VIDEOS

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 13.12.2022 Grazia Di Pisa (University of Konstanz): Effects of markedness in gender processing in Italian as a heritage language: A speed accuracy tradeoff Abstract Grammatical gender (hereafter gender) – especially in systems (like Romance languages) that typically have a relatively transparent system – is acquired early by monolingual children (e.g., Kupisch, Müller & Cantone, 2002). Yet gender shows variability in (some) heritage speaker bilinguals (HSs). In a HS context, it is vulnerable for low proficiency speakers generally and especially when the majority language lacks gender (e.g., Polinsky, 2008). Conversely, gender seems to be on target when acquired in HS individuals with high proficiency, especially when the majority language has gender (e.g., Bianchi, 2013). Herein, we examined sources of potential morphological variability in Italian HSs living in Germany (a language pairing where both have gender, albeit with important differences), with a focus on morphological markedness (masculine as the default) and task type (explicit vs. implicit knowledge). Fifty-four adult Italian HSs living in Germany and 40 homeland Italian speakers completed an online Self-Paced Reading Task and an offline Grammaticality Judgment Task. Both tasks involved sentences with grammatical and ungrammatical noun-adjective agreement, manipulating markedness. In grammatical sentences, both groups showed a markedness effect: shorter reading times (RTs) and higher accuracy for sentences containing masculine nouns as compared to sentences with feminine nouns. In ungrammatical sentences, although both groups were sensitive to ungrammaticality, only HSs showed a markedness effect, that is, they had significantly longer RTs and higher accuracy when violations were realized on feminine adjectives. Proficiency in the HL was a significant predictor of accuracy and RTs at the individual level. Taken together, results indicate that HSs acquire and process gender in a qualitatively similar way to homeland native speakers. However, RT evidence seems to suggest that at least under particular experimental methods, markedness considerations are more prevalent for HSs resulting in a speed-accuracy tradeoff. Organised by the University of Konstanz and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 18.01.2022 Narly Golestani (University of Geneva) Language processing in the healthy, multilingual and expert brain Abstract There are large individual differences in speech and language processing skills at different levels of the linguistic hierarchy, and these are likely modulated by experience-dependent plasticity but also by possible differences in innate predisposition. I will provide an overview of a body of research in which we have explored brain functional and structural differences underlying speech and language processing, in the context of healthy individual differences but also extending to multilingualism, to language expertise (e.g. in phoneticians and simultaneous interpreters) and to dysfunction (e.g. in dyslexia and aphasia). In this context I will also describe our rapidly growing body of work on variation in auditory cortex anatomy and phonetic learning, dyslexia, aphasia and musicianship, and describe how we plan to explore the relative influences of nature vs nurture on these individual differences, across the lifespan. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 11.01.2022 Ana Belén García Gámez (University of Algarve) Gestures as scaffolding to learn vocabulary in a foreign language Abstract In two experimental studies we explored the role of gestures on foreign language (FL) vocabulary learning. First, we evaluated the impact of gestures on nouns (Experiment 1) and verbs learning (Experiment 2). Four training methods were compared: The learning of FL words with congruent gestures, incongruent gestures, meaningless gestures, and no gestures. Better vocabulary learning was found in both experiments when participants learned FL words with congruent gestures relative to the no gesture condition. This result indicates that gestures have a positive effect on FL learning when there is a match between the word meaning and the gesture. However, the recall of words in the incongruent and meaningless gesture condition was lower than that of the no gesture condition. This suggests that gestures might have a negative impact on FL learning. I will analyze these results in terms of FL learning facilitation and interference effects. However, a question remained, do we have to perform the gestures ourselves to observe the learning improvement? A third experiment addressed this topic directly. Participants were divided in two experimental groups. In one group, the participants learned the words by performing gestures (“do” teaching group) and the other group only had to observe the gestures performed by others (“see” teaching group). Compared to the meaningless gesture condition, the processing of congruent gestures facilitated the recall of FL words in the “see” and “do” teaching groups. However, the interference effect associated with the processing of incongruent gestures was greater in the “see” teaching group than in the “do” teaching group. Thus, the performance of gestures seems to mitigate the negative impact that the use of gestures may have on the teaching of vocabulary in a FL. Taken together, iconic gestures might be a good tool to learn new vocabulary in a FL when the gestures and words meaning match. In addition, the gestures performance mitigates negative effects associated with meaning mismatches. Hence, if one has to choose, a FL learning strategy based on the performance of congruent iconic gestures would be desirable. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 14.12.2021 Juhayna Taha (University Milano Bicocca) What is wrong with rhythm in developmental dyslexia? Abstract Individuals with developmental dyslexia (DD) are a heterogenous group and may exhibit co- occurring deficits that go beyond reading itself. Beside the well-recognized weak phonological skills, some children with DD show ideficits in oral language skills (McArthur et al.,2000) and language processing (e.g., Cantiani et al., 2013). Moreover, individuals with DD show motor skill deficits (see Nicolson & Fawcett 2011) such as motor control difficulties in handwriting (Pagliarini et al., 2015). Impairments in rhythm perception and production are also evident in individuals with DD (see Ladányi et al., 2020).Importantly, converging evidence has identified a link between rhythmic abilities and language processing, handwriting and reading in typical and atypical populations (e.g., Corriveau & Goswami, 2009; Friederici et al., 2003; Gordon et al., 2015a; Pagliarini et al., 2015). In this talk, I discuss the idea that that rhythm, as also proposed by other researchers, is key to understanding the reading, language and motor difficulties in individuals with DD. I will review the body of research on rhythmic deficits in individuals with DD across different cognitive domains. Then, I will discuss our view that a deficit in anticipation ( a rhythmic component) impairs reading, some motor activity, as handwriting, rhythmic processing and language. This hypothesis will be referred to as the Inefficient Anticipation Hypothesis. New evidence on the role of rhythmic deficits in the identification of DD in L1 and L2 Italian-speaking children with DD will also be presented. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 30.11.2021 Tess Fitzpatrick (Swansea University) Applied linguistics in minoritised language contexts: three case studies from Wales Abstract In this lecture I present three applied linguistics projects which are not only situated in, but also motivated by, the linguistic environment of Wales, a bilingual country in the UK. The Welsh language is classed as ‘vulnerable’ in the UNESCO taxonomy of endangered languages; aspects of policy, infrastructure and culture lend some linguistic security, and the Welsh Government’s ambition to double the number of Welsh speakers to 1 million by 2050 has generated new engagement with applied linguists. In partnership with colleagues, practitioners and community members, I have worked on a number of projects relating to pedagogy, language resources, and better understanding the bilingual lexicon. Methodologies we employed include word association experiments, corpus creation, practitioner surveys and scrutiny of research literature and policy reports. I will discuss both our headline findings and the more implicit messages from our work, and consider how these might inform continuing research into bilingualism and minoritised language communities. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 23.11.2021 Elena Soare (University of Paris 8 & CNRS) The acquisition of the morphosyntax of Heritage Romanian in a dominant French setting Abstract The speakers of a Heritage Language (HL) are bilinguals who learnt a language in their family, but this language is not the majority language of their society. (Montrul, 2016; Polinsky, 2018). One often assumes that in this situation we deal with an unbalanced bilingualism, in which the HL suffers a delay in acquisition, or might be incompletely acquired, and some structures may undergo attrition. Most of the time, Heritage Speakers (HS) participating in the studies are adults from the first or the second generation of immigrants, which leaves uninvestigated the early phase of the acquisition of these languages and does not allow to identify possible differences and correlations between the early linguistic development and what happens after the young HS begin schooling in the dominant language. In this talk, we will present the first results of a pilot study on the acquisition of Heritage Romanian (HR) by children of Romanian immigrants in France (Parisian surroundings). Our goal is to identify some possible differences between the structures which are vulnerable in the acquisition of HR before schooling (age 5-7) and after the beginning of schooling in French (age 8-12), and we collected data from two relevant age groups. We try to answer three questions: (i) can we identify an unbalanced bilingualism in the early acquistion process? (ii) what structures are vulnerable? (iii) is there any difference between these structures in the two groups? Our data come from the first corpus of “frog stories” recorded in HR in France (37 stories collected till now). The children follow a Romanian course in the north surroundings of Paris. We compare the HR of these children to the baseline and to monolingual children from mainland. Our results indicate a difference between HS of Romanian in the younger group and those who have already began schooling in French. Only the latter exhibit an unbalanced bilingualism. The vulnerable structures are, in the case of 5-7 years olds, the same as in monolingual acquisition. Older bilinguals, in turn, show the impact of the dominant language (transfer) in these structures, more precisely properties situated at the interface of syntax and discourse, syntax and morphology, and structures with a complex syntactic derivation. Here, we will investigate in particular relative clauses and Differential Object Marking. