From gisela.szagun at googlemail.com  Sat Mar  1 09:06:55 2014
From: gisela.szagun at googlemail.com (Gisela Szagun)
Date: Sat, 1 Mar 2014 09:06:55 +0000
Subject: Help: let them speak or sign their language
In-Reply-To: <CAFWLa7KvR8T+QdXU05AW_FOAEOn07+Sb30SqdDYqAtCDER5o6w@mail.gmail.com>
Message-ID: <SAT.1.MAR.2014.090655.0000.>

Dear Roberta,

I think the paper by Lyness et al. (2013, attached) is helpful when
evaluating the claim that sign may be hurtful to kids. There is quite a bit
of evidence and argumentation for the reverse argument: withholding early
language from the child is likely to have negative consequences. It seems
to me that this is what happens if children with CI do not master spoken
language sufficiently and sign language is withheld from them. So, we may
equally ask the reverse question whether it was the withholding of sign
language that was hurtful to these children?

What happened in Germany, basically, was that the parents started asking
this question, and, if you so want, empowered themselves to find a way to
get *a* language to their children.

>From my point of view as a developmental, what has to be ensured is that a
child builds up a symbolic system and that, in cases where spoken language
acquisition does not succeed, not too much time is lost before sign
language is offered. Unfortunately, there are too many cases - not
presented at conferences because they are not a success story - where this
has happened. The first priority is to prevent any more of that.

Given the unpredictability of success in spoken language acquisition in a
particular child with CI, some parents may want to be "on the safe side"
and choose bilinguality from the beginning. I cannot see that a
disadvantage of this strategy has been proven. The studies claiming harm
from early signing do not convince me.

This is the present state of affairs. Things may change and all the
promises of very early implantation and improved implant technology may
come true. I am not an expert on this. For the time being, I think we have
to work with were we are now.

Best wishes,
Gisela




On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu> wrote:

> I find your eloquent insights very helpful Gisela as I am struggling with
> this issue myself because of our local situation. It makes sense to have
> children become bilingual in sign and spoken language and recent research
> shows that it is useful to have it begin early, even before cochlear
> implants can occur (Davidson paper) as exposure to a symbolic system is
> important.
>
> I like the way you describe what takes place in Germany.  There is no
> mention, in what you write, of turning off children's CI's to teach sign or
> of routinely offering CI kids the services of an SLP.  For CIs to work,
> kids need massive language input to make up for the time when they had no
> input. The attached paper suggests that parental involvement of specific
> types makes a big difference in kids' outcomes and that families can be
> helped to provide the quality of language that children with CIs need.
>
> For people just breaking into this area, I attach a document that gives
> citations and that offers some "facts". However, in that document there is
> the claim - based on a presentation and not publications - that sign is
> hurtful to kids. I don't know this work and wonder if anyone does:
>
> Recent data indicates that introducing sign language prior to cochlear
> implantation does not enhance outcomes compared to emphasis on spoken
> language alone.
>
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
> age of ID, sign support, and auditory prosthesis. A presentation to the
> National Early Hearing Detection and Intervention Conference, New Orleans,
> LA.
>
> Recent data indicates that use of sign language was detrimental for the
> development of spoken langauge for children identified with hearing loss
> after their first birthday. It further indicates that it is detrimental to
> the development of spoken language in the control group of typically
> hearing children.
>
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
> age of ID, sign support, and auditory prosthesis. A presentation to the
> National Early Hearing Detection and Intervention Conference, New Orleans,
> LA.
>
> Thanks all for this great thread!
> Best, Roberta
>
>
> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <
> gisela.szagun at googlemail.com> wrote:
>
>> Hi Roberta,
>>
>> until recently it has been quite difficult in Germany for kids with CI to
>> get bilingual/bimodal input. Let me explain a bit about how the system
>> works in general - as I have experienced this as a researcher at Cochlear
>> Implant Centers - and then say something about how bilinguality is dealt
>> with now.
>>
>> Generally, the health system is very forthcoming with cochlear
>> implantation, and children also receive excellent rehabilitation in
>> specialized rehabilitation centers and in their home towns. This is not
>> dependent on type of health insurance but is paid for by all insurances.
>> All this is fine and health care is excellent.
>>
>> However, the 'official ideology' has been 'spoken language only'. This
>> has been very much promoted by medical circles. At conferences evidence
>> from 'star' children is presented, the rest seem to be ignored. Parents
>> were (still are?) given vastly exaggerated positive views of what to expect
>> of their children's spoken language development.This has been my experience
>> between 1996 and 2006. However, I stopped going to such conferences because
>> I simply could not bear it any longer. I have presented our evidence again
>> and again stressing the enormous variability in outcomes and arguing that
>> for some children it would be benefical to acquire sign language in order
>> to have a functioning symbolic system at all (see my previous mail in this
>> discussion).
>>
>> Then, things began to change. Parents began to notice that quite a few
>> children do not fulfil these exaggerated pictures, that there was no point
>> in waiting and waiting but that something had to be done. It was then that
>> parents demanded either sign supported speech or sign language as part of
>> their child's rehabilitation as well.
>>
>> To my knowledge, this is how this works at present: A teacher of sign
>> language (or sign supported speech) visits the family at home and teaches
>> the child and his/her parents. As such teaching is not part of the
>> insurance paid rehabilitation programme, parents would have to pay.
>> However, parents have fought for having the lessons paid for by social
>> services by taking social services to court when they refused. I have
>> myself written several expertises supporting parents' demands in court, and
>> they have won. So, this means, it will become easier and easier to get
>> these lessons free of costs for the parents.
>>
>> Another way is that parents send their child to a Kindergarten which is
>> bilingual in sign and spoken language. However, such kindergartens do not
>> exist in each town or village, and kindergarten education does not start
>> until 3 years of age. Parents often wish for instruction in signed language
>> earlier.
>>
>> All this goes on in individual cases. To my knowledge, there are no
>> cochlear rehabilitation centres which offer bilinguality on a regular
>> basis. Individual parents take the decision to want bilinguality for their
>> child and they act upon it, either from the beginning or when they begin to
>> have doubts about their child's spoken language development. There is a
>> Federal Association for parents of hearing-impaired children. They give
>> advice to parents, they have also invited me for talks and have asked me to
>> act as an expert in child language acquisition in court hearings.
>>
>> It seems, parents were quicker than medicine to understand the importance
>> of a symbolic system for a developing child and they have fought the case
>> for their children - when the 'official medical view' has ducked.
>> Whichever, the main thing is, it is happening.One can only hope that, soon,
>> instruction in sign language or sign supported speech becomes available
>> quite generally at the rehabilitation centers. The children cannot lose out!
>>
>> Best wishes,
>> Gisela
>>
>>
>>
>> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>
>>> Gisela - just getting back to this thread which I find very
>>> illuminating. May I ask how you recommend kids get the bilingual input?  Is
>>> there a way to do this simultaneously -- offering sign and oral input at
>>> the same time?
>>>
>>> Many thanks!
>>> Roberta
>>>
>>>
>>> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
>>> gisela.szagun at googlemail.com> wrote:
>>>
>>>> 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 <barriere.isa at gmail.com>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 <erikachoff at gmail.com>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 <Roberta at udel.edu>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
>>>>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>>>>> 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
>>>>>>>>>>
>>>>>>>>>> --
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>>>>>>>>>
>>>>>>>>>
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>>>>>>>>
>>>>>>>>
>>>>>>>>
>>>>>>>> --
>>>>>>>> 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."
>>>>>>>>
>>>>>>>> --
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>>>>>>>> .
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>>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> --
>>>>>>> Erika Hoff, Professor
>>>>>>> Department of Psychology
>>>>>>> Florida Atlantic University
>>>>>>> 3200 College Ave.
>>>>>>> Davie, FL 33314
>>>>>>>
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>>>>>>
>>>>>>
>>>>>
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>>>>> .
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>>>>>
>>>>
>>>>
>>>>
>>>> --
>>>> Prof Gisela Szagun PhD BSc
>>>>
>>>> www.giselaszagun.com
>>>>
>>>>
>>>> Vertraulichkeitshinweis:
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>>>> ist. Jede Veröffentlichung ist ausdrücklich untersagt.
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>>>> .
>>>>
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>>>>
>>>
>>>
>>>
>>> --
>>> 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."
>>>
>>> --
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>>> .
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>>> 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.
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>>
>> For more options, visit https://groups.google.com/groups/opt_out.
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>
>
>
> --
> 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
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> .
>
> For more options, visit https://groups.google.com/groups/opt_out.
>



-- 
Prof Gisela Szagun PhD BSc

www.giselaszagun.com


Vertraulichkeitshinweis:
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Jede Veröffentlichung ist ausdrücklich untersagt.

Confidentiality:
This message is intended exclusively for the persons it is addressed to.
Publication is prohibited.

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From Roberta at udel.edu  Sat Mar  1 15:00:27 2014
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Sat, 1 Mar 2014 10:00:27 -0500
Subject: Let them speak or sign their language
In-Reply-To: <CAGrP7Abg9XAc2Lj7rxLECVxH5ppZFy=iSkHL=NUSZ2hLMw_Vgg@mail.gmail.com>
Message-ID: <SAT.1.MAR.2014.100027.0500.>

Thanks Lorraine. I enjoy what you wrote.

YOu said, "The majority of children with CIs in my country are educated
orally alone. We are failing so many of them."  Where are you Lorraine? I
think in UK?  I have seen data on pretty good outcomes for CI kids in the
US - even if implanted later. I am attaching some papers.

Thanks so much for your great comments!
Roberta


On Tue, Feb 25, 2014 at 6:38 AM, Lorraine Howard <lorrhw at gmail.com> wrote:

> Dear Gisela & Roberta,
>
> I hope you do not mind my contributing to this thread. I am hugely
> encouraged by what Gisela has written below. I was in Deaf Education from
> 1987 until 2004. For part of that time I worked in an area which had a
> vibrant Deaf community & a very bilingual approach to the education of
> D/deaf children. I worked in other areas which had predominantly oral
> policies but had senior staff who nevertheless realised the value of
> bilingualism - putting value on the importance of giving children a means
> to communicate, to understand, & to develop symbolic thought -
> this overrode any philosophical blinkering towards speech alone.
>
> When I became a senior manager myself I moved to an area that was deeply
> entrenched in oralism. This was compounded by the vociferousness of the CI
> centres they worked with that signing would harm the children's ability to
> develop speech. The passion & confidence that I could help turn things
> around, given the experiences & knowledge I had gained, evaporated over the
> 5-10 years I battled against it. It was vicious & hugely demoralising.
>
> It heartens me that parental pressure is opening up the debate to the full
> spectrum of children with CIs & the plethora of their experiences in
> Germany. It is my hope that this will create a platform for truly balanced
> debate nationally & internationally. The majority of children with CIs in
> my country are educated orally alone. We are failing so many of them.
> Importantly, there is current research investigating pertinent areas, such
> as language & the devt of EF. The government has just announced more
> funding for investigating the continued issue of poor literacy in deaf
> children. However, wIthout the recognition that sign language (in its
> truest sense, i.e ASL/BSL not SE or SSE) is an important part of dealing
> with that question, we will continue to face the same deficits as were
> there in the 1960s.
>
> I still fear that the current turn in early language acquisition research
> towards spoken language & phonic memory is missing the point. Multimodality
> is as important now as it always has been. If we continue to deny true sign
> language to deaf children we deny them access to so much more. We are not
> Prof Higgins to Eliza Doolittle, we should be a gateway to the world & all
> the knowledge within it. By looking at bilingualism through an oral prism
> we will not develop the tools & methods required to facilitate change
> completely. I remain fervently hopeful that an openness to assess all the
> possibilities to equality grows.
>
> With kindness,
>
> Lorraine
>



-- 
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."

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From k1n at psu.edu  Sun Mar  2 14:49:20 2014
From: k1n at psu.edu (Keith Nelson)
Date: Sun, 2 Mar 2014 09:49:20 -0500
Subject: Fwd: Help: let them speak or sign their language
In-Reply-To: <CAJpT633oCNjSFG_VY8-VgAUgwWuewA2yse1qHT4X50XQOG08Qg@mail.gmail.com>
Message-ID: <SUN.2.MAR.2014.094920.0500.>

---------- Forwarded message ----------
From: Keith Nelson <keithnelsonart at gmail.com>
Date: Sun, Mar 2, 2014 at 8:57 AM
Subject: Re: Help: let them speak or sign their language
To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>,
Mary Rudner <mary.rudner at liu.se>, Jerker Rönnberg <jerker.ronnberg at liu.se>,
Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <
tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>


Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these
threads.   I would emphasize that it is very often the case that once the
decision is made to include sign language there is not really enough
attention to the needed combination of quantity and quality of
interaction--and monitoring thereof-- to insure significant progress.  In
PA I have known families whose grand total support  in a year for teaching
sign language was one one-hour visit by an expert hired by the School
District ! As background, some may find interesting the attached 2 chapters
that cover what we describe in dynamic systems terms as Dynamic Tricky
Mixes of conditions that need to converge for learning--as illustrated not
only for sign but for spoken language, literacy, and art skill.
      Also, I am copying my Swedish and California colleagues who may have
some interesting thoughts and updates on all this.   Very best regards,
Keith


On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun
<gisela.szagun at googlemail.com>wrote:

> Dear Roberta,
>
> I think the paper by Lyness et al. (2013, attached) is helpful when
> evaluating the claim that sign may be hurtful to kids. There is quite a bit
> of evidence and argumentation for the reverse argument: withholding early
> language from the child is likely to have negative consequences. It seems
> to me that this is what happens if children with CI do not master spoken
> language sufficiently and sign language is withheld from them. So, we may
> equally ask the reverse question whether it was the withholding of sign
> language that was hurtful to these children?
>
> What happened in Germany, basically, was that the parents started asking
> this question, and, if you so want, empowered themselves to find a way to
> get *a* language to their children.
>
> From my point of view as a developmental, what has to be ensured is that a
> child builds up a symbolic system and that, in cases where spoken language
> acquisition does not succeed, not too much time is lost before sign
> language is offered. Unfortunately, there are too many cases - not
> presented at conferences because they are not a success story - where this
> has happened. The first priority is to prevent any more of that.
>
> Given the unpredictability of success in spoken language acquisition in a
> particular child with CI, some parents may want to be "on the safe side"
> and choose bilinguality from the beginning. I cannot see that a
> disadvantage of this strategy has been proven. The studies claiming harm
> from early signing do not convince me.
>
> This is the present state of affairs. Things may change and all the
> promises of very early implantation and improved implant technology may
> come true. I am not an expert on this. For the time being, I think we have
> to work with were we are now.
>
> Best wishes,
> Gisela
>
>
>
>
> On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>
>> I find your eloquent insights very helpful Gisela as I am struggling with
>> this issue myself because of our local situation. It makes sense to have
>> children become bilingual in sign and spoken language and recent research
>> shows that it is useful to have it begin early, even before cochlear
>> implants can occur (Davidson paper) as exposure to a symbolic system is
>> important.
>>
>> I like the way you describe what takes place in Germany.  There is no
>> mention, in what you write, of turning off children's CI's to teach sign or
>> of routinely offering CI kids the services of an SLP.  For CIs to work,
>> kids need massive language input to make up for the time when they had no
>> input. The attached paper suggests that parental involvement of specific
>> types makes a big difference in kids' outcomes and that families can be
>> helped to provide the quality of language that children with CIs need.
>>
>> For people just breaking into this area, I attach a document that gives
>> citations and that offers some "facts". However, in that document there is
>> the claim - based on a presentation and not publications - that sign is
>> hurtful to kids. I don't know this work and wonder if anyone does:
>>
>> Recent data indicates that introducing sign language prior to cochlear
>> implantation does not enhance outcomes compared to emphasis on spoken
>> language alone.
>>
>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
>> age of ID, sign support, and auditory prosthesis. A presentation to the
>> National Early Hearing Detection and Intervention Conference, New Orleans,
>> LA.
>>
>> Recent data indicates that use of sign language was detrimental for the
>> development of spoken langauge for children identified with hearing loss
>> after their first birthday. It further indicates that it is detrimental to
>> the development of spoken language in the control group of typically
>> hearing children.
>>
>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
>> age of ID, sign support, and auditory prosthesis. A presentation to the
>> National Early Hearing Detection and Intervention Conference, New Orleans,
>> LA.
>>
>> Thanks all for this great thread!
>> Best, Roberta
>>
>>
>> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <
>> gisela.szagun at googlemail.com> wrote:
>>
>>> Hi Roberta,
>>>
>>> until recently it has been quite difficult in Germany for kids with CI
>>> to get bilingual/bimodal input. Let me explain a bit about how the system
>>> works in general - as I have experienced this as a researcher at Cochlear
>>> Implant Centers - and then say something about how bilinguality is dealt
>>> with now.
>>>
>>> Generally, the health system is very forthcoming with cochlear
>>> implantation, and children also receive excellent rehabilitation in
>>> specialized rehabilitation centers and in their home towns. This is not
>>> dependent on type of health insurance but is paid for by all insurances.
>>> All this is fine and health care is excellent.
>>>
>>> However, the 'official ideology' has been 'spoken language only'. This
>>> has been very much promoted by medical circles. At conferences evidence
>>> from 'star' children is presented, the rest seem to be ignored. Parents
>>> were (still are?) given vastly exaggerated positive views of what to expect
>>> of their children's spoken language development.This has been my experience
>>> between 1996 and 2006. However, I stopped going to such conferences because
>>> I simply could not bear it any longer. I have presented our evidence again
>>> and again stressing the enormous variability in outcomes and arguing that
>>> for some children it would be benefical to acquire sign language in order
>>> to have a functioning symbolic system at all (see my previous mail in this
>>> discussion).
>>>
>>> Then, things began to change. Parents began to notice that quite a few
>>> children do not fulfil these exaggerated pictures, that there was no point
>>> in waiting and waiting but that something had to be done. It was then that
>>> parents demanded either sign supported speech or sign language as part of
>>> their child's rehabilitation as well.
>>>
>>> To my knowledge, this is how this works at present: A teacher of sign
>>> language (or sign supported speech) visits the family at home and teaches
>>> the child and his/her parents. As such teaching is not part of the
>>> insurance paid rehabilitation programme, parents would have to pay.
>>> However, parents have fought for having the lessons paid for by social
>>> services by taking social services to court when they refused. I have
>>> myself written several expertises supporting parents' demands in court, and
>>> they have won. So, this means, it will become easier and easier to get
>>> these lessons free of costs for the parents.
>>>
>>> Another way is that parents send their child to a Kindergarten which is
>>> bilingual in sign and spoken language. However, such kindergartens do not
>>> exist in each town or village, and kindergarten education does not start
>>> until 3 years of age. Parents often wish for instruction in signed language
>>> earlier.
>>>
>>> All this goes on in individual cases. To my knowledge, there are no
>>> cochlear rehabilitation centres which offer bilinguality on a regular
>>> basis. Individual parents take the decision to want bilinguality for their
>>> child and they act upon it, either from the beginning or when they begin to
>>> have doubts about their child's spoken language development. There is a
>>> Federal Association for parents of hearing-impaired children. They give
>>> advice to parents, they have also invited me for talks and have asked me to
>>> act as an expert in child language acquisition in court hearings.
>>>
>>> It seems, parents were quicker than medicine to understand the
>>> importance of a symbolic system for a developing child and they have fought
>>> the case for their children - when the 'official medical view' has ducked.
>>> Whichever, the main thing is, it is happening.One can only hope that, soon,
>>> instruction in sign language or sign supported speech becomes available
>>> quite generally at the rehabilitation centers. The children cannot lose out!
>>>
>>> Best wishes,
>>> Gisela
>>>
>>>
>>>
>>> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>>
>>>> Gisela - just getting back to this thread which I find very
>>>> illuminating. May I ask how you recommend kids get the bilingual input?  Is
>>>> there a way to do this simultaneously -- offering sign and oral input at
>>>> the same time?
>>>>
>>>> Many thanks!
>>>> Roberta
>>>>
>>>>
>>>> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
>>>> gisela.szagun at googlemail.com> wrote:
>>>>
>>>>> 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 <barriere.isa at gmail.com
>>>>>> > 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 <erikachoff at gmail.com>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 <Roberta at udel.edu
>>>>>>>> > 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
>>>>>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>>>>>> 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
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>>>>>>>>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com
>>>>>>>>>>> .
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>>>>>>>>>>> To post to this group, send email to
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>>>>>>>>>>> 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
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>>>>>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
>>>>>>>>>> To post to this group, 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
>>>>>>>>
>>>>>>>> --
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>>>>>>>> Groups "Info-CHILDES" group.
>>>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
>>>>>>>> To post to this group, 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
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>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
>>>>>> To post to this group, 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.
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>>>>>> .
>>>>>>
>>>>>> 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:
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>>>>>
>>>>>  --
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>>>>> .
>>>>>
>>>>> 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
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>>>> To unsubscribe from this group and stop receiving emails from it, send
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>>>> .
>>>>
>>>> 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:
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>>>
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>>> .
>>>
>>> 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
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>> .
>>
>> 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.
>
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> email to info-childes+unsubscribe at googlegroups.com.
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-- 
Keith Nelson
Faculty Senator
Professor of Psychology
Penn State University
118 Moore Building Reno
University Park, PA   16802



keithnelsonart at gmail.com

814 863 1747



And what is mind
and how is it recognized ?
It is clearly drawn
in Sumi  ink, the
sound of breezes drifting through pine.

--Ikkyu Sojun
Japanese Zen Master    1394-1481

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From aliyah.morgenstern at gmail.com  Sun Mar  2 15:08:25 2014
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Sun, 2 Mar 2014 16:08:25 +0100
Subject: Help: let them speak or sign their language
In-Reply-To: <CAJpT631oh0e_mnaS0ntZ_u91ejTbSr-fnO3nXGRFPT1S3TtqmQ@mail.gmail.com>
Message-ID: <SUN.2.MAR.2014.160825.0100.>

Thanks a lot Keith!
In France not only is it dramatically difficult to convince the medical world, but sign language for Hearing parents is hardly financed. They have to be entirely convinced and become real militants to make the tremendous efforts needed. But as our last family visit proved to us, when they do make the effort, the results are just incredible, even she Sign language is introduced after 3.
Best,
Aliyah

Le 2 mars 2014 à 15:49, Keith Nelson a écrit :

> 
> 
> ---------- Forwarded message ----------
> From: Keith Nelson <keithnelsonart at gmail.com>
> Date: Sun, Mar 2, 2014 at 8:57 AM
> Subject: Re: Help: let them speak or sign their language
> To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>, Mary Rudner <mary.rudner at liu.se>, Jerker Rönnberg <jerker.ronnberg at liu.se>, Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>
> 
> 
> Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these threads.   I would emphasize that it is very often the case that once the decision is made to include sign language there is not really enough attention to the needed combination of quantity and quality of interaction--and monitoring thereof-- to insure significant progress.  In PA I have known families whose grand total support  in a year for teaching sign language was one one-hour visit by an expert hired by the School District ! As background, some may find interesting the attached 2 chapters that cover what we describe in dynamic systems terms as Dynamic Tricky Mixes of conditions that need to converge for learning--as illustrated not only for sign but for spoken language, literacy, and art skill.
>       Also, I am copying my Swedish and California colleagues who may have some interesting thoughts and updates on all this.   Very best regards,  Keith 
> 
> 
> On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
> Dear Roberta,
> 
> I think the paper by Lyness et al. (2013, attached) is helpful when evaluating the claim that sign may be hurtful to kids. There is quite a bit of evidence and argumentation for the reverse argument: withholding early language from the child is likely to have negative consequences. It seems to me that this is what happens if children with CI do not master spoken language sufficiently and sign language is withheld from them. So, we may equally ask the reverse question whether it was the withholding of sign language that was hurtful to these children?
> 
> What happened in Germany, basically, was that the parents started asking this question, and, if you so want, empowered themselves to find a way to get a language to their children. 
> 
> From my point of view as a developmental, what has to be ensured is that a child builds up a symbolic system and that, in cases where spoken language acquisition does not succeed, not too much time is lost before sign language is offered. Unfortunately, there are too many cases - not presented at conferences because they are not a success story - where this has happened. The first priority is to prevent any more of that. 
> 
> Given the unpredictability of success in spoken language acquisition in a particular child with CI, some parents may want to be "on the safe side" and choose bilinguality from the beginning. I cannot see that a disadvantage of this strategy has been proven. The studies claiming harm from early signing do not convince me. 
> 
> This is the present state of affairs. Things may change and all the promises of very early implantation and improved implant technology may come true. I am not an expert on this. For the time being, I think we have to work with were we are now.
> 
> Best wishes,
> Gisela
> 
> 
> 
> 
> On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu> wrote:
> I find your eloquent insights very helpful Gisela as I am struggling with this issue myself because of our local situation. It makes sense to have children become bilingual in sign and spoken language and recent research shows that it is useful to have it begin early, even before cochlear implants can occur (Davidson paper) as exposure to a symbolic system is important. 
> 
> I like the way you describe what takes place in Germany.  There is no mention, in what you write, of turning off children's CI's to teach sign or of routinely offering CI kids the services of an SLP.  For CIs to work, kids need massive language input to make up for the time when they had no input. The attached paper suggests that parental involvement of specific types makes a big difference in kids' outcomes and that families can be helped to provide the quality of language that children with CIs need. 
> 
> For people just breaking into this area, I attach a document that gives citations and that offers some "facts". However, in that document there is the claim - based on a presentation and not publications - that sign is hurtful to kids. I don't know this work and wonder if anyone does:
> 
> Recent data indicates that introducing sign language prior to cochlear implantation does not enhance outcomes compared to emphasis on spoken language alone.
> 
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA.
> 
> Recent data indicates that use of sign language was detrimental for the development of spoken langauge for children identified with hearing loss after their first birthday. It further indicates that it is detrimental to the development of spoken language in the control group of typically hearing children.
> 
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA.
> 
> Thanks all for this great thread!
> Best, Roberta
> 
> 
> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
> Hi Roberta,
> 
> until recently it has been quite difficult in Germany for kids with CI to get bilingual/bimodal input. Let me explain a bit about how the system works in general - as I have experienced this as a researcher at Cochlear Implant Centers - and then say something about how bilinguality is dealt with now.
> 
> Generally, the health system is very forthcoming with cochlear implantation, and children also receive excellent rehabilitation in specialized rehabilitation centers and in their home towns. This is not dependent on type of health insurance but is paid for by all insurances. All this is fine and health care is excellent.
> 
> However, the 'official ideology' has been 'spoken language only'. This has been very much promoted by medical circles. At conferences evidence from 'star' children is presented, the rest seem to be ignored. Parents were (still are?) given vastly exaggerated positive views of what to expect of their children's spoken language development.This has been my experience between 1996 and 2006. However, I stopped going to such conferences because I simply could not bear it any longer. I have presented our evidence again and again stressing the enormous variability in outcomes and arguing that for some children it would be benefical to acquire sign language in order to have a functioning symbolic system at all (see my previous mail in this discussion). 
> 
> Then, things began to change. Parents began to notice that quite a few children do not fulfil these exaggerated pictures, that there was no point in waiting and waiting but that something had to be done. It was then that parents demanded either sign supported speech or sign language as part of their child's rehabilitation as well. 
> 
> To my knowledge, this is how this works at present: A teacher of sign language (or sign supported speech) visits the family at home and teaches the child and his/her parents. As such teaching is not part of the insurance paid rehabilitation programme, parents would have to pay. However, parents have fought for having the lessons paid for by social services by taking social services to court when they refused. I have myself written several expertises supporting parents' demands in court, and they have won. So, this means, it will become easier and easier to get these lessons free of costs for the parents. 
> 
> Another way is that parents send their child to a Kindergarten which is bilingual in sign and spoken language. However, such kindergartens do not exist in each town or village, and kindergarten education does not start until 3 years of age. Parents often wish for instruction in signed language earlier. 
> 
> All this goes on in individual cases. To my knowledge, there are no cochlear rehabilitation centres which offer bilinguality on a regular basis. Individual parents take the decision to want bilinguality for their child and they act upon it, either from the beginning or when they begin to have doubts about their child's spoken language development. There is a Federal Association for parents of hearing-impaired children. They give advice to parents, they have also invited me for talks and have asked me to act as an expert in child language acquisition in court hearings.
> 
> It seems, parents were quicker than medicine to understand the importance of a symbolic system for a developing child and they have fought the case for their children - when the 'official medical view' has ducked. Whichever, the main thing is, it is happening.One can only hope that, soon, instruction in sign language or sign supported speech becomes available quite generally at the rehabilitation centers. The children cannot lose out!
> 
> Best wishes,
> Gisela
> 
> 
> 
> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu> wrote:
> Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input?  Is there a way to do this simultaneously -- offering sign and oral input at the same time?
> 
> Many thanks!
> Roberta
> 
> 
> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
> 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 <barriere.isa at gmail.com> 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 <erikachoff at gmail.com> 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 <Roberta at udel.edu> 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
>>>> 
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>>>> 
>>>> -- 
>>>> 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."
>>>> 
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>>>> 
>>>> -- 
>>>> Erika Hoff, Professor
>>>> Department of Psychology
>>>> Florida Atlantic University
>>>> 3200 College Ave.
>>>> Davie, FL 33314
>>>> 
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> Roberta Michnick Golinkoff, Ph. D.
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> University of Delaware, Newark, DE 19716
> Office: 302-831-1634; Fax: 302-831-4110
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> Roberta Michnick Golinkoff, Ph. D.
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> University of Delaware, Newark, DE 19716
> Office: 302-831-1634; Fax: 302-831-4110
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> Keith Nelson
> Faculty Senator
> Professor of Psychology
> Penn State University
> 118 Moore Building Reno
> University Park, PA   16802
> 
> 
> 
> keithnelsonart at gmail.com
> 
> 814 863 1747
> 
> 
> 
> And what is mind
> and how is it recognized ?
> It is clearly drawn
> in Sumi  ink, the
> sound of breezes drifting through pine.
> 
> --Ikkyu Sojun
> Japanese Zen Master    1394-1481
> 
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com.
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> For more options, visit https://groups.google.com/groups/opt_out.
> <Nelson, Keith et al 2004 Acquiring Art.. 1 2.pdf><Nelson Ark chapter 11 in Mody 08 1.pdf>

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From kpeets at ryerson.ca  Mon Mar  3 21:02:58 2014
From: kpeets at ryerson.ca (Kathleen Peets)
Date: Mon, 3 Mar 2014 16:02:58 -0500
Subject: DELV for use with Jamaican Creole speakers
Message-ID: <MON.3.MAR.2014.160258.0500.>

Hello all,

I have a question about using the *Diagnostic Evaluation of Language
Variation* among speakers of Jamaican English or Jamaican Creole. I know
that the test was originally designed to identify language disorders among
speakers of non-standard English, in particular AAE. Has anyone used this
measure outside of this population or outside of the U.S.?

We would be primarily interested in the screening tool which would identify
dialect or degree of dialect. Alternate ideas for this population are also
much appreciated.

Best,
Kathleen


-- 
Kathleen Peets
Assistant Professor
Early Childhood Studies
Ryerson University

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From roeper at linguist.umass.edu  Tue Mar  4 01:02:11 2014
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Mon, 3 Mar 2014 20:02:11 -0500
Subject: DELV for use with Jamaican Creole speakers
In-Reply-To: <27049_1393880593_5314EE11_27049_17209_1_CADh2+D0XKEi_QYBfHnEqpgkDL9rGaZCzv7-c-j_2g-NS1Gm2hg@mail.gmail.com>
Message-ID: <MON.3.MAR.2014.200211.0500.>

Dear Kathleen---

The DELV is being adapted to South African Black English, has been
translated into Afrikaans and is used
with adjustments for other populations.  The core phenomena are universal,
but one does need to look
over the examples and see if they need to be adjusted for language or
culture.
     Barbara Pearson at UMass is the person who manages the materials.
 Others, like Frenette Southwood
and Ondene van Dulm might be available to advise you on how to do this
adaptation.  They are also developing
very useful intervention materials.
     I would be happy to help if I can as well.

Tom Roeper


On Mon, Mar 3, 2014 at 4:02 PM, Kathleen Peets <kpeets at ryerson.ca> wrote:

> Hello all,
>
> I have a question about using the *Diagnostic Evaluation of Language
> Variation* among speakers of Jamaican English or Jamaican Creole. I know
> that the test was originally designed to identify language disorders among
> speakers of non-standard English, in particular AAE. Has anyone used this
> measure outside of this population or outside of the U.S.?
>
> We would be primarily interested in the screening tool which would
> identify dialect or degree of dialect. Alternate ideas for this population
> are also much appreciated.
>
> Best,
> Kathleen
>
>
> --
> Kathleen Peets
> Assistant Professor
> Early Childhood Studies
> Ryerson 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/CADh2%2BD0XKEi_QYBfHnEqpgkDL9rGaZCzv7-c-j_2g-NS1Gm2hg%40mail.gmail.com
> .
> For more options, visit https://groups.google.com/groups/opt_out.
>



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

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From roeper at linguist.umass.edu  Tue Mar  4 01:02:34 2014
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Mon, 3 Mar 2014 20:02:34 -0500
Subject: Fwd: DELV for use with Jamaican Creole speakers
In-Reply-To: <CABkofSm=t04bsKdd5Zt4dd_0sxZN9ZeLRt_rvVfDBRabHBNVWQ@mail.gmail.com>
Message-ID: <MON.3.MAR.2014.200234.0500.>

---------- Forwarded message ----------
From: Tom Roeper <roeper at linguist.umass.edu>
Date: Mon, Mar 3, 2014 at 8:02 PM
Subject: Re: DELV for use with Jamaican Creole speakers
To: info-childes at googlegroups.com


Dear Kathleen---

The DELV is being adapted to South African Black English, has been
translated into Afrikaans and is used
with adjustments for other populations.  The core phenomena are universal,
but one does need to look
over the examples and see if they need to be adjusted for language or
culture.
     Barbara Pearson at UMass is the person who manages the materials.
 Others, like Frenette Southwood
and Ondene van Dulm might be available to advise you on how to do this
adaptation.  They are also developing
very useful intervention materials.
     I would be happy to help if I can as well.

Tom Roeper


On Mon, Mar 3, 2014 at 4:02 PM, Kathleen Peets <kpeets at ryerson.ca> wrote:

> Hello all,
>
> I have a question about using the *Diagnostic Evaluation of Language
> Variation* among speakers of Jamaican English or Jamaican Creole. I know
> that the test was originally designed to identify language disorders among
> speakers of non-standard English, in particular AAE. Has anyone used this
> measure outside of this population or outside of the U.S.?
>
> We would be primarily interested in the screening tool which would
> identify dialect or degree of dialect. Alternate ideas for this population
> are also much appreciated.
>
> Best,
> Kathleen
>
>
> --
> Kathleen Peets
> Assistant Professor
> Early Childhood Studies
> Ryerson 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/CADh2%2BD0XKEi_QYBfHnEqpgkDL9rGaZCzv7-c-j_2g-NS1Gm2hg%40mail.gmail.com
> .
> For more options, visit https://groups.google.com/groups/opt_out.
>



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



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

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From bpearson at research.umass.edu  Tue Mar  4 02:04:24 2014
From: bpearson at research.umass.edu (Barbara Z. Pearson)
Date: Tue, 4 Mar 2014 02:04:24 +0000
Subject: DELV for use with Jamaican Creole speakers
In-Reply-To: <CABkofSm=t04bsKdd5Zt4dd_0sxZN9ZeLRt_rvVfDBRabHBNVWQ@mail.gmail.com>
Message-ID: <TUE.4.MAR.2014.020424.0000.>

Dear Kathleen,

As Tom Roeper indicated, I am happy to answer any questions about the DELV tests that I can.  Please write me with more details of the project you want to accomplish.

You might look into work by Janna Oetting of LSU.  She had an NIH grant to compare how well the DELV screener worked with speakers of different dialects, (but not Jamaican Creole).  I have a poster of hers with some results that she presented at a recent ASHA.  (Among other recommendations, she suggests that a ratio made from the scores on the Language Variation part of the DELV-ST was more "psychometrically robust" than the raw screener scores.  The poster refers you to a paper by Nicole Terry et al. 2010 that shows how to derive the ratio. (Jackson & Pearson also used a similar ratio in their papers on contrastive features.)

Jennifer Renn and *Mike* Terry have a 2009 paper in American Speech where they look at a variety of schemas for evaluating degree of dialect and found that a small set of features correlated highly with a larger set and was as effective as the larger set in measuring dialect.  Their findings may also be useful in guiding your thinking.

Meanwhile, please note that Oetting and her students' studies tend to use mostly the DELV Screening Test.  As a screening test, it is *designed* to err on the side of identifying too many individuals rather than failing to identify someone who would profit from a more comprehensive test.  The larger test, the DELV-NR, is relatively easy to administer and much more accurate.  Ondene van Dulm and Frenette Southwood, whom Tom mentioned, are getting a lot of data using the DELV-NR with several different language communities in South Africa.

Please share other responses you receive off-line.

Best wishes,
Barbara Pearson

************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate
Co-director, Language Acquisition Research Center
c/o Linguistics, 226 South College
University of Massachusetts Amherst
Amherst MA 01003

bpearson at research.umass.edu<mailto:bpearson at research.umass.edu>
http://www.umass.edu/aae/bp_indexold.htm
http://www.zurer.com/pearson

On Mar 3, 2014, at 8:02 PM, Tom Roeper wrote:

Dear Kathleen---

The DELV is being adapted to South African Black English, has been translated into Afrikaans and is used
with adjustments for other populations.  The core phenomena are universal, but one does need to look
over the examples and see if they need to be adjusted for language or culture.
     Barbara Pearson at UMass is the person who manages the materials.  Others, like Frenette Southwood
and Ondene van Dulm might be available to advise you on how to do this adaptation.  They are also developing
very useful intervention materials.
     I would be happy to help if I can as well.

