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Journal articles on the topic 'Bilingual education'
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Costa, Francesca, and Maria Teresa Guasti. "Is Bilingual Education Sustainable?" Sustainability 13, no. 24 (December 13, 2021): 13766. http://dx.doi.org/10.3390/su132413766.
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We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.
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O’Brien, Ingrid. "Bilingual education for bilingual students." Linguistics and Education 23, no. 2 (June 2012): 211–12. http://dx.doi.org/10.1016/j.linged.2012.02.002.
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Močinić, Andrea. "BILINGUAL EDUCATION." Metodički obzori/Methodological Horizons 6, no. 3 (September 14, 2011): 175–82. http://dx.doi.org/10.32728/mo.06.3.2011.11.
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Yorio, Carlos A. "Bilingual Education." Equity & Excellence in Education 23, no. 4 (January 1987): 8–13. http://dx.doi.org/10.1080/1066568870230402.
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Behuniak, Peter, John A. Hubert, Hernan LaFontaine, and Robert J. Nearine. "Bilingual Education." Evaluation Review 12, no. 5 (October 1988): 483–509. http://dx.doi.org/10.1177/0193841x8801200502.
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Tosi, Arturo. "Bilingual Education." Annual Review of Applied Linguistics 10 (March 1989): 103–21. http://dx.doi.org/10.1017/s0267190500001239.
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In the past two decades bilingual education has become an educational movement and a field of academic inquiry of remarkable growth throughout the world. At first glance this appears to be the outcome of the increasingly hegemonic role of a few languages like English in the western world and countries economically affiliated to it, Russian in the multilingual republics of the Soviet Union, and Putonghua in the People's Republic of China. But a closer look at the first of these areas—the one better known to us—shows how complex the dynamics of language spread and language change are in diverse sociopolitical contexts.
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GROBA, AGNES, ANNICK DE HOUWER, JAN MEHNERT, SONJA ROSSI, and HELLMUTH OBRIG. "Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives." Bilingualism: Language and Cognition 21, no. 2 (May 25, 2017): 384–402. http://dx.doi.org/10.1017/s1366728917000232.
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Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher sensitivity. The learning of adjectives is particularly challenging, but has rarely been investigated in bilingual children. In the present study we presented a pragmatic cue supporting the learning of novel adjectives to 32 Spanish–German bilingual and 28 German monolingual 5-year-olds. The children's responses to a descriptive hand gesture highlighting an object's property were measured behaviorally using a forced choice task and neurophysiologically through functional Near-Infrared Spectroscopy (fNIRS). While no group differences emerged on the behavioral level, fNIRS revealed a higher activation in bilingual than monolingual children in the vicinity of the posterior part of the right superior temporal sulcus (STS). This result supports the prominent role of the STS in processing pragmatic gestures and suggests heightened pragmatic sensitivity for bilingual children.
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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.
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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Results Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Conclusions Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.
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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (March 18, 2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.
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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability task and a language background questionnaire. Data and analysis: The data were examined using an analysis of variance and Thurstone’s Law of Comparative Judgment. Conclusions: Whereas Northern Belizean bilinguals gave the highest ratings to ‘ hacer + VInf’, both groups of US bilinguals gave preferential ratings to ‘ estar + VProg’ bilingual constructions. On the other hand, Puerto Rican bilinguals gave the highest preferential ratings to the canonical estar bilingual compound verbs (i.e. estar + an English progressive verb) but rejected hacer bilingual compound verbs. While ‘ hacer + VInf’ and ‘ estar + VProg’ may represent variants that are available to Spanish/English bilinguals, the present findings suggest a community-specific distribution, in which hacer bilingual compound verbs are consistently preferred over estar bilingual compound verbs in Northern Belize, whereas estar bilingual constructions are preferred among US bilinguals. Originality: This is the first cross-community examination of these bilingual compound verbs in Northern Belize (Central America/Caribbean), New Mexico (Southwest US) and Puerto Rico (US/Caribbean), three contexts in the Spanish-speaking world characterized by long-standing Spanish/English language contact and the use of bilingual language practices. Implications: Findings underscore the importance of bilingual language experience in modulating linguistic competence and the necessity to study code-switching from a language ecological perspective, as subtle context-specific patterns in code-switching varieties may be manifested not only in bilingual speakers’ oral production but in intuition as well. A more fine-grained understanding of speakers’ judgments is vital to experimental studies that seek to investigate code-switching grammars both within and across communities where code-switching varieties of the same language pair are spoken.
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Yager, Joanne, and Marianne Gullberg. "Asymmetric semantic interaction in Jedek-Jahai bilinguals: Spatial language in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia." International Journal of Bilingualism 24, no. 3 (May 6, 2019): 492–507. http://dx.doi.org/10.1177/1367006918814378.
