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1)

Bilingualism and aging: Reversal of the cognate advantage in older bilingual adults

SAMANTHA SIYAMBALAPITIYAJames Cook UniversityHELEN J. CHENERY and DAVID A. COPLANDUniversity of QueenslandReceived: December 6, 2007 Accepted for publication: December 17, 2008ADDRESS FOR CORRESPONDENCESamantha Siyambalapitiya, Discipline of Speech Pathology, School of Public Health, Tropical Medicine and Rehabilitation Sciences, James Cook University, Townsville, Queensland 4811, Australia. E-mail: samantha.siyambalapitiya@jcu.edu.auABSTRACTThis study aimed to investigate cognate/noncognate processing distinctions in young adult bilinguals and examined whether the previously reported cognate facilitation effect would also be demonstrated in older adult bilinguals. Two groups of Italian–English bilingual participants performed lexical decisionsin repetition priming experiments. Results for the younger bilinguals corresponded to previous findings, and indicated the expected reaction time advantage for cognates over noncognates. The older bilinguals, however, only demonstrated a cognate advantage in the within-language condition, andin fact, showed faster reaction times for noncognates when repetition was across languages. These findings are interpreted in the context of the revised hierarchical model and the bilingual interactive activation model and in light of findings regarding the effect of aging on language processing.

2)Journal of Sociolinguistics 11/5, 2007: 661–681

A step too far: Discursive psychology,linguistic ethnography

and questions of identity

MargaretWetherell

The Open University, Milton Keynes, United KingdomThis paper argues that linguistic ethnography needs to include psychology as well as language and culture in the list of objects it studies, and build a dialogue with discursive psychology, which similarly focuses on discourse in contexts of use. Discursive psychology, and its variants, are introduced and, using a fragment of interaction from the U.K. reality television programme‘Big Brother’ as an illustration, ways of investigating ‘personal order’ through discursive research are explored. It is argued that the investigation of identityand people’s investments in particular identity positions should not be impeded by, for instance, conversation analytic methodological prescriptions or the concerns of psycho-social researchers that the study of psychology through the study of language is a step too far.KEYWORDS: Identity, linguistic ethnography, discursive psychology, psycho-discursive practices.3)

Talking about writing: What we can learn from conversations between parents and their young children.

SARAH ROBINS and REBECCA TREIMANWashington University in St. LouisReceived: November 16, 2007 Accepted for publication: November 4, 2008ADDRESS FOR CORRESPONDENCESarah Robins, Department of Philosophy, Campus Box 1073, Washington University in St. Louis,St. Louis, MO 63130. E-mail: skrobins@artsci.wustl.eduABSTRACT

In six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity between print and speech by using the words say, name, and word to refer to both spoken and written language. Parents could differentiate writing and drawing by making syntactic and semantic

distinctions in their discussion of the two symbol systems. Our results indicate that parent speech includes these types of information. However, young childrenthemselves sometimes confuse writing and drawing in their speech.4)

The development of vocabulary in English as a second language children and its role in predicting word recognition ability.

MAUREEN JEAN and ESTHER GEVAUniversity of TorontoReceived: August 3, 2007 Accepted for publication: August 13, 2008ADDRESS FOR CORRESPONDENCEMaureen Jean, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor StreetWest, 9th floor, Toronto, Ontario M5S 1V6, Canada. E-mail: mjean@oise.utoronto.caABSTRACT

Do older English as a second language (ESL) children have the same knowledge of word meanings as English as a first language (EL1) children? How important is vocabulary’s role in predicting word recognition in these groups? This study sought to answer these questions by examining the profiles of ESL and EL1 upper elementary aged children, for a 2-year period starting in Grade 5. Multivariate analyses revealed that (a) EL1 and ESL groups did not differ on underlying processing components (e.g., phonological awareness [PA], rapid automatized naming [RAN], and working memory [WM]) or on word recognition, but ESL children continued to lag behind their EL1 peers on knowledge ofword meanings that correspond approximately to their grade level; and (b) vocabulary knowledge (root words and receptive vocabulary), explained a small proportion of additional variance on word recognition concurrently and longitudinally after accounting for the contributions of PA, RAN, andWM.

5)Grammatical gender in translation

Denisa Bordag and Thomas PechmannUniversity of LeipzigReceived February 2007; revised July 2007; accepted July 2007In three experiments native speakers of Czech translated bare nouns and gender-marked adjective noun phrases into German, their second language (L2). In Experiments 1–3 we explored the so-called gender interference effect from first language (L1) as observed in previous picture naming studies (naming latencies were longer when the L1 noun and its L2 translation had different genders than when their genders were congruent). In Experiments 2 and 3 we investigated the influence of gender transparency in L2 (longer latencies when an L2 noun has a gender-atypical or gender-ambiguous termination than when its termination is gender-typical). Although both effects were observed in L2 picture naming, only the gender transparency effect could be demonstrated in L1 to L2 translation tasks. The resulting constraints on L2 gender processing during translation are discussed in the framework of bilingual speech productionmodels.

6)Second language processing: when are first and second languages processed similarly?

Laura Sabourin and Laurie A. Stowe School of Behavioraland Cognitive Neuroscience, University of GroningenReceived March 2007; revised November 2007; accepted December 2007In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the verbal domain. We interpret these findings as showing that with similar rule-governed processing routines in L1 and L2 (verbal domain processing for both German and Romance speakers), similar neural processing is possible in L1 and L2. However, lexically- driven constructions that are not the same in L1 and L2 (grammatical gender for Romance speakers) do not result in similar neural processing in L1 and L2 as measured by the P600 effect.

7)Review article: The imaging of what in themultilingual mind?

Kees de Bot University of GroningenReceived December 2006; revised February 2007; accepted July 2007In this review article it is argued that while the number of neuro-imaging(NI) studies on multilingual processing has exploded over the last few years, the contribution of such studies to enhance our understanding of the process of multilingual processing has not been very substantial. There are problems on various levels, which include the following issues: ownership of the field of NI and multilingualism, whether relevant background characteristics are assessed adequately, whether we consider variation as a problem or a source of information, what NI tells us about multilingual development, whether the native speaker is the norm in NI research, the added value of NI data, what information NI provides, and what the contribution of NI research is to theories about the multilingual brain. The conclusion is that as yet NI has not fulfilled the high expectations raised by the technical progress and the large number of studies that have been carried out.

Keywords: Neuro-imaging, multilingualism, ERP, research methodology, psycholinguistics, dynamic systems theory

Gullberg, M. and Indefrey, P. 2006: The cognitive neuroscience of secondlanguage acquisition. Malden, MA: Blackwell Publishing. 348 pages. US$40. ISBN 978-14051554278)Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation

Jenifer Larson-Hall University of North TexasReceived July 2006; revised December 2006; accepted January 2007This study examined whether a younger starting age is advantageous in a situation of minimal exposure to an instructed foreign language (_4 hours classroom contact per week). Previous theoretical and empirical studies indicated there should be no advantage for an earlier start. Japanese college students who started studying English between ages three and twelve (n_61) were examined on a phonemic discrimination (ɹ/l/w) and grammaticality judgment task (GJT). After controlling for language aptitude and amount of input, statistical

correlations were found between starting age and scores on the GJT (r_– .38) but not the phonemic task (r_.03). These earlier starters were also compared to peers who began study in junior high at age twelve or thirteen (n_139) on the same measures. The earlier starters were found to score statistically higher on the phonemic but not morphosyntactic measure, and this remained true in an ANCOVA analysis where total amount of hours of study input were controlled for. A robust ANCOVA testing for differences at different levels of input found interesting interactions between group affiliation and amount of input. Language attitudes were also tested. The evidence shows there can be perceivable age effects for linguistic measures even in a situation of minimal exposure to a foreign language, but these may not emerge until a substantial amount of input has been gained.

