From mats.andren at ling.lu.se Wed Dec 4 07:57:44 2013 From: mats.andren at ling.lu.se (=?ISO-8859-1?Q?Mats_Andr=E9n?=) Date: Wed, 4 Dec 2013 08:57:44 +0100 Subject: Fwd: Second CfP IACS-2014, Establishing Cognitive Semiotics In-Reply-To: Message-ID: /Second Call for Papers**/ *First International Association for Cognitive Semiotics (IACS) Conference, September 25-27, 2014, Lund, Sweden* http://conference.ht.lu.se/iacs-2014/ The First International Association for Cognitive Semiotics (IACS) Conference (IACS-2014) will be held in September 25-27, at Lund University, Sweden. Founded in Aarhus, Denmark, on May 29, 2013, The International Association for Cognitive Semiotics aims at the further establishment of Cognitive Semiotics as the trans-disciplinary study of meaning, combining concepts, theories and methods from the humanities and the social and natural sciences. Central topics are the evolution, development of, and interaction between different semiotic resources such as language, gestures and pictorial representations. Plenary speakers * Søren Brier, Copenhagen Business School * Merlin Donald, Queens University * Brian MacWhinney, Carnegie Mellon University * Cornelia Müller, European University Viadrina Frankfurt (Oder) * Raymond Tallis, University of Manchester Theme of the conference: Establishing Cognitive Semiotics Over the past two decades or so, a number of researchers from semiotics, linguistics, cognitive science and related fields, from several European and North American research centres, have experienced the needs to combine theoretical knowledge and methodological expertise in order to be able to tackle challenging questions concerning the nature of meaning, the role of consciousness, the unique cognitive features of mankind, the interaction of nature and nurture in development, and the interplay of biological and cultural evolution in phylogeny. The product of these collaborations has been the emergence of the field of Cognitive Semiotics, with its own journal (http://www.degruyter.com/view/j/cogsem) and academic association. The conference aims both to celebrate this, and to look forward into possibilities for further development. We invite the submission of 400 word abstracts (excluding title and references) for one of the three following categories : 1. Oral presentations (20 min presentation + 5 minute discussion), to be submitted at the site of the conference. 2. Posters (at a dedicated poster session), to be submitted at the site of the conference. 3. Theme sessions (3 to 6 thematically linked oral presentations.) Such proposals are to include: (a) Title of proposed session, (b) name(s) of convener(s), (c) max 400 word motivation of the session, (d) abstracts for 3 to 6 individual papers, (e) name of discussant - if such is involved. All this information should be sent TOGETHER to the conference organizers at iacs-2014 at semiotik.lu.se The individual abstracts should be preceded by an abstract for the theme session as a whole. In case the theme session is not accepted, individual abstracts will be reviewed as submissions for oral presentations.). /Note that all abstracts should be submitted to the conference web site at http://www.sol.lu.se/conferenceRegistration/conferenceRegistration.php?conferenceId=26 --- posters and oral presentations directly, those of theme sessions after that session has been accepted. No individual abstract should be sent to the e-mail adress above./ The abstracts can be related, though need not be restricted, to the following topics: . Biological and cultural evolution of human cognitive specificity . Cognitive linguistics and phenomenology . Communication across cultural barriers . Cross-species comparative semiotics . Evolutionary perspectives on altruism . Experimental semiotics . Iconicity in language and other semiotic resources . Intersubjectivity and mimesis in evolution and development . Multimodality . Narrativity across different media . Semantic typology and linguistic relativity . Semiosis (sense-making) in social interaction . Semiotic and cognitive development in children . Sign use and cognition . Signs, affordances, and other meanings . Speech and gesture . The comparative semiotics of iconicity and indexicality . The evolution of language Important dates . Deadline for submission of theme sessions: 31 Dec 2013 (by email) . Deadline for abstract submission -- by registration at the conference web site (oral presentations, posters): 1 Feb 2014 (by website) . Notification of acceptance (theme sessions): 15 Feb 2014 . Notification of acceptance (oral presentations, posters): 1 April 2014 . Last date for early registration: 1 July 2014 Scientific committee http://conference.ht.lu.se/iacs-2014/organizing-committee-scientific-committee/ Local organizing committee . Mats Andrén . Johan Blomberg . Anna Cabak Redei . Sara Lenninger . Joel Parthemore . Göran Sonesson . Jordan Zlatev -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/529EE078.7020704%40ling.lu.se. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Serratrice at manchester.ac.uk Wed Dec 4 10:44:37 2013 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Wed, 4 Dec 2013 02:44:37 -0800 Subject: Lectureship at the University of Manchester Message-ID: The School of Psychological Sciences at the University of Manchester is advertising a full-time position at lecturer level (assistant professor). Please see details in the attachment. Ludovica Serratrice -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/ef4e8149-6ca5-4dca-9a2b-7db4d5939aec%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ad.pdf Type: application/pdf Size: 111017 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: further.particulars.pdf Type: application/pdf Size: 111017 bytes Desc: not available URL: From carlywbutler at gmail.com Sun Dec 8 11:48:23 2013 From: carlywbutler at gmail.com (Carly Butler) Date: Sun, 8 Dec 2013 11:48:23 +0000 Subject: Workshop on studying children's interactions Message-ID: Dear colleagues, Loughborough University are running a workshop on studying children's interactions as part of a new suite of short courses on using conversation analysis. The children's interactions workshop will be of interest to those who would like to learn more about this method of working with audio- and video-recordings of children's interactions. No prior experience is necessary. Conversation analysis involves detailed qualitative analysis of talk and embodied interaction, with a focus on when particular turns of talk are delivered in the context of the broader interaction and the immediately preceding turn, how these turns are constructed and designed, and what social actions the turns accomplish (and/or are treated as doing). It can be used to look at both verbal and pre-verbal interactions. Information about the workshop is below, and more information about the suite of courses and registration etc. is available at [ http://homepages.lboro.ac.uk/~ssca1/CAWorkshops/LboroCAWorkshops.html ] *Studying Children’s Interactions* Carly Butler 15th-16th March 2014 Burleigh Court, Loughborough University, UK This short introductory course is intended for those interested in studying children’s everyday interactions using conversation analysis. It is designed to be accessible to those with little or no experience of conversation analysis, while the analytic sessions and discussions of core themes and practices in researching children’s interactions will also be of interest to more experienced researchers. The course is offered as part of Loughborough University’s new suite of CA Training Workshops and Short Courses [ http://homepages.lboro.ac.uk/~ssca1/CAWorkshops/LboroCAWorkshops.html ] The course will benefit those looking for a new way of studying children’s interactions, and those wanting to develop their own research, identify new research directions and hone their analytical skills. It begins with an introduction to the use of Conversation Analysis as a method for studying children’s interactions, and discussion of the ethical and practical issues around collecting, transcribing and analyzing recordings of children’s interactions in both domestic and institutional settings. Through hands-on, practical exercises and discussions, we will explore key analytic themes in the study of children’s interactions, and methods for working with your own collections. The workshops will help develop your methodological understanding and analytic skills, with the hope of inspiring you in your own research. I also hope to foster and strengthen the network of researchers studying children’s interactions. The course will be a mix of mini-lectures, discussions, and practical activities and exercises, including hands-on work with data. You do not need to provide your own data, but if you do have some you would like to bring please contact me in advance. The course will be run by *Carly Butler *from Loughborough University who has many years of experience researching children’s interactions across multiple settings – including in the school playground, in the family home and at the dinner table, playing with siblings, at birthday parties, in classrooms, on helplines, and in institutional settings. *Start & Finish* The workshop will start at 10.00 on the 15th March and finish at 15.00 on the 16th March. *Limit* In order to allow as much opportunity as possible for participation, numbers will be limited to 15 participants. Applications will be accepted in order of receipt – there is no selection process. *Registration* The cost of the workshop is £250, or £175 for self-funding postgraduate students (including those postgraduate students who cannot recover this cost from their department or funding agency). This includes daily midmorning and afternoon refreshments, lunches and one evening dinner, but does not include accommodation. Accommodation can be booked, if required, when registering for the workshop, or independently at the University’s Lodge, or one of the cheap hotels in the town (e.g. Link, Premier Inn, Travelodge). More information, and links to booking information can be found at the following: http://homepages.lboro.ac.uk/~ssca1/CAWorkshops/LboroCAWorkshops.html If you have any queries about the course, please contact Carly on c.w.butler at lboro.ac.uk or carlywbutler at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAvfyzFYeJ3BkYUg3oZ6FP%2BmZsr2n8DUMO-gPcAtyVH9F57zmw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Sun Dec 8 20:28:00 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 8 Dec 2013 15:28:00 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Hi Aliyah! Sorry to be late in joining the party! For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. For your second questions, there will be an SRCD Social Policy report: McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. *Social Policy Report, *Society for Research in Child Development. It will hopefully come out early in 2014. We addressed four questions: 1. What are the broad social and historical contexts of multilingual learners in the United States? 2. What does a multilingual family look like? 3. What lessons learned with monolingual children can be applied to multilingual children? 4. What contexts support learning multiple languages? I think this will be very helpful to you Aliyah, when it emerges. All best and happy holidays to you and all my other language friends! Roberta On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language > Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child > Development: > > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). > Spoken English language measures of native signing children with cochlear > implants. Journal of Deaf Studies and Deaf Education > .* > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka < > stefka at audiospeech.ubc.ca> wrote: > >> Dear Aliyah, >> >> I am not aware of papers that speak to your first question, i.e., sign >> language, although there are probably some. >> >> Regarding your second question, there are a few, mostly qualitative >> studies done on the effect (usually negative) of the recommendation by >> professionals to parents of bilingual children with autism to speak only >> one language (usually English in the North American context): >> >> 1) Jegatheesan, B. (2011). Multilingual development in children with >> autism: Perspectives of South Asian Muslim immigrant parents on raising a >> child with a communicative disorder in multilingual contexts. Bilingual >> Research Journal, 34, 185-200. >> >> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >> bilingualism in autism spectrum disorders. International Journal of >> Language & Communication Disorders, 47, 52-64. >> >> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >> children from multilingual families. In J. Cohen, K. T. McAlister, K. >> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >> >> 4) Yu, B. (2013). Issues in bilingualism and heritage language >> maintenance: Perspectives of minority-language mothers of children with >> autism spectrum disorders. American Journal of Speech-Language Pathology, >> 22, 10-24. >> >> I hope those are of use to you. >> Best, >> Stefka >> >> >> -----Original Message----- >> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] >> On Behalf Of Aliyah MORGENSTERN >> Sent: November 26, 2013 1:55 PM >> To: info-childes at googlegroups.com >> Subject: Help: let them speak or sign their language >> >> Dear info-childes, >> I need to find good scientific proof it you think it is relevant and >> exists that >> 1) it is better for deaf children (even if they get cochlear implants >> quite young) or children who because of some rare patholgoy cannot speak >> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >> possible and to be raised bilingual (bimodal); >> 2) it is better for immigrant parents to speak their native language to >> their children (unless they are strong psychological or other reasons not >> to) rather than a language they are not experts in and for primary school >> teachers not to put pressure on the parents for them to only speak the >> language of the country they live in; >> >> Any good papers (if possible the actual paper) or references welcome >> especially if they treat both those issues together! >> >> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >> Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't >> know about other holidays coming up in the next few days! >> Best, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: CochlearImplantsAuditory1.pdf Type: application/pdf Size: 286200 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: sininger early amplification2010.pdf Type: application/pdf Size: 3054266 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: tajudeen.CI.speech.Otol Neurotol.2010.pdf Type: application/pdf Size: 238108 bytes Desc: not available URL: From aliyah.morgenstern at gmail.com Sun Dec 8 21:45:12 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sun, 8 Dec 2013 22:45:12 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you Roberta, this will indeed be very helpful. I wil make a syntesis of everything we have accumulated thanks to the community in January when things will be les hectic (I hope!). My very best, Aliyah Le 8 déc. 2013 à 21:28, Roberta Golinkoff a écrit : > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual learners in the United States? > 2. What does a multilingual family look like? > 3. What lessons learned with monolingual children can be applied to multilingual children? > 4. What contexts support learning multiple languages? > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: > Dear Aliyah, > > I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. > > Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): > > 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. > > 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. > > 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. > > 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. > > I hope those are of use to you. > Best, > Stefka > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN > Sent: November 26, 2013 1:55 PM > To: info-childes at googlegroups.com > Subject: Help: let them speak or sign their language > > Dear info-childes, > I need to find good scientific proof it you think it is relevant and exists that > 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); > 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; > > Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! > > Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! > Best, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/EDEBB9EE-39D9-4B43-896E-FAAAFC9FE4CE%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From erikachoff at gmail.com Mon Dec 9 00:51:51 2013 From: erikachoff at gmail.com (Erika Hoff) Date: Sun, 8 Dec 2013 19:51:51 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Dear all, I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because (a) when you take your implant off to swim, shower, etc. you are deaf. (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. Erika Hoff On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that > the earlier the implantation for deaf kids the better. If implantation is > done early, the use of sign may become moot -- children are also offered > therapy. However, if implantation is done later, it would seem clear that > they should be offered sign ASAP. I have no trouble with the notion of > bilingual-bimodal as long as kids are flooded with oral input and not told > to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., > Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., > Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual > children: Beyond myths and towards best practices. *Social Policy > Report, *Society for Research in Child Development. It will hopefully > come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual > learners in the United States? > > 2. What does a multilingual family look like? > > 3. What lessons learned with monolingual children can be applied to > multilingual children? > > 4. What contexts support learning multiple languages? > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > >> Dear Aliyah, >> >> You might find these helpful: >> >> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >> Development: >> >> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >> >> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >> Spoken English language measures of native signing children with cochlear >> implants. Journal of Deaf Studies and Deaf Education >> .* >> Best, >> Eileen >> >> >> >> >> On 26 November 2013 15:01, Marinova-Todd, Stefka < >> stefka at audiospeech.ubc.ca> wrote: >> >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign >>> language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative >>> studies done on the effect (usually negative) of the recommendation by >>> professionals to parents of bilingual children with autism to speak only >>> one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>> child with a communicative disorder in multilingual contexts. Bilingual >>> Research Journal, 34, 185-200. >>> >>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>> bilingualism in autism spectrum disorders. International Journal of >>> Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>> maintenance: Perspectives of minority-language mothers of children with >>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>> 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com [mailto: >>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and >>> exists that >>> 1) it is better for deaf children (even if they get cochlear implants >>> quite young) or children who because of some rare patholgoy cannot speak >>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>> possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to >>> their children (unless they are strong psychological or other reasons not >>> to) rather than a language they are not experts in and for primary school >>> teachers not to put pressure on the parents for them to only speak the >>> language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome >>> especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >>> Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't >>> know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and > Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the > Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at > http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Mon Dec 9 03:31:58 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Sun, 8 Dec 2013 22:31:58 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: Spoken language development in native signing children with cochlear implants *K. Davidson, D. Lillo-Martin, D. Chen Pichler* *Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. * *Isabelle Barriere, PhD* On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: > Dear all, > > I am replying by repeating what deaf acquaintances of mine have said to > me. To wit, If you are deaf you should learn sign because > > (a) when you take your implant off to swim, shower, etc. you are deaf. > (b) someday you may have an infection or something may happen so that your > cochlear implant will not work or be tolerable, and then you will be deaf. > (c) cochlear implants have variable outcomes. Simultaneous sign may help > when the auditory signal doesn't quite do it. > > Erika Hoff > > > On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > >> Hi Aliyah! >> >> Sorry to be late in joining the party! >> >> For your first question, here are 3 papers that make the clear case that >> the earlier the implantation for deaf kids the better. If implantation is >> done early, the use of sign may become moot -- children are also offered >> therapy. However, if implantation is done later, it would seem clear that >> they should be offered sign ASAP. I have no trouble with the notion of >> bilingual-bimodal as long as kids are flooded with oral input and not told >> to turn off their devices, a practice I have heard of. >> >> For your second questions, there will be an SRCD Social Policy report: >> >> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >> children: Beyond myths and towards best practices. *Social Policy >> Report, *Society for Research in Child Development. It will hopefully >> come out early in 2014. >> >> We addressed four questions: >> >> 1. What are the broad social and historical contexts of multilingual >> learners in the United States? >> >> 2. What does a multilingual family look like? >> >> 3. What lessons learned with monolingual children can be applied to >> multilingual children? >> >> 4. What contexts support learning multiple languages? >> I think this will be very helpful to you Aliyah, when it emerges. >> >> All best and happy holidays to you and all my other language friends! >> Roberta >> >> >> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >> >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>> Development: >>> >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>> Spoken English language measures of native signing children with cochlear >>> implants. Journal of Deaf Studies and Deaf Education >>> .* >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>> stefka at audiospeech.ubc.ca> wrote: >>> >>>> Dear Aliyah, >>>> >>>> I am not aware of papers that speak to your first question, i.e., sign >>>> language, although there are probably some. >>>> >>>> Regarding your second question, there are a few, mostly qualitative >>>> studies done on the effect (usually negative) of the recommendation by >>>> professionals to parents of bilingual children with autism to speak only >>>> one language (usually English in the North American context): >>>> >>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>> child with a communicative disorder in multilingual contexts. Bilingual >>>> Research Journal, 34, 185-200. >>>> >>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>> bilingualism in autism spectrum disorders. International Journal of >>>> Language & Communication Disorders, 47, 52-64. >>>> >>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>> >>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>> maintenance: Perspectives of minority-language mothers of children with >>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>> 22, 10-24. >>>> >>>> I hope those are of use to you. >>>> Best, >>>> Stefka >>>> >>>> >>>> -----Original Message----- >>>> From: info-childes at googlegroups.com [mailto: >>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>> Sent: November 26, 2013 1:55 PM >>>> To: info-childes at googlegroups.com >>>> Subject: Help: let them speak or sign their language >>>> >>>> Dear info-childes, >>>> I need to find good scientific proof it you think it is relevant and >>>> exists that >>>> 1) it is better for deaf children (even if they get cochlear implants >>>> quite young) or children who because of some rare patholgoy cannot speak >>>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>>> possible and to be raised bilingual (bimodal); >>>> 2) it is better for immigrant parents to speak their native language to >>>> their children (unless they are strong psychological or other reasons not >>>> to) rather than a language they are not experts in and for primary school >>>> teachers not to put pressure on the parents for them to only speak the >>>> language of the country they live in; >>>> >>>> Any good papers (if possible the actual paper) or references welcome >>>> especially if they treat both those issues together! >>>> >>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >>>> Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't >>>> know about other holidays coming up in the next few days! >>>> Best, >>>> Aliyah >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>>> . >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>> . >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>> . >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Roberta Michnick Golinkoff, Ph. D. >> Unidel H. Rodney Sharp Professor >> School of Education and Departments of Psychology and Linguistics and >> Cognitive Science >> University of Delaware, Newark, DE 19716 >> Office: 302-831-1634; Fax: 302-831-4110 >> Web page: http://udel.edu/~roberta/ >> Author of "A Mandate for Playful Learning in Preschool: Presenting the >> Evidence" (Oxford) >> http://www.mandateforplayfullearning.com/ >> Please check out our doctoral program at >> http://www.udel.edu/education/graduate/index.html >> The late Mary Dunn said, "Life is the time we have to learn." >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2a5cjKNYk_eYTPhxyUeMDS%2Bzem%3Dsyuq-rFd2LQ7qGBV7Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 9 08:03:08 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 9 Dec 2013 09:03:08 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: I agree Erika that we should absolutely promote, bimodal bilingualism, but it is extremely difficult in France to overcome the medical body's own deafness to the soundest arguments, so I need to accumulate scientific arguments through all those papers the list has been sending me. We will be summarizing all the studies we can get in the next six months in order to construct solid arguments. My very best, Aliyah Le 9 déc. 2013 à 01:51, Erika Hoff a écrit : > Dear all, > > I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because > > (a) when you take your implant off to swim, shower, etc. you are deaf. > (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. > (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. > > Erika Hoff > > > On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual learners in the United States? > > 2. What does a multilingual family look like? > > 3. What lessons learned with monolingual children can be applied to multilingual children? > > 4. What contexts support learning multiple languages? > > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: > Dear Aliyah, > > I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. > > Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): > > 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. > > 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. > > 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. > > 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. > > I hope those are of use to you. > Best, > Stefka > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN > Sent: November 26, 2013 1:55 PM > To: info-childes at googlegroups.com > Subject: Help: let them speak or sign their language > > Dear info-childes, > I need to find good scientific proof it you think it is relevant and exists that > 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); > 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; > > Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! > > Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! > Best, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From imoreno at uma.es Mon Dec 9 09:59:24 2013 From: imoreno at uma.es (Ignacio Moreno Torres Sanchez) Date: Mon, 9 Dec 2013 10:59:24 +0100 Subject: Help: let them speak or sign their language In-Reply-To: <07CCBCF8-0335-4C47-9118-E6FFBE57BFB3@gmail.com> Message-ID: Dear Aliah, Maybe one way to show the limitations of CIs is is to demostrate the increased benefits of external support (i.e. if the CIs were so good, increased external support would be innecessary). This is a group study with children implanted relativel late (> 3 years old: Le Normand, M. T., & Moreno-Torres, I. (2013). The role of linguistic and environmental factors on grammatical development in French children with cochlear implants. Lingua. doi:10.1016/j.lingua.2013.02.012 These two studies documented the outcomes of a deaf child with CI and ADHD, and who was exposed to Cued Speech. We did not know she had ADHD when we wrote the first paper. We attributed that good outcomes to being exposed to Cued Speech. Moreno-Torres, I., & Torres, S. (2008). From 1-word to 2-words with cochlear implant and cued speech: A case study. Clinical Linguistics & Phonetics, 22(7), 491-508. doi:10.1080/02699200801899145 Moreno-Torres, I., Torres, S., & Santana, R. (2010). Lexical and grammatical development in a child with cochlear implant and attention deficit: A case study. Clinical linguistics & phonetics, 24(9), 706-721. doi:10.3109/02699206.2010.488782 Best, Ignacio Moreno-Torres University of Málaga, Spain > I agree Erika that we should absolutely promote, bimodal bilingualism, but > it is extremely difficult in France to overcome the medical body's own > deafness to the soundest arguments, so I need to accumulate scientific > arguments through all those papers the list has been sending me. > We will be summarizing all the studies we can get in the next six months > in order to construct solid arguments. > My very best, > Aliyah > > Le 9 déc. 2013 à 01:51, Erika Hoff a écrit : > >> Dear all, >> >> I am replying by repeating what deaf acquaintances of mine have said to >> me. To wit, If you are deaf you should learn sign because >> >> (a) when you take your implant off to swim, shower, etc. you are deaf. >> (b) someday you may have an infection or something may happen so that >> your cochlear implant will not work or be tolerable, and then you will >> be deaf. >> (c) cochlear implants have variable outcomes. Simultaneous sign may help >> when the auditory signal doesn't quite do it. >> >> Erika Hoff >> >> >> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff >> wrote: >> Hi Aliyah! >> >> Sorry to be late in joining the party! >> >> For your first question, here are 3 papers that make the clear case that >> the earlier the implantation for deaf kids the better. If implantation >> is done early, the use of sign may become moot -- children are also >> offered therapy. However, if implantation is done later, it would seem >> clear that they should be offered sign ASAP. I have no trouble with the >> notion of bilingual-bimodal as long as kids are flooded with oral input >> and not told to turn off their devices, a practice I have heard of. >> >> For your second questions, there will be an SRCD Social Policy report: >> >> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). >> Multilingual children: Beyond myths and towards best practices. Social >> Policy Report, Society for Research in Child Development. It will >> hopefully come out early in 2014. >> >> We addressed four questions: >> >> 1. What are the broad social and historical contexts of multilingual >> learners in the United States? >> >> 2. What does a multilingual family look like? >> >> 3. What lessons learned with monolingual children can be applied to >> multilingual children? >> >> 4. What contexts support learning multiple languages? >> >> I think this will be very helpful to you Aliyah, when it emerges. >> >> All best and happy holidays to you and all my other language friends! >> Roberta >> >> >> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >> wrote: >> Dear Aliyah, >> >> You might find these helpful: >> >> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >> Development: >> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >> >> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >> Spoken English language measures of native signing children with >> cochlear implants. Journal of Deaf Studies and Deaf Education. >> Best, >> Eileen >> >> >> >> >> On 26 November 2013 15:01, Marinova-Todd, Stefka >> wrote: >> Dear Aliyah, >> >> I am not aware of papers that speak to your first question, i.e., sign >> language, although there are probably some. >> >> Regarding your second question, there are a few, mostly qualitative >> studies done on the effect (usually negative) of the recommendation by >> professionals to parents of bilingual children with autism to speak only >> one language (usually English in the North American context): >> >> 1) Jegatheesan, B. (2011). Multilingual development in children with >> autism: Perspectives of South Asian Muslim immigrant parents on raising >> a child with a communicative disorder in multilingual contexts. >> Bilingual Research Journal, 34, 185-200. >> >> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >> bilingualism in autism spectrum disorders. International Journal of >> Language & Communication Disorders, 47, 52-64. >> >> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >> children from multilingual families. In J. Cohen, K. T. McAlister, K. >> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla >> Press. >> >> 4) Yu, B. (2013). Issues in bilingualism and heritage language >> maintenance: Perspectives of minority-language mothers of children with >> autism spectrum disorders. American Journal of Speech-Language >> Pathology, 22, 10-24. >> >> I hope those are of use to you. >> Best, >> Stefka >> >> >> -----Original Message----- >> From: info-childes at googlegroups.com >> [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >> Sent: November 26, 2013 1:55 PM >> To: info-childes at googlegroups.com >> Subject: Help: let them speak or sign their language >> >> Dear info-childes, >> I need to find good scientific proof it you think it is relevant and >> exists that >> 1) it is better for deaf children (even if they get cochlear implants >> quite young) or children who because of some rare patholgoy cannot speak >> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >> possible and to be raised bilingual (bimodal); >> 2) it is better for immigrant parents to speak their native language to >> their children (unless they are strong psychological or other reasons >> not to) rather than a language they are not experts in and for primary >> school teachers not to put pressure on the parents for them to only >> speak the language of the country they live in; >> >> Any good papers (if possible the actual paper) or references welcome >> especially if they treat both those issues together! >> >> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >> Jewish colleagues (and whoever celebrates those holidays). Sorry if I >> don't know about other holidays coming up in the next few days! >> Best, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Roberta Michnick Golinkoff, Ph. D. >> Unidel H. Rodney Sharp Professor >> School of Education and Departments of Psychology and Linguistics and >> Cognitive Science >> University of Delaware, Newark, DE 19716 >> Office: 302-831-1634; Fax: 302-831-4110 >> Web page: http://udel.edu/~roberta/ >> Author of "A Mandate for Playful Learning in Preschool: Presenting the >> Evidence" (Oxford) >> http://www.mandateforplayfullearning.com/ >> Please check out our doctoral program at >> http://www.udel.edu/education/graduate/index.html >> The late Mary Dunn said, "Life is the time we have to learn." >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b1245e6f6db2a5e673cc9eeed75135ee.squirrel%40gw.uma.es. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Mon Dec 9 11:50:35 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 9 Dec 2013 12:50:35 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you very much Ignacio, this is very helpful and I'll ask Marie-Thérèse some more details about her study and the future outcomes. My very best, Aliyah Le 9 déc. 2013 à 10:59, Ignacio Moreno Torres Sanchez a écrit : > > Dear Aliah, > Maybe one way to show the limitations of CIs is is to demostrate the > increased benefits of external support (i.e. if the CIs were so good, > increased external support would be innecessary). > > This is a group study with children implanted relativel late (> 3 years old: > > Le Normand, M. T., & Moreno-Torres, I. (2013). The role of linguistic and > environmental factors on grammatical development in French children with > cochlear implants. Lingua. doi:10.1016/j.lingua.2013.02.012 > > These two studies documented the outcomes of a deaf child with > CI and ADHD, and who was exposed to Cued Speech. We did not know she had > ADHD when we wrote the first paper. We attributed that good outcomes to > being exposed to Cued Speech. > > Moreno-Torres, I., & Torres, S. (2008). From 1-word to 2-words with > cochlear implant and cued speech: A case study. Clinical Linguistics & > Phonetics, 22(7), 491-508. doi:10.1080/02699200801899145 > > Moreno-Torres, I., Torres, S., & Santana, R. (2010). Lexical and > grammatical development in a child with cochlear implant and attention > deficit: A case study. Clinical linguistics & phonetics, 24(9), 706-721. > doi:10.3109/02699206.2010.488782 > > > Best, > Ignacio Moreno-Torres > University of Málaga, Spain > > >> I agree Erika that we should absolutely promote, bimodal bilingualism, but >> it is extremely difficult in France to overcome the medical body's own >> deafness to the soundest arguments, so I need to accumulate scientific >> arguments through all those papers the list has been sending me. >> We will be summarizing all the studies we can get in the next six months >> in order to construct solid arguments. >> My very best, >> Aliyah >> >> Le 9 déc. 2013 à 01:51, Erika Hoff a écrit : >> >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to >>> me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that >>> your cochlear implant will not work or be tolerable, and then you will >>> be deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help >>> when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff >>> wrote: >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that >>> the earlier the implantation for deaf kids the better. If implantation >>> is done early, the use of sign may become moot -- children are also >>> offered therapy. However, if implantation is done later, it would seem >>> clear that they should be offered sign ASAP. I have no trouble with the >>> notion of bilingual-bimodal as long as kids are flooded with oral input >>> and not told to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). >>> Multilingual children: Beyond myths and towards best practices. Social >>> Policy Report, Society for Research in Child Development. It will >>> hopefully come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual >>> learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to >>> multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >>> wrote: >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>> Development: >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>> Spoken English language measures of native signing children with >>> cochlear implants. Journal of Deaf Studies and Deaf Education. >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka >>> wrote: >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign >>> language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative >>> studies done on the effect (usually negative) of the recommendation by >>> professionals to parents of bilingual children with autism to speak only >>> one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>> autism: Perspectives of South Asian Muslim immigrant parents on raising >>> a child with a communicative disorder in multilingual contexts. >>> Bilingual Research Journal, 34, 185-200. >>> >>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>> bilingualism in autism spectrum disorders. International Journal of >>> Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla >>> Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>> maintenance: Perspectives of minority-language mothers of children with >>> autism spectrum disorders. American Journal of Speech-Language >>> Pathology, 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com >>> [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and >>> exists that >>> 1) it is better for deaf children (even if they get cochlear implants >>> quite young) or children who because of some rare patholgoy cannot speak >>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>> possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to >>> their children (unless they are strong psychological or other reasons >>> not to) rather than a language they are not experts in and for primary >>> school teachers not to put pressure on the parents for them to only >>> speak the language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome >>> especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >>> Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>> don't know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and >>> Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the >>> Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at >>> http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b1245e6f6db2a5e673cc9eeed75135ee.squirrel%40gw.uma.es. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA95683D-5477-4881-9859-6490B28BDCC2%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From barriere.isa at gmail.com Mon Dec 9 12:45:05 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Mon, 9 Dec 2013 07:45:05 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Salut Aliyah, Here you are: deborah.pichler at gallaudet.edu Isabelle On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: > Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year > that speaks to this issue: > > Spoken language development in native signing children with cochlear > implants > > *K. Davidson, D. Lillo-Martin, D. Chen Pichler* > > > *Their results show that children exposed to ASL from birth do not suffer > from lg and cognitive delay observed in children with CI without ASL > exposure. * > > *Isabelle Barriere, PhD* > > > > > On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: > >> Dear all, >> >> I am replying by repeating what deaf acquaintances of mine have said to >> me. To wit, If you are deaf you should learn sign because >> >> (a) when you take your implant off to swim, shower, etc. you are deaf. >> (b) someday you may have an infection or something may happen so that >> your cochlear implant will not work or be tolerable, and then you will be >> deaf. >> (c) cochlear implants have variable outcomes. Simultaneous sign may help >> when the auditory signal doesn't quite do it. >> >> Erika Hoff >> >> >> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >> >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that >>> the earlier the implantation for deaf kids the better. If implantation is >>> done early, the use of sign may become moot -- children are also offered >>> therapy. However, if implantation is done later, it would seem clear that >>> they should be offered sign ASAP. I have no trouble with the notion of >>> bilingual-bimodal as long as kids are flooded with oral input and not told >>> to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>> children: Beyond myths and towards best practices. *Social Policy >>> Report, *Society for Research in Child Development. It will hopefully >>> come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual >>> learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to >>> multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >> > wrote: >>> >>>> Dear Aliyah, >>>> >>>> You might find these helpful: >>>> >>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>>> Development: >>>> >>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>> >>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>>> Spoken English language measures of native signing children with cochlear >>>> implants. Journal of Deaf Studies and Deaf Education >>>> .* >>>> Best, >>>> Eileen >>>> >>>> >>>> >>>> >>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>> stefka at audiospeech.ubc.ca> wrote: >>>> >>>>> Dear Aliyah, >>>>> >>>>> I am not aware of papers that speak to your first question, i.e., sign >>>>> language, although there are probably some. >>>>> >>>>> Regarding your second question, there are a few, mostly qualitative >>>>> studies done on the effect (usually negative) of the recommendation by >>>>> professionals to parents of bilingual children with autism to speak only >>>>> one language (usually English in the North American context): >>>>> >>>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>>> child with a communicative disorder in multilingual contexts. Bilingual >>>>> Research Journal, 34, 185-200. >>>>> >>>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>>> bilingualism in autism spectrum disorders. International Journal of >>>>> Language & Communication Disorders, 47, 52-64. >>>>> >>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>> >>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>> maintenance: Perspectives of minority-language mothers of children with >>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>> 22, 10-24. >>>>> >>>>> I hope those are of use to you. >>>>> Best, >>>>> Stefka >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: info-childes at googlegroups.com [mailto: >>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>> Sent: November 26, 2013 1:55 PM >>>>> To: info-childes at googlegroups.com >>>>> Subject: Help: let them speak or sign their language >>>>> >>>>> Dear info-childes, >>>>> I need to find good scientific proof it you think it is relevant and >>>>> exists that >>>>> 1) it is better for deaf children (even if they get cochlear implants >>>>> quite young) or children who because of some rare patholgoy cannot speak >>>>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>>>> possible and to be raised bilingual (bimodal); >>>>> 2) it is better for immigrant parents to speak their native language >>>>> to their children (unless they are strong psychological or other reasons >>>>> not to) rather than a language they are not experts in and for primary >>>>> school teachers not to put pressure on the parents for them to only speak >>>>> the language of the country they live in; >>>>> >>>>> Any good papers (if possible the actual paper) or references welcome >>>>> especially if they treat both those issues together! >>>>> >>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>> don't know about other holidays coming up in the next few days! >>>>> Best, >>>>> Aliyah >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from it, send >>>>> an email to info-childes+unsubscribe at googlegroups.com. