Access to the full text of the published version may require a subscription. Rights Stephanie Stokes and Thomas KleeThe University of Hong Kong, Hong Kong Paul FletcherUniversity College Cork, Ireland AbstractThis study examines the morphosyntactic development, specifically verb morphology, of typically-developing Bangla-speaking children between the ages of two and four. Three verb forms were studied: the Present Simple, the Present Progressive, and the Past Progressive.The study was motivated by the observations that reliable language-specific developmental information is not available in Bangla (which affects research in the areas of speech and language therapy and computational linguistics) and that properties of these verb forms render them suitable for exploring how language typology contributes to the learnability of verb morphology in emerging child language. Children's performance on these forms was assessed through form-specific language elicitation tasks and spontaneous language samples.Three stages of development of verb morphology were identified by consideration of accuracy of production and error types. Keywords 2Morphosyntactic development of Bangla-speaking preschool children Language acquisition, language typology, verb morphology, Bengali, Bangla

There is a strong belief that employment is a crucial avenue for the empowerment of young women, through income, greater autonomy, and bargaining power within the family. However, experiences of workplace sexual harassment undermine these potential gains. This qualitative study among agro-processing factory workers and domestic workers in Uganda and Bangladesh demonstrates that sexual harassment is widespread in both formal and informal workplaces, while domestic workers are particularly vulnerable to its most severe forms.

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In this commentary, I refer to the issue of typological differences and how they impact the acquisition data by discussing findings from Bangla. Previous and ongoing studies of the acquisition of Bangla reveal that several claims regarding children’s linguistic trajectory, emerging from some of the well-studied languages, are not confirmed. I also argue that language acquisition research is not adequately supported in the Global South and propose a few ways to support research on under-studied languages.

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