Journal articles on the topic 'Bilingual interactions'
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1
Grosjean, Francois. "The bilingual individual." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (January 1, 1997): 163–87. http://dx.doi.org/10.1075/intp.2.1-2.07gro.
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This article presents a general overview of the adult bilingual individual. First, the bilingual is defined and discussed in terms of the complementary principle, i.e. the fact that bilinguals acquire and use their languages for different purposes, in different domains of life, with different people. Next, the various language modes bilinguals find themselves in during their everyday interactions are examined. These range from the monolingual mode when they are communicating with monolinguals (and they have to deactivate all but one language) to the bilingual mode when they are interacting with other bilinguals who share their two (or more) languages and with whom they can mix languages if they so wish (i.e. code-switch and borrow). The article ends with a rapid survey of the psycholinguistics of bilingualism and, in particular, of how bilinguals access their lexicon when perceiving mixed speech. The regular bilingual is compared to the interpreter bilingual whenever possible.
2
CASTILLA-EARLS, ANNY P., MARÍA ADELAIDA RESTREPO, ANA TERESA PÉREZ-LEROUX, SHELLEY GRAY, PAUL HOLMES, DANIEL GAIL, and ZIQIANG CHEN. "Interactions between bilingual effects and language impairment: Exploring grammatical markers in Spanish-speaking bilingual children." Applied Psycholinguistics 37, no. 5 (November 25, 2015): 1147–73. http://dx.doi.org/10.1017/s0142716415000521.
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ABSTRACTThis study examines the interaction between language impairment and different levels of bilingual proficiency. Specifically, we explore the potential of articles and direct object pronouns as clinical markers of primary language impairment (PLI) in bilingual Spanish-speaking children. The study compared children with PLI and typically developing (TD) children matched on age, English language proficiency, and mother's education level. Two types of bilinguals were targeted: Spanish-dominant children with intermediate English proficiency (asymmetrical bilinguals), and near-balanced bilinguals. We measured children's accuracy in the use of direct object pronouns and articles with an elicited language task. Results from this preliminary study suggest language proficiency affects the patterns of use of direct object pronouns and articles. Across language proficiency groups, we find marked differences between TD and PLI, in the use of both direct object pronouns and articles. However, the magnitude of the difference diminishes in balanced bilinguals. Articles appear more stable in these bilinguals and, therefore, seem to have a greater potential to discriminate between TD bilinguals from those with PLI. Future studies using discriminant analyses are needed to assess the clinical impact of these findings.
3
Morales Lugo, Katherine. "The bilingual styles of young Puerto Rican adolescents online." International Journal of the Sociology of Language 2024, no. 286 (March 1, 2024): 53–85. http://dx.doi.org/10.1515/ijsl-2023-0024.
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Abstract This article examines the language mixing practices of Puerto Rican adolescents in various social media platforms through a framework of code-mixing and socioindexicality. Over a twelve-week period, I collected samples of online text messages from six island bilinguals of an elite community of practice (CofP) and studied the way their unique socializations in private schools and bilingual universities contributed to the ways they made sense of languages, their social meaning potentials, and uses across online interactions. Against the meaningful backdrop of colonial-dynamics of Spanish and English in Puerto Rico, the paper examines how ideologies of “nationalism” and “race” get reproduced or challenged through bilingual practice, and English takes up an equally important role for the construction of social identities in the interactions of youth. Additionally, the study discusses bilingual styles that have been enregistered as social styles specific to technological mediums of communication and youth registers, Puerto Rican netspeak, as well as emerging social styles that indicate queer gender identity, or non-binary practices. In this sense, I offer a description of the island bilingual that is dynamic, strategic, and metapragmatically conscious of the purist ideologies of Spanish in Puerto Rico, as well as the indexical potentials of appropriating variable gender forms in Spanish, bilingual language practices, and netspeak registers towards the negotiation of identities in technological interaction. The way bilinguals relate to the languages at their disposal can provide a window to impending questions on the perceived coloniality of English, potential changes in language ideologies and uses, and whether and how language policies may shift to meet current demographic attitudes and language uses of contemporary Puerto Ricans.
4
Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (December 1, 2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.
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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.
5
Phillips, Ian, Rebecca E. Bieber, Gregory M. Ellis, and Douglas S. Brungart. "Age differentially impacts monolingual and bilingual listeners’ understanding of English speech in noise." Journal of the Acoustical Society of America 153, no. 3_supplement (March 1, 2023): A341. http://dx.doi.org/10.1121/10.0019081.
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Some bilinguals may perform worse understanding speech in noise (SIN) in their second language (L2) compared to monolinguals. Poorer performance has been found mostly for late bilinguals (L2 acquired after childhood) listening to sentences containing linguistic context, and less so for simultaneous/early bilinguals (L2 acquired during childhood) and when testing context-free stimuli. However, most studies tested younger participants–little is known about interactions with age. This study addresses this gap by measuring context-free SIN understanding via the Modified Rhyme Test in over 2,000 normal-hearing young and middle-aged bilingual and monolingual adults (ages 18–58; 23% bilinguals, all L2 English). Data collection is ongoing. Interim analyses reveal an interaction of age and group. Word recognition accuracy decreased as age increased for simultaneous and early bilinguals, but was stable for monolinguals and late bilinguals (though worse for bilinguals than monolinguals). Response time was faster for monolinguals but all groups slowed with increasing age at similar rates. These findings suggest an exaggerated age effect for bilingual SIN understanding across early and middle adulthood. [The views expressed in this abstract are those of the author(s) and do not necessarily reflect the official policy of the Department of Defense or the U.S. Government.]
6
Ochsenbauer, Anne-Katharina, and Helen Engemann. "The impact of typological factors in monolingual and bilingual first language acquisition." Language, Interaction and Acquisition 2, no. 1 (June 27, 2011): 101–28. http://dx.doi.org/10.1075/lia.2.1.05och.
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The present study compares (1) monolingual English vs. French adults and children and (2) simultaneous French-English bilingual children who describe caused motion events. The results concerning L1 speakers showed developmental progressions in both languages, e.g., utterance complexity increases with age. However, response patterns differed considerably across languages in that responses were denser and more compact in English than in French. The results concerning bilingual children showed unidirectional crosslinguistic interactions. Responses elicited in English paralleled monolingual developmental patterns, whereas bilinguals’ French productions differed from those of monolingual French peers. The findings suggest that bilingual children transfer lexicalisation patterns from one of their languages to the other when the former provides more transparent means of achieving high semantic density.
7
Kim, So Jung, Su-Jeong Wee, and Soyeon Park. "Exploring multicultural books through predictions and social interactions: A case study with kindergarteners in the United States." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 32–47. http://dx.doi.org/10.1177/1836939119841472.
