Workshop on Rich Grammars From Poor Inputs

输入受限的儿童，包括失明和失聪的儿童，仍然在学习语言，而且这个过程会持续到五岁以后。孩子们在学习阅读和写作的方式上也非常有创造力。是什么解释了这种稳健性？四十多年来，两种截然不同的观点主导了这个领域。第一种理论强调婴幼儿的学习与其他新手的学习有本质上的不同，即它是由大脑组织的成熟或变化驱动的。第二种观点强调词汇习得中的语法-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、缺乏环境的人）在学习语言时都必须按照一定的顺序习得元素，例如，“狗狗”在“跳”之前，“跳”在“思考”之前。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以及协同作用。这个为期三天的研讨会名为“穷输入富语言”，旨在弥合最新理论与教育实践之间的差距。它将把研究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，以了解这些结果如何影响课堂活动。这个研讨会将直接告诉教育工作者如何开发有效的新技术来教授阅读、写作和与严重受损的人互动。它将说明教育工作者如何将语言发展研究纳入不容易学习阅读的儿童，将我们对语言科学的理解带入实际的课堂活动。我们的目标是培养孩子们的语言天赋，尽管孩子们在能力上存在差异。这是一个至关重要的问题，因为社会强调所有阶层人口的语言和阅读技能的掌握——真正意义上的不让一个孩子掉队。

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.