LINGUIST List 32.1722
Mon May 17 2021
Calls: Applied Ling, Lang Acq, Psycholing/Cyprus
Editor for this issue: Lauren Perkins <laurenlinguistlist.org>
Natalia Pavlou <pavlou.natalia
New Approaches to Bi-/Multilingualism and Language Learning/Teaching E-mail this message to a friend
Full Title: New Approaches to Bi-/Multilingualism and Language Learning/Teaching
Short Title: BiMuLT
Date: 20-Nov-2021 - 21-Nov-2021
Location: Nicosia, Cyprus
Contact Person: Natalia Pavlou
Meeting Email: < click here to access email >
Web Site: https://bimult.wordpress.com/
Linguistic Field(s): Applied Linguistics; Language Acquisition; Psycholinguistics
Call Deadline: 15-Jul-2021
Multilingual environments have attracted the interest of those working on language acquisition (Rothman et al., 2019; Schmid and Kopke, 2019), variation and learning (Martin-Jones et al., 2015; Singleton and Aronin, 2019) as well as multiliteracy, home language development, education and language policy (Wright et al., 2017; Montanari and Quay, 2019; Schalley and Eisenchlas, 2020; Breuer et al., 2021). Some of the common questions raised in this research are related to the issues in understanding the nature and processes of bilingualism/multilingualism, the exposure and influence on a particular population by a dominant language, the age of exposure to input from the dominant language, the grammar properties affected by it, and the overall competence of the bilingual/multilingual speaker (Deluca et al., 2019, Lohndal et al., 2019). Heritage language acquisition as another bilingual/multilingual context raises the question of the input conditions during acquisition (Montrul, 2016; Polinsky, 2018; Domínguez et al., 2019). Scientific considerations on these issues rely on a variety of methodologies in the study of acquisition and the application of these theories in teaching. Data from multilingual speakers are also important since they involve grammars that often interact in interesting ways that a theory of possible mental grammars needs to incorporate. These mental grammars identify the linguistic properties that characterize multilingual speakers in societies within a broader concept of ‘comparative lingualities’ (Grohmann and Kambanaros, 2016) focusing on their recognition and study for the advancement of linguistic theory.
Prof. Laura Domínguez (University of Southampton)
Prof. Jason Rothman (UiT The Arctic University of Norway and Universidad Nebrija)
Prof. Kleanthes K. Grohmann (University of Cyprus)
Prof. Maria Kambanaros (Cyprus University of Technology)
Call for Papers:
We welcome abstract submissions on any of the following questions or related topics:
- What are new approaches to the study of bilingualism and multilingualism?
- What are some diagnostics to differentiate different multilingual environments (sequential/simultaneous bilingualism, heritage speakers, second/third language learners)?
- What are common grammar properties across bilingual/multilingual speakers? What variables condition interaction between/among languages?
- How do heritage languages differ or look similar to other contexts of multilingualism? What conditions these grammars?
- What is the role of input in language acquisition (first, second and third) and heritage language acquisition?
- What are the research methods that best apply in multilingual environments and language learning and teaching?
- What are the factors (e.g. social, affective) that affect home language maintenance and development at micro, meso and macro levels?
- What is the link between multilingualism, multiliteracy and multimodality? How do language policies or identity interact with multilingual societies and language learning?
We aim for the conference to take place in Nicosia, Cyprus. However, a final decision will be made in September 2021 on the basis of the assessment of the COVID-19 pandemic in Cyprus and internationally at that time.
Abstracts for presentations will be accepted until July 15, 2021. Presentations will last 20 minutes, followed by 10 minutes for discussion. The abstracts have to be submitted through EasyChair at https://easychair.org/conferences/?conf=bimult21
Abstracts up to 500 words must be written in English (excluding references, graphs and tables) and must be anonymized to exclude any identifiable information. Authors may submit a total of two abstracts, one individual and one joint.
Call Deadline: July 15, 2021
Notification of Acceptance: September 1, 2021
Conference: November 20-21, 2021
Svetlana Karpava (University of Cyprus)
Natalia Pavlou (University of Cyprus)
Spyros Armostis (University of Cyprus)
Constantina Fotiou (University of Cyprus)
Valantis Fyndanis (Cyprus University of Technology)
Tanja Kupisch (Universität Konstanz)
Theo Marinis (Universität Konstanz)
Agnieszka Otwinowska-Kasztelanic (Uniwersytet Warszawski)
Phoevos Panagiotidis (University of Cyprus)
Yulia Rodina (UiT The Arctic University of Norway)
Breuer, E. O., Lindgren, E., Stavans, A. and van Steendam, E. (2021). Multilingual Literacy. New Perspectives on Language and Education 85. Bristol: Multilingual Matters
Deluca, V., Rothman, J. and Pliatsikas, C. (2019). Linguistic immersion and structural effects on the bilingual brain: A longitudinal study. Bilingualism: Language and Cognition, 22(5), 1160-1175.
Domínguez, L., Hicks, G. and Slabakova, R. (2019). Terminology choice in generative acquisition research: The case of “incomplete acquisition” in heritage language grammars. Studies in Second Language Acquisition, 41(2), 241-255.
Grohmann, K.K. and Kambanaros, M. (2016). The gradience of multilingualism in typical and impaired language development: Positioning bilectalism within comparative bilingualism. Frontiers in Psychology, 7, https://www.frontiersin.org/article/10.3389/fpsyg.2016.00037
Lohndal, T., Rothman, J., Kupisch, T. and Westergaard, M. (2019). Heritage language acquisition: What it reveals and why it is important for formal linguistic theories. Language and Linguistics Compass, 13(12), 12357.
Martin-Jones, M. Blackledge, A. and Creese, A. (2015). The Routledge Handbook of Multilingualism. London/New York: Routledge.
Montanari, S. and Quay, S. (2019). Multidisciplinary Perspectives on Multilingualism. Berlin/New York: Mouton de Gruyter.
Montrul, S. (2016). The Acquisition of Heritage Languages. Cambridge: Cambridge University Press.
Polinsky, M. (2018). Heritage Languages and Their Speakers. Cambridge: Cambridge University Press.
Rothman, J., Gonzalez Alonso, J. and Puig-Mayenco, E. (2019). Third Language Acquisition and Linguistic Transfer. Cambridge: Cambridge University Press.
Schalley, A. and Eisenchlas, S. (Eds.) (2020). Handbook of Home Language Maintenance and Development: Social and Affective Factors. Berlin/Boston: Walter de Gruyter.
Schmid, M. and Kopke, B. (2019). The Oxford Handbook of Language Attrition. Oxford: Oxford University Press.
Singleton, D. and Aronin, L. (2019). Twelve Lectures on Multilingualism. Bristol, UK: Multilingual Matters.
Wright, W., Boun, S. and Garcia, O. (2017). The Handbook of Bilingual and Multilingual Education. Chichester, UK: Wiley-Blackwell Publishers.
Page Updated: 17-May-2021