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Although previous studies have underlined the importance of social interactions, multicultural education, prediction/imagination, and bilingual/bi-literacy learning, the intersection of all these four areas is yet to be explored. This qualitative case study explored how young bilingual readers create meanings and develop literary responses through prediction, imagination, and social interaction while reading multicultural literature. As part of a larger longitudinal study, this study focused on kindergarten-age Korean-English bilingual children at a Korean Language School in a Midwestern city in the United States. The data were collected over five months using audio/video recordings, open-ended interviews, and children’s artifacts. The findings suggest that creative participation and social interactions using two languages help young bilingual readers to engage deeply with the reading and encourage multiple perspectives.
8
Amengual, Mark. "Phonetics of Early Bilingualism." Annual Review of Linguistics 10, no. 1 (January 16, 2024): 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.
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This article presents an overview of recent research on the phonetics of early bilinguals, individuals who have acquired both of their languages early in life, by either growing up being exposed to two languages since birth (i.e., simultaneous bilinguals) or having initially learned their first language with the second language introduced at a later stage during their childhood (i.e., early sequential or successive/consecutive bilinguals). This review puts forth empirical evidence from methodologically and theoretically diverse studies on the phonetics of early bilingualism and considers explanations for the observed patterns of cross-linguistic influence on the production, perception, and processing of sounds in both of their languages. Throughout, this article discusses the critical significance of early linguistic experience on bilingual speech patterns, how early-onset bilinguals perceive speech sounds in each language, bilinguals’ phonetic abilities when producing language-specific segmental and suprasegmental features, and the dynamic nature of cross-language sound interactions in early bilingual speech.
9
Kehoe, Margaret M. "Lexical-phonological interactions in bilingual children." First Language 35, no. 2 (March 9, 2015): 93–125. http://dx.doi.org/10.1177/0142723715574398.
10
BRITO, NATALIE H., ERIC R. MURPHY, CHANDAN VAIDYA, and RACHEL BARR. "Do bilingual advantages in attentional control influence memory encoding during a divided attention task?" Bilingualism: Language and Cognition 19, no. 3 (December 17, 2015): 621–29. http://dx.doi.org/10.1017/s1366728915000851.
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The current study examined if bilingual advantages in cognitive control influence memory encoding during a divided attention task. Monolinguals, simultaneous bilinguals, and sequential bilinguals switched between classifying objects and words, then were tested for their recognition memory of stimuli previously seen during the classification task. Compared to bilingual groups, monolinguals made the most errors on the classification task and simultaneous bilinguals committed the fewest errors. On the memory task, however, no differences were found between the three language groups, but significant correlations were found between the number of errors during switch trials on the classification task and recognition memory for both target and non-target stimuli. For bilinguals, their age of second language acquisition partially accounted for the association between attentional control (number of switch errors) and subsequent memory for non-target stimuli only. These results contribute to our understanding of how individual differences in language acquisition influence interactions between cognitive domains.
11
Luk, Zoe Pei‐sui, and Yasuhiro Shirai. "The development of aspectual marking in Cantonese-English bilingual children." International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 137–79. http://dx.doi.org/10.1515/iral-2014-0018.
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AbstractThe present study investigates whether the tense-aspect development of Cantonese-English bilingual children conforms to the Aspect Hypothesis (Andersen and Shirai 1994. Discourse motivations for some cognitive acquisition principles.Studies in Second Language Acquisition16(2). 133–156.), which has been shown to predict the development of monolingual children of many different languages well, and whether the two languages influence each other during development. Analysis of longitudinal production data from three Cantonese-English bilinguals (Yip and Matthews 2000. Syntactic transfer in a Cantonese-English bilingual child.Bilingualism: Language and Cognition3(3). 193–208.) shows that the development of bilingual children resemble that of monolingual children and generally follow the Aspect Hypothesis, but to a lesser degree. Interactions were also observed in that the acquisition of the Cantonese progressive markerganwas accelerated by the-ingin the bilingual children, and transfer from Cantonese to English allowed them to use the English past tense marking with verbs of different lexical aspect early in their development, deviating from the prediction of the Aspect Hypothesis.
12
GAMPE, Anja, Leonie HARTMANN, and Moritz M. DAUM. "Dynamic interaction patterns of monolingual and bilingual infants with their parents." Journal of Child Language 47, no. 1 (December 23, 2019): 45–63. http://dx.doi.org/10.1017/s0305000919000631.
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AbstractBilingual children show a number of advantages in the domain of communication. The aim of the current study was to investigate whether differences in interactions are present before productive language skills emerge. For a duration of 5 minutes, 64 parents and their 14-month-old infants explored a decorated room together. The coordination of their behaviors in the modalities of action, language, and gesture was coded. The results showed no differences in interactions across different language statuses. In two additional analyses, we first compared monolinguals and bilinguals with caregivers who shared the same language and culture. Results showed the same pattern of non-difference. Second, we compared bilinguals with caregivers from different cultures. The rate and duration of coordination differed across infants with different cultural backgrounds. The findings suggest that exposure to two languages is not sufficient to explain the previously identified beneficial effects in the communicative interactions of bilingual children.
13
de la Fuente Iglesias, Monica, and Susana Perez Castillejo. "Phonetic interactions in the bilingual production of Galician and Spanish /e/ and /o/." International Journal of Bilingualism 24, no. 2 (February 10, 2019): 305–18. http://dx.doi.org/10.1177/1367006919826868.
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Aims and objectives/purpose/research questions: This study investigates the cross-linguistic phonetic interactions in the production of closed mid vowels of Galician-Spanish bilinguals in a semi-urban area in Galicia. The research questions were: (1) Do Galician-Spanish bilinguals produce /e/ and /o/ similarly in their two languages? (2) Does language dominance influence whether these sounds are produced more like Spanish or more like Galician? (3) Do age and gender influence the bilingual production of Galician and Spanish /e/ and /o/? Design/methodology/approach: Thirty Galician-Spanish bilinguals from the western coast of Galicia completed a sociolinguistic questionnaire and two reading tasks in both Galician and Spanish. Data and analysis: 4,728 vowels were acoustically analyzed and submitted to several mixed effect statistical models. Findings/conclusions: Bilinguals in this study produce distinct phonetic categories for their four Galician mid vowels, and additionally have created new phonetic categories to accommodate their L2 (Spanish) vowels, resulting in a more crowded mid-vowel phonetic space. Originality: This is the first study to examine closed mid vowel realizations in both Spanish and Galician by bilinguals who maintain a Galician four mid-vowel contrast, and to investigate their complex L1-L2 phonetic interactions. Significance/implications: This study offers new data to examine how early bilinguals organize their phonetic system(s) through cross-linguistic assimilation and dissimilation.
14
Yu, Betty. "Code-Switching as a Communicative Resource Within Routine, Bilingual Family Interactions for a Child on the Autism Spectrum." Perspectives of the ASHA Special Interest Groups 1, no. 14 (March 31, 2016): 17–28. http://dx.doi.org/10.1044/persp1.sig14.17.