Tom Roeper


On Mon, Mar 3, 2014 at 4:02 PM, Kathleen Peets <kpeets at ryerson.ca<mailto:kpeets at ryerson.ca>> wrote:
Hello all,

I have a question about using the Diagnostic Evaluation of Language Variation among speakers of Jamaican English or Jamaican Creole. I know that the test was originally designed to identify language disorders among speakers of non-standard English, in particular AAE. Has anyone used this measure outside of this population or outside of the U.S.?

We would be primarily interested in the screening tool which would identify dialect or degree of dialect. Alternate ideas for this population are also much appreciated.

Best,
Kathleen


--
Kathleen Peets
Assistant Professor
Early Childhood Studies
Ryerson University

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For more options, visit https://groups.google.com/groups/opt_out.



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

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From kdemuth07 at gmail.com  Tue Mar  4 09:22:37 2014
From: kdemuth07 at gmail.com (Katherine Demuth)
Date: Tue, 4 Mar 2014 20:22:37 +1100
Subject: Lecturer/Senior Lecturer: Speech Language Pathology, Sydney
Message-ID: <TUE.4.MAR.2014.202237.1100.>

Dear all  - please see the attached job add, and more information re 
Macquarie University, Sydney, Australia.

It would be great to have an active researcher in this position - part 
of the Linguistics Department, and housed in the new Australian Hearing 
Hub along with Cognitive Science, the National Acoustics Lab, etc.

Best,
Katherine

Applications are through the MQ Careers site by following this link

http://jobs.mq.edu.au/cw/en/job/493993/lecturersenior-lecturer-speech-and-language-pathology 


Please forward this to colleagues who may be interested.


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From eileen.graf at googlemail.com  Tue Mar  4 17:09:02 2014
From: eileen.graf at googlemail.com (Eileen Graf)
Date: Tue, 4 Mar 2014 11:09:02 -0600
Subject: professional video transcription?
Message-ID: <TUE.4.MAR.2014.110902.0600.>

Dear everyone,

We are planning to obtain language samples from parent-child dyads over a
period of 5 years. Over this period, we will accumulate almost 14,000 hours
of video, and we are looking to find the most cost-effective way to have
them transcribed.

We are considering a professional transcription service (in the US:
www.verbalink.com), since they are quite a lot cheaper than the cost of
hiring, training and supervising transcribers. However, we have a few
concerns, and were wondering if anybody has experiences to share.

Our study will follow children from 1;1 to 4;6 and we're concerned about
transcription by people who are not  in some way trained in language
development, especially at the younger ages. But maybe this concern is
unwarranted and a verbatim transcription (of literally every sound that the
parent or the child produces) will give us what we need?

Similarly, our study population are to a large extent speakers of AAVE, and
we're somewhat wary as to whether a non-academic transcription service can
be trusted to transcribe AAVE felicitously.

We're also wondering whether it is relatively easy to convert verbatim
transcripts into the CHAT format or whether it would be advisable to
transcribe using CHAT in the first place.

If anyone has experience with or advice on these issues we would be most
grateful for your input!
Best,
Eileen Graf

-- 
*T**hirty Million Words®*
The University of Chicago Medicine
5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
(773) 702 1087 | *eileengraf at uchicago.edu <eileengraf at uchicago.edu>* |
tmw.org
@TMW_Initiative

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From marilyn.vihman at york.ac.uk  Tue Mar  4 17:25:35 2014
From: marilyn.vihman at york.ac.uk (Marilyn Vihman)
Date: Tue, 4 Mar 2014 17:25:35 +0000
Subject: professional video transcription?
In-Reply-To: <CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ@mail.gmail.com>
Message-ID: <TUE.4.MAR.2014.172535.0000.>

You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for 'hiring, training and supervising transcribers'. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won't give you data of any real interest unless the transcriber has linguistic training of some kind.

-marilyn vihman


On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com> wrote:

> Dear everyone,
> 
> We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> 
> We are considering a professional transcription service (in the US: www.verbalink.com), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> 
> Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not  in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> 
> Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> 
> We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> 
> If anyone has experience with or advice on these issues we would be most grateful for your input!
> 
> Best,
> Eileen Graf
> 
> -- 
> Thirty Million Words(R)
> The University of Chicago Medicine
> 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> (773) 702 1087 | eileengraf at uchicago.edu | tmw.org
> @TMW_Initiative                                                                            
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com.
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> For more options, visit https://groups.google.com/groups/opt_out.

Marilyn M. Vihman
Professor, Language and Linguistic Science
V/C/207, 2nd Floor, Block C, Vanbrugh College
University of York
Heslington
York YO10 5DD
tel 01904 433612
http://www.yorkphondev.org




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From jedwards2 at wisc.edu  Tue Mar  4 17:31:11 2014
From: jedwards2 at wisc.edu (Jan Edwards)
Date: Tue, 4 Mar 2014 11:31:11 -0600
Subject: professional video transcription?
In-Reply-To: <74a0db8cdb55c.53160dca@wiscmail.wisc.edu>
Message-ID: <TUE.4.MAR.2014.113111.0600.>

My experience is that you will need native speakers of AAE who also have phonetic training to reliably transcribe language samples in AAVE.
When we have used MAE speakers, we've always had to use AAE speakers to correct the transcripts later on.

Jan Edwards

On 03/04/14, Marilyn Vihman  wrote:
> 
> 
> 
> You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for &lsquo;hiring, training and supervising transcribers&rsquo;. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won&rsquo;t give you data of any real interest unless the transcriber has linguistic training of some kind.
> 
> -marilyn vihman
> 
> 
> 
> On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com <eileen.graf at googlemail.com>> wrote:
> 
> 
> > Dear everyone,
> > 
> > 
> > We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> > 
> > We are considering a professional transcription service (in the US: www.verbalink.com(http://www.verbalink.com/)), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> > 
> > 
> > Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> > 
> > 
> > 
> > Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> > 
> > 
> > 
> > We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> > 
> > 
> > 
> > If anyone has experience with or advice on these issues we would be most grateful for your input! 
> > Best,
> > Eileen Graf
> > 
> > 
> > -- Thirty Million Words(r)
> > The University of Chicago Medicine
> > 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> > (773) 702 1087 | info-childes+unsubscribe at googlegroups.com <eileengraf at uchicago.edu')" target="1">eileengraf at uchicago.edu | tmw.org(http://tmw.org/)
> > @TMW_Initiative 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > -- 
> > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > To unsubscribe from this group and stop receiving emails from it, send an email to https://groups.google.com/d/msgid/info-childes/CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ%40mail.gmail.com(javascript:main.compose('new', 't=info-childes+unsubscribe at googlegroups.com>.
> > To post to this group, send email to info-childes at googlegroups.com <info-childes at googlegroups.com>.
> > To view this discussion on the web visit 
> > Marilyn M. Vihman
> > 
> > Professor, Language and Linguistic Science
> > 
> > V/C/207, 2nd Floor, Block C, Vanbrugh College
> > 
> > University of York
> > 
> > Heslington
> > 
> > York YO10 5DD
> > 
> > tel 01904 433612
> > 
> > http://www.yorkphondev.org
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > -- 
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> > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk(https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk?utm_medium=email&utm_source=footer).
> > For more options, visit https://groups.google.com/groups/opt_out.

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From jparadis at ualberta.ca  Tue Mar  4 17:33:39 2014
From: jparadis at ualberta.ca (Johanne Paradis)
Date: Tue, 4 Mar 2014 10:33:39 -0700
Subject: professional video transcription?
In-Reply-To: <8E26CBF3-3B58-4A5A-9A58-A8341545227A@york.ac.uk>
Message-ID: <TUE.4.MAR.2014.103339.0700.>

I agree completely with Marilyn - effective transcription of very young children requires training.  I also think that transcribers with some linguistics background will be better at transcribing non-standard dialects since they will have been introduced to the prescriptive vs. descriptive distinction.  My final comment is about transcription format.  It would be far more efficient to transcribe using CHAT in the first place. 

-Johanne Paradis 


Johanne Paradis | Professor | Department of Linguistics  
4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada
tel:	1 (780) 492-0805 | fax:	1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/   
Child English Second Language Centre: 
http://www.chesl.ualberta.ca




On 2014-03-04, at 10:25 AM, Marilyn Vihman <marilyn.vihman at york.ac.uk> wrote:

> You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for 'hiring, training and supervising transcribers'. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won't give you data of any real interest unless the transcriber has linguistic training of some kind.
> 
> -marilyn vihman
> 
> 
> On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com> wrote:
> 
>> Dear everyone,
>> 
>> We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
>> 
>> We are considering a professional transcription service (in the US: www.verbalink.com), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
>> 
>> Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not  in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
>> 
>> Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
>> 
>> We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
>> 
>> If anyone has experience with or advice on these issues we would be most grateful for your input!
>> 
>> Best,
>> Eileen Graf
>> 
>> -- 
>> Thirty Million Words(R)
>> The University of Chicago Medicine
>> 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
>> (773) 702 1087 | eileengraf at uchicago.edu | tmw.org
>> @TMW_Initiative                                                                            
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, 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_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ%40mail.gmail.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
> 
> Marilyn M. Vihman
> Professor, Language and Linguistic Science
> V/C/207, 2nd Floor, Block C, Vanbrugh College
> University of York
> Heslington
> York YO10 5DD
> tel 01904 433612
> 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.
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> For more options, visit https://groups.google.com/groups/opt_out.

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From jedwards2 at wisc.edu  Tue Mar  4 18:29:12 2014
From: jedwards2 at wisc.edu (Jan Edwards)
Date: Tue, 4 Mar 2014 12:29:12 -0600
Subject: professional video transcription?
In-Reply-To: <77509cecde7fb.53161b50@wiscmail.wisc.edu>
Message-ID: <TUE.4.MAR.2014.122912.0600.>

My point about transcribing AAE didn't have to do with prescriptive vs. descriptive. It's simply that you need native speakers to accurately transcribe the phonetics of a language. I say this after the experience of a cross-linguistic grant in L1 phonological acquisition across American English (MAE from Columbus, OH), Greek, Japanese, Mandarin, Cantonese, and Korean. All of our transcribers were trained phoneticians (linguistics or speech-language pathologists). We found that we could get accurate and transcriptions with high inter-rater reliability only when transcribers were both native speakers and trained phoneticians. More recently, we've found the same thing with AAE.

Jan

On 03/04/14, Johanne Paradis  wrote:
> 
> 
> 
> I agree completely with Marilyn - effective transcription of very young children requires training. I also think that transcribers with some linguistics background will be better at transcribing non-standard dialects since they will have been introduced to the prescriptive vs. descriptive distinction. My final comment is about transcription format. It would be far more efficient to transcribe using CHAT in the first place. 
> 
> -Johanne Paradis 
> 
> 
> Johanne Paradis | Professor | Department of Linguistics 
> 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada
> tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ (http://www.ualberta.ca/~jparadis/) 
> Child English Second Language Centre: 
> http://www.chesl.ualberta.ca
> 
> 
> 
> 
> 
> 
> On 2014-03-04, at 10:25 AM, Marilyn Vihman <marilyn.vihman at york.ac.uk <marilyn.vihman at york.ac.uk>> wrote:
> 
> 
> > You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for &lsquo;hiring, training and supervising transcribers&rsquo;. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won&rsquo;t give you data of any real interest unless the transcriber has linguistic training of some kind.
> > 
> > -marilyn vihman
> > 
> > 
> > 
> > On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com <eileen.graf at googlemail.com>> wrote:
> > 
> > 
> > > Dear everyone,
> > > 
> > > 
> > > We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> > > 
> > > We are considering a professional transcription service (in the US: www.verbalink.com(http://www.verbalink.com/)), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> > > 
> > > 
> > > Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> > > 
> > > 
> > > 
> > > Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> > > 
> > > 
> > > 
> > > We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> > > 
> > > 
> > > 
> > > If anyone has experience with or advice on these issues we would be most grateful for your input! 
> > > Best,
> > > Eileen Graf
> > > 
> > > 
> > > -- Thirty Million Words(r)
> > > The University of Chicago Medicine
> > > 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> > > (773) 702 1087 | info-childes+unsubscribe at googlegroups.com <eileengraf at uchicago.edu')" target="1">eileengraf at uchicago.edu | tmw.org(http://tmw.org/)
> > > @TMW_Initiative 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > -- 
> > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > > To unsubscribe from this group and stop receiving emails from it, send an email to https://groups.google.com/d/msgid/info-childes/CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ%40mail.gmail.com(javascript:main.compose('new', 't=info-childes+unsubscribe at googlegroups.com>.
> > > To post to this group, send email to info-childes at googlegroups.com <info-childes at googlegroups.com>.
> > > To view this discussion on the web visit Marilyn M. Vihman
> > > Professor, Language and Linguistic Science
> > > V/C/207, 2nd Floor, Block C, Vanbrugh College
> > > University of York
> > > Heslington
> > > York YO10 5DD
> > > tel 01904 433612
> > > http://www.yorkphondev.org(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 <info-childes+unsubscribe at googlegroups.com>.
> > > To post to this group, send email to info-childes at googlegroups.com <info-childes at googlegroups.com>.
> > > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk(https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk?utm_medium=email&utm_source=footer).
> > > 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.
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From vvvstudents at gmail.com  Wed Mar  5 13:06:47 2014
From: vvvstudents at gmail.com (vvvstudents at gmail.com)
Date: Wed, 5 Mar 2014 05:06:47 -0800
Subject: professional video transcription?
In-Reply-To: <CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ@mail.gmail.com>
Message-ID: <WED.5.MAR.2014.050647.0800.>

There are no shortcuts for transcription. But why not try the service out? 
 Give them a sample and see how they do compared to your gold standard. 
 I'd be shocked if they were adequate but if they were - what a blessing.

In addition, it is essential to get a large sample from every dyad if the 
data are to be useful for examining syntactic patterns.  I now think that a 
minimum of 1000 utterances per child is required.  At the beginning of 
combinatorial speech, even more utterances from the child may be necessary, 
since many utterances are unintelligible or only one word.  And it's 
desirable to have a lot of dyads.  You don't say how often you will record, 
but that is also an issue.

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From rusnakes at gmail.com  Wed Mar  5 18:12:26 2014
From: rusnakes at gmail.com (Emily Rusnak)
Date: Wed, 5 Mar 2014 13:12:26 -0500
Subject: professional video transcription?
In-Reply-To: <b2bc1963-35bd-40ad-a1ac-42e38ede9d0a@googlegroups.com>
Message-ID: <WED.5.MAR.2014.131226.0500.>

Jon Miller's SALT program team offers transcription services by trained
individuals (http://www.saltsoftware.com/services/).   May not be
AAE-knowledgeable, but might be a good place to start.


Emily Rusnak


On Wed, Mar 5, 2014 at 8:06 AM, vvvstudents at gmail.com <vvvstudents at gmail.com
> wrote:

> There are no shortcuts for transcription. But why not try the service out?
>  Give them a sample and see how they do compared to your gold standard.
>  I'd be shocked if they were adequate but if they were - what a blessing.
>
> In addition, it is essential to get a large sample from every dyad if the
> data are to be useful for examining syntactic patterns.  I now think that a
> minimum of 1000 utterances per child is required.  At the beginning of
> combinatorial speech, even more utterances from the child may be necessary,
> since many utterances are unintelligible or only one word.  And it's
> desirable to have a lot of dyads.  You don't say how often you will record,
> but that is also an issue.
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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> https://groups.google.com/d/msgid/info-childes/b2bc1963-35bd-40ad-a1ac-42e38ede9d0a%40googlegroups.com<https://groups.google.com/d/msgid/info-childes/b2bc1963-35bd-40ad-a1ac-42e38ede9d0a%40googlegroups.com?utm_medium=email&utm_source=footer>
> .
>
> For more options, visit https://groups.google.com/groups/opt_out.
>

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From eileenbrann at gmail.com  Wed Mar  5 19:13:14 2014
From: eileenbrann at gmail.com (Eileen Brann)
Date: Wed, 5 Mar 2014 13:13:14 -0600
Subject: professional video transcription?
In-Reply-To: <CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ@mail.gmail.com>
Message-ID: <WED.5.MAR.2014.131314.0600.>

I teach speech pathology students at Governors State, south of your university, and can ask if anyone has experience in transcription of AAVE.
Eileen Brann, PhD
GSU
University Park, IL

On Mar 4, 2014, at 11:09 AM, Eileen Graf <eileen.graf at googlemail.com> wrote:

> Dear everyone,
> 
> We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> 
> We are considering a professional transcription service (in the US: www.verbalink.com), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> 
> Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not  in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> 
> Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> 
> We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> 
> If anyone has experience with or advice on these issues we would be most grateful for your input!
> 
> Best,
> Eileen Graf
> 
> -- 
> Thirty Million Words®
> The University of Chicago Medicine
> 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> (773) 702 1087 | eileengraf at uchicago.edu | tmw.org
> @TMW_Initiative                             
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> For more options, visit https://groups.google.com/groups/opt_out.

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From vvvstudents at gmail.com  Thu Mar  6 16:52:06 2014
From: vvvstudents at gmail.com (Virginia Valian)
Date: Thu, 6 Mar 2014 11:52:06 -0500
Subject: Abridged summary of info-childes@googlegroups.com - 3
 Messages in 1 Topic
In-Reply-To: <001a11c3c8ec953d3f04f3ef8a5b@google.com>
Message-ID: <THU.6.MAR.2014.115206.0500.>

Dear All,

I'm sorry I didn't identify myself with the vvvstudents post.

Virginia Valian
Distinguished Professor
Department of Psychology
Hunter College - CUNY

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From shanley at bu.edu  Tue Mar 11 11:45:51 2014
From: shanley at bu.edu (shanley at bu.edu)
Date: Tue, 11 Mar 2014 07:45:51 -0400
Subject: course for teacher-training students on language in middle and
 high schools
Message-ID: <TUE.11.MAR.2014.074551.0400.>

Dear All,

One of my doctoral students is developing a "Language in Schools" 
course for teacher training students in Germany who are preparing to 
teach a wide range of content subjects at the middle school and high 
school level (ages 10-18; grades 5-12). We are eagerly looking for 
advice and suggestions from any of you who have taught similar courses 
or know of relevant material.

These teacher training students are preparing to teach in mainstream 
classrooms, which will include children from immigrant backgrounds 
(e.g. Turkish, Russian, Greek) and possibly children with minor 
language-related impairments (e.g. language issues related to ADHD). 
The students typically know little if anything about language or 
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature 
of language, areas of language - phonology, morphology, syntax, etc.)
b. to become familiar with language development phenomena typical of 
this age range (e.g. vocabulary, advanced syntactic structures, 
pragmatics)
c. to understand the basics of bilingual and L2 development, especially 
for immigrant / heritage language children
d. to understand how linguistic issues at all levels (e.g. case 
marking, relative clause structures, politeness conventions) can have 
an effect in classroom teaching and learning
e. to identify potential linguistic problems in teaching material and 
learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), 
etc. are welcome. Although the course will be taught in German and 
oriented to the teaching context in Germany, information from other 
countries is very welcome and useful.

Thanks so much,
Shanley Allen.




********************************************************************************
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group
Center for Cognitive Science
University of Kaiserslautern
Erwin-Schrödinger-Straße 57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
********************************************************************************


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From barriere.isa at gmail.com  Tue Mar 11 12:04:38 2014
From: barriere.isa at gmail.com (Isa Barriere)
Date: Tue, 11 Mar 2014 08:04:38 -0400
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <TUE.11.MAR.2014.080438.0400.>

Hi Shanley,
NYS Department of Education website has much information on what they call
'bilingual certification' for teachers.

http://www.p12.nysed.gov/biling/bilinged/

Many NY universities offer bilingual certification programs (and quite a
few a Dual Certification- bilingual and Special Education) so I would check
the courses and syllabi of these departments.

Isabelle


On Tue, Mar 11, 2014 at 7:45 AM, <shanley at bu.edu> wrote:

> Dear All,
>
> One of my doctoral students is developing a "Language in Schools" course
> for teacher training students in Germany who are preparing to teach a wide
> range of content subjects at the middle school and high school level (ages
> 10-18; grades 5-12). We are eagerly looking for advice and suggestions from
> any of you who have taught similar courses or know of relevant material.
>
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds (e.g.
> Turkish, Russian, Greek) and possibly children with minor language-related
> impairments (e.g. language issues related to ADHD). The students typically
> know little if anything about language or linguistics, or the relevance of
> that for teaching.
>
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature of
> language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of this
> age range (e.g. vocabulary, advanced syntactic structures, pragmatics)
> c. to understand the basics of bilingual and L2 development, especially
> for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case marking,
> relative clause structures, politeness conventions) can have an effect in
> classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
>
> Any and all suggestions for content, materials (readings, examples), etc.
> are welcome. Although the course will be taught in German and oriented to
> the teaching context in Germany, information from other countries is very
> welcome and useful.
>
> Thanks so much,
> Shanley Allen.
>
>
>
>
> ************************************************************
> ********************
> Prof. Dr. Shanley E. M. Allen
> Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
> Director, Psycholinguistics and Language Development Group
> Center for Cognitive Science
> University of Kaiserslautern
> Erwin-Schrödinger-Straße 57/409
> 67663 Kaiserslautern
> Germany
>
> e-mail: allen at sowi.uni-kl.de
> phone: +49-631-205-4136
> fax: +49-631-205-5182
> office: Building 57, Office 409
> web: http://www.sowi.uni-kl.de/english-linguistics/home/
> ************************************************************
> ********************
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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> To view this discussion on the web visit https://groups.google.com/d/
> msgid/info-childes/20140311074551.semq8d5pcg8c0o8s%40www.bu.edu.
> For more options, visit https://groups.google.com/d/optout.
>

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From nippold at uoregon.edu  Tue Mar 11 13:48:46 2014
From: nippold at uoregon.edu (Marilyn Nippold)
Date: Tue, 11 Mar 2014 06:48:46 -0700
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <TUE.11.MAR.2014.064846.0700.>

Shanley,
My book, Language Sampling with Adolescents: Implications for Intervention,
2nd edition, contains information on language development ages 10-20. It
focuses on lexical and syntactic analyses, and how to elicit, transcribe,
and code  spoken and written language samples in different genres
(conversational, narrative, expository, persuasive). It discusses problems
that students with SLI, NLI, and ASD have in spoken and written language
production and what to do about those problems, emphasizing the language of
the curriculum in middle school and high school. There are exercises and
answer keys for identifying word types, phrases, clauses, etc. 
The publisher is Plural (San Diego, CA), and it will be out next month.
Best wishes,
Marilyn Nippold
University of Oregon



On 2014/03/11 04:45, shanley at bu.edu wrote:
> Dear All,
> 
> One of my doctoral students is developing a "Language in Schools"
> course for teacher training students in Germany who are preparing to
> teach a wide range of content subjects at the middle school and high
> school level (ages 10-18; grades 5-12). We are eagerly looking for
> advice and suggestions from any of you who have taught similar courses
> or know of relevant material.
> 
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds
> (e.g. Turkish, Russian, Greek) and possibly children with minor
> language-related impairments (e.g. language issues related to ADHD).
> The students typically know little if anything about language or
> linguistics, or the relevance of that for teaching.
> 
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature
> of language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of
> this age range (e.g. vocabulary, advanced syntactic structures,
> pragmatics)
> c. to understand the basics of bilingual and L2 development,
> especially for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case
> marking, relative clause structures, politeness conventions) can have
> an effect in classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
> 
> Any and all suggestions for content, materials (readings, examples),
> etc. are welcome. Although the course will be taught in German and
> oriented to the teaching context in Germany, information from other
> countries is very welcome and useful.
> 
> Thanks so much,
> Shanley Allen.
> 
> 
> 
> 
>
****************************************************************************
****

-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of shanley at bu.edu
Sent: Tuesday, March 11, 2014 4:46 AM
To: info-childes at googlegroups.com
Cc: allen at sowi.uni-kl.de
Subject: course for teacher-training students on language in middle and high
schools

Dear All,

One of my doctoral students is developing a "Language in Schools" 
course for teacher training students in Germany who are preparing to teach a
wide range of content subjects at the middle school and high school level
(ages 10-18; grades 5-12). We are eagerly looking for advice and suggestions
from any of you who have taught similar courses or know of relevant
material.

These teacher training students are preparing to teach in mainstream
classrooms, which will include children from immigrant backgrounds (e.g.
Turkish, Russian, Greek) and possibly children with minor language-related
impairments (e.g. language issues related to ADHD). 
The students typically know little if anything about language or
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature of
language, areas of language - phonology, morphology, syntax, etc.) b. to
become familiar with language development phenomena typical of this age
range (e.g. vocabulary, advanced syntactic structures,
pragmatics)
c. to understand the basics of bilingual and L2 development, especially for
immigrant / heritage language children d. to understand how linguistic
issues at all levels (e.g. case marking, relative clause structures,
politeness conventions) can have an effect in classroom teaching and
learning e. to identify potential linguistic problems in teaching material
and learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), etc.
are welcome. Although the course will be taught in German and oriented to
the teaching context in Germany, information from other countries is very
welcome and useful.

Thanks so much,
Shanley Allen.




****************************************************************************
****
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group Center for
Cognitive Science University of Kaiserslautern Erwin-Schrödinger-Straße
57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
****************************************************************************
****


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From lise.menn at Colorado.EDU  Tue Mar 11 15:48:21 2014
From: lise.menn at Colorado.EDU (Lise Menn)
Date: Tue, 11 Mar 2014 09:48:21 -0600
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <TUE.11.MAR.2014.094821.0600.>

Shanley, have a look at my intro psycholinguistics book. It's got a basic practical intro to linguistics built in, since it's intended for teachers & clinicians.
http://www.pluralpublishing.com/publication_psl.htm

Best, Lise

On Mar 11, 2014, at 5:45 AM, <shanley at bu.edu<mailto:shanley at bu.edu>> <shanley at bu.edu<mailto:shanley at bu.edu>> wrote:

Dear All,

One of my doctoral students is developing a "Language in Schools"
course for teacher training students in Germany who are preparing to
teach a wide range of content subjects at the middle school and high
school level (ages 10-18; grades 5-12). We are eagerly looking for
advice and suggestions from any of you who have taught similar courses
or know of relevant material.

These teacher training students are preparing to teach in mainstream
classrooms, which will include children from immigrant backgrounds
(e.g. Turkish, Russian, Greek) and possibly children with minor
language-related impairments (e.g. language issues related to ADHD).
The students typically know little if anything about language or
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature
of language, areas of language - phonology, morphology, syntax, etc.)
b. to become familiar with language development phenomena typical of
this age range (e.g. vocabulary, advanced syntactic structures,
pragmatics)
c. to understand the basics of bilingual and L2 development, especially
for immigrant / heritage language children
d. to understand how linguistic issues at all levels (e.g. case
marking, relative clause structures, politeness conventions) can have
an effect in classroom teaching and learning
e. to identify potential linguistic problems in teaching material and
learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples),
etc. are welcome. Although the course will be taught in German and
oriented to the teaching context in Germany, information from other
countries is very welcome and useful.

Thanks so much,
Shanley Allen.




********************************************************************************
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group
Center for Cognitive Science
University of Kaiserslautern
Erwin-Schrödinger-Straße 57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de<mailto:allen at sowi.uni-kl.de>
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
********************************************************************************


--
You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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Lise Menn
Home Office: 303-444-4274
1625 Mariposa Ave
Boulder CO 80302

Professor Emerita of Linguistics
Fellow, Institute of Cognitive Science
University of  Colorado




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From frederike.groothoff at gmail.com  Wed Mar 12 12:59:27 2014
From: frederike.groothoff at gmail.com (Frederike Groothoff)
Date: Wed, 12 Mar 2014 05:59:27 -0700
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <WED.12.MAR.2014.055927.0700.>

Dear Shanley,
 
it might be a good idea to read: 
Griebel,W., Heinisch, R., Kieferle, C., Röbe, E. & Seifert, A. (Eds.), *Transition 
to School and Multilingualism – A Curriculum for Educational Professionals.*
 Hamburg, Germany: Verlag Dr. Kovac. 
 
There is background information on multilingualism, but there are also many 
examples of good practice. I read the Dutch version, but there is also a 
german version.
 
Good luck,
Frederike Groothoff

On Tuesday, March 11, 2014 12:45:51 PM UTC+1, Shanley Allen wrote:

> Dear All, 
>
> One of my doctoral students is developing a "Language in Schools" 
> course for teacher training students in Germany who are preparing to 
> teach a wide range of content subjects at the middle school and high 
> school level (ages 10-18; grades 5-12). We are eagerly looking for 
> advice and suggestions from any of you who have taught similar courses 
> or know of relevant material. 
>
> These teacher training students are preparing to teach in mainstream 
> classrooms, which will include children from immigrant backgrounds 
> (e.g. Turkish, Russian, Greek) and possibly children with minor 
> language-related impairments (e.g. language issues related to ADHD). 
> The students typically know little if anything about language or 
> linguistics, or the relevance of that for teaching. 
>
> The learning objectives for the course are: 
> a. to understand language as an object of study (e.g. arbitrary nature 
> of language, areas of language - phonology, morphology, syntax, etc.) 
> b. to become familiar with language development phenomena typical of 
> this age range (e.g. vocabulary, advanced syntactic structures, 
> pragmatics) 
> c. to understand the basics of bilingual and L2 development, especially 
> for immigrant / heritage language children 
> d. to understand how linguistic issues at all levels (e.g. case 
> marking, relative clause structures, politeness conventions) can have 
> an effect in classroom teaching and learning 
> e. to identify potential linguistic problems in teaching material and 
> learn to use or adapt those appropriately 
>
> Any and all suggestions for content, materials (readings, examples), 
> etc. are welcome. Although the course will be taught in German and 
> oriented to the teaching context in Germany, information from other 
> countries is very welcome and useful. 
>
> Thanks so much, 
> Shanley Allen. 
>
>
>
>
> ******************************************************************************** 
>
> Prof. Dr. Shanley E. M. Allen 
> Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences 
> Director, Psycholinguistics and Language Development Group 
> Center for Cognitive Science 
> University of Kaiserslautern 
> Erwin-Schrödinger-Straße 57/409 
> 67663 Kaiserslautern 
> Germany 
>
> e-mail: al... at sowi.uni-kl.de <javascript:> 
> phone: +49-631-205-4136 
> fax: +49-631-205-5182 
> office: Building 57, Office 409 
> web: http://www.sowi.uni-kl.de/english-linguistics/home/ 
> ******************************************************************************** 
>
>
>
>

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From c.donlan at ucl.ac.uk  Wed Mar 12 13:07:22 2014
From: c.donlan at ucl.ac.uk (Donlan, Chris)
Date: Wed, 12 Mar 2014 13:07:22 +0000
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <CANNGd2ZGmkHG+Po1wba-XYsg-P0i4UvnvKioqgik8nkErUwrSg@mail.gmail.com>
Message-ID: <WED.12.MAR.2014.130722.0000.>

And this !!



From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Isa Barriere
Sent: 11 March 2014 12:05
To: info-childes at googlegroups.com
Cc: allen at sowi.uni-kl.de
Subject: Re: course for teacher-training students on language in middle and high schools

Hi Shanley,
NYS Department of Education website has much information on what they call 'bilingual certification' for teachers.

http://www.p12.nysed.gov/biling/bilinged/

Many NY universities offer bilingual certification programs (and quite a few a Dual Certification- bilingual and Special Education) so I would check the courses and syllabi of these departments.

Isabelle

On Tue, Mar 11, 2014 at 7:45 AM, <shanley at bu.edu<mailto:shanley at bu.edu>> wrote:
Dear All,

One of my doctoral students is developing a "Language in Schools" course for teacher training students in Germany who are preparing to teach a wide range of content subjects at the middle school and high school level (ages 10-18; grades 5-12). We are eagerly looking for advice and suggestions from any of you who have taught similar courses or know of relevant material.

These teacher training students are preparing to teach in mainstream classrooms, which will include children from immigrant backgrounds (e.g. Turkish, Russian, Greek) and possibly children with minor language-related impairments (e.g. language issues related to ADHD). The students typically know little if anything about language or linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature of language, areas of language - phonology, morphology, syntax, etc.)
b. to become familiar with language development phenomena typical of this age range (e.g. vocabulary, advanced syntactic structures, pragmatics)
c. to understand the basics of bilingual and L2 development, especially for immigrant / heritage language children
d. to understand how linguistic issues at all levels (e.g. case marking, relative clause structures, politeness conventions) can have an effect in classroom teaching and learning
e. to identify potential linguistic problems in teaching material and learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), etc. are welcome. Although the course will be taught in German and oriented to the teaching context in Germany, information from other countries is very welcome and useful.

Thanks so much,
Shanley Allen.




********************************************************************************
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group
Center for Cognitive Science
University of Kaiserslautern
Erwin-Schrödinger-Straße 57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de<mailto:allen at sowi.uni-kl.de>
phone: +49-631-205-4136<tel:%2B49-631-205-4136>
fax: +49-631-205-5182<tel:%2B49-631-205-5182>
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
********************************************************************************


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From barriere.isa at gmail.com  Wed Mar 12 13:08:06 2014
From: barriere.isa at gmail.com (Isa Barriere)
Date: Wed, 12 Mar 2014 09:08:06 -0400
Subject: Help: let them speak or sign their language
In-Reply-To: <8B32297A-35BC-447E-B9F3-69063B9E1D61@gmail.com>
Message-ID: <WED.12.MAR.2014.090806.0400.>

Hi,

I just wanted to mention that the issue of exposing all hearing-impaired
children to a Sign Language, and doing so sufficiently- is going to be
discussed at a symposium I am organizing at the  Head Start’s 12th National
Research Conference on Early Childhood to be held July 7-9, 2014 at the
Grand Hyatt Washington, 1000 H Street, NW, Washington, DC 20001 (
http://www.cvent.com/events/head-start-s-12th-national-research-conference/custom-116-31f6c50d9a9b4fa6aeb28d515d4db363.aspx)
that includes a paper by Deb Chen Pichler and colleagues.

When Head Start (subsidized creche and preschool education for children
from low SES in the US) established a Dual Language policy in 2008 (that
requires that Head Start programs that serve children whose home language
is not English are transparent about both their fostering of the
development of the Home Language and English),  it was not clear that their
definition of Dual Language learner includes bimodal learners and/or
children who are exposed to different varieties of English.  The symposium
is meant to address these issues, as well as include papers on learners of
Spanish as well as a few of the other 149 languages spoken by Head Start
children (Haitian Creole, Russian, Yiddish).

Given that Early Head Start
a) focuses on children minus 3 months (when the mother is pregnant) until
age 3 and both center-based and home-based programs exist;
b) is supposed to make up for disadvantageous environments in the early
years (and the income requirement does not apply to children with eraly
Intervention/Special Education needs),
I do not see why Hearing Impaired children, including those with Cochlear
Implants should not benefit from this program....

