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Dear Colleagues, Students & Friends of the Language Research Centre,

I hope that you had a relaxing and restorative summer! A new academic year has begun, and it brings with it the excitement of what lies ahead. Because language, a uniquely human phenomenon, plays a role in every facet of our lives, it is essential that we look at it from a range of perspectives. One of my most central goals in my tenure as LRC director has been to confirm the LRC’s status as a research centre that values both a wide range of approaches to understanding language and the role played by language in a variety of areas of study. The LRC is dedicated to supporting researchers from across the disciplines in their studies of language, making the results of this research accessible to the public at large, and applying the results of the research to provide insights into real-world problems.

I’d like to begin this message with a note of gratitude and an acknowledgment of the significant contributions of two pillars in the LRC. Nicholas Žekulin, the first director of the LRC, retired from the University of Calgary after 43 years of service on July 1, 2014. Nick was instrumental in establishing the LRC as an inclusive hub for research on language. He served as a mentor to many of us and as a stalwart supporter of languages. Pierre-Yves Mocquais, who served as Dean of the Faculty of Humanities and was a key player in securing the funds to establish the LRC, began his new role as Dean of the Campus Saint-Jean at the University of Alberta on July 1, 2014. In his service as associate director of the LRC for the past two years, Pierre-Yves worked to engage a broad range of individuals. His leadership on the Task Force on the Status of Languages in the Faculty of Arts was fundamental to the successful completion of the resulting report. On behalf of everyone at the LRC, I would like to wish both Nick and Pierre-Yves much success as they begin the next chapters of their lives!

It is with great pleasure that I welcome the LRC’s new associate director, Ozouf S. Amedegnato, Associate Professor of French in the Department of French, Italian and Spanish. Since his arrival at the University of Calgary in 2005, Ozouf has been a mainstay in the LRC. He has taught LANG courses, offered workshops, and led research groups. As a sociolinguist with a deep interest in second language teaching and a semiotician of literature, he brings a fascinating depth and breadth of research interests and expertise to the Centre.

We hope that you will join us for a number of upcoming events in the LRC this fall.

We have shifted the focus of our two speaker series. Many of the talks in our Language of Literature series will focus on translation, and we have broadened the scope of our Language Acquisition and Learning series.

We will be hosting three regular research groups. These include the Cercle Benveniste, an informal discussion group on language that takes place in French; the Working Group in Translation and Translation Studies, which focuses on theoretical and practical issues in translation; and the Pyscholinguistics Lab Group, designed to mobilize knowledge on experimental language research.

For more information about any of these events, please see the LRC website (http://arts.ucalgary.ca/lrc/) or contact us at lrc@ucalgary.ca.

Fall 2014 | V6 N1

Language MattersLanguage Matters

1

DIRECTOR’S WELCOME

IN THIS ISSUE -

Research 2 - 3 Mobilizing knowledge 4 - 8 Teaching 9 Planning for the future 10 Announcements 11 Upcoming events 12 Contact us 12

Mary O’Brien, LRC Director

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Investigating the Processing of Word Stress in a Second Language

I am currently investigating how language learners process word stress. This is a topic that often gets less attention in "traditional" teaching approaches and learning materials. To get data-driven insights into what is going on in the brain when learners process stress in a second language, I conducted an EEG-study in Germany this summer on German native speakers learning English. The "mirror image" of this study I plan to conduct in Calgary soon. Therefore I am looking for participants with English as first lan-guage who learn German. In Marburg, 27 participants took part in less than 3 weeks, although it was in the semester break. I hope that we can get at least this many participants in Calgary. Please contact me if you

are interested.

