Journal articles on the topic 'Bilingualism and multilingualsm'
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Cenoz, Jasone. "The influence of bilingualism on third language acquisition: Focus on multilingualism." Language Teaching 46, no. 1 (June 15, 2011): 71–86. http://dx.doi.org/10.1017/s0261444811000218.
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This paper focuses on the advantages that bilinguals have over monolinguals when acquiring an additional language. Bilinguals are more experienced language learners and have potentially developed learning strategies to a larger extent than monolinguals. They also have a larger linguistic and intercultural repertoire at their disposal. In this paper the methodology and results of studies on the influence of bilingualism on third language acquisition (TLA) will be reviewed and their contribution to the study of multilingualism discussed. A new perspective, focus on multilingualism, is presented as a more appropriate way to analyse the effect of bilingualism on TLA. This perspective is holistic and focuses on multilingual speakers and their linguistic repertoires, including the interaction between their languages.
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De Lima, Jane Helen Gomes. "English as a Lingua Franca, Bilingualism and Multilingualism: How Do These Areas of Studies Relate?" MOARA – Revista Eletrônica do Programa de Pós-Graduação em Letras ISSN: 0104-0944, no. 54 (December 27, 2019): 319. http://dx.doi.org/10.18542/moara.v0i54.8118.
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English as a Lingua Franca (ELF) is an area of research that has expanded fast and in different ways. It started focusing mainly on form, when still following the principles of Word English research. However, now ELF is understood as a multilingual practice. This new reconceptualization of English as a Lingua Franca positioned ELF within the multilingual framework, but Which theoretical concept(s) connect ELF, Bilingualism and Multilingualism studies? To be able to answer this question, a review of literature on bilingualism, and/or multilingualism associated with ELF was carried out using Google Scholar. The search based on this criterion resulted in six articles and the findings show that ELF, in its third phase, considers English as an option of contact language among all other languages available in multilinguals’ repertoire, which means that, English in ELF is one option not the opinion in multilingual practices.
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Higby, Eve, Jungna Kim, and Loraine K. Obler. "Multilingualism and the Brain." Annual Review of Applied Linguistics 33 (March 2013): 68–101. http://dx.doi.org/10.1017/s0267190513000081.
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Over the last decade, research on multilingualism has grown and has provided researchers with new insights into the mechanisms at work in the multilingual brain. While some studies of multilinguals have shown similar results to what has been seen in studies of bilinguals, certain unique properties of multilinguals are beginning to be noticed, particularly regarding early language representation, gray matter density, and speed of lexical retrieval. In addition, research on cognitive control, language switching, working memory, and certain consequences of multilingualism (advantages and disadvantages) are reviewed in terms of their effects on the brains of bilinguals and multilinguals. Although there is little agreement among papers concerning specific regions that are structurally different in monolinguals and multilinguals, publications do show differences. Similarly, there are studies reporting somewhat different regions called upon for processing a given language in multilinguals compared to monolinguals.
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DEWAELE, JEAN-MARC, and LI WEI. "Is multilingualism linked to a higher tolerance of ambiguity?" Bilingualism: Language and Cognition 16, no. 1 (October 9, 2012): 231–40. http://dx.doi.org/10.1017/s1366728912000570.
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The present study investigates the link between multilingualism and the personality trait Tolerance of Ambiguity (TA) among 2158 mono-, bi- and multilinguals. Monolinguals and bilinguals scored significantly lower on TA compared to multilinguals. A high level of global proficiency of various languages was linked to higher TA scores. A stay abroad of more than three months was also linked to higher TA although the effect levelled off after one year. Growing up in a multilingual family had no effect on TA. These findings show that a high level of multilingualism makes individuals more at ease in dealing with ambiguity, but we acknowledge that a higher level of TA can also strengthen an individual's inclination to become multilingual.
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MacSwan, Jeff. "A Multilingual Perspective on Translanguaging." American Educational Research Journal 54, no. 1 (February 2017): 167–201. http://dx.doi.org/10.3102/0002831216683935.
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Translanguaging is a new term in bilingual education; it supports a heteroglossic language ideology, which views bilingualism as valuable in its own right. Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.
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Lin, Zhong, and Lei Lei. "The Research Trends of Multilingualism in Applied Linguistics and Education (2000–2019): A Bibliometric Analysis." Sustainability 12, no. 15 (July 28, 2020): 6058. http://dx.doi.org/10.3390/su12156058.
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This study explored the state of the arts of bilingualism or multilingualism research in the past two decades. In particular, it employed a bibliometric method to examine the publication trend, the main publication venues, the most influential articles, and the important themes in the area of bilingualism or multilingualism. The main findings are summarised as follows. First, a significant increase of publications in the area was found in the past two decades. Second, the main publication venues and the most influential articles were reported. The results seemingly indicated that the research in the area focused largely on two broad categories, that is, (1) bilingualism or multilingualism from the perspective of psycholinguistics and cognition research and (2) how second/additional languages are learned and taught. Last, the important themes, including the hot and cold themes, were identified. Results showed that researchers prefer to study bilingualism or multilingualism more from deeper cognition levels such as metalinguistic awareness, phonological awareness, and executive control. Also, they may become more interested in the issue from multilingual perspectives rather than from the traditional bilingual view. In addition, the theme emergent bilinguals, a term closely related to translanguaging, has recently gained its popularity, which seemingly indicates a recent advocate for heteroglossic language ideologies.
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Bagwasi, Mompoloki Mmangaka. "Education, multilingualism and bilingualism in Botswana." International Journal of the Sociology of Language 2021, no. 267-268 (March 1, 2021): 43–54. http://dx.doi.org/10.1515/ijsl-2020-0114.
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Abstract Botswana is a multilingual country. It has about 28 languages (see Anderson, Lars-Gunnar & Tore Janson. 1997. Languages in Botswana. Gaborone: Longman Botswana). Although multilingualism breeds bilingualism or vice versa, bilingualism in Botswana is not as extensive and as widespread among the 28 languages. It is mostly concentrated amongst certain groups of people and a limited number of languages. This paper interrogates the pattern of bilingualism in Botswana and the role that education plays in shaping it. Further, the paper examines the extent to which the pattern of bilingualism in Botswana fits into Liddicoat, Anthony. 1991. Bilingualism and bilingual education. NLIA Occasional Paper 2. 1–21 folk and elite bilingualism categories. The paper argues that even though bilingualism in Botswana is fostered by education, it is not elite. Most bilinguals in Botswana are speakers of minority languages who feel obliged to learn English and Setswana. There are not many speakers of English who also speak Setswana and not many speakers of Setswana who also speak the minority languages. The paper hights one of the inadequacies of multilingualism, its inability to create equality and interrelationship between languages. This paper argues that the pattern of bilingualism found in Botswana is asymmetrical and is heavily influenced by the socio-economic-cultural power relations that exist in the country. Thus, the pattern of bilingualism that is found in Botswana does not support multilingualism, instead it is detrimental to it.