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>>>> . >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from it, send >>>>> an email to info-childes+unsubscribe at googlegroups.com. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>> . >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>> . >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and >>> Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the >>> Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at >>> http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 9 20:32:32 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 9 Dec 2013 21:32:32 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: thanks a lot! Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : > Salut Aliyah, > > Here you are: > > deborah.pichler at gallaudet.edu > > Isabelle > > > On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: > Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: > > Spoken language development in native signing children with cochlear implants > > K. Davidson, D. Lillo-Martin, D. Chen Pichler > > > > Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. > > Isabelle Barriere, PhD > > > > > > On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: > Dear all, > > I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because > > (a) when you take your implant off to swim, shower, etc. you are deaf. > (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. > (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. > > Erika Hoff > > > On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual learners in the United States? > > 2. What does a multilingual family look like? > > 3. What lessons learned with monolingual children can be applied to multilingual children? > > 4. What contexts support learning multiple languages? > > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: > Dear Aliyah, > > I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. > > Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): > > 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. > > 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. > > 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. > > 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. > > I hope those are of use to you. > Best, > Stefka > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN > Sent: November 26, 2013 1:55 PM > To: info-childes at googlegroups.com > Subject: Help: let them speak or sign their language > > Dear info-childes, > I need to find good scientific proof it you think it is relevant and exists that > 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); > 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; > > Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! > > Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! > Best, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dmdonovan1937 at gmail.com Mon Dec 9 23:22:11 2013 From: dmdonovan1937 at gmail.com (Denis Donovan) Date: Mon, 9 Dec 2013 18:22:11 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Actually, 3 years may be VERY VERY late. Consider: Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). Best, Denis Donovan Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > thanks a lot! > Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : > >> Salut Aliyah, >> >> Here you are: >> >> deborah.pichler at gallaudet.edu >> >> Isabelle >> >> >> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >> >> Spoken language development in native signing children with cochlear implants >> >> K. Davidson, D. Lillo-Martin, D. Chen Pichler >> >> >> >> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >> >> Isabelle Barriere, PhD >> >> >> >> >> >> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >> Dear all, >> >> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >> >> (a) when you take your implant off to swim, shower, etc. you are deaf. >> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >> >> Erika Hoff >> >> >> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >> Hi Aliyah! >> >> Sorry to be late in joining the party! >> >> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >> >> For your second questions, there will be an SRCD Social Policy report: >> >> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >> >> We addressed four questions: >> >> 1. What are the broad social and historical contexts of multilingual learners in the United States? >> >> 2. What does a multilingual family look like? >> >> 3. What lessons learned with monolingual children can be applied to multilingual children? >> >> 4. What contexts support learning multiple languages? >> >> I think this will be very helpful to you Aliyah, when it emerges. >> >> All best and happy holidays to you and all my other language friends! >> Roberta >> >> >> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >> Dear Aliyah, >> >> You might find these helpful: >> >> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: >> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >> >> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >> Best, >> Eileen >> >> >> >> >> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >> Dear Aliyah, >> >> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >> >> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >> >> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >> >> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >> >> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >> >> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >> >> I hope those are of use to you. >> Best, >> Stefka >> >> >> -----Original Message----- >> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >> Sent: November 26, 2013 1:55 PM >> To: info-childes at googlegroups.com >> Subject: Help: let them speak or sign their language >> >> Dear info-childes, >> I need to find good scientific proof it you think it is relevant and exists that >> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >> >> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >> >> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >> Best, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Roberta Michnick Golinkoff, Ph. D. >> Unidel H. Rodney Sharp Professor >> School of Education and Departments of Psychology and Linguistics and Cognitive Science >> University of Delaware, Newark, DE 19716 >> Office: 302-831-1634; Fax: 302-831-4110 >> Web page: http://udel.edu/~roberta/ >> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >> http://www.mandateforplayfullearning.com/ >> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >> The late Mary Dunn said, "Life is the time we have to learn." >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Dec 10 06:52:14 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 10 Dec 2013 07:52:14 +0100 Subject: Help: let them speak or sign their language In-Reply-To: <6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5@gmail.com> Message-ID: Thank you Denis! Best, Aliyah Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : > Actually, 3 years may be VERY VERY late. Consider: > > Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). > > Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). > > Best, > > Denis Donovan > > Denis M. Donovan, M.D., M.Ed., F.A.P.S. > Director, EOCT Institute > > Medical Director, 1983 - 2006 > The Children's Center for Developmental Psychiatry > St. Petersburg, Florida > > P.O Box 47576 > St. Petersburg, FL 33743-7576 > Phone: 727-641-8905 > DenisDonovan at EOCT-Institute.org > dmdonovan1937 at gmail.com > > > On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > >> thanks a lot! >> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >> >>> Salut Aliyah, >>> >>> Here you are: >>> >>> deborah.pichler at gallaudet.edu >>> >>> Isabelle >>> >>> >>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>> >>> Spoken language development in native signing children with cochlear implants >>> >>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>> >>> >>> >>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>> >>> Isabelle Barriere, PhD >>> >>> >>> >>> >>> >>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>> >>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and exists that >>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dmdonovan1937 at gmail.com Mon Dec 9 13:20:03 2013 From: dmdonovan1937 at gmail.com (Denis Donovan) Date: Mon, 9 Dec 2013 08:20:03 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Actually, 3 years may be VERY VERY late. Consider: > Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). > Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). Best, Denis - - - Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2FBF5CE9-8937-495D-A027-755ED5C3A501%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gisela.szagun at googlemail.com Tue Dec 10 15:13:40 2013 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Tue, 10 Dec 2013 15:13:40 +0000 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Hi Aliyah, reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. *Journal of Speech, Language, and Hearing Research, 55, *1640-1654*.* In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. Best wishes, Gisela On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < aliyah.morgenstern at gmail.com> wrote: > Thank you Denis! > Best, > Aliyah > Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : > > Actually, 3 years may be VERY VERY late. Consider: > > Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants > know the meanings of many common nouns. Proceedings of the National Academy > of Science. PNAS Early Edition, > www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and > http://www.pnas.org/content/109/9/3253 (120913). > > Our findings indicate that native-language learning in the second half of > the first year goes beyond the acquisition of sound structure. The fact > that even 6- to 7-mo-olds learn words suggests that conceptual and > linguistic categories may influence one an- other in development from the > beginning (36) and that aspects of meaning are available to guide other > linguistic inferences cur- rently thought to depend only on distributional > analysis of pho- nological regularities (37, 38). Understanding word > meaning could also support the acquisition of syntax by guiding infants’ > inferences about how nouns and words from other word classes are placed in > sentences. Precocious word learning also helps explain why hearing-impaired > infants identified for fitting with cochlear implants before 6 mo reveal > better language skills at 2 y than children identified just a few months > later: 6-mo-olds who can hear are already learning words (39). > > Best, > > Denis Donovan > > Denis M. Donovan, M.D., M.Ed., F.A.P.S. > Director, EOCT Institute > > Medical Director, 1983 - 2006 > The Children's Center for Developmental Psychiatry > St. Petersburg, Florida > > P.O Box 47576 > St. Petersburg, FL 33743-7576 > Phone: 727-641-8905 > DenisDonovan at EOCT-Institute.org > dmdonovan1937 at gmail.com > > > On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > > thanks a lot! > Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : > > Salut Aliyah, > > Here you are: > > deborah.pichler at gallaudet.edu > > Isabelle > > > On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: > >> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year >> that speaks to this issue: >> >> Spoken language development in native signing children with cochlear >> implants >> >> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >> >> >> *Their results show that children exposed to ASL from birth do not suffer >> from lg and cognitive delay observed in children with CI without ASL >> exposure. * >> >> *Isabelle Barriere, PhD* >> >> >> >> >> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >> >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to >>> me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that >>> your cochlear implant will not work or be tolerable, and then you will be >>> deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help >>> when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>> >>>> Hi Aliyah! >>>> >>>> Sorry to be late in joining the party! >>>> >>>> For your first question, here are 3 papers that make the clear case >>>> that the earlier the implantation for deaf kids the better. If implantation >>>> is done early, the use of sign may become moot -- children are also offered >>>> therapy. However, if implantation is done later, it would seem clear that >>>> they should be offered sign ASAP. I have no trouble with the notion of >>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>> to turn off their devices, a practice I have heard of. >>>> >>>> For your second questions, there will be an SRCD Social Policy report: >>>> >>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>> children: Beyond myths and towards best practices. *Social Policy >>>> Report, *Society for Research in Child Development. It will hopefully >>>> come out early in 2014. >>>> >>>> We addressed four questions: >>>> >>>> 1. What are the broad social and historical contexts of multilingual >>>> learners in the United States? >>>> >>>> 2. What does a multilingual family look like? >>>> >>>> 3. What lessons learned with monolingual children can be applied to >>>> multilingual children? >>>> >>>> 4. What contexts support learning multiple languages? >>>> I think this will be very helpful to you Aliyah, when it emerges. >>>> >>>> All best and happy holidays to you and all my other language friends! >>>> Roberta >>>> >>>> >>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>> eileen.graf at googlemail.com> wrote: >>>> >>>>> Dear Aliyah, >>>>> >>>>> You might find these helpful: >>>>> >>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>>> Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child >>>>> Development: >>>>> >>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>> >>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>>>> Spoken English language measures of native signing children with cochlear >>>>> implants. Journal of Deaf Studies and Deaf Education >>>>> .* >>>>> Best, >>>>> Eileen >>>>> >>>>> >>>>> >>>>> >>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>> stefka at audiospeech.ubc.ca> wrote: >>>>> >>>>>> Dear Aliyah, >>>>>> >>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>> sign language, although there are probably some. >>>>>> >>>>>> Regarding your second question, there are a few, mostly qualitative >>>>>> studies done on the effect (usually negative) of the recommendation by >>>>>> professionals to parents of bilingual children with autism to speak only >>>>>> one language (usually English in the North American context): >>>>>> >>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>>>> child with a communicative disorder in multilingual contexts. Bilingual >>>>>> Research Journal, 34, 185-200. >>>>>> >>>>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>>>> bilingualism in autism spectrum disorders. International Journal of >>>>>> Language & Communication Disorders, 47, 52-64. >>>>>> >>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>> >>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>> 22, 10-24. >>>>>> >>>>>> I hope those are of use to you. >>>>>> Best, >>>>>> Stefka >>>>>> >>>>>> >>>>>> -----Original Message----- >>>>>> From: info-childes at googlegroups.com [mailto: >>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>> Sent: November 26, 2013 1:55 PM >>>>>> To: info-childes at googlegroups.com >>>>>> Subject: Help: let them speak or sign their language >>>>>> >>>>>> Dear info-childes, >>>>>> I need to find good scientific proof it you think it is relevant and >>>>>> exists that >>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>> 2) it is better for immigrant parents to speak their native language >>>>>> to their children (unless they are strong psychological or other reasons >>>>>> not to) rather than a language they are not experts in and for primary >>>>>> school teachers not to put pressure on the parents for them to only speak >>>>>> the language of the country they live in; >>>>>> >>>>>> Any good papers (if possible the actual paper) or references welcome >>>>>> especially if they treat both those issues together! >>>>>> >>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>>> don't know about other holidays coming up in the next few days! >>>>>> Best, >>>>>> Aliyah >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To unsubscribe from this group and stop receiving emails from it, >>>>>> send an email to info-childes+unsubscribe at googlegroups.com. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To view this discussion on the web visit >>>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>>>>> . >>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To unsubscribe from this group and stop receiving emails from it, >>>>>> send an email to info-childes+unsubscribe at googlegroups.com. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To view this discussion on the web visit >>>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>> . >>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from it, send >>>>> an email to info-childes+unsubscribe at googlegroups.com. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>> . >>>>> >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>> >>>> >>>> >>>> -- >>>> Roberta Michnick Golinkoff, Ph. D. >>>> Unidel H. Rodney Sharp Professor >>>> School of Education and Departments of Psychology and Linguistics and >>>> Cognitive Science >>>> University of Delaware, Newark, DE 19716 >>>> Office: 302-831-1634; Fax: 302-831-4110 >>>> Web page: http://udel.edu/~roberta/ >>>> Author of "A Mandate for Playful Learning in Preschool: Presenting the >>>> Evidence" (Oxford) >>>> http://www.mandateforplayfullearning.com/ >>>> Please check out our doctoral program at >>>> http://www.udel.edu/education/graduate/index.html >>>> The late Mary Dunn said, "Life is the time we have to learn." >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>> . >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com >>> . >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Dec 10 15:24:13 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 10 Dec 2013 16:24:13 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you Gisela for your own input! Best, Aliyah Le 10 déc. 2013 à 16:13, Gisela Szagun a écrit : > Hi Aliyah, > > reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. > > 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. > > We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. > > 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: > > Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654. > > > In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. > > Best wishes, > Gisela > > > > On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN wrote: > Thank you Denis! > Best, > Aliyah > Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : > >> Actually, 3 years may be VERY VERY late. Consider: >> >> Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). >> >> Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). >> >> Best, >> >> Denis Donovan >> >> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >> Director, EOCT Institute >> >> Medical Director, 1983 - 2006 >> The Children's Center for Developmental Psychiatry >> St. Petersburg, Florida >> >> P.O Box 47576 >> St. Petersburg, FL 33743-7576 >> Phone: 727-641-8905 >> DenisDonovan at EOCT-Institute.org >> dmdonovan1937 at gmail.com >> >> >> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >> >>> thanks a lot! >>> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >>> >>>> Salut Aliyah, >>>> >>>> Here you are: >>>> >>>> deborah.pichler at gallaudet.edu >>>> >>>> Isabelle >>>> >>>> >>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>>> >>>> Spoken language development in native signing children with cochlear implants >>>> >>>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>>> >>>> >>>> >>>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>>> >>>> Isabelle Barriere, PhD >>>> >>>> >>>> >>>> >>>> >>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>> Dear all, >>>> >>>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>>> >>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>>> >>>> Erika Hoff >>>> >>>> >>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>> Hi Aliyah! >>>> >>>> Sorry to be late in joining the party! >>>> >>>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>>> >>>> For your second questions, there will be an SRCD Social Policy report: >>>> >>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>>> >>>> We addressed four questions: >>>> >>>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>>> >>>> 2. What does a multilingual family look like? >>>> >>>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>>> >>>> 4. What contexts support learning multiple languages? >>>> >>>> I think this will be very helpful to you Aliyah, when it emerges. >>>> >>>> All best and happy holidays to you and all my other language friends! >>>> Roberta >>>> >>>> >>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>>> Dear Aliyah, >>>> >>>> You might find these helpful: >>>> >>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: >>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>> >>>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>>> Best, >>>> Eileen >>>> >>>> >>>> >>>> >>>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>>> Dear Aliyah, >>>> >>>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>>> >>>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>>> >>>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>>> >>>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>>> >>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>> >>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>>> >>>> I hope those are of use to you. >>>> Best, >>>> Stefka >>>> >>>> >>>> -----Original Message----- >>>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>> Sent: November 26, 2013 1:55 PM >>>> To: info-childes at googlegroups.com >>>> Subject: Help: let them speak or sign their language >>>> >>>> Dear info-childes, >>>> I need to find good scientific proof it you think it is relevant and exists that >>>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>>> >>>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>>> >>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>>> Best, >>>> Aliyah >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> Roberta Michnick Golinkoff, Ph. D. >>>> Unidel H. Rodney Sharp Professor >>>> School of Education and Departments of Psychology and Linguistics and Cognitive Science >>>> University of Delaware, Newark, DE 19716 >>>> Office: 302-831-1634; Fax: 302-831-4110 >>>> Web page: http://udel.edu/~roberta/ >>>> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >>>> http://www.mandateforplayfullearning.com/ >>>> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >>>> The late Mary Dunn said, "Life is the time we have to learn." >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> Erika Hoff, Professor >>>> Department of Psychology >>>> Florida Atlantic University >>>> 3200 College Ave. >>>> Davie, FL 33314 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. Publication is prohibited. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/7FEFCC3B-E47D-4B3C-8768-F835C916098A%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Tue Dec 10 15:31:45 2013 From: brunilda at gmail.com (Bruno Estigarribia) Date: Tue, 10 Dec 2013 10:31:45 -0500 Subject: Help: let them speak or sign their language In-Reply-To: <7FEFCC3B-E47D-4B3C-8768-F835C916098A@gmail.com> Message-ID: Very well spoken, Gisela. Bruno Estigarribia UNC Chapel Hill > Thank you Gisela for your own input! > Best, > Aliyah > > Le 10 déc. 2013 à 16:13, Gisela Szagun a écrit : > >> Hi Aliyah, >> >> reading and feeling inspired by Ignazio's message, I would like to >> join this exchange somewhat belatedly. I would like to make two >> points regarding language development in children with CI and draw a >> conclusion as to why sign language may be useful for these children. >> >> 1) For some time now we have known that the development of spoken >> language in children with CI is characterized by an enormous >> variability. Individual children vary to an extent which is not >> observed in typical development (although variability is large there, >> as well). This holds irrespective of age at implantation. Children >> implanted before the age of 24 months may - as a group - have a >> slight advantage over children implanted thereafter, but they display >> the same variability. This also applies to children implanted in the >> first year of life. >> >> We do not know enough about the many different factors which >> influence the spoken language development of children with CI over >> time to make reliable predictions about outcomes at the time of >> implantation. Typically, only around 50% of the variance in outcomes >> is explained. >> >> 2) Studies which emphasize the effect of age at implantation claiming >> a linear relationship between age at implantation and progress in >> language according to "the earlier the better" typically have not >> controlled for all the other known factors influencing the children's >> language development. In particular, they have not looked at the >> influence of the children's linguistic environment/input. We found >> in one study that, if one looks at the relative influence of age at >> implantation (when this is between 6 and 34 months) and parental >> language input, the quality of parental language input explains a far >> greater proportion of the variance in outcomes than age at implantation: >> >> Szagun, G. & Stumper, B. (2012). Age or experience? The influence of >> age at implantation, social and linguistic environment on language >> development in children with cochlear implants. /Journal of Speech, >> Language, and Hearing Research, 55, /1640-1654/./ >> >> >> In view of the uncertainty facing parents about their child's spoken >> language development, it seems wise to give the child the opportunity >> to grow up with signed and spoken language, if parents wish to choose >> this path. In my 15 years of research on spoken language development >> in children with CI in Germany I have seen too many children who at >> the age of five years still had not gone beyond two word utterances >> (despite early implantation). I have also seen many who were almost >> indistinguishable from children with typical language development at >> the age of four years. The point is: we cannot predict. Young >> children need a symbolic system. There should - and there does not >> have to be - a single child with only two word utterances at five >> years of age. The modality of this system is not of concern, but the >> lack of it is. Children with CI cannot lose out if they are >> bilingual/bimodal, but they can lose out severely if the development >> of a symbolic system is hampered. This is why, in my view, parents >> have every right to enable bilinguality for their children. >> >> Best wishes, >> Gisela >> >> >> >> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN >> > >> wrote: >> >> Thank you Denis! >> Best, >> Aliyah >> Le 10 déc. 2013 à 00:22, Denis Donovan a écrit : >> >>> Actually, 3 years may be VERY VERY late. Consider: >>> >>> Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human >>> infants know the meanings of many common nouns. Proceedings of >>> the National Academy of Science. PNAS Early Edition, >>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 >>> and >>> http://www.pnas.org/content/109/9/3253 (120913). >>> >>> Our findings indicate that native-language learning in the >>> second half of the first year goes beyond the acquisition of >>> sound structure. The fact that even 6- to 7-mo-olds learn words >>> suggests that conceptual and linguistic categories may influence >>> one an- other in development from the beginning (36) and that >>> aspects of meaning are available to guide other linguistic >>> inferences cur- rently thought to depend only on distributional >>> analysis of pho- nological regularities (37, 38). Understanding >>> word meaning could also support the acquisition of syntax by >>> guiding infants’ inferences about how nouns and words from other >>> word classes are placed in sentences. Precocious word learning >>> also helps explain why hearing-impaired infants identified for >>> fitting with cochlear implants before 6 mo reveal better >>> language skills at 2 y than children identified just a few >>> months later: 6-mo-olds who can hear are already learning words >>> (39). >>> >>> Best, >>> >>> Denis Donovan >>> >>> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >>> Director, EOCT Institute >>> >>> Medical Director, 1983 - 2006 >>> The Children's Center for Developmental Psychiatry >>> St. Petersburg, Florida >>> >>> P.O Box 47576 >>> St. Petersburg, FL 33743-7576 >>> Phone:727-641-8905 >>> DenisDonovan at EOCT-Institute.org >>> >>> dmdonovan1937 at gmail.com >>> >>> >>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >>> >>>> thanks a lot! >>>> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >>>> >>>>> Salut Aliyah, >>>>> >>>>> Here you are: >>>>> >>>>> deborah.pichler at gallaudet.edu >>>>> >>>>> >>>>> Isabelle >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere >>>>> > wrote: >>>>> >>>>> Deb Chen Pichler/Gallaudet presented a co-authored paper >>>>> at BU this year that speaks to this issue: >>>>> >>>>> Spoken language development in native signing children >>>>> with cochlear implants >>>>> >>>>> /K. Davidson, D. Lillo-Martin, D. Chen Pichler/ >>>>> >>>>> / >>>>> / >>>>> >>>>> /Their results show that children exposed to ASL from >>>>> birth do not suffer from lg and cognitive delay observed >>>>> in children with CI without ASL exposure. / >>>>> >>>>> /Isabelle Barriere, PhD/ >>>>> >>>>> / >>>>> / >>>>> >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff >>>>> > wrote: >>>>> >>>>> Dear all, >>>>> >>>>> I am replying by repeating what deaf acquaintances of >>>>> mine have said to me. To wit, If you are deaf you >>>>> should learn sign because >>>>> >>>>> (a) when you take your implant off to swim, shower, >>>>> etc. you are deaf. >>>>> (b) someday you may have an infection or something may >>>>> happen so that your cochlear implant will not work or >>>>> be tolerable, and then you will be deaf. >>>>> (c) cochlear implants have variable outcomes. >>>>> Simultaneous sign may help when the auditory signal >>>>> doesn't quite do it. >>>>> >>>>> Erika Hoff >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff >>>>> > wrote: >>>>> >>>>> Hi Aliyah! >>>>> >>>>> Sorry to be late in joining the party! >>>>> >>>>> For your first question, here are 3 papers that >>>>> make the clear case that the earlier the >>>>> implantation for deaf kids the better. If >>>>> implantation is done early, the use of sign may >>>>> become moot -- children are also offered therapy. >>>>> However, if implantation is done later, it would >>>>> seem clear that they should be offered sign ASAP. >>>>> I have no trouble with the notion of >>>>> bilingual-bimodal as long as kids are flooded with >>>>> oral input and not told to turn off their devices, >>>>> a practice I have heard of. >>>>> >>>>> For your second questions, there will be an SRCD >>>>> Social Policy report: >>>>> >>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., >>>>> Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., >>>>> Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., >>>>> Paez, M., Song, L, & Guerra, A. W. (In press). >>>>> Multilingual children: Beyond myths and towards >>>>> best practices./Social Policy Report, /Society for >>>>> Research in Child Development. It will hopefully >>>>> come out early in 2014. >>>>> >>>>> We addressed four questions: >>>>> >>>>> 1. What are the broad social and historical >>>>> contexts of multilingual learners in the United >>>>> States? >>>>> >>>>> 2. What does a multilingual family look like? >>>>> >>>>> 3. What lessons learned with monolingual children >>>>> can be applied to multilingual children? >>>>> >>>>> 4. What contexts support learning multiple languages? >>>>> >>>>> I think this will be very helpful to you Aliyah, >>>>> when it emerges. >>>>> >>>>> All best and happy holidays to you and all my >>>>> other language friends! >>>>> Roberta >>>>> >>>>> >>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >>>>> >>>> > wrote: >>>>> >>>>> Dear Aliyah, >>>>> >>>>> You might find these helpful: >>>>> >>>>> [1] Place, Silvia & Hoff, Erika (2011). >>>>> Properties of Dual Language Exposure That >>>>> Influence 2-Year-Olds’ Bilingual Proficiency. >>>>> Child Development: >>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>> >>>>> /[2] Davidson, Kathryn, Lillo-Martin, Diane & >>>>> Chen Pichler (in press). Spoken English >>>>> language measures of native signing children >>>>> with cochlear implants. Journal of Deaf >>>>> Studies and Deaf Education >>>>> ./ >>>>> >>>>> Best, >>>>> Eileen >>>>> >>>>> >>>>> >>>>> >>>>> On 26 November 2013 15:01, Marinova-Todd, >>>>> Stefka >>>> > wrote: >>>>> >>>>> Dear Aliyah, >>>>> >>>>> I am not aware of papers that speak to >>>>> your first question, i.e., sign language, >>>>> although there are probably some. >>>>> >>>>> Regarding your second question, there are >>>>> a few, mostly qualitative studies done on >>>>> the effect (usually negative) of the >>>>> recommendation by professionals to parents >>>>> of bilingual children with autism to speak >>>>> only one language (usually English in the >>>>> North American context): >>>>> >>>>> 1) Jegatheesan, B. (2011). Multilingual >>>>> development in children with autism: >>>>> Perspectives of South Asian Muslim >>>>> immigrant parents on raising a child with >>>>> a communicative disorder in multilingual >>>>> contexts. Bilingual Research Journal, 34, >>>>> 185-200. >>>>> >>>>> 2) Kay‐Raining Bird, E., Lamond, E., & >>>>> Holden, J. (2012). Survey of bilingualism >>>>> in autism spectrum disorders. >>>>> International Journal of Language & >>>>> Communication Disorders, 47, 52-64. >>>>> >>>>> 3) Kremer-Sadlik, T. (2005). To be or not >>>>> to be bilingual: Autistic children from >>>>> multilingual families. In J. Cohen, K. T. >>>>> McAlister, K. Rolstad, & J. MacSwan >>>>> (Eds.), Proceedings of the 4th >>>>> International Symposium on Bilingualism >>>>> (pp. 1225-1234). Somerville, MA: >>>>> Cascadilla Press. >>>>> >>>>> 4) Yu, B. (2013). Issues in bilingualism >>>>> and heritage language maintenance: >>>>> Perspectives of minority-language mothers >>>>> of children with autism spectrum >>>>> disorders. American Journal of >>>>> Speech-Language Pathology, 22, 10-24. >>>>> >>>>> I hope those are of use to you. >>>>> Best, >>>>> Stefka >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: info-childes at googlegroups.com >>>>> >>>>> [mailto:info-childes at googlegroups.com >>>>> ] On >>>>> Behalf Of Aliyah MORGENSTERN >>>>> Sent: November 26, 2013 1:55 PM >>>>> To: info-childes at googlegroups.com >>>>> >>>>> Subject: Help: let them speak or sign >>>>> their language >>>>> >>>>> Dear info-childes, >>>>> I need to find good scientific proof it >>>>> you think it is relevant and exists that >>>>> 1) it is better for deaf children (even >>>>> if they get cochlear implants quite young) >>>>> or children who because of some rare >>>>> patholgoy cannot speak (like Cornelia de >>>>> Lange Syndrome) to be "given" a sign >>>>> language a soon a possible and to be >>>>> raised bilingual (bimodal); >>>>> 2) it is better for immigrant parents to >>>>> speak their native language to their >>>>> children (unless they are strong >>>>> psychological or other reasons not to) >>>>> rather than a language they are not >>>>> experts in and for primary school teachers >>>>> not to put pressure on the parents for >>>>> them to only speak the language of the >>>>> country they live in; >>>>> >>>>> Any good papers (if possible the actual >>>>> paper) or references welcome especially if >>>>> they treat both those issues together! >>>>> >>>>> Happy Thanksgiving to our American >>>>> colleagues and Happy Chanukah to our >>>>> Jewish colleagues (and whoever celebrates >>>>> those holidays). Sorry if I don't know >>>>> about other holidays coming up in the next >>>>> few days! >>>>> Best, >>>>> Aliyah >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups >>>>> "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop >>>>> receiving emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups >>>>> "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop >>>>> receiving emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups "Info-CHILDES" >>>>> group. >>>>> To unsubscribe from this group and stop >>>>> receiving emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>>>> >>>>> >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Roberta Michnick Golinkoff, Ph. D. >>>>> Unidel H. Rodney Sharp Professor >>>>> School of Education and Departments of Psychology >>>>> and Linguistics and Cognitive Science >>>>> University of Delaware, Newark, DE 19716 >>>>> Office: 302-831-1634 ; Fax: >>>>> 302-831-4110 >>>>> Web page: http://udel.edu/~roberta/ >>>>> >>>>> Author of "A Mandate for Playful Learning in >>>>> Preschool: Presenting the Evidence" (Oxford) >>>>> http://www.mandateforplayfullearning.com/ >>>>> Please check out our doctoral program at >>>>> http://www.udel.edu/education/graduate/index.html >>>>> The late Mary Dunn said, "Life is the time we have >>>>> to learn." >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving >>>>> emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Erika Hoff, Professor >>>>> Department of Psychology >>>>> Florida Atlantic University >>>>> 3200 College Ave. >>>>> Davie, FL 33314 >>>>> >>>>> -- >>>>> You received this message because you are subscribed >>>>> to the Google Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving >>>>> emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>>>> >>>>> >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the >>>>> Google Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from >>>>> it, send an email to info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the >>>> Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from >>>> it, send an email to info-childes+unsubscribe at googlegroups.com >>>> . >>>> To post to this group, send email to >>>> info-childes at googlegroups.com >>>> . >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the >>> Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from >>> it, send an email to info-childes+unsubscribe at googlegroups.com >>> . >>> To post to this group, send email to >>> info-childes at googlegroups.com >>> . >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the >> Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, >> send an email to info-childes+unsubscribe at googlegroups.com >> . >> To post to this group, send email to >> info-childes at googlegroups.com . >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. >> >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> >> -- >> Prof Gisela Szagun PhD BSc >> >> www.giselaszagun.com >> >> >> Vertraulichkeitshinweis: >> Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert >> ist. Jede Veröffentlichung ist ausdrücklich untersagt. >> >> Confidentiality: >> This message is intended exclusively for the persons it is addressed >> to. Publication is prohibited. >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, >> send an email to info-childes+unsubscribe at googlegroups.com >> . >> To post to this group, send email to info-childes at googlegroups.com >> . >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/7FEFCC3B-E47D-4B3C-8768-F835C916098A%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/52A733E1.3080408%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Dec 10 16:09:45 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 10 Dec 2013 11:09:45 -0500 Subject: Help: let them speak or sign their language In-Reply-To: <6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5@gmail.com> Message-ID: Figure 3 in Bergelson and Swingley (B&S) shows that the performance of the 6-9-month-olds and even 10-13-month-olds on these concrete words, while statistically significant when summing across children and trials, is markedly different from the definitive looking behavior of children older than 14 months. B&S note this clearly and refer to it as “a discontinuity in performance”. In their discussion, B&S present various ways of interpreting this discontinuity, all of which seem like good possibilities for follow-ups. The main proviso I would have vis a vis this interesting and careful study is that the title overstates the findings. —Brian MacWhinney On Dec 9, 2013, at 6:22 PM, Denis Donovan wrote: > Actually, 3 years may be VERY VERY late. Consider: > > Bergelson, Elika & Swingley, Daniel (2013). At 6–9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). > > Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants’ inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). > > Best, > > Denis Donovan > > Denis M. Donovan, M.D., M.Ed., F.A.P.S. > Director, EOCT Institute > > Medical Director, 1983 - 2006 > The Children's Center for Developmental Psychiatry > St. Petersburg, Florida > > P.O Box 47576 > St. Petersburg, FL 33743-7576 > Phone: 727-641-8905 > DenisDonovan at EOCT-Institute.org > dmdonovan1937 at gmail.com > > > On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > >> thanks a lot! >> Le 9 déc. 2013 à 13:45, Isa Barriere a écrit : >> >>> Salut Aliyah, >>> >>> Here you are: >>> >>> deborah.pichler at gallaudet.edu >>> >>> Isabelle >>> >>> >>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>> >>> Spoken language development in native signing children with cochlear implants >>> >>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>> >>> >>> >>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>> >>> Isabelle Barriere, PhD >>> >>> >>> >>> >>> >>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency. Child Development: >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>> >>> 2) Kay‐Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and exists that >>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/71BB1FD2-5BE7-4A8D-BBBB-88DD8EB576D8%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Ben.Ambridge at liverpool.ac.uk Thu Dec 12 14:43:01 2013 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Thu, 12 Dec 2013 14:43:01 +0000 Subject: History of theories in language acquisition Message-ID: Dear all Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I’m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I’ll send round a summary of suggestions. Thanks Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From erikachoff at gmail.com Thu Dec 12 14:45:26 2013 From: erikachoff at gmail.com (Erika Hoff) Date: Thu, 12 Dec 2013 09:45:26 -0500 Subject: History of theories in language acquisition In-Reply-To: <3E77484D3FF8E9448AE845A6B45AA6D799780CDE@BHEXMBX1.livad.liv.ac.uk> Message-ID: Roberta Golinkoff wrote a great chapter in 1983. Erika Hoff On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben wrote: > Dear all > > Could anyone point me in the direction of any articles/books/chapters > that give a historical overview of theories in child language acquisition - > i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I’m primarily interested in typical > first language acquisition, but it would be great to also have a couple of > historical reviews of theories in atypical development, L2 acquisition and > bilingualism. I’ll send round a summary of suggestions. > > Thanks > Ben > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Thu Dec 12 14:49:08 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 12 Dec 2013 09:49:08 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: > Roberta Golinkoff wrote a great chapter in 1983. > > Erika Hoff > > > On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben < > Ben.Ambridge at liverpool.ac.uk> wrote: > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters >> that give a historical overview of theories in child language acquisition - >> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I’m primarily interested in typical >> first language acquisition, but it would be great to also have a couple of >> historical reviews of theories in atypical development, L2 acquisition and >> bilingualism. I’ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From France.Weill at touro.edu Thu Dec 12 15:18:01 2013 From: France.Weill at touro.edu (France Weill) Date: Thu, 12 Dec 2013 10:18:01 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: What France Weill, PhD CCC-SLP Associate Professor Speech-Language Pathologist Touro College Graduate Program in Speech Pathology france.weill at touro.edu 917-626 6084 ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Roberta Golinkoff [Roberta at udel.edu] Sent: Thursday, December 12, 2013 9:49 AM To: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff > wrote: Roberta Golinkoff wrote a great chapter in 1983. Erika Hoff On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben > wrote: Dear all Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I’m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I’ll send round a summary of suggestions. Thanks Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/63C4C07AA2E17749BC589D7A70E143AF183175A8DB%40mailbox1. For more options, visit https://groups.google.com/groups/opt_out. From Roberta at udel.edu Thu Dec 12 16:36:56 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 12 Dec 2013 11:36:56 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Here is the history paper Erika alluded to. Happy Holidays All! Roberta On Thu, Dec 12, 2013 at 9:49 AM, Roberta Golinkoff wrote: > I will send it out to all after I have it scanned. > > Thanks Erika! > > Best, Roberta > > > On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: > >> Roberta Golinkoff wrote a great chapter in 1983. >> >> Erika Hoff >> >> >> On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben < >> Ben.Ambridge at liverpool.ac.uk> wrote: >> >>> Dear all >>> >>> Could anyone point me in the direction of any articles/books/chapters >>> that give a historical overview of theories in child language acquisition - >>> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I’m primarily interested in typical >>> first language acquisition, but it would be great to also have a couple of >>> historical reviews of theories in atypical development, L2 acquisition and >>> bilingualism. I’ll send round a summary of suggestions. >>> >>> Thanks >>> Ben >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and > Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the > Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at > http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7JVKVY6XTCVOWMBaafNi_Yh7xuJpOfcv3J8CYDH66QSUA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Golinkoff Gordon History 1983 .pdf Type: application/pdf Size: 1822622 bytes Desc: not available URL: From miguel.perez.pereira at usc.es Thu Dec 12 17:11:18 2013 From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=) Date: Thu, 12 Dec 2013 18:11:18 +0100 Subject: History of theories in language acquisition In-Reply-To: <3E77484D3FF8E9448AE845A6B45AA6D799780CDE@BHEXMBX1.livad.liv.ac.uk> Message-ID: Two other chapters offer a good historical review of the field, although they are not updated. BLOOM, L. Language Development Review. En HOROWITZ, F.D. Review of Child Development Research. University of Chicago Press, 1975, 245-303. INGRAM, D. First language acquisition. Theory and methods. Cambridge: Cambridge University Press. 