Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021

Paulina Aravena-Bravo; Alejandrina Cristia; Rowena Garcia; Hiromasa Kotera; Ramona Kunene Nicolas; Ronel Laranjo; Bolanle Elizabeth Arokoyo; Silvia Benavides-Varela; Titia Benders; Natalie Boll-Avetisyan; Margaret Cychosz; Rodrigo Dal Ben; Yatma Diop; Catalina Durán-Urzúa; Naomi Havron; Marie Manalili; Bhuvana Narasimhan; Paul Okyere Omane; Caroline Rowland; Leticia Schiavon Kolberg; Andrew Sentoogo Ssemata; Suzy J. Styles; Belén Troncoso-Acosta; Fei Ting Woon

doi:10.1080/15248372.2023.2231083

Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021

Paulina Aravena-Bravo, Alejandrina Cristia, Rowena Garcia, Hiromasa Kotera, Ramona Kunene Nicolas, Ronel Laranjo, Bolanle Elizabeth Arokoyo, Silvia Benavides-Varela, Titia Benders, Natalie Boll-Avetisyan, Margaret Cychosz, Rodrigo Dal Ben, Yatma Diop, Catalina Durán-Urzúa, Naomi Havron, Marie Manalili, Bhuvana Narasimhan, Paul Okyere Omane, Caroline Rowland, Leticia Schiavon KolbergAndrew Sentoogo Ssemata, Suzy J. Styles, Belén Troncoso-Acosta, Fei Ting Woon

Research output: Contribution to journal › Article › peer-review

Abstract

With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants’ contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.

Original language	English
Journal	Journal of Cognition and Development
DOIs	https://doi.org/10.1080/15248372.2023.2231083
State	Accepted/In press - 2023

Bibliographical note

Funding Information:
We thank the volunteers, who made the/L+/school possible, and all the students for their enthusiasm, active participation, and feedback, which is guiding the organization of the 2023 edition of the school. NBA’s and RG’s work was supported as part of the project C07 in the SFB 1287 at University of Potsdam funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) Project ID 317633480. The school, but not the writing of this manuscript, received support from the following: University of Potsdam, the University of Padova, the Nanyang Technological University, Singapore’s National Research Foundation. We thank Gallaudet University interpreters for supporting Gallaudet students in our school.

Publisher Copyright:
© 2023 Taylor & Francis.

Keywords

Online conference
geographic diversity
metascience
networking

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/15248372.2023.2231083

Cite this

Aravena-Bravo, P., Cristia, A., Garcia, R., Kotera, H., Nicolas, R. K., Laranjo, R., Arokoyo, B. E., Benavides-Varela, S., Benders, T., Boll-Avetisyan, N., Cychosz, M., Ben, R. D., Diop, Y., Durán-Urzúa, C., Havron, N., Manalili, M., Narasimhan, B., Omane, P. O., Rowland, C., ... Woon, F. T. (Accepted/In press). Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021. Journal of Cognition and Development. https://doi.org/10.1080/15248372.2023.2231083

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title = "Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021",

abstract = "With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants{\textquoteright} contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.",

keywords = "Online conference, geographic diversity, metascience, networking",

author = "Paulina Aravena-Bravo and Alejandrina Cristia and Rowena Garcia and Hiromasa Kotera and Nicolas, {Ramona Kunene} and Ronel Laranjo and Arokoyo, {Bolanle Elizabeth} and Silvia Benavides-Varela and Titia Benders and Natalie Boll-Avetisyan and Margaret Cychosz and Ben, {Rodrigo Dal} and Yatma Diop and Catalina Dur{\'a}n-Urz{\'u}a and Naomi Havron and Marie Manalili and Bhuvana Narasimhan and Omane, {Paul Okyere} and Caroline Rowland and Kolberg, {Leticia Schiavon} and Ssemata, {Andrew Sentoogo} and Styles, {Suzy J.} and Bel{\'e}n Troncoso-Acosta and Woon, {Fei Ting}",

note = "Funding Information: We thank the volunteers, who made the/L+/school possible, and all the students for their enthusiasm, active participation, and feedback, which is guiding the organization of the 2023 edition of the school. NBA{\textquoteright}s and RG{\textquoteright}s work was supported as part of the project C07 in the SFB 1287 at University of Potsdam funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) Project ID 317633480. The school, but not the writing of this manuscript, received support from the following: University of Potsdam, the University of Padova, the Nanyang Technological University, Singapore{\textquoteright}s National Research Foundation. We thank Gallaudet University interpreters for supporting Gallaudet students in our school. Publisher Copyright: {\textcopyright} 2023 Taylor & Francis.",

year = "2023",

doi = "10.1080/15248372.2023.2231083",

language = "English",

journal = "Journal of Cognition and Development",

issn = "1524-8372",

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Aravena-Bravo, P, Cristia, A, Garcia, R, Kotera, H, Nicolas, RK, Laranjo, R, Arokoyo, BE, Benavides-Varela, S, Benders, T, Boll-Avetisyan, N, Cychosz, M, Ben, RD, Diop, Y, Durán-Urzúa, C, Havron, N, Manalili, M, Narasimhan, B, Omane, PO, Rowland, C, Kolberg, LS, Ssemata, AS, Styles, SJ, Troncoso-Acosta, B & Woon, FT 2023, 'Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021', Journal of Cognition and Development. https://doi.org/10.1080/15248372.2023.2231083

TY - JOUR

T1 - Towards Diversifying Early Language Development Research

T2 - The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021

AU - Aravena-Bravo, Paulina

AU - Cristia, Alejandrina

AU - Garcia, Rowena

AU - Kotera, Hiromasa

AU - Nicolas, Ramona Kunene

AU - Laranjo, Ronel

AU - Arokoyo, Bolanle Elizabeth

AU - Benavides-Varela, Silvia

AU - Benders, Titia

AU - Boll-Avetisyan, Natalie

AU - Cychosz, Margaret

AU - Ben, Rodrigo Dal

AU - Diop, Yatma

AU - Durán-Urzúa, Catalina

AU - Havron, Naomi

AU - Manalili, Marie

AU - Narasimhan, Bhuvana

AU - Omane, Paul Okyere

AU - Rowland, Caroline

AU - Kolberg, Leticia Schiavon

AU - Ssemata, Andrew Sentoogo

AU - Styles, Suzy J.

AU - Troncoso-Acosta, Belén

AU - Woon, Fei Ting

N1 - Funding Information: We thank the volunteers, who made the/L+/school possible, and all the students for their enthusiasm, active participation, and feedback, which is guiding the organization of the 2023 edition of the school. NBA’s and RG’s work was supported as part of the project C07 in the SFB 1287 at University of Potsdam funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) Project ID 317633480. The school, but not the writing of this manuscript, received support from the following: University of Potsdam, the University of Padova, the Nanyang Technological University, Singapore’s National Research Foundation. We thank Gallaudet University interpreters for supporting Gallaudet students in our school. Publisher Copyright: © 2023 Taylor & Francis.

PY - 2023

Y1 - 2023

N2 - With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants’ contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.

AB - With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants’ contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.

KW - Online conference

KW - geographic diversity

KW - metascience

KW - networking

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ER -

Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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Cite this