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Journal articles on the topic 'Compound bilingualism'
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1
BOBB, SUSAN C., and NORIKO HOSHINO. "Fusing languages in the bilingual cognitive architecture." Bilingualism: Language and Cognition 19, no. 5 (February 11, 2016): 879–80. http://dx.doi.org/10.1017/s1366728916000109.
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Research on bilingualism has documented profound brain plasticity by which the bilingual experience reconfigures the cognitive system. These effects include temporary as well as more enduring ones, and parallel activation of a bilingual's two languages may well be a key factor at the root of these observed changes. Recent recommendations (Green, 2011) have emphasized that research on code-switching in particular could provide a fruitful avenue for investigating the nature of how a bilingual speaker selects words and ultimately produces an utterance. Findings to date illustrate that if anything, the reach of co-activation is more extensive than previously thought, extending to the phonology and syntax of languages. While the degree of permeability may compound the perceived difficulty of the selection process, it is also a testament to the documented mental agility of bilinguals.
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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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Signoret Dorcasberro, Alina. "Bilingual Acquisition: Pedagogical implications for teaching present indicative tense in French." Verbum et Lingua, no. 6 (June 30, 2015): 76–93. http://dx.doi.org/10.32870/vel.vi6.55.
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To analyze bilingual acquisition, links are made between contributions of studies on bilingualism and those of error analysis and interlanguage studies, which consider language acquisition as the development of a transitional competence. This evolution is apparent in the development of particular linguistic structures, such as present indicative morphology in written French. It can be seen that discourse of 30 Mexican university students who completed 140 hours of learning contains both inter- and intralingual features, but the proportions of these in our sample suggest that the student’s interlanguage is no longer characteristic of subtractive and compound bilingualism, both relying on the mother tongue, but rather of incipient coordinate bilingualism
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Woutersen, Mirjam, Albert Cox, Bert Weltens, and Kees De Bot. "Lexical aspects of standard dialect bilingualism." Applied Psycholinguistics 15, no. 4 (October 1994): 447–73. http://dx.doi.org/10.1017/s0142716400006871.
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ABSTRACTWeinreich (1953) distinguished three types of bilingualism: the compound, the coordinate, and the subordinative. In this article, we use his partition to describe the effects of a small typological distance on the organization of the bilingual lexicon. In order to do so, two relatively closely related varieties were used, standard Dutch and the dialect of Maastricht. Subjects had to carry out an auditory lexical decision task using the repetition priming paradigm. Stimuli under investigation were cognates and noncognates. There were two age groups (13 and 17 years old) and two language backgrounds (standard Dutch and Maastricht dialect). The results indicated no differences depending on age. With regard to language background, no interlingual repetition priming was found for the dialect speakers. However, in contrast with earlier findings on visual repetition priming, there were interlingual repetition effects not only for the cognates, but also for the noncognates when the standard speakers were concerned. Therefore, we concluded that, at least in the auditory modality, the dialect speakers in question are coordinate bilinguals and the standard speakers are subordinative bilinguals. Finally, it is shown that Weinreich's model in his pure form leads to unexplainable processes in language acquisition. For that reason, his distinctions are incorporated into the lexico-semantic model of Levelt (1989).
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Salekhova, Leila Leonardovna. "Determination of the bilingualism coefficient among future subject teachers by the method of associative experiment." Pedagogy. Issues of Theory and Practice 9, no. 2 (February 14, 2024): 57–61. http://dx.doi.org/10.30853/ped20240007.
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The paper describes the essence of the phenomenon of bilingualism, types of bilingualism, approaches to its quantitative assessment, as well as the results of an associative experiment aimed at determining the level of bilingualism of future teachers studying at Kazan Federal University on a bilingual basis using Russian and Tatar languages. The experiment involved 40 students – future mathematics teachers in the 2nd and 3rd years of study. The scientific novelty of the research lies in determining that the level of the academic component of bilingual communicative competence among future bilingual teachers is higher than the level of their general communicative competence. As a result, it was found that at this stage of the implementation of the multilingual education model at Kazan Federal University, most future subject teachers have formed the coordinate and the compound type of Tatar-Russian bilingualism both in the field of general communication and academic language in the sphere of mathematics on the topic “Function”.
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Azaz, Mahmoud, and Joshua Frank. "Bidirectional cross-linguistic influence in late bilingualism." Linguistic Approaches to Bilingualism 8, no. 4 (February 6, 2017): 411–45. http://dx.doi.org/10.1075/lab.15012.aza.
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Abstract The container-content relation represents a set of nominal configurations unexplored in the acquisition literature. Whereas in English the switch from a noun-noun compound (water bottle) to a noun-prepositional phrase (bottle of water) is associated with a semantic shift from container to content, Spanish and Arabic adopt single canonical configurations for both conditions, noun-prepositional phrase and noun phrase, respectively. Importantly, Spanish, Arabic, and English display structural overlap in the content condition maintained by head-first isomorphic strings. In the container condition, they show structural dissimilarity; whereas English uses a head-final construction, Arabic and Spanish consistently use head-first constructions. Results from an elicited sentence-reordering task demonstrate that advanced late learners pattern native speakers when tested in Spanish but not when tested in English. Additionally, when tested in English, Arabic-speaking and Spanish-speaking learners overextend their L1 canonical configurations to both conditions. Furthermore, bilingual native speakers do not perform at ceiling, suggesting bidirectional cross-linguistic influence.
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Signoret Dorcasberro, Alina María, and Claudia Cuchet-Monterrubio. "Estudio Exploratorio en torno al Bilingüismo Subordinado y Compuesto, los problemas para aprender en Lengua Materna y los Trastornos Emocionales." Verbum et Lingua, no. 20 (June 30, 2022): 71–107. http://dx.doi.org/10.32870/vel.vi20.185.
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El bilingüismo impacta el desarrollo lingüístico, psicológico, neurológico, educativo y social infantil, por ende, es un tema que amerita ser estudiado. Centrándonos en el desarrollo psicolingüístico y psicológico del niño, el propósito de este estudio cuantitativo y cualitativo es investigar la siguiente pregunta de investigación que ha sido poco explorada: ¿El bilingüismo puede provocar problemas para aprender en lengua materna y trastornos emocionales en la niñez? Este estudio exploratorio se basa en el bilingüismo subordinado, entendido como el desarrollo consolidado de la lengua materna (L1) y el desarrollo incompleto de la segunda lengua (L2), y el bilingüismo compuesto, es decir, el desarrollo de dos sistemas lingüísticos mezclados y dependientes, con interferencias bidireccionales. Estos dos tipos de bilingüismo implican que el hablante viva una inhibición y confusión de las conexiones entre las ideas y, por ello, un conflicto cognitivo, problemas de aprendizaje, de lenguaje, y trastornos psicológicos. Nuestros resultados denotan así un impacto negativo del bilingüismo subordinado y compuesto, en la escala de la densidad léxica y en los trastornos emocionales.
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Romney, David, and John Bynner. "Use of the Semantic Differential in Bilingualism Research and its Relevance to Translation." Meta 26, no. 3 (September 30, 2002): 229–43. http://dx.doi.org/10.7202/003977ar.
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Abstract To investigate bilingual subjects' perceptions of the connotative differences between concepts in English and French, a form of the semantic differential was employed in which the scales were derived from Cattell's 16 personality factors. Altogether 16 concepts were rated and these were made up of four sets, each set containing a pair of synonyms in English and a pair of synonyms (their translation-equivalents) in French. Even though the sets themselves were easily distinguishable in terms of their affective meaning, no significant differences in affective meaning emerged between the concepts in any of the sets either within or across languages. There were, however, significant differences between individuals in the ways they perceived the concepts. Some of these differences seemed to be due to the effects of dominant language, A cluster analysis of the individuals in terms of the semantic difference between concepts and their translation-equivalents (over and above the difference between synonyms) gave little support to the postulated distinction between the two types of bilingual, compound and coordinate, although there was some evidence that the compound bilingual exists as a separate type.