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Aims and objectives/purpose/research questions: We investigate semantic interaction in bilinguals’ topological relations descriptions in a small-scale, non-standardized, egalitarian, long-term multilingual setting in Malaysia. Design/methodology/approach: Two groups of bilingual speakers of Jedek and Jahai (8 Jedek-identifying, 6 Jahai-identifying bilinguals) and two groups of monolingual Jedek and Jahai speakers (15 Jedek, 3 Jahai speakers) described the Topological Relations Picture Series in a director-matcher task, the bilinguals completing the task in both Jedek and Jahai. Data and analysis: We compare the semantic boundaries of Jedek and Jahai topological relation markers (TRMs) as used by the monolingual and bilingual groups in extension maps and congruence analyses. The analyses focus on the TRM klɛŋ, which is identical in form but semantically different in the two varieties. Findings/conclusions: We find evidence for asymmetric interaction in the expression of topological relations in Jedek and Jahai, with bidirectional influences in the Jahai-identifying bilinguals and a unidirectional influence of Jedek on Jahai in the Jedek-identifying bilinguals. This is commensurate with predictions based on Muysken’s framework of bilingual optimization strategies. Originality: The analyses shed new light on the nature of semantic interaction in bilingual systems by providing evidence from hitherto understudied bilingual language production in small-scale, non-standardized, egalitarian settings. Significance/implications: The results suggest that Muysken’s model is useful for understanding different bilingual outcomes, and highlight the complexity and connectedness of bilingual semantic systems. They also stress the need for more work in a variety of bilingual settings if we are to more fully understand the nature of bilingual systems.
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Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.
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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.
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Pallay, Jozef. "Testing the Lexical Competence of German in Slovak-German and German(Austrian)-Czech/Slovak Adolescent Bilinguals." Journal of Linguistics/Jazykovedný casopis 65, no. 1 (June 1, 2014): 51–75. http://dx.doi.org/10.2478/jazcas-2014-0004.
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Abstract The paper builds on our previous work in the field of bilingual education and/ or the process of natural bilingualisation of Slovak-German bilinguals in Slovak educational diasporas (educational islands) in Austria. Starting point of psycholinguistic testing based on classic American Peabody Picture Vocabulary Test ( PPVT -III in its revised and German version) presented in this paper is the thesis of initial lagging behind of linguistic (lexical, grammatical) competence level of language L2 of bilingual children from preschool age in relation to various sociolinguistic variables, which, however, with age may, under certain favourable conditions nearly equal competence of monolinguals and in the area of reception of language even exceed it. For testing the reception levels of German mental lexicon we used two approximately equally large groups of respondents in a bilingual secondary grammar school in Bratislava and Vienna. The hypothesis of our research was that bilingual Austrian-Czech/Slovak bilinguals from Austria would achieve significantly better results than the Slovak-German bilinguals from Slovakia. The test results, however, surprisingly disproved our hypothesis and want to contribute to the debate on setting minimum standards of language competence of bilinguals as well as on optimisation of conditions of bilingual or monolingual education of not only Slovaks abroad.
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Delcenserie, Audrey, and Fred Genesee. "The effects of age of acquisition on verbal memory in bilinguals." International Journal of Bilingualism 21, no. 5 (April 7, 2016): 600–616. http://dx.doi.org/10.1177/1367006916639158.
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Aims and objectives: The purpose of the present study was to examine the effects of age of acquisition on verbal working memory (WM) in bilinguals. In light of previous studies that have found a bilingual advantage on non-verbal WM and less consistently on verbal WM, we included participants with native-like second language (L2) proficiency who had benefited from several years of dual language use and who did not differ from the monolinguals in terms of socioeconomic status in order to control for proficiency. Very few studies have looked at bilinguals’ performance on measures of both verbal and non-verbal memory, making it difficult to know how bilingualism influences both types of abilities in the same participants. Therefore, we also compared the groups on non-verbal WM. Methodology: Simultaneous bilingual, early successive bilinguals, and late successive bilinguals were compared with monolingual English speakers. All bilingual participants were selected using three different criteria: self-assessment ratings of English abilities, ratings of nativelikeness by a native English speaker, and scores on a L2 Cloze test. The groups did not differ significantly with respect to their L2 proficiency, or on measures of general cognitive ability. Data and analysis: Fifteen simultaneous bilinguals were compared with 15 early successive bilinguals and 15 late successive bilinguals who acquired English between 4–6 years of age and 7–15 years of age, respectively. The bilinguals were compared with 15 English-speaking monolinguals. Participants were compared using verbal and non-verbal short-term memory and WM tests. Findings: All bilingual groups performed significantly better than the monolinguals on tests of verbal and non-verbal WM, thus supporting a bilingual advantage. The early and late successive bilinguals scored significantly lower than the simultaneous bilinguals, suggesting an age-of-acquisition effect among the bilinguals. Originality and implications: This is the first study to find a bilingual advantage on verbal WM in adults, but also the first study to report an age-of-acquisition effect in groups of bilingual adults carefully selected for their nativelikeness in the L2.
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Yang, Ruiting. "Research on the Current Status and Problems of the Bilingual Education for Preschool Children in China." Lecture Notes in Education Psychology and Public Media 52, no. 1 (June 4, 2024): 176–83. http://dx.doi.org/10.54254/2753-7048/52/20241547.
