From e.prado at lancaster.ac.uk Mon Sep 3 08:15:56 2007 From: e.prado at lancaster.ac.uk (Elizabeth Prado) Date: Mon, 3 Sep 2007 09:15:56 +0100 Subject: transcript validation Message-ID: I am working on transcribing children’s speech on the Indonesian island of Lombok, where the local language is Sasak. I’m working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we’re having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don’t count spelling differences as differences between the transcriptions, we’re still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html From sigaluk at gmail.com Sun Sep 2 10:43:46 2007 From: sigaluk at gmail.com (Sigal Uziel-Karl) Date: Sun, 2 Sep 2007 13:43:46 +0300 Subject: references to work on the acquisiton of adverbs Message-ID: Dear List members, A few weeks ago I posted a query to the list with a request for references on the acquisition of adverbs and adverbial clauses. I wish to thank all those who responded to my query: Tina Bennett-Kastor, Ruth Berman, Jill de Villiers, Serap Durmus, Anne Graffam Walker, Ines Ikt?mi, Danielle Matthews, Elma Nap-Kolhoff, Tom Rankin, Tom Roeper, Kristen Syrett and Joshua Viau. Below is a summary of the responses I received for the benefit of the Info-Childes subscribers. Additional references/comments/suggestions on this topic are more than welcome. Best, Sigal Uziel-Karl. Acquisition of Adverbs – summary: Tina Bennett-Kastor referred me to her work on the acquisition of adverbs in a narrative contexts: "Cohesion and Predication in Child Narrative", Journal of Child Language 13 (1986), 353-370 (English) "Predications and Nonreferential Cohesion in Irish-speaking Children's Narratives," Functions of Language 6 (2) (1999), 195-241. Ruth Berman referred me to a paper of hers on lexical classes, and pointed out that there has not been much research on the acquisition of adverbs in Hebrew. Jill de Villiers referred me to her work on the semantics of quantificational adverbs and barriers: Philip,W. & de Villiers, J.G. (1992) Monotonicity and the acquisition of weak islands. In Clark,E. (ed) Proceedings of the twenty-fourth Stanford Child Language Conference, Stanford University CSLI. Serap Durmus referred me to her work on the acquisition of manner adverbs in Turkish. Ines Ikt?mi referred me to work on the acquisition of adverbs by adult L2 learners at the early stages of acquisition: Starren, M. (1996). Temporal adverbials as a blocking factor in the grammaticalization process of L2 learners. In T. van der Avoird & M. Corsius (éds) Proceedings of the CLS Opening, Academic Year '96'-97, Tilburg, Center for Language Studies. Danielle Matthews referred me to work by H. Behrens on the very early development of temporal language and some reference to temporal adverbials: Behrens, H. (2001). Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press. Elma Nap-Kolhoff referred me to a few lines on the acquisition of adverbs in Dutch in Gillis & De Houwer, 'The acquisition of Dutch'. Amsterdam: John Benjamins, page 44. Tom Rankin referred me to a PhD dissertation by Jill Gilkerson "Acquiring English Particle Verbs" which looks mainly at L2 acquisition of particle and adverbial structures but there are also comparisons to child L1 acquisition. Tom Roeper drew my attention the generalization that the really independent subject oriented cases arise only late: John ran quickly John ran angily (the latter add a thematic role) Kristen Syrett referred me to a discussion in her dissertation on how infants attend to the meaning and distribution of certain degree adverbials when learning about the semantic representations of gradable adjectives. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sigaluk at gmail.com Sun Sep 2 22:57:52 2007 From: sigaluk at gmail.com (Sigal Uziel-Karl) Date: Mon, 3 Sep 2007 01:57:52 +0300 Subject: references to work on the acquisiton of adverbs Message-ID: Dear List members, A few weeks ago I posted a query to the list with a request for references on the acquisition of adverbs and adverbial clauses. I wish to thank all those who responded to my query: Tina Bennett-Kastor, Ruth Berman, Jill de Villiers, Serap Durmus, Anne Graffam Walker, Ines Ikt?mi, Danielle Matthews, Elma Nap-Kolhoff, Tom Rankin, Tom Roeper, Kristen Syrett and Joshua Viau. Below is a summary of the responses I received for the benefit of the Info-Childes subscribers. Additional references/comments/suggestions on this topic are more than welcome. Best, Sigal Uziel-Karl. Acquisition of Adverbs – summary: Tina Bennett-Kastor referred me to her work on the acquisition of adverbs in a narrative contexts: "Cohesion and Predication in Child Narrative", Journal of Child Language 13 (1986), 353-370 (English) "Predications and Nonreferential Cohesion in Irish-speaking Children's Narratives," Functions of Language 6 (2) (1999), 195-241. Ruth Berman referred me to a paper of hers on lexical classes, and pointed out that there has not been much research on the acquisition of adverbs in Hebrew. Jill de Villiers referred me to her work on the semantics of quantificational adverbs and barriers: Philip,W. & de Villiers, J.G. (1992) Monotonicity and the acquisition of weak islands. In Clark,E. (ed) Proceedings of the twenty-fourth Stanford Child Language Conference, Stanford University CSLI. Serap Durmus referred me to her work on the acquisition of manner adverbs in Turkish. Ines Ikt?mi referred me to work on the acquisition of adverbs by adult L2 learners at the early stages of acquisition: Starren, M. (1996). Temporal adverbials as a blocking factor in the grammaticalization process of L2 learners. In T. van der Avoird & M. Corsius (éds) Proceedings of the CLS Opening, Academic Year '96'-97, Tilburg, Center for Language Studies. Danielle Matthews referred me to work by H. Behrens on the very early development of temporal language and some reference to temporal adverbials: Behrens, H. (2001). Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press. Elma Nap-Kolhoff referred me to a few lines on the acquisition of adverbs in Dutch in Gillis & De Houwer, 'The acquisition of Dutch'. Amsterdam: John Benjamins, page 44. Tom Rankin referred me to a PhD dissertation by Jill Gilkerson "Acquiring English Particle Verbs" which looks mainly at L2 acquisition of particle and adverbial structures but there are also comparisons to child L1 acquisition. Tom Roeper drew my attention the generalization that the really independent subject oriented cases arise only late: John ran quickly John ran angily (the latter add a thematic role) Kristen Syrett referred me to a discussion in her dissertation on how infants attend to the meaning and distribution of certain degree adverbials when learning about the semantic representations of gradable adjectives. -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie at psych.ubc.ca Tue Sep 4 00:38:45 2007 From: katie at psych.ubc.ca (Katherine Yoshida) Date: Mon, 3 Sep 2007 20:38:45 -0400 Subject: ICIS 2008 Message-ID: CALL FOR PAPERS - ICIS 2008 Abstracts are now being accepted for ICIS 2008. The deadline for submissions is 30 September 2007. Thursday, March 27, 2008- Saturday, March 29, 2008 XVIth Biennial International Conference on Infant Studies Location: Vancouver, British Columbia, Canada email: iciscoord at psych.ubc.ca link: http://www.isisweb.org/ From M.Saxton at ioe.ac.uk Tue Sep 4 05:43:11 2007 From: M.Saxton at ioe.ac.uk (Matthew Saxton) Date: Tue, 4 Sep 2007 06:43:11 +0100 Subject: transcript validation In-Reply-To: <46DBC2BC.20602@lancaster.ac.uk> Message-ID: Dear Elizabeth, Inter-rater reliability is vital, of course. But intra-rater reliability comes first. I wonder how consistent your transcribers are being from one transcript to the next? A simple way to check for this is to have your researchers transcribe the same recording on two occasions - with a decent interval between to dilute the effects of memory. If there is still a problem, perhaps your transcribers could be given some form of ear-training to enhance their ability to analyse speech in purely phonological terms - in effect, reducing the (lexical) bias introduced by hearing what you expect to hear. Even if you don't require a high degree of phonological detail, this kind of focus might be helpful in overriding the dialect effects you talk about. Regards, Matthew. ********************************************************************* Matthew Saxton MA, MSc, DPhil School of Psychology and Human Development, Institute of Education, 25 Woburn Square, London, WC1H 0AA. U.K. Tel: +44 (0) 20 7612 6509 Fax: +44 (0) 20 7612 6304 http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4578&4578_0=10248 www.ioe.ac.uk -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Elizabeth Prado Sent: 03 September 2007 09:16 To: info-childes at mail.talkbank.org Subject: transcript validation I am working on transcribing children's speech on the Indonesian island of Lombok, where the local language is Sasak. I'm working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we're having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don't count spelling differences as differences between the transcriptions, we're still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From Evan.J.Kidd at manchester.ac.uk Tue Sep 4 07:25:06 2007 From: Evan.J.Kidd at manchester.ac.uk (Evan J Kidd) Date: Tue, 4 Sep 2007 08:25:06 +0100 Subject: references to work on the acquisiton of adverbs In-Reply-To: <00c401c7ed4e$23f77380$1500000a@sigallenovo> Message-ID: Generator Microsoft Word 11 (filtered) Sigal (& info-childes), Holger Diessel has a chapter on the acquisition on adverbial clauses in his monograph: Diessel, H. (2004). The acquisition of complex sentences. Cambridge: CUP. BW Evan _________________________________ Dr Evan Kidd Lecturer in Psychology School of Psychological Sciences University of Manchester Oxford Road M13 9PL Manchester, UK Ph: +44 (0) 161 275 2578 Fax: +44 (0) 161 275 8587 http://www.psych-sci.manchester.ac.uk/staff/108727 __________________________________ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Sigal Uziel-Karl Sent: 02 September 2007 11:44 To: info-childes at mail.talkbank.org Subject: references to work on the acquisiton of adverbs Dear List members, A few weeks ago I posted a query to the list with a request for references on the acquisition of adverbs and adverbial clauses. I wish to thank all those who responded to my query: Tina Bennett-Kastor, Ruth Berman, Jill de Villiers, Serap Durmus, Anne Graffam Walker, Ines Ikt?mi, Danielle Matthews, Elma Nap-Kolhoff, Tom Rankin, Tom Roeper, Kristen Syrett and Joshua Viau. Below is a summary of the responses I received for the benefit of the Info-Childes subscribers. Additional references/comments/suggestions on this topic are more than welcome. Best, Sigal Uziel-Karl. Acquisition of Adverbs - summary: Tina Bennett-Kastor referred me to her work on the acquisition of adverbs in a narrative contexts: "Cohesion and Predication in Child Narrative", Journal of Child Language 13 (1986), 353-370 (English) "Predications and Nonreferential Cohesion in Irish-speaking Children's Narratives," Functions of Language 6 (2) (1999), 195-241. Ruth Berman referred me to a paper of hers on lexical classes, and pointed out that there has not been much research on the acquisition of adverbs in Hebrew. Jill de Villiers referred me to her work on the semantics of quantificational adverbs and barriers: Philip,W. & de Villiers, J.G. (1992) Monotonicity and the acquisition of weak islands. In Clark,E. (ed) Proceedings of the twenty-fourth Stanford Child Language Conference, Stanford University CSLI. Serap Durmus referred me to her work on the acquisition of manner adverbs in Turkish. Ines Ikt?mi referred me to work on the acquisition of adverbs by adult L2 learners at the early stages of acquisition: Starren, M. (1996). Temporal adverbials as a blocking factor in the grammaticalization process of L2 learners. In T. van der Avoird & M. Corsius (éds) Proceedings of the CLS Opening, Academic Year '96'-97, Tilburg, Center for Language Studies. Danielle Matthews referred me to work by H. Behrens on the very early development of temporal language and some reference to temporal adverbials: Behrens, H. (2001). Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press. Elma Nap-Kolhoff referred me to a few lines on the acquisition of adverbs in Dutch in Gillis & De Houwer, 'The acquisition of Dutch'. Amsterdam: John Benjamins, page 44. Tom Rankin referred me to a PhD dissertation by Jill Gilkerson "Acquiring English Particle Verbs" which looks mainly at L2 acquisition of particle and adverbial structures but there are also comparisons to child L1 acquisition. Tom Roeper drew my attention the generalization that the really independent subject oriented cases arise only late: John ran quickly John ran angily (the latter add a thematic role) Kristen Syrett referred me to a discussion in her dissertation on how infants attend to the meaning and distribution of certain degree adverbials when learning about the semantic representations of gradable adjectives. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Sep 4 15:30:32 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 4 Sep 2007 11:30:32 -0400 Subject: Book posting -- Yip/Matthews Message-ID: The Bilingual Child: Early Development and Language Contact Cambridge: Cambridge University Press. Virginia Yip (Chinese University of Hong Kong) and Stephen Matthews (University of Hong Kong) http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780521544764 Paperback (ISBN-13: 9780521544764) Hardback (ISBN-13: 9780521836173) ŒThis extraordinary book sets a new standard for the study of bilingualism. Full of major insights and supplemented with web-based multimedia files, it is essential reading for the entire field.¹ William O¹Grady, University of HawaiŒi at Manoa ŒProvides a veritable analytic feastŠthis book sets a new standard of excellence for the study of childhood bilingualism.¹ Brian MacWhinney, Carnegie Mellon University Synopsis: How does a child become bilingual? The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. While each bilingual child¹s profile is unique, the children studied are shown to develop quite differently from monolingual children. The authors demonstrate significant interactions between the children¹s developing grammars, as well as the important role played by language dominance in their bilingual development. