LANGUAGE RESEARCH CENTRE ANNUAL REPORT January … · LANGUAGE RESEARCH CENTRE ANNUAL REPORT January ... members were hired to contribute to the LRC. These include Emily Gillen

LANGUAGERESEARCHCENTRE

ANNUALREPORTJanuarytoDecember2010

ApprovedbytheLRCSteeringCommitteeonJanuary13,2011

LanguageResearchCentreAnnualReport forthe2010CalendarYear

TableofContents

1.MessagefromtheDirector 32.SummaryofHighlights 5

2.1Research 52.2Teaching 52.3ReturntoCommunity 5

3.InReview:LRCActivities 73.1AcademicResearchPopulation 73.2PublicationsandPresentations 83.3CoursesonSecondLanguageAcquisition/Bilingualism TaughtbyAffiliatedResearchers 83.4 Outreach 9

3.5Partnerships 94.Financial(TrustAccount)InformationforCalendarYear2010 105.TheFutureoftheLanguageResearchCentre 11

5.1NationalandInternationalPosition 115.2Prioritiesfor2011 115.3NewInitiativesfor2011 12 5.3.1ResearchInitiatives 12 5.3.2Teaching 13

5.3.3Partnerships 13 5.3.4Outreach 145.4Challenges 14

5.4.1Staffing 145.4.2Funding 14

5.5Outlook 156.LRCBibliographyfor2010 16

6.1Research 166.1.1RefereedBooks 166.1.2RefereedJournalArticles 166.1.3RefereedChapters 166.1.4Non‐refereedPublications 166.1.5RefereedPresentations 176.1.6WorkshopsandInvitedLectures 196.1.7MediaCitations 216.1.8PedagogicalMaterials 216.1.9InvitedTeachingAssignments 22

6.2LANGCourses 22 6.3LRC‐sponsoredEvents 22

6.3.1SpecialEvents 226.3.2SpeakerSeries 22

2010LanguageResearchCentreAnnualReport3

1. MessagefromtheDirectorEstablishedin2003,theLanguageResearchCentrewasatri‐facultyinitiativeinvolvingthe Faculties of Humanities, Education and the Social Sciences with an ongoingmandate. Initial fundingwasprovidedbytheCanadaFoundationfor Innovation(CFI),the Alberta Science and Research Investment Program (ASRIP) and the University ofCalgary. More recently, funding has come from Alberta Education (ACCESS funds),Language Learning journal, the University of Calgary’s University Research GrantsCommitteeandTheUnitedStatesConsulateGeneral.In2010,withtheestablishmentof theFacultyofArts, theLRCbecamea collaborationbetween theFacultiesofArtsandEducation.

AnumberoffacultymemberswerehiredtocontributetotheLRC.TheseincludeEmilyGillenandMaryO’Brien in 2003,RahatNaqvi in2004andWeiCai in 2005. SusanneCarrollwashiredastheCanadaResearchChairforSecondLanguageStudiesin2005.

The LRC has developed strengths in the areas of research into naturalistic andclassroom‐based second language acquisition, policy development support,pedagogicaltrainingandprofessionaldevelopmentoflanguageteachers,andmaterialsdevelopment and dissemination of research about language teaching and learning inCanadaandabroad.TheLRCconnectsitsresearchtothecommunityandenhancesthequalityofthestudentexperience.

Psycholinguistic research. A state‐of‐the art and well‐equipped psycholinguisticslaboratory is at the heart of the LRC. A sound‐attenuated booth, an eye‐tracker andEvent‐related Potential (ERP) equipment (allowing measurements of stimulus‐ andtask‐related brain responses) enable faculty and student researchers to performsophisticated research into the neuro‐biological mechanisms involved in theacquisition, processing and production of second language speech. In addition, ourPsycholinguistics Lab Groupmeets regularly to present and discuss original researchfocusing particularly on the use of new technologies in the study of languageacquisition.

Classroom‐basedresearch.LRCresearchershavefocusedonthefollowingareas:• supportformultilingualliteracydevelopment;• literacyinterventionsbuildingonmultilingualresourcesinmainstreamschools,

culturally responsive pedagogy, family literacies and community outreachprogramsandlanguageawarenesscurriculuminitiatives;

• the role of technology, especially computer‐mediated communication, insecondlanguagelearning;

• materialsassessmentanddevelopment;• developmentoflearnerstrategies;and• immersioneducation.

The three learning laboratories in the LRC allow for direct observation of classroomlanguage learning. In addition, the strong partnership with the Faculty of Educationallowsforresearchopportunitiesinareaschools.

Policydevelopment supportand researchdissemination.WorkingcloselywithAlbertaEducation,LRCaffiliatesareregularlyinvolvedinthedevelopmentofprovincialpolicies

4 2010LanguageResearchCentreAnnualReport

surrounding language teaching. In addition, under the guidance of facultymembers,ourgraduatestudentsareoften integral tothecreationof literaturereviewsthatareinstrumentalinguidingprovinciallanguageteachingpolicies.

Professionaldevelopmentandpedagogicaltraining.TheLRCregularlyoffersworkshopstoarealanguageteachersandservesasahubfortheexchangeofinformationamonglanguageteachersfromacrosstheprovince.

LANG courses. The LRC has developed a set of five courses—four graduate and oneundergraduate—that focus specifically on second language acquisition and learning.Thesecourses,opentostudentsfromacrosscampusaswellasarealanguageteachers,allowLRCresearcherstodisseminatetheirresearchtoamoregeneralpopulation.LRC projects involve researchers from across the University of Calgary campus—indepartmentssuchasLinguistics,Psychology,Sociology,French,ItalianandSpanish,andGermanic, Slavic and East Asian Studies and in the Faculty of Education—andcolleaguesfromtheUniversitiesofOttawa,TexasatSanAntonio,ColoradoatBoulder,Hamburg,AugsburgandMarburgaswellas fromLund,McGill,NewcastlePennStateandGunmaPrefecturalWomen’sUniversities,tonamejustafew.Inaddition,wehavecollaboratedwithAlbertaEducation,theCalgaryBoardofEducation,CalgaryRegionalConsortiumandtheInstituteforInnovationinSecondLanguageEducation.TheLRCvision,assetforthin2003,istobecome“Canada’sforemostResearchCentrefor the understanding and enhancement of second language acquisition (andbilingualism).” Realizing that itwill take some time to get to this point,we have setforththefollowingareasoffocusfor2011:

• pedagogicaltraining;• materialsdevelopmentforlesscommonlytaughtlanguages;• languageproficiencyassessment;• leading‐edgepsycholinguisticresearch;and• provincial, national and international collaboration in research, teaching and

researchdissemination.Thesegoalsarediscussedingreaterdetailinsection5.2below(seepage10).Ilookforwardtothechallengesandopportunitiesthatfaceusoverthenextyear.MaryGranthamO’Brien


2. SummaryofHighlightsThe LRC excels in its ability to make its research accessible to students and themembersofthebroadercommunity.Thishasnotgoneunnoticed.InhiscontributiontotheFall2010LRCnewsletter,Dr.DennisSumara,DeanoftheFacultyofEducation,expressedthevalueofthepartnershipbetweentheLRCandtheFacultyofEducation:

“At the Faculty of Education we view the partnership with the LanguageResearchCenterasvital…ItgivesmegreatpleasuretoendorseandsupporttheeffortsbeingmadebytheLanguageResearchCenter.”