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In today's global society, bilingualism is increasingly regarded as an asset. Bilingual competencies have been associated, for example, with cognitive benefits, increased ethnolinguistic pride, and access to more expansive sociocultural experiences. Currently, there is a convergence of research findings showing that bilingual children with autism spectrum disorders (ASD) perform comparably to monolingual children with ASD across measures of social-interactional, linguistic, and cognitive performance. In other words, bilingualism has not been shown to put children with ASD at a disadvantage. We have not yet, however, begun to examine bilingualism as a benefit for children with ASD. We currently have no information on how bilingual abilities are displayed by children with ASD and how the children draw on those competencies to navigate the demands of bilingual social interactions. This study is a conversation analysis (CA) of the code-switching behaviors of a bilingual child on the autism spectrum as he engaged in routine interactions with family members. The findings reveal that code-switching was used by this child strategically and systematically as a unique pragmatic resource.
15
Baez, Abril, Daniel W. Lopez-Hernandez, Winter Olmos, Rachel A. Rough-Fraser, Kristina E. Smith, Alexis Bueno, Isabel C. Munoz, et al. "A-100 Examining Spanish-English Bilingual Boston Naming Test Norms in Traumatic Brain Injury Survivors." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1148. http://dx.doi.org/10.1093/arclin/acab062.118.
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Abstract Objective We examined two established Spanish-English bilingual norms to assess if traumatic brain injury (TBI) deficits were still found if language was no longer a variable influencing Boston Naming Test (BNT) performance. Method The sample consisted of 47 healthy comparison (HC; 24 English-Monolinguals; 23 Spanish-English Bilinguals), 33 acute TBI (ATBI; 20 English-Monolinguals; 13 Spanish-English Bilinguals), and 25 Chronic TBI (CTBI: 13 English-Monolinguals; 12 Spanish-English Bilinguals) participants. Raw scores and adjusted demographic T-scores (Roberts et al., 2002; Rosselli et al., 1997) were used to evaluate BNT performance. Results An ANCOVA controlling for age, revealed the HC group outperformed the TBI group on the BNT (raw score), p = 0.003, ηp2 = 0.11. We also found monolinguals outperformed bilinguals on the BNT, p = 0.000, ηp2 = 0.24. Using the Roberts et al., (2002) norms, we found the HC group outperformed the TBI group, p = 0.003, ηp2 = 0.11, but no language differences were found. Next, using Rosselli et al., (1997) norms, we found the HC group outperformed the TBI group on the BNT, p = 0.003, ηp2 = 0.11, and monolingual speakers outperformed bilingual speakers, p = 0.014, ηp2 = 0.06. No interactions were found. Conclusions As expected, the TBI group demonstrated worse BNT performance compared to HC group on both language norms. However, when using Roberts et al., (2002) Spanish-English bilingual norms, no language group differences were found. Our data indicates that when examining BNT performance in a Spanish-English bilingual and English-monolingual TBI sample, Roberts et al., (2002) normative data may be better suited to evaluate BNT deficits in a TBI while taking language into account.
16
Sorace, Antonella. "Referring expressions and executive functions in bilingualism." Linguistic Approaches to Bilingualism 6, no. 5 (July 13, 2016): 669–84. http://dx.doi.org/10.1075/lab.15055.sor.
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Abstract Recent research has shown that the bilingual experience has positive effects on non-linguistic cognition (Bialystok 2009; Costa and Sebastian-Gallés 2014) but also negative effects on language, for example on vocabulary size and lexical fluency (Pearson et al. 1993). While most of the linguistic ‘disadvantages’ of bilingualism have been discussed in the lexical domain, this question is scaled up here to the sentence level and a novel theoretical framework is proposed which explicitly connects psychological and linguistic research. It is suggested that the bilingual experience may (a) affect the reciprocal interactions between language and general cognition, and (b) modulate the relation between components of executive functions. These effects may in turn influence the processing of particular linguistic structures, such as anaphoric expressions, and lead to bilingual-monolingual differences that could be regarded as ‘disadvantages’ but are in fact the result of normal adaptive changes due to the bilingual experience. Future experimental research validating this proposal may benefit both linguistic models of anaphora resolution and psychological models of cognitive control in monolinguals and bilinguals.
17
Mohamed, Sherez, Carolina González, and Antje Muntendam. "Arabic-Spanish Language Contact in Puerto Rico: A Case of Glottal Stop Epenthesis." Languages 4, no. 4 (November 18, 2019): 93. http://dx.doi.org/10.3390/languages4040093.
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The current study examines the realization of adjacent vowels across word boundaries in Arabic-Spanish bilinguals and Spanish monolinguals in Puerto Rico, focusing specifically on the rate of glottal stop epenthesis in this context (e.g., hombre africano to [ˈom.bre.ʔa.fri.ˈka.no]). It was hypothesized that Arabic-Spanish bilinguals would show a higher rate of glottal stop epenthesis than Spanish monolinguals because of transfer from Arabic. In addition, we investigated the possible effects of stress, vowel height, language dominance and bilingual type on the rate of glottal stop epenthesis. Results from a reading task with 8 participants showed no significant difference in glottalization between bilinguals and monolinguals. For monolinguals, glottalization was significantly more likely when the first vowel was low or stressed; significant interactions between vowel height and stress were found for the bilingual group. Language dominance was a significant factor, with Arabic-dominant bilinguals glottalizing more than the Spanish-dominant bilinguals. In addition, early sequential bilinguals favored glottalization slightly more than simultaneous bilinguals, without reaching significance. Our data suggests some effects of syllable structure transfer from Arabic, particularly in Arabic-dominant participants. To our knowledge, our study is the first exploration of Arabic and Spanish in contact in Puerto Rico, and the first to acoustically examine the speech of Arabic-Spanish bilinguals.
18
Carhill-Poza, Avary. "Silenced Partners: Language Learning and the Role of Bilingual Peers in High School." Teachers College Record: The Voice of Scholarship in Education 120, no. 11 (November 2018): 1–28. http://dx.doi.org/10.1177/016146811812001105.
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Background In schools, a major obstacle to drawing on emergent bilingual students’ knowledge and skills in their first language is a widespread lack of awareness about language use among adolescent English learners, including how peer talk can connect knowledge and abilities in both languages to school-based learning. Although research often acknowledges the importance of engaging students’ home language and culture to bridge to academic literacies in English, few have explicitly examined bilingual peer talk as a resource for language learning during adolescence. Purpose This study explores how emergent bilinguals engaged multiple linguistic codes to scaffold their own academic language development with peer support. Research Design Ethnography and discourse analysis of student interactions were used to contextualize and analyze the academic language use of four Spanish-speaking adolescent immigrant students, taking into account the affordances of classroom discourse structures and peer talk. Conclusions The study describes the linguistic resources available to Spanish-speaking adolescent immigrant students through their peers and shows that emergent bilingual youth used academic language in both Spanish and English most frequently—and in more elaborated interactions—while off-task or in less supervised spaces. Classroom discourse structures often limited student participation, particularly when students used nonstandard linguistic codes.
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Filipović, Luna, and John A. Hawkins. "The Complex Adaptive System Principles model for bilingualism: Language interactions within and across bilingual minds." International Journal of Bilingualism 23, no. 6 (June 25, 2018): 1223–48. http://dx.doi.org/10.1177/1367006918781076.