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Salzmann, Zdenek, Jasone Cenoz, and Fred Genesee. "Beyond Bilingualism: Multilingualism and Multilingual Education." Language 76, no. 4 (December 2000): 950. http://dx.doi.org/10.2307/417241.
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Alsheikh, Negmeldin. "The Primacy of Bilinguals and Trilinguals College Students’ Views on Reading and Language Learning." English Language Teaching 11, no. 1 (December 17, 2017): 150. http://dx.doi.org/10.5539/elt.v11n1p150.
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This study aimed at understanding the essence of reading and language learning by bilinguals and trilinguals college students. The study is based on data from two separate yet related studies that were completed. The study used interviews as a qualitative means to glean the views of Arab bilinguals (n=10) and African trilinguals (n=3). The study is based on symbolic interactionism approach to incorporate a focus on intersubjective realities of bilinguals and trilinguals, openness to bilinguals and multilinguals’ experiences and a search for invariant indispensable meaning in their descriptions of their bilingualism and multilingualism. In a very important sense, this study attempted to get beyond the immediacy of an experienced world in order to articulate the pre-reflective level of lived-world of bilinguals and trilinguals. The preliminary results of this study revealed that both bilinguals and trilinguals viewed reading as an establish tool for gleaning meaning. On the other hand, trilinguals viewed language from a larger intersubjective scope where the shared common understandings through ongoing symbolic interaction with the others. The trilingual also assigned more spatial perspectives, more metalinguistic awareness of reading and languages learning than the bilinguals.
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Tsimpli, Ianthi Maria, Margreet Vogelzang, Anusha Balasubramanian, Theodoros Marinis, Suvarna Alladi, Abhigna Reddy, and Minati Panda. "Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India." Languages 5, no. 1 (March 16, 2020): 10. http://dx.doi.org/10.3390/languages5010010.
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Multilingualism and linguistic diversity are the norm in India. Although studies have shown a relation between bilingualism and cognitive gains, linguistic diversity has so far been ignored as a potential factor affecting cognitive skills. This study aims to fill this gap by examining how cognitive skills—as measured by the n-back and Raven’s Colored Progressive Matrices tasks—are affected by multilingualism and/or sociolinguistic diversity in a large cohort of socioeconomically disadvantaged primary school children in two urban sites of India: Delhi and Hyderabad. We present a questionnaire estimating sociolinguistic diversity and show that this measure assesses a distinct construct, as compared to a child’s multilingualism. Children were classified as growing up monolingually or bilingually, depending on whether they grew up with one or more languages in the home. Regarding cognitive performance, bilinguals were found to outperform monolinguals on the n-back task, as well as on the Raven’s task. In addition, a socially and linguistically diverse environment seems to enhance cognitive performance for children who are not multilingual themselves. Finally, several contextual factors such as city were found to influence cognitive performance. Overall, this shows that cognitive tasks are subject to contextual effects and that bilingualism and linguistic diversity can enhance cognitive performance of children in disadvantaged contexts.
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Digard, Bérengère G., Antonella Sorace, Andrew Stanfield, and Sue Fletcher-Watson. "Bilingualism in autism: Language learning profiles and social experiences." Autism 24, no. 8 (July 17, 2020): 2166–77. http://dx.doi.org/10.1177/1362361320937845.
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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life. Lay abstract Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents’ bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.
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COCKCROFT, KATE, MANDY WIGDOROWITZ, and LUZANNE LIVERSAGE. "A multilingual advantage in the components of working memory." Bilingualism: Language and Cognition 22, no. 1 (October 16, 2017): 15–29. http://dx.doi.org/10.1017/s1366728917000475.
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This study compared working memory ability in multilingual young adults and their monolingual peers on four components of working memory (verbal and visuospatial storage, verbal and visuospatial processing). The sample comprised 39 monolingual English speakers, and 39 multilinguals, who spoke an African language as their first and third languages, and English as their second language, all with high levels of proficiency. The multilingual young adults came from lower socioeconomic status (SES) backgrounds and possessed smaller English vocabularies than the monolinguals, features which make this group an under-researched population. Both when SES and verbal ability were and were not statistically controlled, there was evidence of a multilingual advantage in all of the working memory components, which was most pronounced in visuospatial processing. These findings support evidence from bilinguals showing cognitive advantages beyond inhibitory control, and suggest that multilingualism may influence the executive control system generally.
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DE BOT, KEES, and CAROL JAENSCH. "What is special about L3 processing?" Bilingualism: Language and Cognition 18, no. 2 (October 8, 2013): 130–44. http://dx.doi.org/10.1017/s1366728913000448.
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While research on third language (L3) and multilingualism has recently shown remarkable growth, the fundamental question of what makes trilingualism special compared to bilingualism, and indeed monolingualism, continues to be evaded. In this contribution we consider whether there is such a thing as a true monolingual, and if there is a difference between dialects, styles, registers and languages. While linguistic and psycholinguistic studies suggest differences in the processing of a third, compared to the first or second language, neurolinguistic research has shown that generally the same areas of the brain are activated during language use in proficient multilinguals. It is concluded that while from traditional linguistic and psycholinguistic perspectives there are grounds to differentiate monolingual, bilingual and multilingual processing, a more dynamic perspective on language processing in which development over time is the core issue, leads to a questioning of the notion of languages as separate entities in the brain.
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González Alonso, Jorge, Julián Villegas, and María del Pilar García Mayo. "English compound and non-compound processing in bilingual and multilingual speakers: Effects of dominance and sequential multilingualism." Second Language Research 32, no. 4 (June 23, 2016): 503–35. http://dx.doi.org/10.1177/0267658316642819.
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This article reports on a study investigating the relative influence of the first language and dominant language (L1) on second language (L2) and third language (L3) morpho-lexical processing. A lexical decision task compared the responses to English NV-er compounds (e.g. taxi driver) and non-compounds provided by a group of native speakers and three groups of learners at various levels of English proficiency: L1 Spanish – L2 English sequential bilinguals and two groups of early Spanish–Basque bilinguals with English as their L3. Crucially, the two trilingual groups differed in their first and dominant language (i.e. L1 Spanish – L2 Basque vs. L1 Basque – L2 Spanish). Our materials exploit an (a)symmetry between these languages: while Basque and English pattern together in the basic structure of (productive) NV-er compounds, Spanish presents a construction that differs in directionality as well as inflection of the verbal element (V[3SG] + N). Results show between and within group differences in accuracy and response times that may be ascribable to two factors besides proficiency: the number of languages spoken by a given participant and their dominant language. An examination of response bias reveals an influence of the participants’ first and dominant language on the processing of NV-er compounds. Our data suggest that morphological information in the non-native lexicon may extend beyond morphemic structure and that, similarly to bilingualism, there are costs to sequential multilingualism in lexical retrieval.
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Anastassiou, Fotini. "The Effect of Multilingualism on Cognition, Memory, and Emotions: A Review." International Journal of Learning and Development 10, no. 4 (December 31, 2020): 68. http://dx.doi.org/10.5296/ijld.v10i4.18134.
