June 12th, 2015

LOT Announcements / events
Kennislink Vakgebied Taalwetenschappen
Kennislink is dé populair-wetenschappelijke website voor het Nederlandse taalgebied: www.kennislink.nl/vakgebieden/taalwetenschappen

Actueel:

Tweetalige kinderen in Limburg niet belast door dialect
Kinderen die veel Limburgse dialectwoorden gebruiken, lijken daar geen hinder van te ondervinden. Voor hun Nederlandse woordenschat is het in ieder geval niet nadelig. Dat blijkt uit onderzoek onder tweetalige dialect-Nederlandssprekende kinderen in Limburg, uitgevoerd door de Universiteit van Maastricht en het Meertens Instituut.
www.kennislink.nl/publicaties/tweetalige-kinderen-in-limburg-niet-belast-door-dialect

Doven communiceren ook met woorden
Wanneer doven onderling gebarentaal gebruiken, voegen ze ook vaak gesproken woorden in. Deze zogenaamde ‘mouthings’ komen veel meer voor dan aanvankelijk werd gedacht. Dat blijkt uit onderzoek van Richard Bank, die een grote hoeveelheid spontane gesprekken uit het Corpus Nederlandse Gebarentaal analyseerde. Hij promoveerde op 30 januari aan de Radboud Universiteit.
www.kennislink.nl/publicaties/doven-communiceren-ook-met-woorden


Ballast in de taal?
Net als mensen slepen talen allerlei ballast met zich mee, die ze eigenlijk niet echt nodig hebben. Zoals het Nederlandse onderscheid tussen de en het. Sterre Leufkens onderzocht 22 verschillende talen uit diverse taalfamilies over de hele wereld en ontdekte dat er een groot verschil bestaat in ‘transparantie’.
www.kennislink.nl/publicaties/ballast-in-de-taal
Lectures / Talks / Seminars /Colloquia
ACLC seminar, University of Amsterdam, June 12 2015
Amsterdam, Spuistraat 210, zaal 4.01

June 12 2015, 15.15-16.30 uur
Dr. Maarten Kossmann (Leiden University Centre for Linguistics)
presents
Some Constructions in Moroccan Dutch Youth Style: Gleanings from the Internet
The abstract can be found on the ACLC website:
aclc.uva.nl/news-and-events


The Amsterdam Center for Language and Communication (ACLC) organizes a lecture every second Friday.
After the lectures drinks are served at the Opleiding Algemene Taalwetenschap, Spuistraat 210, third floor.
For more information: aclc-fgw(removeme)uva.nl, tel. 020-5252543
Language and Speech Colloquium on Second Language Learning, Radboud University Nijmegen, June 18 2015
Dear readers,

It is our pleasure to announce a special colloquium on Second Language Learning. We invited two speakers from abroad universities to provide a talk related to this topic in prelude to Bart Penningh de Vries' PhD. defense the day after (see www.ru.nl/letteren/actueel/promoties_en_oraties/@996522/computerised/).

There will be drinks and snacks after the talks.

Note that the postponed colloquium on Language Attrition will still take place on June 24th.

We hope to see you all on the 18th!

Kind regards,

Mario Ganzeboom
On behalf of the L&S colloquium committee

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Language and Speech Colloquium
Radboud University Nijmegen

speakers:
1. Shannon Sauro PhD. (Department of Culture, Languages & Media, Malmö University)
2. Prof. Dr. Alex Housen (Vrije Universiteit Brussel)
topic: Second language acquisition
time: Thursday 18 June, 15:30 – 17:00
place: Erasmusplein 1 (Erasmus building), room E 2.18, Nijmegen

________________________________________

15.30h Report from Middle Earth: Bringing Fanfiction into the EFL Classroom
Shannon Sauro PhD. (Department of Culture, Languages & Media, Malmö University)

This study builds upon work in task-based language teaching (TBLT), literary studies, and fandom studies to explore the use of fanfiction as a pedagogical tool in a technology-enhanced university foreign language class. A task-based fanfiction project, The Blogging Hobbit, modeled on blog-based role-play storytelling found in online media fandoms was carried out in a first year university course for undergraduate learners of English training to become secondary school English teachers in Sweden. Students were organized into 12 groups, in which each member was responsible for voicing a single character from Tolkien’s The Hobbit in a group blog-based collaborative role-play of a missing moment from the story. Findings revealed that carefully sequenced collaborative fanfiction could facilitate analysis of a literary text, learners' use of creative writing techniques, and understanding of how literary texts can support second language development.

________________________________________

16.15h A cognitive perspective on L2 complexity – A difficult(y) matter
Prof. Dr. Alex Housen (Vrije Universiteit Brussel)

In the past twenty years, the construct of complexity has received increasing attention in second language acquisition (SLA) research (Bulté & Housen 2012, Ortega 2012), with most studies taking a linguistic perspective on L2 complexity (e.g. Bygate 1999; Byrnes, Maxim & Norris 2010; Ortega 2003, 2012; Skehan 1989; Spoelman & Verspoor 2010; Verspoor, Lowie & Van Dijk 2008). In this talk I take a cognitive perspective on L2 complexity.
Cognitive complexity has to do with how costly, demanding, hard or difficult a given language feature (or system of features) is for a given language learner-user in a given learning context, particularly in terms of the mental resources allocated and cognitive mechanisms deployed in processing and internalizing the feature. Hence the shorthand notation difficulty for this type of complexity. The importance of complexity as difficulty is well acknowledged in language acquisition research, esp. in psycholinguistic approaches to language acquisition. When cast in such cognitive terms, the study of L2 complexity is closely related to the fundamental issue of learnability (cf. Gregg, 2001). It aims to answer key questions of SLA research such as what makes some L2 features more difficult to learn than others (either in general, or for one learner rather than for another), and what makes L2 learning in general difficult (compared to L1 acquisition). As such, the study of L2 difficulty contribute to a transition theory of SLA (Gregg 2003).
In my talk I will first propose a research agenda for investigating cognitive complexity in SLA and, in a second part, present an experimental pilot study that aims to empirically determine the relative cognitive learning complexity of L2 features (inflectional morphology) whereby cognitive complexity is operationalised in terms of an L2 feature's saliency (DeKeyser, 2005; Ellis, 2006; Goldschneider & DeKeyser, 2001; VanPatten, 2007).
Language and Speech colloquium on Language Attrition, Radboud University Nijmegen, June 24 2015
Language and Speech Colloquium
Radboud University Nijmegen

speakers:
1. Dr. M.C.J. (Merel) Keijzer (Department of Applied Linguistics, University of Groningen, Groningen)
2. Mirjam Broersma PhD. (Centre for Language Studies, Radboud University Nijmegen)
Jiyoun Choi, PhD. (Hanyang University, Seoul, Korea; Max Planck Institute for Psycholinguistics, Nijmegen)
Wencui Zhou (Max Planck Institute for Psycholinguistics, Nijmegen)
topic: Language attrition
time: Wednesday 24 June, 10:45 – 12:30
place: Erasmusplein 1 (Erasmus building), room E 2.06, Nijmegen

________________________________________
10.45h A hole in my brain where my mother tongue used to be
Dr. M.C.J. (Merel) Keijzer (Department of Applied Linguistics, University of Groningen, Groningen)

The world is increasingly becoming a global village: large-scale international mobility has caused many people to reside in an environment where their mother tongue is not spoken, and where they subsequently have to acquire a new language. Over the past 40 years researchers have looked at the question what breaking with your first language environment and becoming immersed in a second language environment does to your mother tongue. Language attrition, as this non-pathological language erosion has been labeled, is now understood not to affect all language domains as fast or as severely (grammar is much more resilient to attrition than the lexicon, for instance). What we also know is that not all individuals are equally affected by attrition: while some individuals show great losses, the speech of others remains virtually untouched. Obvious variables such as how long someone has lived abroad or how much they continue to speak their mother tongue do not clearly predict the individual differences attested. In this presentation, I would like to propose a hypothesis that explains individual attrition patterns on the basis of the premise that ‘good learners are also good forgetters’. In other words, the best second language learners are those who tolerate changes to their first language. This hypothesis will be embedded in recent theoretical work in the field of attrition and the broader realm of cognitive and language control in bilinguals.

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11.30h Do international adoptees really forget their first language? Perceiving and producing birth language phonology
Mirjam Broersma PhD. (Centre for Language Studies, Radboud University Nijmegen)
Jiyoun Choi, PhD. (Hanyang University, Seoul, Korea; Max Planck Institute for Psycholinguistics, Nijmegen)
Wencui Zhou (Max Planck Institute for Psycholinguistics, Nijmegen)

Adults who were adopted during childhood and then had no further exposure to their first language generally do not seem to remember anything about that language, even if they spoke and understood it well at the time of adoption. Adopted children even seem to forget their first language within just a few years after adoption. This is remarkable, given the special status of the first language, which is very robust and usually not forgotten even after decades of disuse. We investigated whether international adoptees truly forget their first language, or whether traces of the ‘forgotten’ first language, in particular its phonology, remain and can be retrieved with re-exposure. Study 1 investigates children who were adopted from China only some years ago. Study 2 investigates adults who were adopted from Korea several decades ago. We studied perception and production of phonological contrasts from the birth language before and after extensive re-exposure to answer the question: is the forgotten first language of international adoptees truly forgotten?
Colloquium on African Languages and Linguistics (CALL), Leiden University, August 31- September 1 2015
Workshops / Conferences / Symposia
Neurobiology of language and communication (Winterschool), Obergurgl, Austria, January 3-9-2016, deadline: June 15
Neurobiology of language and communication
FENS-Hertie Winter School 2015

3-9 January 2016 in Obergurgl, Austria.

This school will provide students with the latest insights into the neurobiology of language and communication, emphasizing similarities across species as well as pointing out which models are most suitable to address specific aspects.

Scientific chairs:
Prof. Peter Hagoort (Radboud University Nijmegen, The Netherlands)
Prof. Julia Fischer (University of Goettingen, Germany).

FENS offers a recurrent programme of state-of-the-art European schools on timely topics in neuroscience.

Deadline: 15 June.

More information: www.fens.org/Training/FENS-Schools/FENS-Hertie-Winter-School-2015/?utm_source=episervermail&utm_medium=newsletter&utm_campaign=FENS+-+News+Alert+8+June+2015
Workshop on Comparative and Superlative constructions: typology and diachrony, Amsterdam, The Netherlands, June 16-17 2015
Workshop on Comparative and Superlative constructions: typology and diachrony

Date: 16-17 June 2015
Location: Amsterdam, The Netherlands
Convenors: Prof. Lourens de Vries (VU University Amsterdam) and Katarzyna Wojtylak, MPhil (Language and Culture Research Centre, James Cook University).

Call deadline: April 1, 2015

Meeting Description:

VU University Amsterdam (The Netherlands) and Language and Culture Research Centre (Australia) are pleased to announce a special workshop on Comparative and Superlative Constructions, to be held at the VU University in Amsterdam, 16-17 June 2015.

The term ‘comparative construction’ is defined in the literature as a way of comparing two participants (objects) with regard to a certain kind of property (Dixon 2008; Heine 2003; Stassen 1985, 2011). Consider the English example in (1) (after Dixon 2008):

(1) John is more handsome than Felix.

In Dixon’s (2008) terminology, the prototypical comparative construction scheme in the English example in (1) consists of:

- the COMPAREE (that which is being compared) - ‘John’,
- the STANDARD of comparison (what the comparee is being compared against) - ‘Felix’,
- the PARAMETER of comparison (the property of comparison) - ‘handsome’,
- the INDEX of comparison - ‘more’ (or -er as in ‘tall-er’),
- the MARK of grammatical function of the Standard - ‘than’.

Of course, many languages have comparative constructions unlike those in English, from serial verb constructions that include verbs of exceeding or surpassing to various types of conventionalized bi-clausal constructions. Cross-linguistically, it is not uncommon to find a range of comparative constructions in one language. But in some linguistic areas, such as New Guinea, one frequently finds no dedicated, grammaticalized forms of comparison. Instead, comparative and superlative readings are contextually inferred from the use of intensifiers with adjectives. Or speakers use comparative strategies that heavily rely on contextual implications of juxtaposed utterances of type (2). If there is some grammatical coding, languages in this area tend to leave key elements of the comparison implicit, especially standards.

(2) John is big. Harry is not.

There are indications that comparative constructions have a relatively high degree of borrowability and potential to diffuse. In linguistic areas traditionally poor in dedicate comparative constructions, dominant languages of wider communication may supply speakers of minority languages with grammatical models through calquing (Dixon 2012: 371, e.g. Malay, Turkish, English models).

In this workshop, we will examine comparative constructions from a cross-linguistic perspective. By paying attention to lesser studied languages and language families, we aim to explore the morphological, syntactic and semantic properties of comparative constructions, as well as to address the question of their diachronic origins and borrowability. Our point of departure is, but is not restricted to, Dixon’s (2008) seminal work on the typology of comparative constructions. In particular, participants should consider the following questions (see Dixon 2012:372 for details):

- Is there a ‘dedicated’ comparative construction? If so, what type(s) is it? If not, does the language have other means of expressing comparison (comparative strategy)?
- If there are several means for expressing comparison, what are factors conditioning their uses?
- What is the form and structure of individual elements of the comparative construction/strategy (comparee, standard, parameter, index, mark)?
- What is their syntactic status (core, peripheral arguments)? Are they overtly marked?
- What are their semantics?
- What type of clause construction do they involve (e.g. copula clause, verbless clause)?
- How is a statement of equivalence (‘the same as’) achieved?
- Is there superlative (‘the best’)? If so, is it shown in a similar or different fashion to comparative construction?
- What types of intensifiers (augmentative, diminutive) are used in the language’s comparative constructions (if any)?
- Are there any inherently comparative lexemes (e.g. ‘prefer’)?
- Is there any indication for a possible diachronic origin of the comparative construction/strategy (e.g. language contact)?
- Are there signs of calquing or other patterns of diffusion of comparative constructions?


Call for Papers

Submission of abstracts: April 1, 2015
Notification of acceptance: May 1, 2015

We invite papers analyzing data from a wide range of languages, language families and linguistic areas. Lesser studied languages, data on superlative expressions and borrowability/areal factors are of special interest. We place emphasis on work that has a sound empirical basis but also shows a firm theoretical orientation (in terms of general typological theory). Presentations will consist of 45-minute sessions, of which 30 minutes should be for the presentation and 15 minutes for discussion time. The format of the workshop is an informal, low-budget, get-together workshop to exchange data and perspectives. There is no registration fee.

Interested presenters are invited to submit abstracts of maximally 500 words to Katarzyna Wojtylak [kasia.wojtylak(removeme)my.jcu.edu.au]. Notifications of acceptance will be sent out by May 1, 2015.
References

Dixon, R. M. W. (2008). Comparative constructions: a cross-linguistic typology. Studies in Language, 32(4), 787-817.
Dixon, R. M. W. (2012). Basic Linguistic Theory: Further Grammatical Topics (Vol. III). Oxford: Oxford University Press.
Heine, B. (2003). Comparative constructions in Africa: An areal dimension. Annual Publications in African Linguistics, 1, 47-68.
Stassen, L. (1985). Comparison and universal grammar. Oxford: Blackwell.
Stassen, L. (2011). Comparative Constructions. In M. S. Dryer & M. Haspelmath (Eds.), The World Atlas of Language Structures Online. Munich: Max Planck Digital Library, chapter 121.
Conference Globalising Sociolinguistics, LUCL, Leiden, June 18-20 2015
Italian Dialect Meeting 2015 and CIDSM X, Leiden University Centre for Linguistics, June 22-24 2015
We are happy to announce that the next
ITALIAN DIALECT MEETING and CIDSM X
will be held at the Leiden University Centre for Linguistics on June 22-24, 2015.

The study of Italian dialects has gained more and more importance over the last few years. This meeting wishes to bring together linguists from diverse theoretical frameworks working on any aspect of Italian dialects.
The conference will be complemented by a roundtable on the status of Italian dialectological studies, which will aim at answering the following questions: Where are we headed? What have we achieved and what is still missing?

Students are particularly encouraged to apply and should indicate their status on the abstract. Slots will be reserved for students, to give them the opportunity to present their research to an audience of specialists.
The conference languages are English, Italian and Dutch.