Keywords: second language learning, age effects in L2, input effectson L2, L2 English phonology, L2 English morphosyntax© 20089)Psycholinguistic techniques in secondlanguage acquisition researchTheodore Marinis University College London

This article presents the benefits of using online methodologies in second language acquisition (SLA) research. It provides a selection of online experiments that have been widely used in first and second language processing studies that are suitable for SLA research and most importantly discusses the hardware and software packages and other equipment required for the setting-up of a psycholinguistics laboratory, the advantages and disadvantages of the software packages available and what financial costs are involved. The aim of the article is to inspire researchers in second language acquisition to embark on research using online methodologies.

10)The acquisition of articles in child second language English: fluctuation, transfer or both?

Tatiana Zdorenko and Johanne ParadisUniversity of AlbertaReceived October 2006; revised July 2007; accepted July 2007

The data for this study consisted of a longitudinal corpus of narratives from 17 English second language (L2) children, mean age of 5;4 years at the outset, with first languages (L1s) that do not have definite/indefinite articles (Chinese, Korean and Japanese) and L1s that do have article systems (Spanish, Romanian and Arabic). We examined these children’s acquisition of articles in order to determine the role of L1 transfer and, in so doing, test the Fluctuation Hypothesis, and also to compare our findings to those from research on adult L2 learners. Three tendencies were found over two years: (1) All children substituted the for a in indefinite specific contexts (i.e. showed fluctuation) regardless of L1 background; (2) all children were more accurate with use of the in definite contexts than with a in indefinite contexts, regardless of L1 background; and (3) children with [_article] L1s had more omitted articles as error forms than children with [_article] L1s, but only at the early stages of acquisition. Overall, L1 influence in the children’s developmental patterns and rates of article acquisition was limited. Child L2 learners converged on the target system faster than prior reports have indicated for adult L2 learners, even when their L1s lack articles.Thus, we conclude that fluctuation is a developmental process that overrides transfer in child L2 acquisition of English articles, in contrast to what has been reported for adult L2 learners.

Keywords: child L2, English articles, fluctuation hypothesis, L1 transfer, second language acquisition© 2008 SAGE 10.1177/0267658307086302Second Language Research 24,2 (2008); pp. 227–250Address

11)Language as shaped by the brainMorten H. ChristiansenDepartment of Psychology, Cornell University, Ithaca, NY 14853, and Santa FeInstitute, Santa Fe, NM 87501christiansen@cornell.eduhttp://www.psych.cornell.edu/people/Faculty/mhc27.htmlNick ChaterDivision of Psychology and Language Sciences, University College London,London, WC1E 6BT, United Kingdomn.chater@ucl.ac.ukhttp://www.psychol.ucl.ac.uk/people/profiles/chater_nick.htm

Abstract:

It is widely assumed that human learning and the structure of human languages are intimately related. This relationship is frequently suggested to derive from a language-specific biological endowment, which encodes universal, but communicatively arbitrary, principles of language structure (a Universal Grammar or UG). How might such a UG have evolved? We argue that UG could not have arisen either by biological adaptation or non-adaptationist genetic processes, resulting in a logical problem of language evolution. Specifically, as the processes of language change are much more rapid than processes of genetic change, language constitutes a “moving target” both over time and across different human populations, and, hence, cannot provide a stable environment to which language genes could have adapted. We conclude that a biologically determined UG is not evolutionarily viable. Instead, the original motivation for UG – the mesh between learners and languages – arises because language has been shaped to fit the human brain, rather than vice versa. Following Darwin, we view language itself as a complex and interdependent “organism,” which evolves under selectional pressures from human learning and processing mechanisms. That is, languages themselves are shaped by severe selectional pressure from each generation of language users and learners. This suggests that apparently arbitrary aspects of linguistic structure may result from general learning and processing biases deriving from the structure of thought processes, perceptuo-motor factors, cognitive limitations, and pragmatics.Keywords: biological adaptation; cultural evolution; grammaticalization; language acquisition; language evolution; linguistic change;natural selection; Universal Grammar

12)BEHAVIORAL AND BRAIN SCIENCES (2002) 25, 605–656Printed in the United States of America© 2002 Cambridge University Press 0140-525X/02 $12.50 605The emergence of a new paradigm in ape language research

Stuart G. Shankera and Barbara J. Kingb

Departments of Philosophy and Psychology, York University, North York,Ontario, Canada M4S 1B4; Department of Anthropology, College of Williamand Mary, Williamsburg, VA 23187

shanker@yorku.ca bjking@wm.edu

Abstract: In recent years we have seen a dramatic shift, in several different areas of communication studies, from a information theoretic to a dynamic systems paradigm. In an information processing system, communication, whether between cells, mammals, apes, or humans, is said to occur when one organism encodes information into a signal that is transmitted to another organism that decodes the signal. In a dynamic system, all of the elements are continuously interacting with and changing in respect to one another, and an aggregate pattern emerges from this mutual co-action. Whereas the information-processing paradigm looks at communication as a linear, binary sequence of events, the dynamic systems paradigm looks at the relation between behaviors and how the whole configuration changes over time. One of the most dramatic examples of the significance of shifting from information processing to a dynamic systems paradigm can be found in the debate over the interpretation of recent advances in ape language research (ALR). To some extent, many of the early ALR studies reinforced the stereotype that animal communication is functional and stimulus bound, precisely because they were based on an information-processing paradigm that promoted a static model of communicative development. But Savage-Rumbaugh’s recent results with bonobos have introduced an entirely new dimension into this debate. Shifting the terms of the discussion from an information- processing to a dynamic systems paradigm not only highlights the striking differences between Savage-Rumbaugh’s research and earlier ALR studies, but further, it sheds illuminating light on the factors that underpin the development of communication skills in great apes and humans, and the relationship between communicative development and the development of language.

Keywords: apes; ape language research (ALR); brain development; co-regulation; communication; dynamic systems; language development;Symbols13) (this is repeated)Second language processing: when are first and second languages processed similarly?