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A very popular field in research on bilingualism and multilingualism is how bilingual and multilingual people perceive and express their feelings and which languages they prefer each time (Pavlenko, 2012). A fascinating issue is that of distancing oneself from an L2 - something that has also been discussed in the texts of bilingual writers who have stated that their L2 was for them a less emotionally charged language, in comparison with their L1. Besides, a speaker often uses his L1 to express emotions, since each language can convey distinct emotional meanings according to the interlocutors and the context. Moreover, research on conscious event retrieval and autobiographical memory has also provided evidence for memory and language, as it has been found that memories tend to be more readily available for retrieval in the language in which they first appeared. Bilinguals generally report their memories in more detail and the level of processing during memory retrieval is higher in the language in which the event occurred. The exploration of the effect of multilingualism on memory and emotions is a promising field that can help educators and academics better understand the speakers’ abilities and specific attributes.
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Backer, Kristina C., and Heather Bortfeld. "Characterizing Bilingual Effects on Cognition: The Search for Meaningful Individual Differences." Brain Sciences 11, no. 1 (January 9, 2021): 81. http://dx.doi.org/10.3390/brainsci11010081.
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A debate over the past decade has focused on the so-called bilingual advantage—the idea that bilingual and multilingual individuals have enhanced domain-general executive functions, relative to monolinguals, due to competition-induced monitoring of both processing and representation from the task-irrelevant language(s). In this commentary, we consider a recent study by Pot, Keijzer, and de Bot (2018), which focused on the relationship between individual differences in language usage and performance on an executive function task among multilingual older adults. We discuss their approach and findings in light of a more general movement towards embracing complexity in this domain of research, including individuals’ sociocultural context and position in the lifespan. The field increasingly considers interactions between bilingualism/multilingualism and cognition, employing measures of language use well beyond the early dichotomous perspectives on language background. Moreover, new measures of bilingualism and analytical approaches are helping researchers interrogate the complexities of specific processing issues. Indeed, our review of the bilingualism/multilingualism literature confirms the increased appreciation researchers have for the range of factors—beyond whether someone speaks one, two, or more languages—that impact specific cognitive processes. Here, we highlight some of the most salient of these, and incorporate suggestions for a way forward that likewise encompasses neural perspectives on the topic.
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Backer, Kristina C., and Heather Bortfeld. "Characterizing Bilingual Effects on Cognition: The Search for Meaningful Individual Differences." Brain Sciences 11, no. 1 (January 9, 2021): 81. http://dx.doi.org/10.3390/brainsci11010081.
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A debate over the past decade has focused on the so-called bilingual advantage—the idea that bilingual and multilingual individuals have enhanced domain-general executive functions, relative to monolinguals, due to competition-induced monitoring of both processing and representation from the task-irrelevant language(s). In this commentary, we consider a recent study by Pot, Keijzer, and de Bot (2018), which focused on the relationship between individual differences in language usage and performance on an executive function task among multilingual older adults. We discuss their approach and findings in light of a more general movement towards embracing complexity in this domain of research, including individuals’ sociocultural context and position in the lifespan. The field increasingly considers interactions between bilingualism/multilingualism and cognition, employing measures of language use well beyond the early dichotomous perspectives on language background. Moreover, new measures of bilingualism and analytical approaches are helping researchers interrogate the complexities of specific processing issues. Indeed, our review of the bilingualism/multilingualism literature confirms the increased appreciation researchers have for the range of factors—beyond whether someone speaks one, two, or more languages—that impact specific cognitive processes. Here, we highlight some of the most salient of these, and incorporate suggestions for a way forward that likewise encompasses neural perspectives on the topic.
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Ren, Guiling. "The Characteristics of Bilingualism Inspire Chinese Teaching and Learning." Advances in Higher Education 3, no. 3 (August 30, 2019): 105. http://dx.doi.org/10.18686/ahe.v3i3.1477.
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<p>In today's society, the technological and cultural exchanges between countries are increasingly frequent. In this situation, the communication between languages is inevitable, and the resulting bilingual or multilingual phenomenon will have an impact on the independent language of any nation. Chinese is no exception. It is of certain significance to study the characteristics of using bilingualism or multilingualism and to reform Chinese education and learning according to its characteristics.</p>
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PARADIS, MICHEL. "Bilingual effects are not unique, only more salient." Bilingualism: Language and Cognition 11, no. 2 (July 2008): 181–83. http://dx.doi.org/10.1017/s1366728908003337.
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I am in full agreement with Aneta Pavlenko's analysis of the data and her line of reasoning about emotion words and emotion concepts, but not with her claim that the findings are unique to the study of bilingualism, and that differential language emotionality is uniquely visible in bi- and multilingual speakers. I will argue that (i) emotion words and concepts behave like other aspects of bilingualism, exhibit the same kinds of phenomena, and are susceptible to the same types of interference; (ii) the phenomena observed about emotion words and emotion concepts are not unique to bilinguals but merely more salient; and (iii) what applies in any conceptual domain applies within the emotion domain as well, in both unilinguals' and bilinguals' conceptual systems.
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Retnawati, Saptina. "FACTORS CAUSING LANGUAGE LOSS EXPERIENCED BY AN AMERICAN NATIVE SPEAKER IN MULTILINGUAL SITUATION IN INDONESIA." ELT-Lectura 5, no. 2 (August 20, 2018): 174–80. http://dx.doi.org/10.31849/elt-lectura.v5i2.1678.
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Bilingualism and multilingualism are common phenomena in language use. Those who are bilinguals or multilingual normally get the language competence because they are living in multilingual area, or in a country which has variety of languages and cultures. Indonesia is one of countries which have this wide diversity in cultures, languages, and religions. Furthermore, Indonesian Ministry of Education created a program called Darmasiswa program which enabled students from abroad to study Bahasa Indonesia and Indonesian cultures. By following this program, those students are learning new language and culture in multilingual situation. One of evidences occurred with a student from America, named Angela who also has multilingual family background. She was exposed to a lot of languages since she was born, and she also studied new languages in Indonesia, as a result she has capability to speak more than two languages. In this kind of situation, the researcher was interested to find out the language loss she might experience during her study. This study aimed to find factors influenced on language loss by her. The approach of this study was qualitative. The researcher applied mixed techniques to obtain data; recording the conversations in natural setting and interview. The analysis was interpretive. The findings of this study found that there were two factors that influenced language loss; internal factors and external factors, which dominated by cultural factor. Also, it happened because of the fact that Bahasa Indonesia is more dominant than her mother tongues.
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Macías, Reynaldo F. "Bilingualism, Language Contact, and Immigrant Languages." Annual Review of Applied Linguistics 10 (March 1989): 13–25. http://dx.doi.org/10.1017/s0267190500001185.
