Tag Archives: seminar

Next CLLEAR seminar: “Heritage Language Reversal: The Production of Articles and Voice Onset Time (VOT) by Japanese Returnees”

CLLEAR

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Friday 5th May 2017 from 4:00-5:30pm in Lecture Theatre C, Building 65, Avenue Campus. The talk is entitled “Heritage Language Reversal: The Production of Articles and Voice Onset Time (VOT) by Japanese Returnees” and will be delivered by Dr Neal Snape, Gunma Prefectural Women’s University and Chuo University in Japan. All welcome for the seminar and discussion!

Here is the abstract for this seminar:
Previous L2 studies by Shirahata (1995) and Tomiyama (2000) examined L1 Japanese L2 English child returnees suppliance of articles and a range of grammatical morphemes. Shirahata focused on age-related L2 acquisition while Tomiyama was concerned with L2 attrition. Both studies found omission in obligatory contexts, though little evidence of L2 attrition. We adopt a neutral position for our study as both acquisition and attrition are likely to be taking place in heritage language reversal cases. This study examines datasets from two L1 Japanese L2 English speakers. The sibling child returnees were born in Japan and lived 8 years in the U.S. before returning to Japan. The younger child (KS) was exposed to L2 English from 3 years of age and the older child (CS) was first exposed from 12 years of age. Background questionnaires revealed that they have high levels of proficiency in English, based on the Test of English for International Communication (TOEIC) scores. ‘The Frog Story’ (Mayer, 1979) was administered and the returnees’ narrations were recorded and transcribed. The two participants were compared on their article suppliance to address the following two research questions:
RQ1: Does reduced input limit success in acquisition or lead to attrition over time?
RQ2: Are there any differences between the returnees given the difference in age of acquisition?

Voice Onset Time
This longitudinal study examines whether the decline in exposure to L2 input experienced by YS produces changes in voice onset time (VOT). YS met with researchers six times over the span of six years. Each meeting required YS to complete ‘The Frog Story’ and a picture description task (Goad & White, 2008) to elicit spoken production. Each time YS was recorded using a video camera and an iPod. The recordings of each session were subsequently analyzed in Praat for production of words beginning with voiceless consonants /p/, /t/ and /k/. Once located in the recordings, words were cut out of the original full-length recordings so that a more detailed analysis of VOT could be conducted. The results of the analyses for all recordings (across six years) shows that YS’s L1 Japanese VOT values and L2 English VOT values are different in length and that there is no evidence of change or attrition in her VOT values for /p/, /t/ and /k/ in L2 English.

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Next TNS seminar: “A researcher’s tale: Revisiting research through the eyes of a camera and a diverse public”

TNS

The next Centre for Transnational Studies (TNS) seminar will take place on Wednesday 3rd May 2017 from 5:00-6:30pm, in Building 65, Room 1177, and is entitled “A researcher’s tale: Revisiting research through the eyes of a camera and a diverse public”. The seminar will be presented by Ulrike Hanna Meinhof. All welcome!

Here is the abstract for this seminar:

My paper is based on my current experiences with an AHRC Follow-on-project: Madagascar in the world: the impact of music on global concerns. The project proposed to put the results of my previously AHRC-funded project TNMundi (2006-2010) into the popular and widely accessible form of a full-length music documentary, directed by Cesar Paes, an award-winning film director of the Parisian independent film company Laterit.

The film was completed in the autumn of 2016 and has so far been screened at various international film festivals and special screenings in the UK, Italy, and on La Reunion.

Each screening was accompanied by a questionnaire in the respective languages gauging audience reactions. Apart from wanting feed-back about the kind of audience the film attracted at each of these diverse sites in terms of age, gender, and origin and on how they responded to the artistic and musical quality of the film, there were some closed and some open questions on the themes and social concerns raised by the film and by the musicians in its centre.

My own previous narrative interviews and transnational field work with these Malagasy musicians had highlighted their transnational mobility, their attempt to challenge ethnic divisions by their music and to engage people worldwide in environmental and social causes. In my paper I will give a few examples of these and subsequently show a few key extracts of the film where the director in my view tried to raise these issues by the very indirect and subtle means of the film.

A brief assessment of some of the results of the questionnaires will lead to a discussion about some of the issues raised by replacing or complementing an academic top-down analysis in favour of a much more intuitive artistic format.

