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BEGIN:VEVENT UID:334a0891fba999aa4a43f0b95d3fd63a CATEGORIES:Events CREATED:20180123T172314 SUMMARY:Current Investigations in Bilingualism LOCATION:Philosophy (106 Somerset St\, New Brunswick\, NJ 08901) DESCRIPTION:
Saturday, April 14, 2018, 10:00 A M - 8:00 PM
Current Investigations in Bilingualism (< a href="images/downloads/cog-sci-flyer_redesign_forPrint.jpg">Flyer&nbs p;and schedule) workshop brings together some of today's top re searchers in the area to present high-quality empirical experimen tal evidence on what it means to be bilingual, how we identify individ uals as bilingual, and what bilingualism looks like across subareas of language and across development. The workshop also features a panel discus sion devoted to community outreach, featuring students and faculty fro m Rutgers, with the goal of underscoring the connection between research an d the community, exchanging ideas and outreach activities, a nd highlighting the work underway to educate researchers, teachers, and fam ilies on bilingualism.
< strong>Welcome, coffee and pastries | |
10:30-11:15am | Talk 1 Matt Goldrick, Nor thwestern University Integrating discrete and gradient aspects of linguistic knowledge: Insights from bilingualism |
11:15am-12:00pm< /strong> | Talk 2 Krista Byers-Heinlein, Concordia University Is this ba by bilingual? Best practices for characterizing early langu age environments |
12:00-1:15pm | Lunch< /strong> (King Pita Palace) |
1:15-2:00pm | T
alk 3 Matthew Carlson, Penn State Universit y Explorations in the MultiGrammar |
2:00-2:45pm | Talk 4 Lisa Bedore, Un iversity of Texas, Austin Developmental Language Disorders in Tw o Languages: Patterns of Typical and Impaired Development in Spanish English Bilinguals |
2:45-3:30pm | Jennifer Austin, Rutgers Univer sity (Newark) Liliana Sanchez, Rutgers University (N ew Brunswick) Kristen Syrett, Rutgers University (Ne w Brunswick) Conversational Implicatures in Heritage and Child L2 Bilingualism |
< strong>3:30-4:00pm | Coffee bre ak |
4:00-5:45pm | Community Outreac
h Panel, featuring members of RU Bilingual, HoLa Hoboken and L
ives in Translation Discussion to follow |
6:00-8:00pm td> | Dinner (Delhi Garden) |
Organized by Kristen S yrett (Associate Professor, RuCCS & Linguistics, Rutgers Univ. – New Br unswick)
Much of the work on bilingual language develop ment and disorders focuses on the learner’s first or second language but do es not consider the profile in both languages. Because of divided inp ut, performance in the bilingual’s two languages does not appear to be full y independent. Thus, understanding the relationship between the acqui sition of the two languages informs our expectations about language acquisi tion and profiles of language impairment. In this talk I will report on the extent to which language experiences predict outcomes in each of the child’s languages between the ages of 4 and 9 years. Then, I will de scribe the dual language profiles of English Spanish speakers with and with out language impairment in the same age range. Finally. I will consid er how the markers of developmental language disorders that emerge from thi s work can be used to reliably identify language impairment in bilingual ch ildren.
Krista Byers-Heinlein, Concordia Univers
ity
Is this baby bilingual? Best practices for ch
aracterizing early language environments
Studies on inf ant bilingualism often rely on researchers’ ability to accurately categoriz e learners into language groups, such as monolingual and bilingual. These c ategories are typically based on infants’ exposure to different languages, but consensus is only beginning to emerge about which variables are crucial to report and how to best measure these. This talk will characterize the c urrent state-of-the art in characterizing infants’ early language environme nts. Parental report has long been a key source of information about infant s’ language backgrounds. This talk will compare the validity of different t ypes of parent report measures, and will discuss common measurement pitfall s and their solutions. Data will be presented comparing parent report measures to transcriptions of full-day home recordings using the LENA digi tal recorder system. Improving the measurement and reporting of early bilin gual infant language environments is crucial for continuing to advance this young field.
Matthew Carlson,
Penn State University
Explorations in the MultiGr
ammar
Users of more than one language can be thought of as mental jugglers who must constantly navigate partially overlapping, but distinct linguistic systems. From cognates and interlingual homophones, to crosscutting phonetic categories, and from competing syntactic representat ions to partially mismatched mappings from concepts to words, there often s eems to be more than one way to represent what is being said. This contribu tes to the view that multilinguals possess a single, compound linguistic sy stem, which is something more than the sum of two monolingual systems, an i dea owing a great debt to Grosjean and to the notion of Multicompetence, in troduced by Cook in the early 1990s. Nevertheless, somehow multilinguals ne arly always arrive at the linguistically appropriate solution in the end, d emonstrating an exquisite ability to deploy their linguistic resources adap tively and selectively. In this talk we will consider the nature of this co mpound language system, drawing specifically on recent findings showing sub tle shifts in bilinguals’ speech perception as they switch between language s to explore what it might mean for two languages to be integrated into a s ingle system.