Laura Sabourin and Laurie A. StoweSchool of Behavioral and Cognitive Neuroscience, University of GroningenReceived March 2007; revised November 2007; accepted December 2007

In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the verbal domain. We interpret these findings as showing that with similar rule-governed processing routines in L1 and L2 (verbal domain processing for both German and Romance speakers), similar neural processing is possible in L1 and L2. However, lexically- driven constructions that are not the same in L1 and L2 (grammatical gender for Romance speakers) do not result in similar neural processing in L1 and L2 as measured

14) A Linguistic Analysis of In-Office DialogueAmong Psychiatrists, Parents, and Childand Adolescent Patients With ADHDRobert L. FindlingCase Western Reserve UniversityDaniel F. ConnorUniversity of ConnecticutTimothy WigalUniversity of California IrvineCorey EaganMeaghan Nelson OnofreyMBS/Vox

Objective: The aim was to evaluate in-office discussions of ADHD and psychiatric comorbidities. Method: Naturally occurring interactions among 11 psychiatrists, 32 patients and their parents were recorded, with a focus on “complicated” patients (i.e., having or suspected to have ≥ 1 psychiatric comorbidities and/or learning disabilities in addition to ADHD). Participants were interviewed separately post visit. Transcripts were analyzed using validated sociolinguistic methodologies. Results: Some 62% of patients were male, with an average age of 12.5 years, and 79% had a family history of ADHD.Visits were psychiatrist-driven, focusing on medication management and school performance, leaving management of comorbidities largely unaddressed. Post visit, 78% of parents and psychiatrists disagreed on patients’ “most concerningbehavior.” Parents most often reported concern about aggression and oppositionality. Psychiatrists and parents emphasized different aspects of patients’ personality, using deficit- and strength-based models, respectively. Conclusion: Psychiatrists and parents interpreted the relationship between ADHD and comorbidities differently. The significant incidence of misalignmentregarding worrisome behaviors warrants further exploration. (J. of Att. Dis. 2009; 13(1) 78-86)

Keywords: attention deficit hyperactivity disorder; sociolinguistics; parent–child communication; aggression; oppositionality

15)

‘International Journal of Bilingualism’ • Volume 12• Number 3 • 2008, 173–193|

Exceptional bilingualismNorbert FrancisNorthern Arizona UniversityAbstract

New proposals for rethinking the concept of modularity have prompted researchers to increasingly consider the findings from outside their respective fields. A recent discussion by Marcus (2006) calls for such a multidisciplinary reflection. This paper reviews recent research from the field of bilingualism with a special focus on exceptional circumstances of learning and acquisition (deafness, language impairment, and literacy disorder). Findings from this work

bear directly on the new approach to modularity that is being proposed. Both exceptionality and bilingualism allow for perspectives on cognitive architecture that may reveal how its components are structured and how they interact in a way that is not as easy to assess in typical language ability and monolingualism. The critical issues appear to be separability (autonomy) of neurophysiological systems, and whether or not cognitive structures are subserved by domain-specific or domain-general substrates. Resolving these questions will have important implications for the remediation of developmental disorders in language and literacy, and for a better understanding of the development of sign language and spoken language-based systems in deaf children.

Review articleThird language acquisition: why it isinteresting to generative linguistsYan-kit Ingrid Leung University of EssexThe present article reviews three collections of papers edited byCenoz and colleagues on the topic of third language (L3) acquisitionfrom perspectives including psycholinguistics, sociolinguisticsand education. Our focus is on psycholinguistics, in particular, lexicalacquisition studies, and with particular reference to two centralnotions in the study of L3, namely, language-selectiveness andcross-linguistic influence. The article also discusses expansion ofthe study of L3 acquisition into the Universal Grammar/SecondLanguage Acquisition (UG/SLA) paradigm, and closes by lookingat future directions for the L3 field.

16)

Child Language Teaching and Therapy: A diagnostic challenge: Language difficulties and hearing impairment in a secondary-school student from a non-English-speaking background

Judith Murphy

Department of Education and Training, Queensland, AustraliaBarbara Dodd

City University London, UKAbstractChildren who have sensory, cognitive or oromotor deficits, or come from a bilingual-speakingbackground are currently excluded from the diagnosis of specific language impairment (SLI).Emerging evidence, however, suggests that at least 7% of all children have language learning difficulties,irrespective of other diagnoses or language learning background. The aim of this study was toinvestigate the language abilities of an adolescent boy with pre-lingual, severe-profound hearing losswho comes from a non-English-speaking background. This student’s performance on standardizedtests is described and qualitative language analyses examine his impairment. His abilities are comparedwith that of a matched control. The language difficulty identified could not be attributed to eitherhearing impairment or non-English-speaking background. The student’s data suggest the need toexpand the concept of SLI to include children with other impairments and from different languagebackgrounds in order to provide equity of support services and access to the classroom curriculum.Keywords

17)

On the Acquisition and Evolution of Compositional Languages: Sparse Input and the Productive Creativity of Children Paul Vogt

School of Philosophy, Psychology and Language Sciences, University of Edinburgh, UK

This paper investigates the productive creativity of children in a computational model of the emergenceand evolution of compositional structures in language. In previous models it was shown thatcompositional structures can emerge in language when the language is transmitted from one generationto the next through a transmission bottleneck. Due to the fact that in these models language istransmitted only in a vertical direction where adults only speak to children and children only listen, thisbottleneck needs to be imposed by the experimenter. In the current study, this bottleneck is removedand instead of having a vertical transmission of language, the language is—in most simulations—transmitted horizontally (i.e., any agent can speak to any other agent). It is shown that such a horizontaltransmission scenario does not need an externally imposed bottleneck, because the children facean implicit bottleneck when they start speaking early in life. The model is compared with the recentdevelopment of Nicaraguan Sign Language, where it is observed that children are a driving force forinventing grammatical (or compositional) structures, possibly due to a sparseness of input (i.e., animplicit bottleneck). The results show that in the studied model children are indeed the creative drivingforce for the emergence and stable evolution of compositional languages, thus suggesting that thisimplicit bottleneck may—in part—explain why children are so typically good at acquiring languageand, moreover, why they may have been the driving force for the emergence of grammar in language

18)

Specific and general language performance across early childhood: Stability and gender considerations

Marc H. Bornstein, National Institute of Child Health and HumanDevelopment, USAChun-Shin Hahn, National Institute of Child Health and Human

Development, USAO. Maurice Haynes, National Institute of Child Health and HumanDevelopment, USA

ABSTRACTAltogether 329 children participated in four longitudinal studies of specific andgeneral language performance cumulatively from 1;1 to 6;10. Data were drawnfrom age-appropriate maternal questionnaires, maternal interviews, teacherreports, experimenter assessments and transcripts of children’s own spontaneousspeech. Language performance at each age and stability of individual differencesacross age in girls and boys were assessed separately and together. Across age,including the important transition from preschool to school, across multiple testsat each age and across multiple reporters, children showed moderate to strongstability of individual differences; girls and boys alike were stable. In the secondthrough fifth years, but not before or after, girls consistently outperformed boysin multiple specific and general measures of language.KEYWORDS

19)

Linguistic Annotation for the Semantic Web

Paul Buitelaar and Thierry DeclerckDFKI GmbH, Language Technology DepartmentStuhlsatzenhausweg 3, D-66123 Saarbruecken, Germany

Abstract.

