2nd Call for Papers: Psycholinguistics in Flanders (PiF)

23-24 May-2019, Antwerp, Belgium

We are pleased to announce the next Psycholinguistics in Flanders (PiF) conference held in Antwerp, Belgium, on May 23 and 24 2019. Psycholinguistics in Flanders (PiF) workshop has established itself as the yearly venue for young psycholinguists (PhD students and postdocs). We welcome contributions related to all aspects of language processing and language acquisition, including, but not limited to, reading, text comprehension, word processing, learning, speech production, speech perception, etc.

2nd Call for Papers:

We are pleased to announce the next Psycholinguistics in Flanders (PiF) conference held in Antwerp, Belgium, on May 23 and 24 2019.

Psycholinguistics in Flanders (PiF) workshop has established itself as the yearly venue for young psycholinguists (PhD students and postdocs). More information will soon be available at https://www.uantwerpen.be/en/conferences/psycholinguistics-in-flanders/

You can submit your title and abstract via email to pif2019@uantwerp.be before March 15, 2019. We welcome contributions related to all aspects of language processing and language acquisition, including, but not limited to, reading, text comprehension, word processing, learning, speech production, speech perception, etc. The maximum length of the abstract is 400 words, including references.

Please let us know whether you prefer an oral or a poster presentation when you send us your abstract. For further information about the presentations: https://www.uantwerpen.be/en/conferences/psycholinguistics-in-flanders/call-for-abstracts/information-for-pres/

Invited speakers are Alice Foucart from University Pompeu Fabra (Barcelona) and Kim Van Dun from Hasselt University.

We offer a free pre-conference workshop on public speaking on May 23, but places are limited, so make sure you register early enough if you want to participate.

Other important dates to keep in mind:
– 10 April: notification of acceptance and registration will be open
– 30 April: deadline for registration

We are looking forward to receiving your contribution and to welcoming you in Antwerp in May!

Hanne Surkyn, Edwige Sijyeniyo, Dominiek Sandra, Sarah Bernolet and the Organizing Committee of PiF 2019

University of Antwerp
Computational linguistics and Psycholinguistics
Stadscampus L
Lange Winkelstraat 40-42
2000 Antwerp

PhD Candidate: “Prosodic cues to syntactic reanalysis: experimentally tracking Jespersen’s cycle in progress”

The project “Prosodic cues to syntactic reanalysis: experimentally tracking Jespersen’s cycle in progress” is opening a fully-funded 4-year PhD position in linguistics at Ghent University, with a monthly salary of approximately € 1900 starting September 2019 (or earlier). The project is embedded in the research group DiaLing (Diachronic and Diatopic linguistics), and forms a multinational collaboration between the universities of Ghent (Belgium), Kent (UK), and Padova (Italy).

The project:
The project explores how prosody interacts with syntactic structure at different stages of an ongoing syntactic change using experimental methods. Concretely, it will study the incipient stages of Jespersen’s Cycle in Northern Italian dialects, testing the hypotheses (i) that the reanalysis of an emphatic reinforcer of the expression of negation as a neutral marker of sentential negation should correlate with greater intra- and inter-speaker variability in the prosodic encoding in both production and perception, and (ii) that unclear prosodic encoding can advance an ongoing syntactic reanalysis. Besides supervision at Ghent University, the project will involve fieldwork at the University of Padova, annotation and analyses of prosody in dialectal production data, and perception experiments with dialect speakers. Parts of this work will be conducted at the University of Kent.

The supervisory team:
The PhD project is a collaboration between the universities of Ghent, Kent and Padova. The supervision is shared between the members of the team as follows:
(i) at Ghent by Prof. Dr. Breitbarth (historical syntax and language change) and Prof. Dr. Crocco (syntax/ prosody interface and prosody of Italian)
(ii) at Kent by Dr. Rathcke (intonational phonology and perception of prosody)
(ii) at Padua by Dr. Garzonio (Italian dialectology and Northern Italian dialects)
Required training will be provided by the team members, the Doctoral Schools at Ghent and the Graduate School at Kent. The project further involves attendance of Summer Schools and conferences.