Isabelle


On Sun, Mar 2, 2014 at 10:08 AM, Aliyah MORGENSTERN <
aliyah.morgenstern at gmail.com> wrote:

> Thanks a lot Keith!
> In France not only is it dramatically difficult to convince the medical
> world, but sign language for Hearing parents is hardly financed. They have
> to be entirely convinced and become real militants to make the tremendous
> efforts needed. But as our last family visit proved to us, when they do
> make the effort, the results are just incredible, even she Sign language is
> introduced after 3.
> Best,
> Aliyah
>
> Le 2 mars 2014 à 15:49, Keith Nelson a écrit :
>
>
>
> ---------- Forwarded message ----------
> From: Keith Nelson <keithnelsonart at gmail.com>
> Date: Sun, Mar 2, 2014 at 8:57 AM
> Subject: Re: Help: let them speak or sign their language
> To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>,
> Mary Rudner <mary.rudner at liu.se>, Jerker Rönnberg <jerker.ronnberg at liu.se>,
> Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <
> tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>
>
>
> Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these
> threads.   I would emphasize that it is very often the case that once the
> decision is made to include sign language there is not really enough
> attention to the needed combination of quantity and quality of
> interaction--and monitoring thereof-- to insure significant progress.  In
> PA I have known families whose grand total support  in a year for teaching
> sign language was one one-hour visit by an expert hired by the School
> District ! As background, some may find interesting the attached 2 chapters
> that cover what we describe in dynamic systems terms as Dynamic Tricky
> Mixes of conditions that need to converge for learning--as illustrated not
> only for sign but for spoken language, literacy, and art skill.
>       Also, I am copying my Swedish and California colleagues who may have
> some interesting thoughts and updates on all this.   Very best regards,
> Keith
>
>
> On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <
> gisela.szagun at googlemail.com> wrote:
>
>> Dear Roberta,
>>
>> I think the paper by Lyness et al. (2013, attached) is helpful when
>> evaluating the claim that sign may be hurtful to kids. There is quite a bit
>> of evidence and argumentation for the reverse argument: withholding early
>> language from the child is likely to have negative consequences. It seems
>> to me that this is what happens if children with CI do not master spoken
>> language sufficiently and sign language is withheld from them. So, we may
>> equally ask the reverse question whether it was the withholding of sign
>> language that was hurtful to these children?
>>
>> What happened in Germany, basically, was that the parents started asking
>> this question, and, if you so want, empowered themselves to find a way to
>> get *a* language to their children.
>>
>> From my point of view as a developmental, what has to be ensured is that
>> a child builds up a symbolic system and that, in cases where spoken
>> language acquisition does not succeed, not too much time is lost before
>> sign language is offered. Unfortunately, there are too many cases - not
>> presented at conferences because they are not a success story - where this
>> has happened. The first priority is to prevent any more of that.
>>
>> Given the unpredictability of success in spoken language acquisition in a
>> particular child with CI, some parents may want to be "on the safe side"
>> and choose bilinguality from the beginning. I cannot see that a
>> disadvantage of this strategy has been proven. The studies claiming harm
>> from early signing do not convince me.
>>
>> This is the present state of affairs. Things may change and all the
>> promises of very early implantation and improved implant technology may
>> come true. I am not an expert on this. For the time being, I think we have
>> to work with were we are now.
>>
>> Best wishes,
>> Gisela
>>
>>
>>
>>
>> On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>
>>> I find your eloquent insights very helpful Gisela as I am struggling
>>> with this issue myself because of our local situation. It makes sense to
>>> have children become bilingual in sign and spoken language and recent
>>> research shows that it is useful to have it begin early, even before
>>> cochlear implants can occur (Davidson paper) as exposure to a symbolic
>>> system is important.
>>>
>>> I like the way you describe what takes place in Germany.  There is no
>>> mention, in what you write, of turning off children's CI's to teach sign or
>>> of routinely offering CI kids the services of an SLP.  For CIs to work,
>>> kids need massive language input to make up for the time when they had no
>>> input. The attached paper suggests that parental involvement of specific
>>> types makes a big difference in kids' outcomes and that families can be
>>> helped to provide the quality of language that children with CIs need.
>>>
>>> For people just breaking into this area, I attach a document that gives
>>> citations and that offers some "facts". However, in that document there is
>>> the claim - based on a presentation and not publications - that sign is
>>> hurtful to kids. I don't know this work and wonder if anyone does:
>>>
>>> Recent data indicates that introducing sign language prior to cochlear
>>> implantation does not enhance outcomes compared to emphasis on spoken
>>> language alone.
>>>
>>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects
>>> of age of ID, sign support, and auditory prosthesis. A presentation to the
>>> National Early Hearing Detection and Intervention Conference, New Orleans,
>>> LA.
>>>
>>> Recent data indicates that use of sign language was detrimental for the
>>> development of spoken langauge for children identified with hearing loss
>>> after their first birthday. It further indicates that it is detrimental to
>>> the development of spoken language in the control group of typically
>>> hearing children.
>>>
>>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects
>>> of age of ID, sign support, and auditory prosthesis. A presentation to the
>>> National Early Hearing Detection and Intervention Conference, New Orleans,
>>> LA.
>>>
>>> Thanks all for this great thread!
>>> Best, Roberta
>>>
>>>
>>> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <
>>> gisela.szagun at googlemail.com> wrote:
>>>
>>>> Hi Roberta,
>>>>
>>>> until recently it has been quite difficult in Germany for kids with CI
>>>> to get bilingual/bimodal input. Let me explain a bit about how the system
>>>> works in general - as I have experienced this as a researcher at Cochlear
>>>> Implant Centers - and then say something about how bilinguality is dealt
>>>> with now.
>>>>
>>>> Generally, the health system is very forthcoming with cochlear
>>>> implantation, and children also receive excellent rehabilitation in
>>>> specialized rehabilitation centers and in their home towns. This is not
>>>> dependent on type of health insurance but is paid for by all insurances.
>>>> All this is fine and health care is excellent.
>>>>
>>>> However, the 'official ideology' has been 'spoken language only'. This
>>>> has been very much promoted by medical circles. At conferences evidence
>>>> from 'star' children is presented, the rest seem to be ignored. Parents
>>>> were (still are?) given vastly exaggerated positive views of what to expect
>>>> of their children's spoken language development.This has been my experience
>>>> between 1996 and 2006. However, I stopped going to such conferences because
>>>> I simply could not bear it any longer. I have presented our evidence again
>>>> and again stressing the enormous variability in outcomes and arguing that
>>>> for some children it would be benefical to acquire sign language in order
>>>> to have a functioning symbolic system at all (see my previous mail in this
>>>> discussion).
>>>>
>>>> Then, things began to change. Parents began to notice that quite a few
>>>> children do not fulfil these exaggerated pictures, that there was no point
>>>> in waiting and waiting but that something had to be done. It was then that
>>>> parents demanded either sign supported speech or sign language as part of
>>>> their child's rehabilitation as well.
>>>>
>>>> To my knowledge, this is how this works at present: A teacher of sign
>>>> language (or sign supported speech) visits the family at home and teaches
>>>> the child and his/her parents. As such teaching is not part of the
>>>> insurance paid rehabilitation programme, parents would have to pay.
>>>> However, parents have fought for having the lessons paid for by social
>>>> services by taking social services to court when they refused. I have
>>>> myself written several expertises supporting parents' demands in court, and
>>>> they have won. So, this means, it will become easier and easier to get
>>>> these lessons free of costs for the parents.
>>>>
>>>> Another way is that parents send their child to a Kindergarten which is
>>>> bilingual in sign and spoken language. However, such kindergartens do not
>>>> exist in each town or village, and kindergarten education does not start
>>>> until 3 years of age. Parents often wish for instruction in signed language
>>>> earlier.
>>>>
>>>> All this goes on in individual cases. To my knowledge, there are no
>>>> cochlear rehabilitation centres which offer bilinguality on a regular
>>>> basis. Individual parents take the decision to want bilinguality for their
>>>> child and they act upon it, either from the beginning or when they begin to
>>>> have doubts about their child's spoken language development. There is a
>>>> Federal Association for parents of hearing-impaired children. They give
>>>> advice to parents, they have also invited me for talks and have asked me to
>>>> act as an expert in child language acquisition in court hearings.
>>>>
>>>> It seems, parents were quicker than medicine to understand the
>>>> importance of a symbolic system for a developing child and they have fought
>>>> the case for their children - when the 'official medical view' has ducked.
>>>> Whichever, the main thing is, it is happening.One can only hope that, soon,
>>>> instruction in sign language or sign supported speech becomes available
>>>> quite generally at the rehabilitation centers. The children cannot lose out!
>>>>
>>>> Best wishes,
>>>> Gisela
>>>>
>>>>
>>>>
>>>> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>>>
>>>>> Gisela - just getting back to this thread which I find very
>>>>> illuminating. May I ask how you recommend kids get the bilingual input?  Is
>>>>> there a way to do this simultaneously -- offering sign and oral input at
>>>>> the same time?
>>>>>
>>>>> Many thanks!
>>>>> Roberta
>>>>>
>>>>>
>>>>> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
>>>>> gisela.szagun at googlemail.com> wrote:
>>>>>
>>>>>> 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 <
>>>>>>> barriere.isa at gmail.com> 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 <erikachoff at gmail.com>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 <
>>>>>>>>> Roberta at udel.edu> 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
>>>>>>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>>>>>>> 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
>>>>>>>>>>>>
>>>>>>>>>>>> --
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>>>>>>>>>>>> To unsubscribe from this group and stop receiving emails from
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>>>>>>>>>>>> To post to this group, 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
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>>>>>>>>>>>> To unsubscribe from this group and stop receiving emails from
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>>>>>>>>>>>> To post to this group, 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."
>>>>>>>>>>
>>>>>>>>>> --
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>>>>>>>>>>
>>>>>>>>>
>>>>>>>>>
>>>>>>>>>
>>>>>>>>> --
>>>>>>>>> Erika Hoff, Professor
>>>>>>>>> Department of Psychology
>>>>>>>>> Florida Atlantic University
>>>>>>>>> 3200 College Ave.
>>>>>>>>> Davie, FL 33314
>>>>>>>>>
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>>>>>>
>>>>>>
>>>>>>
>>>>>> --
>>>>>> 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.
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>>>>>> .
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>>>>>>
>>>>>
>>>>>
>>>>>
>>>>> --
>>>>> 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."
>>>>>
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>>>>> .
>>>>>
>>>>> 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.
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>>>> .
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>>>
>>>
>>>
>>> --
>>> 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.
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>>> .
>>>
>>> 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.
>>
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>> .
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>
>
>
> --
> Keith Nelson
> Faculty Senator
> Professor of Psychology
> Penn State University
> 118 Moore Building Reno
> University Park, PA   16802
>
>
>
> keithnelsonart at gmail.com
>
> 814 863 1747
>
>
>
> And what is mind
> and how is it recognized ?
> It is clearly drawn
> in Sumi  ink, the
> sound of breezes drifting through pine.
>
> --Ikkyu Sojun
> Japanese Zen Master    1394-1481
>
>
> --
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> .
> For more options, visit https://groups.google.com/groups/opt_out.
> <Nelson, Keith et al 2004 Acquiring Art.. 1 2.pdf><Nelson Ark chapter 11
> in Mody 08 1.pdf>
>
>
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From roeper at linguist.umass.edu  Wed Mar 12 13:11:10 2014
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Wed, 12 Mar 2014 09:11:10 -0400
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <16554_1394538423_531EF7B7_16554_11117_1_20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <WED.12.MAR.2014.091110.0400.>

Shanley---

a number of people have used my book, The Prism of Grammar, for that
purpose and it has gone well.

Tom


On Tue, Mar 11, 2014 at 7:45 AM, <shanley at bu.edu> wrote:

> Dear All,
>
> One of my doctoral students is developing a "Language in Schools" course
> for teacher training students in Germany who are preparing to teach a wide
> range of content subjects at the middle school and high school level (ages
> 10-18; grades 5-12). We are eagerly looking for advice and suggestions from
> any of you who have taught similar courses or know of relevant material.
>
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds (e.g.
> Turkish, Russian, Greek) and possibly children with minor language-related
> impairments (e.g. language issues related to ADHD). The students typically
> know little if anything about language or linguistics, or the relevance of
> that for teaching.
>
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature of
> language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of this
> age range (e.g. vocabulary, advanced syntactic structures, pragmatics)
> c. to understand the basics of bilingual and L2 development, especially
> for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case marking,
> relative clause structures, politeness conventions) can have an effect in
> classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
>
> Any and all suggestions for content, materials (readings, examples), etc.
> are welcome. Although the course will be taught in German and oriented to
> the teaching context in Germany, information from other countries is very
> welcome and useful.
>
> Thanks so much,
> Shanley Allen.
>
>
>
>
> ************************************************************
> ********************
> Prof. Dr. Shanley E. M. Allen
> Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
> Director, Psycholinguistics and Language Development Group
> Center for Cognitive Science
> University of Kaiserslautern
> Erwin-Schrödinger-Straße 57/409
> 67663 Kaiserslautern
> Germany
>
> e-mail: allen at sowi.uni-kl.de
> phone: +49-631-205-4136
> fax: +49-631-205-5182
> office: Building 57, Office 409
> web: http://www.sowi.uni-kl.de/english-linguistics/home/
> ************************************************************
> ********************
>
>
> --
> You received this message because you are subscribed to the Google Groups
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> msgid/info-childes/20140311074551.semq8d5pcg8c0o8s%40www.bu.edu.
> For more options, visit https://groups.google.com/d/optout.
>



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

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From ajowen at gmail.com  Wed Mar 12 13:29:19 2014
From: ajowen at gmail.com (Amanda Owen Van Horne)
Date: Wed, 12 Mar 2014 08:29:19 -0500
Subject: Digest for info-childes@googlegroups.com - 4 Messages in 1
 Topic
In-Reply-To: <485b397dcf816ce96004f468486b@google.com>
Message-ID: <WED.12.MAR.2014.082919.0500.>

I also recommend Marilyn's book on Later Language Development and Butler
and Silliman's book on speaking, reading and writing in children with
language learning disabilities. Both are quite good.

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From lorrhw at gmail.com  Wed Mar 12 14:18:44 2014
From: lorrhw at gmail.com (Lorraine Howard)
Date: Wed, 12 Mar 2014 14:18:44 +0000
Subject: Help: let them speak or sign their language
In-Reply-To: <CANNGd2ak9EdsYHB+nYPmyWApvz=1U_m0GWGaiM0x4it6X8u=_g@mail.gmail.com>
Message-ID: <WED.12.MAR.2014.141844.0000.>

This sounds very exciting, Isa!

Lorraine

On Wednesday, March 12, 2014, Isa Barriere <barriere.isa at gmail.com> wrote:

> Hi,
>
> I just wanted to mention that the issue of exposing all hearing-impaired
> children to a Sign Language, and doing so sufficiently- is going to be
> discussed at a symposium I am organizing at the  Head Start's 12th
> National Research Conference on Early Childhood to be held July 7-9, 2014 at
> the Grand Hyatt Washington, 1000 H Street, NW, Washington, DC 20001 (
> http://www.cvent.com/events/head-start-s-12th-national-research-conference/custom-116-31f6c50d9a9b4fa6aeb28d515d4db363.aspx)
> that includes a paper by Deb Chen Pichler and colleagues.
>
> When Head Start (subsidized creche and preschool education for children
> from low SES in the US) established a Dual Language policy in 2008 (that
> requires that Head Start programs that serve children whose home language
> is not English are transparent about both their fostering of the
> development of the Home Language and English),  it was not clear that their
> definition of Dual Language learner includes bimodal learners and/or
> children who are exposed to different varieties of English.  The symposium
> is meant to address these issues, as well as include papers on learners of
> Spanish as well as a few of the other 149 languages spoken by Head Start
> children (Haitian Creole, Russian, Yiddish).
>
> Given that Early Head Start
> a) focuses on children minus 3 months (when the mother is pregnant) until
> age 3 and both center-based and home-based programs exist;
> b) is supposed to make up for disadvantageous environments in the early
> years (and the income requirement does not apply to children with eraly
> Intervention/Special Education needs),
> I do not see why Hearing Impaired children, including those with Cochlear
> Implants should not benefit from this program....
>
> Isabelle
>
>
> On Sun, Mar 2, 2014 at 10:08 AM, Aliyah MORGENSTERN <
> aliyah.morgenstern at gmail.com> wrote:
>
> Thanks a lot Keith!
> In France not only is it dramatically difficult to convince the medical
> world, but sign language for Hearing parents is hardly financed. They have
> to be entirely convinced and become real militants to make the tremendous
> efforts needed. But as our last family visit proved to us, when they do
> make the effort, the results are just incredible, even she Sign language is
> introduced after 3.
> Best,
> Aliyah
>
> Le 2 mars 2014 à 15:49, Keith Nelson a écrit :
>
>
>
> ---------- Forwarded message ----------
> From: *Keith Nelson* <keithnelsonart at gmail.com>
> Date: Sun, Mar 2, 2014 at 8:57 AM
> Subject: Re: Help: let them speak or sign their language
> To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>,
> Mary Rudner <mary.rudner at liu.se>, Jerker Rönnberg <jerker.ronnberg at liu.se>,
> Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <
> tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>
>
>
> Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these
> threads.   I would emphasize that it is very often the case that once the
> decision is made to include sign language there is not really enough
> attention to the needed combination of quantity and quality of
> interaction--and monitoring thereof-- to insure significant progress.  In
> PA I have known families whose grand total support  in a year for teaching
> sign language was one one-hour visit by an expert hired by the School
> District ! As background, some may find interesting the attached 2 chapters
> that cover what we describe in dynamic systems terms as Dynamic Tricky
> Mixes of conditions that need to converge for learning--as illustrated not
> only for sign but for spoken language, literacy, and art skill.
>       Also, I am copying my Swedish and California colleagues who may have
> some interesting thoughts and updates on all this.   Very best regards,
> Keith
>
>
> On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <
> gisela.szagun at googlemail.com> wrote:
>
> Dear Roberta,
>
> I think the paper by Lyness et al. (2013, attached) is helpful when
> evaluating the claim that sign may be hurtful to kids. There is quite a bit
> of evidence and argumentation for the reverse argument: withholding early
> language from the child is likely to have negative consequences. It seems
> to me that this is what happens if children with CI do not master spoken
> language sufficiently and sign language is withheld from them. So, we may
> equally ask the reverse question whether it was the withholding of sign
> language that was hurtful to these children?
>
> What happened in Germany, basically, was that the parents started asking
> this question, and, if you so want, empowered themselves to find a way to
> get *a* language to their children.
>
> From my point of view as a developmental, what has to be ensured is that a
> child builds up a symbolic system and that, in cases where spoken language
> acquisition does not succeed, not too much time is lost before sign
> language is offered. Unfortunately, there are too many cases - not
> presented at conferences because they are not a success story - where this
> has happened. The first priority is to prevent any
>
> To view this discussion on the web visit
> https://groups.google.com/d/msgid/info-childes/CANNGd2ak9EdsYHB%2BnYPmyWApvz%3D1U_m0GWGaiM0x4it6X8u%3D_g%40mail.gmail.com<https://groups.google.com/d/msgid/info-childes/CANNGd2ak9EdsYHB%2BnYPmyWApvz%3D1U_m0GWGaiM0x4it6X8u%3D_g%40mail.gmail.com?utm_medium=email&utm_source=footer>
> .
> For more options, visit https://groups.google.com/d/optout.
>

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From todonnell at gmail.com  Fri Mar 14 10:30:57 2014
From: todonnell at gmail.com (Timothy O'Donnell)
Date: Fri, 14 Mar 2014 03:30:57 -0700
Subject: Deadline Extension: Cognitive Modeling and Computational
 Linguistics 2014
Message-ID: <FRI.14.MAR.2014.033057.0700.>

CALL FOR PAPERS - Extended Submission Deadline: March 18

Cognitive Modeling and Computational Linguistics 2014 (CMCL-2014)
--------------------------------------------------------------------------------------------

A workshop to be held June 26, 2014 at the Annual Meeting of the
Association for Computational Linguistics (ACL) in Baltimore,
Maryland, USA

          http://cmcl.mit.edu/

Workshop Description
-----------------------------

This workshop provides a venue for work in computational
psycholinguistics: the computational and mathematical modeling of
linguistic generalization, development, and processing. We invite
contributions that apply methods from computational linguistics to
problems in the cognitive modeling of any and all natural language
abilities. The 2014 workshop follows in the tradition of earlier CMCL
meetings at ACL 2010, ACL 2011, NAACL-HLT 2012, ACL 2013.

Scope and Topics 
------------------------

The workshop invites a broad spectrum of work in the cognitive science
of language, at all levels of analysis from sounds to discourse and on
both learning and processing. Topics include, but are not limited to:

  - incremental parsers for diverse grammar formalisms
  - derivations of quantitative measures of comprehension difficulty, or 
    predictions regarding generalization in language learning
  - stochastic models of factors encouraging one production or 
interpretation 
    over its competitors
  - models of semantic/pragmatic interpretation, including psychologically 
    realistic notions of word meaning, phrase meaning, composition, and 
    pragmatic inference
  - models and empirical analysis of the relationship between mechanistic 
    psycholinguistic principles and pragmatic or semantic adaptation
  - models of human language acquisition and/or adaptation in a changing 
    linguistic environment
  - models of linguistic information propagation and language change in 
    communication networks
  - models of lexical acquisition, including phonology, morphology, and 
semantics
  - psychologically motivated models of grammar induction or semantic 
learning

Submissions are especially welcomed that combine computational
modeling work with empirical data (e.g., corpora or experiments) to
test theoretical questions about the nature of human language
acquisition, comprehension, and/or production.

Submissions
-----------------

This call solicits full papers reporting original and unpublished
research that combines cognitive modeling and computational
linguistics. Accepted papers are expected to be presented at the
workshop and will be published in the workshop proceedings. They
should emphasize obtained results rather than intended work, and
should indicate clearly the state of completion of the reported
results. A paper accepted for presentation at the workshop must not be
presented or have been presented at any other meeting with publicly
available proceedings. If essentially identical papers are submitted
to other conferences or workshops as well, this fact must be indicated
at submission time. No submission should be longer than necessary, up
to a maximum 8 pages plus two additional pages containing references.

To facilitate double-blind reviewing, submitted manuscripts should not
include any identifying information about the authors.

Submissions must be formatted using ACL 2014 style files available at

       http://www.cs.jhu.edu/ACL2014/CallforPapers.htm

Contributions should be submitted in PDF via the submission site:

   https://www.softconf.com/acl2014/CMCL/

The submission deadline is 11:59PM Pacific Time on March 18, 2014.

Important Dates
---------------------

Submission deadline: 18 March 2014
Notification of acceptance: 18 April 2014
Camera-ready versions due: 28 April 2014
Workshop: June 26, 2014

Workshop Chairs
-----------------------

Vera Demberg
Multimodal Computing and Interaction Cluster of Excellence, Saarland 
University, Germany

Tim O’Donnell
Department of Brain and Cognitive Sciences, Massachusetts Institute of 
Technology, USA

Program Committee
---------------------------

Afra Alishahi, Tilburg University
Klinton Bicknell, University of Rochester
Alexander Clark, King's College London
Jennifer Culbertson, George Mason                    
Afsaneh Fazly, University of Toronto
Bob Frank, Yale
Stefan Frank, Radboud University Nijmegen
Stella Frank, University of Edinburgh
John T. Hale, Cornell University
Frank Keller, University of Edinburgh
Anna Korhonen, Cambridge University
Shalom Lappin, King's College
Richard L. Lewis, University of Michigan
Sebastian Padó, Stuttgart University
David Reitter, Penn State University
William Schuler, The Ohio State University
Nathaniel Smith, University of Edinburgh
Ed Stabler, UCLA
Mark Steedman, University of Edinburgh
Charles Yang, University of Pennsylvania
Jelle Zuidema, University of Amsterdam

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From guidetti at univ-tlse2.fr  Mon Mar 17 10:35:53 2014
From: guidetti at univ-tlse2.fr (=?iso-8859-1?Q?Guidetti_Mich=E8le?=)
Date: Mon, 17 Mar 2014 11:35:53 +0100
Subject: International workshop on the gesture-sign interface in language
 acquisition , Paris, April 4-5
Message-ID: <MON.17.MAR.2014.113553.0100.>

Dear info-childes editor,

 

Please help to post the below to the list. The program  could also be find
here
http://octogone.univ-tlse2.fr/accueil/manifestations-scientifiques/colloques
/workshop-international-l-interface-geste-signe-en-acquisition-du-langage--3
06839.kjsp?RH=OCTOGONE-FR Many thanks.

 

Michèle Guidetti

 

Pr. Michèle Guidetti

Directrice

Unité de Recherche Interdisciplinaire Octogone (EA n°4156)

Université Toulouse 2 

Pavillon de la  Recherche

5 Allée A. Machado

31 058 Toulouse Cedex 9 - France

 

Tél. + 33 5 61 50 24 70

Fax + 33 5 61 50 49 18

 

 

 

An international workshop on the gesture sign interface in language
acquisition will be held in Paris on April 4 and 5. Guest speakers are Susan
Goldin-Meadow, Asli Özyürek, Virginia Volterra, Gary Morgan, Marion Blondel
and colleagues on April 5, they will be discussants on April 4 for a special
event for junior researchers, see more details on the attached program. 

 

The workshop is free and open to all but please contact
Aliyah.Morgenstern at univ-paris3.fr for us to organize lunch on Saturday and
coffee breaks.

 

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From barriere.isa at gmail.com  Mon Mar 17 20:10:52 2014
From: barriere.isa at gmail.com (Isa Barriere)
Date: Mon, 17 Mar 2014 16:10:52 -0400
Subject: Program of Student Research Conference March 28/
 Speech-Language-Hearing Sciences Program CUNY Graduate Center
Message-ID: <MON.17.MAR.2014.161052.0400.>

 Dear Colleagues,


Please feel free to distribute to potentially interested students and
colleaguues.


Thank you,


Isabelle Barriere, PhD

*SPEECH-LANGUAGE-HEARING SCIENCES DOCTORAL PROGRAM*

*4**TH **A**NNUAL **S**TUDENT **R**ESEARCH **P**OSTER **D**AY*

*FRIDAY MARCH **28*

*CUNY GRADUATE CENTER **365 F**IFTH AVENUE **(@34 S**TREET**), NY 10016*

*Attendance: free*

*RSVP: speechlanguagehearingsciconf at gmail.com
<speechlanguagehearingsciconf at gmail.com>*



*SCHEDULE*

*10:00-10:30*               Registration/Room 9204 & Poster Hanging/Room
9206

*10:30-10:35*                Welcome to the event by Executive
Officer/Rooms 9204-5 Professor Klara Marton

*10:35-10:40*                Introduction of Presidential Professor Richard
G.Schwartz by Professor Isabelle Barrière

*10:40-11:40*                *Presidential Professor Richard G. Schwartz:*

*PROCESSING LANGUAGE WITH A COCHLEAR IMPLANT*

*11:40-11:50*                Questions to Presidential Professor Richard G.
Schwartz


*Poster Presentations/Room 9206*

*11:50-12:35*    Students with odd-numbered posters stand by them to
present their posters to attendees; those with even-numbered posters are
free to listen in

*12:40-1:25*      Students with even-numbered posters stand by them to
present their posters to attendees; those with odd-numbered posters are
free to listen in

*1:30-2:20        *Lunch in Rooms 7102 & 7400 Speech and Hearing Science
Labs Visit

*2:20-2:30        *Completion of Feedback by All Participants



*Student Posters*

* Faculty Mentors



*1. The Comprehension of Subject-Verb Agreement in Spanish-English
Bilinguals*

Mariela Alda1&2, Myriam Guaman1&2, Claribel Polanco1&2, Isabelle Barrière1&2
*

*1**Department of Speech Communication Arts & Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*



*2. **Idiom Perception and Theory of Mind in*

*Typically Developing Children and Children with Autism*

Victoria Bardin & Hia Datta*

*Department Speech Language Pathology,*

*Molloy College*



*3. A Study of Quality of Life in Aphasia*

Ashley Barlev, Yael Neumann-Werth

*Department of Linguistics & Communication Disorders, Queens College, CUNY*



*4. /L/ Phonemes in English Loanwords in Turkish*

Daniel Barry

*Linguistics Program, Brooklyn College, CUNY*



*5. New Language Learning in a Multilingual Person with Aphasia.*

Marina Belkina1*, *Mira Goral1&²

*1* *Department of **Speech-Language-Hearing Sciences, Lehman College, CUNY*

*2 **Speech-Language & Hearing Sciences Doctoral Program, Graduate Center,
CUNY*



*6. The Effect of Bilingualism on Cognition in Young Adults*

Alyssa Bello1, Iqra Shahid1, Olya Venglovskaya1, Tanya Yablochnik1,
Isabelle Barrière1&2*

*1**Department of Speech Communication Arts and Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*


*7. Association of Interference with Sentence Recall*

Luca Campanelli1, Klara Marton1*, Deepti Wadhera2, Marissa Chapler3, Karen
Cardenas3,

1*Speech-Language-Hearing Sciences, the Graduate Center, CUNY*

*2**Speech Language and Hearing Sciences Department, **Boston University*

3*Linguistics & Communication Disorders Department, Queens College, CUNY*

 *8. A New Speech Camp: Raising the Treatment Intensity Bar for Pediatric*

*Dysarthria Due to Cerebral Palsy*

Georgia Duan, Erika Levy*

*Biobehavioral Sciences, Speech Language Pathology,*

*Teachers College, Columbia University*



*9. Working Memory Capacity in Adults with and without Stuttering Disorders*

Deniz Erol1, Jose Osorio1, Josie Paul1, Naomi Eichorn2, Klara Marton2*

*Department of Psychology, City College of New York, CUNY*

*Speech-Language-Hearing Sciences Doctoral Program,*

* The Graduate Center, CUNY*



*10. Effects of Treatment on Language Production in a Spanish-English*

*Participant with Severe Broca's Aphasia*

Espada-Esposito1, Mira Goral 1&2*

1*Department of Speech, Language & Hearing Sciences,* *Lehman College, CUNY*

 2* Speech, Language & Hearing Sciences** Doctoral Program, the Graduate
Center, CUNY*



*11. Identifying Word Location Relative to Multi-word Expressions *

*In Computer Keyboard-Produced Text*

Adam Goodkind, Andrew Rosenberg*

*Department of Linguistics, the Graduate Center, CUNY*



*12. Category Changing Affixes in English; An Evaluation of Complexity
Based on Syntactic Evidence From Affix Motivated Derivations.*

James Green, Jon Nissenbaum*

*Linguistics Program, Brooklyn College, CUNY*



*13. Selective Attention and Short-Term Memory in Bilinguals and
Monolinguals*

Frankiluz Guzman1&2, Claudine Neil1, Kristina Sergeev1,

Natallia Yaharova1, Isabelle Barriere1&2*

*1**Department of Speech Communication Arts & Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*



*14. Phoneme Blending in High Proficiency Bilinguals*

Sarah Harrynam, Rebbeca Wiseheart*

*Communication Sciences & Disorders, St. John's University*



*15. Representation of Spectral and Temporal Features of Spoken Words*

*In 3-Month-Old Infants*

Kimberly Huang, Tara Griffiths, Amber Riley, Monica Wagner*

*Department of Communication Sciences & Disorders, **St. John's University*



*16.  **Comparing Screening Procedures for Children *

*from Linguistically Diverse Backgrounds*

Peggy Jacobson*, Deanna Kokotos, Sapna Narang, Amanda Pellegrino

*Department of Communication Sciences & Disorders**, St. John's University*



*17. Risk Communication and Language Structures: The Life Aspects of
Linguistics*

Mohammadreza Jalaeian, Maral Mehraban, Carl Brucker*, Sandy Smith*


*Department of English, Arkansas Tech University *



*18. Written Language Outcomes for Adolescents with Language Impairment*

Lindsay Jenkins, Zlata Katanov, Megan Dunn Davison*

*Department of **Linguistics and Communication Disorders,** Queens College*



*19. The Adaptation of the Communicative Development Inventory*

*To Haitian Creole-learning Toddlers*

Blandine Joseph1&2, Prince Guetjens1, Isabelle Barrière1&2*

*1**Department of Speech Communication Arts & Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*



*20. Homelessness and Subsequent Literacy Ability*

Lauren Kiraly and Hia Datta*

*Department of Speech Language Pathology, Molloy College*



*21. Addressing Quality of Life Outcomes in Aphasia Community Groups*

Rachel Miraglia1, Linda Carozza²*

1*Department of **Speech-Language & Hearing Sciences,** Lehman College,
CUNY*

*²* *Department of Communication Sciences and Disorders**, St. John's
University*



*22. Effects of Two Different Types of Intervention*

*on Code Switching Behaviors in a Multilingual with Mild Aphasia.*

Carmen Mustelier1, Monica Knoph2, Mira Goral1&3 *

*1**Department of Speech, Language & Hearing Sciences,Lehman College, CUNY*

*2 **University of Oslo*

*3**Speech, Language & Hearing Sciences Doctoral Program, the Graduate
Center, CUNY*



*22. A Pilot Investigation of Speech Perception and Cortical Sensory
Processing in Subjects with Possible Auditory Sensory Deficits*

Josephine Niceforo, Katherine Blankemeier, Carissa Marino,

Kimberly Chirco, Monica Wagner*

*Department of Communication Sciences & Disorders, St. John's University*



*23. Behavioral Analysis of the Bilingual Advantage: A Pilot Study*

Yasmine Ouchikh, Shuhebur Rahman, Sophia Barrett, Vivian Tartter, Robert
Melara*

*Department of Psychology, City College of New York, CUNY*



*24. **Comparison of Lexical Diversity in Narrative and Conversation *

*of Bilingual to Monolingual Children*

Lia Pazuelo, Mahchid Namazi*

*School of Communication Disorders & Deafness, Kean University*



*25. Similarities and differences: A closer look at the L2 Language History
Questionnaire (L2-LHQ) and Language Experience and Proficiency
Questionnaire (LEAP-Q)*

Su Rhee

*Speech-Language-Hearing Sciences Doctoral Program, Graduate Center, CUNY*



*26. The Effect of Selective Attention on the P1-N1-P2 Complex *

*in Younger and Older Children.*

Caitlin Shea, Kevin Kiprovski, Erica White, Monica Wagner*

*Department of **Communication Sciences & Disorders, **St. John's
University*



*27. The Effects of Anaerobic and Aerobic Exercise on Free-Memory Word
Recall          *Nicolette Sinagra & Hia Datta*

*Department of Speech Language Pathology, Molloy College*



*28. Exploring the Weaker Links Hypothesis in Bilinguals*

Bielca Sosa, Rebecca Wiseheart*

*Department of **Communication Sciences & Disorders**, St. John's
University*



*29. Perception of Language Ownership in the Deaf Community*

Justin Wuetcher, Lauren McClain*

*Department of Sociology, Western Kentucky University*

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From tomfrit at gmail.com  Wed Mar 19 11:20:28 2014
From: tomfrit at gmail.com (Tom Fritzsche)
Date: Wed, 19 Mar 2014 12:20:28 +0100
Subject: Summer school in Potsdam/Germany: Infant Studies on Language
 Development in Europe (ISOLDE)
Message-ID: <WED.19.MAR.2014.122028.0100.>

Dear colleagues,

we would like to draw your attention to a one-week summer school on
infant language development that takes place this July in Potsdam.
We are pleased to offer the following four courses:

     Krista Byers-Heinlein: Bilingual Language Acquisition
     Nivedita Mani: Word Recognition and Lexical Representations
     Luca Bonatti: Words and Structural Properties of Language
     Caroline Junge: Methods in Infant Language Research

This summer school is intended to bring together students as well as
post-doc researchers working on infant language acquisition in Europe.
Participants should have at least a BA degree in linguistics,
psychology, or a related field. In addition to the courses, a social
activity day will provide the opportunity to exchange ideas and share
experiences.

Registration is open until mid-April. Please note that the number of
participants is limited to 40.
We also offer inexpensive accommodation in two hostels in Potsdam.
More information are available on the ISOLDE website.

Host institution: Universität Potsdam
Tuition: 100.00 EUR
Dates: 07-Jul-2014 - 11-Jul-2014 (Mon - Fri)
Online registration: www.uni-potsdam.de/isolde/registration
Registration deadline: 15-Apr
Contact: isolde2014 at uni-potsdam.de
Website: www.uni-potsdam.de/isolde

Kind rergards,
Tom Fritzsche

---
On behalf of the ISOLDE organizing team

Natalie Boll-Avetisyan
Katalin Tamási
Tom Fritzsche

University of Potsdam
Department of Linguistics
Karl-Liebknecht-Str. 24-25
14476 Potsdam
Germany

isolde2014 at uni-potsdam.de
www.uni-potsdam.de/isolde

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From anna.ghimenton at gmail.com  Wed Mar 19 14:55:08 2014
From: anna.ghimenton at gmail.com (Anna Ghimenton)
Date: Wed, 19 Mar 2014 15:55:08 +0100
Subject: Conference announcement: Variation in Language Acquisition (ViLA2)
Message-ID: <WED.19.MAR.2014.155508.0100.>

 Dear colleagues,

We are pleased to announce that the conference *Variation in Language
Acquisition (ViLA2)* will be held in Grenoble (France) from *3 to 5
December 2014*.

You will find the call for papers enclosed in this email.

Paper Abstract Submission Deadline: 18th May, 2014

Paper Notification of Acceptance: 27th July, 2014

Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en

Please feel free to send this call for papers to the members of your
respective networks.

Best regards,

Anna Ghimenton

(for the Organizing committee)


 ************************************************************************
Variation in language acquisition (ViLA2)

*Grenoble, France, 3-5 December 2014*



Website:  http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en<http://vila2014.u-grenoble3.fr>

(French version below)

In the beginning of the 20th Century, language was studied as clearly
defined homogenous systems, independent from other cognitive mechanisms
(e.g. social or spatial cognition). However, during the second half of the
20th Century, sociolinguistic studies challenged this perspective
considering languages as evolving and heterogeneous systems. This
structured heterogeneity is due to their internal dynamics, the contacts
between them, and their links with social organization, which is itself
evolving, composite and multi-layered. This new perspective has
repercussions on language acquisition studies. The language environment the
child/learner is confronted to is variable and part of this variation is
organized by social factors.

ViLA2 aims to bring together the growing amount of research that takes into
account language-internal variation as well as variation between two or
more languages in both first and second language acquisition. The
conference, a follow-up to a 2012 workshop (Münster, Germany), will be held
at the University of *Grenoble*, in the French Alps. It aims to cover the
following four thematic issues:

1/ Child acquisition of dialectal varieties of the first language

2/ Child multilingual and multidialectal acquisition within multilingual
communities

3/ Acquisition of language-internal variation as well as language mixing in
the case of a second language learning in contact with native speakers
(e.g. study abroad, migration)

4/ Lifelong second dialect acquisition.

We welcome proposals for 20-minute paper presentations followed by10-minute
discussions that address the above issues, with one more of the following
perspectives:

- Description and modeling of the appearance of adult- or native-like
sociolinguistic knowledge and patterns

- Cognitive or linguistic underlying mechanisms

- Language socialization

- Acquisition of the indexical field and links between linguistic and
social knowledge

- Influence of the environment: family, peers, and teachers

- Studies contrasting or combining theoretical views: formal approaches,
constructionist and usage-based approaches, etc.

- Language acquisition and language change

- Combining methods and desirable innovation

- ...

