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1	Socialization to book-reading in French and English family life: a longitudinal and comparative interactive study of specialized language practices
	Beaupoil-Hourdel, Pauline; Leroy-Collombel, Marie; Morgenstern, Aliyah
	In: IPrA, International Pragmatics Association ; https://hal.archives-ouvertes.fr/hal-03407949 ; IPrA, International Pragmatics Association, Jun 2021, Winthertour, Switzerland (2021)
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2	Chapter 2. Talking about giving
	Morgenstern, Aliyah; Chang, Nancy
	In: Give Constructions across Languages ; https://hal-univ-paris3.archives-ouvertes.fr/hal-03328866 ; ed. Myriam Bouveret. Give Constructions across Languages, 29, pp.55-72, 2021, Constructional Approaches to Language, 9789027260154. ⟨10.1075/cal.29.02mor⟩ ; https://www.jbe-platform.com/content/series/1573594x (2021)
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3	Comparing French liaison acquisition in L1 children and L2 adults ; Comparing French liaison acquisition in L1 children and L2 adults: Methodological issues in exploring differences and similarities
	Harnois-Delpiano, Mylène; Cavalla, Cristelle; Chevrot, Jean-Pierre
	In: ISSN: 1879-7865 ; EISSN: 1879-7873 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition ; https://hal.archives-ouvertes.fr/hal-01969717 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition , John Benjamins Publishing Company 2019, Second Language Acquisition and French Liaison : Current Issues, Methods and Perspectives, 10 (1), pp.45-70. ⟨10.1075/lia.17021.har⟩ (2019)
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4	Importance of culture in teaching lexicon of affects to Mongolian students ; Importance de la culture dans l’enseignement du lexique des émotions auprès d’étudiants mongols
	Pourmoezzi, Bita; Cavalla, Cristelle
	In: ISSN: 2118-870X ; EISSN: 2264-7082 ; Travaux Interdisciplinaires du Laboratoire Parole et Langage d'Aix-en-Provence (TIPA) ; https://hal.archives-ouvertes.fr/hal-02188592 ; Travaux Interdisciplinaires du Laboratoire Parole et Langage d'Aix-en-Provence (TIPA), Laboratoire Parole et Langage, 2019, Emo-langages, 35 ; http://journals.openedition.org/tipa/3369 (2019)
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5	The Teaching and Learning of Academic Writing with the Aid of Numeric Corpora ; L’enseignement et l’apprentissage de l’écrit académique à l’aide de corpus numériques
	Cavalla, Cristelle; Hartwell, Laura. - : HAL CCSD, 2018. : UGA Editions, 2018
	In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-01918278 ; Cristelle Cavalla; Laura Hartwell. LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2018, L’enseignement et l’apprentissage de l’écrit académique à l’aide de corpus numériques ; https://journals.openedition.org/lidil/5001 (2018)
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6	Quand les données bouleversent la théorie : Un nouveau regard sur l’acquisition du placement de la particule adverbiale dans les constructions verbe-particule chez le jeune enfant anglophone
	Riguel, Emilie
	In: RJC2018 - 21èmes Rencontres des jeunes chercheurs en Sciences du Langage ; https://hal-univ-paris3.archives-ouvertes.fr/hal-02388201 ; RJC2018 - 21èmes Rencontres des jeunes chercheurs en Sciences du Langage, May 2018, Paris, France (2018)
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7	Using a Sentence Repetition Task in French Sign Language : a new approach to assess LSF abilities
	Bogliotti, Caroline; Fortuna, Céline; Morgenstern, Aliyah
	In: FEAST17 ; https://halshs.archives-ouvertes.fr/halshs-01547067 ; FEAST17, Jun 2017, Reykjavick, Iceland. 2017 (2017)
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8	L'analyse des interactions didactiques dans la formation initiale des enseignants de français langue seconde
	Bigot, Violaine
	In: EISSN: 2368-9587 ; Communiquer : Revue de communication sociale et publique ; https://hal.archives-ouvertes.fr/hal-01446418 ; Communiquer : Revue de communication sociale et publique, Université du Québec, Département de communication sociale et publique, 2017, Communications au travail et conception de dispositifs de formation, 18, pp.5-27 ; http://communiquer.revues.org/2006 (2017)
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9	Reference, prosody and syntactic frames
	Klein, Janina; Salazar Orvig, Anne; De Weck, Geneviève...
	In: Constructing reference in dialogue ; https://halshs.archives-ouvertes.fr/halshs-01415293 ; Constructing reference in dialogue , 2017 (2017)
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10	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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11	Questions that poses multilingual teaching in Lebanon practices and representations ; Questions que pose une didactique plurilingue au Liban, pratiques et représentations
	Wehbe, Oula. - : HAL CCSD, 2017
	In: https://tel.archives-ouvertes.fr/tel-01774862 ; Linguistique. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCA040⟩ (2017)
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12	Developing communicative postures ; Developing communicative postures: The emergence of shrugging in child communication
	Beaupoil-Hourdel, Pauline; Debras, Camille
	In: ISSN: 1879-7865 ; EISSN: 1879-7873 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition ; https://hal.archives-ouvertes.fr/hal-01626189 ; Langage, Interaction et Acquisition / Language, Interaction and Acquisition , John Benjamins Publishing Company 2017, 8 (1), pp.89 - 116. ⟨10.1075/lia.8.1.05bea⟩ (2017)
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13	Activities, contexts and the construction of reference
	Klein, Janina; Salazar Orvig, Anne; De Weck, Geneviève...
