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Welcome to ISB 10! We hope that you will enjoy your stay in the New Brunswick areaPROGRAM

Wednesday 5/20 Presentation Schedule. All events for Wednesday on the Rutgers campus (Murray Hall and Van Dyke)REGISTRATION (12:00-1:00): Murray Hall, College Avenue CampusTime1:001:151:153:15Murray Hall 2101. Child Code-Switching2. TS: Research in heritage Germanicgrammars: empirical findings andtheoretical challenges1:15Processing of CS sentences bybilingual children: online and offlinemeasureSubject shift and object shift inNorwegian Heritage Language(Gross, Buac, López, Kaushanskaya)The relationship between exposure toCS and language skills in bilingualchildren1:452:152:453:153:30Murray Hall 211Murray Hall 212Murray Hall 213OPENING (Van Dyke 211) Peter March, Executive Dean of the School of Arts and Sciences(Crespo, Gross, Buac, Kaushanskaya)CS in Singaporean English-Mandarin5-6 year olds reveals grammaticalinteraction(Kang, Yow, Li, Lust)Verbalizing as a tool to promoteconceptual development in heritagelearners(García, Pérez-Cortes)3. TS Usage based contactlinguistics: the lexicon grammarcontinuum in code-switching andcontact-induced changeThe use of loan translations and itsconsequences in an oral bilingualcorpus4. TS: Sources of Transfer inAcquisition of L3 Morphosyntax(Anderssen & Westergaard)The (Non)Maintenance of PhonologicalContrasts in Moundridge SchweitzerGerman and Pretty Prairie SchweitzerGerman(Joo, Page & Schwarz)(Bullock, Larsen-Serigos, Toribio)More alike than we thought:creating equivalence betweenTurkish and Dutch in bilingualspeech(Demirçay, Backus)Gender feature transfer from L2Spanish to L3 ArabicRestructuring of word order in HeritageGerman: The case of MoundridgeSchweitzer GermanChunking and word frequencypredict switch placement in thecontext of noun phrases withadjective modifiers in RussianGerman code-mixing(Hopp & Putnam)(Khakimov)Gender attrition in AmericanNorwegian Heritage LanguageThe location of focus inmonolingual Basque sentences vs.bilingual Basque-Spanishsentences(Lohndal & Westergaard)(Lantto)BREAKUsing ERP to test formal models ofThird Language (L3) Acquisition(Rothman & Alemán Bañón)(Goodenkauf & Herschensohn)A Functional Approach to Crosslinguistic Influence in ab initio L3Acquisition(Sanz, Park & Lado)

3:305:005. Bilingualism in education andbeyond6. Perceptions and Use of languageEnglish in FL Contexts and in themedia3:30Variation in sentence repetition taskperformance: how do children inimmersion education compare toother bilinguals?(Scheidnes)Mobilization of linguistic resourcesand science learning amoung youngLatino children in a Spanish-Englishbilingual inquiry curriculum: the roleof translanguaging practices(Martínez-Roldan)The creative, fluid and transgressive useof English in the linguistic landscape ofSuzhou, China4:004:305:005:155:156:155:155:45Concurrent processing of linguisticand musical syntax: comparingbilingual and monolingual musiciansand non-musicians(Ting, McQueen, van Hell)(Li)The changing status/function of Englishin North Africa: the case of Algeria(Benrabah)Multilingualism in the public sphere:Ideologies and practices(Claudio Scarvaglieri)7. TS Usage based contactlinguistics: the lexicon grammarcontinuum in code-switching andcontact-induced change (cont.)Comparing language and syntacticpriming in German-English andGerman-Russian bilingualchildren (Lieven, EndesfelderQuick, Tomasello)Frequency effects in crosslinguistic influence: Learnerstransfer high-frequencyconstructions to the targetlanguage in the acquisition of aclosely related language(Nkombong)Phrasal verbs in Welsh-Englishcontact: A usage-basedperspective8. Bilingual Reading(Rottet)(Babcock, Vallesi)11. Education and executivecontrolA bilingual advantage for youngbeginning EFL learners?(Stevenson, Saarloos, Wijers, deBot)12. Child Bilingual NarrativesMetalinguistic abilities andexecutive function in youngforeign language learners:preschoolers in FL immersion maybenefit more strongly fromrepeated testing than monolinguals(Oberhofer)Experimental teacher training: formfocused instruction in a foreignlanguage contextModelling bilingual sentence reading(Frank)Language control in bilingualreading: evidence from the mazereading task(Wang)The nature versus nature ofsimultaneous interpretationBREAK9. The Bilingual Classroom10. Language Policy and VitalityMultilingual repertoires at school:patterns of language choice duringgroup workLanguage boundaries in America: Is the‘monolingual status-quo’ changing?(Hoffman)(Jordens)Performing ideologies: speaking testsas social practice.(Rydell)The impact of outgroup learners andspeakers on a language revival dynamic(Hifearnáin)Narrative abilities in preschoolers: abilingual-monolingual comparison(De Houwer, Bornstein, Putnick)(Sato, Frenzel)