Requirements:
– A Master degree in Linguistics (candidates due to obtain their degree in autumn 2019 are welcome to apply), specialising in prosody, syntax or Italian dialectology
– Native or near-native knowledge of Italian
– Good knowledge (in speaking and writing) of English
– Good interpersonal skills, which are required for the field work
– A background in any subset of Italian dialectology, fieldwork experience, (historical) syntax, prosody, or phonetics would be an asset
How to apply:

The application (in English) should include:
– An extensive CV
– A covering letter, outlining your background, experience and motivation for this position
– Copies of education certificates, and a transcript of records of the MA (or equivalent)
– One written piece of work (e.g. BA-thesis, MA-thesis, a paper/manuscript submitted for a publication or a PhD exposé)
– Contact information (e-mail) of two academic referees

The envisaged starting date is September 2019 (or earlier). You are welcome to contact Prof. Crocco if you have further questions.

Please send your application by email by 1 June, 2019 to Prof. Dr. Claudia Crocco: claudia.crocco@ugent.be. The interviews will take place on 4 July in Padua.

Applications Deadline: 01-Jun-2019

Mailing Address for Applications:
Attn: Prof. Claudia Crocco
Ghent University, Dept. of Linguistics
Blandijnberg 2
Ghent 9000
Belgium

Contact Information:
Prof. Claudia Crocco
claudia.crocco@ugent.be
Phone:+32.9.264.9592

PhD candidate: “Greetings from the past: on the use of interjections in foreign language textbooks from Early modern Flanders”

The Research Group for Diachronic and Diatopic linguistics (DiaLing) at Ghent University invites applications for a full-time 4-year position as doctoral researcher. The PhD student will be working on the project “Greetings from the past: on the use of interjections in foreign language textbooks from Early modern Flanders”. Starting date is 1/10/2019 (or earlier).

PROJECT DESCRIPTION

This project focuses on interjections in spoken 16th-century Dutch, contrasted with other Germanic and Romance languages. We will investigate their semantic-pragmatic functions in multilingual textbooks (Colloquia, et dictionariolum, 1536-1700).

The aims of the project consist in
– Compiling a multilingual, parallel corpus
– Providing a systematic and detailed semantic-pragmatic description of the interjections used in the Colloquia, starting with the Dutch version and contrasting it with French as well as other Germanic and Romance languages, for example German and Spanish
– Contributing to a refinement of the semantic-pragmatic typology of interjections in Dutch, based on diachronic and European-comparative insights as well as contributing to the theoretical discussion on the semantic-pragmatic typology of interjections and their relationship with and differentiation from other grammatical categories such as particles
– Identifying cases of language contact and, more specifically, semantic transfer in the case of collaboratively translated texts and thereby shedding light on the genesis and spread of interjections in multilingual contexts
– Identifying conversational routines and communicative practices in which the interjections are embedded; thereby getting a better understanding of aspects of linguistic and cultural knowledge that were regarded as relevant for communication in multilingual settings in Early modern times, more specifically in the Low Countries

YOUR PROFILE
– Master’s degree in Linguistics (candidates due to obtain their degree in autumn 2019 are welcome to apply), specialising in historical linguistics, corpus linguistics or sociolinguistics
– Good knowledge of Dutch
– Linguistic expertise in one or more of the following languages is an asset: French, German, Spanish or English
– Good academic skills in English
– Good social and communicative skills
– Capacity for autonomous research

YOUR TASKS
– Collaborating on the compilation of a multilingual parallel corpus of 16th-century textbooks
– Writing a PhD-thesis on the basis of the project
– Preparing individual and joint publications for national and international scientific journals
– Presenting research at national and international conferences

WE OFFER
We offer a 4-year full-time PhD position at Ghent University (Research Group DiaLing & Department of Linguistics/Dutch Linguistics). Starting date is 1/10/2019 (or earlier).