Siamo lieti di annunciare che
l’ITALIAN DIALECT MEETING 2015 CON CIDSM X
sarą ospitato dal Leiden University Centre for Linguistics dal 22 al 24 giugno 2015.

Lo studio dei dialetti italiani ha assunto un rilievo sempre maggiore in ambito linguistico internazionale. Questo convegno si prefigge di ospitare una piattaforma di discussione e scambio tra dialettologi italiani appartenenti a scuole di pensiero diverse, allo scopo di integrare descrizione e teoria dei fenomeni studiati.

Il convegno sarą concluso da una tavola rotonda sullo stato degli studi dialettologici italiani, durante la quale si dibatterą su quello che si č raggiunto e quello che c’č ancora da capire e da fare per gli studi di dialettologia.

Gli studenti avranno degli spazi a loro riservati nel programma, e sono particolarmente incoraggiati a presentare il proprio lavoro, indicando lo stato di studenti sull’abstract.
Le lingue ufficiali del convegno sono l’italiano e l’inglese

KEYNOTE SPEAKERS /RELATORI INVITATI
Tullio De Mauro
Gabriele Iannąccaro
Michele Loporcaro
Gianna Marcato
Joan Mascaró
Ian Roberts
Michela Russo

CALL FOR PAPERS
Abstracts on all areas of Italian dialectological studies will be considered for presentation. There will also be a poster session. If you prefer to submit your abstract only for the poster session, please indicate that on the abstract.
Abstracts are invited for 20-minute talks, plus 10 for questions (or for the poster session). Each author can send maximum two abstracts, single-authored or joint.

DEADLINE
Abstracts should reach us no later than February 28, 2015. Speakers will be notified of the results of their abstract review by March 31, 2015.

ABSTRACT GUIDELINES
Authors are asked to submit their abstracts via EasyAbstracts at the following link: .
The abstracts should include the title but not author name(s). Abstracts should be no more than two pages in length (including examples and references), in 12-point type.

Practical info, registration, program:
hum.leiden.edu/lucl/italian-dialect-meeting/
email: dialetti(removeme)hum.leidenuniv.nl.
INVIO DI RIASSUNTI

Si invitano proposte di relazioni, sotto forma di riassunto anonimo, su ogni aspetto della dialettologia italiana. Č prevista anche una sessione dedicata ai poster. Se si desidera presentare un poster ma non essere considerati per la presentazione orale lo si specifichi sulla proposta.
Le presentazioni avranno durata di 20 minuti, pił 10 minuti per le domande.
Ciascun autore puņ presentare al massimo due proposte (individuali o insieme ad altri autori).

SCADENZA
I riassunti dovranno essere inviati entro e non oltre il 28 febbraio 2015. La decisione della commissione selezionatrice verrą notificata entro il 31 marzo.

CARATTERISTICHE DEI RIASSUNTI
I riassunti vanno inviati in forma anonima (senza quindi indicare il proprio nome o la propria affiliazione nel testo) attraverso Easy Abstract, a questo link:.
Le proprie generalitą vanno indicate nelle pagine dedicate di Easy Abstract.
I riassunti dovranno avere una lunghezza massima di due pagine, inclusi esempi e riferimenti bibliografici, con carattere 12. Poiché le proposte verranno giudicati da una commissione esterna, si prega di non limitarsi ad indicare solo l’argomento che si intende trattare, ma di spiegare al meglio la proposta di analisi, in modo da offrire un quadro esauriente ai selezionatori.

Per informazioni pratiche, registrazione, programma:
hum.leiden.edu/lucl/italian-dialect-meeting/
email: dialetti(removeme)hum.leidenuniv.nl

ORGANIZING COMMITTEE/ COMITATO ORGANIZZATORE
Roberta D’Alessandro, Claudio Di Felice, Irene Franco, Adam Ledgeway, Borana Lushaj, Loredana Manni, Laura Migliori, Nina Ouddeken, Giuseppe Torcolacci, Edoardo Cavirani
8th Annual International Conference on Languages & Linguistics, Athens, Greece, July 6-9 2015
Dear Colleague,

The Athens Institute for Education and Research (ATINER), a world association of academics and researchers, organizes its 8th Annual International Conference on Languages & Linguistics, 6-9 July 2015, Athens, Greece. Please submit a 300-word abstract before 8 December 2014, by email (atiner(removeme)atiner.com), addressed to Dr. George Poulos, Vice-President of Research, ATINER & Emeritus Professor, University of South Africa, South Africa or Dr. Gilda Socarras, Head, Languages & Linguistics Research Unit, ATINER & Associate Professor, Auburn University, USA. Please include: Title of Paper, Full Name (s), Current Position, Institutional Affiliation, an email address and at least 3 keywords that best describe the subject of your submission. Decisions will be reached within four weeks of your submission.

Should you wish to participate in the Conference without presenting a paper, for example, to chair a session, to evaluate papers which are to be included in the conference proceedings or books, to contribute to the editing of a book, or any other contribution, please send an email to Dr. Gregory T. Papanikos, President, ATINER & Honorary Professor, University of Stirling, UK (gregory.papanikos(removeme)stir.ac.uk).
IAFPA 2015, LUCL, Leiden, July 8-10 2015
For more information, please see: hum.leiden.edu/lucl/iafpa-2015/news/24th-iafpa.html
International Academy for CA (IACA16), Groningen, The Netherlands, July 11-14 2016
With the support of ISCA (the International Society for Conversation Analysis), the Language and Social Interaction group of the University of Groningen will organize the first
International Academy for Conversation Analysis (IACA16)
July 11 – 14, 2016, in Groningen, The Netherlands

IACA16 will take place in between two ICCA-conferences (2014 and 2018) and will focus on the research process rather than on research output. The academy is meant for CA researchers in all career stages, including PhD students. It will offer members of the CA community an environment to learn from each other about analytical choices, modes of analytical reasoning, and the different technologies that may support CA research.

The programme comprises four 4-day workshops on the following topics:
(i) ‘Interaction Organization’: Geoffrey Raymond on sequence organization
(ii) ‘Actions and Activities’: Paul Drew & Merran Toerien on action formation
(iii) ‘Practices’: Lorenza Mondada on embodiment
(iv) ‘Contexts’: Jeffrey Robinson on medical interaction
and two plenary lectures:
John Heritage on the future of CA: questions to be asked and methods to be used

Elisabeth Couper-Kuhlen on Interactional Linguistics: its achievements and its future

Registration will open on October 1 and close on October 15, 2015.

Please visit the website www.iaca16.nl
Leiden Summer School in Languages and Linguistics 2015, Leiden, The Netherlands, July 13-24 2015
We are happy to announce that the programme of the 10th edition of the Leiden Summer School in Languages and Linguistics is now online. The Summer School, for students and PhD candidates, will be held from Monday 13 July up to and including Friday 24 July at the Faculty of Humanities of Leiden University (the Netherlands).

This year the Summer School will consist of nine programmes and two special programmes, most of them containing three four courses of which you can choose. Of course you can combine all courses of all programmes into your own special programme. All courses are taught by internationally renowned specialists.
• Indo-European Programme I
• Indo-European Programme II
•?Papryology Programme
•?Germanic programme
• Iranian Programme
• Indological Programme
• Descriptive Programme
• Semitic Programme
• Russian Programme
• Specials I
• Specials II

For more information on the courses and on how to register, visit our website: hum.leiden.edu/summerschool/

We are looking forward to seeing you in Leiden!

Best wishes,
Alexander Lubotsky (director)
Anne Rose Haverkamp (organizer)

Contact: summerschool(removeme)hum.leidenuniv.nl
NYI XIII, St. Petersburg Institute of Linguistics, Cognition and Culture, Russia, July 13-31 2015
Announcing NYI XIII — the 13th annual session of the NY - St. Petersburg Institute of Linguistics, Cognition and Culture,
July 13-31, St. Petersburg


NYI is a 3-week international educational program for undergraduate and graduate students, scholars and researchers from all over the world interested in Linguistics, Cognitive Science and Critical Cultural Studies. Students take interdisciplinary seminars from visiting faculty in a range of fields in the humanities and social sciences. All seminars are in English. Seminars are supplemented by general lectures, mini-conferences and a film series.


2015 NYI Faculty

John Frederick Bailyn (Stony Brook) Russian Syntax, Cognitive Science
Asma Barlas (Ithaca College) Race and Gender, Islam and the West
Jonathan Bobaljik (University of Connecticut) Morphology and Syntax
Polly Gannon (St. Petersburg) Poetry, Literature, Film
Sabine Iatridou (MIT) Syntax, Formal Semantics
Dijana Jelača (St. John's College) Cultural and Cinema Studies
Konstantine Klioutchkine (Pomona College) Comparative Media Studies
Bradley Larson (Harvard) Theoretical Syntax
Barbara LeSavoy (College at Brockport, SUNY) Women's and Gender Studies
Evie Malaia (University of Texas) Computational and Experimental Linguistics
Derek Maus (SUNY Potsdam) Comparative Literature, Satirical Literature
Ulises Mejias (SUNY Oswego) Critical Media Studies
Donna Jo Napoli (Swarthmore College) Sign Language, Children's Literacy
Roumyana Pancheva (U. of Southern California) Formal Semantics, Syntax
Philippe Schlenker (I.Jean-Nicod at l'École Normale Supérieure and New York U.)
Cognitive Science, Sign Language Linguistics
Sergei Tatevosov (Moscow State University) Formal Semantics
Mitja Velikonja (U. of Ljubljana, Slovenia) Critical Cultural Studies, Balkan Studies,
Cultural Sociology
Susi Wurmbrand (University of Connecticut) Theoretical Syntax
others to be announced shortly.


TO APPLY: www.nyi.spb.ru/application
• NEW! Scholarships available for Russian students. Details will be announced on our website
• US and Canadian students can receive 3-9 transferrable credits through Stony Brook University's Study Abroad office.
• European students can receive 2-8 ECTS credits
• Application deadline: May 15 for students needing visas, May 30 for others.
• Successful applications received between March 1 and April 15 receive a discount

QUESTIONS?
nyistudents(removeme)gmail.com
www.nyi.spb.ru


See you in July!

John F. Bailyn, Stony Brook
Anna A. Maslennikova, St. Petersburg
NYI co-Directors
WoLLIC 2015 Workshop on Logic, Language and Information, Bloomington, IN, USA, July 20-23 2015
CALL FOR PARTICIPATION

WoLLIC 2015
22nd Workshop on Logic, Language, Information and Computation
July 20-23, 2015
Bloomington, IN, USA

CO-LOCATED WITH
Conference on Computing Natural Reasoning (CoCoNat'15)
July 19-20, 2015


SCIENTIFIC SPONSORSHIP
Interest Group in Pure and Applied Logics (IGPL)
The Association for Logic, Language and Information (FoLLI)
Association for Symbolic Logic (ASL)
European Association for Theoretical Computer Science (EATCS)
European Association for Computer Science Logic (EACSL)
Sociedade Brasileira de Computaēćo (SBC)
Sociedade Brasileira de Lógica (SBL)

ORGANISATION
Department of Computer Science, Indiana University, USA
Program in Pure and Applied Logic, Indiana University, USA
Centro de Informįtica, Universidade Federal de Pernambuco, Brazil

HOSTED BY
Department of Computer Science, Indiana University, USA

CALL FOR PARTICIPATION
WoLLIC is an annual international forum on inter-disciplinary research involving formal logic, computing and programming theory, and natural language and reasoning. Each meeting includes invited talks and tutorials as well as contributed papers. The twenty-second WoLLIC will be held at the Department of Computer Science, Indiana University, Bloomington, from July 20th to 23rd, 2015. It is sponsored by the Association for Symbolic Logic (ASL), the Interest Group in Pure and Applied Logics (IGPL), the The Association for Logic, Language and Information (FoLLI), the European Association for Theoretical Computer Science (EATCS), the European Association for Computer Science Logic (EACSL), the Sociedade Brasileira de Computaēćo (SBC), and the Sociedade Brasileira de Lógica (SBL).

PROCEEDINGS
The proceedings of WoLLIC 2015, including both invited and contributed papers, will be published in advance of the meeting as volume 9160 in Springer's LNCS series. In addition, abstracts will be published in the Conference Report section of the Logic Journal of the IGPL, and selected contributions will be published as a special post-conference WoLLIC 2015 issue of Mathematical Structures in Computer Science, CUP (tbc).

INVITED TALKS
. Adriana Compagnoni (Stevens Institute, USA)
Modeling Language Design for Complex Systems Simulation
. Nina Gierasimczuk (University of Amsterdam)
Learning in the Limit, General Topology and Modal Logic
. John Harrison (Intel, USA)
Formalization of Mathematics for Fun and Profit
. Peter Jipsen (Chapman U, USA)
From Residuated Lattices via GBI-algebras to BAOs
. André Joyal (U du Québec Montreal, Canada)
Categories of Games
. Mehrnoosh Sadrzadeh (Queen Mary, UK)
Multi-Linear Algebraic Semantics for Natural Language
. Chung-chieh Shan (Indiana U, USA)
(tba)
. Alexandra Silva (Radboud U Nijmegen, The Netherlands)
Towards a Nominal Chomsky Hierarchy.

TUTORIALS
Nina Gierasimczuk (University of Amsterdam)
John Harrison (Intel, USA)
André Joyal (U du Québec Montreal, Canada)
Alexandra Silva (Radboud U Nijmegen, The Netherlands)

SPECIAL SESSION: SCREENING OF MOVIES ABOUT MATHEMATICIANS
In remembrance of the 30th anniversary of the passing away of Julia Hall Bowman Robinson (December 8, 1919 – July 30, 1985), an American mathematician best known for her work on decision problems and Hilbert's Tenth Problem, the program of the meeting will include a screening of George Csicsery's documentary "Julia Robinson and Hilbert's Tenth Problem" (2008). As a tribute to a recent breakthrough in mathematics, there will also be a screening of Csicsery's "Counting from Infinity: Yitang Zhang and the Twin Prime Conjecture" (2015) which centers on a very exciting string of mathematical discoveries that occurred during 2013, started when Yitang Zhang, a virtually unknown mathematician working as adjunct professor at the University of New Hampshire, submitted a paper to the Annals of Mathematics in April 2013.

PROGRAMME COMMITTEE
Juliana Küster Filipe Bowles (U St Andrews, Scotland)
Robin Cooper (U Gothenburg, Sweden)
Martķn Escardó (U Birmingham, UK)
Nikos Galatos (U Denver, USA)
Achim Jung (U Birmingham, UK)
Sara Kalvala (U Warwick, UK)
Elham Kashefi (Edinburgh U, Scotland)
Peter Lefanu Lumsdaine (Institute for Advanced Study, USA)
Ian Mackie (U Sussex, UK)
Gerard de Melo (Tsinghua U, China)
Vivek Nigam (Federal U of Paraķba, Brazil)
Catarina Dutilh Novaes (U Groningen, The Netherlands)
Valeria de Paiva (Nuance Comm, USA) (CHAIR)
Luiz Carlos Pereira (PUC-Rio, Brazil)
Elaine Pimentel (Federal U of Rio Grande do Norte, Brazil)
Alexandra Silva (Radboud Nijmegen U, The Netherlands)
Carolyn Talcott (SRI International, USA)
Josef Urban (Radboud Nijmegen U, The Netherlands)
Laure Vieu (IRIT-Toulouse, France)
Renata Wasserman (U Sćo Paulo, Brazil)
Anna Zamansky (U Haifa, Israel)

STEERING COMMITTEE
Samson Abramksy, Johan van Benthem, Anuj Dawar, Joe Halpern, Wilfrid Hodges, Ulrich Kohlenbach, Daniel Leivant, Leonid Libkin, Angus Macintyre, Luke Ong, Hiroakira Ono, Ruy de Queiroz.

ORGANISING COMMITTEE
Daniel Leivant (Indiana U) (Local co-chair)
Larry Moss (Indiana U) (Local co-chair)
Anjolina G. de Oliveira (U Fed Pernambuco)
Ruy de Queiroz (U Fed Pernambuco) (co-chair)

REGISTRATION
Now open at www.indiana.edu/~iulg/wollic/registration.html

ACCOMODATION
Please visit www.indiana.edu/~iulg/wollic/venue.html

FURTHER INFORMATION
Contact one of the Co-Chairs of the Organising Committee.