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 16.11.2021 Desiré Carioti (University Milano Bicocca) A Reading-Free Tool for the screening of developmental dyslexia in monolingual and minority language children Abstract Due to the increasing number of immigration flows, students with a foreign familial family, often exposed to two or more languages in the daily life experience are increasing in the Italian school classes. Linguistic experience of these children can vary based on cultural habits, L2 linguistic skills of parents, numerosity of family, and so on, so they are not always skilled bilinguals, but, more specifically, minority language children (MLC) with some degree of exposure to a foreign language in the familial context. Often these children underperform in reading skills compared to Italian monolinguals and show a learning profile similar to those of dyslexic readers (Azzolini et al., 2012). Nevertheless, the intrinsic linguistic nature of the reading process biases the assessment of MLC for learning disorders and does not allow to discern between the disorder or a difficulty due, for example, to a less extended vocabulary in L2. For solving this issue, we developed a computerized “Reading-Free Screening Tool”, aimed at testing children for cognitive markers of developmental dyslexia. The tool was conceived for significantly reducing the involvement of language and, for this reason, aligning with evidence in literature (Bonacina et al., 2015; Flaugnacco et al., 2015; Rautenberg, 2015; Swierk, 2018; Tallal & Gaab, 2006; Thomson & Goswami, 2008), precursors of phonological awareness (i.e., rhythmical skills) were tested together with executive functions and attentional processes, both in the auditory and visual modality. Results of a first exploratory validation in both monolingual and minority language children will be presented, together with limits of the instrument and feature perspectives. References: • Azzolini, D., Schnell, P., & Palmer, J. R. (2012). Educational achievement gaps between immigrant and native students in two “new” immigration countries: Italy and Spain in comparison. The Annals of the American Academy of Political and Social Science, 643(1), 46-77. • Bonacina, S., Lanzi, P. L., Lorusso, M. L., & Antonietti, A. (2015). Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background. Frontiers in psychology, 6, 1510. • Flaugnacco, E., Lopez, L., Terribili, C., Montico, M., Zoia, S., & Schön, D. (2015). Music training increases phonological awareness and reading skills in developmental dyslexia: a randomized control trial. PloS one, 10(9), e0138715. • Rautenberg, I. (2015). The effects of musical training on the decoding skills of German‐speaking primary school children. Journal of Research in Reading, 38(1), 1- 17. • Swierk, K. G. (2018). Correlation Between Music and Preliteracy Skills in Preschool Age Children. Scholarly Undergraduate Research Journal at Clark, 4(1), 5. • Tallal, P., & Gaab, N. (2006). Dynamic auditory processing, musical experience and language development. Trends in neurosciences, 29(7), 382-390. • Thomson, J. M., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: auditory and motor rhythms link to reading and spelling. Journal of Physiology-Paris, 102(1-3), 120-129. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 09.11.2021 Daniela S. Avila-Varela (Pompeu Fabra University) Cross-language phonological overlap in bilingual toddlers Abstract Adult and young bilinguals co-activate their languages in different degrees, even in entirely monolingual tasks/contexts (Spivey & Marian, 1999; Von Holzen, Fennell, & Mani, 2018). Previous research has used cognate words as stimuli. Cognates are translations overlapping in their phonological form (e.g., English “chocolate” /tʃɒklət/ and the Spanish “chocolate” /ʧokolate/). Previously reported cross-language phonological effects cannot be attributed only to phonological overlap between labels because they also overlap at the conceptual level. Here, we analyse how phonological representations across languages influence word recognition of non-cognate words in three-year-old Catalan-Spanish bilinguals. We adapted the visual word paradigm by Chow, Aimola-Davies, & Plunkett (2017). Children saw four pictures after 4100ms of the start of the trial an absent target was named in Catalan, while children saw four pictures: A) a Catalan to Spanish phonological competitor (B) a Spanish to Catalan one, and C) two phonologically unrelated competitors to the absent target named. A logistic growth curve analysis of fixations up to 3000ms after word onset showed that children looked more at the phonologically related competitors through translation than unrelated competitors across the trial. These results support that young bilinguals activate phonologically related competitors (Catalan to Spanish and Spanish to Catalan) in their familiar languages even when no overt phonological overlap is presented. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 02.11.2021 Sergio Soares (University of Konstanz): Neurophysiological oscillatory correlates of heritage bilingualism Abstract Bilingualism can result in a more fine-tuned executive control system and in structural and functional brain adaptations (see for a review Pliatsikas, 2019). However, the effects of bilingualism studied through the lenses of neural oscillations remain understudied. Here, I will present findings from two projects of my dissertation’s work, comprising resting state EEG (rsEEG) and time-frequency representations (TFRs) data. Rs-EEG activity (frequency power) is related to various cognitive functions and can estimate neurological connectivity (mean coherence) between brain regions. As such, it has emerged in the past few years as a complementary neuroimaging methodological option to investigate the effects of languages in the brain (Bice et al., 2020; Prat et al., 2016). On the other hand, research using TFRs has shown that executive function tasks (e.g. Flanker task - FT) modulate power within theta and alpha frequency bands. These power modulations have been linked to a greater engagement of the executive control system (Cavanagh & Frank, 2014). Herein, we use brainwaves to investigate how individual differences in bilingual language experience may modulate neurocognitive oscillatory outcomes. EEG data for both tasks were collected from heritage speakers (HSs) and late L2 learners. All participants completed the Language and Social Background Questionnaire (LSBQ; Anderson et al., 2018), which quantifies language exposure and crucially the division of usage in diverse variety of activities and settings in the participants’ two languages over the lifespan. We hypothesized degree of active bilingualism would predict changes in frequency bands (mostly in alpha and beta bands) in both early and late bilinguals at both the rs-EEG (power and functional connectivity) and task-based EEG levels.We found main effects of Age of L2/2L1 onset on high beta and gamma powers (i.e., earlier acquisition resulted in higher beta and gamma frequencies) and higher exposure/usage scores from the LSBQ of the non-societal language at home modulated mean coherence effects (functional brain connectivity) in theta, alpha and gamma frequencies for the rs-EEG data. Similarly, individual differences analyses from the FT revealed significant correlations between age, age of acquisition, and usage of the non-societal language at home with alpha and beta band activity for late bilinguals, whereas only age effects were found in early bilinguals. Furthermore, when correlating alpha power with reaction times, early bilinguals showed a negative correlation while later bilinguals show a positive correlation. Results are in line with claims that bilingualism effects are not monolithic, but rather indicate adaptations towards differential brain recruitment to deal with the cognitive demands associated with variation in language experience. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 15th June 2021 Dávid György (University of Geneva): Rhythmic priming of syntactic processing: a common structure? Abstract Recent empirical evidence has shown several correlations between language and musical rhythm processing in typical and atypical populations (Corriveau & Goswami, 2009; Friederici et al., 2003; Gordon et al., 2015a). One line of studies has reported improved syntactic processing following exposure to a rhythmically regular musical prime compared to an irregular musical prime, environmental noise, or silence (Bedoin et al., 2016; Canette et al., 2020, Chern et al., 2018; Przybylski et al., 2013). However, it cannot be ruled out that part of this rhythmic priming effects lies in a disruption from the irregular rhythm rather than a pure facilitatory effect of the regular rhythm as, to our knowledge, no studies have compared an irregular prime with a baseline condition. The present study aimed to directly compare the effects of regular and irregular primes as well as a silent baseline on syntactic processing. In two experiments, Frenchspeaking typical adults underwent rhythmic priming and completed a grammaticality judgement task in a semi-artificial Jabberwocky language. In both experiments, results showed that rhythmic priming can influence syntactic processing, though only in the first three sentences after a prime rather than six sentences as usually reported for natural language stimuli. Experiment 1 showed a disadvantage of the irregular condition compared to the regular and silence conditions. However, the block design of this experiment may have confounded our findings. Experiment 2 sought to remedy this by using a mixed design. Results showed higher grammaticality judgement accuracy in the regular than in the irregular condition, with a marginal advantage of regular over silence. Furthermore, grammaticality judgement accuracy correlated with performance in a rhythm discrimination task, while participants’ ability to anticipate a metronome beat showed a relationship with the number of languages they spoke. These findings are discussed in the frameworks of Dynamic Attending (Large & Jones, 1999) and hierarchical structure building in musical rhythm and language processing (Fitch & Martins, 2014; Heard & Lee, 2019). Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 8th June 2021 Johanne Paradis (University of Alberta): Bilingual development in first generation Syrian refugee children: What factors contribute to successes and challenges? Abstract The number of refugees worldwide is the highest ever recorded and over half are children (UNHCR, 2017). Children from refugee families can have experiences that set them apart from other migrant children, e.g., interrupted schooling, witnessing and being the victims of violence, loss of and separation from family members, displacement and frequent transitions, residing in refugee camps or detention centres (Graham et al. 2016; Sirin & Rogers-Sirin 2015; Kaplan et al. 2016). Post-migration, refugee families can also face economic and social integration difficulties and many child refugees struggle with socioemotional wellbeing and mental health post- migration (Bronstein & Montgomery, 2011; Stewart et al., 2019). Such adverse experiences could well impact these children’s development of both their first language (L1) and their second language (L2). For example, interrupted schooling could result in lower than age-expected abilities in the L1. In addition, since mental distress interferes with cognitive functioning and learning (Yasik et al., 2007), it could, in turn, interfere specifically with language learning. To date, little research has focused on the bilingual development in refugee children separate from other populations of bilingual children. Furthermore, while much recent research has focused on sources of individual differences in bilingual development such as, age, cognitive and input factors (Chondrogianni, 2018; Paradis, 2016; Unsworth, 2016), very little research has examined the influence of wellbeing and adversity factors in particular. In this talk, I will present research from a longitudinal study on the bilingual development of Syrian refugee children recently arrived in Canada. The focus will be on sources of individual differences in their Arabic-L1 and English-L2 development, including age of arrival, quality and quantity of input- output, parental education, family size, as well as pre-migration adversity factors and concurrent socioemotional wellbeing. The influence of these factors on children’s lexical, morphosyntactic and narrative abilities in both languages across time will be discussed. The overall goal of the talk is to reveal what poses challenges to these children’s dual language development as well as what underlies their successes. The educational and clinical implications of this research will be discussed. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 1st June 2021 Maren Eikerling (IRCCS - Associazione La Nostra Famigli 'Istituto scientifico Eugenio Medea'): Computerized bilingual screenings of developmental language disorder and developmental dyslexia in bilingual children ​ Abstract Distinguishing Developmental Dyslexia (DD) or Developmental Language Disorder (DLD) in bilinguals from variation in language acquisition due to heterogenous language input challenges clinicians (Grimm & Schulz, 2014). To reliably identify the risk of DLD/DD in bilingual children, both languages spoken should be assessed (see Position Paper MULTI-SLI, 2015). This can be done through computer- ized screening tasks that are automatically administered in both languages while accuracy and speed are measured (cf. Bigagli & Lorusso, 2014). The MuLiMi web-application has been developed with this aim, in a collaboration between IRCCS Medea and Politecnico di Milano, within the MultiMind project. Current projects related to MuLiMi focus on a) the evaluation of user-friendliness of the web-applica- tion and b) evaluation of its diagnostic accuracy through analyses of the correlations with results in standardized tests and of its capacity to discriminate between typical and atypical development (as emerging from formal diagnoses with the help of parental questionnaires). The child’s performance is automatically evaluated and measured based on response times and accuracy. Among others, screenings for Italian children living in Germany aged 4 to 6 (study 1 on DLD risk) and for 7-9-year-old children (study 2 on DD risk) were created using language-specific and language-uni- versal clinical markers. Based on these, Italian and German screening tasks were implemented on Mu- LiMi. Additionally, standardized German tests (using bilingual norms where available) were adminis- tered. Furthermore, parents as well as Speech and Language Therapists or teachers filled in question- naires on the child’s (language) development. Preliminary results show convergent information from performances in experimental and standardized tests. Platform features, screening contents and preliminary results will be presented. Implications regarding the potential reduction of misdiagnoses as well as limitations concerning the testing