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APLNG Roundtable - October 12

When Oct 08, 2018
from 12:55 PM to 12:55 PM
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PSU Symposium on Child & Adult Language Acquisition

When Oct 04, 2018 12:00 PM to
Oct 05, 2018 06:30 PM
Where Nittany Lion Inn
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Multidisciplinary Approaches to Child and Adult Language Acquisition

When:  October 4 – Poster Session (afternoon)

            October 5 – Symposium (9:00-6:30)

Where: Nittany Lion Inn

We are pleased to announce a symposium on Multidisciplinary Approaches to Child and Adult Language Acquisition, jointly hosted by the Center for Language Acquisition and the Center for Language Science. We have invited six international speakers to highlight this theme with us from a variety of perspectives, including theoretical foundations, first and second language acquisition, bilingualism, cognition, psycholinguistics, and instructed/classroom-based learning.  We invite submissions for posters presentations to take place on the afternoon of Thursday, October 4th, 2018.

Invited speakers

  • Adele Goldberg, Princeton University, USA
  • Kim McDonough, Concordia University, Canada
  • Leah Roberts, University of York, UK
  • Natasha Tokowicz, University of Pittsburgh, USA
  • Sharon Unsworth, Radboud University Nijmegen, Netherlands
  • Nina Vyatkina, University of Kansas, USA

Key dates

  • 1st July 2018: abstract submission deadline
  • August 2018: notification of acceptance
  • 1st July 2018: registration starts
  • 4-5 October 2018: symposium

Poster abstract submission policy 

Poster proposals should not have been previously published. More than one abstract per author can be submitted. Abstracts should not exceed 300 words (excluding title and optional references). 

To submit an abstract, please visit: https://sites.psu.edu/languageacquisition 

If you have any questions or comments, please contact us at Center4LA@psu.edu

Please share this announcement with others who may be interested!

Migration Studies Meeting: Miso Kim

When Oct 03, 2018
from 12:00 PM to 01:30 PM
Where 7A Sparks
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APLNG Roundtable - September 28

When Sep 28, 2018
from 02:30 PM to 04:00 PM
Where 10 Sparks
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CLA Lecture: Julia Menard-Warwick

When Sep 24, 2018
from 10:00 AM to 11:30 AM
Where Foster Auditorium
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The Center for Language Acquisition is pleased to announce a lecture by

Julia Menard-Warwick
University of California, Davis

""Translating Right on the Spot': Bilingual Paraprofessionals in a Contact Zone School"

Migration Studies Lecture: Jo Angouri

When Sep 19, 2018
from 04:00 PM to 06:00 PM
Where Foster Auditorium
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The Migration Studies Project is pleased to announce a lecture by

Jo Angouri

Department of Applied Linguistics
University of Warwick, UK


"Linguistic Penalty in the Workplace:Language Politics, Social Justice and Access to Work"

 

Migration Studies Lecture: Anna Kaiper

When Sep 05, 2018
from 12:00 PM to 01:30 PM
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The Migration Studies Project is pleased to announce a lecture by

Dr. Anna Kaiper, Associate Director/Assistant Teaching Professor in the Goodling Institute for Family Literacy & Institute for the Study of Adult Literacy at Penn State

who will speak on "(Re)Constructing Identities: South African Domestic Workers, English Language Learning, and Power."

The meeting will be held in Sparks 7A.

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Fall Gathering (Party!) on August 17

When Aug 17, 2018
from 06:00 PM to 08:00 PM
Where Bob Schrauf's house
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All students and faculty are invited to attend the beginning-of-the-year Fall Gathering at Bob Schrauf’s house on August 17 from 6:00-8:00 (after the Town Hall).  Details to follow!