HOW TO APPLY
Candidates are invited to apply (in English) by submitting two types of documents by e-mail to Prof. Ulrike Vogl (ulrike.vogl@ugent.be) by May 26th 2019:

1) a single pdf-document with:
– A cover letter, outlining your background, experience and motivation for this position
– An extensive CV
– Copies of education certificates, and a transcript of records of the MA (or equivalent)
– Contact information (e-mail) of two academic referees

2) one written piece of work (e.g. BA-thesis, MA-thesis, a paper/manuscript submitted for a publication or a PhD exposé)

On the basis of these documents, candidates will be selected for an interview (if necessary, interviews can be held via Skype if the applicants live abroad). The interviews are expected to take place in June 2019.

You are welcome to contact Prof. Ulrike Vogl if you have any further questions (ulrike.vogl@ugent.be).

Please send your application by email by May 26th, 2019 to Prof. Dr. Ulrike Vogl: ulrike.vogl@ugent.be.

Applications Deadline: 26-May-2019

Contact Information:
Prof. Ulrike Vogl
ulrike.vogl@ugent.be

CFP: Psycholinguistics in Flanders

We are pleased to announce the next Psycholinguistics in Flanders (PiF) conference held in Antwerp, Belgium, on 23 and 24 May 2019. Psycholinguistics in Flanders (PiF) workshop has established itself as the yearly venue for young psycholinguists (PhD students and postdocs). We welcome contributions related to all aspects of language processing and language acquisition, including, but not limited to, reading, text comprehension, word processing, learning, speech production, speech perception, etc.

More information will soon be available at https://www.uantwerpen.be/en/conferences/psycholinguistics-in-flanders/

You can submit your title and abstract via email to pif2019@uantwerp.be before March 15, 2019. We welcome contributions related to all aspects of language processing and language acquisition, including, but not limited to, reading, text comprehension, word processing, learning, speech production, speech perception, etc. The maximum length of the abstract is 400 words, including references.

Invited speakers are Alice Foucart from University Pompeu Fabra (Barcelona) and Kim Van Dun from Hasselt University.

This year PiF will also organize a pre-conference workshop in which you can perfect your presentation skills.

We are looking forward to receiving your contribution and to welcoming you in Antwerp in May!

Hanne Surkyn, Edwige Sijyeniyo, Dominiek Sandra, Sarah Bernolet and the Organizing Committee of PiF 2019

University of Antwerp
Computational linguistics and Psycholinguistics
Stadscampus L
Lange Winkelstraat 40-42
2000 Antwerp

Job: lecturer in Romance linguistics with a specific focus on Italian and Spanish, Université libre de Bruxelles

The Language, Communication and Translation Faculty at the Université libre de Brussels is hiring a part-time (0.4 FTE) lecturer in Romance linguistics, with a specific focus on Italian and Spanish, and expertise in phonetics, phonology, morphology and/or syntax. Expertise in comparative linguistics is an asset.

From the first year on, the successful candidate will teach one MA-level course in Spanish and one MA-level course in Italian linguistics, to which will be added, in the subsequent years, one BA-level course on comparative Romance linguistics. The successful candidate will also supervise MA theses in their area of specialization.

Knowledge of French (C1 level) is not required at the time of hiring, but the successful candidate will have to be able to teach the third course (comparative Romance linguistics) in French at most three years after their hiring. The successful candidate will also have an excellent research record in Romance linguistics. Previous teaching experience is an asset.

The application should consist of:
– A cover letter briefly explaining the candidate’s motivation;
– A CV including a publication list;
– A teaching project (around 7000 signs);
– Contact details of five referees.

Questions about the position (including prospects for potential career development) can be addressed to Prof Mikhail Kissine at the contact information below. Administrative information about the application can be found at the application link provided below.

Application Deadline: 28-Feb-2019

Web Address for Applications: http://www.ulb.ac.be/ulb/vacances/academiques/index-3.html
Contact Information:
Prof Mikhail Kissine
mkissine@ulb.ac.be

International Workshop on the L1 and L2 Acquisition of Information Structure

Call Deadline: 01-Feb-2019

Meeting Description:

The aim of this workshop is to gather researchers working on different aspects of the L1 and L2 acquisition of Information Structure in different languages, using experimental protocols or corpus research, to gain a better understanding of the development of Information Structure.

