Heritage Language 2 Consortium

A strategic partnership for the study of Portuguese in multilingual settings

HL2C Seminar: Cross-linguistic influence in heritage language speakers?

We are pleased to announce that another HL2C seminar will take place on Thursday 27th January from 3pm to 4pm GMT (Dublin, Edinburgh, Lisbon, London).

Presenters:

Shanley Allen (Kaiserslautern)

Title:

Information structure in the majority English of heritage speakers: Cross-linguistic influence and other patterns

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

Most linguistic research on heritage speakers to date has focused on their heritage language (Benmamoun et al. 2013; Kupisch 2013; Montrul 2016). In contrast, much less is known about patterns in their majority language, especially for adolescents and adults. In majority English, for example, only a few studies have been published to date, all focused on semantic structures (Lee et al. 2011; Montrul & Ionin 2010; Scontras et al. 2017).

To address this gap, we undertook a large-scale project investigating noncanonical patterns in majority English as produced by adolescent and adult heritage speakers of German, Greek, Russian and Turkish as well as English monolinguals in the USA – part of the Research Unit on Emerging Grammars in Language Contact Situations (RUEG). The 276 participants in our study all recounted a short video of a (fictitious) car accident, in each of four registers (informal spoken, informal written, formal spoken, formal written). Narratives were all transcribed and annotated in Exmaralda. We then explored several patterns related to information structure, particularly in the domains of referential expression and syntactic construction. Consistent with RUEG’s overarching approach, we assessed the impact of register, age, and language contact.

In this talk, I will present the results of our work to date on concept lexicalization, clause types, subordination, and left dislocations. While some results show cross-linguistic influence from the heritage language to majority English, others show a general pattern across all groups of heritage speakers regardless of language background. Our results contribute to the understanding of the contact-linguistic status of non-canonical patterns in the majority English of heritage speakers, the sources of their development, and their position within speakers’ broader repertoires of languages and registers.

HL2C/SLLAT Seminar: Effects of distributed practice on L2 speech fluency development

Our next HL2C seminar will take place on Wednesday 26th January from 12 noon to 1pm GMT (Dublin, Edinburgh, Lisbon, London). This talk is a joint initiative with Lancaster’s SLLAT Research Group.

Presenters:

Joe Kakitani (Lancaster)

Title:

Effects of distributed practice on L2 speech fluency development

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

There has been a surge of interest in L2 research investigating how practice schedule can influence various aspects of L2 learning such as grammar, vocabulary, and pronunciation (e.g., Kasprowicz, Marsden, & Sephton, 2019; Rogers & Cheung, 2018, 2020; Li & DeKeyser, 2019). Recent L2 distributed practice research has focused on oral fluency development—a dimension of L2 performance which hinges highly on L2 procedural knowledge (Kormos, 2006). Manipulating the timing of task repetitions has shown to affect the fluency of the repeated performance (Bui, Ahmadian, & Hunter, 2019), and the effects of practice schedule have been found to transfer to a performance on a novel task (Suzuki & Hanzawa, 2021). Research in cognitive psychology suggests that an ideal distribution of repeated practice rests on the ratio of the interval between practice sessions (i.e., the intersession interval; ISI) and the time gap between the final practice session and the time of testing (i.e., the retention interval; RI). However, no research to date has examined the effects of distributed practice on L2 oral fluency development by systematically manipulating the ISI–RI ratio. An investigation of specified ISI–RI ratios is necessary to gain a better understanding of distributed practice effects on L2 fluency development, and how the research findings from cognitive psychology can be applied to a rather complex skill of L2 speaking. The current study, thus, aimed to fill the research gap by examining the effects of distributed practice using the ISI–RI ratios of 10–30%, an optimal range suggested by cognitive psychology research (Rohrer & Pashler, 2007). To this end, 116 Japanese university students participated in an online experimental study. The participants were randomly assigned to one of four groups, which consisted of two experimental groups (a short-spaced group [1-day ISI] and a long-spaced group [7-day ISI]) and two control groups. The experimental groups engaged in four narrative-task practice sessions which were identical in terms of content and procedure, with the only difference lying in the distribution of the practice sessions (1 day vs. 7 days apart). The control groups, by contrast, only took the three tests (pretest, posttest, delayed posttest) which followed the same schedule as each corresponding experimental group. A total of 348 speech datasets were analyzed in terms of speed fluency (e.g., articulation rate), breakdown fluency (e.g., frequency and duration of mid-clause and clause-final pauses), and repair fluency (e.g., repetition). Linear mixed-effects modeling showed the advantage of the long-spaced practice over short-spaced practice in terms of breakdown fluency (e.g., mean length of mid-clause pauses) on the delayed posttest, demonstrating greater retention of enhanced fluency performance. The present findings contribute to the existing body of L2 research by yielding insights on how distributed practice may benefit the long-term development of L2 oral fluency.