	In: Constructing reference in dialogue ; https://halshs.archives-ouvertes.fr/halshs-01415295 ; Constructing reference in dialogue, 2017 (2017)
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14	What happens when usage-based teaching does not seem to apply. ; What happens when usage-based teaching does not seem to apply.: Teaching theoretical linguistics through action and interaction
	Josse, Hélène; Lemarchand-Chauvin, Marie-Claire; Beaupoil-Hourdel, Pauline...
	In: Thinking Doing Learning 3 ; https://hal.archives-ouvertes.fr/hal-01515384 ; Thinking Doing Learning 3, Apr 2017, Munich, Germany (2017)
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15	Multimodality and Complexity in Children’s Negations
	Beaupoil-Hourdel, Pauline
	In: ISGS7 Gesture, Creativity, Multimodality ; https://hal.archives-ouvertes.fr/hal-01507333 ; ISGS7 Gesture, Creativity, Multimodality, Jul 2016, Paris, France ; https://isgs7.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en (2016)
	Abstract: International audience ; Previous research in first language acquisition has shown that negation is a great locus to analyze children’s spoken and nonIspoken means of expression (Clark, 1970). The present study scrutinizes the interplay between modalities of expression (speech, gestures, vocalizations and body movements) in the construction of negation to account for the complexity of language. This multimodal study brings together functionalist and constructivist theoretical approach (Tomasello, 2003), embodied interaction and gesture studies.The data is composed of two monolingual French and English children filmed monthly from 10 months to 4 years old in natural motherIchild dyadic interactions. A negation was coded when the child or the mother used 1) a spoken negation like no or not in English, non or pas in French, 2) when the speaker used body movements (headshake, pushing objects away) that contributed to express negation and 3) when the interlocutor understood the speaker’s behavior as being negative. Using a coding system relying on the use of several compatible programs to combine qualitative and quantitative analyses (BeaupoilIHourdel et al. 2015), all combinations of spoken and nonIspoken negations were coded. Overall, 1172 multimodal negations with 537 occurrences in the English data and 635 in the French data were analyzed.Previous work on the role of gestures in spoken and gestural multimodal utterances have shown that gesture 1) can be equivalent to speech, 2) can complement speech and thus contribute to the construction of meaning in interaction, or 3) can supplement speech by adding a layer of meaning to the spoken utterance (Capirci et al., 1996). This study shows that when children combine modalities to express negation, one can identify several levels of syntactic and cognitive complexity (Sekali, 2012) in the construction of meaning. Cognitive complexity corresponds to the internalized structure of utterances rendered visible by the use of modalities whereas syntactic complexity refers to complex sentences. It is thus necessary to analyze the role of all combinations of modalities of expression in children to understand the complexity of language.Results show that several levels of cognitive/syntactic complexity are possible:1) the multimodal utterance is neither cognitively nor syntactically complex;2) the multimodal utterance is cognitively but not syntactically complex;3) the multimodal utterance is cognitively and syntactically complex.Adopting a multimodal approach helps broaden our understanding of complex structure. Indeed, in 3) children produce singleIclause utterances and thus simple syntactic sentences. Yet, the association of speech with a nonIspoken modality contributes to simultaneously and multimodally express complex sentences with two or more predicates. This study shows that the use of synchronized modalities in negative contexts should be considered a syntactic and cognitive skill. Multimodality therefore implies the reIevaluation of what a complex utterance is.
	Keyword: [SCCO.LING]Cognitive science/Linguistics; cognition; cognitive complexity; complexity; first language acquisition; Gesture; multimodality; negation; syntactic complexity
	URL: https://hal.archives-ouvertes.fr/hal-01507333
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16	Displaced speech and cognitive development: How children acquire state verbs in the past tense
	Parisse, Christophe; Morgenstern, Aliyah; Pontonx, Sophie (de)
	In: AEAL - VIIIth International Conference of Language Acquisition ; https://halshs.archives-ouvertes.fr/halshs-01373270 ; AEAL - VIIIth International Conference of Language Acquisition, Sep 2016, Mallorca, Spain ; http://www.uibcongres.org/AEAL/ficha.en.html (2016)
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17	Pointing and self-reference in French and French Sign Language
	Morgenstern, Aliyah; Caët, Stéphanie; Limousin, Fanny
	In: ISSN: 2300-9969 ; Open Linguistics ; https://halshs.archives-ouvertes.fr/halshs-01350586 ; Open Linguistics, DE GRUYTER OPEN, 2016, 2 (1), pp.47-66. ⟨10.1515/opli-2016-0003⟩ ; http://www.degruyter.com/ (2016)
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18	Migration, Identität und Rekonstruktionen: vom monolingualen Habitus zur Mehrsprachigkeit?
	Stratilaki-Klein, Sofia
	In: Mehrsprachigkeit und Bildungsgerechtigkeit ; https://hal.archives-ouvertes.fr/hal-01465291 ; Anke Wegner, Inci Dirim. Mehrsprachigkeit und Bildungsgerechtigkeit, 1, Barbara Budrich 2016, Mehrsprachigkeit und Bildungsgerechtigkeit 978-3-8474-0669-3 (2016)
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19	Multimodal approach to aspect
	Morgenstern, Aliyah
	In: https://halshs.archives-ouvertes.fr/halshs-01424071 ; 2016 (2016)
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20	Children’s multimodal grammar under construction: The example of negation
	Morgenstern, Aliyah; Beaupoil-Hourdel, Pauline
	In: ICLC2015 ; https://halshs.archives-ouvertes.fr/halshs-01424049 ; ICLC2015, Lancaster University, Jul 2015, Lancaster, United Kingdom (2015)
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