Matt Goldrick, Northwestern Univer
sity
Integrating discrete and gradient aspects of
linguistic knowledge: Insights from bilingualism
How d o discrete and continuous aspects of cognition interact? This general chall enge for the cognitive sciences sits front and center in studies of bilingu alism. I'll review neurobiological and behavioral measures that suggest the re is simultaneous, graded co-activation of mental representations from bot h of the speakers’ languages. However, structural analysis reveals that dis crete grammatical principles shape and constrain bilingual language knowled ge and use. I will discuss how this body of data informs cognitive architec tures in the context of the Gradient Symbolic Computation framework, which allows us to specify grammars over gradient representations.
Jennifer Austin, Rutgers University (Newark)<
br />Liliana Sanchez, Rutgers University (New Brunswick)Kristen Syrett, Rutgers University (New Brunswick)
Conversational Implicatures in Heritage and Child L2
Bilingualism
Monolingual Spanish-speaking children hav e been reported to calculate the upper-bounded scalar implicature (SI) with algunos ‘some’, and further distinguish algunos from unos ‘some’. Given documented crosslinguistic influence in interface phenomena in bilinguals, we asked whether young Spanish-English bilinguals calculate SIs with algunos, or if there is an effect of acquiring languages with overlapping but diverging lexical entries. A set of four exp eriments revealed that both heritage bilinguals and Spanish monolingual chi ldren inconsistently calculated SIs. In Experiments 1-3, heritage bilingual s did not calculate the SI associated with algunos. However, in Ex periment 4, which relied upon an awareness of speaker-hearer dynamics, they did. In contrast, the L2 children in this study reliably distinguished unos and algunos from todos. However, they exhibite d variable performance with unos, apparently because they had diff iculty distinguishing between un/una ‘one’ and unos/unas ‘some’. This suggests that their still-developing awareness of number morph ology in Spanish might slow the acquisition of unos. This research highlights the challenges arising from interpreting linguistic phenomena w here lexical, semantic, and pragmatic information intersect, and is a call for further investigation with different populations of bilinguals in a rap idly growing area where bilingual research is lacking.
To RSVP pl ease click HERE. You will be taken to the Google RSVP form.&nb sp;Seating is limited.
If for some reason you need to cancel yo
ur RSVP, please
Saturday, April 14, 2018, 10:00 A M - 8:00 PM
Current Investigations in Bilingualism (< a href="https://ruccs.rutgers.edu/images/downloads/cog-sci-flyer_redesign_f orPrint.jpg">Flyer and schedule)& nbsp;workshop brings together some of today's top researchers in the area t o present high-quality empirical experimental evidence on wh at it means to be bilingual, how we identify individuals as bilingual, and what bilingualism looks like across subareas of language and across de velopment. The workshop also features a panel discussion devoted to co mmunity outreach, featuring students and faculty from Rutgers, with the goa l of underscoring the connection between research and the community,&n bsp;exchanging ideas and outreach activities, and highlighting the wor k underway to educate researchers, teachers, and families on bilingualism.< /p>
10:00-10:30am | Welcome, coffee and pastries |
10:30-11:15am | Talk
1 Matt Goldrick, Northwestern University Integrating discrete and gradient aspects of linguistic knowledge: Insights from bilingualism |
11:15am-12:00pm | Talk 2 Krista Byers-Heinlein< /strong>, Concordia University Is this baby bilingual? Best practices for characterizing early language environments td> |
12:00-1:15pm< /strong> | Lunch (King Pita Pal ace) |
1:15-2: 00pm | Talk 3 Exploration s in the MultiGrammar |
2:00-2:45pm | Ta
lk 4 Lisa Bedore, University of Texas, Aust in Developmental Language Disorders in Two Languages: Patterns of Typical and Impaired Development in Spanish English Biling uals |
2 :45-3:30pm | Talk 5 Jennifer Austin, Rutgers University (Newark) Conversational Implicatures in Heritage and Child L2 Bilingualism |
3:30-4:00pm | Coffee break |
4:00-5:45pm | Community Outreach Panel, featuring memb
ers of RU Bilingual, HoLa Hoboken and Lives in Translation Discussion to follow |
6:00-8:00pm | Dinner (Delhi Garden) |
Organized by Kristen Syrett (Associate Profes sor, RuCCS & Linguistics, Rutgers Univ. – New Brunswick)
Lisa Bedore,
University of Texas, Austin
Developmental Languag
e Disorders in Two Languages:
Patterns of Ty
pical and Impaired Development in Spanish English Bilinguals<
/p>
Much of the work on bilingual language development and disorders focu ses on the learner’s first or second language but does not consider the pro file in both languages. Because of divided input, performance in the bilingual’s two languages does not appear to be fully independent. Th us, understanding the relationship between the acquisition of the two langu ages informs our expectations about language acquisition and profiles of la nguage impairment. In this talk I will report on the extent to which language experiences predict outcomes in each of the child’s languages betw een the ages of 4 and 9 years. Then, I will describe the dual languag e profiles of English Spanish speakers with and without language impairment in the same age range. Finally. I will consider how the markers of d evelopmental language disorders that emerge from this work can be used to r eliably identify language impairment in bilingual children.