Research from different disciplinary background is welcome:
sociolinguistics, psycholinguistics, social cognition, anthropology, social
neurosciences, etc. We encourage proposals that bring together cognitive
and social issues or that combine experimental and corpus or field methods.
Invited speakers

*Elizabeth Lanza *

University of Oslo

*Jeff Siegel *

University of New England

*Vera Regan *

University College Dublin

*Jennifer Smith *

University of Glasgow
    Format for Abstract

Abstracts should be submitted using the OpenConf platform:

http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en



- 500 words, Times, single-spaced, title centered at top in bold, word
count visible, anonymous

- Question clearly stated, significance and originality for the field,
methods, analysis, discussion

- Examples, tables, figures, and references on a second page.

- pdf file



English and French are the working languages of the conference.


Important dates

- Deadline for submission: 18 May 2014

- Notification of acceptance: 27 July 2014

- Conference date: 3-5 December 2014



*Fees*

*Before 31 october*

- General: 100 EURO

- Students, post-doc, unaffiliated: 60 EURO

- Gala dinner: 45 EURO

The fees include the three lunches and the coffee breaks.

*After 31 october*

- General: 140 EURO

- Students, post-doc, unaffiliated: 80 EURO

- Gala dinner: 45 EURO

The fees include the three lunches and the coffee breaks.



************************************************************************
Variation sociolinguistique et acquisition du langage (ViLA2)

*Grenoble, France, 3-5 décembre 2014*



Site web: http://vila2014.u-grenoble3.fr



Dans la tradition des structuralismes européens et américains, l'étude
scientifique du langage était majoritairement dominée par une conception
globalisante des langues, perçues comme des entités homogènes, clairement
distinctes les unes des autres et indépendantes d'autres systèmes
organisant la connaissance humaine (cognition spatiale, cognition sociale,
etc.). Pendant la seconde partie du 20ème siècle, différents mouvements, et
plus particulièrement la sociolinguistique, ont remis en question cette
perspective, en présentant les langues comme des systèmes hétérogènes et
évolutifs, du fait de leur dynamique interne, des contacts entre elles et
des liens bidirectionnels avec l'organisation sociale et d'autres domaines
de l'activité humaine. Cette conception de l'hétérogénéité structurée du
langage et des langues a des conséquences sur les recherches concernant
leur acquisition. Qu'il s'agisse de l'enfant ou de l'apprenant adulte,
l'acquisition des langues premières et secondes s'effectue dans un
environnement linguistique variable et partiellement structuré par des
régularités sociales.

L'objectif principal de ViLA2 est de réunir la communauté grandissante des
chercheuses et chercheurs qui prennent en compte les phénomènes de
variation ou d'alternance dans le processus d'acquisition des langues
premières ou des langues secondes. Cette conférence, qui fait suite à un
workshop (Münster, 2012), aura lieu à l'université de *Grenoble*, dans les
Alpes Françaises. Elle couvre quatre types de terrains :

1/ Acquisition par l'enfant des différentes variétés sociolinguistiques
d'une même langue

2/ Acquisition par l'enfant des phénomènes d'alternance dans les contextes
plurilingues

3/ Acquisition des variétés et des alternances dans le cas d'une deuxième
langue acquise au contact des natifs (migrations, séjours à l'étranger)

4/ Acquisition d'un second dialecte tout au long de la vie.

Nous sollicitons des propositions pour des communications (20 minutes + 10
minutes d'échanges) adoptant notamment une ou plusieurs des perspectives
suivantes :

- Description et modélisation de l'acquisition de régularités
sociolinguistiques semblables à celles qui caractérisent les natifs ou les
adultes

- Mécanismes linguistiques ou cognitifs sous-jacents

- Variations sociolinguistiques et socialisation

- Acquisition du champ indexical et lien entre connaissances linguistiques
et connaissances sociales

- Influence de l'environnement social (famille, pairs, enseignants)

- Etudes contrastant ou combinant des points de vue théoriques : approches
formelles, approches constructionnistes et fondées sur l'usage, etc.

- Acquisition du langage et changement diachronique

- Perception des variétés chez l'enfant

- Innovations méthodologiques

- ...

Des travaux de champs disciplinaires variés sont les bienvenus :
sociolinguistique, psycholinguistique, cognition sociale, anthropologie,
neurosciences sociales, etc. Nous encourageons les propositions combinant
les abords sociaux et cognitifs, ainsi que des travaux fondés simultanément
sur des expérimentations et des études de corpus ou de terrain.


Conférenciers invités

*Elizabeth Lanza *

University of Oslo

*Jeff Siegel *

University of New England

*Vera Regan *

University College Dublin



*Jennifer Smith*

University of Glasgow
  Format des propositions

Les propositions de communication se font à travers la plateforme OpenConf

http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr



- 500 mots, Times, interligne simple, titre en gras centré au sommet de la
page, nombre de mots visible, anonymat

- Question de recherche clairement explicitée, signification et originalité
pour le champ, méthode, analyse, discussion

- Exemples, tableaux, figures et références bibliographiques sur une
seconde page

- fichier pdf.

L'anglais et le français seront les langues de travail de la conférence.
  dates Importantes

- Date limite pour soumettre les propositions : 18 mai 2014

- Notification d'acceptation aux auteurs : 27 Juillet 2014

- Dates de la conférence : 3-5 décembre 2014
  Droits d'inscription

*Avant le 31 octobre*

- Titulaires : 100 EURO

- Étudiants, post-doc, chercheurs non affiliés à une institution : 60 EURO

- Dîner festif : 45 EURO

Ces droits incluent trois déjeuners et les pauses-café.

*Après le 31 octobre*

- Titulaires : 140 EURO

- Étudiants, post-doc, chercheurs non affiliés à une institution : 80 EURO

- Dîner festif : 45 EURO

Ces droits incluent trois déjeuners et les pauses-café.






-- 
Anna Ghimenton
ILPGA
Université Paris 3 - Sorbonne Nouvelle
EA1483 - Recherche sur le Français Contemporain
CLESTHIA
https://sites.google.com/site/annaghimenton/home
https://univ-paris3.academia.edu/AnnaGhimenton

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From loukia.taxitari at gmail.com  Wed Mar 19 15:24:14 2014
From: loukia.taxitari at gmail.com (Loukia Taxitari)
Date: Wed, 19 Mar 2014 17:24:14 +0200
Subject: Summer school in Potsdam/Germany: Infant Studies on Language
 Development in Europe (ISOLDE)
In-Reply-To: <CAGLQsKff0cr=N4vFa=sC7Kh+AvNMyy6tYtV1c6wuU-OiiVH_PQ@mail.gmail.com>
Message-ID: <WED.19.MAR.2014.172414.0200.>

Dear Tom,
This looks like a great event! I have a question before I make any plans: is
there any family accommodation in Potsdam? Because if I come I will bring
family with me. 
Best,
Loukia



Loukia Taxitari, D.Phil. 
--------------------------
Post-doctoral Researcher,
Department of English Studies,
University of Cyprus
Kallipoleos 75, 1678 Nicosia, Cyprus



-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Tom Fritzsche
Sent: Wednesday, March 19, 2014 1:20 PM
To: info-childes at googlegroups.com
Subject: Summer school in Potsdam/Germany: Infant Studies on Language
Development in Europe (ISOLDE)

Dear colleagues,

we would like to draw your attention to a one-week summer school on infant
language development that takes place this July in Potsdam.
We are pleased to offer the following four courses:

     Krista Byers-Heinlein: Bilingual Language Acquisition
     Nivedita Mani: Word Recognition and Lexical Representations
     Luca Bonatti: Words and Structural Properties of Language
     Caroline Junge: Methods in Infant Language Research

This summer school is intended to bring together students as well as
post-doc researchers working on infant language acquisition in Europe.
Participants should have at least a BA degree in linguistics, psychology, or
a related field. In addition to the courses, a social activity day will
provide the opportunity to exchange ideas and share experiences.

Registration is open until mid-April. Please note that the number of
participants is limited to 40.
We also offer inexpensive accommodation in two hostels in Potsdam.
More information are available on the ISOLDE website.

Host institution: Universität Potsdam
Tuition: 100.00 EUR
Dates: 07-Jul-2014 - 11-Jul-2014 (Mon - Fri) Online registration:
www.uni-potsdam.de/isolde/registration
Registration deadline: 15-Apr
Contact: isolde2014 at uni-potsdam.de
Website: www.uni-potsdam.de/isolde

Kind rergards,
Tom Fritzsche

---
On behalf of the ISOLDE organizing team

Natalie Boll-Avetisyan
Katalin Tamási
Tom Fritzsche

University of Potsdam
Department of Linguistics
Karl-Liebknecht-Str. 24-25
14476 Potsdam
Germany

isolde2014 at uni-potsdam.de
www.uni-potsdam.de/isolde

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From dalep at unm.edu  Fri Mar 21 15:46:19 2014
From: dalep at unm.edu (Philip Dale)
Date: Fri, 21 Mar 2014 15:46:19 +0000
Subject: CDI norming datasets
Message-ID: <FRI.21.MAR.2014.154619.0000.>



We have just discovered that the CDI norming datafiles in Excel format on the CHILDES website include only 256 items for each instrument - the limit of older versions of Excel. The SPSS versions (.sav) are correct, but the Excel versions previously posted do not contain all of the data.

Newer versions of Excel do not have the 256 column limit, and we have posted corrected versions of those files. Note that they are in .xlsx format, and will require Excel 2010 or later to access.

with apologies for any convenience this may have caused,
Philip Dale


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From macw at cmu.edu  Fri Mar 21 17:27:59 2014
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 21 Mar 2014 13:27:59 -0400
Subject: Sicilian gesture learning
Message-ID: <FRI.21.MAR.2014.132759.0400.>

Dear Info-CHILDES,

    A friend of mine sent me this link to a YouTube video of a discussion between two-year-old Leah and her Sicilian Grandma.  I couldn't dream of a better illustration of 
1.  human imitation abilities
2.  mutual entrainment
3.  social priming
4.  culture-specific gesture learning
5.  you name it

http://www.youtube.com/watch?v=tYk6TWFfICI&feature=youtu.be


Subtitles, anyone?  I can mostly follow the Bisnonna, but what is Leah saying? 

-- Brian MacWhinney, CMU

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From macw at cmu.edu  Fri Mar 21 21:49:36 2014
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 21 Mar 2014 17:49:36 -0400
Subject: second million
Message-ID: <FRI.21.MAR.2014.174936.0400.>

Dear Info-CHILDES,

    Some time this morning the CHILDES server recorded hit number 2,000,000 since we started counting in 2003.  It had reached one million in 2011, so the curve is definitely inflected, as is the course of child language research.  Thanks to all of you for making this resource possible.
   I think it will be most fun now to count new milestones in terms of Fibonacci numbers.  So, the next milestones will be 3 million, 5 million, 8 million, and 13 million.  It will be interesting to see when these happen.

Best,

-- Brian MacWhinney

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From lise.menn at Colorado.EDU  Sat Mar 22 19:00:33 2014
From: lise.menn at Colorado.EDU (Lise Menn)
Date: Sat, 22 Mar 2014 13:00:33 -0600
Subject: second million
In-Reply-To: <A94A1439-E0A2-4C04-B3B0-55084094FFB2@cmu.edu>
Message-ID: <SAT.22.MAR.2014.130033.0600.>

Fibonacci count - cool!
Best, Lise

On Mar 21, 2014, at 3:49 PM, Brian MacWhinney wrote:

> Dear Info-CHILDES,
> 
>    Some time this morning the CHILDES server recorded hit number 2,000,000 since we started counting in 2003.  It had reached one million in 2011, so the curve is definitely inflected, as is the course of child language research.  Thanks to all of you for making this resource possible.
>   I think it will be most fun now to count new milestones in terms of Fibonacci numbers.  So, the next milestones will be 3 million, 5 million, 8 million, and 13 million.  It will be interesting to see when these happen.
> 
> Best,
> 
> -- Brian MacWhinney
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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From gordoning at gmail.com  Mon Mar 24 14:31:48 2014
From: gordoning at gmail.com (Gordon Ingram)
Date: Mon, 24 Mar 2014 14:31:48 +0000
Subject: Collections of children's fictional narratives ('told' stories)
Message-ID: <MON.24.MAR.2014.143148.0000.>

Hi everyone,

Some colleagues and I are hoping to start a project in the nearish 
future which will involve the collection of children's original 
(fictional) narratives as part of the requirements-gathering process for 
a piece of software aimed at helping children improve their creative 
writing skills. I plan to share any resulting corpus with the scientific 
community.

Does anyone know of a collection of original fictional narratives - 
i.e., not 'retold' fairytales and the like - which is easily available 
on the internet, for us to do a pilot study on? I am vaguely aware of 
Ruth Berman and Dan Slobin's 'frog stories', some of which I think are 
available in CHILDES, and will have a look at them; but ideally I would 
like something a bit more accessible (i.e. without all the linguistic 
annotation, as we will probably need to strip that out in order to have 
it analysed by AI) - and perhaps something written by kids rather than 
spoken.

Age range would be about 6-12 - though we could go older if necessary. 
Something on autistic children's production of fictional narratives 
would also be really useful; doesn't have to be a corpus in this case, 
even an article or two would help.

Best regards,
Gordon
-- 
*Dr Gordon Ingram
Lecturer in Psychology
School of Society, Enterprise & Environment
Bath Spa University*
T: +44 (0)1225 875714   M: 07973 136820
https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
Visit: www.bathspa.ac.uk <http://www.bathspa.ac.uk> or 
www.bathspampa.com/bathspalive <http://www.bathspampa.com/bathspalive>
Join us on: Facebook | Twitter | YouTube | LinkedIn
Newton Park, Newton St Loe, Bath, BA2 9BN

Think before you print




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From ps5 at ualberta.ca  Mon Mar 24 15:01:37 2014
From: ps5 at ualberta.ca (Phyllis Schneider)
Date: Mon, 24 Mar 2014 16:01:37 +0100
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <533041D4.2070308@gmail.com>
Message-ID: <MON.24.MAR.2014.160137.0100.>

Hello,

I have a corpus of stories from 377 children aged 4-9 which were elicited
using a set of original pictures drawn to our specifications by a
cartoonist.  You can see the materials on my website,
www.rehabresearch.ualberta.ca/enni.  there were 50 typically developing
children in each 1-year interval plus 10-17 children with language
impairment in each.  The children generated stories based on the pictures;
it was not a retell task.   I am planning to donate the corpus to CHILDES
at some point but have not done so yet.  the corpus is already a part of
the SALT databases in which individual transcripts can be compared to data
from the ENNI.

Have a look at the website to get an idea of the task.  If you would like
to use the pictures for your pilot, you are welcome to do so.  If you want
to use the stories that children told, I would be happy to share some or
all of them with you.  I have them in both CHAT and SALT formats.

--Phyllis

*********************************************************************
Phyllis Schneider, PhD
Professor
Dept. of Communication Sciences and Disorders
University of Alberta
2-70 Corbett Hall
Edmonton, AB T6G 2G4
CANADA
(780) 492-7474
Fax: (780) 492-9333
E-mail: phyllis.schneider at ualberta.ca

Web:  *http://goo.gl/HeidX <http://goo.gl/HeidX>*

*********************************************************************





On Mon, Mar 24, 2014 at 3:31 PM, Gordon Ingram <gordoning at gmail.com> wrote:

>  Hi everyone,
>
> Some colleagues and I are hoping to start a project in the nearish future
> which will involve the collection of children's original (fictional)
> narratives as part of the requirements-gathering process for a piece of
> software aimed at helping children improve their creative writing skills. I
> plan to share any resulting corpus with the scientific community.
>
> Does anyone know of a collection of original fictional narratives - i.e.,
> not 'retold' fairytales and the like - which is easily available on the
> internet, for us to do a pilot study on? I am vaguely aware of Ruth Berman
> and Dan Slobin's 'frog stories', some of which I think are available in
> CHILDES, and will have a look at them; but ideally I would like something a
> bit more accessible (i.e. without all the linguistic annotation, as we will
> probably need to strip that out in order to have it analysed by AI) - and
> perhaps something written by kids rather than spoken.
>
> Age range would be about 6-12 - though we could go older if necessary.
> Something on autistic children's production of fictional narratives would
> also be really useful; doesn't have to be a corpus in this case, even an
> article or two would help.
>
> Best regards,
> Gordon
> --
>
>
>
> *Dr Gordon Ingram Lecturer in Psychology School of Society, Enterprise &
> Environment Bath Spa University*
> T: +44 (0)1225 875714   M: 07973 136820
> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
> Visit: www.bathspa.ac.uk or www.bathspampa.com/bathspalive
> Join us on: Facebook | Twitter | YouTube | LinkedIn
> Newton Park, Newton St Loe, Bath, BA2 9BN
>
> Think before you print
>
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> email to info-childes+unsubscribe at googlegroups.com.
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From pgordon at tc.edu  Mon Mar 24 15:02:29 2014
From: pgordon at tc.edu (Gordon, Peter)
Date: Mon, 24 Mar 2014 11:02:29 -0400
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <533041D4.2070308@gmail.com>
Message-ID: <MON.24.MAR.2014.110229.0400.>

Hi Gordon,

You could check the stories on the scholastic website and search for
fiction categories and grade level.  I believe the youngest writers are 12
years old.  The winners are selected from over 250,000 entries nationally
and internationally, so the quality is pretty amazing.

Here's a search on last years winners for fiction.  There are more if you
search for earlier years too.


http://www.artandwriting.org/student-showcase/award-winning-works/#writing=Short+Story&writing=Science+Fiction%2FFantasy&writing=Novel+Writing&writing=Humor&writing=Flash+Fiction&art_portfolio=false&writing_portfolio=false&year=2013&state=All&awards=All&grade=0


Peter Gordon



On Mon, Mar 24, 2014 at 10:31 AM, Gordon Ingram <gordoning at gmail.com> wrote:

>  Hi everyone,
>
> Some colleagues and I are hoping to start a project in the nearish future
> which will involve the collection of children's original (fictional)
> narratives as part of the requirements-gathering process for a piece of
> software aimed at helping children improve their creative writing skills. I
> plan to share any resulting corpus with the scientific community.
>
> Does anyone know of a collection of original fictional narratives - i.e.,
> not 'retold' fairytales and the like - which is easily available on the
> internet, for us to do a pilot study on? I am vaguely aware of Ruth Berman
> and Dan Slobin's 'frog stories', some of which I think are available in
> CHILDES, and will have a look at them; but ideally I would like something a
> bit more accessible (i.e. without all the linguistic annotation, as we will
> probably need to strip that out in order to have it analysed by AI) - and
> perhaps something written by kids rather than spoken.
>
> Age range would be about 6-12 - though we could go older if necessary.
> Something on autistic children's production of fictional narratives would
> also be really useful; doesn't have to be a corpus in this case, even an
> article or two would help.
>
> Best regards,
> Gordon
> --
>
>
>
> *Dr Gordon Ingram Lecturer in Psychology School of Society, Enterprise &
> Environment Bath Spa University*
> T: +44 (0)1225 875714   M: 07973 136820
> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
> Visit: www.bathspa.ac.uk or www.bathspampa.com/bathspalive
> Join us on: Facebook | Twitter | YouTube | LinkedIn
> Newton Park, Newton St Loe, Bath, BA2 9BN
>
> Think before you print
>
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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> https://groups.google.com/d/msgid/info-childes/533041D4.2070308%40gmail.com<https://groups.google.com/d/msgid/info-childes/533041D4.2070308%40gmail.com?utm_medium=email&utm_source=footer>
> .
> For more options, visit https://groups.google.com/d/optout.
>



-- 
Peter Gordon, Associate Professor
Biobehavioral Sciences Department, Box 180
Teachers College, Columbia University
1152 Thorndike Hall
525 W120th St.
New York, NY 10027
Phone: 212 678-8162
Fax:     212 678-8233
E-mail: pgordon at tc.edu
Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328

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From macw at cmu.edu  Mon Mar 24 17:58:10 2014
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 24 Mar 2014 13:58:10 -0400
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <533041D4.2070308@gmail.com>
Message-ID: <MON.24.MAR.2014.135810.0400.>

Dear Gordon,

      CHILDES really should include more narrative corpora.  The emphasis on spoken language made sense at one point, but it should not have precluded efforts to include narrative corpora. Currently, we have Frog Story data and a few other things.  But there are certainly dozens of other corpora out there.  It would be particularly interesting to have narratives that are collected using parallel methods across groups, as well as methods for systematic coding, including automatic coding.  In fact, I was even thinking of organizing something like a CHILDES workshop to tackle this issue.  
     In terms of the issue of stripping out linguistic annotation, this is easy to do automatically using two methods.  The first method is to remove any coding tiers with the TRIM program in CLAN and the second is to create a %flo line that removes any main line codes using the FLO program.  
     In practice, the codes that people add to children's written narratives are of a very different sort, often focusing on misspellings or corrections of grammatical errors and such.  I agree that it would be nice to have methods of removing such embelllishments for certain purposes and leaving them for others.  Creating these methods is not difficult once we establish some standards for narrative corpus encoding.
     In general, we really need to do more regarding narratives in CHILDES and we would very much welcome contributions, suggestions, and ideas.
     In regard to data from children with autism, one would think that IRBs would not object to contributing anonymized narratives.  So, it may make sense to contact the many groups who have been collecting data of this type to see if they can be made public in some way.
     The essays on the artandwriting.org site are certainly great, but I think we would need broader samples to understand the full course of the development of narrative abilities across all segments of the population. 
   
So, the things that would help in this area are:
1.  Contributions of narrative corpora.
2.  Pointers to methods for systematic analysis.
3.  Ideas for how to prioritize efforts in this area.

Any input on these matters would be much appreciated.  People who find this interesting can post to the list and/or send me information directly.

Best regards,

--Brian MacWhinney

On Mar 24, 2014, at 10:31 AM, Gordon Ingram <gordoning at gmail.com> wrote:

> Hi everyone,
> 
> Some colleagues and I are hoping to start a project in the nearish future which will involve the collection of children's original (fictional) narratives as part of the requirements-gathering process for a piece of software aimed at helping children improve their creative writing skills. I plan to share any resulting corpus with the scientific community.
> 
> Does anyone know of a collection of original fictional narratives - i.e., not 'retold' fairytales and the like - which is easily available on the internet, for us to do a pilot study on? I am vaguely aware of Ruth Berman and Dan Slobin's 'frog stories', some of which I think are available in CHILDES, and will have a look at them; but ideally I would like something a bit more accessible (i.e. without all the linguistic annotation, as we will probably need to strip that out in order to have it analysed by AI) - and perhaps something written by kids rather than spoken.
> 
> Age range would be about 6-12 - though we could go older if necessary. Something on autistic children's production of fictional narratives would also be really useful; doesn't have to be a corpus in this case, even an article or two would help.
> 
> Best regards,
> Gordon
> -- 
> Dr Gordon Ingram
> Lecturer in Psychology
> School of Society, Enterprise & Environment
> Bath Spa University
> T: +44 (0)1225 875714   M: 07973 136820
> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
> Visit: www.bathspa.ac.uk or www.bathspampa.com/bathspalive
> Join us on: Facebook | Twitter | YouTube | LinkedIn
> Newton Park, Newton St Loe, Bath, BA2 9BN
> 
> Think before you print
> 
> 
> 
> 
> 
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From gordoning at gmail.com  Tue Mar 25 12:51:28 2014
From: gordoning at gmail.com (Gordon Ingram)
Date: Tue, 25 Mar 2014 12:51:28 +0000
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <E6E94C29-17E4-41EE-9552-45F53DEB1E15@cmu.edu>
Message-ID: <TUE.25.MAR.2014.125128.0000.>

Thanks to those who replied on this. I will investigate your suggestions 
and reply to you individually later. I am always impressed by how 
helpful the people on this list are: seems to me that CHILDES is not 
just a fantastic resource but, even more importantly, a fantastic 
community as well.

BTW I just wanted to apologise for my comment (written in some haste) 
that I wanted something "a bit more accessible" than CHILDES. I did not 
mean to imply that CHILDES is inaccessible! Far from it: I found it very 
easy to use during my PhD research, and indeed to strip out the 
linguistic codes, even without the benefit of Brian's excellent advice 
below, which will make this process still easier in future. (I was 
analysing the Wells corpus to look for instances of young children 
talking about third parties, so was only interested in the quite deep 
semantic content of what they were talking about. Just in case anyone is 
interested, this study has not been published, but my PhD thesis is 
online and I can point you to the relevant chapter.)

I suppose my reason for making the "accessible" comment was simply that 
my colleagues on this project have never used CHILDES themselves, nor 
are they ever likely to, being game design academics with no 
developmental or linguistic training. I am very tied up with teaching 
etc at the moment and was wistfully thinking of a web page full of 
suitable stories that I could just point them to and let them read away 
at. But thanks again for the suggestions, they look very useful.

Best regards,
Gordon

On 24/03/2014 17:58, Brian MacWhinney wrote:
> Dear Gordon,
>
>       CHILDES really should include more narrative corpora.  The 
> emphasis on spoken language made sense at one point, but it should not 
> have precluded efforts to include narrative corpora. Currently, we 
> have Frog Story data and a few other things.  But there are certainly 
> dozens of other corpora out there.  It would be particularly 
> interesting to have narratives that are collected using parallel 
> methods across groups, as well as methods for systematic coding, 
> including automatic coding.  In fact, I was even thinking of 
> organizing something like a CHILDES workshop to tackle this issue.
>      In terms of the issue of stripping out linguistic annotation, 
> this is easy to do automatically using two methods.  The first method 
> is to remove any coding tiers with the TRIM program in CLAN and the 
> second is to create a %flo line that removes any main line codes using 
> the FLO program.
>      In practice, the codes that people add to children's written 
> narratives are of a very different sort, often focusing on 
> misspellings or corrections of grammatical errors and such.  I agree 
> that it would be nice to have methods of removing such embelllishments 
> for certain purposes and leaving them for others.  Creating these 
> methods is not difficult once we establish some standards for 
> narrative corpus encoding.
>      In general, we really need to do more regarding narratives in 
> CHILDES and we would very much welcome contributions, suggestions, and 
> ideas.
>      In regard to data from children with autism, one would think that 
> IRBs would not object to contributing anonymized narratives.  So, it 
> may make sense to contact the many groups who have been collecting 
> data of this type to see if they can be made public in some way.
>      The essays on the artandwriting.org <http://artandwriting.org> 
> site are certainly great, but I think we would need broader samples to 
> understand the full course of the development of narrative abilities 
> across all segments of the population.
> So, the things that would help in this area are:
> 1.  Contributions of narrative corpora.
> 2.  Pointers to methods for systematic analysis.
> 3.  Ideas for how to prioritize efforts in this area.
>
> Any input on these matters would be much appreciated.  People who find 
> this interesting can post to the list and/or send me information directly.
>
> Best regards,
>
> ---Brian MacWhinney
>
> On Mar 24, 2014, at 10:31 AM, Gordon Ingram <gordoning at gmail.com 
> <mailto:gordoning at gmail.com>> wrote:
>
>> Hi everyone,
>>
>> Some colleagues and I are hoping to start a project in the nearish 
>> future which will involve the collection of children's original 
>> (fictional) narratives as part of the requirements-gathering process 
>> for a piece of software aimed at helping children improve their 
>> creative writing skills. I plan to share any resulting corpus with 
>> the scientific community.
>>
>> Does anyone know of a collection of original fictional narratives - 
>> i.e., not 'retold' fairytales and the like - which is easily 
>> available on the internet, for us to do a pilot study on? I am 
>> vaguely aware of Ruth Berman and Dan Slobin's 'frog stories', some of 
>> which I think are available in CHILDES, and will have a look at them; 
>> but ideally I would like something a bit more accessible (i.e. 
>> without all the linguistic annotation, as we will probably need to 
>> strip that out in order to have it analysed by AI) - and perhaps 
>> something written by kids rather than spoken.
>>
>> Age range would be about 6-12 - though we could go older if 
>> necessary. Something on autistic children's production of fictional 
>> narratives would also be really useful; doesn't have to be a corpus 
>> in this case, even an article or two would help.
>>
>> Best regards,
>> Gordon
>> -- 
>> *Dr Gordon Ingram
>> Lecturer in Psychology
>> School of Society, Enterprise & Environment
>> Bath Spa University*
>> T: +44 (0)1225 875714   M: 07973 136820
>> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
>> Visit: www.bathspa.ac.uk <http://www.bathspa.ac.uk/> or 
>> www.bathspampa.com/bathspalive <http://www.bathspampa.com/bathspalive>
>> Join us on: Facebook | Twitter | YouTube | LinkedIn
>> Newton Park, Newton St Loe, Bath, BA2 9BN
>>
>> Think before you print
>>
>>
>>
>>
>>
>> -- 
>> You received this message because you are subscribed to the Google 
>> Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, 
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>
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From k1n at psu.edu  Tue Mar 25 14:41:27 2014
From: k1n at psu.edu (Keith Nelson)
Date: Tue, 25 Mar 2014 10:41:27 -0400
Subject: Narrative collections KN
Message-ID: <TUE.25.MAR.2014.104127.0400.>

Hi all.  For younger children, you may still find "Children Tell Stories",
a book by Pitcher and Prelinger to be of some interest.   Cheers,  Keith

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From danielle.matthews at sheffield.ac.uk  Wed Mar 26 11:16:43 2014
From: danielle.matthews at sheffield.ac.uk (Danielle Matthews)
Date: Wed, 26 Mar 2014 11:16:43 +0000
Subject: RefNet Summer School on Psychological and Computational Models of
 Language Production
Message-ID: <WED.26.MAR.2014.111643.0000.>

Announcement and Call for Participation

RefNet Summer School on Psychological and Computational Models of Language
Production

24-31 Aug, Edinburgh, UK

http://homepages.abdn.ac.uk/k.vdeemter/pages/RefNet/events.html

One reason why language is such a powerful tool for building social and
cognitive capacities is that it allows us to refer, that is, to identify
entities - objects, processes, or ideas.  Unsurprisingly, several academic
disciplines attempt to model our ability to refer. Surprisingly, those
disciplines do not often work together.  RefNet is an EPSRC research
network whose goal is to promote research on reference by building a
community of researchers who can benefit from advances across disciplines.
 This summer's RefNet Summer School Psychological and Computational Models
of Language Production will introduce young researchers to research
techniques from psychology, computing science, and linguistics, among them
eye-tracking, algorithmic models, Bayesian reasoning, and mixed-effects
modelling. While the summer school will focus on the production of
referring expressions, its short courses provide foundations for
interdisciplinary work in many areas.

Location: University of Edinburgh (co-located with RO-MAN,
SemDial/DialWatt), and AMLaP).

Invited evening talks by:
-- Eva Belke (Bochum)
-- Susan Brennan (SUNY at Stony Brook)
-- Emiel Krahmer (Tilburg)
-- Michael Frank (Stanford)
-- Alexander Koller (Potsdam).

Workshop: The Summer School will conclude with a workshop on Reference on
Sunday 31 August, 2014. A Call for Papers for the workshop will follow. The
workshop will be open to people regardless of whether they take part in the
summer school. Participants in the summer school are particularly
encouraged to submit an abstract.

Taught courses scheduled for the Summer School:
-- Multimodal reference. (Piwek, Gatt, Van der Sluis)
-- How children develop the ability to refer to things. (Matthews)
-- Eye-tracking methods for language comprehension and production.
(Hermens, Hill)
-- Statistical methods for language production. (Corley, Barr)
-- Computational algorithms for the generation of referring expressions.
(Van Deemter, Gatt)
-- Linguistic aspects of reference. (Cann)

Registration (from 25 March 2014): To register as a participant of the
RefNet Summer School, please use this page:

http://www.epay.ed.ac.uk/browse/extra_info.asp?compid=1&modid=2&deptid=69&catid=10&prodid=1499

(Accommodation for invited speakers and lecturers is being arranged by the
Summer School so there is no need for Lecturers and Invited Speakers to
register.) For postgraduate students, postdocs, and research fellows,
RefNet offers free accommodation and up to £200 in travel money. In case of
over-booking, preference will be given to UK and other EU applicants. Other
participants might find the following sites useful for finding
accommodation: Disclaimer: None of the above constitutes an endorsement of
any of the accommodation bookable through these links.

www.universityrooms.co.uk
www.edinburgh.org/accommodation
www.laterooms.com

Edinburgh is home to a string of summer festivals. (
http://www.edinburghfestivals.co.uk/festivals). The Fringe (and the summer
school location is in the midst of it) finishes as we begin, but the
Festival proper continues throughout the period of the RefNet summer
school/workshop.  It is therefore extremely important for those of you not
automatically booked by the summer school to book your accommodation as
soon as possible.

For details and late changes, please check the web site of the RefNet
Summer School (see above).

Organisers: Ellen Bard, Kees van Deemter, Albert Gatt, Danielle Matthews.

=====

-- 

Danielle Matthews
Department of Psychology
University of Sheffield
Sheffield S10 2TP
Tel: 00 44 114 222 6548
http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews

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From mcfrank at stanford.edu  Sat Mar 29 15:53:52 2014
From: mcfrank at stanford.edu (Michael C Frank)
Date: Sat, 29 Mar 2014 08:53:52 -0700
Subject: RA position at Stanford in the Language and Cognition Lab
Message-ID: <SAT.29.MAR.2014.085352.0700.>

Dear all, 

I'm excited to announce a new research assistant position in my lab at Stanford (see job description below). Please forward to any interested candidates. To apply, visit http://stanfordcareers.stanford.edu/job-search and search for job #62387, and for questions, please contact amkraus at stanford.edu.

best, 

Mike

----
Michael C. Frank
Assistant Professor
Department of Psychology
Stanford University
450 Serra Mall (Room 420-278)
Stanford, CA 94305
650-724-4003
http://langcog.stanford.edu


------ RESEARCH ASSISTANT POSITION ------
Interested in language, cognition, and development? The Department of Psychology is looking for a full time Research Assistant. This is a one year fixed term position with possibility of renewal. RA will assist with empirical work on language learning, social development, and cross-cultural cognition. Duties will include assisting in designing, creating, running, and analyzing experiments with infants, children, and adults (including experiments delivered using web-based platforms); coordinating and recruiting undergraduate research assistants; coordinating participant recruitment; and assisting in planning lab events and meetings. RA will have opportunities for scientific involvement in conference presentations and journal articles.

Qualifications: RA should have working knowledge of MS Office and good organizational and communication skills. Frequent email and phone communication will be necessary, and keeping organized (scheduling and record-keeping) is an essential part of the job. Previous research experience is strongly preferred. A good candidate will have additional technical skills such as programming (Python and R for data analysis, JavaScript/HTML/CSS for web programming), statistical knowledge, and graphic design (Photoshop/Illustrator/Dreamweaver). Must be a quick learner, able to work independently, and show initiative. The position is ideal for individuals who wish to further their research training.

Final offers of employment are contingent upon successful completion of national criminal background check, national sex offender registry search and, where applicable, driving record. To apply, visit http://stanfordcareers.stanford.edu/job-search and search for job #62387, and for questions, please contact amkraus at stanford.edu.

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From gisela.szagun at googlemail.com  Sat Mar  1 09:06:55 2014
From: gisela.szagun at googlemail.com (Gisela Szagun)
Date: Sat, 1 Mar 2014 09:06:55 +0000
Subject: Help: let them speak or sign their language
In-Reply-To: <CAFWLa7KvR8T+QdXU05AW_FOAEOn07+Sb30SqdDYqAtCDER5o6w@mail.gmail.com>
Message-ID: <SAT.1.MAR.2014.090655.0000.>

Dear Roberta,

I think the paper by Lyness et al. (2013, attached) is helpful when
evaluating the claim that sign may be hurtful to kids. There is quite a bit
of evidence and argumentation for the reverse argument: withholding early
language from the child is likely to have negative consequences. It seems
to me that this is what happens if children with CI do not master spoken
language sufficiently and sign language is withheld from them. So, we may
equally ask the reverse question whether it was the withholding of sign
language that was hurtful to these children?

What happened in Germany, basically, was that the parents started asking
this question, and, if you so want, empowered themselves to find a way to
get *a* language to their children.

>From my point of view as a developmental, what has to be ensured is that a
child builds up a symbolic system and that, in cases where spoken language
acquisition does not succeed, not too much time is lost before sign
language is offered. Unfortunately, there are too many cases - not
presented at conferences because they are not a success story - where this
has happened. The first priority is to prevent any more of that.

Given the unpredictability of success in spoken language acquisition in a
particular child with CI, some parents may want to be "on the safe side"
and choose bilinguality from the beginning. I cannot see that a
disadvantage of this strategy has been proven. The studies claiming harm
from early signing do not convince me.

This is the present state of affairs. Things may change and all the
promises of very early implantation and improved implant technology may
come true. I am not an expert on this. For the time being, I think we have
to work with were we are now.