Establishing the semantic web on a large scale implies the widespread annotationof web documents with ontology-based knowledgemarkup. For this purpose,tools have been developed that allow for semi-automatic annotation of web documentswith ontology-basedmetadata. However, given that a large number of web documentsconsist either fully or at least partially of free text, language technology tools will beneeded to support this authoring process by providing an automatic analysis of the

semantic structure of textual documents. In this way, free text documents will becomeavailable as semi-structured documents, from which meaningful units can be extractedautomatically (information extraction) and organized through clustering or classification(text mining). Obviously, this is of importance for both knowledge markup andontology development, i.e. the dynamic adaptation of ontologies to evolving applicationsand domains. In this paper we present the following linguistic analysis stepsthat underlie both of these: morphological analysis, part-of-speech tagging, chunking,dependency structure analysis, semantic tagging. Examples for each are given in thecontext of two projects that use linguistic and semantic annotation for the purpose ofcross-lingual information retrieval and content-based multimedia access.

20)

Semantic Web: Who is who in the field – a bibliometric analysisYing DingSchool of Library and Information Science, Indiana University Bloomington, IN, USA

Abstract.The Semantic Web (SW) is one of the main efforts aiming to enhance human and machine interaction byrepresenting data in an understandable way for machines to mediate data and services. It is a fast-movingand multidisciplinary field. This study conducts a thorough bibliometric analysis of the field by collectingdata from Web of Science (WOS) and Scopus for the period of 1960–2009. It utilizes a total of 44,157 paperswith 651,673 citations from Scopus, and 22,951 papers with 571,911 citations from WOS. Based on thesepapers and citations, it evaluates the research performance of the SW by identifying the most productive

players, major scholarly communication media, highly cited authors, influential papers and emergingstars.

21 A diagnostic challenge: Language difficulties and hearing impairment in a secondary-school student from a non-English-speaking background Judith Murphy Department of Education and Training, Queensland, Australia Barbara Dodd City University London, UK Abstract

Children who have sensory, cognitive or oromotor deficits, or come from a bilingual-speaking background are currently excluded from the diagnosis of specific language impairment (SLI). Emerging evidence, however, suggests that at least 7% of all children have language learning difficulties, irrespective of other diagnoses or language learning background. The aim of this study was to investigate the language abilities of an adolescent boy with pre-lingual, severe-profound hearing loss who comes from a non-English-speaking background. This student’s performance on standardized tests is described and qualitative language analyses examine his impairment. His abilities are compared with that of a matched control. The language difficulty identified could not be attributed to either hearing impairment or non-English-speaking background. The student’s data suggest the need to expand the concept of SLI to include children with other impairments and from different language backgrounds in order to provide equity of support services and access to the classroom curriculum.

22)

The relationship between reading skills in early English as a foreign language and Hungarian as a first language

1. Marianne Nikolov1. University of Pécs, Hungary, nikolov@nostromo.pte.hu

2. Benő Csapó1. University of Szeged, Hungary, csapo@edpsy.u-szeged.hu

AbstractIn recent years, similarly to other educational contexts in the European Union and other parts of the world, early foreign language programs have become widely spread in Hungary. This article looks into the relationship between Hungarian learners’ reading skills in English as a foreign language (L2) and in

their first language (L1) Hungarian. We analyze data from two quantitative cross-sectional studies to explore how they interact. In the first one, participants were representative samples of Hungarian students (n > 4700 in Grade 6 and n > 3900 in Grade 8; age 12 and 14, respectively). Besides their proficiency in reading comprehension in L2, their reading skills were also tested in the mother tongue. The other study involved a representative sample of eighth graders (n = 247) in one particular county of Hungary (Baranya). This enquiry tapped into learners’ proficiency in reading comprehension in English and in Hungarian, but besides reading, their listening comprehension and writing skills were also assessed in the two languages. Both studies found evidence for the interdependence hypothesis: a close relationship was found between L1 and L2 performances. However, relationships between L2 skills proved to be stronger than those between L1 and L2 as well as between L1 skills.

23)

Talking about literacy: A cultural model of teaching and learning untangled MARY LOUISE GOMEZ University of Wisconsin-Madison, USA AMY SUZANNE JOHNSON University of Georgia, USA KAREN GISLADOTTIR University of Wisconsin-Madison, USA

Abstract

In this article, we explore how members of a teacherconversation group, focused on primary students’ learning, circulatedand instantiated a cultural model of what teaching for literacy meantand how young children learned.We show how, over time, particulardiscourses around literacy as a quantifiable and measurable skillpopulated teachers’, literacy specialists’ and the principal’s talk, andwere privileged in conversations about learners.We offer insights intohow such talk regarding young children’s learning might beproblematized, analyzed, and made salient for teachers’ pedagogy.

24)

The “Tongue Twister” Paradigm as a Technique for Studying Phonological Encoding* CAROLYN E. WILSHIRE University of Cambridge, U.K.

INTRODUCTIONCurrent theories of language production identify a stage during speech planning at whicha lexically /morphologically defined representation of the intended utterance is convertedinto one which is fully phonologically specified. The process by which this occurs is oftenreferred to as “phonological encoding.” Until recently, the major source of empiricalinformation concerning this process was collections of spontaneously-occurring phonological“slips of the tongue” (see e.g., Fromkin, 1971; Garnham, Shillcock, Brown, Mill,& Cutler, 1981; Garrett, 1975; Nooteboom, 1969). However, now that a number of detailedLANGUAGE AND SPEECH, 1999, 42 (1), 57– 82

ABSTRACT The “tongue twister” paradigm is underutilized as a research tool because so little is known about how it induces errors. The two experiments reported here explore this paradigm in detail using a task variation which minimizes articulatory and mnemonic load. This task was found to elicit good rates of apparently “pure” prearticulatory errors. Two of its features had a significant error-inducing effect: a) repeated reiteration; and b) the use of similar phonemes in targets (e.g., moss knife noose muff). The presence of phoneme repeats (e.g., palm neck name pack) had no reliable overall effect, but did influence error distribution. Performance on the task differed in several ways from that observed on a control task with similar output demands, but no reiterative component. A model of the task is proposed, in which phoneme similarity and reiteration are seen as independent contributors to the task’s error-inducing potential. Wider theoretical implications of certain results are also discussed.

25)

Integrated knowledge of agreement in early and late English–Spanish bilingualsREBECCA FOOTE

26)

Exploring the Roles of Horizontal, Vertical, and Oblique Transmissions in Language EvolutionTao GongDepartment of Linguistics, Max Planck Institute for Evolutionary AnthropologyAdaptive Behavior 2010 18: 356DOI: 10.1177/1059712310377241

This article proposes an acquisition framework that involves horizontal, vertical, and oblique transmissions.Based on a lexicon–syntax coevolution model, it discusses the relative roles of these forms ofcultural transmission on language origin and change. The simulation results not only reveal an integratedrole of oblique transmission that combines the roles of horizontal and vertical transmissions inpreserving linguistic understandability within and across generations of individuals, but also show thatboth horizontal and oblique transmissions are more necessary than vertical transmission for languageevolution in a multiagent cultural environment.

Keywords cultural transmission · language evolution · computational simulation27)

Reflections on Research on Reading Disability with Special Attention to Gender Issues

Linda S. Siegel and Ian S. SmytheDOI: 10.1177/00222194050380050901J Learn Disabil 2005 38: 473

AbstractThis commentary reviews some of the issues involved in the definition of reading disability and demonstrates how definitions can influencethe conclusions reached by a review. In particular, the discrepancy definition of reading disability is shown to be logically flawed.

