From mv509 at york.ac.uk  Mon Aug  2 13:05:43 2010
From: mv509 at york.ac.uk (Marilyn Vihman)
Date: Mon, 2 Aug 2010 14:05:43 +0100
Subject: Child Phonology conference: Save the date!
Message-ID: <MON.2.AUG.2010.140543.0100.>

We are pleased to announce that the 2011 Child Phonology Conference  
will take place at York, England on June 16-18. Further details will  
be circulated early in the fall, including the call for papers for the  
general conference as well as for a one-day workshop on cross- 
linguistic studies of phonological development to precede the  
conference itself, on June 15.

marilyn vihman and tamar keren-portnoy


Marilyn M. Vihman
Professor, Language and Linguistic Science
V/C/210, 2nd Floor, Block C, Vanbrugh College
University of York
Heslington
York YO10 5DD
tel 01904 433612
fax 01904 432673

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From cristina.mckean at newcastle.ac.uk  Mon Aug  2 15:41:17 2010
From: cristina.mckean at newcastle.ac.uk (Cristina McKean)
Date: Mon, 2 Aug 2010 16:41:17 +0100
Subject: Child Language Seminar 2011
Message-ID: <MON.2.AUG.2010.164117.0100.>

We are pleased to announce that the 2011 Child Language Seminar will take place at Newcastle University, England on 13th & 14th of  June. We will be calling for papers in the autumn.



Given the (very) recent Child Phonology Conference announcement (York, England on June 16-18). It looks like it will be a fantastic opportunity to come and visit two beautiful cities in the North of England!





We look forward to seeing you there



Cristina McKean, Helen Stringer, James Law



http://www.visitnortheastengland.com/?utm_source=splash&utm_medium=click&utm_campaign=visitneengland



http://www.visitnewcastlegateshead.com/







Dr Cristina McKean | Lecturer in Speech and Language Pathology |(Developmental Speech and Language Disorders) | Speech and Language Sciences Section |School of Education Communication and Language Sciences |Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU | 0191 222 6528

CPD for SLTs & Allied Professionals: Accredited, advanced modules in Professional Practice www.ncl.ac.uk/ecls/sltcpd<http://www.ncl.ac.uk/ecls/sltcpd>


For information about the MSc in Evidence Based Practice in Communication Disorders go to http://www.ncl.ac.uk/ecls/ebpcd








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From Audrey.Mazur at univ-lyon2.fr  Tue Aug  3 11:40:38 2010
From: Audrey.Mazur at univ-lyon2.fr (Audrey Mazur)
Date: Tue, 3 Aug 2010 13:40:38 +0200
Subject: Child Phonology conference: Save the date!
In-Reply-To: <50D78288-8462-47BD-B172-67C9B1BC7F6F@york.ac.uk>
Message-ID: <TUE.3.AUG.2010.134038.0200.>

Sorry for the previous mail, it was a mistake.
Audrey Mazur Palandre

> ----------------------------------------

please note my new email : AudreyMazurPalandre at gmail.com,
thanks,

> ----------------------------------------
> From: Marilyn Vihman <mv509 at york.ac.uk>
> Sent: Mon Aug 02 15:05:43 CEST 2010
> To: <childphonology at yahoogroups.com>, Info-CHILDES <info-childes at googlegroups.com>
> Subject: Child Phonology conference: Save the date!
> 
> 
> We are pleased to announce that the 2011 Child Phonology Conference  
> will take place at York, England on June 16-18. Further details will  
> be circulated early in the fall, including the call for papers for the  
> general conference as well as for a one-day workshop on cross- 
> linguistic studies of phonological development to precede the  
> conference itself, on June 15.
> 
> marilyn vihman and tamar keren-portnoy
> 
> 
> Marilyn M. Vihman
> Professor, Language and Linguistic Science
> V/C/210, 2nd Floor, Block C, Vanbrugh College
> University of York
> Heslington
> York YO10 5DD
> tel 01904 433612
> fax 01904 432673
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 

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From lulusong at gmail.com  Thu Aug 19 16:11:06 2010
From: lulusong at gmail.com (Lulu Song)
Date: Thu, 19 Aug 2010 09:11:06 -0700
Subject: Language and literacy assessments in first grade
Message-ID: <THU.19.AUG.2010.091106.0700.>

Dear colleagues,

We are currently preparing our 6th-year protocol for a longitudinal
study of ethnic minority urban children and looking for suggestions on
first-grade language and/or literacy assessments.

The participants are African American, Dominican, Mexican and Chinese
children born in the US and followed since birth. The 6th-year wave
will take place roughly after the children have spent one semester in
first grade. Children and their mothers will be invited to our lab for
a 2-hour visit, of which 20-30 minutes will be allotted for language
and literacy tests of the children. All assessments will be conducted
by bilingual research assistants who can speak both English and the
child's native language.

In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
Letter-word Identification and Passage Comprehension. We are looking
for measures of children's language and literacy skills in first grade
as outcome variables.

We would really appreciate if you have any suggestions on which areas
we should consider assessing and what instruments we might use (in our
limited time frame).

Thank you very much!

Best regards,
Lulu Song

--
宋露露 Lulu Song, Ph.D.
Postdoctoral Fellow
New York University
The Center for Research on Culture, Development, and Education
246 Greene Street 517E
New York, NY 10003
Phone: 212-998-5822  Fax: 212-995-3918
Web page: https://files.nyu.edu/ls166/public/

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From roeper at linguist.umass.edu  Thu Aug 19 16:29:30 2010
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Thu, 19 Aug 2010 12:29:30 -0400
Subject: Language and literacy assessments in first grade
In-Reply-To: <d8e20884-fbb0-48d2-9a14-fb1bc3bb76d4@c13g2000vbr.googlegroups.com>
Message-ID: <THU.19.AUG.2010.122930.0400.>

Dear Lulu---
   The DELV test from Psychological Corporation which we developed
is designed to bring out many aspects of language ability while being
sensitive to dialect differences.  In particular, it has many syntactic
and semantic subtests which are not involved with inflections, where
many dialects differences are present, and which play a dominant
role in many tests, causing children with dialects to be identified as
disordered.
   It would seem to be a natural test to include.

Tom Roeper

On Thu, Aug 19, 2010 at 12:11 PM, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
>
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
>
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
>
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
>
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
>
> Thank you very much!
>
> Best regards,
> Lulu Song
>
> --
> 宋露露 Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From pascaleengel at googlemail.com  Thu Aug 19 16:44:24 2010
From: pascaleengel at googlemail.com (Pascale Engel)
Date: Thu, 19 Aug 2010 18:44:24 +0200
Subject: Language and literacy assessments in first grade
In-Reply-To: <d8e20884-fbb0-48d2-9a14-fb1bc3bb76d4@c13g2000vbr.googlegroups.com>
Message-ID: <THU.19.AUG.2010.184424.0200.>

Dear Lulu,

I am currently leading a large international study involving 6, 7 and 8 year
olds from Brazil (from impoverished and enriched backgrounds), Luxembourg,
Portugal, and Germany. Some of the children are bilinguals and come from a
range of backgrounds (e.g. immigrants...). We opted for the following
language tests:
- EOWPVT
- The PPVT-4
- The TROG (Test for reception of grammar)

We adapted all these measures into the different languages and they seem to
work quite well for the Brazilian sample. We are also thinking of including
the ERRNI (Bishop) in a later stage of the project.