Similarly,WayneCao,MLA,DeputySpeaker,LegislativeAssemblyofAlberta,hasalsoconveyed his support for the LRC: “On behalf of the Legislative Assembly andGovernmentofAlberta,IwouldliketothanktheLanguageResourceCentreforhelpingsomanyAlbertansenrichtheirlivesthroughlanguage”(LRCWinter2011newsletter).

2.1 Research2010wasayearofconsolidationandreflectiononthefuturecourseoftheLRCinthecontextofcontinuingpersonnelchanges.Akeythemeofmuchoftheworkdonewasinternationalization. Research highlights at the University of Calgary include theestablishmentofthefollowing:

• anInteractivePsycholinguisticsLaboratory,ledbyDr.GaryLibben;and• a Psycholinguistics Lab Group that brings together researchers from across

campustodiscussandpresentnovelresearch.

More informationabouttheresearchcarriedoutbyLRCresearcherscanbe found insection 6.1 the bibliography on pages 15–20. The LRC website(http://arts.ucalgary.ca/lrc/)isalsoahelpfulresource.2.2 TeachingTwoLANGcourseswereofferedin2010.Theseattractedstudentsfromacrosscampusandbroughttogetherdifferentperspectiveson languageacquisition.“MultilingualismToday: Transatlantic Perspectives” (LANG 599 / LANG 699)was a new, collaborativecoursetaughtbyfourinternationalexperts(Dr.KathyEscamilla,UniversityofColoradoat Boulder; Dr. Francis Hult, University of Texas at San Antonio; Dr. Peter Siemund,UniversityofHamburgandDr.IngridGogolin,UniversityofHamburg)andattendedbyseventeenadvancedundergraduateandgraduatestudentsfromacrosscampus(fromLinguistics,themodernlanguagedepartments(Germanic,SlavicandEastAsianStudiesor GSEA and French, Italian and Spanish or FIS), Business, Political Science andBiological Sciences). Funding for this course came from the University of Calgary’sUniversity Research Grants Committee, Language Learning journal, United StatesConsulateGeneral,FacultyofEducation,FacultyofArtsandtheDepartmentofGSEA.

MoreinformationabouttheLANGcoursescanbefoundinsection6.2onpages20–21.2.3 ReturntoCommunityWorkshops, special events and colloquia organized by the LRC were attended byhundreds of interested audience members including community members, areateachers,studentsandfacultymembers.Someofthemostpopulareventsincludedthe


following:• “Diversity in Indigenous/Native Studies: Language—Culture—Politics—

Education”,aspeakerseriesduringtheWinter2010semester,involvedtalksbyfacultymembersfromSociology,LinguisticsandtheGovernmentofAlbertaandbrought to light some of the important pedagogical issues surrounding theteachingofAboriginallanguages.

• “HarryPotterinTranslation”,anexhibitionofall67translationsofHarryPotterandthePhilosopher’sStonebyJ.K.Rowling, tookplace inFebruary2010.Theevent,heldintheLRClobby,alsoinvolvedlecturesbyDr.DianaPattersonfromMount RoyalUniversity andDr. Jackie Seidel from theUniversity of Calgary’sFaculty of Education. The eventwas attended by nearly 100 people andwascoveredbymedia fromacross theglobe. TheUTodaymedia coveragecanbefoundathttp://www.ucalgary.ca/news/utoday/february23‐2010/harrypotter.

• LanguageMatters,theLRC’snewletter,ispublishedbiannually.Thisservesthepurposeofdisseminatingourresearchtothebroadercommunity.

• “MultilingualismToday:TransatlanticPerspectives”,aseriesofeveninglecturesanda roundtable discussion, inSeptember2010.The lectures focusedon theimplicationsofmultilingualismintoday’sworld.Heldintandemwiththeblockweekcoursebythesamename,theseeventswereattendedbyover100areateachers,members of the community and University of Calgary students andfacultymembers.

AlistingofalloftheeventsorganizedbytheLRCduring2010canbefoundinsection6.3onpages21–22.


3. InReview:LRCActivities3.1 AcademicResearchPopulation

• Facultymembers: 19o Amedegnato,OzoufSenamin,FISo Cai,Wei,GSEA o Carroll,Susanne,LING,CanadaResearchChair o Curtin,Suzanne,LING/PSYCHo Gillen,Emily,FISo Hoenle,Sandra,GSEA o Libben,Gary,LING o McCoy,Liza,SOCI o MontesGarces,Elizabeth,FISo Naqvi,Rahat,GPE(GraduatePrograminEducation)o O'Brien,MaryG.,GSEA o Ricento,Thomas,GPE o Ritter,Elizabeth,LINGo Roy,Sylvie,EDER o SolerMontes,Carlos,AulaCervantes,FISo Strzelczyk,Florentine ,GSEAo Winters,Stephen,LINGo Yang,X.Jie,GSEA o Zekulin,Nicholas,GSEA

• ResearchAssociates 2o Eaton,SarahElaine,LRCResearchAssociateo Meisel,Jürgen,LRCDistinguishedFellow

• UCGraduatestudents 21o M.A.studentscompletingtheseswhoseresearchreliedcruciallyonuse

oftheCRClab MacDonald,Danica.2010.SecondlanguageacquisitionofEnglish

mass‐countnounsbyKoreans.M.A.thesis,LinguisticsDepartment.

Widjaja,Elizabeth.2010.SecondlanguageacquisitionorderofIndonesianreduplicationandnumeralclassifiers.M.A.thesis,LinguisticsDepartment.

o OtherM.A.studentsinvolvedintheLRC HelenCoburn,GPE LinaDilov,GPE LindsayHracs,LING HenryLam,GSEA ChristinaPfitscher,GPE MikeRyszka,GSEA RhondaSim,LING AkikoSharp,GPE

o Ph.D.studentsinvolvedintheLRC SameeraAllihibi,LING StephanieArcher,LING


RoswitaDressler,GPE IanHargreaves,PSYCH SusanJackson,LING MaríaLauraMartínez,FIS TijanaMalogajski,FIS KatherineMueller,FIS BrandeeStrickland,FIS SilkeWeber,LING PatriciaZehner,GPE

3.2 PublicationsandPresentationsResearchersaffiliatedwiththeLRCpublishedtheirworkinsomeofthemostinfluentialinternationalpublicationsandpresentedtheirresearchatsomeofthemostimportantvenues.ThefollowingtotalincludesonlythoseworksdirectlyrelatedtothemandateoftheLRC.

