Contents
Displaying 5091-5100 of 28843 results.
Contentid:
5307
Content Type: 1
Title: On-line Children’s Books
Body: The International Children’s Digital Library includes 1583 books in 37 languages. Languages include Afrikaans, Albanian, Arabic, Chinese, Croatian, Czech, Dutch, English, Filipino/Tagalog, Finnish, French, German, Greek, Hebrew, Hungarian, Indonesian, Italian, Japanese, Korean, Macedonian, Malay, Maori, Mongolian, Persian/Farsi, Polish, Portuguese, Romanian, Russian, Serbian, Shona, Slovenian, Spanish, Swahili, Swedish, Tamil, Turkish, Vietnamese, and Yiddish. Digital versions of books are available for on-line reading at http://www.childrenslibrary.org .
Source: http://www.icdlbooks.org
Inputdate: 2006-11-10 01:51:56
Lastmodifieddate: 2006-11-10 01:51:56
Expdate:
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: On-line Children’s Books
Body: The International Children’s Digital Library includes 1583 books in 37 languages. Languages include Afrikaans, Albanian, Arabic, Chinese, Croatian, Czech, Dutch, English, Filipino/Tagalog, Finnish, French, German, Greek, Hebrew, Hungarian, Indonesian, Italian, Japanese, Korean, Macedonian, Malay, Maori, Mongolian, Persian/Farsi, Polish, Portuguese, Romanian, Russian, Serbian, Shona, Slovenian, Spanish, Swahili, Swedish, Tamil, Turkish, Vietnamese, and Yiddish. Digital versions of books are available for on-line reading at http://www.childrenslibrary.org .
Source: http://www.icdlbooks.org
Inputdate: 2006-11-10 01:51:56
Lastmodifieddate: 2006-11-10 01:51:56
Expdate:
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5308
Content Type: 1
Title: What to Do with Songs, Part 1
Body: Part 1: Listening Activities for Whole Classes CLOZE ACTIVITY Any song can be prepared with words blanked out and a word bank posted at the bottom of the page. Good idea to place a couple confusers in the bank, or just a couple extra words. Even better if all the blanked words can be related--all verbs, all adjectives, all key words for the theme of the song. You decide. Helps to number the blanks for class discussion. SCRAMBLE/UNSCRAMBLE Thank you, my computer. After you type in the lyrics of a song in verses and chorus, use your computer to move lines around within each verse and chorus. Thus line 1 is 3, line 4 is 1, and so on. Type a short underline, about four spaces, before each line of the song so students have a place to write numbers. I prefer to tell students that when we listen to the song they have to number each verse and chorus beginning again at one. Otherwise, it can get too complicated to number consecutively from 1 to 16, 20, 24, or whatever--too much leeway for mistakes and frustration. STRIP UNSCRAMBLE Don't get excited. Print the song in larger print on various colors of paper. Cut each sheet of paper individually into strips according to the lines of the song. Mix 'em up, just strips from one paper, and put in baggies or envelopes. Have pairs or trios of students listen and put the strips in order on a desktop or table. ANNE-MARIE'S SCRAMBLE Give each trio of kids the bag of strips and have them divide it up. (Here's why colored paper helps.) Play the song; Anne-Marie likes fast songs best for this. When each student hears a line that they're holding, they just throw it down on the floor. I generally have 'em stand around a desk or table, and then I beg everyone to be really careful to pick up and rebag ALL the strips. Coming next week, Part 2: Highlighting Grammar and New Vocabulary Barabe, B. WHAT TO DO WITH SONGS. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (4 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-11-10 01:53:50
Lastmodifieddate: 2006-11-10 01:53:50
Expdate:
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: What to Do with Songs, Part 1
Body: Part 1: Listening Activities for Whole Classes CLOZE ACTIVITY Any song can be prepared with words blanked out and a word bank posted at the bottom of the page. Good idea to place a couple confusers in the bank, or just a couple extra words. Even better if all the blanked words can be related--all verbs, all adjectives, all key words for the theme of the song. You decide. Helps to number the blanks for class discussion. SCRAMBLE/UNSCRAMBLE Thank you, my computer. After you type in the lyrics of a song in verses and chorus, use your computer to move lines around within each verse and chorus. Thus line 1 is 3, line 4 is 1, and so on. Type a short underline, about four spaces, before each line of the song so students have a place to write numbers. I prefer to tell students that when we listen to the song they have to number each verse and chorus beginning again at one. Otherwise, it can get too complicated to number consecutively from 1 to 16, 20, 24, or whatever--too much leeway for mistakes and frustration. STRIP UNSCRAMBLE Don't get excited. Print the song in larger print on various colors of paper. Cut each sheet of paper individually into strips according to the lines of the song. Mix 'em up, just strips from one paper, and put in baggies or envelopes. Have pairs or trios of students listen and put the strips in order on a desktop or table. ANNE-MARIE'S SCRAMBLE Give each trio of kids the bag of strips and have them divide it up. (Here's why colored paper helps.) Play the song; Anne-Marie likes fast songs best for this. When each student hears a line that they're holding, they just throw it down on the floor. I generally have 'em stand around a desk or table, and then I beg everyone to be really careful to pick up and rebag ALL the strips. Coming next week, Part 2: Highlighting Grammar and New Vocabulary Barabe, B. WHAT TO DO WITH SONGS. Foreign Language Teaching Forum listserv. FLTEACH@LISTSERV.BUFFALO.EDU (4 Nov. 2006).