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Putri, Shintya Anggun Kencana, Sri Mulyati, and Vita Ika Sari. "KEDWIBAHASAAN PADA NOVEL LOVE SPARKS IN KOREA KARYA ASMA NADIA DAN IMPLIKASINYA TERHADAP PEMBELAJARAN BAHASA INDONESIA DI SMA." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 8, no. 2 (November 4, 2020): 360. http://dx.doi.org/10.20961/basastra.v8i2.43380.
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<p><em>This study aims to describe: (1) the bilingualism of the novel Love Sparks In Korea by Asma Nadia; (2) describe the implications of bilingual learning in the novel Love Sparks In Korea by Asma Nadia. This study uses a sociolinguistic study with a sociological approach, the data source comes from the novel Love Sparks In Korea by Asma Nadia, the data form in the form of speech fragments. Data collection techniques using the method of reading with reading techniques. The technique of presenting the results of the data analysis used is informal technique. Based on the results of bilingual studies found in the novel Love Sparks In Korea by Asma Nadia, they consist of (1) compound bilingualness totaling 5 data: 11.4%, (2) coordinative bounty totaling 9 data: 20.4%, (3) subordinative bilingualism totaling 30 data: 68.2%. The results of this study can be used as a reference in language learning activities in high school. Through this learning students are expected to be able to understand the various languages used daily, and have a positive impact on future lives</em></p>
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Ermawati, Fitri, and Mangantar Sitohang. "CODE MIXING IN A NOVEL CELEBRITY WEDDING BY ALIAZALEA." Journal of English Language and Literature (JELL) 4, no. 01 (March 1, 2019): 29–38. http://dx.doi.org/10.37110/jell.v4i01.67.
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This study is aimed to describe code mixing facts or presence in the novel Celebrity Wedding by AliaZalea. In fact, there are a lot of factors that influence people using code mixing, to mention one or two, can be due to someone’s bilingualism or multilingualism condition. The writers use descriptive and content analysis method to analyze the forms code mixing, the types of phrases and compound of code mixing found in the novel Celebrity Wedding. The (English) data taken from the Novel are phrases, compounds. The writers then identified, collected, sorted and classified all the data, and made the analysis to find and determine the types of the phrases and the forms/types of modifiers present in the novel itself. From the result of analysis/discussion there are more Noun Phrase Types than Verb Phrase Types. There are five Noun Phrases containing premodifiers and four postmodifiers five containing both premodifiers, the dominant modifiers are Adjective followed by Noun the Preposition Phrases.
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Balam, Osmer, Lidia Pérez Leutza, Ian Michalski, and María del Carmen Parafita Couto. "A semantic analysis of bilingual compound verbs in two contact Spanish communities." Research in Corpus Linguistics 12, no. 1 (2024): 140–70. http://dx.doi.org/10.32714/ricl.12.01.06.
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Although previous work has contributed to our knowledge of bilingual compound verbs (BCVs) in different code-switching varieties, there is scant research on the semantic nature of these innovative constructions. To fill this gap, the present study examines semantic aspects of BCVs in Northern Belize and the Yucatan Peninsula in Mexico, two sociohistorically connected communities where Spanish hacer ‘do’ BCVs have been attested. Drawing on two datasets, we analyzed the semantic domains that are most open to other-language lexical verbs as well as the potential use of these structures as identity markers. The analysis of 1,140 BCVs (903 in Northern Belize and 237 in Yucatan) revealed that whereas ‘education’ particularly favored English lexical verbs in Northern Belize, ‘nourishment’ was the semantic sub-category most open to Yucatec Maya lexical verbs in the Yucatan Peninsula. Notably, only hacer BCVs from Yucatan evince the incorporation of cultural elements and linguistic practices such as albur ‘word play’ to index a Yucatec Maya ethnolinguistic identity. Our findings highlight the importance that the nature of bilingualism and community linguistic norms have on the semantic use of BCVs.
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Akkale, Makbule. "Almanca Yazım Kurallarının Türk Uyruklu Öğrencilerin Yazdıkları Türkçe Metinlere Etkisi." International Journal of Social Sciences 9, no. 37 (February 7, 2025): 60–82. https://doi.org/10.52096/jqsms.6.11.03.
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This study examines the impact of German orthographic rules on the written Turkish of Turkish-origin students receiving education in Germany. Using qualitative research methods, particularly content analysis, written texts of students aged 10-15 who receive education in German were analyzed. The study found that students are influenced by German linguistic structures in areas such as capitalization, word composition, sentence structure, verb conjugation, pronoun usage, and punctuation errors. The research results indicate that students unconsciously apply German grammar rules when constructing Turkish texts, leading to grammatical errors and coherence issues. One of the most common mistakes is the direct transfer of German word order and compound word structures into Turkish. The study provides recommendations for necessary adjustments in the education system to preserve and correctly utilize the mother tongue. Keywords: German, Turkish, Bilingualism, Spelling, Grammar
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Ансарін Алі Акбар and Джаваді Шалал. "Маскований семантичний/ асоціативний та перекладний праймінг у різних мовах." East European Journal of Psycholinguistics 5, no. 1 (June 30, 2018): 7–15. http://dx.doi.org/10.29038/eejpl.2018.5.1.ans.
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Статтю присвячено спробі дослідити двомовний ментальний лексикон. Головне питання дослідження – встановити, чи персько-англійські білінгви можуть досягнути ефекту семантичного / асоціативного або перекладацького праймінгу. Для відповіді на це питання було застосовано масковану праймінгову парадигму як техніку, що відображає автоматичні когнітивні процеси, що тривають під час семантичної обробки, а не стратегічного використання прайму. Із метою вирішення лексичного завдання було сформовано чотири типи цільових пар праймінгу (перекладацькі еквіваленти, семантично подібні, асоціативно та семантично пов’язані пари). Загалом у дослідженні взяло участь 85 персько-англійських білінгвів. Хоча ефекту праймінгу не було виявлено для перших трьох груп, респонденти із семантично пов’язаних пар (найміцніше пов’язаних слів) відповіли приблизно на 29 мс швидше. Результати засвідчили, що білінгви мають спільні уявлення для асоціативних семантично пов’язаних слів. Отже, навчання новим словам другої мови, шляхом поєднання їх із асоціативно пов’язаними словами першої мови, може привести до кращих результатів.
Література
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VERÍSSIMO, JOÃO. "Extending a Gradient Symbolic approach to the native versus non-native contrast: The case of plurals in compounds." Bilingualism: Language and Cognition 19, no. 5 (March 3, 2016): 900–902. http://dx.doi.org/10.1017/s1366728916000134.
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The Gradient Symbolic Computation (GSC) model presented in the keynote article (Goldrick, Putnam & Schwarz) constitutes a significant theoretical development, not only as a model of bilingual code-mixing, but also as a general framework that brings together symbolic grammars and graded representations. The authors are to be commended for successfully integrating a theory of grammatical knowledge with the voluminous research on lexical co-activation in bilinguals. It is, however, unfortunate that a certain conception of bilingualism was inherited from this latter research tradition, one in which the contrast between native and non-native language takes a back seat.