— Johannes Knaus is a Post-Doctoral Fellow in the

LRC

DIRECTOR’S MESSAGE cont’d

A great deal of active exchange on work on language has been taking place in the LRC since the last newsletter. You can

read about the following:

Research taking place in our labs (pages 2-3);

Our CIHR-sponsored Science Café (page 4);

Speakers in the LRC (page 5);

A workshop for Calgary’s Arabic teachers (page 6);

This year’s student poster symposium (page 8);

The LRC’s most recent interdisciplinary LANG course (page 9);

Our recent visioning session and the LRC’s new three-year plan (2014-2017) (page 10); and

Translations of our “Counselling Service for Parents of Bilingual Children” (page 11).

Please don’t hesitate to contact me with any questions, concerns or ideas for future events.

Mary Grantham O’Brien, LRC Director

RESEARCH

Here Johannes is applying electrode gel on a first test person's head. Don’t worry, the needles on these syringes are blunt!

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RESEARCH

Research in the LRC Labs

More Sociophonetic Variation and Perception Experiments at the LRC

Imagine listening to an isolated syllable and being asked to assess the speaker’s gender and sexual orientation. From January to April 2014 in an office in the LRC

over 100 participants did just that.

As a sociophonetician my primary interest is in how phonetic cues are used by listen-ers when making social assessments. I am most interested in gender because it is a key social role in all societies and widely affects life opportunities. Related is sexual orientation, another key social role, which is inter-related with gender itself. My cur-rent research focuses on the effects of various phonetic cues on listeners’ assess-

ments of gender and sexual orientation.

I am a University of Calgary alumna and I have returned to Calgary as a visiting PhD candidate from the University of Toronto to conduct my final thesis experiments. Last year, I was at the LRC recording participants in the sound-attenuated booths. This year I was back again having created stimuli for the perception experiments using the

recorded data from 2013.

Starting in January 2014, participants took part in one of three concurrent perception experiments I conducted at the LRC. Each participant listened to various stimuli, determined the speakers’ gender, and then assessed the speakers’ sexual orientation. In each experiment a different type of stimulus was used to investigate how consonant and vowel cues inter-

act.

Preliminary results were presented at the LRC Annual Poster Symposium in late April, and I had amazing feedback and interest. As a result, I am presenting a poster on these results at the New Ways of Analyzing Variation 43 (NWAV) in Chi-cago in October of this year. NWAV is the largest sociolinguistics conference in North America and I’m looking forward to

presenting my data in poster form.

Despite only being exposed to syllabic cues, participants were overall consistent in the cues they used, so the results are clear and interesting conclusions are emerging. I would like to thank the LRC for generously allowing me to use the facili-ties and the UofC population for responding to my recruitment calls. I appreciate having the opportunity to do research at UofC again and the support from many individuals in the department. I would also like to acknowledge the funding sup-port received from SSHRC 752-2012-2092, UofT’s student internal grants, and Prof. Ron Smyth for his assistance with

this research.

— LeAnn Brown is a PhD student in the Department of Linguistics, University of Toronto

LeAnn Brown

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Science Café — “Is Language Learning for Everyone?” Calgary Board of Education Contribution by Lilien Perera Pérez and Carmen Fandino, Calgary Board of Education

At the LRC’s third annual Science Café on February 6th, 2014 researchers from the CIHR (Jessica de Villiers from University of British Columbia and Andrea MacLeod from Université de Montréal) and the University of Calgary (E. Anne Hughson) presented the results of their research investigating how children with language and learning disorders acquire language and the inclusivity of our classrooms. They also discussed the practical implications of their work. Our role in the

event was to present the Calgary Board of Education’s (CBE’s) perspective on inclusivity in our language classrooms.

As CBE second language specialists, we discussed what inclusive education means when it comes to language teaching. Being inclusive is not a project or an initiative: The Calgary Board of Education is committed to creating deeper understandings about inclusion as an ethic, or way of thinking and acting. The vision of the CBE’s Three Year Education Plan focuses on what success looks like for every student, every day, no exception, which results in rich and dynamic student learning through Personalization of Learning: intentional and responsive teaching and learning that attends to each

student’s learning so that all students can participate, progress and achieve.