• Bookspublishedin2010: 1• Refereedjournalarticlespublishedin2010: 7• Otherrefereedpublications 4• Non‐refereedpublications: 11• Refereedpresentationsin2010: 27• Invitedlecturesandworkshops: 25• Pedagogicalmaterials: 4

Adetailedlistingcanbefoundinsection6.1onpage15–20.Thesetotalsdonotincludethepublicationsandpresentationsofgraduatestudents.3.3 CoursesonSecondLanguageAcquisition/BilingualismTaughtbyAffiliatedResearchers

• LANGcourses: 2o Winter2010:LANG599/LANG615,SecondLanguageLearningand

Technologyo Fall 2010: LANG 599 / LANG 699,Multilingualism Today: Transatlantic

Perspectives• CoursesoutsidetheLRC: 4

o EDER669:AspectsofSecondLanguageandCulture Winter2010,LanguageTeachingMethods Fall2010,SecondLanguageLearning Fall2010,Didacticsoflanguagesandcultures

o LING699:ConferenceandReadingCourse Fall2010,ExemplarTheory

Totalnumberofaffiliatedresearchers: 42

Totalnumberofrefereedpublications: 12Totalnumberofrefereedpresentations: 27Totalnumberofnon‐refereedworks: 40


3.4 OutreachInadditiontohostingaspecialeventthatfocusedonHarryPotter,theLRCorganized6speakerseriesin2010.Theseeventsarelistedundersection6.3onpage21.3.5 PartnershipsTheLRCcurrentlyhouses theAulaCervantesof Calgary, the firstandonlyCervantesInstituteCenteroperatinginCanada(therearepresentlyfiveintheUS).TheCervantesInstituteisanon‐profitorganizationestablishedbytheGovernmentofSpain,andithasbecome theworld’s largest institution dedicated to promoting and teaching Spanishand promoting theHispanic cultures around theWorld. TheAula Cervantes and theLRC have developed a mutually beneficial relationship in terms of strategiccoordinationofacademicaswellaspublicrelationscomponents,withanoverallgoalof enhancing international languages awareness together and providing secondlanguage teaching support at different community levels. We have put in placeprofessional development sessions, international agreements, language policyinitiatives, post‐secondary education courses and programs, second languageassessment, international certification systems and standards, engaged in curriculumwritingandresearchprojects,andinallthesecases,wehavecreatedopportunitiesforpartnersandstakeholderstoengageineffectiveandpositivecooperation.Ourongoingprofessional commitments include the organization of workshops, conferences andprogramsaroundsecondlanguageteaching,implementationofthelatesttechnologies,grantswriting,publications,andprojectsinawiderangeofeducationalandleadershipsettings.

Over the course of the past year, the LRC signed aMemorandum of UnderstandingwiththeSouthernAlbertaHeritageLanguageAssociationandestablishedpartnershipswith

• the University of Hamburg’s LinguisticManagement in Urban Areas program.The partnership, signed by the University of Calgary’s Faculty of Education,encouragesstudentandfacultyexchangeintheareaofmultilingualism.

• Innovative Communities Connecting and Networking (iCCAN) project. Theproject aims to bring community education to all areas of Alberta viavideoconferencing.

Seesection5.3onpages11–13forinformationonplannedpartnershipsfor2011.

Totalnumberofexhibitions: 1Totalnumberofpresentations: 21

102010LanguageResearchCentreAnnualReport

4. Financial(TrustAccount)InformationforCalendarYear2010

Account

Sponsor Balanceforward Awardamount Expenditures Balanceremaining

GeneralLRCfunds (107,456.31) 0.00 995.43 (6,460.88)‐100,000endowmentfund*

Technologyandlanguagelearning

ABEducation (17,343.48) 0.00 14,209.60 (3,133.88)

BlendedteachingapproachinSpanishlanguageclassrooms

ABEducation (6,137.39) 0.00 5,839.65 (297.74)

CorrelationofSpanishandFrenchprogramswithCommonEuropeanFrameworkofReference

ABEducation 2,368.29 0.00 66.07 2,434.36

CorrelationofESLprogramwithCommonEuropeanFrameworkofReference

ABEducation (6,709.71) 0.00 2,683.57 (4,026.14)

LANGblockweekcourse

LanguageLearning 0.00 (4,123.16) 3,748.74 (536.46)

LANGblockweekcourse

USConsulateGeneral 0.00 (2,261.44) 1,900.94 (360.50)

LANGblockweekcourse

URGC 0.00 (5,361.15) 5,048.81 (312.34)

Websitedevelopment

AssociationforGermanEducationinCalgary

0.00 (4,500.00) 0.00 (4,500.00)

Total

(135,278.59)

(16,245.75)

34,492.81

(17,193.58)

*TheLanguageResearchCentre'sendowmentof$100,000wasputinplaceinearly2010underthendirectorFlorentineStrzelczyk'sinitiativeandwill,startingin2011,supportactivitiesandprojectsintheLRC.


5. TheFutureoftheLanguageResearchCentre5.1 NationalandInternationalPositionIn addition to the University of Calgary, we have identified three other language researchcentresacrossCanada:

• CentreforEducationalResearchonLanguagesandLiteracies (CERLL),Ontario Institutefor Studies in Education of the University of Toronto(http://www.oise.utoronto.ca/cerll/index.html)

• Second Language Research Institute of Canada (L2RIC), Department of Education,UniversityofNewBrunswick,Fredericton,NB(http://www.unb.ca/slec/)

• Official Languages and Bilingualism Institute, Faculty of Arts, University of Ottawa(http://www.olbi.uottawa.ca/en/index.php)

Each of these emphasizes different foci and, as such, these centres have the potential tocomplement each other, but currently each operates in isolation form the others. OnedistinctivefeatureoftheLRCattheUniversityofCalgaryisthatthereisasignificantEastAsian(Chinese and Japanese) component to our research activities. We intend to utilize thisadvantagewiththegoalofservingfirst,asanimportantcentreforCanadian‐Asian initiatives,and secondly as a bridge between Europe and the Far East in the area of second languagelearningresearch.AsecondimportantfeatureisourpartnershipwiththeFacultyofEducation.This has enabled us to lay the foundations of a strong partnership in the area of teachereducation and second language training. In 2011–2012, the LRC will serve as the hub for adynamic and cutting‐edge language training program in partnership with Education. Thisprogramwill consist of community outreach initiatives, resulting in the establishment of tieswith local and provincial bodies. It is important to note that often there is a clear divisionbetweenthenatureoftrainingprovidedinteachereducationprogramsandinstitutionssuchastheLRC.Thisdivideno longerexistsattheUniversityofCalgary,anditwillenableustoworkcollaborativelytoincreaseourvisibilityatbothnationalandinternationallevels.Finally,weseepotentialinworkingwithotherAlbertauniversities,especiallyMountRoyalUniversity.5.2 Prioritiesfor2011AtaseriesofmeetingswithLRCstakeholders,wehaveidentifiedthefollowingsetofprioritiesfor2011:

• pedagogicaltrainingo Incollaborationwiththemodernlanguagedepartments(FISandGSEA)andthe

FacultyofEducation,wewill establish the firstofa seriesof LANGcourses forfuture language teachers from a variety of language backgrounds. Dr. RahatNaqviwasrecentlyawardedaTeachingInnovationGrantinService‐LearningandStudent Engagement ($5,000) from the Students’ Union at the University ofCalgarytoprovidesupportforcoursedevelopment.