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Aims and objectives/purpose/research question: We propose a model that captures general patterns in bilingual language processing, based on empirical evidence elicited in a variety of experimental studies. We begin by considering what linguistic outputs are logically possible when bilingual speakers communicate based on the typological features of two languages in the bilingual mind. Our aim is to explain why some outputs are more frequent or more likely than others in bilingual language use. Design/methodology/approach: Our empirically derived multi-factor model combines insights from various empirical studies of different bilingual populations and it includes a variety of methodologies and approaches, such as lexical categorisation, lexical priming, syntactic priming, event verbalisation and memory, historical language change, grammaticality judgments and observational reports. Data and analysis: We critically discuss both lexical and syntactic processing data, as well as data that reflect bilingual type differences and different communicative situations (i.e. who the bilingual speakers are talking to and for what purpose). Crucially, we explain when the relevant factors collaborate and when they compete. Originality: There are three main reasons why this paper can be deemed original: 1) it offers a unified model for understanding bilingual language processing that is not focused on a single factor or a single linguistic level, as has most often been the case in the past; 2) it brings together the study of bilingualism from both psycholinguistic and sociolinguistic perspectives and in a unifying fashion, which is rare in the literature; and 3) it creates a platform for testing numerous predictions that are not dependent on any one theory. Significance/implications: This new model opens up new avenues for research into bilingual language processing for all types of bilingual speakers and in different communicative situations. It captures and explains the variety of outputs in bilingual communication and enables us to make predictions about communicative outcomes.
20
Cho, Hyonsuk. "Korean–English bilingual sibling interactions and socialization." Linguistics and Education 45 (June 2018): 31–39. http://dx.doi.org/10.1016/j.linged.2018.03.004.
21
Centeno, José G. "The Relevance of Bilingualism Questionnaires in the Personalized Treatment of Bilinguals With Aphasia." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 17, no. 3 (October 2010): 65–73. http://dx.doi.org/10.1044/cds17.3.65.
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Bilingualism questionnaires are important intake instruments to develop clinically useful individual bilingualism histories on dual-language users. Insights from these questionnaires enhance diagnostic difference-versus-disorder determinations and therapeutic suitability. The relevance of bilingualism questionnaires, often stressed in the case of pediatric bilingual cases, has received minimal attention in aphasia rehabilitation with bilinguals. This article discusses the development and implementation of systematic bilingualism questionnaires to gather pre-morbid experiential insights on bilinguals with critical value in the design of personalized, social aphasia intervention that would maximize plausible linguistic, cultural, and cognitive interactions affecting language recovery.
22
Gimeno-Martínez, Marc, Andreas Mädebach, and Cristina Baus. "Cross-linguistic interactions across modalities: Effects of the oral language on sign production." Bilingualism: Language and Cognition 24, no. 4 (April 21, 2021): 779–90. http://dx.doi.org/10.1017/s1366728921000171.
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AbstractTo investigate cross-linguistic interactions in bimodal bilingual production, behavioural and electrophysiological measures (ERPs) were recorded from 24 deaf bimodal bilinguals while naming pictures in Catalan Sign Language (LSC). Two tasks were employed, a picture-word interference and a picture-picture interference task. Cross-linguistic effects were explored via distractors that were either semantically related to the target picture, to the phonology/orthography of the Spanish name of the target picture, or were unrelated. No semantic effects were observed in sign latencies, but ERPs differed between semantically related and unrelated distractors. For the form-related manipulation, a facilitation effect was observed both behaviourally and at the ERP level. Importantly, these effects were not influenced by the type of distractor (word/picture) presented providing the first piece of evidence that deaf bimodal bilinguals are sensitive to oral language in sign production. Implications for models of cross-linguistic interactions in bimodal bilinguals are discussed.
23
Yang, Yike. "Acoustic Analyses of L1 and L2 Vowel Interactions in Mandarin–Cantonese Late Bilinguals." Acoustics 6, no. 2 (June 17, 2024): 568–78. http://dx.doi.org/10.3390/acoustics6020030.
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While the focus of bilingual research is frequently on simultaneous or early bilingualism, the interactions between late bilinguals’ first language (L1) and second language (L2) have rarely been studied previously. To fill this research gap, the aim of the current study was to investigate the production of vowels in the L1 Mandarin and L2 Cantonese of Mandarin–Cantonese late bilinguals in Hong Kong. A production experiment was conducted with 22 Mandarin–Cantonese bilinguals, as well as with 20 native Mandarin speakers and 21 native Cantonese speakers. Acoustic analyses, including formants of and Euclidean distances between the vowels, were performed. Both vowel category assimilation and dissimilation were noted in the Mandarin–Cantonese bilinguals’ L1 and L2 vowel systems, suggesting interactions between the bilinguals’ L1 and L2 vowel categories. In general, the findings are in line with the hypotheses of the Speech Learning Model and its revised version, which state that L1–L2 phonetic interactions are inevitable, as there is a common phonetic space for storing the L1 and L2 phonetic categories, and that learners always have the ability to adapt their phonetic space. Future studies should refine the data elicitation method, increase the sample size and include more language pairs to better understand L1 and L2 phonetic interactions.
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Arce Rentería, M., K. Casalletto, S. Tom, J. Pa, A. Harrati, N. Armstrong, K. B. Rajan, J. Manly, D. Mungas, and L. Zahodne. "The Contributions of Active Spanish-English Bilingualism to Cognitive Reserve among Older Hispanic Adults Living in California." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1235. http://dx.doi.org/10.1093/arclin/acz029.02.
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Abstract Objective Bilinguals may be able to retain similar levels of cognitive functioning given age and/or Alzheimer’s Disease-related neurodegeneration, compared to monolinguals. Many studies have yielded equivocal findings that may be explained by within-group differences among bilinguals, such as frequency of language use. The current study aimed to clarify the role of frequency of bilingual language use (i.e., active versus passive) in the association of brain structure and memory. We hypothesized that active bilinguals would demonstrate better memory performance compared to passive bilinguals and monolinguals, and that active bilingualism would buffer the effects of temporal lobe integrity on memory. Participants and Method In a longitudinal aging study, 217 older Hispanic adults (Age M = 74 years, SD = 6; 70% women) underwent neuropsychological evaluation and 1.5T MR imaging. Bilingualism was determined by self-reported use of English and Spanish. Active bilinguals reported using both languages daily. Multiple regression tested main effects and interactions of bilingualism and entorhinal cortical thickness on semantic and episodic memory, adjusted for age, sex/gender, and education. Results Bilingualism was associated with better semantic memory(F[2,209] = 6.25, p = .002) but not with episodic memory(F[2,209)] = 0.34, p = .71). There was a significant bilingualism X entorhinal cortical thickness interaction on semantic memory (β = -.26, p = .02), indicating that active bilinguals were better able to maintain cognitive functioning with lower cortical thickness, compared to passive bilinguals and monolinguals. Conclusions Active bilingualism may protect semantic memory against cortical thinning of the entorhinal cortex. Future studies will explore whether this relationship remains after accounting for additional environmental and sociocultural factors (e.g., immigrant status) that influence the ability or opportunity to become bilingual, and whether active bilingualism affects cognitive trajectory in late life.
