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<p>Thanks Philip!</p>
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<div style="FONT-FAMILY: Tahoma; FONT-SIZE: 13px"><font face="Arial"><font size="2">v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^</font><br>
<font size="2">Dr Theodoros Marinis</font><br>
<font size="2">Reader in Clinical Linguistics</font><br>
<font size="2">School of Psychology and Clinical Language Sciences</font><br>
<font size="2">University of Reading</font><br>
<font size="2">Reading RG6 6AL, UK</font><br>
<font size="2">Tel. +44-118-378 7465</font><br>
<font size="2">Fax +44-118-378 4693</font><br>
</font><a tabindex="0" href="http://www.reading.ac.uk/cls/about/staff/t-marinis.asp" target="_blank"><font face="Arial"><font size="2">http://www.reading.ac.uk/cls/about/staff/t-marinis.asp</font><br>
</font></a><font size="2" face="Arial">v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^</font>
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<div style="FONT-FAMILY: Tahoma; FONT-SIZE: 13px"><font size="2" face="Arial">Recent papers:</font></div>
<div style="FONT-FAMILY: Tahoma; FONT-SIZE: 13px"><font size="2" face="Arial"></font> </div>
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<p style="TEXT-INDENT: -35.45pt; MARGIN: 0in 0in 0pt 35.45pt" class="MsoNormal"><span style="FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt" lang="EN-US">Pliatsikas, C. & Marinis, T. (in press). Processing empty categories in a second language. Does naturalistic
exposure fill the gap? <i>Bilingualism: Language & Cognition.</i></span></p>
<p style="TEXT-INDENT: -35.45pt; MARGIN: 0in 0in 0pt 35.45pt" class="MsoNormal">Pliatsikas, C. & Marinis, T. (in press). Processing of regular and irregular past tense morphology in highly proficient L2 learners of English.
<i>Applied Psycholinguistics.</i></span></p>
</font></font></span>
<p style="TEXT-INDENT: -35.45pt; MARGIN: 0cm 0cm 0pt 35.45pt" class="MsoNormal"><span style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 11pt" lang="EN-US"><font face="Arial"><font size="2">Chondrogianni, V & Marinis, T. (2012). Production and processing
asymmetries in the acquisition of tense morphology by sequential bilingual children.
<em>Bilingualism: Language & Cognition 15,</em> 5-21.</font></font></span></p>
<p style="TEXT-INDENT: -35.45pt; MARGIN: 0cm 0cm 0pt 35.45pt" class="MsoNormal"><span style="FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 11pt" lang="EN-US"><font size="2" face="Arial">Chondrogianni, V & Marinis, T. (2011). Asynchronous development of
vocabulary, morphology and complex syntax in successive bilingual children: differential effects of internal and external factors.
<em>Linguistic Approaches to Bilingualism 1 (3),</em> 318-345.</font></span></p>
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<div style="DIRECTION: ltr" id="divRpF135055"><font color="#000000" size="2" face="Tahoma"><b>From:</b> info-childes@googlegroups.com [info-childes@googlegroups.com] on behalf of Philip Dale [dalep@unm.edu]<br>
<b>Sent:</b> 27 April 2012 20:14<br>
<b>To:</b> info-childes@googlegroups.com<br>
<b>Subject:</b> RE: Language assessments for pre-school children - various languages<br>
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<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">For Polish, Turkish, Portuguese, Cantonese and Mandarin, there are adaptations of the MacArthur-Bates Communicative Development Inventories
for children up to 30 months, and in some cases 36 months.</span></font></p>
<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">See
<a href="http://www.sci.sdsu.edu/cdi/adaptations_ol.htm" target="_blank">http://www.sci.sdsu.edu/cdi/adaptations_ol.htm</a> for information.</span></font></p>
<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt"></span></font> </p>
<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Philip S. Dale, Professor and Chair</span></font></p>
<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Speech & Hearing Sciences</span></font></p>
<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">University of New Mexico</span></font></p>
<p class="MsoNormal"><font color="navy" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt"></span></font> </p>
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<p class="MsoNormal"><b><font size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; FONT-SIZE: 10pt; FONT-WEIGHT: bold">From:</span></font></b><font size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; FONT-SIZE: 10pt"> info-childes@googlegroups.com
[mailto:info-childes@googlegroups.com] <b><span style="FONT-WEIGHT: bold">On Behalf Of
</span></b>Theodoros Marinis<br>
<b><span style="FONT-WEIGHT: bold">Sent:</span></b> Friday, April 27, 2012 12:39 PM<br>
<b><span style="FONT-WEIGHT: bold">To:</span></b> info-childes@googlegroups.com<br>
<b><span style="FONT-WEIGHT: bold">Subject:</span></b> Language assessments for pre-school children - various languages</span></font></p>
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<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Dear colleagues,</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">we are putting together an inventory of language assessments targeting vocabulary and morpho-syntax for pre-school children aged 2 to 5 years old
for a list of languages and I wonder whether you could help by sending me references to tasks you know of. We are looking for standardised and non-standardised tasks that are in the public domain or people are happy to share. This is the list of languages:</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Bengali</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Sylheti</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Panjabi</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Polish</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Turkish</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Portuguese</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Cantonese</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Mandarin</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">I will collate all responses and circulate them to the list, so they are available to everyone.