WEB PAGE
www.indiana.edu/~iulg/wollic
9th HiSoN Summer School in Historical Sociolinguistics, Greece, August 1-8 2015
Registration is now open for the
>
> 9th HiSoN Summer School in Historical Sociolinguistics
>
> 1–8 August, 2015
> Metochi, Kalloni, Lesbos, Greece
>
>
> The ninth Summer School organised by the Historical Sociolinguistics Network (HiSoN) will offer classes by leading experts on modern and historical sociolinguists. The venue is the University of Agder’s Metochi study centre, a former monastery on the Greek island of Lesbos.
>
> The Summer School lasts for one week and classes will take place in the morning and early evening. You will have the opportunity to present your own research at a special session. There is space for only 40 (post)graduate students and young (at heart!) researchers so you are advised to book early.
>
>
> Our teachers and courses in 2015 will be
>
> Peter Trudgill (Agder) on the Historical sociolinguistics of the
> spread of native English: 315-2015 AD Andreas Jucker (Zürich) on the
> Emergence of politeness in the history of English: Evidence from
> literary sources Jan-Terje Faarlund (Oslo) on the North Germanic
> character of Middle and Modern English Alexandra Lenz (Vienna) on
> Sociolinguistic perspectives on semantic variation and change Nils
> Langer (Bristol) on Invisible languages in the 19th century Rita
> Marquilhas (Lisbon) on Portuguese and Spanish data and the historical
> sociolinguistic approach Julia de Bres (Luxembourg) on Language
> policies targeting attitudes towards minority languages
>
>
> The school will last for one week and will cost 600 euro (if registered by May 1st or 750 euro, if you register thereafter), which includes accommodation, three meals per day, tuition, and an excursion.
> Students are accepted on a strict first come – first served basis, so secure your place and register now!
>
> For further information and registration, visit
>
> hum.leiden.edu/lucl/hison-summer-school-2015/
>
> hison-2015(removeme)hum.leidenuniv.nl
6th Sociolinguistics Summer School, Dublin, Ireland, August 4-7 2015
We are writing to inform you that the 6th Sociolinguistics Summer School will be taking place in Trinity College Dublin 4th-7th of August 2015 in the Trinity Long Room Hub. On behalf of the 6th Sociolinguistics Summer School Committee, we would like to invite linguistics students to attend and participate in this year’s Summer School (early bird registration fee € 55 until May 31st / full registration fee € 75 thereafter) . While we normally encourage postgraduate students to participate, we acknowledge the contribution made by undergraduate students, particularly as regards to the poster presentations.

This year’s Sociolinguistics Summer School will have four distinguished linguists as plenary speakers: Prof. Li Wei, Dr. Jeffrey Kallen, Dr. Bettina Migge and Dr. Eleanor Lawson. The conference will cover a variety of topics, including: c odeswitching,corpus linguistics, language and migration, and sociophonetics. We welcome students from any institutions
who wish to present on these topics, however, we also encourage students to present on other topics related to Sociolinguistics.

For more details please visit our website: www.tcd.ie/slscs/newsevents/SSS6/ and our blog: sss6dublin.wordpress.com/

We look forward to hearing from you!
Yours sincerely,
SSS6 Organising Committee
Societas Linguistica Europaea- 48th Annual Meeting, LUCL, Leiden, September 2-5 2015
For more information, please see: www.sle2015.eu/
GALA 12 2015, University of Nantes, Nantes, France, September 10-12 2015
GALA 2015
The Laboratoire de Linguistique de Nantes (LLING) is pleased to announce the 12th
Generative Approaches to Language Acquisition conference (GALA 12) to be held at the
University of Nantes, Nantes (France) on September 10-12, 2015.
The conference provides a forum for discussion of recent, high quality research on first and
second language acquisition, bilingual acquisition, language pathology, the acquisition of sign
language and brain imaging research for acquisition and pathology.
GALA has been previously held in Durham (1993), Groningen (1995), Edinburgh (1997),
Potsdam (1999), Palmela (2001), Utrecht (2003), Siena (2005), Barcelona (2007), Lisbon
(2009), Thessaloniki (2011) and, most recently, Oldenburg (2013).
GALA 2015 will include, in addition to the Main session, four Workshops:
Workshop 1:
Heritage Language Acquisition
Native vs. Heritage vs. Second Language Acquisition
(co-organized with Janet Grijzenhout, BSL, University of Konstanz)
Invited Speakers:
Elabbas Benmamoun (University of Illinois at Urbana-Champaign)
Maria Polinsky (University of Harvard)
Workshop 2:
The Role of Prosody in Early Speech Perception
(Co-organized with Judit Gervain, LPP – UMR 8242, CNRS/Paris V)
Invited Speaker:
Marina Nespor (SISSA)
Workshop 3:
Acquisition of Causation: Culmination Entailments and Agency
(Co-organized with Fabienne Martin, University of Stuttgart)
Invited Speakers:
Angeliek van Hout (University of Groningen)
Nina Kazanina (University of Bristol)
Workshop 4:
Segments & Interactions in Phonological Acquisition
Invited Speaker:
Eirini Sanoudaki (Bangor University)
Organizing committee:
Jiyoung Choi
Hamida Demirdache
Natasa Knezevic
Oana Lungu
Typhanie Prince
Ali Tifrit
Laurence Voeltzel
Call for Papers
For the Main Session, we invite abstract submissions for 30 minute oral presentations
(including 10 minutes for discussion) or posters of original, unpublished work on all subfields
of generative language acquisition: L1 acquisition, L2 acquisition, bilingualism, heritage
language acquisition, language pathology, sign language, etc.
In addition to the Main Session, there will be four Workshops (see here). The submission
rules for the Workshops are the same as those for the Main Session.
SUBMISSION GUIDELINES:
Abstracts should not exceed one page in letter-size or A4 paper, with one extra page for
examples, tables, figures and references, with 1 inch or 2.5 cm margins on all sides and 12
point font size. The abstract should have a clear title and should not reveal the name of the
author(s). The abstracts must be uploaded as PDF attachments to the EasyChair site.
Submissions are limited to one individual and one joint abstract per author, or two joint
abstracts per author.
When you submit your abstract on the EasyChair site, you will be asked to provide a short
summary of the abstract. Upon submission, please indicate whether your work should be
considered for an oral presentation (Main Session or one of the Workshops) or for a poster (or
both). Submitting the same abstract to both the Main Session and to one of the Workshops is
not allowed.
To submit an abstract, please go to the following EasyChair page:
easychair.org/conferences/?conf=gala2015
IMPORTANT DATES:
Deadline for submissions: April 1st, 2015, 11:59 PM, CET
Notification of acceptance: May 12, 2015
Conference dates: September 10-12, 2015
If you have any further questions, please contact us at gala2015(removeme)univ-nantes.fr
Please visit our conference website: www.gala2015.univ-nantes.fr
GALA 2015 Workshops
Workshop 1:
Heritage Language Acquisition
Native vs. Heritage vs. Second Language Acquisition
Invited Speakers:
Elabbas Benmamoun (University of Illinois at Urbana-Champaign)
Maria Polinsky (University of Maryland)
Co-organizer: Janet Grijzenhout (Baby Speech Lab (BSL), University of Konstanz)
Heritage Language users are unbalanced/passive bilinguals who have acquired simultaneously
or successively a Heritage Language (HL)— the language of the parents (minority or
immigrant) learned from birth in the home environment— and an ambient language spoken
outside the home, the Dominant Language of their society (DL). Increased exposure to the DL
typically means reduced input and unstable exposure to the HL, yielding a scenario of partial
language development where the HL is not acquired completely (or language attrition, that is,
regression of the speaker’s proficiency in his HL). See Benmamoun, Montrul, Polinsky (2010,
2013) and references therein.
Heritage speakers do not fit into the dichotomy native vs. non-native, or L1 vs. L2 speakers.
Unlike L2 speakers (but like native speakers), heritage speakers are exposed to the target
language during the critical period. Just like L2 speakers, heritage speakers fail to converge
on the target language, exhibiting variability in ultimate attainment.
Moreover, HL users exhibit varying degrees of command of their first (heritage) language,
ranging from mere receptive competence (so called passive or receptive bilingualism), to
proficiency in the two languages, but with a strongly dominant majority language.
The workshop seeks to bring together recent research on heritage language acquisition hoping
to shed new light on the longstanding issues that language knowledge and acquisition raise.
We invite submissions that address (but are not limited to) the following topics:
• What are the differences between:
— Complete and Incomplete/Partial L1 acquisition?
— Incomplete L1 acquisition by HL users (acquisition is interrupted/slowed down) and
L2 acquisition by non-heritage speakers (acquisition is late)?
— Incomplete Acquisition and Language Attrition?
— Partial acquisition of an L1 by 2nd generation immigrants and
attrition of an L1 by 1st generation immigrants?
• What is native knowledge of a language? Can there be native-like competence without
production?
• How do we investigate knowledge of an L1 that has only been partially/ never fully
acquired?
Workshop 2:
The Role of Prosody in Early Speech Perception
Invited Speaker:
Marina Nespor (International School of Advanced Studies (SISSA))
Co-organizer: Judit Gervain (LPP – UMR 8242, CNRS/Paris V)
A long tradition of experimental investigation into the perception of rhythmic grouping
describes consistent biases in the grouping of sound sequences (Bolton, 1894; Bion et al., in
press). Infants and adults segment sequences of sounds that differ only in duration with the
longest element in final position (iambs), and sequences of sounds that differ only in intensity
or pitch with the more intense or higher-pitched element in initial position (trochees).
Hayes (1985, 1991) puts forth the Iambic Trochaic Law, an extra-linguistic general principle
of rhythmic grouping, reflected in the cross-linguistic typology of stress patterns. The Iambic-
Trochaic Law (ITL) has been thought:
(i) to be universal
(ii) to help infants learn syntactic properties of their language (Nespor, et al. 1996).
These theoretical assumptions have found support as well as challenges in a series of
experiments investigating the influence of the native language on prosodic grouping (Iversen
et al 2008, Hay & Saffran 2011 etc.), as well as the mechanisms through which this grouping,
universal or not, might help infants bootstrap grammar (Shukla & Nespor (2010), Gervain &
Werker (2013)). Likewise, neurolinguistic investigations are currently conducted to explore
the neural bases of such a prosodic grouping bias (e.g. Bernard & Gervain 2011).
The goal of this workshop is to bring together recent experimental work on the role of
prosody in child language hoping to make progress on this issue and the questions around it.
Workshop 3:
Acquisition of Causation: Culmination Entailments and Agency
Invited Speakers:
Angeliek van Hout (University of Groningen)
Nina Kazanina (University of Bristol)
Co-organizer: Fabienne Martin (University of Stuttgart)
There is converging evidence that children as old as five misinterpret (transitive) inherently
culminating verbs (accomplishments) as non-culminating. This behavior has been taken to
reflect children’s difficulties calculating two types of culmination entailments: completion
and result state entailments. Lack of completion entailments has been reported in work on the
acquisition of telicity (whether an event has an inherent endpoint) and transitivity (e.g. van
Hout 1998, 2008; Schulz & Penner 2002; Wagner 2002, 2006; Jeschull 2007). Experimental
studies have also shown that children often misinterpret the meaning of causative change of
state verbs in that they appear to ignore the result state component of the verb’s meaning
(Manner of motion interpretations, Gentner 1978; Weak end state interpretations, Wittek
2002, 2008).
Non-culminating construals of perfective accomplishments are also attested across
typologically diverse adult languages (Mandarin, Thai, Korean, Salish, Hindi, Russian ...)
with roughly the same typology of non culminating construals as in child language: lack of
completion (‘partial success’ predicates) and lack of result state (‘failed attempt’ predicates).
To what extent are we dealing with the same phenomena across adult and child languages?
What are the implications for language acquisition?
Demirdache and Martin (2013) put forth a correlation, the Agent Control Hypothesis (ACH),
between the availability of non-culminating construals for accomplishments and the control of
the agent over the described event: nonculminating readings of accomplishment predicates
require the predicate’s external argument to be associated with “agenthood” properties.
Does the ACH hold for child languages? And if so, why? This issue is all the more interesting
since virtually all studies on the acquisition of culmination entailments are exclusively based
on sentences with agentive subjects (Hodgson 2006, 2010 being an exception). What are the
implications for the acquisition of (causative) verb meanings?
The workshop invites submissions of experimental studies addressing these questions as well
as any other questions related to children’s understanding of causation and agenthood.
Workshop 4
Segments & Interactions in Phonological cquisition
Invited Speaker:
Eirini Sanoudaki (Bangor University)
This workshop will focus on first and second language (a-)typical acquisition of segments
(e.g. patterns in the acquisition of place of articulation and/or in the acquisition of manner
features, order of acquisition, patterns in the acquisition of consonant clusters etc.)
and interactions between segments (e.g. consonantal harmonies) in production and perception.
The issues we seek to address include but are not restricted to:
How do we explain the attested patterns of acquisition of segments and features? What are the
patterns of interaction between segments attested across child grammars –in particular, (longdistance)
consonant harmonies– and how do phonological theories fare in explaining the
ensuing typology? What light does the acquisition data shed on the issue of how to define the
content of interacting segments? To what extent do current theories of the internal structure of
segments correctly predict the phonological development of consonant clusters and of syllable
constituents across child grammars?
ICCL Summer School on "Reasoning", Dresden, Germany, September 13-26 2015
The summer school "Reasoning" is a platform for knowledge transfer within a very rapid increasing research community in the field of "Computational Logic". We will offer introductory courses covering the fundamentals of reasoning, courses at advanced levels, as well as applied courses and workshops dedicated to specialized topics and the state of the art. All lecturers are leading researchers in their field and have been awarded prizes.

A limited number of grants for students and university employees will be available, which includes a waiver for the participation fee.

For the participants of the summer school, the participation at the 38th German AI conference, also held at TU Dresden, is free of charge.