APLNG Roundtable - April 6

When Apr 06, 2018
from 02:30 PM to 04:00 PM
Where 62 Willard
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Spring Semester 2018 Roundtable

When Feb 23, 2018
from 02:30 PM to 04:00 PM
Where 62 Willard
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CRELLT Guest Lecture: Soren Wind Eskildsen

When Jan 25, 2018
from 01:30 PM to 03:00 PM
Where Foster Auditorium
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The Center for Research on English Language Learning and Teaching (CRELLT) is pleased to announce an invited lecture by

Søren Wind Eskildsen (University of Southern Denmark)

"From construction to social action?: The nature of language , L2 learning, and cognition from a usage-based perspective"

Description: This talk is concerned with empirically delineating the nature of language, L2 learning, and
cognition from a usage-based perspective. The fundamental question to be explored is what people
actually learn – and from this empirical basis distil the categories of language, social interaction,
and L2 learning. To this end, I draw on usage-based linguistics (UBL) and ethnomethodological
conversation analysis (EMCA). The two-pronged approach allows me to capture development over
time along two dimensions of L2 learning, namely development of L2 constructional inventories as seen
through the lens of UBL and development of interactional competence as evidenced through
moment-to-moment microanalyses of interactions (EMCA) over time.

Specifically, I trace changes in how L2 speakers put such semiotic resources to use over time.
This can be done in two complementary ways: by tracing changes in the interactional uses of particular
linguistic constructions over time (Markee, 2008; Ishida, 2009; Kim, 2009; Eskildsen, 2011, 2016,
2017; Masuda, 2011; Hauser, 2013; Eskildsen & Wagner, 2015, in press), or by tracing change across
time in people's methods for carrying out particular social actions in talk-in-interaction (Hellermann,
2008; Markee, 2008; Pekarek Doehler, 2010; Kasper & Wagner, 2011; Pekarek Doehler &
(Pochon-)Berger, 2015, 2016).

In doing both, I discuss L2 learning in terms of the following, sometimes overlapping,
phenomena: 1) situated social action; 2) change in accomplishment of social actions; 3)
establishment of a particular expression; 4) change in the deployment of a particular expression; 5)
change in the composition of the expression through pattern expansion (e.g., verb variation); and 6)
change in function through increased structural variation (e.g., emergence of interrogative,
inversion etc.). In so doing, I also delineate concepts such "language", "social action", "cognition",
and "learning" from a usage-based / CA perspective.


Dr. Søren Wind Eskildsen is associate professor in second language (L2) learning at the University of Southern Denmark in Sønderborg. His primary research interest concerns the usage-based processes and practices in second language learning over time as seen through the lenses of usage-based models of language and conversation analysis (e.g. Eskildsen, 2011, 2012). Other interests include the role of gestures in L2 learning (Eskildsen & Wagner, 2015). Professor Eskildsen works with both in- and out-of-class L2 data.

December 1 - Roundtable

When Dec 01, 2017
from 02:30 PM to 04:00 PM
Where 160 Willard Building
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Fall 2017 Roundtable

When Nov 10, 2017
from 02:30 PM to 04:00 PM
Where 160 Willard Building
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Roundtable Oct 27

When Oct 27, 2017
from 02:30 PM to 04:00 PM
Where 160 Willard Building
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Kirby-Greer Endowed Lecture: Terrence Deacon

When Oct 06, 2017
from 03:00 PM to 04:30 PM
Where 113 Carnegie
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The Center for Language Acquisition is pleased to announce this year's Kirby-Greer Endowed Lecture by

Terrence W. Deacon
Professor of Biological Anthropology
University of California, Berkeley

"Universal Grammar: Neither Nature nor Nurture"

 

Terrence W. Deacon will discuss some recent work that takes an unprecedented approach to universal grammar and the poverty of the stimulus argument.  In his discussion, he will focus on symbolic reference and constraints by investigating four main categories:  semiotic constraints, neural processing constraints, evolved sensorimotor schemas and cognitive biases, and pragmatic social communication constraints.