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With the development of world economic integration, the number of bilinguals is gradually increasing. Nowadays, bilingual education for preschool children has become one of the most important research topics. The feasibility and superiority of bilingual education for preschool children have been confirmed by existing studies. However, the bilingual education for preschool children in China is relatively inadequate. Therefore, on account of three aspects: parents, kindergarten, and government, this paper analyses the current status and problems of bilingual education for preschool children in China and puts forward possibly effective recommendations separately based on Chinese actual conditions. This paper points out that there are some problems in the bilingual education for preschool children in China, such as the inadequate knowledge and vague expectations leading to blind selections in parents, insufficient qualified teachers and unscientific teaching activities in kindergartens, and negligent supervision and minor policies in government. This paper suggests that parents should increase their knowledge and conduct scientific family education, kindergartens should improve their teachers and organize scientific teaching activities, and government should strengthen the supervision and support the introduction of policies and academic research.
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Martínez-Álvarez, Patricia. "Dis/ability as Mediator: Opportunity Encounters in Hybrid Learning Spaces for Emergent Bilinguals with Dis/abilities." Teachers College Record: The Voice of Scholarship in Education 122, no. 5 (May 2020): 1–44. http://dx.doi.org/10.1177/016146812012200506.
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Background Though there has been some attention to how emergent bilinguals learn in relation to languages and cultures, very little research to date has examined similar processes in emergent bilinguals with dis/abilities, including how to understand dis/ability as a source of strength. Purpose In this article, I explore how dis/ability can mediate learning. To do so, I examine how emergent bilinguals with dis/abilities engage with learning activities in a hybrid space in terms of ability, language, and culture; and how these children's learning is mediated in such a hybrid space. Research Design This qualitative study documents how 15 bilingual Latinx children with mild dis/abilities in the second through third grades, along with eight bilingual teacher candidates preparing to teach in inclusive bilingual contexts, worked together in a two-year hybrid after-school program. Findings/Results Children were able to demonstrate the ability to “compensate” for perceived “weaknesses” and learn in what I characterize as nepantla (in-between) spaces in four different ways: (a) resisting the learning activity; (b) shifting the direction of the learning activity; (c) repositioning the content (within their own knowledge); and (d) using external artifacts. Conclusions Opportunity-centered encounters attending to language, culture, and ability, built on hybridity theory, allowed for shifting perceptions of children's academic identities. The study highlights an asset-based perspective on dis/ability that rejects ableism. Implications include the need for careful planning and constant nurturing of the bilingual child's multiple fluid identities.
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TER KUILE, HAGAR, MICHIEL VELDHUIS, SUZANNE C. VAN VEEN, and JELTE M. WICHERTS. "Bilingual education, metalinguistic awareness, and the understanding of an unknown language." Bilingualism: Language and Cognition 14, no. 2 (November 15, 2010): 233–42. http://dx.doi.org/10.1017/s1366728910000258.
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An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and bilingual classes were administered the ILT, a Dutch Language Test, an English Language Test, and a general intelligence test. The ILT showed promising psychometric properties. Bilingual students scored significantly higher on the ILT than monolingual students. Multi-group confirmatory factor analyses showed (i) that ILT measures the ability to understand an unknown language, and (ii) that bilingual students score significantly higher than monolingual students on this ability. Both observations support the notion that bilingual education increases metalinguistic awareness and therefore the ability to understand an unknown language.
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Cegelka, Patricia Thomas, Maxine MacDonald, and Rod Gaeta. "Bilingual Special Education." TEACHING Exceptional Children 20, no. 1 (September 1987): 48–50. http://dx.doi.org/10.1177/004005998702000113.
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Lee, Cher Leng, and Chiew Pheng Phua. "Singapore bilingual education." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 90–114. http://dx.doi.org/10.1075/japc.00046.lee.
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Abstract Bilingualism has always been emphasized in Singapore’s education system. Since 1959, Singapore government leaders have repeatedly stressed that bilingualism is the cornerstone of Singapore’s language policy. Scholars researching language policy and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper cites the case of Chinese language (Mandarin) education as evidence to show how “bilingual” education has undergone significant changes in Singapore by tracing the historical changes and examining how bilingual education has evolved since its implementation. The findings show that the once-compulsory bilingual requirements gave way to differentiated ones in the history of Singapore’s bilingual policy. This finding will help researchers have a better understanding of Singapore’s “bilingual education” today and its position compared to other bilingual education systems in the world.
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Jawad, Najat A. Muttalib M. "Bilingual Education: Features & Advantages." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 735–40. http://dx.doi.org/10.17507/jltr.1205.12.
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Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive merits much more than those who speak just one language (monolinguals). As for bilingual education in recent times, there are still contradictory opinions. Some believe that learning the first language (L1) will not hurt the second one (English) and that new knowledge learned in L1 will gradually transfer to the second language, English. On the other side, some maintain that developing the L1 will essentially affect the learners’ progress in English learning if they don’t get full English immersion. Moreover, bilingualism cannot obtain easily and that is all. To keep high-level bilingualism, learner of two languages (the bilingual person) needs to use both languages constantly and with great effort. Learning a foreign language leads to learning a different culture that widens understanding and develops humanity. And the ability to use the second language and the second culture is considered a means to achieve creative capabilities.
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Roberts, Cheryl A., Sandra H. Fradd, and William J. Tikunoff. "Bilingual Education and Bilingual Special Education: A Guide for Administrators." TESOL Quarterly 22, no. 4 (December 1988): 667. http://dx.doi.org/10.2307/3587269.