Kind regards,

---------------------------------------
Pascale Engel de Abreu - PhD

Postdoctoral Research Fellow
University of Luxembourg - EMACS
B.P.2 L-7201 Walferdange
G.D. de Luxembourg






On 19 August 2010 18:11, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
>
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
>
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
>
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
>
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
>
> Thank you very much!
>
> Best regards,
> Lulu Song
>
> --
> 宋露露 Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


--

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From simondo1982 at yahoo.co.uk  Thu Aug 19 16:43:40 2010
From: simondo1982 at yahoo.co.uk (Simon Connor)
Date: Thu, 19 Aug 2010 17:43:40 +0100
Subject: Language and literacy assessments in first grade
In-Reply-To: <d8e20884-fbb0-48d2-9a14-fb1bc3bb76d4@c13g2000vbr.googlegroups.com>
Message-ID: <THU.19.AUG.2010.174340.0100.>

Hi Lulu

You probably have lots of ideas by now but I work as an applied educational psychologist and find the Bishop cc2 to be very useful if I need an overview - it can be completed by parents before they come into the lab to meet you, (where you could do more in depth / specific assessment in addition) and covers a good breadth of communicative behaviours. I imagine it would be ok for international usage also.

I hope this is of use.

Simon

Dr Simon Connor
Warwickshire Educational Psychology Service



On 19 Aug 2010, at 17:11, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
> 
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
> 
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
> 
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
> 
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
> 
> Thank you very much!
> 
> Best regards,
> Lulu Song
> 
> --
> 宋露露 Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 

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From larry.kenny at ntschools.net  Mon Aug 23 14:26:09 2010
From: larry.kenny at ntschools.net (larry)
Date: Mon, 23 Aug 2010 07:26:09 -0700
Subject: sequential bilingualism in remote aboriginal communities in
 australia
Message-ID: <MON.23.AUG.2010.072609.0700.>

This message is a request for advice and guidance regarding sequential
bilinguals in the unique context of remote Aboriginal communities in
Australia. I'm a teaching principal in a remote Aboriginal school in
the Western Desert of Central Australia and a Phd student. I have been
reading SLA literature, reseach and methodolgies and have some
questions for the many experts that subscribe to this group.
I have been given permission from four remote Aboriginal communities
and from the relevant Government departments to access data collected
from these four communities. I have passed the relevant CoC and HREC
processes of my university and now truly embark on my Phd project

This data tracks the developing English usage of 30 six year old
children over 10 months.
The collection method involved digital video recordings, and
subsequent transcription.

After much reading i have some concerns regarding the data collection
methods from an SLA perspective and I'd like to ask for advice and
guidance.

The elicitation task was a set of four sequenced pictures that
depicted a culturally relevant event.
The elicitation task was designed with the same two broad open ended
question for each of the four pictures
The introduction to the elicitation task for the children was
conducted in both languages.
The elicitation task itself was conducted in English

Does anyone see any problems yet?

I am anticipating that the data can be analysed using CHILDES CLAN.
I'd like to use the data to see if any patterns or profiles emerge in
the acquisition of English by these particular children.

I realise that this is a brief overview and would be happy to provide
more details if required

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From roeper at linguist.umass.edu  Mon Aug 23 14:52:36 2010
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Mon, 23 Aug 2010 10:52:36 -0400
Subject: sequential bilingualism in remote aboriginal communities in
 australia
In-Reply-To: <635ee688-d437-4f7f-92b0-7ec6f37cee63@s17g2000prh.googlegroups.com>
Message-ID: <MON.23.AUG.2010.105236.0400.>

Dear Larry---
    I am interested in your research and would like to know the
details.   I work primarily in L1, but will become involved with
people studying aboriginal languages in Brazil.
    Personally, I am not sure that there is any real way to fix
the methodology at an abstract level, other than to collect
as much data as possible in a way that is transparent and
can be reanalyzed.
    But to give you a real opinion, I would need to see the
exact materials you are using.

best, Tom Roeper

On Mon, Aug 23, 2010 at 10:26 AM, larry <larry.kenny at ntschools.net> wrote:

> This message is a request for advice and guidance regarding sequential
> bilinguals in the unique context of remote Aboriginal communities in
> Australia. I'm a teaching principal in a remote Aboriginal school in
> the Western Desert of Central Australia and a Phd student. I have been
> reading SLA literature, reseach and methodolgies and have some
> questions for the many experts that subscribe to this group.
> I have been given permission from four remote Aboriginal communities
> and from the relevant Government departments to access data collected
> from these four communities. I have passed the relevant CoC and HREC
> processes of my university and now truly embark on my Phd project
>
> This data tracks the developing English usage of 30 six year old
> children over 10 months.
> The collection method involved digital video recordings, and
> subsequent transcription.
>
> After much reading i have some concerns regarding the data collection
> methods from an SLA perspective and I'd like to ask for advice and
> guidance.
>
> The elicitation task was a set of four sequenced pictures that
> depicted a culturally relevant event.
> The elicitation task was designed with the same two broad open ended
> question for each of the four pictures
> The introduction to the elicitation task for the children was
> conducted in both languages.
> The elicitation task itself was conducted in English
>
> Does anyone see any problems yet?
>
> I am anticipating that the data can be analysed using CHILDES CLAN.
> I'd like to use the data to see if any patterns or profiles emerge in
> the acquisition of English by these particular children.
>
> I realise that this is a brief overview and would be happy to provide
> more details if required
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From raguvai at gmail.com  Tue Aug 24 03:59:16 2010
From: raguvai at gmail.com (Vaidyanathan Raghunathan)
Date: Tue, 24 Aug 2010 09:29:16 +0530
Subject: pragmatic development
Message-ID: <TUE.24.AUG.2010.092916.0530.>

Hi friends.

One of my Doctoral has submitted a research proposal wherein she plans to
trace the early speech and language development in operated cleft palate
children. She plans to compare this development with normally developing
children. She has proposed to take 5 children in each group/ But the ethics
committee has advised to increase the number of subjects..What should be
ideal number in cases of longotidinal studies? I would appreciate to get
some clarification and suggestions from the group.

Thanks
Dr.Vaidyanathan

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From roeper at linguist.umass.edu  Tue Aug 24 14:42:01 2010
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Tue, 24 Aug 2010 10:42:01 -0400
Subject: Kindle Book
Message-ID: <TUE.24.AUG.2010.104201.0400.>

To everyone--
   I would like to announce that my book
    The Prism of Grammar: how Child
     Language Illuminates Humanism (MIT Press)
is now available in a Kindle edition from Amazon which can be downloaded
onto any Mac, PC,
or Kindle.  It is very inexpensive at the moment ($9.99).
   At least 10 teachers,  in 5 countries, ranging from high school to
graduate classes,
have told me that they are using the book in their classes.  In some
instances, the
class has written questions to me about it and I have enjoyed the
exchanges.  If
anyone chooses to have students---or parents--- write me, I would welcome
itl
    Tom Roeper

-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From at.perez.leroux at utoronto.ca  Mon Aug 30 15:52:23 2010
From: at.perez.leroux at utoronto.ca (atp)
Date: Mon, 30 Aug 2010 08:52:23 -0700
Subject: Generative Approaches to Language Acquisition 4, Sept 1-3
Message-ID: <MON.30.AUG.2010.085223.0700.>

REGISTRATION AND ALL ORAL PRESENTATIONS TO TAKE PLACE IN ALUMNI HALL
400, ST. MICHAEL’S COLLEGE, located next to the Kelly Library in St.
Joseph street almost to the corner of Queen's park.