 

Terrence W. Deacon is Professor of Biological Anthropology at University of California, Berkeley, and author of the 1997 book The Symbolic Species: The Coevolution of Language and the Brain and the 2011 book Incomplete Nature: How Mind Emerged from Matter. His work extends from laboratory-based cellular-molecular neurobiology to the study of semiotic processes underlying animal and human communication, especially language.

Migration Studies Session

When Sep 06, 2017
from 12:00 PM to 01:30 PM
Where 7A Sparks Building
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The Migration Studies Project is starting up its annual presentation and discussion series with a talk by Dr. Suresh Canagarajah on "Toward An Expansive Interactional Analysis: Understanding the Competence of Mobile Science Scholars".

Please join us!

Migration Studies Lecture: Ngugi Wa Thiong'O

When Apr 20, 2017
from 05:00 PM to 06:30 PM
Where 121 Sparks
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The Migration Studies Project announces a distinguished lecture by


Ngugi Wa Thiong'O 

on "Language, Literature, and the Globalectic Imagination"


APLNG Roundtable #11

When Mar 31, 2017
from 02:30 PM to 04:00 PM
Where 362 Willard Building
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CLA Speaker Series: Anna Stetsenko

When Mar 29, 2017
from 02:00 PM to 03:30 PM
Where 233B HUB
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The Center for Language Acquisition is pleased to announce an invited lecture by

Professor Anna Stetsenko (Graduate Center, City University of New York) who will speak on

"Agency and Commitment to a Sought-after Future: Reclaiming Activism in Research and Theorizing"

 

Abstract:
Recent advances in research and theories at the intersection of psychology and education have focused on situated, dynamic and culturally mediated processes. However, these approaches rarely address the ethical and axiological dimensions of the dominant onto-epistemologies and, as a result, do not offer sufficient grounds on which to resist current marketization of science and education. This talk will discuss a broadly dialectical-transformative approach, in expanding upon Vygotsky’s project, to address this gap. This approach offers a unique worldview underwritten by an activist stance premised on ideology of equality and social justice. The focus will be on how agency and commitment to a sought-after future are indispensable constituents of theorizing, methodology, and onto-epistemology that always entail and demand activist stance.

APLNG Roundtable #10

When Mar 03, 2017
from 02:30 PM to 04:00 PM
Where 362 Willard Building
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CLA Speaker Series: Peter Smagorinsky

When Feb 22, 2017
from 02:00 PM to 03:30 PM
Where Foster Auditorium
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The Center for Language Acquisition is pleased to present the inaugural lecture in the newly endowed Kirby-Greer Lecture Series.

Peter Smagorinsky (University of Georgia) will speak on "Towards a Social Understanding of Mental Health". 

Professor Smagorinsky will discuss his most recent work in neurodiversity, which has developed from a series of articles to two books: in 2016, "Creativity and community among autism-spectrum youth: Creating positive social updrafts through play and performance;" and in development, "Post-disabilities studies in education: Creating new cultures and environments for accommodating difference." These volumes take a social perspective on disability and disorder, viewing them as relational and situational rather than fixed in pathology. Smagorinsky's talk will center on mental health as both whole-body and environmental and challenge assumptions about how to construct satisfying life pathways for the neurodiverse population.

 

Peter Smagorinsky is Distinguished Research Professor of English Education in the Department of Language and Literacy Education at the University of Georgia.

APLNG Roundtable #9

When Feb 17, 2017
from 02:30 PM to 04:00 PM
Where 362 Willard Building
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CLA Speaker Series: Olga Esteve

When Jan 30, 2017
from 01:30 PM to 03:00 PM
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The Center for Language Acquisition is pleased to announce an invited lecture:


Olga Esteve (Pompeu Fabra University)

"Helping Teachers to Reconceptualize their Teaching Practice through the Barcelona CBI-based Formative Model”

Abstract: 