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Prior, Anat, and Tamar H. Gollan. "Good Language-Switchers are Good Task-Switchers: Evidence from Spanish–English and Mandarin–English Bilinguals." Journal of the International Neuropsychological Society 17, no. 4 (May 13, 2011): 682–91. http://dx.doi.org/10.1017/s1355617711000580.
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AbstractBilingual advantages in executive control tasks are well documented, but it is not yet clear what degree or type of bilingualism leads to these advantages. To investigate this issue, we compared the performance of two bilingual groups and monolingual speakers in task-switching and language-switching paradigms. Spanish–English bilinguals, who reported switching between languages frequently in daily life, exhibited smaller task-switching costs than monolinguals after controlling for between-group differences in speed and parent education level. By contrast, Mandarin–English bilinguals, who reported switching languages less frequently than Spanish–English bilinguals, did not exhibit a task-switching advantage relative to monolinguals. Comparing the two bilingual groups in language-switching, Spanish–English bilinguals exhibited smaller costs than Mandarin–English bilinguals, even after matching for fluency in the non-dominant language. These results demonstrate an explicit link between language-switching and bilingual advantages in task-switching, while also illustrating some limitations on bilingual advantages. (JINS, 2011, 17, 682–691)
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Pastushkova, Marina A., and Oxana V. Savateeva. "Peculiarities of Teaching Bilingual Children." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 337–45. http://dx.doi.org/10.9756/int-jecse/v13i2.211070.
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The article is focused on the problem of teaching bilingual children. To solve this issue, the authors use the vast experience in addressing it in the Russian and British pedagogical thought in the late 20th and early 21st centuries. The authors believe that the comparison of diverse approaches makes it possible to use the ideas of various researchers for resolving the current issues of teaching bilinguals. Besides, the authors of the article try to present the key recommendations and learning approaches for teaching a second language to preschool children. The article stresses the importance of foreign language learning. The authors consider that it is very important to pay attention to the peculiarities of mastering foreign languages and the influence of the bilingual environment on the mental, speech, and personal development of the child. The article further analyses the main approaches to language learning and gives practical recommendations to bilingual children’s parents for teaching a second language. Finally, the article touches upon the problem of learning content. In the authors’ opinion, the latter should be as close as possible to children's understanding. It should be noted that early learning of a foreign language has many advantages in the modern multicultural world. More and more parents want to raise their children as bilinguals, to allow them to communicate in several languages. The authors hope that the recommendations given in the article will help parents of bilingual children and teachers find their approach to teaching a child a second language.
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BOBB, SUSAN C., and NORIKO HOSHINO. "Fusing languages in the bilingual cognitive architecture." Bilingualism: Language and Cognition 19, no. 5 (February 11, 2016): 879–80. http://dx.doi.org/10.1017/s1366728916000109.
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Research on bilingualism has documented profound brain plasticity by which the bilingual experience reconfigures the cognitive system. These effects include temporary as well as more enduring ones, and parallel activation of a bilingual's two languages may well be a key factor at the root of these observed changes. Recent recommendations (Green, 2011) have emphasized that research on code-switching in particular could provide a fruitful avenue for investigating the nature of how a bilingual speaker selects words and ultimately produces an utterance. Findings to date illustrate that if anything, the reach of co-activation is more extensive than previously thought, extending to the phonology and syntax of languages. While the degree of permeability may compound the perceived difficulty of the selection process, it is also a testament to the documented mental agility of bilinguals.
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Kaushanskaya, Margarita, Henrike K. Blumenfeld, and Viorica Marian. "The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers." International Journal of Bilingualism 15, no. 4 (June 23, 2011): 408–25. http://dx.doi.org/10.1177/1367006911403201.
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Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adults were compared to sequential English–Spanish bilinguals, and were administered the same measures as in Experiment 1, as well as a measure of expressive English vocabulary. Analyses revealed comparable levels of performance on the vocabulary and the short-term memory measures in the monolingual and the bilingual groups across both experiments. There was a stronger effect of digit-span in the bilingual group than in the monolingual group, with high-span bilinguals outperforming low-span bilinguals on vocabulary measures. Findings indicate that bilingual speakers may rely on short-term memory resources to support word retrieval in their native language more than monolingual speakers.
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Agulló, Joan Aleixandre, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i1.13.
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Aleixandre Agulló, Joan, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i19.13.
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LUK, GIGI, ERIC DE SA, and ELLEN BIALYSTOK. "Is there a relation between onset age of bilingualism and enhancement of cognitive control?" Bilingualism: Language and Cognition 14, no. 4 (March 4, 2011): 588–95. http://dx.doi.org/10.1017/s1366728911000010.
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Young English-speaking monolingual and bilingual adults were examined for English proficiency, language use history, and performance on a flanker task. The bilinguals, who were about twenty years old, were divided into two groups (early bilinguals and late bilinguals) according to whether they became actively bilingual before or after the age of ten years. Early bilinguals and monolinguals demonstrated similar levels of English proficiency, and both groups were more proficient in English than late bilinguals. In contrast, early bilinguals produced the smallest response time cost for incongruent trials (flanker effect) with no difference between monolinguals and late bilinguals. Moreover, across the whole sample of bilinguals, onset age of active bilingualism was negatively correlated with English proficiency and positively correlated with the flanker effect. These results suggest a gradient in which more experience in being actively bilingual is associated with greater advantages in cognitive control and higher language proficiency.
