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IASCL - Child Language Bulletin - Vol 35, No 2: December 2015
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Updates on the 14th International Congress for the Study of Child Language, Lyon, 17-21 July 2017

Sophie Kern, Conference Organiser

IASCL 2017 Lyon

The 14th International Congress for the Study of Child Language will take place in July 2017, and will be hosted by the University of Lyon.

Confirmed Plenary Speakers:

IASCL 2017 Lyon


For any inquiries you may have regarding the IASCL Lyon 2017 Conference, please contact:

Report on the Workshop on Infant Speech Perception (WISP)

Nan Xu Rattanasone & Katherine Demuth, Child Language Lab, Macquarie University

The Workshop on Infant Speech Perception (WISP) held on 1st and 2nd September 2015 at Macquarie University highlighted recent research on infants' developing abilities to perceive and learn the phonological, morphological and prosodic systems of language. The workshop brought together researchers from the fields of linguistics, cognitive science, computational linguistics and developmental psychology to discuss novel techniques and paradigms, shedding light on the diverse roles of speech perception abilities at various stages of infant development, across languages and populations. Keynote speakers across the two days comprised:

Some of the issues raised in discussions included the need for research on a more diverse range of languages other than English, as well as using a range of complementary measures to better account for individual infant performance. The workshop was sponsored by the Centre for Language Sciences (CLaS) at Macquarie University, and the Australian Research Council (ARC).

Workshop on Infant Speech Perception (WISP)

New Tools and Developments for the MacArthur-Bates CDIs

Philip Dale, University of New Mexico, the CDI Advisory Board

The CDI Advisory Board is very pleased to announce several new initiatives and tools for use of the CDIs. For more information on these, please visit the new-and-improved CDI website at

  1. The American English forms CDI: Words & Gestures, CDI: Words & Sentences, and CDI-III will be available as fillable PDF files shortly after the first of the year from Brookes Publishing at These forms can be emailed to parents and others who can complete the forms and return them by email to clinicians and researchers. The forms can also be completed on a tablet using the free Adobe Fill & Sign app. In addition, a new version of the CDI scoring program is under development which will automatically read and score the files, and prepare a report for parents, as well as export data to a CSV file. We anticipate that similar files will soon be prepared for the Mexican Spanish Inventarios I and II. Watch the pages on scoring programs on the CDI website for more information!
  2. Also available after the first of the year will be fillable PDFs for the English and Spanish shortforms. These will be available from Larry Fenson,
  3. Lexical norms. A new, open database, Wordbank, compiles responses from many different CDI administrations in many different languages and provides exciting new resources for the construction of crosslinguistic lexical norms for many different research purposes. Like its predecessor, CLEX (Crosslinguistic Lexical Norms), Wordbank archives data from the MacArthur-Bates Communicative Development Inventories (MB-CDIs) in many different languages, including American English, Danish, Croatian, German, Italian, Mexican Spanish, Norwegian, Russian, Mandarin, Cantonese, Hebrew, Turkish and Swedish. However, Wordbank is not limited to norming datasets; it currently contains 42,955 CDIs from 14 languages. Specialized datasets (e.g., various clinical populations, bilingual children) as well as more general datasets, both cross-sectional and longitudinal, are welcome in Wordbank. Wordbank enables researchers to analyze MB-CDI data in terms of aggregate vocabulary, individual items, demographic variables, and more. It provides interactive visualizations, exploratory reports, and data export tools. Wordbank is open access! You can use the wordbankr package to access Wordbank data from R but many analysis functions are directly available online without need for programming. Learn more about Wordbank at (Note that users can still access the CLEX database,, but it is not currently being maintained. All data in CLEX are now incorporated in Wordbank as well.)
  4. We will be updating the information on CDI adaptations, as it has become somewhat out of date. We will be contacting developers soon with a very brief survey, and would appreciate responses.
  5. We invite feedback, comments and suggestions from users of these instruments. For Wordbank, please email For all other matters, send email to Larry Fenson,