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FOROODI-NEJAD, FARZANEH, and JOHANNE PARADIS. "Crosslinguistic transfer in the acquisition of compound words in Persian–English bilinguals." Bilingualism: Language and Cognition 12, no. 4 (September 16, 2009): 411–27. http://dx.doi.org/10.1017/s1366728909990241.
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Crosslinguistic transfer in bilingual language acquisition has been widely reported in various linguistic domains (e.g., Döpke, 1998; Nicoladis, 1999; Paradis, 2001). In this study we examined structural overlap (Döpke, 2000; Müller and Hulk, 2001) and dominance (Yip and Matthews, 2000) as explanatory factors for crosslinguistic transfer in Persian–English bilingual children's production of novel compound words. Nineteen Persian monolinguals, sixteen Persian–English bilinguals, and seventeen English monolinguals participated in a novel compound production task. Our results showed crosslinguistic influence of Persian on English and of English on Persian. Bilingual children produced more right-headed compounds in Persian, compared with Persian monolinguals, and in their English task, they produced more left-headed compounds than English monolinguals. Furthermore, Persian-dominant bilinguals tended more towards left-headed compounds in Persian than the English-dominant group. These findings point to both structural overlap and language dominance as factors underlying crosslinguistic transfer.
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Bertram, Raymond, and Victor Kuperman. "The English disease in Finnish compound processing: Backward transfer effects in Finnish–English bilinguals." Bilingualism: Language and Cognition 23, no. 3 (July 11, 2019): 579–90. http://dx.doi.org/10.1017/s1366728919000312.
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AbstractMost English compounds are spaced compounds, whereas spelling regulations prescribe Finnish compounds to be written in a concatenated format. However, as in English, Finnish compounds are commonly spaced nowadays (e.g., piha juhla ‘garden party’), a phenomenon that we labeled the ‘English disease’. In this eye movement study with Finnish–English bilinguals we investigate whether the reading of a concatenated or illegally spaced Finnish compound is affected by the spelling of an English translation equivalent (ETE). We found that spaced Finnish compounds were read slower than their concatenated counterparts, but this effect was attenuated when ETEs were thought to be spaced. Similarly, concatenated Finnish compounds were read faster when their ETEs were also concatenated. These backward transfer effects are in line with studies that show that processing behavior in L1 is affected by a strong concurrent L2, even when the L1 is the native language as well as the dominant community language.
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Pearson, Barbara Zurer, Sylvia Fernández, and D. K. Oller. "Cross-language synonyms in the lexicons of bilingual infants: one language or two?" Journal of Child Language 22, no. 2 (June 1995): 345–68. http://dx.doi.org/10.1017/s030500090000982x.
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ABSTRACTThis study tests the widely-cited claim from Volterra & Taeschner (1978), which is reinforced by Clark's Principle Of Contrast (1987), that young simultaneous bilingual children reject cross-language synonyms in their earliest lexicons. The rejection of translation equivalents is taken by Volterra & Taeschner as support for the idea that the bilingual child possesses a single-language system which includes elements from both languages. We examine first the accuracy of the empirical claim and then its adequacy as support for the argument that bilingual children do not have independent lexical systems in each language. The vocabularies of 27 developing bilinguals were recorded at varying intervals between ages 0;8 and 2;6, using the MacArthur GDI, a standardized parent report form in English and Spanish. The two single-language vocabularies of each bilingual child were compared to determine how many pairs of translation equivalents (TEs) were reported for each child at different stages of development. TEs were observed for all children but one, with an average of 30% of all words coded in the two languages, both at early stages (in vocabularies of 2–12 words) and later (up to 500 words). Thus, Volterra & Taeschner's empirical claim was not upheld. Further, the number of TEs in the bilinguals' two lexicons was shown to be similar to the number of lexical items which co-occurred in the monolingual lexicons of two different children, as observed in 34 random pairings for between-child comparisons. It remains to be shown, therefore, that the bilinguals' lexicons are not composed of two independent systems at a very early age. Furthermore, the results appear to rule out the operation of a strong principle of contrast across languages in early bilingualism.
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Belazreg, Nassima. "Le Bilinguisme Franco-Arabe en Algérie." Traduction et Langues 15, no. 2 (December 31, 2016): 23–36. http://dx.doi.org/10.52919/translang.v15i2.684.
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Franco-Arab Bilingualism in Algeria
The objective of this article is to give an overview on key historical moments that have implemented the two most used languages currently in Algeria, namely, Arabic and French. First, the Arab civilization implants and spreads with Islam. The French colonization spared no effort to impose its language to Algerians. The French language considered an effective means of war which will allow France to set up on Algerian territory according to the French Ministry of War. Then, scientists are stepping up to define the concept of ̋bilingualism” to better circumscribe the scope of research. Finally, can we say that there are two categories of bilingual in Algeria, compounds bilingual and coordinated bilingual. At the end of this article, we can say that the notion of bilingualism is a topical notion that deserves more interest. Indeed, Franco-Arab bilingualism in Algeria has its reasons because the Arab and the French have coexisted together for more than a century. It has become above all a language choice of the Algerian speaker. Also, there is no perfect bilingualism and it would be absurd to impose the notion of competence in both languages. The current situation in Algeria requires the speaker to use both linguistic codes. This is why we say that it is up to the speaker to choose the languages he best handles in his communication and that bilingualism is vital for Algerian speakers from the same socio-cultural background. As a conclusion, we would like to ask these questions which could open up other fields of research in the field of bilingualism: Could bilingualism be perceived as a translation process in Algeria? And Could bilingualism enhance the cognitive and linguistic flexibility of an early learner?
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Kutsuki, Aya. "The combination of words in compound nouns by Spanish-Japanese bilingual children: Transfers in unambiguous structure." International Journal of Bilingualism 23, no. 1 (September 6, 2017): 256–74. http://dx.doi.org/10.1177/1367006917728387.
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Aims and Objectives: The current study’s aim was to test the ambiguity and dominance theories of transfer by examining compound noun production and comprehension by bilinguals acquiring Spanish and Japanese, as the word order of nominal compounds in these languages is always reversed, making them grammatically and theoretically unambiguous. Methodology: Ten Spanish-Japanese bilingual preschoolers completed production and comprehension elicitation tasks. Data and Analysis: The research subjects’ reversal rates were compared with those of age- and vocabulary-matched Japanese monolinguals. Findings/Conclusions: The results demonstrate that transfers occur from Spanish to Japanese in both production and comprehension, and that there are no dominance effects on the degree of cross-linguistic influence. Originality: There have been no previous studies on cross-linguistic transfer in Spanish-Japanese bilingual children. Significance/Implications: Transfer and directionality are not affected by relative vocabulary level; the concept of dominance should be (re)considered carefully especially for young bilinguals whose language inputs are greatly imbalanced and variable. Moreover, what is considered grammatically unambiguous by adults may be ambiguous for children acquiring such knowledge bilingually, which raises the need to consider structures in both languages as affecting the acquisition of language in young bilinguals.
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Edwards, Malcolm, and Penelope Gardner-Chloros. "Compound verbs in codeswitching: Bilinguals making do?" International Journal of Bilingualism 11, no. 1 (March 2007): 73–91. http://dx.doi.org/10.1177/13670069070110010501.
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György, Ladislav, and Tünde Tuska. "Language (Bilingualism) and (Dual) Identity among the Great Plain Slovaks in Hungary." Acta Academiae Beregsasiensis, Philologica I, no. 1 (October 24, 2022): 119–43. http://dx.doi.org/10.58423/2786-6726/2022-1-119-143.
