[Edling] CFP - New Approaches to Bi-/Multilingualism and Language Learning/Teaching (BiMuLT)_Cyprus_November 20-21, 2021

Thu Jul 1 14:17:41 UTC 2021

*New Approaches to Bi-/Multilingualism and Language Learning/Teaching
(BiMuLT) *

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.

*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.

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?

*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) *

*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)

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.

Website: https://bimult.wordpress.com/

*Call Deadline: **July 15, 2021 *

*Notification of Acceptance:** September 1st, 2021 *

*Conference:** November 20-21, 2021*
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