New and Updated PhonBank Corpora, and an Outlook on Upcoming Phon Analyses toward Clinical Phonology

Yvan Rose, Memorial University of Newfoundland & Brian MacWhinney, Carnegie Mellon University

In this brief update, we summarize our most central advances concerning both the PhonBank database and the Phon software program. For PhonBank, we have engaged in large-scale enrichment of already-published corpora, in particular through the addition of MOR and GRA tiers to the large Providence, Lyon, and Paris corpora, the latter one still undergoing revisions at the time of writing these lines. We are also nearing the publication of many other corpora, including new languages and new learning situations, as we detail below:

In addition, we also have a number of corpora for both typical and late learners in the pipeline. All of these new additions to PhonBank are released in both Phon and CLAN (CHAT) formats. This offers a broad array of analytic possibilities from phonological, lexical and morpho-syntactic perspectives alike. The work we performed on the Providence, Lyon, and Paris corpora is particularly relevant in this context, as these corpora now offer many opportunities for morphological analysis, possibly combined with detailed phonological analysis.

Over the last year, we have also been working with members of the research community to improve our initial release of Phon 2. In our current version (2.1.7), the functions for acoustic analyses have been expanded, and the interface streamlined. In parallel, we have added and/or improved several functions for clinical assessments, including the Word Match, Percent Consonant/Vowel Correct, and PMLU assessments.

We have also integrated functions for version management (using GIT libraries) within Phon. Finally, we have refined different aspect of Phon's interface by adding facilities to the Project Manager, a status bar to the Session Editor, and new search methods. For example, within the Phones query, filtering of syllables types (e.g. open; closed) can be combined with other properties of the syllable (e.g. stressed; unstressed).

We are now working on a system for producing automated assessments in clinical phonology. Many of these aim to reproduce aspects of the now-deprecated PROPH+ software suite. In parallel, we are refactoring our reporting system in order to combine different queries and reports as part of unified analyses and reports, and automate many aspects of these functions. Using these improvements, researchers and clinicians will be able to output full phonological reports within just a few mouse clicks. At this stage, we have the required computational foundations in place, and expect to release this new system in an incremental fashion, adding assessment methods as we complete their development, throughout the course of 2016.

Recommendations Regarding the Use of iOS Devices for Video Recording

Brian MacWhinney, Carnegie Mellon University

After extensive testing, we have come up with a new set of recommendations regarding the use of iOS devices for video recording. According to our testing, these newer methods outperform the earlier camcorder-based methods in terms of portability, flexibility, and resultant audio and video quality. These recommendations are found at

If you are doing video filming of live interactions, I think you may find this information useful.


Brian MacWhinney, Carnegie Mellon University

I am happy to announce that all 13 of the corpora in the French component of CHILDES (with the exception of the single-word phonological corpora) have now been completely tagged and analyzed using the FRA morphological analyzer and all ambiguities have been resolved at the lexical level. We thank Tony Kelly for his work on this. The corpora involved are: Champaud, Geneva, Hammelrath, Hunkeler, Leveille, Lyon, Montreal, MTLN, Palasis, Paris, Pauline, Yamaguchi, and York.

Upcoming Workshop: Developmental Perspectives on Language Processing, Macquarie University, May 2016

Katherine Revius & Katherine Demuth, Child Language Lab, Macquarie University

Seeing that much research has explored the processes by which adults comprehend language, but much less is known about how these abilities develop in children. To this end, we are organising the upcoming workshop on the Developmental Perspectives on Language Processing on 12th and 13th May, 2016 at Macquarie University to bring together researchers working on various aspects of language comprehension, in order to better understand how children process language in real time, and how different types of information are exploited during development. This topic is especially timely given increasing evidence that efficient early language processing skills are critical for learning to communicate effectively. However, these skills may be limited in children with various types of language delay, including bilinguals and early L2 learners, children with hearing loss, and those with specific language impairment (SLI). Keynote speakers across the two days will comprise:

Papers/poster submissions are invited exploring all aspects of language processing—with a focus on spoken language processing—in children using online methods (e.g., eye-tracking, EEG, MEG, etc.). Contributions from adult research that raise theoretical/methodological issues for exploring developmental aspects of language processing are also welcome. The workshop is sponsored by the Centre for Language Sciences (CLaS) at Macquarie University, the Australian Research Council (ARC) FL130100014 and the ARC Centre of Excellence in Cognition and its Disorders (CCD).