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Morris, Jonathan. "Social Influences on Phonological Transfer: /r/ Variation in the Repertoire of Welsh-English Bilinguals." Languages 6, no. 2 (May 25, 2021): 97. http://dx.doi.org/10.3390/languages6020097.
Abstract:
It is well known that cross-linguistic interactions can exist between the two languages in a bilingual speaker’s repertoire. At the level of phonetics and phonology, this interaction may result in the transfer of a feature from one language to the other or the ‘merging’ of phonetic properties between languages. Although there are numerous studies of bilingual speakers which show such interactions, relatively little is known about the nature of transfer in communities of long-term bilingualism. The current study investigates phonological transfer of /r/ in Welsh-English bilinguals’ speech in north Wales. Specifically, it compares the influence of speaker gender, home language, and speech context on the production of /r/ in both English and Welsh in two communities which differ in the extent to which Welsh is spoken as a community language. It is commonly assumed that the alveolar trill [r] and alveolar tap [ɾ] are the variants of /r/ in Welsh. In English, the alveolar approximant [ɹ] is typical across Wales, but the trill and tap are reported in areas where a high proportion of the population speaks Welsh. Data in both languages were collected from 32 Welsh-English bilinguals (aged 16–18) via sociolinguistic interview and wordlist tasks. The sample was stratified equally by speaker gender, home language, and area (predominantly Welsh-speaking vs. predominantly English-speaking). The results show areal differences in the production of /r/ in both languages, which, I argue, could be attributed partly to differing social structures in the communities under investigation. Consequently, the results showed evidence of bi-directional phonological transfer, which is community-specific and influenced by a number of social factors.
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Krivosh, Ludmila, and Mila Schwartz. ""To be able to understand each other": Intercultural interactions in the Arabic–Hebrew-speaking preschool in Israel." EuroAmerican Journal of Applied Linguistics and Languages 7, no. 1 (February 29, 2020): 39–58. http://dx.doi.org/10.21283/2376905x.11.196.
Abstract:
This ethnographic study expands prior understanding of the intercultural encounter process by focusing on 29 Jewish and Arab children attending bilingual preschool and two preschool teachers during 16 class sessions. The findings shed light on a developmental stage at which the seeds of intercultural interaction begin to appear along the separation between Arab and Jewish children in terms of their social preferences. The presence of second language (L2) experts in the classroom prompted the formation of two groups based on children’s bilingual competence, an experts’ group and a novice one. On the one hand, some experts positioned themselves as competent bilinguals and teachers, willing to assume the role of L2 mediators and interpreters. On the other hand, the relative L2 competence prompted novice learners to be flexible and go beyond their ethnic identity in order to establish new social relationships. The data show that the process of L2 acquisition might play a catalytic role in activating a social mechanism for intercultural interaction and that, despite differences in the patterns of social adaptation, all children showed developmental intercultural changes.
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Cho, Hyonsuk, and X. Christine Wang. "Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts." Journal of Early Childhood Research 18, no. 2 (January 8, 2020): 200–213. http://dx.doi.org/10.1177/1476718x19898746.
Abstract:
Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.
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Matthews, Clair, Maree Johnson, and Cathy Noble. "Bilingual health communicators:role delineation issues." Australian Health Review 23, no. 3 (2000): 104. http://dx.doi.org/10.1071/ah000104.
Abstract:
Managers of health care services are seeking new opportunities to improve communication with clients who havelimited English proficiency. An increase in bilingual health staff and the frequent use of their language skills in patientencounters provides opportunities but also brings with it confusion surrounding the role of interpreters and bilingualhealth staff. Secondary analysis of transcripts from 18 focus groups with monolingual and bilingual health staff has provided amethod of distinguishing the roles of these complementary communicators. This paper clarifies the roles of interpretersand bilingual communication facilitators using seven key features: scope of language, language proficiency, nature ofcommunication/interaction, nature of the contact and relationship, client responsibilities, and relationship with otherhealth care providers. We discuss differences in how bilingual health staff use language when providing care, andalternative types of interactions interpreters could adopt to extend their current role. A collaborative group ofcommunicators located within a health team is proposed, that is able to identify need and select the best communicatorfor the task.
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Schwartz, Mila, Bracha Nir, Mark Leikin, Ronit Levie, and Dorit Ravid. "The Acquisition of Noun Plurals among Early Sequential Russian-Hebrew Speaking Bilinguals: A Longitudinal Multiple Case Study." Heritage Language Journal 11, no. 2 (August 30, 2014): 151–85. http://dx.doi.org/10.46538/hlj.11.2.3.
Abstract:
The focus of the present study was the trajectory of the acquisition of noun pluralization in Hebrew as a window into the development of inflectional morphology among early sequential Russian-Hebrew speaking bilinguals. Our participants were six early sequential bilingual children between 36 and 42 months of age at the beginning of the study, who acquired Russian (L1) at home and at preschool within a ‘first language first approach’ and whose age at the onset of their acquisition of Hebrew (L2) was about 3 years. We investigated both qualitative and quantitative features of noun pluralization in Hebrew (L2) acquisition in order to determine (1) whether early sequential bilingual children are delayed or accelerated in this domain; (2) whether they show similar or different patterns of errors in comparison to the L1 children; and (3) at what age sequential bilingual children acquire regular versus irregular noun plural forms compared with the L1 children. We relied on a multi-faceted longitudinal analysis of noun pluralization, examining both correct and incorrect production- in structured elicitations as well as in (semi-) spontaneous interactions. Comparing our data to those collected for Hebrew L1 speakers, the results for monolinguals and early sequential bilinguals show a striking similarity with respect to the development of pluralization. These findings suggest that the accelerated rate of ESBs’ L2 pluralization mechanism provides evidence of the linguistic maturation hypothesis.
30
Cummins, Jim. "A Theoretical Framework for Bilingual Special Education." Exceptional Children 56, no. 2 (October 1989): 111–19. http://dx.doi.org/10.1177/001440298905600203.
Abstract:
This article outlines a theoretical matrix for conceptualizing issues within the emerging field of bilingual special education. Among current issues are the difficulty of distinguishing genuine learning disabilities from second-language-acquisition problems, nondiscriminatory assessment of language and intellectual skills, the effects of bilingual interactions in home and school, and appropriate forms of pedagogy and intervention for at-risk minority students and those with disabilities. These issues are discussed in relation to the nature of language proficiency and intellectual development, the sociology of dominant-subordinate group interaction, and models of teaching and learning.
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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.
Abstract:
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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Laleko, Oksana. "Resolving Indeterminacy in Gender Agreement: Comparing Heritage Speakers and L2 Learners of Russian." Heritage Language Journal 16, no. 2 (August 31, 2019): 151–82. http://dx.doi.org/10.46538/hlj.16.2.3.