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The paper reflects on the findings and conclusions of our interdisciplinary research; it is partly theoretical, partly analytical and synthetic. Drawing on the theoretical and methodological principles and connections, as well as on the results of previous sociolinguistic research on bilingual communication, we provide a partial characterization of Slovak-Hungarian bilingualism and identity in the ethnically mixed areas of Hungary (the Great Plain). In the theoretical part, we give a brief overview of the research and the academic publications on Slovak-Hungarian bilingualism in Hungary, provide a concise interpretation of the concept of bilingualism, and outline some of the issues of ethnic and cultural identity. The sociolinguistic research is conducted from2018. The research sample is composed of respondents from Csongrád-Csanád and Békés counties from different age groups, education, and social backgrounds. The research material consists and questionnaires. In the analytical part of our study, we use both descriptive and comparative methods to examine the given topic in an interdisciplinary context, taking into account the interrelationship between language and identity (such as the issues of language choice and competence, questions such as which language speakers use more often; which language they prefer and with whom; in which language they express themselves more easily; which language they consider to be their mother tongue, i.e. what they understand by the concept of mother tongue; how they perceive the link between language and identity; when, why, and with whom they switch from one language to another in communication, etc.). Based on the analysis of the research material, we can conclude that the bilingualism of the Slovaks of the Hungarian Great Plain is characterized by collective bilingualism. This is also true when we talk about successive or bilingualism learned at school rather than natural bilingualism. Despite the predominance of passive, receptive bilingualism, it can also be stated that Slovak–Hungarian bilingualism still exists as a living phenomenon. A more dominant feature –than bilingualism –is Slovak–Hungarian dual identity and biculturalism.
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Balam, Osmer, María del Carmen Parafita Couto, and Hans Stadthagen-González. "Bilingual verbs in three Spanish/English code-switching communities." International Journal of Bilingualism 24, no. 5-6 (March 18, 2020): 952–67. http://dx.doi.org/10.1177/1367006920911449.
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Objectives/research questions: We investigate two understudied bilingual compound verbs that have been attested in Spanish/English code-switching; namely, ‘ hacer + VInf’ and ‘ estar + VProg’. Specifically, we examined speakers’ intuitions vis-à-vis the acceptability and preferential use of non-canonical and canonical hacer ‘to do’ or estar ‘to be’ bilingual constructions among bilinguals from Northern Belize, New Mexico and Puerto Rico. Methodology: Speakers from Northern Belize ( n = 44), New Mexico ( n = 32) and Puerto Rico ( n = 30) completed a two-alternative forced-choice acceptability task and a language background questionnaire. Data and analysis: The data were examined using an analysis of variance and Thurstone’s Law of Comparative Judgment. Conclusions: Whereas Northern Belizean bilinguals gave the highest ratings to ‘ hacer + VInf’, both groups of US bilinguals gave preferential ratings to ‘ estar + VProg’ bilingual constructions. On the other hand, Puerto Rican bilinguals gave the highest preferential ratings to the canonical estar bilingual compound verbs (i.e. estar + an English progressive verb) but rejected hacer bilingual compound verbs. While ‘ hacer + VInf’ and ‘ estar + VProg’ may represent variants that are available to Spanish/English bilinguals, the present findings suggest a community-specific distribution, in which hacer bilingual compound verbs are consistently preferred over estar bilingual compound verbs in Northern Belize, whereas estar bilingual constructions are preferred among US bilinguals. Originality: This is the first cross-community examination of these bilingual compound verbs in Northern Belize (Central America/Caribbean), New Mexico (Southwest US) and Puerto Rico (US/Caribbean), three contexts in the Spanish-speaking world characterized by long-standing Spanish/English language contact and the use of bilingual language practices. Implications: Findings underscore the importance of bilingual language experience in modulating linguistic competence and the necessity to study code-switching from a language ecological perspective, as subtle context-specific patterns in code-switching varieties may be manifested not only in bilingual speakers’ oral production but in intuition as well. A more fine-grained understanding of speakers’ judgments is vital to experimental studies that seek to investigate code-switching grammars both within and across communities where code-switching varieties of the same language pair are spoken.
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Ko, In Yeong, and Min Wang. "Reading compound words by adult Korean-English bilinguals." Writing Systems Research 7, no. 2 (November 20, 2014): 202–19. http://dx.doi.org/10.1080/17586801.2014.981495.
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de Groot, Annette M. B., and Gerard L. J. Nas. "Lexical representation of cognates and noncognates in compound bilinguals." Journal of Memory and Language 30, no. 1 (February 1991): 90–123. http://dx.doi.org/10.1016/0749-596x(91)90012-9.
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Jessen, Anna, João Veríssimo, and Harald Clahsen. "Variability and consistency in late bilinguals’ morphology." Mental Lexicon 13, no. 2 (December 31, 2018): 186–214. http://dx.doi.org/10.1075/ml.18002.jes.
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Abstract Speaking a late-learned second language (L2) is supposed to yield more variable and less consistent output than speaking one’s first language (L1), particularly with respect to reliably adhering to grammatical morphology. The current study investigates both internal processes involved in encoding morphologically complex words – by recording event-related brain potentials (ERPs) during participants’ silent productions – and the corresponding overt output. We specifically examined compounds with plural or singular modifiers in English. Thirty-one advanced L2 speakers of English (L1: German) were compared to a control group of 20 L1 English speakers from an earlier study. We found an enhanced (right-frontal) negativity during (silent) morphological encoding for compounds produced from regular plural forms relative to compounds formed from irregular plurals, replicating the ERP effect obtained for the L1 group. The L2 speakers’ overt productions, however, were significantly less consistent than those of the L1 speakers on the same task. We suggest that L2 speakers employ the same mechanisms for morphological encoding as L1 speakers, but with less reliance on grammatical constraints than L1 speakers.
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Revniuk, Volodymyr. "The operationalization of bilingual linguistic experience and its relationship with executive function." Acta Academiae Beregsasiensis, Philologica III, no. 2 (November 3, 2024): 109–27. http://dx.doi.org/10.58423/2786-6726/2024-2-109-127.
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Research of the relation between linguistic experiences and the executive function have been a hot topic in the field of psycholinguistics for over two decades. Considerable body of studies have provided both supporting and challenging evidence for the existence of such relation. The final answer about the relation between the linguistic experiences and the executive function has not been obtained yet, due to reconsiderations of the established methodological approaches and new theories still being developed, which challenge the validity of earlier findings. This article is an attempt to summarize and explain current trends in this line of studies, specifically focusing on the issue of operationalization of linguistic experiences. Bilingualism and multilingualism are complex constructs, composed of multiple elements that can have unique, independent effects on cognition, including language proficiency, manner and duration of language acquisition, current tendencies of language use. Earlier studies had a tendency to focus on a single element of language experience for categorical distinction between monolinguals and bilinguals, converging the great variability in the latter under a single category. Each element of linguistic experience has to be accounted for and carefully operationalized in a way that would allow reasonable comparison between different research on the topic. In addition to exploring the effects of various elements of linguistic experiences on cognitive control, interactions between those experiences also demand attention, which have been largely overlooked. Finally, each study has to be backed up by a solid theoretical background, which was argued to be a problem for the research of the relation between the linguistic experiences and the executive function, but has great potential for resolving the inconsistencies in research findings. Not all experiences with languages require effortful cognitive processing and adaptations, and even if some might, a comprehensive theory is required to explain how cognitive adaptations for language use can be generalized for other domains of cognition.
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Onysko, Alexander. "Enhanced creativity in bilinguals? Evidence from meaning interpretations of novel compounds." International Journal of Bilingualism 20, no. 3 (January 30, 2015): 315–34. http://dx.doi.org/10.1177/1367006914566081.