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact. € Strikingly original, it presents new findings that show how children acquire two languages from birth € Puts forward new data from a pair of hitherto under-researched languages € The book is supplemented by multimedia materials on the web: http://www.cuhk.edu.hk/lin/book/bilingualchild/ Contents 1. Introduction; 2. Theoretical framework; 3. Methodology; 4. Wh-interrogatives: to move or not to move?; 5. Null objects: dual input and learnability; 6. Relative clauses: transfer and universals; 7. Vulnerable domains and the directionality of transfer; 8. Bilingual development and contact-induced grammaticalization; 9. Conclusions. From I.Bhula at cs.bham.ac.uk Tue Sep 4 16:10:44 2007 From: I.Bhula at cs.bham.ac.uk (I.Bhula at cs.bham.ac.uk) Date: Tue, 4 Sep 2007 17:10:44 +0100 Subject: Modelling acquisition of verb semantics Message-ID: Dear list members, For my PhD I am looking at constructing a psychologically plausible computational model of how children acquire the "root meanings" and subcategorisation frames of simple motion verbs (e.g. push, slide, roll, hit) using visual data and linguistic input. I would be immensely grateful if anyone could suggest a corpus or other data source which is specifically targeted at documenting verb acquisition, or that provides correlated visual (e.g actual video of parent-child interactions, or some kind of relevant visual stimulus used in a lab setting) and linguistic data involving such simple verbs; both of these would make great starting points. I have been looking around and now suspect I may have to create my own data and video clips, which will take rather more time than I have! Any other suggestions or recommendations for this work would be much appreciated too. Thanks for reading, IB From Roberta.Tedeschi at let.uu.nl Tue Sep 4 16:44:21 2007 From: Roberta.Tedeschi at let.uu.nl (Tedeschi, Roberta) Date: Tue, 4 Sep 2007 18:44:21 +0200 Subject: EMLAR IV: program available on-line Message-ID: EMLAR IV 6th-8th November 2007, Utrecht Institute of Linguistics OTS Program available on-line! We are glad to announce that the program of the fourth edition of EMLAR (Experimental Methods in Language Acquisition Research) is now available on-line. To view the program, click here: EMLAR IV will take place in Utrecht (The Netherlands) from the 6th till the 8th of November 2007 with a brand new program. The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. The workshop consists of a series of lectures given by experts in various domains of language acquisition research. Lectures cover language testing methods, statistics, computational modelling of acquisition, longitudinal studies, language proficiency tests and sentence processing among other things. Participants are also offered practical sessions on PRAAT, SPSS (introductory and advanced), statistics with R, CELEX, web-based experiments and E-Prime. Details about the workshop and registration can be found at: For further questions, contact us at: emlar at let.uu.nl We remind you that the deadline for registration is 30-Sep-2007 Organisation Sergio Baauw Natalie Boll Jacqueline van Kampen Tom Lentz Hannah De Mulder Roberta Tedeschi From sigaluk at gmail.com Wed Sep 5 11:04:35 2007 From: sigaluk at gmail.com (Sigal Uziel-Karl) Date: Wed, 5 Sep 2007 14:04:35 +0300 Subject: transcript validation In-Reply-To: <46DBC2BC.20602@lancaster.ac.uk> Message-ID: Dear Elisabeth, My colleagues and I at Haifa University (Israel) have some experience transcribing Spoken Palestinian Arabic which has no written tradition and has a variety of different dialects. To cope with the transcription task, we have done the following: (1) we've developed a set of transcription conventions to represent the Arabic sounds that cannot be represented by the symbols used for English; (2) we have arbitrarily decided to use the forms of the most widely used dialect (alternatively one could use the forms of Modern Standard Arabic) as an ancor so that on the transcription line each word is transcribed as uttered, but the ancor word appears in square brackets following it. For examle, ?al [: qal] 'said'. This way both forms are listed but in the output of the FREQ command you get only the ancor form (unless you look for the specific dialectal variation); (3) One of the transcription headers lists the dialect which the speakers use, for reference; (4) we run freq on the transcripts occasionally and compare the output lists to make sure there isn intra-transcriber consistency, and inter-transcriber consistency at least in the ancor words. Best, Sigal Uziel-Karl. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Elizabeth Prado Sent: Monday, September 03, 2007 11:16 AM To: info-childes at mail.talkbank.org Subject: transcript validation I am working on transcribing children's speech on the Indonesian island of Lombok, where the local language is Sasak. I'm working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we're having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don't count spelling differences as differences between the transcriptions, we're still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html From P.Schulz at em.uni-frankfurt.de Wed Sep 5 11:20:55 2007 From: P.Schulz at em.uni-frankfurt.de (Petra Schulz) Date: Wed, 5 Sep 2007 13:20:55 +0200 Subject: Autoreply: "RE: transcript validation " In-Reply-To: <007f01c7efac$8b388920$1700000a@sigallenovo> Message-ID: ------ ------ This message was automatically generated by email software The delivery of your message has not been affected. ------ ------ Ich bin vom 5. bis zum 9. September wegen einer Tagung in Barcelona nicht erreichbar. In dringenden Faellen wenden Sie sich bitte an meine Sekretaerin Andrea Hegewald : hegewald at em.uni-frankfurt.de Mit freundlichen Gruessen, Petra Schulz I'm out of town and will not be reading my mail before September, 9. Your mail will be dealt with when I return. In urgent cases, please contact my secretary Andrea Hegewald: hegewald at em.uni-frankfurt.de Yours sincerely, Petra Schulz ------ This is a copy of the message, including all the headers. ------ Received: from mx2.cluster.uni-frankfurt.de ([10.2.21.2]) by thot.rz.uni-frankfurt.de with esmtp (Exim 4.52) id 1ISswJ-002fBE-35; Wed, 05 Sep 2007 13:20:55 +0200 Received: from mail.talkbank.org ([128.2.64.233]) by mx2.cluster.uni-frankfurt.de with smtp (Exim 4.64) (envelope-from ) id 1ISsvV-0006ER-5f; Wed, 05 Sep 2007 13:20:05 +0200 Received: from gmail.com by mail.talkbank.org with SMTP; Wed, 5 Sep 2007 07:05:05 -0400 Date: Wed, 05 Sep 2007 14:04:35 +0300 From: Sigal Uziel-Karl Subject: RE: transcript validation In-reply-to: <46DBC2BC.20602 at lancaster.ac.uk> X-012-Sender: karl-y at 012.net.il To: 'Elizabeth Prado' , info-childes at mail.talkbank.org Reply-to: sigal at alum.mit.edu Message-id: <007f01c7efac$8b388920$1700000a at sigallenovo> MIME-version: 1.0 X-MIMEOLE: Produced By Microsoft MimeOLE V6.00.2900.3138 X-Mailer: Microsoft Office Outlook 11 Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7BIT Thread-index: AcfuWOpf6IvBcdjJTnSJbk8hG0ZMgwBRjfdA Sender: Precedence: List List-Software: LetterRip Pro 4.05 (1404) by LetterRip Software, LLC. List-Unsubscribe: X-LR-SENT-TO: em.uni-frankfurt.de X-MailScanner: Found to be clean X-MailScanner-SpamCheck: not spam, SpamAssassin (nicht zwischen gespeichert, Wertung=0, benoetigt 4, autolearn=not spam) Dear Elisabeth, My colleagues and I at Haifa University (Israel) have some experience transcribing Spoken Palestinian Arabic which has no written tradition and has a variety of different dialects. To cope with the transcription task, we have done the following: (1) we've developed a set of transcription conventions to represent the Arabic sounds that cannot be represented by the symbols used for English; (2) we have arbitrarily decided to use the forms of the most widely used dialect (alternatively one could use the forms of Modern Standard Arabic) as an ancor so that on the transcription line each word is transcribed as uttered, but the ancor word appears in square brackets following it. For examle, ?al [: qal] 'said'. This way both forms are listed but in the output of the FREQ command you get only the ancor form (unless you look for the specific dialectal variation); (3) One of the transcription headers lists the dialect which the speakers use, for reference; (4) we run freq on the transcripts occasionally and compare the output lists to make sure there isn intra-transcriber consistency, and inter-transcriber consistency at least in the ancor words. Best, Sigal Uziel-Karl. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Elizabeth Prado Sent: Monday, September 03, 2007 11:16 AM To: info-childes at mail.talkbank.org Subject: transcript validation I am working on transcribing children's speech on the Indonesian island of Lombok, where the local language is Sasak. I'm working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we're having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don't count spelling differences as differences between the transcriptions, we're still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html From ludovica.serratrice at manchester.ac.uk Wed Sep 5 13:43:19 2007 From: ludovica.serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Wed, 5 Sep 2007 14:43:19 +0100 Subject: Third Call for Papers - XI IASCL Congress Message-ID: XI Congress of the International Association for the Study of Child Language (IASCL) Edinburgh, 28 July - 1 August 2008 Third Call for Papers >>> PLEASE NOTE REVISED RESTRICTIONS ON AUTHORSHIP AND NEW REGISTRATION DEADLINE<<< Call Deadline: 15-Oct-2007 Key Deadline Dates Abstract Submissions Open: 15th April 2007 Abstract Submissions Closed: 15th October 2007 Notification of Acceptance: 15th February 2008 1st Authors and Chairs to be Registered: 15th March 2008 Abstract Format and Content In response to feedback from the participants at the 2005 conference in Berlin submissions of abstracts are invited in one of two formats: symposia or posters. Note that the 2008 conference will not feature independent oral paper presentations outside the symposia. Posters will have an equal status to symposia presentations: they will have their own time slots at the conference and will not be presented in parallel with symposia. Submission Instructions for Symposia and Poster Abstracts: - All abstracts must be submitted electronically at the conference website at http://www.in-conference.org.uk/IASCL/abstracts.html - The abstract submission site will be open between 15 April 2007 and 15 October 2007. Late abstracts will not be considered. - If you are unable to submit your proposal electronically please contact In Conference by e-mail IASCL at in-conference.org.uk well in advance of 15th October. - Notifications of acceptance/rejection decisions will be sent to the symposium organiser or the first author of a poster submission by 15 February 2008. - Abstracts for both symposia and poster presentations will be double-blind peer-reviewed by 3 referees. - The symposium organiser is responsible for ensuring the symposium chair and first authors of individual papers are registered by 15th March 2008. The first author of a poster submission must also be registered by the same date. Accepted symposia or posters that do not comply with this rule will be removed from the programme. - Please note that a maximum of 1 first-authored paper/poster will be selected for presentation by each author. However, there is no limit on the number of papers/posters that can be selected in any other authorship status. - No changes in authorship will be possible after the review process is completed. - All abstracts must be submitted in English. Topics We invite you to submit symposia or posters of original, previously unpublished research on all aspects of child language. A. Symposia Symposia are collections of 3-5 individual paper presentations that relate to a narrowly defined topic of interest. They are offered in 2-hour sessions. We recommend that sufficient time be kept aside for general discussion after the paper presentations. Each symposium session will have an organiser and a chair. Details on the organiser and the chair should be included in the submission; the organiser and the chair can be the same person. The organiser of each symposium is the person responsible for: a) securing the cooperation of all the participants who are to be involved in the symposium before the proposal is submitted; and b) deciding on the internal structure of the symposium. The chair of each symposium is the person responsible for chairing the session. *PLEASE NOTE that the organiser will be the only person who receives the information on the symposium and it is their responsibility to pass this information onto the individual paper authors. Format and Content of Symposia Submissions: - Abstracts must represent original, unpublished research. - Proposals for symposia will include a summary of all studies with a clearly defined common theme. Sufficient detail should be provided to allow peer reviewers to judge the scientific merit of the proposal. - The symposium summary and individual paper abstracts should not be longer than 500 words each. - The symposium proposal and each abstract therein should be clearly titled and include the individual paper titles, individual authors' names (including information about the organiser and the chair) and professional affiliations. B. Posters Format and Content of Poster Submissions: - Abstracts must represent original, unpublished research. - Each submission should be clearly titled and include the names of the authors and professional affiliations - Each abstract should not exceed 500 words: The abstract should include enough detail to allow reviewers to judge the scientific merits of the study. Local Organising Academic Committee - Antonella Sorace (University of Edinburgh) - Mits Ota (University of Edinburgh) - Barbora Skarabela (University of Edinburgh) If you require any further information please contact the IASCL Organisers: In Conference Ltd IASCL Conference Organisers 10B Broughton Street Lane Edinburgh EH1 3LY Telephone: +44 (0) 131 556 9245 Fax: +44 (0) 131 556 9638 E-Mail: IASCL at in-conference.org.uk Web: www.in-conference.org.uk   From Alvino.Fantini at worldlearning.org Wed Sep 5 17:42:42 2007 From: Alvino.Fantini at worldlearning.org (Alvino Fantini) Date: Wed, 5 Sep 2007 13:42:42 -0400 Subject: an onomatopoeic toddler In-Reply-To: <19c2d8f6cef7504fc2a54ec317182ce4@webmail.stofa.dk> Message-ID: Dear Marie: You may be interested in comparing your son's development in this respect with that reported in my own work (see p. 99) in: Language Acquisition of a Bilingual Child, Multilingual Matters, 1985, still available from the SIT Bookstore (contact: carl.mcinerney at sit.edu). To quote one section: "Mario favoured onomatopoeic sounds, whether playing with others or alone. The diary contains numerous examples of sounds made during play, some of which were so amazingly faithful that they were impossible to transcribe. He imitated animals, tractors, aeroplanes, rockets, car brakes, monsters, motors, explosions, sirens, hammers banging, and so forth." I might add that this behaviour was prevalent during the early years and although he increasingly acquired words, he persisted in using a large amount of onomatopoeic sounds along with speech (unlike his younger sister) and, later, added graphics (he loved to draw his thoughts). So, I suppose this reflects the specific proclivities of some individuals more than others. Today, in his 30s, he continues to enjoy both modalities as dimensions of his expressive abilities. (Examples of the actual sounds are scattered throughout the speech diary, a portion of which is contained in the book). And, by the way, he recently participated in the Erasmus Mundus program, studying in Aarhus, this past year, which he thoroughly enjoyed. Another side note -- Aarhus was also a town that participated over many years in international exchanges with other countries through the Danish Experiment in International Living (which unfortunately no longer exists in Denmark), and where I worked until retirement. With best wishes, Alvino Dr Alvino E. Fantini, Professor Emeritus, SIT Professor, Graduate School, MA in Language Communication Kenkyu Research Center Bldg No. 1, Matsuyama University, 4-2 Bunkyo-cho, Matsuyama, Ehime 790-85, Japan Office tel: 089 926 7548 (Ext 42 / Cell tel: 080 5660 3640 -----Original Message----- From: mariehojholt To: info-childes at mail.talkbank.org Date: Wed, 29 Aug 2007 12:05:15 +0200 Subject: an onomatopoeic toddler Dear all! Being new at this network I wish to thank you all for a fantastic opportunity to correspond with equals, or, kind of. I am graduate student of linguistics in Aarhus, Denmark. Here is my question: I am looking for relevant studies of children who do not seem to acquire actual words as much as onomatopoeic sounds. My two-year-old son Harald, is developing "according to plan" but doesn't care for the "linguistic symbols that the surrounding environment has as consensus": words. Here is a short list of his sounds and utterances: "Mor (mummy) aa-aj (~not) bzzz (sound of fly) krqr (sound of breaking which means "egg") - pip-pip (sound of bird) krqr (sound of breaking" - so: Mummy, flies don't have eggs, BIRDS have eggs!" "words": water: "aah!" (sound you make after drinking) food: "mtl-mtl" (chewing-sound) sleeping/bed: "hhhrr-pfffff" (sleeping sound) toothbrush: "hrhr-hrhr" Cracker/"broken"/egg: "krqr" Pooridge: "ph-ph-ph" (sound of boiling) Apart from this he uses all the usual onomatopoeic sounds typical for children: animal sounds, vehicle sounds... He does have some actual words: Mom, dad, diper, blue, Gorm (brother), home, now, more, shoe, in, ...but not too many verbs. I hope some of you have comments on this, or links, references or anything. I am not worried about him, since he is a happy, clever boy who communicates adequately and relevantly, and - to me - intelligably. Though, I am hyperinterested in understanding his procedures and apparently somewhat onomatopoeic-ICONIC language behaviour. He is not interested in us telling him what the real words are, and if we try to push him, he ignores us or get angry. All my best, Marie Hoejholt -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdrw at ozemail.com.au Wed Sep 5 19:53:01 2007 From: sdrw at ozemail.com.au (Susanne Dopke) Date: Thu, 6 Sep 2007 05:53:01 +1000 Subject: an onomatopoeic toddler In-Reply-To: Message-ID: Dear Alvino, It is nice to hear about the children having become adults, whose early childhood we had the privilege to peek in a little bit, courtesy of their parents having written about them decades ago. I still vividly remember the many endearing anecdotes in your book and continue to share them with parents wishing to raise their children bilingually and who I am supporting as part of my work. Thank you very much, Susanne On 06/09/2007, at 3:42 AM, Alvino Fantini wrote: > Today, in his 30s, he continues to enjoy both modalities as > dimensions of his expressive abilities. (Examples of the actual > sounds are scattered throughout the speech diary, a portion of > which is contained in the book). > > And, by the way, he recently participated in the Erasmus Mundus > program, studying in Aarhus, this past year, which he thoroughly > enjoyed. Another side note -- Aarhus was also a town that > participated over many years in international exchanges with other > countries through the Danish Experiment in International Living > (which unfortunately no longer exists in Denmark), and where I > worked until retirement. My webhost and I are trying to work out why mail to the Bilingual Options account does not get through at times. Could you please notify me via the other account - or possibly by phone - if your message bounces. It would be most helpful if you forwarded ALL failure message to . ______________________________________ Dr Susanne Dopke Consultant in Bilingualism Speech Pathologist Australian Newsletter for Bilingual Families: website: ph: (+61-3) 9439 4148 mobile: 0409 977 037 -------------- next part -------------- An HTML attachment was scrubbed... URL: From vclellen at mail.sdsu.edu Wed Sep 5 22:03:09 2007 From: vclellen at mail.sdsu.edu (Vera F. Gutierrez-Clellen) Date: Wed, 5 Sep 2007 15:03:09 -0700 Subject: Language Scientist-Bilingual Emphasis Faculty Position Message-ID: Language Scientist - Bilingual emphasis (Rank Open): San Diego State University invites applications for a tenure-track faculty position in the School of Speech, Language, and Hearing Sciences. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels, supervising theses/dissertations, and pursuing a research program in the area of bilingualism and language disorders. We are seeking a person with skills in bilingual research with clinical populations, in particular with speakers of Pacific Rim and/or Spanish languages preferred, although other languages may be considered. Additional areas of expertise or research focus may include cross-linguistic research with second language learners and/or language and literacy acquisition or language loss in bilinguals. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://slhs.sdsu.edu). Review of completed applications will begin December 1, 2007 and continue until position is filled; employment to begin Fall semester 2008. Applicants should submit a letter of interest to include a description of research program; evidence of teaching excellence, and/or reprints; a current vita; and 3 letters of recommendation. Application materials should be sent electronically and via surface mail to Dr. Vera F. Gutiérrez-Clellen, Language Scientist Search Committee Chair, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, (vclellen at mail.sdsu.edu). San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. -- Vera F. Gutierrez-Clellen, Ph.D. Professor School of Speech, Language, and Hearing Sciences, and SDSU/UCSD Joint Doctoral Program Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, CA 92182-1518 Office (619) 594-6645 Bilingual Child Language Research Laboratory (619) 594-2279 FAX: (619) 594-7109 http://slhs.sdsu.edu/taspmain.php http://slhs.sdsu.edu/teamsmain.php -------------- next part -------------- An HTML attachment was scrubbed... URL: From velleman at comdis.umass.edu Wed Sep 5 23:02:44 2007 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 5 Sep 2007 19:02:44 -0400 Subject: Assistant Professor: Dysphagia and/or Diversity In-Reply-To: Message-ID: Please spread the word to any relevant individuals! Thanks. Shelley Velleman Asst. Prof: University of Massachusetts Amherst, Department of Communication Disorders. Qualifications include Ph.D. with CCC in Speech-Language Pathology; expertise in the areas of dysphagia (adult and pediatric) and/or multi-cultural/linguistic diversity is desirable. Responsibilities include teaching undergraduate and graduate courses, participating in shared department activities, and establishing an independent research program. Salary is competitive at the Assistant Professor level. Review of applications will begin 12-7-07 and will continue until the position is filled. Send a letter of application, detailed vita, three letters of recommendation and official transcripts of all academic training to: Search #R30260 Dr. Shelley Velleman, Chair, Search Committee, Department of Communication Disorders, 358 North Pleasant Street, University of Massachusetts Amherst, Amherst, MA 01003-9296. Department Voice mail: 413-545-0131; Fax: 413-545-0803; Department Secretary e-mail: jholhut at comdis.umass.edu. The University of Massachusetts Amherst is an Affirmative Action & Equal Opportunity Employer. The department is committed to increasing the diversity of its faculty and student body. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Sep 6 23:51:54 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 6 Sep 2007 19:51:54 -0400 Subject: Haifa Language Acquisition meeting Message-ID: The Haifa Workshop on Formal Approaches to Language Acquisition will be held at the University of Haifa on Sunday, October 7th, 2007, 9:30-18:00. Keynote speaker: Ewa Dabrowska, University of Sheffield, UK Program: http://cl.haifa.ac.il/LangAcq07/program.shtml More information: http://cl.haifa.ac.il/LangAcq07/ Participation in the Workshop is free and open for all. However, to be able to plan rooms, refreshments, etc., we request that participants pre-register on-line at: http://cl.haifa.ac.il/LangAcq07/ reg.shtml The Workshop is funded by The Caesarea Edmond Benjamin de Rothschild Foundation Institute for Interdisciplinary Applications of Computer Science at the University of Haifa. -- Shuly Wintner Dept. of Computer Science, University of Haifa, 31905 Haifa, Israel Phone: +972 (4) 8288180 Fax: +972 (4) 8249331 shuly at cs.haifa.ac.il http://cs.haifa.ac.il/~shuly From masmo at lingua.filg.uj.edu.pl Thu Sep 13 20:02:28 2007 From: masmo at lingua.filg.uj.edu.pl (masmo at lingua.filg.uj.edu.pl) Date: Thu, 13 Sep 2007 22:02:28 +0200 Subject: personal narrative task for 5-yr-olds Message-ID: Dear Colleagues, I would appreciate some advice as to what question to ask 5 yr-old children in order to elicit some narratives on their personal experiences. I would like to obtain some data in the form of monologue, and I would prefer it to be related to some real past events in the child's life rather than being based on general world knowledge or describing habitual situations. I would also appreciate some literature related to this methodology. Magdalena Smoczynska Krakow, Poland. From a.deblauw at chello.nl Fri Sep 14 08:02:50 2007 From: a.deblauw at chello.nl (Akke de Blauw) Date: Fri, 14 Sep 2007 10:02:50 +0200 Subject: personal narrative task for 5-yr-olds In-Reply-To: <46E9B374.9800.623D0C@localhost> Message-ID: dear Magdalena I would suggest the methodology of the classic study of narratives: C.Peterson and A. McCabe (1983) 'Developmental Psycholinguistics; Three Ways of Looking at a Child's Narrative'. They elicited narratives by giving prompts, telling own experiences first, than asking theirs. best regards Akke de Blauw A.T.deBlauw at uva.nl University of Amsterdam Amsterdam Center for Language and Communication Project Precursors of Narrative Ability masmo at lingua.filg.uj.edu.pl schreef: > Dear Colleagues, > I would appreciate some advice as to what question to ask 5 yr-old children > in order to elicit some narratives on their personal experiences. I would like to > obtain some data in the form of monologue, and I would prefer it to be related > to some real past events in the child's life rather than being based on general > world knowledge or describing habitual situations. > I would also appreciate some literature related to this methodology. > Magdalena Smoczynska > Krakow, Poland. > > > From ann.dowker at psy.ox.ac.uk Fri Sep 14 17:48:32 2007 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 14 Sep 2007 18:48:32 +0100 Subject: personal narrative task for 5-yr-olds In-Reply-To: <46EA402A.1080903@chello.nl> Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From serkhane at cshl.edu Mon Sep 17 03:17:06 2007 From: serkhane at cshl.edu (Serkhane, Jihene) Date: Sun, 16 Sep 2007 23:17:06 -0400 Subject: Human infant calls Message-ID: Hi, I'm looking for expertise, definitions, papers, books and/or audio/video ressources that would help recognize (based on listening and/or spectrograms and/or on the caller potential emotional state and/or context) human infant calls, s.a. "moan", "wail", "whoop", "squeal", "hic", "groan", "croak". Any help is welcome, it could also be a contact with someone who has expertise w/ vocal communication in human infants (eg. child care practitioners, speech therapists, nanies, mothers). Thank you in advance for your lights, and have a great day! Joy, Jiji. From michael at georgetown.edu Mon Sep 17 14:25:43 2007 From: michael at georgetown.edu (Michael Ullman) Date: Mon, 17 Sep 2007 10:25:43 -0400 Subject: Georgetown University Tenure Track Position in Cognitive Neuroscience Message-ID: Georgetown University Tenure Track Position in Cognitive Neuroscience: The Department of Psychology at Georgetown University anticipates a tenure-track assistant professor position, effective August 1, 2008. Applications in any area of cognitive neuroscience are welcome, but we are especially interested in candidates specializing in the neural bases of language or in social/affective neuroscience, with a focus on any area of lifespan development. Successful applicants should bring an active research program with potential for external funding. They should also be prepared to teach courses in cognitive neuroscience and other areas related to their specialty, as well as general psychology, our introductory course. Excellent teaching skills, a strong publication record, and previous demonstration of funding will be advantageous. Georgetown University has a state-of-the-art brain imaging facility with a research-dedicated 3T magnet and technical support for fMRI, DTI, and MRS. The Psychology Department offers an undergraduate major in psychology, an honors program, and a doctoral degree with concentrations in Lifespan Cognitive Neuroscience and in Human Development and Public Policy. In addition, Psychology faculty may mentor Ph.D. students in other programs such as the Interdisciplinary Program in Neuroscience based in the adjacent Georgetown University Medical Center. For more information about our department, visit our website at *http://www.georgetown.edu/departments/psychology*. Please send a letter of interest, a curriculum vita, teaching statement, and three letters of reference to: Chandan Vaidya, Chair, Cognitive Neuroscience Search Committee, Department of Psychology, 306 White Gravenor Hall, Georgetown University, 37^th & O Streets, NW, Washington, D.C. 20057. For administrative questions, contact Amber Matzke at shifflal at georgetown.edu . Applications will be accepted until the position is filled, but we aim to complete the search as early as possible. Georgetown University, the oldest Catholic University in the United States, is an Affirmative Action/Equal Opportunity employer. From ekapia at bu.edu Mon Sep 17 18:13:19 2007 From: ekapia at bu.edu (ekapia at bu.edu) Date: Mon, 17 Sep 2007 14:13:19 -0400 Subject: BUCLD 32 Pre-registration Announcement Message-ID: Dear Colleague, We are pleased to announce that online pre-registration for BUCLD 32 is now available at: https://www.bu.edu/phpbin/bucld/ The 32nd Annual Boston University Conference on Language Development will be held at Boston University, November 2-4, 2007. Our invited speakers are: Ellen Bialystok, York University ?Cognitive Effects of Bilingualism Across the Lifespan? Keynote address, Friday, November 2 at 8:00 pm William O?Grady, University of Hawai?i at Manoa "Does Emergentism Have a Chance?" Plenary address, Saturday, November 3 at 5:45 pm Katherine Demuth, Brown University Anne Fernald, Stanford University Lee Osterhout, University of Washington Discussant: Virginia Valian, Hunter College, and CUNY Graduate Center ?The Production and Processing of Grammatical Morphemes? Lunchtime symposium, Saturday, November 3 at 12:15 pm The Society for Language Development (SLD) will be holding its fourth annual symposium on "Generalization in Language Learning" on Thursday, November 1, in conjunction with the BUCLD meeting. BUCLD 32 is offering online pre-registration and on-site registration for this event. Speakers: Janet Pierrehumbert of Northwestern University, Josh Tenenbaum of MIT, Steven Pinker of Harvard University More information on the SLD symposium can be found at: http://www.bcs.rochester.edu/sld/symposium.html BUCLD and SLD online pre-registration information is available at: https://www.bu.edu/phpbin/bucld/ The full conference schedule is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/schedule_temp.html More information about BUCLD is available at our website: http://www.bu.edu/linguistics/APPLIED/BUCLD We look forward to seeing you at BUCLD 32! Sincerely, Heather Jacob, Harvey Chan, and Enkeleida Kapia BUCLD 32 Co-organizers From yrose at mun.ca Wed Sep 19 15:30:09 2007 From: yrose at mun.ca (Yvan Rose) Date: Wed, 19 Sep 2007 13:00:09 -0230 Subject: Bilingualism and bilingual education in Aboriginal communities Message-ID: Dear colleagues, I was recently contacted by the school board of a Canadian Aboriginal community. They requested me to provide them with information on bilingualism and bilingual acquisition in an Aboriginal context. They would like to consider such information for the structuring of their educational programs in the communities under that school board's umbrella. Here is some more background information: --The children from these communities are typically raised monolingual in the Aboriginal language, unless they come from bilingual households --Schooling from Grade 1 through 3 is in the Aboriginal language(Cree- medium), using the syllabic orthographic system --Starting at Grade 3, education in primarily oral English or French (the decision being made by the children/their families) is introduced, at which point the roman alphabet is also introduced --Under current assessments, children hailing from this system generally have a deficit in literacy proficiency at the end of their primary education (in both languages) --Decision makers are trying to tackle the issue while at the same time keeping an educational system that will enable the preservation of their traditional language and culture In this context, I would appreciate it if you could point me towards documentation that pertains to bilingual acquisition in Aboriginal contexts as well as, perhaps from a more applied perspective, studies on educational programs and/or their relationships with cultural promotion and preservation. Of course I will make sure to round up the information and publish a summary on the list. Thankfully yours, Yvan Rose Associate Professor Department of Linguistics Memorial University of Newfoundland From roberts at mail.fpg.unc.edu Wed Sep 19 15:55:02 2007 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Wed, 19 Sep 2007 11:55:02 -0400 Subject: Full Time Research Opporunity Message-ID: *Full Time Research Opportunity *The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill has openings for language research positions at the Bachelors, Masters, Doctorate, and Post-Doctorate level. This project examines the pragmatic skills during conversation and narration of boys and girls with fragile X syndrome, autism, and Down syndrome. Responsibilities of the job (depending on qualifications) include conducting, scoring, and coding assessments as well as preparing manuscripts and presentations. Some travel involved. Please email a resume to Anne Harris at harrisa at mail.fpg.unc.edu. For more information about the project please see: 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 CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From htagerf at bu.edu Wed Sep 19 16:06:38 2007 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Wed, 19 Sep 2007 12:06:38 -0400 Subject: Using NOLDES 7.0 Message-ID: We are using Noldus 7.0 to code children's behavior/language. Does anyone know how to use a "sampling" method - i.e., coding behavior every 30 sec rather than frame/frame? Any advice welcome! Helen Tager-Flusberg, Ph.D. Department of Anatomy & Neurobiology Boston University School of Medicine 715 Albany Street, L-814 Boston, MA 02118 Tel: 617-414-1312 Fax: 617-414-1301 htagerf at bu.edu www.bu.edu/autism -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Wed Sep 19 16:52:09 2007 From: dalep at unm.edu (Philip Dale) Date: Wed, 19 