Source: FLTEACH
Inputdate: 2006-11-10 01:53:50
Lastmodifieddate: 2006-11-10 01:53:50
Expdate:
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5309
Content Type: 1
Title: Tsimshianic Languages Discussion List
Body: From http://listserv.linguistlist.org/cgi-bin/wa?A2=ind0611A&L=linguist&P=R5098 The purpose of The Tsimshianic Languages Discussion List is to provide a forum for those working on any of the Tsimshianic languages to discuss, exchange ideas, and share any aspects of their research with the others working on these languages. The main focus is on linguistic research (from any domain). However, we definitely welcome all areas of language study - from history and culture, to education and language preservation/revitalization - both formal/academic and community work. And as the list title suggests, work on any of the Tsimshianic languages or dialects is of interest. For subscription instructions, visit http://listserv.linguistlist.org/cgi-bin/wa?A2=ind0611A&L=linguist&P=R5098 .
Source: LINGUIST List
Inputdate: 2006-11-10 01:55:29
Lastmodifieddate: 2006-11-10 01:55:29
Expdate:
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Tsimshianic Languages Discussion List
Body: From http://listserv.linguistlist.org/cgi-bin/wa?A2=ind0611A&L=linguist&P=R5098 The purpose of The Tsimshianic Languages Discussion List is to provide a forum for those working on any of the Tsimshianic languages to discuss, exchange ideas, and share any aspects of their research with the others working on these languages. The main focus is on linguistic research (from any domain). However, we definitely welcome all areas of language study - from history and culture, to education and language preservation/revitalization - both formal/academic and community work. And as the list title suggests, work on any of the Tsimshianic languages or dialects is of interest. For subscription instructions, visit http://listserv.linguistlist.org/cgi-bin/wa?A2=ind0611A&L=linguist&P=R5098 .
Source: LINGUIST List
Inputdate: 2006-11-10 01:55:29
Lastmodifieddate: 2006-11-10 01:55:29
Expdate:
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5310
Content Type: 1
Title: Italian Pilot Test Opportunity
Body: From http://caslspilot.uoregon.edu The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center at the University of Oregon, invites you to pilot an online reading and speaking assessment in Italian. This pilot test, appropriate for high school and college students, utilizes real-life tasks in order to assess students’ ability to use the language. By participating in the pilot, you and your students will take part in a state-of-the-art assessment free of charge. Your students will have the opportunity to improve their test taking skills and to prepare for future online assessments. Best of all, you will be able to help shape the Italian assessment; your input will be taken into consideration during the final test construction. For more information, visit our introductory site at http://caslspilot.uoregon.edu or contact Mandy Lindgren, pilot coordinator, at italtest@uoregon.edu or 541-346-5699. Please share this announcement with others in the Italian community who may be interested in this opportunity.