2nd Call for Papers:

In recent years, the study of Information Structure in child language has gained significant interest. Studies show that the accessibility level of referents influences children’s referential choices (Hendriks, Koster, & Hoeks, 2014; Hickmann & Hendriks, 1999) or word order (Narasimhan & Dimroth, 2008, 2018; Stephens, 2010; Schelletter and Leinonen; 2003). Children’s prosodic and syntactic choices to encode the topic and focus have also been studied in some detail (Arnhold, Chen, & Järvikivi, 2016; Chen, 2011; De Cat, 2009).

While some studies suggest that morphology and syntax are acquired before pragmatics and Information Structure (Schaeffer & Matthewson, 2005), others show that some of children’s constructions encode an adult-like Information Structure configuration: French and Italian children use dislocations to encode the topic of the utterance from the start(Belleti and Manetti, 2018; De Cat, 2007, 2009).

Children do not develop all aspects of Information Structure at the same rate. Dutch children acquire the intonation contour to mark topic before the contour for focus (Chen, 2011), and Portuguese children acquire the syntactic marking of focus while they still struggle with the computations required to interpret stress shift as a focus marker (Costa and Szendrői, 2006).

The study of L2 acquisition of Information Structure has also developed recently (Colonna et al., 2018; Park, 2018 among others), and reevaluates former findings. According to Fuller and Gundel (1987), the interlanguage of L2 learners is characterized by an early topic-prominent stage and a late subject-prominent stage, but recent research however suggests a transfer from L1 characteristics (Jin, 1994; Jung, 2004). Some authors consider that L2 learners have difficulties acquiring the syntax-pragmatic and Information Structure interface (Sorace & Filiaci, 2006; Alvaro, 2018). Some find that L2 learners, as they become more advanced, manage to acquire syntactic constructions with the appropriate Information Structure function (Reichle and Birdsong, 2013; Hughes, 2010; Dominguez and Arche, 2010; Donaldson, 2011a, 2011b)

The questions which can be addressed include, but are not restricted to:

– Which prosodic, morphologic or syntactic means are used by children to encode Information Structure? What is the developmental pattern of these means?
– Are some means to encode Information Structure (prosody vs syntax) acquired earlier than others?
– How does the division of labor between syntax/prosody and Information Structure in the target language impact on its acquisition?
– Are some aspects of Information Structure (referential vs. relational) easier to acquire by children?
– Are there early stages in L1 or L2 language development exhibiting more topic-prominent or subject-prominent characteristics?
– Which aspects of Information Structure are acquired in production before comprehension?

We invite you to submit proposals for 20-minute individual presentations. Abstracts should not exceed two pages in length, 12-point type, Times New Roman, single line spacing, 2.5cm (1 inch) margins, including examples and tables.

Abstracts should be submitted in PDF format via EasyChair: https://easychair.org/conferences/?conf=ais2019

Conference Website: https://www.arts.kuleuven.be/ling/is-acquisition/AIS2019

Keynote Speakers:

Aoju Chen (Utrecht Institute of Linguistics)
Carla Soares (Université Paris VIII)
Maria Lobo (Universidade Nova de Lisboa)
Kriszta Szendrői (University College London)

PhD candidate: “Discrimination-based verbal aggression in interpreter-mediated public service provision in Flanders”

The Ghent University Research Centre MULTIPLES seeks to recruit a PhD candidate to work on a project titled ”Discrimination-based verbal aggression in interpreter-mediated public service provision in Flanders”.

The research is situated in the domain of Interpreting Studies. It investigates how public service interpreters in Flanders handle discrimination-based verbal aggressions in various phases of the assignment (i.e. before, during and after the interpreted encounter). The research particularly focuses on (1) the discursive level of the interpreted encounter (e.g. do interpreters use mitigating / reinforcing strategies when confronted with verbal aggressions between participants), (2) the interactional level (e.g. do meta-comments or reported speech use modify participation frameworks) and (3) the professional identity (i.e. occupational well-being, reflections on codes of conduct, stances on the own agency, etc.). Data will be collected using qualitative research methods.

