch perception by Vietnamese children - is that relevant to you? Ann In message <42690C6F.7D46C55 at slu.edu> "Deborah Hwa-Froelich, Ph.D." writes: > Dear all, > I am looking for speech or phonological references related to acquisition of Vietnamese. Does anyone know of any? Thanks in advance for your help. > > Deborah Hwa-Froelich > > > > > From hiromi.sumiya at colorado.edu Sat Apr 23 21:47:56 2005 From: hiromi.sumiya at colorado.edu (Hiromi Sumiya) Date: Sat, 23 Apr 2005 14:47:56 -0700 Subject: Is "default" harder to comprehend? Message-ID: Dear all, We have started looking at the acquisition of six Japanese numeral classifiers, ri/nin (for counting humans), hiki (small animals), dai (land vehicles and machines), hon (1D long objects), mai (2D flat objects) and ko (3D small objects), with 2 to 4 year old children in a forced-choice comprehension task. After a pilot experiment, one thing that became clear is that the perfomance of 'ko' is very poor among these children. On the other hand, what seems puzzling is that the production of 'ko' is one of the first classifiers to appear in young children. In addition, it has been said that 'ko' is becoming to be another 'default' classifier (beside 'tsu') in the younger generation. We would really appreciate if anyone can direct us to any studies and literaure that will help understand this kind of dissociation in acquisition between the early production and later comprehension. Thank you very much in advance. Hiromi Sumiya -------------- next part -------------- An HTML attachment was scrubbed... URL: From h0009780 at hkusua.hku.hk Wed Apr 27 12:28:23 2005 From: h0009780 at hkusua.hku.hk (h0009780 at hkusua.hku.hk) Date: Wed, 27 Apr 2005 20:28:23 +0800 Subject: Chinese-English lexicon Message-ID: Dear all, Could anyone point me to the relevant literature regarding the Chinese-English bilingual lexicon for child language acquisition? As I would like to examine the vocabulary size of each language compared to the respective monolingual children. Thank you for your attention Best regards, Emily From m.perkins at sheffield.ac.uk Fri Apr 29 09:16:41 2005 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Fri, 29 Apr 2005 10:16:41 +0100 Subject: 2 studentships available Message-ID: DEPARTMENT OF HUMAN COMMUNICATION SCIENCES UNIVERSITY OF SHEFFIELD TWO NEW FULL-TIME MPHIL/PHD STUDENTSHIPS AVAILABLE ESRC COLLABORATIVE (CASE) STUDENTSHIP Project: Adults with persisting childhood speech and language difficulties: Life experiences and outcomes Supervisors: Professor Joy Stackhouse (HCS) ; Dr Judy Clegg (HCS); Dr Jeff Wardle (ICAN) Project Outline: This project will investigate the cognitive, language and psycho-social outcomes of 30 adults who were diagnosed with speech and language difficulties in childhood. They all attended Dawn House School (DHS), Nottinghamshire; a non-maintained special school managed by ICAN, the charity that helps children with speech and language difficulties. To develop their post 16 years service further DHS and ICAN are seeking to identify what the needs of older adolescents and adults with speech and language difficulties are with respect to on-going support and further education. The project will contribute to the academic field by examining the unfolding nature of developmental speech and language difficulties over time. Its uniqueness lies in the comprehensive archive files of ex-pupils held at DHS which include audio and video records and can be examined for predictors of outcome in adulthood. It will therefore not only provide findings for ICAN and DHS to incorporate into their development plans, but also contribute to theoretical understanding of the developing nature of speech and language difficulties in children and adults. UNIVERSITY STUDENTSHIP Project: Social disadvantage, language, literacy and behaviour in secondary school-age children Supervisors: Dr Judy Clegg and Professor Joy Stackhouse Project Outline: Children from areas of social disadvantage have impoverished spoken and written language. Although the majority of studies in this area have originated from the U.S.A (Brownlie et al., 2004), a leading study carried out in Sheffield by HCS staff showed that 240 children in nurseries in an area of socio-economic deprivation were significantly below national norms on tests of speech and language but not cognition (Locke et al., 2002). This disadvantage was more prevalent in boys than girls. This project aims to investigate the spoken/written language of children in a mainstream secondary school in the same area of socio-economic disadvantage where preliminary data suggest that a significant number of adolescents are under-performing at school, particularly in language and literacy. Further Information: Both studentships will commence in September 2005 and include the home tuition fee and the usual research council maintenance grant. Applicants should have or be completing a Masters Degree in a relevant area. For further information about the studentships please see the HCS website http://www.shef.ac.uk/hcs or contact Professor Joy Stackhouse j.stackhouse at sheffield.ac.uk Tel: 0114-222-2455/2429 or Dr Judy Clegg j.clegg at sheffield.ac.uk . Tel: 0114-222-2450. Closing date for applications: May 20th 2005 From roberts at mail.fpg.unc.edu Fri Apr 1 15:22:57 2005 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Fri, 1 Apr 2005 10:22:57 -0500 Subject: Language Research Positions at UNC-Chapel Hill Message-ID: We are seeking to fill two full time positions on an NIH supported study comparing the speech and language development of children with fragile X syndrome and children with Down syndrome. This multidisciplinary research study is being conducted at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. The desired educational background is a Bachelor?s, Master?s or Doctoral Degree in communication studies, psychology, speech and hearing sciences, or related fields (speech-language pathologists are encouraged to apply). Applicants should also have experience working with children with developmental disabilities. Job responsibilities include administering standardized speech and language tests, eliciting language samples, scoring data, and optional involvement in manuscript preparation. Training is provided, and some overnight travel is required. We are looking for individuals who take initiative, pay attention to details, and have excellent interpersonal skills. If you are interested in applying for this position, please send your resume and the names of three references to Joanne Roberts at joanne_roberts at unc.edu. You may also fax your resume to 919-966-7532. For more information about this project, please see our website at www.carolinacommunicationproject.org . EOE. Joanne E. Roberts, Ph.D. Senior Scientist & Professor of Speech and Hearing Sciences & Research Professor of Pediatrics Frank Porter Graham Child Development Institute 105 Smith Level Road, CB# 8180 University of North Carolina at Chapel Hill Chapel Hill, NC 27599-8180 (919) 966-7164 (919) 966-7532 (fax) From gabrielledurana at yahoo.com Sun Apr 3 22:01:24 2005 From: gabrielledurana at yahoo.com (Gabrielle Durana) Date: Sun, 3 Apr 2005 15:01:24 -0700 Subject: Yahoo! Auto Response Message-ID: Votre message etait presque perdu mais heureusement je suis la pour vous donner la nouvelle adresse electronique de Gabrielle: gabrielle_figueroa at yahoo.com A bientot -------------------- Original Message: X-YahooFilteredBulk: 128.2.64.233 Authentication-Results: mta270.mail.scd.yahoo.com from=mail.talkbank.org; domainkeys=neutral (no sig) X-Originating-IP: [128.2.64.233] Return-Path: Received: from 128.2.64.233 (HELO mail.talkbank.org) (128.2.64.233) by mta270.mail.scd.yahoo.com with SMTP; Sun, 03 Apr 2005 15:01:21 -0700 Date: Sun, 3 Apr 2005 18:00:01 -0500 Subject: info-childes Digest - 04/03/05 From: To: MIME-Version: 1.0 Content-Type: multipart/mixed; boundary="=-- LetterRip Digest ----=" Sender: Precedence: Bulk List-Software: LetterRip Pro 4.0.2 by LetterRip Software, LLC. List-Unsubscribe: X-LR-SENT-TO: yahoo.com --=-- LetterRip Digest ----= Content-Type: text/plain; charset _________________________________________________________ DO YOU YAHOO!? Get your free @yahoo.com address at http://mail.yahoo.com From W.B.T.Blom at uva.nl Mon Apr 4 09:31:41 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 4 Apr 2005 11:31:41 +0200 Subject: Workshop Experimental Methods in Language Acquisition Research (EMLAR II) Message-ID: Apologies for cross-posting First Announcement: EMLAR II Workshop Experimental Methods in Language Acquisition Research After the success of EMLAR I, the Netherlands Graduate School of Linguistics (LOT) will hold its second 2-day workshop on the issue of Experimental Methods in Language Acquisition Research. EMLAR II is for PhD and advanced MA-students (other researchers are in principle welcome as well) with lectures and smaller interactive sessions on the different methodologies used in language acquisition research. This year?s program consists of a series of nine lectures, each on a different method, and six smaller hands-on sessions. In addition, all tutors, who are experienced researchers, will make themselves available for individual consultations. To view the program, please visit: http://www.let.uu.nl/~Sharon.Unsworth/personal/emlarII.htm EMLAR II will be held November 16th and 17th 2005 at Utrecht University, The Netherlands. The workshop is free for members of LOT. The fee for participants from institutes and universities that are not part of LOT is ? 50. This includes access to the entire program, beverages and a reception. Registration will start in May 2005 and continue until October 2005. Please note that there will be a limited number of places for the smaller sessions. These will be assigned on a first come, first served basis. -------------- next part -------------- An HTML attachment was scrubbed... URL: From peter.marschik at meduni-graz.at Mon Apr 4 16:07:55 2005 From: peter.marschik at meduni-graz.at (Peter Marschik) Date: Mon, 4 Apr 2005 18:07:55 +0200 Subject: Fifth Graz Symposium on Developmental Neurology. Message-ID: Dear colleagues, dear friends, >From May 19 to 21, 2005 we shall be hosting the Fifth Graz Symposium on Developmental Neurology. The Final Programme is now available at the Symposium's website. > Please note that the early registration fee is extended to April 4. We hope to welcome you in Graz (again). With warm regards Yours sincerely Christa Einspieler, Peter Wolff and Heinz Prechtl Dr. Christa Einspieler, Professor (Developmental Physiology and Developmental Neurology) Institute of Physiology Center for Physiological Medicine Medical University of Graz Harrachgasse 21, A - 8010 Graz, Austria www.developmental-neurology.info www.general-movements-trust.info E-mail: christa.einspieler at meduni-graz.at Phone: +43 316 380 4266 Fax: +43 316 380 9630 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aris.Xanthos at unil.ch Mon Apr 4 22:44:32 2005 From: Aris.Xanthos at unil.ch (Aris Xanthos) Date: Tue, 5 Apr 2005 00:44:32 +0200 Subject: Final CFP - extended deadline: Psychocomputational Models of Language Acquisition Message-ID: [Apologies for multiple postings] *** Final Call for Papers *** *** Extended Deadline: 11 April *** Psychocomputational Models of Human Language Acquisition Workshop at ACL 2005 29-30 June 2005 at University of Michigan Ann Arbor http://www.colag.cs.hunter.cuny.edu/psychocomp Workshop Topic -------------- The workshop, which is a follow-up to the successful workshop held at COLING in 2004, will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with, or motivated by research in psycholinguistics, developmental psychology with particular emphasis on the acquisition