Source: Center for Applied Second Language Studies
Inputdate: 2006-11-10 01:58:01
Lastmodifieddate: 2006-11-10 01:58:01
Expdate: 2007-03-31 00:00:00
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Italian Pilot Test Opportunity
Body: From http://caslspilot.uoregon.edu The Center for Applied Second Language Studies (CASLS), a National Foreign Language Resource Center at the University of Oregon, invites you to pilot an online reading and speaking assessment in Italian. This pilot test, appropriate for high school and college students, utilizes real-life tasks in order to assess students’ ability to use the language. By participating in the pilot, you and your students will take part in a state-of-the-art assessment free of charge. Your students will have the opportunity to improve their test taking skills and to prepare for future online assessments. Best of all, you will be able to help shape the Italian assessment; your input will be taken into consideration during the final test construction. For more information, visit our introductory site at http://caslspilot.uoregon.edu or contact Mandy Lindgren, pilot coordinator, at italtest@uoregon.edu or 541-346-5699. Please share this announcement with others in the Italian community who may be interested in this opportunity.
Source: Center for Applied Second Language Studies
Inputdate: 2006-11-10 01:58:01
Lastmodifieddate: 2006-11-10 01:58:01
Expdate: 2007-03-31 00:00:00
Publishdate: 2006-11-13 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5311
Content Type: 1
Title: New Book: Educating for Advanced Foreign Language Capacities
Body: From http://press.georgetown.edu/detail.html?id=158901118x Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment Edited by Heidi Byrnes, Heather D. Weger-Guntharp, and Katherine A. Sprang Advanced language learning has only recently begun to capture the interest and attention of applied linguists and professionals in language education in the United States. In this breakthrough volume, experts in the field lay the groundwork for approaching the increasingly important role of advanced language learning in the larger context of multilingual societies, globalization, and security. This volume presents both general and theoretical insights and language-specific considerations in college classrooms spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian. For more information and to view sample content on-line, visit http://press.georgetown.edu/detail.html?id=158901118x .
Source: Georgetown University Press
Inputdate: 2006-11-19 08:37:16
Lastmodifieddate: 2006-11-19 08:37:16
Expdate:
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: New Book: Educating for Advanced Foreign Language Capacities
Body: From http://press.georgetown.edu/detail.html?id=158901118x Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment Edited by Heidi Byrnes, Heather D. Weger-Guntharp, and Katherine A. Sprang Advanced language learning has only recently begun to capture the interest and attention of applied linguists and professionals in language education in the United States. In this breakthrough volume, experts in the field lay the groundwork for approaching the increasingly important role of advanced language learning in the larger context of multilingual societies, globalization, and security. This volume presents both general and theoretical insights and language-specific considerations in college classrooms spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian. For more information and to view sample content on-line, visit http://press.georgetown.edu/detail.html?id=158901118x .
Source: Georgetown University Press
Inputdate: 2006-11-19 08:37:16
Lastmodifieddate: 2006-11-19 08:37:16
Expdate:
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5312
Content Type: 1
Title: American Council on Immersion Education Newsletter
Body: From the Center for Advanced Research on Language Acquisition, http://www.carla.umn.edu The fall issue of the ACIE Newsletter has just been published. It includes the following articles: * Best Practices: Paradigms of Participation * Research Reports: Assessing the Effect of Foreign Language Immersion Programs on Intercultural Sensitivity and Evaluating Vancouver's Peer Tutoring Literacy Program * ACIE Guest Interview: Learning Cross-Cultural Competencies: An Interview with a Cross-Cultural Trainer * ACIE News: CARLA's Immersion Project Celebrates Renewed Funding * The Bridge from Research to Practice: Vancouver's Peer Tutoring Literacy Program Each fall CARLA sends a copy of the ACIE Newsletter to all ACIE members and to those on the CARLA database who have indicated an interest in immersion education. CARLA also sends out copies of the fall ACIE Newsletter to all immersion schools listed on the database maintained by the Center for Applied Linguistics. The winter and spring editions of the Newsletter are sent to ACIE members only. An archive of articles published by ACIE is maintained by CARLA. Immersion Project staff recently reorganized the ACIE archive to make it easier for users to search for and retrieve information housed in this extensive collection of past ACIE articles. Articles available online include “Secondary Immersion,” “Strategies for Helping Underperforming Immersion Learners Succeed,” “Equalizing the Status of Both Languages in a Dual Immersion School,” and “Types of Immersion Education: An Introduction.” See: http://www.carla.umn.edu/immersion/acie/index.html .