In the CBE, students in second language programs are engaged in creative learning experiences that develop their functional fluency in the target language (i.e., being capable of using a language easily and accurately). Language programs inspire and enable students to develop creativity, critical thinking, and problem solving skills. Some learners require additional, specialized supports to fully access CBE second language programs. School and Area Learning Teams

support the strategic and responsive teaching that exceptional learners require.

MOBILIZING KNOWLEGE

Carmen Fandino discusses inclusivity in CBE classrooms as

Lilien Perera Pérez looks on

Jessica de Villiers (UBC) demonstrates visual aids for children with Autism. Also on stage

from left to right: Carmen Fandino (CBE), Andrea MacLeod (Université de Montréal), Mary

O’Brien (UofC, LRC Director), and E. Anne Hughson (UofC)

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I was very pleased to have taken part in the Language of Literature lecture series in the Winter of 2014. The goal of the series is to create some common ground among scholars who study language from literary and scientific perspectives. In principle, the expertise of each group is highly relevant to the other, but in practice, there has been frustratingly little overlap in the research writings or even more casual professional discussions between these two communities. As someone who is immersed in both the

scientific and literary worlds, I jumped at the chance to present in this series.

I developed a talk that I titled “A psycholinguist’s musings on aesthetic and literary language.” In it, I tried to bring together some observations and findings from diverse disciplines including literary theory, the philosophy of aesthetics and cognitive psychology. I found that in preparing the talk, I was able to articulate some questions of common interest for these disciplines, and to sketch out a preliminary, but to

my mind, plausible future program of research.

Upon delivering the lecture, I received many stimulating questions and comments from my colleagues, several of which led to much longer conversations outside of the lecture series. These conversations prompted me to present versions of this same talk to the Linguistics Departments at Cornell University and the University of Rochester, where it was enthusiastically received. Overall, the experience convinced me that there is a great interest in discussions and research that attempt to bring together the literary and scientific study of language.

— Julie Sedivy is an Adjunct Associate Professor, Department of Psychology and a Sessional Instructor, Department of Linguistics, Languages and Cultures, University of Calgary

On March 14th of this year, I had the great pleasure of visiting UofC's Language Research Centre to give a research colloquium in the Theoretical and Experimental Innovations in Language

Acquisition Research speaker series. The visit's timing was notably close the Ides of March which, independent of its classical associations with danger, can still mean bad weather for travel

on Alberta's highways but my extremely warm welcome and lively discussions made the trip more than worth it. Both before and after my talk I had the opportunity to visit the LRC's labs, meet students and faculty members, and discuss some of the L2 experimental studies running at the Centre. I was even able to commiserate with colleagues about the time-consuming perils of

finishing a language acquisition textbook (shameless plug: mine comes out August 2015).

My talk focused on the phenomenon of phonological 'regressions' or U-shaped development in children's early speech. Such developmental patterns have been reported since at least Leopold (1947), and have been discussed in several different approaches to acquisition (e.g., works by Menn, Vihman, Stemberger and others), but the relative frequency, empirical scope and theoretical status of phonological regressions are not well-understood. In this talk, I presented some initial

claims about the limited scope of phonological regressions, arguing that U-shapes do not arise from general trade-offs between complex phonological structures, but rather the interaction of child-specific processes and the normal learning process of constraint re-ranking. I also made the case that a simple type of error driven OT learning algorithm can easily follow a path that leads to unattested regressions, and demonstrated that a less parallel, more serial framework like Harmonic Serialism (e.g. McCarthy, 2008) can avoid

this pathology in learning.

— Anne-Michelle Tessier is an Associate Professor of Linguistics at the University of Alberta. Her textbook Phonological Acquisition is

being published by Palgrave MacMillian next summer.

