| Details |
Date |
| The Academy of Korean Studies, Republic of Korea, Fellowship Program |
June/July 2013 |
| Invited visiting scholar, University of Northern British Columbia, Canada (Department of Anthropology) |
Sept/Oct 2012 |
| External Examiner, Foreign Language Electives, Applied Languages Centre, University College Dublin |
2011-2014 |
| Invited visiting professor, Tomsk Polytechnic University, Russian Federation |
May 2012 |
| Irish Association for Applied Linguistics (IRAAL), Member of the National Executive Committee. |
2009 |
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| Award |
Date |
| The Academy of Korean Studies, funded Visiting Fellowship |
2013 |
| Korea Foundation, Grant for the Employment of Teaching Staff in Korean Studies, School of Linguistic, Speech and Communication Sciences |
2013/14 |
| Korea Foundation, Grant for the Employment of Teaching Staff in Korean Studies, School of Linguistic, Speech and Communication Sciences |
2012/13 |
| Japan Foundation, Grant Program for Japanese-language Education Activities awarded to CLCS Language Modules |
2012/13 |
| International Council for Canadian Studies, Faculty Research Program |
2012 |
| More Awards and Honours>>> |
| Project title |
LUCIDE | Languages in Urban Contexts - Integration and Diversity for Europe |
| Summary |
A European research project involving Trinity College Dublin has been granted funding under the EU’s Lifelong Learning Programme (KA2). The LUCIDE project (2011 – 2014) is a consortium of fourteen European university and city partners with experience in researching multilingualism in urban settings, with input from two leading partner institutions in Canada (OLBI) and Australia (University of Melbourne). Dr Lorna Carson of the School of Linguistic, Speech and Communication Sciences will lead the consortium’s research activities, which includes investigating good practice in multilingualism in key spheres of city life in each partner city, involving education, economic activity, public governance and urban space, and in areas where multilingual policy and practice may be in contradiction. The consortium aims to suggest some viable and convincing policy directions for the range of cities involved in its network where what is often described as a negative (the ‘problem’ of diversity) may be viewed as a solution for the future, with an impact beyond the partners and cities involved.
University partners:
London School of Economics (United Kingdom)
Chernorizets Hrabar Free University of Varna (Bulgaria)
Universidad Complutense de Madrid (Spain)
Universität Hamburg (Germany)
Trinity College Dublin (Ireland)
Università degli Studi di Roma 'Foro Italico' (Italy)
Cyprus University of Technology
Universiteit Utrecht University (Netherlands)
Université de Strasbourg (France)
University of Josip Juraj Strossmayer (Croatia)
Telemarksforsking-Notodden (Telemark Educational Research) (Norway)
University of Melbourne (Australia)
Institut des langues officielles et du bilinguisme (ILOB) / Official Languages and Bilingualism Institute (OLBI) (Canada).
City partners include Sofia Development Association (Bulgaria) and the Municipality of Agioi Anargyroi-Kamatero, Athens (Greece), with the support of many other associate partners including Dublin City Council, Office for Integration.
Website: www.urbanlanguages.eu
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| Funding Agency |
European Commission |
| Programme |
EU Lifelong learning programme (KA2) |
| Type of Project |
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| Date from |
Dec 2011 |
| Date to |
Nov 2014 |
| Person Months |
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| Project title |
Multilingual Cities Project |
| Summary |
DUBLIN: MULTILINGUAL CITY.
Ireland’s linguistic landscape has changed remarkably. However, although we hear and see many languages around us, we do not know how many languages, or which languages, are spoken here. There is a complete absence of linguistic data on immigrant communities. Unless the languages spoken in Ireland are documented quickly, we will lose the opportunity to record the immense changes that are taking place. This investigation is the first survey of immigrant languages spoken by children in Ireland, reporting on a large sample of national school pupils in the city.
