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We are delighted to welcome gyuest speaker Professor Matthew Cobb, Professor of Zoology at University of Manchester to deliver this year’s Cole Lecture

Where do we come from? For thousands of years we really had no clue. In the mid-seventeenth century, human eggs and sperm were discovered but their role wasn’t understood for another 180 years. Professor Matthew Cobb will describe how these amazing discoveries were made, and how rivalry spilled over into enmity.

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Academia/industry Careers event

6th September 2017

Programme includes:

  • Research careers panel: find out what it’s really like from researchers in different roles in Industry, Academia and government research
  • Alternative careers panel: what else is out there? Hear about science communications, policy, clinical trials management and more
  • Becoming a group leader: what’s it like in different environments?
  • Keynote from Simon Lovestone: hear about his career journey, and how best to work with people from every sphere to push dementia research forward
  • Posters & Networking: Discover local research from academia and industry

Contact:

Francesca Nicholls
francesca.nicholls@psych.ox.ac.uk

Mark Dallas
M.Dallas@reading.ac.uk

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This free event organised by the Centre for Literacy and Multilingualism (CeLM) will bring together researchers and practitioners from France, the UK, and the USA who work with bilingual children with language impairment. The workshop will address the challenge of identifying language impairment in bilingual children. It will illustrate assessment material for bilingual children, explore the use of parent and teacher interviews, standardized tests, and narrative language sampling to support clinical decision making regarding diagnosis and intervention processes. Attendees will interpret standardized test data and use assessment protocols for making decisions based on language sampling that can be employed in everyday practice with bilingual children.

Maximum number of attendees: 40

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This free event will look into contemporary suggestions about the neuroprotective effects of bi-/multilingualism against brain decline in healthy and patient populations. It will bring together early career and established researchers in the fields of second language acquisition and cognitive/clinical neuroscience, and will comprise a state-of-the-art snapshot in the field, as well as discuss potential future directions for research.

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‘Fine-grained patterns of language use contribute to variance in bilingual language processing.’

Joanna John, University of Reading

3-4.15pm

‘Effect of socio-economic status on cognitive control in non-literate bilingual speakers.’

Dr Vishnu Kaleeckal Krishnankutty Nair, Flinders University, Australia

4.15 – 5.30pm

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‘How do you read a language you can’t hear? Insights into literacy from children who are deaf.’

Mairead McSweeney, University College London

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Linking Formal Instruction with Second Language Processing:

A Meta-analysis of Processing Instruction Research (1993-2016)

By

Michael J. Leeser, Florida State University (USA)

Almost 25 years ago, VanPatten and Cadierno (1993) argued that most language instruction was product oriented and did not take into account the underlying processes involved in second language acquisition. Since the publication of that seminal paper, nearly 80 published studies have appeared investigating the effects of processing instruction (PI), which is a type of instructional intervention that seeks to alter or to improve second language learners’ non-optimal input processing strategies so that learners are more likely to make correct form-meaning connections during comprehension. In this presentation, I will provide an overview of PI, discuss the ways in which PI differs from other types of form-focused instruction, and present the findings of a research synthesis and meta-analysis of the almost 80 quantitative PI studies that have been conducted between 1993 and 2016. In addition to evaluating the overall effectiveness of PI, the meta-analysis considers the ways in which processing problems associated with morpho-syntactic structures (and other variables) may mediate the effectiveness of PI. Finally, I explore avenues of future research for relating formal instruction to processing issues in second language acquisition.

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‘Can people with developmental disorders function successfully as bilinguals?’

Napoleon Katsos, University of Cambridge

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CeLM Seminars

Forum – Language teaching and learning

Discussions on issues related to language teaching and learning with the aim to bring together language practitioners at ISLI and CeLM members who do research on language acquisition, identify research agendas from the language teaching and learning perspective, link theory to practice and foster collaboration within CeLM.

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