MOBILIZING KNOWLEDGE cont’d

Speakers in the LRC

Julie Sedivy

Anne-Michelle Tessier

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“Strategies for Teaching and Learning Arabic” Workshop On Saturday, May 24, the LRC hosted and I led a workshop for Arabic teachers across Calgary entitled “Strategies for Teaching and Learning Arabic.” Fourteen Arabic language teachers from CBE and non-CBE elementary and high schools including Ernest Manning high school, Almadinah Language Charter Academy and the Calgary Islamic School as well as Arabic teachers from other institutions participated in the event. The primary language of the workshop was Arabic (Modern Standard), and the workshop focused on the following topics: 1. Strategies for teaching the Arabic alphabet, grammar and vocabulary 2. Strong and weak points of the Arabic alphabet and writing system (as compared to the English alphabet); using the

strong points and overcoming the challenges 3. Tools for teaching vocabulary, the most challenging part of learning Arabic 4. How to overcome the challenges in teaching and learning Arabic imposed by the complicated linguistic situation in the

Arab world 5. Assessment tools and techniques 6. Evaluating textbooks and material 7. Maintaining a passion for learning Arabic and informing students about opportunities that learning Arabic creates. The feedback provided was very positive. A few examples include the following: “Very rich workshop with lots of information to learn, very good way of presenting and very good use of the time.” “The facilitator was very knowledgeable, experienced and confident in techniques and strategies to teach Arabic. I feel

that I gained a new approach that I can use with my students.” “Well organized and followed a logical sequence of the process of teaching Arabic. The strategies were very practical

and useful.” “Thank you very much for this wonderful opportunity as our classrooms are lacking effective strategies and practices

for teaching Arabic.” Participants indicated that they would like to attend more workshops in the future. We plan to host another workshop that focuses specifically on Arabic language teaching during the 2014–2015 academic year. — Abdelhalim Elamroussy is a Sessional Instructor in the Department of Linguistics, Languages and Cultures, University

of Calgary

MOBILIZING KNOWLEDGE cont’d

Arabic Teaching Workshop

Abdelhalim Elamroussy leading the workshop

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Cercle Benveniste Le Cercle Benveniste est un club informel de linguistique. Il se veut un forum de discussion où toute personne s’intéres-sant à la linguistique peut venir échanger et débattre, informellement et en français, des questions relatives aux sciences du langage. Il s’agit, en quelque sorte, d’une école péripatéticienne où les participants vont – justement et à l’instar d’É-mile Benveniste – se promener dans les différents recoins de la discipline et en interroger les zones d’ombre, les aprioris, les impasses ; bref, explorer différents aspects du langage, à la recherche de Problèmes de linguistique générale. Les participants au Cercle sont donc invités à y apporter des questions, des lectures de livres, d’articles ou de journaux d’actualité et autres sujets à palabrer dans une ambiance décontractée. Le Cercle se réunira deux fois par mois (voir calendrier ci-après). Lieu: LRC CHD 412 Pourquoi Émile Benveniste? Émile Benveniste (Alep, 27 mai 1902 – Paris, 3 octobre 1976) est l’une des figures les plus marquantes de la discipline linguistique. Élève d’Antoine Meillet (lui-même élève de Ferdinand de Saussure), ce linguiste français locuteur du persan sera, de 1937 à 1969, le titulaire de la chaire de grammaire comparée au Collège de France. Il est notoirement connu pour ses travaux sur l’indo-européen, mais également pour les deux volumes de Problèmes de linguistique générale (1966 et 1974), qui réunissent plusieurs textes clés qui modifieront considérablement la pensée lin-guistique et sémiotique, tout en posant les bases de la pragmatique. Il s’agit d’articles et de textes de conférences, qui couvrent environ 25 années de recherche, rédigés dans un style qui pour être rigoureux n’en est pas moins abordable. Nous voulions rendre hommage à un personnage extrêmement discret, voire pudique, mais dont l’influence est pourtant déterminante dans le champ actuel des sciences du langage, et dont les réflexions sur le rapport entre le langage et la vie sont tellement précieux. Dans un monde marqué par la surenchère, Benveniste demeure un modèle aussi intéressant que rare.

