Next CLLEAR seminar: Examining multilingualism in adulthood: the initial stages and beyond – Wednesday 13th November

CLLEAR

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 13th November 2019 at 5pm in Lecture Theatre B, Avenue Campus (Building 65). The talk is entitled “Examining multilingualism in adulthood: the initial stages and beyond” and will be delivered by Eloi Puig-Mayenco from the University of Southampton. All welcome!

Here is the abstract for this seminar:

The exact shape, timing and extent of linguistic transfer in additive multilingualism have been the subject of much research during the past 15 years and yet, there is no conclusive evidence of what factors delimit the selection of transfer in L3/Ln acquisition. To date, not much research has moved beyond the initial stages and attempted to model the cognitive processes involved in subsequent development and ultimate attainment of an L3. In this talk, I will present the main theories that model transfer selection in L3/Ln acquisition, as well as examine two datasets tapping into the initial stages and further development of L3/Ln acquisition. The first dataset illustrates the L3 initial stages and developmental trajectories in a longitudinal design. These data will be discussed in light of the theories of morphosyntactic transfer selection and provide new insights into the study of developmental trajectories. The second dataset will be used to illustrate how a highly advanced L3 might play a role in the grammatical restructuring of previously acquired languages (i.e., the L1 and the L2). The results suggest (a) that an L2 is, in fact, more vulnerable than the L1 to regressive transfer effects as argued by the Differential Stability Hypothesis (Cabrelli Amaro, 2017); and (b) that the influence of the L3 on the L2 is enhanced when the property in the L1 and the L3 share the same morphosyntactic representation. The overall picture suggests that the field is ready to start to chart L3/Ln acquisition beyond the initial stages.

MLL/MeXsu Seminar on 6th November 2019

A Modern Languages and Linguistics (MLL) / Centre for Mexico-Southampton Collaboration (MeXsu) seminar will take place on Wednesday 6th November 2019 from 17:00-18:40 in Building 65 Room 1177 at Avenue Campus. The seminar is entitled “Producing Latinx identities in the census: A comparative analysis of ethnoracial and linguistic classification” …

CGE Research Seminar on Wednesday 30th October: Global Englishes and transcultural communication: implications for theory and practice in ELT

The next Centre for Global Englishes (CGE) seminar will take place on Wednesday 30th October 2019 from 5:00pm in Lecture Theatre B (room 1201), Building 65, Avenue Campus. The seminar will be presented by Will Baker from the Centre for Global Englishes, Modern Languages and Linguistics at the University …

Next CLLEAR seminar: Sustainability of Exploratory Practice: A case study of former ELT pre-service teachers

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Thursday 24th October 2019 at 5pm in Lecture Theatre A, Avenue Campus (Building 65). The talk is entitled “Sustainability of Exploratory Practice: A case study of former ELT pre-service teachers” and will be …

Next CLLEAR talk: Findings from GECO: The Ghent Eye-tracking Corpus of Monolinguals and Bilinguals Reading an Entire Novel

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) talk will take place on Wednesday 22nd May 2019 at 4:30pm in Lecture Theatre C, Avenue Campus (Building 65). The talk is entitled “Findings from GECO: The Ghent Eye-tracking Corpus of Monolinguals and Bilinguals Reading an Entire Novel” …

Next CLLEAR seminar: A dynamic typology of syntactic change in contact Englishes

CLLEARThe next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 15th May 2019 at 4pm in Lecture Theatre C, Avenue Campus (Building 65). The talk is entitled “A dynamic typology of syntactic change in contact Englishes” and will be delivered by Devyani Sharma from Queen Mary, University of London. All welcome!

Here is the abstract for this seminar:
Postcolonial Englishes are an ideal testing ground for the influence of universals and language transfer in contact languages. However, the tendency to conduct static comparisons of contributing grammars to an outcome grammar often overlooks a dynamic aspect of the actuation problem, namely ‘why certain instances of variation become changes and others don’t’ (McMahon 1994). I assess this question in relation to contact settings: Why does only a subset of variable usage become entrenched over time in a given contact variety? An initial comparison of several syntactic features in Indian English and Singapore English supports a strong substrate, rather than universalist, basis for new usage. However, a closer examination shows that only some of these variable features have stabilised and become deeply embedded across the community. Substrates cannot fully account for this subtler distribution. They over-predict change. To better understand which forms become more entrenched, I turn to a sociohistorical hallmark of postcolonial Englishes: diminishing input from the source variety. Drawing on models of input sensitivity from second language acquisition theory (the Subset Principle; the Interface Hypothesis), I develop a two-dimensional typology to assess the relative role of substrate difference and input demand (the degree to which rich input is needed for the acquisition of a specific syntactic form) in stable outcomes in New Englishes. Both appear to be operative but substrates may be the more powerful force, as certain entrenched forms point to hard limits on learnability due to the substrate grammar, despite low input demand. Modelling contact as dynamic phases of individual learning embedded within a changing linguistic ecology helps to account for selective change over time within wider feature pools of variability. It also uses long-term outcomes of social contact to feed into theoretical questions of featural representations and learnability.