More details:

The Japanese Society for Language Sciences 18th Annual International Conference (JSLS2016)

Hiroko Kasuya, JSLS 2016 Publicity Committee

The Japanese Society for Language Sciences (JSLS) invites proposals for our Eighteenth Annual International Conference (JSLS2016). JSLS2016 will be held at the University of Tokyo, Komaba Campus (Komaba I), Tokyo, Japan (approx. 120 minutes from Narita Airport, 60 minutes from Haneda Airport).

We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. Submissions are invited in any area related to language sciences. Oral presentations are eligible for the 8th JCHAT Award (Best Paper, and Best Paper Using JCHAT/CHILDES, respectively). JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Please be aware that the Conference Handbook abstracts will be accessible in pdf form on the JSLS homepage. This is a service exclusively for JSLS members.

Conference Dates: June 4th (Sat) – June 5th (Sun), 2016
Place: University of Tokyo, Komaba Campus, Tokyo, Japa

The deadline for submission of abstracts is January 15th (Fri.), 2016 (Japan Standard Time).

For more detailed information on the submission process, please visit the conference webpage:

JSLS2016 Conference Committee Chair: Yuki Hirose (University of Tokyo Graduate School of Arts and Sciences)

For inquiries, please contact us at



Forthcoming Conferences and Workshops

What: The 12th Conference on Theoretical Issues in Sign Language Research
When: 4-7 Jan 2016
Where: Melbourne Convention Centre Australia, Australia

What: 2016 Budapest CEU Conference on Cognitive Development (BCCCD16)
When: 7-9 Jan 2016
Where: Budapest, Hungary

What: The 90th Annual Meeting of the Linguistic Society of America
When: 7-10 Jan 2016
Where: Washington, USA

What: LOT Winter School 2016
When: 11-22 Jan 2016
Where: the University of Tilburg, Netherlands

What: ICFLTAL 2016: International Conference on Foreign Language Teaching and Applied Linguistics
When: 18–19 Jan 2016
Where: London, UK

What: Presuppositions in Language Acquisition
When: 23-26 Feb 2016
Where: Konstanz, Germany

What: Sentence Complexity at the Boundary of Grammatical Theory and Processing: A Special Challenge for Language Acquisition
When: 23-26 Feb 2016
Where: Konstanz, Germany

What: The 38th Annual Conference of the German Linguistic Society (DGfS 2016)
When: 24-26 Feb 2016
Where: Konstanz, Germany

What: Second Language Acquisition and Teaching Roundtable (SLAT Roundtable)
When: 26-27 Feb 2016
Where: Arizona, USA

What: The 29th CUNY Conference on Human Sentence Processing
When: 2-5 Mar 2016
Where: University of Florida, Florida, USA

What: Florida Linguistics Yearly Meeting 3 and Linguistic Matters Festival
When: 10–12 Mar 2016
Where: Florida International University, Miami, FL

What: The International Symposium on Bilingual Processing in Adults and Children (ISBPAC)
When: 14 –15 April 2016
Where: University of Kaiserslautern, Germany

What: Bilingual from Birth: Process, Pedagogy and Policy
When: 28 –29 April 2016
Where: The Official Languages and Bilingualism Institute, University of Ottawa, Canada

What: The 5th International Symposium on Tonal Aspects of Languages (TAL2016)
When: 24 –27 May 2016
Where: New York, USA

What: Canadian Association of Applied Linguistics Annual Conference
When: 30 May -1 Jun 2016
Where: University of Calgary, Alberta, Canada