Data from a large unbiased sample show that there are no significant differences between boys and girls in the incidence of readingdifficulties.

28)

Word Identification and Reading Disorders in the Spanish Language

Sociolinguistics & Student Requested Topics

29

‘Luckily it was only for 10 minutes’:Ideology, discursive positions, and languagesocialization in family interaction1

Bettina Perregaard

University of CopenhagenThis paper presents a qualitative analysis of family interaction concerningtwo narratives told by Julie (nine years old) and Emma (11) during dinnertableconversations in their respective homes. Based on their different notionsof the institutional process of schooling, these twofamilies interactionally andnarratively shape thematically similar events in different ways. A focus onobedience, authority and issues of right and wrong provides Julie with thediscursive position of a subordinate novice, whereas issues of autonomy,choice and individual responsibility enable Emma to take up the position ofself-assured expert. Both children are encouraged to reflect upon their ownconduct and evaluate the implications of the choices guiding their actions.The paper demonstrates how moral order is interactionally constructed, andhow language socialization processes are ideologically charged. Finally, thepaper discusses the implications of such processes for children’s immediate

and future orientation to the institutional practices of school and society.KEYWORDS: Language socialization, ideology, habitus, positioning,narrative

30)

Martha Stewart behaving Badly:Parody and the symbolic meaning of style1

Jennifer SclafaniHellenic American University, Greece

This study addresses the issue of how to correlate social meaning withlinguistic style through an investigation of the parodic speech genre. Theanalysis examines two parodies of lifestyle entrepreneur Martha Stewart andcompares linguistic strategiesused inparodies of Stewart to herownlinguisticperformance on her talk show. Features considered include phonologicalcharacteristics, lexical items, politeness strategies, and voice quality. Acomparative quantitative analysis of aspirated and released /t/ as employedby Stewart and her parodist reveals that a variable feature of Stewart’s styleis rendered categorical in the parody. It is demonstrated that both parodiesexploit elements associated with Stewart’s ‘Good Woman’ image in orderto expose Stewart as a ‘Bad Woman’, a reputation she earned for her 2003insider trading conviction. This study suggests that parodic performancemayserve to strengthen and even iconize indexical connections between stylisticvariants and their social meaning in particular contexts.KEYWORDS: Martha Stewart, style, parody, indexicality, mediadiscourse, sociolinguistics

31)

Mother Tongue Education Specialist, Bible Translation and Literacy, Nairobi, Kenya(Received 10 September 2009; final version received 13 October 2009)

Issues affecting pre-school education in a rural area of Kenya are highlighted in a study of a mother tongue education (MTE) programme in one indigenous language group, the Pokomo. Factors supporting the introduction of MTE include official support for MTE, the welcoming of non-government stakeholder involvement in education, the presence of individuals and organisations committed to MTE and the willingness of local education authorities to partner with organisations in the establishment of the programme. Issues which emerged as constraining the development of the programme included the dominant teaching styles, the dearth of educational resources in Kipfokomo, widespread poverty and societal attitudes and structures which exclude local languages from education settings. The tensions between enabling and constraining factors are explored, as, too, is the sustainability of the programme. Keywords: language-in-education; Kenya; indigenous languages; early childhood education; education innovation

32)

Ethnolinguistic repertoire: Shifting the analytic focus in language and ethnicity1 Sarah Bunin Benor

Hebrew Union College – Jewish Institute of Religion, California

This paper addresses a contradiction in research on language and ethnicity: how can we discuss distinctively ethnic ways of speaking and still account for the variation and fluidity that characterize them? The theoretical construct introduced in this paper enables researchers to avoid this contradiction. ‘Ethnolinguistic repertoire’ is defined as a fluid set of linguistic resources that members of an ethnic group may use variably as they index their ethnic identities. This construct shifts the analytic focus from ethnic ‘language varieties’ to individuals, ethnic groups, and their distinctive linguistic features. It addresses problems of inter-group, inter-speaker, and intraspeaker variation, as well as debates about who should be considered a speaker of a dialect. This approach, which can also be applied to social groupings beyond ethnicity, is discussed in relation to other approaches and is supported with data on language use in African American, Latino, and Jewish communities in the United States. KEYWORDS: Language and ethnicity, repertoire, ethnolect, style shifting, African American Vernacular English, Jewish English

33)

The role of marriage in linguistic contact and variation: Two Hmong dialects in Texas1 James N. Stanford

Dartmouth College, New Hampshire

The role of marriage in linguistic contact and variation has been underrepresented in sociolinguistic research. In any practice-based analysis, individual interactions and relationships are crucial. Therefore, marriage relationships – small but intense communities of practice – deserve variationist attention for their role in dialect construction and identity. This investigation of cross-dialectal marriages explores how dialect practices and choices are negotiated between partners. The results show the importance of viewing this linguistic behavior in terms of community ideology, culture, and individual choice, rather than primarily as a matter of the amount and intensity of contact. Likewise, the study shows how less commonly studied minority communities can bring new insights to the study of dialect acquisition and linguistic contact. Specifically, this investigation focuses on marriages between speakers of two different dialects of

Hmong, a Hmong- Mien language of Southeast Asia. On the basis of home visits to ten Hmong immigrant households in Texas, the study analyzes lexical and phonetic contrasts and ethnographic interviews. Results suggest that macro-level shifts in Hmong social organization and gender roles are being reflected and constructed by gendered,marriage-level dialect practices. The linguistic behavior in thesemarriages is best viewed as a matter of community ideology in tensionwith individual choice: individual wives are choosing to challenge the traditional Hmong ideology regarding language behavior in cross-dialect marriages.

34

Intertextuality in preschoolers’ engagement with popular culture: implications for literacy development

Chitra Shegar∗ and Csilla Weninger

English Language and Literature, Nanyang Technological University, Singapore (Received 13 November 2009; final version received 12 April 2010) Research has demonstrated that popular culture often finds its way into classroom discourse, generally in the form of intertextual references that students make. As some scholars have shown, such allusions are often ignored. Even if they are validated, this does not happen in a systematic way that would exploit their full potential as a learning scaffold. This is partly because most teachers are unaware of the nature of students’ engagement with popular culture. Drawing on data gathered in an ethnographic study of home literacy practices of five preschool boys in Singapore, we would like to offer insight into these boys’ engagement with popular cultural texts. The boys were observed for 30 hours

each over nine months in their homes. Data were gathered using a variety of instruments, namely field notes, literacy diaries, photographs and audiovisual recordings. Using the analytic lens of intertextuality, we demonstrate how engagement with popular cultural texts provided these boys with prior textual experience, and served as a stimulus not only to access more texts but to be involved in the creation of novel texts. We also discuss pedagogical implications, encouraging educators to harness popular culture as a platform for fostering literacy development in schools. Keywords: popular culture; literacy development; intertextuality; preschoolers; reading

35

A Nonverbal Language for Imagining and Learning: Dance Education in K-12 Curr...Judith Lynne HannaEducational Researcher; Nov 2008; 37, 8; ProQuest Psychology Journalspg. 491