Source: CARLA
Inputdate: 2006-11-19 08:40:46
Lastmodifieddate: 2006-11-19 08:40:46
Expdate: 2006-12-31 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: American Council on Immersion Education Newsletter
Body: From the Center for Advanced Research on Language Acquisition, http://www.carla.umn.edu The fall issue of the ACIE Newsletter has just been published. It includes the following articles: * Best Practices: Paradigms of Participation * Research Reports: Assessing the Effect of Foreign Language Immersion Programs on Intercultural Sensitivity and Evaluating Vancouver's Peer Tutoring Literacy Program * ACIE Guest Interview: Learning Cross-Cultural Competencies: An Interview with a Cross-Cultural Trainer * ACIE News: CARLA's Immersion Project Celebrates Renewed Funding * The Bridge from Research to Practice: Vancouver's Peer Tutoring Literacy Program Each fall CARLA sends a copy of the ACIE Newsletter to all ACIE members and to those on the CARLA database who have indicated an interest in immersion education. CARLA also sends out copies of the fall ACIE Newsletter to all immersion schools listed on the database maintained by the Center for Applied Linguistics. The winter and spring editions of the Newsletter are sent to ACIE members only. An archive of articles published by ACIE is maintained by CARLA. Immersion Project staff recently reorganized the ACIE archive to make it easier for users to search for and retrieve information housed in this extensive collection of past ACIE articles. Articles available online include “Secondary Immersion,” “Strategies for Helping Underperforming Immersion Learners Succeed,” “Equalizing the Status of Both Languages in a Dual Immersion School,” and “Types of Immersion Education: An Introduction.” See: http://www.carla.umn.edu/immersion/acie/index.html .
Source: CARLA
Inputdate: 2006-11-19 08:40:46
Lastmodifieddate: 2006-11-19 08:40:46
Expdate: 2006-12-31 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5313
Content Type: 1
Title: Call for Proposals: ACTFL 2007
Body: ACTFL 2007: Annual Convention and Exposition, November 15-18, 2007, San Antonio, TX Bridging Cultures through Languages Submission Deadline: December 15, 2006 The 41st Convention of the American Council on the Teaching of Foreign Languages (ACTFL) will be Friday, November 16 (Pre-Convention Workshops scheduled on Thursday, November 15) through Sunday, November 18, 2007 in San Antonio, TX. The ACTFL convention features over 500 educational sessions covering the whole spectrum of the foreign language profession. The entire selection of sessions is designed to provide attendees with an exciting array of sessions and events to celebrate the value of language learning. The convention draws approximately 6,000 attendees and is the only national event bringing together all languages, levels and assignments within the profession. Presenters MUST be available to present any day during the Convention. For more information and to submit an abstract online, visit http://64.112.226.77/one/actfl/actfl07/index.php?cmd=actfl07&id= . ACTFL’s homepage can be viewed at http://www.actfl.org/i4a/pages/index.cfm?pageid=1 .
Source: ACTFL
Inputdate: 2006-11-19 08:43:04
Lastmodifieddate: 2006-11-19 08:43:04
Expdate: 2006-12-16 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Proposals: ACTFL 2007
Body: ACTFL 2007: Annual Convention and Exposition, November 15-18, 2007, San Antonio, TX Bridging Cultures through Languages Submission Deadline: December 15, 2006 The 41st Convention of the American Council on the Teaching of Foreign Languages (ACTFL) will be Friday, November 16 (Pre-Convention Workshops scheduled on Thursday, November 15) through Sunday, November 18, 2007 in San Antonio, TX. The ACTFL convention features over 500 educational sessions covering the whole spectrum of the foreign language profession. The entire selection of sessions is designed to provide attendees with an exciting array of sessions and events to celebrate the value of language learning. The convention draws approximately 6,000 attendees and is the only national event bringing together all languages, levels and assignments within the profession. Presenters MUST be available to present any day during the Convention. For more information and to submit an abstract online, visit http://64.112.226.77/one/actfl/actfl07/index.php?cmd=actfl07&id= . ACTFL’s homepage can be viewed at http://www.actfl.org/i4a/pages/index.cfm?pageid=1 .