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Silva-Corvalán, Carmen. "Simultaneous bilingualism: Early developments, incomplete later outcomes?" International Journal of Bilingualism 22, no. 5 (June 23, 2016): 497–512. http://dx.doi.org/10.1177/1367006916652061.
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Purpose: Research on the language of heritage speakers has shown that in situations of societal bilingualism the functionally restricted language evidences the simplification of some grammatical domains. A frequent question is whether this stage of grammatical simplification is due to incomplete or interrupted acquisition in the early years of a bilingual’s life, or a result of processes of attrition of acquired knowledge of the underused language. This article considers the issue of incompleteness through an examination of the relationship between bilingual children’s developing grammars and the more or less changed bilingual systems of adult second and third generation immigrants (“heritage speakers”) in the USA. Methodology: The issue of incompleteness is examined in two corpora: (1) Recordings of 50 Spanish-English adult Mexican-American bilinguals; and (2) Longitudinal data obtained during the first six years of life of two Spanish-English bilingual siblings. Data analysis: Qualitative and quantitative analyses of the grammar of subjects, verbal clitics, and verb tenses of the Spanish of the bilinguals under study. Findings: The outcome of reduced exposure and production of a minority language in simultaneous bilingual acquisition reflects the incomplete acquisition by age 6;0 of some aspects of the input language. The bilingual siblings’ unequal control of the minority language is shown to parallel the range of proficiencies identified across the adult heritage speakers. Significance: Some linguists argue that heritage speakers’ grammars are less restrictive or “different” in some respects but not incomplete. In contrast, this article demonstrates that at least some of the reduced grammars of heritage speakers result from a halted process of acquisition in the early years of life. Furthermore, while difference is not an explanatory construct, incomplete acquisition due to interrupted development caused by restricted exposure and production offers an explanation for the range of proficiencies attested among adult heritage speakers.
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Bartosh, Olena. "BILINGUAL INTERCULTURAL EDUCATION AS AN IMPORTANT PRECONDITION OF PROVIDING THE EFFECTIVE INTERCULTURAL INTERACTION IN THE AMERICAN MULTINATIONAL SOCIETY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 29–32. http://dx.doi.org/10.24144/2524-0609.2021.48.29-32.
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American scientists see the introduction of multicultural education, in particular bilingual intercultural education, as one of the promising ways of ensuring the effective intercultural interaction. The purpose of the paper is to analyse and summarise the ideas of the American experience of bilingual education as a means of ensuring the effective intercultural interaction in a multinational state. Methods of the research used: analysis and systematization of pedagogical works, which made it possible to identify conceptual considerations on the bilingual intercultural education as an important precondition of effective intercultural interaction; observations and practice of author’s teaching experience used to reveal the main aspects of the issue under consideration. Scientific novelty lies in the substantiation of essential characteristics of bilingual intercultural education and its role in ensuring of intercultural interaction in a multinational society. Bilingial intercultural education is a deliberate process of engaging in the world culture by means of native and foreign languages, when a foreign language acts as a means of knowing the world, acquiring of special knowledge, mastering the cultural, historical and social experience of different countries and peoples. For domestic science and practice, it is advisable to use the ideas of foreign experience of bilingual intercultural education. We consider bilingual intercultural education as such an education organisation when it becomes possible to use more than one language as a language of teaching. The second language is thus not only an object of study, but also a means of communication and a language of teaching. The main difference between bilingual intercultural education and traditional education is that the language of teaching itself is not only a tool for teaching and learning, but also its purpose.
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INDEFREY, PETER, HÜLYA ŞAHIN, and MARIANNE GULLBERG. "The expression of spatial relationships in Turkish–Dutch bilinguals." Bilingualism: Language and Cognition 20, no. 3 (January 22, 2016): 473–93. http://dx.doi.org/10.1017/s1366728915000875.
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We investigated how two groups of Turkish–Dutch bilinguals and two groups of monolingual speakers of the two languages described static topological relations. The bilingual groups differed with respect to their first (L1) and second (L2) language proficiencies and a number of sociolinguistic factors. Using an elicitation tool that covers a wide range of topological relations, we first assessed the extensions of different spatial expressions (topological relation markers, TRMs) in the Turkish and Dutch spoken by monolingual speakers. We then assessed differences in the use of TRMs between the two bilingual groups and monolingual speakers.In both bilingual groups, differences compared to monolingual speakers were mainly observed for Turkish. Dutch-dominant bilinguals showed enhanced congruence between translation-equivalent Turkish and Dutch TRMs. Turkish-dominant bilinguals extended the use of a topologically neutral locative marker.Our results can be interpreted as showing different “bilingual optimization strategies” (Muysken, 2013) in bilingual speakers who live in the same environment but differ with respect to L2 onset, L2 proficiency, and perceived importance of the L1.