Please note that registration is waived for Canadian students invited
to make a presentation and for students from the host institution.


GALANA 4   INSIGHTS FROM CROSS-POPULATION COMPARISON
September 1-3, 2010,  University of Toronto
Final program

WEDNESDAY, SEPTEMBER 1

9:00-9:20 Opening remarks, Alumni Hall 400, St. Michael’s College*

Session 1:
Focus structures

Chair: Daphna Heller
9:20


Nobuaki Akagi, Macquarie University
Takuya Goro, Ibaraki University
Rosalind Thornton, Macquarie University
Children’s interpretations of disjunction in Japanese questions

9:50
Kamil Ud Deen, University of Hawaii at Manoa Napasri Timyam, Kasetsart
University

Reversible quantifiers in adult and child Thai

10:20
Anja Müller, Vanessa Rupp, Petra Schulz,
Goethe-University Frankfurt
Barbara Höhle, Potsdam University

How the understanding of focus particles develops: Evidence from child
German

COFFEE BREAK
10:50


Session 2:
Definitness as a learning space

Chair: Eugenia Suh
11:10
Nao Nakano, Hye-Sun Park &
Cristina Schmitt, Michigan State University
Japanese and Korean plurality: A difficult acquisition task

11:40
Tania Ionin, Soondo Baek, Eunah Kim,
University of Illinois at Urbana-Champaign
Heejeong Ko, Seoul National University
Ken Wexler, Massachusetts Institute of Technology
That's the meaning: Interpretation of definite and demonstrative
descriptions in L2-English

12:10
Lydia White, Alyona Belikova, McGill University
Paul Hagstrom, Boston University
Tanja Kupisch, University of Hamburg
Öner Özçelik, McGill University
There aren't many difficulties with definiteness: Negative
existentials in the L2 English of Russian and Turkish speakers

LUNCH BREAK
12:40


PLENARY
2:00
Jeffrey Lidz, University of Maryland
Inside the LAD: Learning in Generative Grammar
COFFEE BREAK
3:00


Session 3:
Number and scope

Chair: Marina Sherkina
3:10
Zhijun Wen, Mari Miyao, Aya Takeda, Wei Chu & Bonnie D. Schwartz,
University of Hawaii

Does linear distance explain L2 (in)sensitivity to agreement
violations in online processing?

3:40
Kristen Syrett & Julien Musolino,
Rutgers University
When the whole is not greater than the sum of its parts: Collectivity,
distributivity, and number

4:10
Lyn Tieu, University of Connecticut

On the tri-ambiguous status of any: The view from child language

Wine-and-cheese POSTER SESSION
4:40-6pm
Location: Fr. Robert Madden Hall, Carr Hall, St. Michael’s College



*ALL ORAL PRESENTATIONS TO TAKE PLACE IN ALUMNI HALL 400, ST.
MICHAEL’S COLLEGE





THURSDAY, SEPTEMBER 2

PLENARY
9:00
Johanne Paradis, University of Alberta
The interface between bilingual development and specific language
impairment
POSTER SESSION
COFFEE BREAK
10:00
Location: Fr. Robert Madden Hall, Carr Hall, St. Michael’s College

Session 4:
Syntax in heritage speaker populations

Chair: Naomi Nagy
11:30
Tanja Kupisch, Dagmar Barton & Giulia Bianchi,
University of Hamburg
Genericity and cross-linguistic influence in adult German-French and
German-Italian

12:00
Teresa Lee, University of Virginia

Korean heritage speakers’ grammatical competence: The acquisition of
unaccusativity

LUNCH BREAK
12:30


Session 5: Pronouns at the interface

Chair: Keren Rice
2:00
Miwa Isobe, Tokyo University of the Arts
Children speaking Japanese can interpret adjunct null subjects while
identifying correct antecedents

2:30
Geraldine Legendre, Johns Hopkins University
Isabelle Barrière, Brooklyn College, CUNY
Louise Goyet Université Paris Descartes
Thierry Nazzi, CNRS/LPP, Paris
On the acquisition of implicated presuppositions: Evidence from French
personal pronouns

3:00
Elaine Grolla, University of Sao Paulo
The acquisition of contrastive and non-contrastive anaphoric forms in
Brazilian Portuguese

3:30
Bernadette Plunkett, University of York
The Development of French wh-Clefts and Extraction Type

Coffee Break
4:00


Session 6:
Prosody in a second language

Chair: Jeffrey Steele
4:20
Heather Goad, McGill University

Lydia White, McGill University

Joyce Bruhn de Garavito,                                          The
University of Western Ontario


The L2 acquisition of Spanish plurals by French speakers: constraints
on syllable structure or on higher prosodic structure?
4:50-5:20
Őner Őzçelik, McGill University
L2 acquisition of higher-level prosodic structures and the role of UG

RECEPTION
6:00-7:30
Location: Charbonnel Lounge, Elmsley Hall, St. Michael’s College









FRIDAY, SEPTEMBER 3

Session 7:
Gender and agreement

Chair: Nelleke Strik
9:00
Sharon Unsworth, Utrecht University
Froso Argyri, University of Edinburgh
Leonie Cornips, Meertens Institute
Aafke Hulk, University of Amsterdam
Antonella Sorace, University of Edinburgh
Ianthi Tsimpli, Aristotle University of Thessaloniki
On the role of age of onset and input quantity in early child
bilingualism in Greek and Dutch

9:30
Susanne Brouwer,
Max Planck Institute for Psycholinguistics
Sharon Unsworth Utrecht University
Pim Mak, Utrecht University
Processing grammatical gender in Dutch: Evidence from eye-tracking

10:00
Theres Grüter, Stanford University
Casey Lew-Williams, University of Wisconsin-Madison
Anne Fernald, Stanford University
Grammatical gender in L2: Bringing psycholinguistic evidence to bear
on generative accounts

COFFEE BREAK
10:30


Session 8:
Wh-questions across populations

Chair: Maria Cristina Cuervo
10:50
Philippe Prévost, Université François Rabelais
Nelleke Strik, University of Toronto
Laurie Tuller, Université François Rabelais
How derivational complexity interacts with L1 properties, length of
exposure, age of exposure, and input in child L2 acquisition of French
wh-questions

11:20
Petra Schulz, Magdalena Wojtecka, Alisa Blume
& Rebecca Schuler, Goethe-University Frankfurt
Comprehension of exhaustive wh-questions in SLI children – Evidence
for a semantic deficit or delay?

11:50
Sunny Park, Purdue University
Why they do that? Lack of T-to-C movement by Korean-English bilingual
children

12:20
Ting Xu & William Snyder, University of Connecticut

Children’s 2Aux negative questions: Elicited production versus
spontaneous speech

LUNCH
1:00
Business meeting

Session 9:
Input and frequency in grammar development

Chair: Chandan Narayan
2:30
Carolina Holtheuer, Universidad de Chile
Karen Miller, Pennsylvania State University
Cristina Schmitt, Michigan State University
Ser and estar: the role of adjective type and animacy in acquisition

3:00
Helen Hefter & Walcir Cardoso, Concordia University
The L1 acquisition of sC onset clusters: Comparing the effects of
markedness and input frequency

3:30
Yvan Rose & Julie Brittain,
Memorial University of Newfoundland
Grammar matters: Evidence from the metrical and inflectional
development in Northern East Cree

4:00
Elizabeth C. Goodin-Mayeda, University of Houston Jeffrey Renaud,
University of Iowa
Jason Rothman, University of Florida
Optimality Theoretic L2 reranking and the Constraint Fluctuation
Hypothesis

COFFEE BREAK
4:30



PLENARY

4:45
John Archibald, University of Victoria
The interface of L2 phonetics and phonology
ALTERNATES

Anamaria Bentea, Université de Genève, Subject vs Object Relatives:
What Can French and Romanian Children Tell Us About Their Acquisition?

