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2016

Picture of Cape Town
Published Dec. 22, 2016 10:59 AM

In the beginning of December, a delegation of eight people from MultiLing participated in and taught at INTPART Summer School in Cape Town. The theme of the school was North-South perspectives on multilingualism and diversity: practices and policies. The visit is part of the INTPART network project with four top South African universities.

Dr. Ruth Singer at MultiLing
Published Nov. 8, 2016 9:26 AM

At Warruwi Community around ten Indigenous languages from five different language families are used among only 450 people.  Why are so many languages still spoken at Warruwi when linguistic diversity has sharply declined in the rest of Australia?  Visiting scholar Dr. Ruth Singer from the University of Melbourne held last week’s Wednesday seminar where she presented her research on this topic.

Associate Professor Mike Putnam
Published Oct. 3, 2016 11:33 AM

To juggle multiple grammars at once is a complex task, and the effects of crosslinguistic influence might occur when the grammars are simultaneously active. Associate Professor and MultiLing affiliate Mike Putnam presented his research on how filler-gap dependencies can help us investigate multilingual grammars.

Kofi Yakpo (Photo: Nadia Frantsen / UiO)
Published Sep. 30, 2016 10:55 AM

Six months after his first visit, Kofi Yakpo, Assistant Professor in Linguistics at The University of Hong Kong, came back to MultiLing for a collaborative research project with Guri Bordal Steien.

Published Sep. 16, 2016 3:52 PM

Last week, 15 PhD students from 13 different universities attended MultiLing’s summer school: narrative, discourse and interaction. The summer school also marked the first visit to MultiLing through our INTPART network project with four top South African universities.

Salikoko Mufwene sharing his experience from own interdisciplinary research at the workshop
Published June 7, 2016 8:59 PM

What does it mean to bridge the gap between psycholinguistic and sociolinguistic approaches to multilingualism? Scholars who have been successful in doing interdisciplinary work were invited to the workshop Bridging gaps: Conceptual and epistemological approaches which was held at MultiLing last week.

Brendan Weeks holding his lecture.
Published May 23, 2016 10:52 AM

More than half the world is bilingual — speaking at least two and sometimes more languages with some proficiency. Recent research suggests that bilingualism has protective benefits for the brain. The power of bilingualism is beyond language itself.

Unn Røyneland, Deputy Director of MultiLing, opening the worskshop Dialect acquisition and migration. She is standing in front of the audience.
Published Apr. 28, 2016 11:23 AM

How do immigrants position themselves by acquiring/not acquiring the local dialect? This was one of the questions raised at the workshop Dialect acquisition and migration. 

Photo of Associate Professor Cecelia Cutler
Published Apr. 21, 2016 12:08 PM

Associate Professor Cecelia Cutler, the City University of New York, is visiting MultiLing in April to participate in the workshop Dialect acquisition and migration and in the SONE (Sociolinguistic Network in Norway) Conference. In her presentation at the workshop, “’People don’t see me as white’: how appearance plays in dialect acquisition among immigrants in the U.S.”, she addressed the topic of embodiment. She also explored people’s experience of being in a physical body, and how this experience shapes their language choices and their construction of identity. It’s not just about how it feels to be in your body, but also how others perceive you and how others frame you or attempt to construct you based on how you look.

Photo of Professor Gillian Wigglesworth
Published Apr. 8, 2016 5:47 PM

Professor Gillian Wigglesworth from the University of Melbourne is a Chief Investigator on the Centre of Excellence for the Dynamics of Language and has been visiting MultiLing this week. Her major research focus is on the languages indigenous children living in remote communities learn, and how these languages interact with English once the children start school. How can we improve the children’s school results and reverse the increasing loss of indigenous languages?