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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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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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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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