You can find more information about the summer school here:

ddll.inf.tu-dresden.de/web/Norbert_Manthey/SummerSchool2015

If you want to register, please be informed about our social program and the summer school ticket beforehand, as questions about it will be asked in the registration. The online registration form can be found here:

www.computational-logic.org/content/events/iccl-ss-2015/register/general.php

with best regards,
the organizers of the summer school
International workshop Grammaticalization meets Construction Grammar, University of Gothenburg (Sweden), October 8-9 2015
International workshop
Grammaticalization meets Construction Grammar

8-9 October 2015
University of Gothenburg (Sweden)
State of the art
Grammaticalization research has in the last decade highlighted the notion of construction. Hopper & Traugott (2003:1) in their classical definition of grammaticalization point out that that not only words but also constructions, i.e. sequences of words, can undergo grammaticalization.
As a term referring to a research framework, “grammaticalization” refers to that part of the study of language change that is concerned with such questions as how lexical items and constructions come in certain contexts to serve grammatical functions or how grammatical items develop new grammatical functions.
Himmelmann (2004:31) in turn argues that a grammaticalizing element (he speaks of a ‘grammaticizing’ element) should not be considered in isolation but rather in its syntagmatic context, i.e. the construction it occurs in.
Strictly speaking, it is never just the grammaticizing element that undergoes grammaticization. Instead, it is the grammaticizing element in its syntagmatic context which is grammaticized. That is, the unit to which grammaticization properly applies are constructions, not isolated lexical items.
In the wake of this work, efforts have been made to more precisely articulate the largely pretheoretical notion of construction in the theoretical framework of construction grammar. The main tenet of construction grammar is that our grammatical knowledge is made up of a taxonomic network of constructions, i.e. pairings of form of meaning (Goldberg 1995, Croft 2001, Hoffmann & Trousdale 2013). Moreover, no one level of grammar is considered autonomous (Fried & Östman 2004).
Integrating constructionist insights into grammaticalization research has led to new findings:
- semantic bleaching of grammaticalizing elements is paralleled by semantic changes in the construction they are part of (Hilpert 2008, Colleman & De Clerck 2011)
- grammaticalization is accompanied by changes in schematicity, productivity, and compositionality of the entire construction (Trousdale 2008, 2010)
- the perceived degree of gradualness, which is accentuated within grammaticalization theory, can be described as small incremental steps in various dimensions of a construction (Traugott 2008, Traugott & Trousdale 2010, 2013)
- statistical methods developed in construction grammar, such as collostructional analysis, can be implemented to help support, falsify and/or uncover ongoing grammaticalization (Hilpert 2008, 2013, Coussé 2014)
Confronting grammaticalization research with the framework of construction grammar also brought up the question how grammaticalization relates to constructional change in general (Noėl 2007, Gisborne & Patten 2011). As such, grammaticalization research increasingly interacts and converges with the emerging field of diachronic construction grammar (Israel 1996, Bergs & Diewald 2008, Fried 2008, 2013, Baršdal 2013). This ongoing interaction has recently led to an analysis of grammaticalization and lexicalization in terms of constructionalization (Traugott & Trousdale 2013).
Workshop
This workshop aims to bring together researchers working on grammaticalization and construction grammar in one dedicated workshop, in order to provide a platform for enhanced collaboration between and integration of both frameworks, in Scandinavia and beyond.
We invite presentations joining insights from grammaticalization research and construction grammar. Both theoretical and empirical contributions are most welcomed. We are particularly interested in methodologically innovative work that helps uncovering grammaticalization, constructional change and constructionalization in historical corpora and work on the relation between different levels of a construction and its place in a larger network.
Keynote speakers
Graeme Trousdale (University of Edinburgh)
Martin Hilpert (University of Neuchātel)
Jóhanna Baršdal (Ghent University)
Conveners
Peter Andersson (University of Gothenburg)
Evie Coussé (University of Gothenburg, Stockholm University)
Scientific committee
Karin Aijmer (Gothenburg), Alexander Bergs (Osnabrück), Hubert Cuyckens (Leuven), Östen Dahl (Stockholm), Gabriele Diewald (Hannover), Lena Ekberg (Lund, Stockholm), Benjamin Lyngfelt (Gothenburg), Muriel Norde (Berlin), Jan-Ola Östman (Helsinki)
Abstract submission
We invite abstract submissions for oral presentations (20-minute presentation plus 10-minute discussion). Abstracts should clearly specify how the presentation will contribute to the theme of the workshop and also state research question, theoretical background, method, data and (preliminary) results. Abstract should not exceed 400 words (exclusive of references). All author-specific information must be avoided in order to ensure anonymous reviewing. Send your abstract to evie.cousse(removeme)gu.se before 1 May 2015. Indicate your name and affiliation in the body of your mail.
Important dates
Deadline for abstracts: 1 May 2015
Notification of acceptance: 15 June 2015
Program announcement: 1 July 2015
Conference venue
University of Gothenburg
Faculty of Arts
Room ‘Lilla Hörsalen’
Renströmsvägen 6
Gothenburg, Sweden
Conference website
grammeetsconstr.wordpress.com/
References
Baršdal, J. (2013) Construction-based historical-comparative reconstruction. In: T. Hoffmann & G. Trousdale (2013) The Oxford handbook of construction grammar. Oxford: Oxford University Press, 438-457.
Bergs, A. & G. Diewald (2008) Constructions and language change. Berlin: Mouton de Gruyter.
Colleman, T. & B. De Clerck (2011) Constructional semantics on the move. On semantic specialization in the English double object construction. Cognitive Linguistics 22, 183-209.
Coussé, E. (2014) Lexical expansion in the HAVE and BE perfect in Dutch. A constructionist prototype account. Diachronica 31, 159-191.
Croft, W. (2001) Radical construction grammar. Oxford: Oxford University Press.
Fried, M. (2008) Constructions and constructs. Mapping a shift between predication and attribution. In: A. Bergs & G. Diewald (eds.) Constructions and language change. Berlin: Mouton de Gruyter, 47-79.
Fried, M. (2013) Principles of constructional change. In: Th. Hoffmann & G. Trousdale (eds.) The Oxford handbook of construction grammar. Oxford: Oxford University Press, 419-437.
Fried, M. & J.-O. Östman (2004) Construction grammar in a cross-language perspective. Amsterdam: John Benjamins.
Gisborne, N. & A. Patten (2011) Constructions and grammaticalization. In: B. Heine & Heiko Narrog (eds.) The Oxford handbook of grammaticalization. Oxford: Oxford University Press, 92-104.
Goldberg, A.E. (1995) Constructions. A construction grammar approach to argument structure. Chicago: University of Chicago Press.
Hilpert, M. (2008) Germanic future constructions. A usage-based approach to language change. Amsterdam: John Benjamins.
Hilpert, M. (2013) Constructional change in English. Developments in allomorphy, word formation, and syntax. Cambridge: Cambridge University Press.
Himmelmann, N.P. (2004) Lexicalization and grammaticization. Opposite or orthogonal? In: W. Bisang, N.P. Himmelmann & B. Wiemer (eds.) What makes grammaticalization. A look from its components and its fringes. Berlin: Mouton de Gruyter, 21-42.
Hoffmann, T. & G. Trousdale (2013) The Oxford handbook of construction grammar. Oxford: Oxford University Press.
Hopper, P.J. & E.C. Traugott (2003) Grammaticalization. Cambridge: Cambridge University Press.
Israel, M. (1996) The way constructions grow. In: A.E. Goldberg (ed.) Conceptual structure, discourse and language. Stanford: CSLI, 217-230.
Noėl, D. (2007) Diachronic construction grammar and grammaticalization theory. Functions of Language 14, 177-202.
Traugott, E.C. (2008) Grammaticalization, constructions and the incremental development of language. Suggestions from the development of degree modifiers in English. In: R. Eckardt, G. Jager & T. Veenstra (eds.) Variation, Selection, Development. Probing the Evolutionary Model of Language Change. Berlin: Mouton de Gruyter, 219-250.
Traugott, E.C. & G. Trousdale (2010) Gradience, gradualness and grammaticalization. Amsterdam: John Benjamins.
Traugott, E.C. & G. Trousdale (2013) Constructionalization and constructional change. Oxford: Oxford University Press.
Trousdale, G (2010) Issues in constructional approaches to grammaticalization in English. K. Stathi, E. Gehweiler & E. Konig (eds.) Grammaticalization. Current views and issues. Amsterdam: John Benjamins, 51-72.
Trousdale, G. (2008) Constructions in grammaticalization and lexicalization. Evidence from the history of a composite predicate construction in English. In: G. Trousdale & N. Gisborne (eds.) Constructional approaches to English grammar. Berlin: Mouton de Gruyter, 33-67.
Internationale Konferenz Sprache und Identität, Toru?, Polen, November 15-17 2015
Sprache und Identität
Toru?/ Thorn, 15.-17.11.2015

Sehr geehrte Damen und Herren,
liebe Kolleginnen und Kollegen,

der Lehrstuhl für Germanistik der Nikolaus-Kopernikus-Universität, Abteilung für Sprachwissenschaft, organisiert im November 2015 die interdisziplinäre, internationale Konferenz Sprache und Identität, zu der wir Sie hiermit herzlich einladen möchten.

Unsere Einladung richtet sich an Sprach-, Literatur- und Kulturwissenschaftler, die an qualifizierenden Projekten oder anderweitigen Studien zu wissenschaftlichen Einzelfragen arbeiten, in denen Verhältnisse und die gegenseitigen Auswirkungen von Sprache und Identität im Zentrum des Interesses stehen. Willkommen sind sowohl theoretisch orientierte, methodologische Ansätze als auch Ergebnisse empirischer Studien. Konferenzsprache ist Deutsch.

Wir würden uns freuen, wenn Sie unsere Konferenz mit einem Vortrag bereichern würden. Dazu bitten wir Sie, das beiliegende Anmeldeformular ausgefüllt bis zum 30.04.2015 an die dort angegebene E-Mail-Adresse zu senden. Eine diesbezügliche Rückmeldung erhalten Sie von uns bis zum 30. 05.2015. Für jeden Beitrag, dem eine 10-minütige Diskussion folgt, sind 20 Minuten vorgesehen. Nach positiver Begutachtung werden die gehaltenen Vorträge in einen Band zusammengefasst und innerhalb der rezensierten wissenschaftlichen Reihe „Schriften zur diachronen und synchronen Linguistik“ im Peter Lang Verlag veröffentlicht.

Die Tagungsgebühr beträgt 350 Zloty für Gäste aus dem Inland und 100 Euro für Gäste aus dem Ausland, sie umfasst Konferenzmaterialien und Verpflegungskosten sowie Kosten für die Erstellung des Konferenzbandes.
Leider können wir die Kosten Ihrer Anreise und Übernachtung nicht übernehmen, deshalb bitten wir Sie, sich rechtzeitig über entsprechende Finanzierungsmöglichkeiten bei Ihrem Heimatinstitut zu informieren.

Einzelheiten hinsichtlich der Gebührenüberweisung sowie empfehlenswerte Übernachtungsmöglichkeiten in Toru?/ Thorn erhalten Sie nach erfolgter Annahme Ihrer Anmeldung.

Für weitere Fragen stehen wir Ihnen gerne zur Verfügung und freuen uns schon jetzt, Sie im Herbst in Toru? begrüßen zu dürfen.

Mit besten Grüßen
Dr. phil. Edyta Grotek – wissenschaftliche
WAP/VKL Symposium Vertelvaardigheid, Amsterdam, 28 november 2015
WAP/VKL Symposium Vertelvaardigheid
Zaterdag 28 november 2015
Openbare Bibliotheek van Amsterdam (OBA)

We zijn op zoek naar mensen die een interessante bijdrage kunnen leveren!
Op zaterdag 28 november 2015 organiseert het WAP (Werkverband Amsterdamse Psycholinguļsten) in samenwerking met de Vereniging voor Klinische Linguļsten (VKL) een Symposium over Vertelvaardigheid in de OBA (Amsterdam). Naast twee plenaire lezingen, verzorgd door Anne Baker (UvA) en Annette Scheper (Kentalis) zullen er workshops en presentaties georganiseerd worden.

Beoogde doelstelling
Verspreiding van nieuwe inzichten in het belang van vertelvaardigheid van kinderen op school en nieuwe inzichten in diagnostiek, behandeling en het gebruik van tools. De dag beoogt óók thema’s als vertelvaardigheid en meertaligheid en vroege stimulering van vertelvaardigheid.

Beoogde doelgroepen
Logopedisten, klinisch linguļsten, leerkrachten, schoolbegeleiders, en studenten.

Uitnodiging tot het houden van een workshop/ presentatie

Wanneer u belangstelling hebt om aan deze dag een bijdrage te leveren door middel van het geven van een workshop of een presentatie, nodigt de voorbereidingscommissie u uit een voorstel in te dienen.

Graag onderstaande informatie per-email ingevuld opsturen aan vertelvaardigheid(removeme)gmail.com

1. Uw naam:
Werkzaam bij/ verbonden aan:
Functie:
Bereikbaar op e-mail adres:
2. Titel van de mogelijke bijdrage:
3. Beoogde doelgroep:
4. Korte toelichting (inhoud; doel; workshop of presentatie)

Uw naam, titel van de bijdrage, plus een korte toelichting: zo spoedig mogelijk maar uiterlijk 31 maart 2015

Een abstract van maximaal 150 woorden ontvangen wij graag uiterlijk 30 mei 2015 op bovengenoemd emailadres.
Job Announcements / Vacancies
Linguee: Nederlands - Engels woordenboekproject voor freelance taalexperts, vertalers, of lexicografen
Wij zijn op zoek naar taalexperts, zoals vertalers, tolken, taalinstructeurs en/of lexicografen
om aan ons Engels-Nederlands woordenboek te werken.
Vereisten
- Uitstekende taalvaardigheid in zowel de Engelse als Nederlandse taal.
- Uitstekende grammaticale kennis.
- Academische en/of professionele achtergrond in vertaling, taalwetenschap, taalonderwijs,
lexicografie, of een gerelateerd vakgebied.
- Ervaring met redactionele woordenboeken.
Onze online woordenboekprojecten zijn alleen bedoeld voor freelancers die thuis kunnen
werken en in staat zijn om facturen te versturen.
Mocht je vragen hebben, aarzel dan niet om contact met ons op te nemen via e-mail of
per telefoon. Je contactpersoon is Hans Mooijer.
Verzend je CV en sollicitatiebrief (in het Engels) via e-mail naar
editors(removeme)linguee.com.
Telefoon: +49 221-169 33 668
Twelve Early Stage Researcher positions: Understanding and predicting developmental language abilities and disorders in multilingual Europe (PredictAble), deadline: until the positions are filled
Twelve Early Stage Researcher positions: Understanding and predicting developmental language abilities and disorders in multilingual Europe (PredictAble)

The Marie Sk?odowska-Curie Actions (MSCA) Innovative Training Networks (ITN) “PredictAble” invites applications for twelve positions for Early Stage Researchers (ESRs), available from September 1st, 2015. The network studies the cognitive mechanisms that underlie typical and atypical development of spoken and written language taking a cross-linguistic perspective with a unique and novel combination of cutting-edge approaches and techniques for studying mono- and bilingual children ( www.uni-potsdam.de/predictable). Collaborating partners are the University of Potsdam (Germany), CNRS-Université Paris Descartes (France), University of Jyväskylä (Finland), University Pompeu Fabra (Barcelona, Spain), and NIRx Medizintechnik GmbH (Berlin, Germany).

12 POSITIONS
ESR1: Development of continuous speech tracking and speech production in typical and language delayed children.
University of Jyväskylä (supervisor: Hämäläinen)
More information: www.uni-potsdam.de/predictable/job-openings

ESRs 2 and 3: Perception of relevant acoustic cues in early talkers, on-time talkers and late talkers – electrophysiological and hemodynamic markers of underlying mechanisms: evidence from German (ESR 2) and French (ESR 3)
University of Potsdam (ESR2, supervisor: Wartenburger); Université Paris Descartes (ESR3, supervisor: Gervain)
More information: www.uni-potsdam.de/predictable/job-openings

ESR4: Multilingual exposure and development of early phonology
Universitat Pompeu Fabra, Barcelona (supervisor: Sebastian-Galles)
More information: www.uni-potsdam.de/predictable/job-openings

ESR5: Relations between spoken language and reading acquisitionin children with or without risk for dyslexia.
University of Potsdam (supervisor: Noiray)
More information: www.uni-potsdam.de/predictable/job-openings

ESRs 6, 7, and 8: Phonological, morphological and lexical effects on word learning in children with low and high vocabulary: Evidence from German (ESR6), French (ESR7), and Hungarian (ESR8)
University of Potsdam (ESR6, supervisor: Höhle); Université Paris Descartes (ESR7, supervisor: Nazzi); Université Paris Descartes (ESR8, supervisor: Gervain)
More information: www.uni-potsdam.de/predictable/job-openings

ESR9: Multilingual exposure and integration of cross-modal information: Consequences for language and social development
Universitat Pompeu Fabra, Barcelona (supervisor: Sebastian-Galles)
More information: www.uni-potsdam.de/predictable/job-openings

ESR10: Strategies of early word acquisition in different linguistic populations
Universitat Pompeu Fabra, Barcelona (supervisor: Bonatti)
More information: www.uni-potsdam.de/predictable/job-openings

ESR11: Neurocognitive development of phonology, word recognition and reading in children with or without risk for dyslexia.
University of Jyväskylä (supervisor: Leppänen)
More information: www.uni-potsdam.de/predictable/job-openings

ESR15: Neural processes of word recognition and reading fluency in children with dyslexia and comorbid ADHD.
University of Jyväskylä (supervisor: Leppänen)
More information: www.uni-potsdam.de/predictable/job-openings

GENERAL INFORMATION, relevant for all positions: www.uni-potsdam.de/predictable/job-openings/requirements.html
Positions are now open, and will be filled as soon as possible. Applications will be accepted until the positions are filled. If you are applying to more than one position, please provide a ranking of your preferences. For more information see www.uni-potsdam.de/predictable/job-openings/how-to-apply.html.
Postdoc position in Computational Modelling of Morphological Development, University of Manchester.
A three-and-a half year postdoc position for a modeler to work as part of a wider endeavour to investigate the acquisition of morphological
productivity and word order cross-linguistically.