modalities will be discussed. References Bigagli, A. & Lorusso, M. L., (2014). Predittori della lettura in italiano L2 in bambini di madre- lingua cinese. Lucca, Italy: XXIII Congresso Nazionale AIRIPA. Grimm, A. & Schulz, P. (2014). Specific Language Impairment and Early Second Language Ac- quisition. The Risk of Over- and Underdiagnosis, Child Indicators Research, 7: 821 – 841. MULTI-SLI (2015). Position paper on language impairment in multilingual children. http://www.code.thomasmore.be/sites/www.code.thomasmore.be/files/media/Position-statement- MULTI-SLI.pdf (access 31.03.2021) Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 25th May 2021 Jia’en Yee (University Putra Malaysia): Multilingualism effects on brain structure Abstract A growing body of research has suggested that the acquisition and processing of a second language leads to structural changes in the brain (Hayakawa & Marian, 2019; Pliatsikas, 2019). However, the trajectory and limits of these adaptations remain unclear, particularly so with increasing language experience and expertise such as the acquisition and processing of a third or fourth language. This talk highlights the structural adaptations relating to bilingualism and reviews the available evidence in the effects of multilingualism. Parallels and contrasts will be drawn between bilingualism and multilingualism using theoretical frameworks like the Dynamic Restructuring Model (Pliatsikas, 2020). Finally, some fresh evidence from monolinguals, bilinguals and multilinguals will be presented to show the dynamic process of subcortical restructuring, and more specifically demonstrate the concept of structural renormalisation with increasing language experience. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 18th May 2021 Marco Calabria ( Open University of Catalonia): How is cognitive neuropsychology contributing to bilingualism research? Abstract Neuropsychology may contribute to bilingualism research from a multidisciplinary perspective that includes psycholinguistics and brain imaging studies. On one side, the psycholinguistic approach offers the advantage of guiding the experimental study of linguistic processes in patients with brain damage. On the other, neural models define the underlying brain areas of such processes and help to predict language deficits in patients. However, neural models of bilingualism do not provide accurate predictions about brain damage because they have not been tested with patient data in a systematic way. Nevertheless, they offer the roadmap of the underlying cognitive and linguistic processes of bilingual language control and speech production that are mostly based on findings from healthy individuals. In this talk, I propose how the neurolinguistic approach to bilingualism may be implemented, by including: a) the extension of traditional cognitive neuropsychology to bilingualism, b) the use of psycholinguistic methods in neuropsychology, and c) how neurodegenerative diseases may be a neuropsychological paradigm to study language in bilingualism. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 11th May 2021 Napoleon Katsos (University of Cambridge): Bilingualism in Children with Developmental Disorders: From Language and Cognition to Human Rights Abstract Among parents and professionals there is a common albeit empirically unsupported belief that multilingual exposure may be detrimental to the development of children with neurodevelopmental disorders such as autism. In this presentation I will first review studies that capture the lived experience of multilingualism by autistic children and their carers and then I will report on a systematic meta-analysis of the emerging literature which reveals that multilingualism has no adverse effect on the linguistic and cognitive development of children with autism. Moreover, I will outline in what ways multilingualism may actually be beneficial for autistic children and report some unpublished trends in recent work with colleagues. The interplay of qualitative and quantitative methods and the benefits of participant-informed research will set the background for this presentation. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 4 May 2021 Francesca Costa & Maria Teresa Guasti (University of Milano-Bicocca): Double or single literacy in different contexts Abstract: This study aimed to establish whether (1) biliteracy negatively affects literacy education in L2 Italian children and (2) biliterates with an alphabetic script differ from biliterates with a logographic script in Italian. We recruited 95 monoliterate and 86 biliterate bilingual children, attending Grade 1st, 3rd , and 5th They were administered Raven, an expressive vocabulary task and reading tasks (words, nonwords and text). Analyses revealed that biliterates had a higher Raven score than monoliterates (Biliterates: M=28.2 SD=4.6; monoliterates: M=22.4, SD=6.4); the two groups did not differ in expressive vocabulary. From 3rd Grade, both groups read words faster than pseudowords, proving that reading had started to be automatized as in monolingual development. In general, we did not find penalty in reading in biliterate. Some advantages in text comprehension was found among biliterate. Then, the group of biliterates was split with 36 children belonging