IRES Track II: Translanguaging Science - Assessment of Language Proficiency and Processing Across Languages and Modalities

IRES Track II：跨语言科学 - 跨语言和模式的语言能力评估和处理

• 批准号: 1952964
• 负责人: Matthew Dye
• 金额: $ 40.18万
• 依托单位: Rochester Institute of Tech
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1952964&HistoricalAwards=false
• 关键词: IRES; Track; II; Translanguaging; Science

For a large number of children in the United States, knowing more than one language is increasingly common. For many children this takes the form of two or more spoken languages, but for those children who are deaf and hard-of-hearing (DHH), their languages are often signed and spoken and therefore structurally different from each other. Much work has yet to be done to understand the process of language acquisition for these unimodal (speech-speech) and bimodal (sign-speech) bilinguals. The way in which English is acquired is likely to be influenced by the modality and typology of the other languages that the child knows. One particular challenge is determining whether a child’s acquisition of English is atypical or typical given their school and home language environment. Researchers studying the United States’ population of DHH children are often equipped to study only one of the child’s language modalities, either signed (ASL) or spoken (English and/or Spanish). This may result in underestimating a multilingual child’s linguistic abilities, or a failure to detect and intervene when language difficulties emerge. The objective of this award is to provide advanced training to 20 U.S. graduate students across two ASIs in the assessment of multiple languages in multiple modalities (signed, spoken, written) within a theoretical framework – translanguaging – that centers multilingual children and how they use their languages for different purposes. There will be a particular emphasis on the situation of DHH children, for whom acquisition of English is often highly variable despite its importance for integration into the U.S. workforce and economy. ​ The purpose of the ASI is to enhance literacy research with the application of translanguaging theory to the methods of language assessment and processing. For two years, 10 U.S. graduate students will be selected to ensure diverse cohorts who have demonstrated an aptitude for scientific research. Students will be selected on the basis of strong academic standing, recommendations from advisors and other faculty, and a clear statement of research interests that demonstrates a strong potential to benefit from the ASI curriculum. Selected students will participate in a two-week summer ASI hosted by Stockholm University, and taught by faculty from the United States, the United Kingdom and Sweden. Stockholm University is a leading center for the study of multilingualism and language acquisition in DHH children. Students will have access to an outstanding US and European faculty, and to cutting edge resources at the new Stockholm University Brain Imaging Center. The two major ASI themes will be language assessment and language processing. Students will learn how to assess language proficiency and processing across modalities using behavioral, EEG and eye tracking methods. They will also receive a grounding in translanguaging theory and address the theoretical and practical issues when assessing DHH children who use multiple languages. The ASIs will also incorporate advanced statistical training in longitudinal data analysis in order to provide the tools needed to study language development. Students will participate in lectures and research talks, small and large group activities, and one-on-one interactive discussions with research mentors. Before, during, and after the ASI, the students will work with those research mentors to develop a Doctoral Dissertation Improvement grant proposal. This proposal will serve as the primary means for assessing student learning and will be the primary short-term outcomes of the ASIs. Longer term outcomes include new international collaborations, an increase in theoretical innovation, and better recruitment and retention of DHH graduate students in doctoral programs. ASI administrators will work closely with colleagues who have active mentoring programs for DHH students to ensure the development of individualized educational plans that will allow students to maximize this learning opportunity and prepare a new generation of U.S, researchers to study the complexities of multimodal and multilingual language development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

对于美国的许多儿童来说，掌握一种以上的语言越来越普遍。对许多儿童来说，这是以两种或两种以上口语的形式出现的，但对那些失聪和听力困难的儿童来说，他们的语言往往是手语和口语，因此在结构上彼此不同。要了解这些单模态（言语-言语）和双模态（手势-言语）双语者的语言习得过程，还有很多工作要做。英语的习得方式很可能会受到孩子所知道的其他语言的形态和类型的影响。一个特别的挑战是确定一个孩子的英语习得是非典型的还是典型的，因为他们的学校和家庭的语言环境。研究美国DHH儿童的研究人员通常只研究儿童的一种语言模式，无论是手语（ASL）还是口语（英语和/或西班牙语）。这可能会导致低估多语儿童的语言能力，或者在出现语言困难时未能发现和干预。该奖项的目的是为20名美国研究生提供高级培训，在理论框架内以多种形式（签名，口语，书面）评估多种语言- translanguaging -以多语言儿童为中心，以及他们如何使用他们的语言用于不同目的。将特别强调DHH儿童的情况，对他们来说，英语的获得往往是高度可变的，尽管它对融入美国的重要性。 ASI的目的是通过将跨语言理论应用于语言评估和处理方法来加强识字研究。在两年的时间里，将选择10名美国研究生，以确保具有科学研究能力的多样化群体。学生将根据强大的学术地位，顾问和其他教师的建议，以及明确的研究兴趣陈述来选择，这些陈述表明了从ASI课程中受益的强大潜力。入选的学生将参加为期两周的夏季ASI，由斯德哥尔摩大学主办，并由来自美国、联合王国和瑞典的教师授课。斯德哥尔摩大学是DHH儿童多语言和语言习得研究的领先中心。学生将有机会获得优秀的美国和欧洲教师，并在新的斯德哥尔摩大学脑成像中心的尖端资源。 ASI的两个主要主题是语言评估和语言处理。学生将学习如何使用行为，EEG和眼动跟踪方法评估语言能力和跨模式处理。他们还将获得跨语言理论的基础，并在评估使用多种语言的DHH儿童时解决理论和实践问题。ASIs还将在纵向数据分析中纳入高级统计培训，以便提供研究语言发展所需的工具。学生将参加讲座和研究讲座、小型和大型团体活动以及与研究导师的一对一互动讨论。在ASI之前，期间和之后，学生将与这些研究导师一起制定博士论文改进补助金提案。这一建议将作为评估学生学习的主要手段，并将成为ASIS的主要短期成果。长期成果包括新的国际合作，增加理论创新，以及更好地招聘和保留DHH博士课程的研究生。ASI管理人员将与为DHH学生提供积极辅导计划的同事密切合作，以确保制定个性化的教育计划，使学生能够最大限度地利用这一学习机会，并为新一代美国学生做好准备。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的学术价值和更广泛的影响审查标准。