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Next TNS seminar: “Family stories: the relationship between narrator and listener”

TNS

The next Centre for Transnational Studies (TNS) seminar will take place on Wednesday 22nd March 2017 from 5:00-6:30pm, in Building 65, Room 1177, and is entitled “Family stories: the relationship between narrator and listener”. The seminar will be presented by Jenny Cuffe and Henrietta Nleya. All welcome!

Here is the abstract for this seminar:

‘I believe that there is no more real or more realistic way of exploring communication in general than by focussing on the simultaneously practical and theoretical problems that emerge from the particular interaction between the investigator and the person being questioned.’ P. Bourdieu ‘The Weight of the World: Social Suffering in Contemporary Society’ (1999, p.607)

The sociologist Pierre Bourdieu reminds us that, although the research relationship is different from other exchanges in everyday life because its objective is pure knowledge, it remains nevertheless a social relationship.

I have invited Henrietta Nleya, a key participant in my doctoral research on the impact of Zimbabwe’s migrant families, to have a conversation with me about our ‘particular interaction’ and the relationship we built.

The nature of transnational family research means that I relied on Henrietta not only to tell me her own life story, but also to introduce me to relatives living in Zimbabwe and South Africa. This presented us both with practical and ethical challenges for, although together in Southampton we had time to establish a shared history and ties of trust, I arrived at the homes of her parents and siblings as a prying stranger. And although I guaranteed anonymity in my thesis, I was conscious that family members would have no difficulty recognising each other – with the potential for hurt feelings and even resentment.

This conversation will be the start of an open discussion on relationship-building in the research process, in which you are invited to present questions and problems that have arisen in your own research.

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Modern Languages and Linguistics seminar – “Jasmine Letters: a tram journey through the linguistic landscapes of post-colonial Tunis”

Modern Languages and Linguistics is hosting a seminar on Wednesday 15th March from 16:00-17:00 in Room 1097, Building 65, Avenue Campus, entitled “Jasmine Letters: a tram journey through the linguistic landscapes of post-colonial Tunis.” The seminar will be presented by Dr Bharain Mac an Bhreithiún from Middlesex University. All welcome for the seminar and discussion!

Here is the abstract for this seminar:
Join Bharain Mac an Bhreithiún (Middlesex University London) on a dérive through the atmospheric streets of Tunis. Together we will negotiate our way through the forest of signs that make up the linguistic landscape of the city. The façades of both the colonial ville nouvelle and the Kasbah are resplendent with public lettering and typography in French, Arabic and other languages, a linguistic landscape that reveals much about the multilayered processes of identity construction and the politics of language in post-colonial Tunisia. As we travel by tram, light railway and wander the backstreets on foot, we will have the chance to think about aspects of the city’s history, Tunis’s contribution to post-colonial thought and the troubling questions that arise when a European takes it upon himself to interpret the visual culture of a North African cityscape.

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Next TNS seminar: ‘Sold Out? US Foreign Policy, Iraq, the Kurds, and the Cold War’

TNS

The next Centre for Transnational Studies (TNS) seminar (co-hosted by the Centre for Imperial and Post-Colonial Studies (CIPCS)) will take place on Tuesday 14th March 2017 at 5pm, in Room 1163, Building 65, Avenue Campus. At the seminar, Dr Bryan Gibson from John Hopkins University will discuss his new book ‘Sold Out? US Foreign Policy, Iraq, the Kurds, and the Cold War’. All welcome!

For further information, please see the event page on the University of Southampton Humanities website.

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Next CGE seminar: Perspectives on multilingualism

CGE

The next Centre for Global Englishes (CGE) seminar will take place on Wednesday 8th March 2017 from 5:00-6:30pm in Lecture Theatre C, Building 65, Avenue Campus. The seminar is entitled ‘Perspectives on multilingualism’ and will be chaired by Prof Jennifer Jenkins from the University of Southampton. All welcome!