to the Group with an alphabetic script (A_BL) and 50 children to the logographic script (L_BL). We found that A_BL children obtained a higher score in expressive vocabulary (F(1,80) = 8.84, η2 = 0.10, p less than 0.05). Both groups read the word faster than pseudowords from 3rd Grade; L_BL improved faster than A_BL, as indicated by the Group by Grade interaction (F(2,80) = 5.15, η2 = 0.1, p less than 0.05). Small differences were found, due mostly to grades. Our results indicate that biliteracy may provide some advantages for text comprehension. This may be due to biliterates’ higher experience with written texts in two languages (see also Rolstad et al. 2005) or to their higher non-verbal reasoning ability. The comprehension of a text is a complex ability that involves different skills. No consistent difference between A_BL and L_BL was found, likely due to the fact that literacy in the L1 is not well-advance, as these children attend L1 classes only on the weekend and in summer. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 27. April 2021 Merel Keijzer (University of Groningen): Language learning as a vaccine to promote healthy aging: the linguistic, social and cognitive effects of third-age language learning Abstract: Bilingualism has been put forward as a life experience that, similar to musical training or being physically active, may boost cognitive performance and slow down age-related cognitive decline. In more recent years, bilingualism has come to be acknowledged not as a trait but as a highly individual experience where the context of use strongly modulates any cognitive effect that ensues from it (cf. van den Noort et al., 2019). In addition, modulating factors have been shown to interact in intricate ways (Pot, Keijzer and de Bot, 2018). Adding to the complexity is the fact that control processes linked to bilingualism are bidirectional—just as language control can influence cognitive control, individual differences in cognitive functioning predict language learning outcomes and control. The aim of this paper is to shed light on the bidirectional and individual cognitive, social and linguistic factors in relation to bilingualism and second language learning, with a special focus on older adulthood. On the basis of past and ongoing studies conducted at the Bilingualism and Aging Lab (BALAB) at the University of Groningen, (1) we first show the intricate clustering of modulating individual factors as deterministic of cognitive outcomes of bilingual experiences at the older end of the lifespan; (2) we then briefly present a meta-study of work in the emergent field of third-age language learning, the results of which are related to lifelong bilingualism. We focus on linguistic, cognitive and social outcomes of third-age language learning; (3) we then turn to our own (ongoing) studies which make use of randomized controlled trials to show the cognitive and social effects of introducing a bilingual experience later in life as opposed to other intervention types such as musical training. We investigate this in healthy older adult cohorts but also in (pre)clinical populations of elderly experiencing memory and/or mood problems. By investigating the effects of late-life second language learning as opposed to lifelong bilingualism, we aim to shed more light on the mechanisms underlying the benefits of bilingualism as a life experience, especially as it pertains to cognitive reserve in older adulthood. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines' 20. April 2021 Núria Sebastián Gallés (Pompeu Fabra University): How bilingualism shapes the infants' mind/brain Abstract: The present talk reviews our current knowledge about how infants growing up in bilingual environments learn their two (or more) languages and how such experience shapes nonlinguistic domains. I will fist discuss and analyze methodological challenges and then I will review selected topics in language acquisition (language discrimination, word learning) and in cognitive and social development. As we compare with research on monolingual infant language acquisition, we show that our bilingual knowledge is much more limited and fragmented. I will make some suggestions about future good practices to help advance the field. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

'The Multilingual Mind: Lecture series on multilingualism across disciplines.' 13.04.21 Erika Hoff (Florida Atlantic University): Why bilingual development is not easy, but possible Abstract All normal children in normal environments acquire language. However, all normal children in normal bilingual environments do not acquire two languages. Focusing on data from studies of second- generation immigrant children and young adults from Spanish-speaking homes in the U.S., this talk asks why the acquisition of two languages is more difficult than the acquisition of one. The evidence points to multiple ways in which the environmental supports that language acquisition requires are not equally available for both languages in minority-majority language bilingual communities. Organised by Aristotle University of Thessaloniki, Jagiellonian University, University of Konstanz, University Milano-Bicocca, University of Reading and the Marie Curie ITN project 'The Multilingual Mind' (765556).