This project is a replication of a well-known and pioneering Europe-wide survey: the Multilingual Cities Project (Extra & Yağmur, 2004). The original project, coordinated by Prof. Extra (Tilburg University) in collaboration with linguistic experts from universities in each country, investigated immigrant languages amongst primary age children in six European cities (Göteborg, Hamburg, The Hague, Brussels, Lyon and Madrid). The project has recently been launched in Vienna and in the Baltic States. The survey employs a quantitative methodology. A computer-readable questionnaire is administered to pupils, asking questions about (i) language proficiency, (ii) language dominance, (iii) language choice and (iv) language preference, at school and home. Most studies of immigrant minority languages in Europe have focussed on one particular country, or on one particular language at national or European level (e.g. Arabic, Turkish). Few studies have taken both a crossnational and crosslinguistic perspective on the status and use of immigrant minority languages. Language profiles and language vitality indexes and maps will be compiled for each language community, in order to establish which languages currently are spoken across Dublin. This would also enable trans-European research to be conducted amongst the other cities which have already participated in the project.
Research questions addressed:
Which languages are most spoken in Dublin city?
What kind of “language capital” do children in our primary schools possess?
How multilingual are the next generation of children in Dublin likely to become?
Is there a tendency for multilingualism to be replaced by monolingualism in English?
Against what linguistic backdrop might mother tongue instruction in immigrant languages develop in Ireland?
Do different immigrant communities hold their language(s) as a core value of their cultural identity in the context of migration?
Is there intergenerational transmission of immigrant minority languages in the home, (a prerequisite for language maintenance)?
To what extent can the pupils questioned understand/speak/read/write these languages?
To what extent are these home languages commonly spoken with family and friends
Are children proficient in these home languages?
Which languages do immigrant children prefer to speak?
Which languages do primary children (including ethnically Irish children from English- or Irish-speaking homes) wish to learn at school (that they are not currently learning)?
The report on the findings of the pilot phase have been published in 2010, in co-authorship with Professor Guus Extra (Tilburg, NL). |
| Funding Agency |
TCD Start-up fund |
| Programme |
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| Type of Project |
Language survey |
| Date from |
1st October 08 |
| Date to |
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| Person Months |
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| Project title |
Ulster Scots: Linguistic, Literary and Cultural Perspectives. Conference, 2009. |
| Summary |
Conference theme: mapping past, present and planned projects within our three strands of linguistic, historical and cultural studies, with the aim of providing the opportunity for interdisciplinary networking and synergies in a research field that has until now been largely compartmentalized. Project website http://ulsterscotsdublin.wordpress.com/.
Conference convenors: Crawford Gribben (TCD) and Lorna Carson |
| Funding Agency |
Long Room Hub |
| Programme |
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| Type of Project |
Conference and seminar series |
| Date from |
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| Date to |
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Minority language use in Ireland: The Time feature in, Singleton, D., Fishman, J., Aronin, L., O Laoire, M. , Current Multilingualism: A New Linguistic Dispensation , Berlin, Mouton de Gruyter, 2013, pp121 - 138, [Singleton, D., Aronin, L. & Carson, L.]
Url |
Gibbes, M. & Carson, L., Project-based language learning: An activity theory analysis, Innovation in Language Learning and Teaching, 2013, pp. 1-20
Url
DOI |
| Carson, L. , The Motivational Role of Goal-Setting: An Ethnographic Study of Adult Refugees Learning English in Ireland, Berlin, LAP, 2012, 359pp |
Carson, L. & Murphy, D., Design and implementation of dramatic tasks in an English for Academic Purposes programme, Language Learning in Higher Education The Journal of the European Confederation of Language Centres in Higher Education (CercleS) , 1, (1), 2012, p127 - 142 Alt. Url
DOI |
Carson, L., The role of drama in task-based learning: Agency, identity and autonomy, Scenario Journal for Drama and Theatre in Foreign and Second Language Education, 6, (2), 2012, p46 - 59
Url |
| More Publications>>> |
Contact:helpdesk@tcd.ie
Last Updated:22-MAY-2013 |