1989. Chapter 2: The history of child language studies El 12/12/2013, a las 15:43, Ambridge, Ben escribió: > Dear all > > Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I’m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I’ll send round a summary of suggestions. > > Thanks > Ben > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. > For more options, visit https://groups.google.com/groups/opt_out. Miguel Pérez Pereira Departamento de Psicoloxía Evolutiva e da Educación Universidade de Santiago de Compostela 157802 Santiago de Compostela Spain miguel.perez.pereira at usc.es -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2FD33F12-32ED-4AA6-8A3D-08641D6199A2%40usc.es. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marilyn.vihman at york.ac.uk Thu Dec 12 17:22:50 2013 From: marilyn.vihman at york.ac.uk (Marilyn Vihman) Date: Thu, 12 Dec 2013 17:22:50 +0000 Subject: History of theories in language acquisition In-Reply-To: <2FD33F12-32ED-4AA6-8A3D-08641D6199A2@usc.es> Message-ID: Probably you're not looking for theories strictly concerned with phonology, but the 2nd ed. of my book, Phonological Development, will be out in February. It includes (in ch. 1) a little analysis of Chomsky's 1965 rationale for proposing the LAD (or UG), and then two chapters devoted to formalist, perception and functionalist models. There is a historical account there, although not only that. Maybe that is also useful (and it is current). -marilyn On 12 Dec 2013, at 17:11, Miguel Pérez Pereira wrote: > Two other chapters offer a good historical review of the field, although they are not updated. > BLOOM, L. Language Development Review. En HOROWITZ, F.D. Review of Child Development Research. University of Chicago Press, 1975, 245-303. > INGRAM, D. First language acquisition. Theory and methods. Cambridge: Cambridge University Press. 1989. Chapter 2: The history of child language studies > > El 12/12/2013, a las 15:43, Ambridge, Ben escribió: > > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I’m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I’ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. >> For more options, visit https://groups.google.com/groups/opt_out. > > Miguel Pérez Pereira > Departamento de Psicoloxía Evolutiva e da Educación > Universidade de Santiago de Compostela > 157802 Santiago de Compostela > Spain > miguel.perez.pereira at usc.es > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2FD33F12-32ED-4AA6-8A3D-08641D6199A2%40usc.es. > For more options, visit https://groups.google.com/groups/opt_out. Marilyn Vihman Language and Linguistic Science Vanbrugh College V/C/207 University of York Heslington YO10 5DD tel +44 (0)1904 323612 http://www.yorkphondev.org -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6886316F-BF7E-40CE-A17F-23FC2C8CB79D%40york.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kridge at udel.edu Thu Dec 12 17:33:09 2013 From: kridge at udel.edu (Katherine Ridge) Date: Thu, 12 Dec 2013 12:33:09 -0500 Subject: Postdoctoral Fellowship and Lab Manager Position Available Message-ID: *Dr. Roberta M. Golinkoff* *TWO POSITIONS AVAILABLE FOR JUNE 1 START DATE* *UNIVERSITY OF DELAWARE* *INFANT LANGUAGE PROJECT* *POSTDOCTORAL FELLOWSHIP* Applications are being accepted for a postdoctoral fellowship on an IES-funded project to develop a computerized assessment of preschoolers’ language development. This important project is designed to identify children with language issues and plot the course of normal language acquisition in middle- and low-SES children. We seek an individual with strong research training and superb writing skills, statistical expertise, and a Ph.D. in developmental psychology or a closely related area. Ideally, the applicant would be an expert in language acquisition or assessment and have an interest in young children’s thinking. Exceptional new PhD’s in allied areas will be considered. Responsibilities include communication and coordination with our research collaborators at other institutions, writing up results for presentation and publication in the last year of the project. Energetic individuals with outstanding social skills who have the ability to coordinate and direct a research team are preferred. Funding is available for one year with full benefits (including dental and vision). There is a possibility of funding for a second year. Preferred start date is June 1, 2014. *Materials:* *Please submit a CV, cover letter with statement of research interests, three letters of recommendation, and evidence of scholarly publications to Katherine Ridge, Laboratory Manager for Roberta M. Golinkoff at **kridge at udel.edu* *.* *FULL-TIME LABORATORY MANAGER* The Infant Language Project at the University of Delaware needs a highly capable, eager, and well-spoken individual to serve as a full-time laboratory manager. A recent college graduate having majored in psychology or a related field and looking for additional research experience before going on to graduate school would be ideal; former laboratory coordinators have gone on to the graduate schools of their choice. The laboratory is extremely active and highly collaborative with a focus on language acquisition, learning through play, and spatial skills. Strong writing skills are essential as the lab manager collaborates on publications, writes grant reports, and presents at conferences. Attention to detail, the ability to multi-task, and organizational skills are a must as the lab manager is the link to the University IRB office, manages participant recruitment, and is in charge of purchasing equipment and supplies. The lab manager must also have excellent social skills. In addition to training and supervising undergraduate research assistants, the lab manager cultivates a team orientation, and fosters a high degree of professionalism among laboratory members. The applicant must be excellent with young children and their parents as well as with the staff they interface with at the University and in the field. Previous research experience in a psychology or related laboratory is required and an interest and background in language development is desirable. This is likely a two-year position that offers full, excellent benefits (including dental and vision) and a dynamic working environment. Preferred start date is June 1, 2014. *Materials: Please submit a CV, cover letter, and have three letters of recommendation sent to the current Laboratory Manager, Katherine Ridge, at kridge at udel.edu .* -- Katherine Ridge Lab Coordinator Infant Language Project School of Education Willard Hall Education Building University of Delaware Newark, DE 19716-2920 (302) 831-2073 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CADryr3XAiZa6%2BsNkYjB-5R61Tqrz5t5KgEHCZuv0Zpuo__5-6g%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marialetras2 at gmail.com Thu Dec 12 19:40:29 2013 From: marialetras2 at gmail.com (marialetras2 at gmail.com) Date: Thu, 12 Dec 2013 19:40:29 +0000 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Enviado desde mi BlackBerry de Movistar -----Original Message----- From: Roberta Golinkoff Sender: info-childes at googlegroups.com Date: Thu, 12 Dec 2013 09:49:08 To: Reply-To: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: > Roberta Golinkoff wrote a great chapter in 1983. > > Erika Hoff > > > On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben < > Ben.Ambridge at liverpool.ac.uk> wrote: > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters >> that give a historical overview of theories in child language acquisition - >> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I’m primarily interested in typical >> first language acquisition, but it would be great to also have a couple of >> historical reviews of theories in atypical development, L2 acquisition and >> bilingualism. I’ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1203982929-1386877279-cardhu_decombobulator_blackberry.rim.net-1149209912-%40b27.c19.bise6.blackberry. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.foster-cohen at canterbury.ac.nz Thu Dec 12 22:48:13 2013 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Fri, 13 Dec 2013 11:48:13 +1300 Subject: History of theories in language acquisition Message-ID: William Levelt's history of psycholinguistics has a nice chapter on theories prior to the Chomskyan era. Here's a link to it: http://ukcatalogue.oup.com/product/9780199653669.do Susan Dr. Susan Foster-Cohen Director, The Champion Centre & Adjunct Senior Fellow, University of Canterbury Preferred contact address: The Champion Centre Private Bag 4708 C/- Burwood Hospital Christchurch 8140 New Zealand Phone: +64 3 383 6867 Fax: +64 3 383 6866 www.championcentre.org.nz ________________________________ From: info-childes at googlegroups.com on behalf of marialetras2 at gmail.com Sent: Fri 13/12/2013 8:40 a.m. To: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition Enviado desde mi BlackBerry de Movistar ________________________________ From: Roberta Golinkoff Sender: info-childes at googlegroups.com Date: Thu, 12 Dec 2013 09:49:08 -0500 To: ReplyTo: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: Roberta Golinkoff wrote a great chapter in 1983. Erika Hoff On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben wrote: Dear all Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). Im primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. Ill send round a summary of suggestions. Thanks Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com . To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com . To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. 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Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CF8B4CE4F8894C419441F793EFD7CE3D0615D497%40ucexchange4.canterbury.ac.nz. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From meh at psych.uw.edu.pl Fri Dec 13 14:32:27 2013 From: meh at psych.uw.edu.pl (Ewa Haman) Date: Fri, 13 Dec 2013 06:32:27 -0800 Subject: History of theories in language acquisition In-Reply-To: <3E77484D3FF8E9448AE845A6B45AA6D799780CDE@BHEXMBX1.livad.liv.ac.uk> Message-ID: Dear Ben, maybe this will be of some interest for you, although I guess the books are not going to be accessible since both are in Polish: Bokus, B., & Shugar, G. W. (2004). *Psychologia języka dziecka. Osignięcia, nowe perspektywy*. [Psychology of child language. Achievements and new perspectives] Gdańsk: Gdańskie Shugar, G. W., & Smoczyńska, M. (1980). *Badania nad rozwojem języka dziecka*. [Research on child language development]. Warszawa: PWN Both books are collections of seminal papers (translated into Polish), but they also comprise extensive chapters on history of research on child language by the editors. Regards, Ewa Haman W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 użytkownik Ambridge, Ben napisał: > > Dear all > > Could anyone point me in the direction of any articles/books/chapters > that give a historical overview of theories in child language acquisition - > i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I'm primarily interested in typical > first language acquisition, but it would be great to also have a couple of > historical reviews of theories in atypical development, L2 acquisition and > bilingualism. I'll send round a summary of suggestions. > > Thanks > Ben > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Sun Dec 15 04:37:45 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Sat, 14 Dec 2013 23:37:45 -0500 Subject: History of theories in language acquisition In-Reply-To: <6aa63c38-09ea-4cdb-ae74-f6ea956ad454@googlegroups.com> Message-ID: Hi Ben, 1. My very very dear friend Jeffrey Wollock reviews many theories both on typical and atypical development from Aristotle to the 17th century in "The Noblest Animate motion' published by Johns Benjamins and he has since written a couple of articles that are probably in press on the 18th century. The book is based on his PhD that he did at Oxford and one of his examiners was John Marshall. There is another book by a female author Nancy???? on the 16th century but it is not as thorough as Jeffrey's.I have it on my shelf in my office: please let me know if you need the full reference. 2. In *Barriere, I* & Lorch, M. P. (2004) Premature thoughts on writing disorders. *Neurocase*. Vol. 10 (2): 91-108, we discussed a little bit the relation between ontogeny, phylogeny, order of acquisition and dissociation in acquired disorders. 3. Paula Hallal and Marjorie Lorch have authored a number of papers based on 19th century archives in London, including the 1st case of 'childhood aphasia', based on Paula's PhD dissertation devoted to that history: check the webpage of Marjorie Lorch/ Birkbeck College. 4. You may also find a few references to language development in the thick book on 'the history of child neurologists': again please let me know if you need the exact reference. Sorry can't remember the authors on top of my head. 5. There has been a few detailed papers on Knox who was one of the first child neurologist in the US and who spent much time designing test including cross-cultural and cross-linguistic tests for children and grown ups in Staten Island (with Seguin who was a student of Bourneville who was a student of Charcot). Again the author (john something) escapes me but he is a membebr of the International Society of the History of Neurosciences. I hope this helps, Yours, Isabelle On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: > Dear Ben, > maybe this will be of some interest for you, although I guess the books > are not going to be accessible since both are in Polish: > Bokus, B., & Shugar, G. W. (2004). *Psychologia języka dziecka. > Osignięcia, nowe perspektywy*. [Psychology of child language. > Achievements and new perspectives] Gdańsk: Gdańskie > Shugar, G. W., & Smoczyńska, M. (1980). *Badania nad rozwojem języka > dziecka*. [Research on child language development]. Warszawa: PWN > > Both books are collections of seminal papers (translated into Polish), but > they also comprise extensive chapters on history of research on child > language by the editors. > > Regards, > Ewa Haman > > > W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 użytkownik Ambridge, Ben > napisał: > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters >> that give a historical overview of theories in child language acquisition - >> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I'm primarily interested in typical >> first language acquisition, but it would be great to also have a couple of >> historical reviews of theories in atypical development, L2 acquisition and >> bilingualism. I'll send round a summary of suggestions. >> >> Thanks >> Ben >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Dec 16 21:42:10 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 16 Dec 2013 16:42:10 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Dear Ben, Roberta, Isabelle, and others, Some of the reviews of the history of child language research seem to ignore big chunks of relevant structuralist work. During the period from about 1870 to 1950, talented linguists and psychologists such as the Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, and others created highly detailed baby biographies. These biographies were stimulated by two major theoretical trends. The first was Darwinian thinking about core issues in ontogeny, phylogeny, gesture, and communication, which later merged with Piagetian analyses. The second was the growth of structural linguistic analysis from the Junggrammatiker movement on to Saussure and structuralism. There was great attention to detection of similarities between child language, language change, and second language learning. Under the influence of Gestalt psychology as well as historical linguistics, there was a great emphasis on analogical processes and constructions. It is true that the advent of generative grammar led to the introduction of new ideas and theories that shifted the focus away from analogy and constructions to rules and symbols. But it would be a mistake to dismiss the insights from this earlier period. Brown (1973) pays a lot of attention to Chomsky's formulations, but the actual work he conducted could have easily been framed within a structuralist framework. The Bar-Adon and Leopold reader from 1971 presents snippets from this earlier work, but really one has to read the complete biographies and work through the linguistic detail of studies such as Leopold or Ponori to understand how much the structuralist position had already illuminated the process of language learning. Beginning the history of child language with Chomsky also ignores serious descriptive attempts within the behaviorist framework to describe phoneme inventories (Winitz), vocabulary (McCarthy), evolution (Mowrer), and situated learning (Skinner). Although few of these behaviorist descriptions have survived later examination, I would say that the bulk of the structuralist descriptions remain largely intact. It would be nice to have a good review of this "missing century". -- Brian MacWhinney On Dec 14, 2013, at 11:37 PM, Isa Barriere wrote: > Hi Ben, > > 1. My very very dear friend Jeffrey Wollock reviews many theories both on typical and atypical development from Aristotle to the 17th century in "The Noblest Animate motion' published by Johns Benjamins and he has since written a couple of articles that are probably in press on the 18th century. The book is based on his PhD that he did at Oxford and one of his examiners was John Marshall. > There is another book by a female author Nancy???? on the 16th century but it is not as thorough as Jeffrey's.I have it on my shelf in my office: please let me know if you need the full reference. > > > 2. In Barriere, I & Lorch, M. P. (2004) Premature thoughts on writing disorders. Neurocase. Vol. 10 (2): 91-108, we discussed a little bit the relation between ontogeny, phylogeny, order of acquisition and dissociation in acquired disorders. > > 3. Paula Hallal and Marjorie Lorch have authored a number of papers based on 19th century archives in London, including the 1st case of 'childhood aphasia', based on Paula's PhD dissertation devoted to that history: check the webpage of Marjorie Lorch/ Birkbeck College. > > 4. You may also find a few references to language development in the thick book on 'the history of child neurologists': again please let me know if you need the exact reference. Sorry can't remember the authors on top of my head. > > 5. There has been a few detailed papers on Knox who was one of the first child neurologist in the US and who spent much time designing test including cross-cultural and cross-linguistic tests for children and grown ups in Staten Island (with Seguin who was a student of Bourneville who was a student of Charcot). Again the author (john something) escapes me but he is a membebr of the International Society of the History of Neurosciences. > > I hope this helps, > > Yours, > > Isabelle > > > > On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: > Dear Ben, > maybe this will be of some interest for you, although I guess the books are not going to be accessible since both are in Polish: > Bokus, B., & Shugar, G. W. (2004). Psychologia języka dziecka. Osignięcia, nowe perspektywy. [Psychology of child language. Achievements and new perspectives] Gdańsk: Gdańskie > Shugar, G. W., & Smoczyńska, M. (1980). Badania nad rozwojem języka dziecka. [Research on child language development]. Warszawa: PWN > > Both books are collections of seminal papers (translated into Polish), but they also comprise extensive chapters on history of research on child language by the editors. > > Regards, > Ewa Haman > > > W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 użytkownik Ambridge, Ben napisał: > Dear all > > Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I'm primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I'll send round a summary of suggestions. > > Thanks > Ben > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/EA7CAD84-D720-43F6-B193-FBD27B64A636%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djacksonqro at gmail.com Mon Dec 16 22:19:37 2013 From: djacksonqro at gmail.com (Donna Jackson) Date: Mon, 16 Dec 2013 16:19:37 -0600 Subject: History of theories in language acquisition In-Reply-To: Message-ID: There is a book, published in 1977 by Adele Abrahamsen and published by University Park Press, *Child Language,* that contains a large list of of studies of child language from different perspectives. I´m not sure if it goes back to Leopold and Stern, but it an incredible resource. I always use the chapter by Bohannon in the Berko text book, The Development of Language. Donna Jackson-Maldonado 2013/12/16 Brian MacWhinney > Dear Ben, Roberta, Isabelle, and others, > > Some of the reviews of the history of child language research seem to > ignore big chunks of relevant structuralist work. During the period from > about 1870 to 1950, talented linguists and psychologists such as the > Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, and > others created highly detailed baby biographies. These biographies were > stimulated by two major theoretical trends. The first was Darwinian > thinking about core issues in ontogeny, phylogeny, gesture, and > communication, which later merged with Piagetian analyses. The second was > the growth of structural linguistic analysis from the Junggrammatiker > movement on to Saussure and structuralism. There was great attention to > detection of similarities between child language, language change, and > second language learning. Under the influence of Gestalt psychology as well > as historical linguistics, there was a great emphasis on analogical > processes and constructions. > It is true that the advent of generative grammar led to the > introduction of new ideas and theories that shifted the focus away from > analogy and constructions to rules and symbols. But it would be a mistake > to dismiss the insights from this earlier period. Brown (1973) pays a lot > of attention to Chomsky's formulations, but the actual work he conducted > could have easily been framed within a structuralist framework. The > Bar-Adon and Leopold reader from 1971 presents snippets from this earlier > work, but really one has to read the complete biographies and work through > the linguistic detail of studies such as Leopold or Ponori to understand > how much the structuralist position had already illuminated the process of > language learning. > Beginning the history of child language with Chomsky also ignores > serious descriptive attempts within the behaviorist framework to describe > phoneme inventories (Winitz), vocabulary (McCarthy), evolution (Mowrer), > and situated learning (Skinner). Although few of these behaviorist > descriptions have survived later examination, I would say that the bulk of > the structuralist descriptions remain largely intact. > It would be nice to have a good review of this "missing century". > > -- Brian MacWhinney > > > On Dec 14, 2013, at 11:37 PM, Isa Barriere wrote: > > Hi Ben, > > 1. My very very dear friend Jeffrey Wollock reviews many theories both on > typical and atypical development from Aristotle to the 17th century in "The > Noblest Animate motion' published by Johns Benjamins and he has since > written a couple of articles that are probably in press on the 18th > century. The book is based on his PhD that he did at Oxford and one of his > examiners was John Marshall. > There is another book by a female author Nancy???? on the 16th century but > it is not as thorough as Jeffrey's.I have it on my shelf in my office: > please let me know if you need the full reference. > > > 2. In *Barriere, I* & Lorch, M. P. (2004) Premature thoughts on writing > disorders. *Neurocase*. Vol. 10 (2): 91-108, we discussed a little bit > the relation between ontogeny, phylogeny, order of acquisition and > dissociation in acquired disorders. > > 3. Paula Hallal and Marjorie Lorch have authored a number of papers based > on 19th century archives in London, including the 1st case of 'childhood > aphasia', based on Paula's PhD dissertation devoted to that history: check > the webpage of Marjorie Lorch/ Birkbeck College. > > 4. You may also find a few references to language development in the > thick book on 'the history of child neurologists': again please let me know > if you need the exact reference. Sorry can't remember the authors on top > of my head. > > 5. There has been a few detailed papers on Knox who was one of the first > child neurologist in the US and who spent much time designing test > including cross-cultural and cross-linguistic tests for children and grown > ups in Staten Island (with Seguin who was a student of Bourneville who was > a student of Charcot). Again the author (john something) escapes me but he > is a membebr of the International Society of the History of Neurosciences. > > I hope this helps, > > Yours, > > Isabelle > > > > On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: > >> Dear Ben, >> maybe this will be of some interest for you, although I guess the books >> are not going to be accessible since both are in Polish: >> Bokus, B., & Shugar, G. W. (2004). *Psychologia języka dziecka. >> Osignięcia, nowe perspektywy*. [Psychology of child language. >> Achievements and new perspectives] Gdańsk: Gdańskie >> Shugar, G. W., & Smoczyńska, M. (1980). *Badania nad rozwojem języka >> dziecka*. [Research on child language development]. Warszawa: PWN >> >> Both books are collections of seminal papers (translated into Polish), >> but they also comprise extensive chapters on history of research on child >> language by the editors. >> >> Regards, >> Ewa Haman >> >> >> W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 użytkownik Ambridge, Ben >> napisał: >> >>> Dear all >>> >>> Could anyone point me in the direction of any articles/books/chapters >>> that give a historical overview of theories in child language acquisition - >>> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I'm primarily interested in typical >>> first language acquisition, but it would be great to also have a couple of >>> historical reviews of theories in atypical development, L2 acquisition and >>> bilingualism. I'll send round a summary of suggestions. >>> >>> Thanks >>> Ben >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/EA7CAD84-D720-43F6-B193-FBD27B64A636%40cmu.edu > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Donna Jackson-Maldonado Centro de Estudios Lingüísticos y Literarios Facultad de Lenguas y Letras, Universidad Autónoma de Querétaro Campus Aeropuerto, Circuito Fray Junípero Serra Km 8 Santiago de Querétaro, Qro., México 76140 web: http://www.donnajackson.weebly.com e-mail: djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 o 61140 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bh6wCo%2BWGKxxXdrifMU%2BAoYbNucisCzbgpcr_a21hhcnyqS5g%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 16 22:51:17 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 16 Dec 2013 23:51:17 +0100 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Dear everyone, I talk a little bit about that period in my second book, but it's in French... so not very easy if you are not fluent! L'enfant dans la langue, Presses de la Sorbonne Nouvelle, 2009. Here is a description on line, there might be others http://www.lcdpu.fr/livre/?GCOI=27000100308470 and a longer description http://muse.jhu.edu/journals/canadian_journal_of_linguistics/summary/v055/55.3.strik.html My publisher will be very happy if some international universities order it! The money goes to our lab and conference money for PhD students... Best, Aliyah Le 16 déc. 2013 à 22:42, Brian MacWhinney a écrit : > Dear Ben, Roberta, Isabelle, and others, > > Some of the reviews of the history of child language research seem to ignore big chunks of relevant structuralist work. During the period from about 1870 to 1950, talented linguists and psychologists such as the Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, and others created highly detailed baby biographies. These biographies were stimulated by two major theoretical trends. The first was Darwinian thinking about core issues in ontogeny, phylogeny, gesture, and communication, which later merged with Piagetian analyses. The second was the growth of structural linguistic analysis from the Junggrammatiker movement on to Saussure and structuralism. There was great attention to detection of similarities between child language, language change, and second language learning. Under the influence of Gestalt psychology as well as historical linguistics, there was a great emphasis on analogical processes and constructions. > It is true that the advent of generative grammar led to the introduction of new ideas and theories that shifted the focus away from analogy and constructions to rules and symbols. But it would be a mistake to dismiss the insights from this earlier period. Brown (1973) pays a lot of attention to Chomsky’s formulations, but the actual work he conducted could have easily been framed within a structuralist framework. The Bar-Adon and Leopold reader from 1971 presents snippets from this earlier work, but really one has to read the complete biographies and work through the linguistic detail of studies such as Leopold or Ponori to understand how much the structuralist position had already illuminated the process of language learning. > Beginning the history of child language with Chomsky also ignores serious descriptive attempts within the behaviorist framework to describe phoneme inventories (Winitz), vocabulary (McCarthy), evolution (Mowrer), and situated learning (Skinner). Although few of these behaviorist descriptions have survived later examination, I would say that the bulk of the structuralist descriptions remain largely intact. > It would be nice to have a good review of this “missing century”. > > — Brian MacWhinney > > > On Dec 14, 2013, at 11:37 PM, Isa Barriere wrote: > >> Hi Ben, >> >> 1. My very very dear friend Jeffrey Wollock reviews many theories both on typical and atypical development from Aristotle to the 17th century in "The Noblest Animate motion' published by Johns Benjamins and he has since written a couple of articles that are probably in press on the 18th century. The book is based on his PhD that he did at Oxford and one of his examiners was John Marshall. >> There is another book by a female author Nancy???? on the 16th century but it is not as thorough as Jeffrey's.I have it on my shelf in my office: please let me know if you need the full reference. >> >> >> 2. In Barriere, I & Lorch, M. P. (2004) Premature thoughts on writing disorders. Neurocase. Vol. 10 (2): 91-108, we discussed a little bit the relation between ontogeny, phylogeny, order of acquisition and dissociation in acquired disorders. >> >> 3. Paula Hallal and Marjorie Lorch have authored a number of papers based on 19th century archives in London, including the 1st case of 'childhood aphasia', based on Paula's PhD dissertation devoted to that history: check the webpage of Marjorie Lorch/ Birkbeck College. >> >> 4. You may also find a few references to language development in the thick book on 'the history of child neurologists': again please let me know if you need the exact reference. Sorry can't remember the authors on top of my head. >> >> 5. There has been a few detailed papers on Knox who was one of the first child neurologist in the US and who spent much time designing test including cross-cultural and cross-linguistic tests for children and grown ups in Staten Island (with Seguin who was a student of Bourneville who was a student of Charcot). Again the author (john something) escapes me but he is a membebr of the International Society of the History of Neurosciences. >> >> I hope this helps, >> >> Yours, >> >> Isabelle >> >> >> >> On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: >> Dear Ben, >> maybe this will be of some interest for you, although I guess the books are not going to be accessible since both are in Polish: >> Bokus, B., & Shugar, G. W. (2004). Psychologia języka dziecka. Osignięcia, nowe perspektywy. [Psychology of child language. Achievements and new perspectives] Gdańsk: Gdańskie >> Shugar, G. W., & Smoczyńska, M. (1980). Badania nad rozwojem języka dziecka. [Research on child language development]. Warszawa: PWN >> >> Both books are collections of seminal papers (translated into Polish), but they also comprise extensive chapters on history of research on child language by the editors. >> >> Regards, >> Ewa Haman >> >> >> W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 użytkownik Ambridge, Ben napisał: >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I’m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I’ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/EA7CAD84-D720-43F6-B193-FBD27B64A636%40cmu.edu. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/750923A1-B6E9-4AFB-9AB7-926BDA233D0D%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Ben.Ambridge at liverpool.ac.uk Tue Dec 17 11:09:37 2013 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Tue, 17 Dec 2013 11:09:37 +0000 Subject: History of theories in language acquisition In-Reply-To: <750923A1-B6E9-4AFB-9AB7-926BDA233D0D@gmail.com> Message-ID: Hi everyone Thanks so much for all of the very helpful suggestions. There is far more material than I will be able to do justice to in my review (a 2,000 word encyclopaedia entry), but I'm pasting the full list of suggested references below. As Brian and others have suggested, a detailed historical review of theories dating back to the pre-Chomksyan era would certainly be an interesting project for someone. Thanks Ben ====== Bohannon, J. and Bonvillian, J. (2012) 'Theoretical Approaches to Language Acquisition' in J. Berko Gleason (ed.), The Development of Language 8th Edition. Golinkoff, R. M. & Gordon, L. (1983). In the beginning was the word: a history of the study of language acquisition. In R. M Golinkoff (ed), The Transition from Prelinguistic to Linguistic Communication (Hillsdale, N.J.: Erlbaum). Bloom, L. (1975) Language Development Review. In Horowitz, F.D. Review of Child Development Research. University of Chicago Press, 1975, 245-303. Ingram, D. (1989) First language acquisition. Theory and methods. Cambridge: Cambridge University Press. 1989. Chapter 2: The history of child language studies. Vihman, M. M. (2014). Phonological Development: The First Two Years, 2nd Edition. London: Blackwell. (Chapter 1). Levelt, W. (2012). A History of psycholinguistics: The pre-Chomskyan era. Oxford: Oxford University Press. Lust, B. (2006). Child language: Acquisition and Growth. Cambridge University Press. (Chapter 4). Bokus, B., & Shugar, G. W. (2004). Psychologia języka dziecka. Osignięcia, nowe perspektywy. [Psychology of child language. Achievements and new perspectives] Gdańsk: Gdańskie (Polish) Shugar, G. W., & Smoczyńska, M. (1980). Badania nad rozwojem języka dziecka. [Research on child language development]. Warszawa: PWN (Polish). Wollock, J. L. (1997). The Noblest Animate Motion: Speech, Physiology, and Medicine in Pre-Cartesian Linguistic Thought (Vol. 83). John Benjamins. Barriere, I & Lorch, M. P. (2004) Premature thoughts on writing disorders. Neurocase. Vol. 10 (2): 91-108. Hellal, P. and Lorch, M. The modern beginnings of research into developmental language disorders. In C. Marshall (Ed.) Current Issues in Developmental Disorders. Psychology Press, London. 2012. Bar-Adon, A., & Leopold, W. F. (1971). Child Language; A Book of Readings. Englewood Cliffs, NJ: Prentice Hall. Abrahamsen, A. A. (1977). Child language: An interdisciplinary guide to theory and research. Baltimore: University Park Press. Morgenstern, A. (2009). L'enfant dans la langue. Presses Sorbonne nouvelle. (French) Further early theorists (suggested by Brian MacWhinney) include Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, Piaget, Saussure, Winitz, McCarthy, Mowrer and Skinner. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D79978B2E1%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mdonahue at uic.edu Tue Dec 17 18:12:38 2013 From: mdonahue at uic.edu (Mavis L. Donahue) Date: Tue, 17 Dec 2013 12:12:38 -0600 Subject: History of theories in language acquisition Message-ID: At the risk of old fogyism, my question is: are we ignoring our fascinating history? In the Kuhnian tradition of using textbook analysis as an indicator of paradigm shift, I just completed a content analysis of historical themes in popular introductory textbooks on language development. (My presentation at the 2013 ASHA convention was titled "Beyond Psammeticus: Are we neglecting the history of language development research?") I was startled to find that about 25% of the textbooks had no mention of our field's history. Typical textbook coverage was only about one page, usually in the introductory chapter, or in a chronology of various theories and theorists. Ironically, the most frequently mentioned historical events of our field were two accounts separated by 2500 years, and with the same nativist theme: Herodotus' description of the Egyptian King Psammeticus' experiment to deprive infants of language input to determine what language they would create; and Chomsky's 1959 scathing review of Skinner's book Verbal Behavior (1957), which of course triggered the explosion of research on child language development in the 1960s. (I'm intrigued that both stories had strong political drama; perhaps that is why they have stood the test of time?) Of concern, connections between early research and the current and recurring theoretical and methodological themes/dilemmas in our field were rarely drawn in these textbooks. ^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^V Dr. Mavis L. Donahue Professor Emerita College of Education, m/c 147 University of Illinois at Chicago Chicago, IL 60607 312-996-5650 “To anyone who finds that linguistic study is a worthless finicking with trifles, I would reply that life consists of little things; the important matter is to see them largely.” Otto Jesperson, 1860-1943, linguist and scholar of language acquisition -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8236fa6446d1d570d7cbe31019712023.squirrel%40webmail.uic.edu. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Tue Dec 17 22:00:19 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 17 Dec 2013 23:00:19 +0100 Subject: History of theories in language acquisition In-Reply-To: <8236fa6446d1d570d7cbe31019712023.squirrel@webmail.uic.edu> Message-ID: Dear Mavis, who is the "we"? American scientists? American textbooks? You are right in general of course but it's even more so in the States I would think. The only course I had in language acquisition as a student did at least begin the history of the field in the mid 19th century and so do I, as a professor. Last year a PhD was defended in Aix in which the candidate, now a doctor, Guillaume Roux, did try to trace back the history of the field (but only on the notion of words in acquisition) from at least ancient Egypt up to now. http://tel.archives-ouvertes.fr/docs/00/82/93/73/PDF/2012_roux_diff.pdf Best, Aliyah from Paris Le 17 déc. 2013 à 19:12, Mavis L. Donahue a écrit : > At the risk of old fogyism, my question is: are we ignoring our > fascinating history? In the Kuhnian tradition of using textbook analysis > as an indicator of paradigm shift, I just completed a content analysis of > historical themes in popular introductory textbooks on language > development. (My presentation at the 2013 ASHA convention was titled > "Beyond Psammeticus: Are we neglecting the history of language > development research?") I was startled to find that about 25% of the > textbooks had no mention of our field's history. Typical textbook > coverage was only about one page, usually in the introductory chapter, or > in a chronology of various theories and theorists. Ironically, the most > frequently mentioned historical events of our field were two accounts > separated by 2500 years, and with the same nativist theme: Herodotus' > description of the Egyptian King Psammeticus' experiment to deprive > infants of language input to determine what language they would create; > and Chomsky's 1959 scathing review of Skinner's book Verbal Behavior > (1957), which of course triggered the explosion of research on child > language development in the 1960s. (I'm intrigued that both stories had > strong political drama; perhaps that is why they have stood the test of > time?) Of concern, connections between early research and the current and > recurring theoretical and methodological themes/dilemmas in our field were > rarely drawn in these textbooks. > > ^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^V > > Dr. Mavis L. Donahue > Professor Emerita > College of Education, m/c 147 > University of Illinois at Chicago > Chicago, IL 60607 > 312-996-5650 > > > “To anyone who finds that linguistic study is a worthless finicking with > trifles, I would reply that life consists of little things; the important > matter is to see them largely.” > > Otto Jesperson, 1860-1943, linguist and scholar of language acquisition > > > > > > > > > > > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8236fa6446d1d570d7cbe31019712023.squirrel%40webmail.uic.edu. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/7F11B935-DE65-4711-BE0A-CDE91CF7C601%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From dalep at unm.edu Wed Dec 18 00:14:14 2013 From: dalep at unm.edu (Philip Dale) Date: Wed, 18 Dec 2013 00:14:14 +0000 Subject: History of theories in language acquisition In-Reply-To: <8236fa6446d1d570d7cbe31019712023.squirrel@webmail.uic.edu> Message-ID: As an authentic old fogy, also textbook writer, my thoughts: I find the history of child language studies fascinating, with its many connections to philosophy, linguistics, biology, sociology, and many other fields, and the history of child development more broadly as well. Students on the whole don't, even though I try to explain that it's like travel, in that it broadens the mind. Both of them help us realize that things aren't always, and won't always be, the way they are here and now; in short, it weakens dogmatism, while reminding us that the big questions are what endures. It's easy to blame this lack of interest on the callowness of youth, but I think that misses an important point. The history of a field is only interesting when you know something about the field, which is not in the opening chapter of a survey textbook. I think it might be more fruitful to have an 'interlude' on history, oh, maybe two-thirds of the way through the book, when students have learned something about theories, and about the phenomena the theories are trying to explain. Then to see how the main current themes emerged, sometimes gradually, sometimes more suddenly, and with reversals along the way. And finally to speculate about where we might be going next. I hope someone who has participated in this fascinating discussion will write that kind of history. Philip Dale -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Mavis L. Donahue Sent: Tuesday, December 17, 2013 11:13 AM To: info-childes at googlegroups.com Subject: History of theories in language acquisition At the risk of old fogyism, my question is: are we ignoring our fascinating history? In the Kuhnian tradition of using textbook analysis as an indicator of paradigm shift, I just completed a content analysis of historical themes in popular introductory textbooks on language development. (My presentation at the 2013 ASHA convention was titled "Beyond Psammeticus: Are we neglecting the history of language development research?") I was startled to find that about 25% of the textbooks had no mention of our field's history. Typical textbook coverage was only about one page, usually in the introductory chapter, or in a chronology of various theories and theorists. Ironically, the most frequently mentioned historical events of our field were two accounts separated by 2500 years, and with the same nativist theme: Herodotus' description of the Egyptian King Psammeticus' experiment to deprive infants of language input to determine what language they would create; and Chomsky's 1959 scathing review of Skinner's book Verbal Behavior (1957), which of course triggered the explosion of research on child language development in the 1960s. (I'm intrigued that both stories had strong political drama; perhaps that is why they have stood the test of time?) Of concern, connections between early research and the current and recurring theoretical and methodological themes/dilemmas in our field were rarely drawn in these textbooks. ^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^V Dr. Mavis L. Donahue Professor Emerita College of Education, m/c 147 University of Illinois at Chicago Chicago, IL 60607 312-996-5650 "To anyone who finds that linguistic study is a worthless finicking with trifles, I would reply that life consists of little things; the important matter is to see them largely." Otto Jesperson, 1860-1943, linguist and scholar of language acquisition -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8236fa6446d1d570d7cbe31019712023.squirrel%40webmail.uic.edu. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/937dafc637b442ea90cb6d59e66eff86%40DM2PR07MB333.namprd07.prod.outlook.com. For more options, visit https://groups.google.com/groups/opt_out. From r.n.campbell at stir.ac.uk Wed Dec 18 00:27:18 2013 From: r.n.campbell at stir.ac.uk (Robin Campbell) Date: Wed, 18 Dec 2013 00:27:18 +0000 Subject: History of theories in language acquisition In-Reply-To: <7F11B935-DE65-4711-BE0A-CDE91CF7C601@gmail.com> Message-ID: Besides Brian McWhinney excellent suggestions, we should not overlook Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous Histoire Naturelle (1749) contains a section dealing with language development (Natural History of Man, Section II) in which he proposes a least effort theory for phonological development, and reaches conclusions which anticipate some of those proposed by Roman Jakobson 200 years later. Another neglected writer, from the late 19th century, was the French psychologist Bernard Perez. His 1878 book Les trois premières années de l’enfant, étude de psychologie expérimentale (Paris: Germer Baillière. Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing with language development. I very much agree with MacWhinney that Brown's work would have proceeded as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's influence on psycholinguistics and language development as baneful and destructive, even malignant. Robin N Campbell Psychology, Stirling r.n.campbell at stir.ac.uk ________________________________________ -- The University of Stirling has been ranked in the top 12 of UK universities for graduate employment*. 94% of our 2012 graduates were in work and/or further study within six months of graduation. *The Telegraph The University of Stirling is a charity registered in Scotland, number SC 011159. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. From eva.berglund at gmail.com Wed Dec 18 06:49:48 2013 From: eva.berglund at gmail.com (Eva Berglund) Date: Wed, 18 Dec 2013 07:49:48 +0100 Subject: Advice - a new Genie Message-ID: Dear info-childes community, In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. The child was therefore transferred to an institution dedicated to children in different kinds of need. However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. Sincerely, Eva Berglund Department of Special Education Stockholm University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAOUnHFX-ep1EN8ZtVQHm8p2uJyHAUas93eG0jsvHR2ZjydKYAg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Dec 18 13:32:47 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 18 Dec 2013 08:32:47 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Hi, I just wanted to comment on the messages of Brian, Philip and Aliyah's messages: - Like Philip I think it is difficult for students to appreciate the history of a field before they know the field in its current state. I used to include a session on the history at the beginning of my undergrad language development class and I realized it does not work. I now do it more indirectly and progressively: we discussed aspects of the history after they watch the 'Wild Child' by Truffaut and then I discuss these issues again in relation to different topics, re: different theories for Autism etc - I think that it is a shame that in the Speech Communication Arts and Sciences Department where I teach we do not have a regular course on the History at some point in the program, both in the undergrad and grad classes. The Psych department has such a course I do think that it helps students place different approaches in perspective. - The research in our field is very scattered and extremely time consuming, partly because it is buried in writings on the general language, psychology, aphasia literature and in order to disentangle myths etc one has to go to the original sources... and there is very little funding to support it. I am attaching two presentations that were given to the International Society of the History of Neurosciences: the 2002 one is on emerging concepts of Critical Periods and Modularisation (including in the writings of Charcot) and the second one on other concepts of Innateness of cognitive functions (less focused on language): both of them argue for the important role that aphasiologists and neurologists had on developmentalists, including in the interpretation of evolutionary theories. And I know I should publish this work somweher but other articles are more urgent... - Alyiha: France has many relevant archives but their access is far from easy... Yours, Isabelle On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell wrote: > Besides Brian McWhinney excellent suggestions, we should not overlook > Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous > Histoire Naturelle (1749) contains a section dealing with language > development (Natural History of Man, Section II) in which he proposes a > least effort theory for phonological development, and reaches conclusions > which anticipate some of those proposed by Roman Jakobson 200 years later. > Another neglected writer, from the late 19th century, was the French > psychologist Bernard Perez. His 1878 book Les trois premières années de > l’enfant, étude de psychologie expérimentale (Paris: Germer Baillière. > Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing > with language development. > > I very much agree with MacWhinney that Brown's work would have proceeded > as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's > influence on psycholinguistics and language development as baneful and > destructive, even malignant. > > Robin N Campbell > Psychology, Stirling > r.n.campbell at stir.ac.uk > ________________________________________ > > > > -- > The University of Stirling has been ranked in the top 12 of UK > universities for graduate employment*. > 94% of our 2012 graduates were in work and/or further study within six > months of graduation. > *The Telegraph > The University of Stirling is a charity registered in Scotland, number SC > 011159. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk > . > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2b-SehXvxMP5cBWctNz8_0vjgKksvAxmHOi7TvT%2BTuhNA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ib4ISHN2002.pdf Type: application/pdf Size: 410706 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ISA2003ISHN.pdf Type: application/pdf Size: 892064 bytes Desc: not available URL: From annickej at yahoo.com Wed Dec 18 13:49:30 2013 From: annickej at yahoo.com (Annick De Houwer) Date: Wed, 18 Dec 2013 05:49:30 -0800 Subject: Advice - a new Genie In-Reply-To: Message-ID: Dear Eva, This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. There may be a little bit of hope here. A sad story indeed. Best Christmas wishes to everyone-- Annick Annick De Houwer On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: > > Dear info-childes community, > > In my spare-time I am politically involved in "social-welfare" , where we > have to decide about support to children and families in need, and the > following is a case that we learned of yesterday on our monthly meeting. > > Last week arrived to Sweden a mother, who has been living herer for the > last 8-10 years, with her child that she has fetched from her previous > homeland. They went straigth to the social-welfare office and the mother > declared that she is unable to take care of her child. > > The child was therefore transferred to an institution dedicated to > children in different kinds of need. > > However, when the situation became a bit more clear they found out that > the child's needs were not of the usual kind in any way. > > The child was born about 10 years ago, and the mother said that she more > or less immediately found out that there was something wrong with the > child, and that she could not take care of him. Thus, the child was left to > a relative, who kept the child in a room and fed the child through a hole > under the door. > > Thus, the child can hardly any words, eventually a few words in his native > language (which is completely unrelated to Swedish). The child is reluctant > to new food and eats mainly porridge and milk, and they say that they > suspect that the child has some sort of autism or maybe hearing loss. > Furthermore, there are scars on the child's head and body, so he seems to > have been physically abused also. > > So, suddenly we have a child here who resembles the famous Genie case, and > we are urgently in need for advice about how to help this child in the best > way. > > I am so grateful for any advice or links to references that you can > provide tho help in this heart-breaking case. > > Sincerely, > > Eva Berglund > > Department of Special Education > > Stockholm University > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eileenbrann at gmail.com Wed Dec 18 14:09:08 2013 From: eileenbrann at gmail.com (Eileen Brann) Date: Wed, 18 Dec 2013 08:09:08 -0600 Subject: Advice - a new Genie In-Reply-To: <4ac77153-ae4e-4a61-98e3-b8dfa4f4f766@googlegroups.com> Message-ID: One suggestion is to begin teaching basic, functional sign language, pairing it with words in the child's native language. Hopefully the child will receive audiological, cognitive and language evaluations, but this would be where I would begin to foster communication skills. Eileen M. Brann, PhD, CCC-SLP Speech-lanuage Pathologist Assistant Professor Communication Disorders Governors State University Illinois On Dec 18, 2013, at 7:49 AM, Annick De Houwer wrote: > Dear Eva, > > This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. > As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. > There may be a little bit of hope here. > > A sad story indeed. > > Best Christmas wishes to everyone-- > > Annick > > Annick De Houwer > On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: > Dear info-childes community, > > In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. > > Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. > > The child was therefore transferred to an institution dedicated to children in different kinds of need. > > However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. > > The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. > > Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. > > So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. > > I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. > > Sincerely, > > Eva Berglund > > Department of Special Education > > Stockholm University > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dmdonovan1937 at gmail.com Wed Dec 18 15:41:44 2013 From: dmdonovan1937 at gmail.com (Denis Donovan) Date: Wed, 18 Dec 2013 10:41:44 -0500 Subject: a new Genie -- a suggestion In-Reply-To: <2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2@gmail.com> Message-ID: I think Eileen's suggestion makes the most sense. I've attached just the first few pages of the beginning of chapter 4 of Robbins Burling's book The Talking Ape -- which I've retitled "How to Learn a New Language From Scratch." The title of Burling's book suggests that it's probably irrelevant but Burling provides an absolutely fascinating account of how one can communicate when neither party shares a common language. In this case, there are three parties. Since one goal is to promote a facilitative and enduring mother-child relationship, I suggest thinking about how the method Burling describes might help meet your needs. In any case, as I mentioned, it's fascinating. Best, Denis - - - Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com On Dec 18, 2013, at 9:09 AM, Eileen Brann wrote: > One suggestion is to begin teaching basic, functional sign language, pairing it with words in the child's native language. > Hopefully the child will receive audiological, cognitive and language evaluations, but this would be where I would begin to foster communication skills. > > Eileen M. Brann, PhD, CCC-SLP > Speech-lanuage Pathologist > Assistant Professor > Communication Disorders > Governors State University > Illinois > > > On Dec 18, 2013, at 7:49 AM, Annick De Houwer wrote: > >> Dear Eva, >> >> This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. >> As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. >> There may be a little bit of hope here. >> >> A sad story indeed. >> >> Best Christmas wishes to everyone-- >> >> Annick >> >> Annick De Houwer >> On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: >> Dear info-childes community, >> >> In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. >> >> Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. >> >> The child was therefore transferred to an institution dedicated to children in different kinds of need. >> >> However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. >> >> The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. >> >> Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. >> >> So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. >> >> I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. >> >> Sincerely, >> >> Eva Berglund >> >> Department of Special Education >> >> Stockholm University >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CE2837D7-117C-4178-84DF-0D21973D7447%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Burling-HowToLearnANewLanguageFromScratch.pdf Type: application/pdf Size: 64710 bytes Desc: not available URL: From aliyah.morgenstern at gmail.com Wed Dec 18 17:08:37 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Wed, 18 Dec 2013 18:08:37 +0100 Subject: History of theories in language acquisition In-Reply-To: Message-ID: I agree Isabelle, our big problem is cultural! Everyone publishes in French, but it is slowly changing.... Best, Aliyah Le 18 déc. 2013 à 14:32, Isa Barriere a écrit : > Hi, > > I just wanted to comment on the messages of Brian, Philip and Aliyah's messages: > - Like Philip I think it is difficult for students to appreciate the history of a field before they know the field in its current state. I used to include a session on the history at the beginning of my undergrad language development class and I realized it does not work. I now do it more indirectly and progressively: we discussed aspects of the history after they watch the 'Wild Child' by Truffaut and then I discuss these issues again in relation to different topics, re: different theories for Autism etc > - I think that it is a shame that in the Speech Communication Arts and Sciences Department where I teach we do not have a regular course on the History at some point in the program, both in the undergrad and grad classes. The Psych department has such a course I do think that it helps students place different approaches in perspective. > - The research in our field is very scattered and extremely time consuming, partly because it is buried in writings on the general language, psychology, aphasia literature and in order to disentangle myths etc one has to go to the original sources... and there is very little funding to support it. I am attaching two presentations that were given to the International Society of the History of Neurosciences: the 2002 one is on emerging concepts of Critical Periods and Modularisation (including in the writings of Charcot) and the second one on other concepts of Innateness of cognitive functions (less focused on language): both of them argue for the important role that aphasiologists and neurologists had on developmentalists, including in the interpretation of evolutionary theories. And I know I should publish this work somweher but other articles are more urgent... > - Alyiha: France has many relevant archives but their access is far from easy... > > Yours, > Isabelle > > > > On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell wrote: > Besides Brian McWhinney excellent suggestions, we should not overlook Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous Histoire Naturelle (1749) contains a section dealing with language development (Natural History of Man, Section II) in which he proposes a least effort theory for phonological development, and reaches conclusions which anticipate some of those proposed by Roman Jakobson 200 years later. Another neglected writer, from the late 19th century, was the French psychologist Bernard Perez. His 1878 book Les trois premières années de l’enfant, étude de psychologie expérimentale (Paris: Germer Baillière. Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing with language development. > > I very much agree with MacWhinney that Brown's work would have proceeded as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's influence on psycholinguistics and language development as baneful and destructive, even malignant. > > Robin N Campbell > Psychology, Stirling > r.n.campbell at stir.ac.uk > ________________________________________ > > > > -- > The University of Stirling has been ranked in the top 12 of UK universities for graduate employment*. > 94% of our 2012 graduates were in work and/or further study within six months of graduation. > *The Telegraph > The University of Stirling is a charity registered in Scotland, number SC 011159. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2b-SehXvxMP5cBWctNz8_0vjgKksvAxmHOi7TvT%2BTuhNA%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/14A69EBD-B942-442A-ACAC-1435B01B3E4A%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Dec 18 23:07:43 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 18 Dec 2013 18:07:43 -0500 Subject: History of theories in language acquisition In-Reply-To: <14A69EBD-B942-442A-ACAC-1435B01B3E4A@gmail.com> Message-ID: Hi again Aliyah, There may also be this problem but I was referring to something else: it is difficult to locate and access archives and relevant historical sources in France. Cheers, Isabelle On Wed, Dec 18, 2013 at 12:08 PM, Aliyah MORGENSTERN < aliyah.morgenstern at gmail.com> wrote: > I agree Isabelle, our big problem is cultural! Everyone publishes in > French, but it is slowly changing.... > Best, > Aliyah > Le 18 déc. 2013 à 14:32, Isa Barriere a écrit : > > Hi, > > I just wanted to comment on the messages of Brian, Philip and Aliyah's > messages: > - Like Philip I think it is difficult for students to appreciate the > history of a field before they know the field in its current state. I used > to include a session on the history at the beginning of my undergrad > language development class and I realized it does not work. I now do it > more indirectly and progressively: we discussed aspects of the history > after they watch the 'Wild Child' by Truffaut and then I discuss these > issues again in relation to different topics, re: different theories for > Autism etc > - I think that it is a shame that in the Speech Communication Arts and > Sciences Department where I teach we do not have a regular course on the > History at some point in the program, both in the undergrad and grad > classes. The Psych department has such a course I do think that it helps > students place different approaches in perspective. > - The research in our field is very scattered and extremely time > consuming, partly because it is buried in writings on the general language, > psychology, aphasia literature and in order to disentangle myths etc one > has to go to the original sources... and there is very little funding to > support it. I am attaching two presentations that were given to the > International Society of the History of Neurosciences: the 2002 one is on > emerging concepts of Critical Periods and Modularisation (including in the > writings of Charcot) and the second one on other concepts of Innateness of > cognitive functions (less focused on language): both of them argue for the > important role that aphasiologists and neurologists had on > developmentalists, including in the interpretation of evolutionary > theories. And I know I should publish this work somweher but other articles > are more urgent... > - Alyiha: France has many relevant archives but their access is far from > easy... > > Yours, > Isabelle > > > > On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell wrote: > >> Besides Brian McWhinney excellent suggestions, we should not overlook >> Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous >> Histoire Naturelle (1749) contains a section dealing with language >> development (Natural History of Man, Section II) in which he proposes a >> least effort theory for phonological development, and reaches conclusions >> which anticipate some of those proposed by Roman Jakobson 200 years later. >> Another neglected writer, from the late 19th century, was the French >> psychologist Bernard Perez. His 1878 book Les trois premières années de >> l’enfant, étude de psychologie expérimentale (Paris: Germer Baillière. >> Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing >> with language development. >> >> I very much agree with MacWhinney that Brown's work would have proceeded >> as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's >> influence on psycholinguistics and language development as baneful and >> destructive, even malignant. >> >> Robin N Campbell >> Psychology, Stirling >> r.n.campbell at stir.ac.uk >> ________________________________________ >> >> >> >> -- >> The University of Stirling has been ranked in the top 12 of UK >> universities for graduate employment*. >> 94% of our 2012 graduates were in work and/or further study within six >> months of graduation. >> *The Telegraph >> The University of Stirling is a charity registered in Scotland, number SC >> 011159. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANNGd2b-SehXvxMP5cBWctNz8_0vjgKksvAxmHOi7TvT%2BTuhNA%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/14A69EBD-B942-442A-ACAC-1435B01B3E4A%40gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2Y-hptWJMPLdskVuDri9ppJ2TLMcUABj6SCi5GUTM1Qwg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmcmanusuk at gmail.com Thu Dec 19 13:40:11 2013 From: kmcmanusuk at gmail.com (Kevin McManus) Date: Thu, 19 Dec 2013 13:40:11 +0000 Subject: EuroSLA 24 - Call for papers Message-ID: *EUROSLA 24 – Call for papers* The *Centre for Language Learning Research* in the Department of Education, University of York, is pleased to announce that it will host EUROSLA 24, the 24th Annual Conference of the European Second Language Association. You are kindly invited to submit abstracts for papers, posters, thematic colloquia and doctoral workshops on any domain and subdomain of second language research. The Conference will start in the morning of 4 September 2014 and close at lunchtime on 6 September 2014. Preceding the Conference, there will be a doctoral workshop and a *Language Learning* roundtable, both on 3 September. The theme of this year’s roundtable is ’*Language learning theory and practice: Bridging the gap*’. *Plenary speakers* *Leah Roberts*, University of York *Natasha Tokowicz*, University of Pittsburgh *Sharon Unsworth*, Radboud University Nijmegen *Key dates* *28 February 2014:* abstract submission deadline *25 April 2014:* notification of acceptance *28 April 2014: *early bird registration starts *15 June 2014:* registration closes for presenters *25 June 2014:* early bird registration closes *26 June 2014**:* full fee registration starts *3 September 2014:* doctoral workshop and roundtable *4-6 September 2014: *conference *Abstract submission policy * Each author may submit no more than one single-authored and one co-authored (i.e. not first-authored) abstract to be considered for oral presentations, including colloquia and doctoral workshops. More than one abstract can be submitted for poster presentations. Paper and poster proposals should not have been previously published. All submissions will be reviewed anonymously by the scientific committee and evaluated in terms of rigour, clarity and significance of the contribution, as well as its relevance to second language research. Abstracts should not exceed 450 words (excluding the title, but including optional references). *Individual papers and posters* Papers will be allocated 20 minutes for presentation plus 5 minutes for discussion. Poster sessions will be held in two 90-minute slots. In order to foster interaction, all other sessions will be suspended during the poster sessions. *Thematic colloquia* The Thematic colloquia will be organised in two-hour slots running in parallel with other sessions. Each colloquium will focus on one specific topic, and will bring together key contributions to the topic. Colloquium convenors should allocate time for opening and closing remarks, individual papers, discussants (if included) and general discussion. *Doctoral student workshop* The doctoral student workshop is intended to serve as a platform for discussion of ongoing PhD research within any aspect of second language research. PhD students are invited to submit an abstract for a 10-15-minute presentation. The abstract and the presentation should include one or two questions on which the student would like to receive audience feedback (e.g. data collection, analysis, theoretical or methodological issues), and sufficient background information for framing the questions. These sessions are not intended as opportunities to present research results, but to discuss future directions. Students whose abstracts are accepted will then be required to send their paper to a discussant (a senior researcher). The discussant will lead a 10-15-minute feedback/discussion session on their work. *Student stipends* As in previous years, several student stipends will be available for doctoral students. If you wish to apply, please send the following information to eurosla24 at york.ac.uk before 28 February 2014: 1. Name, institution, and address of institution; 2. Curriculum vitae (attached); 3. Official confirmation of a PhD student status; 4. Statement (email) from supervisor or head of Department that the applicant’s institution cannot (fully) cover the conference-related expenses. *Publication of papers* A selection of papers presented at EUROSLA 2014 will be published in the EUROSLA 24 Yearbook following a peer-review process. There is an annual prize for the best EUROSLA Yearbook article. This includes a framed certificate presented at the EUROSLA General Assembly, a fee waiver for the following EUROSLA conference and conference dinner, and free EUROSLA membership for a year. *To submit an abstract please visit * http://www.york.ac.uk/eurosla24 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAMk6oosNP9hxfisvtX1%3DCpgWZVxaJuR_SZf_-SmAbOvTNBOfeg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cristina.mckean at newcastle.ac.uk Fri Dec 20 08:51:48 2013 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Fri, 20 Dec 2013 08:51:48 +0000 Subject: a new Genie -- a suggestion In-Reply-To: Message-ID: Hi there, I would suggest that you talk to a Speech Pathologist. there are many intervention approaches for pre-verbal children which have a good evidence base but which need to be tailored to the individual child's strengths, preferences and needs. They would integrate a range of alternative and augmentative communication systems (including signs, symbols and objects of reference) with spoken language. These could be incorporated into play based routines and care routines. If there are difficulties with shared attention and social cognition these could also be addressed through approaches such as intensive interaction. If autism is suspected then PECS is a very helpful approach for promoting intentional communication through symbol use. All approaches should follow the child's lead and be linked to communicative routines and items where the child is motivated to interact. An assessment by a speech pathologist is recommended as the approaches differ depending on the needs, strengths and preferences of the child I can send some links to articles if you would find that helpful. Cristina Lecturer | Speech and Language Sciences |Newcastle University Research Fellow|Centre for Research Excellence in Child Language|MCRI Address: Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU|Tel: 0191 222 6528 Winner of 2012 Sternberg Prize for Clinical Innovation for the ‘BEST’ language programme CPD for SLTs & Allied Professionals: Accredited, advanced and flexible postgraduate CPD pathways www.ncl.ac.uk/ecls/study/postgrad/CPD/ Follow Speech and Language Sciences at Newcastle University on Facebook These approaches On 18 Dec 2013, at 15:41, Denis Donovan > wrote: I think Eileen's suggestion makes the most sense. I've attached just the first few pages of the beginning of chapter 4 of Robbins Burling's book The Talking Ape -- which I've retitled "How to Learn a New Language From Scratch." The title of Burling's book suggests that it's probably irrelevant but Burling provides an absolutely fascinating account of how one can communicate when neither party shares a common language. In this case, there are three parties. Since one goal is to promote a facilitative and enduring mother-child relationship, I suggest thinking about how the method Burling describes might help meet your needs. In any case, as I mentioned, it's fascinating. Best, Denis - - - Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CE2837D7-117C-4178-84DF-0D21973D7447%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. On Dec 18, 2013, at 9:09 AM, Eileen Brann wrote: One suggestion is to begin teaching basic, functional sign language, pairing it with words in the child's native language. Hopefully the child will receive audiological, cognitive and language evaluations, but this would be where I would begin to foster communication skills. Eileen M. Brann, PhD, CCC-SLP Speech-lanuage Pathologist Assistant Professor Communication Disorders Governors State University Illinois On Dec 18, 2013, at 7:49 AM, Annick De Houwer > wrote: Dear Eva, This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. There may be a little bit of hope here. A sad story indeed. Best Christmas wishes to everyone-- Annick Annick De Houwer On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: Dear info-childes community, In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. The child was therefore transferred to an institution dedicated to children in different kinds of need. However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. Sincerely, Eva Berglund Department of Special Education Stockholm University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1248D05B-DA25-44AA-ACB3-233B17045C52%40ncl.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From crowland at liverpool.ac.uk Fri Dec 20 10:17:41 2013 From: crowland at liverpool.ac.uk (Rowland, Caroline) Date: Fri, 20 Dec 2013 10:17:41 +0000 Subject: New book: 'The Acquisition of Ergativity' (TILAR 9) Message-ID: Dear all, I am very pleased to announce the publication of a new volume of the book series Trends in Language Acquisition Research: The Acquisition of Ergativity, edited by Edith L. Bavin and Sabine Stoll Description: Ergativity is one of the main challenges both for linguistic and acquisition theories. This book is unique, taking a cross-linguistic approach to the acquisition of ergativity in a large variety of typologically distinct languages. The chapters cover languages from different families and from different geographic areas with different expressions of ergativity. Each chapter includes a description of ergativity in the language(s), the nature of the input, the social context of acquisition and developmental patterns. Comparisons of the acquisition process across closely related languages are made, change in progress of the ergative systems is discussed and, for one language, acquisition by bilingual and monolingual children is compared. The volume will be of particular interest to language acquisition researchers, linguists, psycholinguists and cognitive scientists. “This important and path-breaking book will be a treat for researchers who work on ergativity. And psychologists who find it difficult to imagine alternative universes will be taken on a voyage of discovery, led by skilled guides. Prevailing acquisition models are challenged by the diversity of ergative systems. This book presents the diversity clearly enough to stimulate new thinking about child language, as well as linguistic universals.” Dan I. Slobin, University of California, Berkeley More details are on the attached flyer. Happy holidays, Caro --------------------------------------------------- Prof Caroline Rowland Department of Psychological Sciences University of Liverpool LIVERPOOL L69 7ZA Tel: +44 151 794 2942 Fax: +44 151 794 2945 Email: crowland at liverpool.ac.uk Personal website: http://pcwww.liv.ac.uk/~crowland/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3FF1F1F25A83534BB89EE788E44BC70BC30F00AA%40CHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: tilar.9.pdf Type: application/pdf Size: 851608 bytes Desc: tilar.9.pdf URL: From pascaleengel at gmail.com Sat Dec 21 11:37:33 2013 From: pascaleengel at gmail.com (Pascale Engel) Date: Sat, 21 Dec 2013 12:37:33 +0100 Subject: PostDoc, Research Associate & PhD positions at University of Luxembourg Message-ID: Dear Info-CHILDES The *University of Luxembourg *is looking to recruit *1 Postdoctoral Researcher, 1 Research Associate and 1 PhD student* to work on the project: "*A preschool oral language intervention program for Portuguese language minority children in Luxembourg*". Candidates in the area of *psychology, speech, language and hearing sciences, neuroscience, cognitive science, linguistics *or related field are welcome to apply. Details can be found below Postdoc http://recruitment.uni.lu/en/details.html?id=QMUFK026203F3VBQB7V7VV4S8&nPostingID=2972&nPostingTargetID=3839&mask=karriereseiten&lg=UK Research Associate http://recruitment.uni.lu/en/details.html?id=QMUFK026203F3VBQB7V7VV4S8&nPostingID=2968&nPostingTargetID=3832&mask=karriereseiten&lg=UK PhD position http://recruitment.uni.lu/en/details.html?id=QMUFK026203F3VBQB7V7VV4S8&nPostingID=2965&nPostingTargetID=3835&mask=karriereseiten&lg=UK -- Dr. Pascale Engel de Abreu Associate Professor Tel: 46 6644 9779 http://pascaleengel.blogspot.com/ http://memoriaoperacional.blogspot.com University of Luxembourg - EMACS B.P.2 L-7201 Walferdange G.D. de Luxembourg -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAMqy%3DwmF9F-ro7LFx9EkV2X1ecTU22jbMjyvYGFp%2Bc49aoBm9Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 23 12:33:58 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 23 Dec 2013 13:33:58 +0100 Subject: Self-talk: video data Message-ID: Dear info-childes, I am trying to collect data of children's self-talk for a new project where we compare children's self-talk to the technique called "monologue intérieur" used by French writers such as Edouard Dujardin, Valéry Larbaud and to stream of consciousness (Joyce, Woolf...). It is quite a crazy idea but I'd like the child language part of the project to be interesting. I have so fare been working on Emily's data but I also need video data (in French, English, italian, or any sign language). There is no video data of obvious self-talk in CHILDES. Would any of you have such data by any chance? Even if it is not transcribed, even if it's in bits and pieces, I just need to confirm what I see in my bits and pieces ... I hope you all have a wonderful holiday! Best wishes, Aliyah -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/BE03DD98-2FE8-4B72-A838-7B18FF29C8B8%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From macw at cmu.edu Mon Dec 23 15:12:00 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 23 Dec 2013 10:12:00 -0500 Subject: Self-talk: video data In-Reply-To: Message-ID: Dear Aliyah, Did you realize that we updated the Nelson (Emily) data files about 2 weeks ago? —Brian On Dec 23, 2013, at 7:33 AM, Aliyah MORGENSTERN wrote: > Dear info-childes, > > I am trying to collect data of children's self-talk for a new project where we compare children's self-talk to the technique called "monologue intérieur" used by French writers such as Edouard Dujardin, Valéry Larbaud and to stream of consciousness (Joyce, Woolf...). It is quite a crazy idea but I'd like the child language part of the project to be interesting. I have so fare been working on Emily's data but I also need video data (in French, English, italian, or any sign language). There is no video data of obvious self-talk in CHILDES. Would any of you have such data by any chance? Even if it is not transcribed, even if it's in bits and pieces, I just need to confirm what I see in my bits and pieces ... > > I hope you all have a wonderful holiday! > > Best wishes, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/BE03DD98-2FE8-4B72-A838-7B18FF29C8B8%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/A820AA61-BFB1-47E8-AD1E-38442ED7979B%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Mon Dec 23 16:57:45 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 23 Dec 2013 17:57:45 +0100 Subject: Self-talk: video data In-Reply-To: Message-ID: No I didn't! Great news! But you can't create video files out of sound files! I'm still really grateful! But I still need to know more about the kids' behavior during the monologue, the context, the facila expressions and the gestures... Thanks a lot for this though! Aliyah Le 23 déc. 2013 à 16:12, Brian MacWhinney a écrit : > Dear Aliyah, > > Did you realize that we updated the Nelson (Emily) data files about 2 weeks ago? > > —Brian > On Dec 23, 2013, at 7:33 AM, Aliyah MORGENSTERN wrote: > >> Dear info-childes, >> >> I am trying to collect data of children's self-talk for a new project where we compare children's self-talk to the technique called "monologue intérieur" used by French writers such as Edouard Dujardin, Valéry Larbaud and to stream of consciousness (Joyce, Woolf...). It is quite a crazy idea but I'd like the child language part of the project to be interesting. I have so fare been working on Emily's data but I also need video data (in French, English, italian, or any sign language). There is no video data of obvious self-talk in CHILDES. Would any of you have such data by any chance? Even if it is not transcribed, even if it's in bits and pieces, I just need to confirm what I see in my bits and pieces ... >> >> I hope you all have a wonderful holiday! >> >> Best wishes, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/BE03DD98-2FE8-4B72-A838-7B18FF29C8B8%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/A820AA61-BFB1-47E8-AD1E-38442ED7979B%40cmu.edu. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/5A70542F-7FA1-4151-9D06-0DE62F4977EE%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From editor.iascl.clbulletin at gmail.com Tue Dec 31 13:29:41 2013 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 31 Dec 2013 05:29:41 -0800 Subject: IASCL Child Language Bulletin: December 2013 issue Message-ID: Dear all, I am pleased to announce that the Dec 2013 issue of our IASCL Child Language Bulletin is now online at http://www.iascl.org/bulletins/bulletinV33N2.html This issue features (i) updates about the 13th International Congress for the Study of Child Language (IASCL 2014) by the conference organizer Jan de Jong (ii) a call for proposals for the IASCL 2020 congress by our IASCL president Eve Clark (iii) a call for the nomination of IASCL members of the executive committee by our chair of the nominating and appointing committee Virginia Mueller Gathercole (iv) a report on the 38th Annual Boston University Conference on Language Development (BUCLD 38) by Ben Ambridge and Amy Bidgood (v) a report on the International Conference on the Acquisition of Referring Expressions: Crossed Perspectives by Anne Salazar Orvig (vi) updates on PhonBank and Phon (Steady Progress on Corpus Formatting, and Phon 1.7 Around the Corner!) by Yvan Rose, Gregory Hedlund and Brian MacWhinney (vii) updates from Journal of Child Language by Heike Behrens and Melissa Good (viii) an announcement about Anne Baker’s Official Farewell Lecture by Anne Baker (ix) news about ‘Child Language Seminar’ renamed as ‘Child Language Symposium’ by Jenny Freed, Catherine Adams and Elena Lieven (x) an announcement about the CLASTA (Communication & Language Acquisition Studies in Typical and Atypical populations) Conference by Alessandra Sansavini (xi) an announcement about the CDI norming database being now publicly available by Philip Dale (see ‘Further Announcements’) (xii) an announcement about a new Journal: New West Asia Journal of Speech-Language Pathology and its call for papers by Ghada Khattab (see ‘Further Announcements’) (xiii) an announcement about the Language History Questionnaire (LHQ2) by Ping Li (see ‘Further Announcements’) in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, new and updated CHILDES corpora, books, completed PhD theses. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://www.iascl.org/bulletins/bulletinV33N2.html I hope you enjoy our Bulletin. Special thanks to our IASCL members who had contributed to this issue. On the last day of 2013, I wish all of us a happy, healthy and prosperous 2014 ahead! Best Regards Angel Chan Editor -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/d06ef5f1-e3c2-4cf2-9ba5-f144de128754%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mats.andren at ling.lu.se Wed Dec 4 07:57:44 2013 From: mats.andren at ling.lu.se (=?ISO-8859-1?Q?Mats_Andr=E9n?=) Date: Wed, 4 Dec 2013 08:57:44 +0100 Subject: Fwd: Second CfP IACS-2014, Establishing Cognitive Semiotics In-Reply-To: Message-ID: /Second Call for Papers**/ *First International Association for Cognitive Semiotics (IACS) Conference, September 25-27, 2014, Lund, Sweden* http://conference.ht.lu.se/iacs-2014/ The First International Association for Cognitive Semiotics (IACS) Conference (IACS-2014) will be held in September 25-27, at Lund University, Sweden. Founded in Aarhus, Denmark, on May 29, 2013, The International Association for Cognitive Semiotics aims at the further establishment of Cognitive Semiotics as the trans-disciplinary study of meaning, combining concepts, theories and methods from the humanities and the social and natural sciences. Central topics are the evolution, development of, and interaction between different semiotic resources such as language, gestures and pictorial representations. Plenary speakers * S?ren Brier, Copenhagen Business School * Merlin Donald, Queens University * Brian MacWhinney, Carnegie Mellon University * Cornelia M?ller, European University Viadrina Frankfurt (Oder) * Raymond Tallis, University of Manchester Theme of the conference: Establishing Cognitive Semiotics Over the past two decades or so, a number of researchers from semiotics, linguistics, cognitive science and related fields, from several European and North American research centres, have experienced the needs to combine theoretical knowledge and methodological expertise in order to be able to tackle challenging questions concerning the nature of meaning, the role of consciousness, the unique cognitive features of mankind, the interaction of nature and nurture in development, and the interplay of biological and cultural evolution in phylogeny. The product of these collaborations has been the emergence of the field of Cognitive Semiotics, with its own journal (http://www.degruyter.com/view/j/cogsem) and academic association. The conference aims both to celebrate this, and to look forward into possibilities for further development. We invite the submission of 400 word abstracts (excluding title and references) for one of the three following categories : 1. Oral presentations (20 min presentation + 5 minute discussion), to be submitted at the site of the conference. 2. Posters (at a dedicated poster session), to be submitted at the site of the conference. 3. Theme sessions (3 to 6 thematically linked oral presentations.) Such proposals are to include: (a) Title of proposed session, (b) name(s) of convener(s), (c) max 400 word motivation of the session, (d) abstracts for 3 to 6 individual papers, (e) name of discussant - if such is involved. All this information should be sent TOGETHER to the conference organizers at iacs-2014 at semiotik.lu.se The individual abstracts should be preceded by an abstract for the theme session as a whole. In case the theme session is not accepted, individual abstracts will be reviewed as submissions for oral presentations.). /Note that all abstracts should be submitted to the conference web site at http://www.sol.lu.se/conferenceRegistration/conferenceRegistration.php?conferenceId=26 --- posters and oral presentations directly, those of theme sessions after that session has been accepted. No individual abstract should be sent to the e-mail adress above./ The abstracts can be related, though need not be restricted, to the following topics: . Biological and cultural evolution of human cognitive specificity . Cognitive linguistics and phenomenology . Communication across cultural barriers . Cross-species comparative semiotics . Evolutionary perspectives on altruism . Experimental semiotics . Iconicity in language and other semiotic resources . Intersubjectivity and mimesis in evolution and development . Multimodality . Narrativity across different media . Semantic typology and linguistic relativity . Semiosis (sense-making) in social interaction . Semiotic and cognitive development in children . Sign use and cognition . Signs, affordances, and other meanings . Speech and gesture . The comparative semiotics of iconicity and indexicality . The evolution of language Important dates . Deadline for submission of theme sessions: 31 Dec 2013 (by email) . Deadline for abstract submission -- by registration at the conference web site (oral presentations, posters): 1 Feb 2014 (by website) . Notification of acceptance (theme sessions): 15 Feb 2014 . Notification of acceptance (oral presentations, posters): 1 April 2014 . Last date for early registration: 1 July 2014 Scientific committee http://conference.ht.lu.se/iacs-2014/organizing-committee-scientific-committee/ Local organizing committee . Mats Andr?n . Johan Blomberg . Anna Cabak Redei . Sara Lenninger . Joel Parthemore . G?ran Sonesson . Jordan Zlatev -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/529EE078.7020704%40ling.lu.se. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Serratrice at manchester.ac.uk Wed Dec 4 10:44:37 2013 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Wed, 4 Dec 2013 02:44:37 -0800 Subject: Lectureship at the University of Manchester Message-ID: The School of Psychological Sciences at the University of Manchester is advertising a full-time position at lecturer level (assistant professor). Please see details in the attachment. Ludovica Serratrice -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/ef4e8149-6ca5-4dca-9a2b-7db4d5939aec%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ad.pdf Type: application/pdf Size: 111017 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: further.particulars.pdf Type: application/pdf Size: 111017 bytes Desc: not available URL: From carlywbutler at gmail.com Sun Dec 8 11:48:23 2013 From: carlywbutler at gmail.com (Carly Butler) Date: Sun, 8 Dec 2013 11:48:23 +0000 Subject: Workshop on studying children's interactions Message-ID: Dear colleagues, Loughborough University are running a workshop on studying children's interactions as part of a new suite of short courses on using conversation analysis. The children's interactions workshop will be of interest to those who would like to learn more about this method of working with audio- and video-recordings of children's interactions. No prior experience is necessary. Conversation analysis involves detailed qualitative analysis of talk and embodied interaction, with a focus on when particular turns of talk are delivered in the context of the broader interaction and the immediately preceding turn, how these turns are constructed and designed, and what social actions the turns accomplish (and/or are treated as doing). It can be used to look at both verbal and pre-verbal interactions. Information about the workshop is below, and more information about the suite of courses and registration etc. is available at [ http://homepages.lboro.ac.uk/~ssca1/CAWorkshops/LboroCAWorkshops.html ] *Studying Children?s Interactions* Carly Butler 15th-16th March 2014 Burleigh Court, Loughborough University, UK This short introductory course is intended for those interested in studying children?s everyday interactions using conversation analysis. It is designed to be accessible to those with little or no experience of conversation analysis, while the analytic sessions and discussions of core themes and practices in researching children?s interactions will also be of interest to more experienced researchers. The course is offered as part of Loughborough University?s new suite of CA Training Workshops and Short Courses [ http://homepages.lboro.ac.uk/~ssca1/CAWorkshops/LboroCAWorkshops.html ] The course will benefit those looking for a new way of studying children?s interactions, and those wanting to develop their own research, identify new research directions and hone their analytical skills. It begins with an introduction to the use of Conversation Analysis as a method for studying children?s interactions, and discussion of the ethical and practical issues around collecting, transcribing and analyzing recordings of children?s interactions in both domestic and institutional settings. Through hands-on, practical exercises and discussions, we will explore key analytic themes in the study of children?s interactions, and methods for working with your own collections. The workshops will help develop your methodological understanding and analytic skills, with the hope of inspiring you in your own research. I also hope to foster and strengthen the network of researchers studying children?s interactions. The course will be a mix of mini-lectures, discussions, and practical activities and exercises, including hands-on work with data. You do not need to provide your own data, but if you do have some you would like to bring please contact me in advance. The course will be run by *Carly Butler *from Loughborough University who has many years of experience researching children?s interactions across multiple settings ? including in the school playground, in the family home and at the dinner table, playing with siblings, at birthday parties, in classrooms, on helplines, and in institutional settings. *Start & Finish* The workshop will start at 10.00 on the 15th March and finish at 15.00 on the 16th March. *Limit* In order to allow as much opportunity as possible for participation, numbers will be limited to 15 participants. Applications will be accepted in order of receipt ? there is no selection process. *Registration* The cost of the workshop is ?250, or ?175 for self-funding postgraduate students (including those postgraduate students who cannot recover this cost from their department or funding agency). This includes daily midmorning and afternoon refreshments, lunches and one evening dinner, but does not include accommodation. Accommodation can be booked, if required, when registering for the workshop, or independently at the University?s Lodge, or one of the cheap hotels in the town (e.g. Link, Premier Inn, Travelodge). More information, and links to booking information can be found at the following: http://homepages.lboro.ac.uk/~ssca1/CAWorkshops/LboroCAWorkshops.html If you have any queries about the course, please contact Carly on c.w.butler at lboro.ac.uk or carlywbutler at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAvfyzFYeJ3BkYUg3oZ6FP%2BmZsr2n8DUMO-gPcAtyVH9F57zmw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Sun Dec 8 20:28:00 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 8 Dec 2013 15:28:00 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Hi Aliyah! Sorry to be late in joining the party! For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. For your second questions, there will be an SRCD Social Policy report: McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. *Social Policy Report, *Society for Research in Child Development. It will hopefully come out early in 2014. We addressed four questions: 1. What are the broad social and historical contexts of multilingual learners in the United States? 