of syntax, though work on the acquisition of morphology, phonology and other levels of linguistic description is also welcome. The workshop will be taking place at the same time as CoNLL-2005 (http://cnts.uia.ac.be/conll/cfp.html) and we expect there to be sufficient interest for a plenary session of papers that are relevant to both audiences. There will also be a plenary session for Mark Steedman's invited talk. Invited Talks ------------- Mark Steedman, University of Edinburgh Brian MacWhinney, Carnegie Mellon University Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. These have generally been motivated primarily by engineering concerns. There have been only a few venues in which computational models of human (first) language acquisition are the focus. In the light of recent results in developmental psychology, indicating that very young infants are capable of detecting statistical patterns in an audible input stream, statistically motivated approaches have gained in plausibility. However, this raises the question of whether or not a psychologically credible statistical learning strategy can be successfully exploited in a full-blown psychocomputational acquisition model, and the extent to which such algorithms must use domain-specific knowledge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, grammatical inference, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of other areas of language are also welcome. Papers are invited on, but not limited to, the following topics: * Models that employ statistical/probabilistic grammars; * Formal learning theoretic and grammar induction models that incorporate psychologically plausible constraints; * Models that employ language models from corpus linguistics; * Models that address the question of learning bias in terms of innate linguistic knowledge versus domain general strategies * Models that can acquire natural language word-order; * Hybrid models that cross established paradigms; * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework, Optimality Theory, or Construction Grammar); * Models that combine parsing and learning; * Models that have a cross-linguistic or bilingual perspective; * Empirical models that make use of child-directed corpora; * Comparative surveys, across multiple paradigms, that critique previously published studies; Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Important Dates --------------- Please note that the turnaround time for accepted papers is quite short. Deadline for main session paper submission: April 11, 2005 Notification of acceptance: May 5, 2005 Deadline for camera-ready papers: May 17, 2005 Conference: June 29-30, 2005 Workshop Organizers ------------------- * William Gregory Sakas (Chair), City University of New York, USA (sakas at hunter.cuny.edu) * Alexander Clark, Royal Holloway, University of London, UK (alexc at cs.rhul.ac.uk) * James Cussens, University of York, UK (jc at cs.york.ac.uk) * Aris Xanthos, University of Lausanne, Switzerland (aris.xanthos at unil.ch) Program Committee ----------------- * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Nick Chater, University of Warwick, UK * Stephen Clark, University of Edinburgh, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Elan Dresher, University of Toronto, Canada * Jeff Elman, University of California, San Diego, USA * Jerry Feldman, University of California, Berkeley, USA * John Goldsmith, University of Chicago, USA * John Hale, University of Michigan, USA * Mark Johnson, Brown University, USA * Vincenzo Lombardo, Universita di Torino, Italy * Paola Merlo, University of Geneva, Switzerland * Sandeep Prasada, City University of New York, USA * Dan Roth, University of Illinois at Urbana-Champaign, USA * Jenny Saffran, University of Wisconsin, Madison, USA * Ivan Sag, Stanford University, USA * Ed Stabler, University of California, Los Angeles, USA * Mark Steedman, University of Edinburgh, UK * Suzanne Stevenson, University of Toronto, Canada * Patrick Sturt, University of Glasgow, UK * Charles Yang, Yale University, USA Paper Submission ---------------- Submissions should follow the two-column format of ACL proceedings and should not exceed eight (8) pages, including references. We strongly recommend the use of ACL LaTeX style files or Microsoft Word Style files tailored for this year's conference. They are available at http://www.aclweb.org/acl2005/styles/. High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: psycho.comp at hunter.cuny.edu. The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. Workshop contact: ----------------- email: psycho.comp at hunter.cuny.edu web: http://www.colag.cs.cuny.edu/psychocomp or William Gregory Sakas Department of Computer Science, North 1008 Hunter College, City University of New York 695 Park Avenue New York, NY 10021 USA 1 (212) 772.5211 - voice 1 (212) 772.5219 - fax sakas at hunter.cuny.edu From cschutze at ucla.edu Tue Apr 5 00:59:30 2005 From: cschutze at ucla.edu (Carson Schutze) Date: Mon, 4 Apr 2005 17:59:30 -0700 Subject: Call for Submissions: Speech error workshop Message-ID: Announcing a Workshop on THE STATE OF THE ART IN SPEECH ERROR RESEARCH in conjunction with the LSA Institute in Cambridge, Mass. July 30-31, 2005 Organizers: Vic Ferreira (UCSD), Carson Sch?tze (UCLA) ABSTRACT DEADLINE for talks and posters: April 11, 2005* Abstracts are solicited for original research on any aspect of speech errors (a.k.a. slips of the tongue, including slips of the hand in signed languages) in adults or children. The workshop will emphasize research that has ramifications for models of language production or theories of linguistic competence (or both). Of special interest are studies incorporating brain measures or computational approaches, and work that addresses the efficacy of research methods that have been or could be applied to speech error research. Specifically encouraged are submissions that deal with languages other than English or that involve cross-linguistic comparisons. Also particularly welcome is work on the speech of populations with neurological impairments. *Due to the lateness of this announcement, a small extension may be possible. If you would like to submit but have a problem with the deadline, please contact the organizers at slips at psy.ucsd.edu For a detailed description of the goals of the workshop and submission guidelines, see http://web.mit.edu/lsa2005/events/schutze_ferreira.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From olle at ling.su.se Tue Apr 5 07:14:03 2005 From: olle at ling.su.se (Olle Engstrand) Date: Tue, 5 Apr 2005 09:14:03 +0200 Subject: How do young chyildren say /r/? Message-ID: Dear colleagues, could anybody refer me to what studies there may be of young children's (around 2 years and up) realizations of /r/? Many thanks, Olle Engstrand -- Olle Engstrand, PhD Professor of Phonetics Department of Linguistics Stockholm University SE-10691 Stockholm, SWEDEN Web: http://www.ling.su.se/staff/olle/olle.html Tel: +46 8 161245, 162347 Mobile phone: +46 70 2467423 Fax: +46 8 155381 From Florence.Chenu at univ-lyon2.fr Tue Apr 5 11:46:19 2005 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Tue, 5 Apr 2005 13:46:19 +0200 Subject: ELA2005 Emergence of Language Abilities - FINAL CALL - deadline extended Message-ID: Apologies for multiple copies. ****************************************************** *** Final Call for Papers *** *** Extended Deadline: 20 April *** ****************************************************** ELA 2005 Emergence of language abilities: ontogeny and phylogeny Lyon, December 8-10, 2005 www.ddl.ish-lyon.cnrs.fr/ELA2005 ddl-ela2005 at ish-lyon.cnrs.fr Final announcement and call for papers (English version first ? la version fran?aise se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert, University of Nijmegen, Holland Thomas Lee, Chinese University of Hong Kong, Hong Kong Peter MacNeilage, The University of Texas, USA Jacques Vauclair, University of Provence, France Maryline M. Vihman, University of Wales, UK ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early ontogenetic development and its relation to the phylogeny of language. It is generally assumed in the field of the ontogeny of language that the child?s first years of life are particularly crucial. This period is even sometimes considered as predictive at least in the short term, of the later abilities to communicate. During these first two years, phonetico-phonological, lexical and morpho-syntactic skills chronologically emerge. Explanations are provided for this sequence of development: the increase of articulatory control allows for example for the growth and diversification of vocabulary. Similarly, once a certain amount of words is acquired, the child starts to combine linguistic units and develops the morpho-syntactic aspects of his/her native language. The study of the development of communication also needs to include the gestural component since children use commonly also gestures instead of words. Ontogenesis was often proposed as a source of knowledge about phylogenesis by virtue of the famous principle according to which ?ontogenesis recapitulates phylogenesis?. However, the validity of this principle that initially has concerned a specific domain (embryology) deserves careful evaluation in its applications to specific domains. The first aim of this conference is to bring together researchers working on the development of phonetico-phonological, lexical and morpho-syntactic developments in children under age 3. Our second aim is to evaluate if, and to what extent, language is a domain to which this principle applies. In the pursuit of that goal, we request the contribution of researchers addressing the issue of similarities and differences between the development of language in children and in early hominids. Topics * Comparisons between ontogenetic and phylogenetic development, * Language development before age thee: phonetics, phonology, lexical semantics, morphosyntax, * Communicative media (gestural and oral), * Crosslinguistic and cross-species comparisons, *********************************************************** ORGANIZING COMMITTEE Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** SCIENTIFIC COMMITTEE Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** DEADLINES * April 20: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comit? d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2005 at ish-lyon.cnrs.fr * July, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. *********************************************************** REGISTRATION Before Septembre, 30 - Non-Students : 150 euros - Students : 70 euros Late registration - Non-Students : 170 euros - Students : 90 euros Registration fees include: conference participation, conference program, coffee breaks, cruise, diner and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more information on the conference: Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l?Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-60 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 ****************************************************** VERSION FRAN?AISE www.ddl.ish-lyon.cnrs.fr/ELA2005 CONF?RENCIERS INVIT?S: Paula Fikkert, Universit? de Nim?gue, Hollande Thomas Lee, Universit? chinoise de Hong Kong, Hong Kong Peter MacNeilage, Universit? du Texas, USA Jacques Vauclair, Universit? de Provence, France Maryline M. Vihman, Universit? de Wales, UK ****************************************************** LANGUE DE LA CONF?RENCE : fran?ais/anglais ****************************************************** Le th?me g?n?ral de cette conf?rence est l?ontogen?se pr?coce du langage et ses relations ? la phylogen?se. Sur le plan ontog?n?tique, il est commun?ment admis que les premi?res manifestations verbales de l?enfant sont particuli?rement d?terminantes de son d?veloppement linguistique ult?rieur. Certains vont m?me jusqu?? leur attribuer une valeur pr?dictive au moins ? court et moyen termes des habilet?s ? communiquer. Les premi?res ann?es voient ?merger chronologiquement chez l?enfant des comp?tences sur les plans phon?tico-phonologiques, lexicaux et morphosyntaxiques. Il est possible de rendre compte de l?ordre observ? : la ma?trise croissante du contr?le articulatoire favorise par exemple un d?veloppement et une diversification du r?pertoire lexical. De m?me, ? partir d?une certaine quantit? de vocabulaire, l?enfant entre dans la combinaison des unit?s linguistiques et d?veloppe les aspects morpho-syntaxiques de sa langue maternelle. L??tude du d?veloppement de la communication ne saurait ignorer non plus sa composante gestuelle : tous les enfants utilisent certains gestes ? la place des mots. L?ontogen?se a souvent ?t? propos?e comme une source de renseignements sur la phylogen?se en vertu du fameux principe selon lequel l?ontogen?se r?capitulerait la phylogen?se. Cependant, la validit? de ce principe propos? initialement dans un domaine sp?cifique (embryologie) est actuellement discut?e dans ses applications ? d?autres domaines. Le premier objectif de cette conf?rence est de rassembler des chercheurs travaillant sur le d?veloppement de la production phon?tico-phonologique, lexicale et morpho-syntaxique avant trois ans. La production pourra inclure ?galement les gestes. Le deuxi?me objectif sera d??valuer si et dans quelle mesure le langage est un domaine auquel ce principe peut s?appliquer. Dans cette discussion, nous sollicitons la contribution de chercheurs s?int?ressant ? la question des similarit?s et des diff?rences entre l??mergence du langage chez l?enfant et chez les premiers hominid?s. Th?mes * Comparaisons entre ontogen?se et phylogen?se, * D?veloppement du langage avant 3 ans : phon?tique, phonologie, s?mantique lexicale, morphosyntaxe, * M?dia de communication (gestes et oral), * Comparaisons ? travers les langues et ? travers les esp?ces *********************************************************** COMIT? D?ORGANISATION Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** COMIT? SCIENTIFIQUE Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** CALENDRIER * 20 avril 2005 : date limite de l?envoi des r?sum?s Les participants int?ress?s sont invit?s ? envoyer en 3 exemplaires : 1) - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es ?lectroniques - 3 mots-cl?s - un r?sum? en deux pages maximum (r?f?rences incluses) 2) un document s?par? comprenant : - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es postales et ?lectroniques - type de materiel souhait?e pour la pr?sentation orale : vid?oprojecteur, r?troprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comit? d'organisation du colloque ? ELA 2005 ? Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent ?galement ?tre adress?s par e-mail ? : ddl-ela2005 at ish-lyon.cnrs.fr * 1 july 2005 : r?ception de la notification de l?acceptation de la communication. En fonction de la structure du programme, la communication sera accept?e en tant que pr?sentation orale (20 minutes + 10 minutes de question) ou en tant que communication affich?e. *********************************************************** INSCRIPTIONS Avant 30 septembre 2005 Chercheurs, enseignants/chercheurs : 150 euros Etudiants : 70 euros Apr?s 30 septembre 2005 Chercheurs, enseignants/chercheurs : 170 euros Etudiants : 90 euros Les droits d?inscription comprennent : l?acc?s au colloque, le programme, les actes, les pauses caf?s, la visite de Lyon, le banquet/croisi?re. (le mode de paiement sera sp?cifi? dans une troisi?me circulaire aux conf?renciers retenus) *********************************************************** Pour toutes informations compl?mentaires : Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l?Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 From ks7t at andrew.cmu.edu Wed Apr 6 13:46:58 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 6 Apr 2005 09:46:58 -0400 Subject: Call for papers Workshop Variation in Inflection Message-ID: Call for papers Workshop Variation in Inflection December 19-20, 2005 University of Amsterdam Invited speakers: David Adger (Queen Mary University of London) Anthony Kroch (University of Pennsylvania) Cecilia Poletto (University of Padua) Tom Roeper (University of Massachusetts/Amherst) Bonnie Schwartz (University of Hawai?i at Manoa) What are the factors that cause deflection? In order to answer this question, the Meertens Institute (KNAW) and the Amsterdam Center for Language and Communication (UvA) have started a research-program called Variation in Inflection, or simply Variflex. Two types of factors may be relevant: internal factors related to the linguistic system and external, sociolinguistic factors. Typological variation (including dialect differences) and variation observed in the development of monolingual children are telling with regard to the boundaries set by our linguistic system. Typological variation and variation in L2 acquisition provide information with regard to external factors. Thus, a second question addressed in the Variflex program is: What are the boundaries of variation in inflection? Empirical data suggest that the variation space of inflectional morphology is huge. Even within one language system there are various paradigms, dialects differ in inflectional contrasts and variation surfaces in various stages in the process of the acquisition of inflection. The amount of observed variation in inflectional morphology (at the interface of morphology and syntax) contrasts strikingly with other observed variation such as word order phenomena (syntax proper). Typological comparisons suggest that there are natural classes of inflectional features that are hierarchically organized, patterns of syncretism within a language suggest metaparadigmatic structure, the ?errors? that children make seem pre-determined and, diachronically, not every possible change to inflectional paradigms has actually taken place. To determine the variation space of agreement inflection in Dutch Variflex takes a multidisciplinary approach that focuses on dialect variation, L1 acquisition, L2 acquisition and language change. The overall research question of the program is: Is deflection the effect of language contact, or to be more specific, the effect of imperfect second language acquisition that characterizes language contact situations, given that the output of this group of learners forms the input of a new group of first language acquirers? In this workshop the first results of Variflex will be discussed to a wider public. The above panel of specialists is invited to give presentations on related matters, on the basis of their own research, and to discuss all angles of the multidisciplinary approach. The rest of the program consists of selected papers on the issue of variation in inflection. Selected papers should address one or more of the specific questions below: Delimiting the variation space ? Successful, quick and almost errorless acquisition of agreement inflection by monolingual children suggests UG-driven learning, where UG delimits the hypothesis space of a language-learning child. What would be a UG-driven model for the acquisition of inflection? In this respect the recent discussion on the nature of the language faculty (Hauser, Chomsky & Fitch (2002)) and the reaction of Jackendoff & Pinker (2004) may be interesting. ? Linguists disagree on the issue of whether or not inflectional paradigms exist as mental objects (Bobaljik, 2001). Paradigms-as-mental-objects are argued to play a role in the acquisition of inflection (Pinker, 1986; Baker, 1991; Wunderlich, 1995). What would be the delimiting role (and hence advantage) of paradigm-structure? ? On the basis of typological studies such as Greenberg (1967), innate feature hierarchies have been proposed for person and number features (Noyer 1997; Harley & Ritter 2001). What is the status of these hierarchies, empirical support for their existence and theoretical motivation? Determining other influences on variation ? In the literature on L2 acquisition of morphology, it has been argued that children and adults pass through similar stages (Dulay & Burt 1974; Vermeer 1986). This may suggest that adult learners are as successful as children with regard to the acquisition of inflection. Other observations contradict this conclusion (Johnson & Newport 1989; Pr?vost & White 2000; Lardi?re 2001; Schwartz 2003, 2004). Is there evidence for critical age effects with respect to the acquisition of inflection? ? Theories on L1-transfer in L2 acquisition make different prediction with respect to transfer (Vainikka & Young-Scholten, 1994; Eubank 1993/1994, Schwartz & Sprouse, 1994). Is inflection in the DP and IP influenced by L1 transfer? ? The Language Contact hypothesis for deflection is supported by the comparison between, for instance, Icelandic and African. Is the Language Contact hypothesis supported by other cross-linguistic data; i.e., do languages that have a history with much contact indeed show much deflection, and vice versa? Variation and theoretical models: How do different models treat inflectional contrasts? Which model is most successful? Below, we give three examples of apparently promising theories. Each model raises new questions, though: ? Principles & Parameters theory (Chomsky, 1981) accounts for variation between languages with language-specific parameter settings. The parameters themselves are universal, just like the principles of grammar. Typologists (Rohrbacher, 1984) and acquisitionists (Wexler, 1998) working within this framework have argued for strong correlations between micro- and macro-level variation. If each inflectional feature is represented by a parameter, the notion of parameter becomes vacuous. Thus, are parameters appropriate in explaining the huge amount of variation in inflection? ? Distributed Morphology (Halle & Marantz, 1993) accounts for the variation between languages by means of language-specific Impoverishment rules and underspecification. In this framework, (micro-) variation in inflection is independent of (macro-)variation in syntax. How does such a model account for universal patterning, however? ? Optimality Theory (Bresnan, 2001) accounts for variation between languages and for developmental patterns by means of variation in constraint ranking (either language-specific or for a specific developmental stage). Restrictions come from universality of the constraints. Can/Should related geographic, diachronic and developmental varieties be explained by related constraint rankings? Program The workshop is meant for linguists with an interest in one or more of these areas: theoretical linguistics, morphosyntax, typology, dialect variation, L1 and L2 acquisition and/or language change. The program partly consists of presentations and partly of (panel-)discussions with the audience (including organizers). The first results of Variflex will be presented, and the five invited speakers will present their own, related, work. In addition to these presentations, we will select no more than eight speakers, who are each given 30 minutes for their presentation followed by 15 minutes for questions and discussion. The workshop will take place on 19-20 December 2005 at the University of Amsterdam. Reimbursement We hope to be able to partially reimburse travel costs and costs for overnight stay for selected speakers. Guidelines for submission Abstracts (in Times New Roman 12 point font with 1? margins) should be no more than 2 pages including figures, examples and references. Please