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1	A functional approach to self-pointsand self-reference in a deaf signing childand the (dis)continuity issue in child language
	Caët, Stéphanie; Limousin, Fanny; Morgenstern, Aliyah
	In: ISSN: 1879-7865 ; EISSN: 1879-7873 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition ; https://halshs.archives-ouvertes.fr/halshs-02073464 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition , John Benjamins Publishing Company 2017, 8 (1), pp.117-140 ; https://www.jbe-platform.com/content/journals/10.1075/lia.8.1.06cae (2017)
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2	First and second person pronouns in two mother-child dyads
	Caët, Stéphanie; Morgenstern, Aliyah
	In: The Pragmatics of Personal Pronouns ; https://halshs.archives-ouvertes.fr/halshs-01288353 ; Laure Gardelle et Sandrine Sorlin. The Pragmatics of Personal Pronouns, Benjamins, pp.173-193, 2015 ; www.benjamins.com (2015)
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3	The self under construction: a functional approach to children’s subject self-reference
	Caët, Stéphanie; Morgenstern, Aliyah
	In: IASCL 2014 ; https://halshs.archives-ouvertes.fr/halshs-01424055 ; IASCL 2014, Jul 2014, Amsterdam, Netherlands (2014)
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4	Self-reference and pronominal reversals: becoming a speaker through the other’s voice
	Caët, Stéphanie; Morgenstern, Aliyah
	In: AEREF ; https://halshs.archives-ouvertes.fr/halshs-01424059 ; AEREF, Oct 2013, Paris, France (2013)
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5	Variation in Self-Reference in Mother-Child Interactions
	Morgenstern, Aliyah; Caët, Stéphanie
	In: AFLICO 2013 ; https://halshs.archives-ouvertes.fr/halshs-01424061 ; AFLICO 2013, Maarten Lemmens, 2013, Lille, France (2013)
	Abstract: International audience ; According to Elizabeth Bates, the grammar of our natural languages is so permeated with personal reference that their acquisition requires self-awareness. Scientists may therefore use their observations on the acquisition of person markers in order to understand the emergence of self-awareness and identity in children (Bates, 1990 : 165). English and French speaking children do not always use adult standard forms (I / je or moi-je ) to refer to self as grammatical subject. In their verbal productions about themselves (as agents, experiencers or themes…) they could omit the subject, use a filler syllable during a period of transition or later use their name, 2nd, or 3rd person pronouns as well as 1st person pronouns. The use of non-standard forms is part of each child’s specific pathway into language. Some forms could be considered as proto-forms, others as marks of the child’s creativity with unconventional form-function pairings in the appropriation of the adult system. As shown by Budwig (1995) and Author 1 (2006) each form is usually associated to a particular function in context. In order to retrace how children acquire the linguistic system, we can try to tease apart what is due to what they borrow from adult language and what they recreate on their own. It is therefore particularly interesting to focus on the various forms of self-reference used in their first productions and to relate them to reference to self and other in their input.Children assimilate the representations of themselves and of others that adults use in their verbal productions and reformulate them in their own discourse. The non standard forms uses are a window unto this assimilation process. It is therefore particularly interesting to study their forms of self-reference, which enable them to express their own positioning in dialogue, and to focus on the temporary pronominal reversals some children typically produce during their third year for a few months. In this paper we present an overview of the forms used as subject first person reference by Léonard, a French little boy, from 1;08 to 3;03 (Paris corpus), Naima, an American little girl from age 1;6 to 3;06 (Providence corpus) and their mothers. We will then study the children’s use of their name and third person pronouns to refer to themselves (Author 1 2011, Author 2 2012; Demuth 2011), and relate them to their mother’s use of third person reference to refer to themselves and their child. The analysis of the conditions under which these reversals appear and disappear can shed some light on how children are able to differentiate their own self from the other and to construct their identity.All the situations that enable the child to enter language as apprentice-speaker are given in their interactions with more experienced language users. As they take up and replay the scripts they have participated in again and again, they can internalize (Vygotsky, 1934) and appropriate these forms in order to become fully responsible for their own speech.
	Keyword: [SHS.LANGUE]Humanities and Social Sciences/Linguistics; first language acquisition; pronouns; self-reference
	URL: https://halshs.archives-ouvertes.fr/halshs-01424061
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6	A bilingual child’s multimodal path into negation
	Benazzo, Sandra; Morgenstern, Aliyah
	In: Aflico 2013 ; https://halshs.archives-ouvertes.fr/halshs-01424063 ; Aflico 2013, Maarten Lemmens, 2013, Lille, France (2013)
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7	Self- and other-repairs in child–adult interaction at the intersection of pragmatic abilities and language acquisition
	Morgenstern, Aliyah; Leroy, Marie; Caët, Stéphanie
	In: ISSN: 0378-2166 ; EISSN: 1879-1387 ; Journal of Pragmatics ; https://halshs.archives-ouvertes.fr/halshs-01186977 ; Journal of Pragmatics, Elsevier, 2013, The Pragmatic-Discursive Dimension of Grammar Acquisition, 56, pp.151-167. ⟨10.1016/j.pragma.2012.06.017⟩ (2013)
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8	Referring to You and Me in French, English and French Sign language
	Caët, Stéphanie; Morgenstern, Aliyah; Blondel, Marion...
	In: Language Culture and Mind ; https://halshs.archives-ouvertes.fr/halshs-01424067 ; Language Culture and Mind, Jun 2012, Lisbonne, Portugal (2012)
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9	Multimodal negation in speaking children
	Beaupoil-Hourdel, Pauline; Caët, Stéphanie; Benazzo, Sandra...
	In: ISGS 5 The International Society for Gesture Studies, The Communicative Body in Development. ; https://hal.inria.fr/hal-00724189 ; ISGS 5 The International Society for Gesture Studies, The Communicative Body in Development., Jul 2012, Lund, Sweden (2012)
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10	The blossoming of negation in gesture, sign and vocal productions
	Blondel, Marion; Morgenstern, Aliyah; Beaupoil-Hourdel, Pauline...
	In: ADYLOC ; https://hal.archives-ouvertes.fr/hal-00612577 ; ADYLOC, Jun 2011, Paris, France (2011)
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11	Etudes longitudinales du développement de la production des "Fillers".
	Veneziano, Edy; Leroy-Collombel, Marie; Mathiot, Emmanuelle...
	In: Grammaticalization and language acquisition ; https://halshs.archives-ouvertes.fr/halshs-00506772 ; Grammaticalization and language acquisition, Mar 2010, Paris, France (2010)
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