MOBILIZING KNOWLEDGE cont’d

Émile Benveniste

Automne 2014

(Vendredi, 13h-14h)

Hiver 2014

(Vendredi, 13h-14h)

12 septembre 2014

26 septembre 2014

10 octobre 2014

24 octobre 2014

07 novembre 2014

21 novembre 2014

05 décembre 2014

16 janvier 2015

30 janvier 2015

13 février 2015

27 février 2015

13 mars 2015

27 mars 2015

10 avril 2015

CALENDRIER DES RENCONTRES 2014-15

(SAISON 3)

Research Groups

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Psycholinguistics Lab Group

The goal of our Pyscholinguistics Lab Group is to explore cutting edge laboratory-based research exploring how human beings process language. The group is open to anyone who is interested in experimental, lab-based research on language. This semester the group will meet from 11:00 until 12:00 in the Laboratory for Interactive Psycholinguistics

(CHD 506).

For more information, please contact Johannes Knaus (jaknaus@ucalgary.ca).

MOBILIZING KNOWLEDGE cont’d

LRC Working Group in Translation and Translation Studies

Referring to translation, Eugene Nida wrote that “successful translating involves one of the most complex intellectual chal-lenges known to mankind.” Modern translation studies encompasses numerous fields, including linguistics, comparative literature, literary studies, cultural studies, and creative writing. It is also a critical aspect of knowledge and knowledge transfer in most fields taught at the university. Open to faculty, graduate students, staff, and active translators, the working group proposes to meet several times each semester in the Language Research Centre (September 17, October 15, No-vember 26 & January 21, February 25, March 18) to discuss readings, translation projects, and the place of translation in other research. We plan to meet in Criaige Hall D412 at 2:00pm. If you are interested in participating, please email Dr.

Jean-Jacques Poucel (jjpoucel@ucalgary.ca).

—Jean Jacques Poucel is an Assistant Professor in French for the Department of French, Italian and Spanish, University

of Calgary

Please join us for the Psycho-

linguistics Lab Group on the

following Thursdays:

September 25

October 9

October 23

November 6

November 20

December 4

Earlier this year I had the good fortune of participating in the Language Resource Center’s Annual Student Poster Symposium. I was there presenting research that Dr. Penny Pexman and I have done on the classic Bouba/Kiki Effect. This is the finding that certain sounds (e.g., those in bouba) seem inherently associated with round shapes, while others (e.g., those in kiki) seem inherently associated with sharp shapes. The research that I presented was investigating whether these associations exist even when people aren’t explicit-ly asked about them, and whether simply reading a nonword like bouba would make individuals faster to process a round shape.

What proved to be invaluable about the experience was getting feedback from individuals doing research in a wide variety of areas. It is very easy to get stuck viewing a project from a certain point of view and the opportunity to dis-cuss our research with people in departments as diverse as linguistics, French and education was illuminating.

In addition, it was thrilling to hear about the interesting research being done at the University of Calgary. The symposium afforded me the chance to hear about research on topics ranging from lexical blending in Ukranian (by Svitlana Filonik), to the perception of gender and sexual orientation in phonetic microvariations (by LeAnn Brown), to the mean-ing conveyed by silence in Honoré de Balzac’s La Recherche de l’Absolu (by Annemie Treier). What this, and the symposium in general, reminded me of is just how large and multifaceted the study of language is, and how many different angles it can be approached from. It made me feel quite lucky to be a part of it.

— David Sidhu is a PhD student in the Department of Psychology, University of Calgary

David Sidhu explains his research at the Symposium

Annual Poster Symposium

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TEACHING

LANG 599.11 / 605, Winter 2014

The following is a brief report of the LRC’s LANG course that took place last Winter (2014). This edition of the course was entitled “Second Language Learning and Pedagogy”, and met every Monday from 3:00 pm to 5:45 pm in Craigie Hall D 419. The eight students at-tending the class came from various backgrounds (Education, French, German, Linguistics, Spanish), and they were assigned the 5th edition of the textbook by Brown, H. Douglas: Prin-ciples of language learning and teaching (2007), plus additional readings posted on Black-

board.