Bui, G., Ahmadian, M. J., & Hunter, A.-M. (2019). Spacing effects on repeated L2 task performance. System, 81, 1–13. https://doi.org/10.1016/j.system.2018.12.006

Kasprowicz, R. E., Marsden, E., & Sephton, N. (2019). Investigating distribution of practice effects for the learning of foreign language verb morphology in the young learner classroom. The Modern Language Journal. https://doi.org/10.1111/modl.12586

Kormos, J. (2006). Speech production and second language acquisition. New York: Routledge.

Li, M., & DeKeyser, R. (2019). Distribution of Practice Effects in the Acquisition and Retention of L2 Mandarin Tonal Word Production. https://doi.org/10.1111/modl.12580

Rogers, J., & Cheung, A. (2018). Input spacing and the learning of L2 vocabulary in a classroom context. Language Teaching Research, 1–26. https://doi.org/10.1177/1362168818805251

Rogers, J., & Cheung, A. (2020). Does it matter when you review?: Input spacing, ecological validity, and the learning of L2 vocabulary. Studies in Second Language Acquisition, 1–19. https://doi.org/10.1017/S0272263120000236

Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Psychological Science, 16(4), 183–186. https://doi.org/10.1111/j.1467-8721.2007.00500.x

Suzuki, Y., & Hanzawa, K. (2021). Massed task repetition is a double-edged sword for fluency development: An ESL classroom study. Studies in Second Language Acquisition, 1(1), 1–26. https://doi.org/10.1017/S0272263121000358

Call for papers : Linguística. Revista de Estudos Linguísticos da Universidade do Porto.

Linguística: Revista de Estudos Linguísticos da Universidade do Porto has recently published a call for submissions.

Linguística is a publication of the Linguistics Centre of the University of Porto (CLUP) and of the Faculty of Arts and Humanities of the University of Porto, one of the founding institutions of HL2C.

About the journal:

The journal welcomes original papers in the field of Linguistics, and in other areas dealing with natural languages. Both fundamental and applied research perspectives will be considered for publication. The journal publishes research papers, research notes, critical reviews, news, and discussions, among others. The texts can be written in Portuguese, English, French, Spanish and Italian; papers written in other languages may also be accepted.

Please visit the journal website for more information.

  • Instructions for authors are available on this page.
  • Information on the editorial process, including the peer review process, is available here.
  • Published texts are freely accessible at the journal’s Digital Library.

Submission information:

The anonymized manuscript and any associated materials must be sent (in pdf or word format) to linguistica@letras.up.pt
Deadline for volume 17:  31/03/2022.