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Yue, Isaac. "Treason by Bilingualism? Xenophobia, Clique, and the Impeachment of Yu Jing." Sinología hispánica 1, no. 8 (June 15, 2019): 139. http://dx.doi.org/10.18002/sin.v1i8.5931.
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<p>A gifted linguist, diplomat, and negotiator, Yu Jing (1000-1064) is uniquely qualified among Northern Song officials in his extensive knowledge of Khitan language and culture. At a time when Liao-Song relationship was at its most contentious, the advantage of having an official who could communicate fluently in both languages cannot be overstated. However, according to official history, not only did his bilingualism not endear him to the court, it aroused constant suspicion and led to his eventual impeachment, which occurred after he composed a poem in the Khitan language and presented it to the Emperor of the Liao State as a token of gratitude. The purpose of this paper is to reexamine the cause of Yu Jing’s indictment in the context of political machination. By contextualizing his composition of the Poem in the Language of the Barbarian and subsequent impeachment within the politics of the court, my goal is to supplement, even challenge, our above conventional acceptance of xenophobia as the sole cause of Yu’s downfall. In doing so, I hope to point out the potential flaw of our current understanding of Song diplomacy as guilelessly dictated by its inferiority complex and0xenophobic sentiments.</p>
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Crutchley, Alison Claire. "Bilingual compound verbs in children’s Panjabi-English codeswitched narratives." Linguistic Approaches to Bilingualism 5, no. 1 (May 1, 2015): 2–29. http://dx.doi.org/10.1075/lab.5.1.01cru.
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Bilingual compound verbs (BCVs) are documented in various languages and are common in codeswitching between English and South Asian languages. It has been suggested that BCVs have no monolingual equivalent, and are generated by a ‘third system’ independent of the two languages. BCVs have also been cited as evidence of language convergence, and as a strategy employed by dominant bilinguals to circumvent lexical gaps in one language. BCVs were common in narratives from four to six-year-old Panjabi-English children in Huddersfield, UK. BCVs are argued to be based on analogy with Panjabi monolingual compound verbs, and to be unrelated to language convergence or language dominance. Instead, BCV use relates to two types of codeswitching in the data: one utilising the simplest structures from both languages, the other drawing more fully on the two languages’ grammatical resources. It is suggested that BCVs enable children with limited overall bilingual competence to ‘do codeswitching’.
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Larsen, Janet D., Thomas Fritsch, and Silvia Grava. "A Semantic Priming Test of Bilingual Language Storage and the Compound vs Coordinate Bilingual Distinction with Latvian-English Bilinguals." Perceptual and Motor Skills 79, no. 1 (August 1994): 459–66. http://dx.doi.org/10.2466/pms.1994.79.1.459.
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The unified and separate storage models of bilingual language storage and the compound vs coordinate bilingual distinction were tested with a semantic priming test using 47 Latvian-English bilinguals, some of whom learned the two languages at the same time and in the same environment and some of whom learned the two languages at different times and in different environments. Subjects named target words in their two languages, preceded by related or unrelated words in the same or a different language. Analyses of naming latencies provided no evidence of the compound vs coordinate distinction; however, results provided evidence favoring the separate storage model and suggested that seeing a word in a one language prepared the person to say another word in the same language.
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Susan Ita Ukpabio, Escor Effiong Udosen, Ekpoanwan Alfred Bassey, and Maryjane Ogechi Ejiako. "Word compounding as a morphological process in Efik language." Open Access Research Journal of Multidisciplinary Studies 6, no. 2 (December 30, 2023): 028–37. http://dx.doi.org/10.53022/oarjms.2023.6.2.0042.
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This study was carried out to examine Word Compounding as a morphological process in Efik Language. Compounding is a word formation process based on the combination of lexical elements. Words can be considered as a complex part in language since it has many different forms. Compound words are words formed through one of the word formation processes by combining one lexical item with another and thus produces a new word with a new meaning. This research work investigates to know how compound words are formed in Efik language. This work describes the forms of compound words, the meaning of words in their individual lexical categories as well as the meaning of words in their compounded state. It was discovered that some compound words in Efik could be literally realized or figuratively realized when undergoing the word formation process of compounding. It was also discovered that lexical categories resulting from the process of compounding are noun compound, verb compound, adjective compound and reduplication in the case of adverb. Most of the times, coined Efik counterparts of words are formed mostly by compounding and analogy. The use of English equivalents for compound words by the Efik-English bilinguals in their code-mixing utterance counts as an appropriate statement or reply. Sometimes, just as word compounding is in English, so it is Efik
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Beard, Ellen L. "Satire and Social Change: The Bard, the Schoolmaster and the Drover." Northern Scotland 8, no. 1 (May 2017): 1–21. http://dx.doi.org/10.3366/nor.2017.0124.
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Despite his lack of formal education, Sutherland bard Rob Donn MacKay (1714–78) left over 220 published poems, far more than any other contemporary Gaelic poet. During his lifetime he was equally esteemed for well-crafted satires and well-chosen (or newly-composed) musical settings for his verse. This article examines a group of related satires attacking the schoolmaster John Sutherland and the drover John Gray, comparing them to Rob Donn's views on other schoolmasters and cattle dealers, and considering both what conventional historical sources tell us about the poetry and what the poetry tells us about history, particularly literacy, bilingualism, and the cattle trade in the eighteenth-century Highlands.
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Ferreira, Geise Corrêa, Enma Mariángel Ortiz Torres, Michele Vargas Garcia, Silvio José Lemos Vasconcellos, Natalia Schopf Frizzo, and Maristela Julio Costa. "The effect of bilingualism on cognitive and auditory abilities in normally hearing adults." Revista CEFAC 20, no. 1 (February 2018): 21–28. http://dx.doi.org/10.1590/1982-0216201820112417.
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ABSTRACT Purpose: to evaluate and compare cognitive and auditory abilities in normally hearing monolingual and bilingual individuals. Methods: the sample consisted of 21 normally hearing individuals ranging in age between 18 and 25 years, divided into a control group of eight monolingual speakers of Brazilian Portuguese and a study group composed of 13 bilingual speakers of Brazilian Portuguese and German or Italian. The individuals underwent basic audiological assessments as well as assessments of cognitive and auditory figure-background abilities with the BPR-5 and SSW tests, respectively. Results: the assessment of cognitive abilities showed that bilinguals had a better performance for the general cognitive function, with a statistically significant difference, as well as for cognitive abilities of verbal, spatial and mechanical reasoning. Also, for auditory figure-background abilities, there was a statistically significant difference between the study groups, with bilinguals showing a better performance. Conclusions: based on the study groups, it was found that the bilingual subjects had a better performance of their general cognitive function, as compared with monolingual speakers, as well as in their specific cognitive abilities of verbal, spatial and mechanical reasoning, and in the auditory figure-background abilities.
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Baker Martínez, Elisabeth. "Y luego un tiburón blanco ha abrido la boca: Spanish children’s overregularization of irregular past participles." Studies in Hispanic and Lusophone Linguistics 17, no. 1 (May 1, 2024): 1–23. http://dx.doi.org/10.1515/shll-2024-2001.