What: The 16th International Clinical Phonetics and Linguistics Association Conference (ICPLA 2016)
When: 15-18 Jun 2016
Where: Halifax, Canada

What: Tense, Aspect and Modality in L2 (TAML2)
When: 20-21 Jun 2016
Where: University of York, UK

What: The Seventh Conference of the International Society for Gesture Studies: Gesture - Creativity – Multimodality
When: 18–22 Jul 2016
Where: Sorbonne Nouvelle University, Paris, France

What: UK Cognitive Linguistics Conference (UK-CLC)
When: 19-22 Jul 2016
Where: Bangor, UK

What: The 10th International Conference on Multilingualism and Third Language Acquisition
When: 1–3 Sep 2016
Where: the University of Vienna, Austria

Conference and Workshop Calls

What: 2016 SLA Student Symposium
When: 15-16 April 2016
Where: Wisconsin, USA
Submission Deadline: 25 Jan 2016

What: The 28th North American Conference on Chinese Linguistics (NACCL-28)
When: 5–8 May 2016
Where: Brigham Young University, USA
Submission Deadline: 15 Jan 2016

What: Workshop on the Developmental Perspectives on Language Processing
When: 12–13 May 2016
Where: Macquarie University, Australia
Submission Deadline: 15 Feb 2016

What: The 37th Annual Meeting of the Department of Linguistics (amgl37)
When: 12–14 May 2016
Where: Thessaloniki, Greece
Submission Deadline: 31 Jan 2016

What: The 28th International Conference on Foreign/Second Language Acquisition (ICFSLA 2016)
When: 19-21 May 2016
Where: Szczyrk, Poland
Submission Deadline: 31 Jan 2016

What: The Seventh International Conference on Language, Culture and Mind
When: 1-4 Jun 2016
Where: Hunan University, Changsha, China
Submission Deadline: 5 Jan 2016

What: Japanese Society for Language Sciences 18th Annual International Conference (JSLS2016)
When: 4-5 Jun 2016
Where: Tokyo, Japan
Submission Deadline: 15 Jan 2016

What: The 9th International Conference on Practical Linguistics of Japanese (ICPLJ9)
When: 4-5 Jun 2016
Where: San Francisco Sate University, US
Submission Deadline: 1 Feb 2016

What: International Child Phonology Conference (ICPC 2016)
When: 22–24 Jun 2016
Where: Northern Arizona University in Flagstaff, Arizona, USA
Submission Deadline: 15 Feb 2016

What: Fifth Implicit Learning Seminar
When: 23–25 Jun 2016
Where: Lancaster University, UK
Submission Deadline: 1 Mar 2016

What: Summer School: Infant Studies on Language Development in Europe (ISOLDE)
When: 27-30 Jun 2016
Where: Potsdam, Germany
Submission Deadline: 31 Mar 2016

What: The 24th Annual Conference of the IACL
When: 17-19 Jul 2016
Where: Beijing, China
Submission Deadline: 15 Jan 2016

What: The 38th Annual Meeting of the Cognitive Science Society (CogSci 2016)
When: 10-13 Aug 2016
Where: Pennsylvania, USA
Submission Deadline: 1 Feb 2016

What: International Assoication of Logopedics and Phoniatrics (IALP) 30th World Congress
When: 21-25 Aug 2016
Where: Dublin, Ireland
Submission Deadline: 15 Jan 2016

What: The 26th Annual Conference of the European Second Language Association (EUROSLA26)
When: 24-27 Aug 2016
Where: Jyväskylä, Finland
Submission Deadline: 28 Feb 2016

What: The VIIIth International Conference of Language Acquisition
When: 7-9 Sep 2016
Where: Palma de Mallorca, Spain
Submission Deadline: 1 Feb 2016

What: The 7th Generative Approaches to Language Acquisition North America Conference (GALANA-7)
When: 8-10 Sep 2016
Where: University of Illinois at Urbana-Champaign, USA
Submission Deadline: 10 Feb 2016

