CELM

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HoLLTnet international meeting:

‘Bi/Multilingualism and the History of Language Learning and Teaching’

University of Reading, United Kingdom, 6-7 July 2018

HoLLTnet (www.hollt.net) is a Research Network of AILA (L’Association Internationale de Linguistique Appliquée). The Research Network was founded in 2015 to stimulate research
into the history of language learning and teaching within applied linguistics internationally.
Building on several successful previous colloquia (www.hollt.net/events.html), this
international conference aims to situate the history of language learning and teaching in the
wider context of multilingualism across time and space. Possible topics for contributions
include, but are not limited to:

  • Bi/Multilingual dictionaries, grammars and other language-learning materials
  • Language learning and teaching in multilingual communities
  • Scholars of classical languages as learners of modern languages, and vice versa
  • Language learning and teaching in colonial contexts
  • The role of L1 in foreign language teaching
  • Polyglottism in the history of language learning
  • The role of translation and bilingual texts in language learning
  • Non-native speaker teachers in the history of language learning

All papers should be based on historical research.

If you would like to be considered for participation in the colloquium, please send your
presentation title, your name, email address, institutional affiliation, and a 250-word abstract
to r.mairs@reading.ac.uk by 23 February 2018. Those sending proposals will be notified of
the outcome as soon as possible after that date.

Further information on conference registration for those not presenting papers will be
circulated in due course.

The event has been made possible by the generous support of the Centre for Literacy and Multilingualism and Department of Classics at the University of Reading. The university campus has quick and convenient transport links to London and Heathrow and Gatwick Airports. More information on getting to campus. 

Dr Rachel Mairs, Associate Professor of Classical and Near Eastern Studies, University of
Reading

Dr Richard Smith, University of Warwick, and Professor Giovanni Iamartino, University of
Milan, Joint convenors, AILA Research Network on History of Language Learning and
Teaching

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CeLM Seminar

 

Cross-talk between language and executive control in neurodegenerative diseases

 by   Marco Calabria (Center for Brain and Cognition, Pompeu Fabra University, Spain, Barcelona)

Date                     Tues 6th March 2018

Time                     16h15 – 17h15

Venue                  Edith Morley 124

The control mechanisms that supervise the orchestration of the linguistic processes seem to be related to the executive control system. In the context of bilingualism, the interaction between control and linguistic processes is especially apparent as bilinguals need to avoid the potential interference from the irrelevant language. Despite the research is now providing more and more evidence on the cross-talk of these two domains, it remains unclear the nature of the underlying common mechanisms. In my talk I will try to show how the research with bilingual speakers with neurodegenerative diseases may contribute to the debate on the ‘domain-specific’ vs. ‘domain-general’ nature of the control mechanisms. I will show evidence of associations vs. dissociations of deficits from single-case and group studies of bilingual patients with  Parkinson’s or Huntington’s disease to define a more comprehensive framework that includes sub-components of processes. Finally, the potential implications of the non-linguistic control will be also discussed for bilingual aphasia.

 

 

 

 

 

 

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In recent years, a number of specialist fonts have been developed which claim to help people with dyslexia to read more easily and fluently. The main idea is that by increasing space between letters and designing letters that are distinctive in terms of their height and shape, letters will be less confusable (for example letters such as b and d which are identical when reversed) and therefore reading can progress more easily. Sounds plausible, doesn’t it?

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CeLM Seminar

 

“People who learn German like shouting because that’s what Germans do”

 

by           Heike Krüsemann (University of Reading)

 

Date                     Tues 9th January 2018

Time                     16h15 – 17h15

Venue                  Palmer G04

 

This paper is based on a mixed methods PhD project which explored how German is conceptualised and represented in UK school settings and the press, and investigated the relationship between discourses around German, learner motivation and uptake of German in UK secondary schools. The participants of the study were 13-15 year old German learners from a range of UK secondary schools who had all recently made a decision regarding their future German-learning, as well as German teachers and head teachers. Underpinned by a multi-disciplinary theoretical framework, the research instruments (learner questionnaires and focus groups) were designed to probe students’ beliefs and attitudes through metaphor elicitation as well as more traditional Likert-type items. The learner data were coded into framing categories before the results were related to both German-continuers’ and German-droppers’ macro-context, such as their socio-economic background. Adolescent German-learners’ discourses around German were then compared those of teachers and head teachers (elicited through interviews), and with wider discourses currently in circulation. For this purpose, a specialised corpus of 40.000+ articles on German, the Germans and Germany from a range of UK national newspapers was compiled, and methods from the field of corpus-assisted discourse studies (CADS) employed for its analysis. Through its exploration of the relationship between public linguistic patterns around German, the Germans and Germany with those found in grassroots discourses by key players (learners and teachers) in school settings, the study links grassroots and societal attitudes towards German with questions about the future of German-learning in UK secondary schools.