Sep 2007 10:52:09 -0600 Subject: Using NOLDES 7.0 In-Reply-To: <5FC13D8896955A469B2E22E73379D6D802415158@bumc-xbe.ad.bu.edu> Message-ID: I suggest you contact the New England representative for Noldus, Dr. Jonathan Dale, email: j.dale at noldus.com. (And yes, he's my son, so this is not an unbiased recommendation.) Philip Dale _____ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Tager-Flusberg, Helen B Sent: Wednesday, September 19, 2007 10:07 AM To: info-childes at mail.talkbank.org Cc: Plesa-Skwerer, Daniela Subject: Using NOLDES 7.0 We are using Noldus 7.0 to code children's behavior/language. Does anyone know how to use a "sampling" method - i.e., coding behavior every 30 sec rather than frame/frame? Any advice welcome! Helen Tager-Flusberg, Ph.D. Department of Anatomy & Neurobiology Boston University School of Medicine 715 Albany Street, L-814 Boston, MA 02118 Tel: 617-414-1312 Fax: 617-414-1301 htagerf at bu.edu www.bu.edu/autism -------------- next part -------------- An HTML attachment was scrubbed... URL: From cslater at alma.edu Wed Sep 19 18:15:20 2007 From: cslater at alma.edu (Carol Slater) Date: Wed, 19 Sep 2007 14:15:20 -0400 Subject: Bilingual learning Message-ID: Dear Yvan Rose-- If you have not already encountered this paper, you might find it interesting. I used it in a workshop on language acquisition. Alice Eriks-Brophy & Martha Crago (2003) Variation in instructional discourse features:…Evidence from Inuit and non-Inuit teachers of Nunavik. Anthropology & Education Quarterly 34(4):396-419. Cheers. Carol Slater Psychology Alma College Alma MI 48801 cslater at alma.edu From susan.foster-cohen at canterbury.ac.nz Wed Sep 19 19:41:35 2007 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Thu, 20 Sep 2007 07:41:35 +1200 Subject: Bilingualism and bilingual education in Aboriginal communities Message-ID: Hi. Here in New Zealand, there is quite a lot going on in "aboriginal" education. Below is a link to the New Zealand ministry of Education website. Click on the links for either Maori education or Pasifika education and you should find some useful info. http://www.minedu.govt.nz/ Also, a couple of years back I did a lit review paper on early childhood bilingualism with a slant towards Pasifika groups, designed to be readable by educator types. I can send you a copy of that if you are interested. Actually, I think it's still available on the Ministry site. It was part of a scoping document on Pasifika early childhood education authored by Anne Meade, Helen Puhi Puhi and me. Cheers, Susan Foster-Cohen -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Yvan Rose Sent: Thu 9/20/2007 3:30 AM To: info-childes at mail.talkbank.org Subject: Bilingualism and bilingual education in Aboriginal communities Dear colleagues, I was recently contacted by the school board of a Canadian Aboriginal community. They requested me to provide them with information on bilingualism and bilingual acquisition in an Aboriginal context. They would like to consider such information for the structuring of their educational programs in the communities under that school board's umbrella. Here is some more background information: --The children from these communities are typically raised monolingual in the Aboriginal language, unless they come from bilingual households --Schooling from Grade 1 through 3 is in the Aboriginal language(Cree- medium), using the syllabic orthographic system --Starting at Grade 3, education in primarily oral English or French (the decision being made by the children/their families) is introduced, at which point the roman alphabet is also introduced --Under current assessments, children hailing from this system generally have a deficit in literacy proficiency at the end of their primary education (in both languages) --Decision makers are trying to tackle the issue while at the same time keeping an educational system that will enable the preservation of their traditional language and culture In this context, I would appreciate it if you could point me towards documentation that pertains to bilingual acquisition in Aboriginal contexts as well as, perhaps from a more applied perspective, studies on educational programs and/or their relationships with cultural promotion and preservation. Of course I will make sure to round up the information and publish a summary on the list. Thankfully yours, Yvan Rose Associate Professor Department of Linguistics Memorial University of Newfoundland From Alvino.Fantini at worldlearning.org Thu Sep 20 13:50:51 2007 From: Alvino.Fantini at worldlearning.org (Alvino Fantini) Date: Thu, 20 Sep 2007 09:50:51 -0400 Subject: Bilingualism and bilingual education in Aboriginal communities In-Reply-To: Message-ID: Dear Colleague: It may be of help for you to know that my organization, World Learning, sponsored a conference in Guatemala City a few years ago addressing the topic of indigenous education in the Americas. We invited 700 (mostly) indigenous educators from throughout the Americas (Canada to the tip of Chile) to discuss issues of early bilingual education. Much to the participants' surprise, they found, of course, that they had similar questions, faced similar challenges, and often were seeking similar solutions. Selected proceedings from this conference are written up in the SIT Occasional Paper Series, Winter 2003, titled "La Educacion Indigena en las Americas" (Indigenous Education in the Americas), a Spanish Edition with English translations of all abstracts and some other materials. To access this journal online, go to www.sit.edu/publications, and click on Issue No. 4. I hope this will be of some help to you. With best wishes, Alvino Fantini Professor Emeritus, School for International Training Dr Alvino E. Fantini, Professor Emeritus, SIT Professor, Graduate School, MA in Language Communication Kenkyu Research Center Bldg No. 1, Matsuyama University, 4-2 Bunkyo-cho, Matsuyama, Ehime 790-85, Japan Office tel: 089 926 7548 (Ext 42 / Cell tel: 080 5660 3640 -----Original Message----- From: Yvan Rose To: info-childes at mail.talkbank.org Date: Wed, 19 Sep 2007 13:00:09 -0230 Subject: Bilingualism and bilingual education in Aboriginal communities Dear colleagues, I was recently contacted by the school board of a Canadian Aboriginal community. They requested me to provide them with information on bilingualism and bilingual acquisition in an Aboriginal context. They would like to consider such information for the structuring of their educational programs in the communities under that school board's umbrella. Here is some more background information: --The children from these communities are typically raised monolingual in the Aboriginal language, unless they come from bilingual households --Schooling from Grade 1 through 3 is in the Aboriginal language(Cree- medium), using the syllabic orthographic system --Starting at Grade 3, education in primarily oral English or French (the decision being made by the children/their families) is introduced, at which point the roman alphabet is also introduced --Under current assessments, children hailing from this system generally have a deficit in literacy proficiency at the end of their primary education (in both languages) --Decision makers are trying to tackle the issue while at the same time keeping an educational system that will enable the preservation of their traditional language and culture In this context, I would appreciate it if you could point me towards documentation that pertains to bilingual acquisition in Aboriginal contexts as well as, perhaps from a more applied perspective, studies on educational programs and/or their relationships with cultural promotion and preservation. Of course I will make sure to round up the information and publish a summary on the list. Thankfully yours, Yvan Rose Associate Professor Department of Linguistics Memorial University of Newfoundland -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta.Tedeschi at let.uu.nl Tue Sep 25 13:07:25 2007 From: Roberta.Tedeschi at let.uu.nl (Tedeschi, Roberta) Date: Tue, 25 Sep 2007 15:07:25 +0200 Subject: EMLAR IV last reminder Message-ID: EMLAR IV 6th-8th November 2007, Utrecht Institute of Linguistics OTS Reminder: The deadline for registration is 30-Sep-2007 EMLAR IV will take place in Utrecht (The Netherlands) from the 6th till the 8th of November 2007 with a brand new program. The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. The workshop consists of a series of lectures given by experts in various domains of language acquisition research. Lectures cover language testing methods, statistics, computational modelling of acquisition, longitudinal studies, language proficiency tests and sentence processing among other things. Participants are also offered practical sessions on PRAAT, SPSS (introductory and advanced), statistics with R, CELEX, web-based experiments and E-Prime. Details about the workshop, the program and registrations can be found at: For further questions, contact us at: emlar at let.uu.nl We would like to remind you that the deadline for registration is 30-Sep-2007. For some workshops (CHILDES 1st session, SPSS B and E-prime) there are only a few places left. Organisation Sergio Baauw Natalie Boll Jacqueline van Kampen Tom Lentz Hannah De Mulder Roberta Tedeschi ----------------------------------------------- Roberta Tedeschi UIL OTS, Utrecht University Janskerkhof 13 - 3512 BL Utrecht (Netherlands) +31 030 2538304 ----------------------------------------------- Roberta Tedeschi UIL OTS, Utrecht University Janskerkhof 13 - 3512 BL Utrecht (Netherlands) +31 030 2538304 From goffman at purdue.edu Tue Sep 25 18:03:04 2007 From: goffman at purdue.edu (Lisa Goffman) Date: Tue, 25 Sep 2007 14:03:04 -0400 Subject: Language Science autism position at Purdue Message-ID: ASSISTANT PROFESSOR POSITION LANGUAGE SCIENCE, AUTISM SPECTRUM DISORDERS, PURDUE UNIVERSITY In accordance with its strategic plan, the Department of Speech, Language, and Hearing Sciences at Purdue University invites applications for an Assistant Professor who will pursue an active research program in the area of autism spectrum disorders. This position is a permanent tenure track 10-month appointment available Fall 2008. Ph.D. required. Numerous opportunities are available for interdisciplinary collaboration in neurosciences, linguistics, education or psychological sciences. There is also support infrastructure for developmental research, with NIH and NSF funded faculty in infant speech perception and production, language and speech development and disorders, attention, and neuroimaging. Purdue boasts a top ranked clinical program with a rich pediatric population. Teaching duties include undergraduate and graduate courses in developmental language disorders and related areas. To be assured of full consideration, complete applications should be received by January 4, 2008. However, applications will continue to be accepted until the position is filled. A curriculum vitae, letter of application, selected publications/papers, and three letters of recommendation that address the applicant's potential abilities in both research and teaching should be sent to Jane Fenters, Administrative Assistant to the Head, Speech, Language, and Hearing Sciences, Heavilon Hall, 500 Oval Drive, W. Lafayette IN 47907-2038 or e-mailed at jfenters at purdue.edu . Questions regarding the position should be directed to Dr. Lisa Goffman, 765/496-1826 or goffman at purdue.edu . Purdue University is an equal access/equal opportunity/affirmative action employer fully committed to achieving a diverse workforce. http://www.cla.purdue.edu/academic/slhs/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From eugenew.languag at msa.hinet.net Wed Sep 26 02:48:17 2007 From: eugenew.languag at msa.hinet.net (Hsin-chin Wang, NCKU :)) Date: Wed, 26 Sep 2007 10:48:17 +0800 Subject: CALL FOR ABSTRACTS: 12th PEARL Message-ID: An HTML attachment was scrubbed... URL: From pcomp at hunter.cuny.edu Wed Sep 26 14:05:16 2007 From: pcomp at hunter.cuny.edu (pcomp at hunter.cuny.edu) Date: Wed, 26 Sep 2007 10:05:16 -0400 Subject: Special 1-day MIT Workshop: Where Does Syntax Come From? Have We All Been Wrong Message-ID: **************************************************************** Call for Participation Special 1-day MIT Workshop: Where Does Syntax Come From? Have We All Been Wrong? Cambridge, MA, October 19th, 2007 ***************************************************************** When: Friday, October 19th, 2007, 9 am - 5:30 pm (refreshments 9-9:30; lunch 12:30-1:30; afternoon refreshments) Where: Massachusetts Institute of Technology Room 34-401 (Grier Room), Cambridge, MA http://whereis.mit.edu/map-jpg?mapterms=34-401&mapsearch=go Who: Noam Chomsky, MIT, Remarks and Reflections Sandiway Fong, University of Arizona, Statistical Natural Language Parsing: Reliable Models of Language? Lila Gleitman, University of Pennsylvania, Human Simulations of Language Learning Howard Lasnik and Juan Uriagereka, University of Maryland, Structure Dependence, the Rational Learner, and Putnam's 'Sane Person' Chris Manning, Stanford University, Title TBA Parta Niyogi, University of Chicago, The Computational Nature of Language Learning William Gregory Sakas & Janet Dean Fodor, CUNY, 'Ideal' Language Learning and The Psychological Resource Problem Josh Tennenbaum, Amy Perfors, MIT, & Terry Regier, University of Chicago, Explorations in Language Learnability Using Probabilistic Grammars and Child-directed Speech Registration: No advance registration required, no fee - open to all. Open roundtable discussion at the end of the day. Organizers: Robert C. Berwick, MIT, berwick at csail.mit.edu Michael Coen, University of Wisconsin-Madison, mhcoen at cs.wisc.edu What: The impetus for this workshop, borrowing from a recent review by Yang in TICS (2004), is that "Recent demonstrations of statistical learning in infants have reinvigorated the innateness versus learning debate in language acquisition," particularly regarding syntax. We aim to reexamine this issue in a single forum from the computational, cognitive, and formal linguistics perspectives. Our intent is to examine recent applications of statistical learning theory to language acquisition. That machine learning has something to offer in understanding language acquisition is not in doubt. However, we would like to examine the basic premise that computational approaches should be linguistically informed. The hypothesis put forth is that statistical approaches should work within the framework of classical linguistics rather than supplant it. The goal of this workshop is to examine this hypothesis critically, be it wrong or right, and for each speaker to present evidence as they see fit. From dolores888 at hotmail.com Thu Sep 27 14:41:42 2007 From: dolores888 at hotmail.com (dolores ma) Date: Thu, 27 Sep 2007 16:41:42 +0200 Subject: POST-DOC POSITION IN SPAIN In-Reply-To: <1512190675.1190774897301.JavaMail.nobody@sg2001-ap-1> Message-ID: Hi, POST-DOC POSITION IN SPAIN: 4 years contract, from January 1, 2008 The researcher would collaborate in two grants about the Neurobiology of Specific Language Impairment at a lab with 128-channel Neuroscan system. 