The course was co-taught by Mary O’Brien and myself, with each instructor covering one half of the semester. Given our respective areas of interest, we opted for dividing the course into three blocks: 1) the history of teaching methodologies, from Sumerians learning Akkadian to the current communicative approaches; 2)

sociolinguistic perspectives of teaching and learning; 3) psycholinguistic perspectives of teach-

ing and learning.

Year after year, this course proves to be highly relevant and useful to the overall training of our Masters and PhD students. It provides an overview of cross-disciplinary inquiries that have shaped, and those that currently shape educational practices and their conceptual underpin-nings. After taking the course, some of the students reported feeling confident to tackle teaching assistantship assignments, and could not wait to actually step in front of a class to put into prac-

tice the knowledge they’d acquired.

One of the ten recommendations of the latest Report of the MLA Task Force on Doctoral Study in Modern Language and Literature is to “Strengthen teaching preparation. As a central component of doctoral education, preparation for teaching should include course work, practical experience, and mentoring. Pedagogic training should introduce students to the di-verse missions, histories, and demographics of a wide range of institutions” (Web Publication, May 2014). In my opinion, the LANG course, along with the workshops offered by My GradSkills and the Teaching and Learning Center constitute a good way to achieve this goal. It is a powerful tool in the hands of our graduates, especially those who are interested in teaching. For example, Graduate students in French and Spanish can use this course not only as one of their six required

courses, but also to fulfil the teaching training requirement.

I would like to encourage interested colleagues to step in and teach one half or one third of this course, as I believe they would find the experience very rewarding. And from the students’ perspective, the more diverse their experience with

teaching faculty, the better. So, who wants to try it next?

— Ozouf Sénamin Amedegnato is an Associate Professor of French in the Department of French, Italian and Spanish,

University of Calgary

Ozouf S. Amedegnato

The class textbook was a

valuable resource

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PLANNING FOR THE FUTURE

Establishing a Vision for the Future of the LRC

The 2013-2014 academic year saw a great deal of introspective work on the role of Language and languages at the Uni-versity of Calgary and beyond. The Task Force on the Status of Languages in the Faculty of Arts completed its report, which highlights the work of students, classroom practitioners and researchers who are doing innovative and often highly collaborative research in and on languages at the University of Calgary. Based on a series of surveys and comparative data, the report makes sixteen high-level recommendations regarding the role of languages in the realization of a number of the University’s goals. These include a focus on research, academic excellence, internationalization, and connection with the community. Richard Sigurdson, Dean of the Faculty of Arts, will officially respond to these recommendations in the

coming months.

Establishing a concrete vision for the LRC involves the participation of its members. On April 15, 2014, Sarah Eaton, LRC Research Associate and an expert in strategic visioning, led highly engaged LRC stakeholders through the process of es-tablishing realizable goals for the Centre. Among internal stakeholders were representatives from the Departments of Lin-guistics, Languages and Cultures; French, Italian and Spanish; Psychology; and English, as well as from the Faculty of Education. Graduate students, post-doctoral fellows, research associates, sessional instructors and adjunct professors as well as professors and researchers from across the ranks took part in the exercise. Among the external stakeholders, rep-resentatives from the Calgary Board of Education, the Calgary Separate School Board, Alberta Health Services, the Cal-gary Public Library, the University of Lethbridge, and Mount Royal University joined in the discussion. Based on the strate-gic visioning exercise, the LRC Steering Committee created a new three-year plan for the LRC, which can be found here .

We look forward to your comments.

Nick Žekulin and Wei Cai were among the

participants of the visioning session.

Pierre-Yves Mocquais adds the collaborative visions of his group to the rest of the

goals being displayed on the walls of one of the LRC classrooms as a lively discussion

carries on.