A Nonverbal Language for Imagining and Learning: Dance Education in K-12 CurriculumJudith Lynne Hanna

Curriculum theorists have provided a knowledge base concerning aesthetics. agency. creativity. lived experience. transcendence. learning through the body. and the power of the arts to engender visions of alternative possibilities in culture. politics. and the environment. However. these theoretical threads do not reveal the potential of K-12 dance education. Research on nonverbal communication and cognition. coupled with illustrative programs. provides key insights into dance as a distinct performing art discipline and as a liberal applied art that fosters creative problem solving and the acquisition. reinforcement, and assessment of nondance knowledge. Synthesizing and interpreting theory and research from different disciplines that is relevant to dance education. this article addresses cognition. emotion. language. learning styles. assessment. and new research directions in the field of education. Keywords: cognition. emotion. and body; dance; language; nonverbal communication; teaching and learning

36

/r/ and the construction of place identityon New York City’s Lower East Side1

Kara BeckerNew York University

This paper argues that a group of white residents on the Lower East Side ofManhattan use aNewYork City English (NYCE) feature – non-rhoticity in thesyllable coda – in the construction of a place identity, one aspect of identitytied to localness and authenticity. A quantitative analysis confirms that thechange in progress towards rhoticity in NYCE (Labov 1966) continues toadvance slowly, so that non-rhoticity remains a resource for New Yorkers,imbued with local social meaning. Ethnographic observation of the LowerEast Side reveals conflict among residents, which motivates one group tohighlight their place identity by using non-rhoticity. These Lower East Sidersutilize micro-variation of /r/ in stretches of interview talk, increasing nonrhoticitywhen discussing neighborhood topics. Results support a socialpractice approach to stylistic and sociolinguistic variation,where Lower EastSiders use /r/ in constructing a place identity in order to present themselvesas authentic neighborhood residents.KEYWORDS: /r/, place identity, social practice, regional dialect,variation, style

37

Variation in the English definite article:Socio-historical linguisticsin t’speech community1

Sali A. Tagliamonte and Rebecca V. Roeder

University of Toronto and University of North Carolina at Charlotte

This paper provides a sociolinguistic analysis of variation in the Englishdefinite article, a.k.a. definite article reduction (DAR), in the city ofYork, northeast Yorkshire, England. Embedding the analysis in historical,dialectological and contemporary studies of this phenomenon, the findingsuncover a rich system of variability between the standard forms as well asreduced and zero variants. These are involved in a system of multicausalconstraints, phonological, grammatical, and discourse-pragmatic that areconsistent across the speech community. However, the reduced variants arenot derivative of each other, but reflect contrasting functions in the system.Interestingly, the reduced variants are accelerating in use among the youngmen, suggesting that DAR is being recycled as an identitymarker of the localvernacular. This change is put in sociohistorical context by an appeal tothe recently developing interest and evolving prestige of Northern Englishesmore generally.KEYWORDS: Definite article reduction, DAR, recycling, local

38

Language and Education

Publication details, including instructions for authors and subscription information:http://www.informaworld.com/smpp/title~content=t794297816

Grammar and the English National CurriculumLaura Louise Paterson∗

English and Drama, Loughborough University, Loughborough, UK(Received 27 August 2009; final version received 19 May 2010)

In 1998 the regulatory body for the National Curriculum, theQualifications and Curriculum

Authority, acknowledged that there was ‘widespread uncertainty’ over the grammarrequirements of the English Curriculum. In this paper I argue that the QCA still hasnot addressed this uncertainty. I analyse the 1999 and 2011 Primary English Curricula,alongside the 2008 Secondary English Curriculum and show that the QCA grammarguidelines lack specificity, with no clear definitions for key terms such as ‘standardEnglish’ or ‘morphology’, further compounding the perceived uncertainty. I argue thatthis directly contradicts the QCA’s acknowledgement that younger teachers may nothave been taught a standardised framework for grammar in their own schooling, makingthe absence of technical definitions and clear guidelines highly significant. Althoughthe QCA may be aware of uncertainties surrounding grammar teaching, their guidelinesin the English National Curriculum do not provide a clear account of what pupils mustlearn about grammar.Keywords: National Curriculum; English grammar; teaching; metalinguistic knowledge

39

Imagining Navajo in the Boarding School: Laura Tohe’s No Parole Today and the Intimacy of Language Ideologies

In this article I investigate Navajo poet Laura Tohe’s uses of metapragmatic terms in threeliterary works found in her book No Parole Today. Tohe’s book focuses on the boarding schoolexperience and is especially concerned with issues of language use. I argue that Tohe uses

metadiscourses that both dramatize language use but also create affectively potent relationsbetween speakers and the languages they use. These metadiscourses are implicit metadiscourses.Rather than explicitly stating that Navajo should be the language of social intimacyfor Navajos, Tohe dramatizes such relationships. Such implicit metadiscourses gain addedimport when understood within the larger social fields of the Navajo Nation and currentideologies about the Navajo language. [Navajo, poetry, metapragmatics, affectivity, metadiscourses,language ideologies]jola_1047 39..62On April 23, 2009, the Navajo Times, the paper of record for many Navajos, runsthe headline, “Tongue-Tied: Navajo men say they’re not allowed to speakNative language at work,” above the fold. The article goes on to state:But the men, who asked not to be identified in the newspaper for fear of retaliation, said therequest [not to speak Navajo] feels like a violation of their rights and evokes the days whenthe BIA boarding school students had their mouths washed out with soap. (Yurth 2009:A-1)Here the image of the boarding school functions as part of an explicit metadiscourseon language policies connecting the current experiences of language stigmatizationwith the Bureau of Indian Affairs’ (BIA) efforts to suppress Navajo at boardingschools. Yet, as I will show, just as the boarding school itself was a complex site for theideological struggle about language, the image of the boarding school, as an implicitmetadiscourse, also continues to haunt the contemporary discourse concerning theplace of the Navajo language among contemporary Navajos.To understand the contemporary metadiscourse of the Navajo about language, onemust understand this haunting image of the boarding school that informs it: Whatkinds of metadiscourses about Navajo and the boarding schools circulate on theNavajo Nation? How, for example, are the Navajo language and the boarding schoolexperience imagined through literary works? And what is the social work of suchimaginative depictions of languages and concomitantly those that would use such

languages? Taking a discourse-centered approach to language and culture (Sherzer1987; Urban 1991), this article begins to engage such questions by investigating theJournal of Linguistic Anthropology, Vol. 20, Issue 1, pp. 39–62, ISSN 1055-1360, EISSN 1548-1395. © 2010by the American Anthropological Association. All rights reserved. DOI: 10.1111/j.1548-1395.2010.01047.x.

