Dear colleagues,
Due to multiple requests, we're happy to extend the submission deadline
of the following event to 20 April:
Studying the Language of Young Learners
Workshop at the University of Bamberg, Germany, 17 to 18 September 2025,
organized by Anna Rosen (University of Freiburg), Robert Fuchs
(University of Bonn) & Valentin Werner (University of Bamberg) as part
of the projectYoung German Learner English <https://www.ygle.de/>(funded
by the German Research Foundation).
In research on Second Language Acquisition (SLA), and in the domain of
Learner Corpus Research (LCR) specifically, there has been a tendency to
rely on material from advanced learners, often university students,
given their comparatively easy accessibility for researchers (Gilquin,
2015; Plonsky, 2017). In consequence, young(er) second language (L2)
learners, typically found within institutional (secondary school)
contexts, are severely underrepresented (Tracy-Ventura et al., 2021).
However, this underrepresented group is of great theoreticalsignificance
(Myles, 2015, 2021), as these learners exemplify foundational learning
stages. They are also of appliedinterest in language education, as
vastly more monetary and personnel resources are devoted to teaching
languages in schools than at universities. As a consequence,
improvements in teacher education and teaching practices drawing on
insights from SLA and LCR could yield substantial benefits to society.
In the broader context of calls for more diversity in LCR and SLA (e.g.
Paquot, 2024), this workshop is intended as a meeting ground for
researchers who engage with young learner (inter-)language to share
insights from their current projects. We invite single- or
multiple-authored papers on relevant empirical research and encourage
contributions that, for instance,
*
analyze and interpret patterns found in young learner (inter-)language;
*
illustrate (young) learner trajectories;
*
compare and contrast data from L1 and L2 learners;
*
work with innovative tasks for data elicitation;
*
triangulate approaches (e.g. corpus-based and experimental or
questionnaire-based ones).
The workshop will feature two keynotes by
*
Shin’ichiro Ishikawa
<http://language.sakura.ne.jp/s/eng.html>(University of Kobe,
Japan), leader of the ICNALE
<https://language.sakura.ne.jp/icnale/>project
*
Olga Lopopolo <https://www.eurac.edu/en/people/olga-lopopolo>(Eurac
Research, Bolzano, Italy), co-compiler of the LEONIDE
<https://www.porta.eurac.edu/lci/leonide/>corpus
Moreover, all participants will be invited to interact in a
collaborative breakout sessionon future challenges and trends in
research on young learners.
We encourage submissions by emerging (non-tenured) researchers and will
award a best paper prizeamong those eligible.This workshop is co-located
with the summer school Methods and Developments in Learner Corpus
Research. The working languageof the event is English, and we are open
to contributions on all target languages. The workshop is primarily an
in-person event, but we may accept a limited number of online contributions.
The focus of papers should lie primarily on empirical results and their
interpretation. Specific methodological issues, which may be at stake in
research on young learner language, will be addressed in a second
workshop, planned for 2026.
Please submit your abstracts (in the range of 400–500 words +
potentially a data table or figure for illustration + references; please
use APA style) before *20 April 2025* at
https://easyabs.linguistlist.org/conference/SLYL/
<https://easyabs.linguistlist.org/conference/SLYL/>. You will receive
feedback on acceptance in May 2025.
References
Gilquin, G. (2015). From design to collection of learner corpora. In S.
Granger, G. Gilquin & F. Meunier (Eds.), The Cambridge Handbook of
Learner Corpus Research(pp. 9–34). Cambridge University Press.
Myles, F. (2015). SLA theory and Learner Corpus Research. In S. Granger,
G. Gilquin & F. Meunier (Eds.), The Cambridge Handbook of Learner Corpus
Research(pp. 309–331). Cambridge University Press.
Myles, F. (2021). Commentary: An SLA perspective on Learner Corpus
Research. In B. Le Bruyn & M. Paquot (Eds.), Learner Corpus Research
Meets Second Language Acquisition(pp. 258–273). Cambridge University Press.
Paquot, M. (2024). Learner corpus research: A critical appraisal and
roadmap for contributing (more) to SLA research agendas. Corpus
Linguistics and Linguistic Theory, 20(3), 567–590.
Plonsky, L. (2017). Quantitative research methods in instructed SLA. In
S. Loewen & M. Sato (Eds.), The Routledge Handbook of Instructed Second
Language Acquisition(pp. 505–521). Routledge.
Tracy-Ventura, N., Paquot, M. & Myles, F. (2021). The future of corpora
in SLA. In N. Tracy-Ventura & M. Paquot (Eds.), The Routledge Handbook
of Second Language Acquisition and Corpora(pp. 409–424). Routledge.
--
Prof. Dr. Valentin Werner
Otto-Friedrich-Universität Bamberg
Englische Sprachwissenschaft
einschl. Sprachgeschichte
D-96045 Bamberg
+49 951 863 2277
www.uni-bamberg.de/eng-ling
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