French: French linguistics, first and second language acquisition, bilingualism, articulatory and acoustic phonetics, experimental phonology.
Vincent Chanethom (/ˈʧænəθm̩/ in English; or /ʃanətɔm/ in French; or /ʨantʰom/ in Lao) received his Ph.D. in linguistics from New York University, where he carried out research in bilingual acquisition and language interaction in the speech production of French-English bilingual children, which was supported by a dissertation improvement grant from the National Science Foundation. Before New York University, he received a Maîtrise in English language and literature (LCE Anglais) from L'Université de Savoie (Chambéry, France), not far from his hometown of Annecy, France, and later completed a Master's degree in Linguistics from Syracuse University (NY) with a specialization in language acquisition. Prior to joining George Mason University, Vincent Chanethom taught and coordinated French language courses as Head of Course in the French and Italian department at Princeton University, where he also developed pedagogical resources for the explicit learning of French pronunciation based on cross-linguistic differences with respect to articulatory, acoustic, and aerodynamic characteristics of speech sounds.
Vincent Chanethom is currently collaborating with researchers at the University of Puerto Rico to investigate the effects of native language and the role of input source variability in the acquisition of a second language in formal environments including foreign language classrooms.
(2011) Dynamic differences in the production of diphthongs by French-English bilingual children. The Journal of the Acoustical Society of America 130(4), 2522.
(2011) Dynamic differences in child bilinguals' production of diphthongs. In A. Botinis (ed.) Proceedings of the 4th International Speech Communication Association Tutorial and Research Workshop on Experimental Linguistics (pp. 55-58). Athens, Greece: ISCA and the University of Athens.
(2010) Influence of American English on second generation Lao immigrant speakers. English Today 26(3), 20-26.
Travel grant, Princeton Center for Language Study, Princeton University, 2016.
National Science Foundation Doctoral Dissertation Improvement Grant, 2011-2013.
Max Talmey Award, New York University, 2011.
GSAS Dean’s Student Travel Grant, New York University, 2011.
MacCracken Graduate Fellowship, New York University, 2006-2011.
Master’s Prize, The Graduate School, Syracuse University, 2006.
Graduate Research and Travel Grant, Syracuse University, 2006.
PhD in Linguistics, New York University, 2015.
MA in Linguistics, Syracuse University, 2006.
Maîtrise LCE Anglais, Université de Savoie, Chambéry, France, 2003.
License LCE Anglais, Université de Savoie, Chambéry, France, 2002.
(2019) La relation entre production et perception: implications pour l’enseignement de la prononciation en classe de langue seconde. Keynote speaker for the Colloque International sur l’Enseignement du Français Langue Étrangère, Universidad de Puerto Rico (Rio Piedras), San Juan, Puerto Rico, February 28 - March 2.
(2019) Investigating French-English bilingual children’s production of tautosyllabic vowel-glide sequences using Smoothing Spline ANOVA. Workshop presentation, The Linguistics Brownbag, Department of English, April 2. George Mason University, Fairfax, VA.
(2019) Vers une approche explicite de l’enseignement de la prononciation en classe de français langue étrangère. Guest lecture in graduate course Second Language Acquisition and Pedagogy, Depart- ment of French and Italian, March 29. Princeton University, Princeton, NJ.
(2019) Distinction entre les voyelles nasales françaises par des apprenants adultes: une étude corrélative entre perception et production. Workshop presentation, The French Program, Department of Modern and Classical Languages, February 18. George Mason University, Fairfax, VA.
(2018) Contrasting tautosyllabic vowel-glide sequences by preschool and school-aged French-English bilingual children. Paper presented at The Annual Meeting of the Association for French Language Studies. Toulouse, France, June 27-29.
(2018) Phonétique articulatoire et corrective: enseignement explicite de la prononciation des sons du français. Guest lecture in graduate course Second Language Acquisition and Pedagogy, Department of French and Italian, March 30. Princeton University, Princeton, NJ.
(2017) Acquisition de contrastes phonétiques par des apprenants hispanophones : production et perception. Paper presented with Patrick-André Mather (University of Puerto Rico) at the 6th International Conference on Second Language Pedagogies, McGill University, Montreal, Canada, April 27-28.
(2017) Counterbalancing pronunciation instruction with course content in foreign language classes. Guest speaker at Department of French and Italian, Princeton University, Princeton, NJ, March 17.
(2017) Pour une approche explicite de la prononciation en classe de langue seconde: le cas des sons du français. Workshop presentation at Department of French and Italian, Princeton University, Princeton, NJ, March 17.
(2017) Improving pronunciation instruction by focusing on awareness raising activities and integrating phonetics in larger course objectives. Paper presented at Italian as Communication and Literacy: Bridging Languages and Cultures in the Modern Classroom. Rutgers University, New Brunswick, NJ, January 13.
(2016 ) Visual representation of speech production for the teaching of pronunciation in second language classes. Poster presented at Language Education for Global Citizenship, Princeton University, Princeton, NJ, April 22-23.
(2016) Effets de l’enseignement bilingue sur l’acquisition de la phonétique chez les enfants d’expatriés. Paper presented at the 4e Colloque International sur l’Enseignement du Français Langue Etrangère, Universidad de Puerto Rico (Rio Piedras), San Juan, Puerto Rico, February 25.
(2016) Pédagogie de la prononciation des sons du français à travers l’enseignement explicite de la phonétique articulatoire. Guest lecturer in graduate course Second Language Acquisition and Pedagogy, March 11. Princeton University, Princeton, NJ.