Angličan nazývá zvíře, které má čtyři nohy, ocas, mňouká a loví myši, a cat. Čech by to samé zvíře nazval kočka a Portugalec gato. Pokud někdo mluví všemi těmito jazyky, jsou v jeho mozku na to samé zvíře napojeny tři rozličné názvy, jak je možné jej pojmenovat. Výzkumy ukazují, že všechny jazyky, které známe, jsou v mozku aktivovány vždy, když používáme alespoň jeden z nich. Mnohojazyční lidé tak ve svých hlavách řeší každodenní konflikt na mnoha jazykových frontách, a to neustále… Lidský mozek dokáže uplatnit tento trénink v jazykovém konfliktu spojeném s používáním dvou jazyků i při jiných myšlenkových aktivitách. V této přednášce se dozvíte, jak dvojjazyčnost trénuje náš mozek, proč jsou bilingvní mluvčí zpravidla kreativnější, mají zlepšenou pozornost a schopnost řešit konflikt, ale i to, jak znalost více jazyků oddaluje projevy neurodegenerativních onemocnění, jakým je například stařecká demence. Přednášející Mgr. Michal Kořenář University of Reading, Univerzita Karlova Vystudoval magisterské obory Nizozemský jazyk a literatura a Obecná lingvistika na Filozofické fakultě UK. Dále absolvoval několik výzkumných stáží na univerzitách v Norsku a Nizozemsku, kde se věnoval vlivu jazyka na myšlení. V současné době působí jako doktorand programu Neurovědy a vědecký pracovník na Univerzitě v Readingu. Zároveň je afilovaný k Ústavu germánských studií na FFUK.

Am 6. März 2021 feiern wir den Europäischen Tag der Logopädie/Sprachtherapie. Das Ziel ist es, Eltern und die Öffentlichkeit für die Arbeit der Logopäden zu sensibilisieren und damit auch für Patient*innen und, die tagtäglich behandelt werden, ein Bewusstsein zu schaffen. Sprachentwicklungsstörungen (SES) sind die am häufigsten auftretenden Entwicklungsstörungen, aber sie sind Störungen, die man den Kindern nicht ansieht und die weniger besorgniserregend erscheinen als andere, offensichtlichere Störungen. Deshalb bleiben sie auch in der Gesellschaft oft unsichtbar: Sprachentwicklungsstörungen sind relativ unbekannt. Für viele Logopäd*innen und Sprachtherapeut*innen hingegen ist die Diagnose und Behandlung von Sprachentwicklungsstörungen die tägliche Haupttätigkeit. Eine besondere Schwierigkeit liegt in der Diagnose und Behandlung von Sprachstörungen bei bilingualen Kindern. Für diese Besonderheit wächst das Bewusstsein von Fachärzt*innen und Logopäd*innen und Sprachtherapeut*innen. Im Rahmen von MultiMind befassen sich damit die ESRs Theresa Bloder und Maren Eikerling und kooperieren mit verschiedenen Forschungseinrichtungen, darunter das IRCCS Medea, La Nostra Famiglia in Bosisio Parini und das Carlo Besta Institut in Mailand, unterstützt auch von Logopädiestudentinnen der Zentren und des Studiengangs der Universität Mailand. Zusätzlich zu einer Broschüre (multilingualmind.eu/flyers) , die zum Tag der primären Sprachstörung am 16.10.20 veröffentlicht wurde und inspiriert von einem Video zu Sprachentwicklung(sstörungen) von Silvia Gosewinkel (hsg Bochum), sind nun Videos entstanden, die über den normalen und eingeschränkten Spracherwerb bei zweisprachigen Kindern informieren. Sie erfahren, wie Sie Ihr (zweisprachiges) Kind in der Sprachentwicklung unterstützen können und wie festgestellt werden kann, ob Ihr Kind eine Sprachtherapie benötigt.