• materialsdevelopmentforlesscommonlytaughtlanguageso ThisisthefocusofthepartnershipwiththeSouthernAlbertaHeritageLanguage

Association. The plan is to determine the unique needs of Calgary’s heritagelanguagelearnersandtoworktogetherwithheritagelanguageteachersofthreediverse languages to create materials to address the unique challenges


associatedwithlearningheritagelanguagesinAlberta.• languageproficiencyassessment

o Starting in 2006, Alberta’s students in grades 4–9 began receiving mandatorysecond language training. The first cohort of these learners with advancedsecondlanguageskillswillbeginenteringuniversityinFall2012.Thismeansthatwe will have to take steps toward assessing the students’ more advancedproficiencylevels.Inaddition,themodernlanguagedepartments(GSEAandFIS)willneedtoreconsidertheirlanguagecurriculatorespondtothedistinctneedsof incoming cohorts. This issue has been the focus of discussion among LRCmemberssince2009.Forexample,oneobviousprobleminvolvedadiscrepancybetweentheknowledgeandskillsthatAlbertaEducationdefinesforitsmodernlanguage programs and the knowledge and skills that the modern languagedepartments were using to characterize incoming students. Specificdepartmental initiatives, especially in French, were started to assess existinglanguage placement tests. Beginning in Winter 2011, a task force involvingfacultymembersfromEducation,Linguisticsandthelanguagedepartmentswillbegintoaddresstheissuesatasupra‐departmentallevel.

• leading‐edgepsycholinguisticresearcho ThePsycholinguisticsLabGrouphasbeenfocusingoncutting‐edgeresearchinto

second language acquisition, andmembers of the groupwill begin a series ofstudiesmakinguseof the technologicallyadvancedequipmentavailable in theLRC.

• provincial, national and international collaboration in research, teachingand researchdissemination

o TheLRC iscommittedtobringing inandestablishingstrongerconnectionswithleadersinvolvedinallaspectsofsecondlanguageacquisition.Afewexamplesofthisinclude:

gettingmore involvedwitharea teachersthroughworkshopsandotherprofessionaldevelopmentactivities;

connecting with other centres to disseminate research (e.g.,videoconferencingwith the Institute for Innovation inSecondLanguageEducationinEdmonton);and

bringing inmore external researcherswhowill share their work in theLRC.

o In addition, the LRC is exploring the possibilities for the online sharing ofpresentationsandpublications.

5.3 NewInitiativesfor20115.3.1 ResearchInitiatives

• International Academic Mobility submission. In the early part of 2010, Dr. SusanneCarrollworkedonasubmissionforafacultyandM.A.studentexchangewithinthejointfederal / European Union International Academic Mobility initiative. This initiative isdesignedtoencourageinnovativecurriculum/educationalprojectsinvolvingapartnerinanother province and partners in at least two EU countries. She has set up a


collaborationtopursuethiswithourpartnersinHamburgandDr.LauraSabourin,a psycholinguistattheUniversityofOttawawhoworksonissuesoflanguageprocessing among second language learners, Professor Vera Regan, a sociolinguist at University College Dublin who works on bilingual minorities, language shift and language maintenance,andDr.MarthaYoung‐Scholten,aphonologistwhoworksonanumberof different developmental issues in second language acquisition, most notably on the linguisticsofliteracy.Whileourfinalsubmissionwasnotfunded,ourpartnersarekeen to pursue the collaboration to internationalize graduate training in a way that takes advantage of local expertise, university‐specific facilities, and national/local issues. GiventhedirectionpoliticalwindsarecurrentlyblowinginEurope,ourEUpartnersare especiallykeentore‐writeafuturesubmissiontofocusonquestionsofsecondlanguage learningandliteracy,particularlyamonglow‐literacyimmigrants.ResearchersintheLRC will work with Dr. Carroll to draft a new proposal in 2011 and hope to highlight, in particular, the different needs of low‐literacy immigrants from the highly educated medical professionals who are the focus of Dr. David Watt’s (Education) research activities.• GraduateStudentPosterPresentations.Studentsfromacrosscampuswillbeinvitedto

presenttheirresearchintheLRCinApril2011.5.3.2 Teaching

• TheintroductionofthesecondlanguageinitiativebyAlbertaEducationin2004broughtwith it a need to bring qualified language teachers into our province’s languageclassrooms. Education 507will be cross‐listedwith LANG 599, and these courseswillprepare a new cohort of second language teachers who have both the pedagogicaltraining and the real‐world skills to effectively manage Calgary’s increasinglymultilingualandmulticulturalstudents.Thiswillbeachievedthroughaservice‐learningcomponent thatwill enable the teachers‐in‐training toexperiencemultilingualismandmulticulturalism firsthandat9ofCalgary’sorganizations that focuson supportingourcity’smultilingualpopulation.ThefinalcourseprojectwillrequirethestudentstocreatealanguageawarenesscurriculumthatcanbeutilizedinschoolsacrosstheprovincetointroduceteachersandstudentstothediversityofAlberta’sclassrooms.Afinalphaseofthecoursewillinvolveapresentationofthematerialstostakeholders.AllmaterialswillbemadeavailableontheLanguageResearchCentre’swebsite.

• VisitingDoctoralstudentJuleBöhmerfromtheUniversityofHamburgwillbeinCalgaryduring April 2011. This is the first student to join us under the partnership with theUniversityofHamburg.ThisstudentwillworkwithDr.RahatNaqvionbilingualgrade5Russianchildren inschools inCalgary.HervisitwillbefundedbytheDoctoralStudentResearchAward(DSRA)oftheInternationalCouncilforCanadianStudies.

5.3.3 Partnerships

• We plan to enter a formal partnershipwith the Southern Alberta Heritage LanguageAssociation to replace theMemorandumofUnderstanding signed inNovember 2010.FundingtosupportthepartnershipwasappliedforinNovember2010intheformofaSSHRC Partnership Development Grant. The goals of the partnership are presented


undersection5.2above.• WealsoplantopartnerwiththeInstituteforInnovationinSecondLanguageEducation

in Edmonton. The goals of this partnership will include the sharing of research andapplication thereof, literature reviews, commissioned research and promotion ofsecondlanguagelearning.

5.3.4 Outreach

• HarryPotterWebsite.GiventhesuccessoftheHarryPotterexhibitioninFebruary2010,NicholasZekulinbroughtforthaplantouploadrecordingsofthefirst twochaptersofthebookbynativespeakersofeachofthe67languages.Thiswebsitewillbelaunchedinearly2011.

• ParentCounsellingService.Dr.JürgenMeisel,workingcloselywithDr.RahatNaqvi,willestablishacounsellingserviceforparentsinterestedinraisingtheirchildrenbilingually.Itwillalsoinformthepublicaboutthebenefitsofbilingualismandencouragefamilies,educatorsandpolicymakersastheysupportchildrenwhoaredevelopingcompetenceinmultiplelanguages.ThiswebsitewillbelaunchedinJanuary2011.