What: Τhe 15th Biennial Conference of the European Association for Research on Adolescence (EARA)
When: 16–19 Sep 2016
Where: La Barrosa, CÁDIZ, Spain
Submission Deadline: 31 Mar 2016

What: The 35th Second Language Research Forum (SLRF2016)
When: 22-25 Sep 2016
Where: Columbia University, USA
Submission Deadline: 15 May 2016

What: The 9th International Conference on Construction Grammar (ICCG-9)
When: 5-7 Oct 2016
Where: Federal University of Juiz de Fora, Brazil
Submission Deadline: 31 Mar 2016

What: The 2016 ASHA Convention
When: 17-19 Nov 2016
Where: Philadelphia, USA
Submission Deadline: 12 Apr 2016

What: The 2nd International Conference on Teaching Deaf Learners
When: 22-24 Mar 2017
Where: Amsterdam, the Netherlands
Submission Deadline: to be announced

What: The 14th International Congress for the Study of Child Language (IASCL 2017)
When: 17-21 July 2017
Where: Lyon, France
Submission Deadline: to be announced

Book Announcements

Editors: Edith Bavin and Letitia Naigles
Title: The Cambridge Handbook of Child language (2nd edition)
Publisher: Cambridge University Press
ISBN: 978-107-08732-3

The second edition of the Cambridge Handbook of Child Language is now available. The volume is published as a new book. It has been vastly extended, now including a section on reading (5 chapters), new topics, new authors and major updates to topics covered in the first edition. This wide-ranging survey traces language development from prelinguistic infancy to adolescence in typical and atypical contexts. The material is intuitively grouped into six thematic sections, enabling readers to find specific in-depth information easily.

Reviewers’ comments include:

"It is rare to see such a broad and representative range of perspectives covered in a single volume . . . " Janet Werker, UBC

"The book is an essential resource for students and researchers for understanding the increasingly interdisciplinary nature of child language research and for undertaking their own work." Philip Dale, UMN

More information:

Authors: Adriana Belletti and Maria Teresa Guasti
Title: The Acquisition of Italian: Morphosyntax and its Interfaces in Different Modes of Acquisition
Series Title: Language Acquisition and Language Disorders, 57
Publisher: John Benjamins
ISBN: 9789027253194 (hardbound) 9789027253200 (paperback) 9789027268532 (e-book)

A major contribution to the study of language acquisition and language development inspired by theoretical linguistics has been made by research on the acquisition of Italian syntax. This book offers an updated overview of results from theory-driven experimental and corpus-based research on the acquisition of Italian in different modes (monolingual, early and late L2, SLI, etc.), as well as exploring possible developments for future research. The book focuses on experimental studies which address research questions generated by linguistic theory, providing a detailed illustration of the fruitful interaction between linguistic theorizing and developmental studies. The authors are leading figures in theoretical linguistics and language acquisition; their own work is featured in the research presented here. Students and advanced researchers will benefit from the systematic review offered by this book and the critical assessment of the field that it provides.

More information:

Author: Eve Clark
Title: First Language Acquisition (third edition)
Publisher: Cambridge University Press
ISBN: 978-1-316-50760-5

How do young children learn language? When does this process start? What does language acquisition involve? Children are exposed to language from birth, surrounded by knowledgeable speakers who offer feedback and provide extensive practice every day. Through conversation and joint activities, children master the language being used around them. This fully revised third edition of Eve V. Clark's bestselling textbook offers comprehensive coverage of language acquisition, from a baby's first sounds to a child's increasing skill in negotiating, explaining and entertaining with language. This book, drawing together the most recent findings in the field, and illustrated with examples from a wide range of experimental and observational studies, including the author's own diary observations, presents an essential and comprehensive guide to first language acquisition. It will be fascinating reading for students of linguistics, developmental psychology, and cognitive science.