Egor  Tsedryk, Saint Mary's University, Local cues in locative
constructions: learning curve with and without case morphology

Nikolay Slavkov, University of Ottawa, Derivational Complexity Effects
in L2 Acquisition

Tetsuya Sano, Meiji Gakuin University, More observations on the scope
interactions in L1 acquisition of Japanese

Will Dalton, McGill University, Allophony in the L2: Acquiring High
Vowel Allophones in Quebec French



POSTER SESSION 1, Wednesday September 1st, 4:40

Masaaki Kamiya, Hamilton College & Akemi Matsuya, Takachiho University
in Tokyo, Japanese children’s interpretations of pragmatically derived
meanings of numerals and acquisition processes

Peng Zhou, Macquarie University, Stephen Crain , Macquarie
University ,  Liqun Gao, Beijing Language and Culture University &
Likan Zhan, Beijing Language and Culture University, The role of
prosody in children’s focus identification

Petra  Hendriks & Ruth  Koops van 't Jagt,  University of Groningen,
Can you be more specific? Acquiring specificity in comprehension and
production

Anna  Gavarró, Arnau  Cunill, Míriam  Muntané, Marc Reguant,
Universitat Autònoma de Barcelona, Catalan child relative contrasts as
a processing effect

Silvia Perpiñán, The University of Western Ontario, On wh-movement,
Resumption, and Islands in L2 Spanish

Annie  Gagliardi & Jeffrey Lidz, University of Maryland, The necessity
of class internal regularities in the acquisition of Tsez noun classes

Yu-da Lai, MingDao University, Chien-jer Lin,  Indiana University,
Chun-yin  Chen,  National Taiwan Normal University, The Timing of
Sensitivity to Structural and Non-Structural Information in Nonnative
Reading

Yasaman Rafat, Bethany MacLeod, University of Toronto, The effect of
orthography on the formation of underlying representations in L2
Spanish

Jacqueline van Kampen & Rianne Schippers, Utrecht University,
Prepositions and particles in the acquisition of Dutch

Egor  Tsedryk, Saint Mary's University, Local cues in locative
constructions: learning curve with and without case morphology

Irina Marinescu, University of Toronto, Duration cues and perceptual
strategies of cue weighting in L2

Jill de Villiers, Ann Nordmeyer, Megan Kravitz, Smith College,
Maintaining a Point of View across multiple pronoun switches

Kyoko Yamakoshi, Senshu University/Harvard University, The Acquisition
of Some/Every Interaction with Negation in Japanese

Anahi Alba de la Fuente, University of Ottawa, Spanish clitic cluster
constraints: Syntax and learnability

Anamaria Bentea, Université de Genève, Subject vs Object Relatives:
What Can French and Romanian Children Tell Us About Their Acquisition?

Jinsun Choe, University of Hawaii, Acquisition of Korean Causatives:
linking with directness of causation

Karen Froud, University of Columbia New York, Kenneth Wexler, Vina
Tsakali, Massachusetts Institute of Technology, Late maturation of
Raising in English: evidence from typically developing children

Koichi Otaki, University of Connecticut, Noun Raising in Child English

Koji Sugisaki, Mie University, Configurational Structure in Child
Japanese: New Evidence

Larissa Nossalik, McGill University, L2 acquisition of coercion

Tania Leal-Méndez, The University of Iowa, Feature Interpretability in
L2 Acquisition: Evidence from resumptive pronoun use in L2 English

Naoko Sawada, Nanzan University & Keiko Murasugi, Nanzan University &
University of Connecticut, A Cross-Linguistic Approach to the
'Erroneous' Genitive Subjects: Underspecification of Tense in Child
Grammar Revisited



POSTER SESSION  2, Thursday September 2, 10:00
Silvina Montrul, James  Yoon, Eunah Kim, The on-line processing of
Binding Principles A and B in L2 Acquisition: Evidence from Eye
tracking

Inmaculada Gomez-Soler, The University of North Carolina at Chapel
Hill, The L1 Acquisition of Gustar: Evidence against Maturation

Ruggero Montalto, Angeliek van Hout & Petra Hendriks,  University of
Groningen, Developmental differences in the ordering of Italian near-
synonymous quantifiers

Noriko Yoshimura, University of Shizuoka, Mineharu Nakayama, The Ohio
State University, Dissociating Overt Wh-movement from LF
Interpretation in L2 Acquisition

Misha Becker & Bruno Estigarribia, University of North Carolina at
Chapel Hill, Drawing Inferences about Novel Raising and Control Verbs

Natalie Boll-Avetisyan, René Kager, Elise de Bree, Annemarie Kerkhoff,
Sandra den Boer, Utrecht University, Identity avoidance in speech
segmentation: a universal or a matter of speech input?Evidence from
artificial language learning experiments with infants

Nikolay Slavkov, University of Ottawa, Derivational Complexity Effects
in L2 Acquisition

Raquel Santos, Cristiane Silva, University of São Paulo, Allophony and
the acquisition of voice assimilation in Brazilian Portuguese

Shannon Barrios, William Idsardi, Nan Jiang, University of Maryland,
When representation and processing diverge: Spanish-dominant
bilinguals’ asymmetrical sensitivity

Tetsuya Sano, Meiji Gakuin University, More observations on the scope
interactions in L1 acquisition of Japanese

Tilbe Goksun, Temple University, Tom Roeper, University of
Massachusetts, Kathy Hirsh-Pasek, Temple University, Roberta
Golinkoff, University of Delaware, Nounphrase Ellispsis within
Verbphrase Ellipsis: Hidden pro licenses context reference

Hakima Guella, Institute for Cognitive Sciences, Petra Sleeman,
University of Amsterdam, Viviane Déprez, Rutgers University,
Specificity effects in L2 determiner acquisition: UG or Pragmatic
egocentrism?

Bart Hollebrandse, Fabrizio Arosio, Wolfgang Dressler, Austrian
Academy of Sciences, Acquiring Tense: a crosslinguistic comparison in
17 languages

Will Dalton, McGill University, Allophony in the L2: Acquiring High
Vowel Allophones in Quebec French

Alma Veenstra, Sanne Berends, Angeliek van Hout, University of
Groningen, All pronouns are not acquired equally in Dutch: Elicitation
of object and quantitative pronouns

 Alyona Belikova, McGill University, Evidence against indirect
negative evidence

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From mv509 at york.ac.uk  Mon Aug  2 13:05:43 2010
From: mv509 at york.ac.uk (Marilyn Vihman)
Date: Mon, 2 Aug 2010 14:05:43 +0100
Subject: Child Phonology conference: Save the date!
Message-ID: <MON.2.AUG.2010.140543.0100.>

We are pleased to announce that the 2011 Child Phonology Conference  
will take place at York, England on June 16-18. Further details will  
be circulated early in the fall, including the call for papers for the  
general conference as well as for a one-day workshop on cross- 
linguistic studies of phonological development to precede the  
conference itself, on June 15.

marilyn vihman and tamar keren-portnoy


Marilyn M. Vihman
Professor, Language and Linguistic Science
V/C/210, 2nd Floor, Block C, Vanbrugh College
University of York
Heslington
York YO10 5DD
tel 01904 433612
fax 01904 432673

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From cristina.mckean at newcastle.ac.uk  Mon Aug  2 15:41:17 2010
From: cristina.mckean at newcastle.ac.uk (Cristina McKean)
Date: Mon, 2 Aug 2010 16:41:17 +0100
Subject: Child Language Seminar 2011
Message-ID: <MON.2.AUG.2010.164117.0100.>

We are pleased to announce that the 2011 Child Language Seminar will take place at Newcastle University, England on 13th & 14th of  June. We will be calling for papers in the autumn.