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This essay covers the literature on bilingualism over the last decade with emphasis on those publications issued between 1985 and 1989. Since this essay must be very selective, it concentrates on English language publications. There has been quite a growth in the descriptive literature of different multilingual areas of the world. This literature has been published in many of the major languages. The selection of publications in English somewhat distorts the distrigution of the literature by region and language, especially the growth of multilingualism-related publications in countries like the Soviet Union and East Germany. Access to some of these works, however, can best be obtained through Linguistics and Language Behavior Abstracts.
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Cummins, Jim. "Teaching Minoritized Students: Are Additive Approaches Legitimate?" Harvard Educational Review 87, no. 3 (September 1, 2017): 404–25. http://dx.doi.org/10.17763/1943-5045-87.3.404.
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The emergence in recent years of heteroglossic conceptions of bi/multilingualism and the related construct of translanguaging has raised questions about how these notions relate to more traditional conceptions of additive bilingualism, biliteracy, and the overall academic achievement of minoritized students. In this article, Jim Cummins provides a critical examination of both additive bilingualism and additive approaches to language education to clarify the nature of these constructs and to elucidate their instructional implications. He proposes a synthesis of perspectives that replaces the term additive bilingualism with active bilingualism, that acknowledges the dynamic nature of bilingual and multilingual language practices and the instructional implications of this conceptualization, and that insists that education initiatives designed to promote academic achievement among minoritized students can claim empirical legitimacy only when they explicitly challenge raciolinguistic ideologies and, more generally, coercive relations of power.
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Deda, Silvija Hanžić. "Phonological Sensitivity of Bilingual and Multilingual (Primary) School Students." Sustainable Multilingualism 16, no. 1 (May 1, 2020): 39–64. http://dx.doi.org/10.2478/sm-2020-0003.
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SummaryThis literature overview presents findings stemming from eleven contemporary studies dealing with various aspects of phonological sensitivity in bilingual and multilingual individuals within the context of formal education. The selected studies were published in English, during the past decade, but they include several languages in various combinations. The main objective of this review is to inquire about the nature of phonological sensitivity in bilingual and multilingual individuals while they are developing their early literacy or expanding their literacy to new languages. To achieve that, findings from the selected studies were categorized according to the targeted aspects of phonological sensitivity, i.e. phonological units. The most common research designs, instruments and self-reported limitations were listed to provide a better understanding of the circumstances in which research was conducted. Phonological sensitivity of young bilinguals and multilinguals who are developing their literacy skills appears to be complex, but no distinctive advantages or disadvantages were reported in comparison to monolinguals. However, multiple varying characteristics of research participants frequently interfere with the research design, mainly because of group heterogeneity and small sample size unsuitable for generalization. For a better understanding of the topic, further research is needed, especially in the area of multilingualism.
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Zubrzycki, Kamil. "Am I perfect enough to be a true bilingual? Monolingual bias in the lay perception and self-perception of bi- and multilinguals." International Review of Applied Linguistics in Language Teaching 57, no. 4 (November 26, 2019): 447–95. http://dx.doi.org/10.1515/iral-2016-0095.
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AbstractLittle is still known about the factors which make L2 speakers self-categorize as bilinguals and the ways in which bilinguals self-perceive and evaluate their language proficiency. This replicational study aims to contribute to a better understanding of this problem by analyzing linguistic and sociobiographical factors determining self-identification as a bilingual, as well as validating the findings of (Sia, Jennifer & Jean-Marc Dewaele. 2006. Are you bilingual?BISAL1. 1–19). While both studies show that self-assessed overall L2 proficiency and self-rated skill proficiencies (speaking, listening, reading, and writing) have an effect on self-classification as a bilingual, discrepancies were identified in sociobiographical variables, which means that further research is necessary in this area.The present study was also extended by obtaining qualitative data concerning participants’ definitions of bilingualism and reasons for self-categorizing as bilinguals or not. It was hypothesized that this type of information would shed new light on the results of the original study, which was confirmed by the analysis of the collected responses. The fractional view of bilingualism (Grosjean, François. 1985. The bilingual as a competent but specific speaker-hearer.Journal of Multilingual and Multicultural Development6. 467–477), stemming from the monolingual bias (Cook, Vivian. 1997. Monolingual bias in second language acquisition research.Revista Canaria de Estudios Ingleses34. 35–50), seems to be deeply ingrained in the lay perception of the phenomenon, making bilinguals underestimate and see their skills inaccurately. This indicates that the lay view, drawing extensively on the notion of ideal native speaker as the benchmark, and the current academic approach to bilingualism diverge considerably. It is argued that relevant steps ought to be taken to change the status quo.
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Chairuddin, Chairuddin, and Maulana Yusuf Aditya. "The implication of bilingualism in EFL classroom: An investigation of teaching and learning in English department." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (January 27, 2021): 184. http://dx.doi.org/10.33474/j-reall.v2i1.9352.
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Bilingualism is used as a cover term for multilingualism, too – speaking more than two languages. Some researchers use the term plurilingualism for speaking more than two languages. few bilinguals are as proficient in any second language as they are in their first language. This research aims to determine the implication of bilingualism in EFL classroom. Descriptive qualitative is used as a research approach and its application uses phenomenology methods. The findings showed that the implication of bilingualism to students’ speaking. The implication is about interact and apply the lecturer’ utterance. It can be said this implication related to the students’ understanding of the word meaning in speaking. Second implication from the observation data is about students’ comprehension in a certain word, such as compounding. The lecturer used bilingualism to explain the meaning of the word. By using Bahasa, the students were easier to understand the lecturer statement. In this case, the students knew what the lecturer’ uttered and finally they could know the meaning of the word. Keywords: bilingualism; implication; EFL classroom; teaching and learning
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Kim, A., D. Assanova, and M. Knol. "The nature and content of psychological-pedagogical problems of multilingualism: linguistic and psychological aspects." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 150–56. http://dx.doi.org/10.31489/2021ped2/150-156.
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Recently the concept of multilingualism has become a defining approach to the problem of language learning. Multilingualism occurs as an individual's language experience, expands culturally from the language used in the family to the language used in society, and then to the acquisition of languages of other peoples. The individual does not “keep” these languages and cultures separate from each other, but forms a communicative competence based on all knowledge and all language experience, where languages are interconnected and interact with one another. One of the most important approaches to both bilingual and multilingual education is, in our opinion, the study of psycholinguistic and neuro-linguistic mechanisms of bilingualism and multilingualism formation. The peculiarity of the language situation of the Republic of Kazakhstan is the presence of bilingualism, which occured in the country as a natural process in a multinational state. However each region of the country has its own specifics in terms of language. In this regard, there is a need for a regional approach to the study of the language situation in the Republic of Kazakhstan. It is worth noting that the definition of the role and place of Russian language in teaching a foreign language in the context of multilingualism is insufficiently studied. Russian language is not only a universal means of communication generally accepted in the Republic of Kazakhstan, but also the main means of knowledge of sciences and support in learning a foreign language. Linguistic situation of foreign language teaching in multilingual environment in many respects differs from the linguistic situation of learning a foreign language in a monolingual audience.