Apelo a publicação para LinguísticaRevista de Estudos Linguísticos da Universidade do Porto (uma publicação da Faculdade de Letras e do Centro de Linguística da Universidade do Porto).
A Revista publica anualmente trabalhos inéditos na área da Linguística. Serão igualmente considerados para publicação trabalhos provenientes de outras áreas desde que se debrucem sobre a linguagem e as línguas naturais, quer na perspetiva da investigação fundamental, quer na da investigação aplicada. Os trabalhos publicados podem revestir a forma de artigos, notas de investigação, recensões críticas, notícias e discussões, entre outros. São aceites para publicação trabalhos redigidos em português, inglês, francês, espanhol e italiano; eventualmente poderão ser aceites trabalhos redigidos noutras línguas.
Entrega dos textos: Os textos devem ser enviados em suporte informático anonimizado (documento word ou pdf) para linguistica@letras.up.pt. Para o volume 17, de 2022, os textos devem ser enviados até 31/3/2022.

Call for papers: Graduate student conference @ NOVA, XVI Fórum de Partilha Linguística

The Early-Career Cluster (Núcleo de Jovens Investigadores) at NOVA’s Research Center for Linguistics (CLUNL) has just published the call for papers for their annual graduate student conference (XVI Fórum de Partilha Linguística).

This is a wonderful opportunity for graduate students to share their research and to provide peers with feedback on their studies. The XVI Fórum de Partilha Linguística takes place on July 1-2, 2022 (online format); the event is integrated in NOVA’s Summer School in Linguistics 2022.

Abstract submission deadline: March 4, 2022.

For more information, please vist the organizers’ website  or email jiclunl@fcsh.unl.pt

Call for papers : Special issue, Diacrítica

Revista Diacrítica has recently published a call for papers for a special issue on “Teaching, learning and acquisition of foreign languages – interconnections”.  Diacrítica is a multidisciplinary journal, edited by the Center for Humanistic Studies of the University of Minho (CEHUM), one of the HL2C founding institutions. For questions about the special issue, please email the editors below or visit the journal website.

Submission deadline: February 28, 2022

Online submission: Please follow the link

About the volume:

Editors: Jorge Pinto (CLUL), Lili Cavalheiro (CEAUL), Maria del Carmen Fondo (FLUL), Ana Cea (CEHUM)

Teaching, learning and acquisition of foreign languages – interconnections   

The purpose of this thematic volume is to present recent studies that explore relevant issues related to the acquisition, learning, and teaching of foreign languages in different contexts, highlighting the heterogeneity and complexity that characterize them. Regardless of the different target languages on which research is carried out, in many cases their outcomes and implications may be transferred to the teaching and learning of other languages.

As the fields of acquisition and teaching and learning intersect, this volume aims to gather papers that do not exclusively focus on acquisition theories, but also address aspects of linguistics applied to the teaching and learning of foreign languages.

Finally, considering that the foreign language learning/teaching landscape has greatly changed in the last few decades, we expect works that reflect this, especially concerning multilingual contexts of classrooms. For example, the role of previously acquired languages, teachers’ attitudes towards multilingual approaches, and the advantages of a pedagogy which promotes the students’ interlinguistic development (e.g., translanguaging) versus monolingual bias.

In short, this thematic volume adopts a broad approach on the concepts of foreign language acquisition, teaching and learning, namely: 1) how foreign languages may be more easily learned and acquired, 2) which difficulties may arise when learning a foreign language, and 3) how foreign language learning has changed in view of our increasing multilingual society.

Considering the specific focus of this volume, articles related to sign language (e.g., LIBRAS, LGP) will not be considered for submission.

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Título do volume: Ensino/aprendizagem e aquisição de línguas estrangeiras – interconexões  

Prazo de submissão: 28 de fevereiro de 2022

Submissão online em:http://diacritica.ilch.uminho.pt/index.php/dia/about/submissions

Apresentação do volume:

Este volume temático pretende reunir estudos atuais que explorem questões relevantes relacionadas com a aquisição, aprendizagem e ensino de línguas estrangeiras em diversos contextos, salientando a heterogeneidade e a complexidade que as caracterizam. Entende-se que, independentemente das diferentes línguas-alvo sobre as quais os estudos são realizados, os resultados obtidos e as suas implicações, em muitas situações, podem ser aplicados ao ensino e aprendizagem de outras línguas.