30.000 €/year Deadline: October 20, 2007! Please, for more info email me at girbau at psb.uji.es. Thank you. Best regards, Dolors Girbau, PhD Associate Professor University Jaume I Castelló de la Plana, Spain http://www.humcom.uji.es _________________________________________________________________ Llama a tus amigos de PC a PC: ¡Es GRATIS! http://get.live.com/messenger/overview -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie at psych.ubc.ca Sat Sep 29 15:47:25 2007 From: katie at psych.ubc.ca (Katherine Yoshida) Date: Sat, 29 Sep 2007 11:47:25 -0400 Subject: Last Reminder ICIS 2008 Submissions Message-ID: CALL FOR PAPERS - ICIS 2008 The deadline for submissions is 30 September 2007. Thursday, March 27, 2008 - Saturday, March 29, 2008 XVIth Biennial International Conference on Infant Studies Location: Vancouver, British Columbia, Canada email: iciscoord at psych.ubc.ca link: http://www.isisweb.org/ From e.prado at lancaster.ac.uk Mon Sep 3 08:15:56 2007 From: e.prado at lancaster.ac.uk (Elizabeth Prado) Date: Mon, 3 Sep 2007 09:15:56 +0100 Subject: transcript validation Message-ID: I am working on transcribing children?s speech on the Indonesian island of Lombok, where the local language is Sasak. I?m working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we?re having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don?t count spelling differences as differences between the transcriptions, we?re still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html From sigaluk at gmail.com Sun Sep 2 10:43:46 2007 From: sigaluk at gmail.com (Sigal Uziel-Karl) Date: Sun, 2 Sep 2007 13:43:46 +0300 Subject: references to work on the acquisiton of adverbs Message-ID: Dear List members, A few weeks ago I posted a query to the list with a request for references on the acquisition of adverbs and adverbial clauses. I wish to thank all those who responded to my query: Tina Bennett-Kastor, Ruth Berman, Jill de Villiers, Serap Durmus, Anne Graffam Walker, Ines Ikt?mi, Danielle Matthews, Elma Nap-Kolhoff, Tom Rankin, Tom Roeper, Kristen Syrett and Joshua Viau. Below is a summary of the responses I received for the benefit of the Info-Childes subscribers. Additional references/comments/suggestions on this topic are more than welcome. Best, Sigal Uziel-Karl. Acquisition of Adverbs ? summary: Tina Bennett-Kastor referred me to her work on the acquisition of adverbs in a narrative contexts: "Cohesion and Predication in Child Narrative", Journal of Child Language 13 (1986), 353-370 (English) "Predications and Nonreferential Cohesion in Irish-speaking Children's Narratives," Functions of Language 6 (2) (1999), 195-241. Ruth Berman referred me to a paper of hers on lexical classes, and pointed out that there has not been much research on the acquisition of adverbs in Hebrew. Jill de Villiers referred me to her work on the semantics of quantificational adverbs and barriers: Philip,W. & de Villiers, J.G. (1992) Monotonicity and the acquisition of weak islands. In Clark,E. (ed) Proceedings of the twenty-fourth Stanford Child Language Conference, Stanford University CSLI. Serap Durmus referred me to her work on the acquisition of manner adverbs in Turkish. Ines Ikt?mi referred me to work on the acquisition of adverbs by adult L2 learners at the early stages of acquisition: Starren, M. (1996). Temporal adverbials as a blocking factor in the grammaticalization process of L2 learners. In T. van der Avoird & M. Corsius (?ds) Proceedings of the CLS Opening, Academic Year '96'-97, Tilburg, Center for Language Studies. Danielle Matthews referred me to work by H. Behrens on the very early development of temporal language and some reference to temporal adverbials: Behrens, H. (2001). Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press. Elma Nap-Kolhoff referred me to a few lines on the acquisition of adverbs in Dutch in Gillis & De Houwer, 'The acquisition of Dutch'. Amsterdam: John Benjamins, page 44. Tom Rankin referred me to a PhD dissertation by Jill Gilkerson "Acquiring English Particle Verbs" which looks mainly at L2 acquisition of particle and adverbial structures but there are also comparisons to child L1 acquisition. Tom Roeper drew my attention the generalization that the really independent subject oriented cases arise only late: John ran quickly John ran angily (the latter add a thematic role) Kristen Syrett referred me to a discussion in her dissertation on how infants attend to the meaning and distribution of certain degree adverbials when learning about the semantic representations of gradable adjectives. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sigaluk at gmail.com Sun Sep 2 22:57:52 2007 From: sigaluk at gmail.com (Sigal Uziel-Karl) Date: Mon, 3 Sep 2007 01:57:52 +0300 Subject: references to work on the acquisiton of adverbs Message-ID: Dear List members, A few weeks ago I posted a query to the list with a request for references on the acquisition of adverbs and adverbial clauses. I wish to thank all those who responded to my query: Tina Bennett-Kastor, Ruth Berman, Jill de Villiers, Serap Durmus, Anne Graffam Walker, Ines Ikt?mi, Danielle Matthews, Elma Nap-Kolhoff, Tom Rankin, Tom Roeper, Kristen Syrett and Joshua Viau. Below is a summary of the responses I received for the benefit of the Info-Childes subscribers. Additional references/comments/suggestions on this topic are more than welcome. Best, Sigal Uziel-Karl. Acquisition of Adverbs ? summary: Tina Bennett-Kastor referred me to her work on the acquisition of adverbs in a narrative contexts: "Cohesion and Predication in Child Narrative", Journal of Child Language 13 (1986), 353-370 (English) "Predications and Nonreferential Cohesion in Irish-speaking Children's Narratives," Functions of Language 6 (2) (1999), 195-241. Ruth Berman referred me to a paper of hers on lexical classes, and pointed out that there has not been much research on the acquisition of adverbs in Hebrew. Jill de Villiers referred me to her work on the semantics of quantificational adverbs and barriers: Philip,W. & de Villiers, J.G. (1992) Monotonicity and the acquisition of weak islands. In Clark,E. (ed) Proceedings of the twenty-fourth Stanford Child Language Conference, Stanford University CSLI. Serap Durmus referred me to her work on the acquisition of manner adverbs in Turkish. Ines Ikt?mi referred me to work on the acquisition of adverbs by adult L2 learners at the early stages of acquisition: Starren, M. (1996). Temporal adverbials as a blocking factor in the grammaticalization process of L2 learners. In T. van der Avoird & M. Corsius (?ds) Proceedings of the CLS Opening, Academic Year '96'-97, Tilburg, Center for Language Studies. Danielle Matthews referred me to work by H. Behrens on the very early development of temporal language and some reference to temporal adverbials: Behrens, H. (2001). Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press. Elma Nap-Kolhoff referred me to a few lines on the acquisition of adverbs in Dutch in Gillis & De Houwer, 'The acquisition of Dutch'. Amsterdam: John Benjamins, page 44. Tom Rankin referred me to a PhD dissertation by Jill Gilkerson "Acquiring English Particle Verbs" which looks mainly at L2 acquisition of particle and adverbial structures but there are also comparisons to child L1 acquisition. Tom Roeper drew my attention the generalization that the really independent subject oriented cases arise only late: John ran quickly John ran angily (the latter add a thematic role) Kristen Syrett referred me to a discussion in her dissertation on how infants attend to the meaning and distribution of certain degree adverbials when learning about the semantic representations of gradable adjectives. -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie at psych.ubc.ca Tue Sep 4 00:38:45 2007 From: katie at psych.ubc.ca (Katherine Yoshida) Date: Mon, 3 Sep 2007 20:38:45 -0400 Subject: ICIS 2008 Message-ID: CALL FOR PAPERS - ICIS 2008 Abstracts are now being accepted for ICIS 2008. The deadline for submissions is 30 September 2007. Thursday, March 27, 2008- Saturday, March 29, 2008 XVIth Biennial International Conference on Infant Studies Location: Vancouver, British Columbia, Canada email: iciscoord at psych.ubc.ca link: http://www.isisweb.org/ From M.Saxton at ioe.ac.uk Tue Sep 4 05:43:11 2007 From: M.Saxton at ioe.ac.uk (Matthew Saxton) Date: Tue, 4 Sep 2007 06:43:11 +0100 Subject: transcript validation In-Reply-To: <46DBC2BC.20602@lancaster.ac.uk> Message-ID: Dear Elizabeth, Inter-rater reliability is vital, of course. But intra-rater reliability comes first. I wonder how consistent your transcribers are being from one transcript to the next? A simple way to check for this is to have your researchers transcribe the same recording on two occasions - with a decent interval between to dilute the effects of memory. If there is still a problem, perhaps your transcribers could be given some form of ear-training to enhance their ability to analyse speech in purely phonological terms - in effect, reducing the (lexical) bias introduced by hearing what you expect to hear. Even if you don't require a high degree of phonological detail, this kind of focus might be helpful in overriding the dialect effects you talk about. Regards, Matthew. ********************************************************************* Matthew Saxton MA, MSc, DPhil School of Psychology and Human Development, Institute of Education, 25 Woburn Square, London, WC1H 0AA. U.K. Tel: +44 (0) 20 7612 6509 Fax: +44 (0) 20 7612 6304 http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4578&4578_0=10248 www.ioe.ac.uk -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Elizabeth Prado Sent: 03 September 2007 09:16 To: info-childes at mail.talkbank.org Subject: transcript validation I am working on transcribing children's speech on the Indonesian island of Lombok, where the local language is Sasak. I'm working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we're having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don't count spelling differences as differences between the transcriptions, we're still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From Evan.J.Kidd at manchester.ac.uk Tue Sep 4 07:25:06 2007 From: Evan.J.Kidd at manchester.ac.uk (Evan J Kidd) Date: Tue, 4 Sep 2007 08:25:06 +0100 Subject: references to work on the acquisiton of adverbs In-Reply-To: <00c401c7ed4e$23f77380$1500000a@sigallenovo> Message-ID: Generator Microsoft Word 11 (filtered) Sigal (& info-childes), Holger Diessel has a chapter on the acquisition on adverbial clauses in his monograph: Diessel, H. (2004). The acquisition of complex sentences. Cambridge: CUP. BW Evan _________________________________ Dr Evan Kidd Lecturer in Psychology School of Psychological Sciences University of Manchester Oxford Road M13 9PL Manchester, UK Ph: +44 (0) 161 275 2578 Fax: +44 (0) 161 275 8587 http://www.psych-sci.manchester.ac.uk/staff/108727 __________________________________ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Sigal Uziel-Karl Sent: 02 September 2007 11:44 To: info-childes at mail.talkbank.org Subject: references to work on the acquisiton of adverbs Dear List members, A few weeks ago I posted a query to the list with a request for references on the acquisition of adverbs and adverbial clauses. I wish to thank all those who responded to my query: Tina Bennett-Kastor, Ruth Berman, Jill de Villiers, Serap Durmus, Anne Graffam Walker, Ines Ikt?mi, Danielle Matthews, Elma Nap-Kolhoff, Tom Rankin, Tom Roeper, Kristen Syrett and Joshua Viau. Below is a summary of the responses I received for the benefit of the Info-Childes subscribers. Additional references/comments/suggestions on this topic are more than welcome. Best, Sigal Uziel-Karl. Acquisition of Adverbs - summary: Tina Bennett-Kastor referred me to her work on the acquisition of adverbs in a narrative contexts: "Cohesion and Predication in Child Narrative", Journal of Child Language 13 (1986), 353-370 (English) "Predications and Nonreferential Cohesion in Irish-speaking Children's Narratives," Functions of Language 6 (2) (1999), 195-241. Ruth Berman referred me to a paper of hers on lexical classes, and pointed out that there has not been much research on the acquisition of adverbs in Hebrew. Jill de Villiers referred me to her work on the semantics of quantificational adverbs and barriers: Philip,W. & de Villiers, J.G. (1992) Monotonicity and the acquisition of weak islands. In Clark,E. (ed) Proceedings of the twenty-fourth Stanford Child Language Conference, Stanford University CSLI. Serap Durmus referred me to her work on the acquisition of manner adverbs in Turkish. Ines Ikt?mi referred me to work on the acquisition of adverbs by adult L2 learners at the early stages of acquisition: Starren, M. (1996). Temporal adverbials as a blocking factor in the grammaticalization process of L2 learners. In T. van der Avoird & M. Corsius (?ds) Proceedings of the CLS Opening, Academic Year '96'-97, Tilburg, Center for Language Studies. Danielle Matthews referred me to work by H. Behrens on the very early development of temporal language and some reference to temporal adverbials: Behrens, H. (2001). Cognitive-conceptual development and the acquisition of grammatical morphemes: the development of time concepts and verb tense. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development. Cambridge: Cambridge University Press. Elma Nap-Kolhoff referred me to a few lines on the acquisition of adverbs in Dutch in Gillis & De Houwer, 'The acquisition of Dutch'. Amsterdam: John Benjamins, page 44. Tom Rankin referred me to a PhD dissertation by Jill Gilkerson "Acquiring English Particle Verbs" which looks mainly at L2 acquisition of particle and adverbial structures but there are also comparisons to child L1 acquisition. Tom Roeper drew my attention the generalization that the really independent subject oriented cases arise only late: John ran quickly John ran angily (the latter add a thematic role) Kristen Syrett referred me to a discussion in her dissertation on how infants attend to the meaning and distribution of certain degree adverbials when learning about the semantic representations of gradable adjectives. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Sep 4 15:30:32 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 4 Sep 2007 11:30:32 -0400 Subject: Book posting -- Yip/Matthews Message-ID: The Bilingual Child: Early Development and Language Contact Cambridge: Cambridge University Press. Virginia Yip (Chinese University of Hong Kong) and Stephen Matthews (University of Hong Kong) http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780521544764 Paperback (ISBN-13: 9780521544764) Hardback (ISBN-13: 9780521836173) ?This extraordinary book sets a new standard for the study of bilingualism. Full of major insights and supplemented with web-based multimedia files, it is essential reading for the entire field.? William O?Grady, University of Hawai?i at Manoa ?Provides a veritable analytic feast?this book sets a new standard of excellence for the study of childhood bilingualism.? Brian MacWhinney, Carnegie Mellon University Synopsis: How does a child become bilingual? The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. While each bilingual child?s profile is unique, the children studied are shown to develop quite differently from monolingual children. The authors demonstrate significant interactions between the children?s developing grammars, as well as the important role played by language dominance in their bilingual development. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact. ? Strikingly original, it presents new findings that show how children acquire two languages from birth ? Puts forward new data from a pair of hitherto under-researched languages ? The book is supplemented by multimedia materials on the web: http://www.cuhk.edu.hk/lin/book/bilingualchild/ Contents 1. Introduction; 2. Theoretical framework; 3. Methodology; 4. Wh-interrogatives: to move or not to move?; 5. Null objects: dual input and learnability; 6. Relative clauses: transfer and universals; 7. Vulnerable domains and the directionality of transfer; 8. Bilingual development and contact-induced grammaticalization; 9. Conclusions. From I.Bhula at cs.bham.ac.uk Tue Sep 4 16:10:44 2007 From: I.Bhula at cs.bham.ac.uk (I.Bhula at cs.bham.ac.uk) Date: Tue, 4 Sep 2007 17:10:44 +0100 Subject: Modelling acquisition of verb semantics Message-ID: Dear list members, For my PhD I am looking at constructing a psychologically plausible computational model of how children acquire the "root meanings" and subcategorisation frames of simple motion verbs (e.g. push, slide, roll, hit) using visual data and linguistic input. I would be immensely grateful if anyone could suggest a corpus or other data source which is specifically targeted at documenting verb acquisition, or that provides correlated visual (e.g actual video of parent-child interactions, or some kind of relevant visual stimulus used in a lab setting) and linguistic data involving such simple verbs; both of these would make great starting points. I have been looking around and now suspect I may have to create my own data and video clips, which will take rather more time than I have! Any other suggestions or recommendations for this work would be much appreciated too. Thanks for reading, IB From Roberta.Tedeschi at let.uu.nl Tue Sep 4 16:44:21 2007 From: Roberta.Tedeschi at let.uu.nl (Tedeschi, Roberta) Date: Tue, 4 Sep 2007 18:44:21 +0200 Subject: EMLAR IV: program available on-line Message-ID: EMLAR IV 6th-8th November 2007, Utrecht Institute of Linguistics OTS Program available on-line! We are glad to announce that the program of the fourth edition of EMLAR (Experimental Methods in Language Acquisition Research) is now available on-line. To view the program, click here: EMLAR IV will take place in Utrecht (The Netherlands) from the 6th till the 8th of November 2007 with a brand new program. The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. The workshop consists of a series of lectures given by experts in various domains of language acquisition research. Lectures cover language testing methods, statistics, computational modelling of acquisition, longitudinal studies, language proficiency tests and sentence processing among other things. Participants are also offered practical sessions on PRAAT, SPSS (introductory and advanced), statistics with R, CELEX, web-based experiments and E-Prime. Details about the workshop and registration can be found at: For further questions, contact us at: emlar at let.uu.nl We remind you that the deadline for registration is 30-Sep-2007 Organisation Sergio Baauw Natalie Boll Jacqueline van Kampen Tom Lentz Hannah De Mulder Roberta Tedeschi From sigaluk at gmail.com Wed Sep 5 11:04:35 2007 From: sigaluk at gmail.com (Sigal Uziel-Karl) Date: Wed, 5 Sep 2007 14:04:35 +0300 Subject: transcript validation In-Reply-To: <46DBC2BC.20602@lancaster.ac.uk> Message-ID: Dear Elisabeth, My colleagues and I at Haifa University (Israel) have some experience transcribing Spoken Palestinian Arabic which has no written tradition and has a variety of different dialects. To cope with the transcription task, we have done the following: (1) we've developed a set of transcription conventions to represent the Arabic sounds that cannot be represented by the symbols used for English; (2) we have arbitrarily decided to use the forms of the most widely used dialect (alternatively one could use the forms of Modern Standard Arabic) as an ancor so that on the transcription line each word is transcribed as uttered, but the ancor word appears in square brackets following it. For examle, ?al [: qal] 'said'. This way both forms are listed but in the output of the FREQ command you get only the ancor form (unless you look for the specific dialectal variation); (3) One of the transcription headers lists the dialect which the speakers use, for reference; (4) we run freq on the transcripts occasionally and compare the output lists to make sure there isn intra-transcriber consistency, and inter-transcriber consistency at least in the ancor words. Best, Sigal Uziel-Karl. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Elizabeth Prado Sent: Monday, September 03, 2007 11:16 AM To: info-childes at mail.talkbank.org Subject: transcript validation I am working on transcribing children's speech on the Indonesian island of Lombok, where the local language is Sasak. I'm working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we're having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don't count spelling differences as differences between the transcriptions, we're still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html From P.Schulz at em.uni-frankfurt.de Wed Sep 5 11:20:55 2007 From: P.Schulz at em.uni-frankfurt.de (Petra Schulz) Date: Wed, 5 Sep 2007 13:20:55 +0200 Subject: Autoreply: "RE: transcript validation " In-Reply-To: <007f01c7efac$8b388920$1700000a@sigallenovo> Message-ID: ------ ------ This message was automatically generated by email software The delivery of your message has not been affected. ------ ------ Ich bin vom 5. bis zum 9. September wegen einer Tagung in Barcelona nicht erreichbar. In dringenden Faellen wenden Sie sich bitte an meine Sekretaerin Andrea Hegewald : hegewald at em.uni-frankfurt.de Mit freundlichen Gruessen, Petra Schulz I'm out of town and will not be reading my mail before September, 9. Your mail will be dealt with when I return. In urgent cases, please contact my secretary Andrea Hegewald: hegewald at em.uni-frankfurt.de Yours sincerely, Petra Schulz ------ This is a copy of the message, including all the headers. ------ Received: from mx2.cluster.uni-frankfurt.de ([10.2.21.2]) by thot.rz.uni-frankfurt.de with esmtp (Exim 4.52) id 1ISswJ-002fBE-35; Wed, 05 Sep 2007 13:20:55 +0200 Received: from mail.talkbank.org ([128.2.64.233]) by mx2.cluster.uni-frankfurt.de with smtp (Exim 4.64) (envelope-from ) id 1ISsvV-0006ER-5f; Wed, 05 Sep 2007 13:20:05 +0200 Received: from gmail.com by mail.talkbank.org with SMTP; Wed, 5 Sep 2007 07:05:05 -0400 Date: Wed, 05 Sep 2007 14:04:35 +0300 From: Sigal Uziel-Karl Subject: RE: transcript validation In-reply-to: <46DBC2BC.20602 at lancaster.ac.uk> X-012-Sender: karl-y at 012.net.il To: 'Elizabeth Prado' , info-childes at mail.talkbank.org Reply-to: sigal at alum.mit.edu Message-id: <007f01c7efac$8b388920$1700000a at sigallenovo> MIME-version: 1.0 X-MIMEOLE: Produced By Microsoft MimeOLE V6.00.2900.3138 X-Mailer: Microsoft Office Outlook 11 Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7BIT Thread-index: AcfuWOpf6IvBcdjJTnSJbk8hG0ZMgwBRjfdA Sender: Precedence: List List-Software: LetterRip Pro 4.05 (1404) by LetterRip Software, LLC. List-Unsubscribe: X-LR-SENT-TO: em.uni-frankfurt.de X-MailScanner: Found to be clean X-MailScanner-SpamCheck: not spam, SpamAssassin (nicht zwischen gespeichert, Wertung=0, benoetigt 4, autolearn=not spam) Dear Elisabeth, My colleagues and I at Haifa University (Israel) have some experience transcribing Spoken Palestinian Arabic which has no written tradition and has a variety of different dialects. To cope with the transcription task, we have done the following: (1) we've developed a set of transcription conventions to represent the Arabic sounds that cannot be represented by the symbols used for English; (2) we have arbitrarily decided to use the forms of the most widely used dialect (alternatively one could use the forms of Modern Standard Arabic) as an ancor so that on the transcription line each word is transcribed as uttered, but the ancor word appears in square brackets following it. For examle, ?al [: qal] 'said'. This way both forms are listed but in the output of the FREQ command you get only the ancor form (unless you look for the specific dialectal variation); (3) One of the transcription headers lists the dialect which the speakers use, for reference; (4) we run freq on the transcripts occasionally and compare the output lists to make sure there isn intra-transcriber consistency, and inter-transcriber consistency at least in the ancor words. Best, Sigal Uziel-Karl. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Elizabeth Prado Sent: Monday, September 03, 2007 11:16 AM To: info-childes at mail.talkbank.org Subject: transcript validation I am working on transcribing children's speech on the Indonesian island of Lombok, where the local language is Sasak. I'm working with 6 transcribers, all of whom are native speakers of Sasak. 10% of every transcript is being re-transcribed by another transcriber for validation and we're having difficulty getting high levels of agreement. I think there are two possible reasons for this: one is that Sasak is rarely written since all education from elementary school to university is couducted in Indonesian (the national language). The other is that there is significant dialect variation across the island. We are trying to give recordings of children to transcribers from the same dialect (same general area of the island) but this is difficult since dialect variation can occur from village to village. The main purpose of the transcriptions is to validate a parent-report sentence complexity measure that we have developed to evaluate the language development of children whose mothers received micronutrient supplements during pregnancy. I was wondering if anyone has transcribed any non-written languages and if you have any advice about how to increase agreement between transcribers. Even when we don't count spelling differences as differences between the transcriptions, we're still getting agreement <80%. Any advice would be appreciated! -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 592947 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html From ludovica.serratrice at manchester.ac.uk Wed Sep 5 13:43:19 2007 From: ludovica.serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Wed, 5 Sep 2007 14:43:19 +0100 Subject: Third Call for Papers - XI IASCL Congress Message-ID: XI Congress of the International Association for the Study of Child Language (IASCL) Edinburgh, 28 July - 1 August 2008 Third Call for Papers >>> PLEASE NOTE REVISED RESTRICTIONS ON AUTHORSHIP AND NEW REGISTRATION DEADLINE<<< Call Deadline: 15-Oct-2007 Key Deadline Dates Abstract Submissions Open: 15th April 2007 Abstract Submissions Closed: 15th October 2007 Notification of Acceptance: 15th February 2008 1st Authors and Chairs to be Registered: 15th March 2008 Abstract Format and Content In response to feedback from the participants at the 2005 conference in Berlin submissions of abstracts are invited in one of two formats: symposia or posters. Note that the 2008 conference will not feature independent oral paper presentations outside the symposia. Posters will have an equal status to symposia presentations: they will have their own time slots at the conference and will not be presented in parallel with symposia. Submission Instructions for Symposia and Poster Abstracts: - All abstracts must be submitted electronically at the conference website at http://www.in-conference.org.uk/IASCL/abstracts.html - The abstract submission site will be open between 15 April 2007 and 15 October 2007. Late abstracts will not be considered. - If you are unable to submit your proposal electronically please contact In Conference by e-mail IASCL at in-conference.org.uk well in advance of 15th October. - Notifications of acceptance/rejection decisions will be sent to the symposium organiser or the first author of a poster submission by 15 February 2008. - Abstracts for both symposia and poster presentations will be double-blind peer-reviewed by 3 referees. - The symposium organiser is responsible for ensuring the symposium chair and first authors of individual papers are registered by 15th March 2008. The first author of a poster submission must also be registered by the same date. Accepted symposia or posters that do not comply with this rule will be removed from the programme. - Please note that a maximum of 1 first-authored paper/poster will be selected for presentation by each author. However, there is no limit on the number of papers/posters that can be selected in any other authorship status. - No changes in authorship will be possible after the review process is completed. - All abstracts must be submitted in English. Topics We invite you to submit symposia or posters of original, previously unpublished research on all aspects of child language. A. Symposia Symposia are collections of 3-5 individual paper presentations that relate to a narrowly defined topic of interest. They are offered in 2-hour sessions. We recommend that sufficient time be kept aside for general discussion after the paper presentations. Each symposium session will have an organiser and a chair. Details on the organiser and the chair should be included in the submission; the organiser and the chair can be the same person. The organiser of each symposium is the person responsible for: a) securing the cooperation of all the participants who are to be involved in the symposium before the proposal is submitted; and b) deciding on the internal structure of the symposium. The chair of each symposium is the person responsible for chairing the session. *PLEASE NOTE that the organiser will be the only person who receives the information on the symposium and it is their responsibility to pass this information onto the individual paper authors. Format and Content of Symposia Submissions: - Abstracts must represent original, unpublished research. - Proposals for symposia will include a summary of all studies with a clearly defined common theme. Sufficient detail should be provided to allow peer reviewers to judge the scientific merit of the proposal. - The symposium summary and individual paper abstracts should not be longer than 500 words each. - The symposium proposal and each abstract therein should be clearly titled and include the individual paper titles, individual authors' names (including information about the organiser and the chair) and professional affiliations. B. Posters Format and Content of Poster Submissions: - Abstracts must represent original, unpublished research. - Each submission should be clearly titled and include the names of the authors and professional affiliations - Each abstract should not exceed 500 words: The abstract should include enough detail to allow reviewers to judge the scientific merits of the study. Local Organising Academic Committee - Antonella Sorace (University of Edinburgh) - Mits Ota (University of Edinburgh) - Barbora Skarabela (University of Edinburgh) If you require any further information please contact the IASCL Organisers: In Conference Ltd IASCL Conference Organisers 10B Broughton Street Lane Edinburgh EH1 3LY Telephone: +44 (0) 131 556 9245 Fax: +44 (0) 131 556 9638 E-Mail: IASCL at in-conference.org.uk Web: www.in-conference.org.uk ? From Alvino.Fantini at worldlearning.org Wed Sep 5 17:42:42 2007 From: Alvino.Fantini at worldlearning.org (Alvino Fantini) Date: Wed, 5 Sep 2007 13:42:42 -0400 Subject: an onomatopoeic toddler In-Reply-To: <19c2d8f6cef7504fc2a54ec317182ce4@webmail.stofa.dk> Message-ID: Dear Marie: You may be interested in comparing your son's development in this respect with that reported in my own work (see p. 99) in: Language Acquisition of a Bilingual Child, Multilingual Matters, 1985, still available from the SIT Bookstore (contact: carl.mcinerney at sit.edu). To quote one section: "Mario favoured onomatopoeic sounds, whether playing with others or alone. The diary contains numerous examples of sounds made during play, some of which were so amazingly faithful that they were impossible to transcribe. He imitated animals, tractors, aeroplanes, rockets, car brakes, monsters, motors, explosions, sirens, hammers banging, and so forth." I might add that this behaviour was prevalent during the early years and although he increasingly acquired words, he persisted in using a large amount of onomatopoeic sounds along with speech (unlike his younger sister) and, later, added graphics (he loved to draw his thoughts). So, I suppose this reflects the specific proclivities of some individuals more than others. Today, in his 30s, he continues to enjoy both modalities as dimensions of his expressive abilities. (Examples of the actual sounds are scattered throughout the speech diary, a portion of which is contained in the book). And, by the way, he recently participated in the Erasmus Mundus program, studying in Aarhus, this past year, which he thoroughly enjoyed. Another side note -- Aarhus was also a town that participated over many years in international exchanges with other countries through the Danish Experiment in International Living (which unfortunately no longer exists in Denmark), and where I worked until retirement. With best wishes, Alvino Dr Alvino E. Fantini, Professor Emeritus, SIT Professor, Graduate School, MA in Language Communication Kenkyu Research Center Bldg No. 1, Matsuyama University, 4-2 Bunkyo-cho, Matsuyama, Ehime 790-85, Japan Office tel: 089 926 7548 (Ext 42 / Cell tel: 080 5660 3640 -----Original Message----- From: mariehojholt To: info-childes at mail.talkbank.org Date: Wed, 29 Aug 2007 12:05:15 +0200 Subject: an onomatopoeic toddler Dear all! Being new at this network I wish to thank you all for a fantastic opportunity to correspond with equals, or, kind of. I am graduate student of linguistics in Aarhus, Denmark. Here is my question: I am looking for relevant studies of children who do not seem to acquire actual words as much as onomatopoeic sounds. My two-year-old son Harald, is developing "according to plan" but doesn't care for the "linguistic symbols that the surrounding environment has as consensus": words. Here is a short list of his sounds and utterances: "Mor (mummy) aa-aj (~not) bzzz (sound of fly) krqr (sound of breaking which means "egg") - pip-pip (sound of bird) krqr (sound of breaking" - so: Mummy, flies don't have eggs, BIRDS have eggs!" "words": water: "aah!" (sound you make after drinking) food: "mtl-mtl" (chewing-sound) sleeping/bed: "hhhrr-pfffff" (sleeping sound) toothbrush: "hrhr-hrhr" Cracker/"broken"/egg: "krqr" Pooridge: "ph-ph-ph" (sound of boiling) Apart from this he uses all the usual onomatopoeic sounds typical for children: animal sounds, vehicle sounds... He does have some actual words: Mom, dad, diper, blue, Gorm (brother), home, now, more, shoe, in, ...but not too many verbs. I hope some of you have comments on this, or links, references or anything. I am not worried about him, since he is a happy, clever boy who communicates adequately and relevantly, and - to me - intelligably. Though, I am hyperinterested in understanding his procedures and apparently somewhat onomatopoeic-ICONIC language behaviour. He is not interested in us telling him what the real words are, and if we try to push him, he ignores us or get angry. All my best, Marie Hoejholt -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdrw at ozemail.com.au Wed Sep 5 19:53:01 2007 From: sdrw at ozemail.com.au (Susanne Dopke) Date: Thu, 6 Sep 2007 05:53:01 +1000 Subject: an onomatopoeic toddler In-Reply-To: Message-ID: Dear Alvino, It is nice to hear about the children having become adults, whose early childhood we had the privilege to peek in a little bit, courtesy of their parents having written about them decades ago. I still vividly remember the many endearing anecdotes in your book and continue to share them with parents wishing to raise their children bilingually and who I am supporting as part of my work. Thank you very much, Susanne On 06/09/2007, at 3:42 AM, Alvino Fantini wrote: > Today, in his 30s, he continues to enjoy both modalities as > dimensions of his expressive abilities. (Examples of the actual > sounds are scattered throughout the speech diary, a portion of > which is contained in the book). > > And, by the way, he recently participated in the Erasmus Mundus > program, studying in Aarhus, this past year, which he thoroughly > enjoyed. Another side note -- Aarhus was also a town that > participated over many years in international exchanges with other > countries through the Danish Experiment in International Living > (which unfortunately no longer exists in Denmark), and where I > worked until retirement. My webhost and I are trying to work out why mail to the Bilingual Options account does not get through at times. Could you please notify me via the other account - or possibly by phone - if your message bounces. It would be most helpful if you forwarded ALL failure message to . ______________________________________ Dr Susanne Dopke Consultant in Bilingualism Speech Pathologist Australian Newsletter for Bilingual Families: website: ph: (+61-3) 9439 4148 mobile: 0409 977 037 -------------- next part -------------- An HTML attachment was scrubbed... URL: From vclellen at mail.sdsu.edu Wed Sep 5 22:03:09 2007 From: vclellen at mail.sdsu.edu (Vera F. Gutierrez-Clellen) Date: Wed, 5 Sep 2007 15:03:09 -0700 Subject: Language Scientist-Bilingual Emphasis Faculty Position Message-ID: Language Scientist - Bilingual emphasis (Rank Open): San Diego State University invites applications for a tenure-track faculty position in the School of Speech, Language, and Hearing Sciences. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels, supervising theses/dissertations, and pursuing a research program in the area of bilingualism and language disorders. We are seeking a person with skills in bilingual research with clinical populations, in particular with speakers of Pacific Rim and/or Spanish languages preferred, although other languages may be considered. Additional areas of expertise or research focus may include cross-linguistic research with second language learners and/or language and literacy acquisition or language loss in bilinguals. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://slhs.sdsu.edu). Review of completed applications will begin December 1, 2007 and continue until position is filled; employment to begin Fall semester 2008. Applicants should submit a letter of interest to include a description of research program; evidence of teaching excellence, and/or reprints; a current vita; and 3 letters of recommendation. Application materials should be sent electronically and via surface mail to Dr. Vera F. Guti?rrez-Clellen, Language Scientist Search Committee Chair, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, (vclellen at mail.sdsu.edu). San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. -- Vera F. Gutierrez-Clellen, Ph.D. Professor School of Speech, Language, and Hearing Sciences, and SDSU/UCSD Joint Doctoral Program Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, CA 92182-1518 Office (619) 594-6645 Bilingual Child Language Research Laboratory (619) 594-2279 FAX: (619) 594-7109 http://slhs.sdsu.edu/taspmain.php http://slhs.sdsu.edu/teamsmain.php -------------- next part -------------- An HTML attachment was scrubbed... URL: From velleman at comdis.umass.edu Wed Sep 5 23:02:44 2007 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 5 Sep 2007 19:02:44 -0400 Subject: Assistant Professor: Dysphagia and/or Diversity In-Reply-To: Message-ID: Please spread the word to any relevant individuals! Thanks. Shelley Velleman Asst. Prof: University of Massachusetts Amherst, Department of Communication Disorders. Qualifications include Ph.D. with CCC in Speech-Language Pathology; expertise in the areas of dysphagia (adult and pediatric) and/or multi-cultural/linguistic diversity is desirable. Responsibilities include teaching undergraduate and graduate courses, participating in shared department activities, and establishing an independent research program. Salary is competitive at the Assistant Professor level. Review of applications will begin 12-7-07 and will continue until the position is filled. Send a letter of application, detailed vita, three letters of recommendation and official transcripts of all academic training to: Search #R30260 Dr. Shelley Velleman, Chair, Search Committee, Department of Communication Disorders, 358 North Pleasant Street, University of Massachusetts Amherst, Amherst, MA 01003-9296. Department Voice mail: 413-545-0131; Fax: 413-545-0803; Department Secretary e-mail: jholhut at comdis.umass.edu. The University of Massachusetts Amherst is an Affirmative Action & Equal Opportunity Employer. The department is committed to increasing the diversity of its faculty and student body. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Sep 6 23:51:54 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 6 Sep 2007 19:51:54 -0400 Subject: Haifa Language Acquisition meeting Message-ID: The Haifa Workshop on Formal Approaches to Language Acquisition will be held at the University of Haifa on Sunday, October 7th, 2007, 9:30-18:00. Keynote speaker: Ewa Dabrowska, University of Sheffield, UK Program: http://cl.haifa.ac.il/LangAcq07/program.shtml More information: http://cl.haifa.ac.il/LangAcq07/ Participation in the Workshop is free and open for all. However, to be able to plan rooms, refreshments, etc., we request that participants pre-register on-line at: http://cl.haifa.ac.il/LangAcq07/ reg.shtml The Workshop is funded by The Caesarea Edmond Benjamin de Rothschild Foundation Institute for Interdisciplinary Applications of Computer Science at the University of Haifa. -- Shuly Wintner Dept. of Computer Science, University of Haifa, 31905 Haifa, Israel Phone: +972 (4) 8288180 Fax: +972 (4) 8249331 shuly at cs.haifa.ac.il http://cs.haifa.ac.il/~shuly From masmo at lingua.filg.uj.edu.pl Thu Sep 13 20:02:28 2007 From: masmo at lingua.filg.uj.edu.pl (masmo at lingua.filg.uj.edu.pl) Date: Thu, 13 Sep 2007 22:02:28 +0200 Subject: personal narrative task for 5-yr-olds Message-ID: Dear Colleagues, I would appreciate some advice as to what question to ask 5 yr-old children in order to elicit some narratives on their personal experiences. I would like to obtain some data in the form of monologue, and I would prefer it to be related to some real past events in the child's life rather than being based on general world knowledge or describing habitual situations. I would also appreciate some literature related to this methodology. Magdalena Smoczynska Krakow, Poland. From a.deblauw at chello.nl Fri Sep 14 08:02:50 2007 From: a.deblauw at chello.nl (Akke de Blauw) Date: Fri, 14 Sep 2007 10:02:50 +0200 Subject: personal narrative task for 5-yr-olds In-Reply-To: <46E9B374.9800.623D0C@localhost> Message-ID: dear Magdalena I would suggest the methodology of the classic study of narratives: C.Peterson and A. McCabe (1983) 'Developmental Psycholinguistics; Three Ways of Looking at a Child's Narrative'. They elicited narratives by giving prompts, telling own experiences first, than asking theirs. best regards Akke de Blauw A.T.deBlauw at uva.nl University of Amsterdam Amsterdam Center for Language and Communication Project Precursors of Narrative Ability masmo at lingua.filg.uj.edu.pl schreef: > Dear Colleagues, > I would appreciate some advice as to what question to ask 5 yr-old children > in order to elicit some narratives on their personal experiences. I would like to > obtain some data in the form of monologue, and I would prefer it to be related > to some real past events in the child's life rather than being based on general > world knowledge or describing habitual situations. > I would also appreciate some literature related to this methodology. > Magdalena Smoczynska > Krakow, Poland. > > > From ann.dowker at psy.ox.ac.uk Fri Sep 14 17:48:32 2007 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 14 Sep 2007 18:48:32 +0100 Subject: personal narrative task for 5-yr-olds In-Reply-To: <46EA402A.1080903@chello.nl> Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From serkhane at cshl.edu Mon Sep 17 03:17:06 2007 From: serkhane at cshl.edu (Serkhane, Jihene) Date: Sun, 16 Sep 2007 23:17:06 -0400 Subject: Human infant calls Message-ID: Hi, I'm looking for expertise, definitions, papers, books and/or audio/video ressources that would help recognize (based on listening and/or spectrograms and/or on the caller potential emotional state and/or context) human infant calls, s.a. "moan", "wail", "whoop", "squeal", "hic", "groan", "croak". Any help is welcome, it could also be a contact with someone who has expertise w/ vocal communication in human infants (eg. child care practitioners, speech therapists, nanies, mothers). Thank you in advance for your lights, and have a great day! Joy, Jiji. From michael at georgetown.edu Mon Sep 17 14:25:43 2007 From: michael at georgetown.edu (Michael Ullman) Date: Mon, 17 Sep 2007 10:25:43 -0400 Subject: Georgetown University Tenure Track Position in Cognitive Neuroscience Message-ID: Georgetown University Tenure Track Position in Cognitive Neuroscience: The Department of Psychology at Georgetown University anticipates a tenure-track assistant professor position, effective August 1, 2008. Applications in any area of cognitive neuroscience are welcome, but we are especially interested in candidates specializing in the neural bases of language or in social/affective neuroscience, with a focus on any area of lifespan development. Successful applicants should bring an active research program with potential for external funding. They should also be prepared to teach courses in cognitive neuroscience and other areas related to their specialty, as well as general psychology, our introductory course. Excellent teaching skills, a strong publication record, and previous demonstration of funding will be advantageous. Georgetown University has a state-of-the-art brain imaging facility with a research-dedicated 3T magnet and technical support for fMRI, DTI, and MRS. The Psychology Department offers an undergraduate major in psychology, an honors program, and a doctoral degree with concentrations in Lifespan Cognitive Neuroscience and in Human Development and Public Policy. In addition, Psychology faculty may mentor Ph.D. students in other programs such as the Interdisciplinary Program in Neuroscience based in the adjacent Georgetown University Medical Center. For more information about our department, visit our website at *http://www.georgetown.edu/departments/psychology*. Please send a letter of interest, a curriculum vita, teaching statement, and three letters of reference to: Chandan Vaidya, Chair, Cognitive Neuroscience Search Committee, Department of Psychology, 306 White Gravenor Hall, Georgetown University, 37^th & O Streets, NW, Washington, D.C. 20057. For administrative questions, contact Amber Matzke at shifflal at georgetown.edu . Applications will be accepted until the position is filled, but we aim to complete the search as early as possible. Georgetown University, the oldest Catholic University in the United States, is an Affirmative Action/Equal Opportunity employer. From ekapia at bu.edu Mon Sep 17 18:13:19 2007 From: ekapia at bu.edu (ekapia at bu.edu) Date: Mon, 17 Sep 2007 14:13:19 -0400 Subject: BUCLD 32 Pre-registration Announcement Message-ID: Dear Colleague, We are pleased to announce that online pre-registration for BUCLD 32 is now available at: https://www.bu.edu/phpbin/bucld/ The 32nd Annual Boston University Conference on Language Development will be held at Boston University, November 2-4, 2007. Our invited speakers are: Ellen Bialystok, York University ?Cognitive Effects of Bilingualism Across the Lifespan? Keynote address, Friday, November 2 at 8:00 pm William O?Grady, University of Hawai?i at Manoa "Does Emergentism Have a Chance?" Plenary address, Saturday, November 3 at 5:45 pm Katherine Demuth, Brown University Anne Fernald, Stanford University Lee Osterhout, University of Washington Discussant: Virginia Valian, Hunter College, and CUNY Graduate Center ?The Production and Processing of Grammatical Morphemes? Lunchtime symposium, Saturday, November 3 at 12:15 pm The Society for Language Development (SLD) will be holding its fourth annual symposium on "Generalization in Language Learning" on Thursday, November 1, in conjunction with the BUCLD meeting. BUCLD 32 is offering online pre-registration and on-site registration for this event. Speakers: Janet Pierrehumbert of Northwestern University, Josh Tenenbaum of MIT, Steven Pinker of Harvard University More information on the SLD symposium can be found at: http://www.bcs.rochester.edu/sld/symposium.html BUCLD and SLD online pre-registration information is available at: https://www.bu.edu/phpbin/bucld/ The full conference schedule is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/schedule_temp.html More information about BUCLD is available at our website: http://www.bu.edu/linguistics/APPLIED/BUCLD We look forward to seeing you at BUCLD 32! Sincerely, Heather Jacob, Harvey Chan, and Enkeleida Kapia BUCLD 32 Co-organizers From yrose at mun.ca Wed Sep 19 15:30:09 2007 From: yrose at mun.ca (Yvan Rose) Date: Wed, 19 Sep 2007 13:00:09 -0230 Subject: Bilingualism and bilingual education in Aboriginal communities Message-ID: Dear colleagues, I was recently contacted by the school board of a Canadian Aboriginal community. They requested me to provide them with information on bilingualism and bilingual acquisition in an Aboriginal context. They would like to consider such information for the structuring of their educational programs in the communities under that school board's umbrella. Here is some more background information: --The children from these communities are typically raised monolingual in the Aboriginal language, unless they come from bilingual households --Schooling from Grade 1 through 3 is in the Aboriginal language(Cree- medium), using the syllabic orthographic system --Starting at Grade 3, education in primarily oral English or French (the decision being made by the children/their families) is introduced, at which point the roman alphabet is also introduced --Under current assessments, children hailing from this system generally have a deficit in literacy proficiency at the end of their primary education (in both languages) --Decision makers are trying to tackle the issue while at the same time keeping an educational system that will enable the preservation of their traditional language and culture In this context, I would appreciate it if you could point me towards documentation that pertains to bilingual acquisition in Aboriginal contexts as well as, perhaps from a more applied perspective, studies on educational programs and/or their relationships with cultural promotion and preservation. Of course I will make sure to round up the information and publish a summary on the list. Thankfully yours, Yvan Rose Associate Professor Department of Linguistics Memorial University of Newfoundland From roberts at mail.fpg.unc.edu Wed Sep 19 15:55:02 2007 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Wed, 19 Sep 2007 11:55:02 -0400 Subject: Full Time Research Opporunity Message-ID: *Full Time Research Opportunity *The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill has openings for language research positions at the Bachelors, Masters, Doctorate, and Post-Doctorate level. This project examines the pragmatic skills during conversation and narration of boys and girls with fragile X syndrome, autism, and Down syndrome. Responsibilities of the job (depending on qualifications) include conducting, scoring, and coding assessments as well as preparing manuscripts and presentations. Some travel involved. Please email a resume to Anne Harris at harrisa at mail.fpg.unc.edu. For more information about the project please see: 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 CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From htagerf at bu.edu Wed Sep 19 16:06:38 2007 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Wed, 