More information:

Editors: Theres Grüter and Johanne Paradis
Title: Input and Experience in Bilingual Development
Series Title: Trends in Language Acquisition Research, 13
Publisher: John Benjamins
ISBN: 978-90-272-4406-2 (new: paperback)

Children acquiring two languages, either simultaneously or sequentially, have more variation in their linguistic input than their monolingual peers. Understanding the nature and consequences of this variability has been the focus of much recent research on childhood bilingualism. This volume constitutes the first collection of research solely dedicated to the topic of input in childhood bilingualism. Chapters represent a range of theoretical and methodological approaches to the study of childhood bilingualism, covering a variety of language combinations and sociocultural contexts in Europe, Israel, North and South America. As a reflection of the field’s current understanding of the intricate relationship between experience and development in children growing up with two or more languages, this volume will be of interest to scholars and practitioners working with bi- and multilingual learners in various sociolinguistic and educational contexts.

More information:

Editor: Stavroula Stavrakaki
Title: Specific Language Impairment: Current Trends in Research
Series Title: Language Acquisition and Language Disorders, 58
Publisher: John Benjamins
ISBN: 9789027253217 (hardback) 9789027268426 (e-book)

This volume is dedicated to the field of Specific Language Impairment (SLI), addressing important research questions, including: the interrelation of genetic and cognitive profiles of individuals with SLI; the comorbidity issue and clinical boundaries between SLI and other developmental disorders; cross-linguistic manifestations of SLI; and theory-motivated therapy approaches to individuals with SLI. This volume brings together researchers with different scientific backgrounds and research disciplines, challenging current points of view and offering new perspectives on issues of SLI and developmental disorders.

More information:

Thesis Announcements

Author: Kiri Mealings
Title: An Investigation into how the Acoustics of Open Plan and Enclosed Classrooms Affects Speech Perception for Kindergarten Children
Institution: Macquarie University

Open plan classrooms, where several class bases share the same space, have recently re-emerged in Australian primary schools. This is due to a more child-centred teaching philosophy which focuses on group work, sharing resources, and the social development of the child. They also promote team-teaching and joint collaboration which is thought to facilitate a more cooperative and supportive teaching and learning atmosphere. However, because of the large number of children engaging in different activities and the lack of barriers between classes, these spaces are subject to high noise levels. Therefore, it is timely to conduct research in these classrooms to assess their appropriateness for 5-6-year-old Kindergarten children.

This thesis by publication is comprised of five studies that aim to comprehensively compare the listening environments of four different types of classrooms: an enclosed classroom with 25 children, a double classroom with 44 children, an untreated linear fully open plan triple classroom with 91 children, and a purpose-built semi-open plan Kindergarten-to-Year-6 classroom with 205 children. Chapter 1 provides an introduction to the studies. Chapter 2 describes the first objective study which calculated and compared the noise levels, signal-to-noise ratios, speech transmission index scores, and reverberation times across classrooms. Chapter 3 describes the development of a new classroom speech perception task that can be conducted live and efficiently in real classroom listening environments. This speech perception task was used in the third study (Chapter 4) to objectively assess how the acoustics of the classrooms measured in the first study affect children’s speech perception accuracy and speed. Chapters 5 and 6 describe the subjective studies of this thesis which examined the children’s and teachers’ perceptions of their classroom listening environment via a questionnaire. Finally, Chapter 7 discusses the impact of these findings for each classroom, draws conclusions, and suggests future research directions.

Author: Anna Wolleb
Title: Syntactic Representations in the Bilingual Mind: the Role of Executive Function and Pragmatics in Cross-Language Priming
Institution: Arctic University of Norway

In this thesis I investigate how syntactic forms are represented and accessed in the mind of bilingual children. In particular, I explore the role of executive control and pragmatics in the selection and use of these representations. To do so, I tested a group of Norwegian-English bilingual children and a group of Norwegian age-matched monolinguals in a priming paradigm and in a cognitive task (the Dimensional Change Card Sort, DCCS). I investigated word order in possessive constructions and dative alternation. These forms were chosen because they allow for different word orders, which vary depending on semantic and discourse factors. That is, the different structures were elicited by means of a priming task (both within- and between-language) where children were first exposed to the alternating word orders (prime) and then had to describe a picture by selecting one the two possible options (target). My goals are two-fold: first, to show that priming within-language is stronger than priming between-language, arguably due to the involvement of an inhibitory mechanism; second, to demonstrate that the access to the abstract syntactic representation is mediated by semantic and pragmatic factors.

