LINGUIST List 32.308
Mon Jan 25 2021
Calls: Applied Ling, Gen Ling, Lang Acq, Ling Theories, Socioling/Online
Editor for this issue: Lauren Perkins <laurenlinguistlist.org>
Arturo Diaz <adiaz
Thirteenth Heritage Language Research Institute E-mail this message to a friend
Full Title: Thirteenth Heritage Language Research Institute
Short Title: HLRI
Date: 07-Jun-2021 - 10-Jun-2021
Location: Virtual, USA
Contact Person: Arturo Diaz
Meeting Email: < click here to access email >
Web Site: https://nhlrc.ucla.edu/nhlrc/event/14722
Linguistic Field(s): Applied Linguistics; General Linguistics; Language Acquisition; Linguistic Theories; Sociolinguistics
Call Deadline: 01-Feb-2021
Researchers working on heritage languages and bilingualism more generally occasionally notice that the degree of heritage language maintenance varies depending on the dominant language of the bilingual dyad. For example, Spanish as a heritage language spoken in Germany seems to be weaker than Spanish as a heritage language with French as the dominant language. While some such differences in heritage language maintenance are undoubtedly attributable to societal factors, it is also important to consider the linguistic distance between the two languages and the role structural and genetic relations between languages in the bilingual dyad in the maintenance of the heritage member of that dyad.
Language similarity, however evaluated, has played a prominent role in studies of L2 and L3 acquisition (Rothman 2011, Montrul et al. 2011, Polinsky 2015, Benmamoun and Albirini 2016) but has not been systematically considered in heritage contexts. Further still, in considering language similarities and distance, it is important to include not only different languages but different dialects of the same language. For instance, a heritage speaker of Levantine Arabic may find it easier to accommodate to the Egyptian variety of Arabic than to a Moroccan variety. Yet another important dimension of language similarity and distance emerges when we include heritage creole languages. Being languages in their own right, they are nevertheless largely ignored in the classroom to the extent that a heritage speaker of Haitian Creole may be asked to take French as their “home” language.
The 13th Heritage Language Research Institute is designed to address these and related issues of linguistic distance and language or dialect similarity in the heritage context, both in relation to linguistic research and research-based language pedagogy. The Institute will give equal time/coverage to pedagogical and theoretical-linguistic approaches to heritage languages and will actively seek new ways to build synergies between these two approaches.
Second Call for Papers:
Extended Deadline to 1 February, 2021
We welcome abstracts for presentations that address the following overarching questions:
1. How does genetic and linguistic distance between the heritage language and the dominant language affect HL maintenance, grammatical representation, and pedagogical needs for HL learners?
2. How does dialectal variation within the heritage language impact language instruction and pedagogy for heritage speakers?
3. Variation can result from intergenerational variation, regional variation, or other forms of linguistic variation. What implications does dialectal variation in the Heritage Language have for the study of its grammatical representation in speakers?
4. What specific needs do heritage speakers/learners of Indigenous languages have, and how can both the linguistic and education communities support local heritage and Indigenous communities in language maintenance/revitalization programs?
Click the following link to submit an abstract: https://ucla.in/33d5miV
Page Updated: 25-Jan-2021