Thursday 5/21 Presentation Schedule. All events in the HyattREGISTRATION (opens at 8:00): Hyatt8:459:459:4510:00KEYNOTE: Luis Enrique López (Programa de Apoyo a la Calidad Educativa, Guatemala) Title TBA (Regencey DEF)BREAK (Atrium)Conference A13. IndividualDifferences inSLA / AgingSalon A14. ProcessingCode-SwitchingSalon B15. Bilingualismin EducationSalon C16. SignLanguagesSalon D17. FormalApproachesConference I18. BilingualPhonology10:00Learning L2syntax: theintersection oflearningconditions andindividualdifferences(Tagarelli, Ruiz,Rebuschat)ReadingOutcomes inChildren withDiverse LanguageBackgrounds(Luk, Mesite,Leon Guerrero,Christodoulou)Bilingualism inusers of BritishSign Languageand Englishfollowing stroke(Woll)Testing theInitial State: FullTransfer/FullAccess, OrganicGrammar andModulatedStructureBuilding(Rogers)Production ofEnglish codaclusters by 3 yearold monolingualand Mandarin L2learners ofEnglish: anacoustic analysis(Xu Rattanasone,Demuth)10:30Translationambiguity andindividualdifferences in L2vocabularylearning(Tuninetti,Tokowicz,Warren, RiveraTorres)The impact ofpre- and postcuing inlanguageswitching onswitching costsand global RTs(Asaid,Shamshoum,Prior)Is codeswitching costly?Evidence fromdisfluencies andspeech rate inspontaneousbilingualconversation(Fricke, AradNeeman, Kroll,Dussias)Becomingbilingual throughimmersionschooling:cognitivedevelopment andliteracy acquisitionof L2 learners in animmersion schoolenvironment(Hansen, Macizo,Carreiras, Fuentes,Saldaña,Duñabeitia, Bajo)Bimodalbilingual codeblendingcharacteristics(Lillo-Martin,Chen Pichler,Quadros)Focus in theHungarian oflate and guagedominance andprosodic focusmarking in theK’ichee’ ofSpanish K’ichee’bilinguals(Baird)10:0012:00Conference F19. TSCultivatingbilingualidentities:language andliteracy practicesin formal andinformalcontextsTranslanguagingand Biliteracy(Garcia & Wei)Conference JK20. TSContrastingperspectives andeffects oflanguagedominance xperiences withtheir ownBilingualism andTheir Work withTeachingCulturallyLinguisticallyDiverse Students(Jo)The usage-basedperspective oncode-mixing inBFLA acquisition(Gaskin)Code-mixing andLanguageDominance inGerman-Englishbilingual children(Quick, Lieven,Tomasello)