Here is the link for further details and to apply:
www.jobs.manchester.ac.uk/displayjob.aspx?jobid=8957
Internships in the “Language and Number” project, The Meertens Instituut, Amsterdam
Internships in the “Language and Number” project

“Language and Number” is part of the NWO Horizon project "Knowledge and Culture" ( hum.leiden.edu/lucl/knowledge-and-culture/). It focuses on the linguistic representation of cognitive systems of number, one of the main instruments and results being the "Typology of Number Systems” database.

Recent research shows that the core knowledge system of number consists of two subsystems -- the Approximative Number System and the Object Tracking System. Some studies suggest that language plays a crucial role in the integration of these two subsystems (Spelke 2011). However, linguistic properties of numeric expressions in languages of the world are still waiting for a systematic study. The typological database on numerals is meant to provide crucial input for research in this field, exploring the limits of cross-linguistic variation in the domain of numeric constructions.

The information in the database is organised along two axes: 1) the constructions (cardinal construction, ordinal construction, etc.), and 2) the number line (i.e. whether a construction is limited to / has special properties within a certain sub-range of the number line). This design allows to make generalisations on the special linguistic status of different numerosities across languages and constructions, such as low numbers (1-4), or 'round numbers' (10, 100, etc.), etc.


As of 1 April 2015, several internships are available in the database subproject. The work on the database involves consulting the existing grammatical descriptions of different languages, adjusting questionnaires to the grammatical profile of a language under study, analysing the questionnaires filled in by the speakers according to the parameters of the database, and entering the resulting data into the database using the existing editing interface. One of the activities as part of the work on the database is looking for speakers of relevant languages and conducting interviews with the speakers. Interns are expected to participate in any one or several tasks listed above, depending on the needs of the database project and/or the intern's preferences, under supervision of the other project members.


Requirements

We are looking for MA students as well as advanced BA students in linguistics.


Practical information
The duration of an internship is 3-4 months but can be adapted individually. The Meertens Instituut offers a workplace, supervision and a monthly allowance of € 200 (for a full time internship).

For more information please contact dr. Lisa Bylinina (bylinina(removeme)gmail.com) and prof. dr. Sjef Barbiers (sjef.barbiers(removeme)meertens.knaw.nl).
Postdoctoral Research Associate, Oxford University, UK, deadline: July 13 2015
Postdoctoral Research Associate - Corpus linguistics and learning to read
Department of Experimental Psychology, Tinbergen Building, South Parks Road, Oxford
Grade 7: £30,434 - £37,394 p.a.

We are inviting applications for the post of Research Associate in the Department of Experimental Psychology, in collaboration with the Department of Computer Science and the Department of Education to work on a research programme entitled “The Oxford Children’s Corpus: Lessons for Learning to Read”. This is a full-time position funded by The Leverhulme Trust for a fixed-term of 24 months.

Candidates will have an undergraduate qualification in a relevant subject (e.g. psychology, computer science, linguistics) and hold (or be about to obtain) a PhD in a relevant topic, with expertise in computational linguistics and in analysing large corpora to explore linguistic phenomena.

The appointee is expected to take the lead in delivering the programme of research, working with the Principal Investigators. Main duties include collecting and analysing behavioural data and preparing reports, publications and presentations detailing finding. Experience with one or more scripting languages (e.g. Perl, Python), preferably in a Linux environment, and an interest in understanding lexical processing, language development and related theoretical topics are essential for this role.

It is hoped that the appointee will be able to take up the post in September 2015, or as soon as possible thereafter.

Applications for this vacancy are to be made online. You will be required to upload a supporting statement and CV as part of your online application.

The closing date for applications is 12.00 noon on Monday 13 July 2015. Interviews are planned for Tuesday 28th July.
Contact Person : Vacancy ID : 118576
Contact Phone : 01865 271444 Closing Date : 13-Jul-2015
Contact Email : applications(removeme)psy.ox.ac.uk


MORE INFORMATION:

Introduction
The University

The University of Oxford is a complex and stimulating organisation, which enjoys an international reputation as a world-class centre of excellence in research and teaching. It employs over 11,000 staff and has a student population of over 22,000.

Our annual income in 2013/14 was £1,174.4m. Oxford is one of Europe's most innovative and entrepreneurial universities: income from external research contracts exceeds £478.3m p.a., and more than 80 spin-off companies have been created.

Oxford is a collegiate university, consisting of the central University and colleges. The central University is composed of academic departments and research centres, administrative departments, libraries and museums. There is a highly devolved operational structure, which is split across four academic divisions, Academic Services and University Collections and University Administrative Services. For further information, please see:
www.ox.ac.uk/staff/about_the_university/new_to_the_university/structure_of_university.

For more information please visit www.ox.ac.uk/about
Medical Sciences Division
The Medical Sciences Division is an internationally recognized centre of excellence for biomedical and clinical research and teaching. We are the largest academic division in the University of Oxford.

World-leading programmes, housed in state-of-the-art facilities, cover the full range of scientific endeavour from the molecule to the population. With our NHS partners we also foster the highest possible standards in patient care.

For more information please visit: www.medsci.ox.ac.uk
Department of Experimental Psychology
Experimental Psychology at Oxford is widely regarded as the leading psychology department in the UK, and a major international centre for research in psychology and cognitive neuroscience, with over 120 postgraduate and postdoctoral research and academic staff. In the 2014 Research Excellence Framework (REF) Exercise the Psychology, Neuroscience and Psychiatry REF submission from Oxford was ranked as first in the UK. Departmental turnover for 2013/14 was in excess of £13 million.
Research in the Department is organised into 4 research groupings roughly equal in size: Behavioural Neuroscience, Cognitive Neuroscience, Developmental Psychology and Social Psychology & Psychological Disorders. The Department has consistently received the highest possible ratings in the British Funding Councils’ Research Assessment Exercise recognising research of leading, international standing.
The Department has a state-of-the-art Developmental Science research centre, created in 2010 and facilities for EEG, TMS, and tDCS, along with multiple laboratories with eye movement recording equipment. In 2011 and 2012 two new clinical research centres were created – the Oxford Centre for Anxiety Disorders and Trauma (OXCADAT) and the Oxford Cognitive Neuropsychology Centre (CNC) – which provide facilities for the treatment, as well as the assessment, of patients within Experimental Psychology. The new centres form part of a new NIHR Clinical Research Facility in Oxford Cognitive Health.
The Department has close links with Psychiatry and Clinical Neurosciences and we make heavy use of the FMRIB brain imaging centre at the John Radcliffe Hospital (3 and 7T MRI) and the Oxford Centre for Human Brain Activity (OHBA) at the Warneford Hospital (MEG). A new Biomedical Services Building (BSB) also provides state-of-the-art facilities for animal research.
There are excellent links to a wide variety of special populations including a panel of older participants (ageing research), mothers and babies (BabyLab), schools (developmental research), acquired and developmental neuropsychological patients, patients with psychological problems. There is an exceptionally rich intellectual environment offering many opportunities for interaction within and outside the Department itself.
At the undergraduate level, the Department is the focus for lectures, classes, practicals and project work. It is a centre used by the undergraduates from all colleges for the Experimental Psychology (EP), Psychology and Philosophy (PP), Psychology and Linguistics (PL) and Biomedical Science (BMS) courses. The Department provides lecture rooms, IT facilities and laboratories for experimental and project work.
For more information please visit: www.psy.ox.ac.uk/
Language and Cognitive Development Research Group
Led by Professor Kate Nation, the group is interested in how we extract meaning from the language we read or the language we hear, how children learn to do this and why some people find aspects of language processing difficult. LCD is a vibrant and active research group of postdocs, graduate students, research assistants and undergraduate interns.
Research topic The Oxford Children’s Corpus: Lessons for learning to read
Principal Investigator / supervisor Professor Kate Nation
Web site www.psy.ox.ac.uk/research/language-cognition-and-development-research-group
Funding partner The funds supporting this research project are provided by the Leverhulme Trust
Overview of the role
Applications are invited for the post of Research Associate in the Department of Experimental Psychology, in collaboration with the Department of Computer Science and the Department of Education. The appointee will have expertise in computational linguistics and will work on a research programme entitled “The Oxford Children’s Corpus: Lessons for Learning to Read”. It is hoped that the appointee will be able to take up the post in September 2015, or as soon as possible thereafter. The post is full-time and is for 24 months, funded by The Leverhulme Trust. Interviews are planned for the end of July 2015.

It is expected that the appointee will have an undergraduate qualification in a relevant subject (e.g., Psychology, Computer Science, Linguistics) and a post-graduate qualification in a relevant topic. They will have expertise in analysing large corpora to explore linguistic phenomena.

The appointee is expected to take the lead in delivering the programme of research, working with the Principal Investigators: Professor Kate Nation (Department of Experimental Psychology), Professor Stephen Pulman (Department of Computer Science) and Professor Victoria Murphy (Department of Education). They will work alongside a full-time Research Associate who will be responsible for data collection with children.

The scientific study of reading has taught us much about the early stages of learning to read. Critically however, little is known about how children develop from novice-to-expert: how do children move from the laborious process of “sounding-out” words to fluent and apparently effortless reading later on? We will take a novel approach to exploring this question by combining corpus-based analyses with empirical studies of children’s reading behaviour. Specifically, we will investigate when and how often children encounter words, and in what types of semantic contexts, to reveal how different experiences with words drive the development of reading. The Oxford Children’s Corpus, hosted and developed by Oxford University Press, is a large, representative corpus of children’s written language, comprising many millions of words, sampled from material written for children (including fiction, curriculum material, websites, magazines) and by children themselves. This project will use the corpus to examine a variety of lexical phenomena related to children’s written language development.

Further information about the Principal Investigators can be found at their websites:

Nation: www.psy.ox.ac.uk/team/principal-investigators/kate-nation
Murphy: www.education.ox.ac.uk/about-us/directory/professor-victoria-murphy
Pulman: www.cs.ox.ac.uk/people/stephen.pulman/
Responsibilities/duties
1. Work collaboratively with the Principal Investigators, their research groups and with Oxford University Press.
2. Devise methods for analysing the corpus so as to address research questions.
3. Analyse data and prepare reports, publications and presentations detailing findings.
4. Assist with the general administration of the project.
5. Contribute to and assist with organising a seminar series associated with the project.
6. A willingness to collect and analyse behavioural data to complement corpus data.
Selection criteria
Essential
1. An undergraduate qualification (2.1 or above, or equivalent) in a relevant subject such as Psychology, Computer Science, Linguistics.
2. A postgraduate qualification in a relevant topic.
3. An excellent understanding of computational linguistics, machine learning techniques and corpus analysis.
4. Experience in using corpus tools such as the IMS corpus workbench.
5. Experience with one or more scripting languages (e.g. Perl, Python), preferably in a Linux environment.
6. An understanding of experimental design and statistics.
7. An interest in understanding lexical processing, language development and related theoretical topics.
8. A publication and dissemination record commensurate with stage of career.

Desirable
1. Expertise in psycholinguistics, especially with respect to written language and its development.

Pre-employment screening
Please note that the appointment of the successful candidate will be subject to standard pre-employment screening, as applicable to the post. This will include right-to-work, proof of identity and references. All applicants must read the candidate notes on the University’s pre-employment screening procedures, found at:
www.ox.ac.uk/about/jobs/preemploymentscreening/.

All academic and related posts (any grade above grade 5) are subject to the University’s retirement policy. The University operates an employer justified retirement age, for which the retirement date is the 30 September immediately preceding the 68th birthday. Applicants should be aware that any employment beyond the University’s retirement age is subject to approval through the procedures outlined at:
www.admin.ox.ac.uk/personnel/end/retirement/acrelretire/ejra/.

Furthermore, additional pre-employment screening is required for this post, as such; the successful candidate will be required to undergo a criminal record checks.

Please click here to read the candidate notes on the University’s pre-employment screening procedures.
Working at the University of Oxford
For further information about working at Oxford, please see:
www.ox.ac.uk/about_the_university/jobs/research/

How to apply
If you consider that you meet the selection criteria, click on the Apply Now button on the ‘Job Details’ page and follow the on-screen instructions to register as a user. You will then be required to complete a number of screens with your application details, relating to your skills and experience. When prompted, please provide details of two referees and indicate whether we can contact them at this stage. You will also be required to upload a CV and supporting statement which explains how you meet the selection criteria for the post. The supporting statement should explain your relevant experience which may have been gained in employment, education, or you may have taken time away from these activities in order to raise a family, care for a dependant, or travel for example. Your application will be judged solely on the basis of how you demonstrate that that you meet the selection criteria outlined above and we are happy to consider evidence of transferable skills or experience which you may have gained outside the context of paid employment or education.

Please save all uploaded documents to show your name and the document type.

All applications must be received by midday on the closing date stated in the online advertisement.


Information for priority candidates
A priority candidate is a University employee who is seeking redeployment owing to the fact that he or she has been advised that they are at risk of redundancy, or on grounds of ill-health/disability. Priority candidates are issued with a redeployment letter by their employing departments.
If you are a priority candidate, please ensure that you:

- attach your redeployment letter to your application
- explain in your covering letter how you meet the selection criteria for the post.


Should you experience any difficulties using the online application system, please email recruitment.support(removeme)admin.ox.ac.uk

Further help and support is available from www.ox.ac.uk/about_the_university/jobs/support/

To return to the online application at any stage, please click on the following link www.recruit.ox.ac.uk

Please note that you will be notified of the progress of your application by automatic e-mails from our e-recruitment system. Please check your spam/junk mail regularly to ensure that you receive all e-mails.
PhD studentships Psychology, University of Dundee, Scotland, deadline: July 14 2015
UNIVERSITY OF DUNDEE
SCHOOL OF PSYCHOLOGY
PhD STUDENTSHIPS

PhD Studentships Available for September 2015

We are pleased to offer a maximum of three funded PhD studentships, starting in September 2015, allowing the successful candidates to complete their doctorate working with top researchers in Psychology, University of Dundee. Applicants will be expected to hold a First or Upper Second class degree in Psychology (or in a related area), and/or a good masters degree in Psychology (or in a related areas), before they commence their PhD studies.

Areas of research are outlined at
www.dundee.ac.uk/psychology/research/
Specific staff interests at
www.dundee.ac.uk/psychology/staff/group/academic

The award of a studentship will be based on a competitive process and is subject to the availability of funding. If awarded, it would be a full-time studentship (funded for a duration of three years, subject to satisfactory progress) covering the Home/EU tuition fee, and a maintenance allowance. The maintenance allowance is currently £13,500 per annum (this includes a teaching commitment).

Application deadline: 4.30pm on Tuesday 14 July 2015
Interviews will take place during week commencing 27 July 2015

Guidance for applicants:
• Before you apply you are strongly advised to discuss your application with a prospective supervisor. If you don’t already have a potential supervisor in mind, please email Dr Yuki Kamide (y.kamide(removeme)dundee.ac.uk with a brief description of the subject area and your sphere of interest and your enquiry will be forwarded to an appropriate contact.
• We can only accept applications through UKPASS. Details of application procedures can be found at: www.dundee.ac.uk/postgraduate/research/how_to_apply/index.htm

Candidates should provide (through UKPASS):
• PhD research proposal (no longer than A4 2 pages excluding references; no appendix permitted)
• Transcripts for your undergraduate degree and/or masters degree (if you are due to complete your undergraduate / masters degree in summer 2015, you must submit the marks you have received so far)
• Certificates of your undergraduate degree and/or masters degree
• Two academic references (either supplied via UKPASS, or emailed directly to contactus(removeme)dundee.ac.uk with your application reference number (‘University of Dundee Student ID’). Please note this is a University of Dundee Admissions email address, and they might not be able to send your referees an acknowledgement).
• English language certificate (if your first language is not English, or did not do an undergraduate degree in an English-speaking country)
• CV (optional)

Note: If original documents are not in English, certified translations into English are required.

Contact: PhD Admissions Tutor, Dr Yuki Kamide (y.kamide(removeme)dundee.ac.uk)
PhD position at KU Leuven, Belgium, deadline: June 15 2015
The MIDI research group at the Department of Linguistics at KU Leuven is looking for a motivated PhD student for the following project

*Eye-tracking and cognitive-interactional linguistics. Towards a multimodal account of interaction management*

Ref. BAP-2015-208


The PhD candidate will strengthen our team for the above-mentioned project, awarded to Kurt Feyaerts and Geert Brōne (KU Leuven, Dept. Linguistics,
MIDI) by the Research Foundation - Flanders (FWO). The MIDI research group (Multimodality, Interaction & Discourse: www.arts.kuleuven.be/midi)
unites researchers with an interest in the study of language in interaction, with a specific focus on the social, cognitive and multimodal dimension of language use. The research group applies different methodological approaches across paradigms such as Cognitive & Interactional (Socio)Linguistics, Conversation Analysis, and Pragmatics.