TASKS
– Collecting and analyzing data
– Writing a dissertation on the basis of the project
– Preparing individual and joint publications for national and international scientific journals
– Presenting your research at national and international conferences
– Preparing oral and written reports for the institutions / agencies participating in the research
– You will occasionally assist in the teaching activities at the department

WHAT WE ARE LOOKING FOR
– Master’s degree in a relevant field (Interpreting Studies, Multilingual Communication, Linguistics, Anthropology) obtained with good grades before the start of the project
– Fluent in Dutch and English; additional knowledge of (one or more) other languages is a plus
– Academic skills in English
– Strong interpersonal and communication skills
– Ability to work independently on your research as well as to work in a team
– Knowledge of discrimination-sensitive work and/or of the field of public service interpreting in Flanders is a plus

OFFER
– Two-year appointment (1+1), which may be renewed once for two years, on condition that the previous term was given a positive evaluation.
– The position is available from 1 May 2019, but the starting date is negotiable up to 1 September 2019.

INTERESTED?
Applications (Dutch or English) to be submitted by e-mail to Prof July De Wilde (july.dewildeugent.be) by 15 March 2019:
1) A single pdf-document with:
– A letter of application
– A CV (including an overview of the applicant’s study results and the contact details of one person we may contact for a reference)
– A copy of the required Master’s degree
2) A personal piece of scientific writing in the form of a student paper or publication, demonstrating your academic skills.

MORE INFORMATION: Prof July De Wilde – july.dewilde@ugent.be

Applications Deadline: 15-Mar-2019

Mailing Address for Applications:
Attn: Prof July De Wilde
Groot-Brittanniëlaan 45
Ghent B-9000
Belgium

Contact Information:
Prof July De Wilde
july.dewilde@ugent.be

Crossing the Border between Spanish and English: Current Issues, Future Perspectives, Linguistic and Literary Insights

This international congress is a joint initiative of the Research Group CROS of the Department of Spanish and Comparative Romance Linguistics at Ghent University (Belgium) and the Department of Linguistics and Literary Studies (Spanish language) at the Vrije Universiteit Brussel (Belgium) http://www.cros.ugent.be/ .

The congress will take place at Het Pand (Ghent, Belgium) on 5-6 February, 2019.

Plenary speakers:

Linguistics: Kim Potowski (University of Illinois)
Literary Studies: An Van Hecke (KU Leuven, Antwerpen)
Cultural Studies: Silvia Betti (Università di Bologna)

Program:

A detailed conference program can be consulted on http://www.cros.ugent.be/wp-content/uploads/2018/12/141219_timetable_CROS.pdf

Registration is now open, see: http://www.cros.ugent.be/en/cros-2019-conference/

27th Conference of the European Association for Computer Assisted Language Learning

28-31 August 2019, Louvain-la-Neuve, Belgium

First call for papers – EUROCALL 2019

We are very happy to announce that the 27th EUROCALL conference will be hosted by UCLouvain – in collaboration with KU Leuven – in Louvain-la-Neuve (Belgium), from Wednesday 28 to Saturday 31 August 2019.
www.eurocall2019.be

The 2019 conference theme is CALL and complexity. We will collectively embrace the challenges expressed through the theme: the complexities of languages as such, the complexities of learning and teaching languages, and the added complexity that comes with doing so in technology-mediated contexts. We look forward to discussing all of these with the EUROCALL community!

Key thematic strands include:

CALL for social inclusion
CMC and telecollaboration
Corpora and language learning
Digital bi- and multi-literacies
Intelligent CALL (ICALL)
Mobile assisted language learning (MALL)
Natural language processing applications in CALL
Open Educational Resources and practices (incl. LMOOC)
Research trends in CALL
SLA principles in CALL
Task complexity in CALL
Teacher education and professional development in CALL
The complexity, accuracy, fluency (CAF) framework of proficiency in CALL (research and applications)
Virtual Reality and gamification in language learning

We welcome proposals from researchers and practitioners working in CALL in any areas relevant – but not restricted to – the proposed conference thematic strands. The conference language is English and all proposals for Papers, Symposia, European Projects, Workshops and Posters should ideally be submitted in English.

