Thursday, June 16, 2022

Writing Linguistic Autobiographies in the Spanish Heritage Language Classroom to Develop Critical Language Awareness

• Eva Gómez García (Brown University)

Linguistic autobiographies promote meaningful personal communication about one's own identity, experiences, and emotions in connection with a language (Mercer, 2013). This study analyzes linguistic autobiographies of university students to understand the learning history of their Spanish. These narratives are also relevant to develop their critical language awareness (Leeman, 2014).

Versions of the Future: Shifting Strategies for Future Expression in Round Lake Spanish

• David Giancaspro (University of Michigan)
• Marco Consuelo (University of Richmond)

In this presentation, we show that in the primarily Mexican-origin community of Round Lake, Illinois, first-generation immigrants are significantly more likely than second-generation heritage speakers (e.g., the adult children of the first-generation speakers) to employ morphological (as opposed to periphrastic and alternative) future forms when talking about the distal future.

Linguistic Consequences of Toing and Froing: Factors that Modulate Narrative Development in Bilingual Returnee Children

• Maki Kubota (UiT The Arctic University of Norway)

This longitudinal study examined the development of narrative abilities in Japanese-English bilingual returnee children. Our results revealed that different background variables affect the change in returnee children’s L1and L2 narrative abilities.

Russian “sja” Verbs in Bilingual and Monolingual Acquisition

• Sophia A. Malamud (Brandeis University)
• Ruth Rosenblum (Brandeis University)
• Alex Lu'u (Brandeis University)
• Irina Dubinina (Brandeis University)
• Pasha Koval (University of Connecticut; New York University Abu Dhabi)

This poster presents a study comparing acquisition trajectories and parental input for the different uses of the Russian “sja”-verbs, using a morphologically tagged corpus of spontaneous child and child-directed speech (~200K words) in families with Russian-speaking children aged between 2 and 5 in Germany, the US, and Russia.

Language Tandem in a First-Generation Armenian-American Family: A Case Study

• Arus Movsesyan (University of Michigan)

This case study focuses on a first-generation Armenian-American family residing in Southeast Michigan. The purpose of the study is to examine the language dynamics and the nature of interactions within a family where meanings are created through code-switching between English and Armenian as a means for verbal and emotional expression.

Tutorial: Developing a Language Learning App for Heritage Speakers

• Dinara Stepina (University of Maryland & Institute for Linguistic Studies)

Based on our previous research on heritage speakers of Talysh (a minority Iranian language of Azerbaijan and Iran), we created a mobile application to help heritage speakers improve their pronunciation, grammar, and vocabulary. Using the methodology of heritage language education, we accommodate the needs of underrepresented language learners. The application can be scaled for use by speakers of other heritage languages.