Research centres event on Wednesday 20th March: “Perspectives on the concept of the ‘native speaker'”

Research centresThe next seminar, which combines speakers from four of our research centres, will be held on Wednesday 20th March from 4-5:30pm in Lecture Theatre C at Avenue Campus (Building 65). The seminar is entitled “Perspectives on the concept of the ‘native speaker'” and will be presented by a range of staff from the department. All staff and students are welcome for what will be a lively session!

Here is the abstract for the seminar:
Over recent decades, the notion of the ’native speaker’ has been much discussed and often contested in applied and socio-linguistics. In this cross-centres seminar, speakers from our four research centres, CGE, CLLEAR, MeXsu and TNS will each present their own approach to the notion, and the seminar will then be opened up to the audience for comment and discussion. The speakers are Rob Baird and Sonia Morán Panero representing CGE, Laura Dominguez representing CLLEAR, and Clare Mar-Molinero representing both MeXsu and TNS.

Next Centre for Transnational Studies seminar on Wednesday 6th March: Who defines what it means to be “disabled” in China today?

TNSThe next Centre for Transnational Studies seminar will be held on Wednesday 6th March from 4-5pm in room 1177 at Avenue Campus (Building 65) in collaboration with the Confucius Institute. The seminar is entitled “Who defines what it means to be ‘disabled’ in China today?” and will be presented by Dr Sarah Dauncey from the School of Sociology and Social Policy at the University of Nottingham. All staff and students are welcome!

Here is the abstract for the seminar:
In this talk, Sarah Dauncey looks at the construction of disabled identities specifically from the perspective of Chinese cultural epistemologies. Drawing on sociological theories of citizenship, her research reveals how traditionally accepted notions of personhood are often fundamentally challenged through encounters and interactions with understandings of disability and impairment. She provides engaging examples of the ways in which representations and narratives of disability negotiate the identity of their subject(s) in relation to dominant discourses, where collective social, political and cultural understandings of what it means to live a ‘productive’ disabled life are both imbued and contested. Her findings offer new evidence as to the importance of intersectional accounts of disabled citizenship in revealing the complex and shifting power relationships between disabled individuals and/or groups and the state in any particular country or specific cultural context.

More information on Dr Dauncey can be found on her profile page.

Next Centre for Transnational Studies seminar on Wednesday 20th February: Mental Health under Communism

TNSThe next Centre for Transnational Studies seminar will be held on Wednesday 20th Febuary from 4-5pm in room 1177 at Avenue Campus (Building 65) in collaboration with the Centre for Medical and Health Humanities. The seminar is entitled “Mental Health under Communism: Transnational Connections across the Iron Curtain and within the Eastern Bloc.” All staff and students are welcome!

Here is the abstract for the seminar:
Historians have traditionally assumed that the psy-disciplines behind the Iron Curtain, when they were not being abused for political purposes, were dominated by a topdown ‘Pavlovisation’, whereby Moscow bound scientists within the restrictive orthodoxy of theories derived from the celebrated Russian physiologist Ivan Pavlov. In this paper I demonstrate that researchers were far from isolated from international developments – whether in the broader Soviet sphere, China, or the ‘West’ – and appropriated a broad range of theoretical models, including some which the Party had officially banned. Antipsychotic drugs were adopted from the West and mass-produced by state-owned firms. Psychoanalysis survived underground, coming into plain sight as theories of the unconscious influenced the world’s longest-running, state-sponsored LSD psychotherapy project in Prague between 1954 and1974. New models of mind from cybernetics, human ecology and infant attachment theory re-shaped research, treatment and even state-level policy. By tracing these transnational connections this paper challenges narratives of overwhelming state control. It traces the strategies that individuals used to further their professional and personal interests, both underground and in plain sight, and the examples of psychiatrists who engaged – whether explicitly or reluctantly – in the project of building socialism as a result.

More information on Dr Marks can be found on her profile page.

Next CLLEAR seminar: Aspirations of youth, English for future life plans in a school in Catalonia

CLLEARThe next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 13th February 2019 at 4pm in Lecture Theatre C, Avenue Campus (Building 65). The talk is entitled “Aspirations of youth, English for future life plans in a school in Catalonia” and will be delivered by Adriana Patino-Santos from Modern Languages and Linguistics at the University of Southampton. All welcome!

Here is the abstract for this seminar:
The implementation of English as the language of instruction to teach content, usually referred to as Content and Language Integrated Language (CLIL) programmes, is changing the lives of teachers and students alike in Spain, as they deal with a set of issues related to new forms of teaching content though their second and, in the case of Catalonia, third language. Complementing my previous research on the portrayal of liberal selves among CLIL teachers in Catalonia (Codó & Patiño-Santos 2018), this presentation explores the narratives of secondary school students who attend these programmes. Through ‘life project stories’ (du Bois-Reymond 1998) and contrasted with ethnographic information, I aim to give an account of the ways in which a group of youngsters navigate social relations and imagine future plans under the new circumstances imposed by language policies that aim to neoliberalise the Catalan education system (Martinez & Albaiges Blasi 2013). ‘Generation’, even though a debatable concept within the sociology of youth (Furlong 2013), will be brought into the discussion to show how the ways in which young people engage with English in their daily lives signal an important ongoing generational shift in Spain, product of a set of recent traumatic collective events.