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Polinsky, Maria. "Bilingual children and adult heritage speakers: The range of comparison." International Journal of Bilingualism 22, no. 5 (July 16, 2016): 547–63. http://dx.doi.org/10.1177/1367006916656048.
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This paper compares the language of child bilinguals and adult unbalanced bilinguals (heritage speakers) against that of bilingual native speakers of their home language (baseline). We identify four major vectors of correspondence across the language spoken by these three groups. First, all varieties may represent a given linguistic property in a similar way (child bilinguals = adult heritage speakers = bilingual native speakers of their home language). This occurs when either (i) the property in question is highly robust and is acquired by learners without difficulty or (ii) the property is already in decline in the baseline. We illustrate scenario (i) with data from Russian count forms, which are morphologically quite complex. The preservation of these forms in child bilinguals and adult heritage speakers suggests that simplicity of encoding is not the only factor determining robustness of retention. Second, child and heritage speakers may share a linguistic structure that differs from the one found in the baseline (bilingual native speakers of their home language ≠ child bilinguals = adult heritage speakers). This scenario occurs when incipient structural changes in the baseline become amplified in the language of next-generation bilinguals, or when a given structure is rare, confined to a specific register, and/or reinforced through literacy. Third, a structure may be acquired by bilingual children faithfully, but undergo reanalysis/attrition in the adult heritage language (bilingual native speakers of their home language = child bilinguals ≠ adult heritage speakers). Russian relativization illustrates this scenario; child bilinguals show native-like performance on relative clauses but adult heritage speakers show an exaggerated subject preference in the interpretation of gaps. Finally, a structure that is not fully learned by child speakers may be reanalyzed by adult heritage speakers following general principles, thus bringing the adult heritage representation closer to that of the baseline (bilingual native speakers of their home language = adult heritage speakers ≠ child bilinguals). Heritage speakers’ production and comprehension of psychological predicates in Spanish illustrates this possibility.
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Foursha-Stevenson, Cassandra, and Elena Nicoladis. "Early emergence of syntactic awareness and cross-linguistic influence in bilingual children’s judgments." International Journal of Bilingualism 15, no. 4 (November 7, 2011): 521–34. http://dx.doi.org/10.1177/1367006911425818.
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Bilingual children sometimes perform better than same-aged monolingual children on metalinguistic awareness tasks, such as a grammaticality judgment. Some of these differences can be attributed to bilinguals having to learn to control attention to language choice. This study tested the hypothesis that bilingual children, as young as preschool age, would score overall higher than monolingual children on a grammaticality judgment test. French–English bilingual preschoolers judged the acceptability of three constructions in French and English (i.e. adjective–noun ordering, obligatoriness of a determiner, and object pronoun placement). Their performance was compared with that of a group of age-matched English monolinguals. The results showed that the bilingual children scored higher than the monolingual children. These results demonstrate that syntactic awareness develops quite early for bilinguals. Additionally, the bilingual children demonstrated cross-linguistic influence of core syntactic structure in French, as their judgments were affected by English acceptability.
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Kutsuki, Aya. "The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure." International Journal of Bilingualism 23, no. 1 (September 6, 2017): 256–74. http://dx.doi.org/10.1177/1367006917728387.
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Aims and Objectives: The current study’s aim was to test the ambiguity and dominance theories of transfer by examining compound noun production and comprehension by bilinguals acquiring Spanish and Japanese, as the word order of nominal compounds in these languages is always reversed, making them grammatically and theoretically unambiguous. Methodology: Ten Spanish-Japanese bilingual preschoolers completed production and comprehension elicitation tasks. Data and Analysis: The research subjects’ reversal rates were compared with those of age- and vocabulary-matched Japanese monolinguals. Findings/Conclusions: The results demonstrate that transfers occur from Spanish to Japanese in both production and comprehension, and that there are no dominance effects on the degree of cross-linguistic influence. Originality: There have been no previous studies on cross-linguistic transfer in Spanish-Japanese bilingual children. Significance/Implications: Transfer and directionality are not affected by relative vocabulary level; the concept of dominance should be (re)considered carefully especially for young bilinguals whose language inputs are greatly imbalanced and variable. Moreover, what is considered grammatically unambiguous by adults may be ambiguous for children acquiring such knowledge bilingually, which raises the need to consider structures in both languages as affecting the acquisition of language in young bilinguals.
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Snizhko, Nataliia. "Bilingual Education in Institutions of Higher Education: Values, Purposes, Specificity." Problems of Education, no. 2(99) (December 2, 2023): 89–100. http://dx.doi.org/10.52256/2710-3986.2-99.2023.06.
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The article highlights issues related to the implementation of bilingual education in Ukrainian higher education institutions. The study of this problem promotes to the integration of Ukraine into the European and world cultural and educational space, which is one of the priority areas of education development according to the National Doctrine of Education Development.
Specific features acquired by bilingual education at the end of the 20th century are outlined. Bilingual education is both a means of obtaining bilingual education and a process of forming a personality open to interaction with the surrounding world. It is noted that during bilingual education, a foreign (in particular, English) language is not only the goal, but also a means of understanding the world of special knowledge.