In the field of language teacher education in Europe, over the past years an increasing number of researchers and language teacher educators have engaged in a process for reshaping language teacher education programs in order to bridge the gap between theory and practice and promote a more meaningful appropriation of the pedagogical principles underlying the new official curricula for additional language learning. If we focus exemplarily on the Spanish region where I am based, i.e. Barcelona, this reshaping process has already had a considerable effect on teacher education programs, following the introduction of a new formative model (Esteve et al, in press). This model is based on a sociocultural perspective of language teacher development  (Johnson, 2009; Johnson and Golombek, 2016) and is carried out through an external dialogic mediation drawn both on the Vygotskian double stimulation principle, as applied by Engström (2011), and on the principles of Concept- based Instruction (CBI)as developed by Galperin (1992). During this process (student) teachers find their own pre-understandings about additional language teaching and learning when confronted with the scientific concepts related to the new pedagogical approach which also draws on Concept-based Instruction (Lantolf & Poehner, 2014; Negueruela 2008, 2013): CBI for CBI.  In my presentation I will discuss how the CBI-principles are integrated into the design of the teacher education programs I have developed in the Barcelona region to prepare teachers to implement effective language instruction in schools. Details of program design and how teachers transferred and transformed what they learned in the teacher education program will be presented and discussed.


APLNG Roundtable #7

When Jan 27, 2017
from 02:30 PM to 04:00 PM
Where 362 Willard Building
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Migration Studies Project Session

When Jan 25, 2017
from 12:00 PM to 01:00 PM
Where 7A Sparks Building
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The Migration Studies Project will hold its first session of the Spring semester with two presentations:

Seyma Toker: "An NNEST's trajectory of professional L2 teacher identity construction in the becoming of a teacher-researcher"

The data for this narrative inquiry primarily come from interviews conducted over two semesters and focus on the professional teacher identity (re)-construction of an English language teacher over her four and a half year teaching career both as an EFL teacher in Turkey and as a teaching assistant in graduate schools in the United States.

Miso Kim: "Investigating ideologies of standardized English tests used in South Korean job markets"

The data, collected through semi-structured interviews, report how South Korean job seekers perceive standardized English tests in the job market and how they prepare for the tests to win over their competitors in the market.

Please join the group!

CA Data Session No. 5

When Jan 20, 2017
from 02:30 PM to 04:00 PM
Where 107 Willard
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The Center for Research on English Language Learning and Teaching (CRELLT) will hold its first data session of the Spring semester. Dr. Stephen Looney will lead the session looking at pre-expansion sequences in Physics lab interactions. All interested individuals are invited to join the CA Group.

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Migration Studies Project Session

When Nov 30, 2016
from 12:00 PM to 01:00 PM
Where 7A Sparks Building
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"Movement and modeling in international teaching assistants' mathematics lectures"

This discussion will center on data collected by our colleagues at the Center for Research on English Language Learning and Teaching (CRELLT) in the Department of Applied Linguistics. We will analyze video and transcript of two TAs, specifically focusing on the embodiment of their lecturing: the back-and-forth movements and motions, gestures, underlining, mapping, drawing, and connecting that make up their explanations and act as complementary communicative competences to their speech.

APLNG Roundtable #5

When Nov 11, 2016
from 02:30 PM to 04:00 PM
Where 111 Chambers Building
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CA Data Session No. 4

When Nov 04, 2016
from 02:30 PM to 04:00 PM
Where 133 Sparks
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The CA Group has its last data session for this semester. Dr. Joan Kelly Hall will lead the session on the topic of "teacher management of learner turns." We will examine a set of classroom data and discuss it with a conversation analytic perspective.

Applied Linguistics Roundtable #4

When Oct 28, 2016
from 02:30 PM to 04:00 PM
Where 112 Borland Building
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Migration Studies Project Session

When Oct 26, 2016
from 12:00 PM to 01:00 PM
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Monthly session of the Migration Studies Project: “The Development of Individual Networks of Practice and Language Socialization.” The research is mainly based on interview data that records how a Chinese STEM-major graduate student becomes socialized into an English academic community.