Best wishes,
Gisela




On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu> wrote:

> I find your eloquent insights very helpful Gisela as I am struggling with
> this issue myself because of our local situation. It makes sense to have
> children become bilingual in sign and spoken language and recent research
> shows that it is useful to have it begin early, even before cochlear
> implants can occur (Davidson paper) as exposure to a symbolic system is
> important.
>
> I like the way you describe what takes place in Germany.  There is no
> mention, in what you write, of turning off children's CI's to teach sign or
> of routinely offering CI kids the services of an SLP.  For CIs to work,
> kids need massive language input to make up for the time when they had no
> input. The attached paper suggests that parental involvement of specific
> types makes a big difference in kids' outcomes and that families can be
> helped to provide the quality of language that children with CIs need.
>
> For people just breaking into this area, I attach a document that gives
> citations and that offers some "facts". However, in that document there is
> the claim - based on a presentation and not publications - that sign is
> hurtful to kids. I don't know this work and wonder if anyone does:
>
> Recent data indicates that introducing sign language prior to cochlear
> implantation does not enhance outcomes compared to emphasis on spoken
> language alone.
>
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
> age of ID, sign support, and auditory prosthesis. A presentation to the
> National Early Hearing Detection and Intervention Conference, New Orleans,
> LA.
>
> Recent data indicates that use of sign language was detrimental for the
> development of spoken langauge for children identified with hearing loss
> after their first birthday. It further indicates that it is detrimental to
> the development of spoken language in the control group of typically
> hearing children.
>
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
> age of ID, sign support, and auditory prosthesis. A presentation to the
> National Early Hearing Detection and Intervention Conference, New Orleans,
> LA.
>
> Thanks all for this great thread!
> Best, Roberta
>
>
> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <
> gisela.szagun at googlemail.com> wrote:
>
>> Hi Roberta,
>>
>> until recently it has been quite difficult in Germany for kids with CI to
>> get bilingual/bimodal input. Let me explain a bit about how the system
>> works in general - as I have experienced this as a researcher at Cochlear
>> Implant Centers - and then say something about how bilinguality is dealt
>> with now.
>>
>> Generally, the health system is very forthcoming with cochlear
>> implantation, and children also receive excellent rehabilitation in
>> specialized rehabilitation centers and in their home towns. This is not
>> dependent on type of health insurance but is paid for by all insurances.
>> All this is fine and health care is excellent.
>>
>> However, the 'official ideology' has been 'spoken language only'. This
>> has been very much promoted by medical circles. At conferences evidence
>> from 'star' children is presented, the rest seem to be ignored. Parents
>> were (still are?) given vastly exaggerated positive views of what to expect
>> of their children's spoken language development.This has been my experience
>> between 1996 and 2006. However, I stopped going to such conferences because
>> I simply could not bear it any longer. I have presented our evidence again
>> and again stressing the enormous variability in outcomes and arguing that
>> for some children it would be benefical to acquire sign language in order
>> to have a functioning symbolic system at all (see my previous mail in this
>> discussion).
>>
>> Then, things began to change. Parents began to notice that quite a few
>> children do not fulfil these exaggerated pictures, that there was no point
>> in waiting and waiting but that something had to be done. It was then that
>> parents demanded either sign supported speech or sign language as part of
>> their child's rehabilitation as well.
>>
>> To my knowledge, this is how this works at present: A teacher of sign
>> language (or sign supported speech) visits the family at home and teaches
>> the child and his/her parents. As such teaching is not part of the
>> insurance paid rehabilitation programme, parents would have to pay.
>> However, parents have fought for having the lessons paid for by social
>> services by taking social services to court when they refused. I have
>> myself written several expertises supporting parents' demands in court, and
>> they have won. So, this means, it will become easier and easier to get
>> these lessons free of costs for the parents.
>>
>> Another way is that parents send their child to a Kindergarten which is
>> bilingual in sign and spoken language. However, such kindergartens do not
>> exist in each town or village, and kindergarten education does not start
>> until 3 years of age. Parents often wish for instruction in signed language
>> earlier.
>>
>> All this goes on in individual cases. To my knowledge, there are no
>> cochlear rehabilitation centres which offer bilinguality on a regular
>> basis. Individual parents take the decision to want bilinguality for their
>> child and they act upon it, either from the beginning or when they begin to
>> have doubts about their child's spoken language development. There is a
>> Federal Association for parents of hearing-impaired children. They give
>> advice to parents, they have also invited me for talks and have asked me to
>> act as an expert in child language acquisition in court hearings.
>>
>> It seems, parents were quicker than medicine to understand the importance
>> of a symbolic system for a developing child and they have fought the case
>> for their children - when the 'official medical view' has ducked.
>> Whichever, the main thing is, it is happening.One can only hope that, soon,
>> instruction in sign language or sign supported speech becomes available
>> quite generally at the rehabilitation centers. The children cannot lose out!
>>
>> Best wishes,
>> Gisela
>>
>>
>>
>> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>
>>> Gisela - just getting back to this thread which I find very
>>> illuminating. May I ask how you recommend kids get the bilingual input?  Is
>>> there a way to do this simultaneously -- offering sign and oral input at
>>> the same time?
>>>
>>> Many thanks!
>>> Roberta
>>>
>>>
>>> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
>>> gisela.szagun at googlemail.com> wrote:
>>>
>>>> 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 <barriere.isa at gmail.com>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 <erikachoff at gmail.com>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 <Roberta at udel.edu>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
>>>>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>>>>> 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
>>>>>>>>>>
>>>>>>>>>> --
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>>>>>>>>>> https://groups.google.com/d/msgid/info-childes/3EF917DC-EE0C-49F8-9EF7-E48C40A8F595%40gmail.com
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>>>>>>>>>> --
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>>>>>>>>>> https://groups.google.com/d/msgid/info-childes/C2F624375F1643439E6DCFA3143527FD130F96%40S-ITSV-MBX04P.ead.ubc.ca
>>>>>>>>>> .
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>>>>>>>>>>
>>>>>>>>>
>>>>>>>>>
>>>>>>>>> --
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>>>>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
>>>>>>>>> To post to this group, send email to info-childes at googlegroups.com
>>>>>>>>> .
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>>>>>>>>> .
>>>>>>>>>
>>>>>>>>> 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
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>>>>>>>> .
>>>>>>>> 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
>>>>>>>
>>>>>>> --
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>>>>>>> .
>>>>>>>
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>>>>>>
>>>>>>
>>>>>
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>>>>
>>>>
>>>>
>>>> --
>>>> Prof Gisela Szagun PhD BSc
>>>>
>>>> www.giselaszagun.com
>>>>
>>>>
>>>> Vertraulichkeitshinweis:
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>>>> ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt.
>>>>
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>>>> .
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>>>
>>>
>>>
>>> --
>>> 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."
>>>
>>> --
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>>
>>
>>
>> --
>> Prof Gisela Szagun PhD BSc
>>
>> www.giselaszagun.com
>>
>>
>> Vertraulichkeitshinweis:
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>> Jede Ver?ffentlichung ist ausdr?cklich untersagt.
>>
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>
>
>
> --
> 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."
>
> --
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>
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-- 
Prof Gisela Szagun PhD BSc

www.giselaszagun.com


Vertraulichkeitshinweis:
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From Roberta at udel.edu  Sat Mar  1 15:00:27 2014
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Sat, 1 Mar 2014 10:00:27 -0500
Subject: Let them speak or sign their language
In-Reply-To: <CAGrP7Abg9XAc2Lj7rxLECVxH5ppZFy=iSkHL=NUSZ2hLMw_Vgg@mail.gmail.com>
Message-ID: <SAT.1.MAR.2014.100027.0500.>

Thanks Lorraine. I enjoy what you wrote.

YOu said, "The majority of children with CIs in my country are educated
orally alone. We are failing so many of them."  Where are you Lorraine? I
think in UK?  I have seen data on pretty good outcomes for CI kids in the
US - even if implanted later. I am attaching some papers.

Thanks so much for your great comments!
Roberta


On Tue, Feb 25, 2014 at 6:38 AM, Lorraine Howard <lorrhw at gmail.com> wrote:

> Dear Gisela & Roberta,
>
> I hope you do not mind my contributing to this thread. I am hugely
> encouraged by what Gisela has written below. I was in Deaf Education from
> 1987 until 2004. For part of that time I worked in an area which had a
> vibrant Deaf community & a very bilingual approach to the education of
> D/deaf children. I worked in other areas which had predominantly oral
> policies but had senior staff who nevertheless realised the value of
> bilingualism - putting value on the importance of giving children a means
> to communicate, to understand, & to develop symbolic thought -
> this overrode any philosophical blinkering towards speech alone.
>
> When I became a senior manager myself I moved to an area that was deeply
> entrenched in oralism. This was compounded by the vociferousness of the CI
> centres they worked with that signing would harm the children's ability to
> develop speech. The passion & confidence that I could help turn things
> around, given the experiences & knowledge I had gained, evaporated over the
> 5-10 years I battled against it. It was vicious & hugely demoralising.
>
> It heartens me that parental pressure is opening up the debate to the full
> spectrum of children with CIs & the plethora of their experiences in
> Germany. It is my hope that this will create a platform for truly balanced
> debate nationally & internationally. The majority of children with CIs in
> my country are educated orally alone. We are failing so many of them.
> Importantly, there is current research investigating pertinent areas, such
> as language & the devt of EF. The government has just announced more
> funding for investigating the continued issue of poor literacy in deaf
> children. However, wIthout the recognition that sign language (in its
> truest sense, i.e ASL/BSL not SE or SSE) is an important part of dealing
> with that question, we will continue to face the same deficits as were
> there in the 1960s.
>
> I still fear that the current turn in early language acquisition research
> towards spoken language & phonic memory is missing the point. Multimodality
> is as important now as it always has been. If we continue to deny true sign
> language to deaf children we deny them access to so much more. We are not
> Prof Higgins to Eliza Doolittle, we should be a gateway to the world & all
> the knowledge within it. By looking at bilingualism through an oral prism
> we will not develop the tools & methods required to facilitate change
> completely. I remain fervently hopeful that an openness to assess all the
> possibilities to equality grows.
>
> With kindness,
>
> Lorraine
>



-- 
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."

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From k1n at psu.edu  Sun Mar  2 14:49:20 2014
From: k1n at psu.edu (Keith Nelson)
Date: Sun, 2 Mar 2014 09:49:20 -0500
Subject: Fwd: Help: let them speak or sign their language
In-Reply-To: <CAJpT633oCNjSFG_VY8-VgAUgwWuewA2yse1qHT4X50XQOG08Qg@mail.gmail.com>
Message-ID: <SUN.2.MAR.2014.094920.0500.>

---------- Forwarded message ----------
From: Keith Nelson <keithnelsonart at gmail.com>
Date: Sun, Mar 2, 2014 at 8:57 AM
Subject: Re: Help: let them speak or sign their language
To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>,
Mary Rudner <mary.rudner at liu.se>, Jerker R?nnberg <jerker.ronnberg at liu.se>,
Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <
tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>


Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these
threads.   I would emphasize that it is very often the case that once the
decision is made to include sign language there is not really enough
attention to the needed combination of quantity and quality of
interaction--and monitoring thereof-- to insure significant progress.  In
PA I have known families whose grand total support  in a year for teaching
sign language was one one-hour visit by an expert hired by the School
District ! As background, some may find interesting the attached 2 chapters
that cover what we describe in dynamic systems terms as Dynamic Tricky
Mixes of conditions that need to converge for learning--as illustrated not
only for sign but for spoken language, literacy, and art skill.
      Also, I am copying my Swedish and California colleagues who may have
some interesting thoughts and updates on all this.   Very best regards,
Keith


On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun
<gisela.szagun at googlemail.com>wrote:

> Dear Roberta,
>
> I think the paper by Lyness et al. (2013, attached) is helpful when
> evaluating the claim that sign may be hurtful to kids. There is quite a bit
> of evidence and argumentation for the reverse argument: withholding early
> language from the child is likely to have negative consequences. It seems
> to me that this is what happens if children with CI do not master spoken
> language sufficiently and sign language is withheld from them. So, we may
> equally ask the reverse question whether it was the withholding of sign
> language that was hurtful to these children?
>
> What happened in Germany, basically, was that the parents started asking
> this question, and, if you so want, empowered themselves to find a way to
> get *a* language to their children.
>
> From my point of view as a developmental, what has to be ensured is that a
> child builds up a symbolic system and that, in cases where spoken language
> acquisition does not succeed, not too much time is lost before sign
> language is offered. Unfortunately, there are too many cases - not
> presented at conferences because they are not a success story - where this
> has happened. The first priority is to prevent any more of that.
>
> Given the unpredictability of success in spoken language acquisition in a
> particular child with CI, some parents may want to be "on the safe side"
> and choose bilinguality from the beginning. I cannot see that a
> disadvantage of this strategy has been proven. The studies claiming harm
> from early signing do not convince me.
>
> This is the present state of affairs. Things may change and all the
> promises of very early implantation and improved implant technology may
> come true. I am not an expert on this. For the time being, I think we have
> to work with were we are now.
>
> Best wishes,
> Gisela
>
>
>
>
> On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>
>> I find your eloquent insights very helpful Gisela as I am struggling with
>> this issue myself because of our local situation. It makes sense to have
>> children become bilingual in sign and spoken language and recent research
>> shows that it is useful to have it begin early, even before cochlear
>> implants can occur (Davidson paper) as exposure to a symbolic system is
>> important.
>>
>> I like the way you describe what takes place in Germany.  There is no
>> mention, in what you write, of turning off children's CI's to teach sign or
>> of routinely offering CI kids the services of an SLP.  For CIs to work,
>> kids need massive language input to make up for the time when they had no
>> input. The attached paper suggests that parental involvement of specific
>> types makes a big difference in kids' outcomes and that families can be
>> helped to provide the quality of language that children with CIs need.
>>
>> For people just breaking into this area, I attach a document that gives
>> citations and that offers some "facts". However, in that document there is
>> the claim - based on a presentation and not publications - that sign is
>> hurtful to kids. I don't know this work and wonder if anyone does:
>>
>> Recent data indicates that introducing sign language prior to cochlear
>> implantation does not enhance outcomes compared to emphasis on spoken
>> language alone.
>>
>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
>> age of ID, sign support, and auditory prosthesis. A presentation to the
>> National Early Hearing Detection and Intervention Conference, New Orleans,
>> LA.
>>
>> Recent data indicates that use of sign language was detrimental for the
>> development of spoken langauge for children identified with hearing loss
>> after their first birthday. It further indicates that it is detrimental to
>> the development of spoken language in the control group of typically
>> hearing children.
>>
>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of
>> age of ID, sign support, and auditory prosthesis. A presentation to the
>> National Early Hearing Detection and Intervention Conference, New Orleans,
>> LA.
>>
>> Thanks all for this great thread!
>> Best, Roberta
>>
>>
>> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <
>> gisela.szagun at googlemail.com> wrote:
>>
>>> Hi Roberta,
>>>
>>> until recently it has been quite difficult in Germany for kids with CI
>>> to get bilingual/bimodal input. Let me explain a bit about how the system
>>> works in general - as I have experienced this as a researcher at Cochlear
>>> Implant Centers - and then say something about how bilinguality is dealt
>>> with now.
>>>
>>> Generally, the health system is very forthcoming with cochlear
>>> implantation, and children also receive excellent rehabilitation in
>>> specialized rehabilitation centers and in their home towns. This is not
>>> dependent on type of health insurance but is paid for by all insurances.
>>> All this is fine and health care is excellent.
>>>
>>> However, the 'official ideology' has been 'spoken language only'. This
>>> has been very much promoted by medical circles. At conferences evidence
>>> from 'star' children is presented, the rest seem to be ignored. Parents
>>> were (still are?) given vastly exaggerated positive views of what to expect
>>> of their children's spoken language development.This has been my experience
>>> between 1996 and 2006. However, I stopped going to such conferences because
>>> I simply could not bear it any longer. I have presented our evidence again
>>> and again stressing the enormous variability in outcomes and arguing that
>>> for some children it would be benefical to acquire sign language in order
>>> to have a functioning symbolic system at all (see my previous mail in this
>>> discussion).
>>>
>>> Then, things began to change. Parents began to notice that quite a few
>>> children do not fulfil these exaggerated pictures, that there was no point
>>> in waiting and waiting but that something had to be done. It was then that
>>> parents demanded either sign supported speech or sign language as part of
>>> their child's rehabilitation as well.
>>>
>>> To my knowledge, this is how this works at present: A teacher of sign
>>> language (or sign supported speech) visits the family at home and teaches
>>> the child and his/her parents. As such teaching is not part of the
>>> insurance paid rehabilitation programme, parents would have to pay.
>>> However, parents have fought for having the lessons paid for by social
>>> services by taking social services to court when they refused. I have
>>> myself written several expertises supporting parents' demands in court, and
>>> they have won. So, this means, it will become easier and easier to get
>>> these lessons free of costs for the parents.
>>>
>>> Another way is that parents send their child to a Kindergarten which is
>>> bilingual in sign and spoken language. However, such kindergartens do not
>>> exist in each town or village, and kindergarten education does not start
>>> until 3 years of age. Parents often wish for instruction in signed language
>>> earlier.
>>>
>>> All this goes on in individual cases. To my knowledge, there are no
>>> cochlear rehabilitation centres which offer bilinguality on a regular
>>> basis. Individual parents take the decision to want bilinguality for their
>>> child and they act upon it, either from the beginning or when they begin to
>>> have doubts about their child's spoken language development. There is a
>>> Federal Association for parents of hearing-impaired children. They give
>>> advice to parents, they have also invited me for talks and have asked me to
>>> act as an expert in child language acquisition in court hearings.
>>>
>>> It seems, parents were quicker than medicine to understand the
>>> importance of a symbolic system for a developing child and they have fought
>>> the case for their children - when the 'official medical view' has ducked.
>>> Whichever, the main thing is, it is happening.One can only hope that, soon,
>>> instruction in sign language or sign supported speech becomes available
>>> quite generally at the rehabilitation centers. The children cannot lose out!
>>>
>>> Best wishes,
>>> Gisela
>>>
>>>
>>>
>>> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>>
>>>> Gisela - just getting back to this thread which I find very
>>>> illuminating. May I ask how you recommend kids get the bilingual input?  Is
>>>> there a way to do this simultaneously -- offering sign and oral input at
>>>> the same time?
>>>>
>>>> Many thanks!
>>>> Roberta
>>>>
>>>>
>>>> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
>>>> gisela.szagun at googlemail.com> wrote:
>>>>
>>>>> 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 <barriere.isa at gmail.com
>>>>>> > 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 <erikachoff at gmail.com>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 <Roberta at udel.edu
>>>>>>>> > 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
>>>>>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>>>>>> 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
>>>>>>>>>>>
>>>>>>>>>>> --
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>>>>>>>>>>> .
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>>>>>>>>>>> .
>>>>>>>>>>> For more options, visit https://groups.google.com/groups/opt_out
>>>>>>>>>>> .
>>>>>>>>>>>
>>>>>>>>>>
>>>>>>>>>>
>>>>>>>>>> --
>>>>>>>>>> You received this message because you are subscribed to the
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>>>>>>>>>> To unsubscribe from this group and stop receiving emails from it,
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>>>>>>>>>> To post to this group, send email to
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>>>>>>>>>> .
>>>>>>>>>>
>>>>>>>>>> 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
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>>>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
>>>>>>>> To post to this group, 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.
>>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>
>>>>>> --
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>>>>>> To unsubscribe from this group and stop receiving emails from it,
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>>>>>> .
>>>>>> For more options, visit https://groups.google.com/groups/opt_out.
>>>>>>
>>>>>>
>>>>>>
>>>>>> --
>>>>>> You received this message because you are subscribed to the Google
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>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
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>>>>>> .
>>>>>> For more options, visit https://groups.google.com/groups/opt_out.
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> --
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>>>>>> To unsubscribe from this group and stop receiving emails from it,
>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
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>>>>>> .
>>>>>> For more options, visit https://groups.google.com/groups/opt_out.
>>>>>>
>>>>>>
>>>>>>  --
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>>>>>> To unsubscribe from this group and stop receiving emails from it,
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>>>>>> .
>>>>>>
>>>>>> 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.
>>>>>
>>>>>  --
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>>>>> To unsubscribe from this group and stop receiving emails from it, send
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>>>>> .
>>>>>
>>>>> 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
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>>>> To unsubscribe from this group and stop receiving emails from it, send
>>>> an email to info-childes+unsubscribe at googlegroups.com.
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>>>> .
>>>>
>>>> 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:
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>>> Publication is prohibited.
>>>
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>>> .
>>>
>>> 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
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>> .
>>
>> 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.
>
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>
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> email to info-childes+unsubscribe at googlegroups.com.
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-- 
Keith Nelson
Faculty Senator
Professor of Psychology
Penn State University
118 Moore Building Reno
University Park, PA   16802



keithnelsonart at gmail.com

814 863 1747



And what is mind
and how is it recognized ?
It is clearly drawn
in Sumi  ink, the
sound of breezes drifting through pine.

--Ikkyu Sojun
Japanese Zen Master    1394-1481

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From aliyah.morgenstern at gmail.com  Sun Mar  2 15:08:25 2014
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Sun, 2 Mar 2014 16:08:25 +0100
Subject: Help: let them speak or sign their language
In-Reply-To: <CAJpT631oh0e_mnaS0ntZ_u91ejTbSr-fnO3nXGRFPT1S3TtqmQ@mail.gmail.com>
Message-ID: <SUN.2.MAR.2014.160825.0100.>

Thanks a lot Keith!
In France not only is it dramatically difficult to convince the medical world, but sign language for Hearing parents is hardly financed. They have to be entirely convinced and become real militants to make the tremendous efforts needed. But as our last family visit proved to us, when they do make the effort, the results are just incredible, even she Sign language is introduced after 3.
Best,
Aliyah

Le 2 mars 2014 ? 15:49, Keith Nelson a ?crit :

> 
> 
> ---------- Forwarded message ----------
> From: Keith Nelson <keithnelsonart at gmail.com>
> Date: Sun, Mar 2, 2014 at 8:57 AM
> Subject: Re: Help: let them speak or sign their language
> To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>, Mary Rudner <mary.rudner at liu.se>, Jerker R?nnberg <jerker.ronnberg at liu.se>, Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>
> 
> 
> Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these threads.   I would emphasize that it is very often the case that once the decision is made to include sign language there is not really enough attention to the needed combination of quantity and quality of interaction--and monitoring thereof-- to insure significant progress.  In PA I have known families whose grand total support  in a year for teaching sign language was one one-hour visit by an expert hired by the School District ! As background, some may find interesting the attached 2 chapters that cover what we describe in dynamic systems terms as Dynamic Tricky Mixes of conditions that need to converge for learning--as illustrated not only for sign but for spoken language, literacy, and art skill.
>       Also, I am copying my Swedish and California colleagues who may have some interesting thoughts and updates on all this.   Very best regards,  Keith 
> 
> 
> On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
> Dear Roberta,
> 
> I think the paper by Lyness et al. (2013, attached) is helpful when evaluating the claim that sign may be hurtful to kids. There is quite a bit of evidence and argumentation for the reverse argument: withholding early language from the child is likely to have negative consequences. It seems to me that this is what happens if children with CI do not master spoken language sufficiently and sign language is withheld from them. So, we may equally ask the reverse question whether it was the withholding of sign language that was hurtful to these children?
> 
> What happened in Germany, basically, was that the parents started asking this question, and, if you so want, empowered themselves to find a way to get a language to their children. 
> 
> From my point of view as a developmental, what has to be ensured is that a child builds up a symbolic system and that, in cases where spoken language acquisition does not succeed, not too much time is lost before sign language is offered. Unfortunately, there are too many cases - not presented at conferences because they are not a success story - where this has happened. The first priority is to prevent any more of that. 
> 
> Given the unpredictability of success in spoken language acquisition in a particular child with CI, some parents may want to be "on the safe side" and choose bilinguality from the beginning. I cannot see that a disadvantage of this strategy has been proven. The studies claiming harm from early signing do not convince me. 
> 
> This is the present state of affairs. Things may change and all the promises of very early implantation and improved implant technology may come true. I am not an expert on this. For the time being, I think we have to work with were we are now.
> 
> Best wishes,
> Gisela
> 
> 
> 
> 
> On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu> wrote:
> I find your eloquent insights very helpful Gisela as I am struggling with this issue myself because of our local situation. It makes sense to have children become bilingual in sign and spoken language and recent research shows that it is useful to have it begin early, even before cochlear implants can occur (Davidson paper) as exposure to a symbolic system is important. 
> 
> I like the way you describe what takes place in Germany.  There is no mention, in what you write, of turning off children's CI's to teach sign or of routinely offering CI kids the services of an SLP.  For CIs to work, kids need massive language input to make up for the time when they had no input. The attached paper suggests that parental involvement of specific types makes a big difference in kids' outcomes and that families can be helped to provide the quality of language that children with CIs need. 
> 
> For people just breaking into this area, I attach a document that gives citations and that offers some "facts". However, in that document there is the claim - based on a presentation and not publications - that sign is hurtful to kids. I don't know this work and wonder if anyone does:
> 
> Recent data indicates that introducing sign language prior to cochlear implantation does not enhance outcomes compared to emphasis on spoken language alone.
> 
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA.
> 
> Recent data indicates that use of sign language was detrimental for the development of spoken langauge for children identified with hearing loss after their first birthday. It further indicates that it is detrimental to the development of spoken language in the control group of typically hearing children.
> 
> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects of age of ID, sign support, and auditory prosthesis. A presentation to the National Early Hearing Detection and Intervention Conference, New Orleans, LA.
> 
> Thanks all for this great thread!
> Best, Roberta
> 
> 
> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
> Hi Roberta,
> 
> until recently it has been quite difficult in Germany for kids with CI to get bilingual/bimodal input. Let me explain a bit about how the system works in general - as I have experienced this as a researcher at Cochlear Implant Centers - and then say something about how bilinguality is dealt with now.
> 
> Generally, the health system is very forthcoming with cochlear implantation, and children also receive excellent rehabilitation in specialized rehabilitation centers and in their home towns. This is not dependent on type of health insurance but is paid for by all insurances. All this is fine and health care is excellent.
> 
> However, the 'official ideology' has been 'spoken language only'. This has been very much promoted by medical circles. At conferences evidence from 'star' children is presented, the rest seem to be ignored. Parents were (still are?) given vastly exaggerated positive views of what to expect of their children's spoken language development.This has been my experience between 1996 and 2006. However, I stopped going to such conferences because I simply could not bear it any longer. I have presented our evidence again and again stressing the enormous variability in outcomes and arguing that for some children it would be benefical to acquire sign language in order to have a functioning symbolic system at all (see my previous mail in this discussion). 
> 
> Then, things began to change. Parents began to notice that quite a few children do not fulfil these exaggerated pictures, that there was no point in waiting and waiting but that something had to be done. It was then that parents demanded either sign supported speech or sign language as part of their child's rehabilitation as well. 
> 
> To my knowledge, this is how this works at present: A teacher of sign language (or sign supported speech) visits the family at home and teaches the child and his/her parents. As such teaching is not part of the insurance paid rehabilitation programme, parents would have to pay. However, parents have fought for having the lessons paid for by social services by taking social services to court when they refused. I have myself written several expertises supporting parents' demands in court, and they have won. So, this means, it will become easier and easier to get these lessons free of costs for the parents. 
> 
> Another way is that parents send their child to a Kindergarten which is bilingual in sign and spoken language. However, such kindergartens do not exist in each town or village, and kindergarten education does not start until 3 years of age. Parents often wish for instruction in signed language earlier. 
> 
> All this goes on in individual cases. To my knowledge, there are no cochlear rehabilitation centres which offer bilinguality on a regular basis. Individual parents take the decision to want bilinguality for their child and they act upon it, either from the beginning or when they begin to have doubts about their child's spoken language development. There is a Federal Association for parents of hearing-impaired children. They give advice to parents, they have also invited me for talks and have asked me to act as an expert in child language acquisition in court hearings.
> 
> It seems, parents were quicker than medicine to understand the importance of a symbolic system for a developing child and they have fought the case for their children - when the 'official medical view' has ducked. Whichever, the main thing is, it is happening.One can only hope that, soon, instruction in sign language or sign supported speech becomes available quite generally at the rehabilitation centers. The children cannot lose out!
> 
> Best wishes,
> Gisela
> 
> 
> 
> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu> wrote:
> Gisela - just getting back to this thread which I find very illuminating. May I ask how you recommend kids get the bilingual input?  Is there a way to do this simultaneously -- offering sign and oral input at the same time?
> 
> Many thanks!
> Roberta
> 
> 
> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <gisela.szagun at googlemail.com> wrote:
> 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 <barriere.isa at gmail.com> 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 <erikachoff at gmail.com> 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 <Roberta at udel.edu> 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
>>>> 
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>>>> 
>>>> -- 
>>>> 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."
>>>> 
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>>>> 
>>>> 
>>>> -- 
>>>> Erika Hoff, Professor
>>>> Department of Psychology
>>>> Florida Atlantic University
>>>> 3200 College Ave.
>>>> Davie, FL 33314
>>>> 
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> 
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> -- 
> Roberta Michnick Golinkoff, Ph. D.
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> 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
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> Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html
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> -- 
> Roberta Michnick Golinkoff, Ph. D.
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> University of Delaware, Newark, DE 19716
> Office: 302-831-1634; Fax: 302-831-4110
> Web page: http://udel.edu/~roberta/
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>     http://www.mandateforplayfullearning.com/
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> Keith Nelson
> Faculty Senator
> Professor of Psychology
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> University Park, PA   16802
> 
> 
> 
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> 
> 814 863 1747
> 
> 
> 
> And what is mind
> and how is it recognized ?
> It is clearly drawn
> in Sumi  ink, the
> sound of breezes drifting through pine.
> 
> --Ikkyu Sojun
> Japanese Zen Master    1394-1481
> 
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> <Nelson, Keith et al 2004 Acquiring Art.. 1 2.pdf><Nelson Ark chapter 11 in Mody 08 1.pdf>

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From kpeets at ryerson.ca  Mon Mar  3 21:02:58 2014
From: kpeets at ryerson.ca (Kathleen Peets)
Date: Mon, 3 Mar 2014 16:02:58 -0500
Subject: DELV for use with Jamaican Creole speakers
Message-ID: <MON.3.MAR.2014.160258.0500.>

Hello all,

I have a question about using the *Diagnostic Evaluation of Language
Variation* among speakers of Jamaican English or Jamaican Creole. I know
that the test was originally designed to identify language disorders among
speakers of non-standard English, in particular AAE. Has anyone used this
measure outside of this population or outside of the U.S.?

We would be primarily interested in the screening tool which would identify
dialect or degree of dialect. Alternate ideas for this population are also
much appreciated.

Best,
Kathleen


-- 
Kathleen Peets
Assistant Professor
Early Childhood Studies
Ryerson University

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From roeper at linguist.umass.edu  Tue Mar  4 01:02:11 2014
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Mon, 3 Mar 2014 20:02:11 -0500
Subject: DELV for use with Jamaican Creole speakers
In-Reply-To: <27049_1393880593_5314EE11_27049_17209_1_CADh2+D0XKEi_QYBfHnEqpgkDL9rGaZCzv7-c-j_2g-NS1Gm2hg@mail.gmail.com>
Message-ID: <MON.3.MAR.2014.200211.0500.>

Dear Kathleen---

The DELV is being adapted to South African Black English, has been
translated into Afrikaans and is used
with adjustments for other populations.  The core phenomena are universal,
but one does need to look
over the examples and see if they need to be adjusted for language or
culture.
     Barbara Pearson at UMass is the person who manages the materials.
 Others, like Frenette Southwood
and Ondene van Dulm might be available to advise you on how to do this
adaptation.  They are also developing
very useful intervention materials.
     I would be happy to help if I can as well.

Tom Roeper


On Mon, Mar 3, 2014 at 4:02 PM, Kathleen Peets <kpeets at ryerson.ca> wrote:

> Hello all,
>
> I have a question about using the *Diagnostic Evaluation of Language
> Variation* among speakers of Jamaican English or Jamaican Creole. I know
> that the test was originally designed to identify language disorders among
> speakers of non-standard English, in particular AAE. Has anyone used this
> measure outside of this population or outside of the U.S.?
>
> We would be primarily interested in the screening tool which would
> identify dialect or degree of dialect. Alternate ideas for this population
> are also much appreciated.
>
> Best,
> Kathleen
>
>
> --
> Kathleen Peets
> Assistant Professor
> Early Childhood Studies
> Ryerson University
>
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-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From roeper at linguist.umass.edu  Tue Mar  4 01:02:34 2014
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Mon, 3 Mar 2014 20:02:34 -0500
Subject: Fwd: DELV for use with Jamaican Creole speakers
In-Reply-To: <CABkofSm=t04bsKdd5Zt4dd_0sxZN9ZeLRt_rvVfDBRabHBNVWQ@mail.gmail.com>
Message-ID: <MON.3.MAR.2014.200234.0500.>

---------- Forwarded message ----------
From: Tom Roeper <roeper at linguist.umass.edu>
Date: Mon, Mar 3, 2014 at 8:02 PM
Subject: Re: DELV for use with Jamaican Creole speakers
To: info-childes at googlegroups.com


Dear Kathleen---

The DELV is being adapted to South African Black English, has been
translated into Afrikaans and is used
with adjustments for other populations.  The core phenomena are universal,
but one does need to look
over the examples and see if they need to be adjusted for language or
culture.
     Barbara Pearson at UMass is the person who manages the materials.
 Others, like Frenette Southwood
and Ondene van Dulm might be available to advise you on how to do this
adaptation.  They are also developing
very useful intervention materials.
     I would be happy to help if I can as well.

Tom Roeper


On Mon, Mar 3, 2014 at 4:02 PM, Kathleen Peets <kpeets at ryerson.ca> wrote:

> Hello all,
>
> I have a question about using the *Diagnostic Evaluation of Language
> Variation* among speakers of Jamaican English or Jamaican Creole. I know
> that the test was originally designed to identify language disorders among
> speakers of non-standard English, in particular AAE. Has anyone used this
> measure outside of this population or outside of the U.S.?
>
> We would be primarily interested in the screening tool which would
> identify dialect or degree of dialect. Alternate ideas for this population
> are also much appreciated.
>
> Best,
> Kathleen
>
>
> --
> Kathleen Peets
> Assistant Professor
> Early Childhood Studies
> Ryerson University
>
> --
> You received this message because you are subscribed to the Google Groups
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>



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



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

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From bpearson at research.umass.edu  Tue Mar  4 02:04:24 2014
From: bpearson at research.umass.edu (Barbara Z. Pearson)
Date: Tue, 4 Mar 2014 02:04:24 +0000
Subject: DELV for use with Jamaican Creole speakers
In-Reply-To: <CABkofSm=t04bsKdd5Zt4dd_0sxZN9ZeLRt_rvVfDBRabHBNVWQ@mail.gmail.com>
Message-ID: <TUE.4.MAR.2014.020424.0000.>

Dear Kathleen,

As Tom Roeper indicated, I am happy to answer any questions about the DELV tests that I can.  Please write me with more details of the project you want to accomplish.

You might look into work by Janna Oetting of LSU.  She had an NIH grant to compare how well the DELV screener worked with speakers of different dialects, (but not Jamaican Creole).  I have a poster of hers with some results that she presented at a recent ASHA.  (Among other recommendations, she suggests that a ratio made from the scores on the Language Variation part of the DELV-ST was more "psychometrically robust" than the raw screener scores.  The poster refers you to a paper by Nicole Terry et al. 2010 that shows how to derive the ratio. (Jackson & Pearson also used a similar ratio in their papers on contrastive features.)

Jennifer Renn and *Mike* Terry have a 2009 paper in American Speech where they look at a variety of schemas for evaluating degree of dialect and found that a small set of features correlated highly with a larger set and was as effective as the larger set in measuring dialect.  Their findings may also be useful in guiding your thinking.

Meanwhile, please note that Oetting and her students' studies tend to use mostly the DELV Screening Test.  As a screening test, it is *designed* to err on the side of identifying too many individuals rather than failing to identify someone who would profit from a more comprehensive test.  The larger test, the DELV-NR, is relatively easy to administer and much more accurate.  Ondene van Dulm and Frenette Southwood, whom Tom mentioned, are getting a lot of data using the DELV-NR with several different language communities in South Africa.

Please share other responses you receive off-line.

Best wishes,
Barbara Pearson

************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate
Co-director, Language Acquisition Research Center
c/o Linguistics, 226 South College
University of Massachusetts Amherst
Amherst MA 01003

bpearson at research.umass.edu<mailto:bpearson at research.umass.edu>
http://www.umass.edu/aae/bp_indexold.htm
http://www.zurer.com/pearson

On Mar 3, 2014, at 8:02 PM, Tom Roeper wrote:

Dear Kathleen---

The DELV is being adapted to South African Black English, has been translated into Afrikaans and is used
with adjustments for other populations.  The core phenomena are universal, but one does need to look
over the examples and see if they need to be adjusted for language or culture.
     Barbara Pearson at UMass is the person who manages the materials.  Others, like Frenette Southwood
and Ondene van Dulm might be available to advise you on how to do this adaptation.  They are also developing
very useful intervention materials.
     I would be happy to help if I can as well.

Tom Roeper


On Mon, Mar 3, 2014 at 4:02 PM, Kathleen Peets <kpeets at ryerson.ca<mailto:kpeets at ryerson.ca>> wrote:
Hello all,

I have a question about using the Diagnostic Evaluation of Language Variation among speakers of Jamaican English or Jamaican Creole. I know that the test was originally designed to identify language disorders among speakers of non-standard English, in particular AAE. Has anyone used this measure outside of this population or outside of the U.S.?

We would be primarily interested in the screening tool which would identify dialect or degree of dialect. Alternate ideas for this population are also much appreciated.

Best,
Kathleen


--
Kathleen Peets
Assistant Professor
Early Childhood Studies
Ryerson University

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

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From kdemuth07 at gmail.com  Tue Mar  4 09:22:37 2014
From: kdemuth07 at gmail.com (Katherine Demuth)
Date: Tue, 4 Mar 2014 20:22:37 +1100
Subject: Lecturer/Senior Lecturer: Speech Language Pathology, Sydney
Message-ID: <TUE.4.MAR.2014.202237.1100.>

Dear all  - please see the attached job add, and more information re 
Macquarie University, Sydney, Australia.

It would be great to have an active researcher in this position - part 
of the Linguistics Department, and housed in the new Australian Hearing 
Hub along with Cognitive Science, the National Acoustics Lab, etc.