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Lukas, Liina. "Zweisprachigkeit in den Literaturen Estlands." Interlitteraria 26, no. 1 (August 31, 2021): 11–30. http://dx.doi.org/10.12697/il.2021.26.1.3.
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Bilingualism in the Literatures of Estonia. In a multilingual cultural space such as the (former and contemporary) Baltic region, bilingualism, both oral and written, has been rather normality than exception. This also finds an expression in the literatures of this region. In the following I will examine the phenomenon of bilingualism and multilingualism in the literatures of Estonia in history and today. First, I will examine the historical forms of bilingualism before the foundation of the Republic of Estonia, against the background of the complicated oral and written language relations throughout history. Then I explore their topicality in the interwar and Soviet periods, and today. I also ask about the motivation of the authors to change or mix languages in their work, whether to reach a wider audience or a new poetic quality. Examples are from the work of Paul Fleming, Reiner Brockmann, Jacob Johann Malm, August Kitzberg, Ivar Ivask, Jaan Kaplinski, Igor Kotjuh, Øyvind Rangøy and Veronika Kivisilla.
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Choi, Lee Jin. "Legitimate bilingual competence in the making: Bilingual performance and investment of Korean-English bilinguals." International Journal of Bilingualism 23, no. 6 (August 13, 2018): 1394–409. http://dx.doi.org/10.1177/1367006918791266.
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Because global migration and mobility have increasingly blurred boundaries, questions of authenticity have become more complex than ever, and the issue of what constitutes “real” versus “fake” language practices and language users has become increasingly important. The newly emerging images of imposters associated with bilingualism and transnationalism have put bilingual and multilingual language users in a fragile position, where bilingual displays can summon the damaging image of inauthentic bilingualism and frame them as imposters who try to articulate their alleged modernity by mimicking other “reals.” Focusing on the issue of authenticity, this ethnographic study explores how Korean-English bilinguals navigate and respond to the newly emerging images of imposters associated with bilingualism and transnationalism. In particular, I examine the case of 20 South Korean graduate students in the USA who have both advanced English language proficiency and native Korean language proficiency. Because they are in a relatively advantageous position in being able to flexibly use both the Korean and English languages and to employ a variety of linguistic resources, their bilingual practices and performance provide an excellent example of the ways in which bilingual language users locate their social positioning through the selective production of ideological representations or language registers associated with images of inauthentic bilingualism. The findings highlight the agentive role of bilingual and multilingual language users in participating in the reconfiguration of what counts as legitimate bilingual competence and performance, and in making a very calculative investment in distancing themselves from particular types of language registers, language competences, and models of personhoods associated with inauthentic Korean-English bilinguals. These findings present a challenge to traditional research in the fields of second language studies, and applied linguistics, and urges researchers to look at the actual language practice of bilingual users who actively participate in the process of developing sense-making discourses.
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Siricharoen, Aroonrung. "Multilingualism in the Linguistic Landscape of the Faculty of Arts, Chulalongkorn University, Thailand." MANUSYA 19, no. 3 (2016): 12–25. http://dx.doi.org/10.1163/26659077-01903002.
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This paper is an examination of multilingual signage in the Faculty of Arts, Chulalongkorn University, where a number of language courses are offered not only to the university community but also to outsiders who are interested in learning foreign languages. Special attention is given to the distinction between signs made by the university and those by students and outsiders. By focusing on the multilingual signs in public space, the aim of the study is to investigate the extent to which multilingualism is promoted through the linguistic landscape in the common areas of the Faculty of Arts. The study reveals that Thai-English bilingualism is promoted within the Faculty of Arts. A few language departments have made attempts to establish their language in the public space while some languages appeared only on outsiders’ signs. The paper contributes to our understanding of linguistic landscape research by investigating the degree to which multilingualism is promoted via the linguistic landscape within the Faculty of Arts.
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Tao, Lily, Marcus Taft, and Tamar H. Gollan. "The Bilingual Switching Advantage: Sometimes Related to Bilingual Proficiency, Sometimes Not." Journal of the International Neuropsychological Society 21, no. 7 (August 2015): 531–44. http://dx.doi.org/10.1017/s1355617715000521.
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AbstractThis study investigated the relationship between bilingualism and task switching ability using a standardized measure of switching and an objective measure of bilingual language proficiency. Heritage Language (HL) speaking Spanish-English and Mandarin-English bilinguals and English speaking monolinguals completed all four subtests of the Color-Word Interference Test (CWIT), an English verbal fluency task, and a picture naming test (the Multilingual Naming Test) in English. Bilinguals also named pictures in their HL to assess HL proficiency. Spanish-English bilinguals were advantaged in task switching, exhibiting significantly smaller switching cost than monolinguals, but were disadvantaged in verbal fluency and picture naming. Additionally, performance on these cognitive and linguistic tasks was related to degree of HL proficiency, so that increased ability to name pictures in Spanish was associated with greater switching advantage, and greater disadvantage in both verbal fluency and picture naming. Mandarin-English bilinguals, who differed from the Spanish-English bilinguals on several demographic and language-use characteristics, exhibited a smaller but statistically significant switching advantage, but no linguistic disadvantage, and no clear relationship between HL proficiency and the switching advantage. Together these findings demonstrate an explicit link between objectively measured bilingual language proficiency and both bilingual advantages and disadvantages, while also showing that consequences of bilingualism for cognitive and linguistic task performance can vary across different language combinations. (JINS, 2015, 21, 531–544)
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Edwards, John. "Towards multilingualism." Journal of Multilingual Theories and Practices 1, no. 1 (October 15, 2020): 23–43. http://dx.doi.org/10.1558/jmtp.16682.
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There has been a development in both scholarly and popular attention to language capabilities and their alleged cognitive consequences. Emphasis, both theoretical and applied, was initially given to monolingual fluencies. Indeed, the sense that monolingualism is still somehow the default norm remains in some ‘large-language’ contexts. A second stage, as it were, arose when serious consideration began to be given to bilingualism—a phase surely long overdue, given the real-life circumstances that have always prevailed around the world. One of the most interesting aspects of this phase has been the apparent empirical demonstration that bilingualism correlates with cognitive advantage. Although this seems a welcome corrective to earlier and quite opposite views, the evidence turns out to be far from unequivocal. It now appears likely that, while expanded linguistic repertoires are of course beneficial, there are no simple correspondences between languages known and cognitive capacities. Research on bilingualism and multilingualism, at both individual and social levels, is now routine.
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Karpinski, Eva C. "Can Multilingualism Be a Radical Force in Contemporary Canadian Theatre? Exploring The Option of Non-Translation." Theatre Research in Canada 38, no. 2 (November 2017): 153–67. http://dx.doi.org/10.3138/tric.38.2.153.