Here is the abstract for this seminar:
Over the past ten years or so, multilingualism has become a hot topic in linguistics research. Alongside a range of existing and new generative SLA approaches to the subject, a branch of critical multilingualism research, sometimes described as a ‘multilingual turn’, has developed that includes, for example, a focus on issues relating to mobility and migration, a questioning of the constructs ‘native’ and ‘non-native’ speaker, an interest in translanguaging, and a reconceptualisation of ‘English’. In this seminar, speakers from each of our four research centres, CGE, CLLEAR, MeXsu, and TNS, will present what they see as the key aspects of multilingualism from their own research and/or research centre’s position. The seminar will then open up to debate among the panel and discussion between the panel and audience.

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Next MeXsu seminar: “Indigenous resistance in contemporary Mexico”

Mexsu

The next Centre for Mexico-Southampton Collaboration (MeXsu) seminar will take place on Wednesday 1st March 2017 from 5:15-6:45pm in Building 65 Room 1177 at Avenue Campus. The seminar is entitled “Indigenous resistance in contemporary Mexico: The struggle of the Chiapas toques, the National Indigenous Congress and the proposal of an independent candidate to the presidency of the republic in 2018” and will be presented by Fortín Domínguez Rueda from the University of Guadalajara. All welcome! Please note that this talk will be delivered in Spanish. Read more…

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Next TNS seminar: “The Language of Others: Writing Berlin Lives”

TNS

The next Centre for Transnational Studies (TNS) seminar will take place on Wednesday 22nd February 2017 from 5:00-6:30pm, in Building 65, Room 1177, and is entitled “The Language of Others: Writing Berlin Lives”. The seminar will be presented by Professor Patrick Stevenson from Modern Languages at the University of Southampton. All welcome! Read more…

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Next CLLEAR seminar: “Language learners abroad: Making the most of a multilingual experience”

CLLEAR

The next Centre for Linguistics, Language Education and Acquisition Research (CLLEAR) seminar will take place on Wednesday 15th February 2017 from 4:00-5:30pm in Lecture Theatre C, Building 65, Avenue Campus. The talk is entitled “Language learners abroad: Making the most of a multilingual experience” and will be delivered by Professor Ros Mitchell, Laurence Richard and Dr Patricia Romero de Mills from the University of Southampton. All welcome for the seminar and discussion!

Here is the abstract for this seminar:
The “year abroad” has been central to modern languages undergraduate programmes in British universities, yet its future is currently uncertain. This talk will present the main findings of the LANGSNAP project, which investigated language learning among students of French and Spanish during and following their sojourn abroad. The positive language learning outcomes experienced by all students, but in varying degrees, are related to their sociocultural experience (social networking, language use, and personal development). There will be a particular focus on case studies of “high gain” students, and the personal and contextual factors which promoted their language learning in complex multilingual and intercultural settings. Research-based conclusions will be drawn for the future management of study abroad programmes, including student preparation and follow up activities.

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Next CGE seminar: Orientations towards English as a lingua franca in the Spanish-speaking world: What is ‘English’ (for)?

CGE

The next Centre for Global Englishes (CGE) seminar will take place on Wednesday 8th February 2017 from 5:00-6:30pm in Lecture Theatre C, Building 65, Avenue Campus. The seminar is entitled, ‘Orientations towards English as a lingua franca in the Spanish-speaking world: What is ‘English’ (for)?’ and will be led by Dr Sonia Morán Panero from the University of Southampton. All welcome!

Here is the abstract for this seminar:
In this talk, I explore how university students from the Spanish-speaking world conceptualise and evaluate the notion of English as a global language, and the variability emerging from its unprecedented spread and lingua franca use. Drawing from a qualitative interview study of students’ elicited metalanguage in Chile, Mexico and Spain, I report on a) the functions and social meanings that are assigned to English between global and local spheres of use, b) students’ conceptualisations and evaluations of their own and others’ ways of speaking, and c) participants’ ideas on what the use of English as a lingua franca is/should be like in relation to intelligibility, correctness, variability and identity expression. The investigation reveals the multiple and often conflicted conceptualisations with which participants construct their evaluations, and the diverse possibilities for identification that these ‘non-native’ users of English find in the language. It also illustrates how broader language ideologies (e.g. native-speaker, standard, variation-friendly ideologies) can be reproduced, re-negotiated and/or challenged in metalinguistic practice. I will reflect on the implications that the observed ontological complexity can have for ELT, and consider the pedagogical opportunities that explicit talk about language has to offer for the language classroom.

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