 

Heike Krüsemann | Research Assistant and PhD Researcher | University of Reading, Institute of Education, London Road Campus, building L33 room 115, 4 Redlands Road, Reading, RG1 5EX | + 44(0) 118 378 2645 | h.kruesemann@reading.ac.uk | http://germanintheuk.com | https://twitter.com/HeikeKruesemann

 

 

 

 

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 by           Jon Andoni Duñabeitia (BCBL)

http://www.bcbl.eu/people/staff/jon-andoni-dunabeitia/

Date                     Tues 14th November 2017

Time                     16h15 – 17h15

Venue                  Edith Morley 127

Native languages are typically acquired in emotionally neutral academic environments. As a consequence of this difference, it has been suggested that bilinguals’ emotional reactivity in foreign language contexts is reduced as compared to native language contexts. In this talk I will present different studies that demonstrate how pervasive foreign language effects can be and how they can alter seemingly automatic responses that are of clear importance in our daily life. I will also discuss some of the limits of these effects and I’ll provide some ideas to counteract these effects by adopting new educational approaches in foreign language teaching.Griswlod, A. (2016). http://www.scientificamerican.com/article/for-children-with-autism-multiple-languages-may-be-a-boon/

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CeLM Seminar Series

“Bilingual reference production: A multifactorial approach.”

Jacopo Torregrossa, University of Hamburg

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CeLM Seminar Series

“Intergenerational language attrition and loss in bilingual families in Europe: A threat to Harmonious Bilingual Development.”

Annick De Houwer, University of Erfurt

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CeLM Seminar Series

” A Cantonese AphasiaBank with multi-faceted and multi-modal annotation of linguistic and gestural information of aphasic narratives: A database to facilitate cross-linguistic studies”

Anthony Pak Hin Kong, University of Central Florida

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CeLM Seminer Series

Asymmetries in phonological representation and processing

Adhiti Lahiri (Oxford University)

The speaker-listener interaction is problematic since pronunciation of words is inevitably variable. No word is ever uttered in an identical fashion even by the same speaker. Models of word recognition vary in their assumptions about how words are represented in the mental lexicon, how much detail is stored, and how the speech signal is mapped on to the lexicon. The Featurally Underspecified Lexicon (FUL) claims that some variability problems can be resolved by assuming that the representation of words is phonologically sparse. Privative underspecified feature representations, which account for a number of asymmetries that are typical and pertinacious in synchronic and diachronic phonological systems, are also responsible for asymmetries in word recognition. These features, extracted from the signal, are then mapped on to the lexical representation using a  three-way matching logic of “match, mismatch, no-mismatch“. The talk will present a phonological sketch of the model along with evidence from a series of psycholinguistic and neurolinguistic experiments on German, English, Swedish and Bengali.

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CeLM Seminar Series

What it’s like to be an academic these days, as revealed by changing writing practices

by David Barton (Lancaster University)

Date                     Wed 22nd February 2017

Time                     15h00 – 16h30

Venue                  CHANCELLORS-100

Academics seem to be getting busier: they are having more demands placed upon them; they are carrying out a wider variety of writing tasks; and boundaries between work and not-work are collapsing. This paper explores the extent to which this is happening and the role of the digital world in such changes, drawing upon a recent ESRC study The Dynamics of Knowledge Creation: Academics’ Writing Practices in the Contemporary University Workplace. Working across 3 disciplines in 3 universities in England, the study documents the diversity of writing practices including writing for research, for teaching, for administration and for impact. It draws on a range of methods including techno-biographical interviews, observations and tracking of specific events, discussions around pieces of writing and auto-ethnographic investigations of the research team’s own practices.

As a way of understanding how academics experience and respond to change this paper will concentrate on the role of new technologies and examine Affect – the strong the strong feelings which academics express about their digital lives. For example they loved or hated Twitter, Skype, PowerPoint and, above all, email. Focusing on affect was a good way to engage people and it proved very revealing about changes in practices. Such examples of affect enabled us to see other issues and to explore a central question of how digital communications technologies are shaping academics writing practices. Each person seemed to have a personal profile of what devices and platforms they utilized. Through analyzing these, we see individual routes to common ends in their work lives along with stresses and tensions in contemporary academic life.

 

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