Source: ACTFL
Inputdate: 2006-11-19 08:43:04
Lastmodifieddate: 2006-11-19 08:43:04
Expdate: 2006-12-16 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5314
Content Type: 1
Title: Call for Papers: Kentucky Foreign Language Conference
Body: From http://www.uky.edu/AS/KFLC/2007-CFP.htm Kentucky Foreign Language Conference is proud to announce special sessions devoted to the presentation of scholarly research in the area of Second Language Acquisition as it relates to the acquisition of languages other than English. Abstracts are invited in all areas and aspects of Second Language Acquisition including, but not limited to: • naturalistic and classroom-based research using data from experimental, observational, and/or questionnaire research • cognitive, socio-cultural, and generative approaches to SLA • research design in SLA • interlanguage development and variation • assessment of language learning outcomes • pedagogical research with implications for classroom-based, instructed SLA • acquisition of L2 pragmatic, sociolinguistic, and cultural competencies • heritage language and/or second dialect acquisition and pedagogy • corpus-based and computational approaches to the study of SLA Sessions are 20 minutes followed by a 10 minute questions & answer period. In addition to individual abstracts for paper presentations, proposals will be considered for complete panels of five papers organized around a common theme. Deadline for submission of abstracts and panel proposals is 1 December 2006. For submission guidelines, visit http://www.uky.edu/AS/KFLC/IMAGES/KFLCSLACall-AllOnlineNEW.pdf . For more information about the conference, visit http://www.uky.edu/AS/KFLC/welcome.htm .
Source: University of Kentucky
Inputdate: 2006-11-19 08:45:19
Lastmodifieddate: 2006-11-19 08:45:19
Expdate: 2006-12-02 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Papers: Kentucky Foreign Language Conference
Body: From http://www.uky.edu/AS/KFLC/2007-CFP.htm Kentucky Foreign Language Conference is proud to announce special sessions devoted to the presentation of scholarly research in the area of Second Language Acquisition as it relates to the acquisition of languages other than English. Abstracts are invited in all areas and aspects of Second Language Acquisition including, but not limited to: • naturalistic and classroom-based research using data from experimental, observational, and/or questionnaire research • cognitive, socio-cultural, and generative approaches to SLA • research design in SLA • interlanguage development and variation • assessment of language learning outcomes • pedagogical research with implications for classroom-based, instructed SLA • acquisition of L2 pragmatic, sociolinguistic, and cultural competencies • heritage language and/or second dialect acquisition and pedagogy • corpus-based and computational approaches to the study of SLA Sessions are 20 minutes followed by a 10 minute questions & answer period. In addition to individual abstracts for paper presentations, proposals will be considered for complete panels of five papers organized around a common theme. Deadline for submission of abstracts and panel proposals is 1 December 2006. For submission guidelines, visit http://www.uky.edu/AS/KFLC/IMAGES/KFLCSLACall-AllOnlineNEW.pdf . For more information about the conference, visit http://www.uky.edu/AS/KFLC/welcome.htm .
Source: University of Kentucky
Inputdate: 2006-11-19 08:45:19
Lastmodifieddate: 2006-11-19 08:45:19
Expdate: 2006-12-02 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5315
Content Type: 1
Title: Call for Papers: Conference on Teaching and Learning to Near-Native Levels of Language Proficiency
Body: From http://www.distinguishedlanguagecenters.org/conferences.htm The Spring 2007 Conference on Teaching and Learning to Near-Native Levels of Language Proficiency will be held in Irbid, Jordan as a strand of the Eighteenth International Conference on Language, Linguistics, Literature, and Translation. Date/Time: April 18-20, 2006 Location: Yarmouk University, Irbid, Jordan (arrival city: Amman) Sponsored: Jordan Consortium for Distinguished Language Studies Deadline for abstracts: December 31, 2006 Deadline for papers after notification of approval: February 20, 2007 To read the call for papers and to download a registration form, visit http://www.distinguishedlanguagecenters.org/conferences.htm .
