Congratulations, Diane.

The project aims at continuing experimental work testing adults (monolingual and bilingual heritage speakers), children and teenagers. The goal is to evaluate whether native knowledge of syntax and semantics can be affected by (late) exposure to a (standard) dialect showing grammatical properties which are no longer productive in colloquial/vernacular dialects.

Abstract:
Children in Lajamanu community grow up in a complex linguistic environment in which people around them talk in several languages and code-switch between them. They learn two Indigenous languages in the home – Light Warlpiri, which they use on a daily basis from when they fi rst start to talk, and Warlpiri, which they begin to produce between the ages of 4 and 6 years. Light Warlpiri and Warlpiri share a lot of vocabulary and grammatical patterns. They differ mainly in the use of verb systems, and in the distribution of certain types of suffixes on nouns. The similarities and differences in the two languages lead to intriguing
questions about how the children in the community deal with such complex and variable input. In this paper I discuss the children’s development in speaking each language, by examining their production of a set of stories told in both Light Warlpiri and Warlpiri. Analysis shows that they can identify and reproduce quite finely differentiated patterns within and between languages.

Abstract:

A new mixed language, Light Warlpiri, has emerged in a remote community in northern Australia. It is spoken by children and young adults in the multilingual community of Lajamanu and has developed within the last 30 years. Light Warlpiri is a verb-noun mixed language, meaning that it cannot be traced to a sole parent language, and that its verbal and nominal components tend to come from different source languages. Most verbs and the verbal morphology are from Aboriginal English or Kriol (AE/Kriol), while most nominal morphology is from Lajamanu Warlpiri (the variety of Warlpiri spoken in Lajamanu community). Nouns are drawn from both types of source language. An innovative auxiliary system has developed which draws on, but is not the same as, the systems in the source languages. But the system for indicating grammatical functions draws directly on the typologically different source languages. Lajamanu Warlpiri uses case-marking in an ergative-absolutive system while AE/Kriol uses word order (SVO) in a nominative-accusative system. In Light Warlpiri these two systems meet and are in functional competition. The structure of Light Warlpiri, and code-switching patterns of older speakers in the community, provide empirical evidence that languages of this type can arise from alternational code-switching practices.The language ecology in the community is complex, and code-switching between languages is very common. The complex contact situation, in which there is also rapid change, raises the question of how much variation there is in how grammatical functions are indicated within each of the two main languages spoken, and how children deal with the mixed input they receive. Analyses show that adults and children who speak both Lajamanu Warlpiri and Light Warlpiri distribute ergative marking differently in each language – they use it more often in Lajamanu Warlpiri and less often in Light Warlpiri. Children produce more regular patterns of interaction between case-marking and word order than adults do, suggesting that they are active agents of language change.

E. Hoff & M. Shatz (eds.) Blackwell Handbook of Language Development. It includes chapters from people in linguistics, psych, speech & hearing, and communications.

From the publisher:
The Blackwell Handbook of Language Development provides a comprehensive treatment of the major topics and current concerns in the field. Covering new academic terrain in areas such as brain development, computational skills, bilingualism, education, and cross-linguistic comparisons, this volume explores the progress of twenty-first century research in language development while considering its precursors and looking towards promising research topics for the future. This balanced and accessible volume collects the work of a generation of researchers who are enlarging the field to consider internal and external bases for language development and to address a wide range of language development outcomes.

Presenting recent research in the traditional topics of language development from infancy through early childhood, this book also expands upon those topics to include work on older children, exploring how linguistic knowledge develops with experiences such as learning a second language and acquiring writing skills. The expansive coverage of foundational and emerging topics makes this book an excellent resource for researchers, instructors, and graduate students in developmental psychology, linguistics, and education.