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Recognizing the richness of multilingual theatre in Canada, this article argues that the choice of nontranslation as the absolute staging of multilingual hospitality carries the promise of a more radical cohabitation and offers both critical and reparative encounters with bodies that resist mainstream recuperation. Beyond multicultural accommodation of diversity, non-translation as a politicized choice is examined through examples chosen from contemporary Asian Canadian and Afro-Caribbean Canadian drama, as well as Indigenous performance. Specifically, the article analyzes the deployment of multilingualism “from below” (Alison Phipps’s term) in front of mainstream Anglophone audiences in such plays as debbie young and naila belvett’s yagayah.two.womyn.black.griots, Betty Quan’s Mother Tongue, and Monique Mojica’s Chocolate Woman Dreams the Milky Way. The decolonial practice of non-translation embraced by these playwrights contributes to the trend of “diversifying diversity” and promotes more balanced linguistic ecologies. Rather than softening the hard edges of difference in a global spread of equivalences, multilingualism “from below,” associated with minoritized languages and invisibility, embraces radical heterogeneity and incommensurability, radically confronting the meaning of ethnicized, hyphenated multiculturalism. However, at the same time, these forms of multilingualism throw into high relief the selective cultural politics of translation that privileges Canada’s official bilingualism
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PILLER, INGRID. "Identity constructions in multilingual advertising." Language in Society 30, no. 2 (April 2001): 153–86. http://dx.doi.org/10.1017/s0047404501002019.
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Contemporary social identities are hybrid and complex, and the media play a crucial role in their construction. A shift from political identities based on citizenship to economic ones based on participation in a global consumer market can be observed, together with a concomitant shift from monolingual practices to multilingual and English-dominant ones. This transformation is here explored in a corpus of German advertisements. Multilingual advertisements accounted for 60–70% of all advertisements released on various television networks and in two national newspapers in 1999. The subject positions that are created by multilingual narrators and multilingual narratees are characterized by drawing on the Bakhtinian concept of dialogism, and on point-of-view more generally. In order to test the acceptance of or resistance to these identity constructions outside the discourse of commercial advertising, the uses of multilingualism in nonprofit and personal advertising are also explored. All these discourses valorize German–English bilingualism and set it up as the strongest linguistic currency for the German business elite.
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GOLLAN, TAMAR H., GALI H. WEISSBERGER, ELIN RUNNQVIST, ROSA I. MONTOYA, and CYNTHIA M. CERA. "Self-ratings of spoken language dominance: A Multilingual Naming Test (MINT) and preliminary norms for young and aging Spanish–English bilinguals." Bilingualism: Language and Cognition 15, no. 3 (August 1, 2011): 594–615. http://dx.doi.org/10.1017/s1366728911000332.
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This study investigated correspondence between different measures of bilingual language proficiency contrasting self-report, proficiency interview, and picture naming skills. Fifty-two young (Experiment 1) and 20 aging (Experiment 2) Spanish–English bilinguals provided self-ratings of proficiency level, were interviewed for spoken proficiency, and named pictures in a Multilingual Naming Test (MINT); in Experiment 1, the Boston Naming Test (BNT) was also used. Self-ratings, proficiency interview, and the MINT did not differ significantly in classifying bilinguals into language-dominance groups, but naming tests (especially the BNT) classified bilinguals as more English-dominant than other measures. Strong correlations were observed between measures of proficiency in each language and language-dominance, but not degree of balanced bilingualism (index scores). Depending on the measure, up to 60% of bilinguals scored best in their self-reported non-dominant language. The BNT distorted bilingual assessment by underestimating ability in Spanish. These results illustrate what self-ratings can and cannot provide, illustrate the pitfalls of testing bilinguals with measures designed for monolinguals, and invite a multi-measure goal-driven approach to classifying bilinguals into dominance groups.
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Sypiańska, Jolanta. "L1 vowels of multilinguals: the applicability of SLM in multilingualism." Research in Language 14, no. 1 (March 30, 2016): 79–94. http://dx.doi.org/10.1515/rela-2016-0003.
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Although L1 has been treated as a rigid system which is more likely to act as a sender than a receiver of CLI in bilinguals and multilinguals, recent studies have provided some evidence of the influence of both L2 and L3 on L1. The study is aimed at shedding further light on how Lns can influence the native language and how these changes can be explained by means of the Speech Learning Model. The first and second formant of L1 Polish vowels of three groups of multilinguals were compared. Evidence of a systemic influence of L2 on L1 was observed in the raising and backing of L1 Polish vowels due to L2 English and lowering and backing or fronting of L1 Polish vowels due to L2 German. No systemic influence of L3 on L1 was observed. The predictions derived from equivalence classification of SLM were tested for the Polish vowel /ɛ/ and the closest vowels from Lns. The majority of predictions regarding the convergence or divergence of the particular diaphone were supported by the data.
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Munoz, Raelynn, Daniel W. Lopez-Hernandez, Rachel A. Rugh-Fraser, Jasman Sidhu, Pavel Y. Litvin, Juan P. Hernandez, Bethany A. Nordberg, et al. "A-125 The Impact of Bilingualism on Symbol Digit Modalities Test Performance Following Traumatic Brain Injury." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1175. http://dx.doi.org/10.1093/arclin/acab062.143.
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Abstract Objective Traumatic brain injury (TBI) survivors exhibit cognitive deficits. Research suggests that multilingualism can influence neurocognitive performance. We examined the effects of TBI and bilingualism/monolingualism on a test of attention and cognitive speed (i.e., Symbol Digit Modalities Test; SDMT). Method The sample consisted of 55 healthy comparison (27 Spanish-English bilinguals; 28 English-monolinguals), 34 acute TBI (14 Spanish-English bilinguals; 23 English-monolinguals), and 27 chronic TBI (13 Spanish-English bilinguals; 12 English-monolinguals) participants. Acute TBI participants were tested 6 months post-injury; chronic TBI participants were tested 12 months or more post-injury. A series of 3X2 ANOVAs were conducted to determine the effect of TBI and language on SDMT written and oral performance. Results ANOVAs revealed the healthy comparison group outperformed both TBI groups on SDMT written, p = 0.000, ηp2 = 0.21. Also, the healthy comparison and chronic TBI groups outperformed the acute TBI group on SDMT oral, p = 0.000, ηp2 = 0.13. Interaction effects emerged between TBI and bilingualism/monolingualism. On SDMT written and oral, acute TBI English-monolinguals outperformed acute TBI Spanish-English bilinguals; meanwhile, chronic TBI Spanish-English bilinguals outperformed chronic TBI English-monolinguals, p < 0.05, ηp2 = 0.09–0.10. Conclusion The acute TBI group performed worse than healthy comparison adults on both SDMT tasks. Furthermore, the chronic TBI group demonstrated better SDMT oral abilities compared to the acute TBI group. Relative to monolinguals with TBI, our findings suggest better cognitive recovery of attention and cognitive speed in bilingual TBI participants. Future studies with larger sample sizes should examine if learning English first or second impacts Spanish-English bilingual TBI survivors’ SDMT performance compared to English-monolingual TBI survivors.
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De Angelis, Gessica. "The Bilingual Advantage and the Language Background Bias." Theory and Practice of Second Language Acquisition 5, no. 2 (December 17, 2019): 11–23. http://dx.doi.org/10.31261/tapsla.7554.