Abstract:
Cross-linguistically, both heritage language (HL) speakers and second language (L2) learners have been shown to experience difficulty in producing and interpreting linguistic structures characterized by indeterminacy, or lack of an invariable and transparent relationship between meaning and form. This article compares two populations of Russian-English bilinguals on their strategies of resolving ambiguity within the system of grammatical gender in Russian, with a particular focus on indeterminacy in gender agreement with animate nouns. As a result of complex interactions among lexical, morpho-phonological, and discourse-level gender categorization cues, the agreement behavior of animate nouns in Russian is not fully uniform. The results of a scaled acceptability ratings study demonstrate that gender agreement in transparent and non-ambiguous contexts is largely unproblematic for both bilingual groups; however, contexts that require conflict resolution between different types of cues and those characterized by underspecification represent two areas where HL speakers and L2 learners diverge from monolingual Russian-speaking controls. Across all experimental conditions, bilingual speakers demonstrate a higher reliance on morpho-phonological gender categorization cues and assign less weight to lexical and referential factors in gender assignment than monolinguals. The results further show that the two populations of bilinguals are not fully alike with respect to dealing with different types of indeterminacy. In particular, HL speakers exhibit an advantage over L2 learners in conflict resolution; however, both bilingual groups struggle with constructions that give rise to referential ambiguity due to underspecification. These results expand our understanding of the problem of indeterminacy in bilingual acquisition of gender and offer implications for theories of language acquisition and language instruction.
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Cervantes, R., W. Lopez Hernandez, J. Knight, P. Litvin, A. Bueno, R. Rugh-Fraser, C. McElwee, et al. "B-67 The Effect of Bilingualism on Executive Functioning Performance in Traumatic Brain Injury Survivors and Healthy Adults." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1015. http://dx.doi.org/10.1093/arclin/acz034.150.
Abstract:
Abstract Objective Traumatic brain injury (TBI) survivors often exhibit problems with executive function (EF). Language use can also impact EF test performances. We examined the effects of TBI and bilingualism/monolingualism on several EF tests. Method The sample (N = 94) consisted of 37 healthy controls (19 bilingual; 18 monolingual), 30 acute TBI participants (10 bilingual; 20 monolingual), and 27 chronic TBI participants (16 bilingual; 11 monolingual). Acute TBI participants were tested 6 months post-injury and chronic TBI participants were tested 12 months or more post-injury. Stroop Color-Word (SCW), Delis-Kaplan Executive Function System Letter Fluency (DKEFS-LF), Trail Making Test part B (TMT-B) and a EF global composite (EF-GC) were used to assess EF. All participants passed performance validity testing. 3X2 ANOVAs were conducted to determine the effect of TBI and bilingualism/monolingualism on EF performances. Results Main effects were found between groups (control and TBI groups) on SCW, p = .046, ηp² = .07, TMT-B, p = .042, ηp² = .07, and EF-GC, p = .005, ηp² = .13; the 6-month TBI group performed worse than controls on TMT-B and EF-GC. Main effects were found for bilingualism/ monolingualism on SCW, p = .012, ηp² = .07, and TMT-B, p = .034, ηp² = .05; monolingual participants performed better than bilingual participants. No significant interactions between TBI and language were found. Conclusion The TBI group underperformed on SCW, TMT-B, and EF-GC compared to controls; relative to monolinguals, bilinguals underperformed on the SCW and TMT-B only. In conclusion, our findings seem to suggest that monolinguals have better cognitive flexibility compared to bilinguals that result in better EF performances.
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Chimbutane, Feliciano. "BILINGUAL EDUCATION: ENABING CLASSROOM INTERACTION AND BRIDGING THE GAP BETWEEN SCHOOLS AND RURAL COMMUNITIES IN MOZAMBIQUE." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 101–20. http://dx.doi.org/10.25159/2312-3540/19.
Abstract:
This article shows how the use of local languages for teaching and learning is enabling classroom interaction and contributing to bridge the gap between rural bilingual schools and pupil’s communities in Mozambique.The evidence produced throughout the analysis is taken from my fieldwork experience as a researcher and evaluator of bilingual education policy and practice in Mozambique. The analysis draws on sensitising constructs from the social constructivist approach to classroom discourse and pedagogy and from the funds of knowledge perspective on educational change and school improvement.The conclusion of the study is that bilingual education is a transformative force in Mozambique. Among other things, classroom interactions and the dialogue between schools and community actors tend to be more effective and symmetrical.
35
Dash, Tanya, and Ana Inés Ansaldo. "Clinical Implications of Neurocognitive Control Deficits in Bilingual Adults With Aphasia." Perspectives of the ASHA Special Interest Groups 2, no. 2 (January 2017): 117–25. http://dx.doi.org/10.1044/persp2.sig2.117.
Abstract:
The purpose of the paper is to review the literature on the neurocognitive control in bilingual aphasia and extrapolate research findings into clinical guidelines. Neurocognitive control, as well as bilingualism, are multifaceted phenomena whose complex interaction is disrupted by stroke. Bilingualism is an added factor of complexity to aphasia assessment and rehabilitation. Rehabilitation specialists are more aware of the need to understand language and nonverbal cognitive abilities, for a better treatment outcome (Ansaldo, Saidi, Ruiz, 2010; Green, 2005; Helm-Estabrooks, 2002). Consequently, assessment and management of neurocognitive skills in bilingual aphasia are gradually gaining momentum. Applying principles from language-cognitive control interactions to the rehabilitation of bilingual populations with aphasia appears to be a valuable intervention strategy for this population.
36
Cromdal, Jakob. "Bilingual and second language interactions: Views from Scandinavia." International Journal of Bilingualism 17, no. 2 (March 26, 2013): 121–31. http://dx.doi.org/10.1177/1367006912441415.
37
Marton, Klara. "Executive control in bilingual children." Linguistic Approaches to Bilingualism 6, no. 5 (May 10, 2016): 575–89. http://dx.doi.org/10.1075/lab.15038.mar.
Abstract:
Abstract While findings on the bilingual advantage in adults are mixed, the data from children are more consistent but still show variations. A number of factors influence the outcomes, such as individual bilingual characteristics, variations in target functions, and differences in task type. Our goal is to demonstrate that there is a complex relationship among these variables and that the outcomes of executive function (EF) studies depend on the interactions among these factors. Performance on EF is influenced by children's language proficiency, language use, age, socioeconomic status, and culture. These individual features show different interactions with different executive components. Bilingual and monolingual children differ in some EFs but not in others. Variations in tasks and other measurement issues further increase the differences in the results. We may better understand the nature of the bilingual advantage in children if we combine aspects of developmental science and language processing with hypotheses about bilingualism.
38
VIVES, MARC LLUÍS, LYDIA REPKE, and ALBERT COSTA. "Does bilingualism really affect social flexibility?" Bilingualism: Language and Cognition 21, no. 5 (June 4, 2018): 952–56. http://dx.doi.org/10.1017/s1366728918000123.