</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">Thanks a lot for your help,</span></font></p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">--Theo</span></font></p>
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<p><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
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<p class="MsoNormal"><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^<br>
Dr Theodoros Marinis<br>
Reader in Clinical Linguistics<br>
School of Psychology and Clinical Language Sciences<br>
University of Reading<br>
Reading RG6 6AL, UK<br>
Tel. +44-118-378 7465<br>
Fax +44-118-378 4693<br>
</span></font><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"><a href="http://www.reading.ac.uk/cls/about/staff/t-marinis.asp" target="_blank"><font face="Arial"><span style="FONT-FAMILY: Arial">http://www.reading.ac.uk/cls/about/staff/t-marinis.asp<br>
</span></font></a></span></font><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^</span></font><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt">
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<p class="MsoNormal"><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Recent papers:</span></font><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font></p>
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<p class="MsoNormal"><font color="black" size="2" face="Tahoma"><span style="FONT-FAMILY: Tahoma; COLOR: black; FONT-SIZE: 10pt"></span></font> </p>
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<p style="TEXT-INDENT: -35.45pt; MARGIN-LEFT: 35.45pt" class="MsoNormal"><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Pliatsikas, C. & Marinis, T. (in press).
</span></font><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Processing empty categories in a second language. Does naturalistic exposure fill the gap?
<i><span style="FONT-STYLE: italic">Bilingualism: Language & Cognition.</span></i></span></font><font color="black"><span style="COLOR: black">
</span></font></p>
<p style="TEXT-INDENT: -35.45pt; MARGIN-LEFT: 35.45pt" class="MsoNormal"><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Pliatsikas, C. & Marinis, T. (in press). Processing of regular and irregular past
tense morphology in highly proficient L2 learners of English. <i><span style="FONT-STYLE: italic">Applied Psycholinguistics.</span></i></span></font><font color="black"><span style="COLOR: black"></span></font></p>
<p style="TEXT-INDENT: -35.45pt; MARGIN-LEFT: 35.45pt" class="MsoNormal"><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Chondrogianni, V & Marinis, T. (2012). Production and processing asymmetries in
the acquisition of tense morphology by sequential bilingual children. </span></font><i><font color="black" size="2" face="Arial"><span style="FONT-STYLE: italic; FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Bilingualism: Language & Cognition 15,</span></font></i><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">
5-21.</span></font><font color="black"><span style="COLOR: black"></span></font></p>
<p style="TEXT-INDENT: -35.45pt; MARGIN-LEFT: 35.45pt" class="MsoNormal"><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Chondrogianni, V & Marinis, T. (2011). Asynchronous development of vocabulary,
morphology and complex syntax in successive bilingual children: differential effects of internal and external factors.
</span></font><i><font color="black" size="2" face="Arial"><span style="FONT-STYLE: italic; FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">Linguistic Approaches to Bilingualism 1 (3),</span></font></i><font color="black" size="2" face="Arial"><span style="FONT-FAMILY: Arial; COLOR: black; FONT-SIZE: 10pt">
318-345.</span></font><font color="black"><span style="COLOR: black"></span></font></p>
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