Source: Coalition of Distinguished Language Centers
Inputdate: 2006-11-19 08:48:42
Lastmodifieddate: 2006-11-19 08:48:42
Expdate: 2007-01-01 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Papers: Conference on Teaching and Learning to Near-Native Levels of Language Proficiency
Body: From http://www.distinguishedlanguagecenters.org/conferences.htm The Spring 2007 Conference on Teaching and Learning to Near-Native Levels of Language Proficiency will be held in Irbid, Jordan as a strand of the Eighteenth International Conference on Language, Linguistics, Literature, and Translation. Date/Time: April 18-20, 2006 Location: Yarmouk University, Irbid, Jordan (arrival city: Amman) Sponsored: Jordan Consortium for Distinguished Language Studies Deadline for abstracts: December 31, 2006 Deadline for papers after notification of approval: February 20, 2007 To read the call for papers and to download a registration form, visit http://www.distinguishedlanguagecenters.org/conferences.htm .
Source: Coalition of Distinguished Language Centers
Inputdate: 2006-11-19 08:48:42
Lastmodifieddate: 2006-11-19 08:48:42
Expdate: 2007-01-01 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid:
5316
Content Type: 1
Title: Call for Papers: GLOW XXX: Optionality in the Input: Children's Acquisition of Variable Word Order
Body: From http://www.hum.uit.no/glow/acquisition.htm EXTENDED DEADLINE: DECEMBER 1 While optionality represents a challenge for the description and analysis of adult language, it appears to be a defining characteristic of child language. For example, child languages typically exhibit a great deal of optionality as far as the inclusion of various elements is concerned. Well studied examples of this are Optional Infinitives and Null Subjects in the acquisition of Non-Null-Subject languages. Thus, optionality has received a great deal of attention in language acquisition studies. However, relatively little has been done to study how children deal with optionality in the input. The GLOW workshop on language acquisition invites abstracts that address this topic. This includes questions such as: How do children deal with word order variability in the input? Do they exhibit any preferences in such cases and what kinds of considerations influence their choices? To what extent are children sensitive to the small nuances that appear to govern adult grammars in cases of word order optionality? What, if anything, can language acquisition reveal about cases in which this kind of variation is permitted in the adult language? GLOW XXX will be held in Tromsø on April 12-14, 2007, with three workshops on April 11th. In addition to the acquisition workshop, there will be a syntax workshop on Selective Global Comparison and a phonology workshop on The Structure of Segment Inventories. The general session has no theme; Noam Chomsky will be the keynote speaker. For submission guidelines, visit http://www.hum.uit.no/glow/Call.htm . For more information about the conference, visit http://www.hum.uit.no/glow .
Source: Center for Advanced Study in Theoretical Linguistics , University of Tromsø
Inputdate: 2006-11-19 08:50:54
Lastmodifieddate: 2006-11-19 08:50:54
Expdate: 2006-12-02 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Content Type: 1
Title: Call for Papers: GLOW XXX: Optionality in the Input: Children's Acquisition of Variable Word Order
Body: From http://www.hum.uit.no/glow/acquisition.htm EXTENDED DEADLINE: DECEMBER 1 While optionality represents a challenge for the description and analysis of adult language, it appears to be a defining characteristic of child language. For example, child languages typically exhibit a great deal of optionality as far as the inclusion of various elements is concerned. Well studied examples of this are Optional Infinitives and Null Subjects in the acquisition of Non-Null-Subject languages. Thus, optionality has received a great deal of attention in language acquisition studies. However, relatively little has been done to study how children deal with optionality in the input. The GLOW workshop on language acquisition invites abstracts that address this topic. This includes questions such as: How do children deal with word order variability in the input? Do they exhibit any preferences in such cases and what kinds of considerations influence their choices? To what extent are children sensitive to the small nuances that appear to govern adult grammars in cases of word order optionality? What, if anything, can language acquisition reveal about cases in which this kind of variation is permitted in the adult language? GLOW XXX will be held in Tromsø on April 12-14, 2007, with three workshops on April 11th. In addition to the acquisition workshop, there will be a syntax workshop on Selective Global Comparison and a phonology workshop on The Structure of Segment Inventories. The general session has no theme; Noam Chomsky will be the keynote speaker. For submission guidelines, visit http://www.hum.uit.no/glow/Call.htm . For more information about the conference, visit http://www.hum.uit.no/glow .
Source: Center for Advanced Study in Theoretical Linguistics , University of Tromsø
Inputdate: 2006-11-19 08:50:54
Lastmodifieddate: 2006-11-19 08:50:54
Expdate: 2006-12-02 00:00:00
Publishdate: 2006-11-20 00:00:00
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