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The idea that bilingualism can give us an advantage in life is of great interest to the scientific community due to its significant positive implications for healthcare and education at large. In recent years, several scholars have provided evidence in favour of the so-called bilingual advantage or benefit, suggesting a positive association between bilingualism and cognitive development. In order to understand whether the claim is fully warranted, the present paper sets out to examine the evidence in support and against the existence of a bilingual benefit for individuals. Following a brief discussion on the use of the terms bilingualism and multilingualism in the literature, the paper proceeds to provide a summary of evidence of advantages and disadvantages currently associated with prior language knowledge in the mind, highlighting some of the possible reasons for the different results that are being reported and introducing the language background bias. The paper ends with some suggestions for future research that can help us move forward and increase our understanding of the bi-/multilingual advantage as a broader phenomenon.
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Sridhar, Kamal K. "Bilingualism in South Asia (India): National/Regional Profiles And Verbal Repertoires." Annual Review of Applied Linguistics 6 (March 1985): 169–86. http://dx.doi.org/10.1017/s0267190500003123.
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Anyone who undertakes to do an overview of so large an area as studies on “the South Asian bilingual's verbal repertoire and the functional allocation of languages” within so small a space as permitted by this review deserves her predicament. The problem lies in the complexity and diversity of the situation, and the danger of inanity resulting from oversimplification. However, since the alternative is to wait for book-length treatments which have yet to be written, and in the meanwhile, suffer the omission of a prime example of a multilingual region from a volume devoted to multilingualism, I shall compromise by treating only the broadly representative situations and trends and ignoring the (sometimes more interesting) particularities of a given language or an individual contact situation.
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Sherkina-Lieber, Marina. "A classification of receptive bilinguals." Mental representations in receptive multilingualism 10, no. 3 (April 29, 2020): 412–40. http://dx.doi.org/10.1075/lab.17080.she.
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Abstract The term ‘receptive bilingualism/multilingualism’ is used for diverse populations, all of which understand a language without producing speech in it, but differ in the way this receptive ability was achieved and in the linguistic knowledge underlying it. In previous studies, not enough attention is given to the differences between types of receptive bilinguals (RBs); however, a thorough analysis of all types is necessary to understand the nature of receptive bilingualism and, consequently, language comprehension and production in general. I propose a classification of RBs based on the presence and nature of an acquisition process that led to receptive abilities. In this classification, RBs who comprehend a language mutually intelligible with one they know are distinguished from RBs with acquired knowledge. Within the former, RBs with and without previous exposure are distinguished. Within acquired types, RBs who comprehend a heritage language are distinguished from RBs who comprehend a second/foreign language.
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Gonzalez, D., J. Soble, K. Bain, K. C. Bailey, and J. Marceaux. "Subcortical Lesions Impact Confrontation Naming in Bilinguals with Later Age of Acquisition." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1255. http://dx.doi.org/10.1093/arclin/acz029.22.
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Abstract Objective Multilinguals show greater subcortical activation during language tasks than monolinguals. Among multilinguals, prior studies found later age of acquisition (AoA) of a second language in association with more diffuse, non-traditional language representation. While such findings have clear clinical implications, little research has examined relationships among linguistic history, neuroanatomical integrity, and language skills in a clinical population. This study examined relationships between subcortical lesions and confrontation naming in strong bilinguals who acquired English (L2) later in life compared to those with earlier AoA. Participants and Method Forty-two bilinguals with Spanish as a first language (English L2) were selected from a database of veterans referred for clinical neuropsychological evaluation (M Age = 64 years; M Education = 12 years; 93% men). They reported strong bilingualism after L2 acquisition (M AoA = 10 years), with current English preference. Twenty-nine had neuroimaging, which was coded on a 4-point ordinal scale for lesion burden in white matter and striatum. Moderation models were tested for interaction between AoA and subcortical lesions in bilinguals using different L2 naming outcomes, controlling for age, education, occupation, and English fluency (i.e., Test of Premorbid Functioning). Results Moderation showed significant interaction of AoA with striatal lesion burden for scores on all naming tests, with a similar but less robust relationship between white matter lesions and naming outcomes. Graphical analysis revealed subcortical lesions had a negative impact on naming scores in those with later L2 AoA. Conclusions Results suggest “atypical” subcortical involvement in naming is more likely for bilinguals who acquired L2 later. While clinicians typically associate impaired naming with temporal lobe dysfunction, findings suggest subcortical dysfunction should be considered among bilinguals with later L2 AoA.
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Sapriati, Rani Septi, Soni Mirizon, and Sary Silvhiany. "Investigating Ideological Factors in Family Language Policy." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 28, 2021): 295. http://dx.doi.org/10.21462/ijefl.v6i1.395.
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A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and children. Thematic analysis was used in analyzing the data of this study. The raw data were coded and classified into categories to derive big major themes regarding ideological factors that shaped language policy. The derived themes were then interpreted descriptively. The results indicated that there were some ideological factors found that contributed to the shaping of the language policy of those two families, such as social values, economical values, political values, cultural values, parents' knowledge toward language acquisition, and bi-/multilingualism. The findings of this study suggest that families need to provide support for their children in their bilingual or multilingual journey. Furthermore, stakeholders and professionals should play a role in the choice of language used in education as well as provide considerable support and assistance for language policy in family domain
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Otheguy, Ricardo, Ofelia García, and Wallis Reid. "A translanguaging view of the linguistic system of bilinguals." Applied Linguistics Review 10, no. 4 (November 26, 2019): 625–51. http://dx.doi.org/10.1515/applirev-2018-0020.
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AbstractTwo conceptions of the linguistic system of bilinguals are in contention. The translanguaging approach supports what we call a unitary view, arguing that bilingualism and multilingualism, despite their importance as sociocultural concepts, have no correspondence in a dual or multiple linguistic system. In our view, the myriad lexical and structural features mastered by bilinguals occupy a cognitive terrain that is not fenced off into anything like the two areas suggested by the two socially named languages. But a strong critique of this view by Jeff MacSwan adopts the familiar position that, while allowing for some overlap, the competence of bilinguals involves language specific internal differentiation. According to this view, which we have called the dual correspondence theory, bilinguals possess two separate linguistic systems whose boundaries coincide with those of the two named languages. Several interdisciplinary considerations point to the lack of initial plausibility of the dual correspondence theory. And the main argument offered by MacSwan in defense of the theory, namely restrictions on code switching, lacks descriptive adequacy and theoretical coherence. The dual correspondence theory has had pernicious effects in educational practices. A much healthier educational climate is created by teachers who adopt the unitary view sponsored by translanguaging.
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Angelelli, Claudia V. "A professional ideology in the making." Translation and Interpreting Studies 5, no. 1 (April 27, 2010): 94–108. http://dx.doi.org/10.1075/tis.5.1.06ang.