Abstract:
Ikizer and Ramirez-Esparza (2017) reported a study suggesting that bilingualism may have a positive impact on people's social skills. They found that a) bilinguals scored higher on a scale that is supposed to reveal social flexibility, and that b) they also report having social interactions more frequently than monolinguals. The authors relate this advantage in social flexibility to the need of exercising language switching in bilingual speakers. In this commentary, we argue that their arguments are not theoretically sound and that their observations are not compelling enough to reach this conclusion.
39
AZIZ, JASMINE R., and ELENA NICOLADIS. "“My French is rusty”: Proficiency and bilingual gesture use in a majority English community." Bilingualism: Language and Cognition 22, no. 04 (June 18, 2018): 826–35. http://dx.doi.org/10.1017/s1366728918000639.
Abstract:
Gestures serve many functions, including aiding language access and message construction, particularly in spatial tasks. Some researchers have argued that gesture frequency is linked to proficiency in bilinguals, although results have been inconsistent. We tested Nicoladis’ (2007) proposal that bilinguals’ proficiency interacts with task: namely, more spatial tasks elicit greater proficiency effects. French–English bilinguals completed a cartoon-retell task (high spatial) and an interview task (low spatial) in both languages. We measured bilingual proficiency categorically by first language (L1) and continuously by assessing receptive vocabulary, oral fluency, and word types. Participants gestured more in the cartoon-retell task, but there were minimal proficiency effects and no interactions between proficiency and task. Interestingly, only participants with English as their L1 gestured more in their second language (L2), potentially due to ‘rustiness’, or lexical access difficulties in French from low usage in the majority English community.
40
Beatty-Martínez, Anne L., and Debra A. Titone. "The Quest for Signals in Noise: Leveraging Experiential Variation to Identify Bilingual Phenotypes." Languages 6, no. 4 (October 15, 2021): 168. http://dx.doi.org/10.3390/languages6040168.
Abstract:
Increasing evidence suggests that bilingualism does not, in itself, result in a particular pattern of response, revealing instead a complex and multidimensional construct that is shaped by evolutionary and ecological sources of variability. Despite growing recognition of the need for a richer characterization of bilingual speakers and of the different contexts of language use, we understand relatively little about the boundary conditions of putative “bilingualism” effects. Here, we review recent findings that demonstrate how variability in the language experiences of bilingual speakers, and also in the ability of bilingual speakers to adapt to the distinct demands of different interactional contexts, impact interactions between language use, language processing, and cognitive control processes generally. Given these findings, our position is that systematic variation in bilingual language experience gives rise to a variety of phenotypes that have different patterns of associations across language processing and cognitive outcomes. The goal of this paper is thus to illustrate how focusing on systematic variation through the identification of bilingual phenotypes can provide crucial insights into a variety of performance patterns, in a manner that has implications for previous and future research.
41
Brohy, Claudine. "Perceptions du bilinguisme officiel et interactions bilingues à Biel/Bienne et Fribourg/Freiburg." Travaux neuchâtelois de linguistique, no. 43 (June 1, 2006): 111–27. http://dx.doi.org/10.26034/tranel.2006.2720.
Abstract:
In officially quadrilingual Switzerland, due to the controversially discussed so-called principle of territoriality, not many of the approximately 2800 municipalities have an official bilingual status. The most often cited and described bilingual examples are Biel/Bienne and Fribourg/Freiburg. These municipalities manage their linguistic and cultural heterogeneity quite differently; this fact greatly influences the definition of official languages and the public discourse on the interpretation and the semantic range of the concept. In officially bilingual Biel/Bienne, service encounters in the public and semipublic sector (administration, public services, shops, restaurants etc.) is client-oriented, the customer with his/her opening turn chooses the language of interaction. However, in officiously bilingual Fribourg/Freiburg, French is – more often than not – the default language. The same pattern applies for information seeking in the streets, the person giving the information adapting to the same pattern of interaction, linguistic adaptation in Biel/Bienne, and maintaining of French in Fribourg/Freiburg. This article discusses oral and written, private and public discourse on the degree of officiality of the two languages and the impact of language choice in the two cities. It is assumed that the latter in fact mirrors public language discourse and that opinion leaders coin the prevailing situation.
42
Bueno, A., W. Lopez Hernandez, P. Litvin, J. Knight, C. McElwee, R. Cervantes, R. Rugh-Fraser, et al. "B-71 The Effect of Bilingualism on Verbal and Design Fluency Performance in Traumatic Brain Injury Survivors and Healthy Adults." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1019. http://dx.doi.org/10.1093/arclin/acz034.154.
Abstract:
Abstract Objective Traumatic brain injury (TBI) impacts neurocognitive function. Language is also known to influence test performances. We examined the relationship between TBI and monolingualism/bilingualism on verbal and design fluency tests. Method The sample (N = 74) consisted of 33 healthy controls (18 bilingual; 15 monolingual), 15 acute TBI participants (6 bilingual; 9 monolingual), and 26 chronic TBI participants (15 bilingual; 11 monolingual). Acute TBI participants were tested 6 months post-injury and chronic TBI participants were tested 12 months or more post-injury. The Delis-Kaplan Executive Function System Letter Fluency (DKEFS-LF), Category Fluency (DKEFS-CF), Category Switching Fluency (DKEFS-CSF), and global verbal fluency composite (DKEFS-GVF) scores assessed verbal fluency; DKEFS fill-dots (DKEFS-FD), empty dots (DFEFS-ED), dot switching (DKEFS-DS), and global design fluency composite (DKEFS-GDF) scores assessed design fluency; and global verbal and non-verbal fluency composite (DKEFS-GF) assessed overall fluency. 3X2 ANOVAs were conducted to evaluate the effect of monolingualism/bilingualism on fluency performance in TBI and controls. Results The groups (control and TBI groups) differed for DKEFS-LF, p = .048, ηp² = .09, DKEFS-CF, p = .000, ηp² = .21, DKEFS-GVF, p = .004, ηp² = .15, DKEFS-ED, p = .008, ηp² = .13, DKEFS-GF, p = .001, ηp² = .20, with controls outperforming TBI groups on the DKEFS-CF, DKEFS-GVF, and DKEFS-GF. Furthermore, controls outperformed acute TBI participants on the DKEFS-LF and DKEFS-ED. Main effects were found for bilingualism/monolingualism on DKEFS-CF, p = .035, ηp² = .06, with bilinguals outperforming monolinguals. No interactions were found. Conclusion The TBI group had poor verbal and design fluency in contrast controls. Unexpectedly, bilinguals outperformed monolinguals on a task of verbal category fluency. Revealing that in the present study bilinguals have better semantic verbal fluency abilities.
43
Amengual, Mark, and Miquel Simonet. "Language dominance does not always predict cross-linguistic interactions in bilingual speech production." Linguistic Approaches to Bilingualism 10, no. 6 (July 16, 2019): 847–72. http://dx.doi.org/10.1075/lab.18042.ame.
