[lg policy] Fwd: [Edling] International Symposium on Second Language in the Brain

Harold Schiffman hfsclpp at GMAIL.COM
Thu Jun 5 14:46:25 UTC 2014

Forwarded From:  <edling at bunner.geol.lu.se>

*From: *Stephanie Peter <S.Peter at greenwich.ac.uk>
 *Date: *3 juni 2014 18.56.53 CEST
 *Subject: **International Symposium on Second Language in the Brain*

Dear associates,

The Centre for Applied Research and Outreach in Language Education (CAROLE)
at the University of Greenwich (http://www.gre.ac.uk/carole) and the
University of Pavia are pleased to announce the International Symposium on
Second Language in the Brain.

University of Greenwich, UK
4 October 2014

In this Symposium, we would like to ask three basic questions: is teaching
useful (whether explicit or implicit)? Does language immersion and
naturalistic exposure really make a difference? Does the kind of spoken
interaction among native and non-native speakers count for language
acquisition? The novelty of the current symposium does not lie in the
questions, but in the kind of answer: complex and experimentally-grounded
answers only will be provided. Indeed, it has only been quite recently that
ERPs and neuroimaging techniques have been used to explore the impact that
some environmental factors may have on changes in the brain occurring
during second language acquisition. The symposium focuses on three of these
environmental factors: (a) classroom instruction; (b) interaction among
native and nonnative speakers; (c) immersion and everyday life in the
country where the second language is spoken. Research questions to be
addressed in the Symposium include the following: Are there visible brain
signatures of increasing proficiency in the second language? Are different
memory systems (declarative vs. procedural) involved in a different way in
uninstructed and in instructed second language acquisition? How does an
adult learner's brain accommodate (if it does) to the typical activities of
a language classroom setting such as structured or enhanced input, drills,
repetitions and so forth? Are there brain modifications which can be
directly or indirectly linked to the fact that the second language is used
and practiced outside the class in everyday life? Is it likely that
feedback (in any of its forms) and interaction with native speakers modify
the quality of Second Language Acquisition in ways that are detectable in
brain activity patterns? The Symposium brings together neurolinguists who
have been leading research on these topics since the late Nineties and
theoretical & developmental linguists who are known worldwide for their
research in the field of SLA.

Michael Ullman (Georgetown University)
Lee Osterhout (University of Washington)
Doug Davidson (Basque Center for Cognition, Brain, and Language)
David Green (University College London)
Karsten Steinhauer (McGill University)

Leah Roberts (University of York - discussant)
Jason Rothman (University of Reading - discussant)

Alessandro Benati (Greenwich University)
Stefano Rastelli (University of Pavia)

Alessandro Benati
Professor of Applied Linguistics and Second Language Studies
Director of the Centre for Applied Research and Outreach in Language
Education (CAROLE)
Department of Literature, Language and Theatre
Greenwich Campus, SE10 9LS
Telephone: 020 8331 9048
Email: A.Benati at gre.ac.uk

University of Greenwich, a charity and company limited by guarantee,
registered in England (reg. no. 986729).  Registered office:
Old Royal Naval College, Park Row, Greenwich, London SE10 9LS.

University of Greenwich, a charity and company limited by guarantee,
registered in England (reg. no. 986729).  Registered office:
Old Royal Naval College, Park Row, Greenwich, London SE10 9LS.

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