Important Dates

Call for papers Announcement starts November 2018
Submissions open December 2018
Submissions due 15 February 2019
Notification of acceptance 15 April 2019
Registration Online registration opens February/March 2019
Deadline for early-bird registration 15 May 2019
Deadline for presenters 01 June 2019
Deadline for normal registration 31 July 2019
Late registration starts 01 August 2019
Conference Preliminary programme online June 2019
Full programme online July 2019
Main conference 28-31 August 2019

Presentation categories include

  1. Individual papers

Papers should be submitted for 30-minute presentations. This timing allows for 20 minutes presenting, 5 minutes for questions, and 5 minutes for room changes.

Three types of papers may be given:

Research: papers focusing on a clearly specified research topic supported by a rationale, including a brief literature review. The thrust may be empirical or theoretical. The methodology should be clearly outlined as well as the actual or potential findings.

Research and Development: papers focusing on the development of pedagogies, programmes and projects in technology-rich environments. The research should be original and may emphasise practice rather than research.

Reflective Practice: practice-oriented papers dealing with the integration of technologies in different contexts and for different purposes. The reflection could take the form of evaluation or action-research. Proposals should include elements that are of relevance beyond the context of the practice described

  1. Symposia

Symposia consist of three or four papers on a similar topic, proposed and organised by a chairperson, and should normally address the conference theme. Sessions last for 90 minutes, with NO changeover during the symposium. The proposal should outline the purpose of the symposium, the names and institutions of the participants, with a sentence mentioning what aspect of the main problem that each will address.
Submissions for symposia from EUROCALL SIGs are particularly welcome, with a view to promoting their work to the conference delegates and encouraging participation in the SIGs. Current EUROCALL SIGs are: Teacher Education, Virtual Worlds and Serious Gaming, iCALL, CorpusCall, Computer Mediated Communication, Less-widely Taught Languages, Mobile-Assisted Language Learning, Graduate Students, LMOOC.

  1. European Projects

This year’s conference will again offer a forum for the showcasting and dissemination of EU-funded projects. Each project will be allocated a 30-minute slot, including questions.

  1. Posters

Since posters aim to attract attention to a particular project or research domain, they should mainly focus on work in progress. They may, however, report previous or preliminary findings. Posters should be clear, easy to read and attractively laid out. Submissions from advanced students are especially welcome in this category. A prize will be awarded for the best poster in two categories: PhD/Graduate student and Researcher.

  1. Pre-conference workshops

A limited number of pre-conference workshops will be organized on Wednesday 28 August in the morning. They can either last for 90 minutes or 3 hours. They typically involve a hands-on session, where participants have the opportunity to become familiar with the latest developments in relevant topic areas in language teaching and learning and tools associated with these. The proposal should include the intended duration of the workshop, its main purpose, and a brief outline of topics and activities covered, as well as technical requirements.

Format of abstracts

All presentation categories require the submission of an abstract that does not exceed 500 words, excluding the title, names and affiliations. You will have to select from a list of conference subthemes when submitting your abstract (submissions will be possible round mid-December), which will hopefully help us organize the programme around various thematic strands. You will also be asked to provide 3 or 4 keywords.

How to submit your proposal

The submission platform will be open round mid-December and detailed information will be included in the second call for papers.