The KU Leuven is consistently ranked within the top European Universities and is located in the city of Leuven, which has a strong international appeal (see www.kuleuven.be/english).


*Project*

Face-to-face communication is an inherently multimodal process, with multiple semiotic channels operating simultaneously and collaboratively, including verbal, para-verbal (e.g. intonation, pace and volume of speech) and non-verbal behaviour (e.g. gaze, gesture, posture). This project presents a novel approach to multimodal interaction, with a specific focus on the role of interlocutors’ eye gaze in relation to the other semiotic channels. In order to capture the continuous stream of visible information being exchanged in dialogue, we use a recently developed paradigm of multifocal eye-tracking, with mobile eye-trackers simultaneously recording the gaze behaviour of two or more conversation partners in a face-to-face setting (Brōne & Oben 2015). The recordings of two- and three-party interactions will be used to explore the multimodal dynamics of interaction management, and more specifically the negotiation of speakership (turn allocation and turn-taking) and the signalling of attention and understanding (grounding). The analysis of these phenomena focuses both on the temporal dynamics, or how they are organized sequentially in the unfolding interactions, and on the emergence of multimodal patterns across semiotic channels. The results of the analyses will feed back into key concepts in cognitive(-interactional) linguistics, conversation analysis and psycholinguistics.


*Profile*

· Applicants should have or should soon obtain a Master’s degree in
linguistics, psychology, cognitive science or related areas

· Preferably, candidates have a background in one or more of the
following domains: cognitive linguistics , multimodal analysis, interactional linguistics

· Experience with multimodal corpus compilation and analysis
techniques, as well as eye-tracking technology is considered a plus

· Candidates have to be fluent in English. Knowledge of German and
Dutch is an asset, as the corpus data will consist of Dutch and/or German interactions (possibly complemented with English data)

· Further assets are a creative mind, a collaborative and collegial
attitude and an international profile


*Offer*

We offer a fulltime PhD position in a 4-year research project (initial 1-year project, renewable with 3 years). The candidate will be part of a dynamic team of senior and junior researchers, providing ample opportunities for collaboration, discussion and encouraging guidance. The salary will be competitive and in accordance with the university salary scales for PhD students. The starting date will be mutually agreed upon, but preferably around 1st October 2015.

*Interested?*

For more information, please contact Prof. Dr. Kurt Feyaerts (
kurt.feyaerts(removeme)kuleuven.be) or Prof. Dr. Geert Brōne (geert.brone(removeme)kuleuven.be ).

Formal applications can be submitted by providing a motivation letter, full CV, and the names and contact information of at least two references.

You can apply for this job no later than 15th June 2015 via the online application tool of KU Leuven:

icts.kuleuven.be/apps/jobsite/vacatures/53321415


KU Leuven carries out an equal opportunity and diversity policy.
Bijzonder hoogleraar leesgedrag 0,2 fte (Stichting Lezen/VU Amsterdam) per 1 september 2015, deadline: 15 juni 2015
Bijzonder hoogleraar leesgedrag vanwege Stichting Lezen

Het bestuur van Stichting Lezen zoekt per 1 september 2015 in samenwerking met de Faculteit der Geesteswetenschappen van de Vrije Universiteit een hoogleraar leesgedrag van uitstekend wetenschappelijk niveau die nieuw onderzoek kan uitzetten, daartoe onderzoeksmiddelen kan verwerven en de autoriteit en ervaring heeft om jonge onderzoekers te begeleiden.

De focus van Stichting Lezen ligt op:

• de ontwikkeling van literaire competentie
• leessocialisatie thuis, op school, bij kinderopvang en via bibliotheken
• integrale benadering van taal-, lees- en leesbevorderingsbeleid
• effectmeting en empirisch onderzoek naar leesgedrag en de leesbevorderingspraktijk
• digitalisering

Voor de Faculteit der Geesteswetenschappen van de Vrije Universiteit, waar de leerstoel is gevestigd, is de vertaalslag van wetenschappelijk onderzoek naar het academisch onderwijs een belangrijk aandachtspunt. Eerst zo kunnen jonge onderzoekers bij relevant onderzoek op het terrein van Stichting Lezing betrokken worden.

De Vrije Universiteit Amsterdam (VU) is een vooraanstaande, innovatieve en groeiende universiteit die midden in de samenleving staat en actief bijdraagt aan de ontwikkelingen in onderwijs en onderzoek. Onze breed georiėnteerde universiteit telt twaalf faculteiten, verschillende instituten, stichtingen en onderzoekscentra en ondersteunende diensten. Op de campus aan de snelst groeiende economische regio van Nederland (de Zuidas), werken ruim 4.000 medewerkers en volgen ruim 25.000 studenten wetenschappelijk onderwijs.

Functie-inhoud
De beoogde leeropdracht is:
• onderzoek naar Ieessocialisatie en de ontwikkeling van literaire competentie van kinderen, adolescenten en jongvolwassenen;
• onderzoek naar lezen en leescultuur in relatie tot het gebruik van andere ('nieuwe') media;
• onderzoek naar de effecten van (digitale) leesbevorderingsinterventies.

De daarbij beoogde werkzaamheden zijn:
• onderwijs op het gebied van Ieessocialisatie en de ontwikkeling van literaire competentie, zowel op bachelor- als op (research)masterniveau;
• onderzoek op het terrein van de leerstoel;
• begeleiding van promovendi op het gebied van de leerstoel;
• ontwerpen van onderzoeksaanvragen;
• deelname aan de academische, maatschappelijke en politiek-bestuurlijke discussies over de leescultuur in den brede.

Functie-eisen
De bijzonder hoogleraar:
• heeft ervaring met empirisch wetenschappelijk onderzoek, blijkend uit een promotie en (nationale en internationale) wetenschappelijke publicaties van niveau
• heeft kennis van de ontwikkeling van literaire competentie en leessocialisatie
• heeft kennis van internationaal psychologisch, sociologisch en literatuur-wetenschappelijk onderzoek naar lezen en leesgedrag
• heeft het vermogen om onderzoekssubsidies te verwerven
• heeft kennis van de literaire infrastructuur, in het bijzonder van Nederland en Vlaanderen
• heeft ervaring met universitair onderwijs en goede didactische vaardigheden, bij voorkeur blijkend uit het bezit van een (universitaire) basis en/of seniorkwalificatie onderwijs
• heeft bereidheid tot samenwerking met andere onderzoekers en deskundigen uit de leesbevorderingspraktijk
• is in staat om kennis overtuigend te vertalen ten behoeve van beleid en praktijk
• heeft organisatorische bekwaamheid, blijkend uit de organisatie van wetenschappelijke en algemene symposia, conferenties enz.
• heeft kennis van en affiniteit met het werkterrein van Stichting Lezen
• heeft gevoel voor bestuurlijke en politieke verhoudingen, in het bijzonder met betrekking tot de culturele sector
• heeft goede contactuele eigenschappen

Bijzonderheden
Het gaat om een bezoldigde functie van een van dag per week(0,2 fte) via de Stichting Lezen voor een periode van 5 jaar.

Informatie
De website van Stichting Lezen www.lezen.nl biedt een actueel overzicht van het beleid van de instelling. Voor informatie over de Faculteit der Geesteswetenschappen van de Vrije Universiteit kan men terecht op www.fgw.vu.nl. Prof. dr. Ben Peperkamp - voorzitter van het curatorium van de leerstoel – is graag bereid vragen te beantwoorden. Hij is bereikbaar per email b.j.peperkamp(removeme)vu.nl.

Sollicitatie
Kandidaten kunnen solliciteren naar deze functie door een bondige motivatiebrief waarin ook een visie op het onderzoek wordt verwoord, curriculum vitae en lijst van uitgevoerde onderzoeksprojecten en publicaties onder vermelding van het vacaturenummer in de e-mail header of linksboven op de brief en envelop uiterlijk 15 juni a.s. te sturen aan:

Vrije Universiteit Amsterdam
Faculteit der Geesteswetenschappen
T.a.v. Dr. R.M. Struhkamp, directeur Bedrijfsvoering
De Boelelaan 1105
1081 HV Amsterdam

Of per e-mail: vacature.let(removeme)vu.nl

Het vacaturenummer graag vermelden in de e-mail header of linksboven op uw brief en envelop.
Hoogleraar Lezen en Digitale Media 0,2 fte (Stichting Lezen/Universiteit Twente) per 1 september 2015, deadline: 15 juni 2015
Job specification

Verhalen, informatie en leermiddelen worden in toenemende mate aangeboden in de vorm van technologisch rijke lees- en leeromgevingen met daarin een dominante rol voor niet-tekstuele representaties (bijv. grafische afbeeldingen, animaties, auditieve informatie). Ook het handelen van gebruikers is vaak niet actief talig (bijv. via muis-input of touch-interfaces). Uw onderzoek richt zich op het ontwerp van multimediale omgevingen, de rol van geschreven taal hierbinnen en de vraag hoe lezen in deze context kan worden bevorderd. Tevens doet u onderzoek naar individuele verschillen in multimediale geletterdheid en leesvaardigheden en de invloed van deze vaardigheden op lees- en informatieverwerkingsgedrag in technologisch rijke omgevingen. U levert een vernieuwende bijdrage aan het onderzoek naar de betekenis van verschillende representaties en geavanceerde instructietechnologie voor het verwerken van informatie en het vergaren van kennis, en voor de bevordering van taal- en leesvaardigheden en de leesmotivatie van kinderen.


Your profile

U bent gepromoveerd in de psychologie, pedagogiek, taalwetenschappen of ander relevant wetenschapsgebied en u heeft een sterke belangstelling voor informatieoverdracht met behulp van technologie blijkend uit uw publicaties. U heeft affiniteit met lezen en leesontwikkeling, een internationale reputatie met een sterke publicatielijst, een breed wetenschappelijk netwerk en bent goed bekend met het primair en voortgezet onderwijs.

Verdere informatie over deze leerstoel kunt u verkrijgen bij de voorzitter van de vakgroep Instructietechnologie, prof.dr. A.J.M. de Jong, a.j.m.dejong(removeme)utwente.nl, tel 053-4893613.

U kunt uw sollicitatie tot uiterlijk 15 juni 2015 richten aan prof.dr. T.A.J. Toonen, decaan faculteit BMS. Solliciteren kan op www.utwente.nl/vacatures/


Our offer

Het betreft een leerstoel voor 0,2 fte voor een periode van vijf jaar. De leerstoel wordt gefinancierd door Stichting Lezen, het landelijk kennis- en expertisecentrum voor leesbevordering en literatuureducatie (www.lezen.nl). De stichting zet zich in voor een sterke leescultuur en zal haar beleid de komende jaren onder meer richten op digitalisering en de mogelijkheden die digitalisering de leescultuur en de leesbevordering biedt. De leerstoel wordt geplaatst in de vakgroep Instructietechnologie. Het centrale onderzoeksthema in de vakgroep Instructietechnologie betreft de effectiviteit van geavanceerde multimediale instructiematerialen met daarin een prominente rol voor onderzoekend leren met simulaties, games en modelleeromgevingen. De vakgroep heeft een sterke internationale positie en is leidend in een aantal internationale en nationale onderzoeksprojecten op dit terrein.

Wij bieden u een deeltijdpositie aan als hoogleraar 2 voor een periode van 5 jaar. Uw salaris bedraagt minimaal € 5.103 en maximaal € 7.431 bruto per maand bij een voltijds dienstverband.
Two doctoral students in the area of Writing Research (Dutch), University of Antwerp, deadline: June 15 2015
Vacancy: two doctoral students in the area of Writing Research (Dutch)

Job description The main aim of the project is to test various combinations of adaptive feedback and instruction on text quality and text processing. Therefore, we are looking for two Ph.D. candidates with an interest in education and instructional design: one focusing on writing processes, one focusing on text quality.
- You prepare a doctoral thesis in the field of Writing Research;
- You contribute to teaching (10%) and research (90%) in the domain of Professional Communication.

A detailed description of the project (Grant Proposal) is available here:
www.uantwerpen.be/nl/jobs/vacatures/ap/2015bapftewef155/
Associate Professor in Multilingualism, University of Oslo, Norway, deadline: June 22 2015
MultiLing, Department of Linguistics and Scandinavian Studies
Associate Professor in Multilingualism

One permanent position as Associate Professor in Multilingualism is available at the Center for Multilingualism in Society across the Lifespan (MultiLing), Department of Linguistics and Scandinavian Studies at the University of Oslo (UiO). Further information about MultiLing is available on its homepage: www.hf.uio.no/multiling/english/. Further information about the Department of Linguistics and Scandinavian Studies can be found on its homepage: www.hf.uio.no/iln/english/. MultiLing is a Center of Excellence funded by the Research Council of Norway, which was opened on June 1, 2013. Funding for the Center is for 10 years, contingent upon a successful midway evaluation of the first 5-year period. Once the Center’s financing from the Research Council of Norway has terminated, the position will be fully integrated into the Department of Linguistics and Scandinavian Studies.

MultiLing aims to generate scientific knowledge on individual and societal multilingualism across the lifespan that will address the opportunities and challenges multilingualism presents for the individual in the family, in educational and other institutional settings, and in society in general. MultiLing has a network of national and international collaborative partners working on multilingualism at various research institutions. The research profile of MultiLing is reflected in three mutually dependent and interrelated themes:

Theme 1: Multilingual competence across the lifespan
Theme 2: Multilingual language choice and practices across the lifespan
Theme 3: Management of multilingualism across the lifespan: Language policy and ideologies

MultiLing seeks to recruit an Associate Professor with excellent research qualifications who will work within the range of the Center’s research profile. A description of MultiLing’s three research themes is available here.

The position as Associate Professor is attached to MultiLing with research relevance for MultiLing as a central requirement. Although the successful candidate’s research profile may be firmly anchored within one of MultiLing's three research themes, candidates successfully documenting research that draws on perspectives from more than one theme will be given priority. The teaching component of the position will be instruction that is part of the educational program at the Department of Linguistics and Scandinavian Studies. The successful applicant is expected to initiate and lead research within one or more of the research themes of MultiLing, to supervise PhD and MA candidates, to participate in teaching, exam setting and evaluation at all levels, and to carry out administrative duties in accordance with applicable rules.While the research component of the position is defined by the fields of inquiry relevant for MultiLing, the teaching component can encompass several areas covered in the courses given at the department. A special emphasis will be given to documented teaching competence and/or experience in discourse analysis or conversation analysis.

The successful candidate is expected to strengthen the relevant research areas addressed at MultiLing, to contribute to and participate in the various workshops, conferences and activities organized by MultiLing, and to be active members of the MultiLing team in Oslo.

Requirements

A PhD or equivalent in linguistics or in a discipline related to MultiLing’s work
(The dissertation must be submitted prior to the application deadline)
Pedagogical skills and a willingness to take active part in academic leadership and administration
Documented teaching competence and/or experience in discourse analysis or conversation analysis
Personal suitability and motivation for the position
Good English language skills, both spoken and written

The following qualifications will count in the assessment of the applicants:

Academic qualifications and academic production, with emphasis on works published within the last 5 years. Originality and innovative thinking, and quality of research, are preferred to quantity of production.
International peer-reviewed publications
Experience with research projects
Potential to contribute to the long-term development of the academic and research environment at MultiLing and the Department
Pedagogical qualifications and ability to inspire students
Interest, ability and/or experience in leadership and administration
Collaborative skills and willingness to initiate joint projects
Experience with collaboration across established academic disciplines, and ability to build international networks
Experience with external research financing
Communication and public outreach skills

In the assessment of the qualified candidates, the full range of these criteria will be explicitly addressed and assessed. The quality of published academic work, development potential and breadth of intellectual/academic interest will be prioritized in this order. Those who are ranked are expected to contribute to the objective in the University of Oslo’s strategic plan to ‘strengthen its international position as a leading research-intensive university through a close interaction across research, education, communication and innovation’.