5.4 Challenges5.4.1 StaffingNewstaff.CurrentlyonlytheDirectorandAssociateDirectorworkfortheLRC.Thismeansthatnodedicatedadministrativeassistanceisprovided.Someinterimsupportisbeingprovidedbysupport staff in Germanic, Slavic and East Asian Studies, which is paid via an incumbencythrough the LRC operating account. Therefore, the time and energy of the researchers inleadershippositionsareoftentakenupbytasksthatcouldmoreefficientlyandexpertlycarriedoutbyasupportstaffmember.

Faculty member recruitment and retention. The LRC has consistently seen its strength asresidinginitsabilitytobringtogetherresearchersfromdiversedisciplinaryandlinguisticareasinto a forum where disciplinary boundaries are crossed and research is enhanced by cross‐pollination.Assuch,theLRCisonlyasstrongastheindividualsfromitsvariousconstituencies.ItisthereforeintheinterestsoftheLRCtosupporttheeffortsofourvariousdepartmentsandfacultiesinpursuingtherecruitingandretentionoffirst‐classacademicswithresearchinterestsin the areas of language acquisition, bilingualism/multilingualism (including the effects oflanguagecontactonlanguagechange,languageplanningandpolicy‐making,bilinguallanguageprocessing)and/orlanguageteaching,curriculumdevelopmentorlanguagetesting.5.4.2 FundingAswithallresearchcentres,sustainableandstablefundingisachallenge.Recentorganizationalchangeswithintheuniversity,namelytheunificationof four faculties intothenewFacultyofArts, alongwith concurrent changes to howbudgets are administeredwithin theUniversity,have presented both the Director of the LRC and the Dean’s office with several challengesrelatedtofixingtheLRCoperatingbudget.Whilemostoftheproposedactivitiesandinitiativesof the LRC require modest funding, the overhead charged on research contracts by theUniversity exacerbate the challenge, and have already led to the loss of some proposed


contracts.Inadditiontotheneedforadministrativefunding,amongthespecificprogramsforwhichweseekstablefundingare:

• graduatescholarshipsandpost‐doctoralfellowships;• internalseed‐fundingforresearchprojects;and• supportforthedisseminationprogramsoftheLRC(conferences,lectures,etc.).

Wewillmakeeveryefforttofindexternalfundingsourcestosupportouractivities,butFacultysupportisalsoessentialtothesuccessofourendeavours.5.5 OutlookIt isthegoaloftheLRCtoestablish itselfasa leadingcentreofresearchforsecond languagelearningasadisciplinewithaninterdisciplinaryfocus.Assuch,itwillserveasafocalpointforgraduate students and post‐doctoral fellows in the areas of bilingualism, language learning,acquisition and pedagogy in cooperation with the departments from which it draws itsparticipants.

• It will serve as a vital resource centre for those in the area of second languagelearningthroughouttheeducationalsysteminCalgaryandregion.

• Itwillplayanactiveroleamong language learningand researchcentresnationallyand internationally, with a particular role in acting as a locus of research on thelearningandteachingofChineseandJapaneseandultimatelyasabridgebetweenEurope and East Asia and a hub of information and collaboration for similarorganizationsinCanada.

• Inadditiontosupportingtheresearchproposalsandactivitiesof itsmembers, theLRCwillactasacatalyst inorganizingmajorresearchproposals,seekoutresearchcontractopportunitiesandsponsorsmall‐scaleinternalresearchprojects.

• The LRC recognizes the importance of community outreach and is striving toestablish a stronger presence and partnership with area schools and with localorganizationssuchasSAHLA,AllianceFrançaiseandtheCalgaryImmigrantSociety.

• TheactivitiesoftheLRCwillbecomeknownthroughthehostingofconferences,lectureseriesthatincludedistinguishedVisitingScholars,thepublicationofoccasionalpapersandotherresearchutilizingtheUniversityofCalgaryLibrary’sD‐Spaceproposal.


6. LRCBibliographyfor20106.1 Research6.1.1 BooksRoy,S.,&Berlinguette,A.C.(Eds).(2010).EmergingsocialandLanguageIssuesinCanada:

Identity,Diversity,andTeachingPractices.Calgary,Alberta:BlitzprintInc.6.1.2 RefereedJournalArticlesCarroll,S.(2010).Explaininghowlearnersextract‘formulae’fromL2input.Language,

Interaction,andAcquisition1(2):229–250.Curtin,S.(2010).Younginfantsencodelexicalstressinnewlyencounteredwords.Journalof

ExperimentalChildPsychology,105,376–385.Eaton,S.E.(2010).HowtouseSkypeintheESL/EFLclassroom.TheInternetTESLJournal,XVI

(11).RetrievedNovember30,2010from:http://iteslj.org/Techniques/Eaton‐UsingSkype.html

Eaton,S.E.(2010).Leadershipthroughlanguagelearningandteaching:Gandhiasarolemodel.Notos,11(1),2–7.

Libben,G.(2010).Compounds,semantictransparency,andmorphologicaltranscendence.LinguistischeBerichteSonderheft17,212–232.

Libben,G.,Boniecki,M.,Martha,M.,Mittermann,K.,Korecky‐Kröll,K.,Dressler,W.U.(2010).InterfixationinGermancompounds:Whatfactorsgovernacceptabilityjudgements?ItalianJournalofLinguistics,21,149–180.

Roy,S.(2010).Nottruly,notentirely....Pascommelesfrancophones.CanadianJournalofEducation.SpecialIssueonLanguage,IdentityandEducationalPolicies,33(3),541–563.

6.1.3 RefereedChaptersAmedegnato,O.S.(2010)Méthodologiesd'enseignementdeslangues:Lesleçonsdel'histoire.

InS.Roy&C.Berlinguette(Eds.),EmergingsocialandlanguageissuesinCanada:Identity,diversity,andteachingpractices(35–57).Calgary,Alberta:Blitzprint.

Berlinguette,C.&S.Roy.(2010).OurexperiencesoflearningFrench.InS.Roy&C.Berlinguette(Eds.),EmergingsocialandlanguageissuesinCanada:Identity,diversity,andteachingpractices(129–145).Calgary,Alberta:Blitzprint.

Meisel,J.(2010).SlightlymodifiedEnglishversion:Ageofonsetinsuccessiveacquisitionofbilingualism:Effectsongrammaticaldevelopment.InM.Kail&M.Hickman(Eds.),LanguageAcquisitionacrossLinguisticandCognitiveSystems(225–247).Amsterdam:JohnBenjamins.

Ricento,T.(2010).Languagepolicyandglobalization.InN.Coupland(Ed.),TheHandbookofLanguageandGlobalization(23–141).Malden,MA:Wiley‐Blackwell.

Ricento,T.,&Cervatiuc,A.(2010).LanguageminorityrightsandeducationalpolicyinCanada.InJ.Petrovic(Ed.),Internationalperspectivesonbilingualeducation:Policy,practice,andcontroversy(21–42).Charlotte,NC:InformationAgePublishing.

Roy,S.(2010).Welland,Ontario.Unexempled'identitéenmutation.InYvesFrenette,ÉtienneRivardetMarcSt‐Hilaire(dirs),Lafrancophonienord‐américaindanslacollectionAtlashistoriqueduQuébec«Lafrancophonienord‐américaine»(275–280).Québec,Pressesdel'universitéLaval.