send your abstract anonymously by e-mail as an attachment to w.b.t.blom at uva.nl . Acceptable formats are attachments as MS Word or PDF documents. Please include the following information in the body of the message: 1. Name 2. Affiliation 3. Title of the paper 4. Postal address 5. E-mail address 6. Summer address (if different) Deadline for submission: June 15, 2005 Notice of acceptance: September 15, 2005 Organizing committee Elma Blom, Jan de Jong, Alies MacLean, Fred Weerman Variflex-members: Hans Bennis (Meertens Institute/KNAW, UvA), Fred Weerman (UvA/ACLC), Elma Blom (child and adult L2 acquisition, IP-DP inflection, UvA/ACLC), Jan de Jong (impaired bilingual acquisition, IP-DP inflection, UvA/ACLC), Daniela Poli?ensk? (monolingual L1 acquisition, IP-DP inflection, UvA/ACLC), Alies MacLean (dialect variation, IP-DP inflection, Meertens Institute/KNAW), Suzanne Aalberse (diachrony, loss of 2nd person, UvA/ACLC), Maren Pannemann (bilingual acquisition, DP, UvA/ACLC), Antje Orgassa (impaired bilingual acquisition, IP-DP inflection, UvA/ACLC) Website http://home.hum.uva.nl/variflex/index.htm From ellmcf at nus.edu.sg Sat Apr 9 02:42:01 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sat, 9 Apr 2005 10:42:01 +0800 Subject: New book: J. Jaeger, Kids' Slips Message-ID: Dear all, Jeri Jaeger's new book is just out, Jaeger, J. J. (2005). _Kids' slips: what young children's slips of the tongue reveal about language development_, Lawrence Erlbaum Associates. I've read it, and I strongly recommend it. There's an impressive amount of information, data and analytical insight, and it's great *fun* to read, not least. Here's a description, from the book's URL at https://www.erlbaum.com/shop/tek9.asp?pg=products&specific=0-8058-3579-2: "The study of speech errors, or "slips of the tongue," is a time-honored methodology which serves as a window to the representation and processing of language and has proven to be the most reliable source of data for building theories of speech production planning. However, until Kids' Slips, there has never been a corpus of such errors from children with which to work. This is the first developmental linguistics research volume to document how online processing is revealed in young children, ages 18 months through 5 years, through their slips of the tongue. Thus, this text provides a new methodology and data source, which will greatly expand our ability to uncover the details of early language development. Professor Jaeger's groundbreaking book incorporates both details of her methodology and findings with implications for different aspects of language development, including phonetics and phonology, the lexicon, semantics, morphology, and syntax. While all the child data is included in the book, a Web site hosted by the author provides readers with the adult data as well. Kids' Slips targets those who study language development in linguistics, developmental psychology, and speech and hearing, as well as those who study language representation and processing more generally in the same disciplines." Enjoy! Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== From olle at ling.su.se Sat Apr 9 12:58:13 2005 From: olle at ling.su.se (Olle Engstrand) Date: Sat, 9 Apr 2005 14:58:13 +0200 Subject: Young children's acquisition and realization of /r/ Message-ID: Dear Colleagues, many thanks to all who have responded to my request concerning small children's realization of /r/. Here is a list of the suggested references. Best wishes, Olle E --- Chabanal, Damien 2004 'Production des variables sociolinguistiques ////l// et ////R// chez l'enfant francophone' at http://www.lpl.univ-aix.fr/jep-aln04/proceed/actes/jep2004/Chabanal.pdf Chevrot, J.-P., Beaud, L. & Varga, R. (2000). Developmental data on a French sociolinguistic variable: the word-final post-consonantal ////R//, Language Variation and Change, 12(3), 295-319. Edwards, Mary Louise - there is an M.A. thesis on children's acquisition of liquids (including American ////r//) published by this author in the Ohio State University Working Papers in Linguistics in the early 70's. Fongaro-Leverin, S. (1992). Der Erwerb des Lautsystems und die Phonologischen Prozesse sich normal entwickelnder Kinder: Ein Interlinguistischer Vergleich Deutsch/Portugiesisch. Unver?ffentlichte Dissertation, Ludwig-Maximilian-Universit?t, M?nchen. Fox, A.V. (2003) Kindliche Aussprachest?rungen. Phonologischer Erwerb - Differentialdiagnostik - Therapie. Idstein: Schulz-Kirchner. Fox, A.V., & Dodd, B.J. (1999). Der Erwerb des phonologischen Systems in der deutschen Sprache. Sprache - Stimme - Geh?r(23), 183-191. Goad H and Y Rose 2004. Input Elaboration, Head Faithfulness and Evidence for Representation in the Acquisition of Left-edge Clusters in West Germanic. In R. Kager, J. Pater & W. Zonneveld (2004), Constraints in phonological acquisition.Cambridge: CUP, pp. 109-157. Goldstein, B.A., & Iglesias, A. (1996). Phonological patterns in normally developing Spanish-speaking children 3- 4- year-olds of Puerto Rican descent. Language, Speech, and Hearing Services in School, 27, 82-90. Grech, H. (1998). Phonological development of normal Maltese-speaking children, unver?ffentlichte PhD-Thesis, Centre of Audiology, Education of the Deaf and Speech Pathology Manchester University. Heselwood, B.C. & Howard, S.J. (2002) The realisation of English liquids in impaired speech: a perceptual and instrumental study. In Windsor, F., Hewlett, N. & Kelly, L. (eds) Themes in Clinical Linguistics and Phonetics. New York: Lawrence Erlbaum. Holm, A. (1998). Speech development and disorders in bilingual children. Unver?ffentlichte PhD-Thesis, Department of Speech Newcastle University. Jones, M: http://kiri.ling.cam.ac.uk/mark/labiodentalR.html (An Acoustic Study of Labiodental /r/ in British English.) Kr?ger, B. (1998). Produktionsvariabilit?t im fr?hen Lauterwerb: Eine Typologie kindlicher Abweichungen von Modellw?rtern. Unver?ffentlichte Dissertation, Christian-Albrechts-Universit?t, Kiel. Magnusson, E. (1983). The phonology of language disordered children: production, perception, awareness. Lund, Sweden: CWK Gleerup. Mowrer, D.E., & Burger, S. (1991). A comparative analysis of phonological acquisition of consonants in the speech of 2;5 - 6 - year - old Xhosa- and English- speaking children. Clinical Linguistics and Phonetics, 5(2), 139-164. Nettelblad, U. (1983). Developmental studies of dysphonology in children. Lund: CWK Gleerup. Pey, C., Ingram, D., & List, H. (1987). A comparison of initial consonant acquisition in English and Quiche. In K. Nelson & A. van Kleek, Children's Language (S.175-190). Hillsdale: Erlbaum. Piske, T. (1998). Artikulatorische Muster und ihre Entwicklung im L1-Lautwerwerb, Dissertation an der Christian-Albrechts-Universit?t, Kiel. Prather, E., Hendrick, D., & Kern, C. (1975). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40, 179-191. Sch?fer, B. & Fox, A.V. (in preparation) The acquisition of word realisation consistency and the phonological acquistion of German-speaking two-year-olds. Amayreh, M.M., & Dyson, A.T. (1998). The acquisition of Arabic consonants. Journal of Speech, Language, and Hearing Research, 41, 642-653. Bortolini, U., & Leonard, L. (1991). The speech of phonologically disordered children acquiring Italian. Clinical Linguistics and Phonetics, 5(1), 1-12. Dodd, B. (1995). Differential diagnosis and treatment of children with speech disorder. London: Whurr Publisher. Elsen, H. (1991). Erstspracherwerb - Der Erwerb des deutschen Lautsystems. Wiesbaden: Deutscher Universit?ts Verlag. So, L., & Dodd, B. (1995). The acquisition of phonology in Cantonese-speaking children. Journal of Child Language, 22, 473-495. Vihman, M.M. and Barry McLaughlin, Bilingualism and second language acquisitiion in preschool children, in C. J. Brainerd & M. Pressley (eds.),/ Verbal Processes in Children./ NY: Springer-Verlag, 1982. -- Olle Engstrand, PhD Professor of Phonetics Department of Linguistics Stockholm University SE-10691 Stockholm, SWEDEN Web: http://www.ling.su.se/staff/olle/olle.html Tel: +46 8 161245, 162347 Mobile phone: +46 70 2467423 Fax: +46 8 155381 -------------- next part -------------- An HTML attachment was scrubbed... URL: From nada at swissinfo.org Sun Apr 10 07:04:53 2005 From: nada at swissinfo.org (nada at swissinfo.org) Date: Sun, 10 Apr 2005 07:04:53 +0000 Subject: metronome! In-Reply-To: Message-ID: Hi All i have the DB88 metronome and it is the first time for me to use it. i want to control the speed of the productions as the utterances should be measured and follow the speed of 2.5 syllable/second. Any Volunteer! Nada _______________________________________________________________________ Your Site for Swiss Maps: http://www.swissinfo-geo.org/ From lag5 at Lehigh.EDU Mon Apr 11 20:56:50 2005 From: lag5 at Lehigh.EDU (Laura M. Gonnerman) Date: Mon, 11 Apr 2005 16:56:50 -0400 Subject: Conference announcement Message-ID: Would you post the following conference announcement? Thanks, Laura Gonnerman __________________________________________________________________ We are pleased to announce a conference on Words and the World: How Words Capture Human Experience. The focus of this conference will be linguistic universals and diversity and implications for the language-thought interface. The conference will take place at Lehigh University in Bethlehem, Pennsylvania, U.S., on June 6 & 7, 2005. Invited speakers are: Juergen Bohnemeyer Lera Boroditsky Melissa Bowerman Eve Clark Dedre Gentner Cliff Goddard Roberta Golinkoff Kathy Hirsh-Pasek Mutsumi Imai John Lucy Asifa Majid Barbara Malt Terry Regier Debi Roberson Ann Senghas Phil Wolff We invite submissions for poster presentations as well as registrations to attend without a presentation. Travel awards will be available to several graduate students. For complete information, please visit: www.lehigh.edu/~inwords/index.htm co-organizers: Barbara Malt (Lehigh University) and Phil Wolff (Emory University) ******************************* Laura M. Gonnerman Assistant Professor Department of Psychology Chandler-Ullmann Hall Rm 339 17 Memorial Drive East Lehigh University Bethlehem, PA 18015 lag5 at lehigh.edu phone: 610 758-4967 fax: 610 758-6277 ******************************* From macw at mac.com Mon Apr 11 21:46:05 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 11 Apr 2005 17:46:05 -0400 Subject: conference at Lehigh Message-ID: We are pleased to announce a conference on Words and the World: How Words Capture Human Experience. The focus of this conference will be linguistic universals and diversity and implications for the language-thought interface. The conference will take place at Lehigh University in Bethlehem, Pennsylvania, U.S., on June 6 & 7, 2005. Invited speakers are: Juergen Bohnemeyer Lera Boroditsky Melissa Bowerman Eve Clark Dedre Gentner Cliff Goddard Roberta Golinkoff Kathy Hirsh-Pasek Mutsumi Imai John Lucy Asifa Majid Barbara Malt Terry Regier Debi Roberson Ann Senghas Phil Wolff We invite submissions for poster presentations as well as registrations to attend without a presentation. Travel awards will be available to several graduate students. For complete information, please visit: www.lehigh.edu/~inwords/index.htm co-organizers: Barbara Malt (Lehigh University) and Phil Wolff (Emory University) From Thomas.Klee at newcastle.ac.uk Tue Apr 12 10:48:29 2005 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Tue, 12 Apr 2005 11:48:29 +0100 Subject: Chair of Speech & Language Pathology/Science at University of Newcastle upon Tyne Message-ID: The University of Newcastle upon Tyne is seeking to appoint a Chair (Full Professor) of Speech & Language Pathology/Science based in the School of Education, Communication & Language Sciences. The School is