In the case of equally qualified applicants, an applicant whose research addresses issues relevant for the multilingual situation in Scandinavia will be given preference.

Applicants who at the time of appointment cannot document basic teaching qualifications will be required to obtain such qualifications within a two-year period. The teaching language is normally Norwegian. On the appointment of a candidate who is not fluent in Norwegian, Swedish or Danish, the appointee will be expected within two years to learn sufficient Norwegian to be able to participate actively in all functions the position may involve.

We offer

Salary level 57-64 (482 800- 549 400 NOK per year, depending on qualifications)
A professionally stimulating working environment
Pension agreement with Norwegian Public Service Pension Fund
Attractive welfare benefits
The possibility to apply for promotion to full professorship at a later stage

Applicants must submit the following attachments with the electronic application form, preferably in pdf format:

Application letter describing qualifications
Curriculum Vitae
List of published and unpublished works
Description of one or more research projects which may be relevant for MultiLing
Proposed topics for MA theses (areas in which the applicant feels qualified to supervise MA theses)

Applicants are asked to describe and exemplify the entire range of qualifications and criteria mentioned in the announcement.
Please note that all documents must be submitted in English.

Selection procedure

As the first step in the evaluation process, a Selection Committee will assess all applications and invite the most qualified applicants to submit a portfolio of educational certificates and academic works (up to 10 publications, which should not exceed 500 pages in total) for expert assessment. Applicants who are invited to submit academic works are asked to select three works, published within the last five years, to be considered as most relevant for the position. In longer publications (monographs), applicants should specify the relevant pages. Applicants are also asked to submit a portfolio that documents other qualifications (public outreach, teaching and supervision, leadership and administration). A Selection Board will then assess the selected works and submit its report containing a list of the shortlisted applicants.

Finally, an interview and a trial lecture will be part of the assessment process for the shortlisted applicants.

Within her/his normal duties, and in accordance with her/his academic competence, the person appointed may also be asked to work outside her/his department. The appointment is made under the condition that the employer may change the subject area and assigned tasks, according to the needs of the Center and the Department.

See also Rules for appointments to Associate Professorships.

According to the Freedom of Information Act (Offentleglova) § 25, Chapter 2, demographic information about the applicant may be used in the public list of applicants even if the applicant opts out of entry in the public application list.

The University of Oslo has an agreement with all employees that aims to secure rights to research results.

The University of Oslo aims to achieve a balanced gender composition in the workforce and to recruit people with ethnic minority backgrounds.


Region:
Oslo

Job type:
Permanent

Working hours:
Full-time

Working days:
Day

Application deadline:
22. June 2015

Reference number:
2015/4034

Home page:
www.hf.uio.no/multiling/

Contacts:
Center Director Elizabeth Lanza
Head of Administration Mari Otnes
Telephone: +47 22 85 68 83
1 full-time PhD position "Acquisition of phraseological competence in Dutch and English", Université catholique de Louvain, Belgium, deadline: June 30 2015
1 full-time PhD position in the framework of the research project entitled Assessing Content and Language Integrated Learning (CLIL): Linguistic, cognitive and educational perspectives
________________________________________
General job description

The Institute for Language and Communication (IL&C) and the Psychological Sciences Research Institute (IPSY) at the Université catholique de Louvain (UCL; Louvain-la-Neuve, Belgium), in collaboration with the research group on Multilingualism (Pluri-LL) of the University of Namur (Belgium), are seeking a highly motivated PhD candidate within the framework of the research project “Assessing Content and Language Integrated Learning (CLIL): Linguistic, cognitive and educational perspectives”.

The central aim of the research project is to investigate CLIL education in French-speaking Belgium from a multidisciplinary perspective. The project focuses on primary and secondary school CLIL education in Dutch and English and examines by which cognitive (memory, attention,…) and socio-affective (motivational, attitudinal,…) factors the potential linguistic differences (with respect to pronunciation, lexis and grammar) between pupils in CLIL education and their pairs in non-CLIL school environments, can be accounted for.

Project promoters

Prof. Philippe Hiligsmann - Spokesman (UCL / IL&C / Valibel); Prof. Benoīt Galand (UCL / IPSY / Girsef); Prof. Laurence Mettewie (UNamur / Pluri-LL); Prof. Fanny Meunier (UCL / IL&C / CECL); Prof. Arnaud Szmalec (UCL / IPSY / IoNS); Prof. Kristel Van Goethem (F.R.S.-FNRS / UCL / IL&C / Valibel)

PhD position description
The candidate will be offered a 4-year fully funded PhD position (2 years, renewable once) to work on the linguistic research line and to analyze the relationship between the learning environment and the acquisition of phraseological competence in Dutch and English, by using both corpus-based and experimental methods.

Profile
- Master in linguistics or in modern languages, with honours;
- Native or near-native proficiency in French, English and Dutch;
- High level of academic English, both written and spoken;
- Good knowledge of corpus linguistic methods;
- Knowledge of statistics or commitment to acquire it;
- Knowledge of experimental research designs or commitment to acquire it;
- Dynamic and motivated;
- Capacity to work both independently and as part of a team.
We offer a motivating research environment with many opportunities for in-house, national and international collaborations and with access to state-of-the-art research equipment. The salary is according to standard Belgian regulations: +/- 1800 EUR net/month.

Start of grant: September 1st, 2015

Deadline: Interested candidates should send a CV, motivation letter including research interests (in English, French or Dutch) and contact information (email) of two potential references to Philippe.hiligsmann(removeme)uclouvain.be before June 30th 2015. Review of applications will continue until the position is filled.

Additional information: For more information on the PhD project do not hesitate to contact Prof. F. Meunier (fanny.meunier(removeme)uclouvain.be )
More information on the research institutes and centers which the candidate will be part of can be found on the following websites:
- Institute for Language and Communication (IL&C): www.uclouvain.be/ilc.html
- CECL: www.uclouvain.be/en-cecl.html
- Valibel: www.uclouvain.be/valibel
PhD Traineeship in the Dutch Research Consortium 'Language in Interaction' (1 FTE), CLS Radboud University Nijmegen, deadline: July 5 2015
PhD Traineeship in the Dutch Research Consortium 'Language in Interaction' (1 FTE)

Maximum salary: € 2,717 gross/month
Closing date: 05 July 2015, 23:59 CET
More information: www.ru.nl/newstaff/vacaturebeschrijving?tk=uk&recid=556519

The Dutch research consortium 'Language in Interaction' invites applications for a 4-year PhD traineeship on the topic of computational cognitive models of psycholinguistic processes. You will carry out research as a member of one of the PI-groups of the Centre for Language Studies at Radboud University under supervision of Dr. Stefan Frank.

The Netherlands has an outstanding track record in the language sciences. The research consortium 'Language in Interaction', sponsored by a large grant from the Netherlands Organization for Scientific research (NWO), brings together many of the excellent research groups in the Netherlands with a research programme on the foundations of language. The consortium has representatives from seven universities and one research institute in the Netherlands. These are Radboud University (RU), University of Amsterdam (UvA), University of Maastricht (UM), Leiden University (LU), Utrecht University (UU), Erasmus University Rotterdam (EUR), Tilburg University (TiU), and the Max Planck Institute for Psycholinguistics (MPI). Excellence in the domain of language and related relevant fields of cognition is combined with state-of-the-art research facilities and a research team with ample experience in complex research methods and utilization. Together, this consortium realizes both quality and critical mass for studying human language at a scale not easily found anywhere else in the world.

The current position will be embedded in the Centre for Language Studies at Radboud University. This centre conducts research in an international setting. English is the lingua franca.
Your graduate training will take place in the International Max Planck Research School for Language Sciences.

Click here for more information on this PhD position and how to apply.
www.ru.nl/newstaff/vacaturebeschrijving?tk=uk&recid=556519
Calls for papers for events
2nd CfP: International Conference on Statistical Language and Speech Processing (SLSP) 2015, Budapest, Hungary, November 24-26 2015, deadline: June 23 2015
3rd INTERNATIONAL CONFERENCE ON STATISTICAL LANGUAGE AND SPEECH PROCESSING

SLSP 2015

Budapest, Hungary

November 24-26, 2015

Organised by:

Laboratory of Speech Acoustics
Department of Telecommunications and Telematics Budapest University of Technology and Economics alpha.tmit.bme.hu/speech/

Research Group on Mathematical Linguistics (GRLMC) Rovira i Virgili University

grammars.grlmc.com/SLSP2015/

**********************************************************************************

AIMS:

SLSP is a yearly conference series aimed at promoting and displaying excellent research on the wide spectrum of statistical methods that are currently in use in computational language or speech processing. It aims at attracting contributions from both fields. Though there exist large, well-known conferences and workshops hosting contributions to any of these areas, SLSP is a more focused meeting where synergies between subdomains and people will hopefully happen. In SLSP 2015, significant room will be reserved to young scholars at the beginning of their career and particular focus will be put on methodology.

VENUE:

SLSP 2015 will take place in Budapest, on the banks of the Danube and an extensive UNESCO World Heritage site. The venue will be the Faculty of Electrical Engineering and Informatics of the Budapest University of Technology and Economics.

SCOPE:

The conference invites submissions discussing the employment of statistical models (including machine learning) within language and speech processing. Topics of either theoretical or applied interest include, but are not limited to:

anaphora and coreference resolution
authorship identification, plagiarism and spam filtering computer-aided translation corpora and language resources data mining and semantic web information extraction information retrieval knowledge representation and ontologies lexicons and dictionaries machine translation multimodal technologies natural language understanding neural representation of speech and language opinion mining and sentiment analysis parsing part-of-speech tagging question-answering systems semantic role labelling speaker identification and verification speech and language generation speech recognition speech synthesis speech transcription spelling correction spoken dialogue systems term extraction text categorisation text summarisation user modeling

STRUCTURE:

SLSP 2015 will consist of:

invited talks
invited tutorials
peer-reviewed contributions

INVITED SPEAKERS:

Xavier Carreras (Xerox Research Centre Europe, Meylan, FR), tba Sebastian Riedel (University College London, UK), Embedding Probabilistic Logic for Machine Reading Steve Young (University of Cambridge, UK), Open-domain Statistical Spoken Dialogue Systems

PROGRAMME COMMITTEE:

Steven Abney (University of Michigan, Ann Arbor, USA) Roberto Basili (University of Rome Tor Vergata, Italy) Jean-Franēois Bonastre (University of Avignon, France) Jill Burstein (Educational Testing Service, Princeton, USA) Nicoletta Calzolari (National Research Council, Pisa, Italy) Kevin Bretonnel Cohen (University of Colorado, Denver, USA) W. Bruce Croft (University of Massachusetts, Amherst, USA) Marc Dymetman (Xerox Research Centre Europe, Meylan, France) Guillaume Gravier (IRISA, Rennes, France) Kadri Hacioglu (Sensory Inc., Santa Clara, USA) Udo Hahn (University of Jena, Germany) Thomas Hain (University of Sheffield, UK) Mark Hasegawa-Johnson (University of Illinois, Urbana, USA) Jing Jiang (Singapore Management University, Singapore) Tracy Holloway King (A9.com, Palo Alto, USA) Sadao Kurohashi (Kyoto University, Japan) Claudia Leacock (McGraw-Hill Education CTB, Monterey, USA) Mark Liberman (University of Pennsylvania, Philadelphia, USA) Carlos Martķn?Vide (Rovira i Virgili University, Tarragona, Spain, chair) Alessandro Moschitti (University of Trento, Italy) Jian-Yun Nie (University of Montréal, Canada) Maria Teresa Pazienza (University of Rome Tor Vergata, Italy) Adam Pease (IPsoft Inc., New York, USA) Fuchun Peng (Google Inc., Mountain View, USA) Bhiksha Raj (Carnegie Mellon University, Pittsburgh, USA) Javier Ramķrez (University of Granada, Spain) Paul Rayson (Lancaster University, UK) Dietrich Rebholz-Schuhmann (University of Zurich, Switzerland) Douglas A. Reynolds (Massachusetts Institute of Technology, Lexington, USA) Michael Riley (Google Inc., Mountain View, USA) Laurent Romary (INRIA, Saclay, France) Horacio Saggion (Pompeu Fabra University, Barcelona, Spain) David Sįnchez (Rovira i Virgili University, Tarragona, Spain) Roser Saurķ (Oxford University Press, Oxford, UK) Stefan Schulz (Medical University of Graz, Austria) Efstathios Stamatatos (University of the Aegean, Karlovassi, Greece) Yannis Stylianou (Toshiba Research Europe Ltd., Cambridge, UK) Maosong Sun (Tsinghua University, Beijing, China) Tomoki Toda (Nara Institute of Science and Technology, Japan) Yoshimasa Tsuruoka (University of Tokyo, Japan) Klįra Vicsi (Budapest University of Technology and Economics, Hungary) Enrique Vidal (Technical University of Valencia, Spain) Atro Voutilainen (University of Helsinki, Finland) Andy Way (Dublin City University, Ireland) Junichi Yamagishi (University of Edinburgh, UK) Luke Zettlemoyer (University of Washington, Seattle, USA) Pierre Zweigenbaum (LIMSI-CNRS, Orsay, France)

ORGANISING COMMITTEE:

Adrian Horia Dediu (Tarragona)
Carlos Martķn-Vide (Tarragona, co-chair) György Szaszįk (Budapest) Klįra Vicsi (Budapest, co-chair) Florentina Lilica Voicu (Tarragona)

SUBMISSIONS:

Authors are invited to submit non-anonymized papers in English presenting original and unpublished research. Papers should not exceed 12 single?spaced pages (including eventual appendices, references, proofs, etc.) and should be prepared according to the standard format for Springer Verlag's LNCS series (see www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).

Submissions have to be uploaded to:

www.easychair.org/conferences/?conf=slsp2015

PUBLICATIONS:

A volume of proceedings published by Springer in the LNCS/LNAI series will be available by the time of the conference.

A special issue of a major journal will be later published containing peer-reviewed substantially extended versions of some of the papers contributed to the conference. Submissions to it will be by invitation.

REGISTRATION:

The registration form can be found at:

grammars.grlmc.com/SLSP2015/Registration.php

DEADLINES:

Paper submission: June 23, 2015 (23:59 CET) Notification of paper acceptance or rejection: July 28, 2015 Final version of the paper for the LNCS/LNAI proceedings: August 11, 2015 Early registration: August 11, 2015 Late registration: November 10, 2015 Submission to the journal special issue: February 26, 2016

QUESTIONS AND FURTHER INFORMATION:

florentinalilica.voicu(removeme)urv.cat

POSTAL ADDRESS:

SLSP 2015
Research Group on Mathematical Linguistics (GRLMC) Rovira i Virgili University Av. Catalunya, 35
43002 Tarragona, Spain

Phone: +34 977 559 543
Fax: +34 977 558 386

ACKNOWLEDGEMENTS:

Budapesti M?szaki és Gazdasįgtudomįnyi Egyetem Universitat Rovira i Virgili
CfP: Linguistics Beyond And Within - International Conference, Lublin, Poland, October 22-23 2015, deadline: June 30 2015
Dear Colleagues,

It is our pleasure to invite you to the 3rd meeting of Linguistics Beyond And Within - International Linguistics Conference in Lublin organized by the Department of Applied Linguistics, the Department of Theoretical Linguistics, and the Department of Contrastive English-Polish Studies in the Institute of English Studies, John Paul II Catholic University of Lublin in Poland, which will be held on 22 – 23 October 2015. We would like to invite scholars with innovative approaches to linguistics viewed from a range of intra- and interdisciplinary perspectives. We wish to encourage all linguists representing various theoretical models and practical applications to present their contributions during both oral and poster sessions. The language of the conference is English. The deadline for abstract submission is 30th June 2015. For further information and all necessary details please see the attachment and the conference website:

lingbaw.webclass.co/
CfP: Conference on Frisian linguistics 2015, Leeuwarden, The Netherlands, October 23 2015, deadline: July 1 2015
Conference on Frisian linguistics 2015

The Linguistics Circle of the Frisian Academy (Fryske Akademy) organizes its annual meeting in October this year. The seventh Conference on Frisian linguistics will be of interest to anyone who actively or passively participates in Frisian linguistics: grammar, phonetics/phonology, onomastics, lexicology, sociolinguistics, historical linguistics. Papers may focus on the results of scientific research, but presentations of research plans, of speculations or of language corpora are also welcome. They may be presented in any of the West-Germanic languages.