2. What does a multilingual family look like? 3. What lessons learned with monolingual children can be applied to multilingual children? 4. What contexts support learning multiple languages? I think this will be very helpful to you Aliyah, when it emerges. All best and happy holidays to you and all my other language friends! Roberta On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language > Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child > Development: > > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). > Spoken English language measures of native signing children with cochlear > implants. Journal of Deaf Studies and Deaf Education > .* > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka < > stefka at audiospeech.ubc.ca> wrote: > >> Dear Aliyah, >> >> I am not aware of papers that speak to your first question, i.e., sign >> language, although there are probably some. >> >> Regarding your second question, there are a few, mostly qualitative >> studies done on the effect (usually negative) of the recommendation by >> professionals to parents of bilingual children with autism to speak only >> one language (usually English in the North American context): >> >> 1) Jegatheesan, B. (2011). Multilingual development in children with >> autism: Perspectives of South Asian Muslim immigrant parents on raising a >> child with a communicative disorder in multilingual contexts. Bilingual >> Research Journal, 34, 185-200. >> >> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >> bilingualism in autism spectrum disorders. International Journal of >> Language & Communication Disorders, 47, 52-64. >> >> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >> children from multilingual families. In J. Cohen, K. T. McAlister, K. >> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >> >> 4) Yu, B. (2013). Issues in bilingualism and heritage language >> maintenance: Perspectives of minority-language mothers of children with >> autism spectrum disorders. American Journal of Speech-Language Pathology, >> 22, 10-24. >> >> I hope those are of use to you. >> Best, >> Stefka >> >> >> -----Original Message----- >> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] >> On Behalf Of Aliyah MORGENSTERN >> Sent: November 26, 2013 1:55 PM >> To: info-childes at googlegroups.com >> Subject: Help: let them speak or sign their language >> >> Dear info-childes, >> I need to find good scientific proof it you think it is relevant and >> exists that >> 1) it is better for deaf children (even if they get cochlear implants >> quite young) or children who because of some rare patholgoy cannot speak >> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >> possible and to be raised bilingual (bimodal); >> 2) it is better for immigrant parents to speak their native language to >> their children (unless they are strong psychological or other reasons not >> to) rather than a language they are not experts in and for primary school >> teachers not to put pressure on the parents for them to only speak the >> language of the country they live in; >> >> Any good papers (if possible the actual paper) or references welcome >> especially if they treat both those issues together! >> >> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >> Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't >> know about other holidays coming up in the next few days! >> Best, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: CochlearImplantsAuditory1.pdf Type: application/pdf Size: 286200 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: sininger early amplification2010.pdf Type: application/pdf Size: 3054266 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: tajudeen.CI.speech.Otol Neurotol.2010.pdf Type: application/pdf Size: 238108 bytes Desc: not available URL: From aliyah.morgenstern at gmail.com Sun Dec 8 21:45:12 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sun, 8 Dec 2013 22:45:12 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you Roberta, this will indeed be very helpful. I wil make a syntesis of everything we have accumulated thanks to the community in January when things will be les hectic (I hope!). My very best, Aliyah Le 8 d?c. 2013 ? 21:28, Roberta Golinkoff a ?crit : > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual learners in the United States? > 2. What does a multilingual family look like? > 3. What lessons learned with monolingual children can be applied to multilingual children? > 4. What contexts support learning multiple languages? > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: > Dear Aliyah, > > I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. > > Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): > > 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. > > 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. > > 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. > > 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. > > I hope those are of use to you. > Best, > Stefka > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN > Sent: November 26, 2013 1:55 PM > To: info-childes at googlegroups.com > Subject: Help: let them speak or sign their language > > Dear info-childes, > I need to find good scientific proof it you think it is relevant and exists that > 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); > 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; > > Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! > > Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! > Best, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/EDEBB9EE-39D9-4B43-896E-FAAAFC9FE4CE%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From erikachoff at gmail.com Mon Dec 9 00:51:51 2013 From: erikachoff at gmail.com (Erika Hoff) Date: Sun, 8 Dec 2013 19:51:51 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Dear all, I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because (a) when you take your implant off to swim, shower, etc. you are deaf. (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. Erika Hoff On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that > the earlier the implantation for deaf kids the better. If implantation is > done early, the use of sign may become moot -- children are also offered > therapy. However, if implantation is done later, it would seem clear that > they should be offered sign ASAP. I have no trouble with the notion of > bilingual-bimodal as long as kids are flooded with oral input and not told > to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., > Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., > Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual > children: Beyond myths and towards best practices. *Social Policy > Report, *Society for Research in Child Development. It will hopefully > come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual > learners in the United States? > > 2. What does a multilingual family look like? > > 3. What lessons learned with monolingual children can be applied to > multilingual children? > > 4. What contexts support learning multiple languages? > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > >> Dear Aliyah, >> >> You might find these helpful: >> >> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >> Development: >> >> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >> >> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >> Spoken English language measures of native signing children with cochlear >> implants. Journal of Deaf Studies and Deaf Education >> .* >> Best, >> Eileen >> >> >> >> >> On 26 November 2013 15:01, Marinova-Todd, Stefka < >> stefka at audiospeech.ubc.ca> wrote: >> >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign >>> language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative >>> studies done on the effect (usually negative) of the recommendation by >>> professionals to parents of bilingual children with autism to speak only >>> one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>> child with a communicative disorder in multilingual contexts. Bilingual >>> Research Journal, 34, 185-200. >>> >>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>> bilingualism in autism spectrum disorders. International Journal of >>> Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>> maintenance: Perspectives of minority-language mothers of children with >>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>> 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com [mailto: >>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and >>> exists that >>> 1) it is better for deaf children (even if they get cochlear implants >>> quite young) or children who because of some rare patholgoy cannot speak >>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>> possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to >>> their children (unless they are strong psychological or other reasons not >>> to) rather than a language they are not experts in and for primary school >>> teachers not to put pressure on the parents for them to only speak the >>> language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome >>> especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >>> Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't >>> know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and > Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the > Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at > http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Mon Dec 9 03:31:58 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Sun, 8 Dec 2013 22:31:58 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: Spoken language development in native signing children with cochlear implants *K. Davidson, D. Lillo-Martin, D. Chen Pichler* *Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. * *Isabelle Barriere, PhD* On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: > Dear all, > > I am replying by repeating what deaf acquaintances of mine have said to > me. To wit, If you are deaf you should learn sign because > > (a) when you take your implant off to swim, shower, etc. you are deaf. > (b) someday you may have an infection or something may happen so that your > cochlear implant will not work or be tolerable, and then you will be deaf. > (c) cochlear implants have variable outcomes. Simultaneous sign may help > when the auditory signal doesn't quite do it. > > Erika Hoff > > > On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > >> Hi Aliyah! >> >> Sorry to be late in joining the party! >> >> For your first question, here are 3 papers that make the clear case that >> the earlier the implantation for deaf kids the better. If implantation is >> done early, the use of sign may become moot -- children are also offered >> therapy. However, if implantation is done later, it would seem clear that >> they should be offered sign ASAP. I have no trouble with the notion of >> bilingual-bimodal as long as kids are flooded with oral input and not told >> to turn off their devices, a practice I have heard of. >> >> For your second questions, there will be an SRCD Social Policy report: >> >> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >> children: Beyond myths and towards best practices. *Social Policy >> Report, *Society for Research in Child Development. It will hopefully >> come out early in 2014. >> >> We addressed four questions: >> >> 1. What are the broad social and historical contexts of multilingual >> learners in the United States? >> >> 2. What does a multilingual family look like? >> >> 3. What lessons learned with monolingual children can be applied to >> multilingual children? >> >> 4. What contexts support learning multiple languages? >> I think this will be very helpful to you Aliyah, when it emerges. >> >> All best and happy holidays to you and all my other language friends! >> Roberta >> >> >> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >> >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>> Development: >>> >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>> Spoken English language measures of native signing children with cochlear >>> implants. Journal of Deaf Studies and Deaf Education >>> .* >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>> stefka at audiospeech.ubc.ca> wrote: >>> >>>> Dear Aliyah, >>>> >>>> I am not aware of papers that speak to your first question, i.e., sign >>>> language, although there are probably some. >>>> >>>> Regarding your second question, there are a few, mostly qualitative >>>> studies done on the effect (usually negative) of the recommendation by >>>> professionals to parents of bilingual children with autism to speak only >>>> one language (usually English in the North American context): >>>> >>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>> child with a communicative disorder in multilingual contexts. Bilingual >>>> Research Journal, 34, 185-200. >>>> >>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>> bilingualism in autism spectrum disorders. International Journal of >>>> Language & Communication Disorders, 47, 52-64. >>>> >>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>> >>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>> maintenance: Perspectives of minority-language mothers of children with >>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>> 22, 10-24. >>>> >>>> I hope those are of use to you. >>>> Best, >>>> Stefka >>>> >>>> >>>> -----Original Message----- >>>> From: info-childes at googlegroups.com [mailto: >>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>> Sent: November 26, 2013 1:55 PM >>>> To: info-childes at googlegroups.com >>>> Subject: Help: let them speak or sign their language >>>> >>>> Dear info-childes, >>>> I need to find good scientific proof it you think it is relevant and >>>> exists that >>>> 1) it is better for deaf children (even if they get cochlear implants >>>> quite young) or children who because of some rare patholgoy cannot speak >>>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>>> possible and to be raised bilingual (bimodal); >>>> 2) it is better for immigrant parents to speak their native language to >>>> their children (unless they are strong psychological or other reasons not >>>> to) rather than a language they are not experts in and for primary school >>>> teachers not to put pressure on the parents for them to only speak the >>>> language of the country they live in; >>>> >>>> Any good papers (if possible the actual paper) or references welcome >>>> especially if they treat both those issues together! >>>> >>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >>>> Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't >>>> know about other holidays coming up in the next few days! >>>> Best, >>>> Aliyah >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>>> . >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>> . >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>> . >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Roberta Michnick Golinkoff, Ph. D. >> Unidel H. Rodney Sharp Professor >> School of Education and Departments of Psychology and Linguistics and >> Cognitive Science >> University of Delaware, Newark, DE 19716 >> Office: 302-831-1634; Fax: 302-831-4110 >> Web page: http://udel.edu/~roberta/ >> Author of "A Mandate for Playful Learning in Preschool: Presenting the >> Evidence" (Oxford) >> http://www.mandateforplayfullearning.com/ >> Please check out our doctoral program at >> http://www.udel.edu/education/graduate/index.html >> The late Mary Dunn said, "Life is the time we have to learn." >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2a5cjKNYk_eYTPhxyUeMDS%2Bzem%3Dsyuq-rFd2LQ7qGBV7Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 9 08:03:08 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 9 Dec 2013 09:03:08 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: I agree Erika that we should absolutely promote, bimodal bilingualism, but it is extremely difficult in France to overcome the medical body's own deafness to the soundest arguments, so I need to accumulate scientific arguments through all those papers the list has been sending me. We will be summarizing all the studies we can get in the next six months in order to construct solid arguments. My very best, Aliyah Le 9 d?c. 2013 ? 01:51, Erika Hoff a ?crit : > Dear all, > > I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because > > (a) when you take your implant off to swim, shower, etc. you are deaf. > (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. > (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. > > Erika Hoff > > > On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual learners in the United States? > > 2. What does a multilingual family look like? > > 3. What lessons learned with monolingual children can be applied to multilingual children? > > 4. What contexts support learning multiple languages? > > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: > Dear Aliyah, > > I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. > > Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): > > 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. > > 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. > > 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. > > 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. > > I hope those are of use to you. > Best, > Stefka > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN > Sent: November 26, 2013 1:55 PM > To: info-childes at googlegroups.com > Subject: Help: let them speak or sign their language > > Dear info-childes, > I need to find good scientific proof it you think it is relevant and exists that > 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); > 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; > > Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! > > Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! > Best, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From imoreno at uma.es Mon Dec 9 09:59:24 2013 From: imoreno at uma.es (Ignacio Moreno Torres Sanchez) Date: Mon, 9 Dec 2013 10:59:24 +0100 Subject: Help: let them speak or sign their language In-Reply-To: <07CCBCF8-0335-4C47-9118-E6FFBE57BFB3@gmail.com> Message-ID: Dear Aliah, Maybe one way to show the limitations of CIs is is to demostrate the increased benefits of external support (i.e. if the CIs were so good, increased external support would be innecessary). This is a group study with children implanted relativel late (> 3 years old: Le Normand, M. T., & Moreno-Torres, I. (2013). The role of linguistic and environmental factors on grammatical development in French children with cochlear implants. Lingua. doi:10.1016/j.lingua.2013.02.012 These two studies documented the outcomes of a deaf child with CI and ADHD, and who was exposed to Cued Speech. We did not know she had ADHD when we wrote the first paper. We attributed that good outcomes to being exposed to Cued Speech. Moreno-Torres, I., & Torres, S. (2008). From 1-word to 2-words with cochlear implant and cued speech: A case study. Clinical Linguistics & Phonetics, 22(7), 491-508. doi:10.1080/02699200801899145 Moreno-Torres, I., Torres, S., & Santana, R. (2010). Lexical and grammatical development in a child with cochlear implant and attention deficit: A case study. Clinical linguistics & phonetics, 24(9), 706-721. doi:10.3109/02699206.2010.488782 Best, Ignacio Moreno-Torres University of M?laga, Spain > I agree Erika that we should absolutely promote, bimodal bilingualism, but > it is extremely difficult in France to overcome the medical body's own > deafness to the soundest arguments, so I need to accumulate scientific > arguments through all those papers the list has been sending me. > We will be summarizing all the studies we can get in the next six months > in order to construct solid arguments. > My very best, > Aliyah > > Le 9 d?c. 2013 ? 01:51, Erika Hoff a ?crit : > >> Dear all, >> >> I am replying by repeating what deaf acquaintances of mine have said to >> me. To wit, If you are deaf you should learn sign because >> >> (a) when you take your implant off to swim, shower, etc. you are deaf. >> (b) someday you may have an infection or something may happen so that >> your cochlear implant will not work or be tolerable, and then you will >> be deaf. >> (c) cochlear implants have variable outcomes. Simultaneous sign may help >> when the auditory signal doesn't quite do it. >> >> Erika Hoff >> >> >> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff >> wrote: >> Hi Aliyah! >> >> Sorry to be late in joining the party! >> >> For your first question, here are 3 papers that make the clear case that >> the earlier the implantation for deaf kids the better. If implantation >> is done early, the use of sign may become moot -- children are also >> offered therapy. However, if implantation is done later, it would seem >> clear that they should be offered sign ASAP. I have no trouble with the >> notion of bilingual-bimodal as long as kids are flooded with oral input >> and not told to turn off their devices, a practice I have heard of. >> >> For your second questions, there will be an SRCD Social Policy report: >> >> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). >> Multilingual children: Beyond myths and towards best practices. Social >> Policy Report, Society for Research in Child Development. It will >> hopefully come out early in 2014. >> >> We addressed four questions: >> >> 1. What are the broad social and historical contexts of multilingual >> learners in the United States? >> >> 2. What does a multilingual family look like? >> >> 3. What lessons learned with monolingual children can be applied to >> multilingual children? >> >> 4. What contexts support learning multiple languages? >> >> I think this will be very helpful to you Aliyah, when it emerges. >> >> All best and happy holidays to you and all my other language friends! >> Roberta >> >> >> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >> wrote: >> Dear Aliyah, >> >> You might find these helpful: >> >> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >> Development: >> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >> >> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >> Spoken English language measures of native signing children with >> cochlear implants. Journal of Deaf Studies and Deaf Education. >> Best, >> Eileen >> >> >> >> >> On 26 November 2013 15:01, Marinova-Todd, Stefka >> wrote: >> Dear Aliyah, >> >> I am not aware of papers that speak to your first question, i.e., sign >> language, although there are probably some. >> >> Regarding your second question, there are a few, mostly qualitative >> studies done on the effect (usually negative) of the recommendation by >> professionals to parents of bilingual children with autism to speak only >> one language (usually English in the North American context): >> >> 1) Jegatheesan, B. (2011). Multilingual development in children with >> autism: Perspectives of South Asian Muslim immigrant parents on raising >> a child with a communicative disorder in multilingual contexts. >> Bilingual Research Journal, 34, 185-200. >> >> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >> bilingualism in autism spectrum disorders. International Journal of >> Language & Communication Disorders, 47, 52-64. >> >> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >> children from multilingual families. In J. Cohen, K. T. McAlister, K. >> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla >> Press. >> >> 4) Yu, B. (2013). Issues in bilingualism and heritage language >> maintenance: Perspectives of minority-language mothers of children with >> autism spectrum disorders. American Journal of Speech-Language >> Pathology, 22, 10-24. >> >> I hope those are of use to you. >> Best, >> Stefka >> >> >> -----Original Message----- >> From: info-childes at googlegroups.com >> [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >> Sent: November 26, 2013 1:55 PM >> To: info-childes at googlegroups.com >> Subject: Help: let them speak or sign their language >> >> Dear info-childes, >> I need to find good scientific proof it you think it is relevant and >> exists that >> 1) it is better for deaf children (even if they get cochlear implants >> quite young) or children who because of some rare patholgoy cannot speak >> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >> possible and to be raised bilingual (bimodal); >> 2) it is better for immigrant parents to speak their native language to >> their children (unless they are strong psychological or other reasons >> not to) rather than a language they are not experts in and for primary >> school teachers not to put pressure on the parents for them to only >> speak the language of the country they live in; >> >> Any good papers (if possible the actual paper) or references welcome >> especially if they treat both those issues together! >> >> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >> Jewish colleagues (and whoever celebrates those holidays). Sorry if I >> don't know about other holidays coming up in the next few days! >> Best, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Roberta Michnick Golinkoff, Ph. D. >> Unidel H. Rodney Sharp Professor >> School of Education and Departments of Psychology and Linguistics and >> Cognitive Science >> University of Delaware, Newark, DE 19716 >> Office: 302-831-1634; Fax: 302-831-4110 >> Web page: http://udel.edu/~roberta/ >> Author of "A Mandate for Playful Learning in Preschool: Presenting the >> Evidence" (Oxford) >> http://www.mandateforplayfullearning.com/ >> Please check out our doctoral program at >> http://www.udel.edu/education/graduate/index.html >> The late Mary Dunn said, "Life is the time we have to learn." >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send >> an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b1245e6f6db2a5e673cc9eeed75135ee.squirrel%40gw.uma.es. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Mon Dec 9 11:50:35 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 9 Dec 2013 12:50:35 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you very much Ignacio, this is very helpful and I'll ask Marie-Th?r?se some more details about her study and the future outcomes. My very best, Aliyah Le 9 d?c. 2013 ? 10:59, Ignacio Moreno Torres Sanchez a ?crit : > > Dear Aliah, > Maybe one way to show the limitations of CIs is is to demostrate the > increased benefits of external support (i.e. if the CIs were so good, > increased external support would be innecessary). > > This is a group study with children implanted relativel late (> 3 years old: > > Le Normand, M. T., & Moreno-Torres, I. (2013). The role of linguistic and > environmental factors on grammatical development in French children with > cochlear implants. Lingua. doi:10.1016/j.lingua.2013.02.012 > > These two studies documented the outcomes of a deaf child with > CI and ADHD, and who was exposed to Cued Speech. We did not know she had > ADHD when we wrote the first paper. We attributed that good outcomes to > being exposed to Cued Speech. > > Moreno-Torres, I., & Torres, S. (2008). From 1-word to 2-words with > cochlear implant and cued speech: A case study. Clinical Linguistics & > Phonetics, 22(7), 491-508. doi:10.1080/02699200801899145 > > Moreno-Torres, I., Torres, S., & Santana, R. (2010). Lexical and > grammatical development in a child with cochlear implant and attention > deficit: A case study. Clinical linguistics & phonetics, 24(9), 706-721. > doi:10.3109/02699206.2010.488782 > > > Best, > Ignacio Moreno-Torres > University of M?laga, Spain > > >> I agree Erika that we should absolutely promote, bimodal bilingualism, but >> it is extremely difficult in France to overcome the medical body's own >> deafness to the soundest arguments, so I need to accumulate scientific >> arguments through all those papers the list has been sending me. >> We will be summarizing all the studies we can get in the next six months >> in order to construct solid arguments. >> My very best, >> Aliyah >> >> Le 9 d?c. 2013 ? 01:51, Erika Hoff a ?crit : >> >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to >>> me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that >>> your cochlear implant will not work or be tolerable, and then you will >>> be deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help >>> when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff >>> wrote: >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that >>> the earlier the implantation for deaf kids the better. If implantation >>> is done early, the use of sign may become moot -- children are also >>> offered therapy. However, if implantation is done later, it would seem >>> clear that they should be offered sign ASAP. I have no trouble with the >>> notion of bilingual-bimodal as long as kids are flooded with oral input >>> and not told to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). >>> Multilingual children: Beyond myths and towards best practices. Social >>> Policy Report, Society for Research in Child Development. It will >>> hopefully come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual >>> learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to >>> multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >>> wrote: >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>> Development: >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>> Spoken English language measures of native signing children with >>> cochlear implants. Journal of Deaf Studies and Deaf Education. >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka >>> wrote: >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign >>> language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative >>> studies done on the effect (usually negative) of the recommendation by >>> professionals to parents of bilingual children with autism to speak only >>> one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>> autism: Perspectives of South Asian Muslim immigrant parents on raising >>> a child with a communicative disorder in multilingual contexts. >>> Bilingual Research Journal, 34, 185-200. >>> >>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>> bilingualism in autism spectrum disorders. International Journal of >>> Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla >>> Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>> maintenance: Perspectives of minority-language mothers of children with >>> autism spectrum disorders. American Journal of Speech-Language >>> Pathology, 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com >>> [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and >>> exists that >>> 1) it is better for deaf children (even if they get cochlear implants >>> quite young) or children who because of some rare patholgoy cannot speak >>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>> possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to >>> their children (unless they are strong psychological or other reasons >>> not to) rather than a language they are not experts in and for primary >>> school teachers not to put pressure on the parents for them to only >>> speak the language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome >>> especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our >>> Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>> don't know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and >>> Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the >>> Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at >>> http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/07CCBCF8-0335-4C47-9118-E6FFBE57BFB3%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/b1245e6f6db2a5e673cc9eeed75135ee.squirrel%40gw.uma.es. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA95683D-5477-4881-9859-6490B28BDCC2%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From barriere.isa at gmail.com Mon Dec 9 12:45:05 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Mon, 9 Dec 2013 07:45:05 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Salut Aliyah, Here you are: deborah.pichler at gallaudet.edu Isabelle On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: > Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year > that speaks to this issue: > > Spoken language development in native signing children with cochlear > implants > > *K. Davidson, D. Lillo-Martin, D. Chen Pichler* > > > *Their results show that children exposed to ASL from birth do not suffer > from lg and cognitive delay observed in children with CI without ASL > exposure. * > > *Isabelle Barriere, PhD* > > > > > On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: > >> Dear all, >> >> I am replying by repeating what deaf acquaintances of mine have said to >> me. To wit, If you are deaf you should learn sign because >> >> (a) when you take your implant off to swim, shower, etc. you are deaf. >> (b) someday you may have an infection or something may happen so that >> your cochlear implant will not work or be tolerable, and then you will be >> deaf. >> (c) cochlear implants have variable outcomes. Simultaneous sign may help >> when the auditory signal doesn't quite do it. >> >> Erika Hoff >> >> >> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >> >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that >>> the earlier the implantation for deaf kids the better. If implantation is >>> done early, the use of sign may become moot -- children are also offered >>> therapy. However, if implantation is done later, it would seem clear that >>> they should be offered sign ASAP. I have no trouble with the notion of >>> bilingual-bimodal as long as kids are flooded with oral input and not told >>> to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>> children: Beyond myths and towards best practices. *Social Policy >>> Report, *Society for Research in Child Development. It will hopefully >>> come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual >>> learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to >>> multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >> > wrote: >>> >>>> Dear Aliyah, >>>> >>>> You might find these helpful: >>>> >>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>>> Development: >>>> >>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>> >>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>>> Spoken English language measures of native signing children with cochlear >>>> implants. Journal of Deaf Studies and Deaf Education >>>> .* >>>> Best, >>>> Eileen >>>> >>>> >>>> >>>> >>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>> stefka at audiospeech.ubc.ca> wrote: >>>> >>>>> Dear Aliyah, >>>>> >>>>> I am not aware of papers that speak to your first question, i.e., sign >>>>> language, although there are probably some. >>>>> >>>>> Regarding your second question, there are a few, mostly qualitative >>>>> studies done on the effect (usually negative) of the recommendation by >>>>> professionals to parents of bilingual children with autism to speak only >>>>> one language (usually English in the North American context): >>>>> >>>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>>> child with a communicative disorder in multilingual contexts. Bilingual >>>>> Research Journal, 34, 185-200. >>>>> >>>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>>> bilingualism in autism spectrum disorders. International Journal of >>>>> Language & Communication Disorders, 47, 52-64. >>>>> >>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>> >>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>> maintenance: Perspectives of minority-language mothers of children with >>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>> 22, 10-24. >>>>> >>>>> I hope those are of use to you. >>>>> Best, >>>>> Stefka >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: info-childes at googlegroups.com [mailto: >>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>> Sent: November 26, 2013 1:55 PM >>>>> To: info-childes at googlegroups.com >>>>> Subject: Help: let them speak or sign their language >>>>> >>>>> Dear info-childes, >>>>> I need to find good scientific proof it you think it is relevant and >>>>> exists that >>>>> 1) it is better for deaf children (even if they get cochlear implants >>>>> quite young) or children who because of some rare patholgoy cannot speak >>>>> (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a >>>>> possible and to be raised bilingual (bimodal); >>>>> 2) it is better for immigrant parents to speak their native language >>>>> to their children (unless they are strong psychological or other reasons >>>>> not to) rather than a language they are not experts in and for primary >>>>> school teachers not to put pressure on the parents for them to only speak >>>>> the language of the country they live in; >>>>> >>>>> Any good papers (if possible the actual paper) or references welcome >>>>> especially if they treat both those issues together! >>>>> >>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>> don't know about other holidays coming up in the next few days! >>>>> Best, >>>>> Aliyah >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from it, send >>>>> an email to info-childes+unsubscribe at googlegroups.com. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>>>> . >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from it, send >>>>> an email to info-childes+unsubscribe at googlegroups.com. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>> . >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>> . >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and >>> Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the >>> Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at >>> http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 9 20:32:32 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 9 Dec 2013 21:32:32 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: thanks a lot! Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : > Salut Aliyah, > > Here you are: > > deborah.pichler at gallaudet.edu > > Isabelle > > > On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: > Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: > > Spoken language development in native signing children with cochlear implants > > K. Davidson, D. Lillo-Martin, D. Chen Pichler > > > > Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. > > Isabelle Barriere, PhD > > > > > > On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: > Dear all, > > I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because > > (a) when you take your implant off to swim, shower, etc. you are deaf. > (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. > (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. > > Erika Hoff > > > On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: > Hi Aliyah! > > Sorry to be late in joining the party! > > For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. > > For your second questions, there will be an SRCD Social Policy report: > > McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. > > We addressed four questions: > > 1. What are the broad social and historical contexts of multilingual learners in the United States? > > 2. What does a multilingual family look like? > > 3. What lessons learned with monolingual children can be applied to multilingual children? > > 4. What contexts support learning multiple languages? > > I think this will be very helpful to you Aliyah, when it emerges. > > All best and happy holidays to you and all my other language friends! > Roberta > > > On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: > Dear Aliyah, > > You might find these helpful: > > [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: > http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract > > [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. > Best, > Eileen > > > > > On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: > Dear Aliyah, > > I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. > > Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): > > 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. > > 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. > > 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. > > 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. > > I hope those are of use to you. > Best, > Stefka > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN > Sent: November 26, 2013 1:55 PM > To: info-childes at googlegroups.com > Subject: Help: let them speak or sign their language > > Dear info-childes, > I need to find good scientific proof it you think it is relevant and exists that > 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); > 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; > > Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! > > Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! > Best, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dmdonovan1937 at gmail.com Mon Dec 9 23:22:11 2013 From: dmdonovan1937 at gmail.com (Denis Donovan) Date: Mon, 9 Dec 2013 18:22:11 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Actually, 3 years may be VERY VERY late. Consider: Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). Best, Denis Donovan Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > thanks a lot! > Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : > >> Salut Aliyah, >> >> Here you are: >> >> deborah.pichler at gallaudet.edu >> >> Isabelle >> >> >> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >> >> Spoken language development in native signing children with cochlear implants >> >> K. Davidson, D. Lillo-Martin, D. Chen Pichler >> >> >> >> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >> >> Isabelle Barriere, PhD >> >> >> >> >> >> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >> Dear all, >> >> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >> >> (a) when you take your implant off to swim, shower, etc. you are deaf. >> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >> >> Erika Hoff >> >> >> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >> Hi Aliyah! >> >> Sorry to be late in joining the party! >> >> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >> >> For your second questions, there will be an SRCD Social Policy report: >> >> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >> >> We addressed four questions: >> >> 1. What are the broad social and historical contexts of multilingual learners in the United States? >> >> 2. What does a multilingual family look like? >> >> 3. What lessons learned with monolingual children can be applied to multilingual children? >> >> 4. What contexts support learning multiple languages? >> >> I think this will be very helpful to you Aliyah, when it emerges. >> >> All best and happy holidays to you and all my other language friends! >> Roberta >> >> >> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >> Dear Aliyah, >> >> You might find these helpful: >> >> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: >> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >> >> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >> Best, >> Eileen >> >> >> >> >> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >> Dear Aliyah, >> >> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >> >> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >> >> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >> >> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >> >> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >> >> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >> >> I hope those are of use to you. >> Best, >> Stefka >> >> >> -----Original Message----- >> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >> Sent: November 26, 2013 1:55 PM >> To: info-childes at googlegroups.com >> Subject: Help: let them speak or sign their language >> >> Dear info-childes, >> I need to find good scientific proof it you think it is relevant and exists that >> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >> >> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >> >> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >> Best, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Roberta Michnick Golinkoff, Ph. D. >> Unidel H. Rodney Sharp Professor >> School of Education and Departments of Psychology and Linguistics and Cognitive Science >> University of Delaware, Newark, DE 19716 >> Office: 302-831-1634; Fax: 302-831-4110 >> Web page: http://udel.edu/~roberta/ >> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >> http://www.mandateforplayfullearning.com/ >> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >> The late Mary Dunn said, "Life is the time we have to learn." >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Dec 10 06:52:14 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 10 Dec 2013 07:52:14 +0100 Subject: Help: let them speak or sign their language In-Reply-To: <6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5@gmail.com> Message-ID: Thank you Denis! Best, Aliyah Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : > Actually, 3 years may be VERY VERY late. Consider: > > Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). > > Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). > > Best, > > Denis Donovan > > Denis M. Donovan, M.D., M.Ed., F.A.P.S. > Director, EOCT Institute > > Medical Director, 1983 - 2006 > The Children's Center for Developmental Psychiatry > St. Petersburg, Florida > > P.O Box 47576 > St. Petersburg, FL 33743-7576 > Phone: 727-641-8905 > DenisDonovan at EOCT-Institute.org > dmdonovan1937 at gmail.com > > > On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > >> thanks a lot! >> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >> >>> Salut Aliyah, >>> >>> Here you are: >>> >>> deborah.pichler at gallaudet.edu >>> >>> Isabelle >>> >>> >>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>> >>> Spoken language development in native signing children with cochlear implants >>> >>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>> >>> >>> >>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>> >>> Isabelle Barriere, PhD >>> >>> >>> >>> >>> >>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>> >>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and exists that >>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dmdonovan1937 at gmail.com Mon Dec 9 13:20:03 2013 From: dmdonovan1937 at gmail.com (Denis Donovan) Date: Mon, 9 Dec 2013 08:20:03 -0500 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Actually, 3 years may be VERY VERY late. Consider: > Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). > Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). Best, Denis - - - Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2FBF5CE9-8937-495D-A027-755ED5C3A501%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gisela.szagun at googlemail.com Tue Dec 10 15:13:40 2013 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Tue, 10 Dec 2013 15:13:40 +0000 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Hi Aliyah, reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. *Journal of Speech, Language, and Hearing Research, 55, *1640-1654*.