CA Data Session No. 3

When Oct 21, 2016
from 02:30 PM to 04:00 PM
Where 133 Sparks
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The CA group will examine a set of data and discuss it from a a CA analytic perspective. All are welcome!

CA Data Session No. 2

When Oct 14, 2016
from 02:30 PM to 04:00 PM
Where 122 Sparks Building
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The Center for Research on English Language Learning and Teaching (CRELLT) will hold its second data session of the semester. We will conduct a tutorial discussing the method of CA transcription and issues/questions to consider when transcribing.

Applied Linguistics Roundtable #3

When Oct 07, 2016
from 02:30 PM to 04:00 PM
Where 112 Borland Building
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CLA Speaker Series: Dwight Atkinson

When Oct 03, 2016
from 03:00 PM to 04:00 PM
Where 126 Business
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The Center for Language Acquisition is pleased to announce an invited lecture by


Dwight Atkinson (University of Arizona)

Homo pedagogicus: The evolutionary nature of second language teaching


Abstract: Second language teacher educators tirelessly teach others how to teach. But how often do we actually define teaching? Without explicit, focused definitional activity on this most fundamental second language teaching (SLT) concept, it remains implicit and intuitive--the opposite of clear, productive understanding.

I therefore explore the definitional question "What is teaching?" in this paper. First, I establish the claim that the SLT literature rarely defines teaching explicitly or in any detail, most likely because of its technical "how-to" focus, and that this is a problem. Second, I introduce the idea of teaching as evolutionarily adaptive behavior (TEAB)--as existing fundamentally because it enables individual and group adaptation to our extremely varied and complex natural and social environments. Perhaps surprisingly in this context, TEAB is not uniquely human; therefore, third, I briefly summarize research on animal teaching to sharpen the focus on what may be special in human teaching. Fourth, I describe teaching as studied by anthropologists--as it varies across the broad tapestry of human societies and cultures. It turns out that classroom teaching is just one form, and a relatively rare and recent one, in our evolutionary past. Fifth and finally, I employ the results of this definitional exercise to examine, in an exploratory way, what happens in SLT environments, at least as I know them.

Dwight Atkinson (Professor of English, University of Arizona) is an applied linguist and second language educator who specializes in writing, qualitative research approaches, and second language acquisition. Current projects include developing a “sociocognitive” approach to second language acquisition and research on the experiences of vernacular language-schooled students in English-language universities in India. Atkinson’s past work has ranged widely, from the history of medical and scientific research writing in English, to critiques of concepts in writing instruction such as critical thinking and voice, to explorations of the concept of culture, to writings on qualitative research methods. Atkinson teaches courses in applied linguistics and second language acquisition at the University of Arizona.

 

Applied Linguistics Roundtable #2

When Sep 30, 2016
from 02:30 PM to 04:00 PM
Where 112 Borland Building
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Presenters:

Qian Wu, Ph.D. cand., APLNG: Communicating emotions in L2 Chinese: Talk at the dorm in study abroad,

Dr. Heather McCoy, French & Francophone Studies: Penn State study abroad: Trends and challenges

Migration Studies Project Session

When Sep 28, 2016
from 12:00 PM to 01:00 PM
Where 7A Sparks Building
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First meeting of 2016-2017 of the Migration Studies Project.

CA Data Session No. 1

When Sep 23, 2016
from 02:30 PM to 04:00 PM
Where 133 Sparks
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CRELLT will conduct its 1st Data Session of the year. Dr. Joan Kelly Hall and Michael Amory will conduct a tutorial on the topic of "What is Conversation Analysis?"

All are welcome!

