Workshop on Rich Grammars From Poor Inputs

输入受限的儿童，包括盲人和聋人，仍然在学习语言，这个过程在五岁以后继续下去。孩子们在学习阅读和写作方面也非常有创造力。这种稳健性的原因是什么？四十多年来，两种截然不同的观点一直主导着这一领域。第一种强调婴幼儿学习在本质上不同于其他新手学习，即它是由成熟或变化的脑组织驱动的。第二种观点强调词汇习得中的句法-语义联系，这似乎表明也存在信息驱动的学习机制，即任何人(年轻人、老年人、智障人士、环境贫乏者)学习一门语言都必须按照一定的顺序习得元素，例如，先学“狗”，再学“跳”，然后再学“想”。最近，遗传学和语言生物学的研究已经开始阐明这两种观点之间的区别和协同作用。这个为期三天的研讨会的目标是从贫乏的输入中获得丰富的语言，旨在弥合最近的理论和教育实践之间的差距。它将把探索这些最新理论发展的语言科学家与教育实践者聚集在一起，看看这些结果可能如何为课堂活动提供信息。这个工作坊将直接告诉教育工作者，他们如何开发有效的新技术来教授阅读、写作和与深度受损的人互动。它将说明教育工作者如何将针对不能轻松学习阅读的儿童的语言发展研究纳入到实际的课堂活动中，将我们对语言科学的理解带入课堂活动。目标是建立在儿童语言天赋的基础上，尽管儿童的能力不同。这是一个最重要的问题，因为社会对所有人口阶层的语言和阅读技能的获得--一个孩子都不掉队的真正意义--的重视。

Input-constrained children, including the blind and deaf, still learn language, and this process continues beyond the age of five. Children are also remarkably creative in how they learn to read and write. What accounts for this robustness? For more than forty years, two distinct views have dominated the field. The first emphasizes that infant and young-child learning is qualitatively different from other novice learning, i.e., it is driven by maturation or changing brain organization. The second view emphasizes the syntax-semantics link in the acquisition of vocabulary, which seems to indicate that there is also learning machinery that is information-driven in the sense that anyone (young, old, mentally handicapped, environmentally deprived) who learns a language has to acquire elements in a certain order, e.g., "doggie" before "jump" and "jump" before "think". More recently, work in genetics and the biology of language has begun to illuminate the distinction as well as the synergy between these two views. The goal of this three-day workshop, Rich Languages from Poor Inputs, is to bridge the gap between recent theory and educational practice. It will bring together language scientists who probe these recent theoretical developments with educational practitioners so as to see how these results might inform classroom activities. This workshop will directly inform educators as to how they can develop effective new techniques for teaching reading, writing, and interacting with the profoundly impaired. It will illustrate how educators can incorporate research on language development for children who can not learn to read easily, taking our understanding of language science into practical classroom activities. The goal is to build on children's natural talents with language, despite children's differences in abilities. This is a matter of prime importance given society's emphasis on language and reading skill attainment for all segments of the population--a true sense of no child left behind.