11:0011:30Aging andbilingualprocessing: agerelateddifferences inverbal and nonverbal cognitiveperformancebetween early andlate bilingualsand monolinguals(Houtzager,Sprenger, Lowie,de Bot)Bilingualism andaging: executivefunctions,language use,and managementin normallyaging speakersand speakerswith dementiaSelf-pacedreading of intrasententialcodeswitches inSpanish-Englishbilinguals(Elinsky,Litcofsky, Bajo,Van Hell)A multi-lingualorientation to thelanguagescurriculum: animplementationstudy(Scarino)Whadayaknow?: effectsof previousexposure to aSign Languageon learninganother ticalarchitecture:Syntacticdevelopment inOptimalityTheory(Hsin, Legendre)Early atypicaldevelopment inbilingual speech:from phonetics tophonology(Lewis, :Performance,DiscourseAnalysis andMultilingualIdentities(Harman, Ahn &Bogue)When and whydo they switch?Conversationsbetween parentsand children inRussian-Germanimmigrantfamilies inGermany(Ritter)BilingualEducation inSpain: a FulbrightSenior ScholarResearch Project(Gerena,Ramírez)Workingmemory insecond languageacquisition:effects ofinterlanguagedynamics andmodality(Williams,Darcy)Convergence anddivergence in theacquisition ofergativeabsolutive andnominativeaccusative casesby KaqchikelMaya children(Heinze Balcazar)Thesociophonetics ofsibilants Identities-- wrapup and discussion(Harman)26.Representation of Space andMotion27. AttitudesAbout ForeignLanguageLearningA comparativestudy of studentparticipation intwo bilingualeducationComparingmonolingual andbilingualchildren'sdisambiguationof referentialacts: Effect �ntay)(de Bot, Lind,Ribu, :452:15LUNCH (Regency DEF)POSTERS (Atrium)21. L2Processing/mixing22. Null Objects23. L3Acquisition24. BilingualIdentityCognitiveconstraints canmodulatetransfer inbeginnersCross-linguisticeffects inbilingualacquisition of nullobjects inBrazilian andThe more, thebetter? The caseof L3 learning bybilinguals andmonolinguals.“They call usnames, they callus Russians!”:nationality and25. BilingualPhonologyConsequences oflanguage onspatialrepresentationsamong English-28. L1AttritionRethinking someissues in L1attrition: a casestudy of L1Spanish in

(Sagarra)2:45Linkingcomprehensionand productionin bilinguals(Van Assche,Duyck, Gollan)3:15Languageswitchingconstraints: morethan syntax?Data from ese(Castro, Rothman,Westergaard)Object omissionin CantoneseEnglish BilingualChildren(Zhou, Mai, Yip)(Park)conceptual nonequivalence.(Isurin)How trilingualscontrol language(Mosca, Festman,Clahsen)A sense ofbelonging: therole of languagein thenegotiation andconstruction ofidentity inmultilingualfamilies.(Ballweg)Disentanglingthe effects oflanguage contactand individualbilingualism: thecase ofmonophthongsin Welsh andWelsh English(Mayr, Jonathan,Mennen,Williams)‘Poner oPonerla?’:modeling nulldirect objects innon-nativeSpanish(Peace)Third languagevocabularylearning benefitsfrom each of lismand culturalethos: a sociolinguisticanalysis of thestories ofelderly KoreanAmericans(Kim-Yoon)Production of“new” and“similar” Frenchvowels byfemale Mandarinspeakinglearners inCanada(Li)Mandarinbilinguals(Toh, Suarez)program modelsin the US(Aguirre,Yturriago)Convergence inExploringmotion encodings languagein French-English attitudes andbilingual children ideologies in(Furman, Miller, multilingualNicoladis)Spain: secondarystudents’perspectives onminoritylanguages(Duggan)A constructionalapproach towardsintransitivemotionconstructions inbilingual andmonolingualspeech(Koch, Woerfel)Effects ofbilingualism onattitudes towardsforeign languagelearning(Serkan Yuksek)34. TSCharacterizingmaternalcontributions tothe languageenvironment ofemergingSpanish-Englishbilingualchildren35. TS Newdirections in thestudy ofbilingual lexicaldevelopment:commitment vs.plasticitycontact withBraz. Port.(Iverson)First languageattrition effects inthe onlinerevision ofungrammaticality: ERPevidencechallenging thecritical e contactand languageattrition:restructuringprocesses inBarossa-German(South-Australia)(Riehl)BREAK (Atrium)Presentation of the Rutgerschapter of BilingualismMatters31. TSEthnography oflanguage policyin Europe:understandinghow differentactors make theirown languagepolicy32. TSBilingualismand Creativity33. TS Creatingbilingual space:a cross-culturalstudy ofreflections ofpre-primaryteachers on theirflexiblelanguagepractices36. TS Doesbilingualismimpose desirabledifficulties?