* In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. Best wishes, Gisela On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN < aliyah.morgenstern at gmail.com> wrote: > Thank you Denis! > Best, > Aliyah > Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : > > Actually, 3 years may be VERY VERY late. Consider: > > Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants > know the meanings of many common nouns. Proceedings of the National Academy > of Science. PNAS Early Edition, > www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and > http://www.pnas.org/content/109/9/3253 (120913). > > Our findings indicate that native-language learning in the second half of > the first year goes beyond the acquisition of sound structure. The fact > that even 6- to 7-mo-olds learn words suggests that conceptual and > linguistic categories may influence one an- other in development from the > beginning (36) and that aspects of meaning are available to guide other > linguistic inferences cur- rently thought to depend only on distributional > analysis of pho- nological regularities (37, 38). Understanding word > meaning could also support the acquisition of syntax by guiding infants? > inferences about how nouns and words from other word classes are placed in > sentences. Precocious word learning also helps explain why hearing-impaired > infants identified for fitting with cochlear implants before 6 mo reveal > better language skills at 2 y than children identified just a few months > later: 6-mo-olds who can hear are already learning words (39). > > Best, > > Denis Donovan > > Denis M. Donovan, M.D., M.Ed., F.A.P.S. > Director, EOCT Institute > > Medical Director, 1983 - 2006 > The Children's Center for Developmental Psychiatry > St. Petersburg, Florida > > P.O Box 47576 > St. Petersburg, FL 33743-7576 > Phone: 727-641-8905 > DenisDonovan at EOCT-Institute.org > dmdonovan1937 at gmail.com > > > On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > > thanks a lot! > Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : > > Salut Aliyah, > > Here you are: > > deborah.pichler at gallaudet.edu > > Isabelle > > > On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: > >> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year >> that speaks to this issue: >> >> Spoken language development in native signing children with cochlear >> implants >> >> *K. Davidson, D. Lillo-Martin, D. Chen Pichler* >> >> >> *Their results show that children exposed to ASL from birth do not suffer >> from lg and cognitive delay observed in children with CI without ASL >> exposure. * >> >> *Isabelle Barriere, PhD* >> >> >> >> >> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >> >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to >>> me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that >>> your cochlear implant will not work or be tolerable, and then you will be >>> deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help >>> when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>> >>>> Hi Aliyah! >>>> >>>> Sorry to be late in joining the party! >>>> >>>> For your first question, here are 3 papers that make the clear case >>>> that the earlier the implantation for deaf kids the better. If implantation >>>> is done early, the use of sign may become moot -- children are also offered >>>> therapy. However, if implantation is done later, it would seem clear that >>>> they should be offered sign ASAP. I have no trouble with the notion of >>>> bilingual-bimodal as long as kids are flooded with oral input and not told >>>> to turn off their devices, a practice I have heard of. >>>> >>>> For your second questions, there will be an SRCD Social Policy report: >>>> >>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., >>>> Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., >>>> Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual >>>> children: Beyond myths and towards best practices. *Social Policy >>>> Report, *Society for Research in Child Development. It will hopefully >>>> come out early in 2014. >>>> >>>> We addressed four questions: >>>> >>>> 1. What are the broad social and historical contexts of multilingual >>>> learners in the United States? >>>> >>>> 2. What does a multilingual family look like? >>>> >>>> 3. What lessons learned with monolingual children can be applied to >>>> multilingual children? >>>> >>>> 4. What contexts support learning multiple languages? >>>> I think this will be very helpful to you Aliyah, when it emerges. >>>> >>>> All best and happy holidays to you and all my other language friends! >>>> Roberta >>>> >>>> >>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf < >>>> eileen.graf at googlemail.com> wrote: >>>> >>>>> Dear Aliyah, >>>>> >>>>> You might find these helpful: >>>>> >>>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language >>>>> Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child >>>>> Development: >>>>> >>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>> >>>>> *[2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). >>>>> Spoken English language measures of native signing children with cochlear >>>>> implants. Journal of Deaf Studies and Deaf Education >>>>> .* >>>>> Best, >>>>> Eileen >>>>> >>>>> >>>>> >>>>> >>>>> On 26 November 2013 15:01, Marinova-Todd, Stefka < >>>>> stefka at audiospeech.ubc.ca> wrote: >>>>> >>>>>> Dear Aliyah, >>>>>> >>>>>> I am not aware of papers that speak to your first question, i.e., >>>>>> sign language, although there are probably some. >>>>>> >>>>>> Regarding your second question, there are a few, mostly qualitative >>>>>> studies done on the effect (usually negative) of the recommendation by >>>>>> professionals to parents of bilingual children with autism to speak only >>>>>> one language (usually English in the North American context): >>>>>> >>>>>> 1) Jegatheesan, B. (2011). Multilingual development in children with >>>>>> autism: Perspectives of South Asian Muslim immigrant parents on raising a >>>>>> child with a communicative disorder in multilingual contexts. Bilingual >>>>>> Research Journal, 34, 185-200. >>>>>> >>>>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of >>>>>> bilingualism in autism spectrum disorders. International Journal of >>>>>> Language & Communication Disorders, 47, 52-64. >>>>>> >>>>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic >>>>>> children from multilingual families. In J. Cohen, K. T. McAlister, K. >>>>>> Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International >>>>>> Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>>>> >>>>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language >>>>>> maintenance: Perspectives of minority-language mothers of children with >>>>>> autism spectrum disorders. American Journal of Speech-Language Pathology, >>>>>> 22, 10-24. >>>>>> >>>>>> I hope those are of use to you. >>>>>> Best, >>>>>> Stefka >>>>>> >>>>>> >>>>>> -----Original Message----- >>>>>> From: info-childes at googlegroups.com [mailto: >>>>>> info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>>>> Sent: November 26, 2013 1:55 PM >>>>>> To: info-childes at googlegroups.com >>>>>> Subject: Help: let them speak or sign their language >>>>>> >>>>>> Dear info-childes, >>>>>> I need to find good scientific proof it you think it is relevant and >>>>>> exists that >>>>>> 1) it is better for deaf children (even if they get cochlear >>>>>> implants quite young) or children who because of some rare patholgoy cannot >>>>>> speak (like Cornelia de Lange Syndrome) to be "given" a sign language a >>>>>> soon a possible and to be raised bilingual (bimodal); >>>>>> 2) it is better for immigrant parents to speak their native language >>>>>> to their children (unless they are strong psychological or other reasons >>>>>> not to) rather than a language they are not experts in and for primary >>>>>> school teachers not to put pressure on the parents for them to only speak >>>>>> the language of the country they live in; >>>>>> >>>>>> Any good papers (if possible the actual paper) or references welcome >>>>>> especially if they treat both those issues together! >>>>>> >>>>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to >>>>>> our Jewish colleagues (and whoever celebrates those holidays). Sorry if I >>>>>> don't know about other holidays coming up in the next few days! >>>>>> Best, >>>>>> Aliyah >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To unsubscribe from this group and stop receiving emails from it, >>>>>> send an email to info-childes+unsubscribe at googlegroups.com. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To view this discussion on the web visit >>>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com >>>>>> . >>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To unsubscribe from this group and stop receiving emails from it, >>>>>> send an email to info-childes+unsubscribe at googlegroups.com. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To view this discussion on the web visit >>>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca >>>>>> . >>>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from it, send >>>>> an email to info-childes+unsubscribe at googlegroups.com. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com >>>>> . >>>>> >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>>> >>>> >>>> >>>> >>>> -- >>>> Roberta Michnick Golinkoff, Ph. D. >>>> Unidel H. Rodney Sharp Professor >>>> School of Education and Departments of Psychology and Linguistics and >>>> Cognitive Science >>>> University of Delaware, Newark, DE 19716 >>>> Office: 302-831-1634; Fax: 302-831-4110 >>>> Web page: http://udel.edu/~roberta/ >>>> Author of "A Mandate for Playful Learning in Preschool: Presenting the >>>> Evidence" (Oxford) >>>> http://www.mandateforplayfullearning.com/ >>>> Please check out our doctoral program at >>>> http://www.udel.edu/education/graduate/index.html >>>> The late Mary Dunn said, "Life is the time we have to learn." >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send >>>> an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com >>>> . >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com >>> . >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Tue Dec 10 15:24:13 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 10 Dec 2013 16:24:13 +0100 Subject: Help: let them speak or sign their language In-Reply-To: Message-ID: Thank you Gisela for your own input! Best, Aliyah Le 10 d?c. 2013 ? 16:13, Gisela Szagun a ?crit : > Hi Aliyah, > > reading and feeling inspired by Ignazio's message, I would like to join this exchange somewhat belatedly. I would like to make two points regarding language development in children with CI and draw a conclusion as to why sign language may be useful for these children. > > 1) For some time now we have known that the development of spoken language in children with CI is characterized by an enormous variability. Individual children vary to an extent which is not observed in typical development (although variability is large there, as well). This holds irrespective of age at implantation. Children implanted before the age of 24 months may - as a group - have a slight advantage over children implanted thereafter, but they display the same variability. This also applies to children implanted in the first year of life. > > We do not know enough about the many different factors which influence the spoken language development of children with CI over time to make reliable predictions about outcomes at the time of implantation. Typically, only around 50% of the variance in outcomes is explained. > > 2) Studies which emphasize the effect of age at implantation claiming a linear relationship between age at implantation and progress in language according to "the earlier the better" typically have not controlled for all the other known factors influencing the children's language development. In particular, they have not looked at the influence of the children's linguistic environment/input. We found in one study that, if one looks at the relative influence of age at implantation (when this is between 6 and 34 months) and parental language input, the quality of parental language input explains a far greater proportion of the variance in outcomes than age at implantation: > > Szagun, G. & Stumper, B. (2012). Age or experience? The influence of age at implantation, social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 1640-1654. > > > In view of the uncertainty facing parents about their child's spoken language development, it seems wise to give the child the opportunity to grow up with signed and spoken language, if parents wish to choose this path. In my 15 years of research on spoken language development in children with CI in Germany I have seen too many children who at the age of five years still had not gone beyond two word utterances (despite early implantation). I have also seen many who were almost indistinguishable from children with typical language development at the age of four years. The point is: we cannot predict. Young children need a symbolic system. There should - and there does not have to be - a single child with only two word utterances at five years of age. The modality of this system is not of concern, but the lack of it is. Children with CI cannot lose out if they are bilingual/bimodal, but they can lose out severely if the development of a symbolic system is hampered. This is why, in my view, parents have every right to enable bilinguality for their children. > > Best wishes, > Gisela > > > > On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN wrote: > Thank you Denis! > Best, > Aliyah > Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : > >> Actually, 3 years may be VERY VERY late. Consider: >> >> Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). >> >> Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). >> >> Best, >> >> Denis Donovan >> >> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >> Director, EOCT Institute >> >> Medical Director, 1983 - 2006 >> The Children's Center for Developmental Psychiatry >> St. Petersburg, Florida >> >> P.O Box 47576 >> St. Petersburg, FL 33743-7576 >> Phone: 727-641-8905 >> DenisDonovan at EOCT-Institute.org >> dmdonovan1937 at gmail.com >> >> >> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >> >>> thanks a lot! >>> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >>> >>>> Salut Aliyah, >>>> >>>> Here you are: >>>> >>>> deborah.pichler at gallaudet.edu >>>> >>>> Isabelle >>>> >>>> >>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>>> >>>> Spoken language development in native signing children with cochlear implants >>>> >>>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>>> >>>> >>>> >>>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>>> >>>> Isabelle Barriere, PhD >>>> >>>> >>>> >>>> >>>> >>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>>> Dear all, >>>> >>>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>>> >>>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>>> >>>> Erika Hoff >>>> >>>> >>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>>> Hi Aliyah! >>>> >>>> Sorry to be late in joining the party! >>>> >>>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>>> >>>> For your second questions, there will be an SRCD Social Policy report: >>>> >>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>>> >>>> We addressed four questions: >>>> >>>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>>> >>>> 2. What does a multilingual family look like? >>>> >>>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>>> >>>> 4. What contexts support learning multiple languages? >>>> >>>> I think this will be very helpful to you Aliyah, when it emerges. >>>> >>>> All best and happy holidays to you and all my other language friends! >>>> Roberta >>>> >>>> >>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>>> Dear Aliyah, >>>> >>>> You might find these helpful: >>>> >>>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: >>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>> >>>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>>> Best, >>>> Eileen >>>> >>>> >>>> >>>> >>>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>>> Dear Aliyah, >>>> >>>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>>> >>>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>>> >>>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>>> >>>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>>> >>>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>>> >>>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>>> >>>> I hope those are of use to you. >>>> Best, >>>> Stefka >>>> >>>> >>>> -----Original Message----- >>>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>>> Sent: November 26, 2013 1:55 PM >>>> To: info-childes at googlegroups.com >>>> Subject: Help: let them speak or sign their language >>>> >>>> Dear info-childes, >>>> I need to find good scientific proof it you think it is relevant and exists that >>>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>>> >>>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>>> >>>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>>> Best, >>>> Aliyah >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> Roberta Michnick Golinkoff, Ph. D. >>>> Unidel H. Rodney Sharp Professor >>>> School of Education and Departments of Psychology and Linguistics and Cognitive Science >>>> University of Delaware, Newark, DE 19716 >>>> Office: 302-831-1634; Fax: 302-831-4110 >>>> Web page: http://udel.edu/~roberta/ >>>> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >>>> http://www.mandateforplayfullearning.com/ >>>> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >>>> The late Mary Dunn said, "Life is the time we have to learn." >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> Erika Hoff, Professor >>>> Department of Psychology >>>> Florida Atlantic University >>>> 3200 College Ave. >>>> Davie, FL 33314 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>>> >>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. Publication is prohibited. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/7FEFCC3B-E47D-4B3C-8768-F835C916098A%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Tue Dec 10 15:31:45 2013 From: brunilda at gmail.com (Bruno Estigarribia) Date: Tue, 10 Dec 2013 10:31:45 -0500 Subject: Help: let them speak or sign their language In-Reply-To: <7FEFCC3B-E47D-4B3C-8768-F835C916098A@gmail.com> Message-ID: Very well spoken, Gisela. Bruno Estigarribia UNC Chapel Hill > Thank you Gisela for your own input! > Best, > Aliyah > > Le 10 d?c. 2013 ? 16:13, Gisela Szagun a ?crit : > >> Hi Aliyah, >> >> reading and feeling inspired by Ignazio's message, I would like to >> join this exchange somewhat belatedly. I would like to make two >> points regarding language development in children with CI and draw a >> conclusion as to why sign language may be useful for these children. >> >> 1) For some time now we have known that the development of spoken >> language in children with CI is characterized by an enormous >> variability. Individual children vary to an extent which is not >> observed in typical development (although variability is large there, >> as well). This holds irrespective of age at implantation. Children >> implanted before the age of 24 months may - as a group - have a >> slight advantage over children implanted thereafter, but they display >> the same variability. This also applies to children implanted in the >> first year of life. >> >> We do not know enough about the many different factors which >> influence the spoken language development of children with CI over >> time to make reliable predictions about outcomes at the time of >> implantation. Typically, only around 50% of the variance in outcomes >> is explained. >> >> 2) Studies which emphasize the effect of age at implantation claiming >> a linear relationship between age at implantation and progress in >> language according to "the earlier the better" typically have not >> controlled for all the other known factors influencing the children's >> language development. In particular, they have not looked at the >> influence of the children's linguistic environment/input. We found >> in one study that, if one looks at the relative influence of age at >> implantation (when this is between 6 and 34 months) and parental >> language input, the quality of parental language input explains a far >> greater proportion of the variance in outcomes than age at implantation: >> >> Szagun, G. & Stumper, B. (2012). Age or experience? The influence of >> age at implantation, social and linguistic environment on language >> development in children with cochlear implants. /Journal of Speech, >> Language, and Hearing Research, 55, /1640-1654/./ >> >> >> In view of the uncertainty facing parents about their child's spoken >> language development, it seems wise to give the child the opportunity >> to grow up with signed and spoken language, if parents wish to choose >> this path. In my 15 years of research on spoken language development >> in children with CI in Germany I have seen too many children who at >> the age of five years still had not gone beyond two word utterances >> (despite early implantation). I have also seen many who were almost >> indistinguishable from children with typical language development at >> the age of four years. The point is: we cannot predict. Young >> children need a symbolic system. There should - and there does not >> have to be - a single child with only two word utterances at five >> years of age. The modality of this system is not of concern, but the >> lack of it is. Children with CI cannot lose out if they are >> bilingual/bimodal, but they can lose out severely if the development >> of a symbolic system is hampered. This is why, in my view, parents >> have every right to enable bilinguality for their children. >> >> Best wishes, >> Gisela >> >> >> >> On Tue, Dec 10, 2013 at 6:52 AM, Aliyah MORGENSTERN >> > >> wrote: >> >> Thank you Denis! >> Best, >> Aliyah >> Le 10 d?c. 2013 ? 00:22, Denis Donovan a ?crit : >> >>> Actually, 3 years may be VERY VERY late. Consider: >>> >>> Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human >>> infants know the meanings of many common nouns. Proceedings of >>> the National Academy of Science. PNAS Early Edition, >>> www.pnas.org/cgi/doi/10.1073/pnas.1113380109 >>> and >>> http://www.pnas.org/content/109/9/3253 (120913). >>> >>> Our findings indicate that native-language learning in the >>> second half of the first year goes beyond the acquisition of >>> sound structure. The fact that even 6- to 7-mo-olds learn words >>> suggests that conceptual and linguistic categories may influence >>> one an- other in development from the beginning (36) and that >>> aspects of meaning are available to guide other linguistic >>> inferences cur- rently thought to depend only on distributional >>> analysis of pho- nological regularities (37, 38). Understanding >>> word meaning could also support the acquisition of syntax by >>> guiding infants? inferences about how nouns and words from other >>> word classes are placed in sentences. Precocious word learning >>> also helps explain why hearing-impaired infants identified for >>> fitting with cochlear implants before 6 mo reveal better >>> language skills at 2 y than children identified just a few >>> months later: 6-mo-olds who can hear are already learning words >>> (39). >>> >>> Best, >>> >>> Denis Donovan >>> >>> Denis M. Donovan, M.D., M.Ed., F.A.P.S. >>> Director, EOCT Institute >>> >>> Medical Director, 1983 - 2006 >>> The Children's Center for Developmental Psychiatry >>> St. Petersburg, Florida >>> >>> P.O Box 47576 >>> St. Petersburg, FL 33743-7576 >>> Phone:727-641-8905 >>> DenisDonovan at EOCT-Institute.org >>> >>> dmdonovan1937 at gmail.com >>> >>> >>> On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: >>> >>>> thanks a lot! >>>> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >>>> >>>>> Salut Aliyah, >>>>> >>>>> Here you are: >>>>> >>>>> deborah.pichler at gallaudet.edu >>>>> >>>>> >>>>> Isabelle >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere >>>>> > wrote: >>>>> >>>>> Deb Chen Pichler/Gallaudet presented a co-authored paper >>>>> at BU this year that speaks to this issue: >>>>> >>>>> Spoken language development in native signing children >>>>> with cochlear implants >>>>> >>>>> /K. Davidson, D. Lillo-Martin, D. Chen Pichler/ >>>>> >>>>> / >>>>> / >>>>> >>>>> /Their results show that children exposed to ASL from >>>>> birth do not suffer from lg and cognitive delay observed >>>>> in children with CI without ASL exposure. / >>>>> >>>>> /Isabelle Barriere, PhD/ >>>>> >>>>> / >>>>> / >>>>> >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff >>>>> > wrote: >>>>> >>>>> Dear all, >>>>> >>>>> I am replying by repeating what deaf acquaintances of >>>>> mine have said to me. To wit, If you are deaf you >>>>> should learn sign because >>>>> >>>>> (a) when you take your implant off to swim, shower, >>>>> etc. you are deaf. >>>>> (b) someday you may have an infection or something may >>>>> happen so that your cochlear implant will not work or >>>>> be tolerable, and then you will be deaf. >>>>> (c) cochlear implants have variable outcomes. >>>>> Simultaneous sign may help when the auditory signal >>>>> doesn't quite do it. >>>>> >>>>> Erika Hoff >>>>> >>>>> >>>>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff >>>>> > wrote: >>>>> >>>>> Hi Aliyah! >>>>> >>>>> Sorry to be late in joining the party! >>>>> >>>>> For your first question, here are 3 papers that >>>>> make the clear case that the earlier the >>>>> implantation for deaf kids the better. If >>>>> implantation is done early, the use of sign may >>>>> become moot -- children are also offered therapy. >>>>> However, if implantation is done later, it would >>>>> seem clear that they should be offered sign ASAP. >>>>> I have no trouble with the notion of >>>>> bilingual-bimodal as long as kids are flooded with >>>>> oral input and not told to turn off their devices, >>>>> a practice I have heard of. >>>>> >>>>> For your second questions, there will be an SRCD >>>>> Social Policy report: >>>>> >>>>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., >>>>> Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., >>>>> Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., >>>>> Paez, M., Song, L, & Guerra, A. W. (In press). >>>>> Multilingual children: Beyond myths and towards >>>>> best practices./Social Policy Report, /Society for >>>>> Research in Child Development. It will hopefully >>>>> come out early in 2014. >>>>> >>>>> We addressed four questions: >>>>> >>>>> 1. What are the broad social and historical >>>>> contexts of multilingual learners in the United >>>>> States? >>>>> >>>>> 2. What does a multilingual family look like? >>>>> >>>>> 3. What lessons learned with monolingual children >>>>> can be applied to multilingual children? >>>>> >>>>> 4. What contexts support learning multiple languages? >>>>> >>>>> I think this will be very helpful to you Aliyah, >>>>> when it emerges. >>>>> >>>>> All best and happy holidays to you and all my >>>>> other language friends! >>>>> Roberta >>>>> >>>>> >>>>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf >>>>> >>>> > wrote: >>>>> >>>>> Dear Aliyah, >>>>> >>>>> You might find these helpful: >>>>> >>>>> [1] Place, Silvia & Hoff, Erika (2011). >>>>> Properties of Dual Language Exposure That >>>>> Influence 2-Year-Olds? Bilingual Proficiency. >>>>> Child Development: >>>>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>>>> >>>>> /[2] Davidson, Kathryn, Lillo-Martin, Diane & >>>>> Chen Pichler (in press). Spoken English >>>>> language measures of native signing children >>>>> with cochlear implants. Journal of Deaf >>>>> Studies and Deaf Education >>>>> ./ >>>>> >>>>> Best, >>>>> Eileen >>>>> >>>>> >>>>> >>>>> >>>>> On 26 November 2013 15:01, Marinova-Todd, >>>>> Stefka >>>> > wrote: >>>>> >>>>> Dear Aliyah, >>>>> >>>>> I am not aware of papers that speak to >>>>> your first question, i.e., sign language, >>>>> although there are probably some. >>>>> >>>>> Regarding your second question, there are >>>>> a few, mostly qualitative studies done on >>>>> the effect (usually negative) of the >>>>> recommendation by professionals to parents >>>>> of bilingual children with autism to speak >>>>> only one language (usually English in the >>>>> North American context): >>>>> >>>>> 1) Jegatheesan, B. (2011). Multilingual >>>>> development in children with autism: >>>>> Perspectives of South Asian Muslim >>>>> immigrant parents on raising a child with >>>>> a communicative disorder in multilingual >>>>> contexts. Bilingual Research Journal, 34, >>>>> 185-200. >>>>> >>>>> 2) Kay?Raining Bird, E., Lamond, E., & >>>>> Holden, J. (2012). Survey of bilingualism >>>>> in autism spectrum disorders. >>>>> International Journal of Language & >>>>> Communication Disorders, 47, 52-64. >>>>> >>>>> 3) Kremer-Sadlik, T. (2005). To be or not >>>>> to be bilingual: Autistic children from >>>>> multilingual families. In J. Cohen, K. T. >>>>> McAlister, K. Rolstad, & J. MacSwan >>>>> (Eds.), Proceedings of the 4th >>>>> International Symposium on Bilingualism >>>>> (pp. 1225-1234). Somerville, MA: >>>>> Cascadilla Press. >>>>> >>>>> 4) Yu, B. (2013). Issues in bilingualism >>>>> and heritage language maintenance: >>>>> Perspectives of minority-language mothers >>>>> of children with autism spectrum >>>>> disorders. American Journal of >>>>> Speech-Language Pathology, 22, 10-24. >>>>> >>>>> I hope those are of use to you. >>>>> Best, >>>>> Stefka >>>>> >>>>> >>>>> -----Original Message----- >>>>> From: info-childes at googlegroups.com >>>>> >>>>> [mailto:info-childes at googlegroups.com >>>>> ] On >>>>> Behalf Of Aliyah MORGENSTERN >>>>> Sent: November 26, 2013 1:55 PM >>>>> To: info-childes at googlegroups.com >>>>> >>>>> Subject: Help: let them speak or sign >>>>> their language >>>>> >>>>> Dear info-childes, >>>>> I need to find good scientific proof it >>>>> you think it is relevant and exists that >>>>> 1) it is better for deaf children (even >>>>> if they get cochlear implants quite young) >>>>> or children who because of some rare >>>>> patholgoy cannot speak (like Cornelia de >>>>> Lange Syndrome) to be "given" a sign >>>>> language a soon a possible and to be >>>>> raised bilingual (bimodal); >>>>> 2) it is better for immigrant parents to >>>>> speak their native language to their >>>>> children (unless they are strong >>>>> psychological or other reasons not to) >>>>> rather than a language they are not >>>>> experts in and for primary school teachers >>>>> not to put pressure on the parents for >>>>> them to only speak the language of the >>>>> country they live in; >>>>> >>>>> Any good papers (if possible the actual >>>>> paper) or references welcome especially if >>>>> they treat both those issues together! >>>>> >>>>> Happy Thanksgiving to our American >>>>> colleagues and Happy Chanukah to our >>>>> Jewish colleagues (and whoever celebrates >>>>> those holidays). Sorry if I don't know >>>>> about other holidays coming up in the next >>>>> few days! >>>>> Best, >>>>> Aliyah >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups >>>>> "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop >>>>> receiving emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups >>>>> "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop >>>>> receiving emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups "Info-CHILDES" >>>>> group. >>>>> To unsubscribe from this group and stop >>>>> receiving emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>>>> >>>>> >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Roberta Michnick Golinkoff, Ph. D. >>>>> Unidel H. Rodney Sharp Professor >>>>> School of Education and Departments of Psychology >>>>> and Linguistics and Cognitive Science >>>>> University of Delaware, Newark, DE 19716 >>>>> Office: 302-831-1634 ; Fax: >>>>> 302-831-4110 >>>>> Web page: http://udel.edu/~roberta/ >>>>> >>>>> Author of "A Mandate for Playful Learning in >>>>> Preschool: Presenting the Evidence" (Oxford) >>>>> http://www.mandateforplayfullearning.com/ >>>>> Please check out our doctoral program at >>>>> http://www.udel.edu/education/graduate/index.html >>>>> The late Mary Dunn said, "Life is the time we have >>>>> to learn." >>>>> >>>>> -- >>>>> You received this message because you are >>>>> subscribed to the Google Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving >>>>> emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Erika Hoff, Professor >>>>> Department of Psychology >>>>> Florida Atlantic University >>>>> 3200 College Ave. >>>>> Davie, FL 33314 >>>>> >>>>> -- >>>>> You received this message because you are subscribed >>>>> to the Google Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving >>>>> emails from it, send an email to >>>>> info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>>>> >>>>> >>>>> For more options, visit >>>>> https://groups.google.com/groups/opt_out. >>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the >>>>> Google Groups "Info-CHILDES" group. >>>>> To unsubscribe from this group and stop receiving emails from >>>>> it, send an email to info-childes+unsubscribe at googlegroups.com >>>>> . >>>>> To post to this group, send email to >>>>> info-childes at googlegroups.com >>>>> . >>>>> To view this discussion on the web visit >>>>> https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>>>> For more options, visit https://groups.google.com/groups/opt_out. >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the >>>> Google Groups "Info-CHILDES" group. >>>> To unsubscribe from this group and stop receiving emails from >>>> it, send an email to info-childes+unsubscribe at googlegroups.com >>>> . >>>> To post to this group, send email to >>>> info-childes at googlegroups.com >>>> . >>>> To view this discussion on the web visit >>>> https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >>>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the >>> Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from >>> it, send an email to info-childes+unsubscribe at googlegroups.com >>> . >>> To post to this group, send email to >>> info-childes at googlegroups.com >>> . >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the >> Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, >> send an email to info-childes+unsubscribe at googlegroups.com >> . >> To post to this group, send email to >> info-childes at googlegroups.com . >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CEC15208-C724-493F-8E67-637A49BBA2AA%40gmail.com. >> >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> >> -- >> Prof Gisela Szagun PhD BSc >> >> www.giselaszagun.com >> >> >> Vertraulichkeitshinweis: >> Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert >> ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. >> >> Confidentiality: >> This message is intended exclusively for the persons it is addressed >> to. Publication is prohibited. >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, >> send an email to info-childes+unsubscribe at googlegroups.com >> . >> To post to this group, send email to info-childes at googlegroups.com >> . >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAKszd6kzREb1NAOkBe0JVK9F5irJRizbe7%2Bkay1kB9n_SDc0vg%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send > an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/7FEFCC3B-E47D-4B3C-8768-F835C916098A%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/52A733E1.3080408%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Dec 10 16:09:45 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 10 Dec 2013 11:09:45 -0500 Subject: Help: let them speak or sign their language In-Reply-To: <6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5@gmail.com> Message-ID: Figure 3 in Bergelson and Swingley (B&S) shows that the performance of the 6-9-month-olds and even 10-13-month-olds on these concrete words, while statistically significant when summing across children and trials, is markedly different from the definitive looking behavior of children older than 14 months. B&S note this clearly and refer to it as ?a discontinuity in performance?. In their discussion, B&S present various ways of interpreting this discontinuity, all of which seem like good possibilities for follow-ups. The main proviso I would have vis a vis this interesting and careful study is that the title overstates the findings. ?Brian MacWhinney On Dec 9, 2013, at 6:22 PM, Denis Donovan wrote: > Actually, 3 years may be VERY VERY late. Consider: > > Bergelson, Elika & Swingley, Daniel (2013). At 6?9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Science. PNAS Early Edition, www.pnas.org/cgi/doi/10.1073/pnas.1113380109 and http://www.pnas.org/content/109/9/3253 (120913). > > Our findings indicate that native-language learning in the second half of the first year goes beyond the acquisition of sound structure. The fact that even 6- to 7-mo-olds learn words suggests that conceptual and linguistic categories may influence one an- other in development from the beginning (36) and that aspects of meaning are available to guide other linguistic inferences cur- rently thought to depend only on distributional analysis of pho- nological regularities (37, 38). Understanding word meaning could also support the acquisition of syntax by guiding infants? inferences about how nouns and words from other word classes are placed in sentences. Precocious word learning also helps explain why hearing-impaired infants identified for fitting with cochlear implants before 6 mo reveal better language skills at 2 y than children identified just a few months later: 6-mo-olds who can hear are already learning words (39). > > Best, > > Denis Donovan > > Denis M. Donovan, M.D., M.Ed., F.A.P.S. > Director, EOCT Institute > > Medical Director, 1983 - 2006 > The Children's Center for Developmental Psychiatry > St. Petersburg, Florida > > P.O Box 47576 > St. Petersburg, FL 33743-7576 > Phone: 727-641-8905 > DenisDonovan at EOCT-Institute.org > dmdonovan1937 at gmail.com > > > On Dec 9, 2013, at 3:32 PM, Aliyah MORGENSTERN wrote: > >> thanks a lot! >> Le 9 d?c. 2013 ? 13:45, Isa Barriere a ?crit : >> >>> Salut Aliyah, >>> >>> Here you are: >>> >>> deborah.pichler at gallaudet.edu >>> >>> Isabelle >>> >>> >>> On Sun, Dec 8, 2013 at 10:31 PM, Isa Barriere wrote: >>> Deb Chen Pichler/Gallaudet presented a co-authored paper at BU this year that speaks to this issue: >>> >>> Spoken language development in native signing children with cochlear implants >>> >>> K. Davidson, D. Lillo-Martin, D. Chen Pichler >>> >>> >>> >>> Their results show that children exposed to ASL from birth do not suffer from lg and cognitive delay observed in children with CI without ASL exposure. >>> >>> Isabelle Barriere, PhD >>> >>> >>> >>> >>> >>> On Sun, Dec 8, 2013 at 7:51 PM, Erika Hoff wrote: >>> Dear all, >>> >>> I am replying by repeating what deaf acquaintances of mine have said to me. To wit, If you are deaf you should learn sign because >>> >>> (a) when you take your implant off to swim, shower, etc. you are deaf. >>> (b) someday you may have an infection or something may happen so that your cochlear implant will not work or be tolerable, and then you will be deaf. >>> (c) cochlear implants have variable outcomes. Simultaneous sign may help when the auditory signal doesn't quite do it. >>> >>> Erika Hoff >>> >>> >>> On Sun, Dec 8, 2013 at 3:28 PM, Roberta Golinkoff wrote: >>> Hi Aliyah! >>> >>> Sorry to be late in joining the party! >>> >>> For your first question, here are 3 papers that make the clear case that the earlier the implantation for deaf kids the better. If implantation is done early, the use of sign may become moot -- children are also offered therapy. However, if implantation is done later, it would seem clear that they should be offered sign ASAP. I have no trouble with the notion of bilingual-bimodal as long as kids are flooded with oral input and not told to turn off their devices, a practice I have heard of. >>> >>> For your second questions, there will be an SRCD Social Policy report: >>> >>> McCabe, A., Tamis-LeMonda, C.S., Bornstein, M. H., Cates, D. B., Golinkoff, R. M., Hirsh-Pasek, K., Hoff, E., Kuchirko, Y., Melzi, G., Mendelsohn, A., Paez, M., Song, L, & Guerra, A. W. (In press). Multilingual children: Beyond myths and towards best practices. Social Policy Report, Society for Research in Child Development. It will hopefully come out early in 2014. >>> >>> We addressed four questions: >>> >>> 1. What are the broad social and historical contexts of multilingual learners in the United States? >>> >>> 2. What does a multilingual family look like? >>> >>> 3. What lessons learned with monolingual children can be applied to multilingual children? >>> >>> 4. What contexts support learning multiple languages? >>> >>> I think this will be very helpful to you Aliyah, when it emerges. >>> >>> All best and happy holidays to you and all my other language friends! >>> Roberta >>> >>> >>> On Tue, Nov 26, 2013 at 9:16 PM, Eileen Graf wrote: >>> Dear Aliyah, >>> >>> You might find these helpful: >>> >>> [1] Place, Silvia & Hoff, Erika (2011). Properties of Dual Language Exposure That Influence 2-Year-Olds? Bilingual Proficiency. Child Development: >>> http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01660.x/abstract >>> >>> [2] Davidson, Kathryn, Lillo-Martin, Diane & Chen Pichler (in press). Spoken English language measures of native signing children with cochlear implants. Journal of Deaf Studies and Deaf Education. >>> Best, >>> Eileen >>> >>> >>> >>> >>> On 26 November 2013 15:01, Marinova-Todd, Stefka wrote: >>> Dear Aliyah, >>> >>> I am not aware of papers that speak to your first question, i.e., sign language, although there are probably some. >>> >>> Regarding your second question, there are a few, mostly qualitative studies done on the effect (usually negative) of the recommendation by professionals to parents of bilingual children with autism to speak only one language (usually English in the North American context): >>> >>> 1) Jegatheesan, B. (2011). Multilingual development in children with autism: Perspectives of South Asian Muslim immigrant parents on raising a child with a communicative disorder in multilingual contexts. Bilingual Research Journal, 34, 185-200. >>> >>> 2) Kay?Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47, 52-64. >>> >>> 3) Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1225-1234). Somerville, MA: Cascadilla Press. >>> >>> 4) Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22, 10-24. >>> >>> I hope those are of use to you. >>> Best, >>> Stefka >>> >>> >>> -----Original Message----- >>> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Aliyah MORGENSTERN >>> Sent: November 26, 2013 1:55 PM >>> To: info-childes at googlegroups.com >>> Subject: Help: let them speak or sign their language >>> >>> Dear info-childes, >>> I need to find good scientific proof it you think it is relevant and exists that >>> 1) it is better for deaf children (even if they get cochlear implants quite young) or children who because of some rare patholgoy cannot speak (like Cornelia de Lange Syndrome) to be "given" a sign language a soon a possible and to be raised bilingual (bimodal); >>> 2) it is better for immigrant parents to speak their native language to their children (unless they are strong psychological or other reasons not to) rather than a language they are not experts in and for primary school teachers not to put pressure on the parents for them to only speak the language of the country they live in; >>> >>> Any good papers (if possible the actual paper) or references welcome especially if they treat both those issues together! >>> >>> Happy Thanksgiving to our American colleagues and Happy Chanukah to our Jewish colleagues (and whoever celebrates those holidays). Sorry if I don't know about other holidays coming up in the next few days! >>> Best, >>> Aliyah >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAPPQH_KQ987cQj%3DOb_zaYZm3Dp%2B8piAVOFYRWCfWx5wM0xuPZg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Roberta Michnick Golinkoff, Ph. D. >>> Unidel H. Rodney Sharp Professor >>> School of Education and Departments of Psychology and Linguistics and Cognitive Science >>> University of Delaware, Newark, DE 19716 >>> Office: 302-831-1634; Fax: 302-831-4110 >>> Web page: http://udel.edu/~roberta/ >>> Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) >>> http://www.mandateforplayfullearning.com/ >>> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html >>> The late Mary Dunn said, "Life is the time we have to learn." >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7KKKY-1s%3DywE%2BX3cugs4q%3DBXcC8CM3Wzn3kCUxauvTC1Q%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> Erika Hoff, Professor >>> Department of Psychology >>> Florida Atlantic University >>> 3200 College Ave. >>> Davie, FL 33314 >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzUBKWxsmGBDC2wNnFPcdpVhr_0%2Bj_KoAq6Hs2H_KAfNAg%40mail.gmail.com. >>> >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aBozhJOcwT-KvELo%2BGFv1d%2Bxduyj839hgDSUQarJ5ppQ%40mail.gmail.com. >>> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/B175E579-0FB1-4F1F-8BF6-397CFB206C0D%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6D1EE3B3-D556-498C-89D6-FAAEB41BEDC5%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/71BB1FD2-5BE7-4A8D-BBBB-88DD8EB576D8%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Ben.Ambridge at liverpool.ac.uk Thu Dec 12 14:43:01 2013 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Thu, 12 Dec 2013 14:43:01 +0000 Subject: History of theories in language acquisition Message-ID: Dear all Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I?m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I?ll send round a summary of suggestions. Thanks Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From erikachoff at gmail.com Thu Dec 12 14:45:26 2013 From: erikachoff at gmail.com (Erika Hoff) Date: Thu, 12 Dec 2013 09:45:26 -0500 Subject: History of theories in language acquisition In-Reply-To: <3E77484D3FF8E9448AE845A6B45AA6D799780CDE@BHEXMBX1.livad.liv.ac.uk> Message-ID: Roberta Golinkoff wrote a great chapter in 1983. Erika Hoff On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben wrote: > Dear all > > Could anyone point me in the direction of any articles/books/chapters > that give a historical overview of theories in child language acquisition - > i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I?m primarily interested in typical > first language acquisition, but it would be great to also have a couple of > historical reviews of theories in atypical development, L2 acquisition and > bilingualism. I?ll send round a summary of suggestions. > > Thanks > Ben > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Thu Dec 12 14:49:08 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 12 Dec 2013 09:49:08 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: > Roberta Golinkoff wrote a great chapter in 1983. > > Erika Hoff > > > On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben < > Ben.Ambridge at liverpool.ac.uk> wrote: > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters >> that give a historical overview of theories in child language acquisition - >> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I?m primarily interested in typical >> first language acquisition, but it would be great to also have a couple of >> historical reviews of theories in atypical development, L2 acquisition and >> bilingualism. I?ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From France.Weill at touro.edu Thu Dec 12 15:18:01 2013 From: France.Weill at touro.edu (France Weill) Date: Thu, 12 Dec 2013 10:18:01 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: What France Weill, PhD CCC-SLP Associate Professor Speech-Language Pathologist Touro College Graduate Program in Speech Pathology france.weill at touro.edu 917-626 6084 ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Roberta Golinkoff [Roberta at udel.edu] Sent: Thursday, December 12, 2013 9:49 AM To: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff > wrote: Roberta Golinkoff wrote a great chapter in 1983. Erika Hoff On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben > wrote: Dear all Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I?m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I?ll send round a summary of suggestions. Thanks Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/63C4C07AA2E17749BC589D7A70E143AF183175A8DB%40mailbox1. For more options, visit https://groups.google.com/groups/opt_out. From Roberta at udel.edu Thu Dec 12 16:36:56 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 12 Dec 2013 11:36:56 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Here is the history paper Erika alluded to. Happy Holidays All! Roberta On Thu, Dec 12, 2013 at 9:49 AM, Roberta Golinkoff wrote: > I will send it out to all after I have it scanned. > > Thanks Erika! > > Best, Roberta > > > On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: > >> Roberta Golinkoff wrote a great chapter in 1983. >> >> Erika Hoff >> >> >> On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben < >> Ben.Ambridge at liverpool.ac.uk> wrote: >> >>> Dear all >>> >>> Could anyone point me in the direction of any articles/books/chapters >>> that give a historical overview of theories in child language acquisition - >>> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I?m primarily interested in typical >>> first language acquisition, but it would be great to also have a couple of >>> historical reviews of theories in atypical development, L2 acquisition and >>> bilingualism. I?ll send round a summary of suggestions. >>> >>> Thanks >>> Ben >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To unsubscribe from this group and stop receiving emails from it, send >>> an email to info-childes+unsubscribe at googlegroups.com. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To view this discussion on the web visit >>> https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk >>> . >>> For more options, visit https://groups.google.com/groups/opt_out. >>> >> >> >> >> -- >> Erika Hoff, Professor >> Department of Psychology >> Florida Atlantic University >> 3200 College Ave. >> Davie, FL 33314 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Roberta Michnick Golinkoff, Ph. D. > Unidel H. Rodney Sharp Professor > School of Education and Departments of Psychology and Linguistics and > Cognitive Science > University of Delaware, Newark, DE 19716 > Office: 302-831-1634; Fax: 302-831-4110 > Web page: http://udel.edu/~roberta/ > Author of "A Mandate for Playful Learning in Preschool: Presenting the > Evidence" (Oxford) > http://www.mandateforplayfullearning.com/ > Please check out our doctoral program at > http://www.udel.edu/education/graduate/index.html > The late Mary Dunn said, "Life is the time we have to learn." > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7JVKVY6XTCVOWMBaafNi_Yh7xuJpOfcv3J8CYDH66QSUA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Golinkoff Gordon History 1983 .pdf Type: application/pdf Size: 1822622 bytes Desc: not available URL: From miguel.perez.pereira at usc.es Thu Dec 12 17:11:18 2013 From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=) Date: Thu, 12 Dec 2013 18:11:18 +0100 Subject: History of theories in language acquisition In-Reply-To: <3E77484D3FF8E9448AE845A6B45AA6D799780CDE@BHEXMBX1.livad.liv.ac.uk> Message-ID: Two other chapters offer a good historical review of the field, although they are not updated. BLOOM, L. Language Development Review. En HOROWITZ, F.D. Review of Child Development Research. University of Chicago Press, 1975, 245-303. INGRAM, D. First language acquisition. Theory and methods. Cambridge: Cambridge University Press. 1989. Chapter 2: The history of child language studies El 12/12/2013, a las 15:43, Ambridge, Ben escribi?: > Dear all > > Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I?m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I?ll send round a summary of suggestions. > > Thanks > Ben > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. > For more options, visit https://groups.google.com/groups/opt_out. Miguel P?rez Pereira Departamento de Psicolox?a Evolutiva e da Educaci?n Universidade de Santiago de Compostela 157802 Santiago de Compostela Spain miguel.perez.pereira at usc.es -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2FD33F12-32ED-4AA6-8A3D-08641D6199A2%40usc.es. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marilyn.vihman at york.ac.uk Thu Dec 12 17:22:50 2013 From: marilyn.vihman at york.ac.uk (Marilyn Vihman) Date: Thu, 12 Dec 2013 17:22:50 +0000 Subject: History of theories in language acquisition In-Reply-To: <2FD33F12-32ED-4AA6-8A3D-08641D6199A2@usc.es> Message-ID: Probably you're not looking for theories strictly concerned with phonology, but the 2nd ed. of my book, Phonological Development, will be out in February. It includes (in ch. 1) a little analysis of Chomsky's 1965 rationale for proposing the LAD (or UG), and then two chapters devoted to formalist, perception and functionalist models. There is a historical account there, although not only that. Maybe that is also useful (and it is current). -marilyn On 12 Dec 2013, at 17:11, Miguel P?rez Pereira wrote: > Two other chapters offer a good historical review of the field, although they are not updated. > BLOOM, L. Language Development Review. En HOROWITZ, F.D. Review of Child Development Research. University of Chicago Press, 1975, 245-303. > INGRAM, D. First language acquisition. Theory and methods. Cambridge: Cambridge University Press. 1989. Chapter 2: The history of child language studies > > El 12/12/2013, a las 15:43, Ambridge, Ben escribi?: > > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I?m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I?ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. >> For more options, visit https://groups.google.com/groups/opt_out. > > Miguel P?rez Pereira > Departamento de Psicolox?a Evolutiva e da Educaci?n > Universidade de Santiago de Compostela > 157802 Santiago de Compostela > Spain > miguel.perez.pereira at usc.es > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2FD33F12-32ED-4AA6-8A3D-08641D6199A2%40usc.es. > For more options, visit https://groups.google.com/groups/opt_out. Marilyn Vihman Language and Linguistic Science Vanbrugh College V/C/207 University of York Heslington YO10 5DD tel +44 (0)1904 323612 http://www.yorkphondev.org -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6886316F-BF7E-40CE-A17F-23FC2C8CB79D%40york.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kridge at udel.edu Thu Dec 12 17:33:09 2013 From: kridge at udel.edu (Katherine Ridge) Date: Thu, 12 Dec 2013 12:33:09 -0500 Subject: Postdoctoral Fellowship and Lab Manager Position Available Message-ID: *Dr. Roberta M. Golinkoff* *TWO POSITIONS AVAILABLE FOR JUNE 1 START DATE* *UNIVERSITY OF DELAWARE* *INFANT LANGUAGE PROJECT* *POSTDOCTORAL FELLOWSHIP* Applications are being accepted for a postdoctoral fellowship on an IES-funded project to develop a computerized assessment of preschoolers? language development. This important project is designed to identify children with language issues and plot the course of normal language acquisition in middle- and low-SES children. We seek an individual with strong research training and superb writing skills, statistical expertise, and a Ph.D. in developmental psychology or a closely related area. Ideally, the applicant would be an expert in language acquisition or assessment and have an interest in young children?s thinking. Exceptional new PhD?s in allied areas will be considered. Responsibilities include communication and coordination with our research collaborators at other institutions, writing up results for presentation and publication in the last year of the project. Energetic individuals with outstanding social skills who have the ability to coordinate and direct a research team are preferred. Funding is available for one year with full benefits (including dental and vision). There is a possibility of funding for a second year. Preferred start date is June 1, 2014. *Materials:* *Please submit a CV, cover letter with statement of research interests, three letters of recommendation, and evidence of scholarly publications to Katherine Ridge, Laboratory Manager for Roberta M. Golinkoff at **kridge at udel.edu* *.* *FULL-TIME LABORATORY MANAGER* The Infant Language Project at the University of Delaware needs a highly capable, eager, and well-spoken individual to serve as a full-time laboratory manager. A recent college graduate having majored in psychology or a related field and looking for additional research experience before going on to graduate school would be ideal; former laboratory coordinators have gone on to the graduate schools of their choice. The laboratory is extremely active and highly collaborative with a focus on language acquisition, learning through play, and spatial skills. Strong writing skills are essential as the lab manager collaborates on publications, writes grant reports, and presents at conferences. Attention to detail, the ability to multi-task, and organizational skills are a must as the lab manager is the link to the University IRB office, manages participant recruitment, and is in charge of purchasing equipment and supplies. The lab manager must also have excellent social skills. In addition to training and supervising undergraduate research assistants, the lab manager cultivates a team orientation, and fosters a high degree of professionalism among laboratory members. The applicant must be excellent with young children and their parents as well as with the staff they interface with at the University and in the field. Previous research experience in a psychology or related laboratory is required and an interest and background in language development is desirable. This is likely a two-year position that offers full, excellent benefits (including dental and vision) and a dynamic working environment. Preferred start date is June 1, 2014. *Materials: Please submit a CV, cover letter, and have three letters of recommendation sent to the current Laboratory Manager, Katherine Ridge, at kridge at udel.edu .* -- Katherine Ridge Lab Coordinator Infant Language Project School of Education Willard Hall Education Building University of Delaware Newark, DE 19716-2920 (302) 831-2073 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CADryr3XAiZa6%2BsNkYjB-5R61Tqrz5t5KgEHCZuv0Zpuo__5-6g%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marialetras2 at gmail.com Thu Dec 12 19:40:29 2013 From: marialetras2 at gmail.com (marialetras2 at gmail.com) Date: Thu, 12 Dec 2013 19:40:29 +0000 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Enviado desde mi BlackBerry de Movistar -----Original Message----- From: Roberta Golinkoff Sender: info-childes at googlegroups.com Date: Thu, 12 Dec 2013 09:49:08 To: Reply-To: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: > Roberta Golinkoff wrote a great chapter in 1983. > > Erika Hoff > > > On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben < > Ben.Ambridge at liverpool.ac.uk> wrote: > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters >> that give a historical overview of theories in child language acquisition - >> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I?m primarily interested in typical >> first language acquisition, but it would be great to also have a couple of >> historical reviews of theories in atypical development, L2 acquisition and >> bilingualism. I?ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > > -- > Erika Hoff, Professor > Department of Psychology > Florida Atlantic University > 3200 College Ave. > Davie, FL 33314 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1203982929-1386877279-cardhu_decombobulator_blackberry.rim.net-1149209912-%40b27.c19.bise6.blackberry. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.foster-cohen at canterbury.ac.nz Thu Dec 12 22:48:13 2013 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Fri, 13 Dec 2013 11:48:13 +1300 Subject: History of theories in language acquisition Message-ID: William Levelt's history of psycholinguistics has a nice chapter on theories prior to the Chomskyan era. Here's a link to it: http://ukcatalogue.oup.com/product/9780199653669.do Susan Dr. Susan Foster-Cohen Director, The Champion Centre & Adjunct Senior Fellow, University of Canterbury Preferred contact address: The Champion Centre Private Bag 4708 C/- Burwood Hospital Christchurch 8140 New Zealand Phone: +64 3 383 6867 Fax: +64 3 383 6866 www.championcentre.org.nz ________________________________ From: info-childes at googlegroups.com on behalf of marialetras2 at gmail.com Sent: Fri 13/12/2013 8:40 a.m. To: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition Enviado desde mi BlackBerry de Movistar ________________________________ From: Roberta Golinkoff Sender: info-childes at googlegroups.com Date: Thu, 12 Dec 2013 09:49:08 -0500 To: ReplyTo: info-childes at googlegroups.com Subject: Re: History of theories in language acquisition I will send it out to all after I have it scanned. Thanks Erika! Best, Roberta On Thu, Dec 12, 2013 at 9:45 AM, Erika Hoff wrote: Roberta Golinkoff wrote a great chapter in 1983. Erika Hoff On Thu, Dec 12, 2013 at 9:43 AM, Ambridge, Ben wrote: Dear all Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). Im primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. Ill send round a summary of suggestions. Thanks Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com . To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D799780CDE%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com . To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAAhHXzW3eZoC5zmGhmJNsPNiF5b897F5DzjrRZOLErUA39vrkw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- Roberta Michnick Golinkoff, Ph. D. Unidel H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAFWLa7LNbm4VwNZ_SgNnF2eX2JTVagQRHK5fB9zHJ2pif6yo0Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1203982929-1386877279-cardhu_decombobulator_blackberry.rim.net-1149209912-%40b27.c19.bise6.blackberry. For more options, visit https://groups.google.com/groups/opt_out. This email may be confidential and subject to legal privilege, it may not reflect the views of the University of Canterbury, and it is not guaranteed to be virus free. If you are not an intended recipient, please notify the sender immediately and erase all copies of the message and any attachments. Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CF8B4CE4F8894C419441F793EFD7CE3D0615D497%40ucexchange4.canterbury.ac.nz. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From meh at psych.uw.edu.pl Fri Dec 13 14:32:27 2013 From: meh at psych.uw.edu.pl (Ewa Haman) Date: Fri, 13 Dec 2013 06:32:27 -0800 Subject: History of theories in language acquisition In-Reply-To: <3E77484D3FF8E9448AE845A6B45AA6D799780CDE@BHEXMBX1.livad.liv.ac.uk> Message-ID: Dear Ben, maybe this will be of some interest for you, although I guess the books are not going to be accessible since both are in Polish: Bokus, B., & Shugar, G. W. (2004). *Psychologia j?zyka dziecka. Osigni?cia, nowe perspektywy*. [Psychology of child language. Achievements and new perspectives] Gda?sk: Gda?skie Shugar, G. W., & Smoczy?ska, M. (1980). *Badania nad rozwojem j?zyka dziecka*. [Research on child language development]. Warszawa: PWN Both books are collections of seminal papers (translated into Polish), but they also comprise extensive chapters on history of research on child language by the editors. Regards, Ewa Haman W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 u?ytkownik Ambridge, Ben napisa?: > > Dear all > > Could anyone point me in the direction of any articles/books/chapters > that give a historical overview of theories in child language acquisition - > i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I'm primarily interested in typical > first language acquisition, but it would be great to also have a couple of > historical reviews of theories in atypical development, L2 acquisition and > bilingualism. I'll send round a summary of suggestions. > > Thanks > Ben > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Sun Dec 15 04:37:45 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Sat, 14 Dec 2013 23:37:45 -0500 Subject: History of theories in language acquisition In-Reply-To: <6aa63c38-09ea-4cdb-ae74-f6ea956ad454@googlegroups.com> Message-ID: Hi Ben, 1. My very very dear friend Jeffrey Wollock reviews many theories both on typical and atypical development from Aristotle to the 17th century in "The Noblest Animate motion' published by Johns Benjamins and he has since written a couple of articles that are probably in press on the 18th century. The book is based on his PhD that he did at Oxford and one of his examiners was John Marshall. There is another book by a female author Nancy???? on the 16th century but it is not as thorough as Jeffrey's.I have it on my shelf in my office: please let me know if you need the full reference. 2. In *Barriere, I* & Lorch, M. P. (2004) Premature thoughts on writing disorders. *Neurocase*. Vol. 10 (2): 91-108, we discussed a little bit the relation between ontogeny, phylogeny, order of acquisition and dissociation in acquired disorders. 3. Paula Hallal and Marjorie Lorch have authored a number of papers based on 19th century archives in London, including the 1st case of 'childhood aphasia', based on Paula's PhD dissertation devoted to that history: check the webpage of Marjorie Lorch/ Birkbeck College. 4. You may also find a few references to language development in the thick book on 'the history of child neurologists': again please let me know if you need the exact reference. Sorry can't remember the authors on top of my head. 5. There has been a few detailed papers on Knox who was one of the first child neurologist in the US and who spent much time designing test including cross-cultural and cross-linguistic tests for children and grown ups in Staten Island (with Seguin who was a student of Bourneville who was a student of Charcot). Again the author (john something) escapes me but he is a membebr of the International Society of the History of Neurosciences. I hope this helps, Yours, Isabelle On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: > Dear Ben, > maybe this will be of some interest for you, although I guess the books > are not going to be accessible since both are in Polish: > Bokus, B., & Shugar, G. W. (2004). *Psychologia j?zyka dziecka. > Osigni?cia, nowe perspektywy*. [Psychology of child language. > Achievements and new perspectives] Gda?sk: Gda?skie > Shugar, G. W., & Smoczy?ska, M. (1980). *Badania nad rozwojem j?zyka > dziecka*. [Research on child language development]. Warszawa: PWN > > Both books are collections of seminal papers (translated into Polish), but > they also comprise extensive chapters on history of research on child > language by the editors. > > Regards, > Ewa Haman > > > W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 u?ytkownik Ambridge, Ben > napisa?: > >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters >> that give a historical overview of theories in child language acquisition - >> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I'm primarily interested in typical >> first language acquisition, but it would be great to also have a couple of >> historical reviews of theories in atypical development, L2 acquisition and >> bilingualism. I'll send round a summary of suggestions. >> >> Thanks >> Ben >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Dec 16 21:42:10 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 16 Dec 2013 16:42:10 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Dear Ben, Roberta, Isabelle, and others, Some of the reviews of the history of child language research seem to ignore big chunks of relevant structuralist work. During the period from about 1870 to 1950, talented linguists and psychologists such as the Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, and others created highly detailed baby biographies. These biographies were stimulated by two major theoretical trends. The first was Darwinian thinking about core issues in ontogeny, phylogeny, gesture, and communication, which later merged with Piagetian analyses. The second was the growth of structural linguistic analysis from the Junggrammatiker movement on to Saussure and structuralism. There was great attention to detection of similarities between child language, language change, and second language learning. Under the influence of Gestalt psychology as well as historical linguistics, there was a great emphasis on analogical processes and constructions. It is true that the advent of generative grammar led to the introduction of new ideas and theories that shifted the focus away from analogy and constructions to rules and symbols. But it would be a mistake to dismiss the insights from this earlier period. Brown (1973) pays a lot of attention to Chomsky's formulations, but the actual work he conducted could have easily been framed within a structuralist framework. The Bar-Adon and Leopold reader from 1971 presents snippets from this earlier work, but really one has to read the complete biographies and work through the linguistic detail of studies such as Leopold or Ponori to understand how much the structuralist position had already illuminated the process of language learning. Beginning the history of child language with Chomsky also ignores serious descriptive attempts within the behaviorist framework to describe phoneme inventories (Winitz), vocabulary (McCarthy), evolution (Mowrer), and situated learning (Skinner). Although few of these behaviorist descriptions have survived later examination, I would say that the bulk of the structuralist descriptions remain largely intact. It would be nice to have a good review of this "missing century". -- Brian MacWhinney On Dec 14, 2013, at 11:37 PM, Isa Barriere wrote: > Hi Ben, > > 1. My very very dear friend Jeffrey Wollock reviews many theories both on typical and atypical development from Aristotle to the 17th century in "The Noblest Animate motion' published by Johns Benjamins and he has since written a couple of articles that are probably in press on the 18th century. The book is based on his PhD that he did at Oxford and one of his examiners was John Marshall. > There is another book by a female author Nancy???? on the 16th century but it is not as thorough as Jeffrey's.I have it on my shelf in my office: please let me know if you need the full reference. > > > 2. In Barriere, I & Lorch, M. P. (2004) Premature thoughts on writing disorders. Neurocase. Vol. 10 (2): 91-108, we discussed a little bit the relation between ontogeny, phylogeny, order of acquisition and dissociation in acquired disorders. > > 3. Paula Hallal and Marjorie Lorch have authored a number of papers based on 19th century archives in London, including the 1st case of 'childhood aphasia', based on Paula's PhD dissertation devoted to that history: check the webpage of Marjorie Lorch/ Birkbeck College. > > 4. You may also find a few references to language development in the thick book on 'the history of child neurologists': again please let me know if you need the exact reference. Sorry can't remember the authors on top of my head. > > 5. There has been a few detailed papers on Knox who was one of the first child neurologist in the US and who spent much time designing test including cross-cultural and cross-linguistic tests for children and grown ups in Staten Island (with Seguin who was a student of Bourneville who was a student of Charcot). Again the author (john something) escapes me but he is a membebr of the International Society of the History of Neurosciences. > > I hope this helps, > > Yours, > > Isabelle > > > > On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: > Dear Ben, > maybe this will be of some interest for you, although I guess the books are not going to be accessible since both are in Polish: > Bokus, B., & Shugar, G. W. (2004). Psychologia j?zyka dziecka. Osigni?cia, nowe perspektywy. [Psychology of child language. Achievements and new perspectives] Gda?sk: Gda?skie > Shugar, G. W., & Smoczy?ska, M. (1980). Badania nad rozwojem j?zyka dziecka. [Research on child language development]. Warszawa: PWN > > Both books are collections of seminal papers (translated into Polish), but they also comprise extensive chapters on history of research on child language by the editors. > > Regards, > Ewa Haman > > > W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 u?ytkownik Ambridge, Ben napisa?: > Dear all > > Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I'm primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I'll send round a summary of suggestions. > > Thanks > Ben > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com. > > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/EA7CAD84-D720-43F6-B193-FBD27B64A636%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djacksonqro at gmail.com Mon Dec 16 22:19:37 2013 From: djacksonqro at gmail.com (Donna Jackson) Date: Mon, 16 Dec 2013 16:19:37 -0600 Subject: History of theories in language acquisition In-Reply-To: Message-ID: There is a book, published in 1977 by Adele Abrahamsen and published by University Park Press, *Child Language,* that contains a large list of of studies of child language from different perspectives. I?m not sure if it goes back to Leopold and Stern, but it an incredible resource. I always use the chapter by Bohannon in the Berko text book, The Development of Language. Donna Jackson-Maldonado 2013/12/16 Brian MacWhinney > Dear Ben, Roberta, Isabelle, and others, > > Some of the reviews of the history of child language research seem to > ignore big chunks of relevant structuralist work. During the period from > about 1870 to 1950, talented linguists and psychologists such as the > Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, and > others created highly detailed baby biographies. These biographies were > stimulated by two major theoretical trends. The first was Darwinian > thinking about core issues in ontogeny, phylogeny, gesture, and > communication, which later merged with Piagetian analyses. The second was > the growth of structural linguistic analysis from the Junggrammatiker > movement on to Saussure and structuralism. There was great attention to > detection of similarities between child language, language change, and > second language learning. Under the influence of Gestalt psychology as well > as historical linguistics, there was a great emphasis on analogical > processes and constructions. > It is true that the advent of generative grammar led to the > introduction of new ideas and theories that shifted the focus away from > analogy and constructions to rules and symbols. But it would be a mistake > to dismiss the insights from this earlier period. Brown (1973) pays a lot > of attention to Chomsky's formulations, but the actual work he conducted > could have easily been framed within a structuralist framework. The > Bar-Adon and Leopold reader from 1971 presents snippets from this earlier > work, but really one has to read the complete biographies and work through > the linguistic detail of studies such as Leopold or Ponori to understand > how much the structuralist position had already illuminated the process of > language learning. > Beginning the history of child language with Chomsky also ignores > serious descriptive attempts within the behaviorist framework to describe > phoneme inventories (Winitz), vocabulary (McCarthy), evolution (Mowrer), > and situated learning (Skinner). Although few of these behaviorist > descriptions have survived later examination, I would say that the bulk of > the structuralist descriptions remain largely intact. > It would be nice to have a good review of this "missing century". > > -- Brian MacWhinney > > > On Dec 14, 2013, at 11:37 PM, Isa Barriere wrote: > > Hi Ben, > > 1. My very very dear friend Jeffrey Wollock reviews many theories both on > typical and atypical development from Aristotle to the 17th century in "The > Noblest Animate motion' published by Johns Benjamins and he has since > written a couple of articles that are probably in press on the 18th > century. The book is based on his PhD that he did at Oxford and one of his > examiners was John Marshall. > There is another book by a female author Nancy???? on the 16th century but > it is not as thorough as Jeffrey's.I have it on my shelf in my office: > please let me know if you need the full reference. > > > 2. In *Barriere, I* & Lorch, M. P. (2004) Premature thoughts on writing > disorders. *Neurocase*. Vol. 10 (2): 91-108, we discussed a little bit > the relation between ontogeny, phylogeny, order of acquisition and > dissociation in acquired disorders. > > 3. Paula Hallal and Marjorie Lorch have authored a number of papers based > on 19th century archives in London, including the 1st case of 'childhood > aphasia', based on Paula's PhD dissertation devoted to that history: check > the webpage of Marjorie Lorch/ Birkbeck College. > > 4. You may also find a few references to language development in the > thick book on 'the history of child neurologists': again please let me know > if you need the exact reference. Sorry can't remember the authors on top > of my head. > > 5. There has been a few detailed papers on Knox who was one of the first > child neurologist in the US and who spent much time designing test > including cross-cultural and cross-linguistic tests for children and grown > ups in Staten Island (with Seguin who was a student of Bourneville who was > a student of Charcot). Again the author (john something) escapes me but he > is a membebr of the International Society of the History of Neurosciences. > > I hope this helps, > > Yours, > > Isabelle > > > > On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: > >> Dear Ben, >> maybe this will be of some interest for you, although I guess the books >> are not going to be accessible since both are in Polish: >> Bokus, B., & Shugar, G. W. (2004). *Psychologia j?zyka dziecka. >> Osigni?cia, nowe perspektywy*. [Psychology of child language. >> Achievements and new perspectives] Gda?sk: Gda?skie >> Shugar, G. W., & Smoczy?ska, M. (1980). *Badania nad rozwojem j?zyka >> dziecka*. [Research on child language development]. Warszawa: PWN >> >> Both books are collections of seminal papers (translated into Polish), >> but they also comprise extensive chapters on history of research on child >> language by the editors. >> >> Regards, >> Ewa Haman >> >> >> W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 u?ytkownik Ambridge, Ben >> napisa?: >> >>> Dear all >>> >>> Could anyone point me in the direction of any articles/books/chapters >>> that give a historical overview of theories in child language acquisition - >>> i.e., ones that focus on the rise and/or fall of particular *theories*(rather than - say - landmark studies). I'm primarily interested in typical >>> first language acquisition, but it would be great to also have a couple of >>> historical reviews of theories in atypical development, L2 acquisition and >>> bilingualism. I'll send round a summary of suggestions. >>> >>> Thanks >>> Ben >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com >> . >> >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com > . > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/EA7CAD84-D720-43F6-B193-FBD27B64A636%40cmu.edu > . > For more options, visit https://groups.google.com/groups/opt_out. > -- Donna Jackson-Maldonado Centro de Estudios Ling??sticos y Literarios Facultad de Lenguas y Letras, Universidad Aut?noma de Quer?taro Campus Aeropuerto, Circuito Fray Jun?pero Serra Km 8 Santiago de Quer?taro, Qro., M?xico 76140 web: http://www.donnajackson.weebly.com e-mail: djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 o 61140 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CA%2Bh6wCo%2BWGKxxXdrifMU%2BAoYbNucisCzbgpcr_a21hhcnyqS5g%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 16 22:51:17 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 16 Dec 2013 23:51:17 +0100 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Dear everyone, I talk a little bit about that period in my second book, but it's in French... so not very easy if you are not fluent! L'enfant dans la langue, Presses de la Sorbonne Nouvelle, 2009. Here is a description on line, there might be others http://www.lcdpu.fr/livre/?GCOI=27000100308470 and a longer description http://muse.jhu.edu/journals/canadian_journal_of_linguistics/summary/v055/55.3.strik.html My publisher will be very happy if some international universities order it! The money goes to our lab and conference money for PhD students... Best, Aliyah Le 16 d?c. 2013 ? 22:42, Brian MacWhinney a ?crit : > Dear Ben, Roberta, Isabelle, and others, > > Some of the reviews of the history of child language research seem to ignore big chunks of relevant structuralist work. During the period from about 1870 to 1950, talented linguists and psychologists such as the Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, and others created highly detailed baby biographies. These biographies were stimulated by two major theoretical trends. The first was Darwinian thinking about core issues in ontogeny, phylogeny, gesture, and communication, which later merged with Piagetian analyses. The second was the growth of structural linguistic analysis from the Junggrammatiker movement on to Saussure and structuralism. There was great attention to detection of similarities between child language, language change, and second language learning. Under the influence of Gestalt psychology as well as historical linguistics, there was a great emphasis on analogical processes and constructions. > It is true that the advent of generative grammar led to the introduction of new ideas and theories that shifted the focus away from analogy and constructions to rules and symbols. But it would be a mistake to dismiss the insights from this earlier period. Brown (1973) pays a lot of attention to Chomsky?s formulations, but the actual work he conducted could have easily been framed within a structuralist framework. The Bar-Adon and Leopold reader from 1971 presents snippets from this earlier work, but really one has to read the complete biographies and work through the linguistic detail of studies such as Leopold or Ponori to understand how much the structuralist position had already illuminated the process of language learning. > Beginning the history of child language with Chomsky also ignores serious descriptive attempts within the behaviorist framework to describe phoneme inventories (Winitz), vocabulary (McCarthy), evolution (Mowrer), and situated learning (Skinner). Although few of these behaviorist descriptions have survived later examination, I would say that the bulk of the structuralist descriptions remain largely intact. > It would be nice to have a good review of this ?missing century?. > > ? Brian MacWhinney > > > On Dec 14, 2013, at 11:37 PM, Isa Barriere wrote: > >> Hi Ben, >> >> 1. My very very dear friend Jeffrey Wollock reviews many theories both on typical and atypical development from Aristotle to the 17th century in "The Noblest Animate motion' published by Johns Benjamins and he has since written a couple of articles that are probably in press on the 18th century. The book is based on his PhD that he did at Oxford and one of his examiners was John Marshall. >> There is another book by a female author Nancy???? on the 16th century but it is not as thorough as Jeffrey's.I have it on my shelf in my office: please let me know if you need the full reference. >> >> >> 2. In Barriere, I & Lorch, M. P. (2004) Premature thoughts on writing disorders. Neurocase. Vol. 10 (2): 91-108, we discussed a little bit the relation between ontogeny, phylogeny, order of acquisition and dissociation in acquired disorders. >> >> 3. Paula Hallal and Marjorie Lorch have authored a number of papers based on 19th century archives in London, including the 1st case of 'childhood aphasia', based on Paula's PhD dissertation devoted to that history: check the webpage of Marjorie Lorch/ Birkbeck College. >> >> 4. You may also find a few references to language development in the thick book on 'the history of child neurologists': again please let me know if you need the exact reference. Sorry can't remember the authors on top of my head. >> >> 5. There has been a few detailed papers on Knox who was one of the first child neurologist in the US and who spent much time designing test including cross-cultural and cross-linguistic tests for children and grown ups in Staten Island (with Seguin who was a student of Bourneville who was a student of Charcot). Again the author (john something) escapes me but he is a membebr of the International Society of the History of Neurosciences. >> >> I hope this helps, >> >> Yours, >> >> Isabelle >> >> >> >> On Fri, Dec 13, 2013 at 9:32 AM, Ewa Haman wrote: >> Dear Ben, >> maybe this will be of some interest for you, although I guess the books are not going to be accessible since both are in Polish: >> Bokus, B., & Shugar, G. W. (2004). Psychologia j?zyka dziecka. Osigni?cia, nowe perspektywy. [Psychology of child language. Achievements and new perspectives] Gda?sk: Gda?skie >> Shugar, G. W., & Smoczy?ska, M. (1980). Badania nad rozwojem j?zyka dziecka. [Research on child language development]. Warszawa: PWN >> >> Both books are collections of seminal papers (translated into Polish), but they also comprise extensive chapters on history of research on child language by the editors. >> >> Regards, >> Ewa Haman >> >> >> W dniu czwartek, 12 grudnia 2013 15:43:01 UTC+1 u?ytkownik Ambridge, Ben napisa?: >> Dear all >> >> Could anyone point me in the direction of any articles/books/chapters that give a historical overview of theories in child language acquisition - i.e., ones that focus on the rise and/or fall of particular theories (rather than - say - landmark studies). I?m primarily interested in typical first language acquisition, but it would be great to also have a couple of historical reviews of theories in atypical development, L2 acquisition and bilingualism. I?ll send round a summary of suggestions. >> >> Thanks >> Ben >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/6aa63c38-09ea-4cdb-ae74-f6ea956ad454%40googlegroups.com. >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2aKNbZQg7R7tJpLurA28U_P%3Do8u%2BDuANi5H40RzBU6qHw%40mail.gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/EA7CAD84-D720-43F6-B193-FBD27B64A636%40cmu.edu. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/750923A1-B6E9-4AFB-9AB7-926BDA233D0D%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Ben.Ambridge at liverpool.ac.uk Tue Dec 17 11:09:37 2013 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Tue, 17 Dec 2013 11:09:37 +0000 Subject: History of theories in language acquisition In-Reply-To: <750923A1-B6E9-4AFB-9AB7-926BDA233D0D@gmail.com> Message-ID: Hi everyone Thanks so much for all of the very helpful suggestions. There is far more material than I will be able to do justice to in my review (a 2,000 word encyclopaedia entry), but I'm pasting the full list of suggested references below. As Brian and others have suggested, a detailed historical review of theories dating back to the pre-Chomksyan era would certainly be an interesting project for someone. Thanks Ben ====== Bohannon, J. and Bonvillian, J. (2012) 'Theoretical Approaches to Language Acquisition' in J. Berko Gleason (ed.), The Development of Language 8th Edition. Golinkoff, R. M. & Gordon, L. (1983). In the beginning was the word: a history of the study of language acquisition. In R. M Golinkoff (ed), The Transition from Prelinguistic to Linguistic Communication (Hillsdale, N.J.: Erlbaum). Bloom, L. (1975) Language Development Review. In Horowitz, F.D. Review of Child Development Research. University of Chicago Press, 1975, 245-303. Ingram, D. (1989) First language acquisition. Theory and methods. Cambridge: Cambridge University Press. 1989. Chapter 2: The history of child language studies. Vihman, M. M. (2014). Phonological Development: The First Two Years, 2nd Edition. London: Blackwell. (Chapter 1). Levelt, W. (2012). A History of psycholinguistics: The pre-Chomskyan era. Oxford: Oxford University Press. Lust, B. (2006). Child language: Acquisition and Growth. Cambridge University Press. (Chapter 4). Bokus, B., & Shugar, G. W. (2004). Psychologia j?zyka dziecka. Osigni?cia, nowe perspektywy. [Psychology of child language. Achievements and new perspectives] Gda?sk: Gda?skie (Polish) Shugar, G. W., & Smoczy?ska, M. (1980). Badania nad rozwojem j?zyka dziecka. [Research on child language development]. Warszawa: PWN (Polish). Wollock, J. L. (1997). The Noblest Animate Motion: Speech, Physiology, and Medicine in Pre-Cartesian Linguistic Thought (Vol. 83). John Benjamins. Barriere, I & Lorch, M. P. (2004) Premature thoughts on writing disorders. Neurocase. Vol. 10 (2): 91-108. Hellal, P. and Lorch, M. The modern beginnings of research into developmental language disorders. In C. Marshall (Ed.) Current Issues in Developmental Disorders. Psychology Press, London. 2012. Bar-Adon, A., & Leopold, W. F. (1971). Child Language; A Book of Readings. Englewood Cliffs, NJ: Prentice Hall. Abrahamsen, A. A. (1977). Child language: An interdisciplinary guide to theory and research. Baltimore: University Park Press. Morgenstern, A. (2009). L'enfant dans la langue. Presses Sorbonne nouvelle. (French) Further early theorists (suggested by Brian MacWhinney) include Sterns, Ament, Szuman, Preyer, Gvozdev, Leopold, Kenyeres, Ponori, Piaget, Saussure, Winitz, McCarthy, Mowrer and Skinner. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3E77484D3FF8E9448AE845A6B45AA6D79978B2E1%40BHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mdonahue at uic.edu Tue Dec 17 18:12:38 2013 From: mdonahue at uic.edu (Mavis L. Donahue) Date: Tue, 17 Dec 2013 12:12:38 -0600 Subject: History of theories in language acquisition Message-ID: At the risk of old fogyism, my question is: are we ignoring our fascinating history? In the Kuhnian tradition of using textbook analysis as an indicator of paradigm shift, I just completed a content analysis of historical themes in popular introductory textbooks on language development. (My presentation at the 2013 ASHA convention was titled "Beyond Psammeticus: Are we neglecting the history of language development research?") I was startled to find that about 25% of the textbooks had no mention of our field's history. Typical textbook coverage was only about one page, usually in the introductory chapter, or in a chronology of various theories and theorists. Ironically, the most frequently mentioned historical events of our field were two accounts separated by 2500 years, and with the same nativist theme: Herodotus' description of the Egyptian King Psammeticus' experiment to deprive infants of language input to determine what language they would create; and Chomsky's 1959 scathing review of Skinner's book Verbal Behavior (1957), which of course triggered the explosion of research on child language development in the 1960s. (I'm intrigued that both stories had strong political drama; perhaps that is why they have stood the test of time?) Of concern, connections between early research and the current and recurring theoretical and methodological themes/dilemmas in our field were rarely drawn in these textbooks. ^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^V Dr. Mavis L. Donahue Professor Emerita College of Education, m/c 147 University of Illinois at Chicago Chicago, IL 60607 312-996-5650 ?To anyone who finds that linguistic study is a worthless finicking with trifles, I would reply that life consists of little things; the important matter is to see them largely.? Otto Jesperson, 1860-1943, linguist and scholar of language acquisition -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8236fa6446d1d570d7cbe31019712023.squirrel%40webmail.uic.edu. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Tue Dec 17 22:00:19 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 17 Dec 2013 23:00:19 +0100 Subject: History of theories in language acquisition In-Reply-To: <8236fa6446d1d570d7cbe31019712023.squirrel@webmail.uic.edu> Message-ID: Dear Mavis, who is the "we"? American scientists? American textbooks? You are right in general of course but it's even more so in the States I would think. The only course I had in language acquisition as a student did at least begin the history of the field in the mid 19th century and so do I, as a professor. Last year a PhD was defended in Aix in which the candidate, now a doctor, Guillaume Roux, did try to trace back the history of the field (but only on the notion of words in acquisition) from at least ancient Egypt up to now. http://tel.archives-ouvertes.fr/docs/00/82/93/73/PDF/2012_roux_diff.pdf Best, Aliyah from Paris Le 17 d?c. 2013 ? 19:12, Mavis L. Donahue a ?crit : > At the risk of old fogyism, my question is: are we ignoring our > fascinating history? In the Kuhnian tradition of using textbook analysis > as an indicator of paradigm shift, I just completed a content analysis of > historical themes in popular introductory textbooks on language > development. (My presentation at the 2013 ASHA convention was titled > "Beyond Psammeticus: Are we neglecting the history of language > development research?") I was startled to find that about 25% of the > textbooks had no mention of our field's history. Typical textbook > coverage was only about one page, usually in the introductory chapter, or > in a chronology of various theories and theorists. Ironically, the most > frequently mentioned historical events of our field were two accounts > separated by 2500 years, and with the same nativist theme: Herodotus' > description of the Egyptian King Psammeticus' experiment to deprive > infants of language input to determine what language they would create; > and Chomsky's 1959 scathing review of Skinner's book Verbal Behavior > (1957), which of course triggered the explosion of research on child > language development in the 1960s. (I'm intrigued that both stories had > strong political drama; perhaps that is why they have stood the test of > time?) Of concern, connections between early research and the current and > recurring theoretical and methodological themes/dilemmas in our field were > rarely drawn in these textbooks. > > ^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^V > > Dr. Mavis L. Donahue > Professor Emerita > College of Education, m/c 147 > University of Illinois at Chicago > Chicago, IL 60607 > 312-996-5650 > > > ?To anyone who finds that linguistic study is a worthless finicking with > trifles, I would reply that life consists of little things; the important > matter is to see them largely.? > > Otto Jesperson, 1860-1943, linguist and scholar of language acquisition > > > > > > > > > > > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8236fa6446d1d570d7cbe31019712023.squirrel%40webmail.uic.edu. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/7F11B935-DE65-4711-BE0A-CDE91CF7C601%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From dalep at unm.edu Wed Dec 18 00:14:14 2013 From: dalep at unm.edu (Philip Dale) Date: Wed, 18 Dec 2013 00:14:14 +0000 Subject: History of theories in language acquisition In-Reply-To: <8236fa6446d1d570d7cbe31019712023.squirrel@webmail.uic.edu> Message-ID: As an authentic old fogy, also textbook writer, my thoughts: I find the history of child language studies fascinating, with its many connections to philosophy, linguistics, biology, sociology, and many other fields, and the history of child development more broadly as well. Students on the whole don't, even though I try to explain that it's like travel, in that it broadens the mind. Both of them help us realize that things aren't always, and won't always be, the way they are here and now; in short, it weakens dogmatism, while reminding us that the big questions are what endures. It's easy to blame this lack of interest on the callowness of youth, but I think that misses an important point. The history of a field is only interesting when you know something about the field, which is not in the opening chapter of a survey textbook. I think it might be more fruitful to have an 'interlude' on history, oh, maybe two-thirds of the way through the book, when students have learned something about theories, and about the phenomena the theories are trying to explain. Then to see how the main current themes emerged, sometimes gradually, sometimes more suddenly, and with reversals along the way. And finally to speculate about where we might be going next. I hope someone who has participated in this fascinating discussion will write that kind of history. Philip Dale -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Mavis L. Donahue Sent: Tuesday, December 17, 2013 11:13 AM To: info-childes at googlegroups.com Subject: History of theories in language acquisition At the risk of old fogyism, my question is: are we ignoring our fascinating history? In the Kuhnian tradition of using textbook analysis as an indicator of paradigm shift, I just completed a content analysis of historical themes in popular introductory textbooks on language development. (My presentation at the 2013 ASHA convention was titled "Beyond Psammeticus: Are we neglecting the history of language development research?") I was startled to find that about 25% of the textbooks had no mention of our field's history. Typical textbook coverage was only about one page, usually in the introductory chapter, or in a chronology of various theories and theorists. Ironically, the most frequently mentioned historical events of our field were two accounts separated by 2500 years, and with the same nativist theme: Herodotus' description of the Egyptian King Psammeticus' experiment to deprive infants of language input to determine what language they would create; and Chomsky's 1959 scathing review of Skinner's book Verbal Behavior (1957), which of course triggered the explosion of research on child language development in the 1960s. (I'm intrigued that both stories had strong political drama; perhaps that is why they have stood the test of time?) Of concern, connections between early research and the current and recurring theoretical and methodological themes/dilemmas in our field were rarely drawn in these textbooks. ^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^V Dr. Mavis L. Donahue Professor Emerita College of Education, m/c 147 University of Illinois at Chicago Chicago, IL 60607 312-996-5650 "To anyone who finds that linguistic study is a worthless finicking with trifles, I would reply that life consists of little things; the important matter is to see them largely." Otto Jesperson, 1860-1943, linguist and scholar of language acquisition -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8236fa6446d1d570d7cbe31019712023.squirrel%40webmail.uic.edu. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/937dafc637b442ea90cb6d59e66eff86%40DM2PR07MB333.namprd07.prod.outlook.com. For more options, visit https://groups.google.com/groups/opt_out. From r.n.campbell at stir.ac.uk Wed Dec 18 00:27:18 2013 From: r.n.campbell at stir.ac.uk (Robin Campbell) Date: Wed, 18 Dec 2013 00:27:18 +0000 Subject: History of theories in language acquisition In-Reply-To: <7F11B935-DE65-4711-BE0A-CDE91CF7C601@gmail.com> Message-ID: Besides Brian McWhinney excellent suggestions, we should not overlook Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous Histoire Naturelle (1749) contains a section dealing with language development (Natural History of Man, Section II) in which he proposes a least effort theory for phonological development, and reaches conclusions which anticipate some of those proposed by Roman Jakobson 200 years later. Another neglected writer, from the late 19th century, was the French psychologist Bernard Perez. His 1878 book Les trois premi?res ann?es de l?enfant, ?tude de psychologie exp?rimentale (Paris: Germer Bailli?re. Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing with language development. I very much agree with MacWhinney that Brown's work would have proceeded as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's influence on psycholinguistics and language development as baneful and destructive, even malignant. Robin N Campbell Psychology, Stirling r.n.campbell at stir.ac.uk ________________________________________ -- The University of Stirling has been ranked in the top 12 of UK universities for graduate employment*. 94% of our 2012 graduates were in work and/or further study within six months of graduation. *The Telegraph The University of Stirling is a charity registered in Scotland, number SC 011159. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. From eva.berglund at gmail.com Wed Dec 18 06:49:48 2013 From: eva.berglund at gmail.com (Eva Berglund) Date: Wed, 18 Dec 2013 07:49:48 +0100 Subject: Advice - a new Genie Message-ID: Dear info-childes community, In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. The child was therefore transferred to an institution dedicated to children in different kinds of need. However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. Sincerely, Eva Berglund Department of Special Education Stockholm University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAOUnHFX-ep1EN8ZtVQHm8p2uJyHAUas93eG0jsvHR2ZjydKYAg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Dec 18 13:32:47 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 18 Dec 2013 08:32:47 -0500 Subject: History of theories in language acquisition In-Reply-To: Message-ID: Hi, I just wanted to comment on the messages of Brian, Philip and Aliyah's messages: - Like Philip I think it is difficult for students to appreciate the history of a field before they know the field in its current state. I used to include a session on the history at the beginning of my undergrad language development class and I realized it does not work. I now do it more indirectly and progressively: we discussed aspects of the history after they watch the 'Wild Child' by Truffaut and then I discuss these issues again in relation to different topics, re: different theories for Autism etc - I think that it is a shame that in the Speech Communication Arts and Sciences Department where I teach we do not have a regular course on the History at some point in the program, both in the undergrad and grad classes. The Psych department has such a course I do think that it helps students place different approaches in perspective. - The research in our field is very scattered and extremely time consuming, partly because it is buried in writings on the general language, psychology, aphasia literature and in order to disentangle myths etc one has to go to the original sources... and there is very little funding to support it. I am attaching two presentations that were given to the International Society of the History of Neurosciences: the 2002 one is on emerging concepts of Critical Periods and Modularisation (including in the writings of Charcot) and the second one on other concepts of Innateness of cognitive functions (less focused on language): both of them argue for the important role that aphasiologists and neurologists had on developmentalists, including in the interpretation of evolutionary theories. And I know I should publish this work somweher but other articles are more urgent... - Alyiha: France has many relevant archives but their access is far from easy... Yours, Isabelle On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell wrote: > Besides Brian McWhinney excellent suggestions, we should not overlook > Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous > Histoire Naturelle (1749) contains a section dealing with language > development (Natural History of Man, Section II) in which he proposes a > least effort theory for phonological development, and reaches conclusions > which anticipate some of those proposed by Roman Jakobson 200 years later. > Another neglected writer, from the late 19th century, was the French > psychologist Bernard Perez. His 1878 book Les trois premi?res ann?es de > l?enfant, ?tude de psychologie exp?rimentale (Paris: Germer Bailli?re. > Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing > with language development. > > I very much agree with MacWhinney that Brown's work would have proceeded > as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's > influence on psycholinguistics and language development as baneful and > destructive, even malignant. > > Robin N Campbell > Psychology, Stirling > r.n.campbell at stir.ac.uk > ________________________________________ > > > > -- > The University of Stirling has been ranked in the top 12 of UK > universities for graduate employment*. > 94% of our 2012 graduates were in work and/or further study within six > months of graduation. > *The Telegraph > The University of Stirling is a charity registered in Scotland, number SC > 011159. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk > . > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2b-SehXvxMP5cBWctNz8_0vjgKksvAxmHOi7TvT%2BTuhNA%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ib4ISHN2002.pdf Type: application/pdf Size: 410706 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ISA2003ISHN.pdf Type: application/pdf Size: 892064 bytes Desc: not available URL: From annickej at yahoo.com Wed Dec 18 13:49:30 2013 From: annickej at yahoo.com (Annick De Houwer) Date: Wed, 18 Dec 2013 05:49:30 -0800 Subject: Advice - a new Genie In-Reply-To: Message-ID: Dear Eva, This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. There may be a little bit of hope here. A sad story indeed. Best Christmas wishes to everyone-- Annick Annick De Houwer On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: > > Dear info-childes community, > > In my spare-time I am politically involved in "social-welfare" , where we > have to decide about support to children and families in need, and the > following is a case that we learned of yesterday on our monthly meeting. > > Last week arrived to Sweden a mother, who has been living herer for the > last 8-10 years, with her child that she has fetched from her previous > homeland. They went straigth to the social-welfare office and the mother > declared that she is unable to take care of her child. > > The child was therefore transferred to an institution dedicated to > children in different kinds of need. > > However, when the situation became a bit more clear they found out that > the child's needs were not of the usual kind in any way. > > The child was born about 10 years ago, and the mother said that she more > or less immediately found out that there was something wrong with the > child, and that she could not take care of him. Thus, the child was left to > a relative, who kept the child in a room and fed the child through a hole > under the door. > > Thus, the child can hardly any words, eventually a few words in his native > language (which is completely unrelated to Swedish). The child is reluctant > to new food and eats mainly porridge and milk, and they say that they > suspect that the child has some sort of autism or maybe hearing loss. > Furthermore, there are scars on the child's head and body, so he seems to > have been physically abused also. > > So, suddenly we have a child here who resembles the famous Genie case, and > we are urgently in need for advice about how to help this child in the best > way. > > I am so grateful for any advice or links to references that you can > provide tho help in this heart-breaking case. > > Sincerely, > > Eva Berglund > > Department of Special Education > > Stockholm University > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eileenbrann at gmail.com Wed Dec 18 14:09:08 2013 From: eileenbrann at gmail.com (Eileen Brann) Date: Wed, 18 Dec 2013 08:09:08 -0600 Subject: Advice - a new Genie In-Reply-To: <4ac77153-ae4e-4a61-98e3-b8dfa4f4f766@googlegroups.com> Message-ID: One suggestion is to begin teaching basic, functional sign language, pairing it with words in the child's native language. Hopefully the child will receive audiological, cognitive and language evaluations, but this would be where I would begin to foster communication skills. Eileen M. Brann, PhD, CCC-SLP Speech-lanuage Pathologist Assistant Professor Communication Disorders Governors State University Illinois On Dec 18, 2013, at 7:49 AM, Annick De Houwer wrote: > Dear Eva, > > This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. > As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. > There may be a little bit of hope here. > > A sad story indeed. > > Best Christmas wishes to everyone-- > > Annick > > Annick De Houwer > On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: > Dear info-childes community, > > In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. > > Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. > > The child was therefore transferred to an institution dedicated to children in different kinds of need. > > However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. > > The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. > > Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. > > So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. > > I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. > > Sincerely, > > Eva Berglund > > Department of Special Education > > Stockholm University > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dmdonovan1937 at gmail.com Wed Dec 18 15:41:44 2013 From: dmdonovan1937 at gmail.com (Denis Donovan) Date: Wed, 18 Dec 2013 10:41:44 -0500 Subject: a new Genie -- a suggestion In-Reply-To: <2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2@gmail.com> Message-ID: I think Eileen's suggestion makes the most sense. I've attached just the first few pages of the beginning of chapter 4 of Robbins Burling's book The Talking Ape -- which I've retitled "How to Learn a New Language From Scratch." The title of Burling's book suggests that it's probably irrelevant but Burling provides an absolutely fascinating account of how one can communicate when neither party shares a common language. In this case, there are three parties. Since one goal is to promote a facilitative and enduring mother-child relationship, I suggest thinking about how the method Burling describes might help meet your needs. In any case, as I mentioned, it's fascinating. Best, Denis - - - Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com On Dec 18, 2013, at 9:09 AM, Eileen Brann wrote: > One suggestion is to begin teaching basic, functional sign language, pairing it with words in the child's native language. > Hopefully the child will receive audiological, cognitive and language evaluations, but this would be where I would begin to foster communication skills. > > Eileen M. Brann, PhD, CCC-SLP > Speech-lanuage Pathologist > Assistant Professor > Communication Disorders > Governors State University > Illinois > > > On Dec 18, 2013, at 7:49 AM, Annick De Houwer wrote: > >> Dear Eva, >> >> This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. >> As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. >> There may be a little bit of hope here. >> >> A sad story indeed. >> >> Best Christmas wishes to everyone-- >> >> Annick >> >> Annick De Houwer >> On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: >> Dear info-childes community, >> >> In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. >> >> Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. >> >> The child was therefore transferred to an institution dedicated to children in different kinds of need. >> >> However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. >> >> The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. >> >> Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. >> >> So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. >> >> I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. >> >> Sincerely, >> >> Eva Berglund >> >> Department of Special Education >> >> Stockholm University >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CE2837D7-117C-4178-84DF-0D21973D7447%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Burling-HowToLearnANewLanguageFromScratch.pdf Type: application/pdf Size: 64710 bytes Desc: not available URL: From aliyah.morgenstern at gmail.com Wed Dec 18 17:08:37 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Wed, 18 Dec 2013 18:08:37 +0100 Subject: History of theories in language acquisition In-Reply-To: Message-ID: I agree Isabelle, our big problem is cultural! Everyone publishes in French, but it is slowly changing.... Best, Aliyah Le 18 d?c. 2013 ? 14:32, Isa Barriere a ?crit : > Hi, > > I just wanted to comment on the messages of Brian, Philip and Aliyah's messages: > - Like Philip I think it is difficult for students to appreciate the history of a field before they know the field in its current state. I used to include a session on the history at the beginning of my undergrad language development class and I realized it does not work. I now do it more indirectly and progressively: we discussed aspects of the history after they watch the 'Wild Child' by Truffaut and then I discuss these issues again in relation to different topics, re: different theories for Autism etc > - I think that it is a shame that in the Speech Communication Arts and Sciences Department where I teach we do not have a regular course on the History at some point in the program, both in the undergrad and grad classes. The Psych department has such a course I do think that it helps students place different approaches in perspective. > - The research in our field is very scattered and extremely time consuming, partly because it is buried in writings on the general language, psychology, aphasia literature and in order to disentangle myths etc one has to go to the original sources... and there is very little funding to support it. I am attaching two presentations that were given to the International Society of the History of Neurosciences: the 2002 one is on emerging concepts of Critical Periods and Modularisation (including in the writings of Charcot) and the second one on other concepts of Innateness of cognitive functions (less focused on language): both of them argue for the important role that aphasiologists and neurologists had on developmentalists, including in the interpretation of evolutionary theories. And I know I should publish this work somweher but other articles are more urgent... > - Alyiha: France has many relevant archives but their access is far from easy... > > Yours, > Isabelle > > > > On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell wrote: > Besides Brian McWhinney excellent suggestions, we should not overlook Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous Histoire Naturelle (1749) contains a section dealing with language development (Natural History of Man, Section II) in which he proposes a least effort theory for phonological development, and reaches conclusions which anticipate some of those proposed by Roman Jakobson 200 years later. Another neglected writer, from the late 19th century, was the French psychologist Bernard Perez. His 1878 book Les trois premi?res ann?es de l?enfant, ?tude de psychologie exp?rimentale (Paris: Germer Bailli?re. Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing with language development. > > I very much agree with MacWhinney that Brown's work would have proceeded as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's influence on psycholinguistics and language development as baneful and destructive, even malignant. > > Robin N Campbell > Psychology, Stirling > r.n.campbell at stir.ac.uk > ________________________________________ > > > > -- > The University of Stirling has been ranked in the top 12 of UK universities for graduate employment*. > 94% of our 2012 graduates were in work and/or further study within six months of graduation. > *The Telegraph > The University of Stirling is a charity registered in Scotland, number SC 011159. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2b-SehXvxMP5cBWctNz8_0vjgKksvAxmHOi7TvT%2BTuhNA%40mail.gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/14A69EBD-B942-442A-ACAC-1435B01B3E4A%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Dec 18 23:07:43 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 18 Dec 2013 18:07:43 -0500 Subject: History of theories in language acquisition In-Reply-To: <14A69EBD-B942-442A-ACAC-1435B01B3E4A@gmail.com> Message-ID: Hi again Aliyah, There may also be this problem but I was referring to something else: it is difficult to locate and access archives and relevant historical sources in France. Cheers, Isabelle On Wed, Dec 18, 2013 at 12:08 PM, Aliyah MORGENSTERN < aliyah.morgenstern at gmail.com> wrote: > I agree Isabelle, our big problem is cultural! Everyone publishes in > French, but it is slowly changing.... > Best, > Aliyah > Le 18 d?c. 2013 ? 14:32, Isa Barriere a ?crit : > > Hi, > > I just wanted to comment on the messages of Brian, Philip and Aliyah's > messages: > - Like Philip I think it is difficult for students to appreciate the > history of a field before they know the field in its current state. I used > to include a session on the history at the beginning of my undergrad > language development class and I realized it does not work. I now do it > more indirectly and progressively: we discussed aspects of the history > after they watch the 'Wild Child' by Truffaut and then I discuss these > issues again in relation to different topics, re: different theories for > Autism etc > - I think that it is a shame that in the Speech Communication Arts and > Sciences Department where I teach we do not have a regular course on the > History at some point in the program, both in the undergrad and grad > classes. The Psych department has such a course I do think that it helps > students place different approaches in perspective. > - The research in our field is very scattered and extremely time > consuming, partly because it is buried in writings on the general language, > psychology, aphasia literature and in order to disentangle myths etc one > has to go to the original sources... and there is very little funding to > support it. I am attaching two presentations that were given to the > International Society of the History of Neurosciences: the 2002 one is on > emerging concepts of Critical Periods and Modularisation (including in the > writings of Charcot) and the second one on other concepts of Innateness of > cognitive functions (less focused on language): both of them argue for the > important role that aphasiologists and neurologists had on > developmentalists, including in the interpretation of evolutionary > theories. And I know I should publish this work somweher but other articles > are more urgent... > - Alyiha: France has many relevant archives but their access is far from > easy... > > Yours, > Isabelle > > > > On Tue, Dec 17, 2013 at 7:27 PM, Robin Campbell wrote: > >> Besides Brian McWhinney excellent suggestions, we should not overlook >> Georges-Louis LeClerc, Comte de Buffon, from the 18th century. His enormous >> Histoire Naturelle (1749) contains a section dealing with language >> development (Natural History of Man, Section II) in which he proposes a >> least effort theory for phonological development, and reaches conclusions >> which anticipate some of those proposed by Roman Jakobson 200 years later. >> Another neglected writer, from the late 19th century, was the French >> psychologist Bernard Perez. His 1878 book Les trois premi?res ann?es de >> l?enfant, ?tude de psychologie exp?rimentale (Paris: Germer Bailli?re. >> Later editions to 5th, 1892, Paris: Alcan) contained a long chapter dealing >> with language development. >> >> I very much agree with MacWhinney that Brown's work would have proceeded >> as it did, had there been no Noam Chomsky. Indeed, I regard Chomsky's >> influence on psycholinguistics and language development as baneful and >> destructive, even malignant. >> >> Robin N Campbell >> Psychology, Stirling >> r.n.campbell at stir.ac.uk >> ________________________________________ >> >> >> >> -- >> The University of Stirling has been ranked in the top 12 of UK >> universities for graduate employment*. >> 94% of our 2012 graduates were in work and/or further study within six >> months of graduation. >> *The Telegraph >> The University of Stirling is a charity registered in Scotland, number SC >> 011159. >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit >> https://groups.google.com/d/msgid/info-childes/AE2A7D3A3E133D4B9C471880FC718F1201B990D95C87%40EXCH2007.ad.stir.ac.uk >> . >> For more options, visit https://groups.google.com/groups/opt_out. >> > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/CANNGd2b-SehXvxMP5cBWctNz8_0vjgKksvAxmHOi7TvT%2BTuhNA%40mail.gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/14A69EBD-B942-442A-ACAC-1435B01B3E4A%40gmail.com > . > > For more options, visit https://groups.google.com/groups/opt_out. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CANNGd2Y-hptWJMPLdskVuDri9ppJ2TLMcUABj6SCi5GUTM1Qwg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmcmanusuk at gmail.com Thu Dec 19 13:40:11 2013 From: kmcmanusuk at gmail.com (Kevin McManus) Date: Thu, 19 Dec 2013 13:40:11 +0000 Subject: EuroSLA 24 - Call for papers Message-ID: *EUROSLA 24 ? Call for papers* The *Centre for Language Learning Research* in the Department of Education, University of York, is pleased to announce that it will host EUROSLA 24, the 24th Annual Conference of the European Second Language Association. You are kindly invited to submit abstracts for papers, posters, thematic colloquia and doctoral workshops on any domain and subdomain of second language research. The Conference will start in the morning of 4 September 2014 and close at lunchtime on 6 September 2014. Preceding the Conference, there will be a doctoral workshop and a *Language Learning* roundtable, both on 3 September. The theme of this year?s roundtable is ?*Language learning theory and practice: Bridging the gap*?. *Plenary speakers* *Leah Roberts*, University of York *Natasha Tokowicz*, University of Pittsburgh *Sharon Unsworth*, Radboud University Nijmegen *Key dates* *28 February 2014:* abstract submission deadline *25 April 2014:* notification of acceptance *28 April 2014: *early bird registration starts *15 June 2014:* registration closes for presenters *25 June 2014:* early bird registration closes *26 June 2014**:* full fee registration starts *3 September 2014:* doctoral workshop and roundtable *4-6 September 2014: *conference *Abstract submission policy * Each author may submit no more than one single-authored and one co-authored (i.e. not first-authored) abstract to be considered for oral presentations, including colloquia and doctoral workshops. More than one abstract can be submitted for poster presentations. Paper and poster proposals should not have been previously published. All submissions will be reviewed anonymously by the scientific committee and evaluated in terms of rigour, clarity and significance of the contribution, as well as its relevance to second language research. Abstracts should not exceed 450 words (excluding the title, but including optional references). *Individual papers and posters* Papers will be allocated 20 minutes for presentation plus 5 minutes for discussion. Poster sessions will be held in two 90-minute slots. In order to foster interaction, all other sessions will be suspended during the poster sessions. *Thematic colloquia* The Thematic colloquia will be organised in two-hour slots running in parallel with other sessions. Each colloquium will focus on one specific topic, and will bring together key contributions to the topic. Colloquium convenors should allocate time for opening and closing remarks, individual papers, discussants (if included) and general discussion. *Doctoral student workshop* The doctoral student workshop is intended to serve as a platform for discussion of ongoing PhD research within any aspect of second language research. PhD students are invited to submit an abstract for a 10-15-minute presentation. The abstract and the presentation should include one or two questions on which the student would like to receive audience feedback (e.g. data collection, analysis, theoretical or methodological issues), and sufficient background information for framing the questions. These sessions are not intended as opportunities to present research results, but to discuss future directions. Students whose abstracts are accepted will then be required to send their paper to a discussant (a senior researcher). The discussant will lead a 10-15-minute feedback/discussion session on their work. *Student stipends* As in previous years, several student stipends will be available for doctoral students. If you wish to apply, please send the following information to eurosla24 at york.ac.uk before 28 February 2014: 1. Name, institution, and address of institution; 2. Curriculum vitae (attached); 3. Official confirmation of a PhD student status; 4. Statement (email) from supervisor or head of Department that the applicant?s institution cannot (fully) cover the conference-related expenses. *Publication of papers* A selection of papers presented at EUROSLA 2014 will be published in the EUROSLA 24 Yearbook following a peer-review process. There is an annual prize for the best EUROSLA Yearbook article. This includes a framed certificate presented at the EUROSLA General Assembly, a fee waiver for the following EUROSLA conference and conference dinner, and free EUROSLA membership for a year. *To submit an abstract please visit * http://www.york.ac.uk/eurosla24 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAMk6oosNP9hxfisvtX1%3DCpgWZVxaJuR_SZf_-SmAbOvTNBOfeg%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cristina.mckean at newcastle.ac.uk Fri Dec 20 08:51:48 2013 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Fri, 20 Dec 2013 08:51:48 +0000 Subject: a new Genie -- a suggestion In-Reply-To: Message-ID: Hi there, I would suggest that you talk to a Speech Pathologist. there are many intervention approaches for pre-verbal children which have a good evidence base but which need to be tailored to the individual child's strengths, preferences and needs. They would integrate a range of alternative and augmentative communication systems (including signs, symbols and objects of reference) with spoken language. These could be incorporated into play based routines and care routines. If there are difficulties with shared attention and social cognition these could also be addressed through approaches such as intensive interaction. If autism is suspected then PECS is a very helpful approach for promoting intentional communication through symbol use. All approaches should follow the child's lead and be linked to communicative routines and items where the child is motivated to interact. An assessment by a speech pathologist is recommended as the approaches differ depending on the needs, strengths and preferences of the child I can send some links to articles if you would find that helpful. Cristina Lecturer | Speech and Language Sciences |Newcastle University Research Fellow|Centre for Research Excellence in Child Language|MCRI Address: Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU|Tel: 0191 222 6528 Winner of 2012 Sternberg Prize for Clinical Innovation for the ?BEST? language programme CPD for SLTs & Allied Professionals: Accredited, advanced and flexible postgraduate CPD pathways www.ncl.ac.uk/ecls/study/postgrad/CPD/ Follow Speech and Language Sciences at Newcastle University on Facebook These approaches On 18 Dec 2013, at 15:41, Denis Donovan > wrote: I think Eileen's suggestion makes the most sense. I've attached just the first few pages of the beginning of chapter 4 of Robbins Burling's book The Talking Ape -- which I've retitled "How to Learn a New Language From Scratch." The title of Burling's book suggests that it's probably irrelevant but Burling provides an absolutely fascinating account of how one can communicate when neither party shares a common language. In this case, there are three parties. Since one goal is to promote a facilitative and enduring mother-child relationship, I suggest thinking about how the method Burling describes might help meet your needs. In any case, as I mentioned, it's fascinating. Best, Denis - - - Denis M. Donovan, M.D., M.Ed., F.A.P.S. Director, EOCT Institute Medical Director, 1983 - 2006 The Children's Center for Developmental Psychiatry St. Petersburg, Florida P.O Box 47576 St. Petersburg, FL 33743-7576 Phone: 727-641-8905 DenisDonovan at EOCT-Institute.org dmdonovan1937 at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CE2837D7-117C-4178-84DF-0D21973D7447%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. On Dec 18, 2013, at 9:09 AM, Eileen Brann wrote: One suggestion is to begin teaching basic, functional sign language, pairing it with words in the child's native language. Hopefully the child will receive audiological, cognitive and language evaluations, but this would be where I would begin to foster communication skills. Eileen M. Brann, PhD, CCC-SLP Speech-lanuage Pathologist Assistant Professor Communication Disorders Governors State University Illinois On Dec 18, 2013, at 7:49 AM, Annick De Houwer > wrote: Dear Eva, This is indeed heartbreaking. I hope the child is not too scared to be touched, so can benefit from loving hugs. As far as language is concerned I would plead most urgently to work with the language/dialect the child has so far heard (however infrequently) - the child may understand something in that language. Here the child's mother may be helpful (or people in Sweden she knows from her homeland who use the same language). Building up mother-child interaction would be an important emotional aspect of the healing process, too, I would think, if the mother still has any sort of interest in the child. But in any event I would not try to introduce Swedish yet. I recommend trying to build on what little the child may know of the first language. There may be a little bit of hope here. A sad story indeed. Best Christmas wishes to everyone-- Annick Annick De Houwer On Wednesday, December 18, 2013 7:49:48 AM UTC+1, Eva.be... at gmail.com wrote: Dear info-childes community, In my spare-time I am politically involved in "social-welfare" , where we have to decide about support to children and families in need, and the following is a case that we learned of yesterday on our monthly meeting. Last week arrived to Sweden a mother, who has been living herer for the last 8-10 years, with her child that she has fetched from her previous homeland. They went straigth to the social-welfare office and the mother declared that she is unable to take care of her child. The child was therefore transferred to an institution dedicated to children in different kinds of need. However, when the situation became a bit more clear they found out that the child's needs were not of the usual kind in any way. The child was born about 10 years ago, and the mother said that she more or less immediately found out that there was something wrong with the child, and that she could not take care of him. Thus, the child was left to a relative, who kept the child in a room and fed the child through a hole under the door. Thus, the child can hardly any words, eventually a few words in his native language (which is completely unrelated to Swedish). The child is reluctant to new food and eats mainly porridge and milk, and they say that they suspect that the child has some sort of autism or maybe hearing loss. Furthermore, there are scars on the child's head and body, so he seems to have been physically abused also. So, suddenly we have a child here who resembles the famous Genie case, and we are urgently in need for advice about how to help this child in the best way. I am so grateful for any advice or links to references that you can provide tho help in this heart-breaking case. Sincerely, Eva Berglund Department of Special Education Stockholm University -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/4ac77153-ae4e-4a61-98e3-b8dfa4f4f766%40googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/2CFE5FCF-0C4D-4BFD-BD57-E8E0D8A453A2%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/1248D05B-DA25-44AA-ACB3-233B17045C52%40ncl.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From crowland at liverpool.ac.uk Fri Dec 20 10:17:41 2013 From: crowland at liverpool.ac.uk (Rowland, Caroline) Date: Fri, 20 Dec 2013 10:17:41 +0000 Subject: New book: 'The Acquisition of Ergativity' (TILAR 9) Message-ID: Dear all, I am very pleased to announce the publication of a new volume of the book series Trends in Language Acquisition Research: The Acquisition of Ergativity, edited by Edith L. Bavin and Sabine Stoll Description: Ergativity is one of the main challenges both for linguistic and acquisition theories. This book is unique, taking a cross-linguistic approach to the acquisition of ergativity in a large variety of typologically distinct languages. The chapters cover languages from different families and from different geographic areas with different expressions of ergativity. Each chapter includes a description of ergativity in the language(s), the nature of the input, the social context of acquisition and developmental patterns. Comparisons of the acquisition process across closely related languages are made, change in progress of the ergative systems is discussed and, for one language, acquisition by bilingual and monolingual children is compared. The volume will be of particular interest to language acquisition researchers, linguists, psycholinguists and cognitive scientists. ?This important and path-breaking book will be a treat for researchers who work on ergativity. And psychologists who find it difficult to imagine alternative universes will be taken on a voyage of discovery, led by skilled guides. Prevailing acquisition models are challenged by the diversity of ergative systems. This book presents the diversity clearly enough to stimulate new thinking about child language, as well as linguistic universals.? Dan I. Slobin, University of California, Berkeley More details are on the attached flyer. Happy holidays, Caro --------------------------------------------------- Prof Caroline Rowland Department of Psychological Sciences University of Liverpool LIVERPOOL L69 7ZA Tel: +44 151 794 2942 Fax: +44 151 794 2945 Email: crowland at liverpool.ac.uk Personal website: http://pcwww.liv.ac.uk/~crowland/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/3FF1F1F25A83534BB89EE788E44BC70BC30F00AA%40CHEXMBX1.livad.liv.ac.uk. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: tilar.9.pdf Type: application/pdf Size: 851608 bytes Desc: tilar.9.pdf URL: From pascaleengel at gmail.com Sat Dec 21 11:37:33 2013 From: pascaleengel at gmail.com (Pascale Engel) Date: Sat, 21 Dec 2013 12:37:33 +0100 Subject: PostDoc, Research Associate & PhD positions at University of Luxembourg Message-ID: Dear Info-CHILDES The *University of Luxembourg *is looking to recruit *1 Postdoctoral Researcher, 1 Research Associate and 1 PhD student* to work on the project: "*A preschool oral language intervention program for Portuguese language minority children in Luxembourg*". Candidates in the area of *psychology, speech, language and hearing sciences, neuroscience, cognitive science, linguistics *or related field are welcome to apply. Details can be found below Postdoc http://recruitment.uni.lu/en/details.html?id=QMUFK026203F3VBQB7V7VV4S8&nPostingID=2972&nPostingTargetID=3839&mask=karriereseiten&lg=UK Research Associate http://recruitment.uni.lu/en/details.html?id=QMUFK026203F3VBQB7V7VV4S8&nPostingID=2968&nPostingTargetID=3832&mask=karriereseiten&lg=UK PhD position http://recruitment.uni.lu/en/details.html?id=QMUFK026203F3VBQB7V7VV4S8&nPostingID=2965&nPostingTargetID=3835&mask=karriereseiten&lg=UK -- Dr. Pascale Engel de Abreu Associate Professor Tel: 46 6644 9779 http://pascaleengel.blogspot.com/ http://memoriaoperacional.blogspot.com University of Luxembourg - EMACS B.P.2 L-7201 Walferdange G.D. de Luxembourg -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAMqy%3DwmF9F-ro7LFx9EkV2X1ecTU22jbMjyvYGFp%2Bc49aoBm9Q%40mail.gmail.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Dec 23 12:33:58 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 23 Dec 2013 13:33:58 +0100 Subject: Self-talk: video data Message-ID: Dear info-childes, I am trying to collect data of children's self-talk for a new project where we compare children's self-talk to the technique called "monologue int?rieur" used by French writers such as Edouard Dujardin, Val?ry Larbaud and to stream of consciousness (Joyce, Woolf...). It is quite a crazy idea but I'd like the child language part of the project to be interesting. I have so fare been working on Emily's data but I also need video data (in French, English, italian, or any sign language). There is no video data of obvious self-talk in CHILDES. Would any of you have such data by any chance? Even if it is not transcribed, even if it's in bits and pieces, I just need to confirm what I see in my bits and pieces ... I hope you all have a wonderful holiday! Best wishes, Aliyah -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/BE03DD98-2FE8-4B72-A838-7B18FF29C8B8%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From macw at cmu.edu Mon Dec 23 15:12:00 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 23 Dec 2013 10:12:00 -0500 Subject: Self-talk: video data In-Reply-To: Message-ID: Dear Aliyah, Did you realize that we updated the Nelson (Emily) data files about 2 weeks ago? ?Brian On Dec 23, 2013, at 7:33 AM, Aliyah MORGENSTERN wrote: > Dear info-childes, > > I am trying to collect data of children's self-talk for a new project where we compare children's self-talk to the technique called "monologue int?rieur" used by French writers such as Edouard Dujardin, Val?ry Larbaud and to stream of consciousness (Joyce, Woolf...). It is quite a crazy idea but I'd like the child language part of the project to be interesting. I have so fare been working on Emily's data but I also need video data (in French, English, italian, or any sign language). There is no video data of obvious self-talk in CHILDES. Would any of you have such data by any chance? Even if it is not transcribed, even if it's in bits and pieces, I just need to confirm what I see in my bits and pieces ... > > I hope you all have a wonderful holiday! > > Best wishes, > Aliyah > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/BE03DD98-2FE8-4B72-A838-7B18FF29C8B8%40gmail.com. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/A820AA61-BFB1-47E8-AD1E-38442ED7979B%40cmu.edu. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Mon Dec 23 16:57:45 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 23 Dec 2013 17:57:45 +0100 Subject: Self-talk: video data In-Reply-To: Message-ID: No I didn't! Great news! But you can't create video files out of sound files! I'm still really grateful! But I still need to know more about the kids' behavior during the monologue, the context, the facila expressions and the gestures... Thanks a lot for this though! Aliyah Le 23 d?c. 2013 ? 16:12, Brian MacWhinney a ?crit : > Dear Aliyah, > > Did you realize that we updated the Nelson (Emily) data files about 2 weeks ago? > > ?Brian > On Dec 23, 2013, at 7:33 AM, Aliyah MORGENSTERN wrote: > >> Dear info-childes, >> >> I am trying to collect data of children's self-talk for a new project where we compare children's self-talk to the technique called "monologue int?rieur" used by French writers such as Edouard Dujardin, Val?ry Larbaud and to stream of consciousness (Joyce, Woolf...). It is quite a crazy idea but I'd like the child language part of the project to be interesting. I have so fare been working on Emily's data but I also need video data (in French, English, italian, or any sign language). There is no video data of obvious self-talk in CHILDES. Would any of you have such data by any chance? Even if it is not transcribed, even if it's in bits and pieces, I just need to confirm what I see in my bits and pieces ... >> >> I hope you all have a wonderful holiday! >> >> Best wishes, >> Aliyah >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. >> To post to this group, send email to info-childes at googlegroups.com. >> To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/BE03DD98-2FE8-4B72-A838-7B18FF29C8B8%40gmail.com. >> For more options, visit https://groups.google.com/groups/opt_out. > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/A820AA61-BFB1-47E8-AD1E-38442ED7979B%40cmu.edu. > For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/5A70542F-7FA1-4151-9D06-0DE62F4977EE%40gmail.com. For more options, visit https://groups.google.com/groups/opt_out. From editor.iascl.clbulletin at gmail.com Tue Dec 31 13:29:41 2013 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 31 Dec 2013 05:29:41 -0800 Subject: IASCL Child Language Bulletin: December 2013 issue Message-ID: Dear all, I am pleased to announce that the Dec 2013 issue of our IASCL Child Language Bulletin is now online at http://www.iascl.org/bulletins/bulletinV33N2.html This issue features (i) updates about the 13th International Congress for the Study of Child Language (IASCL 2014) by the conference organizer Jan de Jong (ii) a call for proposals for the IASCL 2020 congress by our IASCL president Eve Clark (iii) a call for the nomination of IASCL members of the executive committee by our chair of the nominating and appointing committee Virginia Mueller Gathercole (iv) a report on the 38th Annual Boston University Conference on Language Development (BUCLD 38) by Ben Ambridge and Amy Bidgood (v) a report on the International Conference on the Acquisition of Referring Expressions: Crossed Perspectives by Anne Salazar Orvig (vi) updates on PhonBank and Phon (Steady Progress on Corpus Formatting, and Phon 1.7 Around the Corner!) by Yvan Rose, Gregory Hedlund and Brian MacWhinney (vii) updates from Journal of Child Language by Heike Behrens and Melissa Good (viii) an announcement about Anne Baker?s Official Farewell Lecture by Anne Baker (ix) news about ?Child Language Seminar? renamed as ?Child Language Symposium? by Jenny Freed, Catherine Adams and Elena Lieven (x) an announcement about the CLASTA (Communication & Language Acquisition Studies in Typical and Atypical populations) Conference by Alessandra Sansavini (xi) an announcement about the CDI norming database being now publicly available by Philip Dale (see ?Further Announcements?) (xii) an announcement about a new Journal: New West Asia Journal of Speech-Language Pathology and its call for papers by Ghada Khattab (see ?Further Announcements?) (xiii) an announcement about the Language History Questionnaire (LHQ2) by Ping Li (see ?Further Announcements?) in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, new and updated CHILDES corpora, books, completed PhD theses. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://www.iascl.org/bulletins/bulletinV33N2.html I hope you enjoy our Bulletin. Special thanks to our IASCL members who had contributed to this issue. On the last day of 2013, I wish all of us a happy, healthy and prosperous 2014 ahead! Best Regards Angel Chan Editor -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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