Contact information

Any queries relating to the conference should be sent to eurocall2019@uclouvain.be

On behalf of the EUROCALL 2019 organizing team

Fanny Meunier (CECL, UCLouvain)
Conference Chair

Serge Bibauw (ITEC, KU Leuven & CENTAL, UCLouvain)
Frederik Cornillie (ITEC, KU Leuven)
Sylvie De Cock (CECL, UCLouvain & Université Saint-Louis)
Piet Desmet (ITEC, KU Leuven)
Cédrick Fairon (CENTAL, UCLouvain)
Thomas François (CENTAL, UCLouvain)
Germain Simons (Université de Liège)
Anaïs Tack (CENTAL, UCLouvain & ITEC, KU Leuven)
Julie Van de Vyver (CECL, UCLouvain)

International Workshop on the L1 and L2 Acquisition of Information Structure

25-26 April 2019, Leuven, Belgium

The aim of this workshop is to gather researchers working on different aspects of the L1 and L2 acquisition of Information Structure in different languages, using experimental protocols or corpus research, to gain a better understanding of the development of Information Structure.

Call for Papers:

In recent years, the study of Information Structure in child language has gained significant interest. Studies show that the accessibility level of referents influences children’s referential choices (Hendriks, Koster, & Hoeks, 2014; Hickmann & Hendriks, 1999) or word order (Narasimhan & Dimroth, 2008, 2018; Stephens, 2010; Schelletter and Leinonen; 2003). Children’s prosodic and syntactic choices to encode the topic and focus have also been studied in some detail (Arnhold, Chen, & Järvikivi, 2016; Chen, 2011; De Cat, 2009).

While some studies suggest that morphology and syntax are acquired before pragmatics and Information Structure (Schaeffer & Matthewson, 2005), others show that some of children’s constructions encode an adult-like Information Structure configuration: French and Italian children use dislocations to encode the topic of the utterance from the start(Belleti and Manetti, 2018; De Cat, 2007, 2009).

Children do not develop all aspects of Information Structure at the same rate. Dutch children acquire the intonation contour to mark topic before the contour for focus (Chen, 2011), and Portuguese children acquire the syntactic marking of focus while they still struggle with the computations required to interpret stress shift as a focus marker (Costa and Szendrői, 2006). Besides, research suggests that the comprehension of focus-marking intonation is acquired after production in child language (Szendrői, 2004; Gualmini et al., 2003; Paterson et al., 2003, but see Szendrői et al., 2018; Chen, 2010 for a different point of view).

The study of L2 acquisition of Information Structure has also developed recently (Colonna et al., 2018; Park, 2018 among others), and reevaluates former findings. According to Fuller and Gundel (1987), the interlanguage of L2 learners is characterized by an early topic-prominent stage and a late subject-prominent stage, but recent research however suggests a transfer from L1 characteristics (Jin, 1994; Jung, 2004). Some authors consider that L2 learners have difficulties acquiring the syntax-pragmatic and Information Structure interface (Sorace & Filiaci, 2006; Alvaro, 2018). Some find that L2 learners, as they become more advanced, manage to acquire syntactic constructions with the appropriate Information Structure function (Reichle and Birdsong, 2013; Hughes, 2010; Dominguez and Arche, 2010; Donaldson, 2011a, 2011b)

The questions which can be addressed include, but are not restricted to:

– Which prosodic, morphologic or syntactic means are used by children to encode Information Structure? What is the developmental pattern of these means?
– Are some means to encode Information Structure (prosody vs syntax) acquired earlier than others?
– How does the division of labor between syntax/prosody and Information Structure in the target language impact on its acquisition?
– Are some aspects of Information Structure (referential vs. relational) easier to acquire by children?
– Are there early stages in L1 or L2 language development exhibiting more topic-prominent or subject-prominent characteristics?
– Which aspects of Information Structure are acquired in production before comprehension?

We invite you to submit proposals for 20-minute individual presentations. Abstracts should not exceed two pages in length, 12-point type, Times New Roman, single line spacing, 2.5cm (1 inch) margins, including examples and tables.

Abstracts should be submitted in PDF format via EasyChair: https://easychair.org/conferences/?conf=ais2019

Conference Website:

https://www.arts.kuleuven.be/ling/is-acquisition/AIS2019

Keynote Speakers:

Aoju Chen (Utrecht Institute of Linguistics)
Carla Soares (Université Paris VIII)
Maria Lobo (Universidade Nova de Lisboa)
Kriszta Szendrői (University College London)