CLA Speaker Series: Ken Hyland

When Sep 21, 2016
from 04:00 PM to 05:30 PM
Where 112 Borland
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The Center for Language Acquisition is pleased to announce the 2016-2017 Gil Watz Memorial Lecture


 Ken Hyland (The University of Hong Kong)

"International Publishing and the Myth of Linguistic Disadvantage"

English is now more than a choice of language for those following an academic career; with globalization and growing managerialism in Higher Education, it has come to designate research of a high quality worthy of a place in peer-reviewed journals. Accompanying this dominance of English, however, are questions of communicative inequality and the possible disadvantages or even prejudice inflicted on L2 English-speaking academics.  In this paper I critically examine the evidence for linguistic disadvantage by a review of global publishing patterns, author attitudes, case studies and research into linguistic advantage together with my own interviews with EAL scholars in HK and analysis of journal peer reviews.  I show that while there is plenty of anecdotal evidence for disadvantage, framing this in terms of a coarse native/non-native distinction has serious problems and may serve to discourage non-Anglophone authors and perpetuate a deficit view of their writing.  The disciplinary conventions of disciplinary writing in English make serious demands on all academic writers, but these are less important than a lack of resources and research writing expertise.  So while a hindering factor in getting published, language is not a terminally decisive one. 

 

Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. He was previously a professor at the University of London and has taught in Africa, Asia and Europe. He is best known for his research into writing and academic discourse, having published over 200 articles and 26 books on these topics and received nearly 26,000 citations on Google Scholar. His most recent books include a third edition of Teaching and Researching Writing (Routledge, 2016), The Routledge Handbook of EAP (co-edited with Philip Shaw, Routledge, 2016), Academic Publishing (Oxford University Press, 2015), Academic Written English (Shanghai Foreign Language Press, 2014), Disciplinary Identity (Cambridge University Press, 2012), and Innovation and Change in Language Education (edited with Lillian Wong , Routledge, 2013.). He is founding co-editor of the Journal of English for Academic Purposes and was co-editor of Applied Linguistics. Ken is an Honorary professor at Warwick University and a Foundation Fellow of the Hong Kong Academy of the Humanities.

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Applied Linguistics Roundtable #1

When Sep 16, 2016
from 02:30 PM to 04:00 PM
Where Borland 112
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APLNG Roundtable 1

Presenters:

Dr. Lily Qin "An empirical study on affordances in a foreign language learning environment."

Dr. Kevin McManus "Examining the benefits of L1 awareness for L2 grammar learning."


Please save the dates for the Fall Roundtable series:

September 30
October 7
October 28
November 11
December 2

CRELLT Guest Lecture: Brian MacWhinney

The Center for English Language Learning and Teaching (CRELLT) is pleased to announce an invited guest lecture: Brian MacWhinney (Carnegie Mellon) "Limits on Success in Second Language Learning"
When Sep 08, 2016
from 04:00 PM to 05:30 PM
Where Foster Auditorium
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The Center for Research on English Language Learning and Teaching (CRELLT) is pleased to announce an invited lecture

 

Brian MacWhinney (Carnegie Mellon University)

"Limits on Success in Second Language Learning"

Some learners of second languages manage to attain near-native levels of competence, whereas others settle for very incomplete levels even after decades of using a second language. This wide variation in adult attainment contrasts sharply with the uniform success that children have in learning their first language, suggesting that there is a critical period for language learning that expires sometime during early adolescence. Accounts for this decline have considered the impact of biological mechanisms such as lateralization, myelination, metabolic decline, synaptic pruning, and changes in NMDA receptor subtype, as well as network features such as entrenchment and gang effects. None these accounts can explain the full range of patterns of success and failure across the areas of phonological, lexicon, syntax, intonation, and conversational pragmatics.

The Unified Competition Model refocuses this discussion in terms of the dynamic interplay between a set of risk factors facing adult learners and a set of protective or support factors that they can use to overcome the barriers established by the risk factors. The risk factors are entrenchment, transfer, overanalysis, and social isolation. The support factors combating these risks are resonance, decoupling, chunking, and participation. The operation of each of these processes can be modeled by collecting data from experimentation and corpus analysis. By examining in detail the differential operation of each of these factors on each linguistic level, we can gain a fuller picture of differences in patterns of second language acquisition in adulthood from which we can formulate effective ways of improving learning success.