seeking a forward-looking, experienced and highly motivated individual to enhance further its outstanding research and teaching profile in speech and language pathology, and to contribute to strategic leadership. The Chair will be expected to pursue external funding opportunities, to attract and supervise research students, and to contribute to the delivery and management of teaching programmes. Applications are invited from candidates who have an international reputation for research excellence and expertise in one or more of the following areas: acquired language disorders, the neuropsychology of language, or child language development and/or disorders. Informal enquiries may be made to Professor Li Wei, Head of School on 0191 222 6760 li.weincl.ac.uk, or Professor David Howard on 0191 222 7451 david.howardncl.ac.uk. Further particulars are available at: http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=G361 Job reference G361 To apply for this position, you should submit your application, quoting reference number G361, giving full details of your qualifications and exerpeince, to the address below. Address for Applications: Mrs Judith Jackson, Senior Appointments Co-ordinator Human Resources Section, 1 Park Terrace University of Newcastle upon Tyne Newcastle upon Tyne NE1 7RU United Kingdom Application Deadline: 29-Apr-2005 Contact Information: Professor David Howard Email: david.howardncl.ac.uk Phone: +44.191.222.7451 Fax: +44.191.222.6518 From ks7t at andrew.cmu.edu Tue Apr 12 13:25:21 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 12 Apr 2005 09:25:21 -0400 Subject: Position Announcement-LONDON SOUTH BANK UNIVERSITY Message-ID: LONDON SOUTH BANK UNIVERSITY FACULTY OF ARTS & HUMAN SCIENCES DEPARTMENT OF PSYCHOLOGY PROFESSOR OF PSYCHOLOGY #46,098 - #62,250 PA We seek an experienced individual to join us in one of the areas of Cognitive, Social or Developmental Psychology. You should have a National, or preferably International, reputation, a proven record of attracting external research funding and experience of professional issues. You will provide leadership in the development of research and help develop the academic and professional profile of the department. You will also be expected to contribute to developing high quality courses at undergraduate and postgraduate levels and to the life of the department as a whole. To commence September 2005. For an informal discussion please contact Dr. Christopher Sterling, Head of Department, on 020 7815 5887 or sterlicm at lsbu.ac.uk For further details and an application form please visit www.lsbu.ac.uk/humanres or send a stamped addressed envelope to the Human Resources Department, London South Bank University, 103 Borough Road, London SE1 0AA, telephone 020 7815 6223 (24 hour answering service). Please quote the reference: EPS3. Closing date for receipt of applications: 29 April 2005. An Equal Opportunities Employer. From a.crutchley at hud.ac.uk Tue Apr 12 16:23:21 2005 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Tue, 12 Apr 2005 17:23:21 +0100 Subject: bilingualism and autism Message-ID: Does anyone know of work on bilingual children who are on the autistic spectrum? Many thanks, Alison ........................................................................ ......... Dr Alison Crutchley Lecturer in English Language School of Music & Humanities University of Huddersfield Queensgate, Huddersfield HD1 3DH http://www.hud.ac.uk/mh/english/staff/academic.htm +44 (0) 1484 478429 a.crutchley at hud.ac.uk ........................................................................ ......... -------------- next part -------------- An HTML attachment was scrubbed... URL: From dthal at mail.sdsu.edu Tue Apr 12 19:18:48 2005 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 12 Apr 2005 12:18:48 -0700 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: Message-ID: Hi Annette, Virginia Volterra, Olga Capirci, and Cristina Caselli continue to do work in this area. They just completed a longitudinal study of 3 children that may interest you. Virginia's email address is v.volerra at istc.cnr.it. Hope you and Mark are well. Donna At 03:12 AM 3/30/2005, Professor Annette Karmiloff-Smith wrote: >Have there been studies (apart from Susan Goldin-Meadow's fascinating >studies) of the natural gesturing of infants and toddlers? And any of >their gesturing during sleep? >All pointers most gratefully received. >best wishes for Easter to all, >Annette > > >-- > > >________________________________________________________________ >Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, >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 > Donna J. Thal, Ph.D. Distinguished Professor School of Speech, Language, and Hearing Sciences San Diego State University Joint Doctoral Program in Language and Communicative Disorders San Diego State University and University of California, San Diego Research Scientist Center for Research on Language University of California, San Diego Address: Developmental Psycholinguistics Laboratory 6330 Alvarado Road Suite 231 San Diego, CA 92120-1850 Phone: Lab 619-594-6350 Office 619-594-7110 Fax 619-594-4570 http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL -------------- next part -------------- An HTML attachment was scrubbed... URL: From jordan.zlatev at ling.lu.se Wed Apr 13 09:32:16 2005 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Wed, 13 Apr 2005 11:32:16 +0200 Subject: PhD student position Message-ID: The Faculty of Humanities at Lund University, Sweden is announcing a Ph.D. student position in General Linguistics / Cognitive Science / Semiotics, within the project Stages in the Evolution and Development of Sign Use (SEDSU) Reference number: 2019 Beginning: September 1st, 2005 Information: Jordan Zlatev, Department of Linguistics, Center for Languages and Literature, Box 201, 22100 Lund, Sweden Telephone: +46-46-2228448 Email: The candidates will be judged primarily on the basis of their capacity to complete the doctoral program, and must prior to sending in an application have a conversation (possibly by telephone) with the project leaders of the SEDSU project (Jordan Zlatev, Peter G?rdenfors and G?ran Sonesson). The SEDSU project is financed by the EU-commission, and involves collaboration with research groups in London, Portsmouth, Leipzig, Rome and Marseille. The principal goal is to uncover the origins of human cognitive uniqueness, and for that purpose a number of cross-species comparative studies are to be performed involving human beings and great apes. The applicant having been assigned the position is expected to contribute actively to the SEDSU project, and in particular to a detailed study comparing the interaction within mother-child dyads among humans and apes. Documented interest in this area is therefore a requirement, and any background studies concerning human infants and/or apes is a plus, though not a prerequisite. Knowledge of Swedish is similarly not a requirement, but the holder of the position is expected to put efforts into developing a workable level of competence in the Swedish language as soon as possible. The announced Ph.D. student position involves 4 years, ?netto? (i.e. without counting any time for parental leave or long-time illness), with a progressively increasing salary. The holder of the position is expected to contribute to the research environment within the project through his or her presence at the Departments involved (Linguistics, Cognitive Science and Semiotics) and through active participation in Ph.D. courses and seminars. Applications are to be sent in 2 parts, one to ?Registrator, Lunds universist, Box 117, 221 00 Lund, Sweden? and one to the Department of Linguistics (for address, see above). To ?Registrator? should be sent: -Application form -CV -Ph.D plan (i.e. a very short description of the planned Ph.D. work) -Grades and Diplomas -Any other certificates that the candidate wishes to appeal to To the Department of Linguistics should be sent: -all the above -Bachelors and Masters theses The application should arrive no later that May 4, 2005. Specify clearly the reference number. All grades, diplomas and any other certificates should be certified ? if you are sending photocopies, you must ask a person who knows you write his or her name, address, telephone number and signature on the copy. Application forms in Swedish can be downloaded from the following site: http://www.ht.lu.se/intranet/Blank_ans_nyant_FU2.pdf (If you need help in translating the application form, contact Jordan.Zlatev at ling.lu.se). *************************************************** Jordan Zlatev, Associate Professor Department of Linguistics Center for Languages and Literature Lund University Box 201 221 00 Lund, Sweden email: jordan.zlatev at ling.lu.se http://www.ling.lu.se/persons/JordanZlatev.html *************************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4035 bytes Desc: not available URL: From frasse at ling.su.se Wed Apr 13 10:16:17 2005 From: frasse at ling.su.se (Francisco Lacerda) Date: Wed, 13 Apr 2005 12:16:17 +0200 Subject: Special session on Early Language Acquisition: Infant Studies, Animal Models and Theories at Interspeech 2005 Message-ID: Dear colleagues, There will be a special session on Early Language Acquisition: Infant Studies, Animal Models and Theories at Interspeech 2005, in Lisbon, September 4-8 (http://www.interspeech2005.org/) Submissions to that special session are most welcome! Best regards, Francisco Lacerda _____________________________________________ Francisco Lacerda, Assoc. Professor Dpt of Linguistics Stockholm University SE-106 91 Stockholm Sweden Tel: +46-8-16 23 41 (office) +46-70-654 57 99 (mobile) Fax: +46-8-15 53 89 (office) +46-70-611 57 99 (mobile fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: From natasha at bonetmail.com Sat Apr 16 18:30:43 2005 From: natasha at bonetmail.com (Natasha Ringblom) Date: Sat, 16 Apr 2005 20:30:43 +0200 Subject: Bilingual language acquisition and maintenance Message-ID: Dear Colleagues, could anyone refer me to some later studies on social class (and even other sociolinguistic factors') influence on child bilingualism/minority language maintenance? Many thanks in advance, Natasha Ringblom Stockholms University -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Sat Apr 16 21:21:11 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Sat, 16 Apr 2005 17:21:11 -0400 Subject: Bilingual language acquisition and maintenance Message-ID: Dear Natasha, Rebecca Eilers, Alan Cobo-Lewis, and I *just* sent in a revised manuscript for a collection of papers entitled _Childhood Bilingualism_ (McCardle and Hoff, Eds.) that is to appear from Multilingual Matters. So I guess this is a prepublication plug! Our submission has a fairly general title, (Social Factors in Childhood Bilingualism) but the gist of it is just what you are asking about-- I think. In addition to our own work (some of which is in Oller & Eilers, 2002), we lean heavily on articles by Lambert and Taylor (1996) and Hakuta and D'Andrea (1992). I'll be glad to send it to you if you want (as a manuscript). There seems to be a "catch-22" for fostering childhood bilingualism. The key factor in most circumstances is minority language maintenance, as you indicate. Attitudes about maintenance often differ along social class lines, with higher SES families typically valuing the minority heritage more than lower SES. (That's pretty nicely shown in Lambert and Taylor, and also I think in their earlier book.) However, the lower SES families have more minority language capital than the higher SES families, who tend to use the majority language more. The other irony is that political attempts to suppress a language can encourage