Best,
Katherine

Applications are through the MQ Careers site by following this link

http://jobs.mq.edu.au/cw/en/job/493993/lecturersenior-lecturer-speech-and-language-pathology 


Please forward this to colleagues who may be interested.


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From eileen.graf at googlemail.com  Tue Mar  4 17:09:02 2014
From: eileen.graf at googlemail.com (Eileen Graf)
Date: Tue, 4 Mar 2014 11:09:02 -0600
Subject: professional video transcription?
Message-ID: <TUE.4.MAR.2014.110902.0600.>

Dear everyone,

We are planning to obtain language samples from parent-child dyads over a
period of 5 years. Over this period, we will accumulate almost 14,000 hours
of video, and we are looking to find the most cost-effective way to have
them transcribed.

We are considering a professional transcription service (in the US:
www.verbalink.com), since they are quite a lot cheaper than the cost of
hiring, training and supervising transcribers. However, we have a few
concerns, and were wondering if anybody has experiences to share.

Our study will follow children from 1;1 to 4;6 and we're concerned about
transcription by people who are not  in some way trained in language
development, especially at the younger ages. But maybe this concern is
unwarranted and a verbatim transcription (of literally every sound that the
parent or the child produces) will give us what we need?

Similarly, our study population are to a large extent speakers of AAVE, and
we're somewhat wary as to whether a non-academic transcription service can
be trusted to transcribe AAVE felicitously.

We're also wondering whether it is relatively easy to convert verbatim
transcripts into the CHAT format or whether it would be advisable to
transcribe using CHAT in the first place.

If anyone has experience with or advice on these issues we would be most
grateful for your input!
Best,
Eileen Graf

-- 
*T**hirty Million Words?*
The University of Chicago Medicine
5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
(773) 702 1087 | *eileengraf at uchicago.edu <eileengraf at uchicago.edu>* |
tmw.org
@TMW_Initiative

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From marilyn.vihman at york.ac.uk  Tue Mar  4 17:25:35 2014
From: marilyn.vihman at york.ac.uk (Marilyn Vihman)
Date: Tue, 4 Mar 2014 17:25:35 +0000
Subject: professional video transcription?
In-Reply-To: <CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ@mail.gmail.com>
Message-ID: <TUE.4.MAR.2014.172535.0000.>

You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for 'hiring, training and supervising transcribers'. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won't give you data of any real interest unless the transcriber has linguistic training of some kind.

-marilyn vihman


On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com> wrote:

> Dear everyone,
> 
> We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> 
> We are considering a professional transcription service (in the US: www.verbalink.com), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> 
> Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not  in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> 
> Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> 
> We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> 
> If anyone has experience with or advice on these issues we would be most grateful for your input!
> 
> Best,
> Eileen Graf
> 
> -- 
> Thirty Million Words(R)
> The University of Chicago Medicine
> 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> (773) 702 1087 | eileengraf at uchicago.edu | tmw.org
> @TMW_Initiative                                                                            
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> For more options, visit https://groups.google.com/groups/opt_out.

Marilyn M. Vihman
Professor, Language and Linguistic Science
V/C/207, 2nd Floor, Block C, Vanbrugh College
University of York
Heslington
York YO10 5DD
tel 01904 433612
http://www.yorkphondev.org




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From jedwards2 at wisc.edu  Tue Mar  4 17:31:11 2014
From: jedwards2 at wisc.edu (Jan Edwards)
Date: Tue, 4 Mar 2014 11:31:11 -0600
Subject: professional video transcription?
In-Reply-To: <74a0db8cdb55c.53160dca@wiscmail.wisc.edu>
Message-ID: <TUE.4.MAR.2014.113111.0600.>

My experience is that you will need native speakers of AAE who also have phonetic training to reliably transcribe language samples in AAVE.
When we have used MAE speakers, we've always had to use AAE speakers to correct the transcripts later on.

Jan Edwards

On 03/04/14, Marilyn Vihman  wrote:
> 
> 
> 
> You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for &lsquo;hiring, training and supervising transcribers&rsquo;. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won&rsquo;t give you data of any real interest unless the transcriber has linguistic training of some kind.
> 
> -marilyn vihman
> 
> 
> 
> On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com <eileen.graf at googlemail.com>> wrote:
> 
> 
> > Dear everyone,
> > 
> > 
> > We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> > 
> > We are considering a professional transcription service (in the US: www.verbalink.com(http://www.verbalink.com/)), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> > 
> > 
> > Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> > 
> > 
> > 
> > Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> > 
> > 
> > 
> > We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> > 
> > 
> > 
> > If anyone has experience with or advice on these issues we would be most grateful for your input! 
> > Best,
> > Eileen Graf
> > 
> > 
> > -- Thirty Million Words(r)
> > The University of Chicago Medicine
> > 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> > (773) 702 1087 | info-childes+unsubscribe at googlegroups.com <eileengraf at uchicago.edu')" target="1">eileengraf at uchicago.edu | tmw.org(http://tmw.org/)
> > @TMW_Initiative 
> > 
> > 
> > 
> > 
> > 
> > 
> > 
> > -- 
> > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > To unsubscribe from this group and stop receiving emails from it, send an email to https://groups.google.com/d/msgid/info-childes/CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ%40mail.gmail.com(javascript:main.compose('new', 't=info-childes+unsubscribe at googlegroups.com>.
> > To post to this group, send email to info-childes at googlegroups.com <info-childes at googlegroups.com>.
> > To view this discussion on the web visit 
> > Marilyn M. Vihman
> > 
> > Professor, Language and Linguistic Science
> > 
> > V/C/207, 2nd Floor, Block C, Vanbrugh College
> > 
> > University of York
> > 
> > Heslington
> > 
> > York YO10 5DD
> > 
> > tel 01904 433612
> > 
> > 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 <info-childes+unsubscribe at googlegroups.com>.
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> > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk(https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk?utm_medium=email&utm_source=footer).
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From jparadis at ualberta.ca  Tue Mar  4 17:33:39 2014
From: jparadis at ualberta.ca (Johanne Paradis)
Date: Tue, 4 Mar 2014 10:33:39 -0700
Subject: professional video transcription?
In-Reply-To: <8E26CBF3-3B58-4A5A-9A58-A8341545227A@york.ac.uk>
Message-ID: <TUE.4.MAR.2014.103339.0700.>

I agree completely with Marilyn - effective transcription of very young children requires training.  I also think that transcribers with some linguistics background will be better at transcribing non-standard dialects since they will have been introduced to the prescriptive vs. descriptive distinction.  My final comment is about transcription format.  It would be far more efficient to transcribe using CHAT in the first place. 

-Johanne Paradis 


Johanne Paradis | Professor | Department of Linguistics  
4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada
tel:	1 (780) 492-0805 | fax:	1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/   
Child English Second Language Centre: 
http://www.chesl.ualberta.ca




On 2014-03-04, at 10:25 AM, Marilyn Vihman <marilyn.vihman at york.ac.uk> wrote:

> You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for 'hiring, training and supervising transcribers'. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won't give you data of any real interest unless the transcriber has linguistic training of some kind.
> 
> -marilyn vihman
> 
> 
> On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com> wrote:
> 
>> Dear everyone,
>> 
>> We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
>> 
>> We are considering a professional transcription service (in the US: www.verbalink.com), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
>> 
>> Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not  in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
>> 
>> Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
>> 
>> We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
>> 
>> If anyone has experience with or advice on these issues we would be most grateful for your input!
>> 
>> Best,
>> Eileen Graf
>> 
>> -- 
>> Thirty Million Words(R)
>> The University of Chicago Medicine
>> 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
>> (773) 702 1087 | eileengraf at uchicago.edu | tmw.org
>> @TMW_Initiative                                                                            
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com.
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> 
> Marilyn M. Vihman
> Professor, Language and Linguistic Science
> V/C/207, 2nd Floor, Block C, Vanbrugh College
> University of York
> Heslington
> York YO10 5DD
> tel 01904 433612
> http://www.yorkphondev.org
> 
> 
> 
> 
> 
> -- 
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From jedwards2 at wisc.edu  Tue Mar  4 18:29:12 2014
From: jedwards2 at wisc.edu (Jan Edwards)
Date: Tue, 4 Mar 2014 12:29:12 -0600
Subject: professional video transcription?
In-Reply-To: <77509cecde7fb.53161b50@wiscmail.wisc.edu>
Message-ID: <TUE.4.MAR.2014.122912.0600.>

My point about transcribing AAE didn't have to do with prescriptive vs. descriptive. It's simply that you need native speakers to accurately transcribe the phonetics of a language. I say this after the experience of a cross-linguistic grant in L1 phonological acquisition across American English (MAE from Columbus, OH), Greek, Japanese, Mandarin, Cantonese, and Korean. All of our transcribers were trained phoneticians (linguistics or speech-language pathologists). We found that we could get accurate and transcriptions with high inter-rater reliability only when transcribers were both native speakers and trained phoneticians. More recently, we've found the same thing with AAE.

Jan

On 03/04/14, Johanne Paradis  wrote:
> 
> 
> 
> I agree completely with Marilyn - effective transcription of very young children requires training. I also think that transcribers with some linguistics background will be better at transcribing non-standard dialects since they will have been introduced to the prescriptive vs. descriptive distinction. My final comment is about transcription format. It would be far more efficient to transcribe using CHAT in the first place. 
> 
> -Johanne Paradis 
> 
> 
> Johanne Paradis | Professor | Department of Linguistics 
> 4-57 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada
> tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ (http://www.ualberta.ca/~jparadis/) 
> Child English Second Language Centre: 
> http://www.chesl.ualberta.ca
> 
> 
> 
> 
> 
> 
> On 2014-03-04, at 10:25 AM, Marilyn Vihman <marilyn.vihman at york.ac.uk <marilyn.vihman at york.ac.uk>> wrote:
> 
> 
> > You are thinking of getting non-linguists, non-phoneticians to transcribe infants as young as 13 months? How useful do you expect the resulting data to be? I think there will turn out to be no substitute for &lsquo;hiring, training and supervising transcribers&rsquo;. Of course, it depends what you want to learn from the data - but I am afraid infants up to age 2 or 3 won&rsquo;t give you data of any real interest unless the transcriber has linguistic training of some kind.
> > 
> > -marilyn vihman
> > 
> > 
> > 
> > On 4 Mar 2014, at 17:09, Eileen Graf <eileen.graf at googlemail.com <eileen.graf at googlemail.com>> wrote:
> > 
> > 
> > > Dear everyone,
> > > 
> > > 
> > > We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> > > 
> > > We are considering a professional transcription service (in the US: www.verbalink.com(http://www.verbalink.com/)), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> > > 
> > > 
> > > Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> > > 
> > > 
> > > 
> > > Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> > > 
> > > 
> > > 
> > > We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> > > 
> > > 
> > > 
> > > If anyone has experience with or advice on these issues we would be most grateful for your input! 
> > > Best,
> > > Eileen Graf
> > > 
> > > 
> > > -- Thirty Million Words(r)
> > > The University of Chicago Medicine
> > > 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> > > (773) 702 1087 | info-childes+unsubscribe at googlegroups.com <eileengraf at uchicago.edu')" target="1">eileengraf at uchicago.edu | tmw.org(http://tmw.org/)
> > > @TMW_Initiative 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > -- 
> > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > > To unsubscribe from this group and stop receiving emails from it, send an email to https://groups.google.com/d/msgid/info-childes/CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ%40mail.gmail.com(javascript:main.compose('new', 't=info-childes+unsubscribe at googlegroups.com>.
> > > To post to this group, send email to info-childes at googlegroups.com <info-childes at googlegroups.com>.
> > > To view this discussion on the web visit Marilyn M. Vihman
> > > Professor, Language and Linguistic Science
> > > V/C/207, 2nd Floor, Block C, Vanbrugh College
> > > University of York
> > > Heslington
> > > York YO10 5DD
> > > tel 01904 433612
> > > http://www.yorkphondev.org(http://www.yorkphondev.org/)
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > 
> > > -- 
> > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> > > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk(https://groups.google.com/d/msgid/info-childes/8E26CBF3-3B58-4A5A-9A58-A8341545227A%40york.ac.uk?utm_medium=email&utm_source=footer).
> > > 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.
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From vvvstudents at gmail.com  Wed Mar  5 13:06:47 2014
From: vvvstudents at gmail.com (vvvstudents at gmail.com)
Date: Wed, 5 Mar 2014 05:06:47 -0800
Subject: professional video transcription?
In-Reply-To: <CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ@mail.gmail.com>
Message-ID: <WED.5.MAR.2014.050647.0800.>

There are no shortcuts for transcription. But why not try the service out? 
 Give them a sample and see how they do compared to your gold standard. 
 I'd be shocked if they were adequate but if they were - what a blessing.

In addition, it is essential to get a large sample from every dyad if the 
data are to be useful for examining syntactic patterns.  I now think that a 
minimum of 1000 utterances per child is required.  At the beginning of 
combinatorial speech, even more utterances from the child may be necessary, 
since many utterances are unintelligible or only one word.  And it's 
desirable to have a lot of dyads.  You don't say how often you will record, 
but that is also an issue.

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From rusnakes at gmail.com  Wed Mar  5 18:12:26 2014
From: rusnakes at gmail.com (Emily Rusnak)
Date: Wed, 5 Mar 2014 13:12:26 -0500
Subject: professional video transcription?
In-Reply-To: <b2bc1963-35bd-40ad-a1ac-42e38ede9d0a@googlegroups.com>
Message-ID: <WED.5.MAR.2014.131226.0500.>

Jon Miller's SALT program team offers transcription services by trained
individuals (http://www.saltsoftware.com/services/).   May not be
AAE-knowledgeable, but might be a good place to start.


Emily Rusnak


On Wed, Mar 5, 2014 at 8:06 AM, vvvstudents at gmail.com <vvvstudents at gmail.com
> wrote:

> There are no shortcuts for transcription. But why not try the service out?
>  Give them a sample and see how they do compared to your gold standard.
>  I'd be shocked if they were adequate but if they were - what a blessing.
>
> In addition, it is essential to get a large sample from every dyad if the
> data are to be useful for examining syntactic patterns.  I now think that a
> minimum of 1000 utterances per child is required.  At the beginning of
> combinatorial speech, even more utterances from the child may be necessary,
> since many utterances are unintelligible or only one word.  And it's
> desirable to have a lot of dyads.  You don't say how often you will record,
> but that is also an issue.
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> https://groups.google.com/d/msgid/info-childes/b2bc1963-35bd-40ad-a1ac-42e38ede9d0a%40googlegroups.com<https://groups.google.com/d/msgid/info-childes/b2bc1963-35bd-40ad-a1ac-42e38ede9d0a%40googlegroups.com?utm_medium=email&utm_source=footer>
> .
>
> For more options, visit https://groups.google.com/groups/opt_out.
>

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From eileenbrann at gmail.com  Wed Mar  5 19:13:14 2014
From: eileenbrann at gmail.com (Eileen Brann)
Date: Wed, 5 Mar 2014 13:13:14 -0600
Subject: professional video transcription?
In-Reply-To: <CAPPQH_JvJSmsNJqSq6-p47c0SSy67SMUj23xPu_bkxjxXARbGQ@mail.gmail.com>
Message-ID: <WED.5.MAR.2014.131314.0600.>

I teach speech pathology students at Governors State, south of your university, and can ask if anyone has experience in transcription of AAVE.
Eileen Brann, PhD
GSU
University Park, IL

On Mar 4, 2014, at 11:09 AM, Eileen Graf <eileen.graf at googlemail.com> wrote:

> Dear everyone,
> 
> We are planning to obtain language samples from parent-child dyads over a period of 5 years. Over this period, we will accumulate almost 14,000 hours of video, and we are looking to find the most cost-effective way to have them transcribed. 
> 
> We are considering a professional transcription service (in the US: www.verbalink.com), since they are quite a lot cheaper than the cost of hiring, training and supervising transcribers. However, we have a few concerns, and were wondering if anybody has experiences to share. 
> 
> Our study will follow children from 1;1 to 4;6 and we're concerned about transcription by people who are not  in some way trained in language development, especially at the younger ages. But maybe this concern is unwarranted and a verbatim transcription (of literally every sound that the parent or the child produces) will give us what we need?
> 
> Similarly, our study population are to a large extent speakers of AAVE, and we're somewhat wary as to whether a non-academic transcription service can be trusted to transcribe AAVE felicitously. 
> 
> We're also wondering whether it is relatively easy to convert verbatim transcripts into the CHAT format or whether it would be advisable to transcribe using CHAT in the first place. 
> 
> If anyone has experience with or advice on these issues we would be most grateful for your input!
> 
> Best,
> Eileen Graf
> 
> -- 
> Thirty Million Words?
> The University of Chicago Medicine
> 5841 S. Maryland Ave.| MC 1035 | Chicago, IL 60637
> (773) 702 1087 | eileengraf at uchicago.edu | tmw.org
> @TMW_Initiative                             
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> For more options, visit https://groups.google.com/groups/opt_out.

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From vvvstudents at gmail.com  Thu Mar  6 16:52:06 2014
From: vvvstudents at gmail.com (Virginia Valian)
Date: Thu, 6 Mar 2014 11:52:06 -0500
Subject: Abridged summary of info-childes@googlegroups.com - 3
 Messages in 1 Topic
In-Reply-To: <001a11c3c8ec953d3f04f3ef8a5b@google.com>
Message-ID: <THU.6.MAR.2014.115206.0500.>

Dear All,

I'm sorry I didn't identify myself with the vvvstudents post.

Virginia Valian
Distinguished Professor
Department of Psychology
Hunter College - CUNY

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From shanley at bu.edu  Tue Mar 11 11:45:51 2014
From: shanley at bu.edu (shanley at bu.edu)
Date: Tue, 11 Mar 2014 07:45:51 -0400
Subject: course for teacher-training students on language in middle and
 high schools
Message-ID: <TUE.11.MAR.2014.074551.0400.>

Dear All,

One of my doctoral students is developing a "Language in Schools" 
course for teacher training students in Germany who are preparing to 
teach a wide range of content subjects at the middle school and high 
school level (ages 10-18; grades 5-12). We are eagerly looking for 
advice and suggestions from any of you who have taught similar courses 
or know of relevant material.

These teacher training students are preparing to teach in mainstream 
classrooms, which will include children from immigrant backgrounds 
(e.g. Turkish, Russian, Greek) and possibly children with minor 
language-related impairments (e.g. language issues related to ADHD). 
The students typically know little if anything about language or 
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature 
of language, areas of language - phonology, morphology, syntax, etc.)
b. to become familiar with language development phenomena typical of 
this age range (e.g. vocabulary, advanced syntactic structures, 
pragmatics)
c. to understand the basics of bilingual and L2 development, especially 
for immigrant / heritage language children
d. to understand how linguistic issues at all levels (e.g. case 
marking, relative clause structures, politeness conventions) can have 
an effect in classroom teaching and learning
e. to identify potential linguistic problems in teaching material and 
learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), 
etc. are welcome. Although the course will be taught in German and 
oriented to the teaching context in Germany, information from other 
countries is very welcome and useful.

Thanks so much,
Shanley Allen.




********************************************************************************
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group
Center for Cognitive Science
University of Kaiserslautern
Erwin-Schr?dinger-Stra?e 57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
********************************************************************************


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From barriere.isa at gmail.com  Tue Mar 11 12:04:38 2014
From: barriere.isa at gmail.com (Isa Barriere)
Date: Tue, 11 Mar 2014 08:04:38 -0400
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <TUE.11.MAR.2014.080438.0400.>

Hi Shanley,
NYS Department of Education website has much information on what they call
'bilingual certification' for teachers.

http://www.p12.nysed.gov/biling/bilinged/

Many NY universities offer bilingual certification programs (and quite a
few a Dual Certification- bilingual and Special Education) so I would check
the courses and syllabi of these departments.

Isabelle


On Tue, Mar 11, 2014 at 7:45 AM, <shanley at bu.edu> wrote:

> Dear All,
>
> One of my doctoral students is developing a "Language in Schools" course
> for teacher training students in Germany who are preparing to teach a wide
> range of content subjects at the middle school and high school level (ages
> 10-18; grades 5-12). We are eagerly looking for advice and suggestions from
> any of you who have taught similar courses or know of relevant material.
>
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds (e.g.
> Turkish, Russian, Greek) and possibly children with minor language-related
> impairments (e.g. language issues related to ADHD). The students typically
> know little if anything about language or linguistics, or the relevance of
> that for teaching.
>
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature of
> language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of this
> age range (e.g. vocabulary, advanced syntactic structures, pragmatics)
> c. to understand the basics of bilingual and L2 development, especially
> for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case marking,
> relative clause structures, politeness conventions) can have an effect in
> classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
>
> Any and all suggestions for content, materials (readings, examples), etc.
> are welcome. Although the course will be taught in German and oriented to
> the teaching context in Germany, information from other countries is very
> welcome and useful.
>
> Thanks so much,
> Shanley Allen.
>
>
>
>
> ************************************************************
> ********************
> Prof. Dr. Shanley E. M. Allen
> Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
> Director, Psycholinguistics and Language Development Group
> Center for Cognitive Science
> University of Kaiserslautern
> Erwin-Schr?dinger-Stra?e 57/409
> 67663 Kaiserslautern
> Germany
>
> e-mail: allen at sowi.uni-kl.de
> phone: +49-631-205-4136
> fax: +49-631-205-5182
> office: Building 57, Office 409
> web: http://www.sowi.uni-kl.de/english-linguistics/home/
> ************************************************************
> ********************
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> email to info-childes+unsubscribe at googlegroups.com.
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> msgid/info-childes/20140311074551.semq8d5pcg8c0o8s%40www.bu.edu.
> For more options, visit https://groups.google.com/d/optout.
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From nippold at uoregon.edu  Tue Mar 11 13:48:46 2014
From: nippold at uoregon.edu (Marilyn Nippold)
Date: Tue, 11 Mar 2014 06:48:46 -0700
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <TUE.11.MAR.2014.064846.0700.>

Shanley,
My book, Language Sampling with Adolescents: Implications for Intervention,
2nd edition, contains information on language development ages 10-20. It
focuses on lexical and syntactic analyses, and how to elicit, transcribe,
and code  spoken and written language samples in different genres
(conversational, narrative, expository, persuasive). It discusses problems
that students with SLI, NLI, and ASD have in spoken and written language
production and what to do about those problems, emphasizing the language of
the curriculum in middle school and high school. There are exercises and
answer keys for identifying word types, phrases, clauses, etc. 
The publisher is Plural (San Diego, CA), and it will be out next month.
Best wishes,
Marilyn Nippold
University of Oregon



On 2014/03/11 04:45, shanley at bu.edu wrote:
> Dear All,
> 
> One of my doctoral students is developing a "Language in Schools"
> course for teacher training students in Germany who are preparing to
> teach a wide range of content subjects at the middle school and high
> school level (ages 10-18; grades 5-12). We are eagerly looking for
> advice and suggestions from any of you who have taught similar courses
> or know of relevant material.
> 
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds
> (e.g. Turkish, Russian, Greek) and possibly children with minor
> language-related impairments (e.g. language issues related to ADHD).
> The students typically know little if anything about language or
> linguistics, or the relevance of that for teaching.
> 
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature
> of language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of
> this age range (e.g. vocabulary, advanced syntactic structures,
> pragmatics)
> c. to understand the basics of bilingual and L2 development,
> especially for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case
> marking, relative clause structures, politeness conventions) can have
> an effect in classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
> 
> Any and all suggestions for content, materials (readings, examples),
> etc. are welcome. Although the course will be taught in German and
> oriented to the teaching context in Germany, information from other
> countries is very welcome and useful.
> 
> Thanks so much,
> Shanley Allen.
> 
> 
> 
> 
>
****************************************************************************
****

-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of shanley at bu.edu
Sent: Tuesday, March 11, 2014 4:46 AM
To: info-childes at googlegroups.com
Cc: allen at sowi.uni-kl.de
Subject: course for teacher-training students on language in middle and high
schools

Dear All,

One of my doctoral students is developing a "Language in Schools" 
course for teacher training students in Germany who are preparing to teach a
wide range of content subjects at the middle school and high school level
(ages 10-18; grades 5-12). We are eagerly looking for advice and suggestions
from any of you who have taught similar courses or know of relevant
material.

These teacher training students are preparing to teach in mainstream
classrooms, which will include children from immigrant backgrounds (e.g.
Turkish, Russian, Greek) and possibly children with minor language-related
impairments (e.g. language issues related to ADHD). 
The students typically know little if anything about language or
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature of
language, areas of language - phonology, morphology, syntax, etc.) b. to
become familiar with language development phenomena typical of this age
range (e.g. vocabulary, advanced syntactic structures,
pragmatics)
c. to understand the basics of bilingual and L2 development, especially for
immigrant / heritage language children d. to understand how linguistic
issues at all levels (e.g. case marking, relative clause structures,
politeness conventions) can have an effect in classroom teaching and
learning e. to identify potential linguistic problems in teaching material
and learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), etc.
are welcome. Although the course will be taught in German and oriented to
the teaching context in Germany, information from other countries is very
welcome and useful.

Thanks so much,
Shanley Allen.




****************************************************************************
****
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group Center for
Cognitive Science University of Kaiserslautern Erwin-Schr?dinger-Stra?e
57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
****************************************************************************
****


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From lise.menn at Colorado.EDU  Tue Mar 11 15:48:21 2014
From: lise.menn at Colorado.EDU (Lise Menn)
Date: Tue, 11 Mar 2014 09:48:21 -0600
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <TUE.11.MAR.2014.094821.0600.>

Shanley, have a look at my intro psycholinguistics book. It's got a basic practical intro to linguistics built in, since it's intended for teachers & clinicians.
http://www.pluralpublishing.com/publication_psl.htm

Best, Lise

On Mar 11, 2014, at 5:45 AM, <shanley at bu.edu<mailto:shanley at bu.edu>> <shanley at bu.edu<mailto:shanley at bu.edu>> wrote:

Dear All,

One of my doctoral students is developing a "Language in Schools"
course for teacher training students in Germany who are preparing to
teach a wide range of content subjects at the middle school and high
school level (ages 10-18; grades 5-12). We are eagerly looking for
advice and suggestions from any of you who have taught similar courses
or know of relevant material.

These teacher training students are preparing to teach in mainstream
classrooms, which will include children from immigrant backgrounds
(e.g. Turkish, Russian, Greek) and possibly children with minor
language-related impairments (e.g. language issues related to ADHD).
The students typically know little if anything about language or
linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature
of language, areas of language - phonology, morphology, syntax, etc.)
b. to become familiar with language development phenomena typical of
this age range (e.g. vocabulary, advanced syntactic structures,
pragmatics)
c. to understand the basics of bilingual and L2 development, especially
for immigrant / heritage language children
d. to understand how linguistic issues at all levels (e.g. case
marking, relative clause structures, politeness conventions) can have
an effect in classroom teaching and learning
e. to identify potential linguistic problems in teaching material and
learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples),
etc. are welcome. Although the course will be taught in German and
oriented to the teaching context in Germany, information from other
countries is very welcome and useful.

Thanks so much,
Shanley Allen.




********************************************************************************
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group
Center for Cognitive Science
University of Kaiserslautern
Erwin-Schr?dinger-Stra?e 57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de<mailto:allen at sowi.uni-kl.de>
phone: +49-631-205-4136
fax: +49-631-205-5182
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
********************************************************************************


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Lise Menn
Home Office: 303-444-4274
1625 Mariposa Ave
Boulder CO 80302

Professor Emerita of Linguistics
Fellow, Institute of Cognitive Science
University of  Colorado




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From frederike.groothoff at gmail.com  Wed Mar 12 12:59:27 2014
From: frederike.groothoff at gmail.com (Frederike Groothoff)
Date: Wed, 12 Mar 2014 05:59:27 -0700
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <WED.12.MAR.2014.055927.0700.>

Dear Shanley,
 
it might be a good idea to read: 
Griebel,W., Heinisch, R., Kieferle, C., R?be, E. & Seifert, A. (Eds.), *Transition 
to School and Multilingualism ? A Curriculum for Educational Professionals.*
 Hamburg, Germany: Verlag Dr. Kovac. 
 
There is background information on multilingualism, but there are also many 
examples of good practice. I read the Dutch version, but there is also a 
german version.
 
Good luck,
Frederike Groothoff

On Tuesday, March 11, 2014 12:45:51 PM UTC+1, Shanley Allen wrote:

> Dear All, 
>
> One of my doctoral students is developing a "Language in Schools" 
> course for teacher training students in Germany who are preparing to 
> teach a wide range of content subjects at the middle school and high 
> school level (ages 10-18; grades 5-12). We are eagerly looking for 
> advice and suggestions from any of you who have taught similar courses 
> or know of relevant material. 
>
> These teacher training students are preparing to teach in mainstream 
> classrooms, which will include children from immigrant backgrounds 
> (e.g. Turkish, Russian, Greek) and possibly children with minor 
> language-related impairments (e.g. language issues related to ADHD). 
> The students typically know little if anything about language or 
> linguistics, or the relevance of that for teaching. 
>
> The learning objectives for the course are: 
> a. to understand language as an object of study (e.g. arbitrary nature 
> of language, areas of language - phonology, morphology, syntax, etc.) 
> b. to become familiar with language development phenomena typical of 
> this age range (e.g. vocabulary, advanced syntactic structures, 
> pragmatics) 
> c. to understand the basics of bilingual and L2 development, especially 
> for immigrant / heritage language children 
> d. to understand how linguistic issues at all levels (e.g. case 
> marking, relative clause structures, politeness conventions) can have 
> an effect in classroom teaching and learning 
> e. to identify potential linguistic problems in teaching material and 
> learn to use or adapt those appropriately 
>
> Any and all suggestions for content, materials (readings, examples), 
> etc. are welcome. Although the course will be taught in German and 
> oriented to the teaching context in Germany, information from other 
> countries is very welcome and useful. 
>
> Thanks so much, 
> Shanley Allen. 
>
>
>
>
> ******************************************************************************** 
>
> Prof. Dr. Shanley E. M. Allen 
> Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences 
> Director, Psycholinguistics and Language Development Group 
> Center for Cognitive Science 
> University of Kaiserslautern 
> Erwin-Schr?dinger-Stra?e 57/409 
> 67663 Kaiserslautern 
> Germany 
>
> e-mail: al... at sowi.uni-kl.de <javascript:> 
> phone: +49-631-205-4136 
> fax: +49-631-205-5182 
> office: Building 57, Office 409 
> web: http://www.sowi.uni-kl.de/english-linguistics/home/ 
> ******************************************************************************** 
>
>
>
>

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From c.donlan at ucl.ac.uk  Wed Mar 12 13:07:22 2014
From: c.donlan at ucl.ac.uk (Donlan, Chris)
Date: Wed, 12 Mar 2014 13:07:22 +0000
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <CANNGd2ZGmkHG+Po1wba-XYsg-P0i4UvnvKioqgik8nkErUwrSg@mail.gmail.com>
Message-ID: <WED.12.MAR.2014.130722.0000.>

And this !!



From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Isa Barriere
Sent: 11 March 2014 12:05
To: info-childes at googlegroups.com
Cc: allen at sowi.uni-kl.de
Subject: Re: course for teacher-training students on language in middle and high schools

Hi Shanley,
NYS Department of Education website has much information on what they call 'bilingual certification' for teachers.

http://www.p12.nysed.gov/biling/bilinged/

Many NY universities offer bilingual certification programs (and quite a few a Dual Certification- bilingual and Special Education) so I would check the courses and syllabi of these departments.

Isabelle

On Tue, Mar 11, 2014 at 7:45 AM, <shanley at bu.edu<mailto:shanley at bu.edu>> wrote:
Dear All,

One of my doctoral students is developing a "Language in Schools" course for teacher training students in Germany who are preparing to teach a wide range of content subjects at the middle school and high school level (ages 10-18; grades 5-12). We are eagerly looking for advice and suggestions from any of you who have taught similar courses or know of relevant material.

These teacher training students are preparing to teach in mainstream classrooms, which will include children from immigrant backgrounds (e.g. Turkish, Russian, Greek) and possibly children with minor language-related impairments (e.g. language issues related to ADHD). The students typically know little if anything about language or linguistics, or the relevance of that for teaching.

The learning objectives for the course are:
a. to understand language as an object of study (e.g. arbitrary nature of language, areas of language - phonology, morphology, syntax, etc.)
b. to become familiar with language development phenomena typical of this age range (e.g. vocabulary, advanced syntactic structures, pragmatics)
c. to understand the basics of bilingual and L2 development, especially for immigrant / heritage language children
d. to understand how linguistic issues at all levels (e.g. case marking, relative clause structures, politeness conventions) can have an effect in classroom teaching and learning
e. to identify potential linguistic problems in teaching material and learn to use or adapt those appropriately

Any and all suggestions for content, materials (readings, examples), etc. are welcome. Although the course will be taught in German and oriented to the teaching context in Germany, information from other countries is very welcome and useful.

Thanks so much,
Shanley Allen.




********************************************************************************
Prof. Dr. Shanley E. M. Allen
Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
Director, Psycholinguistics and Language Development Group
Center for Cognitive Science
University of Kaiserslautern
Erwin-Schr?dinger-Stra?e 57/409
67663 Kaiserslautern
Germany

e-mail: allen at sowi.uni-kl.de<mailto:allen at sowi.uni-kl.de>
phone: +49-631-205-4136<tel:%2B49-631-205-4136>
fax: +49-631-205-5182<tel:%2B49-631-205-5182>
office: Building 57, Office 409
web: http://www.sowi.uni-kl.de/english-linguistics/home/
********************************************************************************


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From barriere.isa at gmail.com  Wed Mar 12 13:08:06 2014
From: barriere.isa at gmail.com (Isa Barriere)
Date: Wed, 12 Mar 2014 09:08:06 -0400
Subject: Help: let them speak or sign their language
In-Reply-To: <8B32297A-35BC-447E-B9F3-69063B9E1D61@gmail.com>
Message-ID: <WED.12.MAR.2014.090806.0400.>

Hi,

I just wanted to mention that the issue of exposing all hearing-impaired
children to a Sign Language, and doing so sufficiently- is going to be
discussed at a symposium I am organizing at the  Head Start?s 12th National
Research Conference on Early Childhood to be held July 7-9, 2014 at the
Grand Hyatt Washington, 1000 H Street, NW, Washington, DC 20001 (
http://www.cvent.com/events/head-start-s-12th-national-research-conference/custom-116-31f6c50d9a9b4fa6aeb28d515d4db363.aspx)
that includes a paper by Deb Chen Pichler and colleagues.

When Head Start (subsidized creche and preschool education for children
from low SES in the US) established a Dual Language policy in 2008 (that
requires that Head Start programs that serve children whose home language
is not English are transparent about both their fostering of the
development of the Home Language and English),  it was not clear that their
definition of Dual Language learner includes bimodal learners and/or
children who are exposed to different varieties of English.  The symposium
is meant to address these issues, as well as include papers on learners of
Spanish as well as a few of the other 149 languages spoken by Head Start
children (Haitian Creole, Russian, Yiddish).

Given that Early Head Start
a) focuses on children minus 3 months (when the mother is pregnant) until
age 3 and both center-based and home-based programs exist;
b) is supposed to make up for disadvantageous environments in the early
years (and the income requirement does not apply to children with eraly
Intervention/Special Education needs),
I do not see why Hearing Impaired children, including those with Cochlear
Implants should not benefit from this program....