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Abstract The current study investigates the influence of Age, Lexical frequency, and Language background on children’s overregularization of irregular past participles (e.g., ponido ‘put’, cf. puesto). A total of 536 past participles used in compound tenses (e.g., he escrito ‘I have written’) were extracted from child speech in online corpora from both monolingual Spanish (N = 45) and Spanish-English bilingual children (N = 2) between the ages of 3;0 and 6;11. The children overregularized 7 % of their past participles and did so more often with low-frequency participles like escrito ‘written’ than with high-frequency ones like hecho ‘done/made’. Additionally, Spanish-English bilinguals overregularized more than the monolinguals, and the bilinguals’ overregularizations persisted with age while the monolingual children’s rates decreased with age. These results demonstrate that both monolingual and bilingual children overregularize irregular past participles in the structures of interest and that their overregularizations are mediated by lexical frequency. Further, these results suggest that children must be exposed to enough examples of irregular forms before they stop applying the regular pattern. While the monolingual children who were exposed to extended amounts of Spanish retreated from participle overregularization with age, bilinguals’ rates of overregularization persisted through the ages studied. These findings indicate that children from both speaker groups follow a similar acquisitional path of irregular past participles; however, language experience predicts their rates of overregularization, and the timespan required to master the irregulars.
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Scherger, Anna-Lena, and Lena Kliemke. "nr="4"nr="5"Monolingualer und bilingualer Erwerb von Wortbildungsstrategien im Deutschen." Zeitschrift für Wortbildung / Journal of Word Formation 5, no. 2 (January 1, 2021): 4–34. http://dx.doi.org/10.3726/zwjw.2021.02.01.
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Abstract The present study investigates word formation processes and strategies in monolingual and bilingual children by age 7 to 8. Using an elicitation task in form of naming of low frequent complex objects, it is analyzed whether bilingual children use other word formation strategies than monolinguals do. Therefore, N=9 monolinguals and N=9 bilinguals were tested. N=268 elicited reactions were analyzed. Results show bilinguals to use the same word formation strategies to the same extent as monolinguals do. Compounding overweighs derivation in each child. However, a more in-depth qualitative analysis shows that the complex compounds formed by bilingual children disregard the German composition rule of right-hand heads to a significantly higher extent than the monolingual children do. Since this acquisition process has been reported for German monolingual 2-year old children, this result is interpreted as a delayed acquisition process rather than a transfer from the respective first language.
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Clahsen, Harald, Sabrina Gerth, Vera Heyer, and Esther Schott. "Morphology constrains native and non-native word formation in different ways." Mental Lexicon 10, no. 1 (May 1, 2015): 53–87. http://dx.doi.org/10.1075/ml.10.1.03cla.
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The role of morphological and syntactic information in non-native second language (L2) comprehension is controversial. Some have argued that late bilinguals rapidly integrate grammatical cues with other information sources during reading or listening in the same way as native speakers. Others claim that structural cues are underused in L2 processing. We examined different kinds of modifiers inside compounds (e.g. singulars vs. plurals, *rat eater vs. rats eater) with respect to this controversy, which are subject to both structural and non-structural constraints. Two offline and two online (eye-movement) experiments were performed examining the role of these constraints in spoken language comprehension of English and German, testing 77 advanced L2 learners. We also compared the L2 groups to corresponding groups of native speakers. Our results suggest that despite native-like sensitivity to the compounding constraints, late bilinguals rely more on non-structural constraints and are less able to revise their initial interpretations than L1 comprehenders.
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Han, Seunghee. "How does the language acquisition period affect simultaneous interpreters’ language processing?" APTIF 9 - Reality vs. Illusion 66, no. 4-5 (August 25, 2020): 570–87. http://dx.doi.org/10.1075/babel.00177.han.
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Abstract This study aims to identify the similarities and differences in cognitive-psychological semantic (Translation Equivalent) mapping employed by early, and late balanced bilinguals at the adult level. The subjects of lexical-semantic recognition tasks were limited to fourth-semester learners at graduate school of interpreting and translation to analyze the effect that the L2 acquisition period (or Age of Acquisition, AOA) and immersive education may have on cross-language processing among highly-proficient bilinguals. The experimental words were composed of non-cognate abstract words with two levels, and in four language directions (L1 > L1, L1 > L2, L2 > L1, L2 > L2) to compare monolingual, and bilingual priming effects. Early, and Late Balanced Bilingual groups (i.e., EBB and LBB) were comparable in many ways. However, mid balanced bilinguals who had exposure of more than six years after the critical period showed distinctive features. With a low lexical difficulty in the L1 to L2 direction, Mid Balanced Bilingual group (MBB) showed a similar tendency with EBB, while it was analogous to LBB when the lexical difficulty was high, and the language direction was from L2 to L1. Such results can be interpreted as evidence against the critical period hypothesis, indicating that language dominance may change due to the L2 acquisition period and immersive education. In contrast to their subjective perception, the mother tongue of all subject groups turned out to be Korean since all subjects, without exception, were faster in deciding words from English to Korean. The parental factor was limited to be all Koreans in order to control biological differences, from which the parental factor is reversely inferred most influential for early balanced bilinguals’ language dominance.
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Bernardo de Carvalho, Fernanda, Jackeline Batista Saldanha, Fernanda Protestato, Mariana Mendes Trevizan Silva, Giovana Lima Silva, Jamile Benite Palma Lopes, Lorraine Barbosa Cordeiro, and Claudia Santos Oliveira. "Assessment of predisposition in the acquisition of the english language and motor development in children with autism spectrum disorder: Case report." Manual Therapy, Posturology & Rehabilitation Journal 21 (March 27, 2023): 1–6. http://dx.doi.org/10.17784/mtprehabjournal.2023.21.1276.
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Background: Autism Spectrum Disorder (ASD) is a complex neurobiological disorder. Characterized by language deficits, however, it is known that there is a development of bilingualism in the autistic population. Delay in motor development is present in the population, with deficits in fine and gross motor coordination. Objective: The present study aims to evaluate the predisposition to acquire a second language and motor development in children with ASD. Method: The case report is composed of four children, verbal with the cognitive and physical capacity to participate in the evaluations. Mean age ± 8 years and 3 months, 50% male, 100% literate. Distributed into two groups: group I: two children diagnosed with ASD according to DSM-V and group II: two children with typical development. The group of children with ASD underwent the assessment protocol consisting of the application of the Childhood Autism Rating Scale (CARS) while the Revised Psychoeducational Profile (PEP-R) and the Placement Test were applied in both groups. Result: Children with ASD assessed with CARS had a low level of support. Regarding the PEP-R, the same group showed a deficit in the development of fine and gross motor coordination compared to group II. The child with ASD from the public network had a lower score compared to the child from the private network in relation to the level of development of bilingualism, both in reading and writing. Conclusion: It is possible to suggest that the development of fine and gross motor skills of children with ASD are deficient, however, they demonstrated a good result in the predisposition to learning a second language, including the child who studies in a public school. Although its development is a little smaller.
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Al-Jallad, Ahmad, and Ali al-Manaser. "Old Arabic Minutiae II: Greek-Safaitic Bilinguals and Language Contact in the Syro-Arabian Ḥarrah." Arabica 69, no. 4-5 (November 3, 2022): 567–90. http://dx.doi.org/10.1163/15700585-12341637.
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Abstract This article publishes a selection of texts discovered during the 2019 Badia Survey that shed light on the complex interactions between the inhabitants of the desert and settled areas. The inscriptions studied here include two new Safaitic-Greek bilingual texts, two new Greek inscriptions, and a Safaitic text composed by an inhabitant of the city of Bosra in the Ḥawrān.
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Black, Martha, Marc F. Joanisse, and Yasaman Rafat. "Language Dominance Modulates the Perception of Spanish Approximants in Late Bilinguals." Languages 5, no. 1 (January 22, 2020): 7. http://dx.doi.org/10.3390/languages5010007.