Given the (very) recent Child Phonology Conference announcement (York, England on June 16-18). It looks like it will be a fantastic opportunity to come and visit two beautiful cities in the North of England!





We look forward to seeing you there



Cristina McKean, Helen Stringer, James Law



http://www.visitnortheastengland.com/?utm_source=splash&utm_medium=click&utm_campaign=visitneengland



http://www.visitnewcastlegateshead.com/







Dr Cristina McKean | Lecturer in Speech and Language Pathology |(Developmental Speech and Language Disorders) | Speech and Language Sciences Section |School of Education Communication and Language Sciences |Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU | 0191 222 6528

CPD for SLTs & Allied Professionals: Accredited, advanced modules in Professional Practice www.ncl.ac.uk/ecls/sltcpd<http://www.ncl.ac.uk/ecls/sltcpd>


For information about the MSc in Evidence Based Practice in Communication Disorders go to http://www.ncl.ac.uk/ecls/ebpcd








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From Audrey.Mazur at univ-lyon2.fr  Tue Aug  3 11:40:38 2010
From: Audrey.Mazur at univ-lyon2.fr (Audrey Mazur)
Date: Tue, 3 Aug 2010 13:40:38 +0200
Subject: Child Phonology conference: Save the date!
In-Reply-To: <50D78288-8462-47BD-B172-67C9B1BC7F6F@york.ac.uk>
Message-ID: <TUE.3.AUG.2010.134038.0200.>

Sorry for the previous mail, it was a mistake.
Audrey Mazur Palandre

> ----------------------------------------

please note my new email : AudreyMazurPalandre at gmail.com,
thanks,

> ----------------------------------------
> From: Marilyn Vihman <mv509 at york.ac.uk>
> Sent: Mon Aug 02 15:05:43 CEST 2010
> To: <childphonology at yahoogroups.com>, Info-CHILDES <info-childes at googlegroups.com>
> Subject: Child Phonology conference: Save the date!
> 
> 
> We are pleased to announce that the 2011 Child Phonology Conference  
> will take place at York, England on June 16-18. Further details will  
> be circulated early in the fall, including the call for papers for the  
> general conference as well as for a one-day workshop on cross- 
> linguistic studies of phonological development to precede the  
> conference itself, on June 15.
> 
> marilyn vihman and tamar keren-portnoy
> 
> 
> Marilyn M. Vihman
> Professor, Language and Linguistic Science
> V/C/210, 2nd Floor, Block C, Vanbrugh College
> University of York
> Heslington
> York YO10 5DD
> tel 01904 433612
> fax 01904 432673
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 

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From lulusong at gmail.com  Thu Aug 19 16:11:06 2010
From: lulusong at gmail.com (Lulu Song)
Date: Thu, 19 Aug 2010 09:11:06 -0700
Subject: Language and literacy assessments in first grade
Message-ID: <THU.19.AUG.2010.091106.0700.>

Dear colleagues,

We are currently preparing our 6th-year protocol for a longitudinal
study of ethnic minority urban children and looking for suggestions on
first-grade language and/or literacy assessments.

The participants are African American, Dominican, Mexican and Chinese
children born in the US and followed since birth. The 6th-year wave
will take place roughly after the children have spent one semester in
first grade. Children and their mothers will be invited to our lab for
a 2-hour visit, of which 20-30 minutes will be allotted for language
and literacy tests of the children. All assessments will be conducted
by bilingual research assistants who can speak both English and the
child's native language.

In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
Letter-word Identification and Passage Comprehension. We are looking
for measures of children's language and literacy skills in first grade
as outcome variables.

We would really appreciate if you have any suggestions on which areas
we should consider assessing and what instruments we might use (in our
limited time frame).

Thank you very much!

Best regards,
Lulu Song

--
??? Lulu Song, Ph.D.
Postdoctoral Fellow
New York University
The Center for Research on Culture, Development, and Education
246 Greene Street 517E
New York, NY 10003
Phone: 212-998-5822  Fax: 212-995-3918
Web page: https://files.nyu.edu/ls166/public/

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From roeper at linguist.umass.edu  Thu Aug 19 16:29:30 2010
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Thu, 19 Aug 2010 12:29:30 -0400
Subject: Language and literacy assessments in first grade
In-Reply-To: <d8e20884-fbb0-48d2-9a14-fb1bc3bb76d4@c13g2000vbr.googlegroups.com>
Message-ID: <THU.19.AUG.2010.122930.0400.>

Dear Lulu---
   The DELV test from Psychological Corporation which we developed
is designed to bring out many aspects of language ability while being
sensitive to dialect differences.  In particular, it has many syntactic
and semantic subtests which are not involved with inflections, where
many dialects differences are present, and which play a dominant
role in many tests, causing children with dialects to be identified as
disordered.
   It would seem to be a natural test to include.

Tom Roeper

On Thu, Aug 19, 2010 at 12:11 PM, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
>
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
>
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
>
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
>
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
>
> Thank you very much!
>
> Best regards,
> Lulu Song
>
> --
> ??? Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From pascaleengel at googlemail.com  Thu Aug 19 16:44:24 2010
From: pascaleengel at googlemail.com (Pascale Engel)
Date: Thu, 19 Aug 2010 18:44:24 +0200
Subject: Language and literacy assessments in first grade
In-Reply-To: <d8e20884-fbb0-48d2-9a14-fb1bc3bb76d4@c13g2000vbr.googlegroups.com>
Message-ID: <THU.19.AUG.2010.184424.0200.>

Dear Lulu,

I am currently leading a large international study involving 6, 7 and 8 year
olds from Brazil (from impoverished and enriched backgrounds), Luxembourg,
Portugal, and Germany. Some of the children are bilinguals and come from a
range of backgrounds (e.g. immigrants...). We opted for the following
language tests:
- EOWPVT
- The PPVT-4
- The TROG (Test for reception of grammar)

We adapted all these measures into the different languages and they seem to
work quite well for the Brazilian sample. We are also thinking of including
the ERRNI (Bishop) in a later stage of the project.

Kind regards,

---------------------------------------
Pascale Engel de Abreu - PhD

Postdoctoral Research Fellow
University of Luxembourg - EMACS
B.P.2 L-7201 Walferdange
G.D. de Luxembourg






On 19 August 2010 18:11, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
>
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
>
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
>
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
>
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
>
> Thank you very much!
>
> Best regards,
> Lulu Song
>
> --
> ??? Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


--

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From simondo1982 at yahoo.co.uk  Thu Aug 19 16:43:40 2010
From: simondo1982 at yahoo.co.uk (Simon Connor)
Date: Thu, 19 Aug 2010 17:43:40 +0100
Subject: Language and literacy assessments in first grade
In-Reply-To: <d8e20884-fbb0-48d2-9a14-fb1bc3bb76d4@c13g2000vbr.googlegroups.com>
Message-ID: <THU.19.AUG.2010.174340.0100.>

Hi Lulu

You probably have lots of ideas by now but I work as an applied educational psychologist and find the Bishop cc2 to be very useful if I need an overview - it can be completed by parents before they come into the lab to meet you, (where you could do more in depth / specific assessment in addition) and covers a good breadth of communicative behaviours. I imagine it would be ok for international usage also.

