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

• Published in: Journal of cognition and development Vol. 25; no. 2; pp. 242 - 260
• Main Authors: Aravena-Bravo, Paulina, Cristia, Alejandrina, Garcia, Rowena, Kotera, Hiromasa, Nicolas, Ramona Kunene, Laranjo, Ronel, Arokoyo, Bolanle Elizabeth, Benavides-Varela, Silvia, Benders, Titia, Boll-Avetisyan, Natalie, Cychosz, Margaret, Ben, Rodrigo Dal, Diop, Yatma, Durán-Urzúa, Catalina, Havron, Naomi, Manalili, Marie, Narasimhan, Bhuvana, Omane, Paul Okyere, Rowland, Caroline, Kolberg, Leticia Schiavon, Ssemata, Andrew Sentoogo, Styles, Suzy J., Troncoso-Acosta, Belén, Woon, Fei Ting
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 14.03.2024; Taylor & Francis Ltd
• Subjects: Empowerment; geographic diversity; Language; Language acquisition; Language Research; metascience; networking; Online conference; Researchers; Summer; Winter
• ISSN: 1524-8372; 1532-7647
• DOI: 10.1080/15248372.2023.2231083

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.