36.377, Confs: Applied Linguistics; Language Acquisition; Psycholinguistics; Text/Corpus Linguistics / Germany

Tue Jan 28 05:05:05 UTC 2025

LINGUIST List: Vol-36-377. Tue Jan 28 2025. ISSN: 1069 - 4875.

Subject: 36.377, Confs: Applied Linguistics; Language Acquisition; Psycholinguistics; Text/Corpus Linguistics / Germany

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Date: 28-Jan-2025
From: Valentin Werner [valentin.werner at uni-bamberg.de]
Subject: Studying the Language of Young Learners

Studying the Language of Young Learners

Date: 17-Sep-2025 - 18-Sep-2025
Location: Bamberg, Germany
Meeting URL: https://www.ygle.de/outreach

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

Workshop at the University of Bamberg, Germany, 17 to 18 September
2025 as part of the project "Young German Learner English" (funded by
the German Research Foundation; grant DFG 515774206)
Organized by Anna Rosen (University of Freiburg), Robert Fuchs
(University of Bonn) & Valentin Werner (University of Bamberg)
In research on Second Language Acquisition (SLA), and in the domain of
Learner Corpus Research (LCR) specifically, there has been a tendency
to rely on material from advanced learners, often university students,
given their comparatively easy accessibility for researchers (Gilquin,
2015; Plonsky, 2017). In consequence, young(er) second language (L2)
learners, typically found within institutional (secondary school)
contexts, are severely underrepresented (Tracy-Ventura et al., 2021).
However, this underrepresented group is of great theoretical
significance (Myles, 2015, 2021), as these learners exemplify
foundational learning stages. They are also of applied interest in
language education, as vastly more monetary and personnel resources
are devoted to teaching languages in schools than at universities. As
a consequence, improvements in teacher education and teaching
practices drawing on insights from SLA and LCR could yield substantial
benefits to society.
In the broader context of calls for more diversity in LCR and SLA
(e.g. Paquot, 2024), this workshop is intended as a meeting ground for
researchers who engage with young learner (inter-)language to share
insights from their current projects. We invite single- or
multiple-authored papers on relevant empirical research and encourage
contributions that, for instance,
- analyze and interpret patterns found in young learner
(inter-)language;
- illustrate (young) learner trajectories;
- compare and contrast data from L1 and L2 learners;
- work with innovative tasks for data elicitation;
- triangulate approaches (e.g. corpus-based and experimental or
questionnaire-based ones).
The workshop will feature two keynotes by
- Shin’ichiro Ishikawa (University of Kobe, Japan), leader of the
ICNALE project
- Olga Lopopolo (Eurac Research, Bolzano, Italy), co-compiler of the
LEONIDE corpus
Moreover, all participants will be invited to interact in a
collaborative breakout session on future challenges and trends in
research on young learners.
We encourage submissions by emerging (non-tenured) researchers and
will award a best paper prize among those eligible. The working
language of the event is English, and we are open to contributions on
all target languages. The workshop is primarily an in-person event,
but we may accept a limited number of online contributions. This
workshop is co-located with the summer school "Methods and
Developments in Learner Corpus Research".
The focus of papers should lie primarily on empirical results and
their interpretation. Specific methodological issues, which may be at
stake in research on young learner language, will be addressed in a
second workshop, planned for 2026.
Please submit your abstracts (in the range of 400–500 words +
potentially a data table or figure for illustration + references;
please use APA style) before 31 March 2025 at
https://easyabs.linguistlist.org/conference/SLYL/. You will receive
feedback on acceptance in May 2025.
References
Gilquin, G. (2015). From design to collection of learner corpora. In
S. Granger, G. Gilquin & F. Meunier (Eds.), The Cambridge Handbook of
Learner Corpus Research (pp. 9–34). Cambridge University Press.
Myles, F. (2015). SLA theory and Learner Corpus Research. In S.
Granger, G. Gilquin & F. Meunier (Eds.), The Cambridge Handbook of
Learner Corpus Research (pp. 309–331). Cambridge University Press.
Myles, F. (2021). Commentary: An SLA perspective on Learner Corpus
Research. In B. Le Bruyn & M. Paquot (Eds.), Learner Corpus Research
Meets Second Language Acquisition (pp. 258–273). Cambridge University
Press.
Paquot, M. (2024). Learner corpus research: A critical appraisal and
roadmap for contributing (more) to SLA research agendas. Corpus
Linguistics and Linguistic Theory, 20(3), 567–590.
Plonsky, L. (2017). Quantitative research methods in instructed SLA.
In S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed
Second Language Acquisition (pp. 505–521). Routledge.
Tracy-Ventura, N., Paquot, M. & Myles, F. (2021). The future of
corpora in SLA. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge
Handbook of Second Language Acquisition and Corpora (pp. 409–424).
Routledge.

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