When: Friday 23 October 2015.
Where: the location will be announced later.

The time allotted for a paper is 30 minutes (20 minutes talk, 10 minutes discussion).

We invite everyone to participate. Please send an abstract – as soon as possible, but not later than July 1 – of half A4, with name and address, to Willem Visser (secretary of the Linguistics Circle):

wvisser(removeme)fryske-akademy.nl

Or by regular mail to:

Fryske Akademy,
Taalkundich Wurkferbān,
Postbus 54,
8900 AB Ljouwert/Leeuwarden,
The Netherlands.
CfP: Morfologiedagen/Morphology Days 2015, University of Leuven, Belgium, December 17-18 2015, deadline: July 1 2015
After successful recent editions in Leeuwarden (2013), Nijmegen (2011), Luik (2009) and Amsterdam (2007) the Morfologiedagen/Morphology Days 2015, a (nearly) bi-annual meeting of morphologists in the Low Countries and beyond will be held at the University of Leuven, on 17-18 December 2015.

The Morphology Days offer a platform for discussing current topics in morphological theory and morphological analysis from a variety of theoretical perspectives in an informal, stimulating academic context.

Confirmed keynote speakers are Harald Baayen (University of Tübingen) and Hagit Borer (Queen Mary University of London).

Apart from lectures on all aspects of morphology the conference programme also offers participants a chance to receive a hands-on introduction into Fluid Construction Grammar and the linguistic annotation and analysis program ELAN, through two expert-led interactive workshops.

300-word abstracts (excluding headers and references) are invited on any topic related to morphology for presentations following a 20 + 10 minute format. Please send your anonymous abstract as a .doc(x), .odt or .pdf document to morphologydays2015(removeme)kuleuven.be with the subject line ‘Abstract MorphologyDays + YOUR NAME’ and your name and title of the presentation in the body of the message.

For more information, please visit the conference website: www.arts.kuleuven.be/ling/morphologydays2015

The conference languages are English and Dutch.

Important dates:
Abstract deadline: 1 July
Notification: 16 October

Organisers:
Freek Van de Velde
Lobke Aelbrecht
Dirk Pijpops
Stef Spronck

Scientific committee:
Artemis Alexiadou
Jenny Audring
Matthew Baerman
Marijke De Belder
Greville G. Corbett
Kristel Van Goethem
William B. McGregor
Pieter Muysken
Hans Smessaert
Remi Van Trijp
Gunther De Vogelaer
Ton Van der Wouden
Call for Papers: Workshop Polarity, Konstanz, Germany, February 24-26 2016, deadline: August 15 2015
The grammatical realization of polarity
Theoretical and experimental approaches
Workshop at the 38th annual meeting of the DGfS
Konstanz, 24-26 February 2016

Workshop description
The expression of polarity contrast that is particularly prominent in languages like German and Dutch has recently been in the centre of empirical as well as theoretical investigations. In these languages, contrasts between statements with negative and positive polarity are marked with the help of prosody (nuclear pitch accent on the finite verb or complementizer, i.e. verum focus, cf. Höhle 1992, Blühdorn & Lohnstein 2012) or assertive particles (wel/wohl; toch/doch; schon) that also carry focal stress (Blühdorn 2012, Hogeweg 2009, Sudhoff 2012, Turco, Braun & Dimroth 2014).
To date there is no consensus on the exact meaning contribution of these devices or on the kind of contrast that is actually evoked. Possibilities under discussion include assertion vs. non-assertion (Klein 2006), polarity (Turco, Braun & Dimroth 2014), illocution (Höhle 1992), and sentence mood (Lohnstein 2012). Other open questions concern the fate of the verum operator in case it is not focused (Gutzmann 2012), the question how similar assertive particles and verum focus really are (Sudhoff 2012), how comparable contexts are expressed in other languages (Dimroth, Andorno, Benazzo & Verhagen 2010), what the specific parameters of the prosodic marking of verum focus are (Turco, Dimroth & Braun 2013), and how they relate to other kinds of prosodic focus marking. With few exceptions, this vivid debate is not informed by empirical data.
The workshop wants to bring together researchers from a theoretical and an empirical orientation and to enhance our understanding of the phenomenon with the help of cross-linguistic comparisons. It mainly focuses on (but is not restricted to) West-Germanic languages. We welcome contributions dealing with the syntactic, semantic, pragmatic and/or prosodic aspects of the phenomenon.

Blühdorn, Hardarik. 2012. Faktizität, Wahrheit, Erwünschtheit: Negation, Negationsfokus und „Verum“ -Fokus im Deutschen. In Horst Lohnstein & Hardarik Blühdorn (eds.). Wahrheit – Fokus – Negation. Linguistische Berichte, Sonderheft 18, 137 – 170.

Blühdorn, Hardarik & Horst Lohnstein. 2012. Verumfokus im Deutschen: Versuch einer Synthese. In Horst Lohnstein & Hardarik Blühdorn (eds.). Wahrheit – Fokus – Negation. Linguistische Berichte, Sonderheft 18, 171 – 261.

Dimroth, Christine, Cecilia Andorno, Sandra Benazzo & Josje Verhagen. 2010. Given claims about new topics. How Romance and Germanic speakers link changed and maintained information in narrative discourse. Journal of Pragmatics. 42, 3328 – 3344.

Gutzmann, Daniel. 2012. Verum – Fokus – Verum-Fokus? Fokus-basierte und lexikalische Ansätze. In Horst Lohnstein & Hardarik Blühdorn (eds.). Wahrheit – Fokus – Negation. Linguistische Berichte, Sonderheft 18, 67 – 103.

Hogeweg, Lotte. 2009. The meaning and interpretation of the Dutch particle wel. Journal of Pragmatics. 41, 519 – 539.

Höhle, Tilman. 1992. Über Verum-Fokus im Deutschen. In Joachim Jacobs (ed.), Informationsstruktur und Grammatik, 112 – 141. Opladen: Westdeutscher Verlag.

Klein, Wolfgang. 2006. On finiteness. In Veerle Van Geenhoven (ed.), Semantics in Acquisition, 245 – 272. Dordrecht: Kluwer.

Lohnstein, Horst. 2012. Verumfokus – Satzmodus – Wahrheit. In Horst Lohnstein & Hardarik Blühdorn (eds.). Wahrheit – Fokus – Negation. Linguistische Berichte, Sonderheft 18, 31 – 66.

Sudhoff, Stefan. 2012. Negation der Negation – Verumfokus und die niederländische Polaritätspartikel wel. In Horst Lohnstein & Hardarik Blühdorn (eds.). Wahrheit – Fokus – Negation. Linguistische Berichte, Sonderheft 18, 105 – 136.

Turco, Giuseppina, Bettina Braun & Christine Dimroth. 2014. When contrasting polarity, Germans use intonation, the Dutch particles. Journal of Pragmatics 62, 94 – 106.

Turco, Giuseppina, Christine Dimroth & Bettina Braun. 2013. Intonational means to mark Verum Focus in German and French. Language and Speech. 56, 460 – 490.

Invited speakers
Horst Lohnstein (University of Wuppertal)
Giuseppina Turco (University of Stuttgart)

Dates and location
38th annual meeting of the DGfS
Konstanz, Germany
24-26 February 2016

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Abstract submissions
We welcome submissions for either 30-minute or 60-minute talks (please indicate your preference) in English or German. Abstracts should not exceed 250 words. Please note that participants are not supposed to present papers in more than one workshop at the DGfS conference.
Abstract submission deadline: 15 August 2015
Notification of acceptance: 31 August 2015
Please send your submission electronically in an editable format to both organizers.

Organizers
Christine Dimroth (University of Münster)
christine.dimroth(removeme)uni-muenster.de
Stefan Sudhoff (Utrecht University)
s.sudhoff(removeme)uu.nl
Symposium 'The linguistic integration of adult migrants: lessons from research', Strasbourg, March 30-April 1 2016, deadline: September 15 2015
This symposium will consider to what extent and in what ways scientific evidence can inform the development of policy and practice designed to support the linguistic integration of adult migrants.
It will bring together researchers from various disciplines – education, didactics, psychology, applied linguistics, sociolinguistics, etc. – as a first step towards developing an interdisciplinary inventory of research findings that relevant ministries in Council of Europe member states can use to inform their decisions concerning the linguistic integration of adult migrants.

For more information:
site: www.coe.int/t/dg4/linguistic/ Liam-symposium 2016 en.pdf

The symposium will be organised by the Language Policy Unit of the Council of Europe; there is no registration fee.

The closing date for submission of abstracts is 15 September 2015:
www.conference-service.com/migrants16/welcome.cgi
Extra
English Courses in 2015, Glynd?r University, Wales, Great Britain
More information about our English Language Summer School 2015 can be found at: www.glyndwr.ac.uk/en/Campusesandfacilities/SecondLanguageLearningCentre/Courses/EnglishLanguageSummerSchool2015/

We can also deliver shorter English language courses for university lecturers from different subject areas and are very happy to prepare quotes with travel and transfers, accommodation etc.:
www.glyndwr.ac.uk/en/Campusesandfacilities/SecondLanguageLearningCentre/Courses/EnglishLanguageProgrammesforProfessionals/

Our special course for English language teachers/lecturers is explained further at:
www.glyndwr.ac.uk/en/Campusesandfacilities/SecondLanguageLearningCentre/Courses/ContinuingProfessionalDevelopmentCPDforEnglishLanguageTeachers/
The Syntax and Music Lunch, Meertens Instituut, Amsterdam, June 25 2015
The Syntax and Music Lunch
Thursday, June 25, 2015; 12:00-13:30
Meertens Instituut, Amsterdam, Keizerszaal

The seminal paper by Katz and Pesetsky (2011) showed how minimalist ideas can be applied to the structure of tonal music, defending the 'identity hypothesis' that the basic operations applying to language and music are the same. During this informal lunch, two syntacticians –Hedde Zeijlstra and Diego Pescarini – will present new papers responding to K&P:

Diego Pescarini (University of Zürich): A minimalist analysis of modulation in western tonal music.
Hedde Zeijlstra (University of Göttingen): No movement in music – A reply to Katz and Pesetsky (2011)

The setting of the meeting will be informal; one is allowed to bring lunch and eat it during the meeting. It might be helpful to read the Katz and Pesetsky paper beforehand.
All invited!
Summer School 'Neurocognitive methods for infant and toddler research', Utrecht, The Netherlands, August 17-21 2015
Save the date
August 17th - 21st

for the Summer School

Neurocognitive methods for infant and toddler research
Utrecht - The Netherlands

The field of developmental cognitive neuroscience has made great progress over the past decades. To take it to the next level will require codification, innovation and further integration of experimental methodologies and quantitative aspects of data interpretation. The current summer school will acquaint students with a number of methods frequently applied in brain, cognition and behaviour research with infants and toddlers. Moreover, it will sensitise students to issues regarding reliability, replicability, and validity, and have them explore how these issues relate to general and specific susceptibilities of current techniques and quantitative methods.

The summer school will include lectures from experts with the various techniques, interactive discussion sessions, student presentations, and a one-day symposium on methodological considerations in infants and toddler research.

Confirmed speakers are:
Judit Gervain - application of fNIRS for studying early language and speech perception
Vincent Reid - the use of EEG to study development of perception
Jill Lany - using statistical learning methods to study language learning
Sabine Hunnius - the use of Eyetracking to study social-cognitive development

Participation is open for students at advanced master or PhD level. Attendance fee will be 200 euro's, including attendance to the summer school, symposium, and summer school diner, excluding travel and housing.

Information on the program and application details can be retrieved from www.utrechtsummerschool.nl/courses/social-sciences/neurocognitive-methods-for-infant-and-toddler-research

Kind regards,
Frank Wijnen
Rene Kager
Evelyn Kroesbergen
Carlijn van den Boomen
WAP scriptieprijs 2015, deadline: 30 september 2015
WAP scriptieprijs 2015
Het WAP reikt om de twee jaar tijdens het WAP symposium de WAP scriptieprijs uit voor de beste scriptie die geschreven is op het gebied van taalonderzoek en taalpraktijk en met name de koppeling daartussen.

Regels van de scriptieprijs
• Wie kan insturen: Studenten die hun scriptie afgerond hebben tussen juni 2013 en september 2015.
• De scriptie is afgerond aan een erkende HBO of universitaire instelling in Nederland.
• Scripties zowel op Bachelor als Master niveau kunnen ingestuurd worden en dienen in het Nederlands of in het Engels geschreven te zijn.
• Engelstalige scripties dienen een Nederlandstalige samenvatting te bevatten.
• Procedure: de scriptie dient te worden gestuurd naar wap.scriptieprijs(removeme)gmail.com met een bewijs van een cijfer en de naam van de (eerste) scriptiebegeleider. Alleen afgeronde en becijferde scripties kunnen worden ingediend. Woensdag 30 september 2015 is de laatste dag dat de scriptie kan worden ingestuurd. Een vakjury zal de scripties lezen en beoordelen.
• Prijs: de winnaar van de WAP scriptieprijs wint een geldbedrag van 100 euro. Verder krijgt de winnaar een 1-jarig lidmaatschap van het WAP cadeau.
• De winnaar presenteert tijdens het WAP symposium op 28 november.
Vooraankondiging taalmiddag 'Taalkunstenaars in de dop', prof. dr. L. Cornips/Meertens Instituut, 19 november 2015
Taalkunstenaars in de dop
De toekomst van tweetalig Limburg

VOORAANKONDIGING

Inspiratiebijeenkomst op donderdag 19 november 2015 van 13.00-17.30 uur
Locatie: Fontys Hogeschool, Mgr. Claessenstraat 4 in Sittard

Een halve eeuw geleden was de gedachte dat dialect spreken een achterstand zou opleveren in de ontwikkeling van het Nederlands van het jonge kind. Sinds de jaren negentig laat taalkundig verwervings- en cognitieonderzoek voorzichtig zien dat meertalig opgroeien van jonge kinderen, zoals in dialect én Nederlands, allerlei voordelen heeft voor bijvoorbeeld leerprestaties.

In Limburg komen vanuit diverse kanten signalen dat het spreken van dialect van jonge kinderen sterk afneemt doordat het in instituties als kinderopvang wordt ontmoedigd. In de praktijk blijkt dat het afleren van het spreken van dialect ervoor zorgt dat deze kinderen ook thuis alleen Nederlands in plaats van dialect gaan spreken.

Programma
Wordt er straks door de jonge generaties in Limburg nauwelijks nog dialect gesproken? Tijdens de inspiratiebijeenkomst ‘Taalkunstenaars in de dop’ op donderdagmiddag 19 november 2015 delen sprekers uit de hoek van beleid, kinderopvang, (groot)ouders, onderwijs en wetenschap hun ervaringen met tweetaligheid en hun visie hierop. Ook is er een interactief gedeelte waarbij alle deelnemers hun ervaringen, vragen en ideeėn met elkaar kunnen delen. Het volledige programma ontvangt u na de zomervakantie en is dan ook te vinden op www.cubiss.nl.

Door wie?
Deze inspiratiebijeenkomst is een initiatief van prof. dr. Leonie Cornips, hoogleraar ‘Taalcultuur in Limburg’ aan de Universiteit Maastricht en het Meertens Instituut, en wordt financieel mede mogelijk gemaakt door de Raod veur ’t Limburgs. De organisatie is in handen van Cubiss, Fontys Hogescholen Sittard, Huis voor de Kunsten Limburg en de Universiteit Maastricht.

Voor wie?
Iedereen die met dialectspreken en andere meertaligheid van jonge kinderen te maken heeft, zoals beleidsmedewerkers, bibliotheekmedewerkers, onderzoekers, leerkrachten, Fontys-studenten, kinderopvangleiders, jeugdzorgmedewerkers, logopedisten, bestuurders, (groot)ouders etc.

Interesse? Schrijf dan nu alvast in via www.cubiss.nl/inschrijfformulier-taalkunstenaars-de-dop
Er is plek voor maximaal 120 personen. De toegang is gratis.

Graag tot 19 november!
Met vriendelijke groet,


Cubiss, Fontys Hogeschool Sittard, Huis voor de Kunsten Limburg en Universiteit Maastricht