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ANNOUNCEMENTS

“I’d like to know more about…” workshop

Please plan to join us on Monday, November 10 (Reading Day) between 9:00 a.m. and 2:30 p.m. for our fourth annual “I’d like to know more about …” workshop. The goal of the workshop is to provide students, established researchers, and members of the LRC community with an introduction to new areas and practical tools for enabling research. The research-

ers and topics include:

9:00-10:30 Johannes Knaus (Open Sesame, an open-source application for designing psycholinguistic studies)

10:45-12:15 Joel Dunham (LingSync, a suite of open-source web-based tools for collaborative linguistic fieldwork and

documentation)

1:00-2:30 Dennis Storoshenko (LaTeX, a free typesetting system with customized modules for formatting linguistic

data and diagrams)

Lunch will also be served.

If you’d like to attend any of the workshops, please respond to lrc@ucalgary.ca. Please let us know by November 1 which

of the workshops you’d like to attend and whether or not you’d like to join us for lunch.

Extending the reach of the Counselling Service for Parents of Bilingual Children

In 2011, Jürgen Meisel (LRC Distinguished Fellow), supported by Rahat Naqvi (Werklund School of Education), estab-lished the LRC’s Counselling Service for Parents of Bilingual Children. The goal of the online service is to provide advice to parents who are making choices regarding the languages to which they will expose their children. Because the target audience of the service includes newcomers to Calgary who may not speak English, the LRC determined that it should work to have the site translated into Calgary’s most widely spoken immigrant languages. Thanks to money received from

the Office of the Provost in 2013, we were able to have the site translated into the following languages:

Please visit the site (http://arts.ucalgary.ca/lrc/home/parent-counselling-service) and encourage others to share it with par-

ents who are making decisions about the languages to which they will expose their children.

Arabic French Mandarin Punjabi

Simplified Spanish Tagalog Vietnamese

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Fall 2014 Schedule of Events

The LRC will offer two speaker series again this year. “Language of Literature” will focus on the ties between language and

literature, and “Language Acquisition and Learning” will focus on methodological issues in language acquisition research. Most

lectures will be held on Fridays from 3:00 until 4:00 p.m. in the Language Research Centre (CHD420). Please note any exceptional

dates on the schedule. We look forward to seeing you there.

Other dates to remember:

Please visit us at arts.ucalgary.ca/lrc for more information and for current events!

Language Acquisition and Learning Language of Literature

October 17: Suzanne Curtin (Department of Psychology and

Linguistics, Languages and Cultures) & Susanne Carroll

(Department of Linguistics, Languages and Cultures):

“What we learn about language acquisition from the way

people acquire sound systems vs. grammar”

September 26: Jean-Jacques Poucel (Department of French,

Italian and Spanish):

“Horizons of the Real: Littéralité, Elegy and Propositoinal

Poetics”

November 14: Robert Bayley (University of California Davis): “Frequency effects and Morphosyntatic variation: Evi-dence from US and peninsular Spanish”

October 31: Dr. Christian Chikuma-Reyns (University of Alberta):

“Playing with the m/paternity rights in two crossover piec-

es of literature: And Tango Makes Three and its transla-

tion/adaptation Tango a deux papas et pourquoi pas?”

December 5: Yvan Rose (Memorial University):

“Phonetic Effects on the Development of Phonological

Categories: A Case Study”

Monday, November 17 : Dr. Lucas Klein (University of Hong

Kong):

Title TBA

UPCOMING EVENTS

Dr. Mary O’Brien, Director CH D413 mgobrien@ucalgary.ca

Dr. Ozouf S. Amedegnato, Associate Director CH D318 samedegn@ucalgary.ca

Language Research Centre CH D411 lrc@ucalgary.ca

Contact Us

November 10, 2014 “I’d like to know more about”...workshop

Featuring: Johannes Knaus (Open Sesame)

Joel Dunham (LingSync), and Dennis Storoshenko (LaTeX)

Mark the date! The LRC will host a workshop for language teachers on Saturday, March 14.

More details will follow in the next newsletter.