6.1.4 Non‐refereedPublicationsAinsworth,H.L.,&Eaton,S.E.(2010).Formal,non‐formalandinformallearninginthesciences.

RetrievedJanuary1,2011fromhttp://epe.lac‐bac.gc.ca/100/200/300/eaton_intl_consulting/formal_non‐sciences/sciences.pdf

Hare,C.,&Eaton,S.E.(2010).Evaluationofavideoconferencingpilotproject:TrainingforvolunteerliteracytutorsforspeakersofEnglishasanAdditionalLanguage(EAL).RetrievedMay15,2010,fromhttp://www.nald.ca/library/research/videoconfer/videoconfer.pdf

Eaton,S.E.(2010).Formal,non‐formalandinformaleducation:Thecaseofliteracy,essentialskillsandlanguagelearninginCanada.Calgary.RetrievedJanuary1,2011fromhttp://library.nald.ca/research/item/8549

Meisel,J.M.(2010).Subject‐inversioninOldFrench:Syntaxandinformationstructure.InG.A.Kaiser&E.‐M.Remberger(Eds.),Null‐subjects,expletives,andlocativesinRomance(93‐130).Amsterdam:JohnBenjamins.

Naqvi,R.,Thorne,K.,McKeough,A.,&Pfitscher,C.(May2010).BuildingBridges:AcknowledgingChildren’sFirstLanguages.AfinalreportfortheAlbertaCentreforChild,FamilyandCommunityResearch.RetrievedDecember23,2010fromhttp://www.research4children.com/admin/contentx/dpDocuments/launch.cfm?ItemId=5817

O’Brien,M.G.(2010).ReviewofSarahFagan.German:Alinguisticintroduction,LinguistList21.1524.RetrievedNovember9,2010fromhttp://linguistlist.org/issues/21/21‐1524.html

O’Brien,M.G.(2010).ReviewofPriscaAugustyn&NikolausEuba.Stationen:EinKursbuchfürdieMittelstufe,TheModernLanguageJournal,94(2),361–362.

Roy,S.(2010).Misonssurl'immersion!PaperpublishedinthePortailLinguistiqueduCanada.RetrievedDecember15,2010fromhttp://www.noslangues‐ourlanguages.gc.ca/collaborateurs‐contributors/articles/immersion‐fra.html

Roy,S.(2010).AreFrenchimmersionstudentspartofthebilingualCanadiansociety?TheCanadianAssociationofSecondLanguageTeachers.RetrievedDecember23,2010fromhttp://www.caslt.org/resources/general/research‐articles‐linguisticidentity_fr.php.

6.1.5 RefereedPresentationsBenders,T.,Curtin,S.,Escudero,P.,&Swingley,D.(2010,March).Fifteen‐month‐oldinfants’

sensitivitytovowels’firstandsecondformantinnovelwordlearning.PaperpresentedintheSymposiumonSignalsandRepresentations:WhatDifferentSoundContrastsTellusAboutPhonologicalDevelopmentattheInternationalSocietyforInfantResearch(ISIS),Baltimore,MD.

Cai,W.(2010,Occtober).Linguisticcompetence,strategiccompetence,andChineselisteningproficiency.PaperpresentedattheFirstTeachers’College,ColumbiaUniversityRoundtableinSecondLanguageStudies,SecondLanguageAcquisitionofChinese,NewYork,NY.


Carroll,S.(2010,May).ExploringthelocusoftransferintheL2pronunciationofnovelwords.AnnualMeetingoftheCanadianLinguisticAssociation,ConcordiaUniversity,Montreal,QC.

Carroll,S.(2010,September).Findingstructureinnewwords.Eurosla2010.UniversitàdegliStudidiModenaeReggioEmilia,ReggioEmilia,Italy.

Carroll,S.(2010,October).Interactionsofstatisticallearningandform‐meaningmappingsinsecondlanguagelearning.MIMS,UniversitätHamburg,Hamburg.

Eaton,S.E.(2010,June).Successfullypromotingandmarketingyourlanguageprogram.PaperpresentedattheLearnCentralcommunityatElluminate.Retrievedfromhttp://drsaraheaton.wordpress.com/2010/06/05/successfully‐promoting‐and‐marketing‐your‐language‐program‐a‐webinar/

Eaton,S.E.(2010,July).Globaltrendsinlanguagelearninginthe21stcentury.PaperpresentedattheLearnCentralcommunityatElluminate.Retrievedfromhttp://drsaraheaton.wordpress.com/2010/07/27/global‐trends‐webinar‐followup

Eaton,S.E.(2010,August).UsingSkypeinthesecondandforeignlanguageclassroom.PaperpresentedattheSocialMediaWorkshop“GetYourACT(FL)TogetherOnline:StandardsBasedLanguageInstructionviaSocialMedia”.LanguageResourceCentre,SanDiegoStateUniversity.Retrievedfromhttp://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=keyword&pageSize=10&ERICExtSearch_SearchValue_0=Eaton%2C+Sarah+Elaine&eric_displayStartCount=1&ERICExtSearch_SearchType_0=au&_pageLabel=RecordDetails&objectId=0900019b804289a8&accno=ED511316&_nfls=false

Eaton,S.E.(2010,September).Globaltrendsineducationinthetwenty‐firstcentury.PaperpresentedattheCenterforInteractiveLearningandCollaboration.

Eaton,S.E.(2010,October).Lowcost,highimpactmarketingforliteracy:Howtoservemoreclients,helpmorepeopleandspreadthewordaboutthegoodworkyoudo.PaperpresentedattheOntarioLiteracyCoalition:SpotlightonLearning.Toronto,Ontario.

Eaton,S.E.(2010,November).Globaltrendsintwenty‐firstcenturyeducation.PaperpresentedattheGlobalEducationConference.Retrievedfromhttps://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=gec2010&suid=D.A8053ABCE5267BA710468F3CA04DBA

Eaton,S.E.(2010,November).Leadingthroughlanguagelearning:Showingourstudentshowto“Bethechange”.PaperpresentedattheAlbertaTeachers'Association(ATA)SecondLanguageandInterculturalCouncil(SLIC)AnnualConference.Edmonton,AB.

Graham,S.A.,Curtin,S.,&MacKenzie,H.(2010,March).Learninglabelsforobjects:Whatcountsasanacceptableform?PaperpresentedintheSymposiumonExperientialEffectsonEarlyWordLearningattheInternationalSocietyforInfantResearch(ISIS),Baltimore,MD.

Hoenle,S.(2010,August).ChallengingtheGermancurriculum:TheCommonEuropeanFrameworkofReferenceforlanguagesinthecontextofCanadianpostsecondaryinstitutions.GermanCurricula:TraditionsandTransitions,UniversityofWaterloo,Waterloo,ON.


Jackson,C.,O’Brien,M.G.,&Gardner,C.E.(2010,November).ProsodiccuestosyntacticdisambiguationinL2German.PosterpresentedattheBostonUniversityConferenceonLanguageDevelopment,Boston,MA.

Jackson,C.,O’Brien,M.G.,&Gardner,C.E.(2010,September).ProsodiccuestosyntacticdisambiguationinL2German.PosterpresentedatArchitecturesandMechanismsforLanguageProcessing,UniversityofYork,UK.