Como as áreas da aquisição e do ensino e aprendizagem se cruzam, pretende-se congregar trabalhos que não se concentram exclusivamente em teorias de aquisição, mas que abordem também aspetos da linguística aplicada ao ensino e aprendizagem de línguas estrangeiras.

Por fim, considerando que o panorama do ensino e aprendizagem de línguas estrangeiras mudou muito nas últimas décadas, esperam-se trabalhos em que isto se reflita, sobretudo considerando os contextos multilingues das salas de aula. Por exemplo, o papel das línguas previamente adquiridas, as atitudes dos professores em relação às abordagens plurilingues e os benefícios de uma pedagogia que promova o desenvolvimento interlinguístico (e.g. translanguaging) dos alunos versus o preconceito monolingue.

Em suma, este volume temático visa adotar uma abordagem ampla sobre os conceitos de aquisição, ensino e aprendizagem de uma língua estrangeira, a saber: 1) como as línguas estrangeiras podem ser mais eficazmente aprendidas e adquiridas, 2) quais as dificuldades que podem surgir na aprendizagem de uma língua estrangeira e 3) como a aprendizagem de línguas estrangeiras mudou, considerando a nossa sociedade multilingue em crescimento.

Tendo em conta o foco específico do volume, não serão considerados artigos para submissão relacionados com a linguagem gestual (e.g. LIBRAS, LGP).

 

Editores:

Jorge Pinto (CLUL)

Lili Cavalheiro (CEAUL)

Maria del Carmen Fondo (FLUL)

Ana Cea (CEHUM)

Children’s literature festival celebrated in Berlin: “Os Dias do Conto”

On Friday, November 5, 2021, the 32nd “Os dias do Conto” children’s literature festival was celebrated as part of the Berliner Märchentage at the premises of the Camões Institute, Centro Cultural Português, in Berlin.

The Berliner Märchentage is one of the largest children’s literature festivals in the world, celebrating traditional fairy tales, legends, myths and fables. The theme of this year’s festival was “The Purple Flower”.

The Portuguese Embassy in Berlin, together with the Portuguese Education Department in Germany, organised the presentation and reading of a Portugese short story, “Beatriz e o Plátano”, by Ilse Losa. The story was translated into German by Isabel Remer and edited in a bilingual version by Oxalá, with illustrations by Lisa Couwenbergh. Carla Gago and Patrícia Santos, teaching staff from the Elizabeth-Shaw Grundschule school in Berlin, read the story to a class of 24 pupils aged between 7 and 8, in the presence of translator Niki Graça.

The event aimed to promote Portuguese literature, to raise awareness of multilingualism and diversity in Europe and to encourage children to learn the Portuguese language.

For additional information, please visit the Coordenação Ensino Português Alemanha Facebook page or see the original news source.

Hector Foundation pledges 19M EUR to support educational research at Tübingen

The Hector Foundation has 19M EUR of funding to support empirical educational research at the University of Tübingen.

This significant funding will go towards the strengthening of the Hector Research Institute of Education Sciences and Psychology, one of the HL2C founding institutions.

The Hector Institute was founded in 2014 with a generous endowment from the Hector Foundation. The grant will help to strengthen the institute’s international visibility in the long term and secure its position as one of Germany’s leading educational research institutions.

Close to 80 scientists work at the Hector Institute, where they investigate and empirically validate the quality of educational offerings and educational processes.

Professor Ulrich Trautwein, Director of the Hector Institute, said: “Education is the most important resource we can pass on to the next generation. The generous grant will enable a new generation of scientific studies that will help to understand and improve educational processes.”

For more information, please see the press release. For more information, please visit the Hector Institute website or see the video below.