I hope this is of use.

Simon

Dr Simon Connor
Warwickshire Educational Psychology Service



On 19 Aug 2010, at 17:11, Lulu Song <lulusong at gmail.com> wrote:

> Dear colleagues,
> 
> We are currently preparing our 6th-year protocol for a longitudinal
> study of ethnic minority urban children and looking for suggestions on
> first-grade language and/or literacy assessments.
> 
> The participants are African American, Dominican, Mexican and Chinese
> children born in the US and followed since birth. The 6th-year wave
> will take place roughly after the children have spent one semester in
> first grade. Children and their mothers will be invited to our lab for
> a 2-hour visit, of which 20-30 minutes will be allotted for language
> and literacy tests of the children. All assessments will be conducted
> by bilingual research assistants who can speak both English and the
> child's native language.
> 
> In the past waves, we have used the MCDI, Mullen, EOWPVT (Expressive
> One-Word Picture Vocabulary Test) and Woodcock Johnson's subtests of
> Letter-word Identification and Passage Comprehension. We are looking
> for measures of children's language and literacy skills in first grade
> as outcome variables.
> 
> We would really appreciate if you have any suggestions on which areas
> we should consider assessing and what instruments we might use (in our
> limited time frame).
> 
> Thank you very much!
> 
> Best regards,
> Lulu Song
> 
> --
> ??? Lulu Song, Ph.D.
> Postdoctoral Fellow
> New York University
> The Center for Research on Culture, Development, and Education
> 246 Greene Street 517E
> New York, NY 10003
> Phone: 212-998-5822  Fax: 212-995-3918
> Web page: https://files.nyu.edu/ls166/public/
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> 

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From larry.kenny at ntschools.net  Mon Aug 23 14:26:09 2010
From: larry.kenny at ntschools.net (larry)
Date: Mon, 23 Aug 2010 07:26:09 -0700
Subject: sequential bilingualism in remote aboriginal communities in
 australia
Message-ID: <MON.23.AUG.2010.072609.0700.>

This message is a request for advice and guidance regarding sequential
bilinguals in the unique context of remote Aboriginal communities in
Australia. I'm a teaching principal in a remote Aboriginal school in
the Western Desert of Central Australia and a Phd student. I have been
reading SLA literature, reseach and methodolgies and have some
questions for the many experts that subscribe to this group.
I have been given permission from four remote Aboriginal communities
and from the relevant Government departments to access data collected
from these four communities. I have passed the relevant CoC and HREC
processes of my university and now truly embark on my Phd project

This data tracks the developing English usage of 30 six year old
children over 10 months.
The collection method involved digital video recordings, and
subsequent transcription.

After much reading i have some concerns regarding the data collection
methods from an SLA perspective and I'd like to ask for advice and
guidance.

The elicitation task was a set of four sequenced pictures that
depicted a culturally relevant event.
The elicitation task was designed with the same two broad open ended
question for each of the four pictures
The introduction to the elicitation task for the children was
conducted in both languages.
The elicitation task itself was conducted in English

Does anyone see any problems yet?

I am anticipating that the data can be analysed using CHILDES CLAN.
I'd like to use the data to see if any patterns or profiles emerge in
the acquisition of English by these particular children.

I realise that this is a brief overview and would be happy to provide
more details if required

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From roeper at linguist.umass.edu  Mon Aug 23 14:52:36 2010
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Mon, 23 Aug 2010 10:52:36 -0400
Subject: sequential bilingualism in remote aboriginal communities in
 australia
In-Reply-To: <635ee688-d437-4f7f-92b0-7ec6f37cee63@s17g2000prh.googlegroups.com>
Message-ID: <MON.23.AUG.2010.105236.0400.>

Dear Larry---
    I am interested in your research and would like to know the
details.   I work primarily in L1, but will become involved with
people studying aboriginal languages in Brazil.
    Personally, I am not sure that there is any real way to fix
the methodology at an abstract level, other than to collect
as much data as possible in a way that is transparent and
can be reanalyzed.
    But to give you a real opinion, I would need to see the
exact materials you are using.

best, Tom Roeper

On Mon, Aug 23, 2010 at 10:26 AM, larry <larry.kenny at ntschools.net> wrote:

> This message is a request for advice and guidance regarding sequential
> bilinguals in the unique context of remote Aboriginal communities in
> Australia. I'm a teaching principal in a remote Aboriginal school in
> the Western Desert of Central Australia and a Phd student. I have been
> reading SLA literature, reseach and methodolgies and have some
> questions for the many experts that subscribe to this group.
> I have been given permission from four remote Aboriginal communities
> and from the relevant Government departments to access data collected
> from these four communities. I have passed the relevant CoC and HREC
> processes of my university and now truly embark on my Phd project
>
> This data tracks the developing English usage of 30 six year old
> children over 10 months.
> The collection method involved digital video recordings, and
> subsequent transcription.
>
> After much reading i have some concerns regarding the data collection
> methods from an SLA perspective and I'd like to ask for advice and
> guidance.
>
> The elicitation task was a set of four sequenced pictures that
> depicted a culturally relevant event.
> The elicitation task was designed with the same two broad open ended
> question for each of the four pictures
> The introduction to the elicitation task for the children was
> conducted in both languages.
> The elicitation task itself was conducted in English
>
> Does anyone see any problems yet?
>
> I am anticipating that the data can be analysed using CHILDES CLAN.
> I'd like to use the data to see if any patterns or profiles emerge in
> the acquisition of English by these particular children.
>
> I realise that this is a brief overview and would be happy to provide
> more details if required
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From raguvai at gmail.com  Tue Aug 24 03:59:16 2010
From: raguvai at gmail.com (Vaidyanathan Raghunathan)
Date: Tue, 24 Aug 2010 09:29:16 +0530
Subject: pragmatic development
Message-ID: <TUE.24.AUG.2010.092916.0530.>

Hi friends.

One of my Doctoral has submitted a research proposal wherein she plans to
trace the early speech and language development in operated cleft palate
children. She plans to compare this development with normally developing
children. She has proposed to take 5 children in each group/ But the ethics
committee has advised to increase the number of subjects..What should be
ideal number in cases of longotidinal studies? I would appreciate to get
some clarification and suggestions from the group.

Thanks
Dr.Vaidyanathan

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From roeper at linguist.umass.edu  Tue Aug 24 14:42:01 2010
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Tue, 24 Aug 2010 10:42:01 -0400
Subject: Kindle Book
Message-ID: <TUE.24.AUG.2010.104201.0400.>

To everyone--
   I would like to announce that my book
    The Prism of Grammar: how Child
     Language Illuminates Humanism (MIT Press)
is now available in a Kindle edition from Amazon which can be downloaded
onto any Mac, PC,
or Kindle.  It is very inexpensive at the moment ($9.99).
   At least 10 teachers,  in 5 countries, ranging from high school to
graduate classes,
have told me that they are using the book in their classes.  In some
instances, the
class has written questions to me about it and I have enjoyed the
exchanges.  If
anyone chooses to have students---or parents--- write me, I would welcome
itl
    Tom Roeper

-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From at.perez.leroux at utoronto.ca  Mon Aug 30 15:52:23 2010
From: at.perez.leroux at utoronto.ca (atp)
Date: Mon, 30 Aug 2010 08:52:23 -0700
Subject: Generative Approaches to Language Acquisition 4, Sept 1-3
Message-ID: <MON.30.AUG.2010.085223.0700.>

REGISTRATION AND ALL ORAL PRESENTATIONS TO TAKE PLACE IN ALUMNI HALL
400, ST. MICHAEL?S COLLEGE, located next to the Kelly Library in St.
Joseph street almost to the corner of Queen's park.