Jackson,C.,O’Brien,M.G.,&Gardner,C.E.(2010,May).AcousticsofsyntacticdisambiguationinsecondlanguageGerman.PaperpresentedattheGermanicLinguisticsAnnualConference‐16,UniversityofWisconsin‐Milwaukee,Milwaukee,WI.

N a q v i , R . ( 2 0 1 0 , A p r i l ) Buildingbridges:Acknowledgingchildren’sfirstlanguages.PosterpresentedattheSecondLanguagesSpecialInterestGroup,AmericanEducationalResearchersAssociationAnnualConference,Denver,CO.

Naqvi,R.,Pfitscher,C.,&Dilov,L.(2010,May).Promotingmultilingualisminschools:Rethinkingidentitythroughduallanguagebooks.CanadianAssociationofCurriculumstudies,CanadianSocietyfortheStudyofEducation,ConcordiaUniversity,Montreal,QC.

Naqvi,R.,Pfitscher,C.,&Dilov,L.(2010,February).Findingyourvoice:Makingconnectionsthroughduallanguagebooks.WestCast,UniversityofLethbridge,Lethbridge,AB.

Naqvi,R.,McKeough,A.,Nordstokke,D.,Pfitscher,C.&Thorne,K.(2010,May).BuildingBridges:AcknowledgingChildren’sFirstLanguages.3rdAnnualFacultyofEducationResearchConference,UniversityofCalgary,Calgary,AB.

O’Brien,M.G,&Gut,U.(2010,May).PhonologicalandphoneticrealisationofdifferenttypesoffocusinL2speech.PaperpresentedatNewSounds,Poznan,Poland.

O’Brien,M.G.,Jackson,C.,&Eisel,A.(2010,October).Usingprosodicinformationtopredictsentencelengthinasecondlanguage.SecondLanguageResearchForum,UniversityofMaryland,CollegePark,MD.

Ricento,T.(2010,March).Discussant,Panel‘LanguagePolicyEthnography:MethodologicalResourcesforMakingMultilevel,Text–PracticeConnections’.AmericanAssociationforAppliedLinguistics.Atlanta,Georgia.

Ricento,T.(2010,September).Howthe‘globalistdiscourseofglobalization’informscommonsensethinkingaboutlanguagesandlanguagepolicies.SociolinguisticsSymposium18,Southampton,England.

Roy,S.(2010,June).DiscoursesinFrenchimmersion.PaperpresentedattheAnnualConferenceoftheCanadianAppliedLinguisticsAssociation,Montreal,QC.

Winters,S.(2010,October).Thelong‐termretentionoffine‐grainedphoneticdetails:Evidencefromasecondlanguagevoiceidentificationtrainingtask.PaperpresentedattheCanadianAcousticalAssociationAnnualMeeting,Victoria,BC.

6.1.6 WorkshopsandInvitedLecturesCarroll,S.(2010,January).FirstexposureinL2learning:StatisticalcomputationinteractswithL1

lexicalactivation.LinguisticsInvitedSpeakerSeries,UniversityofOttawa,Ottawa,ON.Carroll,S.(2010,January).FirstexposureinL2learning:StatisticalcomputationinteractswithL1

lexicalactivation.CentreforResearchonLanguageContactColloquiumSeries,GlendonCollege,YorkUniversity,Toronto,ON.

Carroll,S.(2010,March).FirstexposureinL2learning:StatisticalcomputationinteractswithL1


lexicalactivation.LinguisticsColloquium,SimonFraserUniversity,Vancouver,BC.Carroll, S. (2010, April). The Autonomous Induction Theory: 10 years later, Universität

Paderborn,PaderbornGermany.Carroll,S. (2010,May).Firstexposure inL2 learning:Statisticalcomputation interactswithL1

lexicalactivation,UniversityCollegeDublin,DublinIreland.Curtin,S.(2010,May).Infantspeechprocessingduringthefirstyearoflife.PediatricSpeech‐

LanguagePathologyRounds,AlbertaHealthServices,Calgary,AB.Hoenle,S.(2010,November).Studentassessment.AlbertaAssociationofTeachersofGerman

ProfessionalDevelopmentDays.BowcroftSchool,Calgary,AB.Naqvi,R.(2010,November).Newpossibilitiesforourstudents:Languageasaculturalamplifier.

DevelopingLiteracythroughLanguageESLSpeakerSeries,FacultyofEducation,ThompsonRiversUniversity,Kamloops,BC.

Naqvi,R.(2010,November).Newpossibilitiesforourchildren:Languageasaculturalamplifier.EngagingNewIdeasinEducationSpeakerSeries,FacultyofEducation,UniversityofCalgary,Calgary,AB.

Naqvi,R.(2010,November).ESL/ELLteachingandlearning:Personalinquiries,collaborationandactionresearchplans.CalgaryRegionalConsortium,Calgary,AB.

Naqvi, R., McKeough, A., Pfitscher, C., & Thorne, K. (2010, February). Building Bridges:AcknowledgingChildren’sFirstLanguages.TeachersConvention,CalgaryAB.

O’Brien,M.G.(2010,March).FocusinL2English:TheroleoftasktypeandL1regionalvariety.PaperpresentedattheCenterforLanguageScience/DepartmentofGermanicandSlavicLanguages,PennsylvaniaStateUniversity,StateCollege,PA.

O’Brien,M.G.(2010,April).Investigatingpronunciationinmultilinguals.PaperpresentedatLinguisticManagementinUrbanAreasWorkshop,UniversitätHamburg,Hamburg,Germany.

O’Brien,M.G.(2010,June).ProsodiccuestosyntacticdisambiguationinL1andL2German.PaperpresentedatthePsycholinguisticColloquium,Philipps‐UniversitätMarburg,Marburg,Germany.

O’Brien,M.G.(2010,October).VirtualpresenceintheL2classroom:TherealitiesofVR.SecondLanguagesandInterculturalCounciloftheAlbertaTeachers’AssociationConference,GrantMacEwanUniversityCollege,Edmonton,AB.

O’Brien,M.G.(2010,December).Cuestomeaninginsecondlanguagepronunciation.DepartmentofGermanic,SlavicandEastAsianStudiesWork‐in‐ProgressTalks,UniversityofCalgary,Calgary,AB.

Ricento,T.(2010,March).MeasuringsuccesswhenEnglishisn’tyournativelanguage.Presentationinthe‘EngagingNewIdeasinEducation’speakerseries.UniversityofCalgary,Calgary,AB.

Ricento,T.(2010,October).Englishinaglobalcontext:Opportunitiesandchallenges.UniversityoftheBasqueCountry,SanSebastian,Spain.

Ricento,T.(2010,November).Languageplanningandpolicy:PerspectivesfromtheCanadianexperience.TheGeneralSecretaryofLanguagePolicy,SantiagodeCompostela,Galicia,Spain.

Ricento,T.(2010,November).Languageideologiesandnationalidentities.DepartmentofTranslationandInterpretation,UniversityofGeneva,Geneva,Switzerland.


