32.1722, Calls: Applied Ling, Lang Acq, Psycholing/Cyprus

Mon May 17 18:49:05 UTC 2021

LINGUIST List: Vol-32-1722. Mon May 17 2021. ISSN: 1069 - 4875.

Subject: 32.1722, Calls: Applied Ling, Lang Acq, Psycholing/Cyprus

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Date: Mon, 17 May 2021 14:48:06
From: Natalia Pavlou [pavlou.natalia at ucy.ac.cy]
Subject: New Approaches to Bi-/Multilingualism and Language Learning/Teaching

Full Title: New Approaches to Bi-/Multilingualism and Language Learning/Teaching 
Short Title: BiMuLT 

Date: 20-Nov-2021 - 21-Nov-2021
Location: Nicosia, Cyprus 
Contact Person: Natalia Pavlou
Meeting Email: bimiltconference at gmail.com
Web Site: https://bimult.wordpress.com/ 

Linguistic Field(s): Applied Linguistics; Language Acquisition; Psycholinguistics 

Call Deadline: 15-Jul-2021 

Meeting Description:

Multilingual environments have attracted the interest of those working on
language acquisition (Rothman et al., 2019; Schmid and Kopke, 2019), variation
and learning (Martin-Jones et al., 2015; Singleton and Aronin, 2019) as well
as multiliteracy, home language development, education and language policy
(Wright et al., 2017; Montanari and Quay, 2019; Schalley and Eisenchlas, 2020;
Breuer et al., 2021). Some of the common questions raised in this research are
related to the issues in understanding the nature and processes of
bilingualism/multilingualism, the exposure and influence on a particular
population by a dominant language, the age of exposure to input from the
dominant language, the grammar properties affected by it, and the overall
competence of the bilingual/multilingual speaker (Deluca et al., 2019, Lohndal
et al., 2019). Heritage language acquisition as another bilingual/multilingual
context raises the question of the input conditions during acquisition
(Montrul, 2016; Polinsky, 2018; Domínguez et al., 2019). Scientific
considerations on these issues rely on a variety of methodologies in the study
of acquisition and the application of these theories in teaching. Data from
multilingual speakers are also important since they involve grammars that
often interact in interesting ways that a theory of possible mental grammars
needs to incorporate. These mental grammars identify the linguistic properties
that characterize multilingual speakers in societies within a broader concept
of ‘comparative lingualities’ (Grohmann and Kambanaros, 2016) focusing on
their recognition and study for the advancement of linguistic theory.

Keynote Speakers: 
Prof. Laura Domínguez (University of Southampton)
Prof. Jason Rothman (UiT The Arctic University of Norway and Universidad
Nebrija)
Prof. Kleanthes K. Grohmann (University of Cyprus)
Prof. Maria Kambanaros (Cyprus University of Technology) 

Call for Papers: 

We welcome abstract submissions on any of the following questions or related
topics:

 - What are new approaches to the study of bilingualism and multilingualism?
 - What are some diagnostics to differentiate different multilingual
environments (sequential/simultaneous bilingualism, heritage speakers,
second/third language learners)?
 - What are common grammar properties across bilingual/multilingual speakers?
What variables condition interaction between/among languages?
 - How do heritage languages differ or look similar to other contexts of
multilingualism? What conditions these grammars?
 - What is the role of input in language acquisition (first, second and third)
and heritage language acquisition? 
 - What are the research methods that best apply in multilingual environments
and language learning and teaching?
 - What are the factors (e.g. social, affective) that affect home language
maintenance and development at micro, meso and macro levels?
 - What is the link between multilingualism, multiliteracy and multimodality?
How do language policies or identity interact with multilingual societies and
language learning?

We aim for the conference to take place in Nicosia, Cyprus. However, a final
decision will be made in September 2021 on the basis of the assessment of the
COVID-19 pandemic in Cyprus and internationally at that time.

Abstracts for presentations will be accepted until July 15, 2021.
Presentations will last 20 minutes, followed by 10 minutes for discussion. The
abstracts have to be submitted through EasyChair at
https://easychair.org/conferences/?conf=bimult21.

Abstracts up to 500 words must be written in English (excluding references,
graphs and tables) and must be anonymized to exclude any identifiable
information. Authors may submit a total of two abstracts, one individual and
one joint.

Call Deadline: July 15, 2021
Notification of Acceptance: September 1, 2021
Conference: November 20-21, 2021

Organizing Committee: 
Svetlana Karpava (University of Cyprus)
Natalia Pavlou (University of Cyprus)

Scientific Committee: 
Spyros Armostis (University of Cyprus)
Constantina Fotiou (University of Cyprus)
Valantis Fyndanis (Cyprus University of Technology)
Tanja Kupisch (Universität Konstanz)
Theo Marinis (Universität Konstanz)
Agnieszka Otwinowska-Kasztelanic (Uniwersytet Warszawski)
Phoevos Panagiotidis (University of Cyprus)
Yulia Rodina (UiT The Arctic University of Norway)

References:
Breuer, E. O., Lindgren, E., Stavans, A. and van Steendam, E. (2021).
Multilingual Literacy. New Perspectives on Language and Education 85. Bristol:
Multilingual Matters
Deluca, V., Rothman, J. and Pliatsikas, C. (2019). Linguistic immersion and
structural effects on the bilingual brain: A longitudinal study. Bilingualism:
Language and Cognition, 22(5), 1160-1175.
Domínguez, L., Hicks, G. and Slabakova, R. (2019). Terminology choice in
generative acquisition research: The case of “incomplete acquisition” in
heritage language grammars. Studies in Second Language Acquisition, 41(2),
241-255.
Grohmann, K.K. and Kambanaros, M. (2016). The gradience of multilingualism in
typical and impaired language development: Positioning bilectalism within
comparative bilingualism. Frontiers in Psychology, 7,
https://www.frontiersin.org/article/10.3389/fpsyg.2016.00037.
Lohndal, T., Rothman, J., Kupisch, T. and Westergaard, M. (2019). Heritage
language acquisition: What it reveals and why it is important for formal
linguistic theories. Language and Linguistics Compass, 13(12), 12357.
Martin-Jones, M. Blackledge, A. and Creese, A. (2015). The Routledge Handbook
of Multilingualism. London/New York: Routledge.
Montanari, S. and Quay, S. (2019). Multidisciplinary Perspectives on
Multilingualism. Berlin/New York: Mouton de Gruyter. 
Montrul, S. (2016). The Acquisition of Heritage Languages. Cambridge:
Cambridge University Press. 
Polinsky, M. (2018). Heritage Languages and Their Speakers. Cambridge:
Cambridge University Press. 
Rothman, J., Gonzalez Alonso, J. and Puig-Mayenco, E. (2019). Third Language
Acquisition and Linguistic Transfer. Cambridge: Cambridge University Press. 
Schalley, A. and Eisenchlas, S. (Eds.) (2020). Handbook of Home Language
Maintenance and Development: Social and Affective Factors. Berlin/Boston:
Walter de Gruyter.
Schmid, M. and Kopke, B. (2019). The Oxford Handbook of Language Attrition.
Oxford: Oxford University Press. 
Singleton, D. and Aronin, L. (2019). Twelve Lectures on Multilingualism.
Bristol, UK: Multilingual Matters. 
Wright, W., Boun, S. and Garcia, O. (2017). The Handbook of Bilingual and
Multilingual Education. Chichester, UK: Wiley-Blackwell Publishers.

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