Isabelle


On Sun, Mar 2, 2014 at 10:08 AM, Aliyah MORGENSTERN <
aliyah.morgenstern at gmail.com> wrote:

> Thanks a lot Keith!
> In France not only is it dramatically difficult to convince the medical
> world, but sign language for Hearing parents is hardly financed. They have
> to be entirely convinced and become real militants to make the tremendous
> efforts needed. But as our last family visit proved to us, when they do
> make the effort, the results are just incredible, even she Sign language is
> introduced after 3.
> Best,
> Aliyah
>
> Le 2 mars 2014 ? 15:49, Keith Nelson a ?crit :
>
>
>
> ---------- Forwarded message ----------
> From: Keith Nelson <keithnelsonart at gmail.com>
> Date: Sun, Mar 2, 2014 at 8:57 AM
> Subject: Re: Help: let them speak or sign their language
> To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>,
> Mary Rudner <mary.rudner at liu.se>, Jerker R?nnberg <jerker.ronnberg at liu.se>,
> Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <
> tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>
>
>
> Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these
> threads.   I would emphasize that it is very often the case that once the
> decision is made to include sign language there is not really enough
> attention to the needed combination of quantity and quality of
> interaction--and monitoring thereof-- to insure significant progress.  In
> PA I have known families whose grand total support  in a year for teaching
> sign language was one one-hour visit by an expert hired by the School
> District ! As background, some may find interesting the attached 2 chapters
> that cover what we describe in dynamic systems terms as Dynamic Tricky
> Mixes of conditions that need to converge for learning--as illustrated not
> only for sign but for spoken language, literacy, and art skill.
>       Also, I am copying my Swedish and California colleagues who may have
> some interesting thoughts and updates on all this.   Very best regards,
> Keith
>
>
> On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <
> gisela.szagun at googlemail.com> wrote:
>
>> Dear Roberta,
>>
>> I think the paper by Lyness et al. (2013, attached) is helpful when
>> evaluating the claim that sign may be hurtful to kids. There is quite a bit
>> of evidence and argumentation for the reverse argument: withholding early
>> language from the child is likely to have negative consequences. It seems
>> to me that this is what happens if children with CI do not master spoken
>> language sufficiently and sign language is withheld from them. So, we may
>> equally ask the reverse question whether it was the withholding of sign
>> language that was hurtful to these children?
>>
>> What happened in Germany, basically, was that the parents started asking
>> this question, and, if you so want, empowered themselves to find a way to
>> get *a* language to their children.
>>
>> From my point of view as a developmental, what has to be ensured is that
>> a child builds up a symbolic system and that, in cases where spoken
>> language acquisition does not succeed, not too much time is lost before
>> sign language is offered. Unfortunately, there are too many cases - not
>> presented at conferences because they are not a success story - where this
>> has happened. The first priority is to prevent any more of that.
>>
>> Given the unpredictability of success in spoken language acquisition in a
>> particular child with CI, some parents may want to be "on the safe side"
>> and choose bilinguality from the beginning. I cannot see that a
>> disadvantage of this strategy has been proven. The studies claiming harm
>> from early signing do not convince me.
>>
>> This is the present state of affairs. Things may change and all the
>> promises of very early implantation and improved implant technology may
>> come true. I am not an expert on this. For the time being, I think we have
>> to work with were we are now.
>>
>> Best wishes,
>> Gisela
>>
>>
>>
>>
>> On Fri, Feb 28, 2014 at 1:54 PM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>
>>> I find your eloquent insights very helpful Gisela as I am struggling
>>> with this issue myself because of our local situation. It makes sense to
>>> have children become bilingual in sign and spoken language and recent
>>> research shows that it is useful to have it begin early, even before
>>> cochlear implants can occur (Davidson paper) as exposure to a symbolic
>>> system is important.
>>>
>>> I like the way you describe what takes place in Germany.  There is no
>>> mention, in what you write, of turning off children's CI's to teach sign or
>>> of routinely offering CI kids the services of an SLP.  For CIs to work,
>>> kids need massive language input to make up for the time when they had no
>>> input. The attached paper suggests that parental involvement of specific
>>> types makes a big difference in kids' outcomes and that families can be
>>> helped to provide the quality of language that children with CIs need.
>>>
>>> For people just breaking into this area, I attach a document that gives
>>> citations and that offers some "facts". However, in that document there is
>>> the claim - based on a presentation and not publications - that sign is
>>> hurtful to kids. I don't know this work and wonder if anyone does:
>>>
>>> Recent data indicates that introducing sign language prior to cochlear
>>> implantation does not enhance outcomes compared to emphasis on spoken
>>> language alone.
>>>
>>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects
>>> of age of ID, sign support, and auditory prosthesis. A presentation to the
>>> National Early Hearing Detection and Intervention Conference, New Orleans,
>>> LA.
>>>
>>> Recent data indicates that use of sign language was detrimental for the
>>> development of spoken langauge for children identified with hearing loss
>>> after their first birthday. It further indicates that it is detrimental to
>>> the development of spoken language in the control group of typically
>>> hearing children.
>>>
>>> Nittrouer, S. (2008). Outcomes for children with hearing loss: Effects
>>> of age of ID, sign support, and auditory prosthesis. A presentation to the
>>> National Early Hearing Detection and Intervention Conference, New Orleans,
>>> LA.
>>>
>>> Thanks all for this great thread!
>>> Best, Roberta
>>>
>>>
>>> On Tue, Feb 25, 2014 at 4:39 AM, Gisela Szagun <
>>> gisela.szagun at googlemail.com> wrote:
>>>
>>>> Hi Roberta,
>>>>
>>>> until recently it has been quite difficult in Germany for kids with CI
>>>> to get bilingual/bimodal input. Let me explain a bit about how the system
>>>> works in general - as I have experienced this as a researcher at Cochlear
>>>> Implant Centers - and then say something about how bilinguality is dealt
>>>> with now.
>>>>
>>>> Generally, the health system is very forthcoming with cochlear
>>>> implantation, and children also receive excellent rehabilitation in
>>>> specialized rehabilitation centers and in their home towns. This is not
>>>> dependent on type of health insurance but is paid for by all insurances.
>>>> All this is fine and health care is excellent.
>>>>
>>>> However, the 'official ideology' has been 'spoken language only'. This
>>>> has been very much promoted by medical circles. At conferences evidence
>>>> from 'star' children is presented, the rest seem to be ignored. Parents
>>>> were (still are?) given vastly exaggerated positive views of what to expect
>>>> of their children's spoken language development.This has been my experience
>>>> between 1996 and 2006. However, I stopped going to such conferences because
>>>> I simply could not bear it any longer. I have presented our evidence again
>>>> and again stressing the enormous variability in outcomes and arguing that
>>>> for some children it would be benefical to acquire sign language in order
>>>> to have a functioning symbolic system at all (see my previous mail in this
>>>> discussion).
>>>>
>>>> Then, things began to change. Parents began to notice that quite a few
>>>> children do not fulfil these exaggerated pictures, that there was no point
>>>> in waiting and waiting but that something had to be done. It was then that
>>>> parents demanded either sign supported speech or sign language as part of
>>>> their child's rehabilitation as well.
>>>>
>>>> To my knowledge, this is how this works at present: A teacher of sign
>>>> language (or sign supported speech) visits the family at home and teaches
>>>> the child and his/her parents. As such teaching is not part of the
>>>> insurance paid rehabilitation programme, parents would have to pay.
>>>> However, parents have fought for having the lessons paid for by social
>>>> services by taking social services to court when they refused. I have
>>>> myself written several expertises supporting parents' demands in court, and
>>>> they have won. So, this means, it will become easier and easier to get
>>>> these lessons free of costs for the parents.
>>>>
>>>> Another way is that parents send their child to a Kindergarten which is
>>>> bilingual in sign and spoken language. However, such kindergartens do not
>>>> exist in each town or village, and kindergarten education does not start
>>>> until 3 years of age. Parents often wish for instruction in signed language
>>>> earlier.
>>>>
>>>> All this goes on in individual cases. To my knowledge, there are no
>>>> cochlear rehabilitation centres which offer bilinguality on a regular
>>>> basis. Individual parents take the decision to want bilinguality for their
>>>> child and they act upon it, either from the beginning or when they begin to
>>>> have doubts about their child's spoken language development. There is a
>>>> Federal Association for parents of hearing-impaired children. They give
>>>> advice to parents, they have also invited me for talks and have asked me to
>>>> act as an expert in child language acquisition in court hearings.
>>>>
>>>> It seems, parents were quicker than medicine to understand the
>>>> importance of a symbolic system for a developing child and they have fought
>>>> the case for their children - when the 'official medical view' has ducked.
>>>> Whichever, the main thing is, it is happening.One can only hope that, soon,
>>>> instruction in sign language or sign supported speech becomes available
>>>> quite generally at the rehabilitation centers. The children cannot lose out!
>>>>
>>>> Best wishes,
>>>> Gisela
>>>>
>>>>
>>>>
>>>> On Tue, Feb 25, 2014 at 1:39 AM, Roberta Golinkoff <Roberta at udel.edu>wrote:
>>>>
>>>>> Gisela - just getting back to this thread which I find very
>>>>> illuminating. May I ask how you recommend kids get the bilingual input?  Is
>>>>> there a way to do this simultaneously -- offering sign and oral input at
>>>>> the same time?
>>>>>
>>>>> Many thanks!
>>>>> Roberta
>>>>>
>>>>>
>>>>> On Tue, Dec 10, 2013 at 10:13 AM, Gisela Szagun <
>>>>> gisela.szagun at googlemail.com> wrote:
>>>>>
>>>>>> 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 <
>>>>>>> barriere.isa at gmail.com> 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 <erikachoff at gmail.com>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 <
>>>>>>>>> Roberta at udel.edu> 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
>>>>>>>>>>> <http://jdsde.oxfordjournals.org/content/early/2013/10/16/deafed.ent045.abstract>.*
>>>>>>>>>>> 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
>>>>>>>>>>>>
>>>>>>>>>>>> --
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>>>>>>>>>>>> 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.
>>>>>>>>>>>>
>>>>>>>>>>>> --
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>>>>>>>>>>>> .
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>>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>>
>>>>>>>>>>> --
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>>>>>>>>>>> To post to this group, send email to
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>>>>>>>>>>> .
>>>>>>>>>>>
>>>>>>>>>>> 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
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>>>>>>>>>> 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
>>>>>>>>>
>>>>>>>>> --
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>>>>>>>>> send an email to info-childes+unsubscribe at googlegroups.com.
>>>>>>>>> To post to this group, send email to info-childes at googlegroups.com
>>>>>>>>> .
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>>>>>>>>> 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.
>>>>>>>>>
>>>>>>>>
>>>>>>>>
>>>>>>>
>>>>>>> --
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>>>>>>> .
>>>>>>> For more options, visit https://groups.google.com/groups/opt_out.
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> --
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>>>>>>> .
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>>>>>>>
>>>>>>>
>>>>>>>
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>>>>>>> .
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>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> --
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>>>>>>> .
>>>>>>>
>>>>>>> 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.
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>>>>>> .
>>>>>>
>>>>>> 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."
>>>>>
>>>>> --
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>>>>> .
>>>>>
>>>>> 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.
>>>>
>>>>
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>>>> You received this message because you are subscribed to the Google
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>>>> .
>>>>
>>>> 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
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>>> .
>>>
>>> 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.
>>
>>
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>> .
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>
>
>
> --
> Keith Nelson
> Faculty Senator
> Professor of Psychology
> Penn State University
> 118 Moore Building Reno
> University Park, PA   16802
>
>
>
> keithnelsonart at gmail.com
>
> 814 863 1747
>
>
>
> And what is mind
> and how is it recognized ?
> It is clearly drawn
> in Sumi  ink, the
> sound of breezes drifting through pine.
>
> --Ikkyu Sojun
> Japanese Zen Master    1394-1481
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> .
> For more options, visit https://groups.google.com/groups/opt_out.
> <Nelson, Keith et al 2004 Acquiring Art.. 1 2.pdf><Nelson Ark chapter 11
> in Mody 08 1.pdf>
>
>
>  --
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>
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From roeper at linguist.umass.edu  Wed Mar 12 13:11:10 2014
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Wed, 12 Mar 2014 09:11:10 -0400
Subject: course for teacher-training students on language in middle
 and high schools
In-Reply-To: <16554_1394538423_531EF7B7_16554_11117_1_20140311074551.semq8d5pcg8c0o8s@www.bu.edu>
Message-ID: <WED.12.MAR.2014.091110.0400.>

Shanley---

a number of people have used my book, The Prism of Grammar, for that
purpose and it has gone well.

Tom


On Tue, Mar 11, 2014 at 7:45 AM, <shanley at bu.edu> wrote:

> Dear All,
>
> One of my doctoral students is developing a "Language in Schools" course
> for teacher training students in Germany who are preparing to teach a wide
> range of content subjects at the middle school and high school level (ages
> 10-18; grades 5-12). We are eagerly looking for advice and suggestions from
> any of you who have taught similar courses or know of relevant material.
>
> These teacher training students are preparing to teach in mainstream
> classrooms, which will include children from immigrant backgrounds (e.g.
> Turkish, Russian, Greek) and possibly children with minor language-related
> impairments (e.g. language issues related to ADHD). The students typically
> know little if anything about language or linguistics, or the relevance of
> that for teaching.
>
> The learning objectives for the course are:
> a. to understand language as an object of study (e.g. arbitrary nature of
> language, areas of language - phonology, morphology, syntax, etc.)
> b. to become familiar with language development phenomena typical of this
> age range (e.g. vocabulary, advanced syntactic structures, pragmatics)
> c. to understand the basics of bilingual and L2 development, especially
> for immigrant / heritage language children
> d. to understand how linguistic issues at all levels (e.g. case marking,
> relative clause structures, politeness conventions) can have an effect in
> classroom teaching and learning
> e. to identify potential linguistic problems in teaching material and
> learn to use or adapt those appropriately
>
> Any and all suggestions for content, materials (readings, examples), etc.
> are welcome. Although the course will be taught in German and oriented to
> the teaching context in Germany, information from other countries is very
> welcome and useful.
>
> Thanks so much,
> Shanley Allen.
>
>
>
>
> ************************************************************
> ********************
> Prof. Dr. Shanley E. M. Allen
> Dekanin, FB Sozialwissenschaften / Chair, Department of Social Sciences
> Director, Psycholinguistics and Language Development Group
> Center for Cognitive Science
> University of Kaiserslautern
> Erwin-Schr?dinger-Stra?e 57/409
> 67663 Kaiserslautern
> Germany
>
> e-mail: allen at sowi.uni-kl.de
> phone: +49-631-205-4136
> fax: +49-631-205-5182
> office: Building 57, Office 409
> web: http://www.sowi.uni-kl.de/english-linguistics/home/
> ************************************************************
> ********************
>
>
> --
> You received this message because you are subscribed to the Google Groups
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> msgid/info-childes/20140311074551.semq8d5pcg8c0o8s%40www.bu.edu.
> For more options, visit https://groups.google.com/d/optout.
>



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

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From ajowen at gmail.com  Wed Mar 12 13:29:19 2014
From: ajowen at gmail.com (Amanda Owen Van Horne)
Date: Wed, 12 Mar 2014 08:29:19 -0500
Subject: Digest for info-childes@googlegroups.com - 4 Messages in 1
 Topic
In-Reply-To: <485b397dcf816ce96004f468486b@google.com>
Message-ID: <WED.12.MAR.2014.082919.0500.>

I also recommend Marilyn's book on Later Language Development and Butler
and Silliman's book on speaking, reading and writing in children with
language learning disabilities. Both are quite good.

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From lorrhw at gmail.com  Wed Mar 12 14:18:44 2014
From: lorrhw at gmail.com (Lorraine Howard)
Date: Wed, 12 Mar 2014 14:18:44 +0000
Subject: Help: let them speak or sign their language
In-Reply-To: <CANNGd2ak9EdsYHB+nYPmyWApvz=1U_m0GWGaiM0x4it6X8u=_g@mail.gmail.com>
Message-ID: <WED.12.MAR.2014.141844.0000.>

This sounds very exciting, Isa!

Lorraine

On Wednesday, March 12, 2014, Isa Barriere <barriere.isa at gmail.com> wrote:

> Hi,
>
> I just wanted to mention that the issue of exposing all hearing-impaired
> children to a Sign Language, and doing so sufficiently- is going to be
> discussed at a symposium I am organizing at the  Head Start's 12th
> National Research Conference on Early Childhood to be held July 7-9, 2014 at
> the Grand Hyatt Washington, 1000 H Street, NW, Washington, DC 20001 (
> http://www.cvent.com/events/head-start-s-12th-national-research-conference/custom-116-31f6c50d9a9b4fa6aeb28d515d4db363.aspx)
> that includes a paper by Deb Chen Pichler and colleagues.
>
> When Head Start (subsidized creche and preschool education for children
> from low SES in the US) established a Dual Language policy in 2008 (that
> requires that Head Start programs that serve children whose home language
> is not English are transparent about both their fostering of the
> development of the Home Language and English),  it was not clear that their
> definition of Dual Language learner includes bimodal learners and/or
> children who are exposed to different varieties of English.  The symposium
> is meant to address these issues, as well as include papers on learners of
> Spanish as well as a few of the other 149 languages spoken by Head Start
> children (Haitian Creole, Russian, Yiddish).
>
> Given that Early Head Start
> a) focuses on children minus 3 months (when the mother is pregnant) until
> age 3 and both center-based and home-based programs exist;
> b) is supposed to make up for disadvantageous environments in the early
> years (and the income requirement does not apply to children with eraly
> Intervention/Special Education needs),
> I do not see why Hearing Impaired children, including those with Cochlear
> Implants should not benefit from this program....
>
> Isabelle
>
>
> On Sun, Mar 2, 2014 at 10:08 AM, Aliyah MORGENSTERN <
> aliyah.morgenstern at gmail.com> wrote:
>
> Thanks a lot Keith!
> In France not only is it dramatically difficult to convince the medical
> world, but sign language for Hearing parents is hardly financed. They have
> to be entirely convinced and become real militants to make the tremendous
> efforts needed. But as our last family visit proved to us, when they do
> make the effort, the results are just incredible, even she Sign language is
> introduced after 3.
> Best,
> Aliyah
>
> Le 2 mars 2014 ? 15:49, Keith Nelson a ?crit :
>
>
>
> ---------- Forwarded message ----------
> From: *Keith Nelson* <keithnelsonart at gmail.com>
> Date: Sun, Mar 2, 2014 at 8:57 AM
> Subject: Re: Help: let them speak or sign their language
> To: info-childes at googlegroups.com, Keith Nelson <keithnelsonart at gmail.com>,
> Mary Rudner <mary.rudner at liu.se>, Jerker R?nnberg <jerker.ronnberg at liu.se>,
> Mikael Heimann <mikael.heimann at liu.se>, "tomas.tjus at psy.gu.se" <
> tomas.tjus at psy.gu.se>, Philip Prinz <p1210 at yahoo.com>
>
>
> Hi Gisela, Roberta, and all.   Lots of good updates and ideas in these
> threads.   I would emphasize that it is very often the case that once the
> decision is made to include sign language there is not really enough
> attention to the needed combination of quantity and quality of
> interaction--and monitoring thereof-- to insure significant progress.  In
> PA I have known families whose grand total support  in a year for teaching
> sign language was one one-hour visit by an expert hired by the School
> District ! As background, some may find interesting the attached 2 chapters
> that cover what we describe in dynamic systems terms as Dynamic Tricky
> Mixes of conditions that need to converge for learning--as illustrated not
> only for sign but for spoken language, literacy, and art skill.
>       Also, I am copying my Swedish and California colleagues who may have
> some interesting thoughts and updates on all this.   Very best regards,
> Keith
>
>
> On Sat, Mar 1, 2014 at 4:06 AM, Gisela Szagun <
> gisela.szagun at googlemail.com> wrote:
>
> Dear Roberta,
>
> I think the paper by Lyness et al. (2013, attached) is helpful when
> evaluating the claim that sign may be hurtful to kids. There is quite a bit
> of evidence and argumentation for the reverse argument: withholding early
> language from the child is likely to have negative consequences. It seems
> to me that this is what happens if children with CI do not master spoken
> language sufficiently and sign language is withheld from them. So, we may
> equally ask the reverse question whether it was the withholding of sign
> language that was hurtful to these children?
>
> What happened in Germany, basically, was that the parents started asking
> this question, and, if you so want, empowered themselves to find a way to
> get *a* language to their children.
>
> From my point of view as a developmental, what has to be ensured is that a
> child builds up a symbolic system and that, in cases where spoken language
> acquisition does not succeed, not too much time is lost before sign
> language is offered. Unfortunately, there are too many cases - not
> presented at conferences because they are not a success story - where this
> has happened. The first priority is to prevent any
>
> To view this discussion on the web visit
> https://groups.google.com/d/msgid/info-childes/CANNGd2ak9EdsYHB%2BnYPmyWApvz%3D1U_m0GWGaiM0x4it6X8u%3D_g%40mail.gmail.com<https://groups.google.com/d/msgid/info-childes/CANNGd2ak9EdsYHB%2BnYPmyWApvz%3D1U_m0GWGaiM0x4it6X8u%3D_g%40mail.gmail.com?utm_medium=email&utm_source=footer>
> .
> For more options, visit https://groups.google.com/d/optout.
>

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From todonnell at gmail.com  Fri Mar 14 10:30:57 2014
From: todonnell at gmail.com (Timothy O'Donnell)
Date: Fri, 14 Mar 2014 03:30:57 -0700
Subject: Deadline Extension: Cognitive Modeling and Computational
 Linguistics 2014
Message-ID: <FRI.14.MAR.2014.033057.0700.>

CALL FOR PAPERS - Extended Submission Deadline: March 18

Cognitive Modeling and Computational Linguistics 2014 (CMCL-2014)
--------------------------------------------------------------------------------------------

A workshop to be held June 26, 2014 at the Annual Meeting of the
Association for Computational Linguistics (ACL) in Baltimore,
Maryland, USA

          http://cmcl.mit.edu/

Workshop Description
-----------------------------

This workshop provides a venue for work in computational
psycholinguistics: the computational and mathematical modeling of
linguistic generalization, development, and processing. We invite
contributions that apply methods from computational linguistics to
problems in the cognitive modeling of any and all natural language
abilities. The 2014 workshop follows in the tradition of earlier CMCL
meetings at ACL 2010, ACL 2011, NAACL-HLT 2012, ACL 2013.

Scope and Topics 
------------------------

The workshop invites a broad spectrum of work in the cognitive science
of language, at all levels of analysis from sounds to discourse and on
both learning and processing. Topics include, but are not limited to:

  - incremental parsers for diverse grammar formalisms
  - derivations of quantitative measures of comprehension difficulty, or 
    predictions regarding generalization in language learning
  - stochastic models of factors encouraging one production or 
interpretation 
    over its competitors
  - models of semantic/pragmatic interpretation, including psychologically 
    realistic notions of word meaning, phrase meaning, composition, and 
    pragmatic inference
  - models and empirical analysis of the relationship between mechanistic 
    psycholinguistic principles and pragmatic or semantic adaptation
  - models of human language acquisition and/or adaptation in a changing 
    linguistic environment
  - models of linguistic information propagation and language change in 
    communication networks
  - models of lexical acquisition, including phonology, morphology, and 
semantics
  - psychologically motivated models of grammar induction or semantic 
learning

Submissions are especially welcomed that combine computational
modeling work with empirical data (e.g., corpora or experiments) to
test theoretical questions about the nature of human language
acquisition, comprehension, and/or production.

Submissions
-----------------

This call solicits full papers reporting original and unpublished
research that combines cognitive modeling and computational
linguistics. Accepted papers are expected to be presented at the
workshop and will be published in the workshop proceedings. They
should emphasize obtained results rather than intended work, and
should indicate clearly the state of completion of the reported
results. A paper accepted for presentation at the workshop must not be
presented or have been presented at any other meeting with publicly
available proceedings. If essentially identical papers are submitted
to other conferences or workshops as well, this fact must be indicated
at submission time. No submission should be longer than necessary, up
to a maximum 8 pages plus two additional pages containing references.

To facilitate double-blind reviewing, submitted manuscripts should not
include any identifying information about the authors.

Submissions must be formatted using ACL 2014 style files available at

       http://www.cs.jhu.edu/ACL2014/CallforPapers.htm

Contributions should be submitted in PDF via the submission site:

   https://www.softconf.com/acl2014/CMCL/

The submission deadline is 11:59PM Pacific Time on March 18, 2014.

Important Dates
---------------------

Submission deadline: 18 March 2014
Notification of acceptance: 18 April 2014
Camera-ready versions due: 28 April 2014
Workshop: June 26, 2014

Workshop Chairs
-----------------------

Vera Demberg
Multimodal Computing and Interaction Cluster of Excellence, Saarland 
University, Germany

Tim O?Donnell
Department of Brain and Cognitive Sciences, Massachusetts Institute of 
Technology, USA

Program Committee
---------------------------

Afra Alishahi, Tilburg University
Klinton Bicknell, University of Rochester
Alexander Clark, King's College London
Jennifer Culbertson, George Mason                    
Afsaneh Fazly, University of Toronto
Bob Frank, Yale
Stefan Frank, Radboud University Nijmegen
Stella Frank, University of Edinburgh
John T. Hale, Cornell University
Frank Keller, University of Edinburgh
Anna Korhonen, Cambridge University
Shalom Lappin, King's College
Richard L. Lewis, University of Michigan
Sebastian Pad?, Stuttgart University
David Reitter, Penn State University
William Schuler, The Ohio State University
Nathaniel Smith, University of Edinburgh
Ed Stabler, UCLA
Mark Steedman, University of Edinburgh
Charles Yang, University of Pennsylvania
Jelle Zuidema, University of Amsterdam

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From guidetti at univ-tlse2.fr  Mon Mar 17 10:35:53 2014
From: guidetti at univ-tlse2.fr (=?iso-8859-1?Q?Guidetti_Mich=E8le?=)
Date: Mon, 17 Mar 2014 11:35:53 +0100
Subject: International workshop on the gesture-sign interface in language
 acquisition , Paris, April 4-5
Message-ID: <MON.17.MAR.2014.113553.0100.>

Dear info-childes editor,

 

Please help to post the below to the list. The program  could also be find
here
http://octogone.univ-tlse2.fr/accueil/manifestations-scientifiques/colloques
/workshop-international-l-interface-geste-signe-en-acquisition-du-langage--3
06839.kjsp?RH=OCTOGONE-FR Many thanks.

 

Mich?le Guidetti

 

Pr. Mich?le Guidetti

Directrice

Unit? de Recherche Interdisciplinaire Octogone (EA n?4156)

Universit? Toulouse 2 

Pavillon de la  Recherche

5 All?e A. Machado

31 058 Toulouse Cedex 9 - France

 

T?l. + 33 5 61 50 24 70

Fax + 33 5 61 50 49 18

 

 

 

An international workshop on the gesture sign interface in language
acquisition will be held in Paris on April 4 and 5. Guest speakers are Susan
Goldin-Meadow, Asli ?zy?rek, Virginia Volterra, Gary Morgan, Marion Blondel
and colleagues on April 5, they will be discussants on April 4 for a special
event for junior researchers, see more details on the attached program. 

 

The workshop is free and open to all but please contact
Aliyah.Morgenstern at univ-paris3.fr for us to organize lunch on Saturday and
coffee breaks.

 

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From barriere.isa at gmail.com  Mon Mar 17 20:10:52 2014
From: barriere.isa at gmail.com (Isa Barriere)
Date: Mon, 17 Mar 2014 16:10:52 -0400
Subject: Program of Student Research Conference March 28/
 Speech-Language-Hearing Sciences Program CUNY Graduate Center
Message-ID: <MON.17.MAR.2014.161052.0400.>

 Dear Colleagues,


Please feel free to distribute to potentially interested students and
colleaguues.


Thank you,


Isabelle Barriere, PhD

*SPEECH-LANGUAGE-HEARING SCIENCES DOCTORAL PROGRAM*

*4**TH **A**NNUAL **S**TUDENT **R**ESEARCH **P**OSTER **D**AY*

*FRIDAY MARCH **28*

*CUNY GRADUATE CENTER **365 F**IFTH AVENUE **(@34 S**TREET**), NY 10016*

*Attendance: free*

*RSVP: speechlanguagehearingsciconf at gmail.com
<speechlanguagehearingsciconf at gmail.com>*



*SCHEDULE*

*10:00-10:30*               Registration/Room 9204 & Poster Hanging/Room
9206

*10:30-10:35*                Welcome to the event by Executive
Officer/Rooms 9204-5 Professor Klara Marton

*10:35-10:40*                Introduction of Presidential Professor Richard
G.Schwartz by Professor Isabelle Barri?re

*10:40-11:40*                *Presidential Professor Richard G. Schwartz:*

*PROCESSING LANGUAGE WITH A COCHLEAR IMPLANT*

*11:40-11:50*                Questions to Presidential Professor Richard G.
Schwartz


*Poster Presentations/Room 9206*

*11:50-12:35*    Students with odd-numbered posters stand by them to
present their posters to attendees; those with even-numbered posters are
free to listen in

*12:40-1:25*      Students with even-numbered posters stand by them to
present their posters to attendees; those with odd-numbered posters are
free to listen in

*1:30-2:20        *Lunch in Rooms 7102 & 7400 Speech and Hearing Science
Labs Visit

*2:20-2:30        *Completion of Feedback by All Participants



*Student Posters*

* Faculty Mentors



*1. The Comprehension of Subject-Verb Agreement in Spanish-English
Bilinguals*

Mariela Alda1&2, Myriam Guaman1&2, Claribel Polanco1&2, Isabelle Barri?re1&2
*

*1**Department of Speech Communication Arts & Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*



*2. **Idiom Perception and Theory of Mind in*

*Typically Developing Children and Children with Autism*

Victoria Bardin & Hia Datta*

*Department Speech Language Pathology,*

*Molloy College*



*3. A Study of Quality of Life in Aphasia*

Ashley Barlev, Yael Neumann-Werth

*Department of Linguistics & Communication Disorders, Queens College, CUNY*



*4. /L/ Phonemes in English Loanwords in Turkish*

Daniel Barry

*Linguistics Program, Brooklyn College, CUNY*



*5. New Language Learning in a Multilingual Person with Aphasia.*

Marina Belkina1*, *Mira Goral1&?

*1* *Department of **Speech-Language-Hearing Sciences, Lehman College, CUNY*

*2 **Speech-Language & Hearing Sciences Doctoral Program, Graduate Center,
CUNY*



*6. The Effect of Bilingualism on Cognition in Young Adults*

Alyssa Bello1, Iqra Shahid1, Olya Venglovskaya1, Tanya Yablochnik1,
Isabelle Barri?re1&2*

*1**Department of Speech Communication Arts and Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*


*7. Association of Interference with Sentence Recall*

Luca Campanelli1, Klara Marton1*, Deepti Wadhera2, Marissa Chapler3, Karen
Cardenas3,

1*Speech-Language-Hearing Sciences, the Graduate Center, CUNY*

*2**Speech Language and Hearing Sciences Department, **Boston University*

3*Linguistics & Communication Disorders Department, Queens College, CUNY*

 *8. A New Speech Camp: Raising the Treatment Intensity Bar for Pediatric*

*Dysarthria Due to Cerebral Palsy*

Georgia Duan, Erika Levy*

*Biobehavioral Sciences, Speech Language Pathology,*

*Teachers College, Columbia University*



*9. Working Memory Capacity in Adults with and without Stuttering Disorders*

Deniz Erol1, Jose Osorio1, Josie Paul1, Naomi Eichorn2, Klara Marton2*

*Department of Psychology, City College of New York, CUNY*

*Speech-Language-Hearing Sciences Doctoral Program,*

* The Graduate Center, CUNY*



*10. Effects of Treatment on Language Production in a Spanish-English*

*Participant with Severe Broca's Aphasia*

Espada-Esposito1, Mira Goral 1&2*

1*Department of Speech, Language & Hearing Sciences,* *Lehman College, CUNY*

 2* Speech, Language & Hearing Sciences** Doctoral Program, the Graduate
Center, CUNY*



*11. Identifying Word Location Relative to Multi-word Expressions *

*In Computer Keyboard-Produced Text*

Adam Goodkind, Andrew Rosenberg*

*Department of Linguistics, the Graduate Center, CUNY*



*12. Category Changing Affixes in English; An Evaluation of Complexity
Based on Syntactic Evidence From Affix Motivated Derivations.*

James Green, Jon Nissenbaum*

*Linguistics Program, Brooklyn College, CUNY*



*13. Selective Attention and Short-Term Memory in Bilinguals and
Monolinguals*

Frankiluz Guzman1&2, Claudine Neil1, Kristina Sergeev1,

Natallia Yaharova1, Isabelle Barriere1&2*

*1**Department of Speech Communication Arts & Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*



*14. Phoneme Blending in High Proficiency Bilinguals*

Sarah Harrynam, Rebbeca Wiseheart*

*Communication Sciences & Disorders, St. John's University*



*15. Representation of Spectral and Temporal Features of Spoken Words*

*In 3-Month-Old Infants*

Kimberly Huang, Tara Griffiths, Amber Riley, Monica Wagner*

*Department of Communication Sciences & Disorders, **St. John's University*



*16.  **Comparing Screening Procedures for Children *

*from Linguistically Diverse Backgrounds*

Peggy Jacobson*, Deanna Kokotos, Sapna Narang, Amanda Pellegrino

*Department of Communication Sciences & Disorders**, St. John's University*



*17. Risk Communication and Language Structures: The Life Aspects of
Linguistics*

Mohammadreza Jalaeian, Maral Mehraban, Carl Brucker*, Sandy Smith*


*Department of English, Arkansas Tech University *



*18. Written Language Outcomes for Adolescents with Language Impairment*

Lindsay Jenkins, Zlata Katanov, Megan Dunn Davison*

*Department of **Linguistics and Communication Disorders,** Queens College*



*19. The Adaptation of the Communicative Development Inventory*

*To Haitian Creole-learning Toddlers*

Blandine Joseph1&2, Prince Guetjens1, Isabelle Barri?re1&2*

*1**Department of Speech Communication Arts & Sciences, Brooklyn College,
CUNY*

*2**Yeled V'Yalda Research Institute*



*20. Homelessness and Subsequent Literacy Ability*

Lauren Kiraly and Hia Datta*

*Department of Speech Language Pathology, Molloy College*



*21. Addressing Quality of Life Outcomes in Aphasia Community Groups*

Rachel Miraglia1, Linda Carozza?*

1*Department of **Speech-Language & Hearing Sciences,** Lehman College,
CUNY*

*?* *Department of Communication Sciences and Disorders**, St. John's
University*



*22. Effects of Two Different Types of Intervention*

*on Code Switching Behaviors in a Multilingual with Mild Aphasia.*

Carmen Mustelier1, Monica Knoph2, Mira Goral1&3 *

*1**Department of Speech, Language & Hearing Sciences,Lehman College, CUNY*

*2 **University of Oslo*

*3**Speech, Language & Hearing Sciences Doctoral Program, the Graduate
Center, CUNY*



*22. A Pilot Investigation of Speech Perception and Cortical Sensory
Processing in Subjects with Possible Auditory Sensory Deficits*

Josephine Niceforo, Katherine Blankemeier, Carissa Marino,

Kimberly Chirco, Monica Wagner*

*Department of Communication Sciences & Disorders, St. John's University*



*23. Behavioral Analysis of the Bilingual Advantage: A Pilot Study*

Yasmine Ouchikh, Shuhebur Rahman, Sophia Barrett, Vivian Tartter, Robert
Melara*

*Department of Psychology, City College of New York, CUNY*



*24. **Comparison of Lexical Diversity in Narrative and Conversation *

*of Bilingual to Monolingual Children*

Lia Pazuelo, Mahchid Namazi*

*School of Communication Disorders & Deafness, Kean University*



*25. Similarities and differences: A closer look at the L2 Language History
Questionnaire (L2-LHQ) and Language Experience and Proficiency
Questionnaire (LEAP-Q)*

Su Rhee

*Speech-Language-Hearing Sciences Doctoral Program, Graduate Center, CUNY*



*26. The Effect of Selective Attention on the P1-N1-P2 Complex *

*in Younger and Older Children.*

Caitlin Shea, Kevin Kiprovski, Erica White, Monica Wagner*

*Department of **Communication Sciences & Disorders, **St. John's
University*



*27. The Effects of Anaerobic and Aerobic Exercise on Free-Memory Word
Recall          *Nicolette Sinagra & Hia Datta*

*Department of Speech Language Pathology, Molloy College*



*28. Exploring the Weaker Links Hypothesis in Bilinguals*

Bielca Sosa, Rebecca Wiseheart*

*Department of **Communication Sciences & Disorders**, St. John's
University*



*29. Perception of Language Ownership in the Deaf Community*

Justin Wuetcher, Lauren McClain*

*Department of Sociology, Western Kentucky University*

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From tomfrit at gmail.com  Wed Mar 19 11:20:28 2014
From: tomfrit at gmail.com (Tom Fritzsche)
Date: Wed, 19 Mar 2014 12:20:28 +0100
Subject: Summer school in Potsdam/Germany: Infant Studies on Language
 Development in Europe (ISOLDE)
Message-ID: <WED.19.MAR.2014.122028.0100.>

Dear colleagues,

we would like to draw your attention to a one-week summer school on
infant language development that takes place this July in Potsdam.
We are pleased to offer the following four courses:

     Krista Byers-Heinlein: Bilingual Language Acquisition
     Nivedita Mani: Word Recognition and Lexical Representations
     Luca Bonatti: Words and Structural Properties of Language
     Caroline Junge: Methods in Infant Language Research

This summer school is intended to bring together students as well as
post-doc researchers working on infant language acquisition in Europe.
Participants should have at least a BA degree in linguistics,
psychology, or a related field. In addition to the courses, a social
activity day will provide the opportunity to exchange ideas and share
experiences.

Registration is open until mid-April. Please note that the number of
participants is limited to 40.
We also offer inexpensive accommodation in two hostels in Potsdam.
More information are available on the ISOLDE website.

Host institution: Universit?t Potsdam
Tuition: 100.00 EUR
Dates: 07-Jul-2014 - 11-Jul-2014 (Mon - Fri)
Online registration: www.uni-potsdam.de/isolde/registration
Registration deadline: 15-Apr
Contact: isolde2014 at uni-potsdam.de
Website: www.uni-potsdam.de/isolde

Kind rergards,
Tom Fritzsche

---
On behalf of the ISOLDE organizing team

Natalie Boll-Avetisyan
Katalin Tam?si
Tom Fritzsche

University of Potsdam
Department of Linguistics
Karl-Liebknecht-Str. 24-25
14476 Potsdam
Germany

isolde2014 at uni-potsdam.de
www.uni-potsdam.de/isolde

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From anna.ghimenton at gmail.com  Wed Mar 19 14:55:08 2014
From: anna.ghimenton at gmail.com (Anna Ghimenton)
Date: Wed, 19 Mar 2014 15:55:08 +0100
Subject: Conference announcement: Variation in Language Acquisition (ViLA2)
Message-ID: <WED.19.MAR.2014.155508.0100.>

 Dear colleagues,

We are pleased to announce that the conference *Variation in Language
Acquisition (ViLA2)* will be held in Grenoble (France) from *3 to 5
December 2014*.

You will find the call for papers enclosed in this email.

Paper Abstract Submission Deadline: 18th May, 2014

Paper Notification of Acceptance: 27th July, 2014

Conference website: http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en

Please feel free to send this call for papers to the members of your
respective networks.