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The ability to discriminate phonetically similar first language (L1) and second language (L2) sounds has significant consequences for achieving target-like proficiency in second-language learners. This study examines the L2 perception of Spanish approximants [β, δ, ɣ] in comparison with their voiced stop counterparts [b, d, g] by adult English-Spanish bilinguals. Of interest is how perceptual effects are modulated by factors related to language dominance, including proficiency, language history, attitudes, and L1/L2 use, as measured by the Bilingual Language Profile questionnaire. Perception of target phones was assessed in adult native Spanish speakers (n = 10) and Spanish learners (n = 23) of varying proficiency levels, via (vowel-consonant-vowel) VCV sequences featuring both Spanish approximants and voiced stops during an AX discrimination task. Results indicate a significant positive correlation between perceptual accuracy and a language dominance score. Findings further demonstrate a significant hierarchy of increasing perceptual difficulty: β < δ < ɣ. Through an examination of bilingual language dominance, composed of the combined effects of language history, use, proficiency, and attitudes, the present study contributes a more nuanced and complete examination of individual variables that affect L2 perception, reaching beyond proficiency and experience alone.
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Banga, Arina, Esther Hanssen, Robert Schreuder, and Anneke Neijt. "How subtle differences in orthography influence conceptual interpretation." Units of Language – Units of Writing 15, no. 2 (August 10, 2012): 185–208. http://dx.doi.org/10.1075/wll.15.2.04ban.
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The present study investigates linguistic relativity. The units of writing investigated are e and en, which are used to represent units of language in Dutch, Frisian, and Afrikaans. Dutch has homographic forms in the plural suffix -en and the linking element of noun-noun compounds en. Frisian does not have homography of this kind, while Afrikaans has a different homography. This raises the question whether second language learners of Dutch consistently interpret the linking en in Dutch noun-noun compounds as plural in the way that native speakers do. Plurality ratings for Dutch modifiers obtained from native Dutch speakers are compared with ratings from Frisian-Dutch bilinguals and Afrikaaners learning Dutch as L2. Significant differences relating to orthography are observed. We therefore argue that differing orthographic conventions in one’s native language (L1) can lead to different interpretations for the same everyday words written in Dutch (L2). Orthography thus provides an example of linguistic relativity. Keywords: linguistic relativity; second language learning; morphology; compounding; linking element; plurality; homography; Dutch; Frisian; Afrikaans
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Mac Mathúna, Liam. "Snapshot or Signpost? The Role of English in Tadhg Ó Neachtain’s Early Eighteenth-Century Manuscripts." Studia Celto-Slavica 5 (2010): 29–46. http://dx.doi.org/10.54586/flav7666.
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Seán Ó Neachtain (c. 1640–1729) and his son Tadhg (c. 1671–c. 1752) were at the centre of an extensive circle of Gaelic scholars in the city of Dublin in the early part of the eighteenth century. Seán Ó Neachtain composed a broad range of creative literature. Although primarily written in Irish, his works include examples of Irish/English code-mixing as well as pieces composed entirely in English. His son, Tadhg Ó Neachtain, is credited with having written over 25 surviving manuscripts. He makes considerable use of English sources and of English itself in a number of these manuscripts, which are either pedagogical in nature, devoted to geography and history, or are characterised by frequent commonplace entries referring to contemporary events. This paper examines the interaction of the two languages in these manuscripts, exploring (1) the use of English language sources (textbooks and Dublin newspapers), (2) the content of the English portions of the manuscripts in question, and (3) the relationship of the English material to the Irish in the immediate compositional context. The paper seeks to assess whether the permeating bilingualism of these manuscripts is merely indicative of the contemporary socio-linguistic milieu in which the Ó Neachtains functioned, or can be regarded as harbinger of the subsequent community language change from Irish to English.
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Balam, Osmer, Ana de Prada Pérez, and Dámaris Mayans. "A congruence approach to the study of bilingual compound verbs in Northern Belize contact Spanish." Spanish in Context 11, no. 2 (September 5, 2014): 243–65. http://dx.doi.org/10.1075/sic.11.2.05bal.
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Attested in a wide variety of contact situations, bilingual compound verbs (BCVs) have baffled linguists, as they are innovative hybrid constructions that appear superfluous. In the current study, we examine BCVs in Northern Belize, where Spanish/English language alternation occurs alongside the pervasive use of Belizean Kriol, Belize’s lingua franca. We analyze Northern Belize code-switchers’ acceptability judgments and use of BCVs in oral production to determine whether stativity and/or verb frequency constrain the incorporation of BCVs as previously contended. The quantitative analysis of acceptability judgments and 553 canonical BCVs from 25 adolescent and 18 post-adolescent speakers revealed that BCVs are not constrained by stativity or verb frequency. We contend that although there are syntactic constraints, bilinguals’/multilinguals’ use of their linguistic resources is largely dependent on social factors (Sebba 1998). In the case of Northern Belize, where speakers do not perceive code-switching as illegitimate but rather embrace it and associate it with their mixed, multiplex identity, positive attitudes to non-standard varieties may have paved the way for the ubiquitous use of BCVs. The availability of a native Spanish/Mayan BCV model may have also catalyzed the process. BCVs in Northern Belize merit further investigation as they are innovative structures with Creoloid features that reflect code-switchers’ creative ability to capitalize on structural parsimony.
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Rezanova, Z. I., and Yu A. Ryabova. "Grammatical gender and number in the speech of Turkic-Russian bilinguals: interference or intra-linguistic tendencies?" Rusin, no. 66 (2021): 166–82. http://dx.doi.org/10.17223/18572685/66/10.
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The article presents the results of the study of specific variants of interference in the Slavic-Turkic language contact, namely the deviations from the norms of gender and number expression in the Russian speech of Turkic-Russian bilinguals, with fundamentally different ratio in the grammatical systems of the contacting languages. The Slavic and Turkic languages are typologically different (inflectional synthetic VS agglutinative) in their grammatical categories, types of intercategorical interaction, configurations of particular grammatical meanings and their formal markers within the same categories. The Slavic and Turkic languages are in close intense contact, which results in multiple variants of interference in the speech of the bilingual speakers. The authors have analysed the speech (about 140,000 words) of 22 respondents, aged from 23 to 81, with their education level ranging from primary to higher, to conclude that the differences in the grammatical structures of the interacting languages influence the number of grammatical errors in L2: 1) errors in the use of the grammatical gender prevail in all syntactic positions, due to its absence in the native Turkic languages of the bilinguals; 2) differences in the structure of grammatical number in the contacting languages resulted in the prevailing deviations from the speech standard in the use of number forms of material and collective nouns; 3) the variability of the particular grammatical meanings of the masculine, feminine and neuter genders in Russian resulted in the fact that the masculine gender, which is the unmarked member of the gender opposition, proved to prevail in all syntactic positions, except the coordination relation of the linking verb in compound predicates; 4) interference phenomena interact with current trends in the development of the Russian language, as well as with the spontaneous character of oral speech.
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Shormanova, Innayat Aslanbekovna. "Metaconcepts “Caucasus” and “Asia” as Dominant Constructs of the Ethnic Picture of the World of the Russian-speaking Writer Boris Chipchikov." Polylinguality and Transcultural Practices 19, no. 2 (December 15, 2022): 226–36. http://dx.doi.org/10.22363/2618-897x-2022-19-2-226-236.