Krista Byers-Heinlein, Concordia University
Studies on infant bilingualism often rely on researchers’ ability to accurately categorize learners into languag e groups, such as monolingual and bilingual. These categories are typically based on infants’ exposure to different languages, but consensus is only b eginning to emerge about which variables are crucial to report and how to b est measure these. This talk will characterize the current state-of-the art in characterizing infants’ early language environments. Parental report ha s long been a key source of information about infants’ language backgrounds . This talk will compare the validity of different types of parent report m easures, and will discuss common measurement pitfalls and their solutions.& nbsp; Data will be presented comparing parent report measures to transcript ions of full-day home recordings using the LENA digital recorder system. Im proving the measurement and reporting of early bilingual infant language en vironments is crucial for continuing to advance this young field.
Matthew Carlson, Penn State UniversityExplorations in the MultiGrammar
Users of more than one language can be thought of as mental jugglers who must constantly navigate partially overlapping, but distinct linguistic sy stems. From cognates and interlingual homophones, to crosscutting phonetic categories, and from competing syntactic representations to partially misma tched mappings from concepts to words, there often seems to be more than on e way to represent what is being said. This contributes to the view that mu ltilinguals possess a single, compound linguistic system, which is somethin g more than the sum of two monolingual systems, an idea owing a great debt to Grosjean and to the notion of Multicompetence, introduced by Cook in the early 1990s. Nevertheless, somehow multilinguals nearly always arrive at t he linguistically appropriate solution in the end, demonstrating an exquisi te ability to deploy their linguistic resources adaptively and selectively. In this talk we will consider the nature of this compound language system, drawing specifically on recent findings showing subtle shifts in bilingual s’ speech perception as they switch between languages to explore what it mi ght mean for two languages to be integrated into a single system.
&nb sp;
Matt Goldrick, Northwestern University
How do discrete and continuo us aspects of cognition interact? This general challenge for the cognitive sciences sits front and center in studies of bilingualism. I'll review neur obiological and behavioral measures that suggest there is simultaneous, gra ded co-activation of mental representations from both of the speakers’ lang uages. However, structural analysis reveals that discrete grammatical princ iples shape and constrain bilingual language knowledge and use. I will disc uss how this body of data informs cognitive architectures in the context of the Gradient Symbolic Computation framework, which allows us to specify gr ammars over gradient representations.
<
strong>Jennifer Austin, Rutgers University (Newark)
L
iliana Sanchez, Rutgers University (New Brunswick)
Kr
isten Syrett, Rutgers University (New Brunswick)
Conversational Implicatures in Heritage and Child L2 Bilingualism
Monolingual Spanish-speaking children have been reported to calc ulate the upper-bounded scalar implicature (SI) with algunos ‘some ’, and further distinguish algunos from unos ‘some’. Give n documented crosslinguistic influence in interface phenomena in bilinguals , we asked whether young Spanish-English bilinguals calculate SIs with algunos, or if there is an effect of acquiring languages with overlapp ing but diverging lexical entries. A set of four experiments revealed that both heritage bilinguals and Spanish monolingual children inconsistently ca lculated SIs. In Experiments 1-3, heritage bilinguals did not calculate the SI associated with algunos. However, in Experiment 4, which relie d upon an awareness of speaker-hearer dynamics, they did. In contrast, the L2 children in this study reliably distinguished unos and algu nos from todos. However, they exhibited variable performance with unos, apparently because they had difficulty distinguishing b etween un/una ‘one’ and unos/unas ‘some’. This suggests t hat their still-developing awareness of number morphology in Spanish might slow the acquisition of unos. This research highlights the challen ges arising from interpreting linguistic phenomena where lexical, semantic, and pragmatic information intersect, and is a call for further investigati on with different populations of bilinguals in a rapidly growing area where bilingual research is lacking.
To RSVP please click HERE. You will be taken to the Google RSVP form. Seating is limited.& nbsp;
If for some reason you need to cancel your RSVP, please