The peculiarities of the implementation of bilingual education in higher education institutions are considered in detail. There have been formulated the questions which need to be theoretically comprehended for the successful implementation of bilingual education in higher educational institutions. Special attention is paid to the set of didactically and methodologically relevant factors, due to the peculiarities of the taught discipline and the future specialty of the student. Appropriate criteria (both linguistic and non-linguistic) have been identified, which affect the content, organization and choice of methods of bilingual education in a certain specialty. The need to identify and take into account all relevant factors in their interrelationships is established, because only in this case is it possible to create a scientifically based concept of bilingual education at one or another non-language faculty in a higher education institution.
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JIANG, NAN. "Phonology-based bilingual activation among different-script bilinguals?" Bilingualism: Language and Cognition 22, no. 04 (June 19, 2018): 693–94. http://dx.doi.org/10.1017/s1366728918000664.
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Multilink developed by Dijkstra et al. (2018) is a computational model of monolingual and bilingual lexical access in comprehension and production. The non-selective activation of a bilingual's two languages is handled in the model by assuming that bilinguals have an integrated lexicon and that orthographic overlap between the input and the lexical representation drives lexical activation. Hence, an orthographic unit such as the letter T may activate words from multiple languages that contain the letter, resulting in simultaneous activation of multiple languages. This basic mechanism for explaining non-selective activation is similar between Multilink and its predecessors BIA and BIA+.
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Madarova, Slavka, and Jesus Garcia Laborda. "Seven common misconceptions in bilingual education in primary education in Spain." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 358–68. http://dx.doi.org/10.18844/cjes.v15i2.4605.
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Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary education. This paper looks at seven commonly addressed issues. The paper especially focuses on Primary education but most revision matters also relate to secondary and even higher education. Special interest is paid to cognitive, social, economic, mode of bilingual education, role of the immigrant students and parents’ attitudes. The conclusion leads to the understanding that English-Spanish bilingual education is not pernicious but, on the contrary, benefits the cognitive a linguistic development of most school children.
Keywords: bilingual education; misconceptions; CLIL; immersion; cognitive; socio-economic;
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Muniroh, Siti, Yusnita Febrianti, Shirly Rizki, Sri Rachmajanti, and Ahmad Yusuf. "Challenges in Managing Bilingual Schools: A Solution Through Higher Education for Prospective Leaders." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2513–22. http://dx.doi.org/10.12973/eu-jer.11.4.2513.
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<p style="text-align: justify;">This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.</p>
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NGUYEN, THIEN-KIM, and JANET WILDE ASTINGTON. "Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings." Bilingualism: Language and Cognition 17, no. 2 (September 25, 2013): 396–409. http://dx.doi.org/10.1017/s1366728913000394.
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The present study aimed (a) to determine whether the bilingual advantage in false-belief (FB) understanding is replicated when considering socio-economic status and (b) to assess whether conflict inhibition and/or working memory underpin the advantage, if there is one. Monolingual preschoolers (24 English monolinguals and 24 French monolinguals) and 24 English–French bilingual counterparts received FB, conflict inhibition, working memory, and verbal ability tests. Monolingual and bilingual groups were equivalent on parental income and education, measured through a parental questionnaire. Results indicated that bilinguals significantly outperformed monolinguals on FB, but only after statistically controlling for language proficiency and age. Working memory likely compensated for the potential negative impact of bilinguals’ low language proficiency on FB.
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Meshcheryakova, Elena, Elena Loktyshina, and Julia Meshcheryakova. "Problem Training in Bilingual Education." SHS Web of Conferences 50 (2018): 01105. http://dx.doi.org/10.1051/shsconf/20185001105.
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The article deals with the problem of bilingual education in professional training. The authors considered the bilingual notion and its development by various scholars, its social and cultural foreground in the local region. The set of competencies including bilingual communicative competence used in the bilingual education process is regarded. The popular teaching approach in the bilingual education is seen as a problem-based learning which states new requirements for constructing mono and dialogic interactions. The authors reveal the theoretical aspects of problem-based learning and describe particular training techniques for language skills for Bachelor students in the process of teacher training bilingual education.
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Ada, Alma Flor. "Creative Education for Bilingual Teachers." Harvard Educational Review 56, no. 4 (December 1, 1986): 386–95. http://dx.doi.org/10.17763/haer.56.4.l813034v7q651844.
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The author prescribes a bilingual teacher-training process that is based on a critique of the current condition of bilingual education and the professional concerns of bilingual teachers. Her approach would enable bilingual teachers to discern and analyze interpersonal, social,and political issues unique to their struggles. She suggests a "creative" approach to teacher training that she believes will strengthen the image of bilingual teachers and, consequently,benefit both teachers and students.
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GORAL, MIRA, LUCA CAMPANELLI, and AVRON SPIRO. "Language dominance and inhibition abilities in bilingual older adults." Bilingualism: Language and Cognition 18, no. 1 (April 4, 2013): 79–89. http://dx.doi.org/10.1017/s1366728913000126.