19 Sep 2007 12:06:38 -0400 Subject: Using NOLDES 7.0 Message-ID: We are using Noldus 7.0 to code children's behavior/language. Does anyone know how to use a "sampling" method - i.e., coding behavior every 30 sec rather than frame/frame? Any advice welcome! Helen Tager-Flusberg, Ph.D. Department of Anatomy & Neurobiology Boston University School of Medicine 715 Albany Street, L-814 Boston, MA 02118 Tel: 617-414-1312 Fax: 617-414-1301 htagerf at bu.edu www.bu.edu/autism -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Wed Sep 19 16:52:09 2007 From: dalep at unm.edu (Philip Dale) Date: Wed, 19 Sep 2007 10:52:09 -0600 Subject: Using NOLDES 7.0 In-Reply-To: <5FC13D8896955A469B2E22E73379D6D802415158@bumc-xbe.ad.bu.edu> Message-ID: I suggest you contact the New England representative for Noldus, Dr. Jonathan Dale, email: j.dale at noldus.com. (And yes, he's my son, so this is not an unbiased recommendation.) Philip Dale _____ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Tager-Flusberg, Helen B Sent: Wednesday, September 19, 2007 10:07 AM To: info-childes at mail.talkbank.org Cc: Plesa-Skwerer, Daniela Subject: Using NOLDES 7.0 We are using Noldus 7.0 to code children's behavior/language. Does anyone know how to use a "sampling" method - i.e., coding behavior every 30 sec rather than frame/frame? Any advice welcome! Helen Tager-Flusberg, Ph.D. Department of Anatomy & Neurobiology Boston University School of Medicine 715 Albany Street, L-814 Boston, MA 02118 Tel: 617-414-1312 Fax: 617-414-1301 htagerf at bu.edu www.bu.edu/autism -------------- next part -------------- An HTML attachment was scrubbed... URL: From cslater at alma.edu Wed Sep 19 18:15:20 2007 From: cslater at alma.edu (Carol Slater) Date: Wed, 19 Sep 2007 14:15:20 -0400 Subject: Bilingual learning Message-ID: Dear Yvan Rose-- If you have not already encountered this paper, you might find it interesting. I used it in a workshop on language acquisition. Alice Eriks-Brophy & Martha Crago (2003) Variation in instructional discourse features:?Evidence from Inuit and non-Inuit teachers of Nunavik. Anthropology & Education Quarterly 34(4):396-419. Cheers. Carol Slater Psychology Alma College Alma MI 48801 cslater at alma.edu From susan.foster-cohen at canterbury.ac.nz Wed Sep 19 19:41:35 2007 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Thu, 20 Sep 2007 07:41:35 +1200 Subject: Bilingualism and bilingual education in Aboriginal communities Message-ID: Hi. Here in New Zealand, there is quite a lot going on in "aboriginal" education. Below is a link to the New Zealand ministry of Education website. Click on the links for either Maori education or Pasifika education and you should find some useful info. http://www.minedu.govt.nz/ Also, a couple of years back I did a lit review paper on early childhood bilingualism with a slant towards Pasifika groups, designed to be readable by educator types. I can send you a copy of that if you are interested. Actually, I think it's still available on the Ministry site. It was part of a scoping document on Pasifika early childhood education authored by Anne Meade, Helen Puhi Puhi and me. Cheers, Susan Foster-Cohen -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Yvan Rose Sent: Thu 9/20/2007 3:30 AM To: info-childes at mail.talkbank.org Subject: Bilingualism and bilingual education in Aboriginal communities Dear colleagues, I was recently contacted by the school board of a Canadian Aboriginal community. They requested me to provide them with information on bilingualism and bilingual acquisition in an Aboriginal context. They would like to consider such information for the structuring of their educational programs in the communities under that school board's umbrella. Here is some more background information: --The children from these communities are typically raised monolingual in the Aboriginal language, unless they come from bilingual households --Schooling from Grade 1 through 3 is in the Aboriginal language(Cree- medium), using the syllabic orthographic system --Starting at Grade 3, education in primarily oral English or French (the decision being made by the children/their families) is introduced, at which point the roman alphabet is also introduced --Under current assessments, children hailing from this system generally have a deficit in literacy proficiency at the end of their primary education (in both languages) --Decision makers are trying to tackle the issue while at the same time keeping an educational system that will enable the preservation of their traditional language and culture In this context, I would appreciate it if you could point me towards documentation that pertains to bilingual acquisition in Aboriginal contexts as well as, perhaps from a more applied perspective, studies on educational programs and/or their relationships with cultural promotion and preservation. Of course I will make sure to round up the information and publish a summary on the list. Thankfully yours, Yvan Rose Associate Professor Department of Linguistics Memorial University of Newfoundland From Alvino.Fantini at worldlearning.org Thu Sep 20 13:50:51 2007 From: Alvino.Fantini at worldlearning.org (Alvino Fantini) Date: Thu, 20 Sep 2007 09:50:51 -0400 Subject: Bilingualism and bilingual education in Aboriginal communities In-Reply-To: Message-ID: Dear Colleague: It may be of help for you to know that my organization, World Learning, sponsored a conference in Guatemala City a few years ago addressing the topic of indigenous education in the Americas. We invited 700 (mostly) indigenous educators from throughout the Americas (Canada to the tip of Chile) to discuss issues of early bilingual education. Much to the participants' surprise, they found, of course, that they had similar questions, faced similar challenges, and often were seeking similar solutions. Selected proceedings from this conference are written up in the SIT Occasional Paper Series, Winter 2003, titled "La Educacion Indigena en las Americas" (Indigenous Education in the Americas), a Spanish Edition with English translations of all abstracts and some other materials. To access this journal online, go to www.sit.edu/publications, and click on Issue No. 4. I hope this will be of some help to you. With best wishes, Alvino Fantini Professor Emeritus, School for International Training Dr Alvino E. Fantini, Professor Emeritus, SIT Professor, Graduate School, MA in Language Communication Kenkyu Research Center Bldg No. 1, Matsuyama University, 4-2 Bunkyo-cho, Matsuyama, Ehime 790-85, Japan Office tel: 089 926 7548 (Ext 42 / Cell tel: 080 5660 3640 -----Original Message----- From: Yvan Rose To: info-childes at mail.talkbank.org Date: Wed, 19 Sep 2007 13:00:09 -0230 Subject: Bilingualism and bilingual education in Aboriginal communities Dear colleagues, I was recently contacted by the school board of a Canadian Aboriginal community. They requested me to provide them with information on bilingualism and bilingual acquisition in an Aboriginal context. They would like to consider such information for the structuring of their educational programs in the communities under that school board's umbrella. Here is some more background information: --The children from these communities are typically raised monolingual in the Aboriginal language, unless they come from bilingual households --Schooling from Grade 1 through 3 is in the Aboriginal language(Cree- medium), using the syllabic orthographic system --Starting at Grade 3, education in primarily oral English or French (the decision being made by the children/their families) is introduced, at which point the roman alphabet is also introduced --Under current assessments, children hailing from this system generally have a deficit in literacy proficiency at the end of their primary education (in both languages) --Decision makers are trying to tackle the issue while at the same time keeping an educational system that will enable the preservation of their traditional language and culture In this context, I would appreciate it if you could point me towards documentation that pertains to bilingual acquisition in Aboriginal contexts as well as, perhaps from a more applied perspective, studies on educational programs and/or their relationships with cultural promotion and preservation. Of course I will make sure to round up the information and publish a summary on the list. Thankfully yours, Yvan Rose Associate Professor Department of Linguistics Memorial University of Newfoundland -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta.Tedeschi at let.uu.nl Tue Sep 25 13:07:25 2007 From: Roberta.Tedeschi at let.uu.nl (Tedeschi, Roberta) Date: Tue, 25 Sep 2007 15:07:25 +0200 Subject: EMLAR IV last reminder Message-ID: EMLAR IV 6th-8th November 2007, Utrecht Institute of Linguistics OTS Reminder: The deadline for registration is 30-Sep-2007 EMLAR IV will take place in Utrecht (The Netherlands) from the 6th till the 8th of November 2007 with a brand new program. The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. The workshop consists of a series of lectures given by experts in various domains of language acquisition research. Lectures cover language testing methods, statistics, computational modelling of acquisition, longitudinal studies, language proficiency tests and sentence processing among other things. Participants are also offered practical sessions on PRAAT, SPSS (introductory and advanced), statistics with R, CELEX, web-based experiments and E-Prime. Details about the workshop, the program and registrations can be found at: For further questions, contact us at: emlar at let.uu.nl We would like to remind you that the deadline for registration is 30-Sep-2007. For some workshops (CHILDES 1st session, SPSS B and E-prime) there are only a few places left. Organisation Sergio Baauw Natalie Boll Jacqueline van Kampen Tom Lentz Hannah De Mulder Roberta Tedeschi ----------------------------------------------- Roberta Tedeschi UIL OTS, Utrecht University Janskerkhof 13 - 3512 BL Utrecht (Netherlands) +31 030 2538304 ----------------------------------------------- Roberta Tedeschi UIL OTS, Utrecht University Janskerkhof 13 - 3512 BL Utrecht (Netherlands) +31 030 2538304 From goffman at purdue.edu Tue Sep 25 18:03:04 2007 From: goffman at purdue.edu (Lisa Goffman) Date: Tue, 25 Sep 2007 14:03:04 -0400 Subject: Language Science autism position at Purdue Message-ID: ASSISTANT PROFESSOR POSITION LANGUAGE SCIENCE, AUTISM SPECTRUM DISORDERS, PURDUE UNIVERSITY In accordance with its strategic plan, the Department of Speech, Language, and Hearing Sciences at Purdue University invites applications for an Assistant Professor who will pursue an active research program in the area of autism spectrum disorders. This position is a permanent tenure track 10-month appointment available Fall 2008. Ph.D. required. Numerous opportunities are available for interdisciplinary collaboration in neurosciences, linguistics, education or psychological sciences. There is also support infrastructure for developmental research, with NIH and NSF funded faculty in infant speech perception and production, language and speech development and disorders, attention, and neuroimaging. Purdue boasts a top ranked clinical program with a rich pediatric population. Teaching duties include undergraduate and graduate courses in developmental language disorders and related areas. To be assured of full consideration, complete applications should be received by January 4, 2008. However, applications will continue to be accepted until the position is filled. A curriculum vitae, letter of application, selected publications/papers, and three letters of recommendation that address the applicant's potential abilities in both research and teaching should be sent to Jane Fenters, Administrative Assistant to the Head, Speech, Language, and Hearing Sciences, Heavilon Hall, 500 Oval Drive, W. Lafayette IN 47907-2038 or e-mailed at jfenters at purdue.edu . Questions regarding the position should be directed to Dr. Lisa Goffman, 765/496-1826 or goffman at purdue.edu . Purdue University is an equal access/equal opportunity/affirmative action employer fully committed to achieving a diverse workforce. http://www.cla.purdue.edu/academic/slhs/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From eugenew.languag at msa.hinet.net Wed Sep 26 02:48:17 2007 From: eugenew.languag at msa.hinet.net (Hsin-chin Wang, NCKU :)) Date: Wed, 26 Sep 2007 10:48:17 +0800 Subject: CALL FOR ABSTRACTS: 12th PEARL Message-ID: An HTML attachment was scrubbed... URL: From pcomp at hunter.cuny.edu Wed Sep 26 14:05:16 2007 From: pcomp at hunter.cuny.edu (pcomp at hunter.cuny.edu) Date: Wed, 26 Sep 2007 10:05:16 -0400 Subject: Special 1-day MIT Workshop: Where Does Syntax Come From? Have We All Been Wrong Message-ID: **************************************************************** Call for Participation Special 1-day MIT Workshop: Where Does Syntax Come From? Have We All Been Wrong? Cambridge, MA, October 19th, 2007 ***************************************************************** When: Friday, October 19th, 2007, 9 am - 5:30 pm (refreshments 9-9:30; lunch 12:30-1:30; afternoon refreshments) Where: Massachusetts Institute of Technology Room 34-401 (Grier Room), Cambridge, MA http://whereis.mit.edu/map-jpg?mapterms=34-401&mapsearch=go Who: Noam Chomsky, MIT, Remarks and Reflections Sandiway Fong, University of Arizona, Statistical Natural Language Parsing: Reliable Models of Language? Lila Gleitman, University of Pennsylvania, Human Simulations of Language Learning Howard Lasnik and Juan Uriagereka, University of Maryland, Structure Dependence, the Rational Learner, and Putnam's 'Sane Person' Chris Manning, Stanford University, Title TBA Parta Niyogi, University of Chicago, The Computational Nature of Language Learning William Gregory Sakas & Janet Dean Fodor, CUNY, 'Ideal' Language Learning and The Psychological Resource Problem Josh Tennenbaum, Amy Perfors, MIT, & Terry Regier, University of Chicago, Explorations in Language Learnability Using Probabilistic Grammars and Child-directed Speech Registration: No advance registration required, no fee - open to all. Open roundtable discussion at the end of the day. Organizers: Robert C. Berwick, MIT, berwick at csail.mit.edu Michael Coen, University of Wisconsin-Madison, mhcoen at cs.wisc.edu What: The impetus for this workshop, borrowing from a recent review by Yang in TICS (2004), is that "Recent demonstrations of statistical learning in infants have reinvigorated the innateness versus learning debate in language acquisition," particularly regarding syntax. We aim to reexamine this issue in a single forum from the computational, cognitive, and formal linguistics perspectives. Our intent is to examine recent applications of statistical learning theory to language acquisition. That machine learning has something to offer in understanding language acquisition is not in doubt. However, we would like to examine the basic premise that computational approaches should be linguistically informed. The hypothesis put forth is that statistical approaches should work within the framework of classical linguistics rather than supplant it. The goal of this workshop is to examine this hypothesis critically, be it wrong or right, and for each speaker to present evidence as they see fit. From dolores888 at hotmail.com Thu Sep 27 14:41:42 2007 From: dolores888 at hotmail.com (dolores ma) Date: Thu, 27 Sep 2007 16:41:42 +0200 Subject: POST-DOC POSITION IN SPAIN In-Reply-To: <1512190675.1190774897301.JavaMail.nobody@sg2001-ap-1> Message-ID: Hi, POST-DOC POSITION IN SPAIN: 4 years contract, from January 1, 2008 The researcher would collaborate in two grants about the Neurobiology of Specific Language Impairment at a lab with 128-channel Neuroscan system. 30.000 ?/year Deadline: October 20, 2007! Please, for more info email me at girbau at psb.uji.es. Thank you. Best regards, Dolors Girbau, PhD Associate Professor University Jaume I Castell? de la Plana, Spain http://www.humcom.uji.es _________________________________________________________________ Llama a tus amigos de PC a PC: ?Es GRATIS! http://get.live.com/messenger/overview -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie at psych.ubc.ca Sat Sep 29 15:47:25 2007 From: katie at psych.ubc.ca (Katherine Yoshida) Date: Sat, 29 Sep 2007 11:47:25 -0400 Subject: Last Reminder ICIS 2008 Submissions Message-ID: CALL FOR PAPERS - ICIS 2008 The deadline for submissions is 30 September 2007. Thursday, March 27, 2008 - Saturday, March 29, 2008 XVIth Biennial International Conference on Infant Studies Location: Vancouver, British Columbia, Canada email: iciscoord at psych.ubc.ca link: http://www.isisweb.org/