 

Heritage language teacher receives Portuguese Medal of Merit

Last month, Isabel Geyer, a teacher of the Camoes Institute’s extensive heritage language network (rede EPE), received the Portuguese Medal of Merit in recognition for over forty years of service to the Portuguese community residing in Germany.

The Medal of Merit of the Portuguese Communities (Medalha Mérito das Comunidades Portuguesas) was awarded by the Portuguese Secretary of State for the Portuguese Communities Berta Nunes during the annual language teaching workshop organized by the Camões Institute and the Portuguese Embasssy in Berlin.

Ms Geyer began teaching Portuguese as a heritage language on September 12, 1979, until she retired on November 30, 2020. Throughout this period, she served the Portuguese community in several German cities with exceptional dedication, merit and professionalism.

The Medal of Merit recognizes individuals who, regardless of their nationality, make a valuable contribution to strengthen the affective and cultural ties that bind all Portuguese citizens, living in Portugal or abroad.

For more information on learning Portuguese in Germany, please visit the following website or contact Rui Vicente de Azevedo. To read more about the event, please see the original news source on the Camões Institute website.

From left to right: Embassador Francisco Ribeiro de Menezes, Isabel Geyer, Secretary of State Berta Nunes, and Rui Vicente de Azevedo, Coordinator of Camoes Institute network in Germany.

LX Proficiency: New automatic proficiency classifier launched

The Camões Institute and the University of Lisbon have recently launched a new version of the LX Proficiency classifier, a computational tool that supports the classification of Portuguese texts on the scale of proficiency levels of the Common European Framework of Reference for Languages ​​(CEFR).

The LX Proficiency classifier was first developed in 2013 as part of a cooperation agreement between the Camões Institute and the University of Lisbon’s Speech and Natural Language Processing  Group (NLX), which is directed by Professor António Branco.

The classifier automatically determines the level of difficulty and readability of texts written in Portuguese, based on the CEFR levels. It can be used, for example, to aid teachers in the selection of texts for heritage or foreign language classes or to support the creation of more reliable items for Portuguese proficiency exams. This revised and improved version is based on a greater language corpus and more advanced computation tools.

This important resource is free to use and can be accessed at the PORTULAN CLARIN website, a repository for research infrastructure for the Science and Technology of Language. Please visit the following page to use LX Proficiency.

British Council award for Lancaster team’s comics app to support language learners

A Lancaster University-led project team have won a highly prestigious British Council ELTons Innovation Award  for work on an imaginative comics app to help dyslexic and non-dyslexic learners learn a second language.

The project was also given a Judges’ Commendation for Equality, Diversity and Inclusion.

The CIELL App project was led by Dr Julie-Ann Sime from Lancaster’s Department of Educational Research and also included Professor Judit Kormos, Professor of Second Language Acquisition at Lancaster and HL2C Scientific Advisory Board member, as well as colleagues from Germany, Greece and Cyprus. The project was co-funded by ERASMUS+ Programme of the European Union.

This very important award in the world of English language teaching is given in recognition of their international project “Comics for Inclusive English Language Learning” (CIELL) which aims to develop the competences of second language learners by promoting the use of comic art and other visual representations. The project also aims to enhance the quality of language teaching materials used for teaching writing in a second language by supporting the needs of dyslexic learners in a socially inclusive manner.

The CIELL App offers an inclusive, gamified approach to learning how to plan an essay at intermediate and advanced levels of English language proficiency. The award recognises that the app is designed to support students, with and without dyslexia, and offers an inclusive, gamified approach to learning how to plan an essay.

Dyslexia is a specific learning difference characterized by difficulties with word decoding, spelling, handwriting, reading, memory and attention span which affects around 10% of the population.

Many congratulations to all those involved in this important project!

For additional information, please visit the the CIEL app website, the original news source (Lancaster University website), or contact Dr Julie-Ann Sime.

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