Please note that registration is waived for Canadian students invited
to make a presentation and for students from the host institution.


GALANA 4   INSIGHTS FROM CROSS-POPULATION COMPARISON
September 1-3, 2010,  University of Toronto
Final program

WEDNESDAY, SEPTEMBER 1

9:00-9:20 Opening remarks, Alumni Hall 400, St. Michael?s College*

Session 1:
Focus structures

Chair: Daphna Heller
9:20


Nobuaki Akagi, Macquarie University
Takuya Goro, Ibaraki University
Rosalind Thornton, Macquarie University
Children?s interpretations of disjunction in Japanese questions

9:50
Kamil Ud Deen, University of Hawaii at Manoa Napasri Timyam, Kasetsart
University

Reversible quantifiers in adult and child Thai

10:20
Anja M?ller, Vanessa Rupp, Petra Schulz,
Goethe-University Frankfurt
Barbara H?hle, Potsdam University

How the understanding of focus particles develops: Evidence from child
German

COFFEE BREAK
10:50


Session 2:
Definitness as a learning space

Chair: Eugenia Suh
11:10
Nao Nakano, Hye-Sun Park &
Cristina Schmitt, Michigan State University
Japanese and Korean plurality: A difficult acquisition task

11:40
Tania Ionin, Soondo Baek, Eunah Kim,
University of Illinois at Urbana-Champaign
Heejeong Ko, Seoul National University
Ken Wexler, Massachusetts Institute of Technology
That's the meaning: Interpretation of definite and demonstrative
descriptions in L2-English

12:10
Lydia White, Alyona Belikova, McGill University
Paul Hagstrom, Boston University
Tanja Kupisch, University of Hamburg
?ner ?z?elik, McGill University
There aren't many difficulties with definiteness: Negative
existentials in the L2 English of Russian and Turkish speakers

LUNCH BREAK
12:40


PLENARY
2:00
Jeffrey Lidz, University of Maryland
Inside the LAD: Learning in Generative Grammar
COFFEE BREAK
3:00


Session 3:
Number and scope

Chair: Marina Sherkina
3:10
Zhijun Wen, Mari Miyao, Aya Takeda, Wei Chu & Bonnie D. Schwartz,
University of Hawaii

Does linear distance explain L2 (in)sensitivity to agreement
violations in online processing?

3:40
Kristen Syrett & Julien Musolino,
Rutgers University
When the whole is not greater than the sum of its parts: Collectivity,
distributivity, and number

4:10
Lyn Tieu, University of Connecticut

On the tri-ambiguous status of any: The view from child language

Wine-and-cheese POSTER SESSION
4:40-6pm
Location: Fr. Robert Madden Hall, Carr Hall, St. Michael?s College



*ALL ORAL PRESENTATIONS TO TAKE PLACE IN ALUMNI HALL 400, ST.
MICHAEL?S COLLEGE





THURSDAY, SEPTEMBER 2

PLENARY
9:00
Johanne Paradis, University of Alberta
The interface between bilingual development and specific language
impairment
POSTER SESSION
COFFEE BREAK
10:00
Location: Fr. Robert Madden Hall, Carr Hall, St. Michael?s College

Session 4:
Syntax in heritage speaker populations

Chair: Naomi Nagy
11:30
Tanja Kupisch, Dagmar Barton & Giulia Bianchi,
University of Hamburg
Genericity and cross-linguistic influence in adult German-French and
German-Italian

12:00
Teresa Lee, University of Virginia

Korean heritage speakers? grammatical competence: The acquisition of
unaccusativity

LUNCH BREAK
12:30


Session 5: Pronouns at the interface

Chair: Keren Rice
2:00
Miwa Isobe, Tokyo University of the Arts
Children speaking Japanese can interpret adjunct null subjects while
identifying correct antecedents

2:30
Geraldine Legendre, Johns Hopkins University
Isabelle Barri?re, Brooklyn College, CUNY
Louise Goyet Universit? Paris Descartes
Thierry Nazzi, CNRS/LPP, Paris
On the acquisition of implicated presuppositions: Evidence from French
personal pronouns

3:00
Elaine Grolla, University of Sao Paulo
The acquisition of contrastive and non-contrastive anaphoric forms in
Brazilian Portuguese

3:30
Bernadette Plunkett, University of York
The Development of French wh-Clefts and Extraction Type

Coffee Break
4:00


Session 6:
Prosody in a second language

Chair: Jeffrey Steele
4:20
Heather Goad, McGill University

Lydia White, McGill University

Joyce Bruhn de Garavito,                                          The
University of Western Ontario


The L2 acquisition of Spanish plurals by French speakers: constraints
on syllable structure or on higher prosodic structure?
4:50-5:20
?ner ?z?elik, McGill University
L2 acquisition of higher-level prosodic structures and the role of UG

RECEPTION
6:00-7:30
Location: Charbonnel Lounge, Elmsley Hall, St. Michael?s College









FRIDAY, SEPTEMBER 3

Session 7:
Gender and agreement

Chair: Nelleke Strik
9:00
Sharon Unsworth, Utrecht University
Froso Argyri, University of Edinburgh
Leonie Cornips, Meertens Institute
Aafke Hulk, University of Amsterdam
Antonella Sorace, University of Edinburgh
Ianthi Tsimpli, Aristotle University of Thessaloniki
On the role of age of onset and input quantity in early child
bilingualism in Greek and Dutch

9:30
Susanne Brouwer,
Max Planck Institute for Psycholinguistics
Sharon Unsworth Utrecht University
Pim Mak, Utrecht University
Processing grammatical gender in Dutch: Evidence from eye-tracking

10:00
Theres Gr?ter, Stanford University
Casey Lew-Williams, University of Wisconsin-Madison
Anne Fernald, Stanford University
Grammatical gender in L2: Bringing psycholinguistic evidence to bear
on generative accounts

COFFEE BREAK
10:30


Session 8:
Wh-questions across populations

Chair: Maria Cristina Cuervo
10:50
Philippe Pr?vost, Universit? Fran?ois Rabelais
Nelleke Strik, University of Toronto
Laurie Tuller, Universit? Fran?ois Rabelais
How derivational complexity interacts with L1 properties, length of
exposure, age of exposure, and input in child L2 acquisition of French
wh-questions

11:20
Petra Schulz, Magdalena Wojtecka, Alisa Blume
& Rebecca Schuler, Goethe-University Frankfurt
Comprehension of exhaustive wh-questions in SLI children ? Evidence
for a semantic deficit or delay?