retention; whereas open acceptance typically allows people be too relaxed about it--and they let it slip away. That's obviously a simplification, but we felt it applied to what we observed in Miami. I'll be interested to learn from what point of view you're looking at the question. Till soon, Barbara *********************************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413-545-5023 fax: 545-0803 http://www.umass.edu/aae/ ----- Original Message ----- From: Natasha Ringblom To: info-childes at mail.talkbank.org Sent: Saturday, April 16, 2005 2:30 PM Subject: Bilingual language acquisition and maintenance Dear Colleagues, could anyone refer me to some later studies on social class (and even other sociolinguistic factors') influence on child bilingualism/minority language maintenance? Many thanks in advance, Natasha Ringblom Stockholms University -------------- next part -------------- An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Sun Apr 17 13:48:47 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Sun, 17 Apr 2005 09:48:47 -0400 Subject: Bilingual language acquisition and maintenance In-Reply-To: <000f01c542b2$670ec400$d494e353@tommyjobb> Message-ID: Natasha: you might want to take a look at a book by Susanne Dopke called "One Parent One Language" in which she talks about child rearing and interaction styles in families in Australia that promote maintenance of minority languages among minority children in in that country. Teh publisher was John Benjamins. We have a review chapter in which we look at research that examined the use of minority loanguages (such as Spanish) in minority language families in the U.S. and school-age children's acquisition of English and the minority language during the school years. Most of the research that looks at SES in this population in the U.S., aside from the volume that Barbara Pearson referred to, examines the relationship between SES and literacy development and academic achievement in minority language children. Fred At 08:30 PM 16/04/2005 +0200, Natasha Ringblom wrote: > > Dear Colleagues, > > could anyone refer me to some later studies on social class (and even other > sociolinguistic factors') influence on child bilingualism/minority language > maintenance? > > Many thanks in advance, > > Natasha Ringblom > Stockholms University From jbergerm at ucla.edu Mon Apr 18 19:59:05 2005 From: jbergerm at ucla.edu (Julia Berger-Morales) Date: Mon, 18 Apr 2005 12:59:05 -0700 Subject: Case in adult L1 German Message-ID: Dear colleagues, I am conducting research on the acquisition of nominal morphology in German and am finding that children often substitute Accusative for Dative Case, particularly 'den' for 'dem' in Dative contexts. My intuition as a native speaker of German is that this is a mistake that *adult* L1 speakers also make, but I haven't been able to find any quantitative data on this matter so far. Does anyone know of any studies that address Case errors and/or substitutions in adult L1 German? Thanks in advance, Julia Berger-Morales Dept. of Linguistics, UCLA From TJimerson at aol.com Mon Apr 18 20:05:12 2005 From: TJimerson at aol.com (TJimerson at aol.com) Date: Mon, 18 Apr 2005 16:05:12 EDT Subject: statistical software Message-ID: Hello.I was wondering if any one is aware of software packages that are designed to handle time-series designs and which will generate graphs for multiple base-line single subject designs. This is not something SPSS and excel can handle. Any thoughts? Thanks in advance. I'm looking for a stats program that will generate publication quality graphs :) Smiles Tiffany Hutchins -------------- next part -------------- An HTML attachment was scrubbed... URL: From betty at headbolt.com Tue Apr 19 05:07:18 2005 From: betty at headbolt.com (Betty Yu) Date: Mon, 18 Apr 2005 22:07:18 -0700 Subject: one-parent one-language/Grammont's principle Message-ID: Hello all, I am curious if there is convergence in current research on the usefulness (or not) of separating languages as a strategy for teaching children more than one language (e.g., one-parent/one-language, one-situation/one-language). Is there evidence that children really become confused by mixed linguistic input given that there's evidence that code-switching and other language mixing behaviors are quite normal in bilingual communities? I'm especially interested in this topic as it relates to children with language impairments. Thank you for your attention. Betty Doctoral Student at UC Berkeley/SFSU From ellmcf at nus.edu.sg Tue Apr 19 05:42:28 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Tue, 19 Apr 2005 13:42:28 +0800 Subject: one-parent one-language/Grammont's principle Message-ID: Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > From g0300901 at nus.edu.sg Tue Apr 19 10:15:30 2005 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Tue, 19 Apr 2005 18:15:30 +0800 Subject: one-parent one-language/Grammont's principle Message-ID: Hi Betty and everyone else interested in this "hot" topic I'm Hazel See, the student mentioned by Madalena. OK, here's my two cents worth, based on my understanding, there was some convergence on the usefulness of one-parent-one-language principle in communities with little or no support for the non-dominant language (see for e.g. D?pke, S. 1992. One parent, one language: an interactional approach. Amsterdam/Philadelphia: John Benjamins.) However, in communities such as Singapore, some parts of India or other multilingual communities, there is little current research on the differences in the various parenting policies with regards to nurturing bilingualism. My honours dissertation which contains several references that may be helpful, you may contact me at hazelsee at starhub.net.sg if interested: See, H.L.C (2003). The mixed language policy: an alternative to the one-person-one-language-policy for a child with bilingual caregivers. Unpublished Honours thesis. Singapore, National University of Singapore. and the following papers: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. <-- I've not had time to write up a full paper on this, so I only have the conference handouts and slides. Sorry about that. In addition, I found the following papers / articles extremely insightful: Juan-Garau, M and Perez-Vidal,C. (2001) Mixing and pragmatic parental strategies in early bilingual acquisition. J. Child Lang. 28 (2001), 59- 86. Noguchi, Mary Goebel.(1996). The bilingual parent as model for the bilingual child. Policy Science,Mar 1996, pp. 245-61 . (This is an English article published in a Japanese journal, so if you're keen, I've a copy of it.) Goodz, N.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. Bhaya Nair, R. (1991). Monosyllabic English or disyllabic Hindi? Language acquisition in a bilingual child. Indian Linguistics, 5, pp. 51-90. Regards Hazel -----Original Message----- From: info-childes at mail.talkbank.org ?? Madalena Cruz-Ferreira Sent: 19/4/2005 (???) PM 1:42 To: Betty Yu; info-childes at mail.talkbank.org Cc: Subject: RE: one-parent one-language/Grammont's principle Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > From ehoff at fau.edu Tue Apr 19 13:49:03 2005 From: ehoff at fau.edu (Erika Hoff) Date: Tue, 19 Apr 2005 09:49:03 -0400 Subject: one-parent one-language/Grammont's principle In-Reply-To: Message-ID: As I report in my textbook, I looked and found no scientific basis for this piece of advice. Of course, that doesn't make it false. However, the research on bilingual infants' speech perception suggests that children exposed to two languages are capable of distinguishing them on the basis of phonological properties and don't need social indicators of which language is being used. As I read, Genesee, Crago, and Paradis's work on bilingual children with language impairments it suggests that they have similar problems in both their languages but not problems unique to being bilingual. Erika Hoff -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Madalena Cruz-Ferreira Sent: Tuesday, April 19, 2005 1:42 AM To: Betty Yu; info-childes at mail.talkbank.org Subject: RE: one-parent one-language/Grammont's principle Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > From bpearson at comdis.umass.edu Tue Apr 19 14:15:11 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Tue, 19 Apr 2005 10:15:11 -0400 Subject: one-parent one-language/Grammont's principle In-Reply-To: <199B30229FBE3B469594C9861EA4454917F905@MBOX21.stu.nus.edu.sg> Message-ID: Dear Infochildes, To add a little to the discussion of one- parent/one-language. I believe Margaret Deuchar and Suzanne Quay bring up the lack of evidence in favor of 1-parent/1-language. In their study, both parents used both languages (although they were pretty strict about separating the language by context (home, school, grandmom's house, etc). On the other hand, 1-p/1-l's tenaciousness as a folk principle attests to the fact that it generally works. The question becomes whether it is the only practice that works--and it clearly isn't. In our work in Miami, many of the parents were bilinguals and went comfortably back and forth between languages. Our recent analyses show that-- as Hazel indicates, the issue might be one of how much support each language gets. If parents split their input, they will likely favor the majority language and that will have the effect of decreasing support for the minority language. Then, if that language doesn't get enough input, the children won't be as bilingual as their parents. So our kids were usually served by having some monolingual caretakers. They may not have been served by their not switching, so much as by getting more (minority) input. I can't tell from the titles of Hazel's work what her methodology is, but it would be great to see some empirical work with Betty's question as an explicit focus. Our evidence here is "anecdotal"--but we found that language impaired children had equally rough times in both languages (we had one or two bilingual Downs Syndrome children in the parent study--not in our sample). A couple of parents switched to one language, but that wasn't a "cure." We had one case, though, where it ended up being useful. I don't think we've spoken about one of our subjects who developed a progressive hearing loss after age 2, which wasn't really diagnosed until about age 5. Not surprisingly, she had trouble becoming bilingual. In her case, most of the early input was in Spanish (she's an 85-15 child in our data) --until age 2 when the parents wanted her to switch to more English and arranged for more English input. It was a mystery (at the time) why she did not respond to more English--but I think the mystery has since been solved (!) It was not a question of who gave the input. Still a very open question, Till soon, Barbara On Apr 19, 2005, at 6:15 AM, See Lei Chia, Hazel wrote: > Hi Betty and everyone else interested in this "hot" topic > > I'm Hazel See, the student mentioned by Madalena. OK, here's my two > cents worth, based on my understanding, there was some convergence on > the usefulness of one-parent-one-language principle in communities > with little or no support for the non-dominant language (see for e.g. > > D?pke, S. 1992. One parent, one language: an interactional approach. > Amsterdam/Philadelphia: John Benjamins.) > > > > However, in communities such as Singapore, some parts of India or > other multilingual communities, there is little current research on > the differences in the various parenting policies with regards to > nurturing bilingualism. My honours dissertation which contains several > references that may be helpful, you may contact me at > hazelsee at starhub.net.sg if interested: > > > See, H.L.C (2003). The mixed language policy: an alternative to the > one-person-one-language-policy for a child with bilingual caregivers. > Unpublished Honours thesis. Singapore, National University of > Singapore. > > and the following papers: > > See, H. L. C. (2004). The mixed languages policy as a viable > alternative to the one person-one language policy: a case study. Paper > presented to the 6th Conference on General Linguistics, Universidade > de Santiago de Compostela. > > See, H. L. C. (2004). Exploring the role of caregivers' pragmatic > discourse strategies in mixed languages policy bilingualism. Paper > presented to the Second Lisbon Meeting on Language Acquisition, > Faculdade de Letras, Universidade de Lisboa. <-- I've not had time to > write up a full paper on this, so I only have the conference handouts > and slides. Sorry about that. > > > In addition, I found the following papers / articles extremely > insightful: > > Juan-Garau, M and Perez-Vidal,C. (2001) Mixing and pragmatic parental > strategies in early bilingual acquisition. J. Child Lang. 28 (2001), > 59- 86. > > Noguchi, Mary Goebel.