From the Editor

The Child Language Bulletin is the official newsletter of the IASCL Association, and it is published twice a year on the website. All members of the association will receive an e-mail message each time a new issue of the Bulletin is published.

I encourage members to submit news and information that might be relevant to our research community, for instance, report on a conference or workshop, announcements about forthcoming conferences and workshops, new CHILDES corpora, books, and completed PhD Theses, conference and workshop calls, book reviews, and surveys. We need your contributions to keep the Bulletin abreast of developments in our field.

Please send any items that are of interest to the IASCL community to

I look forward to receiving your submissions!

Angel Chan
Room EF740
Department of Chinese and Bilingual Studies
The Hong Kong Polytechnic University
Hunghom, Hong Kong SAR

IASCL Donation Drive

The IASCL is a worldwide organization, which means that it aims to serve child language researchers in all countries of the world. Child language research is important everywhere, both from a theoretical perspective (cf. for instance the significance of cross-linguistic evidence) and from a more applied point of view (cf. for instance the need for good description to allow for the assessment of language learning problems). Unfortunately financial considerations are often a hindrance to the development of scientific disciplines in countries with severe economic problems. The IASCL has always been supportive of would-be IASCL members working in such countries by waiving membership fees for them.

IASCL funds are limited, though. In the past, donations from regular IASCL members have been very helpful in supporting colleagues from economically disadvantaged countries. In order to continue offering that support, your donations are very welcome indeed.

To make a donation, please make your payment via Paypal, using the appropriate button at Once you reach the 'Thank you for your payment' page on the Paypal site, you will be offered the option of printing a receipt (useful perhaps for tax purposes). If you experience any difficulties making your payment, please contact the Treasurer.

The IASCL as a whole will be sure to benefit from the more diversified nature of its membership as a result of your donations. Many thanks in advance!

Anna Theakston, IASCL Treasurer


If you attended the IASCL conference in Amsterdam 2014, you will remain a member of IASCL until the first day of the 2017 congress. If, however, you did not attend the last conference, and have not since renewed your membership, you can do so now. Current membership fees are £55 for regular members and £30 for students. Members are eligible for a substantial discount for volumes 1-6 of TiLAR, and for a reduced subscription fee to the following journals: the Journal of Child Language, First Language, and the International Journal of Bilingualism. Your fees will contribute to the organization of the upcoming Congress and they will be especially valuable in the provision of student travel bursaries.


Membership (£55 for regular members; or £30 for students*) is for three years, and expires on the first day of the next triennial Congress, to be held in the summer of 2017 in Lyon, France. Members in countries with nonconvertible currencies or currency transfer restrictions or other economic difficulties should request a waiver of the membership fee. Additional contributions/donations for the support of colleagues and program in countries with currency and/or economic difficulties are welcomed.

To join IASCL, to renew your membership, or to make a donation please make your payment via Paypal, using the appropriate button at Once you reach the 'Thank you for your payment' page on the Paypal site, you will be offered the option of printing a receipt. From the 'Thank you' page, you should also use the button on that page to return to IASCL, where you can complete your full membership details. If you experience any difficulties making your payment or completing your registration details, please contact the Treasurer.

*Students are asked to send proof of their status to the treasurer of IASCL at the address below, or by scanning and emailing proof of status to the Treasurer. Proof of student status: a letter on headed paper signed by authorised personnel from the Faculty, or a copy of a currently valid dated and signed student registration card or equivalent.

Dr Anna Theakston
IASCL Treasurer
Coupland Building 1
School of Psychological Sciences
University of Manchester
Oxford Road
Manchester M13 9PL