Brian MacWhinney is Professor of Psychology, Computational Linguistics, and Modern Languages at Carnegie Mellon University. He has developed a model of first and second language processing and acquisition based on competition between item-based patterns. In 1984, he and Catherine Snow co-founded the CHILDES (Child Language Data Exchange System) Project for the computational study of child language transcript data. He is now extending this system to six additional research areas in the form of the TalkBank Project. MacWhinney’s recent work includes studies of online learning of second language vocabulary and grammar, neural network modeling of lexical development, fMRI studies of children with focal brain lesions, and ERP studies of between-language competition. He is also exploring the role of grammatical constructions in the marking of perspective shifting and the construction of mental models in scientific reasoning.


New MA TESL Student Orientation

When Aug 18, 2016
from 09:30 AM to 11:30 AM
Where Osmond Lab, Room 201
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CRELLT Guest Lecture: Johannes Wagner

CRELLT Guest Lecture: Johannes Wagner
When Apr 14, 2016
from 04:00 PM to 05:30 PM
Where 113 Carnegie Building
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The Center for Research on English Language Learning and Teaching (CRELLT) is pleased to announce an invited guest lecture by:

Johannes Wagner (University of Southern Denmark)

"Interaction Design for Language Learning in the Wild"

Description: The paper gives a short introduction to recent research on learning a second language outside of classroom environments in the L2 society. The paper will discuss interactional practices in everyday mundane interaction in which learning can be observed, reflect the relation to classroom and teaching material, and will present ‘cultural probes’ as an elicitation technique for designing resources for language learners.

Johannes Wagner is professor of Communication in the Department of Design and Communication at the University of Southern Denmark. In his work in Applied Linguistics he has pushed for a microsociological understanding of second language learning and teaching practices. His latest edition (2013) is Conversation Analysis and Applied Linguistics, a volume of the The Encyclopedia of Applied Linguistics (general editor C.A. Chapelle) (with Kristian Mortensen). In recent years he has been working on a comprehensive understanding of human social praxis as the nexus of verbal interaction, embodied practices and tangible objects in the environment (social-objects.net). He is currently editing a volume on Longitudinal Studies in Conversation Analysis (with Simona Pekarek-Doehler and Esther González-Martínez).

CLA Speaker Series: Brian Paltridge

When Apr 01, 2016
from 02:30 PM to 04:00 PM
Where 113 Charnegie Building
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The Center for Language Acquisition presents a lecture in the CLA Speaker Series by Brian Paltridge (University of Sydney) who will speak on:

"Context and the Researching and Teaching of Academic Writing"

Learning to write in the academy involves acquiring a repertoire of linguistic practices which are based on complex sets of discourses, identities, and values. These practices, however, vary according to context, culture and genre. This presentation discusses how these issues can be taken up in the researching and teaching of academic writing. It will do this, first, by examining how the notion of context is taken up theoretically in linguistics research more broadly and, then, how contextualised understandings of the use of language have been explored by academic writing researchers. It will then discuss ways in which the context in which students’ writing is produced impacts on the texts they are expected to produce and how students can be made aware of, and take account of this in their writing.

 

Brian Paltridge is Professor of TESOL at the University of Sydney. His most recent publications are Research Methods in Applied Linguistics, edited with Aek Phakiti (Bloomsbury, 2015) and Ethnographic Perspectives on Academic Writing (with Sue Starfield and Christine Tardy, Oxford University Press, 2016). He has recently completed, with Sue Starfield, a book on getting published in academic journals to be published by the University of Michigan Press. He also, with Sue Starfield, edits the
Routledge Introductions to English for Specific Purposes and the Routledge Researching English for Specific Purposes series. He is a co-editor of TESOL Quarterly and an editor emeritus for English for Specific Purposes.