(1996). The bilingual parent as model for the > bilingual child. Policy Science,Mar 1996, pp. 245-61 . (This is an > English article published in a Japanese journal, so if you're keen, > I've a copy of it.) > > Goodz, N.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. > > > Bhaya Nair, R. (1991). Monosyllabic English or disyllabic Hindi? > Language acquisition in a bilingual child. Indian Linguistics, 5, pp. > 51-90. > > Regards > > Hazel > > -----Original Message----- > From: info-childes at mail.talkbank.org ?? Madalena Cruz-Ferreira > Sent: 19/4/2005 (???) PM 1:42 > To: Betty Yu; info-childes at mail.talkbank.org > Cc: > Subject: RE: one-parent one-language/Grammont's principle > > > > Hi Betty, > > One of my students, Hazel See, has done some work on this here in > Singapore for Mandarin-English bilinguals. > She has presented two papers, where she argues that a mixed-language > policy is no different from the OPOL policy in nurturing competent > child multilingualism, and that child mixes are evidence not of > confusion but of pragmatic fluency that matches that of the child's > environment. > The references are: > > See, H. L. C. (2004). The mixed languages policy as a viable > alternative to the one person-one language policy: a case study. Paper > presented to the 6th Conference on General Linguistics, Universidade > de Santiago de Compostela. > > See, H. L. C. (2004). Exploring the role of caregivers' pragmatic > discourse strategies in mixed languages policy bilingualism. Paper > presented to the Second Lisbon Meeting on Language Acquisition, > Faculdade de Letras, Universidade de Lisboa. > > Hazel is with the info-childes network, so she might want to add > details on her research. > > Madalena > > ====================================== > Madalena Cruz-Ferreira > Dept. English Language and Literature > National University of Singapore > ellmcf at nus.edu.sg > http://profile.nus.edu.sg/fass/ellmcf/ > ====================================== > > > > -----Original Message----- > > From: info-childes at mail.talkbank.org > > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > > Sent: Tuesday, 19 April, 2005 1:07 PM > > To: info-childes at mail.talkbank.org > > Subject: one-parent one-language/Grammont's principle > > > > > > Hello all, > > > > I am curious if there is convergence in current research on the > > usefulness (or not) of separating languages as a strategy for > > teaching > > children more than one language (e.g., one-parent/one-language, > > one-situation/one-language). Is there evidence that children really > > become confused by mixed linguistic input given that there's > evidence > > that code-switching and other language mixing behaviors are quite > > normal in bilingual communities? I'm especially interested in this > > topic as it relates to children with language impairments. > > > > Thank you for your attention. > > > > Betty > > Doctoral Student at UC Berkeley/SFSU > > > > > > > > > From genesee at ego.psych.mcgill.ca Tue Apr 19 14:53:53 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 19 Apr 2005 10:53:53 -0400 Subject: one-parent one-language/Grammont's principle In-Reply-To: Message-ID: We have been studying children who are learning English and French simultaneously in the home in the Montreal area for many years. Montreal is rather unique in that both English and French enjoy majority-like socio-cultural status -- both languages are widely valued and widely used and children have opportunities of hearing both languages from many other children, adults, and in the media. As a result, language usage patterns in other communities that might reflect the differential status of the languages under investigation is probably less of an issue here than elsewhere, although, arguably, it is always an issue to some extent. We have not observed any child who was confused as a result of parents mixing their languages; in fact, one of the most sophisticated bilingual children we studied came from a family in which the parents tended to mix their langauges quite a lot -- hardly evidence of confusion. Overall, we have found that French-English bilingual children in Montreal use their languages differentially and appropriately with parents and with strangers from very early in development -- from the two-word stage onward, and possibly earlier. However, we have not systematically looked a bilingual children's language development as a function of how much mixing there is in the input -- this is what would be needed to establish if confusion results form extensive mixing in the input. This research is not straightforward to do since identifying such families would be difficult because many parents do not admit readily to mixing their langauges a lot with their children because they believe that it is not recommended practice. In some communities, in fact, such as can be found in New Brunswick, English and French are mixed quite extensively -- on the one hand, this would be fertile ground for studying this issue. However, one would need to document how extensive adult mixing is and what form it takes and then use this as a basis for studying children's mxiing. Children who grow up in such communities might mix a lot -- not because they are confused, but because this is a communicative norm in their community. In a quasi-experimental study with Liane Comeau (it was her PhD dissertation research), we examined how much 3-year old French-English bilingual children mixed with an unfamiliar interlocutor who changed her rates of mixing from one session to another, on different days. We found that even these young bilinguals and even the least proficient ones, matched the adults rates of mixing -- suggesting to us that bilingual children who mix are often being responsive to the input they are hearing. Thsu, extensive child bilingual code-mixing may reflect language socialization (see Liz Lanza's work in Norway). It might also reflect lack of full proficiency in one or both languages -- the children we have studied often code-mix from their weaker into their stronger language because there are lexical gaps in the weaker language. Thus, a child who does not get sufficient input in one or both of his/her languages might code-mix a lot in order to fill these gaps. IThere are probably multiple, non-mutually exclusive reasons for child code-mixing. Fred At 10:07 PM 18/04/2005 -0700, Betty Yu wrote: >Hello all, > > I am curious if there is convergence in current research on the >usefulness (or not) of separating languages as a strategy for teaching >children more than one language (e.g., one-parent/one-language, >one-situation/one-language). Is there evidence that children really >become confused by mixed linguistic input given that there's evidence >that code-switching and other language mixing behaviors are quite >normal in bilingual communities? I'm especially interested in this >topic as it relates to children with language impairments. > >Thank you for your attention. > >Betty >Doctoral Student at UC Berkeley/SFSU > > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From nratner at hesp.umd.edu Tue Apr 19 15:29:18 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 19 Apr 2005 11:29:18 -0400 Subject: resources for dyslexic/dysgraphic children in Shanghai? Message-ID: A colleague's child (home base, Shanghai) has been diagnosed with reading and writing disabilities. Do any list members know of an appropriate consultant in that area that the family might talk to? Nan Ratner Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From barriere at cogsci.jhu.edu Tue Apr 19 20:17:04 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Tue, 19 Apr 2005 16:17:04 -0400 Subject: resources for dyslexic/dysgraphic children in Shanghai? In-Reply-To: Message-ID: Hi, Dr Susan Rickard-Liow has worked on this. She is based at the National University of Singapore and may be able to help you. Her e-mail is: swksusan at nus.edu.sg Cheers, Isabelle Barriere, PhD Cognitive Science Johns Hopkins University At 11:29 AM 4/19/2005 -0400, Nan Ratner wrote: >A colleague's child (home base, Shanghai) has been diagnosed with >reading and writing disabilities. Do any list members know of an >appropriate consultant in that area that the family might talk to? >Nan Ratner > > >Nan Bernstein Ratner, Ed.D. >Chairman >Department of Hearing and Speech Sciences >University of Maryland >College Park, MD 20742 > >301-405-4217 >301-314-2023 (FAX) > >nratner at hesp.umd.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From annabelledavid at hotmail.com Tue Apr 19 21:18:32 2005 From: annabelledavid at hotmail.com (Annabelle David) Date: Tue, 19 Apr 2005 22:18:32 +0100 Subject: one-parent one-language/Grammont's principle Message-ID: Hello Betty and everybody else, I am not sure about overall general effects of mixing and but you might be interested to know that in my longitudinal study of 13 children growing up with French and English in One parent - One language families, I found a correlation between the code-switching of the parents and thta of the children. Annabelle David, PhD University of Newcastle -------Original Message------- From: Madalena Cruz-Ferreira Date: 04/19/05 06:43:57 To: Betty Yu; info-childes at mail.talkbank.org Subject: RE: one-parent one-language/Grammont's principle Hi Betty, One of my students, Hazel See, has done some work on this here in Singapore for Mandarin-English bilinguals. She has presented two papers, where she argues that a mixed-language policy is no different from the OPOL policy in nurturing competent child multilingualism, and that child mixes are evidence not of confusion but of pragmatic fluency that matches that of the child's environment. The references are: See, H. L. C. (2004). The mixed languages policy as a viable alternative to the one person-one language policy: a case study. Paper presented to the 6th Conference on General Linguistics, Universidade de Santiago de Compostela. See, H. L. C. (2004). Exploring the role of caregivers' pragmatic discourse strategies in mixed languages policy bilingualism. Paper presented to the Second Lisbon Meeting on Language Acquisition, Faculdade de Letras, Universidade de Lisboa. Hazel is with the info-childes network, so she might want to add details on her research. Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Betty Yu > Sent: Tuesday, 19 April, 2005 1:07 PM > To: info-childes at mail.talkbank.org > Subject: one-parent one-language/Grammont's principle > > > Hello all, > > I am curious if there is convergence in current research on the > usefulness (or not) of separating languages as a strategy for > teaching > children more than one language (e.g., one-parent/one-language, > one-situation/one-language). Is there evidence that children really > become confused by mixed linguistic input given that there's evidence > that code-switching and other language mixing behaviors are quite > normal in bilingual communities? I'm especially interested in this > topic as it relates to children with language impairments. > > Thank you for your attention. > > Betty > Doctoral Student at UC Berkeley/SFSU > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From betty at headbolt.com Fri Apr 22 06:00:37 2005 From: betty at headbolt.com (Betty Yu) Date: Thu, 21 Apr 2005 23:00:37 -0700 Subject: acquisition norms and language tests in Mandarin In-Reply-To: <6.1.0.6.2.20050421110402.03b14030@yellow.ucdavis.edu> Message-ID: Hi All, Here is a summary of a few references on Mandarin- Chinese acquisition norms and languages tests. Thanks for your help. Betty UC Berkeley/SFSU Li, P., Tan, L.H., Bates, E., Tzeng, O. (eds.) (2005). Handbook of East Asian Psycholinguistics: Chinese. Cambridge, U.K.: Cambridge University Press. Chung, T.R. & Gordon, P. (1998). Learnability of the Chinese Dative Alternation. Procedings of the 21st Boston University Conference on Language Development. Sommerville, Mass: Cascadilla Press. Vigil, D.C. (2002). Cultural variations in attention regulation: a comparative analysis of British and Chinese-immigrant populations. International Journal of Language & Communication Disorders, 433-458. Legendre, G., Hagstrom, P., Chen-Main, J., Tao, L., & Smolensky, P. (In press). Deriving output probabilities in child Mandarin from a dual-optimization grammar, Lingua. Levy and Cruz. (2003) CDQ 24(3) 2003 - regarding vocabulary acquisition of Mandarin children Wu, Jiang (1997). Language, play and general development for Chinese infant-toddlers: Using adapted assessments. Unpublished doctoral dissertation, University of Colorado, Boulder. CHAT-23 Checklist for Autism in Toddlers with Chinese children. August 5, 2004 CME author Charles Vega, MD FAAFP and News author Laurie Barclay, MD Zhou, J. (2002). Pragmatic development of Mandarin speaking children: from 14 month to 32 month, NJ: Nanjing Normal University Press, China. ?????? ??????????????????????????????????????????2002???? Lu-Chun Lin and Cynthia Johnson Presented at the ASHA convention in 2003 on the Performance of Taiwanese Monolingual & Bilingual Preschoolers on the PPVT. Hua, Zhu. (2002). Phonological Development in Specific Contexts. Clevedon: Multilingual Matters. ?????????????? (1987). ???????Z?????l???????????????????????????????W??????No. 5 ?????????S???? (1979). ???????????q?????Z???l?????????????????????????????W??????No. 2 ???????? (1984). ??3-6 ?q?????Z???l??????????????????, ?????????W??, 1984 ???W?g?????????? ?????r (1992). ??1-5 ?q?????\???????~?????????~???r???{?????????????????W????1992, no. 3, 49-51 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3533 bytes Desc: not available URL: From Julian.Pine at liverpool.ac.uk Fri Apr 22 14:13:21 2005 From: Julian.Pine at liverpool.ac.uk (Julian Pine) Date: Fri, 22 Apr 2005 15:13:21 +0100 Subject: OI errors and modal constructions in Dutch and German Message-ID: Dear info-childers, My colleagues and I are currently doing some work in which we model developmental changes in the level of OI errors in different languages as a function of children's ability to produce progressively longer utterances. The model basically simulates OI errors by learning them from more complex verb constructions such as modal constructions in Dutch and German. However, while running simulations of Dutch and German children, we have found what look like systematic cross-linguistic differences both in the proportion of OI errors in children's speech and in the proportion of modal constructions in the input across the two languages (with German children showing lower rates of OI errors and German mothers showing lower rates of modal constructions). What we would like to know is: a) Whether either or both of these differences are already well established in the literature, and if so where we can read about them and b) Whether there is any obvious explanation of the difference in the proportion of modal constructions in Dutch and German mothers' speech. Our intuition is that this second difference reflects the fact that there are some functions which it is more natural to express using modal constructions in Dutch and simple finite constructions in German, but we would be grateful for any pointers that people could give us to analyses of Dutch and German (and the differences between them) that would help us to flesh this out. Regards Julian Pine School of Psychology University of Liverpool Bedford Street South Liverpool L69 7ZA United Kingdom From hwafroda at slu.edu Fri Apr 22 14:38:39 2005 From: hwafroda at slu.edu (Deborah Hwa-Froelich, Ph.D.) Date: Fri, 22 Apr 2005 09:38:39 -0500 Subject: acquisition norms and language tests in Mandarin Message-ID: Dear all, I am looking for speech or phonological references related to acquisition of Vietnamese. Does anyone know of any? Thanks in advance for your help. Deborah Hwa-Froelich From langconf at acs.bu.edu Fri Apr 22 16:08:08 2005 From: langconf at acs.bu.edu (BUCLD) Date: Fri, 22 Apr 2005 12:08:08 -0400 Subject: BUCLD 30 Lunch Symposium Message-ID: The Boston University Conference on Language Development is pleased to announce the topic of the lunch symposium for BUCLD 30 (November 4-6 at Boston University): "Statistical Learning in Language Development: What is it, What is its Potential, and What are its Limitations?" The symposium speakers will be Jeff Elman (University of California at San Diego), LouAnn Gerken (University of Arizona) and Mark Johnson (Brown University). The conference will also include a keynote address by Janet Werker ("Speech Perception and Language Acquisition: Comparing Monolingual and Bilingual Infants") and a plenary talk by Harald Clahsen ("Grammatical Processing in First and Second Language Learners"). Further information is available on the BUCLD website ( http://www.bu.edu/linguistics/APPLIED/BUCLD ). The call for papers (deadline May 15) can be found at < http://www.bu.edu/linguistics/APPLIED/BUCLD/callforpapers.htm >. From ann.dowker at psy.ox.ac.uk Sat Apr 23 18:50:31 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 23 Apr 2005 19:50:31 +0100 Subject: acquisition norms and language tests in Mandarin In-Reply-To: <42690C6F.7D46C55@slu.edu> Message-ID: I think that Diana Deutsch has carried out a couple of studies on pitch perception by Vietnamese children - is that relevant to you? Ann In message <42690C6F.7D46C55 at slu.edu> "Deborah Hwa-Froelich, Ph.D." writes: > Dear all, > I am looking for speech or phonological references related to acquisition of Vietnamese. Does anyone know of any? Thanks in advance for your help. > > Deborah Hwa-Froelich > > > > > From hiromi.sumiya at colorado.edu Sat Apr 23 21:47:56 2005 From: hiromi.sumiya at colorado.edu (Hiromi Sumiya) Date: Sat, 23 Apr 2005 14:47:56 -0700 Subject: Is "default" harder to comprehend? Message-ID: Dear all, We have started looking at the acquisition of six Japanese numeral classifiers, ri/nin (for counting humans), hiki (small animals), dai (land vehicles and machines), hon (1D long objects), mai (2D flat objects) and ko (3D small objects), with 2 to 4 year old children in a forced-choice comprehension task. After a pilot experiment, one thing that became clear is that the perfomance of 'ko' is very poor among these children. On the other hand, what seems puzzling is that the production of 'ko' is one of the first classifiers to appear in young children. In addition, it has been said that 'ko' is becoming to be another 'default' classifier (beside 'tsu') in the younger generation. We would really appreciate if anyone can direct us to any studies and literaure that will help understand this kind of dissociation in acquisition between the early production and later comprehension. Thank you very much in advance. Hiromi Sumiya -------------- next part -------------- An HTML attachment was scrubbed... URL: From h0009780 at hkusua.hku.hk Wed Apr 27 12:28:23 2005 From: h0009780 at hkusua.hku.hk (h0009780 at hkusua.hku.hk) Date: Wed, 27 Apr 2005 20:28:23 +0800 Subject: Chinese-English lexicon Message-ID: Dear all, Could anyone point me to the relevant literature regarding the Chinese-English bilingual lexicon for child language acquisition? As I would like to examine the vocabulary size of each language compared to the respective monolingual children. Thank you for your attention Best regards, Emily From m.perkins at sheffield.ac.uk Fri Apr 29 09:16:41 2005 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Fri, 29 Apr 2005 10:16:41 +0100 Subject: 2 studentships available Message-ID: DEPARTMENT OF HUMAN COMMUNICATION SCIENCES UNIVERSITY OF SHEFFIELD TWO NEW FULL-TIME MPHIL/PHD STUDENTSHIPS AVAILABLE ESRC COLLABORATIVE (CASE) STUDENTSHIP Project: Adults with persisting childhood speech and language difficulties: Life experiences and outcomes Supervisors: Professor Joy Stackhouse (HCS) ; Dr Judy Clegg (HCS); Dr Jeff Wardle (ICAN) Project Outline: This project will investigate the cognitive, language and psycho-social outcomes of 30 adults who were diagnosed with speech and language difficulties in childhood. They all attended Dawn House School (DHS), Nottinghamshire; a non-maintained special school managed by ICAN, the charity that helps children with speech and language difficulties. To develop their post 16 years service further DHS and ICAN are seeking to identify what the needs of older adolescents and adults with speech and language difficulties are with respect to on-going support and further education. The project will contribute to the academic field by examining the unfolding nature of developmental speech and language difficulties over time. Its uniqueness lies in the comprehensive archive files of ex-pupils held at DHS which include audio and video records and can be examined for predictors of outcome in adulthood. It will therefore not only provide findings for ICAN and DHS to incorporate into their development plans, but also contribute to theoretical understanding of the developing nature of speech and language difficulties in children and adults. UNIVERSITY STUDENTSHIP Project: Social disadvantage, language, literacy and behaviour in secondary school-age children Supervisors: Dr Judy Clegg and Professor Joy Stackhouse Project Outline: Children from areas of social disadvantage have impoverished spoken and written language. Although the majority of studies in this area have originated from the U.S.A (Brownlie et al., 2004), a leading study carried out in Sheffield by HCS staff showed that 240 children in nurseries in an area of socio-economic deprivation were significantly below national norms on tests of speech and language but not cognition (Locke et al., 2002). This disadvantage was more prevalent in boys than girls. This project aims to investigate the spoken/written language of children in a mainstream secondary school in the same area of socio-economic disadvantage where preliminary data suggest that a significant number of adolescents are under-performing at school, particularly in language and literacy. Further Information: Both studentships will commence in September 2005 and include the home tuition fee and the usual research council maintenance grant. Applicants should have or be completing a Masters Degree in a relevant area. For further information about the studentships please see the HCS website http://www.shef.ac.uk/hcs or contact Professor Joy Stackhouse j.stackhouse at sheffield.ac.uk Tel: 0114-222-2455/2429 or Dr Judy Clegg j.clegg at sheffield.ac.uk . Tel: 0114-222-2450. Closing date for applications: May 20th 2005