Paula Sánchez-Ramón (UPF-GU)
Títol: The gesture-speech temporal coordination in children with hearing loss compared to typically developing children.
Resum: Previous studies found that infants’ early vocal-motor coordination is a precursor of the temporal pattern produced by adults in gesture-speech productions (Iverson & Fagan, 2004), but few studies have investigated the specific patterns of those early gesture-speech productions (Esteve-Gibert & Prieto, 2014) and no study to our knowledge has investigated how hearing loss may affect the development of temporal integration between deictic gestures and speech prominence in children with hearing loss. This study explores the development of gesture and speech combinations in children with hearing loss compared to typically developing children at 13 and 18 months of age and the temporal alignment between the two modalities. The communicative acts of 8 American children (4 of them with hearing loss and the other 4 with typical development) at 13 and 18 months were gesturally and acoustically analysed. Results from the analysis of a total of 1,389 communicative acts extracted from approximately 8 h recordings suggested that at 18 months, children with hearing loss are much closer to their typically developing peers than at 13 months in terms of (1) a higher production of gesture-speech communicative acts and lower production of gesture-only acts and (2) similar patterns of temporal coordination between gesture and speech, such as gesture onset and vocalization onset, or the gesture apex and the end of the accented syllable. However, these results are merely suggestive and further analyses would be necessary to confirm these preliminary interpretations.

Wojccieh Lewandowski (Leipzig University)
Títol: Learning L2 patterns in speech and gesture.
Resum: First language (L1) speakers of a language learn language-specific patterns of expression in speech and gesture at an early age and these patterns remain largely unchanged over time. Second language (L2) learners, on the other hand, show differences in their mastery of language-specific patterns in their L2 speech and co-speech gesture. What explains these differences? I explore this question by studying the speech and gestures produced by bilinguals speaking structurally different (e.g., German vs. Spanish) vs. structurally similar (e.g., German vs. Polish) languages when describing physical and metaphorical motion events (e.g., boy runs across the park, idea runs across the mind). I use an interdisciplinary approach that focuses on both written texts (i.e., novels) and oral productions (i.e., descriptions by experimental probes) and that uses both naturalistic descriptions (e.g., everyday descriptions of motion) vs. experimental manipulations (i.e., instruction with or without gesture to talk about motion events). My goal is to provide a more comprehensive assessment of similarities and differences in the way speakers of different languages talk and gesture about motion and how we can build on these findings to design better teaching strategies to L2 learners. This talk includes both the results of recent data analysis (mostly on speech patterns) and an outline of future research (on both speech and gesture).