11:50
Sunny Park, Purdue University
Why they do that? Lack of T-to-C movement by Korean-English bilingual
children

12:20
Ting Xu & William Snyder, University of Connecticut

Children?s 2Aux negative questions: Elicited production versus
spontaneous speech

LUNCH
1:00
Business meeting

Session 9:
Input and frequency in grammar development

Chair: Chandan Narayan
2:30
Carolina Holtheuer, Universidad de Chile
Karen Miller, Pennsylvania State University
Cristina Schmitt, Michigan State University
Ser and estar: the role of adjective type and animacy in acquisition

3:00
Helen Hefter & Walcir Cardoso, Concordia University
The L1 acquisition of sC onset clusters: Comparing the effects of
markedness and input frequency

3:30
Yvan Rose & Julie Brittain,
Memorial University of Newfoundland
Grammar matters: Evidence from the metrical and inflectional
development in Northern East Cree

4:00
Elizabeth C. Goodin-Mayeda, University of Houston Jeffrey Renaud,
University of Iowa
Jason Rothman, University of Florida
Optimality Theoretic L2 reranking and the Constraint Fluctuation
Hypothesis

COFFEE BREAK
4:30



PLENARY

4:45
John Archibald, University of Victoria
The interface of L2 phonetics and phonology
ALTERNATES

Anamaria Bentea, Universit? de Gen?ve, Subject vs Object Relatives:
What Can French and Romanian Children Tell Us About Their Acquisition?

Egor  Tsedryk, Saint Mary's University, Local cues in locative
constructions: learning curve with and without case morphology

Nikolay Slavkov, University of Ottawa, Derivational Complexity Effects
in L2 Acquisition

Tetsuya Sano, Meiji Gakuin University, More observations on the scope
interactions in L1 acquisition of Japanese

Will Dalton, McGill University, Allophony in the L2: Acquiring High
Vowel Allophones in Quebec French



POSTER SESSION 1, Wednesday September 1st, 4:40

Masaaki Kamiya, Hamilton College & Akemi Matsuya, Takachiho University
in Tokyo, Japanese children?s interpretations of pragmatically derived
meanings of numerals and acquisition processes

Peng Zhou, Macquarie University, Stephen Crain , Macquarie
University ,  Liqun Gao, Beijing Language and Culture University &
Likan Zhan, Beijing Language and Culture University, The role of
prosody in children?s focus identification

Petra  Hendriks & Ruth  Koops van 't Jagt,  University of Groningen,
Can you be more specific? Acquiring specificity in comprehension and
production

Anna  Gavarr?, Arnau  Cunill, M?riam  Muntan?, Marc Reguant,
Universitat Aut?noma de Barcelona, Catalan child relative contrasts as
a processing effect

Silvia Perpi??n, The University of Western Ontario, On wh-movement,
Resumption, and Islands in L2 Spanish

Annie  Gagliardi & Jeffrey Lidz, University of Maryland, The necessity
of class internal regularities in the acquisition of Tsez noun classes

Yu-da Lai, MingDao University, Chien-jer Lin,  Indiana University,
Chun-yin  Chen,  National Taiwan Normal University, The Timing of
Sensitivity to Structural and Non-Structural Information in Nonnative
Reading

Yasaman Rafat, Bethany MacLeod, University of Toronto, The effect of
orthography on the formation of underlying representations in L2
Spanish

Jacqueline van Kampen & Rianne Schippers, Utrecht University,
Prepositions and particles in the acquisition of Dutch

Egor  Tsedryk, Saint Mary's University, Local cues in locative
constructions: learning curve with and without case morphology

Irina Marinescu, University of Toronto, Duration cues and perceptual
strategies of cue weighting in L2

Jill de Villiers, Ann Nordmeyer, Megan Kravitz, Smith College,
Maintaining a Point of View across multiple pronoun switches

Kyoko Yamakoshi, Senshu University/Harvard University, The Acquisition
of Some/Every Interaction with Negation in Japanese

Anahi Alba de la Fuente, University of Ottawa, Spanish clitic cluster
constraints: Syntax and learnability

Anamaria Bentea, Universit? de Gen?ve, Subject vs Object Relatives:
What Can French and Romanian Children Tell Us About Their Acquisition?

Jinsun Choe, University of Hawaii, Acquisition of Korean Causatives:
linking with directness of causation

Karen Froud, University of Columbia New York, Kenneth Wexler, Vina
Tsakali, Massachusetts Institute of Technology, Late maturation of
Raising in English: evidence from typically developing children

Koichi Otaki, University of Connecticut, Noun Raising in Child English

Koji Sugisaki, Mie University, Configurational Structure in Child
Japanese: New Evidence

Larissa Nossalik, McGill University, L2 acquisition of coercion

Tania Leal-M?ndez, The University of Iowa, Feature Interpretability in
L2 Acquisition: Evidence from resumptive pronoun use in L2 English

Naoko Sawada, Nanzan University & Keiko Murasugi, Nanzan University &
University of Connecticut, A Cross-Linguistic Approach to the
'Erroneous' Genitive Subjects: Underspecification of Tense in Child
Grammar Revisited



POSTER SESSION  2, Thursday September 2, 10:00
Silvina Montrul, James  Yoon, Eunah Kim, The on-line processing of
Binding Principles A and B in L2 Acquisition: Evidence from Eye
tracking

Inmaculada Gomez-Soler, The University of North Carolina at Chapel
Hill, The L1 Acquisition of Gustar: Evidence against Maturation

Ruggero Montalto, Angeliek van Hout & Petra Hendriks,  University of
Groningen, Developmental differences in the ordering of Italian near-
synonymous quantifiers

Noriko Yoshimura, University of Shizuoka, Mineharu Nakayama, The Ohio
State University, Dissociating Overt Wh-movement from LF
Interpretation in L2 Acquisition

Misha Becker & Bruno Estigarribia, University of North Carolina at
Chapel Hill, Drawing Inferences about Novel Raising and Control Verbs

Natalie Boll-Avetisyan, Ren? Kager, Elise de Bree, Annemarie Kerkhoff,
Sandra den Boer, Utrecht University, Identity avoidance in speech
segmentation: a universal or a matter of speech input?Evidence from
artificial language learning experiments with infants

Nikolay Slavkov, University of Ottawa, Derivational Complexity Effects
in L2 Acquisition

Raquel Santos, Cristiane Silva, University of S?o Paulo, Allophony and
the acquisition of voice assimilation in Brazilian Portuguese

Shannon Barrios, William Idsardi, Nan Jiang, University of Maryland,
When representation and processing diverge: Spanish-dominant
bilinguals? asymmetrical sensitivity

Tetsuya Sano, Meiji Gakuin University, More observations on the scope
interactions in L1 acquisition of Japanese

Tilbe Goksun, Temple University, Tom Roeper, University of
Massachusetts, Kathy Hirsh-Pasek, Temple University, Roberta
Golinkoff, University of Delaware, Nounphrase Ellispsis within
Verbphrase Ellipsis: Hidden pro licenses context reference

Hakima Guella, Institute for Cognitive Sciences, Petra Sleeman,
University of Amsterdam, Viviane D?prez, Rutgers University,
Specificity effects in L2 determiner acquisition: UG or Pragmatic
egocentrism?

Bart Hollebrandse, Fabrizio Arosio, Wolfgang Dressler, Austrian
Academy of Sciences, Acquiring Tense: a crosslinguistic comparison in
17 languages

Will Dalton, McGill University, Allophony in the L2: Acquiring High
Vowel Allophones in Quebec French

Alma Veenstra, Sanne Berends, Angeliek van Hout, University of
Groningen, All pronouns are not acquired equally in Dutch: Elicitation
of object and quantitative pronouns

 Alyona Belikova, McGill University, Evidence against indirect
negative evidence

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