Ricento,T.(2010,December).Englishinaglobalcontext:Opportunitiesandchallenges.DepartmentofGeneralLinguistics,UniversityofSalamanca,Salamanca,Spain.

Roy,S.(2010,May).Secondlanguagelearningresearchroundtable,organizedbydifferentgovernmentsectorssuchasOfficialLanguagesSupportProgramsBranch,Gatineau,Québec.

SolerMontes,C.(2010,May).Communicationintheclassroom:Thefunctionalanddiscursivecompetenciesinsecondlanguageteaching.SecondSeminarofSpanishasaForeignLanguage,organizedbytheSpanishMinistryofEducation,UniversityofMontreal,Montreal,QC.

SolerMontes,C.(2010,May).Bilingualismandlanguagecontact:Keyaspectstoteachinginbilingualeducationprograms.FirstConventionofTeachersofSpanishofAlberta,InstituteforInnovationinSecondLanguageEducation,EdmontonPublicSchools,Edmonton,Alberta.

Strzelczyk,F.(2010,July).Subtitles:Language,cultureandidentityinthefilmsofFatihAkin.InternationalSummerSchoolMultilingualism‐TransatlanticPerspectives,UniversiätHamburg,Hamburg,Germany.

6.1.7 MediacitationsRice,B.(2010).StudyingreligioustoleranceinAmerica,UToday,UniversityofCalgaryPress.

RetrievedonNovember30,2010fromhttp://www.ucalgary.ca/news/utoday/december2‐09/tolerance

Rice,B.(2010).BuildingLanguageBridges,UToday,UniversityofCalgaryPress.RetrievedonNovember30,2010fromhttp://www.ucalgary.ca/news/utoday/january29‐2010/language

Rice, B. (2010). Engaging New Ideas in Education, U Today, University of Calgary Press.RetrievedonNovember30,2010from

http://www.ucalgary.ca/news/utoday/november16‐2010/education

6.1.8 PedagogicalmaterialsO’Brien,M.G.

• http://arts.ucalgary.ca/lrc/GermanTools/pronunciationtraining.htmPedagogicalmaterialsforteachingtheimportanceofpausingindisambiguationofutterances.

Yang,X.‐J.

• http://www.ucalgary.ca/~xyang/JPNS301.html Japanese301,Fall2010 On‐linecoursesiteforallJapanese301classes,particularlyincludesdrillsandlistening

resources.• http://people.ucalgary.ca/~xyang/senshu2010.html JapaneseLanguageandCultureProgram2010 CoursesiteforJPNS309/311/313.Particularlyunder“ResearchProjects”,therearefive

students’blogsandonebyX‐JieYang,alldealingwithJapaneselanguageandculture


issues.• http://sakubunboard.blogspot.com/ JapaneseWriting Thisisatotalnewapproach,toinvolveJapanesewritingandon‐linepublication.There

aresofar86entries,andsomequiteinterestingcommentsfromgeneralreaders.ThissiteisallinJapanese.

6.1.9 InvitedTeachingAssignments Naqvi,R.(2010,July).Language&literacy:Children‘sexperiencesinmultilingualenvironments.InternationalSummerSchoolMultilingualism‐TransatlanticPerspectives,UniversitätHamburg,Hamburg,Germany.6.2 LANGCourses

• Winter 2010: LANG 599 / LANG 615, “Second Language Learning andTechnology”(taughtbyEmilyGillen,Spanish)

• Fall 2010: LANG 599 / LANG 699, “Multilingualism Today: TransatlanticPerspectives” (taught by four international experts: Kathy Escamilla,UniversityofColoradoatBoulder; FrancisHult,University ofTexasatSanAntonio;PeterSiemund,UniversityofHamburgandIngridGogolin,UniversityofHamburg)

6.3 LRC‐sponsoredEvents6.3.1 SpecialEvents“HarryPotterinTranslation”ExhibitionOpeningandReception,February23,2010 Thiseventfeaturedtwolectures:

o DianaPatterson,MountRoyalUniversity“Abracadabra:TheProblemsandJoysofTranslatingHarryPotter”

o JackieSeidel,Education,UniversityofCalgary,“TheRealMagicofHarryPotter”6.3.2. SpeakerSeriesBestPracticesMariaDumitrescu,LRC:TeachingESLtoEFLlearnersinEnhancedLanguagePrograms,January

8,2010KatherineMueller,FIS:FocusonForm,March5,2010OdileRollin,FIS&NatalieDunn,WilliamAberhart:REPSITandtheFrenchPassport,March19,

2010

DiversityinIndigenous/NativeStudies:Language‐Culture‐Politics–EducationJamesFrideres,Sociology:Speakitorloseit!AboriginallanguagesinCanadainthe21st

Century,January15,2010DarinFlynn,Linguistics:IntroductiontoCalgaryareaindigenouslanguages,January22,2010GenaKolay,GovernmentofAlberta,FirstNations,MétisandInuitLanguageandCulture/

CurriculumSector:TheFirstNations,MétisandInuitlanguageandcultureprograminAlberta,February5,2010

InterdisciplinaryLanguageResearch:RelevanceandApplication(GraduateWorkshops)


RahatNaqvi(DivisionofTeacherPreparation)andAnneMcKeough(DivisionofAppliedPsychology),Education:Buildingbridges:Acknowledgingchildren’sfirstlanguages,January29,2010

EmilyGillen,FIS:Stateoftheart‐CALLresearchtoday,February12,2010SarahEaton,LRC:Leadingthroughlanguagelearningandteaching:ThecaseofGandhi,

February26,2010LizaMcCoy,Sociology:Languageandthesocialorganizationofknowledge:Insightsfrom

institutionalethnography,March12,2010FumikoSummerell,GSEA:Ihearyou≠Iunderstandyou,March26,2010WeiCai,GSEA:Secondlanguagelistening,April9,2010

MultilingualismTodayFrancisHult,UniversityofTexasatSanAntonio,LanguageLearningDistinguishedScholar‐in‐

Residence,Languagepolicyandplanningasacomplexdynamicsystem,September7,2010

KathyEscamilla,UniversityofColoradoatBoulder,Simultaneousbilingualism:ThenewnormalinU.S.schools—Implicationsforpolicyandpractice,September8,2010

IngridGogolin,UniversityofHamburg,MultilingualismintheEuropeancontext,September9,2010

PeterSiemund,UniversityofHamburg,Comparingtheproductsofmultilingualism:‘Non‐standard’morpho‐syntacticfeaturesacrossvarietiesofEnglish,September10,2010

FocusontheLearnerRahatNaqviandMaryO’Brien,LRC:AnintroductiontotheLanguageResearchCentre,October

1,2010JenniferLock,Education:Communication,collaborationandcreation:Purposefulintegrationof

technology,November5,2010DarrenLund,Education:Thelanguageofdiversity,December3,2010

TheoreticalandExperimentalInnovationsinBilingualismResearchStevenWinters,Linguistics:Long‐termretentionofphoneticdetailswhenlisteningtoan

unfamiliarlanguage:Evidencefromavoiceidentificationtask,October8,2010KarstenKoch,Linguistics:Wordorder,intonation,and(non)effectsofbilingualisminThompson

RiverSalish,November19,2010