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2012 Language Research Centre Annual Report 6.2.2 Teaching Support for LANG courses. Investment in pedagogical training for faculty members and graduate students. 6.2.3 Outreach Establishment of new connections within the community, especially through our “Interdisciplinary approaches to multilingualism” conference. Greater inclusion of community members in LRC events. 6.3 Challenges 6.3.1 Staffing Currently the LRC has a director and an associate director. The director receives one course release per semester, and the associate director receives one course release per year. These are funded by the Faculty of Arts. Some administrative support is provided by a Department Services Assistant who primarily works in GSEA. The LRC would benefit greatly from a support staff member who could be assigned to be physically present in the LRC for at least 50% of the work week. 6.3.2 Funding The LRC continues to be funded primarily from the Faculty of Arts. We noted in our 2011 annual report that we would make it a top priority to obtain external research funds, as we understand that the ultimate goal is to become a self‐sustaining centre. Over the course of 2012 the LRC obtained funding from some new sources (e.g., CIHR, Calgary Board of Education, SSHRC). We will continue to apply for additional external funds in 2013, and we hope to obtain additional internal funding from various units within the University. 6.4 Outlook It is truly an exciting time in the LRC. We have expanded our base over the course of the past year, and new researchers have created a space for themselves in the Centre. In fact, the total number of faculty members who are now members of LRC has grown from 23 to 34 (a 32% increase) in 2012. With the recent news that we will host one of the University of Calgary’s 60 new postdoctoral scholars for two years and that we received a SSHRC Connection Grant, we are hopeful that the targeted expansion will continue over the course of 2013 and beyond. 15
2012 Language Research Centre Annual Report 7. LRC Bibliography for 2012 7.1 Research 7.1.1 Refereed Books Brown, K. (2012). Lo que sabía Cervantes del judaísmo, del criptojudaísmo y de ser converso en la España áurea. Vigo: Academia del Hispanismo. Guo, S., Guo, Y., Beckett, G., Li, Q., & Guo, L. (2012). Teaching under China’s market economy: Five case studies. Brussels: Education International. Libben, G., Jarema, G., & Westbury, C. (Eds.). (2012). Methodological and analytic frontiers in lexical research. Amsterdam: John Benjamins. Wall, A., Polyuha, M., & Thomson, C. (Eds.). (2012). Dialogues with Bakhtinian theory: Proceedings of the Thirteenth International Mikhaïl Bakhtin Conference. London, Canada: Mestengo Press, Interdisciplinary Series No. 1. Wall, A. & Popelard, M‐D. (Eds.) (2012). L’Art de très près. Détail et proximité, Rennes: Presses Universitaires de Rennes. Wall, A. (Ed.). (2012). To read or not to read. Issues of readership and reception in eighteenthcentury France / Lire ou ne pas lire. Questions de lecture et de reception dans la France du XVIII e siècle, Research Dossier for the journal Diderot Studies XXXII. Geneva, Switzerland. 7.1.2 Refereed Journal Articles Anderson, J., Purcell‐Gates, V., Lenters, K., & McTavish, M. (2012). Real‐world literacy activity in pre‐school. Community Literacy Journal, 6, 75–95. Brown, K. (2012). A propósito de un estudio de Antonio Alatorre: Un nuevo poemario de y documentación adicional sobre Abraham Gómez Silveira, Arévalo, España, 1656 – Ámsterdam 1741. Nueva Revista de Filología Hispánica, 60, 235–256. Cadel, F. (2012). Umberto Saba, Pier Paolo Pasolini ed Elsa Morante. Scorciatoie anticanoniche nell’Italia del dopoguerra, Italica, 2, 254–270 Cadel, F. (2012). Intervista con Gian Mario Villalta. An interview with the 2011 Viareggio Prize for Italian Poetry, Bollettino Novecento, 1‐2, http://www3.unibo.it/boll900/numeri/2012‐i/ Cai, W. (2012). 浸入式汉语学习中的听力问题和听力策略 [Listening problems and strategies in immersion Chinese learning]. 《对外汉语研究》[Research on Chinese as a Second Language], 8, 42–57. Carroll, S. (2012). When is input salient An exploratory study of the Sentence Location Principle and word length. International Review of Applied Linguistics, 50, 1–29. Collins, S. J., Graham, S. A., & Chambers, C. G. (2012). Preschoolers’ sensitivity to speaker action constraints to infer communicative intent. Journal of Experimental Child Psychology, 112, 389–402. Crossman, K., & Pinchbeck, G. G. (2012). An intensive Academic English course for Gen1.5/ELLs bound for post‐secondary studies: Curriculum design, development, and implementation. TESL Canada Journal, 29, 231–245. Curtin, S., Campbell, J., & Hufnagle, D.G. (2012). Mapping novel labels to actions: How the rhythm of words guides infants’ learning. Journal of Experimental Child Psychology, 112, 127–140. 16
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