TEACHING COURSE at the LOT Summer School (9–13 July 2012)
A training school in Bilingual SLI sponsored by COST Action IS0804 "Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment" as part of the Netherlands National Graduate School of Linguistics, the LOT Summer School 2012.
This summer school for the training of graduate students in the study of Bilingual SLI is scheduled for 9–13 July 2012. The school will take place at conference center 'De Baak' in Driebergen (near Utrecht), and will be hosted by the Utrecht Institute of Linguistics OTS.
The following courses will be offered by members of the biSLI Action:
Courses in COST training school within LOT summer school (July 8-13, Utrecht)
Cognitive processes in bilinguals
Growing evidence suggests that even relatively short exposure to a foreign language leaves traces in the mind and brain that cannot be ignored. On one hand, psycholinguistic research has accumulated compelling evidence for the claim that both languages in the bilingual mind are active regardless of the intention or requirement to use one language alone and even when the bilingual is highly proficient in both languages. On the other hand, evidence from developmental and cognitive studies show that regular use of two languages enhances the ability to control cognitive processes in children and young adults, and helps offset age-related decline in cognitive control. Is there a causal link between bilingual language control and the reported gains and costs of bilingualism?
Challenges to Language Acquisition: Bilingual Specific Language Impairment
Second language learners have been found to produce structures that resemble Specific Language Impairment (SLI), depending on a variety of factors, including age of acquisition, and grammatical properties of L1 and L2. Naturally, a child who is SLI can also be an L2 speaker. The course will focus on language acquisition by children diagnosed for Specific Language Impairment (SLI), with special emphasis on bi-lingual development in this population. The course will cover the acquisition of morpho- syntax, the lexicon, long distance syntactic relations, and narrative abilities.
Implicit Learning and Second Language Acquisition
This course offers an introduction to the implicit and explicit learning of languages, with a special emphasis on second language (L2) acquisition. We will concentrate on key questions such as the following: Can we acquire a novel language without becoming aware of what we have learned? How do we distinguish implicit and explicit L2 knowledge? How is implicit knowledge represented in the mind (rules, chunks, patterns, etc.)? What aspects of the L2 can be learned implicitly? How do implicit and explicit knowledge/learning interact? What is the role of individual differences in implicit and explicit L2 learning? What is more effective, “implicit” or “explicit” instruction?
The focus will be on research produced within cognitive psychology (especially Artificial Grammar Learning), developmental psychology (especially statistical learning), and applied linguistics.
Theo Marinis & Vicky Chondrogianni
Masterclass - Designing sentence processing studies for children
We will accept a maximum of 12 PhD students for this masterclass. Registration for this course requires participants to submit a short summary of their research. We will select the participants on the basis of their research summary. The masterclass will consist of presentations and discussions provided by the participants and moderated by us. You will be asked to give a presentation on your own research design, results, and progress. Once accepted to present, you will be contacted by us on the presentation schedule and other practicalities.
The masterclass will deal with experimental designs for sentence processing studies with children. We will provide some guidelines about experimental design together with some core readings before the masterclass. Students are expected to present current experiments they have designed and are using, but also bring ideas about experiments they would like to design and implement. Students who haven’t used sentence processing experiments before can present their ideas about possible future experiments. The presentations should include the aims of the study and the motivation, research questions, design, analysis, and interpretation of results.
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