40

Framing authority: gender, face, and mitigation at a radio network

A B S T R AC T. This article examines the work-related talk of a female technicaldirector of a radio news-and-talk program to illustrate that women and men inpositions of institutional authority create gendered identities through thedemeanors of authority they create based on their face-related practices.Although extensive research, including P. Brown and Levinson’s (1987) analysisof linguistic politeness phenomena, has explored the linguistic dimensions ofdeference, these discussions have not integrated the concept of demeanor, eventhough Goffman (1967) introduces deference and demeanor as ‘two basicelements’ of the expressive component of language – that component throughwhich individuals convey face-related meanings. An interactionalsociolinguistic approach shows that the relationship between genderedidentities and the linguistic expression of face is mediated by the dynamicnegotiation of positions and frames. The implications of these practices arediscussed within the context of gendered discourse in the workplace.K E Y WO R D S : authority, deference, demeanor, face, framing, gender, interactionalsociolinguistics, positioning, workplace

41

Gender Schematicity, Gender IdentitySalience, and Gender-Linked Language UseNICHOLAS A. PALOMARESUniversity of California, DavisUsing self-categorization theory, the effects of sex, chronic gender accessibility (i.e., genderschematicity), and gender identity salience on gender-linked language use in e-mail are examined.Results confirmed interactive effects only. Gender schematic men and women whosegender was salient used typical gender-linked language (e.g., men used male language). Withlow gender salience, schematic men and women used countertypical gender-linked language(e.g., men used female language). The language of nonschematics varied minimally. Resultsare discussed regarding previous research on gendered language, the nature of gender identitysalience, and examining gendered language in computer-mediated communication.Much theoretical and empirical debate surrounds the idea thatthe communicative behaviors of men and women exhibit bothsimilarities and differences (Canary & Hause, 1993; Canary &Dindia, 1998). Certain situations reveal gender-based communicative differences,whereas others reveal similarities (Carli, 1990; McLachlan, 1991).In fact, a large scale review suggested that the similarities are far moreprevalent than the differences and “that knowledge of a person’s genderwill give us little ability to accurately predict how a person will behave inmany situations” (Aries, 1996, p. 189). Theory, therefore, must be able toexplain and predict how situational dynamics impact gender-based communicativedifferences and similarities. The two major explanations proposedto account for gender-based communication, however, fall short intheir explanatory capabilities. Some theorists claim that differences resultfrom culturally learned behaviors (the gender-as-culture explanation;Nicholas A. Palomares (Ph.D. Candidate, University of California, Santa Barbara) is an assistant

42

Of Marbles and (Little) Men: Bad Luck and Masculine Identification in Aymara Boyhood

This article takes up the way that Aymara boyhood marbles play counts as a spectacle ofmasculinity. Specifically, I examine the way that a boy’s relationship to bad luck qhincha (badluck) in marbles has consequences for his gender and sexual affiliations. To do so, I analyze theway in which qhincha instantiates as a participant status in marbles and the way in whichheterosexual “toughness” and homosexual “weakness” and “transgression” are thereby—that is, in relation to qhincha—made salient. Theoretically, I show that Aymara masculinityrequires a semiotically nuanced concept of “identification” in order to capture its processual,task-like character. [identification, metapragmatic discourse, masculinity, the Andes,bad luck

43UNIVERSITY OF CALIFORNIA, LOS ANGELES The Relevance of Husserl’s Theory to Language Socializationjola_1031 205..226

This article suggests that the theory of language socialization could benefit from adoptingsome key concepts originally introduced by the philosopher Edmund Husserl in the first partof the twentieth century. In particular, it focuses on Husserl’s notion of “(phenomenological)modification,” to be understood as a change in “the natural attitude” that humans have

toward the phenomenal world, their own actions included. After providing examples ofdifferent kinds of modifications in interpreting language and listening to music, Husserl’snotion of “theoretical attitude” (a modification of “the natural attitude”) is introduced andshown to be common in adult conversations as well as in interactions between adults andyoung children. A reanalysis of an exchange previously examined by Platt (1986) between aSamoan mother and her son is provided to show the benefits of an integration of phenomenologicaland interactional perspectives on adult-child discourse. Finally, it is suggested that thefailure sometimes experienced by children and adults to adopt new ways of being may be dueto the accumulated effects of modifications experienced earlier in life which make it difficult ifnot impossible to retrieve earlier, premodificational ways of being. [language socialization,phenomenology, jazz aesthetics, Samoan child language]

44

Effects of Gendered Language on Gender Stereotyping in Computer-Mediated Communication: The Moderating Role of Depersonalization and Gender-Role Orientation

Eun-Ju LeeDepartment of Communication, University of California—Davis, Davis, CA 95616This experiment examined what situational and dispositional features moderate theeffects of linguistic gender cues on gender stereotyping in anonymous, text-basedcomputer-mediated communication. Participants played a trivia game with an ostensible

partner via computer, whose comments represented either prototypically masculineor feminine language styles. Consistent with the social identity model of deindividuationeffects, those who did not exchange brief personal profiles with their partner (i.e., depersonalization)were more likely to infer their partner’s gender from the language cuesthan those who did. Depersonalization, however, facilitated stereotype-consistent conformitybehaviors only among gender-typed individuals; that is, participants conformedmore to their masculine- than feminine-comment partners, and men were less conformingthan were women, only when they were both gender-typed and depersonalized

Possible Topics for OP

These are some additional sources and topics that you can use for your OP and/or final reflections.

Brain and Language The Development of Language in the SpeciesThe Human Brain Autonomy of Language Language and Brain Development

References

Caplan, D. 2001. Neurolinguistics. The handbook of linguistics, M. Aronoff and J.Rees-Miller (eds.). London: Blackwell Publishers. . 1992. Language: Structure, processing, and disorders. Cambridge, MA: MIT Press.

. 1987. Neurolinguistics and linguistic aphasiology. Cambridge, UK: CambridgeUniversity Press.Coltheart, M., K. Patterson, and J. C. Marshall (eds). 1980. Deep dyslexia. London: Routledge & Kegan Paul.Curtiss, S. 1977. Genie: A linguistic study of a modern-day “wild child.” New York: Academic Press.Curtiss, S., and J. Schaeffer. 2005. Syntactic development in children with hemispherec- tomy: The I-, D-, and C-systems. Brain and Language 94: 147–166.

Damásio, H. 1981. Cerebral localization of the aphasias.” Acquired aphasia, M. TaylorSarno (ed.). New York: Academic Press, 27– 65.

Gazzaniga, M. S. 1970. The bisected brain. New York: Appleton-Century-Crofts. Geschwind, N. 1979. Specializations of the human brain. Scientific American 206 (Sep-

tember): 180 –199.Lenneberg, E. H. 1967. Biological foundations of language. New York: Wiley.Obler, L. K., and K. Gjerlow. 1999. Language and brain. Cambridge, UK: Cambridge

University Press.Patterson, K. E., J. C. Marshall, and M. Coltheart (eds.). 1986. Surface dyslexia. Hills- dale, NJ: Lawrence Erlbaum.

Pinker, S. 1994. The language instinct. New York: William Morrow.Poizner, H., E. S. Klima, and U. Bellugi. 1987. What the hands reveal about the brain.

Cambridge, MA: MIT Press.Searchinger, G. 1994. The human language series: 1, 2, 3. Videos. New York: Equinox

Film/ Ways of Knowing, Inc.Smith, N. V., and I-M. Tsimpli. 1995. The mind of a savant: Language learning and modularity. Oxford, UK: Blackwell.