Abstract:
Abstract The present study describes the results of two experiments that analyze the effects of language dominance on Catalan/Spanish bilingual speech production. We examined the acoustics of the Catalan [a]~[ə] alternation (a phonological process induced by lexical stress) and of the Catalan mid vowel contrasts /e/-/ɛ/ and /o/-/ɔ/ (two phonemic contrasts) in the speech of Catalan- vs. Spanish-dominant early Catalan/Spanish bilinguals from Majorca (Spain). The results indicate that, contrary to the analysis of the Catalan mid vowels, stressed and unstressed Spanish and Catalan /a/ yielded no significant difference as a function of language dominance. These findings suggest that unstressed vowel reduction, a phonological process, may be relatively easier to acquire than phonemic contrasts with a low functional load (/e/-/ɛ/, /o/-/ɔ/), perhaps because its predictability and high frequency may attract attention and/or relieve cognitive resources, which could be conducive to phonological learning. These findings demonstrate that language dominance effects in the production of phonemic contrasts, widely researched in the literature on early bilingualism, do not guarantee the same effects on the implementation of phonological processes.
44
Centeno, José G. "Multidisciplinary Evidence to Treat Bilingual Individuals with Aphasia." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 15, no. 3 (October 2008): 66–72. http://dx.doi.org/10.1044/cds15.3.66.
Abstract:
Abstract The steady increase in linguistic and cultural diversity in the country, including the number of bilingual speakers, has been predicted to continue. Minorities are expected to be the majority by 2042. Strokes, the third leading cause of death and the leading cause of long-term disability in the U.S., are quite prevalent in racial and ethnic minorities, so population estimates underscore the imperative need to develop valid clinical procedures to serve the predicted increase in linguistically and culturally diverse bilingual adults with aphasia in post-stroke rehabilitation. Bilingualism is a complex phenomenon that interconnects culture, cognition, and language; thus, as aphasia is a social phenomenon, treatment of bilingual aphasic persons would benefit from conceptual frameworks that exploit the culture-cognition-language interaction in ways that maximize both linguistic and communicative improvement leading to social re-adaptation. This paper discusses a multidisciplinary evidence-based approach to develop ecologically-valid treatment strategies for bilingual aphasic individuals. Content aims to spark practitioners' interest to explore conceptually broad intervention strategies beyond strictly linguistic domains that would facilitate linguistic gains, communicative interactions, and social functioning. This paper largely emphasizes Spanish-English individuals in the United States. Practitioners, however, are advised to adapt the proposed principles to the unique backgrounds of other bilingual aphasic clients.
45
MUYSKEN, PIETER. "A sparkling apéritif or old wine in new bags?" Bilingualism: Language and Cognition 16, no. 4 (May 31, 2013): 748–50. http://dx.doi.org/10.1017/s1366728913000217.
Abstract:
In the keynote article “Language contact outcomes as the result of bilingual optimization strategies” (Muysken, published online May 31, 2013; henceforth KA), I have tried to accomplish three things: (a)linking a number of fields of language contact research (code-switching, Creole studies, contact-induced language change, bilingual production), by(b)assuming four roles that the contributing languages may play ((i) first language dominant, (ii) second language dominant, (iii) neither language dominant – patterns common to the two languages, and (iv) neither language dominant – language-neutral communicative strategies), and(c)modeling these four roles in terms of bilingual optimization strategies, which may be implemented in an Optimality Theoretic (OT) framework. Bilingual strategies are conditioned by social factors, processing constraints of speakers’ bilingual competence, and perceived language distance. Different language contact outcomes correspond to different interactions of these strategies in bilingual speakers and their communities.
46
Moradi, Hamzeh, and Jianbo Chen. "Attitude-Behavior Relation and Language Use: Chinese-English Code-Switching and Code-Mixing Among Chinese Undergraduate Students." SAGE Open 12, no. 4 (October 2022): 215824402211422. http://dx.doi.org/10.1177/21582440221142287.
Abstract:
The socio-psychological variables that affect bilinguals’ choices of code-switching (CS) and code-mixing (CM) as a verbal strategy make prediction of their occurrence almost impossible. This research investigates the social motivations and socio-pragmatic aspects of Chinese-English CS/CM among Chinese undergraduate students. Using a questionnaire survey and interviews, the paper investigates attitude-behavior relations by considering patterns of language use and CS/CM patterns between Chinese and English in this group. The results demonstrate that the participants’ highly positive attitudes toward English and the CS/CM process play a major role in CS/CM use in their daily interactions. Chinese-English bilingual students draw on their proficiency and knowledge of the two language systems to precisely and effectively convey their thoughts, intentions, experiences, solidarity, emphasis, and other aspects that affect interaction outcomes.
47
Mearns, Tessa, and Rick de Graaff. "Bucking the trend?" Journal of Immersion and Content-Based Language Education 6, no. 1 (January 26, 2018): 1–26. http://dx.doi.org/10.1075/jicb.17003.mea.
Abstract:
Abstract Research has suggested that motivation plays a significant role in language learning but that females tend to be more motivated language learners than males. Content and language integrated learning (CLIL) has been suggested as a means of narrowing this motivational gender gap, although there is as yet little empirical evidence to support this claim. In the current study, data regarding the motivation of 581 learners in bilingual and mainstream tracks of Dutch secondary education were analysed for interaction effects in terms of Gender, Education Type, and Year of CLIL study. In this context, it seemed that boys who had chosen bilingual education were the most positive and motivated regarding the learning of English, although girls had more positive attitudes regarding languages in general. No interactions were observed between Gender, Education Type, and Year, suggesting that existing differences may have influenced boys’ decision to follow bilingual education rather than the reverse.
48
Vasseur, Julian. "Dynamics of meaning-making in Nepali-English bilingual interactions." Gipan 4 (December 31, 2019): 91–105. http://dx.doi.org/10.3126/gipan.v4i0.35460.
Abstract:
A growing proportion of Nepali speakers settled in urban areas who were educated through English-medium boarding schools present a tendency to use numerous English expressions along with Nepali in their daily interactions. This is also the case in some specific socio-professional environments such as TV and radio entertainment broadcasts made for the latest generations. The speakers make use of a variety of discursive resources for expressive purposes. The combinatory properties of such mixed language practices allow them to construct meaning in order to fit the requirements of particularly demanding social interactions, where most speakers exhibit the knowledge of a complex linguistic repertoire. The purpose of this article is to introduce the sociolinguistic context of contemporary urban Nepalese society, based on the most recent studies which have attempted to apprehend the role of English in Nepal today. A brief analysis of several examples of interactions extracted from a media corpus is also presented to make visible the mechanisms of meaning-making in a conversation where the two participants alternate Nepali and English.
49
Zhao, Xiaowei, and Ping Li. "Bilingual lexical interactions in an unsupervised neural network model." International Journal of Bilingual Education and Bilingualism 13, no. 5 (September 2010): 505–24. http://dx.doi.org/10.1080/13670050.2010.488284.
50
Kohnert, Kathryn. "Cognitive-Linguistic Interactions in Bilingual Aphasia: Implications for Intervention." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 15, no. 2 (June 2005): 9–14. http://dx.doi.org/10.1044/nnsld15.2.9.