Best regards,

Anna Ghimenton

(for the Organizing committee)


 ************************************************************************
Variation in language acquisition (ViLA2)

*Grenoble, France, 3-5 December 2014*



Website:  http://vila2014.u-grenoble3.fr./index.php?pg=1&lg=en<http://vila2014.u-grenoble3.fr>

(French version below)

In the beginning of the 20th Century, language was studied as clearly
defined homogenous systems, independent from other cognitive mechanisms
(e.g. social or spatial cognition). However, during the second half of the
20th Century, sociolinguistic studies challenged this perspective
considering languages as evolving and heterogeneous systems. This
structured heterogeneity is due to their internal dynamics, the contacts
between them, and their links with social organization, which is itself
evolving, composite and multi-layered. This new perspective has
repercussions on language acquisition studies. The language environment the
child/learner is confronted to is variable and part of this variation is
organized by social factors.

ViLA2 aims to bring together the growing amount of research that takes into
account language-internal variation as well as variation between two or
more languages in both first and second language acquisition. The
conference, a follow-up to a 2012 workshop (M?nster, Germany), will be held
at the University of *Grenoble*, in the French Alps. It aims to cover the
following four thematic issues:

1/ Child acquisition of dialectal varieties of the first language

2/ Child multilingual and multidialectal acquisition within multilingual
communities

3/ Acquisition of language-internal variation as well as language mixing in
the case of a second language learning in contact with native speakers
(e.g. study abroad, migration)

4/ Lifelong second dialect acquisition.

We welcome proposals for 20-minute paper presentations followed by10-minute
discussions that address the above issues, with one more of the following
perspectives:

- Description and modeling of the appearance of adult- or native-like
sociolinguistic knowledge and patterns

- Cognitive or linguistic underlying mechanisms

- Language socialization

- Acquisition of the indexical field and links between linguistic and
social knowledge

- Influence of the environment: family, peers, and teachers

- Studies contrasting or combining theoretical views: formal approaches,
constructionist and usage-based approaches, etc.

- Language acquisition and language change

- Combining methods and desirable innovation

- ...

Research from different disciplinary background is welcome:
sociolinguistics, psycholinguistics, social cognition, anthropology, social
neurosciences, etc. We encourage proposals that bring together cognitive
and social issues or that combine experimental and corpus or field methods.
Invited speakers

*Elizabeth Lanza *

University of Oslo

*Jeff Siegel *

University of New England

*Vera Regan *

University College Dublin

*Jennifer Smith *

University of Glasgow
    Format for Abstract

Abstracts should be submitted using the OpenConf platform:

http://vila2014.u-grenoble3.fr./openconf/openconf.php?locale=en



- 500 words, Times, single-spaced, title centered at top in bold, word
count visible, anonymous

- Question clearly stated, significance and originality for the field,
methods, analysis, discussion

- Examples, tables, figures, and references on a second page.

- pdf file



English and French are the working languages of the conference.


Important dates

- Deadline for submission: 18 May 2014

- Notification of acceptance: 27 July 2014

- Conference date: 3-5 December 2014



*Fees*

*Before 31 october*

- General: 100 EURO

- Students, post-doc, unaffiliated: 60 EURO

- Gala dinner: 45 EURO

The fees include the three lunches and the coffee breaks.

*After 31 october*

- General: 140 EURO

- Students, post-doc, unaffiliated: 80 EURO

- Gala dinner: 45 EURO

The fees include the three lunches and the coffee breaks.



************************************************************************
Variation sociolinguistique et acquisition du langage (ViLA2)

*Grenoble, France, 3-5 d?cembre 2014*



Site web: http://vila2014.u-grenoble3.fr



Dans la tradition des structuralismes europ?ens et am?ricains, l'?tude
scientifique du langage ?tait majoritairement domin?e par une conception
globalisante des langues, per?ues comme des entit?s homog?nes, clairement
distinctes les unes des autres et ind?pendantes d'autres syst?mes
organisant la connaissance humaine (cognition spatiale, cognition sociale,
etc.). Pendant la seconde partie du 20?me si?cle, diff?rents mouvements, et
plus particuli?rement la sociolinguistique, ont remis en question cette
perspective, en pr?sentant les langues comme des syst?mes h?t?rog?nes et
?volutifs, du fait de leur dynamique interne, des contacts entre elles et
des liens bidirectionnels avec l'organisation sociale et d'autres domaines
de l'activit? humaine. Cette conception de l'h?t?rog?n?it? structur?e du
langage et des langues a des cons?quences sur les recherches concernant
leur acquisition. Qu'il s'agisse de l'enfant ou de l'apprenant adulte,
l'acquisition des langues premi?res et secondes s'effectue dans un
environnement linguistique variable et partiellement structur? par des
r?gularit?s sociales.

L'objectif principal de ViLA2 est de r?unir la communaut? grandissante des
chercheuses et chercheurs qui prennent en compte les ph?nom?nes de
variation ou d'alternance dans le processus d'acquisition des langues
premi?res ou des langues secondes. Cette conf?rence, qui fait suite ? un
workshop (M?nster, 2012), aura lieu ? l'universit? de *Grenoble*, dans les
Alpes Fran?aises. Elle couvre quatre types de terrains :

1/ Acquisition par l'enfant des diff?rentes vari?t?s sociolinguistiques
d'une m?me langue

2/ Acquisition par l'enfant des ph?nom?nes d'alternance dans les contextes
plurilingues

3/ Acquisition des vari?t?s et des alternances dans le cas d'une deuxi?me
langue acquise au contact des natifs (migrations, s?jours ? l'?tranger)

4/ Acquisition d'un second dialecte tout au long de la vie.

Nous sollicitons des propositions pour des communications (20 minutes + 10
minutes d'?changes) adoptant notamment une ou plusieurs des perspectives
suivantes :

- Description et mod?lisation de l'acquisition de r?gularit?s
sociolinguistiques semblables ? celles qui caract?risent les natifs ou les
adultes

- M?canismes linguistiques ou cognitifs sous-jacents

- Variations sociolinguistiques et socialisation

- Acquisition du champ indexical et lien entre connaissances linguistiques
et connaissances sociales

- Influence de l'environnement social (famille, pairs, enseignants)

- Etudes contrastant ou combinant des points de vue th?oriques : approches
formelles, approches constructionnistes et fond?es sur l'usage, etc.

- Acquisition du langage et changement diachronique

- Perception des vari?t?s chez l'enfant

- Innovations m?thodologiques

- ...

Des travaux de champs disciplinaires vari?s sont les bienvenus :
sociolinguistique, psycholinguistique, cognition sociale, anthropologie,
neurosciences sociales, etc. Nous encourageons les propositions combinant
les abords sociaux et cognitifs, ainsi que des travaux fond?s simultan?ment
sur des exp?rimentations et des ?tudes de corpus ou de terrain.


Conf?renciers invit?s

*Elizabeth Lanza *

University of Oslo

*Jeff Siegel *

University of New England

*Vera Regan *

University College Dublin



*Jennifer Smith*

University of Glasgow
  Format des propositions

Les propositions de communication se font ? travers la plateforme OpenConf

http://vila2014.u-grenoble3.fr/openconf/openconf.php?locale=fr



- 500 mots, Times, interligne simple, titre en gras centr? au sommet de la
page, nombre de mots visible, anonymat

- Question de recherche clairement explicit?e, signification et originalit?
pour le champ, m?thode, analyse, discussion

- Exemples, tableaux, figures et r?f?rences bibliographiques sur une
seconde page

- fichier pdf.

L'anglais et le fran?ais seront les langues de travail de la conf?rence.
  dates Importantes

- Date limite pour soumettre les propositions : 18 mai 2014

- Notification d'acceptation aux auteurs : 27 Juillet 2014

- Dates de la conf?rence : 3-5 d?cembre 2014
  Droits d'inscription

*Avant le 31 octobre*

- Titulaires : 100 EURO

- ?tudiants, post-doc, chercheurs non affili?s ? une institution : 60 EURO

- D?ner festif : 45 EURO

Ces droits incluent trois d?jeuners et les pauses-caf?.

*Apr?s le 31 octobre*

- Titulaires : 140 EURO

- ?tudiants, post-doc, chercheurs non affili?s ? une institution : 80 EURO

- D?ner festif : 45 EURO

Ces droits incluent trois d?jeuners et les pauses-caf?.






-- 
Anna Ghimenton
ILPGA
Universit? Paris 3 - Sorbonne Nouvelle
EA1483 - Recherche sur le Fran?ais Contemporain
CLESTHIA
https://sites.google.com/site/annaghimenton/home
https://univ-paris3.academia.edu/AnnaGhimenton

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From loukia.taxitari at gmail.com  Wed Mar 19 15:24:14 2014
From: loukia.taxitari at gmail.com (Loukia Taxitari)
Date: Wed, 19 Mar 2014 17:24:14 +0200
Subject: Summer school in Potsdam/Germany: Infant Studies on Language
 Development in Europe (ISOLDE)
In-Reply-To: <CAGLQsKff0cr=N4vFa=sC7Kh+AvNMyy6tYtV1c6wuU-OiiVH_PQ@mail.gmail.com>
Message-ID: <WED.19.MAR.2014.172414.0200.>

Dear Tom,
This looks like a great event! I have a question before I make any plans: is
there any family accommodation in Potsdam? Because if I come I will bring
family with me. 
Best,
Loukia



Loukia Taxitari, D.Phil. 
--------------------------
Post-doctoral Researcher,
Department of English Studies,
University of Cyprus
Kallipoleos 75, 1678 Nicosia, Cyprus



-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Tom Fritzsche
Sent: Wednesday, March 19, 2014 1:20 PM
To: info-childes at googlegroups.com
Subject: Summer school in Potsdam/Germany: Infant Studies on Language
Development in Europe (ISOLDE)

Dear colleagues,

we would like to draw your attention to a one-week summer school on infant
language development that takes place this July in Potsdam.
We are pleased to offer the following four courses:

     Krista Byers-Heinlein: Bilingual Language Acquisition
     Nivedita Mani: Word Recognition and Lexical Representations
     Luca Bonatti: Words and Structural Properties of Language
     Caroline Junge: Methods in Infant Language Research

This summer school is intended to bring together students as well as
post-doc researchers working on infant language acquisition in Europe.
Participants should have at least a BA degree in linguistics, psychology, or
a related field. In addition to the courses, a social activity day will
provide the opportunity to exchange ideas and share experiences.

Registration is open until mid-April. Please note that the number of
participants is limited to 40.
We also offer inexpensive accommodation in two hostels in Potsdam.
More information are available on the ISOLDE website.

Host institution: Universit?t Potsdam
Tuition: 100.00 EUR
Dates: 07-Jul-2014 - 11-Jul-2014 (Mon - Fri) Online registration:
www.uni-potsdam.de/isolde/registration
Registration deadline: 15-Apr
Contact: isolde2014 at uni-potsdam.de
Website: www.uni-potsdam.de/isolde

Kind rergards,
Tom Fritzsche

---
On behalf of the ISOLDE organizing team

Natalie Boll-Avetisyan
Katalin Tam?si
Tom Fritzsche

University of Potsdam
Department of Linguistics
Karl-Liebknecht-Str. 24-25
14476 Potsdam
Germany

isolde2014 at uni-potsdam.de
www.uni-potsdam.de/isolde

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From dalep at unm.edu  Fri Mar 21 15:46:19 2014
From: dalep at unm.edu (Philip Dale)
Date: Fri, 21 Mar 2014 15:46:19 +0000
Subject: CDI norming datasets
Message-ID: <FRI.21.MAR.2014.154619.0000.>



We have just discovered that the CDI norming datafiles in Excel format on the CHILDES website include only 256 items for each instrument - the limit of older versions of Excel. The SPSS versions (.sav) are correct, but the Excel versions previously posted do not contain all of the data.

Newer versions of Excel do not have the 256 column limit, and we have posted corrected versions of those files. Note that they are in .xlsx format, and will require Excel 2010 or later to access.

with apologies for any convenience this may have caused,
Philip Dale


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From macw at cmu.edu  Fri Mar 21 17:27:59 2014
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 21 Mar 2014 13:27:59 -0400
Subject: Sicilian gesture learning
Message-ID: <FRI.21.MAR.2014.132759.0400.>

Dear Info-CHILDES,

    A friend of mine sent me this link to a YouTube video of a discussion between two-year-old Leah and her Sicilian Grandma.  I couldn't dream of a better illustration of 
1.  human imitation abilities
2.  mutual entrainment
3.  social priming
4.  culture-specific gesture learning
5.  you name it

http://www.youtube.com/watch?v=tYk6TWFfICI&feature=youtu.be


Subtitles, anyone?  I can mostly follow the Bisnonna, but what is Leah saying? 

-- Brian MacWhinney, CMU

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From macw at cmu.edu  Fri Mar 21 21:49:36 2014
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 21 Mar 2014 17:49:36 -0400
Subject: second million
Message-ID: <FRI.21.MAR.2014.174936.0400.>

Dear Info-CHILDES,

    Some time this morning the CHILDES server recorded hit number 2,000,000 since we started counting in 2003.  It had reached one million in 2011, so the curve is definitely inflected, as is the course of child language research.  Thanks to all of you for making this resource possible.
   I think it will be most fun now to count new milestones in terms of Fibonacci numbers.  So, the next milestones will be 3 million, 5 million, 8 million, and 13 million.  It will be interesting to see when these happen.

Best,

-- Brian MacWhinney

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From lise.menn at Colorado.EDU  Sat Mar 22 19:00:33 2014
From: lise.menn at Colorado.EDU (Lise Menn)
Date: Sat, 22 Mar 2014 13:00:33 -0600
Subject: second million
In-Reply-To: <A94A1439-E0A2-4C04-B3B0-55084094FFB2@cmu.edu>
Message-ID: <SAT.22.MAR.2014.130033.0600.>

Fibonacci count - cool!
Best, Lise

On Mar 21, 2014, at 3:49 PM, Brian MacWhinney wrote:

> Dear Info-CHILDES,
> 
>    Some time this morning the CHILDES server recorded hit number 2,000,000 since we started counting in 2003.  It had reached one million in 2011, so the curve is definitely inflected, as is the course of child language research.  Thanks to all of you for making this resource possible.
>   I think it will be most fun now to count new milestones in terms of Fibonacci numbers.  So, the next milestones will be 3 million, 5 million, 8 million, and 13 million.  It will be interesting to see when these happen.
> 
> Best,
> 
> -- Brian MacWhinney
> 
> -- 
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From gordoning at gmail.com  Mon Mar 24 14:31:48 2014
From: gordoning at gmail.com (Gordon Ingram)
Date: Mon, 24 Mar 2014 14:31:48 +0000
Subject: Collections of children's fictional narratives ('told' stories)
Message-ID: <MON.24.MAR.2014.143148.0000.>

Hi everyone,

Some colleagues and I are hoping to start a project in the nearish 
future which will involve the collection of children's original 
(fictional) narratives as part of the requirements-gathering process for 
a piece of software aimed at helping children improve their creative 
writing skills. I plan to share any resulting corpus with the scientific 
community.

Does anyone know of a collection of original fictional narratives - 
i.e., not 'retold' fairytales and the like - which is easily available 
on the internet, for us to do a pilot study on? I am vaguely aware of 
Ruth Berman and Dan Slobin's 'frog stories', some of which I think are 
available in CHILDES, and will have a look at them; but ideally I would 
like something a bit more accessible (i.e. without all the linguistic 
annotation, as we will probably need to strip that out in order to have 
it analysed by AI) - and perhaps something written by kids rather than 
spoken.

Age range would be about 6-12 - though we could go older if necessary. 
Something on autistic children's production of fictional narratives 
would also be really useful; doesn't have to be a corpus in this case, 
even an article or two would help.

Best regards,
Gordon
-- 
*Dr Gordon Ingram
Lecturer in Psychology
School of Society, Enterprise & Environment
Bath Spa University*
T: +44 (0)1225 875714   M: 07973 136820
https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
Visit: www.bathspa.ac.uk <http://www.bathspa.ac.uk> or 
www.bathspampa.com/bathspalive <http://www.bathspampa.com/bathspalive>
Join us on: Facebook | Twitter | YouTube | LinkedIn
Newton Park, Newton St Loe, Bath, BA2 9BN

Think before you print




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From ps5 at ualberta.ca  Mon Mar 24 15:01:37 2014
From: ps5 at ualberta.ca (Phyllis Schneider)
Date: Mon, 24 Mar 2014 16:01:37 +0100
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <533041D4.2070308@gmail.com>
Message-ID: <MON.24.MAR.2014.160137.0100.>

Hello,

I have a corpus of stories from 377 children aged 4-9 which were elicited
using a set of original pictures drawn to our specifications by a
cartoonist.  You can see the materials on my website,
www.rehabresearch.ualberta.ca/enni.  there were 50 typically developing
children in each 1-year interval plus 10-17 children with language
impairment in each.  The children generated stories based on the pictures;
it was not a retell task.   I am planning to donate the corpus to CHILDES
at some point but have not done so yet.  the corpus is already a part of
the SALT databases in which individual transcripts can be compared to data
from the ENNI.

Have a look at the website to get an idea of the task.  If you would like
to use the pictures for your pilot, you are welcome to do so.  If you want
to use the stories that children told, I would be happy to share some or
all of them with you.  I have them in both CHAT and SALT formats.

--Phyllis

*********************************************************************
Phyllis Schneider, PhD
Professor
Dept. of Communication Sciences and Disorders
University of Alberta
2-70 Corbett Hall
Edmonton, AB T6G 2G4
CANADA
(780) 492-7474
Fax: (780) 492-9333
E-mail: phyllis.schneider at ualberta.ca

Web:  *http://goo.gl/HeidX <http://goo.gl/HeidX>*

*********************************************************************





On Mon, Mar 24, 2014 at 3:31 PM, Gordon Ingram <gordoning at gmail.com> wrote:

>  Hi everyone,
>
> Some colleagues and I are hoping to start a project in the nearish future
> which will involve the collection of children's original (fictional)
> narratives as part of the requirements-gathering process for a piece of
> software aimed at helping children improve their creative writing skills. I
> plan to share any resulting corpus with the scientific community.
>
> Does anyone know of a collection of original fictional narratives - i.e.,
> not 'retold' fairytales and the like - which is easily available on the
> internet, for us to do a pilot study on? I am vaguely aware of Ruth Berman
> and Dan Slobin's 'frog stories', some of which I think are available in
> CHILDES, and will have a look at them; but ideally I would like something a
> bit more accessible (i.e. without all the linguistic annotation, as we will
> probably need to strip that out in order to have it analysed by AI) - and
> perhaps something written by kids rather than spoken.
>
> Age range would be about 6-12 - though we could go older if necessary.
> Something on autistic children's production of fictional narratives would
> also be really useful; doesn't have to be a corpus in this case, even an
> article or two would help.
>
> Best regards,
> Gordon
> --
>
>
>
> *Dr Gordon Ingram Lecturer in Psychology School of Society, Enterprise &
> Environment Bath Spa University*
> T: +44 (0)1225 875714   M: 07973 136820
> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
> Visit: www.bathspa.ac.uk or www.bathspampa.com/bathspalive
> Join us on: Facebook | Twitter | YouTube | LinkedIn
> Newton Park, Newton St Loe, Bath, BA2 9BN
>
> Think before you print
>
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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> .
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>

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From pgordon at tc.edu  Mon Mar 24 15:02:29 2014
From: pgordon at tc.edu (Gordon, Peter)
Date: Mon, 24 Mar 2014 11:02:29 -0400
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <533041D4.2070308@gmail.com>
Message-ID: <MON.24.MAR.2014.110229.0400.>

Hi Gordon,

You could check the stories on the scholastic website and search for
fiction categories and grade level.  I believe the youngest writers are 12
years old.  The winners are selected from over 250,000 entries nationally
and internationally, so the quality is pretty amazing.

Here's a search on last years winners for fiction.  There are more if you
search for earlier years too.


http://www.artandwriting.org/student-showcase/award-winning-works/#writing=Short+Story&writing=Science+Fiction%2FFantasy&writing=Novel+Writing&writing=Humor&writing=Flash+Fiction&art_portfolio=false&writing_portfolio=false&year=2013&state=All&awards=All&grade=0


Peter Gordon



On Mon, Mar 24, 2014 at 10:31 AM, Gordon Ingram <gordoning at gmail.com> wrote:

>  Hi everyone,
>
> Some colleagues and I are hoping to start a project in the nearish future
> which will involve the collection of children's original (fictional)
> narratives as part of the requirements-gathering process for a piece of
> software aimed at helping children improve their creative writing skills. I
> plan to share any resulting corpus with the scientific community.
>
> Does anyone know of a collection of original fictional narratives - i.e.,
> not 'retold' fairytales and the like - which is easily available on the
> internet, for us to do a pilot study on? I am vaguely aware of Ruth Berman
> and Dan Slobin's 'frog stories', some of which I think are available in
> CHILDES, and will have a look at them; but ideally I would like something a
> bit more accessible (i.e. without all the linguistic annotation, as we will
> probably need to strip that out in order to have it analysed by AI) - and
> perhaps something written by kids rather than spoken.
>
> Age range would be about 6-12 - though we could go older if necessary.
> Something on autistic children's production of fictional narratives would
> also be really useful; doesn't have to be a corpus in this case, even an
> article or two would help.
>
> Best regards,
> Gordon
> --
>
>
>
> *Dr Gordon Ingram Lecturer in Psychology School of Society, Enterprise &
> Environment Bath Spa University*
> T: +44 (0)1225 875714   M: 07973 136820
> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
> Visit: www.bathspa.ac.uk or www.bathspampa.com/bathspalive
> Join us on: Facebook | Twitter | YouTube | LinkedIn
> Newton Park, Newton St Loe, Bath, BA2 9BN
>
> Think before you print
>
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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> .
> For more options, visit https://groups.google.com/d/optout.
>



-- 
Peter Gordon, Associate Professor
Biobehavioral Sciences Department, Box 180
Teachers College, Columbia University
1152 Thorndike Hall
525 W120th St.
New York, NY 10027
Phone: 212 678-8162
Fax:     212 678-8233
E-mail: pgordon at tc.edu
Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328

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From macw at cmu.edu  Mon Mar 24 17:58:10 2014
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 24 Mar 2014 13:58:10 -0400
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <533041D4.2070308@gmail.com>
Message-ID: <MON.24.MAR.2014.135810.0400.>

Dear Gordon,

      CHILDES really should include more narrative corpora.  The emphasis on spoken language made sense at one point, but it should not have precluded efforts to include narrative corpora. Currently, we have Frog Story data and a few other things.  But there are certainly dozens of other corpora out there.  It would be particularly interesting to have narratives that are collected using parallel methods across groups, as well as methods for systematic coding, including automatic coding.  In fact, I was even thinking of organizing something like a CHILDES workshop to tackle this issue.  
     In terms of the issue of stripping out linguistic annotation, this is easy to do automatically using two methods.  The first method is to remove any coding tiers with the TRIM program in CLAN and the second is to create a %flo line that removes any main line codes using the FLO program.  
     In practice, the codes that people add to children's written narratives are of a very different sort, often focusing on misspellings or corrections of grammatical errors and such.  I agree that it would be nice to have methods of removing such embelllishments for certain purposes and leaving them for others.  Creating these methods is not difficult once we establish some standards for narrative corpus encoding.
     In general, we really need to do more regarding narratives in CHILDES and we would very much welcome contributions, suggestions, and ideas.
     In regard to data from children with autism, one would think that IRBs would not object to contributing anonymized narratives.  So, it may make sense to contact the many groups who have been collecting data of this type to see if they can be made public in some way.
     The essays on the artandwriting.org site are certainly great, but I think we would need broader samples to understand the full course of the development of narrative abilities across all segments of the population. 
   
So, the things that would help in this area are:
1.  Contributions of narrative corpora.
2.  Pointers to methods for systematic analysis.
3.  Ideas for how to prioritize efforts in this area.

Any input on these matters would be much appreciated.  People who find this interesting can post to the list and/or send me information directly.

Best regards,

--Brian MacWhinney

On Mar 24, 2014, at 10:31 AM, Gordon Ingram <gordoning at gmail.com> wrote:

> Hi everyone,
> 
> Some colleagues and I are hoping to start a project in the nearish future which will involve the collection of children's original (fictional) narratives as part of the requirements-gathering process for a piece of software aimed at helping children improve their creative writing skills. I plan to share any resulting corpus with the scientific community.
> 
> Does anyone know of a collection of original fictional narratives - i.e., not 'retold' fairytales and the like - which is easily available on the internet, for us to do a pilot study on? I am vaguely aware of Ruth Berman and Dan Slobin's 'frog stories', some of which I think are available in CHILDES, and will have a look at them; but ideally I would like something a bit more accessible (i.e. without all the linguistic annotation, as we will probably need to strip that out in order to have it analysed by AI) - and perhaps something written by kids rather than spoken.
> 
> Age range would be about 6-12 - though we could go older if necessary. Something on autistic children's production of fictional narratives would also be really useful; doesn't have to be a corpus in this case, even an article or two would help.
> 
> Best regards,
> Gordon
> -- 
> Dr Gordon Ingram
> Lecturer in Psychology
> School of Society, Enterprise & Environment
> Bath Spa University
> T: +44 (0)1225 875714   M: 07973 136820
> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
> Visit: www.bathspa.ac.uk or www.bathspampa.com/bathspalive
> Join us on: Facebook | Twitter | YouTube | LinkedIn
> Newton Park, Newton St Loe, Bath, BA2 9BN
> 
> Think before you print
> 
> 
> 
> 
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com.
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> For more options, visit https://groups.google.com/d/optout.

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From gordoning at gmail.com  Tue Mar 25 12:51:28 2014
From: gordoning at gmail.com (Gordon Ingram)
Date: Tue, 25 Mar 2014 12:51:28 +0000
Subject: Collections of children's fictional narratives ('told'
 stories)
In-Reply-To: <E6E94C29-17E4-41EE-9552-45F53DEB1E15@cmu.edu>
Message-ID: <TUE.25.MAR.2014.125128.0000.>

Thanks to those who replied on this. I will investigate your suggestions 
and reply to you individually later. I am always impressed by how 
helpful the people on this list are: seems to me that CHILDES is not 
just a fantastic resource but, even more importantly, a fantastic 
community as well.

BTW I just wanted to apologise for my comment (written in some haste) 
that I wanted something "a bit more accessible" than CHILDES. I did not 
mean to imply that CHILDES is inaccessible! Far from it: I found it very 
easy to use during my PhD research, and indeed to strip out the 
linguistic codes, even without the benefit of Brian's excellent advice 
below, which will make this process still easier in future. (I was 
analysing the Wells corpus to look for instances of young children 
talking about third parties, so was only interested in the quite deep 
semantic content of what they were talking about. Just in case anyone is 
interested, this study has not been published, but my PhD thesis is 
online and I can point you to the relevant chapter.)

I suppose my reason for making the "accessible" comment was simply that 
my colleagues on this project have never used CHILDES themselves, nor 
are they ever likely to, being game design academics with no 
developmental or linguistic training. I am very tied up with teaching 
etc at the moment and was wistfully thinking of a web page full of 
suitable stories that I could just point them to and let them read away 
at. But thanks again for the suggestions, they look very useful.

Best regards,
Gordon

On 24/03/2014 17:58, Brian MacWhinney wrote:
> Dear Gordon,
>
>       CHILDES really should include more narrative corpora.  The 
> emphasis on spoken language made sense at one point, but it should not 
> have precluded efforts to include narrative corpora. Currently, we 
> have Frog Story data and a few other things.  But there are certainly 
> dozens of other corpora out there.  It would be particularly 
> interesting to have narratives that are collected using parallel 
> methods across groups, as well as methods for systematic coding, 
> including automatic coding.  In fact, I was even thinking of 
> organizing something like a CHILDES workshop to tackle this issue.
>      In terms of the issue of stripping out linguistic annotation, 
> this is easy to do automatically using two methods.  The first method 
> is to remove any coding tiers with the TRIM program in CLAN and the 
> second is to create a %flo line that removes any main line codes using 
> the FLO program.
>      In practice, the codes that people add to children's written 
> narratives are of a very different sort, often focusing on 
> misspellings or corrections of grammatical errors and such.  I agree 
> that it would be nice to have methods of removing such embelllishments 
> for certain purposes and leaving them for others.  Creating these 
> methods is not difficult once we establish some standards for 
> narrative corpus encoding.
>      In general, we really need to do more regarding narratives in 
> CHILDES and we would very much welcome contributions, suggestions, and 
> ideas.
>      In regard to data from children with autism, one would think that 
> IRBs would not object to contributing anonymized narratives.  So, it 
> may make sense to contact the many groups who have been collecting 
> data of this type to see if they can be made public in some way.
>      The essays on the artandwriting.org <http://artandwriting.org> 
> site are certainly great, but I think we would need broader samples to 
> understand the full course of the development of narrative abilities 
> across all segments of the population.
> So, the things that would help in this area are:
> 1.  Contributions of narrative corpora.
> 2.  Pointers to methods for systematic analysis.
> 3.  Ideas for how to prioritize efforts in this area.
>
> Any input on these matters would be much appreciated.  People who find 
> this interesting can post to the list and/or send me information directly.
>
> Best regards,
>
> ---Brian MacWhinney
>
> On Mar 24, 2014, at 10:31 AM, Gordon Ingram <gordoning at gmail.com 
> <mailto:gordoning at gmail.com>> wrote:
>
>> Hi everyone,
>>
>> Some colleagues and I are hoping to start a project in the nearish 
>> future which will involve the collection of children's original 
>> (fictional) narratives as part of the requirements-gathering process 
>> for a piece of software aimed at helping children improve their 
>> creative writing skills. I plan to share any resulting corpus with 
>> the scientific community.
>>
>> Does anyone know of a collection of original fictional narratives - 
>> i.e., not 'retold' fairytales and the like - which is easily 
>> available on the internet, for us to do a pilot study on? I am 
>> vaguely aware of Ruth Berman and Dan Slobin's 'frog stories', some of 
>> which I think are available in CHILDES, and will have a look at them; 
>> but ideally I would like something a bit more accessible (i.e. 
>> without all the linguistic annotation, as we will probably need to 
>> strip that out in order to have it analysed by AI) - and perhaps 
>> something written by kids rather than spoken.
>>
>> Age range would be about 6-12 - though we could go older if 
>> necessary. Something on autistic children's production of fictional 
>> narratives would also be really useful; doesn't have to be a corpus 
>> in this case, even an article or two would help.
>>
>> Best regards,
>> Gordon
>> -- 
>> *Dr Gordon Ingram
>> Lecturer in Psychology
>> School of Society, Enterprise & Environment
>> Bath Spa University*
>> T: +44 (0)1225 875714   M: 07973 136820
>> https://sites.google.com/a/bathspa.ac.uk/gordon-ingram/
>> Visit: www.bathspa.ac.uk <http://www.bathspa.ac.uk/> or 
>> www.bathspampa.com/bathspalive <http://www.bathspampa.com/bathspalive>
>> Join us on: Facebook | Twitter | YouTube | LinkedIn
>> Newton Park, Newton St Loe, Bath, BA2 9BN
>>
>> Think before you print
>>
>>
>>
>>
>>
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From k1n at psu.edu  Tue Mar 25 14:41:27 2014
From: k1n at psu.edu (Keith Nelson)
Date: Tue, 25 Mar 2014 10:41:27 -0400
Subject: Narrative collections KN
Message-ID: <TUE.25.MAR.2014.104127.0400.>

Hi all.  For younger children, you may still find "Children Tell Stories",
a book by Pitcher and Prelinger to be of some interest.   Cheers,  Keith

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From danielle.matthews at sheffield.ac.uk  Wed Mar 26 11:16:43 2014
From: danielle.matthews at sheffield.ac.uk (Danielle Matthews)
Date: Wed, 26 Mar 2014 11:16:43 +0000
Subject: RefNet Summer School on Psychological and Computational Models of
 Language Production
Message-ID: <WED.26.MAR.2014.111643.0000.>

Announcement and Call for Participation

RefNet Summer School on Psychological and Computational Models of Language
Production

24-31 Aug, Edinburgh, UK

http://homepages.abdn.ac.uk/k.vdeemter/pages/RefNet/events.html

One reason why language is such a powerful tool for building social and
cognitive capacities is that it allows us to refer, that is, to identify
entities - objects, processes, or ideas.  Unsurprisingly, several academic
disciplines attempt to model our ability to refer. Surprisingly, those
disciplines do not often work together.  RefNet is an EPSRC research
network whose goal is to promote research on reference by building a
community of researchers who can benefit from advances across disciplines.
 This summer's RefNet Summer School Psychological and Computational Models
of Language Production will introduce young researchers to research
techniques from psychology, computing science, and linguistics, among them
eye-tracking, algorithmic models, Bayesian reasoning, and mixed-effects
modelling. While the summer school will focus on the production of
referring expressions, its short courses provide foundations for
interdisciplinary work in many areas.

Location: University of Edinburgh (co-located with RO-MAN,
SemDial/DialWatt), and AMLaP).

Invited evening talks by:
-- Eva Belke (Bochum)
-- Susan Brennan (SUNY at Stony Brook)
-- Emiel Krahmer (Tilburg)
-- Michael Frank (Stanford)
-- Alexander Koller (Potsdam).

Workshop: The Summer School will conclude with a workshop on Reference on
Sunday 31 August, 2014. A Call for Papers for the workshop will follow. The
workshop will be open to people regardless of whether they take part in the
summer school. Participants in the summer school are particularly
encouraged to submit an abstract.

Taught courses scheduled for the Summer School:
-- Multimodal reference. (Piwek, Gatt, Van der Sluis)
-- How children develop the ability to refer to things. (Matthews)
-- Eye-tracking methods for language comprehension and production.
(Hermens, Hill)
-- Statistical methods for language production. (Corley, Barr)
-- Computational algorithms for the generation of referring expressions.
(Van Deemter, Gatt)
-- Linguistic aspects of reference. (Cann)

Registration (from 25 March 2014): To register as a participant of the
RefNet Summer School, please use this page:

http://www.epay.ed.ac.uk/browse/extra_info.asp?compid=1&modid=2&deptid=69&catid=10&prodid=1499

(Accommodation for invited speakers and lecturers is being arranged by the
Summer School so there is no need for Lecturers and Invited Speakers to
register.) For postgraduate students, postdocs, and research fellows,
RefNet offers free accommodation and up to ?200 in travel money. In case of
over-booking, preference will be given to UK and other EU applicants. Other
participants might find the following sites useful for finding
accommodation: Disclaimer: None of the above constitutes an endorsement of
any of the accommodation bookable through these links.

www.universityrooms.co.uk
www.edinburgh.org/accommodation
www.laterooms.com

Edinburgh is home to a string of summer festivals. (
http://www.edinburghfestivals.co.uk/festivals). The Fringe (and the summer
school location is in the midst of it) finishes as we begin, but the
Festival proper continues throughout the period of the RefNet summer
school/workshop.  It is therefore extremely important for those of you not
automatically booked by the summer school to book your accommodation as
soon as possible.

For details and late changes, please check the web site of the RefNet
Summer School (see above).

Organisers: Ellen Bard, Kees van Deemter, Albert Gatt, Danielle Matthews.

=====

-- 

Danielle Matthews
Department of Psychology
University of Sheffield
Sheffield S10 2TP
Tel: 00 44 114 222 6548
http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews

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From mcfrank at stanford.edu  Sat Mar 29 15:53:52 2014
From: mcfrank at stanford.edu (Michael C Frank)
Date: Sat, 29 Mar 2014 08:53:52 -0700
Subject: RA position at Stanford in the Language and Cognition Lab
Message-ID: <SAT.29.MAR.2014.085352.0700.>

Dear all, 

I'm excited to announce a new research assistant position in my lab at Stanford (see job description below). Please forward to any interested candidates. To apply, visit http://stanfordcareers.stanford.edu/job-search and search for job #62387, and for questions, please contact amkraus at stanford.edu.

best, 

Mike

----
Michael C. Frank
Assistant Professor
Department of Psychology
Stanford University
450 Serra Mall (Room 420-278)
Stanford, CA 94305
650-724-4003
http://langcog.stanford.edu


------ RESEARCH ASSISTANT POSITION ------
Interested in language, cognition, and development? The Department of Psychology is looking for a full time Research Assistant. This is a one year fixed term position with possibility of renewal. RA will assist with empirical work on language learning, social development, and cross-cultural cognition. Duties will include assisting in designing, creating, running, and analyzing experiments with infants, children, and adults (including experiments delivered using web-based platforms); coordinating and recruiting undergraduate research assistants; coordinating participant recruitment; and assisting in planning lab events and meetings. RA will have opportunities for scientific involvement in conference presentations and journal articles.

Qualifications: RA should have working knowledge of MS Office and good organizational and communication skills. Frequent email and phone communication will be necessary, and keeping organized (scheduling and record-keeping) is an essential part of the job. Previous research experience is strongly preferred. A good candidate will have additional technical skills such as programming (Python and R for data analysis, JavaScript/HTML/CSS for web programming), statistical knowledge, and graphic design (Photoshop/Illustrator/Dreamweaver). Must be a quick learner, able to work independently, and show initiative. The position is ideal for individuals who wish to further their research training.

Final offers of employment are contingent upon successful completion of national criminal background check, national sex offender registry search and, where applicable, driving record. To apply, visit http://stanfordcareers.stanford.edu/job-search and search for job #62387, and for questions, please contact amkraus at stanford.edu.

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