Springer, S. P., and G. Deutsch. 1997. Left brain, right brain, 5th edn. New York: W. H.Freeman and Company.

Stromswold, K. 2001. The heritability of language. Language 77(4): 647–721.Yamada, J. 1990. Laura: A case for the modularity of language. Cambridge, MA: MITPress.

The Meaning of Language

What Speakers Know about Sentence Meaning truth Entailment and Related Notions

Ambiguity Compositional Semantics

Semantic Rules Anomaly MetaphorIdioms

Reference

Austin, J. L. 1962. How to do things with words. Cambridge, MA: Harvard UniversityPress.Chierchia, G., and S. McConnell-Ginet. 2000. Meaning and grammar, 2nd edn. Cam- bridge, MA: MIT Press.Davidson, D., and G. Harman, eds. 1972. Semantics of natural languages. Dordrecht, The Netherlands: Reidel.

Fraser, B. 1995. An introduction to pragmatics. Oxford, UK: Blackwell Publishers. Green, G. M. 1989. Pragmatics and natural language understanding. Hillsdale, NJ:

Lawrence Erlbaum Associates.Grice, H. P. 1989. Logic and conversation. Reprinted in Studies in the way of words.

Cambridge, MA: Harvard University Press.Jackendoff, R. 1993. Patterns in the mind. New York: HarperCollins. . 1983. Semantics and cognition. Cambridge, MA: MIT Press.

Lakoff, G. 1987. Women, fire, and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.Lakoff, G., and M. Johnson. 2003. Metaphors we live by, 2nd edn. Chicago: University of Chicago Press.

Lyons, J. 1995. Linguistic semantics: An introduction. Cambridge, UK: CambridgeUniversity Press.

Mey, J. L. 2001. Pragmatics: An introduction, 2nd edn. Oxford, UK: BlackwellPublishers.

Saeed, J. 2003. Semantics, 2nd edn. Oxford, UK: Blackwell Publishing.Searle, J. R. 1969. Speech acts: An essay in the philosophy of language. Cambridge,UK: Cambridge University Press.

Language Processing: Humans and Computers

The Human Mind at Work:Human Language Processing

Comprehension

The Speech Signal Speech Perception and

Comprehension Bottom-up and Top-down

Models Lexical Access and Word

Recognition Syntactic Processing Speech Production

Planning Units Lexical Selection

Spell Checkers Machine Translation Computational ForensicLinguistics

Application and Misapplication of Rules Nonlinguistic Influences

References

References for Further ReadingAllen, J. 1987. Natural language understanding. Menlo Park, CA: Benjamin/Cummings.Berwick, R. C., and A. S. Weinberg. 1984. The grammatical basis of linguistic perfor-

mance: Language use and acquisition. Cambridge, MA: MIT Press.Caron, J. 1992. An introduction to psycholinguistics. Tim Pownall, trans. Toronto, Canada: University of Toronto Press.

Carroll, D. W. 2004. Psychology of language, 4th edn. Belmont, CA: Wadsworth. Clark, H., and E. Clark. 1977. Psychology and language: An introduction to psycholin-

guistics. New York: Harcourt Brace Jovanovich.Coulthard, M., and A. Johnson. 2007. An introduction to forensic linguistics. New

York: Routledge.Fodor, J. A., T. G. Bever, and M. Garrett. 1974. The psychology of language. New

York: McGraw-Hill.Fromkin, V. A. (ed.). 1980. Errors in linguistic performance. New York: Academic

Press.Harley, T. A. 2001. The psychology of language: From data to theory, 2nd edn. Hove, UK: Psychology Press.Hockey, S. 1980. A guide to computer applications in the humanities. London: Duckworth.

Jurafsky, D., and J. H. Martin. 2000. Speech and language processing. Upper SaddleRiver, NJ: Prentice Hall (Pearson Higher Education).

Ladefoged, P. 1996. Elements of acoustic phonetics, 2nd edn. Chicago: University ofChicago Press.Levelt, W. J. M. 1993. Speaking: From intention to articulation. Cambridge, MA: MIT Press.Miller, G., and P. Johnson-Laird. 1976. Language and perception. Cambridge, MA: Harvard University Press.

Miller, J. L., and P. D. Eimas (eds.). 1995. Speech, language, and communication. SanDiego: Academic Press.

Olsson, J. 2004. Forensic linguistics. London: Continuum.Smith, R., and R. Hipp. 1994. Spoken natural language dialog systems. New York: Oxford University Press.

Sowa, J. (ed.). 1991. Principles of semantic networks. San Mateo, CA: MorganKaufmann.

Stabler, E. P., Jr. 1992. The logical approach to syntax: Foundations, specificationsand implementations of theories of government and binding. Cambridge, MA: MIT Press.

Weizenbaum, J. 1976. Computer power and human reason. San Francisco: W. H.Freeman.

Whitney, P. 1998. The psychology of language. Boston: Houghton Mifflin.Winograd, T. 1983. Language as a cognitive process. Reading, MA: Addison-Wesley. . 1972. Understanding natural language. New York: Academic Press.Witten, I. H. 1986. Making computers talk. Englewood Cliffs, NJ: Prentice Hall.

Acquistion of american sign language

Second half of the semester

Emphasis on Sociolinguistics

Dialects

Differences in AAE & SAE, ChE (syntactic, lexical, etc.)

Pidgins, Creoles

Bilingualism Code switching

Stylistic variation

Language and Education

Language and Sexism

Slang, vulgarity

References for Further ReadingCarver, C. M. 1987. American regional dialects: A word geography. Ann Arbor, MI: University of Michigan Press.

Cassidy, F. G. (chief ed.). 1985, 1991, 1996, 2002. Dictionary of American regionalEnglish, Volumes 1, 2, 3, 4. Cambridge, MA: Harvard University Press. Chambers, J., and P. Trudgill. 1998.

Dialectology, 2nd edn. Cambridge, UK: Cam-bridge University Press.Finegan, E., and J. Rickford (eds.). 2004. Language in the USA. Cambridge, UK: Cam- bridge University Press.

Holm, J. 2000. An introduction to pidgins and creoles. Cambridge, UK: CambridgeUniversity Press.

Labov, W. 1972. Sociolinguistic patterns. Philadelphia: University of PennsylvaniaPress.

. 1969. The logic of nonstandard English. Georgetown University 20th AnnualRound Table, Monograph Series on Languages and Linguistics, No. 22. . 1966. The social stratification of English in New York City. Washington, DC: Center for Applied Linguistics.

Lakoff, R. 1990. Talking power: The politics of language. New York: Basic Books. Roberts, I. 1999. Verb movement and markedness. In Michel DeGraff (ed.), Language

creation and language change, creolization, diachrony and development. Cam- bridge, MA: MIT Press, 287–327.Tannen, D. 1994. Gender and discourse. New York: Oxford University Press.

. 1990. You just don’t understand: Women and men in conversation. New York: Ballantine.Trudgill, P. 2001. Sociolinguistics: An introduction to language and society, 4th edn.

London: Penguin Books.Wolfram, W., and N. Schilling-Estes. 1998. American English dialects and variation.London: Blackwell