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This study aimed to examine the so-called bilingual advantage in older adults’ performance in three cognitive domains and to identify whether language use and bilingual type (dominant vs. balanced) predicted performance. The participants were 106 Spanish–English bilinguals ranging in age from 50 years to 84 years. Three cognitive domains were examined (each by a single test): inhibition (the Simon task), alternating attention (the Trail Making test), and working memory (Month Ordering). The data revealed that age was negatively correlated to performance in each domain. Bilingual type – balanced vs. dominant – predicted performance and interacted with age only on the inhibition measure (the Simon task). Balanced bilinguals showed age-related inhibition decline (i.e., greater Simon effect with increasing age); in contrast, dominant bilinguals showed little or no age-related change. The findings suggest that bilingualism may offer cognitive advantage in older age only for a subset of bilinguals.
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KROLL, JUDITH F., and ERICA MICHAEL. "Not by words alone: Comments on a proposal for the control of access to bilingual language representations." Bilingualism: Language and Cognition 1, no. 2 (August 1998): 90–91. http://dx.doi.org/10.1017/s1366728998000170.
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Green makes the critical observation that models of lexical and semantic representation in bilingual memory fail to specify a mechanism that would enable the bilingual speaker to act. Under the conditions typical of most experimental research, bilinguals are asked to perform a well-defined task, such as word or picture naming, lexical decision, or translation. The question Green raises is how is it that the bilingual effectively performs one of these tasks rather than another? And within a given task such as word translation, how does the individual manage to produce words in one language and suppress the other? The goal of Green's proposal is to provide a preliminary account of the control apparatus that a bilingual would need to possess in order to perform effectively in this environment. An adequate model of these control mechanisms will presumably allow us to understand not only how bilinguals perform simple laboratory tasks, but also how they manage to engage the appropriate language during normal discourse, including code-switching with other bilingual speakers.
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Blom, Elma, Tessel Boerma, Evelyn Bosma, Leonie Cornips, Kirsten van den Heuij, and Mona Timmermeister. "Cross-language distance influences receptive vocabulary outcomes of bilingual children." First Language 40, no. 2 (December 30, 2019): 151–71. http://dx.doi.org/10.1177/0142723719892794.
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Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined by comparing bilingual groups with a small (Close; n = 165) and a large between-language distance (Distant; n = 108) with monolingual controls ( n = 39). As a group, the bilinguals scored lower on Dutch receptive vocabulary than the monolinguals. The bilingual Distant group had lower receptive vocabulary outcomes than the bilingual Close and monolingual groups. No difference emerged between the monolinguals and the bilingual Close group. It can be concluded that bilingual children whose languages provide ample opportunities for transfer and sharing knowledge do not have any receptive vocabulary delays. The findings underscore that bilingual children cannot be treated as a homogeneous group and are important for determining which bilingual children are at risk of low vocabulary outcomes.
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Lundberg, Osa. "Obstacles to bilingual education." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 29–54. http://dx.doi.org/10.17011/apples/urn.201712104583.
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The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus comes from the sociology of knowledge which examines how social policy connects to social practice by applying the concepts of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data was derived from interviews and participant observations between 2006 and 2009 with three different ninth grade classes from same school. The results show that in the formulation arena the policy was in favor of active bilingualism (a holistic and comprehensive approach throughout the curriculum), strong support for mother tongue education, and creating in students a bicultural identity. However, in the realization arena, the bilingual education program was reduced to the employment of bilingual teachers who provided mother tongue tuition. Support for the bicultural and multilingual development of students’ language and culture was never fully incorporated into the ordinary teaching and instruction. This was due in part to obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000). Five types of obstacles to the appropriation of bilingual education were observed. Two primary obstacles in the formulation arena were 1) a strong separation of languages, and 2) bilingual teachers as representatives of diversity. In the realization arena the following three obstacles were observed: 1) teacher resistance to polylingual education, 2) insufficient study support for mother tongue tuition, and 3) a monolingual norm. In sum, the overriding obstacle is an overall lack of consensus about the aim and purpose of bilingual education. The discussion develops issues concerning the gap between what should be versus what could be in both the formulation and realization arenas (Lundberg, 2015).
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Buttaro, Lucia. "Effective Bilingual Education Models." Revue française de linguistique appliquée XIX, no. 2 (2014): 29. http://dx.doi.org/10.3917/rfla.192.0029.
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Benmaman, Virginia. "Bilingual legal interpreter education." Forensic Linguistics 6, no. 1 (June 1999): 109–14. http://dx.doi.org/10.1558/sll.1999.6.1.109.
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Gonzales-Berry, Erlinda, Alba N. Ambert, and Sarah E. Melendez. "Bilingual Education: A Sourcebook." Modern Language Journal 69, no. 3 (1985): 299. http://dx.doi.org/10.2307/328360.
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Heller, Monica, and Manoly Lupul. "Osvita: Ukrainian Bilingual Education." Canadian Journal of Education / Revue canadienne de l'éducation 11, no. 3 (1986): 392. http://dx.doi.org/10.2307/1494442.
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Mitchell, Candace. "Multiculturalism and Bilingual Education." Educational Researcher 30, no. 5 (June 2001): 34–36. http://dx.doi.org/10.3102/0013189x030005034.
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Jończyk, Rafał. "Studies in bilingual education." International Journal of Bilingual Education and Bilingualism 15, no. 3 (May 2012): 375–77. http://dx.doi.org/10.1080/13670050.2011.621348.
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