Full textAbstract:
The author of the article considers the metaconcepts “Caucasus” and “Asia” as the main ethno-cultural constructs of the work of the Russian-speaking writer Boris Chipchikov. The relevance of the stated topic lies in the fact that the artistic world of the bilingual author, being one of the significant fragments of the world picture, in particular the linguistic world picture, reflects the value system of the linguoculture of those ethnic groups in whose languages the works were created, in this case - the Karachay-Balkar and Russian linguocultures. The study revealed that the semantic core of the ethnic model of creativity of B. Chipchikov is composed of the metaconcepts “Caucasus” and “Asia” with a wide range of components that actualize a variety of associations that reflect the mental preferences, cognitive consciousness of the writer, his ambiguous attitude to the “native”/“to a stranger”. The work uses a number of scientific methods, including methods of conceptual, component, linguocognitive analysis (to characterize metaconcepts and concepts), the method of description (to decipher the results of the study). The results obtained can be used in the further development of the problems of bilingualism, translinguism and transculturation, which are of scientific interest to modern linguists.
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Thomas, Juan Antonio, and Lotfi Sayahi. "A Quantitative Analysis of Code-switching in the Arabic-Romance Kharjas." Journal of Language Contact 5, no. 2 (2012): 262–78. http://dx.doi.org/10.1163/187740912x639238.
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This paper studies code-switching between Andalusian Arabic and Romance in thekharjas, the closing verses of themuwashshahaatpoems. These poems, dating from the 11thto the 14thcenturies, were composed in Classical Arabic, while thekharjaswere written in two languages of Al-Andalus: Andalusian Arabic and Romance. The purpose is to investigate to what degree the structural aspect of code-switching in thekharjasconforms to descriptions in the current literature on code-switching in bilingual communities and what that tells us about the degree of bilingualism in Al-Andalus. The 43kharjas(Corriente, 2008) present a total of 104 code-switches: 82 intra-sentential, 13 word-internal and 9 inter-sentential. The base language in the majority of cases is Romance: 73 % of the switches occurred from Romance to Arabic. Cross- tabulations of the direction of the switch, lexical category of the switched parts and what immediately precedes and follows them show statistically significant relationships, indicating that the code-switches found in this corpus are not the result of a random process of language mixing resulting in “an outlandish and deliberately unsophisticated patois” (Monroe, 1974:31). A study of the intra-sentential code-switches also contributes to an explanation of the behavior of the Arabic definite article,al-and its allomorphs, in Arabic loanwords.
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Brooks, Maneka Deanna. "“She Doesn’t Have the Basic Understanding of a Language”: Using Spelling Research to Challenge Deficit Conceptualizations of Adolescent Bilinguals." Journal of Literacy Research 49, no. 3 (June 14, 2017): 342–70. http://dx.doi.org/10.1177/1086296x17714016.
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This article examines the alternative English spelling practices of a student who is considered to be a long-term English learner. It draws on a theoretical framework that integrates a social perspective on spelling with a rejection of idealized conceptions of bilingualism. The analyzed English spellings presented in this article were identified in eight texts that the focal student composed during her English language arts class. Notably, this examination was contextualized within the focal student’s linguistic and schooling history. The resulting findings document that the focal student was a simultaneous bilingual who had a troubled history with formal schooling—the place where many young people learn spelling conventions. The predominant practice that characterized her alternative spellings was her use of conventional English sound-to-letter relationships to create a written echo of the speech patterns of her home, school, and community. When her alternative spelling did not reflect these Englishes, they typically illustrated her familiarity with the normative spelling of particular words. Yet the practices that characterized her spelling meant that they strayed from accepted conventions (e.g., transposition/omission/insertion of letters). The focal student’s alternative spelling practices illustrated her familiarity with the English writing system and the depth of her knowledge of multiple Englishes.
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Cechanovičius, Artūras, and Jadvyga Krūminienė. "Vladimir Nabokov’s Self-Translated Lolita: Revisiting the Original Alliterative Modes." Respectus Philologicus 22, no. 27 (October 25, 2012): 115–29. http://dx.doi.org/10.15388/respectus.2012.27.15341.
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This paper is a case study comparison of Vladimir Nabokov’s self-translated Russian version of his English novel Lolita with its original text within the frame of the theory of literary translation. Here, self-translation is referred to as a branch of literary translation whose distinctive feature is that the work is both composed and translated by the same person. It is interesting to observe that, for the most part, the authors who translate their own works into another language are bilingual. Theoretical investigation into the field of self-translation is a recent endeavour; the term only appeared around 1976. Before it appeared in A Dictionary for the Analysis of Literary Translation, self-translation was thought to be related to bilingualism, and was therefore approached from the perspective of linguistics.This paper analyses some alliterative modes, including suballiteration, produced by Nabokov in the two versions of Lolita. Throughout, the process of translation is viewed as a “two-stage reading-writing activity.” The novel’s translation into Lithuanian, which was performed from Nabokov’s Russian translation, is used to show the difference between translation and selftranslation, and to reveal the clash or the interplay between the foreign and the domestic in the development of alliterative appeal.
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Badiola, Lucia, Rodrigo Delgado, Ariane Sande, and Sara Stefanich. "Code-switching attitudes and their effects on acceptability judgment tasks." Linguistic Approaches to Bilingualism 8, no. 1 (February 6, 2017): 5–24. http://dx.doi.org/10.1075/lab.16006.bad.
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Abstract The present study examines the effects of code-switching (CS) attitudes in Acceptability Judgment Tasks (AJTs) among early Spanish/English bilinguals in the United States. In doing so, we explore whether negative attitudes towards CS result in lower/degraded ratings, and, likewise, whether positive attitudes result in higher acceptability ratings. Fifty Spanish/English bilinguals completed a survey that comprised a linguistic background questionnaire and a set of monolingual and code-switched sentences featuring two sets of stimuli, pro-drop (Sande, 2015) and pronouns (Koronkiewicz, 2014), that they rated on a 1–7 Likert scale; additionally, the survey included a final component that gathered information about the speakers’ attitudes towards CS. The pro-drop and pronouns code-switched stimuli gave rise to a total of four conditions. Results from a Linear Mixed Model revealed that all participants, regardless of attitude, distinguished between all Conditions. Furthermore, an effect for attitude was found for two of the conditions, such that the more positive the attitude, the higher the rating given on the AJT. In fact, these two conditions were composed of the CS structures that were rated higher by participants in Sande (2015) and Koronkiewicz (2014). No effect for attitude was found for CS structures that were rated low in the original studies. Thus, this investigation suggests that the attitudes that bilingual speakers have towards CS play a role in the ratings that they provide in AJTs, but in a manner that highlights, rather than obscures, the rule-governed nature of CS.
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Seppik, Regina, and Anastassia Zabrodskaja. "Language Practices within the Mixed Spanish-/Italian-/French- and Estonian-Speaking Families in Tallinn." Societies 12, no. 4 (August 7, 2022): 115. http://dx.doi.org/10.3390/soc12040115.
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This phenomenological study examined six mixed families living in Tallinn who are composed by French-/Italian-/Spanish-Estonian native speakers, who have at least one child who is being raised simultaneously with the combination of French-/Italian-/Spanish-Estonian and who all appeared to follow the one parent one language strategy as family language policy. The semi-structured interviews were conducted with parents. The theoretical aspect features family language policies and strategies, identity and its types, globalisation forces, bilingualism, and multiculturalism. The research aimed at highlighting the reasons behind parents’ ideological decision, more specifically, on how these bilingual families manage and adapt their language policies. The study shows how families control their chosen strategies. Research revealed in which languages children prefer to speak if they have been raised in multilingual environment. The results demonstrated that parents prefer to use a one parent–one language approach and they are led by their intuition and desire to speak in their own mother tongue with their children. It was found that bilingual reading to children during their first years contributes to their ability to speak in both parents’ mother tongues. Data showed that bilingual children living in Tallinn prefer to speak Estonian while having competency in both languages. This study revealed that parents were content about their children being bilingual.