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Research on circumstantial bilinguals who become young interpreters for their families and communities contributes to our understanding of the life experiences of individuals who begin to interpret early in their lives. With the exception of early work on young interpreters and recent historical work on translation and interpreting, very little has been written about the lived experiences of interpreters and/or about the development of such exceptional types of bilingualism. When a family of Latino immigrants settles in America and the parents do not speak the societal language, it is often the case that young bilinguals act as language interpreters, brokering communication and advocating for their families’ needs. The ways in which these circumstantial bilinguals go about mediating communicative needs reveal much about these youngsters’ abilities. While interpreting for their families, young interpreters develop a sense of how to be linguistic advocates between speakers of minority languages and a society that struggles to accommodate the communicative needs of its members. In multilingual and diverse societies, it is imperative that the linguistic talents of young bilinguals be fostered and enhanced.
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Pliatsikas, Christos. "Understanding structural plasticity in the bilingual brain: The Dynamic Restructuring Model." Bilingualism: Language and Cognition 23, no. 2 (March 13, 2019): 459–71. http://dx.doi.org/10.1017/s1366728919000130.
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AbstractResearch on the effects of bi- and multi-lingualism on brain structure has so far yielded variable patterns. Although it cannot be disputed that learning and using additional languages restructures grey (cortical, subcortical and cerebellar) and white matter in the brain, both increases and reductions in regional volume and diffusivity have been reported. This paper revisits the available evidence from simultaneous and sequential bilinguals, multilinguals, interpreters, bimodal bilinguals, children, patients and healthy older adults from the perspective of experience-based neuroplasticity. The Dynamic Restructuring Model (DRM) is then presented: a three-stage model accounting for, and reinterpreting, all the available evidence by proposing a time-course for the reported structural adaptations, and by suggesting that these adaptations are dynamic and depend on the quantity and quality of the language learning and switching experience. This is followed by suggestions for future directions for the emerging field of bilingualism-induced neuroplasticity.
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Karpava, Sviatlana, Natalia Ringblom, and Anastassia Zabrodskaja. "Translanguaging in the Family Context: Evidence from Cyprus, Sweden and Estonia." Russian Journal of Linguistics 23, no. 3 (December 15, 2019): 619–41. http://dx.doi.org/10.22363/2312-9182-2019-23-3-619-641.
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The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question- naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy activities in multilingual Russian-speaking families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards the fluidity of language, language repertoires, translanguaging and Russian-language literacy. Russian-speakers incorporate a wide range of language repertoires in their everyday lives. Sometimes, such language contacts generate power struggles and the language ideological dimension becomes a key terrain to explore how speakers feel about the need to effectively attain a degree of multilingualism. Multilingualism and the maintenance of the Russian language and culture are usually encouraged, and parents often choose the one-parent-one-language approach at home. However, not all families make conscious choices regarding specific language management and may have “laissez-faire” attitudes to the use of languages in the family. We show how family language use and child-directed translanguaging can support, expand and enhance dynamic bilingualism/multilingualism, and reinforce and integrate minority language in a wider context: societal and educational.
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Dauletkeldyyeva, А. А. "ACTUAL SOCIOLOGICAL PROBLEMS IN THE STUDYING OF MULTILINGUALISM IN THE EDUCATION SYSTEM." BULLETIN Series of Sociological and Political sciences 73, no. 1 (December 30, 2020): 170–77. http://dx.doi.org/10.51889/2021-1.1728-8940.24.
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This article explains the essence of the concepts of «multilingualism», «trilingualism», «bilingualism», «monolingualism», «plurilingualism» and their relationship to each other is different. Along with the programs of Kazakhstan Government on the policy of bilingualism, the trinity of languages, for the first time in Kazakhstan, the idea of multilingualism was raised and the chronology of the work done in different years in relation to multilingualism in the country's education system was shown.An expert review of foreign and domestic scientific research on the study of multilingualism was conducted, and issues of improving language literacy at the multicultural Kazakhstan site were discussed.
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de Graaff, Rick, Sharon Unsworth, and Sophie ter Schure. "Tweetalige Ontwikkeling en Tweetalig Onderwijs." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 61–70. http://dx.doi.org/10.1075/ttwia.86.07gra.
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The topic of bilingualism in education continues to generate much debate. Issues under discussion include for example how best to support the Dutch language development of multilingual children and how to successfully implement bilingual secondary education and early foreign language instruction. This paper reports upon the symposium Bilingual Acquisition and Bilingual Education which brought together key players in this debate from the fields of research, policy and teaching practice to exchange ideas and insights with a view to formulating recommendations for future policy on multilingualism as well as generating new research questions. In the morning session, the discussion concerned recent results from research on multilingual acquisition and education in a variety of contexts, and in the afternoon session, the focus lay on issues concerning policy and teaching practice. This report consists of a summary of the main issues discussed there and ends with a list of points for future attention.
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BABCOCK, LAURA, and ANTONINO VALLESI. "Are simultaneous interpreters expert bilinguals, unique bilinguals, or both?" Bilingualism: Language and Cognition 20, no. 2 (November 20, 2015): 403–17. http://dx.doi.org/10.1017/s1366728915000735.
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Simultaneous interpretation is a cognitively demanding process that requires a high level of language management. Previous studies on bilinguals have suggested that extensive practice managing two languages leads to enhancements in cognitive control. Thus, interpreters may be expected to show benefits beyond those seen in bilinguals, either as an extension of previously-seen benefits or in areas specific to interpretation. The present study examined professional interpreters (N = 23) and matched multilinguals (N = 21) on memory tests, the color-word Stroop task, the Attention Network Test, and a non-linguistic task-switching paradigm. The interpreters did not show advantages in conflict resolution or switching cost where bilingual benefits have been noted. However, an interpretation-specific advantage emerged on the mixing cost in the task-switching paradigm. Additionally, the interpreters had larger verbal and spatial memory spans. Interpreters do not continue to garner benefits from bilingualism, but they do appear to possess benefits specific to their experience with simultaneous interpretation.
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Williams, Quentin E. "The enregisterment of English in rap braggadocio: a study from English-Afrikaans bilingualism in Cape Town." English Today 28, no. 2 (May 17, 2012): 54–59. http://dx.doi.org/10.1017/s0266078412000181.
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For the last three decades, globalization has been a major theme of sociolinguistics and studies of multilingualism, in keeping with large scale changes evident in late-modern societies (Blommaert, 2010). One of several stances within this research is the importance accorded to English in processes of linguistic globalization (see Leung et al, 2009). Three theoretical stances in particular have dealt with English globalization: World Englishes (e.g. Kachru, 1986), Linguistic Imperialism (e.g. Phillipson, 1992) and more recently Global Englishes within a context of modern-day rapid transport, electronic media, cultural hybridities and economic migration (Pennycook, 2007). All three approaches emphasise different aspects of the nature of English insertion in multilingual contexts.
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CHENG, Kaiwen, Yanhui DENG, and Dezhong YAO. "Bilingualism (multilingualism) Helps Resist Alzheimer's Disease?" Advances in Psychological Science 22, no. 11 (2014): 1723. http://dx.doi.org/10.3724/sp.j.1042.2014.01723.
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