Bilingualism Matters Symposium: CALL FOR PROPOSALS OPENS!

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  • 11 Giu 2024
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[FULL] BMS2025_EDINBURGH

We are happy to announce that the call for proposals for the next Bilingualism Matters Symposium 2025 (BMS2025) is now open, with the theme “Heritage and minority Languages: Bridging the gap between research and society”.

The Bilingualism Matters Symposium (BMS) is an interdisciplinary conference organised by Bilingualism Matters. It is open to researchers as well as practitioners, irrespective of their affiliation with Bilingualism Matters. The BMS aims to stimulate a productive dialogue between researchers in different academic disciplines and practitioners in different sectors of society.

Date: March 24-25, 2025 Location: John McIntyre Conference Center, University of Edinburgh, Scotland, UK (virtual attendance is also welcome)

Contributions are welcome from different perspectives pertaining to:

  • the acquisition, development and maintenance of heritage and minority languages in both neurotypical and neurodivergent bilinguals,
  • educational aspects, such as heritage language education or the education of children with a heritage or minority language background,
  • policy issues related to heritage and minority languages,
  • social attitudes and perceptions

More info at: https://www.bilingualism-matters.org/events/bilingualism-matters-symposium-2025

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Prossimi Appuntamenti

settembre 17, 2024
  • BIL Seminar: Margreet Vogelzang settembre 17, 2024 @ 2:30 pm - 4:00 pm Aula 3143 U6 Bicocca

    Introducing the concept of (bilingual) reference profiles: A cluster-analysis approach

    Empirical studies on bilingual children’s reference production have often focussed on comparisons with monolingual peers. In this talk, I will introduce the concept of “reference profiles”: Speakers may exhibit similar or different behaviours in reference production, independently of whether they belong to a specific group (e.g., monolinguals or bilinguals) or whether their production adheres to some norm.
    As an empirical example, I will present data from thirty-seven Greek-Italian bilingual children (Mage = 9;4, range 7;10-11;6) who performed narrative retelling tasks in both of their languages, as well as vocabulary tasks and various cognitive tasks. The data show that the children had a good mastery of reference (i.e. appropriately using null pronouns, full pronouns, or full nouns) in both of their languages. Using cluster analyses, two distinct reference profiles were identified. Further investigation showed that these profiles differed in both their sustained attention and in the use of overspecified REs in contexts where reference to the same referent was maintained. These results are interpreted in light of current cognitive theories of (bilingual) reference processing and emphasise the potential of (reference) profiles for the study of other domains beyond bilingual reference production.

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